Amplifier et modifier la dynamique motivationnelle en classe inclusive : les bénéfices du coenseignement
This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didac...
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| Asıl Yazarlar: | , , , |
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| Materyal Türü: | Article ou chapitre numérique |
| Dil: | Français |
| Baskı/Yayın Bilgisi: |
2025
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| Online Erişim: | Accès Université d'Orléans et IFPM |
| Özet: | This article examines the processes at work when students exercise their critical skills to read documents in history class, in line with the expectations of the school institution. Two sessions conducted in two fifth-grade classes are analysed using the concepts of the Joint Action Theory in Didactics (JATD). The first session examines how to read a single archive document regarding an incident on a tramway in Bordeaux in 1942. A study of the second session will help analyse how the entire archive file relating to this incident was read. From one session to the next, the problem addressed is transformed, and it becomes necessary to refer to the multiple scales of historical context (the specific context of the incident, the intermediate context of the administrative collaboration that produced these archives, and the general context of the genocide of the Jews). Taking contextual scales into account leads students to work on the problem at stake in these documents to make a critical reading of them. |
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