أثر استراتيجية التعليم المقلوب في تنمية مهارات التفكير العليا في الفهم القرائي لدى طلاب الصف الثامن بمدرسة التميز-العين-الإمارات العربية المتحدة

الملخص EN

The study aimed to identify the impact of flipped learning inverted learning strategy at the level of achievement and develop reading understanding skills and higher thinking skills according to bloom's classification of cognitive skills on a sample of eighth-graders at the school of excellence H2-al Ain-Uae under the Arabic language curriculum (reading understanding), and to achieve this goal the current study used the semi-experimental curriculum, where the sample of the study was divided into two groups, one of which was an officer taught using the traditional method in addition to providing students with sources of resources to learn after the official class, and the other experimental, the inverted class strategy was applied using a variety of sources of learning (educational videos and interactive activities on the various platforms that are provided to the student well in advance of the official class, making the official class time for discussion and student interaction on the subject of the main class and focusing on levels of thinking according to bloom classification, and using group tests, the results indicated that there is no effect to employ the strategy of the inverted class at the level of student achievement when minimum cognitive thinking levels (remembering and understanding).

this strategy has had an impact on the student's achievement level at higher cognitive levels (application, analysis, composition, creativity).

based on these findings, the current study recommends using flipped learning inverted learning strategy that may help students develop reading understanding skills, as it appears that using this strategy may allow the student to spend more time learning and preparing preset classes and lessons by interacting with the teacher's diverse sources of pre-existing students, which in turn may give the original class time more richness, discussion and the use of higher thinking skills to solve the problems associated with the students.

subject more effectively than the traditional method.