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| Élément Dublin Core | Valeur | Langue |
|---|---|---|
| dc.contributor.author | لوالي, حليمة | - |
| dc.contributor.author | دوبة, فاطمة | - |
| dc.date.accessioned | 2024-09-24T08:31:13Z | - |
| dc.date.available | 2024-09-24T08:31:13Z | - |
| dc.date.issued | 2024-06 | - |
| dc.identifier.uri | http://dspace.univ-tiaret.dz:80/handle/123456789/14857 | - |
| dc.description | Adopting the competency education approach in our educational system is based primarily on improving the learner by making it based on a harmonious and integrated system of knowledge and skills organized within learning situations that place the learner at the heart of learning. This will only happen within the framework of an effective pedagogy such as competency pedagogy, because it analyzes the educational situation. And learning is divided into a group of sub-situations with the aim of integrating it as a primary actor in building learning. In view of the importance of the integrative situation in it, we touched on the topic of our research, which aims to compare the integrative situation and exercises under the title “Comparison between the integrative situation and exercises in light of the approach to goals and competencies - a book for the fourth year of primary school as a model” so that our study aims to answer the following questions: - What is meant by an activity? The integrative position and exercises in both of the aforementioned approaches? Is the inclusion situation different from other educational situations? The reason behind our choice of this study was that the competency approach considers the integrative position as the most important characteristic that distinguishes it from the rest of the approaches previously adopted in our system, which made us wonder what the integrative position is and what its status is in light of the modern approach, which is called the competency approach. | en_US |
| dc.description.abstract | إن تبني مقاربة التعليم بالكفاءات في منظومتنا التًربوية يرتكز بالدرجة الأولى إلى الارتقاء بالمتعلّم وذلك بجعله يستند إلى نظام متناغم ومتكامل في المعارف والمهارات المنظمة ضمن وضعيات تعلّمية تجعل المتعلّم في صلب التعلّم، في إطار بيداغوجيا فعالة كبيداغوجيا الكفاءات، كذلك لأنها تحلّل الوضعية التعليمية والتعلّمية إلى مجموعة من الوضعيات الفرعية بهدف إدماجه كفاعل أساسي في بناء التعلمات. | en_US |
| dc.language.iso | other | en_US |
| dc.publisher | جامعة ابن خلدون-تيارت | en_US |
| dc.subject | المقارنة | en_US |
| dc.subject | الوضعية الادماجية | en_US |
| dc.subject | المقاربة بالكفاءات | en_US |
| dc.subject | المقاربة بالأهداف | en_US |
| dc.title | بين التمارين اللغوية في ظل المقاربة بالأهداف والوضعية الإدماجية في ظل المقاربة بالكفاءات | en_US |
| dc.type | Thesis | en_US |
| Collection(s) : | Master | |
Fichier(s) constituant ce document :
| Fichier | Description | Taille | Format | |
|---|---|---|---|---|
| TH.M.LET.2024.35.pdf | 2,14 MB | Adobe PDF | Voir/Ouvrir |
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