2. Articole
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Item VALENȚELE DISCIPLINELOR ȘCOLARE ÎN FORMAREA COMPETENȚELOR INTER- ȘI TRANS-DISCIPLINARE(CEP USM, 2024) Șevciuc, Maia; Țurcanu, Carolina; Boliev, VeaceslavThe given article is dedicated to the approach of Education Plans from the perspective of the formation of inter- and transdisciplinary skills. The focus is on the analysis of the formative values of the Curriculum, of school subjects in the formation of transversal skills in different countries. Six transversal competences are identified from the structure of the key competences of the Council of Europe and the clear disciplines, which contribute to their formation, in the first place. We found several differences in the structure of the school subjects through which the identified skills are formed in different countries. The analysis of the correlation of school subjects with transversal skills represents an effective methodological mechanism for relevant curriculum design. It is also proposed to measure the interference of school discipline with transversal competence, which can be measured by qualifications, to a large extent, to an average extent, to a small extent, it does not manifest itself.Item DIVERSITATEA ABORDĂRILOR COMPETENȚEI: RELAȚII ȘI INTERACȚIUNI(CEP USM, 2024) Țurcanu, CarolinaIn this article, an approach to competence is proposed from the situational/contextual and structural perspective. We start from the concept of competence from a triple logic: the logic of contextual action, the curricular logic, the logic of learning, promoted by M.Stanciu. In this context, another structure of competence appears, dictated by the situational framework, the action framework, the resource framework and the evaluative framework. The article presents several approaches to the structure of competence, including the dynamic structure, promoted by PISA. Another aspect concerns the characterization of the relationships and interrelations between different categories of competences: competence units, discipline-specific competences, transversal/transdisciplinary competences. Emphasis is placed on the methodological description of the design of competences specific to school subjects and competence units, leveraging the taxonomic framework.Item CERTAIN PECULIARITIES OF MEMORY DEVELOPMENT IN ADULTS: TEACHING TECHNOLOGIES FRAMEWORK(CEP USM, 2022-11-29) Țurcanu, CarolinaIn this article is addressed the problem of developing certain mental processes in adults, emerging from the particularities of their manifestation at a respective age, the emphasis being on the development of memory. It should be noted that the problem is approached from the perspective of valorizing didactic technologies with the most significant formative values for the development of a certain mental process, in the given case of memory. Interactive didactic technologies and, first of all, those specific to this process are proposed.Item ANDRAGOGUL ÎN SISTEMUL EDUCAȚIEI ADULȚILOR: PROFIL ȘI COMPETENŢE PROFESIONALE(CEP USM, 2024) Țurcanu, CarolinaThe intensive development of adult pedagogy, the increasing demands towards adult learning and education dictated by the labor market, internal and external factors, as well as growing personal needs, generate the need for the initial and continuous training of pedagogues - andragogues for this feld. The andragogue is the teaching staff for adults. It should be noted that in the Republic of Moldova the frst steps are being taken to initially train teaching staff for adults. In this article, the focus is on the general problems faced by teachers, including andragogists-practitioners: the low level of motivation for educational activity, the quality of teaching staff, unfavorable conditions for educational activity, etc. For the frst time, the problem of the andragogue’s professional skills is addressed: heuristic, communicative, teleological, instrumental, operational, decision-making skills. A model of the activity of the andragogue is also proposed: objectives, functions, actions, etc.Item Andragogic concept and tool of learning and education of adults(CEP USM, 2023) Guțu, Vladimir; Țurcanu, Carolina; Toma, NataliaOne of the aspects that are increasingly imposed in the context of developing systems of formal, non-formal, informal learning and education of adults is the adequacing of didactic actions to their individual, professional and social needs. Achieving this goal requires, among other things, the adoption and application of training, creative and interactive andragogic technologes and strategies. The premise from which it was started implies the delimitation and explanation of the key notions of adult learning and education: methodology, technology, strategy, method of learning and education of adults. The focus is on arguing the essence of these notions from the perspective of traditional paradigm and modern paradigm of training and education. In the given article, an andragogic concept of connection and interpenetration of the methodology, technology and strategy of adult learning and education is proposed. Examples of the design and application of didactic approaches to learning and educating of adults are also proposed.Item ADULT DIDACTICS – COMPONENT OF ANDRAGOGY: PECULIARITIES AND BASIC CATEGORIES(CEP USM, 2023) Guțu, Vladimir; Țurcanu, CarolinaAt the stage of rapid development of science and market of educational services for adults, a relatively new direction in education was formed - andragogy (pedagogy of adults). In the present time, andragogy occupies a place in the structure of education sciences as an independent category, possessing at the same time its own scientific apparatus, research methods, scientific approaches and principles. In this article, an attempt was made to substantiate the definition of basic concepts and categories of adult teaching: subject, tasks, functions. Special attention is paid to the principles of adult learning: priority of independent education, reliance on personal experience, individualization of learning, contextuality of learning, reliance on individual needs, considering them as motives and sources of designing the outcomes of education. At the same time, adult learning is considered within the framework of the following characteristics: andragogic self-reflexivity, decentralization of andragogic approach, deconstruction/reconstruction of andragogic theory, contextualization of adult learning and education.Item CONTENT OF LEARNING AND EDUCATION FOR ADULTS FROM CURRICULAR PERSPECTIVE(CEP USM, 2022) Țurcanu, Carolina; Guţu, VladimirThis article addresses the issue of design, organization and implementation of adults’ learning and education contents from a curricular perspective in formal and non-formal education. It bases a concept and the structure of contents for adults’ learning related to the fields, profiles and types of formal and non-formal activities, in which adults are included. It identifies a set of principles and procedures specific to the organization of contents in the diversification of forms, technologies and purposes of adults’ training and education. Emphasis is placed on the organization and structuring of contents in relation to the form of educational process organization (formal-non-formal education), the type of learning and education (professionalization, lifelong vocational training, qualification, retraining, personal development, etc.); projected/expected outcomes, largely determined by the educational needs of adults.Item COMUNICAREA DIDACTICĂ VERSUS STRATEGIA DIDACTICĂ: ABORDAREĂ DIHOTONOMICĂ(Tipografia "Centrografic", 2016) Guţu, Vladimir; Țurcanu, CarolinaIn the article dealing with the communication given teaching and trends of development of this concept. At the same time it addresses the interaction and interconnection dichotomy teaching communication strategies and teaching strategies. It establishes the existence of several models of interaction between these two phenomena, which led to formulate a regularity: the type of communication determines the type of teaching strategy.Item PRINCIPLES OF NON-FORMAL ADULT EDUCATION FROM PERSPECTIVE OF PERMANENT EDUCATION(CEP USM, 2021) Țurcanu, CarolinaThis article addresses the issue of the evolution of principles regarding adult learning and education as an important segment of permanent education/lifelong learning. Emphasis is placed on the peculiarities of non-formal adult education: continuing professional training, general culture training (personal development), training community and civic participation skills. In relation to these particularities, the principles of adult learning and education are analysed and developed, but also some suggestions for valorising on these principles are proposed in the design of adult learning and education process.
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