شبكة المعلومات العربية التربوية

تناولت الدراسة الحالية موضوع أسباب صعوبات التعلم في المرحلة الإبتدائية من وجهة نظر المعلمين وهدفت إلى محاولة البحث عن الأسباب المساهمة في ظهور صعوبات التعلم لدى تلاميذ المرحلة الإبتدائية كما يدركها المعلمون، واستخدم المنهج الوصفي للدراسة لأنه الأنسب لوصف وتحليل الظواهر التربوية وتحليل الأسباب المختلفة، ولاختبار فرضية الدراسة تم اختيار عينة مكونة من 39 معلم ومعلمة تم اختيارهم بطريقة قصدية اعتمادا في ذلك على الأقدمية والخبرة المهنية، وقد تم استخدام استمارة مكونة من 18 عبارة موزعة على ثلاث محاور وأظهرت نتائج الدراسة أن أسباب صعوبات التعلم كما يدركها المعلمون ترجع بالدرجة الأولى إلى أسباب متعلقة بالتلميذ، ثم تلتها أسباب متعلقة بالجانب الأسري، وأخيرا أسباب متعلقة بالجانب البيداغوجي. (الملخص المنشور)

The current study dealt with the causes of learning difficulties in the primary school from the view of point of teachers. The aim was to try to find the reasons for contributing to the emergence of learning difficulties among primary school students; As recognized by teachers, and used descriptive approach to study because it is more appropriate to describe and analyze educational phenomen, a sample of 39 teachers (male and female) was selected in a deliberate manner, depending on their seniority and professional experience. A questionnaire consisting of 18 words distributed on three axes was used. The results found that the reasons for the difficulties of learning from the point of view of teachers are the reasons related to the special aspect of the student, followed by the family side and then the pedagogical aspect and is evident through the responses of teachers reflect the diversity of knowledge and trends and information for the reasons of learning difficulties through their professional experience and this contained the varying percentages of the terms of the form We find that the dimension of the student was chosen by the largest number of teachers by 53.15%. This means that this dimension is more distinguished in terms of the reasons, and this is concluded by the distinguished by the low academic achievement and the continued failure and decline of its level clearly where The majority of them that the causes of learning difficulties are due primarily to the student and because it shows a clear deficit in the basic mental functions such as sensory perception, attention and memory, which in turn affect the ability of the student to learn because of sensory information and audio visual not processed correctly, and then followed by the dimension of the family side By 25.92%, ie, the contribution of the family in learning difficulties through lack of follow-up and supervision by the parents in addition to parental pressure on children to reach a good level of achievement beyond their abilities and result in problems that may have a significant impact in the emergence of learning difficulties The most prominent of these problems, marital disputes, and a sense of guilt Tutors anxiety and tension direction of the academic level of the children, which leads them to failure, confusion, and repeat the experiences of their failure as the family is the main environment for the learning process. (Published abstract)

La présente étude traite des causes des difficultés d’apprentissage au primaire du point de vue des enseignants. Le but était d'essayer de trouver les raisons qui contribuent à l'apparition des difficultés d'apprentissage chez les élèves du primaire, l’étude utilise l'approche descriptive, car il est plus approprié de décrire et d'analyser les causes du phénomène éducatifs. Pour tester les hypothèses la chercheuse a choisi un échantillon de 39 enseignants, il a été sélectionné délibérément en fonction de leur ancienneté et de leur expérience professionnelle, en utilisant un questionnaire répartis sur trois axes. L’étude a abouti sur des résultats suivants: les raisons des difficultés d'apprentissage perçues par les enseignants sont des raisons liées à l'étudiant, et aussi des raisons liées à la famille et enfin des raisons liées à l'aspect pédagogique. (Résumé publié)