چکیده:
ﻫﺪف ﭘﮋوﻫﺶ ﺗﻌﻴﻴﻦ و ﻣﻘﺎﻳﺴﻪ وﻳﮋﮔﻲ ﻫﺎی ﻣﻌﻠﻢ ازTeacher's behavioral emotional and cognitive دﻳﺪ داﻧﺶ آﻣﻮزان ﻧﺎﺑﻴﻨﺎ، ﻛﻢ ﺑﻴﻨﺎ و ﻋﺎدی ﺑﻮد. روش ﭘـﮋوﻫﺶCharacteristics from the view point of male and ﭘﺲ روﻳﺪادی و ﺟﺎﻣﻌﻪ ﺷﺎﻣﻞ ﺗﻤﺎﻣﻲ داﻧﺶ آﻣﻮزان ﻋﺎدی، ﻛﻢfemale blind/ semi-blind and normal children: AComparative Study in tehran. Method was expose- ﺑﻴﻨﺎ و ﻧﺎﺑﻴﻨﺎ در ﺷﻬﺮ ﺗﻬـﺮان، در ﻣﻘﻄـﻊ دﺑـﺴﺘﺎن ﺑـﻮد. ﺣﺠـﻢfacto and population includes total normal student ﻧﻤﻮﻧﻪ، 042 ﻧﻔﺮ ﺑﻪ ﺗﻔﻜﻴﻚ ﮔﺮوه )ﻋﺎدی، ﻧﺎﺑﻴﻨﺎ و ﻛـﻢ ﺑﻴﻨـﺎ( وand semi blindness students in Tehran primary ﺟﻨﺲ )دﺧﺘﺮ و ﭘﺴﺮ ( ﺑﻮد ﻛـﻪ ﺑﺮاﺳـﺎس روش ﻧﻤﻮﻧـﻪﺑـﺮداریschools. The told sample consisted is of 240 blindsemi blind children) half were male and half were ﺧﻮﺷﻪ ای ﭼﻨﺪ ﻣﺮﺣﻠﻪای اﻧﺘﺨـﺎب ﺷـﺪﻧﺪ. ﺑـﺮای ﺟﻤـﻊ آوریfemale). Sampling method is based on multi stage اﻃﻼﻋ ـﺎت، از ﭘﺮﺳ ـﺸﻨﺎﻣﻪ ﭘﮋوﻫ ـﺸﮕﺮ ﺳ ـﺎﺧﺘﻪ ای ﻛ ـﻪ ﺗﻮﺳ ـﻂ ـ ـ ـ ـ ـ ـstratified Sampling. For collecting data a research ،ﻛﺎﻣﻜﺎری و ﻋـﺴﻜﺮﻳﺎن در ﺳـﺎل 5831 ﺗـﺪوﻳﻦ ﺷـﺪن اﺳـﺖquestionnaire made in 1385 by Kamkari and اﺳﺘﻔﺎده ﮔﺮدﻳﺪ ﻛﻪ دارای 03 ﮔﻮﻳﻪ و از ﺿﺮﻳﺐ اﻋﺘﺒﺎر و رواﻳﻲAskarian (2006) was used. is utilized. Thisquestionnaire has 30 indexes and has been show ﻣﻄﻠﻮﺑﻲ ﺑﺮﺧﻮردار اﺳﺖ. ﻳﺎﻓﺘﻪﻫﺎ: ﻧﺸﺎن داد، دﻳﺪﮔﺎه ﻛﻮدﻛـﺎنcoefficient of reliability and validity. Result showed ﻛﻢ ﺑﻴﻨﺎ و ﻧﺎﺑﻴﻨﺎ، در ﻣﻘﺎﻳﺴﻪ ﺑﺎ ﻛﻮدﻛﺎن ﻋﺎدی در ﺷﺎﺧﺺ ﻫﺎیthat was significant differences between blind and ﻋﺎﻃﻔﻲ ﻟﺤﻦ ﮔﺮم, ﺻﻮت دﻟﻨﺸﻴﻦ، ﻋﺸﻖ ﺑـﻪ ﻣﻌﻠﻤـﻲ و ﻣـﻮردsemi blind students Vs. normal children in satingteacher on such characteristics as tone and grating of :ﺗﺒﻌﻴﺾ ﻗﺮار ﻧﮕﺮﻓﺘﻦ، ﺗﻔﺎوت ﻣﻌﻨﺎداری دارد. ﻧﺘﻴﺠـﻪﮔﻴـﺮیvoice, degree of being attracted to teaching and leak اﻓﺮاد ﻧﺎﺑﻴﻨﺎ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ دوﮔﺮوه دﻳﮕﺮ ﻧـﺴﺒﺖ ﺑـﻪ ﻟﺤـﻦ ﮔـﺮمof segregation. Conclusion: Therefore it can be ﻣﻌﻠﻢ واﻓﺮاد ﻧﺎﺑﻴﻨﺎ و ﻛﻢ ﺑﻴﻨﺎ در ﻣﻘﺎﻳﺴﻪ ﺑﺎ اﻓﺮاد ﻋﺎدی، ﻧـﺴﺒﺖmentioned that in comparison of the blind to othertwo groups are more sensitive to teacher’s kind tone ﺑﻪ ﻋﺸﻖ ﺑﻪ ﻣﻌﻠﻤﻲ ﺣـﺴﺎﺳﻴﺖ دارﻧـﺪ و آن را در اﻣـﺮ ﺧﻄﻴـﺮand the blindness and semi blindness compared to ﻣﻌﻠﻤﻲ ﺟﺰو وﻳﮋﮔﻲ ﻫﺎی ﺿﺮوری ﻣﻌﻠﻢ ﻣﻲ داﻧﻨـﺪ. از اﻳـﻦ روnormal people are sensitive to teaching fondness and در ﮔﺰﻳﻨﺶ ﻣﺮﺑﻴﺎن ﻛﻮدﻛﺎن ﻧﺎﺑﻴﻨـﺎ و ﻛـﻢ ﺑﻴﻨـﺎ ﻻزم اﺳـﺖ ﺑـﻪcount this in essential teaching affair as necessarytraits of teachers. So it is recommended that in ﺷﺎﺧﺺﻫﺎی ﻟﺤﻦ ﮔﺮم، ﺻﻮت دﻟﻨـﺸﻴﻦ، ﻋـﺸﻖ ﺑـﻪ ﻣﻌﻠﻤـﻲ وselecting teachers for blindness and semi blindness .ﺗﺒﻌﻴﺾ ﻧﮕﺬاﺷﺘﻦ ﺗﺄﻛﻴﺪ ﺷﻮدthe above mentioned factors should be emphasized.Keywords: blindness, blindness and normal students
خلاصه ماشینی:
"ﻓﺼﻠﻨﺎﻣﻪ روان ﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Journal of Applied Psychology 2009Autumn, Vol. 3, No. 3(11), 60-73 60-73 ،1388 ﺳﺎل3، ﺷﻤﺎره 3)11(، ﭘﺎﻳﻴﺰ ﻣﻘﺎﻳﺴﻪ وﻳﮋﮔﻲ ﻫﺎی ﻋﺎﻃﻔﻲ، ﺷﻨﺎﺧﺘﻲ و رﻓﺘﺎری ﻣﻌﻠﻢ از دﻳﺪ داﻧﺶ آﻣﻮزان ﻧﺎﺑﻴﻨﺎ، ﻛﻢ ﺑﻴﻨﺎ و ﻋﺎدی دﺧﺘﺮ و ﭘﺴﺮ Teacher's behavioral emotional and cognitive characteristics from the view point of male and female blind/ semi-blind and normal children: A Comparative Study P.
ﻣﻘﺎﻳﺴﻪ ﻣﻴﺎﻧﮕﻴﻦ دﻳﺪ داﻧﺶ آﻣﻮزان ﻧﺎﺑﻴﻨﺎ، ﻛﻢ ﺑﻴﻨﺎ و ﻋﺎدی درﻣﻮرد وﻳﮋﮔﻲ ﻫﺎی ﻣﻌﻠﻢ ﺧﻮب ردﻳﻒ اﻓﺮادﻛﻢ ﺑﻴﻨﺎ اﻓﺮاد ﻧﺎﺑﻴﻨﺎ اﻓﺮاد ﻋﺎدی ﮔﻮﻳﻪ P F 10/0 17/3 29/4 19/4 60/4 ﻟﺤﻦ ﮔﺮم 1 10/0 86/3 08/4 08/4 87/3 ﺻﻮت دﻟﻨﺸﻴﻦ 2 50/0 69/2 32/4 12/4 17/3 ﻋﺸﻖ ﺑﻪ ﻣﻌﻠﻤﻲ 3 50/0 67/2 31/4 11/4 95/3 ﺗﺒﻌﻴﺾ ﻧﮕﺬاﺷﺘﻦ 4 32/0 34/1 01/4 70/4 29/3 اﺑﺮاز ﻋﻼﻗﻪ 5 52/0 61/1 40/4 40/4 97/3 ﺻﻤﻴﻤﻲ ﺑﻮدن 6 13/0 90/1 97/3 97/3 65/3 ﻣﻬﺮﺑﺎن ﺑﻮدن 7 14/0 49/0 35/3 84/3 54/3 ﮔﺬﺷﺖ داﺷﺘﻦ 8 15/0 68/0 17/3 26/3 48/3 ﺣﺴﺎس ﺑﻮدن 9 35/0 58/0 87/3 87/3 57/3 ﺻﺒﺮ وﺷﻜﻴﺒﺎﻳﻲ 01 ﺑﺤﺚ و ﻧﺘﻴﺠﻪ ﮔﻴﺮی ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ وﻳﮋﮔﻲﻫﺎی ﻛﻮدﻛﺎن اﺳﺘﺜﻨﺎﻳﻲ، ﻣﻲﺗﻮان ﻋﻨﻮان ﻧﻤﻮد ﻛﻪ اﻳﻦ اﻓـﺮاد ﺑـﻪ آﻣـﻮزشﻫـﺎی وﻳﮋهای ﻧﻴﺎز دارﻧﺪ و ﺑﺮای ﺑﺎﻻ ﺑﺮدن ﺳﻄﺢ آﻣﻮزش آن ﻫﺎ، ﺑﺎﻳﺪ وﻳﮋﮔﻲﻫﺎ و ﺷﺮاﻳﻂ ﺧﺎﺻـﻲ را ﻓـﺮاﻫﻢ ﻧﻤﻮد.
اﻳـﻦ ﻳﺎﻓﺘـﻪ، ﺑـﺎ ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﻫﺎی ﺑﺮزﮔﺮ و ﺳﻠﻴﻤﺎﻧﻲ )6831(، ﺧﺮازی )6831(، ﻃﺒﺎﻃﺒﺎﻳﻲ )3831( و ﻛﺎﻣﻜـﺎری و 96 دﻛﺘﺮ ﭘﺮوﻳﺰ ﺷﺮﻳﻔﻲ در آﻣﺪی و ﻣﻬﻨﺎز ﻋﺴﻜﺮﻳﺎن ﻛﻴﻮﻣﺮﺛﻲ )5831( ﻫﻤﺨﻮاﻧﻲ دارد ﻛﻪ ﭘﮋوﻫﺶ آن ﻫـﺎ ﻣـﺮﺗﺒﻂ ﺑـﺎ ﺗـﺎﺛﻴﺮ ﮔـﺬارﺑﻮدن ﺷـﺎﺧﺺ ﻫـﺎی ﺷﻨﺎﺧﺘﻲ و رﻓﺘﺎری ﻣﻌﻠﻤﺎن ﺑﺮرﺿﺎﻳﺘﻤﻨﺪی داﻧﺶ آﻣﻮزان ﺑﻮد، و ﺑﺪون در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻋﺎرﺿﻪ، ﺗﻤﺎﻣﻲ داﻧﺶ آﻣﻮزان داﺷﺘﻦ اﻳﻦ ﺷﺎﺧﺺ ﻫﺎ را در زﻣﺮه وﻳﮋﮔﻲ ﻫﺎی ﻣﻄﻠﻮب ﻣﻌﻠﻢ ﻣﻲ داﻧﺴﺘﻨﺪ."