أثر استراتيجية المقهى العالمي في التحصيل والتفكير التأملي لدى طلاب الصف الخامس الإعدادي في موضوعات البلاغة

Abstract

    The research aims to find out (the impact of the global café strategy on the achievement and reflective thinking of fifth grade middle school students on rhetoric topics). The researcher proceeded to achieve his goal by formulating the following two zero hypotheses:

1- There is no statistically significant difference at the level of significance (0.05) between the averages of achievement of the students of the experimental research group who study rhetoric topics using the global café strategy, and the averages of achievement of students of the control research group who study rhetoric topics in the usual way in the achievement test prepared for this purpose.

2- 1- There is no statistically significant difference at the level of significance (0.05) between the averages of achievement of the students of the experimental research group who study rhetoric topics using the global café strategy, and the averages of achievement of students of the control research group who study rhetoric topics in the usual way in the reflective thinking scale.

The semi-experimental approach with partial control of the two research groups and the post-test in the collection of rhetoric was what the researcher adopted, then the reflective thinking scale was applied. The research community is represented by students of the fifth literary grade in preparatory and secondary schools in Al-Husseiniyah district in Karbala Governorate, as the research sample reached (61) students, (30) students for the experimental group that studies according to the global café

strategy, and (31) students for the control group that studies According to the usual way.

    The researcher rewarded the two research groups with several variables, and it appeared that there was no statistically significant difference between the two research groups at the level of significance (0.05) a behavioral purpose distributed over the four topics, representing the first four cognitive levels of Bloom's classification, while the researcher prepared teaching plans for each of the two research groups, and the research tool was an achievement test in rhetoric topics consisting of (32) paragraphs, while reflective thinking the researcher adopted the Kemper scale and his colleagues (Kember et al. 2000), which consisted of (16) items that measure levels of reflective thinking, distributed over four main levels.

    The validity of the two tools was achieved after presenting them to the experts and the arbitrators, then the researcher applied the test and the reflective thinking scale to the students of the two groups, and when the statistical treatment was done, as for the results of the research, the experimental group that studies according to the global café strategy outperformed the control students that study in the light of the usual method in each From the achievement test and the reflective thinking scale, the research came out with several recommendations, including:

1- The necessity of adopting the global café strategy in teaching rhetoric for the fifth literary class, because it achieved good results.

2- Paying attention to the study of rhetoric and giving it greater importance due to its importance in understanding literary texts, its poetry and prose.

3- Activating the role of teachers by caring for reflective thinking, and including Arabic language curricula with activities and questions that develop and develop thinking among students.