{"id":321,"date":"2023-11-13T23:00:43","date_gmt":"2023-11-13T22:00:43","guid":{"rendered":"http:\/\/www.univ-oeb.dz\/declic\/?p=321"},"modified":"2023-11-13T23:25:30","modified_gmt":"2023-11-13T22:25:30","slug":"place-des-activites-ludiques-en-didactique-du-francais-au-primaire-et-au-moyen-approche-comparative","status":"publish","type":"post","link":"https:\/\/www.univ-oeb.dz\/declic\/2023\/11\/13\/place-des-activites-ludiques-en-didactique-du-francais-au-primaire-et-au-moyen-approche-comparative\/","title":{"rendered":"Place des activit\u00e9s ludiques en didactique du fran\u00e7ais au primaire et au moyen : approche comparative , Dre HARKOU Lilia"},"content":{"rendered":"\n\n\n\n\n
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  • Th\u00e8se intitul\u00e9e\u00a0: Place des activit\u00e9s ludiques en didactique du fran\u00e7ais au primaire et au moyen : approche comparative<\/strong><\/li>\n\n\n\n
  • Dre HARKOU Lilia, Universit\u00e9 d\u2019Oum El Bouaghi\u00a0\u00a0<\/li>\n\n\n\n
  • Ann\u00e9e de soutenance : 2022<\/li>\n\n\n\n
  • Doctorat \u00e8s sciences<\/li>\n\n\n\n
  • Membre de l\u2019\u00e9quipe 1<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n

    R\u00e9sum\u00e9<\/strong><\/h2>\n\n\n\n
    Suite \u00e0 la refonte totale de l\u2019enseignement du fran\u00e7ais dans le cycle obligatoire, la place de l\u2019activit\u00e9 ludique (source de plaisir et de motivation pour l\u2019\u00e9l\u00e8ve), la pr\u00e9sente th\u00e8se porte sur la place de l\u2019activit\u00e9 ludique dans les programmes officiels et les manuels scolaires du primaire et du moyen. Son statut a suscit\u00e9 bien des interrogations concernant son insertion et son utilisation dans le processus d\u2019enseignement\/ apprentissage du FLE ; que ce soit de la part des enseignants du cycle obligatoire ; qui ont des repr\u00e9sentations mitig\u00e9es, ou des tuteurs formateurs -inspecteurs et enseignants des ENS- partag\u00e9s entre la recommandation de leur int\u00e9gration en classe et le refus, voire leur rejet d\u00e9finitif.
    L\u2019objectif de cette \u00e9tude est d\u2019\u00e9lucider son statut et ses repr\u00e9sentations, voir les attitudes et les r\u00e9actions quant \u00e0 son utilisation en classe, observer leur degr\u00e9 de continuit\u00e9 et de rupture entre le primaire et le moyen.
    Pour d\u00e9terminer son statut, et affiner notre travail de recherche, nous avons proc\u00e9d\u00e9 par une enqu\u00eate constitu\u00e9e de questionnaires adress\u00e9s \u00e0 trois publics diff\u00e9rents : formateurs (54), enseignants (140), ainsi qu\u2019aux \u00e9l\u00e8ves (383) \u2013 5\u00e8me AP et 1\u00e8re, 2\u00e8me et 4\u00e8me AM. Nous avons \u00e9galement analys\u00e9 le manuel de 5\u00e8me ann\u00e9e primaire et ceux du moyen : 1\u00e8re, 2\u00e8me, et 4\u00e8me ann\u00e9e qui, se sont av\u00e9r\u00e9s des outils didactiques contenant autant de jeu que celui du primaire, constat auquel nous nous n\u2019attendions pas avant de se lancer dans cette enqu\u00eate.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

    Abstract<\/strong><\/h2>\n\n\n\n
    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 \u2013learning 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.
    Keywords:<\/strong> Playful activity, learner, tutor-trainer, teacher-practitioner, status of the playful, representation<\/td><\/tr><\/tbody><\/table><\/figure>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":325,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[14],"tags":[],"_links":{"self":[{"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/posts\/321"}],"collection":[{"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/comments?post=321"}],"version-history":[{"count":5,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/posts\/321\/revisions"}],"predecessor-version":[{"id":351,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/posts\/321\/revisions\/351"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/media\/325"}],"wp:attachment":[{"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/media?parent=321"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/categories?post=321"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.univ-oeb.dz\/declic\/wp-json\/wp\/v2\/tags?post=321"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}