The effect of analogical thinking on the acquisition of the fifth grade literary rhetorical concepts

The aim of the research is to identify (the effect of analogical thinking strategy on the acquisition of rhetorical concepts by fifth grade students).To achieve the goal of the research, the researchers adopted an experimental design with two equal groups, one of which was experimental, which was studied according to the strategy of symmetrical thinking, and the other was controlled, which was studied in the usual way. The research sample consisted of (63) students, by (33) students for the experimental group and (30) students for the control group. For the academic year (2019-2020) Achieving the goal of the research required a test for the acquisition of concepts prepared by the researchers, and it would be in its final form of (30) paragraphs of the type of multiple choice of four alternatives. The Ministry of Education due to the circumstances of the Corona pandemic, and after the end of the experiment, the researchers applied the concept acquisition test to the research sample individuals, and after processing the data statistically, using the t-test for two independent samples and the t-test for two interrelated samples, and the results showed the following:1. There is a statistically significant difference between the mean scores of the rhetorical concepts acquisition test for the experimental and control groups, in favor of the experimental group.In the light of the research results, the researchers came out with a number of conclusions, including:1. The use of analogical thinking strategy as a method of teaching helps increase the ability of fifth grade literary students to acquire rhetorical concepts in a more accurate and rapid manner compared to the usual method.2. Analogous thinking strategy helped to organize and sequence information, according to organized steps, as it helps learners to recall and remember information in a smooth and simplified manner.The researchers also recommended a number of recommendations, including:1. Introducing the strategy of symmetrical thinking as an effective method within the teaching methods and in the curricula of teaching the Arabic language in educational faculties in universities.2. Emphasis on providing the necessary time for teaching in learning to acquire rhetorical concepts, according to modern strategies and models, because Arabic language in general and rhetoric in particular need more and sufficient time for information and ideas to reach students' minds.This is in addition to presenting proposals for future research that could be complementary to the current research.