تحلیل محتوای کتاب‌های درسی فارسی خوانداری دوره ابتدایی بر اساس معیارهای تفکر فلسفی با تأکید بر نظریه لیپمن
محورهای موضوعی : پژوهش در برنامه ریزی درسی
مرضیه معتمدی محمدآبادی
1
(دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، گروه علوم تربیتی، اصفهان، ایران.)
الهام عظیمی
2
(کارشناسی ارشد برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، گروه علوم تربیتی، اصفهان، ایران.)
رضاعلی نوروزی
3
(دانشیار گروه علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.)
کلید واژه: دورة ابتدایی, تفکر فلسفی, فلسفه برای کودکان, کتاب درسی, تحلیل محتوا,
چکیده مقاله :
هدف اصلی این پژوهش تحلیل محتوای کتاب‌های فارسی خوانداری دوره ابتدایی (با تأکید بر داستان‌های آن) بر اساس مؤلفه‌های تفکر فلسفی در برنامه فلسفه برای کودکان بود. با استفاده از روش تحلیل محتوای کمی و بر اساس چک‌لیستی از معیارهای تفکر فلسفی، شامل سه مفهوم (استدلال، مفهوم‌سازی و قضاوت) و دوازده زیرمؤلفه، داده‌ها جمع‌آوری شد. جامعة آماری شامل کتاب‌های فارسی خوانداری پایه‌های اول تا ششم ابتدایی چاپ سال 1395 بود. برای تجزیه‌وتحلیل داده‌ها از روش آمار توصیفی و آزمون خی‌دو استفاده شد. در همة کتاب‌های مورد تحلیل، درمجموع 578 مؤلفه مربوط به مفاهیم تفکر فلسفی شناسایی شد. نتایج نشان‌دهندة آن بود که در کتب درسی مورد بررسی مقولة استدلال بیشترین میزان فراوانی‌ها را به خود اختصاص داد و کمترین توجه به مقولة قضاوت شده بود. همچنین در بین کتب درسی مورد بررسی، کتاب‌های فارسی خوانداری پایه‌های پنجم و ششم بیشتر از سایر کتب به مؤلفه‌های تفکر فلسفی توجه داشت و کمترین میزان توجه به این مؤلفه‌ها مربوط به کتاب فارسی خوانداری پایه اول ابتدایی بود.
Teaching philosophy has been proposed as an important program to train of thought in most countries in the world. The main objective of this study was to analyze the content of Persian elementary school reading books (with an emphasis on the stories) based on components of philosophical thought in the philosophy for children program. The data collection was performed by content analysis method based on a list of philosophical thinking measures including three concepts (reasoning, conceptualization and judgment) and twelve sub-components. The population consisted of reading books of first to sixth grade of Iran in 2016. To analyze the data, descriptive statistics were used. In analyzed books, a total of 578 components related to the concepts of philosophical thinking were identified. The results suggested that in the textbook under study the highest frequencies were allocated to the category of reasoning and judgment has obtained the lowest attention. Also among the textbooks under study the reading textbooks of fifth and sixth grade were more focused on the components of philosophical thinking and the lowest level was associated with the reading textbook of the first grade.
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