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  • Didactique

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    Belmeknassi Hajar
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    The document outlines an educational program on digital literacy consisting of three themes: 1) Introduction to digital literacy (definition, context and scope), 2) The conceptual framework of digital literacy (including the digital triangle and digital transfer), and 3) Digital literacy and theories of learning and education. It assigns topics within each theme to different presenters, including the digital contract, conceptual level formulation, semantic networks, and the pedagogical situation.

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    didactique (1)

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    The document outlines an educational program on digital literacy consisting of three themes: 1) Introduction to digital literacy (definition, context and scope), 2) The conceptual framework of digital literacy (including the digital triangle and digital transfer), and 3) Digital literacy and theories of learning and education. It assigns topics within each theme to different presenters, including the digital contract, conceptual level formulation, semantic networks, and the pedagogical situation.

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    © All Rights Reserved
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    Download as pdf or txt
    3 views2 pages

    Didactique

    Uploaded by

    Belmeknassi Hajar
    The document outlines an educational program on digital literacy consisting of three themes: 1) Introduction to digital literacy (definition, context and scope), 2) The conceptual framework of digital literacy (including the digital triangle and digital transfer), and 3) Digital literacy and theories of learning and education. It assigns topics within each theme to different presenters, including the digital contract, conceptual level formulation, semantic networks, and the pedagogical situation.

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    © All Rights Reserved
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    of 2

    ‫اﻟﻤﻀﻤﻮن‬ ‫اﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﻋﻨﺎ‬ ‫اﻟﻤﺠﻤﻮﻋﺔ‬

    ‫ﻣﺪﺧﻞ إ اﻟﺪ ﺪا ﺘ ﻚ اﻟﻌﺎﻣﺔ )‪4‬س(‬ ‫اﻟﻤﺤﻮر اﻷول‪:‬‬


    ‫ﻣﺪﺧﻞ إ اﻟﺪ ﺪا ﺘ ﻚ اﻟﻌﺎﻣﺔ)ﺳ ﺎق و ﺗﻄﻮر اﻟﻤﻔﻬﻮم و ﻣﺠﺎﻻﺗﻪ(‬ ‫ﻨﺪ ﻋﺘﻴﻖ‬
    ‫ﻋﻼﻗﺔ اﻟﺪ ﺪا ﺘ ﻚ اﻟﻌﺎﻣﺔ ﺤﻘﻮل ﻣﻌﺮﻓ ﺔ أﺧﺮى‬ ‫ﺎﺟﺮ‬ ‫‪1‬‬
    ‫اﻟﺪ ﺪا ﺘ ﻚ و اﻟﺒ ﺪاﻏﻮﺟ ﺔ‬ ‫ﻏﻴﺘﺔ اﻋ ﺰا‬
    ‫اﻟﺠﻬﺎز اﻟﻤﻔﻬﻮ ﻟﺤﻘﻞ اﻟﺪ ﺪا ﺘ ﻚ )‪12‬س(‬ ‫اﻟﻤﺤﻮر اﻟﺜﺎ ‪:‬‬
    ‫ﻣ ﻢ ﺣﻤ ﺼﺔ‬
    ‫اﻟﻤﺜﻠﺚ اﻟﺪ ﺪا ﺘ‬ ‫ﻠﻐﺮودي ز ﺐ‬ ‫‪2‬‬
    ‫ﻤ ﻞ ﺷ ﻤﺎء‬
    ‫ا ﻤﺎن ﺨﺮي‬
    ‫اﻟﻨﻘﻞ اﻟﺪ ﺪا ﺘ‬ ‫ﺧﻠﻮد اﻟﻌﻠﻮي‬ ‫‪3‬‬
    ‫ﺳﻌ ﺪ ﻛﻮر ﻤﺔ‬
    ‫‪:‬‬ ‫اﻟﻌﻘﺪ اﻟﺪ ﺪا ﺘ‬ ‫ﺧﺪ ﺠﺔ ﺑ ﺎض‬
    ‫‪.1‬ﻣﻔﻬﻮم اﻟﻌﻘﺪ‬
    ‫‪.2‬اﻟﻌﻜﺪ اﻟﺪ ﺪا ﺘ و اﻟﻌﻘﺪ اﻟﺒ ﺪاﻏﻮ‬ ‫ﺣﻨﺎن ﺷﻮ‬ ‫‪4‬‬
    ‫‪.3‬أ ﻤ ﺎت اﻟﻌﻘﺪ اﻟﺪ ﺪا ﺘ‬
    ‫‪.4‬اﻧﺰﻻﻗﺎت اﻟﻌﻘﺪ اﻟﺪ ﺪا ﺘ‬ ‫ﻓﺎﻃﻤﺔ اﻟﺰ ﺮاء‬
    ‫ﺟﻤ ﻠﺔ ا ﺖ ﺳ ﺪي ﺣﻤﺪ‬
    ‫ﻣﺴﺘﻮى ﺻ ﺎﻏﺔ اﻟﻤﻔﻬﻮم‬
    ‫ﺎﺟﺮ‬ ‫‪5‬‬
    ‫ﻟ زﻋ‬
    ‫اﻟﺸ ﻜﺔ اﻟﻤﻔﺎ ﻤ ﺔ‬
    ‫ﻓﺎﻃﻤﺔ اﻟﺰ ﺮاء‬ ‫‪6‬‬
    ‫ﺳﻨﺎء اﺣ ﺎﻳﺰ‬
    ‫اﻟﻮﺳﺎﺋﻞ اﻟﺪ ﺪا ﺘ ﻜ ﺔ‬
    ‫ﺳﻜﻴﻨﺔ ﺣ ﻤﺮي‬ ‫‪7‬‬
    ‫)‪12‬س(‬ ‫اﻟﺪ ﺪا ﺘ ﻚ و ﺳ ورة اﻟﺘﻌﻠ ﻢ اﻟﺘﻌﻠ‬ ‫اﻟﻤﺤﻮر اﻟﺜﺎﻟﺚ‪:‬‬
    ‫و ﻴ ﺔ ﺑﻮﺷﻮﻛﺔ‬
    ‫اﻟﺘﻌﻠ ﻢ‬
    ‫ﺎﺳﻤ ﻋﺒ ﺪ اﻟﻌﻠﻮي‬ ‫‪8‬‬

    ‫اﻟﺘﻌﻠﻢ‪:‬‬ ‫ﻋﺰ اﻟﺪﻳﻦ اﻟﺪﻏﻮ‬


    ‫‪.1‬ﺗﻌ ﻒ اﻟﺘﻌﻠﻢ‬
    ‫‪.2‬ﺳ ورة اﻟﺘﻌﻠﻢ‬
    ‫‪9‬‬
    ‫‪.3‬ﺗﻤﺜﻼت اﻟﻤﺘﻌﻠﻢ و ﻋﻮاﺋﻖ اﻟﺘﻌﻠﻢ‬ ‫ﻋﺜﻤﺎن اﻟﻨﺎﺟﺢ‬

    ‫أﻣ ﻣﻨ ﺎ‬
    ‫اﻟﻮﺿﻌ ﺔ اﻟﺘﻌﻠ ﻤ ﺔ اﻟﺘﻌﻠﻤ ﺔ‬
    ‫اﻟﻤﻬﺪي اﻣﻌﺎﺷﻮ‬ ‫‪10‬‬
    ‫ﺟﻬﺎد اﻟﻌﺴﻮ‬
    ‫اﻟﻮﺿﻌ ﺔ اﻟﻤﺸ ﻞ‬ ‫ﺳﻜﻴﻨﺔ ﻟﺴﻤﺮ‬ ‫‪11‬‬
    ‫ﺧﻮﻟﺔ اﻟﻤﻐﺎري‬
    ‫اﻟﻮﺿﻌ ﺔ اﻟﺪ ﺪا ﺘ ﻜ ﺔ و اﻟﻮﺿﻌ ﺔ اﻟﻼد ﺪا ﺘ ﻜ ﺔ و اﻟﻮﺿﻌ ﺔ اﻟﻐ‬ ‫ﺧﻮﻟﺔ ﻋ ﺪي‬
    ‫اﻟﺪ ﺪا ﺘ ﻜ ﺔ‬ ‫ﺪى ﻠﻐﺮودي‬ ‫‪12‬‬

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