أثر استراتيجية روبسون SQ3R في تنمية التفكير التقويمي لدى طالبات الصف الرابع الأدبي في مادة علم الاجتماع
الشريط الجانبي للمقالة
محتوى المقالة الرئيسي
الملخص
يهدف البحث الحالي الى معرفة ( أثر استراتيجية روبسون في تنمية التفكير التقويمي لدى طالبات في الصف الرابع الأدبي في مادة علم الاجتماع ) وقد تكونت مجموعة البّحث من ( 30 ) طالبة للمجموعة التجريبية و ( 30 ) للمجموعة الضابطة ، الصف الرابع الإعدادي ، ثانوية سارة للبنات ، تم تقسيمهن إلى مجموعتين درسن القراءة بالطريقة العادية. وقد أشارت النتائج إلى وجود فرق دال إحصائياً بين متوسطي درجات الطالبات في المجموعتين التجريبية والضابطة في التطبيق البعدي لاختبار التفكير التقويمي لصالح المجموعة التجريبية. وكذلك كشفت نتائج الدراسة عن وجود فرق دال إحصائياً بين متوسطي درجات المجموعتين التجريبية والضابطة في التفكير التقويمي وفى ضوء هذه النتائج أشار الباحثان بضرورة تدريب المعلمين القائمين بالخدمة على (استراتيجية روبنسون) وتشجيعهم على صياغة دروسهم وفقاً لهذا الاستراتيجية من خلال عقد دورات تدريبية لهم، والتأكيد على مخططى المناهج ومطوريها بتقديم المحتوى العلمى المناسب وتوافر الأنشطة والتجارب المتُعَدُّدة والمتنوعة بما يكفل تنمية مهارات التفكير التقويمى لدى الطالبات خلال مراحل التعليم المختلفة.
المقاييس
تفاصيل المقالة
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