2. Articole
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Item FORMAREA CAPACITĂȚILOR DE AUTOREGLARE A ACTIVITĂȚII COPIILOR CU DIZABILITĂȚI MINTALE(CEP USM, 2022-11-29) Lapoșina, Emilia; Frunze, OleseaArticolul prezintă argumente privind importanța formării capacităților de autoreglare a activităților și a formării de abilități necesare pentru integrarea socială a copiilor cu dizabilități mintale. Abordarea acestui subiect este de o mare actualitate la nivel naţional şi internaţional. Aceasta este orientată spre dezvoltarea unor competenţe de comunicare funcţionale menite să faciliteze o bună integrare a copilului în medii şi contexte diferite. Caracterul interdisciplinar al subiectului abordat acoperă domeniul psihopedagogiei speciale, cu conotaţii în sfera domeniului educaţional și corecțional, a evaluării şi intervenţiilor, a psihologiei limbajului şi comunicării în situaţii critice de disfuncţionalitate a procesului de comunicare.Item ÎNVĂŢĂMÎNTUL CENTRAT PE COMPETENŢE: ABORDARE TELEOLOGICĂ(Centrul Educaţional Pro Didactica, 2011) Guţu, VladimirItem METODELE INTERACTIVE – O DIRECTIVĂ ÎMPOTRIVA RUTINEI ŞI CONSERVATORISMULUI ÎN ÎNVĂŢĂMÂNT(CEP USM, 2012) Negruţa, OlgaConform cercetărilor realizate de M.Mc. Laughlin, privind punctele forte ale competenţelor căutate de angajatori, pentru a solicita un loc de muncă, toate companiile au nevoie de: oameni care pot comunica, gândi şi continua să înveţe pe parcursul întregii lor vieţi; oameni care pot demonstra atitudini pozitive şi ucomportament decent, responsabilitate şi capacitatea de a se adapta; oameni care pot lucra împreun ăcu alţii. De aici apare necesitatea pregătirii atât a elevilor/studenţilor în timpul şcolariz ării, cât şi a profesionaliştilor din diverse domenii în direcţia dezvoltării unor elemente legate de comunicare şi a abilităţilor de integrare în microgrupuri. Pentru dezvoltarea acestor competenţe studenţii pot fi descoperiţi şi promovaţi doar utilizând o varietate de metode interactive, care pun accentul pe aspectul formativ şi motivaţional al şcolii.Item FORMAREA COMPETENŢELOR SOCIALE – OPORTUNITATE PENTRU ADAPTAREA ABSOLVENŢILOR LA NOILE PROVOCĂRI ACTUALE ALE PIEŢEI MUNCII(CEP USM, 2012) Repida, TatianaThis article is devoted to the problem of social competences training with opportunities for graduates to adapt to current labor market challenges. In the article the author presents several definitions of the “competence” notion, reproduces categories of competences (basic competences, key-competences, competences for employment, entrepreneurial competences, managerial competences, competences for life, social and civic competences); presents the definition of social competences and reveals the necessity of their training (among university graduates) in employment brink; proposes social competences training strategies in university education; analyzes the results of a survey regarding the knowledge of social competences among students and the necessity of their training.Item CONCEPTUALIZAREA FORMĂRII COMPETENŢELOR DE CONSILIERE PSIHOPEDAGOGICĂ LA CADRELE DIDACTICE(CEP USM, 2012) Pascaru-Goncear, ValeriaThe efficient increment of the education target, finally, is a quick and easy integration in social life and activity. Such integration is the result of the combination of the general interests of the society with the personal ones, so every person could achieve in socially useful activity the maximum of his possibilities. Following, the pupils’ preparation is made no just strictly from the point of view economic needs, but from the ample perspective of every pupil’s personality development. The idea of “education for all” or better to say, the education adapted for every pupils needs – is orientated to the teacher’s competence for the adaptation of a diversity of subjects, of the support of its acquisitions, of motivation for obtaining the superior performance and development of abilities for continuous education. sycho-pedagogical counseling, as it is now, is a social phenomenon, more than any other profession. It is probably one of the few activities that offer an interdisciplinary effort and an ensemble of visions on the pupil, student at present, adult and specialist tomorrow.Item FORMAREA COMPETENŢELOR DE AUTOEVALUARE LA ELEVI – UN IMPERATIV DICTAT DE CONTEMPORANEITATE(CEP USM, 2011) Zacuţelu, MariaAu fil du temps, il m’est apparu important de soutenir particulièrement le développement des’habiletés d’autoévaluation chez mes élèves. Cette préoccupation a pris de plus en plusd’importance alors que j’approfondissais ma compréhension de la notion de métacognition et que je faisais des liens avec le développement des compétences et de l’autonomie intellectuelle. Les objets à autoévaluer peuvent être de diverses natures: la qualité d’un produit, d’une activité, d’un projet; l’efficacité d’un processus ou d’une démarche; les caractéristiques personnel les, ses points forts, ses points faibles, ses comportements, ses réactions, ses capacités, sa contribution, son intégration; sacompétence dans un domaine spécifique, le degré, le niveau de développement de cette compétence, sa progression, son autonomie, l’état de ses ressources personnelles (connaissances, habiletés, attitudes), sa capacité à identifier et à exploiter des ressources externes pertinentes.Item FORMAREA COMPETENŢELOR DE AUTOEVALUARE LA ELEVI (În baza studierii literaturii pedagogice franceze)(CEP USM, 2011) Zacuţelu, MariaL’autoévaluation est présentée ici plutôt dans la perspective formative du développement des compétences et du développement personnel que dans une perspective certificative. Il est question, dans cet article, de la nécessaire formation de l’élève à s’évaluer et à se juger lui-même, condition essentielle afin que celui-ci puisse comprendre le sens de l’évaluation et du jugement porté par l’enseignante ou l’enseignant et, conséquemment, en tirer profit dans son cheminement d’apprentissage. Ce regard vers le développement de la personne libère des contraintes inhérentes à la construction d’uneinstrumentations ophistiquée et permet la création d’activités éducatives.Item OBIECTIVELE EDUCAŢIONALE VERSUS COMPETENŢE: ABORDARE TELEOLOGICĂ(CEP USM, 2010) Guţu, VladimirThe problem of education oriented on training and developing skills is controversial and debated within the scientific and educational community. Moreover, it is also a priority in promoting educational policies: competencies based curriculum, skill standards, skills assessment etc. It should be noted that some ideas of competencies based education have arisen from the study of labour market and from the requirements submitted to contemporary specialists. These requirements relate to the ability to work together, to take autonomous decisions, to accept and promote innovation and to cope with stress situations etc.Item REFLECŢII PE MARGINEA DEMERSULUI CURRICULAR DE DEZVOLTARE A COMPETENŢELOR DE COMUNICARE ŞI NEGOCIERE EDUCAŢIONALĂ(CEP USM, 2010) Goraş-Postică, VioricaL’un des problemes principaux de la démarche éducationnelle est le développement des compétences de communi-cation et de négociation. La capacité de l’individu à se lancer efficacement dansun acte de communication en se basant sur de profondes et vastes connaissances et habiletés constitue un trait particulier des gens modernes. Les spécialistes en communication et négociation soulignent à l’unanimité qu’à partir des années ’80 du siècle passé et jusqu’à aujourd’hui, s’est créée une société centrée sur les valeurs de communication, et, en tant qu’aspect de celle-ci, la négociation devient nécessaire dans tous les domaines de la vie, y compris dans le domaine éducationnel. Le but principal de l’actuelle démarche curriculaire consiste en l’optimisation des compétences de communication et de négociation des étudiants en master par l’enrichissement et la cohérence du bagage verbal, par le recours à un arsenal varié de techniques et leur adéquation aux diverses situations de communication.Item CUMULATIVE SYSTEM OF STUDENTS’ COMPETENCIES ASSESSMENT IN HIGHER EDUCATION(CEP USM, 2016) Guțu, VladimirThis article is dedicated to the problem of competencies assessment, which is a new reference framework of educational outcomes. It proposes a systemic and contextual approach to this process focusing on the following issues: understanding the multifunctional phenomenon of competencies, gradual anifestation of competencies in different contexts, diversified range of assessment forms and techniques determined by the contexts and peculiarities of competence’s manifestation, accumulation of points during learning-assessment process, determination of ranking concerning the level of competencies possession.