نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی برنامه‌ریزی درسی دانشگاه تبریز، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.

2 استاد دانشگاه تبریز، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، ایران.

3 استادیار دانشگاه شهید مدنی آذربایجان، دانشکده علوم تربیتی و روان‌شناسی شهید مدنی آذربایجان، ایران.

10.30486/jsre.2019.549851.

چکیده

هدف پژوهش حاضر، تعیین تأثیر آموزش مبتنی بر مغز بر میزان یادگیری و آمادگی زبانی نوآموزان پیش‌دبستانی بوده است. این پژوهش به روش شبه آزمایشی و با طرح پیش‌آزمون و پس‌آزمون اجرا شد. جامعة آماری شامل همة نوآموزان دورة پیش‌دبستانی شهر تبریز است. آزمودنی‌های 40 نوآموز بودند که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و در دو گروه آزمایش و کنترل (دو کلاس 20 نفره) قرار گرفتند. به مربی گروه آزمایش طی 9 جلسه و به اولیای نوآموزان طی دو جلسه آموزش مبتنی بر مغز آموزش داده شد. محیط یادگیری بر اساس مؤلفه‌های تأثیرگذار بر مغز (نور، تغذیه، اکسیژن، رنگ، موسیقی و آب) تغییر یافت. سپس در گروه آزمایش، آموزش‌ها با توجه به اصول برنامه درسی مبتنی بر مغز به مدت 4 ماه ارائه شد. برای هر دو گروه پیش‌آزمون و پس‌آزمونی با توجه به محتوای فعالیت‌های در نظر گرفته شده در دورة پیش‌دبستانی اجرا شد. داده‌های پژوهش با استفاده از آزمون کوواریانس و تی (t) تحلیل شد. یافته‌ها حاکی از آن بود که آموزش مبتنی بر مغز بر افزایش میزان یادگیری و پایداری یادگیری و نیز آمادگی زبانی آنان تأثیر معنی‌دار دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of brain-based education on level of learning of pre-schoolers and their linguistic preparedness

نویسندگان [English]

  • ramin nozohouri 1
  • Eskandar Fathiazar 2
  • Yousef Adib 2
  • Hasan Bafandeh Gharamaleki 3

1 PH.D. Student of curriculum(Corresponding Author). Tabriz university. Faculty of Education and Psychology, Tabriz, Iran.

2 Professor of Tabriz University, Faculty of Education and Psychology, Tabriz, Iran.

3 Assistant Professor of Shahid Madani University, Faculty of Education and Psychology, Tabriz, Iran.

چکیده [English]

The purpose of this study was to determine the effect of brain-based education on preschoolers level of learning and their linguistic preparedness. This research was carried out using quasi-experimental design with pre-test and post-test design. The subjects were 40 students who were selected by multistage cluster sampling and were divided into experimental and control group (two classes of 20 people). The pre-school educator of experimental group was trained in 9 sessions moreover two sessions of brain education were given to children's parents. The learning environment was changed based on the components affecting the brain (light, nutrition, oxygen, colour, music, and water). Subsequently, in the experimental group, training was provided for four months based on the principles of the brain-based curriculum. For both groups, pre-test and post-test were performed according to the content of the activities planned for the preschool education. Data were analyzed using covariance and T tests. The findings indicated that brain-based education has a significant effect on increasing the level of learning and its sustainability as well as their linguistic preparedness.

کلیدواژه‌ها [English]

  • Pre-school education
  • Brain based education
  • Learning
  • Learning sustainability
  • linguistic preparedness

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