علوم تربیتی

طراحی و اعتبارسنجی مؤلفه‌های روش تدریس و ارزشیابی برنامه درسی مبتنی بر هوش هیجانی دوره متوسطه اول

10.22055/edus.2024.47109.3611
دوره 31، شماره 2
دی 1403
صفحه 219-240
علوم تربیتی

نوع مقاله : علمی- پژوهشی

نویسندگان

لیلا ماهوتی 1
جهانبخش رحمانی 2
زهره سعادتمند 3
مژگان عارفی 4

1 دانشجوی دکتری، گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

2 دانشیار گروه برنامه‌ریزی درسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

3 دانشیار گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

4 دانشیار، گروه روان‌شناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

چکیده
هدف پژوهش حاضر طراحی و اعتبارسنجی مولفه‌های روش تدریس و ارزشیابی برنامه درسی مبتنی بر هوش هیجانی دوره متوسطه اول بود که با رویکرد ترکیبی (کیفی و کمی) از نوع اکتشافی و از نظر نوع مطالعه در بخش کیفی تحلیل مضمون و حوزه پژوهش بخش کیفی شامل مطالعات مرتبط منتشر شده در بین سال‌های 1385 تا 1402 و 2010 تا 2023 تا حد اشباع داده‌ها، پس از بررسی ملاک‌های ورود و خروج، 71 مطالعه به شیوه هدفمند شناسایی و مطالب از میان آنها استخراج شد. یافته‌های کیفی با روش تحلیل مضمون، مضامین پایه و سازمان دهنده را در عناصر روش‌های تدریس و روش‌های ارزشیابی نشان دادند. علاوه بر آن ابزار پژوهش در بخش کمی، پرسشنامه محقق‌ساخته برآمده از مرحله کیفی جهت اعتباربخشی الگوی طراحی شده، در اختیار ده نفر از متخصصان برنامه درسی، روان‌شناسان تعلیم‌وتربیت و دست‌اندرکاران تربیتی (مربیان) شاغل در دانشگاه‌ها و آموزش و پرورش شهر اصفهان، به عنوان نمونه، قرار گرفت که به شیوه هدفمند، انتخاب شدند. ملاک انتخاب، داشتن سوابق آموزشی و پژوهشی و آگاهی در حوزه هوش هیجانی و مطالعات برنامه درسی و علاقه‌مندی به مشارکت در پژوهش بود. توافق تخصصی الگوی طراحی شده، معادل 88/0 و مورد قبول به دست آمد؛ اغلب مشارکت‌کنندگان در مرحله اعتبارسنجی موافق با چارچوب و محتوای الگوی ارائه شده بوده‌اند. همچنین، در جمع‌بندی نظرات متخصصان درباره کافی بودن ویژگی‌های عناصر برنامه درسی، با استفاده از آمار توصیفی شامل جدول توزیع فراوانی و درصد، یافته‌ها نشان داد در بخش روش تدریس و ارزشیابی 80% صاحبنظران معتقد بودند که موارد استخراج شده ویژگی‌های عناصر برنامه درسی (روش تدریس و ارزشیابی) کافی است.

کلیدواژه‌ها

برنامه درسی
هوش هیجانی
اعتبارسنجی
دوره متوسطه اول

عنوان مقاله English

Designing and Validating the Components of the Teaching Method and Evaluating the Curriculum Based on Emotional Intelligence in the First Secondary School

نویسندگان English

Leila Mahooti 1
Jahanbakh Rahmani 2
Zohreh Saadatmand 3
Mozhgan Arefi 4
1 PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.
2 Associate professor Department of curriculum development, Isf.c., Islamic Azad University, Isfahan, Iran.
3  Associate Professor, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran.
4 Associate Professor, Department of Psychology, Isf.C., Islamic Azad University, Isfahan, Iran.
چکیده English

Introduction
The present study, with a different view in the field of emotional intelligence of teenagers, intends to design a model for emotional intelligence in the first secondary school and tried to find that the programs, in addition to having rich content, are suitable methods for internalizing values in Teenagers will benefit.
 
Method
The study utilized a qualitative exploratory design, analyzing 186 articles published between 2006 and 2023, ultimately selecting 71 for in-depth examination. Data were collected through thematic coding and expert validation, resulting in 211 basic codes categorized into 23 organizing themes and five comprehensive themes related to the curriculum model focused on emotional intelligence. Validation results indicated that 80% of experts found the multidimensional curriculum model based on emotional intelligence to be sufficient and diverse compared to quantitative teaching methods.
Results
In emotional intelligence curriculum teaching, cooperative learning strategies involve grouping students to complete tasks, catering to individual differences for a flexible class environment. Creative teachers use problem-solving methods to engage students with emotional intelligence issues, encouraging logical reasoning and evaluation of solutions. Evaluations should include diverse tools and perspectives from peers and parents, allowing for a comprehensive understanding of students' abilities and enabling teachers to address weaknesses effectively. Validation of the emotional intelligence curriculum model for first secondary schools indicated strong consensus (0.88 agreement among 10 experts), confirming the framework's robustness without significant changes needed.
 
Discussion
In the model of the present study, the use of various measurement and evaluation methods is emphasized. In this model, methods such as functional assessment, written test, oral test, observational assessment method, and finally self-evaluation were proposed to evaluate the performance of learners regarding emotional intelligence in the first secondary school.
 

کلیدواژه‌ها English

  • curriculum
  • emotional intelligence
  • validation
  • first secondary course
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