نویسندگان
1 دانشجوی دکتری فلسفه تعلیم و تربیت، واحد خوراسگان (اصفهان) دانشگاه آزاد اسلامی، اصفهان، ایران
2 ۲دانشجوی دکتری تخصصی برنامه ریزی درسی، دانشگاه تبریز، تبریز، ایران
چکیده
پژوهش حاضر با هدف بررسی و تحلیل مهارت‌های اجتماعی دانش‌آموزان استان آذربایجان شرقی و الزامات آن در برنامه درسی آنان انجام شده است. روش تحقیق توصیفی، از نوع پیمایشی بوده است. جامعه آماری دانش‌آموزان پسر و دختر ابتدایی و متوسطه تحصیلی است. نمونه آماری این پژوهش 800 نفر از دانش‌آموزان استان بوده که 320 نفر از آنها مربوط به مقطع ابتدایی، 480 نفر مربوط به مقطع متوسطه بوده است که با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار اندازه‍گیری در این پژوهش، پرسشنامه سنجش مهارت‌های اجتماعی برای دانش‌آموزان و پرسشنامه سنجش مهارت‌های اجتماعی دانش‌آموزان متوسطه به کار گرفته شده است. جهت تحلیل داده‌ها از آزمون‌هایT مستقل، مانوا و تحلیل واریانس یکراهه استفاده شد. نتایج تحقیق نشان داد که تفاوت بین دانش‌آموزان دختر و پسر، مدارس دولتی، نمونه دولتی وغیر دولتی، مقاطع آموزشی، مناطق برخوردار، نیمه برخوردار وکم برخوردار در مهارت‌های اجتماعی و مؤلفه‌های آن از نظر آماری معنادار بوده است. مهارت‌های اجتماعی دانش‌آموزان بر حسب طبقه اجتماعی، رشته تحصیلی و تحصیلات والدین آنها متفاوت بوده است. همچنین این تفاوت‌ها لزوم تجدید نظر در برنامه درسی و تغییر آن به منظور کسب مهارت‌های اجتماعی که از اهداف برنامه‌های درسی است را ضروری می‌نماید.
کلیدواژه‌ها
عنوان مقاله [English]
The analysis of social skills and its necessities in Curriculum: the case of students in Estern Azarbaijan
نویسندگان [English]
- yassin tavakoli 1
- Akbar soltanie 2
چکیده [English]
The purpose of this research is to analyze the social skills and its necessities in curriculum focusing on students of Eastern Azerbaijan Province. The method of this study is of descriptive-survey type. The statistical population consists of male and female elementary and high school students. Being selected through multistage cluster random sampling, 800 students include the research sample, 320 elementary students and 480 high students. Social skill evaluation questionnaire has been applied as the data collecting instrument. Data, then, have been analyzed by means of Anova and Manova and an independent t-test. The results indicates that considering the social skills and their components ,there is a significant difference between girls and boys in public, semi-public, and private schools as well as in enjoying , half enjoying and less enjoying regions. Students' social skills, also, have been meaningful different based on their social status, their major, and their parents' education. Such differences emphasizes the need to revise and change the curriculum so as students can acquire social skills.
کلیدواژه‌ها [English]
- Curriculum
- Social status
- Educational districts
- social skills
Aqajani, M. (2002).The effect of life skills training on mental health in adolescents control source. MA thesis, Al-Zahra University in Tehran. [Persian] Ismael Poor, K & Malaki, H. (2006). Comparison of attitude and social skills of secondary school students in public schools and non-governmental sample the city of Tehran. Psychology and Educational Sciences, Allameh Tabatabai University, the first year 6, p.137-156. [Persian]. Ansari, M. (2001). Comparison of control and non-control social development of male and female students in secondary school. MA thesis,TehranUniversity. [Persian]. Aienea afroz N, Abdullah HR (1994). The effect of his absence in academic achievement and social development of children in the scatter plot. Central Provincial Council of Education Research. [Persian]. Behpajoh, A, et al (2007). The effectiveness of social skills training on self-esteem blind. Journal of Research on psychological health. Teacher Training University, the first period, No. 3. [Persian]. Bazarghan, A (2003). Educational evaluation, Tehran,publishingsamt. Hosseininasab, Davod. (1998) content analysis is Persian and mathematics textbooks of primary school, education research project in East Azerbaijan Province. [Persian]. Chen, h .Wang, Q. Chen, X (2007).School achievement and social behaviors, across- lagged regression analysis. Vole, 33. Issue 6, pp535-540. -Cole, D. Chan, L. (1988).Methods and strategies for special education. Prentice-Hall. Farrelly, T, M. Fisjman. C. (1982).Peer-group discussion as a strategy in moral education.http://www.Clcrc.com/pages/overviewpaper.html. Foreman, R. A. B. (1981).Conduct disorders, behavioral assessment of childhood disorders. New Yurok, the Guilford Press. Jabari, K. (2003). Evaluate the success of programs in achieving social goals from the perspective of high school teachers and students Miandoab, MSc thesis, Faculty of Education and Psychology, University of Allameh Tabatabaie. [Persian]. Jamaali taze kand, M, Talebzade Nvbryan, M. and Abolqasemi, M (2013). Analysis of the components of citizenship education in secondary school social science curriculum content, Journal of Curriculum Development, tenth year, the second period, No. 10, row 37, Summer 1392, p.19-1. [Persian]. Gresham, F. M, & Elliot, S. N. (1984). Social Skills Deficit as a Primary Learning Disability. Journal of Learning Disabilities, 22, pp. 120 – 124. Hall, I. Stardom, A. Richards, M.(2005).Social outcomes in adulthood of children with intellectual impairment .Journal of Intellectual Disability Research.49,171-182. Hartley, P.(1999).Interpersonal communication.London.Vol5.pp154-240. Lewis, F. Timothy, J.(1998).Social skill training. School Psychology Review,727, 446-59. Rahnoma, A & Ali, H. (2005). Social development compared to the control and non-control students in Tehran, Journal magazine, Shahed University, Year 12, No. 15, pp. 33-44. [Persian] Rahim, J. et al. (2005). Effect of assertiveness training on social skills, social phobia and self-expression in the first year of public school students, Ahvaz, Journal of Education and Psychology, Vol. 13, p.124-111. [Persian]. Saadatnagad, A (2001). Comparing the social development of students and expressive control, master's thesis, Tehran University. [Persian]. - Soltani, A. (2006). The impact on the growth of cooperative learning social skills students’ master thesis, Tabriz, Faculty of Psychology and Educational Sciences. [Persian]. Saif, A. (2004). Educational psychology, Tehran, publishing aware. [Persian]. Hill, sh. Strake,K. (2002).Impact substance use and violence.Washington,my. http: www.hspc.org /impact substance .saps. Malaki, Ch. ,Elliott (2002). Children’s social behaviors predictors’ Alongitudinal analysis. Vole, 11.p.7-23. Masen, G. Lansheer, J.(2000). Peer- perceived social competence and academic achievement of low lrvrl.vol,28 .issue 1.pp29-39. Malaki, Ch. Elliott.(2002).Children’s social behaviors predictors of academic achievement .a longitudinal analysis.vol, 11 Issue 1.pp 7- 23. Moorish, S (1978).Document of life skills. http: www.savy.search.com. Steel, R,G. &Terrie, j .h (1980).Principles and procedures of Statistics .new York: mc, hill, book.com. Wetzel,L (1997).Relation between social competence and academic achievement in early adolescence. Child development. Pp1066 -1078.
