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   تاثیر شیوه آموزشی ژانرمدار بر مهارت نوشتن دانش‌آموزان دوزبانه پایه پنجم ابتدایی در درس زبان فارسی در شهرستان ارومیه  
   
نویسنده کیهان جواد ,عطیف مهتا
منبع پژوهش هاي برنامه درسي - 1399 - دوره : 10 - شماره : 2 - صفحه:241 -257
چکیده    آموزش مهارت های نوشتاری به دانش آموزان دوزبانه همواره یکی از مهم ترین وظایف نظام آموزشی در مقطع ابتدایی بوده است. در این راستا، پژوهش حاضر با هدف بررسی تاثیر شیوه آموزشی ژانرمدار بر مهارت نوشتن دانش‌آموزان دوزبانه پایه پنجم ابتدایی در درس زبان فارسی مدارس ابتدایی شهر ارومیه انجام شده است. روش تحقیق آزمایشی، با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. جامعۀ آماری شامل تمامی دانش‌آموزان پایه پنجم ابتدایی شهر ارومیه در سال تحصیلی 98-1397 بودند که ابتدا مدرسۀ مورد نظر با شیوه نمونه‌گیری تصادفی خوشه‌ای انتخاب، سپس در این مدرسه بعد از کسب نظر موافق مدیر و معلم، یک کلاس به صورت تصادفی ساده انتخاب گردید. دانش آموزان این کلاس (30 نفر) به شکل تصادفی در دو گروه آزمایش و کنترل جایگزین شدند. قبل از شروع برنامه مداخله، آزمون محقق ساخته مهارت نوشتن با تایید روایی و پایایی، شامل (شرح‌حال‌نویسی، خلاصه‌نویسی، خاطره‌نویسی و گزارش‌نویسی) برای هر دو گروه به عنوان پیش‌آزمون اجرا شد. سپس متغیر مستقل (شیوه آموزشی ژانرمدار) در 10 جلسه 45 دقیقه‌ای بر روی گروه آزمایش اجرا  و گروه کنترل با استفاده از روش سنتی آموزش دیدند. پس از پایان آموزش ها، آزمون فوق مجدداً برای هر دو گروه به عنوان پس‌آزمون اجرا گردید. داده های گردآوری‌شده از طریق آمار توصیفی و استنباطی (آزمون تحلیل کوواریانس) تحلیل گردید. یافته‌ها نشان داد که آموزش مهارت نوشتن با استفاده از تدریس به شیوۀ ژانرمدار در مقایسه با روش معمول کلاسی به‌طور معناداری باعث افزایش مهارت نوشتن در دانش‌آموز شد. با توجه به یافته های تحقیق حاضر می توان نتیجه گرفت که شیوۀ آموژشی ژانرمدار می تواند به طور مثبت و معنا داری مهارت نوشتن دانش‌آموزان دوزبانه را بهبود بخشد.
کلیدواژه دانش‌آموز دوزبانه، شیوه آموزشی ژانرمدار، مهارت نوشتن
آدرس دانشگاه آزاد اسلامی واحد ارومیه, گروه علوم تربیتی, ایران, دانشگاه آزاد اسلامی واحد ارومیه, گروه علوم تربیتی, ایران
پست الکترونیکی mahtaatiff@gmail.com
 
   The Effect of Genre-Based Teaching Approach on the Persian Writing Performance of the Fifth-Grade Bilingual Students  
   
Authors Keyhan Javad ,Atif Mahta
Abstract    IntroductionTeaching writing skills to bilingual students has always been one of the major tasks of the primary education system. Accordingly, the use of different methods and techniques for the effective teaching of writing skills has always been encouraged over the past few decades. Despite this, little attention has been paid to creativity in teaching writing, even Persian writing, skills of Iranian bilingual students. Considering this, this study aims at investigating the impact of the genrebased teaching approach on Persian writing performance of the fifthgrade bilingual students in the elementary schools of Urmia, West Azerbaijan Province, Iran. Research Hypotheses1                The genrebased teaching approach affects the fifthgrade bilingual students’ biography writing performance in the Persian language course.2      The genrebased teaching approach affects the fifthgrade bilingual students’ summary writing performance in the Persian language course.3      The genrebased teaching approach affects the fifthgrade bilingual students’ diary writing performance in the Persian language course.4      The genrebased teaching approach affects the fifthgrade bilingual students’ report writing performance in the Persian language course. Research materials and methodThe present researchers benefitted from a quasiexperimental research design for conducting this study. The research data was collected over the 20182019 academic year and the study population were all the fifthgrade elementary school students in Urmia. At first, from among all the elementary schools in Urmia, one was randomly selected through cluster sampling method. Then, after obtaining a permission letter from the education organization and also school officials’ consent, one class was randomly selected from among the fifthgrade classes. The 30 students in the class were then randomly assigned either to the control or the experimental group. Before beginning the intervention program, a writing skill test was administered as the pretest to the two groups. The test was designed by the researchers and its validity and reliability were assessed and confirmed. It was developed based on the Persian language curriculum of the fifth grade, assessed participants’ biography, summary, diary, and report writing skills, and composed of 8 written items, two items for each skill. Then, the genrebased approach to teaching was used, as the independent variable, to teach writing skills to the experimental and control groups for ten 45minute classroom sessions. After the 10th session, the writing test was rerun, this time as the posttest. Students’ writing skill was next assessed by considering their abilities in making sentences and connecting with the topic. The collected data were then analyzed through the use of descriptive and inferential statistics. ResultsBased on the obtained results, experimental group students’ ability in writing developed significantly after the use of genrebased approach to teaching writing skills. In other words, the findings revealed a significant difference in the posttest and pretest performances of  experimental and control groups regarding their abilities in writing biographies, summaries, diaries, and reports.    DiscussionThe use of genrebased teaching approach to teaching writing skills can help students overcome such psychological barriers as anxiety to their writing skill development and improve their selfregulation skills. Writing is creative, and thus it is involved with the creation of thoughts and ideas in the one hand and creation and regulation of ideas in linguistic forms on the other hand.Adopting the genre teaching approach, teachers can create positive human interactions with learners, provide them with good models to copy, teach them the general principles and concepts more effectively, and heighten their sense of exploration. This way, teachers create a friendly atmosphere in which students can feel calm, cope with their stress through their learning process, and develop their autonomy. In other words, through benefitting from different teaching approached and methods, teacher can provide students with useful information and then ask them some questions. This way, students can gain the necessary insight by using the available information and improve their writing skills.With regard to the high efficiency of this approach in improving the writing skill of fifth graders, school administrators and curriculum developers are strongly suggested to benefit from the genrebased teaching approach to help lower grade students improve their writing skills.
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