Systematic Literature: Disciplinary, Social, and Student-Centered Orientation in Arabic Language Curriculum Design
DOI:
https://doi.org/10.21111/lisanudhad.v13i1.28الكلمات المفتاحية:
Arabic Language Curriculum، Curriculum Orientation، Student-Centered، PRISMA 2020الملخص
يهدف هذا البحث إلى استكشاف ودمج التوجهات الانضباطية والاجتماعية والمتمحورة حول الطالب في تصميم المناهج العربية، بالإضافة إلى تطوير إطار مفاهيمي تكاملي يدمج التوجهات الثلاثة بطريقة مكملة. تعكس الظاهرة التي تم دراستها هيمنة المناهج الهيكلية التقليدية، والاحتياجات السياقية المتعلقة بالأهمية الاجتماعية، والتحولات التربوية نحو التعلم التشاركي. استخدمت الدراسة طريقة مراجعة الأدبيات المنهجية (SLR) مع إرشادات PRISMA 2020، حيث حللت 18 مقالة مختارة من أصل 120 مقالة أولية استوفت معايير الإدراج والاستبعاد. تم إجراء التحليل على أساس موضوعي، مع ترميز توجيه المناهج الدراسية، والأيديولوجيا، واستراتيجيات التعلم.
تشير النتائج إلى أنه رغم أن التوجه التخصصي لا يزال يهيمن على الأسس المعرفية، إلا أن التوجهات الاجتماعية والطالبة ظهرت استجابة للاحتياجات المعاصرة، لكن دمجها في ممارسة المناهج لا يزال محدودا. يركز هذا البحث على الجدة من خلال تركيب يربط بين التوجهات الأيديولوجية الثلاثة، مما يؤدي إلى إطار مفاهيمي جديد يمكن أن يكون أساسا نظريا وعمليا في تحول المنهج العربي.
لهذه النتائج آثار نظرية على توسيع الخطاب المنهجي، والعملية لتطوير التعلم التكيفي والتشاركي، وسياسات لتنظيم متوازن للمناهج. يوصى بالأبحاث المتقدمة لاختبار الأطر التكاملية من خلال الدراسات التجريبية عبر المؤسسات أو الطولية
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الحقوق الفكرية (c) 2026 Robi Irawan, Annisa Rahmawati, Dika Syam El-Fatony, Agus Pahrudin, Erlina
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