New foundations and curricula active in the teaching of rhetoric

Abstract

This research seeks to address the teaching of Arabic language to Arabic language learners as a subject accompanying the student in his pedagogical course whether studying its science or using it to approach and produce texts in addition to its great and well-known importance, by examining how it is taught, which may sometimes be described as stereotypical and adherence to ready-made templates and trying to keep abreast of modern mechanisms and educational techniques that propose so-called new rhetoric known as productive rhetoric that enables the student to exercise greatly useful and produce, The basis for choosing this topic is the importance of rhetoric, eloquence and disclosure of the strengths and weaknesses associated with their teaching in addition to the difficulties faced by both the student and the teacher during the course of education, The importance of this stage is students' mental maturity and their ability to absorb rhetorical lessons and the commitment and responsibility to achieve the Goals have been addressed, and the relevance of programmes to learners' needs has been confirmed and the emergence of interest in the Arab world towards teacher training based on educational competencies, The importance of teacher training was also demonstrated in addition to the importance of the service and the need for attention to scientific training and the transfer of theories and scientific foundations to educational competencies demonstrated by the teacher's performance. In general, the prescriptive curriculum has been followed and the importance of eloquence in Arabic has been addressed in all respects, in addition to the importance of qualifying teachers in teaching rhetoric, in addition to addressing the basic objective, which is the role of rhetoric in performance competencies.