2. Articole

Permanent URI for this collectionhttps://msuir.usm.md/handle/123456789/52

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Start date: 2020Subject: search.filters.subject.students

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    School as a space for creative thinking
    (CEP USM, 2024) Tolstaia, Svetlana
    Creative thinking is considered to be one of the key skills of the 21st century. The problem of developing creative abilities of schoolchildren is the basis, the foundation of the learning process, is an ‘eternal’ pedagogical problem, which does not lose its relevance over time, requiring constant, close attention and further development. The article presents a theoretical review of the problem of creativity, describes the goals and pedagogical conditions of creativity development in schoolchildren, suggests some directions of modernisation of the educational process and curriculum in order to create conditions for the development of creative thinking.
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    Theoretical conceptualizations regarding school curriculum monitoring from the perspective of student thinking development
    (CEP USM, 2024) Cerlat, Raisa
    The article explores the importance of curriculum monitoring from the perspective of students’ thinking development. It outlines the evolution of the curriculum as a central tool in education, defining the learning path and educational objectives. An analysis is made of the historical development of the curriculum and its various definitions and components. The paper proposes a multidimensional approach to curriculum monitoring, including both the analysis of curricular documents and the use of qualitative and quantitative methods to assess the impact of the curriculum on the development of students’ thinking. It also emphasizes the relevance of adapting the curriculum to students’ needs and their cognitive development stages. Finally, future research directions are presented, highlighting the importance of continuous curriculum monitoring from the perspective of students’ thinking development, in order to meet the needs of a constantly changing society.
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    The valorization of intercultural education in national and international educational policies
    (CEP USM, 2024) Dicusară, Olga
    Intercultural education becomes an essential tool for developing a more tolerant and cohesive society, where diversity is perceived as a valuable resource. The analysis of the intercultural dimension in national and international educational policies highlights not only the necessity of integrating it into the school curriculum but also emphasizes the importance of developing intercultural competencies among all actors involved in the educational process (teachers, students, families, communities). The integration of diverse cultural values and practices into all aspects of the educational process must be carried out with care and responsibility, taking into account the specifics of each cultural environment and avoiding superficial or standardized implementations. Without well-thought-out measures and a deep understanding of diversity, efforts can become counterproductive, leading to stereotypes and inequalities instead of inclusion and mutual respect.
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    Developing students’ research skills. Group work perspective: future opportunities for implementation in professional environments
    (CEP USM, 2024) Sîrbu, Irina; Șevciuc, Maia
    This study focuses on analyzing the group-based organization of educational activities and its role in developing students’ research skills. In the context of modern education, where the emphasis is on competency development, the ability to work collaboratively is a key aspect of the educational process. Within research activities, students become active participants, formulating objectives, selecting methods, and evaluating results. This process helps to reduce anxiety and increase self-confidence, as the responsibility for the final outcome is shared among all group members. Furthermore, the teacher, acting as a mentor, provides essential support, assisting students in building confidence and coordinating their actions. The study also examines the stages of project-based activities, including defining objectives, selecting topics, distributing responsibilities, implementing the project, and reflecting on the process.
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    Knowledge in the structure of curricular modules in the discipline university physical education: formative functions
    (CEP USM, 2024) Udroiu, Marian; Bragarenco, Nicolae
    It is well known the role of knowledge for learning motor actions, but also the application of knowledge gained in the independent practice of sports in everyday life. Knowledge, in fact, substantiates practical contents in physical education and sports activity. In this context, it is obvious that the small number of hours allocated to the subject of university physical education during a semester, the voluminous and complex contents cannot fully ensure the formation of knowledge specific to the sport test studied (especially when this sport was not studied in school). Thus, teachers are forced to resort to some methods less specific to the subject, and especially ICT tools. Therefore, the purpose of this study is to streamline the educational process in the discipline of university physical education by intensifying the formation of specific knowledge within the modules / sports tests by applying ICT tools. The pedagogical model developed by us for the formation of knowledge in university physical education lessons was applied to first-year students, who opted to study the badminton module, and the results are reflected in this work.
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    The theoretical approach to learning style
    (CEP USM, 2024) Vlad, Monica
    It is noted that each student prefers different learning styles or learning techniques. Students prefer to learn in different ways: some like to study alone, to act in a group, others to sit quietly aside and observe others, and others prefer to do a little of each. At the beginning of the process of formal education (school), the expectations from children and their parents are high. One of the factors that influence school performance is represented by the student’s preferred learning style. The learning style is a manner to learn specific to each student. When you know your learning style very well, the adaptation becomes easier, learning becomes more efficient and pleasant, tasks being easy to accomplish.
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    The role of motivation in developing research skills: an interdisciplinary perspective
    (CEP USM, 2024) Sîrbu, Irina
    This article explores the development of research skills in students within the context of an interdisciplinary approach. Research skills refer to students’ ability to conduct research, analyze information, and solve complex problems. The interdisciplinary approach integrates multiple disciplines into the learning process, providing students with a broader perspective and fertile ground for the development of research skills. Motivation plays an essential role in this process, and the relevance of the subject to students’ individual interests can be a significant source of motivation. Teachers, as mentors, have an impact on students’ motivation by providing guidance and positive feedback. Effective time management and the promotion of reflection on research experiences complement this framework for the development of research skills. Through the interdisciplinary approach and active involvement of teachers, students become capable of tackling complex issues, exploring the world with curiosity, and developing essential skills for their future success.
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    ÎNSUȘIREA ACȚIUNILOR TEHNICO-TACTICE ALE JOCULUI DE RUGBY ÎN CADRUL LECȚIILOR DE EDUCAȚIE FIZICĂ DE ELEVII DIN LICEU
    (CEP USM, 2024) Udroiu, Marian; Bragarenco, Nicolae
    This article reflects the results of a formative experiment that aims to verify the hypothesis by which it was assumed that in physical education lessons, during one year of education, high school students will learn the technical-tactical actions specific to the game of rugby through the correct application of specific means. In this context, the following objectives were proposed for achievement: the selection of tests specific to the game of rugby that reflect the level of mastery of technical elements but also of tactical actions in correlation with the students’ demonstration of certain motor capacities specific to the game; determining the level of mastery of technical-tactical actions by the X-th grade students at the beginning of the pedagogical experiment; the application of the pedagogical model in the physical education lesson with content from the game of rugby to high school students in the 10th grade; comparing the technical-tactical indices between the initial and final testing for the argumentation of the applied pedagogical model. The results of the experiment are presented in the main text of the paper where the analysis and interpretation of the obtained indices is reflected.
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    STUDII INDEPENDENTE ALE STUDENȚILOR INSTITUȚIILOR DE ÎNVĂȚĂMÂNT SUPERIOR ÎN STRUCTURA CURSULUI ,,EDUCAȚIE FIZICĂ”
    (CEP USM, 2024) Levițchi, Daria; Moțoc, Sergiu
    For harmonious development, the human body needs a sufficient level of physical activity. Currently, there is a downward trend in physical activity among young people. An insufficient level of physical activity has a detrimental effect on many body systems. Students’ independent physical education classes, we believe are the most effective form of replenishing the deficit of motor activity. The article discusses the problem of increasing the efficiency of physical education at a University based on the organization of independent physical education for students. In order to increase the effectiveness of physical upbringing among students independent physical culture activity organization and introduction unit (concerning everyday activity of students, whose physical activity is restricted only by academic lessons) should be included into the program of physical upbringing departments.
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    PARTICULARITĂȚILE INTELIGENȚEI EMOȚIONALE LA STUDENȚI
    (CEP USM, 2024) Racu, Iulia; Chiriac, Lilia
    The article presents the result of an experimental research dedicated to emotional intelligence at students. In order to study emotional intelligence on all sample which include 128 students from a University from Chișinău we applied The R. Bar-on and D. Goleman emotional intelligence test modified by M. Roco. As results we established that for all students are characteristic only below medium and medium level of emotional intelligence. According to gender variable the medium level of emotional intelligence is more particular for men then for women. Consistent to year of study we underline that the highest frequencies to medium level of emotional intelligence is recording to second and third years of study students.