نوع مقاله: مقاله پژوهشی
نویسنده
استادیار، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران
چکیده
در این پژوهش به روش تحلیل محتوا، به تعیین میزان مسئله‌محوری و درگیری فعال فراگیران با کتاب‌های فارسی، مطالعات اجتماعی، قرآن و کار و فناوری سال 1394 پایه ششم دبستان بر اساس تکنیک ویلیام رومی پرداخته شده است؛ که به‌صورت سرشماری تمام محتوای متون، پرسش‌ها و تصاویر هر چهارکتاب مورد تحلیل قرار گرفت. در تحلیل متن، سؤالات و تصاویر کتاب مطالعات اجتماعی به ترتیب 978، 139 و 215 واحد مورد بررسی قرار گرفت که ضریب درگیری دانش‌آموز با متن، سؤالات و تصاویر به ترتیب 22/0، 17/1 و 08/0 محاسبه گردید. نتایج نشان داد فقط سؤالات در میزان تعیین‌شده تکنیک مذکور که گستره‌ای بین 4/0 تا 5/1 است که مبین فعّال بودن سؤالات است. در کتاب قرآن، در تحلیل متن، سؤالات و تصاویر، به ترتیب 610، 404 و 41 واحد مورد بررسی قرار گرفت که ضریب درگیری دانش‌آموز با متن، سؤالات و تصاویر به ترتیب 03/0، 6/0 و 07/0 محاسبه شد که فقط پرسش‌های کتاب در گسترة تعیین شده رومی قرار دارد. در تحلیل متن، سؤالات و تصاویر، در کتاب فارسی نیز به ترتیب 850، 108 و 44 واحد مورد بررسی واقع شد که ضریب درگیری دانش‌آموز با متن، سؤالات و تصاویر به ترتیب 03/0، 72/2 و 1/0 است که فقط سؤالات در میزان تعیین‌شده رومی، قرار دارد و درنهایت نتیجه تحلیل متن، سؤالات و تصاویر، کتاب کار و فناوری به تعداد 677، 132 و 183 واحد نشان داد که ضریب درگیری دانش‌آموز با متن، سؤالات و تصاویر به ترتیب 9/0، 3/2 و 2/1 است که هر سه، در گستره تعیین‌شده تکنیک رومی، است. در قسمت پرسش‌ها، در هر چهارکتاب ضریب درگیری یادگیرندگان با پرسش‌ها، نشان‌دهندة میزان درگیری بیش‌ازحد تعیین‌شده تکنیک یاد شده است. نتیجه تحلیل حاکی از این بود که متون و تصاویر این سه کتاب به‌صورت غیرفعال تنظیم شده است. درصورتی‌که نتایج تحلیل کتاب کار و فناوری، فعال بودن هر سه بخش متن، پرسش و تصویر را تأیید می‌کند.
کلیدواژه‌ها
عنوان مقاله [English]
Content analysis of business and technology, Social studies, Persian and Quran sixth grade books based on WiLiam Romey technique
نویسنده [English]
- marzieh dehghani
Assistant Professor, University of Tehran, Tehran , Iran
چکیده [English]
Textbook is the most important sources for learning, particularly in centralized educational systems. Therefore, in this study, content analysis method is used to determine problem centered and active involvement of learners in newly compilation Persian, social studies, Quran, and business and technology sixth grade books, year 1391 based on William Romey techniques. According to this analysis, three components of student involvement in "text", "questions" and "image" of the book is considered. In the analysis of text, questions and images of social studies book, 978, 139 and 215 units were studied and rate of student involvement with text, questions and images are calculated 0.03, 0.6 and 0.07. Results showed that only questions are in the technique determined range from 0.4 to 1.5 and this explains activeness of questions. In the Quran book, the analysis of text, questions and images, 610, 404 and 41 units were studied and rate of student involvement with text, questions and images were calculated 0.03, 2.72 and 0.1. Only questions were in the specified Romey range. In text, questions and images analysis in the Persian book 850,108 and 44 units were studied and rate of student involvement with text, questions and images were calculated 0.03, 2.72 and 0.1. Only questions were in the specified Romey range. In the analysis of text, questions and images of business and technology book, 677, 132 and 183 units were studied and rate of student involvement with text, questions and images were calculated 0.9, 2.3 and 1.2 and all three items were in Romey range. Rate of learner’s involvement with question s in all four books showed over limit involvement, in other words questions in all book contents were active. Content analysis of texts and images in Persian, social studies and Quran books showed that these books images and texts were adjusted inactively. Content analysis of business and technology book show activeness in test, question and image.
کلیدواژه‌ها [English]
- Content Analysis
- Persian
- Social Studies
- Quran
- business and technology
- William Romey
- active methods
- involvement factor
Connelly. F. M., & Clandinin, D, J. (1991). The international encyclopediaof curriculum. New York: Pergamon press.
Dehghani & Pakmehr, )2015. (Determination of Active Involvement Learners with Science and Math sixth Grade Books. Journal of Reasearch in ciurriculum Planning. Vol 2, No 20, 74-89.
Delaware, A. (2003). Theoretical and scientific research in humanities and social sciences. Tehran: Roshd.
Emam Jomea, MR (1998). A content analysis of experimental science of the third and fourth books. Master's thesis, University of Teacher Training Tehran.
Fathi Vajargah., K. (1993). Evaluation of content science text books (second to fifth grade) Elementary School 1372-1371 academic year by William Roman. Master's thesis, University of Teacher Training Tehran.
GhasemPoor moghadam, H; Naghizadeh Anhar, A. & Mazaheri, H. (2013). Analysis sixth grade elementary school science textbooks by William Roman technique. Fifth National Conference on Education, Tehran. University of Teacher Training Tehran.
Ghorchiyan, N. (1995). Development trends of curriculum studies. Tehran: The Institute for Research and Planning in Higher Education.
Holst, LR. (1994). Content analysis in the social sciences and humanities. Nader Salarzadeh Amiri translation. Tehran, Allameh Tabatabai University.
Hosseini Yazdi, A. S. & Ahmadiyan, M. (2015). The content of elementary science books in the school dealing with all kinds of questions. Research in the curriculum Quarterly, Vol 11.No16 (continus 43), 132-147.
Javadipour, M. (1995). Evaluation of social book writing guidance school with techniques William Roman. MA thesis. Allameh Tabatabai University.
Ka'idi, A. & Ahmadi, A. (2013). Sixth grade science book content analysis by William Roman technique. Fifth National Conference on Education, Tehran. University of Teacher Training Tehran.
Karimi, A. (2008). Look at the position of the Iranian students' performance on the TIMSS & PIRLS studies. Research studies Education, National Center for TIMSS & PIRLS studies.
Mardani, A. (2001). Content analysis of the books of Islamic culture (text, images, questions) guidance school William Roman and classification method Bloom behavioral objectives of cognitive learning levels. master thesis.
Mohammadi Mehr, GH. (1999). Content analysis (research practical guide). Tehran: the science journalist.
Mousapour, N. (2003). Secondary education planning principles. Tehran: Beh Nashr publishing.
Obery, A. A. (1991). Curriculum decisions. The international encyclopediaof curriculum. New York: Pergamon, pres1s.
Ornstein, A. & Hunkinks. F. (2009). Curriculum foundation, principles and issues. university of Chicago.
Ostad Hasanlu, Hussein, Faraj Khiavi, Z & Shokrollahi, R. (2013). Results of the fourth and fifth books of science-based Merrill educational purposes. Research in the curriculum Quarterly, Vol 9.No6 (continus 33), 116-130.
