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|Title:||منهج اللغة العربية بالمرحلة الابتدائية في الصومال في ضوء معايير الجودة الشاملة: دراسة تقويمية على مدارس رابطة التعليم النظامي الأهلي|
|Authors:||هاشم شيخ عبدالله محمد مهدي|
|Publisher:||جامعة إفريقيا العالمية|
|Citation:||جامعة إفريقيا العالمية-عمادة الدراسات العليا والبحث العلمي والنشر-كلية التربية-قسم المناهج وطرائق التدريس|
|Abstract:||The aim of this research was to investigate: to what extent the total quality standards were observed in the matching of the objectives, contents, teaching methods, teaching aids, methods of evaluation and the requirements for the execution of the curriculum and its outcomes. The researcher adopted the descriptive analytical approach, thing two questioners for the collection of data analysis of results revealed that the objectives of the Arabic language curriculum of the primary level in the schools of the association of private formal education in Somalia, satisfy the total quality standards at a degree of neutrality; but the content of the curriculum satisfies these standards, as perceived by teachers. On the other hand, the directors of schools, undertaking educational supervision see that the content doesn't satisfy total quality standards. As for the teaching methods and teaching aids, they do not satisfy the above mentioned standards. But as regards methods of evaluation and the requirements for execution of the curriculum, the agreement with the total quality standards was viewed as neutral. In addition the outcomes of the Arabic language curriculum do not agree completely with the total quality standards. Based on these results, the researcher put formed some important recommendations: The curriculum of Arabic language in the primary cycle should be revised to satisfy total quality standards in the schools of the associations of private schools furthermore the, the associations should observe the coordination between the intermediate and primary levels in this schools to facilitate the transfer of pupils form one level to the other. Moreover, the teachers should be trained in the teaching Arabic as a foreign language, and their number should be enough in the every school according to need. In addition to that, integration should be observed between the objectives, content, teaching methods, teaching aids and methods of evaluation of the curriculum. Finally he necessary facilities and equipment's should be provided to enable the achievement of the objectives of the curriculum.|
|Appears in Collections:||أطروحات الدكتوراه|
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