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Artykuły w czasopismach na temat "Discours pédagogique"
Bouhadiba, Lelloucha. "Évaluation de la reformulation dans l’acte pédagogique". Traduction et Langues 3, nr 1 (31.12.2004): 41–45. http://dx.doi.org/10.52919/translang.v3i1.320.
Pełny tekst źródłaDesjardins, Gaston. "La pédagogie du sexe : un aspect du discours catholique sur la sexualité au Québec (1930-1960)". Revue d'histoire de l'Amérique française 43, nr 3 (24.09.2008): 381–401. http://dx.doi.org/10.7202/304814ar.
Pełny tekst źródłaAbou Haidar, Laura. "Analyse prosodique du discours pédagogique des enseignants de FLE". SHS Web of Conferences 138 (2022): 06001. http://dx.doi.org/10.1051/shsconf/202213806001.
Pełny tekst źródłaCampos, Ibrahim Camilo, i Walter Matias Lima. "Rire et stridence dans l'Éducation". Debates em Educação 12, nr 27 (22.06.2020): 446. http://dx.doi.org/10.28998/2175-6600.2020v12n27p446-458.
Pełny tekst źródłaCuq, Jean-Pierre. "Du discours du linguiste au discours pédagogique : tribulations de quelques concepts grammaticaux". Éla. Études de linguistique appliquée 125, nr 1 (2002): 83. http://dx.doi.org/10.3917/ela.125.0083.
Pełny tekst źródłaFilliolet, Jacques. "La typologie des discours, mythe ou réalité pédagogique?" Langue française 74, nr 1 (1987): 97–107. http://dx.doi.org/10.3406/lfr.1987.6437.
Pełny tekst źródłaBérenguier, Nadine. "Le Discours pédagogique féminin au temps des Lumières". French Studies 69, nr 4 (18.09.2015): 533–34. http://dx.doi.org/10.1093/fs/knv169.
Pełny tekst źródłaWanlin, Philippe, i Marcel Crahay. "Les enseignants en formation face aux approches pédagogiques : une analyse en classes latentes". Revue des sciences de l’éducation 41, nr 2 (17.11.2015): 251–76. http://dx.doi.org/10.7202/1034035ar.
Pełny tekst źródłaTangorra, Manuel. "IMAGINATION, RELIGION, LANGUE Trois vecteurs de la révolution pédagogique fichtéenne des Discours à la Nation Allemande". Kriterion: Revista de Filosofia 62, nr 148 (kwiecień 2021): 211–33. http://dx.doi.org/10.1590/0100-512x2021n14810mt.
Pełny tekst źródłaBiancardi, Elisa. "Sonia Cherrad, Le Discours pédagogique féminin au temps des Lumières". Studi Francesi, nr 177 (LIX | III) (1.12.2015): 591–92. http://dx.doi.org/10.4000/studifrancesi.1339.
Pełny tekst źródłaRozprawy doktorskie na temat "Discours pédagogique"
Elidrissi, Mokdad Ahmed. "L'interrogation dans le discours pédagogique". Paris 7, 1988. http://www.theses.fr/1988PA070083.
Pełny tekst źródłaA language teacher is led to encourage his her students to speak during classes. In this purpose, he uses questions as didactic tools, intending to bring students to have discursive initiatives in the context of pedagogical act. Bearing the role of the informant during this act, his her questions are but a means to impose the professorial discourse during the class. In order to do this, the teacher selects certain interrogative structures which are not used in everyday conversation, and rejects others which he she thinks may hinder encoding to by the students. He also reformulates certain questions in order to give more coherence to his her own discourse. As a result, the interrogative situation turns into a questioning situation, and students' language behaviour turns out to be very far from the principles. Advocated by the defenders of the interrogative method
Moulin, Jean-François. "La vidéocorrespondance scolaire : un nouveau rituel pédagogique". Paris 8, 1995. http://www.theses.fr/1995PA081040.
Pełny tekst źródłaCorresponding via video letters is an innovating practice within school environment. Further than its pedagogical function which is to favour communication between classes, videocorrespondence fulfils a more fundamental purpose : the introduction of new social values into the educational institution. This attempt as to face contradictons : some being specific to any innovation within the school system, opposing tradition to modernity and others more strictly related to videocorrespondence originating in a clash between the cultural environment of school and that of the media. Indeed, the video letter belongs neither to usual school products, nor to videographic products. In order to settle these conflicts, video letters tend to be ritualized. Analysing them, one can find ritual not only in the choice of topics but also in the forms of expression. This ritualization of the genre allows a definition of the videoletter as a specific videographic object stamped, at the same time, by the epistoary genr, the school tradition and by patterns popularized through the media from which it borrows its essential features, particularly a confusion between facts and fiction. Its builds up an image of the pupil and of the school which does not correspond to reality but it thus contributes to the elaboration of a new imaginary educative institution and so doing takes part in the process of its evolution
Ziarko, Hélène. "Les actes de langage dans le discours pédagogique de 1ère année de l'enseignement primaire". Master's thesis, Université Laval, 1986. http://hdl.handle.net/20.500.11794/29146.
Pełny tekst źródłaPrieto, Guzman Juan Pablo. "Analyse sémantique et discursive de représentations sur l'identité dans la réception du discours pédagogique". Nantes, 2015. http://www.theses.fr/2015NANT3032.
Pełny tekst źródłaOur study focuses on the way individual, collective and social representations of social actors are constructed as a discursive phenomenon. The study allows us, via the theoretical model of the semantics of argumentative possibilities (SAP) and a perspective that integrates interdiscursivity into the analysis, model, to take into account the lexical meaning of the Spanish word "identidad" (identity). The thematic is focused on the issue of identity within the meaning of the identitarian. We provide a historical background of the discursive formation of the notion of identity. We study the etymology of this word and conduct a diachronic and synchronic study of the language dictionary's articles at the interface of historical seamntics and lexical and argumentative semantics. The corpus in which the argumentative deployments (AD) are studied is a heterogeneous one : the discourse of the Constitution, of the General Educational Law, of the Education directives, etc.
Texier, François. "L'utilisation pédagogique de l'informatique à l'école : entre volontarisme de praticiens et rigueur des sciences de l'éducation. Ebauche d'une archéologie des idées pédagogiques à partir des discours". Phd thesis, Université de Nantes, 2002. http://tel.archives-ouvertes.fr/tel-00011530.
Pełny tekst źródłaEn prenant appuie sur ces définitions, nous avons voulu faire ressortir quelques éléments-clé qui semblaient caractéristiques des discours. Dans cet objectif, nous avons déterminé un corpus constitué de documents officiels, d'ouvrages, de documents scientifiques, de numéros de la revue E.P.I et d'entretiens. En nous inspirant de Michel Foucault ("l'archéologie du savoir"), nous avons tenté de mettre en évidence, sur ce corpus, les différentes strates noosphèriques qui semblaient les constituer. C'est un travail exploratoire sur l'évolution et l'organisation des idées pédagogiques que nous avons conduit à travers cette démarche critique et compréhensive.
Si la recherche reste focalisée sur un corpus réduit, elle dégage néanmoins des pistes pour comprendre la nature des discours sur l'informatique. Au-delà, elle réinterroge le schéma durkhémien de l'évolution rationnelle, longitudinale et positive de la pédagogie.
Mots clés : Informatique, Statut épistémologique de la pédagogie, archéologie des idées, évolution pédagogique
Martinez, de Jimenez Maria Cristina. "Analyse du discours pédagogique des manuels scolaires de sciences en Colombie : la sémantique du social et la sémantique de la nature : un écodiscours". Paris 13, 1991. http://www.theses.fr/1991PA131003.
Pełny tekst źródłaThis study focuses on mediatic role of language in comprehension and interiorization of events. The object is to demonstrate that 'cognitive' and 'situational' semantic frames (fillmore) are discursive constructions arising from a common comprehension unit: verbal exchange. Our work is based on bakhtine's explication concerning the semantic of speech in which the social situation (the context) is inextricably fused. Following vygotsky's work on dialogical comprehension and semiot cal mediation of sociocultural factors, we suggest three types of 'discursive frames'necessary for comprehension: 'event related', interpersonal and cultural. The event prototypes of action, action-process, process state and phenomena are proposed as holistic, evolutive, discursive spaces. They are the product of a generalization process arising from the action-process structure implied in verbal exchange. These prototypes are also found in texts, we call them 'science prototexts'. An analysis model ot pedagogical discourse is derived from theory and three discursive spaces are proposed as a re-contextualising principle (bernstein charaudeau) : insitutional, interpersonal and informational. The model is used to recognize the gradual differences between the
Barrial, Katia. "Quel(s) rapport(s) les enseignants d'école primaire entretiennent-ils avec la "pédagogie" ?" Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1253.
Pełny tekst źródłaAfter tracing the stages of my interest in pedagogy, through my own teaching career in vocational animation, sports, Montessori education and the French national education system as a school teacher, I have come to the following conclusion: no two teachers teach in the same way, despite the common training they have received. My starting point is that "each teacher bases his or her teaching on concrete facts, a certain analysis of the public and the environment, as well as his or her personal perception of the profession, its role and its limits, and his or her knowledge of books, theory or science".I have chosen to develop a methodological approach that meets the theoretical and academic needs of a research project, but also the realities of a primary school teacher in the field. I am therefore using a corpus of interviews with primary school teachers (nursery and primary) in private and public schools to find out what relationship(s) they have with what they call 'pedagogy'.The qualitative approach, which aims to give an account of the everyday life of the sixteen teachers who make up the population of this research, is a form of socio-anthropology tinged with philosophical reflection, contributed by the work of Everett Hughes (1996) on the study of work and that of Philippe Meirieu (1995) with pedagogical discourse.The data, collected using the semi-structured interview technique, is supplemented by a personal questionnaire. This process enables the teachers to adopt the posture of a reflexive practitioner, who, in the light of what they have filmed, evokes their daily professional practice while constructing an objective reflection.The aim of this thesis is to understand how primary school teachers define, appropriate and construct pedagogy for use in the classroom. To do this, I am attempting to uncover the 'processes of entry into pedagogy', which are closely linked to the 'process of teacher professionalisation'
Texier, François. "L' utilisation pédagogique de l'informatique à l'école : entre volontarisme de praticiens et rigueur des sciences de l'Education : ébauche d'une archéologie des idées pédagogiques à partir de discours". Nantes, 2002. http://www.theses.fr/2002NANT3017.
Pełny tekst źródłaComputers equip school for twenty years, many teacher practises have appeared with it. But, computer in school, it's not only practise, there are many contribute in books and reviews. The great inflation of the documentation on this subject has questioned us on the nature of these different speeches. What is the nature of these speeches? Taking the reflection on the scientific status of pedagogy, we have opted for the Durkheim's theory: the "practice theory", before developing actual researches
Mangenot, Danielle. "Les dessins "Vater und Sohn" (Erich Ohser / E. O. Plauen) et leur exploitation pédagogique". Nancy 2, 1986. http://www.theses.fr/1986NAN21021.
Pełny tekst źródłaIntroduction : from comic strips in general to "Bildgeschiochte". E. O. Plauen (i. E. Erich Ohser)'s "Vater und Sohn" cartoon series. (pages 13-18). Part one : for a better comprehension of Erich Ohser (1903-1944) and "Vater und Sohn" (Father and son). A brief account of the author's life and work throwing light on how he came to creating the cartoon series which has met with enormous success in Germany and throughout the world since the nineteenthirties (pages 19-71). Part two : "Vater und Sohn" and the teaching of foreign languages. A critical examination of a few text-books or teaching methods based on picture stories by E. O. Plauen, especially G. Klingemann's (1950) and G. Reinhard's (1960) in Sweden, or W. Neuse's American method "Vom Bild zum Wort" (1958), and, above all, Philips A. A. C. 's Swiss multi-lingual one (1983 edition) worked out by H. W. Hunziker. A digression has been embarked on about P. Bischoff's retroprojected transparencies (pages 72-158). Part three : of my personal experiments in the teaching of German as a second foreign language to 16 17-year-old students in the French overseas departement of The Ile de la Réunion (Indian ocean) using "Vater und Sohn" as an aid to fostering a communicative competence in the people of that small french-speaking island (pages 159-290). Part four : reflections on how an experimentation of Ohser's comic strips may lead one to discover the communicative competence notion. An attempt to summarize that constantly evolving notion and the limits there of in a class situation (pages 291-347). Conclusion. . . To my experimentations. Tribute to the author (pages 348-352)
Benoit, Hervé. "Les impasses actuelles du pédagogique et les enjeux de l'accessibilité face au défi éthique de l'inclusion sociale". Phd thesis, Université Paul Valéry - Montpellier III, 2014. http://tel.archives-ouvertes.fr/tel-00958867.
Pełny tekst źródłaKsiążki na temat "Discours pédagogique"
Boillot, Hervé. La pédagogie du vide: Critique du discours pédagogique contemporain. Paris: Presses universitaires de France, 1993.
Znajdź pełny tekst źródłaGermain, Bertrand, red. Propos et discours 2: Guide pedagogique. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1991.
Znajdź pełny tekst źródłaFoundation, Voltaire, red. Le discours pédagogique féminin au temps des Lumières. Oxford, UK: Voltaire Foundation, 2015.
Znajdź pełny tekst źródłaChevrier, Marc. De la république en Amérique française: Anthologie pédagogique des discours républicains au Québec, 1703-1967. Québec: Septentrion, 2013.
Znajdź pełny tekst źródłaSuzanne, Martin. Flash. Montréal, Qué: Editions HRW, 1986.
Znajdź pełny tekst źródłaSuzanne, Martin. Flash: Guide de l'enseignant(e). Montréal, Qué: Editions HRW, 1986.
Znajdź pełny tekst źródłaGermain, Bertrand, red. Dossier d'acquisition de connaissances: Supplement. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1991.
Znajdź pełny tekst źródłaBaluteau, François. Les savoirs au collège: Discours officiels et discours critiques sur la pédagogie du secondaire. Paris: Presses universitaires de France, 1999.
Znajdź pełny tekst źródłaBertrand, Germain. Parole et pensee. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1990.
Znajdź pełny tekst źródłaBertrand, Germain. Parole et pensee: Guide pedagogique. Ottawa, Ont: Centre franco-ontarien de ressources pédagogiques, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "Discours pédagogique"
Freedman, Sarah W. "Pedagogical Discourse in the Writing Conference". W Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle, redaktorzy Gilles Gagné, Frans Daems, Sjaak Kroon, Jan Sturm i Erica Tarrab, 49–60. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-007.
Pełny tekst źródłaCazden, Courtney B., i Sarah Michaels. "Cultural Differences and Differential Treatment: A Discourse Perspective on Inequalities in Education". W Selected Papers in Mother Tongue Education / Etudes en Pédagogie de la Langue Maternelle, redaktorzy Gilles Gagné, Frans Daems, Sjaak Kroon, Jan Sturm i Erica Tarrab, 27–36. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110857627-005.
Pełny tekst źródłaLausselet, Nadia, i Ismaël Zosso. "Bonding with the World: A Pedagogical Approach". W High-Quality Outdoor Learning, 269–85. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_15.
Pełny tekst źródłaGODARD, Anne. "Langue et littérature comme étrangères". W Echantillons représentatifs et discours didactiques, 115–28. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6544.
Pełny tekst źródłaHAQUE, Shahzaman. "Rôle de la littérature dans l’apprentissage de l’ourdou comme langue étrangère en France". W Echantillons représentatifs et discours didactiques, 43–54. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6538.
Pełny tekst źródłaBAUMGARDT, Ursula. "L’enseignement de la littérature orale". W Echantillons représentatifs et discours didactiques, 5–12. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6534.
Pełny tekst źródłaSasseville, Bastien, i Thierry Karsenti. "Le discours des élèves du secondaire face à l’intégration des technologies de l’information et de la communication (TIC) dans l’apprentissage". W Intégration pédagogique des TIC dans le travail enseignant, 61–78. Presses de l'Université du Québec, 2005. http://dx.doi.org/10.2307/j.ctv18ph6tx.6.
Pełny tekst źródłaMALEVAL, Véronique. "La formation des étudiants aux enjeux énergie-climat". W Expériences pédagogiques depuis l'Anthropocène, 27–38. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.5384.
Pełny tekst źródłaANSELMO, Marielle. "Enseigner la littérature en UPE2A". W Echantillons représentatifs et discours didactiques, 25–32. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6536.
Pełny tekst źródłaPagoni, Maria. "Discours pédagogique et construction de la signification des règles scolaires : questionnements autour de la notion de médiation". W Vygotski et l’école, 225–36. Presses Universitaires de Bordeaux, 2013. http://dx.doi.org/10.4000/books.pub.47927.
Pełny tekst źródłaStreszczenia konferencji na temat "Discours pédagogique"
Andersson, Fred. "Groupe µ and “the system of plastic form” -for an evaluation-". W Le Groupe μ : quarante ans de rhétorique – trente-trois ans de sémiotique visuelle. Limoges: Université de Limoges, 2010. http://dx.doi.org/10.25965/as.3097.
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