المعايير العلمية و البيداغوجية لاختيار النصوص الأدبية المدرسية في المرحلة الثانوية

الملخص EN

The question of the selection of literary texts was raised at various levels of education, especially in the secondary stage, at the level of teachers, learners and their parents, in terms of subjects, level of language and richness.

For teachers, from an educational point of view, some see that some texts are not suitable for applying the textual approach In an attempt to recruit all resources (towards, rhetoric, literary criticism, ...) in order to achieve verbal and written production.

From the point of view of theoretical pedagogy, the official bodies of the education sector seek to select literary texts for various considerations (pedagogic, but also aesthetic, cultural, educational, social, cognitive ...).

The choice itself does not work in the vacuum.

The problem is the reading and learning situation and the parties involved in the process.

What is the problem posed by this problem is to ask about the choice of literary texts in secondary education: do scientific and pedagogical standards affect the selection of literary texts? What effect did these choices have on the application of the textual approach? Before that, how do teachers deal with the literary texts, which are planned in the curriculum of the Arabic language, in order to build learning-learning situations? We will try, through this article, to answer these questions in two ways: First: Scientific and pedagogical criteria for the selection of literary texts in secondary school.

The second aspect is the impact of the selection of literary texts on the application of the textual approach.