Thèses sur le sujet « Recherche – méthodologie – étude et enseignement (secondaire) »
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Martin-Chavigny, Cécile. « Savoirs, ironie et relation pédagogique : contribution à une exploration de la formation de la citoyenneté en classe de Bac Professionnel par alternance, au prisme d'incidents critiques ». Pau, 2003. http://www.theses.fr/2003PAUU1007.
Texte intégralThe general problematic of the thesis consists in exploring the educational relationship in its connection to politics and citizenship, when extremist wording speeches happen with pupils in a class of alterning professional training and when the teacher takes irony as a connection to the outcoming of knowledge. People are involved in a confronting values work mediatized by the connection to pupils understanding and the teacher's position, writen down in political and epistemological contexts which give a change to the educational methods. The methodology viewed is backing, under the angle of pragmatical linguistics (C. Kerbrat-Orecchioni) and semantic grammar (P. Charaudeau), first of all on the analytic qualitative approach of pedagogical sequences recorded during the training period, and, on the other side, with more clinical analysis of these same sequences. The theorical assizes of research concern works carrying on philosophy and politics (H. Arendt, M. Maffesoli, K. Popper), the institutional (M. Lobrot, F. Oury et A. Vasquez, F. Imbert), diversified (A. De Peretti) and of the alternate training teaching skills, in connection with psychanalysis (M. Cifali), and a complex approach of the educational relationship (F. Lerbet-Sereni) within the context of a biocognitive approach of the subject-in-relation autonomy (E. Morin, F. Varela, G. Lerbet). The works about the irony laugh are backing on the psychanalytic (S. Freud), philosophical (V. Jankelevitch) and literary (P. Schoentjes) fields
Lange, Jean-Marc. « Mathématisation de la biologie, discipline de recherche et discipline enseignée : état des lieux et enjeux didactiques ». Cachan, Ecole normale supérieure, 2000. http://www.theses.fr/2000DENS0038.
Texte intégralLoquet, Monique. « Les contenus d'enseignement en gymnastique rythmique sportive : pour les élèves de 6e : Etude des lancer rattraper d'engin : Une recherche d'ingénierie didactique ». Paris 11, 1996. http://www.theses.fr/1996PA112126.
Texte intégralPomares, Brandt Pascale. « Les nouvelles technologies de l'information et de la communication dans les enseignements technologiques : de l'organisation des savoirs aux conditions d'étude : didactique de la consultation d'information ». Aix-Marseille 1, 2003. http://www.theses.fr/2003AIX10070.
Texte intégralChalak, Hanaà. « Conditions didactiques et difficultés de construction de savoirs problématisés en sciences de la Terre : étude de la mise en texte des savoirs et des pratiques enseignantes dans des séquences ordinaires et forcées concernant la magmatisme (collège et lycée) ». Nantes, 2012. http://www.theses.fr/2012NANT3005.
Texte intégralOur study focuses on knowledge texts (oral and written) produced in a regular sequence (in fourth grade class) and two “forced” sequences (in eighth and twelfth grade classes) in the magmatism area and their relationship with the text-working teaching practices. It aims to identify difficulties and didactic conditions of access to knowledge and problematized texts. We rely on both tools borrowed from the theoretical framework of problematization, the anthropological theory of didactics (ATD) and professional didactics to model and understand text-working teaching practices. It appears that problematized text-working presents technical difficulties due to teaching practices focused on identifying and sorting solutions in order to determine the right one for the problem. These techniques seem justified by technologies marked by the epistemological and didactic conceptions of teachers and the usual form of scientific knowledge at school. In contrast, the construction of knowledge and problematized texts requires of teaching actions leading to leaps of abstraction, allowing students to move from ideas to the reasons underlying the solutions. From a problematization logic, we identify some conditions for these text-working techniques to lead to the construction of problematized and non-propositional texts
Brodin, Elisabeth. « Interactions entre innovation, technologies de l'information et de la communication et apprentissage institutionnel des langues : l'exemple d'une recherche-action dans des lycées ». Le Mans, 2002. http://cyberdoc.univ-lemans.fr/theses/2002/2002LEMA3003.pdf.
Texte intégralBoubée, Nicole. « Des pratiques documentaires ordinaires : analyse de l’activité de recherche d’information des élèves du secondaire ». Toulouse 2, 2007. http://www.theses.fr/2007TOU20050.
Texte intégralResearch works investigated information seeking behavior generally from differences between experts and novices. Three expertises are involved in activity, domain expertise, system expertise and information seeking expertise. Although considered as novices in these three categories, young people became regular searchers. The aim of this study is to describe youth's information seeking in context. Sixth to twelveth graders conducted two search tasks, selfgenerated or assigned, on WWW, on-line catalog or full-text electronic encyclopedia. In addition, an enquiry method is proposed, from the method of stimuled recall. It is used to analyse the activity of 15 binomials. Analysis shows that analytical strategies, query formulations and reformulations are preferred to navigation in all search tasks. When middle school and high school students assess primaries and secondaries documents and search systems, they apply about twenty relevance criteria. They use images in three phases of process, information accessing, information assessing and information extracting. The document made with copy-and-paste extracts could be use for defining information need and checking activity
Boublil, Shachar, et Shachar Boublil. « L'enseignement de la gravité einsteinienne : étude et réflexions ». Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37667.
Texte intégralDepuis quelques années, le projet d’intégrer la physique einsteinienne dans le cursus scolaire soulève de l’intérêt grandissant dans la communauté des chercheurs en éducation en physique. D’après plusieurs chercheurs, pour mieux comprendre les sciences et les technologies d’aujourd’hui, les élèves ont besoin de connaissances de la physique moderne (Henriksen et al., 2014; Kaur, Blair, Moschilla, Stannard et Zadnik, 2017a). Pour Kaur et al. (2017), la visée éducative principale de l’enseignement des sciences est de faire apprendre aux élèves notre meilleure compréhension de l'univers afin de former les citoyens de demain (Kaur, Blair, Burman, et al., 2017). Puisque le concept de la gravité einsteinienne est absent du curriculum scolaire québécois, cette recherche vise à établir un portrait des recherches menées depuis les dernières années au sujet de l’enseignement et de l’apprentissage de la physique einsteinienne aux niveaux primaire et secondaire. Afin de répondre à cet objectif, la recherche utilise une approche provenant de la méthodologie de l’ingénierie didactique (Artigue, 1988a). Cette méthode a permis d’établir une liste des éléments à étudier. À partir de la recension des écrits et des arguments mobilisés par les tenants de l’enseignement de la physique einsteinienne, la recherche met en exergue les principaux enjeux de l’enseignement de la gravité einsteinienne et tente de comprendre et d’expliquer les avantages de son enseignement à l’école primaire et secondaire, exprimés par des chercheurs dans ce domaine. Les résultats de cette étude permettent d’avoir une image sur la situation actuelle de l’enseignement de la gravité einsteinienne. Ils sont regroupés et présentés selon trois thèmes: étude épistémologique du concept et de l’histoire de son développement; implications du concept de la gravité einsteinienne sur le développement des technologies et de la physique moderne, sur la compréhension de l’univers et sur le développement de la pensée scientifique; résultats de l’étude des recherches menées sur l’enseignement du concept de la gravité. Ce mémoire me permet de préparer une base théorique pour réaliser, dans mon projet doctoral, les trois autres étapes proposées par la méthodologie d’ingénierie didactique, soit l’élaboration, la réalisation et l’évaluation d’un dispositif d’enseignement du concept de gravité einsteinienne au 2e cycle du secondaire. Mots clés : physique einsteinienne, enseignement de la gravité einsteinienne, approches et méthodes d’enseignement de la physique, développement de la pensée scientifique
Cariou, Didier. « Le raisonnement par analogie : un outil au service de la construction du savoir en histoire par les élèves ». Amiens, 2003. http://www.theses.fr/2003AMIE0004.
Texte intégralThis research is about activities to build up historical knowledge by pupils in the 5th year. They appear in reasoning by analogy, bringing together a situation of the past or of the present, already known, and a situation in the past, to be known. The reasoning constitute then, virtually experimental situations by which pupils mobilise the thought processes of conceptualisation and explanation. The analogies found are analysed in the light of a transformational model of the appropriation of knowledge in history, inspired by the theory of learning of Vygostki and of the theory of social representations of Moscovici. In a first stage, practised by the whole group of pupils, scientific information are transformed in a common sense knowledge, by bringing them together with elements of their representative social thoughts or of their historical knowledge. A second stage involves the control and the formalisation of this knowledge by activities of historicism supervised by the teacher. Those two stages articulate themselves by the recording of the pupils' writings in the style of the historical story, defined by Ricoeur
Geronimi, Alix. « Familiarisation à la CAO et activité de conception : de l'analyse des situations d'enseignement à la recherche de liens entre elles ». Grenoble 2, 2009. http://www.theses.fr/2009GRE29029.
Texte intégralThe concern of this thesis is the research of links between design, key-activity for technology education, and the introduction in the classrooms of a tool of the trade, Computer Assisted Design (CAD). First, Design and CAD are situated within Technology Education. Then, a framework for teaching situations is presented. A study of Design activity is driven in order to elaborate a school design situation and develop tools to evaluate its benefits in terms of knowledge acquisition. A detailed analysis of CAD’s operating emphasises the complexity of it’s use. Finally, we define the familiarization as a notion, and extract relevant factors in order to build a familiarization to the use of a software. Our empirical studies introduces search devices elaborating and operating: we develop a simplified design task and the tools for the analysis of it’s products, and to CAD familiarizations. A comparative study involving 95 eight grade pupils in a middle school was driven : the pupils were asserted to complete the design task as pre-test and post-test. The comparison of their texts and drawings shows that the complexity of their productions increases and that they get acquainted with the task. The training condition between pre-test and post-test has limited effects on two categories in our coding scheme
Compagnon, Françoise. « L'approche de l'oeuvre d'art par une pédagogie de l'imaginaire : expérimentation dans une classe de seconde de lycée ». Lyon 2, 1989. http://www.theses.fr/1989LYO20023.
Texte intégralThe experiment carried out in a fifth form tends to prove that research of the "imaginary" presently done by G. Durand, J. Burgos and B. Duborgel and going further than what is traditionnaly called "critique" enables teenagers to receive the work of art as a meeting between two human beings. The "imaginary" structured in accordance with the laws common to the whole of mankind expresses itself in a very rich way in the work of art. The work of art, that the adolescents approach is following the very laws that have engendered it, no longer calls for analysis but arouses "retentissement" as defined by french philosopher G. Bachelard. Each reader recognizes in the work the pulsions wich shape his own psychism and his relation to world at the same time that he discovers the form of expression that they generate. The first part studies the foundations and characteristics of that meeting, the way in which the work of art, by building the reader's "imaginary" enriches his capacity for "retentissement". In the second part the account of the experiment indicates the methods and progression of the approach to the meaning (of the work). The third part studies the role of writing. Writing becomes for the students the response of his own "imaginary" to that of the artist through the mediation of the work. The receipt of the result of that meeting by the teacher turns the correction of the commentary into the recognition of an attempt to approach transcendance, attempt which is always unfinished and perfectible an his integrated into the anthropological course of each pupil in the social context of the form
Prévost, Sabine. « Examen des stratégies de planification d'un travail de recherche réalisé en langue première et en langue seconde à l'aide des TIC par des apprenants du secondaire au Québec ». Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24761/24761.pdf.
Texte intégralKermarrec, Gilles. « Stratégies d'apprentisage et autorégulation en EPS [education physique et sportive] : une recherche descriptive en contexte scolaire ». Rennes 2, 2002. http://www.theses.fr/2002REN20028.
Texte intégral@This study concerns components used to self-regulate in a learning context in physical education. Twenty-three students from third and fourth grades in french college were asked to describe their self-regulation process during a learning task. Datas (comportments and verbalisations) extracted from clarification interviews were classified with a content analysis method. A factorial analysis is used to confirm thematic categorization. Self-regulation in physical education can be described with six learning strategies, seven support strategies and four types of knowledgess about learning. Reciprocal relations between components of self-regulation were identified. Knowledges bring about using learning strategies and using learning strategies brings about using support strategies. High achieving in physical education can be significantly predicted with support strategies. Self-regulated students'models were identified : their using of self-regulation components depends on their academic school achievement. Discussing why students chose these components to take charge their own activity, an explorative study suggest that motivational (goals, perception of control) and cognitive (informations processing) factors could affect this process
Chetouani, Lamria. « Vocabulaire général d'enseignement scientifique (VGES) : recherche sur le vocabulaire de la communication scientifique orale en français dans les classes de lycée en Algérie ». Paris 13, 1988. http://www.theses.fr/1988PA131011.
Texte intégralEl, Allouche Leila. « Usage des moteurs de recherche et activité cognitive chez les collégiens ». Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3004.
Texte intégralMotivated by the announcement of an information society, schools begin their modernization through computerization and through the dissemination of innovative technics.Access to information is becoming a new way of learning. In this new framework, information retrieval is conceived as a planned activity, guided by the intention of fulfilling a need for information by the use of search engines without technical explanations.The question of the « Cognitive dimensions of artefacts information » is not addressed. The problem of human versus machine communication is set aside as well. From the perspective of Rabardel's instrumented activity theory, we show through a qualitative study that young students divert the search engine to manage their activity : they use what the machine gives them as a new situation. Secondary school students build new patterns of interaction with interfaces, new literacies.This study provides a better understanding on the meaning of students' research behavior with the search engine. Young students develop three types of strategies, landscaping distinct skill areas which may help the development of specific learnings
Quéré, Gruson Brigitte. « L'enseignement d'une langue étrangère à l'école et au collège : vers une meilleure compréhension des situations didactiques mises en oeuvre : analyse comparative de l'action de deux professeurs de CM2 et de deux professeurs de sixième ». Rennes 2, 2006. https://hal.archives-ouvertes.fr/tel-01088549.
Texte intégralOur thesis aims at describing and understanding the didactic situations implemented to teach English to young learners. To do so, our work relies on a comparative study of the joint action of four teachers and their pupils: two primary teachers and two secondary teachers. The analyses of the situations described in our thesis relies on the transcription of extracts from the twenty-four lessons filmed in the four observed classes. To carry out our analyses, we use a theoretical framework structured around notions borrowed from the didactics of mathematics and foreign languages, to linguistics and the comparative approach to didactics. To guide our interpretations of the work produced by the teachers and their pupils, we cross our observations with the comments collected near the teachers all along the research process. In our empirical studies, we examine the teaching projects implemented by the four teachers at different levels of analysis. For our fine-grained studies, we have chosen three kinds of situations: the introduction of new knowledge, the study of an oral document and a pair work activity. In our analyses, we examine more particularly the roles played by the didactic contract and the milieu in those situations. At the end of our thesis, we describe new notions which could be useful to study teaching and learning situations of a foreign language. Then, we produce some suggestions to elaborate didactic engineering which could result from a cooperative work between teachers and researchers
Hingant, Bénédicte. « Les nanotechnologies dans l'enseignement secondaire : une recherche sur la compréhension des controverses "nanos" par des lycéens ». Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00949146.
Texte intégralBuxeda, Cécile. « Intégration territoriale transfrontalière et apprentissage de l'allemand dans le grand Est français ». Paris 1, 2006. http://www.theses.fr/2006PA010632.
Texte intégralFioux, Paule. « La visualisation, relais d'apprentissage d'une syntaxe fondamentale du français en production écrite : étude de cas : public scolaire, réunionnais, classes de seconde, niveau faible : recherche d'une rationalité didactique ». Paris 3, 1988. http://www.theses.fr/1989PA030014.
Texte intégralVoisin, Vincent. « Etude d’activités d’exploration de pratiques de recherche de scientifiques dans le cadre d’un partenariat ». Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLN035/document.
Texte intégralFrench High Schools experienced a national reform plan in 2010 incorporating exploration courses breaking with traditional teachings. This granted more freedom in their conception as potential curriculums because these courses can involve career choice and thus enable students to explore both curriculums and professional environments. A partnership, named EDIFICE, set up by the University of Orléans, France, is a potential curricular form of the course entitled “Scientific methods and practices” for 10th grade students. In the first phase of the project, a partnership between research labs and High Schools has been set up in order to involve High School students in the research activities of PhD Students in their labs. Each PhD student works with two to six students who are themselves chaperoned by a High School teacher. The educational context of the labs makes it necessary to define the exploration, in order to constitute the theoretical foundation of this work. The implementation of the EDIFICE project is then questioned and compared to a curricular approach associated to the notion of social practice of reference: 1) How do the students explore the social practices of reference in the labs? 2) How do they explore the practices of PhD research? 3) How are the explorations in labs co-produced by the PhD student, the students, and the chaperoning High School teacher? Our data covers the 26 groups of PhD students, High School students and chaperoning teachers over the first year of implementation of the project. Data analysis consisted of the written answers provided by the students, the interviews of the three types of participants, the observations’ notes made during a conference of the High School students and the labs visits. Lab notebooks and slide shows from the High School students’ conference are also studied, as well as research articles, presentation materials, and the PhD thesis from the PhD students involved in the project. First of all, it can be observed that students have numerous representations of sciences and the social practices of researchers since they have realized the importance of the written medium, of the flows of networking information and are now able to perceive the lab as a space for collaboration. The experience of the resistance of the real and phenomenotechnique contribute to remove the partitions between sciences, technologies, and society. The sciences in action are considered, by some, as imagined or invented and this experience enables, more generally speaking, to enlarge the possibilities of course and career choices for the High School students involved. Then, four distinct modes of exploration of PhD research are inferred. One mode is focused on the acquisition of general concepts of the thesis, another one transposes synthetically one approach of the PhD research. A third mode corresponds to the personal approach of the formulation of the research question. In the ethnographic mode, the research is explored at a given moment, without adaptation. The explorations of the students seem dependent on the epistemology of the researched discipline. Finally, the chaperoning teachers and the students have a major influence on the nature of the explorations during the process of co-production which leads to modifications of the conception of the potential curriculum. The possibility for each and one of the participants to explore is discussed in connection with a mutual enrichment made possible by the partnership framework of the EDIFICE project
Quach, Tat Kien. « Recherche d'information sur le web (RIW) et moteurs de recherche : le cas des lycéens ». Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2011. http://tel.archives-ouvertes.fr/tel-00719199.
Texte intégralBarbazo, Eric. « L' association des professeurs de mathématiques de l'enseignement public (A. P. M. E. P) : un acteur politique, scientifique, pédagogique de l'enseignement secondaire mathématique du 20e siècle en France ». Paris, EHESS, 2010. http://www.theses.fr/2010EHES0106.
Texte intégralThe « Association des professeurs de mathématiques de l'enseignement public », that is to say the state schools mathematics teacher association is a corporate body created in 1910 and made of Secondary education teachers i. E. , teachers who teach ailleveis from Year 7 groups to the preparation in mathematics and physics for the competitive entrance examination to French Engineering Schools. It was initially created to support the 1902 reform which was questioned by political power and it also acted as a union labour which was forbidden for civil servants in the inter wars years. In the meantime, it developed scientific and pedagogical communication between its members. In 1925, it fought against the implementation of the so-called scientific equality and gradually became the Mathematics teachers' official organisation in relation with the Ministry. After World War 2, the association played a part in the modifications which both the curriculum and teaching methods underwent, especially as regards the introduction of modern mathematics. It daims the creation of the « Instituts de recherches sur l'enseignement des mathématiques» (IREM). This PHD focuses on the study of some 300 notices, edited by the-Association since its creation, showing the evolution of the teaching of Mathematics in secondary schools between 1910 and 1975. To start with this PHD probes into the political ideology the association had in its early days. Then, it studies the •scientific and pedagogical stand which rose in the 1920s, both on the national and international level. Finally, it deals with 4 of the famous personalities which contributed to the introduction of modem mathematics from the end of World War 2 to the 1970s
Rollin, Zoé. « Le lycée à I'épreuve du cancer : étude de la coordination des professionnel-le-s soignant-e-s, non soignant-e-s et enseignant-e-s autour du suivi des trajectoires scolaires d'élèves atteint-e-s de cancer ». Paris, EHESS, 2016. http://www.theses.fr/2016EHES0148.
Texte intégralThis doctoral research examine, from the case of the cancer, the tensions between serious chronic disease and schooling at the level of the high school. It is based on the study of 60 secondary pupils' school trajectories with cancer and three years old of ethnographical observation in schools and departments of cancer care. This thesis questions the temporality of the schooling in the face of the test of the disease at the level of trajectories and the school experiences of the high school students. On the long term, the management socially differentiated the disease, and it in interaction with a plurality of actors and actresses, lets in a part only of these pupils to invalidating school trajectories, which fall over to the field of the handicap. In the accompaniment of the social management of the disease, the parents, in particular the mothers, play a major role. These trajectories and experiences are marked by the sustainability of relationships of power which persist in the test of the serious illness. The square occupied by the schooling, the school and its representatives in hospital is also studied. The everyday life of the teaching in departments of care is modelled by the standards of the hospital and moved in a work of support compound of a wide beam of tasks surrounding the transmission of knowledge. Finally, this thesis comes to j underline what mean for the French school institution to welcome pupils with cancer. This one builts itself on the basis of undifferentiated pupils with no needs for specific adaptations. So, inclusion comes to push aside this building, a fortiori at the high school. Studying cancer highlights some logics: the part of the intrinsic care in teaching everyday life. A whole set of interstitial tasks as well as in a personalization of the educational relation is required in the context of serious illness
Meloche, Danièle. « Les compétences relatives à la production d'une thèse de maîtrise ou de doctorat ». Master's thesis, Université Laval, 1985. http://hdl.handle.net/20.500.11794/29098.
Texte intégralDervis, Philip. « Enseignement des sciences, méthode scientifique, la formation de l’esprit critique : contribution à une anthropologie des pratiques de l’enseignement des sciences à l’ère du numérique ». Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3087/document.
Texte intégral“Think global, act local” this formula used at the first environmental summit in 1972, seems synthesize the mind of sustainable development. Today, at Internet age, when we teach science, is required to have a global vision of the world for local action teaching. At Internet time, how a global vision of the World influences local action like science teaching? For report what could be the science teacher life in this digital age, we conducted an ethnographic participant study by becoming a physical chemistry professor in a middle school in the Haut-Var, in France. During those years, while occupying a real place in the life of the school, we questioned the science object, its history, its actors, its media coverage, and its presence in our environment, school and his social challenges. And of course, require time and resources, drawing from what existed on the Web, we have set up and maintained a blog pedagogical science: Discover and measure the World
Göb-Faucompré, Chloé. « Enseigner la langue du voisin dans une région transfrontalière franco-allemande : quelle approche didactique s'y prête ? : Etude exploratoire dans quatre établissements d'enseignement secondaire du Rhin supérieur ». Thesis, Mulhouse, 2018. http://www.theses.fr/2018MULH2359.
Texte intégralDue to its institutionalised cross-border cooperation, the Upper Rhine cross-border region seems to offer theideal conditions for the optimal teaching/learning of the neighbour’s language. However, systematic learningof the language spoken on the other side of the Rhine does not seem to take into account either the regionalspecificities of this particular geographical context (Faucompré & Putsche, 2015) or the significant influenceof proximity to the neighbour’s language and culture on the pupils’ and their teachers’ representations(Putsche, 2011; Raasch, 2002). This doctoral study proposes to respond to this problem through theimplementation of a collaborative and participatory action research approach (Gonzalez-Laporte, 2014;Macaire, 2007) with four teachers of the neighbour’s language working in secondary schools in Strasbourgand Freiburg im Breisgau. The aim is to develop and test out an educational approach that is designed tobe cross-border (Raasch, 2005 and 2008) and to take into account the learners’ and their teachers’representations and the particularities of the Upper Rhine space.The results, which are mainly qualitative, highlight the need to systematically use a cross-border educationalapproach when teaching the neighbour's language in this context in order to make it consistent with theneeds of learners by enabling them to acquire what I call ‘cross-border communicative competence’.The implementation of this action research approach enabled the teachers to take a position on their role asteachers of the neighbour’s language in a border context. This gave my cross-border educational approachidea a lasting dimension by turning it into a kind of permanent cross-border laboratory, which is in keepingwith the dynamics of the Upper Rhine region
Aufgrund einer institutionalisierten grenzüberschreitenden Zusammenarbeit scheint die GrenzregionOberrhein ideale Voraussetzungen für ein optimales Lehren und Lernen der Sprache des Nachbarn zubieten. Das systematische Unterrichten der auf der anderen Seite des Rheins gesprochenen Sprachescheint jedoch weder die regionalen Besonderheiten dieses besonderen Kontextes (Faucompré undPutsche, 2015), noch den bedeutsamen Einfluss der geographischen Nähe zur Sprache und Kultur desNachbarn auf die Spracheinstellungen der Schüler_innen und ihrer Lehrer_innen zu berücksichtigen (vgl.Putsche, 2011; Raasch, 2002). Die vorliegende Dissertationsarbeit reagiert auf diese Problemstellung miteiner kooperativen Aktionsforschung (vgl. Gonzalez-Laporte, 2014; Macaire, 2007), die in engerZusammenarbeit mit vier Fremdsprachenlehrerinnen durchgeführt wurde, die die Sprache des Nachbarn anweiterführenden Schulen in Straßburg, Frankreich und in Freiburg im Breisgau, Deutschland unterrichten.Im Zuge dieser Aktionsforschung wurde ein möglicher grenzüberschreitender didaktischer Ansatz entwickelt und erprobt (vgl. Raasch, 2005 und 2008), der sowohl die Spracheinstellungen der Lernenden und ihrerLehrenden als auch die Besonderheiten der Oberrheinregion berücksichtigt.Die qualitativen Ergebnisse dieser Studie heben die Notwendigkeit hervor, einen grenzüberschreitendendidaktischen Ansatz in den Nachbarsprachenunterricht am Oberrhein zu integrieren. Auf diese Weise kannder Nachbarsprachenunterricht mit den Bedürfnissen der Lernenden in Einklang gebracht werden und sozum Erwerb einer grenzüberschreitenden kommunikativen Kompetenz beitragen.Dieses Aktionsforschungsprojekt bot den Lehrkräften die Möglichkeit, Stellung zu ihrer besonderen Rolleals Lehrerinnen der Sprache des Nachbarn im Grenzkontext zu nehmen. Zudem verlieh dieAktionsforschung dem grenzüberschreitenden Ansatz eine nachhaltige Dimension, indem eine permanentegrenzüberschreitende Laborsituation im Nachbarsprachenunterricht angeboten wurde, die demdynamischen Aspekt der Oberrheinregion entspricht
Schaeffer-Lacroix, Eva. « Corpus numériques et production écrite en langue étrangère. Une recherche avec des apprenants d'allemand ». Phd thesis, Université de la Sorbonne nouvelle - Paris III, 2009. http://tel.archives-ouvertes.fr/tel-00439095.
Texte intégralRusso, Maria Serafina. « L’enseignement-apprentissage du français au lycée scientifique en Italie : Pratiques de classe et création de supports appropriés ». Thesis, Paris 3, 2011. http://www.theses.fr/2011PA030011/document.
Texte intégralThis Thesis deals with the study of foreign languages within the Italian High School System.The goal of this work is to draw the attention to the way of teaching/learning French at High School (option maths and science), focusing on the students' attitude while learning a second foreign language, as well as to outline some new educational tools likely to replace the old fashioned ones still in use.In order to achieve this goal, we examined and tested a general hypothesis, stipulating whether “it is possible to set up sessions during which the learner is involved in seemingly motivating activities, and, while expressing himself in French, manages to learn the language and environment of a specific field, familiar to his future professional scientific and medical world”. Such hypothesis was tested following up an experimental action research, that took place within an institutional context. This approach was supported by targeted assignments, based on everyday life situations, then given to the students according to their level of knowledge of the language. Most of the work was carried on thanks to TIC. The results confirmed the effectiveness of the research on this ground, and showed the appreciation of some of the young participants. Consequently, the aim of this Thesis is to contribute to the discussion concerning the need of studying two foreign languages at the Italian High School, in line with the dispositions given by the Counsel of Europe, as well as to follow the steps of the educational training leading students to acquire all the language skills to study or work abroad
Felce, Catherine. « L’ouverture de l’énoncé en allemand L2 : De la compréhension d’un phénomène à son appropriation et à son enseignement. Perspectives en didactique des langues ». Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA157/document.
Texte intégralThis study concerns the acquisition of language specific discourse preferences in the first years of German as a foreign language in French secondary schools, and how new approaches could improve language instruction. Instead of focusing on verbal placement in declaratives, we decided to consider how learners start a sentence; that is, which constituent they decide to put before the finite verb form. The initial field in German (called pre-field) represents a syntactically undetermined position as it can be occupied by a variety of elements. To understand the constraints which influence the choice of the first constituent in a sentence, textual categories, as well as pragmatic and information-structural criteria, are required. These aspects were incorporated in the tasks the learners worked on in the classroom, in order to make them use such principles, and to modify the processing preferences they may have built up during acquisition of their L1. Acquisition draws on internal processes which set limits to instructional intervention. Practitioners should take these limitations into account if they aim to elaborate instructional proposals with linguistic and psycholinguistic relevance. Drawing on findings from the SLA research, we analyse the beginnings of sentences in a corpus of written and oral learner samples. We used these empirical observations as a guideline to redesign proposals for an instructional intervention which better fits a learning progression. Notions from different aspects of linguistics contribute to highlight specific functions of sentence beginnings in German. It would be possible to integrate these functions in a teaching programme. SLA research offers a theoretical framework to our research, as the findings provide a better understanding of the cognitive dimension of learning and the notions constitute a theoretical backing for our didactical proposals
Georgie-Ghaly, Basma. « L'écrit universitaire professionnalisant en sciences de l’ingénieur dans le contexte libanais francophone : quels enjeux et quel dispositif de formation ? : l’exemple du Projet de Fin d’Études (PFE) ». Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH030.
Texte intégralThe issue of language teaching / learning is acute in many parts of the world. It is in the Middle East region and more particularly in the Lebanese context. French is one of the two main languages of schooling in the country. Learning French at school continues to follow the methodologies for teaching French as a mother tongue or second language. This choice no longer corresponds to reality or prepares young Lebanese for the success of higher education andunivers especially academic writing (in francophone universities).The question of academic writing is increasingly raised where allophone students opt for a francophone university course. The mastery of the written word is at the top of the objectives of the school and the university. Teaching written production is often problematic. Few methods help students develop true discursive competence in the academic context.The situation of the students of the Université Antonine (UA) pushed us to deepen the methodological reflection on the problem of the university writing in the students in Master 2 ( sciences of the Engineer). At the end of their course, these students must write a long and standardized writing, the Projet de Fin d’Études (PFE). This writing allows them to communicate and showcase a scientific innovation in the field of telecommunication.Our first concern, being to find the most suitable methodology for our audience to carry out university activities, led us to question the Action Perspective in all its dimensions. What we call the Perspective Actionnelle Consolidée is therefore a logic that links language to action. The PAC is the pedagogical engineering that allows the didactic development of particular genres by building on the methodological notional set of skills, tasks and strategies.The particularity of our approach lies in the choice of its inscription as part of an Action-research. This type of research allowed us to both analyze the problem and propose a solution. The choice of the Perspective Actionnelle Consolidée gave meaning to the teaching of French in the eyes of students, but also mobilized their skills. The use of the notion of discourse genre has allowed us to identify the characteristics of this standardized academic genre, the PFE, and then to develop adapted activities using authentic media. The findings from the analysis of our choices will open up the possibility for a new curriculum of academic tasks to be formed
Saavedra, Reinaldo. « Etayer le travail des élèves avec la plateforme LabBook pour donner davantage de sens aux activités expérimentales réalisées par des élèves de premières S ». Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS012/document.
Texte intégralThe thesis work involves an analysis of the experimental design activity carried out by students of junior year of high school in sciences using a TEL environment (Technology Enhanced Learning). It aims at understanding how they relate to knowledge and to the experimental approach established by both student and teacher.The thesis gives an account of how the students mobilizes their knowledge and it measures the influence of learning supports proposed by a TEL named LabBook. It also focuses on how the teacher deals with the difficulties encountered by students.Regarding that matter, a didactic engineering was already modelled as part of the Theory of didactical situations (Brousseau, 1986). This engineering focuses on the thematic of "genetic" and more specifically on "the expression of the genetic heritage" - a problematic area for most students. The analyses deal with the students’ productions, their answers to questionnaires (pre-test and post-test) and the teacher-student interactions produced throughout the work in the situation.This work highlighted the role of experimental design in changing the students' knowledge system and the evolution of their knowledge about the gene concept and expression of genetic information. The scaffolds implemented in the LabBook platform offer the students a potential for the implementation of experimental design. Teachers themselves dealt with the difficulties encountered by their students by implementing various aids. The study of these scaffolds allows the development of useful recommendations to improve the LabBook platform so as to help students overcome their learning difficulties
Manrique, Lagos Adry Liliana. « Analyse des pratiques pédagogiques d'enseignant.e.s universitaires : le cas de l'enseignement de la physique en premier cycle universitaire ». Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC058/document.
Texte intégralHigher education is nowadays the subject of a growing body of research at the international level. It should be noted, however, that the pedagogical practices of university teachers, particularly in Physics, giving lectures and from a didactic approach, remain rather unexplored. Our research is developed in this context. This research aims to create a methodology for qualitative analysis of lectures taught and delivered by physicist professors. We chose to concentrate on the analysis of actual teaching practices of four physics teachers in France and Colombia during a first-year undergraduate course (teaching Newtonian mechanics). Our exploration was guided by the following question: What strategies do teachers use to help students understand the content of the course? The notion of "discursive proximities" is here mobilized to enrich modeling approaches, particularly using conceptual maps; this notion makes it possible to specify and compare each discourse that was analyzed
La educación superior es el objeto de un número creciente de investigaciones a nivel internacional. Sin embargo, cabe resaltar que las prácticas pedagógicas de los profesores universitarios, en articular en física, en cursos magistrales y con un enfoque didáctico, siguen estando inexploradas. Nuestra investigación se inscribe en ese contexto. En tanto que heurística, busca la creación de una metodología de análisis cualitativo de cursos magistrales diseñados y desarrollados por profesores universitarios de física. Escogimos concentrarnos en el análisis de las prácticas pedagógicas efectivas de cuatro profesores universitarios de física en Francia y en Colombia en el marco de un curso magistral de primer año (enseñanza de la mecánica Newtoniana) apoyándonos en la pregunta: ¿Cuáles son las estrategias que los profesores universitarios utilizan para llevar a los estudiantes a la comprensión de los contenidos previstos en el curso? La noción de “proximidades discursivas” se moviliza acá para enriquecer los enfoques de modelización por intermedio de mapas conceptuales ya que permite especificar y comparar cada uno de los discursos analizados
Gaujal, Sophie. « Une géographie à l'école par la pratique artistique ». Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCC255/document.
Texte intégral: Inter-, pluri-, multi-, trans-: these many prefixes all denote how keen today's school is on making knowledge and skills circulate within a framework traditionally renowned for its segmentation. Starting from an epistomological study of the fruitful interaction between spontaneous geography and reasoned geography, this thesis offers to define and develop tools to implement it within the geography class. This research work's hypothesis is that this interaction can be positively impacted by artistic practice. To verify it, I designed and tested three tools, in an apporach that was altogether a teacher's, a trainer's and a researcher's : a photography contest, a "sensitive postcard" cartography contest, and a performance