Document Type : Original Article
Authors
1 PhD student in Arabic Language and Literature, Hakim Sabzevari University, Sabzevar, Iran.
2 Assoicate Professor of Arabic Language and Literature, Hakim Sabzevari University, Sabzevar, Iran.
3 Assistant Professor of Educational Sciences, Hakim Sabzevari University, Sabzevar, Iran.
Abstract
Textbooks are one of the most important educational tools in transferring information, learning and teaching the Arabic language; since it is important to recognize the weaknesses and strengths of the textbook, we can understand the necessity of analyzing textbooks. Therefore, it is necessary to examine and analyze the content of this important element so that it has active content and is presented in a way that provides the basis for the learner to carry out his activity instead of directly transferring information and knowledge to the mind of the learner. The present study was conducted to analyze the content of Arabic 1 and 2 textbooks and to examine the level of active and passive engagement coefficient of their content. The research analyzes the content of the aforementioned books using the content analysis method based on William Rumi's method. The aim is to investigate the level of activity of the aforementioned books, and it is important that a suitable textbook should activate the comprehensiveness in the three axes of text, images, and exercises in a balanced manner. By conducting this research, it will provide appropriate solutions to the authors to improve the content of the books under discussion so that the necessary changes can be made for printing new books. The statistical population is the books under discussion, the seventh and eighth editions of 1401, and the unit of analysis is the entire text, images, and exercises. In order to analyze the information, descriptive statistics including determining the frequency and percentage were used. The results showed that in Arabic Book 1, the involvement coefficient of the text, images, and exercises sections is (0.044), (0.104), and (0.55), respectively, and in Arabic Book 2, the involvement coefficient of the three content sections is (0.058), (0.047), and (0.72), respectively; Based on the results of the research, it can be said that only the exercises section in both books is presented actively and provides the basis for activity and comprehensive exploratory learning, and the text and images sections in both books are presented inactively.
Keywords
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