Document Type : scientific-research
Authors
1 Ph.D. Student in Philosophy of Education, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
2 Educational Department of Philosophy of Education, Faculty of Educational Sciences, Kharazmi University (Tehran)
Abstract
This study aimed to investigate the Embodiment in the virtual technical and vocational education of the SHAD System using the post-phenomenological method. The lived experience of several students of the art schools in Malard County was examined using interviews. The result is that the mediation of the SHAD System has expanded the temporal and spatial possibilities and the degree of freedom of action of the students; moreover, in this system, due to the substantive, implicit, and environmental differences of the practical training of specialized courses, additional challenges have arisen depending on the theoretical courses. Here, due to the change in the type of physical connection and the physical absence of the student, the learning conditions were different and were not as available as in face-to-face education. The set of senses could not be reproduced and simulated to the same extent in the SHAD Space. The quality and speed of coordination of different senses and the connection of the mind, emotions, and hands were different, and learning required more repetition and practice. Considering physical movement, angle of view, and work steps, achieving a new physical balance in the SHAD System was time-consuming and experimental. The degree of freedom of the student's body has led to improved performance in some situations and has disrupted learning in others. In this space, the body in action has created a kind of physical expertise that combines face-to-face learning and virtual. Physical presence and close physical contact between the students and the student, as in workshop training, are not provided and have led to changes. The emotions arising from the students' embodiment have played a role in achieving the goals of the SHAD system. In this system, the pace of education, learning style, student-centeredness, self-regulation, and communication outside of school have been strengthened. Finally, improving and redesigning the SHAD system in this area with a post-phenomenological approach has been proposed to facilitate learning in this system.
Keywords
Main Subjects
Article Title [Persian]
مطالعه بدنمندی در آموزش مجازی فنی‌وحرفه‌ای سامانه شاد با رویکرد پساپدیدارشناسانه
Authors [Persian]
- محمد شاهی 1
- سعید ضرغامی همراه 2
- رمضان برخورداری 2
- اکبر صالحی 2
1 دانشجوی دکتری رشته فلسفه تربیت دانشگاه خوارزمی
2 گروه آموزشی فلسفه تعلیم و تربیت، دانشکده علوم تربیتی، دانشگاه خوارزمی(تهران)
Abstract [Persian]
این پژوهش با هدف بررسی بدنمندی در آموزش مجازی فنی‌وحرفه‌ای سامانه شاد با روش پساپدیدارشناسی انجام شده است. تجربه‌زیسته تعدادی از هنرجویان هنرستان‌های شهرستان ملارد با ابزار مصاحبه بررسی گردیده است. نتیجه این که واسطه‌گری سامانه شاد امکان زمانی و مکانی و درجه آزادی عمل هنرجویان را گسترش داده است؛ وانگهی در این سامانه به دلیل تفاوت‌های ماهوی، ضمنی و محیطی آموزش‌های عملی دروس تخصصی، چالش‌های افزون‌تری بسته به دروس نظری به وجود آمده است. در اینجا به سبب تغییر نوع ارتباط بدنی و غیبت جسمی هنرجو شرایط یادگیری متفاوت بوده و همچون آموزش حضوری فراهم نبوده است. مجموعه حواس به یک میزان در فضای شاد امکان بازتولید و شبیه‌سازی نداشته است. کیفیت و سرعت هماهنگی حواس مختلف و ارتباط ذهن، عواطف و دست‌ها متفاوت بوده و یادگیری نیاز به تکرار و تمرین بیشتری داشته است. با در نظر گرفتن حرکت بدنی، زاویه دید و مراحل‌کاری رسیدن به توازن جدید بدنی در سامانه شاد زمان‌‌بر و تجربی بوده است. درجه آزادی بدن هنرجو در برخی شرایط به بهبود عملکرد منجر شده و در موارد دیگری یادگیری را مختل نموده است. در این فضا بدن در حال عمل، گونه‌ای کاردانی بدنی ترکیبی حضوری و مجازی به وجود آورده است. حضور بدنی و تعامل و تماس جسمی نزدیک هنرجویان و هنرآموز همچون آموزش کارگاهی فراهم نشده و تغییراتی را به دنبال داشته است. احساسات برآمده از بدنمندی هنرجویان در تحقق اهداف سامانه شاد نقش داشته است. در این سامانه سرعت آموزش، شیوه یادگیری، هنرجو محوری، خودتنظیم‌گری و ارتباط خارج از مدرسه تقویت شده است. در پایان بهبود و بازطراحی سامانه شاد در این حوزه با رویکرد پساپدیدارشناسانه جهت تسهیل یادگیری در این سامانه مطرح شده است.
Keywords [Persian]
- آموزش‌‌مجازی‌فنی‌وحرفه‌ای
- بدنمندی
- پساپدیدارشناسی
- سامانه‌مدیریت‌یادگیری
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