مشكلات تدريس منهج اللغة العربية المطور في المرحلة المتوسطة بالمملكة العربية السعودية من وجهة نظر المعلمين و اتجاهاتهم نحو تدريسه

Abstract EN

This study was conducted to identify concerns related to teaching the optimized version of Arabic curriculum in Saudi intermediate schools.

It investigates teachers’ viewpoints and attitudes towards this curriculum and teaching it.

Using descriptive analytical approach, the researchers developed and administered two questionnaires to a population sample of 34 teachers (men and women).

The purpose of the first tool was to determine teachers’ opinions regarding the problems of teaching the optimized curriculum; the second one attempted to measure teachers’ attitudes towards teaching it.

Findings indicated the presence of 54 issues that could be classified into nine major areas; namely: objectives, content, teaching methods, teaching aids and technologies, activities, assessment/evaluation, student, teacher, educational supervision and school administration.

Though overall results showed no statistically significant differences that could be attributed to the gender factor, divergences were found in three variables; namely: “content” in favor of men, but “student and teaching aids and technologies” in favor of women.

Regarding teachers’ attitudes, findings have revealed no statistically significant differences that can be attributed to the gender factor, but have confirmed the presence of positive attitudes towards teaching the optimized curriculum as a whole and in each of the nine variables.

Nonetheless, analysis identified the presence of minor negative correlation in teachers’ estimations and viewpoints vis-à-vis the problems pertaining to the curriculum and teaching it.