آہ! ترکش مارا خدنگ آخریں
واحسرتا!ابھی حضرت شیخ ؒکی جدائی کاغم تازہ ہی تھا اور امتدادِ روزگار کا مرہم اس غم کی جراحت سامانیوں کوکم نہیں کرسکا تھا کہ اچانک مولانا ابوالکلام آزاد کی وفات حسرت آیات کاسانحۂ جاں گداز پیش آگیا۔اناﷲ واناالیہ راجعون۔
خامہ انگشت بدنداں کہ اسے کیا لکھیے
ناطقہ سر بگریباں کہ اسے کیاکہیے
عام پیرایۂ بیان میں لوگ کہتے ہیں کہ مولانا علوم قدیمہ وجدیدہ کے مبصر عالم تھے۔سحر طراز انشاء پرداز،بلند پایہ ادیب، جادو فشاں خطیب تھے۔فہم و تدبر، ذہانت وفطانت اُن کے اوصاف وکمالات ِطبعی کاتکمۂ زریں تھے۔لیکن حقیقت یہ ہے کہ یہ سب عنوانات مولانا کی اصل شخصیت کی ترجمانی اورعکاسی سے قاصر ہیں وہ بذاتِ خودایک تاریخ تھے اورتاریخ ساز بھی، وہ مستقل ایک عہد تھے اور عہد آفریں بھی۔انھوں نے اپنے دماغ اورزبان وقلم سے ایک عہد پیدا کیاجس کی ہمہ گیری اوروسعت کایہ عالم تھا کہ اُ س سے مذہب بھی متاثر ہوااورادب بھی، سیاست بھی اُس سے اثرپذیرہوئی اورتہذیب وثقافت بھی۔اُن کاقلم ابرِ بہاراں بھی تھا اوربرقِ شررفشاں بھی۔علم وحکمت اورشعروادب کے میدان کی طرف نکل گیاتوفروغِ نظراورایمان ویقین کے لالہ وگل کوپیغام ِنشوونما دیتا گیا اورچٹیل میدانوں کوگل وگل زاربناگیا۔اوراگراُس نے مذہب اورسیاست کی طرف رخ کیاتوفکر ونظر اوراحساس وشعور کی دنیا میں طوفان برپا کرگیا،جوگوشہ نشین تھے وہ اس آواز کوسن گھروں سے نکل پڑے ،جن پر غلامی کی غفلت ومدہوشی کاتسلّط تھا وہ جوش وولولۂ عمل سے سرشار ہوکرزندگی کاایک نیا خون اپنی رگوں میں دوڑتاہوا محسوس کرنے لگے۔وہ ہر بزم اورہر محفل میں پہنچا اورہرجگہ صدر انجمن اورمیر محفل ہوکررہا۔مذہب،سیاست اور ادب،تہذیب اورمعاشرت ان میں کوئی منزل ایسی نہیں ہے جس کی طرف اُ س نے رخ نہ کیاہو اوراُس میں اپنے اجتہاد وتحقیق ،سنجیدہ فکراور نظر بلند کے لازوال نقوش نہ چھوڑ گیاہو۔
ایک شخص آج کل کے رسمی طریقۂ تعلیم...
To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.
In Pakistan, mathematics is taught as one of the compulsory subject in all public and private schoolsfrom primary to secondary level. But unfortunately, this subject is not of much interestfor thePakistani students studying in public and private schools; it is rather a nightmare for them. There may be many reasons for this effect but among one of them is the teaching method. Problem solving method is a source of developing problem solving ability, through which students could be able to solve daily life problems. Most of the mathematicians were inspired by the classical work of Polya (1981) and Dewey (1933). Problem Solving Method is helpful in developing Higher Order Thinking Skills (HOTS). According to Anderson (2001), to measure these skills, the Revised Bloom’s Taxonomy is the best evaluation source.The intent of this true experimental study was to find out the effect of George Polya’s problem solving method of teaching on revised Bloom’s Taxonomy of Educational Objectives, in the subject of mathematics at elementary level. The objectives of the study were i) To find out the effect of problem solving method on conceptual knowledge sub-level remembering. ii) To evaluate the effect of problem solving method on conceptual knowledge sub-level understanding. iii) To check the effect of problem solving method on conceptual knowledge sub-level applying. iv) To determine the effect of problem solving method on conceptual knowledge sub-level analyzing. v) To find out the effect of problem solving method on conceptual knowledge sub-level evaluating.vi) To check the effect of problem solving method on conceptual knowledge sub-level creating. vii)To find out the effect of problem solving method 10 on Higher Order Thinking skills of Revised Bloom’s Taxonomy. To achieve the objectives, eight research questions were developed. To verify the objectives, eight null hypotheses were developed. True experimental pretest-posttest (double control group) design was used.An experiment was performed in a school situated in urban area of Islamabad. Multistage sampling technique used for the selection of school. 132 8th grade students were used in the experiment. Pre-test which consisted of 60 items of six cognitive processes was developed. Validity of the test was checked by the experts and reliability was checked throughAlpha reliability analysis which wasα = .89. On the basis of pre-test scores, three groups were formed through proportionate random sampling. The Experimental Group was taught by the researcher through Problem Solving Method, and other two groups were taught through Conventional Method by the same school teachers. All possible efforts were made to control the internal and external threats. Forty lessons were taught during the 8-week experiment to all three groups. Post-test was developed by changing the order of the questions of pre-test. Post-test was administered and marked according to the rubric design for marking. Pre-test and post-test scores were analyzed on SPSS. One Way ANOVA and t-test were applied on the data.In the light of the analyses of data it was found that by teaching through Problem Solving Method, students performed better on Revised Bloom Taxonomy as compared to Conventional method. It was concluded on the bases of findings that Problem Solving Method showed significant improvement at all levels of knowledge dimension and hence all null hypotheses were not accepted. It was also concluded that Problem Solving Method works better than Conventional Method for teaching of Mathematics. In the light of these conclusions, Problem Solving Method was recommended for teachingof Mathematics at Elementary level and also suggested to add it in teachers training programmes as well.