‫)‪PQ4R‬‬
‫تأثري إسرتاتيجييت )‪(PQ4R‬‬
‫وخمططات املفاهيم يف تطوير‬
‫مهارتي اإلرسال واالستقبال بالكرة‬
‫الطائرة‬
‫‪PQ4R‬‬
‫‪2102 01 7‬‬
‫‪2102 02 07‬‬
‫‪2102‬‬
‫‪031‬‬
‫‪2103‬‬
‫‪PQ4R‬‬
‫‪51‬‬
‫‪PQ4R‬‬
‫‪5‬‬
‫‪- 327 -‬‬
‫‪-22‬‬
‫‪2102 -59‬‬
PQ4R)
PQ4R
PQ4R
0 0
2102 -59
-22
- 327 -
PQ4R)
(PQ4R)
32543
(214:5
PQ4R
2 0
2102 -59
-22
- 329 -
PQ4R)
7 0
0
PQ4R
2
3
7 0
0
PQ4R
2
3
PQ4R
5
2102 -59
-22
- 322 -
PQ4R)
9 0
0 1 0
2102 02 07
2102 01 7
2 1 0
3 1 0
2 0
03597 PQ4R
(preview)
(Question)
(Reflect)
0 2 0
P
Q
(Read)
(4R)
(Review)
22099
(Recite)
2 2 0
2
(PQ4R)
0 2
0
2102 -59
-22
- 323 -
PQ4R)
2
3
0:941
2 0 2
2:145
7 0 2
21:45
0
2102 -59
-22
- 323 -
PQ4R)
2
2042
3
221 9
5
1
2
2102 -59
-22
- 325 -
PQ4R)
7
Discrepant Events
:
2074:
7
0 7
2 7
221
2103 2102
031
031
20
51
PQ4R)
2102 -59
-22
- 331 -
PQ4R)
7 7
0
2
31
3
(Micasa)
5
1
2
7 7
0 7 7
2102 01 7

PQ4R
2 7 7

91

7 7 7
2102 01 9
0

1
2
2102 -59
-22
- 330 -


PQ4R)
0
(0,05)
sig
01012
1123:
11521
119:2
11301
2
21300
015:2
51
1177:
52
321227
21122
2
51155
11:75
51
21305
52
971211
11122
2
11155
11171
51
11291
52
021511
021211
2
321511
01511
51
03155:
52
(52,2
1251:11
0
1,11
1
(sig)
9 7 7
2103 01 05
(PuQR)
5
5
2102 -59
-22
5
- 332 -
PQ4R)
2 7 7
2102 02 07
9 7
(spss)(v2o)
T
(L.S.D)
7
0 7
0 0 7
2
T
sig
11111
021757
01021
51:27
11771
11111
021900
012:1
51227
01155
11111
051711
01133
31933
11111
2:1199
01919
11111
011:39
11111
21122
7121
01157
2133
2121
11799
0193
11920
1173
11771
01:1
051527
217:3
25121
0153:
9173
31911
001127
31223
20103
015:2
01117
31352
11211
21229
05113
01233
9133
1,11
2102 -59
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- 337 -
05 0
pq4r
pQ4r
01
PQ4R)
2
(0,05)
(sig)
2-1-4
7
sig
11111
11111
91:99
001123
:1522
2
021:55
11:10
52
311733
91005
2
0:1219
11923
52
551322
03155:
52
1251:11
51
51
1,11
(00,123
9,:99
3
(F)
(sig)
1,1
52,2
1,11
(L.S.D)
5
7
(LSD)
sig
11111
0
11111
01527
0
11111
11527
2
11111
3117
11111
2127
0
11111
2121
2
2 0
2 0
1,11
2102 -59
-22
- 337 -
PQ4R)
5
(0,05)
(sig)
(sig)
1,11
2-1-4
9
(sig
1,1111
22,0092
1,::2:
1,2211
1,195
7,773
1,7753
2,003
1,1111
00,::21
1,9920
2,9933
1,::2:
1,551
1,7713
2,557
1,1111
01,2211
0,1133
2,7733
1,7715
1,117
1,7725
2,333
1,1111
02,2219
7,11:2
32,1133
1,::20
17,::1
3,1191
21,227
(PQ4R)
(PQ4R)
1,1111
02,2225
2,3312
27,2227
5,3313
15,333
3,7710
27,117
1,1111
07,3321
5,2235
0:,9933
3,2215
52,111
3,2215
27,119
1,11
2102 -59
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- 339 -
05 0
01
PQ4R)
1
(sig)
05
1,11
0 2 0 7
2
F
sig
S
0,000
31,667
2
63,333
0,511
42
21,467
551,756
22
00133100
19,137
42
803,733
661,957
0,000
551
51
28,833
1311
2:3:33
203917
2
Sig
52 2
1311
1311
(LSD)
7
2102 -59
-22
- 332 -
PQ4R)
3
(LSD)
sig
11111
2,333
11111
2,667
0
11111
0,333
2
11111
3,467
11111
11,800
0
11111
8,333
2
2 0
2 0
1,11
7
1,11
(sig)
(sig)
1,11
2102 -59
-22
- 333 -
PQ4R)
2-4
1-2-4
1،2
(PQ4R)
PQ4R
0:941
9142
29047
2102 -59
-22
- 333 -
PQ4R)
-2-2-4
7323533
(PQ4R)
PQ4R
PQ4R
0:941
(Charles- Edmond)
59340
2102 -59
-22
- 335 -
PQ4R)
9
0 9
0
pQ4r
2
3
2 9
0
PQ4R
2
3
5
2102 -59
-22
- 331 -
PQ4R)
Multi Modol recognition of visual concptes
0
using histograms af textual concepts and selective weighted
hate Fusion scheme.
2
2110
0990
3
5
2119
1
2119
2
2110 1
2112
(
7
:
:)- Clibum. J. W “Concept Maps to Promote Meaningful Learning”
Journal of College Science Teaching, Vol. 19, No. 4, (1990).
(9)- Novak, J. D and Others “The Use of Concept Mapping and
Knowledge Vee Mapping with Junior High Science Student” Science
Education, Vol. 67, No. 5, 1983
2102 -59
-22
- 330 -
PQ4R)
0
0
2
3
5
1
2
01
2
0
2
5
3
5
1
0
2
3
2102 -59
-22
- 332 -
PQ4R)
3
3
0
x
2
3
0
3
2
01
01
0
2
3
5
0
2
3
0
2
3
2102 -59
-22
- 337 -
PQ4R)
01
3
91
The impact (PQ4R) strategy concepts
schemes to develop my skills transceiver
Volleyball
Dr. Najla Abbas al- Zuhairi
Dr. Zainab Ali al-Moussawi
Abstract
The research aims to identify the impact of the strategy (PQ4R) to develop my skills
transmitter and receiver volleyball and learn about the impact of concepts schemes strategy to
develop my skills transmitter and receiver volleyball as well as to identify any two strategies
were the best in the development process, it has been conducting this research from 7/10 / 2012
until 17.12.2012 and on a sample of students in the third stage in the Faculty of Physical
Education for Girls / Baghdad University for the academic year (2012-2013) and numbered
(135) students were divided into three equal groups used the experimental group first strategy
(PQ4R) and Group the second pilot schemes used concepts strategy, and the control group used
the traditional method in the lesson, All set (45) student, was selected as the appropriate tests set
by researchers conducting an exploratory experience as well as the use of tools and methods to
assist in the search, were conducted tribal tests on the three groups, and then apply the strategies
(PQ4R) schemes concepts within the educational units and adult with (4) units for each
developmental skill of research skills under study, then conducted post tests, and then
manipulate search results using appropriate statistical methods results, The researchers draw
specific conclusions have emerged Whatever was the most important that there are significant
differences between pre and post tests for aggregates search experimental and control in the
development of my skills transmitter and receiver volleyball and for the post-test using the
strategy (PQ4R), and there are significant differences between pre and post tests for aggregates
experimental research and the control group in the development of my skills transmitter and
receiver volleyball and in favor of the post test using concepts schemes strategy, and in the light
of these findings recommended that researchers need to use strategy (PQ4R) in the teaching
process because of their impact on development and the learning process, and the need to use
concepts schemes strategy in the teaching process to their impact in the development and
learning process.
2102 -59
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