[ واقع أجرأة المقاربة بالكفايات في تدريس مادة علوم الحياة والأرض في المدرسة العمومية بالمغرب ]
Volume 16, Issue 4, June 2016, Pages 764–771
Mohamed Benbrahim1, Fouad Khiri2, Khadija Kaid Rassou3, and Zineb Benchtoui4
1 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
2 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
3 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
4 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
Original language: Arabic
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The research study of the implementation of the philosophy of the competency approach which was carried out in all school curricula; especially the curriculum related to life and earth science, at different levels in the public middle and high schools in Morocco. This has shown significant findings after studying and analyzing the data questionnaire that has been handed out to both public middle and high school teachers in the country. We came to the following findings: - Teachers' work revolves around the implementation of cultural and systematic and technological competency according to the specificity of the subject and the nature of various scientific approaches. - Due to the prevalence of passive classroom practices, teachers find it difficult to help improve the learner's communicative competencies. - It is hard to carry out strategic competency since the learning conditions and the teaching environment are not suitable neither for school planning, school excursions nor pedagogical projects. - The learner's acquisition of the five competencies has undergone some difficulties. First, the nature of the subject "Sciences of Life and Earth" which is taught at both middle and high school. Second, the class sizes which cannot accommodate a huge numbers of students and as a result, classes are bound to be canceled due to the cancellation of class grouping.
Author Keywords: Approach competencies, five competencies, sciences of life and Earth.
Volume 16, Issue 4, June 2016, Pages 764–771
Mohamed Benbrahim1, Fouad Khiri2, Khadija Kaid Rassou3, and Zineb Benchtoui4
1 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
2 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
3 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
4 Team: Didactics of Geology, Regional Centre for the Education and training, Inezgane, Morocco
Original language: Arabic
Copyright © 2016 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The research study of the implementation of the philosophy of the competency approach which was carried out in all school curricula; especially the curriculum related to life and earth science, at different levels in the public middle and high schools in Morocco. This has shown significant findings after studying and analyzing the data questionnaire that has been handed out to both public middle and high school teachers in the country. We came to the following findings: - Teachers' work revolves around the implementation of cultural and systematic and technological competency according to the specificity of the subject and the nature of various scientific approaches. - Due to the prevalence of passive classroom practices, teachers find it difficult to help improve the learner's communicative competencies. - It is hard to carry out strategic competency since the learning conditions and the teaching environment are not suitable neither for school planning, school excursions nor pedagogical projects. - The learner's acquisition of the five competencies has undergone some difficulties. First, the nature of the subject "Sciences of Life and Earth" which is taught at both middle and high school. Second, the class sizes which cannot accommodate a huge numbers of students and as a result, classes are bound to be canceled due to the cancellation of class grouping.
Author Keywords: Approach competencies, five competencies, sciences of life and Earth.
Abstract: (arabic)
تجسد هذه الدراسة مدى أجرأة فلسفة المقاربة بالكفايات عبر المواد المدرسة والأسلاك الدراسية في المدرسة المغربية العمومية عموما وخاصة في مادة علوم الحياة والأرض بالسلكين الإعدادي والتأهيلي، ولقد خلصنا، عبر تفحص نتائج الاستمارة الموجهة إلى أساتذة المادة بالسلكين (الإعدادي والتأهيلي)، إلى: - تمحور مجال اشتغال الأساتذة حول أجرأة الكفايات المنهجية والثقافية والتكنولوجية، تبعا لخصوصية المادة ولطبيعة النهوج العلمية المتنوعة. - ارتباك الأساتذة في الاشتغال حول تنمية الكفاية التواصلية عند المتعلم، نظرا لتفشي الاكتظاظ داخل الفصل والذي يعيق استخدام تقنيات تنشيط تمكن من تنمية العلاقات التفاعلية. - في غياب شروط برمجة وإنجاز الخرجات الدراسية فإن الكفاية الاستراتيجية تعرف صعوبات في الأجرأة. - إن طبيعة البرنامج الدراسي لمادة علوم الحياة والأرض بالسلكين الإعدادي والتأهيلي واكتظاظ الأقسام تبعا للخريطة المدرسية أو حذف التفويج في بعض المستويات، ينضاف إلى باقي التعثرات أمام مساعدة المتعلم على اكتساب الكفايات الخمس.
Author Keywords: المقاربة بالكفايات، الكفايات الخمس، مادة علوم الحياة والأرض.
How to Cite this Article
Mohamed Benbrahim, Fouad Khiri, Khadija Kaid Rassou, and Zineb Benchtoui, “The reality of implementation of competencies approach in teaching Sciences of Life and Earth in Moroccan public school,” International Journal of Innovation and Applied Studies, vol. 16, no. 4, pp. 764–771, June 2016.
