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[link] => https://book.coe.int/en/191-violence-against-women-and-domestic-violence
[name] => Violence against women and domestic violence
[desc] =>
[children] => Array
(
)
)
[3] => Array
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[id] => 176
[link] => https://book.coe.int/en/176-death-penalty
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(
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[4] => Array
(
[id] => 192
[link] => https://book.coe.int/en/192-trafficking-in-human-beings
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(
)
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[5] => Array
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(
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[6] => Array
(
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)
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[children] => Array
(
)
)
[1] => Array
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(
)
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[2] => Array
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(
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)
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[3] => Array
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[id] => 186
[link] => https://book.coe.int/en/186-human-dignity
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(
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[4] => Array
(
[id] => 193
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[0] => Array
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[link] => https://book.coe.int/en/194-living-together-diversity-and-freedom-in-europe
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[desc] =>
[children] => Array
(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/195-european-social-charter
[name] => European Social Charter
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 205
[link] => https://book.coe.int/en/205-drugs
[name] => Drugs
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[children] => Array
(
)
)
[3] => Array
(
[id] => 196
[link] => https://book.coe.int/en/196-migration
[name] => Migration
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(
)
)
[4] => Array
(
[id] => 190
[link] => https://book.coe.int/en/190-gender-equality
[name] => Gender Equality
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(
)
)
[5] => Array
(
[id] => 197
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)
)
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(
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(
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[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
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[desc] =>
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(
)
)
)
)
[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
[name] => Internet, Media
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 199
[link] => https://book.coe.int/en/199-internet
[name] => Internet
[desc] =>
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(
)
)
[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
[name] => Children and the Internet
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
[name] => Media freedom
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
[name] => Cybercrime
[desc] =>
[children] => Array
(
)
)
)
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[6] => Array
(
[id] => 203
[link] => https://book.coe.int/en/203-health
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[children] => Array
(
[0] => Array
(
[id] => 204
[link] => https://book.coe.int/en/204-bioethics
[name] => Bioethics
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
[name] => Pharmaceutical and healthcare Europe
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
[desc] =>
[children] => Array
(
)
)
)
)
[7] => Array
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[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
[children] => Array
(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
[desc] =>
[children] => Array
(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
[name] => Intercultural and interreligious dialogue
[desc] =>
[children] => Array
(
)
)
[2] => Array
(
[id] => 212
[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
[name] => Biological diversity - Bern Convention
[desc] =>
[children] => Array
(
)
)
[3] => Array
(
[id] => 214
[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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)
)
)
[8] => Array
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[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
[name] => Council of Europe and the EU
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(
[0] => Array
(
[id] => 216
[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
[name] => Council of Europe and European Union : different roles, shared values
[desc] =>
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(
)
)
[1] => Array
(
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[link] => https://book.coe.int/en/217-eu-accession-to-the-european-convention-on-human-rights
[name] => EU accession to the European Convention on Human Rights
[desc] =>
[children] => Array
(
)
)
)
)
[9] => Array
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[id] => 218
[link] => https://book.coe.int/en/218-minorities-rights
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[0] => Array
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[id] => 219
[link] => https://book.coe.int/en/219-national-minorities
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)
)
[1] => Array
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[id] => 220
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)
[2] => Array
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)
)
)
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(
[0] => Array
(
[id] => 226
[link] => https://book.coe.int/en/226-teaching-history
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)
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)
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[11] => Array
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[link] => https://book.coe.int/en/233-law
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[link] => https://book.coe.int/en/234-organised-crime
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)
)
[1] => Array
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[id] => 235
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(
)
)
[2] => Array
(
[id] => 237
[link] => https://book.coe.int/en/237-personal-data
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(
)
)
[3] => Array
(
[id] => 175
[link] => https://book.coe.int/en/175-european-prison-reform
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(
)
)
[4] => Array
(
[id] => 238
[link] => https://book.coe.int/en/238-terrorism
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)
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[5] => Array
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[id] => 239
[link] => https://book.coe.int/en/239-efficiency-of-justice
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[1] => Array
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(
)
)
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)
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)
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1
Catalog
PDF - ECD/EDH Volume III: Vivre en démocratie - Modules d'enseignement de l'éducation à la citoyenneté démocratique et aux droits de l'homme pour le collège (secondaire I) (2010)
Ce manuel est destiné aux enseignants de l'éducation à la citoyenneté démocratique (ECD) et aux droits de l'homme (EDH), aux éditeurs de manuels scolaires et aux concepteurs de programmes. Il comprend neuf modules d'enseignement de quatre leçons axés sur les concepts clés de l'ECD/EDH. Les plans des leçons donnent progressivement des instructions, comprennent des fiches pour les élèves et des informations générales pour les enseignants. Cet ouvrage convient aux nouveaux enseignants ou enseignants stagiaires ainsi qu'aux enseignants suivant une formation continue dans le domaine de l'ECD/EDH. Il intéresse également les enseignants plus expérimentés par la richesse de ses idées et des matériaux pédagogiques qu'il contient. Tout en fournissant le programme d'une année scolaire aux classes du collège (secondaire I), sa structure permet une grande flexibilité d'utilisation.L'ECD/EDH a pour but de rendre tout citoyen actif, désireux et capable de prendre part à la communauté démocratique en soulignant l'importance de l'apprentissage fondé sur l'action et les taches. La communauté scolaire est conçue comme une sphère d'expériences authentiques où les jeunes peuvent apprendre comment participer à la prise de décision démocratique et de responsabilités à un âge précoce. L'enseignement des concepts clés de l'ECD/EDH est également dispensé en tant qu'outil d'apprentissage tout au long de la vie.
Introduction
Le cadre de référence du manuel: concepts fondamentaux
Partie 1 - Individu et communauté
Module 1: Stéréotypes et préjugés. Qu'est-ce que l'identité? Comment percevons-nous les autres, comment nous perçoivent-ils?
Module 2 : Egalité. Sommes-nous tous égaux?
Module 3 : Diversité et pluralisme. Comment vivre ensemble pacifiquement?
Module 4: Conflit. Que faire en cas de désaccord ?
Partie 2 - Prise de responsabilités
Module 5: Droits, libertés et responsabilites. Quels sont nos droits et comment sont-ils protégés?
Module 6: Responsabilité. Quelles sont nos responsabilités?
Partie 3 - Participation
Module 7: Un journal scolaire. Comprendre les médias par la production de médias
Partie 4 - Pouvoir et autorité
Module 8: Règles et lois. Quelles sont les règles dont a besoin une société?
Module 9: Gouvernement et politique. Comment la société doit-elle être gouvernée?
Download an extract (1000)
978-92-871-6766-8 extraits
PDF - ECD/EDH Volume III: Vivre en démocratie - Modules d'enseignement de l'éducation à la citoyenneté démocratique et aux droits de l'homme pour le collège (secondaire I)
Ce manuel est destiné aux enseignants de l'éducation à la citoyenneté démocratique (ECD) et aux droits de l'homme (EDH), aux éditeurs de manuels scolaires et aux concepteurs de programmes. Il comprend neuf modules d'enseignement de quatre leçons axés sur les concepts clés de l'ECD/EDH. Les plans des leçons donnent progressivement des instructions, comprennent des fiches pour les élèves et des informations générales pour les enseignants. Cet ouvrage convient aux nouveaux enseignants ou enseignants stagiaires ainsi qu'aux enseignants suivant une formation continue dans le domaine de l'ECD/EDH. Il intéresse également les enseignants plus expérimentés par la richesse de ses idées et des matériaux pédagogiques qu'il contient. Tout en fournissant le programme d'une année scolaire aux classes du collège (secondaire I), sa structure permet une grande flexibilité d'utilisation.L'ECD/EDH a pour but de rendre tout citoyen actif, désireux et capable de prendre part à la communauté démocratique en soulignant l'importance de l'apprentissage fondé sur l'action et les taches. La communauté scolaire est conçue comme une sphère d'expériences authentiques où les jeunes peuvent apprendre comment participer à la prise de décision démocratique et de responsabilités à un âge précoce. L'enseignement des concepts clés de l'ECD/EDH est également dispensé en tant qu'outil d'apprentissage tout au long de la vie.
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