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A1 براهمي، صدام A2 زاهوي، ناصر A2 بركاتي، نصر الدين A2 بن ميصرة، عبد الرحمن AB The purpose of the study: 1) to learn about the content of physical and sports education curricula and its most important psychological and social dimensions for the middle school stage. 2) To identify the point of view of the teachers of the subject with regard to the representation of some of the foundations of building the physical and sports education curricula in light of the approach to efficiency for the middle stage of education. 3) Drawing the attention of officials in the education sector to the need to design and build curricula and adapt them according to the psychological and philosophical social foundations and the possibilities of each stage of education. The problem of study: To what extent do the physical and sports education curricula rely on the philosophical, social and psychological foundations according to the estimates of the teachers of the subject for the middle school stage? Study questions: To what extent do the current physical and sports education curricula be based on the philosophical and social basis according to the estimates of the teachers of the subject for the middle school stage? To what extent are the methods of physical and sports education based on psychological, according to the estimates of the teachers of the subject for the middle school stage? Are there statistically significant differences in the levels of adoption of physical and sports education curricula on the philosophical, social and psychological foundations among the teachers of the subject according to the variable region (rif-city)? Study hypotheses: General hypothesis: The physical and sports education curricula are based on the philosophical, social and psychological foundations to the extent required, according to the estimates of the teachers of the subject for the intermediate stage of education. Partial hypotheses: Physical and sports education curricula are based on the socio-philosophical basis to the extent required by the estimates of the teachers of the subject for the intermediate stage of education. Physical and sports education curricula are based on psychological basis to the extent required, according to the estimates of the teachers of the subject for the stage of intermediate education. There are statistically significant differences in the levels of adoption of physical and sports education curricula on the philosophical, social and psychological foundations among the teachers of the subject according to the variable of the region (rural-urban). Sample study: We selected a simple random sample, containing 40 middle-school physical education professors. The study method: We followed the descriptive approach in our study. Study tools: questionnaire. This study came in five chapters: Chapter 1: Theoretical background and previous studies. Chapter 2: General framework of study. Chapter 3: Keywords for the study. Chapter 4: Presenting, interpreting and discussing the results. Chapter 5: Conclusions and suggestions. One of the most important findings of the researcher: 1) The foundations of the curriculum are connected, integrated and interactive, and not separate, and this shows the convergence of mathematical averages between the philosophical and social basis and the psychological basis. 2) The foundations of the curriculum are not fixed but are changing in the light of the new ideas resulting from the progress of the world and society, and must change with the change and development of science and certain conditions of life. 3) The curriculum is not very flexible depending on the needs and inclinations of the pupils and has been assessed, as well as by the possibilities of the local environment. Conclusions and suggestions: 1) The focus should be on the foundations of the building and development of the curriculum because they are the foundations and philosophical social and psychological pillars. 2) The need to update and develop the curriculum with modern knowledge and science. 3) The need to take into account the needs of the teacher, learning and society before planning the curriculum. 4) The curriculum must be equipped with educational knowledge and philosophies, mobility skills, trends, values, customs and traditions that are consistent with the characteristics of society and are renewed in the renewal of life itself. (Author’s abstract) http://search.shamaa.org/abstract_en.gif OP أ-ب، 48 ص.، 18 ص. غير مرقمة T1 دراسة درجة تمثيل بعض أسس بناء المناهج الحديثة للتربية البدنية والرياضية حسب تقديرات أساتذة المادة : دراسة ميدانية في بعض متوسطات ولاية باتنة [رسالة / أطروحة] UL http://dspace.univ-msila.dz:8080/xmlui/bitstream/handle/123456789/24301/%d8%af%d8%b1%d8%a7%d8%b3%d8%a9%20%d8%af%d8%b1%d8%ac%d8%a9%20%d8%aa%d9%85%d8%ab%d9%8a%d9%84%20%d8%a8%d8%b9%d8%b6%20%d8%a3%d8%b3%d8%b3%20%d8%a8%d9%86%d8%a7%d8%a1%20%d8%a7%d9%84%d9%85%d9%86%d8%a7%d9%87%d8%ac%20%d8%a7%d9%84%d8%ad%d8%af%d9%8a%d8%ab%d8%a9%20%d9%84%d9%84%d8%aa%d8%b1%d8%a8%d9%8a%d8%a9%20%d8%a7%d9%84%d8%a8%d8%af%d9%86%d9%8a%d8%a9%20%d9%88%d8%a7%d9%84%d8%b1%d9%8a%d8%a7%d8%b6%d9%8a%d8%a9%20%d8%ad%d8%b3%d8%a8%20%d8%aa%d9%82%d8%af%d9%8a%d8%b1%d8%a7%d8%aa%20%d8%a3%d8%b3%d8%a7%d8%aa%d8%b0%d8%a9%20%d8%a7%d9%84%d9%85%d8%a7%d8%af%d8%a9.pdf?sequence=1&isAllowed=y النص الكامل (PDF) 1 http://search.shamaa.org/fulltext.gif