واقع التربية الصحية في منهاج التعليم الجزائري بالمرحلة الابتدائية: دراسة تحليلية لمنهاج كل من التربية الإسلامية، التربية المدنية، التربية العلمية والتكنولوجية

Abstract EN

The study aimed to distinguish between the important problem between health compensatory representations and the reality of health education in the Algerian education curriculum in the common stage, where we followed the analytical descriptive model using the content analysis tool, and a content analysis of the curriculum was conducted of (Islamic education, scientific and technological education, and civic education) was conducted.

the results of the study concluded that there was a discrepancy in the average percentage of health education topics in the Algerian primary school curriculum, the results also showed that the first year of primary school contains the most concepts and contents of health education in the Islamic education curriculum by (20%), the fifth year of primary school ranked last with a percentage of (2.70%).

the purity axis received more attention than the average percentage of subjects, while the arts axis did not receive sufficient attention.

the results also showed that the first year of primary school contained the concepts and contents of health education the most.

the civic education curriculum had a rate of (25%), and the fourth year of primary school ranked last with a rate of (4.16%), the theme of the environment and preserving it received more attention than the average percentage of subjects, while the theme of cleaning the school did not receive enough attention or attention, as the results showed.

the fifth year of primary school contains the most concepts and contents of health education in the scientific and technological education curriculum, at a rate of (22.64%), in last place is preparatory education, with a rate of (22%), the dangers axis received more attention than the average percentage of subjects, while the healthy nutrition axis did not receive sufficient attention.

we also suggest raising the percentage until it reaches (20%) of the average percentages.

the topics proposed for teaching in the primary education curriculum, we also note the lack of gradual provision of instructions across the years of schooling, and the neglect of the concepts and contents of health education in both the fourth and fifth years of primary school, compared to the average percentage of health education topics, while the learner in these two years becomes older and more mature in his abilities.

mental, and understanding the application and implementation of various procedures, this requires those responsible for developing curricula to increase the amount of knowledge and concepts in these areas and fields to build balanced health education that takes into account the construction of topics and learnings within the framework of developing the cognitive dimension, the behavioral dimension, and the skills dimension, on the condition that they are compatible with the psychological and cognitive development of the learner.