Literatura científica selecionada sobre o tema "Apprentissage incrémental par classe"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Apprentissage incrémental par classe".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Apprentissage incrémental par classe"
Marochian, Marika I. "Films et séries, des outils à valoriser dans le processus enseignement apprentissage en classe de FLE". Revista Lengua y Cultura 4, n.º 8 (5 de maio de 2023): 72–80. http://dx.doi.org/10.29057/lc.v4i8.10527.
Texto completo da fonteBou-serdane, Ismail. "Conceptions d’enseignants marocains du primaire à propos des démarches d’enseignement-apprentissage à mettre en oeuvre pour actualiser la pédagogie de l’intégration". Nouveaux cahiers de la recherche en éducation 18, n.º 2 (6 de abril de 2016): 165–84. http://dx.doi.org/10.7202/1036037ar.
Texto completo da fonteJaber, Dheyaa Mejbel. "Intervention didactique dans une classe de langue". Al-Adab Journal 1, n.º 143 (15 de dezembro de 2022): 69–80. http://dx.doi.org/10.31973/aj.v1i143.3901.
Texto completo da fonteAndreucci, Colette, e Marjolaine Chatoney. "La dévolution en situation ordinaire : étude d’une séance de technologie à l’école primaire". Revue des sciences de l'éducation 32, n.º 3 (20 de agosto de 2007): 711–31. http://dx.doi.org/10.7202/016283ar.
Texto completo da fonteBarbier, Virginie. "L’histoire-géographie en classe La construction d’un savoir par l’apprentissage d’un savoir-faire". Annales. Histoire, Sciences Sociales 70, n.º 01 (março de 2015): 151–59. http://dx.doi.org/10.1353/ahs.2015.0083.
Texto completo da fonteMoulvino Nsimba Luanzambi Vuvulau, Moulvino. "Importance des matériels complémentaires sonores pour enseignement/apprentissage de l’oral dans le manuel scolaire". Revue du Centre de Recherche Interdisciplinaire de l'Université Pédagogique Nationale 96, n.º 1 (3 de junho de 2023): 87–103. http://dx.doi.org/10.62362/xibm6457.
Texto completo da fonteBriquet-Duhazé, Sophie, e Veronique Miguel-Addisu. "Affichages et outils individuels d’élèves pour la lecture : types et usages dans trois classes de première année d’école élémentaire française". Language and Literacy 20, n.º 2 (23 de maio de 2018): 1–19. http://dx.doi.org/10.20360/langandlit29128.
Texto completo da fontePopović, Nataša N. "ATTITUDES D’APPRENANTS ADULTES PAR RAPPORT À L’UTILISATION DE JEUX DE SOCIÉTÉ EN CLASSE DE FLE". Методички видици 12, n.º 12 (3 de dezembro de 2021): 191. http://dx.doi.org/10.19090/mv.2021.12.191-205.
Texto completo da fonteDuret, Caroline, e Margarida ROMERO. "L’activité de conception comme démarche créative pour la formation des enseignants à l’intégration du numérique dans l’activité d’enseignement-apprentissage". Revue internationale du CRIRES : innover dans la tradition de Vygotsky 6, n.º 3 (15 de novembro de 2022): 46–65. http://dx.doi.org/10.51657/ric.v6i2.51582.
Texto completo da fonteSamyan, Khaldoon Atta. "Song and motivation in language class Chanson et motivation en classe de langue". Journal of the College of languages, n.º 45 (2 de janeiro de 2022): 177–209. http://dx.doi.org/10.36586/jcl.2.2022.0.45.0177.
Texto completo da fonteTeses / dissertações sobre o assunto "Apprentissage incrémental par classe"
Lu, Cheng-Ren. "Apprentissage incrémental par analogie : le système OGUST⁺". Paris 11, 1989. http://www.theses.fr/1989PA112393.
Texto completo da fonteRodrigues, Christophe. "Apprentissage incrémental des modèles d'action relationnels". Paris 13, 2013. http://scbd-sto.univ-paris13.fr/secure/edgalilee_th_2013_rodrigues.pdf.
Texto completo da fonteIn this thesis, we study machine learning for action. Our work both covers reinforcement learning (RL) and inductive logic programming (ILP). We focus on learning action models. An action model describes the preconditions and effects of possible actions in an environment. It enables anticipating the consequences of the agent’s actions and may also be used by a planner. We specifically work on a relational representation of environments. They allow to describe states and actions by the means of objects and relations between the various objects that compose them. We present the IRALe method, which learns incrementally relational action models. First, we presume that states are fully observable and the consequences of actions are deterministic. We provide a proof of convergence for this method. Then, we develop an active exploration approach which allows focusing the agent’s experience on actions that are supposedly non-covered by the model. Finally, we generalize the approach by introducing a noisy perception of the environment in order to make our learning framework more realistic. We empirically illustrate each approach’s importance on various planification problems. The results obtained show that the number of interactions necessary with the environments is very weak compared to the size of the considered states spaces. Moreover, active learning allows to improve significantly these results
Morin, Johanne. "Apprentissage incrémental de contraintes procédurales par une méthode mixte". Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5566.
Texto completo da fonteLetard, Vincent. "Apprentissage incrémental de modèles de domaines par interaction dialogique". Thesis, Université Paris-Saclay (ComUE), 2017. http://www.theses.fr/2017SACLS100/document.
Texto completo da fonteArtificial Intelligence is the field of research aiming at mimicking or replacing human cognitive abilities. As such, one of its subfields is focused on the progressive automation of the programming process. In other words, the goal is to transfer cognitive load from the human to the system, whether it be autonomous or guided by the user. In this thesis, we investigate the conditions for making a user-guided system autonomous using another subfield of Artificial Intelligence : Machine Learning. As an implementation framework, we chose the design of an incremental operational assistant, that is a system able to react to natural language requests from the user with relevant actions. The system must also be able to learn the correct reactions, incrementally. In our work, the requests are in written French, and the associated actions are represented by corresponding instructions in a programming language (here R and bash). The learning is performed using a set of examples composed by the users themselves while interacting. Thus they progressively define the most relevant actions for each request, making the system more autonomous. We collected several example sets for evaluation of the learning methods, analyzing and reducing the inherent collection biases. The proposed protocol is based on incremental bootstrapping of the system, starting from an empty or limited knowledge base. As a result of this choice, the obtained knowledge base reflects the user needs, the downside being that the overall number of examples is limited. To avoid this problem, after assessing a baseline method, we apply a case base reasoning approach to the request to command transfer problem: formal analogical reasoning. We show that this method yields answers with a very high precision, but also a relatively low coverage. We explore the analogical extension of the example base in order to increase the coverage of the provided answers. We also assess the relaxation of analogical constraints for an increased tolerance of analogical reasoning to noise in the examples. The running delay of the simple analogical approach is already around 1 second, and is badly influenced by both the automatic extension of the base and the relaxation of the constraints. We explored several segmentation strategies on the input examples in order to reduce reduce this time. The delay however remains the main obstacle to using analogical reasoning for natural language processing with usual volumes of data. Finally, the incremental operational assistant based on analogical reasoning was tested in simulated incremental condition in order to assess the learning behavior over time. The system reaches a stable correct answer rate after a dozen examples given in average for each command type. Although the effective performance depends on the total number of accounted commands, this observation opens interesting applicative tracks for the considered task of transferring from a rich source domain (natural language) to a less rich target domain (programming language)
Daou, Andrea. "Real-time Indoor Localization with Embedded Computer Vision and Deep Learning". Electronic Thesis or Diss., Normandie, 2024. http://www.theses.fr/2024NORMR002.
Texto completo da fonteThe need to determine the location of individuals or objects in indoor environments has become an essential requirement. The Global Navigation Satellite System, a predominant outdoor localization solution, encounters limitations when applied indoors due to signal reflections and attenuation caused by obstacles. To address this, various indoor localization solutions have been explored. Wireless-based indoor localization methods exploit wireless signals to determine a device's indoor location. However, signal interference, often caused by physical obstructions, reflections, and competing devices, can lead to inaccuracies in location estimation. Additionally, these methods require access points deployment, incurring associated costs and maintenance efforts. An alternative approach is dead reckoning, which estimates a user's movement using a device's inertial sensors. However, this method faces challenges related to sensor accuracy, user characteristics, and temporal drift. Other indoor localization techniques exploit magnetic fields generated by the Earth and metal structures. These techniques depend on the used devices and sensors as well as the user's surroundings.The goal of this thesis is to provide an indoor localization system designed for professionals, such as firefighters, police officers, and lone workers, who require precise and robust positioning solutions in challenging indoor environments. In this thesis, we propose a vision-based indoor localization system that leverages recent advances in computer vision to determine the location of a person within indoor spaces. We develop a room-level indoor localization system based on Deep Learning (DL) and built-in smartphone sensors combining visual information with smartphone magnetic heading. To achieve localization, the user captures an image of the indoor surroundings using a smartphone, equipped with a camera, an accelerometer, and a magnetometer. The captured image is then processed using our proposed multiple direction-driven Convolutional Neural Networks to accurately predict the specific indoor room. The proposed system requires minimal infrastructure and provides accurate localization. In addition, we highlight the importance of ongoing maintenance of the vision-based indoor localization system. This system necessitates regular maintenance to adapt to changing indoor environments, particularly when new rooms have to be integrated into the existing localization framework. Class-Incremental Learning (Class-IL) is a computer vision approach that allows deep neural networks to incorporate new classes over time without forgetting the knowledge previously learned. In the context of vision-based indoor localization, this concept must be applied to accommodate new rooms. The selection of representative samples is essential to control memory limits, avoid forgetting, and retain knowledge from previous classes. We develop a coherence-based sample selection method for Class-IL, bringing forward the advantages of the coherence measure to a DL framework. The relevance of the methodology and algorithmic contributions of this thesis is rigorously tested and validated through comprehensive experimentation and evaluations on real datasets
Tmar, Mohamed. "Modèle auto-adaptatif de filtrage d'information : apprentissage incrémental du profil et de la fonction de décision". Toulouse 3, 2002. http://www.theses.fr/2002TOU30081.
Texto completo da fonteHaouchine, Mohamed Karim. "Remémoration guidée par l'adaptation et maintenance des systèmes de diagnostic industriel par l'approche du raisonnement à partir de cas". Phd thesis, Université de Franche-Comté, 2009. http://tel.archives-ouvertes.fr/tel-00466560.
Texto completo da fonteZaid, Nawal. "L'enseignement-apprentissage de la parole par les pratiques artistiques en classe de Français langue étrangère au Yémen". Thesis, Montpellier 3, 2013. http://www.theses.fr/2013MON30032.
Texto completo da fonteThis research work proposes to undertake a project based on two axes: the first axis revolves around a field study to observe the oral teaching and learning in Yemeni universities, in particular, at the heart of the French department of Ta’izz. The purpose of this monitoring is to identify the reasons why learners are verbally passive in this institution. The hypothesis for this assumption is that the verbal passivity of Yemeni learners in class is closely linked to their insecurity in speaking French. The second axis of our research is to think about the benefits of drama in the development of oral [verbal] expression in FLE classes, especially in managing the insecurity of learners when having to speak French. The hypothesis of our research is that a theater project aimed at an « aesthetic access to speech in a foreign language » and involving the learner in his entirety (gesture, voice, creativity, relation to self and to others) could help the Yemeni learner in building a new enunciation in French as a foreign language
Diallo, Alfa Oumar. "Des pratiques sociales à la classe : élaborer des connaissances de chimie au collège". Cachan, Ecole normale supérieure, 2000. http://www.theses.fr/2000DENS0021.
Texto completo da fonteCamara, El Hadji Habib. "Intelligibilité de l'activité du professeur en classe par la co-disciplinarité : Quels sont les processus sous-jacents à une telle activité sur le plan didactique et pédagogique en classe de géographie de l'enseignement moyen et secondaire au Sénégal ?" Caen, 2009. http://www.theses.fr/2009CAEN1530.
Texto completo da fonteLivros sobre o assunto "Apprentissage incrémental par classe"
Mario, Richard, ed. Comment construire des compétences en classe: Des outils pour la réforme. Montréal: Chenelière/McGraw-Hill, 2001.
Encontre o texto completo da fonteStover, Lois T. Creating interactive environments in the secondary school. Washington, D.C: National Education Association, 1993.
Encontre o texto completo da fonteTimothy, Rusnak, ed. An integrated approach to character education. Thousand Oaks, Calif: Corwin Press, 1998.
Encontre o texto completo da fonteMandinach, Ellen Beth. Classroom dynamics: Implementing a technology-based learning environment. Hillsdale, N.J: L. Erlbaum Associates, 1994.
Encontre o texto completo da fontede Diesbach-Dolder, Stéphanie. Apprentissage scolaire : lorsque les émotions s’invitent en classe… Une analyse socioculturelle des pratiques d’enseignement en éducation interculturelle. Éditions Alphil-Presses universitaires suisses, 2022. http://dx.doi.org/10.33055/alphil.03189.
Texto completo da fonteGUO, Jing, e Georges GALANES, eds. L'enseignement de l'oral en classe de langue. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.9782813003669.
Texto completo da fonteCohen, Bradley A., J. D. Walker, Paul Baepler, D. Christopher Brooks e Kem Saichaie. Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Stylus Publishing, LLC, 2016.
Encontre o texto completo da fonteWalker, J. D., Paul Baepler, D. Christopher Brooks, Kem Saichaie e Christina I. Petersen. Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Stylus Publishing, 2016.
Encontre o texto completo da fonteWalker, J. D., Paul Baepler, D. Christopher Brooks, Kem Saichaie e Christina I. Petersen. Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Stylus Publishing, 2016.
Encontre o texto completo da fonteCohen, Bradley A., J. D. Walker, Paul Baepler, D. Christopher Brooks e Kem Saichaie. Guide to Teaching in the Active Learning Classroom: History, Research, and Practice. Stylus Publishing, LLC, 2016.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Apprentissage incrémental par classe"
ZHANG, Ge. "L’usage du document authentique vidéo dans la classe inversée". In Corpus audiovisuels, 65–74. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5701.
Texto completo da fonteOUVRARD ANDRIANTSOA, Louise. "Le glossaire de Moodle". In Dictionnaires et apprentissage des langues, 89–102. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4505.
Texto completo da fonteDEHIMECHE, Atika. "La chanson pour un meilleur apprentissage d’une langue étrangère". In Langues chantées / Cultures mises en musique, 33–42. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5302.
Texto completo da fonteDragovic, Mila. "Une veillée médiévale". In L'enseignement de l'oral en classe de langue, 177–90. Editions des archives contemporaines, 2020. http://dx.doi.org/10.17184/eac.3489.
Texto completo da fonteTonato, Kocou Prosper. "Apprentissage du français dans l’enseignement primaire au Bénin : Nécessité de repenser le dispositif pédagogique". In Langues, formations et pédagogies : le miroir africain, 45–64. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.02.0045.
Texto completo da fonteKoffi, Kouamé Emmanuel. "Problématique de l’apprentissage de l’orthographe à l’école primaire ivoirienne : une analyse pédagogique et didactique". In L’enseignement-apprentissage en/des langues européennes dans les systèmes éducatifs africains : place, fonctions, défis et perspectives, 165–77. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kouam.2020.01.0165.
Texto completo da fonteKouame, Koia Jean Martial. "Vers une prise en compte de la diversité linguistique dans l’enseignement du/en français dans les classes en Côte d’Ivoire". In L’enseignement-apprentissage en/des langues européennes dans les systèmes éducatifs africains : place, fonctions, défis et perspectives, 231–45. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kouam.2020.01.0231.
Texto completo da fonteKouassi, Konan Stanislas, e Konan Jean Claude David Kouadio. "L’expansion fulgurante du nouchi et l’enseignement-apprentissage du français en Côte d’Ivoire". In Les parlers urbains africains au prisme du plurilinguisme : description sociolinguistique, 277–86. Observatoire européen du plurilinguisme, 2019. http://dx.doi.org/10.3917/oep.kosso.2019.01.0277.
Texto completo da fonteKouakou, Kouakou Antoine. "Quand le français ivoirien menace le français normé". In L’enseignement-apprentissage en/des langues européennes dans les systèmes éducatifs africains : place, fonctions, défis et perspectives, 259–75. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kouam.2020.01.0259.
Texto completo da fonteDjè, Adjoua Valérie. "Les français de Côte d’Ivoire comme facilitateurs de l’enseignement dans des classes ivoiriennes". In Langues, formations et pédagogies : le miroir africain, 277–91. Observatoire européen du plurilinguisme, 2018. http://dx.doi.org/10.3917/oep.agbef.2018.02.0277.
Texto completo da fonte