فاعلية استراتيجية دوائر الأدب في تنمية مهارات النقد الأدبي ؛ لدى الطلاب المعلمين ؛ بشعبة اللغة العربية ؛ في كلية التربية-جامعة الإسكندرية

الملخص EN

The present study aimed to know the effectiveness of the literature circles strategy; in developing literary criticism skills; Student Teachers - Arabic Language Division; in the Faculty of Education - Alexandria University.

Two research methods were used; They are: the descriptive-analytical approach; In presenting the skills of literary criticism and the strategy of literature circles, the quasi-experimental one-group approach was used; Two applications: before and after.

The study tools consisted of: a questionnaire to determine the skills of literary criticism, as well as a test to measure the skills of literary criticism.

Student's book and a teacher's guide were prepared, and the study was pre-tested, then the study experiment was carried out, then the post-test, and then the statistical treatments were performed.

The results were the following: v There is a statistically significant difference at the level (α < 0.05) between the mean scores of the study sample, in the two applications: pre and post; to test literary criticism skills; In favor of the dimensional application.

v There is a statistically significant difference at the level (α > 0.05) between the mean scores of the study sample members, in the post application of the vocabulary of the literary criticism skills test, and its nominal averagev The presence of a large impact size attributed to the strategy of literature circles; Where the value of eta square η2 (effect size) showed that the variance in the literary criticism skills test; Between the degrees of the two applications: the pre- and post-applications; reached (1.007); Which indicates a large effect size.

v The literary circles strategy had a significant impact on developing literary criticism skills.

the study sample; This confirms the higher (t) value in the post application of the study test than the pre application of the test itself.