واکاوی کتب درسی پیش دبستانی از نظر توجه به مولفه های زیست محیطی

محورهای موضوعی : توسعه پایدار

آرزو پرکار ¹ (دانشجوی مدیریت آموزشی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.)
خدبجه آذر ² (دکترای مدیریت آموزشی، دانشگاه علوم پزشکی هوشمند، تهران، ایران. *(مسوول مکاتبات))
مهدیه شادپورگوابری ³ (آموزگار آموزش و پرورش رودسر، گیلان، ایران.)

تاریخ دریافت : 1399/09/03 تاریخ پذیرش : 1399/12/20 تاریخ انتشار : 1401/10/01

کلید واژه: محتوای کتب درسی پیش‌دبستانی, آلودگی محیط زیست, آموزش محیط زیست, استاندارد ویسکانسین,

چکیده مقاله :

زمینه و هدف: آموزش، اثربخش‌ترین ساز و کار جامعه برای مقابله با بزرگ‌ترین چالش این قرن؛ یعنی آلودگی زیست محیطی است. پژوهش حاضر، با هدف ارزیابی میزان توجه به آموزش محیط زیست درکتب درسی دوره پیش‌دبستانی انجام گردید. روش بررسی: این پژوهش از نظر هدف از زمره تحقیقات کاربردی و از نظر روش، تحلیل محتوا سـت. کلیه کتب دوره پیش دبستانی استان گیلان به عنوان جامعه آماری تحقیق و با توجه به ماهیت تحقیق حاضر، کل جامعة آماری به عنوان نمونه در نظر گرفته شدند. ابزار تحقیق، چک لیست تحلیل محتوا، دربرگیرندة استانداردهای آموزش محیط زیست ویسکانسین بود. بر این اساس در کتب دوره پیش دبستانی، زیرمؤلفه های مرتبط با هریک از پنج مؤلفه اصلی استانداردهای فوق، استخراج و هر یک از مؤلفه ها در قالب 5 مؤلفه فرعی تدوین شد. یافته ها: پس از کدگذاری و شمارش فراوانی هر یک از زیرمؤلفه ها با استفاده از آمار توصیفی (فراوانی، درصد فراوانی نسبی و فراوانی تجمعی)بیشترین میزان توجه درزمینه مهارت پرسش وتحلیل (72/84%) می باشد؛ پس ازآن به ترتیب مسئولیت شخصی و مدنی(38/6%)؛ مهارت عمل و تصمیم گیری (5٪)؛ دانش فرایندها و سیستم های طبیعی (77/2%) و در نهایت مهارت بررسی موضوعات زیست محیطی کمترین میزان توجه (11/1%) رابه خوداختصاص داده اند بحث و نتیجه گیری: .با توجه به اینکه میزان توجه به مؤلفه های‌ آموزش محیط زیست در محتوای برنامه‌ درسی دوره پیش‌دبستانی در حد مطلوب و رضایت‌بخش نبوده، به عنوان نقطه ضعف این کتاب ها از این حیث محسوب می شود. لذا بنا به اهمیت آموزش مؤلفه های زیست محیطی در دوره پیش‌دبستانی به عنوان دوره پایه در فراگیری کودکان، پیشنهاد می‌شود برنامه ریزان محتوای آموزشی در تدوین کتب، بازنگری و در گنجاندن شاخص‌ها و استانداردهای آموزش محیط زیست در کتب درسی اهتمام بیشتری ورزند.

چکیده انگلیسی:

Background and Objective: Education is the most effective mechanism for society to deal with the greatest challenge of this century; That is, environmental pollution. The purpose of this study was to evaluate the attention to environmental education in preschool textbooks. Material and Methodology: All Guilan preschool education textbooks were selected as the statistical population of the research and considering the nature of the present study, the entire statistical population was considered as the sample. The Study tools was a content analysis research checklist, including Wisconsin standards of environmental education. Accordingly, in the preschool textbooks, the sub-components related to each of the five key components of the above standards were extracted and each component was formulated into five sub-components. Findings: After coding and counting the frequency of each of the sub-components, using descriptive statistics (frequency, relative frequency and cumulative frequency), the most attention was paid to the field of question and analysis skills (84.72%); then, personal and civil responsibility (6.38%); the skill of action and decision making (5%); the knowledge of natural processes and systems (2.77%); and, finally, the skill of studying environmental issues have allocated the least amount of attention (1.11%). Discussion and Conclusion: Since the attention to the criterias of environmental education in the content of preschool curriculum was not optimal and satisfactory, which is considered as a disadvantage of these books. Therefore, duo to the importance of teaching these issues in preschool education as Basic course in child learning, it is suggested that educational content planners focus more on textbook compilation, revision and incorporation of environmental education indicators and standards into textbooks.  

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