الفهرس 
مشكلة البحث وخطة د ا رستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Education is one of the most important fields that contribute to the preparation of the human to be capable of bringing about change in all aspects of life and face all challenges.
Since the educational process related to the teacher as a role model and as an influential figure in the minds of students, became the behavior and motivation of students often back to the Personal of the teacher and his behavior with his students.
There is a new trend call of a new approach of learning aims to build feelings of cordiality and warmness that helps the students to communicate with their teacher. This approach helps teacher to have a powerful effect on his students and on the learning process.
The humanistic approach is one of the most important inputs which affect the on the learning process outputs, because of its ability to affect the learner in a positive way. The learner in this approach will have feelings of confidence and ability of success, all of that will not be achieved unless we have a flexible teacher able to affect on learners.
History curriculum is closely linked with humanistic approach for his Association on human relationships and the values, history has the ability to develop the behavior of students and their abilities, especially if supported by the teacher who understood the nature of history and his capacity to develop the spiritual, moral and social skills, and be role models and model of a human able to communicate with the students, by The way that reflected on learners motivation and their positive attitudes toward the teacher and educational material.
Statement of the problem :
The problem of the research lies in the deficiencies of preparing History teacher emotionally, and provide him with the skills to succeed in teaching position, resulting in the inability to achieve positive interaction and communicate success with his students.
- The present research attempted to answer the following main question :
” What is the effectiveness of a suggested training program based on the humanistic Approach to develop the emotional aspects for the student teacher in the History Department and its effect on his teaching performance?” In order to answer this question, the research were also answered the following sub questions:
1- What the dimensions of the humanistic approach that should be included in the training program to the student teacher in the Faculty of Education, history department?
2- What is the figuration of a training program depend on dimensions of the humanistic approach?
3- What is the effectiveness of the training program depend on a humanistic approach to development the affective domain to the student teacher in the faculty of education, history department?
4- What is the effectiveness of the training program depend on a humanistic approach on the teaching performance to the student teacher in the faculty of education, history department?
Research Procedures:
The study passed the following steps to answer the questions:
1- Preparing a list of the dimensions of the humanistic approach intended to develop the affective domain to the student teacher through:
- Reviewing studies that handled the topics of humanistic approach.
- Reviewing, global and local conferences, which interested in the humanistic approach.
- Presenting the list to experts and specialists in the field.
2- Preparing the proposed program which is based on humanistic approach for the development aspects of emotional, and includes:
- preparing the general frame of the proposed program (Philosophy of the programe- Objectives – Content – Teaching methods and strategies - methods of evaluation).
3- Preparing the tools of the study, that include:
-Test includes a set of positions.
- Note card to the performance of teacher teaching.4- Selecting the research sample.
5- Pre_ application the tools on the research sample.
6- Application the program on the research sample.
7-Post_ application the tools on the research sample.
8- Analyzing and interpreting results.
9- Presenting recommendations and suggestions.
Hypotheses of the Research:
- The first hypothesis: There is a statistically significant difference at the level indication (0.05) between the middle-grades students, in the experimental group in the pre and post measurement of the note card of teaching performance as a whole in favor of the post measurement.
- The second hypothesis: There is a statistically significant difference at the level indication (0.05) between the middle-grades students of the experimental group in the pre and post measurement in every dimension of the teaching performance note card in favor of the post measurement.
- The third hypothesis: There is a statistically significant difference between the middle-grades students of the experimental group in the pre and post measurement of the attitudes test to evaluate some affective values in favor of the post measurement.
- The fourth hypothesis: There is a statistically significant difference between the middle-grades students of the experimental group in the pre and post measurement in every dimension of the attitudes test to evaluate some affective values in favor of the post measurement.
Results of the Research:
1- There is a statistically significant difference between the middle-grades students, in the experimental group in the pre and post measurement of the note card of teaching performance as a whole, the results showed that the value of ”Z” calculated which reached (3.414) is greater than the value of ”Z” table, indicating a statistical differences in favor of the post measurement.
2- There is a statistically significant difference between the middle-grades students of the experimental group in the pre and post measurement in every dimension of the teaching performance note card in favor of the post measurement.
3- There is a statistically significant difference between the middle-grades students, in the experimental group in the pre and post measurement of the attitudes test as a whole, the results showed that the value of ”Z” calculated which reached (3.411) is greater than the value of ”Z” table indicating a statistical differences in favor of the post measurement.
4- There is a statistically significant difference between the middle-grades students of the experimental group in the pre and post measurement in every dimension of the attitudes test in favor of the post measurement.
5- The effective of the proposed programme to develop the affective domain for the student teacher in the history department.
Recommendations of the Research:
In light of the results of the research which proved the effectiveness of the proposed programme to develop the affective domain for the student teacher in the history department. According to what the researcher has presented from Research’s tools, the following can be recommended:
1- Reconsider the history teacher preparation programs in Faculties of Education- Especially the decisions of teaching methods - in the light of the humanistic approach.
2- Emphasis on develop the affective domains and values, along with the cognitive domains and skills in teacher preparation programs in the history faculties of education; guarantee to achieve integrated growth in the personal teacher.
3- Reaffirm attention to educating student teachers in history department on the basis of the humanistic approach, and its impact on his personality and his relationship with his students in the future.
4- The need to pay attention during the preparation of the student teacher in history department to diversity in methods and teaching strategies and ,and stay away as much as possible from the traditional methods based on diction, and to emphasis on the active participation of the student teacher.
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5- Hold training courses for in-service teachers; to educate them about the humanistic approach, and its foundations, and the consequences of reliance upon during the teaching process.
suggestions of the research:
In light of the results of the current research, the following studies and researches can be suggested:
1- Evaluating teacher preparation programs in faculties of education (history department ) in the light of humanistic approach.
2- Development of history curriculum in secondary school in the light of humanistic approach.
3- The effect of using humanistic approach in teaching for Prep school students on development of values and trend towards subject.