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Didactique Déclarative, Procédurale, Contextuelle
Bibliographic Data
| ID | 6125239 |
|---|---|
| Authors | Jacques Fijalkow (corresponding author) |
| Year | 1995 |
| Volume | 15 |
| Issue | 1 |
| Pages | 121-145 |
| Publication date | 1995-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Spirale - Revue de recherches en éducation (JOURNAL) |
| Journal identifiers | ISSN: 0994-3722 • E-ISSN: 2118-724X |
| Publisher | PERSEE Program (PUBLISHER) |
| DOI | 10.3406/spira.1995.1909 |
| OpenAlex | W2765667169 |
| Language | EN |
After distinguishing between declarative, procedural and contextual knowledges, these concepts are examined for their usefulness in reading and teaching reading. Different ways of teaching to read, with a declarative or a procedural point of view are described. After both conceptions were analyzed it is argued to give more place to procedural activities in teaching to read, but to add also some declarative and contextual knowledges
Humanities · Linguistics · Reading (process · French Language Learning Methods · Linguistics and Discourse Analysis · Philosophy
| Highly cited | No |
|---|