نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری رشته برنامه ریزی درسی،گروه علوم تربیتی، دانشکده علوم انسانی،دانشگاه هرمزگان،بندرعباس،ایران
2 استاد رشته برنامه ریزی درسی،گروه علوم تربیتی، دانشکده علوم انسانی،دانشگاه هرمزگان،بندرعباس،ایران
3 استاد روان شناسی تربیتی، گروه علوم تربیتی، دانشکده علوم انسانی،دانشگاه هرمزگان،بندرعباس،ایران
چکیده
عنوان مقاله [English]
نویسندگان [English]
Introduction: The present study aimed to examine the role of communication skills in the curriculum of the first grade of primary schools in Iran.
research methodology: a mixed methods approach was used. In the qualitative part, the thematic analysis method, particularly the Attride-Stirling style, was used. First, a systematic selection and refinement of published national and international texts was carried out. In the second step, the content of the planned curriculum was analyzed using the above framework. The MAXQDA software was used to analyze the concepts. The result was 237 core themes, 27 organizational themes, and 5 pervasive themes. In the quantitative part, SPSS25 software was used to examine the frequency of attention given to communication skills components in the intended curriculum. The importance coefficients of the components were then evaluated using the Shannon entropy method.
Findings: among the observed cases of communication skills in the Persian language book, writing book, heavenly gifts and social studies textbooks for the first grade of primary school, correspondence skills received the highest attention with an importance coefficient of 55.1%. This was followed by conversation skills with an importance coefficient of 29.7%, friendship skills with 8.32%, cooperation skills with 5.15% and tolerance and acceptance skills with 1.72%, which received the least importance.
Conclusion: The research results showed that communication skills in the planned curricula for the first grade of primary schools in Iran were not sufficiently balanced and did not receive adequate attention. The skills “correspondence” and “conversation” received some attention, although not to the extent necessary, while the skills “friendship” and “cooperation” received comparatively less attention. The ability of “tolerance and acceptance” has been neglected.
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