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A1 عزيز، حاتم جاسم. A2 الجنابي، مريم خالد مهدي AB Teaching methods is an important component of curriculum using by the teacher to achieve an expectant behavior for the learners. The teacher uses the best methods ,strategies and techniques but this needs a lot of knowledge of sources ,teaching and techniques .so he wisely chooses which is suitable for one purpose and rejects which is not and if it is new or old by adapting wisely his method instead of a doping the same one. Teaching methods is not less important them scientific subject or than the learner .It is a complete partial from pedagogical situation in clouding the learners needs, abilities and aims which the learner looks forward and the techniques that follow to identify the learning field .so teaching is an intentional activity aims at translating the pedagogical goals in to situations and experience that the learner interacts with and acquires from its results the acceptable behavior and in order to join the learner with contents of curriculum ,the teacher follows different methods and strategies and uses aids and pedagogical activities for increasing such methods and strategies. This research has aimed to identify: 1) the usual teaching methods used by teaching institution numbers at Diyala university 2) justification for using these methods by the teacher For achieving the research goals the researchers Follow the analytic descriptive curriculum , then they Limit the original research society (the teaching institution numbers) at Diyala university For both scientific and literary subject and who holds the scientific degree as (professor , assistant professor and a teacher )for the year 2011-2012 .The research modal has been chosen on purpose from the collages and the departments of the university to represent 10% from the teaching intuitions' members. The researchers used two types of close-open questionnaires to identify the method which they follow and after using the statistic aids available, they concluded that there are five common methods (lecture, discussion, discovery, inductive and problem-solving). The lecture method got the first order for having the arithmetic mean of 231,6 and the items that represented got the highest frequency while problem –saving method came at last. And one of the important justifications for using these methods was due to the teacher’s ignorance for the other methods and the great number of the students inside the classroom which absolutely stands as obstacle from using other methods. The researchers' submitted several recommendations and suggestions. (Published Abstract) http://search.shamaa.org/abstract_en.gif ID 121219 OP ص ص. 195-221 T1 طرائق التدريس الشائعة لدى أعضاء هيئة التدريس في جامعة ديالى [مقال] UL 1 http://search.shamaa.org/fulltext.gif https://www.iasj.net/iasj/article/77453 النص الكامل (PDF)