الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Introduction
The incept of integration is not only concerned with the integra
.on of the educational. subjects as an ultimate goal for ti learners to reach; but it also aims at helping the learnt achieve the natural integration with its different ides: the physical, emotional, social; and mental.
Tregration involves the various elements of the curricula; among which is the content of the educational subjects ccordingly; the integration must be in the object-ives, tt content, and the methods of teaching; not only in the contnt. from the theoretical point of view, these element are entrely working together to complete each other, but from the protical point of view , the role of the teacher is
considred the main effective factor in carryingout the curricu-
lum.
Integration assures the fit, Zink between purt science and applicable science, i.e., the integration between the thewetical sides and their applications as far as
the relation between education, productive work and the envir-onment is concerned. The philosophy of besic education focuses the concept of integration and is characterized by leaving out specialization in tackling the educational subjects.
The present study, in the light of the impirtaoce
of the conoept of integration, is concerned with evaluating the curriculum of social studies for the Seventh year of basic education. The evaluation is focused on the objectives, the content and the methods of teaching in order to know the extent
of integration and to recognize the points of strength and weakness in them .
The Research Problem :
The research problem can be formulated in the following main question:
6 - Studying the objectives of the curriculun of social studies for the seventh grade of basic education.
Second :
(- Formulationg the criteroin units in the light of the results of the study which are previouslt mentioned. Submitting the unites to jury members in the field of curriculum and social studies and reviewing its final form. Third : Fourth :
Establishing the observation checklist in the light of the results of the study to include the aspects of integration concept which must appear in teaching the curriculum of social studies .
Establishing the validity and reliability of the check-list by field application.
Applying the criterion on the present objectives of the curriculum of social studies in the seventh
grade and slso on its content as expressed in the school’ textbook to be acquaintrd with the existanceofthestandard conditions previously mentioned in each of them
Fifth :
Sixth :
- Choosing the sample for the study among the teachers of social studies in the basic seventh grade and observ-ing their teaching performance using observation check-list previously prepared to recognize their concern of the integration concept while teaching Seventh:
Registering the results , their statistical treatment and interpretation . Eighth
Summary of research, recommendations and suggestions.
- How can we evaluate the curriculum of social studies for the seventh basic grade in the light of the concept of integration?
This main question can be divided into the following subques-tions:
1-What are the criteria which can be used for evalu-ating the curriculum of social studies for the seventh basic grade in the light of the concept of integration ?
2-To what extent do these criteria exist in the objec-tives and the content of the curriculum of social studies for the seventh basic grMe ?
3-To what extent does the teacher of social studies give care to the concept of inregration during carrying out this curriculum ? Research Procedures :
The following procedures were followed to answer the research questions :
First :
- Defining the criteria which can be used to evaluate the curriculum of social studies for the seventh basic grade in the light of the concept of integration.
This requires following these steps ;
1-Reviewing the prqvious studies in the curricula of social studies.
2-Studying the nature of integration concept; its characteristics, features and procedures in the field of social studies .
3-Studying the nature of social studies with their characteristics and functions in the second cycle of basic education.
4-Studying the cognitive operations, which are related to the concept of integration, of the learners of the second cycle of basic education.
5-Studying the philosophy upon which the curriculum of social studies is based for the seventh grade of basic education.
The Research Results:
The results of the research were as follows: Concerning the objectives:
1-The objectives of the curriculum of social studies for the seventh basic grade were formulated in a clear behavioural form
2-The objectives of the curriculum did not achieve the similarity of care in all the aspects around which the general objectives of the basic education in the second cycle revolved.
3-The objectives of the curriculum did not achieve harmony in an integrated form in all the aspects of care around which the general objectives of social studies revolved.
4-The cognitive, emotional, and psychomotoric object-ives of the curriculum did not give good care to the levels under which they were involved in an integrated framework.
5-The objectives of the curriculum did not give care to the balance between the cognitive, psyvhomotoric and emotional aspects.
6-The objectives of the curriculum did not take care of the local, arabic, lalamic, and national aspects in a general way .
7-The objectives of the curriculum involved those that contained integrated subjects closely related to the different social relationships as well as the objectives that had disintegrated subjects.
8-The objectives of the curriculum did not clarify the relations of time and space ( temporal and spac-
ial relationips) between society and the wormd around
it in an integrated framework .
9- The obkectives of the curriculum regarded the sides of development of the learners in the second cycle but this was not in the integrated form which ought to be
DO- The objectives of the curriculm did not take into cons-ideration the philosohy of besic education concerning the cpnnettion with the local environment of the learner but
they observrd the relation between the theoretical side and the practical one. Concerning the Content :
The content of the curriculum edopted the subject procedure as the axis or centre aroun which the fiels of social studies revolved .
2-There was no balance between the fields of social stu-dies .
3-The content of the curriculum focues the relation between the subjects of the curriculum units which means that the integration in the content of the curr-iculum is good .
4-The content of the curriculum took care of some of the learners needs.
5-The content of the curriculum did not participate in solving the problems of the learners .
6-The content of the curriculum shared in developing the trend towards the Arab and Moslem scientists effo-rts in the establishment of the human culture.
7-The content of the curriculum gave the opportunity for many practices which helped the learner to develop the scientific.
8-The content carefully presented moral aspects that were focuced by society.
9-The content of the curriculum did not present help and guidance towards the recognition of some of the problems of the environment and that of society.
10-The content of the curriculum took care of the Healy Arabic, Islamic and national aspects , but not in a bal-anced way .
11-The content of the curriculum tackled integrated subjects closely related to the different social relationships.
12 - The content of the curriculum presented the development aspects of the learners in the second cycle but not in an integrated framework as it ought to be.
13-The content of the curriculum manifested the geographical and historical relations between society and the wotld around it .
14-The contenr of the curriculum did not give care to the phil-osophy of basic education co;cerning the relation with the local environment in which the learner lived but it related the theoretical and the practical aspects . Concerning the Teacher:
According to tke results, the general level of the sample’ s performance ( N = 20 teachers) according to the check-
ilst’s items was 2964% , which means that the level of performance was very poor, i.e., tke teachers of social studies the seventh basic education did not focus the concept of integration during teaching the curriculum. Recommendations:
1- Working for the harmony between the objectives of
the social studies curriculum foe the seventh grade
and the general objectives of the second
cycle of basic education and the general objectives of social studies.
2-- Working for experimenting the new curricula of social studies before applying them at schools to discover the points of weakness and treating them .
3- Working for building the objectives of social studies curriculum in a unique form isolated from the objectives of social studies curricula in the secind cycle.
4-The importance of harmony and balace between the develo-plent aspects of the learner in an integeated framework invluding the physical, emotional, social and mental asp-ects .
5-A great care must be given to the teacher’s preparation in a way to enable him to be an understanding specialist in the subject and a believer in the importance of integration in teaching