ﻭﺍﻗﻊ ﺗﻄﺒﻴﻖ ﺑﻴﺪﺍﻏﻮﺟﻴﺎ ﺍﻟﻠـﻌـﺐ ﰲ ﻣﺮﺣـﻠـﺔ ﺍﻟﺘﻌـﻠـﻴـﻢ ﺍﻟﺘﺤﻀﲑﻱ ﺑﺎﳌﺪﺭﺳـﺔ ﺍﳉﺰﺍﺋﺮﻳـﺔ ﺩﺭﺍﺳﺔ ﻣﻴﺪﺍﻧﻴﺔ ﺑﺒﻌﺾ ﺍﺑﺘﺪﺍﺋﻴﺎﺕ: ﺗﺒﺴﺔ، ﺑﺌﺮ ﻣﻘﺪﻡ ﻭﻭﻧﺰﺓ

Abstract

الملخص: تهدف ﻫﺫﻩ الدراسة ﺇﻟﻰ ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻭﺍﻗﻊ ﺘﻁﺒﻴﻕ بيداغوجيا ﺍﻟﻠﻌﺏ ﻓﻲ ﻤﺭﺤﻠﺔ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﺤﻀﻴﺭﻱ ﻭﻫﺫﺍ ﻤﺎ ﺴﻴﺘﻡ ﺍﺨﺘﺒﺎﺭﻩ ﺒﺎﻹﺠﺎﺒﺔ ﺍﻟﺴﺅﺍل ﺍﻟﻤﺭﻜﺯﻱ: ﻤﺎ ﻭﺍﻗﻊ ﺘﻁﺒﻴﻕ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻟﻠﻌﺏ ﻓﻲ ﻤﺭﺤﻠﺔ ،ﺒﺎﻟﻤﺩﺭﺴﺔ ﺍﻟﺠﺯﺍﺌﺭﻴﺔ ﺍﻟﺨﺎﺼﺔ ﺒﺒﻠﺩﻴﺎﺕ ﺒﺌﺭ ﻤﻘﺩﻡ، ﺍﻟﻭﻨﺯﺓ ﻭﺘﺒﺴﺔ ﻋﻠﻰ 35 ﻭ 37 ﻭ 43ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﺤﻀﻴﺭﻱ ﺒﻤﺩﺍﺭﺱ ﺍﻟﻤﻘﺎﻁﻌﺎﺕ ﺍﻟﺘﻔﺘﻴﺸﻴﺔ ﺭﻗﻡ ﺍﻟﺘﻭﺍﻟﻲ؟. ﻤﻌﻠﻤﺎ ﻤﻥ ﺍﻗﺴﺎﻡ 13 ﺍﻴﻥ ﺘﻡ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﻤﻁﺒﻘﻴﻥ ﺘﻘﻨﻴﺘﻲ ﺍﻟﻤﻘﺎﺒﻠﺔ ﺍﻟﻤﻘﻨﻨﺔ ﻭﺍﻟﻤﻼﺤﻅﺔ ﺍﻟﺒﺴﻴﻁﺔ ﻤﻊ 05ﺍﻟﺘﺤﻀﻴﺭﻱ، ﺤﻴﺙ ﺘﻤﺜل ﻨﻭﻉ ﺍﻟﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻘﺼﺩﻴﺔ ﻭﺍﻟﺘﻲ ﺘﻭﺯﻋﺕ ﻋﻠﻰ ﺜﻼﺙ ﻤﻘﺎﻁﻌﺎﺕ، ﺍﻟﻤﻘﺎﻁﻌﺔ ﺍﻷﻭﻟﻰ ﺃﻗﺴﺎﻡ ﺘﺤﻀﻴﺭﻱ ﻭﺍﻟﻤﻘﺎﻁﻌﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻗﺴﻡ ﺘﺤﻀﻴﺭﻱ ﻭﺍﺤﺩ ﻭﻗﺩ ﺘﻭﺼﻠﺕ 04 ﺃﻗﺴﺎﻡ ﺘﺤﻀﻴﺭﻱ، ﻭﺍﻟﻤﻘﺎﻁﻌﺔ ﺍﻟﺜﺎﻨﻴﺔ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﻤﻔﺎﺩﻫﺎ ﺃﻥ ﻤﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﺤﻀﻴﺭﻱ ﺘﺴﻌﻰ ﺇﻟﻰ ﺘﻌﺯﻴﺯ ﺍﻻﺴﺘﻜﺸﺎﻑ ﺍﻟﺫﺍﺘﻲ ﻭﺍﻟﺘﻌﻠﻡ ﺍﻟﺨﺎﺭﺠﻲ ﻟﺩﻯ ﺍﻷﻁﻔﺎل ﻤﻥ ﺨﻼل ﺍﻟﻠﻌﺏ. ﻭﺍﻥ ﻭﺍﻗﻊ ﺘﺤﻜﻡ ﻤﻌﻠﻤﻲ ﺍﻟﺘﻌﻠﻴﻡ ﺍﻟﺘﺤﻀﻴﺭﻱ ﻓﻲ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻟﻠﻌﺏ ﻫﻲ ﻁﺭﻴﻘﺔ ﺘﻌﻠﻴﻤﻴﺔ ﺘﻌﺘﻤﺩ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻷﻟﻌﺎﺏ ﻭﺍﻷﻨﺸﻁﺔ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻟﺘﺴﻬﻴل ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻡ ﻭﺠﻌﻠﻬﺎ ﺃﻜﺜﺭ ﻤﺘﻌﺔ ﻭﺇﺜﺎﺭﺓ، ﻜﻤﺎ ﺃﻥ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺔ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻟﻠﻌﺏ ﺘﺴﺎﻫﻡ ﺒﺸﻜل ﻜﺒﻴﺭ ﻓﻲ ﺘﻌﺯﻴﺯ ﺘﺠﺎﻭﺏ ﺍﻟﺘﻼﻤﻴﺫ، ﻜﻤﺎ ﺘﻡ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺃﻥ ﻤﻌﺎﻴﻴﺭ ﺘﻘﻴﻴﻡ ﺘﺠﺎﻭﺏ ﺍﻟﺘﻼﻤﻴﺫ ﻤﻊ ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻟﻠﻌﺏ ﺘﺘﺠﻠﻰ ﻤﻥ ﺨﻼل ﻤﺴﺘﻭﻯ ﻤﺸﺎﺭﻜﺔ ﺍﻟﺘﻼﻤﻴﺫ ﻓﻲ ﺍﻷﻨﺸﻁﺔ ﻭﺍﻟﺘﺤﺼﻴل ﺍﻷﻜﺎﺩﻴﻤﻲ ﻭﺍﻟﺘﻁﻭﺭ ﺍﻟﻤﻌﺭﻓﻲ ﻭﺘﻁﻭﺭ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﺴﻠﻭﻜﻴﺔ ﻟﻠﺘﻼﻤﻴﺫ ﻭ ﺒﺎﻹﻀﺎﻓﺔ ﻟﻌﺩﻡ ﺘﻭﻓﺭ ﺍﻟﻤﺴﺘﻠﺯﻤﺎﺕ ﻭﺍﻻﺤﺘﻴﺎﺠﺎﺕ ﺍﻟﻼﺯﻤﺔ ﻤﻥ ﺠﻌل ﺍﻟﻤﻌﻠﻤﻭﻥ ﻴﻭﺍﺠﻬﻭﻥ ﺼﻌﻭﺒﺔ ﻓﻲ ﺘﻁﺒﻴﻕ ﺒﻴﺩﺍﻏﻭﺠﻴﺎ ﺍﻟﻠﻌﺏ ﻋﻠﻰ ﺃﻜﻤل ﻭﺠﻪ ﻭﻗﻴﺎﻡ ﺍﻟﻤﻌﻠﻡ ﺒﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻷﻟﻌﺎﺏ ﻜﺎﻥ ﻟﻪ ﺩﻭﺭ ﻓﻌﺎل ﻭﺍﻴﺠﺎﺒﻲ ﻓﻲ ﻨﻔﺴﻴﺔ ﺍﻷﻁﻔﺎل ﻭﻓﻲ ﺴﻠﻭﻜﻴﺎﺘﻬﻡ. Abstract: This study aims to identify the reality of applying the pedagogy of play in the preschool education stage in the Algerian school, and this will be tested by answering the central question: What is the reality of applying the pedagogy of play in the preschool education stage in the inspection districts No. 43, 37 and 35 of the municipalities of Bir Mourad Rais, El Wancharissis and Tebessa respectively? The descriptive approach was used, applying the techniques of structured interview and simple observation with 13 teachers from the preschool sections, where the type of sample was the purposive sample, which was distributed over three districts, the first district 05 preschool sections, the second district 04 preschool sections and the third district one preschool section. The study reached a set of results indicating that preschool education curricula seek to promote self-discovery and external learning in children through play. The reality of preschool education teachers' control of the pedagogy of play is an educational method that relies on the use of games and interactive activities to facilitate the learning process and make it more enjoyable and exciting. The pedagogy of play strategy contributes greatly to enhancing students' responsiveness. It was also found that the criteria for evaluating students' responsiveness to the pedagogy of play strategies are reflected through the level of student participation in activities, academic achievement, cognitive development, and the development of social and behavioral skills for students. In addition to the lack of necessary supplies and requirements, this made the teachers face difficulties in fully applying the pedagogy of play, and the teacher's application of these games had an effective and positive role in the psychology of the children and in their behaviors. Keywords: Pedagogy of Play, Preschool Education, Teacher, Algerian School.