تأثير استراتيجية رسم الخرائط الدلالية على تحصيل طلاب المرحلة الإعدادية للغة الإنجليزية كلغة أجنبية في التركيز على الأدب
الشريط الجانبي للمقالة
محتوى المقالة الرئيسي
الملخص
يبدأ النص الأدبي عادةً بحاجة الكاتب إلى نقل رؤيته الشخصية إلى القارئ. حتى عندما يستخدم الكاتب مادة واقعية، أو يوثق قصصًا صحفية تاريخية، أو تجربته الشخصية، فإن هدفه الأساسي ليس مجرد نقل المعلومات، بل إعطاء رؤية فريدة للتجربة، رؤية لها أهمية تتجاوز اللحظة. الأدب هو الخبر الذي يبقى خبرا. أن ينقل وجهة نظره عن التجربة، ويخترع الشخصيات، ويخلق الحوار. ومن أجل حل هذه المشكلة، يجب أن يكون لدى المعلم نشاط إبداعي، ويمكن أن تكون استراتيجية رسم الخرائط الدلالية وسيلة بديلة للتعلم التي تجعل الطلاب يستمتعون وكذلك تسهل عليهم الكتابة. تهدف الدراسة الحالية إلى: 1) معرفة تأثير استراتيجية رسم الخرائط الدلالية على تحصيل طلاب المرحلة الإعدادية للغة الإنجليزية لغة أجنبية في تدريس "التركيز الأدبي". 2) معرفة ما إذا كان هناك فرق ذو دلالة إحصائية بين تحصيل الطلاب على مستوى التمييز من ناحية، وتحصيلهم على مستوى الإنتاج من ناحية أخرى. 3) معرفة قدرة طلاب المرحلة الإعدادية للغة الإنجليزية لغة أجنبية على تمييز اللغة المجازية، والتعرف على الثقافات الأخرى والوعي بها، ومهارات التفكير العليا. تم اختيار عينة مكونة من (60) طالباً بطريقة عشوائياً من طلاب الصف الرابع الاعدادي الدارسين في العراق اللغة الانكليزية في مدرسة المناهل للبنين في مدينة تكريت خلال العام الدراسي 2023/2024.
المقاييس
تفاصيل المقالة
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