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تحلیل محتوای کتاب تفکر و سواد رسانه‌ای دوره متوسطه بر اساس آموزش ارزیابی انتقادی پیام‌ها | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 9، دوره 13، شماره 3 - شماره پیاپی 40، آبان 1403، صفحه 157-176 اصل مقاله (734.7 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.3896 | ||
| نویسندگان | ||
| حسین کدخدائیان آرانی1؛ فرزانه واصفیان* 2؛ بدری شاه طالبی3 | ||
| 1گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران | ||
| 2گروه علوم تربیتی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران (نویسنده مسئول) | ||
| 3دانشیار دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان) گروه علوم تربیتی، اصفهان، ایران | ||
| چکیده | ||
| پژوهش حاضر باهدف تحلیل محتوای کتاب تفکر و سواد رسانه‌ای دوره متوسطه بر اساس آموزش ارزیابی انتقادی پیام‌ها انجام شد. روش پژوهش تحلیل محتوا بود. نمونه پژوهشی محتوای(متن، تصاویر، گفتگوی کلاسی) کتاب درسی تفکر و سواد رسانه ای پایه یازدهم بود که به صورت هدفمند انتخاب شده بود. ابزار آن چک‌لیست محقق ساخته بود. داده ها در سطح توصیف کمی و نیز تکنیک آنتروپی شانون تحلیل و گزارش شدند. نتایج نشان داد 51 مرتبه به مؤلفه‌های ارزیابی انتقادی پیام‌ها توجه شده که سهم طبقه‌بندی وب‌سایت‌ها و شبکه‌های منتشرکننده پیام 7 فراوانی، اطلاع از منبع پیام و اعتماد یا عدم اعتماد به آن 9 فراوانی، فهم تمایز میان پیام‌های منفعل و تعاملی 2 فراوانی، آگاهی و حساسیت بر زمینه‌ها و پس‌زمینه‌های پیام‌ها 8 فراوانی، در نظر گرفتن متن اصلی پیام و استدلال‌های موجود در آن 3 فراوانی، شناخت اشکال مختلف پیام اعم از درست/نادرست، قانونی/غیرقانونی، معتبر/منسوخ، خوب/توهین‌آمیز و آسیب‌زا 14 فراوانی، توانایی ترکیب اطلاعات مختلف و رسیدن به تفسیری عالمانه 1 فراوانی، توانایی در نتیجه‌گیری از کیفیت و مقصد پیام 7 فراوانی است. طبق فراوانی های موجود ضریب اهمیت هر یک از مؤلفه ها به ترتیب 2004/0، 1997/0، 0593/0، 1828/0، 0219/0، 2739/0، 0593/0، 0027/0 است. | ||
| کلیدواژه‌ها | ||
| دوره متوسطه؛ تفکر و سواد رسانه‌ای؛ تفکر انعکاسی؛ ارزیابی انتقادی پیام؛ کشف لایه‌های درونی پیام؛ تحلیل محتوا | ||
| عنوان مقاله [English] | ||
| Content Analysis of Thinking and Media Literacy book in High School Based on Instruction in Critical Evaluation of Messages | ||
| نویسندگان [English] | ||
| Hosein kadkhodaeiyan arani1؛ Farzaneh vasefian2؛ Badri Shahtalebi3 | ||
| 1Department of Educational Sciences, Meymeh Branch, Islamic Azad University, Meymeh, Iran | ||
| 2Department of Educational Sciences, Meymeh Branch, Islamic Azad University, Meymeh, Iran | ||
| 3Associate Professor of Islamic Azad University, Isfahan Branch (Khorasgan), Department of Educational Sciences, Isfahan,iran | ||
| چکیده [English] | ||
| The aim of this study was to analyze the content of Thinking and Media Literacy book in High School Based on Instruction in critical evaluation of messages. The research method was content analysis. The research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. The tool was a researcher-made checklist. The data were analyzed and reported at the level of quantitative description as well as the Shannon entropy technique. The results showed that the components of critical evaluation of messages were paid 51 times. And sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, The ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. According to the available frequencies, the importance coefficient of each component is 0.2004, 0.1997, 0.0593, 0.1828, 0.0219, 0.2739, 0.0593, 0.0027 respectively. | ||
| کلیدواژه‌ها [English] | ||
| High School, Thinking and Media Literacy, Reflective Thinking, Critical Evaluation of the Message, Discovering the Inner Layers of the Message, Content Analysis | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 245 تعداد دریافت فایل اصل مقاله: 175 |
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