چکیده:
La réforme curriculaire réalisée récemment dans le but d’améliorer le rendement du système éducatif dans le monde entier est due à l’insertion de l’approche par compétences. Ceci nous a amenées à effectuer une recherche sur la place du curriculum du FOU (le français sur objectif universitaire) en Iran. Ainsi, dans le présent article, nous avons premièrement passé en revue notre littérature de recherche et examiné la notion du curriculum. Ensuite, nous nous sommes penchées sur deux modèles curriculaires afin de repérer leurs principes sous-jacents : la pédagogie par objectifs issue théoriquement du béhaviorisme insistant sur l’atteinte des objectifs et l’approche par compétences basée sur une conception socioconstructiviste de l’apprentissage mettant l’accent sur le développement des compétences en contexte. Nous avons finalement analysé le curriculum de la licence de langue et littérature françaises, une des disciplines constitutives du FOU, mis en place dans les universités iraniennes tout en appliquant les concepts théoriques exposés dans l’article. 106 unités d’enseignement (24 UE en français général et 82 UE en français spécialisé) de ce curriculum, en cours depuis septembre 2020, ainsi que ses principales composantes à savoir les objectifs, les matières à enseigner, les démarches d’enseignement et l’évaluation ont été décortiquées. Cette étude a montré que le curriculum en question est encore loin d’être basé sur l’approche par compétences.
— ا صلاحات اخیر در برنامهٴ درسی با هدف بهبود عملکرد نظام اموزشی در سراسر جهان، به سبب پیدایش رویکرد توانش-محور
بوده است. این مسيله ما را بر ان داشت تا به بررسی جایگاه برنامهٴ درسی فرانسه با اهداف دانشگاهی در ایران بپردازیم. در پژوهش پیش رو،
نخست به مرور ادبیات تحقیق پرداخته شده و مفهوم برنامهٴ درسی مورد مطالعه قرار گرفته است. سپس، دو الگوی موجود در مطالعات برنامهٴ
درسی و اصول انها بررسی شدهاند؛ یعنی اموزش هدف-محور که از نظریه رفتارگرایی برگرفته شده و بر دستیابی بر اهداف تاکید دارد و
رویکرد توانش-محور که بر اساس دیدگاه سازاگرایی اجتماعی استوار است و بر رشد توانشها در بافت انگشت مینهد. در پایان، به کمک
مفاهیم بحث شده در مقاله، برنامهٴ درسی مقطع کارشناسی رشته زبان و ادبیات فرانسه، به عنوان یکی از رشتههای فرانسه با اهداف دانشگاهی
مورد کنکاش قرار گرفته است. 106 واحد اموزشی ) 24 واحد فرانسه عمومی و 82 واحد فرانسه اختصاصی( از این برنامهٴ درسی که از مهر
1399 در حال اجراست و اجزای اصلی ان شامل اهداف، مواد درسی، رویکردهای اموزشی و ارزشیابی تشریح شده است. این مطالعه نشان
داده است که برنامهٴ درسی مذکور همچنان از رویکرد توانش-محور فاصله دارد .
__Pursuing studies in French at French-speaking universities in France, but also
outside this country, constitutes the subject of a field study called French for Academic Purposes (FAP),
derived from the French for Specific Purposes (FSP). The appropriation of the French language in this
case is not an objective in itself, yet it promotes access to other disciplines. In Iran, among the disciplines
that share these conditions are translation studies, francology, didactics and French language and
literature.
Since the end of 1990, introducing the competency-based approach in the educational system has led
to a reform in the teaching/learning of FAP on a global scale. We are, therefore, witnessing the transition
from a teacher-centered model known as objective-based teaching, to a learner-centered model or the
competency-based approach more precisely. In order to clarify the differences between these two
models, we can specify that in objective-based teaching, contents are organized from the delimitation of
the objectives which result in observable behaviors and which emphasize the juxtaposition of knowledge
and know-how; while in the competency-based approach, contents are defined by the delimitation of
competencies leading to the integration of knowledge, know-how and know-to-be. Since this curriculum
reform, as the starting point of this evolution, would lead to significant educational reforms, we will
focus in this article on the study of the BA curriculum of French language and literature in Iran. Our
goal is to know how Iranian universities have tried to adapt to new teaching developments; in other
words, we seek to understand the approach on which the curriculum applied in Iran is based. We start
from the hypothesis according to which the curriculum targeted by our study still requires modifications
in order to be placed within the framework of the competency-based approach.
The analysis of the curriculum in all its aspects constitutes one of the theoretical foundations of our
research. Considering itself as the medium between what decision-makers say and what teachers do, the
curriculum is recognizable, according to specialists (Tyler, 1949; Taba, 1962; Feyereisen; Decker
Walker, 1971; Zais, 1976; Wheeler, 1980; Beauchamp, 1981 and Eisner, 1994), by all of its components.
According to this conception, the curriculum consists of a pedagogical action plan determining
objectives, subjects to be taught, teaching approaches and evaluation. It is also distinguished by its
different types which are formal or official (prescribed in official text), implanted (effective
implementation by teachers), mastered (what has become the subject of appropriation by learners) and
hidden (what has been learned in a teaching/learning situation without the knowledge of protagonists in
a course) and requires, for its elaboration, active participation of the main components of a
teaching/learning situation including teacher and learner. Note that any process of curriculum design begins with the identification of learners' needs as represented by themselves or recognized by experts. Regarding this study, the works of Mangiante and Parpette (2011) and Mangiante and Raviez (2015) inspired us on the needs of undergraduate students in French literature, divisible into two main categories of skills: transversal skills (composed of linguistic and academic skills) and disciplinary skills.
On the basis of theoretical concepts which are exposed in detail in this contribution, we analyzed the curriculum of Bachelor’s degree in French language and literature, one of the constituent disciplines of the FAP, set up in Iranian universities. 106 teaching units (24 TU in general French and 82 TU in specialized French) of this curriculum, in progress since September 2020, as well as its main components, namely objectives, subjects to be taught, teaching approaches and evaluation have been dissected. It follows that our research can be considered as a research-description and qualitative analysis of content.
Through this study, we realized that in the Iranian curriculum, the knowledge and experiences of the teachers as well as the information presented by the university institution constitute the main sources of needs analysis and there is the lack of participation of students in curriculum design. In addition, according to our analysis, teaching of FAP in Iran is based on objective-based teaching diluted by competency-based approach and still requires modifications such as: substitution of discovery of knowledge by students in the transmission of knowledge and definition of learning situations favoring contextualization of knowledge, interaction between students, group activities and complex tasks.