پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 953 |
| تعداد مقالات | 7,829 |
| تعداد مشاهده مقاله | 13,072,297 |
| تعداد دریافت فایل اصل مقاله | 9,251,046 |
بررسی جایگاه هوش اخلاقی در کتاب‌های خوانداری دوره ابتدایی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 1، دوره 18، شماره 4 - شماره پیاپی 66، دی 1401، صفحه 7-25 اصل مقاله (537.89 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.36586.3369 | ||
| نویسندگان | ||
| جابر افتخاری* 1؛ فهیمه مسلمی2؛ حجت افتخاری3؛ سیدعبدالوهاب سماوی4 | ||
| 1دانشجوی دکتری فلسفه‌ی تعلیم و تربیت، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه اصفهان، اصفهان، ایران | ||
| 2دانشجوی کارشناسی ارشد فلسفة تعلیم و تربیت، گروه مبانی تعلیم و تربیت، دانشکده علوم تربیتی و روان شناسی، دانشگاه شیراز، شیراز، ایران | ||
| 3دکتری برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران | ||
| 4دانشیار روانشناسی تربیتی , گروه علوم تربیتی, دانشکده علوم انسانی, دانشگاه هرمزگان، بندرعباس، ایران | ||
| چکیده | ||
| هوش اخلاقی به مثابه نوعی جهت یاب برای اقدام به عمل درست و توانایی کاربرد اصول اخلاقی در تعامل با دیگران است. این اصول حاصل وراثت نمی باشند بلکه افراد یاد می گیرند که چگونه خوب باشند. باتوجه به اینکه هوش اخلاقی یکی از مؤلفه های مهم تربیت کودکان به شمار می آید و می تواند به رشد فردی و اجتماعی کودکان کمک کند، هدف پژوهش حاضر بررسی مؤلفه های هوش اخلاقی بوربا در کتاب های خوانداری دوره ابتدایی است. این پژوهش توصیفی و از نوع تحلیل محتوا می باشد و منابع مورد تحلیل این پژوهش پنج جلد کتاب خوانداری درسی دوره ابتدایی در سال تحصیلی 1400-1399 و ابزار پژوهش سیاهه تحلیل محتوا باتوجه به مؤلفه های هوش اخلاقی بود. به این صورت که پس از مشخص کردن مؤلفه های مورد نظر به عنوان ملاک های تحلیل و تعیین بند، پرسش و تصویر هر درس به عنوان واحد تحلیل، با استفاده از تکنیک ویلیام رومی محتوای کتاب های مذکور تحلیل شد. نتایج پژوهش نشان داد که میزان توجه محتوای کتب خوانداری دوره ابتدایی به مؤلفه های هوش اخلاقی بیشتر از 5/0 می باشد. در این میان کتاب خوانداری پایه دوم با ضریب درگیری 69/0 دارای کم ترین ضریب درگیری و کتاب خوانداری ششم با 93/0 دارای بیشترین ضریب درگیری هستند. علاوه بر این میزان توجه کتاب ها به مؤلفه ها به صورت متوازن نمی باشد و در این میان مؤلفه ی احترام بیشترین فراوانی و مؤلفه ی وجدان کم ترین فراوانی را به خود اختصاص داده اند. بنابراین ضریب درگیری محتوای کتاب های یادشده از نظر پرداختن به مؤلفه های هوش اخلاقی بوربا به صورت نیمه فعال بوده و در سطح نسبتاً مطلوبی قرار دارند. لذا پیشنهاد می شود ضمن بازنگری و ویرایش محتوای این کتاب ها، به مؤلفه های هوش اخلاقی توجه بیشتری شود. | ||
| کلیدواژه‌ها | ||
| تحلیل محتوا؛ هوش اخلاقی؛ بوربا؛ خوانداری؛ دوره ابتدایی | ||
| عنوان مقاله [English] | ||
| The Status of Moral Intelligence in Elementary School Reading Textbooks | ||
| نویسندگان [English] | ||
| Jabber Eftekhari1؛ Fahime Moslemi2؛ Hojjat Eftekhari3؛ Abdovahab Samavi4 | ||
| 1PhD. Student in Philosophy of Education, Departmant of Education, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran. | ||
| 2M.A Student in Philosophy of Education, Department of Basics of Education and Training, Faculty of Educational Sciences and Psychology, University of Shiraz, Shiraz, Iran. | ||
| 3PhD of curriculum Development, Department of Educational Sciences, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran. | ||
| 4Associate Professor of Psychology, Department of Educational Sciences, Faculty of Humanities, University of Hormozgan, Bandar Abbas, Iran | ||
| چکیده [English] | ||
| The aim of the present study was to investigate the components of Borba's Moral Intelligence Scale in elementary school reading textbooks. This descriptive content analysis study analyzed five reading textbooks of elementary school in the academic year 2020-2021 using a content analysis checklist based on the components of Moral Intelligence. After identifying the desired components as criteria for analysis and determining the paragraphs, questions and images of each lesson as units of analysis, the content of the mentioned books was analyzed using William Rumi technique. The results revealed that the content involvement coefficient of the mentioned books in terms of dealing with the components of Borba’s Moral Intelligence Scale was semi-active and it was at a relatively desirable level. Introduction Recent years have witnessed an increasing global interest in moral intelligence as an effective tool for the management of social behaviors and a determining factor in the level of moral behaviors and the degree individuals are ready for an ethical life (Borba, 2011). Therefore, facilitating the conditions for cultivating moral characteristics and evaluating its status at schools has become one of the most significant concerns of educational agents in educational systems (Giordmaina & Zammit, 2019). In this regard, reading textbooks are one of the basic books at elementary schools, which a of science, faith, ethics, practice and thinking and prepare students for a transcendent life as well as achieving the goals of language learning. Accordingly, each lessons, with its stories and poems, introduces concepts that implicitly inform students with various issues of social, moral, political, religious, national and artistic life. However, although some research has been done on moral intelligence, no research was found to have examined the components of moral intelligence in textbooks, especially reading books. Therefore, the present study aimed to investigate the extent to which elementary school reading textbooks have the components of moral intelligence by content analysis method to answer the following question: To what extent do the contents of reading textbooks (text, questions and pictures) of the second, third, fourth, fifth and sixth grades of elementary school involve students with the components of moral intelligence? Research method The aim of this study was to describe the status of elementary school reading textbooks and to address the components of moral intelligence using the review of the literature and content analysis. In order to study the content of elementary school reading text books, we used William Rumi’s model (1986) for processing units of analysis and determining the coefficient of students' involvement with these books in terms of the components of moral intelligence. Accordingly, the coefficient of involvement is obtained by dividing the total frequency of units related to moral intelligence by the total frequency of units not related to moral intelligence. A coefficient of conflict ofmore than .5 indicates the semi-active involvement coefficient and the relatively desirable status of the textbooks in terms of addressing the components of moral intelligence. An involvement coefficient of 1 indicates the active involvement coefficient and the desirable status of the textbooks in terms of having the components of moral intelligence (Amir Teymouri, Zare, Sarikhani & Salari, 2013). Research Findings According to the results, the total coefficients of students' involvement with the content of elementary school reading textbooks were .69 for the second grade .75 for the third grade, .81 for the fourth grade, .90 for the fifth grade, and .93 for the sixth grade. We observed that the involvement coefficient of all five textbooks was greater than .5, which indicates that more than 25% of the analysis units of these books dealt with the components of moral intelligence. Therefore, the involvement coefficient of elementary school reading textbooks was semi-active in terms of dealing with moral intelligence , which is relatively desirable. Among the elementary reading textbooks, the sixth grade reading textbook had the highest coefficient of involvement. Out of a total of 3032 units of content (text, questions and images), 1375 units of analysis included the components of moral intelligence, which is equal to 45.34% of the total content of the books. Furthermore, out of the seven components of moral intelligence examined, the component of respect had the highest frequency (8.48%) and the component of conscience had the lowest frequency (5.24%). Discussion and Conclusion Based on the findings of this study, students’ coefficient of involvement with the content of elementary school reading textbooks was semi-active in terms of moral intelligence components and at a relatively desirable level. Furthermore, the coefficients of involvement had an increasing trend from the second grade to the sixth grade. Accordingly, the sixth grade reading textbook had the highest involvement coefficient and the second grade reading book had the lowest involvement coefficient. Therefore, the content of the textbooks follow a special order in terms of sequencing and presenting materials related to moral intelligence and they are enriched and developed from the second grade to the sixth grade. According to the findings of the present study, the textbooks require revisions in terms of dealing with the components of moral intelligence. Since children are the agents of the future, and moral intelligence is a fundamental part of education, it is necessary that educational authorities play their role in guiding the new generation to solve the world's moral problems at present and in the future. | ||
| کلیدواژه‌ها [English] | ||
| Content Analysis, Borba Moral Intelligence, Reading books, Elementary Schools | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abedini Belterk, M. (2019). The study of the position of moral education in elementary school textbooks; A content analysis study. Journal of Islamic Education, 28 (48): 187-171. (Text in Persian). Afkari, F. (2014). Critique of Ethical Education Approaches in Elementary School Read in textbooks, write, Quran, gifts of heaven, social education, and curriculum pattern design. Ph.D. Thesis. Tehran: Allameh Tabatabai University. (Text in Persian). Altan, M.Z. (2017). Moral intelligence for more diverse and democratic world. Journal of Education Studies, 7 (3): 197-209. Amirteimoury, M.H., Zare, M., Sarikhani, R. and Salari, M. (2014). An Investigation on the Conformity Degree of the Second Grade of Elementary School’s Science and Experimental Book with Creativity Components and High Levels of Bloom’s Cognitive Domain. Journal of Innovation and Creativity in the Humanities, 3 (3): 161-186. (Text in Persian). Arif, A.H., Din, M. and Saleem, Z. (2019). Exploring gender differences in moral intelligence and its effects on the learning outcomes of second year college students. Journal of Global Regional Review, 5 (3): 360-366. Atashk, M., Toofan, M. and Ahmadi, A. (2012). Quantitative Content Analyze of Approved Ethical Purposes in Primary Education. Journal of Ethics in Science and Technology, 7 (4): 1-10 (Text in Persian). Attaran, M. (2003). Comparison of two approaches in religious education with emphasis on the element of ethics. Proceedings of the Conference on the Pathology of Religious Education in Education. (Text in Persian). Bahrani, M. (2018). Content analysis of elementary school textbooks in terms of teaching moral, social and religious values. Second International Conference on Psychology, Counseling, Education. (Text in Persian). Borba, M. (2005). Building Moral Intelligence: The Seven Essential Virtues that Teach Kids to Do the Right Thing. The University of Michigan. Borba, M. (2018). Nine Competencies for Teaching Empathy. Journal of Educational Leadership, 76 (2): 22-28. Borba, M. (2011). Cultivation of moral intelligence. Translated by Firoozeh Kavousi. Tehran: Roshd Publications. (Text in Persian). Delbari, S.H., Fallah, V. and Saffarian Hamedani, S. (2015). The effect of components of moral intelligence based on the approach of Islamic education mediated by social capital on students' self-awareness. Journal of Social Psychology, 8 (56): 11 -1. (Text in Persian). Doranjafi Shirazi, M., AliAkbari, M. and Alipour, A. (2014). The effectiveness of storytelling on the components of moral intelligence of preschool girls in Isfahan. Journal of Social Cognition, 3 (6): 33-43. (Text in Persian). Gini, G., Pozzoli, T. and Hymel, S. (2014). Moral disengagement among children and youth: A meta‐analytic review of links to aggressive behavior. Journal of Aggressive behavior, 40 (1): 56-68. Giordmaina, J. and Zammit, L. (2019). Shaping the identity of the new Maltese through ethics education in Maltese Schools. Journal of Education Sciences, 9 (4): 253. Golmohammadian, M., Farhabaksh, K. and smaili, M. (2013). Study the effectiveness of moral, cultural and spiritual intelligence on marital satisfaction. Journal of Family Counselling and Psychotherapy, 3 (2): 233-209. Gotek, G.L. (1398). Philosophical schools and educational opinions. Translation: Mohammad Jafar Paksoresht, Tehran: Samat Publications. (Text in Persian). Haghighat, Sh. and Mazidi, M. (2008). Study and evaluation of the philosophical background and educational methods of four approaches to contemporary moral education. Journal of Religious Thought, 8 (26): 134-105. (Text in Persian). Hakimzade, R., Malekipoor A. and Maemarhor, J. (2014). Evaluation factors affecting the establishment and strengthening of moral values (case study: secondary school teachers in Dehloran). Journal of Quarterly Ethics, 2 (37): 82-107. (Text in Persian). Hassani, M. (2014). A study of the evolution of the moral education curriculum in Iran with emphasis on the general course. Journal of Curriculum Studies. 9 (33): 57-92. (Text in Persian). Hassani, M. and Vajdani, F. (2016). A Study and Critique of the Model of Moral Education in Elementary School Quran Teaching Books. Journal of Islamic Education, 4 (2): 137-161. (Text in Persian). Hayatbakhsh, S., Ansar Foumani, Gh. and Hejazi, M. (2020). The effectiveness of moral intelligence training on academic ethics and academic self-efficacy of 10th grade female students in public schools. Journal of Educational Psychology, 16 (56): 156-131. (Text in Persian). Javadinejad, A., Haidir, A., Naderi, F., Bakhtiarpour, S. and Hafezi, F. (2018). The effectiveness of moral intelligence training on psychological well-being of high school students. Journal of Bioethics, 7 (29): 54-62. (Text in Persian). Jennifer, B. (2020). Fostering Moral Understanding, Moral Inquiry & Moral Habits through Philosophy in Schools: A Deweyian Analysis of Australia’s «Ethical Understanding» Curriculum. Journal of Curriculum Studies, 51(1): 84-100 Kahrizeh, M., Rezaian Faraji, H. and ZandiPour, T. (2018). The effect of storytelling on moral intelligence and its components in first grade elementary school female students. Journal of Child Mental Health, 5 (2): 92-81. (Text in Persian). Khaleghi, N. and Chenari, M. (2015). The relationship of ethical intelligence with Altruism. Journal of Ethics in Science and Technology, 10 (4): 4-55. (Text in Persian). Lennick, D. and Kiel, F. (2013). Moral intelligence: enhancing business performance and leadership success in turbulent times. New York: Prentice Hal. Lotfabadi, H. (2005). Critique of the theories of moral development of Piaget, Kohlberg and Bandura and presenting a new model for research on the moral development of Iranian students. Journal of Educational Innovation, 4 (11): 110-79. (Text in Persian). Malone, D. M. (2020). Ethics education in teacher preparation: a case for stakeholder responsibility. Journal of Ethics and Education, 15(1): 77-97 Moshfeghi, M. and Latifi, Z. (2019). The effectiveness of the educational package, cultivating life skills based on Islamic principles with an active method on the moral intelligence of female students. Journal of Applied Issues in Islamic Education, 4 (1): 162-145. (Text in Persian). Narvaez, D. (2013). The future of research in moral development and education. Journal of Moral Education, 42(1): 1-11. Rezapour Mirsaleh, Y. and Shahedi, S. (2017). The effectiveness of moral intelligence training through storytelling on improving moods and learning behaviors of female elementary school students. Journal of Applied Psychology, 11 (3): 194-175. (Text in Persian). Rezapour Mirsaleh, Y., Kheradmand, T. and Shahedi, S. (2017). The effectiveness of moral intelligence training on social performance and behavioral problems. Journal of Ethics in Science and Technology, 12 (4): 62-51. (Text in Persian). Romey, Wiliyam. (1968). Inquiry techniqus for teaching Science. London: Prenticehall Rostami, S.H. (2011). Content Analysis of the Book of Heavenly Gifts of the Elementary School from the Perspective of Universal Ethical Components. Master Thesis, Faculty of Psychology and Educational Sciences, Islamic Azad University, South Tehran Branch. (Text in Persian). Sajjadi, S.M. (2000). Ethical and value education. Journal of Philosophical Theological Research, 3: 165-142. (Text in Persian). Saleh, K. (2018). Moral Intelligence and its Role in Formulating Children Characters. Journal of Education And Science Publications, 7: 301-313. Shamshiri, B. (2020). Moral Education Theoretical Foundations and Curriculum. Shiraz: Reflection of Culture. (Text in Persian). Shannon, A., Bowena, Ch., Flora, H.B., Yi-Ru, R. Ch. and Claudia, A. (2016). Ethics as a precursor to organization–public relationships: Building trust before and during the OPR model. Journal of Cogent Social Sciences, 2 (1): 23-37. Shokoohi, G.H. (2011). Principles and principles of education. Mashhad: Astan Quds Razavi Publications. (Text in Persian). Tanner, C. and Christen, M. (2014). Moral intelligence A framework for understanding moral competences. Springer International Publishing. Tom., AR. (1984). Teaching as a moral craft. New York: Addison-Wesley Longman. Yadegari, M., Salehi, S. and Sajjadieh N.S. (2019). Presentation of data foundation theory to explain the current processes of moral education in high schools in Tehran. Journal of Applied Issues in Islamic Education, 4 (2): 137-125. (Text in Persian). | ||
|
آمار تعداد مشاهده مقاله: 811 تعداد دریافت فایل اصل مقاله: 575 |
||
