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07067nam a22003857a 4500 |
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1518927 |
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|a ara
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| 100 |
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|a داود، السيد خيري عبدالرؤف
|g Dawoud, El-Sayed Khairy Abdel Raouf
|e مؤلف
|9 561150
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| 245 |
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|a دور معلمي الحلقة الأولى من التعليم الأساسي في توفير بيئة داعمة للتعلم النشط
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| 246 |
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|a The Rolle of primary School Teachers in Providing a Supportive Environment for Active Learning
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| 260 |
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|c 2016
|a القاهرة
|m 1438
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| 300 |
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|a 1 - 269
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| 336 |
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|a رسائل جامعية
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| 502 |
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|b رسالة ماجستير
|c جامعة الازهر
|f كلية التربية بالقاهرة
|g مصر
|o 0029
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| 520 |
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|a Active Learning issue has received a considerable attention in the past two decades, and still is. This can be attributed primarily to the link between this style of learning and between models and contemporary trends in education aimed at a radical shift from traditional to progressive. Until recently, the traditional models have been more sovereignty and prevalent in educational systems, which confirmed in most verbal learning and memorization, comprehension and banking theory showed that such forms of glitch would die out and eliminated. And more than that imbalances, with regard to the traditional role of the teacher seemed to impart information to negative pupil who is maximum asked to be a good listener, taking what he hears in system memory and try to be retained until it is put on the exam paper for lost or forgotten forever. The new and renewable roles of teacher have become important to fit and adapt to the changing characteristics of the contemporary world. Including information flow and transform information into knowledge, so that our world has become known as the knowledge society this course requires no doubt need attention to find the entrance and new learning methods and techniques. The study problem has been formulated in that despite the great importance of active learning as a contemporary entrance in the educational systems, and also despite the findings of previous studies which proved that active learning achieved high quality results and high expectations for the performance of the professional community as a whole, but the fact that there is a dearth of studies on active learning environment in the Arab community in General and the Egyptian society in particular, despite the importance of the need to detect possible roles for the teacher in order to provide a supportive environment for active learning, outsourcing proposals and viewpoints of educators specializing in this field through their opinions in building those roles, with adequate awareness of the concept, objectives and principles of active learning and characteristics of its environment.
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| 520 |
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|a The study aimed at responding to the following questions: (1) What is the intellectual and philosophical origins of active learning? (2) What is active learning environment? (3) what are the most important roles that the teachers in the first episode of basic education can do to provide a supportive environment for active learning? (4)To what extent those roles that the teacher can do to provide active learning environment differ from the point of view of the study sample according to variables (educational - psychology) and get a doctorate (from within Egypt-from outside Egypt), and years of experience (less than 5 years - more than 5 years)? (5) What are the suggestions and recommendations that may contribute to activate the role of teachers in the first episode of primary education in providing a supportive environment for active learning in the light of the findings of the study? The aims of the present study are: (1) analyzing what active learning is, its philosophy, its aims and its principles, (2) the presentation and analysis of active learning environment, including the components and their properties and specifications, and requirements, (3) detection of the most important roles that can be performed by the first teacher of basic education in providing a supportive environment for active learning, and (4) providing the suggestions and recommendations that contribute to activate the role of teachers in the first episode of basic education to provide a supportive environment for active learning in the light of the study results. The study used the descriptive analytical method in processing and identifying aims of the study. The study depended on the questionnaire as data gathering tool, that was covering items selected for the roles of teachers in the first episode of primary education in providing a supportive environment for active learning, It was applied on a representative sample of Professors of education faculties in the Arabic Republic of Egypt, consisted of (71) Professors, according to the study variables, after that the appropriate statistical methods were used. The results of the study indicated that the degree of education experts responses towards teacher's roles which are necessary to provide a supportive environment for active learning was (Very great importance) according to Liker scale Quintet, The average of total mean of the questionnaire items as a whole and the sub-items was about (4.73: 4.82). The fourth axis was the highest, which is related to the teacher's role in regulating interactions, and the lowest axes - however occurred in the same degree-is the sixth axis of the teacher's role in guiding the pupil. Finally, the study concluded with a set of suggestions and recommendations that may contribute to activate the role of teachers in the first episode of primary education in providing a supportive environment for active learning, and a conclusion, which presents the study parts in summary.
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| 653 |
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|a الاستراتيجيات التعليمية
|a مرحلة التعليم الاساسى
|a التعلم النشط
|a التحصيل الدراسى
|a مصر
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| 700 |
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|a سالم، محمد المصيلحي محمد إبراهيم
|g Salem, Mohammed El-Mosilhi Mohammed Ibraheim
|e مشرف
|9 235909
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| 700 |
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|a العجمى، محمد عبدالسلام
|g El-Agamy, Mohamed Abd El-Salam
|e مشرف
|9 141645
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| 856 |
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|u 9801-006-044-0029-T.pdf
|y صفحة العنوان
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| 856 |
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|u 9801-006-044-0029-A.pdf
|y المستخلص
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| 856 |
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|u 9801-006-044-0029-C.pdf
|y قائمة المحتويات
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| 856 |
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|u 9801-006-044-0029-F.pdf
|y 24 صفحة الأولى
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| 856 |
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|u 9801-006-044-0029-1.pdf
|y 1 الفصل
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| 856 |
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|u 9801-006-044-0029-2.pdf
|y 2 الفصل
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| 856 |
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|u 9801-006-044-0029-3.pdf
|y 3 الفصل
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| 856 |
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|u 9801-006-044-0029-4.pdf
|y 4 الفصل
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| 856 |
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|u 9801-006-044-0029-5.pdf
|y 5 الفصل
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| 856 |
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|u 9801-006-044-0029-6.pdf
|y 6 الفصل
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| 856 |
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|u 9801-006-044-0029-7.pdf
|y 7 الفصل
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| 856 |
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|u 9801-006-044-0029-R.pdf
|y المصادر والمراجع
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| 856 |
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|u 9801-006-044-0029-S.pdf
|y الملاحق
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| 930 |
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|d n
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| 995 |
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|a Dissertations
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| 999 |
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|c 1035288
|d 1035288
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