أثر أسلوب باكسا في التحصيل والتفكير الإبداعي لدى طلاب الصف الخامس الأدبي في مادة الأدب والنصوص
The present study aims at: First: knowing the method of Paksa in the acquisition for the fifth grade students in subject of Literature and Texts. Second: Knowing the styleofPaksa in the innovative thinking for the fifth grade students in subject of Literature and Texts. In order to achieve the objectives of the study the researcher put the following zero hypotheses: 1) There is a statistical significant difference at the level of 0.05 between the average score of the experimental group who studied Literature and Texts according to the style of Paksaand the average score who taught the same subject with the traditional method in acquisition. 2) There is a statistical significant difference at the level of 0.05 between the average score of the experimental group who studied Literature and Texts according to the style of Paksa and the average score who taught the same subject with the traditional method in innovative thinking. The researcher depended on the experimental methodology and chooses the non-random control group, only pretest. The sample of study depended on 48 student distributed in two sections; one represent the Section (A) the experimental group who studied according to the style of Paksa in 24 students and the other Section (B) is control group who were taught according to the conventional methods as 24 per each. The researcher matched the two groups in the variable which affect the experiment’s degrees of Arabic for previous year (2012-2013), literary test, age in months, the study fir fathers and parents. One of the requirements of the study is detraining the themes the book of Literature and Textsand which were taught to the for the fifth grade students of 914 themes starting from the Abbasid Era and ending with the Crusader invasion. These are the major themes in the academic year (2012-2013). He researcher formulated the behavioral objectives of the themes to be taught according to style of Paksa and 14 plans of the control group according to the conventional methods. The researcher prepared an acquisition test which includes 40 items of which 40 themes represented in (complete and choose among multiple), and 10 essay short answers type. The validity, difficulty coefficient, discrimination power and the effectiveness of the alternative and constancy were verified. The researcher depends on the innovative thinking test by Torrance translated to the Arabic environment by Sayyd Khiarallah for measuringinnovated thinking. The researcher used the following statistical methods 1) T-test, 2) Chi-Square, 3) difficulty Coefficient, 4) item discrimination coefficient, 5) wrong alternative effectiveness, 6) Pearson Correlation coefficient, 7) Spearman-Brown Coefficient. After ending the experiment the acquisitive and innovative thinking tests were applied on the student sample of study and the marks were put in schedules by the use of the T-test for two independent samples. The results show the superiority of the experimental group who studied Literature and Texts according to the style of Paksa and the average score who taught the same subject with the traditional method in acquisition and innovative thinking. In the light of the findings, the researcher concludes that style of Paksa has a positive effect in the acquisitive test of the Literature and Textsin innovative thinking. In the light of this the researcher put a number of recommendations and suggestions: 1) The use of style of Paksa in teaching the subject style of Paksa especially for the secondary school stage. And he suggested the following: Making a similar study to know: 1) Effect of style of Paksa in other variables. 2) The effect style of Paksa on other variables. (Author’s abstract)