بررسی تحلیلی میزان توجه به ابعاد زیبایی‌شناسی تربیت شهروندی در کتاب‌های درسی دورۀ اول ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه آشپز
1
(دانشجوی دکترای فلسفه تعلیم و تربیت، دانشگاه الزهرا، تهران، ایران.)
طیبه ماهروزاده
2
(دانشیار فلسفه تعلیم و تربیت، دانشگاه الزهرا، تهران، ایران.)
مریم بناهان قمی
3
(استادیار فلسفه تعلیم و تربیت، دانشگاه الزهرا، تهران، ایران.)
پروین صمدی
4
(دانشیار برنامه‌ریزی درسی، دانشگاه الزهرا، تهران، ایران.)
کلید واژه: تحلیل محتوا, دورۀ اول ابتدایی, زیبایی‌شناسی, تربیت شهروندی,
چکیده مقاله :
پژوهش حاضر با در نظر گرفتن ارتباط دو حوزۀ زیبایی‌شناسی و تربیت شهروندی درصدد است با تحلیل محتوای کتاب‌های درسی دورۀ اول ابتدایی به‌عنوان یکی از تأثیرگذارترین دوره‌های آموزشی، میزان به‌کارگیری شاخص‌های تربیت شهروندی از منظر زیبایی‌شناسی را در کتاب‌های این دوره بررسی نماید. روش پژوهش، توصیفی و از نوع تحلیل محتوا کمی است. جامعۀ آماری پژوهش، کتاب‌های درسی دورۀ اول ابتدایی در سال تحصیلی 98-1397 است. ابزار شناسایی مؤلفه‌های زیبایی‌شناسی شاخص‌های تربیت شهروندی کدهای محتوایی است که توسط محقق طراحی شد که دارای سه بعد شناختی، بعد عاطفی و بعد رفتاری است که طبق آن محتوای کتاب‌ها کدگذاری شده و مورد تحلیل قرار گرفت. روایی صوری و محتوایی ابزار پژوهش از نظر متخصصان و صاحب‌نظران فلسفۀ تعلیم و تربیت و برنامه‌ریزی درسی مورد تأیید قرار گرفت و پایایی ابزار پژوهش بر اساس فرمول اسکات 78/0 به دست آمد. نتایج تحلیل محتوا نشان داد که در کل محتوای کتاب‌های درسی دورۀ اول ابتدایی 558 مورد به تربیت شهروندی با تأکید بر ابعاد تربیت هنری اشاره شده است که از این تعداد، بیشترین فراوانی به شاخص توانایی حل مسئله با 45 مورد (3/15درصد) و کمترین تعداد 8 مورد (4/5درصد) به شاخص آشنایی با مردم‌سالاری مربوط است. بر این اساس با توجه به تعداد کتاب‌ها و سه پایۀ تحصیلی مورد بررسی، توجه به تربیت شهروندی با تأکید بر تربیت هنری به اندازۀ کافی نیست و درواقع این مقدار توجه به تربیت شهروندی در کتاب‌های درسی نمی‌تواند در راستای نیاز دانش‌آموزان به تربیت شهروندی باشد.
The present study, considering the relationship between the two fields of aesthetics and citizenship education, seeks to analyze the content of textbooks in the first grade of elementary school as one of the most effective courses, to examine the use of citizenship education indicators from the perspective of aesthetics in books. The research method is descriptive and quantitative content analysis. The statistical population of the research is the textbooks of the first elementary school in the academic year of 1397-98. The tool for identifying the aesthetic components of citizenship education indicators is the content codes designed by the researcher, which has three cognitive, emotional and behavioral dimensions, according to which the content of the books is coded and analyzed. The formal validity and content of the research tools were confirmed by experts and scholars of the philosophy of education and curriculum planning, and the reliability of the research tools was obtained based on Scott's formula of 0.78. The results of content analysis showed that in the whole content of textbooks of the first elementary school, 558 cases of citizenship education with emphasis on the dimensions of artistic education have been mentioned. At least 8 cases (5.4%) arerelated to the Democracy Familiarization Index Accordingly, considering the number of books and three study pillars studied, paying attention to citizenship education with emphasis on artistic education is not enough, and in fact, this amount of attention to citizenship education in textbooks cannot be in line with students' needs. To be a citizen.
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