تحليل محتوى كتب الاجتماعيات للمرحلة المتوسطة وفق مفهومي الأمن الفكري و الاجتماعي

Rp-Analyzing Social Books Content of the Secondary Stage According to the Intellectual and Social Security Concepts .pdf

The current research aims at Analyzing social books content of the secondary stage according to the intellectual and social security concepts; it has the following questions. To what extent availability of the intellectual security concepts in the social books content of the secondary classes ( first, second, third). To what extent availability of the social security concepts in the social books content of the secondary classes ( first, second, third). To carry out the research aims, the researcher adopted the descriptive analytical method and chose a style of content analysis because it is the most suitable one for achieving the two research aims.
The list of the intellectual security concept in its final form consisted of 63 items and for the social security concept 31 items. To ensure the truth of the analysis list, the researcher consulted specialized Jewry in curriculum and methodology in order to state their opinions and notes after making modification from the researcher’s side to suit the extent of social books content. Number of items of the first device was 40 items and the second was 28 in its final form.
The research sample was limited by social books of the secondary stage for the academic year ( 2024-2025) throughout 366 pages submitted to analysis out of the 432 pages. The researcher excluded books’ introductions, the chapters’ questions, maps, and books’ appendixes.
However, to ensure the analysis stability, the researcher adopted stability with herself throughout time and with the expert analysts by the use of Holsty formula. The analysis stability between the researcher and herself throughout time for the intellectual security concept reached ( 0,97%), the researcher and the first analyst was (0,85% ) , and the researcher with the second analyst was (0,87% ); while between the first and the second analyst was (0,82% ). The analysis stability between the researcher and herself throughout time for the social security concept reached ( 0,93%), the researcher and the first analyst was (0,87% ) , and the researcher with the second analyst was (0,84% ); while between the first and the second analyst was (0,80% ). The researcher used the idea as a unit for analysis, repetition and percentages to carry out results and to count to what extent availability of the intellectual and the social security.
The most important results:
There is inclusion for the intellectual and social security concepts in the content of the books of the secondary stage but with different percentages from one book into another.
The most important researcher’s recommendations:
1. There should be a balance in inclusion for the intellectual and social security concepts in in a way that no one overcomes the other in the content of the books of the secondary stage.
2. A call for the general educational directorates for directing male and female social material teachers in the secondary school to adopt an essential role inside class and urge them to develop the intellectual and social security concepts to students and create an atmosphere of cooperation and mutual respect.
The researcher’s suggestions:
1. Making a contrastive study between social books of the secondary school in Iraq and social books in the same stage in Arabic neighboring countries.
2. Making a study about reinforcing the intellectual security and developing patriotic values from the students’ perspective.