أثر استراتيجيتي التساؤل الذاتي و التفاوض في تنمية التفكير الناقد لدى طلاب الصف الخامس الأدبي في مادة التاريخ

الملخص EN

The current research aims to define “The Impact of Self-Questioning and Negotiation Strategies in the Development of Critical Thinking among Fifth Literary Grade Students in the Material of History”.

To achieve the objectives of the research, the researcher put the following zero hypotheses: 1.

There are no statistically significant differences at the level (0.05) between the average grades of first experimental group students studying history using the self-questioning strategy and the average grades of the second experimental group who study the same subject using the negotiation strategy in the development of critical thinking.2.

There are no statistically significant differences at the level (0.05) between the average grades of first-group students studying history using the self-questioning strategy and the average score of the students of the control group who study the same subject in the traditional way of developing critical thinking.3.

There are no statistically significant differences at the level (0.05) between the average grades of second experimental group students studying history using the negotiation strategy and the average score of the control group students who study the same subject in the traditional way of developing critical thinking.

The researcher was limited to students in the fifth literary grade in the Preparatory and Secondary Morning Schools for boys in center of Baqubah City at Governorate of Diyala.

The researcher equaled in the variables (pre-test of critical thinking, chronical age, and previous achievement in the subject of history).

The researcher reached to the superiority of the first experimental group that used the self-questioning strategy on the second experimental group that used the negotiation strategy as well as the superiority of the two experimental groups over the control group that used the traditional method in teaching and through the result the researcher reached the following conclusions: 1.

The use of the self-questioning strategy encouraged students to freely ask questions and ideas and their positive participation during the lesson.2.

The of self-questioning strategy has contributed to enhancing students' self-confidence and motivating them to learn.3.

The negotiation strategy motivated students to use all their abilities and mental abilities through discussion, ideas and giving evidence, which has grown in them critical thinking skills.

Through the results the researcher recommends the following: 1.

Giving students the greatest role in discussion, analysis, search for questions and developing ideas and solutions.2.

Training teachers to use modern teaching strategies, particularly self-questioning strategies.3.

Conducting Training courses to teach teachers and students on negotiating methods and their importance in the educational process, especially in the teaching of history.

To complete the current study, the researcher suggests: 1.

Conducting a study similar to the current study in other stages of study.

2.

Conducting a similar study to the current study following the of self-questioning strategy in another subjects