阿拉伯国家(the Arab Countries)主要指以海湾地区为中心的亚洲、非洲的以阿拉伯语为本族语并且信奉伊斯兰教的国家。随着中东地区石油的开发,不少阿拉伯国家已走向富裕。而二战前,这些国家均饱尝殖民统治之煎熬,在战后独立之后,便纷纷谋求其国家民族的政治地位以及国富民强。在八十年代之后,各国充分利用其宗教信仰的力量,减少阿拉伯世界对于发达国家的依属。在教育上,各国努力投入资金、兴办学校,培养人才。在课程建设上,既反映出原有殖民统治遗留的痕迹,又反映出其自身文化传统及现行管理的特点。本文选择几个国家(约旦、巴林、利比亚、突尼斯、科威特、沙特阿拉伯、卡塔尔、伊拉克)进行比较分析,以能够找到阿拉伯国家中等教育课程的共同特征与差异性,作为第三世界国家,仍有可资借鉴的内容与经验。 一、中等教育管理及课程一般问题 The Arab countries mainly refer to the Gulf-centered countries of Asia and Africa, which are Arabic-speaking and Islamic. With the development of oil in the Middle East, many Arab countries have moved towards affluence. Before World War II, these countries were all suffering from the colonial rule. After the postwar independence, they all sought the political status of their nationalities and the rich people and the nation. After the 1980s, all countries took full advantage of the power of their religious beliefs and reduced the dependency of the Arab world on developed countries. In education, all countries work hard to invest money, set up schools and train their talents. In curriculum construction, it not only reflects the traces left by the original colonial rule, but also reflects its own cultural traditions and characteristics of the current management. This article selects comparative analysis of several countries (Jordan, Bahrain, Libya, Tunisia, Kuwait, Saudi Arabia, Qatar, Iraq) in order to find common characteristics and differences in secondary education curricula in Arab countries. As a third world country, there are still Can learn from the content and experience. First, secondary education management and curriculum general issues