تحلیل برنامه درسی مطالعات اجتماعی پایه های چهارم، پنجم و ششم ابتدایی بر اساس سبک های یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشگاه تبریز

2 ریاست دانشکده علوم تربیتی و روانشناسی

3 هیات علمی/ دانشگاه تبریز

4 هیئت علمی دانشگاه تبریز

چکیده

این پژوهش با هدفتحلیل برنامه درسی مطالعات اجتماعی پایه­های چهارم، پنجم و ششم ابتدایی بر اساس سبک­های یادگیری وارک انجام شد. روش پژوهش توصیفی از نوع تحلیل محتوا با بکارگیری روش آنتروپی شانون است.جامعه آماری شامل برنامه­های درسی(هدف، محتوا، روش تدریس و ارزشیابی) پایه­های چهارم، پنجم و ششم ابتدایی است. نمونه آماری برنامه­های درسی مطالعات اجتماعی است. برای تحلیل برنامه­های درسی(قصد شده) با هر یک از سبک­های یادگیری ابتدا اهداف مندرج در کتاب­های درسی، سپس محتوا کتاب درسی و برای بررسی روش­های پیشنهادی به تحلیل کتاب راهنمای تدریس پرداخته شد. در بخش ارزشیابی، سوالات کتاب­های درسی و راهنمای تدریس تحلیل گردید. ابزار پژوهش، چک لیست وارسی سبک­های یادگیری وارک(1998) بود که براساس پیشینه و پرسشنامه سبک ­های یادگیری وارک تدوین و به تأیید 6 نفر از متخصصان حوزه مطالعات برنامه درسی و روانشناسی تربیتی رسید و نظرات آنها در طراحی نهایی چک لیست اعمال و روایی محتوایی چک لیست تأیید شد. به منظور حصول اطمینان از پایایی، کدگذاری­های تحلیل در اختیار سه پژوهشگر قرار داده شد و درصد توافق آن­ها 88/ برآورد شد. نتایج نشان داد در برنامه درسی مطالعات اجتماعی(هدف، محتوا، روش تدریس و ارزشیابی) چهارم ابتدایی سبک شنیداری  رتبه اول و دیداری رتبه پنجم، در برنامه درسی پنجم ابتدایی سبک شنیداری رتبه اول و سبک ترکیبی رتبه پنجم است و در نهایت در ششم ابتدایی سبک خواندن/ نوشتن رتبه اول و سبک دیداری رتبه پنجم است. بنابراین سبک ارجح برنامه­های درسی مطالعات اجتماعی چهارم و پنجم ابتدایی سبک شنیداری و ششم ابتدایی سبک خواندن/ نوشتن  است.

کلیدواژه‌ها


عنوان مقاله [English]

The content analysis of the social studies textbooks at fourth, fifth and sixth grades of elementary school based on learning styles

نویسندگان [English]

  • syed bahaadin karimi 1
  • Yousef adib 2
  • Firooz Mahmoodi 3
  • rahim badri 4
1 Tabriz University
2 tabrizu
3 education department, University of Tabriz, Tabriz, East Azarbayjan
4 tabrizu
چکیده [English]

The purpose of this study was to analyze the content of social studies textbooks at fourth, fifth and sixth grades of elementary school based on the VARK'S learning styles. It was a content analysis descriptive research using Shannon entropy method. The population included the curriculum (purpose, content, Teaching –learning activities and evaluation) of the fourth, fifth, and sixth grades. The sample of curricula is social studies subject. In order to analyze the existing curriculum (intended) with each learning style, the objectives of the textbooks were first studied, then the content of the textbook was examined. For analyzing the Teaching –learning activities we analyzed the Teacher guide book. In the evaluation component, the textbooks questions and the Teacher guide book were analyzed. The research tool was a checklist of VARK'S learning styles (1998). Based on VARK'S learning style questionnaire, 6 experts from the field of curriculum and psychology were received and their views were confirmed in the final design of the checklist and the content validity of the checklist. In order to ensure reliability, analytical coding was provided to three researcher and an agreement rate of 88% was estimated. The results showed that in the social textbooks (purpose, content, Teaching –learning activities and evaluation) at the fourth elementary grade, the Auditory style was in the first and the visual style in the fifth rank. At fifth grade, the auditory style was at the first and the combinative style in the fifth rank and finally at the sixth grade, the reading / writing style was in the first and visual style in fifth rank. Therefore, it can be said that the preferred style in social studies curriculum is the auditory style at the fourth and fifth grades and reading / writing style in the sixth grade

کلیدواژه‌ها [English]

  • "The analysis of the curriculum","learning styles","social studies"
  • "Shannon entropy method"
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