جستجوی مقالات مرتبط با کلیدواژه "aesthetics approach" در نشریات گروه "علوم تربیتی"

The aim of this research is to present the conceptual framework of the problem-oriented curriculum based on the aesthetic approach. In the current research, due to the inseparability of cognition from emotion, the approach of art and aesthetics was proposed as a basic approach in the problem-oriented curriculum. The data were collected based on a qualitative research design of research synthesis type. The research community was printed and electronic resources related to the topic, which were published in the form of treatises, articles and research reports between the years (2007 to 2022) and were selected as a purposeful sampling. Among them, the articles with problem-oriented curriculum and aesthetic curriculum were selected and analyzed. Out of 88 reviewed articles, 75 articles were used to extract the relevant components and themes. The findings of the research, which were compiled in the form of the four elements of the curriculum, indicate that the goal dimension includes four main categories (creating creative thinking, artistic thinking, intuitive thinking and visual thinking), the content dimension includes three main categories (problem Sazi- the role of the teacher and the role of the learners). Next, teaching methods include three main categories (combined methods, artistic methods and active methods) and finally, in the evaluation element, two main categories (qualitative evaluation and general evaluation) were obtained from multiple sources The results of the research indicate that the artistic approach can be associated with various issues and concepts in the problem-oriented curriculum, in fact, the arts can provide knowledge in the form of an interactive and integrated approach and help students understand the concepts better. Help and lead to the discovery and production of new ideas and creative answers to solve various problems around