ارسل ملاحظاتك

ارسل ملاحظاتك لنا







الرئيسية > الضعف في الكتابة لدى طلبة مرحل...>الوصف

الضعف في الكتابة لدى طلبة مرحلة التعليم الأساسي في الأردن، تشخيصه وعلاجه

المؤلف الرئيسي: بركات، سلمي محمد عبدالرحمن (مؤلف)
مؤلفين آخرين: مقدادي، محمد فخري (مشرف)
التاريخ الميلادي: 2003
موقع: عمان
الصفحات: 1 - 336
رقم MD: 573763
نوع المحتوى: رسائل جامعية
اللغة: العربية
الدرجة العلمية: رسالة دكتوراه
الجامعة: جامعة عمان العربية
الكلية: كلية الدراسات التربوية العليا
الدولة: الاردن
قواعد المعلومات: Dissertations
مواضيع:
تعليم الكتابة | صعوبات التعلم | طلاب المدارس الأساسية | الأخطاء الإملائية | الأردن
رابط المحتوى:
صفحة العنوان     
المستخلص     
قائمة المحتويات     
24 صفحة الأولى     
1 الفصل     
2 الفصل     
3 الفصل     
4 الفصل     
5 الفصل     
الخاتمة     
المصادر والمراجع     
الملاحق     
صورة الغلاف QR قانون

عدد مرات التحميل

516

حفظ في:
المستخلص: This study aimed at indicating the actual reasons behind weaknesses in writing Arabic by fourth, seventh and tenth graders from the point of view of students, teachers and educators , in addition to constructing and evaluating a remedial model. To achieve this aim the study attempted to answer two basic questions: a. What are the aspects of weaknesses in the writing of fourth, seventh and tenth graders? b. What are the reasons behind weaknesses of writing of fourth, seventh and tenth graders from the point of view of students, teachers and educators? The following sub questions were derived from these two basic questions: 1. What are the reasons behind weaknesses in writing of fourth, seventh and tenth graders from the point of view of students? 2. What are the reasons behind weaknesses of writing of fourth, seventh and tenth graders from the point of view of teachers? 3. What are the reasons behind weaknesses of writing of fourth, seventh and tenth graders from the point of view of educators? 4. Does the weaknesses in the writing of fourth, seventh and tenth graders differ according to gender? 5. Do writing errors of fourth, seventh and tenth graders decrease when moving from one educational stage to another? 6. What is the influence of gender and the remedial educational program on the level of weakness in writing of the aforementioned stages? The population of this study consisted of (19721) students (males and females). For the study purposes two samples were chosen: First, the diagnostically sample of the study: consisting of 1200 students ( males and females) in which the individuals were randomly selected via lists of names of the fourth, seventh and tenth graders to diagnose their performance in writing issues including: issues relating to dictation, punctuation, guided composition, and grammar and inflectional issues relating to dictation- and to identify their writing errors. Second, the targeted sample of the study: which consisted of (60) students (males and females). It represented the weakest students ( 10 males and 10 females) from each of the elementary stages mentioned above. The researcher did the following in answering the questions of the study:

First, the researcher analyzed the Arabic textbooks of the aforementioned stages so as to identify the issues of writing included in these textbooks; the researcher verified the validity and stability of this analysis. Second, the researcher constructed diagnostical tests for the three stages according to the issues handled by the Arabic textbooks of each stage. Third, the researcher prepared questions to interview the weakest students and other questions to interview their Arabic teachers and others for the educators of Arabic language in Greater Amman Directorate to investigate the actual reasons for the weaknesses in writing of the aforementioned stages. Fourth, the researcher constructed a remedial program for the weakest students for each of the aforementioned stages. Fifth, the researcher constructed an evaluative test for the remedial educational program. The following are the results of the study: - As for the first question: the aspects of weakness in writing for the students of the three stages were in the writing issues related to dictation, punctuation, guided composition, grammar, and inflection, affecting dictation. - As for the second question: the results of the study indicated that the reasons for the weakness in writing from the point of view of the students in the three stages could be summarized in two main sources: students (34%) and family (28%), but from the point of view of teachers the main reasons of writing weaknesses of the three stages were teachers (21.2%) and family (18.9%). On the other hand, educators find the reasons to be mainly due teachers (27.5), family (15%) and foundational stages (15%).

- As for the fourth question: The results of the study showed statically significant differences at the level of (0.0005) between the average grades of males and those of females in the first and second stages in the diagnostical test in favor of girls. However, there were no differences of statistical significance between the average grades of both males and females in the third stage of the dignostical test. - As for the fifth question: the results of the study showed that. As for the third issue the percentage of errors of females decreased. - The study also showed a decrease in the percentage of errors. - regarding the sixth issue( demonstrative and relative pronouns) of females. - As for the seventh issue(al alif al fariqa): the results of the study indicated a decrease in the percentage of errors of females. - As for the eighth issue (punctuation): the percentage of errors of males decreased with a relative decrease when it came to females; on the other hand the results showed no decrease in other writing issues for females and males but rather there was either an increase or stability in these issues. - As for the sixth question: The study results showed that there were sharp differences between the grades average of males and females in the three stages in favor of females at level ( 0.005). There were also sharp differences between the average grades of the students in the dignostical test (the pre-test) and the average grades of the students in the post-test (evaluative test) at the level of ( 0.005) in the favor of the post-test in the three stages. In the light of these results, the researcher recommended the following: - The Arabic Curriculum of the third basic stage ( eighth, ninth, and tenth grades) should include issues of dictation and punctuation and (khat al ruq’a) due to their great importance. - Benefiting from the three educational remedial programs prepared by the researcher to process writing errors according to each stage. - conducting comparative studies on writing errors for students of the three elementary stages. - The importance of self – development of the teachers of Arabic through knowledge, professional and behavioral enrichment.

عناصر مشابهة


© 2024 المنظومة. جميع الحقوق محفوظة.