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مستويات التقويم والتصانيف التي تضمنتها في اسئلة امتحان مادة التاريخ
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      جاء التقويم  ليكون مكملا للعمليات التعليمية يساعد على الوقوف على نتائجها وسبل النهوض بها والوقوف على المعوقات التي تقف امام مسيرتها وقد عنيت عمليات التقويم باهتمام كبير من قبل القائمين على العمليات التعليمية اذ عقدت العديد من المؤتمرات والندوات واجريت العديد من الدراسات عالميا ومحليا من اجل الوقوف على هذه العملية المهمة الداعمة للتعليم والنهوض بمستويات المتعلمين ، ومن بين ابرز تلك الادوات التقويمية التي استاثرت باهتمام الباحثين الامتحانات الاًداة المهمة في تقرير العديد من جوانب وتفاصيل العملية التعليمية ، ومن بين ابرز وسائل التقويم الاكثر شيوعا واستخداما الامتحانات التي كانت ولاتزال تستخدم في العملية التعليمية لتوفير تغذيه راجعه للمتعلم والمعلم والمؤسسات التعليمية على السواء ، لذا فان الوقوف على هذه الاسئلة الامتحانية ومدى ملائمتها للفئة التي اعدت لها ومدى مراعاة هذه الاسئلة لابرزمواصفات ومعايير الاسئلة الجيدة يعد من بين اهم الامور التي يجب البحث والتعرف على جوانبها المختلفة ، ذلك ان اهمية الاسئلة الامتحانية تكمن في كونها لاتعد وسيلة لقياس مدى حفظ وتمكن المتعلمين من المادة التعليمية فحسب وانما هي وسيلة لبناء قدرات وامكانات ومهارات مختلفة لدى المتعلمين لتهيئتهم لمواجهة مواقف الحياة وخبراتها المختلفة ، من هذا فان البحث الحالي يهدف الى التعرف على مدى مراعاة واضعي الاسئلة الامتحانية لمعايير ومواصفات الاسئلة الجيدة وفق بعض المعايير التي حددها البحث وهي تصنيف بلوم ( Bloom  (للاهداف التربوية ،تصنيف جمعية معلمي المواد الاجتماعية ، تصنيف ((Weaver & Cenci ، معيار عدد الاجابات ( المفتوحة او المقيدة) ، معيار الاسئلة الموضوعية، معيار الشمول ، وقد استخدمت الباحثة النسبة المئوية كوسيلة احصائية لايجاد الاوزان النسبية للمحتوى ونسب التكرارات للاسئلة ،  وقد توصلت البحث الى النتائج الاتية :

 

 

  1. قلة اهتمام واضعي أسئلة الامتحانات المركزية بمعايير ومواصفات الأسئلة الجيدة .
  2. عدم مراعاة واضعي الاسئلة المرحلة الدراسية ونوع الاسئلة التي يجب ان تعطى لكل مرحلة ومايجب ات تقيس .
  3. إهمال المجالين الوجداني والمهاري لتصنيف(Bloom) إذ جاء تركيز الأسئلة على المجال المعرفي خاصة مستوى التذكر .
  4. جميع الاسئلة مقالية مفتوحة الاجابة ولم يرد سؤال موضوعي واحد .
  5. قلة الاهتمام بشمول أسئلة الامتحانات المركزية للمحتوى الدراسي المقرر،اذ جاءت جميع نسب الشمول ضعيفة جداً.
  6. قلة اهتمامهم بالأسئلة غير المباشرة المثيرة لتفكير الطلبة ، او الاسئلة التحليلية االتفكيرية الناقده او الاسئلة التقويمية ،اذ جاءت اغلب الأسئلة مباشرة وصفية تعتمد على الحفظ المجرد.

 

 

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Sun Jan 05 2014
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Abstract

 

Theoretical and experimental methodologies were assessed to test curved beam made of layered   composite material. The maximum stress and maximum deflection were computed for each layer and the effect of radius of curvature and curve shape on them. Because of the increase of the use of composite materials in aircraft structures and the renewed interest in these types of problems, the presented theoretical assessment was made using three different approaches: curved beam theory and an approximate 2D strength of material equations and finite element method (FEM) analysis by ANSYS 14.5 program for twelve cases of multi-layered cylindrical shell panel differs in fibe

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