期刊名称：Historical Studies in Education / Revue d'histoire de l'éducation
印刷版ISSN：1911-9674
出版年度：2004
卷号：16
期号：1
页码：1-32
出版社：Historical Studies in Education / Revue d'histoire de l'éducation
摘要：In the post-war period (1950-1966), physical education in France went through a strong movement of methodological rationalization. Driven by a search for social acceptance and a desire to be recognized as a fundamental school subject, physical education sought to produce a form of efficiency combined with a procedure for the control of learning. The goal was to measure the effects of teaching, that is, the “progress” made. Yet during this period evaluation tools were neither effective nor unified or generalized. The innovative process begins with an estimation of the physical capacities of the pupils so as to define comparable level groups. Childcentredness becomes the most efficient method. Gradually, the tools allowing us to estimate this level become more impressive; the development of the classification table of Jean Letessier can be seen as the height of this innovation. This new methodology presents important theoretical and practical modes of rationality. However, controlling “progress” will turn out to be challenging. Clearly, the school conditions of teaching make it difficult to prove that the pupils have really progressed in their physical education classes. Many tensions remain.
其他摘要：In the post-war period (1950-1966), physical education in France went through a strong movement of methodological rationalization. Driven by a search for social acceptance and a desire to be recognized as a fundamental school subject, physical education sought to produce a form of efficiency combined with a procedure for the control of learning. The goal was to measure the effects of teaching, that is, the “progress” made. Yet during this period evaluation tools were neither effective nor unified or generalized. The innovative process begins with an estimation of the physical capacities of the pupils so as to define comparable level groups. Childcentredness becomes the most efficient method. Gradually, the tools allowing us to estimate this level become more impressive; the development of the classification table of Jean Letessier can be seen as the height of this innovation. This new methodology presents important theoretical and practical modes of rationality. However, controlling “progress” will turn out to be challenging. Clearly, the school conditions of teaching make it difficult to prove that the pupils have really progressed in their physical education classes. Many tensions remain.
