【文章內(nèi)容簡介】 sign of learning scenarios. Before concluding, section 4 proposes a short pari son between ISiS and MAP model. 2 Context of Research This research, made in collaboration between Laboratoire Informatique de Grenoble and Institut National de Recherche Pedagogique, closely associates panels of teachers in charge to coelaborate and experiment models we want to implement. This work led us to study existing practices of sharing scenarios. Some international initiatives aim to propose scenarios databases in order to 本科畢業(yè)設(shè)計（論文）外文翻譯 7 favour sharing and reuse practices between teachers, such as IDLD [9]. These databases for teachersdesigners, as the one proposed by french minister of education: EduBase and PrimTice list scenarios indexed with different fields depending on the domain or subject. Their descriptions are very heterogeneous: from practice narrations to more structured formalizations. Their diversity has led us to ask ourselves on the ability of these representations to be understood and shared between several practitioners. Before describing this research, it is necessary to qualify more precisely the spe cific type of designers we focus on: teachers who are called to integrate digital tech nologies in academic context, more precisely in the French secondary educational system (pupils from 11 to 18 years). Our teacherdesigners have a good knowledge of the domain to be taught and can be considered in a certain way as domainspecialists. They have followed a specific training to master didactical petencies (how insure appropriation of domainspecific knowledge for targeted audiences?) and pedagogical petencies (how to anize or regulate efficient learning situations?). They do not benefit of a deep training in puter science。 however, they are supposed to master a certain range of basic petencies defined by a national certification. They are generally not assisted by technical specialists in charge of implementation. They have to use existing models, methods or tools in order to develop effective learning solu tions, generally in a short time patible with their job. They may belong to a teach ers’ munity of practice, whose emergence is made easier by Inter, and which allows new possibilities of sharing and reuse between practionners. They are fre quently implied as actors of the learning unit they design。 this particularity may have consequences on the precision of the design where decisions can be carried out at the runtime phase. In order to capture needs, we asked [10] a pilot group of five teachers in secondary school to find and analyse web resources that can be qualified as “l(fā)earning scenarios”. Their goal was to be able to reuse and integrate them in their own domains (history, economical sciences, German, English, technology). The first given task was to ana lyse search strategies that the various sites provided and to evaluate the relevance of the obtained results considering their own design goals. The second task was to make a synthesis and a set of suggestions which could allow to improve the design process. A set of mon findings and proposals have been formulated whereas it is possible to observe some specific concerns for each subject. Firstly, there is a very strong heterogeneity of terminology concerning scenarios between subjects and within a single subject. The terms (scenario, phase, activity, session, play, act, petence, knowhow, theme, etc.) are rarely clearly defined and this often plexify the ap propriation of scenarios developed by others. This fact underlines the importance to dispose of a corpus of better defined concepts to generalize real practices of mutuali zation. Secondly, some scenario descriptions do not deal with domain concepts such as studied knowledge or programs. This lack makes it difficult to find relevant scenar ios in a specific subject, and to identify the designer’s intentions which aim most frequently to solve issues related to learn some particular knowledge or