N'a-t-on pas le droit d'apprendre tout en s'amusant ?
Abstract
Les enseignants essayent de rendre la classe plus vivante, plus dynamique et plus interactive par l’introduction de l’humour, de jeux de langue, etc. pour des fins pédagogiques. Ils recourent spontanément à l’humour et au jeu pour créer dans la classe un climat de détente et de bonne humeur qui lève les blocages chez les apprenants. L’humour constitue une puissante motivation qui est au centre du débat pédagogique. Les enseignants s’accordent à dire qu’elle éveille le désir d’apprendre chez les apprenants
يحاول المدرسون، ولأهداف تدريسية وتربوية، أن يجعلوا درسهم أكثر حيوية وتفاعلية عبر إدخال المرح والتلاعب باللغة إلى الصف، فيلجا هؤلاء وبشكل عفوي إلى النكتة واللعب لخلق جو من الارتياح والمزاج الجيد في الصف، مما يساهم في كسر الحواجز لدى المتعلمين. يشكل المزاح واللعب تحفيزاً قوياً لا يزال محوراً هاماً في النقاشات التي تدور في مجال طرائق التدريس، إلا أن المدرسين يجمعون على القول بأنه يحفز الرغبة بالتعلم.
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