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تبیین ابعاد، مؤلفهها و نشانگرهای محیط یادگیری جذاب | ||
رهبری آموزشی کاربردی | ||
مقاله 2، دوره 6، شماره 1، فروردین 1404، صفحه 21-39 اصل مقاله (1.23 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/ael.2025.16456.1518 | ||
نویسندگان | ||
سید عدنان حسینی1؛ خلیل زندی* 2؛ بهنام حیدری3 | ||
1استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران | ||
2استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران | ||
3دانش آموخته دکتری مدیریت، دانشگاه فرهنگیان، تهران، ایران | ||
چکیده | ||
مقدمه و هدف: امروزه مدارس پیشرو بهخوبی دریافتهاند که یادگیری فعال، خلاقانه و فراگیرمحور، در گرو ایجاد محیط یادگیری جذاب و دلپذیر است. با این رویکرد، هدف از پژوهش حاضر، تبیین ابعاد، مؤلفهها و نشانگرهای محیطهای یادگیری جذاب بود. روششناسی پژوهش: این پژوهش از لحاظ هدف، کاربردی است و از لحاظ مبانی هستی شناسی، مبتنی بر پارادایم تفسیری است. روش پژوهش، کیفی و راهبرد مورد استفاده، مرور نظاممند مبتنی بر الگوی سندلوسکی و باروسو (2007) بود. برای استخراج نشانگرهای محیط یادگیری جذاب، تعداد 13 پژوهش که گزارش آنها در مجلات داخلی یا خارجی منتشر شده بود، به روش نمونهگیری هدفمند انتخاب و مورد مطالعه قرار گرفت. ابزار گردآوری اطلاعات، مقالات منتخب بود. تحلیل اطلاعات از طریق کدگذاری نظری و مقولهبندی صورت گرفت. اعتبار تحلیلها با استناد به ضریب لاوشه تأیید شد. یافتهها: یافتهها بیانگر دستیابی به الگوی محیط یادگیری جذاب مشتمل بر 70 نشانگر، 18 مؤلفه و 7 بعد بود. ابعاد و مؤلفههای شناسایی شده عبارت از مدرسه زندگی؛ مدرسه دوستدار کودک؛ جاذبههای علمی، ادبی، فرهنگی، هنری؛ زیرساختها؛ امنیت و آرامش؛ آموزش فراگیر؛ و ارتباطات آموزشی هستند. بحث و نتیجهگیری: این یافتهها چشماندازی عملی برای طراحی محیطهای یادگیری جذاب و الهامبخش ارائه میدهد که میتوانند توسعه فردی و تحصیلی دانشآموزان را تسهیل کنند. | ||
کلیدواژهها | ||
محیط یادگیری؛ مدرسه زندگی؛ مدرسه دوستدار کودک | ||
مراجع | ||
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آمار تعداد مشاهده مقاله: 143 تعداد دریافت فایل اصل مقاله: 123 |