القيم الأخلاقية المضمنة في محتوى كتب "لغتي الجميلة" للصفوف العليا من المرحلة الابتدائية في المملكة العربية السعودية

الملخص EN

The study aimed to identify the ethical values that should be included in "My Beautiful Language" books for the upper grades of the primary stage in Saudi Arabia, and determine the degree of presence of these values in the content of "My Beautiful Language" books for these three grades (fourth grade, fifth grade, sixth) for the first and second semesters.

The study used the descriptive approach through the method of content analysis, as the researcher designed a content analysis card to achieve the objectives of the study.

The study population consisted of all "My Beautiful Language" books prescribed for the three upper grades (fourth grade, fifth grade, sixth grade) of the primary stage in Saudi Arabia.

The most important findings of the study: The moral values included in "My Beautiful Language" book for the three upper grades of the primary stage were (38) values out of the (39) values that should be present, and there were (805) repetitions only of these values.

The book of the fifth grade ranked first in terms of the percentage of the inclusion of these values (35.41%), followed by sixth grade book (34.41%), while the fourth grade book came ranked, with a percentage of (30.18%) of the total values included, and there is an imbalance in the distribution of moral values in "My Beautiful Language" books for the three upper grades of the primary stage, as there was a focus was on some values such as: the value of cooperation (13.29%), the value of cleanliness (10.06%), and the value of honesty (6.09%).

Many moral values were included with low percentages, such as: the etiquette of eating (25,12%), and the values of the preservation of the school, removing something harmful from the road, and lowering one's voice, that were all included with equal percentages (0.12%), in addition to the complete omission of including the value of obedience to the ruler in any of these books.

Recommendations: 1.

The need to have those in charge of curriculum development pay attention to the pre-planning of the system of moral values that should be included in "My Beautiful Language" books for the three upper grades of the primary stage.

2.

The need to reconsider "My Beautiful Language" books for the three upper grades of the primary stage included in the study, so that there can be an increase in the inclusion of ethical values that were the least frequent, in addition to including the values that were not included.