الفهرس 
الفصل الأوليوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 369 |  |  |
| | | from | 369 | | |
المستخلص
The current study aims to identify the effectiveness of a proposed Programme in literary texts based on the elaboration theory in the light of the digitization era in developing: the skills of literary text analysis, and the conceptual understanding of literary texts and literary culture - each separately - among first- year secondary school students. The problem of the study was identified in the low level of literary texts analysis skills and their conceptual comprehension as well as literary culture among first- year secondary school students. And the lack of interest in the elements of expansion and organization in teaching literary texts in the first secondary grade, which is witnessing an important transitional stage for the student. This also requires taking into account the digital boom in this technological age in which we live. Hence, the current study sought to address this decline and this shortcoming by building a program in literary texts based on elaboration theory in light of the era of digitization. With the aim of developing literary text analysis skills, conceptual comprehension, and literary culture among first- year secondary school students. Hence.
the current study came to answer the following questions:
1- What is the effectiveness of a proposed program in literary texts based on elaboration theory in the light of the digitization era to develop literary text analysis skills among first- year secondary school students?
2- What is the effectiveness of a proposed program in literary texts based on the elaboration theory in the light of the digitization era to develop conceptual comprehension among first- year secondary school students?
3- What is the effectiveness of a proposed program in literary texts based on the elaboration theory in light of the era of digitization in developing literary culture among first- year secondary school students?
In order to answer the questions of the study and achieve its objectives, the researcher used the experimental approach with one experimental group and the design of the pre and post measurements in order to know the effectiveness of the program in developing the targeted skills of first- year secondary school students.
She also prepared the following educational materials and tools:
- A list of literary text analysis skills suitable for first-year secondary school students.
- A list of conceptual comprehension skills suitable for first- year secondary school students.
- A list of dimensions of literary culture suitable for first- year secondary school students.
- A teacher guide showing how to teach according to the proposed Programme, and the student’s handbook prepared according to the Programme.
- Literary texts analysis skills test.
- Conceptual comprehension test.
- Literary culture measurement.
The sample of the study consisted of fifty-five (55) male and female students from the first-year at Awlad Ismail Joint Secondary School in the Maragha Educational Administration in Sohag Governorate, during the second semester of the academic year 2021/2022. The researcher chose this grade specifically because it is the most in need of organizing knowledge and understanding the expansion that occurs in it, as it is the class that witnesses the transition of the student from the preparatory stage to the secondary stage, With what it witnesses of intellectual and expansion difference. It is also the grade that has undergone a ministerial change, and the digital dimension has been adopted in the assessment since the academic year 2019/2020. The objective limits of the current study are limited to recognize the impact of a program in literary texts based on elaboration theory in the light of the digitization era, to develop skills: literary text analysis, conceptual comprehension, and literary culture among first - year secondary school students. These particular skills were chosen because they are the skills at the heart of the research problem.
After ensuring the validity of the study tools, they were applied in the second semester of the academic year 2021/2022 AD, and after analyzing the data statistically, the current study reached the following results:
1- The results of the literary text analysis skills test: There is a statistically significant difference between the mean scores of first-year secondary school students in the pre and post applications of the literary text analysis skills test, in favor of the post application.
2- The results of the conceptual comprehension test of literary texts: There is a statistically significant difference between the mean scores of first - year secondary school students in the pre and post applications of the conceptual comprehension test, in favor of the post application.
3- The results of the literary culture scale: There is a statistically significant difference between the mean scores of the first-year secondary school students in the pre and post applications of the literary culture scale, in favor of the post application.
The study attributes the reasons for these results to the adoption of the proposed programme on an abundance of a variety of activities that take into account individual differences and focus on the students’ actual practice of them, as well as allowing the proposed programme for students to seek outsourcing to help them understand literary texts such as: The international Internet, social media, electronic platforms, the Egyptian Knowledge Bank, various books and literary references, and his interest in educational content and practical emphasis on the importance of increasing knowledge about literature and its aspects through some additional tasks.
The study concluded with some recommendations, the most prominent of which was the recommendation to employ the educational applications of the elaboration theory in the light of the era of digitization in teaching the Arabic language and its various branches and in the various educational stages. And reviewing the content of the Arabic language book for the first secondary grade, its activities, assessments, and methods for tabulating its content in a manner commensurate with technical development, such as including electronic links or references that refer the student to the most important platforms, websites, and electronic forums designated in the teaching and learning processes. As well as recommending the restructuring of the evaluation system in the secondary stage in a way that is commensurate with the nature of the Arabic language subject, especially literary texts, and so that it is linked to its teaching objectives, by focusing on essay questions in addition to the substantive part, taking into account the nature of the Arabic language subject and the need to measure several important aspects, including expressive fluency and creative writing, literary culture, etc. And recommending to hold periodic training programs for Arabic language teachers at the secondary stage on mechanisms for benefiting from the data of the digital age in teaching the Arabic language, such as using the Egyptian Knowledge Bank and the interactive electronic whiteboard, and benefiting from communication platforms (such as: Microsoft Teams, Microsoft Zoom, and Microsoft Forms) in the teaching field.
The current study also presented proposals to conduct some future studies that would complete the current study and deepen its results, such as: the use of educational applications of the expansive theory in teaching Arabic literature and its impact on developing creative writing skills and comprehending concepts among secondary school students, and preparing a program in literary texts based on digital data in developing the skills of analyzing the structure of literary text and literary culture among middle school students, and evaluating the language book. Arabic for the first grade of general secondary school in the light of the educational applications of the expansionist theory and presenting a proposed vision for its development.