تحلیل محتوای کتب علوم اجتماعی دوره متوسطه در ارتباط با مفاهیم حقوق بشر
محورهای موضوعی : پژوهش در برنامه ریزی درسیحامد زینالپور 1 , محسن طالب زاده 2 , کورش فتحی واجارگاه 3
1 - 1کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران
2 - 2استادیار و عضو هیأت علمی دانشگاه شهید بهشتی، تهران، ایران
3 - 3استاد و عضو هیأت علمی دانشگاه شهید بهشتی، تهران، ایران
کلید واژه: مفاهیم حقوق بشر, آموزش حقوق بشر, برنامه درسی علوم اجتماعی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی میزان توجه به حقوق بشر در برنامه درسی رسمی دوره متوسطه (کتاب‌های درسی علوم اجتماعی دوره متوسطه) صورت گرفت. جامعه آماری پژوهش مشتمل بود بر کلیه کتاب‌های درسی علوم اجتماعی دوره متوسطه (سه کتاب) در سال 1390-1391 که با توجه به ماهیت پژوهش و به دلیل محدود بودن جامعه آماری از نمونه‌گیری صرف نظر شده و کل جامعه آماری به عنوان نمونه در نظر گرفته شد. در این پژوهش از روش تحلیل محتوای آنتروپی شانون استفاده شد و واحد تحلیل نیز متن، تصویر، پرسش و فعالیت است. ابزار جمع‌آوری اطلاعات، سیاهه‌های تحلیل محتوای کتب درسی بود که پس از مطالعه مبانی نظری تهیه و تدوین شد و روایی آن توسط متخصصان علوم تربیتی و حقوق بشر تعیین گردید. یافته‌های پژوهش نشانگر آن بود که در کتاب‌های درسی علوم اجتماعی دوره سه ساله متوسطه توجه یکسانی به مفاهیم مربوط به حقوق بشر نشده بود به طوری که از مجموع 361 واحد ضبط شده در زمینه مفاهیم حقوق بشر 179 واحد (50%) مربوط به سال اول متوسطه، 90 واحد (24%) مربوط به سال دوم متوسطه و 92 واحد (26%) مربوط به سال سوم متوسطه بوده است، همچنین سیر توالی و نحوه عرضه این مفاهیم در کتب علوم اجتماعی نیز از نظم ویژه‌ای پیروی نمی‌کند
This present research was conducted with the aim of studying about the degree of attention paid to human rights concepts in formal curriculum.. The statistical population of this research was consisted of all social science textbooks of the high school (three books) in the academic year 2011-2012. With regard to the nature of the subject of this research and the limitation of the statistical population, no sampling was applied and the total population was used as sample size, too. In this research Shannon entropy content analyses method was used. The units of analyses were text, questions, exercises, and pictures. Data were collected via lists of content analysis of textbooks which were formulated after studying theoretical foundation. The validity was approved by educational science and human rights experts. The findings showed that human rights concepts were not focused identically in all the social science textbooks in different grades of high school. That is to say that from the total of 361 human right concepts, about 179 topics (50%) were focused in the first grade whereas, 90 topics (24%) and 92 topics (26%) were mentioned in the second and the third grade, respectively. In addition, there was no specific order in terms of sequence and presentation of such concepts, as well.
Amir Arjomand, A. (1999). Human Rights Education, Journal of Legal Studies, Vol 10. No 26, pp 159-180 [Persian] Behruzikhah, A. (2007). Human Rights Education for Peace (Master's thesis), Shahid Beheshti University [Persian] Fagan, A. (2002). A brief introduction to and history of Human rights, Washington: national council for the social studies. Fathi Vajargah, K. (2003). The Place and importance of peace and war in the elementary school textbooks. Journal of Human Sciences, Vol 4, No 38, pp 25-48 [Persian] Galtash, A. (2009). Review approaches to citizenship education in the primary school curriculum in Iran in order to Provide citizenship education curriculum proposal (Doctoral thesis), Islamic Azad University-Khorasgan [Persian] Gandomi, F. (2008). Content Analysis Social Sciences Textbook in Secondary School from the perspective of Human Rights concepts (Master's thesis), Shahid Beheshti University [Persian] Hakimzadeh, R., Kiyamanesh, A., & Attaran, M. (2007). Textbook content analysis according to the International Day for the broader issues of curriculum. Journal of Curriculum Studies, Vol 2, No 5, pp 27-54 [Persian] Hashemi, M. (2005). Human rights and fundamental freedoms (Volume 1), Tehran: Publications of Mizan [Persian] Jafari, M. (2005). Assessment with respect to human rights education in the primary school curriculum (Master's thesis), Azad University of Tehran [Persian] Jamali Tazekand, M. (2013). Analyzing the Status of Citizenship Education components in Social Science Curriculum Content of Secondary School. Journal of Research in Curriculum Planning, Vol 10, No 10, pp 1-19 [Persian] Kalantari, A. (2003). Assess the achievement of the cognitive objectives of junior Science Book Based on the performance of students in grade 14 in Tehran And presentation of good practices in this field (Master's thesis), Allameh Tabatabai University [Persian] Konttay, D. (1999). International Humanitarian Law Lies between the Islamic Concept and Positive International Law. Journal of International Review of the Red Cross, No 275, pp 101-111. Lorai, M. (2011). Study the status of human rights components In the process of designing and implementing curriculum in elementary school in Tehran In the years 2010-2011 (Master's thesis), Shahid Beheshti University [Persian] Mahmudi, M. (2011). Content Analysis Social Sciences Textbook in Secondary School from the Perspective of Citizenship Education Approach. Journal of Research in Curriculum Planning, Vol 8, No 1 & 2, pp 96-108 [Persian] Mehrpoor, H. (2008). Human Rights and Executive Strategies for Human Rights, Tehran: Publications of Ettelaat [Persian] Mehr Mohamadi, M. (2012). Investigation of the compatibility of claims in rival curriculum theories for democratic citizenship based on a schwabean perspective. Journal of Research in Curriculum Planning, Vol 9, No 7, pp 18-31 [Persian] Moradi, M. (2008). Human Rights Education for School Children (Master's thesis), Shahid Beheshti University [Persian] Navab Daneshmand, F. (2006). Right to Human Rights Education And strategies for effective practice (Master's thesis), Tehran University [Persian]. Noorean, M. (2009). Practical guide content analysis of elementary school textbooks, Tehran: Publications of Shoura [Persian] Robert, K. (1998). The Relationship between International Humanitarian Law and Human Rights Law: A Brief History of the Universal Declaration of Human Rights and the Geneva Conventions. Journal of International Review of the Red Cross, No. 324, pp.409-419. Shadvar, Z. (2003). Content analysis of elementary school math books based on cognitive domain of Bloom's Classification of Educational Objectives (Master's thesis), Shahid Beheshti University [Persian] Westin, L. (2004). education and democracy in bosnia and herzegovin, international journal of educational development, vol 24, No 5, pp 495-509. Yazdani, A. (2002). The role of education in the prevention of human rights violations (Master's thesis), Faculty of International Relations, Ministry of Foreign Affairs [Persian] Yarmohammadean, M. (1998). Principles of Curriculum Development, Tehran: Publications of Yadvareh Ketab [Persian]
_||_