جودة محتوى المناهج الدراسية لأقسام اللغة العربية : دراسة تقويمية على وفق معايير الاعتماد الأكاديمي

Abstract EN

Arabic Language text-books are described as the following: 1-they are unable to disperse in students the feeling of pride about Arabic language, and they lack the feeling of strength and beauty and the ability to absorb modern scientific and technical developments.

2-these text-books give insufficient attention to the development of students' skills, and they lack the element of suspense , and 3-they are also unrelated to the students’ daily life, and scientific reality, and therefore they do not cope with the needs and the requirements of the age.

The current study aims at: 1.preparing accreditation standards to evaluate the content of the curriculum for Arabic Language Departments in the Colleges of Education at the Universities of Baghdad and Al-Mustansiyria, and, 2.

evaluating the content of the curriculum in Arabic language departments in light of the academic accreditation standards adopted in this research.

The current study is limited to: 1.

Arabic Language curriculum followed in Arabic Departments in the four stages of the 2011-2012 academic year, 2.

Arabic Departments in the Colleges of Education in the universities of Baghdad and Al-Mustansiyria, 3.the teaching staff of Arabic departments in colleges of education in the universities of Baghdad and Al-Mustansiyria.

A questionnaire was prepared to identify the objectives of the curriculum of Arabic departments in the colleges of Education in the universities of Baghdad and Al-Mustansiyria, in light of the standards of quality and accreditation.

The following statistical tools are used in spss programme: 1.

Pearson correlation coefficient 2.

t-test 3- percentage , and 4.

weighted mean The findings of the study are : 1.

curriculum content in Arabic language departments in the colleges of education in the universities of Baghdad and Al-Mustansiyria do not meet the quality and academic accreditation standards, 2.

Arabic language curriculum content focuses only on the cognitive side and does not take into account the affective psychomotor side , and 3.

the content of Arabic language curricula do not develop the students mental abilities, or develop different kinds of intelligence.