{"id":7769,"date":"2006-12-11T23:04:18","date_gmt":"2006-12-11T22:04:18","guid":{"rendered":"http:\/\/lyonelkaufmann.ch\/histoire\/2006\/12\/11\/%c2%ab%c2%a0selectionner-et-evaluer-des-ressources-pour-l%e2%80%99enseignement-de-l%e2%80%99histoire%c2%a0%c2%bb\/"},"modified":"2006-12-11T23:04:18","modified_gmt":"2006-12-11T22:04:18","slug":"selectionner-et-evaluer-des-ressources-pour-lenseignement-de-lhistoire","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/12\/11\/selectionner-et-evaluer-des-ressources-pour-lenseignement-de-lhistoire\/","title":{"rendered":"M078 – S\u00e9lectionner et \u00e9valuer des ressources pour l\u2019enseignement de l\u2019histoire (S\u00e9minaire)"},"content":{"rendered":"

A – Intervenantes : Sophie Gloor et Zeineb Zemzemi<\/span><\/span><\/p>\n

    \n
  1. \n
    <\/span><\/span>Th\u00e9matique du s\u00e9minaire : \u00ab S\u00e9lectionner et \u00e9valuer des ressources pour l\u2019enseignement de l\u2019histoire \u00bb<\/span><\/div>\n<\/li>\n
  2. \n
    <\/span><\/span>Th\u00e8mes pour lesquels sont s\u00e9lectionn\u00e9es et \u00e9valu\u00e9es les ressources : L\u2019Eglise au Moyen Age (Sophie) et La condition de la femme au 19<\/span>\u00e8me<\/span> et au 20<\/span>\u00e8me<\/span> si\u00e8cle (Zeineb)<\/span><\/div>\n<\/li>\n
  3. \n
    <\/span><\/span>Programme de l\u2019intervention :<\/span><\/div>\n<\/li>\n<\/ol>\n
    <\/div>\n
    \n\n\n\n\n\n\n\n
    \n
    \n
    \n
    Temps et intervenant<\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Activit\u00e9 <\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
    \n
    \n
    \n
    10 min<\/span> \/ Zeineb<\/span><\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Exposition du cadre th\u00e9orique : <\/div>\n
    – D\u00e9finition du \u00ab document \u00bb ; \u00ab source \u00bb et\/ou \u00ab document \u00bb ?<\/div>\n
    – Place du document dans l\u2019enseignement de l\u2019histoire \u00e0 l\u2019\u00e9cole<\/div>\n
    – Typologie des documents<\/div>\n
    – R\u00f4les et usages des documents en classe<\/div>\n
    – Caract\u00e9ristiques des manuels scolaires d\u2019aujourd\u2019hui<\/div>\n
    – Crit\u00e8res caract\u00e9risant les \u00ab meilleurs documents \u00bb <\/div>\n
    – D\u00e9marche pour \u00e9valuer la qualit\u00e9 d\u2019un manuel d\u2019histoire<\/div>\n
    <\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
    \n
    \n
    \n
    20 min<\/span> : <\/span><\/div>\n
    10 min \/ Sophie<\/div>\n
    10 min \/ Zeineb<\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Pr\u00e9sentation des documents s\u00e9lectionn\u00e9s :<\/div>\n
    L\u2019Eglise au Moyen Age<\/div>\n
    La condition de la femme au 19<\/span>\u00e8me<\/span> et 20<\/span>\u00e8me<\/span> si\u00e8cle<\/span><\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
    \n
    \n
    \n
    30 min<\/span> :<\/span><\/div>\n
    20 min \/ Sophie<\/div>\n
    <\/div>\n
    <\/div>\n
    <\/div>\n
    <\/div>\n
    <\/div>\n
    <\/div>\n
    10 min \/ Zeineb<\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Mise en activit\u00e9 des participants:<\/div>\n
      \n
    1. \n
      –<\/span><\/span>passage de courts extraits du film Le nom de la rose, r\u00e9alis\u00e9 par Jean-Jacques ANNAUD, 1986, d\u2019apr\u00e8s le roman de Umberto ECO <\/span><\/div>\n<\/li>\n
    2. \n
      –<\/span><\/span>un questionnaire facilitant l\u2019analyse des th\u00e8mes trait\u00e9s dans le film <\/span><\/div>\n<\/li>\n
    3. \n
      –<\/span><\/span>propos tenus par J.-J. Annaud permettant de relever quelles sont les raisons de faire confiance ou pas \u00e0 sa repr\u00e9sentation du Moyen \u00c2ge.<\/span><\/div>\n<\/li>\n<\/ol>\n
      <\/div>\n
      Traitement de la question des droits d\u2019auteurs : \u00e9l\u00e9ments th\u00e9oriques et questionnaire. <\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
    \n
    \n
    \n
    15 min<\/span> \/ en commun<\/span><\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Questions des participants<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n
    \n
    \n
    \n
    15 min<\/span> \/ Formateur <\/span><\/div>\n<\/div>\n<\/div>\n<\/td>\n
    		\n
    \n
    \n
    Synth\u00e8se<\/div>\n<\/div>\n<\/div>\n<\/td>\n<\/tr>\n<\/table>\n

    <\/span><\/div>\n

    <\/div>\n
    Les participants recevront, \u00e0 la fin du s\u00e9minaire, une fiche comprenant les r\u00e9f\u00e9rences principales des documents s\u00e9lectionn\u00e9s relativement aux deux th\u00e9matiques en question. Pour les autres documents pr\u00e9sent\u00e9s lors de notre intervention, ils seront remis par courrier \u00e9lectronique sur demande \u00e9crite des participants \u00e0 la fin du cours. <\/div>\n
    <\/div>\n

    <\/p>\n

    B – Intervenants Nicolas Chave et Gilles Dutruy<\/div>\n
    Pr\u00e9sentation du 12.12.2006 Nicolas Chave, Gilles Dutruy<\/div>\n
    Th\u00e8me du s\u00e9minaire : \u00ab S\u00e9lectionner et \u00e9valuer des ressources pour l\u2019enseignement de l\u2019histoire \u00bb.<\/div>\n
    \u00c0 travers les th\u00e8mes de : \u00ab La Renaissance et l\u2019Humanisme \u00bb ainsi que \u00ab nationalit\u00e9 et nationalisme au 19\u00e8me si\u00e8cle \u00bb, nous pr\u00e9senterons diff\u00e9rent aspects de la recherche documentaire. Apr\u00e8s avoir bri\u00e8vement \u00e9voqu\u00e9 l\u2019histoire de l\u2019utilisation des sources, nous pr\u00e9senterons les r\u00e9sultats de nos recherches sur les deux th\u00e9matiques \u00e0 l\u2019aide de quelques documents.<\/div>\n
    Nous mettrons ensuite \u00e0 contribution ces documents pour illustrer les diff\u00e9rents classement que l\u2019on peut adopter dans le cadre de l\u2019\u00e9laboration d\u2019une s\u00e9quence didactique.<\/div>\n
    Par la suite, nous verrons comment il est possible d\u2019\u00e9valuer ces documents.<\/div>\n
    La conclusion traitera de la question des droits d\u2019auteurs.<\/div>\n","protected":false},"excerpt":{"rendered":"

    A – Intervenantes : Sophie Gloor et Zeineb Zemzemi Th\u00e9matique du s\u00e9minaire : \u00ab S\u00e9lectionner et \u00e9valuer des ressources pour l\u2019enseignement de l\u2019histoire \u00bb Th\u00e8mes pour lesquels sont s\u00e9lectionn\u00e9es et \u00e9valu\u00e9es les ressources : L\u2019Eglise au Moyen Age (Sophie) et La condition de la femme au 19\u00e8me et au 20\u00e8me si\u00e8cle (Zeineb) Programme de l\u2019intervention […]<\/p>\n","protected":false},"author":1,"featured_media":14680,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_import_markdown_pro_load_document_selector":0,"_import_markdown_pro_submit_text_textarea":"","_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"activitypub_content_warning":"","activitypub_content_visibility":"","activitypub_max_image_attachments":3,"activitypub_interaction_policy_quote":"anyone","activitypub_status":"","footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"fullscreen","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[2],"tags":[],"class_list":{"0":"post-7769","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-histoire-2","8":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?resize=600%2C400&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?resize=600%2C600&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/Blog\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1qtF4-21j","jetpack-related-posts":[{"id":7781,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2007\/01\/16\/enseigner-les-questions-sensibles-du-xxe-siecle-janv-2006\/","url_meta":{"origin":7769,"position":0},"title":"Enseigner les questions sensibles du XXe si\u00e8cle (janv. 2006)","author":"Lyonel Kaufmann","date":"16 janvier 2007","format":false,"excerpt":"Contexte :Un s\u00e9minaire sur l'enseignement des \u00ab\u00a0questions sensibles\u00a0\u00bb s'est tenu \u00e0 Paris les 14 et 15 d\u00e9cembre 2005, organis\u00e9 conjointement par le Minist\u00e8re des Affaires Etrang\u00e8res et le Minist\u00e8re de l'Education Nationale. 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Heimburger de r\u00e9unir quelques ressources concernant l'Open Access - pour permettre \u00e0 ceux qui ne connaissent rien au d\u00e9bat de s'initier et pour servir de point de d\u00e9part pour une discussion sur les enjeux. 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On r\u00eave d'une d\u00e9clinaison pour l'enseignement obligatoire\u2026","rel":"","context":"Dans "histoire"","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/0120.jpg?fit=480%2C360&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":7772,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/12\/18\/m078-lenseignant-dhistoire-transmetteur-de-savoir-references\/","url_meta":{"origin":7769,"position":3},"title":"M078 – \u00abL\u2019enseignant d\u2019histoire transmetteur de savoir\u00bb (R\u00e9f\u00e9rences)","author":"Lyonel Kaufmann","date":"18 d\u00e9cembre 2006","format":false,"excerpt":"R\u00e9f\u00e9rences et ressources R\u00e9f\u00e9rences fournies aux \u00e9tudiantes pour r\u00e9aliser leur s\u00e9minaire. 1) Sur l'enseignement magistral : \u2022 Pr\u00e9sentation de Cours Magistraux Efficaces par Richard S. Sullivan et Noel McIntosh (http:\/\/www.reproline.jhu.edu\/french\/6read\/6training\/lecture\/Lectures\/index.htm). \u2022 Universit\u00e9 d'Ottawa - Centre de p\u00e9dagogie universitaire - Guide du professeur : - Chapitre 5 : Enseigner \u00e0 des\u2026","rel":"","context":"Dans "histoire"","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/blogcafe1.jpg?fit=1024%2C683&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":5088,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2012\/02\/25\/reseaux-sociaux-veille-et-usages-pedagogiques-netpublic\/","url_meta":{"origin":7769,"position":4},"title":"R\u00e9seaux sociaux : Veille et usages p\u00e9dagogiques |\u00a0NetPublic","author":"Lyonel Kaufmann","date":"25 f\u00e9vrier 2012","format":false,"excerpt":"Via Scoop.it - M\u00e9dias sociaux et enseignement\u00c0 travers des fonctions de veille, d\u2019\u00e9change et de cr\u00e9ativit\u00e9, Xavier Galaup montre des exemples de projets participatifs et collaboratifs qui induisent et produisent un mode relationnel renouvel\u00e9 notamment avec les publics (pour les biblioth\u00e8ques) et les apprenants (pour l\u2019enseignement). 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