طريقة السياق المتصل في تدريس البلاغة : السنة الأولى من التعليم المتوسط أنموذجا

الملخص EN

There have been various methods of teaching Arabic rhetoric within middle and secondary education cycles, alternating between what is standard and inductive to what is textual or contextual.

However, the goal of teaching rhetoric within those educational stages has not been achieved satisfactorily, or can be said to be faltering as evidenced by the student’s inability to taste a literary piece or discover the elements of beauty in it.

Added to this, his/her inability to distinguish between high and low quality styles in poetry or prose.

Based on the aforementioned account, we face a major problem: Is the method of the context (the text method) incapable of achieving the objectives of Arab rhetoric in middle school education cycles? In other words, to what extent can the connected context method be considered successful in the teaching of Arabic rhetoric?.