چکیده:
پژوهش حاضر در راستای ارائه و ارزیابی الگوی زبانآموزی برای کودکان پیشدبستانی انجام شد که به شیوه کلخوانی آموزش را پیش میبرد و مبتنی بر رویکرد شناختی به همراه بازی است. روش پژوهش ترکیبی (کیفی و کمی) بود که در بخش کیفی از مرور منظم کتابخانهای و در بخش کمی از روش پیمایشی برای اعتباریابی الگو استفاده گردید. جامعهی پژوهش در بخش کیفی شامل کلیهی منابع علمی اعم از کتاب و مقالهی مربوط به مفاهیم پژوهش میباشد که در پایگاه-های اطلاعاتی داخلی و خارجی از سال 2011 تا 2020 انتشاریافته است. از بین آنها، منابع مرتبط با اهداف پژوهش و قابلدسترس بهعنوان نمونهی پژوهش انتخاب شدند. در بخش کمی نیز بهمنظور تعیین اعتبار الگوی طراحیشده، از جامعهی متخصصان علوم تربیتی و روانشناسی تربیتی 16 نفر به روش هدفمند انتخاب شدند و پرسشنامهی محقق ساخته را تکمیل کردند. در نهایت، الگوی زبانآموزی بر اساس تحلیل کیفی و استخراج مضامین اصلی و پرتکرار در منابع طراحی شد. این الگو دارای شش مؤلفه )اهداف، محتوا، روش یاددهی-یادگیری، محیط یادگیری، ویژگیهای یادگیرنده و ارزشیابی) و هفت گام آموزشی برای اجرای (انتخاب تصویر، شناسایی تصاویر و درستکردن فرهنگ واژگان تصویر-واژه، مرور فرهنگ واژگان تصویر-واژه، بازی با کلمات موردنظر، دستیابی به مفهوم، طبقهبندی واژگان و ارزشیابی دانشآموزان) میباشد. اعتبار الگو نیز طبق تحلیل توصیفی و نتایج آزمون خی دو، از نظر متخصصان تأیید شد.
The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources. This template has six components (objectives, content, teaching-learning method, learning environment, learner characteristics and evaluation) and seven educational steps to implement (image selection, image recognition and image-word dictionary correction, image-vocabulary review- Word is the play on words, the acquisition of meaning, the classification of words, and the evaluation of students(. The validity of the model was confirmed by experts based on descriptive analysis and chi-square test results.The present study was conducted to present and evaluate the language learning model for preschool children, which promotes reading in a holistic manner and is based on a cognitive approach with play. The research method is a combination (qualitative and quantitative) that in the qualitative part of the regular library review and in the quantitative part of the survey method was used to validate the model. The research community in the qualitative section includes all scientific sources, including books and articles related to research concepts, which have been published in domestic and foreign databases from 2011 to 2020. Among them, resources related to research objectives and accessible were selected as a research sample. In order to determine the validity of the designed model, 16 people from the community of educational science and educational psychology experts were purposefully selected and completed a researcher-made questionnaire. Finally, the language learning model was designed based on qualitative analysis and extraction of main and repetitive themes in the sources.
خلاصه ماشینی:
با توجه به اينکه طبق يافته هاي پژوهشي، آموزش زبان در پيش دبستان از اهميت بسزايي برخوردار است (٢٠٠٨ ,Giles) و کل خواني هدف ارزشمندي است که به عنوان رويکرد برنامه درسي در نظر گرفته شده اما در عمل کمتر موردتوجه است (٢٠١١ ,Froodmurjani)، درحالي که موجب يادگيري آسان تر خواندن ، روان خواني، درک معني متن ، افزايش واژگان ( Azari &Amirian ٢٠١٦ ,Noughabi) و املاي بهتر (٢٠١٩ ,Fath Abadi &Babayi ) در دانش آموزان ميشود، مسئله - ي پژوهش حاضر اين است که الگوي تدريسي که مناسب کل خواني است بايد داراي چه ويژگيهايي 1.