{"id":65,"date":"2022-03-30T08:44:40","date_gmt":"2022-03-30T06:44:40","guid":{"rendered":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/?page_id=65"},"modified":"2026-06-02T23:11:44","modified_gmt":"2026-06-02T21:11:44","slug":"college","status":"publish","type":"page","link":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/enseigner\/college\/","title":{"rendered":"Enseigner au coll\u00e8ge"},"content":{"rendered":"

\"Programme<\/p>\n

Le programme de technologie du cycle 4 est structur\u00e9 autour de trois th\u00e8mes<\/strong> et de neuf comp\u00e9tences<\/strong> \u00e0 acqu\u00e9rir tout au long du cycle.<\/p>\n\n\n\n\n
\"Programme<\/td>\n\"Guide<\/td>\n\"Vad\u00e9m\u00e9cum<\/td>\n<\/tr>\n

\nProgramme de technologie
\n<\/a><\/td>\n
\nGuide acad\u00e9mique pour le laboratoire de technologie au coll\u00e8ge
\n<\/a><\/td>\n
\nLe vad\u00e9m\u00e9cum acad\u00e9mique
\n<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Le th\u00e8me \u00ab Les objets et les syst\u00e8mes techniques : leurs usages et leurs interactions \u00e0 d\u00e9couvrir et analyser \u00bb<\/strong> permet, dans le cadre d\u2019une approche socioculturelle, d\u2019\u00e9tudier le cycle de vie, les usages et le fonctionnement global des objets et des syst\u00e8mes techniques. Ce th\u00e8me vise \u00e0 une meilleure compr\u00e9hension de l\u2019environnement technologique de proximit\u00e9, dans l\u2019environnement quotidien des \u00e9l\u00e8ves ou approch\u00e9 dans le cadre de la d\u00e9couverte des m\u00e9tiers ainsi que les relations entre la technologie, les syst\u00e8mes naturels, les sciences, la soci\u00e9t\u00e9, l\u2019\u00e9conomie, le d\u00e9veloppement durable, etc.<\/p>\n

\u2013 D\u00e9crire les liens entre usages et \u00e9volutions technologiques des objets et des syst\u00e8mes techniques<\/p>\n

\u2013 D\u00e9crire les interactions entre un objet ou un syst\u00e8me technique, son environnement et les utilisateurs<\/p>\n

\u2013 Caract\u00e9riser et choisir un objet ou un syst\u00e8me technique selon diff\u00e9rents crit\u00e8res<\/p>\n

Le th\u00e8me \u00ab Structure, fonctionnement, comportement : des objets et des syst\u00e8mes techniques \u00e0 comprendre \u00bb<\/strong> permet, dans le cadre d\u2019approches scientifiques et techniques, d\u2019\u00e9tudier la structure interne des objets et des syst\u00e8mes techniques, d\u2019\u00e9valuer leurs comportements, leurs performances et leurs caract\u00e9ristiques. Ce th\u00e8me vise \u00e0 mieux comprendre les choix faits lors de leur conception en r\u00e9ponse \u00e0 des besoins, \u00e0 un cahier des charges et \u00e0 des exigences. Il s\u2019agit \u00e9galement de comprendre comment certains objets et syst\u00e8mes techniques, \u00e0 partir d\u2019acquisitions et de traitements de donn\u00e9es, communiquent et interagissent avec leur environnement.<\/p>\n

\u2013 D\u00e9crire et caract\u00e9riser l\u2019organisation interne d\u2019un objet ou d\u2019un syst\u00e8me technique et ses \u00e9changes avec son environnement (\u00e9nergies, donn\u00e9es)<\/p>\n

\u2013 Identifier un dysfonctionnement d\u2019un objet technique et y rem\u00e9dier<\/p>\n

\u2013 Comprendre et modifier un programme associ\u00e9 \u00e0 une fonctionnalit\u00e9 d\u2019un objet ou d\u2019un syst\u00e8me technique<\/p>\n

Le th\u00e8me \u00ab Cr\u00e9ation, conception, r\u00e9alisation, innovations : des objets \u00e0 concevoir et \u00e0 r\u00e9aliser \u00bb<\/strong> permet, dans le cadre d\u2019une d\u00e9marche d\u2019ing\u00e9nierie, d\u2019imaginer, d\u2019innover en faisant preuve de cr\u00e9ativit\u00e9, de concevoir, de mettre au point un prototype, de simuler, de fabriquer, de programmer, de valider des solutions techniques en r\u00e9ponse \u00e0 un besoin ou \u00e0 une \u00e9volution attendue.<\/p>\n

\u2013 Imaginer, concevoir et r\u00e9aliser une ou des solutions en r\u00e9ponse \u00e0 un besoin, \u00e0 des exigences (de d\u00e9veloppement durable, par exemple) ou \u00e0 la n\u00e9cessit\u00e9 d\u2019am\u00e9liorations dans une d\u00e9marche de cr\u00e9ativit\u00e9<\/p>\n

\u2013 Valider les solutions techniques par des simulations ou par des protocoles de tests<\/p>\n

\u2013 Concevoir, \u00e9crire, tester et mettre au point un programme<\/p>\n

\n

 <\/p>\n

Fiches connaissances<\/strong><\/p>\n

Word  <\/span>PDF  <\/span>Markdown  <\/span>Draw.io  <\/span>Indisponible  <\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n
\n

1<\/strong><\/p>\n

L\u2019\u00e9volution des OST<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n

\n

2<\/strong><\/p>\n

Usages et impacts soci\u00e9taux du num\u00e9rique<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

3<\/strong><\/p>\n

L\u2019OST dans son environnement<\/strong><\/p>\n

 <\/span> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

4<\/strong><\/p>\n

Le choix d\u2019un OST dans un contexte de d\u00e9veloppement durable<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

5<\/strong><\/p>\n

La performance des OST<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

6<\/strong><\/p>\n

Fonctions, solutions, constituants de la cha\u00eene d\u2019\u00e9nergie<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

7<\/strong><\/p>\n

Mat\u00e9riaux et proc\u00e9d\u00e9s<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n

\n

8<\/strong><\/p>\n

Fonctions, solutions, constituants de la cha\u00eene d\u2019information<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

9<\/strong><\/p>\n

Structuration et traitement des donn\u00e9es<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

10<\/strong><\/p>\n

La circulation de l\u2019information dans un r\u00e9seau informatique<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/a><\/p>\n<\/td>\n

\n

11<\/strong><\/p>\n

Le d\u00e9pannage et la r\u00e9paration<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

12<\/strong><\/p>\n

La programmation d\u2019une nouvelle fonctionnalit\u00e9<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

13<\/strong><\/p>\n

La gestion de projet technique<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

14<\/strong><\/p>\n

Le prototypage de solutions<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

15<\/strong><\/p>\n

Le choix des mat\u00e9riaux<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

16<\/strong><\/p>\n

Le choix d\u2019une source d\u2019\u00e9nergie<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n

\n

17<\/strong><\/p>\n

L\u2019assemblage de constituants<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

18<\/strong><\/p>\n

La mod\u00e9lisation et la fabrication<\/strong><\/p>\n

 <\/span> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

19<\/strong><\/p>\n

Les objets communicants<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n

\n

20<\/strong><\/p>\n

La validation du comportement m\u00e9canique d\u2019un mat\u00e9riau<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n

\n

21<\/strong><\/p>\n

La validation des performances d\u2019un OST<\/strong><\/p>\n

 <\/span><\/a> <\/span> <\/span> <\/span><\/p>\n<\/td>\n<\/tr>\n

\n

22<\/strong><\/p>\n

La programmation des OST<\/strong><\/p>\n

 <\/span><\/a> <\/span><\/a> <\/span> <\/span><\/p>\n<\/td>\n

 <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\n\n\n\n\n
\n
La classe de<\/div>\n
\n
La classe de<\/div>\n
\n
La classe de<\/div>\n
\n
Les espaces p\u00e9dagogiques<\/div>\n
Laboratoire de technologie<\/div>\n


\nVoir les espaces p\u00e9dagogiques
\n<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Le programme de technologie du cycle 4 est structur\u00e9 autour de trois th\u00e8mes et de neuf comp\u00e9tences \u00e0 acqu\u00e9rir tout<\/p>\n","protected":false},"author":322,"featured_media":0,"parent":37,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"colormag_page_container_layout":"default_layout","colormag_page_sidebar_layout":"default_layout","ngg_post_thumbnail":0,"footnotes":""},"class_list":["post-65","page","type-page","status-publish","hentry"],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"sii","author_link":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/author\/sii\/"},"rttpg_comment":0,"rttpg_category":null,"rttpg_excerpt":"Le programme de technologie du cycle 4 est structur\u00e9 autour de trois th\u00e8mes et de neuf comp\u00e9tences \u00e0 acqu\u00e9rir tout","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/pages\/65","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/users\/322"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/comments?post=65"}],"version-history":[{"count":47,"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/pages\/65\/revisions"}],"predecessor-version":[{"id":1565,"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/pages\/65\/revisions\/1565"}],"up":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/pages\/37"}],"wp:attachment":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/sii\/wp-json\/wp\/v2\/media?parent=65"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}