طراحی الگوی مفهومی فعالیت های فوق برنامه با تأکید بر ساحت های تربیت زیباشناختی و هنری دانش آموزان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
آموزش وپرورش به عنوان محور و قلب توسعه فرهنگی در راستای ساحت های سند تحول بنیادین، موظف به ارتقا، پرورش و رشد حوزه های ادراکی، شناختی، ارزشی و گرایشی دانش آموزان می باشد. برای رسیدن به این مقصود، فعالیت های فوق برنامه از قابلیت های قابل توجهی برخوردار است. این پژوهش با هدف طراحی الگوی مفهومی فعالیت های فوق برنامه با تأکید بر ساحت های تربیت زیباشناختی و هنری دانش آموزان انجام گرفته است. این پژوهش از نظر هدف، کاربردی و از نظر نوع داده ها، کیفی بوده است. بر این اساس، از رویکرد گراندد تئوری، با مراجعه به اندیشمندان و خبرگان موضوع و پیگیری مراحل سه گانه کدگذاری، الگوی مفهومی ارائه شده است. یافته های پژوهش نشان دادند عوامل تأکید بر پرورش حواس، فراهم سازی زمینه های مناسب پرورش تخیل و قوه خیال، تأکی د ب ر ف راهم س ازی زمین ه ه ای کس ب شایس تگی رمزگ ذاری و رمزگش ایی برای متربیان، تأکید بر فراهم سازی زمینه ها و شرایط آفرینشگری و خلاقیت برای متربیان، تأکید بر انعطاف پذیری تربیت زیبایی شناختی و هنری، و تأکید بر فراهم آوردن زمینه گرایش و تخصص هنری در متربیان، ممکن است شرایط علّی مشارکت فعال دانش آموزان در فعالیت های فوق برنامه در مدارس باشند که باعث توسعه تربیت زیباشناختی و هنری از لحاظ علمی، فرهنگی، معنوی، اجتماعی و هنری شود و مجموعاً اجرای ساحت تربیت زیباشناختی و هنری سند تحول بنیادین آموزش وپرورش را نشانه می روند. عوامل و شرایط علّی زمینه ای زیرساختی و محیطی و عوامل محتوایی و رفتاری، ممکن است میانجی گر و یا تعدیل کننده این رابطه باشند. درنتیجه تمامی عوامل و شرایط بیان شده ممکن است منجر به توسعه پایدار تربیت زیباشناختی و هنری در جامعه شود.Designing a Conceptual Model for Extracurricular Activities with an Emphasis on the Aesthetic and Artistic Aspects of Student Education
Introduction: Iran’s Fundamental Reform in Education Document [FRED] emphasizes the aesthetic and artistic dimensions as essential to the teaching and learning processThese aspects aim to cultivate students’ imagination, emotions, and aesthetic sensibilities. In this context, extracurricular activities—such as field trips, festivals, and cultural-artistic competitions—serve as effective tools for realizing these goals. Designed outside formal curricula, these voluntary, interest-driven activities enhance life skills, responsibility, creativity, and teamwork, thereby contributing to a vibrant educational environment. Key features of such activities include informality, regional adaptability, and value-based design. Studies such as Jalilinia and Ahmadi (2021) position extracurricular activities as problem-based curricula emphasizing real-world and artistic problem-solving. Parvizi and colleagues (2021) identify the aspects of art and aesthetics as encompassing emotion, ethics, self-awareness, and imagination, each with distinct components. International research (e.g., Jin & Ye, 2022) confirms the positive correlation between artistic engagement and increased creativity, self-efficacy, and psychological well-being. As Eisner (2002) highlights, insufficient recognition of art’s potential has contributed to the neglect of aesthetics in educational planning, a concern addressed by this study. Research by Ebrahimi-Nia and collaborators (2020) underscores the need to revise aesthetic-related curricula. The impact of facilitators’ emotional, social, and pedagogical skills on student outcomes must be considered. Art should be leveraged as a tool for developing multiple intelligences and fostering meaningful learning experiences. Research Question: What conceptual model for cultural-artistic extracurricular activities aligns with the aesthetic and artistic aspects outlined in Iran’s Fundamental Reform Document of Education? How can this model, considering students’ cultural and social contexts, promote school-centered development, deepen learning, enrich curricular and leisure programs, and enhance social growth? What components, strategies, and design processes are critical for such activities? Methodology: This applied, qualitative study adopts an exploratory-analytical approach using grounded theory (Strauss & Corbin’s model). Data sources include 80 scholarly documents (2005–2024) and semi-structured interviews with 15 experts in curriculum and education from Yasuj (4 faculty members from Farhangian University, 3 from state universities, and 8 senior education officials). Interviews continued until theoretical saturation, with causal, contextual, and outcome components validated for content reliability. Findings: Extracurricular activities in education aim to cultivate talents, responsibility, collaboration, cultural awareness, and deeper learning. Effective implementation requires age- and culturally sensitive-models that foster interaction among students, teachers, parents, and facilitators. Validation by experts ensures feasibility and impact. Based on these findings, the core components of the model were developed as follow:Causal Components: Sensory cultivation, creativity, aesthetic appreciation, logical/ethical reasoning, and engagement with arts/literature.Guiding Principles: Regionally and culturally responsive planning aligned with student needs.Activity Elements: Objectives, content, resources, learning activities, implementation methods, evaluation, grouping, time, and space.Aesthetic Outcomes: Enhanced confidence, motivation, deep learning, and artistic/aesthetic skills.These activities stimulate new experiences, responsibility, and teamwork. Teachers and administrators, who play a vital role in guiding students toward self-directed learning, must foster new experiences, responsibility, and teamwork. Aesthetic-artistic approaches support sustainable development in education. Discussion and Conclusion: Cultural and artistic extracurricular activities foster individual and collective talent development while enhancing aesthetic sensibilities in children and adolescents, making them more attuned to their surroundings. These activities promote self-directed learning, enrich students' lives, and expand their capacity to explore the unknown. However, nurturing artistic and aesthetic understanding requires careful planning and appropriate frameworks, as children are not always inherently prepared to engage with or create artistic works. This study aims to propose a model for extracurricular activities emphasizing aesthetic and artistic education. Drawing on the Fundamental Reform Document of Education (2011) and Dewey’s aesthetic theory (2008), the study identifies sensory development (enhancing attention and perceptual acuity) and others, as the causal factors in a conceptual model for extracurricular activities focused on aesthetic and artistic development: Sensory development (enhancing attention and perceptual acuity).Imagination and creative thinking (ability to create and critique literary works, and develop literary knowledge).Encoding and decoding competence (cultivating the perception of aesthetic meaning).Integration of science and art in teaching and learning processes.Fostering creativity and innovation (broadening perspectives, enhancing logical reasoning, and improving ethical and interpersonal skills).Flexibility in aesthetic and artistic education (encouraging novel thinking and innovative approaches).Artistic inclinations and specialization (e.g., writing, singing, painting).These findings align with prior research (e.g., Jafari-Kamangar & Zarei, 2021; Dewey, 2008) and highlight extracurricular activities’ role in stimulating new experiences, strengthening teamwork, and motivating students toward deeper learning and life skills. Such activities also enhance students’ social responsibility and interpersonal competencies. Consistent with earlier studies (Taheri-Azbarmi et al., 2023; Jalilinia & Ahmadi, 2021; Gharibpour et al., 2022), this study categorizes the principles of extracurricular activities into five domains: Scientific Principles: - Alignment with educational policies and regulations. - Addressing curricular gaps through expert-led initiatives. - Emphasis on indirect, experiential, and apprenticeship-based learning. Spiritual Principles: - Holistic focus on ethical, moral, intellectual, emotional, social, and biological aspects. - Strengthening moral conviction, faith, self-confidence, and religious identity. - Promoting Islamic teachings and ethical values. Social Principles: - Tailoring activities to student needs, school resources, and family engagement. - Enhancing social skills, cooperation, and civic responsibility. - Encouraging social discipline and harmonious coexistence. Cultural Principles: - Alignment with local religious, economic, and social contexts. - Cultivating responsibility, self-identity, and respect for norms. - Promoting healthy recreation and cultural awareness. Artistic Principles: - Prioritizing student interests, talents, and needs. - Flexibility, diversity, and optimal scheduling. - Nurturing scientific, artistic, and athletic creativity. These principles underscore the role of extracurricular activities in fostering holistic student development across academic, spiritual, social, cultural, and artistic domains. The study identifies nine key elements for effective extracurricular program design: 1. Objectives, 2. Content, 3. Learning materials/resources, 4. Learning activities, 5. Implementation methods, 6. Evaluation strategies, 7. Grouping, 8. Timing, 9. Learning environment.Successful programs rely on the integration of these elements. Additionally, a 10-step planning framework is proposed: 1. Needs assessment, 2. Goal-setting, 3. Time management, 4. Step-by-step planning, 5. Activity design, 6. Implementation, 7. Activity documentation, 8. Monitoring/guidance, 9. Evaluation, 10. Motivation and encouragement.Findings align with prior studies (Taheri-Azbarmi et al., 2023; Ebrahimi- Nia et al., 2020), emphasizing structured planning for educational outcomes. Cultural-artistic activities (e.g., workshops, exhibitions, recognition programs) address students’ aesthetic needs through five functional outcomes: Academic: Enhanced skills, exploratory learning, and intellectual growth.Spiritual: Exposure to cultural/religious heritage and moral development.Social: Joyful collaboration and self-awareness.Cultural: Critical thinking and cultural literacy.Artistic: Creativity, aesthetic appreciation, and emotional vitality.Through competitions in visual arts, performing arts, literature, and media, these activities foster talent discovery, teamwork, cultural pride, and social resilience, ultimately enhancing students’ mental and social well-being. Consistent with Navid-Adham and Sadeghzadeh (2015), schools serve as pivotal platforms for reshaping beliefs and behaviors. Education systems, via curricular and extracurricular initiatives, drive cultural development by nurturing participation, equality, and ethical citizenship. Key enablers for active student engagement in aesthetic education include: 1. Sensory training, 2. Imaginative development, 3. Symbolic competence (the ability to interpret and create symbolic meanings), 4. Creative environments, 5. Educational flexibility, 6. Artistic specialization.These factors, mediated by contextual, environmental, and behavioral conditions, support sustainable artistic-aesthetic education aligned with the Fundamental Reform Document. Practical Implications: Bridging policy design and implementation (Creating strategic frameworks that integrate policy design with practical implementation guidelines).Addressing barriers to aesthetic education in extracurricular programs.Providing strategic frameworks for activity design.While curriculum reform with an aesthetic focus could foster balanced personal growth, further research by educational experts is needed to clarify its integration into formal systems. Limitations: The study's focus on cognitive aspects may have inadvertently overshadowed personality and adaptive traits, potentially limiting the holistic understanding of student engagement.Unexamined personality factors influencing participation.Future research should deepen the exploration of aesthetic aspects in educational reform to inform socio-cultural development. Conclusion: Participation in these activities not only promotes holistic growth but may also improve academic performance, reduce dropout rates, and enhance mental health. Continued research can refine models that elevate student well-being, creativity, and quality of life.
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