نوع مقاله : مقاله پژوهشی
نویسندگان
1 عضو هیات علمی دانشگاه فرهنگیان استان تهران
2 استاد مدعو دانشگاه فرهنگیان استانهای تهران و البرز
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
This study conducts a comparative analysis of the representation of nonverbal communication in Persian textbooks for the first secondary school (the stage of maturation of formal operations) and the second secondary school (the stage of consolidation and deepening of formal operations) based on the framework of Piaget's theory of cognitive development. The findings show that the content of these books follows an intelligent internal development process that is in line with the order of Piaget's stages. Given the breadth of the concept of nonverbal communication, this study has focused on frequently used and repeated examples in these two stages. The types of nonverbal communication examined include physical appearance (head, hands, feet and other body parts and artifacts), face and eye behavior, vocal behavior and eloquence (touch and physical contact). The results show that in the first secondary school, nonverbal signs are mainly more objective, tangible and have a descriptive function that is consistent with the abilities of adolescents on the verge of entering the formal operations stage; A stage that still requires reliance on objective observations. In contrast, in the second grade, we witness the emergence of highly abstract, symbolic, multi-layered, and paradoxical signs, the understanding of which requires more advanced cognitive abilities in the middle and late formal operational stage, including deductive thinking, metaphorization, and understanding philosophical concepts. This precise adaptation indicates the vigilance of curriculum planners in paying attention to the nuances of adolescent cognitive development.
کلیدواژهها [English]
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