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رویکرد تفسیری انتقادی به جایگاه جلوههای بصری کتب درسی در پرورش خلاقیت دانشآموزان دوره ابتدایی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 2، دوره 14، شماره 1 - شماره پیاپی 42، خرداد 1404، صفحه 27-40 اصل مقاله (514.01 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2025.15445.4360 | ||
نویسندگان | ||
مهدی محمدی1؛ رضا ناصری جهرمی* 2؛ سولماز خادمی3؛ مجید کوثری4؛ صدیقه شادی5؛ حدیث نورانی زاده6 | ||
1دانشیار بخش مدیریت و برنامهریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
2دکتری برنامهریزی درسی، دانشگاه شیراز، شهر شیراز، ایران | ||
3دکتری برنامهریزی درسی، دانشگاه شیراز، شیراز، ایران. | ||
4عضو هیات علمی، گروه مدیریت و برنامه ریزی درسی، دانشگاه فرهنگیان، شهر شیراز، ایران | ||
5کارشناسی ارشد، برنامه ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران | ||
6دانشجوی کارشناسی ارشد، برنامه ریزی درسی، دانشگاه شیراز، شهر شیراز، ایران | ||
چکیده | ||
مقدمه: رشد و تعالی چندجانبه دانشآموزان در دوران ابتدایی به عنوان هدف اصلی آموزش و پرورش مورد تأکید واقع شده است. در این زمینه تصاویر کتب درسی به عنوان یک ابزار کلیدی و قدرتمند مطرح میشوند که میتوانند تأثیرات چشمگیری بر رشد خلاقیت دانشآموزان ابتدایی داشته باشند. هدف: هدف اصلی از انجام این پژوهش، واکاوی جایگاه جلوههای بصری کتب درسی در پرورش خلاقیت دانشآموزان دوره ابتدایی با رویکرد تفسیری انتقادی بوده است. روش: این فراترکیب کیفی با استفاده از روش پنج مرحلهای تفسیری انتقادی دیکسون- وودز و همکاران انجام شده است. تیم فراترکیب متشکل از 15 نفر متخصص برنامهریزی درسی و یک نفر مسلط به روش پژوهش فراترکیب، با رویکرد تفسیری انتقادی بود. در ابتدا 30 منبع استخراج شدند که با استفاده از الگوی غربالگری و حذف عناوین نامرتبط، چکیدههای نامرتبط و سپس متون نامرتبط، نهایتاً 17 منبع پژوهشی مرتبط، مبنای تحلیل قرار گرفت که نتیجه آن استخراج مدل مشتمل بر پنج مضمون سازماندهنده توسعه یادگیری و بهسازی، توسعه خلاقیت، توسعه مهارتهای سوادآموزی، توسعه مهارتهای اجتماعی و توسعه مهارتهای فردی بود. اعتبار دادهها با استفاده از سه تکنیک اعتبارپذیری، انتقالپذیری و همسوسازی دادهها و اعتماد به دادهها با هدایت دقیق جریان جمعآوری اطلاعات و همسوسازی پژوهشگران تائید شد. نتایج: به طور کلی یافتههای این مقاله نشان داد که تصویرسازی کتاب دانشآموزان نه تنها یک وسیله برای انتقال مفاهیم و داستانها به فراگیران است، بلکه یک وسیله توانمند برای ارتقاء فرآیندهای تفکری و خلاقیت در دانشآموزان میباشد. این مولفهها میتوانند تجربه مطالعه کتاب را برای دانشآموزان جذابتر و نیز پرمفهو | ||
کلیدواژهها | ||
رویکرد تفسیری انتقادی؛ جلوههای بصری؛ خلاقیت؛ دانشآموز؛ دوره ابتدایی | ||
عنوان مقاله [English] | ||
A critical interpretation approach to the place of visual effects of textbooks in fostering the creativity of elementary school students | ||
نویسندگان [English] | ||
mehdi mohammadi1؛ Reza Naseri Jahromi2؛ solmaz khademi3؛ majid kowsari4؛ sedigheh shadi5؛ hadis noorani zadeh6 | ||
1Associate Professor of Curriculum Development, Shiraz University, m48r52@gmail.com | ||
2PhD in Curriculum Planning, Shiraz University, Shiraz, Iran | ||
3PhD in Curriculum Planning, Shiraz University, Shiraz, Iran | ||
4Member of the academic staff, Department of Management and Curriculum Planning, Farhangian University, Shiraz, Iran | ||
5Master's degree, Curriculum Planning, Shiraz University, Shiraz, Iran | ||
6Master's student, Curriculum Planning, Shiraz University, Shiraz, Iran | ||
چکیده [English] | ||
Introduction: Multifaceted growth and excellence of students in elementary school is emphasized as the main goal of education. In this context, textbook images are presented as a key and powerful tool that can have significant effects on the creative development of elementary school students. Purpose: The main purpose of this research was to analyze the place of visual effects of textbooks in fostering the creativity of primary school students with a critical interpretation approach. Method: This qualitative meta-synthesis was done using the five-step critical interpretation method of Dixon-Woods et al. The metacomposite team consisted of 15 lesson planning experts and one person who was proficient in metacomposite research with a critical interpretive approach. At first, 30 sources were extracted, and by using the screening pattern and removing unrelated titles, unrelated abstracts, and then unrelated texts, finally 17 related research sources became the basis of the analysis, and the result was the extraction of a model consisting of five organizing themes of learning development. And improvement, development of creativity, development of literacy skills, development of social skills and development of individual skills. The validity of the data was confirmed by using the three techniques of reliability, transferability and ali | ||
کلیدواژهها [English] | ||
critical interpretation approach, visual effects, creativity, student, elementary school | ||
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