"Utilizing a Differentiated SIOP Model to Foster Life Skills and Motivation in Inclusive Primary EFL Classrooms"

نوع المستند : المقالة الأصلية

المؤلف

أستاذ مساعد بقسم المناهج وطرق التدريس، كلية التربية، جامعة المنصورة.

المستخلص

استهدف البحث دراسة أثر تطبيق نموذج بروتوكول ملاحظة التدريس الوقائي المتمايز لتنمية المهارات الحياتية والدافعية لدى تلاميذ المرحلة الابتدائية في فصول الدمج. وقد تم تبني الإطار المفاهيمي والبرمجي لتعليم المهارات الحياتية والمواطنة التابع لليونيسيف لعام (2017). وقد اشتملت أدوات الدراسة على قائمة بالمهارات الحياتية المتعلقة باللغة لتحديد أهم المهارات الضرورية لتلاميذ الصف الرابع الابتدائي، اختبار مواقفي مصور لتقييم تصورات التلاميذ للمهارات الحياتية في المواقف المختلفة، بطاقة ملاحظة المهارات الحياتية ليتم تطبيقها بواسطة المعلم داخل الفصل الدراسي، ومقياس الدافعية نحو تعلم المهارات الحياتية. تم تحديد سبع مهارات حياتية بواسطة الخبراء في المجال على انها ضرورية للعينة المستهدفة والتي تكونت من تسع وسبعين تلميذا وتلميذة بالصف الرابع الابتدائي. تم تقسيم العينة إلى مجموعتين احداهما ضابطة (ن=39)  تم التدريس لها بالطريقة المعتادة، والأخرى تجريبية (ن= 40) تم التدريس لها باستخدام النموذج المتمايز المقترح. وقد تم اختيار محتوى ثلاث وحدات من الكتاب المدرسي ليتم تقديمها وفق مراحل نموذج بروتوكول ملاحظة التدريس الوقائي المتمايز على مدى اثنتي عشرة جلسة. توصلت النتائج إلى وجود أثر دال للنموذج المتمايز في تحسين المهارات الحياتية والدافعية لتعلمها لدى تلاميذ المجموعة التجريبية الذين تفوقوا على اقرانهم بالمجموعة الضابطة. كذلك تبين وجود فروق ذات دلالة إحصائية بين متوسطات درجات تلاميذ المجموعة التجريبية على التطبيقين القبلي والبعدي لأدوات البحث  لصالح التطبيق البعدي. وقد قدم البحث أيضا مجموعة من التوصيات والمقترحات لبحوث مستقبلية.

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