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دراسة تحليلية لكتب التربية الفنية للصفوف الأولية في ضوء معايير مجال التعلم

محمد الدوسري و عبد المحسن بن هويمل

جامعة الملك سعود، السعودية.‏

Doi://10.47015/18.1.4 

JJES,18(2), 2022, 259-286

ملخص: هدفت الدراسة إلى تحليل محتوى كتب التربية الفنية للصفوف الأولية في المملكة العربية السعودية في ضوء توافر معايير فكرتي الإنتاج والاستجابة بنوعيها القيادية والداعمة، ومكونات فكرة الإنتاج والاستجابة للفن. وقد أعدت أداة لتحليل الكتب في ضوء أهداف الدراسة، وتم التأكد من صدقها وثباتها. وأظهرت نتائج الدراسة أن معايير فكرة الإنتاج الفني في كتب التربية الفنية للصفوف الأولية توافرت بنسبة عالية بلغت (%93.31)، بينما توافرت معايير فكرة الاستجابة للفن بنسبة (%6.69). كما أظهرت النتائج توافر المعايير القيادية بدرجة ضعيفة جدًا بمتوسط تكرارات بلغ (4 معايير) وبمتوسط نسبة بلغ (%40). وتوافرت المعايير القيادية والداعمة مجتمعة في كتب التربية الفنية بدرجة ضعيفة جدًا بمتوسط تكرارات بلغ (8 معايير) وبمتوسط نسبة بلغ (%51). أما بالنسبة لمكونات الإنتاج الفني، فقد توافرت دروس المنتجات الفنية ثنائية الأبعاد بنسبة اجمالية قدرها (%61.12)، وتأتي في المرتبة الثانية دروس المنتجات الفنية ثلاثية الأبعاد بنسبة (%32.88)، مع عدم توافر دروس في مكون الفنون الرقمية. وقد أوصت الدراسة بضرورة مراجعة الكتب الحالية ومواءمتها مع المعايير.

(الكلمات المفتاحية: تحليل المحتوى، كتب التربية الفنية، الصفوف الأولية، معايير مجال تعلم التربية الفنية)

 

An Analytical Study of the Lower Grades Art ‎Education Curriculum Textbooks in Light of the ‎Field of Learning Standards

Mohammad  Al-Dosari and Abdulmohsen bin Hoaimel, King Saud University,Saudi Arabia.

Abstract: This study aimed to analyze the content of art education books for primary grades in the Kingdom of Saudi Arabia in light of the availability of art producing and art responding standards, both leading and supportive, as wellas the components of the idea of ​​producing art and responding to art. A tool has been prepared to analyze the textbooks in light of the objectives of the study and its validity and reliability were confirmed. The results showed that the standards of the idea of ​​ producing art were available with a high percentage (93.31%), while the standards of the idea of ​​responding to art were available at a rate of (6.69%). The results also showed that the leading standards were available in a very weak degree, with an average frequency of (4 frequencies) and an average percentage rate of (40%). The leading and supportive standards combined were available in the art education textbooks with a very weak degree, as the results showed that the average number of occurrences reached (8 frequencies) with an average percentage of (51%). As for the components of producing art, the lessons of the two-dimensional art products were available with a total percentage rate of (61.12%) and the lessons of the three-dimensional art products came second with apercentage of (32.88%), whereas art lessons in the component of digital arts were not available. The study recommended reviewing the current books and adapting them to standards.

(Keywords: Content Analysis, Textbooks of Art Education, Elementary Lower Grades, Standards of Art Education).

 

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