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Titre : نحو مقاربة تواصليّة في تدريس اللّغة العربيّة في مرحلة التّعليم الابتدائيّ Type de document : texte imprimé Auteurs : سميرة رجم, Auteur ; يمينة بن مالك, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 359 ورقة. Note générale : 2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara) Catégories : Arabe
الأدب العربيTags : التّواصلو المقاربة التّواصليّة الكفاءة التّواصليّة المنهاج التعليمية الحديثة الإصلاح التربوي التعليم الابتدائي تعليم اللغة العربية انتقاء المعلّم و تكوينه المقاربة بالكفاءات الطّرائق التّعليميّة التّقويم الوسائل التّعليميّة Communication communicative approach Primary Level educational reform competency approach Arabic Language Teaching teaching methods and teaching tools Teacher’s selection and training evaluation compétence communicative approche communicative reformes éducationnelles approche par compétence enseignement primaire enseignement de la langue arabe moyens éducatifs sélection de l’enseignant et sa formation évaluations méthodes d’enseignement Index. décimale : 810 أدب عربي Résumé : This research entitled ‘Towards a Communicative Approach to Arabic Language Teaching at the Primary Level’ is part of a branch of applied linguistics called ‘didactics’. It deals in general terms with the reality of Arabic language teaching, at the primary level.
Despite the application of the educational reforms of the Arabic language curricula at the primary level for more than a decade now, and despite its use of the competency approach –the most recent and important approach- Arabic language teaching is still facing the same type of problems it witnessed before. We cite especially the rehearsal methods which lead to a low linguistic level of the students and a non mastery of linguistic rules and their use.
We propose, in this study, the communicative approach as a recent and efficient approach focusing on communicative language teaching. We aim to invest in the communicative approach for a better application of the competency approach and benefit from its principles to suggest solutions that might elevate Arabic language teaching at four levels.
1- Teacher’s selection and training based on communicative principles.
2- Set teaching curricula in accordance with the communicative approach.
3- Invest in the communicative approach for the application of the teaching methods and evaluation.
4- Use of the teaching tools to motivate class communication.
The most important result of the study is that the communicative approach can help in achieving Arabic language curricula aims. The student will acquire a communicative competence which enables him to use language effectively in the different situations of social life.
Diplôme : Doctorat En ligne : ../theses/arabe/ARED4136.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10304 نحو مقاربة تواصليّة في تدريس اللّغة العربيّة في مرحلة التّعليم الابتدائيّ [texte imprimé] / سميرة رجم, Auteur ; يمينة بن مالك, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 359 ورقة.
2نسخ موجودة مكتبة المركزية
Langues : Arabe (ara)
Catégories : Arabe
الأدب العربيTags : التّواصلو المقاربة التّواصليّة الكفاءة التّواصليّة المنهاج التعليمية الحديثة الإصلاح التربوي التعليم الابتدائي تعليم اللغة العربية انتقاء المعلّم و تكوينه المقاربة بالكفاءات الطّرائق التّعليميّة التّقويم الوسائل التّعليميّة Communication communicative approach Primary Level educational reform competency approach Arabic Language Teaching teaching methods and teaching tools Teacher’s selection and training evaluation compétence communicative approche communicative reformes éducationnelles approche par compétence enseignement primaire enseignement de la langue arabe moyens éducatifs sélection de l’enseignant et sa formation évaluations méthodes d’enseignement Index. décimale : 810 أدب عربي Résumé : This research entitled ‘Towards a Communicative Approach to Arabic Language Teaching at the Primary Level’ is part of a branch of applied linguistics called ‘didactics’. It deals in general terms with the reality of Arabic language teaching, at the primary level.
Despite the application of the educational reforms of the Arabic language curricula at the primary level for more than a decade now, and despite its use of the competency approach –the most recent and important approach- Arabic language teaching is still facing the same type of problems it witnessed before. We cite especially the rehearsal methods which lead to a low linguistic level of the students and a non mastery of linguistic rules and their use.
We propose, in this study, the communicative approach as a recent and efficient approach focusing on communicative language teaching. We aim to invest in the communicative approach for a better application of the competency approach and benefit from its principles to suggest solutions that might elevate Arabic language teaching at four levels.
1- Teacher’s selection and training based on communicative principles.
2- Set teaching curricula in accordance with the communicative approach.
3- Invest in the communicative approach for the application of the teaching methods and evaluation.
4- Use of the teaching tools to motivate class communication.
The most important result of the study is that the communicative approach can help in achieving Arabic language curricula aims. The student will acquire a communicative competence which enables him to use language effectively in the different situations of social life.
Diplôme : Doctorat En ligne : ../theses/arabe/ARED4136.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10304 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité رجم/4136 رجم/4136 Thèse Bibliothèque principale Thèses Disponible تقييم تقنيات الإعلام الآلي التوثيقي المطبقة في المكتبة الوطنية الجزائرية ومركز البحث في الإعلام العلمي والتقنيCERIST / زهير عين أحجر
Titre : تقييم تقنيات الإعلام الآلي التوثيقي المطبقة في المكتبة الوطنية الجزائرية ومركز البحث في الإعلام العلمي والتقنيCERIST : دراسة تحليلية لموقعيهما على شبكة الانترنت Type de document : texte imprimé Auteurs : زهير عين أحجر, Auteur ; شهرزاد عبادة, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2010 Importance : 271 ورقة Format : 30 سم Note générale : 02 نسخ موجودة في مخزن المكتبة المركزية+01 قرص مضغوط Langues : Arabe (ara) Catégories : Arabe
علم المكتبات و المعلوماتTags : الجزائر تقييم نظام المعلومات تقنية الإعلام الآلي التوثيقي موقع واب إنترنت المكتبة الوطنية الجزائرية مركز البحث في الإعلام العلمي والتقني Evalution information system document computer science technique web site internet Algerian national library technical and scientific information center CERIST Algeria Evaluation système d’information technique de l’informatique documentaire site web bibliothèque nationale algérienne centre de recherche sur l’information scientifique technique cerist Algérie Index. décimale : 020 علم المكتبات و المعلومات Résumé : The study is an attempt to identify the characteristics of document computer science ,which has already been applied in two web sites of technical and scientific information center CERIST and national Algerian library ,to evaluate this application qualitatively and quantitatively through relying on seven 7 criteria axes for evaluation :data bases, digitalization, electronic publishing, security of information ,cybernitics and hybertexets, documents retrieval soft and electronic records management, information engineering linguistic and the interfaces . it has been summed up that a series of suggestions, document computer science technique in the web site Centre CERIST is widely used with high level in quality and quantity, while the contrary in the web site of the Algerian national library. Diplôme : Doctorat en sciences En ligne : ../theses/bibliotheconomie/AATI3060.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6713 تقييم تقنيات الإعلام الآلي التوثيقي المطبقة في المكتبة الوطنية الجزائرية ومركز البحث في الإعلام العلمي والتقنيCERIST : دراسة تحليلية لموقعيهما على شبكة الانترنت [texte imprimé] / زهير عين أحجر, Auteur ; شهرزاد عبادة, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2010 . - 271 ورقة ; 30 سم.
02 نسخ موجودة في مخزن المكتبة المركزية+01 قرص مضغوط
Langues : Arabe (ara)
Catégories : Arabe
علم المكتبات و المعلوماتTags : الجزائر تقييم نظام المعلومات تقنية الإعلام الآلي التوثيقي موقع واب إنترنت المكتبة الوطنية الجزائرية مركز البحث في الإعلام العلمي والتقني Evalution information system document computer science technique web site internet Algerian national library technical and scientific information center CERIST Algeria Evaluation système d’information technique de l’informatique documentaire site web bibliothèque nationale algérienne centre de recherche sur l’information scientifique technique cerist Algérie Index. décimale : 020 علم المكتبات و المعلومات Résumé : The study is an attempt to identify the characteristics of document computer science ,which has already been applied in two web sites of technical and scientific information center CERIST and national Algerian library ,to evaluate this application qualitatively and quantitatively through relying on seven 7 criteria axes for evaluation :data bases, digitalization, electronic publishing, security of information ,cybernitics and hybertexets, documents retrieval soft and electronic records management, information engineering linguistic and the interfaces . it has been summed up that a series of suggestions, document computer science technique in the web site Centre CERIST is widely used with high level in quality and quantity, while the contrary in the web site of the Algerian national library. Diplôme : Doctorat en sciences En ligne : ../theses/bibliotheconomie/AATI3060.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=6713 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité عين/3060 عين/3060 Thèse Bibliothèque principale Thèses Disponible
Titre : Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine Type de document : texte imprimé Auteurs : Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 353 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l‟enseignement formation des enseignants évaluation analyse des besoin
رغبات منهاج التعليمية منهاج تكوين الأساتذة تقويم دراسة الرغباتIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10211 Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine [texte imprimé] / Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2016 . - 353 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l‟enseignement formation des enseignants évaluation analyse des besoin
رغبات منهاج التعليمية منهاج تكوين الأساتذة تقويم دراسة الرغباتIndex. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10211 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DJO/1398 DJO/1398 Thèse Bibliothèque principale Thèses Disponible
Titre : An evaluation of English language testing in the baccalaureate examination : The case of the tests administered to technology streams from 2001 to 2006 Type de document : texte imprimé Auteurs : Mohammed Naoua, Auteur ; Ahmed Moumene, Directeur de thèse Importance : 354 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Test technology evaluation construct évaluation examen technologie construction الإمتحانات التقييم التكنولوجا البنية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The Algerian Ministry of Education set several objectives for teaching English in secondary education. In technology streams, for instance, syllabuses are designed to enable pupils to use this language for science and technology and to get access to scientific documentation. To measure the extent to which these objectives are achieved, we refer to the types of testing and assessment in the Baccalaureate examination. The problem is that although these pupils study
at the same schools, use the same manuals and receive instruction from almost the same teachers, their scores in seven Baccalaureate sessions (2001-2006) rank them at the bottom of the list lagging far behind all the other specialties in secondary schools. The main purpose of
this study is to diagnose the causes responsible for technology pupils' underachievement in English and to propose a set of recommendations intended to improve the process of English language testing in the Baccalaureate examination. Four hypotheses have been formulated to investigate the relationship between the pupils' low achievement and the scoring inconsistencies in the Baccalaureate English rating centers: the test construct underrepresentation, content irrelevance and the slim scope of sampling from the instructional domain. The hypotheses have been tested by the descriptive method instruments such the
questionnaire, the interview and the documentary sources. The questionnaire was administered to a whole population of 63 examiners of the BAC English tests in Eloued Rating Center, the interview was conducted with the chief examiner of the same center and
the documentary sources such as the pupils' scores, the Baccalaureate English Examination copies and the instructional syllabus were also supplemented. The results of the study have revealed that the BAC English test in technology streams failed to measure the construct that it was supposed to measure. These findings challenged the validity of the interpretations provided for these pupils' scores which implied that they have low level of English language
ability; as well as the purposes for which the scores have been used which prevented most of these pupils from joining higher education institutions or English language departments.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NAO1405.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10262 An evaluation of English language testing in the baccalaureate examination : The case of the tests administered to technology streams from 2001 to 2006 [texte imprimé] / Mohammed Naoua, Auteur ; Ahmed Moumene, Directeur de thèse . - [s.d.] . - 354 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Test technology evaluation construct évaluation examen technologie construction الإمتحانات التقييم التكنولوجا البنية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The Algerian Ministry of Education set several objectives for teaching English in secondary education. In technology streams, for instance, syllabuses are designed to enable pupils to use this language for science and technology and to get access to scientific documentation. To measure the extent to which these objectives are achieved, we refer to the types of testing and assessment in the Baccalaureate examination. The problem is that although these pupils study
at the same schools, use the same manuals and receive instruction from almost the same teachers, their scores in seven Baccalaureate sessions (2001-2006) rank them at the bottom of the list lagging far behind all the other specialties in secondary schools. The main purpose of
this study is to diagnose the causes responsible for technology pupils' underachievement in English and to propose a set of recommendations intended to improve the process of English language testing in the Baccalaureate examination. Four hypotheses have been formulated to investigate the relationship between the pupils' low achievement and the scoring inconsistencies in the Baccalaureate English rating centers: the test construct underrepresentation, content irrelevance and the slim scope of sampling from the instructional domain. The hypotheses have been tested by the descriptive method instruments such the
questionnaire, the interview and the documentary sources. The questionnaire was administered to a whole population of 63 examiners of the BAC English tests in Eloued Rating Center, the interview was conducted with the chief examiner of the same center and
the documentary sources such as the pupils' scores, the Baccalaureate English Examination copies and the instructional syllabus were also supplemented. The results of the study have revealed that the BAC English test in technology streams failed to measure the construct that it was supposed to measure. These findings challenged the validity of the interpretations provided for these pupils' scores which implied that they have low level of English language
ability; as well as the purposes for which the scores have been used which prevented most of these pupils from joining higher education institutions or English language departments.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NAO1405.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10262 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité NAO/1405 NAO/1405 Thèse Bibliothèque principale Thèses Disponible
Titre : An evaluation of the Algerian middle school English syllabuses and textbooks. Type de document : texte imprimé Auteurs : Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 295 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Catégories : Français - Anglais
Langue AnglaiseTags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks تعليم تقييم مناهج كتب مدرسية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10809 An evaluation of the Algerian middle school English syllabuses and textbooks. [texte imprimé] / Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2018 . - 295 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Catégories : Français - Anglais
Langue AnglaiseTags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks تعليم تقييم مناهج كتب مدرسية Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=10809 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité BAD/1481 BAD/1481 Thèse Bibliothèque principale Thèses Disponible
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