القيم البيئيـة في المناهـج الدراسية في المدرسة الجزائرية

Abstract

Individual and collective efforts have joined forces internationally and regionally in order to protect the environment and maintain its balance, by including environmental issues and topics in the school curricula so that the values of environmental conservation are taught to the youngsters from childhood, and this is what the school legislator in Algeria also cared about. Geography is considered one of those educational materials through which the Algerian school legislator sought to form the individual in order to enable him to interact positively with his social and environmental surroundings and to perpetuate sound environmental behavior. This study sought to reveal the environmental values included in the Geography book for the fourth year, the average of the Algerian curriculum, starting from a main question that is: What are the contents of the environmental values contained in the geography book for the fourth year of the intermediate stage in the Algerian school? And that falls under the following sub-questions: -1What is the image of the ecosystem in the geography book for the fourth year of the intermediate stage in the Algerian school? -2What are the forms of using the natural environmental resources contained in the geography book for the fourth year of the intermediate stage in the Algerian school? -3What are the environmental problems included in the geography book for the fourth year of the intermediate stage in the Algerian school? -4What are the values of preserving the environment included in the geography book for the fourth year of the middle stage in the Algerian school? The descriptive approach was relied upon using a content analysis method. The content of the Geography book for the fourth year was analyzed, on average, and the analysis tool included 36 environmental values that were classified into explicit and implicit. This study reached a set of results, which were: The geography book for the fourth year included the average values of the ecosystem in a positive way, and they were represented in sub-concepts: definition of the environment, types of environments, components of the ecosystem, ecological balance, human relationship with the environment.-It also included the values of environmental problems in a positive way, and it branched into sub-concepts: water pollution, air pollution, soil pollution, food pollution, noise pollution, drought, erosion, desertification, natural disasters, urban sprawl. -The values of the use of environmental resources are included in a medium manner, and the sub concepts are: water use, air use, soil use, solar energy use, animal use, plant use, coal use, natural gas use, oil and petroleum use, mineral use, renewable energy use. -The values of preserving the environment included weak, and were represented in sub-concepts: preservation of environmental resources, scientific endeavors to preserve the environment, environmental protection, afforestation, rationalization of consumption, laws and legislation related to the environment, waste recycling, forest protection.