أثر أنموذج فلاندرز في الأداء التعبيري و تنمية التفكير التباعدي عند طلاب الخامس الأدبي

Abstract EN

This research aims to know: 1- The effect of using the Flanders model in expressive performance and the development of divergent thinking among the fifth-grade literary students.

To achieve this goal, the researcher made the following hypotheses: - There is no statistically significant difference at the level (05.0) between the average scores of Experimental group students studying the term using the Flanders model and the average scores of disciplined group students who study the same subject in the traditional way in the expressive Performance test.

- There is no statistically significant difference at (0.05) level between the average scores of experimental group students in the test of tribal divergent thinking and the same group in the dimensional test.

The research sample (60) was chosen from the two numbers of Al-Mustafa in the third district of El Rasafa by 30 students in each group.

Before the experiment began, the researcher was careful to ensure that the experimental andcontrol groups are equal and that a number of variables are: Test intelligence/test language capability.

The researcher prepared instructional plans to teach the expression to the students of the two research groups, according to the Flanders cognitive model of the experimental group, and according to the traditional method of the control group.

The researcher has developed two tools to measure the level of students of the two transverse performance research groups, a series of post-test tests after each of the trial topics, and adopted his sama dakhel thinking test in 2011.

The investigator has relied on ready-made correction criteria to correct the writings of the students of the experimental and control research groups; The criteria on which the researcher relied in his research are (the criteria of Al-Hashemi's correction), which he built in 1994.

The researcher used a number of statistical methods in his research and analysis of the research result: T-test for two T.

Test independent samples) /Kay box (CO2) (Chi Square): /Pearson Link LThe results of the search resulted in a difference for the interest of the experimental group that was studied according to the Flanders model as well as developing their divergent thinking In this context, the results of the current research can be inferred: - The fifth grade students interacted with the lesson of expression when using the Flanders model.

-The process of starting thinking makes students at an advanced stage find appropriate solutions to solve their problems in the classroom.

In the guidance of the research findings and findings, the researcher recommends: 1.

Adoption of the Flanders model when teaching expression in the preparatory stage.

To complete this study, the researcher suggests conducting a similar study to learn the effect of Flanders model in: - Critical thinking in the fifth grade students.