الفهرس 
مشكلة البحث والاجراءاتيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
- STUDY PROBLEM:
The present study problem was stated in the following four questions:
1- What are the tolerance dimensions that should be available in the history curricula at Al-Azhar secondary stage?
2- To what extent are these dimensions included in the history curricula for the students of Al-Azhar secondary stage?
3- To what extent do the students of Al-Azhar secondary stage have these dimensions?
4- What is the suggested vision of history curricula in Al-Azhar secondary stage in the light of the tolerance dimensions?
- STUDY PROCEDURES:
The following procedures were carried out:
1- Reviewing the Arabic and foreign literature related to the study variables.
2- Defining a list of six tolerance dimensions that included at the history curricula.
3- Developing a criterion for evaluating the history curricula so as to define the extent of the tolerance dimensions exist.
4- Applying the criterion by analyzing the objectives and the content of history curricula at Al-Azhar secondary stage.
5- Developing the suggested vision of history curricula in Al-Azhar second-grade secondary stage in the light of the tolerance dimensions.
6- Preparing the teacher’s manual and judging its validity.
7- Developing the study tool, which was a situation-based test
8- Drawing the present study sample.
9- Administering the study tool.
10- Treating the data statistically.
11- Tabulating and interpreting the findings and suggesting some recommendations.
- STUDY FINDINGS AND RESULTS:
The present study reached some findings and results such as:
1) The objectives of history curricula in the secondary stage did not reflect the tolerance dimensions adequately.
2) The content history curricula in the secondary stage did not reflect the tolerance dimensions adequately.
3) The application of the situations-based test revealed the following:
A. There were statistically significant differences at 0.01 level in the main dimension (religious tolerance).
B. There were statistically significant differences at 0.01 level in the main dimension (political tolerance).
C. There were statistically significant differences at 0.01 level in the main dimension (social tolerance).
D. There were statistically significant differences at 0.01 level in the main dimension (cultural tolerance).
E. There were statistically significant differences at 0.01 level in the main dimension (educational tolerance).
- STUDY RECOMMENADTIONS:
In the light of the study findings and results, the following
recommendations were suggested:
1) There should be more interest in the religious approach for deepening the tolerance behaviour.
2) The objectives in the different educational stages should include the tolerance dimensions.
3) The history courses in Al-Azhar should be developed in the light of the subject matter nature and its syllabus.
4) The content of history curricula in the different educational stages should include the tolerance dimensions.
5) There should be more interest in the educational and cultural activities among the teachers such as the academic plays and reports and filed academic trips.
6) Training courses should be hold to prepare the teachers for teaching the modern curricula which include concepts, values and events related to tolerance.
7) New evaluation techniques should be used for observing the teacher’s behaviour and judging the performance outcome.