واقع استخدام إستراتيجية التخيل الموجه في التدريس لدى معلمي اللغة العربية بالمرحلة الثانوية في منطقة الجوف

Abstract EN

The study aimed to determine the reality of the use of the Arabic language teachers in the secondary stage of the strategy of guided imagination in teaching, and to identify the difference between the mean scores of the study sample on the questionnaire of using the strategy of guided imagination in teaching that is attributed to gender, experience, and the bilateral interaction between gender and experience, and the study sample consisted of (172) Of the Arabic language teachers at the secondary stage in Al-Jouf region, and the study used the descriptive approach, and the study relied on a questionnaire on the reality of using the guided imagination strategy in teaching prepared by the researcher, and the results revealed that the degree of use of the study sample to prepare the scenario of imagination came to the degree of practice sometimes, and the implementation of the activity of imagination came to the degree of practice sometimes.

And the dependent questions came with a degree of never practicing, and there are statistically significant differences (0.05) between the mean scores of the study sample on the dependent questions as one of the dimensions of the questionnaire using the strategy of guided imagination in teaching that are attributed to gender in favor of males, as well as there are statistically significant differences (0.01) between the average scores of The sample of the study on the questionnaire of using the guided imagination strategy in teaching was attributed to the level of experience in favor of the high Have experience.