معتقدات معلمي اللغة العربيّة حول الاستماع وعلاقتها بممارساتهم لاستراتيجيات تدريس فهم المسموع
DOI:
https://doi.org/10.35516/edu.v51i4.8241الكلمات المفتاحية:
معتقدات معلمي اللغة العربيّة، مهارة الاستماع، استراتيجيات التدريس، فهم المسموع.الملخص
الأهداف: هدفت الدراسة الكشف عن معتقدات معلمي اللغة العربيّة حول الاستماع، والكشف عن العلاقة الارتباطيّة -إن وجِدت- بين معتقدات المعلمين حول الاستماع وممارساتهم لاستراتيجيات تدريس فهم المسموع.
المنهجيّة: لتحقيق أهداف الدراسة طوّر الباحث مقياس معتقدات معلمي اللغة العربيّة حول الاستماع، تكوّن المقياس من (23) فقرة. واستخدم أيضًا مقياس ممارسة معلمي اللغة العربيّة لاستراتيجيات تدريس فهم المسموع الذي طوّره الخوالدة والحوامدة (AlKhawaldeh & AlHawamdeh, 2016)، وتكوّن المقياس من (20) فقرة موزعة في ثلاثة مجالات، هي: مرحلة ما قبل الاستماع وأثنائه وما بعده، جرى التحقق من صدقهما وثباتهما. وتكوّنت عينة الدراسة من (77) معلمًا ومعلمة في مديرية التربية والتعليم/ قصبة إربد، اختيروا بالطريقة العشوائيّة البسيطة في الفصل الدراسيّ الأول للعام 2023/2024.
النتائج: أظهرت نتائج الدراسة أن معتقدات معلمي اللغة العربيّة حول الاستماع على فقرات المقياس مجتمعة جاءت بدرجة مرتفعة، وأظهرت النتائج أيضًا أن درجة تقدير معلمي اللغة العربيّة لممارساتهم لاستراتيجيات تدريس فهم المسموع جاءت مرتفعة، ووجود علاقة إيجابيّة ذات دلالة إحصائيّة بين معتقدات معلمي اللغة العربيّة حول الاستماع وتقديراتهم لممارساتهم لاستراتيجيات تدريس فهم المسموع.
الخلاصة: قدمت هذه الدراسة دليلًا علميًّا على العلاقة بين معتقدات معلمي اللغة العربية وممارساتهم في تعليم مهارة الاستماع، ومدى تأثير المعتقدات بممارسات المعلمين.
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