Stratégies de remédiation de l’Expression Ecrite d’après l’Approche Par les Compétences dans les classes à grand effectif : cas de la Classe de 6ème.

Abstract

In the skills-based approach, the evaluation is that followed by direction of a real remediation. It is an essential step whose aim is to provide to the learner of new learning activities to allow gaps diagnosed during a summative evaluation. Although the canvas of the remediation has spelled out in the new programs drawn up according to the APC, the observation that we do on the ground is that the remediation in general and those related to written expression in particular boils down to simple reports evaluation and sometimes at discounts of copies to students. To justify the non-implementation of the remediation, most teachers referred to the phenomenon of classes to large numbers which, according to them does not effectively provide assistance to all students. Where the research theme : ‘̒remediation Strategies written expression in class according to the skills-based approach in classes to great strength: case of the form one class”. In order to make our modest contribution to new educational policies that put the learner at the center of learning, we looked at the 'how' effectively address and more or less following the requirements of the APC in written expression in a context also thorny than class in large numbers. To do this, we are part of the General hypothesis: group work, instrument of differentiated pedagogy, facilitates the implementation of the activities of remediation in written expression in classes in great strength. Far from making the apology of differentiated pedagogy, this work aims to show the French teacher in Cameroon how proceed to address the deficiencies of students regardless of the strength of its class and without wanting to give ready-made limited and little reproducible use "recipes", we are trying, rather, to make awareness to the teacher of the existence of various devices achievable without "great effort" in class.