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Problématisation et lecture littéraire à l'école primaire. : Une enquête épistémologique et didactique sur les savoirs relatifs à l'enseignement-apprentissage de la compréhension et de l'interprétation.

Abstract : In elementary school, knowing how to read is not limited to knowing how to decode: students must also learn to understand and interpret oral or written statements. What knowledge must they then acquire to develop those skills? The notions of understanding, interpretation and knowledge are difficult to define, from an epistemological point of view. In the field of teaching French, the disciplinary content comes from heterogeneous social practices and scientific fields. Thus, concerning understanding and interpretation, the curricula propose, in relation to two distinct theoretical fields (cognitive psychology and theories of reception), content that seems to come from different conceptions. Is it impossible, however, to formalize a homogeneous body of knowledge in this field? Our work first questions the notion of knowledge in the field of teaching French, then we examine how the paradigm of problematization approaches this notion through the construction of problems. We then explore how psychocognitive theories and theories of reception define understanding and interpretation and what avenues for teaching they respectively propose. Then we show, starting from the notions of literary reading and problematization, how these avenues can be thought of in a complementary way. Finally, we propose a didactic model of literary reading that leads us to consider comprehension and interpretation as problematization activities. Our model is based on a “forced” sequence, experimented with pupils aged 9-10.
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https://hal.archives-ouvertes.fr/tel-03191508
Contributor : Catherine Huchet <>
Submitted on : Wednesday, April 7, 2021 - 11:17:41 AM
Last modification on : Wednesday, April 14, 2021 - 9:17:55 AM

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  • HAL Id : tel-03191508, version 1

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Catherine Huchet. Problématisation et lecture littéraire à l'école primaire. : Une enquête épistémologique et didactique sur les savoirs relatifs à l'enseignement-apprentissage de la compréhension et de l'interprétation.. Education. Université de Nantes, 2020. Français. ⟨tel-03191508⟩

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