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مطالعۀ راهبردی آموزش املا و واژگان فارسی در مدارس ایران از دیدگاه شناختی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 4، دوره 13، شماره 2 - شماره پیاپی 39، مرداد 1403، صفحه 55-77 اصل مقاله (840.78 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2023.3311 | ||
| نویسندگان | ||
| سیده زیبا بهروز* 1؛ نفیسه ایرانی2 | ||
| 1پسادکترا در حوزۀ مطالعات زبان فارسی، فرهنگستان زبان و ادب فارسی، تهران، ایران. | ||
| 2گروه آموزش زبان و ادبیات فارسی، دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| در این مقاله قصد شده است که با هدف تقویت ساختار نظام آموزش زبان فارسی برخی پارامترهای نوشتاری زبان فارسی در سه حیطۀ برنامهریزی درسی، کتابهای درسی و روشهای تدریس در مدارس بررسی و واکاوی شود. این پارامترها در دو سطح خرد و کلان ساختار آموزش ردیابی و در این تحقیق مطرح شدهاند. پژوهش به روش توصیفی- تحلیلی و به شیوۀ کتابخانه‌ای انجام شده، و سعی شده است که در آن به دو سؤال اساسی پاسخ داده شود: 1. چه پارامترهایی در ساختار برنامۀ درسی و محتوای آن (ساختار کلان) نیازمند توجه و بازنگری است؟ 2. در زمینۀ روشهای تدریس نوشتار فارسی (ساختار خرد) بهویژه در درس املا چه ملاحظاتی پیشنهاد می‌شود؟ برای پاسخ به سؤال نخست، بررسی تطبیقی در محتوای برنامه درسی رسمی ایران و انگلستان انجام شد. بر اساس یافتهها، مشخص شد که سازههای زبان فارسی - شامل تکنگاره (نویسه)ها، تکواژهای صرفی و اشتقاقی و نیز تکواژگونهها – نظام مشخص مبتنی بر آموزش ندارند و بازتدوین نظام و قواعد آوایی و نوشتاری حاکم بر آنها به منظور ساماندهی و جامعیت برنامه درسی ضروری است. برای پاسخ به سؤال دوم، دو مؤلفه، یعنی محتوای کتابهای درسی و روشهای تدریس معلمان، بررسی شدند و مشخص گردید که در سه زمینه، بازنگری لازم است: نخست، آموزش ساختواژۀ فارسی؛ دوم، آموزش واژگان عربی؛ سوم، دستورخط به عنوان ویژگی خاص نوشتار فارسی. از همین رو، مجموعهای از راهبردهای آموزشی و روشهای تدریس مبتنی بر رویکردهای شناختی نیز ببر اساس مدل الیس ارائه شد. | ||
| کلیدواژه‌ها | ||
| تحلیل تطبیقی؛ نظام تکنگارهها؛ روشهای شناختی؛ برنامه درسی؛ مدل فرایند خواندن الیس | ||
| عنوان مقاله [English] | ||
| Strategic study of teaching spelling and orthography in Iranian schools from a cognitive view | ||
| نویسندگان [English] | ||
| Seyede Ziba Behrooz1؛ Nafise Irani2 | ||
| 1Post-doctorate in Persian language studies, Academy of Persian Language and Literature, Tehran, Iran. | ||
| 2Department of Persian Language and Literature Education, Farhangian University, P.O. Box 889-14665, Tehran, Iran | ||
| چکیده [English] | ||
| In this article, it is intended to investigate and analyze some parameters of Persian language writing in the structure of curriculum and teaching methods in schools. The study was carried out in a descriptive-analytical and library manner, and it tried to answer two fundamental questions: 1. what parameters in the structure of the curriculum and its content (macrostructure) need attention and revision? 2. What considerations are suggested in the field of Persian writing teaching methods (microstructure)? To answer the first question, a comparative analysis was conducted on the content of the official curriculum of Iran and England. Based on the findings of this study, it was found that the structures of the Persian language - including graphemes and morphological and derived morphemes - do not have a specific system based on education, and the revision of the prevailing phonetic and written system and rules is necessary to organize and comprehensive the curriculum. To answer the second question, two components, i.e. textbooks and teachers' teaching methods, were examined in 3 fields:, the teaching of Persian vocabulary,, teaching Arabic vocabulary;, calligraphy as a special feature of Persian writing, explaining based on the Ellis model used for the reading process. | ||
| کلیدواژه‌ها [English] | ||
| comparative analysis, system of graphemes, cognitive methods, curriculum, Ellis reading process model | ||
| مراجع | ||
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