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Register a new userThe Factors Affecting the Readability of Arabic Is My Langauage Books in the First Stage of Primary Education from the Standpoint of their Teachers
العوامل المؤثرة في مقروئية كتب العربية لغتي في الحلقة الأولى من التعليم الأساسي من وجهة نظر معلميها
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مجلة جامعة البعث مقالة
Publication date
2017
fields
Education
and research's language is
العربية
Created by
سلمان وزو
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هدف البحث إلى تحديد أبرز العوامل المؤثّرة في مقروئيَّة كتب (العربيّة لُغتي) لصّفوف الحلقة الأولى من التّعليم الأساسيّ من وجهة نظر معلّمي الحلقة الأولى. ولتحقيق هذا الهدف، استخدم الباحث المنهج الوصفيّ، وأعدّ استبانة مكوّنة من (32) عاملاً من عوامل المقروئيَّة تندرج تحت أربعة محاور. وبعد التأكّد من صدقها وثباتها، قام الباحث بتطبيقها على عيّنة عشوائيّة، تكوّنت من (150) معلّماً ومعلّمة من معلمي الحلقة الأولى في مدارس دمشق للعام الدراسيّ 2016-2017. وخلص البحث إلى النتائج الآتية: - أبرز عوامل مقروئيَّة كتب (العربيّة لُغتي) لصّفوف الحلقة الأولى من التّعليم الأساسيّ هي المتعلّقة بمجال الفقرة، فالكلمة، فالأسلوب والإخراج، ثمّ الجملة؛ إذ حصل محور (عوامل المقروئيَّة المتعلقة بمجال الفقرة) على أعلى درجة تأثير بوزن نسبي (73.5%)، وبدرجة تأثير كبيرة. يليه محور (عوامل المقروئيَّة المتعلّقة بمجال الكلمة)، بوزن نسبي (70.2%)، وبدرجة تأثير كبيرة أيضاً. ثمّ محور (عوامل المقروئيَّة المتعلّقة بمجال الأسلوب والإخراج)، بوزن نسبي (68%)، وبدرجة تأثير متوسطة. وكان محور (عوامل المقروئيَّة المتعلّقة بمجال الجملة) أقل العوامل تأثيراً؛ إذ جاء بوزن نسبي (66.6%)، وبدرجة تأثير متوسطة أيضاً. وجاءت النتيجة الكلية لعوامل المقروئيَّة المتعلقة بالمجالات الأربعة بوزن نسبي (69.5%)، وبدرجة تأثير كبيرة. - وجود فروق دالّة إحصائيّاً بين متوسطات آراء معلمي الحلقة الأولى حول أبرز عوامل المقروئيَّة في كتب (العربيّة لُغتي) لصفوف الحلقة الأولى من مرحلة التعليم الأساسيّ تبعاً لكلّ من متغيّرَي الدورات التدريبيّة وسنوات الخبرة لصالح الذين اتبعوا دورات، وذوي الخبرة (أكثر من 10 سنوات). وبناءً على نتائج البحث قدّم الباحث مجموعة من التوصيات والمقترحات تتعلّق بضرورة الأخذ بعوامل المقروئيَّة عند اختيار النّصوص التعليميّة، وضرورة إجراء المزيد من الدراسات في هذا المجال.
The current research aimed to identify the most important factors affecting on readability of (Arabic is my language) books for the first stage of primary education from the standpoint of the first stage teachers. And to achieve this aim, the researcher used the descriptive approach, and prepared a questionnaire composed of (32) factors of readability factors fall under four field. After confirming the validity and reliability, the researcher carrying it out on a random sample, which consisted of (150) teachers of first stage in Damascus schools. The research found the following results: - The Most readability factors of (Arabic is my language) books, are related to the paragraph, word, style and output, and sentence; the (readability factors related to the paragraph) has the highest degree of influence with relative weight (73.5%), with a great effect. Followed by (readability factors related to the word), with a relative weight (70.2%), and also has a great effect. Then (readability factors related to the style and output), with a relative weight (68%), and has moderately effect. The (readability factors related to the sentence) was less influential factor; it came with a relative weight (66.6%), and also has moderately effect. The overall result of readability factors related to the four fields has relative weight (69.5%), with great effect. - There are significant differences among the averages of the views of the Arabic language teachers about the most important readability factors in the (Arabic is my language) books for the first stage of primary education according to each of the variables training courses and years of experience for those who follow the courses, and experienced (over 10 years). Based on the research results, the researcher presented a set of recommendations and proposals 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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