أثر استراتيجية الكرسي الساخن في اكتساب طالبات الصف الثاني المتوسط للمفاهيم النحوية و تنمية تفكيرهن السابر

Abstract EN

The current research aims to identify the effect of the hot chair strategy on the acquisition of grammatical concepts by second-grade students and the development of their probing thinking.

To achieve the objectives of the current research, the researcher put three zero hypotheses, the first of which is to acquire religious concepts, and the second and third are related to the development of probing thinking.

To be the experimental group, the number of students was (26), and they were taught according to the hot chair strategy, and the (B) section was chosen randomly to be the control group, which consisted of (29) students, and it was taught in the usual way.

The researcher used the experimental design with two equal groups with a pre and posttest, and the equivalence process was conducted on the two research groups in a number of variables : (the general average of all subjects in the first intermediate grade, the degree of Arabic language in the first intermediate grade, the chronological age of the students calculated in months, Parents' academic level, a test of tribal probing thinking).

To achieve the research goal and its hypotheses, the researcher prepared two tools : the first tool : a test of grammatical concepts that consisted of (30) paragraphs of the type of multiple choice, each of which took the three elements of the concept (definition, example, application) and the second tool a test of probing thinking, which included three stories, each story It measures one of the three probing thinking skills with its three branches, and each branch has two paragraphs of the open-answer type, so the total number of paragraphs became (18) paragraphs.

Statistically, using the t-test, the results showed the following : 1.

There is a statistically significant difference between the average acquisition of grammatical concepts for the members of the two groups (experimental and control) and in favor of the experimental group, and thus the null hypothesis is rejected and its alternative is accepted.

2.

There is a statistically significant difference between the average degrees of the development of probing thinking for the two groups (experimental and control) in the post test and in favor of the experimental group that was taught by the hot chair strategy, thus rejecting the null hypothesis and accepting its alternative.

3.

There is a statistically significant difference between the mean scores of the pre and post-test of the probing thinking of the experimental group and in favor of the post-test, and thus the null hypothesis is rejected and its alternative is accepted.

In light of the results of the research, the researcher came out with a number of conclusions, including : that the students became, thanks to the hot chair strategy, more able to comprehend and communicate with the study material compared to the usual method, and this made them acquire many grammatical concepts, and the researcher made a number of recommendations, including : For Arabic language teachers to inform them of the steps of the hot chair strategy to work in teaching, and in light of the research results, the researcher presented a set of proposals, including : The effect of the hot chair strategy on the achievement of first-grade middle school students in Arabic language and the development of their creative thinking.