{"id":1412,"date":"2023-01-15T21:00:00","date_gmt":"2023-01-15T21:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=1412"},"modified":"2025-02-01T15:54:04","modified_gmt":"2025-02-01T15:54:04","slug":"de-lapproche-cours-a-lapproche-programme-quel-impact-sur-la-formation-en-fou","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=1412","title":{"rendered":"Article 04 Issue 01 VOL 3 January 2022"},"content":{"rendered":"\n<div id=\"section-g74497a\" class=\"wp-block-gutentor-e1 section-g74497a gutentor-element gutentor-element-advanced-text text-align-center-desktop text-align-center-tablet text-align-center-mobile\"><div class=\"gutentor-text-wrap\"><h1 class=\"gutentor-text\"><strong>Title:&nbsp;De l\u2019approche-cours \u00e0 l\u2019approche-programme: Quel impact sur la formation en FOU<\/strong><\/h1><\/div><\/div>\n\n\n\n<div id=\"section-g45b3ff\" class=\"wp-block-gutentor-e1 section-g45b3ff gutentor-element gutentor-element-advanced-text text-align-center-desktop text-align-center-tablet text-align-center-mobile\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\"><strong><strong><strong><strong><strong><strong><strong><strong>Itidele DJEBBARI&nbsp;&nbsp;&nbsp;&nbsp;<\/strong><br>Universit\u00e9 d\u2019Abdelhamid Ibn Badis,&nbsp;Mostaganem<\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/strong><\/p><\/div><\/div>\n\n\n\n<div id=\"section-gc095a0\" class=\"wp-block-gutentor-e1 section-gc095a0 gutentor-element gutentor-element-advanced-text text-align-left-desktop text-align-left-tablet text-align-left-mobile\"><div class=\"gutentor-text-wrap\"><h1 class=\"gutentor-text\"><strong>Abstract:<\/strong><\/h1><\/div><\/div>\n\n\n\n<div id=\"section-g85ae2b\" class=\"wp-block-gutentor-e1 section-g85ae2b gutentor-element gutentor-element-advanced-text text-align-justify-desktop text-align-justify-tablet text-align-justify-mobile\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\"><strong>&nbsp;<\/strong>La curiosit\u00e9 scientifique nous a men\u00e9 \u00e0 la recherche de la\/les m\u00e9thode(s) et les outils\/supports misent en \u0153uvre dans l\u2019enseignement du fran\u00e7ais langue \u00e9trang\u00e8re au sein du d\u00e9partement de langue fran\u00e7aise de l\u2019universit\u00e9 DJILLALI Liab\u00e8s de Sidi Bel Abbes. Devant quelques constats n\u00e9gatifs qui nous ont interpell\u00e9s au d\u00e9part tels que&nbsp;: le d\u00e9calage qu\u2019on peut rencontrer entre les connaissances donn\u00e9es pendant les cours magistraux et ce qu\u2019on attend des \u00e9tudiants le jour de l\u2019examen. S\u2019agit-il des m\u00eames connaissances&nbsp;? Pourquoi reproche-t-on aux \u00e9tudiants le fait de donner des r\u00e9ponses hors programme. Est-ce une question d\u2019harmonisation de contenus des programmes, ou bien c\u2019est une question de r\u00e9alisation individuelle de la part de l\u2019enseignant, qu\u2019il pourrait traduire en un polycopi\u00e9 de cours. Notre \u00e9tude tente de r\u00e9pondre \u00e0 ce questionnement. \u00c0 travers des enqu\u00eates de terrain, nous avons tent\u00e9 de mettre l\u2019accent sur deux outils p\u00e9dagogiques incontournables dans un contexte universitaire \u00e0 savoir : le polycopi\u00e9 du cours et le programme. Nous cherchons \u00e0 savoir comment sont-ils per\u00e7us par les enseignants&nbsp;? Si, le support d\u2019un cours est consid\u00e9r\u00e9 comme un \u00e9l\u00e9ment indispensable de l\u2019enseignement, qui soutient et illustre le discours de l\u2019enseignant pendant le cours magistral, pourquoi ne pas l\u2019adopter comme support d\u2019apprentissage&nbsp;? Et pour se faire nous avons adress\u00e9 des questionnaires \u00e0 l\u2019attention des enseignants du d\u00e9partement de Fran\u00e7ais pour nous renseigner sur certaines de leurs pratiques p\u00e9dagogiques.<\/p><\/div><\/div>\n\n\n\n<div id=\"section-gf473d4\" class=\"wp-block-gutentor-e1 section-gf473d4 gutentor-element gutentor-element-advanced-text text-align-left-desktop text-align-left-tablet text-align-left-mobile\"><div class=\"gutentor-text-wrap\"><h1 class=\"gutentor-text\"><strong>Keywords:<\/strong><\/h1><\/div><\/div>\n\n\n\n<div id=\"section-g990513\" class=\"wp-block-gutentor-e1 section-g990513 gutentor-element gutentor-element-advanced-text text-align-justify-desktop text-align-justify-tablet text-align-justify-mobile\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\">Approche, cours, polycopi\u00e9, programme, universit\u00e9<\/p><\/div><\/div>\n\n\n<div class=\"wp-block-image\">\n<figure class=\"aligncenter size-full is-resized\"><a href=\"https:\/\/drive.google.com\/file\/d\/10mQD13PBUwP_zVn5ZqWIo032XnRVBYfa\/view?usp=drive_link\"><img loading=\"lazy\" decoding=\"async\" width=\"1000\" height=\"278\" src=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/image-2.png\" alt=\"\" class=\"wp-image-1136\" style=\"width:183px;height:auto\" srcset=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/image-2.png 1000w, https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/image-2-300x83.png 300w, https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/06\/image-2-768x214.png 768w\" sizes=\"auto, (max-width: 1000px) 100vw, 1000px\" \/><\/a><\/figure>\n<\/div>\n\n\n<div id=\"section-ga67120\" class=\"wp-block-gutentor-e1 section-ga67120 gutentor-element gutentor-element-advanced-text text-align-left-desktop text-align-left-tablet text-align-left-mobile\"><div class=\"gutentor-text-wrap\"><h1 class=\"gutentor-text\"><strong><strong>How to Cite this Paper:<\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n<div id=\"section-g0ccf0e\" class=\"wp-block-gutentor-e1 section-g0ccf0e gutentor-element gutentor-element-advanced-text text-align-justify-desktop text-align-justify-tablet text-align-justify-mobile\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\">Djebbari, I. (2022). De l\u2019approche-cours \u00e0 l\u2019approche-programme: Quel impact sur la formation en FOU. <em>Atras Journal, 3<\/em>(1), 37-46<\/p><\/div><\/div>\n\n\n\n<div id=\"section-g88a1a7\" class=\"wp-block-gutentor-e1 section-g88a1a7 gutentor-element gutentor-element-advanced-text text-align-left-desktop text-align-left-tablet text-align-left-mobile\"><div class=\"gutentor-text-wrap\"><h1 class=\"gutentor-text\"><strong><strong>References<\/strong><\/strong><\/h1><\/div><\/div>\n\n\n\n<div id=\"section-g915b96\" class=\"wp-block-gutentor-e1 section-g915b96 gutentor-element gutentor-element-advanced-text text-align-justify-desktop text-align-justify-tablet text-align-justify-mobile\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\">Baddari, K., &amp; A. Herzallah (2014).&nbsp; <em>R\u00e9f\u00e9rentiel LMD. Bien enseigner dans le syst\u00e8me LMD.<\/em> OPU, Alger<br>Berthiaume D., &amp; Rege Colet N, (2013). <em>La P\u00e9dagogie de l\u2019enseignement sup\u00e9rieur : rep\u00e8res th\u00e9oriques et applications pratiques.<\/em> Tome 1. Enseigner au sup\u00e9rieur. \u00c9ditions Peter Lang.<br>Bouchard, R., Parpette, C., &amp; Pochard, J. C. (2005). Le cours magistral et son double, le polycopi\u00e9: relations et probl\u00e9matique de r\u00e9ception en L2. <em>Cahiers du fran\u00e7ais contemporain, 10, <\/em>191-208.<br>Bouchard, R., Parpette, C., &amp; Pochard, J. C. (2005). Le cours magistral et son double, le polycopi\u00e9: relations et probl\u00e9matique de r\u00e9ception en L2. <em>Cahiers du fran\u00e7ais contemporain, 10,<\/em> 191-208.<br>Boudreault, H. De la th\u00e9orie \u00e0 la pratique. \u00abProposition d\u2019un m\u00e9canisme d\u2019\u00e9laboration de repr\u00e9sentations actives des connaissances en formation professionnelle\u00bb.<br>Deliz\u00e9e, A., &amp; Dahuron, N. (2014). Vers une approche-programme \u00e0 la Facult\u00e9 de Traduction et d\u2019Interpr\u00e9tation de l\u2019Universit\u00e9 de Mons. Actes du 28\u00e8me Congr\u00e8s de l\u2019association internationale de p\u00e9dagogie universitaire.&nbsp;<br>Dorais,S.(1990).&nbsp;<a href=\"http:\/\/aqpc.qc.ca\/revue\/article\/reflexion-en-six-temps-sur-approche-programme\" target=\"_blank\" rel=\"noreferrer noopener\">R\u00e9flexion en six temps sur l&#8217;approche-programme<\/a>.&nbsp;<em>P\u00e9dagogie coll\u00e9giale<\/em>, <em>4<\/em>(1), 37-41.<br>Evain, M., &amp; Flandrin, C. (2016).&nbsp;<em>Kitmap: kit m\u00e9thodologique approche-programme.<\/em>&nbsp;Facult\u00e9 des Sciences et des Techniques, Universit\u00e9 de Nantes.AIPU, 18-22 mai 2014, Mons, Belgique.<br>MESRS. (2017). <em>Programme p\u00e9dagogique socle commun 1\u00e8re et 2\u00e8me ann\u00e9e licence domaine lettres et langues \u00e9trang\u00e8res.<\/em><br>Peraya, D. (2018). Technologies, innovation et niveaux de changement: les technologies peuvent-elles modifier la forme universitaire?.&nbsp;<em>Distances et m\u00e9diations des savoirs. Distance and Mediation of Knowledge<\/em>,&nbsp;<em>2018<\/em>(21).<br>Pollet, MC (2012). De la ma\u00eetrise du fran\u00e7ais aux lettres dans l&#8217;enseignement sup\u00e9rieur (Vol. 24). Presses universitaires de Namur.<br>Pr\u00e9gent, R., Bernard, H., &amp; Kozanitis, A. (2009).&nbsp;Enseigner \u00e0 l&#8217;universit\u00e9 dans une approche-programme: guide \u00e0 l&#8217;intention des nouveaux professeurs et charg\u00e9s de cours. Presses inter Polytechnique.<br>Schneuwly, B. (2000). Les outils de l&#8217;enseignant. Un essai didactique.&nbsp;<em>Rep\u00e8res: recherches en didactique du fran\u00e7ais langue maternelle<\/em>, (22), 19-38<br>Document d\u2019accompagnement &#8211; Cycle Primaire-Fran\u00e7ais- juin 2012<br>&nbsp;<br>https:\/\/unige.ch\/dife\/enseigner-apprendre\/programme\/approche-programme\/#tab0<br>http:\/\/www.education.gouv.qc.ca\/fileadmin\/site_web\/documents\/reseau\/formation_titularisaton\/ApprocheProgramme.pdf<br>&nbsp;<a href=\"https:\/\/www.mesrs.dz\/le-systeme-LMD\">https:\/\/www.mesrs.dz\/le-systeme-LMD<\/a><\/p><\/div><\/div>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"145\" height=\"50\" src=\"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2025\/01\/image.png\" alt=\"\" class=\"wp-image-2538\" style=\"width:119px;height:auto\"\/><\/figure>\n\n\n\n<div id=\"section-g-6264hl4\" class=\"wp-block-gutentor-e1 section-g-6264hl4 gutentor-element gutentor-element-advanced-text text-align-justify-desktop\"><div class=\"gutentor-text-wrap\"><p class=\"gutentor-text\">Copyright for all articles published in&nbsp;<strong>ATRAS&nbsp;<\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles.&nbsp;<strong>ATRAS&nbsp;<\/strong>publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in&nbsp;<strong>ATRAS&nbsp;<\/strong>agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"<p>De l\u2019approche-cours \u00e0 l\u2019approche-programme: Quel impact sur la formation en FOU<br \/>\nApproche, cours, polycopi\u00e9, programme, universit\u00e9<\/p>\n","protected":false},"author":2,"featured_media":1282,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[186],"tags":[],"class_list":["post-1412","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-03-n01-2022"],"gutentor_comment":0,"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Article 04 Issue 01 VOL 3 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