عناصر مشابهة
أثر أنموذج ثيلين في اكتساب المفاهيم التاريخية لطالبات الصف الثاني معهد المعلمات / المركزي في مادة التاريخ
| المصدر: | مجلة البحوث التربوية والنفسية |
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| الناشر: |
جامعة بغداد - مركز البحوث التربوية والنفسية
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| المؤلف الرئيسي: | |
| المجلد/العدد: | ع 32 |
| محكمة: | نعم |
| الدولة: | العراق |
| التاريخ الميلادي: | 2012 |
| الصفحات: | 212 - 256 |
| DOI: | 10.52839/0111-000-032-009 |
| ISSN: | 1819-2068 |
| رقم MD: | 438219 |
| نوع المحتوى: | بحوث ومقالات |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| رابط المحتوى: |
| المستخلص: | استطاعت الأمم اليوم أن تحقق تقدما في مجال العلم والتكنولوجيا الحديثة ،إذ غير العلم كثيرا من معتقدات الناس واتجاهاتهم وأفكارهم الخاطئة، ونمى لديهم المهارات والتفكير العلمي، وجعل الملاحظة والتجربة العلمية تحل محل الرواية والنقل من الآخرين. و يعود هذا الى تفحصها لأنظمتها التربوية بحثا عن مواقع الخلل والاضطراب والقصور \ وفي ظل هذه التجديدات التربوية ظهرت نماذج تعليمية ( Models of Teaching ) عديده منها أنموذج خاص بالتقصي الاجتماعي ينسب الى هربرت ثيلين ( Herbart Thelen ) وهو أنموذج لتطوير مهارات المشاركة في العملية الاجتماعية الديمقراطية ( الخوالدة ، ١٩٩٣ ، ص٣٣٥ ) إذ اهتم ثيلين بالأسس الديمقراطية لبناء علاقات اجتماعية وتفاعل إنساني بين الأفراد وقد افترض ثيلين ( Thelen ) أنه يمكن تحقيق هذا الأنموذج عن طريق بناء عملية التربية ضمن العملية الديمقراطية ، بوصف الصف وحدة اجتماعية . ( قطامي ، ١٩٩٨ ، ص٢٤٦ ) . \ ويعد أنموذج ثيلين ( Thelen ) من نماذج التعليم القائمة على تطوير النظام التعليمي عن طريق إجراءات ديمقراطية ، خاصة إذا ما استخدم في تدريس المواد الاجتماعية ، مما يطور المشاركة والتفاعل الإيجابي بين الطلاب ويسهم في زيادة تحصيلهم بدرجة عالية وتدريبهم على استعمال استراتيجيات تعليمية تسهم في إثارة دافعيتهم على التفكير ( عبد اﷲ ، ١٩٩٨ ، ص٧١ ) . \ وتبرز أهمية أنموذج ثيلين في التدريس على أنها طريقة تجعل الطلبة يفكرون بأبعاد الدرس ومضامينه وتفسح لهم الفرصة ليعبروا عن آرائهم بروح ديمقراطية وعلمـية ( Sharpes , ١٩٨٣ , P : ٣ ) \ إن دراسة المفاهيم تؤدي إلى زيادة قدرة الطلبة على إمكانية استخدام وظائف العلم الريئسية التي تمثل التغير والتقويم والتنبؤ، ولكي تنمو معاني المفاهيم التاريخية وتبنى بالسياق المطلوب ينبغي أن يوضع في الاعتبار العمر العقلي والخبرات الحية ووضوح المعنى والروابط وتبيان التوافق المتوازن بين العوامل الداخلية والخارجية المؤثرة في العملية التعليمية. \ Chapter One – introduction \ Nations managed today to achieve progress in the field of modern technology. Science has changed many beliefs and trendiness that people have held for long time, skills and scientific thinking developed, and made scientific observation and experiment replace narration and taking from others. That is attributed to examining the educational systems searching for the locations of defect, and shortage. \ In the light of educational modernizations, many models of teaching incliuding a model for social tracing attributed to Herbart Thelen, which is a model to develop skills of social participation in the democratic process (Al-Khawalda,١٩٩٣،٣٣٥). Thelen cared for the basis of democracy as a base of building social relations and social relationships between the various individuals. He supposed that the model could be achieved through the education process within the democratic process as the social unit (Qatami, ١٩٩٨, ٢٤٦). \ Thelen Model of social investigation is model of teaching that is based on the development of educational system through democratic procedures, especially when it is used in teaching the social items. That would develop positive participations and interaction among students and contribute to the increasing of their acquisition and training to the use of teaching strategies that help to use strategies that motivate their thinking (Abdullah, ١٩٩٨،٧١). \ The importance of group investigation of Thelen model is manifested in the teaching as a method of making students think of the dimensions of the lesson and its contents, and give them the space to express their opinions in a democratic and practical manner (Sharpes.p.٣،١٩٨٣). \ The study of concepts lead to increase the student's ability to the use of the main functions of science which is implied in evaluation and prediction. For the meaning of historical concepts and is constructed in the required context that should take the mental age and living expertise into consideration. \ The second chapter: \ The chapter included a review of the previous Arab and foreign studies in two domains: \ The first: tackling the Arab and foreign studies of Thelen model of investigation. \ The second: tackling Arab and foreign studies about the historical terms. \ \ The third: procedures of study: \ The Sample: the sample of study included two groups (experimental and control). The number of stundets were ٢٦ female students of the experimental and ٢٧for the control group after eliminating the failing students. \ The researcher matched the two groups in terms of: \ Scores of history for the year ٢٠٠٦ / ٢٠٠٧. \ IQ test \ Pervious knowledge test. \ The Tools of study: \ prepared a test to acquire the historical concepts of the multi choice type made up of (٤٠) items, which she displayed to experts and specialized, and she derived the coefficient of difficulty. The experiment lasted for two months. \ Statistical Instrument of study: \ The researcher used statistical means such as T-test, Spearman – Braun equation. \ The results: \ The results showed significant differences between the experimental group and control group which were taught using Thelen model. \ The researcher attributed that excellence to the methods of teaching used based on dialogue and discussion and exchange opinions over the traditional methods. That is attributed to the traditional methods of teaching that keeps with the informational development in the world and promote activity, seriousness and vividness to contribute to elevate the level of students and increase their acquisition of historical concepts and then retain those information. \ The most important conclusions were: \ •\ The use of Thelen Model of group investigation depends on the activity and cooperation of students in inquiring and seeking information in essence. \ •\ The probability of applying Thelen Model of group investigation in teaching history of second stage students in the teacher's institute. \ •\ That requires the availability of efficiencies and skills by teachers. \ In the light of these results, the researcher recommends to: \ •\ Arrange development courses by Ministry of Education for teachers of history of how to use methods of teaching which focus on thelearner as the center of activity in the teaching process. \ •\ Use Thelen Model of group investigation as an effective means within the methods of teaching in the history curricula in colleges and institutes. \ The suggestions were: \ •\ Making similar studies for other stages on both sexes to know the effect of Thelen Model of group investigation in acquiring historical concepts. \ •\ The study of Thelen Model of group investigation in other variables like achievement or thinking of its types. \ |
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