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المقاربات النصّية وأهميتها في تحقيق المهارات التعليمية التعلمية لأنماط النصوص في ديداكتيك اللغة -الصف الأول المتوسط نموذجاً- جمهورية العراق | ||
| دراسات في اللغة العربيّة وآدابها | ||
| مقاله 1، دوره 16، شماره 41، آذر 2025، صفحه 1-38 اصل مقاله (680.52 K) | ||
| نوع مقاله: مقالة بحثيّة أصيلة (علميّة محكّمة) | ||
| شناسه دیجیتال (DOI): 10.22075/lasem.2024.34922.1438 | ||
| نویسندگان | ||
| رشا محسن عباس1؛ إسحق رحماني* 2؛ دانش محمدي3؛ يوسف نظري3 | ||
| 1طالبة دكتوراه في قسم اللغة العربية وآدابها بجامعة شيراز، شيراز، إيران. | ||
| 2أستاذ في قسم اللغة العربية وآدابها بجامعة شیراز، شيراز، إيران. | ||
| 3أستاذ مشارك في قسم اللغة العربية وآدابها بجامعة شیراز، شيراز، إيران. | ||
| تاریخ دریافت: 11 مرداد 1403، تاریخ بازنگری: 02 آذر 1403، تاریخ پذیرش: 28 آذر 1403 | ||
| چکیده | ||
| تعدّ نظرية المقاربة النصيّة من النظريات ذات المستوياتِ المعرفية ِالمهمة في المسيرةِ التربويةِ، حيث تم اختيارها كأداةٍ لمعالجةِ مستوى النصوص في كتابِ اللغة ِالعربيّةِ للمرحلة الأولى المتوسطة كشفاً عن كيفيةِ توزيع هذه النصوص على مجلدي الكتاب. وقد تضمّنت النصوص الأدبيّة (النثرية والشعرية) النص التقويمي، والمطالعة الموجهة، والقواعد، ونشاط الفِهم، والاستيعاب وغيرِها. وقد استخدمنا المنهج الوصفي التحليلي؛ فتمّ من خلال الإحصاء الوصفي للتكرار والنسب المئوية الموزعة على هذين الجزأين تصنيفها وفقاً لأداة الدراسة؛ وذلك بهدف تحليل آراء المدرسين؛ ودراسة مدى مراعاتهم لأهدافِ المنهج الدراسي باعتبارها مادة مهمة تتكأ عليها المراحل الدراسية القادمة. وتوصلت الدراسة إلى أنّه لم يتم توزيع النصوص بكلِ أنواعِها بنحو ٍ تسلسي متساوٍ؛ حيث يومئ إلى أنّ الحيّز الأكبر من إجمالي محتوى الكتاب من نصوصِ المطالعةِ الموجهةِ والنصوص التواصلية شكلت دوام توفرها بنسبةِ (47%.3) وبتكرار(142)، بينما توفرت النصوص السرديّة والحجاجية والتفسيرية والإخبارية بنسبةِ (46%.3) وبتكرار(139) إذن النسب التي توصلت إليها الدراسة في إطار المعرفة الإجرائية بالقياس لباقي أسئلة وآراء المعلمين في الاستبيان الخاص بالمقاربات النصيّة، هو ما يتمثل بتفعيل دور هذه النظرية سواء داخل الصف أو الكتاب المدرسي ونصوصه ضمن أطر تعليميّة تتناسب ومستوى المتعلمين. | ||
| کلیدواژهها | ||
| المقاربات النصية؛ أنماط النصوص؛ ديداكتيك اللغة العربية؛ الأول المتوسط؛ العراق | ||
| عنوان مقاله [English] | ||
| Textual approaches and their importance in achieving educational and learning skills for text patterns in the didactics of the Arabic language - first intermediate grade as a model - Republic of Iraq | ||
| نویسندگان [English] | ||
| Rasha Mohsen Abbas1؛ Isaac Rahmani2؛ Danesh Mohammadi3؛ Yusef Nazari3 | ||
| 1PhD student in the Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran. | ||
| 2Professor at the Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran. | ||
| 3Associate Professor, Department of Arabic Language and Literature, Shiraz University, Shiraz, Iran. | ||
| چکیده [English] | ||
| The theory of textual approach; Among the theories that are considered among the theories with important cognitive levels in the educational process, which were chosen as a tool to address the level of texts in the Arabic language book; For the first intermediate stage; Revealing how these texts are distributed in the two volumes of the book containing literary texts (prose and poetry), Such as evaluative text, guided reading, grammar, comprehension activity, etc. Using the analytical description approach; through descriptive statistics of the frequencies and percentages distributed over these two books (parts), they were classified according to the study tool. With the aim of analyzing teachers’ opinions; and study the extent to which it takes into account the objectives of the curriculum. As an important subject on which the next academic stages depend. The study found that texts of all types were not distributed equally sequentially. It indicates that the largest portion of the book's total content is directed reading texts and communicative texts. Its availability was maintained at a rate of (47.3%) and at a frequency of (142), While narrative, argumentative, explanatory and informational texts were available at a rate of (46.3%) and with a frequency of (139). So, the percentages that the study reached in terms of procedural knowledge compared to the rest of the teachers’ questions and opinions in the questionnaire on textual approaches, It is represented by activating the role of this theory, whether within the classroom or the textbook and its texts within educational frameworks appropriate to the level of the learners. Keywords: Textual approaches, Text styles, Didactics of the Arabic language, the first medium, Iraq. Extended summary Introduction The Iraqi Ministry of Education has entered a new and important management phase in the course of its educational systems in light of the new trends to reform the educational system, it adopts a model of teaching with text approaches as a necessary pedagogical choice, and we cannot deviate from its modern teaching principles in light of the new global transformations. The textual approach is a method by which texts are dealt with and its activities are taught, and making texts in their various forms, such as the story, the piece, the dialogue, the anthem, or their various types: (informative, dialogic, descriptive) the starting point for all linguistic activities. To practice educational work in order to provide the learner with the necessary linguistic skills of listening, reading, and writing, and to enable him to master the various targeted competencies. Materials & Methods Approach: It has significance. It indicates an action plan that takes into account the convergence and overlap that occurs between the overlapping factors in achieving effective performance, in order to achieve an educational goal according to a clear educational and pedagogical strategy. “It is starting a project, solving a problem, or achieving a specific goal.” - Textuality: “It is known in modern studies in general as: “the elements that distinguish the text from the non-text, and they also represent the basic themes of the text.” The study defines it procedurally; It can be said that textuality is a set of standards and conditions whose existence is considered a legitimate basis for creating texts. The study defines it procedurally; It is the way in which the learner plays the primary role. Meaning that the role of the professor or teacher is to facilitate the pupil or student’s learning process, explain and classify the material in a way that is appropriate and consistent with the student’s level, and prepare him with the necessary tools and assistance in learning. Note that applying the textual approach contributes to the development of two basic skills: - A function related to the recipient and understanding: “It provides the learner with an opportunity, represented by receiving texts and understanding their meanings, and realizing their contents, the intentions of their authors, and the mechanisms controlling the connection and intertwining of textual structures. By studying texts, the learner better understands their intended contents, and at a more Arabized level, and understands its mechanisms.” - A function related to production: “Once the learner understands the way the texts that govern them are composed, he will invest it in reconstructing the texts, which allows him to receive the topics well and realize the interconnection between the sub-structures of the text, and then the overall structure of the text. As for the production ability, it enables him to produce the topics, by putting an outline of the innovative topic, taking care to arrange its elements in a logical order and to conform to textual patterns and models.” Research findings - The study found that teaching according to the efficiency of the textual approach aims to enhance the spirit of creativity and develop the learner’s productive ability, and thus he can apply it in societal life, which is the ultimate goal. However, the authors of this methodological book relatively neglected some things that are considered one of the luxuries of the language that would help the learners to be able to control and master the language in speaking and understanding. The reason may be attributed to the fact that teachers have adhered to the Ministry of Education’s curriculum. The aim is to diversify textual styles according to its point of view and that of the authors. Discussion of Results & Conclusion This study agrees with Ben Naima’s study in terms of the effectiveness of the textual approach in teaching, especially in the field of teaching grammar. It also adopted the questionnaire method for teachers. It also agreed with Ben Aziza’s study in analyzing the textbook. In turn, it was found that the textual approach has an effective role in implementing the system of educational units in teaching. Teaching the Arabic language to the intermediate stage, It also agreed with Ben Bouzid’s study in terms of considering that the textual approach is a reform stage in the transformations of the educational system, as it took the textbook as a focus to address the shortcomings of the educational process, and focused on evaluating linguistic activities. | ||
| کلیدواژهها [English] | ||
| Textual approaches, Text styles, Didactics of the Arabic language, The first medium | ||
| مراجع | ||
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قائمة المصادر والمراجع أولاً: الكتب
ثانياً: المجلات
ثالثاً: الرسائل
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آمار تعداد مشاهده مقاله: 496 تعداد دریافت فایل اصل مقاله: 365 |
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