أطروحة (دكتواره)-جامعة القاهرة، 2022.

ببليوجرافيا: صفحات 114-126.

هدف البحث إلى تنمية مهارات التفكير التأملي والتحصيل لدى تالميذ الحلقة الثانية من التعليم األساسي، وذلك باستخدام استراتيجية قائمة علىى المىدخل البصىر ، وقىد بلىع عىدد تالميىذ التجريىج للمجمىوعتين ( تلمي ، واسىتخدمت الدراسىة المىنهج ًذ التجريبية والضابطة على )59 ا من تالميذ الصف األول اإلعىداد شبة التجريبي، وتمثلت أدوات البحث في اختبار مهارات التفكيىر التىأملي واتختبىار التحصىيلي بوحىدة الهندسىىة والقيىىاس، وأظهىىرت نتىىائج البحىىث : يوجىىد فىىرق ذا دتلىىة إحصىىائية بىىين متوسىىطي درجىىات المجموعتين التجريبية والضابطة في اختبار مهارات التفكير التأملي واتختبىار التحصىيلي فىي التطبيىق البعد لصالح المجموعة التجريبية، فاعلية اتستراتيجية القائمة على المدخل البصر في تنمية مهارات التفكير التأملي والتحصيل لدى تالميذ الصف األول اإلعداد .

Reflective thinking is one of the most important methods of thinking sought by
the mathematics curriculum to develop its skills in all students for all educational
stages, and includes meditation as a special way of thinking four criteria is the first
is to build meaning, which means linking new experiences to the experiences of
the student, and the second criterion scientific survey considering meditation as
an organized way of thinking The third criterion relates to the environment of its
occurrence, which requires interaction with others in multiple social contexts, the
dual interaction between the learner and the surrounding community is the matrix
of experience for him, and the fourth criterion is the emotional state that the learner
feels through his own mental development or through his interaction with others.
The visual input is a set of visual activities that can be employed through an
educational strategy that includes many structured steps to facilitate the student’s
knowledge of geometry issues, and the visual entrance is based on drawing, vision
and imagination, which improves his ability to solve issues, especially if the student
is exposed to forms and visual drawings, and introduces him to how to deal with
the information given and find appropriate ways to imagine possible solutions, which
in turn develops his thinking skills reflective, in line with the contemporary cognitive
and technological revolution.
Problem of the research
The problem of research is identified in the poor level of reflective thinking
skills and achievement in geometry in the first-grade preparatory students, and to
address this problem the current research tries to answer the following questions:
” ” ” ” " ~ " ” ” ” ” 3 ” ” ” ” " ~ " ” ” ” ”
1) What reflective thinking skills are suitable for first-grade students preparatory
for geometry teaching?
2) What is the strategy based on the visual entrance to teaching geometry in the
development of achievement and reflective thinking skills among first-grade
preparatory students?
3) What is the effectiveness of the visual entrance-based strategy for teaching
geometry in developing reflective thinking skills among first-grade preparatory
students?
4) What is the effectiveness of the visual entrance-based strategy for teaching
geometry in the development of achievement among first-grade preparatory
students?
Search goals
The research sought to achieve the following objectives:
• Developing reflective thinking skills and delivering to first- grade students.
• To reveal the effectiveness of using the visual input-based strategy in
developing reflective thinking and achievement skills among first-grade
students in geometry.

صدر أيضًا كقرص مدمج.

النص بالعربية والملخص بالإنجليزية.