تصور مقترح لتفعيل دور المدرسة الابتدائية في تنمية بعض قيم المواطنة لدي تلاميذها : دراسة ميدانية

Abstract EN

Statistical methods: The researcher used Cronbach’s alpha, square Ka 2.

The study aimed at identifying the role of primary school in developing some of citizenship values among pupils and approaching a proposal to activate this role to achieve the educational role of primary school in developing some of the citizenship values that we seek.

To achieve the study objectives, the researcher used the descriptive approach, and she prepared a questionnaire for the field study included sixteen aspects.

She chose a random sample of (2059) of primary school students in Assiut.

The study reached several conclusions, including: 1) The primary school contributes a major role in developing the values of citizenship among its pupils, reaching a ratio of 75% of the sample as a whole, and this value is greater than the upper limit of confidence which shows the achievement of citizenship values among its students.

The aspect of “tolerance”, occupied the first order of the sample’s view as a whole by 88.57%, followed by “the value of proactivity and positivism” by 88.13%, followed by the value of “the value of work” 87.23%, then “the value of respect for property” with a rate of 84.14%, followed by “the value of Justice” that rate 83.82%, then “the value of time” with a rate of 82.69%, then “the value of rationalizing the consumption” with a rate of 82.40%, then “the value of dialogue” by 81.78%, followed by “the value of democracy” and that by 77.63%, then “the value of affiliation” by 76.6%, followed by “the value of cooperation” by 72.17% and the value of Saving by 72.9%, followed by “the value of taking responsibility” by 70.78%, then “the value of political participation” by 61.38%, followed by “co¬existence” by -35.16%, followed by “the value of freedom” by -48.64%.

2) To courses contribute weakly in the development of some of the values of citizenship among primary school pupils, where the value of “cooperation” came in the first rank in the overall analysis, followed by the value of “belonging in the second place, followed by the value of” freedom in third place, followed by the value of “Justice in fourth place, followed by the value of “work” in fifth place, followed by the value of “dialogue” in the sixth place, followed by the value of “coexistence with the other” in seventh place, followed by the value of “tolerance and responsibility in the eighth place, followed by the rationalization of consumption “in the ninth place, followed by “proactivity and positivism” value in the tenth place, followed by the value of “time” in the eleventh place, followed by the value of “democracy” in the twelfth place, followed by the value of “respect for property” in the thirteenth place, followed by “political participation” in the thirteenth and last place.

3) The educational activities weakly contribute in the development of citizenship values among primary school pupils.

The “musical activity” came in the first place in terms of consolidating the values of citizenship.

The “desktop activity” came in second place.

The “artistic activity” came in third place.

The “physical activity” came in the fourth and final place.

4) In light of the results of the field study, the study depicted a proposal to activate the role of the primary school in the development of some of the values of citizenship among its pupils, including four aspects, namely: The aspect of the role of the teacher, the role of school management, the role of curriculum, and the role of school activities.