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The problems of teaching critical thinking from the point of view of teachers of first stage of first stage of Basic Education in Jableh

مشكلات تعليم التفكير الناقد من وجهة نظر معلمي مدارس الحلقة الأولى من التعليم الأساسي في مدينة جبلة

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 Publication date 2016
and research's language is العربية
 Created by Shamra Editor




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This research aims defining the problems critical thinking related to each of the following themes: (teacher, classroom environment, curriculum content, teaching techniques, calendar, school environment) from a sample of teachers of the first cycle of basic education schools look numbered (125) teachers and a teacher in the city of protoplasm. Where the use of a questionnaire included the education problems of critical thinking in each of the previous hubs, have reached research is to identify a range of problems including: asylum teacher to orders and instructions in dealing with students, double the rehabilitation of teacher training, lack of interest in school administration by providing guide instructs the teacher to how teach critical thinking, not to employ modern technologies in educational activities, fit the calendar with methods that focus on conservation and memorization techniques.


Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى تحديد مشكلات تعليم التفكير الناقد في مدارس الحلقة الأولى من التعليم الأساسي في مدينة جبلة. استندت الدراسة إلى استبيان شمل 125 معلماً ومعلمة، وركزت على محاور متعددة تشمل المعلم، البيئة الصفية، محتوى المناهج، التقنيات التعليمية، التقويم، والبيئة المدرسية. أظهرت النتائج مجموعة من المشكلات مثل لجوء المعلم إلى الأوامر والتعليمات، ضعف تأهيل المعلم، عدم اهتمام إدارة المدرسة بتوفير دليل لتعليم التفكير الناقد، وعدم توظيف التقنيات الحديثة في النشاطات التعليمية. كما أظهرت الدراسة أن هناك فروقاً ذات دلالة إحصائية بين متوسطات آراء المعلمين في مشكلات تعليم التفكير الناقد تعزى لمتغير المؤهل العلمي أو التربوي. قدمت الدراسة عدة مقترحات لحل هذه المشكلات، منها التركيز على تزويد المعلمين بمعارف نظرية وعملية حول التفكير الناقد، تكثيف الدورات التدريبية، وتوفير المستلزمات والتقنيات الضرورية.
Critical review
تعتبر الدراسة مهمة في تسليط الضوء على مشكلات تعليم التفكير الناقد في مرحلة التعليم الأساسي. ومع ذلك، يمكن القول أن الدراسة قد تكون محدودة من حيث العينة المستخدمة والتي اقتصرت على مدينة جبلة فقط، مما قد يؤثر على تعميم النتائج. كما أن الدراسة لم تتناول بعمق تأثير العوامل الثقافية والاجتماعية على تعليم التفكير الناقد. بالإضافة إلى ذلك، كان من الممكن أن تكون الدراسة أكثر شمولية إذا تضمنت مقابلات أو ملاحظات مباشرة داخل الفصول الدراسية لتقديم صورة أكثر واقعية عن التحديات التي يواجهها المعلمون.
Questions related to the research
  1. ما هي أبرز المشكلات التي تواجه تعليم التفكير الناقد وفقاً للدراسة؟

    أبرز المشكلات تشمل لجوء المعلم إلى الأوامر والتعليمات، ضعف تأهيل المعلم، عدم اهتمام إدارة المدرسة بتوفير دليل لتعليم التفكير الناقد، وعدم توظيف التقنيات الحديثة في النشاطات التعليمية.

  2. كيف تم جمع البيانات في هذه الدراسة؟

    تم جمع البيانات باستخدام استبيان شمل 125 معلماً ومعلمة من مدارس الحلقة الأولى من التعليم الأساسي في مدينة جبلة.

  3. هل هناك فروق ذات دلالة إحصائية بين آراء المعلمين في مشكلات تعليم التفكير الناقد؟

    نعم، أظهرت الدراسة وجود فروق ذات دلالة إحصائية بين متوسطات آراء المعلمين في مشكلات تعليم التفكير الناقد تعزى لمتغير المؤهل العلمي أو التربوي.

  4. ما هي المقترحات التي قدمتها الدراسة لحل مشكلات تعليم التفكير الناقد؟

    قدمت الدراسة عدة مقترحات منها التركيز على تزويد المعلمين بمعارف نظرية وعملية حول التفكير الناقد، تكثيف الدورات التدريبية، وتوفير المستلزمات والتقنيات الضرورية.


References used
BEYER, B. 2000 Practical strategies for the teaching of thinking, Boston, M.A.Allyn & Bacon. Inc, 113-115
CAVE,L. 2004 The relationship of teacher believers and characteristics to critical level students. DAI, VOL.54, N.2 ,450
RESNICK, L.B. & KLOPHER. 2003 Toward the thinking curriculum current cognitive research. Virginia, ASCD, 2
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