أثر استراتيجيتي تدريس الأقران والطاولة المستديرة المتزامنة في تنمية مهارات التحدث في مبحث اللغة العربية لدى طلبة الصف السابع الأساسي في الأردن‏

Osama Omar Mahmoud  Odallah; Abdullah Azzam  Al-Jarrah

doi:10.35516/edu.v50i2.640

المؤلفون

Osama Omar Mahmoud Odallah Ministry of Education, Jordan https://orcid.org/0009-0008-1924-9582
Abdullah Azzam Al-Jarrah Department of Curriculum and Instruction, Faculty of Educational Sciences, Mutah University, Jordan

DOI:

https://doi.org/10.35516/edu.v50i2.640

الكلمات المفتاحية:

تدريس الأقران، الطاولة المستديرة المتزامنة، مهارات التحدث

الملخص

الأهداف: هدفت الدراسة إلى الكشف عن أثر استراتيجيتي تدريس الأقران والطاولة المستديرة المتزامنة في تنمية مهارات التحدث في مبحث اللغة العربية لدى طلبة الصف السابع الأساسي في الأردن.

المنهجية: اتبعت هذه الدراسة المنهج شبه التجريبي، وتكونت عينة الدراسة من (48) طالباً من طلبة الصف السابع الأساسي في مدرسة الجامعة التابعة لمديرية التعليم الخاص، وتم اختيار المدرسة بطريقة قصدية، وتم تقسيم أفراد الدراسة إلى ثلاث مجموعات، حيث تم التعيين العشوائي لمجموعتين تجريبيتين ومجموعة ضابطة، ودرست المجموعة التجريبية الأولى بطريقة تدريس الأقران والمجموعة التجريبية الثانية بالطاولة المستديرة المتزامنة، والمجموعة الضابطة بالطريقة الاعتيادية، واستُخدم مقياس التحدث الذي تم التحقق من صدقه وثباته.

النتائج: أظهرت نتائج الدراسة وجود فروق دالة إحصائياً في المتوسطات الحسابية لمجموعات الدراسة الثلاث على اختبار التحدث تعزى إلى استراتيجيتي تدريس الأقران والطاولة المستديرة المتزامنة مقارنة بالطريقة الاعتيادية.

التوصيات: أوصت الدراسة بعقد دورات تدريبية لمعلمي اللغة العربية في المرحلة الأساسية العليا في إعداد الدروس وتنفيذها وفق استراتيجية ‏التدريس بالأقران والطاولة المستديرة المتزامنة‏.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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