متطلبات الإقتصاد القائم على المعرفة في أنشطة دروس القراءة في كتاب اللغة العربية للصفين الخامس والسادس الأساسيين ودرجة تطبيق المعلمين لها في سلطنة عمان

Abstract

The objective of the current study was to determine the degree to which the requirements of the knowledge-based economy were available in the reading activities of the basic fifth and sixth graders, to detect differences between them, and to identify the reality of performance of Arabic teachers from their point of view, The study community for the two books is 651 activities, and the teaching community is 183 teachers and teachers. At the same time, the study community formed a sample where the study was applied to the whole society. To achieve the goals, the researcher prepared a list of those requirements, consisting of 32 requirements and five areas, and two research tools: A card analyzing the content, identifying the teacher's performance, and after the study confirmed the veracity and persistence of the two tools, the researcher applied them, The study then analysed the data of the two instruments, and the statistical methods used in the study (iterations, percentages, computational averages, test for the two independent samples) revealed that the degree of availability of the requirements of the knowledge-based economy in the reading course activities of the two core grades 5 and 6 was as follows: High availability in thinking development, medium in knowledge development and low in three areas: Communication and Communication, Social Patriotism and Information Technology revealed that there are no statistical differences between the ratios of the two parts of the fifth book in all areas other than the national social sphere in favour of the first part, that there are no statistical differences between the ratios of the two parts of the sixth book, and that there are no statistical differences between the ratios of the fifth and sixth books in all areas other than the national social sphere in favour of the sixth book. The study found significant ratings in the performance of teachers in both resolution and area-by-area requirements, the absence of statistical differences attributable to the variable, except in the area of information technology, and the absence of statistical differences attributable to the variable experience. The study recommended that care be taken to develop the requirements of the knowledge-based economy by including them in Arabic language books and activities, and to adhere to the principle of vocational training of teachers according to the orientation towards the economy. She suggested that national strategic studies in the knowledge-based economy should be carried out, covering various educational institutions, and that studies should be conducted to identify the professional skills and teaching skills of teachers in the light of the knowledge-based economy.