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Apprendre...oui, mais comment

01 Jan 2012-
TL;DR: Meirieu as mentioned in this paper proposes toute une serie d'outils qui pourront etre utilises par les instituteurs, professeurs, formateurs : des outils pour imaginer, construire et adapter une pedagogie veritablement differenciee, des outsils pour pratiquer l’aide methodologique, des outliers pour travailler a la reussite de tous.
Abstract: Chacun s’accorde aujourd’hui a reconnaitre que la vocation de l’Ecole est bien de faciliter les apprentissages. Mais pour etre etabli, le consensus n’en est pas moins insuffisant s’il n’est pas accompagne de l’enonce des moyens. Apprendre… oui, mais comment ? Les enseignants et les formateurs savent bien que l’exhortation, ici, n’est d’aucun effet, aussi peremptoire soit-elle. Avec le present ouvrage, Philippe Meirieu poursuit et approfondit la reflexion entreprise dans L’Ecole, mode d’emploi, mais il s’attache, plus particulierement, a l’acte d’apprentissage… Il en debusque les representations trompeuses, denonce les illusions qui trainent a son sujet et tente d’etablir quelques reperes a partir desquels l’enseignant puisse elaborer, reguler et evaluer son action. C’est ainsi qu’il aborde aussi bien la relation pedagogique, la rationalisation didactique et les strategies individuelles d’apprentissage. Il montre comment l’attention a ces trois dimensions permet de maintenir « l’equilibre ecologique du systeme apprendre ». Mais l’originalite de ce livre tient aussi a sa forme : le lecteur s’y trouve mis en situation d’activite, confronte a des exercices, des recits d’experiences pedagogiques ou d’evenements de la vie scolaire. A partir de la, l’auteur degage avec lui quelques principes fondamentaux et propose toute une serie d’outils qui pourront etre utilises par les instituteurs, professeurs, formateurs : des outils pour imaginer, construire et adapter une pedagogie veritablement differenciee, des outils pour pratiquer l’aide methodologique, des outils pour travailler a la reussite de tous. Un livre qui depasse le clivage theorie-pratique et qui est vite devenu une reference pour tous les « professionnels de l’apprentissage ». Date de premiere edition : 1987.
Citations
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12 Jul 2002
TL;DR: This paper explored the production of textual genres written between children and teacher at the end of the nursery education and found that children are easily introduced to the complexity of writing on the basis of a communicative need and a project and the tutelary role of the teacher.
Abstract: The aim of this research is to explore the production of textual genres written between children and teacher at the end of the nursery education. Our starting point is the existence of many intuitive or practice-derived proposals but little research on the topic in the available bibliography. Our work is located within the general framework of the contributions of the social interaction field. The historical and cultural origins of language, social exchanges, mediation between cultural knowledge and childrens learning, the teachers role, communication and discursive genres are keywords in our work. Through eight teachers chosen at random we investigated (1) the usual practices inside the classroom with regard to text usage and the teachers representation of the topic and (2) the possibilities in a practical session developed from a proposal of ours, from which we would like to highlight the dictation to an adult. Our objective was to contrast both aspects and observe the changes occurred when applying different proposals. We chose a qualitative methodology, following a microanalysis supported on three elements to obtain and examine the data: a) audio and video recordings; b) transcripts of the recordings; c) a detailed search for any sign of what we were trying to find in the discourse. Through the analysis of the results we found proof of the possibility, among others, of creating wide texts, whatever the childrens knowledge of the writing system. It was also shown how the teachers usual way of early teaching of written language can change when they have appropriate proposals and information at their disposal. Children are easily introduced to the complexity of writing on the basis of a communicative need and a project, and the tutelary role of the teacher.

5 citations

Journal Article
TL;DR: In this paper, the authors analyse the idea of competence in terms of pedagogy and didactics, thus examining constructivist didactic models which lead to new interchanges between knowledge, didactic and technology.
Abstract: Geography helps knowing, educating, orienting; today it plays an educational role, aimed at developing the knowledge of space in order to observe, analyse and interpret the relationships between environment and human society (Ubertazzi and Forte, 2005a, p. 15). From an educational point of view, it contributes to the development of culture on one side and of the fundamental abilities and skills to achieve personal autonomy on the other. How to describe geographical knowledge from the perspective of constructivism? How to implement a competence-based didactic of geography? This contribution attempts to answer these questions by analysing the idea of competence in terms of pedagogy and didactics, thus examining constructivist didactic models which lead to new interchanges between knowledge, didactics and technology. The role of geography in competence training turns out to be fundamental, as it makes it possible to practice basic space skills, which are necessary to orient oneself in an active and responsible way in the world, and to recognize and face problems at different levels. Lastly, a practical example of competence-based didactics is presented, which proposes the analysis of a geographical region in a dynamic, interactive, laboratorial way; living relevance to meta-cognitive learning, which guides students to acquire: discovery strategy and methods, operational procedures to apply their knowledge, new solutions intuition and invention procedures.

4 citations

01 Jan 2015

4 citations


Cites background from "Apprendre...oui, mais comment"

  • ...Les différences entre capacité et compétence sont ratifiées par Meirieu (1987), car selon lui, une capacité « est une activité intellectuelle stabilisée et reproductible dans des champs divers de la connaissance » (p....

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  • ...Les différences entre capacité et compétence sont ratifiées par Meirieu (1987), car selon lui, une capacité « est une activité intellectuelle stabilisée et reproductible dans des champs divers de la connaissance » (p. 153)....

    [...]

Proceedings ArticleDOI
01 Oct 2016
TL;DR: The adaptive learning system ALS_CORR[LP] is presented, which has the ability to correct the generated learning path in case of a failure in the evaluation phase and a Bayesian network to match the designed learning object with the specifics of the learner profile was developed.
Abstract: The aim of this paper is to present the adaptive learning system called ALS_CORR[LP]1. This system belongs to a very specific class of the e-learning systems, which is the adaptive learning ones. In fact they have the ability to adapt the learning process according to each learner needs, learning styles, objectives, etc. ALS_CORR[LP] is based on the learner prerequisites and the learning styles of Felder-Silverman, to design the learner model. As for the domain model, it is designed according to the recommendations of the differentiated pedagogy, which advocates creating multiple versions of the same learning object. Finally in order to ensure the adaptation inside the system, a Bayesian network, to match the designed learning object with the specifics of the learner profile was developed. It is also necessary to emphasize, that the major feature of the system is, its ability to correct the generated learning path in case of a failure in the evaluation phase. The learning path relevance is questioned, based on a recommendation system which enables updating the initial profile, or recommending the most relevant versions of the learning object, in case where the similarity calculation in behavior, reveals that the observed behavior in the system does not fit the initial profile description.

4 citations