Apprendre à « échanger et débattre » à l’école primaire dans le domaine de la littérature : la question de la progression

Abstract : Learning to “exchange and debate” in primary school in the area of literature: the issue of progression. The notion of subject progression implies the progressive management of the difficulty of content according to an order defined by an internal logic. In the oral area which the 2008 curricula defined as “exchange and debate”, how can the teacher translate this into a work program and create a progression which is as efficient as possible? We undertake the analysis of two contrasted corpora – contrasted in their temporal scale - in the area of literature. The first, a sequence, enables us to specifically examine the nature of difficulties encountered by the teacher, particularly how he really takes the interactions with pupils into account in the teaching of oral skills. We then analyse the annual progression proposed by an experienced teacher. In this second section, we show that linear models of planification are opposed to the predominance of the relationship to the pupils and we affirm that the implementation of teaching content implies choices in terms of ordering, time and rhythm.
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Michel Grandaty, Pascal Dupont. Apprendre à « échanger et débattre » à l’école primaire dans le domaine de la littérature : la question de la progression . Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2010, La notion de progression dans la pratique et la réflexion sur la langue de l'école au collège, pp.147-171. ⟨hal-01196507⟩

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