أثر استراتيجية التخيل الموجه في تنمية مهارات التحدث و التفكير التأملي لطلاب الصف الثالث المتوسط

Abstract EN

The current research was aimed to reveal the effect of using the guided imagination strategy in developing speaking and contemplative thinking skills for third-grade intermediate students.

the problem of the research was represented in the students' weakness in speaking skills and their lack of mental images that provide them with experience through which they express, so, this calls for employing modern teaching strategies that provide students with real or imaginary experiences that enable them to construct and express the speaking topic.

to achieve the goal of the research one of the intermediate schools in Bisha province was chosen randomly and two classes were assigned : one was for the control group and the other was for the experimental group, where the number of study sample reached (62) students.

the research used the experimental approach based on the experimental design with two groups (control and experimental), where the control group was studied in the usual way, while the experimental group was studied using the strategy of guided imagination.

the researcher prepared a test in speaking skills and used the observation card to measure the performance, he also prepared a guide for the teacher and used the Camber et AL.

2000 scale to measure the students' contemplative thinking skills.

after making sure of the valence of the two groups, teaching was started and a post-measurement was conducted.

the research results showed that : 1-there were statistically significant differences at the level of significance 0.05 between the means of the control and the experimental group in the post-application of the speaking test in linguistic, intellectual, vocal, and tactile speaking skills in favor of the experimental group.

2-there were statistically significant differences at the level of significance 0.05 between the means of the control and the experimental group in the post-application of the contemplative thinking scale in favor of the experimental group.