أثر استراتيجيّة التّساؤل الذّاتيّ في تحسين مهارات الفهم القرائيّ في اللّغة العربيّة لدى طلبة الصّف السّابع الأساسيّ واتّجاهاتهم نحو القراءة في فلسطين
Date
2025-07-22
Authors
إيناس محمد القزقي
Inas M. Qazaqi
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدّراسة إلى استقصاء أثر استراتيجيّة التّساؤل الذّاتيّ في تحسين مهارات الفهم القرائيّ واتّجاهاتهم نحو القراءة لدى طلبة الصّف السّابع الأساسيّ في فلسطين. وقد اعتمدت الباحثة المنهج التّجريبيّ والتّصميم شبه التّجريبيّ، وتمّ اختيار عيّنة الدّراسة بالطريقة القَصديّة، تكوّنت من (138) طالباً وطالبةً من طلبة الصّف السّابع في مديريّة تربية وتعليم جنوب الخليل خلال الفصل الثّاني من العام الدّراسي 2024/2025، وتمّ تعيينهم بطريقةٍ عشوائيّةٍ إلى مجموعتين، تجريبيّة تكوّنت من(69) طالباً وطالبةً، وضابطة تكوّنت من (69) طالباً وطالبةً، وقامت الباحثة بتصميم دليل التّدريس وفق استراتيجيّة التّساؤل الذّاتيّ لتطبيقه على العيّنة التّجريبيّة، وتم تصميم اختبار قياس مهارات الفهم القرائيّ، واستبانة لقياس اتّجاهات الطلبة نحو القراءة، والتّحقّق من صدقهما وثباتهما قبل التّطبيق .
وأظهرت نتائج الدّراسة وجود فروق ذات دلالة إحصائيّة بين متوسّطات درجات الطّلبة في اختبار مهارات الفهم القرائيّ في اللّغة العربيّة لدى طلبة الصّف السّابع في فلسطين تُعزى لمتغيّر طريقة التّدريس لصالح المجموعة التّجريبيّة الّتي دُرّست باستراتيجيّة التّساؤل الذّاتيّ في الاختبار البعديّ، كما توصّلت الدّراسة إلى وجود فروق ذات دلالة إحصائيّة بين متوسّطات درجات الطّلبة في اختبار مهارات الفهم القرائيّ في اللّغة العربيّة لدى طلبة الصّف السّابع في فلسطين تُعزى لمتغيّر الجنس لصالح الإناث، وبيّنت النّتائج أنّه لا يوجد فروق ذات دلالة إحصائيّة للتّفاعل بين طريقة التّدريس والجنس لطلبة الصّف السّابع الأساسيّ في اختبار مهارات الفهم القرائيّ، كما دلّت النّتائج على أنّ هنالك فعاليّة لاستراتيجيّة التّساؤل الذّاتيّ في تحسين اتجاهات طلبة الصّف السّابع الأساسيّ في فلسطين نحو القراءة في اللّغة العربيّة بحسب طريقة التّدريس وقد كانت الفروق لصالح المجموعة التجريبيّة الّتي دُرّست باستخدام التّساؤل الذّاتيّ .
وبيّنت النّتائج عدم وجود فروق دالّة إحصائيّاً بين متوسّطات اتّجاهات الطّلبة نحو القراءة لدى طلبة الصّف السّابع في فلسطين تبعاً لاختلاف الجنس. وبناءً على ذلك أوصت الباحثة بتدريب معلّمي اللّغة العربيّة على كيفية صياغة الخطط التّعليميّة والتّحضير من خلال الاستفادة من استراتيجيّة التّساؤل الذّاتيّ لِما أظهرته النّتائج من وجود تأثير واضح على تحسين مهارات الفهم القرائيّ لدى الطّلبة واتّجاهاتهم نحو القراءة.
الكلمات المفتاحية: التساؤلالذاتي،مهاراتالفهمالقرائي،اللغةالعربية،الاتجاهنحوالقراءة.
This study aimed to investigate the effect of the Self-Questioning Strategy on developing reading comprehension skills and reading attitudes among seventh-grade students in Palestine. The researcher adopted an experimental and quasi-experimental design. The study sample was purposefully selected and consisted of (138) male and female seventh-grade students from the Directorate of Education in Southern Hebron during the second semester of the 2024/2025 academic year. They were randomly assigned to two groups: an experimental group consisting of (69) male and female students, and a control group consisting of (69) male and female students. The researcher designed a teaching guide based on the Self-Questioning Strategy for application to the experimental group. A test to measure reading comprehension skills and a questionnaire to measure students' attitudes towards reading were also designed, and their validity and reliability were verified before application. The study results showed statistically significant differences between the mean scores of students in the Arabic language reading comprehension skills test for seventh-grade students in Palestine, attributed to the teaching method variable in favor of the experimental group, which was taught using the Self-Questioning Strategy on the post-test. The study also found statistically significant differences between the mean scores of students in the Arabic language reading comprehension skills test for seventh-grade students in Palestine, attributed to the gender variable in favor of females. Furthermore, the results indicated no statistically significant differences for the interaction between the teaching method and gender for seventh-grade students in the reading comprehension skills test. The results indicated the effectiveness of the Self-Questioning Strategy in developing attitudes towards reading in Arabic among seventh-grade students in Palestine according to the teaching method, and the differences were in favor of the experimental group taught using Self-Questioning The results also showed no statistically significant differences between the mean attitudes of seventh-grade students towards reading in Palestine due to gender differences. Based on these findings, the researcher recommended training Arabic language teachers on how to formulate educational plans and preparations by utilizing the Self-Questioning Strategy, given the clear impact shown by the results on developing students' reading comprehension skills and their attitudes towards reading. Keywords: Self-questioning, Reading comprehension skills, Arabic language, Attitude toward reading
This study aimed to investigate the effect of the Self-Questioning Strategy on developing reading comprehension skills and reading attitudes among seventh-grade students in Palestine. The researcher adopted an experimental and quasi-experimental design. The study sample was purposefully selected and consisted of (138) male and female seventh-grade students from the Directorate of Education in Southern Hebron during the second semester of the 2024/2025 academic year. They were randomly assigned to two groups: an experimental group consisting of (69) male and female students, and a control group consisting of (69) male and female students. The researcher designed a teaching guide based on the Self-Questioning Strategy for application to the experimental group. A test to measure reading comprehension skills and a questionnaire to measure students' attitudes towards reading were also designed, and their validity and reliability were verified before application. The study results showed statistically significant differences between the mean scores of students in the Arabic language reading comprehension skills test for seventh-grade students in Palestine, attributed to the teaching method variable in favor of the experimental group, which was taught using the Self-Questioning Strategy on the post-test. The study also found statistically significant differences between the mean scores of students in the Arabic language reading comprehension skills test for seventh-grade students in Palestine, attributed to the gender variable in favor of females. Furthermore, the results indicated no statistically significant differences for the interaction between the teaching method and gender for seventh-grade students in the reading comprehension skills test. The results indicated the effectiveness of the Self-Questioning Strategy in developing attitudes towards reading in Arabic among seventh-grade students in Palestine according to the teaching method, and the differences were in favor of the experimental group taught using Self-Questioning The results also showed no statistically significant differences between the mean attitudes of seventh-grade students towards reading in Palestine due to gender differences. Based on these findings, the researcher recommended training Arabic language teachers on how to formulate educational plans and preparations by utilizing the Self-Questioning Strategy, given the clear impact shown by the results on developing students' reading comprehension skills and their attitudes towards reading. Keywords: Self-questioning, Reading comprehension skills, Arabic language, Attitude toward reading
Description
Keywords
Citation
القزقي، إيناس محمد. (2025). أثر استراتيجيّة التّساؤل الذّاتيّ في تحسين مهارات الفهم القرائيّ في اللّغة العربيّة لدى طلبة الصّف السّابع الأساسيّ واتّجاهاتهم نحو القراءة في فلسطين [رسالة ماجستير غير منشورة]. جامعة القدس.