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Catalog

Newsletter

Parcours d'évaluation, d'apprentissage et d'enseignement à travers le CECR (Livre + CD-Rom) (2012)

Root
978-92-871-7158-0
Type of document :
Book + CD-ROM
Format :
Paper
Language :
French
Size :
16 x 24 cm
Number of pages :
99
10.00 € / 20.00 $US
Parcours» présente une approche nouvelle de la réflexion sur la multidimensionalité de l'évaluation, de l'apprentissage et de l'enseignement en conformité avec le CECR. Il a été conçu pour aider les professionnels à tous les niveaux. Les deux composantes majeures de «Parcours» - guide et kit - liées par des index, grilles, cartes conceptuelles et exemples de scénarios, encouragent les utilisateurs à travailler de façon non linéaire, en choisissant et adaptant selon leurs besoins.Le guide traite des concepts fondamentaux du CECR qui peuvent ne pas forcément être transparents à première vue. Ils demandent donc une réflexion approfondie afin d'être clarifiés et rendus accessibles pour les professionnels aussi bien en formation initiale qu'en formation continue et être mis en pratique dans l'enseignement. Le kit offre 107 fiches, qui servent de support pour les formateurs d'enseignants et les enseignants, afin de mener une réflexion sur ces concepts et les relier de façon appropriée aux pratiques pédagogiques.LA VALEUR AJOUTEE* Le guide aide les praticiens à mener une réflexion sur leur enseignement et leurs pratiques d'évaluation à la lumière des concepts fondamentaux du CECR.* Le kit promeut une posture réflexive auprès des praticiens.
Remerciements

Avant-propos
1. Qu'est-ce que le guide?
2. Qu'est-ce que le kit?
3. À qui s'adressent le guide et le kit?
4. Qu'est-ce qui sous-tend le guide et le kit?
5. Ce que le guide n'est pas
6. Ce que le kit n'est pas

Partie 1: Guide 1

Introduction générale et contextualisation
I. Avoir une attitude réflexive: la réflexivité comme voie pour l'autonomie
1. Contraintes et libertés: le praticien face aux choix
2. Du général aux contextes spécifiques
3. La langue entre dimension individuelle et sociale
4. L'apprenant et les stratégies
5. Compétences partielles, parcours dynamiques
6. L'erreur n'est pas une «faute»... ni même un péché
7. Enseignant - un métier qui s'apprend

II. Vivre (avec) les langues
1. La vie commune et ses acteurs sociaux en contextesplurilingues
2. La reconnaissance du rôle majeur des professeurs de langue: renversement de perspective et fin de l'applicationnisme
3. Activités d'apprentissage et d'enseignement: une terminologie porteuse de libertés et d'adaptations aux pratiques
4. Développer et s'approprier des compétences langagières

III. Devenir plus compétent
1. Les compétences générales dans une optique interculturelle
2. Les compétences communicatives langagières en perspective actionnelle
3. La tâche: un enjeu pour la communication
4. Conditions et contraintes au niveau de la réalisation de la tâche: un défi pour l'acte communicatif?
5. Conscience interculturelle: la compétence déclinée au futur ...

IV. Évaluer
1. Evaluation: usage et implications
2. De nombreux descripteurs: pour quoi faire?
3. La question de la notation
4. Des évaluations plurielles
5. Distinction entre compétence et action
6. Évaluer: question d'un moment?
7. La question de l'objectivité en évaluation
8. Évaluer: acteurs, modalités, raisons
9. Trois tableaux et une arborescence

V: Conclusion

Annexes
Illustration du schéma descriptif du CECR
Relier les fiches d'acitivité aux grilles
Index alphabétique des fiches
Index carte conceptuelle
Scénarios
Exemples de fiches
   Fiche A: Compétence sociolinguistique
   Fiche B: Compétence sociolinguistique
   Fiche A: Evaluation: acteurs, modalités, raisons
   Fiche B: Evaluation: acteurs, modalités, raisons

Partie 2: Kit
Présentation du kit