ABSTRACT

Introduction

The introduction of competence-based approach in international educational official documents has been justified by the development of more active learning methods to respond to social and equality challenges for students. Competence is defined as a situated activity composed of several components, especially knowledge built in action that is transferrable between familiar contexts.

Purpose

From an activity analysis in situation, the study investigated students’ lived experience in learning situations proposed by the teacher when they seek to develop competences. The aim was to identify, from the students’ point of view, (i) how they built and typified knowledge during each lesson of a teaching unit and (ii) how they perceive the role of artefacts in supporting this process of developing competences.

Method

Based on the theoretical framework of course of action [Theureau, J. 2006. Le cours d’action: Méthode dévelopée. Toulouse: Octarès], a case study was conducted in a French school with two students, Mary and Maisy (Both aged 14 years; changed names) during a unit of six lessons in table tennis. Three types of data were collected: the teacher’s objectives for each learning experience in the unit; audio-video records of the activity of students and teacher; students’ verbalizations during self-confrontation interviews after each lesson. Three steps were undertaken for data analysis: transcription of data and construction of a two-level protocol; identification of the components involved in the process of typifying knowledge (perceptions and knowledge) and their categorization; analysis of constructed and transferred knowledge with regards to the teacher’s objectives to identify meaningful moments of typifying knowledge and to understand the role of artefacts in student learning.

Findings

Three meaningful moments for the students are analyzed here. Two moments referring to knowledge built were expected by the teacher. One was related to ‘exchanges quality improvement’ with students by using a symbolic artefact (for counting the score) and the development of various learner perceptions. The other moment was related to ‘services quality improvement,’ by using a material artefact (a cone) to help develop good services. The third meaningful moment referred to knowledge that was unexpected by the teacher. It is related to the misuse of an artefact by the students (the time-out introduced by the teacher). This artefact focused the student on winning 10 points without typifying knowledge expected by the teacher. Those results show how students construct and typify knowledge in action from their perception of artefacts introduced by the teacher, to develop competences.

Discussion

Those findings are discussed around the risk of ‘over complexification’ of learning designs through use of many artefacts for developing competences in PE; the importance of developing various perceptions in typifying knowledge; and the teacher’s guidance for an appropriate use of artefacts for learning.

Implications

The observations in this study raised questions over the conditions in which artefacts are introduced for helping developed competence in learners. Several implications are discussed, including the stability, number and shape of artefacts; the teacher’s guidance for helping students in learning artefact use and the meaning they give in action, and the development of various perceptions to help typify knowledge.

中文翻译：

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人工制品在培养体育能力中的作用：探索学生在行动中建立的经验和知识

摘要

介绍

在国际教育官方文件中引入基于能力的方法已经通过开发更主动的学习方法来应对学生的社会和平等挑战而得到证明。能力被定义为由多个部分组成的情境活动，尤其是建立在行动中的知识，可以在熟悉的环境之间转移。

目的

通过情境中的活动分析，该研究调查了学生在寻求发展能力时在教师提出的学习情境中的生活体验。目的是从学生的角度确定 (i) 他们如何在教学单元的每节课中构建和典型化知识，以及 (ii) 他们如何看待人工制品在支持这一能力发展过程中的作用。

方法

基于行动过程的理论框架 [Theureau, J. 2006. Le cours d'action: Méthode dévelopée. 图卢兹：Octarès] 的案例研究是在一所法国学校进行的，两名学生 Mary 和 Maisy（均为 14 岁；改名）在一个单元的 6 节乒乓球课中进行。收集了三种类型的数据：教师在单元中每次学习经历的目标；师生活动的音像记录；每节课后学生在自我对抗访谈中的口头表达。数据分析采取了三个步骤：数据转录和二级协议的构建；识别典型化知识（感知和知识）过程中涉及的组成部分及其分类；

发现

这里分析了三个对学生有意义的时刻。老师期望有两个关于知识积累的时刻。一个与通过使用象征性人工制品（用于计算分数）和发展各种学习者感知与学生“交流质量改进”有关。另一个时刻与“服务质量改进”有关，通过使用物质制品（圆锥体）来帮助开发良好的服务。第三个有意义的时刻指的是老师意想不到的知识。这与学生滥用人工制品（老师介绍的超时）有关。这个人工制品使学生专注于赢得 10 分，而没有代表老师期望的典型知识。

讨论

通过使用许多人工制品来发展 PE 能力，围绕学习设计“过度复杂化”的风险讨论了这些发现；在典型知识中发展各种看法的重要性；以及教师对适当使用人工制品进行学习的指导。

启示

这项研究中的观察结果对引入人工制品以帮助学习者发展能力的条件提出了疑问。讨论了几个含义，包括人工制品的稳定性、数量和形状；教师帮助学生学习器物使用的指导和他们在行动中赋予的意义，以及各种感知的发展，以帮助典型化知识。