تَقوِيمُ أسئِلَةِ المُناقَشَةِ في كُتِبِ الأدَبِ والنُّصُوصِ للمَرحَلَةِ الإعدَاديَّةِ على وفْقِ مَهارَاتِ التَّحليلِ الأدَبيِّ
The researcher used the descriptive as a method for his research , and the method of analyzing the content method to achieve his goal. The research community and his sample included question of discussion in the literature and texts books for the preparatory stage(literary section ) ,which included ( 116 )questions in the literature and texts books for the fifth literary , and( 141 ) questions in the literature and texts books for sixth literary .
After the researcher acquainted with the sources of the subjects . Prepare a list of literary analysis skills ,that included six main skills . Each of them has a number of sub-skills , that have reached ( 39 ) sub-skills. The researcher is sure to believe it by presenting it to a number of arbitrators and specialist in the curriculum of literature and Arabic language curricula and teaching methods of teaching , measurement and evaluation . After that the researcher analyzed the questions discussed in the literature and texts books for the preparatory stage( literary section ) , all based on those skills .He then extracted the stability of the analysis in a way that agreed over time , and using equation ( G. cooper ). The coefficient of stability in the fifth literary ( 85, 15 ) , and for sixth literary reached ( 81, 12) .
The researcher has a adopted the repetition unit of the census. After the completion of the analysis process and using the percentages and the five –year balance to determine the weight of each skill. The results of the research showed a low level of literary analysis skills in the question of discussion in the literature and texts books of the preparatory stage ( literary section ) . They oscillate between the weak and medium levels and never exceed these two levels.
Accordingly , the researcher concluded that the questions of the discussion in the literature and texts books for the preparatory stage do not get out of the circle of remembering and stuffing information filling . There is no unified scientific base built on skills based on the skills of literary analysis in the selection of those questions and then these questions do not develop the skills of literary analysis effective .
The researcher recommended several recommendations:
1- To find a systematic and useful scientific approach to the selection of questions of discussion , taking into account the skills of literary analysis as a main objective of teaching the subject.
2-The benefit from the list of literary analysis skills contained in this research and take into account both in the composition of literature and texts and choose the content and questions or in teaching.
3-Minimize the topics related to the history of literature and the historical and biographical facts of the writer and the expansion of subjects with a professional and aesthetic touch .
In addition to this research the researcher proposed to evaluate the questions of discussion in the literature and texts books for the preparatory stage according to the basis of other skills and standards such as literary taste skills or methods of literary analysis and others.