Department
Department of Arabic LanguageAcademic Program
Bachelor in Arabic Language and Islamic StudiesType
CompulsoryCredits
02Prerequisite
EPSY 203Overview
The mini-description recognizes the importance of studying curriculum science and recognizes the concepts associated with the school curriculum. Compares the main trends about the concept of the school curriculum and its theories, historical stages, and the factors of its development and improvement It accommodates the components of the school curriculum system, and its Islamic rooting.
Acquire the skill of formulating educational objectives. Understand the extent of integration and overlap of the processes of building the school curriculum, understand the foundations of building the school curriculum. Increase the knowledge and skill necessary to analyze the school curriculum. Compare the different organizations for building the school curriculum. To understand the great burden that falls on him as a future teacher in the process of implementing the curriculum. Recognizes the importance of evaluating and developing the school curriculum. To be aware of the importance of his role as a teacher in the process of evaluating and developing the curriculum
Intended learning outcomes
At the end of the course, the student should be able to:
1. Explains in detail the main trends about the concept and theories of the school curriculum, historical stages, and factors for its development and improvement
2. Enumerates the components of the school curriculum system, and the Islamic rooting of them
3. Formulates educational objectives in various fields.
4. Determines the foundations of building and analyzing the school curriculum.
5. Compare the most important organizations of curriculum building and the role of the teacher in curriculum development
6. Compare the main trends about the concept of the school curriculum and its theories, historical stages, and factors for its development and improvement
7. Deduce the role of the components of the school curriculum system, and the Islamic rooting of them
8. Amend the wording of procedural objectives in the light of drafting requirements
9. Analyzes the foundations of building the philosophical, educational, psychological, social and cognitive curriculum
10. Interprets the content of the curriculum building organizations and the role of the teacher in curriculum development
11. Derive the differences between the main trends about the concept of the school curriculum and its theories, historical stages, and factors of its development and improvement
12. Analyzes the content of the components of the school curriculum system, and the Islamic rooting of them
13. Uses what he studied on the foundations of building the curriculum in the formulation of procedural objectives in light of the conditions of drafting.
14. Uses what he studied about the foundations of building the curriculum in the rooting of philosophical, educational, psychological, social and cognitive
15. Criticizes the content of curriculum building regulations and the role of the teacher in curriculum development
16. The student should communicate with his colleagues linguistically and electronically
17. Be able to work in a team, especially while doing group research
18. The student should use electronic learning resources and educational websites related to the course.
19. To be able to form positive relationships with colleagues during discussions and collaborative work .
Teaching and learning methods
Methods and methods used for students to acquire the knowledge, skills and attitudes that we seek through the Foundations of Curriculum course:
1. Lecture method to enhance students' recollection of course topics
2. Scientific presentation method to display the application of knowledge learned by students in different contexts
3. The method of discussion and dialogue to deepen students' understanding of the knowledge guaranteed by the course.
4. The method of cooperative education to enhance the ability to communicate and communicate, and enable him to be able to work collectively
5. Summarize the knowledge learned by students in the curriculum foundations course
Methods of assessments
The assessment of students in this course is distributed as follows:
(Semester 40% and final 60%)
Separation work: (40 degrees) divided between:
First written test of objective or short essay style tests (15 marks)
Second written test of objective or short essay style (15 marks)
Scientific activities (e.g. writing a report or making a presentation) (10 marks)
Final: Written exam (60 marks)
Course contents.
|
Week |
Scientific topic |
|
1 |
A general introduction on the importance of studying curricula for the teacher - the concept of the curriculum: the concept of the traditional curriculum, the concept of the modern curriculum and their reflection on the elements of the educational process . |
|
2 |
The constituent elements of the school curriculum (objectives - content - teaching methods - teaching aids - educational activities - evaluation) and the relationship between each other - their Islamic rooting. |
|
3 |
Educational objectives: what they are, the importance of determining them, their fields, levels, behavioral actions that fall under each level, methods of formulation, components of the behavioral goal and conditions for its formulation, practical applications: methods of formulating educational objectives at different levels in each field |
|
4 |
Content: What it is, criteria, and procedures for its selection and organization Textbook - Teacher's Guide: What they are, their link to the content, their contents in a brief way, their importance to the teacher . |
|
5 |
First midterm exam |
|
6 |
Teaching methods, activities and educational techniques: what they are, selection criteria, types, effectiveness in achieving the objectives of the school curriculum, their relationship to each of the other components of the curriculum. |
|
7 |
Evaluation: what it is, the difference between evaluating the curriculum and evaluating the student's level in the educational material, its types, functions, evaluation standards and steps, its effectiveness in achieving the objectives of the school curriculum, its relationship to each of the other elements that make up the curriculum |
|
8 |
Practical applications: Analysis of the content of the textbook in the light of the elements of the curriculum for each student according to his specialization |
|
9 |
Curriculum Building Processes: Curriculum Design Process: 1- Curriculum Building: The foundations of building the school curriculum: The philosophical basis (philosophical ideological, philosophical educational) – psychological basis. |
|
10 |
Second midterm exam |
|
11 |
Environmental and social basis - cognitive basis - the relationship between the foundations of each other . Practical applications: Analyzing the content of a unit of a textbook according to the student's specialization in light of the foundations of building the curriculum. |
|
12 |
The different organizations for building the curriculum - old and new: the unplanned (hidden) approach - the intended planned approach Knowledge-centered organizations include: Separate Subjects Curriculum, Interconnected Subjects Curriculum, and Broad Areas Curriculum . |
|
13 |
Subject-centered and learner-centered organizations: experience-based module curriculum, subject-based module curriculum Learner-centered organizations: activity curriculum, gaming curriculum, self-learning curriculum |
|
14 |
Curriculum Building Processes: 2- Curriculum Implementation Process : Implementation of the curriculum: what it is, factors that affect the implementation of the curriculum, the principles that must be taken into account when implementing the curriculum, the role of the teacher in the implementation of the curriculum Curriculum building processes: 3-4 - The process of evaluating and developing the curriculum: Evaluating and developing the curriculum: what it is Evaluating and developing the school curriculum: its foundations, justifications, different methods, steps and obstacles, the teacher's role in developing the curriculum. |
|
15 |
Final Exam |
References
|
Bibliography |
Publisher |
Version |
Author |
Where it is located |
|
memo |
ــــــــــــــــــــــــــــــ |
- |
Course Professor- |
Faculty Imaging Services |
|
Contemporary School Curriculum
|
Amman : Dar Al Fikr
|
2004
|
Jawdat Saadeh
|
library |
|
Studies in General Curricula and Methods
|
Amman : Janadriyah
|
2009
|
Rateb and Abdul Rahim Awad
|
library |
|
Curriculum Development |
Amman: Dar Al Fikr
|
1999
|
Salah Diab and Hisham Elayyan
|
library |
Fundamentals of Education (EPSY101)
Grammar 1 (AR107)
Jurisprudence of worship 1 (AR108)
Principles of writing 1 (AR109)
General Psychology (EPSY 100)
General English1 (EN100)
Pre-Islamic literature 2 (AR115)
General Teaching Methods (EPSY 201)
Developmental Psychology (EPSY 203)
General English2 (EN101)
Bachelor of Arts and Education, Arabic Language and Islamic Studies (AR117)
Principles of writing 2 (AR116)
Jurisprudence of worship 2 (AR114)
Grammar 2 (AR113)
Arabic Morphology (Sarf) 1 (AR 207)
Educational Psychology (EPSY 200)
computer 1 (CS100)
Basics Of Curriculums (EPSY 202)
Jurisprudence of worship 2 (AR203)
Grammar 3 (AR202)
Measurements and Evaluation (EPSY 302)
Computer 2 (CS101)
Research Methods (EPSY301)
Contemporary Literature (AR416)
Transaction provisions (AR402)
Phonetics & Phonology (AR309)
Jurisprudence of worship 4 (AR304)
Grammar 4 (AR208)
Course name Arabic Morphology (Sarf)2 (AR209)
Restrictions (AR210)
Studies in Sunna (AR211)
Inheritance science (AR306)
Statement science (AR 204)
Psychological Health (EPSY 401)
Teaching learning Aids (EPSY 303)
Quranic studies 1 (AR213)
Modern Literature 2 (AR215)
Grammar 5 (AR300)
Andalusi literature (AR417)
Libyan Literature (AR414)
Linguistics (AR407)
Arabic Morphology 3 (Sarf 3) (AR303)
Jurisprudence of worship 5 (AR305)
Prosody 1 (AR409)
(AR411)
Bachelor of Arts and Education, Arabic Language and Islamic Studies (AR413)
Doctrine science (AR100)
Special teaching methods (AR302)
Interpretation of the verses of judgments (AR307)
Semantics and linguistics (AR310)
Grammar 6 (AR301)
Arabic Language Practice (AR311)
The science of Badia (AR312)
Quranic Studies (2) (AR214)
Abbasid literature 1 (AR313)
Prosody2 (AR410)
Fundamentals of jurisprudence (AR405)
Abbasid literature 2 (AR314)
Grammar 7 (AR400)
Limits legislation (AR406)
Teaching applications (AR419)
Comparative literature (AR418)
Linguistic applications (AR408)
Jurisprudential rules (AR404)
(AR412)
Graduation project (AR401)
Teaching Practice (EPSY 402)