التفكير الحاذق لدى طلبة ثانويات المتميزين و أقرانهم العاديين

Abstract EN

everyday life is usually stereotyped thinking does not lead to a mention in our expertise and our growth, while the smart thinking (skilled) leads us to the growth o four expertise and knowledge, as the result in him a deep understanding of the phenomena of our lives and we came to the conclusions of a new and inferences for this we seek to teach this kind of thinking.

results of studies have shown tha tthere is a consensus among scientists and educators about the need to educate and develop the mental capacities of all members of society, and in all age groups, especially among school and university students in order to build a generation thinker, taking into account that these skills and mental capacity does not grow automatically (atoum et 0.2007 : 43) and reflected the problem of current research through a few of our knowledge about the possibilities and capabilities of the pupils in this important kind of thinking, a problem worthy of study as well as the events of the iraqi society in recent years, and the challenges imposed the need for more research and studies in this area of thinking, therefore targeted the current research to answer the followin questions : 1.

what level of smart thinking for pupils of distinguished secondary schools.

2-what level of smart thinking for ordinary pupils in the secondary schools.

3.

is there a statistically significant differences in smart thinking between the distinguished pupils in secondary schools and ordinary peers.

and identifies current research pupils of distinguished secondary schools and their ordinary peers in the academic year 2011/2012 in the province of baghdad rusafa educational / 1.

the number of the sample (200) pupils from four schools, including (100) pupils from secondary schools for distinguished pupils and (100) pupils from secondary schools for ordinary pupils.

adopted researcher smart thinking which was prepared b tyhe researcher taima 2010 scale consists of (58) paragraph and distributor of the five areas and after extracting the virtual honesty was maintained at all paragraphs extracted steadiness way retail midterm bringing coefficient (0.83) was the use of statistical methods (spearman equation brown, and samples t-test for one sample, and samples t-test for two independent samples).

the search results : 1-the pupils have smart thinking.

2-the ordinary pupils have smart thinking.

3- there is a statistically significant differencesin smart thinking between the distinguished pupils in secondary schools and ordinary peers and the best is for the distinguished pupils.