مدى توافر مهارات التفكير الناقد المتضمنة في محتوى كتاب الأدب و النصوص لطلبة الصف الخامس الأدبي و اكتسابهم لها

Abstract EN

aims to know the list of critical thinking skills involved in the content of the book literature and texts almkerrtdrish fifth-grade students of the school year (2015-2016 m), and how to acquire these skills to students according to gender variable.

The researcher used a descriptive analytical relevance to the nature of the research objectives, and achieve the goals set for research tools were prepared, namely: first, determine the list of critical thinking skills involved in the content of the book literature and texts for fifth grade students, the researcher has adopted In determining this list category: (Abdul Salam and Solomon 1982m) six skills were as follows: (conclusion and forecast assumptions, comparison and contrast, discussions, and interpretation, discrimination) and sub skills for each of these skills, existing consisted of (33) Skill, it was making sure its sincerity and persistence through virtual, alvakronbakh equation, which reached wehomaaml good fastness (0.95).

And he has been analyzing the book literature and texts to learn how much embed critical thinking skills involved in content, and idea paragraph unit was chosen as the basic unit of content analysis.

II: altvkiralnakd skills akhtbaraktsab tool included in the content of the book literature and texts which are (33) paragraph checksums, distributed among walmkalih substantive questions, and make sure its sincerity and persistence through virtual (equivalent alvakronbakh) for questions, almkalih (0.81 Wehomadl good and acceptable stability).

Consistently either the substantive questions (0.87) using (rdson kiodricha equation) this is good value for the variance persistence over (0.50) After applying the skills of literary akhtbaraktsab fifth (respondents) (150) students, analyzing results and processed statistically using t-test (T-test) one sample to find the difference between the average Arithmetic average and this speculation to respondents, and t-test ( T-test) two independent, lakhtbardlalh differences in critical thinking skills depending on the variable gender, the researcher found the following results: 1.

the fifth grade students have no literary acquisition of critical thinking skills in General.

2.the skills (forecasting assumptions, comparison and contrast, discussions, calendar) are less than the average fifth grade students literary either some sort of hidden skill (conclusion and interpretation) little available 3.There are statistically significant differences in favour of females in acquiring critical thinking skills involved in the content of the book literature and literary texts for students in fifth grade 4.

There are statistically significant differences in favour of females in critical thinking skills involved in the content of the book literature and literary texts for students in fifth grade