Pathology of The Arabic Language Curriculum A Case Study: Farhangian University

Curriculum planners are always looking to revise curriculum content. The "Arabic language teaching" curriculum in 2016 was revised by Farhangian University and replaced the "Arabic language and literature secretary" curriculum. Considering the effect that the curriculum has on improving the level of knowledge, skills and attitudes of students, it is necessary to be scrutinized. Therefore, the present study seeks to address the pathology of the curriculum in this field. The research information was obtained through documentary studies and by using quantitative and descriptive methods and using the researcher-made questionnaire in a statistical population consisting of professors of Farhangian University of Tehran, in a purposeful and comprehensive manner. The results show that the most important quantitative changes have been the reduction of the share of specialized units from 93 units to 54 units and the increase of the share of educational courses. A significant reduction in the units of texts and history from 46 units to 8 units, and the reduction of language skills units from 36 units to 20 units are among the new weaknesses of the new program. Increasing the internship units from 4 units in two semesters to 8 units in four semesters and defining thematic-educational courses and teacher work experience are among the strengths of this program.