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Статті в журналах з теми "Apprentissage par curriculum":
Sudriès, Marie, Florence Ligozat, and David Cross. "Les enjeux de l’enseignement-apprentissage de la transformation chimique au secondaire I : regards croisés sur les prescriptions officielles et ressources formelles en Suisse romande et en France." Swiss Journal of Educational Research 45, no. 1 (June 20, 2023): 64–82. http://dx.doi.org/10.24452/sjer.45.1.6.
Graber, Myriam. "Épreuves spécifiques rencontrées lors d’immigration et de formation en soins infirmiers en Haute école spécialisée en Suisse : le cas d’étudiants subsahariens." Revue des sciences de l’éducation 41, no. 2 (November 17, 2015): 301–23. http://dx.doi.org/10.7202/1034037ar.
Larue, Caroline. "Les stratégies d’apprentissage d’étudiantes durant le travail de groupe dans un curriculum centré sur la résolution de problèmes." Revue des sciences de l'éducation 33, no. 2 (May 1, 2008): 467–88. http://dx.doi.org/10.7202/017888ar.
Duroisin, Natacha, and Nancy Goyette. "Le défi des enseignants belges francophones dans l’élaboration de leurs séquences d’enseignement-apprentissage : prise en compte des théories sur l’autodétermination et le bien-être au travail." Phronesis 7, no. 4 (February 19, 2019): 91–105. http://dx.doi.org/10.7202/1056322ar.
Bozhinova, Krastanka. "Expériences interculturelles universitaires et extracurriculaires : le cas d’une université américaine d’arts libéraux en Bulgarie." Alterstice 9, no. 2 (October 14, 2021): 91–103. http://dx.doi.org/10.7202/1082531ar.
Chamseddine Habib Allah, Mohamed, and Amalia Fern´andez Pérez. "développement de l'éducation interculturelle par l'enseignement-apprentissage du français langue étrangère (FLE): une analyse de la littérature." Anales de Filología Francesa, no. 29 (November 24, 2021): 293–309. http://dx.doi.org/10.6018/analesff.490051.
BOUCHET, N., L. FRENILLOT, M. DELAHAYE, M. GAILLARD, P. MESTHE, E. ESCOURROU, and L. GIMENEZ. "GESTION DES EMOTIONS VECUES PAR LES ETUDIANTS EN 3E CYCLE DE MEDECINE GENERALE DE TOULOUSE AU COURS DE LA PRISE EN CHARGE DES PATIENTS : ETUDE QUALITATIVE." EXERCER 34, no. 192 (April 1, 2023): 184–90. http://dx.doi.org/10.56746/exercer.2023.192.184.
ATONON, Theophile Kwame. "THE PLACE OF CODE-SWITCHING AS A MEDIUM OF INSTRUCTION IN LANGUAGE CLASSROOM IN GHANA: A CASE STUDY." FRANCISOLA 2, no. 2 (December 31, 2017): 163. http://dx.doi.org/10.17509/francisola.v2i2.9408.
Papp, Theresa, and Michael Cottrell. "Teacher Professional Learning, Culturally Responsive/Sustaining Practices, and Indigenous Students’ Success: A Comparative Case-Study of New Zealand and Saskatchewan, Canada." Alberta Journal of Educational Research 67, no. 2 (June 2, 2021): 105–28. http://dx.doi.org/10.55016/ojs/ajer.v67i2.58419.
Quesnay, Paul, Marianne Poumay, and Rémi Gagnayre. "Accompagner la mise en œuvre de l’approche par compétences dans les formations en santé : perspectives d’une stratégie de changement pragmatique portée par un individu tercéisateur dans un institut de formation en ostéopathie." Pédagogie Médicale 23, no. 1 (2022): 49–67. http://dx.doi.org/10.1051/pmed/2022001.
Дисертації з теми "Apprentissage par curriculum":
Fournier, Pierre. "Intrinsically Motivated and Interactive Reinforcement Learning : a Developmental Approach." Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS634.
Reinforcement learning (RL) is today more popular than ever, but certain basic skills are still out of reach of this paradigm: object manipulation, sensorimotor control, natural interaction with other agents. A possible approach to address these challenges consist in taking inspiration from human development, or even trying to reproduce it. In this thesis, we study the intersection of two crucial topics in developmental sciences and how to apply them to RL in order to tackle the aforementioned challenges: interactive learning and intrinsic motivation. Interactive learning and intrinsic motivation have already been studied, separately, in combination with RL, but in order to improve quantitatively existing agents performances, rather than to learn in a developmental fashion. We thus focus our efforts on the developmental aspect of these subjects. Our work touches the self-organisation of learning in developmental trajectories through an intrinsically motivated for learning progress, and the interaction of this organisation with goal-directed learning and imitation learning. We show that these mechanisms, when implemented in open-ended environments with no task predefined, can interact to produce learning behaviors that are sound from a developmental standpoint, and richer than those produced by each mechanism separately
Mayouf, Mouna Sabrine. "Intégration de connaissances de haut-niveau dans un système d'apprentissage par réseau de neurones pour la classification d'images." Electronic Thesis or Diss., Toulouse 3, 2023. http://www.theses.fr/2023TOU30341.
Neural networks have made remarkable improvements in challenging tasks such as automatic image classification and natural language processing. However, their black-box nature hinders explainability and limits their ability to leverage external knowledge. The purpose of this thesis is to explore and propose techniques for integrating knowledge into neural networks in order to improve their performance and interpretability. The first part of the thesis focuses on integrating knowledge at the input level. The first chapter deals with data preparation. A formalization of pre-processing is proposed to ensure the transparency and reproducibility of this step. This formalization enables us to study the impact of data augmentation: to characterize a good data preparation, and the informative state of a dataset, a set of measures and principles is proposed, then experimental protocols are designed to evaluate these principles on the BreakHis dataset. The second chapter of this part focuses on exploiting high-level knowledge to determine the order in which data should be inserted into the network. We introduce an incremental curriculum learning for ordering the input data. The results obtained show an improvement of accuracy and convergence speed. Although this study is carried out on the BreakHis dataset, we believe that it can be generalized to any other dataset. The second part is devoted to the integration of knowledge within the network architecture and at the output level. In this context, we focus on hierarchical multi-label classification, for which we formalize the knowledge representing the hierarchical link. For this aim, we introduce two constraints: one representing the fact that an object can only be assigned to one class at a given level of the hierarchy, and the other imposing that the global assignment of an object respects the class hierarchy (for example, we forbid classifying an element as a bee for its sub-type and a mammal for its super-type). We design an architecture and a loss function that impose these two constraints during learning. The architecture differs from the state of the art in that a single network is used to simultaneously predict the labels of the different levels: all layers are responsible for predicting the tuple of classes. Several variants of the network have been tested on five different datasets and the results confirm the efficiency of the hierarchical constraints, thus supporting the importance of taking external knowledge into account. In order to refine the results of this hierarchical classification, we introduce an abstention mechanism, in the form of a third constraint that enforces the network to give a prediction at the most precise level of specificity on which its confidence is sufficient and to abstain otherwise. We define different confidence thresholds and proposed different constraints on the thresholds accordingly to the class hierarchy. To evaluate this mechanism, new classification metrics that take abstention into account are defined. We carry out experiments on the same five datasets and the results show the interest of abstention, and the need to define empirical thresholds adapted to each dataset. In conclusion, the work in this thesis highlights the value of exploiting external knowledge, this is true for the three main components of a neural network: at the input level during data preparation, in the structure of the network, and at the output level when classification decisions are made
Badets, Alexandra. "Médiations et obstacles transitionnels dans les interactions dispositions/dispositifs étayant la construction des identités professionnelles : le cas des apprentis ingénieurs CESI en Apprentissage Actif Par Projets." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR106/document.
CESI school of engineering has implemented a PBL curriculum called A2P2 in its combined work and study engineering degree program since 2015. This curriculum revolves around cross-disciplinary projects carried out in small groups and was designed to professionalize students. This research work endeavours to question the challenges and assets of this learning environment as regards the professional identity construction of the future engineers. We first assumed that the program should positively affect their professional identity construction, but also advanced the hypothesis that its impact should differ from one student to another as students’ individual dispositions interact with the learning environment and thus affect their experiences. The research process involved gathering comprehensive data throughout the 3-year engineering program. A dual data collection approach was developed – a sampling, qualitative study (31 students) as well as quantitative data collection from the cohort (587 students), to infer development “profiles”. This student-centred methodology was supported by data triangulation, via external data collected from the tutors, from evaluation results.The data collected supports the theory of the school curriculum contributing to students’ identity development, through the iteration of efficient patterns of actions. They bring out several development profiles –professional identity dynamics, bolstered through specific resources and levers of development, depending on students’ set out goals for the training. The results point out that school and companies provide different levers to support students’ professional becoming
Hatef, Faheza. "L'enseignement et la diffusion du français en Afghanistan : bilan et perspective." Thesis, Bordeaux 3, 2019. http://www.theses.fr/2019BOR30008.
This thesis proposes to study the "teaching and diffusion of French language in Afghanistan: review and perspective". The teaching of French has been developed for almost a century in Afghanistan; the French language is taught at the secondary level, at the university level, in the French Institute of Afghanistan as well as at in the private centers in Afghanistan. The present research has tried very modestly to show what are the approaches implemented for the teaching and the diffusion of French in Afghanistan. Throughout this work, we have set ourselves the fundamental goal of exploring the teaching and learning situation of French, the motivations of Afghan students for learning this language, the representations these students have of this language as well as the supports put in place for the teaching, the promotion and the diffusion of this language in Afghanistan. The methodology of this work is based on surveys conducted in Kabul (semi-structured interviews and questionnaires). Our surveys were conducted using data collected through two data tools: questionnaire surveys of teachers and students of French and a semi-structured interview with professors of the French Department of Kabul University. Our interviewees are made up of students from the French department (students specializing in French), students learning French as second language, and students from two French-speaking Afghan high schools (Istiqlal and Malalaï), and the French teachers of these institutions: Department of French and Istiqlal and Malalaï high schools. According to the results of these surveys, Afghan students learn French for several reasons: instrumental and personal. French is considered an important language from a professional point of view on the one hand, and on the other hand, it is the cultural value and prestige of this language that gives Afghans access to a rich culture. It is also perceived, according to these students, as a language of openness to the world, which is why French has a privileged status in Afghanistan. Although Afghans do not use French for writing, speaking and for daily and professional communication, the persistence of this language in afghan society is due to the positive reasons and the representations that these students have of this language
Blanchouin, Aline. "La journée de classe de l'enseignant polyvalent du primaire : étude sur une année scolaire du cours d'action quotidien en cours préparatoire." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCD072/document.
He aim of the thesis is twofold. We conduct an inventory of what is actually taught throughout the first year of compulsory school. Thus, we characterize the evolution of the real curriculum while revisiting the partition between so-called teachable moments (sessions specified in the log book) and the time (qualified as “lost” by the provisional research) we refer to as proto teaching. At the same time, we study the dynamics of the duality “sense – efficiency” which is the center of the primary school teacher empowerment. The main theoretical anchor is ergonomic; it relies on professional and compared didactics. The results show the existence of a generic intermediate “How to teach in a Year 2 Class” which - during daily activities - takes the form of operational compromises that the primary school teacher carries out throughout the temporal dynamics of the school year. It originates in the desire to acculturate students to methods and school form modalisations in elementary school ; in the institutional social hierarchy of school subjects ; in the importance of learning to read at this level of class ; in the management of the didactic heterogeneity. For the sphere of teachers’ training, one result of this work would be to take into account the dual analysis of the day and time slot in order to implement new teaching engineering
Nivagara, Daniel Daniel. "Temps institutionnel et temps des apprentissages : une analyse de l'appropriation de la réforme du curriculum par les enseignants de Maputo." Nantes, 2007. http://www.theses.fr/2007NANT3034.
The management of time in school by teachers can be an important mechanism for the improvement of the quality of teaching in order to adapt the pupils learning need, which forces us to support that the maintains us flexible management of school-time by teachers. Because that the past primary educational system in Mozambique was considered as one of limitative factors for the management due for the reality performance of the classroom, this research proves that the simple reform of the curriculum is not the enough condition to have the innovations in the teachers. In fact, from the analysis of a new curriculum statement, we discovered a definition of an educative politics on which the reinforce the need of school the construction new school of the success, where the failure of pupils is not- advised within pluri-annual cycle. Yet for school of an educational quality, that promotes for relevant education and centralized on the pupils, complaining for the commitment of dissimilarity administration of the pupil and schoolarity for all children of the country. However, from these innovations, assessment of the teachers` skills shows, us that they need to be mobilized, which requires an appropriation for this reform as condition for its implementation in effective way. Thus, the practice analysis of teachers for new curriculum implementation allowed us to clarify the current condition of the appropriation for this reform by the teachers, the condition in which contributes. In order to consider another effective improvement of attendance and the reform leading, considering the context of the professional teachers, implementation and the availability means of the teaching and those which should be used as references reform explanation, the accompaniment performers of the reform, the space and the time for the fulfilment of this reform which the teachers need, etc
Berger, Gilles. "La Ticéitude, enseignement interactif en ligne du FLE : approche didactique et méthodologique curriculaire en contexte innovant." Thesis, Besançon, 2015. http://www.theses.fr/2015BESA1019/document.
This thesis aims to demonstrate the effective implementation of a hybrid approach for learning French as a second language with the application of “Ticéitude”, a practical new concept for language learning in the 21st Century. This concept is a process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also developing an autotelic personality, which means a certain “well-being” in the process of learning and teaching. Education is evolving due to today’s fast progress in digital technologies and is changing the course of history. Also because of this fast paced progress, we are currently witnessing new innovative approaches almost everywhere around the world. These challenges imply the importance of improving the quality of learning materials that is made available to the general populace. Our model, which is called Ticéitude, is aimed towards a humanistic approach of learning in the paradigm of “apprenance”. The notion of Ticéitude is to create links in a rich and diversified network. It is based on a socio-constructivist model, which encourages collaborative learning; thus reinforcing the motivation and autonomy of learners. In this instance, the model is based on the Australian context following the different curriculum in the various states and territory of this country. A hybrid approach has been put in place to create accelerated learning, based on the process of self-progression that targets the development of autonomy in the learner and for self-motivation, while also encouraging the development of an autotelic personality. In today’s world, we live in a cognitive society of networking when one can learn whenever or wherever he/she wants. The notion of “teacher” is changing as we focus more about coaching than teaching. The platform, which we created, allows individual learning with the guidance of the coach (teacher); thus teachers becoming more like peers. Teachers provide guidance to the students, suggest new approaches and at the same time participate to the network of a “group focused social learning”. Ticéitude implies the utilisation of new technologies but with a humanistic approach; so those tools are used effectively in a sustainable environment aimed to develop French learning not only in Australia but also around the world
Nabli, Adel. "The multilevel critical node problem : theoretical intractability and a curriculum learning approach." Thesis, 2020. http://hdl.handle.net/1866/24329.
Evaluating the vulnerability of networks is a problem which has gain momentum in recent decades. In this work, we focus on a Multilevel Programming approach to study the defense of critical infrastructures against malicious attacks. We analyze a three-stage sequential game played in a graph called the Multilevel Critical Node problem (MCN). This game sees two players competing with each other: a defender and an attacker. The defender starts by preventively interdicting nodes from being attacked during what is called a vaccination phase. Then, the attacker infects a subset of non-vaccinated nodes and, finally, the defender reacts with a protection strategy. We provide the first computational complexity results associated with MCN and its subgames. Moreover, by considering unitary, weighted, undirected and directed graphs, we clarify how the theoretical tractability or intractability of those problems vary. Our findings contribute with new NP-complete, $\Sigma_2^p$-complete and $\Sigma_3^p$-complete problems. Motivated by the intrinsic intractability of the MCN, we then design efficient heuristics for the game by building upon the recent approaches seeking to learn heuristics for combinatorial optimization problems through graph neural networks and reinforcement learning. But contrary to previous work, we tackle situations with multiple players taking decisions sequentially. By framing them in a multi-agent reinforcement learning setting, we devise a value-based method to learn to solve multilevel budgeted combinatorial problems involving two players in a zero-sum game over a graph. Our framework is based on a simple curriculum: if an agent knows how to estimate the value of instances with budgets up to B, then solving instances with budget B+1 can be done in polynomial time regardless of the direction of the optimization by checking the value of every possible afterstate. Thus, in a bottom-up approach, we generate datasets of heuristically solved instances with increasingly larger budgets to train our agent. We report results close to optimality on graphs up to 100 nodes and a 185 x speedup on average compared to the quickest exact solver known for the MCN.
Книги з теми "Apprentissage par curriculum":
Torp, Linda. Problems as possibilities: Problem-based learning for K-12 education. Alexandria, Va: Association for Supervision and Curriculum Development, 1998.
Marthakis, Nancy B., J. R. Jamison, Marifran Mattson, and Mary Jane Eisenhauer. Charting the course for service-learning: From curriculum considerations to advocacy, a faculty development workbook. Indianapolis, IN: Indiana Campus Compact, 2011.
Young, Katherine A. Constructing buildings, bridges, and minds: Building an integrated curriculum through social studies. Portsmouth, NH: Heinemann, 1994.
Sheldon, Lee. The multiplayer classroom: Designing coursework as a game. Boston, Mass: Course Technology, Cengage Learning, 2012.
Ingraham, Phoebe Bell. Creating & managing learning centers: A thematic approach. Peterborough, N.H: Crystal Springs Books, 1997.
Timothy, Rusnak, ed. An integrated approach to character education. Thousand Oaks, Calif: Corwin Press, 1998.
Mandinach, Ellen Beth. Classroom dynamics: Implementing a technology-based learning environment. Hillsdale, N.J: L. Erlbaum Associates, 1994.
Brooks, Jacqueline Grennon. In search of understanding: The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 1993.
Brooks, Jacqueline Grennon. In search of understanding: The case for constructivist classrooms. Alexandria, Va: Association for Supervision and Curriculum Development, 1999.
Chenfeld, Mimi Brodsky. Creative experiences for young children. 2nd ed. Fort Worth: Harcourt Brace College Publishers, 1995.
Частини книг з теми "Apprentissage par curriculum":
Kolmos, Anette, Jette Holgaard, and Xiangyun Du. "Chapitre 9. Transformation du curriculum : vers un apprentissage par problèmes et par projets." In Innover dans l’enseignement supérieur, 151. Presses Universitaires de France, 2009. http://dx.doi.org/10.3917/puf.bedar.2009.01.0151.
Diop, Papa Mamour. "La mise en œuvre de l’approche par compétences dans l’enseignement/apprentissage de l’espagnol au Sénégal : quels points d’ancrage de la réforme ?" In L’enseignement-apprentissage en/des langues européennes dans les systèmes éducatifs africains : place, fonctions, défis et perspectives, 141–63. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kouam.2020.01.0141.