أساليب التفكير و علاقتها بالعملية التعليمية-التعلمية : مقاربة تحليلية

Abstract EN

Modern education has given a great importance to the learner in order fight school failure and help reaching the aspired educational objectives.

Such failure may be attributed to the numerous factors related to the learner's personality.

This latter may affect his behaviour and from has negative consequences on the efficiency of the educational process from the point of view of managers and interested people in the educational system.

Because it is one of the modern concepts which continue to attract the attention of school teaching researchers and because of its relationship with the process of thinking.

this paper aims to throw some light on the concept of 'thinking styles' of learners.

We will begin with defining this concept, its origin, its link with teaching and learning domains, the importance which made it the centre of many theories and models, besides giving some hints to its specific principles and factors affecting it and making it the main driver towards either the success or the failure of the process of teaching.

Our analysis has brought some evidence that the concept of 'learning styles' is a self-contained concept in terms of its structure, is distinctiveness and independence from other psychological concepts.

However, learning styles are intertwined with many other psychological aspects, leading them to affect the process and learning outputs throughout all its stages.

This leads us to the call for the identification of the more prevalent of these styles in learners in various school stages and to rely on them in defining educational objectives, and also exploiting them during academic performance.