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ارائه الگوی بکارگیری مفاهیم بازی پردازی در آموزش ابتدایی | ||
| رهبری آموزشی کاربردی | ||
| مقاله 3، دوره 6، شماره 4، دی 1404، صفحه 38-63 اصل مقاله (2.11 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22098/ael.2025.17795.1603 | ||
| نویسندگان | ||
| فاطمه حیدری1؛ سیدمحمدباقر جعفری* 2؛ سیف اله فضل اللهی قمشی3 | ||
| 1دانشجوی دکترای مدیریت آموزشی، گروه علوم تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| 2دانشگاه تهران | ||
| 3گروه علوم تربیتی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران | ||
| چکیده | ||
| مقدمه و هدف: یکی از اصطلاحات رایج در آموزش بازی پردازی است. هدف پژوهش حاضر ارائه الگوی بکارگیری مفاهیم بازی پردازی در آموزش ابتدایی است. روششناسی پژوهش: این پژوهش به لحاظ روش کیفی است. ابزار گردآوری دادهها در این پژوهش، مصاحبه نیمه ساختار یافته بود. جامعه آماری شامل متخصصان و خبرگان در حوزه بازی پردازی و آموزش بودند. بر این اساس با 12 نفر از افراد خبره در زمینۀ بازی پردازی مصاحبه شد. به منظور تجزیه وتحلیل دادههای حاصل از مصاحبه و شناسایی الگو، از تکنیک تحلیل مضمون استفاده شد. یافتهها: در این پژوهش، 99 مضمون پایه، 20 مضمون سازماندهنده و 4 مضمون فراگیر شناسایی شد. مضامین فراگیر شامل: آنالیز هدف بازیپردازی، تولید، طراحی عناصر بازیپردازی، و بهرهبرداری و اجرا هستند. آنالیز هدف بازیپردازی شامل 8 مضمون سازماندهنده مانند ایجاد حس کنجکاوی، تقویت مهارتها و یادگیری فعال و مشارکتی است. تولید بر جذابیتهای بصری و ابزارهای محیطی تمرکز دارد. طراحی عناصر بازیپردازی به موضوعاتی چون مکانیک و دینامیک بازی، زیباییشناسی، تأثیر عناصر بازی بر اهداف آموزشی و انگیزش درونی و بیرونی میپردازد. بهرهبرداری و اجرا نقش مدیران، معلمان، همکاری آنها و روشهای ارزشیابی را شامل میشود. بحث و نتیجهگیری: اجرای الگوی بازیپردازی در آموزش ابتدایی ایران، با وجود موانع، ظرفیت بالایی برای تحول آموزشی دارد و با ایجاد محیطی پویا و انگیزشی، یادگیری را برای کودکان لذتبخش و معنادار میکند و شکاف میان آموزش رسمی و نیازهای روانی-عاطفی آنان را کاهش میدهد. | ||
| کلیدواژهها | ||
| بازی پردازی"؛ آموزش ابتدایی "؛ الگو"؛ " | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 35 تعداد دریافت فایل اصل مقاله: 10 |
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