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Register a new userThe impact of supervision and educational support in improving the performance of teachers in the first three grades and the impact on improving the reading skills of their students
أثر الإشراف و الإسناد التربوي في تحسين أداء معلِّمي الصُّفوف الثَّلاثة الأولى و انعكاس ذلك على تحسين مهارات القراءة لدى طلبتهم
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Added by
Tishreen University ورقة بحثية
Publication date
2018
fields
Education
and research's language is
العربية
Authors
حسن ظاهر بني خالد( باحث )
Created by
Shamra Editor
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هدفت هذه الدراسة إلى الكشف عن أثر الإشراف و الإسناد التربوي في تحسين أداء معلِّمي الصُّفوف الثَّلاثة الأولى و انعكاس ذلك على تحسين مهارات القراءة لدى طلبتهم. و توصلت الدراسة إلى وجود فروق دالة إحصائياً بين التطبيقين القبلي و البعدي في جميع الكفايات الفرعية و الدرجة الكلية للمعلمين، و جاءت الفروق لصالح التطبيق البعدي, فقد تراوحت المتوسطات الحسابية للتطبيق البعدي مابين (3,41-3,88)، إذ جاءت "مهارات الأداء المتعلقة بالتخطيط للدرس" في المرتبة الأولى بأعلى متوسط حسابي بلغ (3,88)، في حين جاءت "مهارات الأداء المتعلقة بالتقويم" في المرتبة الأخيرة و بمتوسط حسابي بلغ (3,41)، و بلغ المتوسط الحسابي للمجالات عامة (3,55). و تبين من الجدول (1) وجود فروق ذات دلالة إحصائية عند مستوى الدلالة (0,05 = α) بين التطبيقين القبلي و البعدي في جميع مهارات الأداء الفرعية و الدرجة الكلية، و جاءت الفروق لصالح التطبيق البعدي للمعلمين. و أظهرت نتائج اختبار مهارات القراءة وجود فروق دالة إحصائياً بين التطبيقين القبلي و البعدي في جميع الكفايات الفرعية و الدرجة الكلية للطلبة، و جاءت الفروق لصالح التطبيق البعدي. فقد تراوحت المتوسطات الحسابية للتطبيق البعدي مابين (2,03-3,65 )، إذ جاء "المستوى المهاري الأول لتعلم القراءة" في المرتبة الأولى بأعلى متوسط حسابي بلغ (3,65)، في حين جاء "المستوى المهاري الرابع لتعلم القراءة" في المرتبة الأخيرة و بمتوسط حسابي بلغ (2,03)، و بلغ المتوسط الحسابي للدرجة الكلية (2,97). و ظهرت أيضًا فروق ذات دلالة إحصائية عند مستوى الدلالة 0,05 = α بين التطبيقين القبلي و البعدي في مهارات الأداء الفرعية و الدرجة الكلية، و جاءت الفروق لصالح التطبيق البعدي للطلبة.
The aim of this study was to reveal the impact of supervision and educational attribution in improving the performance of the teachers of the first three grades and to improve the reading skills of their students. The study found that there were statistically significant differences between the tribal and remote applications in all sub-competencies and the total degree of teachers. The differences were in favor of the post application. The mathematical averages for the post application ranged from (3,41-3,88). The performance skills related to planning the lesson (3.88), while the "performance skills related to the evaluation" ranked last with an average of (3.41), and the general arithmetic mean of the fields (3.55). Table (1) shows that there are statistically significant differences at the level of significance (0.05 = α) between the tribal and remote applications in all sub-performance skills and the total score, and the differences were in favor of the post-application of teachers. The results of the reading skills test showed statistically significant differences between the tribal and remote applications in all secondary competencies and the total score of students. The differences were in favor of the post application. The mathematical averages for the post application ranged between (2.03-3.65) For learning to read "ranked first with the highest average score of (3.65), while" fourth level of learning to read "in the last place with an average of (2,03), and the arithmetic mean of the total score (2.97). There were also statistically significant differences at the level of significance (0.05) (α) between the tribal and remote applications Performance and skills sub-class college, came the differences in favor of the dimensional application for students.
References used
حجازيّ ، محمود . التجدد في الفكر الإسلامي .المؤتمر الثالث عشر، الرياض ، السعودية ، 2001
خضر ،عبد العال . خصائص معلم الصف و كفاياته الأساسية. مركز التطوير، فلسطين: غزه، 2007
طعيمة، رشدي" . الأسس العامة لمناهج تعليم اللغة العربية" ، 2000
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