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اثر المعرفة المسبقة بالأهداف السلوكية في تحصيل طالبات قسم القران الكريم والتربية الإسلامية في مادة احكام التلاوة
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مشكلة البحث

إن طرائق تدريس المواد الشرعية ما تزال تُدّرس بطرائق لا تتناسب مع ما توصل إليه البحث العلمي في الميدان التربوي في الوقت الحاضر ، وهذا مما سبب في وجود أزمة فكرية وعلمية في الأقسام التي تدرس المناهج الدينية .

على الرغم من الأهمية الكبيرة لمادة التلاوة ، إلا أن هناك مشكلة كثيرا ما يعاني منها مدرسو هذه المادة، وهي انصراف الطلبة عن حفظ النصوص القرآنية ، وعدم تطبيق الأحكام عند القراءة بصورة جيدة، وربما تعدى ذلك إلى انصرافهم عن المادة برمتها.

ويعد سوء اختيار طريقة التدريس من قبل التدريسين ، من أهم الأسباب المؤدية إلى ضعف التحصيل الدراسي لدى طالبات مادة أحكام التلاوة ، فالطرائق التقليدية تؤدي إلى تحويل الطالب إلى آلة حفظ الحقائق والمعلومات دون تعمق وتفكير مما يؤدي إلى سلبية دور المتعلم في العملية التعليمية التعلمية(الكناني،24 ،ص2)

وفي ضوء ما تقدم تتجسد مشكلة البحث الحالي بان الأقسام الدينية الآن لم تكن بالمستوى الذي كانت عليه في الأدوار السابقة ، إذ بدأت تعاني من ركود وجمود يؤثر في الأهداف المرسومة لتلك الاقسام.

ولعل هذه الدراسة تسهم في حل المشكلة أو تخفف من حدتها .

أهمية البحث

إن اعز ما نملكه نحن المسلمين ونباهي به الأمم كتاب الله نفهمه ونعمل به وهو سر قوتنا ويقضتنا وعزنا في الماضي وفي كل حين.(آل عمر،1  ،ص3) قال تعالى  {لَقَدْ أَنزَلْنَا إِلَيْكُمْ كِتَاباً فِيهِ ذِكْرُكُمْ أَفَلَا تَعْقِلُونَ }(الأنبياء،10)، وهو الكتاب المعجز الذي أحدث انقلابا في تاريخ البشر، الخالد الذي لم تخلق جدته الدافق بالحياة الذي يحدث انقلابا في المجتمع والحياة إن وجد طريقا إلى القلوب ،(الندوي ،28 ، ص22).

من هنا تبرز أهمية القران الكريم ، لذا فمن اولويات تعلمه وفهمه هي قراءته وحفظه بصورة جيدة وهذا لا يتحقق إلا من خلال دراسة أحكام التلاوة وتطبيق القراءة الصحيحة .

 

و يعتقد الباحث أن من الأمور التي يمكن  إن يتحقق بها التعلم الجيد للقران الكريم هي باستعمال  الاستراتيجيات القبلية والتي تعمل على تسهيل عملية تعلم الطالب من وظيفتها التوقعية أو التقدمية ، أي أنها تسهل عملية تعلم الطالب عندما يطلع مقدما على ما سوف يشرح له أو يجب أن يتوقعه في الفصل ، فتزوده بالفكرة العامة عن الدرس مسبقا ، فهي تؤدي دورا مهما في النهوض بتدريس مادة أحكام التلاوة، لما تقوم به من تفعيل دور المتعلم وإثارة دافعيته وتجعله نشطا متحفزا في العملية التعليمية .(العزام ، 21 ،ص 14)

وهناك خمس استراتيجيات لما قبل التدريس ،أوضحها (زكري) تساعد على تهيئة أذهان الطلبة وإثارة انتباههم لما سيدرس لهم في الدرس، من خلال أثرها التوقعي أو التقديمي ، لأنها تزود الطلبة بفكرة أو منظور شامل لما سيشرح لهم في الصف ، وهذه الاستراتيجيات هي:

  • الاختبارات القبلية , Pre-Test.
  • الأهداف السلوكية , Behavioral Objectives.
  • الملخصات العامة , Over-Views.
  • المنظمات المتقدمة , Advanced Organizers.
  • أسئلة التحضير Preparatory Questions,.(زكري،12،ص155)

لذا اختار الباحث استراتيجية الأهداف السلوكية التي تتفق مع فلسفة التربية الحديثة إذ يعد الطالب محورا للعملية التعليمية بدل المدرس لان هذه الأهداف تصاغ بصورة سلوك يسلكه الطالب وليس المدرس (وزارة التربية، 29، ص 53)

وهي تساعد في بعث الرضا والاطمئنان في نفوس الطلبة عندما يطلعوا عليها من ناحية ، وتقلل القلق والتوتر الذي ينتابهم في أثناء الامتحان وقبله من ناحية أخرى ، وفي الوقت نفسه تساعد المدرس في معرفة ما سيتعلمه الطلبة (محمد ،25 ،ص85) ، وعلى الاختيار السليم للطرائق والأساليب التدريسية والوسائل التعليمية المصاحبة للدرس ، وتجعله أكثر نشاطا لتحقيق أهداف المادة (الصادق،16،ص10)

وفي ضوء الأهداف السلوكية تصبح عملية التعلم عملية واضحة ومحددة ،لذا يسهل تقويم نشاط الطلبة بدقة ، إذ يقّوم المدرس طلبته بوساطة  إعداد الأسئلة في ضوئها (بحري،4، 41_42)

لذلك ارتأى المربون حديثا أن يجعلوا من الأهداف العامة منطلقا للتدريس الفعال من خلال تجزئة هذه الأهداف إلى أهداف قصيرة المدى سهلة التحقيق وقابلة للملاحظة والقياس، وقد أطلق على هذه الصياغة الجديدة للأهداف عدة تسميات منها: الأهداف السلوكية ، والأهداف الإجرائية ، والأهداف قصيرة الأمد أو المدة (وزارة التربية، 29 ، ص50_51)

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