Dispositif d’apprentissage de la lecture de l’œuvre intégrale et construction des savoirs au lycée.

Abstract

To reduce learners’ lack of interest in reading books, the topic entitled: Learning device for reading the complete literary work and construction of knowledge in secondary school fits within the perspective of professionalizing the study of the complete work through the implementation of situational pedagogy. To what extent does the learning device for reading the complete work facilitate the construction of knowledge in secondary school? From this perspective, the learning device for reading the complete literary work facilitates the construction of knowledge in secondary school. Thus, the study seeks to design a learning device for reading the complete work that promotes knowledge construction in secondary school. Based on this framework, behaviorism, the Helices model, experimental design, the quantitative method, and stratified sampling underpin the development of inclusive reading through 58 units in the control group and 128 participants in the experimental group. The experimentation of the pedagogical device assesses the effectiveness of its four pillars: affective and cognitive dispositions, human, material and virtual resources, and the classroom situation, each subdivided into six levers. In each specific didactic sphere of the pedagogical platform, praxeological or emotional approaches, endopsychic, integrative, interactional, and systemic, spur varied epistemological debates to facilitate iterative reading tasks, triggering dynamic metalectics in favor of the progressive co-construction of know how. The advancement of skills, at the end of several ideological consensuses of the actors. Thus, the mobilization of meta-competencies inspires their aspiration toward practicing a specific profession.