استخدام مبادئ التصميم التعليمي لتطوير نموذج مقترح لرعاية الطلاب الموهوبين من ذوي المواهب الخاصة

الملخص EN

The aim of the research was to identify the existence of a special model for the gifted teacher to help him design and build a program for the care of gifted students with special talents, and the extent to which the gifted teacher faced difficulties and obstacles in designing and building a program for gifted students with special talents.

And its ability and knowledge to use the principles of instructional design (analysis, design, development, application, evaluation) when designing and building a program for the care of gifted students with special talents.

A sample questionnaire was presented to a sample of 80gifted teachers in Riyadh schools, out of the total number of gifted teachers (number of gifted teachers in Riyadh schools) %86.30.

The gifted teacher faces difficulties and obstacles in designing and building a program for the care of gifted students with special talents %86.30.

،does not have%73.80, gifted students with special talents currently applied in schools are not subject to quality standards%73.80, gifted teachers do not have evidence %72.50 that a gifted teacher does not have the knowledge and ability to use the principles of instructional design analysis, design, development, application, evaluation when designing and building a program for caring for gifted students Of people %7.30 the current methods and methods in schools are not suitable for the care of talented students with the talents %65.10the current care programs do not contribute to the development of talents of gifted students with special talents by %58.80Gifted Education in Schools does not achieve its goals in caring for gifted students with special talents %53.80 The gifted teacher does not use the scientific foundations when designing and building a program for caring gifted students with special talents %48.80 school teachers Specialists do not contribute to the development of the talent teacher's ability In the design and construction of sponsorship programs for talented students with special talents %48.80the gifted teacher's provision of sponsorship programs for gifted students with special talents is not convincing to the school community at %47.60.