2. Articole
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Item Psychological climate of class – factor for prevention and reduction of school aggressiveness(CEP USM, 2024) Georgescu, Ioana-Corina; Guțu, VladimirCurrent research and studies demonstrate that the problem of bullying-type aggressiveness in school is worsening internationally as well as nationally. Various factors that lead to aggressiveness and violence among students are extensively analyzed, including non-vulnerable factors. In recent decades, the focus has been on addressing the problem of bullying in school that is becoming complex and difficult to realize. In the given article, an attempt is made to address the issue of reducing and preventing student aggression by valorizing the values and functions of the students’ class and, above all, the healthy psychological climate. Namely the psychological climate creates a favorable environment for learning and education that strongly influences the behavior of students. The characteristics of psychological climate, the ways of forming a healthy psychological climate, principles and ways of valorizing the classroom climate in preventing and reducing aggressiveness and bullying-type aggressiveness in school are analyzed. Some forms and methods of carrying out this process were also described. The proposed concept opens up new perspectives for preventing and reducing aggressiveness, including bullying in educational institutions.Item Conceptual framework of current school curriculum monitoring(CEP USM, 2024) Guțu, VladimirThe issue of monitoring the school curriculum according to the curriculum taught/curriculum learned is part of the issue of educational curriculum management. As a rule, this issue is addressed alongside the issues of conceptualization, design and implementation of the school curriculum. In other words, monitoring occurs at all stages of designing and implementing the school curriculum. In the given article, a concept of monitoring the school curriculum is proposed from the perspective of curricular/scientific research, but also from the perspective of continuity in the development of school curriculum. Continuity of curriculum development implies continuity of curriculum monitoring. Monitoring is a process of tracking, observing and supervising the functioning of school curriculum, in which information and data on the quality of taught curriculum are collected, analyzed and interpreted and decisions are made to realize the reverse connection and perspectives of continuous development of the school curriculum. The process of continuous monitoring of the school curriculum in function is carried out in stages and by means of specific tools: indicators, descriptors, methods. The emphasis is on the self-monitoring of taught-learned curriculum by the teacher in the classroom, being an active participant in the continuous development of the discipline taught curriculum.Item UNELE ASPECTE COMPARATIVE ALE COMPETENȚELOR DIN DIFERITE ȚĂRI CU CELE DIN REPUBLICA MOLDOVA(CEP USM, 2024) Guțu, Vladimir; Boliev, Veaceslav; Georgescu, Ioana-CorinaUpdating the school curriculum in the Republic of Moldova is part of the general issue of educational reforms. The problem of transferring the educational policies of the European Union, but also of the good practices regarding curriculum development, becomes a priority. Canceling the transfer of key competences for lifelong learning and key competences for sustainable development is a strategic, but also a tactical/operational objective. In order to successfully achieve this objective, it is necessary to analyze, in a comparative plan, the state of affairs in different countries. We mention that in the given article the following notions are differentiated: “key competences”, “transversal competences”, “transdisciplinary competences”, “generic competences”. Transversal competences are defined at a high level of generalization and are formed within all curricular areas. Transdisciplinary competences express different connections between disciplines within a field of knowledge. Generic competences cover the major fields of education, science education, social education, aesthetic education, etc. Key competences are those competences that all citizens need for personal fulfillment and development, employment, etc.Item PLANUL-CADRU DE ÎNVĂȚĂMÂNT CA OBIECT AL MANIFESTĂRII CURRICULARE(CEP USM, 2024) Guțu, Vladimir; Bragarenco, Nicolae; Toma, NataliaThe development and monitoring of the functioning of the framework plan for primary, secondary and high school education is a current issue and falls within the strategy of updating the National Curriculum. The article is built according to the following logic: (•) defining and characterizing the Education Framework Plan as a curricular product; (•) comparative analysis of the Framework Plan from the Republic of Moldova with the Education Plans from different countries; (•) establishing the place of key competencies in the structure of the National Curriculum; (•) establishing strong relationships of school subjects in relation to key competencies; (•) presentation of the logic of capitalizing on key skills and the guidelines for the development of the Education Framework Plan.Item CURRICULUMUL EDUCAȚIONAL INTEGRAT: CONCEPT ȘI PERSPECTIVELE INTEGRALITĂȚII(CEP USM, 2024) Guțu, Vladimir; Velișco, NadejdaConceptul de curriculum integrat în ultimul timp a devenit unul discutabil dar și actual. Deși există mai multe abordări și teorii cu privire la curriculum-ul integrat, problema conceptualizării acestui fenomen rămâne una la ordinea de zi. Articolul dat vine să elucideze unele aspecte ale conceptului „curriculum-ul integrat”. Primul obstacol în conceptualizarea curriculum-ului integrat ține de diversitatea chiar și de ambiguitatea abordărilor a curriculum-ului educațional în genere. În acest caz apare întrebarea, ce integrăm? Curriculum-ul − paradigmă, curriculum-ul − finalitate, curriculum-ul − concept, curriculum-ul − proces, curriculum-ul − sistem de produse, sau integrăm numai unele elemente de construcție curriculară etc.? Accentul se pune pe analiza abordărilor teoretice ale conceptului de curriculum și de curriculum-ul integrat, dar și pe analiza tendințelor în cercetarea curriculară a fenomenului enunțat. Totodată se descriu unele perspective ale integrării curriculare în cadrul unei discipline (integrate și/sau integre) și în cadrul a mai multor discipline.Item CADRUL COMPARATIV AL FINALITĂȚILOR EDUCAȚIONALE DIN FINLANDA ȘI REPUBLICA MOLDOVA(CEP USM, 2024) Guțu, VladimirIn this article, the problem of educational goals in different countries is addressed, in a comparative plan. Acceptance is based on the analysis of the valorization of transversal skills through the curriculum system specific to the respective countries. In this context, important for the Republic of Moldova is the comparison of the skills from the Basic Curriculum in Finland with the skills structured in the National Curriculum from the Republic of Moldova, Finland, being in the top of the countries with the most developed education system. We found that there is a core of transversal competencies common to several countries and the transversal competencies specific to a country, determined by the value guidelines of this country. The valorization of transversal skills in the educational curricula of the Republic of Moldova faces the problem of the historical approach to education focused on intradisciplinarity. At the same time, some methodological suggestions are proposed, in this sense.Item MODEL ANDRAGOGIC AL ÎNVĂȚĂRII ŞI EDUCAȚIEI ADULȚILOR(CEP USM, 2024) Guțu, VladimirThe challenges of the contemporary world, the dynamics of social, economic and value changes impose the need to update the concepts of learning and education of adults. The global concept, in this sense, is about lifelong learning and adult education. The andragogic model presented in the article mainly focuses on the procedural dimension and the role of andragogy in the organization and achievement of learning and adult education. The ways of interaction of the anddragog and the adult-educable are described, the requirements for organizing the learning and education of adults are presented in relation to their needs and characteristics, frst of all, in relation to their educational experiences.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 Rolul managerului în soluţionarea conflictelor în instituţia şcolară(CEP USM, 2023) Petrea, Daniela-Mioara; Guțu, VladimirAcest articol prezintă rolul managerului, precum şi importanţa acestuia în soluţionarea conflictelor apărute între actorii din instituţia de învăţământ. Sunt prezentate modalităţile prin care un manager ajută cadrele didactice să aibă o conduită normală şi responsabilă, sunt prezentate strategii de soluţionare a acestora prin parteneriate, mediere, evaluarea activităţilor de gestionare a conflictelor. În articol sunt prezentate strategii de soluţionare a conflictelor şi exemple de stiluri abordate de managerul instituţiei de învăţământ.Item Stimularea creativității la școlarii de vârstă mică(CEP USM, 2023) Rotaru, Ramona-Elena; Guțu, VladimirÎn contextul învăţământului modern, stimularea creativității este un aspect pedagogic foarte important în situaţiile în care se impune o dezvoltare armonioasă a elevilor și a formării viitorului adult în societate. Abordările actuale din educație urmăresc dezvoltarea abilităților și formarea deprinderilor creative bazate pe o abordare integrată; aceste abordări pot fi studiate din perspectivă inter- și intra-disiciplinară la nivelul curriculumului școlar din clasele primare. Creativitatea poate fi educabilă, iar stimularea acesteia la vârstă școlară mică este elementară. Prin folosirea unor metode adecvate de stimulare a creativității, nu numai în procesul educațional în diferite domenii, ci și în activitățile extracurriculare, putem oferi elevilor din clasele primare sprijinul necesar pentru dezvoltarea capacității acestora de a filtra informațiile pe care le primesc de la cadrele didactice. Abordarea stimulării creativității la școlarii de vârstă mică promovează schimbarea la nivel cognitiv printr-o trecere de la un singur plan la mai multe planuri, în același timp antrenând abilități, capacități creatoare, precum dialogul, rezolvarea problemelor, exprimarea ideilor și susținerea unui punct de vedere personal.