مدى تضمين الذكاءات المتعددة في كتاب الأدب والنصوص للصف الثاني الثانوي في الجمهورية اليمنية

Abstract

The textbook in school is one of the basic pillars of the educational curriculum, and the process of analyzing and evaluating it is an essential step on the road to achieving instructional and educational goals, and the first building block for improving and developing its content so that it would keep pace with the rapid scientific and technical changes in today's world. Therefore, this study aimed to identify the extent of multiple intelligences embedding in the literature textbook for the second secondary students in the Republic of Yemen. To achieve this, the study applied the descriptive and analytical approach (content analysis), and the study sample consisted of the literature textbook for the second secondary students in the schools of the Republic of Yemen for the academic year (2019-2020). The study relied on the content analysis card that included (100) indicators distributed over the eight multiple intelligences (linguistic, logical, kinesthetic, spatial, subjective, social, musical, and natural).The results of the study showed that the following types of intelligences (linguistic, logical, musical, natural, visual, social, kinesthetic, and subjective) were included in the literature textbook for the second secondary classes, first and second parts in varying proportions; where linguistic intelligence ranked first with a frequency of (852) and a percentage of (53%), followed by Musical-Rhythmical intelligence with a frequency of (303) and a percentage of (19%), and Bodily-Kinesthetic intelligence came in last place with a frequency of (9) and a percentage of (0.5%). In addition, the multiple intelligences were distributed across the content of the literature textbook lessons for the second secondary class in its first and second parts randomly, with a defective and unacceptable degree of balance.