Gestuelle de l'enseignant en natation et co-construction du sens (notice n° 1009294)
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| fixed length control field | 04275cam a2200325 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250125140240.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bruno, Mahut |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Gestuelle de l'enseignant en natation et co-construction du sens |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2005.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 55 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Résumé Le langage verbal est insuffisant pour exprimer fidèlement la pensée. Une étude plurimodale (Masselot, 1978) de la communication didactique doit considérer la charge sémique d’une production langagière totale, c’est-à-dire sa force communicative et significative chez l’interlocuteur. Cette étude se centre sur la façon dont les élèves reçoivent et reformulent les actes de langage à propos de l’action. Plus précisément, elle envisage d’éclairer les différentes significations présentes dans la gestuelle de l’enseignant. Un enseignant spécialiste de la natation (15 ans d’expérience) est filmé pendant une heure et demie, lors de la neuvième séance d’un cycle de douze leçons adressée à des étudiants de deuxième année STAPS. Le test consiste à commenter de courtes séquences sans le son puis avec le son à propos des contenus d’enseignements véhiculés. Deux groupes d’étudiants sont comparés, un groupe ayant suivi l’enseignement dont sont extraits les séquences, et l’autre ayant suivi un enseignement comparable mais avec un autre enseignant. Cette étude met en évidence l’existence d’un code commun de communication co-construit lors de l’interaction élève-enseignant. La charge sémique du geste est déterminante dans le traitement de l’information et ce d’autant plus que l’étudiant est familiarisé avec ce code. Plus qu’un registre de communication commun entre étudiant et enseignant, le niveau d’habileté dans l’activité détermine la capacité à donner du sens au message non verbal et verbal. Ces connaissances sont activées par un message travaillant plutôt par connotation que par dénotation. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | A teacher’s verbal language being insufficient to represent their all thought, a pluri-codic study of didactic communication must consider the semic load of the production of meaning. It is from this total linguistic production that the student construct his system of semic representation of action. This study focuses on the way students receive and reformulate language act about action. More precisely, it aims to highlight the different meaning encoded into the teacher’s gestures. A teacher of 15 years’ experience, a swimming specialist (nationally accredited) is filmed continuously one and half hour lesson, the ninth of a serie of twelve such lessons given to second-year physical education students. The test consists of commenting “what the teacher means” and “which didactic purposes are purchased”. We compare two groups of students. One have followed the teaching out of which the sequences have been extracted, and the other group followed a very similar teaching with another teacher. The linguistic production study points out the existence of a common and specific communication code, co-constructed within teacher-student interaction. The gesture semic load is determinant for the receiving process, even more so with students familiar with this code. More than a parallel register of communication between student and teacher, it is the ability constructing a knowledge network about physical activity that determines the ability to make sense on both verbal and non verbal messages. This knowledge is activated by the messages which work better through connotation than denotation. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | co-construction de sens |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gestuelle |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | natation |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | sémiotique |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | gesture |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | swimming |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | semiotics |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | meaning co-construction |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | didactics |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Nathalie, Mahut |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Gréhaigne, Jean-Francis |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Masselot, Maryvonne |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Movement & Sport Sciences | 56 | 3 | 2005-09-01 | p. 43-63 | 1378-1863 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-science-et-motricite-2005-3-page-43?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-science-et-motricite-2005-3-page-43?lang=fr&redirect-ssocas=7080</a> |
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