تحديات تعليم وتعلم اللغة العربية للمرحلة الأساسية الأولى في المدارس الحكومية وسط الضفة الغربية كما يراها المديرون والمشرفون والمعلمون
الكلمات المفتاحية:
المرحلة الأساسية الأولى، التحديات، العولمةالملخص
هدفت الدراسة الحالية إلى تعرُّف تحديات تعليم وتعلم اللغة العربية للمرحلة الأساسية الأولى في المدارس الحكومية وسط الضفة الغربية كما يراها المديرون والمشرفون والمعلمون، وتعرُّف مقترحات هذه الفئات لتطوير عملية تعليم وتعلم اللغة العربية. ولتحقيق هذه الأهداف اختيرت منهجية الدراسة؛ بحيث تضمنت المنهج الكمي بتصميم وصفي مسحي، والمنهج الكيفي بتصميم وصفي تحليلي، وتم اعتماد الاستبانة والمقابلات شبه المنظمة كأدوات للدراسة، حيث وزعت الاستبانة على عينة عشوائية بسيطة من المدارس الحكومية وسط الضفة الغربية، في العام (2017/2018)، بلغ حجمها (129) مدرسة من أصل (193)، لتعرُّف تحديات تعليم وتعلم اللغة العربية من وجهة نظر معلمي اللغة العربية فيها، كما تم اعتماد ثلاثة نماذج من المقابلات شبه المنظمة، وجهت لعينة متيسرة من مديري ومشرفي ومعلمي اللغة العربية للمرحلة الأساسية الأولى في المدارس الحكومية وسط الضفة الغربية، ضمت سبعة مديرين/ات، وأربعة مشرفين/ات، وعشرة معلمين/ات، لتعرُّف مقترحات لتطوير تعليم وتعلم اللغة العربية، وبينت النتائج أن أبرز تحديات تعليم وتعلم اللغة العربية التداخل بين العامية والفصحى، وتراجع مكانة اللغة العربية في المجالات العلمية، إضافة إلى كثرة المهارات في المنهاج بالنسبة لعدد الحصص المخصصة للغة العربية، أما أبرز المقترحات فكانت ضرورة تعزيز دور أولياء الأمور وزيادة التواصل بينهم وبين المدرسة، وتوظيف الإنترنت في خدمة تعليم وتعلم اللغة العربية، عن طريق تصميم مواقع وتطبيقات خاصة بمناهج اللغة العربية، إضافة إلى ضرورة تدريب المعلمين على استخدام التكنولوجيا وأساليب التدريس الحديثة في تدريس مهارات اللغة العربية.
التنزيلات
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