Place of components of cultural identity in literature textbooks ( the content analysis)
Subject Areas : Research in Curriculum Planningsadegh panahitavana 1 , yahya marofi 2
1 - دانشگاه بوعلی سینا
2 - دانشگاه بوعلی سینا
Keywords: Contents analysis, Identity, Cultural Identity, Persian literature textbooks,
Abstract :
The general purpose of this research was to analyze the contents of the literature textbooks in high schools in order to determine the place of the cultural identity components in the textbooks contents. The research method was qualitative and on the basis of the contents analysis. The statistical population of the research was high school 9 literature text books that were edited by the planning office and the department of Education. In the recent research, sampling wasn’t done and the statistical population was the research sampling. To collect data the check list of the evaluation of the cultural nature components that the content validity for determining was given to some experts and was confirmed by doing reforms was used. To determine the instrument reliability and consistency between the evaluators’ perspectives in relation to subjects, the judgments’ agreement coefficient was used on the basis of Kuder-Richardson. The internal reliability coefficient or the agreement coefficient, rtt= 0.97, was determined that showed coordination between judgments about the subject system. The descriptive statistical indicators such as frequency, percentage, mean, and diagram were used to analyze the questions. The research methods showed the emphasis amount on all the cultural identity components in high school was not equal and on the basis of the results of the contents analysis, the most emphasis amount was on the components of the literacy elites and Iranian masterpieces and names and the less emphasis amount was on the components of sub- culture and the national and religious glories, and historical components and myths were in the middle place while literary elites allocated 0.47 and sub- cultured components allocate less than 0.1 of this emphasis to itself.
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