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اثر الإتجاه التكاملي في التفكير المنظومي لطلبة أقسام القرآن الكريم والتربية الإسلامية في مادة الإعجاز القرآني
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أولاً: مشكلة البحث:

لاحظ الباحث عن طريق خبرته – المتواضعة- في أثناء عمله في ميدان التدريس في أقسام القرآن الكريم والتربية الإسلامية ان هناك ضعفاً في المستويات وتدنياً واضحاً في التفكير المنظومي للطلبة في مادة الإعجاز القرآني، ويرى الباحث أن هذا التدني يعود إلى أسباب عديدة من أبرزها: طرائق تدريس المادة، وغزارة المادة الدراسية، وصعوبة استيعابها في الوقت القصير المخصص لها، وان مادة الإعجاز القرآني افتقرت تماماً للدراسات التجريبية في ميدان طرائق تدريس القرآن الكريم والتربية الإسلامية.

وقد شخص بعض الباحثين هذا الضعف منذ أكثر من عقد من الزمن ولكن المعالجات الفعلية والعملية لهذهِ المشكلات ما زال دون المستوى المطلوب، إذ اقتصرت على الدراسات النظرية فقط (يونس وآخرون، 1999، ص7- 8).

ولذا فان مادة الإعجاز القرآني تحتاج إلى أساليب فاعلة لتدريسها، وان التدريسي الذي يفتقر إلى أسلوب ملائم في التدريس قد يلحق ضرراً بالغاً بمنهاج يتصف بالصدق والشمول (مدكور، 1991، ص9).

ولهذا، فان الإلمام بعلوم التربية الإسلامية وحدها من دون الاهتمام بطرائق تدريسها يُشّكل عقبة كبيرة في تحقيق الطموحات التي تسعى التربية الإسلامية إلى تحقيقها في شخصيات الطلبة، إذا ما علمنا ان الطريقة في التدريس تعد همزة الوصل بين الطالب والمنهج، وهي من المكونات الأساسية في نجاح عملية التعليم والتعلم (الحديثي، 2004، ص5).

وان تحقيق أهداف التربية الإسلامية لا يتم إلا بوجود طرائق وأساليب مناسبة أكثر فاعلية وإنتاجاً من الأساليب والاتجاهات التقليدية حالياً التي يكون فيها موقف الطالب سلبياً، وغير فعال في العملية التعليمية (أبو جلالة، 1999، ص125).

وقد ظهرت في العقود الأخيرة تداعيات ونداءات إلى ضرورة إعادة النظر في المنهجية التي تعتمد على المنحى الخطي (Linear Approach)، ودعت إلى روى جديدة تنادي بحتمية الأخذ بالاتجاه التكاملي والمدخل المنظومي في تقديم الخبرات المختلفة في صورة منظومية، تظهر وتؤكد الترابط والتفاعل والتداخل والتكامل بين هذهِ الخبرات، وتعمل على ربط ما لدى الطالب من معرفة سابقة في بنيته المعرفية بما سيتعلمه من خبرات جديدة، مما يجعل تعلمه ذا معنى (فهمي وعبد الصبور، 2001، ص36).

وهذا ما أكدته عدد من الأدبيات والدراسات الحديثة التي دعت إلى ضرورة إجراء دراسات تتعلق بالتفكير المنظومي في القرآن الكريم والعلوم الإسلامية (حوامدة، 2003، ص575- 576) (حجو، 2004، ص39).

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Mon Feb 04 2019
Journal Name
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Publication Date
Mon Jan 01 2007
Journal Name
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Mon Jul 26 2021
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Publication Date
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Publication Date
Fri Oct 19 2018
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Crossref
Publication Date
Wed Dec 11 2019
Journal Name
Journal Of The College Of Education For Women
The Impact of the Quranic Readings in Removing the Paradox in Imam Al Wahidi in his Al Wasiet Interpretation in the Holly Quran
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The present study aims at representing the importance of Quranic readings in the interpretation of the meaning of the Holly Quran in Imam Al Wahidi’s interpretation “Al Wasiet”, declaring its meaning, and eliminating of the paradox which takes place when trying to understand the intention of the Almighty Allah in His Holly book. The study aims at:

1- Defining the paradox linguistically and in terminology according to the formatives or the fundamentalists, the scientist of interpretation and of the Quranic sciences.

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Publication Date
Sat Feb 02 2019
Journal Name
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Abstract
The teacher I the heart of the educational process and the basic mover of
the educational interaction. The good training and preparing of the teacher
refines his abilities and makes him ready for the developing and evaluating his
work continuously. due to the importance of the teacher's training according to
the recent developments in his domain, the ministry establishes the training
institutions and sessions everywhere in order to develop the level of teaching
of the educational programs designed for the subject of the Islamic education
and its various activates, and to apply the best techniques that can raise the
level of performance in training and preparing the teachers of the Islamic
education<

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