Résumés
Résumé
L’objectif du présent article est d’examiner le discours de certains pédagogues de langue française concernant la notion de transfert et de faire la démonstration que la conception véhiculée par ces auteurs est, à plusieurs égards, contraire aux données issues des recherches en psychologie. Il en ressort que ces auteurs restreignent souvent la définition du transfert à ses formes les plus improbables et négligent, dans leurs propositions de réforme des pratiques d’enseignement, deux autres paramètres liés à l’existence du transfert : l’acquisition et la rétention des apprentissages. En véhiculant des conceptions erronées et en négligeant l’existence du phénomène de transfert vertical, ces auteurs proposent des pratiques pédagogiques qui favorisent les meilleurs élèves au détriment de ceux éprouvant des difficultés.
Abstract
The aim of this article is to examine the discourse of certain French language pedagogues regarding the concept of transfer and to demonstrate that, on several dimensions, this representation of the concept is contrary to data from research in psychology. It was found that these authors often limit the definition of transfer to the most improbable forms, and, in their propositions for reform of teaching practices, neglect two other parameters related to the presence of transfer: learning acquisition and retention. In promoting these conceptions and in neglecting the presence of vertical transfer phenomenon, these authors propose pedagogical practices that facilitate learning for the best students to the detriment of those who have difficulties.
Resumen
El objetivo del presente artículo es examinar el discurso de algunos pedagogos de habla francesa en relación con la noción de transferencia y de demostrar que la concepción vinculada por estos autores es, en varios aspectos, opuesta a los datos provenientes de trabajos de investigación en psicología. Resalta que estos autores limitan con mucha frecuencia la definición de transferencia a sus formas las más improbables e ignoran, en sus propuestas de reforma de las práctica docentes, otros dos parámetros ligados a la existencia de la transferencia : la adquisición y la retención de los aprendizajes. Vinculando concepciones erróneas y ignorando la existencia del fenómeno de transferencia vertical, estos autores proponen prácticas pedagógicas que favorecen los mejores alumnos al detrimento de los que tienen dificultades.
Parties annexes
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