جایگاه مؤلفه‌های هویت فرهنگی در کتاب‌های ادبیات فارسی (تحلیل محتوا)
محورهای موضوعی : پژوهش در برنامه ریزی درسیصادق پناهی توانا 1 , یحیی معروفی 2
1 - دانشگاه بوعلی سینا
2 - دانشگاه بوعلی سینا
کلید واژه: تحلیل محتوا, هویت, کتاب‌های ادبیات فارسی, هویت فرهنگی,
چکیده مقاله :
هدف کلی این پژوهش، تحلیل محتوای کتاب‌های درسی ادبیات فارسی دوره متوسطه به منظور تعیین جایگاه مؤلفه‌های هویت فرهنگی در محتوای این کتاب‌هاست. روش پژوهش، کیفی و مبتنی بر تحلیل محتوا است. جامعه آماری پژوهش را 9 جلد کتاب درسی ادبیات فارسی دوره متوسطه تألیف دفتر برنامه ریزی و تألیف کتب درسی وزارت آموزش و پرورش تشکیل می‌دهد. در پژوهش حاضر نمونه‌گیری صورت نگرفته و حجم نمونه پژوهش برابر با جامعه است. در این پژوهش برای جمع‌آوری اطلاعات از فهرست وارسی (Check List) سنجش مؤلفه‌های هویت فرهنگی استفاده شده است که برای تعیین روایی محتوایی در اختیار چند نفر از متخصصان قرار گرفت و با انجام اصلاحاتی مورد تأیید قرار گرفت. برای تعیین پایایی ابزار و ثبات بین دیدگاه ارزیابان نسبت به مقوله‌ها از ضریب توافق داوران بر اساس روش کودر ـ ریچاردسون استفاده شد. ضریب پایایی درونی یا ضریب توافق 97/0rtt= تعیین گردید، که گویای هماهنگی در خصوص نظام مقوله بندی بین داوران است. برای تجزیه و تحلیل سؤالات از شاخص‌های آمار توصیفی مانند فراوانی، درصد، میانگین و نمودار استفاده شده است. یافته‌های پژوهش حاکی از آن است که میزان تأکید بر تمامی مؤلفه‌های هویت فرهنگی (Cultural Identity) در کتاب‌های ادبیات فارسی دوره متوسطه یکسان نبوده و براساس نتایح تحلیل محتوا بیشترین میزان تأکید به ترتیب بر مؤلفه‌های مفاخرادبی (Literary elites ) و آثار ماندگار و اسامی ایران (Masterpieces and Iranian names ) و کمترین میزان تأکید به ترتیب بر مؤلفه‌های خرده فرهنگ‌ها (Sub-culture) و افتخارات ملی و مذهبی (National and Religious Glories) شده است و مؤلفه‌های تاریخی (Historical components) و اسطوره‌ها (Myths) در جایگاه متوسط قرار دارند به گونه‌ای که مؤلفه‌های مفاخر ادبی به تنهایی حدود 47 درصد ومؤلفه‌های خرده فرهنگ‌ها کمتر از 1 درصد از این تأکید را به خود اختصاص داده‌اند.
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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