Author name: نورهان مصطفى عبد الرحمن مالك

Supervisor name: قصي عبد العباس حسن الابيض

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Master

University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods

Language: Arabic

University location: Baghdad

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اثر انموذجي بارمان ولورسباش في اكتساب المفاهيم البلاغية والاداء التعبيري عند طلبة الصف الخامس الادبي == Effect Typical Of The Barman And Lorsbash To Acquire Rhetorical Concepts And Expressive Performance When Students Fifth Grade Literary

Author name: مناضل احمد جعفر

Supervisor name: حسن علي فرحان العزاوي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

First pages:

Abstract: يهدف هذا البحث الى تعرف اثر انموذجي بارمان ولورسباش في اكتساب المفاهيم البلاغية والاداء التعبيري عند طلبة الصف الخامس الادبي. ولتحقيق هدفي البحث، اختار الباحث المديرية العامة لتربية بغداد الرصافة الاولى بنحو قصدي، ومنها اختار اعدادية الانصار للبنين، واخت | This research aims to know the effect typical of the barman and Orsbac to acquire rhetorical concepts and expressive performance at literary fifth grade students. To achieve the goals of the research, the researcher Directorate - General for Education Baghdad Rusafa first chose about my purpose, including chose the junior supporters for Boys, and chose a secondary good for girls random way, as the number of students reached in three research groups (193) male and female students, the rate of (96) students, and (97) Student, and the number of the first experimental group students (64 students), and the second number of the experimental group students (65) students as well, while the number of students in the control group (64) male and female students.Researcher conducted the following steps to complete the research methodology and procedures : 1) Follow the researcher design equal groups of women with partial seizure type test dimensional three groups (two experimental and one control group).2) Rewarded researcher research groups in the following variables : (chronological age, and educational attainment of the parents, and the Arabic language degrees last year, language ability, and intelligence).3) Select the researcher main concepts that should give it a lot of students in the sample, were (17) and a sub - prime concept.4) Coined the researcher (131) behaviorally target according to Bloom's Taxonomy (Bloom) in the cognitive domain and six levels.5) Prepared three atypical researcher plans for three research groups, the first in a form to the barman, and the second, according to a model for Lorsbash, and the third and the conventional method.6) The first researcher studied the experimental group using a specimen barman, and studied the second set using a model for Lorsbash and studied the control group using the traditional method (standard).7) Prepared researcher tools, the first test to measure the acquisition of rhetorical concepts, and the number of paragraphs of the total test (51) paragraph of the type of multiple - choice, for each concept of three paragraphs, the first definition of the concept, and the second discrimination concept, and the third mainstream concept, and make sure researcher of sincerity and the difficulty of transactions and the ease of its paragraphs as well as distinguish them, as well as check its stability. The other instrument for expressive performance, the researcher has prepared a questionnaire included three graphical themes, has been chosen one of them, and used the correct researcher Criteria Hashemi (1994) to correct the writings of students.8) Use researcher appropriate statistical methods to research procedures and results of an analysis (analysis of variance, coefficient of difficulty, discrimination coefficient, the equation of the effectiveness of the wrong alternatives, Chi - square, Pearson correlation coefficient, Scheffe method, Cronbach's alpha) equation. After the application of both tests, the researcher suggested that the model for Lorsbash said second experimental group students, as evidenced by high scores in a test gain rhetorical concepts and performance expressive, and their superiority on the two students of the first pilot the other two and the third officer, as well as the superiority of the first experimental group who used them a specimen barman at his request The third group control students who use them the traditional way (standard). In light of the outcomes of this research, the researcher recommended, several recommendations including the need to insert typical of the barman and Lorsbash decisions within the Arabic language teaching methods in colleges of education.And an extension of this research and to complement his researcher suggest several studies, including a similar study for the current study in variables other than acquisition and performance expressionist article about, or self - confidence, or critical thinking, and others.

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دراسة تحليلية لكتب الادب والنصوص للمرحلة الاعدادية في ضوء مهارات التفكير عالي الرتبة ومدى توافرها لدى الطلبة == Analytic Study For Literature Books And Literary Texts At The Preparatory Stage In The Light Of High Ranking Thinking Skilla And Their Available Scope At The Pupils

Author name: مصطفى سوادي جاسم

Supervisor name: محسن حسين مخلف الدليمي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods

Language: Arabic

University location: Baghdad

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Abstract: يرمي البحث الحالي تعرف : • مهارات التفكير عالي الرتبة في كتب الادب والنصوص الستة للمرحلة الاعدادية في العراق.• الموازنة بين نتائج الكتب الستة بحسب متغيري الصف والتخصص.• ترتيب مهارات التفكير عالي الرتبة الرئيسة في الكتب الستة.• مهارات التفكير عالي الرتب | The current study aim edtoidentify : - Higher - level thinking skills in literature books and texts of the six at preparatory study in Iraq. - Comparison between the results of six books, according to the variables of the grade and specialization. - Order of main higher level thinking Skills in the six books. - Higher - level thinking skills for the students of the three stages at preparatory study in Iraq. - Higher - level thinking skills for the students at preparatory study , according to a study specialization variable. - Higher - level thinking skills for the students at preparatory stage, according to the sex variable.The researcher adopted the descriptive research evidencing drawing procedures andto achieve the aims of the study and used the content analysismethod to analyze the literatureandtextsin the six books, to achievethe objectives of the study, the researcheridentifieda specimen(Marzano, 1988), for higher level thinking skills to be classification followed study which includes five main skillsandfifteensub - skill.The researcher prepared the two tools of study (standardanalysisandtestthinking skills), the standard is a tool that includes indicators of scientific all skills that will analyze the books and it contains in its final form on (41) indicator. Researcher checked the standard validity through showing it on experts and arbitrators , While checked its reliability by re - analysis. the analysis coefficient reach by the researcher and himself by re - analysis through time (0.85) and the reliability coefficient between the first external analyst is (0.81) while with the second external analyst is (0.83), either the reliability coefficient between external analysis themselves is ( 0.80). As , the researcher prepared the test of higher thinking skills, which represents the second tool to study, Which it aims to detect these skills for students , as the test included in its final form (30) items, the researcher made sure of apparent validity by submitting it to the experts and arbitrators and made sure of the content validity by extracting of the items discriminating Power and made sure of the reliability by three ways : first Re - test and was reliability coefficient(0.80),The second way that retail midterm(0.82),of three way this Kuder - Richardson Formulas 20, way that retail midterm(0.86). The sample of the study consisted all in the six books and the sample of students includes (600) male and female students at the Directorate of Education Baghdad Al - Rusafa/ 3.The researcher analyzed the six books using the analysis tool(standard),the test applied on the basic sample and the researcher used statistical tools including : Cooper equation, Pearson correlation coefficient, and the second test for a single sample and two independent samples as well as equation of Spearman - Brown, and the equations of ease and difficulty and discriminatory power for the items.The study found that : 1 - The main analysis skill came the first ranked in literature books and texts , in all scientific and literary stages ,the merger and integration skill came the last and fifth in these books also exception a book of the literature and texts for scientific fifth class which occupied the organization skill the fifth ranked and last.2 - The literature book and texts of the fifth preparatory class the first ranked in skills then the book of sixth preparatory then the book of the fourth preparatory class lastly, while the literature books and texts came the first ranked for scientific classes the number of skills then books of literary classes.3 - The main analysis skill came the first book order in all sixth merger and integration skill came the last in this order, while the main organization skill came the first ranked while the main organization skill came the first ranked in the ranking of skills for students in all stages and the evaluation skill came the fifth and last in this ordering.4 - The difference between arithmetic means regarding the three grades of preparatory stage and hypothetical mean refers to level(0.05) which the students that they have not higher level thinking skills.5 - There is no difference between the mean of the scores of the students on the higher level thinking test refers to level (0.05), according to the sex variable, while there is difference between the mean of the scores of the students according to the variable of the specialization for the benefit of the scientific.In light of the results of the study , the researcher recommended the need to adopt a clear strategy to include higher level thinking skills in these books , with the need to put general goals at the beginning of the books focus on higher - level thinking skills , connecting with subjects with each other and re - drafting the books of science related classes.The researcher suggested conducting similar studies on books and other topics , and conduct a comparative study between literature and texts books in Iraq and literature books in some Arab countries for a higher - level thinking skills

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اثر استراتيجيتي السقالات والخطوات الثمان في تحصيل مادة البلاغة وانتقال اثر التعلم عند طلاب الصف الخامس الادبي == The Impact Of The Strategies Of The Scaffolding And The Eight Steps In The Collection And Transmission Of Material Rhetoric After Learning In Fifth Grade Literary Extract Students

Author name: محسن مهلهل عبد الله البهادلي

Supervisor name: رحيم علي صالح اللامي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

First pages:

Abstract: البلاغة وانتقال اثر التعلم عند طلاب الصف الخامس الادبي). ولتحقيق هذا المرمى اتبع الباحث تصميما ذا ضبط جزئي تصميم المجموعة الضابطة العشوائية الاختيار ذات الاختبار البعدي فقط , يتكون من ثلاث مجموعات : مجموعتان تجريبيتان, واخرى ضابطة، واختار الباحث عينة من | this search Threw know (the impact of the strategies of the scaffolding and the eight steps in the collection of material rhetoric and transmission effect of learning when literary fifth grade students).To achieve this goal the researcher has designed a part - tuning the control group randomized design choice with only posttest, consists of three experimental groups and one control group, chose the researcher fifth grade literary students from junior high Ansar and junior Farouk Boys Committees of the Directorate of Education BAGHDAD first Rusafa for the academic year 2014 - 2015, for the purpose of applying the experience.And keen researcher before embarking on the start of the experiment on the equality of students two sets of search statistically in a number of variables that are considered to affect the safety of the experiment, including (achievement test in the subject of rhetoric, scores of students in Arabic language for the previous year, chronological age measured in months, and the educational attainment of the parents). And select a researcher of educational material to be taught, which included a book Rhetoric fifth grade literary for the academic subjects (2014 - 2015) in Iraq, and the number (15) the subject, and in the light of the content select the researcher (15) the subject of a rhetorical, to measure achievement and transition effect of learning), and then prepared behavioral researcher purposes to be achieved on collection operations, and in the light of those purposes, the researcher developed a behavioral targets and plans exemplary teaching concerning the three groups. The tool search achievement test in rhetoric, which included 40 test paragraph of the type of multiple - choice and 10 paragraphs of type pans measure student achievement, may prove a researcher from the sincerity and firmness and strength discriminatory and effective alternatives Fault objective testing and coefficient of difficulty, and built a researcher a test to measure the transmission effect of learning based on the Criteria for Hashemi, the researcher suggested set of results exceed the two experimental groups in achievement test and posttest transmission effect of learning in the light of the results put the researcher set of conclusions and recommendations and proposals. and the most important : 1. Dependence strategies scaffolding and eight steps in the collection of material rhetoric and transmission effect of learning when literary fifth grade students.2. Encourage Arabic language teachers to pay attention to the collection of rhetoric and methods of knowledge among students rather than rote memorization and rote.3. Preparation development courses for teachers of Arabic language professors under the supervision of specialists in ways that teach Arabic, providing them with the developments in the strategies and models of modern teaching and strategies within the scaffolding and the eight steps.4. Benefit the competent authorities and the Ministry of Education and Ministry of Higher Education of the modern strategies mentioned above in the search. Complementing this research suggested a researcher conducting a number of studies including : 1. Conducting a similar study of the current study on the nine steps of new strategies.2. Conducting a similar study for this research on other samples and balancing their results with the results of this search.3. Conducting study balance between strategy and scaffolding eight steps with other strategies in the collection and transmission of the impact of learning

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اثر استراتيجية خرائط التناقض في الفهم القرائي عند طلاب الصف الرابع العلمي == Impact Of The Strategy Of Contrast Maps On The Reading Comprehension By Students Of Grade Fourth - Scientific Stream

Author name: مجيد عبد الرضا نزام الاعرجي

Supervisor name: رحيم علي صالح اللامي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Master

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: This research is aiming at recognizing the impact of the strategy of contrast maps on reading comprehension by fourth grade students - Scientific stream.The researcher randomly has chosen Al - Kendi Preparatory school for boys ,associated to the directorate general of education in Babylon governorate and randomly has chosen class (A) to represent the experimental group ,which is studying the reading subject using the strategy of contrast maps , and he use class (B) as the control group ,which are studying the reading material using the traditional method. The research sample is amounting at 72 student divided in 36 student for each group.The researcher conducted a statistical parity between the students of the research groups in the following variables (Students ages per months , grades of Arabic language in the final exam for the previous academic year 2014 - 2015 and the grades of the pervious information ( Reading Comprehension ) ; parents educational level , Linguistic capability test , mental capability test.The researcher has delineated the study subjects which will be taught during the experiment period ; he drawn up behavioral objectives for those subjects ,which were 108 behavioral object ,; developed teaching plans for those subjects. The researcher himself delivered those subjects to the students of the selected two groups, during the experiment period which lasted for 9 weeks.The researcher has developed teaching plans for subjects that will be taught during the experiment period, he demonstrated plans to elite of specialized experts to decide on the validity and feasibility of the typical plans to the current research.During the experiment period which was lasted for 9 weeks, the researcher himself examined the research groups; the experiment was concluded on 12 - 01 - 2016, by applying of the Reading Comprehension Test. The researcher taught the experimental group the reading subject using the contrast map, which the second group was taught by the traditional method, the researcher used nine standard subjects for the two groups.In order to develop the reading comprehension, the researchers presented a group of subjects and distribute them to elite of experts and specialist to select a proper subject to the fourth grade students - scientific stream, and then the experts agreed on a subject.As to the research tool, the researcher has prepared a post test on reading comprehension involving 28 items. 12 items multi choose question and 16 items written questions. In order to insure the objectivity of correcting the written questions the researcher developed typical answers, which has been presented to the experts. The researcher confirmed the sociometric characteristics of the validity and reliability of test; discriminatory capability, coefficient of items difficulties (multi chooses and written questions) and efficiency of alternative improper objective items.Then the researcher presented the test to elite of experts and specialists, who approved that test, then he applied the test to pilot sample, calculate the time spent by the student to answer the test, the researcher used Pierson coefficient to calculate the reliability of the test, coefficient of items difficulties and discriminatory capability.The researcher himself applied the reading comprehension test on both research groups and corrected the answers. The researcher has used the following statistical means : T test, Chi square (K2), difficulty coefficient formula and discriminatory coefficient formula). After statistically analyzing the result, the researcher has reached the following : - The experimental group overtops the control group on the reading comprehension.After the analysis of the data the researcher has reached the following : - There is statistical significant difference between the experimental group and the control group in regard to the reading comprehension, and for the favor of the experimental group.In the light of this result the researcher has developed the following recommendations : - 1. The necessity to use the strategy of (Contrast maps) in teaching reading subject ,for it has a positive effect in improving student learning of reading subject ,as it is one of the basic skills of the Arabic language.2. Select the reading subjects in a manner developing all types of reading comprehension.3. Update the items of teaching methods in the colleges of education, basic education , preparation of teachers institutions, involve recent teaching techniques as the strategy of the self - schedule (Contract maps )4. Train Arabic language teachers in the preparatory stage on the strategy of teaching reading subject, including (Contrast maps) to develop the students reading comprehension ability ,at this stage.5. Development of teaching curriculums at all teaching stages, consistent with the modern teaching strategies ,such as metacognition strategy.To cover all research aspects ,the researcher has proposed to conduct a study to : - 1. Recognize the effect of the strategy of contrast maps in improving teaching of the branches of Arabic language.2. Recognize the effect of the strategy of contrast maps in improving the other followed variables3. Recognize the effect of the strategy of contrast maps in improving the reading comprehension in other study stages.

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تقويم المهارات الادبية (التذوق والنقد والتحليل والحفظ) عند طلبة الصف الخامس الادبي == Evalution Of Litreary Skills ( Taste , Criticism , Anaylisis, , Resarvation ) For Literary Fifth Class

Author name: غنية جبر عنبر

Supervisor name: حسن علي فرحان العزاوي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: يرمي هذا البحث : تقويم المهارات الادبية ( التذوق والنقد والتحليل والحفظ ) عند طلبة الصف الخامس الادبي، وبغية تحقيق هذا المرمى اختارت الباحثة عينة البحث (400) طالب وطالبة، توزعت العينة على مديريات تربية محافظة بغداد على النحو الاتي : (68) طالبا وطالبة من مد | The research aims for evaluation the literary skills ( taste , criticism, analysis, reservation ,)for the fifth literary class students. The research sample reach 400 student for two sex ,the sample is distributed to the general directorates of Baghdad governorate education as following (68) students for both sex from directorate of Baghdad education \ alrisafa - first and (100) students for both sex from directorate of Baghdad education \ arisafa - second and ( 48) students for both sex from directorate of Baghdad education \ alrisafa - third, and 44 students for both sex from directorate of Baghdad education \ alkarch - first , and 84 students for both sex from directorates of Baghdad education \alkarch - second, and 56 students for both sex from directorate of Baghdad education \ alkarch - third.while the research tools < was building ( getting test for each skill from litraray skills ( taste , criticism , analysis , reservation ), the researcher depends on tests building as following : 1 - Reading the literature and studying related with research subject 2 - Offering open constructing model for teachers group for Arabic language and it s literary and method of it studying , for knowing the literary skills ( taste , criticism, analysis, reservation) which is suitable for fifth literary class , In light of the skills which has got by others literature books and previous studies which has related in the same research subject < the researcher prepares acquisition test for each skill from literature skills ( taste , criticism, analysis, reservation ,), the searcher make sure from credibility and stability , and get out the power of distinguish and his factor with activity of the wrong exchanges , equation of difficulty and vacronbach equation , t - test person then the researcher expose the results of her research which has reached referring to ;1 - the research sample has the lower level from taste literary2 - The research sample has lower level from the literary criticism3 - The research sample has lower level from literary analysis 4 - The research sample has good level from literary reservation In light of t these results the researcher go to many results as following ;1 - Weakness level of The literary fifth class students in ( taste , criticism , analysis)of literature texts 2 - The level of reservation of the literary fifth class students is acceptable and suitable with educational side. 3 - Emphasis the most of literary and texts teachers on reservation skill and neglected the others literature skills.In light of these results the researcher suggest many recommends as ;1 - Necessity of interesting the literary teachers for fifth literary class by developing the literary skills.2 - necessity of using new styles for measuring the students acquisition in higher acknowledge level.For completing for research the researcher get many suggests as;1 - Making study for knowing the level of secondary stage students in other branch from Arabic language branches as the grammar Arabic language 2 - Making study the same for new study for the Arabic language students branch in Iraqi colleges.

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بناء منهج مقترح لتطوير اللغة العربية في الصف الخامس الابتدائي == Build A Curriculum Proposal For The Development Of The Arabic Language In The Fifth Grade

Author name: علي محمد زغير

Supervisor name: حسن خلباص حمادي الزاملي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: يرمي البحث الحالي بناء منهج لتطوير اللغة العربية في الصف الخامس الابتدائي في العراق، ولتحقيق هدف البحث اتبع الباحث المنهج الوصفي في عمله.وتمثل مجتمع البحث وعينته بكتابي القراءة العربية وقواعد اللغة العربية للصف الخامس الابتدائي، اذ ضم الاول سبعة وخمسين م | The current research aims at building approach for the development of the Arabic language in the fifth grade in Iraq, and to achieve the goal of research researcher followed the descriptive method in his work.The research community and appointed hereby Arabic reading and grammar of the Arabic language to the fifth grade of primary, as it included the first fifty - seven theme, the second included eleven theme.After identifying the community and the research sample, the researcher used a questionnaire as a tool to collect data for the developer curriculum standards, distributed as an open questionnaire included five areas : objectives, content, teaching methods, and educational activities, and methods of evaluation.The very fact to prepare a questionnaire closed consisted of 80 diverse paragraph to the specifications of the developer curriculum, as the share of field goals 16, paragraph, and share content area 14, paragraph, and share the field of teaching methods 24 paragraph, and share the field activities 16 paragraph, while the share of the field techniques Calendar 10 paragraphs.View Finder questionnaire to a group of experts and specialists to know the sincerity, the experts did not delete any provision of them, and there were linguistic and stylistic modifications committed by the researcher.Based on the above aforesaid built a researcher developer of Arabic reading my book and the rules of the Arabic language, depending on the basic elements of the curriculum : the goals, content, teaching methods, and the calendar. And presented to a group of experts and specialists to know the truthfulness and relevance to the students of the fifth grade.Through the findings of the researcher concluded the following : 1. to engage students and faculty in the planning and preparation of educational curricula and develop a positive role to serve the educational process.2. curricula that build and are subject to continual development, including respect of the problems of the educated educators are expected to be influential and effective in the educational process.3. curriculum, whether for a semester, or academic year, or grade level if developed scientific thought process steps, after which became effective in achieving educational goals.4. twice the number of educational curricula in the comprehensiveness of the curriculum and educational programs components, and focus on specific aspects of : (objectives, content, and methods and techniques, and tools and activities, and methods of evaluation).The researcher has the following recommendations : 1. Identify the educational goals (public, and behavioral) vocabulary scheduled at the elementary level and issued within the booklet read by teachers and students.2. Taking into account the needs of students and their communities and their problems when planning the curriculum and educational programs.3. The work of the General Curriculum Directorate at the Ministry of Education to prepare special training manuals for teachers clarifying the curriculum and educational programs and components, and everything related to them to help them do their jobs well. The researcher suggested the following : 1. workout proposed curriculum in the current study to see its impact in the collection of the students of the fifth grade.2. Development of subjects of the Arabic language curricula in other classrooms.3. Carry out studies for the construction of educational programs for materials prescribed in the colleges of education, especially in light of the needs of the students of this material, and be inclusive of the four stages of study, and work on the validation of its effectiveness.4. studies to know the needs of the Arabic language teachers and Madrsadtha of materials due taught in the colleges of education, the building of educational programs in the light of these needs

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اثر استراتيجيتي التعلم التماثلي وتالف الاشتات في اكتساب المفاهيم الادبية والتذوق الادبي عند طلبة الصف الخامس الادبي == The Effect Of Homogeneity Learning And Hetrogeneity Familiarization Strategies In Acquiring Literary Tastingand Concepts Of The Fifth Year Literary Secondary School Students

Author name: عدي عبيدان سلمان الجراح

Supervisor name: كاظم حسين غزال

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods

Language: Arabic

University location: Baghdad

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Abstract: هدف البحث الى تعرف ( اثر استراتيجيتي التعلم التماثلي وتالف الاشتات في اكتساب المفاهيم الادبية والتذوق الادبي عند طلبة الصف الخامس الادبي ). ولتحقيق ذلك اختار الباحث عينة بلغت ( 188 ) طالب وطالبة من طلبة الصف الخامس الادبي في اعدادية ( الشيخ الطوسي ) | This research aims at Knowing " the effect of homogeneity Learning and hetrogeneity familiarization strategies in acquiring literary tastingand Concepts of the Fifth Year Literary high secondary school students" To achieve the aim a sample of( 188 ) students from ( AL - Shaikh AL - Tosy ) secondary high school for boys and ( AL - F awatom ) secondary high school For girls. The sample was randomly distributed into three group two experimental group and one Control. The first experimental group ( consists of 64 students ) taught the literature and texts material Using the homogeneity Learning. Whereas the Second experimental group ( consists of 62 students ) taught the same materil Using the traditional way.Whereas the Third experimental group ( consists of 62 students ) taught the same moterial Using the traditional way. Mean while, the subjects of all groups are matched according to ( Age by months, Parents ‘ level of education, their marks in Arabic Language material in the previous year 2012 - 2013 , their marks in the literature and text , and the IQ test marks variables ). The researcher has controlled the extraneous variables which may affect the internal and external safety of the research. After determining the material which consisted of the literature and text textbook ( 2012 - 2013 ) , the res archer set ( 300 ) behavior , and he prepared typical Lesson plans for teaching the experimental groups. forAcquiring literary concepts, the researcher prepared a multiple choice test of five options ( the tests consists of 30 items). whereas he chose ( AL - Abidy , 2007 ) scale which consists of ( 20 ) multiple choice item to measure , The students ‘ literary tasting. The validity , reliability ,items discrimination , items difficulty , time allotted , and distracters‘ efficierxy have been achieved. Using ANOVA and t - test for two independent samples , the fallowing results have been achieved : 1 - There is a statistically significant difference at the reference level ( 0.05 ) between the mean scores of the first experimental group ( using the homogeneity learning strategy ) and those of the second experimental group (using heterogeneity familiarization strategy , and the mean score of the control group who taught the material using the traditional way of teaching in acquiring the literary concepts for the benefit of the first experimental group. 2 - There is a statistically significant difference at the reference level ( 0.05 ) between the mean scores of the first experimental group ( using the homogeneity learning strategy ) and those of the second experimental group (using heterogeneity familiarization strategy , and the mean score of the control group who taught the material using the traditional way of teaching in acquiring literary tasting for the benefit of the first experimental group. In the Light of the results , a number of recommendations , and suggest ions for further studies have been presented by the researcher

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Author name: زينة عبد الامير حسن الدهلكي

Supervisor name: حاتم طه ياسين السامرائي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: Mustansiriyah University - Faculty Of Basic Education - Department Of Teaching Methods

Language: Arabic

University location: Baghdad

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فاعلية برنامج ريسك (RISK) في تنمية المهارات الادبية عند طلاب الصف الخامس الادبي == Effective Risk Program (RISK) In The Literary Skills Development At The Fifth Grade Literary Students

Author name: خليل ابراهيم خلف الناجي

Supervisor name: علاوي سادر جازع الدراجي | رهيف ناصر العيساوي

General topic: Educational Sciences

Specific topic: Methods of Teaching Arabic Language

Degree: Doctorate

University: University of Baghdad - Ibn Rushd College Of Education For Human Sciences

Language: Arabic

University location: Baghdad

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Abstract: رمى هذا البحث الى تعرف (فاعلية برنامج ريسك (RISK) في تنمية المهارات الادبية عند طلاب الصف الخامس الادبي). ولتحقيق ذلك وضع الباحث الفرضية الصفرية الاتية : ((لا يوجد فرق ذو دلالة احصائية بين متوسط درجات طلاب المجموعة التجريبية الذين يدرسون مادة الادب وا | This study threw know (effective risk program in literary skills development at the fifth grade literary students).To achieve the goal study researcher put the null hypothesis of the following : ((There is no difference statistically significant between the average scores of the experimental group students in literary skills who are studying material literature and texts on the risk in accordance with the development program, and the average score of the control group students who are studying the same material in the traditional way))Use researcher experimental method, and design demo a partial adjustment of the two independent groups in this study; more convenient procedures for being, and chose the sample purely of b (91) students, divided into two groups of (45) students experimental group, and 46 students of the control group, After the parity between the two groups perform in each of the (chronological age measured in months, testing tribal, and degrees of the previous year in the Arabic language, and academic achievement for parents, and a test of mental ability), and adjust the extraneous variables, and the distribution of quotas, as appropriate, and to identify behavioral objectives, and the preparation of the program in line with the principle of integrating skills into the curriculum, and preparing teaching plans for each of the traditional method and teaching program risk method, as well as test preparation and making sure his sincerity and persistence, dish researcher search experience in junior high vigilance for Boys in the period from 02/11/2014 to 22 / 3/2015 m.The researcher used the following statistical methods in this study : The researcher used the following statistical methods : 1. Kai test : used it to see equal experimental and control groups in the educational attainment of the parents.2. Difficulty Factor : used in the calculation of difficulty for each paragraph of the test.3. coefficient of discrimination paragraph : Use the power of discrimination in the calculation of each paragraph of the test.4. Alpha Cronbach equation : Use this equation to know the stability of the test.The results of the study showed the superiority of the experimental group students who have studied the material literature and texts on the program in accordance with the risk to the control group students who have studied according to the same article on the traditional way, and the conclusions reached by the researcher follows : 1. The integration of risk skills program content of the material literature and texts; contributed to the positive interaction of students with the lesson, and active participation.2. Helped recruit risk program to raise the academic level of the students in the subject of literature and texts.Among the recommendations recommended by the researcher follows : 1. Adoption of risk program in the teaching of literature and texts for students in the fifth grade literary; as well as its adoption in other phases after it tested.2. Benefit from the risk skills program in the teaching of literature and texts and the preparation of plans and teaching methods and models for the rest of the grades.The researcher has suggested a number of proposals, including the following : 1. Re - teaching workout program (risk) in the other study materials and the stages of study is the fifth grade literary.2. Conducting a similar study to know the impact of the employment program in risk variables such as other subsidiaries : creative thinking, critical thinking, in various stages of study materials

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