fa کاربست داستان برای آموزشِ حجاب به دختران دورۀ ابتدایی: مطالعه‎ ارزیابانۀ کیفی تخصصي- كيفي Special-Qualitative پژوهشي Research <div style="text-align: justify;"><span style="font-size:14px;"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri=""><b><span b="" zar="">هدف:</span></b> <span lang="FA"><span style="line-height:107%"><span b="" zar="">هدف مطالعۀ حاضر ارزیابی نتیجۀ مطالعۀ کتاب داستان، در آموزش حجاب به دختران مقطع ابتدایی بود.</span></span></span></span></span></span></span><br> <span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri=""><b><span b="" zar="">روش:</span></b> <span lang="FA"><span style="line-height:107%"><span b="" zar="">این مطالعه</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar=""> ارزیابانه، با رویکرد کیفی و روش پدیدارشناختی صورت گرفت و داده</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های حاصل از مصاحبه</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های نیمه</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">ساختاریافته هدایت‌شده با 67 دانش</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">آموز دختر 8 الی 11 سال در شش استان کشور، به روش کدگذاری استراوس و کوربین تحلیل شد.</span></span></span></span></span></span></span><br> <span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri=""><b><span b="" zar="">یافته</span></b><b><span b="" dir="LTR" zar="">&lrm;</span></b><b><span b="" zar="">ها:</span></b> <span lang="FA"><span style="line-height:107%"><span b="" zar="">یافته</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">ها طی سه مرحله کدگذاری، در قالب 851 مفهوم، 54 مقوله، 11 مضمون، در چهار سطح، که برگرفته از مدل ارزشیابی کرک</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">پاتریک و معیارهای مطلوبیت محتوا بود، با عناوین واکنش (بررسی جذابیت)، یادگیری (سودمندی دانشی)، درک و آمادگی برای کنش (سودمندی عملی) قرار گرفتند. مضامین تشکیل&lrm;دهندۀ سطح اول شامل &laquo;ابراز علاقه به شخصیت</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های داستان&raquo;، &laquo;ابراز رضایت از عملکرد شخصیت</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های داستان&raquo; و &laquo;ابراز علاقه </span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">به کتاب&raquo; گردید. در سطح دوم، دو مضمون &laquo;یادگیری حجاب و پیامدهای رعایت و عدم</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">رعایت حجاب&raquo; و &laquo;آموختن سایر نیکی</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های رفتاری&raquo;، ارمغان&lrm;دهندۀ وقوع یادگیری بودند. سطح سوم، نشان&lrm;دهندۀ درک مخاطبان از محتوا بود و مضامین &laquo;درک دلایل عصبانیت لاله و عدم</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">تمایل وی به حجاب&raquo;، &laquo;درک نادرستی رفتار لاله و تصمیم</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">گیری بهتر به&rlm;جای او&raquo; و &laquo;فهم دلایل پذیرش نهایی حجاب از سوی لاله&raquo; در این سطح قرار گرفتند. درنهایت، سه مضمون &laquo;تمایل به اقناع لاله در جهت رعایت حجاب&raquo;، &laquo;مشارکت در تغییر و ادامه دادن داستان در راستای گسترش حجاب&raquo; و &laquo;تمایل به معرفی کتاب به دیگران&raquo; سطح چهارم را شکل دادند.</span></span></span></span></span></span></span><br> <span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri=""><b><span b="" zar="">نتیجه</span></b><b><span b="" dir="LTR" zar="">&lrm;</span></b><b><span b="" zar="">گیری:</span></b> <span lang="FA"><span style="line-height:107%"><span b="" zar="">براساس نتایج به</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">دست</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">آمده، در انتقال آموزه</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">های ارزشی، دینی و اخلاقی نظیر حجاب، استفاده از ابزارهای هنری نظیر کتاب، نتایج مؤثر و ارزشمندی را به</span></span></span><span dir="LTR" lang="FA"><span style="line-height:107%"><span b="" zar="">&lrm;</span></span></span><span lang="FA"><span style="line-height:107%"><span b="" zar="">همراه خواهد داشت.</span></span></span></span></span></span></span></span></div> <div style="text-align: justify;"><span style="font-family:Times New Roman;"><span style="font-size:11pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span calibri=""><b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">Objective:</span></span></span></b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times=""> This study aimed at evaluating the effectiveness of reading stories in teaching <i>hijab</i> to elementary school girls.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span calibri=""><b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">Method:</span></span></span></b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times=""> This evaluative study was conducted with a qualitative approach and a phenomenological method, and the data obtained from semi-structured interviews conducted with 67 female students aged 8 to 11 years in 6 provinces of Iran were analyzed by using the Strauss and Corbin coding method.</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:115%"><span style="unicode-bidi:embed"><span calibri=""><b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">Findings:</span></span></span></b><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times=""> The findings during three stages of coding, in terms of 851 concepts, 54 categories, 11 themes, were categorized in four levels, derived from Kirkpatrick&rsquo;s model of evaluation and the criteria of content desirability, under the titles of reaction (study of attractiveness), learning (usefulness </span></span></span><span style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">of </span></span></span><span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">knowledge), and understanding and readiness for action (practical usefulness).</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">The themes of the first level included &lsquo;expressing interest in the characters of the story̕, &lsquo;expressing satisfaction with the performance of the characters in the story̕ and &lsquo;expressing interest in the story book̕.</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">In the second level, the two themes of &lsquo;learning <i>hijab</i> and the consequences of observing and not observing <i>hijab&rsquo;</i> and &lsquo;learning other good behaviors&rsquo; brought about the occurrence of learning.</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">The third level showed the audiences̕ understanding of the content of the story, and the themes of &lsquo;understanding the reasons for Laleh&rsquo;s anger and her reluctance to wear the <i>hijab</i>̕, &lsquo;understanding the wrongness of Laleh&rsquo;s behavior and making a better decision instead of her̕ , and &lsquo;understanding the reasons for the final acceptance of the <i>hijab</i> by</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">Laleh̕ were categorized at this level.</span></span></span> <span lang="EN" style="font-size:13.0pt"><span style="line-height:115%"><span new="" roman="" times="">Finally, the three themes of &lsquo;tendency to persuade Laleh to observe <i>hijab</i>&rsquo;, &lsquo;participation in changing and going on the story to expand <i>hijab̕</i>, and &lsquo;tendency to introduce the story book to others&rsquo; formed the fourth level.</span></span></span></span></span></span></span><br> <b><span lang="EN" style="font-size:13.0pt"><span style="line-height:107%"><span new="" roman="" times="">Conclusion:</span></span></span></b><span lang="EN" style="font-size:13.0pt"><span style="line-height:107%"><span new="" roman="" times=""> According to the findings, the use of artistic tools such as books will bring effective and valuable results in transferring religious and moral .</span></span></span></span></div> حجاب, داستان, دختران دورۀ ابتدایی, یادگیری, کرک‎پاتریک, معیارهای مطلوبیت محتوا hijab, story, elementary school girls, learning, Kirkpatrick, criteria of content desirability 33 57 http://qaiie.ir/browse.php?a_code=A-10-44-3&slc_lang=fa&sid=1 mahmood saeedy rezvani محمود سعیدی رضوانی saeedy@um.ac.ir 10031947532846006014 10031947532846006014 Yes دانشگاه فردوسی مشهد fatemeh gholami فاطمه غلامی Fatemehgholami436@yahoo.com 10031947532846006015 10031947532846006015 No دانشگاه فردوسی مشهد