چکیده:
هدف از پژوهش حاضر بررسی تاثیر آموزش تلفیقی در مقایسه با تدریس سنتی در درس فارسی بر خلاقیت دانش آموزان بود. این پژوهش از لحاظ هدف کاربردی و به روش نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل انجام شد. جامعه آماری شامل1012 نفراز دانش آموزان دختر پایه سوم ابتدایی که در سال تحصیلی1400-1399 مشغول تدریس در مدارس غیر دولتی شهرستان سیرجان بودند که 20 نفر به عنوان نمونه به صورت تصادفی انتخاب شدند که تعداد 10 نفر به طور تصادفی و برابر در دو گروه آزمایش و کنترل قرار گرفته اند. ابزار جمع آوری داده ها با استفاده از پرسش نامه بوده خلاقیت عابدی بوده که روایی محتوایی آن مورد تایید متخصصین از جمله استاد راهنما و استاد مشاور قرار گرفت. بررسی مقادیر آلفای کرونباخ نشان میدهد که میزان پایایی از حداقل 77/0 برای قابلیت سیالی تا حداکثر 89/0 برای خلاقیت کل بدست آمده است. نتایج پژوهش نشان داد که روش آموزش تلفیقی بر خلاقیت تاثیر معنادار دارد. سطح معنی داری مفروض در این پژوهش مقدار 0.05 انتخاب شد که سطح معنی داری آزمون کمتر از 0.05 (0.001>p) بدست آمد و نشان از تفاوت میانگین ها و اثربخشی مداخله داشت. میزان خلاقیت بین دانش آموزانی که به روش تلفیقی آموزش دیده بودند بیشتر از دانش آموزانی بود که به روش سنتی آموزش دیده بودند. بنابراین پیشنهاد می گردد که معلمان مدارس از این روش در خصوص ارتقاء سطح خلاقیت دانش آموزان بهره ببرند..
Extended AbstractAbstract The purpose of this study was to investigate the effect of integrated education in comparison with traditional teaching in Persian lessons on students' creativity. This research was conducted in terms of applied purpose and quasi-experimental method with pre-test-post-test design with control group. The statistical population includes 1012 female students in the third grade of elementary school who were teaching in non-governmental schools in Sirjan in the academic year 2020-2021. Are under control. The data collection tool was a questionnaire using Abedi's creativity, the content validity of which was approved by experts, including the tutor and the consultant. Examination of Cronbach's alpha values shows that the reliability is obtained from a minimum of 0.77 for fluidity to a maximum of 0.89 for total creativity. The results showed that the method of integrated education has a significant effect on creativity. The assumed significance level in this study was 0.05 and the significance level of the test was less than 0.05 (p IntroductionPrimary school children are often naturally curious and like to learn things creatively rather than learning information prepared in advance by parents and teachers (Sortiji Okrekaii & Rastegaropur, 2012). Children need curricula that provide them with unpredictable and exciting experiences, and the implementation of such curricula requires creative teachers. It is often thought that creativity is not teachable; But in the absence of evidence that it is inherited, teachers must accept that this skill can be developed in the classroom environment and by generalizing it to the living environment (Darras, 2019). Unfortunately, our teachers are less familiar with how to create the right atmosphere in the classroom so that creativity can flourish. Unfortunately, there are serious weaknesses in the training of creative and thoughtful people by educational institutions, especially the education system. The system with which students and most students around the world engage is perhaps the main reason for their creativity to become blind (HUI, A. N, & HE, M. W, 2021). Integrated learning is a combination of traditional face-to-face learning and online learning, so that teaching is done both in the classroom and online, and the online section is an extension and continuation of traditional classroom learning (Ahmady & Nakhostin-Ruhi, 2014: 21). In today's world, special attention should be paid to learning creativity, so in schools, a special place has been considered for this to develop creative thinking (Esnaashari, FooladChang & Daryapour, 2017: 25). Teaching patterns are actually learning patterns. Teachers use these patterns to teach students how to learn while helping students acquire information, ideas, skills, ways of thinking, and tools. (Brahuei Moghadam & Kahrazehi, 2020: 45).Considering the teachability of creativity and the opportunities that integrated education provides for self-learning, exploratory learning, personal independence, application of constructivist and multisensory curriculum (Amiri, 2020: 43), also considering the importance of deep learning in the course Initially, a single teaching model based on the cognitive learning cycle is suggested, which can be used to teach all courses; This cycle is derived from the E5 method. Teaching in the cognitive learning cycle is a combination of description and description, so the cognitive learning cycle consists of four steps (conflict, search, description and evaluation, evaluation) (Ganji, 2005: 134). Assessment as a learner can be considered as a measure that has become a student's mental habit and has made him a measure of his behavior. Self-assessment tools, checklists, and workbooks can be used for assessment in part-time school (online). Which is the basis of judgment of students (Malmir & et al., 2019: 189). Considering the above issues and the urgent need of the country's educational system for new developments in lesson planning, it seems that the integrated teaching method is a suitable alternative to traditional teaching methods to be effective in cognitive and applied learning of Persian literature. Therefore, in this study, we intend to emphasize the importance of the theoretical foundations of creativity and innovation and one of the practical solutions to achieve a significant impact of integrated education on creativity and its components (fluidity growth, expansion, flexibility and initiative). ) To pay attention to many of the socio-cultural contexts that are tied to it in order to produce knowledge, which is the main strategy for the progress and development of society. Therefore, the researcher tries to address the main goal of investigating the effect of integrated education patterns with traditional education methods on the creativity of female third grade elementary students in non-governmental schools in Sirjan.Theoretical frameworkIntegrative education uses new ways of thinking in conjunction with lesson design to adapt traditional values and activities by absorbing technological possibilities and expectations that provide a combination of face-to-face and online components. Nowadays, online learning has lost its fans only and only face-to-face, and the third view, called combined education, believes that this method of teaching has satisfactory results (Wehlburg, 2010: 23). Curriculum integration is a way of organizing shared learning materials or life skills for all citizens and aims to help students learn how to participate in a democratic life (Mehrmohammadi & Abedi, 2001: 47) . The traditional approach to education makes the learner passive. In the new educational approach, there is interaction between teacher and student and provides an opportunity to assess the level of student perception and appropriate and meaningful issues are raised in the classroom (Adib, & et al., 2015: 117). The new perspective emphasizes the integration of information and perception. As a facilitator of learning, the teacher tries to strike a logical balance between classroom teaching and work teaching, and between intuitive thinking and analytical thinking. This perspective emphasizes the integration of knowledge through its application in meaningful situations, innovation, creativity and knowledge production. (Brahuei Moghadam, Kahrazehi, 2020: 50).(Matin Far.et al, 2021) The effectiveness of the implementation of the integrated art curriculum on the academic performance of students in social studies found that the implementation of this integrated curriculum could increase the performance score of the experimental group in the cognitive and emotional domain (level of reception). But at the level of evaluation of the emotional domain, no positive performance was achieved.MethodologyThe present study is an applied research in terms of purpose and in terms of method is a quasi-experimental design of pre-test post-test with a control group. The statistical population included 1012 female students in the third grade of non-governmental primary schools in Sirjan in the academic year 2020-2021. The statistical sample of this study includes 20 students from the third grade who were selected as a random and equal sample and were divided into two groups of 10 people in the experimental and control groups. The integrated training sessions were performed in 10 sessions of 45 minutes for the experimental group and the control group did not receive any intervention. Total sessions were held during the academic year for 2 months and 15 days (equivalent to 10 weeks) until the first half of December, the return period of 50 days (January 25, the time of descriptive-functional evaluation). In pre-test and post-test, both groups answered the research tool, Creativity Questionnaire (Abedi 1993). Findings collected using paired t-test and analysis of covariance including ANCOVA and MANCOVA Were performed and analyzed in SPSS software.The educational content of the selected courses was considered in the third grade according to the education decree. In the traditional group, Persian literature courses were taught separately from each other. The integrated curriculum in the experimental group includes teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 online and at the end of Abedi's creativity questionnaire. Used for post-test. Descriptive and inferential statistics were used to analyze the data. The descriptive statistics section describes the sample data. In the inferential section, to analyze the research hypotheses, t-test was used for continuous groups and independent groups t-test was used to test the hypotheses. The effect of pre-test on post-test was investigated by univariate analysis of covariance. SPSS software was used for data analysis.Discussion and ResultsThe results of statistical analysis showed that no significant difference was observed in the mean of creativity and its components in the traditional teaching group and the mean of the pre-test and post-test stages of the traditional teaching group was almost equal (p Wilkes's multivariate Lambda test showed that the intervention was effective in general and integrated training was able to affect the components of creativity (p ConclusionThe purpose of this study was to compare the effect of integrated teaching methods in comparison with traditional education on students' creativity. The results showed that integrated teaching has a significant effect on creativity and its components compared to traditional teaching. Specifically, research on the integrated curriculum of teaching patterns of rhetoric, pre-organizers, brainstorming, concept perception, inductive thinking in the content of each lesson of Persian literature by combining the teaching model of distance learning E5 has not been done online, but The results of this study are consistent with the findings of (Banihashemi. Et al, 2020), (Kadkhodaii & soleimani, 2015), (Kazemi, 2016), Emadi.et al, 2018), Rahmatzehi.et al, 2018), Ahmadi.et al, 2014), Chamaro, 2006) and (Darras, 2019), all of which show the impact of e-learning and integration on increasing students' creativity and learning. Explaining the effect of rhetorical method on increasing students' creativity, it can be said that since this teaching model has been developed with the aim of creating innovation; Dari is a feature that directly and indirectly teaches metaphorical thinking and thinking, motivates learners to use a variety of direct, personal and intensive (contrast) analogies, all of which are aimed at strengthening creative thinking and innovation skills.