Dissertations / Theses on the topic 'Disciplines d'enseignement'
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Hasni, Abdelkrim. "Les représentations sociales d'une discipline scolaire - l'activité scientifique - et de sa place au sein des autres disciplines formant le curriculum chez des instituteurs marocains." Sherbrooke : Université de Sherbrooke, 2001.
Moundjiegout, Peggy. "Quels contenus d'enseignement et d'apprentissage dans les présentations orales en maternelle : étude des interactions langagières et didactiques." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30028/document.
This thesis focuses on teatching and learning contents in nursery school. For Reuter it refers « to such diverse things as knowledge and know-how or skills (both are teaching and/or learning contents immediately identifiable in a training system), values and practices, the « relationships to/with », and even behaviours and attitudes »To study the notion of content we based our research on a corpus of documents from three different sources : official texts, books on nursery school and specific academic fields, and transcripts of actual classroom sessions.Analyses carried out using tools from linguistic and academic training fields have highlighted a different structural organisation of contents in official texts (organisation by topics and by fields of activity). The analyses also revealed the continuity of knowledge and know-how contents throughout the history of nursery school, as well as the emergence of new contents (skills, awareness and relationships to/with ) in the 90'. Furthermore, there is a link between these categories and the location of contents in academic fields
Klutse-Doe, Senyo Yao. "La classe inversée : généralités et spécificités selon les disciplines scolaires." Electronic Thesis or Diss., Université de Lille (2022-....), 2023. http://www.theses.fr/2023ULILH066.
This thesis examines the Flipped Classroom as a pedagogical-didactic tool. The reflectionproposed is located in the field of didactics and explores how the mode of operation of the Flipped Classroom influences the teaching and learning of different school subjects at the secondary school level. Thus, the notions of space-time, didactic situation, educational tool and didactic contract are mobilized as a theoretical framework. Data was constructed by combining the technique of semi-structured interview, survey and direct observation. In effect, this research highlights the following points: (i) the flipped classroom weighs on the content taught since it promotes new content (ii) the flipped classroom modifies the pedagogical relationship (iii) the flipped classroom makes it possible to diversify the forms of assessment according to the delimited learning space (auxiliary space and class space) (iv) the flipped classroom is adaptable to different school disciplines taking into account first and foremost the specificities or the functional nature of these school disciplines
Dufour, Marie. "Les pratiques d'affichage : points communs et variations selon les disciplines et les modes de travail pédagogiques." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30002/document.
This thesis research questions the material dimension of practices, especially that concerning the teaching and learning tools that are posters. The topic of my research is built into the analysis of the speech of teachers and the pupils. I try to identify their representations and views of the poster, as they say the practice, as they invest themselves according to the teaching methods they implement. The characterization of the poster practices according to the practical school subjects contribute to modeling in teaching and institutional spaces, in one of textbooks, teaching practices and pupils practices
Raybaud-Patin, Nicole. "Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d'efficacité personnelle et du statut de l'élève dans trois disciplines : le cas d'enseignants du Cycle III de l'école primaire." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2011. http://tel.archives-ouvertes.fr/tel-00668586.
Raybaud-Patin, Nicole. "Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d’efficacité personnelle et du statut de l’élève dans trois disciplines : le cas d’enseignants du Cycle III de l’école primaire." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20111/document.
Our research about the informal oral assessment practices of teachers is contributing to describe, explain, understand modalities and dynamics of teaching into their links to learning students.We state the following conjecture : "During a scholarly year, informal oral assessment practices of teachers belong to dynamic between teacher's personal and professional resources, their professional environments and "what is emerging" in teaching-learning situations".Four 3rd class teachers have been filmed, each of them nine a year, for three lessons: French, Mathematics and Physical Education each trimester. We study "Oral Assessment Unities" linking verbal and non verbal. Teacher's professional resources are updated by research of their own self efficacy. Their professional environment is sensed through the status that they give to their students.These teachers are frequently assessing, of their own initiative, their reports are short, sometime implicit (non verbal contributing to get meaning). “Low" pupils are most frequently assessed. Teachers are less assessing in Physical Education. More often, when self efficacy is high, assessments are "positive" for "high" pupils; when self efficacy is moderated, assessments are "negative" mainly in Physical Education; when self efficacy is "low", assessments are "negative" for the entire class
Djihouessi, Blaise Coovi. "Le français, médium d'enseignement des disciplines scientifiques, techniques et de formation professionnelle en situation unilingue et bilingue : études de cas et perspectives (le cas du Bénin, du Mali et du Burkina-Faso)." Paris 3, 2006. http://www.theses.fr/2006PA030024.
The teaching and learning of scientific and technical subject matters and vocational training in French constitute one of the sore issues for the development of scientific and technical options in schools in French-speaking subsaharan Africa, where the educational context is multilingual (national languages). Various assessments have shown that the schoolchildren from these areas do not obtain good grades in science and technology. The major difficulty for these schoolchildren lies in the acquistion of technical and scientific notions and concepts. Since Independence in 1960, the French-speaking subsaharan African states have started to modify their educational systems according to the specific sociolinguistic environment characteristic of each country. The choice is between a monolingual system (one sole language, French) or a bilingual system (French-national language). Pedagogical approaches which develop, inter alia the linguistic skills required for the acquisition of scientific and technical subject matters and which facilitate the elaboration of knowledge and know-how in the fields of science and technology have been tested but with little success. Through various case studies, this thesis investigates the causes of this situation. It suggests some guidelines to revive the technical and scientific options whose failure may threaten the building of technical and scientific elites needed for development
Drot-Delange, Béatrice. "Outils de communication électronique et disciplines scolaires : Quelle(s) rationalité(s) d'usage ? : le cas de trois disciplines scolaires du second degré en France : la technologie au collège, l'économie-gestion et les sciences économiques et sociales au lycée." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2001. http://tel.archives-ouvertes.fr/tel-00381040.
Si les acteurs ont saisi les opportunités qu'offraient ces outils pour constituer ce que nous nommerons des " réseaux disciplinaires ", ont-ils pour autant créé des réseaux pédagogiques, tels que les définit J. Perriault (1986) ?
Notre travail a consisté à expliciter d'une part le processus d'émergence de ces réseaux en utilisant le cadre théorique de la sociologie de la traduction, d'autre part les rationalités à l'œuvre dans les usages d'adoption et de participation des enseignants en mobilisant les théories sur les médias coopératifs, empruntant elles-mêmes à la tradition de la sociologie de l'action collective.
Nous avons appliqué cette démarche à trois disciplines : la technologie pour le collège, les sciences économiques et sociales et l'économie-gestion pour le lycée. Concernant l'émergence des réseaux disciplinaires, nous avons analysé les discours des acteurs impliqués dans cette émergence, que ce soit sous forme d'articles, de sites ministériels ou de comptes rendus de réunion. Concernant les usages d'adoption et de participation, nous avons analysé les échanges sur les listes de diffusion pour l'année scolaire 1999-2000, enquêté auprès des abonnés, auprès des enseignants auteurs de sites personnels concernant leur discipline, ainsi qu'auprès des responsables académiques des pages web disciplinaires.
Cette approche nous a permis de caractériser les réseaux disciplinaires et de les situer par rapport aux réseaux pédagogiques.
Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
The teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
Corny, Laurence. "Les discours d'enseignement en français langue seconde : le cas de la compréhension des textes expositifs d'histoire et de géographie par les élèves allophones nouvellement arrivés en France et scolarisé au cycle 3." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA095.
The research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system
Hussain-Carnus, Patrick. "La maîtrise de la langue française dans et par les disciplines scolaires : les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive : approche comparative." Thesis, Aix-Marseille, 2017. http://www.theses.fr/2017AIXM0054.
This research deals with the way learning different school subjects is likely to help middle-school students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time.But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties, others will deal with language-related problems.What is meant by “Language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach?We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students. We argue that teaching French language proficiency requires the students to understand both a schooling language and a subject language. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them
Gaillourdet, Evelyne. "Entre modernisation et démocratisation. La question du français, discipline d'enseignement." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA126/document.
From a cartesian conception of language, Durkheim (and the durkheimians) have built a socially centered political « doxa » of which the deep effects have been measured in education : Paul Lapie’s work, the success of the EPS ( Superior Primary School) the dream of social unity. This educational sociology allowed, amongs other things, the devopment of a simple and common written french, based on a scrupulous respect of grammatical orthography but this “elementary French” has caused - ultimately- the disappearance of the idea of a“sacred” or “transcendent” literature in favor of an artisanal work on the language. The literature crisis described by Jean-Paul Sartre came from this evolution. Though, since every human (educative) relationship must be based on an individual moral consciousness, also connected by the “énonciation” with the collective consciousness (Durkheim) or the infrastructural language (Saussure) in order to justify the language used, the Benveniste’s synthesis of Meillet and Saussure allowed to verify in education, despite repeated attempts of modernization, the persistence of old shool grammar’s former patterns which the main and essential idea ( for democracy) is to keep at any costs the study of the clause’s principal terms from Port Royal thus the elementary and ideological effect to be a subject, author and responsible of his acts and words
Partendo da una concezione cartesiana della lingua, Durkheim (e i durkheimiani) hanno costruito un pensiero politico centrato sul sociale e del quale si è potuto valutare i profondi risultati nell’insegnamento : opera di Paul Lapie, successo delle EPS (Scuole Primarie Superiore) , unità sociale ideale. Questa sociologia educativa ha permesso, tra le altre cose, che si sviluppasse lo scritto di un francese semplice e comune basato su un rispetto scrupoloso dell’ ortografia grammaticale. Ma questo francese elementare ha fatto - in fine - sparire l’idea di letteratura « transcendente » o « sacra » al vantaggio di un lavoro artigianale sulla lingua. Da questa evoluzione proviene la crisi della letteratura descritta da Jean-paul Sartre. Ora poiché ogni relazione umana (educativa) deve essere basata su una coscienza morale individuale, lei stessa legata dall’ « enunciazione » con l’esistenza di una « coscienza colettiva » nel senso durkheimiano (o di una lingua infrastrutturale nel senso saussuriano) che permetta di giustificare il linguaggio utilizzato : la sintesi proposta da Emile Benveniste tra Meillet e Saussure ha permesso di constatare nell’insegnamento - nonostante i ripetuti tentativi di ammodernamento - la permanenza degli antichi modelli della grammatica scolastica dei quali l’idea principale – e vitale per la democrazia – è di mantenere ad ogni costo lo studio delle parti essenziali della proposizione (venuta da Port Royal) e dunque l’effetto (ideologico) elementare : quello di essere un soggetto autore e responsabile dei sui atti e delle sue parole
Sidibé, Toumani. "L'anglais comme discipline dans les établissements d'enseignement professionnel et technique au Mali." Angers, 1996. http://www.theses.fr/1996ANGE0026.
After an historical introduction of the main didactic streams in professional and technical teaching in mali, this thesis tries to analyse the present situation: ressources, needs, an evaluation of the teaching through questionnaires handed out to students as well as teachers. It then turns to the limitative factors of a good performance in english at the level of the programmes as well as of the school books, the teaching methods and the administration. Solutions are offered: a new type of programme based up on the development of skills in oral communication only: new teaching skills taking into account the pancity of ressources and tending to develop a critical and innovative approach on the part of the teacher; a more rational conception of the importance granted to the teaching of english in professional and technical schools. Among the new teaching skills, a particular effort of reflexion has been made in the field of written comprehension and in that of the use of the new technologies
Okome, Engouang Liliane-Surprise. "La traduction entre outil d'enseignement et discipline scientifique : le cas de l'espagnol au Gabon et en Guinée-Equatoriale." Thesis, Nice, 2013. http://www.theses.fr/2013NICE2015/document.
This study consisted in treating various points concerning the Translations Studies and the translation. After having highlighted some teories which try to define and understand the translating process, we wondered about the matter of translation under two ways. In language classes, it is above at all teaching tool. In the specialized training context, the translation is an intra and intercommunication vehicle. In the addition, the matter of the scientific value of Translations studies is still valid, we used epistemological data to treat this point. From this analyze, it was retained that, because of this interdisciplinary, the Translations studies treats both of human translation than the machine. In fact, the discipline transcends the humanities to also place at the formal sciences through statistical calculations that fall within the program software. After reviewing the training programs translations of some western establishments, our goal was then to analyze how its practice is envisaged in the exolingual environment and in languages classes of university of Gabon and Equatorial Guinea. To do this, we did a field survey allowed us to identify certain breaches such as the lack of specialization of teachers (in Gabon) and the nonexistence of training (Equatorial Guinea). Problems noted during the field survey have led us to propose some solutions
Okome, Engouang Liliane-surprise. "La traduction entre outil d'enseignement et discipline scientifique : le cas de l'espagnol au Gabon et en Guinée-Equatoriale." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00975525.
Chameyrat, William. "Le SNEP, Syndicat National de l'Éducation Physique, dans la construction d'une discipline d'enseignement : l'éducation physique et sportive (1944-1992)." Bordeaux 2, 2005. http://www.theses.fr/2005BOR21186.
Created in 1926, the National Trade union of Physical Education (SNEP) is stall, with the Release, a confidential trade union which has only little influence towards the Authorities and other actors of the trad-union microcosm. Physical Education (EP) remains, during this period, a marginal discipline in search of school recognition. However, the SNEP acquires an indisputable legitimacy and became an actor that cannot be ignored as regards EP. Thus, in the Nineties, it occupies an active role in the drawing up of the new programs in EP, updating made necessary by the integration of the discipline in the ministry of National Education. This work is interested in the evolution of the trade-union organization and its orientations concerning the discipline. The purpose is to identify and decipher the motivations and strategies uses by the trade unionists who followed one another at direction of the SNEP. The hypothesis selected is that the trade-union activity, like the claims in EP, are, in fact, justified and influenced by stakes, official or not, which exceed the simple framework of corporative defence. Three periods define the relationship maintained between the trade union and EP : “The fights for the supervision of a discipline” (1944-1969), “The UA boost or the defence of a discipline in the upheaval” (1969-1981) and “the SNEP after the changes : to mobilize or disappear” (1981-1992)
Poucet, Bruno. "Histoire de l'enseignement de la philosophie en France dans l'enseignement secondaire de 1863 à 1965 : structures scolaires, contenus et pratiques pédagogiques d'une discipline d'enseignement." Paris 5, 1996. http://www.theses.fr/1996PA05H083.
The purpose of this thesis is to explain how a teaching subject, here philosophy, was organized and how it evolved. Are only taken into account state and private secondary schools for boys and then for girls fron 1863 to 1965. The archivist study is based on official documents provided by the ministry and religions bodies : curricula, instructions, reports of official authorities, educational works, inspection reports, text books, books on essay writing. The results of this study reveals the part played by a certain number of actors (official representatives, professors, intellectuals, pressure groups) in the definition of the contents, the functions and the teaching methods of this subject. The weight of the existing school institutions, in particular that of the "baccalaureat" seems to also be a deciding factor. The teaching subject of philosophy has therefore been able to become independent from university philosophy. Furthermore, private education has not succeeded in defining a subject of its own. The changes in the teaching functions have also played their part. Consequently, the teaching of philosophy in secondary schools has gradually lost its importance. It has become a subject among others: the disappearance of the philosophy class in 1965 is the obvious symbol of it
Roux, Claude. "Arts plastiques et enseignement : la question des contenus : pour une didactique des arts plastiques en tant que discipline d'enseignement général dans le secondaire." Paris 8, 1997. http://www.theses.fr/1997PA083633.
NB: English best translation for "arts plastiques" is "visual arts", but the meanings are different : the "arts plastiques" are not ALL the visual arts, and some of them are not visual arts. Also the expression "arts plastiques" will be used. How can we define the contents of a teaching of the "arts plastiques" when the very notion of art itself is not definable? How can we take up those contents, when they are conditioned by multiple factors: aesthetic and didactic, but also institutional, structural, economic, human, material, etc. What are the "arts plastiques"? This first part goes into the nature of the contents generated by this new title for the discipline (which has replaced "drawing" during the 70's). It goes back to the origins of the expression "arts plastiques" and relates its evolution before asking what its meaning could be in the educational system. Where does the teaching of the "arts plastiques" come from? This second part tries to bring to the fore the genealogy of the [current] orientations of this teaching by studying the history of the relations between art and the school institution. How shall we build teachable knowledge that comes within the province of the artistic field? This third part advances that this construction (rather than transposition) presupposes the choice of a critical position at every level of the "didactic chain". It analyses the critical process that comes in the transition between the seeing, the making and the knowledge. Conditions, limits, and possible openings of a didactic of the "arts plastiques"? This fourth part examines the pertinence of a didactic of the "arts plastiques", regarding the complexity of the tackled field (pieces and artistic processes), the demands of the school, and the needs of the sudents. It advances that those contradictions are the very dynamic process where the contents are defined and the knowledge in "arts plastiques" is built. The conclusion links the question of the contents to the question of the methods. It defends the idea of a pedagogy based on the contract, urging the students to live all the dimensions of the creation process (from the project to its realisation and its presentation), letting them bring to the fore and work the questions related to the artistic field:technical, notional, critical, methodological. . . And over all behavioural
Rentzos, Ioannis. "La ville et son enseignement en géographie dans le contexte socio-éducatif grec." Paris 7, 2002. http://www.theses.fr/2002PA070009.
The general framework is made up by an internal geopolitical approach (intranational) where the current state of the teaching of geography in Greece is considered and studied as an action against socile interests. This text, while presenting the general situation of geographical teaching in Greece, makes use, in its greatest part, of the notion of the city/town as a principal indicator of this teaching. In Greek secondary education, the geography is taught only in the first two classes of gymnasium (12 to 14 years), in fact too little. However, given that diffusion of geographical knowledge within a society has also geopolitical and ideological aspects, the absence of the geography teaching or the decrease of teaching hours has also to be regarded as a geopolitical and ideological act. .
Valéro, Maïa. "Le nouveau mythe du démos européen : fabrique, construction et mise en récit de l'histoire européenne dans les programmes d'Histoire-Géographie en France du Traité de Maastricht à nos jours." Electronic Thesis or Diss., Paris 3, 2023. http://www.theses.fr/2023PA030038.
In France, the History school programs are often criticized because of the “national narrative” it creates. Sometimes, it might also be called “a myth”. National heroes, spectacular events, founding moments and fathers punctuate the high school programs. And the question remains : what is essential for the pupils to remember to develop and forge a sense of belonging to the nation ? Within its History, France and its neighbors went into wars and peace. The European construction is part of that history that the French school is writing nowadays. This research tries to understand how History and Geography school programs are interacting with the European Education regarding the field of education. This thesis aims at analyzing the European policymaking and their impacts on the school programs, and more precisely in the schoolbooks
Aït-Mehdi, Halima. "Les obstacles à l'intégration sociale et scolaire dans la France coloniale et post-coloniale : enseignement de l'histoire et représentations de lycéens liés ou non aux immigrations (IIIème-Vème République)." Amiens, 2014. http://www.theses.fr/2014AMIE0005.
Isani, Shaeda. "La dissymétrie des savoirs disciplinaires et l'organisation de l'interaction dans l'enseignement des langues de spécialité." Université Stendhal (Grenoble ; 1970-2015), 1993. http://www.theses.fr/1993GRE39004.
The starting point of this research work lies in the analysis of a certain number of communicative dysfunctions in esp courses taught insocial sciences. Three hypotheses constitute the basis of the research. Firstly, there is a disparity in supply and demand, the institution emphasizing written skills and student demand focusing on oral skills. Secondly, certain teaching practices requiring the the esp teacher to specialize in the learner's field of specialisation create a situation of double dissymmetry detrimental to an interactive teaching approach. Translated into teaching goals, this tends to privilege the acquisition of knowledge at the expense of language skills. Thirdly, a more balanced distribution of the two types of specialisations - content remaining the specialisation of the learner and the target language that of the teacher - generates a situation of balanced dissymmetry more conducive to an interactive teaching approach. The demonstration of this last hypothesis leads to an exploration of the notion of specialisation and the application of these theories to fields other than those specifically related to the university environment
Koulouri, Christine. "Dimensions idéologiques de l'historicité en Grèce (1834-1914) : les manuels scolaires d'histoire et de géographie." Paris 1, 1990. http://www.theses.fr/1990PA010549.
Main field of study are the history and geography school books of the primary and secondary education in greece for the period 1834-1914. The school book ios examined as representative of the dominant mentality of its time. The focus is placed on the process of self-interpretation and of self-constitution of the greeks as historical subjects in the frame of the greek nationstate. The reconstruction of the national past and the prediction of the "ideal" future are the fundamental parameters of this process. F0llowing the teaching of history and geography, is thus studied the progressive shaping of an ordering model of historical identity, manifestly "helleno-centric" and based on the concepts of continuity and of unity
Lee, Eun-Jeok. "Champ artistique et construction des objets d'enseignement : une réflexion épistémologique sur l'enseignement des arts plastiques dans le système scolaire français, et plus particulièrement sur son enseignement en tant que discipline obligatoire à l'école élémentaire et au collège." Paris 8, 2001. http://www.theses.fr/2001PA081907.
Venturas, Ekaterini Kylina. "L'histoire dans l'enseignement secondaire en Grèce entre les deux guerres : permanences et innovations." Paris 1, 1991. http://www.theses.fr/1991PA010585.
The policy of educational authorities concerning history course and textbooks and the intellectuals' discourse on history and its teaching in greece between the two world wars are examined. The content of some secondary school history textbooks is analysed thematicaly and comparatively. Permanent and innovating elements of their discourse are underlined. The conditions of production of the textbooks discourse on social reality and its evolution are investigated
Blanc, Alexandre. "Intégration européenne et évolution du concept de l'État : réflexion à partir des manuels de l'enseignement scolaire de différents pays de l'Union européenne." Thesis, Aix-Marseille 3, 2011. http://www.theses.fr/2011AIX32009.
Traditional concepts of the state are changing under the pressure of Europeanization. This dissertation seeks to verify this thesis through a comparative hermeneutic analysis of history and geography textbooks used over the past fifty years in the upper secondary schools of France, England, Baden-Württemberg, Catalonia, Finland, and the French Community of Belgium. These disciplines play a key role, since the knowledge they convey contributes to building and maintaining a sense of collective identity. Textbooks help define who “we” are, and organize knowledge around this axis. In our time, this “we” still corresponds largely to existing or potential national communities.This study focuses largely on the concept of the state as the central indicator for the understanding of political life. How has this concept been understood and presented in textbooks, and to what extent has the process of European Integration led to a change in emphasis? The state remains an important concept in textbooks, and remains the framework within history is interpreted. While it is frequently mentioned, however, it is not rigorously defined, and the interpretation of the state is influenced by centre-periphery relations, as these are found in each country. At this stage, the introduction of the European Union is generally very limited and is approached largely through the lens of persistent national specificity
Fuchs-Gallezot, Magali. "Génomique, post-génomique : enjeux de formation et prise en charge curriculaire pour les SVT." Phd thesis, Cachan, Ecole normale supérieure, 2009. http://tel.archives-ouvertes.fr/tel-00463153/fr/.
This thesis focuses on the learning content of the French secondary curriculum of a school subject, «life and earth sciences ». The thesis aims, more specifically, to study how genomics and post genomics, and their educational stakes, are taken into account in the «life and earth sciences » syllabuses. Many genomics and post genomics “social practices” have been identified and characterized: scientific research, industrial and agricultural applications, medical applications, citizenship's concerns. We study how these « social practices » have been taken into account by the school subject’s syllabuses on two standpoints: which “social practices” have been selected as a reference for the syllabuses’ learning contents and aims, and how these contents and aims are organised in the syllabuses. The results show that, if genomics and post genomics present scientific research has not been selected, scientific research practices contributing to a better understanding of genomics and post-genomics as well as industrial, agricultural, medical and citizen practices have been chosen as a reference for syllabuses’ contents or aims. The study of the organization of the syllabuses shows specific formulations and coherence, underlining the original character of “life and earth science” as a school subject
Aignan, Fabien. "Ecologie et économie du fait religieux dans l'enseignement de l'histoire au collège et au lycée en France : une approche par la théorie anthropologique du didactique." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0143.
Despite the secularisation of the French society, religion takes an important place in our daily life. The religious fact is an important cog in the understanding of our world, and the teaching of it becomes a necessity.Our thesis focus on the teaching of history in secondary education, through the analysis of school textbooks published between 2008 and 2012, that correspond to a coherent set from year 7 to year 13. We grasp the phenomenon of didactic transposition of the ‘religious fact’ object within the textbooks. In the frame of the Anthropological Theory of didactics, we study the teaching of religious fact through its tool and set light on the praxeology complexes we can find in the history textbooks. In front of tasks we already find in the ‘tell’ ‘describe’, and ‘explain’ requirements, we can bring out the existence of different techniques that come under iconography or narration exploitationblurred outlines of the religious fact as an object, prevalence of monotheism, confinement of the subject in the past, our study brings light on large variations in the presentation of our subject and on the very cautious way the school treat with the teaching of the religious fact
Gaujal, Sophie. "Une géographie à l'école par la pratique artistique." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC255/document.
: Inter-, pluri-, multi-, trans-: these many prefixes all denote how keen today's school is on making knowledge and skills circulate within a framework traditionally renowned for its segmentation. Starting from an epistomological study of the fruitful interaction between spontaneous geography and reasoned geography, this thesis offers to define and develop tools to implement it within the geography class. This research work's hypothesis is that this interaction can be positively impacted by artistic practice. To verify it, I designed and tested three tools, in an apporach that was altogether a teacher's, a trainer's and a researcher's : a photography contest, a "sensitive postcard" cartography contest, and a performance
"Un objet d'enseignement appelé histoire: la discipline de l'histoire dans les trames de la didactisation." Tese, MAXWELL, 2003. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=4360:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
Déry, Chantal. "Étude des conditions du transfert, du contexte scolaire au contexte extrascolaire, d'un mode de pensée d'inspiration historienne chez des élèves du 3e cycle primaire." Thèse, 2008. http://www.archipel.uqam.ca/1304/1/D1671.pdf.
Côté, Chantal. "Identification de méthodes pédagogiques et développement de stratégies d'intervention qui favorisent la création et l'expression artistique dans l'enseignement d'une discipline de l'estampe auprès d'étudiants de premier cycle universitaire." Mémoire, 2007. http://www.archipel.uqam.ca/848/1/M10071.pdf.