شبكة المعلومات العربية التربوية

نسبة 95.2% من موافقة أفراد العينة بينما حصلت الجوانب الشخصية على نسبة 90.3% من موافقة أفراد العينة. كما أظهرت النتائج أبرز متطلبات تطبيق برامج الإثراء وفق أنموذج الواحة وطرق توفيرها بمدارس التعليم العام ومراكز الموهوبين بالمملكة العربية السعودية فقد حصلت "استثارة دافعية المتعلم لدى الطلبة" على أعلى نسبة بلغت 46.8% من بين المتطلبات التربوية، وحصل "معلم خبير ببرامج الإثراء ومشرف موهوبين" على أعلى نسبة بلغت 54.8% من بين المتطلبات البشرية، أما" العمل بروح الفريق الواحد" فقد حصل على أعلى نسبة بلغت 61.3% من بين المتطلبات الاجتماعية، وحصلت "مناسبة البرامج الإثرائية للفئة المستهدفة" على أعلى نسبة بلغت 41.9% من بين المتطلبات الإدارية. وكشفت أن أبرز معوقات تطبيق برامج الإثراء وفق أنموذج الواحة بمدارس التعليم العام ومراكز الموهوبين بالمملكة العربية السعودية كان من نصيب المعوقات الاقتصادية الذي حصل على نسبة بلغت 51.6% يليها المعوقات الإدارية بنسبة 22.6% ثم المعوقات البشرية بنسبة 12.9% وبنسبة متساوية جاءت المعوقات التربوية والاجتماعية بلغت 6.5%. (الملخص المنشور)

The study aim was: to describe the reality of applying the enrichment programs according to the oasis model within the gifted-student care programs, and to reveal the extent of applying the enrichment programs according to the oasis model in public schools and gifted centers in Saudi Arabia; that includes revealing the extent to which the care programs that were applied according to the oasis enrichment model meet the students’ needs for cognitive, technical and personal aspects; and to identify educational, human, social and administrative requirements and methods of providing them in public schools and gifted centers in Saudi Arabia; it also aimed to identify the obstacles to applying enrichment programs according to the oasis model and ways to overcome them in public schools and gifted centers in Saudi Arabia. The study population consisted of all 52 gifted centers; those centers have (52) supervisors and (65) teachers for gifted; the schools have (210) supervisors and (620) teachers for gifted. The study sample consisted of (62) participants who were randomly selected among the variables of gender and educational administration. The researcher used the questionnaire as a tool to collect data, after codifying it with scientific methods, and applying the descriptive "survey" approach. The study reached a number of results; the most important of which were that the percentage of applying enrichment programs according to the oasis model among the participants was 66.1%, while 33.9% of them did not apply the model in their work. The results showed the extent to which the applied care programs for the enrichment oasis model met the students’ needs, in which the cognitive aspects showed 98.4% of the study sample’s approval, and the technical aspects obtained 95.2% of the sample’s approval, while the personal aspects obtained 90.3% of the sample’s approval. The results also showed the most important requirements for applying enrichment programs according to the oasis model and the ways to provide them in public schools and gifted centers in Saudi Arabia; among these results, “raising the learner motivation among students” obtained the highest percentage of 46.8% of the educational requirements, and “an expert teacher of enrichment programs and a gifted supervisor” obtained the highest percentage 54.8% of the human requirements, while “working within one team” obtained the highest percentage of 61.3% among the social requirements, and the “appropriateness of enrichment programs for the target group” got the highest percentage of 41.9% of the administrative requirements. The results also revealed that the most prominent obstacles to applying enrichment programs according to the oasis model in public schools and gifted centers in Saudi Arabia were among the economic obstacles that got a percentage of 51.6%, followed by administrative obstacles at 22.6%, then human ones at 12.9%, and on an equal percentage, the educational and social obstacles reached 6.5%. The share of economic obstacles that got a percentage of 51.6% followed by administrative obstacles at 22.6% and then the human handicaps by 12.9% and on an equal percentage came educational and social obstacles reached 6.5%. (Published abstract)