جایگاه مولفه‌های آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتاب‌های درسی دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته‌ی دکتری تخصصی برنامه‌ریزی درسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 استادیار، گروه علوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

10.48310/jcdr.2025.19615.1194

چکیده

پیشینه و اهداف: پژوهش حاضر با هدف بررسی جایگاه مولفه­ های آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتاب­های درسی دوره ابتدایی انجام شد. روش: این پژوهش توصیفی، با تحلیل محتوای کمی و تکنیک آنتروپی شانون، ۱۵ جلد کتاب درسی دوره ابتدایی (مطالعات اجتماعی، فارسی و هدیه‌های آسمان) سال تحصیلی ۱۴۰۱-۱۴۰۲ را مورد بررسی قرار داد. واحدهای تحلیل شامل متن، تصاویر و فعالیت‌ها بودند. ابزار پژوهش، چک‌لیست مؤلفه‌های آموزش چندفرهنگی با رویکرد کنش‌اجتماعی بود که روایی آن با CVR تأیید و پایایی آن با ضریب توافق ۸۷ درصد حاصل شد. یافته‌ها: نتایج نشان داد که “روش‌های تدریس با رویکرد کنش اجتماعی” بیشترین توجه را به خود اختصاص داده است. پس از آن، “مواد، وسایل و محیط آموزشی”، “اهداف و محتوا”، “ارتباطات انسانی و فرهنگی”، “زبان/ملت”، “پذیرش تفاوت‌ها” و “دین/مذهب” به ترتیب دارای بالاترین ضرایب اهمیت بودند. در مقابل، مفاهیمی همچون “عدالت، برابری و ضدتبعیض”، “کرامت و حقوق انسانی”، “جنسیت”، “معلولیت/ناتوانی”، “ارزشیابی”، “احترام به عقاید مختلف” و “زندگی مسالمت‌آمیز” با رویکرد کنش اجتماعی، هیچ انعکاسی در کتاب‌های درسی نداشتند و ضریب اهمیت آن‌ها صفر بود. نتیجه ­گیری: با توجه به توزیع نامتوازن مولفه ­های آموزش چندفرهنگی با رویکرد کنش اجتماعی در کتاب­های درسی، جهت پرهیز از آموزش تک ­فرهنگی، کتب درسی نیازمند بازنگری و طراحی مجدد می­باشند.   

کلیدواژه‌ها

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