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سياسة اعداد معلم المرحلة الابتدائية في العراق ماقبل احداث 9/4/2003 نظرة نقدية , ووضع انموذجا مقترح معاصرلها
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شغلت  قضية اعداد المعلم  اهتمامات العديد من المسؤولين في قطاع التربيه والتعليم وكذلك اولياء امور الطلبه واساتذه الجامعه , ولازالت الهم الاكبر , وذلك لاختلاف سياسه اعداد المعلم من دولة واخرى وحسب الفلسفه التربويه  والمتغيرات والتطورات السريعه التي يشهدها العالم

            وفي ضوء ماتقدم , ان المعلم هو احد عناصر العمليه التربويه في اي بلد . بعد الطالب والمنهج والاداره , فالمعلم هو الذي يقدم خدماته المهنيه لوطنه وامته والانسانيه وذلك من خلال تمكين الطلبه على اكتساب المعارف والمهارات والقيم وتنمية المهارات, , وهو الراعي لجوانب النمو الفكري والروحي والاجتماعي والقدوه والنموذج في السلوك والموجه الحقيقي في تشكيل السلوك ومحدد الاهداف والغايات والوسائل في تحقيق الاهداف التعليميه

     وعليه ان مستقبل الامم والاجيال يكمن في اعداد المعلم ودوره الاساسي في قيادة المجتمع وتطوره , ولكن  المعلم اليوم يواجه تحديات ومتغيرات في كافه الميادين ومنها  التطور العلمي والتقدم التكنولوجي والمعلوماتيه والعولمه بكل  تجلياتها ومسمياتها , فقد وظفت هذه المتغيرات التكنولوجيه  والمعلوماتيه لصالحها في المجال السياسي والاقتصادي والاجتماعي والثقافي والعلمي , وبذلك انعكس بشكل مباشر على اعداد المعلم وتاهيليه وتدريب  وانعكاسها ايضا على البرامج والانشطه التي تقدم للعلم , وبالتالي تعدد انواع اعداد المعلم وادواره الرئيسيه في العمليه التربويه

      وتاسيسا على ماتقدم , تظهر مشكله البحث او الدراسه الحاليه من خلال  مايلي , ان المجتمع العراقي الجديد يتطلع الى نظام تربوي يريد ان يرتقي بنوعيه التعليم بصوره عامه والتعليم العام بصوره خاصه , ومن المعلوم , ان التعليم العام له سمات حضاريه يساهم في بناء المجتمع العراقي الجديد في الميادين السياسيه والاقتصاديه والاجتماعيه والثقافيه خصوصا ان العراق شهد  تطورات واحدات 9/4/2003 التي غيرت روى التعليم وفلسفته واهدافه فرضت عليه مبادى وقيم جديدة تنسجم مع تطلعات المجتمع العراقي الجديد الذي يقرر حقوق المواطنه والوطن وحريه التعبير والتسامح والمساواة والعدل والحريه ., بعيدا عن الانتماءات الفئوية والعرقيه والمذهبيه , قائمه على اساس سيادة القانون الذي رسمه دستور العراق الجديد في 5/اب/2005

       وبذلك يمكن طرح الاسئله الاتيه , في ظل المتغيرات الدوليه والعلميه والتكنولوجيه والمعلوماتيه وانعكاسها على العمليه التربويه , ماهي سياسه اعداد المعلم في العراق في ضوء قنوات اعداد المعلم ؟ وماهي الصلة التي تربط المعلم بين وزارتي التربيه والتعليم العالي؟ وماهي الموضوعات والبرامج والانشطه التي تمكن  المعلم في اعداده؟ وماهي الشروط اللازمه في اعداد المعلم في مؤسسات اعداد المعلم ؟ وماهي البرامج في اعداد المعلم ماقبل الخدمه ...؟ 

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Publication Date
Thu Jun 20 2019
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Forest fires continue to rise during the dry season and they are difficult to stop. In this case, high temperatures in the dry season can cause an increase in drought index that could potentially burn the forest every time. Thus, the government should conduct surveillance throughout the dry season. Continuous surveillance without the focus on a particular time becomes ineffective and inefficient because of preventive measures carried out without the knowledge of potential fire risk. Based on the Keetch-Byram Drought Index (KBDI), formulation of Drought Factor is used just for calculating the drought today based on current weather conditions, and yesterday's drought index. However, to find out the factors of drought a day after, the data

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