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کاظمی, زهرا. (1394). 'بررسی و تحلیل محتوای کتاب های درسی دوره ابتدایی با تأکید بر یادگیری سطوح بالای شناخت', توسعه آموزش جندی شاپور, 7(Supplement), pp. 12-19.
کاظمی, زهرا. بررسی و تحلیل محتوای کتاب های درسی دوره ابتدایی با تأکید بر یادگیری سطوح بالای شناخت. توسعه آموزش جندی شاپور, 1394; 7(Supplement): 12-19.
بررسی و تحلیل محتوای کتاب های درسی دوره ابتدایی با تأکید بر یادگیری سطوح بالای شناخت
دانشجوی دکتری علوم تربیتی، دپارتمان علوم انسانی، آکادمی ملی علوم تاجیکستان، دوشنبه، تاجیکستان.
چکیده
این پژوهش به بررسی و تحلیل محتوای کتاب های درسی دوره ابتدایی با تأکید بر یادگیری دوره ابتدایی با تأکید بر یادگیری سطوح بالای شناخت پرداخته است. کتاب های علوم تجربی پایه های اول، دوم و سوم به عنوان نمونه آماری انتخاب شدند. از روش تحلیل محتوا به شکل تجزیه و تحلیل کمی استفاده شد. یافته های این پژوهش نشان داده است، اهدافی که برای دستیابی به سطح آفریدن از حیطه شناختی، پیش بینی شده حدود 5/6 درصد کل اهداف را تشکیل می دهد. بنابراین می توان استنباط کرد که تنظیم کنندگان اهداف دروس علوم تجربی دوره ی ابتدایی به سطوح بالای حیطه شناختی توجه کافی ننموده اند و شرایط را برای بروز خلاقیت، کمتر مدنظر قرار داده اند. این درحالی است که سطوح دانش و فهم و درک، بیشترین درصد اهداف را به خود به نتایج بدست آمده می توان نتیجه گرفت که اهداف کتاب های علوم تجربی دوره ی ابتدایی ضروری است که مورد تجدید نظر قرار گیرد و سهم اهدافی که سطوح بالاتر یادگیری شناختی و تفکر اخلاق را در بردارند، افزایش یابد.
The Analysis of Course Books in Elementary School with an Emphasis on High Levels of Cognition
نویسندگان [English]
Zahra Kazemi
تاجیکستان
چکیده [English]
The present research aimed to examine the course books in elementary school with an emphasis on high cognitive levels. The sample included the science books in the first, second and third grade of elementary school, which were analyzed within content analysis framework as well as through quantitative method. The results showed that the objectives related to the cognitive skills accounted for 6.5 percent of all objectives. Therefore, it can be inferred that high levels of cognition scope have not been addressed in the science books; consequently, the innovation and critical thinking would not be encouraged for students in elementary school. Findings also showed that although the comprehension levels comprised the highest percentage of objectives, the proportion for analysis, innovation and creation were reported less than 18 percent. With regard to the results, it can be concluded that it would be necessary to review the science course books in order to include high levels of cognition and critical thinking for better enhancement in content.
کلیدواژه‌ها [English]
Enrichment, content analysis, Cognitive skills, Empirical Sciences, Elementary School
مراجع
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