نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
This research evaluates the reflection and treatment of aesthetic and artistic components in first-grade elementary Persian textbooks (published in 2024) to determine the alignment of this content with the macro-goals of the formal education system. To this end, the study used a directed qualitative content analysis. Using criterion-based purposive sampling, all sections related to the aesthetic domain were identified, and 100 percent of the content was subjected to in-depth analysis. The instrument was a researcher-made coding checklist based on the study's theoretical framework, comprising five themes. Its reliability (Cohen's Kappa coefficient for two coders' agreement: 0.90) and validity (confirmed by two experts, professors of Persian language and literature) were verified. The themes "Cultural and Artistic," "Poetic Language and Expression," and "Illustration and Graphics" overlapped with the dimension of "understanding beauty-creating components," while "Creative Activities" aligned with "strengthening the power of imagination and artistic creation," and "Beauty Criticism" with the ability to evaluate phenomena. Analysis involved coding, quantitative frequency, and qualitative evaluation. The findings showed that although attention to the aesthetic domain in these textbooks increases from the first to the third grade, this level is insufficient to achieve the competencies specified in the Transformation Document. The illustration and graphics dimension had a satisfactory coverage, but creative activities and, particularly, beauty criticism require serious revision and strengthening. The main challenge is the imbalance in the treatment of the dimensions of perception, creation, and criticism. The research emphasizes the necessity of a systematic focus on the aesthetic domain in textbook authorship.
کلیدواژهها English
