ارسل ملاحظاتك

ارسل ملاحظاتك لنا







الرئيسية > أثر استراتيجية التدريس التبادل...>الوصف

أثر استراتيجية التدريس التبادلي في تحصيل طلاب الصف الثاني المتوسط في مادة التأريخ الاسلامي وتنمية ثقتهم بأنفسهم

العنوان بلغة أخرى: The Impact of Interactive Teaching in the level of the Second Intermediate Students in History and Improving Their Self Confidence
المؤلف الرئيسي: محمد، تحرير عبدالرحمن مصطفى (مؤلف)
مؤلفين آخرين: العبيدي، صباح مرشود منوخ (مشرف)
التاريخ الميلادي: 2013
موقع: تكريت
التاريخ الهجري: 1434
الصفحات: 1 - 178
رقم MD: 597238
نوع المحتوى: رسائل جامعية
اللغة: العربية
الدرجة العلمية: رسالة ماجستير
الجامعة: جامعة تكريت
الكلية: كلية التربية
الدولة: العراق
قواعد المعلومات: Dissertations
مواضيع:
المناهج الدراسية | طرق التدريس | تدريس العلوم الاجتماعية | مقرر التاريخ الاسلامي | طلاب الصف الثاني المتوسط
رابط المحتوى:
صفحة العنوان     
المستخلص     
قائمة المحتويات     
24 صفحة الأولى     

الناشر لهذه المادة لم يسمح بإتاحتها.
صورة الغلاف QR قانون
حفظ في:
المستخلص: The reciprocal teaching is studied in its four main strategies (conclusion, generating questions, and illustration, and forecasting), when it is used accurately in teaching. it may contribute as much as to give the students the types of thinking , interaction and dialogue in a positive . the student proves the existence of himself in the classroom and his interaction with his colleagues and his teacher during the development of confidence for himself and promote moral reinforcements, where they have active roles in the provision of student achievement and raise the level of his performance better, and reciprocal teaching can be defined as an educational program that carries four sub- strategies (conclusion, generating questions, illustration, forecasting), which is interaction between the student &the teacher and students with each other. The present study aimed to know the effect of interactive teaching method in achieving and developing of self-confidence among students in second class intermediate in history subject. To achieve the objectives of the research the researcher put the morphological following assumptions: - 1 - The first hypothesis: - There is no statistically significant difference between the average scores of the experimental group students who are studying history on the material in accordance with the reciprocal teaching and the average collection of the control group students who are studying the same article in the usual way in the post-test. Top of Form 2 - The second hypothesis: There is no statistically significant difference between the average scores of self-confidence among students in the experimental group who are studying according to the Reciprocal Teaching and average scores of self-confidence for the ordinary group who are studying in the usual way in the post-test. 3 - The third hypothesis: - There is no statistically significant difference between the average test scores of self-confidence in the pre-test and post-test experimental group of students who are studying in accordance with reciprocal teaching. Top of Form The researcher chose experimental design and set the partial representative group experimental and ordinary group and measures the dimensions. Omar Bin Muatem school was selected a place for the test .two classes of the second stage were selected. The number of student is (31)represents the experimental group and(31) student represents the ordinary group. the students of the experimental group is taught according to the reciprocal teaching and ordinary subjects taught in the usual way or traditional. The researcher identified scientific material which will examine the two groups and prepared (50) behavior objectives .there is also achievement test type (of multi- test). The number of items is (50), item test was extracted sincerity and firmness and effectiveness of alternatives wrong and effectiveness of the distinction between paragraphs. measure of self-confidence had been applied (al-Bayati, 2006) after it had been presented to a group of experts, arbitrators and extraction reliability coefficient re-test, reaching manner reliability coefficient (0.80) and the wording of the final measure of (50) items. Researcher used statistical methods such as (test Altaúa, the coefficient of difficult and easy, and the coefficient distinction items, effective wrong alternatives). Researcher reached he results of his research to:

1. Superiority of the experimental group taught according to the reciprocal teaching strategies on the ordinary group students who taught in the usual way. 2. The experimental group is better than the ordinary group in the development of self-confidence that have been taught in accordance with reciprocal teaching strategies in the light of the results of research recommended researcher after recommendations from them. A. Emphasis on the use of interactive teaching strategies sub-items (conclusions, generating questions, illustration, forecasting) in the teaching of history by a history teacher because of its relationship to raise the academic achievement of the students. Top of Form Training of teachers and history teachers to use interactive teaching strategies through the establishment of teaching courses. C. Reciprocal Teaching strategies included in the curricula of teaching methods in colleges of Education. and offer a researcher proposals, including: - 1. Conduct a similar study in other variables (the development of scientific thinking, creative thinking, and motivation towards the material). 2. Conduct a study of the use of modern methods and strategies in the teaching of history in the primary stages of education, where the axis of the educational process is the disciple.

عناصر مشابهة


© 2024 المنظومة. جميع الحقوق محفوظة.