Auswahl der wissenschaftlichen Literatur zum Thema „Histoire – Étude et enseignement – République centrafricaine“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Inhaltsverzeichnis
Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Histoire – Étude et enseignement – République centrafricaine" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Zeitschriftenartikel zum Thema "Histoire – Étude et enseignement – République centrafricaine"
BARBIER, Olivier, Émilie BILICHTIN, Sarah AMAR und Maëlle RACLE. „La formation actuelle des chirurgiens orthopédistes militaires français déployés en opérations extérieures est-elle pertinente?“ Médecine et Armées Vol. 49 No. 1, Volume 49, Numéro 1 (08.03.2023): 39–52. http://dx.doi.org/10.17184/eac.7480.
Der volle Inhalt der QuelleDissertationen zum Thema "Histoire – Étude et enseignement – République centrafricaine"
Sokola, Bruno. „Usage des ressources documentaires et modélisation des pratiques d’enseignement-apprentissage de l’histoire en classe de 6e en République Centrafricaine“. Electronic Thesis or Diss., Brest, 2023. http://www.theses.fr/2023BRES0099.
Der volle Inhalt der QuelleOur work in history didactics falls within the framework of the theory of joint action in didactics (Sensevy, 2011, Collectif Didactique pour Enseigner, 2019) and the documentary approach to didactics (Gueudet and Trouche, 2008, 2010). It focuses on the mobilization of documentary resources during the preparation and teaching of three lessons on the history of ancient Egypt, in a sixth grade class in the Central African Republic. The study first presents the usual practice of session preparation and teaching by two history-geography teachers (P1 and P2). To overcome difficulties linked to the lack of textbooks and documentary resources, the teachers' documentary work takes the form of sketching maps (for P1), and reproducing (scanning and printing in A3 format) images found in textbooks (for P2). These documents are then introduced into the lessons. They provide material support for the lessons, but don't always provide relevant signs for the students. This is why, in a second phase, we set up a joint working arrangement with another teacher (P3). The aim is to show how work carried out by both the researcher and history-geography teachers in the Central African Republic can help them overcome the difficulties they encounter in mobilizing documentary resources when preparing their teaching. To this end, we co-constructed with P3 an original session on the history of the Black Pharaohs of Egypt, based on resources downloaded from the Internet (an image of King Taharqa, Pharaoh of Egypt, and a map of the Egyptian kingdom under his reign). The co-prepared session was then implemented in class by P3. Analysis of this session reveals an epistemically rich didactic environment, despite the limited materials available. In this context, the students called on spontaneous knowledge, both of academic origin, specific to their school memory, and socio-cultural, linked to their personal life experiences, family, and ethnic tradition. Pupils mobilize this knowledge to try to meet the teacher's expectations (sometimes without producing the expected answer) and interpret the problems posed. The teacher draws on this prior knowledge to help them acquire new knowledge, through dialog-based learning games. These games lead students to investigate the relevance of their answers to the questions posed by P3, based on the documents studied. Calling on certain socio-cultural knowledge that is already present in the students'backgrounds helps them to acquire new historical knowledge
N'zapali-Te-Komongo, Gervais. „Dynamique des langues et politique linguistique en République Centrafricaine : vers une intégration du plurilinguisme dans le système éducatif centrafricain“. Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3069.
Der volle Inhalt der QuelleThis thesis, which is within the framework of sociolinguistics/didactics and which deals with language vitality through the linguistic representations of students and teachers, tries to cope with the issue of educational language policy, in general, and the appropriation of French, a language jeopardized over the last two decades, in particular. In terms of linguistics policy, studies were carried out on languages and language for setting up different structures to promote a smooth and efficient bilingualism between French and Sango. In terms of educational policy, this study has the merit of laying the foundation of the principles of conceptualized language teaching through guidelines that can be used in rebuilding the Central African school, the training of French teachers, the pluralistic approach to languages and cultures, the diversification of educational materials and the assessment of learning. Beyond these contributions that will help in reviewing French curricula, the thesis opens avenues for research on the evaluation of educational institutions, the drafting of teaching curricula and the setup of a legal framework for the appropriation of languages, including French, a teaching matter and medium
Brémond, Kévin. „Une histoire politique des facultés de droit : l'image des facultés de droit dans la presse quotidienne d'information nationale sous la Troisième République (1870-1940)“. Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0324.
Der volle Inhalt der QuelleThe Third Republic marks a turning point in the reorganization of law schools in France. The institutional field is revealing of the upheavals in legal education under the new regime, when it was previously imprisoned in the Napoleonic cadres of the early nineteenth century. This is how we are witnessing the creation, admittedly contained, but significant and unprecedented, of new public legal education establishments, such as in Bordeaux and Lyon. In addition, this province, acclimatized to the shadow of its big Parisian sister, then began to venture into full light, thus spurring a clear change in the university landscape. But more significant still is a cascade of reforms which relate to the degrees - license and doctorate - or the transformation of the programs, as evidenced by the irruption in the faculties of public law as well as political economy, and the many hesitations compared to young sociology. Law schools also face the challenge of ending the public monopoly on legal education with the creation of free schools. This breach, wanted by Catholics but also by Protestants in search of a seat in an increasingly anticlerical society, shattered the monolith where the state retained a quasi-monopoly to teach its law. These institutional changes are also continuing in the social field, with the densification of University players, both from the point of view of teaching staff and that of student numbers. Even if the latter is in no way comparable to the massification of after May 1968, it still marks an important development whose achievements go beyond the simple increase in staff and its logistical consequences. It is the very face of the University that takes its mark, and this is particularly true in law faculties, which are very affected by the phenomenon. Thus, education is forced to remedy the growing lack of personnel and institutions to face students who are increasingly turbulent and quick to make demands, as evidenced for example by the Lyon-Caen, Scelle or Jèze cases, which fuel political tensions within the Faculty of Law of Paris, but also those of the provinces. Finally, it is in the field of university culture that significant changes are being felt. While the academic failure is pointed out after the defeat of Sedan, which in the Interwar period, the Bordeaux professor Julien Bonnecase underlines in What is a Faculty of Law? (1929), that these are often accused of being "between heaven and earth" 1, the time has also come for reflection on legal education. The burdens of "old-style" teaching are thus increasingly contested, plunging the legal faculty into a deep crisis which will not have been resolved at the dawn of the Second World War. The institutional history of law schools, a subject that has been explored for many years, can give the image of a certain liveliness since it largely uses sources internal to the institutions. Other works, notably those of Marc Milet, take the party to study the excesses of the institution towards the outside world, in this case the investment of professors in politics
Cantisano, Maria. „Proposition d'un curriculum pour l'apprentissage du Français Langue Étrangère à partir d'une expérience avec les enfants de 4 à 7 ans à l'Alliance Française de Saint-Domingue“. Paris 10, 2004. http://www.theses.fr/2004PA100064.
Der volle Inhalt der QuelleDoubragne, Issa. „Le Logone Oriental entre pétrole et réfugiés : étude des impacts socio-économiques“. Paris 1, 2013. http://www.theses.fr/2013PA010508.
Der volle Inhalt der QuelleRanaivo, Rabetokotany Nelly C. „Contribution à l'étude de l'enseignement du passé national dans les écoles de la république : l'exemple malgache de 1960 à nos jours, historiographie, histoire nationale, histoire scolaire“. Paris, EHESS, 2009. http://www.theses.fr/2009EHES0156.
Der volle Inhalt der QuelleThe 19th and 20th Malagasy centuries are an historical matter since the institutionalization of school in 1820 and the translation of the Bible in the Malagasy language in 1835. From that period, written documents have been the best way to relate political and social events. This dissertation focuses on the transmission of the written Malagasy national history in state schools from 1960 to nowadays. The historical reasoning is based on anthropology, social history and political science theories. It assesses the evolution of the Malagasy contemporary historiography along with the academic history since 1958, date of birth of the Malagasy Republic. The process and the events that led to the creation of the Malagasy nation-state are heavily influenced by the French colonial heritage. When analyzed through the concept of officially allowed history/oppositional history, it can be concluded that aIl these elements belong to the national history. This thesis examines also these relations through two independent but complementary themes namely the scholar works on Malaga history, on one hand, and the teaching of national history in primary, middle and high state schools, on the other hand. No interpretation drawn upon the representations of these interactions. However the study tries to define the conditions in which this national history being publicly used. An annotated compilation of official Malagasy academic programs in history, geography and civics as weIl as a corpus composed of forty nine handbooks published between 1932 and 2007 help build the archives of the Malagasy present history
Alten, Michèle. „La musique et le chant dans les écoles primaires de la République (1882-1939)“. Paris 1, 1993. http://www.theses.fr/1993PA010713.
Der volle Inhalt der QuelleIn 1882 the minister of education brought in a new compulsory item in the programs of primary schools : music and singing. The demand of the ambition, the lack of clarity of the aims sought and of the methods as well as the low level of qualification of the teachers in this very field made the application of the official instructions rahter uncertain. Before 1914, the civil engagement of the teachers led them to have of the republic celebrated by patriotic song. But the French territory is divised into two regions : south of line going from Saint-Malo to Geneva, musical activities are rare in the classrooms of a rather illiterate population. Between 1920 and 1939, a new musical culture expands in schools. It concerns mainly the organisation of amateur theatricals played, mimed and sung by the pupils. It expresses in its own way the signifiance assumed by the popular artistic spare time activities in France. However this practice does not bring any solution to the place occupied by music in schools. Because it does not take the means for assuming the basis for a teaching of arts, the school puts aside the sensitive aspect of education
Dancel, Brigitte. „L'histoire de l'enseignement de l'histoire à l'école publique de la IIIe République : le ministre, le maître et l'élève dans les écoles primaires élémentaires de la Somme,1880-1926“. Paris 5, 1994. http://www.theses.fr/1994PA05H038.
Der volle Inhalt der QuelleThis research aims at giving an historical account of a content matter beyond the prescriptive discourse of ministers of education, educationists and the inspectorate. Primary teachers' professional freedom in the definition of their individual practice is viewed throughout history, threading its way between distant governmental guidelines, closer advice from inspectors and the reality of the classroom. Observation is finally focused on the pupils whose acquisitions and skills are made obvious through the analysis of their output. Within the body of 4058 "certificat d'etudes" * exam papers of the 1918-1926 period in the Somme region, a sample of 951 answers is processed in the research (concerned with the French revolution, republican institutions and W. W. I). This long track, followed by all the governmental prescriptions, implies discrepancies between their stated aims and the historical academic culture actually acquired by the successful primary pupils during the 3rd French republic which eventually fulfills the school system and society at large. * French primary school final test until the early 1970's
Han, Isabelle. „L' enseignement des langues étrangères en classe de collège en République Populaire de Chine : du "maître" au "maître - d'oeuvre" : regards et réalités d'enseignants à Chengdu“. Paris, INALCO, 2008. http://www.theses.fr/2008INAL0013.
Der volle Inhalt der QuelleDespite a long tradition in education, the People's Republic of China has only recently shown interest in developing its citizens' abilities. In this perspective, it has long been accepted that school had to play the major role. To that effect, a New Curriculum was published in 2001. In a country like China, where book learning and competitive exams have been the tradition for centuries, the new curricular demands aiming at improving the learner's communicative abilities can be a real problem. In secondary schools, it means a new kind of teacher who becomes both a guide and a conductor, working at developing the learn's oral abilities. In this study, we shall deal first with the social and historical context leading to the New Curriculum, and then present a detailed analysis of its implementation through the views of 24 Chinese English teachers in secondary schools in Chengdu, trying to understand how they feel about it and how they deal with it on a daily basis. What they actually say and do will lead us to the conclusion that the typical Chinese English teacher is in favorable to the reform and tries his best to make it work in the classroom. The study of the interactions between teacher is in favorable to the reform and tries in best to make it work in the classroom. The study of the interactions between teacher and learner in the English class shows that some outstanding changes are taking place, despite the perpetuation of some traditional methods. As a conclusion, we will question the relevance of the New Curriculum and wonder if eclectic teaching methods would not be more adapted to the Chinese environment
Yi, Saangkyun. „Une discipline entre nation et empires : histoire de la géographie scolaire en Corée, 1876-2012“. Caen, 2012. http://www.theses.fr/2012CAEN1673.
Der volle Inhalt der QuelleIn the last third of the nineteenth century, Korea entered a globalization sequence in which elementary school through geography enhance different expressions of national ‘greatness. ’ Educational geography is impacted by a series of ruptures occurring in Korea. The historical periodization of Korea defines four periods. Regarding the country, they correspond to situations which range from political independence to occupation. That analysis helps to understand why geographical education is not currently, for a majority of decision makers in South Korea, an appropriate response to the understanding of regional and global geopolitics by South Korean citizens. Between, on the one hand, the South Korean nation whose geography education is a way of expressing collective identity in its spatial dimension, and, on the other hand, empires that put their mark on national territory and simultaneously on educational geography, empire is in tension in its content and in its organization. The current crisis of geography is presented as an opportunity to seize. Educational geography has gained conceptual coherence as a result of scientific developments, and the liberalization of the production of textbooks is likely to raise the geographical education level in a context where the didactic training of teachers is very low. In conclusion, a program to overcome the crisis is required
Bücher zum Thema "Histoire – Étude et enseignement – République centrafricaine"
Gautherin, Jacqueline. Une discipline pour la République: La science de l'éducation en France (1882-1914). Bern: Peter Lang, 2002.
Den vollen Inhalt der Quelle finden