كفاية الأنشطة المنهجية في دليل المعلم لمقرر التربية الإسلامية في المرحلة المتوسطة من وجهة نظر المعلمات بمدينة مكة المكرمة
الكلمات المفتاحية:
كفاية الأنشطة المنهجية، يل المعلم لمقرر التربية الإسلامية في المرحلة المتوسطة، المعلمات بمدينة مكة المكرمةالملخص
هدفت الدراسة للتعرف على وجهة نظر معلمات المرحلة المتوسطة حول كفاية الأنشطة المنهجية الواردة في دليل المعلم في مقرر التربية الإسلامية في المرحلة المتوسطة. استخدمت الباحثة المنهج المسحي، وذلك من خلال توزيع استبانة أعدت لغرض الدراسة. وتكونت عينة الدراسة من (138) معلمة من معلمات المرحلة المتوسطة في مدينة مكة المكرمة. أظهرت نتائج الدراسة أن تقديرات المعلمات لكفاية الأنشطة المنهجية الواردة في دليل المعلم في المرحلة المتوسطة كان متوسطا بشكل عام،وأشارت النتائج إلى أن مجال تقويم الأنشطة هو الأكثر فعالية لدى المعلمات، فيما كان مجال تنفيذ الأنشطة هو الأقل وبدرجة ضعيفة. كما بينت النتائج عدم وجود فروق دالة إحصائيا (عند مستوى دلالة(a=0.05) تعزى للمؤهل العلمي، فيما أشارت النتائج أن هناك فروقاً ذات دلالة إحصائية عند مستوى دلالة (a=0.05) بين أفراد الدراسة تعزى للخبرة والتفاعل بينها وبين المؤهل العلمي.
المراجع
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Dumais, Susan, (2009), Cohort and Gender Differences in Extracurricular Participation: The Relationship Between Activities, Math Achievement, and College Expectations, Sociological Spectrum, 29 (1): 72 - 100.
Johnson, S. M. (1990). Teachers at work: Achieving success in our schools. New York: Basic Books.
Kilbourn, B. (1991). Self-monitoring in teaching.American Educational Research Journal, 28(4), 721-736.
Korkmaz, ?. (2008). Evaluation of teachers for restructured elementary curriculum (Grades 1 to 5). Education, 129 (2), 250-258.
Kray, K .(2010). Relations Between Classroom Teachers‘ Attitudes Toward Change, Perceptions Of ?Constructivist? Curriculum Change And Implementation Of Constructivist Teaching And Learning Activities In Class At Primary School Level. Published Master Dissertation, The Graduate School Of Social Sciences Of Middle East Technical University.
Martincevic , J. (2010). Extracurricular Activities as A Factor of Education for a Leisure Time, ZivotSkola, 24: 19- 34. Peguero, A. (2010). A Profile of Latino School – Based Extracurricular Activity Involvement, Journal of Latinos and Education, 9, (1): 60- 71.
Prawat, R. S. (1991). Conversations with self and settings: A framework for thinking about teacher empowerment. American Educational Research Journal, 28(4), 737-757.
Richards, J. (2003). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Romanish, B. (1993). Teacher empowerment: The orphan of educational reform. Action in Teacher Education, 15(2), 1-8. 134
Sprague, J. (1992). Critical perspectives on teacher empowerment. Communication Education, 41 (2), 181-203.
Young, M. (2001).A Study of the Effect of School-Sponsored, Extra- Curricular Activities on High School Students. Cumulative Grade Point Average, SATScore, ACT Score, and Core Curriculum Grade Point Average. PhD Dissertation, University of Texas, U.S.A
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2023-03-02
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