فاعلية استخدام قصص اليوتيوب الرقمية في تنمية بعض مهارات إنتاج الدلالة الموازية والتفكير التخيلي لتلاميذ الصف الخامس الابتدائي 2.0

ملخص البحث:
هَدَفَ اَلْبَحْثُ اَلْحَالِيُّ إلى تَعْرِفُ فَاعِلِيَّةَ اِسْتِخْدَامِ قِصَصِ اَلْيَوَتِيوبْ اَلرَّقْمِيَّةَ في تَنْمِيَةِ بَعْضِ مَهَارَاتِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ وَالتَّفْكِيرِ اَلتَّخَيُّلِيِّ لِتَلَامِيذِ اَلصَّفِّ اَلْخَامِسِ اَلِابْتِدَائِيِّ بالمَنْظُومَةً الجَدِيدَةً 0.2، وَلِتَحْقِيقَ هَذَا اَلْهَدَفِ أعدت اَلْبَاحِثَةُ اِخْتِبَارًا يَقِيسُ مَهَارَاتِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ، وآخر لِقِيَاسِ مَهَارَاتِ اَلتَّفْكِيرِ اَلتَّخَيُّلِيِّ لدى تلاميذ اَلصَّفِّ اَلْخَامِسِ اَلِابْتِدَائِيّ،ِ تَمَّ تَصْمِيمُهَا بصيغة إِلِكْتِرُونِيّة عَبْرَ نَمُوذَجٍ (Google forms) وَتَطْبِيقُهُ، ثُمَّ إِنْشَاءِ قَنَاةٍ عَلَى اَلْيَوَتِيوبْ، وَتَحْوِيلَ بَعْضِ دُرُوسِ اَلْقِرَاءَةِ (نُصُوصٌ مَعْلُومَاتِيَّةٌ) و(نُصُوصُ اَلِاسْتِمَاعِ) اَلْمُقَرَّرَةِ عَلَى تَلَامِيذِ اَلصَّفِّ اَلْخَامِسِ اَلِابْتِدَائِيِّ " مَنْظُومَةً جَدِيدَةً 0.2" إلى قِصَصٍ نَثْرِيَّةٍ مُسْتَمَدَّةٍ مِنْ اَلْخَيَالِ تَدُورُ أَحْدَاثَهَا حَوْلَ اَلْمَوْضُوعَاتِ اَلْمُخْتَارَةِ ثُمَّ رَفَعَهَا عَلَى اَلْقَنَاةِ اَلَّتِي قُمْتُ بِإِنْشَائِهَا بِعُنْوَانِ " اَللُّغَةِ اَلْعَرَبِيَّةِ (قِصَّةٌ وَحِكَايَةٌ) " لِتَنْمِيَةِ بَعْضِ مَهَارَاتِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ وَالتَّفْكِيرِ اَلتَّخَيُّلِيِّ، وَقَدْ طَبَّقَتْ اَلِاخْتِبَارَاتُ قَبَلِيًّا عَلَى عَيِّنَةٍ تَمَّ اِخْتِيَارُهَا بِطَرِيقَةٍ عَشْوَائِيَّةٍ بَلَغَ عَدَدُهُمْ (80) تلميذًا وتلميذة قُسمت بالتساوي إلى مجموعتين ضابطة وتجريبية، وأَثْبَتَتْ نَتَائِجُ اَلتَّطْبِيقِ اَلْقَبَلِيِّ تَدَنِّي مُسْتَوَاهُمْ فِي مَهَارَاتِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ واَلتَّفْكِيرِ اَلتَّخَيُّلِيِّ، وَاسْتَخْدَمَ اَلْبَحْثُ اَلْمَنْهَجُ اَلتَّجْرِيبِيُّ اَلْقَائِمُ عَلَى اَلتَّصْمِيمِ شِبْهٍ اَلتَّجْرِيبِيِّ ذِي اَلْمَجْمُوعَتَيْنِ الضَّابِطَةِ واَلتَّجْرِيبِيَّةِ، ثُمَّ تَمَّ تَطْبِيقُ اَلِاخْتِبَارَاتِ بَعَدِيًا عَلَى مَجْمُوعَتَيْ اَلْبَحْثِ. وَتَوَصَّلَ اَلْبَحْثِ إِلَى وُجُودِ فُرُوقٍ ذَاتِ دَلَالَةِ إِحْصَائِيَّةٍ عِنْدَ مُسْتَوًى (0.01) بَيْنَ مُتَوَسِّطِيٍّ دَرَجَاتِ أَفْرَادِ اَلْمَجْمُوعَتَيْنِ اَلضَّابِطَةِ وَالتَّجْرِيبِيَّةِ فِي اَلتَّطْبِيقِ اَلْبَعْدِي لِاخْتِبَارِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ اَلْبَعْدِي، وَاخْتِبَارَ اَلتَّفْكِيرِ اَلتَّخَيُّلِيِّ لِصَالِحِ اَلْمَجْمُوعَةِ اَلتَّجْرِيبِيَّةِ، وَفَاعِلِيَّةُ اِسْتِخْدَامِ قِصَصِ اَلْيَوَتِيوبْ اَلرَّقْمِيَّةَ في تَنْمِيَةِ بَعْضِ مَهَارَاتِ إِنْتَاجِ اَلدَّلَالَةِ اَلْمُوَازِيَةِ وَالتَّفْكِيرِ اَلتَّخَيُّلِيِّ لِتَلَامِيذِ اَلصَّفِّ اَلْخَامِسِ اَلِابْتِدَائِيِّ بِالْمَنْظُومَةِ اَلْجَدِيدَةِ 0.2.
The Effectiveness of Using Digital YouTube Stories in Developing Parallel Significance Production Skills and Imaginative Thinking for Fifth-Grade Pupils (2.0)
Dr- Basma Abd Elrhman Gabra
Abstract:
The current research aimed to investigate the effectiveness of using digital YouTube stories in developing parallel significance production skills and imaginative thinking for fifth-grade pupils in the new system “2.0”. To achieve this goal, the researcher prepared a test to measure parallel significance production skills and another test to measure imaginative thinking skills for fifth-grade pupils which were designed electronically through a Google Forms model, and its application. Furthermore, a YouTube channel was created and designed, and some reading lessons (informative texts) and listening lessons were converted for fifth-grade pupils in the "New System 2.0" into narrative stories derived from imagination, revolving around selected topics. These stories were then uploaded to the channel titled "Arabic Language (Story and Tale) to develop some parallel significance production skills and imaginative thinking. The tests were applied before the treatment to a randomly selected sample of 80 male and female pupils. The results of the pre-application of these tests showed their low levels of parallel significance production skills and imaginative thinking. The research used an experimental approach based on the quasi-experimental design with two groups: the control and experimental groups. Subsequently, the tests were applied after the treatment to the research groups.
The research results indicated there were statistically significant differences at the (0.01) level between the mean scores of the participants in the control and experimental groups in the post-application of the parallel significance production skills test and the imaginative thinking test in favor of the experimental group. It also confirmed the effectiveness of using digital YouTube stories to develop some parallel significance production skills and imaginative thinking for fifth-grade pupils in the "New System 2.0".
Keywords: Digital YouTube Stories -Parallel Significance Production - Imaginative Thinking.