ارزيابي روش تدريس اكتشافي هدايت شده براي درسِ هندسۀ نقوش دو رۀ كارشناسي صنايع دستي

Evaluation of Guided Exploratory Teaching Method in Teaching Geometry of Patterns to Undergraduate Students of Handicrafts

اﻧﺘﺨﺎب روش ﻣﻨﺎﺳﺐ ﺗﺪرﯾﺲ، از ﺟﻤﻠﻪ ﻣﻮارد ﺿﺮوري در اﻓﺰاﯾﺶ ﮐﯿﻔﯿﺖ ﻓﺮاﯾﻨﺪ آﻣﻮزش اﺳﺖ و ﺗﺄﺛﯿﺮ ﮔﺬاري ﻋﻤﯿﻖ ﺑﺮ ﯾﺎدﮔﯿﺮي ﻓﺮاﮔﯿﺮان ﺧﻮاﻫـﺪ داﺷﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻣﺎﻫﯿﺖ دروس ﻫﻨﺮ و ﺻﻨﺎﯾﻊ دﺳﺘﯽ، ﺿﺮوري اﺳﺖ روش ﻫﺎﯾﯽ اﻧﺘﺨﺎب ﺷﻮد ﮐﻪ ﻋﻼوه ﺑـﺮ ﯾـﺎدﮔﯿﺮي، آﻧﭽـﻪ را در آﻣـﻮز ش ﻫﻨـﺮ اﻫﻤﯿﺖ دارد، ﻧﯿﺰ ﺑﻪ ﻓﺮاﺧﻮر ﻣﻮرد ﺗﻮﺟﻪ ﻗﺮار دﻫﺪ. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺳﻨﺠﺶ ﻣﯿﺰان ﯾﺎدﮔﯿﺮي و رﺿﺎﯾﺖ از ﺗﺪرﯾﺲ داﻧﺸﺠﻮﯾﺎن رﺷـﺘﮥ ﺻـﻨﺎﯾﻊ دﺳﺘﯽ ورودي 1397 داﻧﺸﮕﺎه اراك، ﺑﻪ ﺑﺮرﺳﯽ روش ﻫﺎي آﻣﻮزش ﻣﺴﺘﻘﯿﻢ و اﮐﺘﺸﺎﻓﯽ ﻫﺪاﯾﺖ ﺷﺪه در درس »ﻫﻨﺪﺳﮥ ﻧﻘـﻮش در ﺻـﻨﺎﯾﻊ دﺳـﺘﯽ اﯾﺮان 1« ﭘﺮداﺧﺘﻪ اﺳﺖ. ﭘﺮﺳﺶ ﻫﺎي ﺗﺤﻘﯿﻖ ﻧﯿﺰ ﭼﻨﯿﻦ ﻣﻄﺮح ﻣﯽ ﺷﻮد ﮐﻪ: روش ﺗﺪرﯾﺲ اﮐﺘﺸﺎﻓﯽ ﻫﺪاﯾﺖ ﺷﺪه ﭼﻪ ﺗـﺄﺛﯿﺮ ي در ﻣﯿـﺰان ﯾـﺎدﮔﯿﺮي داﻧﺸﺠﻮﯾﺎن درس ﻫﻨﺪﺳﮥ ﻧﻘﻮش در ﺻﻨﺎﯾﻊ دﺳﺘﯽ اﯾﺮان دارد؟ و ﻫﻤﭽﻨﯿﻦ ﻣﯿﺰان رﺿﺎﯾﺘﻤﻨﺪي داﻧﺸﺠﻮﯾﺎن درس ﻫﻨﺪﺳﮥ ﻧﻘﻮش در ﺻﻨﺎﯾﻊ دﺳﺘﯽ اﯾﺮان از روش ﺗﺪرﯾﺲ اﮐﺘﺸﺎﻓﯽ ﻫﺪاﯾﺖ ﺷﺪه ﭼﮕﻮﻧﻪ اﺳﺖ؟ روش ﭘﮋوﻫﺶ، ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ و ﺑﺎ اﺳـﺘﻔﺎده از دو ﮔـﺮوه آزﻣـﺎﯾﺶ و ﮐﻨﺘـﺮل ﮐـﻪ ﺑـﻪ روش ﺗﺼﺎدﻓﯽ اﻧﺘﺨﺎب ﺷﺪه اﻧﺪ، اﻧﺠﺎم ﺷﺪه اﺳﺖ. اﺑﺰار ﮔﺮدآوري داده، آزﻣﻮن ﻧﻬﺎﯾﯽ ﻋﻤﻠﯽ ﻣﺸﺘﺮك و ﻫﻤﭽﻨﯿﻦ ﭘﺮﺳﺸﻨﺎﻣﮥ ﻣﺤﻘـﻖ ﺳـﺎﺧﺘﻪ در ﻣﻘﯿـﺎس ﻟﯿﮑﺮت و ﻣﺸﺘﻤﻞ ﺑﺮ 20 ﺳﺆال و 4 ﺧﺮده ﻣﻘﯿﺎس ﺑﺮاي ﺑﺮرﺳﯽ ﻣﯿﺰان رﺿﺎﯾﺖ از ﺗـﺪرﯾﺲ اﺳـﺖ. ﺑـﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾـﻪ و ﺗﺤﻠﯿـﻞ داده ﻫـﺎي ﺣﺎﺻـﻞ از آزﻣﻮن ﻋﻤﻠﯽ، ﺳﻪ ﻣﺆﻟﻔﮥ ﮐﯿﻔﯽ »ﮐﺸﻒ روش ﺗﺮﺳﯿﻢ«، »اﯾﺪه ﭘﺮدازي و ﺗﺮﺳﯿﻢ ﻧﻘﻮش ﺑﺪﯾﻊ« و »زﻣﺎن« و ﻫﻤﭽﻨﯿﻦ ﻣﯿﺎﻧﮕﯿﻦ ﻧﻤـﺮات اﮐﺘﺴـﺎﺑﯽ ﻫـﺮ دو ﮔﺮوه و ﺑﺮاي داد ه ﻫﺎي ﺣﺎﺻﻞ از ﭘﺮﺳﺸﻨﺎﻣﮥ رﺿﺎﯾﺘﻤﻨﺪي، ﻣﯿﺎﻧﮕﯿﻦ ﭘﺎﺳﺦ ﻫﺎ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﺑﯿﺎﻧﮕﺮ آن اﺳـﺖ ﮐـﻪ روش آﻣﻮزﺷﯽ اﮐﺘﺸﺎﻓﯽ ﻫﺪاﯾﺖ ﺷﺪه، از ﺗﺄﺛﯿﺮ ﮔﺬاري ﺑﯿﺸﺘﺮي در ﻓﺮاﯾﻨﺪ ﯾـﺎدﮔﯿﺮي ﻋﻤﯿـﻖ داﻧﺸـﺠﻮﯾﺎن در اﯾـﻦ درس ﺑﺮﺧـﻮردار اﺳـﺖ. ﻫﻤﭽﻨـﯿﻦ ﻣﯿـﺰان ﻧﻤﺮات اﮐﺘﺴﺎﺑﯽ داﻧﺸﺠﻮﯾﺎن و رﺿﺎﯾﺖ از ﺗﺪرﯾﺲ آن ﻫﺎ در روش ا ﮐﺘﺸﺎﻓﯽ ﻫﺪاﯾﺖ ﺷـﺪه ﺑﯿﺸـﺘﺮ ﺑـﻮده اﺳـﺖ. ﺑـﻪ ﻃﻮر ﮐﻠـﯽ، ﭼﻨـﯿﻦ روﺷـﯽ ﻗﺎﺑﻠﯿـﺖ اﻓﺰاﯾﺶ ﻣﯿﺰان ﺧﻼﻗﯿﺖ داﻧﺸﺠﻮﯾﺎن اﯾﻦ درس را ﺧﻮاﻫﺪ داﺷﺖ.

Choosing a right teaching method is essential in increasing the quality of the teaching process and has a profound impact on learners' understanding. Due to the nature of art and handicraft courses, it is necessary to choose methods that along learning pay attention to what is important in art. The present study aimed to assess the level of learning and teaching satisfaction of undergraduate students of handicraft entering Arak University in 1397. It tried to investigate the methods of direct and exploratory education guided in the course called ‘Geometry of patterns in Iranian Handicrafts 1’. The research tries to answer questions: a) what effect does the guided exploratory teaching method have on the learning rate of students in the course of Geometry of Patterns in Iranian handicrafts? b) how much satisfaction of learning does the studentsdraw from a guided exploratory teaching method? The research method has been quasi-experimental using two experimental and control groups randomly selected. The data collection tool is a joint final practical test as well as a researcher-made questionnaire on the Likert scale and consists of 20 questions and 4subscales to assess the level of learning satisfaction. In order to analyze the data obtained from the practical test, three qualitative components--‘discovery of drawing method’, ‘ideation and drawing of original designs’ and ‘time’ as well as the average scores obtained by both groups—were measured, and for the data obtained on learning satisfaction questionnaire, the mean of responses was used. The findings indicate that the guided exploratory teaching method has a greater impact on the students' deep learning process in this course. Also, the rate of students' acquired grades and their satisfaction with teaching in the guided exploratory method were higher. In general, such a method will be able to increase the creativity of students in this course.