تدريس أنشطة اللغة العربية في السنة الرابعة من التعليم المتوسط في ظل المقاربة بالكفاءات

Abstract

This study, entitled ""Teaching Arabic Language Activities in the Fourth Year of Middle Education under the Approach of Competencies, The Case of Constantine"", represents the teaching of Arabic language activities in the Algerian middle schools. I started the research with an introduction that tackles the previous educational approaches before competency approach, and then moved on to the first chapter, entitled Terminological approach, In which I addressed the most important terms of the study - teaching, activity and competency approach - with the definition of reference and its contribution in the field of language education; then I addressed the definition of the textbook and the most modern educational methods, taking the activity of eloquence as model to apply. Then I talked about the activities of the Arabic language, successively, as arranged in the textbook, and the way it’s assigned to the teacher. The study ended with a practical field study, during which a questionnaire was used for teachers and students, in addition to the attendance of Arabic language classes in order to reveal the reality of teaching and the effectiveness of these modern methods. The research has answered the problem posed by what is the reality of the teaching of Arabic language activities in the fourth year of middle school under the approach of competencies? In order to reach the most important results that the teaching of language activities for the fourth year according to the competency approach has focused on the function of communication and the production of texts; and that education through this approach passes through stages and binding curricula and programs prepared, and that the text is the starting point of the rest of the activities, As well as an arrival point. We also proved that no study can examine one activity away from support and functional convergence with other activities.