دراسة تحليلية لكتب لغتنا العربية المطورة المقررة لصفوف الحلقة الثانية من المرحلة الأساسية في الأردن في ضوء مضامين التربية المرورية

الملخص EN

The study aimed at investigating the extent of concentration of the developed "Arabic Language" textbooks for the 2nd level of the basic stage in Jordan in light of traffic education Content, how it was presented in these textbooks and how the sequence of such textbooks was presented.

To achieve the aim of the study, a checklist containing traffic education content was developed.

The checklist was distributed to the following fields : using pavements, crossing the road, using private or public school bus, using bicycle, and the traffic knowledge.

In total, the checklist consisted of (52) items.

The study used content analysis as the sentence was taken as the analysis unit reaching the quantitative data represented in frequencies and percentages to answer the main study question and the two sub-questions and to match between the quantitative and qualitative analysis using the curriculum indicators and tools to explain that.

The results of the study indicated that the textbooks examined in the context of this study did not concentrate on the traffic education content.

It was found that what was addressed in these textbooks did not satisfy the needs of the targeted students population and its demographic characteristics.

It was found that the textbooks did not consider logical sequence in addressing traffic education contents.

The textbooks did not adopt a systematic approach in addressing such contents, and they adopted a random traditional approach in addressing such contents.

The study suggested the following recommendations: - Arabic teachers must pay more attention to the traffic education contents in the linguistic lesson setting, in general, and in reading lessons in particular as it is one of the main outcomes of reading comprehension lessons.

- Reconsidering the content of "Arabic Language" textbooks for the 2nd level so that reading lessons must contain the content of traffic education concepts, and such textbooks must be integrative, adopt a logical sequence and use the principles of self and constructive learning.