إشكالات مقاربة الخطاب التعليمي من المقول إلى القول : مقاربة حجاجية وصفية

الملخص EN

Our scientific paper has two dual modes of educational discourse, they are the teacher on the one hand, and formation on the other hand, as they ask questions of the educational act of teachers, especially language teachers, and they also ask questions about the educational discourse genesis and its composition of the educational act through practical application, the linguistic vision of the educational discourse and the extent the effectiveness of its outputs; That is, those discursive mechanisms that are inherent in the context of the discourse of the educational process in practice (le dit), and we aim to make the research an argument for didactics in general and linguists in particular, by examining the exact link that exists between the speech act and what is accomplished in the social field in this discourse approach, which is the problem In this research because it is describing the apply practice (speak) in the linguistic opacity that constitutes it, and here we enter the world of speech where the practice will be embodied in the speakers (teachers), where the "speak" is a linguistic sign for the action of the "spoken", through what this sign suggests, which is part of what another sign suggests according to what the sign accomplishes in this educational act, or that it is itself a product as seen by (Morris), and accordingly we discuss the speak and spoken act in the educational discourse, in terms of the speak being a product of speech that is an implementation of the tongue, and that Its function is representative of the contents and meanings, and in terms of the speak being a reference to the topics and events of the world, that is, the educational discourse is a conductor of information, its topics and events, which means that this discourse is a product of the speech act in the form of reference, and this representative function of the educational discourse which is clear through The explanations through which the recipients assimilate the information are what made the educational sciences dominate this field, and we re-approaching the educational discourse as argumentative means that the information does not only teach others, but it is also practices, which will be non-verbal and unknown if we ent the language act, and we can test This hypothesis is that the educational discourse with its linguistic value affects the knowledge of the recipients in view of the quality of the information provided through it, which will link the linguistic reading to the content of the educational discourse.

The field of our research will be the discourse of the practical education course for teacher trainers, when receiving information and when social practice related to the subject of the information itself.

Among the results of this descriptive analytical research: a discussion of vital tools for approaching the educational discourse of individuals in building the educational identity (teacher) in their learning lives, especially professional and formative first, and secondly, an analysis of activities and information by describing the preparation of the theoretical and methodological means in the light of active learning, and thirdly - It is the purpose of the research - discussing the question of discursive communication in providing information and professional practice, especially when they relate to the professional community's concerns, by the fluency which is based on verbs of intent, communication contexts, and linguistic templates used, which we see it constitute the foundations of the educational discourse approach in word and deed.