{"id":1281,"date":"2009-04-29T15:09:14","date_gmt":"2009-04-29T14:09:14","guid":{"rendered":"https:\/\/lyonelkaufmann.ch\/histoire\/2009\/04\/29\/une-seance-d%e2%80%99histoire-au-cycle-3\/"},"modified":"2009-04-29T15:09:14","modified_gmt":"2009-04-29T14:09:14","slug":"une-seance-dhistoire-au-cycle-3","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2009\/04\/29\/une-seance-dhistoire-au-cycle-3\/","title":{"rendered":"Une s\u00e9ance d\u2019histoire au Cycle 3"},"content":{"rendered":"<p style=\"margin: 0.0px 0.0px 0.0px 0.0px; text-align: justify; line-height: 17.0px; font: 11.0px Verdana; color: #373737;\">Les enseignants, \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire, utilisent fr\u00e9quemment, dans leurs s\u00e9ances consacr\u00e9es \u00e0 l\u2019histoire, des documents qu\u2019ils traitent hors manuel. L\u2019article propose l\u2019analyse d\u2019une de ces s\u00e9ances. La s\u00e9ance porte sur l&rsquo;\u00e9tude de deux documents iconographiques\u00a0consacr\u00e9s au bapt\u00eame de Clovis.<\/p>\n<p style=\"margin: 0.0px 0.0px 0.0px 0.0px; text-align: justify; line-height: 17.0px; font: 11.0px Verdana; color: #373737;\">L&rsquo;objectif de cette analyse microdidactique consiste \u00e0 approcher les composantes de l\u2019expertise enseignante ordinaire et de mieux comprendre les r\u00e9ussites et les \u00e9checs conceptuels des \u00e9l\u00e8ves. Que tirer de l\u2019\u00e9tude de cette s\u00e9ance ordinaire de classe, nullement exp\u00e9rimentale ou exemplaire\u00a0?<\/p>\n<p style=\"margin: 0.0px 0.0px 11.0px 0.0px; text-align: justify; line-height: 17.0px; font: 11.0px Verdana; color: #373737;\">Dans les deux s\u00e9quences observ\u00e9es, le choix de l\u2019enseignant de s\u00e9parer le m\u00e9thodologique du disciplinaire se r\u00e9v\u00e8lera malheureux, car il pervertit et la s\u00e9lection et le traitement des documents. La distorsion entre le centre interpr\u00e9tatif des deux s\u00e9quences et ce qui pouvait \u00eatre tir\u00e9 des documents conduit \u00e0 une dilution dans l\u2019anecdotique: Clovis portait-il une barbe ou pas\u00a0? Quelle \u00e9tait la forme du bassin\u00a0? Qui \u00e9tait l\u00e0 le jour du bapt\u00eame\u00a0? Aucune r\u00e9ponse n\u2019est de surcroit donn\u00e9e \u00e0 ces questions, dont on peut se demander ce que les \u00e9l\u00e8ves peuvent faire. L\u2019enseignant ne traite correctement ni la dimension historique, ni la dimension m\u00e9thodologique qui devrait impliquer le rep\u00e9rage de la source \u00e9nonciative des documents pour les situer id\u00e9ologiquement.<\/p>\n<p style=\"margin: 0.0px 0.0px 11.0px 0.0px; text-align: justify; line-height: 17.0px; font: 11.0px Verdana; color: #373737;\">Alors m\u00eame que l\u2019enseignant se fixe comme objectif de former les \u00e9l\u00e8ves \u00e0 la lecture distanci\u00e9e des documents, en aucun cas il ne leur apprend \u00e0 se construire une posture d\u2019archi-\u00e9nonciateur hi\u00e9rarchisant les informations livr\u00e9es par les documents de fa\u00e7on \u00e0 reformuler les points de vue en objets de savoir.<\/p>\n<p><a href=\"http:\/\/lidil.revues.org\/index2273.html\">Une s\u00e9ance d\u2019histoire au Cycle 3<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Les enseignants, \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire, utilisent fr\u00e9quemment, dans leurs s\u00e9ances consacr\u00e9es \u00e0 l\u2019histoire, des documents qu\u2019ils traitent hors manuel. L\u2019article propose l\u2019analyse d\u2019une de ces s\u00e9ances. La s\u00e9ance porte sur l&rsquo;\u00e9tude de deux documents iconographiques\u00a0consacr\u00e9s au bapt\u00eame de Clovis. L&rsquo;objectif de cette analyse microdidactique consiste \u00e0 approcher les composantes de l\u2019expertise enseignante ordinaire et de [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":9896,"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_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,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[19,3],"tags":[52,198,334,372,567],"class_list":{"0":"post-1281","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-bp110-faire-de-lhistoire-aujourdhui","8":"category-didactique","9":"tag-analyse-de-document","10":"tag-didactique","11":"tag-histoire","12":"tag-iconographie","13":"tag-point-de-vue","14":"entry"},"jetpack_publicize_connections":[],"featured_image_src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&ssl=1","featured_image_src_square":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?resize=600%2C184&ssl=1","author_info":{"display_name":"Lyonel Kaufmann","author_link":"https:\/\/lyonelkaufmann.ch\/histoire\/author\/lyonelk\/"},"jetpack_featured_media_url":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/06\/signature_lk2.jpg?fit=658%2C184&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p1rJVM-kF","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":36,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/09\/m078-transposition-didactique-en-histoire\/","url_meta":{"origin":1281,"position":0},"title":"M078 &#8211; Transposition didactique en histoire","author":"Lyonel Kaufmann","date":"9 mars 2006","format":false,"excerpt":"A - Objectifs et contenu du module (repris du plan d\u2019\u00e9tude) Ce module aborde la d\u00e9finition des s\u00e9quences didactiques \u00e0 partir de probl\u00e9matiques historiques, des \u00e9l\u00e8ves concern\u00e9s et des instructions officielles. Au terme du module, l\u2019\u00e9tudiant-e est en mesure de - exploiter des savoirs disciplinaires, didactiques et \u00e9pist\u00e9mologiques en histoire\u2026","rel":"","context":"Dans &quot;Cours et s\u00e9minaires&quot;","block_context":{"text":"Cours et s\u00e9minaires","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/cours-et-seminaires\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":37,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/09\/m157-conditions-cadre-de-realisation\/","url_meta":{"origin":1281,"position":1},"title":"M157 &#8211; Conditions et cadre de r\u00e9alisation","author":"Lyonel Kaufmann","date":"9 mars 2006","format":false,"excerpt":"Le module 157 est compos\u00e9 de trois unit\u00e9s de formation intitul\u00e9es : \u00abConstruction de dispositifs d\u2019enseignement et d\u2019\u00e9valuation en histoire\u00bb, \u00abRepr\u00e9sentations, valeurs et enjeux du discours historique\u00bb et \u00abInt\u00e9gration m\u00e9dia TICE en histoire\u00bb. Le module M157 est dot\u00e9 de 3 cr\u00e9dits. Pour m\u00e9moire, un cr\u00e9dit HEP est l\u2019\u00e9quivalent de 25-30\u2026","rel":"","context":"Dans &quot;Cours et s\u00e9minaires&quot;","block_context":{"text":"Cours et s\u00e9minaires","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/cours-et-seminaires\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":39,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/03\/09\/49\/","url_meta":{"origin":1281,"position":2},"title":"M075 &#8211; Objectifs, calendrier &amp; organisation","author":"Lyonel Kaufmann","date":"9 mars 2006","format":false,"excerpt":"Plan d\u2019\u00e9tudes : intentions du module Ce module de professionalisation est centr\u00e9 sur l\u2019\u00e9tude des sources et documents et leur utilisation \u00e0 des fins p\u00e9dagogiques et didactiques en sciences humaines. Niveaux de ma\u00eetrise Au terme du module, l\u2019\u00e9tudiant-e est en mesure de : Concevoir des activit\u00e9s d\u2019enseignement-apprentissage vari\u00e9es, coh\u00e9rentes et\u2026","rel":"","context":"Dans &quot;Cours et s\u00e9minaires&quot;","block_context":{"text":"Cours et s\u00e9minaires","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/cours-et-seminaires\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":145,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/11\/22\/m078-planification-seance-2e-partie-du-semestre\/","url_meta":{"origin":1281,"position":3},"title":"M078 &#8211; Planification s\u00e9ance (2e partie du semestre)","author":"Lyonel Kaufmann","date":"22 novembre 2006","format":false,"excerpt":"Planification de la deuxi\u00e8me partie du semestre\u00a0: \u00a0 Dates Th\u00e8mes du s\u00e9minaire Resp. 28.11.2006 Travailler la notion de temps (prolongements) Les formateurs 5.12.2006 Formateurs \u00e0 disposition pour les s\u00e9minaires (8h15-9h45)et les AD (10h15-11h45) Les formateurs 12.12.2006 S\u00e9lectionner et \u00e9valuer des ressources pour l\u2019enseignement de l\u2019histoire\u00a0: les diff\u00e9rents types de ressources\u2026","rel":"","context":"Dans &quot;Nouvelles de l'histoire&quot;","block_context":{"text":"Nouvelles de l'histoire","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/nouvelles-de-lhistoire\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":15337,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2018\/11\/24\/jouer-aux-jeux-video-pour-changer-lecole-lexperience-videoludique-dans-le-systeme-scolaire-francais\/","url_meta":{"origin":1281,"position":4},"title":"Jouer aux jeux vid\u00e9o pour changer l\u2019\u00e9cole? L\u2019exp\u00e9rience vid\u00e9oludique dans le syst\u00e8me scolaire fran\u00e7ais","author":"Lyonel Kaufmann","date":"24 novembre 2018","format":false,"excerpt":"Professeur d'histoire-g\u00e9ographie au coll\u00e8ge de l'Europe \u00e0 Chelles (77), Romain Vincent anime depuis des ann\u00e9es la chaine youtube \"Jeux vid\u00e9o et histoire\". Dans un m\u00e9moire de master 2 sciences de l'\u00e9ducation et sciences du jeu, il analyse l'introduction du jeu vid\u00e9o en classe \u00e0 travers des observations des pratiques enseignantes.\u2026","rel":"","context":"Dans &quot;M\u00e9dias et technologies&quot;","block_context":{"text":"M\u00e9dias et technologies","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/medias-et-technologies\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/minecraft-529458_1280.jpg?fit=1200%2C750&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/minecraft-529458_1280.jpg?fit=1200%2C750&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/minecraft-529458_1280.jpg?fit=1200%2C750&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/minecraft-529458_1280.jpg?fit=1200%2C750&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2018\/11\/minecraft-529458_1280.jpg?fit=1200%2C750&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":136,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/10\/23\/m078-premiere-seance-et-interseance-23102006\/","url_meta":{"origin":1281,"position":5},"title":"M078 &#8211; Premi\u00e8re s\u00e9ance et inters\u00e9ance (23.10.2006)","author":"Lyonel Kaufmann","date":"23 octobre 2006","format":false,"excerpt":"Organisation de la s\u00e9ance A - Premi\u00e8re partie 1. Pr\u00e9sentation + Distribution du polycopi\u00e9 2. Organisation de la s\u00e9ance 3. Cadre g\u00e9n\u00e9ral du module (polycopi\u00e9 pp. 2 \u00e0 5) site internet en compl\u00e9ment du module et du polycopi\u00e9 ouvrages de base : l'ouvrage de Simard\/Laville est \u00e0 disposition \u00e0 la\u2026","rel":"","context":"Dans &quot;Nouvelles de l'histoire&quot;","block_context":{"text":"Nouvelles de l'histoire","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/nouvelles-de-lhistoire\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"_links":{"self":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/1281","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/comments?post=1281"}],"version-history":[{"count":0,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/posts\/1281\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media\/9896"}],"wp:attachment":[{"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/media?parent=1281"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/categories?post=1281"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lyonelkaufmann.ch\/histoire\/wp-json\/wp\/v2\/tags?post=1281"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}