أثر استخدام استراتيجية التعليم المتمايز في تنمية مهارات التفكير الإبداعي و تحسين الاتجاهات نحو مقرر التفسير لدى طلبة الصف الثاني الثانوي

Abstract EN

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of interpretation and improve attitudes towards it.

To achieve the objective of the study, the researcher prepared a teacher's guide for the use of differentiated teaching strategy in teaching interpretation of the second secondary grade, as the researcher prepared a measure of attitudes towards interpretation.

The researcher used quasi- experimental approach.

The study sample consisted of 80 students divided into four groups (2) experimental (male and female) and (2) control (male and female), the experimental group has been taught using differentiated teaching strategy while the control group did not use this strategy, and in the end of the experiment the Torrance Verbal Test of Creative Thinking was applied which measures three skills: fluency, flexibility and originality, as well as applying the trends measurement on the experimental and control groups.

The results of the study showed a statistically significant difference between the average scores of the experimental and control groups students in applying Torrance creative thinking test in each skill of the three creative thinking skills and on the test as a whole.

As well as the trends scale towards interpretation of these differences for the experimental group students who have studied using the differentiated teaching strategy.

As the results of the study showed no statistically significant differences between the average scores of the experimental group and control group students due to the variable gender, the study made a series of recommendations including: Holding training courses for teachers and supervisors to train them to employ a differentiated teaching strategy in the learning and teaching process.