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المستخلص introduction. Language is one of the most important manifestations of human behavior that distinguishes a person from other other beings. The linguistic ability is the most prestigious of the human capabilities, God has preferred him over all creatures by language. (Hoda Imam, 2007, 28) And the importance of language comes from the importance of its speakers, because language is the title of its people, because it lives their lives and dies by their death, and it develops and progresses with their progress and development, it weakens their weaknesses and lags behind their backwardness (Ali Madkour, 2005, 105) And if the language as a communication tool depends on the two sides of the productive and future communication, then its means of achieving this is the grammar, as its role is effective in the language system, its relationship to verbal and written expression and linguistic wealth is a close relationship, as mastery of grammatical rules helps the student to use words and sentences correctly Then you have sound language habits. The grammar is the backbone of the Arabic language, because the sentences are constructed and determine the location of the word, its meaning, validity and pronunciation, because the Arabs did not use their language except Arabized and sound from the melody, and there was no time on the Arabic language in which it appeared devoid of expression because it is the most prominent of its characteristics in style and composition, and this is the case from its birth to Today (Majed Al- Khayyat, 35, 2010) Grammar has great importance within the language system, its relationship to verbal and written expression and the development of linguistic wealth is a close relationship; where the student is not able to express the correct expression unless he is able to grammatical rules, then mastery of grammatical rules helps the student to use words and phrases correctly, so that he has sound language habits. In light of the change taking place in the world, the traditional thought based on filling information and meanings in the minds has become unable to qualify individuals and develop their personalities and help them to adapt to this critical stage. Perhaps collective thinking is among the types of thinking that imposes itself at the individual and collective level, for its contribution to avoiding The risks and harms of independent individual thinking. The importance of collective thinking is that teaching in the classroom depends on good students, so they answer without others the teacher’s questions, and others do not participate in any effort in the thinking process, but in the case of division into groups, students with less prominence take an opportunity to contribute or at least an opportunity to monitor thinking Others practically (Hassan Shehata, 58, 2014) Studies have confirmed the direct relationship between collective thinking and the development of language communication skills. When an individual is in a position that requires him to present an idea with a group of individuals about a specific subject and speak without shame or fear, to listen to others ’ideas so that he does not repeat them, and to write his thoughts until he has read them , So his relationship with language communication is close. Among the strategies that the approach of collective thinking depends on (cooperative learning - problem solving - brainstorming) which in turn addresses the difficulties faced by students in acquiring grammatical skills, especially since the teacher considers grammatical rules a memorization material that saves the student from the base and extracts it through truncated examples and can only The superior student from extracting and applying the base and the rest of the students does not Feeling the problem. In view of the lack of interest in developing grammatical achievement and linguistic performance (reading and speaking) among sixth-grade primary students, and the presence of severe weakness in grammar achievement and linguistic performance of students, the study identified the manifestations of this deficiency through the following: (1) Studies and literature:- - The following manifestations of this weakness were observed: Primary school students cannot express any subject orally or in writing, as they do not have the ability to create a sound Arabic language in terms of performance. - The large number of grammatical errors in students ’oral expressions, and this is reflected in their written work, linguistic performance, and suffering in briefing the rules that enable them to answer oral and written applications. -Learning grammar for students is nothing but putting movements on the end of words without awareness of the moral significance of these movements in speech. (2) The teacher’s questionnaire: The opinions of the Arabic language teachers on the achievement level of the pupils in the grammatical rules and their linguistic performance were identified. The result of the questionnaire resulted in the following: The student achievement level in grammar is low. - The students’ readings and conversations are full of grammatical errors. from the above it is clear that this weakness is due to the accumulation of curricula by grammatical rules and their lack of application on these rules, and the use of traditional teaching methods, which made students have a negative attitude towards grammar (Abdullah Hassoun, 2010, 23) Defining the problem. The problem of this study is determined by the poor grammar achievement of sixth graders and the large number of grammatical errors in students ’readings and speaking, and then the study attempts to answer this main question: How can the collective thinking approach be used in teaching grammar to develop achievement and linguistic performance of sixth graders? This main question is divided into the following questions: 1. What is the effect of using the group thinking approach in teaching grammar on developing grammar achievement? 2. What is the effect of using the collective thinking approach in teaching grammar on developing reading skills? 3. What is the effect of using the group thinking approach in teaching grammar on developing speaking skills? Hypotheses of study: - There are statistically significant differences between the mean scores of the experimental group and the control in the post application of the achievement test in the grammatical rules in favor of the experimental group. - There are statistically significant differences between the mean scores of the experimental group and the control in the post-application of the performance test in reading in favor of the experimental group. - There are statistically significant differences between the mean scores of the experimental group and the control in the post-application of the performance test in speaking in favor of the experimental group. Study objectives: The current study aims to: The development of grammatical achievement and improving the linguistic performance of sixth-grade primary students, through the entrance to collective thinking. Study methodology: The current study will be based on: The experimental approach: where the effect of using the collective thinking approach is confirmed. The limits of the study: This study is limited to: - The sixth primary class, because it is the class in which the grammatical rules that students need in their hadith and writing are taught. -The school of the martyr Muhammad Hussein Kristi, because it contains a diverse educational environment that is almost representative of society. - The grammar rules prescribed for the sixth grade in the first semester. - Linguistic performance: This study is limited to both reading and speaking skills. Defining terms. Collective thinking: “A type of thinking in which a group tries to bridge points of view in an attempt to avoid entering into a conflict and reach an agreement without criticizing the opinions of others in a way that preserves the group’s spirit.” (Hassan Shehata, 2014, 55) Simmons defined it as ”the interaction of systems of thinking within the group, which helps to adopt a clear picture of all situations and reach a collective opinion shared by all members” (Simmons, 2002) In this study, he was defined as ”cooperative thinking that depends on the integration of opinions to reach a solution to a problem.” Collective thinking strategies: Collective thinking strategies are represented in (problem solving - cooperative learning - brainstorming) Grammar rules: It was defined idiomatically (Amani Helmy, 2010, 42), ”The science that deals with the peculiarities of language and its origins.” Amal Al-Roubi (Amal Al-Roubi, 2013, 118) considered that grammar rules mean ”the science that combines the study of grammar and exchange and the study of the relationship between words and sentences, and the conditions of syntax, and examines the structures and associated properties and control of late speech, as well as changes in the structure The word is from derivation, rigidity, reasoning, substitution, proportions, miniaturization, singularity, idolatry and pluralism. And defined in this study as ”materials extracted from the science of grammar used as a basis for teaching the language, and is limited in this study to some of the rules established for students of sixth grade primary first semester.” Grammar achievement: The ability of students to answer the questions that are directed to them in the light of the grammatical rules prescribed to them. Language performance: Imane Sabri defined him (Imane Sabri, 2003, p. 11) as ”verbally constructed, woven and formulated with meanings, thoughts, feelings and feelings that mix in the hearts of those who produce the language (writing and speaking) and those who receive it (reading and listening) Study steps and procedures: The study proceeds according to the following steps and procedures: 1- What is the effect of using the collective thinking approach in teaching grammar on the development of achievement among sixth graders? - Choose the sample and divide it into two control and experimental groups. Apply the assessment tools (grammar test) to the two groups. Teaching using the group thinking entry for the experimental group. - Applying calendar tools dimensionally to the two groups. -Extracting and discussing results. 2- What is the effect of using the collective thinking approach in teaching grammar on developing the reading skills of sixth-grade primary students? - Choose the sample and divide it into two control and experimental groups. - Application of the performance test in reading to the two groups. Teaching using the group thinking entry for the experimental group. - Applying the performance test in reading later on the two groups. -Extracting and discussing results. 3- What is the effect of using the collective thinking approach in teaching grammar on developing the speaking skills of sixth graders? - Choose the sample and divide it into two control and experimental groups. difference at the level of significance .010 between the mean scores of the students of the control and experimental groups in the postapplication of the grammar test. - The performance of the experimental group improved compared to the performance of the control group in the post-application of the reading test, and this is supported by the presence of a statistically significant difference at the level of significance .010 between the mean scores of students of the control and experimental groups in the post-application of the reading test. - The performance of the experimental group compared to the performance of the control group in the post-application of the speaking test, and this is supported by the presence of a statistically significant difference at the significance level .010 between the mean scores of the students of the control and experimental groups in the post-application of the speaking test. Second: Study recommendations: In light of the results of the study, the study recommends the following: 1- The necessity of paying attention to group teaching methods in the elementary stage in order to achieve positivity and effectiveness. 2- Preparing training courses for teachers to train them in using group teaching methods. 3- The Ministry of Education adopts the approach of collective thinking. 4- Preparing guides for Arabic language teachers at all educational levels according to the strategies of the collective thinking approach. - Third: Study proposals: - Application of the performance test in speaking to the two groups. Teaching using the group thinking entry for the experimental group. - Application of the performance test to speak on the two sides. -Extracting and discussing results. - Development of recommendations and proposals. Analysis and interpretation of results: As this study aims to develop grammatical achievement, reading skills, and speaking skills for sixth grade primary students using the collective thinking approach, the study posed the following questions in an attempt to reach this goal through the following main question: How can the collective thinking approach be used in teaching grammar to develop achievement and linguistic performance of sixth graders? This main question is divided into the following questions: 1. What is the effect of using the group thinking approach in teaching grammar on developing grammar achievement? 2. What is the effect of using the collective thinking approach in teaching grammar on developing reading skills? 3. What is the effect of using the group thinking approach in teaching grammar on developing speaking skills? The results resulted in: - The performance of the experimental group compared to the performance of the control group in the post-application of the grammar test, and this is supported by the presence of a statistically significant In light of the results of the study, and in light of the recommendations, the researcher proposes a number of research issues that are suitable to be future studies that other researchers can do. 1. Using the collective thinking approach in developing listening skills. 2. Using the collective thinking approach in developing writing skills. 3. Using the collective thinking approach in developing reading comprehension skills. 4. Using the collective thinking approach in developing reading fluency skills. |