الفهرس | يوجد فقط 14 صفحة متاحة للعرض العام |
المستخلص It is necessary for the Religious Islamic Education curriculwn to meet the students’ needs because the students acceptance and reaction to it will be positive if it meets their needs. The student in the secondry stage needs this mostly because of the physical, psychological, social, relegious and mental changes that happen to him during this stage. Consequently, This study aims at investigating the religious needs of the secondry stage students and investiging the extent to which they are available in the content of the Religious Islamic Education curriculum at this stage. PROBLEMS OF THE STUDY: THE PROBLEM OF THE STUDY IS DEFINED THROUGH THE FOLLOWING QUESTIONS 1- What are the religious needs of the secondary stage students? 2- To what extent are these needs there in the Islamic Education Curriculum in the three years of the secondary stage? SCOPE OF THE STUDY: THIS STUDY IS CONFINED TO: 1-Evaluating the content of the Islamic Education textbooks in the three years of the general secondary stage in the light of their religious needs. 2-Analyzing the content of the Islamic Education textbooks-of different topics-in the three years of the general secondary stage only during the academic years 1995 - 1996. 3- Presenting a suggested framework for the content of Islamic Education textbooks in the light of the result of this study. 4-Applying the tool of the study to the male and female students of the three years at the secondary stage in kalubaya Governorate. HYPOTHESES OF THE STUDY: THIS STIJI)’ 7IUfD TOSEEK VAUlM1IDII ,. THE 101.1.””’’’’ IIrJIDTIIESES: 1-There are no Statistically significant differences at the 0.001, 0.01 or 0.05 level between modes and finders of the first year secondry stage, second year secondry stage and third year secondary stage in their desires to study the suggested religious needs. 2- There are no statistically significant differences at the 0.001, 0.01 or 0.05 level between the three years of the secondary stage in their desires to study the suggested religious needs. PROCESSIONS OF THE STUDY: THE STUDY WILL tiD THROUtiH THESESTE1’S: 1-To answer the first question concerning defining the religious needs of the students at the general secondary stage, the researcher derived these needs from: a) Review of the previous studies and literature related to Islamic Education. b) The previous studies related to the students’ needs at the secondary stage. c) The nature, characteristics and sources of Islamic religious Education. d)The growth characteristics of the students at the secondary stage and the requirements of this growth. e) The nature, aims, problems and hopes of the Egyptian Society. f) The recent trends in organization of religious Islamic Education Curricula. g) The educational literature in organization of needs, its methods of definition and methods of fulfilling them. I. Through the previous step, a list of the religious needs of the students was derived. This list was submitted to jury members of experts in Islamic Education and a sample of the students at the three years of the secondary stage to define the extent to which they desire to study these needs. II.To answer the second question concerning defining the extent to which these needs are there and the content of the Islamic Education textbooks at the three years of the secondary stage, The researcher prepared a tool for content analysis in the light of the previous criterion. DEFINITIONS OF THE STUDY: Religious needs is defined as the subjects, issues and problems that the students need to study and they are related to their religious affairs seeking emotional stability towards these needs and meeting the growth needs of the students. RESULTS OF THE STUDY: SOME OF THE IMPORTANT RESULTSOF THE STUDY ARE: 1-The study presented a list of the most important religious needs of the students at the three years of the secondary stage. 2- There are statistically significant differences at the 0.001, 0.01 and 0.05 level between the male and female students of the first year at the secondary stage in their desires to study the suggested religious needs. 3- There are statistically significant differences at the 0.001, 0.01 and 0.05 level between the male and female students of the second year at the secondary stage in their desires to study the suggested religious needs. 4· There are statistically significant differences at the 0.001, 0.01 and 0.05 level between the first and second year students of the secondary stage in their desire to study the suggested religious needs. 5-There are statistically significant differences at the 0.001, 0.01 and 0.05 level between the first and third year secondary students in their desires to study the suggested religious needs. 6- The content of the Islamic Education textbook does not meet most of the suggested religious needs in the three years of the secondary stage. 1-Using the list of the religious needs in developing the content of the Islamic Education textbooks in the secondary stage. 2- Planning programs that meets the learners needs. 3-Academic curricula should suit the students’ needs and problems in accordance to their growth characteristics and its requirements. SUGGESTIONS FOR FURTHER RESEARCH: I-A suggested program in Islamic Education at the secondary stage in the light of the students’ religious needs and its effect on their futcure and attitude towards the subject. 1 2-A suggested program for Islamic Education teacher preparation in the light of the religious needs of the students. 3- Education of the Islamic Education curriculum at the prep. stage in the light of the needs and problems of the Egyptian society. 4-A suggested program for implyina some of the current religious issues in the content of Islamic Education textbooks at different Educational stages. |