Facultatea Psihologie, Ştiinţe ale Educaţiei, Sociologie şi Asistenţă Socială / Faculty of Psychology, Educational Sciences, Sociology and Social Work

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End date: 2024Subject: search.filters.subject.dezvoltare curriculară

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    Monitoring school curriculum in different countries: a comparative study
    (CEP USM, 2024) Țurcanu, Carolina
    In a constantly changing world, school curricula play a central role in preparing students for life’s challenges. In Europe, monitoring and continuous development of school curricula is a priority for improving the quality of education, including through the effective formation of students’ competences. Curriculum monitoring and development is an essential process for ensuring the relevance of education. This article examines the most effective methods of monitoring the school curriculum in different countries: Finland, Estonia, Germany, France, Denmark, Singapore, the United States of America, the Republic of Moldova. The examination of problem of monitoring the school curriculum focuses on several dominant aspects: theoretical foundations of school curriculum monitoring (theories and conceptual approaches), practices, experiences and methods of carrying out the process of monitoring the school curriculum; the impact and challenges of curricular monitoring. Some directions of curriculum development are also stipulated as reflections of school curriculum monitoring.
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    Continuous development of school curriculum: concept, models, experiences
    (CEP USM, 2024) Guțu, Vladimir; Țurcanu, Carolina
    The development of school curriculum is a complex problem that involves different perspectives of approach: psychological, pedagogical, didactic, managerial, etc. This article attempts to define and characterize the notion of „curricular development” from a modern and postmodern perspective. The development of school curriculum is presented in two senses: the conception of new school curriculum/discipline and the optimization, modernization, and updating of the school curriculum in function. At the same time, a model of school curriculum development focused on five steps is proposed: curriculum research/conceptualization; curriculum design; evaluation of the curriculum project; curriculum validation; curriculum implementation/institutionalization. The substantiation of a curricular development model also involves an analysis of the problem in different countries, as sources for identifying theoretical and praxiological benchmarks for carrying out this process.
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    CURRICULUMUL 2019: DEMERSURI CONCEPTUALE, METODOLOGICE SI MANAGERIALE
    (Centrul Educaţional PRO DIDACTICA, 2019) Guțu, Vladimir
    Articolul dat este dedicat prezentării axelor valorice ale reformei curriculumului pentru învăţământul general, caracterizării fundamentelor conceptuale şi orientărilor metodologice de dezvoltare, accentul fiind pus pe abordarea teleologică, conţinutală şi procesuală a curriculumului şcolar. Totodată, sunt descrise în plan retrospectiv etapele reformei curriculare în Republica Moldova, începând cu anii 90 ai secolului trecut, precum şi demersurile inovative ale curriculumului dezvoltat.