Facultatea de Litere / Faculty of Letters

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Start date: 2021

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Now showing 1 - 10 of 707
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    Dezvoltarea abilităților de lectură cu ajutorul textului literar la elevii claselor primare [Articol]
    (Editura USM, 2025) Dobrin, Nicoleta
    With in the educational process, reading represents one of the fundamental competencies of primary education. The literary text is an indispensable educational resource in developing reading skills among primary school students. It provides numerous opportunities for intellectual, emotional, and creative development, contributing to the formation of an active and reflective reader profile. Through modern, student-centered teaching methods, reading becomes an enjoyable, accessible, and efficient process. The teacher plays a decisive role in creating a supportive context, selecting appropriate texts, and stimulating motivation for reading. Successful literary education at the primary level is key to shaping adults capable of critical thinking and profound communication. Reading is a complex skill with cognitive, emotional, and cultural dimensions. In primary school, the development of reading skills is a priority, as it forms the foundation for learning across all disciplines. The literary text plays a crucial role in this process, offering not only models of correct language use but also opportunities for reflection, empathy, imagination, and inner dialogue. This paper aims to highlight how literary texts contribute to the development of reading competencies in primary school students and to propose relevant teaching strategies for an effective instructional approach. Teachers select literary texts appropriate for the students’ age level, ensuring thematic and stylistic variety that allows meaningful connections with children's real-life experiences. We aim to analyze the role of literary texts in shaping students’ abilities to understand, interpret, and appreciate written texts at the primary level. The importance of interactive reading strategies, appropriate text selection, and the active involvement of students in the reading process is emphasized. The paper presents teaching methods and techniques that make reading an engaging and formative experience, focusing on expressive reading, predictive reading, reading journals, and dramatization.
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    Motivația asimilării limbajului literar de către elevii claselor primare [Articol]
    (Editura USM, 2025) Buzea, Mariana
    In the primary education process, student language development occupies a central place, constituting the basis for the formation of communication skills, critical thinking and aesthetic sensitivity. Literary language, through its expressive, symbolic and creative value, contributes significantly to the modeling of the child's personality and its openness to the universe of culture. However, the assimilation of the literary language implies a motivating pedagogical approach, adapted to the age peculiarities and the specific interests of pupils from primary classes. We aim to discuss teaching methods that influence the motivation of students to learn literary language, to highlight the role of the teacher and the chosen texts, as well as to propose effective strategies to stimulate receptivity to the artistic message. Literary language occupies an essential place in the training of primary school students, contributing to the development of artistic sensitivity, critical thinking and capacity for expression. The child at the beginning of his educational path is a curious, creative and receptive being, and contact with literature can positively shape his personality. However, the assimilation of literary language does not occur automatically, but is conditioned by a set of psycho-pedagogical factors, among which motivation occupies a central role. In this article we want to analyze the importance of motivation in the process of receiving and learning literary language in primary classes, to highlight the methods by which the teacher can stimulate this interest and to propose practical directions for an effective approach to the literary text. The article explores the motivational dimension of the process of assimilating literary language among primary school students. The main strategies of motivation that determine the interest of children in the literary text are identified. It examines the role of the teacher in creating a stimulating educational climate, as well as the impact of text selection and interactive methods on student engagement. In conclusion, the article emphasizes the need for student-centered pedagogical practices that transform literary reading into a personal and formative experience.
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    Valorizarea mesajului oral în literatura română: perspective didactice în învățământul primar [Articol]
    (Editura USM, 2025) Florea, Veronica Alina
    Modelul metodologic de receptare–predare a mesajului oral cu valențe literare în învățământul primar urmărește formarea competenței de comunicare literară prin integrarea strategică a componentelor curriculare: epistemologie, teleologie, conținuturi și strategii. Acest demers vizează dezvoltarea unei comunicări expresive, conștiente și reflexive, fundamentate pe receptarea activă și interpretarea personală a mesajului oral. Activitățile didactice sunt organizate progresiv, de la exerciții pre-comunicative la activități comunicative funcționale și expresive. Se urmărește stimularea gândirii critice, exprimarea individuală și consolidarea sensibilității literare prin tehnici interactive, colaborative și metacognitive. Indicatorii receptării eficiente includ identificarea, decodificarea, echivalarea semantică, integrarea mesajului oral în contexte de comunicare autentică și participarea activă în dezbateri. Acești indicatori fundamentează proiectarea lecțiilor și permit diferențierea activităților în funcție de nivelul elevilor. Metacogniția este valorificată ca instrument de învățare complex, prin promovarea conștientizării actului de receptare, planificare, monitorizare și autoevaluare. Prin integrarea acesteia în activitățile de audiere, citire și exprimare orală, elevii dobândesc autonomie în învățare și își dezvoltă capacitatea de înțelegere și exprimare literară. Se subliniază importanța sensibilizării elevilor asupra mesajului oral cu valențe literare, prin stimularea interesului cognitiv, adaptarea strategiilor didactice și crearea unui mediu de comunicare autentic. Receptarea devine astfel un proces activ, profund și formator, generând o conexiune autentică între elev, limbaj și experiență culturală.
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    Lectura și comprehensiunea – o relație de reciprocitate [Articol]
    (Editura USM, 2025) Cîrstea, Elena-Cristina
    The process of receiving a literary text, according to C. Șchiopu, involves three essential stages: explanation, comprehension, and interpretation. The first reading serves to discover life themes, the second focuses on understanding the literal meaning, and the third allows for in-depth analysis and the formulation of hypotheses. Comprehension is viewed as a semantic reconstruction of the text, influenced by its complexity and the reader’s competencies. Active reading, supported by appropriate strategies, facilitates understanding, while passive reading can lead to difficulties.
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    Valențe formativ-educative ale procesului de învățământ aplicat în cadrul grupelor de studenți străini [Articol]
    (Editura USM, 2025) Cravcenco, Svetlana
    During their studies, foreign students acquire a basic knowledge base from all fields of science, but as has been shown, scientific information accumulates at a rapid pace, its volume increases and the individual's capacity for perception, thinking and memory is, in practice, limited. A solution that is increasingly being imposed is that of implementing formative education, which means judicious selection of content, development of intellectual and creative capacities, cultivation of cognitive and professional interests, training of scientific investigation skills taking into account certain requirements. Working in groups, members cooperate in order to find the best and sustainable solution for the proposed problem and the student is much more advantageous with the practical use of the learned notions.
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    Reziliența academică și adaptabilitatea în învățământul superior: factori determinanți și strategii de susținere [Articol]
    (Editura USM, 2025) Șontea, Diana
    Acest articol explorează principalii factori care susțin reziliența academică și adaptabilitatea în rândul studenților internaționali care învață limba română ca limbă străină în învățământul superior. Analiza se concentrează asupra modului în care trăsăturile individuale, mediile de învățare și practicile instituționale influențează capacitatea studenților de a depăși provocările lingvistice, culturale și academice. O atenție deosebită este acordată rolului metodelor de predare, atitudinii profesorului și strategiilor interactive care încurajează incluziunea și implicarea. Pe baza experienței didactice cu studenți de la medicină și a studiilor pedagogice recente, articolul conturează abordări practice pentru a sprijini încrederea în propriile forțe, motivația și integrarea academică a cursanților. Concluziile oferă recomandări pentru profesorii de limbi străine care lucrează cu grupuri multiculturale, având ca scop promovarea unui progres durabil în achiziția limbii și în succesul academic general.
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    Provocări ale predării limbii române ca limbă străină. Exploatarea documentului autentic [Articol]
    (Editura USM, 2025) Ababei, Emilia
    Articolul analizează provocările predării limbii române ca limbă străină în context universitar (Facultatea de Medicină), având ca punct de plecare profilul specific al studenților internaționali și importanța motivației în procesul de învățare. Documentul autentic este prezentat ca instrument didactic eficient pentru susținerea motivației și dezvoltarea competenței comunicative. Activitatea propusă valorifică un material video real din domeniul medical, integrat într-un scenariu didactic coerent și adaptat nevoilor cursanților.
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    How to avoid conflict in the classroom in a changing socio-political context. Lessons learned in RFL classes with in the fy program [Articol]
    (Editura USM, 2025) Soare, Andreea-Nicoleta
    The social, political and geopolitical problems of the world do not belong solely to state leaders and governments, but also to societies, as they affect our daily lives and impact what we say, how we react, and how we interact with others. These issues are even more pronounced in a multicultural class like the ones we encounter in the Foundation Year program, where professors have the responsibility of bringing all students to a common denominator and mitigating the cultural and socio-political differences between them. Both in Grammar and Culture and Civilization classes, these problems emerge from time to time, from sensitive issues as explaining the gender of the nouns or the qualitative adjectives in terms of colors, which some might find offensive as they might relate to skin color as well, to explaining the political state of the country without being perceived as taking sides. This paper outlines lessons learned during the FY classes when it comes to topics such as gender, discrimination, stereotypes, racism, wars and conflicts and how sensitive discussions should, from my perspective, be dealt with.
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    Individualized pedagogical approaches in native language education: harmonizing innovation and identity in Romanian language instruction [Articol]
    (CEP USM, 2025) Gyongyver, Măduța
    The digital era, diverse classrooms, and a transition to learner-centered approaches are transforming education worldwide. The instruction of the Romanian language is subject to these changes, necessitating that educators adeptly manage these tendencies while safeguarding the rich cultural and linguistic history of Romanian. We aimed to examine the integration of contemporary educational trends by Romanian language teachers with their individual teaching methodologies to enhance student engagement and language proficiency. Our research sought to investigate how these educators incorporate modern educational trends—such as digital learning tools, collaborative learning environments, and differentiated instruction—while preserving or adapting their unique pedagogical approaches.
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    Acreditări internaționale pentru profesorii de limba română și de limbi străine [Articol]
    (Editura USM, 2025) Moldoveanu Pologea, Mona
    ROLANG School (Bucharest), the only private school in Romania that specializes in teaching Romanian to international students, offers two main programs for language instructors: The Romanian Language Teacher Training Course is specifically for teachers who want to specialize in teaching Romanian to international students. This program provides practical skills in organizing lessons, planning curricula from A1 to C2 levels, and using accredited resources. It also offers guidance on online teaching methods and how to avoid common teaching errors. The EUROLTA (European Certificate in Language Teaching to Adults) course is a globally recognized certification for teachers of any foreign language. It is designed for both new and experienced educators who want to enhance their skills in teaching adults. The curriculum focuses on modern methodologies, lesson planning, classroom management, and using multimedia in teaching. Both courses are internationally accredited by the ICC – International Language Association.