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دور رياض الأطفال في تعزيز ثقافة التعايش السلمي لدى طفل الروضة من وجهة نظر المعلمات (مجلة العميد; Vol. 12, No. 47) 出版年份: 2023 作者: Insaf Kamal Mansour 机构作者: Department of Cultural and Intellectual Affairs in the Holy Al-Abbas Shrine يهدف البحث الحالي إلى تعرف دور رياض الأطفال في تعزيز ثقافة التعايش السلمي لدى طفل الروضة من وجهة نظر معلمات رياض الأطفال، وقد اعتمد البحث المنهج الوصفي، وتكون مجتمع البحث من (273) معلمة في رياض الأطفال الحكومية في المديرية العامة لتربية بغداد الكرخ الثانية للعام الدراسي(2019-2020) اما عينة البحث فتكونت من (160) معلمة، ولتحقيق هدف البحث قامت الباحثة ببناء استبانة تضم (47) فقرة موزعة على ثلاثة مجالات (منهج وحدة الخبرة التفاعلي، الأنشطة التربوية، والمعلمة) وبخمسة بدائل إجابة هي (كبير جدا وكبير ومتوسط ومنخفض ومنخفض جدا) وبأوزان (5،4،3،2،1) على التوالي، وقد توصل البحث الى أن لرياض الأطفال دوراً كبيراً في تعزيز ثقافة التعايش السلمي لدى طفل الروضة من وجهة نظر معلمات رياض الأطفال، تتصل بمجالات دور المعلمة ودور الأنشطة التربوية ودور منهج وحدة الخبرة التفاعلي، إذ حصل كل من مجالات (دور المعلمة والأنشطة التربوية) على درجة تقدير كبير مع وجود ضعف في مفردات منهج وحدة الخبرة التفاعلي جعل من دوره (متوسطا). Role of Kindergarten in Solidifying Peaceful Coexistence for Children from the Perspectives of Teachers (Al-Ameed Journal; Vol.12, No.47) 出版年份: 2023 作者: Insaf Kamal Mansour 机构作者: Department of Cultural and Intellectual Affairs in the Holy Al-Abbas Shrine The current research aims to identify the role of kindergartens in promoting the culture of peaceful coexistence among kindergarten children from the point of view of kindergarten teachers. The research adopted the descriptive methodology, and the research community consists of (273) teachers in government kindergartens in the Directorate General of Education Baghdad Karkh II for the academic year (2019-2020), while the research was appointed by (160) teachers, To achieve the goal of the research, the researcher built a questionnaire comprising (47) paragraphs spread over three areas (interactive experience unit curriculum, educational activities, and teacher) and five alternatives to the answer are (very large, large, medium, low, very low) and weights (1, 2,3,4,5) respectively, the research found that kindergartens play a major role in promoting the culture of peaceful coexistence of kindergarten children from the point of view of kindergarten teachers, related to the areas of the role of the teacher, the role of educational activities and the role of the interactive experience unit curriculum, If each of the areas (the role of the teacher and educational activities) was highly appreciated with a weakness in the vocabulary of the interactive experience unit curriculum made its role (average) 
All In: Towards Tangible Solutions for Equity and Inclusion in Education 出版年份: 2024 机构作者: United Nations Children's Fund (UNICEF) All In: Towards Tangible Solutions for Equity and Inclusion in Education showcases promising practices that were successfully implemented to ensure that inclusive education really does include all children, so that the most marginalized learners – including children with disabilities, children who are out of school, children living in poverty, marginalized girls, and refugee children – have access to quality education. While many of the promising practices were initiated in response to the COVID-19 crisis, or draw upon the pandemic experience, they go beyond the immediate focus of pre- or post-COVID-19 education systems to an overall view of child well-being and the need to focus on skills for the 21st century. Many of these practices have the potential to be applied more widely within education systems and can be adapted and replicated by stakeholders in any context where innovative and inclusive approaches are needed to protect and promote children’s right to education. Ingenuity, flexibility and a commitment to true inclusion and forward-looking policies are the common thread of promising practices in this document. This publication is a complementary resource to the 2021 report: Reimagining Girls’ Education: Solutions to Keep Girls Learning in Emergencies. 
Building Strong Foundations: What to Teach for Foundational Education for Health and Well-being (Building Strong Foundations Brief; 2) 出版年份: 2024 机构作者: UNESCO | United Nations Children's Fund (UNICEF) In a rapidly changing world, establishing strong foundations for children is vital for their well-being and resilience. Quality education is central to this endeavour and is the key to lifelong health and success. Recognizing that children thrive in the classroom when they are in good health, it is crucial to learn about health and well-being early on in primary schools. The Building strong foundations briefs, developed jointly by UNESCO and UNICEF, provide evidence-based guidance to support primary school-aged children to thrive through foundational education for health and well-being. Drawing from extensive research and consultations with leading experts from various fields and across the world, these briefs serve as a roadmap for education stakeholders to equip learners with the requisite knowledge and skills to navigate their current and future health and well-being needs. The present document is the second of four briefs. It is a go-to resource to better understand what makes a primary school curriculum effective in supporting health, well-being and learning. The brief provides practical tips and insights on integrating core thematic concepts for health and well-being into the curriculum, including concrete examples of learning objectives for lower primary and upper primary curricula. Whether a seasoned curriculum designer, a passionate educator or an individual involved in primary school curriculum processes, this brief equips readers with the tools to design impactful curricula for transformative learning, health and well-being. 
SDG 4 Midterm Review: Monitoring Implementation of SDG 4 Target 4.1. ~ 4.c. in Rep. of Korea 出版年份: 2023 作者: Hunwoo Joo | Mikyung Kim | Mugyeong Moon | Jeongwon Hwang | Kirak Ryu | Hyeseung Cho | Yunjeong Choi | Hyosook Shin | Kyungsook Kang | Minseon Park | Eunju Lee | Jonghun Kim | Nayoung Kim | Hwanbo Park | Hannah Kim 机构作者: National Consultative Group on Education 2030 | Korean National Commission for UNESCO This report presents the compiled work from the National Consultative Group and Working Groups on Education 2030 of the Republic of Korea regarding the midterm review on the implementation of SDG 4. 
AI 시대, 수업 혁신 (교육정책포럼; 2024년 6월, Vol. 372) 出版年份: 2024 机构作者: 한국교육개발원 교육시론ㅁ AI 시대, 수업 혁신 현안문제진단ㅁ 좋은 수업과 교수학습결연ㅁ 디지털 소통플랫폼 '함께학교'로 소통하며 상생하는 학교교육ㅁ 경남 아이북과 아이톡톡을 활용한 미래수업 연구 사례ㅁ 질문이라는 매개체로 앎과 삶이 연결되는 역사수업 만들기 외국교육동향ㅁ All Things PLC로 본 전문가 학습공동체 교육통계ㅁ 우리나라 교사들의 전문성 개발 활동 참여 수준 및 특징 
دور رياض الأطفال في تنمية المسئولية الاجتماعية لدى طفل الروضة (المجلة العلمية لكلية رياض الأطفال ببورسعيد; Vol. 2020, Issue 16) 出版年份: 2020 作者: Zainab Mousa Al Samahi | Eman Gamal Fickry | Manar Mohammed Al Zanati 机构作者: Port Said University. Faculty of Kindergarten هدف البحث الحالي إلى تقصي دور رياض الأطفال في تنمية المسئولية الاجتماعية لدى طفل الروضة تكونت عينة البحث من (98) معلمة رياض أطفال تم اختيارهن بطريقة عشوائية من إدارة دمياط التعليمية بمحافظة دمياط و اعتمدت الباحثة على المنهج الوصفي و لتطبيق أهداف البحث تم استخدام استبانة من إعداد الباحثة و تطبيقها على عينة البحث وقد توصلت نتائج البحث إلى مجموعة من العوامل التي تحول دون قيام رياض الأطفال بدورها في تنمية المسئولية الاجتماعية لدى طفل الروضة منها: الإثابة القليلة من المعلمة للطفل عندما يتعاون مع زملائه قلة الإمكانات المادية التي توفرها إدارة الروضة لتطوير الأنشطة التي تعزز تحمل الطفل المسئولية- قصور إدارة الروضة في توظيف إمكاناتها المادية المتاحة لخدمة المجتمع المحلي. The Role of Kindergarten in the Development of Social Responsibility of the Kindergarten Child (Scientific Journal of the Faculty of Kindergarten in Port Said; Vol. 2020, Issue.16) 出版年份: 2020 作者: Zainab Mousa Al Samahi | Eman Gamal Fickry | Manar Mohammed Al Zanati 机构作者: Port Said University. Faculty of Kindergarten The research aimed to investigate the role of kindergartens in developing social responsibility for the kindergarten child. The research sample consisted of (98) kindergarten teachers, chosen randomly from the Damietta Educational Administration in Damietta Governorate, and the researcher relied on the descriptive approach. To apply the research goals, a questionnaire was used from the researcher's preparation and application to the research sample, The results of the research found a set of factors that prevent kindergartens from playing their role in developing social responsibility of the kindergarten child, including: The small reward of the teacher for the child when he cooperates with his colleagues, a lack of training the teacher for the child to wear his clothes himself, the lack of material resources provided by the kindergarten to develop activities that enhance the child’s responsibility - the kindergarten’s failure to use its financial possbilities to serve the local community. 
‘평화, 인권, 국제이해, 협력, 기본적 자유, 세계시민성, 지속가능발전을 위한 교육 권고’에서 제시한 지속가능발전교육 내용과 향후 실천 과제 (국제이해교육연구; Vol. 19, No. 2) 出版年份: 2024 作者: 김다원 机构作者: 한국국제이해교육학회 본 연구는 2023년 11월 유네스코 제42차 총회에서 개정된 1974 국제이해교육 개정 권고에 제시된 지속가능발전교육의 내용과 향후 과제를 파악하는 데 목적을 두었다. 본 개정 권고에서는 새롭게 ‘세계시민성’, ‘지속가능발전’을 위한 교육을 적극적으로 포함하였다. 유엔과 유네스코에서는 1992년 리우 선언 발표, 2004년 ‘지속가능발전교육 10년(2005~2014)’ 추진, 2015년 ‘지속가능발전을 위한 2030 어젠더’에서 글로벌 추진 과제로 지속가능발전목표(SDGs)를 제시하여 전 세계에 적극적인 지속가능발전교육의 실행을 요청해 왔다. 이러한 흐름에서 1974 국제이해교육 개정 권고는 그간의 지속가능발전을 위한 교육의 흐름을 반영하면서도 최근의 글로벌 사회에서 나타나고 있는 기후변화, 분쟁과 갈등, 심화되는 불평등 등의 문제를 해결하고 인류 평화와 지구 생태계 유지를 위해 필요한 지속가능발전교육이 무엇인지를 제시했다는 데 각별한 의미가 있다. 이러한 배경에서 본 연구는 1974 국제이해교육 개정 권고에 제시된 지속가능발전교육의 성격, 목표, 방법을 분석적 시각으로 살펴보았다. 그리고 이를 토대로 향후 한국 지속가능발전교육의 해결해야 할 과제와 방향을 모색하였다. 
دور المعلم في خلق اجـواء التعايـش السلمي (المجلة العربية للعلوم التربوية والنفسية; Vol. 4, No. 15) 出版年份: 2020 作者: Farah Ghanem Saleh | Zeina Salem Mohy 机构作者: Ibn Rushd College of Education المعلم هو العصب الرئيس في العملية التعليمية، وإذ تتأثر فعالية هذه العملية بکفاءته ، فالمعلم المبتکر هو الذي ينوع من أساليب تقديم الأنشطة وطرائقها ، بما يناسب نمو طلبته، وعليه مواکبة أحدث ماوصلت إليه نظريات التعلم وتقنيات التعليم، فهو يؤدي ادوارا ونشاطات تدريسية متعددة لمساعدة المتعلمين على التعلم في مراحل التعليم المختلفة. ولابد من أن يکون لدى المعلم إطلاع على کل ماهو جديد في ميداني التربية وعلم النفس وغيرهما من فروع المعرفة المتعددة التي توسع الأَفق وتصقل الشخصية، وبذلک يصبح المعلم مصدراً مهماً وأساسيا من مصادر المعرفة التي يرجع إليها المتعلم في بحثه عن العلم، ومن سمات المعلم حتى يحقق النجاح لميدان التربية والتعليم، أن يتعرف على اهداف الطلبة وإشراکهم في التعليم فضلاً عن تحديد قواعد صفية وفتح باب التواصل مع الطلبة وجعل التعليم ممتعاً، وما يبين دور المعلم وأهميته في إعداد إجيال واعية هناک واجب ومسؤولية کبيرة تقع على عاتقه تُعد من أولويات عمله قضية التعايش السلمي في القاعات الدراسية، إذ و المعلم يتعايش مع طلبته على وفق منظومة التسامح وحرية الرأي وقبول الطرف الأخر، ولابد من ضرورة تضمين المناهج الدراسية موضوعات التعايش السلمي والتعاون والسلام والمواطنة الصالحة