البحث — المستودع الرقمي العراقي

نتائج البحث: 25 من أصل 138

اثر استراتيجية (استمع - اقرا - ناقش) في تحصيل مادة التاريخ العربي الاسلامي واستبقائها لدى طلاب الصف الثاني المتوسط

اسم المؤلف: مسلم عقيل المختار

اسم المشرف: محمد شلال عبيد

الموضوع العام: العلوم التربوية

السنة: 2017

الموضوع الدقيق: طرائق تدريس التاريخ

الدرجة: ماجستير

الجامعة: جامعة بغداد - كلية التربية ابن رشد للعلوم الانسانية

اللغة: العربية

مكان الجامعة: بغداد

الصفحات الاولى:

المستخلص: يهدف هذا البحث الى معرفة اثر استعمال استراتيجية (استمع - اقرا - ناقش) في تحصيل مادة التاريخ العربي الاسلامي واستبقائها لدى طلاب الثاني متوسط، ولتحقيق الهدف هذا صاغ الباحث الفرضيتين الصفريتين الاتيتين : 1 - لا يوجد فرق ذو دلالة احصائية عند مستوى (05، 0) بين | The current research aims to know the effect of the use of the strategy (Listen - Read - discuss) in the assimilation of the subject " Islamic Arab history and its proceedings at second - stage intermediate school students, to achieve this goal researcher has placed the following two hypotheses 1. There isno difference statistically significant at the level of (05, 0) between the average of grades of the experimental group students who have studied using the strategy (Listen - Read - discuss) and average of grades of the control group students who have studied by using the traditional method in assimilation. 2. There is no difference statistically significant at the level of (05, 0) between the average of grades of the experimental group students who have studied using the strategy (Listen - Read - discuss) and average of grades of the control group students who have studied by using the traditional method in the retention. In the procedures of the research , the Researcher has depended on experimental design of partial control which is (the design of the experimental group and the control group of post - test) the Researcher has chosen 2nd - stage intermediate students studying in Al - Markaziyah intermediate school / the Directorate of Education inMaysan for the academic year (2015 - 2016) as a sample for his research to make his experience therein. The sample consists of 54 students, chosen randomly, by (32) for the experimental group who has studied in accordance with the strategy (Listen - Read - discuss ), and (22) for the control group students who has studied in accordance with the traditional method equivalence has been conducted between the two groups of research in variables : grades of the subject " History" in the previous year, marks of intelligence test , grades of former knowledge test, education for the father and mother, chronological age measured in months After specifying the subject ( educational material), which included two chapters (I and II) from of the Book of the Arab - Islamic history, the researcher has formulated behavioral objectives, reaching 150 goals, then he has prepared teaching plans in order to achieve what objectives have been formulated , where it is mounted (20) teaching plan for each group , the researcher he has studied the research's two groups throughout the duration of the experiment, which began on 3/11/2015 and ended on 10/1/2016 Researcher has prepared achievement test consisting of (40) objective items of the multi - test on the two groups of the research dated (10/1/2016), then he re - apply the same test after passing (21) days , dated 6.1.2016 ); for measuring the assimilation. After the end of the experiment and carrying out test of assimilation andtest of collection , the researcher has collected data and has analyzed statistically using T - test for two independent samples and results indicated as follows 1. There is statistic difference t at the level of (05, 0) between the average of marks of the experimental group students who have studied by using the strategy (Listen - Read - discuss) and average of marks of the control group students who have studied by using the traditional method , for the benefit of the experimental group in assimilation. 2. There is statistical difference at the level of (05, 0) between the average of marks of the experimental group students who have studied using the strategy (Listen - Read - discuss) and average of marks of the control group students who have studied by using the traditional method for the benefit of experience group in the preceding. The researcher has concluded the most important conclusions : 1. The strategy (Listen - Read - discuss) is of positive impact on assimilating the History for 2nd - stage intermediate students; it is more efficient than the traditional one and maintain 2. The strategy (Listen - Read - discuss) has proven its action and interaction to information for longer time in the mind of the student3. The strategy (Listen - Read - discuss) offers enjoyment to the students during the course of the lesson, which makes them appetite for that. The researcher has recommended a number of recommendations : 1. Clarifying the importance of the use of strategies where the student will be the essential element in the process of learning and also for the teachers via establishing courses by the ministry of education. 2. Preparing the faculties of education students, according to recent and modern strategies particularly active learning's strategies by training them on methods of teaching.3. preparing what the educated needs of means that help him to pass the process of teach and learn based on modern strategies to be adopted in the educational institutions .the researcher has suggested the following as to complete the research : 1. Making a study aims to know the impact of the strategy (Listen - Read - discuss) in acquiring other variables in the subject of History toward ( the critic thinking , motivation and direction ) 2. Making a study as to know the direction of teachers about their use of active strategies of learning, including the strategy of (Listen - Read - discuss)

الملخص:

المصادر:

فاعلية برنامج مقترح على وفق استراتيجيات ما وراء المعرفة في تحصيل مادة التاريخ وتنمية التفكير التاريخي لدى طلبة كلية التربية الاساسية == The Effectiveness of A Suggested Program According To The Meta - Cognitive Strategies In The Achievement of The Subject of History And Developing The Historical Thinking For Students In The College of Basic Education

اسم المؤلف: محمد جثير جبر السراي

اسم المشرف: كاظم كريم رضا الجابري

الموضوع العام: العلوم التربوية

السنة: 2015

الموضوع الدقيق: طرائق تدريس التاريخ

الدرجة: دكتوراه

الجامعة: جامعة بغداد - كلية التربية ابن رشد للعلوم الانسانية

اللغة: العربية

مكان الجامعة: بغداد

الصفحات الاولى:

المستخلص: ييد? البحث الحالي الى الاتي : 1 اعداد برنامج تعميمي عمى وفق است ا رتيجيات ما وا رء المعرفة لتدريس مادة تاريخ اوربا في - القرن التاسع عشر لطمبة الصف الثاني في كمية التربية الاساسية قسم التاريخ.2 التعرف عمى فاعمية البرنامج التعميمي في تحصيل مادة التاريخ ل | The present study aims at the following : 1 - Preparing a an educational program a suggested program according to the meta - cognitive strategies for teaching the subject history of Europe 19th century for the second year students in the College of Basic Education - Department of History.2 - Knowing the effectiveness of a suggested program in the achievement of the subject of history for the second year students in the College of Basic Education - Department of History.3 - Knowing the Developing the effectiveness of a suggested program the historical thinking for the second year students in the College of Basic Education - Department of History.To achieve the objectives of the study, the researcher formulated the following hypotheses : 1 - There are no statistically significant differences at the level of 0.05 between the mean score of student of experimental group who study the suggested program according to the meta - cognitive strategies and the mean score of control group students study the subject according no normal method in the achievement of History.2 - There are no statistically significant differences at the level of 0.05 between the mean score of student of experimental group who study the suggested program according to the meta - cognitive strategies and the mean score of control group students study the subject according no normal method in the test (pretest and posttest) of critical thinking.The researcher chose an experimental design with partial adjustment for his research made up of two groups one is experimental and the other is control. He determined the college of basic education in Mustansriya University as a place for conducting his experience. The History department includes three classrooms form which he has chosen randomly the third class to be the sample of his study; they were taught according to the program prepared in accordance the meta - cognitive strategies which amounted to 34 students after elimination. The second class was chosen to be the control group. They were taught in the conventional methods after 34 students were eliminated.The two groups of the study were matched din the variables of (age, intelligence, parent education, previous knowledge, skills of historical thinking).In order to measure the students achievement (control and experimental) for the second semester for the year 2013/2014 in the subject history of Europe 19th century, which the student taught himself, the researcher adopted a test made up of 50 items the type of multiple choice and ten items the type of short answer choice.The second tool is the test of historical skills for measuring the historical thinking for the two groups of study. The test was made up of 40 test items distributed into four questions as follow : - First question is made up of ten items the multiple choice type. - Second question made up of six items essay answer type. - Third questions is made up of two items (A) and (B) and the sum of its items is four. The answer is for each item. - Question four is made up of 20 items the type of complete the missing in short answers.The two tests were tested in terms of validity and constancy, difficulty coefficient, the easiness of, distinction and the truth of its items, and all the psychometric features.The researcher used SPSS program as well as T - test and Pearson correlation coefficient, and the difficulty and easiness coefficient, Cronbach’s alpha equation, Spearman - Brown Equation, Point Pi Serial. - Dcorrelation coefficient in processing the results statistically. The results were following : 1 - There are no statistical significant differences at the level of 0.05 in average score of the students of the experimental group who study the suggested program by the use of meta - cognitive Strategies and the average score of students of the control group who study in the conventional method in achievement test after posttest for the study the experimental group.2 - There are no statistical significant differences at the level of 0.05 in average score of the students of the experimental group who study the suggested program by the use of meta - cognitive Strategies and the average score of students of the control group who study in the conventional method in achievement test in historical posttest for the experimental group.3 - There are no statistical significant differences at the level of 0.05 in average score of the students of the experimental group who study the suggested program by the use of meta - cognitive Strategies and the average score of students of the control group who study in the conventional method in achievement test after tests (pretest - posttest) for historical thinking skills for.The most important conclusions which the researcher has come up to are : the pedagogical program according to the meta - cognitive strategies has raised the level for the students of history department in the second grade \ College of basic education. Also it led to the development of historical thinking in a better than the other methods of teaching. In addition to that, the study comes up with a number of suggestions and recommendations. The study recommends.1 - Applying the educational program according to the meta - cognitive strategies in teaching the subject history of Europe 19th century the second year students in the Department of History College of Basic. - EEducation for its role in promoting the students’ achievement and historical thinking.2 - Training history teachers in general of the meta - cognitive strategies and how to make use of the material through making graining workshop.3 - Working on finding educational programs for teaching the student for the increase their response for learning, which are modern methods in teaching.The most important suggestions of the study are the following : 1 - Make other studies about the effectiveness of the program (the meta - cognitive strategies) in the achievement of students and their motivation for learning.2 - Make other studies for other stages and subjects.3 - Study the effectiveness of the program according to the meta - cognitive strategies in teaching history on the patterns of thinking like critical thinking and innovative thinking.

الملخص:

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