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الإدراك الحسي الحركي لدى الطلبة المتفوقين والمتأخرين دراسيا في المدارس الإعدادية (بحث مستل من رسالة ماجستير بنفس العنوان / جامعة بغداد) كلية التربية للبنات 2009 م
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مشكلة البحث   The Problem of the Research

 

          يعّد التحصيل الدراسي للطلبة عموما من أهم أركان النشاط العقلي في المجال التربوي، فلا تكاد تخلو منه أيه مدرسة، أبتداءً من المدارس الابتدائية وقد تسبقها رياض الأطفال، إلى المدرسة الإعدادية والجامعية ، وقد تمتد إلى مراحل متقدمة في العمر، فكان الطالب وما يزال هو محور العملية التربوية في جميع هذه المراحل، وهو من أبرز مدخلاتها ومخرجاتها.

وعلى الرغم من إجراء الكثير من الدراسات التي تناولت التفوق والتأخر الدراسي من حيث معرفة أسبابهما والظروف البيئية ،والمدرسية، والاجتماعية، والاقتصادية، والتكيف المدرسي المحيط بهم وعاداتهم الدراسية وسماتهم الشخصية الخ.

نجد أن التركيز على الجانب العقلي للطالب في المدارس الإعدادية نصيبه قليل. وعلى الرغم من ان أهم وأقدم الموضوعات التي اهتمَّ بها العلماء والباحثين عبر العقود السابقة وحتى وقتنا الحالي. ونقصد هنا بالجانب العقلي الإحساس والإدراك     (اللذان يعدان من الإلغاز التي حيرت علماء النفس والفلاسفة لقرون طويلة لأنه يبدو لهم من المستعصيات أن يتم تفسير أعادة خلق الأشياء في الدماغ)(الخفاجي،2000،ص2).

فنجد يوكي بيرا (Yogi Barra )يقول بمقدورنا أن نرى الكثير من خلال التطلع والنظر، لكن كيف نفعل ذلك؟ يبقى لغزا صعبا (Ross&Medin.2006.p.152 ) . أمّا  (Russel,1970 ) بيّن إن ما يدركه شخص معين فهو شيء خاص به لا يدركه غيره، فما أراه أو اسمعه انأ لا يراه أو يسمعه غيري، فمحال أن يدركا شخصين في اللحظة  عينها الإدراك نفسه، وبالتالي ستكون الاستجابة مختلفة وستؤدي بدورها في ظهور مستويات إدراكية مختلفة (Russel.1970,p.p.136-139 )، إذ ينظر إلى الإدراك على انه محصلة لعملية معالجة المعلومات التي تحدث في الجهاز العصبي، وان العلاقة بين مدخُلات المثير

*بحث مستل من رسالة ماجستير  (نفس العنوان ) (2009) كلية التربية للبنات..جامعة بغداد

والإدراك علاقة معقدة وغير مباشرة. وغالبا ما يعتمد على الحالة الراهنه للجهاز العصبي، وهذا ما جعل دراسة الإدراك مشكلة معقدة ومثيرة للتحدي  (صالح 1982،ص20 ).

أن الطريقة التي يعمل بها العقل الإنساني الذي ميّزه الله سبحانه وتعالى عن بقية الكائنات الحية بالحواس الخمس، وبقدرات معرفية، ولغة بشرية، لتصبح لغة للتفاهم والتعلم، أدت إلى ظهور مستويات معرفية أبرزها ظهور المتفوقين والمتأخرين دراسيا، وقد وجدت الباحثة وبحكم العمل والملاحظة في المجال التربوي ،أن الطلبة عموما يرتبطون بظروف متشابهه في جميع الأوقات ومنها التحصيل، لكنهم يظهرون   (رد فعل) متشابه أحيانا ، ومختلفاً أحيانا آخر، بمعنى أن لكل طالب رّد فعل في التعامل مع المثيرات المدرسية المحيطة به.

ولكي نحقق فهماً أدق وأعمق للطريقة التي يعالج فيها الطالب المعلومات التي يستقبلها من البيئة المحيطة به ، وكيفية اختياره للاستجابة والتي تجعل من هذا الطالب متفوقا وتجعل من ذلك الطالب متأخرا، نجد أن علم النفس المعرفي هو الميدان الذي يدرس هذه المشكلة، من خلال اهتمامه بالإنسان وإحرازه للمعرفة وتحصيلها وحفظها واستعمالها في أداء النشاط العقلي.

وتأسيسا على ما تقدم، فان مشكلة البحث الحالي تنبع من أهمية الإدراك الحسي الحركي .

لذا تتضح مشكلة البحث الحالي في  تعّرف:

مستوى الإدراك الحسي الحركي لدى طلبة الصف الرابع الإعدادي وأهميته في التحصيل الدراسي؟

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Özet

 

Sözlü Türk halk edebiyatı ürünleri içinde önemli yere sahip olan türlerden biri de atasözleridir. Atasözleri, nesilden nesile halk ağzında dolaşan, kimin söylediği bilinmeyen, birtakım gerçekleri kısa ve öz bir şekilde ifade eden sözlerdir. Türk atasözleri Orhun Abideleri’nde ilk kez karşımıza çıkmakla birlikte, Uygur dönemi yazıtlarında ve özellikle Dîvânü Lûgati’t Türk’te geniş yer bulmuştur. Dilin anlatım ve kullanım imkânlarını geliştiren atasözlerine, dünyanın bütün dillerinde rastlanabilir. Bunun için, söyleyişte güzel, anlatımda güçlü, kavramda önemli unsurlar içeren kalıplaşmış sözler halinde bulunurlar. Bu çalı

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