خلاصة:
This study aims to conduct a discourse analysis of the first-grade Persian textbook from the perspective of life skills education, employing an innovative approach. The research method involves discourse and content analysis, with the Shannon Entropy method serving as a creative analytical tool. This quantitative method evaluates the text, images, and questions in terms of engaging students with various life skills. The text under study is the first-grade Persian textbook published in 2023. Since the sample and population were identical, the entire content of the textbook was selected and analyzed. The findings from the content analysis using the Shannon Entropy method revealed that the life skills addressed in the textbook, in order of frequency, are: effective communication (frequency: 116), empathy (frequency: 114), self-awareness (frequency: 105), problem-solving (frequency: 77), decision-making (frequency: 71), creative thinking (frequency: 47), interpersonal relationships (frequency: 44), coping with negative emotions (frequency: 27), and critical thinking (frequency: 23). Additionally, the results indicated that self-awareness, interpersonal relationships, coping with negative emotions, problem-solving, and creative thinking have an importance coefficient of 0.11, while empathy, decision-making, effective communication, and critical thinking have an importance coefficient of 0.1. Therefore, it can be concluded that, despite the inclusion of all life skills in the first-grade Persian textbook, their importance coefficients are relatively low, suggesting a need for greater emphasis on all life skills.
ملخص الجهاز:
The findings obtained from the content analysis of the Persian textbook using the Shannon entropy method showed that, respectively, effective communication skills (frequency 116), empathy (frequency 114), self-awareness (frequency 105), problem-solving (frequency 77), decision-making (frequency 71), creative thinking (frequency 47), interpersonal communication (frequency 44), coping with negative emotions (frequency 27), and critical thinking (frequency 23) were accounted for.
This table, on one hand, includes nine categories: self-awareness, empathy, decision making, communication, interpersonal communication, coping with negative emotions and stress, problem solving, creative thinking, and critical thinking have been the key concepts related to life skills; on the other hand, it includes the texts of activities and images related to the chapters of the book, where the observed frequency for each of the categories was recorded based on the prepared checklists.
Table 2: Frequency of research components in the first grade elementary Persian book Category Respondent Critical thinking Problem solving Coping with negative emotions Interpersonal communication Effective communication 14 22 13 37 25 19 29 13 39 36 30 36 14 26 11 18 40 15 64 44 Decision making Activity Image Subsequently, the frequency matrix of Table (2) has been converted into standardized data.
Table 3: Standardized data of research components in the first grade elementary Persian book Text Critical thinking Creative thinking 021 029 028 029 029 031 028 017 023 Coping with negative emotions Interpersonal communication Effective communication Decision making Empathy Self-awareness Respondent Text Activity Image 047 040 037 029 05 026 034 03 029 033 040 04 034 056 041 Then, based on the standardized data of Table (3), the information load was extracted for each component.
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