أثر استخدام تكنولوجيا التعليم في تطور منهــــج اللغــة العربيـــة بالمرحلة الثانوية

Abstract

Abstract This study aims at the recognition of the impact of using the education technology on the promotion of the Arabic Language curriculum in the secondary school stage. The study's problem focused on the observation by the researcher about the following: - l. The teaching language is not classical Arabic, which makes the student unable to speak in correct Arabic, or to comprehend what - is written in classical Arabic. ' 2. The teachers focus on pronunciation in teaching . 3. A good number of students depend on mere memorization by heart in the leaming process. 4. The prevailing leaming environment renders the student a prisoner in the classroom; and this goes on for a long period oftime. The researcher adopted the descriptive method in this study. The data collection method used was the questionnaire, which included forty-five questions divided into eight points. The study population included the Arabic language teachers in Khartoum State secondary schools (764 male and Female teachers). The questionnaire was distributed to the sample 99 tests in the model schools, the ordinary schools and private schools in Khartoum State. The results were as follows: l. The cun'ently adopted learning process needs enhancement through the usage of more advanced methods, which are consistent with the type ofknowledge in the world oftoday. Non-dependence on pronunciations as a sole traditional style in teaching is important. 2. The standard ofthe Arabic language teacher is not consistent with the desired one. 3. The Arabic language curriculum suffers defects in some aspects, either in the design ( each pan is taught separately from other parts and divisions), or in the way ofpresentation and display. 4. The absence ofa healthy and sound linguistic environment that assists students in the comprehension of Arabic language as a subject . The study recommends further studies about the following: l. Acquaintance of modem teaching styles and their impact on the educational process. 2. The standard of preparation and qualification of the Arabic language teacher. 3. The basic needs of students and their consistence with students desires. The proposals included the following: l. The necessity of understanding the science of leaming technology and its effects on the educational process.

2. The impoztance of the standard of the Arabic language teacher qualification. 3. Connecting the teacher with the showing the impoitance of non- academic activity and its effect on the learning process. 4. Adoption of modern teaching methods and refraining from traditional methods.