درجة تضمين مقررات النحو والصرف للمرحلة الثانوية مهارات التفكير الناقد
The aim of this study was to uncover the degree of inclusion of grammar and grammar courses for the secondary stage of critical thinking skills. In order to achieve the objectives of the study, the descriptive analytical method was used in the form of content analysis. The sample consisted of four courses of grammar and interpretation. The tool consisted of 15 skills for critical thinking. The total of questions and activities in these courses (717) is question able and active. The results showed the availability of critical thinking skills at a high rate in the four grammar and grammar courses, where (636) questions and activities included critical thinking skills, which amounted to 2.89%, and distributed as follows: The number of critical thinking skills in the grammar and grammar course (1) was about (188), and by 5,29%. The critical thinking skills in the grammar and grammar course (3) came in about 179 times, 28%, and ranked critical thinking skills in grammar and morphology (2) by (153) times and by 24%, and ranked in the last rank critical thinking skills in grammar and morphology (4) about 116 times, 18%, based on the results of the study, made a set of recommendations. (Published Abstract)