تقويم كتب اللغة العربية للصفوف الثلاثة الأولى في الأردن في ضوء خصائص الطلبة النمائية
The current study aimed to identify the degree of the assessment of the Arabic Language curricula for the first three grades in Jordan in light of the developmental characteristics of students from the perspective of teachers in the directorate of education of Mafraq. The study adopted the descriptive, analytical approach, where the study sample consisted of (158) male and female teachers who were randomly selected by (121) female teachers and (37) male teachers. To achieve the objective of the study, the researcher prepared a questionnaire consisting of (59) items distributed to six fields: mental, physical, emotional, social, linguistic, and cognitive whose consistency and reliability were confirmed. The results showed that the estimates of the teachers of the basic stage of (our Arabic Language) were medium, where the total arithmetic mean was (3.63), the linguistic field ranked first by an arithmetic mean of (3.88) by a high degree followed by the cognitive field in the second rank by an arithmetic mean of (3.78) by a high degree, the social field in the third rank by an arithmetic mean of (3.62) by a moderate degree, the emotional aspect in the fifth rank by an arithmetic mean of (3.45) by a moderate degree and finally the physical aspect in the sixth rank by an arithmetic mean of (3.31) by a moderate degree. The results also showed no statistically significant differences at the level of significance (0.05≥α) in the estimates of teachers with regard to the fields of the study according to the variable of (gender and scientific qualification), no statistically significant differences at the level of significance (0.05≥α) in the estimates of teachers regarding the study fields of (the mental aspect, the social aspect, the linguistic aspect and the cognitive aspect) according to experience, and statistically significant differences at the level of significance (0.05≥α) in the estimates of the teachers regarding the physical aspect according to the variable of experience (5-less than 10 years). In light of the results of the study, the researcher recommended many points, most important of which: the need of following up the implementation of the new curricula by specialized committees to identify the problems and the negative points faced by teachers and students and propose the best solutions for them. (Author’s abstract)