تحلیل محتوای کتاب تفکر و سواد رسانه‌ای دوره متوسطه بر اساس آموزش ارزیابی انتقادی پیام‌ها

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: ﺗﺄﮐﯿﺪ ﺑﺮ ﺗﻮﺳﻌﻪ ﻣﻬﺎرتﻫﺎی ﺗﻔﮑﺮ اﻧﺘﻘﺎدی ﻧﻪﺗﻨﻬﺎ ﺑﻪ ﺑﻬﺒﻮد ﺗﻮاﻧﺎﯾﯽ داﻧﺶآﻣﻮزان در درک و ﺗﺤﻠﯿﻞ اﻃﻼﻋﺎت ﮐﻤﮏ ﻣﯽﮐﻨﺪ، ﺑﻠﮑﻪ آﻧﺎن را ﻗﺎدر ﻣﯽﺳﺎزد ﺗﺎ ﺑﻪ ﻋﻨﻮان ﻣﺼﺮفﮐﻨﻨﺪﮔﺎن آﮔﺎه رﺳﺎﻧﻪﻫﺎ وارد د ﻧﯿﺎی ﭘﯿﭽﯿﺪه اﻃﻼﻋﺎت ﺷﻮﻧﺪ؛ ﻟﺬا ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎﻫﺪف ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮای ﮐﺘﺎب ﺗﻔﮑﺮ و ﺳﻮاد رﺳﺎﻧﻪای دوره ﻣﺘﻮﺳﻄﻪ ﺑﺮ اﺳﺎس آﻣﻮزش ارزﯾﺎ ﺑﯽ اﻧﺘﻘﺎدی ﭘﯿﺎمﻫﺎ اﻧﺠﺎم ﺷﺪ. روشﻫﺎ: روش ﭘﮋوﻫﺶ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﺑﻮد. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺸﯽ ﻣﺤﺘﻮای) ﻣﺘﻦ، ﺗﺼﺎوﯾﺮ، ﮔﻔﺘﮕﻮی ﮐﻼﺳﯽ( ﮐﺘﺎب درﺳﯽ ﺗﻔﮑﺮ و ﺳﻮاد رﺳﺎﻧﻪای ﭘﺎﯾﻪ ﯾﺎزدﻫﻢ ﺑﻮد ﮐﻪ ﺑﻪﺻﻮرت ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪه ﺑﻮد. اﺑﺰار آن ﭼﮏﻟﯿﺴﺖ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﻮد. دادهﻫﺎ در ﺳﻄﺢ ﺗﻮﺻﯿﻒ ﮐﻤﯽ و ﻧﯿﺰ ﺗﮑﻨﯿﮏ آﻧﺘﺮوﭘﯽ ﺷﺎﻧﻮن ﺗﺤﻠﯿﻞ و ﮔﺰارش ﺷﺪ ﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ: 51 ﻣﺮﺗﺒﻪ ﺑﻪ ﻣﺆﻟﻔﻪﻫﺎی ارزﯾﺎ ﺑﯽ اﻧﺘﻘﺎدی ﭘﯿﺎمﻫﺎ ﺗﻮﺟﻪ ﺷﺪه ﮐﻪ ﺳﻬﻢ ﻃﺒﻘﻪﺑﻨﺪی وبﺳﺎﯾﺖﻫﺎ و ﺷﺒﮑﻪﻫﺎی ﻣﻨﺘﺸﺮﮐﻨﻨﺪه ﭘﯿﺎم 7 ﻓﺮاوا ﻧﯽ، اﻃﻼع از ﻣﻨﺒﻊ ﭘﯿﺎم و اﻋﺘﻤﺎد ﯾﺎ ﻋﺪم اﻋﺘﻤﺎد ﺑﻪ آن 9 ﻓﺮاوا ﻧﯽ، ﻓﻬﻢ ﺗﻤﺎﯾﺰ ﻣﯿﺎن ﭘﯿﺎمﻫﺎی ﻣﻨﻔﻌﻞ و ﺗﻌﺎﻣﻠﯽ 2 ﻓﺮاوا ﻧﯽ، آﮔﺎﻫﯽ و ﺣﺴﺎﺳﯿﺖ ﺑﺮ زﻣﯿﻨﻪﻫﺎ و ﭘﺲزﻣﯿﻨﻪﻫﺎی ﭘﯿﺎمﻫﺎ 8 ﻓﺮاوا ﻧﯽ، در ﻧﻈﺮ ﮔﺮﻓﺘﻦ ﻣﺘﻦ اﺻﻠﯽ ﭘﯿﺎم و اﺳﺘﺪﻻلﻫﺎی ﻣﻮﺟﻮد در آن 3 ﻓﺮاوا ﻧﯽ، ﺷﻨﺎﺧﺖ اﺷﮑﺎل ﻣﺨﺘﻠﻒ ﭘﯿﺎم اﻋﻢ از درﺳﺖ/ﻧﺎدرﺳﺖ، ﻗﺎﻧﻮ ﻧﯽ/ﻏﯿﺮﻗﺎﻧﻮ ﻧﯽ، ﻣﻌﺘﺒﺮ/ﻣﻨﺴﻮخ، ﺧﻮب/ﺗﻮﻫﯿﻦآﻣﯿﺰ و آﺳﯿﺐزا 14 ﻓﺮاوا ﻧﯽ، ﺗﻮاﻧﺎﯾﯽ ﺗﺮﮐﯿﺐ اﻃﻼﻋﺎت ﻣﺨﺘﻠﻒ و رﺳﯿﺪن ﺑﻪ ﺗﻔﺴﯿﺮی ﻋﺎﻟﻤﺎﻧﻪ 1 ﻓﺮاوا ﻧﯽ، ﺗﻮاﻧﺎﯾﯽ در ﻧﺘﯿﺠﻪﮔﯿﺮی از ﮐﯿﻔﯿﺖ و ﻣﻘﺼﺪ ﭘﯿﺎم 7 ﻓﺮاوا ﻧﯽ اﺳﺖ. در ﻣﻮرد ﻧﻮع ﺗﻮﺟﻪ ﻫﻢ ﺳﻬﻢ ﻣﺘﻦ 39/22 درﺻﺪ، ﺗﺼﺎوﯾﺮ 13/73 درﺻﺪ و ﮔﻔﺘﮕﻮی ﮐﻼﺳﯽ 47/05 درﺻﺪ ﻣﯽﺑﺎﺷﺪ. از ﻣﯿﺎن ﻓﺼﻮل ﺷﺶﮔﺎﻧﻪ ﮐﺘﺎب ﻧﯿﺰ ﻓﺼﻞ اول ﺑﺎ 14 ﻓﺮاوا ﻧﯽ ﺑﻬﺘﺮﯾﻦ و ﻓﺼﻞ ﺳﻮم ﺑﺎ 5 ﻓﺮوا ﻧﯽ ﺿﻌﯿﻒﺗﺮﯾﻦ ﺗﻮﺟﻪ را داﺷﺘﻨﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮی: ﮐﺘﺎب ﺗﻔﮑﺮ و ﺳﻮاد رﺳﺎﻧﻪای ﺑﺎ اراﺋﻪ ﭼﺎرﭼﻮبﻫﺎی ﻧﻈﺮی و ﻋﻤﻠﯽ ﺑﺮای ارزﯾﺎﺑ ﯽ اﻧﺘﻘﺎدی ﭘﯿﺎمﻫﺎ، ﺑﻪ داﻧﺶآﻣﻮزان اﺑﺰارﻫﺎی ﻻزم ﺑﺮای ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮای رﺳﺎﻧﻪای و ﺷﻨﺎﺳﺎﯾﯽ دﻗﯿﻖﺗﺮ ﻣﻨﺎﺑﻊ ﻣﻌﺘﺒﺮ را ﻓﺮاﻫﻢ آورده اﺳﺖ.

content analysis of thinking and media literacy book in high school based on instruction in critical evaluation of messages

background and objectives: emphasizing the development of critical thinking skills not only helps to improve the ability of students to understand and analyze information, but also enables them to enter the complex world of information as informed consumers of media. critical evaluation of messages was taught. methods: the research method was content analysis. the research sample was the content (text, images, class discussion) of the 11th grade thinking and media literacy textbook, which was purposefully selected. the tool was a researcher made checklist. the data were analyzed and reported at the level of quantitative description as well as the shannon entropy technique. findings: the results showed that the components of critical evaluation of messages were paid 51 times. and sensitivity to the backgrounds and backgrounds of the messages 8 frequency, considering the main text of the message and the arguments in it 3 frequency, recognizing different forms of the message including true / false, legal / illegal, valid / obsolete, good / offensive and harmful 14 frequency, the ability to combine different information and arrive at a wise interpretation of frequency 1 is the ability to infer the quality and destination of message frequency 7. regarding the type of attention, the share of text is 39.22%, images are 13.73%, class dialogue is 47.05%. among the six chapters of the book, the first chapter with 14 frequency was the best and the third chapter with 5 frequency was the weakest. conclusion: by providing theoretical and practical frameworks for critical evaluation of messages, the book thinking and media literacy has provided students with the necessary tools to analyze media content and more accurately identify authentic sources.