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،تهران،ایران.

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

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

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 PhD Student of Curriculum Planning, Allameh Tabataba’i University.Tehran, Iran
2 Assistant professor of science education in University of Texas Rio Grande Valley
3 PhD Student of Curriculum Planning, Islamic Azad University, Islamshahr Branch,, Tehran, Iran
چکیده [English]

Effective implementation of guided play requires teachers who, with a proper understanding of their role and that of children, know how to begin and interact during the 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 teacher 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 from 2000 to 2020 were identified by purposive sampling and analyzed until reaching saturation. The results 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 of 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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