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א אאאא
 אאאאאא
   א
Kא
 
ذﺎﺘﺳأﻙرﺎﺸﻣﺔﻴﻋﲈﺘﺟﻻا
 
داﻮﳌا
 
ﺲﻳرﺪﺗ
 
ﻕﺮﻃﻭ
 
ﺞﻫﺎﻨﳌا
 
ﰲ
 
تﺎﻨﺒﻠﻟ
 
ﺔﻴﺑﱰﻟا
 
ﺔﻴﻠﻛ
 –
ةﺪﺠﺑ
 
ﺔﻴﺑدﻷا
 
ﻡﺎﺴﻗﻷا
 
 
ﺎﻴﻓاﺮﻐﳉا
 
ﻞﻴﺼﲢ
 
ﲔﺴﲢ
 
ﰲ
 
ةدﺪﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
ﺔﻳﺮﻈﻧ
 
ﲆﻋ
 
ﺔﻤﺋﺎﻘﻟا
 
ﺲﻳرﺪﺘﻟا
 
ﺐﻴﻟﺎﺳأﻭ
 
ﺔﻄﺸﻧأ
 
ﺔﻴﻠﻋﺎﻓ
 ...
١٩٢
 
 ﻟا
 
ﻡﻮﻠﻌﻠﻟ
 
￯ﺮﻘﻟا
 
ﻡأ
 
ﺔﻌﻣﺎﺟ
 
ﺔﻠﳎ
 
ﺔﻴﺴﻔﻨﻟاﻭ
 
ﺔﻳﻮﺑﱰ 
אאאאא אאאאאא
Kא
ﺺﺨﻠﳌا
:
ﺚﺤﺒﻟا
 
ﻑﺪﻫ
ﺔـﻳﺮﻈﻧ
 
ﲆـﻋ
 
ﺔـﻤﺋﺎﻘﻟا
 
ﺲﻳرﺪـﺘﻟا
 
ﺐﻴﻟﺎﺳأﻭ
 
ﺔﻄﺸﻧأ
 
ﺔﻴﻠﻋﺎﻓ
 
ﻦﻋ
 
ﻒﺸﻜﻟا
 
ﱃإ
 
ﺮﺛأ
 
ءﺎﻘﺑﻭ
 
ﺎﻴﻓاﺮﻐﳉا
 
ﻞﻴﺼﲢ
 
ﲔﺴﲢ
 
ﰲ
 
ةدﺪﻌﺘﳌا
 
تاءﺎﻛﺬﻟاﻱﻮﻧﺎـﺜﻟا
 
ﻝﻭﻷا
 
ﻒﺼـﻟا
 
تﺎـﺒﻟﺎﻄﻟ
 
ﻢﻠﻌﺘﻟا
,
ةﺪﺟ
 
ﺔﻈﻓﺎﺤﻤﺑ
ﺚﺤﺒﻟا
 
ﺔﻨﻴﻋ
 
ﺖﻧﻮﻜﺗ
 
ﺪﻗﻭ
ﻦﻣ
 )
٧٢
(
ﲔﺘﻋﻮـﻤﳎ
 
ﲆـﻋ
 
تﺎـﻋزﻮﻣ
 
ﺔـﺒﻟﺎﻃ
),
ﺔـﻴﺒﻳﺮﲡﺔﻄﺑﺎﺿﻭ
(,
ةادأ
 
ﺔﺜﺣﺎﺒﻟا
 
ﺖﻣﺪﺨﺘﺳا
 
ﺪﻗﻭ
ﺔﺑﺮﻌﳌا
 
ﻱﺰﻨﻛﺎﻣ
)
٢٠٠٠ﻡ
(
ﺪـﻌﺑ
 
ةدﺪـﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
ﺢﺴﳌ
,
ﺔﻨﻴﻌﻟا
 
ﻊﻤﺘﳎ
 
ﺐﺳﺎﻨﻳ
 
ﲈﺑ
 
ﺎﻬﻤﻴﻜﲢﻭ
 
ﺎﻬﻠﻳﺪﻌﺗ
تﺪﻋأ
 
ﲈﻛ
ﺔﺜﺣﺎﺒﻟا
 
 ﻟد
 
ﺔﻤﻠﻌﻤﻠﻟ
 
ﻞﻴ 
ﺔﻄﺸـﻧأ
 
ﻡاﺪﺨﺘﺳا
 
ﰲ
 
ﰲﺮــﻌﳌا
 
￯ﻮــﺘﺤﳌا
 
ﺲﻳرﺪــﺗ
 
ﰲ
 
ةدﺪــﻌﺘﳌا
 
تاءﺎﻛﺬــﻟا
 
ﺔــﻳﺮﻈﻧ
 
ﲆــﻋ
 
ﺔــﻤﺋﺎﻘﻟا
 
ﺲﻳرﺪــﺘﻟا
 
ﺐﻴﻟﺎــﺳأﻭﺔﻴﻟﺎﺘﻟا
 
تﺎﻋﻮﺿﻮﻤﻠﻟ
:
ﻢـﻠﻋ
 
ﺔـﻗﻼﻋ
,
ﺎـﻬﻋﻭﺮﻓﻭ
 
ﺎـﻴﻓاﺮﻐﳉا
 
ﻒـﻳﺮﻌﺗ
,
ﻪﺘﻴﳘأﻭ
 
ﺎﻴﻓاﺮﻐﳉا
 
ﻢﻠﻋ
 
ﻡﻮﻬﻔﻣﻪـﻠﻳﺪﻌﺗﻭ
 
ﲔـﻤﻜﺤﳌا
 
ﻦﻣ
 
ﺔﻋﻮﻤﳎ
 
ﲆﻋ
 
ﻪﺿﺮﻋ
 
ﻢﺗ
 
ﺪﻗﻭ
,
￯ﺮﺧﻷا
 
ﻡﻮﻠﻌﻟﺎﺑ
 
ﺎﻴﻓاﺮﻐﳉا
,
ﻚـﻟذ
 
ءﻮـﺿ
 
ﰲ
 
تﺪﻋأ
 
ﺔﻴﻠﻋﺎﻔﻟا
 
سﺎﻴﻘﻟﻭ
,
ﻪﻠﻳﺪﻌﺗﻭ
 
ﻪﻤﻴﻜﲢ
 
ﻢﺗ
 
ﺪﻗﻭ
 
ﻞﻴﺼﲢ
 
رﺎﺒﺘﺧا
 
ﺔﺜﺣﺎﺒﻟا
 
رﺎﺒﺘﺧﻻا
 
ﻖﺒﻃ
 
ﺪﻗﻭ
ﻞـﺒﻗ
 
ﺪـﻌﺑ
 
ﻖـﺒﻃﻭ
,
ﲔﺘﻋﻮﻤﺠﳌا
 
ﰲ
 
ﺔﻨﻴﻌﻟا
 
داﺮﻓأ
 
ﺲﻧﺎﲡﻭ
 
ﲔﺘﻋﻮﻤﺠﳌا
 
ﺊﻓﺎﻜﺗ
 
￯ﺪﻣ
 
سﺎﻴﻘﻟ
 
ﺔﺑﺮﺠﺘﻟﺎﺑ
 
ءﺪﺒﻟا
 
ﺔﻤﻴﻗ
 
ﻦﻣ
 
ﺔﻴﻠﻋﺎﻔﻟا
 
جاﺮﺨﺘﺳﻻ
 
ﺔﺑﺮﺠﺘﻟا
"
ت
 
"
 ﻴﺑﺎـﺳأ
 
ﻊـﺑرأ
 
ﺪـﻌﺑ
 
رﺎـﺒﺘﺧﻻا
 
ﺪﻴﻋأ
 
ﻢﺛ
,
رﺎـﺒﺘﺧا
 
ﻦـﻣ
 
ﻊ 
 
ﺪﻗﻭ
,
ﻢﻠﻌﺘﻟا
 
ﺮﺛأ
 
ءﺎﻘﺑ
 
ﺔﻴﻠﻋﺎﻓ
 
سﺎﻴﻘﻟ
 
ﻱﺪﻌﺒﻟا
 
ﻞﻴﺼﺤﺘﻟا
ﺞﺋﺎـﺘﻧ
 
ﺖﺘﺒﺛأﻲﺋﺎﺼـﺣﻹا
 
ﻞـﻴﻠﺤﺘﻟا
ﺔـﻴﻠﻋﺎﻓ
 
ﻢﻠﻌﺘـﻟا
 
ﺮـﺛأ
 
ءﺎـﻘﺑﻭ
 
ﻞﻴﺼﺤﺘﻟا
 
ﰲ
 
ةدﺪﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
ﺔﻳﺮﻈﻧ
 
ﲆﻋ
 
ﺔﻤﺋﺎﻘﻟا
 
ﺲﻳرﺪﺘﻟا
 
ﺐﻴﻟﺎﺳأﻭ
 
ﺔﻄﺸﻧأﻭأ
 
ﻖﺒﺳ
 
ﺎﻣ
 
ءﻮﺿ
 
ﰲﻭ
,
ﺔﻄﺑﺎﻀﻟا
 
ﺔﻋﻮﻤﺠﳌﺎﺑ
 
ﺔﻧرﺎﻘﻣ
 
ﺔﻴﺒﻳﺮﺠﺘﻟا
 
ﺔﻋﻮﻤﺠﳌا
 
تﺎﺒﻟﺎﻃ
 
￯ﺪﻟﺔﺜﺣﺎﺒﻟا
 
ﺖﺻ
: 
ﺲﻳرﺪـﺗ
 
ﰲ
 
ﺐﻴﻟﺎﺳأﻭ
 
ﺔﻄﺸﻧأ
 
ﻦﻣ
 
ﻪﻨﻤﻀﺘﺗ
 
ﺎﻣﻭ
 
ةدﺪﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
تﺎﻴﺠﻴﺗاﱰﺳا
 
ﻡاﺪﺨﺘﺳا
 
ةرﻭﴬﺑ
 
ﺔـﻴﺒﻳرﺪﺗ
 
تارﻭد
 
داﺪـﻋإﻭ
,
ﻢﻴـﻠﻌﺘﻟا
 
ﻞـﺣاﺮﻣ
 
ﺔﻓﺎﻛﻭ
 
ﻱﻮﻧﺎﺜﻟا
 
ﺔﻠﺣﺮﳌا
 
ﰲ
 
تﺎﺒﻟﺎﻄﻠﻟ
 
ﺎﻴﻓاﺮﻐﳉا
 
ﺞﻫﺎﻨﻣﺲﻳرﺪـﺘﻟا
 
ﰲ
 
ةدﺪـﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
ﺔﻳﺮﻈﻧ
 
ﻦﻣ
 
ةدﺎﻔﺘﺳﻼﻟ
 
تﺎﻳﻮﺑﱰﻟا
 
تﺎﻓﴩﳌاﻭ
 
تﲈﻠﻌﻤﻠﻟﻢﻴـﻠﻌﺗﻭ
, 
داﺪـﻋإﻭ
,
ﺲﻳرﺪـﺘﻟا
 
ﰲ
 
ةدﺪـﻌﺘﳌا
 
تاءﺎﻛﺬـﻟا
 
تﺎﻴﺠﻴﺗاﱰـﺳا
 
ﻡاﺪﺨﺘـﺳا
 
ﲆﻋ
 
ﺔﻴﺑﱰﻟا
 
تﺎﻴﻠﻛ
 
تﺎﺒﻟﺎﻃ
 
ﻞﺣاﺮﳌ
 
ﺎﻴﻓاﺮﻐﳉا
 
ﰲ
 
ةدﺪﻌﺘﳌا
 
تاءﺎﻛﺬﻟا
 
تﺎﻴﺠﻴﺗاﱰﺳا
 
ﻡاﺪﺨﺘﺳﺎﺑ
 
ﺲﻳرﺪﺘﻟا
 
ﻝﺎﳎ
 
ﰲ
 
￯ﺮﺧأ
 
تﺎﺳارد￯ﺮﺧﻷا
 
ﺔﻴﺳارﺪﻟا
 
داﻮﳌا
 
ﰲﻭ
,
ﺔﻔﻠﺘﺨﳌا
 
ﻢﻴﻠﻌﺘﻟا
.
 
 
د
.
ءﲈﺳأﺖﻨﺑﻝﺪﻫﻷا
 
ﻕدﺎﺻ
 
ﻦﻳز
 
ﺪﻠﺠﳌاﻝﻭﻷا
 – 
ﻝﻭﻷا
 
دﺪﻌﻟا
 
 – 
ﻡﺮﳏ
 
١٤٣٠ ـﻫ−ﺮﻳﺎﻨﻳ
 
٢٠٠٩
 
ﻡ
 
١٩٣
The Efficiency of activities and approaches based on themulti-intelligence theory in improving the achievement of Geography and maintaining the learning effect among firstyear secondary students in Jeddah ProvinceDr. Asmaa Al-Ahdal.Abstract:
The study aimed at detecting the efficiency of teaching approaches andactivities of multi-intelligence theory in improving the achievement of Geography and on maintaining the effect of learning among first year secondarystudents in Jeddah Province. The sample of the study consisted of (72) studentsdivided into two groups (one was the experimental, and the other was thecontrolled). The study used Mackenzie’s translated tool (2000) to survey multi-intelligence after judging and adjusting to suit the sample community. Theresearcher, also prepared a teacher guide in using teaching activities andapproaches based on the multi-intelligence theory in teaching the content of Geography lessons that are included in the research i.e., Geography conceptsand their importance, definition of Geography and its branches, the relation of Geography science to other sciences and they were reviewed and adjusted by a jury accordingly. In order to measure the efficiency, the researcher prepared anachievement test and it was judged and adjusted. test was applied before theexperiment to measure the extent of equality and harmony among members of the two groups of the sample. The test was applied again after the experiment toextract efficiency of the learning effect maintenance. The results of thestatistical analysis proved the efficiency of the teaching approaches andactivities that are based on the multi-intelligence theory in achieving andmaintaining the learning effect among students of the experimental group incomparison to the controlled group. The researcher recommended using themulti-intelligence strategies and the associated activities and approaches inteaching Geography to secondary school students and other educational stages.It was also recommended to prepare training programs for teachers andeducational supervisors to use the multi-intelligence theory in teaching, and to prepare other studies in teaching how to use multi-intelligence strategies inGeography and other subjects in different educational stages.
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