| المستخلص: |
هدفت هذه الدراسة إلى استقصاء أثر تدريس مهارتي القراءة والكتابة وفق المنحى التكاملي للغة العربية في تحسين المهارتين لدى تلاميذ الصف السادس الابتدائي في مدينة القطيف في المملكة العربية السعودية . تكونت عينة الدراسة من (62) تلميذاً ، وزعت في مجموعتين متكافئتين إحصائياً؛إحداهما تجريبية درست أربع وحدات من مادة تعليمية بناها الباحث بنفسه وفق المنحى التكاملي ، والأخرى ضابطة درست موضوعات من منهاجي: القراءة والتعبير الرسميين للفصل الدراسي الأول اللذين صمما وفق مبدأ المناهج المنفصلة (تدريس كل فرع من فروع اللغة على حدة في حصص منفصلة) . جُمعت بيانات الدراسة باستخدام أداتين صممتا خصيصاً لأغراضها: مقياسا قراءة وكتابة. ولدى تحليل البيانات أظهرت النتائج: وجود فروق ذات دلالة إحصائية عند مستوى دلالة (α = 0,00) بين متوسطي العلامات الكلية للتلاميذ في اختباري القراءة والكتابة يعزى إلى أثر التدريس وفق المنحى التكاملي ، وهذه الفروق لصالح تلاميذ المجموعة التجريبية. تأسيساً على نتائج الدراسة أوصى الباحث بتدريس اللغة العربية باستخدام المنحى التكاملي بدلاً من مناهج المواد المنفصلة .
The purpose of this study was to investigate the effect of Teaching Reading and Writing Skills by Integrated Approach for Arabic Subjects on Development of This Two Skills For Students of Sixth Grade Elementary Class on Qatif Governorate in Kingdom of Saudi Arabia. sample of the study consisted of (62) students distributed on two equal groups, one is an experimental, which studied four units of Arabic subjects designed by researcher especially for Integrated Approach , and the other control, which studied units from Official Curricula of Reading and Writing Expression which based on Segregated Subjects Curricula. The data of the study was collected by using Tow instruments: Reading, and Writing scales. All this instruments designed especially for the purposes of the study. Data analysis revealed the following results: There were statistically significant differences at (α = 0.00) Between the means of total marks of students on Reading, and Writing Tests attributed to the effect of using Integrated approach. These differences were in favor of the experimental group. A need for using Integrat The purpose of this study was to investigate the effect of Teaching Reading and Writing Skills by Integrated Approach for Arabic Subjects on Development of This Two Skills For Students of Sixth Grade Elementary Class on Qatif Governorate in Kingdom of Saudi Arabia. Sample of the study consisted of (62) students distributed on two equal groups, one is an experimental, which studied four units of Arabic subjects designed by researcher especially for Integrated Approach , and the other control, which studied units from Official Curricula of Reading and Writing Expression which based on Segregated Subjects Curricula. The data of the study was collected by using Tow instruments: Reading, and Writing scales. All this instruments designed especially for the purposes of the study. Data analysis revealed the following results: There were statistically significant differences at (α = 0.00) Between the means of total marks of students on Reading, and Writing Tests attributed to the effect of using Integrated approach. These differences were in favor of the experimental group. ed approach instead of Segregated Subjects Curricula had been recommended.
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