المقاربات البيداغوجية في المدرسة الجزائرية بين الماضي و الحاضر الواقع و المأمول

الملخص EN

Since independence, the Algerian school has tried a series of pedagogical approaches in order to rise generations capable of coping with various challenges and keeping abreast of the urgent developments in Algerian society.

This choice is done according to three pedagogical approaches: content, purpose and competence.

If the state inherited the content system in the education of knowledge and science at the beginning of its era, in response to the requirements of that stage, and persisted for some time, the thinking of the goals was a rate of the conceptual pattern of the educational action at the time in line with the school's basic behavioral ideas.

The Algerian school may have benefited from the two approaches, formed generations, and built the minds of the virtues of each approach, with the right of the state to use absolute power in reviewing its educational system and practicing the necessary corrective measures that culminated in the adoption of competency approach, the last pedagogy that produced the current educational curricula.

In this paper, we will attempt to present our conception of the methods and styles of teaching in these proven approaches and start with a brief overview of the tested approaches (content and objectives), indicating their characteristics and disadvantages by measuring educational output, and focusing on the third approach ( competencies approach).

In addition to explaining the scientific reasons that called for the renewal of our curricula, recalling the shortcomings of this approach, as noted by critics, and try, in conclusion to present a forward vision of the school of tomorrow, which we all seek.