Letteratura scientifica selezionata sul tema "Enseignement supérieur – Méthodes actives"
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Articoli di riviste sul tema "Enseignement supérieur – Méthodes actives":
Tremblay, Chantal, e Diane Leduc. "Introduction au numéro thématique « Les méthodes pédagogiques actives en enseignement postsecondaire : enjeux, défis et retombées »". Didactique 5, n. 2 (5 maggio 2024): 4–12. http://dx.doi.org/10.37571/2024.0201.
Gutierrez, Laurent. "Le choix de Pierre Faure à la direction de l’Institut Supérieur de Pédagogie de l’Institut catholique de Paris: affirmer les positions doctrinales de la pédagogie chrétienne face à l’impression de chaos suscitée par les méthodes actives". Cadernos de História da Educação 21 (4 agosto 2022): e109. http://dx.doi.org/10.14393/che-v21-2022-109.
Berner, Boel. "L’ingénieur ou le génie du mâle : masculinité et enseignement technique au tournant du XXe siècle". Cahiers du Genre 19, n. 1 (1997): 7–25. http://dx.doi.org/10.3406/genre.1997.1020.
Claval, Paul. "La logique de l’enseignement de la géographie dans les universités". Cahiers de géographie du Québec 14, n. 31 (12 aprile 2005): 49–62. http://dx.doi.org/10.7202/020899ar.
Monfette, Olivia, e Johanne Grenier. "Identification des rôles que s’attribuent les enseignants associés jumelés à des stagiaires en enseignement de l’éducation physique qui ont développé leur sentiment d’efficacité personnelle à la suite d’un stage". Articles 49, n. 1 (3 luglio 2014): 113–30. http://dx.doi.org/10.7202/1025774ar.
Croché, Sarah. "L'université circonscrite par Bologne". Emulations - Revue de sciences sociales, n. 6 (10 settembre 2018): 53–74. http://dx.doi.org/10.14428/emulations.006.005.
Tremblay, Chantal, Élodie Allain, Chantal Labbé, Simone Ducharme-Landry e Maricela Arellano Caro. "Conflits et apprentissages perçus par les étudiant∙es durant une approche par projets (APR) interdisciplinaire en enseignement supérieur". Didactique 5, n. 2 (5 maggio 2024): 124–50. http://dx.doi.org/10.37571/2024.0205.
Pétré, Benoit, Aurore Margat e Cyril Crozet. "Un appel aux recommandations pour l’enseignement de l’ETP en formation initiale des professionnels de santé : regards croisés entre exploration de la littérature et avis des acteurs européens de l’ETP". Education Thérapeutique du Patient - Therapeutic Patient Education 13, n. 1 (2021): 10202. http://dx.doi.org/10.1051/tpe/2021002.
Ihbour, Said, Abdelmounaim Boulhanna, Rachid Hnini, Fatiha Chigr e Mohamed Najimi. "Sedentary Lifestyle and Beneficial Effects of Physical Activity on Psychiatric Disorders in a Population of Moroccan University Students: Psychophysiological Interpretation". Open Access Macedonian Journal of Medical Sciences 10, E (28 luglio 2022): 1496–504. http://dx.doi.org/10.3889/oamjms.2022.8119.
Eaton, Sarah Elaine, Cristina Fernández Conde, Stefan Rothschuh, Melanie Guglielmin e Benedict Kojo Otoo. "Plagiarism: A Canadian Higher Education Case Study of Policy and Practice Gaps". Alberta Journal of Educational Research 66, n. 4 (24 dicembre 2020): 471–88. http://dx.doi.org/10.55016/ojs/ajer.v66i4.69204.
Tesi sul tema "Enseignement supérieur – Méthodes actives":
Paparisteidi, Nefeli. "Pratiques pédagogiques actives et hybridations numériques dans l'enseignement supérieur : le cas d' EPITECH". Electronic Thesis or Diss., Université Paris Cité, 2022. http://www.theses.fr/2022UNIP7260.
Based on a project-based pedagogy, the French computer science school EPITECH claims a radical break with the traditional teaching model. Our thesis analyze this claim in the light of the school's practices and their reception by students and the teaching community. By studying the functioning of EPITECH, we wish to answer a double question. Firstly, what are the experiences of EPITECH students in this active and hybrid learning environment? Second, do these experiences dependent on their socio-economic characteristics? In line with the research questions and the chosen global approach, we opted for our methodology to conduct an ethnographic monograph. This is fed by an investigation based on a combined method of a qualitative (observations and interviews) and a quantitative approach (surveys and databases). The results of the study seem to indicate that on one hand this specific model of active learning can facilitate the progression and planning of the students' pathway. On the other hand, it seems that this pedagogy works relatively independently of the socio-economic characteristics of the students when the latter have an adequate environment and technical-pedagogical material. Through the study of the particular case of EPITECH our research aims to contribute to a better understanding of the so-called active learning in higher education
Shankland, Rébecca. "Adaptation des jeunes à l'enseignement supérieur : les pédagogies nouvelles : aide à l'adaptation ou facteur de marginalisation ?" Paris 8, 2007. http://octaviana.fr/document/126281785#?c=0&m=0&s=0&cv=0.
Our research tackles the question of how students from different types of educational systems adapt after secondary education. It is divided in two parts : a study on 277 former pupils and 400 parents, to analyse the development of competences specific to each educational system which facilitate their coping after secondary school ; a follow-up of 130 students during their first year in higher education, using various tools at three different periods of time (interviews, Coping Inventory for Stressfull Situations, State Trait Anxiety Inventory, and Beck Depression Inventory). Our hypothesis is that former alternative school pupils will adjust better to higher education, because certain characteristics are better developed : coping focused on the problem, self-efficacy, etc. Our results confirm this assumption : these pupils show higher academic performances and psychological well-being (lower anxiety and depression levels, greater life satisfaction)
Senault, Patrick. "Formation-développement : origines, principes, méthodes". Nancy 2, 2001. http://docnum.univ-lorraine.fr/public/NANCY2/doc200/2001NAN21030.pdf.
This research work aims at describing the origins, principles and application procedures of training schemes referred to as " training-development within rural territories through training programmes. The term first came out in 1977 during a campaign launched to train the rural population of the French département of Ardèche. Maurice ALLEFRESDE, a geographer at the University of Lyon (France), was put in charge of this campaign by the French " Délégué Régional à la Formation Professionnelle (DFRP) " (regional delegate to vocational training) of the Rhône-Alpes region. By implementing an experimental pluriannual training programme in internally-generated development methods in 1982, The European Social Fund emphasized the part training can play in local development. In various locations in France (Vosges, Pyrénées, Creuse, Tarn and Aveyron), different organization methods can be assessed and innovative approaches to training methods in territorial development can arise through this pilot-programme Nowadays training-development is implemented in a very specific way : it applies to a definite area as a whole and involeves its entire population. Training contents are being designed and adapted over the duration of the programme so as to adjust to the demand of the population. Training-development schemes have their own structure made of a specific partner, of " pilotes éducatifs " (educational instructors) or " conseillers en formation-développement " (advisors on training-developement) and support groups. Finally, with training-development, the territory itself emerges as a new partner within the French vocational training system, next to the company or the individual
Raymond, Annick. "Le problème de l'éducation morale dans le mouvement de l'Education Nouvelle". Lyon 2, 1998. http://theses.univ-lyon2.fr/sdx/theses/lyon2/1998/araymond.
The study of the theme of moral education in the congresses and the french review of the international league for the new education shows that this question remains in this pedagogical movement and that there isn't a unique conception. Moral education is a topic which divides pedagogues of this new education into two mains trends : they either have a psychological position which follows the individual and moral development of the child, or they decide upon a sociological position on the moral education of the child which is linked to a wider social-political project. To these two main positions, we can add a third one, that of a moral education based on religion. If new education has had these different positions on the subject of moral education, however these pedagogues agree to establish a kind of equation between the child's nature and morality, by postulating that freedom is the means to moralize without any damages for the child's nature, as if they thought it was only necessary to follow the spontaneous nature of the child so as to accomplish his own morality. Therefore, the new pedagogues have succeded in demonstrating that the problem of moral education is mainly a problem of freedom but they believed that they just needed to introduce freedom in their systems for morality to develop. Thus new education adopts naturalism which clashes with intention to lead a child to reach freely his morality. Moral education is therefore from another kind. If it is based on nature, if at the same time, it deals with a social dimension, neither nature nor society are able to accomplish it. Moral education within new education is and remains a problem since it follows the path of nature, the path of society or that of religion, to the exclusion of the two others without managing to articulate these different positions
Verrière, Bruno. "Un mouvement pédagogique face au changement : l'A. I. R. A. P. : la pédagogie personnalisée et communautaire et les nouvelles technologies". Paris 8, 2002. http://www.theses.fr/2002PA082168.
This is the history of a new international education movement that, after a period of expansion, has been more than ten years going through a phase of decline. Yet, the education concept of that association, aiming at promoting for each child the development of his person as well as his initiation into community living, remains today fully valid. After a comparison with the Freinet education movement and after studying how AIRAP is perceived by the French Catholic education system, the present thesis explores how to envisage a new momentum for this association in the present environment for education, particularly in relation to emerging technologies
Guichard, Daniel. "Approche de l'effet-tuteur dans des tâches de lecture et de résolution de problèmes". Bordeaux 2, 2003. http://www.theses.fr/2003BOR21087.
The tutor-effect is the gain that the tutor can take out of his role of tutor close to a tutee less advanced in the knowledge or ability. This research rest on data collected close to three hundred of children of elementary school (from 10,5 to 11,5 years old) during an experimenting of tutoring based on school tasks about reading and mathematics. This study proposes to reassemble objective data about the existence of the tutor-effect, examining especially the role of the disparity of level between the tutor and his tutee, the influence of the branch of instruction, the bond between the tutee's progress and the tutor's progress. Based on an experimenting in four phases, this study uses equally direct observations of tutoring seances
Belandria, de Méndez Carmen. "L'audiovisuel et l'enseignant universitaire au Venezuela : pratiques personnelles et pédagogiques". Paris 5, 1985. http://www.theses.fr/1985PA05H067.
Hamdan, Roueda. "Les pratiques pédagogiques héritières des principes de l'éducation nouvelle dans la scolarité obligatoire". Caen, 2008. http://www.theses.fr/2008CAEN1527.
Di, Fabio Alice. "Chute libre : étude de mouvement et des méthodes de résolution, proposition didactique". Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCC313.
This research targets the teaching and learning of the notion of free fall. It aims at developing a learning sequence intended for high school seniors and which goal is to rebuild the notion of acceleration from the notion of speed variation.The chosen methodology falls within didactic engineering of second generation. Three exploratory studies contribute to preliminary work. The first one focuses on usual practices of free fall teaching in the beginning of the 2Oth century through the analysis of physics textbooks. It shows that the study of falling bodies appears like a content at the crossroads of kinematics and dynamics. It also allows to question the added value of using vectors at the epistemological, methodological and educational level. The second study explores the ability of first year students in drawing vectors in kinematics. It highlights that the use of vectors raises difficulties and is a kinematics skill in itself. The third study is a content analysis of the notion of acceleration and its characteristics in the case of free fall. It leads to the presentation of different semiotic representation registers of acceleration.These preliminary analyses lead to the conception of a sequence which puts the vector representation at the centre of the learning system and which hypothesis is that the representation of several successive velocity vectors is a learning tool. The results show positive effects on student learning especially by enabling to deepen the knowledge of free fall and improve the skills in using vectors. These results also help to identify and describe possible measures for improvement of the learning sequence
Gardey, Claudine. "Interactions et construction du savoir en classe de langue : renforcement et individualisation du processus d'apprentissage par une pédagogie interactive dans le deuxième cycle de l'enseignement secondaire : par, pour et avec le groupe en cours d'anglais". Bordeaux 2, 1996. http://www.theses.fr/1996BOR21013.
Libri sul tema "Enseignement supérieur – Méthodes actives":
Johnson, David E., e Mark E. Ware. Handbook of demonstrations and activities in the teaching of psychology. 2a ed. Mahwah, N.J: Lawrence Erlbaum Associates, 2000.
Archambault, Guy. 47 façons pratiques de conjuguer enseigner avec apprendre. [Sainte-Foy, Québec]: Presses de l'Université Laval, 1998.
M, Singelis Theodore, a cura di. Teaching about culture, ethnicity & diversity: Exercises and planned activities. Thousand Oaks: Sage Publications, 1998.
Ferrière, Adolphe. L' école active. Paris: Fabert, 2004.
nouvelle, Lien international d'éducation. Relever les défis de l'éducation nouvelle: 45 parcours d'avenir. Lyon: Chronique sociale, 2009.
Meirieu, Philippe. L' école, mode d'emploi: Des "méthodes actives" à la pédagogie différenciée. 8a ed. Paris: ESF, 1992.
Meirieu, Philippe. L' école, mode d'emploi: Des "méthodes actives" à la pédagogie différenciée. 3a ed. Paris: Editions ESF, 1988.
Gaudet, Denise. La coopération en classe: Guide pratique appliqué à l'enseignement quotidien. Montréal, Qué: Éditions Chenelière, 1998.
Massé, Line. Le français en projets. Montréal, Qué: Éditions de la Chenelière, 1998.
Johnny, Jivin'. Jivin' Johnny's Classroom teacher's emergency lesson plans: For elementary and high schools : over 90 student-centered lessons and projects to help you survive ... while your students learn! Midland, ON: Jjohnny Press, 2000.
Capitoli di libri sul tema "Enseignement supérieur – Méthodes actives":
MAÏDOKI, Asta Djouma. "Pertinences et limites du dispositif académique anti-covid-19 à l’École Normale Supérieure de Maroua". In Les écoles africaines à l’ère du COVID-19, 171–86. Editions des archives contemporaines, 2024. http://dx.doi.org/10.17184/eac.7927.