Apports des illustrations dans l’enseignement de la géographie en classe de sixième : cas du Lycée classique et moderne de Ngaoundere.

Abstract

Teaching is a Professional activity which, through pedagogics methods, has the aim of educating and transmitting knowledge to human beings. That activity requires the use of rigorous methods while transmitting knowledge and, the mastery of the use of pedagogics tools. This work has the topic “contribution of figures, in the teaching of geography, the case of sixième classes, in LCMN”. This topic raised the problem of the predominance of the use of theoretical teaching methods by many teachers in their classes activities, instated of applying new actives methods of teaching, which request the use of illustrations and figures in class by the teacher. In order to better understand the matter, we carried out research in one of numerous government’s higher schools in Ngaoundere, the Lycée classique et moderne de Ngaoundéré. We met students and Geographic’s teachers in that higher school, just teachers dealing with sixième’s classes. In order to have their opinion, we have carried out investigations through the use of questionnaires and discussions both with students and teachers. After carrying out this research, our results showed that, 80 percent of geography’s courses taught in sixième, are done in theoretical way, without using illustrations. Teaching that way prevents students from a better mastery of courses. This research has given the reason why courses have been taught in that way, in fact, in the one hand, nearly most geography’s teachers in sixième, do not have the mastery of new pedagogics’ teaching methods, in the other hand, the bad state of school’s infrastructures does not permit teachers to carry out their teaching activities as required. To solve this problem, we came out with some proposals at many levels. Firstly, at the pedagogics’ level, we have recommended to teacher, to regularly be aware and apply new pedagogics’ teaching methods that are recommended by pedagogics’ inspectors. Secondly, teachers must every year attend to the pedagogics’ seminar. At the level of schools’ infrastructures, we appeal the administrative authorities in charge of school affairs, to seek ways and means so that school infrastructure is in goods state. Finally, at didactic level, we once more suggested to the school’s authorities, to increase the documentation’s bonuses granted to teachers, for them to meet higher requirements brought by the implementation of the CBA in secondary’s Highers schools in Cameroon.