The aim of the research is to identify the degree of availability of semiotic criteria for educational pictures in the pictures of the book (Arabic is my language) for the fourth grade in the Syrian Arab Republic. To achieve the purpose of the resear
ch. The researcher prepared a list of criteria for the semiotic of educational images, consisting of two domains: educational and technical, falls under them (15) main criteria, includes (56) indication of the achievement of them. Then he analyzed pictures of the book, which its number (121) picture or analysis unit. The research concluded the following results:
The overall score for the availability of criteria for the semiotics of educational pictures in the pictures of the book (Arabic is my language) for the fourth grad got an average (2.62), and a percentage (87.33), and a large degree of availability.
The criteria for the semiotics of educational images related to the educational field obtained got an average (2.79), and a percentage (92.89), and a large degree of availability. However the criteria related to the technical field got an average (2.39), a percentage (79.69), and a large degree of availability.
Nine of the criteria for the semiotics of educational images was with a moderate degree of availability, and (47) criteria with a large availability.
(107) pictures from the (Arabic My Language) book for the fourth grade obtained a large degree of availability, (10) pictures got a medium degree, and (4) pictures obtained a small degree.
There is a statistically significant difference at a level of significance (0.05) between the two average frequencies of the semiotic criteria for educational pictures in the pictures of the book (Arabic My Language) for the fourth grade attributed to the type of field: (educational and artistic), and this difference is favor of the educational field.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting semiotic criteria for educational pictures when choosing educational pictures, and the need to conduct more studies in this field.
The aim of the research is to find out the degree of learners' Involvement in the book (Arabic is my language) for the sixth grade in the Syrian Arab Republic by: presenting the educational material, the educational activities, educational pictures a
nd drawings, and the closing exercises. To achieve the goal of the research; The researcher adopted the descriptive and analytical method, and chose from the book (102) pages containing (685) units of analysis. Then he analyzed it according to the data of the Rumi and Shahrum equations, which consider the book to be effective if the coefficient of Involvement is within the range (0.4 - 1.5). The research concluded the following results:
The coefficient of involvement reached through the presentation of the educational material (1.63), and through the educational activities it reached (2.69), and through the educational pictures and drawings it reached (2.43), and through the final exercises it reached (2.33). As for the coefficient of socialism for the whole book, it reached (2.27), and this value is high, and it exceeds the maximum acceptable limit for inclusion (1.5). That is, the book is more than the scientific material that requires the learner to investigate and research compared to the material that does not require it.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting the parameters of Involvement when selecting educational content, and the necessity of conducting more studies in this area.
The research aims to find out the extent of availability of the Listening Comprehension Skills and levels in the texts of listening from the book Language Arabic Grade Seventh Basic in the Republic of the Arab Syrian. To achieve the goal of the resea
rch, the researcher prepared a list of listening comprehension skills and levels, consisting of (29) listening comprehension skills fall under five levels: literal, deductive, critical, gastronomic and creative. He then analyzed the questions of the four listening texts (64 units of analysis). The research concluded the following results:
The skills of listening comprehension in the questions of listening texts from the Arabic language textbook for the seventh grade (20) skills, eight of which skills in the literal level, five skills in the deductive level, and three skills in the critical level, and two skills for both gastronomic and creative level.
The literal level came first with (30) iterations and (46.88%) of the (64) iterations. Followed by the deductive level in the second place with (14) iterations and a percentage of (21.89%). The level of gastronomic ranked third with (13) again and the proportion of (20.31%). The cash level comes in fourth place with (4) iterations and (6.25%). Followed by the last level ranked creative b (3) recurrences and the percentage of (4.69%).
There were statistically significant differences in the frequency of skills and levels in listening text questions , in favor of higher-frequency skills and levels, and the distribution of these skills and levels was not balanced.
Listening texts included only (72%) of the listening comprehension skills contained in the National Standards of Education document. This somewhat low percentage indicates that the Arabic language textbook for the seventh grade does not adequately include the criteria in which it was designed.
Based on the research results of the researcher presented a set of recommendations and suggestions regarding the need for the introduction to the Listening Comprehension Skills and levels when choosing educational texts, and the need for further studies in this area.
