تحلیل محتوای کتاب‌های درسی مطالعات اجتماعی از مؤلفه‌های به‌زیستی ریف

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد فلسفۀ تعلیم و تربیت دانشگاه شیراز، شیراز، ایران

2 دانشجوی دکترای برنامه‌ریزی درسی دانشگاه هرمزگان، ‌بندرعباس، ایران

3 دانشیار روان شناسی تربیتی گروه علوم تربیتی دانشکده علوم انسانی دانشگاه‌ هرمزگان، ‌بندرعباس، ‌ایران

4 دانشیار فلسفۀ تعلیم تربیت دانشگاه شیراز، شیراز، ایران

چکیده

به‌زیستی از اندیشه‌ای حمایت می‌کند که افراد را با هدف بهبود و ارتقاء کیفیت زندگی به بازنگری و بازسازی افکار، ارزش‌های فرهنگی و ساختارهای اجتماعی تشویق می‌کند. در این زمینه رویکرد محتوا در جهت درک به‌زیستی دانش‌آموزان حائز اهمیت می‌باشد. بر این اساس هدف پژوهش حاضر، بررسی میزان برخورداری مؤلفه‌های به‌زیستی در کتاب‌های مطالعات اجتماعی دوره ابتدایی می‌باشد. روش این پژوهش توصیفی، تحلیل محتوا می‌باشد و جامعه اطلاع‌رسان این پژوهش شامل چهار جلد کتاب درسی دوره ابتدایی در سال تحصیلی 99-1398 و ابزارهای این پژوهش فرم تحلیل محتوا باتوجه به مؤلفه‌های به‌زیستی ریف است. به این صورت که پس از مشخص کردن مؤلفه‌های مورد نظر به عنوان ملاک‌های تحلیل و تعیین بند، پرسش و تصویر هر درس به عنوان واحد تحلیل با استفاده از تکنیک ویلیام رومی به تحلیل محتوای متن، پرسش‌ها و تصاویر کتاب‌های مذکور اقدام شد. نتایج پژوهش نشان داد که میزان توجه کتب مطالعات اجتماعی دوره ابتدایی به صورت کلی و هر یک از کتاب‌ها به مؤلفه‌های به‌زیستی، در حد پایین‌تر از متوسط (ضریب درگیری پایین‌تر از 1) بوده و از نظر توجه به به‌زیستی و مؤلفه‌های آن به تجدید نظر و ویرایش اساسی نیاز دارند. در این میان کتاب مطالعات اجتماعی پایه سوم با ضریب درگیری 52/0 دارای کم‌ترین ضریب درگیری و کتاب مطالعات اجتماعی ششم با 83/0 دارای بیشترین ضریب درگیری می‌باشند. علاوه بر‌ این، میزان توجه کتاب‌ها به مؤلفه‌ها به صورت متوازن نمی‌باشد و در این میان مؤلفه‌ی روابط مثبت با دیگران بیشترین فراوانی و خودمختاری کم‌ترین فراوانی را به خود اختصاص داده‌اند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Evaluation of social studies textbooks of elementary schools based on the Ryff’s six-model of psycological well-being scale

نویسندگان [English]

  • JABER Eftekhari 1
  • Hojjatا Eftekhari 2
  • Abdovahab Samavi 3
  • Babak Shamshiri 4
1 M.A in Philosophy of Education, University of Shiraz, Shiraz, Iran.
2 Phd. Student of curriculum, University of Hormozgan, Bandar Abbas, Iran.
3 Associate Professor of Psychology, Human Sciences Faculty, University of Hormozgan, Bandar Abbas, Iran.
4 Associate Professor of Philosophy of Education, University of Shiraz, Shiraz, Iran
چکیده [English]

The purpose of this study is to investigate the level of Ryff’s six-model of psycological well-being in social studies textbooks of elementray schools. The method of this descriptive research is content analysis. The informative community of this research includes four volumes of elementary school textbooks which were taught in the academic year of (2009-2010). The tools of this research are the content analysis form according to the Ryff’s six-model of psycological well-being scale. After identifying the desired models as criteria of analysis and determining the clause, questions and pictures of each lesson of the textbooks were used to analyze the content of the text, questions and images of the books by using the technique of William Rumi. The results showed that the level of paying attention to the Ryff ‘s six-model of psycological well-being in social studies textbooks of elementary schools was lower than the average. ( engagement coefficient less than 1) In terms of paying more attention to Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools need to be fundamentally revised and edited. Among the mentioned textbooks, the third grade social studies book with a conflict coefficient of 0.52 has the lowest engagement coefficient and the sixth grade social studies textbook with 0.83 has the highest engagement coefficient. In addition, the level of paying attention to the Ryff’s six-model of psycological well-being in social studies textbooks of elementary schools is not balanced.

کلیدواژه‌ها [English]

  • Content Analysis
  • well-being
  • Ryff&rsquo
  • s six-model of psycological well-being
  • Social Studies
  • Elementary course
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