129 research outputs found
Images et textes dans les mémoires professionnels du second degré
Il semble bien difficile aujourdâhui de voir clair dans toute tentative de bilan de la formation dispensĂ©e dans les masters MEEF du premier ou du second degrĂ©, en ce qui concerne la formation Ă lâenseignement de la littĂ©rature. Tant ce qui peut ĂȘtre potentiellement ferment positif se voit immĂ©diatement dĂ©valuĂ© par les conditions catastrophiques de la mise en Ćuvre de la mastĂ©risation et tant le recul manque pour apprĂ©cier lâimpact de tel ou tel nouveau contenu dâenseignement. On sâattachera pourtant ici, pour poser quelques jalons et Ă titre exploratoire, Ă suivre les effets, dans les mĂ©moires professionnels (premier et second degrĂ©s), de lâenseignement dispensĂ© dans les sĂ©minaires de recherche en didactique de la littĂ©rature durant la premiĂšre annĂ©e de la rĂ©forme.It seems very difficult today to see clearly in any attempt of balance sheet of the training dispensed in the Master's degrees MEEF of the first one or the second degree, as regards the training in the education of the literature. So much what can be potentially positive ferment sees itself immediately devalued by the catastrophic conditions of the implementation of the mastering and so much the backward movement is lacking to appreciate the impact of such or such new contents of education. We shall nevertheless attempt here, to put some milestones and in exploratory title, to follow the effects, in the professional reports (first and second degrees,the education exempted in the seminaries of search in didactics of the literature during the first year from the reform
Lectures dramatique, dramaturgique, scénique : essai de modélisation à usage didactique
Cet article cherche Ă dĂ©gager et Ă fonder thĂ©oriquement et didactiquement, une modalisation didactique de la lecture du thĂ©Ăątre, Ă lâusage des enseignants et des Ă©lĂšves, en croisant une dĂ©marche partant des innovations et des recherches issues du terrain et des travaux thĂ©oriques sur cette question. Cette modalisation envisage trois modes ou rĂ©gimes de lecture du thĂ©Ăątre, en liens Ă©troits et se contaminant les uns les autres et propose des pistes didactiques dâexploitation, afin de guider les enseignants dans leurs mises en Ćuvre dans les classes au service du dĂ©veloppement de lâĂ©lĂšve lecteur-acteur-spectateur de thĂ©Ăątre.This article seeks to identify and establish theoretically and didactically, a didactic modality of the reading of theater, for the use of teachers and students or pupils, by crossing an approach based on innovations and research from the field and theoretical work on this question. This modalization considers three modes or regimes of theater reading, closely linked and contaminating each other and proposes didactic tracks of exploitation, in order to guide the teachers in their implementation in the classes at the service of the development of the pupil reader-actor-theatre spectator
Introduction
IntitulĂ© « Pour une didactique du thĂ©Ăątre : entre textes, jeu et reprĂ©sentations », cette nouvelle livraison de Pratiques sâinscrit dans la continuitĂ© de nombreuses recherches consacrĂ©es Ă lâenseignement du thĂ©Ăątre au niveau du primaire et du secondaire et Ă un degrĂ© moindre de lâuniversitĂ© et de la formation. On trouve, en effet, des numĂ©ros spĂ©ciaux de revues, que ce soit Pratiques (numĂ©ros 15-16, 24, 41, 74, 119-120, 191-192), Le français aujourdâhui (numĂ©ros 33-34, 55, 103, 180), Spirale ..
Des classiques, de MoliĂšre et des lectures du thĂ©Ăątre : le point de vue du metteur en scĂšne, du scĂ©nographe et de lâacteur
Ăric Ruf est administrateur gĂ©nĂ©ral de la ComĂ©die Française depuis 2014. Il est acteur, metteur en scĂšne et scĂ©nographe. Quelques rĂŽles (en gras), mises en scĂšne (m.e.s. et scĂ©nographies (scĂ©n.) parmi un trĂšs grand nombre : Christian dans Cyrano de Bergerac et scĂ©n. (m.e.s. D. PodalydĂšs, 2010) ; Peer Gynt, m.e.s. et scĂ©n., Grand Palais, 2012 ; Mesa, Partage de Midi (m.e. s. Y. Beaunesne, 2007) ; RomĂ©o et Juliette, m.e. s 2015 ; Philinte, Le Misanthrope et scĂ©n. (m.e. s, C. Hervieu-LĂ©ger, 2014..
Familial hypercholesterolaemia in children and adolescents from 48 countries: a cross-sectional study
Background: Approximately 450â000 children are born with familial hypercholesterolaemia worldwide every year, yet only 2·1% of adults with familial hypercholesterolaemia were diagnosed before age 18 years via current diagnostic approaches, which are derived from observations in adults. We aimed to characterise children and adolescents with heterozygous familial hypercholesterolaemia (HeFH) and understand current approaches to the identification and management of familial hypercholesterolaemia to inform future public health strategies. Methods: For this cross-sectional study, we assessed children and adolescents younger than 18 years with a clinical or genetic diagnosis of HeFH at the time of entry into the Familial Hypercholesterolaemia Studies Collaboration (FHSC) registry between Oct 1, 2015, and Jan 31, 2021. Data in the registry were collected from 55 regional or national registries in 48 countries. Diagnoses relying on self-reported history of familial hypercholesterolaemia and suspected secondary hypercholesterolaemia were excluded from the registry; people with untreated LDL cholesterol (LDL-C) of at least 13·0 mmol/L were excluded from this study. Data were assessed overall and by WHO region, World Bank country income status, age, diagnostic criteria, and index-case status. The main outcome of this study was to assess current identification and management of children and adolescents with familial hypercholesterolaemia. Findings: Of 63â093 individuals in the FHSC registry, 11â848 (18·8%) were children or adolescents younger than 18 years with HeFH and were included in this study; 5756 (50·2%) of 11â476 included individuals were female and 5720 (49·8%) were male. Sex data were missing for 372 (3·1%) of 11â848 individuals. Median age at registry entry was 9·6 years (IQR 5·8-13·2). 10â099 (89·9%) of 11â235 included individuals had a final genetically confirmed diagnosis of familial hypercholesterolaemia and 1136 (10·1%) had a clinical diagnosis. Genetically confirmed diagnosis data or clinical diagnosis data were missing for 613 (5·2%) of 11â848 individuals. Genetic diagnosis was more common in children and adolescents from high-income countries (9427 [92·4%] of 10â202) than in children and adolescents from non-high-income countries (199 [48·0%] of 415). 3414 (31·6%) of 10â804 children or adolescents were index cases. Familial-hypercholesterolaemia-related physical signs, cardiovascular risk factors, and cardiovascular disease were uncommon, but were more common in non-high-income countries. 7557 (72·4%) of 10â428 included children or adolescents were not taking lipid-lowering medication (LLM) and had a median LDL-C of 5·00 mmol/L (IQR 4·05-6·08). Compared with genetic diagnosis, the use of unadapted clinical criteria intended for use in adults and reliant on more extreme phenotypes could result in 50-75% of children and adolescents with familial hypercholesterolaemia not being identified. Interpretation: Clinical characteristics observed in adults with familial hypercholesterolaemia are uncommon in children and adolescents with familial hypercholesterolaemia, hence detection in this age group relies on measurement of LDL-C and genetic confirmation. Where genetic testing is unavailable, increased availability and use of LDL-C measurements in the first few years of life could help reduce the current gap between prevalence and detection, enabling increased use of combination LLM to reach recommended LDL-C targets early in life
Etudiants en master 1 MEF lettres modernes et « Saveur des savoirs »
International audienceCe colloque se veut un moment important pour faire le point sur leurs orientations à venir : de la didactique aux épistémologies scientifiques et scolaires, des sciences de la cognition à l'économie de l'éducation, de la sociologie des acteurs à leur professionnalisation
Un élÚve lecteur, acteur et/ou dramaturge, spectateur : quelles spécificités pour le sujet lecteur de théùtre en formation ?
International audienc
OralitĂ©, jeux et voix dans lâapproche esthĂ©tique du thĂ©Ăątre contemporain Ă lâĂ©cole
Introduction Le thĂ©Ăątre est Ă la fois, du moins dans la perspective dans laquelle nous nous inscrivons, texte et reprĂ©sentation, texte et art du spectacle, et, Ă ce titre, a la particularitĂ© dâĂȘtre, comme le rĂ©sume AndrĂ© Petitjean : « âun art Ă deux tempsâ » (H. Gouhier, 1989), un art âĂ double rĂ©gime dâimmanenceâ (G. Genette, 1994) ou encore âun processus opĂ©ral Ă deux phasesâ (N. Goodman, 1990 ; B. Vouilloux, 1997) » (2003 : 70). Cette spĂ©cificitĂ© requiert, dans les pratiques professi..
La problĂ©matique du sujet lecteur et les pratiques dâenseignement. Quel rĂŽle et quelle(s) place(s) pour lâĂ©criture crĂ©ative ? Quelle part pour le numĂ©rique, lâapproche interdidactique des arts ?
International audienc
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