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Yves Lenoir 《欧洲师范教育杂志》2000,23(3):289-298
L'article a pour objectifs de discuter des rapports existant entre le système des disciplines scientifiques et la formation à l'enseignement conçue dans une perspective de professionnalisation. Après un rapide rappel historique du processus d'inféodisation de la formation professionnelle par le système des sciences, l'article introduit une distinction entre l'interdisciplinarité en éducation et l'interdisciplinarité scientifique. Il met en exergue, à la suite de ce double éclairage, la complexité des interrelations entre les différents types de savoirs dans un contexte de formation professionnelle à l'enseignement et la nécessité de dépasser les perspectives interdisciplinaires pour prendre en compte la circumdisciplinarité, c'est-à-dire l'insertion des savoirs qui résultent des pratiques professionnelles elles-mêmes au sein même de la formation. This paper discusses the existing relationships between the scientific subject matter system and teacher education from a professionalisation perspective. After a brief historical reminder of how professional training was subjugated by the scientific system, we introduce a distinction between interdisciplinarity in education and scientific interdisciplinary. The article then highlights the complexity of interrelationships between different types of knowledge, in a context of the professional training that is teacher education, and the necessity of going beyond interdisciplinary perspectives in order to take into account the circumdisciplinarity, which means the integration of knowledge that results from the very professional practice that is at the center of the teacher education. El objetivo central de este articulo es el de discutir de las relaciones entre el sistema de las disciplinas científicas y la formación a la enseñanza, dentro de una perspectiva de profesionalización. Después de una breve descripción del proceso histórico que llevó a la sumisión de la formación profesional al sistema de las ciencias, se introduce una distinción entre los conceptos de la interdisciplinaridad en la educación y la interdisciplinaridad científica. Se subraya el carácter complejo de las interrelaciones entre varios tipos de conocimientos dentro de un contexto de formación profesional a la enseñanza y de la necesidad de ir mas allá de las perspectivas interdisciplinarias para tomar en cuenta la circumdisciplinaridad. Este ultimo concepto suele significar la integración de los conocimientos o de los conocimientos que resultan de las prácticas profesionales en se, dentro del proceso de formación. Dieser Artikel untersucht die bestehenden Beziehungen zwischen den wissenschaftlichen Disziplinen und der Lehrerausbildung mit einer Professionalisierungsperspektive. Nach einem kurzen historischen Rückblick, wie das System der Berufsausbildung durch das Wissenschaftssystem geprägt wurde, unterscheidet der Artikel zwischen der Interdisziplinarität in der Lehrerausbildung und der in den Wissenschaften. Nach dieser Unterscheidung hebt er die Komplexität der Verhältnisse verschiedener Wissenstypen in einem Kontext der Berufsausbildung hervor, sowie die Notwendigkeit interdiziplinäre Perspektiven zu überschreiten, um die Zirkumsdiziplinarität zu berücksichtigen, das heißt, das Wissen, das sich aus der Praxis ergibt, in die Lehrerbildung einzubeziehen. 相似文献
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在名词词组中，不定冠词a／an的位置通常位于前置修饰语之前。如：a difficult problem to solve一个难以解决的问题，aninteresting book一本有趣的书。 相似文献
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Aracy Lopes da Silva 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,3(3):251-268
In this article on the cultural context of children's learning processes among the indigenous peoples of tropical South America, the author aims to show how in these cultures the human body offers a language and a mechanism central to the process of production, elaboraton and transmission of knowledge, skills and emotions. She works from the assumption that the construction of a child's identity is a process which takes place in the body, creating a synthesis of social, cosmological, psychological, emotional and cognitive meanings. In constructing an ethnography of the Akwe~-Xavante and Akwe~-Xerente peoples of central Brazil, the author refers to recent anthropological debates on the cosmology and outlook of the indigenous peoples of this region, as well as to the literature of the new discipline known as "anthropology of the child". 相似文献
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da Silva Aracy Lopes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(3-4):251-268
In this article on the cultural context of children's learning processes among the indigenous peoples of tropical South America, the author aims to show how in these cultures the human body offers a language and a mechanism central to the process of production, elaboraton and transmission of knowledge, skills and emotions. She works from the assumption that the construction of a child's identity is a process which takes place in the body, creating a synthesis of social, cosmological, psychological, emotional and cognitive meanings. In constructing an ethnography of the Akwe~-Xavante and Akwe~-Xerente peoples of central Brazil, the author refers to recent anthropological debates on the cosmology and outlook of the indigenous peoples of this region, as well as to the literature of the new discipline known as "anthropology of the child". 相似文献
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A. Sasson 《International Journal of Science Education》2013,35(3):231-244
Summaries English The main stages of the evolution of biology teaching in Africa, after the independence of the countries, have been a better adaptation of the curriculum contents to the natural and socio‐cultural environment of each country, i.e. to go beyond a simple formal adaptation and to conceive curricula closer to the needs of African societies, in line with their specific values, and fitting with the cultural level of the pupils and with the preoccupations associated with a peculiar economic and social environment; an improvement of the teaching conditions, which remain difficult due to the lack of teaching aids of all kinds; a promotion of educational research, thanks to the creation and the development of administrative bodies responsible for the training of teachers and for the supervision of their activities. African countries have universities, faculties or schools of education and teacher‐training institutes, which are in charge of the training of biology teachers for secondary schools; they also have adapted their programmes to their needs; but such in‐depth adaptation must continue, so that biology teaching responds better to social evolution, to the new conditions of economic and social change and to new ethical situations. There remains a lot to be done in the area of elaboration and evaluation of teaching methods and techniques, bearing in mind the great difficulties of the teachers who lack the necessary minimum educational aids, specially in rural areas. The UNESCO pilot project for the improvement of biology teaching in Africa (1966‐1972) is part of a series of projects dealing with the improvement of school programmes and sponsored by UNESCO. The teaching aids produced for the English‐speaking countries of Africa were a handbook and a teacher's guide concerning an initiation course of biology for the junior level of high schools, as well as a series of loop films for the classroom. The aids produced for the French‐speaking countries of Africa were for the senior level and included booklets and colour slides, for the teachers’ use and not the pupils'; the topics involved African ecology, plants and soils, introduction to human biology, conservation and preservation of biological resources. As a contribution to the national endeavours of educational reform, UNESCO published in 1974 and 1975 the English, French and Spanish versions, adapted to Africa, Asia, and Latin America and the Caribbean, of a Teacher's guide on the biology of human populations. This meant to emphasize the necessary adaptation of biology teaching to its social and cultural environment, while presenting the human populations and their relations with their environments. This is a contemporary subject, which also allows the examination of the role of biology and biology teachers’ in the general awareness of environmental problems; a subject which does not need sophisticated equipment or teaching aids, but, rather, appeals to the observation skills of teachers and pupils. It is true that the African experience has, to some extent, followed a trend which European countries acknowledged several years ago. Adaptation of curriculum content is a long‐term task and is pursued in both kinds of countries. The African experience could certainly be beneficial to European curriculum designers. The production of all kinds of teaching aids, of various degree of complexity, in the national language, as well as the evaluation of relevant teaching methods and techniques, are areas of acute shortage, where bilateral as well as multilateral assistance could be most fruitful. 相似文献
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Max Lumbroso 《欧洲师范教育杂志》1993,16(2):171-177
Can school increase its productivity? Which is the attitude of teachers to this issue? INRP and University of Paris 5 made conducted survey on the issue, by questionnaire. Among more than 2000 answers to the questionnaire, a sample of 988 has been extracted to accurately represent the heterogeneous spectrum of French secondary school teachers. Individual qualities are considered essential spectrum among the conditions for success. The majority of teachers does not expect school to be able to counterbalance individual differences. Implications of these attitudes for teacher training are then discussed. 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):211-222
The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the social mechanisms whereby radio was used for teaching in high schools. This clearly illustrates on a more general level the change in use of audiovisual tools in schools. The Montreal Catholic School Board (CECM) — the largest French‐language school board in Canada — is an institution of particular interest for the study of radio broadcasting for schools. Because of it size, the CECM had sufficient resources and personnel to be a pioneer in education. From 1931, CECM personnel went on the air on CKAC radio to popularize instruction in music, literature and language. Members of Montreal's educational community, parents and students alike, and listeners interested in learning, began to view radio as a means of conveying knowledge. In 1936, Société Radio‐Canada (SRC), the French‐language section of the Canadian Broadcasting Corporation, appeared on the Quebec radio scene, and educational radio gradually became more clearly defined. The programs that were aired, of which the best known was Radio‐Collège, gave the green light to educational radio in francophone Quebec. Before emulating SRC initiatives, the CECM used radio as a tool for social communication. In the early 1950s, the school board used radio mainly as a forum for explaining educational issues to the public; for example, teachers' salary negotiations. From autumn 1950, the CECM School and Family Committee aired a series of ten programs about the role of the school in society. Post‐war Montreal society was in a state of flux. Urbanisation and the emergence of mass communication and consumption were transforming the entire social structure. The francophone elite was starting to question traditional values taught by the Church, and religious practice was declining. Reacting to these new realities, the CECM appealed to parents for their help to ensure that together, family and school would succeed in the task of educating children. The board also used CKAC to discuss the shortage of schools. When parents demanded schools for their children, speakers from the School and Family Committee explained how the problem would be solved. As these examples show, Montreal schools initially made use of radio for social communication. In 1954, following the third congress on the French language in Canada (Troisième congrès de la langue française au Canada), the CECM devised a wide‐ranging campaign to improve the spoken language of students. This was the beginning of educational radio. With the help of executives at CKAC radio, the board created school broadcasting designed to improve everyday language in students from grades 1 to 12. After the first series of programs proved a success, the board repeated the project the following year, broadcasting twice as many lessons. The glory years of Améliorons notre langue parlée would follow, with the series airing continuously from 1954 to 1963. As a result of this enduring venture, the government extended teaching by radio to other school boards across the province of Quebec. This marked the institutionalization of school radio broadcasting. Transistor radios, the democratisation of high school teaching and active pedagogy were all elements that boosted the use of radio in schools. Radio was now present in every classroom, but television was also being introduced. Radio had earned pride of place but was gradually superseded by television. The range of academic subjects widened, and the numbers of hours set aside for television broadcasting increased. Meanwhile, the use of school radio broadcasts gradually diminished. We therefore attribute the decline in radio broadcasting for schools to the emergence of television for schools, in other words, a phenomenon of technical substitution. Finally, our research shows that the contribution by social agents incidental to schools and the influence of various factors external to schools are of major importance in explaining the mechanisms whereby educational radio became part of school life. It shows that radio changed in status from a public communication tool in the 1930s, to a pedagogic tool supporting the teaching of French twenty years later. Our study also shows that radio for schools was created not only by school‐related actors and institutions but also by the mass media and government. Far from being a failure, as education scholars maintain, educational radio was a success, but was replaced by television in the late 1960s. 相似文献
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Bernard Sarrazy 《Educational Studies in Mathematics》2002,49(1):89-117
Cet article examine la question du lien entre les hétérogénéités pouvant caractériser un système didactique et l'enseignement des mathématiques. Trois types d'hétérogénéités sont d'abord définies: 1) L'hétérogénéité exogène: traits a priori de nature non-didactique comme, par exemple, la catégorie socioprofessionnelle d'origine des élèves; 2) L'hétérogénéité péri-didactique: ensemble des caractéristiques liées aux acquisitions disciplinaires comme par exemple le niveau scolaire des élèves en mathématiques; 3) L'hétérogénéité didactique est définie comme une création du système didactique permettant l'ajustement des exigences fixées par le curriculum aux contraintes effectives d'un système didactique particulier (niveaux des élèves, temps, niveau de difficulté des connaissances en jeu ...). Sous ce modèle théorique, l'enseignement est envisagé comme un processus régulateur des hétérogénéités en vue d'une meilleure maîtrise des connaissances visées pour le plus grand nombre d'élèves. Un premier groupe de résultats permet de réaffirmer le caractère spécifique des approches didactiques: pour les mathématiques, l'hétérogénéité péri-didactique n'est pas liée à l'hétérogénéité exogène — ce qui n'est pas le cas pour l'enseignement de la langue. Un deuxième groupe de résultats montre que plus les progrès réalisés par élèves sont importants, plus l'hétérogénéité s'accroît; réciproquement, plus les progrès réalisés sont faibles plus l'hétérogénéité se réduit. Ainsi, le système didactique apparaît comme un système régulateur d'hétérogénéités: les connaissances s'y diffusent par déplacement des hétérogénéités initiales qu'il a lui-même générées (en les accroissant et en les réduisant selon le degré de difficulté initial des connaissances en jeu). Cette recherche a porté sur 112 élèves; 22 problèmes additifs (composition de deux transformations) ont été soumis aux élèves lors d'un pré-test, puis d'un post-test. Entre ces deux épreuves deux leçons ont été réalisées sur le calcul relationnel, dont les modalités d'organisation didactique étaient au libre choix des professeurs.This revised version was published online in September 2005 with corrections to the Cover Date. 相似文献
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Sylvie Coppé 《Educational Studies in Mathematics》1998,35(2):129-151
In this paper, we propose to give some results about research done from 1989 to 1993 concerning a written assessment situation in math class (les devoirs surveillés) with high school students (16–17 years old) who are following a science oriented curriculum. In particular, we would like to determine if and how the students are sure of the answers they give and if they verify them.Our research methodology consisted of collecting both test papers and scratch pads from all the students in one class, then of interviewing some of them using the explicatory interviewing technique developed by P. Vermersch.In order to study this specific assessment situation, we use a theoretical framework developed by Y. Chevallard concerning an anthropological approach. Then, we introduce the notions of students' private work, meant to remain unseen and during which the verifications (if any) are done, and of a public trace (the test paper) meant to be shown to the teacher and to be evaluated. From a cognitive and didactic point of view, we want to show the importance of taking into account these two components for the analysis of the students' work in problem solving. 相似文献