Document Type : Original Article
Authors
Assistant Professor Payame Noor University
Abstract
The pragmatic school is one of the most prominent currents in educational philosophy in the twentieth century and has achieved successes in re-planning university and school programs in different regions of the world, and these play a decisive role in the process of teaching languages, especially in teaching Arabic.
For pragmatism, the principles that are understood lead to correct guidance in teaching the Arabic language, these principles include practical knowledge, instrumentalism, experience, the relationship between experience, knowledge and activity, questioning as an experimental process, change, and problem-solving. Therefore, given the importance of this topic, we dealt with reading the principles of the pragmatic school education philosophy in teaching Arabic within the descriptive-analytical approach. The goal is to educate and train.
The results of the study indicate that still possesses meanings to develop the communication skills of learners, and language competence is linked to the basics of communicating phonemic, lexical, and grammatical elements, and these aids from practical knowledge of the Arabic language, and the Arabic language is used as an excuse to exchange ideas, feelings, desires, and benefit from the experience in teaching the Arabic language in order to benefit from the cognitive and quantitative richness that experts, and a group of scientific questions are used to teach the Arabic language, and the faculty members are trained to change their orientation, and to solve the problems of teaching the Arabic language in light of the studies and the problems of teaching the Arabic language. Competencies and evaluation.
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