Document Type : Original Article
Authors
1 phd
2 payam noor university
3 associate professor of department of quranic and hadith, university of Ayatollah Borujerdi, Borujerd, Iran.
Abstract
The current educational system of the country is centralized, and its curriculum is limited to textbooks used nationwide. Given the vastness of the country, the diversity and multitude of ethnic groups, and the problems arising from these factors, along with the rapid growth of sciences and technology and the swift changes in social norms and values, it is essential that textbooks are carefully developed and, as much as possible, free from any flaws and defects in accordance with the established goals and scientific principles. The way the content of textbooks is organized is a crucial factor in determining how learning occurs. Sometimes, the ineffectiveness and unsuitability of the content, along with its mismatch with the comprehension abilities of students, can make learning difficult or yield results that are below expectations. The aim of this research is to examine the appropriateness of the content of Arabic textbooks for the first cycle of secondary education in relation to the criteria for selecting and organizing content from the perspective of Arabic teachers in Khodabandeh County in order to examine the impact of the curriculum content on the learning process. The study population includes all religious and Arabic teachers in Khodabandeh County, totaling 602 individuals. To select the sample size, 128 teachers were randomly chosen from the mentioned population using a multi-stage random sampling method. To address the research hypotheses, a 40-item questionnaire was developed, and after ensuring its validity and reliability (0.88), the necessary data was collected. For data analysis, Cronbach's alpha test, Chi-square test, and one-sample t-test were used in sequence. The results of the research indicate that, according to the teachers, the selection of content in the Arabic textbooks for the first cycle aligns with the predetermined goals, sequence, and unity in the organization of the curriculum content.
Keywords
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