خلاصة:
During the last few years, there have been some changes in the educational system and consequently in the textbooks and teaching materials as well. And these changes are done to involve students more in the teaching and learning process. One of the textbooks being subjected to an enormous change is Arabic textbooks. The present paper is trying to explore the amount of activeness of Arabic textbook in the First grade in guidance school, in the previous system, and the one in the seventh grade in the present system, comparatively. Consequently, this paper, using content analysis technique based on William Romey’s method, analyses these books from the active and inactive perspective. The statistical population for Arabic textbook in First grade in guidance school is 2011-2012 school year and for Arabic textbook in the Seventh grade is 2014-2015 school year. Information collecting tool, is the analysis inventory based on William Romy’s method. The results conveys that the content of Seventh grade Arabic textbook consisting the text, questions and the images, compared to the content of Arabic textbook in first grade in guidance school, are more active, and the changes done to the content of Arabic textbook were completely positive and efficient.
ملخص الجهاز:
A Comparative Study of the First Grade Middle School Arabic Book with the Seventh Grade Arabic Book from the Perspective of Active and Passive Status Based on William Romey's Method Dr. Ishaq Rahmani Dr. Mohammad Mazidi Dr. Danesh Mohammadi Leila Imani Fard Shiraz University Abstract In recent years, changes have occurred in the education system and consequently in the preparation of books and educational materials, which aim to increase student participation in the teaching and learning process.
The results of the research indicate that the content of the seventh grade Arabic book, including text, questions, and images, has been presented in a more active manner compared to the content of the first grade middle school Arabic book, and the change in the content of Arabic textbooks has been completely positive and effective.
Therefore, using the content analysis technique based on William Rumelhart's method, both books are analyzed from the perspective of being active or passive, and after comparing both books, we answer this question: Have the changes made in the seventh-grade Arabic book resulted in more active learning compared to the previous book?
Sargolzaei Moghaddam and Jamali Nasab (2014) in a study investigated the degree of activeness of the first-year high school physics book using William Rumelhart's technique, and the results of this research indicate that the engagement coefficient of the text and images of the book is lower than the active range, while the exercises and questions of the book are presented in an active manner.
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