تحلیل محتوای کتاب‌های درسی فارسی خوانداری دوره ابتدایی بر اساس معیارهای تفکر فلسفی با تأکید بر نظریه لیپمن

پژوهش در برنامه ریزی درسی

مقاله 7، دوره 16، شماره 63، دی 1398، صفحه 93-107   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsre.2019.551454.

نویسندگان

مرضیه معتمدی محمدآبادی¹؛ الهام عظیمی²؛ رضاعلی نوروزی^{* 3}

¹دانشجوی دکتری برنامه‌ریزی درسی، دانشکده علوم تربیتی و روان‌شناسی، گروه علوم تربیتی، اصفهان، ایران.

²کارشناسی ارشد برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، گروه علوم تربیتی، اصفهان، ایران.

³دانشیار گروه علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران.

چکیده

هدف اصلی این پژوهش تحلیل محتوای کتاب‌های فارسی خوانداری دوره ابتدایی (با تأکید بر داستان‌های آن) بر اساس مؤلفه‌های تفکر فلسفی در برنامه فلسفه برای کودکان بود. با استفاده از روش تحلیل محتوای کمی و بر اساس چک‌لیستی از معیارهای تفکر فلسفی، شامل سه مفهوم (استدلال، مفهوم‌سازی و قضاوت) و دوازده زیرمؤلفه، داده‌ها جمع‌آوری شد. جامعة آماری شامل کتاب‌های فارسی خوانداری پایه‌های اول تا ششم ابتدایی چاپ سال 1395 بود. برای تجزیه‌وتحلیل داده‌ها از روش آمار توصیفی و آزمون خی‌دو استفاده شد. در همة کتاب‌های مورد تحلیل، درمجموع 578 مؤلفه مربوط به مفاهیم تفکر فلسفی شناسایی شد. نتایج نشان‌دهندة آن بود که در کتب درسی مورد بررسی مقولة استدلال بیشترین میزان فراوانی‌ها را به خود اختصاص داد و کمترین توجه به مقولة قضاوت شده بود. همچنین در بین کتب درسی مورد بررسی، کتاب‌های فارسی خوانداری پایه‌های پنجم و ششم بیشتر از سایر کتب به مؤلفه‌های تفکر فلسفی توجه داشت و کمترین میزان توجه به این مؤلفه‌ها مربوط به کتاب فارسی خوانداری پایه اول ابتدایی بود.

کلیدواژه‌ها

تحلیل محتوا؛ تفکر فلسفی؛ دورة ابتدایی؛ فلسفه برای کودکان؛ کتاب درسی

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