Carmen-Ioana IUHOS


35-17 JOCUL DIDACTIC- INSTRUMENT FACILITATOR AL ÎNȚELEGERII

TEACHING TOOL – FACILITATOR TOOL OF COMPREHENSION

It is interesting to note that English use two different terms for the game: „game” and „game”, which designate two different practices. „Game” refers to free games without constraints whose end is unknown, while „game” refers to situations that have a clear end (a winner, a certain achievement). The history of the game in education is complex and has its roots deep in the wings of time. Renaissance humanism has always been associated, in an innovative way, with play and learning. Gargantua, the hero of Rabelais, plays cards to learn math. In the eighteenth century, Rousseau proposes a ludic approach to learning. Subsequently, the development of sciences allowed, at the end of the nineteenth century and the beginning of the twentieth century, the development of several theories that justify the use of the game in the process of learning. The play of children will be the support of psychoanalytic activity and the therapeutic valencies will be recognized. It can only be considered an unnecessary or just recreational activity ” [1].

Keywords: teaching tool, comprehension, learning, motivation

Cuvinte cheie: joc didactic, înțelegere, învățare, motivație

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35-20 SISTEME CURRICULARE COMPARATIVE

COMPARATIVE CURRICULAR SYSTEMS

A comparative approach to the curricula of different countries reveals the diversity of the concept of program and its evolution, both historical and geographical. However, what appears common to the various education systems and reforms implemented in various countries in recent years, is the focus on school requirements in terms of learning objectives. More and more, an approach characterized by the notion of curriculum which would replace, at least partially, that of program seems to assign objectives in terms of quality of learning and education „Inclusive” in contrast to a more traditional conception of educational programs whose content to be acquired would be a source of student selection by exclusion in case of failure.

Keywords: curricular systems, learning, education, key competences Cuvinte cheie: sisteme curriculare, învățare, educație, competențe cheie

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35-22 TEORIA INTELIGENȚELOR MULTIPLE – IMPLICAȚII EDUCAȚIONALE

THE THEORY OF MULTIPLE INTELLIGENCE – EDUCATIONAL IMPLICATIONS

An intelligence is a computational capacity (the ability to process a certain type of information) that is found in human biology and human psychology (H. Gardner, 2006). An intelligence involves the ability to solve or create problems that matter in a particular cultural context or in a community. The problem-solving ability allows the person to address a situation where a goal must be reached and the path best suited to achieving it must be located. The theory of multiple intelligences is formulated in light of the biological origins of each problem-solving ability. Only those skills that are universal to the human species are considered.

Keywords: intelligence, knowledge, learning, intellectual profile

Cuvinte cheie: inteligența, cunoaștere, învățare, profil intelectual

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