مدى تحكم أساتذة اللغة العربية المطبقين بالتعليم المتوسط، في الوساطة المعرفية في ضوء المقاربة بواسطة الكفاءات

الملخص EN

Cognitive mediation is one of the concepts that characterized the constructivist learning style.

it is a necessary procedure for applying the competency approach, as it is a constructivist approach.

cognitive mediation includes a set of educational skills, and it was focused on with the reform of educational curricula in Algeria, specifically with the emergence of the second generation curricula that made it at the forefront of what teachers should control, and what high school students should train for teachers during their educational formation, which it is supervised by teachers applied in educational institutions.

and if the practice of cognitive mediation is necessary in all educational subjects, it becomes more and more important for teaching Arabic, because it is considered the language of teaching the various subjects of the curriculum.

in this context, the topic of the present study falls under the title: the level of control of Arabic language teachers applied at middle school in cognitive mediation, in light of the competency approach.

the importance of this study lies in considering the applied teachers a reference person and a reliable partner in forming the student teacher and training him on various educational skills in the professional environment.

the sample of this study included (76) male and female teachers applying in the Arabic language, distributed among (41) middle schools in the state of Algeria.

it is a descriptive and evaluative study through which the evaluation reference, its standards.

to collect data used two tools were designed by the researcher: a questionnaire and an observation network for collecting empirical data.

the study showed in the following results: the level of knowledge of the Arabic language teachers applied at the middle school of the theoretical background of the competency approach is sufficient.

this study also demonstrated that there are no statistically signifiant différences in the knowledge of the theoretical background of the competeny approach, between applied Arabic language teachers at the middle school, graduates of high schools teachers and applied Arabic language teachers, graduates of universities and institutes.

however, the results of study revealed than the level of cognitive mediation practice among Arabic language teachers who are applied at the middle school is insufficient.