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الفصل الأول ـ مشكلة البحث ، وخُطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Research Summary:
Language is a fundamental basis for social life, as well as one of its most important necessities, as it is the basis of social communication and the means by which the individual can achieve coexistence with members of their community, fulfilling their needs, and satisfying their desires. In addition, it is a method of reflection and a system of expression. Due to such importance of language, there are various methods of language teaching, and successive attempts to develop effective methods to develop its skills; to achieve the objectives of its teaching, and to achieve the ultimate goal of learning and teaching the language, which is to master its use for the purpose of achieving effective communication.
Reflective teaching is considered one of the most important trends in teaching due to the multiplicity of its tools and methods that always seek to tease the mind of the learner in order to achieve deep thinking about events and phenomena, and develop the ability of the learner to review their educational practices, and work to improve them to the maximum extent possible and not just to gain knowledge, facts and concepts. What is more, Reflective teaching makes the learner able to think, reflect, research and investigate, rather than to receive and preserve information just to retrieve it. Because of the importance of reflective teaching, a big number of studies has investigated it in the teaching process, all of which have confirmed the effectiveness of reflective teaching in achieving teaching objectives, which has been reflected in the high scores of students of the experimental group (who studied using reflective teaching) on the post-measurements.
Understanding language concepts is considered as one of the most important objectives of its teaching, because reflective teaching develops the learner’s ability to understand, clarify, interpret, apply and criticize the concept, not just to acquire it. Although it is important to understand linguistic concepts, there is no appropriate teaching method- to the best of the researcher’s knowledge- that addresses the poor understanding of the linguistic concept.
Creative writing is also one of the most important arts of the Arabic language, due to its importance in achieving good communication between the parties of the process of linguistic communication (sender and receiver). Weakness of the preparatory school pupils that lies in their inability to write a story or article, and not having the most important creative writing skills with all its dimensions of fluency, flexibility and originality. It was therefore necessary to look for modern methods and approaches that would achieve effective communication.
Given the cognitive opening as well as technological innovations that have transformed the world into a small village, and the cultural mixing among societies, it was necessary to preserve our moral heritage, which preserves our Arab and Islamic identity through adherence to the standards that control the behavior of individuals. It is noted recently that pupils lack these standards that control their behavior, thus it was necessary to address this defect among pupils by preparing pupils ethically.
Hence, the problem of the current research has been identified in the weakness of preparatory school pupils in understanding linguistic concepts, creative writing skills and value behavior, which may be attributed to several factors, including teachers’ traditional teaching method, through which this weakness cannot be addressed.
To address this problem, the current research sought to answer the following main question: What is the effectiveness of using a program in Arabic Language based on reflective teaching for conceptual understanding and developing some creative writing skills and value-behavior for preparatory stage pupils?
The following sub-questions are branched out from the main question:
What is the effectiveness of using a program in Arabic Language based on reflective teaching in the conceptual understanding of third- grade preparatory pupils?
What is the effectiveness of using a program in Arabic Language based on reflective teaching in developing some creative writing skills of third- grade preparatory pupils?
What is the effectiveness of using a program in Arabic Language based on reflective teaching in developing value behavior of third- grade preparatory pupils?
Steps of the current research:
The current research went through the following steps:
Step 1: Reviewing research, previous Arab and foreign studies conducted in the field of current research, with the aim of identifying the reflective teaching tools and methods appropriate for teaching the content of the Arabic language to the pupils of the preparatory stage, to identify the language concepts necessary for middle school students, to identify creative writing skills, and the moral values required for the pupils of this stage, as well as to define the concept, importance, different models and teaching procedures of reflective teaching.
Step 2: Identifying the psychological as well as philosophical conditions and foundations on which the program was designed to reformulate the content of the Arabic language in the light of the methods and tools of reflective teaching, including its close association with the topic of the program, and its objectives, to ensure the efficacy and positivity of the pupil in the learning process, as well as to set the general framework of the program prepared in the form of objectives, content, teaching procedures, activities and methods of evaluation.
Step 3: Preparing the conceptual understanding test for third - grade preparatory pupils in the light of the levels of understanding appropriate to this educational stage. The test aims to measure the ability of the pupil to understand the concept in the light of the levels of understanding, which include explaining, interpretation, application, criticism. The test included sixty-four Multiple choice question (MCQ) items to measure sixteen concepts, each correct response takes one mark. The test construction has included describing its content and preparing its table of specifications, submitting its preliminary form to the referees (Specialized jury members), and its piloting, to calculate its validity, reliability, time limit, and reach its final form.
Step 4: Developing the creative writing skills test for third-grade preparatory pupils. The preparation of this test went through a set of procedures: determining the objective of the test, which is to measure the creative writing skills of the fields (Novel and Essay) to identify the effectiveness of the prepared program in the development of those skills, setting a table of specifications for this test as the test consists of twenty-four items to measure twenty-four skills (twelve skills in the field of Novel) and (twelve skills in the field of Essay) in light of the levels of creative writing (fluency, flexibility, and originality). Then, scoring rubric for creative writing skills was prepared through the following steps: determining the aim of preparing the sheet, which is to identify the level of performance of preparatory third graders in creative writing skills according to the skills specified in the list of creative writing skills in the fields of (Novel and Essay), describing the content of the sheet, and drafting the items of observation in clear and notable terms; to facilitate its measurement, to set instructions for its application, and to estimate the grades of this sheet through a graded score estimation scale: 3 2 1 0). The measurement mechanism was also determined according to each level of creative writing, thus the highest score obtained by pupils was (seventy-two), and the lowest score obtained by pupils was (zero). The preliminary form of the test and observation sheet were submitted to a panel of jury members. Then, the test and the and observation sheet were administered to a piloting sample to calculate the test time and validity of the card, its reliability, and its validity for the application. Thus, the test and the observation sheet were ready for application in their final form.
Step 5: Preparing the value behavior test for preparatory third-grade pupils in the light of the ”religious, social, scientific, and economic” dimensions. These dimensions included areas in which moral values can appear. Each dimension of the test included (8) eight sub-values. The total number of test items is “32”, each item is followed by four positive alternatives in the form of life situations and on a graded rating scale (4-3-2-1) for each item. Thus, the highest score obtained by the pupil is (128) and the lowest score obtained by the pupil is “zero.” The test was submitted to the academic referees, in addition to piloting it in order to calculate its validity, reliability, and time to reach its final form.
Step 6: selecting the research sample (n=72) pupils from among the preparatory third graders at Taha Al-Jabal Preparatory School as well as Alhawartah Preparatory School, divided randomly into two equal groups (experimental and control) whom were exposed to the pre-measurements of conceptual understanding test, creative writing skills test, observation sheet and value behavior scale in order to verify the equality of the two research groups.
Step 7: Conducting the experimental treatment, that is, teaching the content using reflective teaching tools, methods and procedures applied to the pupils of the experimental group, while the control group studied the same content using the traditional method. The measurement instruments were applied later to pupils of the control and experimental groups.
Step 8: Finding, analyzing, and interpreting research results which revealed the following:
The effectiveness of the prepared program in Arabic language based on reflective teaching in understanding the linguistic concepts of third-grade preparatory pupils.
The effectiveness of the prepared Arabic language program based on reflective teaching in the development of some creative writing skills of third-grade preparatory pupils.
The effectiveness of the prepared Arabic language program based on reflective teaching in the development of the value behavior of third-grade preparatory pupils.