{"id":6802,"date":"2018-02-09T18:20:09","date_gmt":"2018-02-09T16:20:09","guid":{"rendered":"https:\/\/iteach.ro\/experientedidactice\/?p=6802"},"modified":"2018-02-09T22:33:58","modified_gmt":"2018-02-09T20:33:58","slug":"competentele-profesorului-de-matematica-si-dezvoltarea-motivatiei","status":"publish","type":"post","link":"https:\/\/iteach.ro\/experientedidactice\/competentele-profesorului-de-matematica-si-dezvoltarea-motivatiei","title":{"rendered":"Competen\u021bele profesorului de matematic\u0103 \u0219i dezvoltarea motiva\u021biei pentru obiectul matematic\u0103"},"content":{"rendered":"<p>Profesorul realizeaz\u0103 o multitudine de activit\u0103\u021bi extrem de variate \u0219i aflate \u00eentr-o conexiune complex\u0103. Unele se refer\u0103 la predare-\u00eenv\u0103\u021bare-evaluare: secven\u021bializare, concepere-proiectare, organizare, evaluare, autoevaluare. Altele sunt direc\u021bionate spre elev: cunoa\u0219tere, activizare, clasificare valoric\u0103, evalu\u0103ri de moment \u0219i \u00een perspectiv\u0103, motiv\u0103ri, orientare \u0219colar\u0103 \u0219i profesional\u0103.<br \/>\n<!--more--><\/p>\n<p>\u201eDac\u0103 vrem s\u0103 \u00eel mobiliz\u0103m pe elev, s\u0103-l determin\u0103m s\u0103 depun\u0103 efort autentic, trebuie s\u0103 \u00eel convingem c\u0103 merit\u0103 s\u0103-\u0219i bat\u0103 capul cu tema pe care o are.\u201d (G.Polya, Descoperirea \u00een matematic\u0103).<\/p>\n<p>Nu trebuie s\u0103 omitem c\u0103 profesorul este un important factor \u00een configura\u021bia complex\u0103\u00a0 a grupurilor sociale, milit\u00e2nd pentru civiliza\u021bie \u0219i cultur\u0103. S\u0103 enun\u021b\u0103m c\u00e2teva competen\u021be pe care le consider\u0103m a fi preponderente:<\/p>\n<ul>\n<li>Organizarea clasei \u00een \u0219i spre activitatea de \u00eenv\u0103\u021bare formativ\u0103;<\/li>\n<li>Alegerea unor metode didactice adecvate \u0219i punerea lor \u00een practic\u0103;<\/li>\n<li>Distribu\u021bia comunic\u0103rii (frontal, de grupuri sau chiar individual);<\/li>\n<li>Dirijarea activit\u0103\u021bii cognitive, afective \u0219i morale a elevilor;<\/li>\n<li>Alegeri de conduite de evaluare;<\/li>\n<li>Folosirea sistemelor recompense-sanc\u021biuni;<\/li>\n<li>Dezvoltarea capacit\u0103\u021bii de verbalizare a elevilor ;<\/li>\n<li>Manifest\u0103ri de poten\u021biale formative;<\/li>\n<li>Crearea \u00een \u0219coal\u0103 \u0219i clas\u0103 a unui climat socio-afectiv propice;<\/li>\n<li>Stimularea creativit\u0103\u021bii etc.<\/li>\n<\/ul>\n<p>\u00cemplinirea\u00a0 cu succes a unei asemenea variet\u0103\u021bi de competen\u021b\u0103 solicit\u0103 aptitudini pedagogice. Hubert rezuma \u00een acest sens: \u201ea te sim\u021bi chemat, ales pentru sarcina de profesor \u0219i apt de a\u00a0 \u00eendeplini prin iubire pedagogic\u0103 , credin\u021b\u0103 \u00een valorile socio-culturale, con\u0219tiin\u021ba responsabilit\u0103\u021bii fa\u021b\u0103 de copil, patrie \u0219i umanitate\u201d. Ca orice aptitudine, recunoa\u0219tem \u0219i aici un poten\u021bial\u00a0 \u00eenn\u0103scut, dar \u0219i dezvolt\u0103ri ulterioare.<\/p>\n<p>Eu a\u0219 compara profesorul de matematic\u0103 \u0219i cu un negustor, deoarece el trebuie s\u0103 \u201ev\u00e2nd\u0103\u201d elevilor s\u0103i pu\u021bin\u0103 matematic\u0103.<\/p>\n<p>Motiva\u021bia cea mai bun\u0103 provine\u00a0 din interesul elevului pentru obiectul matematic\u0103. De aceea, trebuie s\u0103 acord\u0103m o mare aten\u021bie alegerii, formul\u0103rii \u0219i prezent\u0103rii problemelor pe care le propunem elevilor spre rezolvare. Pentru a deveni interesant\u0103 o problem\u0103 trebuie s\u0103 fie relevant\u0103, din punctul de vedere al elevului. Ea trebuie s\u0103 fie legat\u0103 de activitatea cotidian\u0103, s\u0103 porneasc\u0103 de la un fapt cunoscut, familiar, sau s\u0103 aib\u0103 utilitate practic\u0103.<\/p>\n<p>A\u0219a numitele \u201eprobleme ale lumii reale\u201d incluse \u00een orele de\u00a0 matematic\u0103 ofer\u0103 elevilor posibilitatea \u00eentelegerii\u00a0 no\u021biunilor ce urmeaz\u0103 a fi predate, de exemplu:<\/p>\n<ul>\n<li>compararea pre\u021burilor pe care le au anumite produse ambalate separat poate fi utilizat\u0103 \u00een predarea lec\u021biilor despre procente sau metoda reducerii la unitate.<\/li>\n<li>probleme referitoare la dimensiunile unor terenuri poate fi utilizat\u0103 \u00een lec\u021bia de predare a ariilor<\/li>\n<li>studiul unor pavaje, parchet sau acoperire cu gresie folosite \u00een lec\u021bia de aproximare a numerelor ira\u021bionale.<\/li>\n<\/ul>\n<p>Un alt tip de motivare \u00een \u00eenv\u0103\u021barea matematicii profesorul o poate ob\u021bine prin implicarea elevului \u00een rezolvarea problemelor, \u0219i anume \u00eenainte ca elevul s\u0103 \u00eenceap\u0103 rezolvarea problemei, trebuie \u00eendrumat s\u0103 anticipeze rezultatul, astfel el se angajeaz\u0103 \u00een rezolvare, devine activ la ceea ce lucreaz\u0103 \u00een clas\u0103.\u00a0Problemele care pot dezvolta motiva\u021bia pentru \u00een\u021belegerea matematicii sunt\u00a0problemele-joc,\u00a0problemele \u201edistractive\u201d \u0219i\u00a0problemele generate prin plierea h\u00e2rtiei.<\/p>\n<p><em><strong>Bibliografie:<\/strong><\/em><br \/>\n1. DAN BR\u00c2NZEI, ROXANA BR\u00c2NZEI , Editura Paralela 45, 2008<br \/>\n2. Recuperarea r\u0103m\u00e2nerii \u00een urm\u0103 la matematic\u0103 , Bucure\u0219ti 2005<br \/>\n3. CONSTANTIN CUCO\u0218 Pedagogie, Edi\u021bia a II a rev\u0103zut\u0103 \u0219i ad\u0103ugit\u0103, Editura Polirom 2006.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Profesorul realizeaz\u0103 o multitudine de activit\u0103\u021bi extrem de variate \u0219i aflate \u00eentr-o conexiune complex\u0103. Unele se refer\u0103 la predare-\u00eenv\u0103\u021bare-evaluare: secven\u021bializare, concepere-proiectare, organizare, evaluare, autoevaluare. Altele sunt direc\u021bionate spre elev: cunoa\u0219tere, activizare, clasificare valoric\u0103, evalu\u0103ri de moment \u0219i \u00een perspectiv\u0103, motiv\u0103ri, &hellip; <a href=\"https:\/\/iteach.ro\/experientedidactice\/competentele-profesorului-de-matematica-si-dezvoltarea-motivatiei\">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":[3],"tags":[745],"class_list":["post-6802","post","type-post","status-publish","format-standard","hentry","category-articole-propuse","tag-sorina-olaru"],"_links":{"self":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6802","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=6802"}],"version-history":[{"count":3,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6802\/revisions"}],"predecessor-version":[{"id":6808,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/posts\/6802\/revisions\/6808"}],"wp:attachment":[{"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/media?parent=6802"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/categories?post=6802"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/iteach.ro\/experientedidactice\/wp-json\/wp\/v2\/tags?post=6802"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}