Tesis sobre el tema "Jazz – Étude et enseignement – Histoire"
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Audard, Stéphane. "histoire de l'enseignement du jazz : enjeux pédagogiques, théoriques et musicaux". Electronic Thesis or Diss., Sorbonne université, 2024. http://www.theses.fr/2024SORUL043.
Texto completoJazz has been widely taught for decades in many countries. However, the history of how this teaching system came into being remains largely untold. To better understand the moment of institutionalization that took place after the Second World War, it is necessary to determine how it relates to previous periods. First, we need to trace the ongoing development of jazz pedagogy from the first decades of the twentieth century onwards. Secondly, we need to clarify the musical, economic and institutional issues that influenced the creation of the first jazz curricula and schools. Finally, we need to examine the actual object of this teaching.The Theory of audiotactile music offers a new perspective on a number of musical and pedagogical issues. It is mobilized in this research to analyze the choices made by the first teachers, concerning musical practices and theoretical elaboration. In the sense of the Theory of audiotactile music, the institutionalization of jazz education led to a process of modification of the formativity of this music, which gradually tended towards a regime of writing music. The purpose of this research is to analyze this shift
Cotteret, Marie-Ange. "Métrologie et enseignement". Paris 8, 2003. http://www.theses.fr/2003PA082216.
Texto completoThis thesis develops the idea of a " universal thought " bound to a metrological common culture built on agreement. It confirms the lack of understanding of metrology in the general public and in schools. The thesis examines three " states of being " of metrology. Scientific metrology has, like Science, a universal vocation. It establishes units, standards and methods of measurement ans calculates degrees of uncertainty. ,It is in symbiosis with the Scientific community and with industry. Transactional metrology was born in Mesopotamia, 5000 years ago, at the same time as school, writing, accountancy and laws courts. Certain principles of metrology first applied in these ancient times are still present in today's metrology. " Personal metrology " is introduced in this thesis as a new concept, and refers to the original function of measurement as a means for generating self-awareness and environmental recognition, vital for humain survival, living and personal development
Lautier, Nicole. "Histoire apprise, histoire appropriée : éléments pour une didactique de l'histoire". Paris, EHESS, 1992. http://www.theses.fr/1992EHES0310.
Texto completoGebremedhin, Yeshi. "Le français en Éthiopie : histoire, enseignement, perspectives". Paris 8, 2012. http://www.theses.fr/2012PA083942.
Texto completoThis research deals with the development of the French Language in multilingual Ethiopia. It focuses on two bearing case studies: on the French Unit and the Commercial College at Addis-Ababa University. After having traced the historical background of the French language in the introduction of the modern education in Ethiopia, and after having defined the Ethiopian multilingualism, it describes the situation of the French language teaching in Ethiopia. It seeks to determine the interest at stake in the context of school and/or university. This research analyzes the curricula of the two French speaking Departments, from their designing to their implementation. With the help of questionnaires and/or interviews addressed to the students in training, it assesses the operation of these trainings and the didactic process by confronting theory and practice. It also analyzes the setting up of the Master’s degree in Teaching French as a Foreign Language, launched in January 2010. Addis Ababa hosts the headquarters of the African Union, the United Nations Economic Commission for Africa, and Embassies of many francophone countries, and international organizations which have French as one of their official languages. As a matter of fact, there is definitely a demand for qualified French speaking professionals. The development of a French speaking pool represents among the works that we envisage within the framework of the perspectives opened by this thesis. It also aims at opening new perspectives to the training of the Master’s degree within Addis Ababa University and at strengthening cooperation with French speaking schools and universities
Abou, Moussa Tanos. "Entre identité nationale et identités communautaires : enseignement de l'histoire au Liban". Montpellier 3, 1996. http://www.theses.fr/1996MON30071.
Texto completoHajibi, Lakbir. "Evolution des doctrines et de la pensée pédagogiques dans l'enseignement traditionnel au Maroc : essai d'analyse historique". Bordeaux 3, 2004. http://www.theses.fr/2004BOR30039.
Texto completoThe group of themes studied in this thesis turned on four principal axes. 1st axe: The place of the traditional teaching in the Moroccan educational miccrocosm its origin takes to what depends on two ministries: the one profan, the ministry of the national education that is in charge specially of management of sacred and that of islamic affairs. Historic approach: before the 17th ,18th ,19th centuriesDuring the protectorat (1912-1956) and during the independence. During the protectorat, two types of pedagogic temperament opposed: -the conservative and the moderners, the memorial approaches for the transmission of religeous science. -The moderners mobilised to deny the retrograded state of traditional teaching and looked for the method so as to adapt that of modern teaching. 2nd the new pedagogic orientation of the tradional teaching. -Emergence of the new state: manners and pedagogic matters. -Birth of education inligthment face to the social changes. -Passage of education reserved to sons of elit families to massive education -Birth and formation of the new class of clercs to prpose modernity the space, the time the religious, the language and modify epistemological tradional system of religious teaching by adapting it to necessities of modernity. The instituts and the faculties of théology ( formators and religiougs elit). 3rd axe: the particular role of Dar al hadith al Hassania, intitut of teaching and accademic university research of high level of islamic sciences. The ramadanian conferences: unify the members of the Muslim community for the best comprhension of content and coranic message. 4th axe: the epistemologic broughts of Allal al Fassi and his contemprories The social rol of pedagogy of national causel of Ulamas(religious scientists) consultative organ in matters of tradional teaching and jurisprudential ( muslim law, reform of personal state, modawana,) The traditional teaching face to defeats of modernity
Sadaoui, Zinat. "Raisonnements historiques des élèves et apprentissages problématisés : conditions et difficultés à partir de quelques études de cas". Thesis, Nantes, 2019. http://www.theses.fr/2019NANT2021.
Texto completoThrough conceptual tools borrowed from the crossed theoretical frameworks of the epistemology of history and problematization, our study tries to identify the conditions and difficulties of access to problematic historical knowledge, by reworking the link between metaphorization and the historical reasoning of the students. Then and in the light of the scientific problematization, we elaborate micro-analyzes about contents of history textbooks, answering to two different programs: French (class of 6th Program 2009) on « The invention of the writing and the birth of the first States », and Algerian: (first year class of the middle equivalent of 6th in France, Program 2004/2005), on « the writing and the evolution of the civilizations ». We arrive at conclusions providing at the same time a possible explanation for the absence of metaphorization in history textbooks as raised by researchers. Then from a didactic sequence (middle class, in Algeria) about the invention of writing, we find clues for access to problematic historical knowledge, identified in student productions through the passage from the first level of natural analogies to the second level, called problem analogies. These are approaches that relate to the development of civilizations, controlled in the light of scientific problematization, thus marking this journey from the assertoric to the problematic through the exploration of possible narratives
Moussard, Guillaume. "Les notions de problèmes et de méthodes dans les ouvrages d’enseignement de la géométrie en France (1794-1891)". Nantes, 2015. http://www.theses.fr/2015NANT2084.
Texto completoThis thesis systematically surveys textbooks of elementary geometry and analytic geometry published in France between 1794 and 1891 in order to identify the place of problems and methods, the challenges in introducing them, as well as the authors' arguments on the subject. The choices made are related to the institutional and mathematical contexts. This work led to identify steps towards normalization along the century of the organization of the problems in geometry textbooks, which involves the classification of different types of problems. We show how the presence of problems is related to the preparation of examinations and competitions, to educational intentions of the authors, to the idea of implementing the theory and to the idea of what is geometric activity. We also show that the methods are the focus of the attention not only of geometers, but also, to a large extent, of the teachers. We analyze how the geometrical and analytical methods are renewed in the 19th century at the same time they circulate between the books. Different underlying conceptions to the exposure of these methods are identified and throw light on the connection the authors have with the notion of generality in geometry. Finally, we analyze the nature of the relations between problems and methods in our textbooks, and the changes in their interactions over the century
Roch-Veiras, Sophie. "Histoire de l'enseignement/apprentissage du vocabulaire en didactique des langues". Paris 3, 1994. http://www.theses.fr/1994PA030160.
Texto completoThis research, based upon practical experience, stems from the difficulties encountered by learners and teachers in dealing with the acquisition of vocabulary in class. Handbooks in which one normally expects to find ways of overcoming these difficulties, provide no statisfactory solution at the moment. Besides, by minimizing the importance of vocabulary they only amplify this feeling of helplessness. A detailed historical survey of the teaching of vocabulary not only sheds light on the reasons for such a dismissal but also suggests new ways of coping with vocabulary acquisition today. Our research, grounded in a historical approach, is intended to evaluate the many methods which have been developped and modified through the centuries contributing to the progress of the teaching of vocabulary. Such a study can lead to the creation of new techniques applicable to today's classroom
Arnaud, Pierre. "Le sportman, l'écolier, le gymnaste : la mise en forme scolaire de la culture physique". Lyon 2, 1986. http://www.theses.fr/1986LYO20009.
Texto completoIn what conditions can a new subject be introduced into, then maintened in school curriculum ? The case of physical education (P. E. ) Is typical : its position in the schoolhouse (where it is a stranger) can be explained by political, cultural and educationned considerations. The thesis rests on two problematics. The first, that of integration analyses the connection between physical culture and physical education by relating the ways in which fitness and sport activities are created, transformed and spread outside school, and the ways in which physical culture is introduced and treated in the curriculum. It is then possible to know if p. E. Is indeed typical of contemporary school practices. The second, that of assimilation enables us to study the effects of school constraint : indeed ; isn't P. E. Bound to conform to an educational organisation (defined by o. Greard as early as 1868) which imposes a management of groups, exercices, space, time, in the definite frame of curriculum and method ? Besides, isn't that scholastic orthodoxy the very guarantee of the eartnestness, the rationality, the progressivism, in short, the dignity of reputedly useless, dangerous or derisory training. Actually, the culturel and scholastic sides are drifting apart : the specificity of P. E. , its legitimity exist only within, by and for school. The increasing number of educational institutions relaying that activity is a clue to the struggles, the differenciation, the specialization of competing educational departments. A survey of local sources has provided the data which permitted to relate national decisions to their enforcement in the lyons area. The informations collected have been submitted to quantitative and contents assessment. The interplay of affinities and identities marking the advent of sports sociabilities are the very principal of the dynamics of the development of sports associations. The span of this survey (1870-1914) covers the time required for P. E. To conform to the requirements of scholastic orthodoxy. That normalisation shows that the problematics of assimilation prevail over that of assimilations. From the favouring of its pedagogical functions over its cultural functions, P. E. Will have to draw many lessons
Guillaume, Bernard. "Les apports de l'archéologie à l'enseignement de l'histoire". Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/guillaume_b.
Texto completoThe following research arms at finding out wether History teacher useing an archaeological approach based on non-written historical sources i. E. : archaeological artefacts could put accros more easily to their pupils the body of knowledge set out by the official curriculum. It also arms at bringing more closely together archaeology and the teaching of History. Its primary aspect is theoretical. We carried out a comprehensive study of all the most significant official papers published between 1865 and 1998 to see how this approach can be implemented in terms of knowledge, and methods but also though a detailed study of textbooks, by relating them to the historic streams they belong to. A detailed observation of two items : the Roman house and the medieval castle which have been part of the curriculum throughout the period study helped us gain a closer understanding of wether the two fields involved are complementary or cumulative. The second aspect of the research is more didactic and is based on an experiment which involved five different schools over two years. To that end, we coordinated a joint study between first and second years classes which followed the archaeological approach and other classes which used the so called classical approach based on the use of written documents. So archaeology tends to take on a more prominent place in the official curriculum. The teatcher can use it as teaching material which helps him to improve the standards in both first and second year for a series of complex reasons. That's why we are wondering if archaeology couldn't play a more important role in the teaching of History
Touati, Oussama. "A propos de l'enseignement des frottements : débats historiques et propositions didactiques". Lyon 1, 2004. http://www.theses.fr/2004LYO10277.
Texto completoCharlet-Brehelin, Danie. "Contribution à l'enseignement-apprentissage du concept d'atome au collège". Montpellier 2, 1999. http://www.theses.fr/1999MON20212.
Texto completoZaoui, Néjib. "L'enseignement de la conquête arabo-musulmane entre coutumes disciplinaires et conscience historique". Amiens, 2010. http://www.theses.fr/2010AMIE0003.
Texto completoDorrani, Kamal. "L'enseignement supérieur en Iran : école " talabegui " et université : étude comparative 1852-1978". Lyon 2, 1987. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1987/dorrani_k.
Texto completoOur purpose is to study the 2 systems of higher education in iran: the "talabegui" system and the university system. Precisely, we aim at a comparative study of the 2 systems. By school or "talabegui" system, we mean college institues with an organization of their own, where students from different training and age are instructed according to the rules and conception of the islamic education. By universitary system, we mean institutions where students with the same level of education and almost the same age are taught according to western rules. In the present situation, that is to say the situation of the islamic revolution of 1979, the question raised by our work is: can the 2 systems be complementary in the perspective of a new organization of the education system in iran? in the first part of our work, we describe the genesis and the historical evolution of the 2 systems. First, we study the genesis and the historical evolution of the "talabegui" system from the islamization of iran. Underlining the important points of its historical trajectory. The, we analyse the relationships of iran with the suerpowers during the kadjar dynasty, that is to say from 1852, (. . . )
Sensevy, Bolbènes Elisabeth. "Comment on enseigne l'histoire : analyse des programmes et manuels d'histoire du second cycle de l'enseignement en France de 1902 a 1985". Brest, 1996. http://www.theses.fr/1996BRES1003.
Texto completoA study concerning the programmes and history books in the second cycle of the French educational system from 1902 up to 1985 allows us to observe a certain number of constant facts and of evolutive ones, linked both with the changing in the historiographic research and in the school population. Afterwards, a comparative study of 6 "Hachette" school books from 1914 up to 1992, concerning the texts, documents and illustrations shows how the instructions concerning the school programmes are translated in these books. The study of the chapters dealing with the french revolution is particulary developed. At last, to get nearer to the history teaching practise in the french schools, a study of the herault history geography teachers' answers to an inquiry, shows the real transformations in the history teaching and sets into light. The suggestions of the teachers concerning pedagogy
Tutiaux-Guillon, Nicole. "L'enseignement et la compréhension de l'histoire sociale au collège et au lycée". Paris 7, 1998. http://www.theses.fr/1998PA070046.
Texto completoExploiting a field enquiry (observation of lessons of the 8th and 10th grade - interviews of students of the 9th and 11th grade), this work is focused on the modes of teaching and learning the ancien regime society and the XIXth century society in France. It is based upon the didactical approaches asserting the autonomy of school knowledge ("discipline scolaire" by A. Chervel, "modèle disciplinaire" by F. Audigier). The social representations underlying the lessons and the teenagers' understanding are studied in their elements and their didactical part : component of social memory, they make easier the exchanges between teachers and students. The values, the relation to historical time, the links between past and present, are considered. The analysis of the language used by teachers and students, and particularly the place devoted to concepts, set out the main part of common sense. At last, the analysis of the lessons show that the standard of a quick and fluent dialogue, always directed by the teacher, answers to the constraints of school teaching but conducts to a closed and heterogeneous text. Didactical interaction so imposes to create a knowledge text irreducible to scholar knowledge, even dressed to be taught. Taken for realistic and true, the school text is an authoritative one, and induces the teenagers' adherence both to school history and to a certain understanding of social facts
Zheng, Hui Hui. "Danse et éducation : une recherche sur l’histoire de la danse en tant qu’éducation qualitative". Paris 8, 2006. http://octaviana.fr/document/130551813#?c=0&m=0&s=0&cv=0.
Texto completoUsing dance as a vehicle for education, that is, as a quality means of training people in life skills, signifies an education "for life" ("education tout au long de la vie"), open to all, and anchored in popular praxis. The idea is to train as many people as possible in this practice. The objectives of such an educational strategy are numerous: to develop a robust and attractive physicality, to augment leadership skills and teach good posture, to cultivate thoughtfulness, to awaken people's intelligence and to elevate individual creativity. Looking at the history of dance from antiquity to the present in three specific cultures (that of France, China and the USA), this thesis puts forward an analysis of significant historic moments in dance-education, by which contraction, "dance-education" is meant to signify at once: an education about dancing that is realized by dancing, and an education aimed at training people well for life and in a wide array of contexts both temporal and geographic
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.
Texto completoThe 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
Mboumba, Alix. "Échec ou réussite et contenus d'enseignement en français et histoire-géographie dans les lycées au Gabon : adaptation ou inadaptation ? : contribution à une sociologie du curriculum au Gabon". Amiens, 2006. http://www.theses.fr/2006AMIE0014.
Texto completoFranchet, d'Espèrey Patrice. "La Formation de l'écuyer et l'histoire de l'équitation entre didactique et initiation : Recherche sur l'apport réciproque du maître, du cheval et de l'élève, à partir de la mise en perspective historique d'un récit de formation". Tours, 2003. http://www.theses.fr/2003TOUR2010.
Texto completoDuclos, Valérie. "Histoire des études pharmaceutiques du 18ème siècle à nos jours". Bordeaux 2, 1995. http://www.theses.fr/1995BOR2P009.
Texto completoCeccomori, Silvia. "Cent ans de yoga en France : étude socio-culturelle des modalités de réception des doctrines et techniques de yoga de 1895 à 1995". Paris 3, 1995. http://www.theses.fr/1996PA030005.
Texto completoBecause of the multiple ways and the diversity of the cultural groups that introduced it into the country, acceptance of yoga in france has taken on different patterns and modes, displaying a variety of intensities all along the period studied here : while the "intellectual" way first revealed yoga to the french, the "occultist" trend, and later on the adepts of "hatha-yoga" contributed a lot to make it popular ; hence the "spiritual" trend developped itself
Hosson, Cécile de. "Contribution à l'analyse des interactions entre histoire et didactique des sciences : élaboration d'un support d'enseignement du mécanisme optique de la vision pour l'école primaire et le collège et premiers éléments d'évaluation". Paris 7, 2004. http://www.theses.fr/2004PA070087.
Texto completoThis research paper aims at setting the ground for a larger research, which consists in highlighting the possible link between the acknowledgement of a didactic contract and scholastic achievement. In that respect, we first refer to some of the effects of the didactic contract that have already been brought forward in the past. Secondly, we apply the contract to the specific field of the teaching of physics, bringing to the fore its omniprésence through a number of concrète examples. We do admit that thé existence of a link between thé acknowledgement of a didactic contract and scholastic achievement has already been suggested. Thirdly, thanks to interviews and questionnaires, we show that the usual didactic contract is rather well known among the majority of students. Therefore, we finally propose a grid to have a feedback on work instructions from the students themselves, especially regarding the degree of autonomy allowed to them. With that grid, we analyse the official syllabus as well as the tests given to French high-school students for their graduation. As a result, though certain findings were somehow predictable, others were quite unexpected, as for instance the relative lack of instructions regarding general knowledge or conclusions to be drawn at the end of a problem study. The end of our research demonstrates that thé user-friendly grid that was elaborated has proven a useful tool to anticipate thé modifications that may be required in thé making of tests to comply with their objectives
Rezai, Valysseh Nourbaha Massoumeh. "L'évolution du français et de son enseignement en Iran". Paris 3, 2006. http://www.theses.fr/2006PA030036.
Texto completoStudying the evolution of the process of teaching French in Iran consists in studying the changes that took place during two centuries and finding a practical process that happened in the years around 1925. From then on, we see the teaching of the French language in a strict sense of the word. In spite of difficulties, these changes are continuing. The analysis of this evolution, gives precise results, not only in teaching a foreign language with its advantages and inconveniences, but even more to conclude that politics and economy played and still are playing a determining role in this domain. The purpose of my essay is to explain this process in details. I considered the history of the language, the methods of the schools and universities, the numerous events as well as the problems caused in the evolution of the teaching of French. I insisted particularly on numerous questions such as the evolution of French and its method of study for developing this cultural language so rich and so respected by the Iranians, a language that is synonym of liberty and democracy in human relations
Peretti, Isabelle de. "Histoire littéraire, nouvelles critiques et scolarisation de Racine au lycée : deux études sur une discipline en quête d'identité". Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/deperetti_i.
Texto completoBriand, Dominique. "Enseigner l'histoire et la géographie avec le film de fiction : une contribution à la construction d'un rapport au monde chez les élèves grâce à l'enseignement de l'histoire, de la géographie avec le film de fiction : une recherche contextualisée dans l'académie de Caen". Caen, 2005. http://www.theses.fr/2005CAEN1432.
Texto completoSchmitt, Michel P. "Fictions de la lecture : de la formation des goûts littéraires dans ĺenseignement secondaire : contribution à une histoire littéraire de notre temps". Paris 3, 1990. http://www.theses.fr/1991PA030007.
Texto completoYagoubi, Rachid. "Une réflexion didactique et épistémologique sur les concepts et la conceptualisation dans l'enseignement-apprentissage de l'histoire : le concept de civilisation à travers le thème portant sur "Byzance" pour le niveau 5ème". Paris 8, 2003. http://www.theses.fr/2003PA082563.
Texto completoPálfalvi, Anikó. "Littérature et enseignement du français dans les lycées hongrois de 1951 à nos jours". Paris 3, 1999. http://www.theses.fr/1999PA030069.
Texto completoThe past 50 years saw relevant changes in teaching french as a foreign language in hungarian secondary schools, mainly as a result of transformations inherent in pedagogical thinking and other (ideological) shifts outside schools. Literary texts have always been present in foreign language teaching, though handled in different ways. After a short introduction to the historical background of teaching french in public schools, this thesis makes an attempt at outlining the methodological development in its local context from 1951 on (that is the year of reintroduction, preceded by a brief interruption, of west-european languages in schools) up to the reforms taking place in 1998. On the one hand, particular attention is payed to history and civilization, the later including literature in language classes. On the other hand, we look at the way teachers are trained during their formation. The second part of this work is a comparative analysis of the syllabus and the exercise books employed in teaching french since 1951. This study focuses on literary texts: the aims and criteria of the choices made, the methods of application as well as the relation of the extracts to the original text. In order to look at current trends, we have a quiz among hungarian teachers of french (through various discussions and questionnaires) about the ways of dealing with literary texts in french classes. Our investigation was aimed at finding the common characteristics in spite of all the different practices in which these teachers engage. Our point is that literature as traditionally incorporated into teaching french as a foreign language in hungary, will play a crucial part, on condition that we seek adequate pedagogical means
Ahr, Sylviane. "L'enseignement de la littérature au collège : histoire, enjeux, contenus". Cergy-Pontoise, 2005. http://www.theses.fr/2005CERG0223.
Texto completoWhy and how is literature taught at school nowadays ? What are the works studied or to study with teenagers who, as we know, are not really keen on reading ? In the following research, answers to these questions will be discussed. A diachronic viewpoint will be used to assess the evolution of the objectives which have been linked to this teaching all along the 20th century. The same viewpoint will define both what is at stake and the present contents. Discourses relating to literature and its teaching at school will be discussed in the first part. Those discourses have been conveyed by the various authorities of the literary field since 1880 (School – Education – Creation – Criticism). They gave sense to the last institutional instructions, which make the teaching profession feel rather uneasy. As a matter of fact, those instructions remind us of the necessity to teach literature according to traditional standards, it also reminds us to renew this tradition as well : the purpose is to study texts with a cultural background and to contribute to the recognition of literature for youth in order to make its entrance to the Scholastic Pantheon easier. Classical and contemporary works are both present in the school curriculum but the reading modalities differ : literary reading versus reading for pleasure. As a result, the second part of this research will try to identify the typical features of contemporary novels and show the subtle relations between general literature and literature for youth : fictions for teenagers will be analysed in reference to prize awarded literature for grown-ups. The objective is to give a few keys for reading in order to make the best choice for the works to study among a particularly overabundant writing production
Hamrouche, Brahim. "Étude critique du rôle du manuel de sciences naturelles dans l'enseignement secondaire". Paris 7, 1989. http://www.theses.fr/1989PA077064.
Texto completoSzczygielski, Christophe. "Le schéma en électricité : éléments d'histoire et problèmes didactiques". Montpellier 2, 2008. http://www.theses.fr/2008MON20183.
Texto completoPalissard, Michel. "Histoire des écoles normales d'Ajaccio au 19ème siècle". Corte, 2003. http://www.theses.fr/2003CORT0030.
Texto completoDespite a very precarious insular economical situation, the two teachers' training colleges in Ajaccio were among the first to be created in France (in 1829 for the boys' college and in 1852 for the girls). France was the first country to tackle seriously and methodically the island's social and political structures. As such, the educational system was one of the essential elements of its policy in Corsica. However, the means put in place did not allow for the optimal development of primary education. An important number of obstacles and dysfunctions can explain the delay in standardization : lack of economical growth, characteristics inherent to the island's traditional society, carelessness of the educational administration, lack of a coherent plan, the imposition of the French culture, a proportion too low of teachers formed by the teachers' training colleges. .
Hamadou, Adama. "Naissance et évolution de l'enseignement franco-arabe au Cameroun". Bordeaux 3, 1993. http://www.theses.fr/1993BOR30052.
Texto completoThe aim of this thesis is to study the history of the french and arabic schools in cameroon. In the first part, the traditional koranic school, we present the elementary level, the complementary level and all the the main problems this koranic school has been going through since its creation. In the second part, we analyse the general situation of all the primary schools placed under the control otf the cameroonian islamic association with all the inherent difficulties. Then, in the last part titled the renewal of the arabic and islamic education, we try to foresee the future prospects towards which the arabic education and the islamic education will probably develop
Maron, Valentin. "Une reconstruction conjointe de la dynamique et de la gravitation newtonniennes : conception et évaluation d'une séquence d'enseignement inspirée par l'histoire et l'épistémologie de la physique". Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCC060.
Texto completoThis work proposes a teaching approach of the Newtonian theory. One of the central intentions is to justify the concepts and formulae which constitute it, via a progressive pathway enabling to reconstruct them. In particular it is aimed at the notion of terrestrial attraction, which is most of the time asserted, although it is not self-evident. The interpretation of free fall as a natural motion - in Antiquity and still to Galileo — is used to question the Newtonian concept of force. The purpose is to introduce it by showing its dependency to a natural motion of reference, redefined by the first law of motior justifying then its relation to acceleration. This formulation aims at insisting on the specific concept definition of the theory, in order to foster its distinction from the common sense ideas about force and motion. Following this formulation of dynamics, is presented the reasoning - inspired by Newton's one - leading to the relationship between the revolution ol planets, of the Moon, and free fall on Earth. This pathway enables to justify that the force associated to free fall acceleration can be associated to the presence of the Earth. It leads furthermore to the justification of the idea of universa attraction, as well as to the construction of the gravitational force expression. At the epistemological level, the pathway leading to relate these various phenomena highlights the role of unification of a physical theory. A teaching sequence ha been developed on the basis of this approach and experimented with high school and first year university students. One o the results observed is a strong interest of students for the justification of formulae
Roubertie, Lorraine. "La transmission du jazz en Afrique du Sud : penser l'héritage d'un enseignement inégalitaire dans le contexte post-apartheid : l'exemple du Western Cape". Paris 8, 2012. http://octaviana.fr/document/172295378#?c=0&m=0&s=0&cv=0.
Texto completoFor more than a century South Africa has been a place where the jazz idiom has been re-appropriated by specific and autonomous means. This exists in urban popular contexts, where people were subjected to racial oppression. This acculturation process happens both at musical and symbolical level, jazz being a model of a non-white counter-modernity. This music status has evolved after the end of apartheid, but it still carries some specific values that accompany the period of reconstruction of the country. Today, new questions arise for the new generations of musicians who face a global cultural standardisation which is seen as a new identity dissolution threat. These questions result sometimes in the temptation to go back to the roots, the nostalgia of a mythic golden age of non-white creation, or in the will to exceed apartheid’s imaginary. This thesis tries to shed light on these psycho-social mechanisms and their musical expressions. It questions and analyses jazz education processes in post-apartheid South Africa. Its two central questions ask the following: firstly, what are the methods used in this very specific context to teach a music which is characterized by improvisation and flexible handling of musical rules? Secondly, what does it mean to teach a music named jazz in South Africa in the 2000s, more specifically, what kind of identity constructions are attached to the idea of jazz, particularly when one speaks of South African jazz, or even of Cape Jazz?
Lim, Yeong-Hee. "Conceptualisation des connaissances historiques et prise de conscience, en CM1, de l'histoire comme construction de l'historien". Paris 5, 1995. http://www.theses.fr/1995PA05H058.
Texto completoIn order to set up a situation of teaching and learning in which pupils are able to construct and appropriate historic knowledge, it is necessary to take into account two important characteristics of history, i. E. Its scientific character, on the one hand, and the purpose society attaches to its teaching, on the other. Given these particularities, the following three main issues have been identified: the awareness that historic knowledge is somebody's construction, the production of the plot and the conceptualization of historic knowledges. A didactic situation which takes simultaneously account of these three points can be created using the concept of "employment". It is now admitted that the solution of choice to achieve the threefold objective consists of a didactic situation in which pupils can understand and produce an employment. For the pupils, the task of understanding and producing the employment is not an easy one. In the concrete didactic situation, they have to overcome countless constraints, resistances and other obstacles of all kinds. Better understanding of the pupil7s problems enables to create a better didactic situation. The purpose of our research is to construct representations (and to improve existing ones) as well as to identify the constraints, difficulties, obstacles. . . The pupils meet when confronted with the task of understanding and producing an employment
Maghnia, Abdelghani. "Tradition et innovation à la Qarawiyîn : approche ponctuelle de quelques moments, institutionnellement pertinents de l'instance d'enseignement traditionnel au Maroc". Paris 8, 1996. http://www.theses.fr/1996PA081163.
Texto completoQarawiyin university experienced during his history, an important process of organisation regarding islamic studies in morocco. Our research is studying the most important institutional moment of this history. Just a community service when he was founded in the 9 century very early she became a center for the diffusion of the juridical doctrine of sunnite during the almoravide period; with the emergence of the madrasa at the period of merinide (13-14 centuries), it did not delay to come in crises of scholastic lethargy. (15-19 centuries) a moment of reform is introduced at the age of alaouite at the end of the 18 century with sultan mohammed ben abdallah (1789), it resulted in failure, it started up again toward the middle of the 19 century (1844). But it is only at the 20 century that a real modernisation of salafite investigation is announced in 1912, the day of the protectorat come to examine this procesus and involve for the struggle for national independance. By the approach of many testimonies, the aim of the research is tying to release out the most important news of these pertinents moments instituted, with original evidences texts and documents to important as analyser of this large trial organisation
Jey, Martine. "La littérature dans l'enseignement secondaire (second cycle) en France de 1880 à 1925". Paris 3, 1996. http://www.theses.fr/1996PA030180.
Texto completoThe teaching of french which evolved into an actual discipline by the turn of the last century was a teaching of literature. From the study of official school regulations, hand-books and baccalaureat exam topics, it appears that this new type of teaching, despite the obvious will to enlarge the scope of studies, mainly dealt with a corpus of authors and texts that had been priorily selected. The analysis of the exercises, which were spread as school exercises, in so far as they took up older exercises meant for a body of specialists, shows the issues met by the invention of the new discipline. The debates on pedagogy, which went with the elaboration of official regulations and with the different reforms, point to the aims and values at stake in the teaching of french, whose recognition was painstakingly legitimed and whose reference patterns evinced contradictory features. Concerning innovation or conservative factors in process, the debates within the high board of public instruction are more particularly telling and reveal the part played by the different actors of the institution
Bailblé, Eric. "L'histoire de France dans le monde : représentations contemporaines et pédagogies interculturelles". Versailles-St Quentin en Yvelines, 2013. http://www.theses.fr/2013VERS014S.
Texto completoThis PHd has one aim : analyse the diplomatic impact of France in the World through history. Indeed, what is actually remembered or simply known of French history outside France, for example in Europe? This question may sound irrevelant but it is all the more essential since the French Speaking World authorities are now advocating cultural diversity rather than political universalism which had its day a long time ago- what are the historical figures that are still very much present in the minds and souls of the people in this or in that country ? This study aims at analyzing the inter-relations between the too often stereotyped and romantic visions of French history and the national pasts of other countries. In order to achieve this goal, we ought to raise a few crucial points : It is still imaginable to write a national history of France? May the national history of a country which is represented abroad still be of interest in today’s world as one move with the times? These two introductory questions have led to the following subject: to what extent can we say the representation of French history is the combination of romantic fantasy and heroism? Then another question comes to the surface: are these representations to be linked to some French post-colonial universalism or are they to be related to some universal principles prone to multiculturalism? How these values are now spread abroad? Are they still meaningful today? And if one is to acknowledge some certain international loss of interest in France’s past, has it anything to do with the rank of France in the world? That is to say: are French historic idiosyncrasies still alive? What is often depicted as being very unique and one of a kind as regards France may, in fact, mirror a feeling of nostalgia for the glorious but foregone past of France. After saying that, one might conceive France as a living museum of which dividends would come from the exploration and endless dramatization of its cultural heritage and history
Genty, Pierre. "Les successeurs de Lester Willis Young : étude des rapports archétypaux de 1935 à 1955". Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040050.
Texto completoThis study is about the aesthetic links between jazz tenor saxophonist Lester Young and his successors, from 1935 to 1955. By analysing the different processes, ways and figures which determine Lester Young as an archetype, this work attempts to define which effects Young had upon his contemporaries and the various jazz movements. By focusing on the notions of influence and modelling, this thesis is also more generally a reflection about the processes of continuity and return in aesthetic history
Yoshizawa, Kyoko. "Enseignement de la musique traditionnelle à l'école aujourd'hui : approche historique et application de terrain à travers l'exemple de l'enseignement du galoubet". Paris 4, 2005. http://www.theses.fr/2005PA040109.
Texto completoThe pedagogical value of musical elements taken from the traditions of French regions has been developed since the 1970s in primary school teaching, with the commitment to promote cultural studies in French académies. This has proved especially true in the académies belonging to areas where regional languages can provide school programs inspired from regional culture with musical identity. In a primary school in the area of Vence, in the académie of Nice, pupils are taught to play the galoubet, a three-holed flute, symbolic of the traditional musical identity of the South East of France. What makes this teaching special is the simplicity of the instrument, and the easy-reading of the numerical method meant to allow the children to play without prior musical knowledge. The main point in the elaboration of this method lies in the codification of instrumental techniques (fingering and breath) represented as figures. Melodies are thus turned into numerical notation. The positive effect of the numerical method is to make the pupils sensitive to music, and to form their ear, appealing to their auditive capacity and their musical memory. The teaching of how to play the galoubet thus corresponds to the intention of school authorities to promote both the access to musical practice, and the socio-cultural integration to make the children aware of the cultural sphere in which they live and find their identity
Senyor, Ahmad. "Enseigner la philosophie en Syrie de 1900 à 1967". Thesis, Amiens, 2019. http://www.theses.fr/2019AMIE0041.
Texto completoOlivares, Felice Pamela. "Concept de nation et identité nationale au Chili : une approche à travers les politiques éducatives et l'enseignement de l'histoire (XIXe et XXe siècles)". Tours, 2005. http://www.theses.fr/2005TOUR2023.
Texto completoThis is an investigation on the transmission and evolution of the concepts of nation and national identity in the way history was taught in school programs and textbooks in the Chilean school system in the XIX and XX century. At the end of the XIX century, patriotic inclination, positivism, and social Darwinism are food for thought for teachers and were influential in their concepts. From the model of the student-soldier of the end of the XIX century we move to the student-citizen of the first half of the XX century. Institutional nationalism redefines then the identity references in school. It varies depending on the different school programs and governments : at the beginning tyrannical, traditional and anti-revolutionary, then around mid-XX century it includes popular and indigenous elements. This study gives an analysis of school texts, powerful tools which take part in the symbolical structure and show how much their contents are determined by historical context
Bopearachchi, Elizabeth. "Le rôle de l'éducation bouddhique populaire dans la vie séculière : une étude sur l'ancien bouddhisme cinghalais à travers la littérature cinghalaise ancienne". Paris 5, 1986. http://www.theses.fr/1986PA05H076.
Texto completoThis study is a result of a research which has been carried out on psycho-sociological aspects of the ancient sinhalese buddhist comunity particularly on the influence of the buddhist popular education on their economic, social, moral, affective and esthetic life. Buddhist education is based on the teachings of buddha. It demands a moral and spiritual practice which advise to detache all the desires. In spite of buddhism which did not impose any obligation on the secular life, this popular education influenced the economic and social life through its interpretations of the means of subsistance and reduced social discriminations. This education created a moral discipline against the violence (do not kill any living being) against robbery and alcoholism. This education changed women's position in the society as a mother as a wife and it created buddhist relationship between childrenand parents in the affective life. An effort was made to analyse the value of the moral education given by the buddhist art and its influence on the esthetic life
Beaudrap, Anne Raymonde de. "Histoire du commentaire de texte dans les études françaises". Rennes 2, 1992. http://www.theses.fr/1992REN20001.
Texto completoThis work deals with the slow emergence of textual analysis known as "commentaire de texte" in the French school system, together with its official recognition as part of the baccalaureat exam. First considered as the mere explanation of e text (known as "explication de texte"), the "commentary" became progressively defined as a deeper reflection on texts where the intelligence and sensibility of the reader combine with his ability to analyse. . Its practice is marked by its history ; many possible approaches are found : the observation of various procedures, based upon a corpus of "commentaries" about one and the same text, enables one to have a diachronic view of phenomena and to analyse their historical, or even philosophical implications. Today, "commentary" work is an interlinking field of study in the French school system ; it appears in four different subjects, which necessitates a good cohesion as to its teaching according to common cognitive abilities. It is favoured by students and teachers alike, even though they would like modalities of its realization to be somewhat less strict. A reflection on the mistakes made and a diversification of the ways of teaching it contribute to a better definition of this exercise which is characteristic of our teaching
Houdart-Merot, Violaine. "La culture littéraire au lycée depuis 1880 : devoirs d'élèves et discours officiels". Paris 8, 1997. http://www.theses.fr/1997PA081219.
Texto completoSaad, Elias. "Histoire de l'éducation physique au Liban". Thesis, Lyon 1, 2013. http://www.theses.fr/2013LYO10148.
Texto completoThis current thesis examines the establishment and development of physical education in Lebanon during the twentieth century in a chronological historical fashion. The advantage of this approach is that it is expressed in a variety of socio-political contexts. From the French protectorate to the Syrian tutelage, passing through the independence and civil war periods, there is a continuous difficulty for physical education to establish a genuine status as a teaching discipline. So why, ninety years after its establishment, is it still in search of legitimacy? In this report, we sought to explore both administrative and pedagogical dimensions. The main objective of our survey is to bring some answers to better understand the current status of physical education. We achieved this by referring to official documents and administrative measures, analyzing the political and educational discourse based on school data and the pedagogical reality. Two politically different periods mark the evolution of physical education in Lebanon. During the protectorate period, physical education was established for hygienic purposes. At the time, it still had no operating structure, both in infrastructure and personnel. During the independence period, it had a wider dissemination. However, it adopted various aspects according to the circumstances. A historical inflection point occurred in 1953, when a teaching diploma in physical education was created, driving a wider dissemination of the discipline. This work is an original account and historic review of the evolution of physical education in Lebanon
Casonato, Osvaldo. "Les obstacles dans la recherche et dans l'enseignement à la connaissance du support moléculaire de l'"information" génétique : propositions d'une nouvelle méthode d'enseignement des sciences de la vie". Paris 7, 1992. http://www.theses.fr/1992PA070102.
Texto completoThe thesis examines obstacles to the creation and the acquisition of knowledge in both the teaching and the actual practice of genetic molecular research. To overcome pedagogical obstacles in french biology textbooks, we put forward several proposals to renovate the teaching of the sciences. Based on our conclusions, we propose a new style of teaching and a new type of manual for the life sciences