الفهرس 
الفصل الأول: مشكلة البحث: تحديدها , وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
introduction.
Language is one of the most important manifestations of human
behavior that distinguishes a person from other other beings. The
linguistic ability is the most prestigious of the human capabilities, God
has preferred him over all creatures by language. (Hoda Imam, 2007,
28)
And the importance of language comes from the importance of its
speakers, because language is the title of its people, because it lives
their lives and dies by their death, and it develops and progresses with
their progress and development, it weakens their weaknesses and lags
behind their backwardness (Ali Madkour, 2005, 105)
And if the language as a communication tool depends on the two
sides of the productive and future communication, then its means of
achieving this is the grammar, as its role is effective in the language
system, its relationship to verbal and written expression and linguistic
wealth is a close relationship, as mastery of grammatical rules helps the
student to use words and sentences correctly Then you have sound
language habits. The grammar is the backbone of the Arabic language,
because the sentences are constructed and determine the location of
the word, its meaning, validity and pronunciation, because the Arabs did
not use their language except Arabized and sound from the melody, and
there was no time on the Arabic language in which it appeared devoid of
expression because it is the most prominent of its characteristics in style
and composition, and this is the case from its birth to Today (Majed Al-
Khayyat, 35, 2010)
Grammar has great importance within the language system, its
relationship to verbal and written expression and the development of linguistic wealth is a close relationship; where the student is not able to
express the correct expression unless he is able to grammatical rules,
then mastery of grammatical rules helps the student to use words and
phrases correctly, so that he has sound language habits.
In light of the change taking place in the world, the traditional thought
based on filling information and meanings in the minds has become
unable to qualify individuals and develop their personalities and help
them to adapt to this critical stage. Perhaps collective thinking is among
the types of thinking that imposes itself at the individual and collective
level, for its contribution to avoiding The risks and harms of independent
individual thinking.
The importance of collective thinking is that teaching in the classroom
depends on good students, so they answer without others the teacher’s
questions, and others do not participate in any effort in the thinking
process, but in the case of division into groups, students with less
prominence take an opportunity to contribute or at least an opportunity
to monitor thinking Others practically (Hassan Shehata, 58, 2014)
Studies have confirmed the direct relationship between collective
thinking and the development of language communication skills. When
an individual is in a position that requires him to present an idea with a
group of individuals about a specific subject and speak without shame or
fear, to listen to others ’ideas so that he does not repeat them, and to
write his thoughts until he has read them , So his relationship with
language communication is close.
Among the strategies that the approach of collective thinking depends
on (cooperative learning - problem solving - brainstorming) which in
turn addresses the difficulties faced by students in acquiring grammatical
skills, especially since the teacher considers grammatical rules a memorization material that saves the student from the base and extracts
it through truncated examples and can only The superior student from
extracting and applying the base and the rest of the students does not
Feeling the problem.
In view of the lack of interest in developing grammatical achievement
and linguistic performance (reading and speaking) among sixth-grade
primary students, and the presence of severe weakness in grammar
achievement and linguistic performance of students, the study identified
the manifestations of this deficiency through the following:
(1) Studies and literature:-
- The following manifestations of this weakness were observed:
Primary school students cannot express any subject orally or in writing,
as they do not have the ability to create a sound Arabic language in
terms of performance.
- The large number of grammatical errors in students ’oral expressions,
and this is reflected in their written work, linguistic performance, and
suffering in briefing the rules that enable them to answer oral and written
applications.
-Learning grammar for students is nothing but putting movements on
the end of words without awareness of the moral significance of these
movements in speech.
(2) The teacher’s questionnaire:
The opinions of the Arabic language teachers on the achievement
level of the pupils in the grammatical rules and their linguistic performance were identified. The result of the questionnaire resulted in
the following:
The student achievement level in grammar is low.
- The students’ readings and conversations are full of grammatical
errors.
from the above it is clear that this weakness is due to the
accumulation of curricula by grammatical rules and their lack of
application on these rules, and the use of traditional teaching methods,
which made students have a negative attitude towards grammar
(Abdullah Hassoun, 2010, 23)
Defining the problem.
The problem of this study is determined by the poor grammar
achievement of sixth graders and the large number of grammatical
errors in students ’readings and speaking, and then the study attempts
to answer this main question:
How can the collective thinking approach be used in teaching grammar
to develop achievement and linguistic performance of sixth graders?
This main question is divided into the following questions:
1. What is the effect of using the group thinking approach in teaching
grammar on developing grammar achievement?
2. What is the effect of using the collective thinking approach in
teaching grammar on developing reading skills?
3. What is the effect of using the group thinking approach in teaching
grammar on developing speaking skills? Hypotheses of study:
- There are statistically significant differences between the mean scores
of the experimental group and the control in the post application of the
achievement test in the grammatical rules in favor of the experimental
group.
- There are statistically significant differences between the mean scores
of the experimental group and the control in the post-application of the
performance test in reading in favor of the experimental group.
- There are statistically significant differences between the mean scores
of the experimental group and the control in the post-application of the
performance test in speaking in favor of the experimental group.
Study objectives:
The current study aims to:
The development of grammatical achievement and improving the
linguistic performance of sixth-grade primary students, through the
entrance to collective thinking.
Study methodology: The current study will be based on:
The experimental approach: where the effect of using the collective
thinking approach is confirmed.
The limits of the study:
This study is limited to:
- The sixth primary class, because it is the class in which the
grammatical rules that students need in their hadith and writing are
taught. -The school of the martyr Muhammad Hussein Kristi, because it
contains a diverse educational environment that is almost representative
of society.
- The grammar rules prescribed for the sixth grade in the first semester.
- Linguistic performance: This study is limited to both reading and
speaking skills.
Defining terms.
Collective thinking:
“A type of thinking in which a group tries to bridge points of view in an
attempt to avoid entering into a conflict and reach an agreement without
criticizing the opinions of others in a way that preserves the group’s
spirit.” (Hassan Shehata, 2014, 55)
Simmons defined it as ”the interaction of systems of thinking within the
group, which helps to adopt a clear picture of all situations and reach a
collective opinion shared by all members” (Simmons, 2002)
In this study, he was defined as ”cooperative thinking that depends on
the integration of opinions to reach a solution to a problem.”
Collective thinking strategies:
Collective thinking strategies are represented in (problem solving -
cooperative learning - brainstorming)
Grammar rules: It was defined idiomatically (Amani Helmy, 2010, 42), ”The science
that deals with the peculiarities of language and its origins.”
Amal Al-Roubi (Amal Al-Roubi, 2013, 118) considered that grammar
rules mean ”the science that combines the study of grammar and
exchange and the study of the relationship between words and
sentences, and the conditions of syntax, and examines the structures
and associated properties and control of late speech, as well as
changes in the structure The word is from derivation, rigidity, reasoning,
substitution, proportions, miniaturization, singularity, idolatry and
pluralism.
And defined in this study as ”materials extracted from the science of
grammar used as a basis for teaching the language, and is limited in
this study to some of the rules established for students of sixth grade
primary first semester.”
Grammar achievement:
The ability of students to answer the questions that are directed to them
in the light of the grammatical rules prescribed to them.
Language performance:
Imane Sabri defined him (Imane Sabri, 2003, p. 11) as ”verbally
constructed, woven and formulated with meanings, thoughts, feelings
and feelings that mix in the hearts of those who produce the language
(writing and speaking) and those who receive it (reading and listening)
Study steps and procedures:
The study proceeds according to the following steps and procedures: 1- What is the effect of using the collective thinking approach in
teaching grammar on the development of achievement among sixth
graders?
- Choose the sample and divide it into two control and experimental
groups.
Apply the assessment tools (grammar test) to the two groups.
Teaching using the group thinking entry for the experimental group.
- Applying calendar tools dimensionally to the two groups.
-Extracting and discussing results.
2- What is the effect of using the collective thinking approach in
teaching grammar on developing the reading skills of sixth-grade
primary students?
- Choose the sample and divide it into two control and experimental
groups.
- Application of the performance test in reading to the two groups.
Teaching using the group thinking entry for the experimental group.
- Applying the performance test in reading later on the two groups.
-Extracting and discussing results.
3- What is the effect of using the collective thinking approach in
teaching grammar on developing the speaking skills of sixth graders?
- Choose the sample and divide it into two control and experimental
groups. difference at the level of significance .010 between the mean scores of
the students of the control and experimental groups in the postapplication
of the grammar test.
- The performance of the experimental group improved compared to the
performance of the control group in the post-application of the reading
test, and this is supported by the presence of a statistically significant
difference at the level of significance .010 between the mean scores of
students of the control and experimental groups in the post-application
of the reading test.
- The performance of the experimental group compared to the
performance of the control group in the post-application of the speaking
test, and this is supported by the presence of a statistically significant
difference at the significance level .010 between the mean scores of the
students of the control and experimental groups in the post-application
of the speaking test.
Second: Study recommendations:
In light of the results of the study, the study recommends the following:
1- The necessity of paying attention to group teaching methods in the
elementary stage in order to achieve positivity and effectiveness.
2- Preparing training courses for teachers to train them in using group
teaching methods.
3- The Ministry of Education adopts the approach of collective thinking.
4- Preparing guides for Arabic language teachers at all educational
levels according to the strategies of the collective thinking approach.
- Third: Study proposals: - Application of the performance test in speaking to the two groups.
Teaching using the group thinking entry for the experimental group.
- Application of the performance test to speak on the two sides.
-Extracting and discussing results.
- Development of recommendations and proposals.
Analysis and interpretation of results:
As this study aims to develop grammatical achievement, reading skills,
and speaking skills for sixth grade primary students using the collective
thinking approach, the study posed the following questions in an attempt
to reach this goal through the following main question:
How can the collective thinking approach be used in teaching grammar
to develop achievement and linguistic performance of sixth graders?
This main question is divided into the following questions:
1. What is the effect of using the group thinking approach in teaching
grammar on developing grammar achievement?
2. What is the effect of using the collective thinking approach in
teaching grammar on developing reading skills?
3. What is the effect of using the group thinking approach in teaching
grammar on developing speaking skills?
The results resulted in:
- The performance of the experimental group compared to the
performance of the control group in the post-application of the grammar
test, and this is supported by the presence of a statistically significant In light of the results of the study, and in light of the recommendations,
the researcher proposes a number of research issues that are suitable
to be future studies that other researchers can do.
1. Using the collective thinking approach in developing listening
skills.
2. Using the collective thinking approach in developing writing skills.
3. Using the collective thinking approach in developing reading
comprehension skills.
4. Using the collective thinking approach in developing reading
fluency skills.