أثر تلحين النصوص الشعريّة لمادة القراءة العربيّة في التحفيظ وسرعة القراءة عند تلاميذ الصف الثالث الابتدائي

الموضوعات

تربية وتعليم

روابط وملفات

التعريف والنوع

رقم الوثيقة

0f82f403-4ebb-46df-b6c9-ea016844541c

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل ماجيستير

نوع الملف

pdf text

أسماء الملفات

998065_1.pdf

بيانات النشر

ترجمة العنوان

The effect of melodic poetic texts for the Arabic reading lesson in memorization and reading speed for the pupils in primary third grade

ألقاب المؤلفين

[{"name_ar":"ثائر سمير الشمري","title_ar":"اشراف","title_en":"Supervision"},{"name_ar":"مهند فاضل فرهود الجنابي","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"هاشم راضي العوادي","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

Arabic

المصدر والدورية

اسم المصدر

أثر تلحين النصوص الشعريّة لمادة القراءة العربيّة في التحفيظ وسرعة القراءة عند تلاميذ الصف الثالث الابتدائي

المحتوى والصفحات

عدد الصفحات

0

ترجمة الملخص

The current research aimed to investigate "The effect of melodic poetic texts for the Arabic reading lesson on memorization and reading speed for the pupils in the primary third grade." To achieve both goals, the researcher coined the following two null hypotheses: There is no significant statistical difference at the level of 0.05 between the average scores of the experimental group pupils, who are studying poetic texts by melodic way, and the average scores of the control group pupils, who are studying the same material in the usual way in memorization. There is no significant statistical difference at the level of 0.05 between the average scores of the experimental group pupils, who are studying poetic texts by melodic way, and the average scores of the control group pupils, who are studying the same material in the usual way in reading speed. The researcher determined the experimental design with a partial tuning, that is, the design of the control group with a later test. The research sample consisted of 79 pupils, made up of third-grade pupils at AL-JUMHORIA Primary School for boys in SHUBBER neighborhood, which belongs to the Directorate of Education in the province of Babylon, and was randomized into two groups: 40 pupils in the experimental group and 39 pupils in the control group. The researcher taught the experimental group using the method of melodic poetic texts and taught the control group in the usual way. The researcher equated between the two groups in variables (age - calculated in months, educational attainment of fathers, educational attainment of mothers, and half-year course for pupils in the Arabic reading lesson). The researcher tried to adjust the number of extraneous variables that the literature and previous studies indicated may affect such experimental designs, such as conditions of the experiment, associated accidents, attrition, differences in sample selection, operations related to maturity, measuring tools, statistical regression, and the effect of experimental procedures. The researcher determined the topics to be examined during the test period as 7 items from the reading book scheduled to be implemented for the pupils in primary third grade in the academic year 2015–2016. The researcher coined 80 behaviorally specific targets placed in the questionnaire and presented them to a group of experts in teaching methods and educational and psychological sciences to ensure the validity and content suitability for the study during the experiment. The researcher prepared teaching plans for the subjects to be studied for both groups and presented them to experts in Arabic language teaching methods and educational and psychological sciences to ensure their validity. In light of their opinions and suggestions, necessary adjustments were made, and the targets and plans were ready for application. The experiment began on Tuesday (23-2-2016), as the researcher taught both groups himself. The experimental group studied the melodic poetic texts, and the control group studied in the usual way. The experiment ended on Tuesday (5-4-2016). The researcher used two tools of measurement: the first to measure memorization skills and the second to measure reading speed. The researcher prepared the memorization measure himself and confirmed its validity and reliability through the opinions and notes of the experts and applied it to the exploratory sample of the same research community. The researcher administered the first tool (memorization skill measure) to administered the second tool (reading speed test) on Wednesday (13-both groups on Tuesday (12-4-2016) and4-2016). The researcher used the following statistical methods in data processing and extraction of results: Independent samples T-test, Chi-square (χ²), and Pearson correlation coefficient. Results: Using the independent samples T-test, the researcher found a significant statistical difference at the 0.05 level between the average scores of the experimental group, who studied melodic poetic texts, and the average scores of the pupils who studied the same material in the usual way in memorization, for the benefit of the experimental group. There is a significant statistical difference at the 0.05 level between the average scores of the experimental group, who studied melodic poetic texts, and the average scores of pupils who studied the same material in the usual way in reading speed, for the benefit of the experimental group. Conclusions: The musical melody of poetic texts helped pupils interact with the words and content of these texts and contributed positively to making the memorization process easier and automatic for the pupils’ mentality. It also led to the acquisition of other literacy skills, because the music and melodies are close to the tastes and psychological atmosphere of children. Recommendations: Urge Arabic language teachers to use melodies in teaching poetic texts, either by adopting existing melodies or creating their own, even in simple forms. Suggestions for further research: Conduct similar studies at other educational stages to examine the effect of musical melodies on other variables, such as audible understanding, diction, development of creative thinking, and critical thinking in other branches of the Arabic language.

كلمات الباحثين

تلحين النصوص الشعرية - سرعة القراءة - الحفظ - تلاميذ

إشراف وإعداد

الإشراف

ثائر سمير الشمري, هاشم راضي العوادي

الإعداد

مهند فاضل فرهود الجنابي

الاقتباسات الببليوغرافية