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أثر استخدام استراتيجيتي جانيه وميرل تينسون في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى طالبات الصف الرابع العام
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مشكلة البحث :-

     ظلت رغبة الانسان في المعرفة وفهم الكون الذي يعيش فيه ، ملازمة له منذ المراحل الاولى لتطور البشرية ، فالانسان بما يتمتع به من امكانات وقدرات وطاقات كامنة استطاع عن طريق تفاعله واحتكاكه الدائم والمستمر والخلاق مع البيئة المحيطة به ان يلاحظ ، ويتخيل ويتذكر ويفكر ويخطط ويبتكر ، مستفيداً من اخطائه في التعرف عليها ، وفي زيادة قدرته على التحكم فيها وتحسينها وتطويرها ، محاولة منه لتأمين حاضره ومستقبله ( الكعبي، 2002 : 5 )

         وتعد الجغرافية احدى المواد الدراسية التي يدرسها المتعلم في المراحل الدراسية جميعها لانها ترمي الى تحقيق اهداف معينة ، منها تزويد الطلبة بالمعلومات والحقائق الجغرافية عن اقطار العالم المختلفة وما تمتاز به من موارد طبيعية وامكانيات بشرية واقتصادية واوضاع سياسية واجتماعية ، والتعرف على بعض الظواهر الطبيعية ودراستها ، كالجبال ، والسهول ، والاودية ، والمدن ، واحواض الانهار ، والصحارى ، والاقاليم المدارية وشبه المدارية ، ودراسة الطقس والمناخ ، وحركة السكان ، وتطوير المدن وتخطيطها ، وطرق النقل والمواصلات البرية والجوية والبحرية . وان الجغرافية كعلم ، يسعى الى وصف علاقة الانسان بالبيئة التي يعيش فيها ، وتطويرها وتفسيرها.

         ولكي تحتل مادة الجغرافية ، بوصفها مادة دراسية ، مركزاً متميزاً بين المواد الدراسية الاخرى وتأخذ مكانتها بين تلك المواد ، وبوصفها علماً يحتل بين فروع المواد الإنسانية الصــدارة ، ينبغي ان يركز في تدريسها ، على تزويد الطلبة ببعض المهارات والمعلومات والمفاهيم الجغرافية المختلفة .

         ان الكثير من طالبات الصف الرابع العام ، تكمن شكواهن في صعوبة تعلم بعض الموضوعات الدراسية في الجغرافية ، ومنها المفاهيم ، فنراهن لا يفهمن فهماً عميقاً ، ويحفظن دون استيعاب لمدلولات تلك المفاهيم مما يــولد لــديهن اتــجاهات سلــبية نحو التعلم ، ( زيتون ، 1994 : 8 ) .

         ويعزى هذا الضعف الى استخدام المدرسين لطرائق التدريس التقليدية في تدريس مادة الجغرافية والتي تستند الى حفظ وتلقين المعلومات والحقائق والمفاهيم دون الربط بينها ، مما دعا الى فكرة استخدام المفاهيم ( Concspts ) بوصفها عناصر لتنظيم المناهج اذ ما زالت الطرائق التقليدية القائمة على الحفظ والتلقين والاستظهار تأخذ فعلها في تدريس المفاهيم الجغرافية في مدارسنا ومعاهدنا بشكل واسع وقلة استخدام الاستراتيجيات التعليمية الحديثة .

         ان اعتماد استراتيجيات تدريس المفاهيم تجعل الطالبة تفكر تفكيراً عقلياً مترابطاً منطقياً محللاً للاسباب والعلاقات التي تربط بينها وبين النتائج ضمن اطار مفاهيمي يجعل التعلم اكثر فاعلية وثباتاً  ( القاعود ، 1990 : 268 )  ( شحاته ، 2001 : 236 ) . لذا كان هذا البحث محاولة للتعرف على الطرائق والاساليب الفضلى التي يمكن استعمالها لعلاج صعوبة تعلم المفاهيم الجغرافية لدى طالبات الصف الرابع العام والحد منها وذلك بالتعرف على اثر استخدام استراتيجيتي جانيه وميرل تينسون في اكتساب المفاهيم الجغرافية والاحتفاظ بها لدى الطالبات .

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Publication Date
Sun Jun 02 2019
Journal Name
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The imitation of Some Quranic Phrases and Words in the Tale of "The Leprous Girl": Подражание некоторым фразам и словам Великого Корана в сказке “Девушка без рук”
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The present paper is devoted to studying the imitation of some Quran phrases and words in the tale of "The Leprous Girl". The paper aims at identifying the common ground between the tale and some great stories related in the verses of the holy Quran, and comparing the original work with the present translation. First, we translated the tale from Russian into Arabic so as to be tackled in study, and then an identification of the commonalities between this tale and the Quran wording is made. It was found that texting is clear in the original text of the tale, hence the need for this paper. By studying the texts and phrases employed by the writer, we observe that the text is influenced by the Quranic stories whose effects have been reflecte

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Abstract

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Thu Jan 02 2020
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ءأرﻘﻟا ةﺎﯾﺣﺑ ًﺎﻘﯾﺛو ًﻻﺎﺻﺗا لﺻﺗﺗ. نﻣ ﮫﺑﺗﺎﮐﻟﻟ ﻲﺻﺧﺷﻟا ﻊﺑﺎطﻟا ﻲﻔﺣﺻﻟا دوﻣﻌﻟا لﻣﺣﯾ ا فﻟﺗﺧﻣﻟ ﮫﻟوﺎﻧﺗ لﻼﺧ وا ﮫﺋارا وا هرظﻧ ﺔﮭﺟو لﻣﺣﺗ ﻲﺗﻟا ﺔﯾﻣوﯾﻟا ثادﺣﻻاو ﺎﯾﺎﺿﻘﻟ ﺢﺿﻔﺑ موﻘﯾو ثادﺣﻻاو ﺔﯾﺑﻟﺳﻟا رھاوظﻟﻟ ىدﺻﺗﯾ وا، ءيرﺎﻘﻟا ﯽﻟا ﮫﺑرﺎﺟﺗ وا هرﺎﮐﻓا ءﺎطﺧﻻا دﺻرﯾ بﯾﻗرﺑ ﮫﺑﺷا وھو، ءيرﺟﻟا دﻘﻧﻟا نﻋ مﻧﯾ بوﻟﺳﺎﺑ ﺔﺋطﺎﺧﻟا تﺎﺳرﺎﻣﻣﻟا ﺎﮭﺣدﻣﯾو تﺎﯾﺑﺎﺟﯾﻻا ﯽﻟﻋ

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Abstract
Praise be to Allah, The Lord of the worlds, and peace be upon
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