تحليل وتقويم مقرري التربية الوطنية للصفين السادس و السابع في فلسطين

Abstract

Abstract This study targets to analyze and evaluate the national education curriculum for the sixth and seventh primary classes in, Palestine. That is through the specification of to what extend the content of the two courses comply with the sequential elements, and through the specification of the attitudes and estimations of the national education teachers, supervisions and the members of the Compilation Committee towards the two courses. And to know the impact of a set of independent variables: sex, job, experience, specialty, the educational ‘ qualifications and the class variable-in identifying the attitudes of the research sample -individuals of the national education curriculum for grade six and grade seven in Palestine. The researcher used three tools to achieve that: First is the questionnaire, r which comprises (98) clauses directed to the teachers and the supervisors, the second, is an interview directed to the members of the compilers of the two ,' courses, then the standards and the units of the content analysis. , The total number of 'the research community individuals reached (165) ‘ individuals of which (156) teachers and educational supervisors and (9) compilers 5 of the two courses, in addition to the content of the two books. ‘I To reach the research results the statistical package program (SPSS) for ,‘ counting the Arithmetic means, the standard deviations, the (T-Test), the one way I ANOVA for counting the differences between the Arithmetic means, in additional I to the standards and the units of the content analysis. , The most important results are as follows:- ' 1. The results of the study shows variations in the consideration of the two courses to the sequential principles in the content, where-as the initiation activities j from the simple to the complex, and from the whole to the part greatly considered “ in the content of the two books greatly, and the time series was not considered, ‘ " where-as the series was nonnal to complex in organizing the courses of the content , was not considered. 2. The degree of the teachers’ evaluation to the both courses was great in all I.’ fields. 3. The evaluation degree of the supervisors to the two courses was very great in ' all fields. _ 4. The technical layout in the field of the first estimation of the teachers and th supervisors had occupied (4.27) arithmetic means, followed by the objectives domain of (4.16), the content domain (4.00) and the evaluation (3.82). The domain of the teaching methods was (3.70), and finally the means and the educational~ activities are (3.71). 4 5. There is no statistical significant differences at (on = 0.05) in the fields (The: ' ' ' valuation degree) attributed to: objectives, content, means, educational activities, e , I the sex variable, whereas the domain of (the styles and teaching methods) for thei advantage of the females. I

6. There are no significant statistical differences at the function (ct = 0.05) at all‘ levels and that is attributed ‘to the job role variable with the exception in the technical layout domain, whereas there was statistical significant difference for the advantage of the supervisors. ' 7. There is no significant statistical difference at the function (ct = 0.05) at all domains which attributed to the experience variable. 8. There is significant statistical difference at the level of the function (<1 = 0.05) attributed to the specification variable in the domains (The objectives) content, means and teaching methods, means and educational activities, evaluation and the total evaluation degree), whereas there is a significant statistical difference attributed to the specification variable in the (technical production) domain for the advantage of the specialization in socialites 9. There is no significant statistical difference at the level of the function (U. = 0.05) attributed to the scientific qualification variable in all domains. 10. There is no significant statistical difference at the level of the function ((1 = 0.05) attributed t the class variable in all domains. _ 11. The attitudes of the members of the Compilation Committee of the two courses were positive. In the light of the results, the most important recommendations are as follows:- 1. Necessity of the consideration to the age and the personal characteristics of the pupil in designing and building the curriculums of the social subjects, and to depend on the sequential and grading style, whereas the shift from the tangible to the abstract and from the known to the unknown, from the present to the past, and from the whole to the part. With the consideration to the time series, and to find a clear correlation in designing the curriculum for the specification of the age feature of the pupils, and the building of a curriculum in the light of the sequential concept. 2. To find an identified formula to comply with in designing the social subjects which depend on the education theories and the principles of the organization of the content like the sequence, complementary, continuation, balancing and others. 3. The Ministry of Education and the Manager of the Palestinian Curriculums shall concentrate on the means and activities, which stimulate the education to develop the creative thinking, and the applicable of executable activities and means. Moreover, it will make much stress on the workshops papers prepared by the teachers, and on the variation and multiplicity of the evaluation in the questions. The content subject shall concentrate much on the civilization cultural heritage pride of the Arabic and Islamic Nation.