تدريس النص النقدي في المدرسة المغربية : ملاحظات منهجية

الملخص EN

This research attempts to interact with the problems of the critical lesson in the Moroccan school, starting from a variety of entries, the first of which is to determine the context of the knowledge that makes the teaching of literary criticism in the school system fraught with many problems, notably the problem of eliminating the value content of the literary text, and focusing on its constructive aspect in a technical way that denies learners the study of literature, and ignores them from its pleasure and its high human spirit.

The second entry in the research followed the paths of literary criticism in the school textbooks of the studied educational phase, through characterization, coordination and monitoring the evolutionary trajectory of the proposed lessons.

With regard to the third entry, we presented the most important knowledge and methodological problems raised by the textbook proposals on the critical lesson, while we singled out the fourth and final entry, to submit our methodological proposals aimed at lessening the difficulties that we assumed during the teaching of criticism, which affect two fundamental elements of the teaching process: the systematic construction of the lesson and the psychological and cognitive specificity of the learner.