مدى مراعاة كتاب اللغة العربية للأهداف التعليمية لنشاط القراءة المحددة بالمنهاج الدراسي

Abstract

Study summary in English This research deals with the problematic of the Arabic language curriculum for the fifth year of primary education as a framework for the development of reading skills for the student. The extent to which the Arabic language book for the fifth year of primary education includes the objectives and reading skill established in the curriculum, in addition to the above, this research attempts to identify consistency between the educational objectives of the reading activity, other than the degree of its inclusion in the Arabic language book for the fifth year of primary education, and to achieve this, the methodological structure of the research included five chapters “Separation of the research problem. The curriculum chapter for the fifth year of primary education, the textbook chapter, as well as the field study procedures chapter, and finally the presentation, analysis, discussion and interpretation of the results.” We started in this research from sub-questions, which we sought to answer by analyzing a sample. The field study, which was represented in the content of the curriculum as well as the Arabic language book, and we used a form for educational goals This is used as a tool for analyzing the study data, and this is after we made sure of its stabilityAfter collecting, analyzing and discussing the data, we found the following results: The Arabic language curriculum for the educational objectives prescribed in the curriculum for the reading activity was not sufficiently specified for the fifth-year student, and the opinions of the arbitrators were close in relation to the reading skill among those who considered it appropriate for the fifth-year student, which determines his educational destiny. some suggestions: Reading activity is still an important and pivotal activity of the educational process until the end of the primary stage. The teacher must respect the following in his educational activities:  Every educational activity must target competency through its components in a clear manner, as stipulated in the curriculum.  Competencies are targeted with activities announced by the learner in a linguistic style that is consistent with what is stipulated in the competency elements and performance standards in its three dimensions levels.  The teacher should make every effort to structure learning activities based on elements familiar to the learner.  Estimating the time size for each session, and the appropriate content for it.  Allocate a share for integration. The teacher writes notes about the problems encountered during reading, and gives suggested solutions for that