إن التعبير ينوء بأثقال كبيرة ، وهذه المشكلة قد تتضاعف ،لأنَّ التعبير يحتاج إلى مها ا رت " لم
تنجح المدرسة في تنميتها تنمية صحيحة " ولأنّهُ يصطدم بعوامل معوقة متعددة منها ثنائية اللغة ،
وكثافة الصفوف ، وغياب المنهج ، وٕاهمال التصحيح، ووضع المدرس لكلمة "لوحظ" من غير
ملاحظة شيء وقلة الحصص ، وضعف الربط بين فروع اللغة ، والتساهل في إعداد المدرس.
وقد كان من نتائج د ا رسة أجرتها المنظمة العربية للتربية والثقافة والعلوم ،أنَّ مستوى مدرس اللغة
العربية غير مناسب ، وأنَّهُ يصل إلى درجة الضعف ؛ ذلك لقصور قد ا رته التعبيرية ، والتذوقية ،
والنحوية ، والهجائية ، والخطية ، قصور في ثقافته العصرية ، وعدم تمكنه من ط ا رئق التدريس
الحديثة ، وتطو ا رتها "وقد يجهد المدرس نفسه في تلقين طلابه القواعد النحوية التي لم تنفعهم ؛
لأنَّهم لايملكون القدرة على الكلام أو الكتابة ، وقد شبه الع ا زويّ ذلك كمن يعين حارساً ثم لايهيئ له
مايحرسه، فنحن نعنى بتلقين الطلبة القواعد ولانربي فيهم ملكة التعبير التي تكون القواعد بمنزلة
الحارس لها "
في تعزيز بيئة الانتاج الرشيق استخدام اسلوب S -5
Chapter-1
Problem of the research:
The studies and researches have noticed the aggravation of violence practice in all educational means using different and innovated styles against children in the school and house in order to upbringing by the parents or the school .
It is a training method for the person to participate in the society and prepare him to be an effective member.
The current research confines the children in age (6-12) years old representing the primary stage who face different kind of violence during the familiar or school education.
The current research aims to:
1 – The kinds of violence which happens to the children in the primary
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