المكونان الصرفي والتركيبي في كتب تدريس اللغة العربيةّ للمرحلة الإبتدائيةّ في قطر
The research subject is involved in a scientific project supervised by the Linguistics and Cognitive Sciences Research Team. The project focuses about educational linguistics: studies on the reality of teaching and learning Arabic at the primary level of the Qatari state school; the research seeks to monitor the reality of teaching and learning Arabic in Qatari state primary schools through the components of the educational and learning process: (teacher, learner, educational content, ministry standards, textbooks...). Since the results of Qatar students show a significant decrease in the level of their learning of Arabic in international exams, this study assumes the existence of a defect in teaching language. The search will focus on the pure component and composition in textbooks in primary school grades (fourth to sixth) Qatari public school. Based on the assumptions: there is no compatibility between the standards and the construction of educational content related to the components of the word and sentence in the textbook, and the absence of a clear evolutionary path in the construction of language learning contents, the study will seek to verify the research hypotheses through a hypothetical, deductive and investigative approach. This curriculum provides several methodologies, including extrapolation, description, statistics, analysis and conclusion, as essential measures that enable access to the total objectives set to understand the reality of the education of the pure and synthetic components of the Qatari primary school. The research also presents practical proposals for exchange and installation standards, their distribution and activation in textbooks in connection with the standards in their updated version for 2018, and the educational contents associated with pure knowledge and composition in textbooks. Modern linguistic curricula emphasize the need to focus on pure knowledge in the third and fourth grades through the hierarchy of inflexion and derivation and then weights and formulas; which serve as a basis for teaching synthetic knowledge in the fifth and sixth grades; the student was tacitly trained in the previous chapters. (Author's abstract)