فاعلية التعليم المتمايز في تدريس اللغة العربية

Abstract

Education is a sensitive and a fascinating field yet it is a demanding one. For that, researchers and academics have been always preoccupied with ameliorating it. When you enter the classroom, you will certainly know that you are facing minds with different thoughts and different levels, between the excellent learners, the average, and the poor ones. Individual differences, mental backgrounds, and many other ways to direct the arrows of knowledge in the right direction, between many educational patterns and strategies, the teacher stands struggling with the curricula and prescribed contents, while the learner on the other hand is striving to receive them at different levels between difficulty, task-complexity, and easiness. This stereotypical difference among learners in learning and acquisition was the starting point of our original research. After knowing about the differentiated instruction strategy, which provided us with many answers to the questions surrounding this topic, this strategy focuses on studying the individual differences between learners. This is done through a set of educational techniques supported by a number of scientific theories, to make all learners able to acquire knowledge in an equal way. Accordingly, we attempted to adapt and mold the content of the Arabic language subject for the second grade of elementary education. After handling the experiment, we reached the conclusion that the educational techniques to apply this strategy have been beneficial in many cases, as they have allowed learners to participate, discuss, and interact positively within the classroom. They have also worked to make them more attentive and responsive to the lesson, despite some of the stated difficulties and challenges that faced the researchers during the application of the strategy.