تعليمية النصوص الأدبية و الروافد اللغوية في المرحلة الثانوية في ظل النظريتين السلوكية و البنيوية : المقاربة بالكفاءات-المقاربة النصية

Abstract EN

All the educational system that exist in the world.

Whatever its ideology are interested in establishing contemporary educational programs which correspond to the nature and objectives of their societies, The Algerian educational system is one of them, it has made a speedy race with time so as to catch the train of those pioneers, As an attempt to understand the development of the teaching –learning process.

After the independence, Algeria started its attempts to improve its own educational system with the structural, content approaches methods, then it opted for the communication )objective / aim( approach.

After that it moved to the competency based approach ) C.B.A( and finally the contextual approach, this latter was adopted because of the results were taken from the psycho-linguistic behaviorism and mental constructivism schools researches, in addition to applied linguistic.

The overall purpose is the the bringing-up of well-educated individual able to adapt the various changes of the era.

that’s why we present this research paper in which we will try to clarify the latest information that concerns the teaching learning field educational domain, we will also stop at the teaching situation of Arabic language within the Algerian teaching institution, especially at the secondary high school, level-precisely 3rd year classes taking in consideration that this stage will be finalized with the BAC exam passage.

Because of the big importance which has the Arabic language at that level , teacher’s role become primordial in providing the learners with the most useful tools and materials they need, through the simplest, easiest and most practical way to help them understand and grasp that language.

So, the overall purpose of this study is to find out a way how to deal with literary tasks and activities through C.B.A or contextual approach, it is an attempt to know to what extent did those approaches and methods trespassed )overcame( traditional notions of education to an educational strategy of an effective and easy practice ?