{"id":7772,"date":"2006-12-18T21:44:30","date_gmt":"2006-12-18T20:44:30","guid":{"rendered":"http:\/\/lyonelkaufmann.ch\/histoire\/?p=254"},"modified":"2006-12-18T21:44:30","modified_gmt":"2006-12-18T20:44:30","slug":"m078-lenseignant-dhistoire-transmetteur-de-savoir-references","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/12\/18\/m078-lenseignant-dhistoire-transmetteur-de-savoir-references\/","title":{"rendered":"M078 – \u00abL\u2019enseignant d\u2019histoire transmetteur de savoir\u00bb (R\u00e9f\u00e9rences)"},"content":{"rendered":"

R\u00e9f\u00e9rences et ressources
\n<\/strong><\/span>R\u00e9f\u00e9rences fournies aux \u00e9tudiantes pour r\u00e9aliser leur s\u00e9minaire.
<\/span>
\n1) Sur l’enseignement magistral :
\n<\/strong><\/span><\/p>\n

\u2022 Pr\u00e9sentation de Cours Magistraux Efficaces par Richard S. Sullivan et Noel McIntosh (<\/strong><\/span>http:\/\/www.reproline.jhu.edu\/french\/6read\/6training\/lecture\/Lectures\/index.htm<\/a><\/span>). <\/span>
\n\u2022 Universit\u00e9 d’Ottawa – Centre de p\u00e9dagogie universitaire – Guide du professeur :
\n<\/strong><\/span>– Chapitre 5 : <\/span>Enseigner \u00e0 des grands groupes<\/a><\/span>
\n<\/span>\u2022 Bulletin CEFE (Universit\u00e9 de Montr\u00e9al), num\u00e9ro 8, automne 2003
\n<\/strong><\/span>– Enseigner \u00e0 de grands groupes. Un d\u00e9fi \u00e0 relever. <\/span>
\n\u2022 Cours en ligne de l’universit\u00e9 de Montr\u00e9al (vid\u00e9o)
\n<\/strong><\/span>– <\/span>R\u00e9aliser un enseignement magistral<\/a><\/span>
\n– <\/span>Concevoir et utiliser des notes de cours interactives<\/a><\/span> :
\n– <\/span>Utiliser un dispositif de gestion de r\u00e9ponses personnellespour augmenter l’interactivit\u00e9 dans les grands groupes<\/a><\/span><\/p>\n

<\/span>2) Outils pour les \u00e9l\u00e8ves :
\n<\/strong><\/span><\/p>\n

Que feront vos \u00e9l\u00e8ves avant, pendant, apr\u00e8s une phase d\u2019enseignement magistral? Quelques pistes (non limitatives) :
\n<\/span>\u2022 Relativement \u00e0 la prise de notes :
\n<\/strong><\/span>– La prise de notes : <\/span>http:\/\/www.climoilou.qc.ca\/fr\/fs08\/fs0802\/guides\/notes.html
\n<\/a><\/span>– La prise de notes en classe par l’\u00e9tudiant et son profil d’apprentissage :
<\/span> http:\/\/www.irpa.qc.ca\/prisnote.htm<\/a><\/span>
\n– <\/span>La prise de notes<\/a><\/span> (Acad\u00e9mie de Versailles)
\n– <\/span>La prise de notes<\/a><\/span>
\n– <\/span>Cinq conseils pour une prise de notes efficaces<\/a><\/span>
\n<\/span>\u2022 Sch\u00e9ma heuristique – mindmap
\n<\/strong><\/span>– <\/span>Carte heuristique<\/a><\/span> (art. Wikipedia)
\nVoir aussi pour les exemples visuels l\u2019article \u00e9quivalent en anglais (<\/span>MindMap<\/a><\/span>)
\n– <\/span>La carte mentale (ou sch\u00e9ma heuristique)<\/a><\/span> par les Clionautes
\n– Mind Mapping \/ Sch\u00e9ma heuristique :
<\/span>http:\/\/blogokat.canalblog.com\/archives\/2005\/04\/24\/458285.html<\/a><\/span>
\nInt\u00e9ressant notamment pour les liens.
\n<\/span>\u2022 Outils\/Techniques :
\n<\/strong><\/span>– Diff\u00e9rentes mani\u00e8res de prendre et d\u2019organiser ses notes :
<\/span>http:\/\/www.englishcompanion.com\/Tools\/notemaking.html<\/a><\/span>
\n– <\/span>Tools for Tought<\/a><\/span> (Outils pour penser) en .pdf
\nDes exemples certes en anglais, mais tr\u00e8s visuels. A t\u00e9l\u00e9charger.<\/p>\n

<\/span>3) Histoire, r\u00e9cit et enseignement magistral
\n<\/strong><\/span>\u2022 <\/strong><\/span>Comment enseigner l’histoire par le r\u00e9cit ?<\/a><\/strong><\/span> <\/strong><\/span>
\n<\/span>\u2022 Enseigner la v\u00e9rit\u00e9 historique : une utopie? <\/strong><\/span>(Acad\u00e9mie Orlans-Tours)
\n– <\/span>http:\/\/www.ac-orleans-tours.fr\/rdv-histoire\/archives\/2000\/a-2000-utop-verite2.htm<\/a><\/span>
\n– <\/span>http:\/\/www.ac-orleans-tours.fr\/rdv-histoire\/archives\/2000\/a-2000-utop-verite.htm<\/a><\/span>
\n<\/span>– Enseigner L’histoire Par Le R\u00e9cit en Ce2\/Cm <\/strong><\/span>par Madeleine Michaux, Bordas\u2028Collection \u00abFichiers P\u00e9dagogiques\u00bb, 2003. <\/span><\/p>\n

<\/p>\n

Technorati Tags: CoursMagistral<\/a>, CarteHeuristique<\/a>, transmissif<\/a>, MindMap<\/a>, PriseDeNotes<\/a>, HistoireR\u00e9cit<\/a><\/p>\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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 grands groupes \u2022 Bulletin CEFE […]<\/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-7772","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\/p1qtF4-21m","jetpack-related-posts":[{"id":7709,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2006\/05\/30\/m078-raconter-lhistoire-et-lenseignement-magistral-30052006\/","url_meta":{"origin":7772,"position":0},"title":"Raconter l’histoire et l’enseignement magistral","author":"Lyonel Kaufmann","date":"30 mai 2006","format":false,"excerpt":"Suite \u00e0 la s\u00e9ance de ce matin, voici quelques ressources relatives \u00e0 l'enseignement magistral : \u2022 Guide du professeur de l'Universit\u00e9 d'Ottawa : http:\/\/www.uottawa.ca\/services\/saea\/cpu\/guide_prof\/guideprof_p1.htm \u2022 Pr\u00e9sentation de Cours Magistraux efficaces (ReproLine - Salle de lecture): http:\/\/www.reproline.jhu.edu\/french\/6read\/6training\/lecture\/Lectures\/index.htm \u2022 Enseigner \u00e0 de grands groupes (document en .pdf) : cefes.umontreal.ca\u2026Rapport_des_ativites_CEFES.pdf \u2022 Revue R\u00e9seau\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":1119,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2009\/02\/28\/reformer-le-pupitre-francois-guite\/","url_meta":{"origin":7772,"position":1},"title":"R\u00e9former le pupitre |\u00a0Fran\u00e7ois Guit\u00e9","author":"Lyonel Kaufmann","date":"28 f\u00e9vrier 2009","format":false,"excerpt":"Voici une r\u00e9flexion int\u00e9ressant de Fran\u00e7ois Guit\u00e9 sur son blog Relief \u00bb R\u00e9former le pupitre: \"Pendant que le mobilier domiciliaire et industriel progresse \u00e0 la vitesse du g\u00e9nie et du design, le pupitre de l\u2019\u00e9l\u00e8ve \u00e9volue au rythme des bancs d\u2019\u00e9glise, c\u2019est-\u00e0-dire au train de l\u2019\u00e9rosion.\" Cette r\u00e9flexion nous rappelle\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\/061.jpg?fit=480%2C360&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":8004,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2014\/05\/27\/compte-rendu-fondements-et-pratiques-de-lenseignement-de-lhistoire-a-lecole-the-history-education-network\/","url_meta":{"origin":7772,"position":2},"title":"Compte-rendu \u00ab Fondements et pratiques de l’enseignement de l’histoire \u00e0 l’\u00e9cole \u00bb | The History Education Network","author":"Lyonel Kaufmann","date":"27 mai 2014","format":false,"excerpt":"Le tr\u00e8s int\u00e9ressant site canadien \"Histoire et \u00e9ducation en r\u00e9seau\" nous propose ce compte-rendu de l'ouvrage de Robert Martineau (voir r\u00e9f\u00e9rence en fin d'article), ouvrage d'abord destin\u00e9 aux enseignants qu\u00e9b\u00e9cois en formation et plus largement \u00e0 tout futur enseignant d'histoire au secondaire.\u00a0 Dans sa note critique, le compte-rendu rel\u00e8ve que\u2026","rel":"","context":"Dans "histoire"","block_context":{"text":"histoire","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/histoire-2\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":3764,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2010\/10\/15\/le-cours-magistral-sudouest-fr\/","url_meta":{"origin":7772,"position":3},"title":"Le cours magistral – SudOuest.fr","author":"Lyonel Kaufmann","date":"15 octobre 2010","format":"aside","excerpt":"via FacebookD\u00e9monstration en plein air par les enseignants de l'inefficacit\u00e9 de la bureaucratie Un paperboard pos\u00e9 sur une all\u00e9e du jardin de Jayan et le cours peut commencer \u00e0 l'air frais, aux douze coups de... Read More >>","rel":"","context":"Dans "L'Expresso"","block_context":{"text":"L'Expresso","link":"https:\/\/lyonelkaufmann.ch\/Blog\/category\/breves\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/Blog\/wp-content\/uploads\/2015\/03\/212348_14535046_460x306.jpg?fit=460%2C306&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":3180,"url":"https:\/\/lyonelkaufmann.ch\/Blog\/2010\/05\/05\/comment-enseigner-lhistoire-aujourdhui-thot-cursus\/","url_meta":{"origin":7772,"position":4},"title":"Comment enseigner l’histoire aujourd’hui ? | Thot Cursus","author":"Lyonel Kaufmann","date":"5 mai 2010","format":"aside","excerpt":"Caroline Jouneau-Sion est enseignante d'histoire-g\u00e9ographie dans un coll\u00e8ge du nord de la France. Elle est interview\u00e9e par ThotCursus. 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