اتجاهات معلمات رياض الأطفال نحو تعلم الأطفال عن بعد في ضوء بعض المتغيرات
DOI:
https://doi.org/10.35516/edu.v49i4.3338الكلمات المفتاحية:
اتجاهات،، معلمات رياض الأطفال، الأطفال، التعلم عن بعدالملخص
الأهداف: هدفت هذه الدراسة التعرف إلى اتجاهات معلمات رياض الأطفال نحو تعلم الأطفال عن بعد في ضوء بعض المتغيرات.
المنهجية: تم اتباع المنهج الوصفي المسحي، وللإجابة عن أسئلة الدراسة تم إعداد مقياس اتجاهات معلمات رياض الأطفال نحو تعلم الأطفال عن بعد، وبلغ (46) فقرة موزعة على ثلاثة مجالات، هي: التدريس (تنفيذ - تقويم)، والتواصل، والتقنية كما تم اختيار عينة متيسرة نسبتها (30%) تقريباً من معلمات رياض الأطفال الخاصة في المدارس التابعة لمحافظة العاصمة عمان وعددها (346) معلمة خلال العام الدراسي 2020/2021.
النتائج: أظهرت نتائج الدراسة أن مستوى اتجاهات معلمات رياض نحو تعلم الأطفال عن بعد في المدارس الخاصة جاء متوسطًا في جميع مجالات مقياس الدراسة. كما أظهرت النتائج عدم وجود فروق ذات دلالة إحصائية لاتجاهات معلمات رياض الأطفال نحو تعلم الأطفال عن بعد في المدارس الخاصة حسب متغير المؤهل العلمي، ووجود فروق ذات دلالة تعزى لمتغير الدورات الحاسوبية لصالح دورتين فأكثر، ووجود فروق ذات دلالة إحصائية حسب متغير عدد سنوات الخبرة لصالح الخبرة الأكثر من 10 سنوات.
الخلاصة: الاهتمام بشكل مكثف بالفقرات التي جاءت اتجاهات المعلمات فيها متوسطة ومنخفضة.
التنزيلات
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كيفية الاقتباس
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