مثبت ومنفی استفہام اور دعوت غور وفکر
استفہام اثبات کے ذریعے بھی ہوتا ہے اور نفی کے ذریعے بھی سیاق و سباق سے اس کی تعیین ہوتی ہے مثلاً مثبت استفہام کے لیے قرآن مجید میں مندرجہ ذیل آیت دیکھیں:
" أَيَحْسَبُ الْإِنْسَانُ أَلَّنْ نَجْمَعَ عِظَامَهُ" ۔[[1]]
"کیا انسان یہ خیال کرتا ہے کہ ہم اس کی ہڈیاں جمع کریں گے ہی نہیں"۔
قرآن مجید کی مندرجہ ذیل آیات منفی انداز استفہام کی مثال پیش کرتی ہیں :
" أَلَا يَعْلَمُ مَنْ خَلَقَ وَهُوَ اللَّطِيفُ الْخَبِيرُ"۔ [[2]]
This paper encompassed the methods of contemporary historians in presenting the Prophet's biography: Shalabī and Shākir as a model. The purpose of this research was a comparative study of the methods of two different contemporary writers in the field of biography. The method used for the research was comparative. This fact was established that there are very few contemporary historians who contributed in writing of the Prophet's biography, but although these two important historians were diligent researchers with good works and successful writings, but much that they have benefited from history needs and objected even settled facts like some of the correct aḥādīth and some important events that took place in the in reference no is there as (صلى الله عليه وسلم) Muhammad Prophet Great the of biography the books to the sources relied on in the historical narratives, nor in the narration of the biography. There are many shortcomings in the two books which are in the most important Islamic arts, especially in the Encyclopedia of Dr. Shākir, and special research and books should be devoted to the answers to the silence of such shortcomings, and there is a strong need to compose valuable books in response to the shortcomings of such sporadic encyclopedias. Special books in such art must be devoted to the important Islamic arts, and do not include a variety of subjects on general history. (صلى الله عليه وسلم) biography Muhammad s'Prophet the of art the inc
The purpose of the research was to help two lower secondary school mathematics teachers incorporate cooperative learning in their teaching. This study was conducted in a private English medium school in Chitral. Collaborative action was employed for the study. Data were collected through conducting semi-structured interviews and classroom observation, writing reflections and maintaining field-notes during different action cycles of the study. Data were coded to find themes and subthemes. Furthermore, the large bulk of data were analyzed to make meaning and present findings. The findings of the study revealed that teachers need to be facilitated in forming groups, selecting appropriate content, designing cooperative learning activities, ongoing assessment and classroom management practices in order to help them implement cooperative learning in their teaching. In addition, different cycles of this action research helped teachers acquire some understanding of cooperative learning in order to engage students in mathematics in small groups. Teachers were convinced with the positive impacts of cooperative learning on students' motivation, engagement and attitudes towards mathematics. They were with the opinion that mathematical tasks demanding deep thinking should be taught through cooperative learning strategy. Teaching social skills to students is prerequisite for implementing cooperative learning sharing their mathematical thinking helps them expand their mathematical understanding in groups. According to them the selection of content and designing of activities are two important aspects which a teacher should focus during planning for cooperative learning lesson. Furthermore, engaging with cooperative learning in mathematics also enhanced teachers' motivation for teaching. Moreover, teachers' lack of lessons planning skills, isolated teaching and the existing dominant culture of conventional assessment system based on individual performances of students were some of the hindering factors found during this study.