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تحلیل محتوای نرم‌افزارگردشگری فرهنگی بر مبنای نظریۀ یادگیری تجدیدنظرشدۀ بلوم | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 13، دوره 11، شماره 1 - شماره پیاپی 23، فروردین 1401، صفحه 275-302 اصل مقاله (1.4 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2022.17019.1583 | ||
| نویسندگان | ||
| محبوبه نعمتی سرخی* 1؛ زری سعیدی2؛ رضا مراد صحرایی3 | ||
| 1نویسندۀ مسئول، دانشجوی دکتری آموزش زبان فارسی به غیرفارسی زبانان، دانشگاه علامه طباطبایی(ره) | ||
| 2دانشیار گروه زبان انگلیسی، دانشگاه علامه طباطبایی(ره) | ||
| 3استاد گروه زبانشناسی، دانشگاه علامه طباطبایی(ره) | ||
| تاریخ دریافت: 23 اسفند 1400، تاریخ بازنگری: 08 مرداد 1401، تاریخ پذیرش: 12 مرداد 1401 | ||
| چکیده | ||
| هدف اصلی پژوهش حاضر تحلیل و ارزیابی محتوای آموزشی نرم‌افزار چندرسانه‌ای در زمینۀ متون گردشگری فرهنگی است. در این پژوهش سعی شده محتوای آموزشی گردشگری فرهنگی براساس نظریۀ طبقه‌بندی تجدیدنظرشدۀ بلوم ارزیابی شود. محتوای آموزشی می‌تواند نقش مهمی در ارتقای یادگیری زبان‌آموزان داشته باشد. با توجه به اهداف این مطالعه، تحلیل محتوایی کیفی به‌عنوان روش تحقیق مورد استفاده قرار گرفت. به‌منظور تجزیه‌وتحلیل داده‌ها یک نظام کدگذاری براساس طبقه‌بندی بلوم تعریف شد و داده‌ها کدگذاری و سپس برمبنای آن محاسبه شدند. به‌منظور تعیین سطوح مختلف مهارت‌های شناختی و عاطفی از آزمون ناپارامتری خی دو استفاده شد. یافته‌ها نشان می‌دهد بیشترین میزان پراکندگی افعال در فعالیت‌های قبل و پس از خواندن درحوزۀ یادگیری شناختی در سطح درک و فهم قرار دارد و به سطوح تحلیل و ارزیابی کمتر توجه شده است. نتایج پژوهش در حوزۀ عاطفی نشان می‌دهد بیشترین میزان پراکندگی افعال در سطح پاسخ‌دادن پربسامدتر بوده است و زبان‌آموزان با علاقه به انجام فعالیت‌های کلاسی می‌پرداختند، زبان‌آموزان در این سطح از انجام فعالیت‌ها احساس رضایت خاطر می‌کردند و کم‌بسامدترین میزان پراکندگی فعل‌ها در سطوح سازمان‌دهی و شخصیت‌پذیری بارزتر بوده است. | ||
| کلیدواژه‌ها | ||
| محتوای آموزشی؛ حیطۀ شناختی؛ حیطۀ عاطفی؛ طبقه‌بندی تجدیدنظرشدۀ بلوم؛ تحلیل محتوا؛ کدگذاری | ||
| عنوان مقاله [English] | ||
| Content Analysis of a Cultural Tourism Software Based on the Revised Bloom's learning Theory | ||
| نویسندگان [English] | ||
| Mahboobeh Nemati Sorkhi1؛ Zari Saeedi2؛ Reza Morad Sahraee3 | ||
| 1TeacherCorresponding Author, PhD candidate in teaching Persian to Non- Persian speakers, Allameh Tabataba’i University, Tehran, Iran. | ||
| 2Associate Professor of Linguistics, Allameh tabataba’i University, Tehran, Iran. | ||
| 3Associate Professor of Linguistics, Allameh tabataba’i University, Tehran, Iran. | ||
| چکیده [English] | ||
| The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skills. Findings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality. Extended Abstract: The main purpose of this study is to analyze and evaluate the educational content of multimedia software in the field of cultural tourism texts. In this research, we have tried to evaluate the educational content of cultural tourism texts based on Bloom's revised classification theory. Educational content can play an important role in promoting language learning. According to the objectives of this study, qualitative content analysis was used as a research method. In order to analyze the data, a coding system was defined based on Bloom's classification and the data were coded and then calculated based on Bloom's classification. Chi-Square Test (X2) was used to determine different levels of cognitive and emotional skillsFindings show that the highest dispersion of verbs in pre- and post-reading activities in the field of cognitive learning is at the level of comprehension and less attention is paid to the levels of analysis and evaluation. The results of research in the emotional field show that the highest scatter of verbs at the level of response was more frequent and language learners at this level felt satisfied with the activities and the lowest frequency scatter of verbs was more pronounced at the levels of organization and personality.In future research, the findings of this study can be used for Persian language teaching centers, education organizations, teacher training centers and universities in the field of curriculum planning, teaching methods, assessment and evaluation to improve the performance of authors, evaluators. And be efficient for language students. 1. Introduction The main purpose of this study is to evaluate and analyze the educational content of multimedia software for teaching Persian to non-Persian speakers in the field of reading skills with the aim of cultural tourism based on Bloom's revised classification model. The choice of educational content was due to the novelty, availability and applicability of the educational content of cultural tourism in Persian for non-Persian speakers. Hence, the content of researcher-made cultural tourism was selected as a sample. The present study seeks to examine and evaluate the content of cultural tourism of Persian language teaching to non-Persian speakers to show which of the revised classification levels of Bloom is more considered and which levels are less considered, in order to answer the questions. To be answered in research. The most famous classification of educational goals developed by a group of experts in education, assessment, and evaluation is called Benjamin Bloom et al. (Bloom et al., 1956). In Bloom's classification, educational purposes are divided into three domains: cognitive, emotional and psychomotor. In other words, Bloom's educational and learning objectives are categorized into three areas: learning - cognitive (knowledge and cognition), emotional (attitudes and values), and psychomotor (skills). 2. Materials and methods The research methodology is a descriptive-analytic study. In this study, the statistical sample consists of a researcher-made educational content in the field of Persian language education with the goals of cultural tourism. The method of sampling educational content is due to the novelty, availability and applicability of cultural tourism content in Persian for non-Persian speakers. Therefore, the content of research texts on e-tourism was selected as a sample. The measurement tool used in this research is a coding system based on Bloom's cognitive classification which includes educational goals, course content, practice assessment questions and comprehension of Persian language teaching. The chi-square (X2) test was used to determine different levels of cognitive and emotional competence. 3. Results and discussion In summary, as shown in the data on cognitive learning, the highest level of cognitive learning is related to the level of understanding with a frequency of 31% and the lowest level is related to assessment with a frequency of 11%. In other words, the levels of cognitive learning attention in cultural tourism texts are: the level of understanding, memorization, application, innovation, analysis and evaluation, respectively. Data related to emotional levels show that the highest level of attention to emotional levels in 10 lessons are: 47% response level with the highest frequency and the lowest level of acceptance personality with 10% frequency is found. 4. Conclusion In general, as shown in the data related to cognitive learning in Table 1, the highest level of cognitive learning is related to the level of understanding with a frequency of 31% and the lowest level is related to assessment with a frequency of 11%. In other words, the levels of attention to cognitive learning in texts on cultural tourism are: the level of understanding, memorization, application, innovation, analysis and evaluation, respectively. In addition, the data on emotional levels in Table 2 show that the highest level of attention to emotional levels in 10 lessons are: 47% with the highest frequency of response and the lowest level of personality acceptance with 10%. In the multimedia software, during the outbreak of Quid 19 diseases, when it was not possible for non-Persian speakers to travel, and travel in person, it was possible to provide virtual travel and group interaction and group participation for Persian learners to go through high processes. Achieve cognitive levels, such as creativity, curiosity, and rational reasoning, and enable language learners to actively engage in learning and enjoy cultural tourism content. Therefore, multimedia educational content has a good ability to provide the ground for the development of high-level cognitive and emotional processes. The authors of this study have tried to include some higher learning goals to develop cognitive skills in the course content and change the exercises to achieve higher cognitive skills and pay much attention to the growth of learners' understanding of high levels of cognition. | ||
| کلیدواژه‌ها [English] | ||
| Cognitive domain, Emotional domain, Bloom's revised taxonomy, content analysis, coding | ||
| مراجع | ||
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سیف، علی‌اکبر. (1390). روان‌شناسی پرورشی نوین (روان‌شناسی یادگیری و آموزش). چاپ ششم. تهران: دوران.
رشیدی، ناصر و راغ‌نژاد، محسن. (1393). ارزیابی محتوای کتاب‌های زبان فارسی (درس‌های پایه و پایتخت ایران) در چهارچوب طبقه‌بندی تجدیدنظرشدۀ بلوم. مجلۀ علم زبان، 3 (2)، 83-106. DOI: 10.22054/LS.2014.3108
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