دراسة تحليلية لمحتوى منهج القراءة في كتب اللغة العربية بالصفوف الأربعة بالمرحلة المتوسطة في دولة الكويت في ضوء قيم المواطنة

Abstract EN

This study aims at determining the values of citizenship to be included in the content of the reading component in the arabic language syllabi at the intermediate stage in Kuwait.

the researcher adopted content analysis method; using two tools.

the first one is the questionnaire on the values of citizenship for identifying the values needed to be included in the reading component to be developed in the students.

the second tool is the content analysis format which has been prepared in light of the value - questionnaire.

the study reached the following conclusions : 1 - a list of the citizenship values required to be included in the textbooks and developed in the students at the intermediate level in kuwait is provided.

these include fourteen values.

2- the reading component in the Arabic language textbooks at this time at the intermediate level in Kuwait suffers from insufficiency in sustaining citizenship values.

this is most probably due to the fact that a large emphasis is directed to the scientific content rather than the psychological values contained in such curriculum.

3- the highest recurrence of citizenship values appeared in the reading component for the seventh grade, which occurred 190 times.

the second in terms of recurrence was the eighth grade with 165 times, the sixth grade had 122 times, and finally, the ninth grade had the lowest recurrences with only 70 times.

4 - there is an imbalance in presenting the citizenship values in the reading component in the intermediate grade levels.

for instance, an analysis is conducted on some specific values intensely repeated like the sense of belonging, responsibility, common welfare, self-control, loyalty, and social interaction.

Whereas other values were neglected due to the fact that their recurrences were quite low.

these included values of accepting diversity, interaction within the civil society, the rule of law, scientific thinking, civility, social life, democracy, choice, and the freedom of expression.

there is also a lack of proper sequencing of values within the different grade levels.

moreover, within each grade there is no correlation, and, in fact, there is lack of interaction between the books that are used in the two semesters within each grade level.