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Register a new userChallenges Faced by Managers and Teachers of Public Secondary Education in the Light of the School of the Future from their Point of View
التحديات التي تواجه مديري ومدرسي التعليم الثانوي العام في ضوء مدرسة المستقبل من وجهة نظرهم
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Damascus University أطروحة دكتوراه
Publication date
2015
fields
Education
and research's language is
العربية
Created by
Shamra Editor
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يعد التعليم الثانوي مرحلة اساسية من مراحل النظام التعليمي فهو بوابة النظام التي تخرج منها مخرجات التعليم العام إلى سوق العمل والجامعات على حد سواء، مما يتطلب ابتكار صيغ جديدة لتناسب الطلبة من سن ١٦-١٨ سنة لكي يكون أمامهم خيارات واسعة ومتنوعة تتناسب مع ابتكاراتهم وحاجاتهم وخصائصهم الجسمية والنفسية والعقلية. لذلك أصبحت الحاجة ماسة إلى نموذج تربوي بديل عن النظام التعليمي المغلق المعتمد على الكتاب والمدرس بوصفهما مصادر وحيدة للمعرفة، والتحول إلى نظام متعدد المصادر ومجتمع مدرسي مفتوح مع نفسه ومع من حوله.
Secondary Education is considered a basic stage of the educational system. It is the gate from which the outputs of the general education come to the market and universities . Therefore, the general education receives special attention from Ministries of Education and teaching at the world level. The educational system of developed countries with its different stages adopts at present new concepts which have characteristics that agree with the new scientific developments such as informatics, total quality, knowledge society, post-knowledge, and School of the Future. School of the Future works at developing the whole personality of all students, facilitating knowledge for them and giving a chance for their creative abilities to appear, so the student becomes able to lifelong learning and continue to develop his knowledge and skills by using all methods of learning and educational technology. To achieve these aims , there should be a distinguished teacher who is able to think in a scientific organized way to face the social, cognitive, economical, educational, , and cultural challenges, as well as a manager who is able to face the social, economical, technological, educational and administrative challenges to lead the school with its all elements. So, the research aimed at identifying the challenges which face the managers and teachers of the general secondary education in the light of the school of the future. The research consisted of seven chapters. The first five chapters included the theoretical part while the sixth and seventh chapters included the procedures of the field study and its results.
Artificial intelligence review:
Research summary
تعد مرحلة التعليم الثانوي مرحلة أساسية في النظام التعليمي، حيث تعتبر بوابة خروج مخرجات التعليم العام إلى سوق العمل والجامعات. لذلك، يحظى التعليم الثانوي باهتمام خاص من وزارات التربية والتعليم على مستوى العالم. يتبنى النظام التعليمي في الدول المتقدمة مفاهيم جديدة تتماشى مع التطورات العلمية الحديثة مثل المعلوماتية والجودة الشاملة ومجتمع المعرفة ومدرسة المستقبل. تهدف مدرسة المستقبل إلى تطوير شخصية الطلاب بشكل شامل وتيسير المعرفة لهم، مما يجعلهم قادرين على التعلم مدى الحياة وتطوير مهاراتهم باستخدام التكنولوجيا التعليمية. لتحقيق هذه الأهداف، يجب أن يكون هناك معلم متميز قادر على التفكير العلمي المنظم لمواجهة التحديات الاجتماعية والمعرفية والاقتصادية والتعليمية والثقافية، بالإضافة إلى مدير قادر على مواجهة التحديات الاجتماعية والاقتصادية والتكنولوجية والتعليمية والإدارية لقيادة المدرسة بكافة عناصرها. يهدف البحث إلى تحديد التحديات التي تواجه مديري ومدرسي التعليم الثانوي العام في ضوء مدرسة المستقبل. استخدم البحث المنهج الوصفي التحليلي واعتمد على استبيانات موجهة إلى مديري ومدرسي التعليم الثانوي في مدارس دمشق. توصل البحث إلى أن المعايير الاجتماعية والإدارية والشخصية متوفرة بدرجة كبيرة لدى مديري المدارس، وأن التحديات الاقتصادية والتعليمية والتكنولوجية هي الأكثر تأثيرًا على المديرين. أما بالنسبة للمدرسين، فإن التحديات الاجتماعية والثقافية هي الأكثر تأثيرًا عليهم. لم توجد فروق ذات دلالة إحصائية بين استجابات المديرين والمدرسين حول مدى توافر المعايير أو التحديات بناءً على متغيرات الجنس والمؤهل العلمي وسنوات الخبرة.
Critical review
تعتبر هذه الدراسة خطوة مهمة نحو فهم التحديات التي تواجه مديري ومدرسي التعليم الثانوي في ضوء مدرسة المستقبل. ومع ذلك، يمكن تقديم بعض الملاحظات النقدية لتحسين البحث. أولاً، كان من الممكن توسيع نطاق العينة لتشمل مناطق أخرى غير دمشق للحصول على نتائج أكثر شمولية. ثانيًا، كان من الممكن استخدام أدوات بحثية متنوعة مثل المقابلات والملاحظات المباشرة لتعزيز مصداقية النتائج. ثالثًا، كان من الممكن تقديم توصيات أكثر تحديدًا وقابلة للتنفيذ بناءً على نتائج الدراسة. على الرغم من هذه الملاحظات، فإن الدراسة تقدم رؤى قيمة يمكن أن تسهم في تطوير التعليم الثانوي في سوريا.
Questions related to the research
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ما هي أهداف مدرسة المستقبل كما وردت في الدراسة؟
تهدف مدرسة المستقبل إلى تطوير شخصية الطلاب بشكل شامل وتيسير المعرفة لهم، مما يجعلهم قادرين على التعلم مدى الحياة وتطوير مهاراتهم باستخدام التكنولوجيا التعليمية.
-
ما هي التحديات الأكثر تأثيرًا على مديري المدارس الثانوية في ضوء مدرسة المستقبل؟
التحديات الأكثر تأثيرًا على مديري المدارس الثانوية هي التحديات الاقتصادية والتعليمية والتكنولوجية.
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هل وجدت الدراسة فروق ذات دلالة إحصائية بين استجابات المديرين والمدرسين بناءً على متغيرات الجنس والمؤهل العلمي وسنوات الخبرة؟
لم توجد فروق ذات دلالة إحصائية بين استجابات المديرين والمدرسين حول مدى توافر المعايير أو التحديات بناءً على متغيرات الجنس والمؤهل العلمي وسنوات الخبرة.
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ما هي التوصيات التي قدمتها الدراسة لتحسين التعليم الثانوي في ضوء مدرسة المستقبل؟
قدمت الدراسة توصيات لتحسين التعليم الثانوي تشمل زيادة الوعي بالمعايير اللازمة لمدرسة المستقبل، وتوفير الأدوات التكنولوجية المناسبة، وتطوير برامج التدريب للمديرين والمدرسين.
References used
Baker, w (1997). Technology in the classroom: from theory to practice educom, review, Vol.32 No.5,sep- oct , pp.42-50.
Bemak , Fred .(2002). Paradigms for Future School Counseling Programs . ERIC Number : ED464271
Blank, Richard. (2003). Community as text: using the community as a resource for learning in community school, P(1).
Bolletin. E.R.S.(1997). High school restructuring, education service, Vol ,24.
Calder, Frederick C.(2002). Mentoring: Guide the schools of the future managers . Independent School :Fall 2002,Vol.62 Issue 1,p56,2p,2bw
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