تحلیل ساختاری تغییرات طراحی حروف کتاب های اول تا پنجم ابتدایی آموزش و پرورش ایران در سال 1400 (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
کودک با ورود به مدرسه برای آموختن حروف فارسی و خواندن و نوشتن آن، ملزم به خواندن و نوشتن با شکل حروفی قاعدهمند میشود. تنوع و عدم تناسب این شکلهای حروف با درک و توانایی کودک در هر دورهی آموزشی میتواند سبب دلزدگی و دشواری در یادگیری شود. پر اهمیت است بدانیم شکل حروف استفاده شده در کتاب فارسی و نگارش اول تا پنجم ابتدایی با توجه به رشد کودک چگونه تغییر یافته است. تعداد، تنوع و چگونگی تغییرات شکل حروف استفاده شده در کتاب فارسی و نگارش اول تا پنجم در هر دورهی آموزشی براساس رشد توانایی و درک کودک سوال اصلی این پژوهش است. روش تحقیق توصیفی - تحلیلی و روش گردآوری اطلاعات کتابخانهای است. کشف خواص بصریِ شکل حروفِ متناسب با گروه سنی ابتدایی، هدف اصلی این پژوهش است. نتایج پژوهش نشان داده که هفت نوع شکل حروف در دوره ابتدایی، مورد استفاده قرار گرفته و نیز در هر دوره سه تا هفت شکل حروف متفاوت وجود دارد. یکی از آن شکلهای حروف، "خط تحریر" ، از ابتدا تا انتهای این دوره مورد استفاده قرار گرفته است. همچنین استفاده از خط تحریری در دورههای اول و دوم ابتدایی حضور پررنگ و در دورهی سوم و چهارم ابتدایی کمتر است. با توجه به روند رشدی جسمی و ذهنی کودک در این مقطع سنی، بهتر است در هر دوره فقط از یک شکل حروف استفاده شود و همچنین شکل ظاهری حروف از ساده به پیچیده در طول دورهی ابتدایی تغییر کند. نیز آموزش خط تحریر به دوران بعد از ابتدایی انتقال یابد.Structural analysis of letter design changes in first to fifth elementary books of Iran's education in 1400
Elementary age in schools is one of the platforms in which a child grows, and paying attention to the child's interest in acquiring science and knowledge is of particular importance. Because the foundation of personality and the emergence of talent and ability of society's people are established in childhood. Meanwhile, the Persian book and writing, which is rooted in the child's language and speech, can make it easier to read and write and attract the child to books and reading with the appropriateness of the designed letters with the child's perception and ability at any age. Before entering school, the child has not been forced to write and draw lines with regular and complex rules. But upon entering the school, the child is required to read and write in the form of letters that have rules and regulations for writing. The diverse number of these typefaces and their incompatibility with the child's understanding and ability in each educational course, causes difficulty in reading and writing, lose interest, boredom and difficulty in learning. It is very important to know how the shape of the letters used in the Persian book and the writing of the first to the fifth elementary school have changed according to the child's growth.The number and variety of typefaces changes used in the Persian book and the writing of the first to fifth grade in the year 1400 was the question of this research. Also, how to change the typefaces used in each educational course based on the development of the child's ability and understanding is another question that this research is looking for. In fact, this research has addressed issues such as the child's mental and physical ability, the process of change and the structure of the typefaces used in these five educational courses. The research method is descriptive-analytical and the method of collecting library information. The analysis of the studied samples is based on Piaget's opinions regarding the cognitive development of the child, which is one of the most comprehensive theories. One of the main goals of this research is to discover the visual characteristics of the typeface suitable for the primary school age group and to examine the changes of the typeface used in each educational period in the first to fifth Persian books of education. Also, studying the appropriateness of using handwriting to teach children to read and write in this period is one of the partial goals of this research. In this research, some things have been stated about typeface design, the structure and anatomy of Persian letters, how to create visual balance in typeface design, traditional letters and the problems of using them for teach children. Also, explanations have been given about the cognitive development of the child and the design of the suitable typeface for the child. Based on the investigations, it has been determined that seven different types of typefaces were used in the Persian book of these five periods. Several different typefaces have been used in each training course, which seems to have tried to change the shape of the letters based on the child's age. But based on the structural analysis of the used typeface, it seems that regardless of the child's growth process at this age, based on Piaget's comments, the use of handwriting is bold in the first and second periods and less in the third and fourth periods. While considering its characteristics, such as the absence of letters on the seat line, connections and different shapes in different states, small and unclear teeth, different shapes of some letters at the beginning and middle of the word, etc... for children It is not suitable at this age. Because this type of exercise is not compatible with the mental and physical conditions of a child who constantly makes mistakes during this period and It is better to be taught in years above primary school. Instead, it is better to design a typeface every year according to the child's ability and perception, which prepares the child's physical and mental ability for higher grades and writing typeface like handwriting.Also, the simultaneous use of several typefaces in each course is inappropriate and causes ambiguity and confusion for the child. A child who sees one typeface for reading and uses another typeface for writing, due to duality, invents a form that is a form between two typefaces, and this is one of the reasons for bad handwriting. It is better to use only one typeface in each course. Also, the typeface design should be changed from simple to complex in five courses and handwriting education should be transferred to the post-primary period. It is better to design typefaces with large forms and distinct teeth, simple connections, soft forms without angles and respecting the seat line And in higher courses, add the complexity and angles of the forms to the typeface.
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