طرق حفظ القرآن الكريم وعلاقتها بسعة الذاكرة وكل من مهارتي القراءة والجهر

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اﻟﻤـﻼﺣـﻖ ١٢٢ ٠

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اﻟﻤـﻼﺣـﻖ ٥٢٢

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اﻟﻤـﻼﺣـﻖ ٨٢٢

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اﻟﻤـﻼﺣـﻖ ٠٣٢ )٥١ملحق ( الذاكرة سعة اختبار فى التلميذ أداء تتبع استمارة : اﻻﺳم : اﻟطرﻳﻘﺔ : اﻟﺳورة : اﻟﺗطﺑﻳق ﺗﺎرﻳﺦ المحاولة الزمن المحاولة الزمن المحاولة الزمن المحاولة الزمن ملاحظات ١. ٥٢. ٩٤. ٣٧. ٢. ٦٢. ٠٥. ٤٧. ٣. ٧٢. ١٥. ٥٧. ٤. ٨٢. ٢٥. ٦٧. ٥. ٩٢. ٣٥. ٧٧. ٦. ٠٣. ٤٥. ٨٧. ٧. ١٣. ٥٥. ٩٧. ٨. ٢٣. ٦٥. ٠٨. ٩. ٣٣. ٧٥. ١٨. ٠١. ٤٣. ٨٥. ٢٨. ١١. ٥٣. ٩٥. ٣٨. ٢١. ٦٣. ٠٦. ٤٨. ٣١. ٧٣. ١٦. ٥٨. ٤١. ٨٣. ٢٦. ٦٨. ٥١. ٩٣. ٣٦. ٧٨. ٦١. ٠٤. ٤٦. ٨٨. ٧١. ١٤. ٥٦. ٩٨. ٨١. ٢٤. ٦٦. ٠٩. ٩١. ٣٤. ٧٦. ١٩. ٠٢. ٤٤. ٨٦. ٢٩. ١٢. ٥٤. ٩٦. ٣٩. ٢٢. ٦٤. ٠٧. ٤٩. ٣٢. ٧٤. ١٧. ٥٩. ٤٢. ٨٤. ٢٧. ٦٩.

الذاكرة انواع التذكر حجم التنظيم الارادىدرجة للذاكرة المعلومات تخزين زمن أو الرمزية الذاكرة الحسية الصورية المنطقية الذاكرة اللفظية الحركية الذاكرة الانفعالية الذاكرة (والسلبية الإيجابية ) أو السريعة الذاكرة الفو فيھا يتم )رية بعد المعلومات فقدان لم إذا واحدة ثانية تسميعھا تكرار يتم ( قصيرة الذاكرة فيھا يتم ) المدى بعد المعلومات فقدان ٨١ عند وتوجد ث الذينالاقراد يعملون الطباعة في الفورية والترجمة و السريعة الذاكر وقصيرة المدى ھى ممر عن عبارة للمعلومات طويل الذاكرة المدى ة تخزين فيھا ويتم من المعلومات ٨١ فترة إلى ث تصل طويلة زمنية ثلاثين ثانيةالى مقر وھى فأكثر فيھا يتم للمعلومات المعلومات استقرار )الإرادية الذاكرة الحفظ بطريقة تتم دون( الحرفى الصم عملية او الميكانيكى وطريقة المدروسة المادة بين الروابط معرفة وإدراك الفھم على تعتمد التى العقلى التذكر أجزاء بين الموجودة المنطقية االعلاقات لمادة تذكرھا المراد الارادية الذاكرة تسبق ) اللاإرادية الذاكرة اى التطور حيث من عند أولا تظھر انھا مجھود بذل دون الأشياء يتذكر حيث الطفل الإرادية الذاكرة لاحقا تأتى ثم )٥شكل ( الذاكرة أنواع يبين )، يونس بنى ٤٠٠٢محمد: ٨٨١ (

اﻟﺑﺣث ﻣﻠﺧص اﻟﺗﺳﻠﺳـﻠﻲ ) اﻟﻛـرﻳم اﻟﻘـرآن ﺣﻔـظ طـرق دراﺳـﺔ اﻟﺑﺣـث ﻫذا اﺳﺗﻬدف –اﻟﺟﻣﻌـﻲ – وﻋﻼﻗﺗﻬــ ( ﺎاﻟﻣﻘﺳــم ﺑﻔروﻋﻬــﺎ واﻟﻛﺗﺎﺑــﺔ اﻟﺟﻬرﻳــﺔ اﻟﻘــراءة ﻣﻬــﺎرﺗﻲ ﻣــن وﻛــﻝ اﻟــذاﻛرة ﺑﺳــﻌﺔ ) ﻟـــدى ( اﻹﺑـــداﻋﻲ اﻟﻛﺗـــﺎﺑﻲ واﻟﺗﻌﺑﻳـــر ، واﻹﻣـــﻼء اﻟﺧـــط ) ﺗﻠﻣﻳـــذ٨٧اﻟﺛﻼﺛـــﺔ ( اً وﺗﻠﻣﻳـــذة اﻻﺑﺗد اﻟراﺑﻊ ﺑﺎﻟﺻف ) اﻟﻌﻘﻠﻳﺔ اﻟﻘدرات اﺧﺗﺑﺎر ﻋﻠﻳﻬم طﺑق ٩اﺋﻲ-١١ ﻓـﺎروق ) ﺳـﻧﺔ( ، اﻟﻔﺗﺎح ٤٨٩١ﻋﺑد اﻟﻘـراءة اﺧﺗﺑـﺎر : ﻫـﻰ أﺧـرى اﺧﺗﺑـﺎرات ﺛﻼﺛـﺔ ﻋﻠـﻳﻬم طﺑﻘـت ﻛﻣﺎ( إﻋـــداد ﻣـــن ) اﻹﺑـــداﻋﻲ اﻟﻛﺗـــﺎﺑﻲ اﻟﺗﻌﺑﻳـــر اﺧﺗﺑـــﺎر ، واﻹﻣـــﻼء اﻟﺧـــط اﺧﺗﺑـــﺎر ، اﻟﺟﻬرﻳـــﺔ اﻟﺑﺳـﻳ اﻟﺗﺑـﺎﻳن ﺗﺣﻠﻳـﻝ ﻧﺗـﺎﺋﺞ أﺳـﻔرت وﻗـد ، ( اﻟﺑﺎﺣﺛـﺔ طOne - way ANOVA ﻋـن :اﻟﺗﺎﻟﻳﺔ اﻟﻧﺗﺎﺋﺞ  اﻟﺣﻔــــظ ﻣﺟﻣوﻋــــﺎت ﻣﺗوﺳــــطﺎت ﺑــــﻳن إﺣﺻــــﺎﺋﻳﺔ دﻻﻟــــﺔ ذات ﻓــــروق وﺟــــود ﻋــــدم اﻟﺗﺳﻠﺳﻠﻲ ) اﻟﺛﻼث –اﻟﺟﻣﻌﻲ –ﺗﻼﻣﻳـذ ﻟـدى اﻟذاﻛرة ﺳﻌﺔ ﻣﺗﻐﻳر ﻓﻲ ( اﻟﻣﻘﺳم اﻟراﺑﻊ اﻻﺑﺗداﺋﻲاﻟﺻف .  اﻟﺣﻔــــظ ﻣﺟﻣوﻋــــﺎت ﻣﺗوﺳــــطﺎت ﺑــــﻳن إﺣﺻــــﺎﺋﻳﺔ دﻻﻟــــﺔ ذات ﻓــــروق وﺟــــود ﻋــــدم اﻟﺛﻼث اﻟﺗﺳﻠﺳﻠﻲ –) اﻟﺟﻣﻌﻲ –ﻣﻬـﺎر ﻣﺗﻐﻳـر ﻓـﻲ ( ااﻟﻣﻘﺳم اﻟﺟﻬرﻳـﺔ اﻟﻘـراءة ت .اﻻﺑﺗداﺋﻲ اﻟراﺑﻊ اﻟﺻف ﺗﻼﻣﻳذ ﻟدى  اﻟﺣﻔــــظ ﻣﺟﻣوﻋــــﺎت ﻣﺗوﺳــــطﺎت ﺑــــﻳن إﺣﺻــــﺎﺋﻳﺔ دﻻﻟــــﺔ ذات ﻓــــروق وﺟــــود ﻋــــدم اﻟﺗﺳﻠﺳﻠﻲ ) اﻟﺛﻼث –اﻟﺟﻣﻌـﻲ –واﻹﻣـﻼء اﻟﺧـط ﻣﻬـﺎرات ﻣﺗﻐﻳـر ﻓـﻲ ( اﻟﻣﻘﺳـم اﻻﺑﺗداﺋﻲ اﻟراﺑﻊ اﻟﺻف ﺗﻼﻣﻳذ ﻟدى.  اﻟﺣﻔــــظ ﻣﺟﻣوﻋــــﺎت ﻣﺗوﺳــــطﺎت ﺑــــﻳن إﺣﺻــــﺎﺋﻳﺔ دﻻﻟــــﺔ ذات ﻓــــروق وﺟــــود ﻋــــدم اﻟﺗﺳﻠﺳـــــﻠﻲ ) اﻟـــــﺛﻼث –اﻟﺟﻣﻌـــــﻲ –اﻟﻛﺗـــــﺎﺑﻲ اﻟﺗﻌﺑﻳـــــر ﻣﺗﻐﻳـــــر ﻓـــــﻲ ( اﻟﻣﻘﺳـــــم .اﻻﺑﺗداﺋﻲ اﻟراﺑﻊ اﻟﺻف ﺗﻼﻣﻳذ ﻟدى اﻹﺑداﻋﻲ

Ways of The Holy Quraan Memorization and Its Relationship to Memory Capacity and both of Reading Aloud and Writing among Fourth Primary Pupils Abstract The current study aims at investiga ting the ways of the Holy Quraan memorization (serial, collective and segmental) and its relationship to memory capacity and both of read ing aloud and writing skills among the fourth primary pupils. The subjects ar e 78 male and female fourth grade primary pupils. The study applies the intelligence quotient test for (9-11 years) prepared by Farouk Abd El-Fata h, 1984. They study applies three other tests prepared by the research er: reading aloud, handwriting, and creative writing. Analyzing ONE-WAY AN OVA, the study finds the following:  There is insignificant statistical difference in the variable of memory capacity due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils.  There is insignificant statistical difference in the variable of reading aloud skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils.  There is insignificant statistical difference in the variable of handwriting and dictation skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils.  There is insignificant statistical difference in the variable of creative writing skills due to the di fferent ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils.

Ways of The Holy Quraan Memorization and Its Relationship to Memory Capacity and both of Reading Aloud and Writing among Fourth Primary Pupils 1 Summary The Holy Quraan is considered one of the most important sources on which one relies to adjust his Ar abic tongue and to familiarize it on pronouncing Arabic well in addition to helping to write Arabic correctly. Studying and memorizing the Holy Quraan help to whet memory and mind. That who learns the Holy Qur aan by heart acquires more intuition and is capable of reading precisely and efficiently. Memory as whole is an organ which is strengthened th rough practice. Memorization does not only increase memorization skill for th e pupils, but it also increases the skill of memorization precision. T hose who master memorization are more aware of what they have memorized and its limitations. The efficient memorizer selects the suitable strategy and knows how to use it. Study Problem: The current study investigates the following questions: 1- Are there statistical differences in the memory capacity due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils? 2- Are there statistical differences in the reading aloud skill due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils? 3- Are there statistical differences in the handwriting and dictation skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils? 4- Are there statistical differences in creative writing skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils? Study Objectives: 1- Identifying the differences in the memory capacity among the three memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils. 2- Identifying the differences in reading aloud skill among the three memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils.

Ways of The Holy Quraan Memorization and Its Relationship to Memory Capacity and both of Reading Aloud and Writing among Fourth Primary Pupils 2 3- Identifying the differences in th e handwriting and dictation skills among the three memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils. 4- Identifying the differences in the creative writing skills among the three memorizing the Holy Qur aan among the three memorizing groups (serial, collective and se gmental) of the fourth primary pupils. Study Tools: 1- Intelligence Quotient Test (9-11 years) Prepared by (Farouk Abd El-Fatah, 1984) 2- Test of Memory Capacity, Reading aloud and Writing Quoted from the Holy Quraan 3- List of reading aloud skills for fourth primary pupils Prepared by the researcher 4- List of creative writing skills for fourth primary pupils Prepared by the researcher Study Hypotheses: 1- There are statistical differences in the memory capacity due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils. 2- There are statistical differences in the reading aloud skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collectiv e and segmental) of the fourth primary pupils. 3- There are not statistical diff erences in the handwriting and dictation skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (serial, collective and segmental) of the fourth primary pupils. 4- There are not statistical differen ces in the creative writing skills due to the different ways of memorizing the Holy Quraan among the three memorizing groups (seria l, collective and segmental) of the fourth primary pupils.