تعليم و تعلم التاريخ : دراسة مقارنة بين المنهاج الفرنسي و المغربي

الملخص EN

It is known that the teaching of history in Morocco has known for years reforms touched the nature of cognitive content and didactic approaches.

So, the authors of special curricula focus more on the curriculum didactic instead of focusing on the content knowledge one, but nevertheless, the reality of teaching this basic subject presents a number of problems both for teachers and for learners requiring thus reconsideration of weaknesses in current approaches and strengthening the strengths of the current model.

However, monitoring the shortcomings in the approach of the current model, and proposing paths for renewal and development calls for opening up to international experiments that have accumulated experiments in the field of history didactic.

Hence our proposal to compare this Moroccan model with its French counterpart, especially since the latter has been able for years of reforms to make history an essential component in the intellectual and social composition of the learner, and that his teaching has become open to different fields and innovative didactic way.

We will try to provide it is one of the approaches to reforming the curricula of teaching history.

The proposed intervention is therefore a synthetic comparison between the Moroccan and French curriculum of history teaching.