چیستی، چرایی و چگونگی آموزش سواد رسانه‌ای در دوره‌ی ابتدایی
محورهای موضوعی : فن‎آوری اطلاعات
سعید انصاری
1
(دانشجوی دکتری رشته فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه بوعلی سینا، همدان، ایران)
فرهاد سراجی
2
(دانشیار، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه بوعلی سینا، همدان، ایران)
محمد رضا یوسف زاده
3
(دانشیار،گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی دانشگاه بوعلی سینا، همدان، ایران)
کلید واژه: برنامه درسی, دوره‌ی ابتدایی, آموزش سواد رسانه‌ای,
چکیده مقاله :
آموزش سواد رسانه‌ای به عنوان یک روش توانمندسازی کودکان در برابر رسانه‌های متکثر ، از ضروریات عصر تغییرات و دگرگونی‌های مداوم است. هدف اصلی این پژوهش، تبیین چیستی، چرایی و چگونگی آموزش سواد رسانه‌ای در دوره‌ی ابتدایی است. پژوهش حاضر به روش مرور سیستماتیک انجام شدکه بر اساس مراحل شناسایی، غربالگری، شایستگی و شامل شدن 20 مورد از منابع جستجو شده، انتخاب شدند . یافته‌های پژوهش علاوه بر تبیین مولفه‌های آموزش سواد رسانه‌ای(تفکر مراقبتی، انتقادی و خلاقانه)، بر ویژگی‌های روانشناختی دانش‌آموزان دوره‌ی ابتدایی از یک سو و مخاطب خاص رسانه‌ای بودن کودکان از سوی دیگر در جهت ضرورت آموزش سواد رسانه‌ای تاکید دارد. همچنین مطالعه و تحلیل مدل‌های آموزش سواد رسانه‌ای نشان می‌دهد که آموزش سواد رسانه‌ای در دوره‌ی ابتدایی باید بر مبنای تعقل و پژوهشگری صورت گیرد و لازمه‌ی آن قرار گرفتن کودک در فضای اجتماع پژوهشی مبتنی بر گفت‌وگو است که در آن صورت محتوای چالش‌انگیز با قابلیت پژوهش و متناسب با تجربه‌ی زیسته‌کودکان و ارزیابی خودآگاهانه از عناصر برنامه درسی این حوزه خواهد بود.
Media literacy education as a way of empowering children against multimedia is a necessity in an age of constant change. Due to this necessity and various researches done in this field, the main purpose of this paper is to explain what, why and how to teach media literacy in primary course. The present research was conducted through a systematic review method, which was selected 20 items from the searched sources based on levels the identification, screening, competency and include. The findings, in addition to explaining the components of media literacy education(caring, critical and creative thinking), emphasize the psychological characteristics of primary course students on the one hand and the specific media targeting of children on the other hand for the necessity of media literacy education. Also studying and analyzing media literacy education models shows that media literacy education in primary course should be based on reasoning and research and it requires the child to be in a conversation-based research community space in which case challenging content with Research capability and tailored to the child's lived experience and Self-awareness assessment of curriculum elements in this field will be.
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