scholarly journals The issue of alternative evaluation in teaching Arabic between supporters and opponents: قضية التقويم البديل في تعليم اللغة العربية بين مؤيد ومعارض من وجهة نظر معلمي اللغة العربية في المملكة العربية السعودية

2020 ◽  
Vol 4 (43) ◽  
Author(s):  
Wafaa Hafez Al-awaydhi, Jaliyah Hassan Al-harisi
Keyword(s):  
Saudi Arabia ◽  
Arabic Language ◽  
Kingdom Of Saudi Arabia ◽  
Male And Female ◽  
Alternative Evaluation ◽  
Female Teachers ◽  
Academic Subject ◽  
Study Results ◽  
Descriptive Method

This study aimed to identify the percentage of both supporters and opponents of the alternative evaluation, detect the reasons for both support and opposition to the alternative evaluation from the viewpoint of teachers of the Arabic language in the Kingdom of Saudi Arabia. The survey descriptive method was used, the research sample consisted of (150) male and female teachers, and the researcher prepared a questionnaire to collect data. The results showed that (70.67%) of the total research sample are supporters for the alternative evaluation, whereas, (29.33%) of the total research sample are opponents to the alternative evaluation. The most important reasons of supporting the alternative evaluation were: the alternative evaluation is based on placing the student in real situations or simulating the reality and monitoring his responses in it, and achieving justice in the evaluation of students, and provides multiple opportunities for students to master the academic subject, and makes students use their skills and knowledge to accomplish any task, and allows continuity of learning. The most important reasons of Opposition to the alternative evaluation were: The alternative evaluation is not appropriate due to the density of students and the nature of the special courses in the Arabic language, and it is difficult to properly apply it according to its rules, and it strives for the student due to a large number of tests. In light of the study results, some recommendations were formulated.

scholarly journals The teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour: الكفايات التعليمية اللازمة لمعلمي اللغة العربية للصف الرابع الأساسي  في مديرية تربية الأغوار الجنوبية

2020 ◽  
Vol 4 (20) ◽  
Author(s):  
Ali Salameh Dawod AlKhleifat
Keyword(s):  
Classroom Management ◽  
Fourth Grade ◽  
Arabic Language ◽  
Language Teachers ◽  
Vocational Development ◽  
Teaching Competencies ◽  
Human Relationships ◽  
Male And Female ◽  
Female Teachers ◽  
Study Results

This study aimed at identifying the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour from the perspective of teachers themselves as well as the relationship of that with some demographic variables. In order to achieve the study objectives, the researcher developed a questionnaire that consisted of (39) items distributed to six domains; its validity and reliability were verified. The study sample consisted of (47) male and female teachers who were chosen in the simple random way of sampling, from those who teach the subject of Arabic language for the fourth grade. The study results showed that the level of teaching competencies required for the Arabic language teachers for the fourth grade in the directorate of the southern Ghour was high and for all the domains. The domain of (human relationships and classroom management) was in the first place, followed by the domain of (preparation and planning), then the domain of (implementing the lesson), followed by the domain of (evaluation), then the domain of (scientific side and vocational development), and finally the domain of (educational aids and techniques). The results showed that there are no statistically significant differences for the level of teaching competencies required for the Arabic language teachers at the total level and for the domains of ( scientific side and vocational development, implementing the lesson, human relationships and classroom management, ad evaluation) attributed to the variable of years of experience in favor of the (6) years and more. The results also revealed that there are no statistically significant differences at the level ( α≤0.05 ) due to the variables of gender and educational qualification regarding the level of teaching competencies required for the Arabic language teachers for the fourth grade. In the light of the results, the study recommended the necessity of holding more training courses for the male and female teachers of Arabic language in order to enable them to acquire the teaching competencies required for all the educational stages and academic grades.

scholarly journals The Challenges of Using the Differentiated Instruction Strategy: A Case Study in the General Education Stages in Saudi Arabia

2018 ◽  
Vol 11 (4) ◽  
pp. 74 ◽  
Author(s):  
Ali Tared Aldossari
Keyword(s):  
Saudi Arabia ◽  
General Education ◽  
Differentiated Instruction ◽  
School Environment ◽  
Kingdom Of Saudi Arabia ◽  
Eastern Province ◽  
Male And Female ◽  
Female Teachers ◽  
Five Axes

The study identifies the most important challenges facing general education male and female teachers in applying the differentiated instruction strategy in different stages of education in the Eastern Province in the Kingdom of Saudi Arabia. To achieve this, the researcher designed a questionnaire consisting of 47 paragraphs on five axes. It was distributed to 275 male and female teachers in Dammam city, after having verified its validity and stability,The results indicate that the degree of the challenge of using the differentiated instruction strategy was medium overall. The challenges related to students were ranked first, followed by challenges related to the school environment, then the nature of the differentiated instruction, challenges related to teachers, and, finally, challenges related to study courses.However, the results were not statistically significant for the variable of the educational stage (primary, intermediate, and secondary), although there were significant differences for the gender variable in favour of males.The study recommends creating a school environment that supports the use of a differentiated instruction strategy and holding workshops for teachers to train them in differentiated instruction activities.

scholarly journals Extent of Arabic Language Teachers’ Awareness of Reflective Thinking Skills and Relation to Students’ Attitude toward Arabic Language Course at Secondary Stage in Saudi Arabia

2017 ◽  
Vol 5 (1) ◽  
pp. 181
Author(s):  
Haifa Awwad Alhawamdeh
Keyword(s):  
Saudi Arabia ◽  
Data Collection ◽  
Secondary Schools ◽  
Reflective Thinking ◽  
Arabic Language ◽  
Thinking Skills ◽  
Language Teachers ◽  
Kingdom Of Saudi Arabia ◽  
Secondary Stage ◽  
Descriptive Method

The current study aims to indicate the extent to which Arabic language teachers are aware of reflective thinking skills and their relationship to their students’ attitude toward the course of Arabic language at the secondary stage in the Kingdom of Saudi Arabia. The study adopted the survey descriptive method. The population consisted of all students enrolled in the secondary schools of Najran (546) and (46) teachers, the sample was randomly selected numbered (40) teachers. The author used the questionnaire as a tool for data collection. The study showed that the students were able to master well the skills of reflective thinking, where they were able to retain and transfer reflective thinking in positions similar to those positions they trained. According to the study findings, some recommendations have been made.

Distance learning in crises (opportunities and challenges) from the point of view of male and female teachers in Hafar Al-Batin Province: التعلم عن بُعد في ظل الأزمات (فرص وتحديات) من وجهة نظر المعلمين والمعلمات بمحافظة حفر الباطن

2021 ◽  
Vol 5 (28) ◽  
pp. 23-1
Author(s):  
Mansour Abdullah Akhdhir Mansour Abdullah Akhdhir
Keyword(s):  
Distance Education ◽  
Saudi Arabia ◽  
Distance Learning ◽  
Public Education ◽  
Education Sector ◽  
Kingdom Of Saudi Arabia ◽  
Male And Female ◽  
Arithmetic Average ◽  
The Public ◽  
Female Teachers

This study aimed to identify the advantages of distance education and the challenges that hinder its success in the Kingdom of Saudi Arabia in light of the Corona pandemic crisis from the viewpoint of male and female teachers in the public education sector in Hafar Al-Batin Governorate in the Kingdom of Saudi Arabia. The researcher used the descriptive and analytical method, and the tool consisted of a questionnaire consisting of (19) items distributed in two areas: challenges and advantages. It was distributed to a random stratified sample of (110) male and female teachers in the public education sector in Hafar Al-Batin Governorate in the Kingdom of Saudi Arabia. The results of the research showed that the field of advantages and opportunities provided by distance learning obtained a large arithmetic average of (3.43), while the degree of agreement of the sample on the field of challenges facing distance education was medium with an average of (3.20). The results showed no statistically significant differences at the level of significance (α ≤0.05) among the means of the research sample estimates of the advantages and challenges of distance education and learning in light of the Corona pandemic crisis. In the end, the researcher recommended the necessity of using distance learning in the programs of the Ministry of Education, training teachers and developing their skills in using computers and extracting information from information networks.

The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية

2021 ◽  
Vol 5 (20) ◽  
pp. 135-124
Author(s):  
Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Public Education ◽  
General Education ◽  
Research Method ◽  
Arabic Language ◽  
Kingdom Of Saudi Arabia ◽  
Language Curriculum ◽  
Historical Approach ◽  
Methods And Techniques

The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.

scholarly journals Difficulties of Teaching Based on Differentiated Instruction from the Viewpoint of Arabic Language Teachers in Qatif Governorate, Saudi Arabia: صعوبات التدريس المتمايز من وجهة نظر معلمي اللغة العربية بمحافظة القطيف بالمملكة العربية السعودية

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Mohammed Abdullah Alnasser
Keyword(s):  
Saudi Arabia ◽  
Differentiated Instruction ◽  
Arabic Language ◽  
Language Teachers ◽  
Study Phase ◽  
Impact Study ◽  
Kingdom Of Saudi Arabia ◽  
Level Of Significance ◽  
High Degree ◽  
The Impact

The present study aims to identify the Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate In the Kingdom of Saudi Arabia. In order to achieve these objectives, a questionnaire was designed, It consisted of (33) items distributed to five Domains. It was distributed to the study Sample wish was formed from (172) Arabic teachers chosen randomly from all study phases. The study found that the whole mean of Difficulties of Teaching Based On Differentiated Instruction Viewpoint Of Arabic Teachers In Qatif Governorate was (3.60). At the domains level: The difficulties of the environment of the school was the first with a mean (3.97), then the difficulties of a teacher with a mean (3.73).Booth with a high degree of difficulty. Difficulties of Curriculum was the third with a mean of (3.58), Then The difficulties of Administrative Regulation with a mean of (3.43), Finally The difficulties of Students with a mean of (3.28). All final three domains with a Medium degree of difficulty. The study also found that there were no significant differences between the average of these answers at the level of significance (α ≤ 0.05) due to the impact study phase. Based on these results The researcher recommended to train teachers and supply schools with suitable facilities and materials to teach the Arabic language based on Differentiated Instruction.

scholarly journals A proposal to include human rights principles Arabic language curriculum - A survey- Kingdom of Saudi Arabia: تصور مقترح لتضمين مبادئ حقوق الإنسان في مقررات اللغة العربية بالمملكة العربية السعودية - دراسة مسحية -

2020 ◽  
Vol 4 (34) ◽  
Author(s):  
Ibrahim Abdulrahim Alghamdi
Keyword(s):  
Human Rights ◽  
Saudi Arabia ◽  
Arabic Language ◽  
Political Rights ◽  
Kingdom Of Saudi Arabia ◽  
Wide Margin ◽  
Language Curriculum ◽  
Three Stages ◽  
Descriptive Approach ◽  
Civil And Political Rights

The study aimed to identify the degree to which Arabic curriculum in Saudi Arabia include the most prominent principles of human rights and the nature of that inclusion, and then to build a proposed conception to include the principles of human rights appropriate to you at one of the three stages of primary, middle and secondary. The study followed the descriptive approach using the method of content analysis, and the study reached one of the most prominent findings: The inclusion of the principles of human rights in the curriculum was found to be weak in the overall range. The findings also showed that the decisions balanced somewhat between explicit and implicit rights. Each of the key fields also varied, as the first field: civil and political rights came ahead by a wide margin at the expense of other economic, social, developmental and environmental rights. Finally, the study suggested in light of its findings a vision for the development of the Arabic language curriculum in Saudi Arabia in the light of human rights.

scholarly journals Readability Level of Arabic Language Textbook of the Sixth Grade in the State of Kuwait

2021 ◽  
Vol 11 (4) ◽  
pp. 204
Author(s):  
Shaye Al Shaye ◽  
Mohamed Doheim Al Dhefeiri
Keyword(s):  
Relative Weight ◽  
Sixth Grade ◽  
Arabic Language ◽  
The State ◽  
Language Teachers ◽  
Moderate Degree ◽  
Male And Female ◽  
Study Results ◽  
The State Of Kuwait ◽  
Cloze Test

The current study aimed to identify the level of readability of the sixth-grade Arabic language textbooks in the State of Kuwait from the viewpoint of Arabic language teachers, and in light of the students 'performance in reading the Cloze test of these books. For the current study, a tool was prepared that was applied to a sample of (200) male and female Arabic language teachers in the middle stage. The reading Close test was applied to a sample of (320) male and female sixth-grade students. The results of the study revealed that teachers' estimates of the level of readability of reading textbooks prescribed in the book entitled "My Arabic language" were of a moderate degree, with relative weight (57.8%). The results also showed that most of the students were distributed within the depressive level of readability, with a percent of (76.9%) and (16.6%) within the educational level, and (6.5%) within the independent level. It is also showed that there were statistically significant differences between the mean individuals of the sample of both sexes on the reading Cloze test in favor of females and that there were no differences based on the educational Zone. In light of the study results, a set of recommendations was presented.   Received: 18 March 2021 / Accepted: 5 June 2021 / Published: 8 July 2021

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