{"id":2271,"date":"2014-06-19T09:39:37","date_gmt":"2014-06-19T07:39:37","guid":{"rendered":"http:\/\/sydologie.com\/?p=2271"},"modified":"2016-04-26T17:11:08","modified_gmt":"2016-04-26T15:11:08","slug":"pas-touche","status":"publish","type":"post","link":"https:\/\/sydo.fr\/sydologie\/2014\/06\/pas-touche\/","title":{"rendered":"Utiliser le toucher en formation"},"content":{"rendered":"

On dit souvent qu\u2019il faut multiplier les canaux de perception pour mieux apprendre\u00a0: visuel, auditif et kinesth\u00e9sique (qui concerne la perception par le toucher). Or, lorsqu\u2019on r\u00e9fl\u00e9chit aux canaux qui sont classiquement sollicit\u00e9s lors de l\u2019apprentissage, seuls le visuel et l\u2019auditif entrent en jeu r\u00e9guli\u00e8rement. En effet, nous sommes habitu\u00e9s \u00e0 \u00e9couter un formateur parler ou \u00e0 regarder ce qui est \u00e9crit sur un support projet\u00e9. Le seul contact physique impliqu\u00e9 dans l\u2019apprentissage est souvent celui du stylo et de la feuille (si l\u2019on exclut le contact avec les autres apprenants, mais il s\u2019agit l\u00e0 d\u2019une forme d\u2019\u00e9ducation tout \u00e0 fait diff\u00e9rente … hum). \u00a0Alors, comment le canal kinesth\u00e9sique peut-il \u00eatre mis \u00e0 contribution lors de l\u2019apprentissage ? <\/b><\/p>\n

Multiplier les canaux<\/h2>\n

Maria Montessori, qui a cr\u00e9\u00e9 une m\u00e9thode p\u00e9dagogique aujourd\u2019hui enseign\u00e9e dans plus de 20 000 \u00e9tablissements, a \u00e9t\u00e9 la premi\u00e8re \u00e0 utiliser le canal kinesth\u00e9sique, notamment pour l\u2019apprentissage des math\u00e9matiques et de la lecture. En effet, pendant longtemps on a parl\u00e9 de \u00ab\u00a0profil auditif\u00a0\u00bb pour les personnes qui apprenaient mieux en \u00e9coutant ou de \u00ab\u00a0profil visuel\u00a0\u00bb pour\u00a0 caract\u00e9riser celles qui retenaient mieux les informations lorsqu\u2019elles les voyaient. Aujourd\u2019hui, on consid\u00e8re que ces affirmations font partie des neuromythes (des id\u00e9es fausses que l\u2019on se fait sur le cerveau, cf. l\u2019article de Rapha\u00ebl<\/a> sur le sujet). En r\u00e9alit\u00e9, le cerveau m\u00e9morise bien mieux les informations lorsqu\u2019elles se pr\u00e9sentent \u00e0 lui via diff\u00e9rents canaux de perception<\/strong>.<\/p>\n

Ajoutez le toucher\u00a0!<\/h2>\n

Une \u00e9quipe de chercheurs du Laboratoire de Psychologie et Neurocognition de Grenoble a montr\u00e9 que le toucher facilite l\u2019apprentissage de la lecture en permettant de mieux connecter la vision et l\u2019audition<\/strong>. G\u00e9n\u00e9ralement, pour d\u00e9chiffrer des mots nouveaux, nous apprenons \u00e0 associer un stimulus visuel (le mot \u00e9crit) \u00e0 son stimulus auditif (le son).<\/p>\n

Les chercheurs ont compar\u00e9 deux m\u00e9thodes d\u2019apprentissage dans lesquelles des adultes devaient apprendre 15 stimuli visuels nouveaux, inspir\u00e9s de lettres japonaises, et leurs 15 sons correspondants. La premi\u00e8re m\u00e9thode ne sollicitait que l\u2019ou\u00efe et la vision. La seconde faisait appel au toucher en plus. Les chercheurs ont ensuite effectu\u00e9 des tests pour d\u00e9terminer laquelle des deux m\u00e9thodes \u00e9tait la plus efficace.<\/p>\n

Les r\u00e9sultats r\u00e9v\u00e8lent que les sujets sont capables d\u2019apprendre les associations entre stimuli visuels et auditifs avec les deux m\u00e9thodes mais que les performances sont bien meilleures avec la seconde m\u00e9thode. Le toucher jouerait un r\u00f4le de \u00ab\u00a0ciment\u00a0\u00bb entre la vision et l\u2019audition, favorisant ainsi la connexion entre ces sens.<\/p>\n

Et en formation\u00a0?<\/h2>\n

Dans le cadre d\u2019une formation, on sollicite g\u00e9n\u00e9ralement le canal kinesth\u00e9sique pour faire apprendre des gestes professionnels. Par exemple, pour expliquer comment on installe un appareil, on peut tout d\u2019abord montrer les actions \u00e0 r\u00e9aliser sur un sch\u00e9ma, tout en d\u00e9crivant ce qui doit \u00eatre fait et ensuite demander aux apprenants de r\u00e9aliser eux-m\u00eames les gestes en situation r\u00e9elle. Cette implication du corps, par l\u2019interm\u00e9diaire du toucher, permet de mieux m\u00e9moriser ce qui a \u00e9t\u00e9 pr\u00e9sent\u00e9<\/strong>.<\/p>\n

Mais, comme pour l\u2019apprentissage de la lecture, on peut \u00e9galement r\u00e9fl\u00e9chir aux moyens d\u2019impliquer le toucher pour transmettre des contenus th\u00e9oriques. Lors de la cr\u00e9ation de Mind Map avec un groupe d\u2019apprenants, on peut par exemple leur proposer de suivre les chemins avec le doigt afin qu\u2019ils puissent ressentir le lien entre les id\u00e9es. Le fait de manipuler des post-it, lorsqu\u2019ils sont utilis\u00e9s en r\u00e9union pour construire une strat\u00e9gie d\u2019entreprise par exemple, peut \u00e9galement faire intervenir le canal kinesth\u00e9sique.<\/p>\n

Utiliser le toucher, c\u2019est donc donner les meilleures chances aux apprenants de comprendre et de m\u00e9moriser<\/strong>. Toucher c\u2019est gagn\u00e9\u00a0!<\/p>\n","protected":false},"excerpt":{"rendered":"On dit souvent qu\u2019il faut multiplier les canaux de perception pour mieux apprendre\u00a0: visuel, auditif et kinesth\u00e9sique (qui concerne la perception par le toucher). Or, lorsqu\u2019on r\u00e9fl\u00e9chit aux canaux qui sont classiquement sollicit\u00e9s lors de l\u2019apprentissage, seuls le visuel et l\u2019auditif entrent en jeu r\u00e9guli\u00e8rement. En effet, nous sommes habitu\u00e9s \u00e0 \u00e9couter un formateur parler… Voir l’article<\/a>","protected":false},"author":3,"featured_media":2272,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"rop_custom_images_group":[],"rop_custom_messages_group":[],"rop_publish_now":"initial","rop_publish_now_accounts":[],"rop_publish_now_history":[],"rop_publish_now_status":"pending","_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_post_was_ever_published":false},"categories":[2],"tags":[151,152,490,1176],"class_list":["post-2271","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-le-mag","tag-canal-kinesthesique","tag-canaux-dapprentissage","tag-formation","tag-toucher"],"yoast_head":"\nUtiliser le toucher en formation - Sydologie<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/sydo.fr\/sydologie\/2014\/06\/pas-touche\/\" \/>\n<meta property=\"og:locale\" content=\"fr_FR\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Utiliser le toucher en formation - Sydologie\" \/>\n<meta property=\"og:description\" content=\"On dit souvent qu\u2019il faut multiplier les canaux de perception pour mieux apprendre\u00a0: visuel, auditif et kinesth\u00e9sique (qui concerne la perception par le toucher). 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