إستراتيجية تدريسية قائمة على نظرية ما بعد البنائية لتنمية الثروة اللغوية و مهارات القراءة الوظيفية لدى تلاميذ المرحلة الابتدائية

Abstract EN

Teaching Strategy Based on Beyond-constructivismTheory for Developing Linguistic Wealth and Functional Reading Skills of the Primary Stage Students
Dr/ Marawan Ahmed Mohamed El-Seman

This study aimed to build a teaching strategy based on beyond constructivism theory and to measure its effectiveness on developing linguistic wealth and functional reading skills of the primary stage students.

The problem of the present study was about the weakness of linguistic wealth and functional reading skills of the primary stage students, and the lack of the teaching strategies based on modern theories for developing these skills such as beyond-constructivism theory.

This study followed a set of steps to solve this problem.

The most important one was building two lists; one of them was of linguistic wealth standers and indicators and the other was of functional reading skills that were suitable to the primary stage students.

Another step was defining the bases of building a teaching strategy based on beyond-constructivism theory and its building steps represented in: identifying its aims, the content meant to be taught, the dimensions of the teaching strategy, the teaching strategy steps, procedures, activities, used media and assessment, and building a teacher's guide to use it.

Another step was measuring its effectiveness on developing linguistic wealth and functional reading skills of the primary stage students.

This was done through building two tests, one of them was for linguistic wealth and the other was for functional reading skills and controlling them.

Other steps were choosing two groups of the sixth primary grade; one of them was the experimental group and the other was the control group, applying those two pre-tests to both groups, applying the teaching strategy based on beyond-constructivism theory to the experimental group and finally reapplying the two post-tests to both groups. 
The study reached a set of results.

The most important one was the effectiveness of the teaching strategy based on beyond-constructivism theory on developing linguistic wealth and functional reading skills of the experimental group of the sixth primary stage students.