De l’élaboration des contenus didactiques dans l’enseignement de la philosophie dans le secondaire au Cameroun

Abstract

From the failure to manifest skills of learners following the philosophy lessons, we looked at what could be the cause of such a situation. It was thus in this study to seek the most critical elements that are the cause of this problematic situation in the teaching of philosophy in high school in Cameroon. It is therefore a research under science education, including the teaching of disciplines and specifically the teaching of philosophy. She is interested in teaching in its parameter relating to educational content or purpose of the course, which is very critical. Indeed, it was to participate in solving the problem of inadequacy of learning content in teaching philosophy in secondary school in Cameroon, which greatly influences the skills expected of learners. If a fact confronts us with the evidence that the method of preparation of educational content highlighted by most teachers is obsolete given the context of today inescapable skills-based approach, it is our to seek ways to support better impregnation of teachers in relation to this competency approach. So we set a problematic built around three core issues namely: • What founded the particuliarity of philosophy? Or better what are the difficulties of teaching / learning of this discipline? • The didactic content of lessons in order to overcome these difficulties they are not adverse to the development of expected skills? • How to teach philosophy in the current context of the competency-based approach? To elucidate these questions, we conducted a survey in some schools and colleges in the cities of Yaounde, Douala and Nkongsamba. We have interviewed 240 students from upper sixth and 10 teachers of philosophy for data collection. We basically made a direct observation and a questionnaire used to analyze the data. At the end of our research, it appears that the philosophy is a particular discipline and complex whose contents are not always developed by teachers in order to develop skills in learners expected, hence the need for change method of learning that education should devote the skills approach. In a word, it is clear that the development of philosophy lessons in terms of educational content undoubtedly determine the learners' skills. To complete this study that led us to ask questions about how to elaborate didactics or teachings contents of philosophy in terminal educational programs in Cameroon, there held that much remains to be done in the field of initial training of teachers of philosophy students and the training of philosophy teachers already working in the field, educational innovations underway.