دراسة لتحديد آليات مقترحة لتضمين بعض المهارات الحياتية في مناهج التربية الإسلامية بالمرحلة الثانوية من وجهة نظر المختصين والممارسين
The study aims to: 1) Identify the (personal– social– economical- national) life skills which are necessary to be included in Islamic Education Curriculums for first secondary according to specialists and practitioners point of view. 2) Introduce suggested mechanisms to include some (personal– social– economical- national) life skills in Islamic Education Curriculums for first secondary according to specialists and practitioners point of view. To achieve this, the researcher reviewed the literature of a theoretical framework writing which contributed to design of the study tools which are: a list of life skills that are necessary to be included in Islamic Education Curriculums for first secondary, and suggested mechanisms to include some life skills in Islamic Education Curriculums for first secondary. After checking reliability and validity of these mechanisms, they were applied at a sample of 208 from a faculty professors, teachers and educational supervisors. The researcher used these statistical methods: Cronbach’s Coefficient Alpha for measuring Stability, Arithmetic Means and Standard Deviations. Kolmogorv - Smirnov Test and Kruskal – Wallis Test. The researcher had reached several results: 1) Personal life skills (Decision-making- Problem Management and Solving– Time Management) are considered very significant. The Arithmetic Mean of their significance to be included, is ranging between 2.73– 2.79. Social life skills (Ability to Dialogue- Teamwork– Responsibility) are considered very significant. 2) The Arithmetic Mean of their significance to be included, is ranging between 2.49– 2.75. 3) Economical life skills (Financial budget planning- Rationalize spending) are considered very significant While (Money earning skill) is considered significant. The Arithmetic Mean of their significance to be included, is ranging between 2.25– 2.56. 4) National life skills (Volunteering- System application– Terrorism fighting) are considered very significant. The Arithmetic Mean of their significance to be included, is ranging between 2.51– 2.70. 5) The suggested mechanisms to include some personal life skills are considered very appropriate. The Arithmetic Mean of their significance to be included, is ranging between 2.38 – 2.60. 6) The suggested mechanisms to include some social life skills are considered very appropriate. The Arithmetic Mean of their significance to be included, is ranging between 2.35 – 2.58. 7) The suggested mechanisms to include some economical life skills are considered appropriate and very appropriate. The Arithmetic Mean of their significance to be included, is ranging between 2.08 – 2.56. 8) The suggested mechanisms to include some national life skills are considered very appropriate. The Arithmetic Mean of their significance to be included, is ranging between 2.38 – 2.55. 9) All significant steps of gaining the suggested mechanisms to include some life skills in the Islamic education curriculums, are considered appropriate to verifying and gaining the suggested mechanisms. The study recommended that: 1) To be benefit from life skills list, that prepared in this study, when constructing secondary level curriculums in general, and Islamic education curriculums in particular. 2) To include the life skills that determined in the study results to provide the student with appropriate skills which enable him to adapt to life requirements. 3) To benefit from the suggested mechanisms and the necessary steps of each skills when including them in Islamic education curriculums. 4) Planning training programs for teachers in light of life skills that prepared in the study to built them in students. (Author’s abstract)