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Thema
Schulerfolg
und Schulversagen: neue Diskussionen, neue Herausforderungen |
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René
Amigues, Gilles Lataillade, Nicole Mencherini
The
teacher’s task and the student’s activity in remedial
learning aids: the example of consolidation groups |
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In response to academic
failure, educational policies in France propose so-called consolidation
devices for sixth-grade students (age 11) who are behind in
language arts (French) and mathematics. The transposition process
brought about by this type of organization creates a gap between
learning by teaching, currently employed in the classroom, and
assisted learning, which depends relatively little on teaching.
This gap is the source of difficulty, both for teachers –
because these devices are not in line with their teaching experience
– and for students – because they produce didactic
misunderstandings in the very individuals who are supposed to
be benefitting from additional aid. Far from being natural,
these organizational changes raise the question of how the teacher’s
task should evolve, what new genres will promote the transfer
of knowledge in the schools, and what changes should be made
in student activities, which are inextricably linked to the
way the school functions and evolves. |
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