تأثیر برنامه درسی آموزش هنر دیسیپلین محور بر تربیت هنری دانش آموزان دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسیخلیل غفاری 1 , اسماعیل کاظم پور 2 , مریم اوقانی همدانی 3
1 - گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد خمین، خمین، ایران.
2 - گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد تنکابن، تنکابن، ایران.
3 - کارشناس ارشد برنامه ریزی آموزشی. پژوهشگر و دبیر آموزش و پرورش همدان.
کلید واژه: تربیت هنری, آموزش هنر دیسیپلین محور, برنامه درسی,
چکیده مقاله :
هدف این پژوهش بررسی تأثیر برنامه درسی آموزش هنر دیسیپلین محور بر تربیت هنری دانش آموزان دوره ابتدایی سال تحصیلی90-1389 بود. تحقیق حاضر به روش شبه آزمایشی و با طرح پیش آزمون و پس آزمون با گروه کنترل انجام شد. جامعه مورد مطالعه کلیه دانش آموزان پایه پنجم ابتدایی شهر تنکابن به تعداد 910 نفر در سال تحصیلی 90-1389 بوده است و نمونه آماری مشتمل بر دو گروه 25 نفری گواه و آزمایش بود که از میان کلاس های دایر پایه پنجم مدارس ابتدایی شهرستان تنکابن به روش نمونه گیری، تصادفی خوشه ای انتخاب شدند. ابزار سنجش، آزمون تن تز، برای اندازه گیری میزان تربیت هنری در چهار مؤلفه تولید، نقد، تاریخ هنر و زیباشناسی مورد استفاده قرار گرفت، که پس از تأیید روایی، پایایی آن به وسیله آلفای کرونباخ به ترتیب تولید هنری 81/0، نقد هنری 82/0، تاریخ هنری 83/0، زیبایی شناسی 83/0 و در کل 93/0 محاسبه شد. برای تحلیل داده ها از آمار توصیفی و در بخش آمار استنباطی از آزمون تحلیل کواریانس چند متغیره (مانکووا[1]) نرم افزار spss استفاده شده است. آموزش هنر شامل ایجاد و توسعۀ چهار مهارت تولید، نقد، تاریخ هنری، و زیبایی شناسی در دانش آموزان می باشد که نتایج حاصل از مانکووا نشان داد که بین پس آزمون تربیت هنری دانش آموزان در حوزه های تولید و نقد هنری در دو گروه تفاوت معناداری مشاهده نشد، بنابراین برنامه درسی آموزش هنر دیسیپلین محور در حوزه تولید و نقد هنری بر میزان تربیت هنری دانش آموزان تأثیر ندارد. در حالی که، بین پس آزمون تربیت هنری دانش آموزان در حوزه های تاریخ هنری و زیبایی شناسی در دو گروه تفاوت معنادار مشاهده شد، از این رو برنامه درسی آموزش هنر دیسیپلین محور در حوزه تاریخ هنری و زیبایی شناسی بر تربیت هنری دانش آموزان تأثیر دارد. [1]. Mancova [1]. Mancova
The purpose of this study was the review of the impact of the discipline based art education curriculum on art education of the primary school students. This study was done quasi experimental. The populations of the study were all of the fifth grade students in Tonekabon in 2010-2011. And the statistical samples included two groups of 25 experimental and control which were chosen in random cluster sampling. The validation tools of researcher-made test, for measuring the art education treatment was used in four components that were calculated by 0.93 α Cronbach Alpha after approval. The results of MANOVA test showed that no meaningful difference was observed between the art education test in art production and art criticism fields in two groups. So the DBAE in art production and art criticism fields have no effect on art education treatment of the students. Where as meaningful difference was observed between post-test art education of students in art history and aesthetic fields. Therefore DBAE in art history and Aesthetic fields affects art education of the students.
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