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تقويم طرائق التدريس والتقنيات التربوية والأختبارات التحصيلية لدى أعضاء الهيئة التدريسية في جامعتي بغداد والنهرين
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أن أزدياد أعداد الطلبة في معظم دول العالم ، والتوسع في التعليم العالي ، أدى الى أستيعاب أعداد كبيرة في المؤسسات التعليمية من حملة الشهادات العليا الماجستير خاصة والدكتوراه ، وأن برامج الدراسات العليا وضعت لأعداد باحثين مختصين في مجالات عدة منها التدريس وما يتطلبه من مهارات مختلفة ، فأن قسماً منهم ليست لديه المعرفة النظرية والتطبيق العملي والمهارات اللازمة لأستخدام طرائق التدريس والتقنيات التربوية أثناء التدريس وعمل الأختبارات التحصيلية ، مما أدى ذلك الى ضعف في العملية التعليمية فأنعكس أثره على مخرجات التعليم العالي واذا أريد الحصول على النوعية المطلوبة للتدريس أو تطويرها ، فأننا يجب أن نوجه أنظارنا نحو الهيئات التدريسية . بمعنى آخر أن هناك مشكلة تتمثل بأن عدد غير قليل من التدريسيين لا يمتلكون الخبرة على أستخدام طرائق التدريس  والتقنيات التربوية ، وتصميم الأختبارات التحصيلية بأنواعها المختلفة خلال عملية تدريسهم .

أهمية البحث

شهدت السنوات الأخيرة تزايداً في مجال التعليم العالي ، أذ أزداد عدد الطلبة المقبلين على الدراسات العليا ، وبعد تخرجهم وممارستهم لعملية التدريس فأن البعض منهم يفتقد الخبرة والمهارة في توصيل المادة العلمية الى الطلبة وأنهم غير قادرين على تحقيق الأهداف التعليمية خلال وقت الدرس ، كما أن هجرة الكثير من أعضاء الهيئات التدريسية الكفوءة الى خارج القطر ، كان سبباً في ضعف مستوى التعليم ، ولأن التدريس يشكل أساساً وركناً مهماً في العملية التعليمية . فكل أعضاء هيئة التدريس يجب أن يكونوا على معرفة ودراية وأطلاع بطرائق التدريس ، وكيفية أستخدامها وأستخدام التقنيات التربوية ، والأختبارات التحصيلية بأنواعها كونها تقيس نتائج التحصيل النهائية ، ومن خلالها يمكن الحكم على مدى أبتعاد أو أقتراب الطلبة في تحقيق أهداف المادة العلمية . ومع تزايد كلفة التعليم فقد تزايد الأهتمام بأختيار طرائق التدريس الأكثر فاعلية ، وأن معرفة حاجات الطلبة التربوية والذهنية سبباً يستدعي الأهتمام بالتدريس وطرائقه ، فاذا أستطعنا الوصول لتدريس فعال من خلال طرائق التدريس  فأن ذلك يوفر فرصاً أمام أعضاء هيئة التدريس لتنمية جوانب مختلفة عند طلبتهم

كالجوانب الأجتماعية والنفسية ، والعاطفية ، بدلاً من أستمرارهم بالمنحى الأنتقالي للمعرفة أذ ينظرون للمعرفة كبضاعة يمكن نقلها الى الطلبة بواسطة عملية التدريس . ( 5 : 79 )

من هذا المنطلق نجد أن طريقة التدريس ليست فقط وسيلة لنقل المعلومات والمهارات للطلبة ، بل هي وسيلة متقدمة للأتصال بهم ، وللتفاعل معهم وكمحفز تعليمي لسلوكهم وتنظيم النشاط المعرفي لهم ، والعمل على ربط موضوع الدرس بالحياة العملية ، وأعطائهم الفرصة الكافية للتفكير بحرية ، وتعويدهم على البحث العلمي وتحمل المسؤولية ، والأستقلالية في التفكير وأتخاذ القرارات ، فضلاً عن تزويدهم بالمهارات الأساسية اللازمة لمواجهة مشكلات الحياة . أن الدور الكبير للتدريسيين لا تقف مسؤولياته ووظائفه عند حدوده التقليدية ، بل يشتمل على تنمية القدرات الأبداعية عند طلبتهم ، وأن يكونوا أداة للتجديد والتغيير ، وأن يسهموا بفاعلية في صنع أجيال تتقبل التغيير وقادرة على مواجهته ، لذا لابد أن يكونوا على قدر كافٍ بطرائق التدريس ذات الصبغة الديمقراطية . (19 : 285- 286)

أما التقنيات التربوية فهي أجهزة ومواد وأدوات تُستخدم لتحسين عملية التعليم  ويُقصد بها توضيح المعاني ، وتدريب الطلبة على المهارات ، وتنمية الأتجاهات دون أن يعتمدوا على الألفاظ والرموز والأرقام ، فضلاً عن أنها تعمل على توفير خبرات حقيقية أو بديلة تقرب الواقع الى أذهانهم بطريقة مشوقة وبأسلوب بسيط وجديد ، فأهميتها كبيرة في عملية التدريس  أذ تجعل التدريس مثيراً لأهتماماتهم ورغباتهم ، في حين أن قلة أستخدامها تجعله عملية جافة وغير مجدية الى حد كبير ، فالتقنيات تتيح للطلبة فرصة للنشاط العملي الذي يجعلهم مشاركين في العملية التعليمية . ( 4 : 95 )

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