تحلیل محتوای کتب علوم اجتماعی دوره متوسطه در ارتباط با مفاهیم حقوق بشر
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حامد زینالپور
1
(1کارشناس ارشد برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران)
محسن طالب زاده
2
(2استادیار و عضو هیأت علمی دانشگاه شهید بهشتی، تهران، ایران)
کورش فتحی واجارگاه
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.
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