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Register a new userThe reality of using education techniques in teaching mathematics from the teachers point of view
واقع توظيف تقنيات التعليم في تدريس مادة الرياضيات من وجهة نظر المدرسين
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رويدا صالح الونوس( باحث )
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يهدف البحث للكشف عن واقع توظيف تقنيات التعليم في تدريس مادة الرياضيات من وجهة نظر المدرسين. تكونت عينة البحث من 67 مدرسا من مدرسي الرياضيات لمرحلة التعليم الأساسي ( حلقة ثانية ) في مدينة حمص و الموزعين بحسب المؤهل العلمي إلى ( 28 معهد, 20 إجازة جامعية, 19 دبلوم ), و تم اختيارهم عشوائيا من مجتمع البحث. لتحقيق هدف البحث, أعدت الباحثة استبانة تكونت من 63 بندا موزعة على ثلاثة محاور, و تم التأكد من صدقها و ثباتها.
The research aims to reveal the reality of using education techniques in teaching mathematics from the teachers' point of view. The research sample consisted of (67)mathematics teachers for the basic education stage (second phase) in Homs city, classified according to their scientific qualifications into (28 associate degrees, 20 Bachelor degrees and19 Master degrees). They were selected randomly from the research community. To achieve the research's target, the researcher prepared a questionnaire consisted of (63) articles divided into three directions, whose creditability and steadiness have been confirmed.
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Research summary
تتناول هذه الدراسة واقع توظيف تقنيات التعليم في تدريس مادة الرياضيات من وجهة نظر المدرسين في مدينة حمص. استندت الباحثة إلى استبانة مكونة من 63 بندًا موزعة على ثلاثة محاور، وتم تطبيقها على عينة مكونة من 67 مدرسًا. أظهرت النتائج أن معظم التقنيات التعليمية غير متوفرة، باستثناء السبورة التقليدية والأدوات الهندسية والحاسوب. كما تبين تدني مستوى توظيف التقنيات التعليمية، حيث بلغ المتوسط الحسابي العام 1.94 بنسبة مئوية 31.41%. وأشارت الدراسة إلى وجود معوقات كبيرة تحول دون توظيف التقنيات التعليمية، أبرزها المعوقات المادية، قلة الدورات التدريبية، ضعف الإعداد قبل الخدمة، الأعداد الكبيرة للطلاب، وضخامة المنهاج. كما لم تظهر فروق دالة إحصائيًا في مدى توظيف التقنيات التعليمية ومعوقاتها تبعًا لمتغير المؤهل العلمي.
Critical review
دراسة نقدية: على الرغم من أهمية الدراسة في تسليط الضوء على معوقات توظيف تقنيات التعليم في تدريس الرياضيات، إلا أنها تفتقر إلى تحليل عميق لبعض الجوانب. كان من الممكن أن تكون الدراسة أكثر شمولية إذا تناولت تأثير العوامل النفسية والاجتماعية على توظيف التقنيات. كما أن الاعتماد على استبانة فقط قد لا يكون كافيًا للحصول على صورة دقيقة، وكان من الممكن استخدام أساليب بحثية أخرى مثل المقابلات والملاحظات المباشرة. بالإضافة إلى ذلك، لم تتناول الدراسة الحلول الممكنة للتغلب على المعوقات بشكل كافٍ، وهو ما كان يمكن أن يضيف قيمة أكبر للبحث.
Questions related to the research
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ما هي أكثر التقنيات التعليمية توفراً في مدارس مدينة حمص حسب الدراسة؟
أكثر التقنيات التعليمية توفراً هي السبورة التقليدية، الأدوات الهندسية، السبورة المغناطيسية، والحاسوب.
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ما هي أبرز المعوقات التي تحول دون توظيف تقنيات التعليم في تدريس الرياضيات؟
أبرز المعوقات هي المعوقات المادية، قلة الدورات التدريبية، ضعف الإعداد قبل الخدمة، الأعداد الكبيرة للطلاب، وضخامة المنهاج.
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هل توجد فروق دالة إحصائيًا في مدى توظيف تقنيات التعليم تبعًا لمتغير المؤهل العلمي؟
لا، لم تظهر فروق دالة إحصائيًا في مدى توظيف تقنيات التعليم ومعوقاتها تبعًا لمتغير المؤهل العلمي.
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ما هو المتوسط الحسابي العام لمستوى توظيف التقنيات التعليمية في تدريس الرياضيات؟
المتوسط الحسابي العام لمستوى توظيف التقنيات التعليمية هو 1.94 بنسبة مئوية 31.41%.
References used
Elgar, Emma s (2005): An examination of the uses of technology in secondary school mathematics instruction. Proquest document lD: 885693371
Miles, rhea (2002): Teacher professional development needs in mathematics, and technology in eastern north Carolina. Eric docuoment. ERIC NO: ED 473247
Kennedy, Robert L& Mccallister, Corliss J. (2000): Basic Statistics via the internet. 14P, Paper Presented at the Annual Meeting of the Mid South Educational Research Association, 28th, Bowling Green, KY, November, 2000
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