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The levels of the emotional domain and the emotional goals are among the most important behavioral goals in terms of their importance in the educational process, and although they are of great importance in all courses and curricula, they are difficult to formulate in most subjects such as mathematics, English, chemistry and physics, especially that they must be formulated on a daily basis in preparing lessons. But that is the opposite in the Arabic language, where it is easy for Arabic language teachers to formulate these behavioral goals and be able to achieve them as well.

During the following paragraphs, which we present to you through the Encyclopedia website, we review the behavioral goals, their levels, and some actions that the teacher can use in order to be able to formulate the behavioral goals of his subject and to help him achieve those goals during the educational process, in addition to their importance for both the teacher and the learner and their importance in modifying and developing curricula. educational.

Levels of the emotional domain

The emotional domain is the domain that includes all tendencies, values, tastes and tendencies, which determines their importance and arrangement in a person is his acceptance or rejection of some things and contains some specific types of behavior, and the educational objectives of the emotional domain have been classified by many philosophers and we find that each of them has a special classification It has identified levels of the emotional sphere that differ from other philosophers, including Bloom and Krathol.

• The levels of affective domain in Krathol and Bloom are:
  • Reception and reception.
  • response.
  • evaluation or interaction.
  • Organization.
  • Representing and embodying values ​​and shaping oneself.

Affective domain levels at the receiving krathool

• That a student’s attention or desire is directed to a specific event, activity, or phenomenon.
• Student interest in this case is centered on arousing the student’s desire to participate and continuing to guide him.
• The result of the learning process at this level moves from the level of simple feeling of the existence of that phenomenon or event to a higher level of attracting students’ attention, and this result is the lowest level result of the levels of the emotional domain.
• We find that the reception includes a set of goals:
  • Awareness and awareness of the feelings of others or knowledge of what is happening around it.
  • The desire to receive and receive new things so that the student begins to identify things and investigate them.
  • Attention, observation, and attention, according to the student’s desire, so that his interest is optional.
  • Tale’s tendency to listen and sense other human needs.
• The most prominent examples of verbs at this level that can be used to formulate behavioral objectives for this level are:
  • Asks.
  • is listening.
  • Choose.
  • Enjoying.
  • Shows interest in .
  • pointing to.

response

• That the student move to the next stage after the reception, where the student actively participates in the activities.
• And that is after accepting the value and the phenomenon and desiring it and after feeling completely satisfied with it.
• The student’s attempt to make attitudes and decisions towards that value or phenomenon in any way possible.
• Learning outcomes in response level include a number of aspects and objectives are:
  • Compliance in response: the student may start reading a scientific material that he is required to prepare.
  • Desire to respond: reading more than what he was asked to prepare, with more reading based on his will and voluntarily
  • The satisfaction of responding: enjoying the other aspects of the activity that he implemented, for example, when he reads and prepares for one of the lessons and touches him to read more, this gives him pleasure, as reading is a part of enjoyment and entertainment as well.
• The behavioral goals that we expect the student to show in his behavior at this level. They are the behavioral goals that fall under interests, that is, they appear in the student’s behavior and interest in reading.
• Among the verbs that are most used in formulating goals for this level are:
  • answer.
  • helps.
  • ends.
  • is reading.
  • Participate.
  • volunteer.

Evaluation

• That the student evaluate the value that he obtained towards a specific behavior or phenomenon.
• This level is characterized by results that give the student the ability to be stable to a sufficient extent and stability after he has acquired attitudes and beliefs during his response and levels so that it can be recognized through his behavior that he has acquired this value.
• The assessment level includes a number of educational objectives, which fall under:
  • directione.
  • beliefs.
  • Estimates.
• This level includes three levels:
  • Acceptance of a specific value: where the student accepts the importance and goals of science and the purposes for which science can be used in all social aspects.
  • Giving this value priority over other values ​​that have been received by the student, such as recognizing the value and usefulness of reading, and thus it is given priority because of its great role in the development of societies.
  • Commitment to that acquired value: Science has a great value in the development of society. By achieving the goals of science, it can be achieved to provide many of the needs of society and its members.
• The most commonly used verbs at this level of evaluation are:
  • accept.
  • initiates.
  • He studies.
  • helps.
  • Organize.
  • traces.
  • He prefers.

Organization

• The student confronts a number of different and may be contradictory values. He must identify those contradictions that exist between the values ​​so that he can arrange the values ​​according to his principles and values.
• Learning outcomes at the organizational level are concerned with the process of forming some concept of that value.
• Where we find that when the student encounters situations or values ​​that are similar to that previous value that he obtained, he can evoke it so that he can organize and arrange all the values ​​according to his habits, traditions and principles.
• The goals at the organizational level are always behavioral goals related to the philosophy of life. Examples of these goals are:
  • Give value a visualization of its concepts.
  • Rank the value according to its importance.
  • self formation.
• Examples used by the teacher to formulate the objectives of this level:
  • Organize.
  • Discusses the.
  • Collecting.
  • Riding.
  • sums up.
  • attach.

Representing and embodying values ​​(self-formation)

• It is one of the highest levels of the emotional field, where the student at this educational level is characterized by the stability of behavior, which accompanies him in his future life, and the characteristic of stability becomes a distinctive characteristic of this student’s lifestyle in the future.
• The student has a value system that enables him to control his behavior for a period of time and to be able to develop his lifestyle.
• At this level, the student’s ideas, beliefs, and tendencies are integrated and help him to form a distinctive lifestyle, all of which enables him to form his general philosophy in life.

The behaviors on which the behavioral goals and values ​​depend

• Values ​​are the activities and attitudes that exist in society and practiced by individuals so that those values ​​become the criterion for judging their behavior and behavior.
• Among the most prominent of those values ​​that spread in societies:
  • honesty value.
  • The value of patience.
  • Right value.
  • Virtue value.
  • national value.
  • beauty value.
  • The value of generosity.
  • The value of courage.
• Values ​​have a role in inviting individuals in society to choose their actions and the values ​​they follow, and to give them preference over other behaviors and other values.

directione

• It is a person’s positive or negative feeling about something.
• The attitudes encountered by the learner or individuals in the community are responsible for the direction and attitude that the individual has about this value. We find that honesty has a positive character in all individuals because of its value and impact.

Inclinations and interests

• They are students’ interests and feelings about activities, actions, and values.
• The activities that generate the tendencies of the students, and their tendencies to the activity are noticed from their interest in it and the tendencies are among the measurable things in the educational process.

tasting

• It is the enjoyment that the learner feels when perceiving and learning material and moral subjects, and that feeling turns into happiness about these subjects.
• An example of this is the one who is able to taste nature and its beauty, then he feels happiness and pleasure when reading about it with the plants and animals it contains and the beauty of those creatures.

The importance of behavioral goals The importance of behavioral goals for the teacher

• The teacher was able to organize the educational process in the framework of the class and help him to move between ideas with ease and ease.
• It helps the teacher to choose educational methods and teaching methods that increase the student’s ability to understand and receive information better.
• It makes the process of choosing the educational aid easier, which helps the teacher to choose the appropriate teaching aid.
• It enables him to organize and distribute time according to the importance of the results of the learning process.

The importance of behavioral goals for the learner

• It enables the learner to know everything that is specific and required of him to learn and to determine his role in the educational process.
• It helps the student to be able to retrieve previous educational experiences, which is related to new information and increases the student’s benefit from the new information.
• When receiving study activities, he evokes the necessary mental educational strategies that help him learn new activities.
• The student is given feedback, which he recalls when needed.
• Stimulating the student’s motivation towards learning and his awareness of the usefulness of education.

The importance of behavioral objectives in developing educational curricula

Behavioral goals have a distinctive role in developing and modifying curricula. We find that all curricula of all kinds include four elements that are objectively related to each other, and those elements are:

• Objectives: Explain the educational outcomes desired to be achieved by the learner.
• Content: It shows experiences, information and concepts through which the objectives of the educational process can be achieved.
• Method: It is the teaching methods that the teacher implements to explain the lesson and the associated procedures and activities that help him achieve the goals of the educational process.
• Assessment: It includes all the means, methods, and procedures used by the teacher to measure and evaluate the extent to which the student has learned and received information and helps him to follow up on students and verify the extent to which the goals are implemented and achieved.

This is in addition to that the objectives contribute greatly to providing information that is suitable for those in charge of planning and implementing the curricula and helps them to reconsider all curricula and identify weaknesses and work to modify or change them. It is also taken into account that the manholes are modified according to the changes in society, whether they are economic changes or changes social as well as technological changes.

Conditions for formulating behavioral objectives

The objectives must be formulated at the levels in the affective domain according to a number of conditions, standards and criteria, and among those criteria that must be met in the behavioral objectives are:

• That the goal is clear in terms of meaning and easy to understand and does not include words that carry in their meaning a number of synonyms that make it open to interpretation that all students must understand it in one sense.
• The goal is to focus on student behavior and not focus on teacher behavior.
• The goal should be measurable and observable.
• That the goal is formulated according to the level of students in the educational stage and not according to the mental level of the teacher.
• The goal is to clarify the minimum required performance for students.
• That the formulation of goals contains behavioral acts, and the appropriate action for the behavior, how to perform it, and the level of that behavior must be chosen.
• Behavioral goals include one educational outcome as a minimum.
• Behavioral goals should not be repeated and formulated in several formulations, and it should be taken into account that the behavioral goals do not overlap among themselves, so they must be clear.
• Behavioral objectives are formulated according to the following written formula:
  • That + the present verb + the desired behavioral event.

Thus, we have reached the end of our talk about the levels of the affective domain and what each level contains, the goals and actions that are used to formulate the behavioral goals of each level, the importance of the behavioral goals and their importance in the educational process, in addition to the standards and conditions that these goals must and must enjoy when formulating them.

To learn more examples and actions that can be used to formulate the objectives of behavioral levels in the emotional field, we present this topic to you through the comprehensive Arabic encyclopedia website:

• Examples and explanation of emotional goals.

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