آموزش مهارت‌های اجتماعی بر مبنای استفاده از فناوری‌های نوین آموزشی در کتب دوره متوسطه اول
محورهای موضوعی : روانشناسی
رفیق حسنی
1
(استادیار گروه علوم تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)
ژیار رفاعی
2
(دانشجوی دکتری مدیریت آموزشی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران)
کلید واژه: تحلیل محتوا, مهارت‌های اجتماعی, کتب درسی, فناوری‌های آموزشی,
چکیده مقاله :
هدف پژوهش حاضر، بررسی میزان به‌کارگیری فناوری‌های نوین آموزشی در کتاب جدیدالتألیف علوم اجتماعی پایه نهم متوسطه دوره اول جهت آموزش مهارت‌های اجتماعی می‌باشد. رویکرد پژوهش کیفی و از روش تحلیل محتوا استفاده‌شده است. جامعه پژوهش کتاب درسی علوم اجتماعی پایه نهم می‌باشد که تمامی محتوای آن به عنوان نمونه پژوهش مورد تحلیل قرار گرفت. برای تجزیه و تحلیل داده‌ها از تکنیک مقوله‌بندی باز استفاده شد و با جمع‌آوری تمامی واحدهای متن و واحدهای ضبط، مفاهیم و زیرمقوله‌ها مشخص شدند و در انتها، تمامی زیرمقوله‌ها در دو مقوله اصلی فناوری‌های آنلاین و آفلاین دسته‌بندی گردیدند. نتایج حاصل از تحلیل محتوا نشان داد که به‌کارگیری فناوری‌های نوین آموزشی در تألیف کتاب مذکور ناکافی بوده به صورتی که در تمام محتوای کتاب تنها 18 واحد محتوا مرتبط با به‌کارگیری فناوری‌های آموزشی آنلاین و 15 مورد از فناوری‌های غیرآنلاین استفاده‌شده است.
The purpose of this study was to analyze the use of new educational technologies in the content of new social sciences textbooks for teaching social skills to high school students of grade nine.The research approach was quantitative and content analysis method has been used. The statistical population is the social sciences textbooks, of grade nine of secondary first period of high school. The entire content was applied as the study sample. Using open categorization technique, data analysis was done. Concepts and sub-categories were identified through collecting all units of text as well as recording units. At the end, all subcategories were categorized into online and offline technologies. The results of the content analysis showed the lack of enough usage of educational technology in textbook. As a matter of fact, only 18 content units relevant to the usage of online educational technology and 15 offline ones were applied throughout the textbook.
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Mashayekh, Sh. (1998). Textbooks content analysis. Tehran: Rahe Danesh. (in Persian).
Miller M. T., & Mei-Yan, L. (2003). Serving non-traditional learners in e-learning environments: Building successful communities in the virtual campus. Educ Media Int, 40(1), 163-169. Retrieved from http://web.ebscohost.com
Pasha, R., & Jamshidi, G. H. (2013). The feasibility study on the development of new educational technologies with emphasis on information and communication technology in secondary schools. New Media and Education, 1(1), 41-48.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
Rajabzadeh, N., Taebie, M. R., Rahmani, M. A., & Raesi, M. (2015). Quantitative content analysis of social studies books according to social skills indicators. Third Scientific Conference on Educational Sciences and Psychology of Social and Cultural Diseases, Qom, the Central of Stud Hekmat Razavi. (in Persian).
Sinclair, G., McClaren, M., & Griffin, M. J. (2006). E-learning and beyond. Victoria, BC: British Columbia Ministry of Advanced Education.
Yarmohamadyan, A. (1997). Comparing the effectiveness of visual and audio perceptions on reading textbooks. Research in Exceptional Children, 13(50), 33-44. (in Persian).
Zakeri, A., & Zamanimanesh, H. (2011). Factors affecting the application of information and communication technology from students' perspectives Information Technology in Educational Sciences, 11(3), 99-118. (in Persian).
Zarei, Z., Esmail, Gh., & Momenirad, A. (2013). Theoretical and practical basis of Internet application in the teaching and learning process. Tehran: SAMT. (in Persian).
_||_Aliabadi, K. H. (2008). Preconditions for educational technology. Tehran: Payame Noor. (in Persian).
Amir Taimori, M. H. (2010). Teaching- learning media. Tehran: Savalan. (in Persian).
Anderson, W. G. (1986). Wettability literature survey-part 1: Rock/oil/brine interactions and the effects of core handling on wettability. Petroleum Technology, 38(10), 1-125.
Bates, I. W. (2009). Effective teaching with technology in higher education (Translated by Bibi Eshrat Zamani). Tehran: SAMT. (in Persian).
Clark, C. R., & Mayer, R. E. (2004). E-learning and the science of instruction. Sanfrancisco: Jossey-Bass Pfeiffer.
Donoghue, T. O., & Punch, K. (2003). Qualitative educational research in action. Simultaneously published in the USA and Canada: Routledge Falmer.
Eskandari, H. (2012). The theory and practice of educational media in the digital age. Tehran: SAMT. (in Persian).
Fardanesh, H. (2008). Theoretical foundations of educational technology. Tehran: SAMT. (in Persian).
Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82-101.
Janssen, D. H. (1997). Instructional design models for well-structured and ill-structured problem solving learning outcomes. Educational Technology Research & Development, 45(1), 45-94.
Khodayari, R., & Khazaei, K. (2013). Analyze and evaluate the content of social studies textbooks based on the components of peace education and its adaptation to the national curriculum. First conference. Tehran, The First National Conference on Sustainable Development in Education and Psychology. (in Persian).
Khoi, L. (2007). Content analysis in education (Translated, by Yamani, M.) Tehran: Shahid Beheshty University. (in Persian).
Marofi, Y., & Yosefzadeh, M. (2008). Content analysis. Hamadan: Sepehre Danesh. (in Persian).
Mashayekh, Sh. (1998). Textbooks content analysis. Tehran: Rahe Danesh. (in Persian).
Miller M. T., & Mei-Yan, L. (2003). Serving non-traditional learners in e-learning environments: Building successful communities in the virtual campus. Educ Media Int, 40(1), 163-169. Retrieved from http://web.ebscohost.com
Pasha, R., & Jamshidi, G. H. (2013). The feasibility study on the development of new educational technologies with emphasis on information and communication technology in secondary schools. New Media and Education, 1(1), 41-48.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1-6.
Rajabzadeh, N., Taebie, M. R., Rahmani, M. A., & Raesi, M. (2015). Quantitative content analysis of social studies books according to social skills indicators. Third Scientific Conference on Educational Sciences and Psychology of Social and Cultural Diseases, Qom, the Central of Stud Hekmat Razavi. (in Persian).
Sinclair, G., McClaren, M., & Griffin, M. J. (2006). E-learning and beyond. Victoria, BC: British Columbia Ministry of Advanced Education.
Yarmohamadyan, A. (1997). Comparing the effectiveness of visual and audio perceptions on reading textbooks. Research in Exceptional Children, 13(50), 33-44. (in Persian).
Zakeri, A., & Zamanimanesh, H. (2011). Factors affecting the application of information and communication technology from students' perspectives Information Technology in Educational Sciences, 11(3), 99-118. (in Persian).
Zarei, Z., Esmail, Gh., & Momenirad, A. (2013). Theoretical and practical basis of Internet application in the teaching and learning process. Tehran: SAMT. (in Persian).
