تحليل محتواي كتاب رياضي پايه پنجم ابتدايي با استفاده از نظريه نمايش اجزاي مريل

Content analysis of fifth grade elementary math textbook using Merrill component theory

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﮐﺘﺎب رﯾﺎﺿﯽ ﭘﺎﯾﻪ ﭘﻨﺠﻢ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1400- 1399، ﺑﺎ اﺳﺘﻔﺎده از ﻧﻈﺮﯾﻪ ﻧﻤﺎﯾﺶ اﺟﺰاي دﯾﻮﯾﺪ ﻣﺮﯾﻞ اﻧﺠﺎم ﺷﺪه اﺳﺖ. روش ﭘﮋوﻫﺶ ﻣﻘﺎﻟﻪ ﺣﺎﺿﺮ ﺗﻮﺻﯿﻔﯽ و ﻣﺒﺘﻨﯽ ﺑﺮ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﺑﺎ روﯾﮑﺮد ﮐﻤﯽ و ﮐﯿﻔﯽ اﺳﺖ و ﺟﺎﻣﻌﻪ آﻣﺎري آن ﮐﺘﺎب رﯾﺎﺿﯽ ﭘﺎﯾﻪ ﭘﻨﺠﻢ ﻣﯽ ﺑﺎﺷﺪ. ﺑﺮاي ﺟﻤﻊ آوري داده ﻫﺎ از ﭼﮏ ﻟﯿﺴﺖ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﮐﻪ: 1- ﻣﺤﺘﻮاي ﮐﺘﺎب رﯾﺎﺿﯽ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ ﻃﺒﻖ اﻟﮕﻮي ﻣﺮﯾﻞ، ﺑﯿﺸﺘﺮ ﺑﻪ اﯾﺠﺎد و ﺗﻮﺳﻌﻪ ﻣﺤﺘﻮاﯾﯽ روﺷﯽ ﻣﯽ ﭘﺮدازد2 - ﻃﺒﻖ اﻟﮕﻮي ﻣﺮﯾﻞ، ﻧﺤﻮه اراﺋﻪ اوﻟﯿﻪ ﺑﺨﺶ ﺗﻤﺮﯾﻦ و ارزﯾﺎﺑﯽ ( در ﻣﺤﺘﻮاي ﮐﺘﺎب رﯾﺎﺿﯽ ﭘﻨﺠﻢ اﺑﺘﺪاﯾﯽ رﻋﺎﯾﺖ ﺷﺪه اﺳﺖ.3- ﻃﺒﻖ اﻟﮕﻮي ﻣﺮﯾﻞ، ﻧﺤﻮه اراﺋﻪ ﺛﺎﻧﻮﯾﻪ در ﻗﺴﻤﺖ ﺑﯿﺎن ﺗﻌﻤﯿﻢ رﻋﺎﯾﺖ ﻧﺸﺪه اﻣﺎ در ﻗﺴﻤﺖ ﺑﯿﺎن ﻣﺜﺎل و ﺳﻮال ﺑﻄﻮر ﻣﻄﻠﻮﺑﯽ رﻋﺎﯾﺖ ﺷﺪه اﺳﺖ . 4- ﻃﺒﻖ اﻟﮕﻮي ﻣﺮﯾﻞ در ﺑﺨﺶ اﺻﻮل اراﺋﻪ و ارزﺷﯿﺎﺑﯽ، ﺑﻪ ﺗﺮﺗﯿﺐ اﺻﻞ ﺗﻔﮑﯿﮏ )36/66(؛ ﺳﻄﺢ دﺷﻮاري )27/55(؛ اﺻﻞ ﻫﻤﺘﺎ ﺳﺎزي )27/11( و اﺻﻞ ﺗﻨﻮع )18/66(رﻋﺎﯾﺖ ﺷﺪه اﺳﺖ.

The aim of this study was to analyze the content of the fifth-grade mathematics textbook in the academic year 1399-1400, using David Merrill's component theory. The research method of this article is descriptive and based on content analysis with a quantitative and qualitative approach and its statistical population is the fifth-grade mathematics textbook. A checklist was used to collect data. Findings show that: 1- The content of the fifth elementary mathematics textbook according to Merrill model, creates and develops a method content 2- According to Merrill model, the initial presentation (practice and evaluation section) in the content of the fifth elementary mathematics textbook is observed 3. According to Merrill's model, the secondary presentation method is not observed in the general expression section, but in the example and question expression section, it is observed in a desirable way. 4- According to Merrill model in the section of principles of presentation and evaluation, respectively the principle of separation (36/66); Difficulty level (27/55); The principle of matching (27/11) and the principle of diversity (18/66) have been observed.