علاقة المجالات الأربعة المكونة لنظرية المعرفة المنظمة (DBAE)‎ بالأهداف الإجرائية السلوكية لدروس أشغال الخشب لصفوف المرحلة المتوسطة بالمملكة العربية السعودي

الملخص EN

The research is presented to know and clarify the relationship between the four domains that form the Discipline Based Art Education (DBAE) and behavioral procedural goals for woodworking field lessons for the first intermediate grade, the second intermediate grade, and the third intermediate grade in public education in the Kingdom of Saudi Arabia.

By defining the concept of DBAE theory, explaining the four component areas of it and presenting the concept of behavioral procedural the researcher linked all behavioral procedural goals to all lessons of the woodworking field in all classes of the intermediate stage with the four areas that make up the theory of Discipline Based Art Education.

Descriptive approach has been used to its relevance to the research topic.

The research resulted in a number of results, the most important of which is that each of the lessons of the field of woodwork in the intermediate stage has procedural, cognitive and procedural goals in the field of art history and art criticism, objectives of procedural behavioral skills lands in the field of artistic production and also procedural goals behavioral and legacy in the field of artistic taste (aesthetics).

The research ended with a number of recommendations on how to benefit from linking the four areas that make up the theory of Discipline Based Art Education (DBAE) to the procedural goals, the most important of which is that the teacher must balance in achieving all aspects of the behavioral procedural goals (cognitive - skill - emotional) so that one side does not prevail on another side, so the objectives of the developed curriculum for art education will be achieved.