{"id":9212,"date":"2020-02-15T06:00:09","date_gmt":"2020-02-15T04:00:09","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=9212"},"modified":"2020-02-15T12:36:51","modified_gmt":"2020-02-15T10:36:51","slug":"invatarea-folosind-jocurile-pe-calculator-parte-a-invatarii-active","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/invatarea-folosind-jocurile-pe-calculator-parte-a-invatarii-active","title":{"rendered":"\u00cenv\u0103\u021barea folosind jocurile pe calculator \u2013 parte a \u00eenv\u0103\u021b\u0103rii active"},"content":{"rendered":"

Una dintre cele mai moderne \u0219i controversate modalit\u0103\u021bi de stimulare a \u00eenv\u0103\u021b\u0103rii active, f\u0103c\u00e2nd apel la situa\u021bii imaginare, este \u00eenv\u0103\u021barea folosind jocurile pe calculator. Deoarece ofer\u0103 un context motiva\u021bional favorabil \u00eenv\u0103\u021b\u0103rii \u0219i conduce la o \u00eenv\u0103\u021bare eficient\u0103 aceasta a \u00eenceput s\u0103 c\u00e2\u0219tige tot mai mult teren \u00een s\u0103lile de clas\u0103.
\nNumeroase studii din domeniul educa\u021bional au demonstrat faptul c\u0103 elevii \u00eenva\u021b\u0103 mai bine f\u0103c\u00e2nd, g\u00e2ndind, explor\u00e2nd, particip\u00e2nd la interac\u021biuni de calitate, rela\u021bion\u00e2nd \u0219i intervenind \u00een diverse contexte- altfel spus atunci c\u00e2nd sunt implica\u021bi \u00eentr-un proces de \u00eenv\u0103\u021bare activ\u0103<\/em>.<\/p>\n

Definit\u0103 ca un ansamblu de \u201eactivit\u0103\u021bi instructive care implic\u0103 elevii \u00een a face lucruri \u0219i a se g\u00e2ndi la ceea ce fac\u201d\u00a0 – \u00eenv\u0103\u021barea activ\u0103 presupune o schimbare semnificativ\u0103 \u00een g\u00e2ndirea educabililor \u00een urma tr\u0103irii unor experien\u021be variate din via\u021ba real\u0103 sau particip\u00e2nd la fapte \u0219i \u00eent\u00e2mpl\u0103ri ipotetice.<\/p>\n

Una dintre cele mai moderne \u0219i controversate modalit\u0103\u021bi de stimulare a \u00eenv\u0103\u021b\u0103rii active, f\u0103c\u00e2nd apel la situa\u021bii imaginare, este \u00eenv\u0103\u021barea folosind jocurile pe calculator.<\/em> Deoarece ofer\u0103 un context motiva\u021bional favorabil \u00eenv\u0103\u021b\u0103rii \u0219i conduce la o \u00eenv\u0103\u021bare eficient\u0103 aceasta a \u00eenceput s\u0103 c\u00e2\u0219tige tot mai mult teren \u00een s\u0103lile de clas\u0103.<\/p>\n

P\u00e2n\u0103 de cur\u00e2nd, jocurile pe calculator erau asociate cu mai multe stereotipuri \u0219i se presupunea c\u0103 au efecte negative asupra psihicului juc\u0103torului \u0219i asupra s\u0103n\u0103t\u0103\u021bii lui mentale. \u00cens\u0103 cercet\u0103rile au ar\u0103tat c\u0103 doar atunci c\u00e2nd sunt folosite f\u0103r\u0103 o gestionare rezonabil\u0103 a timpului jocurile pe calculator pot avea efecte negative, ca de altfel orice form\u0103 de exces.<\/p>\n

Subordonate unor obiective educa\u021bionale, terapeutice sau de formare profesional\u0103, jocurile digitale pot fi transformate \u00een adev\u0103rate instrumente ale \u00eenv\u0103\u021b\u0103rii eficiente, \u00een special pentru copiii \u0219i tinerii secolului XXI, care s-au n\u0103scut \u0219i tr\u0103iesc \u00eentr-o lume a tehnologiei informa\u021biei. F\u0103c\u00e2nd referire la acest aspect profesorul Henry James de la\u00a0 MIT afirma c\u0103: \u201eJocurile pe calculator sunt cele mai puternice instrumente de \u00eenv\u0103\u021bare ale erei noastre.\u201d<\/p>\n

Jocurile pe calculator educa\u021bionale includ numeroase beneficii. Ele \u201epot dezvolta abilit\u0103\u021bi cognitive, spa\u021biale \u0219i motrice \u0219i pot \u00eembun\u0103t\u0103\u021bii aptitudinile TIC. Pot fi folosite pentru a preda fapte (noi cuno\u0219tin\u021be, elemente de repetat, lucruri de memorat), principii(rela\u021bii de tip cauz\u0103-efect), moduri de rezolvare a unor probleme complexe, pentru a stimula creativitatea sau pentru a oferi exemple practice \u00een leg\u0103tur\u0103 cu anumite concepte \u0219i reguli pe care ne este greu s\u0103 le ilustr\u0103m \u00een lumea real\u0103. Pot fi utilizate pentru a face \u00een mod virtual experimente care altfel sunt periculoase.\u201d<\/p>\n

Prin caracteristicile lor intrinseci (sunt forme de petrecere pl\u0103cut\u0103 a timpului, presupun reguli, scopuri, interac\u021biuni, au o poveste, ne provoac\u0103 s\u0103 rezolv\u0103m probleme \u0219i ne ofer\u0103 feedback)\u00a0 jocurile pe calculator pot deveni instrumente puternice ale procesului educa\u021bional deoarece produc: pl\u0103cere, implicare, motivare, emo\u021bie, stimuleaz\u0103 creativitatea \u0219i \u00eencurajeaz\u0103 socializarea, competi\u021bia \u0219i colaborarea.<\/p>\n

\u00cen lucrarea \u201ePlayful Learning: Computer Games in Education\u201d, Ollie Bray subliniaz\u0103 faptul c\u0103 utilizarea \u00een lec\u021bii a jocurilor pe calculator creeaz\u0103 un mediu de \u00eenv\u0103\u021bare de calitate prin faptul c\u0103 presupun o provocare, implic\u0103 un anumit progres, ofer\u0103 posibilitatea personaliz\u0103rii \u0219i a colabor\u0103rii, respectiv includ o anumit\u0103 recompens\u0103-manifestat\u0103 cel mai des sub forma satisfac\u021biei. Potrivit lui \u201ejocurile digitale \u00eencurajeaz\u0103 o form\u0103 aparte de competitivitate, lipsit\u0103 de amenin\u021barea demotiv\u0103rii\u201d\u00a0\u00a0 Deoarece solicit\u0103 folosirea unui avatar, jocurile pe calculator depersonalizeaz\u0103 experien\u021ba \u00eenv\u0103\u021b\u0103rii \u0219i \u00eenl\u0103tur\u0103 frica de a ar\u0103ta lipsa de \u00een\u021belegere a unui anumit subiect. Sc\u0103p\u00e2nd de aceast\u0103 team\u0103 elevii nu se mai simt descuraja\u021bi s\u0103 persevereze \u00een rezolvarea unei anumite sarcini didactice.<\/p>\n

Adaptate tematic sau concepute special pornind de la anumite teme din programa \u0219colar\u0103, jocurile digitale educa\u021bionale pot fi utilizate par\u021bial sau integral la orice disciplin\u0103, \u00een toate tipurile de lec\u021bii \u0219i \u00een aproape orice moment al unei demers didactic.<\/p>\n

Din p\u0103cate, \u00een sistemul de \u00eenv\u0103\u021b\u0103m\u00e2nt rom\u00e2nesc, folosirea jocurilor pe calculator \u00een procesul instructiv-educativ este destul de redus\u0103, cunosc\u00e2nd numeroase limit\u0103ri. Unele din cele mai comune impedimente sunt cele de natur\u0103 material\u0103 \u0219i se refer\u0103 la lipsa dot\u0103rilor tehnice sau prezen\u021ba aparaturii \u00eenvechite \u00een laboratoarele TIC \u0219i \u00een s\u0103lile de clas\u0103, num\u0103rul mic de softuri educa\u021bionale de calitate disponibile \u00een limba rom\u00e2n\u0103, lipsa licen\u021belor pentru jocuri etc. De asemenea, se pot enumera \u0219i o serie de limit\u0103ri ce \u021bin de resursa uman\u0103, respectiv: atitudinea conservatoare a unor cadre didactice, nivelul sc\u0103zut al competen\u021belor digitale de\u021binute de profesori, \u00eencercarea de a evita nepl\u0103cerile cauzate de reac\u021biile reticente ale p\u0103rin\u021bilor, lipsa informa\u021biilor \u0219i a preg\u0103tirii necesare conceperii unor jocuri folosind instrumente online pentru crearea de jocuri simple (Scratch and Scratch Jr, GameMaker, Minecraft Education etc.).<\/p>\n

Dincolo de aceste impedimente, activizarea lec\u021biilor folosind jocurile pe calculator \u021bine de dorin\u021ba fiec\u0103rui cadru didactic de a produce o schimbare \u00een bine \u00een ceea ce prive\u0219te calitatea propriului act didactic, de con\u0219tientizarea importan\u021bei motiv\u0103rii elevilor, de \u00eencrederea \u00een propriile for\u021be, de perseveren\u021ba \u0219i creativitatea lui \u00een a g\u0103si solu\u021bii pentru dep\u0103\u0219irea obstacolelor \u00eent\u00e2mpinate \u00een procesul moderniz\u0103rii modului de predare, de \u00eencercarea de auto-dep\u0103\u0219ire, de curiozitatea lui de a cunoa\u0219te \u0219i aplica noi tehnici didactice etc.<\/p>\n

Bibliografie:<\/strong><\/em>
\n* Bonwell, C. C., and Eison, J.A., Active learning: creating excitement in the classroom, The Association for the Study of Higher Education and the ERIC Clearinghouse on Higher Education, Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development, 1991
\n* Bray Ollie, Playful Learning: Computer Games in Education,\u00a0 Microsoft, 2012,\u00a0 vizibil\u0103 la adresa https:\/\/www.slideshare.net\/Microsofteduk\/playful-learning-computer-games-in-education
\n* European Schoolnet, Digital Games in Schools \u2013 A Handbook for Teachers handbook,\u00a0 2009, vizibil\u0103 la adresa\u00a0 games.eun.org\/upload\/GIS_HANDBOOK_EN.PDF<\/a><\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

Una dintre cele mai moderne \u0219i controversate modalit\u0103\u021bi de stimulare a \u00eenv\u0103\u021b\u0103rii active, f\u0103c\u00e2nd apel la situa\u021bii imaginare, este \u00eenv\u0103\u021barea folosind jocurile pe calculator. Deoarece ofer\u0103 un context motiva\u021bional favorabil \u00eenv\u0103\u021b\u0103rii \u0219i conduce la o \u00eenv\u0103\u021bare eficient\u0103 aceasta a \u00eenceput … Cite\u0219te continuarea →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[793],"tags":[1066],"class_list":["post-9212","post","type-post","status-publish","format-standard","hentry","category-tehnologii-digitale-in-educatie","tag-claudia-smarandache"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/9212","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=9212"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/9212\/revisions"}],"predecessor-version":[{"id":9283,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/9212\/revisions\/9283"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=9212"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=9212"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=9212"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}