تحلیل محتوای کتاب‌های راهنمای معلم و کتاب‌های درسی مقاطع ابتدایی و متوسطه اول نظام آموزش‌وپرورش ایران از حیث توجه به اقتصاد مقاومتی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
زهرا خوجه
1
(دانش آموخته کارشناسی ارشد برنامه‌ریزی درسی دانشگاه فردوسی مشهد. گروه برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، مشهد، ایران.)
بهروز مهرام
2
(دانشیار دانشگاه فردوسی مشهد، گروه برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، مشهد، ایران.)
محمود سعیدی رضوانی
3
(دانشیار برنامه‌ریزی درسی دانشگاه فردوسی مشهد، گروه برنامه‌ریزی درسی، دانشکده علوم تربیتی و روانشناسی، مشهد، ایران.)
کلید واژه: مقطع دبستان, اقتصاد مقاومتی, تحلیل محتوا, کتاب‌های درسی و راهنمای معلم, مقطع متوسطه اول,
چکیده مقاله :
پژوهش حاضر باهدف تحلیل محتوای کتاب‌های راهنمای معلم و کتاب‌های درسی مقاطع ابتدایی و متوسطه اول نظام آموزش‌وپرورش ایران از حیث توجه به اقتصاد مقاومتی انجام و برای بررسی میزان توجه به مؤلفه‌های اقتصاد مقاومتی از روش تحلیل محتوا استفاده شد. در این پژوهش تمام محتوای کتاب‌ها به‌صورت تمام شماری موردبررسی قرار گرفت. واحد ثبت در این پژوهش، مضمون هر پاراگراف بود. فرآیند کدگذاری به شیوه قیاسی انجام شد و برای توصیف میزان توجه کتاب‌ها به مؤلفه‌های اقتصاد مقاومتی، از فراوانی، درصد و نمودار و برای بررسی تفاوت فراوانی مضامین معطوف به مؤلفه‌های موردبررسی، از آزمون خی دو بهره‌گیری شد. یافته‌های حاصل از تحلیل محتوا نشان داد که در کتاب‌های موردبررسی، به مؤلفه‌های اصلاح الگوی مصرف، کارآفرینی و تولید، تولید داخلی (حمایت از تولید ملی)، درون‌زایی و برون‌گرایی بیشترین توجه معطوف شده و دیگر مؤلفه‌های اقتصاد مقاومتی شامل: اقتصاد دانش‌بنیان، اصلاح ساختارها و نهادهای اقتصادی، شفاف‌سازی و سالم‌سازی اقتصاد، اقتصاد عدالت بنیان و مؤلفه‌ی کاهش وابستگی به نفت و خام فروشی، مورد غفلت واقع‌شده‌اند. بازنگری و گنجاندن مؤلفه های اقتصاد مقاومتی در محتوای کتاب‌های درسی و تضمین رابطه عمودی محتوای کتاب‌ها؛ از اقدامات ضروری برای برنامه ریزان و مؤلفان کتاب‌های درسی قلمداد شده است.
The aim of this research was to consider resistive economy contents of teacher's guide books and textbooks of primary school and secondary school of Iran's education system. The content analysis method was used to check the economy attention to the contents of resistive economy in these books. In this research all textbooks were investigated and the concept of each paragraph was recorded as a unit. Deductive method was done for the coding process. Descriptive statistics in this research were frequency, percentage and charts Chi-square test was used for frequency differences determination. According to the data of the content analysis of these books revealed that consumption patterns of reform, entrepreneurship, manufacture and domestic production (supporting national production), the formation and extraversion have been more considered. The resistance economic components were neglected, which they include: Knowledge-based economy, reforming economic structures and institutions, clarification and purification of economy, Justice economics and reduce dependence on oil and raw retail component. For improving the curriculum and thus foster the resistance of economy, there should be consideration over reviewing and incorporating Resistive economy in books of Education.
Arshadi, v, Nobakht, G, Esmaeilpour Sani, R, Hoseinizadeh Yazdi, S. (2022). The Meta-Analysis of resistance Economics Studies in Iran: Identify the Factors Affecting the Strength of the Internal Structure of the Organization Against Shock. Journal Of islamic Economics Studies, 14(1), 169-127.
Amirkhani. R. (2015). Nafahat Naft, a search in oil culture and government management. Tehran: Afog, 229.
Azimi, H. (2013). Dissemination circuits in Iran's economy. Journal Management future research, 3(10), 99-171
Ansari, A. (2015). Evaluation of the components of modification of consumption and production patterns in the textbooks of the sixth and seventh bases, Basij Strategic. Studies Journal, 19(70), 159-188.
AliPour, F, Nateghi, F ,Faghihi, A. (2017). Analyzing the goals and content of the curriculum of elementary school in Iran based on the emphasis on the components of economic education. Ph.D dissertation Azad University of Arak Branch, 230.
Ansari, A. (2015). Evaluation of the components of modification of consumption and production patterns in the textbooks of the sixth and seventh bases, Basij Strategic. Studies Journal, 63, 53-71.
Badrian, A. (2016). The theoretical definition of chemical literacy from the point of view of university chemistry teachers and secondary school teachers.14(54).7-31.
Barghi, I, Fazlalizadeh Sufi, Sh.(2017). How to achieve the economic goals of secondary education through curriculum. The paper presented at the conference "Education and resistance economics". University of Tehran, 120-128.
Bakhtiari, T.(2021). The Effect of resistance economy on amadi Naja's Cost Management. Journal: Andisheh Amad, 19, 75.
Connelly, F. M. and clandinin, D.J (2006). Teachers as Curriculum planners. The Ontario institute For Studies in Education, Teachers College Columbia University.
Cameron, j. (2013). Economic Sanctions International Policy and political economy at Work, Palgrave Macmillan. International Journal of Quality & Reliability Management, 19 (5), 23-508.
Ebrahimi, H, Adib, Y , Rezapour, A, Toghiani, M. (2017). A study of the religious foundations of the optimal pattern of residential economic education curriculum. Journal of the islamic revolutionary approach, l10 (36), 41-58.
Faghihi, A.(1998). Explaining the Objectives in the Education Economy from the point of view of Islam, Institute for Education; 64.
Farhadi Mojdeh, A. (2017). Resistance economy from the perspective of the Holy Qur'an. Paper presented at the conference on the role of resistance economics in Iran, Bu-Ali University, Hamedan;132- 140.
Karimi, S. Safari Anarky, M. (2011). Resistance economy from the point of view of Supreme Leader of the Revolution. Collection of the National Review Conference on the History of resistance economy in Iran, emphasizing the events, opinions and opinions of political leaders, 1-10.
Kalantar, A. Amrai, F. (2012). Resistance economy, domestic production and support for Iranian work and capital. National Conference on Researching and Explaining Resistance Economy.Rasht, Gilan University.71- 85.
Kerlinger, F. (2001). Basics of research in behavioral sciences. Translated by Hassan Pasha Sharifi and Jafar Najafi Zand. Tehran, Avai Noor,532.
Krippendorf, K.(2008). Content analysis: methodological basics. Translated by Hoshang Naib. Tehran, Soroush Publications.742.
Moradi, R , Nasseri, E . (2016). Promoting the culture of work and economic effort through elementary curriculum. Doctoral dissertation Curriculum. Shahid Rajaee University of Tehran; 200.
Miller, S. (1998). Professional education, is there a role here for a competency- based approach? New York: National Council on Economic Education, 17(3), 111.
Piras,S, Righi, S, Banchelli, F, Giordano, C, Setti, M. ( 2023). Food waste between environmental education, peers, and family influence. Insights from primary school students in Northern Italy. Journal of Cleaner Production 383 , 13.
Rabiei, M. Mohebbi Amin, S. (2009). Analysis of elementary school textbooks according to the structure of the consumption pattern (with an emphasis on verses and narrations. Women and Family Cultural-Defense Quarterly,5(16), 113-142.
Rezaei, M. (2017). Design and validation of a suitable curriculum model for education for sustainable development in elementary schools, Ph.D. thesis, Shahid Rajaee TarbiatdarUniversity. Tehran; 234.
Saunders and et al .(2003). The Status of economics in the high School Curriculum.110.
saiflo, S.(2014). The concept of resistance economics, Islamic economics knowledge quarterly.9,31-52.
Sorkhadehi, F. (2017). Solutions and Challenges for the realization of Islamic life style as a platform for the realization of resistance economics, National conference on the role of lifestyle in resistance economics;1- 18.
Silver, G. Galen, A. William M. , Lewis, A.(2000). Curriculum Planning for Better Teaching and Learning .Translation: Gholamreza Khoynejad, Mashhad, Publishing House (Astane- Qudse- Razavi), 620.
Sarukhani, B. (2009). Research methods in social sciences. Tehran, Research Institute of humanities and Cultural Studies, 542.
Sarmad, Z. Bazargan, A. Hijazi, A. (2008). Research methods in behavioral sciences. Tehran: Aghaz Publications, 408.
Suratno, Narmaditya, BS, Wibowo, A. (2021). Family economic education, peer groups and students’ entrepreneurial intention: the mediating role of economic literacy. Journal: Heliyon 7, e06692,9.
Toghyani, M. (2017). Coming to a resistance economy and education. Taken from the Economic Journal site, 4, 157-168.
Tarahami, F, Bazzazan, F. ( 2019). Review and Analysis of Book: Resistance Economics from Theory to Practice. Technology of education Journal. Tech. Edu. J. 14(1), 49-61.
Whitaker and Dir.(2011). "A curriculum based on the principles of social constructivism focused on the development of individuals for the future work world".1- 26.
Yar Mohammadian, MH. (2013). Principles of curriculum planning. Tehran, Yadavare Kitab,280.
Yar Mohammadian, MH. (2011). Principles of curriculum planning. Tehran, Yadavare Kitab, 280.
Yousefi Moghadam, M. (2021). The most important theoretical strategies of resistance economics based on the teachings of the Quran. Journal: Quranic Sciences Studie, 2, (3). 120-131.
_||_