Ioana-Maria CÂMPEAN


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

Descarcare text


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

Descarcare text


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

Descarcare text


33-30 VALENȚELE ACTIVIZATOARE ALE ABORDĂRII INTEGRATE LA CICLUL PRIMAR

THE ACTIVATOR VALANCES OF INTEGRATED
APPROACH TO THE PRIMARY SCHOOL
“The master argument for curricular integration is simply that life is not divided into subjects”. (James Moffett). One of the goals of the 21st century’s education is to bring school closer to real life, while placing the focus on building transferable competences, useful for students’ personal and social development. To integrate means to make connections, to coordinate, to blend, so that the final result reflects harmoniously the various components and provides a holistic vision of the topic of study. The interdisciplinary approach to education crosses the barriers of individual fields of study, and the contribution of each subject is paramount for a unitary perspective over any proposed theme. Integrated teaching and learning are prerequisites for the development of personalities perfectly adaptable to today’s society.
Key words: integrated approach, integration, active learning, metacognition
Cuvinte cheie: abordare integrată, integrare, învățare activă, metacogniție

Descarcare text


33-29 STRATEGII METODOLOGICE ACTIVIZANTE ÎN ÎNVĂȚAREA ACTIVĂ

STRATÉGIES MÉTHODOLOGIQUES STIMULANTES
DANS L’APPRENTISSAGE ACTIF
L’apprentissage constitue un acte social qui conduit à la transformation des représentations mentales des individus. Depuis quelques décennies même, les spécialistes dans la formation humaine affirmaient que l’utilisation seule d’une pédagogie transmissive conventionnelle (exposé, conférence, etc.) orientée de préférence vers la quantité de connaissances, mène souvent à l’échec. Il est souhaitable d’adopter des stratégies didactiques orientées vers l’élève, qui tiennent compte des acquisitions et des expériences de chacun, de manière à réussir à former des compétences désirables à une bonne insertion sociale. L’approche euristique, l’apprentissage par découverte et l’apprentissage par résolution de problèmes représentent seulement quelques stratégies méthodologiques stimulantes qui constituent le thème de notre article. Celles-ci rendent le processus instructif-éducatif plus efficace et plus flexible, et l’apprentissage beaucoup plus durable.
Mots clés: approche euristique, apprentissage actif, apprentissage par découverte, apprentissage par résolution de problèmes
Cuvinte cheie: abordarea euristică, învățarea activă, învățarea prin descoperire, problematizarea

Descarcare text


33-25 O PERSPECTIVĂ PSIHOLOGICĂ ASUPRA INSTRUIRII ȘI ÎNVĂȚĂRII ACTIVE

UNE PERSPECTIVE PSYCHOLOGIQUE SUR
L’INSTRUCTION ET L’APPRENTISSAGE ACTIF
A partir du XXe siècle, de nombreux chercheurs se sont posé des questions sur le processus d’apprentissage. Ce processus a représenté une des préoccupations majeures de l’homme tout au long de son existence, qui a essayé pas seulement à apprendre, mais aussi à comprendre comment doit-il apprendre. Le syntagme «la théorie de l’apprentissage» définit un ensemble de lois ou de principes qui décrivent et expliquent la manière dont l’apprentissage se produit. Tout le monde a entendu parler de Pavlov et de son chien, et la plus grande majorité du corps didactique a pris connaissance des études et recherches réalisées par Piaget sur le développement ontogénétique de l’enfant et de l’adolescent. De nos jours, les théories cognitives et constructivistes, assez connues par les enseignants, ne se concrétisent pas toujours dans le curriculum éducationnel, l’enseignement, et surtout l’évaluation, restant tributaires au béhaviorisme.
Mots clés: cognitivisme, constructivisme, constructivisme cognitif, constructivisme social, instruction active, apprentissage actif
Cuvinte cheie: cognitivism, constructivism, constructivism cognitiv, constructivism social, instruire activă, învățare activă

Descarcare text