Academic literature on the topic 'Enseignement du français à l’école primaire'
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Journal articles on the topic "Enseignement du français à l’école primaire"
Maizières, Frédéric. "L’écoute musicale à l’école primaire en France : les oeuvres que les enseignants déclarent enseigner." Revue des sciences de l’éducation 40, no. 3 (2015): 537–56. http://dx.doi.org/10.7202/1029073ar.
Full textPhilippot, Thierry. "Enseigner à l’école primaire une géographie problématisée : un défi?" Nouveaux cahiers de la recherche en éducation 15, no. 1 (2013): 21–34. http://dx.doi.org/10.7202/1013377ar.
Full textRodi, Mireille, Thierry Geoffre, and et Florence Epars. "Francographe : un outil d’évaluation des compétences orthographiques d’enfants entre 7 et 12 ans." SHS Web of Conferences 46 (2018): 07012. http://dx.doi.org/10.1051/shsconf/20184607012.
Full textPoisard, Caroline, Martine Kervran, Erwan Le Pipec, et al. "Enseignement et apprentissage des mathématiques à l’école primaire dans un contexte bilingue breton-français." Spirale. Revue de recherches en éducation 54, no. 1 (2014): 129–50. http://dx.doi.org/10.3406/spira.2014.1040.
Full textTripier-Mondancin, Odile, and Frédéric Maizières. "Répertoires vocaux enseignés de la maternelle à la fin du collège, en « éducation musicale » en France." Les Cahiers de la Société québécoise de recherche en musique 15, no. 1 (2015): 19–32. http://dx.doi.org/10.7202/1033792ar.
Full textBraën, André. "La Cour suprême et l’accès à l’école anglaise au Québec." Revue générale de droit 35, no. 3 (2014): 363–402. http://dx.doi.org/10.7202/1027261ar.
Full textDaunay, Bertrand, Isabelle Delcambre, and Yves Reuter. "Dimensions socioculturelles de l’enseignement du français à l’école primaire." Repères, no. 38 (December 1, 2008): 5–12. http://dx.doi.org/10.4000/reperes.381.
Full textLacourse, France. "Regard de finissants en enseignement sur les finalités de l’école québécoise." Phronesis 2, no. 2-3 (2013): 50–62. http://dx.doi.org/10.7202/1018073ar.
Full textKarsenti, Thierry, and Simon Collin. "Pour un enseignement obligatoire de la littératie numérique à l’école primaire et secondaire." Formation et profession 24, no. 2 (2016): 78. http://dx.doi.org/10.18162/fp.2016.a98.
Full textDemissy, Claude. "Enseignement religieux et transmission croyante." Articles spéciaux 68, no. 2 (2013): 379–405. http://dx.doi.org/10.7202/1013427ar.
Full textDissertations / Theses on the topic "Enseignement du français à l’école primaire"
Jegou, Corinne. "L’ enseignement de l’évolution des espèces vivantes à l’école primaire française : rapport au savoir d’enseignants et d’élèves de cycle 3." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10077.
Full textSarr, Rachel. "Entraînement à la fluence de lecture à l’école primaire : recherche sur les effets et les déterminants de la performance." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100080.
Full textThis thesis aims to identify the effects and determinants of performance following CP fluency training at primary school. Out of a sample of 88 subjects spread over three schools located in Morbihan, Brittany, in 2018, 65 of them trained in the reading method which was read, repeated, timed and guided aloud during 32 sessions over an 8-week, 4-day period. The problem of too many pupils with reading difficulties, with a decoding that is both slow, laborious and imprecise, as well as a prosody and an access to the sense of deficit, has given rise to working hypotheses on the side of the effects of the performance. Fluence workshops would improve speed, accuracy, prosody, comprehension of sentences and text. One would also observe a higher performance in silent reading. On the side of the factors that explain the difficulty or the success, we would move towards an interaction between the low-level and high-level reading-comprehension processes, the socio-educational context and the multiple variables related to the learner and to the teacher. Taking into account the maintenance of lifelong brain plasticity and the incremental theory of intelligence that stipulates improving performance through effort, it is argued that the impact of the pedagogue on learning, particularly early learning, is the most significant lever for performance. The contributions of linguistics, sociology, medical sciences, psychology, neuroscience in education and cognitive, affective and social neuroscience enrich the "classical" fluence device. They facilitate the didactic transposition well beyond reading, even in all disciplinary and transversal fields of primary school
Rebours-Similowski, Kathy. "L’écriture entre imitation et invention à l’école primaire : écrire des épisodes de robinsonnades au cycle 3." Thesis, Paris 4, 2017. http://www.theses.fr/2017PA040136.
Full textThis thesis describes a research conducted within the frame of the learning of writing at the end of primary school. It observes how novice writers exposed to literary texts spontaneously reinvest them in a subsequent writing or rewriting task. In particular, the research aims at observing how pupils reformulate resource texts to build a literary genre (here the robinsonnade), and how inventive imitation participates in the construction of an author's posture. The thesis focuses on the strategies implemented by the pupils to, ultimately, use them to develop didactic strategies. The analysis combines two perspectives. The first of these perspectives is that of linguistics. It relies on studies of written verbal production and of the reorganization of a linguistic substratum "already there". To read the productions of the pupils as actual writers' texts, the analysis borrows methodological approaches from textual genetics. The second analysis perspective is that of didactics. It questions the approaches that seek to improve the productions of pupils from the use of models that constitute resource texts
Olleik, Zeinab. "Les interactions didactiques en classe de français au cycle primaire au Liban Sud : analyse des stratégies verbales et non verbales de l'enseignant." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030037/document.
Full textIn our research, we analyze the didactic interactions in the classes of the French language that is taught as a second language in the elementary school in Lebanon. More precisely, we had analyzed the communication strategies of verbal and nonverbal teaching, which are utilized by the teachers to ensure mutual comprehension and to maximize the acquisition of the knowledge and know-how of learners. Our study is based on a corpus collected from French classes in the public and private schools in Nabatiyé. The objective of this work is to analyze the role of the school in the success of a French Arab active bilingualism. The qualitative and quantitative analysis enabled us to explore the principal strategies that are frequently used by the teachers; to analyze the principal forms and functions and to extract from them the discursive and structural specificities of the didactic interactions in the elementary school in Lebanon. The obtained elem! ents from the observation open the road for fabricating a new pedagogy conception in the Lebanese scholar context
Taisson-Perdicakis, Claire. "Le rôle de la matérialité dans l’apprentissage de la lecture : aspects du curriculum enseigné, pratique enseignante et développement chez l’élève. Une étude de cas à l’école primaire française." Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0348/document.
Full textOur research consists of a longitudinal study in which one group of pupils in ordinary classroomsituations has been followed from the top level of French pre-elementary school (5- to 6 year-oldpupils) to the second level of French primary school (7- to 8 year-old pupils). For these three schoolgrades, one of the main objectives in the curriculum is learning to read.We consider that pupils build their new reading skills, i.e. the skills characterizing their potentialdevelopment, by relying on skills characterizing their actual development (Vygotski, 1934/1997).When learning to read, pupils yet have at their disposal semiotic abilities related to knowledge bothof material objects and their uses, and of basic gestures and their meaning (Moro & Rodríguez,2005), all of this we sum up under the term of materiality. Consequently, in our research, we makethe hypothesis that the children’s basic abilities related to materiality constitute a resource inteaching-learning situations.We have chosen to carry out a case study. The data collected consist of videos of class sequencescarried out four times a year for three years. These twelve videos are supplemented by two semistructuredinterviews with the teacher, one “self-confronting” interview in which the teacher isbrought to discuss her actions and by the analysis of the ministry’s school curricula. Our analysis isboth macrogenetic and microgenetic. For each teaching sequence, on the level of macrogeneticanalysis, we have made up the synopsis from which we have selected significant episodes in terms ofmateriality. The significant episodes are composed of remarkable events the microgenetic analysis ofwhich requires the use of tools such as materiality boards and photograms.Our study shows that materiality enables pupils to develop reading skills and that the forms thatmateriality takes on change according to the pupils’ acquisition progress and the aspects of reading(code and comprehension) still to be learned
Pélerin, Denise. "Le rôle des interactions verbales en situation de classe dans un enseignement scientifique à l’école primaire." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10083.
Full textBerton, Bettina. "Le débat philosophique à l’école primaire : une identité en construction." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30026/document.
Full textDifferent practices of termed philosophical debates have been developing in French primary schools for about fifteen years, whose identity must be outlined, with a didactic analysis. The latter enables us to understand whether they build up as disciplinary type or if they avoid all disciplinary dimension. One stake is to determine if the social construction of these practices puts them in the school organization according to disciplines or whether, on the contrary, they contribute to its questioning. The sudy is led through clarifying their context of emergence, the sources they refer to, by examining their contents and boundaries, as well as the different areas where they take place, that is recommendations and classroom practices. The exploration of proposals made by their exponents, the discourses of the teachers who implement them and classroom situations as well as language interaction, show that these practices do not mainly entrench in a school discipline that is existing, renewed or to be constituted.They elicit speculation about the nature of the type and the learning targeted. They show a non-disciplinary and, in some aspects, out-of-school type and they do not seem to be able to identify the making of a "teaching object"
Go, Nicolas. "Vers une anthropologie didactique de la complexité :la philosophie à l’école." Montpellier 3, 2006. http://www.theses.fr/2006MON30060.
Full textUsually, philosophy is considered the discipline of excellence, and reserved until the age of maturity. It’s only seen as a luxury and superfluous activity. Although some philosophers have recommended it for children, it can produce controversy within school itself when it is introduced. Far from partisan positions, we proposed to look at the teaching of philosophy in primary schools. For this, we had to re-ask the meaning of philosophy itself, in order to define the borders where to wander. We had, due to the uniqueness of our object, to conceive an original method and approach, that would allow teachers to fully contribute to the investigation. Inspired by the contemporary works in generic didactics, the analysis has been put to the test as part of the empirical material collected in order to produce objective results for critical judgment from the experts (scientific and philosophical) hoping to contribute to the research. On the way, we met a problem of complexity relative to anthropological phenomena, of which we have progressively measured the importance and the fecundity for a renewed comprehension of the educative reality. We have devoted the last chapter to this, as an introduction to the next research project
Peix, Vallot Rita. "Bi/plurilinguisme avec le catalan à l’école primaire de la Catalogne du Nord." Perpignan, 2011. http://www.theses.fr/2011PERP1114.
Full textThis research focuses on the issues and the challenges of teaching Catalan in North Catalonia. In the first part, the study provides an account of the situation, based on historical data and official regulations regarding equal time teaching in French and Catalan and Catalan immersion. Secondly and considering the panoramic view sketched, the adopted ethnographic field work options are presented. In the second part of the study, questionnaires to parents and interviews with students and teachers are analysed in order to understand actor’s motivations and representations about bilingual education. This survey is accompanied by classroom observations to examine, in practices, language integrated learning (French as L1, Catalan as L2, and foreign language) and the integrated treatment of languages and other educational content. Finally, the academic bilingual pupil scores are compared with those of unilingual pupils. The data analysis and the research global findings, considered in the light of the Council of Europe approaches, allow establishing proposals for an evolution of French-Catalan bilingual teaching towards an inclusive plurilingual teaching
Tallet, Christine. "Mots-outils homophones hétérographes. Leur enseignement à l'école primaire." Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030182.
Full textThe aim of this research is to study the spelling practice of primary school pupils facing the heterography of homophonic words, a linguistic reality difficult to acquire. The different resources of the graphic system to distinguish, in writing, what is confused orally, constitute a comfort for the reader but a difficulty for the writer, especially for the most frequent grammatical words. To produce the graphics for a/à, la/là, ou/où, et/est, son/sont, on/ont, mes/mais, ce/se, pupils have to learn the polyvalency of the graphemes and get away from the phonographological connection. The difficulty is not the same for each pair of homophones. These tool words are taught in pairs based on identical phonics. The method used in class rests on 2 main principles, the process of substitution and their application in exercises. Each pair has its own process. Written work and metagraphic commentaries taken from a sample of 240 pupils aged 8-12 as well as a survey of teachers and a study of school textbooks allow us to focus on the teaching methods and pupils’ interpretations. The results of the analysis demonstrate the difficulty pupils have putting learned procedures into practice, in keeping with the context. While the pupils are able to quote the learned pairs, their use in written work demonstrates a linguistic insecurity. The conclusions of this work allow us to formulate some didactic proposals
Books on the topic "Enseignement du français à l’école primaire"
Forget, Nicole. Activités de lecture et d'écriture: Français, 3e primaire. HRW, 1989.
Ricard, Patrice. Cahier grammaire jeunesse primaire. CEC parasco, 2011.
Alberta. Alberta Education. Language Services. Le français à l'élémentaire: Guide pédagogique : français-- immersion, 1er cycle. Le Ministère, 1987.
Alberta. Alberta Education. Language Services. Le français à l'élémentaire: Guide pédagogique : français-- immersion, 2e cycle. Le Ministère, 1988.
Lefebvre, Danielle. Ardoise: Français, 2e cycle du primaire. Éditions CEC, 2001.
), Moulin Michel (1948, ed. Les 4 chemins du français: CE2 : Fichier. Bordas, 2004.
Brassard, Geneviève. Rafale: Français : 2e cycle du primaire. Chenelière éducation, 2014.
Clicmots: La nouvelle génération d'Au-delà des mots : français, 3e cycle du primaire. Editions Grand Duc, 2010.
l'éducation, Ontario Ministère de. Actualisation linguistique en français et perfectionnement du français: Le curriculum de l'Ontario de la 1re à la 8e année. Ministère de l'éducation, 2002.
Côté, Louise, 1956 3 oct.- and Lazure Roger 1952-, eds. Mordicus.: Français, 3e cycle du primaire. Éditions CEC, 2003.
Book chapters on the topic "Enseignement du français à l’école primaire"
Durand-Guerrier, Viviane. "Le français dans les évaluations en mathématiques en primaire." In Enfants gitans à l’école et en famille. ENS Éditions, 2021. http://dx.doi.org/10.4000/books.enseditions.24765.
Full textMoal, Stefan. "Enseignement bilingue français-breton : quelles sont les motivations des parents ?" In L’école, instrument de sauvegarde des langues menacées ? Presses universitaires de Perpignan, 2007. http://dx.doi.org/10.4000/books.pupvd.31332.
Full textGarcia-Debanc, Claudine. "Tâches de production écrite dans les curricula français depuis 1850 et enjeux sociaux de la discipline français (enseignement primaire et secondaire)." In Programmes et disciplines scolaires. Presses universitaires du Midi, 2017. http://dx.doi.org/10.4000/books.pumi.6316.
Full textLahanier-Reuter, Dominique, and Yves Reuter. "Catégories de contenus et modes d’organisation : comparaison entre français et mathématiques à la fin de l’école primaire." In Les contenus disciplinaires. Presses universitaires du Septentrion, 2013. http://dx.doi.org/10.4000/books.septentrion.15760.
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