الفهرس 
الــفـصل الأول: مشكلة البحث وخطة دراستهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
Al-Azhar Al-Sharif has its own philosophy, and its own goals in preparing its students, and meeting their knowledge, emotional and skill needs, and it has its original characteristic of teaching religious sciences and taking care of them. The Islamic message to all peoples, and the work to show the truth of Islam and its impact on the progress of mankind and the advancement of civilization, and to ensure security, tranquility, and self-comfort for all people in this world and the hereafter.
One of the most important stages of education in Al-Azhar is the ”secondary stage”, and the importance of this stage is that it prepares the individual for political and social participation, and one of the most important features that distinguishes the Azharite secondary stage from the secondary stage in education is: the pupils’ study of legal subjects of different types from an honorable prophetic biography. Interpretation of the verses of the Noble Qur’an, monotheism, doctrine, jurisprudence of worship, hadith and others.
Teaching legal subjects is the path of the noble Al-Azhar in preparing the personality of the Azharite student. There is no doubt that Islamic education in general occupies an important place in the educational process through the spiritual, educational, scientific and ethical dimensions it contains from the Noble Qur’an and the noble and purified Sunnah, and aims to prepare The Muslim personality armed with knowledge and faith, and able to spread the principles of Islam and its human teachings, in a way that achieves their happiness in this world and the hereafter.
The development process always takes place through the urgent need to reach the product (the student) to a distinct level, especially, the reasons for development and modernization are multiple, varied, and expanding, and they are related to the manifestations of the current educational crisis, and the quality of the learner to be prepared who successfully interacts with rapid changes and educational trends The international community concerned with developing patterns of thinking and scientific and moral behavior, and providing all new and beneficial human knowledge, which are intertwined and intertwined, working within the framework of a system for the manufacture and development of man.
Accordingly, the concerned authorities should make the utmost effort for a better development, provided that this development is based on reality and its problems satisfying its needs, and linking the curriculum with external variables affecting it, taking into account the available capabilities and looking at global trends, their patterns and standard levels, as well as This development must be based on a clear educational philosophy and take place in an ongoing system.
The developer and developer of the curriculum must observe the standards that include the quality of the curriculum and include recent trends in organizing and building the curriculum, and this imposes the need to develop standard levels that provide it with evidence of the quality of each component of the curriculum.
Every effective curriculum must have a set of standards. In order for the educational practices of this curriculum to be specific and accurate and ultimately lead to the achievement of the objectives set for it, and to the extent that this curriculum has clear standards as much as it facilitates the process of planning the methods and methods that work to achieve the objectives of the curriculum.
And the references to the curricula of legal subjects at the secondary stage of Al-Azhar Al-Sharif finds that they have hardly been developed for many decades, so the development of the content of these curricula has become a necessary process in light of appropriate standard levels that require good planning. Secondary is more necessary and needed, given the seriousness of this critical and sensitive stage, which is characterized by psychological, emotional, and mental disorders, and is characterized by independence of their thinking, which makes it difficult for the student to accept concepts and values without discussing and convincing them, and among the reasons that called the researcher for this research are the following :
• Deficiencies in the Sharia curricula of Al-Azhar in general, and in the secondary stage in particular.
• The legal subjects curriculum for the Al-Azhar secondary stage was prepared for decades and has not been developed yet.
• Inability of the current curriculum to fulfill the requirements of the current stage, and its inability to keep pace with development in all other subject areas.
• There are no specific standards for this curriculum.
Therefore, this research presented a list of proposed standards for teaching legal subjects to first-grade Al-Azhar secondary students, through which the Sharia subjects curriculum can be developed.
The problem of search And his questions:
The problem of this research is determined in ”the deficiency of the ”Sharia” subjects curricula at the Azhar secondary stage and their failure to rely on criteria that emanate from them. To contribute to remedying this deficiency, the task of this research is to answer the following main question:”
How can the ”Sharia” subjects curriculum be developed at the Al-Azhar secondary stage in light of the necessary standard levels?
from this question, the following sub-questions are divided:
1- What are the necessary standards for the ”Sharia” subjects curriculum for the Al-Azhar secondary stage?
2- What are these criteria available in the ”Sharia” subjects curriculum for the Al-Azhar secondary stage, in terms of objectives, content, teaching strategies, teaching aids, accompanying activities, and evaluation?
3- What is the proposed vision for developing the ”Sharia” subjects curriculum at the Al-Azhar secondary stage, in light of the necessary criteria?
4- What is the effectiveness of teaching the proposed unit for the ”Sharia” subjects curriculum for the first grade of Al-Azhar secondary school, developed in light of the proposed standards?
The importance of research:
This research can benefit all of curriculum experts, teachers, learners, mentors, and parents:
• Teachers: may contribute to improving their performance in teaching the content of the legal subjects curriculum for the secondary stage in a way that helps them to present the curriculum content in a good way, so as to enable students to absorb the scientific material.
• And the learners, by providing curriculum content that suits their needs and takes into account their preferences and requirements.
• The mentors of legal subjects: by presenting an educational vision through which they can develop their performance in light of modern educational standards; To be reflected in the performance of teachers.
• Parents: they fulfill their aspiration that they seek, and it is believed that they should notice vitality in the behavioral performance of their children through desirable behavior that parents love, so the curricula according to the appropriate standard levels are a response to the parents’ wishes. According to this study, parents solve one of their children’s intellectual and social questions frequently in adolescence, and also reassure them that it guarantees them the safety of the source of education from bullying and suspicions.
• Curriculum experts: This study provides them with a new perception of the content of the Sharia subjects curriculum for the secondary stage in light of the necessary criteria.
The objectives of the research:
The current research aims to:
• This research aims to reach the development of the ”Sharia” subjects curriculum at the Al-Azhar secondary stage in light of the necessary criteria, as well as:
• Determining the necessary criteria for the ”Sharia” subjects curriculum for Al-Azhar high school students.
• Know the available standards for the ”Sharia” subjects curriculum for the Al-Azhar secondary stage.
• Determining the foundations for the proposed perception of the ”Sharia” subjects curriculum and its components in light of the necessary criteria for Al-Azhar high school students.
• Developing a proposed perception for the ”Sharia” subjects curriculum in light of the necessary criteria for Al-Azhar high school students.
Research limits:
The limits of the current research are the following:
• Curriculum for the ”Sharia” subjects in the following subjects (Tawhid, Interpretation, and Prophetic Hadith) which are prescribed for students of the first grade of secondary Al-Azhar.
• First grade students of Al-Azhar secondary school.
Research Methodology:
The study tends to develop a curriculum for ”Sharia” subjects in light of proposed standards and proposes content in light of these criteria, and this requires that the study be descriptive in the theoretical framework and semi-experimental in the practical framework.
Research tools and educational materials:
(1) Research tools:
• A form for analyzing the content of the ”Sharia” subjects curriculum for students of the first grade of secondary Al-Azhar. To know the availability of the necessary standard.
• A list of the necessary criteria for the ”Sharia” subjects curriculum for students of the first grade of secondary Al-Azhar. (prepared by the researcher)
• Achievement test to measure the effectiveness of developing the Sharia courses curriculum in light of the criteria proposed for students of the first grade of secondary Al-Azhar. (Prepared by the researcher)
(2) Educational materials:
• Preparing the student book, which includes the criteria on the list. (Prepared by the researcher)
• Preparing a teacher guide; To guide the teacher on how to explain the new developed curriculum. (Prepared by the researcher)
Research hypotheses:
The current research tested the following hypotheses :
(1) The first hypothesis states the following: ”There is a statistically significant difference at the level of (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test as a whole for the benefit of the experimental group.”
(2) The second hypothesis states the following: “There is a statistically significant difference at the level of (0.05) between the mean scores of the experimental group in the pre- and post-application of the achievement test in favor of the post application.”
Search steps:
(1) Preparing a list of the necessary criteria for the ”Sharia” subjects curriculum for first-grade Al-Azhar secondary students by following the following:
- Access to previous studies, research and literature that are related to standard levels.
- Reviewing the books of ”Sharia” subjects for the first grade of secondary Al-Azhar and knowing what they contain of issues and values, and their suitability for this age group.
- Access to documents of the standard levels of Islamic religious education subject for pre-university education.
-Tracking the goals of secondary education and ”Sharia” subjects at the Al-Azhar secondary stage.
- Getting acquainted with the modern concept of Islamic law, its fields, and its teaching.
- Track the standards and indicators required for the curriculum.
- Putting the list in its initial form, and presenting it to the arbitrators, in order to ensure the authenticity of its items and their relevance to the Al-Azhar secondary stage.
- To reach the list in its final form.
(2) Analyzing the ”Sharia” subjects curriculum in light of the criteria and indicators emanating from the previous axis, through:
- Putting a questionnaire in its initial form and presenting it to the arbitrators.
- The questionnaire is reached in its final form.
- Presenting the questionnaire to each of the teachers at the secondary stage of Al-Azhar and the mentors and supervisors of ”Sharia” subjects, and the questionnaire includes an open question; To suggest some criteria that the arbitrators consider adding.
- Analyzing and evaluating the curriculum in light of the proposed list of standards, with the aim of identifying the availability of the proposed standards in the current curriculum.
(3) Formulating the proposed curriculum for the ”Sharia” subjects for the first grade of secondary Al-Azhar in light of the results reached in the two previous axes.
- Experimenting with teaching the proposed unit for students of the first grade of secondary Al-Azhar by following the following:
- Preparing a proposed conception of the curriculum for legal subjects for the first grade of secondary Al-Azhar, after defining the standards in holistic formulas, and the proposed scenario also includes setting goals and choosing teaching methods, teaching aids and evaluation methods.
- Presenting the proposed curriculum to a group of referees in the field of curricula and teaching methods, in order to ensure the suitability of objectives, content vocabulary, teaching aids, and evaluation methods.
- Preparing the teacher’s guide and presenting it to experts in the field of curricula and teaching methods.
- Preparing an achievement test to see the extent to which the goals were achieved.
- Presenting the achievement test to a group of arbitrators; To make sure that the test is suitable for achieving the goals and how suitable it is for students of Al-Azhar high school.
(4) To measure the effectiveness of teaching the proposed unit for the ”Sharia” subjects curriculum for the first grade of Al-Azhar secondary school, developed in light of the proposed criteria:
- selecting two groups of first-grade secondary students and dividing them into a control group and an experimental group.
- Application of the achievement test to students of both groups beforehand.
- Applying the proposed unit to students of the experimental group, while teaching the control group the current curriculum.
- Re-apply the test to the two groups afterward.
-Monitoring and processing data statistically.
-Presentation, interpretation and discussion of results.
-Provide recommendations and suggestions.
Search results:
The current research reached many results:
(1) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test as a whole in favor of the experimental group.
(2) There is a statistically significant difference at the level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of faith in God.
(3) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of faith in angels.
(4) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of faith in the scriptures.
(5) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of faith in the Apostles.
(6) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of belief in the last day.
(7) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group and the scores of the control group in the post application of the achievement test in favor of the experimental group with respect to the criterion of faith in destiny.
(8) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group in the pre and post application of the achievement test in favor of the post application.
(9) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group in the pre and post application of the achievement test in favor of the post application.
(10) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group students in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of faith in God.
(11) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the students of the experimental group in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of belief in the angels.
(12) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the experimental group students in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of faith in the divine books.
(13) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the students of the experimental group in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of faith in the Apostles.
(14) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the students of the experimental group in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of belief in the last day.
(15) There is a statistically significant difference at a level of significance (0.05) between the mean scores of the students of the experimental group in the pre and post applications of the achievement test in favor of the post application with respect to the criterion of faith in destiny.
This indicates the effectiveness of teaching the proposed unit of the developed legal subjects curriculum in light of the proposed criteria, which had positive effects on the students of the research sample, and this is evident by comparing the average they were before receiving the experimental treatment with the average they became after the experimental treatment.
In light of the procedures followed by the researcher to solve the problem of the current research, he concluded that the results of the research indicate, in its entirety, the effectiveness of the developed approach in teaching legal subjects and achieving the goal of the proposed criteria and indicators among first-grade secondary students, thus achieving the main objective of the current research.