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نگاهی به واژههای کتابهای درسی فارسی دورۀ ابتدایی از دیدگاه سطح دشواری املایی؛ مطالعۀ موردی: کتاب فارسی پایۀ سوم دبستان | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| مقاله 3، دوره 6، شماره 1 - شماره پیاپی 10، شهریور 1405، صفحه 35-53 اصل مقاله (1010.56 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18601.1124 | ||
| نویسنده | ||
| اختیار بخشی* | ||
| استادیار گروه آموزش زبان و ادبیات فارسی دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| پیشینه و اهداف: یکی از معضلات اساسی آموزش زبان فارسی در ایران در کتاب های درسی دورۀ ابتدایی، عدم سطح بندی علمی واژگان زبان فارسی از دیدگاه سطح دشواری املایی است. همین عدم سطح بندی علمی واژگان زبان فارسی سبب می شود که برای نمونه، واژۀ دشوار و مهجوری چون «سِماط»، بدون توجه به شکل، املا، معنی، سطح دشواری، نامأنوس و مهجور بودنش از کتاب فارسی سوم دبستان ما سر دربیاورد. روشها: در این مقاله با روش توصیفی- تحلیلی و بر اساس روش تحلیل محتوا بر مبنای داده های علم زبانشناسی کوشیده ایم که برای نمونه ای از کتابهای درسی دورۀ ابتدایی، واژه های به کار رفته در همۀ بخش های کتاب درسی فارسی پایۀ سوم دبستان را با توجه به سطح دشواری املایی آنها بررسی و تحلیل کنیم. یافتهها: نتیجۀ تحقیق نشان میدهد که واژه های دشوار و آسان در این کتاب درسی، بدون هیچگونه ملاحظه و معیار علمی به کار رفته اند. نتیجهگیری: برای همین، بررسی علمی جامع و کامل واژه های همۀ کتابهای درسی فارسی دورۀ ابتدایی از دیدگاه سطح دشواری و تدوین واژگان پایۀ فارسی برای کودکان، با رویکردی علمی، جامع و دقیق برای تألیف کتب درسی فارسی این دوره به منظور آموزش زبان فارسی به کودکان ضروری است. | ||
| کلیدواژهها | ||
| آموزش زبان فارسی؛ دشواری املایی؛ سطح بندی واژگان فارسی؛ کتابهای درسی فارسی دبستان؛ واژگان پایۀ فارسی | ||
| عنوان مقاله [English] | ||
| A look at the words in elementary Persian textbooks from the perspective of spelling difficulty level; Case study: Third grade Persian textbook | ||
| نویسندگان [English] | ||
| Ikhtiyar Bakhshi | ||
| Assistant Professor, Department of Persian Language and Literature, Farhangian University. Tehran. Iran. | ||
| چکیده [English] | ||
| Background and Objectives: One of the basic problems of teaching Persian language in Iran in elementary school textbooks is the lack of scientific classification of Persian vocabulary from the perspective of the level of difficulty of spelling. This lack of scientific classification of Persian vocabulary has led to the fact that, for example, a difficult and abandoned word such as "سماط" (semat) is found in third grade Persian textbook, regardless of its form, spelling, meaning, level of difficulty, unfamiliarity, and neglect. Methods: In this paper, with the descriptive-analytical method and based on the content analysis method based on linguistic data, we have attempted to study and analyze the words used in all sections of the third grade Persian textbook in elementary school, considering their spelling difficulty level. Findings: The results of the research show that difficult and easy words in this textbook have been used without any scientific consideration or criteria. Conclusion: Therefore, a comprehensive and complete scientific study of the words in all elementary Persian textbooks from the perspective of difficulty level and the compilation of the basic Persian vocabulary for children, with a scientific, comprehensive, and accurate approach, is essential for the compilation of elementary Persian textbooks in order to teach Persian to children. | ||
| کلیدواژهها [English] | ||
| Persian language teaching, spelling difficulty, Persian vocabulary leveling, elementary school Persian textbooks, Basic Persian vocabulary | ||
| مراجع | ||
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