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مهارات الدرس الحرف شمسي ، حروف المد مع الممدود
مكون 1 11 ظ
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حرف م+الواجب
حرف م مكون 1 الى 10
حرف م مكون 1 الى 10
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من المهارات المطلوبة في الدرس تحويل التنوين فيآخر الكلمة إلى حركة بعد إضافة ال شمسية كانت أو قمرية وحرف العطف الواو
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خطة الدرس والطريقة
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نموذج الإجابة
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مهارات الدرس الحرف شمسي ، حروف المد مع الممدود
مكون 1 11 ظ
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التركيز على المهارة لأهميتها
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حرف م+الواجب
حرف م مكون 1 الى 10
حرف م مكون 1 الى 10
Education-cheetah
من المهارات المطلوبة في الدرس تحويل التنوين فيآخر الكلمة إلى حركة بعد إضافة ال شمسية كانت أو قمرية وحرف العطف الواو
مكون 1 10 غ
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خطة الدرس والطريقة
تحضير حرف ش 1 5
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نموذج أشئلة تدريبي لحبيباتي الصغار
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نموذج الإجابة
نموذج حسن مادة علوم للصف الأول
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نموذج أسئلة لحبيباتي الصغار تدريب
نموذج حسن مادة علوم للصف الأول
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نموذج تعريفي لتوزيع الدرجات
نموذج حسن مادة قرآن غيب للصف الثاني
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نموذج الإجابة
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نموذج أسئلة
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نموذج أسئلة
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الجزء الكتابي
حرف ت مكون 7-11
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الجزء القرائي
حرف ت مكون 1-6
حرف ت مكون 1-6
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الجزء الكتابي
حرف ق مكون 6-9
حرف ق مكون 6-9
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حرف ق
الجزء القرائي حرف ق
الجزء القرائي حرف ق
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الجزء القرائي
مكون 1 5
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الجزء الكتابي
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عرض التقويم التكويني للثلاث الحروف الأولى من الوحدة الثانية
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النص الثاني الخروف الأحمق 2
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النص الثاني الخروف الأحمق1
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الأرنب المغرور 2
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Program code examples (known also as worked examples) play a crucial role in learning how to program. Instructors use examples extensively to demonstrate the semantics of the programming language being taught and to highlight the fundamental coding patterns. Programming textbooks allocate considerable space to present and explain code examples. To make the process of studying code examples more interactive, CS education researchers developed a range of tools to engage students in the study of code examples. These tools include codecasts (codemotion,codecast,elicasts), interactive example explorers (WebEx, PCEX), and tutoring systems (DeepTutor). An important component in all types of worked examples is code explanations associated with specific code lines or code chunks of an example. The explanations connect examples with general programming knowledge explaining the role and function of code fragments or their behavior. In textbooks, these explanations are usually presented as comments in the code or as explanations on the margins. The example explorer tools allow students to examine these explanations interactively. Tutoring systems, which engage students in explaining the code, use these model explanations to check student responses and provide scaffolding. In all these cases, to make a worked example re-usable beyond its presentation in a lecture, the explanations have to be authored by instructors or domain experts i.e., produced and integrated into a specific system. As the experience of the last 10 years demonstrated, these explanations are hard to obtain. Those already collected are usually “locked” in a specific example-focused system and can’t be reused. The purpose of this working group is to support broader re-used of worked examples augmented with explanations. Our current plan is to develop а standard approach to represent explained examples. This approach will enable an example created for any of the existing systems to be explored in a standard format and imported into any other example-focused system. We plan to follow a successful experience of the PEML working group focused on re-using programming exercises.
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حرف ت مكون 7-11
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حرف ت مكون 1-6
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مكون 1 5
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