نوآوری‌های آموزشی

نوآوری‌های آموزشی

واکاوی راهبردهای یاددهی - یادگیری درس هنر در ایران و جهان (شباهت‌ها و تفاوت‌ها در قالب یک بررسی تطبیقی)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی دانشگاه اصفهان
2 استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی دانشگاه اصفهان
3 دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی دانشگاه اصفهان
چکیده
هدف پژوهش حاضر، شناسایی راهبردهای یاددهی - یادگیری درس هنر در دوره‌ی اول متوسطه بود که با روش کیفی، در دو بخش انجام شد که بخش اول شامل مطالعه تطبیقی راهبردهای یاددهی - یادگیری و بخش دوم مصاحبه نیمه‌ساختاریافته با متخصصان حوزه‌ی پژوهش بود. در قسمت مطالعه‌ی تطبیقی، از یک سو، چهار کشور، استرالیا، ایتالیا، آمریکا و ژاپن و از سوی دیگر، ایران مورد بررسی قرار گرفت. در قسمت مصاحبه‌ها، با 27 نفر از متخصصان حوزه‌ی پژوهش با روش نمونه‌گیری هدفمند مصاحبه گردید و کفایت حجم نمونه از طریق معیار اشباع داده‌ها تعیین شد. ابزار بخش کیفی، اسناد و مدارک مرتبط با راهبردهای یاددهی - یادگیری درس هنر در کشورهای منتخب و فرم مصاحبه محقق ساخته بود که روایی محتوایی آن، از طریق روایی بین ارزیابان بررسی شد. اطلاعات حاصل از مطالعات تطبیقی بر اساس روش بردی، تحلیل گردید و محتوای مصاحبه‌ها نیز با روش اشتراوس و کوربین (1998) بررسی شد. راهبردهای یاددهی - یادگیری دو بخش تطبیقی و مصاحبه‌ها به آموزش خارج از کلاس درس و روش‌های دانش‌آموز محور و بر استفاده از فناوری در آموزش، آموزش مشارکتی، مهارت‌های زندگی و هنر، ادغام هنر و روش‌های عملی در هنر تأکید داشتند، و روش‌های نوینی مانند، روش مدولار، راهبردهای آموزش با تأثیر بالا، و کشف امضای خود، از بررسی‌های تطبیقی حاصل شد. در نهایت می‌توان دریافت نیاز به یک رویکرد جامع در آموزش هنر است که بتواند بین روش‌های جدید و سنتی تعادل برقرار کند و از مزایای هر دو بهره‌برداری نماید.
کلیدواژه‌ها

عنوان مقاله English

Analyzing teaching strategies - learning art lessons in Iran and the world (Similarities and differences in the form of a comparative study)

نویسندگان English

Mojdeh Mahfar 1
Seyed Ebrahim Mir Shah Jafari 2
Fereydoun Sharifian 3
1 PhD Candidate, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan
2 Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan
3 Associate Professor, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Isfahan
چکیده English

The aim of the current research was to identify the teaching-learning strategies of the art lesson in middle school, which was done with a qualitative method, in two parts (comparative study and interview). In the comparative study part, on one hand, four countries, Australia, Italy, America and Japan, and on the other hand, Iran, were examined. In the interview section, 27 experts in the research field were interviewed with the purposeful sampling method, and the adequacy of the sample size was determined through the data saturation criterion.

The tools of the qualitative part were documents and documents related to the teaching-learning strategies of art lessons in selected countries and an interview form made by the researcher, whose content validity was checked through inter-rater validity. The information obtained from the comparative studies was analyzed based on Brady's method, and the content of the interviews was analyzed using the method of Strauss and Corbin (1998).

The teaching-learning strategies of the two comparative parts and the interviews emphasized teaching outside the classroom and student-centered methods and the use of technology in education, cooperative education, life skills and art, the integration of art and practical methods in art, and new methods such as,

The modular method, high-impact teaching strategies, and self-signature discovery resulted from comparative studies. Finally, we can understand the need for a comprehensive approach in art education that can balance new and traditional methods and take advantage of both.

کلیدواژه‌ها English

Teaching-learning strategies
art lesson
art education
comparative study
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