اثر الأنشطة التمثيلية في تنمية الادراك الذهني لدى طلبة المرحلة المتوسطة

الموضوعات

فن

روابط وملفات

التعريف والنوع

رقم الوثيقة

024fde29-21a5-40b2-8c6f-9bdbdca23fe4

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

999135_1.pdf

بيانات النشر

ترجمة العنوان

The impact of representational activities in mental perception among students in middle school development

ألقاب المؤلفين

[{"name_ar":"ريم نزار حسين","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"علي محمد هادي الربيعي","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"هدى هاشم محمد الربيعي","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

اثر الأنشطة التمثيلية في تنمية الادراك الذهني لدى طلبة المرحلة المتوسطة

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The spontaneous acting activity is considered a favorable means for man from his childhood because it is a real outlet for the child by which he can realize the world around. Thus, the acting activity contributes to the completion of the child mentally, cognitively, intellectually, and behaviorally. This activity is considered a target for the learning and educational institutions because of its contribution to the construction of man's personality in the right way. By searching and scrutinizing, the researcher has found that practicing this kind of activities inside the learning and educational institutions is to be regarded as the essential seed to produce and prepare the person mentally, cognitively, and intellectually both for himself and his society. The need for this study is to identify the variations with the statistical indication between the pre-and post-tests in measuring the cognitive realization of the intermediate stage students via the acting activity. The present study involves four chapters; in the first one, the methodological framework, the researcher has dealt with the problem of the research which is centralized in the following enquiry: How can the acting activity help improve the cognitive realization?The importance of the research lies in the acting activity being one of the creative activities which motivates the cognitive realization. The present research also represents a scientific connection between theatre and psychology. The aim of the research is to identify the variations with the statistical indication between the pre-and post-tests in measuring the cognitive realization of the intermediate stage students via the acting activity. The limits of the research are as follows:1. The time limit: 4112-4112.4. The place limit: Iraq-Babylon3. The subject limit: Studying the acting activity and its importance in improving the cognitive realization.2. The human limit: the intermediate stage students (third intermediate class as a sample). Then, defining terminologies has been carried out. The second chapter, the theoretical framework, involves three sections; the first one deals with (acting activity between performance and learning), the second with (an introduction to cognitive realization) and (realization according to Jean Paget and Bruner), while the third with (thinking in the intermediate stage students and its relationship with the cognitive realization). The chapter then mentions the results of the theoretical framework and the previous studies. In the third chapter, the procedures, the researcher has constructed a tool to measure the cognitive realization depending on a group of scales used in previous studies but the researcher has added some items which are suitable for the acting activity; these scales are (scale of deductive Bthinking, scale of form thinking, scale of creative thinking, scale of the creative thinking related to the researcher).The researcher has depended on the experimental design for one group. She has chosen four schools for boys and girls that are subordinate to the Babylon Governorate of Education-the center to be her sample. This sample, which involves (411) male and female students, is to undergo pre-and post-tests. Equivalence has been made according to the variables of age and gender. Accordingly, the researcher has made her experiment for (41) days in four schools. In the fourth chapter, the results and discussion, to achieve the aim of the research, the researcher has collected data and applied the program (spss). Then, she has employed the T test for two independent samples and come up with the following results: There have been variations with a statistical indication in preference to the post-test because the calculated (T) value, which is (325251) is higher than the table value which is (15.1) at the statistical indication level (1512) and self-determination degree (3.3). The mathematical mean for the post-test has been higher than the mathematical mean for the pre-test; hence, the variations indicate the preference of the post-test.The conclusions have come as follows:1. Employing acting activity (role-playing and extemporization) has led to positive results in improving the cognitive realization for the intermediate stage students.4. Through acting activity and its practice,it is possible to know the level of each student and then improve his cognitive realization.As far as recommendations are concerned, the researcher has recommended the necessity of employing acting activity particularly (extemporization method) as an educational means for the students to improve their creative, form, and deductive thinking. The researcher has suggested to include acting activity in the lesson of art education; at least two lessons weekly. It is also suggested to study acting activity inimproving cognitive realization for students in other scholastic stages. The research ends with the bibliography and the appendices.

كلمات الباحثين

الأنشطة التمثيلية، الإدراك العقلي، طلاب المرحلة الإعدادية، التطوير المدرسي

إشراف وإعداد

الإشراف

علي محمد هادي الربيعي, هدى هاشم محمد الربيعي

الإعداد

ريم نزار حسين

الاقتباسات الببليوغرافية