تصورات التخطيط للتدريس و ممارساته في ضوء النظرية البنائية لدى معلمي العلوم الشرعية و اللغة العربية بالمرحلة الثانوية في المملكة العربية السعودية

Abstract EN

The research aimed to create a list of lesson planning dimensions in light of the constructivist theory and to uncover the perceptions and practices of lesson planning in light of that theory among teachers of Sharia sciences and the Arabic language at the secondary stage in the Kingdom of Saudi Arabia.

The researchers prepared a visualization scale consisting of (42) items directed to teachers, and a questionnaire consisting of (36) items addressed to teachers and supervisors, and after making sure of their validity and consistency, research tools were applied to a sample of (148) teachers of Sharia sciences, and (127) Arabic language teachers, (21) Sharia sciences supervisor, and (19) Arabic language supervisors, who work in government secondary schools and education offices of the Eastern Province Education Department in Saudi Arabia, and after applying the two tools to the research sample, the following was revealed: The perceptions of Arabic language and Sharia science teachers came high, and there are no differences in the sample response (Sharia science teacher / Arabic language teacher), and the practice of teachers of Sharia science and the Arabic language was high, and there are no statistically significant differences in the sample response due to a variable (legal science / language Arabic).

However, there are significant statistical differences in the response of the sample due to a variable (teacher / educational supervisor).

In light of these results, the two researchers recommend emphasizing the use of the lesson planning dimensions in the light of constructivism theory, and emphasizing the principles of constructivism in teacher preparation programs, and through teacher training programs that are provided to teachers in Sharia sciences and the Arabic language.

In addition to spreading the culture of learning theories, especially constructivism theory and its relationship to teaching, and emphasizing meaningful education