![]() | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص المستخلص: هدف هذا البحث: إلى تنمية مهارات القراءة الناقدة والكفاءة الذاتية القرائية لدى طالبات الصف العاشر الأساسي ، وذلك من خلال إعداد برنامج مقترح قائم على التعلم النشط وتطلب ذلك الرجوع إلى الدراسات والبحوث والأدبيات ذات الصلة بموضوع البحث الحالي، وتم تناولها في الفصل الثاني ؛ بهدف التوصل إلى الأسس الفلسفية والمعرفية التي يقوم عليها البحث، وأيضا التوصل إلى قائمة بمهارات القراءة الناقدة ، وكذلك إعداد مقياس للكفاءة الذاتية القرائية المناسب لطبيعة وخصائص طالبات الصف العاشر الأساسي. وفي الفصل الثالث من هذا البحث تم عرض أدوات البحث وإجراءاته، والتي شملت : أولا- أدوات البحث: o إعداد قائمة بمهارات القراءة الناقدة المناسبة لطالبات الصف العاشر الأساسي . o إعداد مقياس الكفاءة الذاتية القرائية. o إعداد اختبار في مهارات القراءة الناقدة. o إعداد البرنامج المقترح القائم على التعلم النشط ( أهدافه، خطواته، أنشطته، وسائله التعليمية، أساليب التقويم) o إعداد دليل المعلم؛ لتدريس البرنامج باستخدام استراتيجيات التعلم النشط. o إعداد كتاب الطالبة . ثانيا-إجراءات التجربة الميدانية. وبعد المعالجة الإحصائية لدرجات التطبيقين القبلي، والبعدي تم التوصل إلى عدد من النتائج، التي عُرضت ونوقشت في الفصل الرابع من فصول البحث الحالي، و كان من أهم نتائجها: ثبوت فاعلية البرنامج المقترح القائم على التعلم النشط في تنمية مهارات القراءة الناقدة والكفاءة الذاتية القرائية. وفي نهاية البحث قُدمت – في الفصل الخامس- عددا من التوصيات والمقترحات في ضوء النتائج التي تم التوصل إليها. الكلمات المفتاحية: التعلم النشط – القراءة الناقدة – الكفاءة الذاتية القرائية Thisrequiredreferringtostudies,researchandliteraturerelevanttothecurrentresearchtopic,whichwascoveredinthesecondsemester;Withtheaimofarrivingatthephilosophicalandcognitivefoundationsuponwhichtheresearchisbasedon,aswellascompingupwithalistofcritical readingskills,aswellaspreparingascaleforreadingself-efficacyappropriatetothenatureandcharacteristicsofthe10thgradestudents. Inthethirdchapterofthisresearch,theresearchtoolsandproceduresarepresented,whichincludes: First-Researchtools: oPreparingalistofcriticalreadingskillsappropriateforthe10thgradestudents. oPreparingareadingself-efficacyscale.oPrepareatestincritical readingskills. oPreparetheproposedprogrambasedonactivelearning(itsgoals,steps,activities,teachingaids,andevaluationmethods) opreparingtheteacher’sguide;Toteachtheprogramusingactivelearningstrategies. oPreparingthestudent’sbook. Second-proceduresforfieldexperiment. Afterthestatisticaltreatmentofthedegreesofpreandpostapplication,anumberofresultswerereached,whicharepresentedanddiscussedinthefourthchapterofthecurrentresearch,andthemostimportantresultsare:Theeffectivenessoftheproposedprogrambasedonactivelearningindevelopingcriticalreadingskillsandreadingself-efficacy. Attheendoftheresearch,anumberofrecommendationsandproposalswerepresentedinChapterFiveinthelightoftheresultsreached. Summaryoftheresearch–itsresults,recommendations,andproposals •Introduction: Inthepreviouschapters,theresearcheraddressedtheresearchproblemandthetheoreticalframework,andthenworkwasdoneintheresearch’sproceduresandapplications,leadingtoextractingdataandresultsandanalyzingthem.Basedonabove,theresearcherpresentedasummaryoftheresearchincludingthemostimportantresultsthatwerereached,andsomerecommendationsandsuggestionsthatcanhelpincarryingoutotherresearches.Thisispresentedthroughthefollowing: First-ResearchSummary: Readingisabasicskillofthefourlanguage’sskills.Rather,itisconsideredoneofthemostimportantoftheseskillsinhumanlife.ItsimportanceisreflectedinSurahofalAlaqintheverses5-1wheretheAlmightyAllahsays:“ReadinthenameofyourLordwhocreated(1)Createdmanfromaclingingsubstance(2)Read,andyourLordisthemostGenerous(3)Whotaughtbythepen(4)Taughtmanthatwhichheknewnot(5)”.Andbecauseoneoftheaimsofreadingistheformationoftheinnovativethinkingmind,thisrequiresanunderstandingofwhatisread,criticizedandanalyzed,asreadingisnotrandom,butratherrequiresabilitiesandskillsInparticular,thatcanberefinedanddeveloped.Thetermcriticalreadingappearedwiththedevelopmentoftheconceptofreading,andlinguistsandeducatorsdifferedindeterminingthetermcritical readingbasedontheirdifferentviewstowardsthefunctionofthistypeofreading,theskillstheydefine,andtheystudy,andtheanglefromwhichtheyviewcritical reading. Therefore,theimportanceofcriticalreadingisincreasinginthecurrenteraduetotheinformationrevolution,thehugeamountofintellectual production,thetremendousscientificandtechnicalprogressandwhatwastransmittedthroughinternetnetworks,satellitechannelsandknowledgeinitscontentthatisexpressingdifferentviewsinordertoinfluencethemembersofsociety.Whatwereadisnotconsideredconstantfacts,andall ofthatneedsatoolthatsupportsit,andaccuracyandinvestigationofevidenceandproofs.Thistooliscriticalreadingthatworkstobuildanindividual’spersonalityandrefinehisliteraryandartistictaste. Criticalreadingisalsoaneffectivetoolforimprovingtheteachingprocess,asitindicatesthepreparationofaskilledlearnercapableofrejectingincorrectopinionsandfalseideas.Therefore,theremustbedistinguishedstudentsintheabilitytounderstand,infer,link,andmakejudgmentssothattheycandistinguishbetweenwhatisbeneficialandwhatisharmful andthiscanonlybeachievedthroughtrainingstudentsoncriticalreadingthathelpsthemdeal withall thevariablessurroundingthem. Theimportanceofreadingingeneralandcriticalreadinginparticularisevidentinthelifeofmodernman,anditshouldbetakencareofbydevelopingitsskillsamonglearnersatalldifferenteducationallevelssothattheycanfacethedispersionofinformationsources,andthemultiplicityofopinionsandideas,especiallyinthesecondarystageinwhichstudentsshouldbegivencriticalreadingskillsAswellasattentiontothevariablesthatarerelatedtoit.AmongthesevariablesistheReadingself-efficacy ”Highself-efficacyworkstohelpthestudenttostrengthenhimorheracademicallyanddevelophisorhermotivationandself-confidence.” Therefore,highself-efficacyisthemostimportantkeytosuccessthatthestudenthas,aswellashisconceptofhimself,histendencytoreadandthewayhelearns,hasanimpactonhisreadingability.Thus,itisimportanttodevelopthereadingself-efficacyduringthelearningprocessinorderforthelearnertoacquiretherequiredskillseffectively. Sinceitisnecessaryfortheeducationalprocesstokeeppacewiththechangeanddevelopmenttakingplaceinthefieldofknowledgeanditsapplications,educationalthoughthasbecomeactiveandthelearnerhasbecomethefocusoftheeducationalprocess.Thishasledtotheemergenceofseveraldirectionsinmethodsofteachingandlearningstrategiesthathelpthelearnertogaininformationthroughvariouseducational situationsincludingactivelearning. Activelearningisoneofthecontemporaryeducationalandpsychological trendsthathaveagreatpositiveimpactonthelearningprocessinsideandoutsidetheclassroom.Activelearningderivesitstheoreticalfoundationfromcognitivetheoristssuchas:Paulofferry,whosemaineducational philosophyrevolvesaroundtheideathateducationbecomesmoreeffectivewhenitfallswithinthestudent’sownknowledgeandhisvisionoftheworld,sothestudent’scultureandsocietyplayanimportantroleinlearning,andthroughresearchtheresultsconfirmedthenecessityofusinglearningtodevelopcriticalreadingskillsandreadingself-efficacy. •Definingtheresearchproblem: Theresearchproblemwasidentifiedintheweaknessof10thgradestudentsincriticalreadingskillsandreadingself-efficacy,perhapsduetomanyreasons,themostimportantofthem:teachersarenotusingappropriateteachingstrategiesandprogramstodeveloptheseskills.Thus,theresearcheraimstocontributeinthetreatmentofthisproblembyproposingaprogrambasedonactivelearningtodevelopcriticalreadingskillsandreadingself-efficacy.Toaddressthisproblem,thecurrentresearchisbasedonthefollowingkeyquestion: Q:Howtoprepareaprogrambasedonactivelearningtodevelopcriticalreadingskillsandreadingself-efficacyfor10thgradestudentsintheSultanateofOman? Thismainquestionisdividedintothefollowingquestions: Q1:Whatcritical readingskillsareappropriatefor10thgradestudents? Q2:Whatarethebasisofbuildingtheproposedprogrambasedonactivelearning? Q3:Whatarethecomponentsoftheproposedprogrambasedonactivelearning(goals,content,teachingmethods-educationalactivities,materialsandresources,evaluationmethods,teacherguide,studentbook)? Q4:Whatistheeffectivenessoftheproposedprogrambasedonactivelearningindevelopingthefollowing: 1.Somecriticalreadingskillsof10thgradestudentsintheSultanateofOman. 2.Readingself-efficacyofthestudentsoftheresearchgroup. •ResearchLimits:Thesearchwaslimitedtothefollowinglimits: 1Agroupoffemalestudentsofthe10thgradeinAlDhahirahGovernorate,SultanateofOman(thelocationoftheproblemdetection). 2Somecriticalreadingskillsappropriateforthe10thgradestudents,asdeterminedbythelistofskillsthatareprepared_andwillbelimitedtoskillsthathavearelativeweight(50%)ormore,inlightoftheresultsofthearbitrationresultsforthelistpreparedforthispurpose. 3TheapplicationwascarriedoutinoneofthepublicschoolsaffiliatedtotheDirectorateofEducationintheSultanateofOman,wheretheresearchproblemwasdetected. 4Theprogramapplicationtookanentireacademicyeartohavesufficienttimeforskillstraining. •ResearchMethodology:Theresearcherfollowedthefollowingtwoapproaches: 1-Descriptiveanalyticalapproach:Thisiswithregardtoreviewingtheprevious literature,studiesandresearchthatdealtwiththecurrentresearchvariables(theproposedprogrambasedonactivelearning,criticalreadingandreadingself-efficacy). 2-Thesemi-experimentalapproach:Thisisrelatedtotheproceduresoftheresearchexperiment,controllingitsvariables,andusingtheexperimentaldesignwithtwoequalgroups(theexperimentalandcontrol group). •Researchhypotheses:Thefollowinghypotheseshavebeenvalidated: 1:Thereisastatisticallysignificantdifferencebetweenthemeanscoresofstudentsofthetwoexperimentalgroup,andthecontrolgroupinthepost-applicationofthecriticalreadingskillstest,infavoroftheexperimental group. 2:Thereisastatisticallysignificantdifferencebetweenthemeanscoresofthestudentsoftheexperimentalgroupinthepreandpostapplicationsfortestingcriticalreadingskills,infavorofpost-application. 3:Thereisastatisticallysignificantdifferencebetweenthemeanscoresofstudentsofthetwoexperimentalgroups,andthecontrolgroupinthepost-applicationofthereadingself-efficacyscale,infavoroftheexperimental group. 4:Thereisastatisticallysignificantdifferencebetweenthemeanscoresofthestudentsoftheexperimentalgroupinthepreandpostapplicationsofthereadingself-efficacyscale,infavorofpost-application. 5:Theproposedprogramwascharacterizedbyahighlevelofeffectiveness,accordingtotherateofmodifiedplaquegaininboth:critical readingskillsandreadingself-efficacyfor10thgradestudentsintheSultanateofOman. •Relevantresearchsteps: Toanswertheresearchquestions,andensurethatitshypothesesarecorrect,theresearcherwill followthefollowingsteps: Toanswerthefirstquestion,whichis:Whatcriticalreadingskillsareappropriateforbasic10thgradestudents?Thefollowingstepsweretaken: 1Studythepreviousliterature,studiesandresearchrelatedtothesubjectoftheresearch,anddeterminewhatcanbeusedtopreparealistofcritical readingskills. 2-AnalyzingtheeducationalgoalsoftheArabiclanguage-ingeneral-andreadingsubjectinparticular,whichwaspreparedbytheMinistryofEducationforthesecondarystageintheSultanateofOman. 3–Studythelistsofcriticalreadingskillstransmittedbyeducational literature. 4-Takeadvantageofthedataofthetheoreticalframeworkforthecurrentresearch. 5Preparinganinitiallistofcriticalreadingskillsappropriateforsecondaryschoolstudents. 6-PresentingthelisttoagroupofspecialistsandexpertsinteachingtheArabiclanguagetocontrolit,andthenvalidatingittoreachthefinal image. Toanswerthesecondresearchquestion:Whatarethebasisofbuildingtheproposedprogrambasedonactivelearning?Thefollowingstepsweretaken: 1-Studyofpreviousliterature,studies,andresearchrelatedtoactivelearning. 2AsurveyonArabandforeignstudiesandresearchthatdealtwithpreparingeducationalprograms. 3Takingadvantageofthedataofthetheoreticalframeworkofthecurrentresearch,andusetheprevioussourcestocomeupwithasetofbasisthatmakeupthesupposedprogrambasedonactivelearning. Toanswerthethirdquestionoftheresearch:Whatarethecomponentsoftheproposedprogrambasedonactivelearning?Thefollowingstepsandprocedureswerefollowed: 1Usingthebasisonwhichtheproposedprogrambasedonactivelearningshouldrelyon,whichwasidentifiedinthepreviousstep,todefiningtheprogram’scomponentsasfollows: A-Definingtheobjectivesoftheprogram. B-Definingtheprogramcontentasunits. C-Determineactivelearningstrategiestoteachtheprogram. DDeterminetheactivities,mediaandlearningresourcesappropriatetotheprogramcontent. EDetermineappropriateevaluationmethodstorevealtheextenttowhichtheobjectivesoftheprogramareachieved. 2-Preparingtheteacher’sguideandstudent’sguide.3-Definingthetimeframeforapplyingtheprogram. 4Presentingtheprogramanditsessentials(theteacher’sguide,andthestudent’sguide)toagroupofexpertsandspecialistsinthefieldofcurriculaandmethodsofteachingtoverifyitscredibility,toreachitsfinal form. Toanswerthefourthquestion:Whatistheeffectivenessoftheproposedprogrambasedonactivelearningindevelopingthefollowing: A-Criticalreadingskills. B-Readingself-efficacyforthe10thgradestudents(researchgroup).Thefollowingstepsandprocedureswerefollowed: 1-Prepareacriticalreadingskillstest,andensureitsreliabilityandconsistency. 2-Preparingthereadingself-efficacyscale,andensuringitsreliabilityandconsistency. 3Selectingtheresearchgroupfromthe10thgradestudentsanddividingitintotwoequalgroups(experimental group)and(controlgroup). 4Conductingtheprapplicationusingtheresearchtools:(atestofcriticalreadingskillsandascaleofreadingself-efficacy)ontheexperimental andcontrolgroups,toensuretheequalityofthetwogroups. 5Teachingtheproposedprogrambasedonactivelearningtotheexperimentalgroup,whilethecontrolgroupremainsasitis,notexposedtotheproposedprogram. 6-Conductingpost-applicationusingresearchtools(atestofcritical readingskillsandascaleofreadingself-efficacy),onbothexperimental andcontrolresearchgroups,withtheaimofmeasuringtheeffectivenessoftheproposedprogrambasedonactivelearningindevelopingsomereadingskillsandreadingself-efficacyforstudentsofthe10thgrade(ResearchGroup). 7–Monitoringdataandprocessittoreachresearchresults. 8Providingrecommendationsbasedontheresearchresults.Second-Summaryoftheresults: Statisticaltreatmentofthepreandpostscoresforboththecriticalreadingskillstestandthereadingself-efficacyscaleyieldedthefollowingresults: oTheeffectivenessoftheproposedprogrambasedonactivelearningin: -Developmentofcriticalreadingskills,anditwasclearfromthepresenceofastatisticallysignificantdifferenceatthelevel(0,01)betweenthestudents’averagescoresinthetestinthepreandpostapplicationsforthebenefitofthepostapplication,andthepresenceofastatisticaldifferencebetweenthestudents’meanscores(controlandexperimental)inthetestinthepreandpostapplicationsinfavoroftheexperimental group. oReadingself-efficacy,anditwasclearfromthepresenceofastatisticallysignificantdifferenceatthelevel(0,01)betweenthestudents’averagescoresinthescaleofreadingself-efficacyinthepreandpostapplicationsinfavorofpost-application,thepresenceofastatisticallysignificantdifferenceforstudents(controlandexperimental)inthereadingself-efficacyscaleinthepreandpostapplicationsforthebenefitoftheexperimental group. Theseresultsareexplainedbythefollowing: Theproposedprogrambasedonactivelearningistakingcareofdevelopingcriticalreadingskillsthroughcontent,activities,exercises,andlearningmethods;Whichhelpedtodevelopcriticalreadingskills.Thisisconfirmedbythestudyby(ImanAlMahdi,2016)and(Abdul HamidZuhri,2006)intheuseoflearningactivetrainingprograms. Theprogramusesofactivelearningstrategies;Helpedcreateanatmosphereofenthusiasm,interactionandexcitement;whichhelpedinmasteringcriticalreadingskillsandraisingthestudents’self-efficacy. Thefeedbackthatstudentsreceivefromthelessonsoftheprogram,whichaimstodevelopcriticalreadingskills,andraisetheirefficiency. Assigningstudentsalargenumberofactivitiestodo. Thestudents’participationandinteractionmakethemcontroltheirbehaviorandattitudes,andmadethemmoreexcitedandinteractive,anddirectedthemtowardschangingtheirbeliefintheirself-readingefficacyforthebetter,whichmadethemmoreconvincedandaware. 3-Recommendations: developingtheArabiclanguagecurriculumingeneral,andthereadingcurriculuminparticular;Toachievealltheaspectsofcritical readingskills. Preparingbrochurescontainingavarietyofexercisesandactivities;Totrainstudentsincriticalreadingskills. AdoptactivelearningstrategiesintheArabiclanguagecurriculumextensively. IncludecriticalreadingskillsinthecurriculaoftheArabiclanguageintheSultanateofOmanforall educational levels. developingtheclassroomenvironmentinlinewiththeobjectivesofmodernlearning;Bymakingtheclassanenvironmentincludesdiversestrategiesthatcontributetobuildingtheclassroomsituation. Encouragingstudentstocreateanactivehomeclassandworktoprovideascientificsubjectinwhichwilllaterhelpthemtoreadingeneralandcritical readinginparticular. Adoptingacommonpolicybetweenagroupofschoolsoragroupofdifferentprincipals,sothatitpreparestestsinthecriticalreadingcurriculumtodevelopitatall educational levels. Trainingstudentsonauthoringeducationalcontentthatincludescriticalreadingskills,andthenemployedusingactivelearningstrategies. Productionofeducationalfilmsthatstrivetoraisetheefficiencyofstudents,todisplaytheminfreetime. InvolveteachersindevelopingthecontentoftheArabiclanguagecurriculum. Benefitingfromtheproposedprogramsbasedonactivelearningpresentedbythecurrentresearchindevelopingcriticalreadingskills,inordertoachievethedesiredbenefitfromdevelopingcritical readingskills. Researchproposals: Thisresearchprovidesasetofproposalsforotherresearches,including: Preparingaprogrambasedonactivelearningtoraisetheefficiencyofteachersincritical readingskills. Useasuggestedstrategytodevelopcriticalreadingskillsandself-efficacyformiddleschoolstudents. Usinganactivelearning-basedprogramtodevelopcareerexpressionskillsamongstudentsinthefirstlevelofbasiceducation. Asuggestedprogrambasedonactivelearningtodevelophigherthinkingskillsforpost-basiceducationstudents. Preparingatrainingresearchinprovidingteachersinfacultiesofeducationwithsomeactivelearningskillsandstrategies EvaluatingtheArabiclanguagecurriculuminlightoftheactivelearningphilosophyandstrategies. Evaluatingreadingbooksatdifferentlevelsofeducationinlightoftheirsuitabilityfordevelopingcriticismandcreativity. Theeffectofateachingstrategybasedonactivelearninginraisingtheachievementlevelof10thgradestudents. |