تاثير اسلوبي التعلم الاتقاني والانموذج في التعلم ونقل اثره لبعض الحركات الدفاعية والهجومية بسلاح الشيش == The Effect of The Two Styles : The Mastery And Model Learning On The Learning And Shifting Its Effect of Some The Defencing And The Attacking Movement By The Foil Weapon
Author name:
رولا مقداد عبيد
Supervisor name:
ناهدة عبد زيد بعيوي الدليمي | عادل فاضل
General topic:
Sports
Specific topic:
Physical Education
Degree:
Doctorate
University:
University of Babylon - Faculty Of Physical Education
Language:
Arabic
Full text from the source:
https://basicedu.uodiyala.edu.iq/uploads/777/%D8%A7%D9%84%D9%85%D8%A8%D8%A7%D8%B1%D8%B2%D8%A9/%D8%A7%D8%B7%D8%B1%D9%88%D8%AD%D8%A9%20%D8%B1%D9%88%D9%84%D8%A7%20%D9%85%D9%82%D8%AF%D8%A7%D8%AF%20%202006.rar
University location:
Babylon
First pages:
17T1474 - p.pdf
Abstract:
ان اسلوب التعلم الاتقاني من اساليب التعلم التي تراعي الفروق الفردية وتحاول اذابتها، اما اسلوب الانموذج الرمزي فهو من الاساليب الحديثة والمتطورة التي يدخل فيها الحاسوب كوسيلة مساعدة رئيسية للمدرس في العملية التعليمية كما ان لنقل اثر التعلم اثر بالغ في تعلم | The first part : the defination of the research the masteary learning style is astyle that regard the individual discrepencies, this style trys to solution this individual discreponcies. While the symbolic model style is from the modern, developing styles in which the computer has the main assistant mean for the teacher in the teaching operation, the shifting of the learning effect on the learning of the person for the new movements especially for the beginners. The problem of the thesis, it is concentrate in the few of the study about the effect of learning styles on the learning the the shifting in the same time. the a ctivities and the games that contain in this research are very few and in limited fields. Aims of the resrarch is knowing the effect both of the styles (the mastery learning, the symbolic model learning in learning and shifting of some of the defences and the offenses movements in foil weapon, knowing the best style in learning and shifting of some of the defences and the offensive movements in foil weapon.HypothesisThe researcher says that there are discroancies which have a moral informality between the pre - post lests in the three groups(the first experiment group, the second experimental group, the regulator group). Also there are discrepancies which have a moral informality between the three groups (the first experimental group, the second experimental group and the regulator group) in the learning and shifting of some of the defence and the offensive movements by the foil weapon of the benefit of the first experimental group which taught by the masteary style. The field of the thesis, the humanstic field was the second year students of physical education colloge in Al - Qadissiya university. the place field, the indoor hall in physical education college. Al - Qadissiya university. the temporal field, the span from 10\10\2004 till 29\12\2005.The second part : the similar and the oritical studies the theoritical studies contains(the concept of the teaching and learning, the concept of the motor learning and the stayes of the learning, the concept of two styles, the mastery learning style, the symbolic model styles, shifting of the learning effect, the role and the importance of the teaching means in the learning operation, Back fed and it’s importance in learning operation, the movements of the legs by the foil weapon (progress, decline) the offensive (simple, compound), the defence (the side, diametery, the circle) As well as the similar studies that especialist in the research field. The Third Part : The syllabus of the research and the field procedures. It is contain the syllabus of the research which was the experimental syllabus. The specimen of the research is the third year student - physical education college, AL - QAdissiya university in 2004 - 2005 they were beginners. They didn't practice the fencing game perivously, their age is between (20 - 21) year. The specimen is divided into three groups in randomly way. Two of this groups are the experimentals groups : the first one is taught by the mastery style, the other one is taught by the symbolic model style while the third group is the regulator group which is taught by the traditional style is used by the teacher the researcher uses(Crocecal wails)to show the equivalence of the groups from the age side and the morements in the research. The tools of the research were : (personal interview, question form) beside to assistant equipments and means.The researcher deals with the pre - post tests of the research which was during in 17 - 10 - 2004 for the movements of the research. The teaching syllabus began in 20 - 10 - 2004 till 1 - 12 - 2004. Then after the end of the confined period for each morement ,and according to teaching syllabus; the researcher makes the pre - post test to show the level in which the specimen arrived in this movement.The Fourth Part : The showing, the analysis and the discussion of the results.This part contains display of the results in schedule, illustrative shapes then analysis and discussion this results. the results have got through the using of the suitable statistic means, the count intermediate, the standard depart, Crocecal wails, man witny, wile cocsin, the learning proportion count (limitd measurements, the balance relative measurement).The shif of the learning effect through the discussion that supported with the vmodern scientific sources to achieve the aims and the hypothesis.The Fifth part : conclusions and Recommendation The conculsion is the mastery learning style is more effective than the symbolic model learning style and the traditional learning in learning and shifting of the movements that contain in this study.Recommendations The research recommendate to make the studies, research to know the mastery learning style effect in learning and shiffing for the basic movements by the foil weapon and other weapons for different levels in this game the necessity the use of the mastery learning style the ragarde the individual discrepancies among the learn inner through the style of learning in the group and the individual games.
