تحليل محتوى تفسير القرآن الكريم للمرحلة الثانوية في ضوء الأهداف التعليمية ومدى اكتساب الطلبة لها
The study aims at analyzing the Holly Quran content of interpretation course for the secondary stage in the light of its educational objectives. The study also aims at determining the extent of students' acquisition of this course. To achieve the objectives of the study, the researcher used descriptive analytical method and of content analysis method. The researcher developed an interpretation content analysis card, and designed three tests to examine the contents of interpretation content. The study sample consisted of Holly Quran content in all Islamic educational for secondary stage which equal (3) books, in addition to (200) male and female students from the eleventh grade, and (200) students from the twelfth grade in governorate of Khan Younis. The study drew a number of findings, the most important of which were the following: The content of the interpretation course of the eleventh grade (1st semester) have (9) objectives, the content included 148 sentence indicating these objectives. The content of the interpretation course of the eleventh grade (2nd semester) have (8) objectives, the content included 120 sentence indicating these objectives. The content of the interpretation course of the twelfth grade had 7 objectives, and included 213 sentences indicating these objectives. The findings of the study also showed that there is no suitable distribution of the educational objectives for the interpretation content according to the frequencies studies by the researcher. There are significant differences in the distribution of these objectives. Therefore, the interpretation content for the first semester does not a good distribution and conformity with the educational objectives. There is also no balance in the content of the interpretation course of the eleventh grade with its objectives. There is also no balance in the content of interpretation of the twelfth grade of the educational objectives assigned to it. The study also found that there are no statistically significant differences in the achievement and acquisition of the eleventh grade students to the educational objectives. There are no statistically significant differences in the achievement and acquisition of the eleventh grade students to the educational objectives of the interpretation course attributable to the gender variable. There are statistically significant differences in the achievement and acquisition of the eleventh grade students to the educational objectives of the interpretation course attributable to the “section” variable, interaction between gender and section variables. There are statistically significant differences in the achievement and acquisition of the twelfth grade students to the educational objectives of the interpretation due to gender, section but no differences for interaction between gender and section variables. In light of the above findings of the researcher recommended reconsidering some topics in the interpretation course to achieve balance and integration in the content of interpretation course consistent with its educational objectives. (Author's abstract)