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شناسایی مؤلفه‌های تربیت فرهنگی و رابطه‌ی آن با رسانه‌های ارتباط جمعی (با تاکید بر فضای مجازی)

نوع مقاله : علمی- پژوهشی

نویسندگان

1 کارشناس ارشد فلسفه تعلیم و تربیت، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، مازندران، بابلسر، ایران.

2 دانشیار، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، مازندران، بابلسر، ایران.

3 استادیار، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، مازندران، بابلسر، ایران.

چکیده

تربیت فرهنگی در آماده‌سازی و توانمندی افراد برای دستیابی به اهداف فرهنگی و حرفه‌ای و شخصی و کسب هنجارهای اجتماعی بسیار مؤثر است و از طرفی رسانه‌های ارتباط جمعی و خصوصاً اینترنت و فضای مجازی تأثیر بسزایی در این روند دارد.هدف این پژوهش شناسایی مؤلفه‌های تربیت فرهنگی و رابطه آن با رسانه‌های ارتباط جمعی با تأکید بر فضای مجازی است. روش پژوهش آمیخته از نوع اکتشافی (کیفی – کمی) می‌باشد. روش پژوهش در بخش کیفی روش مطالعه موردی و جامعه آماری در این بخش شامل کارشناسان آموزشی، فرهنگی و تربیتی اداره کل آموزش و پرورش استان مازندران در سال تحصیلی 1401-1400 است. روش نمونه‌گیری در بخش کیفی به‌صورت هدفمند از نوع گلوله برفی بوده است که بر مبنای اشباع نظری تعداد نمونه در این بخش به ۱۰ نفر رسید. جامعه آماری در بخش کمی؛ شامل کلیه معلمان شهرستان بابلسر می‌باشد که افراد نمونه به صورت تصادفی انتخاب شدند. ابزار گردآوری داده‌ها در بخش کیفی مصاحبه نیمه ساختاریافته بود و تجزیه و تحلیل داده‌ها بر اساس کدگذاری باز، محوری و انتخابی صورت گرفت. همچنین ابزار گرداوری داده‌ها در بخش کمی پرسش‌نامه محقق ساخته است و تجزیه و تحلیل داده‌ها در بخش کمی با استفاده از نرم‌افزار SPSS و AMOS انجام شد. یافته‌ها در بخش کیفی حاکی از آن است که در بخش کدگذاری باز ۳۵ مقوله فرعی و بخش کدگذاری محوری ۱۲ مقوله فرعی و در بخش کدگذاری انتخابی پنج مقوله اصلی با عنوان علم طلبی، تفکر مستقل، تفکر انتقادی، هویت ایرانی – اسلامی و رسانه جمعی به حول پدیده اصلی که تربیت فرهنگی است، استخراج گردید. در بخش کمی یافته‌ها نشان داد که مؤلفه‌های تربیت فرهنگی که عبارت‌اند از چهار عامل اصلی علم جویی، تفکر مستقل، تفکر انتقادی و هویت ایرانی-اسلامی با رسانه‌های ارتباط جمعی دارای برازش معنی‌دار بوده و می‌توان گفت بین این مؤلفه‌ها با دلالت‌های تربیتی آن نسبت به رسانه‌های ارتباط جمعی ارتباط وجود دارد. بر اساس این داده‌ها می‌توان نتیجه گرفت که تربیت فرهنگی فرصت‌های بدیع برای کسب نتایج مطلوب در زمینه نیل به غایات آموزش و پرورش فراهم می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Identify Components of Cultural Education and Its Relationship with Collective Communication Media (With an Emphasis on Virtual Space (

نویسندگان [English]

  • Mehran Karimi Firoozjaei 1
  • Hakimehalsadat Sharifzadeh 2
  • Zeynab Karamkhani 3

1 Master's student in philosophy of education, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran, Babolsar, Iran.

2 Associate Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran, Babolsar, Iran.

3 Assistant Professor, Department of Educational Sciences, Faculty of Humanities and Social Sciences, Mazandaran, Babolsar, Iran.

چکیده [English]

Introduction
Cultural education is influential in preparing and empowering people to achieve cultural, professional, and personal objectives and acquire social norms. The present study aimed to identify the cultural education components and its relationship with mass communication media with an emphasis on virtual space.
 
Method
The mixed research method was exploratory (qualitative-quantitative) and the case study was used as the qualitative method. The statistical population included Instructional, cultural, and educational experts of the General Department of Education of Mazandaran province during 2020-2021. In this qualitative research, 10 people were selected based on the theoretical saturation of the sample using the purposeful snowball sampling. In the quantitative research, the population consisted of all the teachers of Babolsar city (n= 430). The sample size was calculated to be 200 people using Karjesi and Morgan Table, and the random sampling method was applied. The semi-structured interview was used to collect the data in the qualitative method, which were analyzed based on the open, central, and selective coding. Further, the researcher-made questionnaire was used in the quantitative method and the data were analyzed using SPSS and AMOS software.
 
Results
The qualitative findings indicated that 35 sub-categories in the open coding section, 12 sub-categories in the central coding section, and five main categories in the selective coding section were extracted under the title of knowledge seeking, independent thinking, critical thinking, Iranian-Islamic identity, and mass media regarding cultural education. The quantitative results revealed a significant fit between the components of cultural education, including knowledge seeking, independent thinking, critical thinking, and Iranian-Islamic identity, and the mass communication media.
 
Discussion
Therefore, complex cultural factors play a role in using mass media, which need to be identified. Cultural education provides unique opportunities to obtain desirable results in achieving the educational objectives, i.e. quality of life, humanity, cultural pluralism, citizenship, general education, and personal satisfaction (self-fulfillment). Expanding the curriculum model application based on the cultural education components in educational, cultural, and social institutions, especially the Ministry of Education, contains an crucial and special application in improving the cultural spirit of education staff and teachers, and consequently, leads to the development and students' progress and the scientific development of Iran.

کلیدواژه‌ها [English]

  • Education
  • Cultural education
  • Mass communication media
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علوم تربیتی
دوره 30، شماره 2
دی 1402
صفحه 213-234
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هم رسانی
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