چکیده:
The aim of this article is to analyze the content of primary school social studies textbooks to extract a theoretical pattern of moral education in these books. The research method is deductive qualitative content analysis. To achieve the aim of the article, the content of the mentioned books was examined in terms of objectives, content, forms of content presentation, and methods (teaching-learning and evaluation). The findings show that the approach of the social studies curriculum is interdisciplinary or integrated; moral objectives are placed alongside other course objectives, and the content of the textbooks has also become moral in substance following the objectives. The targeting model is pyramidal. Additionally, for teaching-learning, methods such as group discussion, discussion about hypothetical moral situations, modeling, explanatory method, and role-playing have been used. The forms of presenting moral content also mainly include text, images, and activities. For evaluation, in addition to common methods, methods such as self-evaluation have also been suggested.
خلاصه ماشینی:
Darami (2011) examined some categories of moral education in the Bekhanim, Madani, Hedaye-haye Asemani, and Quran textbooks for grades three to five of the elementary period in terms of the frequency of the investigated categories (honesty, respect for self and others, kindness to parents, trustworthiness, faithfulness to promises, and kindness) as well as their method of presentation, and found that despite the important role of the formal and public education institution in the process of educating students and also the centrality of textbooks, these books have not seriously and scientifically addressed an important issue such as moral education.
Dehghani and Amin Khandaqi (2011) also analyzed the current state of social education curriculum design in the middle school period based on the content analysis of textbooks and related curriculum documents (especially in terms of objectives, content, teaching, and learning methods), and the results indicated the dominance of a traditional approach based on subject matter over student-centered and community-based approaches.
) Chart 1: An example of the general and moral educational goal-setting pattern in the curriculum and social studies books As this figure shows, in the subsequent analytical process from general to specific objectives, moral objectives become even more detailed, and their instances enter the lessons as lesson content, and learning activities are designed around those instances.
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