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التعليم المصغر وتطبيقه في برامج إعداد معلمي مادة التاريخ
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مشكلة البحث:

بين الحين والآخر تتصاعد الصيحات مطالبة بإصلاح النظام التعليمي لكي يتوافق هذا النظام مع ما يحدث في العالم من تطورات علمية وتكنولوجية تترك بصماتها على مختلف قطاعات الحياة .

ويعد المعلم وبلا شك ركنا أساسيا في هذا النظام ،وذلك لما للمعلم من تأثير أساسي في عملية التعليم والتعلم . ماذا يجدي إذا ما طورنا مناهجنا، واحسنا مباني مدارسنا، وأكثرنا من الوسائل والتقنيات ،ولم نوفر المعلم القادر على توظيف تلك العوامل والإمكانات ؟ أي لم نعد المعلم القادر على خلق البيئة التعليمية الصحيحة القادرة على تزويد الطالب بالخبرات المناسبة وتنميته معرفيا ووجدانيا ومهاريا (203:18).

إن عملية إعداد المعلم إعدادا مهنيا صحيحا تظل هي الشغل الشاغل لكل من يعنيه ذلك وخاصة كليات التربية ومعاهد إعداد  المعلمين، وتظل تحديا حقيقيا تفرض على مثل هذه المؤسسات أن تبحث عن تكنولوجيا جديدة تستطيع بها ان تكسب هذا التحدي وتعد المعلم الكفء (176:17).

وقد أثبتت الأبحاث والملاحظات الميدانية ان تكليف طلاب المعاهد بالتدريس دون تأهيل في المعاهد كان السبب في إحباط الكثير منهم بل إصابتهم بخيبة الأمل وعم الثقة في النفس والعجز في كثير من الأحيان عن مواجهة مهمة التدريس بنجاح ،لذا كان لابد من إجراء تطوير ما في عمليات إعداد المعلمين يضمن لهم إتقان مهارات هذه المهنة والتمكن منها، بعد ذلك يرسل هؤلاء إلى الميدان المدرسي الحقيقي ليمارسوا التدريس وهم مسلحون بما اكتسبوا من مهارات تجعلهم واثقين من النجاح، ولقد تمثل هذا الإجراء أو التطوير قي تقنية جديدة من تقنيات إعداد المعلمين أطلق عليها اسم التعليم المصغر (52:6).

وتعتقد الباحثة ان التعليم المصغر افضل وسيلة  لحل هذه المشكلة التي لا تقتصر على برامج إعداد معلمي مادة التاريخ بل هي مشكلة عامة في التعليم .

وتتلخص مشكلة البحث الحالي بالنقاط آلاتية:

1-      ان عددا غير قليل من معلمي مادة التاريخ ومعلماتها دون المستوى المطلوب من حيث المهارات اللازمة لاداء عملهم سواء أكان ذلك في الجانب العلمي أم المهني.

2-      ان المعلمين بحاجة الى التدريب على المهارات اللازمة لاداء مهماتهم في تدريس مادة التاريخ.

3-      وجود أعداد كبيرة من غير المؤهلين بين العاملين في مهنة التعليم .

4-      قصور مفردات برامج إعداد وتدريب المعلمين ومحدوديتها.

 

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