إستراتيجية مقترحة قائمة على مدخل التفكير المتشعب و فاعليتها في تنمية مهارات القراءة التأملية لدى طالبات المرحلة المتوسطة

Abstract EN

This research aims to explain the effectiveness of a proposed strategy based on the divergent thinking approach in developing the reflective reading skills of middle school female students.

The experimental method was used, and therefore a test of reflective reading skills (Forecasting, investigation, deduction, Examination and meditation, Analysis), the proposed strategy based on the divergent thinking approach, and the teaching guide were prepared.

The sample consisted of (70) female students from the second grade in the intermediate school (12) for girls in Abha.

They were randomly selected and divided into two groups; One of them is a control group of (35) female students who studied the reading texts in the unit (Anecdotes and Values) by the teacher's method, and the other is an experimental group of (35) female students who studied the same content using the proposed strategy.

The results showed statistically significant differences in the reflective reading test at the level (05.0) in favor of the experimental group students.

Regarding to the results, a number of recommendations and suggestions were presented; such as: Conducting scientific studies to determine the reflective reading skills for each of the other stages of education, Building curricula according to these skills, developing these skills among student and It was suggested that a study be conducted to evaluate the level of inclusion of reflective reading skills in Arabic language books similar to the current research on different educational stages.