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<Text textformat="02" language="fre">&#60;p&#62;Ce livre raconte nos pistes d'actions pour améliorer la préparation et le cadrage d'une séquence, l&#8217;attention aux interactions avec les élèves et entre les élèves.&#60;br /&#62;
Depuis les années soixante, sociologues et pédagogues cherchent à comprendre l&#8217;échec scolaire autrement qu&#8217;en termes de manque ou de handicap de l&#8217;élève et de sa famille.&#60;br /&#62;
En classe, certains élèves développent une attitude réflexive et d&#8217;appropriation parce qu&#8217;ils perçoivent bien les liens entre les activités ainsi qu&#8217;entre les tâches et leurs finalités. D&#8217;autres élèves adoptent des attitudes de conformité aux consignes, à l&#8217;accomplissement des tâches scolaires, à l&#8217;obtention des résultats sans réellement comprendre l&#8217;enjeu de l&#8217;apprentissage. C&#8217;est là que s&#8217;installe le malentendu&#8230; À l&#8217;insu de l&#8217;élève et souvent aussi, de l&#8217;enseignant.&#60;br /&#62;
C&#8217;est ce que nous avons tenté de démontrer dans cet ouvrage&#8230;&#60;/p&#62;</Text>
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<Text language="fre">Pour mieux mettre en évidence les malentendus et autres difficultés qui polluent l'apprentissage des élèves, surtout ceux dont le milieu d'origine est loin de la culture de l&#8217;école, nous avons relevé trois défis avec une dizaine d&#8217;enseignants : en français, en mathématiques et en sciences.</Text>
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<Text textformat="02">&#60;p&#62;&#60;strong&#62;Introduction&#60;br /&#62;
Première partie - Rapport au savoir, sens et malentendus&#60;/strong&#62;&#60;br /&#62;
Les rapports au savoir&#60;br /&#62;
Le sens&#60;br /&#62;
Les malentendus sociocognitifs&#60;br /&#62;
&#60;strong&#62;Deuxième partie - Pièges&#60;/strong&#62;&#60;br /&#62;
Lecture et compréhension de texte narratif&#60;br /&#62;
Récit&#60;br /&#62;
Analyse&#60;br /&#62;
Dictée de solides&#60;br /&#62;
Récit&#60;br /&#62;
Analyse&#60;br /&#62;
La matérialité de l'air&#60;br /&#62;
Récit&#60;br /&#62;
Analyse&#60;br /&#62;
&#60;strong&#62;Troisième partie - Les contre-pièges&#60;/strong&#62;&#60;br /&#62;
Préparation d'une séquence et cadrage&#60;br /&#62;
Le travail en amont&#60;br /&#62;
Difficultés langagières et langue de scolarisation&#60;br /&#62;
La tâche et le savoir à construire&#60;br /&#62;
Traces&#60;br /&#62;
Interactions enseignant - élèves&#60;br /&#62;
Consignes&#60;br /&#62;
Rythme&#60;br /&#62;
Synthèses, échanges collectifs, corrections&#60;br /&#62;
Circulation en classe, angle mort et formes de soutien aux élèves&#60;br /&#62;
Interactions élève(s) - élève(s) &#60;br /&#62;
Relations de pouvoir&#60;br /&#62;
Le travail coopératif&#60;br /&#62;
&#60;strong&#62;Conclusion&#60;br /&#62;
Bibliographie&#60;br /&#62;
Remerciements&#60;/strong&#62;&#60;/p&#62;</Text>
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