طراحی و اعتبارسنجی برنامۀ درسي سواد رسانه‌ای برای والدین دانش‌آموزان ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا جعفری هرندی
1
,
سوسن بهرامی
2
*
1 - دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.
2 - استادیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.
کلید واژه: برنامۀ درسي, سواد رسانه‌ای, دانش‌آموز, دورۀ ابتدایی, والدین.,
چکیده مقاله :
هدف از این پژوهش طراحی و اعتبارسنجی برنامۀ درسي سواد رسانه‌ای برای والدین دانش‌آموزان ابتدایی بود. پژوهش به‌روش کیفی و سنتزپژوهی انجام شد. جامعه شامل متون‌مرجع در حوزۀ آموزش سوادرسانهای به کودکان بود. بر این اساس 51 منبع به‌شیوه هدفمند و بر اساس اشباع‌نظری انتخاب شدند. به‌منظور تأیید اعتبار یافته‌ها، 10 نفر از متخصصان برنامه‌ریزی درسی، آموزش ابتدایی و ارتباطات شهر اصفهان به‌صورت هدفمند انتخاب شدند. با روش لاوشه، نسبت‌روایی‌محتوایی برای مؤلفه‌ها (6/0<CVR) و برنامه تدوین‌شده ارزیابی شد (926/0 = CVR) . نتایج نشان داد هدف کلی این برنامه، ارتقاء سوادرسانهای کودکان به‌واسطه والدین بود که با اهداف‌جزئی افزایش سوادرسانهای والدین و تجهیز والدین به الگوی آموزش سوادرسانهای به کودکان دنبال شد. محتوای این برنامه شامل آشنایی با رسانه، پرورش مهارت‌های رسانه‌ای والدین (شامل درک انتقادی، توانایی تجزیه و تحلیل، ارزشیابی، گروه‌بندی، استقراء، قیاس، ترکیب و خلاصه‌سازی)، آموزش تولید محتوا و استفاده از رسانه، آموزش مهارت‌های ارتباطی، آشنایی و مواجهه با قلدری و اعتیا‌دبه‌اینترنت، ارائه الگوی آموزش سوادرسانهای به کودکان بود. راهبردهای یادگیری-یاددهی گفت‌و‌گو‌محور، مشارکتی/ تعاملی و همدلانه تعیین شد. ارزشیابی در دو بخش ارزیابی اطلاعات قبلی والدین و ارزیابی سوادرسانهای کودکان بود که با پرسشنامه انجام می‌شود. گروه‌بندی بر اساس والد-کودک و صرفاً برای ارزیابی انجام پذیرفت. فیلم‌ها و کتاب‌های مبتنی بر سوادرسانهای از منابع این برنامه بودند. لازم است این برنامه در یک نیم‌سال و در مدارس دورۀ ابتدایی برای والدین ارائه شود.
The aim of this research was to design and validate a media literacy curriculum for parents of elementary school students. The study employed qualitative and synthesis research methods, focusing on reference texts related to media literacy education for children. In order to verify the validity of the findings, 10 experts in curriculum planning, primary education and communication in Isfahan were selected purposefully. Lawshe's method was used to assess the content validity of the curriculum components (CVR> 0.6) and the developed program (CVR= 0.926). The results indicated that the program's overall goal is to enhance children's media literacy through parental involvement. This was pursued through the specific objectives of increasing parents' media literacy and equipping them with a model for teaching media literacy to children. The program content includes familiarity with various media, developing parents' media skills (Including critical understanding, ability to analyze, evaluate, group, infer, compare, combine and summarize), content production, media use, communication skills, and addressing issues like cyberbullying and Internet addiction. The program also provides a model for teaching media literacy to children. Learning-teaching strategies were identified as dialogue-oriented, cooperative/ interactive, and empathetic. The evaluation process consisted of assessing parents' prior media knowledge and children's media literacy which is done with a questionnaire. Grouping was based on parent-child pairs, primarily for evaluation purposes. The program also recommended media literacy-based films and books as resources. This curriculum is intended to be delivered over one semester in elementary schools for parents.
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