نوع مقاله : علمی-پژوهشی
نویسندگان
1 دانشجوی دکتری رشته فلسفه تربیت دانشگاه خوارزمی
2 گروه آموزشی فلسفه تعلیم و تربیت، دانشکده علوم تربیتی، دانشگاه خوارزمی(تهران)
3 گروه آموزشی فلسفه تعلیم و تربیت، دانشکده علوم تربیتی، دانشگاهخوارزمی(تهران)
چکیده
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.
کلیدواژه‌ها
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