\u00cembun\u0103t\u0103\u021birea competen\u021belor de lectur\u0103 a elevilor din \u00eenv\u0103\u021b\u0103m\u00e2ntul primar reprezint\u0103 o prioritate a procesului educa\u021bional. Termenul de competen\u021b\u0103 se refer\u0103 la o combina\u021bii de deprinderi, cuno\u0219tin\u021be, aptitudini \u015fi atitudini \u015fi includ disponibilitatea de a \u00eenv\u0103\u021ba \u00een completarea la \u201ea \u0219ti cum\u201d. Astfel, competen\u021bele cheie trebuie adaptate la cadrul social, lingvistic \u0219i cultural al celui care \u00eenva\u021b\u0103. <\/p>\n
Competen\u021bele cheie cuprind\u00a0 trei aspecte ale vie\u0163ii:<\/p>\n
\u201eComunicarea \u00een limba matern\u0103\u201d \u0219i \u201ea \u00eenv\u0103\u021ba s\u0103 \u00eenve\u021bi\u201d sunt dou\u0103 dintre cele opt domenii de competen\u021be cheie care trebuie vizate prioritar p\u00e2n\u0103 la sf\u00e2r\u0219itul educa\u0163iei obligatorii \u015fi trebuie s\u0103 ac\u0163ioneze ca fundament pentru \u00eenv\u0103\u0163are ca parte a educa\u0163iei pe tot parcursul vie\u0163ii.<\/p>\n
Comunicarea \u00een limba matern\u0103 este abilitatea de a exprima \u0219i interpreta g\u00e2nduri, sentimente \u015fi fapte at\u00e2t pe cale\u00a0 oral\u0103 c\u00e2t \u015fi scris\u0103 (ascultare, vorbire, citire \u015fi scriere), \u015fi de a interac\u0163iona \u00eentr-un mod adecvat \u00een cadrul \u00eentregii game a contextelor sociale \u015fi culturale \u2013 educa\u0163ie \u015fi instruire, la serviciu, acas\u0103 sau \u00een timpul liber.<\/p>\n
\u201eA \u00eenv\u0103\u0163a s\u0103 \u00eenve\u0163i\u201d cuprinde\u00a0 disponibilitatea\u00a0 de a organiza \u015fi reglementa propria \u00eenv\u0103\u0163are, at\u00e2t individual c\u00e2t \u015fi in grup. Aceasta include abilitatea de\u00a0 organiza eficient timpul, de a rezolva probleme, de a achizi\u0163iona, procesa, evalua \u015fi asimila noi cuno\u015ftin\u0163e, \u015fi de a aplica noile cuno\u015ftin\u0163e\u00a0 \u015fi deprinderi\u00a0 \u00eentr-o varietate de contexte \u2013 acas\u0103, la servici, \u00een educa\u0163ie \u015fi instruire. \u00cen termeni mai generali, \u201ea \u00eenv\u0103\u0163a s\u0103 \u00eenve\u0163i\u201d contribuie\u00a0 puternic la managementul traseului\u00a0 profesional.<\/p>\n
Factorii care influen\u021beaz\u0103 formarea competen\u021belor de lectur\u0103 \u0219i performan\u021bele elevilor \u00een acest domeniu sunt urm\u0103toarele:<\/p>\n
Pentru ca apropierea de carte s\u0103 devin\u0103 o deprindere zilnic\u0103 a elevilor mei, iar pl\u0103cerea de a citi s\u0103 fie o dorin\u021b\u0103 a lor am \u021binut cont de particularit\u0103\u021bile de v\u00e2rst\u0103 \u0219i de cele psihice, de preferin\u021bele lor, am militat pentru implicarea activ\u0103 a familiei \u00een controlul lecturii copiilor, am derulat diverse activit\u0103\u021bi \u0219colare \u0219i extracurriculare.<\/p>\n
Prezint proiectul educativ derulat \u00een parteneriat cu Biblioteca municipal\u0103 Aiud, cu titlul \u201eC\u0103r\u021bile, prietenii mei e n\u0103dejde<\/strong>\u201d.<\/span><\/p>\n \u201eMintea\u00a0nu e un\u00a0vas care trebuie umplut,\u00a0ci un foc care\u00a0trebuie aprins.\u201d – Plutarh<\/p><\/blockquote>\n Dasc\u0103lii sunt cei care de\u021bin capacitatea de a prezenta elevilor cartea ca pe un prieten de n\u0103dejde. Cu c\u00e2t mai repede trezim \u00een sufletul copiilor dorin\u021ba de a citi diverse c\u0103r\u021bi, cu at\u00e2t mai bine vor \u00een\u021belege elevii c\u0103 aceste surse de informare \u0219i formare r\u0103m\u00e2n constante ale vie\u021bii lor, lectura fiind una dintre cele mai educative \u0219i mai r\u0103sp\u00e2ndite activit\u0103\u021bi instructiv-educative. Efectele pozitive ale lectur\u0103rii c\u0103r\u021bilor vor fi vizibile \u00een limbajul elevilor, capacit\u0103\u021bile lor de exprimare oral\u0103 \u0219i scris\u0103 se vor dezvolta corespunz\u0103tor, unii vor da dovad\u0103 de exprimare plastic\u0103 deosebit\u0103, vor \u201d\u00eenv\u0103\u021ba\u201d comportamente, vor urma modelele pozitive \u0219i nu \u00een ultimul r\u00e2nd vor acumula o cultur\u0103 general\u0103 complex\u0103 \u0219i durabil\u0103.<\/p>\n Tr\u0103im \u00eentr-o\u00a0 lume\u00a0 dinamic\u0103 \u0219i aflat\u0103\u00a0 \u00eentr-o\u00a0 continu\u0103\u00a0 schimbare. E foarte necesar\u0103 con\u0219tientizarea importan\u021bei lecturii \u00een\u00a0 procesul\u00a0 de\u00a0 formare\u00a0 intelectual\u0103 a\u00a0 copiilor.<\/p>\n Cartea trebuie s\u0103 devin\u0103 prietenul nedesp\u0103r\u021bit al copiilor, ea \u00eei va ajuta s\u0103 parcurg\u0103 drumul cunoa\u0219terii, \u00eei va \u00eenzestra cu instrumentele necesare descoperirii realit\u0103\u021bii \u00eenconjur\u0103toare, elevii \u201dvor \u00eenv\u0103\u021ba s\u0103 \u00eenve\u021be\u201d- vor reu\u0219i s\u0103-\u0219i organizeze \u0219i s\u0103-\u015fi reglementeze propria \u00eenv\u0103\u0163are, at\u00e2t individual c\u00e2t \u015fi \u00een grup, \u00ee\u0219i vor forma abilitatea de\u00a0 a-\u0219i organiza eficient timpul, de a rezolva probleme, de a achizi\u0163iona, procesa, evalua \u015fi asimila noi cuno\u015ftin\u0163e, \u015fi de a aplica noile cuno\u015ftin\u0163e\u00a0 \u015fi deprinderi\u00a0 \u00eentr-o varietate de contexte, formarea acestei competen\u021be va contribui\u00a0 puternic la managementul traseului\u00a0 profesional.<\/p>\n Comunitatea\u00a0 local\u0103 are\u00a0 privilegiul\u00a0 de a-\u0219i\u00a0 pune\u00a0 o\u00a0 amprent\u0103\u00a0 substan\u021bial\u0103 pe\u00a0 construirea\u00a0 viitoarei\u00a0 personalit\u0103\u021bi\u00a0 a\u00a0 copiilor. Al\u0103turi de gr\u0103dini\u021b\u0103, familie, \u0219coal\u0103, prim\u0103rie, biseric\u0103, poli\u021bie, Biblioteca\u00a0 Municipal\u0103 \u201eLiviu Rebreanu\u201d Aiud, poate \u00eencuraja \u0219i sus\u021bine elevii \u0219colii noastre \u00een realizarea\u00a0 obiectivelor\u00a0 prioritare: preg\u0103tirea\u00a0 copiilor\u00a0 pentru\u00a0 o\u00a0 integrare social\u0103 adecvat\u0103, pentru\u00a0 o\u00a0 integrare\u00a0 \u0219colar\u0103\u00a0 rapid\u0103. Iat\u0103\u00a0 motivul pentru\u00a0 care\u00a0 dorim o colaborare \u00een parteneriat cu aceast\u0103 institu\u021bie.<\/p>\n Proiectul a avut ca scopuri:<\/p>\n Obiectivele proiectului au fost: \u00cen cadrul proiectului, am derulat diverse activit\u0103\u021bi dintre care amintesc: S\u0103 cunoa\u0219tem biblioteca municipal\u0103, Cum studiem la bibliotec\u0103?, Ce putem studia la bibliotec\u0103?, C\u00e2t de con\u0219tient citim?, Cel mai bun cititor\/ recitator, Realizarea unei c\u0103r\u021bi \u201euria\u0219e\u201d, Organizarea bibliotecii clasei \u0219i dona\u0163ie de carte la biblioteca municipal\u0103.<\/p>\n Elevii s-au implicat cu mult interes \u00een derularea activit\u0103\u021bilor proiectului, toate obiectivele au fost atinse, \u0219i s-a constatat un real interes pentru lectur\u0103, elevii au \u00eemprumutat c\u0103r\u021bi \u0219i le-au citit, capacitatea lor de exprimare oral\u0103 \u0219i scris\u0103 s-a \u00eembun\u0103t\u0103\u021bit.<\/p>\n Proiectele educa\u021bionale desf\u0103\u0219urate la nivelul \u0219colii au transmis \u00een mod regulat ve\u0219ti pozitive despre activitatea educativ\u0103 c\u0103tre to\u021bi agen\u021bii institu\u021bionali \u0219i au reu\u0219it s\u0103 men\u021bin\u0103 imaginea \u0219colii \u00een aten\u021bia general\u0103 a comunit\u0103\u021bii, s\u0103 creeze \u00een \u0219coal\u0103 o atmosfer\u0103 primitoare \u0219i expresiv\u0103, s\u0103 promoveze o imagine pozitiv\u0103 a institu\u021biei noastre.<\/p>\n Bibliografie<\/strong><\/em> <\/p>\n","protected":false},"excerpt":{"rendered":" \u00cembun\u0103t\u0103\u021birea competen\u021belor de lectur\u0103 a elevilor din \u00eenv\u0103\u021b\u0103m\u00e2ntul primar reprezint\u0103 o prioritate a procesului educa\u021bional. Termenul de competen\u021b\u0103 se refer\u0103 la o combina\u021bii de deprinderi, cuno\u0219tin\u021be, aptitudini \u015fi atitudini \u015fi includ disponibilitatea de a \u00eenv\u0103\u021ba \u00een completarea la \u201ea \u0219ti … Cite\u0219te continuarea \n
\nO1 \u2013 s\u0103 \u00een\u0163eleag\u0103 rolul c\u0103r\u0163ii \u00een via\u0163a omului;
\nO2 \u2013 s\u0103 \u00een\u0163eleag\u0103 rolul bibliotecii \u015fi s\u0103 utilizeze serviciile acesteia;
\nO3 \u2013 s\u0103 desf\u0103\u015foare un program de lecturare a unor c\u0103r\u0163i cu diferite tipuri de texte;
\nO4 \u2013 s\u0103 fie capabili s\u0103 selecteze c\u0103r\u0163i \u00een raport cu v\u00e2rsta, aptitudinile, interesele fiec\u0103ruia;
\nO5 \u2013 s\u0103 aib\u0103 acces la diferite c\u0103r\u0163i \u015fi materiale din bibliotec\u0103;
\nO6 \u2013s\u0103 cunoasc\u0103 rolul s\u0103lii de lectur\u0103 \u015fi s\u0103 efectueze activit\u0103\u021bi de lecturare\/ informare \u00een incinta ei;
\nO7 \u2013 s\u0103 interpreteze texte \u00een versuri, dramatice;
\nO8 \u2013 s\u0103 interpreteze texte literare transpuse muzical;
\nO9 \u2013 s\u0103 realizeze programe artistice, vizion\u0103ri de filme \u0219i materiale documentare;
\nO10 \u2013s\u0103 organizeze o bibliotec\u0103 a clasei;
\nO11 \u2013s\u0103 contribuie la m\u0103rirea fondului de carte al bibliotecii municipale.<\/p>\n
\n1. Gheorghe, Alexandru- Metodica pred\u0103rii limbii \u0219i literaturii rom\u00e2ne, Editura Gh. Alexandru, Craiova, 2003;
\n2.\u00a0 Adina, B\u0103ran-Pescaru, Adina- Parteneriat \u00een educa\u021bie, Aramis Print, Bucure\u0219ti, 2004;
\n3. Competen\u021be cheie pentru Educa\u021bia pe tot parcursul vie\u021bii, Cadru european de referin\u021b\u0103, noiembrie 2004.<\/p>\n