الفهرس 
مشكلــــــــة البحثيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The world has recently faced many challenges and is characterized by the age of scientific and technological revolution, development and knowledge in all fields, so that we can deal with the current changes to keep pace with this era in which we live, it is not appropriate to rely only on the ideas and experiences and theories used in the past must be Learners acquire and apply critical thinking skills, so the ultimate objective of education is to think about the framework of future science in the information age so that learning for thinking rather than for information is of limited interest, and the need to think becomes a vital requirement Good learning is that the student can practice critical thinking and understanding of concepts and principles learned.
By teaching philosophy to high school students, their study may contribute to the development of critical thinking skills for philosophical concepts and principles. The philosopher, although he begins his reflections in view of the reality of living, is always aimed at determining how this reality will be, He may find some of the causes of these problems, or just criticize them and overcome them, or try to develop a new vision that is suitable to move his society and its age from a state of stagnation and deterioration, to the state of intellectual progress and cultural prosperity in general.
The material of philosophy, with its concepts, if it is best to choose its content and teaching strategies to develop the students critical thinking skills, including (analysis - understanding of relationships - calendar), which is reflected in the development of critical thinking and then the authors of curricula and teachers to overcome this Abstraction through the development of strategies based on educational activities that promote the positive role of the learner, which includes the strategy of interactive teaching if they develop critical thinking skills of students and facilitate the process of using the knowledge of procedural and explanatory in the formation of meaning helps Z to solve problems.
The cross-learning strategy is one of the meta-knowledge strategies in which the teacher employs consistent integrated teaching methods in a sequential form, each complementing the other. These methods are (prediction - clarification - generating questions - summary). The teacher is able to employ them within the educational situation to develop critical thinking skills and philosophical concepts, so the current research seeks to study the effectiveness of using the exchange strategy in teaching philosophy to give students the philosophical concepts and develop the critical thinking skills of students Secondary school.
Problem of the research
The main question:
”What is the effectiveness of the “Reciprocal Teaching Strategy “in the subject of philosophy and the development of philosophical concepts and critical thinking skills among high school students?”
To answer the study question, the researcher used the semi-experimental approach of the single experimental group using the Reciprocal Teaching Strategy and the number of its students (45) students from Beni Suef governorate and collected data through the tools of the data were collected by means of the study tools: the achievement test and the critical thinking skills scale. After verifying the validity and stability of the tools and their validity to use, the tribal tests were applied and then the experiment was implemented and the post application of the tools, after collecting the data they are analyzed statistically
from the aforesaid, problem of the research unfolds as follows: there are weaknesses in the secondary stage students with regard to the philosophical concepts and the critical thinking, so the following research seeks to answer the following main question:
What is effectiveness of the reciprocal teaching strategy in philosophy subject, development of the philosophical concepts and critical thinking skills in the secondary stage students? The following secondary questions emerge from this main question:
1 - What critical thinking skills appropriate for secondary school students in philosophy?
2 - What are the skills of critical thinking among secondary school students?
3 - What is the basis for the use of the interactive teaching strategy among students in the second grade?
4 - What is the impact of the use of interactive teaching on second secondary students?
5 - What concepts to be developed by students in the second grade secondary?
6 - What are the philosophical concepts necessary for development in the philosophy curriculum for students in the second grade?
7- What is the effectiveness of the interactive teaching strategy in the development of the philosophical concepts of the second grade students?
The results of the study:
-There are statistically significant differences between mean scores of the experimental in the pre and post application of the philosophical concept test in favor of the post application.
2-There are statistically significant differences between mean scores of the experimental in the pre and post application of the critical thinking skill scale in favor of the post application.
The results of the study showed the superiority of the experimental group performance in the achievement test of concepts and the scale and skills of critical thinking. The study also proved the effectiveness of the use of the Reciprocal Teaching Strategy in the teaching of philosophy on the development of some philosophical concepts and critical thinking skills among high school students
The current research is confined to the following delimitations:
1- Human Boundaries: It consists of (45) second year secondary secondary students who study philosophy at the secondary school for new girls - Beni Suef.
2- - Spatial boundaries: represent the place of application of field research in (New Girls Secondary School).
3- - Time Limits: The implementation of the program took the period from 1-10-2016 until (15-1-2017). This period included conducting the exploratory experiment, conducting the tribal application of the measuring instruments, teaching the interactive teaching strategy
Objectives of the research
1- Identifying effectiveness of the reciprocal teaching strategy on development of the philosophical concepts.
2- Identifying effectiveness of the reciprocal teaching strategy on development of the critical thinking skills.
3- Identifying the correlation between the philosophical concepts and critical thinking skills in the secondary stage students.
4- Preparing the philosophical concept list and the critical thinking skills.
Significance of the research
1- Research may help students use strategies which focus on understanding of the learner for the philosophy subject not on his/her memorizing the learning topic.
2- Research may help to rethink of the philosophy subject topics and reorganize thereof on clear bases.
3- Research may help to develop students’ abilities and gain them the skills which help to comprehend.
4- Presentation of a critical thinking skill list and a philosophical concept list which can be of great benefit for the philosophy teachers.
5- Research may help to improve and develop the philosophy subject teaching.
6- The research findings may contribute in handling the problems which may face the teachers while teaching the philosophy subject, improving their learning levels and styles as well as changing their attitudes towards it.
7- Research may help to develop the critical thinking skills.
Delimitations of the research
Hypotheses of the research
The current research tries to verify the current hypotheses:
1-There are statistically significant differences between mean scores of the experimental in the pre an post application of the philosophical concept test in favor of the post application.
2-There are statistically significant differences between mean scores of the experimental in the pre and post application of the critical thinking skill scale in favor of the post application.
3-There are statistically significant correlation between the mean scores of students in the philosophical concept test and the critical thinking skill scale.
Approach of the research
The researcher will use the following approach:
The quasi experimental approach: when testing the independent variable in the dependent variables.
The current research is confined to the following delimitations:
1-The research community will be selected from one of the secondary schools in Beni –Suef governorate.
2-A list of some philosophical concepts taught for the second secondary school students will be determined (wisdom, philosophical situation, consciousness, reality, opportunism).
3-A list of some critical thinking skills required for the second secondary school students will be determined (identifying hypotheses, problem identification, data interpretation, finding conclusion and reason assessment).
Instruments of the research
A- Workout Tools
1- Activity handbook ( prepared by the researcher)
2- Teacher’s guide (prepared by the researcher)
B- Measurement instruments
1- A list of some philosophical concepts (prepared by the researcher)
2- A list of some critical thinking skills.
3- A test for the philosophical concepts (prepared by the researcher).
4- A scale for the critical thinking skills.
Procedures of the research
To answer the current research questions, follow these steps:
1 - To answer the first question of the research was a list of some critical thinking skills to be developed by students in the second grade secondary, such as (calendar - perception of relations - analysis)
2 - To answer the second question of the research was a test of critical thinking skills to know the available critical thinking skills of students
3- To answer the third, fourth and seventh questions of the research, the research, references and previous studies concerning the mutual teaching, the development of critical thinking skills, and the philosophical concepts to benefit from them were examined and knowledge of the effectiveness of the interactive teaching strategy in the development of philosophical concepts, critical thinking methods for second secondary students, Other
4 - To answer the fifth question of the research was a list of philosophical concepts to be developed by students in the second grade secondary (state - government - religion - democracy)
5 - To answer the sixth question of the research was a test for some of the philosophical concepts for students in the second grade secondary to know what they have concepts
6- Preparing the student’s book with philosophical concepts and critical thinking skills
7- Preparing the teacher’s guide according to the mutual teaching strategy to facilitate the implementation of the strategy for the teacher
8 - The preliminary picture of the study tools (student call - teacher’s guide - a test of some concepts - a measure of critical thinking skills) was presented to a group of arbitrators
9. The final image of the research tools was prepared after the amendments were made
10. A group of students were selected to conduct the pre-application of the measurement tools (a test of some concepts - a measure of critical thinking skills) on the experimental group
11- The research experience of the experimental group was carried out according to the mutual teaching strategy
12- Because of the remote test of the measurement tools (a test of some concepts - Criterion of critical thinking skills) on the experimental group
13 - Conducting the statistical treatment of the grades of students in the measurement tools to obtain the results of the search
14 - Analysis and interpretation of the results to answer the questions of research and validation of hypotheses
Search recommendations:
In light of the results of the current research, the following recommendations can be made:
. The objectives of teaching philosophy include the importance of developing critical thinking skills such as recognizing assumptions, reasoning, reasoning, reasoning, and evaluation
- The objectives of teaching philosophy include the importance of developing philosophical concepts such as government, theory, religion, democracy, knowledge
B - The content of philosophy: teaching the exchange of the implementation of units of study philosophy.
2. The philosophy curriculum should include many activities that develop the skills of critical thinking and different philosophical concepts that help students achieve the desired educational goals.
3. To draw the attention of those who design the curricula of philosophy and logic to the need to take into account the nature of the secondary stage in the construction and design of the philosophy curriculum presented to students, by considering the educational needs of that stage, as well as their academic, social, mental, psychological, linguistic and cognitive.
4. To invite the Ministry of Education and those in charge of the development of philosophy curricula in the secondary stage to develop tests and measurements, or to use tests and measurements prepared by them to be codified, to ascertain the effectiveness of the current curriculum of philosophy at that stage in achieving the functions of philosophy as a subject, Or its effectiveness in connecting students to everyday thinking and applying philosophy to everyday life as a fundamental goal that philosophy seeks to achieve through its study.
5. Inviting the officials of the visual, audiovisual, and readable media to abide by the rules of good dialogue in the programs presented, discussions and adherence to the accuracy and objectivity of the presented writings and analysis of the press.
6 - taking into account the different topics of philosophy of the problems of students and their interests in the presentation of the curriculum or the construction and formulation of the curriculum.
Educational activities and means:
7. The need to provide schools with many teaching aids that provide students and teachers with basic sources of knowledge about philosophy
D. Strategies and methods of teaching:
8. To draw the attention of teachers who teach philosophy to students in the secondary stage the need to choose methods of teaching first suit the mental nature of the students of this stage, and second with the nature of philosophy as a subject
E) Evaluation methods:
9. Reviewing existing assessment methods and exams by including exam questions that measure students’ thinking, making students interested in thinking and using effective thinking skills.
10. Calendar questions should include what measures different thinking skills
F - The existing teachers and their training:
11. Taking care of the training of the philosophy teacher on the development of thinking skills. Criticizing one of the objectives of teaching philosophy before and during service.
12. Building training programs for the teachers of philosophy to develop their critical thinking skills and how to practice with their students
Suggested Research:
In the light of the previous findings and recommendations of the research, there may be an urgent need for the following studies:
1. Effectiveness of the use of the interactive teaching strategy in the teaching of philosophy to develop the skills of philosophical research among high school students.
2. Effectiveness of the use of the interactive teaching strategy in the teaching of philosophy on the development of some social skills among high school students.
3. A proposed program in philosophy based on interactive teaching to develop the skills of solving philosophical problems and future thinking among high school students.
4. A proposed program in philosophy based on mutual teaching to develop some of the skills of learning the philosophy of students and teachers in faculty of education
5. A proposed scenario for the development of the logic curriculum at the secondary level in the light of some international trends.
6. A follow-up study to find out the effect of the use of the interactive teaching strategy in teaching philosophy to develop the thinking skills of the high school students and improve their thinking at the university level.
7. The need for similar research in the subject of psychology, sociology and logic.
8. Prepare a program to train the teachers of philosophy to develop the critical thinking skills and philosophical concepts of their students
9. Preparation of a study to find out the effect of the use of interactive teaching for the development of philosophical thinking in the secondary stage