چکیده:
In examining the causes of poor handwriting in elementary school students, in addition to educational and training factors affecting their handwriting, factors related to the physical and psychological status of children must also be considered. It is possible that students' poor handwriting is due to bone lesions, neurological issues, or unfavorable emotional and psychological states. In such cases, a teacher's instruction in calligraphy will not be sufficient, and referral to a specialist is essential. Among all academic skills, writing is the most tangible one, as an individual leaves a record of themselves using this skill. For this reason, proficiency in calligraphy is of great importance. Identifying the causes and factors affecting poor handwriting is important because, by identifying and addressing them, one can significantly contribute to calligraphy skills. I, Marjan Chenari, a first-grade teacher at Imam Hassan Askari 2 Elementary School in District 5 of Tehran, noticed the problem of poor handwriting—which sometimes reached the level of illegibility—in the early part of the 1399-1400 academic year while observing the homework of a student named Mohammad Amin in the virtual classroom. With the evidence I had regarding Mohammad Amin's poor handwriting, and after consulting with my colleagues, I decided to help him remedy his poor handwriting. In this action research, I attempted to teach the student the correct way of writing, how to hold a pencil, the correct shape of letters, letter size, the beginning and end of letter strokes, etc. Additionally, to strengthen the student's hand muscles and improve eye-hand coordination during writing, I conducted activities during art and physical education periods in the virtual classroom with the cooperation and assistance of the principal and the physical education teacher. I also strove to overcome physical, bodily, and orthographic obstacles until reaching a desirable state.
خلاصه ماشینی:
com Abstract In investigating the causes of poor handwriting in elementary school students, in addition to the educational and training factors affecting their handwriting, factors related to the physical and psychological state of children must also be considered.
I, Marjan Chenari, a first-grade teacher at Imam Hassan Askari 2 Elementary School in Tehran District 5, in the beginning of the 1399-1400 academic year, noticed the problem of poor handwriting, which sometimes reached the level of illegibility, while seeing the homework of a student named Mohammad Amin in the virtual classroom.
Additionally, to strengthen the student's hand muscles and improve eye-hand coordination during writing, I conducted activities during art and physical education periods with the cooperation and assistance of the principal and the physical education teacher in the class virtual classroom.
With more investigation, supervision, the assignments completed in the virtual class, and the statements of the student's parents, I came up with the idea of conducting research to resolve Mohammad Amin's poor handwriting problem.
4. In the activities related to the student's eye-hand coordination that were conducted during the sports periods of the virtual class, the monitoring method was direct teacher observation, surveying the physical education instructor, and also reviewing the student's checkered notebook.
Overall, in this research, the method of monitoring the implementation of solutions was direct teacher observation during the performance of tasks and activities in the virtual class, and surveying the physical education instructor and the student's parents.
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