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Register a new userThe Degree of Including the Linguistic performance in Arabic Language Curricula: Analytical Study
مدى تضمين مناهج اللغة العربيّة الأداء اللغويّ (دراسة تحليلية)
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Added by
Tishreen University ورقة بحثية
Publication date
2016
fields
Education
and research's language is
العربية
Created by
Shamra Editor
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هدفت هذه الدّراسة إلى تحليل مدى تضمين مناهج اللغة العربيّة في الأردن (من الأول و حتّى السّادس) الأداء اللغويّ المتمثّل في مهارات اللغة: الاستماع و المحادثة و القراءة و الكتابة وفقًا لنتاجات التّعليم المتمثلة في الأهداف؛ للوقوف على مدى مناسبة محتوى مناهج اللغة العربيّة للأهداف الّتي وضعت من أجلها. و قد أظهرت نتائج التّحليل الآتي: إنّ نسبة تمثيل المحتوى لمهارة الاستماع لجميع الصّفوف " 80.75% "، و نسبة تمثيل المحتوى لمهارة المحادثة لجميع الصّفوف " 84.3% "، و نسبة تمثيل المحتوى لمهارة الكتابة لجميع الصّفوف " %91.25 "، و نسبة تمثيل المحتوى لمهارة القراءة لجميع الصّفوف " 92.8% ". و أظهرت نتائج التّحليل على مستوى المنهاج ككل الآتي: إنّ نسبة تمثيل المحتوى لجميع المهارات في الصّف الأول"89.5% "، و إنّ نسبة تمثيل المحتوى لجميع المهارات في الصّف الثّاني"89.125% "، و إنّ نسبة تمثيل المحتوى لجميع المهارات في الصّف الثّالث "87.875%"، و إنّ نسبة تمثيل المحتوى لجميع المهارات فيالصّف الرّابع "87.375%"،و إنّ نسبة تمثيل المحتوى لجميع المهارات في الصّف الخامس "85.5%"، و إنّ نسبة تمثيل المحتوى لجميع المهارات في الصّف السّادس "84.375%". و خلصت الدّراسة بمجموعة من التّوصيات.
This study aimed at analyzing the level of involvement of the linguistic performance in Arabic language curricula, represented by language skills: listening, conversation, reading and writing, in accordance to the outcomes of teaching embodied in the objectives in order to keep an eye on the appropriateness of the content of the Arabic language curriculum for the predetermined objectives. The results of analysis showed the following: the percentage of representation of the content for listening comprehension for all grades is “80.75”; the percentage of representation of the content for writing skills for all grades is “84.3”; the percentage of representation of the content for conversation skills for all grades is “91.25”; the percentage of representation of the content for reading comprehension for all grades is “92.8”. The results of analysis on the level of curriculum showed that: the percentage of representation of the content for all skills for the first grade is “89.5”; the percentage of representation of the content for all skills for the second grade is “89.125”; the percentage of representation of the content for all skills for the third grade is “87.875”; the percentage of representation of the content for all skills for the fourth grade is “87.375”; the percentage of representation of the content for all skills for the fifth grade is “85.5”; the percentage of representation of the content for all skills for the sixth grade is “84.375”. The study concluded with a number of recommendations.
Artificial intelligence review:
Research summary
هدفت هذه الدراسة إلى تحليل مدى تضمين مناهج اللغة العربية في الأردن (من الأول وحتى السادس) الأداء اللغوي المتمثل في مهارات اللغة: الاستماع والمحادثة والقراءة والكتابة وفقًا لنتاجات التعليم المتمثلة في الأهداف؛ للوقوف على مدى مناسبة محتوى مناهج اللغة العربية للأهداف التي وضعت من أجلها. وقد أظهرت نتائج التحليل أن نسبة تمثيل المحتوى لمهارة الاستماع لجميع الصفوف هي 80.75%، ولمهارة المحادثة لجميع الصفوف 84.3%، ولمهارة الكتابة لجميع الصفوف 91.25%، ولمهارة القراءة لجميع الصفوف 92.8%. وأظهرت النتائج على مستوى المنهاج ككل أن نسبة تمثيل المحتوى لجميع المهارات في الصف الأول 89.5%، وفي الصف الثاني 89.125%، وفي الصف الثالث 87.875%، وفي الصف الرابع 87.375%، وفي الصف الخامس 85.5%، وفي الصف السادس 84.375%. وخلصت الدراسة إلى مجموعة من التوصيات لزيادة التركيز على مهارات الاستماع والمحادثة في مناهج اللغة العربية، وعقد دورات تدريبية للمعلمين لتمكينهم من تصميم معالجات تعليمية فعالة.
Critical review
تعتبر هذه الدراسة خطوة مهمة نحو تحسين مناهج اللغة العربية في الأردن، ولكن هناك بعض النقاط التي يمكن تحسينها. أولاً، يجب أن يكون هناك تحليل أعمق للعوامل التي تؤثر على الأداء اللغوي للطلاب، مثل البيئة التعليمية والمصادر المتاحة. ثانياً، ينبغي أن تشمل الدراسة عينات أكبر من المدارس والمناطق الجغرافية المختلفة للحصول على نتائج أكثر شمولية. ثالثاً، يمكن أن تكون التوصيات أكثر تحديداً وتفصيلاً لتقديم إرشادات واضحة للمعلمين والمصممين التعليميين. وأخيراً، يجب أن تتضمن الدراسة أيضاً تقييمات لفعالية التوصيات المقترحة بعد تنفيذها.
Questions related to the research
-
ما هي نسبة تمثيل المحتوى لمهارة الاستماع في مناهج اللغة العربية لجميع الصفوف؟
نسبة تمثيل المحتوى لمهارة الاستماع لجميع الصفوف هي 80.75%.
-
ما هي التوصيات التي خلصت إليها الدراسة؟
أوصت الدراسة بزيادة التركيز على مهارات الاستماع والمحادثة في مناهج اللغة العربية، وعقد دورات تدريبية للمعلمين لتمكينهم من تصميم معالجات تعليمية فعالة.
-
ما هي نسبة تمثيل المحتوى لمهارة القراءة في مناهج اللغة العربية لجميع الصفوف؟
نسبة تمثيل المحتوى لمهارة القراءة لجميع الصفوف هي 92.8%.
-
ما هي المنهجية التي استخدمها الباحثان في هذه الدراسة؟
استخدم الباحثان المنهج الوصفي التحليلي لعرض المشكلة وتوضيح جوانبها وتحديد مهارات الأداء اللغوي، بالإضافة إلى المنهج الإحصائي بالاعتماد على الأسلوب الإحصائي البسيط المتمثل في التكرارات والمتوسطات الحسابية.
References used
Arikan, A. (2010). Effective English language teacher from the perspectives of prospective and in-service teachers in Turkey. Electronic Journal of Social Sciences, 31 (9), 209-223
Al-Sharah, N.(2003). Eflstudents and tutor Perceptions of the nature and Process of writing. dirasat, educational sciences, 30(2),399-413
Al-Souqi,s.(2005).The effect of using computers in the teaching of english in composition on the writing Performance of jordaniantenth grade students.Mu'tah Lil-Buhuth wad-dirasat,20(7),57-90
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