Analysis of the Content of Arabic Books of the Second Secondary Course, Humanities Field, based on the Components of Revolutionary Education with Emphasis on the Content of the Statement of the Second Step of the Islamic Revolution

The aim of the current research is to analyze the content of secondary Arabic books based on the amount of attention paid to the components of revolutionary education in them, and to conduct this research, we have used qualitative and quantitative content analysis methods. The research community in the qualitative content analysis section includes the text of the second step statement and the statements of Imam Khamenei, and in this area, using the purposeful sampling method, all related documents have been examined in the years 1368 to 1401. In the section of content analysis of textbooks, the Arabic books of the secondary humanities major were considered, and due to the nature of the subject and due to the limitation of the statistical community, the enumeration method was used for the sample. The data collection tool is a researcher-made checklist, which includes the components of revolutionary education based on the statement of the second step, with a validity of 0.88, and its reliability using Scott's reliability coefficient is 0.89. Based on the results of the research, seven categories of foundations and principles, strengths, opportunities, threats, strategies, policies and goals of the Islamic Revolution constitute the most important components of revolutionary education from the perspective of the Supreme Leader. He results of the content analysis show that revolutionary education is mentioned 245 times in the books in question, of which 82 cases (33.47 percent) refer to the 10th grade, 86 cases (35.11 percent) refer to the 11th grade. And 77 cases (31.42 percent) are assigned to the twelfth grade. The highest amount of attention to the components of revolutionary education is seen in the 10th grade Arabic book and the lowest amount of attention is seen in the 12th grade Arabic book. The amount of attention to the concepts of revolutionary education in the basics and principles section, 130 cases (53.06 percent), the strengths of the revolution, 30 cases (12.24 percent), threats one case (0.40 percent), strategies 79 cases (24. 32 percent) and policies were five cases (2.04 percent) and the opportunities of advancement and the goals of the Islamic Revolution were not paid attention to.