طراحی الگوی عوامل موثر بر فعالیت های خلاقانه دانش آموزان دوره اول متوسطه در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
امیر حسین داشته
1
,
محمد نوریان
2
,
مرتضی سمیعی زفر قندی
3
1 - دانشجوی دکتری برنامه‌ریزی درسی، واحد تهران جنوب، دانشگاه آزاد اسلامی تهران، ایران.
2 - دانشیار، گروه علوم تربیتی و روان‌شناسی، واحد تهران جنوب، دانشگاه آزاد اسلامی تهران، ایران
3 - دانشیار، گروه علوم تربیتی و روان‌شناسی، پژوهشگاه مطالعات آموزش و پرورش تهران، ایران
کلید واژه: فعالیت‌های خلاقانه, خلاقیت ریاضی, طراحی الگو,
چکیده مقاله :
هدف پژوهش حاضر، طراحی الگوی عوامل مؤثر بر فعالیت‌های خلاقانه دانش‌آموزان دوره اول متوسطه در درس ریاضی است. این پژوهش از نوع کیفی و روش آن سنتزپژوهی است. بدین منظور برای بررسی پیشینه پژوهش و جمع‌آوری داده‌ها، متناسب با هدف پژوهش از منابع موجود در طرح‌های پژوهشی، مقالات، پایان‌نامه‌ها در پایگاه‌های تخصصی و علمی داخل (از سال 1388-1399)و خارج از کشور(از سال‌های 2000 تا 2020) استفاده شد. واژگان مورد استفاده خلاقیت ریاضی، فعالیت‌های خلاقانه بود. براساس معیار ورود 82 پژوهش شناسایی و سپس با توجه به معیار خروج 44 پژوهش کنار گذاشته و در نهایت 38 پژوهش برای تحلیل نهایی انتخاب شدند. براساس یافته‌های حاصل از تجزیه و تحلیل داده‌ها 5 درون‌مایه و21 طبقه استخراج شدند که عبارتند از: معلم با 5 طبقه، برنامهدرسی و آموزش با 4 طبقه، محیط اجتماعی و فرهنگی با 3 طبقه، فراگیر با 5 طبقه و محیط اجرا با 4 طبقه. سیاست‌گذاران نظام‌های آموزشی می‌توانند با استفاده از الگوی طراحی شده، تدابیر و برنامه شایسته‌ای را در جهت پرورش خلاقیت ریاضی برای دانش‌آموزان اتخاذ نمایند.
The aim this study is designing a model of effective factors on creative activities of students first grade of high school in mathematics lesson. The present study is of qualitative type and its method is synthetic research. The resources available in research projects, articles, dissertations in specialized and scientific databases inside(from 1388 to1399) and outside the country (from 2000 to 2020). Were used for this purpose and to review the research background and collect data in a manner appropriate to the purpose of the research. Vocabulary used included mathematical creativity, and creative activities. Based on the inclusion criteria, 82 studies were identified and then according to the exclusion criteria, 44 studies were excluded and finally 38 studies were selected for the final analysis. Based on the findings of data analysis, 5 themes and 21 categories were extracted, which are: Teacher with 5 categories, curriculum and education with 4 categories, social and cultural environment with 3 categories, inclusive with 5 categories and performance environment with 4 categories. Policy makers of educational systems can use the designed model to take appropriate measures and programs to adopt mathematical creativity for students.
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