Literaturnachweis - Detailanzeige
| Autor/inn/en | Largy, Pierre; Cousin, Marie-Paule; Dédéyan, Alexandra |
|---|---|
| Titel | Comprendre comment l'enfant apprend: une étape vers la compréhension des effets des pratiques pédagogiques. Paralleltitel: Understanding the way children learn: a step towards understanding the effects of pedaogical practices. |
| Quelle | In: Revue française de pédagogie, (2004) 148, S. 37-46 |
| Beigaben | Literaturangaben |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0056-7807; 0556-7807 |
| Schlagwörter | Pädagogischer Prozess; Lernpsychologie; Persönlichkeitsentwicklung; Kind; Interaktion; Lernforschung; Lernprozess; Beispiel; Grammatik; Europa; Frankreich |
| Abstract | There is no assessing nor understanding the effects of pedagogical practices without first taking into account the way children learn. The psychology of cognitive development and of learning sheds light on this field by making a clear distinction between the learning of rules and the learning of examples. This dissociation about the way primary school children learn is illustrated by a set of works on the acq2uisition of the command of spelling according to rules of grammar. These works show that the mastering of the command of the marking of the plural of names doesn't depend entirely on the proper rules being taught and being completed by the proper exercises, but also on the ability to store in memory the global figure of the words as initially encountered. The interference that may occur between the application of rules, the recollection of instances and the solutions that the child will opt for according to the situations encountered puts into question the evaluation methods and the validity of pedagogical practices that aim at developing the skills of each child in the field of creative writing. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005/3 |
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