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تعلیمی اداروں میں کھیلوں کی اہمیت

تعلیمی اداروں میں کھیلوں کی اہمیت
تعلیمی اداروں کا وجود ایک صحت مند معاشرے کے قیام اور اس کو استحکام بخشنے کے لیے انتہائی ضروری ہے۔ ترقی یافتہ اقوام کی ترقی اور عروج تعلیمی اداروں کا مرہونِ منت ہے۔ جن ممالک کے تعلیمی ادارے فعّال کردارادا کررہے ہوتے ہیں اُن کی افرادی قوت مضبوط ہوتی ہے۔ اُن کے افرادسطحی سوچ کے حامل نہیں ہوتے، اُن کے فکری، نظری، روحانی، جسمانی قویٰ کبھی کسی ضعف اور نقاہت کا شکار نہیں ہوتے، جس طرح تعلیمی اداروں کا وجود اہم ہے اسی طرح اس میں وقوع پذیر ہونے والی جملہ سرگرمیاں بھی اہم ہیں اور بالخصوص کھیلوں کی اہمیّت تو تعلیمی اداروں میں اور بھی زیادہ ہے۔ کیونکہ صحت مند جسم اور صحت مند دماغ کے لیے یہ بڑا واضح کر دار ادا کرتی ہیں۔
تاریخ اقوام عالم پر نظر دوڑائیں تو کاروبار اور محنت و مشقت کے ساتھ ساتھ ایسے لمحات بھی نظر آتے ہیں جن میں تفریح اور کھیل کود کے سوا کچھ نہیں ہوتا، اپنے متعین کردہ اوقات میں وہ صرف اور صرف کھیل کود اورتفریحی پروگراموں سے لطف اندوز ہوتے ہیں۔ کھیل کود کا تصور جس طرح دیگر مذاہب میں موجود ہے اسی طرح وُہ اسلام میں بھی موجود ہے، محسنِ کائنات حضرت محمد صلی اللہ علیہ و آلہٖ وسلم نے بھی تیرا کی اور دوڑ کے مقابلوں میں حصہ لیا۔ کھیل اور تفر یحی پروگرام کردار پر بڑا اچھا اثر ڈالتے ہیں۔ یہی وجہ ہے کہ دیگر ممالک کی طرح پاکستان کے نظام تعلیم میں کھیل کا تصور کلیتاً موجود ہے۔ اوقاتِ تعلیم و تدریس میں با قاعدہ ڈرل کے نام سے کھیل کا ایک پیریڈ مقرر کر دیا جا تا ہے۔ جس میں طلباء کو فزیکل انسٹرکٹر مقررہ مشقیں کرواتا ہے۔ طلباء ذہنی آسودگی محسوس کرتے ہیں اور دن بھر کی رطب و یابس...

تفسیر جلالین میں اسرائیلی روایات کا تجزیاتی مطالعہ

Holy Quran is the most sacred scripture bestowed by Allah Almighty upon his bellowed prophet Muhammad (PBUH). Unlike other scriptures, Allah Almighty himself took the responsibility of safety and safe custody of the Holy Quran. That is why, despite passage of more than 1400 years, the Holy Quran remained intact, wordwise as well as meaningwise and will remain intact till the end of the world. Such a unique status of the Holy Quran could not be tolerated by the enemies of Islam and Prophet of Islam. Therefore, they decided to present Holy Quran as a defective document before its readers. For this purpose, they chose to highlight and exploit the short and abbreviated incidents, described by the Holy Quran, under the term of “Muthashalihat”, by adding and narrating false, nonsense and most astonishing stories, just to divert attention of the readers from the basic learning of Holy Quran, towards un-realistic and bogus stories. Accordingly majority of the readers have shown great interest in these stories, which fall under the title of Israiliat Unfortunately, the said stories are included in dozens of Translations Tafaseer of the Holy Quran. In order to acquaint readers of the actual status of Israiliat, the undersigned has started working on the subject. Since Tafseer-e-Jalalain is included in the Syllabus of Maddaris and being taught for the last many years, therefore, I have chosen the same in the first instance, and pray Allah Almighty to help me out in completing my assignment.

Understanding the Teaching and Learning Practice: A Case of Working Across Paradigm S

This action research journey leads into the process of pedagogical practices of schoolteachers and attempts to portray the process of change of pedagogical practices of schoolteachers. This journey shows the process of pedagogical changes in schoolteachers, beginning from the technical, and moving gradually towards using elements of the nontechnical paradigm. To reach to the roots of the schoolteachers' practices, the action researcher and the schoolteachers, both worked hard, and contributed their own understandings and actions in the classroom teaching process. The struggle with articulating their actions was profound, and the action researcher and the schoolteachers showed their will to sit for reflective conversations and for defining the causes for a schoolteacher's actions. The elements of keeping a reflective journal, sharing initial ideas and beginning to question own actions started to appear on the surface as the action researcher and teachers got closer to each other and began to trust each other. The process of action research, a cyclic process, shows the dilemmas of the action researcher and how s/he moved to work together with the schoolteachers. The action researcher soon realized that the process of action research was messier then it had been portrayed in many papers. The passion to understand the ground realities and to reach to the roots of those realities, made the action researcher decide to explore further avenues of schoolteachers' work. These passions led the action researcher towards more problem solving activities, taking the researcher away from the main point of research. The work with the schoolteachers also seemed complex and varied due to individual differences. For instance, Zuhal, an experienced teacher, showed strong resistance to being questioned about her pedagogical practices. Nonetheless, the action researcher believed that Zuhal was a committed teacher and that there were many other reasons that pushed Zuhal to be reserved about her pedagogical actions. Realizing that Zuhal was more inclined towards administration activities, the action researcher showed an understanding towards these inclinations. At a later stage, Zuhal showed spectacular interest in collaboration and j planning, and even attempted to question the action researcher about the lesson planning, and helped in identifying pedagogical methods. Mushtari, on the other hand, used all the advantages from the action research process and periodically shared her reflections, and justified her pedagogical actions in the classroom. The schoolteachers, in this study appeared to be courageous, caring and reflective teachers. Each of them had an interest in
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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