تعليمية النص الأدبي في التعليم الثانوي

Abstract EN

The teaching and analysis of the literary text at the secondary level requires a reconsideration of the pedagogical method, the technicality and the general and specific objectives.

Result of many changes that the current world is experiencing, our didactics must be linked to the contemporary and current demands of the situation.

This article allows us to highlight our concerns in this area.

Many questions have been raised, among which: How to identify the literary text? How to analyze it in collaboration with the receiver learner? How to define its aesthetics? When do we achieve understanding, appreciation and enjoyment of the text? The researcher concluded that it is not reasonable to ask students to study the literary text, interact with it, and excel in it in the ence of multiple scientific knowledge.

New studies dealt with the text from multiple perspectives, and examined its characteristics (structural, stylistic, linguistic, aesthetic and semiotic) on the light of approaches and theories These multiple views on literary criticism contributed to the development of various methods and procedures in analysing, understanding and tasting texts.

Consequently, the necessity of advancing the analysis of the literary text remains important and obligatory.

Collaboration among different agents must work to train students with a taste for literature, passionate readers of books, and perhaps producers of literature.

To achieve this goal, a set of conditions must be met, and we summarize them in the following points: guidance of our students through the various branches, and this is according to their desires and abilities; the necessity of involving the learner in explaining the text, and providing him with scientific knowledge that facilitates the task of research and discovery; the necessity of teaching Arabic grammar through literary texts, which is called “text grammar”; using modern scientific curricula and knowledge in analysing texts, and enabling the student to know how to apply them; and last advancing the philosophy of education and providing its tools through making the student involved in the process of learning.