المنهج المدرسي في الاتجاه النظري الاجتماعي

Abstract EN

The research aims to identify the experiences and experiences contained in the social theoretical direction of the school curriculum.

Given the prevalence of the problems that appear on the social reality in schools as a result of curricula and means of clarification, because the scientific and educational curriculum if it does not have a clear impact on the nature and practices of human beings when graduating education in various aspects in the future in general and schools in particular, their social and scientific reality remains vulnerable to crises And social problems when it comes to their role in the management of state institutions of all kinds of diversity experiences in the school curriculum would develop the educational process Ichkha teacher, teacher and student.

This research included a theoretical framework containing the basic elements of the research represented by the problem, importance, objectives, concepts and terms of research, in addition to the analysis of some of the views of reformers and thinkers such as the French thinker Emile D'or Kaheim, who wrote about the school curriculum within the theoretical socio-French direction through the use of comparative analytical and observational approaches, Finally, the research included conclusions, recommendations, proposals and a list of margins and sources.

The main conclusions and recommendations can be presented as follows: 1.The research, according to the French social theoretical direction led by sociologist Emil D'or Kaheim, revealed the importance of holding industrial and professional workshops in different disciplines in order to integrate the theoretical side with the practical side of the pupils.

2.

The research recommends the bodies responsible for the educational process and according to the theoretical analyzes contained in the French sociologist's propositions, which relate to the psychology of the curriculum, including with regard to attention to schools and the quality of the curriculum to guide the moral behavior of students towards values, customs, traditions, ethics and other directives of socialization and education, and this is done through Activate and incorporate some curricula that will raise the moral aspect and adopt the personality of the student in a simplified manner started from the intermediate stage and these curricula (sociology, economics, management, psychology, art education, education For sports, ecology) because the inclusion of such curricula would make students aware of the broad surrounding social issues and thus have accumulation of knowledge and these curricula in the form of pamphlets so as not to burden students and exist from the middle to the end of the preparatory stage and all its branches Scientific, literary and professional and be included in the baccalaureate exam for the intermediate and preparatory stages.