Améliorer la compétence scripturale : défi réaliste ou œuvre de Sisyphe ?
DOI:
https://doi.org/10.70091/Atras/vol06no01.35Keywords:
Autocorrection, code de correction, compétence rédactionnelle, évaluation formative, feedback correctif écrit, savoir enseignerAbstract
Cet article tend à apporter des éléments de réponses ayant trait au faible niveau des apprenants à l’écrit. Il s’agit d’explorer l'usage du code de correction dans l'évaluation des productions écrites des apprenants inscrits dans l’enseignement moyen, en analysant son efficacité dans l’amélioration de leurs compétences rédactionnelles et dans le développement de leur autonomie. Par le truchement d’une enquête auprès des enseignants et une analyse des copies corrigées, l’étude se penche sur la praxis de cet outil en pédagogie. En dépit d’une efficacité théorique reconnue, les résultats montrent que des défis subsistent quant à son application cohérente et systématique. Cette contribution met l’accent sur l'importance d’une intégration réfléchie du code et du développement professionnel des enseignants pour en maximiser l’efficience. Elle propose un accompagnement pédagogique pour garantir un usage optimal de cet outil, visant à faire de l’apprenant un scripteur autonome et compétent.
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