الفهرس 
مشكلة الدراسة: تحديدها وخطة دراستهايوجد فقط 14 صفحة متاحة للعرض العام
 |  | from | 219 |  |  |
| | | from | 219 | | |
المستخلص
his conclusion deals with a summary of the study, in which it briefly presents the problem of the study, its research procedures, tools, results of the study, and the most important recommendations that it concluded in the light of the results that were reached.
Literature occupies an important place among the arts of the Arabic language, as the study and teaching of literature primarily aims to develop literary taste, which is the way to develop literary creativity skills as an expression of the human soul. Literature is one of the linguistic arts that provides secondary school students with thought, knowledge, information, and spiritual, moral and human values. Which refines and develops his personality and modifies his values and morals, as he acquaints him with the issues of his nation and his time, and provides him with high-end linguistic models. And increasing his linguistic wealth by acquiring new words, meanings and structures, as well as helping him to deduce literary judgments from texts and poetic and prose arts in a subjective way. And he connected him to the life of writers and his awareness of the arts and modern literary schools and the place of Arabic literature in them, the factors that helped to promote it and the reasons that led to its weakness in some periods to help this culture to contact him and benefit from his heritage, and fill his spare time by reading beautiful literature.
It is inseparable from the foregoing that recent trends associated with the teaching of literature confirm that the study and production of literature can help the student to taste, interpret, analyze and criticize literary work Among those trends, for example: a trend that focuses on literary work in terms of its relationship to society and its issues, and there is another trend that is concerned with researching literature in historical research in the light of its age and its civilizational and historical conditions , A third trend also emphasizes the research of the elements of building the internal text and its artistic images. There are other directions, including those concerned with the dismantling and analysis of the text without conditions or restrictions , Some of them consider the text as an integrated entity, and other critical trends that are based on trends that contribute to analyzing, criticizing and tasting the literary text. Hence, if some of them are relied upon and the foundations on which they are based and their role in the study and criticism of literature are known, the most important objectives of teaching literature can be achieved, which is the development of literary appreciation skills, and to encourage students to creative literary writing, especially in the secondary stage, which requires directing students’ feelings and giving them the opportunity to express them.
Despite the importance of literature at the secondary level, there is a lack of interest in teaching it and achieving its goal. Among them: the students of that stage lacking literary creativity skills; where the teaching of literature at this stage depends on the use of traditional methods in teaching literature from reading the literary text and extracting meanings and some aspects of beauty that have been overcome by the nature of memorization without tasting it or trying to reveal its beauty, as well as explaining the literary text and extracting its ideas, without looking for The artistic value of choosing a specific word, style, or image, and the relationship of all this to the writer’s goal; Thus, the student loses the ability to analyze the literary text, taste it, criticize it, and realize its aesthetics in a way that enables him to compare between one style and another, and the student hardly knows the reason for choosing one or the other.
As well as paying attention to the superficial understanding of the literary text, including the events, words and linguistic meanings it contains, without paying attention to the psychological and aesthetic dimensions behind the text, to enjoy the soul and excite the mind, as well as the search for social, humanitarian and moral values and issues and linking them to society.
Moreover, the literary activities used in secondary schools are limited to recitation and memorization competitions, literary debates, and the assessment method is limited to the cognitive aspect of determining the meanings of some vocabulary, extracting some images and fiction, identifying some ideas contained in the text, and focusing on Memorizing the evidence, rulings, some aspects of beauty and some vocabulary of the text, Which weakens their ability to draw some conclusions related to the idea of the text and their weak ability to criticize and judge various literary works; For their inability to acquire the standards of criticism prevailing in every era of literature, which negatively affects their creative writing skills, so their creative writings are weak and lack creativity and the use of expressions and aesthetic methods.
The entrances to teaching literature in the secondary stage focus on the art of poetry, which in turn leads to weak literary creativity skills among secondary school students, in addition to the fact that literature topics are unattractive to first-year secondary students, which reflects negatively on the students’ writings, and this confirms the sense of the problem among students. Researcher, where students suffer from severe weakness in literary creativity skills, and literature is not taught in a way that students gain those skills.
The problem of the current study is determined by the weakness of literary creativity skills among secondary school students, and the lack of teaching strategies based on recent trends in the study and criticism of literature to develop these skills.
To address this problem, the current study attempts to answer the following main question:
How can we build a strategy based on recent trends in the study of literature and its criticism to develop the literary creativity skills of secondary school students ?
The following questions arise from this main question:
1- What are the literary creativity skills appropriate for secondary school students ?
2- What are the foundations of building a strategy based on modern trends in the study of literature and its criticism to develop the literary creativity skills of secondary school students ?
3- What is the strategy based on recent trends in the study of literature and its criticism to develop the literary creativity skills of secondary school students ?
4- What is the effectiveness of the new strategy in developing the literary creativity skills of secondary school students ?
To answer the study questions, the following steps were taken:
A- Theoretical aspect: The theoretical framework of the study includes two main chapters:
The first and second semester of the study
As for the first chapter: it included an introduction in which the researcher dealt with: the importance of language - in general - for the individual and society, then the importance of the Arabic language and its functions - in general - for the individual and society, and its importance in the educational process, then its relationship to literature as one of the arts of the Arabic language, as well as the importance of literature In general, and its importance for secondary school students in particular, then I presented the relationship of modern trends to teaching language in general and teaching literature in particular, those critical trends that are based on trends that contribute to analyzing, criticizing and tasting the literary text, which if it is based on and knows the foundations upon which it is possible to achieve the most important goals Teaching literature, which is to develop the skills of literary appreciation, and to encourage students to write creatively, especially in the secondary stage, which requires directing students’ feelings and giving them the opportunity to express them.
The chapter also dealt with a specification of the manifestations of feeling the problem of the study and a statement of its limits, and an explanation of the steps and procedures that took place in order to solve its problem, and specifically its terminology, then dealt with the importance of studying it.
As for the second chapter: the researcher has dealt with a description of the nature of literature in the secondary stage with the aim of extracting the literary appreciation skills that can be developed among secondary school students, as well as a description of the modern trends and strategies for teaching literature in the secondary stage, those critical trends with the aim of extracting a set of foundations and directions to be relied upon in Building the proposed strategy for analyzing, tasting, and criticizing literary texts to provide secondary school students with creative writing skills, and finally, a description of the concept of literary creativity with the aim of extracting a list of literary creativity skills appropriate for secondary school students.
To achieve this goal, the chapter is divided into three themes:
- The first aspects dealt with teaching literature in the secondary stage: its concept, importance, objectives, and skills, in addition to the nature of secondary school students and its relationship to teaching literature.
- The second aspects: modern trends and strategies in the study and criticism of literature.
- The third aspects dealt with literary creativity: its concept, fields, and skill
The third chapter: Field procedures: It includes the following:
A - The practical side:
A list of literary creativity skills appropriate for secondary school students was reached, and it was reached through the theoretical side in the second semester of the study, and it was checked and verified for its validity and stability by presenting it to a group of arbitrators to benefit from their opinions and experiences, and they reached the final form of the skills.
Accordingly, the following tools were prepared:
First - Preparing a list of literary creativity skills appropriate for first-year secondary students.
Second - Preparing a test of literary creativity skills for first-year secondary students.
Third - Preparing the teacher’s guide to develop the literary creativity skills of first-year secondary students using the proposed strategy.
B - The experimental aspect of the study: It consists of the following application steps:
1- Determine the experimental design used in the study:
The experimental design with a single group design was used to demonstrate the effectiveness of the proposed strategy in developing literary creativity skills.
2-Selection of the study sample:
The study sample consisted of first year secondary school students at Aisha Secondary School in Qalyubia Governorate.
3-Teaching using the suggested strategy procedures:
The researcher applied the proposed teaching strategy in accordance with the timetable for the implementation of the strategy (Table No. 5) , where it dealt with the distribution of lessons, their titles and the number of lessons that were taught. Teaching continued from 1/3/2022 until 24/4/2022 for a period of seven weeks, with two lessons per week for each literary text.
4-Post application of the study tools:
With the aim of demonstrating the extent of the growth of literary creativity skills among first-year secondary students, by applying the same measurement tools (literary creativity skills test) to the study sample.
5-Data processing statistically, interpretation of results, and discussion.
A-The study reached the following results:
1- There are statistically significant differences between the mean scores of the experimental group students in the pre and post application of the literary creativity test in favor of the post measurement.
2- There are statistically significant differences between the mean scores of the experimental group students in the pre and post application in each vocabulary and vocabulary skills in favor of the post measurement.
3- There are statistically significant differences between the mean scores of the experimental group students in the pre and post application in each of the skills related to the idea in favor of the post measurement.
4- There are statistically significant differences between the mean scores of the experimental group students in the pre and post application in each of the skills related to pictures and pictures in favor of the post measurement.
5 - There are statistically significant differences between the mean scores of the experimental group students in the pre and post application in each of the skills related to methods and structures in favor of the post measurement.
B - The study reached the following recommendations and proposals:
1-Reconsidering the objectives of teaching literature in the first secondary grade to include the development of literary creativity skills
2-Reconsidering the objectives of teaching written expression in the different stages of education to develop students’ literary creativity skills
3-Attention to the development of literary creativity skills in the different stages of education.
4-Paying attention to the Techniques and methods of developing literary creativity at that stage and relying on texts that suit the nature and tendencies of students, and help in achieving those skills.
c-The study made several suggestions , including
1-A program based on recent trends in the study of literature and its criticism to develop the skills of interpreting and criticizing literary texts among secondary school students.
2-Evaluating the methods of teaching creative written expression in the secondary stage in the light of the trends of modern critical schools .
3-A program based on modern trends in the study of literature and its criticism to develop literary appreciation skills for secondary school students.
4-A strategy based on modern criticism trends to develop literary criticism skills among secondary school students.