Place des activités ludiques en didactique du français au primaire et au moyen

Abstract

Following the complete overhaul of teaching of French in the compulsory cycle, the place of the playful activity (source of pleasure and motivation for the pupil). This thesis focuses on its place (playful activity) in primary and middle school official curricula and texts books. The status of playful activity has raised many questions regarding its inclusion and use in the teaching –learning process of the F.F.L, whether from teachers on the compulsory cycle who have mixed representations or tutors trainers inspectors and ENS teachers devided between the recommendation of its integration in class, or the refusal not to say complete rejection. The objective of this study is to elucidate its status and representations, see the attitudes and reactions to its use in class and observe of the degree of its continuity and rupture between primary and middle school. To determine its status and refine our research work we proceeded with a survey made up of questionnaires addressed to three different audiences: trainers (54), teachers (140) as well as students (383). We have also analysed the fifth year primary school texts books and three year of the middle (1st, 2nd, and 4th) which turned out to be a didactic tool containing as much play as that at middle school. A finding that we did not expected before getting started in that survey.