2. Articole

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

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    Promovarea instruirii prin cercetare în curriculum la chimie în baza conceptului STEAM
    (CEP USM, 2023) Cazacioc, Nadejda; Rotari, Veronica; Coropceanu, Eduard
    Studiul include analiza Curriculum-ului modernizat în 2019 la Chimie. Sunt anlizate elementele cercetării în curriculum și ponderea lor în raport cu numărul total de ore per clasă și ciclu de studii. Totodată, este cercetat rolul profesorului în corelarea obiectivelor evaluării care au rolul de a forma la elevi competențe proprii și de a-i orienta spre succes, ceea ce denotă calitatea procesului instructiv-educativ. Acesta depinde de nivelul formării profesionale și mijloacele de predare care le-ar trezi interes pentru studii conștiente elevilor și totodată să-i pregătească pentru viață.
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    The student’s personality formation for the understanding of contemporary problems in the context of new education
    (CEP USM, 2024) Clichici, Veronica
    This scientific article offers a descriptive-analytical foray into the research theme „The student’s personality formation for the understanding of contemporary problems in the context of new education”. The actuality of this approach elucidates the necessity of the new education process that has become a priority imperative in university education, centered on the learner/student, which presents the premises of a European-type education through the system of values it promotes. The purpose of the research aims at a descriptive analysis of the new educations as a factor of change through an axiological approach to the problem of the contemporary world in student training within university education. In this sense, the dimensions of the new educations at the international and national level were analyzed for the integral training-development of the student’s personality. At the same time, it was determined the ways of implementing the new educations through methodological approaches within university education. The scientific results of the research are relevant by documenting university educational policies, specialized scientific literature with the possibility of implementing new educations in university education and from other specialties than Educational Sciences.
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    VALENȚELE DISCIPLINELOR ȘCOLARE ÎN FORMAREA COMPETENȚELOR INTER- ȘI TRANS-DISCIPLINARE
    (CEP USM, 2024) Șevciuc, Maia; Țurcanu, Carolina; Boliev, Veaceslav
    The 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.
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    CURRICULUMUL EDUCAȚIONAL INTEGRAT: CONCEPT ȘI PERSPECTIVELE INTEGRALITĂȚII
    (CEP USM, 2024) Guțu, Vladimir; Velișco, Nadejda
    Conceptul 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.
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    CADRUL COMPARATIV AL FINALITĂȚILOR EDUCAȚIONALE DIN FINLANDA ȘI REPUBLICA MOLDOVA
    (CEP USM, 2024) Guțu, Vladimir
    In 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.
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    ASPECTE PSIHOPEDAGOGICE ȘI METODOLOGICE DE EDUCAȚIE MULTILINGVĂ A ELEVILOR DE LICEU DIN PERSPECTIVA MOTIVAȚIONALĂ
    (Print-Caro, 2023-03-15) Wittman, Hana
    The concept of "curriculum" known in professional language as curriculum is a concept from the field of education that is used to describe an outline or a folder of general instructions that deal with the form and manner of teaching and the assessment of knowledge and skills in any particular profession or field of study. When I come to investigate the differences between bilingual students learning a foreign language, and monolingual students learning a foreign language, of course, the examination of the teaching plans is also necessary and requires a systematic and in-depth approach. The basic curriculum document that guides the field of formal education in each country often refers to how the teacher should act within the classroom lessons. At the same time, there is another element that requires reference, and that is the learner. In view of the fact that this document is general, uniform and rigid, it is not suitable for all learners. Therefore, there are many cases in which it is necessary to formulate another specific curriculum, designed for the learning style of an individual student or of a small group of students. As an example of this, in the formal education frameworks in many different countries it is possible to find a variety of educational programs with different characteristics that are built in accordance with the unique needs of students who are integrated and study in the formal education frameworks as part of the process of integration in education [2].
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    VALORILE EDUCAȚIEI ÎN CURRICULUM DIN ROMÂNIA ȘI REPUBLICA MOLDOVA ÎN CONTEXT EUROPEAN
    (Print-Caro, 2023-03-15) Ciobanu, Mona-Lisa-Ștefania
    In this study, the legislation and curricula in education from România and Republic of Moldova were comparatively analysed, regarding the promotion of values in the European context. Examining the national framework ,documents with legislative content and school curriculum from the two states, it is very important to understand how the values projected by curriculum are reflected in the relationship between education and the skills that from the national and european conciousness. The main objective of the study consists in the analysis of the on formation values in education in România and the Republic of Moldova at the level of highest purposes.
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    EDUCATION OF STUDENTS FROM A MOTIVATIONAL PERSPECTIVE
    (Print-Caro, 2023-03-15) Wittman, Hana
    This article is a complex study dealing with the differences between bilingual students (who learn two or more foreign languages) and monolingual students (who know only one language). This study is relevant considering the current situation in the Republic of Moldova, thus the students of the two Jewish schools in Chisinau who speak russian and romanian are obliged to learn hebrew as a foreign language. In Israel, Hebrew-speaking students must learn Arabic as a foreign language, in connection with the relationship between bilingualism and foreign languages.
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    PSYCHO-PEDAGOGICAL AND METHODOLOGICAL LANDMARKS FOR MULTILINGUAL EDUCATION OF STUDENTS FROM A MOTIVATIONAL PERSPECTIVE
    (CEP USM, 2024) Wittman, Hana
    This article is a complex study dealing with the differences between bilingual students (who learn two or more foreign languages) and monolingual students (who know only one language). This study is relevant considering the current situation in the Republic of Moldova, thus the students of the two Jewish schools in Chisinau who speak russian and romanian are obliged to learn hebrew as a foreign language. In Israel, Hebrew-speaking students must learn Arabic as a foreig
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    The curriculum at the decision of the school - a factor of progress in the development of communication skills of students
    (CEP USM, 2023) Banu, Vasilica-Carina
    The current social and economic dynamics recorded at the national level has determined the appearance of significant changes in the Romanian educational system. Thereby, schools and communities, especially those in rural areas, face a series of challenges aimed at the real needs of the beneficiaries of educational services. In order to improve and overcome such situations, schools and communities can benefit from specialized support, within the framework of implemented and accredited study programs or projects. They can be supported by the curriculum at the school’s decision. It must be seen as part of the entire curriculum and not as irrelevant in relation to the national one in force or being in contradiction with it. The student needs to experience a coherent curriculum, and not a fragmented, deficient one. Thus, the curriculum at the decision of the school must meet the national one and blend together. Since then the traditional subject-based curriculum has emphasized knowledge and understanding. Because of that, the role of the curriculum in the decision of the school has addressed to those desired competences that are too little developed specifically or explicitly by academic disciplines. Examples of such skills may include personal development, preparation for adulthood and economic life, encouraging the responsible being, etc.