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جایگاه مولفههای آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتابهای درسی دوره ابتدایی | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 2 - شماره پیاپی 9، اسفند 1404، صفحه 163-178 اصل مقاله (1.29 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.19615.1194 | ||
| نویسندگان | ||
| وریا نوروزی* 1؛ یوسف ادیب2؛ حهانگیر یاری حاج عطالو3؛ رحیم بدری گرگری2 | ||
| 1دانشآموختهی دکتری تخصصی برنامهریزی درسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| 2استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران | ||
| 3استادیار، گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر با هدف بررسی جایگاه مولفه های آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتابهای درسی دوره ابتدایی انجام شد. روش: این پژوهش توصیفی، با تحلیل محتوای کمی و تکنیک آنتروپی شانون، ۱۵ جلد کتاب درسی دوره ابتدایی (مطالعات اجتماعی، فارسی و هدیههای آسمان) سال تحصیلی ۱۴۰۱-۱۴۰۲ را مورد بررسی قرار داد. واحدهای تحلیل شامل متن، تصاویر و فعالیتها بودند. ابزار پژوهش، چکلیست مؤلفههای آموزش چندفرهنگی با رویکرد کنشاجتماعی بود که روایی آن با CVR تأیید و پایایی آن با ضریب توافق ۸۷ درصد حاصل شد. یافتهها: نتایج نشان داد که “روشهای تدریس با رویکرد کنش اجتماعی” بیشترین توجه را به خود اختصاص داده است. پس از آن، “مواد، وسایل و محیط آموزشی”، “اهداف و محتوا”، “ارتباطات انسانی و فرهنگی”، “زبان/ملت”، “پذیرش تفاوتها” و “دین/مذهب” به ترتیب دارای بالاترین ضرایب اهمیت بودند. در مقابل، مفاهیمی همچون “عدالت، برابری و ضدتبعیض”، “کرامت و حقوق انسانی”، “جنسیت”، “معلولیت/ناتوانی”، “ارزشیابی”، “احترام به عقاید مختلف” و “زندگی مسالمتآمیز” با رویکرد کنش اجتماعی، هیچ انعکاسی در کتابهای درسی نداشتند و ضریب اهمیت آنها صفر بود. نتیجه گیری: با توجه به توزیع نامتوازن مولفه های آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتابهای درسی، جهت پرهیز از آموزش تک فرهنگی، کتب درسی نیازمند بازنگری و طراحی مجدد میباشند. | ||
| کلیدواژهها | ||
| آموزش چندفرهنگی؛ رویکرد کنش اجتماعی؛ تحلیل محتوا؛ کتابهای درسی؛ دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| The Position of Multicultural Education Components with a Social Action Approach in Elementary School Textbooks | ||
| نویسندگان [English] | ||
| wirya nawrozi1؛ Yousef Adib2؛ Yari Haj Ataloo Jahangir3؛ Rahim Badri Gargari2 | ||
| 1Ph.D in Curriculum Development, Tabriz Branch, Islamic Azad University, Tabriz, Iran | ||
| 2. Professor, University of Tabriz, Faculty of Educational Sciences and Psychology, Department of Educational Sciences, Tabriz, Iran | ||
| 3Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran. Email: j.yari@iaut.ac.ir. | ||
| چکیده [English] | ||
| Background and Objectives: The present study was conducted with the aim of investigating the position of multicultural education components with a social action approach in elementary school textbooks. Method: The research method was descriptive and quantitative content analysis, using the Shannon entropy technique. Given the limitations of the population, the sampling was total census, including 15 volumes of social studies, Persian, and gifts of the sky books for elementary school in the 1401-1402 academic year, and the units of analysis included text, images, and activities in the book. The research tool was a researcher-made checklist including multicultural education components and philosophical thinking criteria (exploratory, argumentative, and interactive), whose validity was confirmed by the CVR method, and to ensure reliability with repeated administration, an agreement coefficient of 87 percent was obtained. Findings: The findings indicate a greater level of attention to the concept of teaching methods. Then, the concepts of materials, educational tools and environment, goals and content, human and cultural communication, language/nation, acceptance of differences and religion/religion have the highest importance coefficient, respectively, and the concepts of justice, equality and anti-discrimination, dignity and human rights, gender, disability/inability, evaluation, respect for different beliefs and peaceful life without any reflection have zero importance coefficient. Conclusion: Given the unbalanced distribution of multicultural education components with a social action approach in textbooks, textbooks need to be revised and redesigned to avoid monocultural education based on memorization of information. | ||
| کلیدواژهها [English] | ||
| multicultural education, social action approach, content analysis, elementary school, textbooks | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 13 تعداد دریافت فایل اصل مقاله: 6 |
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