الأطروحات الدكتوراه
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Item تعليميّة النّصوص الأدبيّة وتلقيها في مرحلة التّعليم الثّانوي: السّنة الثّالثة ثانوي أنموذجا: دراسة وصفية تحليلية(University of Algiers2 aboulkassim saad allahجامعة الجزائر- 2– أبو القاسم سعد الله, 2025) سنجاق الدين، حميدة; Sendjakeddine. Hamida; لوصيف، الطاهر(مدير البحث)تعتمد هذه الدراسة على البحث عن قيمة النصوص الأدبية ومكانتها في المنظومة التعليمية، بالإضافة إلى الكشف عن دورها في الممارسات التعليميةوواقع ذلك، ورصدها للواقع وتحليله من جهة، والنَّظر في طريقة مقاربتها وتعليمها وفي كيفية التَّعامل معها في قاعات التَّدريس من جهة أخرى. وتختلف معالجة كل نص أدبي وتلقيه عن آخر باختلاف موضوعه وباختلاف الأدوات المعتمدة في دراسته وتحليله، وتَوجَّهت هذه الدِّراسة للبحث في دور النّصوص الأدبيّة، وما تُخلِّفه من أثر في تكوين التلميذ في المرحلة الثانوية وكيفية تلقيه لهذه النُّصوص، تحت عنوان: "تعليميّة النّصوص الأدبيّة وتلقّيها في مرحلة التّعليم الثّانوي، السنة الثالثة ثانوي أنموذجا" This studyfocuses on investigating the value and significance of literarytextswithin the educational system, as well as uncoveringtheir role and status in educational practices. It aims to observe and analyzetheirimpact on reality, as well as examiningapproaches to theirstudy and teaching, and how they are dealt with in classroom settings. The treatment and reception of eachliterarytextvarydepending on itssubjectmatter and the toolsused in itsstudy and analysis. This studyaims to explore the role of literarytexts and their impact on shapingstudents' understanding in secondaryeducation, particularly how studentsreceivethesetexts. The studyistitled: "The Pedagogy of LiteraryTexts and TheirReception in Secondary Education, ThirdYear High School as a Model.Item Lecturers' Approaches to Teaching and the Relationship to Conceptions of Teaching and Learning(University of Algiers 2 Abou El Kacem Saadallah, 2017-01) SARI-AHMED- BOUCHAMA, Anissa Fizya; KHALDI, KamelThe present study aims at investigating Algerian lecturers’ conceptions of teaching and learning, the approaches to teaching they adopt, and the correlation between the conceptions and approaches identified. The study was carried out with fourteen Algerian EFL lecturers in the department of English. These lecturers teach diverse courses: listening/speaking, reading/writing, grammar, cultural issues, schools of linguistics, study skills, applied statistics and research methods, research paper writing, methods of teaching, critical writing, literary genres, and Anglophone literature. This research uses a phenomenographic method of data collection and analysis including three instruments: interview, questionnaire, and classroom observation. A lecturers’ conceptions of teaching and learning interview along with a lecturers’ conceptions of teaching and learning questionnaire were constructed to explore lecturers’ conceptions of teaching and learning. A lecturers’ approaches to teaching interview was designed in addition to a classroom observation scheme in order to investigate lecturers’ approaches to teaching. A lecturers’ training experience questionnaire was also designed to explore the teacher training experience of the three lecturers who fell in the highest categories of conceptions and approaches