تقويم مقرر اللغة العربية للصف الثامن الأساسي في فلسطين
Date
2022-12-21
Authors
رجاء عزمي اسماعيل سلمي
Raja Azmi Ismael Silmi
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
هدفت هذه الدراسة إلى تقويم مقرر اللّغة العربية للصف الثامن الأساسي في فلسطين، وذلك من خلال تحليل الكتاب وفق البنية المعرفية و شمولية الأهداف التعليمية بمجالاتها المختلفة، ومن ثم وتحليلُه ضمن معايير الأسس النَفسية والاجتماعية للمنهاج، وتكوّن مجتمع الدراسة من مقرر اللّغة العربية للصف الثامن الأساسي بجزأيه الأول والثاني الذي أقر تدريسه من قبل ورزارة التربية والتعليم الفلسطيني في العام (2018) ، ولتحقيق أهداف الدراسة تم إعداد أداة التحليل بعد الاطلاع على الدراسات السابقة والأدب النظري المتعلق بالدراسة، تكوّنت أداة الدراسة من محورين أساسيين المحور الأول يبين الأسس النفسية للمنهاج والتي تبين خصائص الطلبة ( الجسمية والعقلية والاجتماعية والانفعالية ) أما المحور الثاني فكان للأسس الاجتماعية وتكّوّن المحور الأول بفروعه من (25) معياراً ،أما المحور الثاني المتعلق بمعايير الأسس الاجتماعية تكون من (18معيارًا)، وللتحقق من صدقِ الأداة قامت الباحثة بعرض الأداة على مجموعة من المحكمين، وللتحقق من صدق التحليل، قامت الباحثة باختيار وحدة من وحدات الكتاب تم اختيارها بطريقة عشوائية، وقامت بحساب ثبات التحليل بطريقة شخصّية وضمن شخصيّة ، وتم حساب التكرارات والنسب المئوية عن طريق برنامج الرزم الاحصائية (spss) كأساليب إحصائية لمعالجة بيانات الدراسة ، واستخدمت الباحثة المنهج الوصفي التحليلي وذلك لملائمته لأغراض الدراسة وصدقه في تمثيل الظاهرة.
وتوصّلت نتائج ُالدراسةِ إلى أنّ نسبة تضمين الأهداف للحقائق في مقرر اللغة العربية للصف الثامن للجزءالأول جاءت في المرتبة الأولى بنسبة عالية (28.16%) ثم تلتها المفاهيمفي المرتبة الثانية بنسبة (25.35%) ثم تلتها التعميمات في المرتبة الثالثة بنسبة(22.9% ( ثم النظريات في المرتبة الرابعة بنسبة (20.42%) ثم تلتها المبادئ في المرتبة الخامسة بنسبة (2.42%) ومن ثم القوانين في المرتبة الأخيرة بنسبة متدنية (0.7%) ،أما نتائج الجزء الثاني فكانت الحقائق في المرتبة الأولى بنسبة (30.9%) ثم تلتها المفاهيم في المرتبة الثانية بنسبة (26.97%) ثم تلتها النظريات في المرتبة الثالثة بنسبة (19.78%) وجاءت القوانين في المرتبة الأخيرة بنسبة (1.43%) .
أما نتائج التحليل وفق الأهداف التعليمية بمجالاتها المختلفة حيث كانت نسبة الأهداف المعرفية المتعلقة بالتذكرفي المرتبة الأولى بنسبة (37.5%) وجاء الفهم في المرتبة الثانية بنسبة (20.8%) وجاءت الأهداف المهارية في المرتبة الثالثة بنسبة (13.8%) وجاءالتطبيق في المرتبة الرابعة بنسبة (9.72%) بينما جاء التحليل في المرتبة الخامسة بنسبة(5.5%) ، وجاء التركيب في المرتبة السادسة بنسبة (4.16%)، وفي المرتبة الأخيرة الأهداف الوجدانية بنسبة (2.7%).
أما نتائج التحليل في الجزء الثاني من المقرر وفق الأهداف التعليمية المتعلقة بالفهم في المرتبة الأولى بنسبة(30.88%) ، وهي نسبة مرتفعة، وجاءالتذكر في المرتبة الثانية بنسبة (23.52%) وجاء التطبيق في المرتبة الثالثة بنسبة (15.44%)، ومن ثم جاء التقويم في المرتبة الرابعة بنسبة(11.02%)، وجاء التحليل في المرتبة الخامسة بنسبة(8.08%) ،بينما جاءت الأهداف المهارية في المرتبة السادسة بنسبة(4.41%) ، وجاءت الأهداف الوجدانية في المرتبة السابعة بنسبة (3.67%)، وجاءت الأهداف المتعلقة بالتركيب في المرتبة الأخيرة بنسبة (2.94%).
أما نتائج التحليل وفق الأسس النفسية والاجتماعية للمنهاج فكانت الأسس النفسية المتعلقة بالخصائص النمائية للطلبة و الأسس المتعلقة بميول واتجاهات الطلبة النفسية بنسبة مرتفعة (44.7% (
ثم تلاها النمو الاجتماعي بنسبة (15.78%) وتلاه النمو العقلي بنسبة (17.1%) ثم النمو الجسمي بنسبة (10.5%) ،أما النمو الانفعالي فكانت نسبته متدنية (4.53%) وجاءت في المرتبة الأخيرة حاجات الطلبة النفسية بنسبة (6.6%) .
أما نتائج التحليل في الجزء الثاني فكانت الأسس المتعلقة بميول واتجاهات الطلبة في المرتبة الأولى بنسبة مرتفعة وهي (35.3%) ثم تلاها في المرتبة الثانية النمو العقلي بنسبة (24.8%) ثم تلاها النمو الانفعالي في المرتبة الثالثة بنسبة (16.5%) ومن ثم تلاها النمو الجسمي في المرتبة الرابعة بنسبة (10.5%) .ومن ثم جاءالنمو الاجتماعي في المرتبة الخامسة بنسبة (9%) وجاءت حاجات الطلبة النفسية في المرتبة الأخيرة (3.7%) .
وجاءت الأسس الاجتماعية في المحور الثاني والمتعلقة بدور الأسرة في الحياة الاجتماعية في المرتبة الأولى بنسبة مرتفعة (23.52%) وذلك في الجزء الأول من المقرر،أما الجزء الثاني من المقررفكانت نسبة البعد نفسه (14.43%).
وفي ضوء ِنتائج الدراسة أوصت الباحثةُ بتقويم كتب اللغة العربية لصفوف أخرى بنفس المنهجية ،وإعداد أنشطة صفية تعزز قيم المجتمع وعاداته وتقاليده ،وتهتم بالمواطن الصالح ،وتزيد من التركيز على مهارات التفكير العليا في الأهداف التعليمية
This study aimed to evaluate the Arabic textbook for 8th grade in Palestine, by analyzing the book according to the knowledge structure and the comprehensiveness of the educational objectives in its various fields, and then analyzing it within the standards of the psychological and social foundations of the curriculum. The first and second, which were approved for teaching by the Palestinian Ministry of Education in the year (2018), and to achieve the objectives of the study, the analysis instrument was prepared after reviewing previous studies and theoretical literature related to the study. The study instrument consisted of two main axes. (Physical, mental, social and emotional) As for the second axis, it was for the social foundations, and the first axis and its branches consisted of (25) criteria, while the second axis related to the social foundations criteria consisted of (18 criteria). To verify the validity of the instrument, the researcher presented the tool to a group of arbitrators, and to verify the validity of the analysis, the researcher chose A unit from the book was selected randomly, and it calculated the stability of the analysis in a personal way and within a personality, and the frequencies and percentages were calculated by means of the statistical package program (spss) as statistical methods for processing the study data, and the researcher used the descriptive analytical approach due to its suitability for the purposes of the study and its validity in representing the phenomenon . The results of the study concluded that the percentage of objectives’ inclusion of facts in the Arabic language course for the eighth grade for the first part came in the first place with a high rate of (28.16%), then concepts came in the second place with a rate of (25.35%), then generalizations came in the third place with a rate of (22.9%) and then theories in The fourth rank with a rate of (20.42%), followed by the principles in the fifth rank with a rate of (2.42%), then the laws in the last rank with a low rate of (0.7%). The second with a rate of (26.97%), then theories came in the third place with a rate of (19.78%), and laws came in the last place with a rate of (1.43%). As for the results of the analysis according to the educational objectives in its various fields, the percentage of cognitive objectives related to remembering came in the first place with a rate of (37.5%), and understanding came in the second place with a percentage of (20.8%), and the skill objectives came in the third place with a percentage of (13.8%), and the application came in the fourth place with a percentage of (9.72%) While the analysis came in the fifth rank with a rate of (5.5%), the composition came in the sixth rank with a rate of (4.16%), and in the last place the emotional goals with a rate of (2.7%). As for the results of the analysis in the second part of the course, according to the educational objectives related to understanding, it came in the first place with a rate of (30.88%), which is a high percentage, and remembering came in the second place with a rate of (23.52%) and application came in the third place with a rate of (15.44%), and then came the evaluation In the fourth rank with a rate of (11.02%), the analysis came in the fifth rank with a rate of (8.08%), while the skill goals came in the sixth rank with a rate of (4.41%), and the emotional goals came in the seventh rank with a rate of (3.67%), and the goals related to composition came in The last place with (2.94%). As for the results of the analysis according to the psychological and social foundations of the curriculum, the psychological foundations related to the developmental characteristics of students and the foundations related to the psychological tendencies and attitudes of students were at a high rate of (44.7%). Then it was followed by social growth with a rate of (15.78%), followed by mental growth with a rate of (17.1%), then physical growth with a rate of (10.5%). As for the emotional growth, its rate was low (4.53%), and the students' psychological needs came in the last place at a rate of (6.6%). As for the results of the analysis in the second part, the foundations related to the inclinations and attitudes of the students came in the first place with a high rate of (35.3%), then mental development came in the second place with a rate of (24.8%), then emotional growth came in the third place with a rate of (16.5%). Then came the physical growth in the fourth rank with a rate of (10.5%). Then the social growth came in the fifth rank with a rate of (9%), and the students’ psychological needs came in the last rank (3.7%). The social foundations in the second axis, related to the role of the family in social life, came in the first place with a high rate of (23.52%) in the first part of the course, while the second part of the course had the same dimension (14.43%). In the light of the results of the study, the researcher recommended the evaluation of Arabic language books for other classes with the same methodology, and the preparation of class activities that enhance the values, customs and traditions of society, and take care of the good citizen, and increase the focus on higher thinking skills in the educational goals
This study aimed to evaluate the Arabic textbook for 8th grade in Palestine, by analyzing the book according to the knowledge structure and the comprehensiveness of the educational objectives in its various fields, and then analyzing it within the standards of the psychological and social foundations of the curriculum. The first and second, which were approved for teaching by the Palestinian Ministry of Education in the year (2018), and to achieve the objectives of the study, the analysis instrument was prepared after reviewing previous studies and theoretical literature related to the study. The study instrument consisted of two main axes. (Physical, mental, social and emotional) As for the second axis, it was for the social foundations, and the first axis and its branches consisted of (25) criteria, while the second axis related to the social foundations criteria consisted of (18 criteria). To verify the validity of the instrument, the researcher presented the tool to a group of arbitrators, and to verify the validity of the analysis, the researcher chose A unit from the book was selected randomly, and it calculated the stability of the analysis in a personal way and within a personality, and the frequencies and percentages were calculated by means of the statistical package program (spss) as statistical methods for processing the study data, and the researcher used the descriptive analytical approach due to its suitability for the purposes of the study and its validity in representing the phenomenon . The results of the study concluded that the percentage of objectives’ inclusion of facts in the Arabic language course for the eighth grade for the first part came in the first place with a high rate of (28.16%), then concepts came in the second place with a rate of (25.35%), then generalizations came in the third place with a rate of (22.9%) and then theories in The fourth rank with a rate of (20.42%), followed by the principles in the fifth rank with a rate of (2.42%), then the laws in the last rank with a low rate of (0.7%). The second with a rate of (26.97%), then theories came in the third place with a rate of (19.78%), and laws came in the last place with a rate of (1.43%). As for the results of the analysis according to the educational objectives in its various fields, the percentage of cognitive objectives related to remembering came in the first place with a rate of (37.5%), and understanding came in the second place with a percentage of (20.8%), and the skill objectives came in the third place with a percentage of (13.8%), and the application came in the fourth place with a percentage of (9.72%) While the analysis came in the fifth rank with a rate of (5.5%), the composition came in the sixth rank with a rate of (4.16%), and in the last place the emotional goals with a rate of (2.7%). As for the results of the analysis in the second part of the course, according to the educational objectives related to understanding, it came in the first place with a rate of (30.88%), which is a high percentage, and remembering came in the second place with a rate of (23.52%) and application came in the third place with a rate of (15.44%), and then came the evaluation In the fourth rank with a rate of (11.02%), the analysis came in the fifth rank with a rate of (8.08%), while the skill goals came in the sixth rank with a rate of (4.41%), and the emotional goals came in the seventh rank with a rate of (3.67%), and the goals related to composition came in The last place with (2.94%). As for the results of the analysis according to the psychological and social foundations of the curriculum, the psychological foundations related to the developmental characteristics of students and the foundations related to the psychological tendencies and attitudes of students were at a high rate of (44.7%). Then it was followed by social growth with a rate of (15.78%), followed by mental growth with a rate of (17.1%), then physical growth with a rate of (10.5%). As for the emotional growth, its rate was low (4.53%), and the students' psychological needs came in the last place at a rate of (6.6%). As for the results of the analysis in the second part, the foundations related to the inclinations and attitudes of the students came in the first place with a high rate of (35.3%), then mental development came in the second place with a rate of (24.8%), then emotional growth came in the third place with a rate of (16.5%). Then came the physical growth in the fourth rank with a rate of (10.5%). Then the social growth came in the fifth rank with a rate of (9%), and the students’ psychological needs came in the last rank (3.7%). The social foundations in the second axis, related to the role of the family in social life, came in the first place with a high rate of (23.52%) in the first part of the course, while the second part of the course had the same dimension (14.43%). In the light of the results of the study, the researcher recommended the evaluation of Arabic language books for other classes with the same methodology, and the preparation of class activities that enhance the values, customs and traditions of society, and take care of the good citizen, and increase the focus on higher thinking skills in the educational goals
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سلمي، رجاء عزمي. (2022). تقويم مقرر اللغة العربية للصف الثامن الأساسي في فلسطين [رسالة ماجستير
منشورة، جامعة القدس، فلسطين]. المستودع الرقمي لجامعة القدس. https://arab-scholars.com/96096d