The resea~ch problem can be stated in the following
three questions:
1. What are the objectives of teaching history in the second stage J
of basic education (preparatory stage) from 1953 to 1986 ?
2. To what extent do the social, economic and political circumstance~
affect the objectives of teaching history in that period ?
J. To what extent does the content of the textbooks reflect the
objectives of teaching history in that period ?
- Chapter One:
It includes an introduction which throws the light on the
~~
research importance and the necessity of the objectives and
textbooks of history curriculum. It also deals with the research
problem, its importance, its limitations, its procedures and
terminology.
Chapter Two:
It is concerned with the previous related studies on the
objectives and the content of history textbooks as well as
other subjects textbooks.
- Chapter Three:
It discusses the instructional objectives of teaching history
taking into consideration their nature, sources, levels ,
(2)
classifies.tion 8,::1cdriteris. and ways of formulation. It also r1eal~;
with history as a subject, its importance and teaching objectives.
- Chapter Four:
It tackles the social, economic and political circumstances in the
period 1953 - 1986 and which had reflections on education in
general and history curriculum in particular considering their
objectives and contents. This chapter answers the second question
in the research problem. :1
- Chapter Five:
It discusses the research procedures and the design and application
of the research tool. The researcher extracted the objectives of
teaching history in that period and analyzed them during the
different subperiods of that period under investigation. They were
formulated in the form of units. Each unit consists of a number of
items or criteria which can be observed in the content. These items
or criteria were presented to a jury. Then, a final list of criteri6
representing the historical abilities concerned ~n t~s study was
formulated. This list was applied against a sample of nineteen
(n= 19) textbooks of different times or subperiods of the intented
period in this study.
- Chapter Six:
It includes the research results of the different times during that
period and finally a comment.
1f
1. There was no correlation between many objectives on one hand and
the content of history textboo•ks, on the other hand, in most
subperiods or times during that period of study in this research
2. Fornn.11ation of objectives was done in a general and unspecific:
way in most times during that period except the last two ones.
The researcher analyzed these objectives to define their reflection
in the content of history textbooks.
J. The objectives did not vary according to the different grade8~
This indicated that there were some textbooks which did not
reflect any specific objectives.
4. The history teaching objectives did not include the affective
and skill domains as well as the cognitive except in the last
two subperiods of the intented period concerned in this study.
5. The history textbooks did not reflect most of the contemporary
political, economic, social and cultural circumstances of each
subperiod in a clear way, especially those of the Egyptian
society.
6. The objectives and content in many subperiods were influenced
by the political trends. So, the Egyptian approach was dominant
1I
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in some subperiods such as the first period (1953-1957) and
the last two ones (1976 up to now) while the Arab national
approach was dominant in the SUbperiod (1957-1975). This fact
was clear in the content of history textbooks in those subperiods.
7. There was no enough interest of the contemporary world problems
except in the last subperiod (from 1986 up to now) during which
there was clear interest of Egypt’s role to solve the world
problems and support international peace in the Arab world and
the world as a whole. Another shortage in social studies curriculum
in that period was that it did not regard the Egyptian
society. |
