تطوير نموذج إلكتروني قائم على نظرية التباين لتعليم الأفعال المتعدية بحرف الجر
Developing an Electronic Model Based on Variation Theory for Teaching Transitive Verb-Prepositions Structure
DOI:
https://doi.org/10.53840/ejpi.v12i1.222Keywords:
Transitive verb-preposition structure, variation theory, digital learning, new teaching methodAbstract
يتناول البحث نظرية التباين كإطار تعليمي لتعزيز اكتساب الطلبة الناطقين بغير العربية للأفعال المتعدية بحرف الجر، ويبرز فيه الباحث أهمية هذه النظرية في إسهام تطوير هذا الموضوع. انبثقت مشكلة البحث من عدم كفاءة الطلبة في استخدام الأفعال المتعدية بحرف الجر، مما يستلزم استخدام أساليب تدريس جديدة لتعزيز الفهم. انطلاقا من هذه المشكلة، انساق البحث إلى أسئلة حول كيفية استفادة الطلبة من نموذج التعلم الإلكتروني القائم على نظرية التباين. يطمح هذا البحث إلى تعزيز فهم الطلبة للأفعال المتعدية بحرف الجر من خلال تقديم نموذج التعلم الإلكتروني يتضمن أسئلة موضوعية متنوعة، كما يسعى البحث إلى تحسين أداء الطلبة من خلال تقديم التغذية الراجعة كأداة تعليمية فعالة. اعتمد الباحث على الوصفي التحليلي لتحليل ووصف الأفعال المتعدية بحرف الجر ونظرية التباين القائمة على أنماطها الأربعة، مما يسهم في تقديم تجربة التعلم الإلكتروني المتميز. وأظهرت النتائج أن نموذج التعلم الإلكتروني يمكن أن يسهم بشكل فعال في تمكين الطلبة من استخدام الأفعال المتعدية بحرف الجر في السياقات اللغوية المتنوعة، كما أن الباحث يوصى بمزيد من الدراسات المستبقلة لتطوير أي نماذج تعليمية أخرى تشمل الجوانب اللغوية المتعددة باستخدام نظرية التباين.
The research explores Variation Theory as an educational framework to enhance the acquisition of transitive verbs with prepositions among non-Arabic-speaking students. The researcher highlights the importance of this theory in contributing to the development of this topic. The research problem stems from the students' inefficiency in using transitive verbs with prepositions, necessitating the use of new teaching methods to enhance comprehension. Based on this problem, the research raises questions about how students can benefit from a digital learning model based on Variation Theory. This study aims to enhance students' understanding of transitive verbs with prepositions by introducing a digital learning model that includes various objective questions. Additionally, it seeks to improve students' performance by providing feedback as an effective instructional tool. The researcher adopted a descriptive-analytical approach to analyze and describe transitive verbs with prepositions and Variation Theory based on its four patterns, thereby offering a distinguished digital learning experience. The findings indicate that the digital learning model can effectively enable students to use transitive verbs with prepositions in various linguistic contexts. The researcher recommends further independent studies to develop other educational models covering various linguistic aspects using Variation Theory.
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