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تحلیل چگونگی بازنمایی ساحت سیاسی- اجتماعی سند تحول بنیادین در کتاب مطالعات اجتماعی پایه ششم | ||
| مطالعات آموزشی و آموزشگاهی | ||
| دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 349-366 اصل مقاله (514.75 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.11319.3386 | ||
| نویسندگان | ||
| رشید احمدی فر* 1؛ امیر حمیدی2؛ دنیا پیرمرادی2 | ||
| 1گروه آموزش علوم اجتماعی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2دانشجوی کارشناسی آموزش ابتدایی دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| هدف:هدف اصلی این پژوهش تحلیل چگونگی بازنمایی ساحت سیاسی- اجتماعی سند تحول بنیادین در کتاب مطالعات اجتماعی پایه ششم، به منظور شناسایی میزان توجه به این ساحت بود. روش:دراین پژوهش از روش تحلیل محتوا استفاده شده است. یافتهها:نتایج حاصل ازتجزیه و تحلیل داده ها نشان می دهد که تفاوت توجه به مولفه‌های کلیدی ساحت تربیت سیاسی و اجتماعی درکتاب مطالعات اجتماعی ششم ابتدایی چشمگیر و معنی‌دار است.کم توجهی به بعضی از این مولفه‌ها درمحتوای کتاب دیده می‌شود که نیازمند توجه در تدریس و چاپ‌های بعدی می‌باشد.براساس یافتهها،از میان ۸ مولفه‌ی ساحت تربیت سیاسی و اجتماعی بیشترین توجه به مولفه‌های شماره ۱- بازنشانی، حفظ و اصلاح آداب، رسوم، هنجارها و ارزش‌های جامعه در پرتو نظام معیارمعیاراسلامی ۵- تعامل شایسته با نهاد دولت و سایر نهادهای مدنی و سیاسی و کسب شایستگی هایی نظیر رعایت قانون، مسئولیت پذیری، مشارکت اجتماعی و سیاسی و پاسداشت ارزش های اجتماعی در جهت شکل‌گیری جامعه سالم و پیشرفت مداوم آن بر اساس نظام معیار اسلامی ۳- توسعه آزادی و مرتبه وجودی خویش و دیگران در پرتو درک و اصلاح موقعیت اجتماعی خود و دیگران، برقراری رابطه سازنده و مناسب با ایشان براساس نظام معیار اسلامی و کسب صفاتی جمعی نظیر احسان، مهرورزی، انصاف، خیرخواهی، بردباری، وفاق، همدلی و مسالمت جویی ۶- بازنشانی فرهنگ و تمدن اسلامی، همراه با توجه به نیازهای حال و آینده جامعه و تلاش جهت تحقق امت واحده اسلامی بر اساس نظام معیار اسلامی، شده است اما به چهار مولفه ی دیگر کم توجهی شده است. | ||
| کلیدواژه‌ها | ||
| تحلیل محتوا؛ مطالعات اجتماعی؛ پایه ششم ابتدایی؛ ساحت تربیت سیاسی واجتماعی؛ سند تحول بنیادین | ||
| عنوان مقاله [English] | ||
| Analyzing how the socio-political field of the document of fundamental change is represented in the sixth grade social studies textbook | ||
| نویسندگان [English] | ||
| Rashid Ahmadifar1؛ amir hamidi2؛ donya pirmoradi2 | ||
| 1Department of Social Sciences Education, Farhangian University, Tehran, Iran | ||
| 2Elementary education Student, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Objective:The main purpose of this study was to analyze how the socio-political field of the document of fundamental change is represented in the textbook, in order to identify the level of attention to this field. Results:The results of data analysis show that the difference in attention to the key components of political and social education in the textbook is significant.Lack of attention to some of these components can be seen in the content of the textbook, which needs attention in teaching and later editions.Based on the findings, among the 8 components of the field of political and social education, the most attention is paid to components 1- reset, preservation and reform of customs, traditions, norms and values of society in the light of Islamic standard system 5- Proper interaction with government and other civil institutions And political and gaining competencies such as observance of law, responsibility, social and political participation and protection of social values in order to form a healthy society.3-Developing the freedom and existential status of oneself and others in the light of understanding and reforming the social position of oneself and others.but the other four components have been neglected. | ||
| کلیدواژه‌ها [English] | ||
| Content Analysis, Social Studies, Sixth Grade Elementary, Political and Social Education, Fundamental Transformation Document | ||
| مراجع | ||
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