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درجة توافر استراتيجيات فهم المقروء في تدريس معلمات اللغة العربية للقراءة لطالبات الصفوف ‏
‏(5-10) في سلطنة عمان
 

عفراء الحوسنية*

‏* جامعة السلطان قابوس، سلطنة عُمان

Doi://10.47015/17.2.7                           

JJES,17(2),2021, 271-283

ملخص: هدفت الدراسة إلى تحديد استراتيجيات فهم المقروء التي ينبغي توافرها في تدريس معلمات اللغة العربية للقراءة لطالبات للصفوف من (5-10)، والكشف عن درجة توافر هذه الإستراتيحيات في تدريس معلمات اللغة العربية للقراءة لطالبات الصفوف (5-10). ولتحقيق هدفي الدراسة، أعدت الباحثة قائمة لاستراتيجيات فهم المقروء وبعد التحقق من صدقها وثباتها، أدرجتها الباحثة في بطاقة ملاحظة تضمنت خمس استراتيجيات رئيسة هي: (التنبؤ، والرّبط، والتّساؤل الذاتي، والتّصوّر الذّهني، والتّلخيص)، وتتضمن كلً منها عدة استراتيجيات فرعية بإجمالي (19) استراتيجية. طبقت الباحثة هذه البطاقة على عينة عشوائية بلغت (36) معلمة من معلمات المدراس التابعة لمديرية التربية والتعليم في محافظة شمال الباطنة في مدارس الصفوف (5-10) في سلطنة عمان. وكشفت نتائج الدراسة أن درجة توافر استراتيجيات فهم المقروء في تدريس معلمات اللغة العربية للقراءة لدى طالبات الصفوف (5-10) جاءت جميعها متوسطة ما عدا استراتيجية التساؤل الذاتي التي جاءت درجة توافرها منخفضة.‏


‏(
الكلمات المفتاحية:
استراتيجيات فهم المقروء، معلمات اللغة العربية، طالبات الصفوف (5-10)، سلطنة عمان)

 

The Degree of Availability of Reading Comprehension Strategies among Female Arabic Language Teachers in Teaching Reading for Grades (5-10) Female Students in the Sultanate of Oman 

 

Afraa Al-Housniah, Sultan Qaboos University, Sultanate of Oman.

Abstract: This study aimed to identify reading comprehension strategies that should be available among female Arabic language teachers in teaching reading for grades (5-10) female students find the availability degree of these strategies among female Arabic teachers in teaching reading. To achieve both goals, the researcher prepared a list of reading comprehension strategies and after verifying its truthfulness and consistency, the researcher included it into a note card that includes (5) main strategies: (predicting, connecting, self–questioning, mental perception and summarizing). Each one includes several sub-strategies with the total of (19) strategies. She applied this card to a random sample of (36) female Arabic teachers from schools in the Directorate of Education, North Batinah Governorate, for grades (5-10) in the Sultnate of Oman. The findings revealed that the degree of availability of reading comprehension strategies among female Arabic language teachers in teaching reading for grades (5-10) female students was average for all strategies, except for the self-questioning strategy, for which the availability degree was low.‎


‎(Keywords:
Reading Comprehension Strategies, Female Arabic Teachers, (5-10) Grades Female Studemte, Sultanate of Oman).‎

 

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