بررسی جایگاه برنامه درسی فلسفه برای کودکان با جهت‌گیری آموزش چندفرهنگی در کتب فارسی دوره‌ی ابتدایی با تکنیک آنتروپی شانون

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکتری تخصصی برنامه ریزی 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

چکیده

مقاله حاضر درصدد تحلیل محتوای کتاب‌های فارسی دوره ابتدایی از نظر میزان توجه به فلسفه برای کودکان با جهت‌گیری آموزش چندفرهنگی است. با استفاده از روش تحلیل محتوای کمی و بر اساس چک‌لیستی محقق‌ساخته از معیارهای تفکر فلسفی(کاوشگری، استدلالی و تعاملی) و مولفه‌های آموزش چندفرهنگی(شامل 15 مفهوم)، داده‌ها جمع‌آوری گردید که روایی چک‌لیست از نظر صاحب‌نظران و متخصصان علوم تربیتی با روش CVR مورد تائید قرار گرفت و برای اطمینان از پایایی با اجرای مجدد، ضریب توافق 86 درصد حاصل شد. جامعه آماری شامل کتاب‌های فارسی دوره ابتدایی چاپ سال 1401 بود. در تحلیل محتوا و با استفاده از آنتروپی شانون مفهوم دین/ مذهب با رویکرد فبک با ضریب اهمیت 35/32، دارای بیشترین میزان توجه و مفهوم پذیرش تفاوت‌ها با ضریب اهمیت 41/29، رتبه دوم را دارد و عدالت، برابری و ضدتبعیض، کرامت و حقوق انسانی، جنسیت، مواد، وسایل و محیط آموزشی، روش‌های تدریس، ارزشیابی، احترام به عقاید مختلف و زندگی مسالمت‌آمیز مفاهیمی هستند که با رویکرد فبک هیچگونه انعکاسی در کتب فارسی دوره ابتدایی نداشته و شش مفهوم زبان، دین، معلولیت، اهداف و محتوا، پذیرش تفاوت‌ها و ارتباطات انسانی و فرهنگی به صورتی پراکنده و نامتوازن در کتب درسی انعکاس یافته‌اند. براساس یافته‌های پژوهش کتب درسی نیازمند بازنگری، جهت توجه بیشتر به برنامه فلسفه برای کودکان با جهت‌گیری آموزش چندفرهنگی می‌باشند.

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