The effect of analog thinking strategy on gaining concepts of grammar Arabic among middle school students

Abstract

Aims search current to know " the impact of a strategy which Faqeer analog in the acquisition of the concepts of the rules of the Arabic language p end students intermediate stage", and the researcher adopted that the experimental design with the tuning of the C Shanbezehi, and is the design of the control group random selection and the way the For randomness, they chose a medium Ghamadan for girls affiliated to the General Directorate of Education in Baghdad , the first Rusafa, and in the same way chose a division (A ) To represent the experimental group by (30) female students, and ( B ) to represent the control group with (30) female students , the sample reached (60) female students , and the researchers rewarded between the two groups statistically in variables: time age, grades of the previous year, and achievement school for parents , the search tool has a promising objective test to measure the acquisition of the concepts of the rules of the Arabic language component (36) , paragraph , and studied one of the researchers two groups search the same  E during the duration of the experiment that chapter lasted a study for the academic year ( 201 6 -201 7), and used a test Altaia for two independent samples, the square Kai , the coefficient of correlation Pearson, the coefficient of difficulty, and the strength of the swans Eyez, and coefficient alpha Cronbach, and after analyzing the data found The researcher stated that:

"There is a difference is statistically significant statistically significant at the level (0.05) between the average grades students who are studying the experimental group strategy analog thinking, and the average degree of control group decent j studying the way of the normal".                              

In light of the Net J c of research researcher concluded that a set of     conclusions, most notably:                                                                           

•The students had a positive and active role in building the meaning between previous knowledge and new knowledge by making analogues themselves because the strategy of analog thinking made learning     meaningful to them.