Auswahl der wissenschaftlichen Literatur zum Thema „Matérialité pédagogique“
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Zeitschriftenartikel zum Thema "Matérialité pédagogique"
Aillerie, Carine, und Théo Martineau. „Enjeux politiques du « tout numérique » à l’école et pouvoir d’agir des enseignants“. Canadian Journal of Learning and Technology 49, Nr. 4 (06.02.2024): 1–16. http://dx.doi.org/10.21432/cjlt28455.
Der volle Inhalt der QuelleOlivero, Martina. „Figures de la matérialité dans la théorie du théâtre de Walter Benjamin.“ Revista Limiar 3, Nr. 6 (24.03.2019): 234–48. http://dx.doi.org/10.34024/limiar.2016.v3.9230.
Der volle Inhalt der QuelleHill, Cher, und Margaret MacDonald. „Teaching with the Virus: Sociomaterial Assemblages and the Production of Schooling During COVID-19“. Alberta Journal of Educational Research 69, Nr. 4 (12.12.2023): 473–91. http://dx.doi.org/10.55016/ojs/ajer.v69i4.73625.
Der volle Inhalt der QuelleMagar-Braeuner, Joëlle. „La leçon de La leçon de discrimination“. Articles 31, Nr. 1 (25.07.2018): 161–78. http://dx.doi.org/10.7202/1050659ar.
Der volle Inhalt der QuelleBonnin, Patrick, Pierre Blazevic, Olivier Snoeck, Dominique Gentile, Hatem Zenzri und Joseph Haggège. „Pédagogie Inductive « Pour et Par Projet A Minima »“. J3eA 22 (2023): 1005. http://dx.doi.org/10.1051/j3ea/20231005.
Der volle Inhalt der QuelleBudach, Gabriele, Dimitri Efremov, Daniela Loghin und Gohar Sharoyan. „Conversing with Humans and Objects: On Repetition and the Curative Power in Animation Making“. Canadian Modern Language Review 77, Nr. 4 (01.12.2021): 353–73. http://dx.doi.org/10.3138/cmlr-2020-0114.
Der volle Inhalt der QuelleMontel, Nathalie. „La maquette du pont de Brunoy, l’ingénieur et ses savoirs à la fin du 18 e siècle“. Dix-huitième siècle 56, Nr. 1 (25.04.2024): 283–98. http://dx.doi.org/10.3917/dhs.056.0283.
Der volle Inhalt der QuelleCHIRA, Rodica-Gabriela. „Sophie Hébert-Loizelet and Élise Ouvrard. (Eds.) Les carnets aujourd’hui. Outils d’apprentissage et objets de recherche. Presses universitaires de Caen, 2019. Pp. 212. ISBN 979-2-84133-935-8“. Journal of Linguistic and Intercultural Education 13 (01.12.2020): 195–200. http://dx.doi.org/10.29302/jolie.2020.13.12.
Der volle Inhalt der QuelleFreitas, Alexandre, und Adalgisa Ferreira. „uma semiologia prazerosa de A Hermenêutica do Sujeito“. Educação e Filosofia 36, Nr. 78 (04.01.2023): 1519–51. http://dx.doi.org/10.14393/revedfil.v36n78a2022-66096.
Der volle Inhalt der QuelleRabot, Cécile. „Rééditer l’Odyssée au xxie siècle“. Articles 9, Nr. 1 (01.02.2018). http://dx.doi.org/10.7202/1043120ar.
Der volle Inhalt der QuelleDissertationen zum Thema "Matérialité pédagogique"
Pérez, Éloïsa. „La typographie au service de l'apprentissage de l'écriture manuscrite à l'école maternelle : une pratique de découverte matérielle de la lettre“. Electronic Thesis or Diss., Sorbonne université, 2023. http://www.theses.fr/2023SORUL167.
Der volle Inhalt der QuelleTypography is part of the material culture of writing. Originally describing a mechanical printing technique using movable characters, it now brings together a spectrum of practices which are deployed in both the printing and digital fields and are accompanied by specific writings. Naturally, the history of education bears witness to various typographic devices dedicated to the transmission of written language; the specificities of the technique and the authority of its forms direct uses towards the composition of texts and the discovery of reading, rather than towards handwriting. Since the latter implies gesture and movement, its typographical part seems limited to the status of model. However, the design of the alphabet through typography offers a material approach capable of revealing complementary aspects of the production of its forms. In order to define its contribution to the learning of handwriting in nursery school, the object of this thesis consists of a material study of the process of transmission of this elementary knowledge. Located at the intersection of information and communication sciences, educational sciences and graphic and typographic design, it offers an understanding of the graphic devices which structure the learning of writing and support contemporary educational practices, observable in the classes of public nursery schools in France. Thus, it presents a consideration of the relationship between graphic design and pedagogy, based on the materiality of the associated intellectual tools, and on an experience of active research. The first part “Learning to write in nursery school” presents the current state of writing pedagogy as described by institutional discourses and field practices observed in schools since 2014. The second part, “Material analysis of the spontaneous tracing of the capital letter”, deals with the specificities of children’s first tracing experiences which emerge in a context marked by a plurality of graphic activities. It distinguishes three modalities of representation linked to the developments of drawing, graphics and writing. The third part “The instruction-object serving the discovery of the alphabet” addresses the implementation and classroom uses of Prélettres, a typographic device designed to engage children in the material discovery of the letter. It is structured around two educational objectives: revealing the composite structure of the letter and guiding the graphic gesture through the module, each treated in a dedicated chapter. The fourth part, “Building the letter, configuring the space,” questions the effect of the modular approach to the alphabet on the articulations of the spaces and dimensions in which it fits. A semiotic study of the classroom is proposed, based on field experience, and put into perspective with the materiality of the mediums which accompany the pedagogy of handwriting. The concrete result of this thesis leads to the development of a typographic research device dedicated to the acquisition of handwriting in nursery school. It defends education through doing, through action, and practice as a dynamic of learning and research. In this sense, the device is made up of tools for the material discovery of the letter, which invite manipulation and modular arrangement. Their design was guided by the uses observed in classes during educational workshops. These were tested in several public schools throughout the research and allowed the progressive construction of the device, supported by a repertoire of forms adapted to identified child practices and their natural development
Molnàr, Margit. „Tourner la page : autour de la matérialité de l'objet de lecture : observations sémiotiques, perspectives pédagogiques“. Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20058/document.
Der volle Inhalt der QuelleWhat could this title hide? Or reveal instead? It insinuates a certain tendency to a play on words. It hints at style. “Turn the page” since it’s about books, about reading practice. “Turn the page” because the days of books seem numbered, to believe certain prognostication to which this work does not address. However, there are new, digital pages. "About the materiality", since the paper page of the codex is turning literally around a material axis, sewn, stapled or glued. “Materiality", it is as an intrinsic quality of the book object which defines the products of writing. “Reading object,” it means different objects of reading, traditionally represented by printed books. While, now, it is possible to read technological objects too. “Object” once more, for the semio-pragmatic approach that desires to emphasize the material aspect of reading practice versus its linguistic aspect. “Observations,” it specifies and qualifies the approximate tenor of what is said and how it is said. “Semiotics,” it is the definition of the method and of the point of view under which these objects are investigated. “Pedagogical perspectives”, it is to refer to the field from which this study took its inspiration. Also, towards that it returns hoping to create bridges between several disciplines. This summary is a kind of explanation of the title, also intends to indicate the way of the reflection that develops the relationship of man to the written word that is based on the materiality
Gaberan, Philippe. „Condillac et la posture matérialiste en pédagogie : l'enfant n'est pas une idée“. Lyon 2, 1997. http://www.theses.fr/1997LYO20058.
Der volle Inhalt der QuelleThe study of Condillac's life and work is the inevitable way to enter in this piece of research. Firstly, because she updates an epistemologic controversy with Emile, the fiction composed by Jean-Jacques Rousseau. Secondly, because she is an objective view for every body who wants understand how the intellect emergence is also founded on the sensations and the language. Unfairly looking upon as an inconsistency philosophy by Maine de Biran, because she relies on the both support of genesis and calculation, condillac's theory of knownledge converts a thought upon education into a philosophy of teaching skills. She is a beginning to the true child. By this means, the study of Condillac's work leads to a "materialisme teaching skills". Materialism notion belongs to a long philosophical tradition but it's complex. So, this research don't manage to stabilize the concept of "materialism teaching skills". But nevertheless, it opens out to three basics indicators: the anchorage in reality and its "promethenne" conception of the knowledge access; the recognition of the otherone, its story and its mode to be here; and last, the acceptance of the "differance". For Jacques Derrida, this word takes the measurement of the difference and the resemblance. So, teacher's posture is onebody's who, embarked on his teaching obligations respect, refuses the fealure idea to prefer the "running agroud" one. Then, everybody will understand the reason why all teacher belongs to this category of "echoueurs" which Michel Soetard is speaking of
Buchteile zum Thema "Matérialité pédagogique"
Birla, Ritu. „Gayatri Chakravorty Spivak“. In Gayatri Chakravorty Spivak, 103–17. Hermann, 2023. http://dx.doi.org/10.3917/herm.renau.2023.02.0103.
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