چارچوب مفهومی تدوین بسته آموزشی بازی‌های شناختی و عصب روان‌شناختی کودکان نارساخوان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
نجمه دهقان
1
(دانشجوی دکترا روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
محمد علی نادی
2
(دانشیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
سالار فرامرزی
3
(دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشگاه اصفهان، اصفهان، ایران.)
مژگان عارفی
4
(استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.)
کلید واژه: بازی‌های شناختی, بستة آموزشی, عصب روان‌شناختی, کودکان نارساخوان,
چکیده مقاله :
هدف کلی پژوهش، بررسی چارچوب مفهومی ساخت بستة آموزشی بازی‌های شناختی و عصب روان‌شناختی برای کودکان نارساخوان از طریق مؤلفه‌های شناختی و عصب روان‌شناختی نارساخوانی است. با استفاده از روش نمونه‌گیری در دسترس همة پژوهش‌های انجام گرفته از سال 2001 تا سال 2017 در داخل و خارج از کشور مورد بررسی قرار گرفت. داده‌ها به روش تحلیل مضمون و با استفاده از نرم‌افزار Nvivo بررسی شدند.تحلیل داده‌ها، 8 مضمون سازمان‌دهنده شامل: نقایص شناختی- ادراکی، نقص در مهارت‌های حافظه، نقص در توجه، نقص در پردازش واج‌شناختی، نقص در انسجام مرکزی، نقص در سرعت نامیدن و پردازش، نقص در مهارت‌های حرکتی و نقص در کارکردهای اجرایی را آشکار ساخت، همچنین 38 مضمون پایه نیز برای ساخت بستة آموزشی بازی‌های شناختی و عصب روان‌شناختی برای کودکان نارساخوان معرفی گردیده است. به‌منظور روایی و مناسب بودن مضامین مدل پیشنهادی، پرسشنامه‌ای طراحی و بین خبرگانی که دانش و تبحر در حوزة اختلالات یادگیری داشتند توزیع گردید و پایایی کدگذاری با استفاده از روش هولستی مورد تأیید قرار گرفت.
the general purpose of the research is analyzing a conceptual framework for building a educational package of cognitive and neuropsychological plays in children with dyslexia, through using cognitive and neuropsychological factors of dyslexia. Through using available sampling method, all researches performed up from2001 to 2017 have been analyzed. Data were analyzed using content analysis method and Nvivo software. Data analysis showed 8 organizing contents: Cognitive-perceptual deficits, deficit in memory skills, deficit in attention, and deficit in phonological processing, deficit in central cohesion, deficit in the naming and processing rate, deficit in motor skills and deficit in executive functions. Also 38 basic contents were appeared for building an educational package of cognitive and neuropsychological plays in children with dyslexia.In order to assess the validity and appropriateness of the proposed model a questionnaire was desined and distributed among the experts who had knowledge and expertise in the field of learning disorders and coding reliability was confirmed using the Holstee method.
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