‫‪Dr.

Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

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

‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009



2009









200826



–




 
 



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
‫ اﻟﻤﻨﺎﻗﺸﺔ )ﻓﺮدﯾﺔ‪،‬ﺟﻤﺎﻋﯿﺔ(‬‫ اﻟﺘﻄﺒﯿﻘﺎت اﻟﻔﺮدﯾﺔ واﻟﺠﻤﺎﻋﯿﺔ‬‫‪ -‬اﻟﻤﺤﺎﺿﺮة)ﻋﻨﺪ اﻟﻀﺮورة(‪.‬‬

‫ ورش اﻟﻌﻤﻞ اﻟﺘﺪرﯾﺒﯿﺔ‬‫ ﺗﻤﺜﯿﻞ اﻻدوار‬‫‪ -‬دراﺳﺔ ﺣﺎﻟﺔ ‪.‬‬

‫ﻣﻌﺪات ووﺳﺎﺋﻞ اﻟﺘﺪرﯾﺐ‬
‫ ﺟﮭﺎز اﻟﻌﺮض اﻟﻌﻠﻮي ‪.‬‬‫ اﻟﺴﺒﻮرة وأﻗﻼم ﻣﻠﻮﻧﺔ ﻏﺒﺮ ﺛﺎﺑﺘﺔ‪.‬‬‫ ﺣﺎﺳﺐ آﻟﻲ ‪.‬‬‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫ ﺷﻔﺎﻓﯿﺎت‪ -‬أﻗﻼم ﻣﻠﻮﻧﮫ‪.‬‬‫ داﺗﺎ ﺷﻮ ‪.‬‬‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009


 






 
2009

Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library

‫ دﻗﯿﻘﺔ‬2

2009


 

‫ﻧﺸﺎط‬








2009

Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library



2009

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




Ø

 Ø



2009

Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library

‫ دﻗﯿﻘﺔ‬2

2009


 

‫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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

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

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

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

‫‪2009‬‬

‫‪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.‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫اﻟﺘﮭﯿﺌﺔ ﺑﺈﺳﺘﺨﺪام‬
‫ﺛﺎﻟﺜﺎ‪ ::‬اﻟﺘﮭﯿﺌﺔ‬
‫ﺛﺎﻟﺜﺎ‬
‫ﺑﺈﺳﺘﺨﺪام‬
‫ﻃﺮح اﻟﻤﺸﻜﻼت‬
‫أﺳﻠﻮب ﻃﺮح‬
‫أﺳﻠﻮب‬
‫اﻟﻤﺸﻜﻼت‪..‬‬
‫وﻓﯿﮭﺎ ﯾﻀﻊ اﻟﻤﺮﺑﻰ اﻟﺪارس ﻓﻰ‬
‫ﻣﻮﻗﻒ ﯾﺤﺘﺎج إﻟﻰ ﺑﺬل ﺟﮭﺪ‬
‫ﻓﻜﺮى ﻟﺤﻞ ﻣﺸﻜﻠﺔ ﻗﺪ ﺗﻮاﺟﮭﮫ‪.‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪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.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫ﻧﺸﺎط‬

‫ﺑﻄﺎﻗﺔ ﺗﻘﻮﯾﻢ أداء ﻣﮭﺎرة اﻟﺘﮭﯿﺌﺔ‬

‫‪ 2‬دﻗﯿﻘﺔ‬

‫درﺟﺔ ﺗﺤﻘﻖ اﻷداء‬

‫م‬

‫أداء ﻣﮭﺎرة اﻟﺘﮭﯿﺌﺔ‬

‫ﺿﻌﯿﻒ‬
‫‪1‬‬

‫ﻣﺘﻮﺳﻂ‬

‫ﺟﯿﺪ‬

‫‪2‬‬

‫‪3‬‬

‫‪ 1‬ﻣﻨﺎﺳﺒﺘﮭﺎ ﻟﻤﻮﺿﻮع اﻟﺪرس‪.‬‬
‫‪ 2‬ﺟﺬﺑﮭﺎ ﻻﻧﺘﺒﺎه اﻟﺪارﺳﯿﻦ‪.‬‬
‫‪ 3‬ﻣﺪى إﺛﺎرﺗﮭﺎ ﻟﺪاﻓﻌﯿﺔ اﻟﺪارﺳﯿﻦ‪.‬‬
‫‪ 4‬ﻣﺪى ﻣﻨﺎﺳﺒﺔ زﻣﻦ أداﺋﮭﺎ‪.‬‬
‫‪ 5‬ﻋﺪم اﻟﺘﻜﻠﻒ ﻓﯿﮭﺎ‪.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

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.‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

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
‫واﻟﺘﻔﺴﯿﺮ‪.‬‬
‫اﺳﺘﺨﺪام اﻷﻣﺜﻠﺔ واﻟﻼ أﻣﺜﻠﺔ‬
‫ﻟﺘﻮﺿﯿﺢ اﻟﺪرس‪.‬‬
‫ﺗﺬﻛﯿﺮ اﻟﺪارﺳﯿﻦ ﺑﺄھﺪاف اﻟﺪرس‬
‫اﻟﺘﻰ ﺗﻢ ﺗﺤﻘﯿﻘﮭﺎ ﺑﯿﻦ اﻟﺤﯿﻦ‬
‫واﻵﺧﺮ‪.‬‬
‫اﻻﺳﺘﻌﺎﻧﺔ ﺑﻘﺮاءة ﻓﻘﺮات أو‬
‫آﯾﺎت أو أﺣﺎدﯾﺚ ﻟﺘﺄﻛﯿﺪ وﺟﮭﺔ‬
‫ﻧﻈﺮ ﻣﻌﯿﻨﺔ‪.‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫•‬
‫•‬
‫•‬
‫•‬

‫اﺳﺘﺨﺪام اﻷﺳﻠﻮب اﻟﻘﺼﺼﻰ‬
‫ﻟﻠﺘﺸﻮﯾﻖ وﺗﻮﺿﯿﺢ اﻟﻤﻔﺎھﯿﻢ‪.‬‬
‫إﺿﺎﻓﺔ أﻓﻜﺎر ﺟﺪﯾﺪة ﯾﺼﻌﺐ‬
‫ﻋﻠﻰ اﻟﺪراﺳﯿﻦ اﻟﺘﻮﺻﻞ إﻟﯿﮭﺎ‬
‫ﺑﺄﻧﻔﺴﮭﻢ‪.‬‬
‫اﻟﺘﺸﺎﺑﮫ‬
‫أوﺟﮫ‬
‫ﺗﻮﺿﯿﺢ‬
‫واﻻﺧﺘﻼف واﻟﻤﺰاﯾﺎ واﻟﻌﯿﻮب‬
‫ﻟﻸﺷﯿﺎء واﻷﻓﻜﺎر‪.‬‬
‫اﺳﺘﺨﺪام اﻟﻮﺳﺎﺋﻞ اﻟﺘﻌﻠﯿﻤﯿﺔ‬
‫ﻟﻠﺘﻮﺿﯿﺢ ‪.‬‬
‫‪2009‬‬

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؟‬

‫‪ v‬أھﻤﯿﺘﮭﺎ‪:‬‬
‫ﺗﺘﺮك أﺛﺮا ﻃﯿﺒﺎ‬
‫ﻟﺪى اﻟﺪارﺳﯿﻦ‬
‫وﺗﺤﻔﺰھﻢ ﻧﺤﻮ‬
‫اﻟﺪرس اﻟﺠﺪﯾﺪ‪.‬‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪ v‬ﻛﯿﻔﯿﺘﮭﺎ‪:‬‬
‫ﻋﻦ ﻃﺮﯾﻖ‪:‬‬
‫‪ ü‬ﺗﻠﺨﯿﺺ اﻟﺪرس‪.‬‬
‫‪ ü‬ﺗﻘﻮﯾﻢ اﻟﺪرس‪.‬‬
‫‪ ü‬ﺗﺤﺪﯾﺪ اﻟﻮاﺟﺒﺎت‪.‬‬
‫‪2009‬‬

‫‪2009‬‬

‫ﻧﺸﺎط‬
‫أداء ﻣﮭﺎرات‬
‫اﻟﺘﻌﺰﯾﺰ واﻟﺤﯿﻮﯾﺔ واﻟﻐﻠﻖ‬

‫‪ 2‬دﻗﯿﻘﺔ‬

‫م‬

‫درﺟﺔ ﺗﺤﻘﻖ اﻷداء‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫ﺟﯿﺪ‬
‫ﻣﺘﻮﺳﻂ‬
‫ﺿﻌﯿﻒ‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪ 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.‬‬
‫‪Mohamed AbdElnaby - Library‬‬
‫ﺗﺤﺪﯾﺪاﻟﻮاﺟﺒﺎت‪Dr.‬ﻓﻰ ﻧﮭﺎﯾﺔ اﻟﺪرس‪.‬‬
‫‪10‬‬

‫‪2009‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫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!”‬
‫اﺗﺠﺎھﻚ ﺟﯿﺪا ﻧﺤﻮ اﻟﺘﻼﻣﯿﺬ‬
‫‪10‬ـ اﺟﻌﻞ‬
‫‪2009‬‬
‫‪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!‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009




 

2009

Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library

 

2009


 

 




2009

‫ﺗﻘﯿﯿﻢ اﻟﻤﺪرب‬


 



1


 

2


 

3

 

4

 

5


 

6

 

7


 

8


 

9

 

10

Dr. Mohamed AbdElnaby - Library

Dr. Mohamed AbdElnaby - Library

2009

‫ﺗﻘﯿﯿﻢ اﻟﻮرﺷﺔ اﻟﺘﺪرﯾﺒﯿﺔ‬

 

2009


 

 





 

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

1

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

2

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

3


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

4


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

5


 

6

 

7

Dr. Mohamed AbdElnaby - Library

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫ﻣﻘﺘﺮح ﻟﻤﯿﺰاﻧﯿﺔ اﻟﺪورة‬
‫م‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬

‫اﻻﺟﻤﺎﻟﻰ‬
‫اﻟﺘﻜﻠﻔﺔ‬
‫اﻟﻔﺌﺔ‬
‫‪100‬ﺟﻨﯿﮫ ﻓﻰ اﻟﺴﺎﻋﺔ ‪1500 5 x‬‬
‫اﻟﻤﺪرب‬
‫ﺳﺎﻋﺔ ‪ 3x‬أﯾﺎم‬
‫ﻗﯿﻤﺔ ﺗﻜﻠﻔﺔ اﻟﻤﺘﺪرب‬
‫‪1000‬‬
‫اﻟﻤﺎدة اﻟﺘﺪرﯾﺒﯿﺔ ‪ +‬وﺟﺒﺔ‬
‫اﻟﻮاﺣﺪ‬
‫اﻓﻄﺎر ‪ +‬وﺟﺒﺔ ﻏﺬاء ‪ +‬اﻗﺎﻣﺔ‬
‫‪225‬‬
‫‪3 x 75‬‬
‫ﻣﺸﺮف اﻟﺪورة‬
‫‪ 3 x 75‬أﯾﺎم‬
‫ﻣﻨﺴﻖ اﻟﻤﺮﻛﺰ‬
‫‪ 3 x50‬أﯾﺎم‬
‫ادارﯾﯿﻦ‬
‫‪ 3 x200‬اﯾﺎم‬
‫اﯾﺠﺎر ﻗﺎﻋﺔ‬
‫اﻻﺟﻤﺎﻟﻰ ﺣﺴﺐ ﻋﺪد اﻟﻤﺘﺪرﺑﯿﻦ‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪150‬‬
‫‪150‬‬
‫‪600‬‬

‫‪2009‬‬

‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

‫ﺷﻜﺮا ﻟﻜﻢ‬
‫ﻋﻠﻰ ﺣﺴﻦ‬
‫ﺗﺘﺒﻌﻜﻢ‬
‫وﻣﺴﺎھﻤﺎﺗﻜﻢ‬
‫واﻟﺴﻼم ﻋﻠﯿﻜﻢ‬
‫ورﺣﻤﮫ اﷲ وﺑﺮﻛﺎﺗﮫ‬
‫‪Dr. Mohamed AbdElnaby - Library‬‬

‫‪2009‬‬

Dr. Mohamed AbdElnaby - Library

2009

Dr. Mohamed AbdElnaby Elsayed Ghanem
Faculty of Law. Tanta University. Egypt
http://dr--mohamed-abd-elnaby.spaces.live.com

Dr. Mohamed AbdElnaby - Library
http://www.esnips.com/user/DrMohamed

Dr. Mohamed AbdElnaby Flickr Photos & Video
http://www.flickr.com/photos/dr-mohamed-abdelnaby

Dr. Mohamed AbdElnaby's Channel - YouTube
http://www.youtube.com/DrMohamedAbdElnaby

Dr. Mohamed AbdElnaby Law Group
http://chat.paltalk.com/g2/group/1240672998
Copyright © 2006-2009 Dr. Mohamed AbdElnaby

2009

Dr. Mohamed AbdElnaby - Library

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