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اللغات الأجنبية - الثقافة والعلوم - ابحاث علمية تعليم اللغات الأجنبية، مواضيع ثقافية، ابحاث علمية، كتب الكترونية، مشاريع تخرج


مواضيع ذات صلة مع بحث عن الاتجاهات الحديثة في تدريس اللغة العربية ، بحث علمى كامل جاهز عن الاتجاهات الحديثة في تدريس اللغة العربية
بحث عن طرق تدريس الحديث النبوى ، بحث علمى كامل جاهز عن طرق تدريس الحديث النبوي من قسم اللغات الأجنبية - الثقافة والعلوم - ابحاث علمية
دروس في اللغة العربية فؤاد رشدي الحطاب ، بحث علمى كامل جاهز عن دروس في اللغة العربية فؤاد رشدي الحطاب من قسم اللغات الأجنبية - الثقافة والعلوم - ابحاث علمية
كلمة عن اهمية اللغة العربية ، اذاعة مدرسية عن اهمية اللغة العربية ، موضوع تعبير عن اهمية اللغة العربية ، مقال عن اهمية اللغة العربية كامل من قسم المرحلة الإبتدائية - التعليم الإبتدائى - نتائج الإبتدائى
كلمة عن اللغة العربية ، اذاعة مدرسية عن اللغة العربية ، موضوع تعبير عن اللغة العربية ، مقال عن اللغة العربية كامل من قسم المرحلة الإبتدائية - التعليم الإبتدائى - نتائج الإبتدائى
{إعجاز علمي في 10 حروف من اللغة العربية} من قسم منتدى المواضيع الإسلامية العامة

1 
Salah Hamouda

1. طرائق تدريس قواعد اللغة العربية
الغاية من هذه الورشة تقديم بعض الطرائق السهلة البسيطة في تعليمأبواب النحو الرئيسية, مثل باب الرفع على الابتداء والفاعلية, وبابالنصب على المفعولية, وذلك في ضوء المعنى الذي يرصده القارىء, لا في ضوء القواعد الغيبية المجرّدة التي يمليها عليه المعلم.
تقوم الورشة على نشاطات يتمّ من خلالها مناقشة أساليب تقعيد اللغة والتوصل إلى أفضل ه\ه الأساليب وأكثرها سهولة في الأفضل ه\ه الأساليب وأكثرها سهولة في اليصال والاستيعاب.
2. الطرائق النَشطة وأثرها في اكتساب اللغة بمختلف مهاراتها
كثيراً ما يوصف صف اللغة العربية بالجاف والممل; لذا فإن هذه الورشة تهدف إلى تمكين المشاركين, من خلال سلسلة من النشاطات, من تغيير هذا المفهوم, إذ من المتوقع أن يصبحوا قادرين على:
§ معرفة خصائص اللغة العربية معرفة دقيقة.
§ تطبيق طرائق تجعل صف اللغة العربية نشطاً.
§ ابتكار نشاطات مشوّقة لصف اللغة العربية
تقوم الورشة على نشاطات تدمج الإصغاء والحركة والقراءة والكتابة وغيرها لجعل تعلّم اللغة عملية حيوية نَشِطة.
ل معلم مهاراته في تدريس تخصصة مع السير بالخطة الصحيحة لسير الدرس .
ومن واقعيفي التدريس أرى أن القرب من التلميذ هو أسهل عملية لتوصيل المعلومة لهم فكيف ذلك؟ (((رأي شخصي))) يكون ببداية الدرس بجذب انتباه التلاميذ بمداعبة او طرفة لهم ثمالدخول في الدرس بطريقتك الخاصة.
((((((
طريقتي))))))) في تدريس القراءة للمرحلةالابتدائية
1-
التمهيد للدرس (ربما تستطيع استخدام الفكاهة فيه)
2-
القراءةالصامتة للدرس
3-
مناقشة التلاميذ فيما تم قراأته(النقاط الرئيسية)
4-
شرحالكلمات والمفردات الصعبة والغير واضحة للتلاميذ (بمشاركة التلاميذ انفسهم)يتمكتابة الكلمات على السبورة مشكولة مع توضيحها ووضعها في جملة لتوضيح المعنى إذا لزمالأمر
5-
القراءة الجهريةالنموذجيةللدرس من قبل المعلم (تكرار قراءة الكلماتالصعبة)
6-
قراءة أحد التلاميذ المتميزين في القراءة
7-
تقسيم الدرس الى فقراتبين التلاميذ لكي تشمل القراءة جميع التلاميذ(مع ملاحظة التركيز في الدرس الاول علىالمناقشة للكلمات ومعانيها ........الخ)
8-
مناقشة التلاميذ في جميع نقاط الدرسوأفكاره ومعانيه ومفرداته
9-
يتم في القراءة تصحيح الاخطاء الشائعة والتخلفاللغوي للتلاميذ من قبل التلاميذأنفسهم بمساعدة المعلم
10-
يتم حل تدريباتالكتاب من قبل التلاميذفي الفصل بطريقة مشوقة مثل تقسيم الفصل إلى مجموعات وعملمسابقة بينهم.((الحصة الاخيرة))

(
ملاحظة انه لا يتم ذلك في حصة واحدةفقط)
إلى الفقرة رقم 7 يتم في الحصة الاولى
الحصة الثانية يتم استكمالالقراءة والاستماع إلى قراءات التلاميذ مع المناقشة
يفضل التركيز في الحصصالاخيرة على الضعفاء في القراءة
الواجب يكون بكتابة الدرس أو تحديد مقطع أوكلمات معينة تخدم المهارات الاملائية أو القواعد مثل الاستخراج أو حلالتدريبات
يمكن تقسيم الفصل إلى مجموعات في القراءة لزيادة الحماس والتركيز وعملمسابقة بينهم في القراءة واحتساب النقاط لكل مجموعة
3. “Having Fun with the English Language: Oxymorons, Puns and Others”
Language teaching is not only teaching the main skills and subskills in a serious and formal manner. This workhsop shows a fun way of teaching and learning language by exploring oxymorons, puns, palindromes, synonyms, antonyms, homonyms, hyponyms, meronyms and others.
4. الطرق الحديثة لتعليم اللغة العربية – للمرحلة المتوسطة
في إطار المناهج اللبنانية الحالية، تسعى ورشة العمل هذه الى محاولة تحقيق وحدة اللغة العربية من خلال توثيق الصلات ما بين القراءة والقواعد والكتابة، وذلك عبر الدقة في تحديد الأهداف والتنويع في طرائق التعلّم.
5. “Story-Based Instruction for Language and Academic Literacy”
Extensive research evidence supports the use of authentic children’s literature for second/foreign language teaching as well as for development of children’s academic L2 literacy. In this workshop, participatns are first briefly introduced to the theoretical and empirical foundations of story-based language instruction (SBI). The presenter will then lead participants through a number of classroom-tested strategies using authentic children’s books. Oral language, reading, writing, mathematics and science are explored through stories.
6. “Fun Strategies to Teach Reading Comprehension and Metacognitive Skills”
Reading comprehension need not be one of the dullest, most boring, or challenging subjects. The workshop offers the regular teacher a host of strategies that not only improve comprehension, but helps students improve their listening skills through interactive and entertaining activities that can be adapted to any level.
7. “Formal vs Informal Testing”
This workshop explores a non-traditional approach to classroom testing. From the regular pen and paper tests to performance and portfolio assessments, the presenters guide the participants in preparing their own non-traditional tests and assess their students accordingly.
8. “Chemistry Demonstrations and the Fun of Teaching”
Practical chemical applications that educate and make learning chemistry more fun.
9. الطرق الحديثة لتعليم اللغة العربية – للمرحلة الثانوية
في إطار المناهج اللبنانية المركّبة الاهداف تسعى ورشة العمل الى تبيّن سبل تنمية وحدة اللغة العربية، موثقة الصلات ما بين النصوص والقواعد والتعبير، وذلك عبر التشديد على منهجية مقاربة النصوص من جهة، وتعميق الثقافة الأدبية من جهة أخرى.
10. “Using Peer-Editing to Improve Writing in the Language Classroom”
Peer editing is a revision methodology that has gained in popularity over the past 20 years as an essential component of process writing. Among its staunch supporters are Berger (1990), Ferris (2003), Lockhart & NG (1995), Mangelsdorf & Schlumberger (1992), Mittan (1989), and Stanley (1992). Students who successfully engage in peer editing are those whose language teachers have repeatedly and patiently trained them, with the help of peer-editing forms to identify writing weaknesses and write specific collaborative textbased comments that would assist their colleague writers in revising their first drafts. The purpose of this workshop is to provide ESL/EFL teachers with a hands-on approach that would allow them to sharpen their students’ editing skills and furnish them with better insight when editing their own work.
11. “Creating a Caring Classroom Community”
In this workshop, participants are introduced to ways teachers can use to create caring, positive classroom environments while minimizing aggression, bullying and other undesirable behaviors. Participants will first identify common discipline problems and incidences of bullying in the Lebanese teaching context. They will then explore the factors in the classroom environment that can either hinder or foster the development of caring and positive interpersonal relations. A rubric is presented for rating the level of caring in the classroom, and consultation as a problem solving and conflict resolution tool is introduced.
12. “Spelling for Students with Learning Difficulties”
A number of tips, mnemonics, rules and strategies including multisensory techniques are offered to help poor spellers and learning-disabled students improve their spelling skills.
13. “Who’s Afraid of Modern Poetry?”
In this crash course in the appreciation of modern poetry, we’ll briefly contextualize the emergence of modern poetry, and then spend the majority of our time learning a few literary and reading techniques helpful to the grasp of modern poetry. The workshop will be a hands-on experience. At some point participants will choose one from a range of poems and try their hand at analysis according to a few interpretive principles. All of the techniques explored can be used in the high school classroom.
14. “Critical Thinking in the Elementary Classroom”
As educators it is our duty to provide young learners with skills and strategies to help them think critically in order to solve problems. When students are asked to address a problem and come up with a solution, they begin to identify, analyze, and solve problems through critical thinking. The challenge teachers face is how to transform important instructional objectives into real, developmentally appropriate activities that are integrated into lessons across the curriculum. To achieve this goal, teachers can provide daily opportunities for their students to identify the materials they are working with, analyze their characteristics, and make comparisons between them. These opportunities can help young learners explore problem-solving tasks and learn through their own personal and purposeful discoveries.
15. “Content-Based Approach”
In this workshop, the presenter demonstrates to the participants how a content-based approach to language teaching and learning can be successfully implemented in the regular classroom.
16. “Development of Cartoon Films and Language Acquisition”
This workshop is designed to train teachers in cartoon making and to use this as a pedagogical tool to help children convey their thoughts, ideas and linguistic knowledge through animated films. In this workshop a story is developed by the teachers in groups of five (later by groups of children) and then the necessary art work is created and the animation is created. Dr May Abboud and Mrs. Paula Habre will be the animators assisting in all the phases of the workshop. The outcome will be a film in videocassette form for each group and these will be shown the end of the workshop
17. “Creative Conflict Resolution Activities for Children”
This workshop offers activities for keeping peace in the classroom. It helps teachers learn how to establish a caring classroom community to reduce conflict; how to turn remaining conflict into a productive learning opportunity; and how to effectively apply peacemaking skills by offering constructive responses to students’ problem behavior.
18. “Iteration, Fractals and Chaos: A Workshop of Dynamical Activities”
Welcome to the world of dynamical mathematics! This workshop introduces to the participants the contemporary and exciting topics of iteration, fractals, chaos, and the Julia and Manderbolt sets. Although most mathematics instructors do not have room in an already crowded curriculum to devote time for supplementary topics, yet they all search for materials to enhance existing lessons, reinforce concepts, and most of all add a spark to the teaching environment. By being exposed to the beauty and mystery of these rich mathematical topics, the workshop promises to be a rich and intriguing learning experience.
19. “Crazy Shapes for Wise Geometry Learning with Cabri”
This workshop aims at a more advanced training in using Cabri than in previous workshops. It shows how the manipulation of geometric figures under Cabri enhances visualization of geometric properties and relationships, and enriches the mental images contributing to geometric intuition. It also aims at clarifying the distinction between drawing and figure, by considering many instances of the same drawing, resulting in different behaviors of the geometric figures when the dragging function is used. The session will start with a demonstration of different constructions under Cabri, then a hands-on sequence of activities will be performed by the participants.
20. “Now Showing! The Novel in High School”
This is a workshop aimed at helping teachers to teach the literary aspects of fiction to high school-level students. Participants will have read Joseph Conrad’s Heart of Darkness (Signet Classic edition is best for ease of reference) prior to attending.
The first half of the workshop will consist of a brief historical contextualization of the novel followed by instruction in a few key literary techniques. During the second half of this hands-on workshop, participants will be given several passages in which they will identify techniques and functions according to what they’ve learned in the first half.
21. “School–Parent Collaboration”
The workshop will help teachers handle parents diplomatically through acquiring skills to disarm their emotionally charged behavior, create a healthy climate for communication and build parental support for the school.
22. “How to Solve Your Toughest Behavior Problems”
Every teacher, however experienced he or she might be, still faces challenging behavior situations. Using a case-study approach, this workshop suggests a number of helpful, research-based solutions and suggestions to difficult behaviors, from lying to using foul language, from tardiness to apathy, and from aggression to test anxiety.
23. “Teaching Proof or Proving? Strategies for Enhancing Meaning of Proof in School Mathematics”
The aim of this workshop is to create a reflective discussion of the issue of proof in intermediate and secondary mathematics. It is known that proving is one of the processes that pose problems in teaching and learning, especially in educational systems heavily based on algorithms, where students get used to applying known steps in solving, which makes non-algorithmic situations very difficult to them. Proof is usually needed in various situations and under different meanings: justification, validation, argumentation, generalization, self-conviction or for convincing others. Many examples will be given in the session about these different contexts, the process of proving will be highlighted, then the participants will try to create teaching/learning situations to foster the need for proof and to improve proving abilities.
24. “Using Children’s Literature to Teach Mathematics”
Children’s literature can be used to teach children general principles of mathematics. Through stories with a “math moral” teachers can help children investigate, analyze, discuss and broaden important mathematical principles, as well as expose them to concepts of generalization and abstraction. These experiences prepare young students for the development of higher order thinking skills. The workshop will discuss and present hands-on activities and examples of stories with “math morals.”
25. “Creative Dramatics: Theater as a Learning Process”
Through this workshop the participants will explore the element of play in drama in order to use it for active learning purposes. They will also engage in drama activities that show how such play can influence the creativity, intellectual growth and social skills of an individual.
26. “Connecting Chemistry to Other Disciplines and Day-to-Day Experience: Analysis, Synthesis and Problem Solving”
Chemistry teachers of secondary classes participate in laboratory experiments that require analysis, synthesis and problem solving.
27. “Shakespeare in the Language Classroom: Othello”
The session on Shakespeare aims at familiarizing the teacher with creative ways to teach Othello, a play about emotions rather than ideas. We shall read closely selected key scenes to study themes and characters. Participants shall not listen to a lecture but shall engage in a variety of creative exercises that will be distributed on handouts. These exercises may include any of the following: “top-10 lists,” multiple choice questions, vocabulary exercises, compare/contrast sheets, memory and recall exercises, choosing and ordering, cartoons, forced alternatives, plausible chains and alternatives, statement interpretations, initial character insight, etc. (Clearly, these exercises apply not only to Othello but can be adapted to almost any text.) Group work is allowed, even encouraged. Participants are expected to bring a copy of Othello as well as a dictionary. Previous knowledge of the play is definitely helpful.
28. “Cooperative Learning Revisited”
A brief review of the theory and practical applications of cooperative learning in various school subjects and grade levels, followed by hands-on activities using texts suitable for different grade levels.
29. “Teaching Writing: Differentiating Writing Instruction”
If you’ve been thinking that the process of teaching writing doesn’t belong in the elementary classroom, think again! This workshop is an approach geared to support children learning to write, contains everything you need to know to teach the writing process to your diverse and mixed-ability writers. In order to address your students’ wide writing abilities in the English classroom, this workshop will focus on explaining the stages of implementing and managing the Writing Workshop. In addition, lower elementary teachers (Gr. 1–3) will have the chance to learn more about teaching various writing strategies to help students enjoy writing and help them become better writers by the end of the year






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الساعة الآن 01:27 PM.



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