Language learning has always been a challenge for students in educational environments

 Language learning has always been a challenge for students in educational environments, to the extent that our graduates, relying on what they learned in schools, mostly cannot speak a single sentence of English or Arabic, if they read a page of text from these two languages, They will see that it is unlikely that they can provide a clear meaning of it. But the Arabic lesson has its own problem, the reason for teaching it is being close to the Persian language and its religious position is mentioned, this is where the issue becomes complicated because the academic position of a lesson becomes an epistemological and spiritual position. A teenager who has to face the strong shocks of puberty, the difficulties of life and the difficulty of memorizing and learning a large amount of lessons, at the same time, he is accompanied by a propaganda education system that tries to, along with chemistry, physics, biology and mathematics, To develop his spiritual and spiritual existence. Maybe the problem is that instead of writing the books behind the school desks, the authors of the textbooks have tried to determine what the student should be by drawing the frameworks! This what should be, has taken the place of what is and what can be. For this reason, it seems that what happens in the action scene is against the theories of the authors of Arabic books. The present research tries to analyze the challenges of teaching Arabic language in Iranian schools with the method of content analysis.