Abstract:
این پژوهش با هدف طراحی و اعتبارسنجی الگوی برنامه درسی هوش هیجانی در دو مرحله انجام شد. در مرحله اول که طراحی الگو بود از دو روش استفاده شد . روش اول سنتز پژوهی بود ، داده های آن از روش نمونه گیری نظری انتخاب شدند و در روش دوم از پدیدار شناسی استفاده شد و اطلاعات آن از طریق مصاحبه نیمه ساختار یافته با متخصصان با روش نمونه گیری گلوله برفی انتخاب شدند، بدست آمد. داده های بدست آمده از دو روش با رهیافت کدگذاری نظام مند تحلیل و الگوی مورد نظر استخراج شد. در پاسخ به پرسش اول، نتایج نشان داد به دو دلیل می‌توان از ضرورت پرورش هوش هیجانی دانش آموزان دفاع کرد: 1- تاثیر هوش هیجانی بر سلامت روانی دانش آموزان، 2- تاثیر هوش هیجانی بر پیشرفت تحصیلی دانش آموزان. در سوال دوم نتیجه ارایه رویکرد برنامه درسی مبتنی بر هوش هیجانی با رویکرد جامع، چندبعدی، کل نگر و تلفیقی است. در پاسخ به سوال سوم، الگویی ارائه شد که دارای سه بعد است: برنامه درسی موضوعی (بر اساس نظریه کلاین)، برنامه درسی تلفیقی و محیط و فضای مدرسه (خارج از کلاس درس). بعد سوم آن مربوط به محیط فیزیکی و روانی مدرسه و خارج از کلاس درس می‌باشد که مخاطب اصلی آن را کارکنان مدرسه تشکیل می‌دهند . در مرحله دوم که بررسی اعتبار الگو با استفاده از روش دلفی بود، میزان توافق متخصصان برنامه ریزی درسی و هوش هیجانی که با روش نمونه گیری گلوله برفی انتخاب شدند 91.16 درصد برآورد شد.
This research was conducted with the aim of designing and validating the emotional intelligence curriculum model in two stages. In the first stage, two methods of research synthesis and phenomenology have been used. In the phenomenological method, the information was obtained through semi-structured interviews with experts in emotional intelligence who were selected by snowball sampling. The results showed that at the most general level, the necessity of developing students' emotional intelligence can be defended with two reasons: the effect of emotional intelligence on mental health and the effect of emotional intelligence on Academic progress of students because the increase in emotional intelligence improves the mental health of students and the increase in emotional intelligence causes the academic progress of students. It was also concluded that the best curriculum approach based on emotional intelligence is a comprehensive, multidimensional, holistic and integrated approach. At the end, a model was presented that has three dimensions of subject curriculum, integrated curriculum, environment and school space (outside the classroom). The first two dimensions of this model are related to the classroom and the main audience are the students. In this research, the elements of Klein's curriculum (goal, content, learning activities, teaching-learning process, learning materials and resources, grouping, space, time, etc.) have been used as a theoretical basis for the subject curriculum model. In the section on the goals of self-awareness, self-management, social awareness and social management of students, we chose the four main goals of the emotional intelligence curriculum for elementary students. In the content section, the content should be presented in multiple formats and should not be used only in its written form. Based on this, in teaching emotional intelligence, it is necessary to use other content formats such as photos and images, as well as learning activities as a form of content. In the teaching-learning process, collaborative learning, role-playing, brainstorming, storytelling, group games, and integrated methods should be used. In the learning opportunities section, there should be many and diverse learning opportunities based on the ability, needs and interests of students, activities should be designed for home and family, activities should cause cooperation and participation of parents in planning, compiling and implementing education. In the grouping section, the grouping should be based on the interests of the students and the teachers should be flexible in the layout of the class. Depending on the situational requirements, different group strategies, small groups, two-person groups and individual groups should be used. And the combination of groups as well. It should vary depending on the goals of the activity and the skill level of the students. In the time section, teachers of the first, second and third grades of primary school should allocate a 45-minute session and the teachers of the fourth, fifth and sixth grades should allocate 50 minutes of each week to emotional intelligence training in their timetables. In terms of space, creating a warm and friendly environment in the classroom, creating a sense of closeness and interest, mistakes are part of the learning process, adherence to the principles by the teacher, gentle and flexible teaching process, teaching with passion and excitement by the teacher. It is considered important. The materials and resources component prioritizes the use of multiple educational materials, the use of up-to-date and timely multimedia and technological educational tools. In the evaluation section, assessment should be a process and appropriate feedback, self-assessment and checklists should be used. The second part of the integrated curriculum In this section, the capacities of art, physical education, social studies, and literature courses are used to develop emotional intelligence. This method is based on the belief that the creative process used in art helps people to solve conflicts and problems and develops interpersonal skills, leading to better behavior management, anxiety reduction, increased self-esteem and self-awareness. Painting is one of these methods. In addition to physical health, exercise can also be effective in improving mental health. In explaining this, it can be said that physical exercises are effective in two direct ways in improving the mood and increasing the mental health of people, one of them is the release of endorphins. And the other is the reduction of cortisol levels. The main goal of social studies education in elementary school is for students to acquire the necessary ability to perform duties in front of family, friends and neighbors, to respect teachers and parents of the school, to be able to adhere to school regulations, by following the rules and Regulations should respond to daily needs, pay more attention to the development of social skills, and increase interest in the land and living environment in them. Let's read the book is one of the books that includes many types of stories. This book can effectively strengthen the emotional intelligence of students and even solve their problems and treat their emotional disorders. The environment and atmosphere of the school (outside the classroom) A) The environment and physical space of the school The physical environment is an essential component in the development of students' emotional intelligence, it is necessary to make sure that the messages sent by the layout, quality, appearance, sound, smell and other sensory messages transmitted by the physical environment are appropriate and aligned. It should be with the messages that we are trying to convey in other parts of the space and other features of the school. b) The social and psychological environment of the school This section is best linked to school-wide activities, including morning programs, student-led activities, newsletters, exhibitions, posters, and displays of student work. With these methods, the skills taught are constantly reminded to the students. In the validation phase of the model, it was validated by Delphi method by experts in curriculum planning and emotional intelligence, who were selected by snowball sampling method, and their agreement with the model was estimated at 91.16%.
Machine summary:
سؤال دوم : الگوي برنامه درسي هوش هيجاني دوره ابتدايي مبتني بر چه رويکردي است ؟ بر اساس نتايج سنتز پژوهي و مصاحبه از صاحب نظران بايد گفت که براي آموزش هوش هيجاني به دانش آموزان بايد از يک رويکرد جامع و چندبعدي استفاده نمود بدين معنا که در اين الگو، رشد و پرورش هوش هيجاني دانش آموزان از طريق سه بعد صورت ميپذيرد: ١) برنامه درسي موضوعي (ديسيپليني) ٢) برنامه درسي تلفيقي ٣) محيط و فضاي مدرسه (خارج از کلاس درس ) بين اين ابعاد ارتباط چند سويه وجود دارد و کارکرد هر يک متأثر از دو بعد ديگر ميباشد.
بر اساس يافته هاي سنتز پژوهي و همچنين نتايج مطالعه پديدارشناسي و مصاحبه از صاحب نظران که در جدول فوق به آن ها پرداخته شد، ميتوان گفت در فرصت هاي ياددهي-يادگيري براي پرورش هوش هيجاني بايد به چند اصل توجه داشت : ١- بايد فرصت هايي براي دانش آموزان فراهم ميشود تا نه تنها در طول جلسات آموزشي هوش هيجاني، بلکه در ديگر فعاليت هاي تحصيلي و اجتماعي در کلاس ، در طول زمان بازي و همچنين در خارج از مدرسه و در خانه ، مهارت هاي آموخته شده خود را تمرين کنند.
), Social and emotional education in primary school: Integrating theory and research into practice (pp.
“Investigating the effectiveness of the roleplaying teaching method on social skills and moral development of second grade female students of the 15th education district of Tehran.
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