واقع الممارسات التدريسية لمعلمي اللغة العربية بالمرحلة الثانوية في ضوء مهارات التفكير الناقد
The study aimed to identify the reality of teaching practices among male teachers of the Arabic language in secondary school in light of critical thinking skills. The study used the descriptive approach on the study sample which consisted of (36) male teachers. the tool used in the study was the observation card tool which consisted of (38) items distributed on the following fields (lesson goals, lesson content, ways and methods of teaching, educational means, educational activities, lesson preparations, motivational skills, explaining the lessons, lesson conclusion skills, pre-evaluation, formative evaluation, and summative evaluation). Results showed that the mean of practice by the Arabic language male teachers of lesson planning skills in secondary school was significant as it reached (2.49) with a standard deviation of (0.37). Also teaching practices by the Arabic language male teachers in secondary school in light of enforcing the lesson was significant as it reached (2.56) with a standard deviation of (0.36). The study demonstrated that the teaching practices by the Arabic language male teachers in secondary school in light of lesson evaluation skills were significant as it reached (2.45) with a standard deviation of (0.49), whereas, the results showed no significant differences at (0.05 ≥ α ) regarding the study sample estimation level of practicing the critical thinking skills by the male teachers of the Arabic language in secondary school which is the result of variables such as (years of experience- training courses). Based on the results the study recommends holding training courses to improve the performance of teachers and teachers should involve the students in choosing the strategies that work for them and that satisfy their needs. (Author’s abstract)