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خرائط أساليب التعلم لدى طلبة الجامعة وعلاقتها بالتحصيل الدراسي
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أولاً: مشكلة البحث:

للتربية دوراً أساسياً في تكوين الإنسان ليصبح قادراً على الإسهام الحضاري، ودفع عجلة التنمية إلى الأمام. وينظر للتربية حالياً بأنها عملية توثيق الصلة بين الناشئ والبيئة في ظروف معينة تعينه على النمو في الاتجاه المرغوب فيه. ويأتي الجانب المعرفي في مقدمة جوانب النمو، فهو المسؤول عن بناء شخصية الفرد وأسلوب تفكيره (سعيد، 1989، ص28). فضلاً عن كونه الخاصية الراقية عند الإنسان التي جعلته ينفرد بحضارة متقدمة تحمل في ثناياها مقومات وركائز استمرار نموها.

ونرى أن أغلب المشكلات التعليمية التي يواجهها التربويين تنطلق من الحقيقة التي ترى أنه لا يوجد أثنان متماثلان تماماً، إذ يختلف الطلبة عن بعضهم البعض في نمط تفكيرهم واهتمامهم ومستوى طاقاتهم ، وعلى الرغم من هذه الحقيقة، إلا أن العملية التعلمية لم تخرج من حيز التعليم التقليدي على أساس وحدات دراسية تضم أفراداً يختلفون في سماتهم الشخصية وإمكاناتهم العقلية، ومع ذلك يخضعون جميعاً لنفس طرائق التدريس، فهم يخضعون لمقرر دراسي واحد وامتحان واحد، ويطلب منهم أن يكونوا جميعاً على استعداد كامل لمقابلة تلك المتطلبات

  (شريف، 1981، ص79).

إن الطريقة التي يتعلم بها كل فرد أو التي يتبناها الفرد في البحث عن معاني الأشياء ومعرفة هذه المعاني حسب مدركاته الخاصة تسمى بأسلوب التعلم (محمد ومجيد، 1991، ص51) ويختلف هذا الأسلوب بحسب اختلاف ميول الفرد وخصائصه الجسمية والنفسية والعقلية. وهذا يعني أن مختلف المتعلمون يتعلمون بأساليب مختلفة. وعلى الرغم من هذه الحقيقة إلا أن مسألة اختلاف أساليب التعلم لدى الطلبة لم تدرس بصورة عامة ولم تحدد علاقتها بنواتج التعلم كالتحصيل الدراسي، إذ أن الغرض من التعليم هو أن يكون الفرد ذو تحصيل دراسي عالي أو حتى مقبول أحياناً.

وقد لاحظت الباحثة من خلال عملها كتدريسية في إحدى كليات جامعة بغداد إن الطلبة يتعلمون بأساليب تعليمية يختلف فيها الواحد عن الآخر مما ينعكس ذلك على تحصيلهم الدراسي، وأن أكثر ممن هم يداومون على القراءة وتحضير دروسهم، إلا أن مستوى تحصيلهم واطئ.

من ذلك تنبع مشكلة بحثنا الحالي الذي يسعى لتشخيص خرائط أساليب التعلم لدى طلبة الجامعة ومعرفة علاقتها بالتحصيل الدراسي، نظراً لفقر المكتبة النفسية لدراسة تتناول هذا الموضوع.

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