بررسی تاثیر روش آموزش ناسازی معنایی بر مهارت نوشتن خلاق دانش آموزان

هدف: هدف پژوهش بررسی تاثیر روش آموزش مبتنی بر ناسازی معنایی بر مهارت نوشتن خلاق دانش‌آموزان بود.روش: روش پژوهش شبه آزمایشی با طرح پیش‌آزمون –پس‌آزمون با گروه کنترل بود. جامعه آماری کلیه دانش‌آموزان پسر سال اول دوره دوم متوسطه ناحیه دو همدان در سال تحصیلی 98-97 بودند که تعداد کل آن‌ها 1021 نفر بود. با استفاده از روش نمونه‌گیری خوشه‌ای مرحله‌ای 32 نفر دانش‌آموز پسر پایه اول دوره دوم متوسطه به‌عنوان نمونه آماری انتخاب شدند و به‌صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. ابزار اندازه‌گیری آزمون محقق ساخته بود. این آزمون دارای 20 سوال بود. برای سنجش روایی ابزار از روایی محتوی cvr استفاده شدوبراین اساس سوالات در اختیار 12 نفر از معلمان رشته ادبیات فارسی قرار گرفت و.میزان روایی محتوایی 79/. محاسبه شد که براساس جدول لاوشه از روایی محتوایی لازم برخوردار بود. برای سنجش پایایی از آزمون آلفای کرونباخ استفاده شد و میزان آن 81/. محاسبه شد. برای تجزیه‌وتحلیل داده‌ها از شاخص‌های آمار توصیفی و آزمون آماری کالموگروف- اسمیرونف، آزمون لوین و تحلیل کوواریانس استفاده شد و داده‌ها با استفاده از نرم‌افزار آماری spss مورد تجزیه‌وتحلیل قرار گرفتند.یافته‌ها: نتایج نشان داد بین میزان مهارت نوشتن خلاق دانش‌آموزانی که به روش ناسازی معنایی آموزش‌دیده‌اند با مهارت نوشتن خلاق دانش‌آموزانی که به روش عادی آموزش‌دیده‌اند، تفاوت معنی‌دار وجود داشت. به‌عبارت‌دیگر روش آموزش ناسازی معنایی میزان مهارت نوشتن خلاق دانش‌آموزان را افزایش داده است.

The study of conflict meaning instruction method impact on first grade senior school students creative writing skills

There is different way and strategy for creative writing including replacing method , brain storming, simulation, narration, making question, free style writing , metaphor, analogy, comparison and assessment and conflict meaning method. The main purpose of this research was to study the impact of conflict meaning instruction method on students creative writing skills. The main hypothesis was Is there any significant differences between creative writing of student who instructed by conflict meaning method with their creative writing skills comparison to students who instructed through traditional or current methods. In this research also there was three specific hypothesis.1-Is there any significant differences between students selecting main concept, selecting main branches and selecting main clusters skills who instructed by conflict meaning method with their creative writing skills comparison to students who instructed through traditional or current methods.2-Is there any significant differences between students creating mental atmosphere skills who instructed by conflict meaning method with their creative writing skills comparison to students who instructed through traditional or current methods.3-Is there any significant differences between students designing meaning web skills who instructed by conflict meaning method with their creative writing skills comparison to students who instructed through traditional or current methods. A quasi experiential research method with pretest-post test design with group control was used. The statistical population(N=1021) were included all first grade boy students of senior school of Hamedan city at 98-97 school year. Based on multi staged clustered method at first all boy senior school of hamedan city were selected .At the second stage between these school, randomly one school were selected .The selected school had nine first grade classrooms in different fields including mathematics experiential sciences and humanities.. At next stage From nine grade l classroom, one class randomly selected as study sample and its number of student were 32 students. These 32 students randomly divided into control and experimental group. The experiential group were instructed by conflict meaning method about eight session and each session included about 45 minutes. The control group didn’t receive any new instruction and instructed by current method. The instructor (one of teachers ) received three session instruction (each session included 90 minutes ) by researcher .The content of instruction were included selecting main concepts skills, branches selecting skills , clusters selecting skills. Selecting conflict main concepts skills, conflict branches selecting skills , conflict clusters selecting skills. creating mental status skills, web depicting skills, creative writing, creative writing skills creative writing strategies, the criteria of creative writing evaluation. After instruction two group tested by researcher made test. Then The data gathering instrument was researcher made test and included 20 questions .The validity of instrument computed by experts and CVR method. According to this method the test presented to 12 literature teacher who have more than five years teaching experience and at 98-97 school year teaching the first grade senior school writing one courses. Based on lawshe method the test content validity computed about ./79 that according lawshe coefficient take advantaged of necessary validity .The test reliability using Cronbach Alpha coefficient computed about ./81.The gathered data were analyzed using descriptive statistic indexes including table, frequency ,percent, mean, standard deviation and Kalmogrov-Smironov and Levin test and covariance analysis. The research finding showed that there is significant differences between control and experimental group students selecting main concepts skills, branches selecting skills , clusters selecting skills with their creative writing skills Also research finding showed there is significant differences between control and experimental group students creating mental status skills with their creative writing skills. More over finding showed there is significant differences between control and experimental group students meaning web depicting skills and with their creative writing skills. Finally research finding showed that the conflict meaning method increased students creative writing skills. It should be noted because in conflict meaning instruction method the student for choosing the main concept ,the branches and clusters simultaneously use different method including brain storming, simulation, narration, making question, metaphor, free style writing , replacing method , analogy, comparison and assessment and conflict meaning method , their writing are always unique. The students according this method think unique and this character lead to producing new writings and avoid from stereo type works. Also creating mental position in writing give artistic aspect to writing and create emotional atmosphere in writing .it reduce mental freezing, makes dynamic ,give life and sense to works, convey affective message , make affective aspect more important than cognitive aspect. This skills follow synectics strategy that in this method the affective method in creativity and creative writing is more important than cognitive aspect and creativity isn’t limited to specific subject area and all subject area can encourage creativity. Designing of web meaning integrate writing to cognitive and meta cognitive map strategy.in this skills the student go beyond the given information and makes perceptional distance. Finding the relation and fitness between main concept ,main branches ,main cluster and main conflict concept ,conflict branches and conflict clutters lead to improvement of mental rotation skills that encourage student to see phenomena from different aspect and views .mental rotation is one of the most component of imagination . the meaning net designing encourages the aesthetic domain of work and give attractive to writes. In sum it should be noted that because the conflict meaning method simultaneously make emphasis on cognitive, affective and metacognitive aspect ,then it is the effective method and strategy for teaching creative writing .according to research finding because the conflict meaning instruction method increased the students creative writing skills it suggest that all teachers of writing one course through different method before school year to be familiar with character, process and structure of conflict meaning method more over with creative writing, the skills of creative writing, the strategies of creative writing and the criteria of assessment and evaluation of creative writing. Also it suggest that in senior secondary school curriculum especially in first grade of senior school provide different opportunity for student to practice writing with conflict method and through this improve their creative writing skills.