{"id":10498,"date":"2021-05-10T22:19:48","date_gmt":"2021-05-10T19:19:48","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=10498"},"modified":"2021-05-21T08:33:25","modified_gmt":"2021-05-21T05:33:25","slug":"o-analiza-elementara-invatamant-traditional-invatamant-modern","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/o-analiza-elementara-invatamant-traditional-invatamant-modern","title":{"rendered":"O analiz\u0103 elementar\u0103: \u00eenv\u0103\u021b\u0103m\u00e2nt tradi\u021bional &#8211; \u00eenv\u0103\u021b\u0103m\u00e2nt modern"},"content":{"rendered":"<p>L\u0103s\u00e2nd la o parte \u00eenv\u0103\u021b\u0103m\u00e2ntul derulat \u00een mediul online, am \u00eencercat s\u0103 m\u0103 g\u00e2ndesc cum este mai bine: s\u0103 continu\u0103m \u00eenv\u0103\u021b\u0103m\u00e2ntul \u00een forma lui tradi\u021bional\u0103, s\u0103 adopt\u0103m un \u00eenv\u0103\u021b\u0103m\u00e2nt modern sau s\u0103 \u00eembin\u0103m cele dou\u0103 linii \u00eencerc\u00e2nd o cale prin care elevul s\u0103 nu fie pus \u00een centrul aten\u021biei doar \u00een documente. <!--more--><\/p>\n<p><strong>\u00cenv\u0103\u021b\u0103m\u00e2ntul tradi\u021bional<\/strong><\/p>\n<p>\u00cenv\u0103\u021b\u0103m\u00e2ntul tradi\u021bional, \u00een cea mai mare parte, este centrat pe cadrul didactic \u0219i pe materia de \u00eenv\u0103\u021bat \u0219i se desf\u0103\u0219oar\u0103 dup\u0103 un scenariu oarecum clasic: cadrul didactic pred\u0103, elevul ascult\u0103. Acest tip de \u00eenv\u0103\u021b\u0103m\u00e2nt pleac\u0103 de la ipoteza c\u0103 nevoile \u0219i interesele sunt acelea\u0219i pentru to\u021bi elevii, iar ace\u0219tia, fiind de aceea\u0219i v\u00e2rst\u0103, pleac\u0103 de la acela\u0219i nivel iar noile cuno\u0219tin\u021be sunt procesate la fel. \u00cen consecin\u021b\u0103, profesorul, \u00een raport cu programa \u0219colar\u0103, selecteaz\u0103 informa\u021biile care par importante \u0219i esen\u021biale, expune materialul nou, respect\u0103 legea con\u021binutului, ofer\u0103 exemple, adreseaz\u0103 \u00eentreb\u0103ri prin care se verific\u0103 dac\u0103 noile cuno\u0219tin\u021be au fost \u00een\u021belese. Elevii sunt aten\u021bi, lucreaz\u0103 mai mult sau mai pu\u021bin individual, memoreaz\u0103 \u0219i redau informa\u021biile transmise de c\u0103tre profesor. Evalu\u0103rile sunt tot de tip clasic, prin probe orale \u0219i scrise.<\/p>\n<p>\u00cen c\u00e2teva cuvinte &#8211; profesorul este actorul principal, cu cele mai multe sarcini, cu cele mai mari responsabilit\u0103\u021bi, elevului nerevenindu-i dec\u00e2t sarcina de a memora \u0219i de a reproduce materialul de \u00eenv\u0103\u021bat.<\/p>\n<p><strong>\u00cenv\u0103\u021b\u0103m\u00e2ntului modern<\/strong><\/p>\n<p>\u00cenv\u0103\u021b\u0103m\u00e2ntul modern, centrat pe cel ce \u00eenva\u021b\u0103, are o serie de particularit\u0103\u021bi care-l face s\u0103 fie diferit fa\u021b\u0103 de \u00eenv\u0103\u021b\u0103m\u00e2ntul tradi\u021bional.\u00a0Iat\u0103 c\u00e2teva dintre acestea:<\/p>\n<ul>\n<li>Curriculum \u0219i \u00eenv\u0103\u021barea pot fi individualizate la maximum. Selec\u021bia con\u021binuturilor poate fi realizat\u0103 \u00een func\u021bie de posibilit\u0103\u021bile, interesele \u0219i nevoile elevilor;<\/li>\n<li>Elevii progreseaz\u0103 \u00een ritm propriu \u0219i este \u00eencurajat\u0103 \u00eenv\u0103\u021barea independent\u0103;<\/li>\n<li>Se \u00eencurajeaz\u0103 ini\u021biativa, elevii sunt activi pe domeniul lor de interes; este promovat\u0103 \u00eenv\u0103\u021barea semidirijat\u0103;<\/li>\n<li>Elevului i se ofer\u0103 maximum de ocazii pentru a-\u0219i construi cunoa\u0219terea, at\u00e2t \u00een cadrul institu\u021biei \u0219colare c\u00e2t \u0219i \u00een afara acesteia prin ac\u021biuni extra\u0219colare;<\/li>\n<li>Orice experien\u021b\u0103 nou\u0103 de \u00eenv\u0103\u021bare este corelat\u0103 cu precedentele;<\/li>\n<li>Cadrul didactic este partener \u00een \u00eenv\u0103\u021bare, elevul fiind implicat activ \u00een procesul de predare \u0219i evaluare. Munca se realizeaz\u0103 \u00een grupuri mici sau individual; profesorul diagnosticheaz\u0103 dificult\u0103\u021bile elevului \u0219i \u00eel orienteaz\u0103 f\u0103r\u0103 a-l contrazice; astfel contribuindu-se \u0219i la conturarea personalit\u0103\u021bii elevului;<\/li>\n<li>Profesorul este \u00eent\u00e2i educator \u0219i apoi surs\u0103 de informa\u021bii;<\/li>\n<li>Actualitatea \u0219i problemele vie\u021bii intr\u0103 \u00een institu\u021bia de \u00eenv\u0103\u021b\u0103m\u00e2nt, \u0219coala fiind \u00een posibilitatea de a alege anumite specializ\u0103ri \u00een care se preconizeaz\u0103 dezvoltarea economic\u0103;<\/li>\n<li>Se promoveaz\u0103 \u00eenv\u0103\u021barea permanent\u0103, elevul fiind \u00eenv\u0103\u021bat cum s\u0103 \u00eenve\u021be, s\u0103 se adapteze la noile cerin\u021be impuse de pia\u021ba for\u021bei de munc\u0103;<\/li>\n<li>Rela\u021bia elevilor cu cadrele didactice este una democratic\u0103. \u00cen func\u021bie de nivelul de v\u00e2rst\u0103, de nivelul de experien\u021b\u0103 \u0219i de preg\u0103tire, elevii particip\u0103 la formularea cerin\u021belor, la respectarea \u0219i la aplicarea lor;<\/li>\n<li>Spa\u021biul, mobilierul, echipamentele sunt utilizate \u00een mod flexibil;<\/li>\n<li>Evaluarea este formativ\u0103 pe baza probelor de evaluare criterial\u0103, obiectul evalu\u0103rii fiind procesele cognitive, \u00een defavoarea produselor \u00eenv\u0103\u021b\u0103rii;<\/li>\n<li>Se stimuleaz\u0103 autoreflec\u021bia, autoevaluarea, autoreglarea comportamentului de \u00eenv\u0103\u021bare.<\/li>\n<\/ul>\n<p>Dac\u0103 analiz\u0103m comparativ cele dou\u0103 sisteme de \u00eenv\u0103\u021b\u0103m\u00e2nt (modern \u0219i tradi\u021bional) \u0219i le suprapunem peste actualul sistem de \u00eenv\u0103\u021b\u0103m\u00e2nt; vom observa c\u0103 acesta din urm\u0103 este de fapt o \u00eembinare a celor dou\u0103 sisteme: profesorul r\u0103m\u00e2ne \u00een continuare un transmi\u021b\u0103tor de cuno\u0219tin\u021be, \u00eens\u0103 \u00eencerc\u0103 s\u0103 imprime elevilor \u00eenv\u0103\u021barea semidirijat\u0103, elevii sunt con\u0219tien\u021bi c\u0103 \u00eenv\u0103\u021barea permanent\u0103 nu este doar un concept, \u00eens\u0103 a\u0219teapt\u0103 s\u0103 fie constr\u00e2n\u0219i s\u0103 \u00eenve\u021be, elevii doresc o comportare democratic\u0103 din partea profesorului \u00eens\u0103 atunci c\u00e2nd sunt l\u0103sa\u021bi s\u0103-\u0219i aleag\u0103 o variant\u0103 de \u00eenv\u0103\u021bare sau sunt orienta\u021bi spre autoreflec\u021bie nu coopereaz\u0103, am putea spune c\u0103 \u0219i profesorului \u0219i elevului \u00eei sunt convenabile aceste situa\u021bii: unul vorbe\u0219te, iar cel\u0103lalt doar ascult\u0103.<\/p>\n<p>\u00centrebarea care se pune este: <em>ne convine?<\/em>, cu at\u00e2t mai mult c\u0103 \u00een societate \u0219i \u00een comunit\u0103\u021bile din care facem parte, elevi, p\u0103rin\u021bi, profesori ne reg\u0103sim membri egali, contribuitori la bun\u0103stare, eficien\u021b\u0103, coeziune, siguran\u021b\u0103, confort, stare de bine (sau dimpotriv\u0103).<\/p>\n<p>Ar fi multe exemple de asemenea atitudini \u0219i din partea profesorilor \u0219i din partea elevilor care contribuie la stagnarea \u00eenceperii unui \u00eenv\u0103\u021b\u0103m\u00e2nt cu totul modern, bazat pe cunoa\u0219tere \u0219i nu doar pe cuno\u0219tin\u021be, bazat pe \u00eenv\u0103\u021barea practic\u0103 \u0219i nu pe \u00eenv\u0103\u021barea teoretic\u0103, pe formarea unor abilit\u0103\u021bi de lucru \u0219i nu pe o teorie abstract\u0103. Suntem de p\u0103rere c\u0103 tot profesorii ar trebui s\u0103 imprime \u00een mentalul colectiv al societ\u0103\u021bii civile aceast\u0103 no\u021biune de \u00eenv\u0103\u021bare permanent\u0103, bazat\u0103 pe c\u0103ut\u0103ri \u0219i descoperiri de informa\u021bii utile \u0219i care asigur\u0103, cu timpul, formarea competen\u021belor \u00een diferite domenii de activitate.<\/p>\n<p>\u201eMetodele de \u00eenv\u0103\u0163are centrat\u0103 pe elev fac lec\u0163iile interesante, ajut\u0103 elevii s\u0103 realizeze judec\u0103\u0163i de substan\u0163\u0103 \u015fi fundamente, sprijin\u0103 elevii \u00een \u00een\u0163elegerea con\u0163inuturilor pe care s\u0103 fie capabili s\u0103 le aplice \u00een via\u0163a real\u0103.\u201d (<a href=\"https:\/\/5pedagogielapsihologie.wordpress.com\/2013\/04\/02\/metode-si-strategii-invatare-centrate-pe-elev\/\" target=\"_blank\" rel=\"noopener\">Metode \u0219i strategii de \u00eenv\u0103\u021bare centrate pe elev<\/a>)<\/p>\n<p>Teoretic, nu ar trebui s\u0103 existe nicio lupt\u0103 \u0219i niciun dubiu \u00een echilibrarea acestei balan\u021be. \u00cen vederea dezvolt\u0103rii g\u00e2ndirii critice \u0219i autonome pentru elevi, trebuie s\u0103 utiliz\u0103m, cu prec\u0103dere unele strategii activ-participative, creative. Acestea nu trebuie rupte de cele tradi\u021bionale deoarece marcheaz\u0103 un nivel superior \u00een spirala moderniz\u0103rii strategiilor didactice \u00eens\u0103 nici metodele tradi\u021bionale nu trebuie \u00eendep\u0103rtate at\u00e2t timp c\u00e2t \u00eenc\u0103 nu pot fi \u00eenlocuite cu altceva.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>L\u0103s\u00e2nd la o parte \u00eenv\u0103\u021b\u0103m\u00e2ntul derulat \u00een mediul online, am \u00eencercat s\u0103 m\u0103 g\u00e2ndesc cum este mai bine: s\u0103 continu\u0103m \u00eenv\u0103\u021b\u0103m\u00e2ntul \u00een forma lui tradi\u021bional\u0103, s\u0103 adopt\u0103m un \u00eenv\u0103\u021b\u0103m\u00e2nt modern sau s\u0103 \u00eembin\u0103m cele dou\u0103 linii \u00eencerc\u00e2nd o cale prin &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/o-analiza-elementara-invatamant-traditional-invatamant-modern\">Cite\u0219te continuarea <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[778,921],"tags":[1339],"class_list":["post-10498","post","type-post","status-publish","format-standard","hentry","category-metode-didactice","category-sistem-de-invatamant","tag-isabela-mititelu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10498","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/comments?post=10498"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10498\/revisions"}],"predecessor-version":[{"id":10510,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/10498\/revisions\/10510"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=10498"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=10498"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=10498"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}