تجليات العقد الديداكتيكي في كتاب اللغة العربية للسنة الأولى متوسط

Abstract

This study aims to examine the manifestations of the didactic contract and didactic slippages in the Arabic language textbook for first-year middle school students through the analysis of the educational activities and pedagogical contents it includes. The didactic contract is considered one of the fundamental concepts in modern didactics, as it organizes the relationship between the teacher, the learner, and knowledge. However, this relationship may experience certain disruptions and slippages that affect the effectiveness of the teaching-learning process. The study adopts a descriptive-analytical approach to identify the manifestations of didactic slippages across various educational fields, including reading activities, grammar lessons, and written expression. The findings reveal that some activities are not appropriate to the learners’ cognitive level, while certain questions tend to emphasize memorization and rote learning rather than understanding, analysis, and inference, thereby limiting the learner’s effectiveness within the classroom. The study concludes that the Arabic language textbook for first-year middle school combines both successful aspects of the didactic contract and certain manifestations of its dysfunctions. This calls for reconsidering some educational activities and pedagogical contents in order to ensure a more balanced and effective learning process. يهدف هذا العمل إلى دراسة "تجليات العقد الديداكتيكي والانزلاقات الديداكتيكية في كتاب اللغة العربية للسنة الأولى متوسط"، من خلال تحليل الأنشطة التعليمية والمضامين التربوية التي يتضمنها. ويُعدّ العقد الديداكتيكي من المفاهيم الأساسية في التعليمية الحديثة، كونه ينظّم العلاقة بين المعلّم والمتعلّم والمعرفة، غير أنّ هذه العلاقة قد تعرف بعض الاختلالات والانزلاقات التي تؤثر في فعالية العملية التعليمية.