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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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تعد مناهج كليات التربية العمود الفقري لإعداد مدرسين تربويين تقع على عاتقهم مهمة تربية وتعليم الجيل الذي سيتحمل مسؤولية بناء المجتمع وتطويره من خلال بناء وإعداد الأفراد في العديد من المجالات. ولما كان التغيير والتطوير المستمرين هما من السمات المميزة للعصر الذي نعيش فيه لذا تتطلب العملية التربوية مراجعة مستمرة لمناهجها بغية تقويمها وتطويرها بما يتناسب ومت

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Tue Apr 30 2019
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the effect of organizing the university environment on increasing its efficiency and directing economic resiurces
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Sun Jun 01 2008
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Tue Feb 05 2019
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Sun Apr 04 2010
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The Effect of the Addie and Shayer Model on the Achievement of Fifth Grade Students and their Attitudes towards History

  1. Ahmed Hashim Mohammed and Hadil Jassas Ali

University of Baghdad - College of Education for Women

[email protected]

Abstract

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Tue Mar 30 2021
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