Pays : France
Langue(s) : français
Auteur(s) : WARGNIER Patrick
Date de soutenance : 2006
Thèse délivrée par : Université Toulouse - Jean Jaurès
Section(s) CNU : section 70 : Sciences de l'éducation
Discipline(s) : Sciences de l'éducation
Sous la direction de : Jacques FIJALKOW & Michel BROSSARD
La réussite scolaire des élèves tient autant à des éléments de leur environnement scolaire qu'à des paramètres personnels. Le caractère déterminant des contextes d'apprentissage est aujourd'hui largement reconnu. C'est à l'effet des pratiques professionnelles des enseignants et des organisations pédagogiques qu'ils conçoivent que cette recherche est consacrée. Dans le cadre d'une approche théorique socio-constructiviste des apprentissages, sont analysés les effets de ces variables contextuelles sur l'évolution de leurs compétences transversales évaluées en début et fin du cycle des approfondissements. Il s'agit ainsi d'apprécier l'effet du contexte d'apprentissage (effet maître et effet école) sur le degré de maîtrise de ces compétences. Comparativement aux maîtres transmissifs, les constructivistes assurent une meilleure équité en faisant davantage progresser les élèves les plus fragiles, et c'est au sein des classes dites cycle que s'opèrent les progrès les plus significatifs. Différemment influencés selon leurs caractéristiques personnelles, l'estime qu'ils ont d'eux-mêmes, leur autonomie et leur flexibilité mentale s'en trouvent renforcées. The school success's of pupils like so much to some of the factors of their school environment than as personal parameters. The determining character of the teaching and learning contexts is widely recognized today. It is in the effect of the professional practices of the teachers and the educational organizations they conceive that this research is dedicated. In the current of a socio-constructivist learning conception, the effects of these contextual variables are analyzed by the evolution pupils' transversal abilities during their third cycle of basic education. It is so a question of appreciating the effect of the context of learning (the teacher effect and the school effect) on the master's degree of these abilities. Compared with the transmissifs teachers practice, the constructivists ones contribute to a better efficiency between pupils by making more progress the more fragile of them, and it is in the multigrade classes that takes place the most significant progress. Their self-esteem, their autonomy and thier mental flexibility are also strenghthened. The school success's of pupils like so much to some of the factors of their school environment than as personal parameters. The determining character of the teaching and learning contexts is widely recognized today. It is in the effect of the professional practices of the teachers and the educational organizations they conceive that this research is dedicated. In the current of a socio-constructivist learning conception, the effects of these contextual variables are analyzed by the evolution pupils' transversal abilities during their third cycle of basic education. It is so a question of appreciating the effect of the context of learning (the teacher effect and the school effect) on the master's degree of these abilities. Compared with the transmissifs teachers practice, the constructivists ones contribute to a better efficiency between pupils by making more progress the more fragile of them, and it is in the multigrade classes that takes place the most significant progress. Their self-esteem, their autonomy and thier mental flexibility are also strenghthened.
Contribution à l'étude de l'influence de variables contextuelles sur les apprentissages des élèves au cycle des approfondissements: approche longitudinale des effets liés au style pédagogique des enseignants du cycle et à l'organisation pédagogique r
Auteur(s) : WARGNIER Patrick
Date de soutenance : 2006
Thèse délivrée par : Université Toulouse - Jean Jaurès
Section(s) CNU : section 70 : Sciences de l'éducation
Discipline(s) : Sciences de l'éducation
Sous la direction de : Jacques FIJALKOW & Michel BROSSARD
La réussite scolaire des élèves tient autant à des éléments de leur environnement scolaire qu'à des paramètres personnels. Le caractère déterminant des contextes d'apprentissage est aujourd'hui largement reconnu. C'est à l'effet des pratiques professionnelles des enseignants et des organisations pédagogiques qu'ils conçoivent que cette recherche est consacrée. Dans le cadre d'une approche théorique socio-constructiviste des apprentissages, sont analysés les effets de ces variables contextuelles sur l'évolution de leurs compétences transversales évaluées en début et fin du cycle des approfondissements. Il s'agit ainsi d'apprécier l'effet du contexte d'apprentissage (effet maître et effet école) sur le degré de maîtrise de ces compétences. Comparativement aux maîtres transmissifs, les constructivistes assurent une meilleure équité en faisant davantage progresser les élèves les plus fragiles, et c'est au sein des classes dites cycle que s'opèrent les progrès les plus significatifs. Différemment influencés selon leurs caractéristiques personnelles, l'estime qu'ils ont d'eux-mêmes, leur autonomie et leur flexibilité mentale s'en trouvent renforcées. The school success's of pupils like so much to some of the factors of their school environment than as personal parameters. The determining character of the teaching and learning contexts is widely recognized today. It is in the effect of the professional practices of the teachers and the educational organizations they conceive that this research is dedicated. In the current of a socio-constructivist learning conception, the effects of these contextual variables are analyzed by the evolution pupils' transversal abilities during their third cycle of basic education. It is so a question of appreciating the effect of the context of learning (the teacher effect and the school effect) on the master's degree of these abilities. Compared with the transmissifs teachers practice, the constructivists ones contribute to a better efficiency between pupils by making more progress the more fragile of them, and it is in the multigrade classes that takes place the most significant progress. Their self-esteem, their autonomy and thier mental flexibility are also strenghthened. The school success's of pupils like so much to some of the factors of their school environment than as personal parameters. The determining character of the teaching and learning contexts is widely recognized today. It is in the effect of the professional practices of the teachers and the educational organizations they conceive that this research is dedicated. In the current of a socio-constructivist learning conception, the effects of these contextual variables are analyzed by the evolution pupils' transversal abilities during their third cycle of basic education. It is so a question of appreciating the effect of the context of learning (the teacher effect and the school effect) on the master's degree of these abilities. Compared with the transmissifs teachers practice, the constructivists ones contribute to a better efficiency between pupils by making more progress the more fragile of them, and it is in the multigrade classes that takes place the most significant progress. Their self-esteem, their autonomy and thier mental flexibility are also strenghthened.
