الفهرس 
الفصل الاوليوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
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SUMMARY
Introduction:
The recent tense is considered very quick and there are a lot of
changes in at. These changes are not only in knowledge but also we
see alot of changes in the historical events. So we can’t live isolated
from these consequent changes.
The historical curricula are closely related to such changes.
there fore, necessory to very reconsider on curricula in the different
education stages. This reconsideration should include objectives,
content, methods of teaching, education aids and styles of evaluation.
Problem of the study :-
The Problem of the study may be sunnmarized in the foollwing
questions:
1- To what extent are there historical evidences in the history
curriculay at the secondary stage?
2- What is the form of a general program for using the historical
evidences at the secondary stage?
3- What are the components of a study unit from the general program
to be tought at the secondary stage?
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4- What is the effect on using this uint on ~e teachers performance of
some functions of history at the secondary stage?
§ignificance of the study:
1- Discovering any shortage in the history curricula at the secondary
stage.
2- Submitting a criterion of the conditions that should be found in the
history curricula at the secondary stage.
3- Introducing ageneral concept of the history curricula based on the
historical evidence.
Prsocedures of the study:
Chapter one Introduction of the significance, problem and limitations
of the study.
Chapter two : Review the previons studies.
Chapter three : The historical evidences and Their importance in
teaching history.
Chapter four : 1- Criteria of choosing the historical evidences.
2- Steps of using” the historical evidences in
teaching history.
3- The historical evidences at the different
educational stages
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Chapter five : The relationship between the histoical evidences and
the functions of teaching history.
Chapter six : Bulding up the criterion and applying it on the history
curricula at the secondory stage
Chapter seven: Preparing the observation chechlist and measuring its
validety.
Chapter eight: The general fromwork of the program and the unit and
applying the uset.
Chapter nine: The field study and the results of the study.
Resu Its of th e stu dy :
1- There are significant differences at the level of ,.01 among teachers
in acquiring skills of using the historical evidences.
2- The level of compotency of teachers before the experiment was
52.170/0and 78.50% after the experinent.
3- There are significant differences between the averages of the
students’ grades at the level of, . Olin the test of understanding the
history functions.
4- The level of competency of students before the experiment was
45. 95% and 80.28% after the experiment.