الألفاظ الحضارية في كتاب التربية العلمية والتكنولوجية -السنة الرابعة والخامسة ابتدائي

Abstract

بعد استحضار الالفاظ الحضارية وهي ظاهرة تنوعت بتنوع الحضارات وتغير العصور التاريخية، وبهذا فالالفاظ الحضارية هي الالفاظ المبدعة أو الحداثية التي برزت من خلال علاقة الانسان بالكون وموجوداته ومنه فقد أفادت اللغة العربية الخاضعة لقانون التطور والتجدد والتغيير بفعل التقدم الزمني والحضاري وشهدت بذلك معاجمها اللغوية وموسوعاتها العلمية وهذا ما تداولناه في كتابي التربية العلمية للسنتين الرابعة والخامسة ابتدائي من ألفاظ حضارية Distinguished professors, esteemed committee members, Dr. Nawar Obaidi, Dr. Ramadan Abed, and Dr. Qaddour Kahala, our esteemed professors who honored us by attending, our honorable family, my fellow students, honorable audience, may God’s peace, mercy, and blessings be upon you. We stand before you today to discuss a master’s thesis entitled: Civilized Words in the Scientific and Technological Education Book for the Fourth and Fifth Years of Primary School. When recalling these cultural terms and their meaning and concept, which have become a contemporary phenomenon in the textbooks of primary education of the second generation, and as future teachers, we have a great desire regarding this topic from the subjective aspect to study cultural terms and keep up with the times. As for the objective motive, it is the majority of students resorting to Choosing the blog novel as a topic for their memoirs,We wanted a study that would fill a gap in our subject to obtain a master’s degree, concerned with the Arabic language and its literature, so we resorted to choosing this topic and applying it to the books of the fourth and fifth years of primary school. After invoking civilizational words, which is a phenomenon that has varied with the diversity of civilizations and the change in historical eras, thus, civilizational words are creative or modern words that have emerged through man’s relationship with the universe and its beings. Hence, the Arabic language, which is subject to the law of development, renewal, and change, has benefited due to temporal and cultural progress, and its linguistic dictionaries and scientific encyclopedias attested to this. This is what we discussed in my books on scientific education for the fourth and fifth years of primary school, from cultural words and classifying them within semantic fields. We find in the two books for the fourth and fifth years of primary school some cultural and synthetic words that have their own significance and meanings. All of this shows the reader or researcher the extent of the development of the second generation’s textbooks that keep pace with the times, even if they deviate from the title or topic that we aimed to study. In order to track the linguistic and semantic cultural words in the school book, which have an impact on enriching the learner’s language at the various educational levels, this is what we did by placing the cultural words with their semantic fields, and we found that they keep up with the modern era and are in line with it. -We also found that the scientific education books for the fourth and fifth years of primary school, the second generation, are full of many scientific, cultural terms. In this research, we have tried to answer the following problem: 1-What is the importance of researching cultural, linguistic and semantic words? 2-Does the textbook contain such cultural terms? 3- What are the cultural terms that enrich the learner’s language at the various educational levels? 4- In which semantic fields do these cultural terms fall? 5-Are these cultural terms old or are they keeping up with the modern era? By tracing the phenomenon of cultural expressions in the scientific education books for the fourth and fifth years of primary school, we will try to answer these and other questions, by drawing up a plan consisting of two chapters, a theoretical chapter and an applied chapter, preceded by an introduction and an introduction, followed by a conclusion and a list of the sources and references that we relied on in accomplishing this. Search -Introduction: It included an introduction to the subject, its problem, its purpose, the methodology followed, as well as the sections of the research, the most important sources and references approved in it, and even the difficulties, with thanks to all who contributed to the completion of this research. - Introduction: In which we discussed a general definition of the textbook, its conditions, and its relationship to teaching strategies and semantics. -The meanings of cultural words, their presence in the Arab heritage, and our chapter on it -The concept of semantics linguistically and terminologically -The most important issues of semantics and their various relationships, including synonymy, antithesis, and verbal hidden things. -The duality of truth and metaphor and their effect on the meaning of words and structures -Then we discussed in the second part of the first chapter: “The theory of semantic development and the theory of semantic fields.” We discussed: - Its meanings, its subject matter, and its places of presence in the Arab heritage. -The second chapter (applied): We chose applied models about some examples of cultural words in the school book To accomplish this research, we employed the descriptive approach, because it is the most appropriate and appropriate to the nature of the subject. After this humble and quiet scientific tour in the expanse of cultural words and their scientific meanings in the textbook for scientific education for the fourth and fifth years of primary school, the second generation of primary education, we have stopped at the most important linguistic topics that are related to it. Semantically, we arrived at the following set of results: - They represent semantic fields, which have a relationship in synonymy and verbal commonality. They are models of semantic fields linked by lineages, and even the subject of truth or metaphor constitutes the most prominent manifestations of semantic development. The phenomenon of semantic fields or semantics. Through research on it, it became clear that this science was known to the Arabs before the West knew it in the 19th century. The scientific education book for the fourth and fifth years of primary education, second generation, contains cultural terms such as (civilized terms related to the human body): first aid - the psychological system - exhalation - inhalation - digestion. Thus, it can be said that the book for the fourth and fifth years of primary education, the second generation, contains great justifications from the various semantic fields that have their linguistic context. -This makes it easier for the student to absorb and understand the texts stipulated in the educational curriculum, and this is also through the use of cultural words that are in line with the times. We hope that research in this field will not stop here, but rather studies must be conducted from different aspects and angles, because the topic is rich, deep, and capable of exploration. In conclusion, we renew our thanks to the members of the discussion committee, which took the trouble to read and correct the shortcomings, so thank you, thank you, and may the peace, mercy, and blessings of God Almighty be upon you.