تحلیل محتوای کتب درسی دین و زندگی متوسطه دوم (با رویکرد توجه به مؤلفه های فرهنگی در بعد فردی و اجتماعی) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
مهم ترین عامل در پیشرفت هر جامعه و عدم وابستگی آن در تمامی عرصه ها به سایر جوامع، نیروی انسانی همان جامعه است. دانش آموزان به عنوان مهم ترین نیروی انسانی، اساس جامعه و آینده سازان کشور تلقی شده و عملکرد تحصیلی آن ها ارتباط مستقیمی با پیشرفت کشور متبوعشان دارد. یکی از مؤلفه های مؤثر در عملکرد تحصیلی دانش آموزان عامل فرهنگ است، به طوری که به هر اندازه سرمایه فرهنگی بیشتر باشد عملکرد تحصیلی آنها نیز بیشتر خواهد بود. از آن جایی که کتب درسی دین و زندگی متوسطه دوم اشاعه دهنده فرهنگ می باشد، در این پژوهش به تحلیل محتوای این کتب با رویکرد توجه به مؤلفه های فرهنگی در بعد فردی و اجتماعی می پردازیم. روش پژوهش، توصیفی و از نوع پژوهش کمی بوده و رویکرد پژوهش، کاربردی است. جامعه پژوهش، کتب دین و زندگی است: پایه اول 168 صفحه، پایه دوم 240 صفحه و پایه سوم 176 صفحه. یافته های پژوهش حاکی است مؤلفان این کتب به بررسی حجاب شناسی، مسئولیت پذیری، نفی تجمل گرایی، صله رحم، وفای به عهد، حفظ عزت نفس پرداخته اند. تحقیقات نشان می دهد مؤلفان اهتمام ویژه ای به بررسی نیازهای فرهنگی در بعد فردی داشته اند؛ این در حالی است که بعد اجتماعی نیازهای فرهنگی نیز در درجه اهمیت بالایی قرار دارد.Content Analysis of 'Religion and Life' Textbooks in Upper Secondary Education (Focusing on Cultural Components in the Individual and Social Dimensions)
IntroductionIn Iran's educational system, "Religion and Life" textbooks play a pivotal role in conveying cultural and religious values. Recognizing that a well-developed human capital is crucial for national progress and independence, it becomes essential to analyze these textbooks to determine how well they align with students' cultural needs. This study examines the cultural components featured in textbooks at the upper secondary education level, focusing on both individual and social dimensions. The aim is to identify the strengths and weaknesses in the content and to propose practical recommendations for improvement.MethodologyThis study adopts a descriptive-quantitative approach using content analysis. The sample comprises the "Religion and Life" textbooks for three grades (Grade 10: 168 pages, Grade 11: 240 pages, Grade 12: 176 pages). Data were gathered with a content analysis checklist that focused on key cultural components (such as hijab, responsibility, renunciation of extravagance, maintenance of kinship ties, loyalty, and self-respect). The collected data were then organized and analyzed using tables and charts.Discussion and ResultsOverall, the cultural components are mentioned 318 times throughout the textbooks. Of these, 248 refer to the individual dimension, while only 70 pertain to the social one. Although the individual aspect is important, the social dimension is even more critical. This imbalance is evident, and there is a clear recommendation to bolster the social components in the textbooks.The imbalance among specific components is also noticeable. The frequency of references to hijab is the highest, whereas the renunciation of extravagance is mentioned the least. While discussions on hijab are both timely and significant, the other components are equally important. Hence, it is recommended that a balanced representation of cultural components be established in textbooks for Grades 10, 11, and 12, with a view to progressively enhancing the underrepresented areas. For example, whereas Grade 10 shows the highest percentage for the hijab component (17.29%), Grade 11 records an extremely low percentage for the renunciation of extravagance (0.94%). This steep decline highlights a lack of balance and suggests insufficient attention to critical cultural issues.ConclusionThe study underscores the need for equilibrium among cultural components in "Religion and Life" textbooks to fully address the comprehensive cultural needs of students. The findings reveal that while textbook authors have concentrated on individual aspects like hijab and self-respect, social elements—such as maintaining kinship ties and fostering responsibility—are unevenly covered, especially in higher grades. This content imbalance calls for a thorough revision of the textbooks to ensure that both individual and social dimensions are well represented.Key recommendations include a comprehensive content review conducted with the participation of curriculum planning specialists and psychologists, a stronger emphasis on social components in upper-grade textbooks, the adoption of innovative teaching methods to enhance content impact, and a dynamic approach to addressing the evolving cultural needs of Iranian-Islamic society. Such reforms could significantly reinforce the role of these textbooks in cultivating a generation with a robust cultural identity and effective social skills.
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