بررسی هم سویی کتاب جدید زبان انگلیسی، محتوای آموزش و پرسش‌های پایان ترم پایه هفتم دبیرستان
محورهای موضوعی : آموزش و پرورش
رضا رضوانی
1
(استادیار و عضو هیئت علمی دانشگاه یاسوج، دانشکده علوم انسانی، گروه زبان انگلیسی، یاسوج، ایران.)
زهرا میهن خواه
2
(دانشجوی کارشناسی ارشد آموزش زبان انگلیسی ، گروه آموزش زبان انگلیسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.)
بهناز حق شناس
3
(کارشناسی ارشد آموزش زبان انگلیسی، دانشکده‌ی علوم انسانی، دانشگاه یاسوج، ایران.)
کلید واژه: کتاب درسی, پرسش های پایان ترم, طبقه بندی تجدید نظر شده بلوم, شاخص هم سویی پرتر, محتوای آموزش, پراسپکت 1,
چکیده مقاله :
این پژوهش بمنظور ارزیابی مقدار هم سویی کتاب پراسپکت 1 (کتاب زبان انگلیسی پایه هفتم دبیرستان در ایران)، پرسش های پایان ترم، و محتوای آموزش انجام شد. جهت نیل به این مقصود، تنوع بعد شناختی و بعد دانش موجود در پرسش های پایان ترم، محتوای آموزش و کتاب درسی بر اساس هدف های آموزشی تجدید نظر شده بلوم (Anderson & Krathwohl, 2001) بررسی شده است. در این راستا، چک لیست رضوانی و زمانی (1391) و پرسشنامه رضوانی و حق شناس (1393) که بر اساس هدف های آموزشی ذکر شده تنظیم شده اند، جهت مشخص کردن فراوانی، درصد فراوانی و سطوح تاکید شده مورد استفاده قرار گرفتند. دوازده نفر از دبیران این پایه که به گونه تصادفی انتخاب شده بودند، در این پژوهش شرکت کردند. شاخص هم سویی پرتر (2002) نیز جهت محاسبه مقدار هم سویی میان عناصر مورد مطالعه بکار گرفته شد. نتایج بدست آمده از این پژوهش نشان دادند که هدف های در نظر گرفته شده در هر سه جزء را سطوح پایینی (بهیاد آوردن، فهمیدن، و به کار بستن) طبقهبندی هدف های آموزشی تشکیل میدهند و سطوح بالایی طبقه بندی، درصد کم تری را به خود اختصاص دادهاند. نتایج محاسبه مقدار هم سویی میان کتاب درسی و محتوای آموزشی (74درصد)، کتاب درسی و پرسش های پایان ترم (76درصد) و محتوای آموزشی و پرسش های پایان ترم (75 درصد) نیز نشان دادند که این سه جزء از هم سویی قابل قبولی برخوردارند.
The current research set out to analyze Prospect 1, the officially prescribed textbook for 7th grade high school students in Iran, its relevant achievement tests, and contents of instruction. More specifically, the study sought to investigate the variation in cognitive domain and types of knowledge represented by the achievement tests, contents of instruction, and the textbook drawing on Bloom’ (Anderson & Krathwohl, 2001) revised taxonomy of educational objectives. It further examined the alignment among the three curriculum components of interest. Research instruments included a checklist of educational objectives (Rezvani & Zamani, 2012) and a survey of contents of instruction (Rezvani & Haghshenas, 2014) both developed based on Bloom’s revised taxonomy (2001). English teachers, both male and female (n = 12), took part in the study. Porter`s (2002) alignment index was employed to compute the alignment among each pair of tests and textbook, contents of instruction and textbook, and contents of instruction and tests. The quantitative analysis of the collected data indicated that all three alignment indices of the curriculum component pairs were significantly adequate (I>0.50). The findings of the study also demonstrated that ‘Remember’ and ‘Understand’ were the most prevalent cognitive domains. The outcomes also suggested that higher order thinking skills were the least dominant ones. Efforts to incorporate activities and contents that would help develop learners` higher order skills by the authors and teachers of the book as the main source of educational activities are recommended.
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