تحلیل محتوای کتاب‌های درسی فارسی خوانداری دوره ابتدایی بر اساس معیارهای تفکر فلسفی با تأکید بر نظریه لیپمن
الموضوعات : 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.)
الکلمات المفتاحية: دورة ابتدایی, تفکر فلسفی, فلسفه برای کودکان, کتاب درسی, تحلیل محتوا,
ملخص المقالة :
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.
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