تقويم أنشطة تعلم مقرر اللغة الإنجليزية للمرحلة الثانوية في ضوء مهارات التفكير المنظومي
This study aims to disclose the impact of incorporating systemic thinking skills to the English language activities course in the secondary stage of education. Furthermore, the study shows the availability of systemic thinking skills in the context of the prescribed course. To answer the study’s questions, the researcher followed the descriptive approach represented by content analysis, where the researcher prepared a list of standards for the systemic thinking skills that should be present in the activities of the English language course for the second year of secondary school (Mega Goal 2) in his two books (The student and the exercises), which is taught in the Kingdom of Saudi Arabia for the year 1445 AH, and it includs (27) standards distributed over five skills for systemic thinking, namely (the skill of systemic classification, the skill of systemic analysis, the skill of systemic composition, the skill of perceiving systemic relationships, and the skill of systemic evaluation). A content analysis of systems thinking. One of the most prominent results of the study was the availability of all systemic thinking skills in different proportions in the activities of the English language course (Mega Goal2) for the second year of secondary school (the student and the exercises), as the systemic composition skill had the highest percentage, at 35.5%, followed by the systemic analysis skill in It ranked second with a rate of 22.8%, while the skill of understanding systemic relationships came in third place with a rate of 18.5%. The classification and systematic evaluation skills came in the other two places, with the classification skill achieving a rate of 8.5%. While the systematic evaluation skill ranked fifth with a rate of 6.4%. In light of the results of the study, the researcher represented a set of recommendations included: Activities that included in the courses of the English language secondary stag should include the systematic thinking skills in a balanced consistent with the age characteristic of students. (Published abstract)