المعالجة المعرفية في مقاربة المتعلم "لأنافورات" النص المدرسي: المستوى الخامس ابتدائي

الملخص EN

This article can be included within the field of cognitive psychology, where it directed the research on understanding the written school text presented to the school child for the purpose of reading, processing and understanding it, guided by the following three aspects: 1- Cognitive approach: by highlighting the procedures for processing and understanding the text; 2- Linguistic approach: by observing the interactions between the processes of understanding the text in its various dimensions: lexical, synthetic, semantic, narrative, formal; 3- Pedagogical approach: by enabling the two sides of the teaching-learning process to be aware of the strategies for reading and understanding the text, and by providing them with some scenarios for teaching and learning to understand the text and its refining.

this topic was also framed by the following problem: what are the mental procedures when a child understands or does not understand the text? is it possible in both cases, the text has dealt with cognitive processing? hence, what is the relationship between cognitive text processing and understanding it or not understanding it? and what is the relationship between these two levels-understanding and processing the text-on the one hand, and reading it on the other? are they distinct levels? is Tmaan Mtan or consecutive? or are they levels that fuse into each other, a fusion that would hardly be apparent without the lexical verbal variation? after the quantitative / qualitative statistical treatment, in relation to the percentages of the level of importance and validity, all the results went to confirm the procedural hypothesis presented, which is that the child-in the fifth primary school level-returns the pronoun or nominal “anaphora” and others to its previous references, often, and does not return them to rarely overdue.

this is because extracting the meaning from the readable text cannot be done unless the higher levels are known and reached from the lower level, which is considered important, in which the child extracts explicit ideas expressed clearly and explicitly, and then moves to the deductive level, which is the ability to Deduction of implicit ideas and the possibility of extracting the relationship between cause and effect, up to a higher level of understanding represented by criticism and discussion of the content of the text, and then generating new ideas using what was recognized in the text.