التعلم النشط وعلاقته بالتفاعل الصفي لدى تلاميذ التعليم التحضيري : دراسة ميدانية بمدارس مدينة المسيلة
The objective of the study is to know the relationship between active learning and classroom interaction among students of preparatory education, by measuring the relationship between each of the strategies (play, problem solving, and project) and (classroom interaction). We used the stages of the descriptive approach to achieve the objectives of the study. From a sample of 98 teachers, they were chosen from a complete survey method. We conducted the survey study on a sample of 24 teachers; They were chosen from a regular random method, and the basic study on 70 teachers (After canceling 4 forms), in the period from February 02, 2020 to March 52, 2020, in schools in the city of M'sila, where the preparatory classes are located, with a total of 56 schools, and 98 classes. The student prepared a questionnaire of 28 items in its final form, divided into four axes. The first: the play strategy, the second: problem solving, the third project, each axis consists of 6 items. The fourth: classroom interaction, consists of 10 items. We answer it according to the Likert scale (4, 3, 2, 1). So is a questionnaire that has psychometric properties of validity and reliability; we used the validity of the referees (experts) and internal consistency (between the axes and the items), and for reliability; we used the Alpha Cronbach coefficient and the split-half, they were all high and strong. After using the appropriate statistical methods: iterations, percentages, mean, variance, standard deviation, Pearson correlation coefficient and use of (SPSS), the study achieved the following results: 1) There is a statistically significant correlation between active learning and classroom interaction. 2) There is a statistically significant correlation between the play strategy and the classroom interaction. 3) There is a statistically significant correlation between problem solving strategy and classroom interaction. 4) There is a statistically significant correlation between the project strategy and the classroom interaction. (Author’s abstract)