{"id":4154,"date":"2026-06-23T12:16:29","date_gmt":"2026-06-23T10:16:29","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4154"},"modified":"2026-06-23T12:26:05","modified_gmt":"2026-06-23T10:26:05","slug":"riseafrica-v2i1-07","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v2i1-07\/","title":{"rendered":"Le multim\u00e9dia dans l\u2019enseignement du chinois au Cameroun\u00a0: Analyse critique du dispositif CEAD (2020-2025)"},"content":{"rendered":"

NGO BAYIHA Jeanne Berthe<\/em><\/strong><\/em><\/strong>
Universit\u00e9 de Bertoua<\/em>
Rise Africa, Vol. 2, No. 1 (2026), pp. 151-176
ISSN : 3105-5311<\/p>

T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div>

R\u00e9sum\u00e9<\/strong>
Alors que le Cameroun engage sa transition num\u00e9rique \u00e9ducative via le Plan 2020-2030, l\u2019Enseignement \u00e0 Distance (EAD) du Minist\u00e8re des Enseignements Secondaires (MINESEC) soul\u00e8ve une interrogation fondamentale : permet-il une r\u00e9elle transformation p\u00e9dagogique selon l\u2019Approche Par Comp\u00e9tences (APC), ou reste-t-il une simple transposition num\u00e9rique de mod\u00e8les transmissifs\u2009? Cette \u00e9tude examine la conformit\u00e9 du Centre d\u2019\u00c9ducation \u00e0 Distance (CEAD) avec les principes th\u00e9oriques de l\u2019apprentissage multim\u00e9dia (Mayer, 2009\u2009; Vygotsky, 1978) et analyse les pratiques effectives des enseignants de chinois, discipline dont la complexit\u00e9 tonale et graphique exige une m\u00e9diation technologique rigoureuse. Une approche mixte s\u00e9quentielle a \u00e9t\u00e9 d\u00e9ploy\u00e9e : questionnaires aupr\u00e8s de 90 enseignants (dont 11 de chinois) et 30 inspecteurs p\u00e9dagogiques, compl\u00e9t\u00e9s par des entretiens semi-directifs. Les r\u00e9sultats r\u00e9v\u00e8lent un triple d\u00e9calage : infrastructurel (64,5 % des \u00e9tablissements sans connexion internet, ratio de 48 \u00e9l\u00e8ves par ordinateur), institutionnel (76,6 % des inspecteurs non consult\u00e9s dans les d\u00e9cisions techno-p\u00e9dagogiques) et didactique (absence d\u2019outils adapt\u00e9s \u00e0 la phonologie tonale et \u00e0 la calligraphie chinoise). L\u2019impossibilit\u00e9 de transmission fid\u00e8le des tons et l\u2019inadaptation des contenus limitent drastiquement l\u2019efficacit\u00e9 du dispositif pour l\u2019enseignement du chinois. L\u2019EAD camerounais demeure au stade de \u00ab\u2009substitution\u2009\u00bb (mod\u00e8le SAMR de Puentedura, 2014) sans atteindre la \u00ab\u2009modification\u2009\u00bb p\u00e9dagogique vis\u00e9e par l\u2019APC. Des recommandations hi\u00e9rarchis\u00e9es sont propos\u00e9es : formation cibl\u00e9e de 50 enseignants-ressources, d\u00e9veloppement de 20 ressources localis\u00e9es et implication syst\u00e9matique des acteurs disciplinaires dans la gouvernance num\u00e9rique.
<\/p>

Abstract<\/strong>
As the Cameroonian educational system embarks on its digital transition through the \u00abDigital Plan 2020-2030,\u00bb the operationalization of Distance Learning (EAD) by the Ministry of Secondary Education (MINESEC) raises a fundamental question: does it enable genuine pedagogical transformation according to the Competency-Based Approach (CBA), or does it merely transpose traditional models into digital format? This study examines the conformity of the Distance Education Center (CEAD) with theoretical principles of multimedia learning (Mayer, 2009; Vygotsky, 1978) and analyzes the actual practices of Chinese language teachers, a discipline whose tonal and graphic complexity demands rigorous technological mediation.A sequential mixed-methods approach was deployed: questionnaires with 90 teachers (including 11 Chinese teachers) and 30 pedagogical inspectors, complemented by semi-structured interviews. Results reveal a threefold gap: infrastructural (64.5% of schools without internet, ratio of 48 students per computer), institutional (76.6% of inspectors not consulted in techno-pedagogical decisions), and didactic (lack of tools adapted to tonal phonology and Chinese calligraphy). The impossibility of faithful tonal transmission and content inadequacy drastically limit the system\u2019s effectiveness for Chinese teaching.Cameroonian distance learning remains at the \u00absubstitution\u00bb stage (Puentedura\u2019s SAMR model, 2014) without achieving the pedagogical \u00abmodification\u00bb targeted by CBA. Hierarchized recommendations are proposed: targeted training for 50 resource teachers, development of 20 localized resources, and systematic involvement of disciplinary actors in digital governance.<\/em>
<\/em><\/p>

Mots cl\u00e9s<\/strong>
Enseignement \u00e0 distance, multim\u00e9dia, charge cognitive, enseignement du chinois, approche par comp\u00e9tences, Cameroun<\/p>

Keywords<\/strong>
Distance learning, multimedia, cognitive load, Chinese language teaching, competency-based approach, Cameroon<\/em><\/em><\/em><\/em><\/p>

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Comment citer cet article ? <\/strong>
NGO BAYIHA J. B., (2026). Le multim\u00e9dia dans l\u2019enseignement du chinois au Cameroun : Analyse critique du dispositif CEAD (2020-2025). In Nama, D.D., (\u00c9d.), L\u2019enseignement du chinois au Cameroun : enjeux sociopolitiques, innovations didactiques et perspectives africaines.<\/em> Rise Africa, 2(1), 151-176.<\/p>","protected":false},"excerpt":{"rendered":"

NGO BAYIHA Jeanne BertheUniversit\u00e9 de BertouaRise Africa, Vol. 2, No. 1 (2026), pp. 151-176ISSN : 3105-5311 R\u00e9sum\u00e9Alors que le Cameroun engage sa transition num\u00e9rique \u00e9ducative via le Plan 2020-2030, l\u2019Enseignement \u00e0 Distance (EAD) du Minist\u00e8re des Enseignements Secondaires (MINESEC) soul\u00e8ve une […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4154","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4154","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/comments?post=4154"}],"version-history":[{"count":2,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4154\/revisions"}],"predecessor-version":[{"id":4162,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4154\/revisions\/4162"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4154"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}