{"id":137,"date":"2006-11-01T13:34:15","date_gmt":"2006-11-01T12:34:15","guid":{"rendered":"http:\/\/histoire.lyonelkaufmann.ch\/?p=224"},"modified":"2006-11-01T13:34:15","modified_gmt":"2006-11-01T12:34:15","slug":"m078-deuxieme-seance-2","status":"publish","type":"post","link":"https:\/\/lyonelkaufmann.ch\/histoire\/2006\/11\/01\/m078-deuxieme-seance-2\/","title":{"rendered":"M078 – Deuxi\u00e8me s\u00e9ance (30.10.2006)"},"content":{"rendered":"

\u2605<\/span>.<\/span>\t<\/span>Probl\u00e9matiser \/ conceptualiser en enseignement de l\u2019histoire.<\/p>\n

\u2605<\/span>.<\/span>\t<\/span>Mode d\u2019enseignement : quand ? comment ? \u00e0 quelles conditions ?<\/p>\n

<\/p>\n

Premi\u00e8re partie<\/p>\n

Probl\u00e9matiser \/ conceptualiser<\/p>\n

<\/p>\n

Premi\u00e8re phase : <\/span>en enseignement de l’histoire<\/p>\n

<\/span> <\/span>.\t<\/span>T\u00e2che inters\u00e9ance: identifier un concept au moins en rapport avec mon th\u00e8me\/sujet<\/p>\n

<\/span> <\/span>.\t<\/span>Partir de leur grille. Faire le point : <\/span><\/p>\n

<\/span> <\/span>.\t<\/span>\u00ab<\/i>\u202f<\/span>Avez-vous pu en identifier ? Listing par sujet\u00bb<\/i><\/p>\n

<\/i><\/p>\n

\t<\/span>Mat\u00e9riel : <\/b>Tableau – Polycopi\u00e9 (p. 45-47 autour du concept)<\/p>\n

\t<\/span>Dur\u00e9e : <\/span><\/b>15 minutes<\/p>\n

<\/p>\n

Deuxi\u00e8me phase : Probl\u00e9matiser \/ conceptualiser c\/o les historiens<\/p>\n

<\/p>\n

\u2605<\/span>.<\/span>\t<\/span>Reprendre le sch\u00e9ma de la probl\u00e9matique<\/b><\/p>\n

\u2605<\/span>.<\/span>\t<\/span>Document compl\u00e9mentaire par th\u00e8me \/ sujet<\/p>\n

\u2605<\/span>.<\/span>\t<\/span>regroupement des \u00e9tudiants en fonction de leur th\u00e8me.<\/p>\n

<\/p>\n

\u2605<\/span>.<\/span>\t<\/span>T\u00e2che : Aujourd\u2019hui pour quelle(s) raison(s) faut-il enseigner ce sujet \u00e0 vos \u00e9l\u00e8ves de\u2026 ? Quelles questions se pose-t-on relativement \u00e0 ces sujets ?<\/b><\/p>\n

<\/b><\/p>\n

\u2605<\/span>.<\/span>\t<\/span>Concr\u00e8tement : Sur un transparent, r\u00e9diger au moins une probl\u00e9matique possible en lien avec votre sujet (en suivant les exemples du polycopi\u00e9 page 49-51) tenant compte de l\u2019\u00e9tat historiographique et de l\u2019\u00e2ge de vos \u00e9l\u00e8ves. <\/span><\/b><\/p>\n

<\/b><\/p>\n

\t<\/span>Mat\u00e9riel : <\/b>\t<\/span>Document remis <\/span><\/p>\n

\t<\/span>\t<\/span>\t<\/span>\t<\/span>Ressources du groupe <\/span><\/p>\n

\t<\/span>\t<\/span>\t<\/span>\t<\/span>Polycopi\u00e9 p. 49-51<\/p>\n

\t<\/span>\t<\/span>\t<\/span>\t<\/span>– Un transparent par groupe<\/p>\n

<\/span> <\/span>.\t<\/span>Dur\u00e9e : <\/span><\/b>35-40 minutes<\/p>\n

<\/p>\n

<\/span> <\/span>.\t<\/span>Mise en commun : <\/b>dur\u00e9e 10-15 minutes<\/p>\n

\t<\/span>transparent au r\u00e9tro <\/span>– Validation probl\u00e9matique oui \/ non ?<\/b><\/p>\n

<\/p>\n

Deuxi\u00e8me partie : <\/span><\/p>\n

Mod\u00e8le d\u2019enseignement et de l\u2019apprentissage<\/p>\n

<\/p>\n

T\u00e2che : d\u00e9terminer \u00e0 quelle cat\u00e9gorie dominante chacune des s\u00e9quences d\u2019apprentissage propos\u00e9es appartient. <\/span><\/b><\/p>\n

<\/b><\/p>\n

– Premi\u00e8rement, chacun-e des membres du groupe prend une des trois s\u00e9quences propos\u00e9es.<\/p>\n

– Deuxi\u00e8mement, vous prenez connaissance des trois mod\u00e8les d\u2019apprentissage <\/span>pr\u00e9sent\u00e9 dans votre polycopi\u00e9 aux pages 14 \u00e0 17.<\/p>\n

– Troisi\u00e8mement, vous \u00e9tudiez la s\u00e9quence et vous d\u00e9terminez sa dominante (transmissive, behavoriste, constructiviste). Sur une feuille de brouillon, vous notez votre r\u00e9sultat relativement \u00e0 votre s\u00e9quence en relevant :<\/p>\n

\t<\/span>\t<\/span>– 3 indices ayant aid\u00e9 \u00e0 votre classement;<\/p>\n

\t<\/span>\t<\/span>– 1 \u00e9l\u00e9ment probl\u00e9matique relativement \u00e0 votre s\u00e9quence et son classement;<\/p>\n

<\/p>\n

\t<\/span>\t<\/span>\t<\/span>\t<\/span>\t<\/span>Dur\u00e9e : 30 minutes<\/b><\/p>\n

<\/b><\/p>\n

– Enfin, en groupe, vous discutez de votre classement et remplissez ensuite le tableau de synth\u00e8se suivant en vous mettant d\u2019accord: <\/span>\t<\/span>Dur\u00e9e : 15 minutes<\/b><\/p>\n

<\/b><\/p>\n\n\n\n\n\n\n
\n

S\u00e9quence<\/p>\n<\/td>\n

\n

Le m\u00e9solithique<\/p>\n<\/td>\n

\n

Le passage du \u2026 au\u2026 <\/p>\n<\/td>\n

\n

Le N\u00e9olithique<\/p>\n<\/td>\n<\/tr>\n

\n

Type *<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n<\/tr>\n

\n

3 indices<\/p>\n<\/td>\n

\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n<\/tr>\n

\n

1 \u00e9l\u00e9ment probl\u00e9matique<\/p>\n<\/td>\n

\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n

\n

<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

<\/b><\/p>\n

* transmissif, behavoriste ou constructiviste<\/p>\n

<\/p>\n

<\/p>\n

T\u00e2che : faire le point personnellement relativement aux diff\u00e9rents mod\u00e8les de l\u2019apprentissage. <\/span><\/b><\/p>\n

<\/b><\/p>\n

Pour chacun des trois mod\u00e8les (transmissif, behavioriste, constructiviste), j\u2019indique quelles sont les comp\u00e9tences que l\u2019enseignant-e (et donc moi-m\u00eame) doit disposer pour le pratiquer en classe avec des \u00e9l\u00e8ves.<\/p>\n","protected":false},"excerpt":{"rendered":"

\u2605. Probl\u00e9matiser \/ conceptualiser en enseignement de l\u2019histoire. \u2605. Mode d\u2019enseignement : quand ? comment ? \u00e0 quelles conditions ? Premi\u00e8re partie Probl\u00e9matiser \/ conceptualiser Premi\u00e8re phase : en enseignement de l’histoire . T\u00e2che inters\u00e9ance: identifier un concept au moins en rapport avec mon th\u00e8me\/sujet . Partir de leur grille. Faire le point : . […]<\/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_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,"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}},"categories":[11],"tags":[],"class_list":{"0":"post-137","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-nouvelles-de-lhistoire","8":"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-2d","jetpack_likes_enabled":true,"jetpack-related-posts":[{"id":7552,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2013\/10\/03\/problematiser-mais-vraiment-en-classe-dhistoire-chronique-no-145\/","url_meta":{"origin":137,"position":0},"title":"Probl\u00e9matiser, mais vraiment, en classe d'histoire | Chronique no 145","author":"Lyonel Kaufmann","date":"3 octobre 2013","format":false,"excerpt":"La parution r\u00e9cente de \u00ab\u00a0Didactique et enseignement de l'histoire-g\u00e9ographie au coll\u00e8ge et au lyc\u00e9e\u00bb de Yannick M\u00e9vel et Nicole Tutiaux Guillon permet de faire le point sur la question de la probl\u00e9matisation et du probl\u00e8me en classe d'histoire.\u00a0 Pr\u00e9alablement, l'ouvrage de Yannick M\u00e9vel et Nicole Tutiaux-Guillon propose par chapitre d'aborder\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2015\/07\/145_chronique.jpg?fit=340%2C477&ssl=1&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":2900,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2010\/06\/22\/problematiser-14-18-un-armistice-de-21-ans\/","url_meta":{"origin":137,"position":1},"title":"Probl\u00e9matiser 14-18 : un armistice de 21 ans?","author":"Lyonel Kaufmann","date":"22 juin 2010","format":false,"excerpt":"Les pr\u00e9occupations des historiens peuvent aider les enseignants \u00e0 construire une probl\u00e9matique \u00e0 laquelle leurs \u00e9l\u00e8ves devront ensuite r\u00e9pondre. En voici un exemple \u00e0 l'aide d'un article de 2008 paru dans la Revue historique des arm\u00e9es. En 2008, Georges-Henri Soutou s'interroge : 1918 repr\u00e9sentait-elle la fin de la Premi\u00e8re Guerre\u2026","rel":"","context":"Dans "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":8004,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2014\/05\/27\/compte-rendu-fondements-et-pratiques-de-lenseignement-de-lhistoire-a-lecole-the-history-education-network\/","url_meta":{"origin":137,"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 "Didactique"","block_context":{"text":"Didactique","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":5648,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2012\/07\/23\/lepuisement-de-robespierre-la-vie-des-idees\/","url_meta":{"origin":137,"position":3},"title":"L\u2019\u00e9puisement de Robespierre | La Vie des id\u00e9es","author":"Lyonel Kaufmann","date":"23 juillet 2012","format":false,"excerpt":"Que peut-on encore \u00e9crire de neuf sur la vie de Robespierre, figure obs\u00e9dante de l\u2019imaginaire politique fran\u00e7ais\u00a0? L\u2019historien australien Peter McPhee a relev\u00e9 le d\u00e9fi, tentant de retrouver l\u2019homme derri\u00e8re les mythes qu\u2019il a suscit\u00e9s. Le compte-rendu de cet ouvrage offrira \u00e0 l'enseignant une probl\u00e9matisation possible de ce personnage dans\u2026","rel":"","context":"Dans "Histoire savante"","block_context":{"text":"Histoire savante","link":"https:\/\/lyonelkaufmann.ch\/histoire\/category\/didactique\/histoire-savante\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/lyonelkaufmann.ch\/histoire\/wp-content\/uploads\/2012\/07\/arton1966-df3f4.jpg?resize=350%2C200","width":350,"height":200},"classes":[]},{"id":9158,"url":"https:\/\/lyonelkaufmann.ch\/histoire\/2012\/07\/23\/lepuisement-de-robespierre-la-vie-des-idees-2\/","url_meta":{"origin":137,"position":4},"title":"L\u2019\u00e9puisement de Robespierre | La Vie des id\u00e9es","author":"Lyonel Kaufmann","date":"23 juillet 2012","format":false,"excerpt":"Que peut-on encore \u00e9crire de neuf sur la vie de Robespierre, figure obs\u00e9dante de l\u2019imaginaire politique fran\u00e7ais\u00a0? L\u2019historien australien Peter McPhee a relev\u00e9 le d\u00e9fi, tentant de retrouver l\u2019homme derri\u00e8re les mythes qu\u2019il a suscit\u00e9s. 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