تدوین برنامه درسی آموزش سواد رسانه ای در راستای بسط امنیت اجتماعی:یک مطالعه کیفی

محورهای موضوعی : آموزش و پرورش

جعفر ترک زاده ¹ (دانشیار دانشگاه شیراز- دانشکده علوم تربیتی)
رحمت اله مرزوقی ² (استاد دانشگاه شیراز- دانشکده علوم تربیتی)
مهدی محمدی ³ (دانشیار دانشگاه شیراز- دانشکده علوم تربیتی)
حبیب احمدی ⁴ (استاد دانشگاه شیراز- دانشکده علوم انسانی)
ناصر جوکار ⁵ (دانشجوی دکتری دانشگاه شیراز)

تاریخ دریافت : 1396/10/07 تاریخ پذیرش : 1398/07/29 تاریخ انتشار : 1398/06/01

کلید واژه: برنامه درسی, امنیت اجتماعی, برنامه درسی آموزش سواد رسانه ای, انتظام,

چکیده مقاله :

هدف پژوهش حاضر، تدوین برنامه درسی آموزش سواد رسانه ای جهت ارتقاء انتظام و امنیت اجتماعی کاربران رسانه بود. بر اساس طرح کیفی و با استفاده از روش مطالعه موردی، مفاهیم و عناصر لازم برای تدوین برنامه درسی آموزش سواد رسانه ای با استفاده از مصاحبه نیمه ساختارمند از طریق نمونه گیری هدفمند و تکنیک اشباع نظری با متخصصان و اساتید گروه علوم ارتباطات و رسانه و علوم اجتماعی در پنج دانشگاه تهران، علامه طباطبایی، شیراز، امام حسین (ع)، سوره و پژوهشگاه امام صادق (ع) انجام گرفت. سپس داده ها با استفاده از نرم افزار Nvivo  از طریق فن تحلیل مضمون، تحلیل و یافته ها در قالب شبکه مضامین پایه، سازمان دهنده و فراگیر دسته بندی و سازماندهی شدند. برای اعتبار یابی داده های کیفی از روش همسوسازی نتایج حاصل از شبکه مضامین و تحلیل اسناد استفاده شد. بر اساس نتایج به دست آمده، برنامه درسی آموزش سواد رسانه ای در ابعادی مانند محتوا، منطق، اهداف، روش ها و محیط یادگیری، به عنوان مضامین سازمان دهنده می باشند. این مضامین دارای ابعاد و سطوح مختلف و دارای مضامین پایه متنوعی هستند که در تدوین برنامه درسی آموزش سواد رسانه ای بایستی مد نظر قرار گیرند.

چکیده انگلیسی:

Abstract

The purpose of this study was to developing a curriculum for media literacy teaching to enhance the social security and safety of media users. Based on the qualitative design and case study method, the concepts and elements necessary for the developing of a curriculum for media literacy by using open-ended and semi-structured questionnaire through targeted sampling and theoretical saturation technique with experts and faculty members of the Department of Communication Science and media and social sciences in Tehran, Allame Tabatabai, Shiraz, Imam Hussein (AS), Sura and Imam Sadegh (AS) institute universities.
Then, the data were categorized and organized using the Nvivo software through theme analysis, analysised and findings organized in the form of a basic, organizing, and comprehensive content network. The qualitative data validation method was used to reconcile the results of the content network and to analyze the documents. Based on the results, media literacy curriculum with dimensions such as content, logic, goals, methods, and learning environment are organized as themes. These themes have different dimensions and levels with a variety of basic content that should be considered in developing a media literacy curriculum.

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