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The aim of the current research is to identify (training courses and their role in developing the teaching skills of primary school teachers). Dhi Qar, for the academic year (2022/2023). The research sample amounted to (150) male and female teachers from the original community, and they were chosen randomly, where the researcher adopted the current research tool, which is the questionnaire to know the training courses and their role in developing teaching skills. Four main areas, namely (the skill of fluency, the skill of originality, the skill of flexibility, and the skill of sensitivity to problems). Reliability using the Alpha Cro-Nabach method, and the value of the stability coefficient was (0.89). To extract the results of the current research, the researcher used statistical methods, including (Kai square, Alpha Cro-Nabach equation, Pearson correlation coefficient, weighted mean, analysis of variance, unilateralism, Scheffe test, standard deviation, weight percentage) and the research came out with a set of results, including: - The role of training courses for primary school teachers in developing teaching skills was significant, as the weighted mean was (3.78) and the weight percentile was (0.76). All the weighted circles indicated to a large degree the role of training courses for primary school teachers in developing teaching skills from their point of view. - There are no statistically significant differences in the role of training courses for primary school teachers in developing creative teaching skills, according to (years of teaching experience). In the light of the research results, the researcher presented a set of recommendations and proposals, the most important of which are 1 . Providing training courses for primary school teachers, according to specific programs that help them raise their levels and professional competencies, and encourage them to attend the courses. I have suggested: Conducting a similar study in the future dealing with the role of training courses in developing basic educational skills for teachers and their reflection on primary school students.
Seeking This research from the equivalence of the predicates in Arabic grammar, a pragmatic equivalence, in which it seek to highlight the pragmatic analysis of the Arab grammarians in treating many cases in which the nouns come as a predicate without the presence of a factor that causes the accusative. The study is not intended to prove that the grammatical theory is based on the pragmatic dimension, and the concept of the factor is discarded. Because this concept is the basic of the grammatical theory and it found on it. Rather, the study focuses on the grammarians’ treatment of many nouns which the factor theory does not apply on them, with the grammarians acknowledging, but they strive to estimate a factor they declare that it must be included, and that it cannot appear, and at the same time the researcher find them in the same places mention the pragmatics contexts, that mention in the sentence in order to clarify the meaning that leads to the accusatives of nouns. The speech act – as it known – is the completion of the speaker by his pronouncing the sentence with a realistic act that results in an impact on the responded m such as fulfilling.
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