بررسی برنامه درسی تربیت هنری دوره ابتدایی، از منظر رویکرد سازنده گرایی(مورد مطالعه: نومعلمان استان چهارمحال و بختیاری)

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

چکیده

پیشینه و اهداف: هدف این پژوهش، تحلیل برنامه درسی تربیت هنری دوره ابتدایی، از منظر رویکرد سازنده‏گرایی بوده است. روش‌ها‌: نوع پژوهش، کاربردی و روش آن توصیفی - تحلیلی و پیمایشی بوده است. جامعه آماری پژوهش، شامل تمامی نومعلمان دوره ابتدایی استان چهارمحال‌وبختیاری در سال تحصیلی 1400-1399 بوده که به روش تصادفی، 176 نفر از آنان به‌عنوان نمونه‏ آماری انتخاب شد. ابزار گردآوری داده‏های پژوهش، شامل یک پرسش‌نامه پژوهشگرساخته بسته‌پاسخ بر مبنای طیف پنج‌درجه‌ای لیکرت بوده که روایی آن توسط 9 نفر از متخصصان (مدرسان درس‌های آموزش هنر دانشگاه فرهنگیان استان) تأیید و ضریب پایایی آن به روش آلفای کرانباخ، 0.93 محاسبه شد. پرسش‌نامه‌ها به‌صورت الکترونیکی بین افراد نمونه آماری اجرا شدند. یافته‌ها: یافته‏های پژوهش، حکایت از عدم اجرای مناسب برنامه‏ با استفاده از رویکرد سازنده‏گرایی داشته است. میزان مطلوبیت هدف‌ها/ پیامدهای برنامه درسی، باتوجه‌به رویکرد مذکور، کمتر از متوسط و محتوا، بیشتر از متوسط بود. مطلوبیت برنامه درسی درس هنر بر مبنای رویکرد هنری، از منظر رویکرد سازنده‏گرایی در مراحل برقراری ارتباط و تجربه‌کردن، بیشتر از متوسط، کاربست متوسط، به اشتراک گذاشتن و انتقال یادگیری‏ها به موقعیت‏های جدید کمتر از متوسط و سنجش آموخته‏ها، بیشتر از متوسط بوده است. مطلوبیت برنامه‏، در زمینه فرایندهای هدایت، تحلیل و بازخورد، بیشتر از متوسط بود. نتیجه‌گیری: با توجه به عدم مطلوبیت بالای اجرای برنامه درسی تربیت هنری، طبق رویکرد سازنده‏گرایی لازم است تدابیر لازم در این زمینه اندیشیده شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Examining the art education curriculum of elementary school from the perspective of constructivist approach(case study: new teachers of Chaharmahal and Bakhtiari province)

نویسنده [English]

  • Mohamad Nikkhah
Assistant Professor, Department of Education, Farhangian University, Tehran, Iran.
چکیده [English]

Background and Objectives: This research aimed to analyze the art education curriculum in primary schools from the perspective of the constructivist approach. Methods: The study employed an applied research design with a descriptive-analytical and survey method. The statistical population consisted of all new primary school teachers in Chaharmahal and Bakhtiari province during the 2020-2021 academic year. A random sample of 176 teachers was selected. Data collection was conducted using a researcher-made questionnaire with closed-ended questions based on a five-point Likert scale. The validity of the questionnaire was confirmed by 9 experts (instructors of art education courses at Farhangian University in the province), and its reliability was calculated as 0.93 using Cronbach's alpha. The questionnaires were administered electronically to the sample population. Findings: The findings indicated inadequate implementation of the curriculum using the constructivist approach. The desirability of curriculum goals/outcomes was below average, while content desirability was above average. Regarding the executive curriculum of art education based on the constructivist approach: Communication and experience stages were above average, Application was average, Sharing and transferring learning to new situations was below average, and Assessment of learning outcomes was above average. The program's effectiveness in guidance, analysis, and feedback processes was above average. Conclusion: : Given the less than optimal implementation of the art education curriculum according to the constructivist approach, necessary measures and interventions in this area are required.

کلیدواژه‌ها [English]

  • Curriculum
  • art education
  • primary school
  • constructivist approach
  • new teachers

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نظریه و عمل در تربیت معلمان
دوره 11، شماره 19
اردیبهشت 1404
صفحه 51-66

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