مهارات التفكير التخيلي لدى معلمي المرحلة الاساسية وعلاقته بمهارات التدريس الفعال لديهم
Date
2024-08-07
Authors
ايناس نظير محمد شبانه
Enas shapanih
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Publisher
Al-Quds University
Abstract
هدفت الدراسة للتعرف على مهارات التفكير التخيلي لدى معلمي المرحلة الأساسية في مديرية تربية الخليل وعلاقته بمهارات التدريس الفعال لديهم، استخدمت الباحثة المنهج الوصفيّ الارتباطيّ، وتكوّنت عينة الدراسة من (167) معلمًا ومعلمة من معلمي المرحلة الأساسية في مدارس مديريـــة التربية والتعليم في الخليل بنسبة (15%) والبالــغ عددهـــم (1115)، وتم اختيار العينة بالطريقة الطبقيّة العشوائيّة، وقامت الباحثة بتطوير أداتين من خلال الاستفادة من الدراسات السّابقة.
توصلت الدراسة إلى أن جميع مجالات مهارات التفكير التخيلي لدى معلمو المرحلة الأساسية كانت بدرجة مرتفعة، وإلى عدم وجود فروق ذات دلالة إحصائية بين المتوسطات الحسابية لمهارات التفكير التخيلي لدى معلمي المرحلة الأساسية تعزى (للجنس، سنوات الخبرة والمؤهل)، وتوصلت أيضًا إلى أن جميع مجالات مهارات التدريس الفعال لدى معلمي المرحلة الأساسية كانت بدرجة مرتفعة، وإلى عدم وجود فروق ذات دلالة إحصائيّة بيّن المتوسّطات الحسابيّة لمهارات التدريس الفعال تعزى (للجنس، المؤهل العلميّ وسنوات الخبرة)، وأشارت النتائج أيضا إلى وجود علاقة طرديّة بين متوسطات التفكير التخيلي ومهارات التدريس الفعال، وتوصّي الباحثة بالاهتمام بتنمية مهارات التفكير التخيلي لدى المراحل التعليمية المختلفة، وعمل برامج لاستدامة هذا المستوى لدى المعلمين، وأن يتضمن تخطيط المناهج تحويل دور المعلم من الدور التقليدي إلى الدور النشط.
The study aimed to identify the imaginative thinking skills of the teachers of the basic stage in the Hebron Directorate of Education and its relationship to their effective teaching skills, the researcher used the correlational descriptive approach, and the study sample consisted of (167) teachers from the basic stage teachers in the schools of the Directorate of Education in Hebron by (15%) and their number (1115), and the sample was selected in a random stratified way, and the researcher built the questionnaire by taking advantage of previous studies. The study found that all areas of imaginative thinking skill among basic stage teachers were high, and that there were no statistically significant differences between the arithmetic averages of imaginative thinking skills among basic stage teachers due to (gender, years of experience and qualification), and also found that all areas of effective teaching skills among basic stage teachers were high, and that there were no statistically significant differences between the arithmetic averages of effective teaching skills attributed to (gender, academic qualification and years of experience), The results also indicated the existence of a direct relationship between the averages of imaginative thinking and effective teaching skills, and the researcher recommends paying attention to By developing imaginative thinking skills at different educational levels, creating programs to sustain this level among teachers, and ensuring that curriculum planning includes transforming the role of the teacher from the traditional role to the active role.
The study aimed to identify the imaginative thinking skills of the teachers of the basic stage in the Hebron Directorate of Education and its relationship to their effective teaching skills, the researcher used the correlational descriptive approach, and the study sample consisted of (167) teachers from the basic stage teachers in the schools of the Directorate of Education in Hebron by (15%) and their number (1115), and the sample was selected in a random stratified way, and the researcher built the questionnaire by taking advantage of previous studies. The study found that all areas of imaginative thinking skill among basic stage teachers were high, and that there were no statistically significant differences between the arithmetic averages of imaginative thinking skills among basic stage teachers due to (gender, years of experience and qualification), and also found that all areas of effective teaching skills among basic stage teachers were high, and that there were no statistically significant differences between the arithmetic averages of effective teaching skills attributed to (gender, academic qualification and years of experience), The results also indicated the existence of a direct relationship between the averages of imaginative thinking and effective teaching skills, and the researcher recommends paying attention to By developing imaginative thinking skills at different educational levels, creating programs to sustain this level among teachers, and ensuring that curriculum planning includes transforming the role of the teacher from the traditional role to the active role.
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Citation
شبانه، ايناس نظير. (2024). مهارات التفكير التخيلي لدى معلمي المرحلة الاساسية وعلاقته بمهارات التدريس الفعال لديهم [رسالة ماجستير منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس.