Difficultés d’apprentissage, processus de secondarisation et pratiques enseignantes : une hypothèse relationnelle

Abstract

school requisites on the other hand. Consequently this relational hypothesis tends to draw attention onto phenomena specific to school learning and to school knowledge as well as onto the difficulties that have to be overcome by some students in the field of identification, that is identification of the cognitive aims, of the "secondary” character of some tasks, of the objects of knowledge at stake. The refusal to take these difficulties into consideration, the failure to take charge of them plus the existence of specific ways of operating as well as of modes of adjustment to discrepancies among students in teachers practices may result in increasing the abovementioned difficulties and in reinforcing differentiations and inequalities.

The use of complex reading materials in first grade

“…By neither confirming nor contradicting the student's propositions, she allowed them to express any hypothesis they wanted. This approach can create socio-cognitive misunderstandings, a situation our team has noted during several studies (Bautier & Goigoux, 2004;Bautier & Rochex, 2007;Bonnéry, 2007). For students who have not been introduced at home to the subtleties of the school world, their understanding of school situations may be very different from their teacher's understanding because they do not have a good enough understanding of a situation's importance and objective.…”

Les supports numériques pour enseigner, quels obstacles ? Littératie numérique scolaire et pratiques enseignantes

“…Cela correspond à la pédagogie du « faire » que privilégient dans de nombreux domaines disciplinaires les enseignants du primaire (Bautier et Goigoux, 2004) : le contenu de l'activité semble avoir moins d'importance que l'engagement dans la tâche.…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…D'où des « malentendus » entre des élèves qui s'acquittent simplement des tâches demandées et des enseignants qui, par ces tâches, visent, souvent sans le dire, la construction de savoirs et de compétences littératiées (Bautier et Goigoux, 2004). Fréquemment, les moyens et les stratégies pour lire et comprendre les textes ne sont pas explicités, les enjeux d'apprentissage des situations proposées sont tus, voire rendus invisibles par l'habillage ludique 2 de la situation ou l'objectif immédiat de réalisation.…”