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Catalog

Newsletter

PDF - Pandémies et catastrophes naturelles telles que reflétées dans l'enseignement de l'histoire (2023)

History teaching
978-92-871-9334-6
Type of document :
Book
Format :
PDF
Language :
French
Size :
2,99 MB
Number of pages :
110
Observatoire de l’enseignement de l’histoire en Europe
16.00 € / 32.00 $US
Tax excluded
Covid-19, série dévastatrice de tremblements de terre en Türkiye et en Syrie... Dans quelle mesure les jeunes sont-ils préparés à comprendre de tels événements catastrophiques et leur impact sur les sociétés ?


Le premier rapport thématique de l’Observatoire de l’enseignement de l’histoire en Europe (OHTE) étudie la place des pandémies et des catastrophes naturelles dans les programmes scolaires en fonction des différents cycles d’enseignement. La mission de l’observatoire est de fournir un panorama précis de l’état de l’enseignement de l’histoire en Europe. Dans les États membres de l’observatoire, cette mission est réalisée par la publication de rapports OHTE sur l’état de l’enseignement de l’histoire en Europe ainsi que par le biais de rapports thématiques qui explorent des domaines d’intérêt particuliers et leur prise en compte dans les cours d’histoire.

La vision de l’observatoire est résumée par sa devise : « Enseigner l’histoire, ancrer la démocratie ». En pratique, cela signifie qu’il vise à promouvoir un enseignement de l’histoire de qualité afin d’améliorer la compréhension de la culture démocratique chez les jeunes. L’Observatoire de l’enseignement de l’histoire en Europe est un accord partiel élargi du Conseil de l’Europe.
CHAPITRE 1 – INTRODUCTION 
Historique et contexte du rapport 
Pandémies : une perspective historique 
Catastrophes naturelles : une perspective historique 
L’enseignement des pandémies et des catastrophes naturelles 
Le rapport thématique 
CHAPITRE 2 – MÉTHODOLOGIE DE RECHERCHE 
Analyse comparative transnationale 
Difficultés et limitations 
CHAPITRE 3 – PRISE EN COMPTE DANS LES PROGRAMMES SCOLAIRES ET AUTONOMIE DES ENSEIGNANTS 
Albanie 
Andorre 
Arménie 
Chypre 
France 
Géorgie 
Grèce 
Irlande 
Luxembourg 
Malte 
Macédoine du Nord 
Portugal 
Serbie 
Slovénie 
Espagne 
Türkiye 
Comparaison par pays 
CHAPITRE 4 – PRATIQUES PÉDAGOGIQUES ET PERCEPTIONS DES ENSEIGNANTS 
Introduction 
L’enseignement des pandémies et des catastrophes naturelles : classes d’âge et phases 
La compréhension par les enseignants des pandémies et des catastrophes naturelles 
Les facteurs influençant l’enseignement de l’histoire des pandémies et des catastrophes naturelles 
L’influence de l’expérience des pandémies et des catastrophes naturelles sur l’enseignement 
L’influence du programme d’enseignement de l’histoire sur l’enseignement des pandémies et des catastrophes naturelles 
L’influence exercée par les sources d’information, le voisinage, les amis et le cercle familial La perception des enseignants vis-à-vis des programmes d’histoire relatifs aux pandémies et aux catastrophes naturelles 
L’enseignement en matière de pandémies et de catastrophes naturelles en salle de classe 
Conclusion 
CHAPITRE 5 – CONCLUSIONS, PRATIQUES ET PERSPECTIVES 
Principales conclusions 
Conséquences 
RÉFÉRENCES 
ANNEXE 1 – NOMBRE DE RÉPONSES À L’ ENQUÊTE SUR LES ENSEIGNANTS ET LES ÉDUCATEURS 
ANNEXE 2 – EXEMPLES DE PRISE EN COMPTE DES PANDÉMIES ET DES CATASTROPHES NATURELLES DANS LES MANUELS D’HISTOIRE EN GRÈCE 
ANNEXE 3 – MEMBRES DU GROUPE D’EXPERTS