"דיבור מתוכנן" בתכניות הלימודים בעברית )כשפת אם( בבית הספר העל-יסודי בישראל: סקירת התכניות משנות החמישים של המאה ה 20- ועד ימינו

This research examined the place, characteristics, and limits of "planned, intentional speech" opposed to spontaneous speech), including listening, ) according to the data presented in the Hebrew-language curricula. The place of planned speech was tested quantitatively in relation to the general It was found that .״ written expression ״ Hebrew curriculum, particularly to traditionally, written language was preferred, probably because the school, which is supposed to instill skills of reading comprehension and writing, focuses mainly on written texts. Furthermore, historical factors associated with Hebrew contributed to the neglect of oral speech, since written speech possesses the power of preserving the culture. The characteristics and limits of planned speech were tested qualitatively, yielding the following categories: planned conversation; presentation; discussion and debate; precise grammatical diction; and reading aloud. The is missing, and the field of ״ speech acts ״ place of pragmatic theories such as correct grammatical diction appears in a different framework. In addition, the permanent and changing elements of teaching and learning planned speech were tested. It was found that most of the fields that appear in the high-school curricula exist in the elementary-school curricula. The most interesting finding revealed that in spite of the many innovations increased, ״ confidence ״ in spoken Hebrew and the change in its status as its there were few changes in the contents and aims of the curricula concerning the teaching of oral speech. The principal change in recent years did not occur s guides. ׳ in the formal curricula, but in their analysis and in the teacher