شناسایی الگوی جاری تالیف کتب درسی و الکترونیک در نظام آموزش ‌و پرورش کشور ایران

هدف پژوهش حاضر  بررسی وضع موجود تالیف کتب درسی و الکترونیک در نظام آموزش و پرورش است. این پژوهش با رویکرد کیفی و با روش داده ‌بنیاد انجام گرفت. جامعۀ آماری شامل کارگزاران اصلی دخیل در تالیف کتب درسی شامل؛ مولفان دفتر تالیف کتب آموزش و پرورش، معلمان مدارس، مدیران و اولیا دانش آموزان بودند؛ که از طریق نمونه‌گیری هدفمند از نوع ملاک ‌محور انتخاب شدند. داده ها از طریق مصاحبۀ نیمه‌ساختار‌یافته با ده نفر از معلمان، شش نفر از مولفان، چهار نفر از مدیران مدارس، نه نفر از اولیا دانش آموزان جمع‌آوری شد. به منظور تجزیه و تحلیل داده ها از روش کدگذاری باز، محوری و گزینشی استفاده شد. برای تامین روایی و پایایی از معیارهای لینکن و کوبا استفاده شد. نتایج پژوهش، نشان‌دهندۀ بیست و یک مفهوم محوری و هفت مقولۀ منتخب است که در قالب الگوی پارادیمی شامل چندپارگی و بی‌توجهی به رویکرد تخصصی در نظام تالیف به‌عنوان مقولۀ محوری و شرایط علّی (تمرکزگرایی سیستمی، ضعف در دانش تالیف، نبودن تعاملات و شبکۀ ارتباطی)، عوامل زمینه ای (عوامل محیطی_ ساختاری)، شرایط مداخله ای تسهیل گر (محتوا محوری نظام آموزشی، شیوایی کتب درسی، خرد جمعی در تالیف)، شرایط مداخله گر محدودکننده (نبودن تناسب در محتوای کتب درسی با نیازهای دانش‌آموزان، تسلط نداشتن مولفان بر دانش تالیف، انحصارگرایی در تالیف)، راهبردها (انتخاب دامنۀ وسیع محتوایی، سازمان‌دهی تداومی و تراکمی محتوا، اعتباربخشی و اعتبارسنجی چندجانبۀ تالیفات، توجه به رویکردهای نوین و به‌روزرسانی محتوا، شبکه‌سازی و تعامل‌گرایی در فرایند تالیف) و پیامد (ضعف در محتوای آموزشی کتب درسی) سازمان یافت.

the current model for authoring textbooks and electronic books in iran’s education system

this research used grounded theory to investigate the current model for authoring textbooks and electronic books in iran’s education system. the statistical population includes the main agents involved in writing textbooks including the authors at the office for authoring books of the education department, school teachers, principals and students’ parents, selected through purposive criterion-based sampling. the results of the research, formed as a paradigm model, include fragmentation and lack of attention to the specialized approach in the authoring system as the main theme with the subthemes of causal conditions (systemic centralization, poor authoring knowledge, lack of interactions and communication network), contextual factors (environmental-structural factors), facilitating intervening conditions, restrictive intervening conditions, strategies (choosing a wide range of content, integrated organization of content, accreditation and multilateral validation of works, paying attention to new approaches and updating content, networking and interactivity in authoring process) and outcomes (poor content of textbooks).introductionan educational system owes most of its effectiveness to its curriculum, which is in fact the heart of an educational system (nasrollahi nia et al., 2020). curriculum has different elements, and some experts believe that the heart of the curriculum is its content (hopkins et al., 2016). content may take different shapes and be offered to learners, but the most important and common platform for presenting the content is the textbook (seyed qutbi, 2011; bogavac, 2016, sirkorova, 2011). a textbook is considered a document which is developed based on a framework of expectations for learning and the dimensions of the learning process used in formal and public educational centers (lee et al., 2021).a well-designed textbook can cover a wide range of goals related to the educational program and effectively help to standardize student’s education, assessment and learning, promote students to higher levels, and improve the quality of education (lee and catling, 2017). not all books, even if they are developed for a specific curriculum, can be called a course book unless they contain features such as value (educational value), content presentation method (print or software, audio-visual materials), illustration (images, diagrams, and artistic works), accessibility (list of contents, main and sub-headings, glossary, etc.), presentation aspects (cover, beginning of chapters and other means of attraction), compatibility of the book with the goals, logical order and coherence of the contents, clarity and comprehensibility (hosseinzadeh, et al., 2020, yarmohamedian, 2014, karmi et al., 2015). that is the reason why the process of writing a textbook is important (attar et al, 2020).review of the literature revealed no research in iran investigating the current model for writing elementary school textbooks, therefore, we decided to identify the current model for writing textbooks with the main research question of what theoretical model is currently followed in writing textbooks in our education system.methodologygrounded theory with strauss and corbin’s approach was used for this research. we used open, axial and selective coding to analyze the data (farastkhah, 2019: 68). the statistical population included the main agents involved in writing textbooks including the authors at the office for authoring books of the education department, school teachers, principals and students’ parents, selected through purposive criterion-oriented sampling. data were collected through semi-structured interviews with ten teachers, six authors, four school principals, and nine parents. in order to observe confidentiality and research ethics throughout the research stages, a code was assigned to each participant. lincoln and guba criteria were used to ensure the rigor of our findings.resultstwenty-one core concepts categorized in seven categories led to the emergence of a paradigm model titled as fragmentation and lack of attention to the specialized approach in the authoring system as the main theme with the subthemes of causal conditions (systemic centralization, poor authoring knowledge, lack of interactions and communication network), contextual factors (environmental-structural factors), facilitating intervening conditions, restrictive intervening conditions, strategies (choosing a wide range of content, integrated organization of content, accreditation and multilateral validation of works, paying attention to new approaches and updating content, networking and interactivity in authoring process) and outcomes (poor content of textbooks).discussion and conclusionaccording to the findings, it can be concluded that authoring textbooks can be improved by widening the range of educational content selection, and attending to integrated organization of the content in the process of writing textbooks. furthermore, author’s psychological and thematic skills, and multi-faceted validation should be considered for authoring and validating the textbooks.