The reality of teaching Arabic performances in the secondary education curriculum, the first year curriculum, etiquette as a model_)

Abstract

The measure of the true difference between nations and peoples is the quality of their educational systems. Field experiences have proven that the basic criterion by which the development of human societies is measured is the level of success they achieve in the fields of education, because the educational process is a form of organizing school life, and part of the cultural and civilizational movement of society. This requires an educational system that is not limited to cognitive acquisition and receiving and storing information, but rather employing theoretical knowledge and developing the learner’s learning and creativity abilities.

      The Algerian school has tended to adopt the competency approach, which took the textual approach as its most important foundation, which means that the literary text should be an axis around which all linguistic, grammatical, and prosody activities revolve. Prosody is one of the important tributaries related to the literary text directed to learners of literary subjects in secondary education, because knowing it helps To understand metered and rhymed Arabic poetry, read it correctly, and distinguish between corrupt and correct poetry. Therefore, the importance of prosody and familiarity with its origins, laws, prosodic writing, and its causes and deviations are necessary for the secondary level learner.