Teachers’ Practices of Critical Thinking in the Algerian Secondary School EFL Classroom

Leila Djouima

Auteurs-es

Leila Djouima Ecole Normale Supérieure Assia Djebar Constantine, Algeria

Mots-clés :

Pensée critique, taxonomie de Bloom, questionnement Socratique

Résumé

La pensée critique est unanimement considérée comme ayant un rôle central dans la vie académique des individus. Cette étude examine les pratiques des enseignants d’Anglais comme langue étrangère au cycle secondaire en Algérie en terme de mise en œuvre de la pensée critique à travers deux procédures : la taxonomie de Bloom et le questionnement Socratique. Cette recherche est basée sur l’hypothèse que si les enseignants utilisent la taxonomie de Bloom et le questionnement Socratique, la pensée critique serait implémentée et les compétences critiques des apprenants seraient consolidées. Pour remplir l’objectif de cette étude, un questionnaire est remis à 20 enseignants du secondaire. Les résultats ont révélé que les enseignants étaient conscients de l’importance des compétences en matière de pensée critique et de l’efficacité de l’utilisation de la taxonomie de Bloom et du questionnement Socratique dans la classe d’Anglais comme langue étrangère ; malgré l’absence de cadre directeur et motivant pour sa mise en œuvre.

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