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شناسایی و رتبه بندی چالش های تربیت هنری در سیستم آموزش و پرورش | ||
| تدریس پژوهی | ||
| مقاله 6، دوره 14، شماره 1 - شماره پیاپی 44، فروردین 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2026.145299.2299 | ||
| نویسندگان | ||
| میمنت عابدینی بلترک* 1؛ محسن حاجی تبار فیروزجائی2؛ هاجر امیری3 | ||
| 1دانشیار گروه علوم تربیتی، دکتری مطالعات برنامه درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
| 3دانشجوی کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران، بابلسر، ایران | ||
| چکیده | ||
| This study aimed to identify and prioritize the challenges of artistic education within the education system. The research adopted a mixed-methods approach using an exploratory sequential design. In the qualitative phase, a case study method was employed, while the quantitative phase followed a descriptive–survey design. Participants included elementary school teachers and art instructors, who were selected through purposive sampling using a criterion-based strategy. Data saturation was achieved after conducting semi-structured interviews with 16participants.Qualitative data were analyzed using thematic analysis. Data were collected using a researcher-developed questionnaire, whose content validity was confirmed with (CVR) of 0.85, and reliability was verified with a Cronbach’s alpha coefficient of 0.967. Quantitative data were analyzed using the Fuzzy VIKOR method to prioritize the challenges from experts’ perspectives. The qualitative findings were categorized into one overarching theme, four first-level organizing themes (objectives, content, teaching–learning strategies, and assessment), and eleven second-level organizing themes.In the quantitative phase, the challenges of artistic education were classified and prioritized into eight major challenges: lack of workshop spaces and art studios; absence of an art textbook at the elementary level; teachers’avoidance of art classes due to difficulties in classroom management; the high cost of teachers’participation in extracurricular art training courses; limited familiarity of non-specialist teachers with specialized knowledge of art education; shortage of art workshop tools and materials; general neglect of the status of art and its perception as an optional subject; and teachers’ lack of attention to art education, perceiving it merely as a time for rest and leisure. | ||
| کلیدواژهها | ||
| تربیت هنری؛ هنر؛ برنامهدرسی هنر؛ سیستم آموزشی | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 28 |
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