بررسی رابطۀ متن و تصویر در کتاب‌های عربی دوره اول متوسطه (بر‌اساس نظریۀ ماریا نیکولایوا و کارول اسکات)

افزایش روزافزون حجم دانش و تغییر شرایط زندگی در دنیای پیچیدۀ کنونی بازدهی مطلوب نظام آموزش و پرورش را به شناخت اصول اساسی یادگیری و طراحی مناسب کتاب‏های درسی متکی کرده است. با توجه به اینکه اولین زبان آموزشی انسان، زبان تصویری است و بر نقش تعیین‏کنندۀ تصاویر در انتقال مفاهیم درسی تاکید شده است، پژوهش حاضر به بررسی پیوستگی‏های میان متن و تصویر در کتاب‏های عربی دورۀ اول متوسطه برپایۀ نظریۀ ماریا نیکولایوا و کارول اسکات پرداخته است و تبیین وضعیت کتاب‏ها از این منظر مسئله اصلی پژوهش حاضر است. روش تحقیق در این پژوهش توصیفی و از نوع تحلیل محتواست. جامعه و نمونۀ آماری منطبق بر یکدیگرند و تمامی محتوای کتاب‏های عربی این مقطع (متن درس و تصاویر به‌کاررفته در این بخش) در سال تحصیلی  1399 1400را شامل می‏شوند. در این نوشتار از بازبینه‏ای شامل انواع مختلف روابط متن و تصویر (قرینه‏ای، مکملی، گسترشی/افزایشی، تقابلی، چندروایتی) مبتنی‌بر نظریۀ نیکولایوا و اسکات به‌عنوان ابزاری برای تحلیل استفاده شده و به‌منظور تجزیه و تحلیل داده‏ها روش آمار توصیفی (فراوانی و درصد فراوانی) و آمار استنباطی (آزمون خی دو) مورداستفاده قرار گرفته است. نتایج پژوهش نشان داد روابط قرینه‏ای، مکملی و افزایشی در کتاب‏های درسی عربی به‌چشم می‏خورد، اما رابطۀ قرینه‏ای دارای بیشترین بسامد است. بنابراین انواع مختلف روابط پویای متن و تصویر در محتوای کتاب‏های مذکور موردتوجه قرار نگرفته است و این کتاب‏های نونگاشت در حیطۀ رابطۀ متن و تصویر نیازمند اصلاح و بازبینی هستند. 

studying the relationship between text and picture of arabic textbooks in the in junior high school(based on the theory of maria nikolajeva and carole scott)

the increasing knowledge and the changes in the lifestyle of today’s complicated world have made the optimal efficiency of the educational system to rely on understanding the basic principles of learning and proper design of textbooks. as the first educational language of human is pictorial and the importance of pictures in transferring the concepts is emphasized, this study investigates the relationship between text and picture of arabic textbooks in the junior high school based on the theory of maria nikolajeva and carole scott by explaining the status of books from this perspective is the main issue of the present study. the research method is descriptive and of the content analysis type. the population and sample match and are all of the content of this grade’s arabic book (text and pictures of this section) in 1399-1400(2021-2022). a review based on nikolajeva and carol scott theory about different relations between text and pictures (symmetry, completion, expanding/incremental, confrontational, multi-narrative)is used as an analysis tool; and descriptive statistics (frequency and frequency percentage)and inferential statistics(chi-square test) are used for data analysis.the study shows that there are the symmetry, completion, expanding/incremental relations in the arabic books and the symmetry relation has the highest frequency. so different dynamic relationships between text and pictures are not considered in the content of mentioned text book and these new books need to be revised in the field of text-image relationship.1. introductionthe increasing knowledge and the changes in the lifestyle of today’s complicated world have made the optimal efficiency of the educational system to rely on understanding the basic principles of learning and proper design of textbooks. as the first educational language of human is pictorial and the importance of pictures in transferring the concepts is emphasized, this study investigates the relationship between text and picture of arabic textbooks in the in junior high school based on the theory of maria nikolajeva and carole scott.2. theoretical foundationsnikolajeva and carol scott are among those who paid attention to the dynamism of the relationship between the text and the picture. they believed that in pictorial books, there is a relationship between two separate sets of photo symbols (pictures) and conventional symbols (words) and the tension between these two functions leads to endless probabilities of their interaction. during their studies, they differentiate among different types of books and represent them on the continuum, based on their texts and pictures as well as their relationship.pictorial books without  picturestext and picture togetherbooks without picturesin the group of books which are in the middle of the continuum, the relationship between text and picture is divided to five types which are:table 1.different types of relationship between text and picture based on maria nikolajeva and carol scott’s theorytype of the relationshipexplanationpictorial-symmetrical 1in this structure, the words narrate the story which can be seen in the picture; although the words cannot explain all the details of the picture.   pictorial- complementary 2if an issue is not stated in the text or the text cannot explain it, it completes its picture and vice versa. this relationship is established when the gaps between text and picture are small. pictorial- expanding/increasing 3this kind of picture includes all of the concepts of the text and additionally, it expresses a more expanded story with the same theme expands it. pictorial- contrastive 4narrating text is different from that of the picture. in this structure, the audience can be challenged using a lot of methods so that the audience can take part in story creation using different interpretations. making contrast in audience by presenting two levels of hidden complex and simple meaning, contrast in style, contrast in type and quality, contrast in characterization, contrast in place and time, contrast in attitude which certainly is not limited to point of view and can include ideology too, contrast in ultra-historical nature through which the concepts can be explained that cannot be explained through pictures; the concepts such as quadrilateral circle.     pictorial- multi-narrative/ adjacent 5in this type, two or more dissimilar narrations, are next to each other. according to nikolajeva and scott, contrast in being next to each other exists in this type.  (nikolajeva and scott, 2000: 1-28; nikolajeva and scott, 2006: 225-238; hesampour et, al. 1393: 29)in their research and studies, nikolajeva and scott studied the presented hypothetical continuum comprehensively and regarded different types of books (pictorial without text, text together with picture, without picture) as well as different relationships between text and picture and on the other hand, their studies are among the latest studies in this field; therefor, the present research is based on the components and the definitions of these two theorists.