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Статті в журналах з теми "Disciplines d'enseignement":
Sachot, Maurice. "La fin des disciplines d'enseignement." Médium 2, no. 1 (2005): 60. http://dx.doi.org/10.3917/mediu.002.0060.
Chemla, Jean-Paul, Matthieu Lescieux, Bernard Riera, and Fabien Emprin. "Une expérience d'enseignement de l'IoT." J3eA 21 (2022): 2025. http://dx.doi.org/10.1051/j3ea/20222025.
Audigier, François. "Les représentations de la géographie dans l’enseignement primaire en France. Habitat commun, voisinage et distances." Cahiers de géographie du Québec 43, no. 120 (April 12, 2005): 395–412. http://dx.doi.org/10.7202/022846ar.
Ouellet, Danielle. "L'émergence de la chimie et de la physique à l'Université Laval." Recherche 36, no. 3 (April 12, 2005): 579–604. http://dx.doi.org/10.7202/056995ar.
Steffen, Gabriela, and Stéphane Borel. "Les activités de reformulation dans et pour la conceptualisation des savoirs scientifiques. Passages du monolinguisme au bilinguisme." Cahiers du Centre de Linguistique et des Sciences du Langage, no. 30 (September 25, 2011): 145–64. http://dx.doi.org/10.26034/la.cdclsl.2011.903.
Arnaud, Pierre. "Contribution à une histoire des disciplines d'enseignement [La mise en forme scolaire de l'éducation physique]." Revue française de pédagogie 89, no. 1 (1989): 29–34. http://dx.doi.org/10.3406/rfp.1989.1403.
FOURNIER, Marcel. "L’institutionnalisation des sciences sociales au Québec." Sociologie et sociétés 5, no. 1 (September 30, 2002): 27–58. http://dx.doi.org/10.7202/001260ar.
Shamne, Nikolay, Yuliya Dzyubenko, Anastasia Arzhanovskaya, and Elena Eltanskaya. "Representation of the Conceptual Field “Education” in National Variants of the French Language." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 5 (October 2022): 83–94. http://dx.doi.org/10.15688/jvolsu2.2022.5.8.
Hull, Kerry, Heather Lawford, Suzanne Hood, Vanessa Oliveira, Michele Murray, Maxime Trempe, Jamie Crooks, Michael Richardson, and Murray Jensen. "Student Anxiety and Evaluation." Collected Essays on Learning and Teaching 12 (June 9, 2019): 23–35. http://dx.doi.org/10.22329/celt.v12i0.5409.
Fournier, Marcel. "Un intellectuel à la rencontre de deux mondes : Jean-Charles Falardeau et le développement de la sociologie universitaire au Québec." Recherches sociographiques 23, no. 3 (April 12, 2005): 361–85. http://dx.doi.org/10.7202/055993ar.
Дисертації з теми "Disciplines d'enseignement":
Hasni, Abdelkrim. "Les représentations sociales d'une discipline scolaire - l'activité scientifique - et de sa place au sein des autres disciplines formant le curriculum chez des instituteurs marocains." Sherbrooke : Université de Sherbrooke, 2001.
Moundjiegout, Peggy. "Quels contenus d'enseignement et d'apprentissage dans les présentations orales en maternelle : étude des interactions langagières et didactiques." Thesis, Lille 3, 2017. http://www.theses.fr/2017LIL30028/document.
This thesis focuses on teatching and learning contents in nursery school. For Reuter it refers « to such diverse things as knowledge and know-how or skills (both are teaching and/or learning contents immediately identifiable in a training system), values and practices, the « relationships to/with », and even behaviours and attitudes »To study the notion of content we based our research on a corpus of documents from three different sources : official texts, books on nursery school and specific academic fields, and transcripts of actual classroom sessions.Analyses carried out using tools from linguistic and academic training fields have highlighted a different structural organisation of contents in official texts (organisation by topics and by fields of activity). The analyses also revealed the continuity of knowledge and know-how contents throughout the history of nursery school, as well as the emergence of new contents (skills, awareness and relationships to/with ) in the 90'. Furthermore, there is a link between these categories and the location of contents in academic fields
Klutse-Doe, Senyo Yao. "La classe inversée : généralités et spécificités selon les disciplines scolaires." Electronic Thesis or Diss., Université de Lille (2022-....), 2023. http://www.theses.fr/2023ULILH066.
This thesis examines the Flipped Classroom as a pedagogical-didactic tool. The reflectionproposed is located in the field of didactics and explores how the mode of operation of the Flipped Classroom influences the teaching and learning of different school subjects at the secondary school level. Thus, the notions of space-time, didactic situation, educational tool and didactic contract are mobilized as a theoretical framework. Data was constructed by combining the technique of semi-structured interview, survey and direct observation. In effect, this research highlights the following points: (i) the flipped classroom weighs on the content taught since it promotes new content (ii) the flipped classroom modifies the pedagogical relationship (iii) the flipped classroom makes it possible to diversify the forms of assessment according to the delimited learning space (auxiliary space and class space) (iv) the flipped classroom is adaptable to different school disciplines taking into account first and foremost the specificities or the functional nature of these school disciplines
Dufour, Marie. "Les pratiques d'affichage : points communs et variations selon les disciplines et les modes de travail pédagogiques." Thesis, Lille 3, 2016. http://www.theses.fr/2016LIL30002/document.
This thesis research questions the material dimension of practices, especially that concerning the teaching and learning tools that are posters. The topic of my research is built into the analysis of the speech of teachers and the pupils. I try to identify their representations and views of the poster, as they say the practice, as they invest themselves according to the teaching methods they implement. The characterization of the poster practices according to the practical school subjects contribute to modeling in teaching and institutional spaces, in one of textbooks, teaching practices and pupils practices
Raybaud-Patin, Nicole. "Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d'efficacité personnelle et du statut de l'élève dans trois disciplines : le cas d'enseignants du Cycle III de l'école primaire." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2011. http://tel.archives-ouvertes.fr/tel-00668586.
Raybaud-Patin, Nicole. "Pratiques d'enseignement évaluatives informelles orales au regard du sentiment d’efficacité personnelle et du statut de l’élève dans trois disciplines : le cas d’enseignants du Cycle III de l’école primaire." Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20111/document.
Our research about the informal oral assessment practices of teachers is contributing to describe, explain, understand modalities and dynamics of teaching into their links to learning students.We state the following conjecture : "During a scholarly year, informal oral assessment practices of teachers belong to dynamic between teacher's personal and professional resources, their professional environments and "what is emerging" in teaching-learning situations".Four 3rd class teachers have been filmed, each of them nine a year, for three lessons: French, Mathematics and Physical Education each trimester. We study "Oral Assessment Unities" linking verbal and non verbal. Teacher's professional resources are updated by research of their own self efficacy. Their professional environment is sensed through the status that they give to their students.These teachers are frequently assessing, of their own initiative, their reports are short, sometime implicit (non verbal contributing to get meaning). “Low" pupils are most frequently assessed. Teachers are less assessing in Physical Education. More often, when self efficacy is high, assessments are "positive" for "high" pupils; when self efficacy is moderated, assessments are "negative" mainly in Physical Education; when self efficacy is "low", assessments are "negative" for the entire class
Djihouessi, Blaise Coovi. "Le français, médium d'enseignement des disciplines scientifiques, techniques et de formation professionnelle en situation unilingue et bilingue : études de cas et perspectives (le cas du Bénin, du Mali et du Burkina-Faso)." Paris 3, 2006. http://www.theses.fr/2006PA030024.
The teaching and learning of scientific and technical subject matters and vocational training in French constitute one of the sore issues for the development of scientific and technical options in schools in French-speaking subsaharan Africa, where the educational context is multilingual (national languages). Various assessments have shown that the schoolchildren from these areas do not obtain good grades in science and technology. The major difficulty for these schoolchildren lies in the acquistion of technical and scientific notions and concepts. Since Independence in 1960, the French-speaking subsaharan African states have started to modify their educational systems according to the specific sociolinguistic environment characteristic of each country. The choice is between a monolingual system (one sole language, French) or a bilingual system (French-national language). Pedagogical approaches which develop, inter alia the linguistic skills required for the acquisition of scientific and technical subject matters and which facilitate the elaboration of knowledge and know-how in the fields of science and technology have been tested but with little success. Through various case studies, this thesis investigates the causes of this situation. It suggests some guidelines to revive the technical and scientific options whose failure may threaten the building of technical and scientific elites needed for development
Drot-Delange, Béatrice. "Outils de communication électronique et disciplines scolaires : Quelle(s) rationalité(s) d'usage ? : le cas de trois disciplines scolaires du second degré en France : la technologie au collège, l'économie-gestion et les sciences économiques et sociales au lycée." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2001. http://tel.archives-ouvertes.fr/tel-00381040.
Si les acteurs ont saisi les opportunités qu'offraient ces outils pour constituer ce que nous nommerons des " réseaux disciplinaires ", ont-ils pour autant créé des réseaux pédagogiques, tels que les définit J. Perriault (1986) ?
Notre travail a consisté à expliciter d'une part le processus d'émergence de ces réseaux en utilisant le cadre théorique de la sociologie de la traduction, d'autre part les rationalités à l'œuvre dans les usages d'adoption et de participation des enseignants en mobilisant les théories sur les médias coopératifs, empruntant elles-mêmes à la tradition de la sociologie de l'action collective.
Nous avons appliqué cette démarche à trois disciplines : la technologie pour le collège, les sciences économiques et sociales et l'économie-gestion pour le lycée. Concernant l'émergence des réseaux disciplinaires, nous avons analysé les discours des acteurs impliqués dans cette émergence, que ce soit sous forme d'articles, de sites ministériels ou de comptes rendus de réunion. Concernant les usages d'adoption et de participation, nous avons analysé les échanges sur les listes de diffusion pour l'année scolaire 1999-2000, enquêté auprès des abonnés, auprès des enseignants auteurs de sites personnels concernant leur discipline, ainsi qu'auprès des responsables académiques des pages web disciplinaires.
Cette approche nous a permis de caractériser les réseaux disciplinaires et de les situer par rapport aux réseaux pédagogiques.
Beaugrand, Céline. "Transposition des démarches du français sur objectifs spécifiques en contexte scolaire ˸ élaboration didactique en français langue de scolarisation dans trois disciplines du collège." Thesis, Paris 3, 2019. http://www.theses.fr/2019PA030020.
The teaching of French as language of schooling - to pupils whose first language is not French - has been the subject of study starting from the beginning of the 1990’s. Since then, the education of immigrant school children in France has been researched progressively and governmental guidance has been introduced to specifically target their development. This guidance emphasizes that full inclusion of immigrant children into the educational system relies on successful application of French in disciplines where language skills are often considered to be of secondary importance, or a “tool”. However, didactic and pedagogical methods have not emerged to reliably deliver this goal.The integration of approaches for teaching of French for specific purposes and French as language of schooling would bring perspectives to defining the priority needs of these pupils, starting from a comprehensive analysis of the school situations that they face from the beginning of their school education in France. The aim of this thesis is to transpose an approach for French for specific purposes in a professional engineering environment into a school context, thereby contributing to the definition of the learning needs and to enable the development of appropriate teaching of French as language of schooling. More broadly, it aims to provide methodologies and didactic solutions to better address specials needs.A methodological framework is established, articulated around the main stages of French for specific purposes: analyzing the needs, collating and analyzing data on spoken and written abilities at school, and finally, defining a didactic approach based on the identified needs.The approach has been piloted and the results of three such trials are presented for different disciplines taught at the first year of senior school: history-geography, biology and mathematics. This study required the development of multimodal corpus, including filmed class sessions and written data from textbooks, student notebooks and teachers notes on the whiteboard. The identified needs are linguistic, but also cultural, cognitive and methodological.The analysis conducted in this work reveals that the use of semiotic objects is common in all of the disciplines investigated. It was also observed the increasing influence of praxeological perspective at school due to the introduction of digital tools in the classroom
Corny, Laurence. "Les discours d'enseignement en français langue seconde : le cas de la compréhension des textes expositifs d'histoire et de géographie par les élèves allophones nouvellement arrivés en France et scolarisé au cycle 3." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA095.
The research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system
Книги з теми "Disciplines d'enseignement":
Lamoure, Jean. Les disciplines d'enseignement general dans les programmes de l'enseignement technique et professionel. Paris: Unesco, 1986.
Lamoure, Jean. Les disciplines d'enseignement general dans les programmes de l'enseignement technique et professionel. Paris: Unesco, 1986.
1948-, Herrington Anne, and Moran Charles 1936-, eds. Writing, teaching, and learning in the disciplines. New York: Modern Language Association of America, 1992.
Programme, Unesco Nutrition Education, ed. Show and tell: A worldwide directory of nutrition teaching-learning resources = Disciplines d'éveil : répertoire mondial de matériaux d'enseignement et d'apprentissage de la nutrition. Paris: Division of Science, Technical and Environmental Education, United Nations Educational, Scientific and Cultural Organization, 1985.
Chiss, Jean-Louis. Le français, discipline d'enseignement, histoire, champ et terrain. Paris: Riveneuve, 2011.
Templeton, Melody. Schaum's quick guide to great presentations. New York, N.Y: McGraw-Hill, 1999.
Ivernel, Martin. Histoire Géographie: 6e : fiches outils pour la classe : les cartes et les croquis du programme. Paris: Hatier, 2014.
Fugler, Martin. Histoire géographie: 2de, 1re Bac Pro : nouveau programme Bac Pro 3 ans. Paris: Nathan technique, 2009.
Pierre, Miquel. Histoire: Collège. [Paris]: Éd. de la Cité, 2002.
Gordon, Thomas. Enseignants efficaces: [enseigner et être soi-même]. Montréal: Les Ed. de l'Homme, 2005.
Частини книг з теми "Disciplines d'enseignement":
Weijers, Olga. "Techniques et méthodes d'enseignement." In L'enseignement des disciplines à la Faculté des arts (Paris et Oxford, XIIIe-XVe siècles), 337–44. Turnhout: Brepols Publishers, 1997. http://dx.doi.org/10.1484/m.sa-eb.4.00392.
Lusignan, Serge. "Rapport de la Table ronde Doctrines, techniques et méthodes d'enseignement." In L'enseignement des disciplines à la Faculté des arts (Paris et Oxford, XIIIe-XVe siècles), 423–25. Turnhout: Brepols Publishers, 1997. http://dx.doi.org/10.1484/m.sa-eb.4.00397.
Chardenet, Patrick. "Les seuils, construction et circulation de la notion et problématique épistémologique en didactique des langues étrangères." In D'un seuil à l'autre, 117–27. Editions des archives contemporaines, 2017. http://dx.doi.org/10.17184/eac.765.