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فهرس الآيات القرآنية

الرقم المسلسل

فهرست الآیات القرآنیۃ

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إِنَّ عَلَيْنَا جَمْعَهُ وَقُرْآنَهُ  فَإِذَا قَرَأْنَاهُ فَاتَّبِعْ قُرْآنَه

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لَا يُصَدَّعُونَ عَنْهَا وَلَا يُنْزِفُونَ

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لا مَقْطُوعَةٍ وَلا مَمْنُوعَةٍ

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واشْتَعَلَ الرَّأْسُ شَيْبًا

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وَلَكُمْ فِي الْقِصَاصِ حَيَاةٌ يَا أُولِي الْأَلْبَابِ

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’’ لَا يَأْتِيهِ الْبَاطِلُ مِنْ بَيْنِ يَدَيْهِ وَلَا مِنْ خَلْفِهِ تَنْزِيلٌ مِنْ حَكِيمٍ حَمِيدٍ ‘‘

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﴿ وَلَقَدْ صَرَّفْنَا لِلنَّاسِ فِي هَذَا الْقُرْآنِ مِنْ كُلِّ مَثَل

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غُلِبَتْ الرُّومُ *فِي أَدْنَى الأَرْضِ وَهُمْ مِنْ بَعْدِ غَلَبِهِمْ سَيَغْلِبُونَ

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سَيُهْزَمُ الْجَمْعُ وَيُوَلُّونَ الدُّبُرَ

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قُلْ لَئِنْ اجْتَمَعَتْ الإِنسُ وَالْجِنُّ عَلَى أَنْ يَأْتُوا بِمِثْلِ هَذَا الْقُرْآنِ لاَ يَأْتُونَ بِمِثْلِهِ،

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فَلْيَأْتُوا بِحَدِيثٍ مِثْلِهِ إِنْ كَانُوا صَادِقِينَ

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قُلْ فَأْتُوا بِعَشْرِ سُوَرٍ مِثْلِهِ

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فَأْتُوا بِسُورَةٍ مِنْ مِثْلِهِ

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أَمْ يَقُولُونَ افْتَرَاهُ قُلْ فَأْتُوا بِسُورَةٍ مِثْلِهِ وَادْعُوا مَنْ اسْتَطَعْتُمْ مِنْ دُونِ اللَّهِ

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وَلَقَدْ صَرَّفْنَا لِلنَّاسِ فِي هَذَا الْقُرْآنِ مِنْ كُلِّ مَثَلٍ

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أَفَسِحْرٌ هَذَا أَمْ أَنْتُمْ لاَ تُبْصِرُونَ

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ذَرْنِي وَمَنْ خَلَقْتُ وَحِيدًا

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" غَيْرَ مُتَبَرِّجَاتٍ بِزِينَةٍ "

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فِيهَا أَنْهَارٌ مِنْ مَاءٍ غَيْرِ آسِنٍ

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لَوْلَا أَنْ تُفَنِّدُونِ

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" يَسْأَلُونَكَ عَنِ الْأَنْفَالِ

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لَقَدْ خَلَقْنَا الْإِنْسَانَ فِي كَبَد

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قراءات الإمام عبد الله بن عباس رضي الله عنه و أثرها في تفسير كتاب الله

Ṣaḥabah (R.T.A) especially Ahal-Bait have distinct position among Muslim Ummah. They have served Islamic religion in its initial period and preserved it for the generations to come. Haḍrat ‘Abdullah Ibn e ‘Abbas (RTA) was not only a Ṣaḥabi-e–Rasool (companion of the Prophet), but he was also a member of the family of Muḥammad (peace be on him). He remained in his company during his journeys and his stays in different places and got (training) from him. Muḥammad (peace be on him) made a special prayer for him i.e. “O Allah, give him understanding in religion and teach him the interpretation of the Qur’ān.” In this article the researcher aims to analyse and explain his services in the field of Islamic Sciences, Tafsir ul, Qur’ān specially the number and detail of Qiraat e Mutawatirah and Shaẓah narrated by him and their effects on the Science of Tafsir ul. Qur’ān.

Students’ Questioning in a Primary Science Classroom

Asking questions is central to intellectual effort. The questions which one asks play a significant role in bridging the gap between the known and unknown. Teachers in Pakistan use questioning as a major strategy to teach science in the primary classroom. However, most of these questions check the memory of their students, keep them on task, or check the instructions the teachers have given usually for class work or homework. Science teachers are the sole owners of questions and therefore students in Pakistani science classrooms have been positioned as the people who answer questions which have been posed by the teacher. The growing dominance of active learning environments in the developed world has done much to challenge this positioning but in our context, still, there remains an immensely strong institutional presumption that being a successful student is tested by the capacity to answer questions. This study was conducted to try out different strategies a teacher can use in a primary science classroom to promote students' questioning skills. The study revealed that a variety of 'hands-on, minds- on' activities with an appropriate level of difficulty can help to promote students' questioning skills. A gradual increase in the level of difficulty of stimulating activities, a friendly environment and acceptance of students' ideas helped them to overcome their fear of 'being wrong' and instead nurtured their innate curiosity. This resulted in the students' ability to create their own learning strategies which were all used as part of the science lesson. Several challenges to this approach in the learning of science were identified. They include completion of syllabus, time allocated for science lessons, product oriented assessment, school culture, individual accountability in the classroom and creativity on the part of teacher. Growing evidence from existing literature and my study seem to suggest that, primary science teachers in Pakistan need to review their role in the teaching/learning process. Any attempt to change the educational policy regarding the teaching of science would be useless if the implementers (teachers) of the policy do not realise their changing role. They are on the cutting edge and responsible for promoting students' curiosity, to help students to be autonomous learners.
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