Outils didactiques et optimisation de l’enseignement-apprentissage de la géographie au secondaire général : cas des établissements de Yaoundé III et de Monatélé.

Abstract

The didactic tool is at the center of the interactions between the teacher, the student and the knowledge. The question of the relationship that geography teachers establish with their various tools is very important. Indeed, this report induces the selection and the modalities of use of the tool and affects the teaching-learning contexts. This thesis addresses the multiple functions of didactic tools, their contribution to the teaching-learning process, the didactical characteristics of some materials, and their potential implications on student learning. It lays the foundation for a depth reflection on the study of teachers' appropriation report to didactic tools according to their status and interest in the discipline. The analysis of this study is based on the hypothético-deductive method which first explores the secondary data and then the inquiry by questionnaires survey associated with interviews to collect primary data. The results of this study shows that geography suffers from lack of interest and a non-consideration of several parents, the school administration, students and even some teachers. This influences the place given to the discipline, the methods of transmission and consequently to the acquisition and use of didactic tools. The resolution of this problem requires a revalorization of geography and a good training of teachers specialized in geography with a particular focus on the use of didactic tools and their roles in improving the quality of students learning.