مطالعۀ تطبیقی اعمال روش آموزش مبتنی بر حل مسئله با روش معمول آموزش در درس کارگاه صنایع دستی 5 (سفال و کاشی) (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
امروزه پیشرفت ها و تحولات سریع، مسائل جدید و درنتیجه انتظارات تازه ای از نظام های آموزشی ایجاد کرده است. در شیو های معمول آموزشی، فراگیران اغلب مجال استفاده از مطالب آموزشی در دنیای واقعی را نمی یابند. ازاین رو، متخصصین علوم تعلیم و تربیت بر شیوه های فعال و ضرورت حذف خلأ میان آموزش و عمل، با استفاده از روش حل مسئله تأکید دارند. «حل مسئله» که به عنوان روش آموزش علمی نیز شناخته می شود، یکی از مفیدترین روش های آموزش فعال است. هدف این تحقیق، سنجش تأثیر آموزش با روش حل مسئله بر یادگیری، انگیزش و خلاقیت دانشجویان در درس کارگاه صنایع دستی 5، نسبت به روش معمول آموزش (مطابق با سرفصل برنامه درسی) و پاسخ به این سؤال است که روش حل مسئله در آموزش این درس چگونه است و به کارگیری آن، چه نتایجی در بر دارد؟ روش تحقیق به صورت آزمایشی (تجربی) و تجزیه وتحلیل به صورت کیفی انجام شده است. گردآوری داده ها نیز به صورت اسنادی و میدانی (مشاهده، عکاسی و مصاحبه) انجام گرفته است. زمان و مکان تجربه به ترتیب، نیمسال اول 1394 و دانشگاه هنر اصفهان بوده است. نتایج تحقیق نشان داد تفاوت هایی ازنظر کیفی در آموزش به روش حل مسئله و روش معمول آموزشی وجود دارد. روش حل مسئله، روش فعال تر و دانشجو محور آموزشی است و فعالیت، خلاقیت و انگیزش دانشجویان در این شیوه بیشتر و یادگیری عمیق تر است. در روش حل مسئله، دانشجویان به جای کپی برداری از آثار دیگران یا تقلید از گذشته، می آموزند که پاسخ های مختلف برای یک مسئله را خود کشف و ارزیابی کنند و به همین دلیل به زبان هنری شخصی دست می یابند. همچنین، در این روش رضایت مندی، میزان اعتمادبه نفس، توانایی اظهار وجود و مشارکت دانشجویان بهتر از روش معمول آموزشی بوده است. در پایان پیشنهاد هایی به منظور بهبود آموزش این درس که قابلیت تعمیم به سایر دروس کارگاهی این رشته را دارد، ارائه شده است.A Comparative Study of Applying the Problem-Solving Based Teaching Method with the Typical Teaching Method in the Handicrafts Workshop 5 (Ceramics and Tile)
Educational systems always try to convey the methods and techniques in accordance with the principles and expectations of curriculum, goals and content to the learners. The issue is that the extensive cultural, technological, social and economic developments and changes and transformations of the current era have created new situations and problems and, accordingly, new expectations for educational systems. One of the problems that arise in education in the usual ways is the weakness of learners in applying scientific information in real, practical conditions and during the performance of professional duties. Therefore, it is necessary to evaluate and apply new educational approaches in order to enrich educational programs. Educational science experts emphasize active methods and the need to eliminate the gap between education and practice by changing the educational system towards problem-solving education. Teaching and learning by "problem solving" method, which is also interpreted as "scientific method", was first proposed by "John Dewey", it is known as one of the most effective methods in education and for reviewing experiences and developing judgment is more useful than other teaching methods. What the learner does in dealing with an uncertain situation or an ambiguous phenomenon and his effort to clarify the existing problem and find a solution, or change the situation, should be implemented during teaching. This method can be used in the teaching of various scientific and applied disciplines, in solving educational problems, in exams or in evaluating progress. The purpose of this research is to compare the effect of teaching handicrafts workshop courses using the problem solving method on the amount of learning, motivation and creativity of students compared to the traditional teaching method (according to the curriculum heading) and to answer the following question that: What is the problem solving method and its steps and what are the effects of using the problem solving method in the teaching of workshop courses in this field generally and specifically in the Handicrafts Workshop 5 compared to the current teaching method? The research method used in this article is an experimental method , with an approach of comparison of the problem solving-based teaching method with the typical method in the handicrafts workshop 5 .The collection of data was in both library and field research (observation, documentation and interview). In the experiment, the researcher conducts an experiment in order to test a hypothesis. In this method, in general, the issue is that what results will be obtained if the existing arrangements are changed with a new assumption. In the current research, the statistical population is students of the 5th semester of bachelor of Handicrafts at the Art University of Isfahan during the first semester of the year 2015. The sample size consists of 36 students randomly divided into two separate classes as group 1 (control) and 2 (experimental) in which each group consisted of 18 students. The 1st group was assigned to the usual method based on the curriculum heading and the 2nd group was assigned to the problem-oriented method based on John Dewey's problem solving method for education. In the sampling, two important principles of sampling have been observed, which means that the sampling frame covers the entire population under investigation or the target population and the sampling are applied with an unbiased method. The results showed that in the problem solving method, a qualitatively positive difference was observed compared to the control group, namely on the current typical teaching, based on teaching techniques and skills. Since the problem solving method is an active educational method, students' activity, desire and motivation are more and the learning is deeper and as a result, better education was done and more diverse works were produced. Despite the initial difficulty in implementing the problem solving method, the satisfaction of the students after seeing the results and works has been higher. In the problem solving method, instead of copying the works of others or simply imitating the past, students learn to discover and evaluate different and possible answers to a problem and therefore achieve a personal artistic language. Also, in this method, the level of innovation and creativity, the level of self-confidence, the ability to self express and the participation of students have been better than the usual educational method. Since the findings of this research in practice, point to the relative superiority of the problem solving method (which has been confirmed in many other researches in different fields), it is suggested to apply this method in teaching, especially in teaching practical courses and workshops. Also, it is suggested to revise the curriculum and educational contents based on teaching by problem solving method. This is particularly important considering the relative oldness of the existing curriculum and taking into account contemporary requirements and needs and developments and changes that are happening in all scientific, technological and educational fields.
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