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طراحی الگوی برنامه درسی تربیت هنری دوره پیش دبستانی با رویکرد ساختاری تفسیری | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 5، دوره 14، شماره 4 - شماره پیاپی 45، دی 1404، صفحه 97-114 اصل مقاله (644.65 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2026.4769 | ||
| نویسندگان | ||
| عابد غلامی1؛ حسین زینلی پور* 2؛ علی اکبر شیخی فینی2؛ عبدالوهاب سماوی2 | ||
| 1دانشجوی دکتری گروه علوم تربیتی، دانشگاه هرمزگان، بندرعباس، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشگاه هرمزگان، بندرعباس، ایران | ||
| چکیده | ||
| هدف پژوهش، طراحی الگوی برنامه درسی تربیت هنری دوره پیش دبستانی با رویکرد ساختاری تفسیری بود. این پژوهش به لحاظ هدف، کاربردی است و داده ها به صورت میدانی و به شیوه آمیخته (کیفی و کمی) جمع آوری شد. جامعه آماری در بخش کیفی 18 نفر از خبرگان و در بخش کمی اساتید دانشگاهی و دانشجویان دکتری رشته برنامه ریزی درسی و کارشناسان و مربیان دوره پیش دبستانی بودند که بر اساس فرمول کوکران تعداد 384 نفر به عنوان نمونه انتخاب شدند. ابزار تحقیق پرسشنامه محقق ساخته و فرم خودتعاملی ساختاری بود. یافته ها نشان داد که در الگوی برنامه درسی تربیت هنری دوره پیش دبستانی 9 مؤلفه و 44 زیر مؤلفه وجود دارد و مؤلفه ها در شش سطح قرار گرفتند و مؤلفه های محتوای آموزشی و مواد، منابع و ابزار یادگیری در سطح زیربنایی مدل قرار گرفتند. می توان گفت که تمرکز مدیران بر مؤلفه های محتوای مناسب آموزشی و ایزار و مواد آموزشی بیشترین تأثیر را در کیفیت بخشی برنامه درسی تربیت هنری دوره پیش دبستانی دارد و باید در اولویت های اقدام قرار گیرد. | ||
| کلیدواژهها | ||
| برنامه درسی؛ تربیت هنری؛ پیش دبستانی؛ مدلسازی ساختاری تفسیری | ||
| عنوان مقاله [English] | ||
| Designing a model of preschool art education curriculum with an interpretive structural approach | ||
| نویسندگان [English] | ||
| Abed gholami1؛ Hosain zainalipour2؛ Ali Akbar Sheikhi Fini2؛ Abdolvahhab Samavi2 | ||
| 1PhD Student, Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran | ||
| 2Hormozgan University- Associate Professor, Department of Educational Sciences, Hormozgan University, Bandar Abbas, Iran | ||
| چکیده [English] | ||
| The purpose of this study was to design a model of preschool art education curriculum with an interpretive structural approach. This research is applied in terms of purpose and the data were collected in the field and in a mixed way (qualitative and quantitative). The statistical population consisted of 18 experts in the qualitative section and 18 professors and doctoral students in the field of curriculum planning and pre-school experts and educators in the quantitative section. Based on Cochran's formula, 384 people were selected as the sample. The research tool was a researcher-made questionnaire and a structured form of self-interaction. Findings showed that there are 9 components and 44 sub-components in the model of preschool art education curriculum and the components were placed in six levels and the components of educational content and materials, resources and learning tools were placed in the basic level of the model. It can be said that the focus of principals on the components of appropriate educational content and training materials has the greatest impact on the quality of preschool art education curriculum and should be prioritized. | ||
| کلیدواژهها [English] | ||
| Curriculum, art education, preschool, interpretive structural modeling | ||
| مراجع | ||
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