آسیب شناسی درس هنر در ابعاد طراحی، اجرا و ارزیابی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

اسماعیل صفری ¹ , محسن نظرزاده زارع ²

1 - 1دانشجوی دکتری برنامه ریزی آموزش از راه دور دانشگاه پیام نور تهران و عضو هیأت علمی دانشگاه پیام نور مرکز دزفول، دزفول، ایران
2 - 2دانشجوی دکتری مدیریت آموزش عالی دانشگاه تهران، تهران، ایران

تاریخ دریافت : 1396/07/25 تاریخ پذیرش : 1396/07/25 تاریخ انتشار : 1393/10/01

کلید واژه: معلمان هنر, طراحی, درس هنر, ارزیابی, اجرا,

چکیده مقاله :

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.

چکیده انگلیسی:

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.

منابع و مأخذ:

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