-إسترا تيجية التّعلم التّعاوني حسب التّصنيف الجديد )أ، ب، ج، د( ودورها في تّعلم نشاط فهم المكتوب - متوسطة الإخوة عروج -أنموذجا

Abstract

This paper explores the role of the cooperative learning strategy in teaching written comprehension, based on the new classification system (A-B-C-D), within the context of the Arabic language curriculum for second-year middle school students.Cooperative learning is considered a modern pedagogical approach that encourages students to engage in structured group work. It operates within small, diverse groups that aim to foster positive interdependence and active collaboration among students. This strategy supports the development of cognitive, academic and social skills by promoting teamwork, responsibility-sharing, and collective problem-solving. Each student is assigned specific roles and responsibilities, ensuring equal participation and mutual accountability, which ultimately contributes to group success.A field study was conducted with second-year students at ”Al-Ikhwa " Middle School to evaluate the effectiveness of this approach. The results demonstrated a significant improvement in students' Performance in written comprehension tasks. These outcomes affirm the value of the cooperative learning strategy when applied appropriately within a structured and supportive educational environment.The study concludes that cooperative learning-especially when implemented under the right condition and with the appropriate tools-can be a highly effective instructional strategy .It enhances student engagement, supports learners facing academic challenges, and fosters a collaborative atmosphere that benefits all members of the group.