تقويم منهج التاريخ في المرحلة الثانوية

Abstract

Abstract The objective of this research is to evaluate history curriculum for secondary school at Gebel Awliya administrative unit (south of Khartoum). The population of the study was composed of the history teachers. The study had been conducted on a sample of fourty teachers. This responded to the questionnaire (56.5% of the research population). What respect to the hypothesis it was based on the Following: 1. There are differences in views between history teachers regarding the sufiiciency of history curriculum. 2. There are differences in view s between teachers and the experts of curriculum regarding the sufficiency of history curriculum. . Tools of the Study: To satisfy the study a questionnaire of seventy clauses directed to history teacher has been designed as well as interviews with five experts of curriculum. Main Finding of the Study : 1. No differences were being observed in views between teachers regarding the sufficiency of history curriculum

2. No diiferences were being observed in views between teachers and experts of curriculum regarding the sufficiency of history curriculum. Moreover, the study showed that the evaluated respondants have no differences in views due to grade level, teacher gender, experience, training and qualifications. The study disclosed fairly that traditional methods‘ and activities are still highly used. School books are not availa'b_le as needed. photos, maps and drawings are not sufficient. Teachers have less initiative to invent or design their own technology of education. Due to the statistical factual material stated in the study, teaching proved to be a non-invitingjob. The graduates of educational colleges represent only 32.5% of the evaluated teachers while 32.5% havejust less than one year experiences. This fact was witnessed by he state minister of high education in the admission conference for the years 2005 and 2006. The candidates were unwilling to apply for the colleges of education. One of the most striking facts observed by the researcher while operating in the class room is the complete absence of co curricular activities e.g. visits, journeys.

The researcher‘ also observed the unavailability of activities which enrich knowledge e.g. school library and school theatre. Since history is classified as a tight composition of art and science, the absence of these activities does affect negatively the whole process of history curriculum. Recommendations: _ 1. Teacher training programme should be developed on‘ using technology of education. 2. Mobile library services must be facilitated. (for both teachers and students). 3. The gap unavailability of school books should be fastly ridged. 4. The new methodology of teaching should be applie. Further suggested studies: 1. How to develop teachers skills to design his own domestic technology of education. 2. The role of co- curriculum activities in improving the teaching of history.