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الرئيسية > مدى ممارسة طلاب المرحلة الثانو...>الوصف

مدى ممارسة طلاب المرحلة الثانوية في محافظة شرورة للمهارات الحياتية المتعلقة بمقررات الأحياء من وجهة نظرهم

العنوان المترجم: The Extent of Secondary Stage Students in Sharorah Governorate Practice Life Skills Related to Biology Courses from Their Point of View
المصدر: المجلة المصرية للتربية العلمية
الناشر: الجمعية المصرية للتربية العلمية
المؤلف الرئيسي: الفهيدى، هذال بين عبيد عياد (مؤلف)
المجلد/العدد: مج22, ع5
محكمة: نعم
الدولة: مصر
التاريخ الميلادي: 2019
الشهر: مايو
الصفحات: 93 - 123
DOI: 10.21608/MKTM.2019.113857
ISSN: 2536-9148
رقم MD: 965134
نوع المحتوى: بحوث ومقالات
اللغة: العربية
قواعد المعلومات: EduSearch
مواضيع:
المهارات الحياتية | المقررات الدراسية | طلاب المرحلة الثانوية | محافظة شرورة
كلمات المؤلف المفتاحية:
المهارات الحياتية | مقررات الأحياء | العلوم | المرحلة الثانوية
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المستخلص: هدفت هذه الدراسة إلى التعرف على مدى ممارسة طلاب المرحلة الثانوية في محافظة شرورة للمهارات الحياتية المتعلقة بمقررات الأحياء من وجهة نظرهم، وقد استخدم الباحث المنهج الوصفي المسحي، وتكونت عينة الدراسة من جميع طلاب المرحلة الثانوية بالنظام الفصلي المستوى السادس مسار العلوم الطبيعية في محافظة شرورة، وعددهم 94 طالبا، ومن أجل تحقيق أهداف الدراسة صمم الباحث استبانة وتم التحقق من صدقها، وثباتها، وقد توصل الباحث إلى عدة نتائج أظهرت أن أقل المهارات ممارسة ما يلي: تطبيق حل المشكلة في مواقف حياتية مشابهة بمتوسط حسابي قدره (2.76)، والربط بين مواقف المشكلة والمواقف الحياتية المشابهة لها بمتوسط حسابي بلغ (2.78)، ووضع خطة لتنفيذ خطوات حل المشكلة بمتوسط (2.81)، وفي استخدام أساليب التواصل غير اللفظي أثناء النقاش في الموقف التعليمي بمتوسط بلغ (2.71)، وأقوم بعمل فحص طبي بشكل دوري بمتوسط (2.25)، وأتجنب الأغذية المحتوية على سعرات حرارية عالية مثل الوجبات السريعة والحلويات بمتوسط قدره (2.59)، أتعامل بحذر مع النباتات الغريبة خوفا من سميتها بمتوسط حسابي قدره (2.69)، وابتعد عن السلوكيات الخطرة أثناء اللعب بمتوسط (2.74)، واستخدم الأكياس الورقية بدلا من البلاستيكية لحماية البيئة بمتوسط حسابي بلغ (2.81). وبشكل عام كانت المهارات الوقائية، والمهارات البيئية، ومهارات التفكير وحل المشكلات هي الأقل ممارسة من قبل الطلاب بمتوسطات قدرها على التوالي (3.04)، (3.06)، (3.07)، وكانت مهارات التعاون هي الأكثر ممارسة بمتوسط حسابي بلغ (3.39).
وفي ضوء هذه النتائج أوصى الباحث بعدة توصيات من أهمها: ربط موضوعات مقررات الأحياء بمواقف الحياة اليومية للطلاب، استخدام طرق تدريس تعتمد على تفعيل ممارسة المهارات الحياتية، استخدام أساليب تواصل غير لفظية إلى جانب الأساليب اللفظية أثناء مناقشة موضوعات المقررات، زيادة المحتوى المتعلق بالمهارات الصحية، تفعيل الجانب العملي بشكل أكبر أثناء تدريس مقررات الأحياء، والاهتمام بالمهارات البيئية من خلال محتوى المقررات، وكذلك من خلال الرحلات العلمية لممارسة تلك المهارات عمليا، مراجعة المحتوى الكمي والنوعي لمقررات الأحياء بشكل دوري، وتضمينه بالمهارات الحياتية المناسبة لرؤية المملكة (2030) ومستجدات العصر.

This study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).
In light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.
This study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).
In light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.
This study aimed to identify the extent of practicing life skills related to biology decisions by high school students in Sharurah district from their point of view. The researcher used the descriptive survey approach. The study sample consisted of all high school students of annual system of sixth level in the natural sciences in Sharurah district. There were 94 students. In order to achieve the objectives of the study, the researcher designed a questionnaire and its validity and reliability were verified, and the researcher reached several results that showed that the least practicing skills are the following: Applying problem solving in similar life situations with an arithmetic average of (2.76), and linking problem situations and similar life situations with an arithmetic average of (2.78), and a plan to implement steps to solve the problem with an average of (2.81), and in using non-verbal communication methods during discussion in the educational situation with an average of (2.71). I do a medical examination periodically with an average of (2.25). I avoid foods containing high calories, such as fast food and sweets, with an average of (2.59). I deal with caution with exotic plants for fear of their toxicity with an average of (2.69). I stay away from dangerous behaviors while playing with average I (2.74). I used paper bags instead of plastic ones to protect the environment, with an average of (2.81). In general, the preventive skills, environmental skills, and thinking and problem solving skills were the least practiced by students with averages of (3.04), (3.06), (3.07), and cooperation skills were the most practiced with an average of (3.39).
In light of these findings, the researcher recommended several suggestions, the most important of which are as follows: linking biology subjects' topics with students' daily life situations, using teaching methods based on activating life skills practice, using non-verbal communication methods alongside verbal methods while discussing course topics, increasing content related to health skills, activating the practical aspect more while teaching biology courses, and paying attention to environmental skills through the content of the courses, as well as through scientific trips to practice these skills practically, reviewing the quantitative and qualitative content of the biology courses on a regular basis, and adding it to the life skills appropriate to the Kingdom's vision (2030) and the developments of the times.
This abstract translated by Dar AlMandumah Inc. 2020
ISSN: 2536-9148

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