آسیب شناسی فرهنگی و اجتماعی مطالعه دانش آموزان در استان تهران (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مقدمه: ترویج مطالعه نیازمند نگرش جامعی است. آسیب شناسی مطالعه باید موجب تقویت انگیزه مطالعه، گسترش افق فکری و ایجاد نگرش جدید در دانش آموزان شود. ولی تمرکز بر تعیین ابعاد آسیب های مطالعه دانش آموزان در مدارس ایران تاکنون مورد توجه قرار نگرفته است. هدف پژوهش حاضر شناسایی مؤلفه های فرهنگی و اجتماعی مؤثر بر مطالعه دانش آموزان در استان تهران است.روش شناسی: پژوهش حاضر ازنظر هدف کاربردی، و از نوع روش آمیخته است که با استفاده از روش مطالعات کتابخانه ای، دلفی و پیمایشی تحلیلی انجام شد. جامعه آماری پژوهش شامل دو گروه ۳۰ نفر کارشناسان فرهنگی (پنل دلفی) و ۳۷۹ نفر معلمان مقاطع ابتدایی و متوسطه نظری استان تهران در سال تحصیلی 98-97 بودند که به صورت تصادفی طبقه ای پرسشنامه بین آن ها توزیع شد. تجزیه وتحلیل داده ها با استفاده از t-test یک نمونه ای و آزمون تحلیل واریانس در نرم افزار اس پی اس اس نسخه 22 انجام شد.یافته ها: یافته ها نشان داد بین مؤلفه های فرهنگی و اجتماعی و میزان مطالعه دانش آموزان رابطه معنی داری وجود دارد؛ همچنین بین مؤلفه های مذکور در سطح مدارج تحصیلی مختلف معلمان نیز تفاوت معنی داری وجود دارد. در این پژوهش، آموزش کتاب خوانی در مدارس در افزایش مطالعه و آسیب های اجتماعی در کاهش میزان مطالعه دانش آموزان مهمترین نقش را داشتند.نتیجه گیری : آموزش کتاب خوانی در مدارس، و کاهش آسیب های اجتماعی از طریق مطالعه، امکان افزایش مطالعه و امید را در جامعه فراهم می نماید.Cultural and Social Pathology of the Students’ Reading in Tehran Province
Introduction: The promotion of effective academic performance necessitates a multifaceted approach, and the investigation of learning difficulties should serve to enhance intrinsic motivation, broaden intellectual horizons, and cultivate a renewed student mindset. Prior research has notably neglected a comprehensive assessment of the dimensions of students' learning disabilities within Iranian educational institutions. The primary objective of this study is to ascertain the cultural and socio-economic factors that significantly influence students' reading comprehension within Tehran Province.Methodology: This research, driven by an applied purpose, employed a mixed-methods approach. Data collection utilized a combination of library studies, the Delphi method, and an analytical survey. The research population comprised two groups of 30 cultural experts (Delphi panel). In the initial round, 15 experts completed the initial questionnaire. Subsequent to data collection and analysis, less critical questions were eliminated, and new questions were incorporated based on expert recommendations. The revised questionnaire was then disseminated to the same group of 15 experts, alongside the results of the first round. The Delphi process concluded after the second round. In this research, the Delphi process concluded when all significant indicators were identified, and no new indicators were proposed by the experts, signifying the attainment of consensus. Following this consensus, a questionnaire was developed to assess the pathology of students' reading processes. This 18-item instrument encompassed two dimensions: a cultural component (13 questions) and a social component (5 questions). The scoring methodology employed a 5-point Likert scale, ranging from 'very low' to 'very high.' The reliability of the questionnaire was assessed using the Delphi method. Cronbach's alpha, calculated using SPSS, exceeded 0.7 for each cultural and social component, demonstrating satisfactory internal consistency. To ensure content validity, the questionnaire was reviewed and approved by a panel of experts in knowledge and information science, with particular emphasis on the valuable insights provided by the research group at the Islamic Azad University of Tehran North Branch. Furthermore, in the second quantitative phase (survey), the population comprised all education teachers in the cities of Tehran Province across theoretical elementary and secondary education levels (first and second cycles) during the 2017-2018 academic year, amounting to 26,889 individuals. A sample size of 379 participants was determined based on Cochran's formula. This phase finalized the questionnaire components, resulting in 18 items, with 376 questionnaires ultimately returned. Subsequently, the data was entered into SPSS for analysis. Data analysis was conducted using the one-sample t-test and analysis of variance test within SPSS 22.Findings: The findings revealed a significant correlation between cultural and social components and students' reading proficiency. Furthermore, significant disparities were observed in these components across different teacher education levels. Regarding cultural components, respondents consistently prioritized the importance of school-based reading instruction in fostering students' reading abilities. Conversely, cultural factors were identified as hindering students' reading development. Within the scope of this research, school-based reading education emerged as the most crucial factor in enhancing reading proficiency, while social detriments were identified as significantly impacting students' reading ratesDiscussion & conclusion: An examination of evidence from schools across the country reveals that the Iranian elementary and secondary education curriculum primarily focuses on the rote learning of course materials. This curriculum currently lacks adequate provisions for fostering a culture of reading, including dedicated reading hours. Consequently, students' attention and investigative skills pertaining to accessing and utilizing external sources, crucial for research endeavors, are inadvertently diminished. The elimination of dedicated librarian positions within schools has had a profound and detrimental impact. This has resulted in ineffective school libraries, a neglect of intellectual pursuits, the proliferation of oral culture within society, and a diminished perception of reading as a pathway to success and wealth. Consequently, reading education within schools has become increasingly unpopular. In this context, the efforts of academic coaches may prove to be of limited efficacy. The potential outcome is a generation of students lacking critical thinking skills. If this trend persists, the emergence of a truly wise generation will be hindered, and society may face a period of intellectual stagnation. The enhancement of reading instruction in schools, and the mitigation of social harm through the promotion of reading, necessitates an examination of diverse cultural and social factors, including teacher training and pedagogical approaches, reading education curricula, the nature of social harms, the cultivation of social awareness through media, the publication of books and periodicals aligned with the contemporary cultural needs of society, the production of illustrated books, the establishment of home libraries, and a dedicated emphasis on essay writing instruction within the school environment.Originality: This research innovates by focusing on the dimensions of students' reading habits, an aspect that has been significantly overlooked in Iranian schools. Examining reading performance based on these defined variables is crucial. Addressing this issue can significantly mitigate current reading challenges and accelerate socio-cultural development globally. Moreover, this research can guide policymakers in the cultural sphere towards implementing effective strategies to foster and strengthen reading culture within the nation.
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