شناسایی و تبیین نقش مربی و کودک در فرایند بازی هدایت شده: یک تحلیل محتوای کیفی

نوع مقاله : علمی-پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه ریزی درسی، دانشگاه علامه طباطبائی

2 استادیار رشته برنامه درسی ،دانشکده آموزش، دانشگاه تگزاس امریکا شعبه ریوگرندولی

3 دانشجوی دکتری برنامه ریزی درسی، دانشگاه آزاد اسلامی واحد اسلامشهر

10.30465/fabak.2021.5917

چکیده

اجرای مؤثر بازی هدایت شده نیازمند معلمانی است که با درک درست از نقش خود و کودکان بدانند که چگونه بازی را آغاز و در طول بازی تعامل کنند تا ضمن توجه و پشتیبانی از اهداف یادگیری، فرایند کسب تجربه لذت‌بخش بازی را برای کودکان هم فراهم کنند. هدف پژوهش حاضر شناسایی و تبیین نقش مربی و کودک در فرایند یاددهی - یادگیری بازی هدایت شده بود. روش پژوهش تحلیل محتوای کیفی از نوع استقرائی بود که در آن پژوهش‌های بازی هدایت شده در حوزه آموزش کودکان با روش نمونه‌گیری هدفمند از سال‌های 2000 الی2020 شناسایی و مورد تحلیل محتوا قرار گرفتند که تا رسیدن به اشباع نظری 17 منبع علمی (15 مقاله و 2 پایان‌نامه) مورد تحلیل قرار گرفت. تجزیه‌وتحلیل یافته‌های پژوهش منجر به شناسایی 6 مضمون سازمان‌دهنده اصلی و 5 مضمون سازمان‌دهنده فرعی شد که در دو مضمون فراگیر نقش مربی (آغازگر هدفمند، مشارکت‌کننده در بازی، حمایتی) و نقش کودک (انگیزه درونی، نقش فعال در بازی، مشارکت پویا) قرار گرفتند. مضامین شناسایی شده از نظر متخصصان از اعتبار مناسب برخوردار بودند.

کلیدواژه‌ها


عنوان مقاله [English]

Identifying and explaining the role of the teacher and the child in the guided play process: a qualitative content analysis

نویسندگان [English]

  • Saber Abdolmaleki 1
  • Noushin Nouri 2
  • Faezeh Asadi 3
1 Ph.D Student of Curriculum studies, Allameh Tabataba'I University
2 Assistant professor of science education in University of Texas Rio Grande Valley
3 Ph.D Student of Curriculum studies, Islamic Azad University
چکیده [English]

Effective implementation of guided play requires teachers who, with a clear understanding of their role and that of children, know how to begin and interact during play. Such teachers, while paying attention to and supporting learning goals, also provide children with a process of enjoyable playing experience. The goal of the current study was to identify and explain the role of the coach and the child in the guided play process of teaching-learning. The research method was inductive qualitative content analysis in which guided play research studies in the field of children's education between 2000-2020 were identified by purposive sampling and analyzed until reaching saturation. The result of analyzing 17 scientific sources (including 15 articles and 2 dissertations) led to the identification of 6 main organizing themes and 5 sub-organizing themes, which were divided into two comprehensive themes: teacher role (purposeful initiator, a participant in the play, supportive) and child role (intrinsic motivation, active role in the play, dynamic participation). The identified themes were well-received and validated by experts

کلیدواژه‌ها [English]

  • early childhood
  • guided play
  • teaching-learning
  • teacher
  • child
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