درخت حوزه‌های تخصصی

Les défenseurs de l’approche communicative ont basculé ces derniers temps du côté de l’intérêt et l’explicitation de la grammaire en classe de FLE. La grammaire implicite et le passage du sens à la forme proposés par les méthodes communicatives, ne satisfont pas les contextes, comme l’Iran, éloignés du milieu francophone. Le principal objectif de ces méthodes est d’augmenter, chez l’apprenant, la capacité d’agir dans les domaines variés de la société. Cependant, cet objectif est loin d’être réalisable jusqu’au bout dans les établissements universitaires iraniens focalisés plutôt sur les textes spécialisés et soutenus à travers lesquels se révèle le besoin de la connaissance de la grammaire, de la syntaxe, etc. L’infirmité due au manque de la maîtrise de la grammaire contraint les étudiants face à une grande partie de la finalité de leur cursus en licence et en master II, lors de la production écrite, surtout. Cet article envisage une mise en revue des savoir-faire et des savoir-savant des étudiants iraniens après les quatre premiers semestres d’apprentissage du français. Étant donné que la bonne connaissance de la grammaire est le seul moyen d’évaluer un apprenant, il faut accentuer la sévérité à leur égard et dans les tâches d’écrit.

Purpose: Today, countries around the world have come to realize that a wide range of skills, thinking skills and basic skills are needed to prepare students for an unpredictable future. To achieve this, learners must expand their awareness of themselves as thinkers and learners, practice strategies for effective thinking, and develop the thinking skills they need throughout their lives, because thinking and thinking are at the beginning of any Production and construction in the human world. The new education is trying to provide children with the necessary curriculum preparation through the various curricula. Teaching philosophy to children is one of the ways that has been considered in recent years for thinking and reasoning. Methodology: The purpose of this study was fundamental and in terms of data collection, it was a descriptive survey and it was a qualitative research in terms of content analysis and foundation data method. All elementary school students in the city of Sari were the community of research experts who had at least one elementary school teacher. Semi-structured interviews were conducted with 12 people using snowball sampling. Findings: The results of the content analysis and dimensional data analysis method showed that teaching philosophy included teaching how to think, teaching to ask, how to ask. Emphasis on the rightness of thought, on right thinking, on the transfer of philosophical thoughts to learners. Conclusion: Involving children in teaching philosophy has both cognitive effects and increased self-esteem, self-efficacy, social intelligence, emotional intelligence and perhaps transferable skills. It is effective in reducing anxiety, enhancing positive behaviors in the classroom, promoting positive self-concept, cultivating emotional adjustment, and reducing irrational thinking