استراتيجية قائمة على النظرية التأويلية النقدية لتنمية مهارات النقد الأدبي لدى طلاب المرحلة الثانوية

Abstract EN

This research aimed at developing literary criticism skills among secondary school students in the light of critical interpretive theory.

this required a theoretical study of literature and related studies.

philosophical basics of the current research are determined.

a list of literary criticism skills necessary and appropriate for second grade secondary students was presented.

to achieve this goal, the research followed the following procedures : building a list of literary criticism skills appropriate for second grade secondary students, determining basics for using a critical strategy based on critical interpretive theory ; for developing literary criticism skills for second grade secondary students, preparing a test of literary criticism skills necessary for second grade secondary students, preparing a teacher's guide in the light of the critical strategy based on critical interpretive theory, selecting research participants from second grade secondary students and dividing them into two groups, experimental and control.

the literary criticism skills test was pre administered to the experimental and control groups, then the subjects of poetic texts were taught to the experimental group students in the light of the strategy based on critical interpretive theory, then the literary criticism test was post administered to the two groups.

the statistical treatment of the pre and post administrations grades revealed the following results : the teaching strategy based on critical interpretive theory is effective in developing literary criticism skills among secondary stage students.

there were statistically significant differences between the mean scores of the experimental and control groups students in the post administration of the literary criticism skills test as a whole and in each sub-skill in favor of the experimental group.

there were statistically significant differences between the mean scores of the experimental group students in the pre and post administrations of the literary criticism test as a whole and in each sub-skill in favor of the post administration.