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‫‪Dr.

Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﮭﺎرات‬
‫اﻟﻌﺮض اﻟﻔﻌﺎل‬
‫إﻋﺪاد‬
‫أ‪.‬د‪ /‬ﺣﻤﺪى ﺷﺎﻛﺮ ﻣﺤﻤﻮد‬
‫ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ – ﺟﺎﻣﻌﺔ اﺳﯿﻮط‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
Dr. Mohamed AbdElnaby - Library 2009



 

 

200826 

– 


 
  
2009 Dr. Mohamed AbdElnaby - Library
 
Dr. Mohamed AbdElnaby - Library 2009


  
 



- -
 
- -
 -
 
 
- -
 
 
 -

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009



 

 
 •
.  •
 •

 •

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

     


     



     


     

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫وﺳﺎﺋﻞ وأﻧﺸﻄﺔ اﻟﺘﺪرﯾﺐ‬

‫اﺳﺎﻟﯿﺐ وأﻧﺸﻄﺔ اﻟﺘﺪرﯾﺐ‬


‫‪ -‬ورش اﻟﻌﻤﻞ اﻟﺘﺪرﯾﺒﯿﺔ‬ ‫‪ -‬اﻟﻤﻨﺎﻗﺸﺔ )ﻓﺮدﯾﺔ‪،‬ﺟﻤﺎﻋﯿﺔ(‬
‫‪ -‬ﺗﻤﺜﯿﻞ اﻻدوار‬ ‫‪ -‬اﻟﺘﻄﺒﯿﻘﺎت اﻟﻔﺮدﯾﺔ واﻟﺠﻤﺎﻋﯿﺔ‬
‫‪ -‬دراﺳﺔ ﺣﺎﻟﺔ ‪.‬‬ ‫‪ -‬اﻟﻤﺤﺎﺿﺮة)ﻋﻨﺪ اﻟﻀﺮورة(‪.‬‬

‫ﻣﻌﺪات ووﺳﺎﺋﻞ اﻟﺘﺪرﯾﺐ‬


‫‪ -‬ﺷﻔﺎﻓﯿﺎت‪ -‬أﻗﻼم ﻣﻠﻮﻧﮫ‪.‬‬ ‫‪ -‬ﺟﮭﺎز اﻟﻌﺮض اﻟﻌﻠﻮي ‪.‬‬
‫‪ -‬داﺗﺎ ﺷﻮ ‪.‬‬ ‫‪ -‬اﻟﺴﺒﻮرة وأﻗﻼم ﻣﻠﻮﻧﺔ ﻏﺒﺮ ﺛﺎﺑﺘﺔ‪.‬‬
‫‪ -‬ﺣﺎﺳﺐ آﻟﻲ ‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
Dr. Mohamed AbdElnaby - Library 2009


 







 

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009


  ‫ﻧﺸﺎط‬
‫ دﻗﯿﻘﺔ‬2








2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009



Ø




Ø

 Ø


2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009


 
‫ دﻗﯿﻘﺔ‬2 ‫ﻧﺸﺎط‬








2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﮭﺎرات اﻟﺘﺪرﯾﺲ‪:‬‬
‫‪v‬ﻣﮭﺎرة اﻟﺘﮭﯿﺌﺔ‪.‬‬
‫‪v‬ﻣﮭﺎرات اﻟﻌﺮض‪.‬‬
‫‪v‬ﻣﮭﺎرة اﺳﺘﺨﺪام اﻷﺳﺌﻠﺔ‪.‬‬
‫‪v‬ﻣﮭﺎرة اﻟﺘﻌﺰﯾﺰ‪.‬‬
‫‪v‬ﻣﮭﺎرة اﻟﺤﯿﻮﯾﺔ‪.‬‬
‫‪v‬ﻣﮭﺎرة اﻟﻐﻠﻖ‪.‬‬
‫‪v‬ﻣﮭﺎرة اﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


Dr. Mohamed AbdElnaby - Library 2009

1
‫ﻣﮭﺎرة‬
‫اﻟﺘﮭﯿﺌﺔ‬

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

‫ﻣﺎ اﻟﺘﻮﻗﯿﺖ اﻟﻤﻨﺎﺳﺐ ﻟﻠﺘﮭﯿﺌﺔ‬

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

‫ﻣﺎ أھﻢ أﺳﺎﻟﯿﺐ اﻟﺘﮭﯿﺌﺔ؟‬

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫اﻟﺘﮭﯿﺌﺔ‬
‫أوﻻ‪ ::‬اﻟﺘﮭﯿﺌﺔ‬
‫أوﻻ‬
‫ﺑﺎﺳﺘﺪﻋﺎء‬
‫ﺑﺎﺳﺘﺪﻋﺎء‬
‫ﺧﺒﺮة‬
‫ﺧﺒﺮة‬
‫اﻟﺪارس‬
‫اﻟﺪارس‬
‫اﻟﻤﺮﺗﺒﻄﺔ‬
‫اﻟﻤﺮﺗﺒﻄﺔ‬
‫ﺑﺎﻟﺪروس‬
‫ﺑﺎﻟﺪروس‬
‫اﻟﺴﺎﺑﻘﺔ‪..‬‬
‫اﻟﺴﺎﺑﻘﺔ‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﮭﯿﺌﺔ ﺑﺈﺳﺘﺨﺪام اﻟﺨﺒﺮات‬


‫اﻟﺴﺎﺑﻘﺔ‪:‬‬
‫ﻋﻨﺪ دراﺳﺔ ﻏﺰوة ﺑﻨﻰ ﻗﺮﯾﻈﺔ‪:‬‬

‫ﯾﻤﻜﻦ أن ﯾﺒﺪأ اﻟﻤﺮﺑﻰ ﻣﻮﺿﻮع اﻟﻐﺰوة ﺑﻄﺮح اﻟﺴﺆال اﻟﺘﺎﻟﻰ‪:‬‬


‫ﻣﺎ ﻣﻮﻗﻒ ﯾﮭﻮد ﺑﻨﻰ ﻗﺮﯾﻈﺔ أﺛﻨﺎء ﻏﺰوة اﻟﺨﻨﺪق ؟‬
‫ﻓﻤﻦ ﺧﻼل ﺗﻨﺎول ھﺬا اﻟﻤﻮﻗﻒ ﺗﺘﺒﯿﻦ اﻷﺳﺒﺎب وراء ﻏﺰوة ﺑﻨﻲ‬
‫ﻗﺮﯾﻈﺔ‪ ،‬وﻣﻦ ﺛﻢ ﯾﺒﺪأ اﻟﻤﺮﺑﻲ ﻓﻲ ﺗﻨﺎول ﻣﻮﺿﻮع اﻟﻐﺰوة‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺛﺎﻧﯿﺎ‪ :‬اﻟﺘﮭﯿﺌﺔ‬
‫ﺑﺈﺳﺘﺨﺪام ﺧﺒﺮة‬
‫اﻟﺪراس اﻟﺤﯿﺎﺗﯿﺔ‪.‬‬

‫وﻓﯿﮭﺎ ﯾﺒﺪأ اﻟﻤﺮﺑﻰ ﺑﻤﺎ‬


‫ھﻮﻣﺄﻟﻮف وﻣﻌﻠﻮم ﻟﺪى‬
‫اﻟﺪارﺳﯿﻦ وﺻﻮﻻ إﻟﻰ‬
‫ﻣﺎ ھﻮ ﻏﯿﺮ ﻣﺄﻟﻮف‬
‫وﻏﯿﺮ ﻣﻌﻠﻮم ﻟﺪﯾﮭﻢ‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﮭﯿﺌﺔ ﺑﺎﺳﺘﺨﺪام اﻟﺨﺒﺮات‬


‫اﻟﺤﯿﺎﺗﯿﺔ‪:‬‬
‫ﯾﻤﻜﻦ اﺳﺘﺨﺪام ھﺬا اﻷﺳﻠﻮب ﻋﻨﺪ دراﺳﺔ‬
‫ﻣﻮﺿﻮع ﻣﻦ ﻣﻮﺿﻮﻋﺎت اﻷﺧﻼق‪:‬‬

‫ﻓﻘﺪ ﺑﺪأ اﻟﻨﺒﻰ ﺻﻠﻰ اﷲ ﻋﻠﯿﮫ و ﺳﻠﻢ ﻋﻨﺪ ﺗﻌﻠﯿﻢ ﺻﺤﺎﺑﺘﮫ‬


‫ﺣﻘﯿﻘﺔ اﻷﺧﻼق ﺑﺘﺤﺮي ﻣﻌﺮﻓﺘﮭﻢ ﻋﻦ ﺣﻘﯿﻘﺔ اﻹﻓﻼس ﺳﺎﺋﻼ‬
‫إﯾﺎھﻢ اﻟﺴﺆال اﻟﺘﺎﻟﻲ‪:‬‬
‫أﺗﺪورن ﻣﻦ اﻟﻤﻔﻠﺲ؟‬
‫ﻗﺎﻟﻮا‪ :‬اﻟﻤﻔﻠﺲ ﻓﯿﻨﺎ ﻣﻦ ﻻ درھﻢ ﻟﮫ وﻻ ﻣﺘﺎع‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫اﻟﺘﮭﯿﺌﺔ ﺑﺈﺳﺘﺨﺪام‬
‫ﺑﺈﺳﺘﺨﺪام‬ ‫ﺛﺎﻟﺜﺎ‪ ::‬اﻟﺘﮭﯿﺌﺔ‬
‫ﺛﺎﻟﺜﺎ‬
‫ﻃﺮح اﻟﻤﺸﻜﻼت‬
‫اﻟﻤﺸﻜﻼت‪..‬‬ ‫أﺳﻠﻮب ﻃﺮح‬
‫أﺳﻠﻮب‬

‫وﻓﯿﮭﺎ ﯾﻀﻊ اﻟﻤﺮﺑﻰ اﻟﺪارس ﻓﻰ‬


‫ﻣﻮﻗﻒ ﯾﺤﺘﺎج إﻟﻰ ﺑﺬل ﺟﮭﺪ‬
‫ﻓﻜﺮى ﻟﺤﻞ ﻣﺸﻜﻠﺔ ﻗﺪ ﺗﻮاﺟﮭﮫ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﮭﯿﺌﺔ ﺑﺎﺳﺘﺨﺪام ﻃﺮح اﻟﻤﺸﻜﻠﺔ‪:‬‬

‫ﻋﻨﺪ دراﺳﺔ وﺳﺎﺋﻞ اﻻرﺗﻘﺎء اﻹﯾﻤﺎﻧﻰ‪:‬‬

‫ﯾﻤﻜﻦ أن ﯾﺒﺪأ اﻟﻤﺮﺑﻰ ﺑﻄﺮح اﻟﻤﺸﻜﻠﺔ اﻵﺗﯿﺔ ﻋﻠﻰ اﻟﺪارﺳﯿﻦ‪:‬‬


‫ﯾﻌﺎﻧﻰ أﺣﺪ اﻷﺧﻮة ﻣﻦ ﺗﻔﺮﯾﻂ ﻓﻰ ﺻﻼة اﻟﻔﺠﺮ‪،‬‬
‫وﻛﺬﻟﻚ ﻣﻦ ﻗﻠﺔ اﻟﺨﺸﻮع ﻓﻰ اﻟﺼﻼة؟‬
‫ﺛﻢ ﯾﻄﻠﺐ ﻣﻨﮭﻢ ﻧﺼﺎﺋﺢ ﻋﻤﻠﯿﺔ ﻟﺤﻞ ﻣﺸﻜﻠﺔ ھﺬا اﻷخ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫اﻟﺸﺮاﺋﻂ‬ ‫راﺑﻌﺎً‪ :‬اﻟﺘﮭﯿﺌﺔ‬


‫ﺑﺎﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ‬
‫اﻟﺘﻌﻠﯿﻤﯿﺔ‪.‬‬
‫اﻷﻓﻼم‬

‫ﻣﺜﻞ‬
‫اﻟﺪﯾﺴﻜﺎت‬

‫وﻓﻲ ھﺬا اﻷﺳﻠﻮب ﺗﺴﺘﺨﺪم اﻟﻮﺳﺎﺋﻞ ﻗﺒﻞ اﻟﺪرس وذﻟﻚ ﺑﻐﺮض‬


‫إﺛﺎرة أﺳﺌﻠﺔ ﺣﻮل اﻟﺪرس أو اﻹﻟﻤﺎم ﺑﺒﻌﺾ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﺘﻌﻠﻘﺔ‬
‫ﺑﮫ ﺑﺤﯿﺚ ﯾﺘﻨﺎول اﻟﺪرس ﻣﻨﺎﻗﺸﺔ ﺗﻠﻚ اﻷﺳﺌﻠﺔ أو ﺗﻌﻤﯿﻖ ﺗﻠﻚ‬
‫اﻟﻤﻌﻠﻮﻣﺎت‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﺜﺎل ﻋﻠﻰ اﻟﺘﮭﯿﺌﺔ ﺑﺎﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ‬


‫اﻟﺘﻌﻠﯿﻤﯿﺔ‪:‬‬
‫ﻋﻨﺪ دراﺳﺔ ﻏﺰوة اﻟﺨﻨﺪق‪:‬‬

‫ﯾﻤﻜﻦ أن ﯾﺒﺪأ اﻟﻤﺮﺑﻲ ﺑﻌﺮض رﺳﻢ ﺗﺨﻄﯿﻄﻲ ﯾﻮﺿﺢ ﻃﻮل وﻋﺮض‬


‫وﻋﻤﻖ اﻟﺨﻨﺪق‪ .‬ﺛﻢ ﯾﺴﺄل ﻋﻦ ﺣﺠﻢ اﻟﺮﻣﺎل واﻟﻀﺨﻮراﻟﺘﻰ رﻓﻌﮭﺎ‬
‫اﻟﻨﺒﻰ ﺻﻠﻰ اﷲ ﻋﻠﯿﮫ و ﺳﻠﻢ و أﺻﺤﺎﺑﮫ ﻣﻦ اﻟﺨﻨﺪق ؟‬
‫)ﻋﻠﻤﺎ ﺑﺄن‪ :‬اﻟﺤﺠﻢ = اﻟﻄﻮل × اﻟﻌﺮض × اﻟﻌﻤﻖ( ‪.‬‬
‫وھﺬا ﯾﻌﯿﻦ اﻟﺪارﺳﯿﻦ ﻋﻠﻰ اﺳﺘﺸﻌﺎر اﻟﺠﮭﺪ اﻟﮭﺎﺋﻞ اﻟﺬى ﺑﺬﻟﮫ اﻟﻨﺒﻰ‬
‫ﺻﻠﻰ اﷲ ﻋﻠﯿﮫ و ﺳﻠﻢ وأﺻﺤﺎﺑﮫ ﻓﻰ ﺣﻔﺮ اﻟﺨﻨﺪق‪ ،‬وﻣﻦ ﺛﻢ ﯾﻤﻜﻦ أن‬
‫ﺗﻄﺮح أﺳﺌﻠﺔ ﺣﻮل اﻷﺳﺒﺎب اﻟﺘﻲ دﻓﻌﺖ إﻟﻰ ھﺬا‪ ،‬وﻏﯿﺮھﺎ ﻣﻦ اﻷﺳﺌﻠﺔ‬
‫اﻟﺘﻲ ﯾﺴﻌﻰ ﻣﻮﺿﻮع اﻟﻐﺰوة إﻟﻰ اﻹﺟﺎﺑﺔ ﻋﻨﮭﺎ‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫‪ 2‬دﻗﯿﻘﺔ‬ ‫ﺑﻄﺎﻗﺔ ﺗﻘﻮﯾﻢ أداء ﻣﮭﺎرة اﻟﺘﮭﯿﺌﺔ‬ ‫ﻧﺸﺎط‬

‫درﺟﺔ ﺗﺤﻘﻖ اﻷداء‬


‫ﺟﯿﺪ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺿﻌﯿﻒ‬
‫أداء ﻣﮭﺎرة اﻟﺘﮭﯿﺌﺔ‬ ‫م‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪ 1‬ﻣﻨﺎﺳﺒﺘﮭﺎ ﻟﻤﻮﺿﻮع اﻟﺪرس‪.‬‬
‫‪ 2‬ﺟﺬﺑﮭﺎ ﻻﻧﺘﺒﺎه اﻟﺪارﺳﯿﻦ‪.‬‬
‫‪ 3‬ﻣﺪى إﺛﺎرﺗﮭﺎ ﻟﺪاﻓﻌﯿﺔ اﻟﺪارﺳﯿﻦ‪.‬‬
‫‪ 4‬ﻣﺪى ﻣﻨﺎﺳﺒﺔ زﻣﻦ أداﺋﮭﺎ‪.‬‬
‫‪ 5‬ﻋﺪم اﻟﺘﻜﻠﻒ ﻓﯿﮭﺎ‪.‬‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
Dr. Mohamed AbdElnaby - Library 2009

2
‫ﻣﮭﺎرات ﺗﻘﺪﯾﻢ‬
‫اﻟﺪرس‬

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫وﺗﺮﺗﺒﻂ ﺗﻠﻚ اﻟﻤﮭﺎرات‬


‫ﺑﺘﻘﺪﯾﻢ اﻟﻤﺎدة اﻟﻌﻠﻤﯿﺔ‬
‫ﻟﻠﺪارﺳﯿﻦ ﺑﻤﺎ ﯾﻀﻤﻦ‬
‫ﺗﻔﺎﻋﻠﮭﻢ أﺛﻨﺎء اﻟﻌﻤﻠﯿﺔ‬
‫اﻟﺘﻌﻠﯿﻤﯿﺔ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


Dr. Mohamed AbdElnaby - Library 2009

‫ﻣﺎ أھﻢ اﻟﻤﮭﺎرات اﻟﻤﺮﺗﺒﻄﺔ ﺑﺘﻘﺪﯾﻢ اﻟﺪرس؟‬

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﻦ أھﻢ اﻟﻤﮭﺎرات اﻟﻤﺮﺗﺒﻄﺔ ﺑﺘﻘﺪﯾﻢ اﻟﺪرس‪:‬‬


‫ﺗﻮﺿﯿﺢ اﻟﻤﻌﻠﻮﻣﺎت ﺑﺎﻟﺸﺮح‬ ‫•‬
‫اﺳﺘﺨﺪام اﻷﺳﻠﻮب اﻟﻘﺼﺼﻰ‬ ‫•‬ ‫واﻟﺘﻔﺴﯿﺮ‪.‬‬
‫ﻟﻠﺘﺸﻮﯾﻖ وﺗﻮﺿﯿﺢ اﻟﻤﻔﺎھﯿﻢ‪.‬‬
‫اﺳﺘﺨﺪام اﻷﻣﺜﻠﺔ واﻟﻼ أﻣﺜﻠﺔ‬ ‫•‬
‫إﺿﺎﻓﺔ أﻓﻜﺎر ﺟﺪﯾﺪة ﯾﺼﻌﺐ‬ ‫•‬ ‫ﻟﺘﻮﺿﯿﺢ اﻟﺪرس‪.‬‬
‫ﻋﻠﻰ اﻟﺪراﺳﯿﻦ اﻟﺘﻮﺻﻞ إﻟﯿﮭﺎ‬
‫ﺗﺬﻛﯿﺮ اﻟﺪارﺳﯿﻦ ﺑﺄھﺪاف اﻟﺪرس‬ ‫•‬
‫ﺑﺄﻧﻔﺴﮭﻢ‪.‬‬
‫اﻟﺘﻰ ﺗﻢ ﺗﺤﻘﯿﻘﮭﺎ ﺑﯿﻦ اﻟﺤﯿﻦ‬
‫اﻟﺘﺸﺎﺑﮫ‬ ‫أوﺟﮫ‬ ‫ﺗﻮﺿﯿﺢ‬ ‫•‬ ‫واﻵﺧﺮ‪.‬‬
‫واﻻﺧﺘﻼف واﻟﻤﺰاﯾﺎ واﻟﻌﯿﻮب‬
‫اﻻﺳﺘﻌﺎﻧﺔ ﺑﻘﺮاءة ﻓﻘﺮات أو‬ ‫•‬
‫ﻟﻸﺷﯿﺎء واﻷﻓﻜﺎر‪.‬‬
‫آﯾﺎت أو أﺣﺎدﯾﺚ ﻟﺘﺄﻛﯿﺪ وﺟﮭﺔ‬
‫اﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻤﯿﺔ‬ ‫•‬ ‫ﻧﻈﺮ ﻣﻌﯿﻨﺔ‪.‬‬
‫ﻟﻠﺘﻮﺿﯿﺢ ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


Dr. Mohamed AbdElnaby - Library 2009

3
‫ﻣﮭﺎرة اﻟﻐﻠﻖ‬

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

.‫ھﻰ ﺗﻠﻚ اﻟﻤﮭﺎرة اﻟﺘﻰ ﺗﺘﻌﻠﻖ ﺑﺈﻧﮭﺎء اﻟﺪرس‬

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﺎ أھﻤﯿﺔ ﻣﮭﺎرة اﻟﻐﻠﻖ وﻛﯿﻔﯿﺘﮭﺎ؟‬

‫‪ v‬ﻛﯿﻔﯿﺘﮭﺎ‪:‬‬ ‫‪ v‬أھﻤﯿﺘﮭﺎ‪:‬‬
‫ﻋﻦ ﻃﺮﯾﻖ‪:‬‬
‫ﺗﺘﺮك أﺛﺮا ﻃﯿﺒﺎ‬
‫‪ ü‬ﺗﻠﺨﯿﺺ اﻟﺪرس‪.‬‬
‫ﻟﺪى اﻟﺪارﺳﯿﻦ‬
‫‪ ü‬ﺗﻘﻮﯾﻢ اﻟﺪرس‪.‬‬
‫وﺗﺤﻔﺰھﻢ ﻧﺤﻮ‬
‫‪ ü‬ﺗﺤﺪﯾﺪ اﻟﻮاﺟﺒﺎت‪.‬‬
‫اﻟﺪرس اﻟﺠﺪﯾﺪ‪.‬‬

‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬


‫درﺟﺔ ﺗﺤﻘﻖ اﻷداء‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬
‫‪ 2‬دﻗﯿﻘﺔ‬ ‫أداء ﻣﮭﺎرات‬ ‫ﻧﺸﺎط‬
‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫م‬
‫اﻟﺘﻌﺰﯾﺰ واﻟﺤﯿﻮﯾﺔ واﻟﻐﻠﻖ‬
‫ﺟﯿﺪ‬ ‫ﻣﺘﻮﺳﻂ‬ ‫ﺿﻌﯿﻒ‬
‫‪ 1‬ﻣﻨﺎﺳﺒﺔ اﻟﺘﻌﺰﯾﺰ ﻟﻺﺳﺘﺠﺎﺑﺔ‪.‬‬
‫‪ 2‬اﻟﺘﻨﻮع ﻓﻰ اﻟﺘﻌﺰﯾﺰ‪.‬‬
‫‪ 3‬ﻋﺪم اﻟﺘﻜﻠﻒ ﻓﻰ اﻟﺤﯿﻮﯾﺔ‪.‬‬
‫‪ 4‬اﻟﺘﻨﻮع ﻓﻰ اﻟﺤﯿﻮﯾﺔ‪.‬‬
‫‪ 5‬اﺳﺘﻤﺮارﯾﺔ اﻟﺤﯿﻮﯾﺔ‪.‬‬
‫‪ 6‬ﻣﺪى ﻣﻨﺎﺳﺒﺔ اﻟﺤﯿﻮﯾﺔ ﻟﻠﺪرس‪.‬‬
‫‪ 7‬ﻣﺪى ﻣﻨﺎﺳﺒﺔ اﻟﺤﯿﻮﯾﺔ ﻟﻠﺪارﺳﯿﻦ‪.‬‬
‫‪ 8‬ﺗﻠﺨﯿﺺ اﻟﺪرس ﻋﻨﺪ ﻧﮭﺎﯾﺘﮫ‪.‬‬
‫‪ 9‬اﻟﺘﺮﻛﯿﺰ ﻋﻠﻰ اﻟﻤﮭﻢ ﻓﻰ اﻻﻧﮭﺎء‪.‬‬
‫‪2009‬‬ ‫ﺗﺤﺪﯾﺪاﻟﻮاﺟﺒﺎت‪Dr.‬ﻓﻰ ﻧﮭﺎﯾﺔ اﻟﺪرس‪.‬‬ ‫‪10‬‬
‫‪Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺧﻄﻮات اﻟﻌﺮض اﻟﻨﺎﺟﺢ واﻟﻔﻌﺎل ‪:‬‬

‫‪1‬ـ ﺗﻌﺮف ﻋﻠﻰ ﻋﻤﻠﯿﺔ اﻟﻌﺮض‬


‫‪2‬ـ اﻋﺮف أھﺪاف اﻟﻤﺤﺎﺿﺮة او اﻟﺪرس ‪ ..‬اﻷھﺪاف اﻟﻌﺎﻣﺔ‪ /‬اﻷھﺪاف اﻟﺨﺎﺻﺔ ‪/‬‬
‫اﻷھﺪاف اﻟﺴﻠﻮﻛﯿﺔ‬
‫‪3‬ـ اﻋﺮف ﻃﻼﺑﻚ ﻣﺴﺘﻮاھﻢ ‪/‬ﺧﺼﺎﺋﺼﮭﻢ اﻟﻌﻤﺮﯾﺔ‪ /‬أﻓﻜﺎرھﻢ‪..‬‬
‫‪4‬ـ اﻋﺪﱠ دروﺳﻚ ﺟﯿﺪا‬
‫‪5‬ـ اﺳﺘﺨﺪم ﻃﺮﯾﻘﺔ اﻟﻌﺮض اﻟﻤﻨﺎﺳﺒﺔ‬
‫‪6‬ـ ﻛﻦ ﻣﺒﺪﻋﺎ واﺑﺘﻌﺪ ﻋﻦ اﻟﺮوﺗﯿﻦ‬
‫‪7‬ـ اﺟﻌﻞ درﺳﻚ ﻣﻤﺘﻌﺎ‬
‫‪8‬ـ اﺳﺘﺜﺮ داﻓﻌﯿﺔ اﻟﺘﻼﻣﯿﺬ‬
‫‪9‬ـ "إﻧﻤﺎ ﺑﻌﺜﺖ ﻣﻌﻠﻤﺎ وﻟﻢ أﺑﻌﺚ ﻣﻌﻨﻔﺎ!”‬
‫‪2009‬‬
‫اﺗﺠﺎھﻚ ﺟﯿﺪا ﻧﺤﻮ اﻟﺘﻼﻣﯿﺬ‬ ‫‪10‬ـ اﺟﻌﻞ‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺗﺎﺑﻊ ﺧﻄﻮات اﻟﻌﺮض اﻟﻨﺎﺟﺢ واﻟﻔﻌﺎل ‪:‬‬

‫‪11‬ـ ﺣﺎﻓﻆ ﻋﻠﻰ ﻧﻤﻮك اﻟﻌﻠﻤﻲ واﻟﺘﺮﺑﻮي واﻟﻤﮭﻨﻲ‬


‫‪12‬ـ ﻛﻦ ﻗﺪوة ﻓﻲ ﻋﻠﻮ اﻟﮭﻤﺔ واﻷﻣﺎﻧﺔ واﻟﺠﺪ‬
‫‪13‬ـ اﻧﺘﺒﮫ إﻟﻰ ﻣﺎ ﺑﯿﻦ ﺳﻄﻮر اﻟﺘﺪرﯾﺲ!‬
‫‪14‬ـ ﻗﻞ‪ :‬ﻻ أﻋﻠﻢ! ) إذا ﺳﺌﻞ ﻋﻤﺎ ﻻ ﯾﻌﻠﻢ أن ﯾﻘﻮل‪ :‬ﻻ أﻋﻠﻢ! (‬
‫‪15‬ـ اﺳﺘﺨﺪم وﺳﺎﺋﻠﻚ اﻟﺘﻌﻠﯿﻤﯿﺔ ﺑﻔﻌﺎﻟﯿﺔ‬
‫‪16‬ـ اﻟﺴﺒﻮرة ‪ ..‬ﺻﺪﯾﻘﻚ اﻟﺪاﺋﻢ ﻓﺄﺣﺴﻦ اﺳﺘﺨﺪاﻣﮭﺎ! ﻓﺎﻟﻤﻌﻠﻢ اﻟﻨﺎﺟﺢ ﯾﺴﺘﺨﺪم‬
‫اﻟﺴﺒﻮرة ﺑﺸﻜﻞ ﻣﻨﻈﻢ وﻷھﺪاف ﻣﺤﺪدة‪.‬‬
‫‪17‬ـ "ﻻ ﺗﻐﻀﺐ‪”!..‬‬
‫‪18‬ـ أﺣﺴﻦ اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺜﯿﺮي اﻟﻤﺸﺎﻛﻞ ﻣﻦ اﻟﻄﻼب‬
‫‪19‬ـ ﺧﻄﻂ وﻧﻔﺪ وﻗﯿﻢ و ﺷﺎور ﺗﻼﻣﯿﺬك وأﺷﺮﻛﮭﻢ ﻓﻲ ﺷﻲء ﻣﻦ اﻟﺘﺨﻄﯿﻂ‬
‫‪20‬ـ اﻋﻤﻞ اﺧﺘﺒﺎراﺗﻚ ﺑﺸﻜﻞ ﺟﯿﺪ ﺑﺤﯿﺚ ﺗﻜﻮن ﺗﻘﯿﯿﻤﺎ ﻟﻚ أﯾﻀﺎ!‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
Dr. Mohamed AbdElnaby - Library 2009




 

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

‫ﺗﻘﯿﯿﻢ اﻟﻤﺪرب‬
  

       
 
 1


  2


  3

  4

  5


  6

  7


  8


  9

  10

2009 Dr. Mohamed AbdElnaby - Library


Dr. Mohamed AbdElnaby - Library 2009

‫ﺗﻘﯿﯿﻢ اﻟﻮرﺷﺔ اﻟﺘﺪرﯾﺒﯿﺔ‬



  
        

  1


 
2


 
3


  4


  5


  6

  7

2009 Dr. Mohamed AbdElnaby - Library


‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﻣﻘﺘﺮح ﻟﻤﯿﺰاﻧﯿﺔ اﻟﺪورة‬


‫اﻻﺟﻤﺎﻟﻰ‬ ‫اﻟﺘﻜﻠﻔﺔ‬ ‫اﻟﻔﺌﺔ‬ ‫م‬
‫‪100‬ﺟﻨﯿﮫ ﻓﻰ اﻟﺴﺎﻋﺔ ‪1500 5 x‬‬ ‫اﻟﻤﺪرب‬ ‫‪1‬‬
‫ﺳﺎﻋﺔ ‪ 3x‬أﯾﺎم‬
‫‪1000‬‬ ‫اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ ‪ +‬وﺟﺒﺔ‬ ‫ﻗﯿﻤﺔ ﺗﻜﻠﻔﺔ اﻟﻤﺘﺪرب‬ ‫‪2‬‬
‫اﻓﻄﺎر ‪ +‬وﺟﺒﺔ ﻏﺬاء ‪ +‬اﻗﺎﻣﺔ‬ ‫اﻟﻮاﺣﺪ‬
‫‪225‬‬ ‫‪3 x 75‬‬ ‫ﻣﺸﺮف اﻟﺪورة‬ ‫‪3‬‬
‫‪150‬‬ ‫‪ 3 x 75‬أﯾﺎم‬ ‫ﻣﻨﺴﻖ اﻟﻤﺮﻛﺰ‬ ‫‪4‬‬
‫‪150‬‬ ‫‪ 3 x50‬أﯾﺎم‬ ‫ادارﯾﯿﻦ‬ ‫‪5‬‬
‫‪600‬‬ ‫‪ 3 x200‬اﯾﺎم‬ ‫اﯾﺠﺎر ﻗﺎﻋﺔ‬ ‫‪6‬‬
‫اﻻﺟﻤﺎﻟﻰ ﺣﺴﺐ ﻋﺪد اﻟﻤﺘﺪرﺑﯿﻦ‬
‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬ ‫‪2009‬‬

‫ﺷﻜﺮا ﻟﻜﻢ‬
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‫‪2009‬‬ ‫‪Dr. Mohamed AbdElnaby - Library‬‬
Dr. Mohamed AbdElnaby - Library 2009

Dr. Mohamed AbdElnaby Elsayed Ghanem


Faculty of Law. Tanta University. Egypt
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2009 Dr. Mohamed AbdElnaby - Library