مدى مراعاة الفروق الفردية في القدرات العقلية بالمرحلة الابتدائية : دراسة ميدانية من وجهة نظر معلمي مدينة ورقلة

Abstract EN

The present study aimed at investigating the to reveal the extent to which individual differences in mental abilities at the primary level are taken into account from the point of view of their teachers.

in achieving this, it is based on the analytical descriptive method and a questionnaire prepared for this purpose, which contained, the final form of the questionnaire (21) three-alternative items, distributed to 4 dimensions : curriculum (05) items, planning of lesson (05) items, execution of lesson (06 items), evaluation of lesson (05) items, and an open question dedicated to presenting practical proposals to reduce the severity of the phenomenon, applied to a sample of primary school teachers randomly selected according to the variable type of scientific qualification consisting of (135) teachers.

statistically fit questionnaires were estimated at (112) resolutions.

after analysis, quantitative and qualitative treatment of the results of the study, it was found that : -the extent to which the curriculum takes into account individual differences was average.

-the extent to which the study sample observed individual differences when completing an learning class, was also average, it was when planning the lesson was low, when the lesson was performed, teacher's attention was geratly noticed and when the lesson was evaluated was.

-there are statistically significant differences between the averages of the study sample responses when completing an educational quota depending on the type of science qualification (educational / non-educational), in favor of those with educational science qualifications.

the study concluded with a set of proposals through which these differences could be redu.