ارزیابی و سنجش سطح خوانایی کتاب درسی علوم تجربی ششم ابتدایی

گلشن, امین

doi:10.22034/naes.2022.342942.1197

ارزیابی و سنجش سطح خوانایی کتاب درسی علوم تجربی ششم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسنده

امین گلشن

دانشجو معلّم کارشناسی پیوسته آموزش ابتدایی، دانشگاه فرهنگیان استان اردبیل، مرکز آزادگان نیر

10.22034/naes.2022.342942.1197

چکیده

کتاب درسی ابزاری است که معلم آن را برای برانگیختن دانش آموزان و دادن حداکثر آگاهی، درک و فهم درباره یک مسئله یا موضوع مورد استفاده قرار می‌دهد؛ بنابراین کتاب درسی یکی از عناصر اصلی انتقال پیام‌های آموزشی در فرایند تعلیم و تربیت است. از ویژگی‌های اساسی کتاب‌های درسی این است که محتوای تدوین شده برای هر پایه تحصیلی با شرایط رشد شناختی مخاطبین خویش هماهنگ باشد. یکی از روش‌های تحلیل محتوای کتاب‌های درسی استفاده از فرمول‌های خوانایی است. فرمول‌های خوانایی به تجزیه و تحلیل محتوای یک نوشته یا متن برای اندازه‌گیری درجه خوانایی آن می‌پردازند این تجزیه و تحلیل با استفاده از فرمولی خاص، درجه سختی متن را تعیین می‌کند. همچنین، درجه تناسب نوشته‌ها را با سن و سطح کلاسی یا سطح توانایی خواندن دانش آموزان مشخص می‌سازد. هدف این پژوهش، ارزیابی و سنجش سطح خوانایی کتاب درسی علوم تجربی پایه ششم ابتدایی بر اساس سه فرمول تحلیل محتوای مک لافلین،گانینگ فوگ و هارتلی است. در این مطالعه از روش تحلیل محتوا و بر اساس ماهیت از روش‌های عینی – کمی استفاده شده است. پژوهش از لحاظ هدف، کاربردی و جامعه پژوهش، محتوای کتاب درسی علوم تجربی پایه ششم ابتدایی است. یافته‌های تحقیق نشان داد، متن‌هایی که بر اساس روش های مک لافلین و گانینگ فوگ مورد تجزیه و تحلیل قرار گرفتند، از نظر سطح توانایی کلاسی در سطحی بالاتر از پایه ششم ابتدایی قرار دارند.بر اساس روش هارتلی، محتوای کتاب علوم تجربی پایه ششم ابتدایی با پایه تحصیلی و سن فراگیران مناسب نیست و دارای سطحی ساده است.

کلیدواژه‌ها

موضوعات

آموزش پیش دبستان و دبستان

عنوان مقاله [English]

An Investigation and Assessment of the Readability Level of the 6th-Grade Primacy School Science Textbook

نویسنده [English]

Amin Golshan

Undergraduate teacher teacher student, Farhangian University of Ardabil Province, Azadegan Nir Center

چکیده [English]

A textbook is a tool used by teachers to arouse their students’ curiosity and provide them with maximum awareness, understanding, and information about a certain issue or topic; thus, it is considered a fundamental element of transmitting educational messages in the process of education. A characteristic of the textbook is that the content developed for each grade should match the cognitive development of the target population. Readability formulas are among the techniques to analyze the content of textbooks. They analyze the content of a piece of writing or a text to measure its readability degree. Such analyses determine the difficulty of the texts using certain formulas. Moreover, they determine the compatibility of the texts with the age, class level, or reading ability of the target students. The present study aimed to investigate and assess the readability of the 6th-grade primary school science textbook based on three formulas for content analysis proposed by McLaughlin, Gunning fog, and Hartley. The present study implemented content analysis and used methods that were objective-quantitative in nature. The study was applied in terms of the goal, and the population consisted of the content of the 6th-grade primary school science textbook. The findings showed that the texts analyzed by the formulas of McLaughlin and Gunning Fog were higher than the ability level envisaged for the 6th-grade students. On the other hand, the Hartley formula showed the content of the textbook was below the students’ levels, and it was too easy for them.

کلیدواژه‌ها [English]

Investigation
Assessment
Readability
Empirical sciences
6th-grade primary school

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