امینی, محمد, تمنایی فر, محمد رضا, نژاد, آسیه. (1393). تحلیل جایگاه هوش معنوی در میان مجریان و دریافت کنندگان کتاب درسی دین و زندگی دوره متوسطه. پژوهش در برنامه ریزی درسی, 11(43), 95-109.
محمد امینی; محمد رضا تمنایی فر; آسیه نژاد. "تحلیل جایگاه هوش معنوی در میان مجریان و دریافت کنندگان کتاب درسی دین و زندگی دوره متوسطه". پژوهش در برنامه ریزی درسی, 11, 43, 1393, 95-109.
امینی, محمد, تمنایی فر, محمد رضا, نژاد, آسیه. (1393). 'تحلیل جایگاه هوش معنوی در میان مجریان و دریافت کنندگان کتاب درسی دین و زندگی دوره متوسطه', پژوهش در برنامه ریزی درسی, 11(43), pp. 95-109.
امینی, محمد, تمنایی فر, محمد رضا, نژاد, آسیه. تحلیل جایگاه هوش معنوی در میان مجریان و دریافت کنندگان کتاب درسی دین و زندگی دوره متوسطه. پژوهش در برنامه ریزی درسی, 1393; 11(43): 95-109.
تحلیل جایگاه هوش معنوی در میان مجریان و دریافت کنندگان کتاب درسی دین و زندگی دوره متوسطه
هدف این پژوهش، بررسی و تحلیل جایگاه هوش معنوی و مؤلفه‌های آن در میان مجریان و دریافت کنندگان برنامه درسی دین و زندگی سال چهارم متوسطه است. جامعه آماری این تحقیق شامل تمام دبیران دین و زندگی و دانش‌آموزان سال چهارم متوسطه کاشان است که از میان آنها با استفاده از روش نمونه‌گیری خوشه‌ای 348 دانش‌آموز انتخاب شدند. با توجه به محدود بودن تعداد دبیران، همه آنها مورد مطالعه قرار گرفتند. برای جمع‌آوری اطلاعات از پرسشنامه 42 سؤالی هوش معنوی استفاده گردید. روایی پرسشنامه با توجه به منابع نظری موجود و دیدگاه‌های متخصصان و پایایی آن از طریق آلفای کرونباخ 85/0 تأیید گردید. برای تجزیه و تحلیل داده‌ها از شاخص‌های آمار توصیفی (میانگین، انحراف معیار) و آمار استنباطی (آزمونt) استفاده شد. نتایج حاصله از این پژوهش نشان داد که میان دبیران دین و زندگی و دانش‌آموزان سال چهارم متوسطه از نظر هوش معنوی تفاوت معناداری وجود ندارد. در عین حال که میان دانش‌آموزان دختر و پسر از نظر میزان برخورداری از هوش معنوی تفاوتی معنادار وجود دارد. علاوه بر این، یافته‌های پژوهش حاضر مؤید آن است که میزان شناخت و آگاهی دبیران دین و زندگی از مؤلفه‌های هوش معنوی در حد نازلی است و اصولاً این حوزه در مقطع متوسطه با تنگناها و چالش‌های جدی مواجه است.در عین حال، با توجه به یافته‌های حاصل از این پژوهش، بر ارتقای هوش معنوی دانش‌آموزان و دبیران دین و زندگی و اتخاذ تدابیر لازم به منظور اصلاح کتب درسی و روش‌های تدریس در راستای رشد و پرورش هوش معنوی تأکید شده است.
The analysis of spiritual intelligence amongst the implementers and the receivers ofâ Religion and Lifeâ curriculum in high school
نویسندگان [English]
mohammad amini1؛ mohammad reza tammanneifar1؛ asieh nazhad2
چکیده [English]
The chief aim of this essay is to study and to analyze the position of spiritual intelligence and its components amongst the implementer and the receivers of “Religion and Life” curriculum in the fourth grade of high school. All the teacher, Teaching the ” Religion and Life” courses, along with the 348 fourth grade high school students, who were chosen randomly based on the clustering sampling method, were selected as the statistical population. A questioner, consisted of 42 questions about spiritual intelligence, was, then, used to collect the data. The validity and reliability, both, have been confirmed the first by means of the theoretical sources as well as the experts of the field and the second by Coronbach’s Alpha (%85). Both descriptive statistics (mean and slandered deviation) and inferential statistic (t-test) were used to analyze the data. Based on the findings, it can be concluded that the teachers and students are not highly different in terms of spiritual intelligence whereas, this difference is more conspicuous between the boys and the girls. In addition, these findings indicate that the degree of knowledge and awareness of teachers about spiritual intelligence and its components is very low and, therefore, there is a serious challenge in this filled . The priority, hence, should be given to promote the spiritual intelligence as well as changes in both textbooks and teaching methods.
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