المهارات الحياتية في مناهج اللغة العربية بالمرحلة المتوسطة بدولة الكويت

Abstract EN

There is no argument that education is meant to prepare individuals to face life events and to positively interact with different life situations that surround them.

The general goal of education is to supply individuals with skills related to different life situations and that is to enable them to carry out their responsibilities efficiently.

How successful an individual is in performing the various assigned life skills depends on the type and richness of the experiences provided.

That is why the aim of the current study was to determine the extent to which the content of Arabic language curricula in middle schools addresses issues of life skills.

This was achieved through analyzing the content of those curricula.

A content analysis standard was prepared.

The results showed that there is a deficiency in the inclusion of life skills in the content of middle school Arabic language curricula.

The average percentage for the inclusion of life skills in the content of Arabic language curricula for middle schools was (81.1%) of the life skills specified in the study, which came indirectly most of the time.

The highest content percentage was in the eighth grade book, which included (14) repetitions.

This was followed by the sixth grade book with (12) repetitions, then the seventh grade book with (11) repetitions.

The least was in the ninth grade book with (5) repetitions.

As for the life skills elements, the most skill repetition was for social interaction (13) repetitions, followed by minimizing consumption (9) repetitions, then different thinking skills (8) repetitions, then sense of belonging (7) repetitions, and lease was health maintenance (1) repetition.