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التأثير المتبادل بين نشاط المعلم ونشاط التلميذ في العملية التعليمية
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أهمية الدراسة والحاجة اليها:

          يعد النشاط المدرسي للمعلم والطالب جهدا عقلياً وبدنياً يبذله المعلم والطالب بمساعدة المدرسة لتحقيق اهداف مرسومة وهو ممارسة تظهر في اداء الطلبة على المستوى الحركي والفعلي والنفسي والاجتماعي بفعالية داخل المدرسة وخارجها. (اللقاني،بلا، ص82).

          ان الانشطة والبرامج المدرسية التي تنظم داخل الصفوف الدراسية وخارجها لمجموعات من الطلبة. كما هو الحال بالنسبة لنشاطات المتعلقة بالجونب الاجتماعية والترويجية مثل ورش العمل والفرق الرياضية والفنية والتي تسهم في تنمية شخصية الطالب من جوانبها الجسمية والعقلية والنفسية والعاطفية. (كودي، 1993، ص3).

          وقد تضمنت برامج اعداد المعلمين اهداف عدة لتحقيق الاهداف العامة للعملية التربوية ومن خلال تواجد االمعلم داخل الصف مع تلاميذه يجب احداث عدة تاثيرات جسمية وعقلية ونفسية واجتماعية واخلاقية، فيجب على المعلم تنمية استعداداتهم الجسمية وتوظيفها في السلوك الايجابي، كذلك التاثير في الطلبة من خلال غرس القيم البدينية والاخلاقية والاجتماعية والعلمية في نفوس الطلبة والتاثير في افكار الطلبة وتوجيها نحو الاتجاه العلمي، كذلك اعطاء الطلبة المعلومات العلمية والعملية التي تساعدهم على فهم جيد للمادة وتطبيقها في الميدان، كذلك التاثير في النمو الانفعالي للطلبة وتدريبهم على ضبط انفعالاتهم، وغرس الثقة بالنفس لدى الطلبة، وتنمية قدرتهم على اتخاذ القرار. (مبارك 1989، ص150-152).

          ان قدرة المعلم على التدريس في المستوى عالٍ هي القياس الصحيح لقدرته على التفاعل مع تلاميذه والتفاعل الذي نتحدث عنه يشمل القدرة على تنظيم التلاميذ في مجموعات تعلم متناسقة، والالمام الكافي باسترايتجيات متعددة للتعلم ولختبار واختبار ما يناسب كل موقف، كما يشمل درجة عالية من الاحساس بحاجات التلاميذ والقدرة على بناء نظام اجتماعي داخل الصف الدراسي دون المساس بمبدأ التفريد تلبية للحاجات التعليمية الخاصة بكل تلميذ وهنا تتضح اهمية تدريب المعلم على المرونة وهي المفتاح لدخول عالم التلاميذ الذي قد يكون مغلقا احيانا وهي وحدها التي تكشف ما اذا كانت الاستراتيجية المختارة قابلة للتطبيق ام لا، ويتيح ذلك للمعلم استيعاب ردود الفعل عند التلاميذ خاصة الردود العاطفية اتجاه المادة الدراسية. (قطامي، 1989، ص27).

          ورغم ان تحليل التفاعل بين نشاط المعلم ونشاط التلميذ قد بدأ في الربع الثاني من القرن الماضي الا انه شهد اهتماما محسوما جدا خلال السنوات الاخيرة، وقد شق طريقة في مختلف البرامج التربوية وقد دفع ذلك الباحثين الى تحليل علمي للتفاعل بين نشاط المعلم والتلميذ في الصف ودراسة جوانب هذه التفاعلات بصورة تفصيلية بغية الوصول الى صف ودرس نموذجي، ومن هنا ان الدراسة الحالية تسعى الى تحليل ومقارنة التفاعل بين نشاط التلميذ في العملية التعليمية للحصول على معلومات تشير الى ان مدى يمكن للطرفين التاثير ببعضهما.

 

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