تحلیل محتوای برنامه درسی مطالعات اجتماعی دورة ابتدایی از نظر میزان توجه به آموزش حقوق کودک
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رحمان پاریاد
1
(
دانشجوی دکترای فلسفه تعلیم و تربیت، دانشگاه بوعلی سینا، همدان، ایران
)
احمد سلحشوری
2
(
دانشیار گروه فلسفه تعلیم و تربیت اسلامی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
)
محمدرضا یوسف زاده چوسری
3
(
دانشیار گروه علوم تربیتی (برنامه ریزی درسی)، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران
)
کلید واژه: مطالعات اجتماعی, دورة ابتدایی, آموزش حقوق, برنامه درسی, حقوق کودک,
چکیده مقاله :
پژوهش حاضر با هدف بررسی میزان توجه به آموزش بین‌رشته‌ای حقوق کودک در برنامه درسی مطالعات اجتماعی دورة ابتدایی کشور ایران انجام گرفته است. در این پژوهش از روش کیفی جهت مشخص نمودن مؤلفه‌ها و ویژگی‌های آموزش حقوق کودک و از روش تحلیل محتوا به‌منظور بررسی و تحلیل برنامه درسی مطالعات اجتماعی دورة ابتدایی استفاده شده است. جامعة آماری آن در بخش تحلیل محتوا، برنامه درسی مطالعات اجتماعی دوره ابتدایی کشور بود که از این جامعه، برنامه درسی مطالعات اجتماعی پایه‌های سوم، چهارم، پنجم و ششم در سال 1395-1394 به روش هدفمند انتخاب شده است. ابزار جمع‌آوری اطلاعات، سیاهه تحلیل اهداف، سیاهه تحلیل محتوای کتب درسی و سیاهه تحلیل محتوای کتب راهنمای معلم بود که پس از مطالعة مبانی نظری و بسترهای قانونی، طرح پیشنهادی تهیه و تدوین شد و روایی آن توسط تعدادی از متخصصان علوم تربیتی و حقوق و کارشناسان مربوطه تعیین گردید. در این پژوهش از روش آنتروپی شانون برای تجزیه‌وتحلیل داده‌ها و مقایسه ضرایب آن‌ها استفاده شد و واحد تحلیل، جملات مندرج در متن کتب درسی، متن اهداف مصوب و متن راهنمای معلم بوده است. یافته‌های پژوهش نشان داد که در برنامه درسی مطالعات اجتماعی دورة ابتدایی در بخش اهداف بیشترین ضریب اهمیت مربوط به مؤلفه حقوق آموزشی (274/0) و کمترین ضریب اهمیت مربوط به حقوق بهداشتی (0) و دادرسی (0)، در بخش کتاب‌های درسی بیشترین ضریب اهمیت مربوط به مؤلفه حقوق بهداشتی (205/0) و کمترین ضریب اهمیت مربوط به حقوق دادرسی (15/0) و در بخش راهنمای معلم بیشترین ضریب اهمیت مربوط به مؤلفه حمایت‌های خاص (243/0) و کمترین ضریب اهمیت مربوط به حقوق دادرسی (0) است.
This study aimed to investigate the interdisciplinary attention to children's rights education in the curriculum of elementary school social studies have been conducted in Iran. In this study, a qualitative method to identify the components and characteristics of child rights education also content analysis to analyze the elementary school social studies curriculum has been used. The population in the content analysis was the country’s social studies curriculum in primary schools among which the country’s social studies curriculum third, fourth, fifth and sixth in the year of 2015-2016 has been selected intentionally. In order to collect information, check lists was analysis objectives analysis check list, textbook content check list, and teacher's textbooks content check list. For the analysis of the data, Shannon’s entropy method was used to obtain the credibility ratings of each component and to compare their coefficients. After the study of literature and legal framework, the proposal was developed and its validity was confirmed by a number of experts in education, law and other relevant experts. The findings showed that in the social studies curriculum of primary education in the objectives most credibility rating is related to educational rights (0.274) and less to health rights (0) and justice component (0), among The textbooks most credibility rating was related to health rights (0.205), and less to procedural law component (0.15), and amongThe teacher's textbooks most credibility rating was related to specific support (0.243) and less to procedural law component (0).
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