طراحی و اعتباربخشی الگوی برنامه درسی هنر آمیخته به طنز در دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیامین شیخکانلوی میلان 1 , شهرام رنجدوست 2 , بهبود یاری قلی 3
1 - دانشجوی دکتری گروه برنامه ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران
2 - دانشیار گروه برنامه ریزی درسی، واحد مرند، دانشگاه آزاد اسلامی، مرند، ایران
3 - دانشیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهیدمدنی آذربایجان، تبریز، ایران
کلید واژه: الگو, برنامه درسی, هنر, طنز, دوره ابتدایی,
چکیده مقاله :
پژوهش حاضر با هدف طراحی و اعتباریابی الگوی برنامه درسی هنر آمیخته به طنز در نظام آموزش عمومی ایران با استفاده از راهبرد نظریه داده بنیاد نسخه اشتراوس و کوربین (1990) صورت پذیرفت. میدان پژوهش شامل اساتید و نخبگان دانشگاههای تبریز و تهران بوده، که با روش نمونه گیری هدفمند و به استناد اصل اشباع نظری، تعداد 11 نفر از بین صاحب نظران برتر و با سابقه در زمینه پژوهش انتخاب گردیدند. ابزار پژوهش مصاحبه نیمه ساختاریافته میباشد و برای اعتبار پذیری دادهها از معیارهای 4 گانه لینکلن و گوبا بهره گرفته شد. یافتههای پژوهش در قالب ابعاد الگوی طرح نظام مند داده بنیاد شامل شرایط علی؛ مقوله محوری؛ عوامل زمینهای؛ شرایط مداخلهگر؛ راهبردها و پیامدها، دسته‌بندی شد. برای اعتباریابی الگوی مطلوب از مدلسازی معادلات ساختاری و تحلیل ماتریس اهمیت - عملکرد استفاده شد. در ماتریس اهمیت – عملکرد مشاهده شد که راهبردها نسبت به پیامدهای الگوی آموزش هنر آمیخته به طنز دارای اهمیت بالاتری هستند. با عنایت به نتایج پژوهش حاضر تدوین و تصویب برنامه راهبردی در خصوص آموزش هنر آمیخته به طنز در نظام آموزش رسمی در سطح مدارس و همچنین برگزاری دورههای آموزش ضمن خدمت پیشنهاد میگردد.
The present study was conducted with the aim of designing and validating the curriculum model of art mixed with humor in Iran's public education system using the data theory strategy of Strauss and Corbin (1990). The field of research included the professors and elites of Tabriz and Tehran universities, who were selected by purposeful sampling method and based on the principle of theoretical saturation, 11 people were selected from among the top experts with experience in the field of research. The research tool is a semi-structured interview, and the 4 criteria of Lincoln and Guba were used for the reliability of the data. The findings of the research in the form of the dimensions of the foundation's systematic design model, including causal conditions (2 main categories and 7 subcategories); Core category (1 main category and 5 subcategories); contextual factors (2 main categories and 4 subcategories); Intervening conditions (2 main categories and 7 subcategories); Strategies (3 main categories and 10 sub-categories) and consequences (2 main categories and 4 sub-categories) were categorized. Structural equation modeling and importance-performance matrix analysis were used to validate the desired model. In the importance-performance matrix, it was observed that the strategies are more important than the consequences of the art education model mixed with humor. Considering the results of the present research, it is recommended to formulate and approve a strategic plan regarding the teaching of art mixed with humor in the formal education system at the school level, as well as the holding of in-service training courses in the field of teaching art mixed with humor.
Afshar Khahen, Z. (2016). The effect of humor-mixed mathematics curriculum on students' mathematical creativity. Unpublished doctoral dissertation, Allameh Tabatabai University, Faculty of Psychology and Educational Sciences[In Persian].
Amini, M., Setareh, S., & Rastgoo, A. (2021). The density and accreditation of the effects of cognitive-behavioral learning styles on the academic achievement of high school students. Educational Leadership and Management Quarterly, 4, 217-238[In Persian].
Anselm Strauss, Juliet M., & Corbin, J. (2016). Basics of Qualitative Research: Grounded Theory Procedures and Techniques (B. Mohammadi, Trans.). Institute for Humanities and Cultural Studies, Educational Research and Planning Organization [In Persian].
Apple, M. W. (2017). The State and Politics of Knowledge. New York: Routledge.
Arabzadeh, M., Kadivar, P., Negahban Salami, M., & Noroozi, N. (2011). Study Effect Training of Creative Self-acting in Increase Creativity of University. In Collection of Papers: The 3rd National Conference on Education.
Arjmandi, B. (2018). The effectiveness of creativity enhancement programs in the art curriculum on elementary school students' creativity. Roshd Psychol, 7(4), 65-88[In Persian].
Baisley, M. C., & Grunberg, N. E. (2019). Bringing humor theory into practice: An interdisciplinary approach to online humor training. New Ideas in Psychology, 55, 24-34.
Beers Fägersten, K. (2017). English-language swearing as humor in Swedish comic strips. Journal of Pragmatics, 121, 175-187.
Bergen, D., & Modir Rousta, M. (2019). Developing Creativity and Humor: The Role of the Playful Mind. In Creativity and Humor (pp. 61-81).
Bognar, B., & Ibraković, V. (2009). Creativity in teaching plant production. Educational Journal of Living Theories, 2(2), 232-256. www.ejolts.net ISSN 2009-1788.
Chauvet, S., & Hofmeyer, A. (2017). Humor as a facilitative style in problem-based learning environments for nursing students. Nurse Education Today, 27(4), 286-292.
Clark, J. H. (2019). “The state kills, we kill, everyone kills”: Cracking and framing the field with humor. Political Geography, 68, 131-138.
Derikvand, M. (2021). The consequences of humor in education: A review of its positive and negative consequences and challenges in the classroom. Educational Research, 7(27), 50-64[In Persian].
Eisner, E. W. (2002). The Arts and the Creation of Mind. Yale University Press.
Foroutan, M., Sadeghi, A., & Mehrmohammadi, M. (2021). Designing and validating the model of multicultural high school art curriculum with an emphasis on Iranian ecosystems. Journal of Adolescent and Youth Studies, 1, 287-303[In Persian].
Haydon, G., Reis, J., & Bowen, L. (2023). The use of humour in nursing education: An integrative review of research literature. Nurse Education Today, 126, 105827.
Khakzad, F. (2015). Investigating the effects of training with innovative and participatory methods on students' creativity and social adjustment. Unpublished master's thesis, University of Tehran, Faculty of Psychology and Educational Sciences[In Persian].
Kim, B., & Ho, W. (2018). Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay. International Journal of Child-Computer Interaction, 16, 85-99.
Kohan, A. (2016). The effect of humor-mixed mathematics curriculum on students' mathematical creativity. Unpublished master's thesis, Ministry of Science, Research, and Technology - Allameh Tabatabai University - Faculty of Educational Sciences.
Kyomarsi, Gh. (2019). Familiarity with the role of art in promoting school education activities. Tehran: Madreseh Publications[In Persian].
Leat, D., & Whelan, A. (2023). Innovative pedagogies in relation to curriculum. In International Encyclopedia of Education (Fourth Edition), pp. 132-141.
Lorkian, M., Mehrmohammadi, M., Maleki, H., & Mofidi, F. (2011). Designing and accrediting the ideal model of elementary school art curriculum in Iran. Curriculum Studies, 6(21), 52-69[In Persian].
Mahdavinejad, Gh. H., Mahdavinejad, M. J., & Silvaeiye, S. (2013). The effect of artistic environment on students' creativity. Educational Innovations, 12, Winter 2013.
Mehrmohammadi, M. (2013). Review of the narrative of globalization and indigenousness from within. Tehran: Doran Publications[In Persian].
Nagler, K. S. (2016). Effective Classroom Management & Positive Teaching. English Language Teaching, 9(1), 163-172.
Raenaei, M., Mehrmohammadi, M., Dallavari, A., & Khosrobabadi, A. A. (2021). Exploring the components of national curriculum implementation. Tahlil va Tarbiat Journal, 37, 31-54[In Persian].
Rezaii, M. (2019). Developing a theoretical model of aesthetics and artistic education in the formal and public education of the Islamic Republic of Iran. Research project, Educational Research and Planning Organization, Ministry of Education [In Persian].
Sabnis, S. V., Tanaka, M. L., Beard, K., & Proctor, S. L. (2023). Women of color and the hidden curriculum of school psychology doctoral programs. Journal of School Psychology, 98, 1-15.
Schleicher, A. (2019). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. Paris: OECD Publishing.
Schmidt, M., & William-Lang. (2011). The Relationship of Arts Education to Student Motivation, Self-Efficacy, and Creativity in Middle Schools. Unpublished Doctoral Dissertation, University of North Carolina.
Song, K., Williams, K. M., Schallert, D. L., & Pruitt, A. A. (2021). Humor in multimodal language use: Students’ Response to a dialogic, social-networking online assignment. Linguistics and Education, 63, 100903.
Strauss, A., & Corbin, J. (2014). Principles of Qualitative Research Methodology: Basic Theory, Procedures and Methods (Buick Mohammadi, Trans.). Tehran: Institute of Humanities and Cultural Studies (Third Edition, p. 268).
Tong, P., & Tsung, L. (2020). Humour strategies in teaching Chinese as second language classrooms. System, 91, 102245.
Van Dooren, W., Lem, S., De Wortelaer, H., & Verschaffel, L. (2019). Improving realistic word problem solving by using humor. The Journal of Mathematical Behavior, 53, 96-104.
Van Praag, L., Stevens, P. A., & Van Houtte, M. (2017). How humor makes or breaks student-teacher relationships: A classroom ethnography in Belgium. Teaching and Teacher Education, 66, 393-401.
Yaghoubi, M. H. (2021). The role of the teacher as a change manager in curriculum implementation. Findings of Educational Management, 1, 55-68[In Persian].
Zare, P., Jahani, J., & Shirin Hesar, R. (2015). "The Implementation of Knowledge Management Process During Curriculum Implementation." In International Conference on Behavioral and Social Sciences, Turkey, Istanbul.