<p class="MsoNormal" dir="LTR" style="text-align: center;" align="center"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Questions about the educational reality in Iraq</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: center;" align="center"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Curricula as a model</span></strong></span></p>
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<p class="MsoNormal" dir="LTR"><span style="font-size: 10pt;"><span style="color: #3598db;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Dr. Firas Jassim Mousa</span></strong></span></span></p>
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<p class="MsoNormal" dir="LTR"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>A few</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">days</span><span lang="EN" style="mso-ansi-language: EN;"> ago, </span><span lang="EN" style="line-height: 115%;">the World Bank's controversial statement </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>was issued</span><span lang="EN" style="line-height: 115%;">, presenting</span><span lang="EN" style="mso-ansi-language: EN;"> the results of a </span><span lang="EN" style="line-height: 115%;">study that indicated that 90%of Iraqi students "do not understand what they read." </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>Because of </span><span lang="EN" style="line-height: 115%;">years of conflict in this country and structural deficiencies that have led </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>to an educational </span><span lang="EN" style="line-height: 115%;">system that is unable to provide basic skills to students, andwhich doubtthe basis of learningand skills development. But the Special Representative </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of the </span><span lang="EN" style="line-height: 115%;">World Bank in Iraq returned visiting</span><span lang="EN" style="mso-ansi-language: EN;"> the Iraqi Ministry </span><span lang="EN" style="line-height: 115%;">of</span><span lang="EN" style="mso-ansi-language: EN;"> Education and met with its minister </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span><span style="mso-spacerun: yes;">&nbsp;</span></span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>retracting</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">adoption of the results</span><span lang="EN" style="mso-ansi-language: EN;"> of this study and apologizing<span style="mso-spacerun: yes;">&nbsp; </span>to the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>Ministry</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">and educational bodies for its contents, indicating that this study does not relate</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">to<span style="mso-spacerun: yes;">&nbsp; </span></span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>The </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span><span style="mso-spacerun: yes;">&nbsp;</span>World Bank's view </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>in </span><span lang="EN" style="line-height: 115%;">this regard</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>and</span><span lang="EN" style="mso-ansi-language: EN;"> the United Nations </span><span lang="EN" style="line-height: 115%;">preparedhere is</span><span lang="EN" style="mso-ansi-language: EN;"> the organization </span><span lang="EN" style="line-height: 115%;">(Trancal),</span><span lang="EN" style="mso-ansi-language: EN;"> </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">a civil society organization</span></strong><span lang="EN" style="line-height: 115%;"> </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>concerned with human affairs</span><span lang="EN" style="line-height: 115%;">,</span><span lang="EN" style="mso-ansi-language: EN;"> </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">including education affairs.</span></strong><span lang="EN" style="line-height: 115%;"> </span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">The Minister</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>Education </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>criticized the </span><span lang="EN" style="line-height: 115%;">study</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">the aforementioned system</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>indicating</span><span lang="EN" style="mso-ansi-language: EN;"> that it </span><span lang="EN" style="line-height: 115%;">remained studiedon the students</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">the second and third grades</span><span lang="EN" style="mso-ansi-language: EN;"> of primary school, not the student of </span><span lang="EN" style="line-height: 115%;">adolescents in accelerated education</span><span lang="EN" style="mso-ansi-language: EN;">, and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>not on regular</span><span lang="EN" style="mso-ansi-language: EN;"> students</span><span lang="EN" style="line-height: 115%;">, and the minister was surprised by the use of</span><span lang="EN" style="mso-ansi-language: EN;"> five criteria </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>that</span><span lang="EN" style="mso-ansi-language: EN;"> cannot be applied </span><span lang="EN" style="line-height: 115%;">to students The primary</span><span lang="EN" style="mso-ansi-language: EN;"> and secondary stages, </span><span lang="EN" style="line-height: 115%;">even ifthey are appliedat high</span><span lang="EN" style="mso-ansi-language: EN;"> levels of study, </span><span lang="EN" style="line-height: 115%;">such as the university</span><span lang="EN" style="mso-ansi-language: EN;"> stage</span><span lang="EN" style="line-height: 115%;">.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">Despite</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">World Bank's retraction from adopting</span><span lang="EN" style="mso-ansi-language: EN;"> the results of the aforementioned study and the Ministry of Education's criticism of </span><span lang="EN" style="line-height: 115%;">it</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>we find that there is a need to investigate the results </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of the aforementioned study </span><span lang="EN" style="line-height: 115%;">by reading the state </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of "understanding</span><span lang="EN" style="line-height: 115%;">" referred to in the study, and</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">most important foundationsfor building reading comprehension</span><span lang="EN" style="mso-ansi-language: EN;"> is the state </span><span lang="EN" style="line-height: 115%;">ofthe curriculum</span><span lang="EN" style="mso-ansi-language: EN;">.</span><span lang="EN" style="line-height: 115%;"> In view </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of the </span><span lang="EN" style="line-height: 115%;">lack of accurate data that we need to determine the state of understanding among</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">students of the basic stage in particular</span><span lang="EN" style="mso-ansi-language: EN;">, we sold the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>methodology</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>raising questions for each element of</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">curriculum for which we adopted the modern concept that we will explain later,</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">in the hope that we have the necessary data to analyze and then answerIn</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">order to reach solutions consistent with the needs of students and educational and teaching</span><span lang="EN" style="mso-ansi-language: EN;"> staff, </span><span lang="EN" style="line-height: 115%;">then to reach</span><span lang="EN" style="mso-ansi-language: EN;"> an </span><span lang="EN" style="line-height: 115%;">appropriate level of ambition for education in Iraq.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">The components </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>and elements of the educational reality in </span><span lang="EN" style="line-height: 115%;">Iraq are many, including: the state of school buildings, teacher preparation programs, curricula, educational systems and many others, all of which affect the structure of education and its outputs, but there is no room to discuss all these elements in this paper, so we will address in this paper one of these elements, which is (curricula)For its direct relationship to the subject of understanding referred to by the study of the organization (Tranquil), as well as because it contains several educational and educational elements according to the modern concept of the curriculum, we will explain it later, and we will adopt the methodology of raising questions in this paper</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">to be a starting point for subsequent research and studies.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>We shouldnot say</span><span lang="EN" style="mso-ansi-language: EN;"> that the concept of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>the curriculum has changed</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">as a result</span><span lang="EN" style="mso-ansi-language: EN;"> of the </span><span lang="EN" style="line-height: 115%;">change</span><span lang="EN" style="mso-ansi-language: EN;"> in the concept </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>ofeducation, its objectives and functions, so that</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">we have two concepts: an old concept and </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>a </span><span lang="EN" style="line-height: 115%;">modern</span><span lang="EN" style="mso-ansi-language: EN;"> concept</span><span lang="EN" style="line-height: 115%;">.<span style="mso-spacerun: yes;">&nbsp; </span>Determine</span><span lang="EN" style="mso-ansi-language: EN;"> the curriculum with the content of the textbook only, or the </span><span lang="EN" style="line-height: 115%;">modern concept, so define it with a set</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">synergistic aspects that make up the curriculum are: educational and educational objectives</span><span lang="EN" style="mso-ansi-language: EN;">, the content of the book, teaching </span><span lang="EN" style="line-height: 115%;">methods, activities, evaluation methods</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;">meaning that any teaching plan for any subject or</span><span lang="EN" style="mso-ansi-language: EN;"> any part of it must start from these </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>elements collectively</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>not from the content of thebook alone;To identify the challenges facing the curriculum or the necessary treatments to face them, we must determine the reality of these elements</span><span lang="EN" style="mso-ansi-language: EN;">, and </span><span lang="EN" style="line-height: 115%;">we have noticed the existence of processes</span><span lang="EN" style="mso-ansi-language: EN;"> and activities that change the level of </span><span lang="EN" style="line-height: 115%;">development</span><span lang="EN" style="mso-ansi-language: EN;"> carried </span><span lang="EN" style="line-height: 115%;">out by the Iraqi Ministry of Education </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>in </span><span lang="EN" style="line-height: 115%;">cooperation with local and international bodies</span><span lang="EN" style="mso-ansi-language: EN;"> specialized </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>in educational activities, as well as these operations</span><span lang="EN" style="mso-ansi-language: EN;"> - </span><span lang="EN" style="line-height: 115%;">even if at a minimum</span><span lang="EN" style="mso-ansi-language: EN;"> - were based on </span><span lang="EN" style="line-height: 115%;">the</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">results of research And studies and reports of educational supervision, </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>and </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">we should in thisframework to identify the foundations identified by the educational and educational literature in the construction and design of the form and content of curricula, the most important of which are:</span></strong><a name="_GoBack"></a></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- The philosophical foundations</span></strong><span lang="EN" style="mso-ansi-language: EN;"> of the </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">curriculum</span></strong><span lang="EN" style="mso-ansi-language: EN;">, which </span><span lang="EN" style="line-height: 115%;">means</span><span lang="EN" style="mso-ansi-language: EN;"> the principles, goals and general </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>beliefs in society that are translated by the content and curricula in general through the development of a curriculum that respects the personality of the student and cares about his intelligence, freedom and attitudes</span><span lang="EN" style="mso-ansi-language: EN;"> and building </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span></span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>a </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>good student</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">citizen.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- Social foundations</span></strong><span lang="EN" style="line-height: 115%;">: It means the culture of thesecret and society in general, its specificities, alternatives and environment</span><span lang="EN" style="mso-ansi-language: EN;">, and </span><span lang="EN" style="line-height: 115%;">curricula should not exceed these foundations by taking them into account in determining and adapting school subjects.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- Cognitive foundations</span></strong><span lang="EN" style="line-height: 115%;">: It is intended to understand the student and the way he understands and the diversity of topics and the requirements for teaching them such as symbolic sciences that include languages, mathematics, expressive arts</span><span lang="EN" style="mso-ansi-language: EN;">, taste sciences such as </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>music and literature</span><span lang="EN" style="mso-ansi-language: EN;">, moral </span><span lang="EN" style="line-height: 115%;">sciences that are relatedto values, behavioral guidance and experimental such as physics and chemistry.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="mso-ansi-language: EN;">- </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Psychological foundations</span></strong><span lang="EN" style="line-height: 115%;">: It means</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>student's psychological characteristics, abilities and preparations.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">The question is: Do </span></strong><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>the </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">curriculum building committees take into account these foundations, and how they arestoned to include these foundations in the curriculum?</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">When looking at the elements of the curriculum that we have outlined, we notice that there is a need to identifyand the reality of these elements, we present them as follows:</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">1- Objectives:</span></strong><span lang="EN" style="line-height: 115%;"> We must</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">not indicate that</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>educational</span><span lang="EN" style="mso-ansi-language: EN;"> goals </span><span lang="EN" style="line-height: 115%;">differ from</span><span lang="EN" style="mso-ansi-language: EN;"> the educational goals, the educational goals are general </span><span lang="EN" style="line-height: 115%;">long-term goals formulated in terms</span><span lang="EN" style="mso-ansi-language: EN;"> that describe the extreme ends of </span><span lang="EN" style="line-height: 115%;">education</span><span lang="EN" style="mso-ansi-language: EN;">, while the educational goals </span><span lang="EN" style="line-height: 115%;">are short-term goals less general describe the outputs expected to appear as a result of</span><span lang="EN" style="mso-ansi-language: EN;"> the student's passage of experience or educational situation with </span><span lang="EN" style="line-height: 115%;">me n or teach him a course Or a topic with me, as for </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>the objectives of </span><span lang="EN" style="line-height: 115%;">other types: general objectives andrepresent agoal of the subjects (Arabic </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>- </span><span lang="EN" style="line-height: 115%;">English - geography - science ...) which are clear and measurable, and behavioral educational goals: and represent</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">statements that the teacher</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;">his students</span><span lang="EN" style="mso-ansi-language: EN;"> are trying to </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>achieve in the classroom, and work on the actual application of</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">teacher's curriculumand its implementation within the classroom.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">The importance of determining the formulation of educational objectives lies in achieving a number ofbenefits, including that:</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">A. </span></strong><span lang="EN" style="line-height: 115%;">Helps to organize the content of the curriculum and determine the duration necessary forits implementation.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">B. </span></strong><span lang="EN" style="line-height: 115%;">Allows</span><span lang="EN" style="mso-ansi-language: EN;"> the teacher to </span><span lang="EN" style="line-height: 115%;">choose the elements of the curriculum: content, methods, activities and means of evaluation.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">c. </span></strong><span lang="EN" style="line-height: 115%;">Yesdo you measure the results of the educational process.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">d. </span></strong><span lang="EN" style="line-height: 115%;">Helps the student to identify and directhis activities towards a particular lesson or curriculum.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">e. </span></strong><span lang="EN" style="line-height: 115%;">It helps to define the roles of both </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>the </span><span lang="EN" style="line-height: 115%;">teacher and the learner<strong style="mso-bidi-font-weight: normal;">.</strong></span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">It is important that the classification of these goals should be comprehensive</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>cover and measure various areas: cognitive, such as knowing the student's abilities, including:</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">achieving understanding through the ability to reformulate information and apply what</span><span lang="EN" style="mso-ansi-language: EN;"> he has learned in new situations and others, the emotional field by </span><span lang="EN" style="line-height: 115%;">measuring his abilities in reception by directing the student's mind to an event and responding through his participation in the educational situation and values by accepting a certain value that he has</span><span lang="EN" style="mso-ansi-language: EN;"> acquired</span><span lang="EN" style="line-height: 115%;">, and the psychological field</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">/Kinetic or skillful This field refers to the skills that require coordination between the muscles of the</span><span lang="EN" style="mso-ansi-language: EN;"> body, as in sports activities to perform a certain performance or design a </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>specific</span><span lang="EN" style="mso-ansi-language: EN;"> body, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>as in science.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">The question is: Do goal setters take into account all these areas and meetin setting and formulating goals?</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-SA" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">2- The content of </span></strong><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">the textbook: The content has general criteria in choosing its topics</span></strong><span lang="EN" style="mso-ansi-language: EN;">, </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">most notably:</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">A. </span></strong><span lang="EN" style="line-height: 115%;">The relevance of the topics to the objectives</span><span lang="EN" style="mso-ansi-language: EN;"> set for each </span><span lang="EN" style="line-height: 115%;">subject and for each topic.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">B. </span></strong><span lang="EN" style="line-height: 115%;">Authenticity of content: the correctness</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>accuracy of information and keeping abreast of global discoveries first-hand.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">c. </span></strong><span lang="EN" style="line-height: 115%;">Connectwith cultural and social reality.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">d. </span></strong><span lang="EN" style="line-height: 115%;">Balance between depth and comprehensiveness, theoretical and practical, academic and professional.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">e. </span></strong><span lang="EN" style="line-height: 115%;">ObservePratt and previous student information.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">F. </span></strong><span lang="EN" style="line-height: 115%;">Taking into account thefuture needs of the individual and society.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">G. </span></strong><span lang="EN" style="line-height: 115%;">Arranging the topics </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of the content in the </span><span lang="EN" style="line-height: 115%;">light of determining a specific criterion, such as the criterion of continuity</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;">which means the vertical relationship between topics according to grades or the criterion of integration such as linking mathematics with science and history with geography or the criterion</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>autism such as merging the branches of the Arabic language: grammar, construction</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;">dictation and others in one subject.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span lang="EN" style="line-height: 115%;">H. </span></strong><span lang="EN" style="line-height: 115%;">Guides for various subjects: It helps the student and the teacherin following the executive steps ofthe subject.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Here we put a question: Have the curriculum building committees ensured thatthese standards are observed in writing the content of the book?</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">3- Teaching</span></strong><span lang="EN" style="line-height: 115%;"> </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>methods and strategies:<span style="mso-spacerun: yes;">&nbsp; </span>The </span><span lang="EN" style="line-height: 115%;">teaching</span><span lang="EN" style="mso-ansi-language: EN;"> methods and strategies vary </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>greatly</span><span lang="EN" style="mso-ansi-language: EN;">, and </span><span lang="EN" style="line-height: 115%;">they are many that abound in educational literature</span><span lang="EN" style="mso-ansi-language: EN;"> such as </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>traditional methods, including (lecture) inits standard and inductive</span><span lang="EN" style="mso-ansi-language: EN;"> style, and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>modern strategies such as problem solving</span><span lang="EN" style="mso-ansi-language: EN;"> strategy, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>self-questioning strategy, and mind map strategy One </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>these methods and strategies</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">is</span><span lang="EN" style="mso-ansi-language: EN;"> determined </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>according</span><span lang="EN" style="mso-ansi-language: EN;"> to<span style="mso-spacerun: yes;">&nbsp; </span>factors, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>including</span><span lang="EN" style="mso-ansi-language: EN;">: the nature of the subject, the </span><span lang="EN" style="line-height: 115%;">school stage, the appropriate school environment, the nature of the student himself,</span><span lang="EN" style="mso-ansi-language: EN;"> as </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>well as</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>efficiency of the learnerand other factors. But all these methods share the same </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>goal of </span><span lang="EN" style="line-height: 115%;">achieving student reading comprehension, which is the goal ofeducational</span><span lang="EN" style="mso-ansi-language: EN;"> work</span><span lang="EN" style="line-height: 115%;">.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">There are factors that affect</span><span lang="EN" style="mso-ansi-language: EN;"> the achievement of reading comprehension among </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>students, including:</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">A. </span></strong><span lang="EN" style="line-height: 115%;">Factors related to the</span><span lang="EN" style="mso-ansi-language: EN;"> student</span><span lang="EN" style="line-height: 115%;">: including his level of intelligence, cultural educational level, background, previous experiences</span><span lang="EN" style="mso-ansi-language: EN;">, the </span><span lang="EN" style="line-height: 115%;">student's linguistic responses</span><span lang="EN" style="mso-ansi-language: EN;">, his control </span><span lang="EN" style="line-height: 115%;">over the reading world, his general health (hearing, sight, organic and psychological ability),</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>his tendencies and interests.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">B. </span></strong><span lang="EN" style="line-height: 115%;">Factors related to the read text: whatever its subject</span><span lang="EN" style="mso-ansi-language: EN;">, ease of vocabulary and </span><span lang="EN" style="line-height: 115%;">information, the degree of its prevalence and conformity with the student's abilities and experiences, the way ideas are presented, the font size, the type of printing, colors and illustrations according to the stage of study,</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">artistic output</span><span lang="EN" style="mso-ansi-language: EN;"> of the content and </span><span lang="EN" style="line-height: 115%;">the use of</span><span lang="EN" style="mso-ansi-language: EN;"> illustrative means </span><span lang="EN" style="line-height: 115%;">and</span><span lang="EN" style="mso-ansi-language: EN;"> others</span><span lang="EN" style="line-height: 115%;">.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">There are also factors that motivatereading comprehension, including:</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- </span></strong><span lang="EN" style="line-height: 115%;">Emotional factors: self-perception and the influence</span><span lang="EN" style="mso-ansi-language: EN;"> of the teacher </span><span lang="EN" style="line-height: 115%;">and the study material.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- </span></strong><span lang="EN" style="line-height: 115%;">The impact of the socio-economic status of</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">student and his family as well as the teacher.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- </span></strong><span lang="EN" style="line-height: 115%;">Poor motivation of teachersand students.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">- </span></strong><span lang="EN" style="line-height: 115%;">Inappropriate education</span><span lang="EN" style="mso-ansi-language: EN;"> for the student and the </span><span lang="EN" style="line-height: 115%;">preparation that is not suitable for</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;">student.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><span lang="EN" style="line-height: 115%;">It is worth </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>noting that the </span><span lang="EN" style="line-height: 115%;">reading comprehension levels hierarchical starting with superficial or direct understanding in the sense that</span><span lang="EN" style="mso-ansi-language: EN;"> the student at this level identifies the main ideas<span style="mso-spacerun: yes;">&nbsp; </span>and the </span><span lang="EN" style="line-height: 115%;">main aspects of</span><span lang="EN" style="mso-ansi-language: EN;"> the subject and </span><span lang="EN" style="line-height: 115%;">arranges the events or the world</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">mathematical and other </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>mechanisms </span><span lang="EN" style="line-height: 115%;">through deductive understanding in which he has the ability</span><span lang="EN" style="mso-ansi-language: EN;"> to extract the trends of the writer </span><span lang="EN" style="line-height: 115%;">and so on according to the subject of the</span><span lang="EN" style="mso-ansi-language: EN;"> material</span><span lang="EN" style="line-height: 115%;">, up to <span style="mso-spacerun: yes;">&nbsp;</span>To the critical understanding through which</span><span lang="EN" style="mso-ansi-language: EN;"> there is </span><span lang="EN" style="line-height: 115%;">no comparison between</span><span lang="EN" style="mso-ansi-language: EN;"> the minute and the </span><span lang="EN" style="line-height: 115%;">imagination</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>reality and fiction,</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>so on with</span><span lang="EN" style="mso-ansi-language: EN;"> regard to the </span><span lang="EN" style="line-height: 115%;">humanistic </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>approaches and the </span><span lang="EN" style="line-height: 115%;">errors that can permeate mathematical problems and the universal</span><span lang="EN" style="mso-ansi-language: EN;"> facts </span><span lang="EN" style="line-height: 115%;">until</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">the creative understandingreaches what it canAdd alternative endings to texts or solve with different mathematical laws, for example.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">In this resource, we wonder whether the educational and educational bodies in Iraq took into account these factors as well as<span class="msoDel"><del cite="mailto:hasan" datetime="2022-06-15T23:17">إن </del></span><span style="mso-spacerun: yes;">&nbsp;</span>adapting the lessons to the mentioned levels of understanding.</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">4- Activities:</span></strong><span lang="EN" style="line-height: 115%;"> Activities have become</span><span lang="EN" style="mso-ansi-language: EN;"> a complementary element<span style="mso-spacerun: yes;">&nbsp; </span>to the elements of the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>curriculum and are intended to be the activities and workassociated with a </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>specific subject </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>assigned to students inside and outside the classroom</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>the aim of which is the student's understanding ofthe subject</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>an applied</span><span lang="EN" style="mso-ansi-language: EN;"> understanding </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>that enables him to apply scientific experiments in more than one educational situation,</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">for example to eatStudents form a group of them tomake a representative presentation of</span><span lang="EN" style="mso-ansi-language: EN;"> a story they read in the reading lesson on the </span><span lang="EN" style="line-height: 115%;">school theater </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>- </span><span lang="EN" style="line-height: 115%;">if any</span><span lang="EN" style="mso-ansi-language: EN;"> </span><span lang="EN" style="line-height: 115%;">- or to apply a practical</span><span lang="EN" style="mso-ansi-language: EN;"> experiment </span><span lang="EN" style="line-height: 115%;">they studied in the chemistry lesson in the laboratory and so on<strong style="mso-bidi-font-weight: normal;">.</strong> </span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">The question is: Do all our schools adopt these school activities?! Are these activities codified within</span></strong><span lang="EN" style="mso-ansi-language: EN;"> the </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">classroom in a way that achieves the objectives of the curriculum?!</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">5 - methods of evaluation: </span></strong><span lang="EN" style="line-height: 115%;">It is concerned</span><span lang="EN" style="mso-ansi-language: EN;"> with </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>issuing a judgment on the extent to which the educational process reaches its goals, and its achievement</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">its satisfaction</span><span lang="EN" style="mso-ansi-language: EN;">, and<span style="mso-spacerun: yes;">&nbsp; </span>to check </span><span lang="EN" style="line-height: 115%;">the various </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>obstacles and </span><span lang="EN" style="line-height: 115%;">obstacles that prevent access</span><span lang="EN" style="mso-ansi-language: EN;"> to it, and to </span><span lang="EN" style="line-height: 115%;">propose appropriate means in order toavoid these impediments</span><span lang="EN" style="mso-ansi-language: EN;">, the methods </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">of</span></strong><span lang="EN" style="line-height: 115%;"> evaluation must be comprehensive</span><span lang="EN" style="mso-ansi-language: EN;"> and </span><span lang="EN" style="line-height: 115%;">measure all degrees of experience, skills, </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>abilities </span><span lang="EN" style="line-height: 115%;">and</span><span lang="EN" style="mso-ansi-language: EN;"> knowledge acquired by the student during the</span><span lang="EN" style="line-height: 115%;">Educational and does not focus on knowledge only</span><span lang="EN" style="mso-ansi-language: EN;">, as well as should take into account the stages of learning<span style="mso-spacerun: yes;">&nbsp; </span>to </span><span lang="EN" style="line-height: 115%;">include the pre-calendar before the process of education and structural in </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>the course of and the </span><span lang="EN" style="line-height: 115%;">final after the end</span><span lang="EN" style="mso-ansi-language: EN;"> of the year</span><span lang="EN" style="line-height: 115%;">, and should vary between the calendar written and reading and skills and educational and applied situations to</span><span lang="EN" style="mso-ansi-language: EN;"> be the degree of the student expressive of </span><span lang="EN" style="line-height: 115%;">all that he has obtained as well as express the </span><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>extent of his understanding </span><span lang="EN" style="line-height: 115%;">of these experiences, as well as that aassessment methods should be linked to the objectives to measure learning</span><span lang="EN" style="mso-ansi-language: EN;"> outcomes </span><span lang="EN" style="line-height: 115%;">and to know the extent to which the goals are achieved.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">The question wehave here</span></strong><span lang="EN" style="mso-ansi-language: EN;"> </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">is: Are these methods developedtotireof everything</span></strong><span lang="EN" style="mso-ansi-language: EN;"> in </span><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">thisaxis in a way that achieves the goals set?</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-SA" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN" style="line-height: 115%;">Needless to say: </span></strong><span lang="EN" style="mso-ansi-language: EN;"><span style="mso-spacerun: yes;">&nbsp;</span>the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>treatments leading to the improvement</span><span lang="EN" style="mso-ansi-language: EN;"> and development of curricula, and thus the </span><span lang="EN" style="line-height: 115%;">development of understanding among students</span><span lang="EN" style="mso-ansi-language: EN;">, </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>begin</span><span lang="EN" style="mso-ansi-language: EN;"> at the </span><span lang="EN" style="line-height: 115%;">moment</span><span lang="EN" style="mso-ansi-language: EN;"> of </span><span lang="EN" style="line-height: 115%;">answering these questions, to prepare comprehensive programs</span><span lang="EN" style="mso-ansi-language: EN;"> in the development of all </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>these elements combined in conjunction and parallel, because</span><span lang="EN" style="mso-ansi-language: EN;"> the </span><span lang="EN" style="line-height: 115%;"><span style="mso-spacerun: yes;">&nbsp;</span>development of each element individually does not achieve the desired goal and the desired benefit.e.</span></span></p>
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<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
<p dir="ltr"><span style="font-size: 14pt;"> </span></p>
<p class="MsoNormal" dir="LTR" style="text-align: justify; text-indent: 19.85pt;"><span style="font-size: 14pt;"><strong><span dir="RTL" lang="AR-IQ" style="line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></strong></span></p>
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<p class="MsoListParagraph" dir="LTR" style="margin-left: 64.2pt; mso-add-space: auto; text-align: justify;"><span style="font-size: 14pt; line-height: 115%; font-family: 'Traditional Arabic', serif;">&nbsp;</span></p>