Enligt nuvarande läroplan ska eleverna ges möjlighet att utveckla sitt skrivande både för hand och med digitala verktyg. Enligt skrivforskning är undervisning i årskurs 4–6 ett område som har ägnats alltför lite uppmärksamhet åt, främst när det gäller digital skrivning eftersom merparten av forskningen fokuserar på elever i de yngre och äldre åldrarna. Syftet med denna studie är att bidra med kunskap om hur olika svensklärare i årskurs 4–6 beskriver att de arbetar med digitala verktyg i skrivundervisningen och deras uppfattningar av digitala skrivverktyg. Frågeställningar som besvarats är: Hur beskriver verksamma svensklärare användandet av digitala verktyg i svenskämnets skrivundervisning? Vilka uppfattningar har olika svensklärare av digitala verktyg i skrivundervisningen? Semistrukturerade intervjuer har genomförts med fyra svensklärare för att bevara studiens frågeställningar. Datamaterialet har analyserats med en fenomenografisk ansats. Resultaten visar att eleverna använder digitala skrivverktyg i hög grad jämfört med att skriva för hand. Dessutom visar utfallet av den fenomenografiska analysen på sju olika sätt att uppfatta digitala skrivverktyg. / According to the current curriculum, students should be given the opportunity to develop their writing both by hand and with digital tools. According to research on writing, teaching in grades 4-6 is an area that has received too little attention, especially when it comes to digital writing, as most of the research focuses on students in the younger and older ages. The purpose of this study is to contribute knowledge about how different Swedish teachers in grades 4-6 describe how they work with digital tools when they teach writing and their perceptions of digital writing tools. The research questions that have been answered are: “How do Swedish teachers describe the use of digital tools in writing instruction?” and “What perceptions do different Swedish teachers have of digital tools in writing instruction?” Semi-structured interviews were conducted with four Swedish teachers to preserve the study's issues. The data material has been analyzed with a phenomenographic approach. The results show that students use digital writing tools to a greater extent compared to writing by hand. In addition, the outcome of the phenomenographic analysis shows seven different ways of perceiving digital writing tools.

This thesis discusses handwriting as a possible text input method for Virtual Reality (VR) with a goal of comparing handwriting with a virtual keyboard input method. VR applications have different approaches to text input and there is no standard for how the user should enter text. Text input methods are important for the user in many cases, e.g when they document, communicate or enter their login information. The goal of the study was to understand how a handwriting input would compare to pointing at a virtual keyboard, which is the most common approach to the problem. A prototype was built using Tesseract for character recognition and Unity to create a basic virtual environment. This prototype was then evaluated with a user study, comparing it to the de facto standard virtual keyboard input method. The user study had a usability and desirability questionnaire approach and also uses Sutcliffe's heuristics for evaluation of virtual environments. Interviews were performed with each test user. The results suggested that the virtual keyboard performs better except for how engaging the input method was. From the interviews a common comment was that the handwriting input method was more fun and engaging. Further applications of the handwriting input method are discussed as well as why the users favored the virtual keyboard method. / Virtual Reality (VR) applikationer har olika tillvägagångssätt för textinmatning och det finns ingen tydlig standard hur användaren matar in text i VR. Textinmatning är viktigt när användaren ska dokumentera, kommunicera eller logga in. Målet med studien var att jämföra en inmatningsmetod baserad på handskrift med det de facto standard virtuella tangentbordet och se vilken inmatningsmetod användarna föredrog. En prototyp som använde handskrift byggdes med hjälp av Tesseract för textinmatning och Unity för att skapa en virtuell miljö. Prototypen jämfördes sedan med det virtuella tangentbordet i en användarstudie. Användarstudien bestod av uppmätt tid samt antal fel, en enkät och en intervju. Enkäten grundades på användarbarhet, önskvärdhet och Sutcliffes utvärderingsheuristik av virtuella miljöer. Resultatet visar att det virtuella tangentbordet presterade bättre, handskriftsmetoden presterade endast bättre på att engagera användaren. Resultatet från intervjuerna styrkte också att handskriftsmetoden var roligare och mer engagerande att använda men inte lika användbar. Framtida studier föreslås i diskussionen samt varför användarna föredrog det virtuella tangentbordet.

Sammanfattning Syftet med studien är att genom en kvalitativ metod undersöka hur lärare relativt deras utbildningsbakgrund och erfarenhet av skolpraktik beskriver balansen mellan handskrift respektive datorskrift i tidig skrivundervisning, och med detta bidra till befintlig forskning inom området. Tre forskningsfrågor har formulerats och för att besvara dem har jag i datainsamlingen använt mig av semistrukturerade individuella intervjuer med utbildade yrkesverksamma lärare. Vid databearbetningen har jag använt en fenomenografisk analysmodell inom ett handlingsteoretiskt ramverk. Resultatet visar att lärare med stöd av sin utbildning men än mer genom beprövad erfarenhet balanserar användandet av handskrift respektive datorskrift i sina klassrum mycket olika men att de motiverar sina val av metoder på samma grunder. Lärare tar stöd i forskning när de designar sin undervisning och uppger att eleverna har god måluppfyllelse för skrivning i slutet av årskurs tre, både gällande handskrift och datorskrift. Lärares egna beskrivningar av deras skrivundervisning är att eleverna genom valda metoder uppmuntras att känna skrivglädje och även om lärandet sker på olika sätt leder processen till att varje enskild elev får lyckas och känna tilltro till sin språkförmåga. Resultatet visar också att lärare anser att samtliga metoder egentligen är bra, att förutsättningen för elever att lyckas nå kursplanens uttalade mål är att läraren är engagerad, tror på sin metod samt lyckas entusiasmera eleverna. / Abstract The purpose of the study is through a qualitative method to investigate how teachers, relative to their educational background and experience of school practice, describe the balance between handwriting and computer writing in early writing instruction, and thereby contribute to existing research in the field. Three research questions have been formulated and to answer them, I have used semi-structured individual interviews with trained professional teachers in the data collection. In the data processing, I have used a phenomenographic analysis model within an action theoretical framework. The results show that teachers, with the support of their education but even more through proven experience, balance the use of handwriting and computer writing in their classrooms very differently, but that they justify their choice of methods on the same grounds. Teachers plan their teaching with support in research and state that the pupils have good goal fulfillment for writing at the end of year three, both in terms of handwriting and computer writing. The teachers' own descriptions of their writing instruction are that the pupils are encouraged to feel the joy of writing through chosen methods, and even if the learning takes place in different ways, the process leads to each individual pupil succeeding and feeling confident in their language ability. The results also show that teachers believe that all methods are really good, that the prerequisite for pupils to succeed in achieving the stated curriculum goals is that the teacher is committed, believes in his method and succeeds in enthusing the pupils.

Grafomotorické dovednosti (GA) představují skupinu psychomotorických procesů, které se zapojují během kreslení a psaní. GA jsou nutnou prerekvizitou pro zvládání základních školních schopností, konkrétně psaní. Děti v první a druhé třídě mohou mít potíže s prováděním jednoduchých grafomotorických úkolů (GD) a později ve třetí a čtvrté třídě také se samotným psaním (HD). Narušení procesů spojených se psaním je obecně nazýváno jako vývojová dysgrafie (DD). Prevalence DD v České republice se pohybuje kolem 3–5 %. V současné době je DD hodnocena subjektivně týmem psychologů a speciálních pedagogů. V praxi stále chybí objektivní měřicí nástroj, který by umožňoval hodnocení GD a HD. Z tohoto důvodu se tato disertační práce zabývá identifikováním symptomů spojených s grafomotorickou neobratností u dětí školního věku a vývojem nových parametrů, které je budou kvantifikovat. Byl vytvořen komplexní GA protokol (36 úloh), který představuje prostředí, ve kterém se mohou projevit různé symptomy spojené s GD a HD. K těmto symptomům bylo přiřazeno 76 kvantifikujících parametrů. Dále byla navrhnuta nová škála grafomotorických obtíží (GDRS) založena na automatizovaném zpracování online píma. Nakonec byla prezentována a otestována nová sada parametrizačních technik založených na Tunable Q Factor Wavelet Transform (TQWT). Parametry TQWT dokážou kvantifikovat grafomotorickou obratnost nebo nedostatečný projev v jemné motorice. GDRS přestavuje nový, moderní a objektivní měřící nástroj, který doposud chyběl jak v České republice, tak v zahraničí. Použití škály by pomohlo modernizovat jak diagnostiku DD, tak reedukační/remediační proces. Další výzkum by tento nástroj mohl adaptovat i do jiných jazyků. Navíc, tato metodologie může být použita a optimalizována pro diagnostiku dalších nemocí a poruch, které ovlivňují grafomotorické dovednosti, například pro autismus, poruchu pozornosti s hyperaktivitou (ADHD) nebo dyspraxii (DCD).

The aim of this research is to investigate how handwriting as an individualisation technique in fraud investigation can be used by police detectives, SARS investigators and forensic investigation specialists, who are responsible for the investigation and linking the perpetrator, with a view to criminal prosecution. A further intent was to share and introduce a number of important concepts, namely: criminal investigation, identification, individualisation, fraud, evidence and handwriting. The research will explain the sophisticated investigation techniques used to obtain sufficient information to prove the true facts in a court of law. Identification is the collective aspect of the set of characteristics by which an object is definitively recognisable or known, while the individual characteristics establish the individuality of a specific object. Many types of evidence may be used to link an individual with a crime scene, and associate that individual with the performed illegal handling. It also explained that during a cheque/document fraud investigation, it is in most cases the only link to information to trace, identify and individualise the perpetrator, and to obtain a handwriting specimen. It is also discussed how to eliminate a person being a writer of a document, and how to collect, package and mark a disputed document during the investigation. If the investigators use their knowledge of these concepts, it should enhance their investigative skills, and empower them to be become better equipped for the challenges they face in identifying, individualising and linking the perpetrators, in order to ensure successful prosecution and conviction. / Police Practice / M.Tech. (Forensic Investigation)

Atualmente, a temática da dislexia e do transtorno déficit de atenção/hiperatividade passou a ocupar os mais diversos espaços acadêmicos e políticos, com manchetes de especialistas nos programas de televisão, rádio, jornais, e criação de diversos projetos de lei que se propõem a criar serviços de diagnóstico e tratamento nas secretarias de educação. Em todos esses espaços sociais, estes supostos distúrbios são apresentados como doenças neurológicas, que explicariam dificuldades encontradas pelas crianças em seu processo de escolarização. Se, por um lado, temos este quadro de afirmação da suposta doença; por outro há um conjunto de autores que têm questionado tais distúrbios e reiterado a necessidade de compreender a complexidade do processo de alfabetização das crianças iniciantes (no caso da dislexia) e todo o contexto sociocultural que envolve o comportamento das crianças na atualidade (no caso do TDAH). O presente trabalho, por meio de uma abordagem qualitativa de estudo de caso, investiga a história do processo de escolarização, a produção do diagnóstico de dislexia e seus efeitos nas relações escolares de crianças em fase inicial de aquisição da leitura e da escrita. Foram realizadas entrevistas com a mãe, coordenadora pedagógica, professoras e criança diagnosticada, além da análise do laudo realizado por equipe multidisciplinar. No discurso da mãe sobre a história escolar do filho surge o tema das dificuldades escolares trazido como um problema da criança, que teria algo a menos ou em quem faltaria algo a mais. Esta concepção instaura um processo diagnóstico, gerando um tratamento que constitui o processo de medicalização e de culpabilização da criança e de sua família pelo não aprender na escola. As vozes das professoras, não escutadas durante o processo diagnóstico, denunciam que diferentes concepções de desenvolvimento, de aprendizagem e crenças sobre os alunos resultam em relações, ações pedagógicas e, portanto, possibilidades de aprendizagem também distintas. O diagnóstico encontrado, foi realizado ao largo da escola o que evidencia a concepção de desenvolvimento humano na qual se pauta, partindo do pressuposto que a dificuldade pertence à criança. A avaliação incluiu apenas aplicação de testes de diversas áreas tais como psicologia, fonoaudiologia e neurologia, ignorando resultados de pesquisas recentes que inviabilizam o uso de alguns deles por não estarem relacionados ao alegado distúrbio e utilizando outros relacionados exatamente ao motivo do encaminhamento para a avaliação: questões de leitura e escrita. Ter um diagnóstico de dislexia cristaliza um movimento, um processo dinâmico que é o de aprendizagem e desenvolvimento. Desta forma o diagnóstico segue orientado somente para a falta e para as dificuldades estabelecendo limites a priori para o desenvolvimento do sujeito. Além desses efeitos relacionados à aprendizagem, existem outros decorrentes da medicação que parecem inerentes ao diagnóstico de dislexia acompanhado de TDAH. A criança vive na escola relações estigmatizadas que contribuíram na constituição de sua subjetividade, pautada na doença e nas limitações impostas pelo rótulo diagnóstico / Nowadays dyslexia and ADDH (Attention Deficit Disorder with Hyperactivity) topics are gaining larger place in the media. This stimulates a series of law projects intended to create public services of diagnosis and treatment. In this attempt of controlling and managing the problem, these so called \"disorders\", are rather quickly defined by operators and specialists as neurological diseases, which would logically explain the difficulties incurred by children during their schooling process and partially solve teachers and parents headaches on that matter. If practitioners now tend to legitimate this supposed illness, on the other hand, there are many serious authors questioning such straight definition, empathizing two ideas: the urgent necessity of fully understand the complexity of literacy process in beginner children and the necessity to grasp the sociocultural context that surrounds children education and behavior in the present time. This work investigates, by means of a qualitative case study, the diagnosis dyslexia of a child during the schooling process acquiring reading and writing abilities, and consequences of this diagnosis on his relations at school. We hereby present interviews with the mother, the pedagogical coordinator, with the teachers and with the diagnosed child himself. The study also presents the analysis of the report made by the multidisciplinary team responsible for evaluation. The mother of the child that is object of the study presents her sons problems as a lack of something that differentiates him from others in the educational process. This conception establishes the base for the diagnosis process, and results in a treatment that starts medicalization, blaming the child and his family and justifying the inability to learn at school. The voice of the teachers, unheard during the diagnosis process, denounces that different conceptions of development and learning as well as different beliefs about the students end up in distinguished relations, pedagogical actions and learning possibilities for the pupils. The diagnosis found was achieved without considering the school, which highlights the idea of human development on the basis of this approach, assuming as its starting point that the difficulty belongs to the child. The evaluation included tests in many areas such as psychology, phonoaudiology and neurology; ignoring the results of recent researches that discredit some of these methods for not being related with dyslexia. They also use other methods, which are connected exactly to the motifs why the evaluation was requested at the first place: questions referring to reading and writing ability. Declaring dyslexia crystallizes a movement, a dynamic process that is learning and developing. By this way the diagnosis focuses on the difficulties building up barriers to growth of the subject. Besides those effects related to learning, there are other effects, due to medication, that seems inherent to the diagnosis of dyslexia followed by the one of ADDH. The child lives stigmatized relations at school that contribute to the constitution of his subjectivity, based on the illness and limitations imposed by the diagnostic label

Au regard des difficultés d'écriture présentes dans le trouble du spectre de l'autisme (TSA), notre premier objectif est d’étudier les caractéristiques de l’écriture chez des enfants et adultes avec TSA par rapport à des enfants et adultes typiques en considérant son évolution avec l’âge. La qualité et la vitesse de production ont été évalué à partir d’une tâche de copie de texte. Une moins bonne qualité ainsi qu’une lenteur d’exécution sont observées chez les enfants avec TSA par rapport aux enfants typiques. Chez les adultes avec TSA, une qualité des tracés inférieure à celle des sujets de même âge réel (AR) et de même âge de développement (AD) est relevée tandis que leur vitesse de production est inférieure à celle des sujets de même AR mais comparable à ceux de même AD.Une évolution similaire de l’écriture est observée entre les personnes typiques et avec TSA. Notre second objectif est de tester l’effet d’une présentation ralentie de lettres, pseudo-lettres et mots sur le traitement de l’information visuelle et la dynamique des tracés des enfants et adultes avec TSA. L’utilisation de l'oculométrie, la tablette graphique et le logiciel de ralentissement Logiral™ ont été couplées. Avec le ralenti, on observe chez les enfants une diminution de l'exploration visuelle et une écriture moins fluide et plus lente, et chez les adultes, une augmentation de l’exploration visuelle associée à une diminution de la taille de l’écriture pourtant moins fluide et plus lente. Cette recherche contribue à une meilleure compréhension des particularités de l’écriture dans le TSA et de l’impact du ralenti de lettres et mots sur l’exploration visuelle et la production des tracés. / Handwriting leads to numerous difficulties amongst individuals suffering from Autism Spectrum Disorder (ASD). Our first objective was thus to study the characteristics of handwriting in both children and adults with ASD in comparison with chronological (CA) and developmental (DA) aged-matched controls, in order to understand its development with age. A first study conducted aimed at evaluate the handwriting quality and speed during a copy task of text. Our results showed that children with ASD have slower and poorer handwriting skills compared to controls. For ASD adult participants we observed a poorer handwriting quality than both CA and DA controls and a slower handwriting than CA controls only, meaning that it was comparable to DA controls. Moreover,a similar evolution between control and ASD participants. Our second objective was to test the effect of a slowed-down dynamic visual presentation of letters, pseudo-letters and words on the visual information processing and the handwriting dynamics in children and adults with ASD. For this, we coupled different techniques: an eye-tracking device, a graphic tablet, and Logiral™ (i.e a software for slowing down videos). During the slowed-down presentation, children showed a decrease of visual exploration associated with a slower and uneven handwriting, adults showed an increase in visual exploration associated with smaller handwriting size, although it was slower and uneven. This research contributed to a better understanding of handwriting particularities in ASD population, as well as the impact of slowing down stimuli on visual exploration and handwriting production.

O reconhecimento de padrões por computador é uma das mais importantes ferramentas da Inteligência Artificial presente em inúmeras áreas do conhecimento com aplicações em diversos setores, incluindo o reconhecimento de caracteres. O objetivo da dissertação se concentra na investigação de um processo computacional automatizado - Sistema Computacional Paraconsistente - capaz de reconhecer Caracteres Numéricos Manuscritos e Caracteres Magnéticos Codificados em 7 Barras utilizados em cheques bancários brasileiros, fornecendo uma fundamentação técnica para reconhecer documentos e imagens digitalizadas e, também, sinais biológicos. Embora haja vários estudos em reconhecimento de caracteres, optou-se pelo estudo desse tema devido à sua intrínseca importância e constante desenvolvimento, além de possibilitar adaptações para fazer o reconhecimento de diferentes tipos de sinais como, por exemplo, sinais biológicos. A metodologia adotada para essa tarefa se baseia nas Redes Neurais Artificiais Paraconsistentes por se tratar de uma ferramenta com capacidade de trabalhar com dados imprecisos, inconsistentes e paracompletos sem o perigo de trivialização. O processo de reconhecimento desse sistema é realizado a partir de algumas características do caractere previamente selecionadas com base em algumas técnicas do Grafismo e realiza-se a análise dessas características bem como o reconhecimento do caractere através das Redes Neurais Artificiais Paraconsistentes O sistema foi construído para reconhecer caracteres numéricos com um padrão previamente definido, onde adotou-se os Caracteres Magnéticos Codificados em 7 Barras utilizados em cheques bancários e, posteriormente, o sistema foi aperfeiçoado para fazer o reconhecimento de Caracteres Numéricos Manuscritos. Para a validação do estudo proposto apresentou-se dados reais, a saber, lotes de cheques e caracteres numéricos manuscritos digitalizados onde o sistema apresentou 97,85% de acertos para os Caracteres Magnéticos Codificados em 7 Barras e 91,62% de acertos para Caracteres Numéricos Manuscritos. O resultado obtido demonstra que o sistema é robusto o suficiente e pode servir de estudo para a análise de sinais em áreas correlatas com nível de precisão semelhante / Computer pattern recognition is one of the most important Artificial Intelligence tools present in numerous knowledge areas with applications in several themes, including the character recognition. The aim of this dissertation is the investigation of an automated computational process - Paraconsistent Computational System - able to recognize Handwritten Numeric Characters and Magnetic Ink Character Recognition used on Brazilian bank checks furnishing a technical basis to recognize digital documents, digital images and biological signals. Although there are several studies on character recognition, it was chosen to study this theme due to its intrinsic importance and constant improvement, besides enabling adjustments to the recognition of different kinds of signals such as, biological signals. The methodology employed for the task is based on Paraconsistent Artificial Neural Networks for being a tool with the ability to work with imprecise, inconsistent and paracomplete data without trivialization. The recognition process of this system is performed from some previously selected character features based on some Graphics techniques and, it performs the analysis of these features as well as the character recognition are performed through the Paraconsistent Artificial Neural Networks. The system was built to recognize numeric characters with a previously defined pattern where it was chosen the Magnetic Ink Character Recognition used on Brazilian bank checks and then the system was improved to recognize handwritten numeric characters. It was presented real data as checks\' batches and scanned handwritten numeric characters to validate the proposed study and the system reached 97.85% hits for Magnetic Ink Character Recognition and 91.62% hits for Handwritten Numeric Characters. The obtained result demonstrates that the system is robust enough for signal analysis study in correlated areas with similar precision level

本研究之目的為：一、探討行動取向師資培育模式的理論基礎。二、建構行動取向師資培育模式的變項。三、實地試驗行動取向師資培育模式的效能。四、探討知識轉變為行動的歷程。 本研首先透過文獻分析，探討行動取向師資培育模式的理論基礎，建構行動取向師資培育模式的知識、計畫、表現、省思和精熟等五大變項，再用「個案實驗研究法」，選擇花蓮師範學院大學部三年級兩位修習「教育實習」之師資生為樣本，分為實驗組和控制組，進行「知識輸入」實驗處理後，實施六回合計畫、表現、省思試教實驗。資料蒐集的方法有知識引出訪談、教學設計、放聲思考think aloud與轉譯、試教錄影與轉譯、省思錄影與轉譯及研究者實地觀察記錄。資料分析的方法有資料的持續比較、路徑發現分析、精熟情形分析、資料的次數分析、百分比分析等。本研究的重要發現有： 1.教師的知識應分為「領域通用或領域間通用的知識」（一般教育學知識）和領域專用的知識（學科知識）兩大類；領域專用的知識應再分為領域內通用的內容知識、單元╱課專用的內容知識、領域內專用的教學法知識、領域內專用的教學步驟知識；兩類知識交融產生「領域專用的教育學知識或學科教育學知識」。 2.獲取與記憶之學院設計安排的「識字與寫字」教學相關知識、實驗處理的知識，確實成為發展教學行動表徵與採取行動的基礎。 3.一節的「識字與寫字」課，需交融領域間通用的的知識、領域內通用的內容知識、單元專用的知識或常識、領域內專用的教學法知識交融轉換生產教學行動表徵。 4.「識字與寫字」的教學設計需要提取領域內通用的內容知識和單元專用的內容知識，這些知識影響教學行動表徵的生產量。 5.本研究中「設計的教學行動表徵」有84%以上產生具體行動表現。 6.知識越充足計畫量就越多、教學表現量也越多，省思量也隨著增加。 7..經六回合的計畫、表現、省思之後，各個項目都有進步和精熟化的表現，以本研究自編的「陳述性知識與程序性知識11等級量表」評估知識的進步與精熟等級分別從實驗前的3.4和3.5，提昇為7.9和8.1。 最後本研究針對師資培育方案規劃、課程發展、教學、督導、與評鑑，以及未來繼續研究之建議。 / The purpose of this study was to investigate an action-learning model for teacher education. In addition, the study intended to provide implications for the linking knowledge and action of teacher education. The current researcher reviewed literature to analyze the rationale of an action-learning model for teacher education and to construct the five variables of knowledge, design, performance, reflection and mastering for the model. The experiment method was used. The subject was two student teachers. One student teacher studied how to teach elementary school students’ Chinese vocabulary and handwriting from a videodisk. Both the two student teachers teach elementary school students’ Chinese vocabulary and handwriting for six sessions. Knowledge elicitation interview, instructional design, thinking aloud and video recoding were used for datd collection. The showing your work analysis, protocol analysis, constant comparison analysis, the pathfinder analysis, frequency analysis and percentage analysis were used for data analysis. The findings from this study are the following: 1.The pedagogical domain-specific knowledge or pedagogical content knowledge was blended by the knowledge of domain-general and the knowledge of specific-specific. In order to analyze the pedagogical domain-specific knowledge from instructional design, the knowledge of general-general is named of intra-general-general. The knowledge of domain-specific should be divided into inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, and inner-domain-general process. 2.The programmed knowledge learned from teacher education program and from experiment treatment were able to develop the representation of teaching action and teaching action. The two kinds of knowledge were useable. 3.Teaching elementary school students’ Chinese vocabulary and handwriting needs to blend the knowledge of intra--domain general and the knowledge of domain-specific（The knowledge of inner-domain-general content, inner-lesson-specific content, inner-domain-general pedagogy, inner-domain-general teaching process）. 4.To design the teaching of elementary school students’ Chinese vocabulary and handwriting need to blend the knowledge of general-general and the knowledge of specific-specific. The more the knowledge of these two areas induces the more production of representation of teaching action. 5. The subjects had transferred 84% representation of teaching action into their teaching in the current study. 6.The more knowledge of intra-domain general and the knowledge of domain-specific could produce the more production of the representation of teaching action. The more production of the representation for teaching action could transfer the more performance in teaching. The more performance of teaching could induce the more reflection of teaching. The current study not only provides implications for teacher education but also suggests directions for further research.

Cette thèse porte sur l’intersinographie, notion construite sur le modèle d’« interlangue », pour caractériser les connaissances "intermédiaires" des apprenants en matière d’écriture en langue étrangère. Nous étudions la dynamique du développement des compétences graphiques chez des apprenants francophones du chinois comme langue étrangère. Nous abordons une question cruciale pour la didactique et l’apprentissage de la langue chinoise (mandarin). En effet, à la différence des langues à écriture alphabétique, le développement d’une compétence graphique en chinois a des spécificités qui ne se réduisent pas à la transcription de la langue parlée. Cela tient évidemment à la nature de l’écriture chinoise. La maîtrise de cette dernière requiert des processus pédagogiques particuliers. Peu de travaux ont été consacrés au développement d’une compétence graphique en langue étrangère et encore moins aux compétences liées à la sinographie. Cette thèse s’articule autour d’une étude de la maîtrise de l’exécution graphique. Afin de dresser une liste des productions graphiques non conformes, nous avons établi trois corpus auprès d’apprenants du chinois langue étrangère : un corpus graphique général, un test de la graphie de 100 caractères et un corpus relevé auprès d’adolescents apprenant le français. Suite à nos études quantitatives et qualitatives (suivi des évolutions individuelles), validées par des analyses statistiques, nous proposons une démarche d’enseignement dite d’« arborescence sinographique (字树, zìshù) ». A l’heure de la digitalisation de l’information et des savoirs, cette thèse propose des pistes de réflexion originales en matière de didactique des sinogrammes. / This thesis focuses on intersinography, a concept built on the "interlanguage" model, to characterize the learner’s "intermediate" knowledge of writing in a foreign language. We study the dynamics of the development of graphic competences in French-speaking learners of Chinese as a foreign language.We address a crucial question for didactics and learning Chinese (Mandarin). Unlike languages written in an alphabet system, the development of the graphic skills necessary for writing Chinese characters is partially distinct from the learning of spoken Chinese. This is obviously due to the nature of Chinese logograms. Mastery of reading and writing in Chinese requires specific pedagogical processes, distinct from those of oral language.Little work has been devoted to the development of graphic competence in a foreign language, in particular to sinography. This thesis is based on a study of the mastery of graphical execution.In order to draw up a list of non-conforming graphic productions, we have built three corpora among learners of Chinese as a foreign language: a corpus of writings from adolescents (the adolescent corpus), a test for diagnosing written competency (the 100-character test), and a general-use corpus of character writings (the general graphic corpus).Following our quantitative and qualitative studies (follow-up of individual evolutions), and validated by statistical analyzes, we propose a method of teaching called the "sinographic tree (字树, zìshù)". In the age of the digitization of information and knowledge, this thesis proposes unique reflection on the teaching of the sinograms.