游戏化工具对教师情商发展的可能性研究

Elena V. Soboleva, Svetlana S. Bykova, Tatyana N. Suvorova, Tatyana V. Masharova
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引用次数: 0

摘要

问题及研究目的。教师情商的发展既是完善教师培训体系的方向,也是青年专科教师适应社会的条件,是预防情绪倦怠综合征的前提,也是提高总体教育质量的一个因素。游戏化工具允许您为数字学校导师的个人特征和专业能力的形成创造额外的条件。本研究的目的是确定使用游戏化工具来开发未来教师的情商作为职业重要人格属性的可能性。研究方法。该方法是基于对数字技术的潜力的分析,以及学习游戏化的可能性,这两方面都是情商的技能和技能组成部分的形成,以及教师的专业素质。该实验涉及维亚特卡国立大学(俄罗斯联邦)数学与信息系统研究所的50名学士。游戏机制的软件实现由游戏平台AhaSlides的工具完成。为了评估情绪智力的形成,使用了D.V. Lyusin的问卷。统计学数据处理采用Pearson’s chisqusquared检验(χ2)。结果。“计算机科学教学理论与方法论”、“计算机科学课外活动方法论”课程的实验组学生分析教师将游戏元素纳入培训的创新体验,研究游戏平台AhaSlides的工具,并利用它们设计情感舒适的游戏化环境。AhaSlides对情商发展的功能已被确定:QR码;时间限制;隐藏的结果;带有调查的交互式演示,大量的词汇,开放的问题。总积分指标的质变差异有统计学意义(χ2 = 10.445;p & lt;0.05)、人际关系(χ2 = 10.489;p & lt;0.05),人际关系(χ2 = 9.931;p & lt;0.05)。综上所述,影响教师使用游戏化工具形成构成其情商基础的能力有效性的因素有:气质属性、信息处理特征、兴趣范围、信息素养、数字技能形成、参与游戏活动的经验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The research of the possibilities of gamification tools for the development of teacher's emotional intelligence
The problem and the aim of the study. The development of the teacher's emotional intelligence is both the direction of improving the teacher training system, and the condition for the social adaptation of young specialists, and the prevention of emotional burnout syndrome, and a factor in improving the quality of education in general. Gamification tools allow you to create additional conditions for the formation of both personal characteristics and professional competencies of digital school mentors. The purpose of the study is to identify the possibilities of using gamification tools to developing the emotional intelligence of future teachers as a professionally significant personality property. Research methods. The methodology is based on the analysis of the potential of digital technologies with the possibilities of gamification of learning both for the formation of skills and skills components of emotional intelligence, and the professional qualities of a teacher. The experiment involves 50 bachelors of the Institute of Mathematics and Information Systems of Vyatka State University (Russian Federation). Software implementation of game mechanics is performed by the tools of the gaming platform AhaSlides. To assess the formation of emotional intelligence, the questionnaire of D.V. Lyusin is used. Pearson's chisquared test (χ2 ) was used for statistical data processing. Results. Students of the experimental group in classes in the disciplines "Theory and methodology of teaching computer science," "Methodology of extracurricular activities in computer science" analyze the innovative experience of teachers to include game elements in training, study the tools of the game platform AhaSlides and use them to design an emotionally comfortable gamified environment. The functionality of AhaSlides for the development of emotional intelligence has been identified: QR code; time limit; hidden results; interactive presentations with surveys, a cloud of words, open questions. Statistically significant differences in qualitative changes were revealed as for the total integral indicator (χ2 = 10.445; p < 0.05) and interpersonal (χ2 = 10.489; p < 0.05), and intrapersonal (χ2 = 9.931; p < 0.05) of emotional intelligence. In conclusion, factors affecting the effectiveness of the use of gamification tools to form the abilities that form the basis of the teacher's emotional intelligence are distinguished: temperament properties, information processing features, range of interests, information literacy, digital skills formation, experience in participating in gaming events.
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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