The extent to which Arabic teachers have the skill of asking class questions Its teachers are in the middle school

Abstract

The present research aims at knowing the availability of the ability to ask class questions in Arabic language teachers in the intermediate stage.

The present research has determined the teachers of Arabic language in the intermediate stage in the schools of Al-rafei education department for the academic year (2017-2018) . The research sample consisted of (60) teachers and schools have selected Intentional image.

The research tool consisted of (41) paragraphs distributed to three fields: (the skill of formulating questions, the skill of asking questions, the skill of receiving answers from students and answering their questions) the two researchers prepared it in the light of what was mentioned in the some literature and their practical experience as teachers of the Arabic language for 16 years. After verifying their validity and persistence by presenting them to a number of experts and specialists in the methods of teaching Arabic language and measurement and evaluation, the researchers applied on the sample of the research. After the treatment of data by extracting the weighted medium and percentage weight of each paragraph of Paragraphs of the tool, they came out with a number of results, including:

• The Arabic language teachers have a skill in asking oral questions was accepted in general .

1. The most common skills available for Arabic language teachers were the ability to receive the students' answers and answer their questions and queries; to obtain a weighted average (2.10) and a percentage weight (70.21) , And percentage weight (66.93).

3- The ability of the Arabic language teachers to be proficient (asking questions) was somewhat weak to obtain a weighted mean (1.92) and a percentage weight (64.27).

In the light of these findings and conclusions, the researchers came up with some recommendations and proposals, including:

1- Adopting the list of skills of asking the questions that were identified in the current research in the evaluation of Arabic language teachers in the middle stage of supervisors and principals of schools.

2 – The issuance of a guide for teachers of Arabic language includes skills to ask questions.

1. The training curriculum should include the skill of asking questions, and the need to train teachers on some patterns that require stimulating thinking and attention among learners.

4 - The need to develop practical development courses aimed at refining the skills of teachers of Arabic language in the formulation of oral questions, guidance and reception.