Le cours magistral dans l'enseignement secondaire. Nature, histoire, représentations (1802-1902) (notice n° 662783)
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| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121193132.0 |
| 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 | Bruter, Annie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | Le cours magistral dans l'enseignement secondaire. Nature, histoire, représentations (1802-1902) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2013.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 83 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Entendant réfuter l’idée selon laquelle le cours magistral serait une technique d’enseignement enue du fond des âges, l’article montre que la pédagogie de l’enseignement des humanités qui régnait dans les lycées du XIXe siècle reposait, au contraire, sur l’entraînement à la composition écrite. Il étudie ensuite la conséquence pédagogique des réformes de la fin du siècle, à savoir la substitution du cours magistral à la « classe » du professeur d’humanités. Une troisième et dernière partie examine la situation ambiguë de l’enseignement de l’histoire par rapport à ces deux méthodes d’enseignement et conclut à l’alignement de la pédagogie historique sur le modèle dominant à chaque époque. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This article intends to refute the currently held iew that lecturing has always been the way of teaching students in secondary schools. It demonstrates that the humanistic pedagogy which prevailed in 19th century French lycées and collèges, meaning to train pupils to write arious compositions, was of a different kind. It then examines the pedagogical consequences of the reform which took place at the turn of the century, i.e. the advent of the one-hour long lecture instead of the two-hours class of the teacher of humanities. The third part of the paper is about the ambiguous situation of history teaching regarding these two pedagogical methods. It concludes that history teaching always fell in line with the dominant one at the time. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | cours magistral |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | classe |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | enseignement secondaire |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | humanités |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | réformes |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Humanities |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Secundary Schools |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Class |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Reform. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | Lecture |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Histoire@Politique | 21 | 3 | 2013-09-01 | p. 22-38 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/revue-histoire-politique-2013-3-page-22?lang=fr&redirect-ssocas=7080">https://shs.cairn.info/revue-histoire-politique-2013-3-page-22?lang=fr&redirect-ssocas=7080</a> |
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