بررسی محتوای کتاب‌های فارسی دوره ابتدایی بر اساس جایگاه امید و مولفه‌های آن؛ مطالعه‌ای از نوع تحلیل محتوا

هدف از انجام این پژوهش تحلیل محتوای کتاب‌های فارسی بخوانیم مقطع ابتدایی از منظر میزان توجه به امید و مولفه‌های آن بوده است. روش پژوهش توصیفی و از نوع تحلیل محتوا بوده است. جامعه آماری، بر اساس نمونه گیری هدفمند کتاب های فارسی بخوانیم شش پایه ابتدای چاپ سال 1400 که مشتمل بر 715 صفحه می باشد، به‌عنوان نمونه انتخاب شدند. انتخاب مولفه‌ها بر اساس نظریه امید اسنایدر صورت  گرفته، همچنین برای تعیین پایایی دیدگاه های تحلیل گران نسبت به مولفه‌های امید در محتوای کتب درسی از روش پی اسکات استفاده گردید و میزان (0.85) بدست آمد که ضریب بالایی است. داده ها در قالب آمار توصیفی و با استفاده از مراحل سه‌گانه آنتروپی شانون مورد تجزیه و تحلیل قرار گرفته است. نتایج و یافته‌های  بخش کیفی تحلیل محتوا نشان داد که پنج مولفه امید بر اساس نظریه امید اسنایدر که در اکثر منابع دیگر نیز مورد تاکید قرار گرفته است عبارت‌اند از: 1- داشتن هدف 2- قدرت راه‌یابی یا برنامه‌ریزی ( تفکر گذرگاه) 3- قدرت اراده ( تفکر عامل) 4- شناسایی موانع رسیدن به هدف 5- قدرت صبر و پایداری (تاب‌آوری). و در بخش کمی تحلیل محتوا که با آنتروپی شانون صورت گرفته است، از میان 5 مولفه مورد مطالعه امید، مولفه داشتن هدف با میزان بار اطلاعاتی 0.7923و ضریب اهمیت 0.2009 بیشترین توجه و مولفه قدرت صبر و پایداری (تاب‌آوری) با میزان بار اطلاعاتی 0.7940 و ضریب اهمیت 0.1992 کمترین توجه را به خود اختصاص داده است.

examining the content of elementary persian books based on the place of hope and its components. a content analysis type of study

the purpose of this research was to analyze the content of persian books to be read in elementary school from the point of view of the amount of attention paid to hope and its components. the research method was descriptive and content analysis type. according to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. it has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches. with this description and with regard to the mentioned cases, the purpose of the present thesis is to analyze persian books from the point of view of the degree of reflection of hope and hope and its components, and in order to achieve this important goal, the following questions will be asked and we will try to answer them: what are the important components of hope? how is the level of reflection of hope and its components in the persian books of the sixth grade?the statistical population was elementary school books, which were selected based on purposeful sampling (according to the objectives of the lessons) of persian books to be read in the six grades at the beginning of the year 1400, which consists of 715 pages. the selection of key words, i.e. the components of hope, was based on snyder’s theory of hope, and to determine the reliability of analysts’ views regarding the components of hope in the content of textbooks, the p. scott method was used, which is known for intra-subject agreement. the rate (0.85) was obtained, which is a high coefficient. the data obtained from the analysis of the content of the components of hope have been analyzed in the form of descriptive statistics using the three stages of shannon’s entropy. the results and findings of the qualitative part of the content analysis showed that the 5 components of hope based on snyder’s theory of hope, which are emphasized in most sources and texts, are: having a goal, the power to find a way with planning (passage thinking), the power of will (active thinking), identifying obstacles to achieving the goal and the power of patience and persistence (resilience).after collecting the necessary data and information, shannon’s entropy method, which is used in quantitative content analysis, has been used to process the results. based on shannon’s entropy method, let’s read persian books, the six elementary grades from the point of view of 3 respondents and 5 components of hope have been classified and based on the following steps:first step: normalizing the frequency matrices of the table.second step: the information load of each category was calculated and placed in the relevant columns.