العنوان : جامعة محمد خيضر ، ص.ب. 145 ، 07000 بسكرة ، الجزائر

 


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Research Axes

Research Axes

Team 01

First Axis: Basic Concepts: Compact tradition: concept and issues.

      - Demands and Customsanians.

The second axis: curriculum and education Arabic: - Educational: principles and theoretical frameworks.

- Education issues under the new curriculum - Arabic language and education.

     Third Axis: - Context and its role in teaching Arabic - and accompanying context

The curriculum in drawing Arabic Language Lines

  Fourth axis: Mechanisms persuasion in anonymous understanding of primary puppet: - pilgrims and persuasion mechanisms

- Teaching Arabic at this stage

The actions of speech and their role in education

- Language skills and education Arabic

- Evaluation and role in the linguistic empowerment

Team 02

This research project aims to:

- override the traditional design framework, which takes the literary speech in its internal dimension and makes it a closed object, opening up to different linguistic and contemporary critics;

- Deconstruct the literary discourse by calling a whole cultural set that exceeds the linguistic dimension by referring to various contextual origins data;

- study the literary discourse by opening up on other dynamic perspectives that relate to linguistic variations, as a heterogeneous and moving object, in literary texts;

-Apprend the literary discourse in a way in which the says and say, the text and its context of emergence are inseparable.

Literary corpus

-Analysis and interpretation of the results through intrinsic and extrinsic approaches.

Team 03

The first relates to demonstrate that digital, as a pedagogical tool, can strengthen innovation in teaching and motivation in learning, allowing an education to intercultural where each learner can somehow learn at his own pace. In other words, it will be a question of making the learner able to learn to learn and learn to be with the whole world.

• The second focuses on the particular materiality of the digital environment, making the multi-semiotic statements, it is a question of creating new perspectives of socio-cultural interpretations through the signs systems present in the techno-speech .

• The third refers to the implications of our problem in the didactics of cultural languages, it should not be necessary to work on language-culture as an object of acquisition but also the development of a know-how and of a know-how. According to Blanchet "Teaching / Learning

 

Team 04

- Training students to identify their web based learning problems like inefficiency of their learning methods or low learning performance and causes of these problems.

- Using better learning methods to improve their learning through web equipped classrooms.

- Training students to evaluate their own learning performance in an objective manner.

- Comparing the differences between them and their peers.

Team 05

The first axis: Ziban in the Ottoman period (1518 1830).                                                                                                              The second axis: Ziban French occupation and popular resistance (1830 1916).                                                                          The third axis: Ziban in the National Movement (1914 1954).                                                                                                       The fourth axis: Ziban in the editorial revolution (1954 1962)

 

Team 06

The first axis: modern philosophy and contemporary philosophy.                                                                                     The second axis: Philosophy of Science, and Humanities.                                                                                        Third axis: Contemporary Political Philosophy                                                                                                         Axis Fourth: Applied Philosophy in Algeria

 

Team 07

The first axis: Didactics and preponderant university pedagogy.                                                                                                             • Identify and specify the disciplinary teaching objectives of interdisciplinary objectives                                                                    • Identify and evaluate existing hybrid scenarios                                                                                                             The second axis : Mediation language in class. What relationship to build (disciplinary / knowledge)? What skills to install? ... tools used (comparison between language and technical courses)                                                                         Observation grid and video recordings                                                                                                                                                            Third axis: Consciousness of professional gestures                                                                                                                Propose postures to teachers, tools, adequate pedagogical scenarios for objects of study and knowledge to build                     Axis Fourth: Analyze productions, student representations with regard to the new proposed devices put in place, and their positioning built or in the process of consolidation. .                                                                                              Produce a portfolio of data collected and offer professional recommendations and professional artifacts