Definitivat Prog Noua Word 2003 (1)

7/26/2019 Definitivat Prog Noua Word 2003 (1)

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I. SISTEMUL DE NV MNT DIN ROMNIA: STRUCTUR, LEGISLA IE, RE EA COLAR. RELA IA COAL-COMUNITATE (FAMILIE, AUTORIT I LOCALE, AGEN I ECONOMICI)

Sistemul de nv mnt constt!" cont"#t!$ s%"c&$'&t n c&" &" $oc "*!c& &+nst!"&

n c&*!$ nstt! $o o&n'&t" o&$, *& nono&$, n !nc " *" n&$t& $" &cost!ct!&$" st&/$t" $& n0"$ *" %o$tc1 & "*!c& ".R"%"'nt1 %nc%&$!$ s!/sst" &$ sst"!$! *" "*!c& ", o&n'&t %" n0"$!, t"%t",

cc$! "tc., "&$'&t" nt-!n cont"#t soc&$ *"sc2s.

STRUCTURA sst"!$! *" n01 13nt nc$!*": MEC c& &!tot&t" c"nt&$1 $& n0"$ n& on&$ ns%"cto&t"$" co$&" $& n0"$ "on&$ !nt1 $" *" n01 13nt $& n0"$ $oc&$

A$1t! *" ns%"cto&t"$" co$&" s!/o*on&t" Mnst"!$! E*!c& ", C"c"t1, Tn""t!$! S%ot!$!, "#st1 &$t" nstt! c! sco%! "*!c& on&$" c! & C&s& Co%!$!

D*&ctc, c$!/!$" %&$&t"$" co%$o, &"n c" &s!1 onto'&"& c&$t1 , & c!c!$!!$!, & "0&$!& "tc.

L""& "*!c& " n& on&$" n. 4+5644 At.57(4) Sst"!$ n&8on&$ *" n01813nt %"!n0"st& c!%n*" !1to&"$" n0"$!:

&) "*!c&8& t%!" (6 - 9 &n), o&t1 *n n0"$!$ &nt"%"co$& (6 - 7 &n) n01813nt!$ %"co$& (7 - 9 &n), c&" c!%n*" !%& c1, !%& ;$oc" !%& &"o&"$" *" st!* !n0"st&" s!nt !%&t" %" *o"n*" st!* o&n'&t" %" 7 cc$! *" st!*!: $c"n81, &st", *octo&t.

LEGISLA IE: n01813nt!$ "n"&$ o/$&to! "st" *" 46 c$&s" c!%n*" n01813nt!$%& c"$ n&'&$. n01813nt!$ $c"&$ *"0n" o/$&to! %3n1 c"$ & t3'! n &n!$ 5656.

n01 13nt: %nc%&$ *" st&t, &s!&t t!t!o c"t1 "n$o, n $/. o., &%o$tc, &t!t.

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RE EAUA COLAR "st" o&t1 *n tot&$t&t"& !nt18$o *" n01813nt &c"*t&t", "s%"ct0 &!to'&t" %o0'o!.

RELA IA COAL-COMUNITATE (FAMILIE, AUTORIT I LOCALE, AGEN I ECONOMICI)

?"n"c& n*"c8 & "*!c&8" o1 %o"son&$" s!nt &$$" /"n"c&$o*"c8, &n&;&to, co!nt&t"& $oc&$1 , nt-!n s"ns $&, nt"&& soc"t&t".- nt" sco&$& s &$" " n"c"s&1 !nt&t"& *" &ct!n" s conco*&nt& nt" ;$o&c"$" s%"cc" *"n$!"nt&" o$ost" ( %t c& !&"sc &c"$&s sco%-o&"& co%$o)-Sco&$& nt""s&t& s& co$&/o"'" c! &$& (&$&t) &. &ct!n"& "*!c&t0& @%o!n*&+*" *!&t& sn 0"*""& no& "c%oc" c! %0" $& *"'0o$t&"& + co%ot&"nt!$ co%$!$!- "0o$!t& soc"t&t @ no n"c"st&t @ o" *" o&n'&" (nstt!ton&$'&t&) & "*!c&t"%&nt$o s & co$&/o& sco&$&-&$"

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II. CALITATEA N EDUCA IE. MECANISME DE ASIGURARE A CALIT II LA NIVELUL COLII

Calitatea n educaie*"s"n"&'1 !n co%$"# *" %nc% %&ctc c" t&0"s"&'1 nt"!$"*! "*!c&8on&$, n tot&$t&t"& co%on"nt"$o s&$", o"nt&t s%" o/8n""& *" "'!$t&t"

s!%"o&", &%ot&t" $& st&n*&*" s%" s&ts&c""& n"0o$o &t"%t1$o /"n"c&$o"*!c&8".>o$tc& n *o"n!$ c&$t1 t"/!" s1 "s%"ct" !1to&"$" %nc%: oc&$'&"& %" /"n"c& B "$"0, st!*"nt, c&*! **&ctc, %1n


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III. STATUTUL E>ISTEMOLOGIC AL >EDAGOGIEI. EDUCA IA: FORME(FORMAL, NONFORMAL, INFORMAL), DOMENII EDUCA IONALE(EDUCA IA INTELECTUAL, MORAL, ESTETIC I ARTISTIC, FIIC

I S>ORTIV, TEHNOLOGIC+>ROFESIONAL). NOILE EDUCA II. ALTERNATIVE EDUCA IONALE. (STE>-?-STE>, MONTESSORI,

JALDORF)T""n!$ >EDAGOGIE %o0n" *n *o!1 c!0nt" "c" t: %&s, %&*os (,,co%$K) &o"

(,,con*!c"", n*!&"K). >"*&o& "%"'nt1 tn & soco!&n1 s%"c&$'&t1 n st!*!$ "*!c& ".

E>ISTEMOLOGIC @ ""to $& t"o" & c!no& t" tn c".

U1n* &!"nt!$ "%st"o$oc, C!co (5665) &&t1 c1 %"*&o& *" n" st&t!t!$ *" tn 1 %"nt! c1 %ot cc!scs":

!n obiect propriu de interoga ie Bfenomenul educativ !n"$" considera ii empirice*"s%" &c"st %oc"s< oc" B n" %o%!n" &!to!$ - *" $& "'!$t&t &$ "0&$!1 co$&"

%3n1 $& %$c& &$" %&ctc !n! sst" *" c"*n " *"s%" n01 &"& co$&1, sst"" t"o"tc" nst!"nt" **&ctc", oc&" *nt" co%on"nt"$", "t&%"$" *"ns!n$" &ct0t1 "*!c&t0" %o&t" n & c& %$"; *" nt"o& s&! """n &$ %"nt! %"*&o".L.C: "0o$! & &%*1 & c!no& t" t"2no$o"< "#%$o'& *"o&c1< &%$c&"& "no"n"$o *" s11c", o&", o&;, "#c$!*"" soc&$1, *" *"&*&" & "*!$!< %o$"&" &con$ct"$o nt" n& !n, "tn "$ "tc.

( So$! "n"&$":)D"'0o$t&"& ,,no$o "*!c& K n %"s%"ct0& s"co$!$! ==I "0*"n &'1 %ot&n & !no

con inuturi specifice , &&t" n o* s%"c&$. To&t" 0'"&'1formarea-devoltarea civic&%"son&$t1 n cont"#t!$ !no no 0&$o c!$t!&$", "conoc", %o$tc", co!nt&", c&"&ntc%"&'1 educa ia de calitate n societatea %aat pe cunoa tere#

(So$! s%"cc":)Educa ia ecologic (". "$&t01 $& "*!) 0'"&'1 o&"& c!$t0&"& c&%&ct1 $o *"

"'o$0&" & %o/$""$o *"c$&n &t" o*&t1 c! &%$c&"& t"2no$o$o n*!st&$" %ostn*!st&$"

$& sc&1 soc&$1, c&" &! n"st&t n!"o&s" ""ct" n"&t0" $& n0"$!$ n&t! &$ "#st"n " !&n".E. pt. schimbare i dezvoltare @ 0.. .c.c. *" &*&%t&" &%*1 "s%ons&/$1 &

%"son&$t1 !&n" $& con* $" no0& $o &$" "o"$o soc&$". E. pt. tehnologie i progres @ 0.. .c. &%tt!*n$o "n"&$" s%"c&$" & &tt!*n$o

&"ct0", ot0& on&$" c&&ct"&$", *"sc2s" n *"c & &%$c1 soc&$" & c!c"$o tn c".

E. fa de mass-media @ 0.. .c.c. *" 0&$oc&" c!$t!&$1 & no& " !n'&t1 *" %"s1, &*o, TV "tc., n con* *" *0"sc&" *" n*0*!&$'&" c&" so$ct1 o "0&$!&" %"*&oc1 "s%ons&/$1 $& sc&& 0&$o$o soc&$".

E. demografic(". n &t"" *" %o%!$& ") @ 0. c!$t0&"& "s%ons&/$t1 c0c" &

%"son&$t1 & co!nt1 $o !&n" n &%ot c! %o/$"" %"c! c" t""&, sc1*""&,

*"nst&t"&, & &, st!ct!& %o"son&$1, %" 03st", s"#, con* *" *"'0. n&t, soc&$". E. pt. pace i cooperare @ 0.. .c. &%tt!*n$o & &tt!*n$o c0c" *" &/o*&" &

%o/$""$o soc&$" %n *&$o %&tc%&" ""ct01 $& "'o$0&"& %"*&oc1 & cont&*c $o o/"ct0" s!/"ct0" c" &%& $& n0"$ n& on&$, t"to&$, 'on&$, $oc&$.

E. pt. democra ie @ 0.. .c.c. *" n "$""" *" &%$c&" & *"oc& " $& n0"$!$ %nc%$o s&$" 0&$oc" *" con*!c"" soc&$1 "c"nt1 &$ nstt! $o s&$" "c!nosc!t" $& sc&1 !n0"s&$1, c&" %oo0"&'1 *"%t!$" o!$!.

E. sanitar modern@ 0.. .c.c s%"cc" *" %o"ct&" *" o&n'&" & on&$1 & 0" n con* $" "'o$01 !no %o/$"" s%"cc" ". %t. %"t"c""& t%!$! $/", ". c&snc"o*"n", ". n!t on&$".

- %ot&n & %"*&oc1 soc&$1 & ,,n. ".K "st" "c!nosc!t1 $& n0"$ *" %o$tc1$o/&$1 nc"%3n* c! &n 46. >o&"$" "co&n*1$" UNESCO s!nt&*o%t&t" ,,c& 1s%!ns! &$" sst""$o "*!c& on&$" $& %"&t0"$" $!cont"%o&n"K

- conc"%t!$ *" >.L.C. & ost nto*!s *" A!"$o >"cc", on*&to!$ C$!/!$! *" $&Ro&


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ALTERNATIVELE EDUCA IONALE s-&! cont!&t c& o c&" %"*&oc1 nt"n& on&$1, *" n&t!1 s1 co"ct"'" s&! s1 &"$o"'" *"c"n "$" & &-n!t!$! sst" t&* on&$ *" "*!c& " s1 conc"t'"'" s"ns! o*&$t1 *"t" *" &/o*&" & "*!c& ".

A$t"n&t0& "*!c& on&$1 ,,STE>-?-STE> K &" s!n"& *" & *"'0o$t& $& "c&" co%$

c&%&ct&t"& *" & c"&t0, *" &- o& o 3n*" ctc1, *" & &c" o% !n *" & &0"& n &t01, *" & *"n *" & "'o$0& o %o/$"1, *" & co!nc& ! o c! s""n, *" &- n "$"" *" & n"oc&. Ac"st %o& "*!c& on&$ s" &*"s"&'1 n!& co%$o *n n01 13nt!$ %" co$& %&. Co% n0& 1 n c"nt" *" &ct0t&t". O c$&s1 &" o/$&to!: !n c"nt! *" ct", !n c"nt!*" sc"", !n c"nt! *" tn ", !n c"nt! *" &t"&tc1, !n c"nt! *" &t1 !n c"nt! *" const!c . C"nt"$" &c!$t&t0" %ot &n&t" *" n01 1to. n01 &"& %" c"nt" *" &ct0t&t" "s%"ct1 t!$ "c1! co%$< n "c&" ', "c&" co%$ t"c" %" $& to&t" c"nt"$". F"c&" c$&s1*s%!n", *" &s""n"&, *" !n s%& ! *" nt3$n" %"nt! co!nc&"& n !%, !n $oc n c&" s!nt%1t1 t" "#%""n ", "st" %$&nc&t1 &ct0t&t"& $& nc"%!t!$ '$", s!nt "0&$!&t" s&cn$", s" st&/$"sc "!$$" "s%ons&/$t1 $"< n &c"st $oc "#st1 !n ,,sc&!n &$ &!to!$!K , %" c&" "c&"co%$ *"0n" %"son&; %nc%&$, %"'nt1 *"$", "'!$t&t"$", $" con!nt1 c! &$" c"$o$&$ .

>1n s!nt n0t& s1 %&tc%" ""ct0 $& c$&s1, $& %oc"s!$ *" "*!c& ", n co$&/o&" c! n01 1to!$.

M&& MONTESSORI & *"'0o$t&t o *octn1 %"*&oc1 c"nt&t1 %" *""& $/"t1 *"&n"st&" & co%$!$!. O c$&s1 Mont"sso *"s1 o&1 &ct0t1 *n 0& & cot*&n1, c&" n0& 1 co%$!$ o/ n!n "$" %o't0" *"s%" !nc1 &ct0t1 s"n'o&$", c&" nc!&;"&'1 *"'0o$t&"& conc"%t!&$'1 & &%tt!*n *" & o/s"0&. Ro$!$ %o"so!$! "st" *" & o&n'& "*!$ n c&"co%$!$ s" &n"st1 $/" n*"%$n" t" n"0o$" *" *"'0o$t&". O&n'&"& *!$! "*!c& on&$ n co$$" Mont"sso s" &c" n !nc " *" perioada sensi%iln c&" s" &$1 co%$!$.

>"*&o& JALDORF & ost c"&t1 *" c1t" R!*o$ St"n". Cono t"o" $! St"n",

*"'0o$t&"& n " !&n" "st" !n %oc"s *" c" t"" "t&oo'1 c" s" *"1 o&1 n "t&%" *"

c3t" &n. n conc"% & st"n"&n1, o "*!c& " &!t"ntc1 t"/!" s1 %$"c" *" $& n "$"""& n&t! !&n" c& snt"'1 nt" 7 %$&n!: 'c, s!$"t"sc s%t!&$. >& co&$1 J&$*o & ost *"sc2s1 n 44, $& St!tt&*, $& %o%!n""& *"cto!$! &/c *" &"t" J&$*o-Asto&. co$$" J&$*o s!nt !nt1 *" n01 13nt c! 45 c$&s", %"c"*&t", *" "!$1, *" 1*n 1. Dsc%$n"$" st!*&t" s!nt c!%ns" n "%oc %"*&"& $o s" &c" nt"*sc%$n&. co&$& J&$*o "st" o co&$1 11 &n!&$". A/s"n & &n!&$!$! !nc cont/!" $& c" t""& "s%"ct!$! & 1 *" c1 $&

nt1"& &!tot1 %o"so!$!, c&" &" &st"$ o $"1t!1 *"ct1 n co!nc&"& c! "$"0.Co%$!$ n! t"/!" s1 n0" " s!/ &c !n"& !n" %"s!n "#t"n", c *n nt""s %"nt! con n!t!$" t&t&t". co&$& J&$*o s" c&&ct"'"&'1 %n &/s"n & not"$o. >n not" s" "0*"n &'1 %"%on*""nt co%"t & *nt" "$"0, c""& c" *!c" *"s"o $& /$oc&;" n 3n*!$ co%$o t', $&!st1 n2/ %nt" c" s$&/, $& &o&n 1 s&! "os nt" "$"0 /!n. L& s3 t!$ "c1! &n co$&, "$"0!$ %" t" !n c"tc&t n c&" "c&" %o"so *"sc" &ct0t&t"& *n to&t" %!nct"$" *" 0"*"".


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IV. EDUCA?ILITATEA: CONCE>T, FACTORI (EREDITATEA, MEDIUL,EDUCA IA OMULUI NSU I+SINELE). TEORII FUNDAMENATLE (EREDITARISMUL, AM?IENTALISMUL, E>IGENETISMUL >IAGETIAN)

n %s2o%"*&o" s" &soc&'1 t""n!$! ,,EDUCA?ILITATEK s"ns!$ *" ,,%ot"n &$ *"o&" !&n1 s!/ n$!"n & &cto$o *" "*! s&! "*!c& on&$K (A$$%ot, 44). Est"

*s%on/$t&t"& *" & o%t'& &*&%t&$" *"0"nt" n"c"s&" %n con* &$" "#st"n ", "#%&t" %n "c"n & c!no tn "$o c&%&ct1 $o 0&$o'&t" soc&$. FACTORI

EREDITATEA "st" ns! "& !n*&"nt&$1 & &t"" 0 *" & t&nst", *" $& o "n"& " $& &$t&, "s&;"$" *" s%"cct&t" s!/ o& co*!$! "n"tc.

Mo t"n"& ""*t&1 "st" !n co%$"# *" %"*s%o' %ot"n &$t1 (@ %os/$t1 ) n! ns! /o%s2c" &$" &nt"c"so$o.

- &n!t" %"*s%o' %ot 13n" n st&" $&t"nt1 %" tot %&c!s!$ 0" n &/s"n & !n! &cto &ct0'&to ("#. &$"$")

- s!nt c!nosc!t", n conc"% & "*!c& on&$1 tn c1 %0n* *"'0o$t&"& %"son&$t1 , %&t! !%" *" %ot"n " ""*t&" (@ %!t"", o 1, %os/$t&t" *" *"'0.):

4.Poten ele analiatorilor (01', &!', os, !st, %%1t)- n0"$!$ *" *"'0o$t&" t"/!" c!nosc!t *" "*!c&to o$ost n c&*!$ &ct0t1 $o nst!ct0-"*!c&t0" *"o&"c" *" &c"st n0"$ *"%n*" c&%&ct&t"& s"n'oo-%"c"%t01.

5.Poten ele sistemului nervos central - %oc"s"$" %o%"t1 $" &ct0t1 n"0o&s" s!%"o&". - *"'0o$t&"& %oc"s"$o %s2c" "%"'nt1 "'!$t&t!$ "0o$! " nt"&c !n *nt" "not%

"not%."not% @ *s%on/$t&t"& $&t"nt1 & *"'0o$t1, %ot"n &$!$ /o$oc "#%&t *o& $&

n0"$ 0t!&$ @ &t"&$!$ ""*t1 ."not% @ *s%on/$t&t"& &n"st&t1, n !nc " *" cont"#t, *" con* $" &/&n "

"#t"o&" "#st"n ", $& n0"$ *" "*! n&t!&$ soc&$. F"not%!$ %o&t" t&nso& %ot"n &$!$ 0t!&$ &$ "not%!$! nt-!n!$ &n"st&t *"ct

"&$, n !nc " *" con* $" "#st"nt" s&! c"&t" n cont"#t n&t!&$ soc&$.

Cono %nc%$o no "n"tc "n"$" s!nt 0&&/$"- %ot o*c& &t3tco%ot&"nt!$, c3t st!ct!& *&tot1 nt"&c !n c! &$t" "n" s&! *&tot1 con* $o *" "*!.

Oc" o s" n& t" c! !n %&ton! "n"tc *"n!t "not%,@&ns&/$!$ "n"$o %" c&"$" %os"*1 !n n*0* c&" con* on"&'1 *n nt"o *"'0o$t&"& &c"st!&. Co"$&t c! "not%!$ "st" "not%!$, %n c&" *"s"n1 %o*!s!$ ""*t1 &$ n$!"n "$o "*!$!. - $& n0"$!$ c""!$! &! $oc *o!1 %oc"s" !n*&"nt&$": "#ct& & (%oc"s c" c""&'1con* $" *" &ct0t&t" & c""!$!) n2/ & (%oc"s c" &s!1 nc"tn"& &ct0t1 c""/&$", o*2n& "&c""& "n"" "$!&"& &ct0t1 c""/&$"). n !nc " *" "$& & *nt" "#ct& " n2/ " *" o*!$ n c&" s" &n"st1 c"$" t" %o%"t1 &$" &c"sto&- nt"nst&t"& (o &), o/$t&t"& "c2$/!$-s!nt *"nt" t%!$" t"%"&"nt&$".

7# Instinctele"%"'nt1 &cto!$ n0o$!nt& *" nct&" *" %!$s! %"nt! &ct!&$'&"& s&ts&c""& !no t"/!n " /o$oc".

Instnct!$ *" "#%$o&", c!o't&t"&, t"/!n "$" *" 0&"t&t" no! s!nt !n*&"nt&$" n o&"&-*"'0o$t&"& c&%&ct1 *" c"& ". .&olile ereditare%ot &0"& *"t"n&" n"&t01 &s!%& "*!c& " o1 %"son&$t1 .


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C& &cto &$ *"'0o$t1 !&n", MEDIUL "st" constt!t *n tot&$t&t"& "$""nt"$o c!c&" n*0*!$ nt"&c on"&'1 *"ct s&! n*"ct %" %&c!s!$ *"'0o$t1 s&$". nt" &cto *" "*! c" n$!"n "&'1 %oc"s!$ *"'0o$t1 o!$! %!t" *stn":

n$!"n " &$" "*!$! 'c (n&t!&$ s&! %&) n$!"n " &$" "*!$! sococ!$t!&$ (s"c!n*&).

In$!"n & c"& & %ot&nt1 o "#"ct1 ns1 mediul sociocultural. E$ "st" constt!t *n&ns&/$!$ *" nstt! , !%! soc&$", con* , &cto "$& soc&$", *n c0$'& & c!$t!& !n" soc"t1 . M"*!$ sococ!$t!&$ &s!1 ,,!&n'&"&K co%$!$!, t"c""& %o"s01*" $& st&*!$ *" n 1 /o$oc1 s%" c"$ *" n 1 !&n1.

M"*!$ "st" !n &cto o*"$&to c&" %"t" "$"0&"&, st!$&"& c2& &%$c&"&*%o' $o "n"tc" %n &c !n nstt! on&$'&t" o&$ ( co&$&) s&! nono&$ (&ct0t1 "#t&**&ctc").

M"*!$ sococ!$t!&$ "st" n"oo"n, c""& c" &c" c& n$!"n & *"t"$o s&$" co%on"nt" s1" n"&$1.Dn %"s%"ct0& %o/$"&tc *"'0o$t1 %s2on*0*!&$" "st" "#t" *" %ot&nt *"s!/$n&t c1 &cc"nt!$ s" %!n" n! %" s%$& %"'"n 1 s&! &/s"n 1 & &cto$o *" "*!, c %"

1s!&, &n"& "'on&n & nt"&c !n *nt" &c" &cto n*0*!$ !&n. Un &cto *""*! %"'"nt, *& n*""nt s!/"ct!$! !&n "st" n"t *n %"s%"ct0& *"'0o$t1.

Soc"t&t"& !&n1 & %""c on&t n t% !n "c&ns s%"c&$ *" *n!&" &%"0'/$!$! *" c" t"" & conto$!$! &s!%& %oc"s!$! *"'0o$t1 %s2on*0*!&$". Ac"st o$ $ n*"%$n" t" EDUCA IA. E*!c& & %o&t" *"nt1 c& &ct0t&t"& s%"c&$'&t1, s%"cc !&n1, c&" ;$oc" t" *0"sc1 &%ot!$ *nt" o "*!$ s1! (soc"t&t"), &0o'3n* *"'0o$t&"& o!$! %n nt""*!$ soc"t1 & soc"t1 %n nt""*!$ o!$!.

E*!c&/$t&t"& 0&$oc1 t"n*n & o/o*1 nt"&c onst" & *"'0o$t1 %s2c" c&" "0*"n &'1 &%t!$ c1 &cto ""*t& *" "*! nt"0n %"!n1, n* o*"$& n s"ns %o't0 %n &c !n"& "c"nt1 & "*!c& "

TEORII FUNDAMENATLETe oria ineist (EREDITARISMUL) s!s n", n "s"n 1, o$!$ %o*&$ *"cs0 &$ ""*t1 n "0o$! & o!$! (&t3t $o"n"tc c3t onto"n"tc).

Teoria ambientalist(AM?IENTALISMUL) &/so$!t"&'1 o$!$ &cto$osoco"*!c& on&$ ("*!$ soc&$ "*!c& &) n *"'0o$t&"& %s2on*0*!&$1, n"3n* s&! *"scons*"3n* s"nc& & ""*t1 .(Lt") - &/"$" o"nt1 s!nt !n$&t"&$", n 1s!& n c&" &/so$!t'"&'1 !n !% *" &cto n &%ot c! c"$&$ .

Teoria dublei determinri (E>IGENETISMUL >IAGETIAN)- n "s"n 1, t"o& s!s n" c1 %o&!$ nost! "n"tc "st" !n &ns&/$! *" 0t!&$t1 , & c1! &ct!&$'&" *"%n*" *" con* $" *" "*! *" "*!c& ". - n s"c. &$ =VIII-$"& &%&" t"o& $! Jo$ c" &" *"%t conc"%t c"nt&$ "#%"s& "%"n"'1 (*" $&

"%@*!%1 "n"ss@"n"'1). n %oc"s!$ o1 *"'0o$t1 o&ns"$o &%&" !n &$ t"$"& &cto, c&" n! "st" nc ""*t& nc &/"nt&$ c&" nt1 n &c !n" *!%1 "n"'1. - ?o$o %s2o$o *" o"nt&" "%"n"tst1 (J&**nton, >&"t) &! con0"nt c1 "st" !n"c&ns *" &!to"$&" & c" t", s$& 2o"ost&'", c&" &s!1 &!to"$&"& !nc on&$1 & o&ns!$! &! n!t &c"st "c&ns 2o"o2"ss.- Ho"o2"ss-!$ c" t" o&nc" &" !n co"s%on*"nt n %$&n!$ *"'0o$t1 %s2c" c&""$"&'1 %s2o"n"'&, n s"ns!$ *" & ,,%!n"K o s!cc"s!n" *" st&* *" *"'0o$t&" c&" n! %ot "sc&$&*&t" %n %"s!n *" "*! s&! "*!c&t0".

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V. STRUCTURA I DINAMICA >ERSONALIT II (TEM>ERAMENT, CARACTER, A>TITUDINI). MOTIVA IA >ENTRU CARIERA DIDACTIC.

Go*on A$$%ot(44): >"son&$t&t"& "st" o&n'&"& *n&c1 n c&*!$ n*0*!$! &&c"$o sst"" %s2o'c" c&" *"t"n1 3n*"& co%ot&"nt!$ s1! c&&ct"stc.

TEM>ERAMENTUL constt!" $&t!& *n&co-"n""tc1 & %"son&$t1 . *n&c1, nt!c3t t"%"&"nt!$ n" o"1 *&t" ""to&" $& c3t *" &%*1 (s&! *" $"nt1), *"

&cc"$"&t1 (s&! *" *oo&$1), *" !no1 (s&! *" n"!no1) "st" "&c & %"so&n"TITUDINILE constt!" $&t!& nst!"nt&$1 "#"c!t01 & %"son&$t1 . A%tt!*n$" "%"'nt1 ns! &$" %"so&n" c", n &ns&/$!$ $o, "#%$c1 *""n "$" const&t&t" nt" o&"n

n %0n & %os/$t1 *" &- ns! &n!t" c!no tn ", %c"%" *"%n*".(Coso0c).

C$&sc&" &%tt!*n: s%$": - "n"&$" (%"'"nt" n &%o&%" to&t" *o"n$". "# nt"$"n &)

- *" !% (n n *" 9, %"t "&$'&"& c! s!cc"s & !n! !% *" &ct0t1 )- s%"cc" (c&&ct"stc" !n! *o"n! "st3ns *" &ct0t&t").

co%$"#" (%"t "&$'&"& !n" &ct0t1 & &%$", *" t% %o"son&$). "#. &%tt!*nt"2nc", tn c", &tstc", o&n'&toc", "tc.

CARACTERUL "%"'nt1 $&t!& "$& on&$-0&$oc1 & %"son&$t1 . @ tot&$t&t" & t1s1t!$o "s"n &$" st&/$", *"0&t" *n o"nt&"& 0on & o!$!< constt!"

!n sst" *" &tt!*n n*0*!&$" st&/$".

n st!ct!& c&&ct"!$! s" %ot *stn" 7 !%" !n*&"nt&$" *" &tt!*n: &tt!*n"& & 1 *" tn" ns! &tt!*n"& & 1 *" c"$&$ , & 1 *" soc"t&t" &tt!*n"& & 1 *" !nc1.T1s1t!$" c&&ct"&$" "#%1 not"$" s%"cc" &$" &tt!*n$o: "$" s" o"&'1 n t%

*&tot1 st&/$t1 , %"n&n " s"nc& " &tt!*n$o.

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UNITATEA I DINAMICA >ERSONALIT II >"nt! & #& & /n" "$& & *nt" c"$" 7 *"ns!n /&'&$" &$" %"son&$t1

(t"%"&"nt, &%tt!*n c&&ct") &cto *"'0o$t1 %s2c" (""*t&t", "*! "*!c& "), M. Mo*"& n" o"1 !1to&"& sc2"1:

Structura personalit ii

ereditate

TemperamentAptitudini

Caracter

mediul educa ie

T"%"&"nt!$ "st" *on&t *" ""*t&t", *& %o&t" conto$&t, n!&n &t %n "*!c& ". A%tt!*n$" s!nt n$!"n &t", n &*" *"t" , *" *ot&"& n&t01 *" const!c & c!$t!&$1, & n o&"& c&&ct"!$! %"&'1 "*!$ "*!c& &, "s%"ct0 %";!1$" *" 0& 1, *!!$

conc"t %" c&" $ st1/&t" n*0*!$, o*"$"$" !&n" %" c&" $" nt3$n" t", "$& $" n c&" s" &n&;"&'1, &c !n$" %" c&" $" n*"%$n" t".

(UNITATEA)- Mo*&$t1 $" *" &n"st&" & t1s1t!$o t"%"&"nt&$" *"%n* *" &%tt!*n, *"

nt""s", *" ot0& " , & &$"s, *" o"nt&"& o$oc1 & %"so&n" n c&!'1, %"c! *" %&tc!$&t1 $" st!& $o n c&" "& s" 1s" t".

- D"'0o$t&"& &%tt!*n$o "st" *&t1, %nt" &$t"$", *" &tt!*n"& &0o&/$1 & 1 *" !nc1.- C&&ct"!$ "st" c"$ c&" 0&$oc1 &$ &t3t t"%"&"nt!$, c3t &%tt!*n$".

(DINAMICA)- T1s1t!$" t"%"&"nt&$" s" &n"st1 n con*!t& n*0*!$! *" $& 03st" &"*"

13n &%o&%" n"sc2/&t" %" tot %&c!s!$ 0" , *"o&"c" n *"t"n&"&

%&tc!$&t1 $o t"%"&"nt&$" !n o$ %nc%&$ "0n" sst"!$! n"0os c"nt&$, c&"&s!1 coo*on&"& nt"&$1 & t!t!o %oc"s"$o o&nc" "*&'1 co%ot&"nt!$ n0t!t"& &ct0t1 n"!o%s2c" & c""!$!.

- A%tt!*n$" sc2/1 st!ct!& "c"n & n !nc " *" 03st1 *" n&t!& s&cn$o & st!& $o. E$" &! !n c&&ct" *n&c, %&c!3n* *"-& $!n!$ 0" & !$t" st&* (*" *"'0o$t&", *" o%t! !nc on&$, *" *"c$n+""s).F&cto c&" *"t"n1 o*c1$", *n&c& &%tt!*n$o s!nt:

n&t!& co%$"#t&t"& &%tt!*n n0"$!$ "*!c& on&$ "#%""n & %o"son&$1

con* $" *" "*!.- C&&ct"!$ n! "st" *&t nn1sc!t. E$ "st" const!t s" const!" t" %" %&c!s!$ nt" 0" . T1s1t!$" c&&ct"&$", &tt!*n$" "0o$!"&'1. n con!&"& c&&ct"!$! s!nt*"cs0" %";!1$" *" 0& 1, "0"n"nt"$", "$& $", con!nt1$" %o/$""$" conc"t" %" c&" $"-& t&0"s&t n*0*!$ n & /o&t& s&! & s1&c& s& 0& 1.

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MOTIVA IA s" ""1 $& &cto nt"o n*0*!$! c&" st!$"&'1, "n8n c&n&$'"&'1 co%ot&"nt!$ n $"1t!1 c! !n sco%.

E#st1 o $"1t!1 %o't01 nt" ot0&8& "$"0$o MOTIVA IA CADRELORDIDACTICE. Ast"$, c&*" **&ctc" ot0&t" ns"&n1 "$"0 ot0&8. E0*"nt c1 "c%oc& $&&c"&st& s"nt"n8" "st" n;o1to&": c&*" **&ctc" n"ot0&t" %o&t" con*!c" *"st!$ *" !o $&

&%&8& $%s" *" ot0&8" $& "$"0 c! c&" $!c"&'1.n st!*!$ UNESCO, ntt!$&t T"&c2" Mot0&ton, Co%"ns&ton &n* Jon

Con*tons, Int"n&ton&$ Instt!t" o E*!c&ton&$ >$&nnn, >&s, 5669, !1to&"$" ot0" s!nts&ts1c1to&" %"nt! c&*!$ **&ctc, c& "$""nt" *" "c2$/&" *" s!s8n"" & *"'0o$t1 nc&"1:

(4) *"*c&"& %"nt! %o"s" %"nt! &ct0t&t"& c! co%"c'&"& con* $o7.>"c'. ct"!$! %"o&n " &cc"%t&/$".

E#. E$"0 s1 $oc&$'"'"%" 2&t1c"$ %! n 7 3!.

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>oc"*!& *" o%"& on&$'&" & $! G. *" L&n*s2""" , c&" st&/$" t" %&&"t:4.Cn" 0& %o*!c"co%ot&"nt!$ *otURI,DOCUMENTE CURRICULARE

L& non&t0 %$!&$ - c!c!$&n s"ns $&, %n CURRICULUM "st" *"s"n&t &ns&/$!$ %oc"s"$o "*!c&t0" &$"#%""n "$o (st!& $o) *" n01 &" %n c&" t"c" "$"0!$ %" %&c!s!$ t&s"!$! s1! co$&.

n s"ns "st3ns, c!c!$!!$ "%"'nt1 &ns&/$!$ *oc!"nt"$o co$&" *" t% "$&to n c&"s" cons"n"&'1 *&t"$" "s"n &$" c! %0" $& %oc"s"$" "*!c&t0" "#%""n "$" *" n01 &" %" c&" $" o"1 co&$& "$"0$o.

Teoria i metodologia curriculumului-#an !otolea$D&c1 *c on&"$" *"n"sc c!c!$!!$ & &$"s %n *sc%$n& *" n01 13nt , $!c1$"

ono&c", %"nt! &c"$& sco%, o$os"sc "$&t0 t""n!$ "#%""n 1 *" n01 &". ,,n $oc!$ t""n!$! "#%""n " *" n01 &" $ 0o %""& %" c"$ *" st!& (&ct0t1 *"

n01 &"). E#%""n & *" n01 &" "%"'nt1 & !$t "&c & %"son&$1 $& o st!& " *" n01 &".K CONCE>TUALIAREA CURRICULUMUI:,,Dn %!nct!$ nost! *" 0"*"", s!nt %ot&nt" 7 %"s":

&. S1 &*t" c1 no !n"& *" c!c!$! "st" !$t*"nson&$1 , c1 %"s!%!n" & !$t"%$&n! *" &n&$'1./. S1 &cc"%t1 n o* %ot"tc c1 &c"st conc"%t s" %o&t" *"n %nt-o &$" *" t""n.c. S1 &*o%t1 o %"s%"ct01 nt"%"t&t01 stoco-*n&c1< c!c!$!!$ n! "st" !n

conc"%t st&tc, c !n!$ c&" c!no& t" c" t" /o1 s!cc"s0". A/o*&"& !$t*"nson&$1 & c!c!$!! %"s!%!n" , n o%tc& no&st1, t" %$&n! *"&n&$'1:4. planul structural - n*c1 co%on"nt"$" "s"n &$" &$" c!c!$!! "$& $" *nt" "$". Mo*"$":- o*"$!$ t!n2!$&: V&&/$" s!nt: - n&$t1 $" "*!c& on&$" - con n!t!$" nst!

- t%!$ *" nst!" n c"nt!$ t!n2!$!: *sc%$n& co$&1.- o*"$!$ %"nt&on&$ - s" &*&!1 5 0& - st&t" *" nst!" (%"*&"-n01 &") - st&t" *" "0&$!&"

Fn&$t&t

T% *" nst!" Contn!t!

St&t" *" "0&$!&" St&t" *" nst!"

-o*"$!$ s"c (Cst"&)- "0*"n &'1 co"$& $" cc!$&" *nt": - n&$t1 - con n!t! - "to*" - "0&$!&".

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5. planul procesualE#%1 7 %oc"s" - %o"ct&", %$""nt&", "0&$!&" - %n c&" nt"n $" s!nt !nc&t" c!&c !n"& &c !n"& c! "0&$!&"&. C"$" 7 %oc"s", $& 3n*!$ $o, %ot %$&s&t" n 7 %"s%"ct0" *" &n&$'1: c& o/"ct *" c"c"t&", c& %o*!s t"o"tc

c& %&ctc1 ""ct01.%. planul produsuluiIn*c& "'!$t&t"$" & t"%t&t" &$" %o"ct1 c!c!$&".C&t"o *" %o*!s" c!c!$&":-%nc%&$" - %$&n *" n01 13nt (%o& *" st!*) - %o&1 co$&1 - &n!&$ co$&.-&!#$&" c!c!$&" - 2*! "to*c" %t c&*"$" **&ctc" - c&"t" *" !nc1 n*"%"n*"nt1 %t "$"0, "tc.P %o"ct&"& %"*&oc1 s" nsc" %""ct n $oc& c!c!$!!. >$&nc&"& c&$"n*&stc1,%$&nc&"& !nt1 $o *" n01 &" s&! %o"ct!$ *" $"c " s!nt &$t" t%! *" %o*!s"

c!c!$&".t""n *" ""n 1+n!c$"! & c!c!$!! s!nt *sc%$n& *" n01 13nt %o&!$ *"st!*.

TI>URI DE CURRICULUM din perspectiva teoriei curriculumului:

- curriculum general (core curriculum) care confera o baza de competeneobligatorii pentru toi elevii dintr-un ciclu de colaritate;- curriculum specializat care se focalizeaz pe aprofundarea competenelor ndomenii particulare de studiu; ex. Colegiul de rte are curriculum specializat;- curriculum subliminal (ascuns! nestudiat) care const n experienele de

nvare trite n coala! fr a " plani"cate declarat;- curriculum informal care deriv din ocaziile de nvare oferite de familie!mass-media!muzee! prieteni! biseric! cinematograf etc

din perspectiva dezvoltarii curriculare#- curriculum recomandat de experi;- curriculum scris care are caracter o"cial;- curriculumpredat reprezint experiena de nvare oferit de profesorielevilor;- curriculum testatnt$lnit n probe de examinare;- curriculum nvat de ctre elev;

- curriculum de suport dat de materiale didactice precum culegeri! soft%areeducational etc; din perspectiva documentelor curriculare#

- curriculum nucleu care este trunc&iul comun de experiene de nvare ('-*) pentru elevii dintr-un ciclu de nvm$nt; este unicul sistem dereferinta n evaluarile nationale;

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- curriculum la decizia scolii care permite +exibilizarea experienelor denvare (,-*) n acord cu nevoile elevilor dintr-o coal sau clas; el secompune din trei tipuri#

B curriculum aprofundat pentru elevii slabi;B curriculum extins pentru elevii buni;

B curriculum elaborat n coal sub form de opional.3. Documente curriculare

lanul de nvm$nt (planul cadru) este un document o"cial cu caracter normativ i obligatoriu n care sestructureaz coninutulnvm$ntului pe niveluri i pro"luri de coli; are un caracter reglator i re+ect politica educaional a statului; n nvm$ntul preuniversitar planurile cadru sunt elaborate de Comisia deelaborare a lanului de /nvm$nt! numita prin 0rdinul 1inistrului; contine#

B disciplinele ce urmeaza a " studiate i succesiunea acestora pe ani destudiu;

B numrul sptm$nal i anual de ore pentru "ecare obiect! la "ecare ande studiu;

B structura anului colar;

rograma scolara este un document o"cial care red coninutul nvm$ntului la o anumitdisciplin pe "ecare an de studiu; pentru profesor programa este principalul g&id n proiectarea didactica;

se mai numete programa analitic sau curriculum national; dupa reforma curricular programele colare au dobandit un caracter mai+exibil; programele colare se caracterizeaz prin organizarea n spiral aconinuturilor! care presupune reluarea de la un an la altul a problemelorfundamentale i nsuirea de noi cunotine;

1anualele scolare sunt instrumente de lucru pentru profesori i elevi! care concretizeazprograma colar! detaliind temele pe capitole! subcapitole! lecii i teme; pentru profesor este un auxiliar pentru pregatirea leciilor; funciile manualului# de informare! de orientare a nvrii! stimulativ! deautoinstruire; problematica manualelor alternative presupune din partea profesorilorcompetene pedagogice pentru alegerea manualului potrivit;

1aterialele suport (auxiliare)

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sunt g&idurile metodologice! softurile educaionale! culegerile de texte sauexerciii; au un impact puternic! menin$nd motivaia elevilor prin atractivitatea lor;

VIII. >ROCESUL DE NV MNT B ANALI CONCE>TUAL, A?ORDRISTRUCTURAL-SISTEMICE, FUNC IONALIATATE I INTERAC IONALE.

C& %nc%&$ s!/sst" &$ sst"!$! *" n01 13nt, >ROCESUL DE NV MNT "%"'nt1 o &ct0t&t" nst!ct0-"*!c&t01 co%$"#1, *"s1 !&t1 n o* con t"nt, o&n'&t sst"&tc n c&*!$ *"t"$o nstt! *" n01 13nt, n 0"*""& &tn" n&$t1 $o "*!c& " co$&" !n0"st&".

Sc2"1 *" A?ORDARE SISTEMIC & %oc"s!$! *" n01 13nt c& s!/sst" &$ soc"t1

Societatea

Sistemul educativ

Sistemul de &nv m'nt

lu)uri*variabile de intrare !rocesul de &nv m'nt lu)uri*variabile de ie ire &n sistem (imput" din sistem (output" 'eed-for(ard

'eed%ac)- >n nt""*!$ sst"!$! *" n01 13nt s" t&nst s&! s" "o!$"&'1 &n!t" co"n'

"#"n " soc&$", conc"t'&t" n n&$t1 "*!c& on&$" s" %"!"&'1 %32$" "s!s"$" n*s%"ns&/$" %"nt! !nc on&"& %oc"s!$!.

- >0t c& sst", %oc"s!$ *" n01 13nt &tc!$"&'1 7 c&t"o *" 0&&/$": flu"uri deintrare( "s!s" !&n", &t"&$", n&nc&", con n!t!$ n01 13nt!$!, sco%! "n"&$" &$" n01 13nt!$! *"&$!$ "*!c& on&$), !n proces, "s%"ct0 %oc"s!$ *" n01 13nt, flu"uri de ie ire (&/so$0"n o& %"nt! *"t" s!/sst"" &$" sst"!$! soc&$ $o/&$.

Dn %"s%"ct0& A?ORDRII STRUCTURALE %oc"s!$ *" n01 13nt c!%n*"!1to&"$" componente su%componente&;o":

4) "s!s" !&n": c&*" **&ctc", "$"0 st!*"n , %1n , %"son&$ &!#$& &*nst&t0. 5) "s!s" &t"&$": "*c, *ot1, ;$o&c" *" n01 13nt, s%& !$ co$&

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7) "s!s" *" t%: t%!$ co$&) "s!s" %oc"*!&$": $"s$& & co$&1, *oc!"nt" c!c!$&" oc&$" ) "s!s" n&nc&": &$oc& /!"t&", 0"nt! "#t&/!"t&"9) c!c!$!!$ co$&: &ns&/$!$ "#%""n "$o *" n01 &" *"ct" n*"ct", t1t" n

cont"#t" o&$" , nono&$" no&$".

) Con n!t!$ n01 13nt!$! (co%on"nt1 & c!c!$!!$!): sst""$" *" 0&$o: c!no tn ", %c"%", *"%n*", c&%&ct1 , co%"t"n " "tc. A?ORDAREA FUNC IONAL & %oc"s!$! *" n01 13nt "$"ct1 $"1t!& &c"st!&

c! sst"!$ *" n01 13nt, "&$'&t1 $& n0"$!$ &%ot!$o "#st"nt" nt" n&$t1 $" %"*&oc" &cost!ct!&$" n&$t1 $" %"*&oc" cost!ct!&$".

A?ORDARE o%"& on&$1 (Q INTERAC IONAL) B &n&$'1 & %oc"s!$! *" n01 13nt *.%.*.0 &$ "&$'1 conc"t" %n sst""$" *" &ct0t1 **&ctc". Co%on"nt" s!/co%on"nt": %"*&", n01 &", "0&$!&" (%nc% **&ctc", st&t" *" %"*&", n01 &", "0&$!&", "to*" *" n01 13nt, o" *" o&n'&" & &ct0t1 nst!ct0-"*!c&t0", "$& nt"!&n"+c3% "$& on&$) con"#!n n0"s"+"to&c !n (""*/&c, ""*-o&*)

I=. NV AREA: CONCE>T, CONDI II INTERNE I E=TERNE, STILURI DE NV ARE

NV AREA "st" %oc"s!$ %n c&" n "$" *"%n* $!c! no. >n n01 &", o&ns"$" s" t&nso1. n !nc " *" con* $" *" "*!, t&nso&"& "st" "0*"n &t1 &*"s"& %n no co%ot&"nt".

n01 &"& co$&1 "st" o &ct0t&t" sst"&tc1, *;&t1, *"s1 !&t1 nt-!n c&*! o&n'&t (nstt! s%"c&$'&t" *" nst!" "*!c& "), o"nt&t1 n *"c & &s$1 *" c!no tn " & o1 st!ct!$o %s2c" *" %"son&$t&t".

O %"'"nt&" & con* $o c" !0"n"&'1 %o*!c""& n01 1 n" "st" o"t1 *" %s2o$o!$ R.

G&n. E$ *stn" *o!1 c&t"o *" con* :

CONDI II INTERNE ( c&" n *" %&tc!$&t1 $" *s%on/$t1 $" c"$! c&" n0& 1). E$" nc$!*:

%ot"n &$!$ ""*t& (*s%o' $" n1sc!t") n0"$!$ *"'0o$t1 nt"$"ct!&$" c!no tn " c&%&ct1 ot0& " 0on 1 !n"$" t"2nc *" !nc1 nt"$"ct!&$1

CONDI II E=TERNE (c&" s!nt n*"%"n*"nt" *" s!/"ct!$ s!%!s n01 1 %o0n *n s%"cc!$ st!& " *" n01 &")

o sst"!$ *" c"n " co$&" o st!ct!& &*!$ *" *c!$&tt" &$" &t""o c&$t&t"& nst! ( "to*", %oc"*"", st&t" **&ctc")o co%"t"n & c&*!$! **&ctco "$& $" %o"so-"$"0

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o c&&ct"stc$" c$&s" *" "$"0 ( &/&n 1 %s2osoc&$1)

>oc"s"$" %s2c" s!nt n*s%"ns&/$" n01 1. Ac"st"& s" %&t n

cont0":

4. s"n'o&$":senza ia const1 n co$"ct&"& no& $o *n "*!$ ncon;!1to %n nt""*!$&n&$'&to$o, percep ia "st" nt"%"t&"& &c"sto no& n3n* cont *" "#%""n "$" stoc&t" n "o", cont"#t!$ n c&" &c"st"& &%& st&"& nt"n1 & c"$" c" $""c"% on"&'1. +eprezentarea"st" %oc"s!$ *" s"n&$'&" n o& !no &ns"c!n*&", !nt&" *& sc2"&tc" & ns! $o conc"t" c&&ct"stc" &$" o/"ct"$o "no"n"$o n &/s"n & &c !n *"ct" & &c"sto& &s!%& &n&$'&to$o.

5. $oc" g'ndirea "st" %oc"s!$ %s2c s!%"o %n c&" s" &s!1 *"s%n*""& *" conc"t s!%n*""& "n"&$!$!. Unt&t"& *" /&'1 & 3n* o constt!" no !n$"+conc"%t"$"(c" &%& %n "#t&""&, *n st!$!$ %"c"%!t, & c&&ct"stc$o "s"n &$"

memoria "st" %oc"s!$ %s2c cont0 s!%"o c" &c" %os/$1 nt%1"&, #&"& "&ct!&$'&"& s"$"ct01 & no& $o imagina ia "st" %oc"s!$ cont0 co%$"#, *" "$&/o&" & !no &n %o"ct"no, %" /&'& co/n1 t&nso1 "#%""n ".

"$&to ( afectivitatea vointa) $& c&" s" &*&!1P aten ia (@s" ""1 $& %oc"s!$ *" & *"c on& "ot!$ "nt&$ $& &n!t" $!c!+&c !n n! $& &$t"$") P limbaul(s!%ot &$ 3n*)Pmotiva ia s" ""1 $& tot&$t&t"& &cto$o c&" $ o/$'"&'1 %" "$"0 $& o &ct0t&t" "nt1

s1 con*!c1 $& &s$&"& !no c!no tn ", $& o&"& !no %c"%" *"%n*". C$&sc1: . %o't01 (%o*!s1 *" st!$1$" %"&$": $&!*& nc!&;&"&) 0s. . n"&t01 (%"*"%s"&)

. ntns"c1 (s!s n!t1 *" o n"0o" nt"o&1 *" c!no& t"", *" %$1c"" *" & n01 &) 0s. . "#tns"c1 ( &" s!s& n "#t. n*0*!$!: %t "co%"ns" o *n t"&1 *" " "c+ %"*"&%s1) . cont01 (n"0o& *" & t) 0s. . &"ct01 (" *"t"n&t1 *" n"0o& *" & o/ n" &%o/&"&

*n %&t"& &$to %"so&n")

- "! t& s&! n""! t& n01 1 s" *&to"&'1 n$!"n " co/n&t" & c"$o *o!1 c&t"o *" con*

- 0&&/$"$" "#t"n" n! %o*!c nc !n ""ct *&c1, *" "#"%$!, "$"0!$ n! "st" ot0&t s&!*&c1 n0"$!$ *" *"'0o$t&" n"c"s& n! "st" &tns

- *&c1 &cto nt"n s!nt %"'"n , " n"c"s&1 o st!$&" "#t"n1 %t. & s" "&$'& n01 &"&

STILURILE DE NV ARE s!nt *s%o'8 %"son&$" c&" n$!"n8"&'1 c&%&ct&t"& "$"0!$!*" & &c2'8on& no&8&, *" & nt"&c8on& c! co$" %o"so *" & %&tc%& $&"#%""n8"$" *" n018&". Ac"st" *s%o'8 %"son&$" s" conc"t'"&'1 n ot0", c&%&ct18%"c"%t0", o*&$t18 *" %"$!c&" & no&8", %""n8"$" %"nt! o &n!t1 o*&$t&t"s"n'o&$1, "$&8$" soc&$" c&&ct"stc$" "*!$! 'c.

+ici insman*"ntc1 %&t! st$! %nc%&$" *" n018&":

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0'!&$ ("$"0 n0&81 01'3n* &t"&$" t%1t" s&! &c"), &!*t0 ("$"0 n0&81 c"$ & /n" %n &sc!$t&" con0"s&8"), t&ct$ ("$"0 n0&81 %n &tn""& o/"ct"$o, %n %"c"%""& s"n'o&$1 & &t""

s&! %n o$os"& 3n$o *""t"$o) n"st"'c ("$"0 n0&81 %n &c8on&"& &s"$o !sc!$&").

Anthon/ 0rasha Sher/l +iechmann on*"&'1 t"o& *n %"s%"ct0& n0181soc&$", %" co%on"nt& nt"&c8!n c! "*!$ *" n018&". T" *"ns!n s!nt %"'"nt&t":&)participativ * evitativB %$1c""& 0s n"%$1c""& *" & %&tc%& $& $"c8, *" & n018&o"so co$" s!nt 01'!8 c& s!s" *" s%;n. E$"0 s!nt c&&ct"'&8 %n%$c&", conc"nt&" %" *"t&$!, *" !$t" o *n ot0" "o8on&$". C&%&ct&t"& *"conc"nt&" %" &s%"ct"$" %o/$"&t'&t" "st" sc1'!t1.

St$!$ n*"%"n*"nt B "$"0$o $" %$&c" s1 3n*"&sc1 sn!, s!nt nc"'1to n c&%&ct18$" $o*" & n018&. A! c&%&ct&t"& %""1 s1 "#t&1 "s"n8&$!$, *on1 s%t!$ $oc. D"s1o&1&ct0t18 nst!ct0" n t %o%!, 11 & so$ct& &;!to *n &&1. A! c&%&ct&t" *c&t1 *" &&c" &81 *c!$t18$o *" n018&". E$"0 &n"st1 &tt!*n & *"&/1 n"!t" *"c3t%$c&t0". >ot const! st!&8 %o/$"&t'&nt", s!nt ctc, &*"s"&'1 nt"/1.

C& o&to, s" %!n" s1 %"'"nt1 no& $" o$osn* to&t" o*&$t1 $" s"n'o&$". Ac"&st& c""&'1 %"nt! to "$"0, n*""nt *" st$!$ $o %""&t, o%ot!nt&t"& *" & s" %$c&.

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=. >REDAREA: CONCE>T I STILURI DE >REDARE.

I$!st!$ %"*&o o3n Io&n C"2t *"n"& >REDAREA c& %" !n &ns&/$! co%$"# *"&c !n co%ot&"nt" **&ctc" s%"cc", *"stn&t" %o*!c" n01 1. A %"*& ns"&n1:

A %"0"*"& , & %$&nc&, & %o"ct& sc2/1$"< A o&n'& st!& $" *" n01 &", s!cc"s!n"& con n!t!$ $oREDAREA03n* n 0"*"" !nc8& *" con*!c"" (ct"!$ "$&8" %o"so!$!-&n&" c! c$&s& *"

"$"0), *"ntc1 c&*!$ **&ctc n %ost&'& *" $*" &$ !%!$! *" "$"0. n %"s%"ct0& o%8!n%"nt! o &n!t1 strategie de control a interac1iunilor din clas, n" s%;n %" c$&sc&"&"&$'&t1 *" 2. E345, +.4!!4T +.2. 364TEc&" &! *"ntc&t t" st$! *" con*!c""& !n! !%, c&" s!nt c"$" & c!nosc!t" &%$c&t":

Stilul autoritar

- %o"so!$ "st" c"$ c&" *"c*" o/"ct0"$", s"$"ct"&'1 &ct0t18$", "t&%"$" *" *"s1!&",;$o&c"$", "to*"$" s&cn$" *" "&$'&", &st"$ nc3t "/ !%!$! n! 0oc!no&t" n &0&ns c""& c" !"&'1 s1 s" "&$'"'"< conto$!$ &s!%& "*!$! "*. "st" &/so$!toc"*""$" **&ctc" @ "%"'nt1 o%"& $" s!/o*on&t" &c !n "to*", %o%!s" n0"*""& "c"nt'1 &c"st"& %" %&c!s!$ &n!to s"c0"n " &$" $"c ".

C$&sc&"& "to*"$o **&ctc":D!%1 ct"!$ stoc:

t&* on&$" ( %!n &cc"nt %" %"*&", s!nt c"nt&t" %" con n!t, %" ns! "& &t"") "#%!n""&, con0"s& &, *"onst& &, o/s"0&"&, "#"c !$

o*"n" (t"c n01 &"& n&nt"& %"*1, s!nt &t" %" %&tc%&"& %" &ct0t&t"& "$"0!$!, s!nt c"nt&t" %" "$"0, %" "#"s&"& *"'0o$t&"& c&%&ct1 $o &%tt!*n$o) &$ot'&"&, o*"$&"&, %o/$"&t'&"&, st!*!$ *" c&'

D!%1 &*!$ *" &n&;&" &$ "$"0$o: "#%o't0" s&! %&s0" (s!nt c"nt&t" %" "o& "%o*!ct01 %" &sc!$t&"& %&s01)

"#%!n""&, o/s"0&"& &ct0-%&tc%&t0" (st!$"&'1 &ct0t&t"& *" "#%$o&" %"son&$1 & "&$t1 ) "#"c !$, %o/$"&t'&"&

D!%1 o*!$ *" &*nst&" & "#%""n ": &$otc" (s!nt /&'&t" %" s"c0"n " o%"& on&$", st&/$", const!t" *n&c)

&$ot'&"&, "#"c !$ "!stc" (s!nt oc&$'&t" %" *"sco%""& %o%" "'o$0&"& *" %o/$"")

%o/$"&t'&"&, n01 &"& %n *"sco%"".E=>UNEREA Const1 n %"'"nt&"& 0"/&$1 ono$o&t1 & !n! 0o$! *" no& " *" c1t" "*!c&toc1t" "*!c& , n conco*&n 1 c! %"0"*"$" %o&" c! c"n "$" **&ctc" &$" co!nc1.

V&&nt": %o0"st"&, "#%$c& &, %"$"""& co$&1, "#%!n""& c! o%on"nt, "#%!n""& *"'/&t"".

CONVERSATIA Est" "to*& *" n01 13nt const3n* *n 0&$oc&"& **&ctc1 & nt"/1$o

1s%!ns!$o. Fo": con0"s& & "!stc1: s" %"'nt1 s!/ o& !no s" $"&t" *" nt"/1 1s%!ns!, $& n"$"

c1o& s1 "'!$t", c& o conc$!'", &*"01!$ s&! no!t&t"& %"nt! "$"0!$ &nt"n&t n %oc"s!$ n01 1 con0"s& & "#&n&to&" (c&t"2"tc1) &" c& !nc " %nc%&$1 const&t&"& n0"$!$! $& c&" s" &$1

c!no tn "$" "$"0!$! $& !n o"nt *&t. >RO?LEMATIAREA O "to*1 **&ctc1 c" const1 n %!n""& n & & "$"0!$! & !no *c!$t1 c"&t" n o* *"$/"&t, *n *"%1 "& c1o& %n "ot %o%! "$"0!$ n0& 1 c"0& no!.

MILOACELE DIDACTICE @ "%"'nt1 nst!"nt"$" s!/o*on&t" %oc"*""$o "to*" %"nt! "&$'&"& "c"nt1 & s&cn$o %o"ct&t" $& n0"$!$ &ct0t1 *" nst!".F!nc :

4) F!nc & no&t01 B &s!1 n01 1 o /&'1 %"c"%t01 *oc!"nt&1 *" c&$t&t" &s!%& !no o/"ct" s&! "no"n"

5) F!nc & o&t01 B &s!1 *"'0o$t&"& !no &/$t1 c&%&ct1 nt"$"ct!&$" 7) F!nc & "*!c&t01 B *"'0o$t1 "$"0$o s"ns/$t&t"& & 1 *" *"t" o/"ct" "no"n" &$"

$! ncon;!1to&", c&%&ct&t"& *" & *stn", %" ! &cc"%t& &n!t" 0&$o ) F!nc & ot0& on&$1 B *"t"n1 &s!1 "n"& n"c"s&1 *"s1 !1 &ct0t1 *"

n01 &", *" c!no& t"".

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FORME DE ORGANIARE A >ROCESULUI DE NV MNTFRONTAL s" /&'"&'1 %" %nc%!$ t&t1 n"*""n &t", &$ !nc "&$" c! to "$"0 *n &c""& c$&s1GRU>AL %o"so!$ n*!1 con*!c" &ct0t&t"& !no !%" &$c1t!t" *n "$"0 !n" c$&s" c&" !1"sc &n!t" o/"ct0" "*!c& on&$", *"ntc" s&! *"t" *" $& o !%1 $& &$t&.

INDIVIDUAL %!n" &cc"nt %" !nc& n*"%"n*"nt1, 11 s!%&0"2""& *"ct1 cons!$t&nt1*n %&t"& %o"so!$!.

INTERAC IUNEA O?IEC IVE-CON INUTURI-STRATEGII N INSTRUIREA COLAR.

- n !nc " *" n&$t1 $" !1t", s" s"$"ct"&'1 c"$" & &*"c0&t" con n!t! st&t" %"nt! "&$'&"& o%t1 & nt"n " %o%!s"


28/44

TI>URI (Fo"):D!%1 ct"!$9.!arteneri$

&.co!nc&" nt&%"son&$1-c! sn"(ono$o!$ nt"o s&! 0"/&$'&t)/.co!nc&" nt"%"son&$1-nt" *o!1 %"so&n"

c.co!nc&" n !%-n c&'!$ !n" "$& *" t%,,& 1 n & 1K , to &! &cc"s *"ct $& to *.co!nc&" %!/$c1-&!*to!$ "st" !n %!/$c $&, n "$& " *"ct1, *& %"son&$1 c!" 1to!$(con"n ", tn) ".co!nc&" *" &s1-"$& & " 1to-"c"%to "st" n*"ct1 "*&$1(%"s1 &!*o0'!&$1+scs1, $t"&t!1, $, "tc)

:.Statutul interlocutorilor:&.co!nc&" 0"tc&$1-nt" %&t"n" c&" &! st&t!t" n"&$"("$"0-%o"so, so$*&t-o ", "tc)/.co!nc&" o'ont&$1- %&t"n" c&" &! st&t!t" "&$"("$"0-"$"0, so$*&t-so$*&t, "tc.)%.Codul folosit$

&.co!nc&" 0"/&$1-no& & "st" co*c&t1 t&nss1 %n c!03nt %n tot c""& c" n" *" &c"st& s!/ &s%"ct on"tc, $"#c&$, oo-snt&ctc.

/.co!nc&" %&&0"/&$1-no& & "st" co*c&t1 t&nss1 %n "$""nt" %o'o*c" 0oc&$" c" nso esc c!03nt!$ 0o/"& n "n"&$ c&" &! s"nc& co!nc&t0" &%&t".(caracteristicile vocii! particularit ile de pronun ie! intensitatea rostirii! ritmul i de%itul vor%irii! intona ia! paua,#

c.co!nc&" non0"/&$1--no& & "st" co*c&t1 t&nss1 %nt-o *0"st&t" *" s"n" $"&t" *"ct *" %ost!&, c&"&, "st!$", c&, n1 &"& %&t"n"$o. *.co!nc&" #t1

;.inalitatea actului comunicativ$&.co!nc&" &cc*"nt&$1-s" c&&ct"'"&'1 %n transmiterea ntmpltoare de informa ii! c"n! s!nt 0'&t" "#%"s *" " 1to./.co!nc&" s!/"ct01-&" *"%t c&&ct"stc1 &%t!$ c1 "#%1 *"ct(0"/&$, %&&0"/&$

s&! non0"/&$) st&"& &"ct01 & $oc!to!$!.c.co!nc&" nst!"nt&$1-&%&" &t!nc c3n* s!nt "!nt" t" %&tc!$&t1 :I.oc&$'&"& nt"n on&t1 01*t1 %" !n scop precis, co!nc&t & !$t s&! & %! n%&t"n"$o!t" *stn" !1to&"$" FORME "0&$!&":9.Evaluarea ini ial c&" s" "&$'"&'1 $& nc"%!t!$ !n" s"c0"n ", c&%to$ s&! cc$! *"n01 13nt.:.Evaluarea continuc&" &" $oc %" tot %&c!s!$ *"s1 !1 %oc"s!$! *"n01 13nt.Ac"&st& 0'"&'1 n! &t3t co%ot&"nt"$" n&$" &$" "$"0!$!, c3t, & &$"s, o&"&!no ;!*"c1 &s!%& "c&ct1 n01 1. E& c"" c& "c&" co%ot&"nt "&$'&t *" "$"0 s1 " 1s!&t nt" &n!t" $t".%.Evaluarea cumulativ, sumativ sau global, "st" n "s"n 1 no&t01 s" &c" $& nt"0&$" & & *" t%, $& n"$" !no s"c0"n " t"%o&$" s&! t"&tc"(c&%to$, c!s, s""st!, &nco$& s&! cc$! *" n01 13nt). Ac"&st& o"1 %os/$t&t"& &%"c" o*!$! n c&" &! ost

&tns" o/"ct0"$" %o"ct&t" s&! s"c0"n " &$" $o &co%"n* !n con n!t nt"&$ s&! !nt1 &

& &$" &c"st!&.n "0&$!&"& s!&t01, nst!"nt!$ c"$ & "co&n*&t "st" t"st!$ st&n*&*'&t.METODE nst!"nt" *" "0&$!&":

TRADI IONALE: %o/" o&$", %o/" scs", %o/" %&ctc"O/s"0&"& &%"c""& 0"/&$1 (*" t%!$ %ine! foarte %ine! ai pro$resat, "tc.).C2"ston&"& o&$1. Est" n"c"s& c& nt"/1$" s1 *"%1 "&sc1 c"n & s%$1 *" "%o*!c"" & c!no tn "$o, so$ct3n* nt"%"t&"& %"$!c&"& $o, c&%&ct&t"& *" & o%"& c! "$", *" & $" &%$c& n %&ctc1. C2"ston&"& o&$1 %o&t" c!"nt1 s&! n&$1. Ac"&st& s" "&$'"&'1 c!%"c1*"" n t%!$ $"c $o s" *"s1 o&1 ont&$ s&! n*0*!&$. C2"ston&"& n&$1 &" $oc n o" s%"c&$ *"stn&t": $& s3 t *" c&%to$, *" s""st!, *" &n co$& s&! $& "#&"n". L!c1$" scs" %"t c& nt-!n t% sc!t s1 s" 0"c" c!no tn "$" !n! &" n!1 *" "$"0.

T"st"$" *oco$oc" con n s"t! *" t" c! &;!to!$ c1o& s" "0&$!"&'1 n0"$!$ &s$1c!no tn "$o &$ c&%&ct1 $o *" & o%"& c! "$". Un t% s%"c&$ *" t"st" *oco$oc" $ "%"'nt1 testele standardizate, & c1o %nc%&$1 c&$t&t" "st" c1 %ot &*nst&t", cot&t" nt"%"t&t" n con* *"ntc"(st&n*&*). T"st"$" st&n*&*'&t" %"t ""ct!&"& *" co%&& nt" "$"0 s&! !%! *" "$"0.V"c&"& %n $!c1 %&ctc" o"1 %os/$t&t"& "0&$!1 c&%&ct1 "$"0$o *" & &%$c&c!no tn "$" n %&ctc1, %"c! &*!$ *" st1%3n" & %c"%"$o *"%n*"$o o&t".

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V"c&"& %n %o"ct" %"t" o &%"c"" co%$"#1 n!&n &t1 & n01 1 , & &$"s, *"ntc&"& !no "$""nt" *" %"o&n 1 n*0*!&$1 & "$"0$o, c&" &! on"& n ot0& & $o ntns"c1 %"nt! &ct0t&t"& *"s1 !&t1.

COM>LEMENTARE:O/s"0&"& co%ot&"nt!$! "$"0!$! & 1 *" n01 &", & 1 *" &ct0t&t"& co$&1 n "n"&$

Ac"&st1 "to*1 o"1 & "s!s" *" c!no& t"" & "$"0!$! n &%ot c! nt""s"$" %"oc!%1$" &c"st!&, c! ot0& & %"nt! st!*! c! %os/$t1 $" s&$" &%ot&t" $& c"n "$" 0" co$&". >otoo$!$ Un %otoo$! ns"&n1 o s"$"c " t&ns0"s&$1 n *oc!"nt"$" &!t"ntc" c&" &&t1%o"s"$" "$"0!$!-n n01 &".>o"ct!$ >o"ct!$ "st" o &ct0t&t" & &%$1, c" %"t" o &%"c"" co%$"#1 n!&n &t1 & n01 1, &;!t3n* $& *"ntc&"& !no c&$t1 n*0*!&$" &$" "$"0$o. Est" o o1 *" "0&$!&" %!t"nc ot0&nt1 %"nt! "$"0. I%$c1 !n 0o$! *" !nc1 s%ot. S" "&$'"&'1 &t3t %n&ct0t&t"& n c$&s1 c3t n &&& c$&s".In0"st& & R"%"'nt1 o "to*1 c! %!t"nc" 0&$"n " *" n01 &" *" c1t" "$"0 *& !n ;$oc "c"nt *" "0&$!&". In0"st& & o"1 "$"0!$! %os/$t&t"& *" & "'o$0& o s&cn1 *" $!c!, no* c"&to, n st!& *" n01 &" no s&! & %! n &s"1n1to&" c! c"$" *"s1 !&t" nt-!n

cont"#t t&* on&$, %n $"c & c$&sc1. R"'o$0&"& s&cn *" $!c! *" c1t" "$"0 %o&t" *"onst&, n %&ctc1, !n nt" co%$"# *" c!no tn " *" c&%&ct1 . A!to"0&$!&"& >"t" "$"0!$! &%"c""& %o%$o %"o&n " n &%ot c! o/"ct0"$"%"st&/$t".

ELA?ORAREA >RO?EI DE EVALUARE.Etapele n const!c & !n" %o/" *" "0&$!&":a.Stabilirea obiectivelor ce urmeaz a fi evaluateb.ormularea itemilor ce vor compune proba propriu-zisc.Elaborarea baremului de corectare i notare*apreciere

FACTORI >ERTUR?ATORI+ERORI DE EVALUARE COLAR S!nt & !$t" t%!*" "o c&" t"/!" "0t&t": Efectul halo. Ac"st& "st" cons"cn & !n" c&&ct"stc & %"son&$t1 !&n". Est" 0o/& *" t"n*n & *" & cons"0& o %1 %"s" s&! *" & "n n" o %1 "0&$!&" & !n" %"so&n" c2& c3n* s" &n"st1 t"n*n & *" & o n&. E"ct!$ haloconst1 n %1""& /!n1 %" c&"%o"so!$ -& o&t-o *"s%" !n "$"0. S!/ n$!"n & &c"sto "%"'"nt1 %o't0", %o"so!$

tn*" s1 s!%&"0&$!"'" "'!$t&t"$" "$"0$o c2& &t!nc c3n* !n"$" "'!$t&t" s" &$1 s!/ n0"$!$& t"%t1$o. Efectul !/gmalion sau Efectul de anticipa ie "st" &s"1n1to ""ct!$! 2&$o, *& c!c&&ct" n0"s. E$"0!$ "st" s!/&%"c&t n /&'& !n" "%"'"nt1 &nt"o&" n"&t0". Efectul de contrastconst1 n &cc"nt!&"& & c""& c" *"os"/" t" %" "$"0"0&$!& .,,S!s& !n! ""ct *" cont&st "'!$t1 *n %o' & !n! s!/"ct s&! & !n" $!c1 n &%ot c! &$t"$"K

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Efectul de ordine. Dnt-o &s""n"& %"s%"ct01, !n 1s%!ns %ost *&t *" !n "$"0 *!%1!n!$ o&t" /!n *&t *" &$t "$"0 "st" &%"c&t c& n & %ost. Eroarea de generozitates" &n"st1 n st!& & n c&" %o"so!$ *o" t" s1 %"'nt" o st!& " & /!n1 $& n01 1t!1 n *0"s" cont"#t", " &t!nc c3n* &c"st& !t$'"&'1 *o& %&t"& s!%"o&1 & sc1 *" not&"+&%"c"" c& o c&&ct"stc1 & co%ot&"nt!$! s1! "0&$!&t0.

Ecua ia sau eroarea personal constant &" *"%t cons"cn 1 &%t!$ c1 !no/s"0&to+"0&$!&to &! t"n*n & *" & not&+&%"c& "$"0 o$osn* !n n!1 "*!s *" not",&%o&%" ntot*"&!n& &c"$"& . Un %o"so &co*1 n "n"&$ not" &, &$ &co*1 not" c, &$ o$os"sc not"$" *" ;$oc *n sc&& *" not&". E#st1 co"cto s"0", "n"o s&! "*. As""n"& st!& , $!ct!&nt" nt"n*0*!&$, %ot "n"& %";!*c "$"0$o. Eroarea de logics" %o*!c" n "t&%& conc"%" sc1 *" 1s!&"+0"c&"+&%"c""&t!nc c3n* s" &c" *"sc""& c&&ct"stc !1t"+o/s"0&t". !n"o nst!"nt!$ "$&/o&t n!1so&1 c""& c" & t"/! s1 1so&" %"nt! c1 %"so&n& c&" $-& const!t n! c!no& t" o/"ct!$1s!1 n"$;"&'1 con!nt&"& c! &$ s%"c&$ t. ste o eroare de con$ruien sau depertinen # Eo&"& s" %o*!c" *" &s""n"& c3n* o/s"0&to!$, *n n"$;"n 1 s&! no&n 1, n! st&/$" t" o co"s%on*"n 1 nt" c""& c" &c" "$"0!$ c""& c" *"sc" nst!"nt!$ *"

o/s"0&". ,,Ec&ct&t"& "to*" c" t" cons*"&/$ &t!nc c3n* o/s"0&"& co%ot&"nt!$!"$"0!$! "st" nt"%ns1 sst"&tcK

=IV. >ROIECTAREA ACTIVIT II DIDACTICE: CONCE>T, NIVELURI,E=IGEN E, AVANTAE I LIMITE. VARIANTE DE REDACTARE A >ROIECTELOR DE ACTIVITATE DIDACTIC

>ROIECTAREA ACTIVIT II DIDACTICE este un demers de anticiparea obiectivelor, coninuturilor, strategiilor i instrumentelor de

evaluare i a relaiilor dintre acestea, n contextul unui mod deorganizare a activitii; tipuri de proiectare#

- global# are n vedere o perioad mai mare de instruire! concretiz$ndu-se n elaborarea planurilor de nvm$nt i a programelor colare;

- ealonat# are ca referin perioade mai mici de timp! de la anulcolar la o lecie;

NIVELURIale proiectrii#- proiectarea activitii anuale i semestriale (plani"carea calendaristic)

(unitatea de nvare2 C3 2coninuturi2nr.ore2sptm$n2obs);- proiectarea unitii de nvare (coninuturi2 C32 activiti de

nvare2resurse2evaluare);- proiectarea leciei;structura unui proiect de lecie#

- capul proiectului# data! clasa! aria curricular! disciplina! unitatea denvare! subiectul leciei! tipul! ob fundamental! ob opera! met i procedee!mi4l de nvm$nt! material bibliogra"c;- desfurarea leciei organizat n manier tabelar cu# secvenele leciei!obiective operaionale! coninutul instructiv-educativ! strategiididactice!evaluarea rezultatelor;

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odelul curricular al proiectrii pedagogice prezint urm. E=IGEN E,AVANTAE I LIMITE

- este centrat pe obiective! nu pe coninuturi! propun$nd aciunispeci"ce procesului complex de predare-nvare-evaluare;- este realizat n spiritul unui nvmnt formativ! nu informativ! bazat

pe valori"carea potenialului de instruire2 autoinstruire al "ecrui elev;- ntre toate elementele activitii didactice se stabilesc raporturi deinterdependen;- asigur ec&ilibrul ntrepregtirea de specialitate a profesorilor i

preg. psihopedagogic;VARIANTE DE REDACTARE A >ROIECTELOR DE ACTIVITATE DIDACTIC

1. Lecia mixturmrete realizarea! n msur aproximativ egal! a maimultor scopuri sau sarcini didactice# comunicare! sistematizare! "xare!veri"care.mom. organiz.; verif. con nsuite; preg elevilor pt recep noilorcunotine; precizarea titlului i a ob; comunicarea/nsuirea noilorcunotine; xarea i sistematizarea; explicaii pt continuarea nvrii acas

i pt realiz temei.2. Lecia de comunicare/nsuire de noi cunotine3.Lecia de formare de priceperi i deprinderi mom organiz; precizareatemei i a ob activitii; actualizarea/nsuirea unor cunotine; demonstraiasau execuia-model; antrenarea elevilor n realiz activitii; realizareaindependent; aprecierea performanelor elevilor i precizri privind modulde continuare a activitii; rez de ex i probl.4.Lecia de xare i sistematizare cest tip de lecie vizeaz! n principal!consolidareacunotinelor nsuite! dar i aprofundarealor i completareaunor lacune.3tructura#precizarea coninutului, a ob i a unui plan de recap;recap coninutului pe baza planului stabilit; realiz de ctre elevi a unor

lucrri pe baza cunotinelor recapitulate; aprecierea activitii elevilor;precizarea i explicarea temei.. Lecia de !ericare i apreciere a rezultatelor colare cest tip delecie urmrete! n principal! constatarea nivelului de pregtire a elevilor! cuconsecine ce decurg din aceast constatare pentru activitatea viitoare aprofesorului cu elevii. 3tructura#precizarea coninutului; vericareaconinutului; aprecierea rezultatelor; precizri; sugestii.

=V. SUCCESUL I INSUCCESUL COLAR: CAUE I FORME DE MANIFESTARE. STRATEGII DE A?ORDARE >SIHO>EDAGOGIC A DIFICULT ILOR NNV AREA COLAR. >ROGRAME DE INTERVEN IE >ERSONALIAT. CONSILIERE I ORIENTARE >ERSONAL, SOCIAL I >ROFESIONAL

SUCCESUL I INSUCCESUL COLAR relev gradul de adecvare 2inadecvare dintre nivelul dezvoltrii psi&o"zice a elevului i solicitatileexterne ale colii; CAUELE insuccesului colar#

factorii biologici# starea de sntate! de"ciene! funciile creierului!irigarea sanguin a acestuia! rapiditatea formrii re+exelor condiionateetc;

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factoriipsiologici# procesele psi&ice (cognitive! afective! volitive)!trsturile de personalitate! anxietatea! &ipermotivitatea! infantilismul!nevroze de eec! apatia;factoripedagogici# stilul educaional! ateptrile profesorului fa derezultatele elevului! calitatea actului didactic! climatul socio-afectiv al

clasei;factorii socio-culturali din familie i comunitate# spri4inul familiei!organizarea familial! negli4area sau abuzul asupra copilului! con+icteleintrafamiliale;factorii stresani de diverse feluri# zgomot! poluare! iluminare proast! frig!subnutriie! suprasolicitare! utilizare neadecvat a timpului! somninsu"cient;

FORME DE MANIFESTARE: eecul cognitiv# note mici! carene n asimilarea coninuturilor! ritmuri

neadecvate de realizare a unor sarcini! imposibilitatea depirii anumitorpraguri ale nvrii! rm$nerea n urm la nvtur! corigena!

nepromovarea exmenelor! repetenia! mediocritatea elevilor cu posibilitiintelectuale! absenteismul! abandonul colar; eecul necognitiv# inadaptare a elevului la regimul de activitate al

instituiei! manifestri comportamentale necorespunztoare! minciuna!violena verbal! bruscarea colegilor! gradul nalt de intensitate arspunsului emoional la o situaie! &ipersensibilitatea! impoliteea!copiatul! fumatul! fuga de la coal! furtul! vagabonda4ul! consumul dealcool! prostituia! exmatricularea! suicidul;

STRATEGII DE A?ORDARE >SIHO>EDAGOGIC A DIFICULT ILOR NNV AREA COLAR apariia di"cultilor de nvare la copii se datoreaz n mare parte

diferenelor ntre eleviprivind modul de ac&iziie a cunotinelor i de dezvoltare cognitiv; elevii sunt diferii din punct de vedere al abilitilor! ritmurilor i stilurilor denvare; strategia cea mai e"cient de abordare a di"cultilor de nvare esteindividualizarea procesului didactic; tipuri de individualizare#

- formarea grupurilor mici de nvare# serviciul de acompaniere(a4utorul dat ntre elevi)! elevii tutori (nt$lniri periodice ntre elevii bunicu cel slabi) i tutorii voluntari (spri4inul acordat de prini! profesori

pensionari elevilor cu di"culti);- modicri i adaptri ale sarcinilor didactice;- folosirea materialului didactic multisenzorial;- utilizarea calculatorului (ofer un teren de exersare atractiv i inedit);- intervenii complementare diferite (de tip logopedic! medical!

consiliere colar! terapie psi&ologic);- adaptarea curricular (a coninuturilor! ob! a condiiilor de realizare a

sarcinilor colare);

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>ROGRAME DE INTERVEN IE >ERSONALIAT colarizarea copiilor cu di"culti de nvare se poate realiza n coliobinuite sau n colispeciale; tendina este ca interveniile de recuperare s se realizeze n colile

obinuite; unii copii cu di"culti n nvare fac fa n clasa obinuit dac profesoriiutilizeaz metode pregtite cu gri4 i dac se asigura rograme deintervenie personalizat; acestea din urm se elaboreaz n colaborarea

profesorului cu profesioniti care spri!in procesuldidactic (consilier psi&opedagog! cadru didactic de spri4in! profesoritinerant! profesor consultant etc); realizarea rogramelor de intervenie personalizat se face pornind de la o

pedagogie deschis, centrat pe nevoile educaionale ale elevului,bazat pe un curriculum "exibil i incluziv; #lanul de intervenie personalizat

- este un text-gril bine completat de care se servesc toi cei care iorienteaz interveniile asupra copilului; acesta este de obicei instrumentulprofesorului specializat;- cuprinde# obiectivele pe termen scurt urmrite pentru copil! strategiile depredare utilizate! termenele de evaluare a planului individual! criteriile desucces i2sau renunare la plan! rezultatele obinute; acolo unde exist cadre didactice de spri4in! acestea sunt responsabile dentocmirea i realizarea programelor de intervenie personalizat pentru"ecare elev! dar profesorii suntparteneri n acest demers psi&opedagogic! ei av$nd propriile obiective de

urmrit.CONSILIERE I ORIENTARE >ERSONAL, SOCIAL I >ROFESIONAL

Consilierea este o relaie bazat pe principii! caracterizat prin aplicareauneia sau mai multor teorii psi&ologice i a unui act recunoscut de deprinderide comunicare! modi"cate prin experien! intuiie i ali factoriinterpersonali pentru a rspunde celor mai intime preocupri ale clienilor!problemelor i aspiraiilor acestora. 5tosul predominant al consilierii esteunul de facilitare i nu de oferire a unor sfaturi sau de coerciie.6olul consilierii colare este! cu precdere! unul proactiv n sensul c aceastactivitate de spri4in ncearc s previn apariia situaiilor de criz personal!

educaional i social a persoanelor consiliate.Consilierea i orientarea n carier constituie cea de a douacomponent esenial a consilierii colare. 5a are n vedere acordarea deservicii de informare! consiliere i orientare! precum i educaia pentrucarier a elevilor! n vederea dezvoltrii cunotinelor despre ofertele deeducaie i formare profesional i a lurii unor decizii adecvate i realiste cuprivire la viitorul lor colar i profesional.

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0rganizarea pentru 5ducaie i 0rientare a Carierei(C570) recomandintroducerea urmtoarelor componente ca parte integrant a unui pro"ramde educaie pentru carier#- Autocon tientizarea -&c$t&"& *"'0o$t1 %"son&$" & con tn " *" sn". - #ezvoltarea capacit ii de a lua decizii -& &;!t& "$"0 s1 "'o$0" %o/$"" s1 & *"c'.

- Educarea fle)ibilit ii - o""& *" "#%""n " co%$"#" 0&&t", con t"nt'&"& n"c"st1 *" sc2/&" c& o*&$t&t" *" & &c" & 1 t&n' $o, n s%"c&$ *ns%" co&$1 s%" %o"s!n". - Con tientizarea oportunit ilor -*o/3n*"& c&%&ct1 *" c"c"t&" &ct01, %oc"s&" ctc1 !t$'&" & no& ".

=VI. MANAGEMENTUL CLASEI DE ELEVI: CONCE>T, MODELE, FUNC II,STRATEGII DE INTERVEN IE.METODE I TEHNICI DE CUNOA TERE I CARACTERIARE >SIHO>EDAGOGIC A ELEVILOR. STUDIULRELA IILOR INTER>ERSONALE DIN CLASA DE ELEVI. MANAGEMENTULMICROGRU>URILOR EDUCA IONALE

MANAGEMENTUL CLASEI DE ELEVI & ost *"nt c& !n ,,*o"n! *" c"c"t&" ntn "$" "*!c& " c&" st!*&'1 &t3t %"s%"ct0"$" t"o"tc" *" &/o*&" &$" c$&s" *" "$"0, c3t

st!ct!$" *"nson&$-%&ctc" &$" &c"st"&, n sco%!$ &c$t1 nt"0"n $o c&*"$o **&ctc"n st!& $" "*!c& on&$" conc"t".

MODELE: st$!$ &!tot&, c&ct"'&t %nt-!n conto$ &/so$!t &s!%& "*!$! "*!c& on&$ %n

&c""& c1 *"c'$" s!nt $!&t" *" c1t" &n&" 11 cons!$t&"& %&t"n"$o ("$"0$o).Ac"st st$ &" &0&nt&;!$ &*o%t1 &%*" & *"c'$o.

st$!$ *"oc&tc, c&&ct"'&t %nt-o &tos"1 %&tc%&t01 & nt"!$! co$"ct0, &t3t

%"nt! &*o%t&"& *"c'$o, c3t %"nt! *"s1 !&"& &ct0t1 $o co!n"< n c!*& &0&nt&;"$o "0*"nt", &c"st& "st" !n st$ cono&. st$!$ $&ss"'-&" "st" c&&ct"'&t %nt-o &tos"1 *" $!c! "#t" *" %"s01,

$%st1 *" conto$, *"c'$" $%sn* &%o&%" c! *"s103 "< "s"n & &c"st! t% &n&"&$ 0'"&'1 c&%&ct&t"& *" &!to"$&" & sst"!$!.

D!%1 R.I!c! (5669), %o"so!$ %o&t" n*"%$n !1to&"$" o$! (FUNC II): %$&nc1 &ct0t1 $" c! c&&ct" nst!ct0-"*!c&t0 s!/ o& %o"ct1 **&ctc", *"t"n1

#"&'1 s&cn$" o/"ct0"$" %" *"t" n0"$! !nc on&$", st!ct!"&'1 con n!t!$" "sn &$" st&/$" t" o&!$ c$&s", "tc.

o&n'"&'1 &ct0t1 $" c$&s", st&/$" t" %o&!$ !nc nst!ct0-"*!c&t0"


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conto$"&'1 "$"0 n sco%!$ c!no& t" st&*!$! *" "&$'&" & o/"ct0"$o


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STUDIUL RELA IILOR INTER>ERSONALE DIN CLASA DE ELEVIL& n0"$!$ c$&s" *" "$"0 *stn" !1to&"$" t%! *" "$& nt"&c !n "*!c& on&$": "$& *" nt"c!no& t""(nt"&c !n c" 0'"&'1 o&"& !no &n c3t & &*"c0&t"

*"s%" co$" *n c&*!$ !%!$! %$ct c! %0" $& %o%& %"so&n1)


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coala incluziv "st" *"n!"& nstt! " co$&" *n n01 13nt!$ %!/$c *" &s1, !n*" &! &cc"s to co% !n" co!nt1 , n*""nt *" "*!$ *" %o0"n"n 1, n c&" s!nt nt"& nt-o o1 s&! &$t& co% c! c"n " s%"c&$" n "*!c& ", !n*" %o&!$ &ct0t1 $o **&ctc" &" $& /&'1 !n c!c!$! s%"cc(n*0*!&$'&t &*&%t&t) !n*" %&tc%&"& %"son&;!$! **&ctc $& &ct0t1 $" "*!c&t0" *n c$&s1 s" /&'"&'1 %" !n %&t"n"&t &ct0 nt"

%o"so, %o"so *" s%;n+s!%ot, s%"c&$ t n "*!c& " s%"c&$1 %1n .

CREATIVITATE D"n ": A c"&t0 ns"&n1: s1 0"' c""& c" &! 01'!t to


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-/"n"c$" "*!c& " %"nt! *0"st&t": -&c$t&"& %1 n &&& &n "$o %o%" c!$t!ROFESIONALIAREACARIEREI DIDACTICE: STATUT, ROLURI, COM>ETEN E, STANDARDE.FORMARE INI IAL I CONTINU, EVALUARE I AUTOEVALUARE

D.%.*.0. st!ct!&$, %nc%&$& c&$t&t" & %o"so!$! *"&$ & ost cons*"&t1 0oc& &%"*&oc1, co%&t/$1 c! ,,& t" s c2"&t, &$"s %"nt! &c"&st1 s&cn1, &%t %"nt! & o

n*"%$nK. >t. & &0"& 0oc& " %"*&oc1 t"/!& s1 *"onst"' !/" %"*&oc, c"*n 1 n 0&$o$" soc&$", c!$t!&$", con tn & "s%ons&/$t1 & 1 *" co%, & 1 *" &1, & 1 *" !&nt&t" n "n"&$.

>" $3n1 &c"&st&, !n c&*! **&ctc /!n t"/!" s1 & %"'nt" o s"" *" ns! 'c"(s1n1t&t" nt"t&t" 'c1), s1 &/1 o %"'"n 1 &"&/$1, o n!t1 *"c"nt1, o s"" *" c&$t1 nt"$"ct!&$" (nt"$"n 1, s%t *" o/s"0& ", "o" /!n1, &n& " /o&t1 ), &"ct0" ("%&t", "n"o't&t", %&s!n", "nt!'&s ), 0o$t0"("t&t", %"s"0""n 1, cons"c0"n 1, 1/*&" ), o&$" (o*"st", on"stt&t", co"ctt!*n" ).

!rofilul de competen &c" """ $& o st!ct!1 *" t1s1t!, co%ot&"nt" s%"cc,c&" %o&t" o&t1, *"'0o$t&t1 &03n* n 0"*"" t%!$ s%"cc *" &ct0t&t" &$ 0to!$! c&*!**&ctc.

Ast"$ &%& & !$t" t%! *" co%"t"n " "n"&$" c" %ot *"'0o$t&t":

4. "to*o$oc"5. *" co!nc&" "$& on&" 7. *" "0&$!&" & %"o&n "$o "$"0$o. %s2osoc&$". t"2nc" t"2no$oc"9. *" &n&""nt &$ c&"".

>ROFESIONALIAREA CARIEREI DIDACTICE Act0t&t"& "&$'&t1 *" !n %o"so "st"!n& *nt" c"$" & co%$"#" *nt" *"t"$" &ct0t1 %" c&" o!$ $" *"s1 o&1, "& n* c&&ct"'&t1 n! n!& *" o *"ns!n" nst!"nt&$1 (c!no tn ", co%"t"n "), c *" !n& %o!n* !&n1 "$"0&t1 %n &ns&/$!$ *" 0&$o , &tt!*n, s"nt"nt" %" c&" %o"so!$ $""#%1 0o$!nt& s&! n! n s%& !$ co$&.

Act0t&t"& **&ctc1 "st" & !$t *"c3t "$"0&"& !no c&$t1 %"son&$" &%"c&t" nt""n *" 0oc& ", t&$"nt, 1"st" & c! s"&1 !n& c&" %"s!%!n" *"%n*""& !no c!no tn ", &/$t1 , co%"t"n " nt-!n o* !os, conto$&t.

STATUTUL !n" %"so&n" "#%1 %o' & soc&$1 %" c&" o oc!%1 nt-!n sst" soc&$%n co%ot&"nt"$" %" c&" "& ns1 $" & t"&%t1 s&! $" %"tn*" *" $& c" c! c&" s" &$1 n

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"$& s&! *" $& nt"!$ !% n tot&$t&t", %"c! !n &ns&/$! *" &tt!*n &n"st" *n %&t"& c"$o$&$ & 1 *" %o%& %"so&n1.

ROLUL*"s"n"&'1 &ns&/$!$ co%ot&"nt"$o !n" %"so&n" %" c&" "/!%!$! *n c&" &c" %&t" $" %"tn* s&! $" & t"&%t1 *" $& "&. Ac "st" 0o/& *" o*!$ n c&"%"so&n& &c on"&'1 n !%!$ "s%"ct0, &st"$ nc3t s1 1s%!n*1 $& so$ct1$" !%!$!.

F"$!$ n c&" o %"so&n1 n*"%$n" t" o$!$ %o&t" cont/! $& 0&$*&"& st&t!s!$!. Ro$! &""nt" st&t!t!$! *" %o"so:I. *" "#%"t n &ct!$ *" %"*&"-n01 &", *" t&ns 1to *" c!no tn ", *& *" "to*", st$!ETEN A profesional& "*!c&to$o *n n01 13nt s" n "$"" &c"$

&ns&/$! *" c&%&ct1 cont0", &"ct0", ot0& on&$" &n&"&$", c&" nt"&c on"&'1 c!

t1s1t!$" *" %"son&$t&t" &$" "*!c&to!$!, con"n*!- &c"st!& c&$t1 $" n"c"s&" ""ct!1!n" %"st& **&ctc" c&" s1 &s!" n*"%$n"& o/"ct0"$o %o"ct&t" *" c1t" &"&&;ot&t" & "$"0$o, & %"o&n "$" o/ n!t" s1 s" st!"'" &%o&%" *" n0"$!$ &$ %ot"n &$!$! nt"$"ct!&$ &$ "c1!&.Competen a de specialitate c!%n*" t" c&%&ct1 %nc%&$":

4. c!no& t""& &t""


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. c&%&ct&t"& *" & o"nt&, o&n'& coo*on&, n*!& ot0&, *" & $!& *"c' n !nc " *" st!& ".

STANDARDELEprofesionale,*"nt" c&,, "n!n ! "#"nt" c" n*c1 !n ct"! s&! ono1 n &%ot c! c&" s" &%"c&'1 c&$t&t"& !n! %o&, %oc"s, %o*!s s&! & !n"%"o&n "< st&n*&*!$ "#%1 & t"%t1 0&$oc", c&$t1 %"tns", %&ctc" %o"son&$"

o/$&toK.St&n*&*"$" %ot *" & !$t" t%!, n !nc " *" n0"$!$ $& c&" s" o%""&'1 &n&$'& *"c&$t&t":st&n*&*" nstt! on&$"


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FORMARE INI IAL & %"son&$!$! **&ctc s" "&$'"&'1 $& n0"$ !n0"st& %nnt""*!$ *"%&t&"nt"$o *" %"1t" & %"son&$!$! **&ctc, c" "%"'nt1 st!ct!nstt! on&$'&t" &/$t&t" s1 &s!" %"1t"& %"*&oc1, %s2o$oc1 "to*c1 & st!*"n $o &/so$0"n $o c&" o%t"&'1 %"nt! %o"s& **&ctc1.

FORMARE CONTINU n!" t" !n &ns&/$! co%$"# *" &c !n $& c&" %&tc%1 !n o&to *!%1 nc2"""& %"1t n &$", " c1 &c"st"& s!nt s&! n! nstt! on&$'&t" c&" &! c& ""ct o c" t"" & co%"t"n " %"nt! !nc& *" "*!c& ".

Definitivat Prog Noua Word 2003 (1)

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