اثر انموذج الذكاء البصري المكاني في تنمية مهارات الخط العربي خط الرقعه لدى طلبة قسم معلم الصفوف الاولي

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

ef31c035-1e65-433b-b6d1-2203fc0dd187

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

875649_1.pdf

بيانات النشر

ترجمة العنوان

The Effect of the Spatial Visual Intelligence Model on Developing Ruq’ah Calligraphy Skills Among Students of the Early Grades Teacher Department

ألقاب المؤلفين

[{"name_ar":"احمد مكي شمخي الغالبي","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"غسان كاظم جبر","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

اثر انموذج الذكاء البصري المكاني في تنمية مهارات الخط العربي خط الرقعه لدى طلبة قسم معلم الصفوف الاولي

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The aim of this research is to examine the impact of the spatial visual intelligence model on developing Arabic calligraphy skills (Ruq ‘ah script). To achieve this objective, three hypotheses were formulated for experimental testing. The research sample consisted of 122 students from the first-grade teacher training department, selected randomly. The researcher employed an experimental design with two equivalent groups subjected to pre-and post-testing:Experimental group (Class A)applying the spatial visual intelligence modelControl group (Class B)using traditional teaching methods The researcher compared the two groups based on variables such as age (in months), IQ test scores, and pre-test results for the 2024/2025 academic year. The Arabic calligraphy curriculum for the second semester was determined, with the selection of specific lessons focusing on skills related to Ruq ‘ah script and its development.To test the research hypotheses, the researcher designed a single assessment tool: The Arabic calligraphy skills test (Ruq ‘ah script), composed of 30 items. The validity of the test was confirmed through expert evaluation in curriculum design and teaching methodologies. A pilot study was conducted to assess the psychometric properties, clarity of test items, and response time, followed by statistical analysis of the test components.The researcher personally instructed both groups. The actual experiment commenced on Sunday, March 9, 2025, and concluded on Tuesday, April 1, 2025. Upon completion, the researcher administered the Arabic calligraphy skills test (Ruq ‘ah script), which demonstrated a reliability coefficient of 0.866, calculated using Pearson’s correlation coefficient. Statistical data processing using t-tests led to the following results:1.There is a statistically significant difference at the 0.05level between the meanscores of the experimental group (studying Arabic calligraphy using the spatial visual intelligence model) and the control group (studying through traditional methods) in both pre-and post-tests of Ruq ‘ah script skills.2.There is a statistically significant difference at the 0.05level between the post-test mean scores of the experimental group (studying Arabic calligraphy using the spatial visual intelligence model) and the control group (studying through traditional methods).3.There is a statistically significant difference at the 0.05level between the pre-and post-test mean scores of the experimental group studying Arabic calligraphy using the spatial visual intelligence model.Based on the research findings, the researcher provided multiple recommendations, primarily emphasizing the necessity of adopting the spatial visual intelligence model for teaching Arabic calligraphy in the first-grade teacher training department. Additionally, several proposals were suggested, including investigating the model’s impact on art students’ achievement in the subject of aesthetics

كلمات الباحثين

الذكاء المتعدد - مهارات الخط العربي - خط الرقعة - طرائق التدريس الحديثة - التعليم الابتدائي - التدريس التجريبي

إشراف وإعداد

الإشراف

غسان كاظم جبر

الإعداد

احمد مكي شمخي الغالبي

الاقتباسات الببليوغرافية