Evaluation of school activities in the primary stage from the point of view of male and female teachers

Abstract

The main features that characterize the twenty-first century are that it is one society, from which the means of communication develop at a tremendous speed, the rapid growth of modern scientific discoveries and technological innovations, and the erosion of old values and standards to be replaced by new values and standards, in a way that achieves human happiness and well-being. And since many educational researches have proven that education that is based on indoctrination and storing information is useless and that it is an old method, as "John Dewey" emphasized that knowledge is the product of the individual's interaction with problems related to reality, and that activities are considered practical tests of ideas, which necessitates the provision of a large amount From the activity practiced by the student in various fields that develop in him a positive concept of self, acceptance of others and improvement in his performance of things (Al-Ajami, 2008: 220). Therefore, educational activities are considered an essential means for learning, and a tool for education to achieve many educational goals, and a means for building the bodies of students and satisfying their inclinations and desires and imparting them with good manners, and a means for educational and psychological guidance and counseling (Muhammad, 2004: 55). Activity is not an academic subject separate from other subjects, but rather it permeates all academic subjects and is an important part of the curriculum in its broad sense in which the concept of scholastic life is synonymous with achieving comprehensive, integrated growth and balanced education (Al-Haqil, 1996: 287), in addition to providing a solution to confront the problem of individual differences. And its disparities are those that the unified traditional curriculum does not allow for everyone. The student in the current traditional school obtains knowledge through the program whose vocabulary was distributed monthly and annually for everyone to go through, while the student can gradually use it for educational activities according to his speed, capabilities and personal desire, where there are no administrative obstacles in front of him. Or systems that limit its progress (Al-Faraji, 2001: 4). Educators believe that this type of education enables the student to practice consciously, which arouses in them the desire for scientific discovery, develops their abilities to analyze, research, compare and understand continuously, and develops the student with every stage of education that he passes through. Thus, this type of education is transformed into a kind of partnership between the teacher and the student, which actually leads to achieving the goals set for the subject, whether cognitive, emotional or skillful (Al-Hadi Al-Faraji et al., 2006: 18). The effectiveness of the teacher's teaching also depends to a large extent on the extent of his knowledge of the means that help the student to the activity and open the horizon for him until