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Pour une modélisationde l’enseignement de la grammaire au CE1 : l’exemple du verbe

Abstract : The difficulties reported by teachers concerning grammatical notions to be taught and their learning as well as the difficulties of pupils concerning the mastery and the reinvesting of these notions led us to investigate the notion of progression in the learning and the teaching of grammar in elementary education. From this perspective, we have attempted to elaborate a model which connects two types of progression: spiral and linear. Spiral progression envisages the learning of grammatical notions in time using three-phased ritualized activities (manipulation, structuring and observation/deliberation); it leaves room for provisional formulations, approximations which take into consideration the cognitive stages of pupils. Linear progression deals with a logical and coherent ordering of content which goes beyond the mere lists of the curricula and textbooks: it facilitates the acquisition of knowledge. We tested this model with a CE1 class in the construction of the concept of the verb. We noted that this contributed, on the one hand, to assist the teachers in envisaging another practice for the teaching-learning of grammar and, on the other, to help the pupils to give meaning to linguistic learning and construct grammatical knowledge. This model could be introduced into training in grammar (and linguistics) in order to overcome the conceptual deficit of textbooks and initiate reflection into the theoretical objects to be taught as well as their learning.
Mots-clés : Grammaire CE1 Verbe
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https://hal-amu.archives-ouvertes.fr/hal-01925314
Contributor : Marie-Noëlle Roubaud <>
Submitted on : Friday, November 16, 2018 - 3:46:55 PM
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Marie-Noëlle Roubaud, Marie-José Moussu. Pour une modélisationde l’enseignement de la grammaire au CE1 : l’exemple du verbe. Repères : Recherches en didactique du français langue maternelle, ENS Lyon, 2010, pp.71 - 90. ⟨10.4000/reperes.283⟩. ⟨hal-01925314⟩

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