استخدام التعلم التشاركي في تنمية مهارات كتابة القصة القصيرة لدى تلاميذ المرحلة الإعدادية
The research aimed at using collaborative learning to develop prep stage pupils' short story writing skills. The researcher handled the following procedures: The researcher handled the following procedures: Design a list of short story writing skills that was intended to be developed of prep stage pupils. A test of short story writing skills of prep stage pupils. Activities book of pupil based on collaborative learning. Teacher guide to teach Activities based on collaborative learning to develop short story writing skills of prep stage pupils. Selecting sample of prep stage pupils and dividing it into experimental and control groups. Applying pre test of short story writing skills on both experimental and control groups, teach activities based on collaborative learning to experimental group, teach to control group by traditional method and applying post test of short story writing skills on both experimental and control groups. The research reaches the following findings: 1) There was a significant statistically difference at 0.05 between means scores of both experimental and control groups at post test of short story writing skills in favor of experimental group. 2) There was a significant statistically difference at 0.05 between means scores of both pre and post test of short story writing skills for experimental group in favor of post test. 3) Activities based on collaborative learning achieved an acceptable degree of effectiveness in developing short story writing skills of fifth grade primary stage pupils. Recommendation of the research: Caring about developing short story writing skills of prep stage pupils in general and for first grade prep pupils specially. Training Arabic language teachers for using modern teaching strategy that participates in developing short story writing skills for pupils. (Published abstract)