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Les démarches actives en grammaire : un apprentissage difficile en formation des maitres

Abstract : This article is based on the observation that the most widely spread representations of language among primary school trainees come into conflict with what the training system expects from them. The analysis of a teaching practice workshop on syntactical groups provides a good illustration of the situation: difficulties to define the notion, to devise practical activities which do not just aim at how to tackle agreements but at backing up the conceptual work of pupils and choosing the most appropriate terminology. This review questions both the teaching contents and the training practices. In fact, it seems that the ambiguousness of the notion of "group" is in keeping with what the curriculum says and refers to the lack of theoretical choice. Necessary though they are, the expected clarifications are not enough. That is why we have tried to derive some professional principles from expert practices and describe activities leading future teachers to start an active reflection on how language works.
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Contributor : Danièle Cogis Connect in order to contact the contributor
Submitted on : Tuesday, October 16, 2012 - 10:55:13 AM
Last modification on : Tuesday, May 10, 2022 - 4:00:15 PM


  • HAL Id : halshs-00742190, version 1


Danièle Cogis, Marie-Laure Elalouf, Virginie Brinker. Les démarches actives en grammaire : un apprentissage difficile en formation des maitres. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2009, pp.57-81. ⟨halshs-00742190⟩



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