تحلیل ابعاد عملگرایی آموزشی در تدوین مبحث تابع کتاب‌های درسی ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
ریحانه سادات مهدی زاده
1
,
ابراهیم ریحانی
2
,
سعید حق جو
3
1 - کارشناس ارشد، دانشگاه تربیت دبیر شهید رجایی تهران، ایران.
2 - عضو هیات علمی گروه ریاضی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
3 - دانشجوی دکتری آموزش ریاضی، گروه ریاضی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران
کلید واژه: عملگرایی آموزشی و کتاب درسی, ریاضیات, دوره دوم متوسطه, تابع,
چکیده مقاله :
هدف اصلی این پژوهش تحلیل تغییرات ابعاد عملگرایی آموزشی فصل تابع در کتاب درسی ریاضی است که با روش تحلیل محتوای کمی در دو سطح انجام شده است. قلمرو مطالعه ی پژوهش، فصل تابع دو کتاب درسی ریاضی(1) پایۀ دهم دورۀ دوم متوسطه چاپ سال 1399 و ریاضیات (3)و(4) سال دوم نظام جدید آموزش متوسطه چاپ سال 1376است. جامعه آماری تحقیق در سطح اول معلمان ریاضی با سابقه تدریس دو کتاب مذکور می باشد و نمونه به صورت غیرتصادفی و در دسترس از بین معلمان ریاضی و سرگروه های آموزشی انتخاب شده است. محتوای کتاب ها ابتدا با تحلیل کمی 87 پرسش‌نامه ی تکمیل شده که به صورت طیف لیکرت و براساس نظریه ی عملگرایی آموزشی جان دیوئی طراحی شده، بررسی شد. این مهم پس از بومی سازی پرسش نامه اقتباسی از پژوهش جراح و همکاران و تأیید پایایی آن با ضریب آلفای کرونباخ 86/0 صورت پذیرفت. در ادامه در سطح دوم تحقیق گروه خبرگی پنج نفره محتوای فصل تابع دو کتاب را ذیل چهار بعد عملگرایی یعنی: سودمندی، علاقه، تجربه و ادغام؛ کدگذاری نمود. نتایج پرسش نامه و کدگذاری مشترکاً گواه آن است که کتاب چاپ 1399 در برخورداری مؤلفه ها و ابعاد عملگرایی نسبت به کتاب چاپ 1376 وضعیت مطلوب تری دارد. درانتها پیشنهاداتی برای ویرایش های آتی کتاب با تأکید بر بعد تجربه ارائه شده است.
The main goal of this research is to analyze changes in the dimensions of educational pragmatism in the function chapter of mathematics textbooks using a mixed (quantitative-qualitative) method. The study focuses on the "function" chapter of two textbooks: "Mathematics (1) 10th grade of the second high school Period" published in 2020 and "Mathematics (3) and (4) of the second year of the New secondary education system" published in 1997. The statistical population of the research consists of mathematics teachers who have taught the two mentioned textbooks, and the sample was selected non-randomly from available mathematics teachers and educational leaders. To begin, the content of the textbooks was analyzed using a quantitative method based on John Dewey's "educational pragmatism" theory. A total of 87 completed questionnaires designed as a Likert scale were analyzed and the questionnaire was adapted from Jarrah et al.'s research and localized. The reliability of the questionnaire was verified using Cronbach's alpha coefficient of 0.86. Following this, a qualitative method was used, in which a five-person expert group analyzed the contents of the chapters of the two textbooks under the four dimensions of pragmatism: usefulness, interest, experience, and integration. The expert group coded the results. The joint analysis of the questionnaire and coding showed that the textbook published in 2020 had a more favorable situation in terms of the components and dimensions of pragmatism compared to the textbook published in 1997. Finally, suggestions for future editions of the textbook are presented, with an emphasis on the experience dimension.
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