تقويم المناهج في ظل الإصلاحات التربوية في الجزائر : دراسة ميدانية من وجهة نظر أساتذة التعليم المتوسط، ولاية الوادي
This research deals with the reform of the educational curricula as one of the most important events on the national scene, i.e., the educational arena. It attempts to pinpoint the reforms that dealt with the educational process and evaluate the main strengths and weaknesses of educational curricula. It also seeks to find out; to what extent curricula are able to keep pace with scientific progress in the country. It is considered of crucial importance that evaluating the curricula should be done by those who are most concerned, i.e. teachers. Therefore, in the field work we carried, evaluation of educational curricula at the level of intermediate cycle was assigned to the teachers in order to achieve a maximum degree of objectivity. These people are so important to the research not only because they teach the curricula at this level, but are also in close contact with students. So, they are most aware of the difficulties involved and of their positive and negative aspects. The study is based on one main question, that is: “How do the teachers at the intermediate cycle evaluate the curricula after the implementation of educational reforms in Algeria?” The main objective of the research is to identify the nature of educational reforms and to determine to what extent their goals were achieved. In addition, it explores the strengths and weaknesses of the educational system by means of evaluating the efficiency of the newly introduced curricula in the schools. To achieve the goal of the study a questionnaire composed of thirty (30) questions was designed and distributed to a systematic random sample of 121 teachers. Regarding the methodological aspect, this study is a monograph based on description and analysis of the educational reform process. .It also attempts to link the field work to particular theoretical orientations. Moreover, the analytical method helped to interpret results produced by the field work and to reach valuable conclusions that served as answers to the main question of the problematic, as well as its sub-questions. Finally, we can summarize the main results produced by this research in the following: 1) This study reveals that new educational curricula were more modern than the previous ones. This is due to the some positive changes that have been introduced into curricula. This view is supported by the respondents’ satisfaction with the new curricula. They do accept the modern educational ideas and make sustained efforts to adapt to changes. 2) The teachers acknowledged the fact that new curricula were so intensive, but they have no choice but to complete them by the end of the academic calendar. 3) They point also to some sort of incompatibility between the substantial content in the new curricula and the time allocated for its achievement. 4) Respondents admit that the content of new educational curricula is compatible with the objectives set for them. This is considered a highly important achievement of the reform. Clearly defined Inputs and outputs are the most important components of any educational reform. 5) The evaluation process for the new curricula is so easy to accomplish. Teachers find that continuous evaluation helps them face educational difficulties encountered during Exams. 6) The majority of respondents believe that the competency based approach in pedagogy leads to better results than previous traditional approaches. (Author’s abstract)