Littérature scientifique sur le sujet « Lycées – Comores »
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Articles de revues sur le sujet "Lycées – Comores"
Solidum, Judilynn N. « Heavy Metal Concentrations in Canned Fruits of Litchi chinensis, Prunus persica, and Ananas comosus Marketed in the Philippines ». Advanced Materials Research 634-638 (janvier 2013) : 1570–73. http://dx.doi.org/10.4028/www.scientific.net/amr.634-638.1570.
Texte intégralSilva, Jéssyca Santos, Daniela Weyrich Ortiz, Eduardo Ramirez Asquieri et Clarissa Damiani. « Physicochemical and technological evaluation of flours made from fruit co-products for use in food products ». Research, Society and Development 9, no 3 (10 mars 2020) : e192932742. http://dx.doi.org/10.33448/rsd-v9i3.2742.
Texte intégralRaynal-Astier, Corinne, et Mireille Jullien. « À la recherche d’une francophonie didactique india-océanique. Premières recensions dans les manuels scolaires utilisés aux Comores ». La F/francophonie dans l’aire indiaocéanique : singularités, héritages et pratiques, no 11 (17 juillet 2023). http://dx.doi.org/10.35562/rif.1495.
Texte intégralThèses sur le sujet "Lycées – Comores"
Youssouf, Issa. « Évaluation de la compétence de communication à l'écrit en Union des Comores au lycée et Baccalauréat ». Electronic Thesis or Diss., La Réunion, 2023. http://www.theses.fr/2023LARE0029.
Texte intégralThe written communication skills of high school students and the French baccalaureate assessments constitute a major consideration in our research work. the evaluation criteria, the programs and official instructions for the teaching of French, the notion of communication skills and the different models, the feelings of teachers in relation to the practice and the evaluations according to the prescribed objectives, are the levers of our work.A model of communication competence consisting of linguistic, pragmatic, sociocultural, strategic and interactional competence is used to analyze the programs, the subjects of the baccalaureate, and the speeches of the teachers through a focus group. It appears that the programs include components of communication skills dominated by pragmatics but the subjects of the baccalaureate are not sufficiently oriented towards communications skills. they are dominated by skills linked to school activities which do not allow autonomy in language use in real life situations. Teachers' speeches point out the importance of communication skills but still deplore programs that are less rich in terms of communication skills and assessments in national exams that are devoid of tools and sometimes erroneous. communication skills are theoretically present in the programs. the subjects of the baccalaureate do not reflect an educational alignment but a backwash is felt because it is through the exams that teaching is carried out but not the other way around
Msahazi, Ali Youssouf. « Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignants ». Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3135.
Texte intégralThe thesis presented here develops two lines of research on the teaching of physics in schools and colleges of the Union of the Comoros: First, an analysis of the curriculum prescribed in the official programs of the Comoros since 1994 to the present day, in order to identify and characterize the choices made bay the designers, lift the constraints and potential problems; Then the study of how teachers have taken over the curriculum. Questionnaires reveal what they say about their choice to implement in their classrooms and their teaching, epistemological and pedagogical and pedagogical options. To take into account the various dimensions, several theoretical frameworks mobilized sociology and educational curriculum, and the didactics and teaching practices. The analysis shows that the prescribed curriculum undergoes sometimes contradictory influences : first the French curriculum (in its older versions) mainly anchored on knowledge of academic knowledge to be acquired, then the recommendations of major international organizations focusing primarily on skills to master. Although the trend in France is now promoting more constructivist approaches (inquiry process), a continuing tension between these two poles that we find among teachers. In general objectives official is displayed the desire to promote a general rather than specialized teaching science education, but it is not visible in the contents of the program: they are indeed defined in terms of knowledge, skills and methods, but little tools are available for teachers to implement. Only very general advice is given as to promote the construction of knowledge by students or use the investigative approaches