Arabic language curriculum of high-school level according to the brain-based learning method (A Study in contents and teaching methods)

The Brain-based learning theory has arisen from cognitive neuroscience, brain studies, Computer science and other sciences as a comprehensive educational model compatible with the brain’s natural requirements in the educational arena such that concentrate on how to teach and train the brain and activate all its aspects. By providing an effective educational environment and using the curriculum and strategies that suit needs of the brain according to principles of this theory, the research treated contents of Arabic books at high-school levels and teaching the methods used in classrooms according to the principles of brain-based learning theory. So, the research has selected two first, it used the content analysis method, analyzing all the texts, exercises and images of four books as a model selected from all Arabic curriculum books in the first and second intermediate level of Iranian high schools according to the principles of this theory. Then, the survey method was used and a questionnaire was distributed to 80 high school teachers to find out their methods and strategies used in teaching the Arabic language curriculum in high schools. The results of analysis of the texts showed less interest in the active process component than the orchestrated Immersion and Relaxed Alertness component. Less repetition of the exercises is related to the orchestrated immersion component. Results of the questionnaire indicate that the component of orchestrated Immersion and Active process are more used by teachers, but the component of Relaxed Alertness has been rarely used by the teachers