content analysis of course book arabic in middle school based on mi/rbt model

Following the widespread acceptance of multiple intelligences theory, Thomas Armstrong (1984), in the initiative action, integrated it with Bloom's taxonomy And enriched the theory. Actually, Armstrong helped remarkable by this integration to classify each of multiple intelligences in each of the six levels of cognitive domain, as well as better planning and targeting and designing curricula and educational content contributed. Armstrong model is in the form of table that the horizontal axis is assigned to the taxonomy and the vertical axis is assigned to multiple intelligences. Therefore, according to the textbook in the field of education and language learning, using content analysis, the current research plans on the basis of this educational model  to describe and analyze content of course book Arabic in middle school and to evaluation the most common intelligence and cognitive level, and to show how the distribution of intelligence and cognitive levels in the book, and the logic governing that are influenced on the preparation and distribution of intelligences  and cognitive levels in this book. The results show that linguistic, logical mathematical, spatial visual, and interpersonal intelligences are common, and low levels of cognitive (remember, understand, and apply) are involved in these books, and bodily kinesthetic, musical, intrapersonal and naturalist intelligences, and high levels of cognitive (analyze, evaluate and create) are almost not present in these books. Also, the logic governing on the distribution of intelligences and cognitive levels follows the framework of the curriculum and teacher book.