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تحلیل مقابله‌ای محتوای دو مجموعه‌ی آموزشی آزفا بر پایه‌ی طبقه‌بندی اصلاح‌شده‌ی بلوم در حیطه‌ی شناختی (مقاله علمی- پژوهشی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 13، دوره 10، شماره 2 - شماره پیاپی 22، مهر 1400، صفحه 285-304 اصل مقاله (1.68 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.16711.1571 | ||
| نویسندگان | ||
| حسین نجاتیان بستانی1؛ محمد رضا پهلوان نژاد* 2؛ بهزاد قنسولی3؛ علی علیزاده4 | ||
| 1دانشجوی دکتری زبان شناسی، دانشگاه فردوسی مشهد | ||
| 2نویسنده‌ی مسئول، دانشیارگروه زبان شناسی، دانشگاه فردوسی مشهد | ||
| 3استاد گروه زبان و ادبیات انگلیسی، دانشگاه فردوسی مشهد | ||
| 4دانشیارگروه زبان شناسی، دانشگاه فردوسی مشهد | ||
| تاریخ دریافت: 04 دی 1400، تاریخ بازنگری: 20 فروردین 1401، تاریخ پذیرش: 20 فروردین 1401 | ||
| چکیده | ||
| بررسی محتوای سؤالات و تمرین‌های منابع آموزش زبان فارسی به خارجیان می‌تواند ارتباط بین برخی از مشکلات یادگیری فارسیآموزان با برنامه‌ی درسی را آشکار و کمک کند که مفاهیم برنامه‌ی درسی به‌شکل مناسبی در کتاب‌های درسی گنجانده شود. در پژوهش پیشرو دو مجموعه‌ی آموزشی آموزش نوین زبان فارسی و فارسی بیاموزیم براساس طبقه‌بندی اصلاح‌شده‌ی بلوم ارزیابی شده است. پس از استخراج سؤالات و تمرین‌های کتاب‌های مذکور و کدگذاری افعال موجود در آن‌ها، فراوانی و درصدهای مربوطه در هر یک از سطوح شش‌گانه‌ی حیطه‌ی شناختی بلوم از طریق فرمول «NX ₓ 100/S» محاسبه و به‌صورت نمودار رسم شدند. در این فرمول، «NX» تعداد تمرین‌ها، عدد «100» درصدِ کل و «S» مجموع کل تمرین‌ها را نشان می‌دهد. سپس میزان توزیع سؤالها در هر یک از این سطوح شناختی و میزان انطباق آن‌ها با سطح معرفی‌شده هر کتاب (آغازین، میانی و پیشرفته) سنجیده شده است. نتایج پژوهش نشان داد که در مجموعه‌ی آموزش نوین زبان فارسی، توزیع سؤالات از دوره‌ی آغازین تا پیشرفته به میزان قابل‌توجهی منطبق با حیطه‌های شناختی بلوم است، اما به نظر میرسد در برخی از جلدها، محتوای برخی از سؤالات نیاز به بازبینی دارد. در جلد اول و دوم مجموعه‌ی فارسی بیاموزیم رویکرد منطقی و قابل‌قبول منطبق با اهداف یادگیری دیده میشود، اما در جلد سوم این مجموعه در بسیاری از موارد، سلسله‌مراتب حیطه‌های شناختی با نیاز زبانآموزان همسو نیست. پس از تحلیل نتایج پیشنهاداتی برای ویرایش کتاب‌ها نیز ارائه شده است. | ||
| کلیدواژه‌ها | ||
| تحلیل محتوا؛ طبقه بندی تجدیدنظرشده بلوم؛ منابع آزفا؛ حیطه‌های شناختی | ||
| عنوان مقاله [English] | ||
| The Contrastive Content Analysis of Two Teaching Series "Let's Learn Farsi" and "Modern Teaching of Persian" Based on the Bloom's Revised Taxonomy in Cognitive Domain | ||
| نویسندگان [English] | ||
| Hossein Nejatian Bostani1؛ mohammad reza pahlavannezhad2؛ Behzad Ghonsooly3؛ Ali Alizadeh4 | ||
| 1PhD candidates in Linguistics, Ferdowsi University, Mashhad. Iran | ||
| 2Associate Professor of Linguistics, Ferdowsi University, Mashhad. Iran | ||
| 3Professor of Applied Linguistics, Ferdowsi University, Mashhad. Iran | ||
| 4Associate Professor , Ferdowsi University of Mashhad. Iran | ||
| چکیده [English] | ||
| Study of Teaching Persian to Speakers of Other Languages (TPSOL) textbooks can reveal the relationship between some learning problems of Persian learners and the curriculum. The content of the questions and the exercises of these books are of a particular importance because of the function they have in achieving the goals. In the present study, two teaching series, "Let's learn Farsi" and "Modern teaching of Persian" have been analyzed based on Bloom's Revised Taxonomy (BRT). After extracting the questions and the exercises in the textbooks and codifying the verbs, frequency and percentage of the six levels of Bloom's cognitive domains were calculated using the NXₓ 100/S and then they were diagramed. In this formula, "NX" is the number of the exercises, "100" is the total percentage, and "S" is the total number of exercises. Then the distribution of the questions in these cognitive levels and their conformity with the related levels in the books (elementary, intermediate and advanced) were studied. The results showed that in "Modern Teaching of Persian" the distribution of the questions from elementary to advanced levels has a compatibility with Bloom's cognitive levels. However, in some volumes a revision is needed. In volumes 1 and 2 of "Let's learn Persian" a logical and acceptable approach conformable to learning goals was observed. But in volume 3, in many cases, the hierarchy of cognitive domains was not in line with learner's need. At the end, some recommendation for editing the textbooks were provided. Extended Abstract: Introduction According to Yarmohammadian (2007) content analysis is a systematic research method for an objective and quantitative description of the textbooks content and a comparison between content structure and the goals of the curriculum. In this way, "a kind of analysis that is useful for the program developers and the writers is the content analysis of the text of the books" (Ahmadi, 1987, p.180). As Bloom's Revised Taxonomy (BRT) is an accepted universal model for analysing the textbooks content and most of the content analysis are designed and compiled according to this model, it is necessary to analyse and evaluate the questions and the exercises of the two educational series "Modern teaching of Persian" including five volumes by Ehsan Ghabool (2015) and "Let's learn Persian" including three volumes by Hasan Zolfaghari, et al (2002) in the framework of Bloom's Revised Taxonomy. This study aims to answer the following questions: How is Bloom's Revised Taxonomy used in two educational series, "Modern teaching of Persian" and "Let's learn Persian"? Which level(s) of Bloom's revised taxonomy in these two educational series is (are) distributed? How is the hierarchy of the questions from objective concepts to abstract concepts distributed (elementary, intermediate, advanced)? In a research, Ebadi and Mozaffari (2016) studied the representation of revised taxonomy of educational goals of Bloom in two series of books of teaching Persian to the young and adults of other languages. The content was analysed according to a coding system. The results showed a significant difference between the different volumes of the young learners' series and also a significant difference between two collections based on the learning objectives. In another study, Miri et al. (2020) analysed the content of the book "Persian reading and comprehension" questions based on Bloom's revised classification. The results of this study indicated that in this book, the cognitive skills of lower levels of Bloom's classification are used more than the higher ones. Among non-Iranian researchers, no work has been observed in the field of content analysis of TPSOL sources. Methodology There are several methods for classifying educational goals and assessing the alignment of components of the educational system, including Bloom's revised taxonomy, Anderson and KrathWohl (2001) Porter and Smithson (2001) and Web (1997) models. Among the mentioned models, Bloom's revised model is more important because it has two dimensions of knowledge and cognitive process. The cognitive process consists of levels of Remember, Understanding, Apply, Analyse, Evaluate and Create. After collecting and extracting all the questions and exercises of the mentioned books and coding their verb, the corresponding frequencies and percentages in each of the six levels of Bloom's cognitive domain were calculated through the formula "NX ₓ 100/s" and a figure was drawn. In this formula, "NX" represents the number of exercises, "100" represents the total percent and" S" represents the total number of exercises. Through the above formula, the percentage of all exercises in different levels of Bloom's revised classification is calculated and described in the research results section. Results and Discussion In total summary of all the questions of the lessons, the goal of understanding has the highest percentage and then the goal of applying it is observed with a significant difference, in the next row. The goal of analysing and creating are at the next level of distribution, respectively, and the goal of remembering is, after the goal of evaluating, the lowest percentage in the entire book. In the analysis of the distribution of intermediate questions, it is expected that the number of questions in the field of remembering and understanding is less and in the areas of applying, analysing, evaluating and creating it has an upward trend, but the tables show that the distribution of questions in the field of remembering and understanding is not significantly different and it has been declining in terms of applying and creating. But it has had an upward trend in two areas of analysing and evaluating. Conclusion A comparative study of the data shows that in "Modern teaching of Persian" series, the distribution of questions from the elementary to the advanced level is largely in line with Bloom's cognitive learning objectives. In the first volume of this educational series, despite addressing the highest level, i.e. creating, evaluating is ignored. The third volume (intermediate level) does not include the goal of remembering, which is justifiable, while the fourth and fifth volumes (advanced level) deal with it, which contradicts the hierarchy of learning objectives. In the fourth volume, the distribution of questions of the goal creating has been declining compared to previous volumes. It is worth mentioning that in the fifth volume, although all areas are covered, but the level of understanding, which is one of the lowest goals, has the highest level of scattering of the questions. The contrast analysis of "Modern teaching of Persian" by considering the process of questions from elementary to advanced and moving from lower to higher levels of cognitive domains, is consistent with BRT and it is a suitable educational resource for achieving learning objectives in language teaching. | ||
| کلیدواژه‌ها [English] | ||
| Content Analysis, Bloom's Revised Taxonomy, Let's Learn Farsi, Modern Teaching of Persian, Cognitive Domains | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 219 تعداد دریافت فایل اصل مقاله: 217 |
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