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Register a new userReadability Prose Texts Factors in the Book of (Arabic is my language) for Fifth Grade in the Syrian Arab Republic
عوامل انقرائية النصوص النثرية في كتاب (العربية لغتي) للصف الخامس الأساسي في الجمهورية العربية السورية
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سلمان وزو
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هدف البحث إلى إعداد قائمة بأهم عوامل الانقرائيّة في كتب (العربيّة لُغتي) لصفوف الحلقة الأولى من مرحلة التعليم الأساسيّ، وإلى تعرُّف مدى توافر هذه العوامل في النّصوص النّثريّة من كتاب (العربيّة لُغتي) للصّف الخامس الأساسيّ. وتحقيقاً للهدف الأوّل، أعدّ الباحث قائمة بأهم عوامل الانقرائيّة في كتب (العربيّة لُغتي) لصفوف الحلقة الأولى من مرحلة التعليم الأساسيّ، تكوّنت هذه القائمة في صورتها النهائيّة بعد تحكيمها من (4) مجالات رئيسة، هي: الكلمة، والجملة، والفقرة، والأسلوب، يندرج تحتها (32) عاملاً فرعياً. ولتحقيق الهدف الثاني، صمّم الباحث قائمة تحليل محتوى النّصوص النّثريّة في كتاب (العربيّة لُغتي) للصّف الخامس الأساسيّ في ضوء عوامل الانقرائيّة السابقة بتحويل المجالات الرئيسة: (الكلمة، والجملة، والفقرة) إلى وحدات تحليل، والعوامل الفرعيّة إلى فئات تحليل، فكانت القائمة بصورتها النهائيّة تتكوّن من (3) وحدات رئيسة، تندرج تحتها (24) فئة فرعية. وبعد التأكّد من صدق قائمة التحليل وثباتها، قام الباحث بتطبيقها على عينة النّصوص النّثريّة من الكتاب المستهدف. وقد أظهرت النتائج أنّ درجة توافر عوامل الانقرائيّة في النّصوص النّثريّة من كتاب (العربيّة لُغتي) للصّف الخامس الأساسيّ كانت عالية؛ إذ أنّ نسبتها المئويّة بلغت (81.59)، وأنّ عوامل الانقرائيّة المرتبطة بمجال الكلمة كانت أكثر العوامل توافراً؛ إذ أنّ نسبتها المئويّة بلغت (89.18)، تليها العوامل المرتبطة بمجال الجملة بنسبة مئوية قدرها (81.92)، ثم العوامل المرتبطة بمجال الفقرة بنسبة مئوية قدرها (73.68). وبناءً على نتائج البحث قدّم الباحث مجموعة من التوصيات والمقترحات تتعلّق بضرورة الأخذ بعوامل الانقرائيّة عند اختيار النّصوص التعليميّة، وضرورة إجراء المزيد من الدراسات في هذا المجال.
The research aims to prepare a list of the most important factors in the (Arabic is my language) books for the first stage of basic education, and to know the availability of these factors in prose texts in the book (Arabic is my language) for the fifth grade. To achieve the first objective, the researcher prepared a list of major readability factors in the books (Arabic is my language) for the first stage of basic education, this list formed from four main components: the word, sentence, paragraph, and style, falls underneath (32) sub-factor.To achieve the second objective, the researcher designed an analysis list for prose texts content in the book (Arabic is my language) for the fifth grade in light of the previous readability factors by transforming main components: (word, sentence, and paragraph) to the units of analysis, and sub-factors to Analysis categories. The list was in final form consisting of (3) head units, fall under it (24) sub-category. After confirming the veracity of the list of analysis and its stability, the researcher applied it to the prose texts sample of the target book. The results showed that the availability of readability factors in prose texts from the Book (Arabic is my language) for fifth grade was high, by a percentage of (81.59) and the readability factors associated with (word) was more available factors; by a percentage of (89.18), followed by factors related to the (sentence) by a percentage of (81.92), then the factors related to the (paragraph) by a percentage of (73.68). Based on the research results, the researcher presented a set of recommendations relating to the need for taking readability factors when choosing educational texts, and the need for further studies in this field.
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Research summary
تهدف هذه الدراسة إلى تحليل عوامل الانقرائية في النصوص النثرية الموجودة في كتاب "العربية لغتي" المقرر للصف الخامس الأساسي في الجمهورية العربية السورية. لتحقيق هذا الهدف، قام الباحث بإعداد قائمة تتضمن أهم عوامل الانقرائية التي يجب توافرها في النصوص التعليمية. شملت هذه القائمة أربعة مجالات رئيسية: الكلمة، الجملة، الفقرة، والأسلوب، وتحت كل مجال عدة عوامل فرعية. بعد التأكد من صدق وثبات القائمة، تم تطبيقها على عينة من النصوص النثرية في الكتاب. أظهرت النتائج أن درجة توافر عوامل الانقرائية في النصوص كانت عالية، حيث بلغت النسبة المئوية الإجمالية 81.59%. كانت عوامل الانقرائية المرتبطة بالكلمة هي الأكثر توافرًا بنسبة 89.18%، تليها العوامل المرتبطة بالجملة بنسبة 81.92%، ثم العوامل المرتبطة بالفقرة بنسبة 73.68%. بناءً على هذه النتائج، قدم الباحث مجموعة من التوصيات لتحسين مستوى الانقرائية في النصوص التعليمية، وأوصى بإجراء المزيد من الدراسات في هذا المجال.
Critical review
دراسة نقدية: تعتبر هذه الدراسة خطوة مهمة نحو تحسين جودة الكتب المدرسية في الجمهورية العربية السورية، إلا أن هناك بعض النقاط التي يمكن تحسينها. أولاً، كان من الأفضل أن تشمل الدراسة عينة أكبر من النصوص النثرية لضمان تمثيل أفضل لمحتوى الكتاب. ثانيًا، كان من الممكن تضمين عوامل أخرى مثل الأسلوب والإخراج الفني للنصوص، والتي تم استبعادها في هذه الدراسة. ثالثًا، لم تتناول الدراسة تأثير هذه العوامل على تحصيل الطلاب بشكل مباشر، وهو ما يمكن أن يكون موضوعًا لدراسات مستقبلية. على الرغم من هذه النقاط، فإن الدراسة تقدم إسهامًا قيمًا في مجال تحليل النصوص التعليمية وتحديد عوامل الانقرائية.
Questions related to the research
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ما هي الأهداف الرئيسية لهذه الدراسة؟
تهدف الدراسة إلى تحديد أهم عوامل الانقرائية في كتب 'العربية لغتي' للصف الخامس الأساسي، وإعداد مقياس تحليل النصوص النثرية في ضوء هذه العوامل، وتحديد مدى توافر هذه العوامل في النصوص النثرية من الكتاب.
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ما هي المجالات الرئيسية التي تم تحليلها في النصوص النثرية؟
تم تحليل النصوص النثرية بناءً على أربعة مجالات رئيسية: الكلمة، الجملة، الفقرة، والأسلوب.
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ما هي النتائج الرئيسية التي توصلت إليها الدراسة؟
أظهرت الدراسة أن درجة توافر عوامل الانقرائية في النصوص النثرية كانت عالية، حيث بلغت النسبة المئوية الإجمالية 81.59%. كانت عوامل الانقرائية المرتبطة بالكلمة هي الأكثر توافرًا بنسبة 89.18%، تليها العوامل المرتبطة بالجملة بنسبة 81.92%، ثم العوامل المرتبطة بالفقرة بنسبة 73.68%.
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ما هي التوصيات التي قدمها الباحث بناءً على نتائج الدراسة؟
أوصى الباحث بضرورة مراعاة عوامل الانقرائية عند اختيار النصوص التعليمية، وإعداد قائمة بالعوامل المؤثرة في انقرائية النصوص التعليمية، والاستفادة من نتائج البحوث والدراسات في هذا المجال عند إعداد النصوص التعليمية.
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Readability plays an important role in the stand on the appropriateness of the textbook what maturity level of language for pupils who decided on them, and the availability of the terms of her textbooks contributes in making them perform their desire
d interest. In light of these large importance of Readability the absence of manifest studies which investigating Readability textbooks becomes clearer at the local level. Accordingly , the study aimed to determine the level of Readability book (my Arabic) scheduled for pupils basic sixth grade in the Syrian Arab Republic, and know how the order of literary texts in the target book depending on the degree of its Readability, identifying differences in the Readability between the average scores of students Depending on the following variables: (gender, school rate, read type, and type of word deleted).
To achieve the objectives of the study, researcher followed the descriptive approach, and chose randomly ten literary texts from the book (my Arabic) for the sixth grade primary by five prose texts and five poetry texts, and were selected by a systematic random sample representative of the book activities, they are: Drills of third unit, sixth, ninth, then the second ten.
Based on a sample of subjects in the study prepared by the researcher of two tests: first, the sequel test to measure the level of Readability prose and poetry selected texts from the book (my Arabic) basic sixth grade. the second: Test Readability workouts consisting of (35) Question of multiple choice ; To measure the clarity of the questions of the book (Arabic language) for the basic sixth grade, and its accuracy in the expression of the task required of the pupils to implement.
Then the researcher to apply the two tools study on a random sample of pupils basic sixth grade in public schools in the city of Damascus, consisted of 505 students, spread over 12 scholarship divided on (12) class in (6) schools, of which 258 pupils, and (247 ) schoolgirl.
Well to answer questions about the study and test the validity of hypotheses, researcher of the study sample tranferred answers to the Statistical Package for Social Sciences terms of data (Spss); and calculated the averages, standard deviations, and percentages, and use the T - test for two independent samples, and analysis of monogamous variance for more than two independent samples, and test Hevah Scheffe comparisons posteriori.The study showed the following results:
• Degrees of (110) students within the independent level of Readability; (21.78%) of the total number of the sample, while the degrees of 184 pupils In the educational level of Readability; percentage of (36.43%), while degrees (211) pupils has occurred within the frustrating level Readability; that is accounted for (41.78%). By combining the number of students at the educational and independent levels, it is clear that the "Arabic Language" book for the sixth grade is suitable for 294 students, or 58.21% of the students whose the book is prepared for. The results also showed that the average scores of students at all levels of Readability reached (45.85), which is located within the educational level of AlInqiraiah.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for the sixth grade primary in the Syrian Arab Republic attributed to the variable sex, in favor of females.
• The presence of a statistically significant difference between scores of the students in the level of Readability book (my Arabic) scheduled for grade basic sixth grade in Syrian Arab Republic. attributed to the following: (academic average for pupils, And read type, and the type of word deleted in testing the sequel), in favor of each of the following categories: (average high school, and prose texts, and name).
• Not included prose and poetic texts in its location in the book (my Arabic) for the basic sixth grade depending on their degree of its Inqiraiah.
In light of the results of the study, the researcher recommended the need to take the authors of the curriculum as a standard of Alanaqraiah, and the preparation of textbooks more than the level of each class to suit individual differences among students, as suggested further studies in the field of Readability on other textbooks.
The problem of this research is represented by this question : what
are the available aesthetic values in the Arabic language book "My
language" for the fourth grade of the first circle (series) of the basic
educational stage? research aims to rea
lize the aesthetic values of
the book "My language" for the fourth grade in the first series of
the basic educational stage and Presenting suggestions on the light
of this study which enrich the book in aesthetic values ,This
research helps in presenting Suggestions which can help the
designers of the books and courses in developing the Arabic
language books for other grades, the methodology of research
depends on the descriptive method in presenting the problem and
explain its sides the objective limits the Arabic language book “My
language “for the fourth grade in the Syrian Arab Republic and the
time limits the year 2013 – 2014,the research tools are a card for
analyzing the Arabic language book “My language” into aesthetic
values, A card for analyzing the Arabic language book “My
language” into aesthetic values depending on the content, and the
results of the research The Research gets the following results , for
answering the aniston the book concentrates on aesthetic values and
neglects others, some of values are available100%and a large
section of them are available17% ,there are general suggestions,
which they are the following 1- Revising the book is the subject of
this study according to its results2-Studying the teacher and
education supervisors and the specialists before starting developing
the studying books,3-Doingsimilar researches for the Arabic
language books ”MyLanguage”,
The aim of the research is to find out the degree of learners' Involvement in the book (Arabic is my language) for the sixth grade in the Syrian Arab Republic by: presenting the educational material, the educational activities, educational pictures a
nd drawings, and the closing exercises. To achieve the goal of the research; The researcher adopted the descriptive and analytical method, and chose from the book (102) pages containing (685) units of analysis. Then he analyzed it according to the data of the Rumi and Shahrum equations, which consider the book to be effective if the coefficient of Involvement is within the range (0.4 - 1.5). The research concluded the following results:
The coefficient of involvement reached through the presentation of the educational material (1.63), and through the educational activities it reached (2.69), and through the educational pictures and drawings it reached (2.43), and through the final exercises it reached (2.33). As for the coefficient of socialism for the whole book, it reached (2.27), and this value is high, and it exceeds the maximum acceptable limit for inclusion (1.5). That is, the book is more than the scientific material that requires the learner to investigate and research compared to the material that does not require it.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting the parameters of Involvement when selecting educational content, and the necessity of conducting more studies in this area.
The research aims at analyzing the reading book scheduled in the sixth grade in
accordance with the standard which the researcher intend to. It also aims at examining
whether the reading book meets educational standards and this aim subsumes the
k
nowledge of the scientific, spiritual, moral, social, humanitarian, national, and economic,
health and environmental values which the book includes, and frequency proportion of
each. One of the most important results of research is that the percentage of investigating
the areas of educational values is sequenced as the following: The first field value is health
and environmental which rated about 26.04%; the second field is scientific values which
rated 16.33%; and the third is the national values and nationalism which rated 14.03%; the
fourth is the social values which rated slightly less than its predecessors, in this case
13.76%; the fifth field in scale is the spiritual and moral values which rated 11.33%; the
sixth is the economic values which rated 9.71%, and finally the field of human values
which rated 8.08%.
The Study Aimed at Identifying The Knowledge Levels of Blum in
The Developed Algebra Book For The Ninth Grade in The Syrian
Arab Republic in 2017-2018. The Researcher Analysed The
Questions at The End of Each Unit in The Developed Algebra
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nd Used Descriptive Analytical Approach And Analysis
Card as A Tool For This Study.
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