Préface à la 2e édition / 3

I.
Comprendre la conception à rebours 2.0
Chapitre 1 : Principes de base de la conception à rebours ··············································································13
1.
Conception et développement de programmes d'études centrés sur l'apprenant ··········································13
2.
Un programme d'études constructiviste et axé sur la compréhension ·································································15
3.
Objectifs pédagogiques axés sur le développement de la compréhension ··················16
4.
Accent mis sur la structure de la connaissance ·································································17
5.
Programme d'études axé sur les compétences ······························································18
6.
Sciences cognitives et neurosciences ·············································································20

Chapitre 2 Différences entre les versions 1.0 et 2.0 ·································································································21
1.
Différences de contenu ··························································································22
2.
Différences dans les modèles de conception ···············································································24

Chapitre 3 : Positions relatives au programme, à la classe et à l’évaluation ··························································27
1.
Programme d'études ·················································································27
2.
Classe ·· ...
3.
Apprentissage ·················································································································29
4.
Évaluation ····················································································································31

Chapitre 4 La situation en Corée ...........................................................................................33
1.
Le problème de l'apprentissage du mouton ···········································································································33
2.
Le problème de la vitesse d'apprentissage ···································································34
3.
L'écart entre le contenu des cours et la vie ···································································34
4.
Absence d'évaluation approfondie de la compréhension ··········································································35
5.
Déconnexion entre le programme, l'enseignement et l'évaluation ····················································································36

Chapitre 5 Modules de conception à rebours ·····························································································39
1.
Concepts clés de la conception à rebours (Module A) ···········································42
2.
Modèle de conception à rebours (Module B) ·········································································43


II.
Module de base de la conception à rebours (1)
Chapitre 6 Types d'objectifs d'apprentissage ··············································································49
1.
Acquisition de connaissances et de compétences ·······························································49
2.
Développer des compétences en matière de construction de sens ·············································································50
3.
Développement des compétences de transfert ...........................................................................................52

Chapitre 7 Questions et notions essentielles ........................................................................... 55
1.
L'importance des questions essentielles ···········································································61
2.
Questions essentielles et leur pertinence pour l'apprentissage ···································································64
3.
Questions et concepts essentiels en études fonctionnelles ·············································································67
4.
Âge approprié pour l'utilisation des questions essentielles ···················································68

Chapitre 8 : Tâches de décision et d’évaluation des preuves ···································································································71
1.
Validité et fiabilité de l'évaluation ········································································71
2.
Élaboration de tâches d'évaluation fondées sur les objectifs d'apprentissage 73

Chapitre 9 Planification des expériences d'apprentissage 79
1.
Apprentissage superficiel vs. apprentissage profond ···································································79
2.
Planification des expériences d'apprentissage en tenant compte des types d'objectifs d'apprentissage ·································81
3. Planification des expériences d'apprentissage en tenant compte des objectifs ··················································84


III.
Module de base de la conception à rebours (2) : Module étape par étape
Chapitre 10 : Manuel de conception à rebours basé sur la version 2.0 ········································93
1.
Caractéristiques de la structure du manuel de conception à rebours ······················93
2.
Plan général du manuel de conception à rebours ···········································95

Chapitre 11 : Points de départ et plan initial de l’unité : Élaboration d’une conception à rebours ················101
1.
Point de départ ·······························································································101
2.
Élaboration du plan initial de l'unité ·············································································107

Chapitre 12 Conception à rebours Étape 1 ·····················································································117
1.
Étape 1 : Modèle de conception et processus de conception ···············································117
2.
Étape 1 : Méthode de conception élément par élément et théorie associée ······································································119

Chapitre 13 : Conception à rebours, étape 2 ·······································································································································175
1.
Étape 2 : Modèle de conception et processus de conception ···············································175
2.
Méthode de conception en deux étapes par élément et théorie associée ···········································177

Chapitre 14 : Étape 3 de la conception à rebours ···················································································································219
1.
Modèle de conception en 3 étapes et processus de conception ··················································219
2.
Méthode de conception en trois étapes spécifique aux éléments et théorie associée ·········································221


IV.
Cas par sujet
Chapitre 15 : Études de cas par sujet ··························································································283
1.
Département de langue coréenne ·· ...
2.
Sciences sociales ············································································································293
3.
Moralité et ·· ...
4.
Mathématiques ······································································································312
5.
Science et ·· ...
6.
Département d'anglais ·· ...
7.
Éducation physique ·· ...

Chapitre 16 : Considérations relatives à l’application dans la conception ·······························································································349
1.
Éléments à prendre en compte avant le développement ····························································································349
2.
Éléments à prendre en compte lors du développement ·····································································353
3.
Notes post-développement ····································································355


V.
Expertise pédagogique en tant que concepteur
Chapitre 17 : Résolution de 25 problèmes de conception d’unités à rebours ····················································361
1.
Introduction ·········································································································361
2.
Objectifs de l'unité (Étape 1) ···········································································362
3.
Problèmes liés aux données d'évaluation (étape 2) ···································································375
4.
Problèmes liés au plan d'apprentissage (étape 3) ························································385

Chapitre 18 Expertise en conception d'unités ·····································································403
1.
Analyse des critères de réussite ·······································································403
2.
Expertise en conception d'évaluation ·········································································404
3.
Expertise en conception intégrée des matières, des unités et des leçons ···················································405
4.
Expertise essentielle en restructuration d'unités axée sur les questions ········································406

Le professionnalisme des enseignants abordé au chapitre 19 2.0 ··················································409
1.
Professionnalisme dans la recherche de la transférabilité ···················································409
2.
Expertise dans l'évaluation des différents types d'objectifs d'apprentissage ··········································410
3.
Conception des tâches de performance : expertise en matière de critères et de grilles d’évaluation ··················411
4.
1.0 Expertise en matière de liens ································································412

Chapitre 20 : L’avenir de la conception à rebours (en avant) : La conception à rebours et le programme de l’IB ·················413
1.
Interaction avec IB dans la conception à rebours ···············413
2.
Cas d'application : Format du plan de conception d'unité IB ·······························································424
3.
Conception à rebours et programme révisé de 2022 : développer des connaissances transférables ··············439

Références ··················································································449
Recherche ··················································································453

La conception à rebours est l'expression de l'ancienne essence éducative consistant à considérer le programme, les cours et l'évaluation avant qu'elle ne devienne une nouvelle façon de concevoir un programme (unité).
Plutôt que de transmettre une grande quantité de contenu, il s'agit de mettre en œuvre l'essence même de l'éducation qui permet aux élèves de devenir les acteurs de leur propre vie grâce à une véritable compréhension du contenu (intégration et transfert des connaissances et de la vie).
Ce modèle archaïque ne disparaîtra pas tant que l'acte humain d'éducation existera.
Le vieil avenir de l'éducation vient de nous parvenir.
À l'avenir, le programme révisé de 2022 et le programme novateur qui va au-delà du cadre national des programmes scolaires permettront de faire progresser la recherche et la pratique en développant une « compréhension approfondie et transférable ».