tag:blogger.com,1999:blog-60840685786893644572024-03-18T14:59:35.786-07:00 موسوعة المعلم والتلميذvOtre guIde de perfEction دليلك للتميزUnknownnoreply@blogger.comBlogger1412125tag:blogger.com,1999:blog-6084068578689364457.post-10837147874400782012024-03-18T14:58:00.000-07:002024-03-18T14:59:02.956-07:00ملخصات دروس سنة سادسة قواعد اللغة زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOnOPiS-T06k129NlnIF9qA5SnW_eO5BdER3rcAUNbATUkOFYfbIFIbQbUIXpiuxkNouxZ6lrJRv7-4o0MO-JgUK3fF5K7e3nZpnUWBnxwkw6sN1pi_LONJvcAJRM3K6GVKZzJMH3XQr_PNHcecQGP7jo52T1sVHW1JW66bVW0D15D1evDm6XpayqZf-A/s720/FB_IMG_1710798604066.jpg" imageanchor="1" style="margin-left: 1em; 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margin-right: 1em;"><img border="0" data-original-height="1015" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiArtG97cgZY_u5TpdQ5Cv7h8N7vZtaL5x2p3vgEKTp_6U1JXB4LdBNDPIFzNBOtlZ7xs4omdRGRzdDYNE3bTyYk_8E2AsoeL7DAVJB3YHhSsPE9zrUbYANUZS2LtN1u_j40dUphjB-ymBJd1al7wFlhhCWd1n07lF2YHbXPxPl-6ciJqHUP2hxVZPF75Y/s320/FB_IMG_1710798581655.jpg" width="227" /></a></div><br /><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-34951682269341929072024-03-11T05:42:00.000-07:002024-03-11T05:42:19.419-07:00توقيت رمضان بالمؤسسات التربوية العمومية التعليم الابتدائي زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQ7eeeG2L5C0jiKTnMvxaAUVHQoyhxxRkR-c0FC-YdVCCLXE0yT5bwOoqsyuDjX2jgNA-YF5CbVAsAe2OccUhw26ZqqEWBDIKitMGN7Fl1cl9R6an3uv9aSMOxajU94dpPQ9XhjFGQGqw74LdCzQLT_3l6NDGjkOJqpUsxrcUU6KSXg3ygi5ASJ0c7o4/s970/%D8%A7%D9%84%D8%AA%D8%A7%D8%B3%D8%B9%D8%A9%20%D8%B7%D8%A7%D8%B1%D9%82%201.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="970" data-original-width="653" height="643" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitQ7eeeG2L5C0jiKTnMvxaAUVHQoyhxxRkR-c0FC-YdVCCLXE0yT5bwOoqsyuDjX2jgNA-YF5CbVAsAe2OccUhw26ZqqEWBDIKitMGN7Fl1cl9R6an3uv9aSMOxajU94dpPQ9XhjFGQGqw74LdCzQLT_3l6NDGjkOJqpUsxrcUU6KSXg3ygi5ASJ0c7o4/w432-h643/%D8%A7%D9%84%D8%AA%D8%A7%D8%B3%D8%B9%D8%A9%20%D8%B7%D8%A7%D8%B1%D9%82%201.jpg" width="432" /></a></div><br /><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-90326704890442700282024-03-04T13:02:00.000-08:002024-03-04T13:12:59.571-08:00Les compléments non essentiels <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8bzmtzhSnQgOxrIE2RRNTJ19JRXwexL630hW2zRJn4b-Xt54BOB58ZkW-bp_19ilkud6wbY5EuqadIX6Zt5hyMmuxXb5D3BzapWXjVj_eD8APcyVIyKuo4I-cDEjEApflaTuNJBAL-E3bTKIb9oO7LFet85FLsZscBcvm7pQAp63GsmwmNGlsKNHECeM/s649/download.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="470" data-original-width="649" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh8bzmtzhSnQgOxrIE2RRNTJ19JRXwexL630hW2zRJn4b-Xt54BOB58ZkW-bp_19ilkud6wbY5EuqadIX6Zt5hyMmuxXb5D3BzapWXjVj_eD8APcyVIyKuo4I-cDEjEApflaTuNJBAL-E3bTKIb9oO7LFet85FLsZscBcvm7pQAp63GsmwmNGlsKNHECeM/s320/download.png" width="320" /></a></div><br />زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><div>Les compléments circonstanciels appartiennent au groupe verbal.</div><div>Ils complètent le verbe.</div><div><br /></div><div>Cette fonction peut être assumée par : des noms, des pronoms, des groupes nominaux ou des adverbes.</div><div>Les compléments circonstanciels peuvent être déplacés ou supprimés.</div><div>1. Les compléments circonstanciels (CC)</div><div>Les compléments circonstanciels (CC en abrégé) sont des groupes de mots qui précisent les circonstances de l’action. Ils nous disent où , quand, comment, pourquoi… l’action a eu lieu.</div><div><br /></div><div>Ce sont des compléments du verbe.</div><div>On peut la plupart du temps les supprimer ou les déplacer sans changer le sens de la phrase.</div><div><br /></div><div>Exemples</div><div>A - J’ai cueilli des fleurs dans le jardin, ce matin.</div><div>B - Ce matin, j’ai cueilli des fleurs dans le jardin.</div><div>C - J’ai cueilli des fleurs.</div><div><br /></div><div>Les phrases A et B sont plus précises car elles indiquent où et quand l’action a eu lieu.</div><div>Mais la phrase C a toujours une signification.</div><div><br /></div><div>Attention</div><div>Certains compléments circonstanciels ne peuvent être ni supprimés ni déplacés car la phrase qui les contient ne voudrait plus rien dire.</div><div><br /></div><div>Exemples</div><div>Je suis dans la rue. → Si on supprime « dans la rue », « je suis » n’a plus de sens.</div><div>Je vais au marché. → Si on supprime « au marché », « je vais » n’a plus de sens.</div><div>2. Le complément circonstanciel de lieu</div><div>Le complément circonstanciel de lieu (CC de lieu) nous indique où se passe l'action du verbe.</div><div><br /></div><div>On le trouve en répondant à la question : « sujet + verbe + où ? »</div><div><br /></div><div>Exemple</div><div>La voiture s'arrêta devant le cinéma.</div><div>→ La voiture s'arrêta où ? Devant le cinéma.</div><div>→ Dans cette phrase, « devant le cinéma » est complément circonstanciel de lieu du verbe « s'arrêter ».</div><div>3. Le complément circonstanciel de temps</div><div>Le complément circonstanciel de temps (CC de temps) nous indique quand se passe l'action du verbe.</div><div><br /></div><div>On le trouve en répondant à la question : sujet + verbe + quand ?</div><div><br /></div><div>Exemple</div><div>Vous partez demain.</div><div>→ Vous partez quand ? Demain.</div><div>→ Dans cette phrase, « demain » est complément circonstanciel de temps du verbe « partir ».</div><div><br /></div><div>Remarque</div><div>Il existe d'autres compléments circonstanciels : manière, cause, moyen, but...</div><div>Je retiens</div><div>Le complément circonstanciel de lieu permet de savoir où se passe l'action de la phrase. On le trouve en répondant à la question : sujet + verbe + où ?</div><div><br /></div><div>Le complément circonstanciel de temps,.. permet de savoir quand se passe l'action de la phrase. On le trouve en répondant à la question : sujet + verbe + quand</div></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-84334519383351622132024-03-04T06:51:00.000-08:002024-03-04T13:04:36.249-08:00التوقيت المدرسي خلال شهر رمضان زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiU_x6cTKVsnM4aF68JGpxLRcP_z8QV7kRhd_BMzeBUmHR03kclweF2UXdKwY872ShZA7HupvPXCOhMm23hucSRik_-JYf1jlGEGjn6ufCJd3PLJ0s1qHGPKSTs53DOyJVDjkCc92ngn0zYc_mOiAACGlINDTwcjEfBNKn0W3m-NFrbv2_Bj2HX74l9OM/s960/FB_IMG_1709563698153.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="960" data-original-width="667" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiU_x6cTKVsnM4aF68JGpxLRcP_z8QV7kRhd_BMzeBUmHR03kclweF2UXdKwY872ShZA7HupvPXCOhMm23hucSRik_-JYf1jlGEGjn6ufCJd3PLJ0s1qHGPKSTs53DOyJVDjkCc92ngn0zYc_mOiAACGlINDTwcjEfBNKn0W3m-NFrbv2_Bj2HX74l9OM/s320/FB_IMG_1709563698153.jpg" width="222" /></a></div><br /> <div>توقيت شهر رمضان المعظم </div><div>لهذه السنة بالنسبة للمدارس</div><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-8822282960241868482024-03-03T23:01:00.000-08:002024-03-03T23:01:56.670-08:00كراس خط سنة أولى زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... <div><br /></div><div><br /></div><div>وفقكم الله وايانا الى خير السبل </div><div class="separator" style="clear: both; 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وفقكم الله وايانا الى خير السبل
اسماء صغار الحيوانات
اربط بسهم بين الحيوان وصغيره
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وفقكم الله وايانا الى خير السبل
<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcNZJzFk3vH4xN9eXGjQAv_jP2jf9TTWKCoP8IfgrFBYlF-NPxyewcnH4ucsHOI3Fvw7JN5DuIELxP3dIkeYwEc_MDPDnLEcth9-yQIkfp74wxdi8q_ffIN4-BJj8HM6bWeAlS1tXAqnGCG35TILJJ8LL9AOxou94uIT58FNhchYXvavWhhla-19Dv11M/s816/429662476_122135841140057153_8545072439465829710_n.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="816" data-original-width="612" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhcNZJzFk3vH4xN9eXGjQAv_jP2jf9TTWKCoP8IfgrFBYlF-NPxyewcnH4ucsHOI3Fvw7JN5DuIELxP3dIkeYwEc_MDPDnLEcth9-yQIkfp74wxdi8q_ffIN4-BJj8HM6bWeAlS1tXAqnGCG35TILJJ8LL9AOxou94uIT58FNhchYXvavWhhla-19Dv11M/s600/429662476_122135841140057153_8545072439465829710_n.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwXqrMTHU8liN1vkLoWGZWixh2hldsjOTHAU8EVHB5aIeZQtM61xaZ1BGP5W7vxJwFdv2KFOC4ehc1bv3PeH3tKJn0DOjH5p3SYDCCWlNYqvhOi56Rq52muWH5-me_u5coPk9HeSbqJik3ZQYDmsaltKEW0Ua_zRMJSb1c4uIb82Tn0zeD87wWdwLj_h4/s816/429929124_122135841134057153_2313215627981108756_n.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="816" data-original-width="612" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwXqrMTHU8liN1vkLoWGZWixh2hldsjOTHAU8EVHB5aIeZQtM61xaZ1BGP5W7vxJwFdv2KFOC4ehc1bv3PeH3tKJn0DOjH5p3SYDCCWlNYqvhOi56Rq52muWH5-me_u5coPk9HeSbqJik3ZQYDmsaltKEW0Ua_zRMJSb1c4uIb82Tn0zeD87wWdwLj_h4/s600/429929124_122135841134057153_2313215627981108756_n.jpg"/></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-20562499132426738182024-02-27T13:12:00.000-08:002024-02-27T13:12:42.313-08:00examen de français troisième année 2ème trimestre <div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtk7zK466XQVLxCK6Jn2LFuYIFbcAGwmiykxLx4xjcQb39dWJKUAxmN0iIyOVh3hxUpvXD8qyRKasY1xlJplXiNwWlU9K9dpx5zw6YZxC162vX1FCZSItB1jB9eJ7GhdDPKT4HsG3_ch3c-Dc7bEoeyMjZL6-mPHjlU-kDEe_5zIuJpmVzRwb7fnxZniw/s750/1.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="750" data-original-width="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtk7zK466XQVLxCK6Jn2LFuYIFbcAGwmiykxLx4xjcQb39dWJKUAxmN0iIyOVh3hxUpvXD8qyRKasY1xlJplXiNwWlU9K9dpx5zw6YZxC162vX1FCZSItB1jB9eJ7GhdDPKT4HsG3_ch3c-Dc7bEoeyMjZL6-mPHjlU-kDEe_5zIuJpmVzRwb7fnxZniw/s600/1.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU-ix9vmRwlDQgF2NDtWZBFJhkjkqkux0RgjDNJHN2m4-9f9AdaF3t15hi8eI4ECSY89jogZIfaJ2RaA37AF06nTRzIRCxuvqjmprO6dJrGjdhyphenhyphenjFTT76Uz5krYb2Ad2GQdMG30CIJOfRCGuM7vp32S3Qmor_zwkf_py_bDZTUr0q-vV4FPBGzOR7emZc/s750/2.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="750" data-original-width="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU-ix9vmRwlDQgF2NDtWZBFJhkjkqkux0RgjDNJHN2m4-9f9AdaF3t15hi8eI4ECSY89jogZIfaJ2RaA37AF06nTRzIRCxuvqjmprO6dJrGjdhyphenhyphenjFTT76Uz5krYb2Ad2GQdMG30CIJOfRCGuM7vp32S3Qmor_zwkf_py_bDZTUr0q-vV4FPBGzOR7emZc/s600/2.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizVy3iokuiopD47REcOyFSbYMEIi2jqJjCKL5uI2AaCejgDO5FVxME8FSZSpvhuMH1qtwsKRN8wf0s6cj17OPW7ZGnOKrq8BopUlBmCWpNKgyG72duKexIMZIrTq-4C16HfdPC_m2h-WOfKrPAoxBRQG4BGbMrgP77BTx-C1iXL__0IqN8VG_P7c6V_qw/s750/3.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="750" data-original-width="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizVy3iokuiopD47REcOyFSbYMEIi2jqJjCKL5uI2AaCejgDO5FVxME8FSZSpvhuMH1qtwsKRN8wf0s6cj17OPW7ZGnOKrq8BopUlBmCWpNKgyG72duKexIMZIrTq-4C16HfdPC_m2h-WOfKrPAoxBRQG4BGbMrgP77BTx-C1iXL__0IqN8VG_P7c6V_qw/s600/3.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPO6pZkFTCOSvTmIg0DcvicWtbMRCn-Sl7ZZhaf0agRGzpU8-xjYABqUz9y-a8seV9qH_mnsM2Mx9GCA3o2HQn2rNuBkDGh9YSnaXnF3F7Aw9fyuVHdfbPv1Er2uh_dhdcYTj1hdCI-wbPhA-8Y1QpedwAyZlZW-2sSdTJm7oqTKlmQh3ZSnHGVNtJeKw/s750/4.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="750" data-original-width="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPO6pZkFTCOSvTmIg0DcvicWtbMRCn-Sl7ZZhaf0agRGzpU8-xjYABqUz9y-a8seV9qH_mnsM2Mx9GCA3o2HQn2rNuBkDGh9YSnaXnF3F7Aw9fyuVHdfbPv1Er2uh_dhdcYTj1hdCI-wbPhA-8Y1QpedwAyZlZW-2sSdTJm7oqTKlmQh3ZSnHGVNtJeKw/s600/4.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZK2jxFDFJoVNbro8KfkMvToibhoItMR9knOYVMRN36dHRIO504sDa8MszOuC3PrjXL5-jBlstyFqSyEW7B96-xb-y3FXEW8IdrjuD1sSocgen_ORRTuTmdPTRwUWZEBkshfbjVrum0ZhoAPlSXmZ7IfUPI5hVaa4eUWpCH0aRIqc_ZhIGL4qbrDpcvQ/s750/5.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="750" data-original-width="513" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZK2jxFDFJoVNbro8KfkMvToibhoItMR9knOYVMRN36dHRIO504sDa8MszOuC3PrjXL5-jBlstyFqSyEW7B96-xb-y3FXEW8IdrjuD1sSocgen_ORRTuTmdPTRwUWZEBkshfbjVrum0ZhoAPlSXmZ7IfUPI5hVaa4eUWpCH0aRIqc_ZhIGL4qbrDpcvQ/s600/5.jpg"/></a></div>زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... <div><br /></div><div><br /></div><div>وفقكم الله وايانا الى خير السبل </div><div><br /></div><div><br /></div><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-53828555258280044862024-02-26T12:21:00.000-08:002024-02-26T12:22:30.933-08:00texte l'oiseau qui portait le printemps <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPZFrzOH9-3bz7ic4c_BJaYef6SWzi9e3l0SvPKCF11qAPCNIqOzmKpNX6kUtlQOxL0ZGEs9TV2koVTV76WoTIsOim_qsaq1_MpwDUWNfRsOjPPfIUMIqVIF_gXSsadd1nBwttl1MVjnM5vBTmsMWlz9O_623rINssPUhyphenhyphenB0sdBpgkjNzCGlL9YGdvcdM/s720/Photo_1635698980856.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPZFrzOH9-3bz7ic4c_BJaYef6SWzi9e3l0SvPKCF11qAPCNIqOzmKpNX6kUtlQOxL0ZGEs9TV2koVTV76WoTIsOim_qsaq1_MpwDUWNfRsOjPPfIUMIqVIF_gXSsadd1nBwttl1MVjnM5vBTmsMWlz9O_623rINssPUhyphenhyphenB0sdBpgkjNzCGlL9YGdvcdM/w396-h320/Photo_1635698980856.jpg" width="396" /></a></div><br />زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... <div><br /></div><div>وفقكم الله وايانا الى خير السبل </div><div><br /></div><div>L'OISEAU QUI PORTAIT LE PRINTEMPS</div><div> En regardant les nuages, Céline vit un oiseau très fatigué qui s'abattit dans son jardin plein de neige.
La petite fille sortit tout de suite de sa maison, prit l'oiseau et l'emmena vite auprès du feu pour le
réchauffer.
L'oiseau était très joli, mais il n'en pouvait plus. Alors Céline lui donna des graines, de l'eau et lui fit un
perchoir.
Vers le soir, l'oiseau allait mieux, mangeait volontiers les graines et, la nuit venue, il s'installa sur le
perchoir.
Le lendemain matin, Céline poussa un cri de surprise émerveillée : dans son jardin il n'y avait plus
de neige, les arbres portaient des bourgeons et les pâquerettes s'ouvraient sur la pelouse verte.
- C'est le printemps, s'écria la petite fille. Il est en avance !
Elle sortit dans le jardin et vit l'oiseau qui la suivait en volant : il était tout ragaillardi et chantait
à tue-tête.
- Tu es guéri. Je suis bien contente.
- Je n'étais pas malade, répondit l'oiseau, mais j'étais chargé car je portais le printemps.
Céline battit des mains toute joyeuse.
Elle alla chercher son chien Pouf et, avec l'oiseau, ils se rendirent tous les trois dans la campagne,
où le printemps s'épanouissait : les oiseaux chantaient, les papillons volaient, les écureuils faisaient
des rondes dans les prés.
Quand il eut bien vu tout ce qui l'intéressait, l'oiseau dit au revoir à Céline.
- Tu t'en vas déjà ? demanda la petite fille.
- Je vais porter le printemps dans les autres pays, répondit l'oiseau.
Mais, je reviendrai te voir dès que j'aurai terminé ma tâche. A bientôt et merci.
Il s'envola très haut. Pouf aboya pour lui dire adieu, Céline lui fit de grands signes à l'aide de son petit
mouchoir blanc, puis elle cueillit un gros bouquet de boutons d'or et le ramena à, la maison</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-78401894757321240092024-02-25T14:04:00.000-08:002024-02-25T14:05:50.089-08:00Examen dictée troisième année deuxième trimestre <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrBXBLuNUOh7dQevvjsi01FO7CXwUZaeves-4wxrE7DZ2yA2q-JQz_4cxfurfNY0xMKalFxGek8zvZtzY1nPlVbuQYIwZJbgFWq6QjK7uGmRL9zPU-M1l6s9KFnOj_Xp-e5XJNbh_-KNvrf3vf2b_Twttr_wn5KkhXZlaEi9TrGTJml32ho5jO7YxKQcI/s720/Photo_1635699491885.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrBXBLuNUOh7dQevvjsi01FO7CXwUZaeves-4wxrE7DZ2yA2q-JQz_4cxfurfNY0xMKalFxGek8zvZtzY1nPlVbuQYIwZJbgFWq6QjK7uGmRL9zPU-M1l6s9KFnOj_Xp-e5XJNbh_-KNvrf3vf2b_Twttr_wn5KkhXZlaEi9TrGTJml32ho5jO7YxKQcI/s320/Photo_1635699491885.jpg" width="320" /></a></div><br />زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="height: 40.7pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 90.55pt;" valign="top" width="121">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Ecole
primaire belhoin<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 255.3pt;" valign="top" width="340">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Evaluation
des acquis des élèves<o:p></o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">de
troisième année c<o:p></o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Dictée<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 115.3pt;" valign="top" width="154">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Tarek<o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 21.8pt; mso-yfti-irow: 1;">
<td colspan="3" style="border-top: none; border: 1pt solid windowtext; height: 21.8pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 461.15pt;" valign="top" width="615">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm;"><span style="font-family: "Cursive standard";">Je
suis ……………………………………………………………………………………………………………………………………………………………………………………………………………..<o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 58.3pt; mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td colspan="3" style="border-top: none; border: 1pt solid windowtext; height: 58.3pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 461.15pt;" valign="top" width="615">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p> </o:p></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: Gabriola; font-size: 14pt;">J’ai ……………………..…
campagnard. Il m’invite à passer quelques jours dans ………… de son papa. Il
s’appelle ………………….…….. Il est gentil , courageux et audacieux <o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: Gabriola; font-size: 14pt;">Dans la ferme, il
y a ……………………………….. ,des vaches , des chats,<span style="mso-spacerun: yes;">
</span>des chèvres et d’autres …………….…………. mignons.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: Gabriola; font-size: 14pt;">J’ai aimé
………………………………..<span style="mso-spacerun: yes;"> </span>le cheval. Mon ami sait
bien le chevaucher.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: Gabriola; font-size: 14pt;">Chaque ………………………,
on se lève tôt pour boire du ……………….……… frais. On mange du pain avec du
…………………..……... On cherche …………………..……………. dans le poulailler.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: Gabriola; font-size: 14pt;"><o:p> </o:p></span></p>
<div align="center">
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="height: 4.8pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td rowspan="2" style="border: 1pt solid windowtext; height: 4.8pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Niveaux
de maîtrise</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; height: 4.8pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Critère
minimal</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 4.75pt; mso-yfti-irow: 1;">
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; height: 4.75pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">C
4<o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 13.2pt; mso-yfti-irow: 2;">
<td style="border-top: none; border: 1pt solid windowtext; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Aucune
maîtrise</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-family: "Sitka Banner"; font-size: 9pt;">0<o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 13.2pt; mso-yfti-irow: 3;">
<td style="border-top: none; border: 1pt solid windowtext; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Maîtrise
minimale insuffisante</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">0,5
à 2</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 13.2pt; mso-yfti-irow: 4;">
<td style="border-top: none; border: 1pt solid windowtext; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Maîtrise
minimale insuffisante</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; height: 13.2pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">2.5</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 7.8pt; mso-yfti-irow: 5; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; height: 7.8pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">Maîtrise
maximale</span><span style="font-family: Gabriola; font-size: 9pt;"><o:p></o:p></span></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: none; border-right: 1pt solid windowtext; border-top: none; height: 7.8pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 129.8pt;" valign="top" width="173">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><span style="font-size: 9pt;">3
à 5<o:p></o:p></span></p>
</td>
</tr>
</tbody></table>
</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><o:p></o:p></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p> </o:p></p>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="height: 40.7pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 90.55pt;" valign="top" width="121">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Ecole
primaire belhoin<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 255.3pt;" valign="top" width="340">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Evaluation
des acquis des élèves<o:p></o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">de
troisième année c<o:p></o:p></span></b></p>
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">écriture
<o:p></o:p></span></b></p>
</td>
<td style="border-left: none; border: 1pt solid windowtext; height: 40.7pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 115.3pt;" valign="top" width="154">
<p align="center" class="MsoNormal" style="line-height: normal; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Cursive standard";">Tarek<o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 21.8pt; mso-yfti-irow: 1;">
<td colspan="3" style="border-top: none; border: 1pt solid windowtext; height: 21.8pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 461.15pt;" valign="top" width="615">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 6.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 6.0pt; margin: 6pt 0cm;"><span style="font-family: "Cursive standard";">Je
suis ……………………………………………………………………………………………………………………………………………………………………………………………………………..<o:p></o:p></span></p>
</td>
</tr>
<tr style="height: 243.7pt; mso-yfti-irow: 2; mso-yfti-lastrow: yes;">
<td colspan="3" style="border-top: none; border: 1pt solid windowtext; height: 243.7pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 461.15pt;" valign="top" width="615">
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;">la
soupe aux poulpe est délicieuse .<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Cursif & Lignes","sans-serif"" style="font-size: 14pt;">…………………………………………<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;">folla fait
une farce.<o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span face=""Cursif & Lignes","sans-serif"" style="font-size: 14pt;">…………………………………………</span><span style="font-family: "Cursive standard"; font-size: 14pt;"><o:p></o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;"><o:p> </o:p></span></p>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;"><o:p> </o:p></span></p>
<div align="right">
<table align="right" border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" dir="rtl" style="border-collapse: collapse; border: none; margin-left: 4.8pt; margin-right: 4.8pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-table-anchor-horizontal: page; mso-table-anchor-vertical: paragraph; mso-table-dir: bidi; mso-table-left: 41.1pt; mso-table-lspace: 7.05pt; mso-table-overlap: never; mso-table-rspace: 7.05pt; mso-table-top: 9.6pt; mso-yfti-tbllook: 1184;">
<tbody><tr style="height: 13.1pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td style="border: 1pt solid windowtext; height: 13.1pt; mso-border-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 4cm;" valign="top" width="151">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Critère de perfectionnement</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-right: none; border: 1pt solid windowtext; height: 13.1pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="right" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: right;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Critère
minimal</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td rowspan="2" style="border-right: none; border: 1pt solid windowtext; height: 13.1pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 106.35pt;" valign="top" width="142">
<p align="right" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: right;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Niveaux
de maitrise</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 8.65pt; mso-yfti-irow: 1;">
<td style="background: rgb(242, 242, 242); border-top: none; border: 1pt solid windowtext; height: 8.65pt; mso-background-themecolor: background1; mso-background-themeshade: 242; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 4cm;" valign="top" width="151">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">C7</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="background: rgb(242, 242, 242); border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 8.65pt; mso-background-themecolor: background1; mso-background-themeshade: 242; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">C2</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 7.4pt; mso-yfti-irow: 2;">
<td rowspan="3" style="border-top: none; border: 1pt solid windowtext; height: 7.4pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 4cm;" valign="top" width="151">
<p align="right" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: right;"><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p> </o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 7.4pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><span dir="LTR"></span><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;"><span dir="LTR"></span>0</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 7.4pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 106.35pt;" valign="top" width="142">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Aucune maîtrise</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 7.95pt; mso-yfti-irow: 3;">
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 7.95pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">De 0.5 à 2</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 7.95pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 106.35pt;" valign="top" width="142">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Maîtrise minimale insuffisante</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 2.8pt; mso-yfti-irow: 4;">
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 2.8pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><span dir="LTR"></span><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;"><span dir="LTR"></span>2.5</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 2.8pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 106.35pt;" valign="top" width="142">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Maîtrise minimale</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
<tr style="height: 6.35pt; mso-yfti-irow: 5; mso-yfti-lastrow: yes;">
<td style="border-top: none; border: 1pt solid windowtext; height: 6.35pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 4cm;" valign="top" width="151">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">De 0 à 0.5</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 6.35pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 77.95pt;" valign="top" width="104">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">De 3 à 4.5</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
<td style="border-bottom: 1pt solid windowtext; border-left: 1pt solid windowtext; border-right: none; border-top: none; height: 6.35pt; mso-border-alt: solid windowtext .5pt; mso-border-right-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0cm 5.4pt; width: 106.35pt;" valign="top" width="142">
<p align="center" class="MsoNormal" dir="LTR" style="line-height: 115%; margin-bottom: 0cm; text-align: center;"><b><span style="font-family: "Sitka Banner"; font-size: 7pt; line-height: 115%; mso-font-kerning: 8.0pt;">Maîtrise maximale</span></b><b><span dir="RTL" face=""Arial","sans-serif"" lang="AR-SA" style="font-size: 7pt; line-height: 115%; mso-ascii-font-family: "Sitka Banner"; mso-bidi-font-family: Arial; mso-bidi-theme-font: minor-bidi; mso-font-kerning: 8.0pt; mso-hansi-font-family: "Sitka Banner";"><o:p></o:p></span></b></p>
</td>
</tr>
</tbody></table>
</div>
<p class="MsoNormal" style="line-height: normal; margin-bottom: 0cm;"><span style="font-family: "Cursive standard"; font-size: 14pt;"><o:p></o:p></span></p>
</td>
</tr>
</tbody></table>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Les mots M</p>
<p class="MsoNormal">un ami/ la ferme/ amadou/ des moutons /animaux/ trop /matin /lait/
pain/ beurre/ les œufs</p>
<p class="MsoNormal"><o:p> </o:p></p><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-12688573047407715202024-02-25T12:02:00.000-08:002024-02-25T12:02:18.162-08:00امتحان الثلاثي الثاني سنة خامسة انجليزية مع الاصلاح english exam 2nd 5th year basic education زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ...
وفقكم الله وايانا الى خير السبل
examen d'anglais au terme du deuxième trimestre
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padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="960" data-original-width="679" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFwRCxkSUcj9yD99YWK8-oW2QTO_6FQTTNshlrcuLQCH8soPWcG4XsWOutMo_jSVhCbXsxBzbxE2mL_4CWpEx2MszjgNhAtR6m7m6TvRl2CPeYBStxIxRQhpybh59ra1XMA8IExGdbDOkvo1yx_DrLGhb_olfsBxPCjGt1rUQ4bq6nLSrUnm9WGB7cYuI/s600/f.jpg"/></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-21882443061278812142024-02-23T21:37:00.000-08:002024-02-23T21:37:17.377-08:00ايقاظ علمي امتحان تجريبي سنة سادسة في نهاية الثلاثي الثاني زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ...
وفقكم الله وايانا الى خير السبل
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padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="960" data-original-width="670" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEib1GbF3WaibqotxpnkZBGSo8jlCk-0G5NFLe94ekVI5Oih9IZLclkf4skCvw7nJ5KrLFSr-lxHCcWJmZfqXnjPEQ3jBxTYwRQBQ3mJcw8mw5Dwj4soIwuavPW_7T_EDucoDHvNRjTA468YHPmMIqOrwuGguomC_bF_yWGnbTiIMZVVAVaRjNlVsEDksoc/s600/d.jpg"/></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-58306719757741325902024-02-23T21:30:00.000-08:002024-02-23T21:30:07.851-08:00امتحان قراءة سنة رابعة الثلاثي الثاني<div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilpz1rcGV4LBTg0pFbqJjn5KnqyWxlDO1-InYyCCXxaCyB5zVQYLkOm2yviUKYRsaOae8zdVJvMjP0jWxLnmumkTbx5IZcn1lLUPoF2ifJ93BZFF_Mszmz62lv4LD4keL3ymnIIvUNDYjCDsaLwjRoZAy5niVSALaqH0i6enhVN4vgoT3wrSkYtg3XaOw/s1018/a.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="1018" data-original-width="720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEilpz1rcGV4LBTg0pFbqJjn5KnqyWxlDO1-InYyCCXxaCyB5zVQYLkOm2yviUKYRsaOae8zdVJvMjP0jWxLnmumkTbx5IZcn1lLUPoF2ifJ93BZFF_Mszmz62lv4LD4keL3ymnIIvUNDYjCDsaLwjRoZAy5niVSALaqH0i6enhVN4vgoT3wrSkYtg3XaOw/s600/a.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYT5-W0sH3ylyA7Sz7FeiGZc-cIyDCS2n7AqlBIAlr-BCJgLh76kyHsp6MXzQev3vKD1sB7t724QLwUjgod_2x_anypbO0OWBYWCZ55yOeUYQ33Xm1Pc-3yQXJV-zDhSFtxnxVOX8omNBaVknxdmsy1xlddl3ixlrbEg8Ft4JxMym65OCphlyJw6qI1ao/s1018/b.jpg" style="display: block; 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padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="1018" data-original-width="720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNqNUktlGu6qpYRxLwlNq27DNIWndVKnDlljZiv6tF9jtItml1_V7ZqjhiLZ9c5g6LQxyURdL_PJJAdS8t3hcpWvfisxwTrvDj6qa1wC_NWwQoeEFsmcJcKrlnDXmVjobDkrquoHk1gQQozC0w1mz8G-_PiDcndYWhWu-ds6yiaSE7WCScic-QoSR2l48/s600/d.jpg"/></a></div><div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH6tXskEiYqy3enTcdzGRlO8QmAAyNajJ4vv3ObHcn3F0fayyQ5Qau-Ad2Y3jOdEsXrbTYYpwqns3I_2-j6yOwmWYYA23kiFfWXkB9LuYWKB0emZeJIa8VOSNgiq1BfLLw8II2t3bzppHv41iQzYL9Chv3y62Sf1oEdnl7TPxNTWvTiUjPrSvF3lyg1AE/s1018/e.jpg" style="display: block; padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="1018" data-original-width="720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiH6tXskEiYqy3enTcdzGRlO8QmAAyNajJ4vv3ObHcn3F0fayyQ5Qau-Ad2Y3jOdEsXrbTYYpwqns3I_2-j6yOwmWYYA23kiFfWXkB9LuYWKB0emZeJIa8VOSNgiq1BfLLw8II2t3bzppHv41iQzYL9Chv3y62Sf1oEdnl7TPxNTWvTiUjPrSvF3lyg1AE/s600/e.jpg"/></a></div>زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-22118556217039767582024-02-23T12:18:00.000-08:002024-02-23T12:19:02.733-08:00accorder l'adjectif avec son nom cours et exercices زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ...
وفقكم الله وايانا الى خير السبل
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L’accord et la place des adjectifs (A1)
AVANT LE NOM APRÈS LE NOM
Quelques adjectifs courts se placent devant le nom :
beau, joli, petit, grand, gros, bon, mauvais, jeune, vieux,
nouveau. Ex : une vieille dame / une mauvaise idée
Attention ! Devant un nom masculin singulier commençant
par une voyelle ou un h muet : beau > bel / nouveau >
nouvel / vieux > vieil. Ex : un vieil appartement
L’adjectif numéral est toujours placé devant les autres
adjectifs. Ex : les deux grandes tables basses
En général, l’adjectif qualificatif se place derrière le
nom.
Ex : un homme rusé / une fille calme / des livres neufs
Les adjectifs longs, de nationalité, de forme ou de
couleur se placent toujours derrière le nom.
Ex : un restaurant italien / une rue tranquille / des tables
bleues
Particularités : certains adjectifs changent de sens selon s’ils sont placés avant ou après le nom (ancien/ancienne,
cher/chère, curieux/curieuse, dernier/dernière, différent/différente, grand/grande, pauvre, petit/petite, propre,
seul/seule)
L’ACCORD DES ADJECTIFS
MASCULIN > FÉMININ
Dans la majorité des cas, il suffit d’ajouter un « -e » à l’adjectif au masculin pour former le féminin.
Ex : un petit vélo > une petite voiture / un vélo bleu > une voiture bleue
Si l’adjectif au masculin termine déjà par un « -e », il ne change pas au féminin.
Ex : un quartier calme > une rue calme / un pantalon rouge > une robe rouge
Certains adjectifs ont des terminaisons différentes au masculin et au féminin :
-en >-enne / -on >-onne / -el >-elle / -er >-ère / -et >-ète ou -ette / -eux >-euse / -eur >-euse ou -rice / -f >-ve /
-eau >-elle
Ex : italien > italienne / bon > bonne / ponctuel > ponctuelle / étranger > étrangère / discret > discrète / muet >
muette / envieux > envieuse / moqueur > moqueuse / provocateur > provocatrice / veuf > veuve / beau > belle
Enfin, il existe des adjectifs irréguliers :
bas > basse / blanc > blanche / doux > douce / épais > épaisse / faux > fausse / fou > folle / frais > fraîche /
gentil > gentille / grec > grecque / gros > grosse / jaloux > jalouse / long > longue / nul > nulle / public >
publique / roux > rousse / sec > sèche / turc > turque / vieux > vieille
SINGULIER > PLURIEL
Dans la majorité des cas, il suffit d’ajouter un « -s » à l’adjectif au singulier pour former le pluriel.
Ex : un petit vélo > de petits vélos / une voiture bleue > des voitures bleues
Si l’adjectif au singulier termine par un « -s » ou un « -x », il ne change pas au pluriel.
Ex : un pantalon gris > des pantalons gris / un vieux livre > de vieux livres
Certains adjectifs ont une forme irrégulière au masculin pluriel : -al > -aux / -eau > -eaux
Ex : un centre commercial > des centres commerciaux / un nouveau message > de nouveaux messages
CAS PARTICULIERS
Dans certains cas, les adjectifs de couleur sont invariables : si la couleur évoque une matière ou un objet (ex : des
cravates orange), si la couleur est précisée par un adjectif ou un nom (ex : des tables bleu ciel) ou si la couleur est
exprimée par deux adjectifs (ex : une veste rose et blanc)
LA PLACE DES ADJECTIFS
FICHE DE GRAMMAIRE
MG
Accorder l’adjectif entre parenthèses en genre et en nombre si nécessaire :
1. J’adore ton (nouveau) ___________________ appartement ! Il a de très (grand) ___________________ fenêtres et une
(bon) ___________________ hauteur sous plafond. Les pièces sont aussi (spacieux) ___________________ et (lumineux)
___________________.
2. Dans ma chambre, il y a une table (bas) ___________________ (noir) ___________________ à côté du (petit)
___________________ lit, une armoire (bleu) ___________________ en bois et des étagères (blanc)
___________________.
3. Mes cousines sont très (différent) ___________________. L’une est (sérieux) ___________________, (travailleur)
___________________, (calme) ___________________ et (timide) ___________________. L’autre est (extraverti)
___________________, (sociable) ___________________, (amusant) ___________________ et (aventurier)
___________________.
4. Sa voiture est (neuf) ___________________, (gris) ___________________, (élégant) ___________________, (rapide)
___________________ et (cher) ___________________. La mienne est (vieux) ___________________, (marron)
___________________, (classique) ___________________, (lent) ___________________ et (économique)
___________________.
5. Ces photos sont très (joli) ___________________ : elles sont bien (cadré) ___________________ et les personnes
photographiées sont très (expressif) ___________________. Cette photographe est vraiment (talentueux)
___________________. Elle est (débutant) ___________________ mais elle est (créatif) ___________________.
6. Les transports en commun de cette ville sont (mauvais) ___________________ et (sale) ___________________. Ils ne sont
ni (organisé) ___________________ ni (pratique) ___________________. Pourtant, c’est une ville (étendu)
___________________ et (dynamique) ___________________ qui a besoin de transports (performant)
___________________.
Placer les adjectifs entre parenthèses où il convient dans la phrase :
1. (bon - mexicain) C’est un ___________________ film ___________________.
2. (rouge - belle) Elle porte une ___________________ robe ___________________.
3. (intéressante - nouvelle) C’est une ___________________ théorie ___________________.
4. (classique - vieil) C’est un ___________________ immeuble ___________________.
5. (parfumées - jolies) Sur la table, il y a de ___________________ fleurs ___________________.
6. (grande - moderne) Elle habite dans une ___________________ maison ___________________.
7. (velues - grosses) Les enfants ont peur des ___________________ araignées ___________________.
8. (curieuse - jeune) Ma voisine est une ___________________ fille très ___________________.
9. (bleus - grands) Elles ont de ___________________ yeux ___________________.
10. (accueillante - petite) C’est une ___________________ dame ___________________.
Décrire son logement (pièces, meubles, taille, couleur, etc.) en quelques phrases à ses camaradesUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-85717729046100112982024-02-23T04:57:00.000-08:002024-02-23T04:57:20.578-08:00Examen deuxième trimestre 3ème annéeزملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا
مسبقا ... وفقكم الله وايانا الى خير السبل
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padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="1018" data-original-width="720" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglmmFjkwvTfHW9NawYmHrc87z_SbliQWpZZFHpicWRjiqRgARrfpgy4PtCBFtavd0xIwrGLBmazT8FJKcs-33EOmGGy561f1c6EvFRTcMZIz7cbNPDSqDYbcj04kw6sZMAAd2j5Zu9Pu_OeuAkmTMB3z7cFQI1k7KJPp9LRtug-sbjCEkBWbvJRGiDhE8/s600/FB_IMG_1708692484798.jpg"/></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-67484486600528849942024-02-21T21:13:00.000-08:002024-02-21T21:13:42.771-08:00essai d'examen pour les élèves de sixième année deuxième trimestre زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل
j'apprete à passer le concours d'accés au collège pilote
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un concours pourles élèves de sixième année Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-85247818351260181352024-02-21T21:02:00.000-08:002024-02-21T21:02:36.841-08:00أستعد لامتحان الثلاثي الثاني في الانتاج الكتابي زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><br /></div>
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اناج كتابي سنة ثالثة امتحان الثلاثي الثاني فقرات عن المرض Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-82099224978021449002024-02-20T02:43:00.000-08:002024-02-20T02:43:49.097-08:00امتحانات اللغة العربية قراءة قواعد لغة انتاج كتابي سنة سادسة الثلاثي الثانيزملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div class="separator" style="clear: both;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjGTL3YbpeFs3zLhknogvX6g_gpyYsJu5bHYF4cc_NotILQ-k5Q2Oc1_EqKS3NJjdPMDcshM9EuYXk2M2H2DSbVCb4loOdajFHkdD9LYf5LswwpfBQQdXsIF8w3eS_ZT12ReceWmXx_uikdyIhxeee3ofLdvTS88ZFZJmuMw5U0WP7ZLpqrOlO2HPiJl7A/s678/FB_IMG_1708425456955.jpg" style="display: block; 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padding: 1em 0; text-align: center; "><img alt="" border="0" height="600" data-original-height="678" data-original-width="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJRf67SZkhXrLMNfRRBYgXPKB9Jfb8Bm52up4y0FYIZSIgynaTTACe6UB3EuhEtk0O82sdRUbf1k5gg7IR446W0ytBjtpatHI305DjqaQvKKf3aawvrjK-F7kPiE_V4JEVXCXCJT7hGEt9EWTtzOQvl0i8bhyphenhyphen2BPqRfdQJ6xyEOpU15buEKaCEykiRsVs/s600/FB_IMG_1708425468519.jpg"/></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-3892182326096536742024-02-19T21:30:00.000-08:002024-02-19T21:30:40.142-08:00امتحان تجريبي انجليزية سنة سادسة زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ...
وفقكم الله وايانا الى خير السبل
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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix91KKz8KRyY_3v8htf-fEbP-9llAEVbAGJVStXaiwABvGLxZCZ-QDTAltt3FCyN5z8MSp_O30UMdVJXUr1LkX3qYYBOD0YPU0VQ77vLiD8gruedSiWqZG46tKjnc2wpmU7z-nbN9pnZtN5ZSfHrEJl3BQyLp5i1PjJHW3YlMZ0goEjqZMveB8k5ngN84/s720/Photo_1635699994307.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="720" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix91KKz8KRyY_3v8htf-fEbP-9llAEVbAGJVStXaiwABvGLxZCZ-QDTAltt3FCyN5z8MSp_O30UMdVJXUr1LkX3qYYBOD0YPU0VQ77vLiD8gruedSiWqZG46tKjnc2wpmU7z-nbN9pnZtN5ZSfHrEJl3BQyLp5i1PjJHW3YlMZ0goEjqZMveB8k5ngN84/s320/Photo_1635699994307.jpg" width="320" /></a></div><br />زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ...
وفقكم الله وايانا الى خير السبل <div><h1 align="center" style="margin-top: 0cm; text-align: center;"><a name="_GoBack"></a><span lang="EN-US" style="font-size: 20pt; mso-bidi-font-size: 16.0pt;">Dictionnaire des
concepts fondamentaux en didactique.<o:p></o:p></span></h1>
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<p class="Corps" style="margin-left: 18pt;"><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt; font-weight: normal; mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></span></p>
<br clear="ALL" style="mso-ignore: vglayout;" />
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">1.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Activités, pratiques :</span></span>
l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>signe ce que fait le sujet dans un
contexte pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cis de travail ; les pratiques renvoient aux activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
entendues dans un contexte plus large que celui du travail et qui inclut les d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>terminations
sociales et personnelles des activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s elles m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>mes.
Cf jean-Michel Hoc : "la t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>che indique ce qui est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
faire, l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> ce qui se fait. La notion de t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>che
v<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hicule avec elle l'id<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e de prescription, sinon d'obligation.
La notion d'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> renvoi, elle, <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> ce
qui est mis en jeu par le sujet pour ex<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cuter ces prescriptions pour remplir
ces obligations." En didactique, l'accent mis sur les activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
et les pratiques s'explique par la volont<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>, au del<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>clarations, des prescriptions et des
recommandations, de comprendre ce qui se passe effectivement - mais aussi ce
qui ne se passe pas - dans les situations didactiques. Les activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
comme les pratiques sont aussi bien celles de l'enseignant que celles de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve,
entendus comme sujets didactiques. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">2.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Apprentissages </span></span>: les
didactiques restreignent l'usage des apprentissages <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> ceux
qui impliquent une situation intentionnelle d'enseignement et qui concernent
des contenus sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s disciplinairement. Distinguer deux
sens : l'apprentissage comme processus et l'apprentissage comme r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat
ou effet du processus. Caract<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ristiques : l'apprentissage est ins<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>parable
d'une programmation didactique, dans y sens large ou restreint (deux facteurs
importants : l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ge de l'apprenant et la logique
disciplinaire) ; l'apprentissage est contraint, impos<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve en fonction de son statut ;
l'apprentissage est organis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> dans un syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
didactique qui impose d'autres contraintes : de lieu, de place, de temps ; la
dimension formelle de l'apprentissage est importante, car il est le plus
souvent explicite, d'o<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ù</span> l'importance de la dimension langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
des apprentissages ; les apprentissages sont constamment <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s.
C'est d'ailleurs une question didactique de savoir si un apprentissage est ou
non effectu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> (fiabilit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> des instruments d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation,
du moment de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation, de pouvoir cerner l'objet
d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation). Aides du c<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> de la psychologie : plusieurs
courants dominants ont encore une influence au sein de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole
: le b<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>haviorisme et son d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>coupage en unit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
montrant un comportement observable et renfor<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>able, le cognitivisme, le
constructivisme, l'interactionnisme social (ou socio constructivisme) de
Vygostski. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">3.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Chronogenèse</span></span> : ensemble des
op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rations qui organisent le d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>roulement chronologique des objets de
savoir et le r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat de ces op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rations,
c'est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> dire l'organisation chronologique de ces objets de savoir =
question de le temporalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> de la relation didactique. Yves
Chevallard : enseignant et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves n'ont pas la m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me
relation temporelle au savoir : le premier peut anticiper le d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>roulement
chronologique des objets de savoirs tandis que le second ne le peut pas. Le
temps de l'enseignement n'est pas le temps de l'apprentissage. Autre int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>t
: l'exploitation de la sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cificit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> du rapport temporel des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
aux objets de savoir selon les disciplines scolaires. Cette notion est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>galement
convoqu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e de fa<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>on m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>thodologique pour rep<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rer
les d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cisions de l'enseignant concernant l'organisation et
l'articulation des temps de l'enseignement et de l'apprentissage. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">4.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Communauté discursive</span></span> : toute
communaut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> destin<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> produire des connaissances, en
mettant l'accent sur la dimension langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re et communicationnelle de toute
construction de connaissances. La classe est une communaut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
discursive. Mais les savoirs vis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s sont aussi produits par des
communaut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s discursives savantes, et l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve doit s'instituer comme sujet d'un
discours pertinent dans une discipline donn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e, et prendre des positions
discursives propres <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> cette discipline. Il s'agit de mieux
comprendre les formes de "la reconstruction, en contexte scolaire, de
savoirs d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pendant des communaut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s humaines de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence
et de leur modes d'agir-penser-parler" (Jaubert, Rebiere, Berni<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>,
2003). Tout apprentissage disciplinaire n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessite l'int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>riorisation
tr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>s progressive par les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves des mani<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res de
penser, d'agir et de parler proposes <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> chaque discipline, autrement dit, des
pratiques langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res mais aussi du maniement des outils
mat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>riels et intellectuels qui caract<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>risent
chaque discipline. Le risque est grand toutefois que cette notion ne devienne
trop vite un sujet de prescription : pour l'heure, son int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>t
tient moins <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> sa valeur prax<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ologique
qu'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> son statut d'outil th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orique de description. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">5.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Concepts, champs conceptuels</span></span>
: construction rendant compte de caract<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ristiques communes <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
un ensemble d'objets, de faits ou de ph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nom<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>nes. Il est par cons<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quent
un <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ment important dans les processus de
construction des connaissances. Diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rencier les concepts scientifiques,
scolaires et quotidiens, qui sont en relation. Certains concepts scientifiques
peuvent devenir des r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rences pour des objets d'enseignement.
Ainsi le didacticiel peut chercher a d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire des processus de transposition
didactique en recourant <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> la confrontation entre concepts
scolaires et concepts scientifique de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence. Vergnaud propose de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finir
un concept scolaire par l'ensemble des situations qui lui donnent du sens,
l'ensemble des formes langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res et non langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res
qui permettent de le repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>senter symboliquement, ses propri<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s,
et l'ensemble des invariants op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ratoires (ce qui, dans les conduites
des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves, peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> comme fixe et mis en <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">œ</span>uvre
d'une situation <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'autre). Vygostski montre que les
concepts scolaires ou quotidiens sont bas<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s sur des op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rations
de pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e non conscientes et ne reposent pas sur une d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finition
explicite. Les concepts quotidiens sont utilis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s et leur d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finition
s'est construite dans un second temps alors que la construction conceptuelle <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessite un premier travail sur les d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finitions
avant qu'ils soient mis en lien avec des situations. L'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole
place l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve dans une situation ou il lui est
indispensable de pendre conscience de ses processus de pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e.
Un probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me vient de ce que des d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>signations communes peuvent pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>ter
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> ambigu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ï</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> comme le concept de hasard, celui de
fruit...<span style="mso-spacerun: yes;"> </span>Accepter de nouvelles d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finitions,
reconna<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tre des r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>seaux diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents
peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre difficile. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">6.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Conscience disciplinaire</span></span> :
mani<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re dont les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves (re) construisent la discipline. N<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
donc de prendre en compte les formes de ces repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations : nombre d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
ont des difficult<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> indexer disciplinairement le travail
qu'ils effectuent. Hypoth<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>se forte : les performances des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
dans une discipline donn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pendraient, au moins en partie, de la
conscience qu'ils en ont. Cette notion entre en congruence avec le cade
constructiviste selon lequel tout sujet reconstruit l'univers au sein duquel il
s'inscrit. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">7.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Contenus d'enseignement et d'apprentissage</span></span>
: tout ce qui est objet d'enseignement et d'apprentissage et qui constitue les
savoirs qui sont enseign<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s et les connaissances que
construisent les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves au fil du temps. Savoir =
construit socialement et historiquement, objectif, d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>personnalise
et d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>contextualis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>. Connaissance = oint de vue
subjectif, r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rioris<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>.
Savoirs = connaissances d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>claratives ; savoir-faire =
connaissons proc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>durales. Cependant, les connais ces
proc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>durales peuvent faire l'objet d'une prise de conscience,
d'un contr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>le intentionnel, et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre mises en mots : on parle de
connaissances m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>taproc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>durales. Notion de comp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tence,
actuellement centrale = mobilisation de savoirs et savoirs faire dans des
situations pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cises pour faire face <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
des t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ches, r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>soudre des probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes...
Les savoirs peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre scolaires ou extrascolaires (et
parfois entrer en conflit comme en EPS), explicites ou implicites (notamment
suivant les diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents niveaux du cursus scolaire),
appris ou retenus, <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuer ou r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ellement
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">8.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Contexte, milieu</span></span> : renvoient <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
ce avec ou contre l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve agit, dans une situation donn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e.
Le milieu est constitu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ments de la situation avec lesquels le
sujet est<span style="mso-spacerun: yes;"> </span>en relation. Le contexte
rassemble alors les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ments avec lesquels le sujet est dans
une relation de sens, il est l'ensemble des significations que le sujet attribu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> ces <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ments. Mais usages et sens tr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>s
divers suivant les champs didactiques disciplinaires. Pour Brousseau,
l'efficacit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> d'un milieu, con<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>u comme " le syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
des objets qui d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>terminent les pratiques de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude
des savoirs" peut se mesurer <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> partir de la pertinence et de la
recevabilit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> des r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>troactions qu'il fournit aux actions
du sujet. L'enseignant doit <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>laborer un milieu propice aux
apprentissages > th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orie de l'apprentissage par adaptation
aux milieux, th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orie qui s'inspire du constructivisme.
Pour Chevallard, le milieu est l'ensemble des objets institutionnels avec
lesquels le sujet entretient des rapports institutionnels, en l'absence
desquels il n'y a pas de relation didactique. Milieu et contexte se
transforment au cours de la situation.<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">9.<span style="font: 7pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Contrat didactique</span></span> : ensemble
des r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gulations et de leurs effets, reconstruits <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
partir des interactions entre enseignants et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves, lies aux objets de savoir mis en
jeu dans cette situation. Jeanine Filloux <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tablit plusieurs contrats : le contrat
initial est d'origine institutionnelle et fixe les r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>les et
les statuts des enseignants et des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves. Le contrat p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogique
s'instaure entre les enseignants et les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves pour adoucir ce premier contrat ou
le masquer. Brousseau : le contrat didactique est l'ensemble des obligations r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ciproques
que chaque partenaire de la situation didactique impose ou croit imposer aux
autres, qu'on lui impose ou qu'il croit qu'on lui impose. D'autres contrats
locaux peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre construits : contrat
disciplinaire, contrat de communication...<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">10.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;"><span style="mso-spacerun: yes;"> </span>Dévolution</span></span> : ensemble des
actions de l'enseignant visant <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> rende l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve
responsable de la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>solution d'un probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
ou d'une question en suspens (Brousseau). L'enseignant s'efforce de mettre les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
dans une relation b<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>fique <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'apprentissage. Phase d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cisive
dans le processus de m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>diation. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">11.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Didactiques</span></span>
: disciplines de recherche qui analysent les contenus en tant qu'ils sont
objets d'enseignement et d'apprentissage, r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s / r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rables a des mati<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res
scolaires. Elles ne sont ni des pratiques d'enseignement, ni des prescriptions,
ni des recommandations, m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me si elles font partie de leur champ
d'analyse. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">12.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Didactique comparée</span></span> : projet
de recherche r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cent qui vise <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
mettre en dialogue les didactiques disciplinaires, destin<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire les sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cificit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
de chacune d'elles, mais aussi les invariants de toute didactique. Ce n'est pas
un projet alternatif aux didactiques disciplinaires, mais en quelque sorte un
accompagnement <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pist<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>mologique. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">13.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Didactique et autres disciplines de
recherche</span></span> : les didactiques <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>mergent dans les ann<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es
1970. Mais aucune discipline de recherche ne peut vivre en autarcie<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"> : domaines partiellement communs, zones
d’articulation possibles, circulation de concepts ou de méthodes. Les
didactiques se sont prodigieusement développées ces trois dernières années,
mais demeure souvent des sous-domaines institutionnels de disciplines-mères ou
des sciences de l’éducation. <o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">14.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Disciplines scolaires</span></span> :
construction sociale organisant un ensemble de contenus, de dispositifs, de
pratiques, d'outils... Articul<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des fins <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ducatives,
en vue de leur enseignement et de leur apprentissage <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole.
<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">15.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Élève, apprenant, sujet didactique</span></span>
: les acteurs en tant qu'ils sont constitu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s par des objets d'enseignement ou
d'apprentissage institutionnalis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des objets de savoir, r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des disciplines. La relation d'enseignement/apprentissage <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
laquelle ils doivent participer est situ<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e institutionnellement (m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tier
d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve de Philippe Perrenoud par exemple),
format<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogiquement et simultan<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ment
structur<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e disciplinairement. Les sujets didactiques sont cat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gorisables
dans cette triple inscription, et aussi selon leur place et leur statut dans
cette relation. M<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me si c'est le sujet en tant qu'il
apprend ou qu'il enseigne dans telle discipline qui int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>resse
le didacticien, celui ci ne peut ignorer qu'il est en m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me
temps un enfant ou un adulte, issu de tel milieu, de telle histoire
familiale...<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">16.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Enseignement</span></span> : ensemble des
activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ploy<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es par les ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tres,
directement ou indirectement, afin qu'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> travers des situations formelles (d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>di<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'apprentissage), des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves effectuent des t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ches
qui leur permettent de s'emparer de contenus sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifiques (prescrits par l'institution,
organises disciplinairement....). Jean Houssaye refuse l'emploi syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>matique
de l'expression "enseignement/apprentissage", car ce n'est pas un
processus global. Les deux processus sont distincts. On peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>galement
consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rer que la gestion des relations au sein de la classe afin
que le climat soit propice <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude constitue une part non n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gligeable
de l'enseignement. Pour un didacticien, la nature des savoirs entra<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
des situations scolaires singuli<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">17.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Erreur, dysfonctionnement</span></span> :
le dysfonctionnement didactique est une partie ou la totalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
d'un produit estim<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>matique (inad<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quate,
inappropri<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e), en fonction d'un cadr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence didactique d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>termin<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>.
L'erreur est variable dans ses contours, mais aussi selon les t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ches
et les disciplines. A l'inverse, un dysfonctionnement est toujours situ<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
(dans le temps, dans une situation sociale...) et construit (par l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve,
un pair ou l'enseignant) en r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> un cadre d'analyse. Le probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
principal est sans doute celui de la valeur didactique du dysfonctionnement :
le dysfonctionnement <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> valeur didactique est consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
comme tributaire de cet espace socio-institutionnel, compr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hensible
dans un cade d'analyse et traitable, au moins potentiellement, dans ce m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me
espace. Pb aussi du statut des dysfonctionnements : <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ment
structurel des fonctionnements didactiques, car la possibilit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
de l'erreur est au fondement m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me de la forme scolaire. De plus, les
dysfonctionnements justifient l'enseignement. Ils peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s comme des modalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
de fonctionnement : on apprend avec, contre... Pour les ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tres,
ce sont aussi des outils de guidage. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">18.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Évaluation </span></span>: prise
d'information qu'effectue<span style="mso-spacerun: yes;"> </span>un acteur
quelconque d'une situation de travail sur les performances identifiables ou les
comportements mis en <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">œ</span>uvre par les personnes qui rel<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>vent
de cette situation, en les rapportant <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des normes ou <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des
objectifs. Elle poursuit des buts de certification, de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gulation
des apprentissages ou des comportements, d'am<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>lioration des produits ou des
processus de production, ou enfin de pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>diction de l'avenir. Elle suppose en
amont un choix de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>marches et d'instruments d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation
ou de mesure, et en aval, une interpr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tation de l'information recueillie,
une communication aux acteurs directs ou indirects et des prises de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cision
quant aux interventions ou adaptations <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> faire dans la situation
d'enseignement, de travail ou de formation. <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">Ç</span>e n'est pas initialement une situation
didactique ( cf docimologie des 1930). La p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogie par objectifs (PPO) a modifi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>flexion sur l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation ; en posant les questions de
la n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessaire explicitation des moyens pour atteindre les buts
assign<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s, elle a jet<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> les bases de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation
formative, qui contribue <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gulation continue des apprentissages.
L'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation formatrice, elle, donne une grande importance <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
la compr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hension et au contr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>le des processus d'apprentissage par
les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves. Cette <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> finalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> didactique est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
distinguer des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuations <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
fonction institutionnelle qui contribuent au pilotage des syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ducatifs, de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
fonction de certification (examens) et de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
fonction pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dictive (tests psychom<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>triques). "Un des probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes
importants pour les didactiques aujourd'hui consiste <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifier
comment l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation contraint les objets d'enseignement/apprentissage
et, en retour, comment ces objets contraignent l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation. Ainsi de l'oral :
l'obligation d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuer l'oral am<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ne
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> privil<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gier certains types de pratiques
orales (<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuables) et certains aspects (<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuables)
de l'oral ; en retour, certaines dimensions de l'oral ( ses caract<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ristiques
interactives, par exemple) interrogent des pratiques d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation
qui ne porteraient que sur des productions individuelles monologua les (Nonnon,
2005). <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">19.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Forme
scolaire</span></span> : configuration qui structure de mani<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifique la relation d'enseignement/apprentissage, en la diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>renciant
notamment des formes informelles qu'elle peut prendre. Transmission formelle
entre un ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tre et des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves (situation collective). Cette
forme de relation d'autonomies des autres relations sociales, en s'appuyant
notamment sur un lieu et un temps propres. Cet ensemble de contenus, les
pratiques qui leur sont associ<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es et leur mode d'organisation
constituent une v<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ritable culture sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifique
qu'on peut appeler la culture scolaire (Andr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> Chervel). <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">20.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Genre
du discours</span></span> : produits culturels qui r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gissent
les discours des membres d'une soci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> dans les infinies situations de la
vie sociale. Elle suppose des principes de cat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gorisation des formes d'organisation
du langage qui s'opposent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> une approche purement interne. Cf
Mickail Bakhtine : tout <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nonc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> verbal r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>alise
a la fois une dimension commune et une forme individuelle. Elle int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>resse
la didactique du fran<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>ais qui l'utilise pour cat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>goriser
les objets d'enseignement, suivant l'articulation de 3 dimensions : les
contenus du discours, la structure communicationnelle et les configurations
d'unit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s linguistiques. La dimension culturelle constitutive de la
notion de genre concerne toutes les disciplines. Et cette notion peut
contribuer <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> analyser les objets d'enseignement qui poss<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>dent
une dimension langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re, quelque soit la discipline, ainsi
que les formes langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res de l'enseignement, des
apprentissages, de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation... Cf le compte rendu d'exp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rience
dans l'enseignement scientifique, qui constitue l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
scientifique elle m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">21.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Institutionnalisation
</span></span>: moments de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude singularis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s par
l'instauration d'un rapport officiel <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> un savoir ou <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> un
savoir faire ; ou processus par lesquels l'enseignant amen<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves eux m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>mes <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
reconna<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tre les apprentissages r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>alises. Ces deux approches se diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rencient
par leur place dans les apprentissages : dans le premier cas, n'importe quand,
m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me au d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>but. Dans le deuxi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me,
cf Brousseau : "Les ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tres doivent rendre acte de ce que les
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves ont fait, d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crie
ce qui s'est pass<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> et ce qui a un rapport avec la
connaissance vis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e, donner un statut aux <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>v<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nements
de la classe, comme r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
et comme r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat de l'enseignement, l'identifier, rapprocher ces
productions des connaissances des autres (culturelles ou du programme),
indiquer qu'elles peuvent resservir." N<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessaire car les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
peuvent avoir des difficult<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>contextualiser, et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
ne pas juger n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cessaire d'aller plus loin que la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>solution
d'un probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me. Peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
comme le processus r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ciproque de la d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>volution.
Elle prend une forme diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rente suivant la discipline. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">22.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Métalangage
- activité métalinguistique</span></span> : constituer la langue comme objet de
discours ou d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude. M<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talangue ou m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talangage
: r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pertoire de termes sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cialises dans ces analyses qui est en
relation avec l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> cognitive de prise de conscience et
de mise <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> distance des ph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nom<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>nes langagiers. Toute discipline
construit un langage sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cialise et d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>veloppe
une activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talinguistique <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
propos de ses objets. L'enseignement, quelle que soit la discipline, repose sur
une activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talinguistique importante : il revient
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> chaque discipline de travailler sur les dimensions langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res
indissociables de la pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e (concept) et du langage (mot). Dans
de nombreuses activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s d'apprentissage, l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talinguistique est fortement sollicit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e,
surtout en fran<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>ais : d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>contextualiser les mots de la langue,
les d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>connecte de leur langage ordinaire, et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
les recontextualiser dans un travail sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifique. Question qui est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
la crois<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e de th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orisations linguistiques (Jakobson) et
de recherches en psychologie cognitive (Gombert). Enfin, l'apprentissage,
quelle que soit la discipline, est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>, en partie, au travers de l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talinguistique des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves et de leur ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>trise
du m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>talangage. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">23.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Méthodes de recherche</span></span> : donne
un statut scientifique aux didactiques. Ne s'appuie pas sur le r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>el
mais sur une reconstruction de celui-ci : processus d'interpr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tation
du r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>el. Ne se r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>duit pas <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des
techniques. M<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>thodes nombreuses et diverses en
didactiques. Varie suivant les chercheurs et les objets de recherche : est en
quelque sorte une invention instrument<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e. Plusieurs <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ments
permettent de la d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire : choix des moyens et des
techniques, terrains et espaces d'investigation, organisation des techniques de
recueil de donn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es, poids accord<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
aux ressemblances ou aux diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rences, moments d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>criture
et formes de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crit...<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">24.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Modèle didactique</span></span> : vise <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
proposer une formalisation pour analyser ce qui est enseign<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
(ou non), ce qui est enseignable (ou non). Construction th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orique
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> vis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e descriptive et/ou prax<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ologique.
Cf Dolz et Schneuwly pour parler des genres de discours. Le concept de mod<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>le
didactique sert <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> comprendre les principes de
construction des objets didactiques. Il sert <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>galement d'outil pour la cr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ation
de s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quences didactiques (ing<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nierie didactique) et peut permettre
l'explicitation des mod<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>les intuitifs qui r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gissent
ordinairement l'enseignement et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre un outil important dans la
formation des enseignants et dans l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation des performances des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves.
Cette notion permet <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>galement de proposer un cade pour
penser la didactique elle m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me : mod<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>lisation qui renvoie <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
une dimension r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>flexive de la didactique sur ses
propres processus, une m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tadidactique en quelque sorte.<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">25.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Niveaux de formulation</span></span> : <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nonc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
de diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents niveaux produits pour d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire un m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me
concept en fonction des moments du cursus et des probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifiques
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tudies. Astolfi et Develay montrent que ces niveaux se
distinguent sur 3 plans : linguistique, psychog<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tique et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pist<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>mologique.
Ces <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>nonc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s permettent de porter un regard
analytique sur les situations didactiques, en interrogeant les savoirs
enseignes et leur lien avec les savoirs de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence, et en prenant en compte les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
et leurs capacit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> acqu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rir des savoirs. Certains pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>rent
le terme de registre plut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>t que de niveau, car peut varier
suivant les sph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res sociales. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">26.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Noosphère </span></span>: ensemble des
acteurs intervenant <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> l'intersection du syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
d'enseignement et de la soci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> (parents, savants,
institutionnels...), et lieu important du processus de transposition
didactique. Chevallard : elle permet le r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">éé</span>quilibrage entre le syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
d'enseignement et l'environnement soci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tal. C'est un lieu de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>bat
sur les choix des objets d'enseignement ou sur la m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>thodologie
propre <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> la discipline. De plus, elle est constamment en train de
vouloir de faire oublier, n'estime pas un lieu institutionnel stable, mais une
entit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> abstraite. Aussi lieu de production des programmes,
d'ouvrages pour les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves ou les enseignants. Mais notion
pas vraiment stabilis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">27.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Obstacles - objectifs-obstacles</span></span>
: cf Bachelard : les obstacles <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pist<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>mologiques sont les causes d'inertie,
de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rive ou d'erreur dans la d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>marche de construction des savoirs
scientifiques. Les obstacles peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finis comme des structures et des
modes de pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e qui font r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sistance
dans l'enseignement et l'apprentissage. Recherches qui ont men<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des catalogues de repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations fr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quentes
dans diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rentes disciplines. Mais les obstacles sont pins nombreux,
souvent li<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> plusieurs repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations.
L'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude des repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations n'est donc que la premi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tape avant l'analyse des obstacles qui les sous-tendent.
L'obstacle n'a pas un sens n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gatif mais participe d'un. Certain
fonctionnement intellectuel.<span style="mso-spacerun: yes;"> </span>Le plus
souvent, il n'est pas v<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cu par le sujet apprenant comme une
difficult<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>, et la reconstruction des connais ce peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
co<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">û</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> pour lui. Jean-Louis Martinant a
construit un concept permettant de coupler cette notion d'obstacle <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
celle d'objectif : exprimer les objectifs de l'apprenant en terme d'obstacle
franchissable. Le d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>passement d'obstacles identifi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
devient un moteur dans la construction des connaissances. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">28.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Outils</span></span> : dispositif mat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>riel
ou artefact servant une situation d'enseignement/apprentissage. Deux cat<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gories
: ceux con<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>us pas l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole, ceux con<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>us
hors de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole et transform<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s par elle. L'outil est appr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hend<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
au del<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> de son aspect physique par l'usage qui en est fait
(tableau, cahier, manuel...). Ces outils contribuent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> la
constructif de l'image de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole, des savoirs et des disciplines.
Certains sont d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finis comme des aides didactiques,
avec 3 finalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s : solliciter l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
et la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>flexion personnelle des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves, rendre possible un travail
autonome adapt<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> chacun, et les familiariser avec des
outils de communication lies aux diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rentes disciplines. Vygostski <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>voque
la notion d'outil psychologique : langage, moyens de calcul, moyens mn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>motechniques,
symboles, <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>criture ...<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">29.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Pédagogie</span></span> : mode d'approche
des faits d'enseignement et d'apprentissage qui ne prend pas sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifiquement
en compte les contenus disciplinaires mais s'attache <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
comprendre les dimensions g<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rales ou transversales des situations
qu'elle analyse et qui sont li<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es aux relations entre apprenants et
enseignants ou entre apprenants, aux formes de pouvoir et de communication, au
choix des modes de travail et des dispositifs, des m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>thodes
et des techniques d'enseignement et d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation. Elle peut <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>orique, th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>oricien-pratique ou prax<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ologique.
La p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogie pose la question des finalit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s et
des valeurs de l'enseignement (philosophie de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ducation), d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>termine
diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rentes th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ories de l'apprentissage (psychologie),
et de la socialisation des individus (sociologie). Elle est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>galement
int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ress<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e par l'histoire des mouvements p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogiques.
Articuler p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogie et didactique : cf Francis Ruellan.<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">30.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Pratiques langagières</span></span> :
analyse des fonctionnements du langage en contexte, en s'interrogeant sur la
production de sens et d'effets, et sur le rapport du sujet au langage et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
la situation. Elle permet de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire les sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cificit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
des usages scolaires du langage par rapport aux usages extrascolaires. Cf
Bernard Lahire pour qui les pratiques langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res scolaires orales ou <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crites
sont marqu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es par les exigences du langage <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crit.
Cette notion permet aussi de sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifier les fonctionnements
disciplinaires : les discrimin<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s scolaires reposent sur des pratiques
langagi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>res sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifiques. En troisi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
lieu, cette notion permet de penser certaines sources possibles d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>chec
comme non-ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>trise d'une forme sociale sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifique,
la forme scripturale scolaire. Enfin, elle peut s'articuler avec d'autres
concepts importants en didactique : communaut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> discursive, rapport <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
, genre du discours.<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-spacerun: yes;"> </span><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">31.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Pratiques scolaires - pratiques
extrascolaires</span></span> : faut-il que l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole prenne en compte les pratiques
extrascolaires des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves ? Deux th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ses se
confrontent : <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>viter de les introduire, car l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole
se construit hors des univers familiaux, en gardant une forme scolaire sp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cifique.
Vision asc<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tique des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tudes, affirmation de valeurs fortes,
et appr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hension de la soci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> et de son <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>volution,
discours sur la baisse de niveau... La seconde position postule qu'il est
impossible de n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gliger ces pratiques, <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tais
on du fonctionnement m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me des apprentissages (on apprend
avec, Grace ou malgr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> elles, mais pas sans)' et aussi parce
que l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole a multipli<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> les passerelles entre univers
scolaire et extrascolaire : correspondances, sorties, classes vertes... Reuter
pense qu'on peut m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me tirer des b<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>fices
de ces pratiques : effet de connaissance (modifier l'image des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves
chez les enseignants), l'effet de reconnaissance (valorisation des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves)
et l'effet passerelle (op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rationnalisation des deux premiers). <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">32.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Pratiques sociales de référence</span></span>
: cf Jean-Louis Martinant : des pratiques sociales peuvent servir de r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> des activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s scolaires, pour analyser les
contenus d'enseignement, mais aussi pour en proposer. Elles peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
tr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>s vari<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es : productions industrielles ou
artisanales.... Permet de sortir du processus de transposition didactique du
savoir savant. La r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence choisie n'est pas neutre. Permet
de poser les probl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes de la r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence
en terme d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cart, de choix (politiques), et de coh<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rence.<span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">33.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Programmation
didactique</span></span> : processus de planification temporelle des contenus
d'enseignement d'une discipline. Elle est consubstantielle au syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
d'enseignement, ou au syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me didactique pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pare
par l'enseignant. Cf chronogen<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>se. Quand elle parle des diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rentes
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tapes de la scolarit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>, c'est le programme. L'enseignant met
en place une programmation annuelle ou sur des temps plus courts (s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quences
ou cycles d'enseignement). Ces deux programmations peuvent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
en conflit. P. Perrenoud propose de distinguer curriculum prescrit et
curriculum r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>el. Conflit aussi entre programmation <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
priori et programmation en acte. La didactique doit mettre en garde contre
l'illusion d'un apprentissage lin<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>aire des savoirs. Bertrand Daunay :
"une s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quence, en toute logique, n'a pas <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
un carcan mais un outil pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>visionnel qui contient dans sa logique
propre les conditions de sa mutabilit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>. Une s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quence ne saurait en effet <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
pleinement coh<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rente avant sa mise en <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">œ</span>uvre
avec les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves." <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">34.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Rapport à</span></span> : l'apprentissage
des contenus d'enseignement est indissociable du rapport <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
ces contenus que construit l'apprenant. Le concept de rapport <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
en didactique d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>signe la relation (cognitive mais
aussi socio psycho affective) qu'entretient l'apprenant aux contenus et qui
conditionne en partie l'apprentissage de ces derniers. Il peut devenir <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
son tour un objet d'enseignement. Il vise <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> appr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>hender le sujet comme individu, dans
sa relation complexe au savoir, notamment scolaire. Le rapport au savoir reste
socialement diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>renci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">35.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Représentations</span></span> : syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes
de connaissance qu'un sujet mobilise face <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> une question ou <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
une th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>matique, que celle-ci ait fait l'objet d'un enseignement ou
pas (s'oppose au concept de t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>te vide). L'enseignement consiste
alors <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> une r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>organisation intellectuelle une
transformation des modes de pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e. Terme introduit par Durkheim en
sociologie. Jean Migne en didactique souligne que repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations
et concepts scientifiques constituent deux modes de connaissance diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents.
Du coup, nouvelles formes d'enseignement, avec catalogues de repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations,
constances et invariances, mais aussi variabilit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> suivant la situation et le contexte. Travail
d'interrogation des logique qui g<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>rent les repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations
les plus fr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quentes : d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>veloppement cognitif des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves,
obstacles <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pist<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>mologiques, discours sociaux
extrascolaires, part inconsciente de la pens<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e... Le travail <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
partir des repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations suppose une analyse et une
interpr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tation cf. Astolfi. Giordan et De Vecchi pr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>f<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>rent
le terme de conception. Pour Jean-Fran<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>ois Halte, "<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
la fois obstacles et points d'appui, elles doivent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre
rep<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es, objectiv<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es,
travaill<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es par les pratiques d'enseignement". <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">36.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Situations didactiques,</span></span> en
tant qu' "objet d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude didactique" : elle se d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>finit
dans le temps et l'espace de la classe, comme ce qui est et reste nouveau.
Identifier une situation didactique dans un continuum de s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ances
d'enseignement, c'est poser comme nouveau une objet de savoir et les activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
associ<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es. Lorsque cet objet perd son statut de nouveau pour
devenir ancien, la situation s'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>teint. On ne consid<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
en didactique que des apprentissages et des enseignements en tant qu'ils sont
situ<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s. Notion multiforme : situations d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuation,
de travail r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>flexif, de validation, de
communication, d'institutionnalisation... Brousseau con<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ç</span>oit 3
types de situation en maths : action, formulation et validation. Ruellan aussi en
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>criture : situations fonctionnelles, diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es
ou de structuration. Diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents agencements de situation peuvent
<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre propos<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s pour penser et structurer les
activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s d'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves en vue de la construction de
connaissances ou de comp<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tences nouvelles. Mais notion tr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>s
fluctuante selon les auteurs et les disciplines. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">37.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Système didactique - triangle didactique</span></span>
: syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me de relations qui s'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tablissent entre le contenu
d'enseignement, l'apprenant, l'enseignant, souvent repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sent<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
sous la forme d'un triangle. C'est l'analyse des relations entre les 3 qui
caract<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rise les didactiques comme disciplines th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>oriques.
Donc, une relation duelle ne rel<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve pas de la didactique (p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogie,
psychologie...) Jean Houssaye : "toute p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>dagogie est articul<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e
sur la relation privil<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>gi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e entre deux des trois <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ments
et l'exclusion du troisi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me avec qui cependant chaque <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>lu
doit maintenir des contacts." Ne pas confondre le syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me
didactique avec une classe r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>elle. Triangle qui semble parfois
insuffisant : cf Michel Dab<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ne qui l'inclut dans le contexte
social et <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ducatif, prenant en compte aussi les repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations
et la pratiques sociales de la langue, des textes et des discours :
constellation didactique. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">38.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Tâche </span></span>: travail <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
faire pour r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>pondre <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> la demande et aux attentes de la personne
qui l'a donn<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> faire et qui en sera g<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>n<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ralement
le destinataire et/ou l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>valuateur. Elle renvoie <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
la face visible de la transposition didactique, permet de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire
et de comprendre le travail de l'enseignant et de l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve.
Elle permet de revisiter chacun des tris p<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>les du triangle didactique. Elle est
le produit d'une interaction. Yves Cl<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ô</span>t montre que l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>
r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>elle est une interpr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tation de la t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>che
prescrite. Cette conception interroge fortement les repr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sentations
ordinaires des t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ches scolaires comme applications
d'une consigne. La t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>che peut aussi servir pour analyser le
travail de l'enseignant : utilisation de sch<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes professionnels, c'est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
dire ensemble de gestes<span style="mso-spacerun: yes;"> </span>de
raisonnements, de jugements, d'affects, que l'on reconstruit <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
partir l'observation des conduites des enseignants en situation. Les sch<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>mes
correspondent <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> une m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me classe de situations, ils sont
organis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s et relativement stables, et permettent de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>crire<span style="mso-spacerun: yes;"> </span>l'activit<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> effective de l'enseignant face aux t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>ches
effectu<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es par les <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves. Cependant, la premi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">â</span>che des <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ves est, pour Michel Brossard, de d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>celer
les attentes du ma<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">î</span>tre, de percevoir ses intentions
didactiques. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps" style="margin-left: 18pt;"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">39.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Topogenèse</span></span> : ensemble des op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rations
qui organisent les diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents lieux occup<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
par les acteurs de la relation didactique et le r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>sultat de ces op<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rations,
c'est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> dire l'organisation des diff<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>rents espaces. Lieux est <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span>
entendre ici dans un sens symbolique : comme place par rapport au savoir.
Concept <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>labor<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> par Chevallard en tant que contrainte
portant sur le syst<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>me didactique : l'instauration d'une
relation didactique suppose 2 positions par rapport au savoir, occup<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>es
respectivement par l'enseignant et par l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>l<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>ve, en fonction du savoir en jeu (et
non par des th<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>ories supra didactiques). Int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>t
: <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude des latitudes dont dispose l'enseignant pour r<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>aliser
la topogen<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>se, <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>tude des actions et d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cisions
de l'enseignant et recherche de mod<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>les. <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p>
<p class="Corps"><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p> </o:p></span></p>
<p class="Corps" style="margin-left: 18pt; mso-list: l0 level1 lfo1; tab-stops: list 18.0pt; text-indent: -18pt;"><!--[if !supportLists]--><span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><span style="mso-list: Ignore;">40.<span style="font: 7pt "Times New Roman";"> </span></span></span><!--[endif]--><span dir="LTR"></span><span style="mso-spacerun: yes;"> </span><span class="Titre2Car"><span lang="EN-US" style="font-size: 13pt;">Transposition didactique</span></span> :
travail qui fait d'un objet de savoir <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">à</span> enseigner un objet d'enseignement.
Cf. Chevallard. Passe par la mise en texte des savoirs (programmes,
manuels...), leur d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>contextualisation de leur sph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re
de production pour <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre recontextualis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
dans la sph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re scolaire. A l'<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>cole, le savoir est toujours d<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>personnalis<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>,
et s<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>quentiel (programmable). Ceci est une transposition
didactique externe, faire par la noosph<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re. Il existe aussi une transposition
didactique interne, qui peut parfois <span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>tre en rupture avec la premi<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>re.
Concept dynamique, car le savoir savant n'est pas fig<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>, et
la soci<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>t<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span> int<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>gre rapidement de nouvelles questions,
de nouveaux savoirs. Notion tr<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">è</span>s facilement adopt<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e
dans toutes les disciplines, mais tout de m<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">ê</span>me discut<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>e, par
exemple en ce qui concerne les savoirs-faire. De plus, les savoirs enseign<span face=""Arial Unicode MS","sans-serif"" style="mso-ascii-font-family: Helvetica;">é</span>s
ne proviennent pas toujours de savoirs savants : savoirs experts (musique,
EPS..). <span style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica;"><o:p></o:p></span></p><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-27795369931654932892024-02-10T12:56:00.000-08:002024-02-11T22:45:09.868-08:00pièce de théâtre pour enfants 'enfant gâtéزملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><br /></div><div><br /></div>
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margin-bottom: .0001pt; margin: 0cm;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Prendre
soin de l'environnement dans lequel tous les êtres vivants, ce qui nous inclue,
nous vivons, est fondamental afin de maintenir l'équilibre naturel de la
planète Terre. Certaines cultures l'appellent Pachamama, d'autres Gaïa, et
presque toutes font référence à la nature comme la "terre mère", ce
qui prouve son importance pour nos vies et combien il est capital d'en prendre
soin.<o:p></o:p></span></p>
<p style="background: white; box-sizing: inherit; margin-bottom: .0001pt; margin: 0cm; outline: 0px;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Avec une population humaine en croissance perpétuelle et une encyschool </span></p><p style="background: white; box-sizing: inherit; margin-bottom: .0001pt; margin: 0cm; outline: 0px;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">destruction systémique de la flore et de la faune de la planète, il est plus
qu'urgent de commencer à développer des habitudes quotidiennes qui nous
permettront de protéger la nature. Si vous souhaitez savoir <strong style="box-sizing: inherit; outline: 0px;"><span style="font-family: "Arial","sans-serif";">comment
protéger la nature, </span></strong>il ne nous reste plus qu'à vous
inviter à poursuivre votre lecture de cet article de ProjetEcolo !<o:p></o:p></span></p>
<p style="background: white; box-sizing: inherit; margin-bottom: .0001pt; margin: 0cm; outline: 0px;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;"> <o:p></o:p></span></p>
<h2 style="background: white; margin-bottom: 3.0pt; margin-left: 9.0pt; margin-right: 9.0pt; margin-top: 0cm;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 20.5pt; line-height: 115%;">Comment protéger la nature et
l'environnement<o:p></o:p></span></h2>
<p style="background: white; box-sizing: inherit; margin-bottom: .0001pt; margin: 0cm; outline: 0px;"><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">La protection de l'environnement nous incombe à tous, en effet,
c'est la responsabilité de toutes les sociétés d'apprendre à faire un usage
plus efficace et durable des ressources que nous utilisons. Vous trouverez
ci-dessous une liste complète des principales actions que nous pouvons mettre
en place pour protéger la nature et l'environnement :<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Économisez l'eau,
réduisez sa consommation et réutilisez-la.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Éteignez les lumières et
les appareils électroniques lorsqu'ils ne sont pas utilisés.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Misez sur les énergies
renouvelables.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Utilisez des transports
publics peu polluants.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Réduire, réutiliser et
recycler.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; margin-left: 4.2pt; margin-right: 0cm; margin-top: 3.0pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18.0pt;"><!--[if !supportLists]--><span style="color: #333333; font-family: Symbol; font-size: 10.0pt; mso-bidi-font-family: Symbol; mso-bidi-font-size: 16.0pt; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><!--[endif]--><span dir="LTR"></span><span style="color: #333333; font-family: "Arial","sans-serif"; font-size: 16.0pt;">Consommez de manière
responsable.<o:p></o:p></span></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-outline-level: 1;"><span style="background: #F7F7F7; color: #525252;"> il ne faudrait pas jeter les déchets. On doit les
trier et recycler les matières recyclables pour fabriquer de nouveaux objets
nécessaires dans la vie quotidienne : le papier, le carton, le verre, l’acier,
l’aluminium et le plastique.</span><o:p></o:p></p>
<p class="MsoNormal" style="background: white; line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; mso-outline-level: 1;"><b><span style="color: #0f0f0f; font-family: "Arial","sans-serif"; font-size: 24.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: FR; mso-font-kerning: 18.0pt;"><o:p> comment sauver la nature </o:p></span></b></p><br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6084068578689364457.post-91753777243920539662024-01-30T22:10:00.000-08:002024-01-30T22:10:47.731-08:00précaution d'emploi des produits ménagers à la maison زملائي الاعزاء أصدقائي صديقاتي تلاميذنا النجباء المتميزون دمتم متألقين على الدوام هذا الفضاء منكم وإليكم ينتج ويجمع لكم الوثائق بمختلف انواعها التربوية والتثقيقية والتعليمية والصحية وكل ما يهم المدرسة في العالم العربي .... نرجو ان نكون عند حسن ظنكم لا تبخلوا علينا بالاشتراك والتعليق ومشاركة الصفحة مع اصدقائكم ... حظا موفقا للجميع يمنع نقل محتوى المدونة لغايات تجارية وشكرا مسبقا ... وفقكم الله وايانا الى خير السبل <div><br /></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zVZYsBg9VVU1fmcSYBKjfxuDCUN5PlVDouzaHbytEbI96rJTNkLCJY3NRUrCP6adr1fqtougbU0ck1DJs2fBS_-HhZuykyQXoTsAl5lFPL7rPkXu4ly6uocp60XNBUBfVXdjK3WQd4ah_Smz-9Xa4BpB5r3S3Le2LpBMlBTWz9hhFcDSL7nZmXM4V2s/s2646/produits_menagers_page-0001.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1240" data-original-width="2646" height="357" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-zVZYsBg9VVU1fmcSYBKjfxuDCUN5PlVDouzaHbytEbI96rJTNkLCJY3NRUrCP6adr1fqtougbU0ck1DJs2fBS_-HhZuykyQXoTsAl5lFPL7rPkXu4ly6uocp60XNBUBfVXdjK3WQd4ah_Smz-9Xa4BpB5r3S3Le2LpBMlBTWz9hhFcDSL7nZmXM4V2s/w643-h357/produits_menagers_page-0001.jpg" width="643" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyTsQXQwTSelK66F4GQyuOMknT5pNlW7U_07DuoIRmGWKWv2jRd1Jbv1Op7IXzVDFBxuwU539aRTFyPU6mTB4xB576pCfvTBoSa2nM5Aanu9uQD6QGKLeG9qHW7r0632LAKyWTk9gsncwrAwmFYQ7Dq8Uzfex9Rh_fqNrxPW-niVVrUHzbt-M4oLjitU0/s2646/produits_menagers_page-0002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1240" data-original-width="2646" height="306" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyTsQXQwTSelK66F4GQyuOMknT5pNlW7U_07DuoIRmGWKWv2jRd1Jbv1Op7IXzVDFBxuwU539aRTFyPU6mTB4xB576pCfvTBoSa2nM5Aanu9uQD6QGKLeG9qHW7r0632LAKyWTk9gsncwrAwmFYQ7Dq8Uzfex9Rh_fqNrxPW-niVVrUHzbt-M4oLjitU0/w629-h306/produits_menagers_page-0002.jpg" width="629" /></a></div><br /><div><br /></div>Unknownnoreply@blogger.com0