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Auteur Zoubir Chabbia |
Documents disponibles écrits par cet auteur (1)
Affiner la recherche Interroger des sources externesAnalyse du dispositif didactique favorisant la compétence de construction du sens des textes au moyen. / Zoubir Chabbia
Titre : Analyse du dispositif didactique favorisant la compétence de construction du sens des textes au moyen. Type de document : texte imprimé Auteurs : Zoubir Chabbia, Auteur ; Daouia Hanachi, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2019 Importance : 462 f. Format : 30 cm. Note générale : Doctorat 3 cycle LMD.
1 copies imprimées disponiblesLangues : Français (fre) Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français:Didactique FLE L’autorégulation métacognitive médiation intention d’enseignement pratique d’enseignement construction du sens Metacognitve self-regulation mediation teaching intention teaching practice construction of meaning التنظيم الذاتي ما وراء المعرفي الوساطة نية التدريس ممارسة التدريس بناء المعنى Index. décimale : 440 Langues romanes. Français Résumé :
In this research, we have explored the didactical system implemented in the teaching of French as a foreign language using it in our plurilingual context. We wanted to understand how metacognitive self-regulation is taken into account in the teaching device of the construction of the meaning of written texts. To do so, we analyzed the French program to find out how metacognitive self-regulation is recommended in the official instructions. We also looked at how self-regulation manifests itself in the textbook. We also conducted a written survey to investigate how metacognitive self-regulation is apprehended by middleschool French teachers and how metacognitive self-regulation is targeted in teaching intentions guiding teachers' interventions. The final phase of this study consists of analyzing several observed classroom sessions in order to investigate how metacognitive self-regulation is implemented in teaching practices of meaning construction of texts written by means. This step consists of identifying interventions that can explicitly stimulate the self-regulation of learners.
Note de contenu : Tome 2 format papie: Annexe-Corpus.
Diplôme : Doctorat En ligne : ../theses/francais/CHA1553.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11274 Analyse du dispositif didactique favorisant la compétence de construction du sens des textes au moyen. [texte imprimé] / Zoubir Chabbia, Auteur ; Daouia Hanachi, Directeur de thèse . - جامعة الإخوة منتوري قسنطينة, 2019 . - 462 f. ; 30 cm.
Doctorat 3 cycle LMD.
1 copies imprimées disponibles
Langues : Français (fre)
Catégories : Français - Anglais
Langue FrançaiseTags : Langue Français:Didactique FLE L’autorégulation métacognitive médiation intention d’enseignement pratique d’enseignement construction du sens Metacognitve self-regulation mediation teaching intention teaching practice construction of meaning التنظيم الذاتي ما وراء المعرفي الوساطة نية التدريس ممارسة التدريس بناء المعنى Index. décimale : 440 Langues romanes. Français Résumé :
In this research, we have explored the didactical system implemented in the teaching of French as a foreign language using it in our plurilingual context. We wanted to understand how metacognitive self-regulation is taken into account in the teaching device of the construction of the meaning of written texts. To do so, we analyzed the French program to find out how metacognitive self-regulation is recommended in the official instructions. We also looked at how self-regulation manifests itself in the textbook. We also conducted a written survey to investigate how metacognitive self-regulation is apprehended by middleschool French teachers and how metacognitive self-regulation is targeted in teaching intentions guiding teachers' interventions. The final phase of this study consists of analyzing several observed classroom sessions in order to investigate how metacognitive self-regulation is implemented in teaching practices of meaning construction of texts written by means. This step consists of identifying interventions that can explicitly stimulate the self-regulation of learners.
Note de contenu : Tome 2 format papie: Annexe-Corpus.
Diplôme : Doctorat En ligne : ../theses/francais/CHA1553.pdf Format de la ressource électronique : Permalink : index.php?lvl=notice_display&id=11274 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité CHA/1553 CHA/1553 Thèse Bibliothèque principale Thèses Disponible
