تهیه و تدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش دوره متوسطه

الموضوعات :

محمدصادق حسینی ¹ , نادره سهرابی ² , حسین بقولى ³ , مجید برزگر ⁴

1 - دانشجوی دکتری روانشناسی تربیتی، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - استادیار گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
3 - استادیار گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
4 - استادیار، گروه روان‌شناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

تاريخ الإرسال : 24 الجمعة , شعبان, 1441 تاريخ التأكيد : 10 السبت , ربيع الأول, 1443 تاريخ الإصدار : 13 الجمعة , ذو الحجة, 1442

الکلمات المفتاحية: خلاقیت, مقطع متوسطه, روش تدریس, الگوی خلاقیت در تدریس,

ملخص المقالة :

مقدمه: دانش آموزان پس از تحصیل، معمولا مهارت کافی برای ورود به جامعه را ندارند؛ که در این میان، برخورداری از یک ذهن خلاق، مبتکر و نوآور برای رشد و شکوفایی توانمندی دانش آموزان یک مزیت ارزشمند تلقی می شود.این پژوهش با هدف تهیه وتدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش متوسطه شهر شیراز انجام شد.
روش: با استفاده از نمونه ای از صاحب نظران مشغول به کار در 20 مدرسه دولتی شهرستان شیراز (384 نفر) تحقیق حاضر، با هدف تهیه و تدوین الگوی یادگیری خلاق در ساختار برنامه درسی آموزش دوره متوسطه بر روی در سال تحصیلی 98-99 اجرا شد. اعضای نمونه با استفاده از روش نمونه­گیری تصادفی خوشه ای چند مرحله ای انتخاب شدند. روش تحقیق این مطالعه از نوع زمینه یابی بود و در آن، آزمودنی ها به پرسشنامه محقق ساخته 42 سوالی در خصوص الگوی خلاقیت پاسخ دادند؛ از نرم افزار AMOS ویراست 24، برای آزمون برازندگی الگوی پیشنهادی استفاده شد.
یافته­ها: نتایج آزمون های آماری نشان دادند که الگوی خلاقیت در برنامه ریزی درسی شامل شش بعد مجزا (روش تدریس، محتوای درسی، آموزش دهنده، ارزشیابی، محیط فیزیکی و مدیریت) می باشد؛ همچنین، برنامه ریزی درسی دانش آموزان مقطع متوسطه در کشور، با توجه بر رویکرد خلاقیت نیاز به بازنگری دارد.
نتیجه­گیری: این تحقیق الگوی خلاقیت در برنامه ریزی درسی را تدوین نمود و تلویحاتی برای موفقیت در شکوفاسازی خلاقیت دانش آموزان مقطع متوسطه ارائه کرد.

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