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استراتيجية تمثيل الأدوار " لعب الدور "
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تقوم استراتيجية تمثيل الأدوار " لعب الدور " Role Playing Learning Strategy علي افتراض أن للطالب دورا يجب أن يقوم به معبرا عن نفسه أو عن أحد آخر في موقف محدد ، بحيث يتم ذلك في بيئة آمنة وظروف يكون فيها الطلاب متعاونين ومتسامحين وميالين إلى اللعب .

ويطور الطلاب في ممارسة هذا النشاط من قدراتهم علي التعبير والتفاعل مع الآخرين ، تنمية سلوكيات مرغوب فيها ، وتطوير شخصياتهم بأبعادها المختلفة .

ويقصد بلعب الدور " نشاط إرادي يؤدي في زمان ومكان محددين ، وفق قواعد و أصول معروفة ويختار فيها المشاركون الأدوار التي يقومون بتأديتها . ويرافق الممارسة شئ من التوتر والتردد والوعي ، باختلافها عن الواقع .

كيف يتم تنفيذ هذه الاستراتيجية ؟

يتم ذلك من خلال عدد من الأجراءات :

• تحديد المبرر من استخدام لعب الدور .

• تحديد الهدف من ممارسة لعب الأدوار .

• تحديد المهام المطلوبة .

• توفير الوقت الكافي للمتدربين لقراءة الدور المطلوب القيام به .

• الانتقال إلى تنفيذ الأنشطة المطلوبة .

• قراءة التعليمات وتحديد أي أسلوب من أساليب لعب الدور سوف يتم استعماله .

• تحديد الأنشطة التي سوف يمارسها الطلاب في البيت .

أنماط لعب الدور

أولاً : لعب الدور التلقائي :

وفيه يمارس الأفراد الأدوار في نشاطات حرة غير مخطط لها يقوم الطلاب فيها بلعب الدور دون إعداد مسبق .

ثانياً : لعب الدور المخطط له :

وهنا يمكن أن يكون الحوار قد تم إعداده من مصادر أخرى ويقوم المعلم بتوجيه الطلاب لاداء هذه الأدوار في الموقف التعليمي .
خطوات لعب الدور

يتكون نشاط لعب الدور من عدة خطوات وهي :

• تهيئة المجموعة .

• اختيار المشاركين .

• تهيئة المسرح أو المكان .

• إعداد المراقبين المشاهدين .

• التمثيل أو الأداء .

• المناقشة والتقويم .

• إعادة التمثيل .

• المناقشة والتقويم مرة أخرى .

• المشاركة في الخبرات والتعميم .

• وكل خطوه لها هدف تسهم به في الإثراء أو التركيز علي النشاط التعليمي .

خطوات التطبيق في الموقف التعليمي

• أن يتم اختيار موضوع يصلح للتطبيق واقعياً .

• أن يكون الموضوع مرتبطاً بواقع التلاميذ .

• أن تكون المشاركة تطوعية ، وليست إجبارية من التلاميذ .

• أن يبدي الطلاب آراءهم بحرية في حدود الأنظمة ( الشرعية والأخلاقية ) .

• أن يتم الالتزام بالقضية المطروحة .

• ألا يتم تمثيل جانب دون الآخر ( الشمولية ) .

• أن يسمح بتعدد وجهات النظر ( واختلافها ) .

• عقد جلسة تقويم للنتائج بعد تدوينها، واستخلاص الآراء المتفق عليها .

عند استخدام أسلوب تمثيل الأدوار يجب على المعلم مراعاة التالي :

• اعلم أن أسلوب تمثيل الأدوار هو أسلوب يقوم فيه المشاركون بتمثيل أدوار محددة لهم في شكل حالة أو سيناريو وذلك كمحاولة لمحاكاة الواقع .

• حدد أولا ما هو الهدف الذي تريد الوصول إليه باستخدام هذا الأسلوب ؟ وما هو الموضوع الذي تود التركيز عليه ؟ وبمعنى آخر ينبغي أن تكون الحالة التمثيلية مرتبطة بموضوع الدرس وأهدافه .

• اكتب السيناريو وحدد الأدوار التي سيتم تمثيلها .

• يمكنك الاستعانة بالمشاركين لكتابة السيناريو .

• يمكنك عدم كتابة السيناريو والاكتفاء بإتاحة الفرصة للمشاركين كي يجتهدوا في التمثيل بدون التزام دقيق بنص مكتوب .

• ينبغي أن تكون الحالة التمثيلية واضحة ومفهومة للمشاركين .

• يحسن أن يكون السيناريو قصيراً ومركزاً .

• اختر الأفراد الذين سيقومون بالتمثيل ، وعادة يكون هؤلاء من الأفراد المشاركين أنفسهم.

• يمكنك تكليف مجموعة أو بعض المجموعات بالقيام بهذه التمثيلية .

• حدد دور كل فرد ، وما هو المطلوب منه ؟

• اشرح بإيجاز للمشاركين موضوع المشهد والأدوار التي سيتم القيام بها .

• اذكر للمشاركين ماذا تريد منهم عند الانتهاء من رؤية المشهد التمثيلي ، هل تريد الإجابة عن أسئلة معينة أو إيجاد حلول معينة أو الانتباه لممارسات معينة .

• حدد زمن المشهد التمثيلي ، وكذلك زمن الإجابة عن الأسئلة أو الحوار الذي يتبع ذلك المشهد .

• احرص أن يجسد المشهد التمثيلي واقعاً حقيقياً لا خيالياً ، ولكن يحسن استخدام أسماء مستعارة للممثلين بدلاً من أسمائهم الحقيقية .

• اطلب من كل ممثل أن يتقمص الدور المكلف به بصدق وإتقان ، وأن يضع نفسه مكان الشخصية التي يمثلها وأن يتخيلها بعمق ، وأن يتصرف بنفس الطريقة .

• يحسن تطعيم المشهد بشيء من الفكاهة والإثارة .

• اطلب من المشاهدين التزام الهدوء وعدم التعليق .

المراجع

• عايش زيتون ، أساليب التدريس الجامعى عمان : دار الشروق ، 1995
• مادان موهان ، رونالدا . هل ( محرر ) ، تفريد التعليم والتعلم فى النظرية والتطبيق ترجمة ابراهيم محمد الشافعى ، الكويت ، مكتبة الفلاح ،1997
• كمال يوسف اسكندر ومحمد ذبيان غزاوى : مقدمة فى تكنولوجيا التعليم ، ط 1 ، الكويت –دار الفلاح ،1995
• محمد اساعيل عبد المقصود : تدريس الدراسات الاجتماعية ، تخطيطه ، وتنفيذه وتقويم عائده التعليمى ، الامارات العربية المتحده ، مكتبة الفلاح ،2001
• مجموعة مؤلفين: التدريس الفعال، مشروع تنمية قدرات أعضاء هيئة التدريس والقيادات، المجلس الأعلى للجامعات ، القاهرة ،2005

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