| LEADER |
05033nam a22002177a 4500 |
| 001 |
0020918 |
| 041 |
|
|
|a ara
|
| 044 |
|
|
|b مصر
|
| 100 |
|
|
|a يوسف، يسرية عبدالحميد فرج
|g Youssif, Yosria Abdelhamid Farag
|e مؤلف
|9 335654
|
| 245 |
|
|
|a أثر الأسلوب الخطي و الهرمي لتنظيم عرض محتوى نموذج محاكاة إلكتروني على تنمية مهارات تصميم بعض الخبرات التعليمية باستخدام الكمبيوتر لطفل ما قبل المدرسة لدى معلمات رياض الأطفال
|
| 260 |
|
|
|b الجمعية المصرية لتكنولوجيا التعليم
|c 2011
|g يناير
|
| 300 |
|
|
|a 81 - 121
|
| 336 |
|
|
|a بحوث ومقالات
|
| 520 |
|
|
|a تعد أساليب تنظيم عرض المحتوى التعليمي في برامج الكمبيوتر بصفة عامة وبرامج المحاكاة بصفة خاصة من أهم الاستخدامات الحديثة لبرامج الكمبيوتر في تحقيق التعلم الفعال النشط بالنسبة للمتعلم، حيث أنها تجعل المتعلم يختار طريقة العرض التي تناسب قدراته وإمكانياته واستعداداته وميوله أي أنها تراعي الفروق الفردية بالدرجة الأولى بين المتعلمين فضلاً عن أن برامج المحاكاة تجعل المتعلم وكأنه يعيش في عالم الحقيقة والواقع وتمكنه من ممارسة ما يسند إليه من مهارات بطريقة أقرب ما تكون إلى الواقع، كما تجعله يقظاً دائما في العملية التعليمية لأنها تجعله يمارس ما يتعلمه أولاً بأول، وبالتالي لو تم مراعاة تنظيم المحتوى التعليمي بأكثر من طريقة أثناء تصميم برامج المحاكاة لحققت الأهداف التعليمية المنوطة منها بكفاءة.
|b The styles of organizing the presentation of the Instructional content on the computer programs generally and the simulation programs specially are considered one of the most important modern uses of the computer programs to achieve active and effective learning for the learner as they let him choose the presentation method that can suit his abilities, readiness and attitudes this means that they give priority to the individual differences among learners besides these simulation programs make the learner feel that they live in a real world and enable them to practice skills in a real way. They also make the learner attentive in the Instructional process as he can practice what he had learnt step by step consequently, if we focus on organizing the instructional content through more than one method while we are designing these simulation programs, we can achieve its learning objectives efficiently. \ The question of the research. \ What is The Effect of the Linear and Hierarchy Style to organize the Presentation of the content of Simulation Electronic Model on developing the skills of designing some Instructional experiences by using the computer for a pre-school chilled for nursery schools teachers? \ The results of the research. \ The assumptions of this research were achieved and the researcher explained that the Hierarchy style in presenting a simulation electronic program is better than the linear style of presentation in developing knowledge acquisition and skills performance as the teacher who were samples of the research have assured that, The presentation style of the instructional content in the program using the Hierarchy style from the base of the pyramid to its top with the ability to move up and down it freely without any restrictions to go through particular steps had its great efficient in acquiring the practical side of skills and designing the instructional experiences. \ Depending on this simulation electronic program has given the trainees the opportunity to interact with what they can see and hear through controlling the presentation rate and its sequence. This makes learning and training more effective and attractive. This method of training also gives due care to the individual differences among trainees who differs in their abilities and the way of interaction with the techniques of presenting the instructional content. This made the process of knowledge and experience acquisition in designing the instructional experiences are enjoyable and interesting matter for the trainees.
|
| 555 |
|
|
|a 700105
|
| 653 |
|
|
|a أطفال ما قبل المدرسة
|a معلمات رياض الأطفال
|a الخبرات التعليمية
|a التصميم الإلكتروني
|a المحاكاة
|
| 773 |
|
|
|4 التربية والتعليم
|6 Education & Educational Research
|c 004
|l 001
|m مج21, ع1
|o 0156
|s تكنولوجيا التعليم
|t Education Technology
|v 021
|
| 856 |
|
|
|u 0156-021-001-004.pdf
|
| 930 |
|
|
|d y
|p y
|q y
|
| 995 |
|
|
|a EduSearch
|
| 999 |
|
|
|c 622980
|d 622980
|
