البنائية كطريقة تعليمية: مقالة مراجعة

المؤلفون

  • الدكتور اسامة حميد ابراهيم جامعة الموصل، كلية الآداب، قسم الترجمة، الموصل، العراق مؤلف

DOI:

https://doi.org/10.69513/jnfh.v1.i.2.en9

الكلمات المفتاحية:

البنائية، التدريس، أصول التدريس.

الملخص

يناقش هذا المقال أثر إحدى الاستراتيجيات الفعالة المستخدمة في مجال التعليم وهي المنهج البنائي. تطرح المقالة الادعاء بأن النهج التقليدي للتدريس يعتمد إجراء من أعلى إلى أسفل أو من أسفل إلى أعلى يؤكد على معنى المفدرات والتعبيرات المعجمية. وبالتالي، فإن هذا يميل إلى أن يكون عائقًا أمام مستوى التعرف والفهم لدى الطلاب. وكذا، قد يؤثر هذا على جودة الترجمة عندما يتعلق الأمر باللغتين المصدر والهدف. يقال عادةً أن التعليم يعتمد على التفاعل الذي يتكون من ثلاثة أنواع: تفاعل المعلم والمتعلم، وتفاعل المتعلم ومتعلم اخر، والتفاعل بين المحتوى والمتعلم. وبالتالي يمكن للمرء أن يدعي أن النهج التقليدي المتمركز حول المعلم يشتمل على نوع واحد فقط من التفاعل بينما تتضمن البنائية نوعين من التفاعل. ونظراً لانتشار هذا النهج التقليدي في فصول اللغة الإنجليزية كلغة أجنبية والترجمة، فإن عدداً ملحوظاً من الطلاب غير قادرين على تطوير مهاراتهم وخبراتهم، أو التفكير بشكل مستقل، أو القراءة بفعالية، لذلك تهدف الدراسة الحالية إلى التحقق من قيمة توظيف المبادئ البنائية كوسيلة تربوية.

التنزيلات

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السيرة الشخصية للمؤلف

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التنزيلات

منشور

28-06-2024

كيفية الاقتباس

البنائية كطريقة تعليمية: مقالة مراجعة. (2024). مجلة النور للدراسات الانسانية, 2(2). https://doi.org/10.69513/jnfh.v1.i.2.en9

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