Tesis sobre el tema "Apprentissage de curriculum"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 24 mejores tesis para su investigación sobre el tema "Apprentissage de curriculum".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
Sungeelee, Vaynee. "Human-Machine Co-Learning : interactive curriculum generation for the acquisition of motor skills". Electronic Thesis or Diss., Sorbonne université, 2024. https://theses.hal.science/tel-04828514.
Texto completoMotor skill acquisition is the process by which someone is able to perform a movement more accurately. In this context, practice plays a crucial role. However, practice is not always adapted to each learner's needs and learning journey. Generating personalised instructions manually is time-consuming and therefore impractical. Creating personalized practice sessions automatically is one way to alleviate this problem. Adaptive strategies that structure training, i.e. , the sequence of tasks executed, according to task difficulty and skill level have the potential to improve motor learning for the individual. This dual process of a machine learning the sequence adapted to a human learner and the human learning from the machine, is what we call co-learning. In this thesis, we study human-machine co-learning in the context of motor learning, i.e., learning sequences are generated at the same time as the human learns to perform the motor task.Machine learning algorithms can analyze the learning tendencies of individual learners and adapt training instructions accordingly. They can also be used to control a human-machine interface, during which humans learn to adapt their movements (e.g. prosthesis control). In this thesis, we leverage Machine Learning to facilitate the acquisition of motor skills. However, the use of Machine Learning to achieve this goal involves challenges : (i) few data is available to train the algorithms, (ii) the interactive nature of the system requires rapid training of machine learning algorithms. (iii) the effectiveness of the algorithms depends on a precise assessment of the learner's skill level, which is difficult to measure in practice and (iv) the degree of control provided to humans when training the machine learning model can impact their learning and the way they build a mental model to predict the system's behavior.The aims of this thesis are twofold: (i) to develop a strategy for structuring the learning of motor tasks (ii) to study interactive systems that can adapt to and be adapted by the learner to provide guidance during practice. Through two studies, we explore different strategies to sequence motor learning tasks. In the first study, we evaluate the accuracy and smoothness of movement execution during the performance of a visuo-motor task. The second study explores how to train a machine learning algorithm in a prosthesis control task. We evaluate both the recognition accuracy of gestures provided by participants as well as participants' understanding of the system.Our results contribute to the field of adaptive learning of motor skills and Human-Computer Interaction. They demonstrate that adapting motor tasks to the learner has advantages in terms of participants' performance and understanding of the task. These results provide insights for creating training protocols and facilitating their transition to applied contexts
Taisson-Perdicakis, Claire. "Le rôle de la matérialité dans l’apprentissage de la lecture : aspects du curriculum enseigné, pratique enseignante et développement chez l’élève. Une étude de cas à l’école primaire française". Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0348/document.
Texto completoOur research consists of a longitudinal study in which one group of pupils in ordinary classroomsituations has been followed from the top level of French pre-elementary school (5- to 6 year-oldpupils) to the second level of French primary school (7- to 8 year-old pupils). For these three schoolgrades, one of the main objectives in the curriculum is learning to read.We consider that pupils build their new reading skills, i.e. the skills characterizing their potentialdevelopment, by relying on skills characterizing their actual development (Vygotski, 1934/1997).When learning to read, pupils yet have at their disposal semiotic abilities related to knowledge bothof material objects and their uses, and of basic gestures and their meaning (Moro & Rodríguez,2005), all of this we sum up under the term of materiality. Consequently, in our research, we makethe hypothesis that the children’s basic abilities related to materiality constitute a resource inteaching-learning situations.We have chosen to carry out a case study. The data collected consist of videos of class sequencescarried out four times a year for three years. These twelve videos are supplemented by two semistructuredinterviews with the teacher, one “self-confronting” interview in which the teacher isbrought to discuss her actions and by the analysis of the ministry’s school curricula. Our analysis isboth macrogenetic and microgenetic. For each teaching sequence, on the level of macrogeneticanalysis, we have made up the synopsis from which we have selected significant episodes in terms ofmateriality. The significant episodes are composed of remarkable events the microgenetic analysis ofwhich requires the use of tools such as materiality boards and photograms.Our study shows that materiality enables pupils to develop reading skills and that the forms thatmateriality takes on change according to the pupils’ acquisition progress and the aspects of reading(code and comprehension) still to be learned
Fournier, Pierre. "Intrinsically Motivated and Interactive Reinforcement Learning : a Developmental Approach". Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS634.
Texto completoReinforcement learning (RL) is today more popular than ever, but certain basic skills are still out of reach of this paradigm: object manipulation, sensorimotor control, natural interaction with other agents. A possible approach to address these challenges consist in taking inspiration from human development, or even trying to reproduce it. In this thesis, we study the intersection of two crucial topics in developmental sciences and how to apply them to RL in order to tackle the aforementioned challenges: interactive learning and intrinsic motivation. Interactive learning and intrinsic motivation have already been studied, separately, in combination with RL, but in order to improve quantitatively existing agents performances, rather than to learn in a developmental fashion. We thus focus our efforts on the developmental aspect of these subjects. Our work touches the self-organisation of learning in developmental trajectories through an intrinsically motivated for learning progress, and the interaction of this organisation with goal-directed learning and imitation learning. We show that these mechanisms, when implemented in open-ended environments with no task predefined, can interact to produce learning behaviors that are sound from a developmental standpoint, and richer than those produced by each mechanism separately
Labrecque, Anne-Marie. "Les connaissances et les pratiques des enseignants du 1er cycle du primaire en lien avec l'enseignement et l'apprentissage de la calligraphie". Mémoire, Université de Sherbrooke, 2009. http://savoirs.usherbrooke.ca/handle/11143/660.
Texto completoMayouf, Mouna Sabrine. "Intégration de connaissances de haut-niveau dans un système d'apprentissage par réseau de neurones pour la classification d'images". Electronic Thesis or Diss., Toulouse 3, 2023. http://www.theses.fr/2023TOU30341.
Texto completoNeural networks have made remarkable improvements in challenging tasks such as automatic image classification and natural language processing. However, their black-box nature hinders explainability and limits their ability to leverage external knowledge. The purpose of this thesis is to explore and propose techniques for integrating knowledge into neural networks in order to improve their performance and interpretability. The first part of the thesis focuses on integrating knowledge at the input level. The first chapter deals with data preparation. A formalization of pre-processing is proposed to ensure the transparency and reproducibility of this step. This formalization enables us to study the impact of data augmentation: to characterize a good data preparation, and the informative state of a dataset, a set of measures and principles is proposed, then experimental protocols are designed to evaluate these principles on the BreakHis dataset. The second chapter of this part focuses on exploiting high-level knowledge to determine the order in which data should be inserted into the network. We introduce an incremental curriculum learning for ordering the input data. The results obtained show an improvement of accuracy and convergence speed. Although this study is carried out on the BreakHis dataset, we believe that it can be generalized to any other dataset. The second part is devoted to the integration of knowledge within the network architecture and at the output level. In this context, we focus on hierarchical multi-label classification, for which we formalize the knowledge representing the hierarchical link. For this aim, we introduce two constraints: one representing the fact that an object can only be assigned to one class at a given level of the hierarchy, and the other imposing that the global assignment of an object respects the class hierarchy (for example, we forbid classifying an element as a bee for its sub-type and a mammal for its super-type). We design an architecture and a loss function that impose these two constraints during learning. The architecture differs from the state of the art in that a single network is used to simultaneously predict the labels of the different levels: all layers are responsible for predicting the tuple of classes. Several variants of the network have been tested on five different datasets and the results confirm the efficiency of the hierarchical constraints, thus supporting the importance of taking external knowledge into account. In order to refine the results of this hierarchical classification, we introduce an abstention mechanism, in the form of a third constraint that enforces the network to give a prediction at the most precise level of specificity on which its confidence is sufficient and to abstain otherwise. We define different confidence thresholds and proposed different constraints on the thresholds accordingly to the class hierarchy. To evaluate this mechanism, new classification metrics that take abstention into account are defined. We carry out experiments on the same five datasets and the results show the interest of abstention, and the need to define empirical thresholds adapted to each dataset. In conclusion, the work in this thesis highlights the value of exploiting external knowledge, this is true for the three main components of a neural network: at the input level during data preparation, in the structure of the network, and at the output level when classification decisions are made
Badets, Alexandra. "Médiations et obstacles transitionnels dans les interactions dispositions/dispositifs étayant la construction des identités professionnelles : le cas des apprentis ingénieurs CESI en Apprentissage Actif Par Projets". Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR106/document.
Texto completoCESI school of engineering has implemented a PBL curriculum called A2P2 in its combined work and study engineering degree program since 2015. This curriculum revolves around cross-disciplinary projects carried out in small groups and was designed to professionalize students. This research work endeavours to question the challenges and assets of this learning environment as regards the professional identity construction of the future engineers. We first assumed that the program should positively affect their professional identity construction, but also advanced the hypothesis that its impact should differ from one student to another as students’ individual dispositions interact with the learning environment and thus affect their experiences. The research process involved gathering comprehensive data throughout the 3-year engineering program. A dual data collection approach was developed – a sampling, qualitative study (31 students) as well as quantitative data collection from the cohort (587 students), to infer development “profiles”. This student-centred methodology was supported by data triangulation, via external data collected from the tutors, from evaluation results.The data collected supports the theory of the school curriculum contributing to students’ identity development, through the iteration of efficient patterns of actions. They bring out several development profiles –professional identity dynamics, bolstered through specific resources and levers of development, depending on students’ set out goals for the training. The results point out that school and companies provide different levers to support students’ professional becoming
Gérard, Frédérique. "Évaluation des dispositifs d’apprentissage en situation de travail dans les entreprises". Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100039/document.
Texto completoCurrently, in organisations, much attention is given to workplace learning and more specifically, intentional, structured and organised learning on the job. Indeed, this kind of training seems to be more efficient and less expensive than off-the-job training.In our research, we study a specific workplace curriculum which has been developed by Entreprise & Personnel association. The aim of our research is to examine the efficacy of this curriculum.Our theoretical framework draws together the work of Billett (1995, 1996, 2001, 2006) one of leader scholars of the field of Workplace Learning and Pastré (1999, 2005, 2011), one of the key researchers of the francophone field vocational didactic. It allows us to formulate 2 hypothesis:- the curriculum facilitates learnings and in particular scheme transformation process;- this curriculum facilitates learning because it affords opportunities that engage the learner.The data gathering procedures was conducted in the French power distribution company ERDF. They include interviews and observations of 21 technicians. Our findings show that hypothesis n°1 is confirmed for all the participants, and hypothesis n°2 for most of them.Our research invites researchers to examine the efficacy of curriculum in terms of scheme transformation process, workplace opportunities and individual engagement. Our findings confirm the interest of workplace curriculum. At the same time, it invites professionals to think critically of reflexivity and learning transfer questions.Our research was conducted under a partnership between Paris Ouest University and ERDF. It was in part funded by the French national research agency
Elsass, Peyras Véronique. "Apprendre dans le supérieur : le point de vue des étudiants en soins infirmiers. Des stratégies d’adaptation face à l’acte d’apprendre à la conscientisation du processus de construction identitaire". Electronic Thesis or Diss., Université de Lorraine, 2024. http://www.theses.fr/2024LORR0079.
Texto completoWhile transition to higher education requires time to adapt (Paivandi, 2015), it is clear that nursing students are particularly exposed to stress during training, unlike other sectors (Narchi-Séoud, 2011) and that this vulnerability extends beyond the discovery phase of the studies (Lamaurt el al, 2011; Morenon, 2017; Narchi-Séoud, 2021). Very attracted by the short and professionalizing nature of nursing education, as well as the humanistic values that the profession conveys, students find themselves in the grip of many tensions upon admission:- They are often very disconcerted by the high level of requirement expected, which forces them to make numerous and polymorphic evaluations over the three years of training,- Their willingness to be operational from graduation influences their representations on the knowledge to be acquired and places them in a utilitarian perspective of knowledge,- The strict application on competency frameworks (Campia, 2016) does not guarantee the authenticity and human dimension expected by students, nor their "formativity" while personal development, what is more in a formation with a strong axiological dimension, cannot be dissociated from professional construction. (Honoré, 2019). - The high number of evaluation practices places evaluation at the centre of their concerns, at the risk of shifting the objective of knowledge integration towards the sole objective of credit capitalization (Paivandi and Coulon, 2008). In addition, the question arises whether the highly evaluative system is likely to allow an effective integration of knowledge and the emergence of a professional identity in line with institutional expectations, knowing that repeated failures in exams lead to ineffective learning and a sense of failure (Younès, 2023).Thus, this thesis aims to define to what extent the learning perspectives of nursing students are constitutive of differentiated perceptions of the training system in terms of their individual experiences (trajectories, school heritage...) and make it possible to translate their ability to emancipate themselves from the strictly normative dimension of the evaluation system. Based on the principle that "no single quantitative or qualitative perspective adequately represents reality" (Hunt and Lavoie, 2011, p. 29), a mixed sequential survey was conducted among a cohort of nursing students in their 3rd year: A questionnaire to describe the target audience and identify the different sociological phenomena related to student life, followed by a series of semi-structured interviews, with a comprehensive and explanatory aim (Paillé and Mucchielli, 2021).The results of the survey showed that efficiency plays a central role in the student approach, to identify a category of learners little taken into account in the major national higher education surveys, to demonstrate the central place of the internship in the development of professional identity, and to identify four typologies of nursing learners, emerging from the confluence between their initial path and their motivations. They have similarities with the model of learning perspectives developed by Saeed Paivandi but our audience reveals some peculiarities that we have categorized and nuanced. At the end of this survey, we propose various perspectives to converge the needs of learners with the expectations of the curriculum, so many premises of a reengineering of nursing training that is underway
Clamer-Meignié, Françoise. "Rencontres numériques réelles et itinéraires potentiels des élèves au collège : proposition d'un outil d'interprétation pour l'enseignement". Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2011. http://tel.archives-ouvertes.fr/tel-00796889.
Texto completoMallet, Francis-Jean. "Naissance, implantation et mise en oeuvre de la polyvalence des apprentissages scolaires dans le système éducatif québécois". Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/6572.
Texto completoHatef, Faheza. "L'enseignement et la diffusion du français en Afghanistan : bilan et perspective". Thesis, Bordeaux 3, 2019. http://www.theses.fr/2019BOR30008.
Texto completoThis thesis proposes to study the "teaching and diffusion of French language in Afghanistan: review and perspective". The teaching of French has been developed for almost a century in Afghanistan; the French language is taught at the secondary level, at the university level, in the French Institute of Afghanistan as well as at in the private centers in Afghanistan. The present research has tried very modestly to show what are the approaches implemented for the teaching and the diffusion of French in Afghanistan. Throughout this work, we have set ourselves the fundamental goal of exploring the teaching and learning situation of French, the motivations of Afghan students for learning this language, the representations these students have of this language as well as the supports put in place for the teaching, the promotion and the diffusion of this language in Afghanistan. The methodology of this work is based on surveys conducted in Kabul (semi-structured interviews and questionnaires). Our surveys were conducted using data collected through two data tools: questionnaire surveys of teachers and students of French and a semi-structured interview with professors of the French Department of Kabul University. Our interviewees are made up of students from the French department (students specializing in French), students learning French as second language, and students from two French-speaking Afghan high schools (Istiqlal and Malalaï), and the French teachers of these institutions: Department of French and Istiqlal and Malalaï high schools. According to the results of these surveys, Afghan students learn French for several reasons: instrumental and personal. French is considered an important language from a professional point of view on the one hand, and on the other hand, it is the cultural value and prestige of this language that gives Afghans access to a rich culture. It is also perceived, according to these students, as a language of openness to the world, which is why French has a privileged status in Afghanistan. Although Afghans do not use French for writing, speaking and for daily and professional communication, the persistence of this language in afghan society is due to the positive reasons and the representations that these students have of this language
Blanchouin, Aline. "La journée de classe de l'enseignant polyvalent du primaire : étude sur une année scolaire du cours d'action quotidien en cours préparatoire". Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD072/document.
Texto completoHe aim of the thesis is twofold. We conduct an inventory of what is actually taught throughout the first year of compulsory school. Thus, we characterize the evolution of the real curriculum while revisiting the partition between so-called teachable moments (sessions specified in the log book) and the time (qualified as “lost” by the provisional research) we refer to as proto teaching. At the same time, we study the dynamics of the duality “sense – efficiency” which is the center of the primary school teacher empowerment. The main theoretical anchor is ergonomic; it relies on professional and compared didactics. The results show the existence of a generic intermediate “How to teach in a Year 2 Class” which - during daily activities - takes the form of operational compromises that the primary school teacher carries out throughout the temporal dynamics of the school year. It originates in the desire to acculturate students to methods and school form modalisations in elementary school ; in the institutional social hierarchy of school subjects ; in the importance of learning to read at this level of class ; in the management of the didactic heterogeneity. For the sphere of teachers’ training, one result of this work would be to take into account the dual analysis of the day and time slot in order to implement new teaching engineering
Nivagara, Daniel Daniel. "Temps institutionnel et temps des apprentissages : une analyse de l'appropriation de la réforme du curriculum par les enseignants de Maputo". Nantes, 2007. http://www.theses.fr/2007NANT3034.
Texto completoThe management of time in school by teachers can be an important mechanism for the improvement of the quality of teaching in order to adapt the pupils learning need, which forces us to support that the maintains us flexible management of school-time by teachers. Because that the past primary educational system in Mozambique was considered as one of limitative factors for the management due for the reality performance of the classroom, this research proves that the simple reform of the curriculum is not the enough condition to have the innovations in the teachers. In fact, from the analysis of a new curriculum statement, we discovered a definition of an educative politics on which the reinforce the need of school the construction new school of the success, where the failure of pupils is not- advised within pluri-annual cycle. Yet for school of an educational quality, that promotes for relevant education and centralized on the pupils, complaining for the commitment of dissimilarity administration of the pupil and schoolarity for all children of the country. However, from these innovations, assessment of the teachers` skills shows, us that they need to be mobilized, which requires an appropriation for this reform as condition for its implementation in effective way. Thus, the practice analysis of teachers for new curriculum implementation allowed us to clarify the current condition of the appropriation for this reform by the teachers, the condition in which contributes. In order to consider another effective improvement of attendance and the reform leading, considering the context of the professional teachers, implementation and the availability means of the teaching and those which should be used as references reform explanation, the accompaniment performers of the reform, the space and the time for the fulfilment of this reform which the teachers need, etc
Ait-Ali, Cédric. "Les contributions des dispositifs hors classe aux apprentissages : le cas des élèves de 4ème et 3ème de l'enseignement agricole". Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20102/document.
Texto completoThis thesis target the out of class device in the institution and, to be more exact, call for the pupil’s learning, school or psychosocial learning. It gives an account of the organization out of class and knowing spacio-temporal encroaching for young in the out of class time and in the informal moment. The theoretical framework leans on learning exploration’s concept, in its process-sized and it product-sized.The modeling proposed enable to categorize and characterize the out of class time and the school time in the formal’s distance. The empiric work had been done in farming’s institution and in a public middle school, with 4ème and 3ème’s pupils, who are changed their learning’s ways. A join method, quantitative and qualitative research, was done. It enables to take the feeling of the educational player and the teachers who operate out of class and, what’s more important, the learner. This survey use quiz, interviews, observations, pictures and schedule. It shows us significant results in the differential contribution of the out of class learning device, as much as the school results than the psychosocial hit. In challenging the separation of “in class” and “out of class” by “in school” and “out of school”, it hypothesizes an educational curriculum which ask about the part of school in the society and the part of each player, especially younger, in the new education call the global education
Berger, Gilles. "La Ticéitude, enseignement interactif en ligne du FLE : approche didactique et méthodologique curriculaire en contexte innovant". Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1019/document.
Texto completoThis thesis aims to demonstrate the effective implementation of a hybrid approach for learning French as a second language with the application of “Ticéitude”, a practical new concept for language learning in the 21st Century. This concept is a process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also developing an autotelic personality, which means a certain “well-being” in the process of learning and teaching. Education is evolving due to today’s fast progress in digital technologies and is changing the course of history. Also because of this fast paced progress, we are currently witnessing new innovative approaches almost everywhere around the world. These challenges imply the importance of improving the quality of learning materials that is made available to the general populace. Our model, which is called Ticéitude, is aimed towards a humanistic approach of learning in the paradigm of “apprenance”. The notion of Ticéitude is to create links in a rich and diversified network. It is based on a socio-constructivist model, which encourages collaborative learning; thus reinforcing the motivation and autonomy of learners. In this instance, the model is based on the Australian context following the different curriculum in the various states and territory of this country. A hybrid approach has been put in place to create accelerated learning, based on the process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also encouraging the development of an autotelic personality. In today’s world, we live in a cognitive society of networking when one can learn whenever or wherever he/she wants. The notion of “teacher” is changing as we focus more about coaching than teaching. The platform, which we created, allows individual learning with the guidance of the coach (teacher); thus teachers becoming more like peers. Teachers provide guidance to the students, suggest new approaches and at the same time participate to the network of a “group focused social learning”. Ticéitude implies the utilisation of new technologies but with a humanistic approach; so those tools are used effectively in a sustainable environment aimed to develop French learning not only in Australia but also around the world
Rakotoson, Sahondra Olivia. "L'enseignement de la langue maternelle malgache au primaire, depuis 1958 : l'enjeu de l'élaboration des programmes scolaires dans un contexte multilingue". Thesis, Sorbonne Paris Cité, 2019. http://www.theses.fr/2019USPCF010.
Texto completoTeaching Malagasy, which is the native and official language in Madagascar, is in a complex position because it does not enable children who completed primary classes to have the skills expected in learning languages. Since the advent of the first republic in 1958, the various school curricula which have followed one another do not show clearly either linguistic capacities in front of the different varieties of the Malagasy, or methodological recommendations meeting the needs of learning in the multilingual context where the Malagasy pupils are developing. The current education system should therefore be reconsidered so as to be in accordance with the perspective of integrated didactics and mutual understanding. This thesis is part of this perspective. It is the fruit of inquiries and observations based on the training sessions provided to teachers as well as on the classroom practices in several schools of Madagascar, which were conducted in 2010-2012. It raises the political, educational and didactic issues in developing school curricula, which should be the main tool of the various educational actors
Meurger, Céline. "Le compagnonnage en tant qu'institution de formation professionnelle : études de son histoire, de ses curriculums et de ses phénomènes de transmission". Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAH018/document.
Texto completoOur object of study is Compagnonnage (French for Journeymen). It is a secular institution of vocational training inscribed on the Representative List of the Intangible Cultural Heritage of Humanity of UNESCO. Our project addresses initial vocational training as accomplished by trainer Compagnons. Three levels are articulated in our study: history, curriculums and transmission phenomena.The first level, named "historical macro-analysis", involves a historical analysis and questions the territories of the Compagnons (all societies taken together) in the history of technical and vocational education. We use a cross-literature review methodology to consider the history of Compagnonnages with respect to technical and vocational education. We characterize three periods marked by changes of territorial organizations for Compagnons in this type of education.A second level, called "curricular meso-analysis", adopts a curricular perspective and seeks to understand the parts of curriculums, both prescribed and produced, within a French compagnons’ training center for carpenters (named CFA, “Centre de Formation d’Apprentis”) associated to the FCMB, the “Fédération Compagnonnique des Métiers du Bâtiment” (Federation of Journeymen in the Building Trade). We select assemblies as a concept and track it within prescribed curriculums which take the form of a referential in carpentry. We then propose a taxonomic formalization based on the description of assemblies in the Encyclopedia of Crafts (1977). Finally, we conduct a complete review of a whole training sequence and construct a visualization of produced curriculums. As a result, we propose the term "public curriculum" to reflect the fact that some curriculums are accessible to outsiders ("public") compared to those "hidden by occultation" (Forquin, 2008, p. 14, our translation). We further show that this field allows us to talk about produced curriculums in plural. Indeed, the large place conferred to autonomous activity enables individualization of the apprentices’ work rhythms.A third level, called "interaction micro-analysis", seeks to quantify and to qualify transmission phenomena in the same training center; and the values this transmission vehicles. We use the duration of phenomena in addition to the categories constructed by Vadcard (2013) – sentence type, content type, direction of interaction – to characterize transmission phenomena taking place in the drawing room and workshop between a trainer and his apprentices. Three main phenomena emerge as a result of quantification: dialectic of question and answer, observation and mediated feedback, and finally trainer-initiated interaction. Finally, due to our study of the field at all three levels, we were able to identify certain values promoted by the trainers. We offer an illustration of some of these professional values conveyed by the Compagnon trainer in the interaction with the apprentices.We studied Compagnonnage as a training institution through articulating its territories and its structures (level of historical macro-analysis) as well as through identification of prescribed and produced training curriculums (level of curricular meso-analysis) to result in the description of actually occurring transmission phenomena and of the values conveyed (level of interaction micro-analysis). By combining different levels of analysis, we contribute to the study of the nature and functioning of teaching and learning processes in this field. These three levels are complementary in reaching understanding of the complexity of Compagnonnage
Wane, Cheikh Tidiane. "La lutte senegalaise : contribution au developpement des competences en éducation physique et sportive". Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21913/document.
Texto completoThe Senegalese Wrestling known as "Lamb" is both a sport and an art. It is also as ubiquitous as a huge phenomenon in Senegal. It is practiced in almost all ethnic groups during well-defined periods and also during some specific events. This fight is now part of the process of moving from games to sports like the phenomenon of sportization traditional games, and despite its anchoring into the Senegalese beliefs and imagination, linked to the world of beliefs and superstitions. Nevertheless, it is not taught in schools. In this thesis we try to determine, establish and evaluate within the constraints of the EPS in Senegal, an educational content of this activity as it is considered to some as the sport "king." In other words, what form of school practice in the Senegalese wrestling can be proposed to students considering a share of the constraints of the EPS and also the social and cultural significance of this kind of wrestling? And what are the skills to develop? As part of a modeling of a form of wrestling “with touch” in school, we mobilize the anthropo-techno-didactic approach for the study of practices of wrestling in Senegal and to account for the functioning and the effects of the transmission and the appropriation of a form of wrestling in school. Linking inputs the anthropological, technological and educational contributions, builds a form of practice appropriate and meaningful. The results show that the integration of cultural practices and rituals relating to the activity and the identification and consideration of the difficulties of students and teachers related to the reality of combat proved decisive in the construction of content. Thus, for effective and meaningful teaching, teachers must start from the already-there bases, students' initial representations and from the specific knowledge of fighting not to forget the cultural and symbolic of such wrestling
Defrance, Anne. "Nature du savoir et formulation des définitions dans les cours de mathématiques du secondaire". Doctoral thesis, Universite Libre de Bruxelles, 2010. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210174.
Texto completoWhat is the nature of the Mathematics which are taught in secondary education classes (pupils from 12 to 18 years old)? How far does it impair learning mathematics like teachers dream them ?The taught matter shows the features of a text, of a scriptural form showing up differences with the oral form of a society without writing. The formulation of definitions appears to be a powerful tool to perform this analysis. Empirical investigations reveal through four tensions, how hardly the teachers bring their pupils into the learning of a mathematical theory. The analysis of the various ways to validate what they teach leads to show in what serious difficulties is today the teaching of mathematics. A remedy could be the learning of idiomatic competence.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
Moineau, Christophe. "Didactique professionnelle du design : situations d’apprentissage, activités de conception et représentations : le cas de l’alternance". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3061/document.
Texto completoThe purpose of this exploratory work, grounded on an emerging professional pedagogy of design, is to understand the impact of work-linked training in design on the learning of the design activity by students. To that end, the knowledge involved is extracted, juxtaposed with the representations that the requirement offers, and then set against the representations that students build of design activity as a social object as well as those involved in learning activities. Therefore, the theoretical field which is used is multidisciplinary. It induces a dialectical methodologic framework based both on a curricular analysis, necessary to understand the observed teaching situations, and on an analysis of the students’ activities. The outcomes shed light on these (sometimes conflicting) representations of creative design activity and of the designer’s profession. Outcomes also show the alternating times and places of learning situations reveal to the students the specificity of both designing situation. Thus, the “organizing environments” of the real curriculum and untaught within the required one, modify and regulate the system of interactions and the development of the students’ design skills. Moreover, the exchange device induces a timeline and “enabling” working and learning environments. Finally, the production of knowledge, required by the curriculum through the “research thesis”, allows the “apprentices-designers-researchers” to develop forms of expertise that question the interactions between knowledge to act and meta-knowledge to design and seems to redefine the representation of the design skill
Diallo, Mamadou Dian Gongoré. "La formation des cadres des services déconcentrées de l'enseignement secondaire en Guinée". Phd thesis, Université Rennes 2, 2006. http://tel.archives-ouvertes.fr/tel-00199183.
Texto completoNabli, Adel. "The multilevel critical node problem : theoretical intractability and a curriculum learning approach". Thesis, 2020. http://hdl.handle.net/1866/24329.
Texto completoEvaluating the vulnerability of networks is a problem which has gain momentum in recent decades. In this work, we focus on a Multilevel Programming approach to study the defense of critical infrastructures against malicious attacks. We analyze a three-stage sequential game played in a graph called the Multilevel Critical Node problem (MCN). This game sees two players competing with each other: a defender and an attacker. The defender starts by preventively interdicting nodes from being attacked during what is called a vaccination phase. Then, the attacker infects a subset of non-vaccinated nodes and, finally, the defender reacts with a protection strategy. We provide the first computational complexity results associated with MCN and its subgames. Moreover, by considering unitary, weighted, undirected and directed graphs, we clarify how the theoretical tractability or intractability of those problems vary. Our findings contribute with new NP-complete, $\Sigma_2^p$-complete and $\Sigma_3^p$-complete problems. Motivated by the intrinsic intractability of the MCN, we then design efficient heuristics for the game by building upon the recent approaches seeking to learn heuristics for combinatorial optimization problems through graph neural networks and reinforcement learning. But contrary to previous work, we tackle situations with multiple players taking decisions sequentially. By framing them in a multi-agent reinforcement learning setting, we devise a value-based method to learn to solve multilevel budgeted combinatorial problems involving two players in a zero-sum game over a graph. Our framework is based on a simple curriculum: if an agent knows how to estimate the value of instances with budgets up to B, then solving instances with budget B+1 can be done in polynomial time regardless of the direction of the optimization by checking the value of every possible afterstate. Thus, in a bottom-up approach, we generate datasets of heuristically solved instances with increasingly larger budgets to train our agent. We report results close to optimality on graphs up to 100 nodes and a 185 x speedup on average compared to the quickest exact solver known for the MCN.
Gulcehre, Caglar. "Learning and time : on using memory and curricula for language understanding". Thèse, 2018. http://hdl.handle.net/1866/21739.
Texto completoGagnon, Catherine. "L'apprentissage de vocabulaire à travers la littérature jeunesse en classe d'accueil préscolaire : une comparaison de deux approches de lecture interactive". Thèse, 2019. http://hdl.handle.net/1866/22833.
Texto completo