11دانشجوی دکتری برنامه ریزی آموزش از راه دور دانشگاه پیام نور تهران و عضو هیأت علمی دانشگاه پیام نور مرکز دزفول، دزفول، ایران
22دانشجوی دکتری مدیریت آموزش عالی دانشگاه تهران، تهران، ایران
چکیده
هدف کلی این پژوهش، آسیب‌شناسی درس هنر در ابعاد طراحی، اجرا و ارزیابی از دیدگاه معلمان هنر مقطع راهنمایی شهرستان دزفول بود. روش پژوهش توصیفی ـ پیمایشی بود. جامعه آماری پژوهش تعداد 115 نفر از معلمان هنر مدارس راهنمایی شهرستان دزفول بود که از میان آنها تعداد 90 نفر از معلمان با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای به عنوان نمونه انتخاب شدند. جهت گردآوری اطلاعات از پرسشنامه محقق ساخته استفاده شد. به منظور تجزیه و تحلیل اطلاعات روش‌های آمار توصیفی (فراوانی و درصد) و روش‌های آماری استنباطی (تحلیل عاملی) مورد استفاده قرار گرفت. یافته‌های پژوهش نشان داد که آسیب‌های درس هنر در ابعاد طراحی، اجرا و ارزیابی از دیدگاه معلمان را می‌توان در 6 عامل شامل؛ 1 ـ مشکلات محتوایی، ٢ ـ مشکلات آموزشی، 3 ـ مشکلات انگیزه‌ای، 4 ـ مشکلات سخت افزاری، 5 ـ مشکلات امتحانی 6 ـ مشکلات انتظار بالا در گرفتن نمره، دسته‌بندی کرد.
The study of the Pathology of Art Book in the Aspects of Design, Implementation, and Evaluation
نویسندگان [English]
Esmaeil safari1؛ Mohsen Nazarzadeh Zare2
چکیده [English]
This research is to study about the pathology of the art course, focusing on the design, implementation, and evaluation from the view points of the art teachers of junior high schools in Dezful. The research method is of a descriptive type. The statistical population was consisted of 115 art teachers, amongst whom 90 ones were selected based on the cluster random sampling method. A researcher-made questionnaire was used so as to collect the necessary data. In order to analyze the date, then, both descriptive statistical method (frequency, percent) and analytic statistical method (analytical factor) were used. It is concluded from the findings that the problems of art course in The design, implementation, and evaluation, are as 1) content problems, 2) educational problems, 3) motivational problems, 4) hardware problems, 5) exam problems, 6) problems of expecting high score in the exam.
کلیدواژه‌ها [English]
Art course, Design, implementation, Evaluation, the Art teachers
مراجع
Amini, M.(2005). Art upbringing in the field of education. Tehran: Aeezh publications Amini, M.(2001). Design the favorable pattern of art curriculum of elementary school and its comparison with the current situation. PhD thesis, University of Tarbiat Modarres. Behbahani, S.(2008). Art education get serious (challenges of art education in schools). journal of Human Science, No. 202, pp. 61. Boyd, P., Dakota, S., Collins, D., Hess, L., Johnson, L. & Trimble, C.(2009). Arts Education Advocacy Tool Kit. Washington, The Kennedy Center Alliance for Arts Education Network. http://www.kennedy-center.org/education/kcaaen/resources/ArtsEducationAdvocacyToolkit.pdf Christiansen, A.T. (2007). The shelf life of DBAE: art teacher retention of discipline-based art education strategies in the classroom. Unpublished Doctoral dissertation, Florida state university. Council for Aid Training Publications. (2003). Necessity of arts education in schools. Journal of Art Education, No. 2, pp. 5. Dichaba, E. (2002). A Thematic Based Art Appreciation Curriculum For Pedagogical Training of Junior Secondary School Teachers in Botswana. Unpublished Master's Thesis, Central Connecticut State University. Education, Audiovisual & Culture Executive Agency. (2009), Arts and Cultural Education at School in Europe. European Commission. http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/113EN.pdf Foroughi Abari, A.A., Yaar Mohammadian, M.H., & Rajayaan, N.(2013).Pathology of chemistery curriculum in high school by using the Delphi Technique. Research in Curriculum Planning, Vol 10,No 11, 46-55. Grice, M.L. (1987). Discipline-Based Art Education: Needs Assessment Analysis. The Status of Art Education in the Portland Public Schools. Research and Evaluation Dept, Getty Center for Education in the Arts, Los Angeles, CA. http://eric.ed.gov/ Kazempour,E., Rastegarpour, H., & Saifnaraghi, M.(2009). Evaluation of art curriculum of secondary period based of approach of discipline. Journal of Educational Leadership and Administration of Garmsar Azad University, Second Year, No. 4, pp. 150-125. Loudermilk, M.L. (2002). The use of aesthetics in a comprehensive art curriculum. MA, Marshall University, Huntington, West Virginia. Mehrmohammadi, M.(2006). Art education: what, why, how. Tehran: school publications. Mpowe, L.T. (2002). A thematic based professional Studies art education curriculum for training junior secondry school art teachers in Botswana. Unpublished Master's Thesis, Central Connecticut State University. Navabsafavi, M.(2007). Guide of Art Course. Tehran: printing and distribution of textbooks publications. Robinson, K. (1993). The Arts in Schools Principles, practice and provision. London, Calouste Gulbenkian Foundation. http://www.gulbenkian.org.uk/pdffiles/The_Arts_in_Schools.pdf Sharafi, M.(1998). Survey about teaching art in schools. Quarterly of scientific – research of education, No. 7, pp. 6. Shirazi, A.(2000).Educational Management. Mashhad: Jahad Daneshgahi publications. Tajik, A.(2000). Investigation and analysis of art books in secondary period, MSc Thesis, Tarbiat Modarres University.
ابتدای صفحه