اثربخشي آموزش هنر مبتني برتـدريس مشـاركتي، بديـعه پـردازي و بارش مغزي بر تربيت هنري دانـش آموزان

The Effectiveness of Art Education Based on Participatory Teaching, Rhetoric and Brainstorming on Artistic Education of Students

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻫﻨﺮ ﻣﺒﺘﻨﯽ ﺑﺮ ﺳﻪ روش ﺗﺪرﯾﺲ ﻣﺸﺎرﮐﺘﯽ، ﺑﺪﯾﻌﻪﭘﺮدازي، و ﺑﺎرش ﻣﻐﺰي ﺑﺮ ﺗﺮﺑﯿﺖ ﻫﻨﺮي داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ ﻫﺸﺘﻢ ﺑﻮد ﮐﻪ ﺑﻪ روش ﺷﺒﻪآزﻣﺎﯾﺸﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ.ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﻫﻤﻪ داﻧﺶآﻣﻮزان ﭘﺎﯾﮥ ﻫﺸﺘﻢ ﺷﻬﺮﺳﺘﺎن راﻣﺴﺮ ﻣﯽﺷﻮﻧﺪ ﮐﻪ از اﯾﻦ ﺗﻌﺪاد 60 ﻧﻔﺮ ﺑﻪ روش ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﺮﺑﯿﺖ ﻫﻨﺮي ﺗﻦ ﺗﺰ ﺑﺎ ﭘﺎﯾﺎﯾﯽ ﻣﺤﺎﺳﺒﻪ ﺷﺪة )0/088( ﭘﺎﺳﺦ دادﻧﺪ.دادهﻫﺎي ﺣﺎﺻﻞ از اﯾﻦ ﭘﮋوﻫﺶ، ﺑﺎ اﺳﺘﻔﺎده ازآﻣﺎر ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ)ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ( ﻣﻮرد ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﯿﺰان ﺗﺮﺑﯿﺖ ﻫﻨﺮي داﻧﺶآﻣﻮزاﻧﯽ ﮐﻪ ﺗﺤﺖ آﻣﻮزش ﻫﻨﺮ ﻣﺒﺘﻨﯽ ﺑﺮ روش ﺗﺪرﯾﺲ ﻣﺸﺎرﮐﺘﯽ، ﺑﺪﯾﻌﻪﭘﺮدازي، و ﺑﺎرشﻣﻐﺰي ﻗﺮار ﮔﺮﻓﺘﻪاﻧﺪ، ﺗﻔﺎوت ﻣﻌﻨﺎدار وﺟﻮد دارد. ﻫﺮ ﯾﮏ از ﺳﻪ روش ﺗﺪرﯾﺲ، ﺑﺮ ﻣﺆﻟﻔﻪﻫﺎي ﺗﺮﺑﯿﺖ ﻫﻨﺮي ﻧﯿﺰ ﺗﺄﺛﯿﺮ ﺟﺪاﮔﺎﻧﻪ و ﻣﺘﻔﺎوت دارﻧﺪ. ﺑﺪﯾﻦﺻﻮرت ﮐﻪ روش ﺗﺪرﯾﺲ ﻣﺸﺎرﮐﺘﯽ، ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ )2/98( ﺑﯿﺸﺘﺮﯾﻦ ﺗﺄﺛﯿﺮ را ﺑﺮ ﺗﺮﺑﯿﺖ ﻫﻨﺮي داﺷﺘﻪ اﺳﺖ و روش ﺗﺪرﯾﺲ ﺑﺎرش ﻣﻐﺰي، ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ )2/95( و روش ﺗﺪرﯾﺲ ﺑﺪﯾﻌﻪﭘﺮدازي، ﺑﺎ ﻣﯿﺎﻧﮕﯿﻦ )2/89(ﻫﻢ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺮ ﺗﺮﺑﯿﺖ ﻫﻨﺮي ﻣﺆﺛﺮ ﺑﻮدهاﻧﺪ. آﻣﻮزش ﻫﻨﺮ ﻣﺒﺘﻨﯽ ﺑﺮﺗـﺪرﯾﺲ ﻣﺸـﺎرﮐﺘﯽ، ﺑﺪﯾـﻌﻪ ﭘـﺮدازي و ﺑﺎرشﻣﻐﺰي ﺑﺮ ﺗﺮﺑﯿﺖ ﻫﻨﺮي داﻧـﺶآﻣﻮزان، در 8 ﺟﻠﺴﮥ 90 دﻗﯿﻘﻪاي اﺟﺮا ﺷﺪ. ﻫﻤﭽﻨﯿﻦ ﯾﺎﻓﺘﻪﻫﺎي اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺑﻪ ﺣﻮزة ﺗﻮﻟﯿﺪ ﻫﻨﺮي، در ﺑﺮﻧﺎﻣﮥ درﺳﯽ ﻣﻮﺟﻮد آﻣﻮزش ﻫﻨﺮ در دورة راﻫﻨﻤﺎﯾﯽ ﻣﺘﻮﺳﻄﻪ اول( ﺗﺤﺼﯿﻠﯽ ﭘﺮداﺧﺘﻪ ﺷﺪه اﺳﺖ. در ﺣﺎﻟﯽ ﮐﻪ ﺑﻪ ﺣﻮزهﻫﺎي ﻧﻘﺪ ﻫﻨﺮي، ﺗﺎرﯾﺦ ﻫﻨﺮي، زﯾﺒﺎﯾﯽ ﺷﻨﺎﺳﯽ، در ﺑﺮﻧﺎﻣﮥ درﺳﯽ ﻣﻮﺟﻮد آﻣﻮزش ﻫﻨﺮ دورة راﻫﻨﻤﺎﯾﯽ ﺗﺤﺼﯿﻠﯽ ﺗﻮﺟﻪ ﭼﻨﺪاﻧﯽ ﻧﺸﺪه اﺳﺖ.

The aim of this study was to evaluate the effectiveness of art education based on the three methods of participatory teaching, rhetoric, and brainstorming on the artistic education of eighth grade students using a quasi-experimental method. The statistical population included all eighth grade students in Ramsar from which 60 individuals were selected by cluster random sampling. Art education based on participatory teaching, rhetoric and brainstorming was performed on students' art education in eight sessions of 90 minutes. The participants answered the artistic training questionnaire with an estimated reliability of 0.08. The data obtained from the study were analyzed using descriptive and inferential statistics (analysis of covariance). There was a significant difference between each of the three teaching methods and the components of art education were found to have a separate and different effect. The participatory teaching method with an average of 2.98 has had the greatest impact on art education, and the method of teaching brainstorming with a mean score of 2.95 and the method of teaching rhetoric with a mean score of 2.89 ranked second and third respectively. The findings showed that the field of art production has been dealt with in the existing curriculum of art education in middle school. Nevertheless, the areas of criticism of art, history of art, and aesthetics are not sufficiently taken care of in the current curriculum for middle school art education.