سئلة نصّ القراءة السّنة الخامسة من التّعليم الابتدائيّ أنموذجاً (دراسة لغويّة تحليلية)

Abstract

Questions have always been considered as an outstanding educational / instructive tool whether in the transmission or the assessment / measurement of knowledge. In this context, the importance of Bloom's taxonomy of questions, that has been applied since the advent of the Teaching By Objectives approach, has proven evident. Thus, it has been re-employed in the first and second versions of the Competency Based Approach. This taxonomy / classification remains one of the most widely used and constant educational / didactic methods. It is not restricted to the regulation of language in the field of application, but it also includes all materials / resources / subjects and activities / tasks, and hence arises the importance of the search for a classification that takes into account the linguistic particularities. The Harris and Smith classification is one of the taxonomies that dealt with the linguistic and intellectual aspects of teaching and acquiring language through questions, especially reading questions.

So, what are the advantages / merits of these two classifications, the educational one of Bloom and the linguistic one of Harris and Smith, in defining the type of progression / gradation of the reading questions in the Fifth Year of primary education course book ?