تقويم منهج تعليم النصوص الأدبية في ضوء معايير القراءة التأويلية للنص الشعري بالمرحلة الثانوية
This research aimed at evaluating curriculum of literary texts in terms of standards for reading for making inferences for secondary school students. A list of standards and rubrics of reading for inference of literary texts offered to second year secondary school students was developed. The research employed a descriptive analytic and qualitative method through which an analysis sheet was developed in terms of the standards and rubrics mentioned earlier. Analysis showed the following: 1) Standard one regarding figurative language of the text: showed that: rubrics 1, 2, 3, 7 were unavailable in the texts under investigation. Whereas rubrics 6, 8, 9, 11, 12 were available at a weak level. Finally, rubrics 4, 5, 10 were to some extent available. 2) Standard two regarding contextual features of texts showed that rubrics 1, 2, 3, 4 were available at a weak level in literary texts under investigation. Whereas rubric 5 was to some extent available but rubric 6 was unavailable. 3) Standard three regarding inferencing showed that rubrics 1, 4, 5 were unavailable in the literary texts under investigation. Whereas rubrics 2, 6 were available at a weak level but rubric 3 was to some extent available. In light of the above results the researcher introduced a suggested perspective for developing curriculum of literary texts for secondary school students included the following: needs, skills to be provided during teaching literary texts, teaching strategies and assessment methods. Finally, a number of recommendations and suggestions for further research were introduced. (Published abstract)