الفهرس 
الفصل الاول:الإطار العام للبحث( مشكلة البحث –تحديدها وخطة دراسـتها)يوجد فقط 14 صفحة متاحة للعرض العام
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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.