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.
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