ارائه الگوی مفهومی تربیت هنری فناورانه برای پرورش مهارت‏های موردنیاز افراد در قرن 21

کرمی, زهره

doi:10.22061/tej.2024.10045.2931

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	ارائه الگوی مفهومی تربیت هنری فناورانه برای پرورش مهارت‏های موردنیاز افراد در قرن 21
فناوری آموزش
مقاله 11، دوره 18، شماره 3 - شماره پیاپی 71، تیر 1403، صفحه 653-670 اصل مقاله (1.22 M)
نوع مقاله: مقاله مروری
شناسه دیجیتال (DOI): 10.22061/tej.2024.10045.2931
نویسنده
زهره کرمی^*
گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
تاریخ دریافت: 27 دی 1402، تاریخ بازنگری: 18 فروردین 1402، تاریخ پذیرش: 28 اردیبهشت 1403
چکیده
پیشینه و اهداف: انسان‏ها، در قرن 21 با چالش‏های متعددی مواجه هستند که برای غلبه بر آن‏ها باید مهارت‏هایی را کسب کنند. برخی از ابزارها مانند هنر و فناوری، قابلیت‏های منحصر به فردی برای تربیت ایجاد می‏کنند که از آن‌ها می‏توان برای رویارویی با چالش‏های قرن 21 استفاده کرد. هدف از این مقاله، تشریح رویکرد تربیت هنری فناورانه برای پرورش مهارت‏های قرن 21 در دانش‏آموزان است. روش‌ها‌: این مطالعه، یک پژوهش کیفی است که به شیوه فراترکیب انجام شده است. در گام نخست، در بازه زمانی مشخص «از سال 1992 تا 2020»، پایگاه‏های معتبر علمی خارجی (ساینس دایرکت، اسپرینگر، گوگل اسکولار، اریک، تیلور اند فرانسیس، و ...) و پایگاه‏های داخلی بــا اسـتفاده از واژگان و اصطلاحات خاص مانند نظریه انعطاف‏پذیری شناختی، محیط‏های یادگیری الکترونیکی و مجازی، انعطاف‏پذیری شناختی، اصول و معیارهای نظریه انعطاف‏پذیری شناختی و ... جستجو و تمامی مقالات و متون مرتبط، جمع‏آوری شدند. در نهایت، 120 سند یافت شد کـه از این تعـداد، 60 سند، متناسب با سؤالات پژوهش بودند. بعد از مطالعه دقیق متون، با توجه به سؤالات پژوهش، اطلاعات لازم استخراج شد. به‌منظور تحلیل داده‏ها، از روش تحلیل مضمون و جهت سنجش پایایی، از روش توافق بین دو کدگذار استفاده شد. یافته‌ها: براساس یافته‏ها، الگوی مفهومی تربیت هنری فناورانه برای پرورش مهارت‏های مورد نیاز افراد در قرن 21 ارائه شد. الگو، دارای 5 بخش اصلی (چالش‏های قرن 21، مهارت‏های مورد نیاز افراد برای رویارویی با چالش‏های قرن 21، ابزارهای موردنیاز برای پرورش مهارت‏های قرن21، روش‏های پرورش مهارت‏های قرن21، و فعالیت‏های مبتنی بر هنر و فناوری برای پرورش مهارت‏های قرن 21) است که هرکدام از این بخش‏های اصلی، بخش‏های فرعی دیگری نیز دارند. براساس این الگو، چالش‏های قرن 21 عبارتند: از چالش فناوری، چالش ماهیت کار، چالش اقتصادی و چالش اجتماعی؛ مهارت‏های مورد نیاز افراد برای رویارویی با چالش‏های قرن 21 عبارتند از: مهارت‏های عمومی و مهارت‏های تخصصی؛ ابزارهای مورد نیاز برای پرورش مهارت‏های قرن21 عبارتند: از ابزارهای تربیت هنری و ابزارهای تربیت فناورانه؛ روش‏های پرورش مهارت‏های قرن21 عبارتند از: تربیت هنری، تربیت فناورانه و تربیت هنری فناورانه؛ و فعالیت‏های مبتنی بر هنر و فناوری برای پرورش مهارت‏های قرن 21 نیز شامل: فعالیت‏های هنری، فعالیت‏های فناوری و فعالیت‏های تلفیقی هنری و فناوری (هنری فناورانه) است. به‌منظور تسهیل اجرای الگوی تربیت هنری فناورانه، دو روش تلفیق هنر و فناوری در برنامه درسی رسمی و غیررسمی مدارس؛ و تلفیق چهار بخشی هنر و فناوری در برنامه درسی مدارس، پیشنهاد شد. نتیجه‌گیری: با بهره ‏گیری از مزایای هنر و فناوری، می‏توان افرادی را تربیت کرد که قادرند بر چالش‏های قرن 21 غلبه کنند. تربیت هنری و تربیت فناورانه، به تنهایی این قابلیت را دارند که مهارت‏های قرن21 را پرورش دهند؛ ولی با تلفیق این دو و اجرای تربیت هنری فناورانه می‏توان به نتایج مطلوب‏‎تری دست یافت. آموزش و پروش، با تلفیق فناوری و هنر در برنامه درسی رسمی و غیررسمی مدارس، می‏تواند به یادگیرندگان کمک کند. به‌منظور غلبه بر بر چالش‏های قرن21، تفکر خلاق، حل مسأله، تفکر انتقادی، مهارت‏های فردی و بین فردی خود را بهبود بخشند. الگوی مفهومی تربیت هنری فناورانه با تلفیق هنر و فناوری در برنامه درسی رسمی و غیررسمی مدارس می‏تواند به یادگیرندگان کمک کند تا مهارت‏های تفکر برتر خود را بهبود بخشند و با مجهز شدن به مهارت‏های مورد نیاز در قرن 21، بر چالش‏های این قرن، غلبه نمایند.
کلیدواژه‌ها
فناوری؛ تربیت هنری؛ تربیت هنری فناورانه؛ مهارت‏های قرن21
موضوعات
فناوری آموزش
عنوان مقاله [English]
Providing a Conceptual Model of Technological Art Education to Develop the Skills Required by People in the 21st Century
نویسندگان [English]
Z. Karami
Department of educational sciences, Farhangian University, Tehran, Iran
چکیده [English]
Background and Objectives: Humans in the 21st century face multiple challenges that require them to acquire certain skills in order to overcome them. Some tools, such as art and technology, create unique capabilities for education that can be used to address the challenges of the 21st century. The purpose of this article was to describe the approach of technological artistic education for developing 21st-century skills in students. Methods: This study was a qualitative research conducted in a meta-synthesis approach. In the first step, reputable foreign scientific databases (such as ScienceDirect, Springer, Google Scholar, Eric, Taylor and Francis, etc.) and domestic databases were searched using specific keywords and terms such as cognitive flexibility theory, electronic and virtual learning environments, cognitive flexibility, principles and criteria of cognitive flexibility theory, etc., within the specified time range from 1992 to 2020. All relevant articles and texts were collected. In the end, 120 documents were found, of which 60 documents were relevant to the research questions. After careful reading of the texts, the necessary information was extracted according to the research questions. For data analysis, thematic analysis method was used, and inter-coder reliability was assessed using the agreement method between two coders. Findings: Based on the findings, the conceptual model of artistic-technological education was presented to develop the necessary skills of individuals in the 21st century. The pattern consisted of five main sections (challenges of the 21st century, skills needed to face the challenges of the 21st century, tools required to cultivate 21st-century skills, methods of cultivating 21st-century skills, and art and technology-based activities for cultivating 21st-century skills), each of which also had sub-sections. According to this pattern, the challenges of the 21st century included technological challenges, the nature of work challenges, economic challenges, and social challenges. The skills needed to face the challenges of the 21st century included general skills and specialized skills. The tools required to cultivate 21st-century skills included artistic education tools and technological education tools. The methods of cultivating 21st-century skills included artistic education, technological education, and artistic-technological education. And the art and technology-based activities for cultivating 21st-century skills included artistic activities, technological activities, and combined artistic and technological activities (artistic-technological activities). In order to facilitate the implementation of the artistic-technological education model, two methods of combining art and technology in the formal and informal curriculum of schools and the integration of four-parts of art and technology in the curriculum of schools were suggested. Conclusion: By utilizing the benefits of art and technology, individuals can be trained to overcome the challenges of the 21st century. Artistic education and technological education alone have the capability to cultivate 21st-century skills, but by combining the two and implementing artistic technological education, more desirable results can be achieved. Integrating technology and art in the formal and informal curriculum of schools can help learners improve their creative thinking, problem-solving, critical thinking, and personal and interpersonal skills in order to overcome the challenges of the 21st century. The conceptual model of artistic technological education, with the integration of art and technology in the formal and informal curriculum of schools, and can help learners improve their superior thinking skills and overcome the challenges of this century by equipping themselves with the necessary skills for the 21st century.
کلیدواژه‌ها [English]
Technology, Education Art, Technological Art Education, 21 Century Skills

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ارائه الگوی مفهومی تربیت هنری فناورانه برای پرورش مهارت‏های موردنیاز افراد در قرن 21