\u00cen concep\u021bia didactic\u0103, termenul de strategie este definit ca un ansamblu de metode educa\u021bionale, mijloace didactice, forme de organizare a clasei \u0219i a experien\u021belor de \u00eenv\u0103\u021bare propuse elevilor cu scopul atingerii competen\u021belor \u00een cadrul procesului instructive-educativ. <\/p>\n
\u00centr-un context sociocultural, cadrul didactic intervine cu concep\u021bia educativ\u0103, creat\u0103 pe baza experien\u021belor sale anterioare \u0219i care obligatoriu interac\u021bioneaz\u0103 cu elementele: epistemice (tendin\u021be moderne \u00een \u00een domeniul de activitate \u0219i didactic), psihologice (particularit\u0103\u021bile de v\u00e2rst\u0103 \u0219i psihologice ale elevilor), sociale (particularit\u0103\u021bile grupului clas\u0103), socioculturale (atitudinea fa\u021b\u0103 de \u00eenv\u0103\u021bare \u0219i cultur\u0103), apoi coreleaz\u0103 con\u021binutul \u00eenv\u0103\u021b\u0103rii ce urmeaz\u0103 a fi predate sau CE \u00eel va \u00eenv\u0103\u021ba pe elev? cu competen\u021bele: cadru, de referin\u021b\u0103, pentru a r\u0103spunde la competen\u021bele derivate, respectiv la \u00eentrebarea DE CE s\u0103 se transmit\u0103 acel con\u021binut?, dup\u0103 care cadrului didactic \u00eei va reveni sarcina s\u0103 se \u00eentrebe CUM s\u0103 realizeze competen\u021bele derivate propuse?, iar \u00een cele din urm\u0103 se aplic\u0103 algoritmul \u00een patru pa\u0219i, orientativ\u00a0 propus de M. D. Ilie, \u00een Elemente de pedagogie general\u0103. Teoria curriculum-ului \u0219i teoria instruirii<\/em>:<\/p>\n 1. Se hot\u0103r\u0103\u0219te tipul experien\u021belor de \u00eenv\u0103\u021bare, ce urmeaz\u0103 a fi propuse; Strategia didactic\u0103<\/p>\n Metoda este o cale prin care sunt atinse strategiile \u0219i cuprinde un num\u0103r de opera\u021bii procedurale, secven\u021be. De altfel \u0219i etimologia cuv\u00e2ntului, din latin\u0103 metha \u2013 c\u0103tre, odos- cale, drum a condus la relatarea unei defini\u021bii din perspectiva didacticii moderne, definite de I. Cerghit ca fiind \u201eo modalitate pe care profesorul o urmeaz\u0103 pentru a-i face pe elevi s\u0103 g\u0103seasc\u0103 singuri calea proprie de urmat \u00een redescoperirea adev\u0103rurilor sale, \u00een g\u0103sirea solu\u021biilor necesare la rezolvarea problemelor teoretice \u0219i practice cu care ei se confrunt\u0103 \u00een procesul \u00eenv\u0103\u021b\u0103rii\u201d.\u00a0 Dac\u0103 metoda reprezint\u0103 un nucleu organizat de procedee didactice \u0219i reversibile, procedeul este un instrument, un mijloc de lucru, o subsecven\u021b\u0103 a metodei.<\/p>\n Dac\u0103 tradi\u021bionalul pune accent mai mult pe predare, pe expunere, pe monolog, pe ascultare din partea elevilor, predominant pasiv, static, pe frontal, modernul pune accent pe \u00eenv\u0103\u021bare activ\u0103, pe implicare, pe dialog, pe voin\u021b\u0103, motiva\u021bie intrinsec\u0103, pe ac\u021biune, pe interac\u021biune, pe echipe, pe colaborare.<\/p>\n \u00cen literatura de specialitate, criteriile de\u00a0 clasificare a metodelor didactice, sunt foarte numeroase \u0219i se \u00eempart \u00een:<\/p>\n Din punct de vedere istoric: \u00cen func\u0163ie de sfera de aplicabilitate: Dup\u0103 modalitatea principal\u0103 de prezentare a cuno\u015ftin\u0163elor: Dup\u0103 func\u0163ia didactic\u0103: \u00cen func\u0163ie de raportul \u00eenv\u0103\u0163are mecanic\u0103-\u00eenv\u0103\u0163are con\u015ftient\u0103: Dup\u0103 gradul de angajare a elevilor la lec\u0163ie: Dup\u0103 capacitatea lor de activizare intelectual\u0103: Dup\u0103 sursa principal\u0103 generatoare a \u00eenv\u0103\u0163\u0103rii: Dup\u0103 implicarea profesorului \u015fi elevului \u00een instruire: \u00cen func\u0163ie de modul de administrare a experien\u0163ei ce urmeaz\u0103 a fi \u00eensu\u015fit\u0103: Dup\u0103 forma de organizare a muncii: Dup\u0103 schimbarea produs\u0103 la elevi: De altfel, O. P\u00e2ni\u0219oar\u0103 a constatat c\u0103\u00a0 anumite metode sufer\u0103 intersect\u0103ri \u0219i conexiuni care sugereaz\u0103 muta\u021bii de rol, redefiniri \u0219i dezvolt\u0103ri permanente (P\u00e2ni\u0219oar\u0103, 2006), propun\u00e2nd clasificarea metodelor de interac\u0163iune \u00een trei categorii:<\/p>\n M. Boco\u0219 propune o posibil\u0103 clasificare a strategiilor \u0219i metodelor interactive, pornind de la criteriul de productivitate \u0219i pragmatic (preluarea lor, aplicarea flexibil\u0103 \u0219i creatoare \u00een practica educa\u021bional\u0103), \u00een lucrarea sa intitulat\u0103 Instruirea interactiv\u0103, \u00een 2013, dar \u0219i de \u00eendeplinirea unor aspect \u0219i cerin\u021be psihopedagogice, didactice \u0219i moderne, at\u00e2t generale, c\u00e2t \u0219i specifice.<\/p>\n De altfel \u0219i Opri\u0219, \u00een 2006, p. 17-124, ofer\u0103 o clasificare a strategiilor \u0219i metodelor interactive, din perspectiva dezvolt\u0103rii g\u00e2ndirii critice \u0219i a integr\u0103rii creative a informa\u021biilor, dup\u0103\u00a0 modelul Evocare-Realizarea sensului-Reflec\u021bie:<\/p>\n Clasificarea metodelor activ-participative utilizate \u00een predarea-\u00eenv\u0103\u0163area\u00a0\u00a0 biologiei\u00a0 se\u00a0 face\u00a0 dup\u0103\u00a0 criteriul\u00a0 capacit\u0103\u0163ii\u00a0 acestora\u00a0 de activizare a elevilor (Laz\u0103r & C\u0103pr\u0103rin, 2008):<\/p>\n 1. Metode de predare f\u0103r\u0103 cuvinte aplicabile lec\u0163iilor de teorie: 2. Metode de munc\u0103 independent\u0103 –\u00a0 prin care elevii sunt \u00eenv\u0103\u0163a\u0163i s\u0103 lucreze productiv cu al\u0163ii, s\u0103-\u015fi dezvolte abilit\u0103\u0163i de colaborare, munc\u0103 \u00een echip\u0103, dezvolt\u00e2ndu-\u015fi \u00een acela\u015fi timp spiritul de cercetare\/investigare:\u00a0\u00a0 experimentul de laborator, observa\u0163ia independent\u0103;<\/p>\n 3.\u00a0 Metode\u00a0 euristice\u00a0 \u2013\u00a0 care stimuleaz\u0103\u00a0 g\u00e2ndirea\u00a0 \u015fi\u00a0 creativitatea, \u00eei\u00a0 determin\u0103 pe\u00a0 elevi\u00a0 s\u0103 caute\u00a0 \u015fi\u00a0 s\u0103\u00a0 dezvolte\u00a0 solu\u0163ii\u00a0 pentru\u00a0 diferite\u00a0 probleme,\u00a0 s\u0103\u00a0 fac\u0103\u00a0 judec\u0103\u0163i\u00a0 de\u00a0 valoare,\u00a0 s\u0103 compare, s\u0103 analizeze situa\u0163ii date: modelarea,\u00a0 \u00eenv\u0103\u0163area prin descoperire, problematizarea.<\/p>\n 4.\u00a0 Metode\u00a0 care\u00a0 asigur\u0103\u00a0 corelarea\u00a0 activit\u0103\u0163ii\u00a0 independente\u00a0 cu\u00a0 cea\u00a0 colectiv\u0103\u00a0 \u2013\u00a0 care favorizeaz\u0103\u00a0 \u00een\u0163elegerea\u00a0 conceptelor,\u00a0 legilor\u00a0 \u015fi\u00a0 proceselor\u00a0 biologice,\u00a0 valorific\u0103\u00a0 experien\u0163a proprie a elevilor, dezvolt\u0103 competen\u0163e de comunicare \u015fi rela\u0163ionare, de deliberare pe plan mintal, viz\u00e2nd formarea unei atitudini active: demonstra\u0163ia, conversa\u0163ia euristic\u0103, jocul didactic, studiul de caz, algoritmizarea, instruirea asistat\u0103 de calculator.<\/p>\n Metode utilizate \u00een \u00eenv\u0103\u021barea interactiv\u0103, \u00een orele de biologie, vizeaz\u0103 at\u00e2t partea formal\u0103, c\u00e2t \u0219i pe cea nonformal\u0103:<\/p>\n a. Metode din educa\u021bia formal\u0103: Metoda proiectului, Metoda portofoliului (lapbookul), b. Metode din educa\u021bia nonformal\u0103: metode de autocunoa\u0219tere, de cunoa\u0219tere \u0219i \u201eO\u00a0 metod\u0103\u00a0 nu\u00a0 este\u00a0 bun\u0103\u00a0 sau\u00a0 rea\u00a0 \u00een\u00a0 sine,\u00a0 ci\u00a0 prin\u00a0 raportarea\u00a0 ei\u00a0 la\u00a0 situa\u0163ia\u00a0 didactic\u0103 respectiv\u0103, criteriul oportunit\u0103\u0163ii sau adecv\u0103rii la o anumit\u0103 realitate fiind cel care o poate face mai mult sau mai\u00a0 pu\u0163in eficient\u0103.\u00a0 \u00cen acela\u015fi timp, nu\u00a0 numai\u00a0 adecvarea extern\u0103\u00a0 constituie\u00a0 un indicator\u00a0 al\u00a0 pertinen\u0163ei\u00a0 metodei,\u00a0 ci\u00a0 \u015fi\u00a0 congruen\u0163a\u00a0 secven\u0163elor\u00a0 care\u00a0 o\u00a0 compun\u00a0 (respectiv\u00a0 a procedeelor didactice), precum \u015fi\u00a0 alternan\u0163a, succesivitatea artificiilor metodologice, calitatea coordon\u0103rii \u015fi articul\u0103rii \u00eentre metode, \u00eentre un procedeu \u015fi o metod\u0103 etc.\u201d (Cuco\u015f, 2004).<\/p>\n \u00cenv\u0103\u021barea interactiv\u0103 genereaz\u0103 \u0219i o evaluare interactiv\u0103, prin urmare se selecteaz\u0103 \u0219i Programa la biologie este foarte \u00eenc\u0103rcat\u0103 \u00een con\u021binut. De multe ori, mai ales la orele de Bibliografie<\/strong><\/em><\/p>\n 1. Boco\u015f M.; Jucan, D., (2007),Teoria \u015fi metodologia instruirii\u00a0 \u0219i Teoria \u015fi metodologia evalu\u0103rii. Repere \u015fi instrumente didactice pentru formarea profesorilor, Editura Paralela45, Pite\u015fti <\/p>\n","protected":false},"excerpt":{"rendered":" \u00cen concep\u021bia didactic\u0103, termenul de strategie este definit ca un ansamblu de metode educa\u021bionale, mijloace didactice, forme de organizare a clasei \u0219i a experien\u021belor de \u00eenv\u0103\u021bare propuse elevilor cu scopul atingerii competen\u021belor \u00een cadrul procesului instructive-educativ.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1305,778],"tags":[41],"class_list":["post-11925","post","type-post","status-publish","format-standard","hentry","category-didactica-biologiei","category-metode-didactice","tag-georgeta-rusu"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11925","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=11925"}],"version-history":[{"count":2,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11925\/revisions"}],"predecessor-version":[{"id":11978,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/11925\/revisions\/11978"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=11925"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=11925"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=11925"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\n2. Se selecteaz\u0103 metodele \u0219i procedeele cele mai adecvate experien\u021bei de \u00eenv\u0103\u021bare vizate;
\n3. Se selecteaz\u0103 sau creeaz\u0103 mijloace educa\u021bionale \u00een vederea provoc\u0103rii experien\u021belor de \u00eenv\u0103\u021bare vizate;
\n4. Se adopt\u0103 pentru fiecare experien\u021b\u0103 de \u00eenv\u0103\u021bare forma de organizare a grupului clas\u0103.<\/p>\n\n
\n\u2022 metode tradi\u0163ionale (expunerea, conversa\u0163ia, exerci\u0163iul, etc.);
\n\u2022 metode moderne (algoritmizarea, problematizarea, brainstorming-ul etc).<\/p>\n
\n\u2022 metode generale (expunerea, prelegerea, conversa\u0163ia, cursul magistral etc.);
\n\u2022 metode speciale (exerci\u0163iul moral sau exemplul \u00een cazul educa\u0163iei morale).<\/p>\n
\n\u2022 metode verbale, bazate pe cuv\u00e2ntul scris sau rostit;
\n\u2022 metode intuitive, bazate pe observa\u0163ii directe asupra\u00a0 obiectelor \u015fi fenomenelor.<\/p>\n
\n\u2022 de predare \u015fi comunicare;
\n\u2022 de fixare \u015fi consolidare;
\n\u2022 de verificare \u015fi apreciere a rezultatelor muncii.<\/p>\n
\n\u2022 metode bazate pe \u00eenv\u0103\u0163area receptiv\u0103 (expunerea, demonstra\u0163ia cu caracter expozitiv);
\n\u2022 metode\u00a0 de\u00a0 descoperire\u00a0 dirijat\u0103\u00a0 (conversa\u0163ia\u00a0 euristic\u0103,\u00a0 observa\u0163ia\u00a0 dirijat\u0103,\u00a0 instruirea programat\u0103, studiul de caz etc.)
\n\u2022 metode\u00a0 de\u00a0 descoperire\u00a0 propriu-zis\u0103\u00a0 (observarea\u00a0 independent\u0103,\u00a0 exerci\u0163iul\u00a0 euristic, rezolvarea de probleme, brainstorming etc.).<\/p>\n
\n\u2022 metode expozitive centrate pe memoria reproductiv\u0103 \u015fi pe ascultarea pasiv\u0103;
\n\u2022 metode active care declan\u015feaz\u0103 activitatea de explorare personal\u0103 a realit\u0103\u0163ii.<\/p>\n
\n\u2022 metode formativ-participative: experimentul, lucr\u0103ri de laborator, \u00eenv\u0103\u0163area prin descoperire, problematizarea, modelarea, exerci\u0163iul, lucrul cu manualul, studiul de caz, jocurile didactice, dramatizarea, instruirea\u00a0 asistat\u0103\u00a0 de calculator, brainstorming, brainwritting;
\n\u2022 metode formativ-neparticipative: experimentul, algoritmizarea, conversa\u0163ia catehetic\u0103, exerci\u0163ii reproductive
\n\u2022 metode informativ-participative: conversa\u0163ia,\u00a0 observa\u0163ia sistematic\u0103, munca\u00a0 cu manualul, prelegerea-dezbatere, expunerea\u00a0 cu oponent, metoda dramatiz\u0103rii, metoda\u00a0 \u00eenv\u0103\u0163\u0103rii prin dezbatere;
\n\u2022 metode informativ-neparticipative: prelegerea, povestirea, expunerea, explica\u0163ia , demonstra\u0163ia\u00a0 logic\u0103 \u015fi experimental\u0103;<\/p>\n
\n\u2022 metode de transmitere \u0219i \u00eensu\u0219ire a cuno\u0219tin\u021belor:
\nA. Metode de comunicare oral\u0103 expozitive (afirmative): demonstra\u0163ia logic\u0103, povestirea, prelegerea \u2013 dezbatere, descrierea, explica\u0163ia, prelegerea magistral\u0103, prelegere cu oponent, prelegerea\u00a0 demonstra\u0163ie,\u00a0 instructajul;
\nB. Metode de comunicare oral\u0103 interogative (conversative, dialogate): conversa\u0163ia euristic\u0103 (socratic\u0103, maieutic\u0103) conversa\u0163ia catihetic\u0103, discu\u0163ia \u2013 dialog, discu\u0163ia – dirijat\u0103 pe baza \u00eentreb\u0103rilor recoltate anterior, discu\u0163ia seminar, discu\u0163ia de tipul Phillips 66, problematizarea (problem – solving),\u00a0 colocviul, consulta\u0163ia \u00een grup, dezbaterea de tipul mesei rotunde, seminarul (tip exerci\u0163ii, repetitiv, referat, problematizat) , brainstorming (asaltul de idei, evaluarea am\u00e2nat\u0103),\u00a0 discu\u0163ia panel,\u00a0 metoda „6-3-5″,\u00a0 tehnica ideilor (Ideea engineering), sinectica, dezbatere;
\nMetode de comunicare oral \u2013 vizual\u0103
\nMetode de comunicare scris\u0103: lectura explicativ\u0103 \u015fi independent\u0103, lectura dirijat\u0103
\nMetode de comunicare interioar\u0103 (reflec\u0163ia personal\u0103)
\nC. Metode bazate pe ac\u021biune (practice, opera\u021bionale)
\nAc\u0163iune real\u0103 (autentic\u0103, efectiv\u0103): lucr\u0103rile practice, studiul de caz, exerci\u0163iul, incidentul critic,\u00a0 instruirea programat\u0103, proiectul, algoritmizarea;
\nAc\u0163iune simulat\u0103 (fictiv\u0103): jocul de cooperare , jocul de rol (role playing), jocul de arbitraj, jocul de competi\u0163ie, \u00eenv\u0103\u0163area pe simulatoare, jocul de decizie, jocul de conducere (management – games), jocul de negociere,\u00a0 \u00eenv\u0103\u0163area dramatizat\u0103,
\nD. Metode de ra\u021bionalizare a \u00eenv\u0103\u021b\u0103rii \u0219i pred\u0103rii: instruirea \u015fi autoinstruirea asistat\u0103 de calculator (IAC), instruirea programat\u0103, metoda\u00a0 activit\u0103\u0163ii\u00a0 cu\u00a0 fi\u015fe; metode algoritmice de instruire<\/p>\n
\n\u2022 metode de \u00eenv\u0103\u021bare:\u00a0 \u00eenv\u0103\u0163area inductiv\u0103 \u015fi deductiv\u0103, rezolvarea de probleme,\u00a0 \u00eenv\u0103\u0163area algoritmizat\u0103, problematizarea, exerci\u0163iul, metoda dramatiz\u0103rii, \u00eenv\u0103\u0163area cu ajutorul modelelor (modelarea): materiale (izomorfe, substitutive, analogice)-teoretico-dinamice, \u00eenv\u0103\u021barea prin descoperire (\u201ea experien\u0163ei prin \u00eencercare”)
\n\u2022 metode speciale de educare a creativit\u0103\u021bii: brainstorming (elaborat\u0103 de Osborn – 1957), metoda sinectic\u0103 (elaborat\u0103 de Gordon – 1961), metoda check – list , inventica
\n\u2022 metode de predare: metode intuitive de predare: observa\u0163ia, demonstra\u0163ia, experimentul, metode verbale, expozitive (explica\u0163ia, expunerea dogmatic\u0103, prelegerea), interogative (conversa\u0163ia, ma\u015fina de instruire)<\/p>\n
\n\u2022 metode algoritmice bazate pe secven\u0163e opera\u0163ionale, stabile, construite dinainte;
\n\u2022 metode euristice bazate pe descoperire proprie \u015fi rezolvare de probleme<\/p>\n
\n\u2022 metode individuale
\n\u2022 metode de predare-\u00eenv\u0103\u0163are \u00een grupuri omogene (de nivel) sau eterogene;
\n\u2022 metode frontale;
\n\u2022 metode combinate<\/p>\n
\n\u2022 metode\u00a0 autostructurante\u00a0 (individul\u00a0 se\u00a0 transform\u0103\u00a0 prin\u00a0 sine,\u00a0 ca\u00a0 \u00een\u00a0 situa\u0163ia\u00a0 observa\u0163iei, exerci\u0163iului, \u00eenv\u0103\u0163\u0103rii prin descoperire etc.)
\n\u2022 metode heterostructurante\u00a0 (transformarea se\u00a0 produce prin altul, cum se \u00eent\u00e2mpl\u0103 \u00een\u00a0 cazul expunerii, conversa\u0163iei, studiului de caz, problematiz\u0103rii etc.)<\/p>\n\n
\n
\n
\n– Metode care necesit\u0103 o foarte scurt\u0103 preg\u0103tire \u015fi pu\u0163ine resurse: predarea prin \u00eentreb\u0103ri;\u00a0 comunicarea rotativ\u0103, sinectica;
\n– Metode care necesit\u0103 materiale de distribuit (fotocopii, seturi de cartona\u015fe): puncte-cheie.
\n– Metode\u00a0 care\u00a0 necesit\u0103\u00a0 o\u00a0 preg\u0103tire\u00a0 pu\u0163in\u00a0 mai\u00a0 ampl\u0103,\u00a0 \u00een\u00a0 ordine\u00a0 cresc\u0103toare\u00a0 a\u00a0 gradului de dificultate:\u00a0 prezent\u0103rile elevului, hot\u0103r\u00e2ri-hot\u0103r\u00e2ri, compara\u0163ie \u015fi contrast,\u00a0 \u00eenv\u0103\u0163area individual\u0103 controversa, ochelarii, competen\u0163a de a judeca;<\/p>\n
\nexperimentul, \u00eenv\u0103\u021barea aventur\u0103, \u00een studierea ecosistemelor, studiul de caz \u00een patologie, jocul de rol, de exemplu poezii cu localizarea, alc\u0103tuirea, caracteristici, func\u021bii ale componentelor sistemului nervos, Cercetarea documentelor \u0219i a vestigiilor istorice la paleontologie, urme de animale preistorice care determin\u0103 evolu\u021bia animalelor , prin adaptarea celor r\u0103mase la condi\u021biile de mediu existente,<\/p>\n
\nintercunoa\u0219tere;\u00a0 metode de energizare, de dinamizare a grupului, metode de gestionare a grupurilor, metode specifice competen\u021belor de lucru \u00een echip\u0103, metode de \u00eenchidere, \u00eenchegare a grupurilor.<\/p>\n
\nmetode de evaluare evaluare interactiv\u0103: Metoda proiectului, pe o tem\u0103 data, cu un plan
\npe capitole \u0219i subcapitole, cu punctaj\u00a0 adecvat, Metoda portofoliului utilizat\u0103 cu succes la finalul unei unit\u0103\u021bi de \u00eenv\u0103\u021bare, al unui modul \u0219i chiar la sf\u00e2r\u0219itul unui an \u0219colar, Observarea sistemic\u0103 a comportamentului elevilor, prin modul cum se implic\u0103, de c\u00e2te ori se implic\u0103, unde se implic\u0103 \u0219i foarte important de de se implic\u0103, investiga\u021bia \u00een grup, puzzle-ul.<\/p>\n
\nbiologie, unde la clasele a V-a \u0219i a VIII-a num\u0103rul de ore s-a redus la doar o or\u0103,\u00a0 profesorii nu au timp s\u0103 cunoasc\u0103 \u0219i partea afectiv \u2013 emo\u021bional\u0103 a elevilor. De\u0219i nu este un obiect propus pentru evaluarea na\u021bional\u0103 ca o finalitate a unei \u0219coli de masa, de cultur\u0103 general\u0103, elevii iubesc acest obiect \u0219i revin \u00een liceu, cu mare drag la studiul ei,\u00a0 dup\u0103 ce trec pragul examenului de matematic\u0103. A\u0219 propune pentru acest obiect minunat, care \u00eenseamn\u0103 via\u021b\u0103 \u0219i o or\u0103 de dezvoltare personal\u0103, m\u0103car lunar, pentru c\u0103 \u00een orele de biologie se deseneaz\u0103, se sensibilizeaz\u0103 elevii prin proiecte frumoase despre mediu, despre s\u0103rb\u0103torirea zilelor trecute \u00een calendarul ecologic, se \u00eenva\u021b\u0103 prin realizarea de drume\u021bii, de excursii pe teren, se experimenteaz\u0103.<\/p>\n
\n2. Boco\u015f M.; (2008), Didactica disciplinelor pedagogice. Un cadru constructiv, Editura Paralela 45, Pite\u015fti
\n3. Cerghit I. – Metode de \u00eenv\u0103\u0163\u0103m\u00e2nt, E.D.P., Bucure\u015fti, 1997
\n4. Cuco\u015f C. – Pedagogie, Ed. POLIROM, Ia\u015fi, 1996 14. Cuco\u015f, C. – Pedagogie, edi\u0163ia a II a, revizuit\u0103 \u015fi ad\u0103ugit\u0103, Editura Polirom Bucure\u015fti; 2002
\n5. Constantin Cuco\u0219, ” Psihopedagogie pentru examenele de definitivare \u0219i grade didactice”, Editura Polirom, Bucure\u0219ti, 2009
\n6. Ianovici Nicoleta, Fren\u021b Ancu\u021ba-Oana, – Metode didactice \u00een predare, \u00eenv\u0103\u021bare, evaluare la biologie, Editura MIRTON, Timi\u0219oara, 2009
\n7. Ionescu M. – Clasic \u015fi modern \u00een organizarea lec\u0163iei, Ed. Dacia, Cluj Napoca, 1972
\n8. Mariana Ciobanu, „Didactica \u0218tin\u021belor Biologice”, Editura Didactic\u0103 \u0219i Pedagogic\u0103, Bucure\u0219ti, 2008.
\n9. Marian D. Ilie (coordonator),\u00a0 „Teoria \u0219i metodologia instruirii”, Edi\u021bia a II-a, Editura EIKON, Timi\u0219oara, 2012
\n10. Mariana Marinescu, „Didactica biologiei teorie \u0219i aplica\u021bii”, Editura Paralela 45, 2010.
\n11. Naela Costic\u0103, „Metodica pred\u0103rii biologiei”, Editura Graphys, Ia\u0219i,2008
\n12. Oprea Olga – Tehnologia instruirii, E.D.P, Bucure\u015fti, 1979
\n13. P\u00e2ni\u015foar\u0103 I.O. \u2013 Comunicarea eficient\u0103, ed. a III-a, Ed. Polirom, 2006<\/p>\n