تاثیر آموزه‌های قصه‌های قرآنی به روش حلقه کندوکاو بر قضاوت اخلاقی دانش‌آموزان پایه ششم ابتدایی شهر همدان

‫ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‬ Quarterly Journal of Research in School and Virtual Learning Year 6, No 3 (Serial Number 23), Winter 2018 (P 9-20) ‫ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‬ (20 - 9 ‫ )ص‬1397 ‫ زﻣﺴﺘﺎن‬،(23 ‫ ﺷﻤﺎره ﺳﻮم )ﭘﯿﺎﭘﯽ‬،‫ﺳﺎل ﺷﺸﻢ‬ ‫ﺗﺎﺛﯿﺮ آﻣﻮزهﻫﺎي ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ ﺑﻪ روش ﺣﻠﻘﻪ ﮐﻨﺪوﮐﺎو ﺑﺮ ﻗﻀﺎوت اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ‬ ‫ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﺷﻬﺮ ﻫﻤﺪان‬ * ‫ﻧﺼﺮاﻟﻪ ﻋﺮﻓﺎﻧﯽ‬ ‫ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬،‫ روانﺷﻨﺎﺳﯽ ﺗﺮﺑﯿﺘﯽ‬،‫داﻧﺸﯿﺎر‬ 1397/10/10 :‫ ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬1397/08/08 :‫ﺗﺎرﯾﺦ درﯾﺎﻓﺖ‬ The Effect of Teaching the Quranic Stories by the Method of the Community of Inquiry on the Moral Judgment of Students of the Sixth Grade of Elementary School of Hamedan N. Erfani* Associate Professor, Department of Psychology, Payame Noor University Received: 2018/10/30 Accepted: 2018/12/31 Abstract The purpose of this study was to determine the effect of teaching the Quranic stories through the community of inquiry method on the moral judgment of students. The research method was semi-experimental by pretestposttest with unequal control group design. A sample of 120 students was selected from the statistical population of the male and female students of the sixth grade of primary schools in Hamedan during the academic year of 2017-18. They were selected by multi-stage random sampling and randomly assigned to experimental and control groups were replaced. For data collection, the Moral Judgment Test of Sinha and Varma (1998) was used in the pretest and post-test. The experimental group received a course of teaching Quranic stories during 2.5 months in 10 ninety-minute sessions. The text book was the collection of stories from the prophets and great religious men from Sayegostar publication. The course was not provided for the education control group. To analyze the data, multivariate and simple covariance analysis was used. Data were analyzed with SPSS-24 software. The results showed that the mean scores of moral judgment and its components among the students of the experimental group were significantly higher than the control group. Therefore, the research hypothesis was confirmed. Also, the results showed that the gender and interactive effect of education on students' moral judgment scores was not significant. Therefore, it can be said that teaching the Quranic stories by method of the community of inquiry have a similar effect on the moral judgment of male and female students. Thus, it can be concluded that the teaching of Quranic stories through the method of the community of inquiry can be used to enhance the moral judgment of male and female students. Key words Quranic Stories, Community of Inquiry, Moral Judgment, Student, Gender. *Corresponding Author: ‫ﭼﮑﯿﺪه‬ ‫ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ ﺗﺎﺛﯿﺮ آﻣﻮزهﻫﺎي ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ ﺑﻪ روش‬ ‫ﺣﻠﻘﻪ ﮐﻨﺪوﮐﺎو ﺑﺮ ﻗﻀﺎوت اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان و روش آن ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ‬ ‫ از ﺑﯿﻦ ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻪ ﺷﺎﻣﻞ‬.‫ﺑﺎ ﻃﺮح ﮔﺮوه ﮐﻨﺘﺮل ﻧﺎﺑﺮاﺑﺮ ﺑﻮد‬ ‫داﻧﺶآﻣﻮزان ﭘﺴﺮ و دﺧﺘﺮ ﭘﺎﯾﻪ ﺷﺸﻢ دوره اﺑﺘﺪاﯾﯽ آﻣﻮزش و ﭘﺮورش ﺷﻬﺮ‬ ‫ ﻧﻔﺮ‬120 ‫ ﻧﻤﻮﻧﻪاي ﺑﻪ ﺣﺠﻢ‬،‫ ﻣﯽﺷﺪ‬1396-97 ‫ﻫﻤﺪان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ‬ ‫ﺑﻪ ﺷﯿﻮه ﻧﻤﻮﻧﻪﮔﯿﺮي در دﺳﺘﺮس اﻧﺘﺨﺎب ﺷﺪ و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در‬ ‫ ﺑﺮاي ﮔﺮدآوري دادهﻫﺎ از‬.‫ﮔﺮوهﻫﺎي آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﺟﺎﯾﮕﺰﯾﻦ ﮔﺮدﯾﺪ‬ ‫( در ﭘﯿﺶآزﻣﻮن و‬1998) ‫آزﻣﻮن ﻗﻀﺎوت اﺧﻼﻗﯽ ﺳﯿﻨﻬﺎ و وارﻣﺎ‬ 10 ‫ ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ دو ﻣﺎه و ﻧﯿﻢ ﺑﻪ ﻣﺪت‬.‫ﭘﺲآزﻣﻮن اﺳﺘﻔﺎده ﺷﺪ‬ ‫ ﻫﺮ ﻫﻔﺘﻪ ﯾﮏ ﺟﻠﺴﻪ آﻣﻮزش ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ ﺑﻪ‬،‫ دﻗﯿﻘﻪاي‬90 ‫ﺟﻠﺴﻪ‬ ‫روش ﺣﻠﻘﻪ ﮐﻨﺪوﮐﺎو را ﺑﺮ اﺳﺎس ﻣﺠﻤﻮﻋﻪ داﺳﺘﺎنﻫﺎي ﭘﯿﺎﻣﺒﺮان و ﺑﺰرﮔﺎن‬ ‫از اﻧﺘﺸﺎرات ﺳﺎﯾﻪﮔﺴﺘﺮ درﯾﺎﻓﺖ ﮐﺮد؛ اﻣﺎ ﺑﻪ ﮔﺮوه ﮐﻨﺘﺮل آﻣﻮزﺷﯽ اراﺋﻪ‬ ‫ ﺑﺮاي ﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﭼﻨﺪ ﻣﺘﻐﯿﺮي و ﺳﺎده‬.‫ﻧﺸﺪ‬ .‫ ﺗﺤﻠﯿﻞ ﺷﺪ‬SPSS 24 ‫ دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده ﻧﺮماﻓﺰار آﻣﺎري‬.‫اﺳﺘﻔﺎده ﺷﺪ‬ ‫ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤﺮات ﻗﻀﺎوت اﺧﻼﻗﯽ و ﻣﻮﻟﻔﻪﻫﺎي آن در ﺑﯿﻦ‬ ‫داﻧﺶآﻣﻮزان ﮔﺮوه آزﻣﺎﯾﺶ از ﮔﺮوه ﮐﻨﺘﺮل ﺑﻪ ﻃﻮر ﻣﻌﻨﺎدار ﺑﯿﺸﺘﺮ اﺳﺖ و‬ ‫ ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد اﺛﺮ ﺗﻌﺎﻣﻠﯽ‬.‫ﺑﻨﺎﺑﺮاﯾﻦ ﻓﺮﺿﯿﻪ ﭘﮋوﻫﺶ ﺗﺎﯾﯿﺪ ﺷﺪ‬ ‫آﻣﻮزش و ﺟﻨﺴﯿﺖ ﺑﺮ ﻧﻤﺮات ﻗﻀﺎوت اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﻣﻌﻨﺎداري‬ ‫ﻧﯿﺴﺖ؛ از اﯾﻦ رو ﻣﯽﺗﻮان ﮔﻔﺖ آﻣﻮزهﻫﺎي ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ ﺑﻪ روش ﺣﻠﻘﻪ‬ ‫ﮐﻨﺪوﮐﺎو ﺑﺮ ﻗﻀﺎوت اﺧﻼﻗﯽ داﻧﺶآﻣﻮزان ﭘﺴﺮ و دﺧﺘﺮ ﺗﺎﺛﯿﺮ ﻫﻤﺴﺎﻧﯽ‬ ‫داﺷﺘﻪ اﺳﺖ؛ ﭘﺲ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪﮔﯿﺮي ﮐﺮد ﮐﻪ از آﻣﻮزش ﻗﺼﻪﻫﺎي‬ ‫ﻗﺮآﻧﯽ ﺑﻪ روش ﺣﻠﻘﻪ ﮐﻨﺪوﮐﺎو ﻣﯽﺗﻮان ﺑﺮاي ارﺗﻘﺎي ﻗﻀﺎوت اﺧﻼﻗﯽ‬ .‫داﻧﺶآﻣﻮزان ﭘﺴﺮ و دﺧﺘﺮ اﺳﺘﻔﺎده ﮐﺮد‬ ‫واژﮔﺎن ﮐﻠﯿﺪي‬ .‫ ﺟﻨﺴﯿﺖ‬،‫ داﻧﺶآﻣﻮز‬،‫ ﻗﻀﺎوت اﺧﻼﻗﯽ‬،‫ ﺣﻠﻘﻪ ﮐﻨﺪوﮐﺎو‬،‫ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ‬ ‫ ﻧﺼﺮاﻟﻪ ﻋﺮﻓﺎﻧﯽ‬:‫* ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ :‫اﯾﻤﯿﻞ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬ ‫‪ 10‬ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ – ﭘﮋوﻫﺸﯽ‪ ،‬ﭘﮋوﻫﺶ در ﯾﺎدﮔﯿﺮي آﻣﻮزﺷﮕﺎﻫﯽ و ﻣﺠﺎزي‪ ،‬ﺳﺎل ﺷﺸﻢ‪ ،‬ﺷﻤﺎره ﺳﻮم )ﭘﯿﺎﭘﯽ ‪ ،(23‬زﻣﺴﺘﺎن ‪1397‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺑﻪ اﻋﺘﻘﺎد ﮐﺎﻧﺖ‪» 1‬ﻣﺴﺄﻟﻪ ﺗﺮﺑﯿﺖ‪ ،2‬ﻣﻬﻢﺗﺮﯾﻦ و دﺷﻮارﺗﺮﯾﻦ‬ ‫ﻣﺴﺄﻟﻪ ﻣﺒﺘﻼ ﺑﻪ اﻧﺴﺎن اﺳﺖ«‪ .‬ﺗﺮﺑﯿﺖ‪ ،‬ﻋﻤﻞ ﻋﻤﺪي ﻓﺮدي‬ ‫رﺷﯿﺪ اﺳﺖ ﮐﻪ ﻣﯽﺧﻮاﻫﺪ رﺷﺪ را در ﻓﺮدي ﮐﻪ ﻓﺎﻗﺪ وﻟﯽ ﻗﺎﺑﻞ‬ ‫آن اﺳﺖ‪ ،‬ﺗﺴﻬﯿﻞ ﮐﻨﺪ )ﺷﮑﻮﻫﯽ‪ (1372 ،‬و ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ‪3‬‬ ‫ﻧﻮﻋﯽ ﺗﻐﯿﯿﺮ اﺳﺖ ﮐﻪ ﻗﻠﻤﺮوﻫﺎي ﻋﻘﻠﯽ‪ ،‬ﻋﺎﻃﻔﯽ و رﻓﺘﺎري را‬ ‫در ﺑﺮﻣﯽﮔﯿﺮد‪ .‬ﻣﺘﺮﺑﯽ ﺑﺎﯾﺪ اﻣﻮر ﺧﻮب را از ﺑﺪ ﺑﺎزﺷﻨﺎﺳﺪ‪،‬‬ ‫ﻋﻮاﻃﻒ ﻣﻌﯿﻨﯽ داﺷﺘﻪ ﺑﺎﺷﺪ و ﻋﻤﻞ او‪ ،‬ﺟﻠﻮه درك و اﺣﺴﺎس‬ ‫اﺧﻼﻗﯽ او ﺑﺎﺷﺪ )ﺑﺎﻗﺮي‪ .(1386 ،‬ﯾﮑﯽ از آﺛﺎر ﺗﺮﺑﯿﺖ اﺧﻼﻗﯽ‪،‬‬ ‫ﺗﻮاﻧﺎﯾﯽ ﻗﻀﺎوت اﺧﻼﻗﯽ‪ 4‬اﺳﺖ‪ .‬ﺑﻪ ﭼﮕﻮﻧﮕﯽ ﻧﻈﺮ و ﺑﺮداﺷﺖ‬ ‫ﺷﺨﺺ ﻧﺴﺒﺖ ﺑﻪ ﻣﻘﺮرات و آداب و رﺳﻮم و ﻫﻨﺠﺎرﻫﺎﯾﯽ ﮐﻪ‬ ‫ﻣﺮدم ﺑﺎﯾﺪ در ﺗﻌﺎﻣﻞﻫﺎﯾﺸﺎن ﺑﺎ دﯾﮕﺮان رﻋﺎﯾﺖ ﮐﻨﻨﺪ‪ ،‬ﻗﻀﺎوت‬ ‫اﺧﻼﻗﯽ ﮔﻔﺘﻪ ﻣﯽﺷﻮد )ﻗﺎﺋﺪي‪.(1383 ،‬‬ ‫اﺳﺘﻔﺎده از ﻗﺼﻪ‪ 5‬ﺑﺮاي ﭘﺮورش ﻗﻀﺎوتﻫﺎي اﺧﻼﻗﯽ‬ ‫ﮐﻮدﮐﺎن ﺟﺎﯾﮕﺎه وﯾﮋهاي دارد‪ .‬در زﻣﯿﻨﻪ ﻧﻘﺶ و اﻫﻤﯿﺖ ﻗﺼﻪ‪،‬‬ ‫اﻓﻼﻃﻮن‪ 6‬از ﻧﺨﺴﺘﯿﻦ اﻧﺪﯾﺸﻤﻨﺪاﻧﯽ ﺑﻮد ﮐﻪ اﻫﻤﯿﺖ ﻗﺼﻪ ﺑﺮاي‬ ‫ﮐﻮدﮐﺎن را درﯾﺎﻓﺖ و ﺑﺨﺸﯽ از ﮐﺘﺎب ﺟﻤﻬﻮرﯾﺖ را ﺑﻪ ﺑﯿﺎن‬ ‫اﻫﻤﯿﺖ ﻗﺼﻪ ﺑﺮاي ﮐﻮدﮐﺎن اﺧﺘﺼﺎص داد )رﺣﻤﺎن دوﺳﺖ‪،‬‬ ‫‪ .(1381‬ﻗﺼﻪ ﻫﻤﻮاره ﻣﻨﻌﮑﺲﮐﻨﻨﺪه دﯾﺪﮔﺎه اﻧﺴﺎن درﺑﺎره‬ ‫ﺟﻬﺎن و ﻋﻮاﻣﻞ ﻧﺎﺷﻨﺎﺧﺘﻪ ﭘﯿﺮاﻣﻮن او و وﺳﯿﻠﻪ آﻣﻮزش آداب و‬ ‫ﺳﻨﻦ‪ ،‬اﻋﺘﻘﺎدات‪ ،‬و ﺗﺎرﯾﺦ ﯾﮏ ﻧﺴﻞ ﺑﻪ ﻧﺴﻞﻫﺎي دﯾﮕﺮ ﺑﻮده‬ ‫اﺳﺖ‪ .‬اﻧﺴﺎن ﺑﻪ ﺧﺎﻃﺮ وﯾﮋﮔﯽﻫﺎي ﺧﺎص رواﻧﯽاش ﺑﻪ ﻗﺼﻪ‬ ‫ﻋﻼﻗﻪ دارد و ﭼﻪ ﺑﺴﺎ راه و رﺳﻢ ﻗﻬﺮﻣﺎﻧﺎن آن را اﻟﮕﻮى ﺧﻮد‬ ‫ﻗﺮار ﻣﯽدﻫﺪ )ﭼﻤﺒﺮز‪7‬؛ ﺗﺮﺟﻤﻪ ﻗﺰل اﯾﺎغ‪ .(1392 ،‬ﭘﺲ ﺑﺎ ﻗﺼﻪ‬ ‫ﻣﯽﺗﻮان اﻧﺴﺎن را ﺑﺎ ﻣﯿﺮاث ﻓﺮﻫﻨﮕﻰ و آداب ﺟﺎﻣﻌﻪ ﺧﻮد و‬ ‫ﺟﻬﺎن آﺷﻨﺎ ﮐﺮد و ﻗﺪرت ﺗﻔﮑﺮ او را ﭘﺮورش داد‪.‬‬ ‫ﻗﺼﻪﻫﺎي ﻗﺮآﻧﯽ ﺳﺮﺷﺎر از ﺗﻠﻮﯾﺤﺎﺗﯽ ﺑﺮاي ﭘﺮورش‬ ‫اﺧﻼق ﻫﺴﺘﻨﺪ و ﻓﺮاﯾﻨﺪ ﻗﻀﺎوت را ﺑﺎ ﺗﻤﺎم ﭘﯿﭽﯿﺪﮔﯽﻫﺎﯾﺶ‬ ‫ﻧﺸﺎن ﻣﯽدﻫﻨﺪ؛ زﯾﺮا ﯾﮑﯽ از اﻫﺪاف ﻗﺼﻪ در ﻗﺮآن رﺷﺪ ﻗﻮه‬ ‫ﺗﻔﮑﺮ اﺳﺖ؛ ﺑﺪﯾﻦ ﺻﻮرت ﮐﻪ در ﻣﻄﺎﻟﻌﻪ ﺳﺮﮔﺬﺷﺖ اﻧﺴﺎنﻫﺎ‪،‬‬ ‫ﺷﺨﺺ ﻣﯽﺗﻮاﻧﺪ ﺑﻪ ﺗﻔﮑﺮ و ارزﯾﺎﺑﯽ دﻗﯿﻖ ﻋﻤﻠﮑﺮد آﻧﺎن‬ ‫‪1. Kant‬‬ ‫‪2. Education‬‬ ‫‪3. Moral Education‬‬ ‫‪4. Moral Judgment‬‬ ‫‪5. Story‬‬ ‫‪6. Plato‬‬ ‫‪7. Chambers‬‬ ‫ﺑﭙﺮدازﻧﺪ و در واﻗﻊ ﺧﻮد را ﺑﻪ ﺟﺎي ﯾﮑﯽ از آﻧﺎن ﻗﺮار دﻫﺪ و‬ ‫ﺳﺮﻧﻮﺷﺖ ﻣﺤﺘﻮم ﺧﻮد را ﻣﻼﺣﻈﻪ ﮐﻨﺪ و ﺑﻌﺪ اﮔﺮ ﻓﺮﺻﺘﯽ در‬ ‫اﺧﺘﯿﺎر او ﻗﺮار داده ﺷﺪ‪ ،‬ﮐﻤﺎل اﺳﺘﻔﺎده را ﺑﻨﻤﺎﯾﺪ‪ .‬ﻗﺮآن در‬ ‫ﺳﻮره اﻋﺮاف ﺑﻌﺪ از آن ﮐﻪ ﺟﺮﯾﺎن ﺑﻠﻌﻢ ﺑﺎﻋﻮرا را ﺗﺸﺮﯾﺢ‬ ‫ﻣﯽﮐﻨﺪ‪ ،‬ﺧﻄﺎب ﺑﻪ ﭘﯿﺎﻣﺒﺮ اﮐﺮم )ص( ﻣﯽﻓﺮﻣﺎﯾﺪ‪» :‬ﻓَﺎﻗْﺼ‪‬ﺺِ‬ ‫اﻟْﻘَﺼ‪‬ﺺ‪ ‬ﻟَﻌ‪‬ﻠَّﻬ‪‬ﻢ‪ ‬ﯾ‪‬ﺘَﻔَﮑَّﺮُونَ«؛ ﭘﺲ اﯾﻦ داﺳﺘﺎن ﺑﮕﻮ ﺗﺎ ﺷﺎﯾﺪ‬ ‫ﺗﻔﮑﺮ ﮐﻨﻨﺪ‪ .‬در ﻗﺼﻪﻫﺎي ﻗﺮآن‪ ،‬ﺳﻪ ﻋﻨﺼﺮ ﺑﺮﺟﺴﺘﻪ دﯾﺪه‬ ‫ﻣﯽﺷﻮد‪ :‬ﺷﺨﺼﯿﺖ‪ ،‬روﯾﺪاد و ﮔﻔﺘﮕﻮ‪ .‬در ﻗﺼﻪﻫﺎﯾﯽ ﮐﻪ اﻧﺬار و‬ ‫ﺑﯿﻢ دﻫﯽ ﻫﺪف اﺻﻠﯽ اﺳﺖ‪» ،‬روﯾﺪاد« ﻋﻨﺼﺮ ﺑﺮﺟﺴﺘﻪ ﻗﺼﻪ‬ ‫ﺑﻪ ﺷﻤﺎر ﻣﯽرود‪ .‬در ﻗﺼﻪﻫﺎﯾﯽ ﺑﺎ ﻫﺪف اﻧﮕﯿﺰش ﻋﺎﻃﻔﯽ ﯾﺎ‬ ‫آراﻣﺶ ﺑﺨﺸﯽ ﺑﻪ ﭘﯿﺎﻣﺒﺮ و ﻣﺆﻣﻨﺎن‪ ،‬ﻋﻨﺼﺮ ﻣﻬﻢ »ﺷﺨﺼﯿﺖ«‬ ‫اﺳﺖ و اﮔﺮ ﻫﺪف اﺻﻠﯽ دﻓﺎع از دﻋﻮت اﺳﻼﻣﯽ و ﭘﺎﺳﺦﮔﻮﯾﯽ‬ ‫ﺑﻪ ﻣﺨﺎﻟﻔﺎن ﺑﺎﺷﺪ‪» ،‬ﮔﻔﺘﮕﻮ« ﻋﻨﺼﺮ ﻣﻬﻢ را ﻣﯽﺳﺎزد )ﺣﺴﯿﻨﯽ‬ ‫ژرﻓﺎ‪ .(1379 ،‬ﻗﺼﻪ را ﺑﻪ ﺷﯿﻮهﻫﺎي ﮔﻮﻧﺎﮔﻮﻧﯽ ﻣﯽﺗﻮان ﻧﻘﻞ‬ ‫ﮐﺮد ﮐﻪ ﺷﯿﻮه ﻣﻌﻤﻮل‪ ،‬ﻗﺮاﺋﺖ اﺳﺖ‪ .‬در اﯾﻦ روش‪ ،‬ﻗﺼﻪ‬ ‫ﺗﻮﺳﻂ ﻓﺮدي ﺧﻮاﻧﺪه ﻣﯽﺷﻮد و دﯾﮕﺮان ﺑﻪ آن ﮔﻮش ﻣﯽﮐﻨﻨﺪ‪.‬‬ ‫ﻋﻤﺪه ﺗﺮﯾﻦ اﺷﮑﺎل اﯾﻦ رو (...truncated)