واقع تدريس العلوم الإنسانية بمراحل التعليم ما قبل الجامعي في الأردن : دراسة حالة لتدريس المرحلة الثانوية في الأردن

Abstract EN

The aim of this study was to identify the reality of teaching humanities in pre-university education in Jordan.

The study sample consisted of (10) teachers of secondary school teachers in the government schools in Karak governorate who study human intelligence (Islamic education, Arabic language, social education) Secondary level.

The qualitative case study was used to identify the reality of teaching humanities curricula at the secondary level in Jordan, to identify the most important challenges facing the teaching of humanities and the most prominent suggestions on improving the teaching of human sciences in the secondary stage.

The results of the study showed that the methods of teaching the humanities curricula for the secondary stage are limited to traditional methods such as lecture, dialogue, discussion and indoctrination, and a few of them use modern teaching methods such as active learning, collaborative learning and integrated learning.

It also showed a number of challenges facing the teaching of humanities in the secondary stage, such as the absence of a clear policy to strengthen schools in human capacities in most secondary schools to teach human sciences curricula according to modern and technical teaching methods, and the inability of some secondary schools to provide and provide education and training opportunities within the curricula of the humanities Which are not suited to the traditional education system currently adopted.

In light of the results of the study, the researchers recommended a number of recommendations, the most prominent of which are: Adopting modern teaching methods in teaching human sciences curricula and not relying solely on indoctrination such as integrated learning, active and cooperative learning and self learning.

Linking human resources materials at the secondary level in the labor market, integrating technology and technology into education in the humanities curricula, and training special education teachers in order to enhance the learning of these curricula and increase student motivation and motivation.