تصور مقترح لتضمين مهارات التفكير البصري في كتب الاجتماعيات للمرحلة الابتدائية

الموضوعات

تربية وتعليم

الملخص

يهدف البحث الحالي إلى معرفة (تضمين مهارات التفكير البصري في كتب الاجتماعيات للمرحلة الابتدائية). ولتحقيق هدف البحث، اتبعت الباحثة منهج البحث الوصفي التحليلي، وصاغت أسئلة البحث الحالي من خلال تعرف: 1.مدى توافر مهارات التفكير البصري في كتب الاجتماعيات للمرحلة الابتدائية. 2.نسبة توزيع تلك المهارات في كتب الاجتماعيات للمرحلة الابتدائية. مجتمع البحث: تم تحليل كتب الاجتماعيات للمرحلة الابتدائية (الرابع الطبعة العاشرة، والخامس الطبعة السابعة، والسادس الطبعة الرابعة) للعام الدراسي (2022 - 2023). وشملت عينة البحث الأشكال والصور والرسوم والخرائط الموجودة في هذه الكتب. أداة البحث: قامت الباحثة ببناء أداة تحليل (استبانة) تكونت من (5) مهارات رئيسة و(30) مؤشراً، وهي: 1.مهارة التعرف على الدليل ووصفه: القدرة على التعرف على أبعاد وطبيعة الخصائص الظاهرة للمثير البصري. 2.مهارة تحليل الدليل: القدرة على تحديد العلاقات الداخلية للمثير البصري وترتيبها. 3.مهارة ربط العلاقات في الدليل: القدرة على الربط بين عناصر العلاقات وإيجاد التوافقات والمغالطات. 4.مهارة إدراك وتفسير الغموض: القدرة على التعرف على نواحي القصور والخلل في المثير البصري. 5.مهارة استخلاص المعاني: القدرة على استنتاج معاني جديدة والوصول إلى مبادئ علمية من الدليل المعروض. نتائج البحث: كتاب اجتماعيات الرابع الابتدائي: حقق أربع مهارات رئيسة، ولم يحقق مهارة "استخلاص المعاني". كتاب اجتماعيات الخامس الابتدائي: حقق ثلاث مهارات، ولم يحقق "ربط العلاقات" و"تحليل الدليل". كتاب اجتماعيات السادس الابتدائي: حقق ثلاث مهارات، ولم يحقق "ربط العلاقات" و"إدراك وتفسير الغموض". الاستنتاجات: أظهرت النتائج أن مهارات التفكير البصري تكررت بواقع (1501) تكراراً، ولكن لوحظ عدم وجود توازن في توزيع هذه المهارات، مع ضعف في تطبيق المعلمين لهذه المهارات في الواقع التدريسي.

روابط وملفات

التعريف والنوع

رقم الوثيقة

0c1d3c4b-86cd-4d1e-8082-effddef55260

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

993540_1.pdf

بيانات النشر

ترجمة العنوان

A proposed vision to include visual thinking skills in the social textbooks for the primary stage

ألقاب المؤلفين

[{"name_ar":"جنان مرزه حمزه","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"هند مؤيد مهدي الشمري","title_ar":"اعداد","title_en":"Preparation"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

تصور مقترح لتضمين مهارات التفكير البصري في كتب الاجتماعيات للمرحلة الابتدائية

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The current research aims to find out a proposed vision for including visual thinking skills in social studies textbooks for the primary stage To achieve the goal of the research, the researcher followed the descriptive analytical research method in order to suit this research. The researcher formulated the current research questions by identifying:1-Identifying the level of availability of visual thinking skills in social studies books for the primary stage.2-Providing a proposed scenario for including visual thinking skills in social studies textbooks for the primary stage. The research community was determined by social studies books for the primary stage, fourth grade tenth edition, fifth grade seventh, and sixth fourth grades, edition for the year (2019-2019-2091) for the academic year (2022-2023The researcher chose the research sample represented by shapes, pictures, drawings, and maps in the content of social studies books for the fourth, fifth, and sixth grades of primary school. To achieve the two objectives of the research, the researcher prepared the analysis tool, the questionnaire, which consisted of (5) main skills and (30) indicators after presenting it to the scholars and arbitrators. First: Determine the goal of content analysis: Second: Determining the unit of analysis: The researcher relied on (the idea) as the unit of analysis, and the unit of analysis was determined in the content of all the pictures, drawings, and maps included in the social studies books, seventh edition (2019) for the primary stage for the academic year (2022-2023Third: Determining the analysis category: The analysis category was limited to (visual thinking skills) mentioned in the content analysis card for visual thinking skills, as follows: Abstractc1-The main categories of analysis: The analysis category was determined by (5) main skills of visual thinking, which are necessary to be available in textbooks for social studies for the primary stage, which are.1-The skill of recognizing and describing shape, which is the individual’s ability to recognize the dimensions and nature of all the apparent characteristics of the known visual stimulus.2-The skill of analyzing form is the ability to see the relationships within a visual stimulus and determine the characteristics of those relationships and classify the.3-The skill of linking relationships in form is the ability to link the elements of relationships in form and find those correspondences between them and fallacies in them.4-The skill of perceiving and interpreting ambiguity, which is the individual’s ability to recognize shortcomings and defects in the visual stimulus and direct thinking in the correct form.5-The skill of extracting meanings is the ability to infer new meanings and reach scientific concepts and principles through the presented form.2-Sub-categories of analysis: The sub-skills (indicators and connotations) in visual thinking have been identified, which accurately express the main skills of visual thinking, which must be available in the social studies textbooks for the primary stage, which number (30) indicators of visual thinking. Fourth: Determining the unit of enumeration: The repetition of visual thinking skills included in the social studies curricula for the primary stage (repetition of visual thinking skills) was relied upon as a unit of enumeration in analyzing the research sample. Fifth: Applying the research tool: In order for the analysis to be scientific and objective, a number of steps or principles must be followed that help in the process of identifying ideas. The researcher extracted the validity of the tool through the percentage: it was used in extracting the percentage of frequencies and the hypothetical mean: it was used in extracting the cut-off percentage. For repetition and the Cooper equation (Coopr): The researcher used it to extract the stability of the analysis and the Chi-square to extract validity.-The researcher reached the results of the analysis:1-The social studies book for the fourth grade of primary school achieved four main skills, but did not achieve one skill, which is extracting meanings.2-The social studies book for the fifth grade of primary school achieved three main skills but did not achieve two skills: linking relationships in shape and the skill of analyzing shape.3-The social studies book for the sixth grade of primary school achieved three main skills, but did not achieve two skills: connecting relationships in form and the skill of perceiving and interpreting ambiguity. In light of the results of the current research, the researcher concludes the following:1-The social studies books in the primary stage did not reflect visual thinking skills in their content, and the number of them included in the books was (1501) repeatedly, with a percentage of (100%).2-Lack of clear visual thinking skills, even if they exist in a negligible percentage, especially in the main topics.3-Social studies books do not take into account individual differences among students with regard to including the principles of visual thinking.4-The weak application of these skills by a number of social teachers and their lack of knowledge about them In light of the research results and conclusions, the researcher recommends the following:1-The need for subject teachers to keep up with modern trends in teaching their subject.2-Emphasis on educational specialists in guiding social studies teachers and emphasizing innovation and thinking and the importance of using them in teaching social studies books. As a continuation of the current research, the researcher proposes:1-Conducting more studies and analytical research on the social studies curriculum in other educational levels, such as visual intelligence and spatial intelligence.2-Conduct research to determine the extent to which social studies teachers employ visual thinking skills

كلمات الباحثين

التفكير البصري، تحليل المحتوى، كتب الاجتماعيات، المرحلة الابتدائية، الوسائل البصرية

إشراف وإعداد

الإشراف

جنان مرزه حمزه

الإعداد

هند مؤيد مهدي الشمري

الاقتباسات الببليوغرافية