چگونگی ارتباط متن و تصویر در کتاب‌های درسی علوم پایه دوم و ششم ابتدایی ایران در سال تحصیلی 92 ـ 91
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - 1استادیار، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
2 - 2دانشجوی دکتری برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران
کلید واژه: تصویر, تحلیل محتوا, کتاب‌های درسی,
چکیده مقاله :
مصور کردن کتاب‌های درسی برای دستیابی دانش‌آموزان به بصیرت در موضوعات درسی اهمیت زیادی دارد. از این رو پژوهش حاضر با هدف شناسایی چگونگی ارتباط متن و تصویر در کتاب‌های درسی علوم دوره ابتدایی انجام شده است. در این پژوهش از روش تحلیل محتوای توصیفی و ارتباطی استفاده شده و جامعه آماری کتاب‌های علوم پایه دوم وششم ابتدایی ایران در سال تحصیلی 92 ـ 91 بوده است. در تحلیل محتوای توصیفی، متن نوشتاری کتاب‌ها بر اساس الگوی مریل که هر متن آموزشی را تشکیل شده از چهار عنصر اصلی حقایق، مفاهیم، روش کارها و اصول یا قوانین می‌داند، تحلیل شد. در تحلیل محتوای ارتباطی، بر اساس الگوی محقق ساخته به چگونگی ارتباط بین متن نوشتاری با تصاویر پرداخته شده است. نتایج نشان داد که در متن کتاب علوم پایه دوم مفاهیم و در متن کتاب علوم پایه ششم اصول بیشترین حضور را داشته‌اند .همچنین 59.5 درصد از کل متن نوشتاری کتاب‌های علوم پایه دوم و 56.6 درصد از کل متن نوشتاری کتاب علوم پایه ششم توسط تصاویر پوشش داده شده است. در هر دو کتاب تصاویر جزئی‌تر از متن، بیشتر مورد استفاده قرار گرفته‌اند؛ همچنین عملکرد بیشتر تصاویر در هر دو کتاب تمثیلی بوده است.
Illustrated textbooks have a highly significant influence on providing new prospects for students. Thus, this study was conducted to identify the relationship between the text and the image in elementary school science textbook in Iran. Communicative and descriptive content analysis was used in this study. The second and the sixth grade science textbooks were selected as the statistical population. In descriptive content analysis, written part of the textbooks were analyzed based on Merils model, believing on four main elements of any textbook as facts, concepts, procedures ,and principles . In communicative content analysis, the relationship between the text and the image was examined based on the researcher- made model.The results showed that, "Concepts" in the second grade science textbook and "principles" in the sixth grade science textbook had the highest attendance. Moreover, 59.5% of the total written part of science textbook of the second grade, and 56.6% of the total written part of science textbook of the sixth grade had been covered by illustrations.More detailed illustrations than text, in both books, had been utilized. Furthermore, in both books, most of the images were illustrated allegorically.
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