Évaluation et didactique du philosopher en classes terminales au Cameroun.

Abstract

This research work entitled Evaluation and Didactics of philosophizing in final classes in Cameroon originates from the observation that the practice of teaching philosophizing does not promote good academic performance despite the instructions issued by the hierarchy and the supervision of students. professors by the IPR and IPN of philosophy. The teaching proposals put forward by philosophy didacticians have not been able to modify the classroom practice of teachers and therefore academic results. This is the problem that was examined in this work. As a student of Curriculum and Evaluation, we stayed in this field of research to try to understand the phenomenon by posing a problem built around the following main question: how to evaluate the didactics of philosophizing? This question was operationalized into five specific questions. We formulated a general hypothesis which was also dissected into five specific hypotheses. To check them, we went into the classrooms and attended the lessons given by the teachers. We carried out participant observation and interviews with the main stakeholders, teachers and students; which allowed us to collect quantitative data and qualitative data. Hence the methodological triangulation which favors both the quantity and quality of the data to be interpreted. We reached the following main results: the didactic process of philosophizing does not sufficiently give students the desire to learn; the didactic process of philosophizing does not transmit knowledge in a balanced way; non-material resources such as teaching strategies and teaching methods are not well exploited; the teaching of philosophizing does not sufficiently reduce the disparities between strong and weak students; the didactics of philosophizing does not really achieve the expected objectives. These results led us to question the competence of teachers in the teaching of philosophy and even their university and professional curriculum. We wondered if teachers were not confused between the teaching of philosophy and the teaching of philosophizing. We concluded that the quality of teaching of this school subject was dependent on its evaluation. The recommendations to teachers and the proposals to the hierarchy were the place to indicate to MINESSEC the improvements to be made in the socio-professional treatment of teachers, but also and above all an invitation to them to a classroom practice focused on this what philosophizing is and not what philosophy is.