منهج تعليم اللغة العربية في رياض الأطفال

Abstract

This research aims to investigate Pusaka kindergarten of Thailand’s method in teaching Arabic language curriculum. This research adopts a descriptive approach whereby questionnaires were distributed to ten Arabic language teachers in the kindergarten and adequate response was given. The data received was later analysed accordingly to the approach. At the end of this research, the main objective of the curriculum were evident and specific to the extent that the main outcome reveals that Arabic language teaching curriculum in kindergarten in southern Thailand focuses on listening and reading skills. In addition to that, most of the methods used comprise of the four language skills (Speaking, Reading, Writing and Listening) and the use of fundamental books for Nahu and Sorf. The prevailing teaching methods are reading, translating, writing and also by conducting entertaining activities of using another language other than Arabic language in explanation. While teaching, they implement traditional means such as using blackboard and papers. As for the teachers, it is required for them to be able to teach the Arabic subject. Finally, the grading system used is by evaluating the student’s four language skills and the scores are later given to each student.