تربية - دكتوراة
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Item تقويم كتب التربية الإسلامية المدرسية للمرحلة الثانوية من وجهة نظر المشرفين و المعلمين والمعلمات في محافظات شمال فلسطين(جامعة النيلين, 2005) عامر حلمو عبد الله علاونهRepublic of Sudan Al-Neelain University College of Graduate Studies ' ' “Abstract” Evaluation of The Islamic Education Textbooks For Secondary Schools’ Stage From Supervisors’ and Teachers’ Point Of View In , The Northern Educational Districts of Palestine “This study aimed at evaluating the Islamic Education Textbooks from Supervisors’ and Teachers’ perspective. The researcher included nine aspects of evaluation: layout and index, introduction, the content, the goals, the content’s organizing & Language, educational techniques and methods, instructional aids, textbook attitudes and Evaluative methods. The study, further, Sought to find outthe impact of the variables of sex academic qualification, place of residence, class, and experience, the discipline in the teachers’ evaluative assessments of the textbooks as a whole_'and for each of the nine domains. H 'v The population of the study was all of the supervisors in the Nothern educational district of Palestine(l0), and also all of the Islamic. education’s teachers in the mentioned districts, that teach Islamic "Education in the second semester in 2002/2003 and they are (430) teachers male and female. The sample of the study, randomly chosen consisted of (190) teachers: (100) males and (90) females in addition to the whole population of the .supervisors that consisted of (10) supervisors: (6) males and (4) females. To answer the study questions and test its hypotheses, the researcher developed a(97) item questionnaire in its final version, and was distributed among nine evaluationidomains. To test its validity, the researcher showed it to a number of refrees. Pertaining to its reliability, the researcher used “Cronbach Alpha” Equation to ensure its intemal Consistency. The study reliability was (0.93).,-_ This study tried to answer the following questions: What is the degree of Evaluation of the Islamic Education textbooks used in the first & second Secondary classes from Supervisors’ and Teachers’ point of view in terms of textbook: Layout (external form), & index, introduction, goals, Content, Content’s Organizing & Language, techniques and methods, instructional aids, development the students’ attitudes by the textbooks, and evaluation methods? I Was there any Statistically Significant differences at (ot = 0.05) in the teachers’ assessment among the nine domains of the Islamic Education textbooks in the Palestinian Secondary Schools’ Stage and in the Islamic Textbooks in general? What was the prediction ability of the nine domains of the Islamic Education textbooks of explanation the whole evaluation degree from teachers’ point of view in the Palestinian Secondary schools’ stage? ' And this study also tried to check the following hypotheses: There would be no statistically significant differences at (on = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to sex variable, (factor). There would be no statistically significant differences at (or = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to academic "qualification variable (factor). > There would be no statistically significant differences at (on = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to a Place of living (residence) variable (factor). ~ There would be no statistically significant differences at (ot = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to the class variable (factor). There would be no statistically significant differences at (oz = 0.05) in the evaluation of Islamic Education textbooks according to the teachers’ evaluation estimates which may be attributed to the experience variable (factor). After distribution and collection of the questionnaires from the respondents, the; researcher made processing of the collected data depending on Statistical Program for Social Sciences (SPSS) programme. I “Analysis of the results showed that the supervisors teachers of the . textbooks found themeducationally highly acceptable. _ ' V ’. . Findings: The total arithmetic mean of the supervisors’ and teachers’ evaluative assessment of the Islamic Education textbook for ls‘, sec. ~ Class was (3.59) on -Likert-Five-Point Scale; The percentage amounted to (71.8%) and the supervisors’ and teachers’ evaluative assessment of the Islamic Education textbook for the second Secondary class was (3.62) on the previous scale, the percentage amounted to (72.4%). The analysis also revealed that the teachers’ assessments of the Islamic Education textbooks for the Secondary Schools’ stage (first and second secondary class) was high on all the nine domains of the study. ' The results and analysis also showed and found that there were no statistically significant differences at level of (ot = 0.05) in the evaluation of the textbooks which might be due to variables of class and experience, while there were statistically significant dil’l'erences at level of (ot = 0.05) in the evaluation of the textbooks which might be due to variable (factors) of sex, academic qualifications, and place of living, (residence). Recommendations: _ ; In the light of the findings’, the researcher recommends that: l. The teachers’ and supervisors of these textbooks must be involved in the writing, and evaluation of the textbooks in future edition, and - he also recommends ‘holding workshop and training course for each textbook published by the Palestinian Curriculum Development Center. 2. The researcher recommendst that must provide the Ministry of _ Education and those charge of Curricula development with the results and findings of this study. - _ ” 3. To continue teaching by using these two books, because they contain a variety of subjects that suitable and efficient also. _ 4. Conducting more evaluation studies of the majority of school textbooks in other stages and also conducting other studies that will deal with and evaluate the new Islamic Education textbooks for " another school grades esp. that published by the Palestinian Curriculum Development Center.Item تحليل وتقويم كتب الأحياء للشق الثاني من مرحلة التعليم الأساسي في ليبيا من وجهة نظر المعلمين و الموجهين(جامعة النيلين, 2007) آمنة حسين عبد المولى بركاتItem تقويم مقررات الدراسات الإسلامية بكليات التربية بالجامعات السودانية(جامعة النيلين, 2009) عجائب أحمد محمد عليمستخلص الدراسة هدفت هذه الدراسة إلى تقويم مقررات الدراسات الإسلامية بكليات التربية بالجامعات السودانية للعام الدراسي 2007-2008م ، وذلك للكشف عن مواطن القوة ودعمها ومواطن الضعف ومعالجتها. وليتحقق ذلك استخدمت الباحثة المنهج الوصفي لمناسبته لهذه الدراسة ، وتم اختيار العينة عن طريق العينة القصدية تمثلت في 25 عضو هيئة تدريس من الذين يقع عليهم عبء تدريس مقررات الدراسات الإسلامية في عدد من الجامعات السودانية ، وكذلك عينة من الطلاب والطالبات بلغت 127 طالب وطالبة بكليات التربية بالجامعات السودانية الفصل الدراسي النهائي تخصص دراسات إسلامية (رئيسي/ فرعى) . كما أجريت مقابلة مع رؤساء أقسام الدراسات الإسلامية البالغ عددهم سبعة وكذلك قامت الباحثة بعرض وتحليل محتوى مقررات الدراسات الإسلامية، وذلك لمعرفة أوجه الاتفاق والاختلاف بين الكليات، كما قامت الباحثة بعرض وتحليل محتوى منهج الدراسات الإسلامية بالمرحلة الثانوية وذلك لمعرفة مدى ارتباطه بمقررات الدراسات الإسلامية بكليات التربية السودانية. ومن أدوات البحث التي استخدمتها الباحثة أيضا لجمع المعلومات الاستبانة. ولتحليل البيانات استخدمت الباحثة برنامج الحزمة الإحصائية للعلوم الإجتماعية Statistic Package Social for Science (SPSS) وذلك بغرض الوصول إلى نتائج الدراسة. ومن أهم النتائج التي توصلت إليها الباحثة : أن أهداف مقررات الدراسات الإسلامية واضحة ومحددة بالنسبة لأعضاء هيئة تدريس وطلاب كليات التربية تخصص دراسات إسلامية (رئيسي / فرعى ).وكذلك محتوى مقررات الدراسات الإسلامية يراعى أسس بناء المحتوى الجيد. إلا أن طرق وأساليب التدريس ما زالت ذات طابع تقليدي ، ويندر استخدام الوسائل التقنية الحديثة والأنشطة اللاصفية التي تسهم في تحقيق أهداف مقررات الدراسات الإسلامية .أما أساليب تقويم الطلاب فيراعى فيها الصدق والثبات والموضوعية ولكن نتيجة الطلاب تعتمد على الإختبارات النهائية فقط . لا يوجد اتفاق بين كليات التربية في الموضوعات التي تدرس للطالب المعلم الذي سيقع عليه عبء تدريس المرحلة الثانوية ، عدا دروس العقيدة وسيرة النبي (). ومن أهم النتائج أيضاً ندرة الأساتذة المختصين في مجالات الدراسات الإسلامية. أهم التوصيات: 1- على ذوي الإختصاص العمل على تطوير وتحسين مقررات الدراسات الإسلامية بكليات التربية السودانية كل أربع سنوات على الأقل لمواكبة المستجدات والتطورات التي يشهدها العصر ، والعمل على توحيدها وربطها بمقررات المرحلة الثانوية . 2- زيادة فترة التدريب للطالب المعلم . وقد قامت الباحثة بوضع مقترح لمقررات الدراسات الإسلامية بكليات التربية السودانية ( تخصص رئيسي) . Abstract This study aimed at evaluating the syllabi of Islamic Studies in the faculties of education at the Sudanese universities for the academic year 2007-2008. To achieve this goal the researcher used the descriptive approach. The sample was selected by intentional sampling method whereas 25 faculty staff members who had the burden of teaching Islamic Studies courses were selected as well as a sample of 127 male and female for the final semester at registered faculties of education and opted for Islamic Studies (Main / sub). Also the researcher conducted interviews with seven heads of departments of Islamic studies. The researcher analyzed the contents of the syllabi of Islamic Studies, to detect the similarities and differences between colleges. The researcher also and analyzed the content of the Islamic Studies curriculum at secondary level to learn how it relates to the syllabi of Islamic Studies at Sudanese faculties of education. The research tool used for data collection is the questionnaire. In order to analyze the data and assess the findings of the study, the researcher used the statistical packages for social sciences (SPSS). The main findings of the research: The objectives of the syllabi of Islamic Studies are clear and specific for both the lecturers and students of faculties of education majoring Islamic Studies (Main / sub). And the content of the syllabus of Islamic studies takes into account the characteristics of a good content. However, the methods and teaching techniques are still traditional in nature and the use of modern technical means and extra-curricular activities that contribute to achieving the objectives of the syllabus of Islamic Studies are apparently rare. The methods of evaluation of the students are considered valid, reliable and objective; however, the results of students are based on final exams only. There is no agreement between the faculties of education in the subjects taught to the student teacher who will be involved in teaching at secondary level, except for the lessons of belief and the life of the Prophet (PBUOH). The most important finding is the scarcity of specialized teachers in the field of Islamic Studies. The most important recommendations: 1- The authorities should develop and improve the syllabus of Islamic studies of all Sudanese faculties of education- at least each four years- to keep pace with contemporary developments and changes taking place, and work on unifying and linking it to the secondary level. 2- Extensor of the training period for the student teacher. The researcher has developed a proposal for syllabi of Islamic studies in faculties of education, (major specialization).