تحسين مهارات القراءة لدى المتعلمين في دروس اللغة الفرنسية كلغة أجنبية في عصر الرقمنة: استراتيجيات وممارسات بيداغوجية
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منشور:
Dec 25, 2025
الكلمات المفتاحية:
التكنولوجيا الرقمية, قسم الفرنسية كلغة أجنبية, تكنولوجيا الاعلام و الاتصال, النصوص الادبية, الكفاءة في القراءة
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الملخص
يتناول هذا المقال العلاقة الديناميكية بين التكنولوجيا الرقمية وتنمية كفاءة المتعلمين في القراءة، مع تركيز خاص على قسم اللغة الفرنسية كلغة أجنبية. يقوم المقال بتقييم الممارسات التربوية الحالية ويبرز الفوائد التي تقدمها تكنولوجيا المعلومات والاتصال (TIC) في تعزيز تدريس النصوص الأدبية وتعلّمها. يتمثل الهدف الرئيسي في تحفيز تفكير نقدي بشأن دمج الأدوات الرقمية في تعليم الفرنسية كلغة أجنبية، خصوصًا من حيث قدرتها على تعميق تفاعل المتعلمين مع الأدب. تستند الدراسة إلى بيانات تم جمعها من خلال بحث وصفي يعتمد على استبيانات موجهة للمدرسين، وتهدف إلى تقييم أثر استخدام TIC على دافعية المتعلم وجودة التدريس. تكشف النتائج عن تحديات مستمرة، لكنها تشير أيضًا إلى استراتيجيات عملية قابلة للتطبيق لتجاوز العقبات. يقترح المقال حلولًا عملية وتعديلات بيداغوجية ترمي إلى تحسين كفاءة المتعلمين في القراءة ومواجهة التصورات السلبية حول النصوص الأدبية باعتبارها نصوصاً بعيدة المنال أو غير ذات صلة.
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كيفية الاقتباس
بضيافص., & زيتونيخ. س. (2025). تحسين مهارات القراءة لدى المتعلمين في دروس اللغة الفرنسية كلغة أجنبية في عصر الرقمنة: استراتيجيات وممارسات بيداغوجية. AL-Lisaniyyat, 31(2), 2-22. استرجع في من https://www.crstdla.dz/ojs/index.php/allj/article/view/756
القسم
Articles
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• Basque, J. (2005). A reflection on the functions attributed to ICT in university teaching. International Journal of E-Learning and Distance Education, 2(1), 1–15.
• Benali, A. (2012). The teaching of literature in Algerian secondary education in the digital age. Le Français Aujourd’hui, (178), 115–132.
• Bouchardon, S., & Heck, G. (2012). Digital literature: An interactive form of writing. Communication & Langages, (173), 73–91. https://doi.org/10.4074/S0336150012003045
• Bouchardon, S. (2014). Digital reading. Paris: Presses Universitaires de France.
• Bouzid, A. (2015). Educational reform and digital technologies in Algeria. Al Manahil Journal, 8(1), 45–58.
• Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
• Giasson, J. (1998). Reading: From theory to practice (2nd ed.). Montréal: Chenelière/McGraw-Hill.
• Golden, C., & Gaonac’h, D. (1998). Understanding texts: Cognitive psychology of reading. Paris: Armand Colin.
• International Seminar on ICT and Education. (2005). The use of ICT in teaching and training: Feedback from experience [Conference presentation]. Algiers, Algeria.
• Kress, G. (2003). Literacy in the new media age. London: Routledge.
• Legros, D., & Crinon, J. (2002). Psychology of learning and multimedia. Paris: Armand Colin.
• Leu, D. J., Forzani, E., Rhoads, C., Maykel, C., Kennedy, C., & Timbrell, N. (2013). The new literacies of online research and comprehension: Rethinking the reading achievement gap. Reading Research Quarterly, 49(1), 37–59. https://doi.org/10.1002/rrq.85
• Livet, A., & Nivat, G. (2002). Reading literature: An introduction to text analysis. Paris: Hachette.
• Ministry of National Education (Algeria). (2000). French as a foreign language curricula: 1st, 2nd, and 3rd year AS. Algiers: Ministry of National Education.
• Ministry of National Education (Algeria). (2004). National strategy for the integration of ICT in the education system. Algiers: Ministry of National Education.
• Ministry of National Education (Algeria). (2006). Education development plan in the digital age. Algiers: Ministry of National Education.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Perriault\, J. (2002). La logique de l’usage: Essai sur les machines à communiquer (2nd ed.). Paris: Éditions de l’Aube.
• Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Routledge.
• Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
• Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved from http://hippasus.com/resources/tte/
• Selwyn, N. (2012). Education and technology: Key issues and debates. London: Bloomsbury Academic.
• Shadiev, R., Hwang, W.-Y., & Huang, Y.-M. (2017). Review of research on mobile-assisted language learning in familiar, authentic environments. British Journal of Educational Technology, 48(2), 653–671. https://doi.org/10.1111/bjet.12441
• United Nations Educational, Scientific and Cultural Organization (UNESCO). (2013). ICT in education policy toolkit. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000222456
• World Bank. (2008). Algeria education sector report: Enhancing the knowledge economy (Report No. 43490-DZ). Washington, DC: World Bank. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/ 794891468742527974