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Register a new userThe degree of availability of semiotic standards for educational pictures in the book (Arabic is my language) for the fourth grade in the Syrian Arab Republic
درجة توفُّر معايير سيميائيَّة الصُّور التعليميَّة في كتاب (العربيَّة لغتي) للصَّفِ الرَّابع الأساسيّ في الجمهوريَّةِ العربيَّةِ السُّوريَّة
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سلمان وزو
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هدف البحثُ إلى تعرُّف درجة توفُّر معايير سيميائيَّة الصُّور التَّعليميَّة في صور كتاب (العربيَّة لغتي) للصَّفِ الرَّابع الأساسيّ في الجمهوريَّةِ العربيَّةِ السُّوريَّة. ولتحقيق هدف البحث؛ أعدَّ الباحثُ قائمةً بمعايير سيميائيَّة الصُّور التَّعليميَّة، مكوّنة من مجالينِ: تربويّ وفنيّ، يندرج تحتهما (15) معياراً رئيساً، تتضمن (56) مؤشراً دالاً على تحقُّقها. ثمَّ حلّل في ضوئها صور الكتاب البالغ عددُها (121) صورة أو وحدة تحليل. وخلص البحث إلى النتائج الآتية: - جاءت الدرجة الكليَّة لتوفُّر معايير سيميائيَّة الصُّور التَّعليميَّة في صور كتاب (العربيّة لغتي) للصَّفِ الرَّابع الأساسيّ، بمتوسط حسابيّ (2.62) وبنسبة مئويَّة (87.33) وبدرجة توفُّر كبيرة. - حصلت معايير سيميائيَّة الصُّور التَّعليميَّة المتعلِّقة بالمجال التربويّ، على متوسط حسابيّ (2.79) ونسبة مئويَّة (92.89) ودرجة توفُّر كبيرة. في حين حصلت المعايير المتعلِّقة بالمجال الفنيّ، على متوسط حسابيّ (2.39) ونسبة مئويَّة (79.69) ودرجة توفُّر كبيرة. - جاءت (9) من المعايير الفرعية لسيميائيَّة الصُّور التَّعليميَّة، بدرجة توفُّر متوسطة، و(47) معياراً بدرجة توفُّر كبيرة. - حصلت (107) صور من صور كتاب (العربيَّة لغتي) للصَّفِ الرَّابع الأساسيّ على درجة توفُّر كبيرة، وحصلت (10) صور على درجة متوسطة، وجاءت (4) صور بدرجة صغيرة. - يوجد فرق ذو دلالة إحصائيَّة عند مستوى دلالة (0.05) بين متوسطَي تكرارات معايير سيميائيَّة الصُّور التَّعليميَّة في صور كتاب (العربيّة لغتي) للصَّفِ الرَّابع الأساسيّ يعزى إلى نوع المجال: (تربويّ وفنيّ)، وهذا الفرق لمصلحة المجال التربويّ. وبناءً على نتائج البحث قدّم الباحث مجموعة من التوصيات والمقترحات تتعلّق بضرورة الأخذ بمعايير سيميائيَّة الصُّور التَّعليميَّة عند اختيار الصُّور التعليميّة، وضرورة إجراء المزيد من الدراسات في هذا المجال.
The aim of the research is to identify the degree of availability of semiotic criteria for educational pictures in the pictures of the book (Arabic is my language) for the fourth grade in the Syrian Arab Republic. To achieve the purpose of the research. The researcher prepared a list of criteria for the semiotic of educational images, consisting of two domains: educational and technical, falls under them (15) main criteria, includes (56) indication of the achievement of them. Then he analyzed pictures of the book, which its number (121) picture or analysis unit. The research concluded the following results: The overall score for the availability of criteria for the semiotics of educational pictures in the pictures of the book (Arabic is my language) for the fourth grad got an average (2.62), and a percentage (87.33), and a large degree of availability. The criteria for the semiotics of educational images related to the educational field obtained got an average (2.79), and a percentage (92.89), and a large degree of availability. However the criteria related to the technical field got an average (2.39), a percentage (79.69), and a large degree of availability. Nine of the criteria for the semiotics of educational images was with a moderate degree of availability, and (47) criteria with a large availability. (107) pictures from the (Arabic My Language) book for the fourth grade obtained a large degree of availability, (10) pictures got a medium degree, and (4) pictures obtained a small degree. There is a statistically significant difference at a level of significance (0.05) between the two average frequencies of the semiotic criteria for educational pictures in the pictures of the book (Arabic My Language) for the fourth grade attributed to the type of field: (educational and artistic), and this difference is favor of the educational field. Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting semiotic criteria for educational pictures when choosing educational pictures, and the need to conduct more studies in this field.
Artificial intelligence review:
Research summary
تهدف هذه الدراسة إلى تقييم مدى توفر معايير السيميائية في الصور التعليمية في كتاب (العربية لغتي) للصف الرابع الأساسي في الجمهورية العربية السورية. قام الباحث بإعداد قائمة معايير سيميائية للصور التعليمية، تتضمن مجالين: تربوي وفني، واشتملت على 15 معياراً رئيسياً و56 مؤشراً دالاً. تم تحليل 121 صورة من الكتاب بناءً على هذه المعايير. أظهرت النتائج أن الدرجة الكلية لتوفر معايير السيميائية في الصور كانت عالية، حيث بلغ المتوسط الحسابي 2.62 بنسبة مئوية 87.33%. حصلت المعايير التربوية على متوسط حسابي 2.79 ونسبة مئوية 92.89%، بينما حصلت المعايير الفنية على متوسط حسابي 2.39 ونسبة مئوية 79.69%. تم تقديم توصيات بضرورة اعتماد معايير السيميائية عند اختيار الصور التعليمية وإجراء المزيد من الدراسات في هذا المجال.
Critical review
تعد هذه الدراسة خطوة مهمة في تقييم جودة الصور التعليمية في الكتب المدرسية، إلا أنها تفتقر إلى تحليل عميق لبعض الجوانب الفنية التي قد تؤثر على فعالية الصور في العملية التعليمية. كما أن الاعتماد الكبير على المعايير التربوية قد يغفل بعض الجوانب الجمالية التي تلعب دوراً مهماً في جذب انتباه الطلاب وتحفيزهم. من الممكن أن تكون هناك حاجة لتوسيع نطاق الدراسة لتشمل عينات أكبر من الكتب المدرسية ومن مختلف المراحل التعليمية للحصول على نتائج أكثر شمولية ودقة.
Questions related to the research
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ما هي أهداف الدراسة؟
تهدف الدراسة إلى تقييم مدى توفر معايير السيميائية في الصور التعليمية في كتاب (العربية لغتي) للصف الرابع الأساسي في الجمهورية العربية السورية.
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ما هي المعايير المستخدمة في تحليل الصور التعليمية؟
تم استخدام 15 معياراً رئيسياً تتضمن 56 مؤشراً دالاً، موزعة على مجالين: تربوي وفني.
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ما هي النتائج الرئيسية للدراسة؟
أظهرت النتائج أن الدرجة الكلية لتوفر معايير السيميائية في الصور كانت عالية، حيث بلغ المتوسط الحسابي 2.62 بنسبة مئوية 87.33%.
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ما التوصيات التي قدمها الباحث بناءً على نتائج الدراسة؟
أوصى الباحث بضرورة اعتماد معايير السيميائية عند اختيار الصور التعليمية وإجراء المزيد من الدراسات في هذا المجال.
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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 to find out the extent of availability of the Listening Comprehension Skills and levels in the texts of listening from the book Language Arabic Grade Seventh Basic in the Republic of the Arab Syrian. To achieve the goal of the resea
rch, the researcher prepared a list of listening comprehension skills and levels, consisting of (29) listening comprehension skills fall under five levels: literal, deductive, critical, gastronomic and creative. He then analyzed the questions of the four listening texts (64 units of analysis). The research concluded the following results:
The skills of listening comprehension in the questions of listening texts from the Arabic language textbook for the seventh grade (20) skills, eight of which skills in the literal level, five skills in the deductive level, and three skills in the critical level, and two skills for both gastronomic and creative level.
The literal level came first with (30) iterations and (46.88%) of the (64) iterations. Followed by the deductive level in the second place with (14) iterations and a percentage of (21.89%). The level of gastronomic ranked third with (13) again and the proportion of (20.31%). The cash level comes in fourth place with (4) iterations and (6.25%). Followed by the last level ranked creative b (3) recurrences and the percentage of (4.69%).
There were statistically significant differences in the frequency of skills and levels in listening text questions , in favor of higher-frequency skills and levels, and the distribution of these skills and levels was not balanced.
Listening texts included only (72%) of the listening comprehension skills contained in the National Standards of Education document. This somewhat low percentage indicates that the Arabic language textbook for the seventh grade does not adequately include the criteria in which it was designed.
Based on the research results of the researcher presented a set of recommendations and suggestions regarding the need for the introduction to the Listening Comprehension Skills and levels when choosing educational texts, and the need for further studies in this area.
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 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 fi
fth 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.
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”,
suggested questions
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