COORDONATORI:

Prof. ALEXANDRU M
Prof. VLADIMIR BABAN
Prof. ALINA EMANUELA MORARU

CLEPSIDRE Nr. 3 aprilie 2016

ISSN 2360-4948
ISSN-L 2360-4948

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 LA BD EN CLASSE DE LANGUES/COMICS IN TEACHING LANGUAGES
2015-2017
KEY ACTION 2 (KA2) ERASMUS+ STRATEGIC PARTNERSHIP PROJECT
Miguel Cunha
Agrupamento de Escolas de Vialonga - Portugal

Drawings and sequential images are an integral part of human expression dating back at least as
far as cave paintings, and in contemporary society appear most prominently in comics.
Neil Cohon
My name is Miguel Cunha and I am an Arts and IT teacher at Escola Bsica 2, 3 de Vialonga, near
Lisbon. I am the school coordinator to this great Key Action 2 (KA2) Erasmus+ Strategic
Partnership Project La BD en classe de langues / Comics in teaching languages with the
coordination of Alexandru Mita, from Romania, and with partner schools from Cyprus, Italy and
Turkey.
The subject of Graphic Design in the Technical and Professional Course of Graphic Design belongs
to the technical component and it is structured in independent modules. The course aims to develop
techniques and methods into graphic design. Its purpose is to promote visual culture related to the
graphic arts and design process, to foster critical thinking and the analysis and dissemination of
graphic design products, to identify the correct use of digital tools as well as analogue tools, to
acquire, develop and master the technical language of graphic design. In the curriculum module -
Illustration - its curriculum contents, concepts and knowledge are: The principles of color theory;
Semiotics of image elements; principles and functions of visual identity; Essential techniques of
illustration; Materials; Bitmap and vector image processing software. Therefore, in my classes I
have implemented workshops and project work through a sequenced set of working proposals by
using different strategies and comics design processes, from the discovery of various materials -
plotters, support, painting - techniques and graphic media to editing software and processing digital
image in bitmap and vector. This course module aims to provide the students with the skills to get
acquaintance, know and understand the main ways and techniques of drawing and observation. It
aims to equip students with an enlarged perspective on the conceptual tools and operating
procedures of analysis and graphic record of the visual characteristics of shapes, spaces and
volumes, from a methodical practice of observation.
It has been a great challange coordinating this project here at Vialonga school. I must say that I
have a great team to help all our students to learn more an more foreign languages with arts. In this
case, by designing comics and creating wonderful stories in English and French.
I will speak especially about the work I have done with the students of the
Vocational courses: Graphic Arts and Multimedia. In my classes I have implemented workshops
and project work through a sequenced set of working proposals by using different strategies and
comics design processes, from the discovery of various materials - plotters, support, painting -
techniques and graphic media as well as editing software and processing digital image in bitmap
and vector.

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As a motivation strategy I have used a range of different visual learning tools like comic books,
animated films and cartoons. It is relevant to say that watching the films allowed the students to
identify and distinguish different technical processes as well as their conceptual and expressive
counterparts in the film/cartoons communication and in comics. The students performed a wide
range of drawing exercises with different plotters materials on paper. Drawings were made with
generating line shape, contour, generating line of surface texture and generating line perspective,
conical perspective. After this satge students started to design characters. To create them students
had to take into account the physical and psychological characteristics of a character. Only then
could students design a story and create a script for comics. This was certainly the most daring and
creative challenge of their work. After all this work in paper format, students started scanning and
processing digital image by using specific ICT tools - software for both Bitmap, Photoshop as well
as to vector Illustrator. In digital form they proceeded to the artwork and printing.
The final products will be part of a great school exhibition where the whole school community can
know about these students creativity skills and learning paths within this excellent KA2 Erasmus+
Strategic Partnership Project La BD en classe de langues/Comics in teaching languages.
Last but not least the field trips to different art exhibitions, especially to the Cartoon Xira (Vila
Franca de Xira Exhibition childish and politically motivated illustrations and caricatures) produced
by the best Portuguese artists. Students were provided with unique opportunities to enjoy art and
also to collect relevant plastic data for their comics work, the way of making, materials, approaches
and themes. The event brings one of the symbols of the retrospective of the financial, cultural,
political, sporting and economic year by the ingenious stroke and mordant of the best Portuguese
cartoonists of our time: Antonio Carrilho, Cid, Cristina Gonalves Maia and Monteiro.

The Portuguese Team Coordinator,

Miguel Cunha

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 LA BD EN CLASSE DE LANGUES/COMICS IN TEACHING LANGUAGES
2015-2017
KEY ACTION 2 (KA2) ERASMUS+ STRATEGIC PARTNERSHIP PROJECT
Paula Martins
Agrupamento de Escolas de Vialonga - Portugal

Comics is an asset in education because of its Motivating power. The ability of comics to motivate
students is established long back through Hutchinson's experiment (1949)...
(http://www.ezcomics.com/site/comics_in_education)

My name is Paula Martins. I am a Portuguese English teacher at Escola Bsica 2, 3 de Vialonga,

near Lisbon. I have been actively involved in the Key Action 2 (KA2) Erasmus+ Strategic
Partnership Project La BD en Classe de Langues / Comics in Teaching Languages with the
coordination of Alexandru Mita, from Romania, and with partner schools from Cyprus, Italy and
Turkey. Our School coordinator for the project is the ARTS teacher Miguel Cunha, a great leader
and excellent coach.
I must say that this project has provided me and all the project partners with the opportunity to
know and use different pedagogical approaches in promoting language learning on the basis of
designing and using comics. Besides we have focused our activities both in promoting cultural
awareness in what concerns fostering art education as well as critical thinking.
We strongly believe that Vialonga active involvement in this Key Action 2 (KA2) Erasmus+
Strategic Partnership Project La BD en classe de langues / Comics in teaching languages has
been playing a vital role in the students learning processes as it has engaged them since the first
steps when the school project coordinator, the Arts teacher Miguel Cunha, as well as all the teachers
involved in the project presented the project to the students. It is relevant to say that the European
dimension projects have been playing an important role in the school improvement educational
policies in terms of fighting early school leaving. Besides we have been engaged in reinforcing the
links between school and the students families in order to help them understand the added value of
basic education, be it general, technological or professional (VET) so that the students can become
active workers or continue their formal education in the University (an European Union 2020 goal).
Our school is very engaged in broadening the links within the school comunity, with the region
institutions and with society in general. The development of the European dimension of education is
part of the school strategy to become more attractive and offer different, innovative and useful
competencies for pupils to become more active learners and to help them acquire the 21st century
skills like thinking, creativity, problem solving, entrepreneurial skills among others. In this KA2
Erasmus + Strategic Partnership Project La BD en classe de langues / Comics in teaching
languages the students from the Vocational courses Graphic Design, Multimedia as well as the
lower secondary students are experiencing original learning strategies as the Arts teachers and the
foreign language teachers have been implementing innovative and active teaching and learning
methodologies by using arts and ICT. This way, students are given the opportunity to improve their
foreign languages and ICT competences. By taking part in this project, teachers have been
improving the quality of education at our school, increasing the level of motivation of our students
making school more attractive for them. By working together in groups, we are all experiencing and
deepening our understanding and consolidating our open-minded attitude. Teachers and students
have been enriching their understanding not only of Portuguese identity, but also of European
citizenship, practising foreign languages and developing a better understanding of the cultures of
the participating countries. In this project we are directly involving very open minded and engaged
teachers of different subject areas such as Arts, ICT, English, French, etc. Bearing in mind the lack
of interest and engagement revealed by many students in their learning processes, we are very
engaged in promoting both our students and the partner students education quality improvement by
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implementing innovative pedagogical methodologies to enhance more tangible and effective results
students inclusion, equity and engagement as well as creativity and entrepeneurial spirit and
skills. Being fully aware of the importance of the European Union (EU) 2020 Strategy in what
concerns education goals and the 21st Century skills, our project is in line with both national and
EU level educational policies in terms of fighting and preventing early school leaving, promoting
inclusion and fostering education through arts and learning foreign languages. In this transnational
collaboration, project teachers are providing the students with real life learning contexts which is an
added value as there will be effective learning and transferability of knowledge in their future
further education paths as well as in their future work lives. In fact, through this project we are
bridging the gap between formal school education and working environment by giving emphasis to
vocational skills needed in the 21st Century critical thinking, problem solving, creativity and
innovation, media literacy, foreign languges and ICT (Information and Communications
Technology) literacy, active learning, active citizenship, communication and collaboration. The key
teachers have been deeply collaborating in the implementation of quality and innovation of foreign
language and Arts teaching approaches by using ICT tools in creating comis. Step by step we
believe the main objectives of our joint (KA2) Erasmus+ Strategic Partnership Project La BD en
Classe de Langues / Comics in Teaching Languages are being accomplished as our students
engagement is increasing. So the promotion of innovation, comics and their civilizing, historical,
artistic, communicative and IT aspects in teaching foreign languages (French and English), the
endorsement of inventiveness, creativity, competitiveness, employability, growth of initiative spirit
and the sense of art by creating grafics and comics, the development of one creative instrument of e-
learning Learning Management System (LMS) - intended for a friendly and creative linguistic and
IT approach of comics in the involved institutions and course supports for training and informing
teachers - 1-using projects info website and creating multimedia lessons; 2-using the projects
LMS; 3-editing a school magazinegraphics on computer; 4 audio-video editing; 5-using web
instruments for creating comics. In what concerns foreign language learning objectives it is relevant
to say that the cooperation between the Arts/ICT teacher and the language teachers has been vital
for the real students real learning engagement of English and French. Moreover students have been
improving their communication skills in class as well as their creativity and critical thinking skills-
beyond-school.

Paula Martins

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 THE USAGE OF CULTUREL HERITAGE IN ANIMATION MOVIE SCENARIOS AND
COMICS
ILKER MAHIR ARICIOGLU
Kastamonu Mesleki ve Teknik Anadolu Lisesi, Project Coordinator

Products of oral culture are the sources of different narrations as they change and transform in time.
These products are sometimes written and transferred into literary texts, and sometimes they are
adapted to scenarios. Animations, cartoonsand comics among fields of arts benefiting from the
traditional sources of oral culture. Myths, fables, folktales, epics, lullabies and other traditional
narrations generate sources of cartoons scenarios. In Turkey, main problems about cinema and
cartoon scenarios are genuineness and creativity. However, cultural heritage of Turkey as the source
of scenarios is quite rich. Its important to know and use this cultural accumulation. The Project will
indicate how rich the cultural heritage is for creating original and national comics tradition.
In Turkey, the first comics was seen in Diyojen Magazine designed by Ali Fuat Bey in 1870

What is comics?
The name "comic" is a result of the often comic tales that were told in the short image sequences or
pictures. These short image sequences are called as comic strips. Besides the many humorous
series, there are all kinds of comics which have the political, social or violent content. Although we
think that only children and youths read comics, both children and youths and adults prefer to
follow and read these comics which have different themes . Comics is popular culture whose origin
taken as part of the Sunday newspapers, and today have great importance in children and youth's
literature. The aim of this project is to make a strong introduction, what are objectives and
significance of comics in learning languages which properties are available of comics in learning
languages e.g. Speech bubbles, writing or pictures ... etc

These Turkish comic books set mostly in Istanbul are lacking in neither absurdity, social
awareness nor underground credibility
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Avanak Avni
A standout among local comic book artists, Ouz Arals treasured character, Avanak Avni, was
born in Grgr magazine, a cornerstone of the Turkish cartoon industry. We miss the misadventures
of Avni, the simpleton who could never master speech and would peek at womens legs when he
visited their houses with his mother.

En Kahraman Rdvan
Another character that found life in Grgr thanks to Blent Arabacolu, the unforgettable En
Kahraman Rdvan is determined to become a superhero despite a distinct lack of superpowers. And
on top of that, hes clumsy Hes best remembered for leaping into action with a shout of
Kukuriku and a flying kick.

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htiyatsz Adam
Syndicated in Limon, Pimi Kelle and Leman magazines between 1987 and 2000, htiyatsz Adam
is the masterpiece of legendary Turkish cartoonist Kemal Aratan. Our hero, trapped in a never-
ending battle against bandits that saw no help from his carelessness, had a knack for using his brains
and a healthy dose of luck to get out of the most difficult situations unscathed.

Kt Kedi erafettin
Cihangirs foul-mouthed, aggressive cat-man hybrid erafettin is a character that few Turks would
be unfamiliar with Created in the memory of Blent stns cat erafettin, Kt Kedi erafettin
(translating to Bad Cat erafettin) is likely to be the worlds least cute cat. Born at L-Manyak and
later transferred to Lombak, the morally destitute ero, with the bottle of wine (or beer) and a
cigarette perpetually attached to his hand, displaying behaviour that would put the supposedly
misbehaved Garfield to shame, has become a legend among Turkish cartoon characters.

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Robinson Crusoe and Cuma
Literatures famous duo have undergone a Turkish transformation and received a large dose of
hilarity. Born in L-Manyak, these are two of Turkeys most famous comic characters. Penned by
Grcan Yurt, the series depicts the English Robinson Crusoe, who steps onto the island and begins
acting like a nobleman, and Cuma, who was brought to the island by its natives and finds himself
under Robinsons command. The primary dynamic of this forced friendship was the love-hate
relationship between the characters the very thing that often got them into trouble.

Nasreddin was a satirical Sufi, believed to have lived and died during the 13th century in Akehir,
near Konya, a capital of the Seljuk Sultanate of Rum, in today's Turkey. He is considered a populist
philosopher and wise man, remembered for his funny stories and anecdotes.He appears in thousands
of stories, sometimes witty, sometimes wise, but often, too, a fool or the butt of a joke. A Nasreddin
story usually has a subtle humour and a pedagogic nature. The International Nasreddin Hodja fest is
celebrated between 5 and 10 July in his hometown every year

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Kelolan (Turkish: bald boy) is a fictional character in Turkish culture
As a well-known character - also known as keleolan - Kelolan has the problem of being bald
from birth.[1] He is the substitute of the Anatolian people who can have big dreams who are
virtuous, prudent, a little bald, a little romantic and very sportive

KARAGZ and Hacivat

The shadow play Karagz is one of the oldest examples of Turkish art. It flourished in Anatolia,
exceeded the boundaries of this land and has become the common cultural heritage of a vast area
where it had turned into a colourful dream and life stage. Containing different branches of art within
itself, Karagz has a privileged place in the traditional Turkish theatre

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 THE ERASMUS+ STRATEGIC PARTNERSHIP COMICS IN TEACHING
LANGUAGES/LA BD EN CLASSE DE LANGUES
2015-1-RO01-KA219-014963_1
ALEXANDRU MITA
Mihail Koglniceanu Theoretical High School Vaslui (Roumanie)
School Inspectorate of Vaslui County Romania
Project Coordinator

The Erasmus+ Strategic Partnership Comics in Teaching Languages/La BD en classe de

langues with a general budget of 95820 Euro (30450 Euro for the Coordinator) answers to a strong
need issued after an analysis of needs of renewal the strategies of teaching and learning languages
following the key competencies and to the necessity of increasing pupils motivation in order to
improve the quality of language learning, of cultural and communicative aspects at the level of 6
European schools and will be implemented in 2015-2017, in an international partnership
coordinated by Theoretical High School M.Koglniceanu Vaslui Romania,institution with a big
experience of 14 years in coordinating European projects and 7 European Language Labels.
The main objective of the project is to increase the quality of language learning by
promoting intercultural European education centered on comics, through the main key
competencies: communication in foreign languages(English,French,Italian), digital competencies,
sense of initiative and entrepreneurship and the cultural responsiveness and expression.
The specific objectives are:
- to promote innovation, comics and their civilizing, historical,artistic,communicative and IT
aspects in teaching foreign languages (French, English, Italian) to 1400 pupils and 50 teachers from
the 7 European schools in partnership;
- to endorse creativity, competitiveness, employability, growth of initiative spirit through comics to
1400 pupils and 70 teachers from the 7 European schools in partnership;
- to develop one creative instrument of e-learningLearning Management System-intended for a
friendly and creative linguistic and IT approach of comics in the 6 involved institutions& 5 course
supports for training&informing teachers (1-using projects info website and creating multimedia
lessons; 2-using the projects LMS; 3-editing a school magazinegraphics on computer;4 audio-
video editing; 5-using web instruments for creating comics);
- to enhance interculturality through a magazine (12 editions) made in common by the 6 project
teams;
-to develop the inventiveness and the sense of art by creating graphics for the 12 comics
magazines,5 cartoons inspired by comics created and one documentary film with 6 episodes about
implementing the project and the progress of the 6 project reunions;
- to increase the didactic, IT skills and resourcefulness of 40 language teachers from the 6
institutions by creating: 30 multimedia art lessons using comics,30 multimedia history lessons using
comics; 30 language (En,Fr,It) multimedia lessons using comics following all 4 language
competences;
- to augment cooperation and learning using IT through 12 webinars of training and 6 international
contests organized during 6 project reunions;
- to ameliorate the 6 involved schools curricula& and to increase the projects follow-up by creating
3 course supports for 3 optional courses for teaching languages (EN,Fr,It) using comics;
The project activities are integrated into the school curriculum of involved institutions. The
strategy of monitoring,evaluation and dissemination are complex and follow every step of project
implementation.
The target group is made of 5000 pupils and 50 teachers from the involved institutions.
The main activities are: the project management - the preparation of the projects teams, the
preparation of the connections and selection of target groups; the implementation; the general
management; the evaluation; the dissemination; the financial management; the transnational
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meetings; the work to get the intellectual output(O1); the multiplier event (E1-the International
Conference Comics in teaching languages for a new age of didactic creativity).
The methodology of the implementation is founded on the management phases, as well on
actions in order to: plan and prepare (action strategy); realize the project (projects teams founding,
detailed activities), management, evaluation (as stipulated in the projects approach) dissemination
of the results, follow-up strategy, sustainability.
We invite you to visit everyday our main website : http://lang-platform.eu/bd , the
Intellectual Output - our Learning Management System which is growing every day
http://www.lang-platform.eu/lms (where you can have a free visitor access using the username and
the password guest1), the website of the Scaramouche Comics Magazine created by pupils
and teachers from the institutions in partnership http://lang-platform.eu/scaramouche ; our
Facebook page - http://www.facebook.com/comicsbd2015 and our Twitter -
https://twitter.com/comicslanguages
You can also find us on Youtube and on the newly created Ifprofs world platform -
https://ro.ifprofs.org/groupe/bd-classe-fle-http-www-lang-platform-bd . Enjoy our project !

Funded by + Erasmus+ Programme of the European Union

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 THE OBEDIENT GIRL AND THE WOLF

adapted after Saki's short story by Mihaela Claudia Liteanu

Theoretical High School Mihail Koglniceanu Vaslui

Characters:
- 3 children (2 girls and a boy)
- the Aunt
- a Man

(They are all in the compartment of a train carriage. The children continuously talk to their aunt.
The man sits silently on his seat. The boy starts beating the tapestry)

AUNT No, Cyril, no! Come and look out of the window!
( The boy does so)
BOY Why is that man chasing the sheep out of the field?

AUNT I suppose he is taking them to a field with more grass.

BOY But there's a lot of grass on that field. There's plenty of grass, can't you see it?

AUNT Maybe the grass on the other field is better.

BOY Why is it better?

AUNT Oh, look! Some cows!

BOY So what? We have seen a lot of cows along the railway! Why is the grass better on the other
field?
(Girl 2 starts reciting a poem in a very loud voice)

AUNT (Quite angry and worried) Come all of you here, right now! Listen to a story!

(The children gather around her bored and showing no interest)

AUNT Once upon a time there was a very obedient and diligent girl...

GIRL 1 How much obedient and diligent?

AUNT Very. Because she was such a nice girl she had made a lot of friends who were always
around her...

GIRL 2 Even when she was sleeping?

AUNT No, of course not....

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GIRL 1 But you said 'always'!

AUNT Well, it's a way of speaking...

GIRL 2 Grown-ups shouldn't mislead innocent children.

AUNT Well, yes, you are right... One day, while she was on a field, in the country...

BOY On a field with plenty of grass, like that one? (points to the window)

AUNT Yes, like that one... So.... she was attacked by an angry bull...

GIRL 1 (bored) Who has ever seen angry bulls on the fields?

BOY Maybe he had been stung by an angry bee.

GIRL 2 So many angry creatures on a field? Hard to believe.

AUNT And she started to scream and all her friends were there to save her...

GIRL 1 How could they hear her if they weren't around?

AUNT I don't know but I can tell you they came out of the blue and helped her escape...

GIRL 2 And if she hadn't been so nice, they wouldn't have saved her, would they?

AUNT Well, yes, I believe they would have saved her but not so quickly. Anyway, they clearly
loved her very much.

GIRL 1 It's the stupidest story I have ever heard.

BOY From the first words I realized it would be boring, stupid, uninteresting....

AUNT Cyril!

GIRL 2 (Recites again)

MAN You don't seem to be successful with your stories.

AUNT (upset) It's very difficult to tell children stories which they are supposed to like and
understand at the same time.

MAN I do not agree.

AUNT Maybe you would like to try telling them a story...

GIRL 1 Yes, tell us a story!

(The children gather around the man)

MAN Once upon a time there lived a girl called Betty who was extraordinarily obedient.

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(The children show their boredom and lack of interest)

BOY All stories are terribly alike.

MAN (undisturbed) She did everything she was asked to, she never lied, she didn't make her
clothes dirty, she ate all her milk pudding and did all her lessons.

GIRL 2 Was she pretty?

MAN Not as pretty as you two are. In exchange she was disgustingly obedient.

(children show a sudden interest in the story)

MAN She was so obedient that she had won some medals which she wore all the time on her dress.
They were big metal medals that jingled like bells. No other child had three medals, so everybody
knew she was super-obedient.

BOY Disgustingly obedient.

MAN Everybody talked about her and the Prince of the place also heard about Betty. And he called
her and said he allowed her to walk in his park once a week. It was a great honour because no child
had ever been allowed in there.

BOY Were there any sheep in the park?

MAN No, there weren't any sheep.

GIRL 1 Why weren't there any sheep in the park?

MAN Because the Prince's mother had dreamt that her son would be killed and eaten by a sheep.

GIRL 2 And was the Prince killed by a sheep?

MAN He is still alive so we can't know if the dream will ever come true. And anyway there were a
lot of piglets in the park, running to and fro...

BOY What colour were they?

MAN Black, white, grey, all sorts of pigs. Betty was disappointed when she discovered there were
no flowers in that park.

GIRL 1 No flowers in the park? Wow! Finally a park without flowers!

GIRL 2 Why weren't there any flowers in the park?

MAN Because the pigs had eaten them all. But the prince decided that he should keep the pigs and
not the flowers.

BOY Wise decision! I like that Prince! I have never heard a more interesting story.

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MAN Betty was walking in the park, among the pigs, with her heart throbbing with joy and she
was so satisfied with her being in that lovely park as a reward for her obedience and diligence. But
right then a wolf turned up sniffing around...
3 KIDS Wow!

GIRL 1 What was his colour?

MAN Grey. And he had a long black tongue and fiery eyes. The first thing he saw was Betty with
her clean white apron and her three big medals...

BOY The story is getting more and more exciting.

MAN Betty saw the wolf and how he was sneaking towards her and she started wishing she had
not been allowed in the park.

GIRL 2 In fact she started wishing she had not been so obedient and diligent...

GIRL 1 And did the wolf eat the girl?

MAN Yes, the wolf ate the girl and all they found later was her three medals the wolf couldn't
chew.

(the children stamp their feet and applaud)

AUNT Sir! Please, stop right now. It's outrageous!

3 KIDS Hurray! The wolf ate the obedient girl!

GIRL 2 And did he also eat any piglet?

MAN No, the piglets stayed all alive. They stayed alive to eat any flower that dared grow in that
park!

GIRL 1 The story begins badly but ends quite nicely!

GIRL 2 It is the most beautiful story I have ever been told!

BOY It is the only interesting story I have ever heard!

AUNT (indignant) A very improper story for children! You have just destroyed the effect of years
of careful education!

MAN (preparing to leave the compartment) Effect of years of careful education! You may be right,
but I succeeded in keeping them quiet, restful and interested more than 10 minutes which you
couldn't with all your proper, educational, beautiful stories! Good bye, lady! Good bye, children!
( the children wave to him smiling)

17
 STUDY OF MIGRANT/REMIGRATED CHILDREN
AN ITALIAN-ROMANIAN RESEARCH

Prof. Landiana Mihnevici

School inspector
for educational projects
Vaslui County School Inspectorate
Project coordinator

The challenge of migration is a challenge for European Union. The EU Law of migration recognize
the particular interests of children especially in terms of their access to education, school and social
wellbeing and health care. It also recognize their right to family life (Directive 34/2004).In this law
context and facing the increase of migration phenomenon, there is a tendency to rethink the
integration/inclusion models, obliging the EU to look at all problems of a multi-ethnic, multicultural
and multi-religious society.
This is true and even more important nowadays when professional success and the possibility of
finding and keeping a job are closely related to the level of education reached by each individual,
especially for migrants who change, sometimes definitively, their country, way of life, social,
educational and cultural environment. In this context, the presence of Romanian citizens in Italy has
become more and more consolidated over the years.
Today, the Romanian community constitutes one fifth of the foreign population in Italy.From these,
according to the ISTAT statistics,24.4% are living in Umbria Region.
On the other side, in Romania, there are two phenomena: the children left alone at home, their
parents working abroad and the re-migrated children with their families because of the economic
crisis.
In this context, the project Wellbeing and Inclusion for New Educational Resources(2014-
2016), financed by the European Commission through Erasmus+ Program / KA2/Sreategic
Partnerships for School Education, proposed to value the educational experience of a group of
local authorities, schools and non governmental organisations from the two partner countries and
regions (Umbria Region, Italy and Vaslui County, Romania), in order to improve the school
environment, promoting the inclusion of migrant/re-migrated/other disadvantaged
students(including children with SEN), developing a cluster of indicators for the school wellbeing
improvement, considered from the perspective of all stakeholders involved in education: students,
teachers, parents, local authorities.
Concerning the factors of migration, the practice of moving away from home in search of a better
place is becoming common. The ease of global mobility allows people to migrate to distant places
around the world. The rate of human migration has increased recently due to many factors. There
are a few factors that cause people to migrate from one country to another. There are pull and push
factors that encompasses in each causes. The causes include social, political and economic aspects;
the effects also vary for both sending and host countries.
Firstly, human migration is due to social factors such as, racism, sexism and religion. The pushing
factor from the social perspective is that people are being discriminated in their countries. People in
these countries are treated unfairly because of their difference and that they are small in numbers.

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Sometimes people have a choice about whether they move, but sometimes they are forced to move.
The reasons people leave a place are called the push factors. The reasons people are attracted to new
places to live are called the pull factors.

Moreover, people are migrating around the world due to pulling factors such as higher standard of
living and better income while poverty and unemployment contribute to the pushing factors. People
from the third world countries would choose to migrate as there is no opportunity to grasp. These
people would choose to take the risk and go forth to embrace the dreams and hopes in finding the
opportunities and fortune that they seek in life. Some people are also underused as their country is
not able to utilize a certain profession or talent that would be more appreciated in some other places.
effects also vary for both sending and host countries.
Human migration affects the sending country. There are pros and cons for the country as human
migration occurs. Some people who migrated out of their country in search of a better lifestyle and
a higher salary will mostly send money back to their parents in their own respective countries. This
will help the economic growth of the sending country. In addition, people back at home will be
motivated when they see higher salary being paid to people with more knowledge. This will spark
encouragement to young people to study harder as the people that migrated out of the country
become an example for them. However, the sending country loses high tax payers and talents that
could give aid to the development of the country.
Migration can bring advantages and disadvantages to the sending country which is losing people
and also to the host country.

Sending country losing people:

Advantages Disadvantages
Money sent home by People of working age move out reducing the size of the country's
migrants. potential workforce.
Decreases pressure on jobs Gender imbalances are caused as it is typically men who seek to find
and resources. employment elsewhere. Women and children are left.
Migrants may return with 'Brain drain' if many skilled workers leave.
new skills.

19
Host country:
Advantages Disadvantages
A richer and more diverse culture. Increasing cost of services such as health care and
education.
Helps to reduce any labor shortages. Overcrowding.
Migrants are more prepared to take on low paid, Disagreements between different religions and
low skilled jobs. cultures.
In addition, there are a number of obstacles that the migrant may need to overcome, including:
unemployment in new country
racism and cultural differences
language barriers
lack of opportunities

The European migrant crisis or European

refugee crisis began in 2015, when a rising number
of refugees and migrants made the journey to
the European Union (EU) to seek asylum, traveling
across the Mediterranean Sea or through Southeast
Europe. They came from areas such
as Western and South Asia, Africa and the Western
Balkans. According to the United Nations High
Commissioner for Refugees, the top three
nationalities of the over one million Mediterranean
Sea arrivals in 2015 were Syrian (49%), Afghan(21%) and Iraqi (8%). Of the refugees and migrants
arriving in Europeby sea in 2015, 58% were men, 17% women and 25% children.[15][16]The phrases
"European migrant crisis" and "European refugee crisis" became widely used in April 2015, when
five boats carrying almost 2,000 migrants to Europe sank in the Mediterranean Sea, with a
combined death toll estimated at more than 1,200 people.
The shipwrecks took place in a context of ongoing conflicts and refugee crises in several Asian and
African countries, which increased the total number of forcibly displaced people worldwide at the
end of 2014 to almost 60 million, the highest level since World War II. Amid an upsurge in the
number of sea arrivals in Italy from Libya in 2014, several European Union governments refused to
fund the Italian-run rescue option Operation Mare Nostrum, which was replaced
by Frontex's Operation Triton in November 2014. In the first six months of 2015, Greece overtook
Italy as the first EU country of arrival, becoming, in the summer 2015, the starting point of a flow
of refugees and migrants moving through Balkan countries to northern European countries, mainly
Germany and Sweden. Since April 2015, the European Union has struggled to cope with the crisis,
increasing funding for border patrol operations in the Mediterranean, devising plans to fight migrant
smuggling, launching Operation Sophia and proposing a new quota system to relocate and resettle
asylum seekers among EU states and alleviate the burden on countries on the external borders of the
Union. Individual countries have at times reintroduced border controls within the Schengen Area,
and rifts have emerged between countries willing to accept asylum seekers and others trying to
discourage their arrival.
According to Eurostat, EU member states received over 1.2 million first time asylum applications in
2015, a number more than double that of the previous year. Four states (Germany, Hungary,
Sweden, and Austria) received around two-thirds of the EU's asylum applications in 2015, with
Hungary, Sweden, and Austria being the top recipients of asylum applications per capita. The main
countries of citizenship of asylum seekers, accounting for more than half of the total, were Syria,
Afghanistan and Iraq.
20
 The number of migrants this year has already exceeded 100,000 (about 15% higher than the
last, record, year); the number of the dead has reached at least several thousand although the
statistics are murky since no one has a real incentive to compile them. People just die in the desert
or at sea and no one cares. Practically every European country thinks about either deporting
migrants, making the asylum laws more difficult, or simply shutting the borders: from France that
under Sarkozy deported European Roma, to Hungary that threatens to shut its southern border to
Serbia and to Bulgaria that, at the EUs urging, has built a wall against Turkey.(B. Milanovic,
Social Europe, June 2015).
The problem of migrants is growing daily in Europe and that its gravity is greater than before.
Thats why, On 20 April 2015, the European Commission proposed a 10-point plan to tackle the
crisis:
Reinforce the Joint Operations in the Mediterranean, namely Triton and Poseidon, by increasing
the financial resources and the number of assets. We will also extend their operational area,
allowing us to intervene further, within the mandate of Frontex;
A systematic effort to capture and destroy vessels used by the smugglers. The positive results
obtained with the Atalanta operation should inspire us to similar operations against smugglers
in the Mediterranean;
Europol, Frontex, EASO and Eurojust will meet regularly and work closely to gather
information on smugglers' modus operandi, to trace their funds and to assist in their
investigation;
EASO to deploy teams in Italy and Greece for joint processing of asylum applications;
Member States to ensure fingerprinting of all migrants;
Consider options for an emergency relocation mechanism;
A EU wide voluntary pilot project on resettlement, offering a number of places to persons in
need of protection;
Establish a new return programme for rapid return of irregular migrants coordinated by Frontex
from frontline Member States;
Engagement with countries surrounding Libya through a joined effort between the Commission
and the EEAS; Initiatives in Niger have to be stepped up.
Deploy Immigration Liaison Officers (ILO) in key third countries, to gather intelligence on
migratory flows and strengthen the role of the EU Delegations.
Return migration is the return of migrants to their country of origin sometimes as fulfillment of
original intentions, sometimes as a consequence of revised intentions. It has much in common with
outward migration.
Trends of return at present have likely been affected by the global economic crisis that has reduced
employment levels in most wealthy countries, with disproportionate impact on jobs held by
immigrants. On the other hand, increasing scholarly attention to return in recent years probably
arises as much from the popularity of the transnationalism perspective as from any actual increase
in return.
Returning home at times of trouble may not be the end of the story. We find that individuals with
work experience abroad are more likely to move abroad again, relative to those without such
experience, in the majority of the new EU member states, and most
intend to move to another EU country, pointing towards an important potential repeat and circular
migration in the postenlargement Europe.
Overall, enjoying free mobility, post-enlargement migrants constitute a highly flexible and valuable
resource that may act as buffer during the economic crisis. Potential repeat and circular migration
is expected to alleviate the negative impacts of the crisis, leading to brain circulation rather than
brain drain and a more efficient allocation of resources within the EU.
Concerning Romania, according to UN statistics, in 2006 more than 2 million Romanians work and
live abroad, at least on a temporary basis, and more than 50 percent of them live in Italy. More than
77 percent of them have a secondary education degree while only 9 percent hold a university
degree.
21
In Romania, during the last 20 years of migration, there were three stages of international Romanian
migration in the period preceding the EU accession: 1990-1995 with a migration rate of not higher
than 5, 1996-2001, with a migration rate of 6-7 and the period following the lifting of the visa
restriction in 2002 to 2006, with a migration rate of 10 to 28
In the early 90s, Romanians in Italy accounted for only 1% of the total number of foreigners with
approximately 8.000 statistically documented migrants..
In 2002, the lifting of the visa regime and the Bossi-Fini Act favoured a significant increase in the
number of Romanian migrants in Italy: 147.947 Romanians were granted
amnesty as a result of the Bossi-Fini regularization program, while in previous years a little more
than 35.000 Romanians legalized their stay16. In fact, it was only after 2000 that Italy became the
most important host country for Romanian migrants, after a decade of exploration of diverse
destinations such as Germany, Hungary, Yugoslavia, Poland or Turkey.

Source: Antonio Ricci, in Pittau, Ricci and Tima. (cords), 2010: 20

Concerning he profile of the Romanian migrant to Italy, a quarter of the Romanians working in
Italy were unemployed (23%) before going abroad. For the most part, those who had a job worked
as plant or machine operators, assemblers (20%) or as sellers in markets, shops or service providing
firms (12%)24. As regards the sector of activity, one quarter of all migrants worked in construction
(14%) or agriculture (10%)25. Migration was an opportunity for unemployed people to find a job
and for lower and medium skilled workers to get higher wages.
For the first time in the past twenty years, the number of Romanians residing in Italy has slightly
decreased, going under 900,000 persons. The 2010 statistical data show that 887,763 Romanians
officially reside in Italy, while the unofficial estimated number of Romanians is around a million
persons. Nonetheless, Romanians are the most numerous foreign community located in Italy,
followed by the Albanians and Moroccans which together sum up to about 450.000 persons (Pittau
et al., 2010). The immigration dynamics of Italy remained relative unaffected by the economic
crisis. Regardless that the in the first nine months of 2009 the net rate decreased with 21%, in
comparison with the same period of the previous year, the number of foreign residents in Italy
increased during the recession (Koehler et al., 2010).
The Italian labor market registered profound transformations during the crisis. The gap between the
unemployment rate of native workers and that of the migrant workers has amplified from the
second half of 2008 to 2009. In the first half of 2009, the immigrant unemployment rate reached the
historic threshold of 10%. As in the case of Spain, immigrant women were less affected by
unemployment than men, as women are concentrated in economic sectors which were less affected
by economic fluctuations.
The return of the Romanians is a recent phenomenon, already occurs differently
depending on gender, age, skills, social and economic capital transferable in the community of
origin.
Unfortunately, at this moment there are not being developed policy measures in managing return
migration in Romania. Concerning the potential returnees, measures such is the signature of
22
bilateral cooperation agreements with the subject to support returnees once back in Romania would
be necessary for the sustainability of returning process. In sum, the picture of the Romanian return
migration is complex and changeable, making difficult to draw a clear image at this moment in
time. Has Romanian emigration reached its peak and more return migration is to be expected in the
future?
Presently, more than 2.500.000 people are abroad, from which, 46% in Italy.

Source:National Institute of Statistics

Concerning the Vaslui County, one of the poorest counties in Romania, , it is easy to explain
explain why is emigration often seen as a solution for a better life. Although the link between
migration and economic development receives special attention, the particular dynamics of
migration and its effects on the labor markets of sending countries are still poorly understood due to
the lack of reliable data. OECD studies on this subject concluded that migration has little or no
impact on employment: a 1% increase in the number of immigrants reduces employment for low
skilled workers by 0.04% and reduces employment on average by a negligible 0.02% (Vasilescu
et al., 2012).
The census of 2011 revealed that Italy is the main destination country for Vaslui County
temporary emigrants(under 12 months).

23
From the 5724 persons temporary left abroad, 3087(53,90%) chose Italy as destination country.

6000
5000
4000
Total VS
3000
Italy
2000
1000
0

From the 20195 persons long term left abroad, 11315(56,02%) chose Italy as destination country.

25000

20000

15000 Total VS

10000 Italy

5000

Concerning the return migration(re-migration) the statistics are imprecise or doesnt exists. Studies
effectuated by the Vaslui County Centre of Resources and Educational Assistance revealed that this
phenomenon started in 2011, after de beginning of the economic crisis. But the statistics includes
only families with children of school age. In the school year 2012-2013, 127 children(from aprox.
100 families) were re-integrated in the Vaslui County educational system:
Reintegrated students

13% 0%
34%
ciclul primar
ciclul gimnazial
liceu
SAM
53%

24
In the school year 2013-2014, the number of returned families with school age children increased
from 81 to 151 children(from more than 120 families).

200

150
2012-2013
100
2013-2014
50

In the school year 2014-2015, the return of migrant families diminished, because of the reducing of
the economic crisis effects. The number of returned students decreased from 151 to 83(from aprox.
75 families).

200

150
2013-2014
100
2014-2015
50

At the beginning of the school year 2015-2016, 25 returned students were reintegrated in the Vaslui
County school network. Most of them(13) came back from Italy(52%).
One of the most important effects of the adults migration is the situation of the children left
behind, sometimes all alone.
These children are an important part of the projects target group in Romania, Vaslui County,
having special support and inclusion needs.
The problem of the children left alone by the parents working abroad became very important
starting with the adhesion of Romania to the European Union, in 2007, when the Romanians got the
right of free circulation(including for work) in the Member States.
In the last 8 years(2007-2015), 19494 children had one or both parents working abroad. From these,
54% were working in Italy.

20000

Total
15000

One parent abroad

10000

5000 Both parents

abroad

25
Some of them are left in the care of their grand parents(67.46%), other relatives(23.48%)
Family friends(4.97%). Part of these children are left all alone(4.09%), which became real problem
for the school and the society.

1
Total
0,8
Grand parents
0,6
Other relatives
0,4
Family friends
0,2
All alone
0

This situation affects their school situation and also their adaptation to the school educational
demands. The study revealed that concerning their school results, for 30.23% they are very good,
for 54.59 % are good. 7.99% needed a second examination to some subjects and 7.19% are in risk
of school drop out(because of the absenteeism and deviant behavior)

1
0,9 Total
0,8
0,7 Very Good school
results
0,6
Good School Results
0,5
0,4
Second Examination
0,3
0,2
Drop Out Risk
0,1
0

In this context, it is obvious that these children/students have special support and inclusion needs:
adequate information of parents about immigration/remigration effects;
psychological counseling;
specific studies and training courses for teachers/other target groups involved in education.
In order to insure the appropriate support for the inclusion of the return migrant students and of the
those left alone, the schools and communities have to elaborate an inclusion strategy based on
specific inclusion indicators with appropriate actions to diminish discrimination, xenophobia,
intolerance; it is also necessary a more efficient involvement of all stakeholders in the school and
communities life.
Concerning the migration in Italy, Umbria Region where the project partner, Commune di
Marsciano is situated, a recent research of Perugia University underlines that immigration in
Umbria has peculiar features compared to other Italian region: Umbria is second/third place among
Italian regions for foreign presences in relation to population. In last few years a reduction of
entrances has been noticed: now migrants are 7.5% of Italian population (January 2013), while 10%
in Umbria.11.8% of new flows is composed of asylum seekers.
Since the last few years we are witnessing a decrease of inputs: now migrants account for 7.5% of
the Italian population (January 2013), while 10.5% in Umbria.

26
11.8% of new flows is given by asylum seekers (which are still only 5% compared to the European
Union). There is also a trend towards feminisation of flows than in the past, resulting in the
phenomenon of the increase in births by foreign citizens: 14% of newborns in Italy are the children
of migrants (18% in Umbria) .
The Community longer present in the Middle Tiber Valley are: Romania (where the presence of
women is 55%), Morocco, Albania (52% of women), Poland (52% of women), Ecuador, Ukraine
(73 female presence %), Macedonia, Bangladesh, Moldova (70% of women), Tunisia, Algeria,
Santo Domingo (63% of women), China
It should be noted the presence Associationism: Association of Romanians in Italy, Association
Friends of Morocco
In this national and international context, the inclusion needs of migrant/return migrated children
and families are obvious. And it is also obvious that they need support from the adoption/origin
country authorities and other stakeholders, among whom the school must be a main factor of
inclusion.
Thus, the project contributes to the valorization and a better school and community integration of
the immigrant students of Romanian origin studying in Umbria Region, Italy and to the change of
Romanias image in Italy.

27
 THE BENEFITS OF NON-FORMAL EDUCATION

Alina Talpalaru
Colegiul Economic Anghel Rugin Vaslui

When we discuss about education, we generally think of the activity which happens inside a
structure, usually school. A fixed place with a fixed timetable following fixed goals with various
but not unlimited methods, supported by some but not unlimited means, and forseeing evaluations
and examinations. That means that this kind of action is structured, organized, intentional and is
supposed to have a formal learning process as feedback.
Informal education means that the learning process happens unconsciously, unintentionally,
incidentally, naturally, anywhere, at any time, without any method, by various means, alone or in
cooperation with others, often for pleasure. According to the Commission of the European
Communities it results from daily life activities related to work, family or leisure. It is not
structured (in terms of learning objectives, learning time or learning support) and typically does not
lead to certification. Informal learning may be intentional but in most cases it is non-intentional (or
incidental/random). (Commission of the European Communities, 2001: 32-33).
The concept of non-formal learning is seen as a middle state between formal and informal.
Non-formal learning means, according to the Council of the European Union, learning which takes
place through planned activities (in terms of learning objectives, learning time) where some form of
learning support is present (e.g. student-teacher relationships); it may cover programmes to impart
work skills, adult literacy and basic education for early school leavers; very common cases of non-
formal learning include in-company training, through which companies update and improve the
skills of their workers such as ICT skills, structured on-line learning (e.g. by making use of open
educational resources), and courses organised by civil society organisations for their members, their
target group or the general public (The Council of the European Union, 2012:37).
Teachers have to rethink their own teaching practice and develop new pedagogical
strategies, not only in order to renew their professional activity but also to give informal learning a
chance to be recognized. According to Barbara Gramegna, the advantages of formal teaching are
that teachers' professionalism, planning of actions, fixed goals and accreditations lead often to
results, but the disadvantages are that students' learning times are not always the same as the
requested times, that school activities are often meaningless for students and too far from students'
real life.
Todays middle-aged teachers were not involved, as learners, in non-formal educational
activities themselves, so it is something they have to adapt to or to adopt so as to create an
appropriate environment for their students to develop skills. Romanian teaching system is not really
familiar with this kind of education and there are many teachers who reject it because of different
reasons. Be it the fact that they do not know exactly the way this kind of activities should be
organised and implemented or the fact they do not trust the benefits these activities could bring
about, there are few who try to focus not only on traditional formal kind of teaching-learning
activities, but also to create opportunities for students to acquire knowledge or competences by
being involved in non-formal educational activities.
Non-formal learning activities are largely used by the representatives of NGOs organising
activities meant to help teenagers develop new skills or acquire knowledge in a very attractive way.
The benefits have been noticed by everybody, not only by the direct beneficiaries, but also by the
indirect ones, the parents and teachers of the teenagers who form the target group of such activities.
That is the reason why we, as teachers, have gradually started to implement such activities and to
promote them. They have been organised mainly as learning activities, but I think we could use

28
non-formal education also during our regular teaching activities which are currently developed
especially in a formal frame in Romanian schools.
As a teacher of foreign languages, I promote such activities to be used as often as possible.
We should be ready to accept open educational resources of any kind. For example, it is more
attractive and more beneficial for the students to be asked to fulfil a task such as making up a
project, a presentation or a story based on some input, without imposing a target such as getting a
mark. It will be just their effort to produce high-quality materials to be proud of which will motivate
them, and you are going to notice that this is an effective activity which makes them re-activate
vocabulary, acquire new vocabulary from the other people in the group, pay attention to grammar
structures, learn how to structure content and organise ideas, not to speak about the other skills that
will be developed effective communication and negotiation, team work, public speaking.
The development of European projects in schools is another activity students could benefit
from. All the students who have been part of the implementation teams of such projects have
expressed the beneficial effects of being involved in such activities. They have learnt how to work
in a team (national or international), they developed communication skills (not only in using
English or French as the project common language, but they have also learnt a little of the mother
tongues of the other partner students), they learnt how to behave in an international environment
and to accept their being part of a multicultural society. This is what one of our students stated at
the end of one of the projects our school have been involved in: The time I spent in Poland was an
amazing experience for me. I came to know the culture of the country, I managed to learn some
Polish words, there were great experiences which made me want to go back to Legnica some day
(Paul Burghelea, member of the implementation team of the Multilateral Comenius Project The
Union of European School against Violence and Social Exclusion, 2010-2012). So this kind of
activities should continue to be organised, and, furthermore, schools should benefit from the
recently implemented programme Erasmus+ for VET learners which offers the opportunity for
students to acquire new skills during three-week training meant to offer the young learner the
appropriate environment for personal and professional development in a European institution or
company.
What is also easy to be done, not only by teachers of foreign languages, but by teachers of
any other subject, is to involve students in the development of e-Twinning projects. It is beneficial
as they are going to use a foreign language to communicate with partner students and to make up
the materials required, but they will also learn how to look for and select necessary information,
how to structure it, how to present it in an attractive way, how to work using ICT tools. As far as
the specific knowledge is concerned, they will acquire it in an attractive way, being directly
involved in learning activities.
Furthermore, students have always involved with great enthusiasm in performing
monologues or sketches in English. First, this will help students a lot in improving their knowledge
of language in a way that they will surely enjoy. Secondly, it is up to you, as a teacher, what
students are going to perform in order to instil a little bit of culture into them by choosing texts
belonging to renamed writers worth being studied.
Non-formal education offers teachers the opportunity to learn new approaches, to rethink
their teaching activity, to keep pace with everyday changing paradigms in developing knowledge; it
offers flexibility in organisation and methods used. We should build bridges between formal, non-
formal and informal learning in order to create an appropriate environment which could better
facilitate learning.

REFERENCES:
1. Barbara Gramegna, Formal Language Teaching versus Informal Language Learning Supported
by Mobile Devices
(http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/125-QIL18-FP-
Gramegna-ICT2012.pdf)

29
2. The Council of the European Union, Council Recommendation of 20 December 2012 on the
validation of non-formal and informal learning 2012/C 398/01 (http://eur-lex.europa.eu/legal-
content/EN/ALL/?uri=CELEX:32012H1222)
3. Commission of the European Communities (2001), Making a European Area of Lifelong
Learning a Reality (http://www.hrm.strath.ac.uk/teaching/postgrad/classes/full-time-
41939/documents/formalandinformallearning.pdf)

FUNNY LANGUAGE GAMES BOOK

Prof. Coman Maria Monica

coala Gimnazial Constantin Parfene Vaslui

The Funny Language Games Book is a final product of the Bilateral Project
Common Roots Bring Us Together funded by the European Commission through Lifelong
Learning Programme, Comenius school partnerships, implemented by School Constantin Parfene
Vaslui and CEIP "Virgen de la Paz" Gojar (Granada), Spain - as coordinator, between 2012 - 2014.
The Funny Language Games Book promotes the study of foreign languages
(English) in the context of European multi linguistic and multiculturalism. It also encourages the
study of new foreign languages, less known and spoken across Europe (Romanian for Spanish
students and Spanish for Romanian students) as all the games are translated in all the three
languages. Therefore, they can be used during the Romanian, Spanish or English classes. The
games are also recorded on DVDs offering live examples of how these games can be approached in
class. The games were made and filmed during the activities within the Intercultural Club. They
were later on used during the Romanian and foreign language classes. The students enjoyed them
very much and felt good to interact nicely in different contexts and using a foreign language.
The book will help teachers to much improve their way of teaching, especially
regarding the communicative competencies. The new games gathered in the Funny Language
Games Book will change the approaching of mother tongue classes (Romanian and Spanish), which
use mostly old classical methods. New elements for helping teaching foreign languages in an active
way will be added and oral communication elements will be introduced during the foreign language
classes. In this way, the objectives of making this DVD are fully fulfilled.
We would like to thank all those who got involved in realizing this final product:
students, teachers, parents and wish good luck to all those who will use this DVD during their
teaching. Here it is one of the games we play during language activities, translated into English,
Spanish and Romanian.

TITLE: LETS GO SHOPPING

3rd Primary
Level: beginner
Type: vocabulary/communicative
Function: The self introduction and the respect for the initials to chose the word for the bought
object
Objectives:
To facilitate acquintance between class members and relax the atmosphere
during the adaptation of children with a new environment, in school.
To encourage the children to actively involve in the game, to overcome the
difficulties and to be open to changes.
To acquire new words.
Time: 15-20 minutes
Materials: cards (optional)
30
Organization: group work
Author: unknown
Stages: Participants are placed in a circle. Teacher says his/her name and adds that
he/she wants to buy an object: 'I'm Nadia. I go shopping and I buy a nut for me. "(Token can be
raised accordingly).
The game runs clockwise. Each child introduces himself/herself, announces that
he/she wants to buy and will be so kind as to buy the object for those before him/her, mentioning
their names and what they want to buy. The game can be complicated, asking the students to choose
an object whose name begins with the first sound of his name.
Ex: I am Tina. I go shopping and I want to buy a tulip for me and a nut for Nadia.''
Other idea:
Children sit in a circle. A child says, 'I went to school and I put a doll in my bag .....',
the next child says, a doll and a towel ...', the next must put an object in the bag again, but do not
forget to mention objects placed in the bag before him/her.
When a child forgets to mention an object, gets out of the circle and the game
continues without him/her.

TITULO: VAMOS DE COMPRAS

3 Primaria
Nivel: principiante
Tipo: vocabulario/comunicacin
Funcin: Auto presentacin y el respeto para los primeros en elegir la palabra para el objeto
comprador.
Objectivos:
Facilitar el conocimiento entre los miembros de la clase y relajar el ambiente
durante la adapatacin de los nios a un nuevo entorno en la escuela.
Animar a los nios a implicarse activamente en el juego, supercar las dificultades y
estar abiertos a cambios.
Adquirir nuevas palabras.
Tiempo: 15-20 minutos
Materiales: tarjetas (opcional)
Organizacin: trabajo en grupo
Autor: desconocido
Etapas: Los participantes se sitan en crculo. El profesor dice su nombre y aade
que quiere comprar un objeto: Soy Nadia y compro una nuez. El juego contina siguiendo el
sentido de las agujas del reloj. Cada nio se presenta, anuncia lo que quiere comprar y es tan amable
de comprar el objeto para aquellos que le precedieron, diciendo su nombre y lo que queran
comprar. El juego puede complicarse, preguntando a los alumnos que elijan un objeto cuyo nombre
comience con el primer sonido de su nombre.
Ejemplo: Soy Tina. Voy de compras y quiero comprar un tulipn para m y una
nuez para Nadia.
Otra idea:
Los nios se sientan en crculo. Un nio dice: Fui a la escuela y puse una mueca
en mi mochila el siguiente nio dice, una mueca y una toalla el siguiente debe poner un
objeto en su mochila otra vez, pero no olvidar decir los objetos colocados en la mochila antes que
l. Cuando un nio olvida decir un objeto, sale del crculo y el juego contina sin l.

TITLUL JOCULUI: S MERGEM LA CUMPRTURI!

Clasa a 3-a
Nivelul: nceptor
Tipul jocului: Comunicare/vocabular

31
Utilitate: Autoprezentarea i respectarea sunetului iniial n alegerea cuvntului care denumete
obiectul cumprat.
Obiective:
S se uureze cunoaterea ntre membrii clasei i ,,destinderea atmosferei n
perioada de adaptare a copiilor cu noul mediu, al colii.
S ncurajeze copiii s participe activ la joc, s-i depeasc dificultile i s fie
deschii la schimbri.
S nvee noi cuvinte.
Timp: 15-20 de minute
Materiale: Jetoane (opional)
Organizare: Activitate n grup
Autor: necunoscut
Etapele jocului: Participanii sunt aezai n cerc. nvtoarea i spune numele i
adaug c vrea s cumpere un obiect al crui nume ncepe cu primul sunet al numelui su: ,,Eu sunt
Nadia i vreau s cumpr o nuc. (se poate ridica jetonul corespunztor)
Jocul se desfoar n sensul acelor de ceasornic. Fiecare copil se prezint, anun ce
dorete s cumpere pentru el i va fi att de amabil nct s cumpere i obiectul pentru cei dinaintea
sa, mentionndu-le numele i ce doresc s cumpere. Ex: ,,Eu sunt Tincua i vreau s cumpr un
trandafir i o nuc pentru Nadia.
Variant:
Copiii stau n cerc. Un copil spune ,,Am plecat la coal i mi-am pus n scule o
ppuic..., urmtorul spune: ,, o ppuic i un prosopel..., urmtorul trebuie s pun n scule
un obiect nou, dar s nu uite s menioneze obiectele puse n scule de cei dinaintea lui. n
momentul cnd un copil uit s menioneze un obiect, iese din cerc i jocul continu fr el.

THE ROLE OF CANADIAN CULTURE IN ELT

Onea Nicoleta Elena

Scoala Gimnaziala Vasile Alecsandri Baia Mare

The diplomatic relations between the English Canadians and the French Canadians
alongside the native peoples became a model of cohabitation after wars and treaties. This model is
a good example to be followed because the Romanian students learn English alongside Hungarian
and Rroma students.
I have been doing research for my thesis to motivate the students to learn English starting
from the Canadian model of tolerance and respect for the diversity of other cultures, to teach
English in the context of Canadian culture for a more amusing and motivational learning, to create
a positive attitude towards culture and a deep understanding of cultural knowledge.
In my opinion, the cultural context is the most important instrument for teaching English as
a foreign language. This offers the background of cultural knowledge and it depends on the ability
of the teacher to make it more accessible, amusing and interesting in order to develop the receptive
and productive skills. Canadian culture belongs to the anglophone world and must be of equal
importance as British and American cultures in ELT.
The Role of Cultural topics in ELT is the access to a vast land of knowledge which offers
the children the opportunity to learn about the most important geographical and historical aspects of
an anglophone country.
Communication is another role which enriches the spiritual profile of each student. When
the Romanian children learn about the culture and civilization of other countries, they become more
tolerant and respectful coming into contact with other people.

32
 Canadian culture is worth being taught for the values of tolerance and respect for the
diversity of other cultures, freedom of expression, the policy of multiculturalism which ensures
respect for each cultural identity and bilingualism.
Professor Ana Olos asserts that Canadians mean to comply with the differences between
people, to find beauty and richness of spirit in the singleness of every culture integrating them in a
harmonious whole. A culture multiplies its meaning through the multiplicity of cultural
expression (Olos,2007,34-35)
Bilingualism in Canada builds into the citizens the notions of respect and equality of
chances for the English and the French. The citizens learn both languages for the mobility of their
jobs and for a better cultural communication.
According to J.R.Miller (quoted in Taras and Rasporich 2001,40)the reasons for which
Europeans came to Canada were fish, furs, exploration and faith.In 1700 the Europeans perceived
the First Nations as trading partnersand targets of Christian preaching.From 1700 to 1814 they
regarded them as fellow warriors.
The colonists cut the pine forests to make farms and opened the lands along the lakes.
Thus the First Nations were dispossessed from their lands by means of a series of land treaties.
After 1867 both the church and the Canadian state imposed assimilation on the First
Nations. The assimilation was conducted through the residential schools which were run by
churches on behalf of the federal government. In 1940 the First Nations occupied territories that
were needed for military and economic purposes.
Concerning the Aboriginal rights, Hedley (quoted in Pryke and Soderlund, 1998, 59)
asserts that any attempt of civilizing and assimilating them into the Western society is called
cultural genocide.The involvement of the Indians in agriculture was one of the many ways that
the Native people had been incorporated in the Canadian economy by the end of the 19th century.
Today the Royal Comission on Aboriginal peoples rejects assimilation , the past
governments strategies and fights for the recognition of the Aboriginal peoples as nations. The
comission insists that Aboriginal peoples should be treated as collectivities with a long shared
history having the right to govern themselves and be a part of Canadian life(Hedley quoted in
Pryke and Soderlund, 1998,79)
According to V.L Sauve and M.Sauve (1997,6-7) archaeologists agree that the original
people of this land were here at least 10.000 years before Europeans arrived.
J.M Bumsted and K. Mc Naught present in their historical books the most representative people
who had a great role in founding Canada as a nation: John Cabot(1497), Jacque Cartier(1534),
Samuel de Champlain (1608).
In 1867 the British Parliament passed an act creating a federal union called
Canada.During the first and the second world wars Canada involved so much in the war that it
risked its existence. Under the impulse of the war Canadian economy grew and the country became
one of the most industrialized states.
In 1970 Pierre Elliott Trudeau government published a statement of the most important
values of the foreign policy:fostering economic growth,safeguarding sovereignty and
independence,working for peace and security, promoting social justice,
enhancing the quality of life, ensuring a harmonious natural environment.
(J. Saywell,1983,84)
The French Canadians see their future alongside the people of Canada , their historic
partner and the people of the United States and France signing treaties and agreements to maintain
the economic ties.(Quebec National Assembly quoted in Taras and Rasporich 2001,103)
I started teaching Canadian culture to the 5th grade students using the Snapshot Starter
textbook. The units which I chose from Snapshot Starter had in common the Canadian culture ,
British and American elements.
The role of Canadian culture in ELT is that of merging with language, offering a
context for teaching and favouring the research on cultural topics and making the children aware
that they must compare the Canadian culture with our national culture.
33
 Examples of activities for teaching cultural elements to the fifth grade
While teaching the unit Im French Canadian I started Photo Story : At School by
exploiting the photos from the textbook. I used two texts, one about the Canadian school uniform
and the other about British uniform in order to offer a context for teaching listening. The class was
divided into two groups which each read a text and identified in the text the qualities and bad traits
of each school uniform. According to Fran Linley et al(2001,25)the listening activity begins with
the prediction of the missing words.. The students read the dialogue and complete the text with
missing phrases. The teacher writes the suggestions of the students on the BB and listens to the
cassette alongside the students in order to check the answers .
I have also been teaching Canadian culture as a means to improve learners reading skills.
Developing the reading skills presupposes a good knowledge of reading dilemmas, of teaching
extensive reading and developing methods to approach the texts.Canada -Wide Angle on the
World -reflects the way in which I taught a text about Canadian culture to the 5 th grade students.
Examples of Good Practice- Canada Wide Angle on the World
I approached the text about Canada in three different lessons . During the first lesson, the children
learnt the capital of Canada, its geographical position on the map. I exploited the pictures from the
textbook by asking children to make up sentences with the words from the images. They read the
text and extracted the general idea of the first half of the text.
I started the second lesson through a brainstorming with the Canadian animals. The children learnt
the new words by linking pronunciation with meaning and drawing. They also matched the words
with their definitions and completed a table with detailed information from the text. After reading
the text the children asked questions using the prompts given by the teacher.
During the third lesson I revised all the information alongside the children. They categorized words,
circled the odd one out, matched the main ideas with the corresponding paragraphs, arranged the
words in the correct order, arranged the sentences in the correct order.
Improving learners writing skills is one of my objectives of teaching
Canadian culture.Writing activities focus on dictation, written discourse, writing techniques, types
of writing, writing games, pre-writing, while-writing and post-writing activities and the steps
toward autonomous writing.
Dictation develops the listening skills and the writing of the text. The text should be short and
amusing and it can be used as a starting point for conversation.
Writing techniques must help the children to become autonomous writers using note taking,
outlining, and summarizing. We can distinguish three types of writing : functional writing(
memos, CVs, advertisements, application forms, letters of complaint; academic writing
(compositions, essays, research papers, reports, dictionary or encyclopedia entries); creative
writing( diaries, informal letters, articles, short stories, and poems)(Vizental,2007,236-237)
Writing can be taught in three stages:
Pre-writing-can be introduced through brainstorming, clustering, wh- questions,
While-writing refers to paragraph writing, the minimal form of full text.
Post-writing refers to valuing the essays of the students by reading them aloud in front of their
colleagues and publishing them in magazines.
Examples of Teaching Creative Writing
The Legend of the Bear
Pre- writing brainstorming with wh-questions in order to write the outline of the legend: the
characters, place, time, setting
While-writing- the children write the introduction and conclusion of the story. The teacher provides
the body of the essay.
Post- writing- The students read the composition aloud in front of the class.

Conclusions
After three years of teaching elements of Canadian culture to my students I succeeded in building
my students confidence. I succeeded in adapting elements of geography and history to their level of
34
understanding. In the future I will make a connection between Canadian, British and American
cultures. I consider that the USA and Canada are not only neighbours but also twins. I will organize
my teaching in modules of British, American and Canadian culture. I also realized that our students
have to be aware of our Romanian identity, who we really are and then compare our identity with
the Canadian culture and civilization.

REFERENCES

Hedley,J. M., Native Peoples in Canada, In K.G. Pryke & W.C. Soderlund (Eds.) Profiles of
Canada, Irwin Publishing, Toronto (1998, 59, 79)
Linley,F, et al. Snapshot Starter (Teachers Book). Pearson Education Limited.Edinburgh.
(2001,25)
Miller,J.R . First Nations at the Centre of Canadian Memory in Taras, D. & Rasporich, B. A (Eds.)
Passion for Identity: Canadian Studies for the 21st Century, Nelson Thomson Learning,Ottawa
(2001,40)
Olos, A. The Interdisciplinary Teaching of Canadian Studies & Essays on the Border. Editura
Universitatii de Nord. Baia Mare. (2007, 34-35)
Quebec National Assembly. Bill 1: An Act Respecting the Future of Quebec In
D. Taras & B. Rasporich (Eds.), A Passion for Identity: Canadian Studies for the 21st Century (4th
ed.) (2001, 103).
Sauve, V.L and Sauve, M. Gateway to Canada. Oxford University Press.Toronto,
(1997, 6-7)
Saywell, J. Canada Past and Present. Clarke Irwin & Company Limited. Toronto and Vancouver
(1983, 84)
Vizental, A. Metodica predarii limbii engleze: Strategies of Teaching and Testing English as a
Foreign Language. Polirom. Iasi, (2007,236-237)

THE MUSEUM IN THE SCHOOL EDUCATIONAL PROJECT

Teacher Militaru Iolanda
Voievodul Mircea High School, Trgovite, Dmbovia

Between 2014 2015 and 2015 2016, within the Voievodul Mircea High School I have
carried out a culture based educational project called The Museum in the School which motto is:
A museum is the most powerful weapon that people can use to defend their origins, their identity
and everything they inherited from their ancestors. Iosif Sterca- Sulutiu.
The project was accomplished in order to make the most of the patrimony items belonging
to our school since its beginnings, and also to find some efficient ways to stimulate students
interest for traditions and science. The scheduled activities are stimulating and encourage students
to develop their creativity. During and for this project, students had to work with traditional and
cultural aspects of our ancestry and were motivated to carry out their own research related to the
traditions, the history and geography of our cultural space.
The Museum is also the perfect place to accomodate extracurricular activities, such as:
- The Romanian Autumn September;
- Sumedrus fire October;
- Lets rethink grannys pantry October;
- The International Day of The Black Sea October;
- St. Andrews November;
35
 - Traditions and customs for St. Nicholas December;
- Christmas celebration in the Erasmus+ Act Citys project partners countries
December;
- Love the Romanian way on the occasion of Dragobete February;
- The Romanian Spring March;
- The healing herbs in grannys pantry April (A different school week).
The project aims to raise students awareness and interest for culture and traditional values;
it also encourages the preservation of cultural items belonging to the schools patrimony through the
setting of a museum within the school building. In order to accomplish this we converted the
Geography History Social Sciences room in a museum where:
- we displayed the old popular traditional costumes belonging to the high school;
- we reconditioned then displayed ancient furniture belonging to the school (made out of
massive carved wood);
- we exhibited a numismatic display with coins and medals;
- we set up an ethnography and folclore corner with old sacred paintings depicting
Virgin Mary, ceramic pottery, old fabrics, carpets, handcrafted towels and also everyday items used
in the past;
Most items have been generously donated by the teachers of the school, students, parents
and grandparents and we ensured optimal conditions for preservation and promovation.

Our objectives are:

- knowing and promoting our traditional values and popular customs;
- making students aware of the beauty which lies within the traditional items belonging to
our ancestors and encourage them to protect them as a link to our past;
- to refurbish the items included in the schools patrimony and heritage (furniture, popular
costumes etc) and to enhance their sustainability;
- to inspire both teachers and students to organize extracurricular activities which promote
our national and spiritual values, our ancestry.

In order to fulfill our objectives we planned to involve students, teachers and guests to
participate in the events organized in the museum and also to fix a calendar of extracurricular events
planned to take place in the Museum.
The project is adressed to young people, students at Voievodul Mircea High School, from
the 9th to the 12th grade.
The main beneficiaries of the project are students and teachers at Voievodul Mircea High
School but also collaborators- students and teachers from other schools in the county and at national
level. Among other beneficiaries we mention students parents who were involved in setting up the
museum and other activities, art lovers and guests who visit our school in different occasions.
The activities taking place in the project have been highly advetised both in the local media
but also at European level. The inauguration of the museum took place on the 15th of October 2014
and the news was covered by Trgovite Live journal. Another important activity which took
place in the project Love the Romanian way on the occasion of Dragobete received local
coverage by Columna TV channel and iTrgovite online journal.
At the European level, our project was promoted by Mrs. Lucretia Baluta, UNESCO
coordinator in Romania, through the ASPnet in Action journal.
The cohesion and the durability of this project are inevitable as peoples need for culture is
vital, the love for traditions and for the Romanian people must be stimulated by the school.
Activities taking place in the museum, in a non conventional space can help speed students
progress and raise their academic achievement due to the value of the treasured items on display.

36
37
 BRINGING GENERATIONS TOGETHER
ACTIVITIES FOR ADULTS AND CHILDREN

Prof. Srbu Karin

Colegiul Tehnic de Transport Feroviar Anghel Saligny Simeria

Children and young adults have a metal capacity which enables them to gather information
and learn new things at an alert pace. They also have quick access to new technologies, mass-media
and virtual data bases, and are also exposed to new curricula, which focuses on developing their
skills while also providing knowledge.
We are used to talking about the generation gap, and we hear this phrase increasingly
more among people nowadays, and it may seem that this gap is becoming larger and larger.
Granparents and parents alike dicover that they can no longer keep up with their children or
grandchildren. Some parents even feel discouraged by the new technology available, while
grandparents feel they have been replaced by tablets, mobile phones and computers. However, there
is a solution meant to improve the quality of relationships between generations. The answer is rather
simple and reachable, and is called intergenerational learning.
This solution, however simple it may sound, is unfortunately a scarecely used and exploited
resource in the Romanian educational system. Intergenerational learning is a way through which
people of allages can learn together and from one another, thus becoming an important part of life
learning, where different generations work together to achieve different skilss, values or
knowledge.This type of learning can bring great benefits to all age groups involved. For children,
the interaction with adults can help them develop socializing and communication skills, as well as
abilities to connect to their cultural values and traditions. For adults, the interaction with the
younger generation can provide opportunities for learning and developing their skills in working
with technology, as well as the chance to be directly engaged in their childrens activities, thus
gaining a higher capacity of interacting and communicating with them. For the community, this
type of education brings significant benefits, as it joins together various age groups that collaborate
and exchange knowledge, and this represents a valuable social development resource.
This collaboration could also take place in schools, where the adults represented by
teachers pass on abilities such as reading, writing, calculating, etc. to younger generations and
teach them how to further develop these aquired skills by gaining more knowledge and applying
that information. Intergenerational learning can also happen in informal contexts, like home,
between parents and children or grandparents and grandchildren. Such aspects tend to prove the
importance of sharing beliefs, atitudes, values and behaviour.
However, intergenerational learning can also combine these two environments school and
home - through activities which involve the participation of grandparents or parents to workshops
organised by a teacher and the children. Such activities may include:
Computer science classes
Lecture classes
Plays
Workshops
The Family Album
Crafts workshops
Debates
Computer science classes are activities in which children could teach their parents or
grandparents how to use a computer, how to work with different useful programs and how to access
the Internet. It may also involve using a tablet or a smart phone, and children could explain to their
parents/grandparents how to properly use such gadgets and how to understand the way technology
works today.
Lecture classes are meetings at which the adults can read to their youngsters or vice versa,
and where they could also perform a series of fun activities, like reading poems backwards,
38
organising spelling competitions, reading paragraphs without pronouncing a specific letter, or
playing scabble/hang man/crosswords, etc.
Adults and children can also collaborate to organise role-play activities or plays for school
celebrations. Another engaging activity is creating workshops for both adults and children. Groups
can be organised according to family pertainance and families could work together to achieve a task
or even to create a hand-made craft. Such workshops are ideal for experience exchange, as well as
improving team work and family relations.
The Family Album is an activity which involves bringing pictures with the members of the
family, with the family history or the familys former generations. The children can ask questions to
their parents/grandparents in order to find out more about their ancestors or they could even try to
create their family tree together.
A debate class can involve debates and questions-and-answers sessions on different topics of
interest to both children and adults. The topics can be chosen in advance and during such classess
either the childrens group or the parents group can have presentations related to themes of interest
chosen by the other group. The presentations can be followed by Q&A sessions or by free
discussions on the topic.
All these activities can be performed at school, in a formal environment, but they provide a
type of non-formal education. These classes could be organised after the schools formal classes, as
extra-curricular activities, but they could also be included in the Romanian national educational
program, Sptmna altfel, in which students come to classes, but they engage exclusively in
non-formal activities. This week of non-formal training is a good opportunity for intergenerational
education and for developing other creative activities that involve the participation of adults. A
good example would be to organise school trips on which parents could be invited to come. Adults
may also accompany their children to visits at museums, theatres, touristic sights or parks. Such
outdoor activities are a great opportunity of knowledge enrighment for adults and children alike.
Such activities are only a few examples of actions through which we could enforce a new
dynamics upon the educational system and gather the benefits of intergenerational learning. These
group activities, which also focus on family relations by involving children and parents or
grandparents together can bring enormous benefits and give value to the family, the school and
the community altogether.
The childrens lack of prejudice and experience gives them a revolutionary vision upon the
community, including upon the role and the functioning mechanisms of the communitys
institutions. By learning at their side, adults have only to gain from the experience, attaining a new
perspective on the society. The childrens enthusiasm and fresh look upon the world can help adults
overcome their old-fashioned views and go past and beyond their limits. In turns, children have to
gain from looking at the older generations experience, from learning from their success as well as
their mistakes, and from taking on some of their practices, cultural values, and behaviour. All in all,
intergenerational education is an asset for every and any culture, community, society or country,
and it may well be considered a pillar for biulding new generations of people, unrestrained by age
boundaries or generation-related prejudices.

Bibliography:

Newman, Sally & Ward, Christopher R. & Smith, Thomas B. & Wilson, Janet O. & McCrea, James
M.; Intergenerational Programs. Past, Present, and Future; Routledge; New York; 2013
Winston, Linda; Grandpartners: Intergenerational Learning and Civic Renewal, K-6; Greenwood
Publishing Group; 2001
Schmidt Hertha, Bernhard & Kraovec, Sabina Jelenc & Formosa, Marvin; Learning across
Generations in Europe: Contemporary Issues in Older Adult Education; Sense Publishers;
Rotterdam; 2014

39
 THE EUROPEAN DIMENSION IN SECONDARY SCHOOLS

prof. Liliana Tudor

Colegiul National Vladimir Streinu, Gaesti

It is well known that in secondary education curricula all over Europe, the place occupied by the
European dimension has grown in recent years. This is especially obvious in teaching subjects like
history, geography, humanities, economics and foreign languages. Also, in some countries, the
European dimension is enhanced by other disciplines and as part of special initiatives: some
emphasise the cross-curricular nature of the concept, while others devote special classes to it or
stress the benefits of bilingual education and overseas studies.
Recently, the material provided by the European Union, the Member States or private organisations
has also become more and more available: there are countless specialist documents, websites and
teaching aids that can now be used by teachers, provided they have access to these and the right
skills to use them. For example, special kits or packages developed for teachers and their students
(containing brochures, useful contact details, audiovisual material, interactive games and similar)
have proved invaluable. Additionally, some teachers turn international cooperation to their
advantage by borrowing teaching aids from other countries.
Besides actions coordinated by the European institutions, some countries have set up or are in the
process of creating partnerships (e.g. student and teacher exchanges, scientific collaboration, etc.)
based on specific criteria. Undoubtedly influenced by geographical proximity and socio-cultural
history, these exchanges between regions and subnational units transcend the borders of the Union.
Responsibility for this kind of cooperation falls to a whole host of organisations: in fact, although
the European institutions and other major international bodies (not least the Council of Europe and
UNESCO) have a major role, education ministers and administrative units set up specially to
coordinate these schemes are also active in this area. Non-governmental organisations and
transnational administrative cooperation schemes also contribute towards this.
There have been a lot of measures recommended:
Focusing on the European dimension in the secondary education curriculum:
- Promoting the knowledge and skills that students need to be active and informed European
citizens.
- Including a broad range of subjects in a cross-curricular and transnational approach in order to
highlight the multi-facetted and global nature of the European Union.
- Actively involving students in projects and in situations that require them to track down
information and assimilate basic concepts while working as a team with other students.
Developing the approach of the European dimension in secondary education:
- Instructing teachers on how to include the European dimension within their classes based on the
appropriate initial and continuous vocational training. Although teacher training should concentrate
on factual information, it should also enhance fundamental values and attitudes such as respect for
pluralism and multiculturalism. Continuous training in European affairs should be introduced
systematically and regularly. Short television broadcasts could support this process.
- Introducing a European hallmark which the authors of teaching aids could apply for and which
would ensure that the aids themselves were of a sufficient standard in terms of both content and
form. It is vital that teachers are given assistance when choosing from the plethora of teaching aids
available and when introducing quality activities into a complex and ever-changing environment.
- Targeting a specific readership or audience by distinguishing teaching aids from documents
intended for students.
- Developing and promoting a common European knowledge base in consultation with experts.
The aspects of the European dimension that are taught in schools actually vary from one country to
another, and even within the same country, education policy or subject. Without compromising the
autonomy of the Member States, the definition of a common European knowledge base could
facilitate choices made at national level, as well as the production of teaching aids and documents.
40
The elements of the European dimension were found both at the Romanian educational politics
level, legislation, finalities and curriculum level and at the concrete instructional-educational
process achievement (trends of educational politics, legislative trends of compatibilisation,
educational programmes, school documents which state the knowledge transmission, competencies
training and the development of attitudes and behaviours on the basis of the European values
aspect). In a legislative plan, there were permanent efforts of adjustment, taking into account the
national peculiarities, but the elaboration and maintenance of a supple, flexible, mobile legislative
frame for sustaining the frequent changes of the educational field is more impetuous, in order not to
be necessary for each legislative act to be followed by modifications, addings, come-backs,
completions, etc.
When it is more than this, it should be passed-on from the elaboration of the legislative frame to its
aplication so that it will favour civic socialisation, integration of youths with a civic conscience and
a democratic citizenship, and permanentisation in new democracies of the culture based on
European values (Brzea, 1996; Quermonne, (001). The European educational legislation should be
elaborated on a national plan, taking into account this role, but not a wording one that stressed the
ideas of offering the legal context, which will favour their achievement. At the finalities level, the
elaborated documents at the level of Romanian educational politics follow the formation and
development of the European identity and European conscience, thereby sharing the common
values of the European civilisation.
To a conceptual level, we can differentiate the meanings of the European dimension as a tendency
built on specific national elements that were formed historically, geographically, politically and
culturally in Europe and in the same time, taking into account as pillars the common elements of the
various national entities.
To an educational level, the concept of European dimension can be interpreted as a finality of the
education which represents the orientation of the educational politics in order to train and develop
the personality according to the European values. The European dimension of education can be
defined as a common trait of the European educational systems, and also as a common project
which refers to democracy, pluralism and the intercultural aproach of the diversity. The European
dimension is a reality which is continuously built on the educational act, and is achieved by educa-
tional objectives, curriculum and strategies. It is a new experience to which all Europeans
participate and live with it.
As a common project of the educational systems, the European dimension is not built from what all
of these have differently (structures, curriculum, legislative frames, time organisation, etc.), but
from what all of these have in common (values, experiences and common problems). As an
attribute of the European identity, the European dimension represents a project that is based on
values. Dadsi (1994). It is a concept, specific to the European space, and it refers to specific values,
such as: democracy, pluralism and interculturality. It is a 'cultural project where the alternance and
diversity of cultures assure the cohesion and the balance a nation needs. Europe is always a global,
overnational project and a synthesis of four real European values.

REFERENCES
Nicaise J, Blondin C, (2003), The European dimension in secondary education in Europe,
Luxembourg, European Parliament, 2003
Barthelemy D, Ryba R, Brzea C, Leclercq M 1997. (The European dimension in teaching
secondary). Strasbourg: Council of Europe
Brzea C (1994) (Educational Policies of the Countries in transition, Strasbourg): Council of
Europe.
Brzea C (1996). L `Education for democratic citizenship. Strasbourg,1996.
Brzea C (1992). Curriculum reform in Central and Eastern Europe Curriculum Development in
Europe: strategies and organisation,UNESCO, Bucuresti, 1-5.VI.
Dadsi D (1994). Universalism and particularism: the problem of identities. CDCC, Strasbourg.

41
 COMPUTER GAMES IN THE ENGLISH LANGUAGE CLASSROOM

Bcil Adina,
coala Gimnazial Coteiu, jud. Timi

Computer games designed especially for pupils play an important part in the educational
system at present. Pupils can significantly benefit from all these technological improvements, since
they have the possibility to use appropriate interaction devices with highly realistic visualization
supporting learning in a new way, different from the traditional one, with the teacher in front of the
class as the main resource for childrens acquisition of knowledge. Technological advances are
gaining ground and conscious efforts are made to incorporate them into the education sector. This
calls for modernisation of education in order to make it in conformity with the modern times and to
keep pace, with the advances in the world.
A wide variety of technologies are pervasive in our daily life. Among them, the educational
softwares especially designed for pupils. They provide great potential for foreign language learning
and teaching. Many activities can be enhanced by the integration of these technologies and they can
be used in particular classroom settings.
Nowadays, games are getting more and more important due to the advance of technology and
the search for more student-centred methodologies. One of the techniques that make the students
learn easily and comfortably in their class is computer assisted games. They have been implemented
in the English class for a while, therefore the teachers have the responsibility in finding the effective
technique in delivering their materials so as to encourage the students interest toward the lesson.
Educational games are designed in such a way as to promote collaboration among children,
who have to find solutions together, to solve different tasks. I use resources that are prepared by the
publishers and made available to the teachers and their students. There they can do vocabulary and
grammar exercises, practical English activities, practice pronunciation or play computer game-like
activities of educational merit.
Games also develop a good atmosphere in the class when the students get interest in teaching
and learning process. Motivation is a key factor in engaging students in learning. Therefore, fun
classroom lessons can persuade children to learn. The concept of fun should be taken into
consideration and used as a motivational tool and thought of as a teaching principle.
For foreign language teachers, one of the biggest problems is keeping students motivated to
stick with the learning process. Why is motivation so hard to maintain? For one, all learning
requires effort. There are, of course, students who learn for the sake and joy of learning.
Unfortunately, we, the teachers, see this only rarely. Realistically, their motives for foreign
language learning are a mixture of intrinsic goals and extrinsic rewards, combined with
psychological factors such as fear and need to please. If strong enough, these reasons can keep the
students on the right path. In the world of education, providing motivation is one of the teachers
traditional role. Nowadays, the use of computer educational games is engaging it is a way of
attracting our pupils interest. The reason why these activities are captivating is that the primary
objective of educational game designers is to keep the user engaged, just like in the case of other
types of computer games, used in non-pedagogical situations. The principle is the same: make the
user come back.
My pupils always ask me to take them to the computer room to play, as they consider it to
be a friendly environment, where they can learn, but at the same time relax, have fun and discover
many interesting things by working, or, as they consider, by playing on the computer. This proves
that game-like activities elicit involvement and also provide pleasure.
I noticed that there are certain common characteristics among children who play : they enjoy
computer exercise and games so much because they seek competence, stimulation, challenge or
reinforcement; they become less aware of the passage of time and are reluctant to change activities;
they tend to concentrate more and increase their persistence; they become very absorbed in what

42
they do, thus being completely involved in their activity; they polish their existing skills through
repetitive practice.
There are some advantages having a psychological dimension that influences positively the
learning process on the part of the learner. First of all, the computer assisted class moves the centre
of interest from the teacher to the learner. The student in front of the computer benefits of the
advantages resulted from a learner-centred explorative approach. Thus, active learning in the form
of well-structured purposeful computer-based games can be an effective vehicle for the delivery of
course content. As the strong presence of the teacher is limited, the student feel less pressure on
him/her regarding the idea that he/she might be continuously evaluated. The direct interaction
student-computer redistributes the attention of the persons present in the classroom and this makes
the student feel more comfortable, raising his/her confidence. The outcome is a better performance
and knowledge. This way the shy or the less-able students feel free to exercise and try their
responses to a task. They have more direct experiences and therefore they learn more. They also can
co-operate with their colleagues and share ideas of find solutions together. It is necessary to
mention that the teachers role is not eliminated. It still remains vital as the teacher selects and
integrates the materials used via computer. S/he conducts the class, establishing specific goals,
organizing review sessions, reinforcing what has been learned by monitoring the conversation,
provides feedback, yet in a more discreet manner comparing to the traditional class. The teacher has
also a very important subjective role in praising and encouraging the students active participation
which is crucial in maintaining the students motivation.
The CD-ROMs used by my pupils allow cooperative learning, as there are usually two pupils
who sit in front of one computer, in consequence they work together. This type of learning is an
instructional strategy that allows small, interactive groups of students to work collaboratively on
meaningful tasks. When undergoing cooperative learning activities, students have the opportunity
of relying or on helping each other to accomplish certain tasks or achieve a common goal. The
interaction or collaboration between two learners of different levels helps mediate the development
of the novice learners language skills to an extent that would not be possible without an expert
help. Not only that, the higher-level students knowledge and skills are also developed, therefore,
the games on the CD-ROMs provide an ideal medium for communication. This classroom practice
has gained considerable attention in the area of language learning, and the use of CD-ROMs and
DVDs that can be easily found nowadays helps language learning to occur in a pleasant way.
The CD-ROMs I use during my English classes are from Macmillan Publishers Ltd. (Way
Ahead 1-6, for beginners, pre-intermediary and intermediary levels). I also use the multi-ROM
Happy Hearts 2 for the preparatory class, Fairyland 1-3 DVD-ROMs for my first, second and third
grade pupils and Set sail 4 DVD-ROM for the fourth grade students. In the case of the Way Ahead
series, these computer - based games consist of specific requirements, corrections or a little help in
the case of incorrect solutions and praises when finishing the game. They are used as a springboard
for developing computing skills & strategies in early childhood classroom. The basic skills that
appear in these games are: using the mouse, navigating across the screen, clicking, dragging, filling
in, painting and other fundamental skills. The developmental benefits from computer games are the
following: the increased hand/ eye coordination, logic skills developed, goal setting, an improved
self-esteem from mastering skills and progressing through levels. As for the other devices
previously mentioned, they combine entertaining activities with a sound educational framework,
needed to ensure a positive start in English language learning, modelling as well the key structures
necessary at beginner level. They contain videos under the form of cartoons with the characters in
the textbooks and several interactive activities to develop the listening, speaking and reading skills.
These activities ensure the revision and consolidation of the acquired knowledge, in a pleasant way.
Therefore, computers can be used as tools for edutainment purposes, that is entertainment designed
to educate as well as to amuse (education and entertainment), as the present phenomena of today is
the increasing correlation between the level of education and the expectation for the quality of
entertainment which is meaningful and still is not considered as a waste of time by many teachers
The use of educational computer games in the language classroom are suited to this type of
43
instruction.
Incorporating computer games within education provides a valuable link between activities
within the classroom and life outside school. Such a connection will help to reinforce learning and
may encourage pupils to continue to develop their ICT skills outside the classroom environment.
The children's lives have been influenced by technology for some time now, so they need to
develop strong computer skills. We, the teachers, are among the first persons to help our pupils
achieve them, even if, considering the generation gap, there are a lot of language teachers who have
not been brought up with a computer as their students. Still, the teachers who accept the CALL
programs (computer assisted language learning) should make an extra effort to adjust their
competence and knowledge to a completely new teaching environment.
In our rapidly changeable age, living at an incredible pace, an important part of social
development is the education system which has the purpose of training the younger members of
society and forming the basic skills needed in future studies. The responsability of the school is to
educate the young generation so that after graduating, children should be able to use the knowledge
learnt and the intellectual and practical skills in an independent way. The pupils own work is very
important because only what is learned through personal effort lasts for a long time and is of high
quality. At a young age, learning, which for children means work, can be done through computer
games, as well, so as to make their task easier and their effort worthwhile.

BIBLIOGRAPHY:
Marinescu, Mariana, Educaia pentru noua tehnologie i progres, Editura Universitii din Oradea,
2003, p. 43-45, 60-63, 189
Sangr, Albert, Present and Future use of Technologies in Education,
http://www.uoc.edu/web/esp/art/uoc/0103009/sangra.html, 2001
Woodson, Kellie, How to Use Technology Effectively to Transform Your ESL Classroom,
http://www.fluentu.com/english/educator/blog/esl-technology-resources-for-students/
CD-ROMs:
Way Ahead (levels 1- 6), authors: Printha Ellis, Mary Bowen, Macmillan Publishers Ltd., London,
2001
DVD-ROMs
Fairyland 1-2, authors: Jenny Dooley, Virginia Evans, Express Publishing, Newbury, 2014
Fairyland 3, authors: Jenny Dooley, Virginia Evans, Express Publishing, Newbury, 2015
Set Sail 4, authors: Jenny Dooley, Virginia Evans, Express Publishing, Newbury, 2005
MULTI-ROMs:
Happy Hearts 2, authors: Jenny Dooley, Virginia Evans, Express Publishing, Newbury, 2011

INTERGENERATIONAL LEARNING AND THE CONTRIBUTION OF OLDER PEOPLE

Kindergarten Teacher: Grindeanu Ramona Lorena

Headmaster: Iordache Alina
Petrache Poenaru Kindergarten, Craiova

Introduction
For centuries, in both traditional and modern cultures, intergenerational learning has been
the informal vehicle within families for systematic transfer of knowledge, skills, competencies,
norms and values between generations and is as old as mankind (Hoff, 2007). Typically the
elders or grandparents of the family share their wisdom and are valued for their role in perpetuating
the values, culture and uniqueness of the family. Intergenerational exchange within the family is
intended to keep new generations grounded in the history of their culture and to provide a link to the
past (Hanks, 2007). Familial intergenerational learning is informal and involves multi-generational

44
interaction. However, in modern, more complex societies, intergenerational learning is no longer
transmitted by the family alone and, increasingly, is occurring outside the family. While traditional
families still may value the elder as the transmitter of cultural lore, preparing younger individuals
for life in the modern, more complex world has become a function of wider social groups that are
non-familial. There is now a new model that is extrafamilial. It can be of value to clarify how
contemporary society has necessitated the creation of a new intergenerational learning paradigm
and its future implications.
In the beginning of the last quarter of the 20th century, demographic and social changes
contributed to the development of a new extrafamilial intergenerational paradigm.
Demographers reported on two phenomena that specifically impact this development: the
growing size of the older adult population and a shift in the structure of
families. Older adults have been increasing in numbers, and living longer, healthier lives. In
response to changing economies, there has been an increase in single-parent and two working-
parent families and, often, families relocate to communities that offer more job opportunities.
During this same time period, there have also been changes in nuclear families. With shifts
in the economy, the nature of the work force and job availability, the structure of the family has
been affected. A growing geographical disconnect has occurred between members of many
extended families causing the decrase in opportunities for consistent intergenerational learning and
support.
The young and the old have become more vulnerable as the result of this geographic
separation. The young experience limited with their elder family members who, historically, have
been present to support their growth and learning, introduce values and offer wisdom, skills and
unqualifild love and understanding. Older adults experience limited contact with younger family
members who provide contemporary social insights, vitality, unqualified love, support and new
tehnological skills. Both groups lose the special, dependable support offerd by the family member
from the opposite end of the life continuum.
We are looking for creating opportunities in wich intergenerational learning, meaningful
relation-ships and social and emotional growth can occur between children, youth and older adults.
Intergenerational learning could arise in any range of contexts in wich young people and
elderly people come together in a shared activity. It take place within programs specifically
designed to bring together young and older people in shared meaningful activities when:
- two different age groups share learning experiences and training activities designed to
develor academic knowledge and skills and prepare their social service skills.

Detailed Content
Best practices in intergenerational learning refers to those measures that combat barriers to
age groups and promotes diversity ages. Relationships between parents and children require a
special mechanism, social filtered, they are based on statutory communication that creates a pattern,
a pattern of conduct. In these relationships parents tried and, often, many of them manage to
socialize with their children, thus contributing to change and improve the style of interrelation since
childhood, both sides of the equation with needed skills, social skills on facilitating
intercommunication.
Sometimes closeness between grandparents and grandchildren seems surprising, individuals
belonging to different generations, between which is about half century on average. Grandparents,
grandchildren conversations are opportunities for sharing of past and future impact. For
grandchildren, past generations become crystallized as sharing stories, providing a sense of identity
on family history
The project started from the premise that non-formal education and intergenerational
learning, although are an important issue, they dont get the recognition they deserve.
The learning activities within non-formal education and intergenerational learning are
created to attend the young peoples needs, aspirations and intrests.

45
 The methods used are very divers and are mainly based on creating healthy environments of
trust and sharing experiences.
The project involves several non-formal education activities with preschoolers and their
parents or grandparents. With much of what occurs in caring for children, the learning function is
not immediately recognisable. But even activities like spontaneous playing, simply being together
in the group can be used to promote social skills and to teach social values and norms.
Non formal education should become a characteristic element of work in a kindergarten.
Children are by nature curious and desirous of learning on their own initiative, participation of a
child is an important goal but also the basis of pedagogic approach.
The main activities proposed in this project are: creative workshops, educational workshops,
sports, competitions, dancing. Because children are 3 to 4 years old, the activities aim to integrate
them in the educational system, to support them in the learning process. Also these activities are
helping parents to socialize with other parents, to share their experiences, provide help in
understanding the learning process.
Also intergenerational education can be promoted through other activities within the School
Program "To know more, to be better". In this program, preschoolers can participate in various
activities that respond to diverse interests and concerns. During the development of this program,
preschoolers can visit various institutions within the local community, such as military units,
emergency situations inspectorate, libraries, schools. These activities establish links between
preschoolers and adults, develop the need of knowledge of the young generation of the institutions
and promoting their image. In this way there is an exchange of experience between children and
adults.
This collaboration can take place at kindergarten/ school level, through joint activities
grandparents, parents and children facilitated by teachers/professors, which may include:
1. PC and computer courses - these courses offer grandchildren/ children the opportunity
to teach her grandparents/ parents basic knowledge of operating data by computer;
2. Family Album - activity where parents and grandparents can bring significant photos to
represent family history and answer questions from children so they can discover more about the
past and their roots.
3. Reading and theater - these activities are very easy to implement, are fun and involve
minimal resources; "Grandpa is here ..." "Santa Claus for parents" or small skits for celebration
involving the role, with children, parents wishing to participate can be exemple of intergenerational
activities.
4. Workshops on various topics with teams consisting of family members.
5. "Learning from children" - can be an activity in which parents/ grandparents can learn
how to make an origami, collage or toys from recyclable materials.
6. "Folk costume" or "Carols old" um can provide valuable learning material for children.
Through these activities we print a new dynamic in education that can acquire as a
recognition of its value: the practice of intergenerational learning. These activities pairwise -
children and parents/ grandparents - their involvement in activities to promote authentic approach
civic and social connection can bring added value to the family, school and community.
Conclusion
Policies and programmes based on an intergenerational approach should promote an
essential interdependence among generations and recognize that all members of society have
contributions to make and needs to fulfil. While the nature of these contributions and needs may
change during the progression from infancy to old age the giving and receiving of resources over
time is crucial to promoting intergenerational trust, economic and social stability and progress.

Biography
Hoff, A. Intergenerational Learning as an Adaptation Strategy in Aging Knowledge
Societies. In: European Commission (ed.) Education, Employment, Europe, Warsaw, 2007,
pp. 126-129
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 Adieshiah, M.S. (1973). Lifelong education. In R.H. Dave and N. Stierling (Eds), Lifelong
learning and the scool. Hamburg: UNESCO Institute for Education
Husen, T, Tuijnman, A., and Halls, W.D. (1992). Schooling in the modern European
Society: A report of the Academia Europea, Oxford: Pergamon Press
www.age-platform.eu/good-practices
International Learning (2012) eTwinning learning events

COMICS IN TEACHING LANGUAGES

Prof. Dumitru Daniel-Raoul, Liceul ,,Matei Basarab, Craiova

Prof. Dumitru Maria, L.P.S. ,,Petrache Tricu, Craiova

Teaching languages is a very intensive and delightful activity. In general, teaching is

challenging but attractive. We, as teachers, have many tools so that we may be able to form the
pupils in front of us. Nowadays, when you go in front of the class, you can face many different
aspects of teaching, so you should be prepared for everything. I always wondered what the best idea
to make some children in front of you learn English can be. I experienced many satisfactions as well
as many disappointments in this attempt,
In the hereby paper, I would like to express some of my ideas regarding the teaching using
the comics as a main tool. Yes..the famous comics about Superman or the Avengers. They are a
part of every childhood and a part of our lives very easy to use and to be read.
First of all we should say something about what comics are. Everybody had in a moment a
magazine with the famous hero Piff. Or Rahan the great warrior. It is that sort of cartoon unmoved
but seen and read.
We have a very colored page in front of our eyes so since the beginning we can draw the
attention of the children in the classroom. The break the ice moment is very successful and we may
have the chance of a very good class since the beginning to the end. I could add that, more or less,
the comics can be used to all levels of English if we know how to adapt the information. Of course,
I can say that the little ones are very happy to see their favorite heroes in front of their eyes and to
learn a foreign language in the same time. It is thrilling and joyfull and the atmosphere is not full of
stress.
I made a research among the pupils and, with no exceptions all the children between 12 and
15 years are happy to have their heroes with them in the classroom.
The moment of speaking can be illustrated with a role play in which the pupils can have the
role of the characters and thus the words are learnt much easier. On the same idea of making the
learning easy, I think that everybody knows the fact that the sentences in the comics are very short
and simple so we can use them in our activity of writing. When, for instance, we write something
like this: I can release you we have a very simple sentence on the blackboard so we have a very
large space for what we want to show in our lesson.
The world of comics is very fascinating and we can also create many games in our activity.
We can have short plays with costumes and masks in our help and in childrens help. By no
chances, the moment when we shake the hands of our favorites is boring at all. Maybe we can use
some real actors in action. It is something certain that bringing realia in the classroom is very
important for the success of our intention. Of course, the realia in this case is not so real but the
children can touch the characters.

47
 We can use the comics in different fields of the English teaching. We may use a story when
we want to practice listening. The children can listen to it and then they can start a conversation
about what they heard. They also can learn different part of grammar using sentences from the
stories. For instance there is a wide spread of using the imperative there and they can have different
aspects shown in exercises. I think, the comics are greatly used for the reading passages that are
short and very simple to use. It is well known that all the children like reading about their favorite
characters. The last but not the least, writing is a very important part of teaching English using
comics. They can write a story following the idea of an adventure. Without saying that we described
all the possibility of using this tool in teaching, we dont stop here saying that comics are only
funny because our analysis would be too much simple and useless. If we dig deeper in this topic, we
can also say that the imagination of the children is improved by far. For instance, we can have a
lesson about the native skills of our heroes and we can make a spider of the human skills: A hero
is good, nice, brave, kind-hearted, strong, etc. The teacher can thus ask about the human quality we
like and dont like, reading these comics.
Sometimes, we may see their likes and dislikes regarding different topics of their social
universe just following the line and the action of the story. And why not, it is also very entertaining
for us as teachers. It is very nice to be the friend of Superman in that 50 minutes than to have a
grumpy class. It is also important to say that, using comics can develop many other skills in
children. We may also have special lessons in which we stress the importance of drawing in
everyday life. Of course, we cant speak about professional drawing but about moments of joy and
fun for the students.
In the final part of this paper we would lije to speak about communicative competence that
is the most developed side of this story. We would like to say that it is developed because it is funny
and easy to chew. We will see some of the definitions and many details in the lines below,
definitions that help us understand the complexity of the moment when we use comics to reach our
targets.
Basic assumptions
We shall start our discussion by defining two operational concepts, i.e.
competence and communication. A competence is defined as the ability to successfully meet
complex demands in a particular context through the mobilisation of psychosocial prerequisites
(including both cognitive and non-cognitive aspects). This represents a demand-oriented or
functional approach to defining competencies. The primary focus is on the results the individual
achieves through an action, choice, or way of behaving, with respect to the demands, for instance,
related to a particular professional position, social role, or personal project. [] a demand-oriented
approach [...] does require a typical or specific characterization of classes of demands, performance
criteria, and indicators of competencies. (Rychen and Salganik, 2003: 43)
Defining communication should embed the idea that language is a social phenomenon, a
mode of action and interaction between the members of a speech community.
Models of communicative competence
Chomsky (1965) distinguishes between competence and performance. He defines the
former as an underlying system of knowledge about language, i.e. the ability to recognize and
produce an infinite number of novel sentences, most of them never encountered before, and the
latter as the actual use of language, totally disregarding aspects of socio-cultural interaction. His
ideal speaker-hearer acts
in a completely homogenous speech community, who knows his language perfectly and is
unaffected by such grammatically irrelevant conditions as memory limitations, distractions, shifts of
attention or interests, or errors (random or characteristic) in applying his knowledge of the
language in actual performance. (Chomsky, 1965: 48).
Halliday (1970) raises the question of social adequacy in relation to linguistic competence:
The study of language in relation to the situations in which it is used to situation type, i.e.
the study of language as text is a theoretical pursuit, no less interesting and central to

48
linguistics than psycholinguistic investigations relating the structure of language to the structure of
the human brain. (Halliday, 1970: 145)
The author defines language as social semiotics, language being one of the means of
presenting and representing social reality. On the other hand, language comes to life in relation
with the larger social environment and with the situational context, both contexts generating
meaning. (Halliday, 1978).
Hymes (Hymes, 1972, 1980) designs a SPEAKING framework:
Setting and scene (where and when does it happen?);
Participants (who is taking part?);
Ends (what do the participants want to achieve?);
Act sequence (what is said and done?);
Key (what is the emotional tone: serious, light-hearted, sorrowful, etc?);
Instrumentalities (what are the channels verbal or written codes, languages
and speech styles?);
Norms of interaction and interpretation (why should people act like this?);
Genre (what kind of speech event is it?).
Admittedly, communicative competence is based on an integrated formula that specifies:
- if (and to what extent) the linguistic structure is possible formally;
- if (and to what extent) the linguistic structure is feasible, i.e. it could be implemented;
- if (and to what extent) the linguistic structure is appropriate in context;
- if (and to what extent) the linguistic structure is (regularly) used/ actually performed and
what are the consequences.
Communication is dependent on what Hymes called home-made models. Basically, they
include the status of the participants, the relationship established between participants, the context
of utterance, the topic and the mode of communication.
According to Canale (1983), communicative competence refers to both knowledge and skill
in using knowledge for communication purposes. Nevertheless, skill is not to be understood as a
purely practical ability, i.e. related to performance. Canales communication formula runs as
follows:
- it is a form of social interaction, and is therefore normally acquired and used in social
interaction;
- it involves a high degree of unpredictability and creativity in form and message;
- it takes place in discourse and socio-cultural contexts which provide constraints on
appropriate language use and also clues as to correct interpretations of utterances;
- it is carried out under limiting psychological and other conditions such as memory
constraints, fatigue and other distractions;
- it always has a purpose (for example, to establish social relations, to persuade, or to
promise);
- involves authentic, as opposed to textbook-contrived language; and
- is judged as successful or not on the basis of actual outcomes .
(Canale, 1983: 3-4, quoted in Yalden, 1984: 20)
Canale further recycles this comprehensive model and identifies the 4 components
of communicative competence, without specifying if they are connected to one another:
- grammatical competence (mastery of the language code);
- sociolinguistic competence (appropriateness of utterances with respect both to meaning and
form);
- discourse competence (mastery of how to combine grammatical forms and meanings to
achieve unity of a spoken or written text);
- strategic competence (mastery of verbal and non-verbal communication strategies used to
compensate for breakdowns in communication, and to make communication more effective.
(Canale, 1983: 9-10, quoted in Yalden, 1984: 20)

49
 Conclusions
Hymess (1972, 1980) and Canales (1980) models of communicative competence offer
guidelines not only for training in communication skills, but also, although these are not pivotal
elements or explicitly described, for personal and social growth. One serious limitation of these
models is that they envisage only intralingual communication making implicit reference to the
educated native speaker entitled to assess communication success or failure.

References
Chomsky, N., 1965, Aspects of the Theory of Syntax, Cambridge, MA: MIT Press.
Halliday, M.A.K. (1978). Language as Social Semiotic, London: Arnold.
Halliday, M.A.K. (1980). An Interpretation of the Functional Relationship between
Language and Social Structure. In Language and Language Use. A Reader, Pugh, A.K.,
Lee, V.J., Swann, J. (eds) London: Heinemann Educational Books with OUP, pp. 78-88.
Rychen, D.S., Salganik, L.H. (Eds) (2003). A Holistic Model of Competence.
Cambridge: Hogrefe and Huber.
Yalden, J. (1984). Principles of Course Design for Teaching. Cambridge: Cambridge
University Press

USING COMICS TO IMPROVE LITERACY

Baroga Laura-Mihaela
Colegiul National Economic Gheorghe Chitu, Craiova

As English Language Learners enter the mainstream classroom, they face numerous
challenges. Students enjoy the simple style and amusing characters. Many English Language
Learners struggle with literacy and often enter the classroom setting with literacy skills below their
peers. One literary tool that may help bridge this gap is the comic. Students who may be intimidated
by the amount of text found in traditional books or students who may be quite capable of reading
each word but are unable to comprehend the themes, plots, or characterization in the story can turn
to comics for aid.
The students face many challenges to learning and language acquisition, such as
pronunciation, verb tense, and cultural differences. By using authentic materials, we provide our
students with examples of how the language is actually used in the real word, as opposed to
artificial and/or awkward structures found in EFL textbooks. With their bright colours and familiar
characters, comics are more appealing than traditional text. The comic represents something
different and exciting without sacrificing plot, vocabulary, and other important components of
reading comprehension. Comics have made their way into schools mainly as a scaffold for later
learning that is perceived to be more difficult, in terms of both the literate practices and content
involved. Comics in education are seen simply as a stepping stone to the acquisition of other, higher
skills. As a teaching tool, then, comics are seen primarily as a way to motivate through their
popularity and to help slow-learning students, especially in the acquisition of reading skills.
By embracing the idea of multimodal literacy in relation to comics, then, we can help
students engage critically with ways of making meaning that exist all around them, since
multimodal texts include much of the content on the Internet, interactive multimedia, newspapers,
television, film, instructional textbooks, and many other texts in our contemporary society. Not only
does this visual element help to place the reader temporally and generically, but it, along with
lettering and punctuation, also aids in indicating tone, voice inflection, cadence, and emotional
tenor by giving visual representation to the texts audio element. When working with authentic
50
materials, EFL learners can also realize that they may need that particular language in the situations
presented in the comics; this will also work towards increasing students motivation
Comics have many attributes that cause them to be appealing. Comics have reduced text,
which attracts reluctant readers. They also have bright colors and popular characters that interest
readers and keep their attention.
Justine Derrick, author of Using Comics with ESVEFL Students, states that graphic novels
can lead students into exploring books, magazines, and other reading materials. Teachers using
graphic novels in class are finding students eager to read, recommending books to one another, and
creating comics of their own. They have also seen students branching out socially as a result of
discussion groups centered on comics and graphic novels.
Graphic novels and comic books provide rich opportunities to explore multimodal literacy.
The sophisticated relationships among images and words and layout encourage deep thinking and
critical analysis. Graphic novels are visually appealing. Many are high interest with a low reading
level, deal with current events and social issues, and cover diverse genres such as biography,
historical fiction, fantasy, and science-fiction. Jacquelyn McTaggart, author of'Graphic Novels:
The Good, the Bad, and the Ugly", states that because graphic novels contain story lines that are
action packed and because they are so visual they maintain students interests. Not only can they
provide language learners with contextualized comprehensible input, they can also engage the
learner and lead him or her to explore more graphic novels or books, magazines, newspapers, and
other reading materials.
Graphic novels deal with the English language in a different way than traditional novels.
While novels script the dialogue, graphic novels show how the actual dialogue can play out.
Traditional novels and classroom texts have a dense amount of material containing few, if any,
visual cues. Graphic novels, in contrast, use far fewer words and embed them in a visual context of
pictures and symbols. They attract struggling readers instead of repel them.
Comics can be used in read aloud to enhance and develop basic reading skills. Many graphic
novels have cultural or political themes that can be used for classroom discussion.
English Language Learners are considered to have limited English proficiency, and their
population has grown dramatically in the last 20 years. Formal academic language, as well as social
language, must be obtained by these students. Time and support must be given in order for ELLs to
become proficient in these areas. Due to the extra time needed, many ELLs are sometimes years
behind their native speaking peers. One literary tool that may help bridge this gap is the comic.
Comics are thin paper books, bound with staples. They contain multiple stories and are often
part of a series. Graphic novels, which are a subset of the comic genre, are thicker than comics and
contain an entire story within their covers. In both comics and graphic novels, words and pictures
play a vital role in telling the story. Comic books have been a part of popular culture since the
1930s, but it has only been within the last few years that comics and graphic novels have gained
attention for academic use.
Many experts agree that comics attract reluctant readers and can lead to reading at a higher
level. Many graphic novels are high interest with low reading levels, cover diverse genres such as
biographies, and cover current events and social issues. While these attributes attract avid and
reluctant readers alike. They are especially important for ELLs to whom reading plays a vital role in
language acquisition. Comics can be used to teach parts of speech, social situations, historical
events, and more.
As millions of English Language Learners enter classrooms, they are faced with many
challenges. These challenges can seriously affect learning and language acquisition. Pronunciation,
gender roles, and culture can all discourage language development and acquisition.
Many in the field of literacy have acknowledged the comic to have important literary
benefits. Comics not only attract reluctant readers, but they are being used to teach advanced
themes in literature and visual literacy. With their bright colors and popular characters, comics are
more appealing than traditional texts without sacrificing plot or vocabulary. For these reasons, the
comic might play a vital role in language acquisition.
51
 Bibliography
Cary, Stephen. Going Graphic: Comics At Work in the Multilingual Classroom. New
Hampshire: Heinneman, 2004. Print.
Case, Alex. "Important Cultural Differences in the Classroom." tefl.net. Web. 3 Jan. 2011.
Chun. Christian W. "Critical Literacies and Graphic Novels for English-Language Learners:
Teaching Maus." Journal of Adolescent & Adult Literacy 53.2 (2009): l44-153.
AcademicSearch Complete.Web. 2 Feb. 2010.
www.MakeBeliefsComix.com.

THE LINGUISTIC AND THE INTERCULTURAL EDUCATION NOWADAYS

Prof. Eniser Scrdeanu

coala Gimnazial Pompiliu Marcea, Tg-Jiu

Motto: Equal differences must be the basis of intercultural education. (UNESCO guidelines on
intercultural education)

The linguistics and intercultural education has grown its importance at the end of the 20 th
century and at the beginning of the 21st one due to the economic and social development, due to the
innovations in science and technique and to the international student exchanges. And all these for a
more comfortable and safe way of living, for an upgraded society.
From the perspective of the economic globalization there is observed an increasing
mobility of people everywhere, including an increase in terms of multicultural communities without
their intercultural skills recognition and value, sometimes being denied their participation in the
development of the social life. This has resulted in the intercultural education as an essential aspect
necessary to our training throughout life.
As the documents have proved the Communique Lets make the European area of
lifelong learning a reality " in November 2001, they agreed that intercultural learning should be:
transversal - ( applicable to all areas of education ) political meaning , structure , teaching and
learning methods and procedures , training of trainers ;
longitudinal - ( applicable to all content ) in all programs of study disciplines ;
above models of formal, non -formal and informal ;
strategic and applied in all phases of programs / educational activities , supporting the design,
implementation, monitoring and evaluation;
based on underlying principles : to prepare all live in culturally , preparing all live in a
heterogeneous social environment, to live in diversity and to develop democracy.
http://www.intercultural.ro/rom/about/rezumat_ro.html)
In Romania the pupils can take part, with much curiosity and creativity, in activities in
different European programmes, interethnic or interregional ones, in challenging projects such as:
the achievement of some brochures, short dictionaries, school magazine issues, virtual visits,
exchanges of books translated into the partners languages (on history and civilization),
demonstrations on national customs, translations of well-known short stories, watching artistic films
together. Being involved in more educational European projects (Working together to take care of
our Europe-2003-2006, OMAC-Open minds for active citizenship-2009), I could notice, and I
strongly believe it, that the next generation will require a different way of education, a more active
52
one and at a higher level. During and after such experiences all the pupils were more selfconfident
in using other languages, keener to meet pupils from other countries, without being shy. The adults
implication was very important as well..
Since our experience has shown a progress in our pupils knowledge acquisition, maybe
the curriculum should include an intercultural approach based on the values of equality and respect
for diversity. Maybe due to an intercultural education, which surely implies different lifestyles, the
young generation will better adapt themselves to individual interests as future adults.

Bibliography:
- http://www.intercultural.ro/rom/about/rezumat_ro.html
- http://scoala11.scoli.edu.ro/index.html

NOWADAYS STUDENTS - ARE THEY AWARE OF THE IMPORTANCE OF

LEARNING? ARE GOOD REASONS PROVIDED TO ENCOURAGE LEARNING?
Mirela Semen
Colegiul Naional ,,Spiru Haret, Trgu-Jiu
Alexandra Florina Mnescu
coala Gimnazial ,,Pompiliu Marcea, Trgu-Jiu

It is something well known that nowadays it is possible for every human beeing to educate
with little help or support from others. In fact, once we have learnt the art of self-education
(learning how to learn versus how to be taught) we will find an opportunity to achieve success
beyond our wildest dreams. Self-educated people are not dependent on others for knowledge. If
they need a specialized skill, they know how to acquire it without dependence on authority.
In an involuntary way, people are promoted by their ability to learn new skills fast. People,
and why not students who know how to educate themselves have choices, they have the ability to
advance in any endeavor.
Thus, our paper aims to introduce the readers into what learning means today for pupils and
also for us as their trainers or teachers. Moreover, we will try to answer to a question which is
definitely on everyones lips: Are our students aware of the importance of learning? Are they still
having the desire of evolve through knowledge in a society which tries to intoxicate their brains
with bad examples on how to make money without the necessity of learning? Can we still stir the
students curiosity of reading a book instead of just going and watch a film?
We believe that the idea of taking some responsibility for your own education, and for
keeping your knowledge current and relevant, is always a good one. In almost every country we go
through some kind of formal, early, intermediate and higher education sequence, after which we are
supposed to understand where we are heading and that somehow our lives will fall into place.
Unfortunately, this is an assumption that has been far from being true in recent years.
As we can see, the nature of work continues to change at an accelerated level. The word,
work starts to have another meaning, due to the intervention of changing technologies. Computers,
robotics, and artificial intelligence are all expanding at an unbelievable speed. The machines we
operate, and are asked to manage in the workplace, change with much greater frequency that they
used to do before. Some technologies come and go more rapidly than we can learn them. Thus, jobs
disappear and those that remain are more complicated and may require workers with a higher
educational level, a training which may not even be available in the formal educational field.
In addition of using education as a practical adjunct to your economic welfare, you can also
use it to stay connected to social changes.
53
Although we could seem disconnected to what happens nowadays by saying the following, we
believe that keeping general skills is more important than ever. Reading, writing and basic math
skills all deteriorate with time and must be constantly upgraded. Only by doing so we will be able to
confront with social changes in a way that will provide us a chance to stand up for what we want.
An educated person will always make herself heard no matter what. At least, this is what we
believe.
A second argument to support our exposure is that of motivation as an important part of
learning process, if not the most important thing to be considered. Many learners have strong
external reasons for which they want to study (to get an exam pass, to enter university, to get
promotion, to please their parents, etc). Others may be studying just for rewards within the work
itself (the fun of learning, setting oneself a personal challenge, etc).
In each case, the strength of motivation for each individual will be a factor in determining
how seriously they approach the work, how much time they set aside for it, or how hard they push
themselves. We may see this reflected in things such as how often the homework is done, how
thoroughly new items are revised between classes, how tuned in students are during lesson times.
A frequent cause of difficulties within classes is when there is a significant mismatch of motivation
levels among the pupils. For example some students desperately need to pass an exam while others
want a chance to chat and play games during classes. And there is also the third category of students
who just want to learn for themselves.
Thus, the desire to learn has different purposes. Perhaps the students love the subject or are
simply interested to see what it is like. Schools wide goals, policies, and procedures also interact
with classroom climate and practices to affirm or alter students' increasingly complex of learning-
related attitudes and beliefs. There are also the developmental changes. For example, although
young children tend to maintain high expectations for success even in the face of repeated failure,
elder students do not do that. Although younger children tend to see effort as uniformly positive,
elder children see it as a "double-edged sword. To them, failure following high effort appears to
carry more negative implications--especially for their self-concept of ability- than failure that results
from minimal or no effort.
Unfortunately, as children grow, their passion for learning frequently seems to shrink.
Learning often becomes associated with drudgery instead of delight. A large number of students
leave school before graduating. There are others who are physically present in the classroom but
largely mentally absent. Those students fail to invest themselves fully in the experience of learning.
And this is a phenomenon that doesnt only happen in the case of high-school students. This also
happens to middle school students. It can be observed a huge lack of motivation. Recently, we have
asked our students to mention some of their goals as concerning learning and their plans for future.
Middle school students had major difficulties in offering an answer because most of them didnt
even think about it while high-school students were having goals like finishing high-school and
then leaving in a foreign country to seek for a job there. As we were saying before, our students
have a huge lack of motivation; the society converts them into people who give up on their dreams.
We could see it from the fact that they dont even use the word career. They arent encouraged to
dream. When they speak about future most of them use the words money and work.
This is why we think that nowadays society should change in order to provide those children
some role models meant to help them to start dreaming to a career and not just work. Lets try to
offer them something to achieve motivation! Because, no matter what kind of motivation students
have, it is clearly that highly motivated students are better than those without any motivation at all.
If good learners are those that have a positive attitude towards their subject, what can we do
if we get students who arent like that? Will students whose motivation is only skin-deep be bad
learners? Will people who are not extremely keen to learn automatically fail? 1
Therefore, one of the main tasks for teachers is to provoke interest and involvement in the subject
even when students are not initially interested in it. It is by their choice of topic, activity and

1
Jeremy Harmer How to teach English, Longman Publishing House, England, 1998, page 8;
54
linguistic content that they may be able to turn a class around. It is by their attitude to class
participation, their conscientiousness, their humor and their seriousness that they may influence
their students. It is by their behavior and enthusiasm that they may inspire. So, lets try to use more
the word career in front of our students! Lets make them dream! Lets give them reasons to stay at
home instead of making them want to live into foreign countries! As Harmer said in his bookHow
to teach English,teachers are not ultimately responsible for their students motivation. They can
only encourage by word and deed. Real motivation comes from within each individual. 2 So, if
teachers have the power of encouraging students to see life in a positive manner, lets try to use the
word and deed in our students benefit! We are aware about the fact that we cannot change the
educational system as an English proverb says, ,,One flower doesnt make a garland, but we
sincerely believe that our attitude towards society will make our students motivated people. We
must show them the best role models to be followed. We must think positive and act in a proper
way in order to provide them the best examples.
After all we have said before, it still has to be found the answer to one question: Are we,
the teachers, the only one that can guide our students to be aware of the importance of education
and learning?
We believe that this tends to be the question which can create lots of paradoxes as regarding
the answers. As we all know, most of the parents have the tendency to believe that if they send their
children to school they have fulfill their duty as parents. They believe that the teacher must provide
to his child all he /she needs in order to become a good person and a respectable member of
community. What is sad nowadays is the fact that the parents dont talk with their children to find
their needs and problems. Moreover, there are also parents that encourage their children to make all
sort of bad things without even thinking of consequences. As we all know, the parent is the one that
has the most importance in his childs eyes. So, what can I do as teachers, to make him/her think
correctly, to make him/her understand that spending too much time in front of a computer is a bad
thing, if his mother or father had already told him that it is all right to do that? Do you think he/she
will follow my advice or his parents advice? It is very easy to give an answer to such a question
because all of us know that a child will do what fits him/her best. It is certainly that he will tell me
that he wont spend his nights in front of a computer, he will promise that hes going to read a book
but it is also true that he will continue to do what he /she was doing before. So he or she will lie to
me because this is the easiest way to escape from a discussion in which he has not an advantage.
To conclude, everything a teacher can do to try to guide his/her pupils for the path of
learning is to try to appeal to their consciousness and to hope that by his/her words and advice will
make students understand that this world needs educated people and not virtually friends.

Bibliography:

1. Harmer, Jeremy - How to teach English, Longman Publishing House, England, 1998;
2. Scrivener, Jim - Learning Teaching, second edition, MacMillan Publishing House,
London, 2005;
3. Mnescu, Alexandra Florina, Semen, Mirela, - The teacher for whom the time is not enough-
the effect of traditionalism or the cause of modern teaching- a case study, Analele
Universitii ,,Constantin Brncui din Trgu-Jiu, nr. 3, 4 din 2012, Editura Academica
Brncui, ISSN 1844-7031;

2
Ibidem, page 8
55
 MODELS TO FACILITATE CULTURE LEARNING

Bibl.Ioanioiu Cristina Livia C.T.A.M. C Brancui Craiova

Prof.Ioanioiu Carmen Dana C.T.I.A. Craiova

We live in a society where technology surrounds us. Most students are familiar with the
technological advances of our time. Learners' familiarity with technology makes them receptive to
using it in the classroom. World language teachers have the opportunity to capitalize on this interest
and use technology to contextualize and integrate language and culture instruction.
With just a few clicks of the mouse students can access relevant, authentic cultural
information. The Internet facilitates cultural projects, research, reports and presentations by putting
students in touch with authentic products, introducing students to new practices and allowing
students to examine different cultural perspectives.
Language as an important component of the culture among the Big Cs: history and
geography, the literature, the music and dance that defines a community or a nation, is also used as
themes for communication. Linguistic competence must be coupled with an ability to convey
intended meaning appropriately in different social contexts. Culture like the little Cs is the
everyday lifestyle of native speakers of the target language.
Functions of language are emphasized over forms, with simple forms learned for each
function at first, then more complex forms. Students work at discourse level: they work on
speaking, listening, reading and writing from the beginning.
We know that teachers nurture cultural understanding. However, experts agree that the
integrated teaching of culture and language needs to be planned for and implemented in a
systematic way. Lafayette (1988) proposes the following principles for integrating language and
culture:
Cultural objectives and activities must be planned as carefully as their language
counterparts and be specifically included in lesson plans.
Cultural components must be tested as seriously as their language counterparts.
Textbook photographs and illustrations must be considered as viable teaching
content. Ask students questions in order to determine if they can describe the
photographs, gather additional information based on the visuals in the picture and
compare what they see to a similar photograph from their own culture.
Language teaching must emphasize the teaching of content as much as it does the
teaching of form.
The teaching of culture must extend beyond factual learning and include community
resources, experiential learning and process skills.
The target language should be the primary vehicle used to teach culture.
The Interactive Language/Culture Process is an interactive way of integrating the teaching of
language with the teaching of culture (Crawford-Lange & Lange, 1984). This process operates in
both the cognitive and affective domains and incorporates the eight stages: Identification of a
cultural theme; Presentation of cultural phenomena; Dialogue; Transition to language learning;
Language learning; Verification of perceptions; Cultural awareness; Evaluation of language and
cultural proficiency.
Implementing the Interactive Language/Culture Process in the language classroom provides
a framework for developing cultural themes that integrate language learning objectives while
simultaneously meeting general educational objectives. Thematic cultural units push students
beyond simply gaining knowledge about the second culture towards using that knowledge in higher
cognitive functioning as described by Bloom et al. (1956). Ideally, the process helps students gain
knowledge, comprehend material, apply new knowledge to new situations, analyze the information,
synthesize ideas and evaluate what they have learned. The culture learning process also involves the
56
affective domain. The five categories of the affective domain include receiving, responding,
valuing, organizing and characterizing (Krathwohl et al., 1964). The Interactive Language/Culture
Process aims to integrate culture and language while incorporating all aspects of the cognitive and
affective domains.
Backward Design can be used to plan curriculum and explicitly incorporate cultural
elements that will be part of the language program (Wiggins and McTighe, 1998). With backward
design, teachers identify what they want students to know about culture and what they expect them
to be able to do in order to demonstrate their cultural knowledge and competence. Teachers
determine which goals and standards they want students to achieve, and they contemplate the
general understandings that are desired. In the case of the Cultures standard, teachers determine
what students will understand about the products, practices and perspectives of the target culture as
a result of each unit. Several questions can help teachers answer this question (Lange, 1999, p. 87):
What practices in this culture should students learn?
What perspectives will they have of these practices?
Upon learning more about these practices, how will these perspectives change?
What products should students learn about?
What perspectives will students have of these products?
Upon learning more about these products, how will these perspectives change?
How are these practices, products and perspectives related?
Answering these questions helps teachers determine the results they desire and plan
acceptable assessments accordingly. Once the assessments are in place, teachers plan the learning
experiences and instructional strategies that will be implemented so that students will have the
knowledge and skills needed to achieve the desired results as demonstrated through the assessment.
Inter-culturally competent people (students and teachers) should be able to be aware of how
they see the target culture:
1. look at their own culture from the point of view of their own culture in order to have a
good understanding and awareness of their own culture;
2. be aware of how their culture is seen from outside, by other countries or cultures;
3. understand or see the target culture from its own perspective (i.e. understand and be aware
of what other people think of their own culture).

Bibliography:
1. Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956).
Taxonomy of educational objectives: The classification of educational goals. Handbook
I: Cognitive domain. New York: David McKay Company.
2. Crawford-Lange, Linda M. and Lange, Dale L. Integrating Language and Culture: How
to Do It. Theory into Practice, Vol. 26, No. 4, Teaching Foreign Languages (Autumn,
1987), pp. 258-266, Published by: Taylor & Francis, Ltd.
3. D.R. Krathwohl, B.S. Bloom, B.B Masia, Taxonomy of Educational Objectives. The
Classification of Educational Goals, Handbook II: Affective Domain. 1964 David
McKay Company, Inc
4. Lafayette, R.C. (1988). Integrating the teaching of culture into the foreign language
classroom. In A. J. Singerman (Ed.) Toward a new integration of language and culture.
Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages.
5. Lave, J. (1988). Cognition in Practice: Mind, mathematics, and culture in everyday life.
Cambridge, UK: Cambridge University Press.
6. Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.

57
 19 THINGS TO CONSIDER WHEN YOU USE LITERARY TEXTS AS A STARTING
POINT IN TEACHING
Prof. Rdulescu Veronica Georgeta
Liceul Tehnologic Agricol Brcneti

Literature plays an important part in teaching all four skills: we read texts, but we use their
patterns in writing our impressions about them or write summaries, describe the characters we like,
listen to others while they role play parts of the reading or even listen to confirm our own
expectations. Literary texts are useful materials when teaching a foreign language, but there are
also things we need to take into account for an effective activity.
Planning from the students point of view: It gives them a sense of belonging to the text
and to the whole activity, even if we talk about old texts, such as Shakespeares. Planning is the
most important thing to consider when the teacher wants to teach something and it does not differ
with the case of literature. It ensures trust, security, students good response to literature and thus a
good progress in learning. At this stage, the teachers job is to imagine and identify disturbing
elements, what might occur, possible reactions to them and also possible solutions.
Good organization: It is of paramount importance. The teacher must not give students more
than they can assimilate. The teachers should not just rely on their personal attributes: the lessons
are to be planned carefully and the students language levels and interests are not left aside.
The teachers clear focus: They know exactly on what aspects to concentrate their
teaching. The class is not just based on reading just for the sake of reading. They do it with a
purpose: people read to expand vocabulary/ grammar, to discover how grammar works in different
contexts, to contrast different environments in which literature is presented.
Establish a connection between the reading material and the students: The more
students get involved in the text, the better the results will be!
Learning through activities: As the teachers intention when approaching a text is to build
activities around it, the activities must be productive and varied in order to stimulate learning and
create an environment that is conducive to acquiring correct grammar structures.
The structure of the text is important: The text used in the English class sets an example
for the students future written or oral constructions.
The students registered progress: It can be clearly and easily identified by means of all
known types of tests.
Advantages: The use of literature to teach language has numerous advantages. On one hand
it introduces authentic texts and the way natives structure their discourses. On the other hand, texts
can be put to work in the students learning benefits and in the teachers development of the
teaching process.
Added value: The students opinions are valuable and they are encouraged to speak their
minds, no matter how personal or general they may be. This gives them a sense of courage and
belonging to the whole group without being judged. In time this attitude adds value to their
experience as language learners.
The importance of warm-up activities: This stage of the lesson must have particular
significance for students, not for the teacher in order to raise their expectations in relation to the
learning process.
The lesson may be seen as a high mountain. No one can climb a mountain if he does not
climb the foothills. These warm-up activities are often perceived as the foothills found at the base of
the mountain. The gentler the teacher makes the foothills; the easier is the ascent on the mountain
and the climbers are not exhausted at the end of the lesson.
The teacher is not almighty: The teacher should understand that is not important to cover
everything in one class. All the endeavours must lead towards making the most of the text in order
to improve the students learning. Sometimes it is also important to adjust the pace to students
needs.

58
 Students grouping: It benefits the learning process and drives monotony away. Particular
importance is placed upon pair work because it brings usefulness in the class and it stimulates
interaction.
Teachers reading is also significantly important: Teachers usually have high hopes
related to literature and reading in general. If the teachers do not enjoy reading or working with a
particular type of text, they should not expect their students to behave in a comfortable manner
when given such a piece of literature.
Task-setting also plays an important part. Although we deal with literature, the tasks are
concisely and clearly explained so as to be understood by all the participants in the class. Besides
that, students usually need practical information before the beginning of the lesson.
Questions: They come both from the teacher and from students. The fact that students ask
questions is also a way to measure their interest in the lesson. Is the text from our schoolbooks?,
May I work in pair with ?, Is the ending of the book a happy or a sad one? are examples of
questions that indicate their commitment to the task.
Questions, deadlines, outcome (also referred to as DOD in theory books) are a useful
blending when dealing with literature. The students are usually given a short time to discuss in pairs
the task related to the text, and then they identify the problems they encounter and tell them to their
teacher. The deadline refers to the amount of time allotted to solve the task. It is important to state
deadlines because they are motivating, release creative energy and they are challenging. They
should not be perceived as restrictive.
The outcome indicates what happens when the tasks related to the texts are completed. It is
also perceived as a conclusion of the process. For example if their tasks involve writing, then their
written pieces will be read to the whole group.
Evaluation: Each teacher builds a set of evaluation questions around his/ her teaching:
What were my students meant to learn?, Did they learn it?, How do I know it and how can I
measure the progress?.
There are different levels of evaluation: Evaluation at the end of each learning phase and
explicit evaluation at the end of the activity (the teachers should not move towards the next phase
unless they are sure the students got the right structures or vocabulary).
Motivating the students: When the students get to the point to start reading, most students
may feel shy or tense because of various reasons: the length of the text, its complexity or their lack
of experience. The most important thing at this stage is to give them the right reasons for doing it,
especially when the lesson is constructed around long texts.
As television and media in general play important parts in their daily lives, students no
longer have the exercise to obtain satisfaction after an effort that may them take some time. It goes
the same with reading: they would like to find out the ending in an instant, without having to
concentrate in order to discover it for themselves.
Reading demands a wide range of qualities that have to be cultivated in time and with a lot
of exercise: it demands focus, patience and concentration both from the teacher and from students
part, so the teacher needs to give students the right motivation before getting them involved in the
text and implicitly in the tasks following the reading stage.
Literature is something we can use in our daily lives and we can connect it to us, as in
individuals. It is the students connection with their past experience and their future; it can work for
their benefit if they are guided to use it effectively.
The students must have a good motivation to participate in a class that demands them to
concentrate in tasks built around literature. If the activity is constructed around their experience,
they will be more interested and motivated and thus the class creates the opportunity for them to
relate to the real world. Literature is no longer an object for study; it becomes life itself with its
daily language and experiences.
The teacher usually tends to relate the pre-reading activities to the text, but this is not always
a must and it does not provide the maximum motivation for students. These activities should be

59
concrete and specific and in the same time, they should make students express their own feelings
and experiences.
Teacher-centred or Student-centred lessons? When dealing with texts, teachers usually
build their lessons around questions like What does the author want to say by?, Why does the
character use these words?
The teachers try to explain the text, but they spoil the pleasure of reading and discovering
new meanings and messages. If the lesson is teacher - centred, is not as efficient as it is expected.
If the lesson is student-centred, the students have the opportunity to discover the text and
they get to have responses and feelings related to the text. The students develop viewpoints and the
text is no longer a task, but a life experience and a journey of discovery.
We know that not all our students possess experience as readers. We also know that students
tend not to read these days, so we cannot count on their experience as proficient readers.
The only thing the teachers can rely on is their knowledge of world and life as they usually
watch news or movies on TV. If we use their experience in this field and create an enjoyable lesson
scenario, the text will have benefits for students.
Reading aloud or silent reading? The way the text is read depends on its type or on the
objectives the teachers establishes when they plan their lessons around a literary text.
Reading aloud a sentence or the whole text may serve as a model. There are also drawbacks
in this procedure: the teacher may not be qualified to act so and if the text is too long, it can be quite
boring and the students may lose their interest in the activities preceding the stage of reading. On
the other hand, if the teachers have the right skills they can do the reading and the outcome for
students will be a good one.
Reading aloud the text can serve to go over difficulties and if the teacher uses the right
tonality, the students may understand the unknown words from the context.
If the teachers want to put their students to read the text aloud, there is no need for teachers
reading aloud first. Teachers reading aloud proceeded by students reading aloud may impede the
students reading aloud. If the teachers read first, the students will only try to imitate their teachers,
or they will not want to read at all for fear of failure.
When the teachers deal with younger students, they may use choral reading: the students
will feel safe if they read with the whole group. The disadvantage in this case is that the individual
voices are not heard.
Silent reading has its own advantages. Students are able to process information and it makes
them notice how the pieces of information are organized. It yields positive effects on the students
who read in a second language.
In conclusion, the teachers main interest should be to encourage students to read
extensively: it is a way to promote learning by reading. Moreover, reading is a matter of experience:
the ability to deal with literature develops with the readers age and experience. The more they read,
the more experienced they become in exploring a text and working with the language presented by
it.

BIBLIOGRAPHY:

Gray, W. S. (1960): The major aspects of reading, Chicago University Press, 1960
Harmer, J. How to Teach English, Longman, 1998
Underwood, M Teaching Listening, Longman, 1989
Ur, P. Teaching Listening Comprehension, Cambridge University Press, 1992

60
 INTERGENERATIONAL KNOWLEDGE TRANSMISSION
AND CORRELATION

Patran Florentina
Colegiul Auto Traian Vuia, Targu Jiu

If I were to tell my own child that my experience, my knowledge and my practices might
help her in taking good decisions, she would have a strong response like Mom, you are outdated!!
Indeed, that was also my belief when I was her age: Old Beliefs Do Not Lead You to New Cheese.
As a young person that motto would have been a core point for my development. As I have always
been greedy of changes and new approaches, at some point I lost the core point but lately I realized
that wisdom and knowledge gained from previous generation can be a milestone for proper
decisions throughout our lifetime in order to reach goals that defines us as individuals.
Furthermore I have reached the philosophy that the intergenerational communication brings
a better understanding and learning of the old generations and their culture and the ways of their
living and customs. Learning together means growing together.
Dialogue between generations is essential in order to build a strong connection between
them at a level of local community and country. In order to consolidate the solidarity between
generations by practices and learning from each other together, we need to reach to different
abilities values and knowledge. But beyond this transfer, intergenerational education and learning
encourage reciprocal learning that contributes to social capital development and social cohesion
within our societies. Both elderly and young generation can use their expertise to transmit data.
Based on researches and practice, we may say that adults and children have different opportunities
to interact. These kinds of interactions and data transmission can be done within formal or informal
environment: school, home, work, social life. Below there are examples of intergenerational
communications:
- Parent - child Based on communication reaching to a behavior pattern. Socializing with
children can lead to polish and refine the style of intergenerational communication. Children
can receive and send further the information. Parents personality, behavior and role are
very decisive and outline childs development and define children as adults. But parents
should take into account childs age so the attachment to be set according to proper methods
of raising children.
- Grandparents - grandchildren Amazing sometimes but grandparents love sharing their
experiences, practices and memories and children are greedy to listen them. This way of
communication is a very good opportunity to share and transmit the past which may impact
the future. Being proactive all the time, the elderly find a balance or social values and
become a support and a model for childrens education. As long as the barrier, the
generation gap is broken, the intergenerational education reaches its objective.
As long as we use and benefit of the elderlys expertise they do not feel isolated or useless.
Intergenerational learning is a driving system for children to get them adults but also a motivator for
elderly to attend and to be integrated into their childrens activities both at home and at school.
Thus, a correlation is created. A complete intergenerational education is being based on capitalizing
the values, the gaining of good practice and the experiences of previous generations.
In recent years the correlation between family background and schooling attainments is well
established in simple correlation analysis. Education is a main player in social life; however, it
remains unclear through which channel the high observed intergenerational correlations of
educational attainment are produced. The correlation between intergenerational transmissions of
education, social mobility, IQ transmission, inequality, family background becomes the transmitters
of ability from one generation.
Intergenerational transmission is one dimension of the larger concept of intergenerational
relations which describes interaction among individuals in different generations of a family, for
example, between those in older generations, such as parents and grandparents, aunt, uncles, and
61
those in younger generations, such as children and grandchildren, nieces and nephews. This also
describes behaviors involving older and younger people in society, includes transmitting beliefs,
norms, values, attitudes, and behaviors specific to that family, or reflects sociocultural, religious,
and ethnically relevant practices and beliefs.
For example, Carolyn Rosenthal (1985) describes the roles of headship, kin keeper,
confidante, and financial adviser as roles within families. Rosenthal and Victor Marshall (1988)
also examine the intergenerational transmission of ritual in families in a study across three
generations of Canadian families.
The concept of intergenerational transmission is also used by social scientists who conduct
research on family violence. For example, Ann Duffy and Julianne Momirov (2000) utilize the
concept of intergenerational transmission to explain the social learning of violence within families.
Transmission of culture, values, norms and beliefs are very important for parents while
children are concentrated on the differences between generations by struggling themselves to
become independent from their parents. The gender differences in the intergenerational
transmission of roles are highlighted in Alice Rossi's (1993) study. She highlights two key reasons
why women have a greater investment in maintaining relationships with their children than do men.
The concept of intergenerational transmission is also used in literature but it is frequently
narrow in its application. The transmission of knowledge, resources, beliefs and
attitudes from elderly generation to a younger one needs to become complete and reciprocal. While
reciprocity is a distinct concept, it is an integral part of intergenerational relations and
intergenerational transmission. Relation between generations is consolidated also in strong ties
between individuals or groups of different ages and the decisions made by members, especially
within family may have implications for the development of members within the same generation
and for members of other generations. They play an outstanding and significant role across
developing and developed nations and cultures.
Cultural norms and changes in demography and family structure have shaped the living
arrangements of both the elderly and adult children. Older generations are generally perceived to
invest in younger generations because resources are often seen to flow down from an older to
younger generations. Moreover, recent examples of intergenerational relations have focused on
differences in needs and resources of each generation, outlining perspectives recognizing positive
and negative, shapes of intergenerational relationships are further advancing our understanding of
the variability in ties between generations. Intergenerational ties suggest that they are highly
adaptive across sweeping demographic and social structural changes.
Some studies also highlight that as long as knowledge is transmitted from one generation to
the next, sometimes the transmission can be changed and the information can be transformed.
Intergenerational transmission of information and culture plays a core role in shaping the
human knowledge. Some of the most complex knowledge that people acquire, such as languages or
cultural norms, can only be learned from other people, who themselves learned from previous
generations. Hence, the way of cultural transmission raises the question of how it affects the
information being transmitted throughout generations. The experiment with human participants
confirmed this prediction, providing insight into the consequences of intergenerational knowledge
transmission and a method for discovering the inductive biases that guide human.
It is obvious that knowledge changes as it is passed from one person to the next and from
one generation to the next and sometimes the change might be in certain situation dramatic and one
example can be language. In many cases of cultural transmission, one learner serves as the next
learners teacher. Languages, legends, superstitions, and social norms are all transmitted by such a
process of iterated learning. However, iterated learning does not result in perfect transfer of
knowledge across generations. Its outcome depends not just on the data being passed from learner
to learner, but on the properties of the learners themselves.
Looking for an answer and coming to a conclusion, we may say that world cannot be
defined without previous knowledge, norms, customs, information, social life, all in one word, we
cannot exist without previous generations. Altogether we are linked and we need to complete the
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Whole which is transmitted and correlated by different means to and with others and the Outcome is
in our power to be tremendous.

BIBLIOGRAPHY
1. Belzil, Christian and Jrgen Hansen, Structural Estimates of the Intergenerational
Education Correlation, Discussion Paper No. 973, December 2003;
2. Duffy, Ann and Julianne Momirov, Family Violence: Issues and Advances at the End of the
Twentieth Century, 2000, 2nd ed., Canada;
3. Kalish, L. Michael and Thomas L. Griffiths & Stephan Lewandowsky, Iterated learning:
Intergenerational knowledge transmission reveals inductive biases, Psychonomic Bulletin &
Review, 2007, 14 (2), 288-294;
4. Rosenthal, Carolyn J., Kinkeeping in the Familial Division of Labor, Journal of Marriage
and the Family, 1985, 47:965974;
5. Rosenthal, Carolyn J. and Victor Marshall, Generational Transmission of Family Ritual, v.
w. 1988, American Behavioral Scientist 31:669684;
6. Rossi, Alice S., Intergenerational Relations: Gender, Norms and Behavior in the Changing
Contract across Generations, (1993). ed. v. l, New York;
7. Spencer, Johnson, Who moved my cheese?, 64;
8. Wendelspiess Chvez Jurez, Florian, Intergenerational transmission of education -
Uncovering the mechanisms behind high intergenerational correlations, ECINEQ 2011
234, November 2011.

A SUCCESSFUL PARTNERSHIP
Prof. Pan Carmen-Gabriela
Liceul Tehnologic Anghel Saligny
Feteti, Ialomia

Education is understood as an activity proper for human beings and as a socio-cultural

phenomenon. The educational factors ensure an organized social frame, under certain principles,
stipulated in normative acts and documents, accepted and recognized to be mandatory for those who
coordinate educative activities. These factors are established to the society level and influence all
the structural educative components.
One of the fundamental requests, claimed by the educational activity, is the accomplishment
of the demands unit, by its agents (teachers, pupils, parents and community). For this, it is needed a
cooperation between all educative factors who must confer a unitary and convergent way to the
basic requests of the instructive-educative process.
When the child gets into the scholar environment, the family educative action becomes
much more complex. The scholar education results are dependent on the collaboration between
these two factors. The fact that both of them have the same purpose is not enough. Cooperation also
means correspondence between the accomplishment ways of the traceable purpose. The
fundamental content of cooperation is materialized by mutual school and family information about
the child evolution and by the interdependence of the actions realized at those two factors level.
The collaboration forms between school and family and the approached themes are mostly
concentrated on the learning activities and scholar efficiency, being important not just for the
grades, but for the psychological and pedagogical sub layer. Having a coordinator role in this
relationship, the school has to be preoccupied by the parents` pedagogical training, starting with
some concrete actions and data, offered by the pupil behaviour. By agreement, there are established
63
common action ways, as mutual visits, meetings with parents, show cases with books and
informative brochures.
The cooperation between school and community regards the interdependence between the
forms of education. The non-formal education especially that realized in extra-scholar institutions,
completes and develops the formal education, of scholar type, being accomplished a larger
adequacy of educational offers to the individual training needs. Besides these two forms of
education it can be also identified the informal education, the main source for knowledge, for life,
for behaviour and for attitudes models, contributing to the social and spiritual horizon of the human
being. Each form of education has its to be ratio and occupies a distinct place in the assembly of
education means. From social perspective, the educational activity reaches a high efficiency level
when it is created cooperation between these forms.
There are multiple ways to realize and to consolidate the partnership between school, family
and community, but it has to be chosen that one suitable for the type of school, for the educable
group of pupils and for the type of community. Few teachers, from Anghel Saligny Technological
High School, Feteti, chose the implementation of a Grants Project for Scholar Development, for
cooperation purposes. The first step was to be constituted the team project, starting from common
cultural, educative and artistic interests and from the availability for proposed activities elaboration
and development. It was identified the project category, it was chosen the target group, there were
fixed the objectives and the activities to be developed, the expected results and the data concerning
the project results monitoring and evaluation. Finally, from the main purposes, it was chosen a
proper title. The target group was constituted by pupils who participated to different school and
community educative, cultural and artistic activities, pupils who were part from Pupils Consultative
Council, pupils belonging to other ethnic groups, excepted Romanian one and to other religions,
excepted Orthodox one. The main objective of the project Romania an Ancient Cultural Cradle
regarded the pupils interest stimulation for the cultural and educative values, for their integration in
instructive and educative process. The proposed activities were seven and they were developed,
stimulated by a solid cooperation between the partner entities: school, family and community.
By the first activity it was promoted the project. The team project established a promoting
plan and contacted the local radio to popularize the project in a special show. The activity was
developed at Culture House, where were invited community members, parents, teachers and pupils.
The team project presented the project activities and the expected results and it was distributed
brochures to the participants.
The second activity regarded the foundation of Phoenix cultural and artistic group. The
pupils from the target group, coordinated by the team project members, founded a cultural-artistic
group, to cultivate Romanian cultural values. At this activity, there were invited teachers,
community members and parents who saw auxiliary materials with activities of counselling and
orientation and a book of poems composed by pupils and teachers. The pupils of the target group
interviewed the participants about the following activities. Taking account of guests suggestions,
the pupils realized an activities journal, belonging to Phoenix cultural and artistic group.
A study visit in Moldavian area, with many touristic objectives, was the third activity, but it
does not present interest for the partnership idea.
The fourth activity was developed at Cultural House of the town, where the team project and
the pupils from the target group organized a thematic exhibition named Folklore and Traditions,
with Moldavian specific, where were presented customs from that area, by a video clip, with
traditional musical background. The exhibition had also photographs and traditional objects.
To popularize the study visit results, it was organized the fifth activity, a paper session. The
pupils elaborated and read thematic papers regarding the visited touristic objectives and debated the
read information. The end of the program was marked by a short artistic program realized by few
pupils from the target group, coordinated by teachers, including folkloric plays from the visited
area.
The second study visit was the sixth activity. Sighioara was the visited city, but the activity
also does not present interest for the partnership idea.
64
 The seventh activity was a seminar where the pupils of the target group presented images
with the main visited touristic objectives, initiating debates on historical, geographical,
environmental and religious themes. The museum responsible answered to the questions about the
presented and commented images.
After the project was finalized, the continuity was assured by Phoenix group activities, by
auxiliary materials publishing, in the school periodical, by communication sessions and by a
touristic multilingual guide, as an upshot of the study visits.
The effective parents collaboration was materialized by their participation to the project
activities, demonstrating their involvement by promotional brochures distribution and by expressing
their opinions or suggestions about the debating subjects.
The Local Council offered counselling to the team project and to the target group,
concerning the touristic national objectives choice and contacted the tourist agencies. In the project
implementation was offered logistic support for local activities development and in the monitoring
and evaluation phase, it was registered the participation to the dissemination actions for the project
results.
For preparation phase, Culture House provided information about the visited folkloric areas.
In the project implementation, there were held three activities, being popularized the pupils results,
being assured counselling for the artistic programs and being invited a museum responsible for the
last activity of the project. In the monitoring and evaluation phase, it was registered the
participation to the Phoenix group activities and to the papers and communication sessions.
It is well-known the fact that new and modern things are attractive, evoke the interest and
have a positive impact. In the same way are also perceived the innovative methods, proposed for
implementation by the team project members, having as a goal the pupils knowledge enrichment,
the team spirit and communication skills development and scholar results improvement. The impact
for the pupils was realized by their turning into responsible people, materialized by personal
projects creation.
The impact for the teachers regarded the cooperation relationships and the motivation to be
involved in other educational projects. The impact for the parents had, as positive results, their
contribution to the annual school communication sessions, after the project ended and their support
for the teachers in didactic materials realization, to be assured the project continuity. It was also
observed great parents interest for school activities, by their participation to other educational
programs. The impact for the Local Council was demonstrated by a higher interest for teachers and
pupils results.
By project information and data dissemination for other community members, there were
possible the developed activities popularization and the established objectives achievement, facts
that improve the school prestige and educational quality and offer a good model for the others.
As a conclusion, the prospective orientation of the instructive and educative process is an
imperative. Regarding the 21st century education, it has to be admitted that the education
proposes, for the first time in history, personality types forming for societies that do not exist (E.
Faure). There are not rejected the traditional models and methods, but there are completed for new
requests from social environment which become more suppliant from socio-cultural and economical
perspective.

Bibliography:
Nicola Ioan, Tratat de pedagogie colar, Editura Didactic i Pedagogic, Bucureti, 1996, p 16-
22;
Radu T. Ion, Ezechil Liliana, Pedagogie fundamente teoretice, Editura V&I Integral, Bucureti,
2002, p 32-51.

65
 COMICS AS AN EDUCATIONAL TOOL
AND THEIR PEDAGOGICAL USES

Prof. Caragea Carmen,

coala Gimnazial Plosca

In the area of language instruction, teachers are constantly searching for new, authentic and
innovative materials to enhance learning in the formal classroom environment, but many teachers
(and more important, students) believe that no matter how appealing texts might be, they still ring
of artificiality and are just a representation of the real thing. A textbook is just that material that has
been altered and simplified for the consumption of the learner.
One authentic material that has been explored over the past few years is the comic strip or
comic book (Davis, 1990). Before this form of educational entertainment emerged to the
foreground, it was often believed (and still is by some social critics) that "comic books were so
educationally unsound that their use would lead to mental stagnation (Ellman, 1979, p. 24;
MacGregor, 1996, p. 7).
Teachers, businesses, and publishers, however, have realized that comic strips and comic
books have a widespread appeal to all age groups and levels of society because they reflect
authentic language and culture, for example, social commentary, human idiosyncrasies, stereotypes,
and life conflicts (Conrad, 1993; Elkins & Bruggemann, 1971), and contain a richness in story
content and character development (Yoshihiro, 1992).
However, there is still a strong stigma attached to the idea of using comics as a teaching
tool. Anyone who has tried to convince a non-comic reader of the benefits of comics has heard the
same things: the reading level is too low, the subject matter is frivolous, comics are too violent.
While these complaints may ring true for some books on the market, it dismisses the wide variety of
books out there that are challenging to read, thoughtful and insightful, and age-appropriate. It also
dismisses the fact that comics can be an incredibly rewarding teaching tool for a variety of learners.
To a reluctant reader or an English Language Learner, a prose text can be incredibly
daunting; it is a wall of words, overwhelming to start, impossible to finish. The key to getting these
learners to read is to engage their imagination and interest. Comics are a perfect vehicle.
By offering a style of reading with which these students are familiar, they will be more
willing to make the effort to read. The bottom line is getting them to read. Thus, it is better to offer
a graphic adaptation of a prose novel covered in class to those reluctant readers, to allow all
students to participate in discussions and unit work, rather than have some students fall behind and
be unable to participate at all.
Basically, comics and cartoons can be used to enable students to have the 21stcentury skills
because they embrace a variety of learning activities that appeal to multiple learning modalities. By
providing all those multiple learning modalities (visual-spatial, kinesthetic-tactile, and auditory-
sequential) in their teaching, teachers have assisted the students to be the 21stcentury learners.
Hyde(2007) clearly explains that, in general, no student learns with only one style; so it follows that
providing a variety of activities for young students would help them to learn better.
The multi-dimensional nature of comic strips and comic books is a source of excellent
teaching material, and allows teachers and students to explore language in a creative way. The more
the teacher exploits comics, the greater the chance the outcome heightens student interest and
learning will be a success. It is definitely a good way to get your students hooked on learning.
Pedagogical Reasons for Their Use:
The resurgence of interest in this form of entertainment has spawned a host of texts and
magazines seeking to ride the wave on using comics for educational purposes. All of these have
taken advantage of the inherent characteristics that make this medium so attractive as an educational
tool: (a) A built-in desire to learn through comics (Richie, 1979); (b) easy accessibility in daily
66
newspapers and bookstands; (c) the novel and ingenious way in which this authentic medium
depicts real-life language and "every facet of people and society" (Yoshihiro, 1992, p. 9); and (d)
the variety of visual and linguistic elements and codes that appeal to students with different learning
styles (Bangs, 1988; Davis, 1990; Kossack & Hoffman, 1987). Furthermore, many lessons can be
adapted to bring the material within the linguistic reach of different levels of students.
Other Pedagogical Uses:
To practice describing characters using adjectives (e.g., Garfield is a very
troublesome cat);
To learn synonyms and antonyms to expand vocabulary;
To introduce culture-specific onomatopoeia words that imitate what they represent
(e.g., Drip, drip for the sound of falling rain or leaking pipes, Bang representing the
sound of something crashing, etc.);
To practice writing direct speech (e.g., Hey, move your car!) and reported speech
(The man said, "Move your car!");
To identify different family roles and stereotypes (e.g., Are men in Japanese comic
strips portrayed as indifferent to sexual harassment as the news suggests?);
To improve students' listening by reading aloud the action in one of four panels in a
comic strip and having students select the correct picture;
To identify social, political, economic, or environmental problems facing the world
today;
To introduce paralanguage lexical items without a written correlate (e.g., Uh-oh,
you're in trouble now for lying to Mom; Pssst. What's the answer to number five on
the test; Uh, let me see). Paralanguage is perhaps the most used, yet most pervasive,
language form, and many teachers are slow to introduce them because they are not
aware of how much these items permeate everyday language. Fortunately, comics
are rich in paralanguage content;
To practice formation of different verb tenses (i.e., changing the present tense of the
action in the strip to the past tense);
To practice telling the story of a sequentially-ordered comic strip that has been
scrambled up;
To reinforce the use of time-sequence transition words to maintain the unity of a
paragraph or story (e.g., First, the boy left for school. Next, he . . .);
To help student recognize word reductions in written text, identify the corresponding
long form, and practice these reductions orally (i.e, going to versus gonna; have to
verses hafta; want to verses wanna);
To practice basic rules of pronunciation.
In addition, comics and cartoons are also considered excellent teaching tools because they
not only add humor to a topic but also illustrate the idea in a memorable way. In this regard, Giunta
(2010) accurately explains that humor, such as found in cartoons and comics, is an important factor
for making learning an enjoyable and, more importantly, memorable experience. Moreover, the
activities in the teaching and learning process using cartoons and comics are interesting and
interactive for the students. Barker(2009) clearly explains that the best way to keep our students
interested and engaged in lessons is by making them interactive. Additionally, adapting comics and
cartoons into our classroom with correct and applicable activities can encourage students
observational, analytical, and higher thinking skills. Oliveri (2007:2) elucidates that cartoons and
comic can spark thoughtful conversation, and open the doors for teacher and students to discuss
current events, social and family life, values, morals, and religious philosophies.
Furthermore, cartoons and comics can be adapted into the 21stcentury teaching and
learning process by asking the students to critically analyze them, understand their implicit
meaning, and gain a better understanding of symbolism, irony, and humor.

67
 Also stated by Oliveri (2007:2), comics and cartoons give insight into the world around us,
and provide opportunities for genuine and meaningful communication. It is so because using
cartoons and comics, students are taught to express their ideas using multiple communication
technologies, not just the written word.
The benefits of using comics in the classroom are certainly great, both in increasing literacy
and in addressing the educational needs of differentiated learners. As schools struggle to maintain
enrolment and ensure that students are not left behind in the learning process, teachers must adapt
their classroom to the developing needs of their students. This means utilizing different teaching
methods and tools.

References:

1. Bangs, C. (1988). The use of cartoons in the learning of a second language. Journal of the
Australian Modern Language Teachers' Association, 23(3), 10-14.
2. Barker, L. 2009. Interactive Teaching Techniques, (Online),
(http://www.ehow.com/way_5408150_interactive-teaching-techniques.htmlaccessed on
October 31, 2010).
3. Brown, J. (1977). Comics in the foreign language classroom: Pedagogical perspectives.
Foreign Language Annuals, 5, 18-25.
4. Conrad, D. J. (1993). Calvin and Hobbes and other icons of Americana. TESOL Journal,
2(3), 34.
5. Davis, R. (1990, November). Comic strips: An innovative tool in the ESL classroom. Paper
presented at the Intermountain TESOL Conference, Park City, Utah.
6. Elkins, R., & Bruggemann, C. (1971). Comics strips in teaching English as a foreign
language. Paper presented to a conference in Kassei, West Germany. (ERIC Document
Reproduction Service No. ED 056 591)
7. Giunta, J. 2010. Using Cartoons as a Teaching Tool for Online Learning, (Online),
(http://www.suite101.com/content/using-cartoons-as-a-teaching-tool-a254477accessed on
October 31, 2010)
8. Graham, C., & Aragones, S. (1991). Rhythm and role play. Studio City, CA: JAG
Publications.
9. Humphries, R. (1995, November). A classroom comic book writing project. A
demonstration presented at the 21st Annual International Conference on Language
Learning/Teaching, Nagoya, Japan.
10. Hyde, S. 2007. Reading Lessons and Learning Style: Activities for Auditory, Kinesthetic-
Tactile and Visual;
11. Kin, K. W. (1995, January 3). In a nation of readers, manga popularity jumps. The Japan
Times, p. 17.
12. Koga, A., & Cane, G. (1995). Using humor in the EFL classroom: Some linguistic and
psychological implications. The Language Teacher, 19(12), 4-7.
13. Kossack, S., & Hoffman, E. (1987). Use the news: A picture's worth a thousand words.
Comprehension processing via the comics. Journal of Reading, 31(2), 174-176.
14. MacGregor, H. E. (1996, February 12). Japanese are crazy for their comic books. The Daily
Yomiuri , pp. 7, 12.
15. Oliveri, D. 2007. Cartoon Drawing in the Classroom: Ways to use Cartoon in Teaching,
(Online), (http://www.morguefile.com-tarr101accessed on October 31, 2010).
16. Richie, J. (1979). The funnies aren't just funny . . . using cartoons and comics to teach. The
Clearing House, 53, 125-128.
17. Schodt, F. L. (1993). The manga kingdom. In Japan: An illustrated Encyclopedia, Tokyo:
Kodansha, (pp. 216-217).
18. Schodt, F. L. Manga! Manga!: The world of Japanese comics. Tokyo: Kodansha.

68
 TEACHING LITERATURE THROUGH FILMS
Monica-Teodora Caruntu
Scoala Gimnaziala Titu Maiorescu, Bucuresti, Sector 1

Film adaptations of literary works can be invaluable to the study of literature, particularly
for new or inexperienced students. Films used in the classroom often have been considered fluff,
entertainment, or rewards, but adaptations can serve two very practical pedagogical purposes in the
literary classroom. First, since both film adaptations and literary analyses are, at their centres, acts
of interpretation, films can offer both good and bad examples of literary interpretations. The second
major value of film adaptations in the literature classroom is an accidental but inescapable
consequence of translating literature into film. In adapting a work of literature for the screen,
writers and directors are forced to change, "adapt" the text, and often these changes expose the
limitations or boundaries of both media. Through close readings of written texts and films, students
can sometimes learn what is distinctly "literary" about a written text and, at the same time, what is
distinctly cinematic about a film.
Differences, however, are unavoidable in adaptations. Adapting a literary work for the
screen necessitates changes. George Bluestone identified this situation as early as 1957 in his
pioneering book Novels Into Film. There he noted, "mutations are probable the moment one goes
from a given set of fluid, but relatively homogeneous, conventions to another; that changes are
inevitable the moment one abandons the linguistic for the visual medium"(Bluestone,5) Moreover,
the differences may be quite valuable to the study of literature. Watching a film as part of the study
of a written text can help move students of literature beyond understanding a novel or story
simplistically, only in terms of its plot or characterisation. Film can actually teach them some of the
more delicate qualities of literature. In fact, movies can be used to teach things about literature
accessible to inexperienced students in perhaps no other way.
Many classics of literature have been made into films. After the class has read the book, you
can ask students to watch the film at home, individually or in groups, and then write an essay on the
differences between the film and the book, what new understanding of the story they came to after
watching the film, etc. Or teachers may choose certain scenes from films to introduce either the
theme of the novel or certain characters. The selection should be chosen carefully and the tasks
should be clearly expressed.
Some literature is difficult for modern readers. Movie renditions can introduce and help
students comprehend these works. For example, many teachers contend that watching films based
on Jane Austen novels enables their students to better understand, appreciate and enjoy the books.
Showing the film before reading the book can help poor readers comprehend challenging texts
boosting them to a higher level of critical thinking and language analysis.
Teaching Foreign Languages with Films: Many foreign language films are sold or rent
with subtitles, especially in our country, Teachers of foreign languages treasure these films for their
ability to introduce students to the culture and attitudes of foreign countries. Moreover, the accent
and inflection of native speakers will also be presented by films. To focus students on foreign
language while they watch the film, teachers can ask them to spell and obtain the definitions of ten
or twenty words used in the film.
Teaching English as a Second Language: Students studying English as a second language
can be assigned a number of films with themes relating to words they are expected to learn. This
will broaden their understanding of the words. They will also hear contemporary English and its
inflection.
In any gathering of language teachers, reading specialists, and librarians, someone usually
gets around to blaming students' lack of reading on their near-addiction to film and video. As an
English teacher who loves both books and films, I argue that the problem is not quite so simple. I
know many adults who are both avid readers and filmgoers; in fact, films often motivate us to read
particular books or to find further information about something we have seen in a film.

69
 I see a problem not so much with the quantity of films and videos that students watch but
with the passive nature of so much of their viewing and with the quality of the films they choose to
watch. Over the past eight years I have been working with elementary and high school students in
order that they become thoughtful, active viewers and I have challenged myself to find ways to
engage students in conversation about good films. I just do not believe that my students have to
choose between reading and viewing. They can, in fact, do both at sophisticated levels - when
teachers challenge them appropriately.
I believe that it's important to use films in language classes and to do so in ways that go
beyond the "read-the-book-see-the-movie" patterns I observe so frequently. This pattern does
disservice to both films and books, particularly when teachers portray reading the novel as the "hard
work" and seeing the movie as a treat or reward. Even when the teacher engages the students in
comparison/contrast analysis of the book and film, the teacher often conveys the message,
intentionally or unintentionally, that books are inherently better than films.

Teaching Strategies

Strategies for teaching films have been developed to honour the art of film for what it is, not
what it isn't - strategies that enable students to understand what films do, not just what films cannot
do. Sometimes film terminology has been taught as a way of promoting "close reading" of film
"texts. Students then analyse film clips, write film reviews, and study film genres such as westerns
and detective films, adaptations, etc.
When we study a whole film as part of a unit on a particular theme or historical period, we use an
approach modelled after the "reader response" approaches to teaching literature. In this "viewer
response" approach, teachers move away from their more traditional role of being the source of all
relevant information and the final judge on matters of interpretation to the role of facilitator,
listener, clarifier, guide, and consensus-builder. In turn, these students role changes from that of
passive receiver of the teacher's interpretation to that of an active constructor of meaning who
respects a variety of responses and interpretations.
To promote this more active role on the part of students, we should design a viewing guide
for each film we teach. Teachers divide up the film into meaningful chunks - one long scene or
several related scenes - with an average length of 12-15 minutes. As students view the film,
teachers should encourage them to jot down notes in two boxes: one for interesting visual images
and another for interesting sounds. At the end of each viewing chunk, teachers stop the video and
give the students a few minutes to record notes in the boxes and to consider a few open-ended
questions about what they have just seen. They design these questions deliberately to have no
absolute right-or-wrong answers but to elicit students' feelings and opinions about events in the
film. After a few minutes for reflection, the teacher opens the floor for discussion with an open-
ended question such as "What did you notice about this portion of the film?" Sometimes the
students initiate discussion of the questions; sometimes they surprise the teacher by noticing things
or having reactions that the teacher has not anticipated. In such cases the teacher listens, clarifies,
asks if other students have had similar reactions, and so on and so forth. The teacher's goal is for the
students to construct an interpretation and support it with evidence from the film - remembering that
"evidence" in a film consists of actions, photography, motion, editing, sound effects, and music as
well as dialogue and narration.
Viewing and discussion of the film proceed over several class periods. When the film is completed,
the teacher asks students to look back over all their viewing guides and to notice any patterns that
emerge. The teacher may also give the students a list of open-ended questions for the film as a
whole. The concluding discussion provides an opportunity for students to deal with ideas and
patterns in the entire film. Follow-up writing assignments can include writing a review, analysing
the film as an example of a particular genre, explicating a particular theme in the film, or comparing
some aspect of the film to another film or to a work of literature.

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The viewer response approach works particularly well with films about adolescent issues.
Students are actively engaged in discussing about issues that are particularly interesting for them.
Summarise, compare, contrast & critique (SCC&C). The method tries to encourage active
reading through using film adaptations. Students read a popular novel and watch its movie
adaptation. Teachers should not be partial to what medium is to be presented first watching the
film and then read the book or vice versa. Students then briefly summarise the essential action of
the book and movie in the summary paragraph and recount the major similarities within the
compare section of the write-up. The contrast section provides room for lengthier explanations of
the differences between the two media. It also provides a sense of how carefully the student has
read the book. The critique section is the most important part of the paper. The students provide a
recommendation for the book and justify the appropriateness of the ratings. They follow this up
with an explanation of whether or not they have enjoyed the book and film
Variation on a theme. Teachers do not use the exact film adaptation of a novel. Instead, they may
use two films that speak of similar themes as the novel that was read. The lesson plan centres on a
thematic question that incites critical thinking. We may have our students investigate the answers to
the broad theme in all three resources, from the book to the two films. For instance we may choose
to discuss the theme of marriage in Charlotte Brontes novels. We show our students a few scenes
from films with a similar theme and compare them with one ore more films adapted from Charlotte
Brontes novels.
Literary techniques. Students examine literary techniques (motif, symbolism, parody, embedded
narrative, characterisation, etc) in films and compare them to the novels.
Predicting exercises. After viewing a part of an adaptation students are asked to predict the next
scenes. This activity may be done in groups.
Writing screenplays After watching the film students are either asked to rewrite a scene (for
instance the wedding scene in Jane Eyre) or reinvent a scene in the film or in the novel.
Writing film reviews. Students follow given film review formats like those in newspapers and
magazines to write their own reviews of films.
List writing. List writing is a form of brainstorming on paper, a few minutes' work that can be used
as the basis for longer writing pieces or for discussion. For example, when teaching Jane Eyre,
teachers should generally ask students to write a list of memorable scenes or episodes in the novel.
Comparing students' lists in small group or whole group discussion leads to a consideration of
similarities and differences: which episodes are essential to a summary of the text, which are not,
and why? Which are similar/different to one of the film adaptations? Or, after reading Wuthering
Heights and before viewing a film adaptation of the novel, teachers should ask students which
scenes they would definitely include in a film version and which scenes they would not. Other lists
relating to film adaptations might include dominant imagery (horses, water, window views, music,
moors etc), symbolic objects (fire, whip, black dress,etc), or themes (failure and inadequacy,
escape, blindness and vision, religion, etc).

Teaching Mistake: Lets go to the videotape, or, How to kill a lesson overusing videos
Overusing audio-visual clips is far more dangerous to a lesson than a piece of text read
aloud. Teachers are supposed to plan their lessons wisely and choose relevant scenes instead
playing the entire film. Most literature students will not have a terrific visual memory. As a
consequence, the clip is likely to make obvious to them elements of performance, cinematography,
editing, etc., they missed. Sometimes, this is what you want (it can quiet someone who contributes
too much), but most of the time, it will seem inconvenient. There is no substitute for preparing your
exit strategy: if you plan to show a clip, pick a student before the clip screens to pay attention to a
particular aspect of it (or several students to attend to several aspects). How does this scene update
Jane Eyre? is smashing; What did we learn from the soundtrack, John? is a more fluid way back
into discussion.

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 As an example, I enclosed a lesson plan used during the optional From films to novels

BIBLIOGRAPHY

Bao, Bo. The Differences between Novels and Films- Enhance Literature Teaching by Using
Films in US- China Education Review. July 2008. Volume 5. No. 7
Beach, Richard. Teaching Literature to Adolescents. 2006. London: Routledge

Lesson Plan 1
Title: WUTHERING HEIGHTS- NOVEL UNDERSTANDING
Length of Lesson: 50 minutes
Grade Level: Advanced
No. of students: 24
Subject Area: Literature
Objectives: Students will understand the following:
- the plot: the mood, characters, settings and conflicts occurring in chapters I-IX
- the main themes
- consider the role of the narrator and her/ his relationship to the reader;
Materials: The novel Wuthering Heights, the trailer from 1992 adaptation of Wuthering
Heights; Kate Bush- video ; worksheets

Procedure:
Activity 1: warm-up
Interaction: teacher students ( T- SS)
Time: 10 min.
The students watch the trailer from 1992 adaptation of Wuthering Heights. Then, they listen to the
famous song under the same name, sung by Kate Bush and also watch the video with a collection of
images from the same version of the film.
Topics of discussion: How do you feel while watching the trailer? Is the subject of the film
interesting? Why?/ Why not? What do you feel while listening to the song? Is it relevant for the
film? Why?/ Why not?
Individual ss express their opinion, while the teacher allows any answer.

Activity 2: Meet Emily Bronte

Interaction: teacher- student ( T- s); group work (GW)
Time: 10 min.
Teacher writes up on board three column headings and gives each group ( made up of 6 ss) a
worksheet with the same table:

Branwell Emily Charlotte Anne

Under each column, students are asked to list important biographical facts for each member of the
family. Each group depicts information from Annex A.
Representatives of each group fill in the table on the blackboard and the class decides if the pieces
of information are correct ; ss make correction .
Activity 3 : Introducing the novel
Interaction: teacher- student ( T- s); group work (GW)
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Time: 10 min.
Groups are asked to discuss the following topics:
- relevant elements of the plot
- the narrators
- the characters
- reviews of the novel.
Groups are handed out a copy of the Annex B in order to check their answers and find out new
information.
The groups are asked to correct the following statements:
1. Brought to Wuthering Heights, Heathcliff becomes attached to his new brother.
2. The two main narrators of the novel are Nelly Dean and Heathcliff.
3. The events of the story, which ends in 1843, take place in Cambridge.
4. The peoples health is not important for Emily Bronte.
5. For most of the novel, Heathcliff is obsessed with love.
6. The modern reader understands the reason of so many deaths.

Activity 4: Chapters 1- 9- Before reading

Focus activity: What are the most influential forces in the shaping of a childs values and behavior?
Parents, guardians, or other family members? Schooling? Friends?
Setting a Purpose: Read to discover what forces are important in making Heathcliff, Catherine, and
Hindley who they are.
Interaction: T- s; Pair work (PW); GW
Time: 15 min.
Vocabulary Previews:
annihilate [ naileit ] v. to destroy completely
caprice [k pri:s ] n. whim; illogical or unpredictable action or idea
degradation [degr dein] n. a lowering of rank, status, or moral character
laconic [ l knik ] adj. using few words; terse to the point of rudeness
malignity [m ligniti ] n. the quality of wishing or causing harm or evil to others
morose [m rous ] adj. gloomy; depressed

With a partner, students list influences that are, in their opinion, important in a childs
development. Together, they rate the importance of each influence. Then, groups speculate/ debate
on what may happen to a child if any of these influences are missing in his or her life.
In order to have a starting point for their discussion, the ss analyze Annex C.

Activity 5: Assessment and Assignment

Time: 5 min.
1. Ss are asked to write a short essay about the values learnt in school and to read Chapters 1-9 of
the novel.
2. As leaving the classroom, each student writes on the blackboard an appropriate adjective under
the headings Catherine and Heathcliff. Suggestions: wild, beautiful, handsome, loving, mean,
revengeful, etc.

73
 HOW PETS BENEFIT CHILD DEVELOPMENT - THE PET PROGRAM

Prof. Valentina Perebiceanu

coala Gimazial Alexandra Nechita Vaslui

Having a pet is usually a rite of childhood. Whether it is a hermit

crab or gold fish, a dog, cat or horse, children enjoy the companionship
offered by animals. Did you know, however, that not only can pets be a
source of warm, fuzzy entertainment, but they can offer several
developmental benefits to children as well? A child's physical, social,
emotional and cognitive development can all be encouraged by
interaction with the family pet.
Physical
"Pets provide an impetus for running and practicing motor skills," says Sheryl Dickstein,
Ph.D., Director of Humane Education for the ASPCA. Walking a dog or running in the yard and
throwing a ball are great ways to exercise the dog as well as for children to get away from sedentary
indoor activities and move around. Small motor skills can be encouraged by allowing children to
scoop food and pour water into dishes, and by helping to groom them. Depending on the child's age,
parental supervision is recommended for both the child's and the pet's safety.
Social
For children especially, pets can be wonderful social facilitators. Children are more prone to
approach and interact with another child who is playing with a pet. In this way, a pet can be the
bridge between a less socially outgoing child and other potential playmates.
A pet itself can be a social object for children because of the nature of their relationship.
"Because animals accept us for who we are, pets give some practice in a social relationship," says
Dickstein. Carlie Van Willigen's five-year-old son Murphy is developmentally disabled, and until
the family got a dog two years ago, his mother reports that he never really noticed his surroundings.
That changed when the dog came into the house.
"For a while, he didn't seem to even notice the dog, until one day he was running through
the kitchen and skidded to a stop in front of the dog and started petting her. Eventually, he began
throwing his ball and the dog would fetch it and he thought that was the greatest thing." Van
Willigen sees their dog as one of the catalysts that helped Murphy learn that there is a world outside
of himself and his own needs.
Emotional
Pets can facilitate various aspects of emotional development such as self-esteem and a sense
of responsibility. Says Dickstein, "As kids age and take on more of the care for the pet, it helps to
build self-confidence." She points out however, that it is a misunderstood fact that pets teach
children responsibility. "Parents teach responsibility," explains Dickstein, "Pets just make a good
vehicle for learning."
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 The responsibility a child has for her pet needs be age appropriate. At the age of three, a
child can help to fill food bowls. By five, he can begin to take on some basic grooming tasks as well
as to help clean the pet's living area. As children reach the mid-elementary school aged years, they
can begin walking a dog independently, and as the teen years approach, the child will most likely be
able to take on the bulk of the responsibility for a house pet. Keeping pet-oriented tasks age-
appropriate is not only necessary for the safety of the pet, but for the child as well -- both physically
and emotionally.
Cognitive
As children grow, they may develop an interest in a specific type or breed of animal.
Encouraging children to read about their favorite pet or to take part in obedience classes with a
parent and the pet can all encourage a child's cognitive development as it sparks the desire for
learning. Bringing the child along to a veterinarian appointment will give him a chance to ask
questions about proper care and his pet's health.
With proper supervision, allowing children to research information about their pet on the
Internet is another way they can learn about the pet's special needs and unique characteristics as
well as to correspond with other owners of the same type of pet. If your child's desired pet is a horse
but you live in a second story apartment, encourage your child to research horses anyway. Even if
they can't have the pet of their choice, the learning will be valuable to them anyway.
Pets as therapy
Because of the special bond that often develops between pet and child, pets can sometimes
fill the role of comforter. Since the relationship is non-judgmental from the pet's perspective, a
hurting child might be more willing to initially trust a pet than a person.
Karen Hawkins runs a healing farm in Maine where she welcomes both children and
animals who are in need of healing. Having worked extensively with foster children, Hawkins has
seen the wonders that pets can work in the lives of these emotionally scarred children. "Some of my
foster children had little or no nurturing when they were young. Having them help me nurture
orphaned wildlife gave them some personal experiences of how nurturing should have been for
them. I saw angry, sullen and sometimes downright vicious children - usually teens but sometimes
younger - slowly become softer and milder in their behaviors. They began to trust more. They
learned to confide their secrets to the animals and eventually that made it easier for them to begin to
trust me enough to confide in me."
Brining a pet into the family is not a decision that should be made lightly. It first must be a
commitment by the parents, not the child, as they will ultimately be responsible for the pet's
welfare. Once that commitment has been made, however, and an appropriate pet has been found for
the family, the joys and benefits of the pet relationship will last for many years to come.
Adapted from She Knows.

75
 EFFICIENT LEARNING STRATEGIES IN ENGLISH
Prof. Erika Chiriac,
coala Gimnazial C. Parfene Vaslui

Learning a foreign language is, of course, different from learning ones mother tongue. The
learner is more mature, has already acquired a language and has probably developed strategies for
learning in general. Human problem-solving ability seems to consist of the capacity to make
theories or generalizations and then put these to the test. When learning structural items (modal
verbs, in this case) there is much stronger evidence that students are adopting hypotheses, although
this often appears to happen unconsciously: if you ask the student to explain the rule, he is often
unable to do so. One simple hypothesis adopted at same stage may be that the structure is exactly
parallel to that in the L1. The result is L1 interference. However, the students hypotheses may
not have any connection with L1: they may be based on the students experience of structures
previously taught in the L2.It is worth remembering that the behaviourists regarded language
learning as the acquisition of skills, comparable to the process of learning to do something practical,
like driving a car. The complex skill was broken down into a series of habits, which were drilled
until they became automatic and unthinking. The habits were taught in a series of small steps, so as
to avoid errors. Noam Chomsky the distinguished American linguist, pointed out the native
speakers make many errors when speaking, even though a native speaker has a perfect command
of his language perfect knowledge of grammatical rules, lexis and the sound system. The native
speakers perfect knowledge Chomsky called competence and he made a distinction between
competence and performance. Competence is knowing what is grammatically correct; performance
is what actually occurs in practice.
When we introduce the new language we have to take into account its five components:
lead-in, elicitation, explanation, accurate reproduction and immediate creativity. During the lead-in
stage we introduce the context and we demonstrate the meaning and use of the new structure.
During the elicitation stage the teacher tries to see if the students can produce the new language. If
the students cant produce the new language at all, for example, we will move to the explanation
stage. If they can, but with minor mistakes, we may move to the accurate reproduction stage to
clear up those problems. If they know the new language but need a bit more practice in introducing
it we may move directly to the immediate creativity stage. During the explanation stage the
teacher shows how the new structure is formed. At this stage students learn how the new language
is constructed.
Students are asked to repeat and practice a certain number of models during the accurate
reproduction stage. The emphasis here is on accuracy, the teachers aim being to make sure if the
students use the new language correctly. When the teacher is confident that his students can form
the new language correctly he will move to immediate creativity stage. So, the new language can
be presented in one context ( e.g. an exercise of theatrical art ), but then the context may change for
accurate reproduction or immediate creativity. During the creative stage, the students will try to use
what they have just learned: to make sentences to their own, rather than sentences that the teacher
has introduced as models. It is at this stage that both teacher and students can see if the students
have really understood the meaning use and form of the new language. If they are able to produce
their own sentences, to create something new then they can feel confident that the lesson was a
success.
Exercises of theatrical art
Greetings: All students start milling about the room. Ask them to greet each other, perhaps just by
shaking hands. Students just shake hands, move on, and greet the next student they meet. Then ask
the students to greet each other in a more specific way.
Possibilities are: like a lost friend, like someone you dont really trust, someone you hate, an ex-
boyfriend or ex-girlfriend, someone you are secretly in love with, someone with bad breath.

76
ChannelHopping For this activity you need a remote control as a prop. Divide the class into
groups and give each different group channels or television shows.
Possibilities include a soap opera, a sportscast, a reality show, an action movie etc.
Point the remote at one group and pretend to turn on the channel. The group must provide the
speech of the channel or show they represent. After a while, change the channel by pointing to a
different group. The first group stops and the second one begins. Tell the students that you are very
picky and will change the channel if you get bored! On another day you can give the remote control
to a different student who canchannel hop.

Alphabet Dialogue This is an activity which consists of 26 lines of dialogue. The first line starts
with a given letter (say 'R'). The reply to that line must start with an 'S', and so on, until the whole
alphabet has been covered (you can leave out the letters K, Q, X and Z unless you want to make it
really challenging!). After 'Y' comes 'A'. Students that hesitate, or use the wrong letter 'Die'. The
next student continues the dialogue. One possibility is to give several filler or hesitation words
or sounds in English that they could use: (see below) Macmillan Publishers Ltd 2003
Taken from the speaking practice section
A- ahh, anyway
B- but
C- come to think of it
D- doesnt that mean?
E- Errr
F- Fine, but
G- Good point.
H- Hmmm
I- Id say
J- Just a minute
L- Let me see,
M Mmmmm
N Now, as I was saying
O oh, but
P Put another way
R Right
S So
T Talking about.
U Ummm
V Very interesting, but
W Well
Y Yes, I know but

DubbedMovie Ask two or more students to do a role-play. You could give them a location, or tell
them to pretend to act out a scene from a film that all the students know.
The catch is that the students don't speak, although they can move their mouths as if they are
speaking. Two or more students sit in front of the action, and do the speaking.
You might want to give them time to prepare this depending on the level of the students.

The Good, the Bad and the Ugly Advice: Nominate or ask for three students. They form a line (or
sit down in a row). The class asks questions or gives problems for which they need advice. Each of
the three students provides a different kind of advice: good, bad, and really bad (ugly) advice.
Switch the roles around so that different people get a chance to provide different kinds of advice. If
77
the 'bad advice' is really bad, then the ugly advice should be even worse. This is very good for
practising modal verbs for giving advice (should, ought to, must).

The Fortune Teller with Two Heads: Nominate two students to be the fortune teller.
People from the class can ask them questions about the future. The catch is that the fortune teller
must answer the question one word at a time per student. So the answer will be something like this:
Student A You
Student B Will
Student A Meet
Student B A
Student A Beautiful
Student B Frog..
This is quite challenging because the fortune tellers heads cannot consult each about
what they are going to say. Hilarity often results! This is very good for practising future
structures, such as will or be going to.

Bibliography:
Harmer Jeremy, The practice of English Language Teaching, Longman, 2001
Ilysh B. A., The Structure of Modern English, Moscow, 1965

USING AUTHENTIC MATERIALS IN THE ENGLISH LANGUAGE CLASSROOM

Prof. Virginia Pracsiu
Liceul Teoretic Emil Racovi, Vaslui

Authentic materials complement English classes by making the class more vivid and creating a
more positive attitude toward learning. They make the learners feel that they are learning a real
language which is alive. When learners are asked to memorize grammar rules or study the textbook
for examination purposes, they cannot experience the feel of the language as a real language used
for real life purposes. Learners consider authentic materials useful, lifelike and interesting.
Generally, everyone agrees that the authentic material offers numerous advantages and it arouses
the teachers and students interest: the real is first of all present in the classroom and in the objects;
authentic materials allow the access to the daily life of the target culture. Compared to documents
produced for the school context, authentic materials have, in fact, a double interest: on the one hand,
the learner faces the same foreign cultural objects like the native English, regardless of their origin,
on the other hand teaching materials involve staging cultural events, thing which gains veracity and
credibility. The extra time involved for teachers in planning for the use of authentic materials to
supplement lessons is well worth it.
As Geddes and White (1978) have pointed out, the difficulties students face when encountering
unmodified authentic speech are well known to most teachers. Often students tend to panic when
they hear native speakers in conversations, radio broadcasts, films, or other natural contexts.
Students typically tend to focus their attention equally on every part of the discourse. Because they
cannot possibly attend successfully to everything heard with equal intensity, students often give up,
even when it would have been possible for them to get the gist or understand a few of the important
details.
Authentic materials may contain items, particularly vocabulary, which are of low frequency and of
peripheral use to the learner and may never be encountered again.

78
Regardless of the drawbacks above of using authentic materials, if we are enthusiastic and take
advantage of the benefits and use them properly and in sufficient quantities, we may motivate our
learners (Gardner & Miller, 1999).
Whenever we bring authentic materials to class, we need to have a clear pedagogic goal in mind:
what precisely we want our students to learn from these materials. Our choice of activity will
depend on what we have been teaching previously and what we think will be most appropriate for
these particular students at this particular time.
Next, we need to design a specific task so that our students focus on the materials in appropriate
ways.
For a language focus, we might have them underline all the verbs that a cookery writer has
used in a recipe.
For a vocabulary focus, we might have them find all the adjectives that have been used in a
glossy holiday brochure advertising an exotic destination.
To practise scanning skills, we might have them find out from a movie page when and
where particular movies are showing.
To develop interactive skills, we might have students engage in restaurant role plays,
discussing the dishes on authentic menus and then ordering from a student waitperson.
CRITERIA OF SELECTION OF AUTHENTIC MATERIALS
The sources of authentic materials that can be used in the classroom are infinite, but the most
common are newspapers, magazines, TV programmes, movies, songs and literature. One of the
most useful is the Internet. Whereas newspapers and any other printed material date very quickly,
the Internet is continuously updated, more visually stimulating as well as being interactive,
therefore promoting a more active approach to learning than a passive one.
Authentic materials can include audio, visual and printed materials. Multimedia materials involving
audio, video or graphical presentations can also be included. Any of these types of materials which
are used for communicating specific messages in real life will fall under this category.
There are a few factors which teachers should consider when choosing authentic materials for
classroom use, among which we could mention: interest, purpose of language learning, cultural
appropriateness, language level, quality of the materials.
Using Authentic Audio Materials
Listening, the most frequently used form of language skill, plays a significant role in daily
communication and educational process.

Music can be said to be the universal language that promotes reading, creativity and comprehension
skills at the same time. The use of music in language classes puts students at ease, makes them more
attentive and can increase their desire to learn a language. This type of document has its own
characteristics: voice, instruments, orchestration, rhythm, melody and text. If the effects of the
melody on the linguistic message are diverse, they generally facilitate access to understanding. The
song seems particularly well suited to beginner and intermediate levels. Like any authentic material,
the song must be part of a dynamic instruction, with well-defined objectives, otherwise it becomes a
recreational interlude. Created to be heard, it requires listening comprehension strategies, especially
since at present music seems more important than the text and tends to cover it.
Music offers a multifaceted way to look at the language and can be used to reinforce and improve
speaking, listening comprehension, grammar, vocabulary and phrasing. There are many sites where
teachers can find both the songs and the worksheets, such as:
http://www.songsforteaching.com/index.html
http://www.eslgames.com/teachingsongs/edutainment1/
http://www.eslgames.com/teachingsongs/edutainment2/
http://www.eslgames.com/teachingsongs/depressionbuster/
All four sites contain worksheets based on familiar songs. There is not much variety in the
activities, but they are good in high-level classes and can save a lot of time.

79
www.maxpages.com/teachenglish/Songs_and_Music_in_EFL. There are some useful tips here on
using songs in class. If you scroll down on the menu on the left you can also find a few pre-
prepared worksheets.
www.musicalenglishlessons.com/music-index.htm. This site has a list of groups and singers. We
can click on one we want and this will take us to a list of songs. Then we can click on pre-prepared
material that we can use in the classroom.
http://gs.fanshwec.on.ca/tlwm/. This site has a little of everything. We can download over 200
worksheets based on songs, read about using songs in the class and find links to many other sites
with lyrics on them.
There are many ways of using song lyrics. Teachers can give students lyrics with various words
blanked out or can give students a list of words and ask them to listen to the song to see which of
the words are used. The teacher can ask students to put lines in order, or complete half-finished
lines. Or the teacher can simply have students listen to a song and say what they think the title
might be or say where they would most like to hear it.
In conclusion, authentic material is language where no concessions are made to foreign speakers. It
is normal, natural language used by native speakers of a language. This is what our students
encounter (or will encounter) in real life if they come into contact with target-language speakers,
and, precisely because it is authentic, it is unlikely to be simplified, spoken slowly, or to be full of
simplistic content (as some textbook language has a tendency to be). When used effectively,
authentic materials help bring the real world into the classroom and significantly enliven the ESL
class.

BIBLIOGRAPHY:
1. Geddes, M. and White, R. (1978). The Use of Semi-scripted Simulated Authentic Speech in
Listening Comprehension. Audiovisual Language Journal 16, iii, 137-45.
2. Gardner, D. and Miller, L. (1999). Establishing Self Access: From Theory to Practice,
Cambridge University Press.
3. Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education Limited
4. Martinez, A. (2002). Authentic materials: An overview. Karens Linguistic Issues. Retrieved
November 20, 2003 from
http://www3.telus.net/linguisticissues/authenticmaterials.html

TEACHERS ROLE
Braceanu Marcela-Camelia,
coala Gimnazial Corbii Mari, DB

Motto: ,, Nu v mndrii cu predarea unui numr mare de cunotine.Strniti numai

curiozitatea.Multumii-v s deschidei minile,nu le supraincrcai.Punei in ele
scnteia.(Anatole France)

Intergenerational learning is a way for people of all ages to learn together and from each other,
being important part of lifelong learning, where generations work together to obtain different skills,
values and knowledge.
Teachers are the first intergenerational learning,are key players, they have to be professional to
commit those who educate them, to have positive feelings towards them,give them your respect, be
aware that you influence them life and they're responsible for this in front of their parents and
society.Theyre driven to improve the quality of teaching and to provide students with authentic
learning experience in their search for knowledge, connstanty looking ways in which to incrase
motivation and quality in our learning community.

80
 Learning as a lifelong process should be modelled as it contributes to our growth as
individuals,widens our horizos and provides us with methods ,tools and experience that we can use
in our classrooom..
Teachers role its to facilitates the communicative process among all the learners and
between the students and the various tasks,giving guidance and advice when necessary,instead of
being the central authority in the classroom.Moreover,teachers act as independent participants
withim the learning-teaching group.However,this does not mean that once a teaching activity is in
progress,the potential through external guidance.The teacher should identify the distinctive qualities
in the students and help the students develop them.
As teacher its very important to always be up to date with new teaching methods and new
tehnologies because the society we live is in constantly changing and thus we have to be able to
adapt to the new realities that we face every time we go into a classroom.
At least once in their career, every teacher has encounered a dificult situation something that
has made them feel like they are outdated.This is the main reason while going to teacher training
courses is very important.Not only you are going to learn new teaching methods of teaching,new
ways of makeing our lesson attractive and easily understood,but we are also going to discover
things about our abilityes,increase your selfsisteem.
All courses was important in my career but ,,Dimensiuni europene moderne in predarea-
invatarea limbii engleze was differnt.This cours it has a very complex syllabus and teaches the
teacher on many different aspects,like using computers and educational software in the process of
evaluating linguistic competences according to documents such as the Common European
Framework of Languages.This course provides the teacher with a solid base of knowledgeof
learning a foreign language very enjoyable for the students and the teachers.
One of the modules of this course provides information on how to plan a lesson .
,,Planning is a psysiological process of envisioning the future,and considering goals and ways of
achieving them.(Clark&Dunn,1991).From this point of view,lesson planning can be defined as a
systematic developement of instructional requirements,arrangement,conditions,and materials
andactivities,as well as testing and evaluation of teaching and
learning.(http://findarticles.com/particles/.
For best results teacher must start with a plan.A good lesson plan has clear objectives,it states
clearly what to be done,who does it,whith what and how long its going to take.In lesson plan
teacher must include four main elementes: activities,skills,language and content(Harmer,2001).
Every teacher should:
Decide what the pupils will be doing in the classroom and how they will be grouped.Think
what kind of activity fit them at any particular time in the lesson.
Think about the skills that will be developed during the lesson
Think about language,lexical items,grammar that has to be introduced and practiced.
A good lesson plan should always start by reviewing the information previously tauht.After
that the teacher introduces the new material and provides opportunities for the students to
practice and be evaluated .A lesson should be composed of this five stages:
Warm up-asks the students to use what they have learnt so far
Presentation introduces new structures
Practice-provides opportunities to practice and apply the new structures
Production ghives the students opportunity to complete tasks where the use of the new
strucures is required ,tasks that are not controlled as the ones from the presentation stage.
Evaluation-allows the teacher and the student to assess how well they have understood the
lesson .

REFERENCES:

Suport-,,Programele de formare Dimensiuni europene moderne in predarea-invatarea

limbii engleze
81
 Harmer ,Jeremy-,,The Practice of English Language Teaching,Longman Publishing
House,Cambridge,2002
Murphy,Raymond-,,Essential Grammar in Use Cambridge University
Press,Cambridge,2006
Ur.P.-,,A Course in Language Teaching,Cambridge University Press,1998-Lesson
Planning and Lesson Plan Ideason http://www.scrib.com/doc/38539721

TRADITIONS IN ROMANIA
coala Gimnaziala Nicolae Blcescu Drgani,judeul Vlcea
Profesor de limba engleza - Popescu Maria Mdlina

Within South Eastern Europe however, Romania preserved a significant number of

traditional customs and celebrations manifest within the strong community of the village.
Ceremonies dedicated to the significant moments of one's life (birth, wedding, death), to natural
cycles (such as solstice, equinox, harvest, springtime) or to the big religious celebrations, follow the
same archaic mythical rituals they did a thousand years ago. Even though preformed at the end of
the 20th century in villages marked by modernization, such traditional rites haven't diminish their
prestige. They still provide viable answers to how to live in harmony with the environment and
community, that the present social and economical system cannot furnish. As a result of the
historical time we live, most forms of traditional community life slowly vanished from the post-
industrial civilizations of this century.
During winter solstice, when the sun is weak and frost
and dryness take over, Romanian peasants conceived
ceremonies to help the Sun and Nature to overcome this
"temporary crisis." For 12 days between Christmas and St. John
on January 7th, all Romanian villages have specific celebrations,
starting with children's caroling on Christmas eve: Mos Ajun or
Buna Dimineata (Good Morning).
Well spread throughout Romanian countryside is the caroling of the Ceata de feciori (the
Young Fellows Crew). In Transylvania, Banat, Maramures, and also in Wallachia and Dobruja,
young bachelors in groups of 6 to 25, go caroling around the village for 3 days. Irrespective of the
time of the day, they are expected by the villagers with lots of food and their porch lights on at night
time. These carols are considered to be some of the most valuable works of poetry in Eastern
Europe.
New Year's is another period of festivities. Augural time, the night of December 31 st puts
forth dances with masks, divination, foretelling, and magic. The
caroling repertoire is vast. Besides ritual songs such as Plugusor
(little plough), Buhai (traditional drum), Capra (goat dance), Ursul
(bear dance), there are carols for each category of individuals
within the community (old, very young, young, newly weds, ready
to marry, young parents, families without children, etc), for each
profession (shepherd, farmer, bucket makers, soldiers), or for
specific regions (such as Jiu dwellers). In certain villages, we can
find gatherings as large as 100 people of smaller young fellows'
crews singing together on the streets (Bukovinan Malanca). In
Moldova, the choreography, costumes and ritual dances during the
caroling festivities represent a genuine work of art.
Running parallel to the public communal festivities, specific rites go on in private houses.
Young women get together to guess about their future husband, and old people make prognoses
according to the less conventional "onion calendar."
82
 Children themselves perform specific carols: Sorcova, when they touch older family
members with a stick adorned with artificial flowers and wish them good health and prosperity in
the coming year, or Semanat (Tilling), when they symbolically toss wheat grains in people's yards
to get good harvests during that year.
April and May festivities are connected to agricultural or sheep raising practices: Tilling
Day (Maramures) or Choosing of the King (Transylvania), celebrating the first farmer to finish
tilling and sowing. Similarly, Sheep Day or Milk Measuring celebrations (Banat and Transylvania)
mark the moving of the sheep flocks up on the mountain to spend the summer.
Around the summer solstice and coinciding with the Christian celebrations of Rusalii
(Pentecost) and St. John Day's, Romanians traditionally practiced two ritual ceremonies dedicated
to good crops and land fertility: Calusul, a dance performed by a special group of men (esp. in the
Olt region and Wallachia) and Sanzienile and Dragaica, the Romanian versions of Midsummer's
Day, with ritual dancing and singing by a group of young girls.
Harvesting is another time of celebration, thanksgiving,
and preparation for the next crop. A symbolic wheat crown or
braid is put in a special place next to the icons, their grains being
later mixed with next crop's seeds. In the Saxon land, such a
harvesting festivity is knows as Chirvai (kir-vy): a time when the
community drinks from the sweet grape juice, parties, feasts and
dances.
Other types of festivities are Hramuri and Nedei. An old
tradition from Moldova and Northern Transylvania, hramuri
represents the day to celebrate the patron saint of a particular
church. Closer or more remote villages come in a procession to
that church, while the hosting village organizes a big communal
feasts. September 8th, the hram of St Mary, is the day when the
caldarari Roma get together to the church of Costesti (Valcea county) and when they also delimit
their clans and territories and display their possessions.
Nedei are a sort of regional fares from South Western Transylvania, Banat or Gorj, mostly
determined by the church procession (hram). People get together to exchange their produce and to
celebrate for a day. Originally these gatherings took place outside villages, at major crossroads on
higher plateaus. There are two places where such Nedei still take place independent of a church
procession: on Gaina Mountain on July 20 and on Penteleu Mountain on June 24.
Besides the daily bread, there is the ritual bread whose presence is compulsory at
celebrations and feasts (at Christmas, New Year's Eve, Easter, at celebrations of the dead - in
Romanian "mosii" - in winter, spring, summer or autumn or of the life cycle - birth, marriage,
death). During these special moments it takes the shape of a knot, communion bread, pretzels, flat
cake, sweet cream cheese cake ("colac", "prescura", "covrig", "turta","pasca"). The differences in
shape and ornaments vary according to the ritual function, with the anniversary to be celebrated and
in which the "colac" is offered as a gift. The most frequent symbols are the cross, the solar circle,
the bird, man (photography with various types of pretzels, ornaments, moments, occasions:
wedding, burial, the carol singing from house to house, the harvest wreath). There is also another
more recent kind of ritual bread prevailing all over the country: the pound cake ("cozonac"). Its
dough is obtained by mixing wheat flour, yeast, milk and butter. In the resulted dough we add
pounded nuts, raisins, and, sometimes nowadays, cocoa and Turkish delight .The mixture is
portioned, poured into metallic tins and baked in the oven. A strict ritual function could be
identified in focusing on another wheat-dish, in Romanian called "coliva" (crushed wheat-grains,
boiled in water, sweetened with sugar or honey and mingled with nuts) offered at funerals and at
funeral repasts (projection with the image of "coliva").

83
 INTERGENERATIONAL LEARNING
-What it is and how can we develop it-

Once you stop learning, you start dying (Albert Einstein)

Prof. Iuga Marcela Cristina

Seminarul Teologic Ortodox, Cluj-Napoca

In the beginning of the last quarter of the 20th century, demographic and social changes
contributed to the development of a new extrafamilial intergenerational paradigm. Demographers
reported on two phenomena that specifically impact this development: the growing size of the older
adult population and a shift in the structure of families. Older adults have been increasing in
numbers, and living longer, healthier lives. In response to changing economies, there has been an
increase in single-parent and two working-parent families and, often, families relocate to
communities that offer more job opportunities.
The family is typically the individual's initial source of social capital, but the social changes
of the last half century are having an impact on this source: increased life expectancy, greater
mobility, increased reliance on nonfamilial caregivers at both ends of the life span, a more age-
segregated society (e.g., retirement communities and youth culture), and decline in civic
participation (Bostrom 2002; Loewen 1996). Economic and social changes have resulted in
"changes in the social contract and evolving expectations about the relative position of generations
in society" (Hanks and Icenogle 1999, p. 52).
The issue of generational equity arises: to some, older people are a burden rather than a
resource, and in light of the increased time it takes to become economically productive today,
children may be viewed this way as well. These factors work against characteristics of positive
social capital such as mutual acceptance of obligations, exchange of ideas and information, and
action for the common good (Schuller et al. 2002).During this same time period, there have also
been changes in nuclear families.
A growing geographical disconnect has occurred between members of many extended
families causing the decrase in opportunities for consistent intergenerational learning and support.
In the late 1970s, Intergenerational Programs began to emerge as social planning models
designed to fill the geographic gap by connecting older and younger persons in formal settings that
promoted intergenerational exchange and intergenerational learning. The primary challenge of this
new paradigm how to create connections for non-biologically linked old and young people that
could promote the social growth, learning and emotional stability that often characterizes
relationships between elder and younger family members.
Intergenerational learning is a process, through which individuals of all ages acquire
skillsand knowledge, but also attitudes and values, from daily experience, from all available
resourcesand from all influences in their own life worlds
Intergenerational Programs (IPs) were defined as planned ongoing activities that
purposefully bring together different generations to share experiences that are mutually beneficial.
Typically, the programs involve interactions that promote social growth and learning between the
young and the old.
Enhancing learning between generations (intergenerational learning or IGL) is one approach
that organisations can use to counteract the under-utilisation of older and younger employees and
prevent potential loss of knowledge. If you want to know more click for a video or try a game about
IGL.
The benefits of using intergenerational learning include: prevent the loss of critical
knowledge and skills, improve older worker mobility, increase older and younger worker
competence and stimulate innovation.
Though the culture, values and infrastructure of communities differ, there are several
characteristics associated with intergenerational learning that can provide programmatic
84
cohesiveness and enable global application. These characteristics are evident in virtually all models
and their presence helps in determining strategies for maintenance, expansion or replication.
Additionally, they provide information related to program viability as we consider implications for
networking and opportunities for shared research.
Benefits of intergenerational learning refer to immediate or long-term positive effects gained
from intergenerational learning. They are accrued by both the older and younger learners and may
be complementary or shared. Benefits for older learners include: gratification for their contribution
to the community and a deeper understanding of the younger generation. For younger learners:
increased self-esteem and self confidence, and a deeper understanding of older adults.
For both generations: the feeling of being valued, accepted and respected, enhanced
knowledge and skills, and the creation of a meaningful, trusting intergenerational relationship.
Reciprocity within intergenerational learning refers to the exchange of knowledge and skills across
generations.
For the young learner: a transfer of traditions, values, and culture and life-time skills. For the
older learner: a transfer of new values, insights about traditions, changing social structures and new
technology. Newman (1997) and Kaplan (2002) stress the importance of intergenerational learning
as two-way learning, that is adults-to-children and vice versa. The process is a function of the
environment, the structure and goals of the model. As a global concept, intergenerational learning
can be adapted to function in multiple societies through a variety of learning strategies.
Empowerment within intergenerational learning is an intentional ongoing process centered
in the local community involving mutual respect, critical reflection, caring and group participation
through which people lacking an equal share of resources gain greater access to these resources
(Lawrence, 2006). Empowerment theory is compatible with intergenerational learning and
community building (social capital) initiatives. With a growing world interdependence, it is
becoming more evident that intergenerational learning as the intergenerational exchange of
knowledge and skills can become a vital adaptation strategy for young and old in the knowledge
society of the 21st century (Hoff, 2007). Intergenerational learning can provide a foundation for life
long learning from a social capital perspective in which various aspects of social life create synergy
and provide cohesive trust and solidarity (Bostrom, 2007).

10 Intergenerational Learning Opportunities

Working on community projects or issues; solving problems together
Improved interpersonal skills and communication abilities
Increased knowledge and understanding of life-long career environments
Improved well-being, self-esteem and health for all involved
Greater awareness of the issues facing both generations
Development of stronger links to the community
Breaking down age-based stereotypes
Cross-generational activities keeping older people in their own homes longer
Younger volunteers helping older people with dementia with storytelling and teaching
technology skills to overcome social isolation
Older people teaching young people to be aware of the long-term impact of poor life
decisions
Mentoring, guiding, and shadowing provide great learning experiences for all ages. This can
occur through friendship, career and vocational support, business mentoring or tutoring.
Since the dot-com boom, reverse mentoring has been a popular form of Intergenerational
Learning in corporations. Typically, executives were paired up with a tech-savvy graduate who
would show them how to use a computer, how to blog, and set them up on networks or social media
channels.

85
 LA BD EN CLASSE (PAS SEULEMENT DE LANGUES)
Alexandru M
Lyce Thorique Mihail Koglniceanu Vaslui (Roumanie)
Inspection Scolaire du Jude de Vaslui

Introduction
En France, parmi les autres documents prvus pour l'apprentissage des langues ou de la
littrature, il y a toujours une liste dalbums de bandes dessines. Cest cette dcouverte qui a
dclench et motiv ce compte-rendu. Mais comment utiliser la bande dessine comme outil
pdagogique ?
Peut-on ddier ce support une seule discipline ?
Si oui, laquelle ? Littrature ? Arts ? Langues?
Peut-on llargir aux autres disciplines ? Si oui, comment ?
La bande dessine ne peut-elle sadresser quaux cycles lecteurs ?
Voil pourquoi cette tude se droule autour de cette problmatique principale : Comment
utiliser la BD comme outil pdagogique?
Je vous propose d'envisager comme point de dpart projet de classe autour de la bande
dessine. Celui-ci repose sur deux points : la dcouverte (Les codes, les outils, les genres, etc.) et la
pratique de la BD aux lves dans les disciplines de la matrise de la langue et des arts visuels.
Ainsi, par le biais de la bande dessine se met aussi en place une pdagogie de projet.
Une redfinition dans les grandes lignes de ce quest la bande dessine, s'avre donc
ncessaire. La BD cest apriori un rcit racont en images successives de diffrentes tailles (cases).
Tout comme le cinma, la BD utilise la technique du cadrage et lellipse. Elle se caractrise aussi
par lutilisation des bulles (Phylactres) o apparat le texte. La BD utilise donc un code spcifique
et se lit de gauche droite et de haut en bas sous nos latitudes.
Cest aussi une forme littraire part entire subdivise en genres diffrents (aventure,
fantastique, humour, policier,). Enfin, cest un art reconnu : le neuvime art.

Partie I
Petit historique de la BD
La bande dessine, cest avant tout raconter. Raconter sous forme dimages. Tout comme
une peinture, la bande dessine traduit par le dessin : le mouvement, le portrait, la reprsentation.
Mais la diffrence dune peinture, il y a dans la bande dessine une dimension supplmentaire :
cest le temps qui vient sajouter. Cette volution du temps sinscrit dans la succession de dessins,
de scnes, dans cette lecture de gauche droite qui seffectue le long de la bande. Il y a aussi la
juxtaposition, ou plus exactement le mlange du texte et de limage.
Ainsi cette manire de rapporter un vnement existe depuis longtemps mais il faut attendre
le XXme sicle avant que la bande dessine ne prenne sa forme courante avec ses codes tablis
que nous connaissons depuis une centaine dannes environ.
a. La BD prhistorique
Suivant les spcialistes de la BD, certains font remonter sa prhistoire aux dessins des
hommes prhistoriques dans les cavernes, dautres la font commencer la tapisserie de Bayeux. Les
peintures de Lascaux, peuvent galement tre considres comme tant le point de dpart. Ces
fresques montrent la volont de dcrire son temps, son quotidien. On est, ds lors, dans la
reprsentation contemporaine.
Il en va de mme pour les hiroglyphes gyptiens, combinaison entre crit et dessin, o
lcrit est le dessin. De plus, on y trouve dj la lecture en bande, en succession de scnes pour
raconter un vnement. Cest la mme chose pour les frises aztques.
1066, une date retenir dans lhistoire mondiale de la BD. Sur 70 mtres de long stale la
tapisserie de Bayeux o est conte en scnes successives lpope des chevaliers normands.
Succession dimages, rcit en bandes, prsence de textes. Il ny manque que le phylactre.

86
 Dans Le monde tonnant des bandes dessines , Jacques Marny rapporte une anecdote
intressante datant du XIVme sicle, celle du bois Protat. Il sagit dun bois grav datant de 1370.
Cette scne reprsente un centurion romain, levant un doigt vers la croix chrtienne, qui dclare :
Vere filius Dei erat iste (Oui, cet homme tait vraiment le fils de Dieu). Et ces paroles sont,
vraisemblablement pour la premire fois dans lhistoire, inscrites dans un parchemin schappant de
sa bouche. Lanctre du phylactre est n. Voil comment on pense dj retranscrire le dialogue,
les paroles dun homme dans un dessin. Mais il faudra encore attendre au moins 500 ans avant que
la bulle ne soit systmatise et conventionne. Patience.
Ces quelques exemples pris a et l au dtour de lhistoire mondiale dmontrent qu
diffrentes poques et sur tous les continents existe une ide commune qui donnera engendrera
finalement la bande dessine.
b. Le XIX-me sicle et l'aube de la BD moderne
En 1820, en France, les enfants sont sages comme des images , en loccurrence des
images dEpinal. Le concept est simple : une image rsumant une histoire ou une scne et, en
dessous, quelques lignes de texte dcrivant laction dessine au-dessus.
Dans la premire moiti du XIX-me, lallemand Rodolphe Tpffer publie entre autres
histoires en estampes ; cest--dire des histoires en bandes dessines. Le texte est toujours plac
sous limage.
En France de l'an 1889, la Famille Fenouillard connat un vrai succs populaire avec ses
aventures qui paraissent dans le petit franais illustr . Ds le dpart, il est intressant de noter
que lessor de la bande dessine se fera principalement grce la presse et aux journaux qui seront
son principal support de diffusion. Lauteur de cette BD, Georges Colomb dit Christophe (1856-
1945) est considr comme linventeur de la bande dessine franaise. On lui doit aussi les
aventures du Sapeur Camembert ou bien celles du savant Cosinus.
Tout comme la tapisserie de Bayeux, une autre date importante dans lhistoire de la bande
dessine mondiale : 1895. Premire parution de The yellow kid aux Etats-Unis. Un trange
garon chauve habill dune robe jaune qui nat sous la plume de Richard-Felton Outcault. Et cest
la premire fois depuis le bois Protat (1370) que revient le phylactre. Cette fois lide sera reprise
et deviendra vite un code principal de la bande dessine mondiale. Aujourdhui, the Yellow Kid
est le nom de la rcompense la plus prestigieuse de la bande dessine. Au dbut du XXme sicle,
la bande dessine a dj ses codes tablis et que ses premiers hros, essentiellement comiques.
c. Le XX-me sicle et le progrs explosif de la bande dessine
Au cours de ce sicle, la BD passe du statut dart mineur celui de 9 me art. Ses principaux
centres de cration sont localiss en Amrique du Nord et en Europe. Le manga au Japon peut tre
considr comme un phnomne part qui suivra sa propre logique dvolution, avec des codes et
normes graphiques diffrentes..
Aux USA, la BD se dveloppe principalement dans les quotidiens (New York World, New
York Journal, etc.) tandis quen France, elle parat principalement dans la presse destine aux
enfants (lEpatant, La semaine de Suzette, LIntrpide, etc.). C'est une raison pour laquelle la BD
sera longtemps considre comme production destine presque exclusivement aux enfants, en
France. Il s'agit alors d'un mme mdia (La bande dessine) mais deux dveloppements diffrents.
Enfin il est intressant de voir lvolution des modes de parution de la BD au cours du
XXme sicle. La BD est principalement prsente dans la presse jusqu la seconde guerre
mondiale, avec un essor considrable des journaux de BD entre 1945 et 1980. Depuis, pour des
raisons conomiques, de nombreux titres de journaux de BD ont disparu des kiosques et les diteurs
privilgient leur parution directement en albums cartonns et relis.

Dates essentielles pour le phnomne de la BD

En France, par la loi du 16 juillet 1949, une commission est cre pour contrler les
publications destines la jeunesse en dlivrant un agrment. Pour la bande dessine, elle a t
longtemps considre comme une commission de censure en France.

87
 Voil un tableau comparatif qui propose un parallle entre la BD anglophone et celle
francophone
USA Anne FRANCE / Belgique
Little Nemo in Slumberland 1905 Bcassine
(de Winsor Mc Cay)
1925 Zig et Puce (dAlain Saint-Ogan)
Mickey (de Walt Disney) Popeye 1929 Tintin et Milou (dHerg)
(dElzie Segar)
1934 Cration du Journal de Mickey*
Superman (de Jerry Siegel) 1938 Spirou* (de Rob-Vel) et du journal ponyme*.
1946 Cration de journaux de bds :
-Vaillant qui deviendra le journal de Pif
puis Pif-Gadget*
-Tintin, le journal des jeunes de 7 77 ans
Lucky Luke* (de Morris)
1949 Loi du 16 juillet 1949
Peanuts / Snoopy (de M. Schulz) 1950
1958 Gaston Lagaffe (dAndr Franquin)
1959 Le journal Pilote et Astrix et Oblix*
(dUderzo et de Goscinny)

II. Rflexions didactique sur l'usage de la BD en classe

Cette rflexion sattache voir quelle articulation peut se faire entre la bande dessine et son
utilisation en classe diffrents buts.
Lutilisation de la bande dessine offre de nombreux avantages. Le principal reste la
pluridisciplinarit. De par sa forme son exploitation est principalement tourne vers deux
disciplines : la littrature et les arts visuels.
a) en littrature, la BD permet un travail en rseau sur :
-les personnages (Par exemple, diffrentes aventures du Marsupilami, de Valrian, de Philmon,
etc.)
-les genres (Humour, western, science-fiction, fantastique, aventure, etc.)
-les auteurs et leurs diffrentes oeuvres (Andr Franquin, Fred, Turck et Bob de Groot, Denis
Lapierre, etc...)

- les formats (Strips, gags en une planche, histoires courtes, albums de 44/80 pages)
La BD permet pour tous les lves une entre plus facile dans la lecture autonome et
elle devient lecture plaisir. Sils ne sont pas habitus des romans ou des autres formes de
littrature, gnralement les lves connaissent et pratiquent dj deux-mmes la lecture de
bandes dessines. Ils en connaissent les principaux codes, genres et personnages. Pour des
lves en difficult face la lecture, cela reste un moyen plus facile de pratiquer la lecture
autonome.
Tout comme le thtre, la BD est un outil privilgi pour ltude du dialogue dont
elle use presque exclusivement. Par sa technique du cadre et de la mise en scne des
personnages, elle sapparente du thtre en images . Une forme toute dsigne pour
travailler la mise en voix et la diction des textes par une thtralisation.
Enfin, la bande dessine peut tre le point de dpart de projets dcriture au moins
trois niveaux :
- Le prolongement dun rcit inachev. Le meilleur exemple pour cette activit
88
 reste le suspense de bas de page. Cest--dire lorsque le hros sur la dernire case dune
planche stonne la vision de quelque chose que na pas encore vu le lecteur. On trouve cela
dans beaucoup de BD daventures et notamment chez Herg avec Tintin.
- Lcriture de dialogues. Lexercice consiste pour llve crire les paroles
des personnages en tenant compte de linformation visuelle (attitudes, dcors, personnages,
etc...).
- Plus complexe mais trs complet, cest lcriture dun scnario par llve.
Cela ncessite auparavant davoir tudi un scnario. On y trouve la fois le texte dcrivant la
mise en scne de la case mais aussi la prsence de dialogues comme on peut le voir dans le
thtre.
Bien videmment, la bande dessine tant avant tout une histoire, on peut pratiquer un
travail dinterprtation de luvre comme on le ferait avec un conte ou un roman.
b) en arts visuels
Tout comme en littrature, la bande dessine a sa place plus dun titre dans cette discipline.
Elle participe lintroduction de limage sous toutes ses formes au sein de la classe. Elle sinclue
dans les deux volets majeurs des arts visuels savoir la pratique et une approche culturelle.
L'aspect pratique
Dessiner sa propre BD, cest rflchir au procd de cration de limage (ou de la planche).
Il faut donc se pencher sur les tapes de la cration dune BD (Scnario, dcoupage, crayonn,
encrage et couleur).
Puis, reprenant les tapes de cration, cest sintresser aux diffrentes techniques de
ralisation mises la disposition de llve :
Lencrage : Feutre, pinceau, plume
La couleur : Pastel, crayon, gouache, aquarelle, logiciel de mise en couleur sur
ordinateur, travail des contrastes en noir et blanc, etc...
Ou bien une approche plus originale de la BD sinspirant du roman-photo base de
dcoupages et de collages.
Les nouvelles technologies offrent un terrain d'exprimentation et d'expression
unique en vue de crer la BD contemporaine. Dans nos futures tudes, nous vous donnerons
plusieurs suggestions cet gard, bases sur nos propres expriences dans le projet stratgique
Eramus+ Comics in Teaching Languages/La BD en classe de langues .

Toutes ces techniques peuvent dj avoir t vues par les lves soit par ltude duvres,
soit par des productions personnelles la manire de . Sinon, voil une bonne occasion
daborder des techniques inconnues, et mme de faire de linformatique, en scannant les BD et en
les mettant en couleur avec un logiciel.
b) Une approche culturelle
Par la ralisation de BD, et donc de dessins en cases, on peut revoir ou dcouvrir des notions
transversales aux uvres prsentes dans les arts visuels :
-Diffrents plans et profondeur dune image
- Loccupation de lespace dlimit, la lisibilit de limage.
-La proportion, lchelle
-Le mouvement des personnages
La bande dessine est aussi un outil culturel pour lapproche et la connaissance duvres
dart. Les BD foisonnent de rfrences ou dhommages aux autres formes dart (littrature, cinma
et peinture entre autres). Ces hommages ou ces parodies peuvent tre utiliss comme des
complments dtude luvre originale la fois en terme de nouveau regard et comme un moyen
de comparaison. Par exemple, les aventures dAstrix regorgent de clins dil de ce genre (Le
portrait de Louis XIV de Hyacinthe Rigaud ; Le radeau de la Mduse de Gricault ; Le repas de
noces de Bruegel lAncien ; La leon danatomie du docteur Tulp de Rembrandt)

89
BIBLIOGRAPHIE
DUC, LArt de la BD T.1 Du scnario la ralisation, d. Glnat, avril 1994, 192 p.
MARNY J., Le monde tonnant des bandes dessines, d. Le centurion Sciences
humaines, juillet 1968, France, 296 p.
Mc CLOUD S., LArt invisible, d. Vertige Graphic, janvier 2000, Italie, 216 p.
Mc CLOUD S., Rinventer la bande dessine, d. Vertige Graphic, 1er trimestre 2002,
Italie, 253 p.
ROBIN C., Travaux dirigs et bande dessine Livret du professeur, d. SUDEL, 1974, 71
p.
SCHNEIDER J.-B., Lecture dimages, cls pour la BD, Accs Editions, 2me dition, mai
2001, Strasbourg, 100 p.

PLANIFIER UNE ACTIVIT INTERGNRATIONNELLE

Prof. Hodorog Ana-Maria

Colegiul Tehnic Transilvania, Oradea

Il meurt lentement
celui qui devient lesclave de lhabitude ()
celui qui ne prend pas de risques
pour raliser ses rves.
Pablo Neruda
La motivation vous sert de dpart. Lhabitude vous fait continuer.
Jim Ryun

Lducation ne se rsume plus lunivers de lcole ; elle inclut des pratiques varies o
enseignants, formateurs, enfants, parents et grands-parents sont impliqus. La transmission des
valeurs devient de plus en plus difficile, car les valeurs dune gnration ne signifient pas la mme
chose pour la suivante. Ces valeurs semblent tre contestes, de plus en plus nous nous voyons dans
la posture de mettre en question leur lgitimit. Dans ce monde de questionnement (on questionne
la dcision de lenseignant, des parents, les dcisions des gouvernants etc.) on se demande quelle
place occupe le dialogue, car toujours mettre en question et vouloir renverser toute autorit efface la
volont de discuter. La disparition des rfrences et des rgles nous laisse dsarms. Rester
immobile ne sert rien. Il faut choisir entre progresser ou rgresser. Le temps est venu de ragir et
de penser ce qui est faire.
Le dialogue intergnrationnel nous semble un pas lavant dans notre chemin vers le
progrs, un outil contre lexigence du tout et tout de suite. Mais quelle est la situation Oradea,
dans notre lyce, plus exactement, au Colegiul Tehnic Transilvania ?
Depuis quelques annes dj, notre lyce a pris la bonne habitude de prparer un dner festif pour
les personnes ges en collaboration avec lAdministration Sociale Communautaire Oradea chaque
1er octobre loccasion de la Journe Internationale des Personnes ges . Une initiative
excellente qui a un seul minus, les lves ny sont pas impliqus. Cela ne nous semble pas une
question dorganisation, mais une question dhabitudes (par exemple, sur le site du Ministre
Roumain de lEducation Nationale le syntagme dialogue intergnrationnel ne trouve pas de place
dans aucun article ou loi).

90
 Notre objectif immdiat serait de planifier des activits qui pourront tre initis ds la
rentre scolaire et valorises chaque anne le 1er octobre. Tout dabord il faut rflchir aux
questions que les deux parties pourront se poser ; dune part les jeunes qui sinterrogent sur
lefficacit de ces activits, car quels points communs avec des personnes ges, et surtout sur leur
bien-tre, car se sentir jug par une personne plus ge nest pas cool . De lautre part les
personnes ges pourront avoir peur de ne pas tre respectes ou dtre ridiculises. Cependant les
avantages que ces activits apporteraient aux deux parties pourraient effacer tout questionnement ou
toute peur, ces activits peuvent apporter du dynamisme dans la communaut, elles sont une
modalit active de briser lisolement et une occasion de redonner la communaut. Se sentir
valoris et aim contribue au bien-tre de ltre humain, cela va de soi.
Ensuite la planification, les questions se poser, Qui, Quoi, O, Quand, Comment nous
aideront faire un bon plan.
Qui-Qui seront les participants cette activit? Quels sont leurs intrts ? Qui seront les acteurs
impliqus outre les lves et les personnes ges ? Est-ce quil y a des invits spciaux ? Qui fera
partie du comit organisateur ?
Quoi-Quelles sont les ressources dont on dispose ? Est-ce quon peut trouver ailleurs dautres
ressources ?
O-Lactivit sera dans notre lyce ? A lextrieur ou lintrieur ? Est-ce que nous disposons dun
systme de son ? Est-ce que lendroit est assez grand pour le nombre des participants ? Est-ce quil
y a daccs internet, salle de bain, scne, cuisine ?
Quand-Quelle priode sera la meilleure pour toutes les parties impliques ? Pensez coala
altfel aussi, outre le 1er octobre.
Comment-Comment allons-nous organiser lactivit et surtout comment allons-nous sassurer que
les activits faire seront faites dans les dlais attendus ? Comment allons-nous promouvoir notre
activit dans les mdias ?
Enfin, il y a les activits proposer. Faire une liste avec des activits et les proposer aux
lves ainsi quaux enseignants et choisir ensemble les plus attirantes nous semble une chose faire
dans notre dmarche. Nous allons bien sr encourager les lves ajouter des activits cette liste
et simpliquer de manire active dans leur organisation. Des activits proposes :
ateliers cuisine, les personnes ges apprennent aux lves comment faire des plats
traditionnels du dpartement Bihor ;
Chorale dun jour chanter ensemble des chansons dhier et daujourdhui ;
atelier lecture, une personnalit lit aux lves, les grands-parents donnent aux lves le got
du livre ;
faire des romans photos ensemble avec les parents et les grands-parents, peut-tre larbre
gnalogique de la famille ;
utilisation de linformatique, les lves montrent aux grands-parents comment utiliser les
nouvelles technologies ;
apprendre bricoler ensemble, construire des petites maisons pour les oiseaux, par
exemple ;
th ou pique-nique deux/plusieurs dans le jardin de lcole ;
jouer ensemble-aux checs, dominos, bingo, jeu du moulin etc.
Dans notre dmarche nous aurons besoin du soutien des plusieurs institutions, car elles
devraient sintresser au bien commun dans lestime dintrts des individus.
Nous concluons avec les paroles de Henry Ford Lenthousiasme est la base de tout progrs.

Sitographie : http://www.generaction.ca

91
 SUGGESTIONS POUR MIEUX INTGRER LES LMENTS DE CULTURE ET DE
CIVILISATION FRANAISE DANS LA CLASSE DE FRANAIS

Profesor Ioana Oian,

coala Gimnazial Vasile Alecsandri, Baia Mare

Apprendre une langue trangre est, de nos jours plus que jamais, un atout majeur pour tout
jeune Europen du 21e sicle. Cest au fil du processus dapprentissage de la langue que lon
dcouvre petits pas le pass, les faits quotidiens et les ralits socioculturelles dun pays, puisque
toute langue est la fois instrument de communication et vhicule dune culture.
Pour les jeunes, tre mme de communiquer dans une langue autre que leur langue
maternelle cest une autre faon denrichir leur personnalit et de devenir plus tolrants et plus
respectueux lgard dautres nations et cultures. Ainsi, lenseignement de toute langue trangre
devient une composante de lducation pour la diversit, volet important de lducation europenne.
Et, dans un monde menac par la globalisation, cest au professeur de franais que revient le rle de
susciter lintrt des lves pour la culture de lespace francophone et de le raviver pendant tout le
parcours dapprentissage.
Pour introduire ses lves dans lunivers socioculturel du franais, le professeur doit faire
recours des ressources visuelles et sonores multiples et varies illustrant des ralits quotidiennes
ou des aspects culturels et/ou historiques. Il est bien vident quil existe toute une srie de
strotypes que nos lves se construisent propos de la France et des Franais au cours de
lapprentissage (la France berceau de lUnion Europenne, la France la Rvolution, la France
les parfums, les fromages et la haute couture). Selon lopinion des spcialistes, les strotypes sont
le rsultat dun jeu subtile entre le passe et le prsent, le mythe et la ralit, et il est difficile dy
intervenir 3. La plupart de ces images prconstruites sont induites soit par les mdias audiovisuels
la tlvision, par exemple, soit par les manuels utiliss en classe. Le professeur doit aider ses
lves se dfaire de cette image strotype et acqurir une vision du monde francophone plus
vive et plus proche de la ralit.
Mais, pour atteindre ces objectifs, le professeur doit trouver les moyens de donner ses
lves limage dune culture cible plus large, ne se limitant pas quelques familles, quelques lieux
archiconnus, hauts faits ou grands hommes. Il doit donc trouver des supports trs varis, y compris
des magazines illustrs, des albums, des cartes postales, des dpliants touristiques ou mme des
publicits sonores ou crites, pour ne pas laisser sinstaller lennui qui caractrise lapprentissage
dune langue morte4.
Il va sans dire que limage et le son jouent un rle essentiel dans lacquisition des lments
de civilisation inhrents lapprentissage de toute langue trangre, notamment du franais.
Les mthodes audiovisuelles et audio-orales ont depuis familiaris les enseignants de
langues vivantes avec la projection d'images et la diffusion des sons. Les outils audio-visuels
prsentent de nombreux avantages pour lapprentissage de la langue : ils concentrent lattention de
tous les lves par leur caractre collectif, offrent aux lves des chantillons de langue authentique,
contribuent augmenter la motivation et favorisent le travail en quipe.
Larrive dInternet avec sa multitude de ressources et ses possibilits de communication en
temps rel ont contribu de faon significative varier tches et documents pour rendre
lapprentissage de la langue franaise plus vivant et plus ancr dans la ralit.
LInternet ou la Toile, telle quon la connat et que lon redcouvre chaque jour, constitue un
immense rservoir de documents authentiques capables de favoriser lacquisition et le
dveloppement de la comptence socioculturelle des apprenants de FLE. Lacquisition de cette
comptence est le rsultat dun processus complexe et de longue dure, qui commence ds la
premire classe de franais et qui va se drouler pendant toute la priode dapprentissage. Le
3
Ptillon, C, De linfluence des reprsentations sur lapprentissage dune langue vivante, cit dans Apprentissage
interculturelle et utilisation dinternet
4
Nica, Traian, Ilie, Ctlin, Tradition et modernit dans la didactique du franais, langue trangre, p. 117
92
professeur doit aider ses lves se rendre compte de ce que cette langue constitue l'environnement
habituel d'autres enfants de leur ge, avec des similitudes et des diffrences dans le vcu quotidien.
Cest un travail complexe qui peut se faire partir des tches simples, telles apprendre reprer,
analyser, dvelopper une attention visuelle et sonore.
Lapproche actionnelle allie Internet permet de faire faire aux apprenants des tches
en utilisant la langue. Il y a un changement de perspective, la langue nest plus lobjet de
lapprentissage, mais devient de cette faon un outil pour atteindre des objectifs prcis 5.
Pour intgrer les nouvelles technologies de linformation et de la communication en cours
de FLE, les enseignants ont la possibilit de mettre en place diffrentes activits qui peuvent toutes
tre intgres dans une progression et rpondre des objectifs bien dfinis. Ces activits ont un
point commun : elles contribuent dvelopper les comptences crites et favorisent aussi le
dveloppement de la comprhension orale des apprenants.
Dans ce qui suit nous allons faire rfrence plusieurs types dactivits qui favorisent en
particulier le dveloppement de la comptence socioculturelle des apprenants de FLE.
Un premier type dactivit avec Internet est lutilisation des exercices en ligne. Les exercices
en ligne, en nombre sans cesse croissant, peuvent tre utiliss tout comme les exercices papier ,
la diffrence quils sont, pour la majorit, autocorrectifs. Ils prsentent des avantages certes pour
lapprentissage : ils constituent un travail motivant et, en mme temps, permettent lapprenant de
travailler son rythme. Vu leur caractre interactif, ces exercices indiquent rapidement les erreurs et
offrent une rponse immdiate.
Un site qui propose des activits en ligne sur la civilisation est celui du professeur belge
Christophe Laroy (www.users.skynet.be/christophelaroy/monuments1.htm) qui propose plusieurs
types dexercices interactifs sur les sites touristiques de Paris : exercices de combinaison mot
image (les principaux monuments de la ville, et le quartier de la Dfense) ou mot - mot, exercices
trous, texte complter (la Tour Eiffel, le Beaubourg) et exercices de lecture avec chrono (les
derniers ne sont abordables quau niveau avanc). Les supports iconographiques sont de trs bonne
qualit, tous les exercices sont autocorrectifs et abordables au niveau dbutant. Le site des
professeurs allemands de franais (www.ph-ludwigsburg.de) offre la possibilit dexplorer
virtuellement lespace francophone, ainsi que deffectuer quelques exercices en ligne.
Les sites espagnols (www.platea.pntic.mec.es/%7Ecvera/hotot/gestes.htm) et unileon
(www3.unileon.es/dp/dfm/flenet/courstoursdumonde/culture.htm/georegions) sont assez riches en
activits sur la civilisation : exercices didentification en partant dune carte gographique de la
France.
Le site babelnet (www.babelnet.sbg.ac.at/canalreve/admin/index.htm) hberge aussi des
activits de dcouverte trs intressantes et exploitables partir du niveau dbutant.
Mais le site le plus riche en ressources et activits pour dcouvrir la culture franaise et
francophone est sans doute celui de Marie Ponterio, de lUniversit de Cortland, aux Etats-Unis.
(www.cortland.edu/flteach/civ) Ce site figure dailleurs dans de nombreuses listes de signets mis en
ligne par dautres professeurs de franais. Cest un site organis autour des principaux thmes
culturels, bien illustr par de photos de trs bonne qualit. On y trouve des questions et des quizz
pour tester les connaissances sur les divers aspects de la vie quotidienne des Franais, et des
activits sappuyant sur des squences vido et des enregistrements de locuteurs natifs. La plupart
des activits visent un public de niveau avanc, avec des possibilits dadaptation pour le niveau A2
du Cadre europen.
Il y a aussi les ressources qui exploitent le caractre ludique des activits avec Internet. Il
existe un grand nombre de sites qui hbergent des jeux instructifs et utiles pour enrichir le bagage
culturel de nos lves. Apprendre par le jeu est la fois facile et motivant, donc agrable. Cest
aussi une activit que lon peut faire en autonomie, la maison. Le site learningtogether
(www.france.learningtogether.net/intro.html) offre beaucoup de jeux en format flash sur la

5
Barrire, Isabelle, NTIC ET FLE
93
gographie de la France, (les montagnes, les cours deau), les grands hommes inventeurs, peintres
et sur les dimensions europennes (la France dans le monde, le patrimoine mondial en France).
Une autre modalit dexploitation dInternet en classe de langue, trs intressante et
profitable pour les lves, est reprsente par les cyberenqutes ou webquests. Appele par certains
enseignants lactivit des activits , une cyberenqute est une enqute virtuelle, une activit de
recherche documentaire sur Internet effectue partir dune liste dhyperliens pointant vers des
pages web slectionnes par le professeur, afin de raliser une tche prcise6. En tant quactivit
didactique, la cyberenqute est base sur un scnario pdagogique. Nous devons prciser que dans
le langage des TICE, on emploie lexpression scnario pdagogique pour dsigner une activit
ducative intgrant les nouvelles technologies dans un contexte dapprentissage. Un scnario
pdagogique concernant les TICE est divis en squences et sous-squences qui comprennent des
tches raliser7. La tche doit tre intressante pour lapprenant, elle doit encourager lanalyse et
la synthse de linformation. En tant quactivit, une WebQuest comprend, en gnral, six parties :
lintroduction qui capte lattention de lapprenant, une brve description de la tche globale
accomplir, une description dtaille des consignes ou micro-tches raliser, une liste des
ressources disponibles, un descriptif du type dvaluation finale et une conclusion accompagne ou
non de ressources complmentaires pour approfondir le thme tudi.
Lexploitation dInternet en classe de FLE peut tre aussi ralise par le biais de parcours
ou de simulations. Le professeur peut profiter de la richesse des sites sans rapport didactique avec la
langue pour faire dcouvrir ses lves des lments culturels (une rgion, des traditions), ou faire
des recherches sur un thme donn pour constituer un dossier. Mais on aussi peut construire des
parcours pour travailler un lment grammatical, par exemple. Un parcours pdagogique ou rallye
est une sorte de jeu de piste sur Internet, ralis sous la forme dun questionnaire associ des
ressources en ligne (des sites dans leur ensemble ou des pages prcises). Le parcours pdagogique
se prsente sous la forme dune squence dapprentissage dcoupe en modules, ensuite en tapes,
et qui a pour but la matrise dun savoir ou dune comptence 8. Le professeur a le choix dorganiser
les tapes de lactivit de faon plus ou moins contraignante : certaines tapes peuvent tre
considres comme pr requis pour dautres.
Nous pouvons donc conclure que la richesse des ressources visuelles et sonores dInternet,
cet excellent outil de recherche documentaire et ses possibilits de communication, change et
construction des savoirs peuvent tre exploits avec profit pour construire la comptence culturelle
de nos lves par des activits intressantes et motivantes.

BIBLIOGRAPHIE

1. Barrire, I. NTIC et FLE.Consult le 17 Avril 2008 sur EduFLE.net. 2006.

< http://www.edufle.net/NTIC-et-FLE>.
2. Dymytrovna, V. Apprentissage interculturel et utilisation d'Internet, Lyon, 2007.
3. Godet, Cline. "De la WebQuest ou cyberqute en langue trangre". Consult le 31 Juillet
2008sur ac-nancy-metz.fr.2005.
http://www3.ac-nancy-metz.fr/ac-tice/article.php3?id_article=585
4. Nica, T et Ilie,C. Tradition et modernit dans la didactique du franais, langue trangre.
Oradea: Editura Celina, 1995.
5. "Scnario pdagogique". Consult le 31 Mai 2008. sur Wikipdia-L'encyclopdie libre.
2000.
<http://edutechwiki.unige.ch/fr/Sc%C3%A9nario_p%C3%A9dagogique#Sc.C3.A9nario_p.
C3.A9dagogique_et_apprentissage_par_projet>
6. Wiki, Ren, Parcours pdagogique. Consult le 12 Juin 2008 sur Universit Paris
Descartes libre. 2002.. http://wiki.univ-paris5.fr/wiki/Parcours_p%C3%A9dagogique
6
Godet, Cline ,De la WebQuest ou cyberqute en langue trangre
7
Scnario pdagogique, wikipedia.fr
8
Wiki, Ren, Parcours pdagogique
94
 LES RELATIONS PARENTS-ADOLESCENTS

Prof. Volocariu Doina,

Colegiul Economic Anghel Rugin Vaslui

L'adolescence n'est pas un phnomne nouveau; il y a toujours eu une phase de transition

entre l'enfance et l'ge adulte. Les socits, d'hier et d'aujourd'hui, ont rsolu et doivent rsoudre,
d'une faon ou d'une autre, le dfi qui consiste transformer des enfants en adultes: leur survie et
leur bon fonctionnement dpendent des solutions choisies, compte tenu des objectifs de ces socits
et des valeurs qui les supportent.
Lorsque la civilisation avait un caractre agraire, les besoins des jeunes taient
ncessairement subordonns la survie conomique, et les occupations rudimentaires leur
permettaient d'atteindre rapidement la productivit des adultes. Les milieux institutionnels qui les
formaient taient la famille et leur lieu de travail. En bref, la socialisation se concrtisait tt par
l'interaction continuelle avec les parents et autres adultes.
Mais la socit moderne, avec ses structures occupationnelles plus complexes, a
suscit des priodes de formation de plus en plus longues, de telle sorte que les jeunes sont gards
le plus longtemps possible l'cole et l'extrieur du march du travail; c'est encore plus vrai en
temps de crise conomique. L'adolescence constitue donc actuellement une phase plus tendue que
par le pass et plus difficile situer dans le temps. Quand se termine l'enfance exactement? et quand
commence l'ge adulte?
On considre gnralement qu'il y a trois dimensions: biologique, psychologique et sociale,
l'adolescence, mais il est dlicat de la dlimiter. Nanmoins, le point de dpart semble faire
l'unanimit: le dbut de la pubert inaugure un processus nouveau dans le cycle de la vie, engage le
jeune dans une tape diffrente de ce qu'il avait vcu jusque-l et ferme le monde de son enfance. Si
le dbut semble vident pour tout le monde, adolescents comme parents, il n'en est pas de mme
pour la fin, ce qui soulve d'innombrables difficults, plusieurs niveaux : socital, familial et
individuel.
En effet, si l'adolescence s'achve par l'insertion du jeune dans le monde des adultes, la
reconnaissance de ce passage ne fait l'objet d'aucune manifestation publique. Peter Bios, qui peut
tre considr comme un spcialiste de l'adolescence, fait remarquer qu'aucun indicateur prcis
n'indique la fin de cette priode. Toutefois, on interprte gnralement la conjonction
d'vnements sociaux et de facteurs de maturit psychologique comme l'entre dans le monde
adulte; avoir quitt l'cole, accder au march du travail, se dtacher de sa famille, s'engager dans
une vie de couple, tablir un milieu de vie indpendant, seraient des indicateurs sociaux visibles
de l'volution psychologique qui se manifeste l'adolescence: rompre certains liens de dpendance
l'gard des parents, acqurir des capacits d'intimit sexuelle, affirmer une certaine identit du
moi.
Il n'y a pas si longtemps, un quart de sicle peine, ces vnements sociaux se droulaient,
dans la majorit des cas, comme des expriences concomitantes ou rapproches. C'est du moins la
rfrence de la plupart des parents d'adolescents : une trajectoire continue entre travail, mariage
et nouvelle famille.
Aujourd'hui, cependant, avec le phnomne du dcrochage scolaire, un march du travail
synonyme d'emplois occasionnels de courte dure, la prcocit de l'activit sexuelle, distincte de
l'engagement, et l'ducation continue, qui oserait prtendre que ces indicateurs annoncent un
changement dfinitif, le passage vers un tat permanent?
Il n'y a pas un modle d'interaction parents-adolescents: la varit de ces relations est
aussi large que celle de n'importe quelle situation interpersonnelle. Certains adolescents ont des
rapports harmonieux avec leurs parents, sans conflit majeur; d'autres ne dsarment pas, peu
importent les enjeux, petits ou grands. Les tches qui leur permettent de se dvelopper exigent une
implication croissante dans une vie extra-familiale et leurs besoins sont marqus d'une grande
ambivalence.
95
 Ainsi, on remarque qu'ils recherchent la fois l'autonomie et la scurit, l'adhsion un
groupe de pairs et une certaine originalit, l'identification des personnes significatives tout en
restant eux-mmes, des expriences diverses idalement couronnes de succs. En peu de mots, ils
cherchent une identit qui oscille entre l'envie d'tre unique et la peur d'tre diffrent. cette tape,
plusieurs jeunes commencent ressentir qu'ils sont devenus des adultes et que, dsormais,ils n'ont
plus besoin de supervision parentale. Ils fonctionnent comme si leur famille avait peu d'influence
sur eux et leur comportement. Toutefois, mme si cette priode en est une d'indpendance accrue,
les attitudes familiales continuent de jouer un rle important dans leur dveloppement.
Le problme central, pour les parents d'adolescents, pourrait se formuler comme suit:
comment aider les adolescents acqurir graduellement leur autonomie et leur indpendance tout
en maintenant certaines contraintes et limites ncessaires des comportements qui ne sont pas
arrivs maturit?
Devant ce problme, on retrouve une gamme d'attitudes fort diffrentes:
autocratique: l'adolescent ne peut pas exprimer ses vues et ses opinions et il ne participe
aucune des dcisions qui le concernent;
autoritaire: l'adolescent peut contribuer la solution d'un problme qui le concerne mais doit s'en
remettre la dcision finale de ses parents et leur jugement;
dmocratique: l'adolescent est encourag participer activement aux dcisions familiales mme
si l'approbation finale revient ses parents;
galitaire: ici, il y a peu de diffrences entre les parents et les enfants; les deux gnrations ont
un droit de parole gal dans les affaires familiales;
permissive: l'adolescent a de plus grandes responsabilits que ses parents dans les domaines qui
le concernent;
laissez-faire: l'adolescent a le choix de tenir compte ou de rejeter les souhaits de ses parents dans
ses prises de dcision;
indiffrente: les parents sont compltement dsintresss du comportement de leur adolescent et
de ce qu'il devient.
On voit bien, par cet ventail d'attitudes parentales, qu'il y a oscillation entre les frontires
de la libert et du contrle.
Globalement, on pourrait placer ces attitudes deux extrmes: d'un ct, le refus
du changement, caractris par le maintien des rgles et des modes de communication de la priode
antrieure et par une restriction de l'implication du jeune avec ses pairs (systme trop ferm); de
l'autre, l'abandon exagr du contrle, o, sous prtexte du respect de l'autonomie de l'adolescent,
on ne retrouve plus de cadre de rfrence, ce qui engendre la confusion (systme trop ouvert).
Les relations entre parents et adolescents sont donc soumises une influence rciproque o
le comportement des uns exerce des pressions et contrle celui des autres: une discipline autoritaire
qui inclut la punition physique est associe la dpendance et la rvolte chez les adolescents; une
discipline trop permissive peut galement conduire aux mmes effets, aussi paradoxal que cela
puisse paratre.
Les recherches rvlent qu'il y a peu de diffrences relles entre les attitudes et valeurs des
adolescents et celles de leurs parents. Les premiers, cependant, ont tendance surestimer cet cart et
les derniers s'en inquiter.

96
 LA CHANSON EN CLASSE DE FL

Prof. Neau Jennifer Larisa,

Lyce Technologique Drgneti Vlaca, Teleorman, Roumanie

Les documents authentiques jouent un rle trs important dans la didactique franaise. Ce concept
nest pas une dcouverte rcente, il est apparu dans les annes 70, suivi de la question Quels
documents authentiques privilgier dans lenseignement ? La rponse vienne rapidement : articles,
horaires de train, fiches dinscription, horoscopes, publicits, chansons, photos, tableaux, dessins
etc. Tout ce quon peut tre exploit dont le contenu permet de diverses utilisations, souvent
ludiques : vocabulaire, grammaire, culture et civilisation, domaine personnel, etc.
La chanson veille lintrt des apprenants et leur curiosit. Dailleurs, apprendre le franais avec
des chansons, cest dcouvrir de nouvelles possibilits dexpressions, daction et dinteractions.
En classe de FLE, la chanson permet aux lves de dcouvrir le franais oral, dans tous les sens.
Cest le docteur Thomatis celui qui a affirm que la chanson est le moyen le plus efficace de
prparer le corps recevoir le langage humain. Cest--dire que lenfant chante avant dapprendre
le langage.
La chanson veille la passivit des lves, car ils se sentent ainsi sur leur terrain, celui de la
mlodie, du rythme etc. Ils peuvent exprimer, ct du chanteur, leur vie quotidienne, leurs
coutumes, leurs loisirs. Cest a, la motivation que le professeur peut donner ses lves de
simpliquer, dy participer, mme de changer des mots essentiels pour chanter ainsi leurs propres
sentiments.
Il y a des moyens introduire llve dans lespace de la chanson. Il peut dcouvrir la chanson
laide de la mlodie en coutant deux, trois fois la chanson et puis de donner les renseignements :
les instruments de musique reconnus, le type de la musique de la chanson, le ou les mot/s cl/s de la
chanson. On peut dcouvrir la chanson avec les paroles, bien sr. Ces activits comprennent des
reprages, des classifications, des recherches dinformations prcises, des questions gnriques pour
approfondir la comprhension du texte. On peut utiliser aussi la crativit, laide de lexpression
orale et crite, des prises de position personnelles. Le professeur peut aller plus loin avec la suite du
cours, les lves comparent la chanson avec dautres chansons, lassocie un texte littraire, un
texte de presse, etc.
Pour que la tche soit accomplie, le professeur doit choisir des chansons qui attirent les apprenants.
La chanson nest pas faite pour tre utilise en classe, mais dabord pour amuser, pour distraire,
pour exprimer les sentiments, pour raconter une histoire, pour inciter la danse, etc. Mais lobjectif
pdagogique a pour but lenvie dapprendre.
Fiche Chanson
Je laime mourir Francis Cabrel
Objectifs
Objectifs communicatifs - comprendre les particularits du franais oral
- comprendre le franais oral retranscrit lcrit
- exprimer lamour
- exprimer lobligation
Objectifs linguistiques le champ lexicale de lamour
- travailler le franais oral
Objectifs culturels sensibilis la chanson franaise
Niveau
A2 B1

Matriel requis
Francois Cabrel Je laime mourir chanson

97
1. Mise en route
Lisez le titre de la chanson Je laime mourir. A votre avis, quel est le sujet de la chanson ?

Mise en commun
Quelles images associez-vous lamour ?

2. Avec la chanson
En groupes de deux
De quoi parle la chanson ? Votre hypothse de dpart tait-elle correcte ? Vous aimez la mlodie ?
Mise en commun
En groupes de deux
Relevez les mots de la nature que Francis Cabrel utilise pour dcrire lamour.
(Rponses : le ciel, lespace.)

Mise en commun
En groupes de deux
Comptez lappellatif elle. (10)

3. Avec les paroles

En groupes de deux
Pour qui exprime Francis Cabrel son amour ? Pour une certaine femme ou pour toute femme ?
Mise en commun

En groupe de deux
Francis Cabrel donne la femme une puissance norme. Relevez les vers qui expriment a.
(Rponses : Pour tout reconstruire/ Elle a gomm les chiffres/Elle a fait de ma vie Des cocottes
en panier/Elle a bti des ponts/Elle a d faire toutes les guerres.)

Mise en commun
En groupes de deux
Relevez les vers qui parlent de ce que F.C. doit faire et de ce quil ne doit pas faire.
(Rponses : Je dois juste masseoir/Je dois juste essayer. Je ne dois pas parler/Je ne dois rien
vouloir.)
Mise en commun
En groupes de deux
Quelle est la conclusion de Francis Cabrel ? Que tente-il nous dire ?
(Rponses : F.C. tente de nous dire que la femme doit tre aime pour tout ce quelle fait.)

Mise en commun
En groupes de deux
Que veut dire : Vous pouvez dtruire/ Tout ce quil vous plaira,/ Elle na qu ouvrir/ Lespace de
ses bras/ Pour tout reconstruire. ?
Que veut dire : Elle a gomm les chiffres/Des horloges du quartier,/ Elle a fait de ma vie/ Des
cocotes en panier,/ Des clats de rires. ?

Mise en commun
En groupes de deux
Compltez :
Je .. juste masseoir
Je ne dois pas ,
Je ne dois rien .,
Je dois juste essayer
98
De lui
.
..
4. Expression orale
Croyez-vous lamour vritable, ternel ? Justifiez votre rponse.

5. Expression crite
Compltez votre gr :

Je dois juste
Je ne dois pas .,
Je ne dois rien .,
Je dois juste essayer
De lui
.
Je laime mourir.

6. Pour aller plus loin

crivez-vous aussi une strophe en voquant votre amour pour lautre.

BIBLIOGRAPHIE :
- Roman, Dorina, La didactique du franais langue trangre, ed. Umbri, Baia Mare, 1994,
p.159
- Manuela-Delia Anghel, Nicolae-Florentin Petrior, Guide pratique pour les professeurs de
franais, ed. Paradigme, Piteti, 2007, p.24
- Simona Cremarenco, Lapproche du document authentique en classe de FLE, ed. Teocora,
Buzu, 2009, p. 38

MOTIVATION ET COMPETITIVITE

Rimbu Oana
Scoala Gimnaziala Nanov, Teleorman

Dans le monde actuel toujours changeant, toujours en qute de nouveau o lindividu doit
sadapter tout le temps la nouveaut du jour mais envisager en mme temps la nouveaut de
demain, le professeur lui-aussi a ce problme parce que les moyens dinformation sont si nombreux
et la porte de tous. Donc, lenseignant a le devoir de slectionner ce que est utile, ce que est
captivant, ce que est actuel pour attirer ses apprenants.Puis, il doit crr tout un puzzle qui contiendra
linformation, les moyens de prsenter linformation, le but pour lequel il a choisi ce thme, les
modalits dvaluation.
A la suite je vais prsenter un projet pdagogique que jai ralis avec mes lves de
huitime et il a eu un grand succs.
Les ingrdients de mon projet ont t: la motivation, lesprit dquipe, la comptitivit,
lintrt pour apprendre des choses nouvelles, la communication des informations, linter- et
lautovaluation.
Comment est- ce que jai imagin cette activit?
Premirement jai organis les quipes. Ils doivent tre homognes, avec des rles prcis
pour chaque lve (le coordinnateur , le prsentateur de lquipe et les lecteurs). Le coordinnateur
cherche des informations avec les membres de lquipe, il runit lquipe, il discute , il guide.Le
99
prsentateur va prsenter les membres de lquipe, la contribution de chaque membre et le contenu
de la prsentation qui va tre lu. Les lecteurs vont lire les informations et vont montrer les images
soit dans une prsentation Power Point, soit avec des affiches.
Les rles seront distribus en fonction du niveau des lves. Les tches plus simples pour les
lves faibles ou moyens et les tches plus difficiles pour les forts. Ainsi, tous auront leur
contribution laccumulation des points.
Le thme du projet a t: Rgions de France. Donc, chaque quipe doit prsenter une
rgion de France: sa position gographique, lconomie, la culture, la gastronomie ( ou dautres
southmes en fonction du nombre des lves).Puis , les informations prsentes doivent tre
courtes, originales, intressantes, accompagnes des images.
Aprs cette prparation o chaque lve doit connatre bien sa tche et la mener sa fin avec
succs, cest la classe proprement-dite o tout ce travail minutieux sera rcompens et les les
verront les fruits de leur concentration: psychique, physique, de lmotion, de lintelligence, de la
collaboration, de l;imagination, de tout ce quon peut dire lesprit dune quipe.
La rcompense est sous la forme daccumulation des points: la grille dobservation et le
questionnaire.
La grille dobservation contient le pointage partag trois observateurs (arbitres) : le
professeur, les quipes entre elles , lquipe elle-mme.Ensuite, cette grille aura des objectifs
noter, tels : la forme, la dimension, loriginalit de linformation, la lecture du texte, la prsentation
de lquipe en gnral.Ces objectifs seront nots avec: S (suffisant), B(bien),T( trs bien).
Ici je peux ajouter que le pointage final pourra tre affect par la subjectivit des lves.
Lattention des apprenants va tre mise lepreuve deux fois avec la grille et avec le questionnaire
avec des questions sur les informations prsentes par les quipes. A la fin de chaque prsentation ,
lquipe posera une question de ce quelle a prsent .Lquipe qui rpondra aura un point de plus.
Activit finira avec un moticon pour avoir le feed-back, les sentiments de chaque quioe ou on
peut avoir les opinions des participants sur toute la dmarche parcourue.

LES EXPRESSIONS FIGES DANS LA CRATION DES SLOGANS PUBLICITAIRES

ET LES ARTICLES DE PRESSE DANS LA CLASSE DE FLE

Prof. Grigora Ramona Neliana

Liceul Teoretic Stefan cel Mare, Rm. Srat

De nos jours, on observe un intrt particulier des lves pour lactualit, pour tre au
courant avec les nouvelles du monde politique, conomique, mais aussi sociale et culturelle. Etant
donn ce fait, il faut raliser un cours de franais spcifique, dans ce sens.
A part a, en classe de FLE, l'exploitation de la publicit pourrait tre une mine d'or. Il y a
quelques arguments pertinents dans ce sens, comme par exemple: elle est courte, ce qui est
important pour la gestion du temps, elle offre plusieurs pistes de travail, de sorte qu'une mme
publicit engage son, image, texte et encourage le travail par groupes, elle permet des reprises pour
plusieurs niveaux et thmes, elle est synthtique, elle est efficace, elle attire.
On dit souvent que la publicit est lme du commerce. On vit dans une socit o la
pluralit des marques a donn naissance la concurrence et la publicit. Cest pour cela que les
crateurs de slogans utilisent tous les procds quils ont sous la main pour convaincre les
consommateurs. Une bonne publicit est un couple parfait entre le message transmis par limage et
celui transmis par le slogan. Une image est plus que mille mots, mais sans un slogan pour claircir
le message quelle transmet elle nest pas complte.

100
 Plusieurs hommes de science ont tudi les effets des medias dans la vie des jeunes et ils
sont arrivs la conclusion, que les medias ont tant deffets positifs, que ngatifs, il reste seulement
aux jeunes de discerner et au professeur de les orienter vers le positif et les enseigner voir la partie
positive dun message paru dans les medias.
Dans le cadre du cours Grandes problmatiques thiques (Section A), Dpartement dtudes
sur lenseignement et lapprentissage de lUniversit Laval, on a tudi et dcrit les impacts positifs
et ngatifs des mdias sur les adolescents. Les adolescents sont constamment en contact avec les
mdias. Les jeux vido, la tlvision, Internet, tous ces mdias font partie de leur vie et il est
vraiment difficile pour les adolescents de vivre sans eux. Le Rseau ducation-Mdias et la Socit
canadienne de pdiatrie prcisent dans leurs recherches que les jeunes gs de 9 17 ans vont, aprs
lcole, couter de la musique, regarder la tlvision, se brancher Internet et jouer des jeux
vido .
En ce qui suit on va dcouvrir les effets positifs des medias et limportance des expressions
figes et des bandes dessines dans la presse.
On voit que les expressions figes ont cet atout de se fixer dans notre mmoire et de nous
induire une impression de familiarit. En mme temps, elles embellissent le langage et rendent le
message plus clair. Elles sont utilises pour en faire des slogans ou des titres de presse, parce que
ces figures ont pour effet dattirer lil loreille sur un mot, une phrase. Elles provoquent une
attention particulire, qui conduit une certaine exprience esthtique et incite dduire un sens
singulier. Souvent, elles favorisent galement le souvenir : on analysera dans la classe de fianais,
notamment des exemples de slogans publicitaires et des unes, fonds sur lemploi dune figure de
mots, qui facilite grandement la mmorisation de la formule.
Tout au long du cours de franais, les lves vont analyser des slogans tirs de la presse
franaise rcente ou dInternet et pour inciter leur intrt et leur humour, ils vont aussi commenter
et analyser des unes des journaux comme Le Canard Enchan et Charlie Hebdo. Tout en
analysant, on puisse observer que le plus de publicits sont dans les revues dont les femmes sont le
public cible. Les produits les plus promus sont plutt dans la sphre du cosmtique, de
llectromnager, de lalimentaire, du tourisme, des voitures.
Les slogans, ces petits messages pour toucher et pour rveiller nos dsirs-plaisirs les plus
profonds, utilisent des expressions de la sphre de la sduction, de la provocation, de la dtente. Ils
visent le hors du commun, lextraordinaire, loriginel. Plus le slogan offre un message inattendu,
plus il sera retenu plus facilement.
Les lves vont dcrire les procds par lesquels les slogans et les unes sont construits et
raliss. Ils vont aussi identifier les jeux de mots utiliss dans les titres des articles et les expressions
et les images qui les font rire.
En ce qui suit, on va donner quelques exemples de slogans et titres de presse que les lves vont
tudier dans la classe de langue franaise et le moyen dabord.
Selon Blanche Grunig, lun des premiers procds utiliss pour crer un slogan partir dune
expression fige est la substitution. Les lves, laide des indications du professeur vont observer
les transformations qui ont t faites entre le remplaant et le remplac :
Folio Vous lirez loin
Ici la substitution mise sur le jeu de lorthographe entre lirez et irez. Le jeu de mots a russi
trs bien, le remplaant lirez, parti dun syntagme trs connu, change la signification de la phrase,
tout en gardant le premier sens. Ce slogan est facile retenir grce la similitude quil y a entre
Vous lirez loin et Vous irez loin. Le slogan mise sur leffet produit par lexpression source pour
convaincre son public.
Folli Follie La lumire la folie
Parti de lexpression Aimer la folie, le slogan veut induire le message quil faut aimer la folie
les bijoux quil reprsente. La substitution met en rapport dgalit le remplac aimer et le
remplaant lumire. Il ny a pas de similitude orthographique, la substitution mise seulement sur
leffet smantique et stylistique.

101
En ce qui concerne lhumour, les lves vont aborder quelques articles des reconnus journaux,
comme: Le Canard Enchan et Charlie Hebdo. On prend comme exemple la une parue le 18
juillet 2007 : pour voquer le problme financier des produits laitiers et les artifices que le Ministre
Agricole et celui des finances font pour garder le prix lev du lait, le Canard Enchain du 11 juillet
2007 utilise une expression franaise : Le beurre et largent de beurre , qui remporte la locution
vouloir avoir le beurre et largent de beurre qui signifie : vouloir tout avoir sans faire du
choix . Mais le sens de cette locution laquelle on croit faire rfrence le titre et presque le mme
avec la composition de larticle. Ou la une parue le 17 fvrier 2016, qui a comme titre : Affaire
Bygmalion : Sarkozy : Franchement, msieur le juge, jai crit mes mmoires, mais je me souviens
de rien ! , que les lves vont commenter et analyser. Ils vont observer la contradiction visible qui
existe dans laffirmation de Nicolas Sarkozy et ils vont la dissminer. Toujours de cette manire, ils
vont trouver des articles du journal Charlie Hebdo , ils vont dcrire et analyser les dessins quon
y trouve et ils vont raliser, leur tour, une revue de bandes dessines qui va mettre en vidence la
vie des jeunes, lactualit et le monde dans lequel on vit.
Lobjectif final de ces types dexercices dargumentation et de lecture des images est celui
dencourager les lves de sexprimer librement, denrichir leur vocabulaire, de mettre en vidence
leur talent artistique et de lexprimer laise. A la fin du cours, ils pourront raliser leur propre
journal satirique et humoristique.

BIBLIOGRAPHIE :
Rseau ducation-Mdias. MdiaScope Les mdias dans la vie des jeunes. Un guide pour les
professionnels de la sant, Qubec, 2003, p.3.
Gaston Gross, Les expressions figes en franais, Ed. Ophrys, Paris, 1996, p.20
Mioara Codleanu, Monica Vlad, Enseigner la traduction des jeux de mots prsents dans les titres
mdias, Univ. Constanta, 2011, p. 105-113
Sources des exemples :
ELLE Magazine
Le Canard Enchaine
Charlie Hebdo

AU PEUPLE DES LOUPS BLANCS

Collge National Tudor Vladimirescu, Tg-Jiu

Prof. fr. Rodica P. Calot

La plus agrable exprience de ma vie est ce concours qui moffre loccasion

dexprimenter avec mes lves nos aptitudes cratives, de sorte quon aboutisse laborer un
produit final comme celui-ci, occasion dont je me suis empare pour composer cette chanson qui
contient les dix mots de la francophonie de lanne 2015, que voici :

Salut, ami, de quatre-vingts, de soixante-dix et mme soixante,

Chez nous le ciel est assez jeune, chez nous les toiles sont marrantes ;
Viens, tattendent, le cur ouvert, les jours qui savrent un peu gris,
Mais je tattends depuis des sicles, quand ils taient tellement jolis :
Sans tavoir vu et entendu, mon horizon comprhensible
Viendra cercler nos mes bleutres dun sentiment doux et paisible ;
Si tu viens le soir, en train, en avion ou mme en navire,
Je serai l, plant pour toi, pour le mieux et pour le pire,
Si tu viendras laube, je peux illuminer ton nouveau chemin
102
Avec ma petite lanterne, aurore que jai reue tant gamin
Et avec mon chien, car il est mon meilleur ami, on senfuit
Eyt tous les trois on passerait, en luge, le moment inou(t).
Refrain
Les loups blancs sont mes anctres,
Tu les connatras peut-tre,
Ils t aimeront du premier coup,
Avec leur grands curs de loup ;
Les loups blancs, les loups blancs
Ils fascinent par leur hurlement.

Tu dois franchir sans rticences tout seul la Gaule cisalpine,

Pour dboucher dans ce royaume des faucons et des aubpines ;
Ne craigne pas le vilain malheur, car tes mon meilleur invit
Et je tinvite voir le spectacle exquis des srendipits :
On voit des prunes brumes mouilles par des rayons de qualit,
Ses couches apporteront ltat douillet , quelle douce banalit
O se blottir quand on a peur, o sabriter quand on est triste,
Si tu ne viens quand on tattend, viens, sil te plat, limproviste !
Tu trouveras la porte ouverte, larc-en-ciel comme passerelle
Et, de surcrot, au bord du seuil, des lourdes guirlandes dhirondelles ;
On entendra, aux tides vpres, les stricts soupirs des papillons
Qui nous transformeront en cendres dores leur molle explosion.
Refrain
Les loups blancs sont mes anctres,
Tu les connatras peut-tre,
Ils t aimeront du premier coup,
Avec leur grands curs de loup ;
Les loups blancs, les loups blancs
Ils fascinent par leur hurlement.

Transis de ces petits bonheurs, on tombe le givre sur nos ges,

On va flairer lodeur des mots qui font des merveilleux ravages,
Lembaume des plats de mes anctres est tout fait un prsent qui
Scellera, peut-tre, lamalgame du kitsch tu par le wiki ;
Nous apprendrons faire des courts dtours, pour viter les gros,
Orages trous dune rche fortune, les pluies qui blanchissent les os,
Qui engloutissent, parfois, et laisse dsesprer les sans-abri,
On sortira cueillir leurs tendres haillons, les scintillants dbris,
Il faut btir un nouvel ordre, il faut encore vivre nos vies,
Les ptillantes mandragores, leur fascinante maladie;
Viens cibler le beau loup blanc, trsor des thraco-phrygiens,
Fter la znitude dApollo, des prtres hyperborens !
Refrain
Les loups blancs sont mes anctres,
Tu les connatras peut-tre,
Ils t aimeront du premier coup,
Avec leur grands curs de loup ;
Les loups blancs, les loups blancs
Ils fascinent par leur hurlement.

103
Conclusion
Pour y arriver, et malgr limperfection qui nest pas du tout inutile dans lexploitation crative dun
corpus, on a souvent connu les affres du style , mais cest pourtant une mthode alternative
dvaluer des qualits invisibles et inalinables pendant une classe pdante de langues, dont le seul
but serait la performance qui, depuis quelques annes se dissimule, pour la langue franaise, de
sorte ne plus la reconnatre.

DES IDEES NOVATRICES POUR APPRENDRE LE FRANAIS

Professeur de francais Zamfirescu Raluca

Liceul Voievodul Mircea Targoviste
Departement Dambovita, Roumanie

Cest quoi la passion pour une langue? Est-ce quon peut la dfinir en quelques mots qui
concentrent toute une multitude dides qui inondent la pense et le cur ? Dans mon cas cette
situation est arrive dans la troisime anne de ma carrire aprs avoir suivi un cours a Paris
Pratiques de loral et thtre qui a change radicalement la faon denvisager les classes de
franais. Dans les exemples qui suivent je vais montrer les modalits que jai adoptes pour le faire
dans la limite du possible compte tenant du niveau des lves.
Au fur des annes jai ralise plusieurs leons dont je suis fire personnellement.
Jai commence avec une leon qui sappelait Voyage virtuel et le public a t une classe de la
douzime. Les lves devait trouver sur lInternet des sites en Frances, ils devaient les prsenter
tout se passait oralement, on ne voyait que les images. Apres la prsentation de la rgion et la ville
respective, on choisissait lhbergement, le prix complet, le moyen de transport (ctaient des
moyens mme imaginables) et les impression avant le voyage et aussi le choix de la location
respective. A la fin de la leon on a fait un quiz en ligne sur le tourisme franais.
On a appris beaucoup de choses concernant la gographie et la culture de la France, le
spcifique des belles rgions franaises, on a fait des rapports entre la France et la Roumanie, en
mme temps on sest familiarise avec la recherche sur lInternet et les sites qui sont en franais tels
carmenveraperez ou www.google.fr
Un autre type de leon que je considre trs difficile et qui a suppose beaucoup deffort a t
une sorte de Journal de tlvision en direct. On a enregistre les reportages et au moment du
droulement de la leon on a eu deux prsentateurs qui passaient en revue les vnements et qui
laissaient la place aux reporters qui taient prsents sur place pour dtailler laction respective.
Outre les vnements proprement dits il y a eu la rubrique mto, la rubrique sportive, la
prsentation de mode dune jeune cratrice trs doue et finalement une scne comique dont le sujet
a t lapparition des extraterrestres dont les tmoins ont t une vieille aveugle et un homme ivre.
Latmosphre a t super, les apprentis ont envisage dautre faon la langue franaise et limpact
avec le camera a t fort mais aussi productif et de cette faon jai pu dcouvrir les talents caches
des lves, qui se sont constitues maintenant dans une troupe de thtre qui porte le non La troupe
de choc .
Emission de tlvision en direct dont le sujet a t la carrire des lves qui taient en
terminale. Il y a eu toute une suite de mtiers avec les exemplifications ncessaires pour mieux
mettre en valeur ce quils prsentaient par les mots un docteurs esthticien dont le rle tait
denlaidir les homme, un riche qui voulait a tout prix devenir pauvre, un crateur de mode qui crait
des fringues de lpoque de pierre, une htesse dair qui tait la tte dans les nuages et mlangeait
tout autour delle, une danseuse exotique, une fe qui accomplissait tous les rves caches des
hommes,
104
 Le caractre de la leon a t de parler ouvertement, de se familiariser avec ce type de leon
frontale lanimateur et linvite qui tait dpourvu dinhibitions et qui prsentait ce quil sentait
dune manire dgage et normale.
Une autre leon sest droule devant lordinateur et sur lInternet, tout en se branchant sur
la plat forme classe branche, qui malheureusement a prsent est hors fonction. Une premire tape
a t lenregistrement des lves. Ensuite on leur a donne le sujet de dbat Inventions dhier et
daujourdhui .Les apprentis on travaille en quipe, ils ont du trouver une invention majeure,
faire une prsentation power point , expliquer son importance et a la fin ils se sont transformes eux-
mmes en inventeurs et on prsente leurs propres inventions- une maquette de ville et au moment
ou lon arrachait une pice quelque chose disparaissait sur la terre ctait une sorte de poupe
voodoo , le four magique dans lequel on mettait les ingrdients et en quelques secondes le plat tait
prt et trs apptissant, les baskets multifonctionnels avec des ailes, des skis, des patins, des rollers ,
etc. Le travail devant lordinateur a t trs agrable, mais ce qui ma semble le plus important a t
le fait de travailler sur une plateforme, de communiquer avec les autres, faire une change
dopinions sur ce quils viennent de poster.
Revue des jeunes ralise en classe. Le rle des apprentis a t de travailler cette fois ci
individuellement et de bien connatre les termes du journalisme et mme de la cration dune revue
pour les jeunes. On a partage les rles selon la rubrique prsente par chacun- mode, sport, sant,
amour, horoscope, les lettres pour la rdaction qui ont eu des formes trs varies et originales. Tout
a t poste sur un carton au tableau noir respectant lordre dune revue pour les jeunes : titre,
sommaire, articles, lettres pour la rdaction. Il y a eu aussi un test trs comique qui contenait des
questions de toutes sortes. La bonne disposition et lentrain ont t latout de cette leon
intressante et indite a mon avis.
Le choix des mtiers un autre type de leon conue pour les lves de la douzime. On a
eu comme point de repre une leon sur TV5 qui exploitait les mtiers quon pourrait avoir dans
une vie. Le clip exemplifiait par images et sons les divers mtiers et partir de ces images on a
dvelopp lide par la dramatisation du sujet respectif. On a choisi quelques lves qui savaient
bien ce quils voulaient faire dans la vie et on a commenc la mise en scne. On a eu divers mtiers
les uns plus intressants que les autres. Une lve qui voudrait devenir translateur a fait une
prsentation sur une visite Paris, la ville des amoureux. Llve a fait un parcours trs attrayant
dans tous le points dattraction touristique : la Tour Eiffel, Champs Elyses, le Louvre, La Place
de la Concorde, la Cathdrale de Notre Dame, etc.
Un apprenti qui veut devenir acteur, a mis en scne le monologue de Harpagon, de Molire.

EVALUATION
Comme modalits dvaluation jai choisi les quizz en ligne quon a trouv sur Carmen Vera
Prez, sur TV5 monde, les tests dautovaluation, parce les lves ont eu la possibilit de
mentionner quelles ont t les anomalies avec lesquelles ils se sont confrontes.
Ce que jai pu constater dans toutes ces activits didactiques que jai mises sur place a t le
dsir des lves de simpliquer, mme sans une recompense- c'est--dire ils lont fait parce quils
ont voulu se dmontrer quils sont capables de le faire et de devenir des hros dans la vie relle.
Pour bien visionner quelques - unes de mes activits, je les ai postes sur YOUTOUBE
vous devez noter sur la page le nom des clips : journal de tlvision en direct, journal de tlvision
suite, liaisons folles.

http://www.youtube.com/watch?v=53O_f9zAkgY - journal de tlvision en direct

http://www.youtube.com/watch?v=VgYnFlszHss- , journal de tlvision suite
http://www.youtube.com/watch?v=WyObJQ84pl8&feature=relmfu - liaisons folles.
http://youtu.be/d_ex7Obzo2I les mtiers
http://youtu.be/CR3JvUZ4LMI les mtiers

105
 LECTURE NARRATOLOGIQUE DES CONTES DE PERRAULT
Prof. Daniela-Irina Melisch
Colegiul National Mihai Eminescu, Suceava

Dans La Morphologie de conte, Propp examine un corpus de contes russes qu'il rduit une
srie de fonctions portes par des personnages rductibles sept caractres principaux. Son analyse
a mis en vidence une structure identique de lensemble du conte autour de laquelle un certain
nombre de situations sont construites ayant la dnomination de fonctions qui sont pareilles ou
presque identiques dans toutes les cultures. Par ces fonctions, laction dun personnage est dfinie
du point de vue de sa signification dans le droulement de lintrigue, certains de ces intrigues
voluant seulement par magie : tout se termine bien parce que le hros est aid par un pouvoir
magique (personnage, animal ou objet).9 Ltude de Propp a dtermin lidentification de trente et
une fonctions que lauteur cite et explique, en accentuant le fait que dans aucun conte nous ne
pourrons pas trouver toute la srie de fonctions : lloignement, linterrogation, la complicit,
leffet, le manque, la mdiation, etc.10.
Quoique critiqu par les smioticiens 11 pour son systme de fonctions qui caractrisent
laction des personnages, Propp reste un spcialiste qui sest consacr aux contes et leur analyse
narratologique. Greimas est celui qui lui reproche davoir introduit parmi ses fonctions, qui drivent
principalement du verbe faire et prsupposent laction des personnages, des tats comme le
manque ou le dpart de lhros . Certaines fonctions recouvrent mme plusieurs actions,
comme la fonction du mariage qui reprsente la relation entre les jeunes maris, mais aussi le
don du pre pour lpoux : sa fille.
Le schma classique dinterprtation narratologique suit le personnage principal dans sa
dmarche de gagner le statut de hros. Pour cette raison la plupart des contes contiennent trois types
dpreuves par lesquelles le personnage doit passer : lpreuve qualifiante qui est un pisode initial
du conte dans lequel le personnage passe par un rituel dinitiation ou un rite de passage, lpreuve
dcisive qui reprsente laccomplissement du personnage ou un achvement positif de ses actes et
lpreuve glorifiante, cest--dire, la reconnaissance du personnage comme hros ou
laboutissement de laventure du personnage par le mariage. Nous pouvons retrouver souvent des
dviations de ce schma narratologique traditionnel, mais en principe la structure du conte avec ce
genre dpreuves reflte la conception manichenne du monde o le bien, la valeur positive doit
triompher la fin.
Le schma actanciel qui est propre une interprtation narratologique ou structurale
comporte des actants qui ont de diffrents noms selon leur fonction ou troitement li la fonction
qui leur est propre : chaque position actancielle correspond un faisceau de fonctions propres 12.
Par consquent nous rencontrons dans les contes des noms comme : lagresseur (celui qui agresse,
un lment antagonique qui soppose aux dsirs et aux actions du hros), le donateur (celui qui
offre des dons au hros, le plus souvent magiques), le mandateur (celui qui incite et envoie le hros
la recherche de laventure qui constitue lessence mme du conte), lauxiliaire (celui qui aide le
hros dans laccomplissement de sa qute). Au centre du schma actanciel se trouve le hros autour
duquel orbitent tous les autres actants et lobjet de sa qute, qui est parfois une jeune princesse.
Quelques fois dans ce schma peut intervenir aussi un faux hros qui soppose au hros et essaie de
lempcher daccomplir sa mission ou mme prendre sa place. Ce nest pas obligatoire que tous les
actants soient prsents dans le mme conte, nous pouvons rencontrer des contes qui garent lun ou

9
Vladimir Propp, Morphologie du Conte, Les Fonctions , Paris, Points Seuil, 1970, p. 31.
10
Vladimir Propp, op. cit., p. 36 - 80.
11
Greimas fait un examen critique de la morphologie proprienne dans la Prface quil crit dans Joseph Courts,
Smiotique narrative et discursive, Hachette Livre, 1993, p.6-9
12
Eric Tourrette, op. cit., p.44
106
lautre. Nous observons, la diffrence du schma actanciel propos par les smioticiens, quau
centre du schma nous rencontrons une personnalit et pas un simple sujet et tous les autres actants
qui y interviennent sont aussi des sujets qui, par leur nom mme accomplissent une action prcise,
ont un rle bien dfini dans le conte.
Le schma narratologique ne peut pas tre contraignant pour le conte parce que ce schma
peut changer dun crivain lautre en fonction de lpoque et de la culture laquelle il appartient.
Par consquent, Denise Paulme13 propose comme alternative au schma de Propp, une analyse du
conte africain en six structures pour le type ascendant (pour chaque type de conte, elle fait varier
plus ou moins ces structures) : le manque, lnonc de lpreuve, la rencontre du mdiateur,
lpreuve qualifiante, lpreuve triomphante et le manque combl dont nous retrouvons seulement
deux preuves proposs par Propp : lpreuve qualifiante et lpreuve triomphante. Mme si ce
schma est propos par Paulme pour les contes africains, Georges Jean considre quon peut
lappliquer aussi au conte Cendrillon de Perrault.
1 Le manque : Cendrillon ne peut pas aller au bal du prince / 2 Lpreuve : dcider
daller au bal / 3 La rencontre dun mdiateur : la marraine qui est une fe / 4 Lpreuve
qualifiante : la nuit passe au bal et le retour la maison / 5 Lpreuve triomphante : lessai de la
pantoufle / 6 Le manque combl : le mariage de Cendrillon avec le prince 14
Pour observer la variation de ces structures, nous nous arrtons au conte appartenant au type
en miroir 15 qui suppose la soumission aux mmes preuves de deux hros, qui, agissant de leur
propre manire, dtermine des rsultats opposs. Un exemple pertinent en ce sens le constitue le
conte Les Fes de Charles Perrault 16 :
1 La prsentation des deux hros en miroir : les deux filles avec leurs caractres diffrents,
lune dsagrable et orgueilleuse, lautre honnte / 2 Lpreuve : la femme qui vient la fontaine
chercher de leau / 3 Laide offert la vieille dame par la fille honnte / 4 Le don offert par la
fe la jeune fille : chaque parole quelle prononce de sa bouche sortent des fleurs, des perles et
des diamants / 5 Le retour la maison de la fille honnte et la tentative de sa sur de recevoir le
mme don de la part de la fe, mais avec un rsultat oppos : chaque parole quelle prononce de sa
bouche sortent des vipres et des crapauds / 6 Laccomplissement du destin de chaque fille : la
fille honnte pouse le prince, la fille malhonnte tant chasse par sa mre, trouve sa fin
malheureuse dans un bois
Nous observons, partir de cette prsentation, que le schma na pas beaucoup de variations
par rapport celui antrieur, les seuls changements intervenant au niveau de la prsence dun
antihros qui dtermine lentier droulement de laction et au niveau de la suppression de lpreuve
triomphante positive. Nous pouvons dire quon affaire une preuve triomphante ngative qui
vise la domination du hros positif et la punition du hros ngatif. Le manque combl est cette fois
une fin heureuse qui a le mme rsultat : le mariage de la jeune fille avec le prince.
Comme une autre alternative au schma propos par Propp, nous allons prsenter les propos
de Claude Brmond 17 qui essaie de simplifier ce schma et proposer un autre semblable celui des
molcules chimiques qui pourrait tre appliqu tous les contes :
Dgradation du sort de X (victime) Amlioration du sort de X (bnficiaire)
Dmrite de Z Chtiment de Z Mrite de Y Rcompense de Y
(Perscuteur de X) (Bienfaiteur de X)
Cette formule est exemplifie par lintermdiaire du conte de Perrault la Belle au Bois
dormant : aprs le mariage de la Belle au Bois dormant avec le prince, au lieu de nous diriger vers
la fin heureuse du conte, il y la dgradation du sort de la jeune fille, qui, apporte la cour du
prince, est perscute par sa belle-mre. Seulement au retour du prince se passe lamlioration du

13
Denise Paulme, La mre dvorante, Essai sur la morphologie des contes africains, Gallimard, Bibliothque des
sciences humaines , Paris, 1976, p.27
14
Georges Jean, op. cit., p.113 114
15
Denise Paulme, op. cit., p.38
16
Lexemple est prsent aussi par Georges Jean, op. cit., p.117
17
Claude Brmond, Le Meccano du conte in Magazine littraire , no.150, juillet-aot 1979, p.14
107
sort de la victime grce son bienfaiteur. Ce qui est ncessaire et peut apparatre toujours dans un
conte est la matrice dgradation amlioration, les autres variant selon les diffrents situations du
rcit.
Nous pouvons construire comme exemple le schma actanciel du conte Le Petit Chaperon
rouge. Au centre du schma se trouve notre hrone, Le Petit Chaperon rouge, qui doit accomplir la
mission (lobjet de la qute) que sa mre, le mandateur, lui a confie : porter la nourriture sa
grand-mre malade. En traversant la fort qui spare le lieu de dpart de celui darrive, elle
rencontre lagresseur, un loup fort rus, qui se sert de la navet de la jeune fille pour apprendre les
coordonnes de la maison de sa grand-mre. Nous considrons que le loup accomplit dans le conte
deux rles, il nest pas seulement agresseur, il est aussi un faux hros. Il est mme faux hros avant
dtre agresseur parce que, premirement, il essaie dempcher notre hrone accomplir sa mission
et en arrivant avant elle la maison de la grand-mre, nous pouvons dire quil se dguise
formellement en jouant le rle de la petite fille. Ensuite il est aussi agresseur parce que finalement il
savre tre un lment hostile dans le conte, celui qui mange tant la grand-mre que le Petit
Chaperon rouge.
En ce qui concerne nos actants, dans le cas du conte de Perrault, il ny a pas dautres part
ceux que nous les avons prsents au-dessus. Par contre, chez les frres Grimm, dans le mme conte
adhre aussi un auxiliaire, le chasseur, qui aide notre hrone accomplir sa mission. Nous
observons aussi que dans le Petit Chaperon rouge il ny a pas de donateur qui intervient, personne
qui peut offrir lhrone des pouvoirs magiques pour sen sortir de la mauvaise situation avec
laquelle elle se confronte.
Mais ce type de schma narratologique peut tre trs bien renvers dans les contes rcrits,
les actants pouvant changer les rles consacrs des contes classiques. Dans le conte Chaperon rond
rouge notre hrone reste le sujet de laction qui doit accomplir la mission attribue par sa mre,
mais en mme temps elle devient agresseur ct de sa grand-mre parce que les deux, tour tour,
frappent le loup, la fille avec une trompette et la grand-mre en laccidentant avec sa voiture. Le
loup nest plus le loup rus du conte classique il est un simple faux agresseur qui essaie vainement
dmontrer la fillette quil est loup et pas chien comme elle lui dclare : "Mais si, je , je je
suis le loup " / "Cest a, dans tes rves peut-tre [] Au revoir mon gros chien " 18. A la
diffrence du Petit Chaperon rouge nous pouvons affirmer que le schma de ce conte peut se
complter aussi par un donateur abstrait (lhritage des parents, mais aussi lhritage culturel qui a
fait circuler le conte de Perrault et ses moralits jusqu lpoque du Chaperon rond rouge) qui a
offert la jeune hrone lintelligence et la ruse pour chapper la fin tragique de son anctre .
Dans les contes classiques dans lesquels nous rencontrons des donateurs, celui-ci est le plus
souvent reprsent par une fe qui offre au hros les dons ou les pouvoirs magiques ncessaires
pour russir dans sa qute ou aboutir un rsultat final positif. Nous retrouvons un exemple
loquent chez Perrault dans le conte de Cendrillon o le donateur est la marraine de la jeune fille,
toujours une fe, qui lui offre tous les dons ncessaires pour accomplir son dsir daller au bal.
Mais le donateur peut tre parfois un donateur qui fait aussi de mauvais dons, comme dans
le cas des Fes de Perrault. Nous observons lintervention du donateur auprs des deux jeunes filles
rcompensant chacune conformment leurs qualits : lune elle offre le don de sortir de la
bouche que des diamants et des fleurs pour chaque parole quelle prononce, lautre que des
serpents et des crapauds. Un donateur pareil, dans le sens de donateur qui fait de mauvais dons, est
prsent dans le conte de Solotareff, La Laide au Bois Dormant, o la grenouille satisfait le dsir
ardent de la reine davoir des enfants et lui en offrent deux : une fille ravissante et une autre qui
tait certes laide 19.

18
Pennart, Geoffroy de, Chaperon rond rouge, Kalidoscope, 2004
19
Solotareff, Grgoire, La Laide au Bois Dormant, p.13
108
BIBLIOGRAPHIE
Barchilon, Jacques - Le conte merveilleux franais de 1690 1790. Cent ans de ferie et de posie
ignores de lhistoire littraire, Librairie Honor Champion, Editeur, Paris, 1975.
Bellemin-Noel, Jean - Les contes et leurs fantasmes, PUF, Paris, 1983.
Belmont, Nicole - Potique du conte. Essai sur le conte de tradition orale, Gallimard, Paris, 1999.
Brmond, Claude larticle Le Meccano du conte , Magazine littraire, no.150, juillet-aot
1979.
Constantinescu, Mugura - Les contes de Perrault en palimpseste, Editura Universitii Suceava,
Suceava, 2006.
Courts, Joseph - Smiotique narrative et discursive, Hachette Livre, Paris, 1993.
Dictionnaire des genres et notions littraires, Encyclopaedia Universalis et Albin Michel, Paris,
2001.
Jean, Georges - Le pouvoir des contes, nouvelle dition, Casterman, Belgique, 1990.
Loiseau, Sylvie - Les pouvoirs du conte, PUF, Paris, 1992.
Montandon, Alain - Du rcit merveilleux ou lailleurs de lenfance, Editions Imago, Paris, 2001.
Paulme, Denise, La mre dvorante, Essai sur la morphologie des contes africains, Bibliothque
des sciences humaines , Paris, Gallimard, 1976
Peju, Pierre - Larchipel des contes, Aubier, Paris, 1989.
Pennart, Geoffroy de - Chaperon rond rouge, Kalidoscope, 2004.
Perrault, Charles - Contes, Paris, Gallimard, 1981 pour ltablissement du texte, 1999 pour la
prface et le dossier ; dition prsente et annote par Nathalie Froloff ; texte tabli par Jean-Pierre
Collinet.
Propp, Vladimir, Morphologie du conte, (trad. de M. Derrida, T. Todorov, C. Kahn), Paris, Points
Seuil, 1970
Solotareff, Grgoire, La laide au Bois Dormant, illustrations de Nadja, Renardeau, Paris, LEcole
des Loisirs, 1991

LINTERCOMPREHENSION - UNE AUTRE APPROCHE POUR LAPPRENTISSAGE

DES LANGUES

Nechita Elena,
Lyce ,, Nicolae Blcescu Medgidia

Lintercomprhension est une forme de communication plurilingue o chacun comprend les langues
des autres et sexprime dans la langue/ou les langues quil matrise. Ce mode de communication
est tout particulirement adapt entre locuteurs de deux langues dune mme famille. Le recours
lintercomprhension entre locuteurs de langues diffrentes mais proches a toujours t utilis par
les diffrents peuples pour communiquer avec leurs voisins, mais ce nest que rcemment que la
didactique des langues trangres sest intresse lintercomprhension et aux avantages quelle
prsente pour lenseignement/apprentissage des langues. Le Cadre europen commun de rfrence
pour les langues (CECR) labor dans le cadre des travaux du Conseil de lEurope, constitue,
depuis 2001, ltalon de mesure des diverses comptences dans une ou plusieurs langues. En
sparant les diverses comptences (comprhension, production..) et en valorisant les acquis et les
comptences, mme partiels, il invite renouveler lenseignement ainsi que le positionnement de
lapprenant face son apprentissage : le but de lenseignement des langues se trouve
profondment modifi. Il ne sagit plus simplement d'acqurir la matrise d'une, deux, voire
mme trois langues, chacune de son ct, avec le locuteur natif idal comme ultime modle. Le
but est de dvelopper un rpertoire langagier dans lequel toutes les capacits linguistiques trouvent
leur place . (Cadre europen de rfrence pour les langues, p.11).
109
Les didacticiens de lintercomprhension relvent cinq fonctions didactiques de cette approche, qui
peut tre utilise en direction de diffrents objectifs pdagogiques :
une fonction dentre ou dintroduction lapprentissage dune langue cible donne.
une fonction de soutien ou de renforcement de lapprentissage dune langue cible en
particulier.
une fonction de dclencheur de motivation ou de revitalisation, par la mise en situation
rapide et authentique, des comptences dont on dispose au pralable.
une fonction de redfinition de la finalit des apprentissages, par hirarchisation des
objectifs autour dun bouquet de langues. (C. Degache)
une fonction mtacognitive dacquisition des principales stratgies de comprhension,
applicables toutes les langues et permettant une plus grande autonomisation et
mancipation de lapprenant dans l'apprentissage linguistique. (S. Garbarino)
Si lintercomprhension privilgie le dveloppement de comptences de comprhension, les
stratgies cognitives et mtalinguistiques qui rsultent de ce mode dapprentissage, favorisent la
capacit produire de manire autonome.
Les mthodes pdagogiques dintercomprhension entre langues sont toutes relativement rcentes,
ou en cours d'laboration. Ces mthodes diffrent entre autres par le public quelles visent (lves,
tudiants, professionnels en formation), par le primtre des langues qu'elles enseignent et par le
support qu'elles utilisent: stages, rseaux en ligne, sites internet : EuRom 4, EuRom 5, Galateea,
Galanet, Galapro.
On assurera un espace plus large deux mthodes spcialement conues pour le milieu scolaire, les
deux premires se prtant au niveau des collges, la dernire sadressant surtout aux lycens.
Itinraires romans cest un projet qui a pour objectif de favoriser la mise en place d'une offre
multilingue dans le premier cycle du secondaire et plus spcifiquement de favoriser la
reconnaissance des langues et les capacits d'intercomprhension. Le projet se prsente sous la
forme dun didacticiel qui runit plusieurs modules sur des thmes divers qui ont en commun
d'inciter des jeunes internautes dcouvrir, tout en se divertissant, les liens nombreux, linguistiques
et culturels, existant entre langues no-latines. Il sagit avant tout de motiver les apprenants en leur
prsentant une histoire, un conte ou un rcit illustrs la manire dune bande dessine. La
deuxime fonction est de faciliter lidentification des langues romanes, tant lcrit qu loral. On
cherche aussi mettre en place des stratgies pour la perception et l'identification de quelques actes
de parole de base dans six langues romanes (tels que saluer, dcliner son identit, dire son ge, son
origine) que des enseignants peuvent ventuellement complter, largir, perfectionner. On espre
aussi donner le got de poursuivre lapprentissage dune deuxime, dune troisime, voire dune
quatrime langue en misant sur la prise en compte de la proximit des langues proposes et sur la
possibilit des lves de passer dune langue lautre et de recourir tout moment celle(s) qui
leur est (sont) familire(s)
EUROMANIA est une mthode d'apprentissage disciplinaire en milieu scolaire.La mthode
fonctionne selon le principe des 4 intgrations : intgration de la langue de scolarisation (par
exemple le franais) avec six autres langues romanes ; intgration de ces langues aux savoirs ou
savoir-faire disciplinaires en vigueur dans les programmes europens, intgration des activits de
production et comprhension dcrit et doral, intgration de cette mthodologie dans les curricula
europens de 8 13 ans. La comptence vise est lintercomprhension entre langues dune mme
famille. Les savoirs et savoir-faire disciplinaires, communs aux programmes des pays europens
dont la langue est concerne sont construits par manipulation de l'ensemble des langues de mme
famille. Le professeur choisit lordre des 20 modules mis disposition (mathmatiques, sciences,
histoire ou technologie) pour construire des apprentissages disciplinaires, tout en construisant des
comptences pluri langagires (comprhension du systme des langues romanes, ainsi que du latin).
Ce faisant, les lves construisent des savoirs mta langagiers leur permettant de matriser mieux
leur langue source, tout en ayant conscience de leur appartenance au monde plus vaste de lespace
roman, qui reprsente 42% de lespace de lUnion europenne.

110
Galatea a t mis au point par une quipe internationale pilote par le laboratoire de linguistique et
didactique des langues trangres et maternelles (LIDILEM) de l'universit de Grenoble 3. Chaque
cdrom Galatea propose une rapide sensibilisation la romanophonie, aprs laquelle l'apprenant
s'entrane la comprhension de documents crits dans une des langues cibles. L'accent est mis sur
la stimulation des connaissances pralables et la rflexion sur la langue choisie au moyen dun
rseau daides textuelles, sonores et visuelles. La progression dans le dispositif est fonde sur
linteractivit: des exercices ludiques motivent la recherche de sens dans les textes et incitent
lapprenant dcouvrir par lui-mme la langue. Le parcours sur le cdrom et les interactions de
chaque apprenant sont gards en mmoire. chaque apprenant correspondra donc un dossier trace
quil pourra consulter en compagnie du tuteur pour faire le bilan de son activit, complter son
parcours, remettre en cause les stratgies adoptes ou apprendre naviguer autrement sur le
support.
Je propose, en guise dexemple, une activit didactique sur la mto en perspective inter
comprhensive.

Public cible: apprenants de niveau A2 (15)

Langues utilises pendant la sance : le franais (langue trangre tudie a lcole comme L2),
litalien, lespagnol
Comptences poursuivies: Comprhension et production crite/Production orale
Description gnrale de lactivit :
Dure : 45 minutes
Titre : Temps probable (activit conue)
Support : papier fiches de travail
textes
Objectifs :
O1 : savoir exploiter ce qui est compris dans une langue pour comprendre le message dans une
autre langue;
O2 : savoir deviner le sens des mots partir du contexte smantique ;
O3 : savoir quil existe des correspondances entre le fonctionnement morphosyntaxique des langues
apparentes (formation de lindicatif futur)
Droulement de lactivit :
Questions : Franais : Quel temps fait-il aujourdhui ?
Italien : Quel tempo fa oggi ?
Espagnol : Ch tiempo hace hoy ?
Fiche 1
En vous aidant des illustrations, essayez de donner lquivalent franais ou italien des termes en
espagnol :

Soleado Nuboso Muy Cubierto Lluvia Tormenta Llovinza

Nuboso
ESPAOL FRANAIS ITALIEN
Soleado Sole
Nuboso Nuvoloso
Muy nuboso Molto Nuvoloso
Cubierto Couvert
Llovinza Bruine
Tormenta Tempesta
Lluvia Pluie

111
Fiche 2.
Lisez attentivement les phrases extraites dun bulletin mto franais. Cochez ensuite la rponse
correcte, en indiquant si la traduction adquate est la traduction italienne ou la traduction espagnole.
La premire solution est donne comme exemple.
Numro de la phrase Italien Espagnol
1. X
2.
Franais Italien Espagnol
1. Le temps samliore Il tempo migliora La inestabilidad se mantiene
2. La journe est bien La giornata molto soleggiata La jornada es muy lluviosa
ensoleille

3. Les tempratures Il mattino, la temperatura Al mediodia las temperatures

varient laprs midi varia tra 12 e 17 gradi C tendran valores situadas entre
entre 12 et 17 degrs 12 y 17 grados
4. Le temps sassche et Le piogge continuano e il Las lluvias van a cesar y los
devient plus lumineux cielo rimane nuvoloso. cielos estarn ms claros
5. Les tempratures son Le temperature sono in rialzo Las temperaturas bajan
en hausse
6. Pluies Pioggia Nieve
Fiche 3.
3.a Refaites le contenu des textes ci-dessus en les compltant avec les quivalents des mots en
espagnol
La jornada del sbado se presenter con cielos grises en todo el norte dela penisola, llegando a
precipitaciones a ltima hora, de forma moderada. En el resto, aunque aumenter algo la nubosidad,
ser de tipo alto y no dejar consecuencias en forma de precipitaciones. Las temperaturas suben
algo, especialmente en la mitad sur.
Le jour de se..avec un .gris dans tout le.de la., arrivant
..de..heure, dune forme. . Dans le reste, mme si la
.accrotra, elle.de type haut et elle ne laissera pas des .sous forme
de . Les .restent.spcialement .
Sabato, il cielo sar ..in tutto il della .., piovendo in formaNel resto,
anche se la nebulosit, non avra comme ., precipitazioni su forma di
Prononcez : Cielos-espagnol
Ciel franais
Cielo- italien
On attire lattention sur la prononciation du groupe ci- en franais et en espagnol dun ct et en
italien de lautre ct.
Faites la liste des mots que vous avez reconnu sans difficults.

BIBLIOGRAPHIE :
Cadre europen de rfrence pour les langues, Didier, Paris,2001 pp.11
Rfrences 2015. Lintercomprhension. Paris : Dlgation gnrale la langue franaise et aux
langues de France, juillet 2015 sur le site
http://www.ecml.at/Portals/1/documents/intercomprehension-2015_enligne.pdf
TOST, M, Les projets europens dintercomprhension entre locuteurs de langues romanes,
http://lingalog.net/dokuwiki/_media/intercomprehension/rcslr/chapitre2_livre_benucci.pdf, 2004
DEGACHE, C. (Ed.)(2003). Intercomprhension en langues romanes. Du dveloppement des
comptences de comprhension aux interactions plurilingues, de Galatea Galanet. Lidil28
http://lidil.revues.org/1513, juillet 2015

112
 LA BANDE DESSINE ET LENSEIGNEMENT DU FLE

Prof. Simona Cremarenco,

C.N. B.P.Hasdeu, Buzu

La BD est un document authentique des plus vivants et des plus motivants qui offre
diffrents atouts. La bande dessine fonctionne partir dun langage qui lui est propre, elle participe
au mme titre que dautres supports des ouvertures culturelles varies telles que la littrature, le
cinma, etc. Par principe elle possde la facult daborder, dutiliser tous les genres narratifs
(roman, conte, humour, science fiction etc.) avec une grande varit de moyens : couleurs, noir et
blanc, photos, collages, images numriques etc. . La bande dessine apporte, travers limage et le
texte, diffrents types dinformations, de manire simultane et successive :
- simultane parce que les diffrents types dinformations sont sur une mme image
- successive parce que le rcit va se construire partir des vignettes, organises en squence.
Tous ces indices visuels vont nous permettre de structurer linformation et comprendre le
langage de la bande dessine en pntrant dans un univers pluricodique 20 et multidimensionnel21.
La bande dessine est un genre fortement cod qui sorganise autour dunits toutes faites
qui cimentent lintrigue et le systme des personnages. Les caractres des hros sont en gnral trs
appuys et les textes sont rduits lessentiel. Cest pourquoi, la bande dessine exige des plans
courts et dynamiques qui doivent tre immdiatement comprhensibles.
Ces diffrentes exigences font du genre un terrain particulirement propice aux strotypes.
En effet, ceux-ci parce quils sont connus et assimils par les lecteurs, permettent une
comprhension immdiate. Ainsi, la bande dessine (tout comme beaucoup dautres productions
culturelles) se nourrit des images qui circulent dans notre socit, elle sen inspire incessamment et
assure par l mme la bonne lisibilit de lhistoire. En effet, les lecteurs, pourvus de reprsentations
collectives travers lesquelles ils apprhendent le monde, peuvent alors dcrypter sans problme
chaque composante de lhistoire. Et, cest notamment le cas pour les personnages qui prennent eux-
mmes une valeur de message.
En ce qui concerne les apprenants, cest loccasion pour eux dutiliser pleinement
lexpression crite et lexpression orale. Cela pourrait donc tre la meilleure manire de les aider
utiliser et dvelopper toutes leurs ressources et mieux construire leur parcours dapprentissage
dans la langue trangre, mais aussi largir leurs pratiques langagires et culturelles. Il est certain
que dun point de vue culturel, la BD est en France et dans le monde francophone un vritable
phnomne de civilisation, qui permet de mieux faire comprendre des apprenants trangers un
comportement culturel diffrent. Selon les thmes, on pourra discuter, dbattre et faire ressortir des
lments de civilisation pertinents et si le dessin sy prte, analyser les clichs qui en dcoulent et
ainsi amliorer la comptence socioculturelle des apprenants.

Dmarche pdagogique
Toute motivation entrane lapprentissage et la BD, par son aspect distrayant et ludique, peut
aider une classe de langue mieux communiquer dans une langue trangre, en loccurrence la
langue franaise. Il serait fcheux que les BD soient exploites dune faon si contraignante que les
apprenants voient le plaisir diminu par la rigueur de la discipline de travail. Le premier objectif de
lenseignant sera donc de permettre aux apprenants de comprendre ces BD pour en tirer la plus
grande joie. Cela suppose que, tenant compte du niveau des apprenants, lenseignant procde une
phase pralable de prsentation des BD en classe, puis se livre lexplication si ncessaire des
lments de vocabulaire inconnu, des idiotismes et des expressions propres la langue parle 22. Il
nest pas rare que la BD verse dans une langue assez familire, sinon argotique, dont les apprenants
sont particulirement friands. En plus, linterjection fait partie du vocabulaire le plus difficile
20
pluricodique : qui utilise plusieurs codes, iconique et graphique
21
multidimensionnel : qui se structure dans plusieurs dimensions
22
Masson, P. : Lire la bande dessine, Lyon, Presses Universitaires de Lyon, 1985, p.147
113
assimiler et mmoriser dans l'apprentissage d'une langue trangre cause de son caractre
particularisant, qui la fait dpendre du locuteur qui l'utilise et de la situation dans laquelle il l'utilise.
Trs souvent, un apprenant retient le sens d'une interjection qu'il a dcouverte dans un texte ou une
conversation mais oublie ce contexte ; parfois, ces interjections nont pas dquivalent dune langue
une autre, ce qui rend plus difficile laccs au sens. Une autre difficult de la lecture dune BD est
dordre stylistique. Souvent, dans le genre satirique, les auteurs recourent des jeux de mots qui
agrmentent le texte pour provoquer le rire.
Mme si les possibilits dutilisation en classe sont multiples, il sagira ensuite de
comprendre une BD globalement partir de lobservation de limage, du dessin, de rflchir sur les
procds graphiques, de dvelopper lexpression orale, en bref dintroduire le document. Ltape
suivante visera un entranement la comprhension crite et lexpression orale et crite, la BD
devenant ainsi un vritable dclencheur dexpression : raconter lhistoire selon diffrents points de
vue, trouver un titre, imaginer ce qui sest pass avant, ce qui se passera aprs, imaginer le contenu
des bulles, trouver le mot de la fin, rviser et enrichir son vocabulaire, manipuler certaines
structures grammaticales et des actes de parole en situation authentique. On passera enfin
lexpression orale pure, en dveloppant la crativit des apprenants. Il est par exemple possible de
jouer et de mettre en scne les dialogues de la BD, ou ceux invents par les apprenants.

Exemple de fiche pdagogique

Le Savant fou Jacques Tardi
Objectifs
Objectifs communicatifs : - travailler lexpression crite / crire des dialogues
- faire des hypothses
- dcrire des images
Objectifs linguistiques : - travailler le lexique ncessaire pour prsenter, dcrire, procder des
reprages, situer les lments dans l'espace
Objectifs socioculturels : - dcouvrir une BD francophone
- la figure de la crature anime
Niveaux
B1 B2
Matriel requis
Photocopies dune planche de la BD Le Savant fou, de Jacques Tardi, Adle Blanc-Sec, tome 3,
Casterman, 1977
Dcouverte du document
Travail en groupe.
Effacer le texte des bulles, dcouper les cases et les numroter de 1 10 dans le sens de la lecture.
1. Distribuer la case 2.
votre avis, quel est le statut de ces personnages? Quelle est leur profession? O se passe cette
scne? quelle poque?
Mise en commun.
2. Distribuer la case 3.
Faites des hypothses sur laction en cours prsente dans cette image.
Mise en commun.
3. Distribuer la case 1.
Dcrivez limage. Les hypothses que vous avez dj mises se vrifient-elles?
Connaissez-vous dautres monstres crs par lhomme?
Donnez une suite aux cases prsentes.
Mise en commun.
4. Distribuer la case 4. Vrification des hypothses.
5. Distribuer la case 5.
Dcrivez limage.

114
Imaginez les scnes suivantes.
Mise en commun.
6. Distribuer la case 9. Vrification des hypothses.
Remarque: lissue de cette dcouverte progressive de la planche, les apprenants ont dfini les
circonstances, les personnages et laction. Ils peuvent donc rdiger lhistoire.
Expression crite
Travail en groupe
Rdigez les dialogues manquants dans les bulles.
Mise en commun.
Lecture des dialogues dorigine.
Pour aller plus loin
a) Imaginez les penses du singe pendant lexprience.
b) Racontez lhistoire du singe, sa vie au sein de la nature jusqu larrive dans le labo.
c) Dbat : Pour ou contre les expriences sur les animaux?

Rfrences bibliographiques
Cremarenco S., LApproche du document authentique en classe de FLE, Teocora, 2009, p.145
Durand, J.-B., BD mode demploi, Flammarion, 1999, p.59
Masson, P., Lire la bande dessine, Lyon, Presses Universitaires de Lyon, 1985, p.147

Sitographie
www.bande-dessinee.org
www.momes.net/BD/bandes-dessinees-bd.html

115
 LA BANDE DESSINE EN CLASSE DE FLE
Prof. Matei Roneta,
Scoala Gimnaziala Tache si Ecaterina Tocilescu

Les apprenants en langue ont besoin de travailler sur des supports varis, qui leur
permettent galement d'envisager la langue trangre qu'ils apprennent dans des contextes
diffrents. La Bande dessine fait partie de ces supports souvent encore trop peu exploits par les
professeurs de langue, de peur qu'elle dnote un caractre trop ludique au dtriment du
pdagogique. Pourtant la bande dessine demeure un support de cours parfaitement exploitable,
retenant quasi immdiatement l'attention des apprenants de tous ges.
Tout comme le roman, le journal ou le manuel scolaire, la bande dessine possde ses lois et
ses rgles qui gnrent sa construction. Une bande dessine est faite dun ensemble de planches. La
planche, qui sapparente une page de la BD, regroupe plusieurs cases, souvent disposes sur
plusieurs lignes.
La case, quant elle, contient le dessin. Ses limites peuvent tre dfinies par un cadre,
souvent trac au trait noir. Les cases, lorsquelles sont disposes sur une mme ligne, forment un
strip (mot anglais pour bande, ou bandeau). Le strip est une petite BD lui seul, puisquil constitue
une brve histoire en quelques cases (souvent un gag en trois cases). Cest surtout dans la presse
quil est utilis.
La bulle (ou phylactre) est en quelque sorte la bande son de lhistoire. Elle rapporte les
propos des personnages dans un espace intgr la vignette. La forme de la bulle peut changer
selon le ton adopt par les personnages (ronde ou rectangulaire pour une parole normale, en
pointills lorsquelle transcrit des mots chuchots, en forme de nuage lorsquelle traduit une pense,
en clats pour exprimer la colre, etc.). La queue de la bulle dsigne le personnage qui parle.
Les cases dune BD peuvent contenir des cartouches (on dit un cartouche) : il sagit despaces
rservs au rcitatif, comme une sorte de voix off qui viendrait commenter la scne.
La BD, cest aussi des idogrammes, cest--dire des reprsentations graphiques traduisant
certains sentiments (un cur pour lamour, un nuage noir et un clair pour la colre, etc.). Les
onomatopes, quant elles, ont pour rle de restituer les bruits.
L'introduction de la bande dessine en classe de FLE prsente plusieurs avantages:
a) c'est un support ludique et populaire gnralement apprci des apprenants ;
b) c'est un document authentique qui prsente un registre de langue courant, proche de la vie
quotidienne. De plus, les lments textuels (dialogues ou rcit) sont souvent courts et
accessibles ;
c) C'est un document qui mle rception visuelle et textuelle, jouant sur le lien image/texte
pour crer du sens ;
d) La bande dessine facilite le dialogue interculturel et permet de sensibiliser l'humour ;
e) C'est un bon dclencheur pour largir le thme abord avec des activits diversifies
(imaginez la suite d'une histoire, crire un dialogue, etc.) mettant en scne les quatre
comptences crites et orales.
En tant que professeur de franais langue trangre, jutilise la bande dessine Jojo (Jojo1,
Jojo2, Jojo3) comme mthode de franais pour les classes de primaire. Le choix de cette mthode
me semble rpondre plusieurs critres, entre autres :
lge des lves auxquels la mthode est destine (6-9ans),
la varit en illustrations et la richesse en couleurs,
la prsence de textes moins condenss ainsi que leur disposition en dialogues, ce qui offre
aux lves la possibilit de sintgrer dans des situations de communication effectives.
La mthode amne une comptence linguistique de niveau A1 du CECR en rendant les lves
acteurs du processus dapprentissage et en les incitant sexprimer non seulement
linguistiquement mais aussi musicalement, graphiquement, physiquement et sentimentalement.

116
 La bande dessine Jojo est un instrument qui a t conu pour servir la fois de livre de cours et
de cahier dactivits. Elle contient des pages actives qui suggrent des activits dcriture, de
coloriage et de dessin ; ces pages offrent aux lves la possibilit de prendre possession de leur outil
de travail aussi bien dans le sens physique que dans le sens intellectuel du terme. Toutes les units
didactiques dans ce livre sont structures en respectant le processus suivant : lexploration dabord,
lanalyse aprs, et enfin la manipulation dtaille. En plus, les activits que contiennent les pages
actives sont soigneusement diffrencies afin dviter quune certaine reprise des structures
linguistiques et du lexique ne soit trop monotone.
Chaque unit didactique est compose partir dune situation comique ; il sagit, en effet, de
deux pages de bandes dessines qui exposent le thme de lunit ainsi que les structures
linguistiques les plus importantes et les principaux actes de parole. Nous retrouvons aussi quatre
pages scindes comme suit : des pages actives o une concrte intervention de llve est requise
par les activits et les exercices, une activit de dramatisation ou de manipulation ou, le plus
souvent, un jeu, des comptines ou une chanson et des posies.
Jojo est un jeune garon. Il a presque le mme ge que les lves de primaire. Petit pour son ge,
ce personnage principal ne possde ni talent apparent ni caractristiques particulires : certes, il
nest pas rus, il nest pas beau et il est plutt maladroit. Mais sans le savoir, ce jeune garon est
magique (il parvient parfois transformer la ralit). Tantt brouillon, tantt drle, une sympathie
naturelle en lui le fait beaucoup apprcier de ses amis. Toutes les personnes quil rencontre
dcouvrent que ce jeune garon est gnreux, modeste, innocent et jamais agressif. Il est
absolument positif et il russit toujours se sortir de ses msaventures sans jamais se dcourager.
Le rle de lenseignant est bien sr dterminant, en dcouvrant lui-mme la BD, en prenant le
temps et surtout le plaisir de la dcouvrir, il est le seul pouvoir faire vivre les personnages avec
leur joie, leur tristesse, leur tonnement, leur convivialit etc. Il est un partenaire privilgi, il va
tre la voix, le narrateur, le mdiateur pour aider les apprenants apprendre. Leffort de la
dcouverte, de la parole vont devenir plaisir de dire, de raconter, de jouer en Franais. Cest peut-
tre un dfi de taille mais cest cette ou ces conditions que lenseignant aura accompli sa
mission.

BIBLIOGRAPHIE
1. Salah, FAD, La bande dessine et le dveloppement des comptences
de comprhension de lcrit en FLE -Thse de doctorat en didactique, Alger, p.268
2. Nicolas, HUERTA, Comment utiliser la bande dessine comme outil pdagogique
lcole ?, I.U.F.M., Montpellier, p2,5,29

Sites consults
http://flecampus.ning.com/profiles/blogs/bande-dessine-en-classe-des-langues
http://ybocquel.free.fr/index.html
https://fr.wikipedia.org/wiki/Bande_dessin%C3%A9e
http://www.institutfrancais.ru/fr/russie/actualites/bande-dessinee-en-classe-fle
http://danslarmoiredelamaitresse.eklablog.com/la-bande-dessinee-a86269388
http://insuf-fle.hautetfort.com/archive/2010/02/20/la-bd-support-motivant-pedagogiquement.html

117
REPRESENTATION DE LAUTONOMIE DANS LE MILIEU SCOLAIRE ET LIMPACT
SUR LORIENTATION PROFESSIONNELLE

Bistreanu Eliana,
Colegiul Tehnic Nr. 2, Tg-Jiu, Gorj

RSUM
Il devient de plus en plus vidente la ncessit dtablir un quilibre entre les trois
composantes du triangle pdagogique, apprenant - enseignant - objet apprendre et enseigner.
Un pas important dans cette direction est de sessayer dvelopper l'autonomie de l'apprenant,
c'est--dire, donner la priorit l'apprentissage sur l'enseignement et mettre l'apprenant au centre
des proccupations didactiques, lui donner d'importantes liberts en lui permettant de prendre des
dcisions sur son apprentissage.
La rsolution de problmes, lapprentissage coopratif et lvaluation formative sont des
pratiques qui visent cette autonomie. Elles favorisent galement les comptences langagires
ncessaires laccomplissement dactions sociales dans des contextes donns.
Dautre part la question de l'autonomie, au-del des situations de travail autonome en
contexte scolaire, demande tre pense au cadre d'un processus global d'autonomisation, avec une
perspective long terme, incluant l'ide de mobilit personnelle et professionnelle.
Mots-cls:
apprenant, autonomie, comptences, responsabilit.

L'autonomie en contexte scolaire

La dimension europenne de l'ducation est l'une des priorits de l'enseignement roumain
actuel et on fait de grands efforts dans cette direction. On cherche de nouvelles stratgies pour
stimuler la coopration entre les lves et les professeurs en les entranant dans des projets et
partenariats avec des institutions d'enseignement d'autres pays europens ayant pour but de faire
crotre la qualit de l'ducation, d'amliorer les connaissances de langue trangre, de favoriser le
travail interdisciplinaire et le travail d'quipe, d'apprendre utiliser les nouvelles technologies.
Dans ce cadre, l'autonomie de l'apprenant est devenue un problme trs important. Elle
s'intgre dans une volution pdagogique plus large qui a pour objectif de prparer les jeunes une
vie marque par un apprentissage permanent et perptuellement renouvel, en leur donnant les
outils qui leur permettront d'organiser et de mener leur apprentissage, autant dans un contexte
scolaire qu'extrascolaire. L'enseignant doit trouver les mthodes rendre l'apprenant autonome, le
responsabiliser, lui donner la possibilit de prendre des initiatives, de dcider.
En ce qui concerne l'apprentissage des langues, cette autonomie s'avre dterminante dans la
mesure o les apprenants se prparent pour la communication en situations internationales. Il leur
faut donc acqurir l'indpendance ncessaire la communication interculturelle et
interlinguistique. Devenir autonome en langue, c'est rduire lcart entre le vouloir dire et le
pouvoir dire. Certes, aucune cole, aucun programme n'est susceptible de leur transmettre tous les
savoir-faire dont ils pourront avoir besoin par la suite. On peut nanmoins les doter d'un outil de
dveloppement continu qui leur permettra d'avoir une meilleure comprhension gnrale d'eux-
mmes en tant qu'apprenant, du processus d'apprentissage, ainsi que des facteurs qui entrent en jeu
dans la communication.
L'autonomie de l'apprenant est un lment essentiel de l'approche communicative
dveloppe par le Conseil de l'Europe pour l'apprentissage des langues. Accorder lapprenant une
plus grande autonomie contribue sans conteste accrotre son indpendance et sa confiance en soi.
En outre, lorsquil sidentifie plus troitement avec les choix et la conduite de lapprentissage,
lapprenant fait preuve dun engagement et dun investissement accrus. On attend donc des
apprenants qu'ils prennent en charge leur apprentissage, qu'ils sachent ngocier et cooprer, aussi
bien entre eux qu'avec l'enseignant, afin de dfinir les objectifs atteindre et la mthode adopter,
118
afin d'apprendre contrler et valuer leur progression, et aussi de partager les savoirs et les
expriences tout en respectant l'individualit de chacun.

Le rle de l'enseignant dans l'apprentissage

On reconnat la ncessit, dans la formation des enseignants et dans lexercice de leur
profession, dune approche systmatique visant au dveloppement dun ensemble de comptences
plus prcises et appliques de faon plus consciente. L' autonomie suppose une indpendance
vis--vis de l'enseignant, cette prise de distance peut aller au-del de cette libert spatiale et
temporelle si l'apprenant a la possibilit de dcider des matriaux partir desquels il va travailler,
des contenus (par exemple, dans un contexte d'apprentissage gnral d'une langue : travailler l'crit
ou l'oral, le lexique, la grammaire, la civilisation, l'orthographe, la littrature), des activits
(exercices, cours, lecture, jeu, conversation, sances de groupes, entretiens avec un enseignant).
L'enseignant n'est plus le prescripteur habituel, il devient le conseiller, le facilitateur, la
ressource laquelle l'apprenant peut faire appel quand il en a besoin. Lenseignant doit mesurer
linfluence quil exerce sur le processus dapprentissage. Il doit tre conscient de ses convictions,
attitudes, comptences et pratiques en matire dautonomie, de ses propres expriences
dapprentissage et de son niveau dautonomie en tant quapprenant. Il doit connatre les traits
affectifs et cognitifs de ses lves, ainsi que leurs attitudes et comptences sur le plan de
lautonomie. Il doit mettre la disposition des apprenants des mthodes de travail, des stratgies et
dmarches d'apprentissage lui permettant d'apprendre apprendre en autonomie afin de devenir
responsable de sa formation.
L'autonomie des lves passe par deux points principaux : la possibilit qu'ils ralisent eux-
mmes une partie des tches de l'enseignant ; la possibilit quils amliorent deux-mmes leurs
stratgies dapprentissage. Parmi ces tches figurent la planification de l'enseignement, l'analyse et
l'aide des stratgies d'apprentissage, l'valuation des performances. Ainsi, trouver les moyens
d'aider les lves raliser en partie ces tches concourra leur autonomie.
C'est ce que Zimmerman, Bonner et Kovach, nomment l'apprentissage autorgul. Ce type
d'apprentissage se droule dans les quatre phases suivantes :
1. autovaluation et autocontrle, dtermination du niveau : autovaluation du niveau des lves
concernant le contenu apprendre. Cette valuation utilise les traces crites des lves (que
l'enseignant doit favoriser). Ces traces crites peuvent tre un "journal de bord", des brouillons.
Cette valuation peut tre reprise par l'enseignant.
2. analyse de la tche d'apprentissage: les lves se fixent des objectifs concernant le contenu
apprendre et prparent une stratgie permettant de les raliser.
3. application de la stratgie et contrle: les lves ralisent le plan prvu, en prenant des notes
concernant leur dmarche.
4. contrle des rsultats : analyse des rsultats en rapport avec la stratgie utilise. L'lve pourra
dterminer si la stratgie tait adquate en fonction des objectifs poursuivis.
A ces quatre niveaux, l'enseignant peut apporter l'lve les formes de soutien suivantes: montrer
l'lve comment contrler les procds difficiles pour lui, encourager l'lve plutt que de les
critiquer, aider l'lve analyser et dcomposer les tches de la stratgie adquate, vrifier les
rsultats et aider l'amlioration de la stratgie.

L'Importance du TIC
Dans l'enseignement roumain actuel la notion d'autonomie se rduit, pour la plupart des
professeurs, donner aux apprenants des devoirs la maison et la libert de raliser leurs portfolios
qui sont la preuve de leurs comptences. Pourtant on peut impliquer les lves dans tous les tapes
du processus d'apprentissage en cherchant continuellement les stratgies ncessaires pour veiller
leur curiosit et l'intrt en vue de dvelopper leurs mthodes de raisonnement, leurs savoir-faire et
leur sens des responsabilits. L'apprenant doit se donner un objectif, analyser les moyens d'y
parvenir, dgager les priorits, tablir une progression, doser ses efforts et passer aux actes en
interagissant avec les autres.
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Les activits en classe doivent dcouler directement du besoin et de l'intrt de l'apprenant et de son
dsir de rsoudre des problmes. Les conditions de cet apprentissage se ralisent essentiellement
travers des situations-problmes dans la perspective d'une pdagogie diffrencie et actionnelle de
la tche.
Les TIC offrent aussi lopportunit de crer un nombre important et vari de tches
permettant une plus grande diffrenciation et un apprentissage centr sur llve. Face leur
processus dapprentissage les apprenants dveloppent alors une attitude plus responsable tout en
travaillant leur rythme et leur niveau de connaissance. C'est ainsi qu'on peut exploiter toutes
sortes des documents authentiques et actuels : presse crite, radiophonique et tlvise, jeux,
photos, chants, films etc.
Il s'agit aujourd'hui de diffrencier, d'individualiser, toutes les dimensions de l'acte
d'apprendre, c'est--dire de proposer des situations d'apprentissage/enseignement tantt
individuelles et tantt collectives, de mettre en uvre des mthodes pdagogiques diversifies et de
mettre disposition des outils eux aussi varis qui privilgient tantt l'crit, tantt l'oral et qui
exploitent les potentialits des TIC.
Avec les TIC, on dispose aujourd'hui d'une palette de moyens d'action de
formation/enseignement/apprentissage particulirement riche qui s'appuie la fois sur des outils de
formation et des outils de communication. Ce sont des outils de dblocage des apprenants timides,
chacun peut avancer son rythme, construire son cheminement d'une activit l'autre. L'utilisation
du TIC suppose un apprentissage actif; participatif; elle encourage l'initiative et l'indpendance.

Conclusions
Lautonomie ne senseigne pas, elle sapprend avec lenseignant, au travers de ses gestes,
ses paroles, ses commentaires et tout ce qui parat insignifiant pour un professeur peut tre
dterminant pour les lves. La mise en uvre de lautonomie se repre aussi travers les actions
effectues par lapprenant, car tre autonome c'est aussi tre capable de se mettre au travail en
l'absence du professeur.
L'enseignant a un rle dterminant pour l'veil de la motivation chez l'apprenant et donc
pour la construction de l'autonomie. C'est lui qu'incombe la responsabilit de conceptualiser des
activits motivantes, de les construire, de les mettre en place et enfin d'analyser les rsultats des
lves. Pourtant, il y a des moments, des situations o, contraint par le programme ou limit par
le contexte institutionnel dans lequel l'enseignant et l'apprenant se retrouvent, on ne russit pas
favoriser l'autonomie. Toutefois les enseignants doivent essayer de s'assigner un nouveau rle et
introduire une nouvelle approche dans leur pdagogie.
Cest un processus relativement long et sapprend collectivement: on apprend PAR, POUR
et AVEC les autres. Lapprentissage de lautonomie se pose ainsi comme une des plus-values de
lcole, qui offre un cadre pour la vie sociale, collective: la prise de rles dans la classe, les
fonctions distribues pour une tche ou pour un plus long terme, la coopration sont les versants de
la mme mdaille. Il ne peut exister dautonomie des jeunes sans responsabilit confie, sans
coopration organise, sans la bienveillance requise et exigeante dadultes autour. Les volutions
technologiques ne modifient pas en elles-mmes la relation pdagogique, elles permettent
cependant daller plus loin dans les orientations dj prises. Favoriser lautonomie de lapprenant
est plus facile lorsque des outils sont disponibles pour faire vivre cette autonomie. Le premier pas
vers lautonomie de lapprenant est franchi lorsque ce dernier reconnat quil est responsable de ses
apprentissages.
L'autonomie de l'apprenant est une condition importante dans l'volution professionnelle de
tous, enseignant qu'apprenant qui pourra construire lui-mme son chemin dans la vie.

Rfrences bibliographiques

1. Barry J.Zimmerman, Sebastian Bonner, Robert Kovach, Des apprenants autonomes:

120
autorgulation des apprentissages, De Boeck-Wesmal, 2000.
2. Roger Brunot, Laurence Grosjean, Nelly Leselbaum, Apprendre ensemble: pour une pdagogie
de l'autonomie. CRDP Grenoble, 1999.
3. Christian Puren, Bertocchini Paola, Costanzo Edwige, Se former en didactique des langues,
Paris: Ellipses, 1998.
4. Marie-Franoise Chesnais, Vers l'autonomie: l'accompagnement dans les apprentissages.Paris:
Hachette, 1998.
5. Henri Holec, Little David, Ren Richterich, Stratgies dans lapprentissage et lusage des
langues, Strasbourg: Conseil de lEurope, 1996.
6. Franoise Demaizire, Didactique des langues et TIC. In Tardieu, C. & Pugibet, V.
(dir.).Langues et cultures. Les TIC, enseignement /et apprentissage.Paris : Scren-CNDP, 2005.
7. Antoinette Camilleri, Autonomie de l'apprenant et rle de l'enseignant, in : Camilleri G., labor
et coordonn par (2002), Autonomie de lapprenant La perspective de lenseignant, Conseil de
lEurope, Strasbourg, 2002.
8. Conseil de lEurope, Cadre europen commun de rfrence pour lapprentissage et
lenseignement des langues, apprendre, enseigner, valuer, Didier, Paris, 2001.
9. Site du Conseil de lEurope : http://www.coe.int/DefaultFR.asp.
10. Site du Centre europen pour les langues vivantes (CELV) Graz : http://www.ecml.at.

LA CHANSON FRANCOPHONE CONTEMPORAINE EN CLASSE DE FLE

Bengescu Otilia
Colegiul Tehnic Nr. 2 Trgu Jiu

Introduction

La chanson est un document authentique qui offre une entre dans la langue franaise dans
toute sa diversit. Les domaines dapprentissage quelle peut couvrir sont ceux spcifiques la
formation des capacits de rception d un message, le panel thmatique en tant extrmement riche
et vari.
Le travail sur le texte dune chanson suppose tout dabord lexplication de toutes les
expressions, toutes les rfrences des ralits en dehors de la chanson ou les structures
grammaticales qui risquent de mettre obstacle la comprhension du texte. Le plus important est de
faire prendre conscience aux lves des rapports entre les paroles et la musique, c'est--dire du
mariage entre le texte et tout ce qui le porte, le soutient, donnant l'ossature qu'est le texte un cur,
une me. La chanson constitue une manire attirante daccder aux faits de langue et de connatre
des cultures et des civilisations.
La chanson touche lme et la sensibilit. En tant quinstrument dapprentissage dune
langue trangre, elle peut couvrir des domaines thmatiques trs varis. De lhistoire aux aspects
contemporains de civilisation, de la tradition jusquaux problmatiques complexes de la socit
actuelle, la chanson fait dcouvrir aux apprenants le pouvoir ingalable que leur offre le dialogue
interculturel.
Chaque chanson est un document authentique de langue et de culture qui n'a pas t cre
l'usage de l'apprenant tranger. Elle offre une entre dans la langue franaise et tout ce qu'elle
vhicule: une faon d'tre, de sentir et de ragir au monde. Elle permet d'entrer dans une certaine
mesure dans ce que c'est que d'tre francophon de nos jours. Donc, la chanson francophone doit tre
mise au profit des apprenants et le premier contact avec celle-ci doit se produire en classe de FLE.
Cela peut contribuer efficacement lenrichissement de la culture et aussi duquer le got en
121
matire de musique, en donnant aux apprenants la possibilit dinitier des dialogues , de connatre
des peuples ou de dpasser ses limites.

Exploitation didactique

Il est dj connu que les domaines dapprentissage couverts par lexploitation didactique
des chansons sont ceux spcifiques la formation des capacits de rception d un message, mais
les objectifs pdagogiques doivent tre plus gnreux La chanson se prte merveille renforcer et
soutenir l'apprentissage de la langue, et elle peut tre exploite de plusieurs faons
complmentaires. Une chanson peut tre slectionn pour accompagner la prsentation et l'tude
d'un lment de grammaire: le futur, le subjonctif, les pronoms personnels, etc. La chanson servira
de contexte mmorable, de point de rfrence qui restera inscrit dans la mmoire auditive, et auquel
le professeur peut tout moment faire appel. Toutefois, lenseignant doit se garder de toute
classification qui rduit sa richesse ( ces chansons pour enseigner les temps de lindicatif , celle-ci
pour le pronoms etc.). Il faut penser sa dmarche didactique en tenant compte du message transmis
, du thme abord . Outre, en fonction du niveau des apprenants, on peut tendre la dcouverte vers
le genre de musique, sa rception au niveau des jeunes, le compositeur, le chanteur, en tant que
personnalit de lespace francophone, discographie, thmes etc.
Comment introduire ce support en classe ? Quelles activits peuvent tre ralises ? Quels en
seraient les objectifs ?

Objectif gnral : faire apprendre le franais avec des chansons

Objectif socioculturel : comprendre comment la chanson franaise/ francophone volue avec les
grands courants de socit
Objectif sociolinguistique : assurer la comprhension des langages utiliss dans les paroles de
chansons (argot, verlan etc.)
Objectifs de formation: comprendre par l'coute, acqurir les usages du franais tel qu'on le parle,
amliorer la prononciation, dcouvrir les socits franaises et francophones d'aujourd'hui

Chanson et dmarche proposes

La chanson Larbre de J.P. Brub

JEAN-PIERRE BRUB- pote, compositeur, chanteur , il a sign les paroles et la musique
de plus de 300 chansons en franais : ballades, musiques rythmes, chansons sur la vie, l'amour, le
Qubec. Il a enregistr son premier album Paris en 1975. Depuis ce temps, il travaille
rgulirement en Europe, le plus souvent en France. Il a aussi transport ses chansons en Amrique
latine et ailleurs dans le monde (http://www.jeanpierreberube.com).
Fiche pdagogique
Niveau : Avanc- B1
Thme - limportance de larbre dans la vie de lhomme
Objectifs communicatifs:
- dcrire le chemin que larbre suit jusqu sa transformation en papier ;
- faire des suppositions ;
-exprimer des points de vue.
Objectifs linguistiques:
- lemploi du futur pour exprimer une vrit connue ;
-le champ lexical
Objectifs socioculturels:
-travail sur un thme actuel de civilisation :
lexploitation raisonne des ressources naturelles, le renouvellement des arbres et la
rgnration de la fort
-dcouverte d'un chanteur qubcois de la scne actuelle.
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 I. coute de la chanson
Cette activit permet non seulement de comprendre les mots et les phrases mais galement
de prendre conscience de certains aspects phontiques (accentuation, mlodie de la phrase) , aspects
qui sont reprables plus facilement dans les chansons.
A. coute sans texte
coutez la chanson en essayant rpondre :
1) Comment trouvez-vous la voix du chanteur ?
vigoureuse pleine de passion mlancolique
2) Quels sentiments associez-vous la chanson ?
mlancolie reconnaissance tristesse peur joie
3) Quels sont les thmes traits ?
lenfance le destin de larbre la violence et la guerre la protection de lenvironnement
la liaison qui existe entre lhomme et larbre
B) Entourez les mots que vous entendez :
procurer / acheter solder / vendre dcouvrira /devineras
traceras / dessineras ditera/ publiera renouveler /remplacer

II. Travail sur la comprhension

Le professeur propose dabord un travail de comprhension des paroles : vocabulaire,
expressions(des exercices de reprage et de regroupement lexicaux)
lissue de ce travail, llve doit tre en mesure de comprendre lintgralit de la chanson.

Larbre
(Jean-Pierre Brub)

Tu planteras un arbre
Cent ans plus tard tu le couperas
En prenant bien soin de le remplacer

Quand tu lauras bch

Abattu branch tt sectionn
Tu iras le vendre la papetire

O il sera trait
Transform mis en pte en papier en carton
Puis aprs la scierie et la papeterie

Tu iras limprimerie, la librairie

Pour acheter du papier plus que pay
Et un crayon

Taiguiseras le crayon, regarderas le papier, le papier tpieras

Tu devineras les mots, dessineras les phrases

Tu seras le papier, deviendras le crayon, la virgule et le texte

Tu seras la chanson, la chanson

Que peut-tre cent ans plus tard on relira, on publiera

Alors quelque part, sur la boule

Dans une librairie, quelquun quelquune

Achtera, dcouvrira un morceau de ton arbre
123
Du crayon et de ton nom

Tu planteras un arbre, cent ans plus tard tu le couperas

En prenant bien soin de le remplacer
De le remplacer, de le remplacer

Analyse :

1. Quelle personne du verbe est employe principalement ?

2. qui le pote sadresse-t-il ?
3.Qui plantera larbre ?
4.Reprage
a)Trouvez les mots qui
1-dsignent des objets provenus de lexploitation des forts
2-esquissent le chemin de larbre jusqu sa transformation en papier
3-qui vous font penser lexploitation/commercialisation du bois/papier
a)Lcrivain a besoin des arbres pour crer. vous de trouver les vers qui expriment cette
ide.
b) La boule et un morceau de ton arbre sont des mtaphores employes pour
5. quel temps les verbes sont-ils conjugus ?
6. Quels sont les mots qui reviennent le plus souvent dans la chanson ?
7.Qui est larbre ?
8.Quel est le message de cette chanson ?

Conclusion
La chanson est un moyen ludique, motivant et original qui permet laccs la langue
franaise contemporaine, aux cultures francophones et de dcouvrir les tendances du franais. En
coutant un panel diversifi de chanteurs et de groupes populaires, il est possible dentendre le
langage des jeunes francophones, ce qui est utile lorsquon enseigne le franais comme langue
trangre. Les chansons proposent une approche du franais plus diversifie que celle des mdias et
font accder des pratiques qui ne sont pas toujours reprsentes la tlvision, la radio ou dans
les journaux.

Bibiographie

J. Cavalet, La chanson dans la classe de FLE , CLE International , 1980, pp.15-29

M. Dragomir, Considrations sur lenseignement apprentissage du franais langue trangre,
Editura Dacia , Cluj-Napoca , 2008
M. Mureeanu Ionescu, Lenseignement du franais langue trangre , Editura Institutul
European Iai, 2007, pp: 17-26
J.P. Brub, cours Le franais en chansons, (rpetoire des chansons / fiches pratiques),
Stage de Perfectionnement pour Professeur de FLE, CLA de Besanon ( rpetoire des chansons /
fiches pratiques)
http://www.francparler.org/articles/chanson2004.htm
Elodie Ressouches, formatrice FLE, France, Introduire la chanson en classe de franais

124
 ENSEIGNER AVEC LA BANDE DESSINE

Prof. Moraru Alina-Emanuela

coala Gimnazial Alexandra Nechita Vaslui

Lhistoire des liens entre bande dessine et ducation sest exprime successivement dans
les termes dune hostilit farouche, dune intgration rsigne, puis dune rcupration intresse et
dune lgitimation affiche.
Le rejet des ducateurs catholiques et lacs sexprime ds 1907, lorsque la bande dessine
devient presque exclusivement un matriau des publications de presse destines la jeunesse. Leur
argumentaire, o se mlent considrations esthtiques, psychologiques et morales, ne variera gure
jusquaux annes 1960 : le mdium est stigmatis pour la pauvret du texte, pour la teneur
grotesque et caricaturale des illustrations, pour son contenu pulsionnel et violent, sans oublier le
pouvoir sducteur de limage (qui encouragerait laffabulation) et mme linintelligibilit mme de
la narration verbo-iconique. Les rapports de la Commission de surveillance sur les publications
destines la jeunesse, institue dans le sillage de la loi du 16 juillet 1949, constituent, aprs-
guerre, en France, lune des formalisations les plus abouties de ce discours de raction.
Une toute autre histoire des liens entre bande dessine et enseignement commence en 1970,
lorsque parat en France aux ditions de lEcole le livre pionnier dAntoine Roux : La Bande
dessine peut tre ducative. Ce retournement, prpar par la rvolution culturelle de 1968 et
lacculturation la BD dune nouvelle gnration denseignants, sexplique aussi parce quaux yeux
des milieux conservateurs, la bande dessine apparat dsormais comme un moindre mal face un
pril jug plus dangereux encore : la tlvision. La cration du festival dAngoulme, en 1974, rend
enfin lgitime, en 1977, la tenue la Roque dAnthron du premier colloque international Bande
dessine et ducation , bientt suivi dune seconde dition en 1979. Tous deux donneront lieu la
publication dActes : Lecture et bande dessine (Edisud, 1977) puis Histoire et bande
dessine (Objectif Promo Durance, 1979).
Dans le courant des annes 1980, les tudes en sociologie de la lecture montrent que, face
lvolution et aux mutations du public scolaire, il est ncessaire de repartir des pratiques relles des
lves et de leurs intrts, afin dviter les effets dexclusion lgard de la culture crite. En
France, tout est donc en place, durant cette priode, pour que la politique du tout culturel profite
aussi la bande dessine. Mais aprs le temps du mpris vient celui de la mprise : si la bande
dessine fait une entre en force dans les manuels scolaires, cest titre de prtexte. Quand elle
nest pas transforme en mthode dapprentissage de la lecture (mthode Boule et Bill, Magnard,
1988), elle habille le plus souvent les exercices de grammaire de nouveaux atours.
La lgitimation est pourtant en marche, travers le dveloppement des centres
documentaires (BCD et CDI) en milieu scolaire et les diffrents plans pour la lecture de 1989, 1993
et 1997, qui intgrent quelques bandes dessines dans les catalogues. Paralllement, lenseignement
de la lecture de limage, prn ds 1987 dans les textes officiels, se dveloppe en classe travers les
programmes de 1996 pour le collge, 2001 pour le lyce et 2002 pour lcole primaire.
Lanne 1996 est marque par lapparition dune rubrique bande dessine dans les
documents daccompagnement des programmes pour le collge, avec 80 titres recommands, de la
6me la 3me. En 2002, le mdium est galement inscrit dans la liste de rfrence des uvres de
littrature de jeunesse pour le cycle 3 de lcole lmentaire. Lanne 2008 marque, quant elle,
lofficialisation dun nouvel enseignement, celui de lhistoire des arts. La bande dessine est
mentionne explicitement parmi les arts du visuel et deux sries sont cites en exemple pour le
dernier cycle de lcole lmentaire : Alix, de Jacques Martin, pour accompagner ltude de la
priode gallo-romaine, ainsi que Vasco, de Gilles Chaillet, pour celle du Moyen-ge.
Officiellement, donc, la bande dessine est tudie en classe. Et pourtant elle demeure sans
conteste le parent pauvre de lenseignement des humanits lcole. Le mdium ne fait pas toujours
lobjet dun consensus favorable chez les parents ou les enseignants. Les uns et les autres
mconnaissent souvent les thories critiques qui le lgitiment. Si la bande dessine est entre peu
125
peu dans les bibliothques scolaires, les manuels et les cours plutt ceux de franais que dhistoire
ou darts plastiques , elle est encore utilise le plus souvent pour enseigner autre chose quelle-
mme. Force est de constater quon ntudie pas dalbum de bande dessine comme uvre
intgrale. Le nombre denseignants qui avouent ne pas tre familiariss avec lexpression artistique
du Neuvime Art reste consquent. Et mme quand les codes de lecture sont matriss par les
professeurs, ces derniers se heurtent invariablement un problme de taille : celui de la
transposition didactique. Quels dispositifs mettre en place, pour faire tudier ou pour faire produire
des bandes dessines en classe ?
Le retard provient en grande partie de la recherche pdagogique et didactique, qui ne sest
pas vritablement saisie dun objet encore peru comme secondaire et marginal. Ainsi, les tout
premiers colloques internationaux consacrs la fin des annes 1970 aux liens entre bande dessine
et ducation, nont gure t suivis, depuis, dautres manifestations, ni de vritables avances
thoriques. De ce manque de thorisation didactique en amont dcoule une approche souvent
strotype du mdium, largement rpandue dans les manuels scolaires, qui multiplient les
questions dobservation formalistes et techniques, souvent dtaches du sens, au risque de
dmotiver les lves.

Enseigner les langues avec la bande dessine

En didactique des langues et des cultures, la bande dessine est largement prsente dans
les manuels denseignement. Son entre en classe de langue date des annes 1970, lorsque slabore
lapproche communicative.
Sur le plan linguistique, la bande dessine permet de paraphraser, analyser, interprter,
comparer, dans la tradition de lexplication de texte . En outre, par la place quelle accorde aux
modes de communication non verbaux (attitudes, gestes, mimiques) ainsi quaux marques de
loralit, elle est galement inductrice, en classe, de simulations, de mises en scne et de jeux de
rles, qui permettent de parler avec ou dagir sur autrui, en produisant des actes de parole.
Sur le plan culturel, le jeu frquent que la bande dessine instaure avec les strotypes
culturels et sociaux, permet de dvelopper un travail sur les reprsentations que lon se fait de
lautre. Quelle reprsente des personnages enferms dans leur milieu ou en interaction avec
dautres cultures, elle favorise une rflexion sur les reprsentations croises, particulirement
bnfique pour la comptence interculturelle.
Le mdium dveloppe volontiers des fictions caractre plurilingue : nombre de bandes
dessines juxtaposent ou tlescopent des registres de langue, des sociolectes et dialectes diffrents,
correspondant des personnages tout fait typs. Pensons la syntaxe corche dun Popeye ou
langlais oxfordien du Surfer dArgent, qui ne manque pas dtonner plus dun Amricain. Lorsque
les fictions en bande dessine mettent en scne le tlescopage de ces pratiques langagires,
limage dun Ren Goscinny qui excelle, dans Astrix chez les Bretons, parodier le langage trs
posh de lUpper Middle Class en traduisant certaines expressions littralement, il apparat que la
bande dessine est tout fait propice problmatiser la question des mdiations entre les personnes,
cest--dire la capacit interprter, reformuler, la parole de lautre, mais aussi comprendre ses
comportements et adopter un comportement acceptable dans une socit multiculturelle.
Pour lors, les problmatiques lies ltude de la BD en classe sont de deux ordres. Le
premier tient aux obstacles interculturels, en contexte tranger de faible acculturation au mdium.
Dans la dmarche denseignement, comment se dcentrer suffisamment pour permettre la rception
et lappropriation dune forme dexpression qui nappartient ni la culture scolaire ni la culture de
rfrence du pays daccueil ? Et quelles passerelles mettre en uvre avec la culture existante ? La
question du dcentrement est en particulier incontournable lorsquil sagit de faire dcouvrir la
bande dessine franco-belge : en effet celle-ci est tellement ancre dans la culture francophone
europenne, que le risque dune dmarche ethnocentre nest jamais exclure.
Le second problme tient linstrumentalisation du mdium des fins prtextes. Comment
faire en sorte de dvelopper une dmarche intgre, qui articule lenseignement de la comptence
communiquer, lenseignement de la comptence culturelle et ltude des particularits smiotiques
126
du mdium, afin de mettre en valeur les singularits littraires et plastiques de luvre tudie ? Il
semble en effet essentiel que les uvres dauteur soient aussi tudies pour elles-mmes, afin den
apprcier la valeur esthtique et la porte littraire. Il sagit au final de reconnatre, dans les
productions des littratures dessines en langue cible, des valeurs universelles qui constituent notre
fonds commun dhumanit , autrement dit de construire la comptence transculturelle,
conformment lenseignement classique des humanits.
La priorit de lenseignement scolaire demeurera toujours latteinte des objectifs
dapprentissage qui sont les siens. Aussi est-il normal que lintgration de la bande dessine se fasse
tout dabord sur le mode de lusage, et que la bande dessine soit pense au service de finalits
ducatives extrieures. Mais une fois ce cadre pos et admis, une grande marge de manuvre
demeure dans la faon daborder ltude de la bande dessine en classe. La question est alors de
savoir comment viter une instrumentalisation trop rductrice du mdium. De ce point de vue, la
rflexion pdagogique et didactique sur la bande dessine semble faire preuve aujourdhui dune
maturit mme dimpulser ou de renouveler dans le bon sens les pratiques de classe.

Bibliographie

Mitterrand, Odette, Ciment, Gilles, LHistoire par la bande, bande dessine, histoire et pdagogie,
Syros, 1993.
Rouviere, Nicolas , Bande dessine et enseignement des humanits, Grenoble : Ellug, 2012.
Roux, Antoine, La BD peut tre ducative, Ed. de lcole, 1970 ; La BD, rfrences et suggestions
pdagogiques, CNDP, 1984 (rd. 1986). / Thiebaut, Michel, Histoire et bande
dessine , Mlanges Pierre Lvque, 3. Anthropologie et socit, Les Belles Lettres, 1989

FAVORISER LA MOTIVATION DES APPRENANTS. POUR UNE APPROCHE SOUPLE

ET RAISONNEE EN CLASSE DE LANGUE

Ciolacu Lola-Gabriela
Asoltanei Mihaela
Lyce thorique Mihail Koglniceanu, Vaslui

La ralit contemporaine, dmultiplie dans les variantes protiformes et polyphoniques de

la mondialisation, de la multiculturalit, de l`immdiat et de l`urgent, met la didactique actuelle des
langues en prsence d`un dfi des moins negligeables : susciter, favoriser et surtout maintenir la
motivation initiale des apprenants.
Dans le prsent article nous nous interrogeons exactement sur cette question centrale : la
motivation des apprenants et la mise en place d`une stratgie motivationnelle efficace intgrant
aussi l`exploitation de la bande dessine comme document de dpart motivant et stimulant. Ayant
dj sa propre place dans l`enseignement des langues trangres, cette forme narrative particulire
qui allie texte et image reprsente en effet un support trs ancr dans le quotidien des lves, trs
proche de leur environnement, mettant en avant le ludique et favorisant en mme temps le travail
des quatre comptences.
L`enseignant postmoderne se voit de nos jours oblig de changer progressivement ses
habitudes et ses pratiques : aprs avoir si longtemps cisel ses stratgies d`enseignement, il se
trouve de nouveau dans la position caduque de l`duqu, de l`apprenti, du rcepteur ; il doit se
mettre de nouveau dans la peau d`un apprenant, de l`apprenant qui apprend motiver ses
apprenants. Il apprend les motiver afin qu`ils puissent apprendre leur tour agir, voluer en
acteurs sociaux, construire avec d`autres acteurs sociaux une culture d`action commune dans le

127
sens d`un ensemble cohrent de conceptions partages 23. Une marche en boucle fascinante et
mystrieuse, car il n`y a rien de plus satisfaisant pour un enseignant que de voir s`entrouvrir et
rester ouvert le systme de rception formative de ses lves. L`enseignant - redevenu apprenant
apprend mettre en place des pistes motivationnelles efficaces destines stimuler l`intrt de son
public. Et il y a l un enjeu majeur car la motivation est perue comme moteur de l`apprentissage.
Dans ce contexte, le comment ? rhtorique ne tarde pas faire son apparition : Comment
faire perdurer la motivation et l`attention des apprenants ? Comment susciter l`intrt de son public
scolaire ? Comment maintenir la motivation initiale des apprenants tout en restant dans l`espace
scurisant de l`apprciatiation positive ? Comment viter l`ennui en classe de langues ? Comment
diagnostiquer pertinemment la dmotivation des lves pour en faire disparatre les symptmes?
Comment prendre en compte les besoins, les attentes et les centres d`intrt des apprenants afin de
donner du sens son acte pdagogique ? Comment dresser des passerelles pertinentes, utiles,
diversifies entre l`espace scolaire et le vcu des apprenants ? Comment viter le superflu, l`ennui,
l`artificiel, tous ces piges engendrs par la configuration scolaire obligatoire ?
Nous trouvons que tout enseignant, si dynamique et enthousiaste qu`il soit, est assez souvent
expos ce risque ; il s`est coup sr trouv au moins une fois dans cette zone d`inconfort
professionnel : des lves qui billent pendant le cours, qui chuchotent, qui jettent un coup d`oeil
furtif (ou non), sur leurs portables ou qui semblent plongs dans un univers intrieur visiblement
suprieur au discours de l`enseignant.
Face tant de dfis, cette rflexion pdagogique se propose de rpertorier quelques solutions
qui figurent nos yeux parmi les plus efficaces : donner du sens l`apprentissage, mettre
l`apprenant en confiance, favoriser les interactions, ne plus corriger en rouge (oui, nous trouvons
que le rouge est vraiment anxiogne), mettre en place un travail collaboratif, se rapporter davantage
l`environnement des jeunes, mettre en avant les activits ludiques.
Pour ce faire, le recours la bande dessine en classe de langues semble une rponse
pertinente et accessible. En effet, utiliser une bande dessinne comme lment dclencheur d`une
squence didactique permet une exploitation plurielle, ouverte la fois vers le littraire,
l`interculturel, l`crit, l`oral, l`interaction et la crativit. A partir d`une simple plache de bande
dessinne les lves peuvent tre mis en situation de recherche, de dcouverte, de mise en commun,
ce qui a le grand avantage de stimuler leur motivation et de rpondre l`un des aspects gagnats de
l`approche actionnelle, en l`occurrence le travail collaboratif.
Pendant longtemps, on a vu dans la place privilgie accorde l`enseignement de la
grammaire en classe de langues une menace l`gard du ludique, un rapport de forces, parfois
presque d`exclusion, instaur suite la rpartition quantitative ingale des composantes
linguistiques : grammaire, communication, vocabulaire. La communication et la grammaire se sont
toujours disput les positions gagnantes. L`alternance s`est opre seulement entre les deux
premiers rangs, la communication reprenant la premire position partir de l`avnement de
l`approche communicative ou s`alliant la grammaire sous la forme de la grammaire
communicative.
Cette tendance l`hgmonie entre les composantes linguistiques s`est progressivement
diminue, n`tant plus tellement explicite l`heure actuelle et cela grce aux efforts de
l`enseignant-concepteur d`en assurer une coexistence quilibre. Voil pourquoi on retrouve
aujourd`hui la bande dessine parmi les dclencheurs privilgis d`un cours de langues. Prcisons
donc le type de rapport qui s`tablit entre la motivation, le ludique et la bande dessine. Les
activits ludiques reprsentent l`une des premires solutions pour stimuler la motivation des
apprenants ; la bande dessine a une profonde dimension ludique, elle tient du ludique, elle met en
avant le ludique. Conclusion : la bande dessine favorise son tour la motivation des apprenants.
En plus, il convient de dire qu`elle favorise aussi l`interculturel et qu`elle relve mme
d`une approche interculturelle. Nous considrons que la bande dessine encourage la dcouverte et
la prise de contact avec les pratiques culturelles du pays cible, tout en sensibilisant les apprenants
23
Puren, Ch., L'volution historique des approches en didactique des langues-cultures, ou comment faire l'unit des
units didactiques , consult en ligne : http://www.tesol-france.org/uploaded_files/files/OJ-Puren05.pdf
128
l`altrit culturelle. Cette dcouverte de l`Autre par effets contrastifs permet l`apprenant de mieux
comprendre les spcificits de sa propre culture, tout en clarifiant et en nuanant les reprsentations
de la culture cible.
Comme la langue est l`expression linguistique d`une culture 24, nous avons la conviction
que tout cours de langues correctement labor doit prendre en compte la dimension culturelle de la
langue et par l, toucher l`interculturel.
Notons aussi un autre aspect trs important : la plupart des thmes prvus dans le
programme scolaire peuvent faire l`objet de pratiques culturelles intgres, savoir qu`ils
permettent l`approche contrastive, ils nous permettent de mettre en vidence les distances et les
points communs des deux codes culturels. Quelques exemples seulement de thmes permettant
l`approche contrastive et par l, interculturelle : L`univers familial, la famille franaise/la famille
roumaine, Les habitudes des Franais en matire de loisirs, Les ftes, les traditions et les coutumes /
l`identit franaise et l`identit roumaine, L`univers des mtiers et des professions, Les habitudes
alimentaires des Franais, Le patrimoine culturel et les personnalits culturelles, Le systme
d`enseignement et les tudes en France/en Roumanie. La bande dessine thmatique recouvre
pertinemment ce domaine, se montrant une fois de plus aussi proche que possible de l`univers
culturel des jeunes.
Partie intgrante du cours de FLE, l`exploitation de la bande dessine peut suppler aves
succs au manque d`authenticit du manuel scolaire. On le sait trs bien, la plupart des textes des
manuels de langue sont des textes prtextes 25 choisis pour des raisons parfois exclusivement
linguistiques et destins illustrer, identifier et faire acqurir certaines structures de la langue.
L`approche d`une bande dessine avec les armes de la lecture de l`image ou de l`expression orale
pourrait dtourner le cours de ses fins purement linguistiques pour le faire avancer vers des fins plus
nuances, plus communicatives ; l`accs au sens pourrait se faire partir des indices visuels, en
tissant des liens, en exerant le jeu de rles, l`intonation thtrale, en remplissant des bulles, en
laborant des scnarios ludiques. Voil quelques variantes d`exploitation de la bande dessine qui
servent varier d`une faon dynamique la structure du cours et mettre les apprenants en
confiance.
Utiliser la bande dessine en classe de FLE sert non seulement dclencher l`expression
orale et crite, mais aussi favoriser la motivation et l`interaction. Face un dclencheur si proche
de leur environnement, les apprenants se sentirons moins captifs dans un espace souvent peru
comme artificiel, ils seront plus autonomes, plus cratifs. Il s`agit en fait de choisir un focus, une
manire prioritaire de faire entrer le ludique en classe de langues, de le rendre plus enseignable en
vue de son emploi ultrieur, moins formel et non simul, dans un contexte social authentique.

BIBLIOGRAPHIE

DEFAYS, J.-M, DELTOUR, S., Le franais langue trangre et seconde : Enseignement et

apprentissage, Bruxelles, ditions Mardaga, 2003 ;
COURTILLON, J., laborer un cours de FLE, Paris, Hachette, 2003 ;
PORCHER, L., L`enseignement des langues trangres, Paris, Hachette Livre, 2004.

Sitographie

http://www.tesol-france.org/uploaded_files/files/OJ-Puren05
http://orbi.ulg.ac.be/bitstream/2268/89267/1/article%20publi%C3%A9%20sur%20la%20culture

24
Leylavergne, J., Parra, A., La culture dans l`enseignement/apprentissage d`une langue trangre , Zona Proxima,
n 13, 2010, p. 118, consult en ligne :
http://orbi.ulg.ac.be/bitstream/2268/89267/1/article%20publi%C3%A9%20sur%20la%20culture.pdf
25
Courtillon, J., laborer un cours de FLE, Paris, Hachette, 2003, p. 54.
129
 LA BD LE LIEN ENTRE LCOLE ET LE MONDE DE LENFANT
Mona Zahariea,
Colegiul Naional Spiru Haret,Tecuci

La bande dessine (BD ou bd) est un art, souvent dsign comme le " neuvime art
" ... En dfinition de ce qu'est la bande dessine, nous dirons que "c'est une suite de dessins tals
sur une ou plusieurs pages et ayant pour but de raconter une histoire (raliste ou non). Les
personnages s'y expriment l'aide de bulles de texte...Avec un crayon et un bout de papier et bien
entendu un brin d'imagination, on peut tre en mesure de faire rver, rire, pleurer, avoir peur,
sauter de joie..."
Passionn de lecture et de dessin ds ladolescence, le scnariste et illustrateur de BD
japonais, Jir Taniguchi affirme qu' il y a peu de bandes dessines qui se ressemblent, cest
chaque fois le travail propre un auteur. . La bande dessine est un document authentique trs
motivant dans la classe de FLE parce que les lves deviennent de vrais auteurs des BD car ils
sont mis dans de diffrentes situations de communication qui developpent leur imagination, leur
curiosit et leur spontanit. La BD est un excellent outil pdagogique qui dveloppe les quatres
comptences : la comprhension orale, la comprhension crite, la production orale et la
production crite. Par son aspect ludique et distrayant la BD peut aider les apprenants mieux
communiquer en franais. Elle utilise tous les genres narratifs (roman, conte, humour, science
ction etc..) avec une grande varit de moyens : couleurs, noir et blanc, photos, collages, images
numriques etc
La bande dessine est une reprsentation crite de la langue parle. Toutes les
informations ne sont pas donnes dans le dialogue, les images aident sa comprhension.
On sait que, du point de vue culturel, la BD est en France et dans le monde francophone
un vritable phnomne culturel, qui permet l'analyse des clichs et le travail sur des situations
varies et des registres de langue diffrents, sans oublier de mentionner un atout trs important :
lhumour.
Comment utiliser les Bandes dessines dans la classe de franais langue trangre? Et
comment raliser une BD?L'image et le texte sont dans une relation de complmentarit. On ne
doit pas oublier les parties : vignettes, casses, bulles, l'histoire, les personnages, les plans : plan
d'ensemble, plan moyen, plan amricain, plan rapproch, le gros plan, la forme des bulles et des
casses, les onomatopes et les couleurs.
Les grands principes de lecture de la BD sont : la lecture d'une planche (les units
narratives de base)- quand on veut travailler sur la bande dessine en classe, il faut tout dabord
sassurer que tous les lves savent lire une planche correctement; l'crit dans la BD ( les bulles
permettent de faire parler les personnages en intgrant le langage limage; il existe des bulles de
paroles mais aussi des bulles de penses ).
Le travail sur la bande dessine suscite un grand intrt chez la plupart des lves.Il faut
savoir saisir cette opportunit offerte par la bande dessine sans en abuser.
La diversit des documents authentiques que le cyberespace met notre disposition aide
l'enseignant construire des activits qui peuvent tre utilises dans la classe de langue trangre.
Parmi ces activits les BD peuvent devenir de beaux supports pdagogiques.Tout ordinateur
connect l'internet offre une multitude des documents qui enrichissent une leon de phontique,
lexique, culture et civilisation ou grammaire. Ce type de document authentique est
insuffisamment exploit tout en offrant l'accessibilit, la richesse ,des multiples possibilits pour
l'exploitation, adaptabilit aux diffrents niveaux de connaissances. Ce document prsente un
atout spcial, celui de rester la disposition de l' apprenant qui peut tudier, exercer et amliorer
ses comptences , en dehors de la classe de LE.
La bande dessine est avant tout un art visuel .

130
 Types d' activits:
Activit 1: lire la BD, s' arrter sur le contenu, la comprhension globale et dtaille,
travailler le vocabulaire- expressions et onomatopes.
Activit 2: enlever les bulles et demander aux lves de rcrire un texte por voir la
crativit des lves.
Activit 3: remettre l' histoire en ordre aprs avoir decoup les images.
Activit 4: inventer une toute autre BD sur un sujet donn.
Activit 5: composer une BD partir d'un rcit donn; imaginer ce qui a pu se passer
avant ou aprs l'vnement dcrit.
Activit 6: crire un rcit partir des quelques mots cls; raliser le scnario de ce rcit et
composer ensuite la BD.
Activit 7: "jouer" l' histoire dans la BD (petit spectacle: un narrateur et ses personnages).
Activit 8: composer une BD collectivement (chacun ralise au moins une vignette)
partir d'un rcit donn.
Activit 9: donner la premire et la dernire vignette aux apprenants; imaginer l'histoire et
composer la BD
Activit 10: Personnages de BD clbres; Identifier les caractristiques des hros
clbres de bandes dessines; tablir la carte d' identit des personnages !
et la liste peut continuer!

Fiche d' entranement

Objectifs : dcrire la personalit d'un personnage de BD; faire des hypothses;

situer les lments dans lespace.
Niveau : A1-A2
Document support : La Bande Ed - Au boulot http://labandeaed.over-blog.com/
Activits didactiques
tape 1
- Quels sont les personnages ?
- Que font-ils ?
- O se passe laction ?
- Quelle est la relation entre les personnages ?
- Donnez un titre la planche.
tape 2
- Dcrivez brivement une scne choix
- Comment vous semblent les personnages? Dcrivez-les!
- Inventez une BD l'cole- le "boulot" des enfants. Travaillez avec vos collgues.

Composer une BD mais comment faire?

Je ne sais pas faire de beaux dessins! - c'est un refrain qui vient chaque premire
sance de BD. Comment faire disparatre cette angoisse? D'abord, leur montrer des BD faites par
d'autres apprenants et leur expliquer que ce qui importe c'est de faire parler les personnages. S'il y
a encore des timides, faire une dmonstration au tableau-noir, l'aide des plus courageux. Un
exercice trs utile est de faire corriger les BD en classe, par groupes - critiquer, c'est trs
motivant, mme si c'est en franais! Bdessinateurs ou pas, la plupart des lves lisent des BD
avec plaisir, y compris ceux qui ne sont pas de trs bons lecteurs! Ne serait-ce pas une occasion
intressante de prendre appui sur leur envie pour faire entrer la BD dans le cours de franais?
Ce serait d'emble joindre l'utile l'agrable

131
 Sitographie

https://prezi.com/y1n_pb5nt1my/lexpression-ecrite-la-bande-dessinee/
http://www.eveil25.info/article-la-bande-dessinee-65231694.html
http://bdfle.wikispaces.com/file/view/Approche%20de%20la%20bande%20dessin%C3%A9e%2
0gr%C3%A2ce%20aux%20onomatop%C3%A9es.pdf
https://www.google.ro/search?q=tucky+iuky+BD&biw=1366&bih=643&source=lnms&tbm=isc
h&sa=X&ved=0ahUKEwi2vdfO47HLAhVMDZoKHQ8SDrcQ_AUIBigB#tbm=isch&q=marsup
ilami++BD&imgrc=kw4EnolLshytxM%3A
http://www.linternaute.com/cinema/magazine/la-bd-au-cinema/
http://fr.slideshare.net/Cdi_LgtBaimbridge/le-langage-de-la-bd-19322102
http://fr.slideshare.net/Cdi_LgtBaimbridge/le-langage-de-la-bd-19322102?next_slideshow=1
http://www.persee.fr/doc/comm_0588-8018_1970_num_15_1_1219
http://www.bloghoptoys.fr/des-bd-pour-developper-le-langage-et-les-habiletes-sociales-tout-en-
samusant?utm_campaign=shareaholic&utm_medium=facebook&utm_source=socialnetwork

LA BANDE DESSINE EN CLASSE DE FLE

Profesor Timi Leontina Claudia,

coala Gimnazial Nr. 1 Moisei, Maramure

Lamour de la profession est lune des pierres de touche du comportement pdagogique.

Lobjectif de notre profession, de notre travail, est, en gnral, de sortir de la routine, dessayer de
transformer la salle de classe dans un espace o il se passe quelque chose dextraordinaire.
Apprendre une langue trangre cest davoir la disposition de voir le monde dune autre manire,
dcouvrir un univers autre que le sien. Pour crer le dsir dapprendre on doit se crer une stratgie
lintermdiaire de laquelle on ralise un lien affectif positif entre llve et la langue. On doit
envisager lapprentissage du franais comme une approche qui fait appel tous les sens : loue, le
toucher, le got , lodorat, la vue. Et dici le besoin de diversifier les outils pdagogiques .La valeur
des activits dpend en bonne mesure de la formation et de la personnalit de lenseignant, mais
aussi des matriels pdagogiques et des aides divers dont il dispose.
Les bandes dessines ne sont pas encore, suffisamment exploites en classe de langue franaise,
mais cela pourrait tre un avantage parce quelles peuvent apparatre comme quelque chose de
nouveau et de ludique. Le caractre et les images comiques ont un trs bon rsultat dans la
transmission du message. En les utilisant on fait appel limagination, car le recours
limagination est utile tout niveau, bien que de faon diffrente. Associe au public jeune et
lamusement, la BD pourrait avoir pourtant toute sa place dans le contexte scolaire. Avec des
planches soigneusement slectionnes, il est possible pour lenseignant de concevoir des activits
dapprentissage originales et productives.
132
Quand on prononce le mot bande dessine on pense lamusement, la distraction des petits
enfants, une forme de se divertir tout en les regardant la tl ou en feuilletant des revues
spcialises. Aprs un tude plus approfondi, on peut remarquer que les bandes dessines peuvent
trs bien constituer un support didactique aim par les lves dont lutilisation en classe de langue
apporte un progrs majeur. Sous sa forme actuelle, la bande dessine constitue un mode de
narration utilisant une succession d'images incluant (sous la forme de "bulles", ou "ballons") les
rflexions, les sentiments ou les penses des protagonistes 26.
Une bande dessine est une suite dimages, accompagnes de mots dans des phylactres qui, mises
bout bout, forment une bande . La succession des bandes forme une histoire. Les bandes
dessines sont des rcits fonds sur la succession d'images dessines, accompagnes le plus
gnralement de textes. La bande dessine est un mode d'expression propre au XXe sicle, bien
qu'il soit n antrieurement ; il se distingue nettement des genres narratifs qui lui sont pourtant
apparents, comme le roman ou le roman-photo. 27
Les bandes dessines, en tant que documents authentiques, permettent aux enseignants de FLE
deffectuer un travail bnfique et positif pour les apprenants ; ils permettent dallier apprentissage
et crativit. Leur aspect ludique et leur richesse (culturelle, lexicale et grammaticale) favorisent
une manire de travailler diffrente, en classe et avec les apprenants 28.
Les personnages de BD sont presque toutes trs connues par les apprenants. En descendant de notre
monde dadultes dans leur univers, en connaissant les personnages tels :Tit euf, Astrix, Oblix,
Popeye le marin, les Schtroumpfs, Spirou , la Panthre Rose, etc., on ne fait que rduire le dcalage
dge qui existe entre nous, en les faisant plus proches, plus actifs, sans contraintes. En ce qui
concerne lemploi de limage en classe de FLE, on doit tenir compte de quelques conditions :le
graphisme, le montage et des caractristiques narratives.
En classe de FLE lexploitation des BD peut tre divise en trois niveaux : mthodologique, lexical,
de civilisation.
Lobjectif, au niveau mthodologique, est de dvelopper lindpendance et linitiative face des
documents authentiques (une BD), en variant les situations et les supports et de comprendre la BD
sans passer par les mots, en sappuyant sur les images, et arriver une comprhension globale du
document. Par exemple on demande aux lves de simaginer des dialogues entre les personnages,
ou de continuer une situation dj prsente dans la BD.
Au niveau lexical, il sagira dapprendre et dutiliser les expressions utilises par les hros des BD,
puis rinventer une autre fin ou lapparition des situations indites , et au niveau de civilisation , de
comparer les diffrentes coutumes (et expressions) selon les cultures.
Le public concern est un public de dbutants et de faux dbutants, (jeunes) adolescents ou adultes.
Pour le matriel, on pourra utiliser des photocopies dune BD avec des anniversaires ou des ftes,
au texte cach, de la photocopie de la BD avec le texte, de la photocopie de la BD complte (images
et texte) dont on aura fait disparatre certaines catgories de mots et de la photocopie de la BD
complte.
Pour avoir de bons rsultats le professeur doit jouer le rle de mdiateur entre les groupes dlves.
Le travail en quipe, en ce cas est plus efficient car y intervient lesprit de competition, Il sagira
travers cette activit dune dure de deux heures de permettre aux tudiants de shabituer au travail
par deux, par trois, par groupes, etc. ; le professeur, vritable facilitateur, doit passer dans chaque
groupe et donner les conseils ncessaires, corriger les productions crites et orales et finalement
rcompense les gagnants.
Pendant le cours, le professeur fait circuler les BD muettes, et propose aux apprenants de travailler
par deux. Il leur demande ensuite de reconstituer lhistoire oralement (dans la langue cible, dans le
cas de niveaux plus avancs) partir des images et dimaginer une fin ; cette premire approche
permet dexpliquer le contexte, de dfinir et de dcrire les personnages et leurs actions, de dcrire

26
Pierre Larousse, Paul Aug, Claude Aug, Nouveau Petit Larousse Illustr: Dictionnaire Encyclopdique, Ed.
Larousse, 1925, p. 145
27
Jean-Paul, Histoire du Comic Book : Des Origines 1954, Paris, Ed. Vertige Graphique, 2002, p10
28
http://www.edufle.net/La-bande-dessinee-en-classe-de-FLE, consult le 25 mars 2012
133
leur environnement physique et social. Il est important danalyser les gestes que viennent de faire
les personnages et de dfinir leurs relations, leur mode dinteraction. Les apprenants confrontent
leurs ides et mettent des hypothses. Ds que le thme a t cern, le professeur enseigne les
diffrentes expressions aux tudiants, qui en connaissent peut-tre dj certaines.
Au cas dune BD qui prsente des anniversaires ou des ftes on peut trs bien introduire des
expressions comme : Joyeux Nel, Bonne (et heureuse/joyeuse) anne, Bonne anne, Bonne sant,
Joyeuses ftes, Meilleurs vux, Tous mes vux de bonheur pour la nouvelle anne, Vux de Joyeux
Nel, bonne et heureuse Nouvelle Anne, de la part de nous tous, Bonne Anne et meilleurs vux de
bonheur !
Partir dune BD muette on arrive avec nos apprenants faire parler, inventer, rflchir >>.De
plus, la langue de la BD est une langue de tous les jours, qui de par son style conversationnel,
permet de travailler sur des situations varies et des registres de langue diffrents, sans oublier de
mentionner un atout trs important : lhumour.
La Bande Dessine ne joue pas seulement un rle dans la communication et la transmission du
savoir et du savoir-faire. Elle facilite lmergence de mdias froids et donc dun savoir tre faisant
passer llve du statut de sujet celui de personne citoyenne. 29
Comme exemple dactivits en classe de FLE, on peut mentionner, except les jeux de rle et les
exercices oraux, le travail sur lexpression crite et sur la grammaire.
a) Travailler sur lexpression crite
Ces activits permettent de travailler lexpression crite avec un support simple et exigeant la
fois. Une planche de bande dessine dont le texte est effac laisse le champ libre limagination
tout en imposant des contraintes. Llve doit en effet prendre en compte les indices contextuels
dlivrs par les images : genre du rcit, poque de lhistoire, style des personnages, expressions
des visages, etc.
b) Travailler sur la grammaire
Un document authentique tel que la bande dessine peut servir aborder la grammaire
autrement. Le caractre humoristique des bandes dessines permet de fixer dans la mmoire des
lves des notions grammaticales. Selon la nature et la difficult du point tudi, on peut
introduire ce support original et motivant avant, pendant ou bien aprs ltude.

BIBLIOGRAPHIE ET SITOGRAPHIE
Ducourant Bernard, L'art de la B.D., Ed. Glnat, 1983, p.12
Larousse Pierre, Aug Paul , Aug Claude , Nouveau Petit Larousse Illustr: Dictionnaire
Encyclopdique, Ed. Larousse,Paris, 1925, p. 145
Jean-Paul, Histoire du Comic Book : Des Origines 1954, Ed. Vertige Graphique, Paris,2002,
p10
http://www.edufle.net/La-bande-dessinee-en-classe-de-FLE, consult le 25 mars 2012

Ducourant Bernard, L'art de la B.D., Ed. Glnat, 1983, p.12

134
 LE DOCUMENT AUTHENTIQUE EN CLASSE DE FLE LA BD

Prof. Miron Magdalena

Colegiul Naional Spiru Haret Tecuci, judeul Galai

Dans la thorie de la didactique du FLE, le document authentique est considr tout

document (crit/sonore/audiovisuel) qui, lorigine, na pas t conu pour une classe de langue,
autrement dit, qui n'a pas t ralis des fins pdagogiques.
D. Coste et R. Galisson, dans leur Dictionnaire de didactique de langues, proposent une
dfinition du document authentique qui est tout document, sonore ou crit, qui na pas t conu
expressment pour la classe ou pour ltude de la langue mais pour rpondre une fonction de
communication, dinformation, ou dexpression linguistique relle. Un extrait de conversation
enregistre, un article de journal, une page de Balzac, un pome, un communiqu de presse, un tract
politique, une rclame, un mode demploi, un panneau publicitaire sont des documents
authentiques. Authentique soppose fabriqu pour la classe, mais ne signifie pas ncessairement
naturel ou spontan 30. Ce sont des documents qui existent dans la ralit pour rpondre des
besoins de communication (informer, persuader, amuser). Ainsi, daprs eux, un document fabriqu
ou construit est-il tout texte labor pour tre utilis en classe, dans une perspective
rigoureusement pdagogique, cest--dire avec des moyens linguistiques choisis et limits avec des
finalits prcises.
Dans le Dictionnaire de didactique du franais langue trangre et seconde le document
authentique est tout message labor par des francophones pour des francophones des fins de
communication relle . La caractrisation dauthentique dsigne donc tout ce qui nest pas conu
lorigine pour la classe. Le document authentique renvoie un foisonnement de genres bien typs
et un ensemble trs divers de situations de communication et de messages crits, oraux, iconiques
et audiovisuels, qui couvrent toute la panoplie des productions de la vie quotidienne, administrative,
mdiatique, culturelle, professionnelle, etc. 31
Lobjectif de la leon de FLE est dapprendre aux lves communiquer dans une langue
courante, naturelle et on est convaincu que cest normal de sappuyer sur des textes et des
documents authentiques. Lentre de lauthenticit dans la classe de franais correspond un
enseignement tourn vers la vie et lactualit, plus sensible aux motivations et aux besoins de
llve, encourageant les apprenants adopter une attitude plus crative.
Utiliser un document authentique en classe de FLE ne signifie pas le prsenter tel que nous
l'avons trouv. Nous devrions faire une analyse prliminaire du document authentique choisi pour
illustrer un certain aspect du FLE: identifier lintrt quil reprsente pour la classe de FLE ;
consulter le document en entier avant de lexploiter ; valuer le niveau de la langue et sassurer de
son adquation par rapport au niveau des lves; vrifier la fiabilit de linformation transmise par
le document.
Aprs cette analyse prliminaire, nous pouvons commencer le traitement pdagogique du
document authentique afin de l'intgrer dans notre classe de FLE: vrifier la correspondance entre le
document authentique et lobjectif pdagogique de la leon en tenant compte du niveau des lves;
tablir le type dexploitation (comprhension orale, comprhension crite, expression orale et/ou
expression crite, dveloppement des connaissances, des savoir-faire, des savoir-tre); choisir
l'tape de la leon dans laquelle nous aimerions employer le document authentique slectionn;
prparer des activits pdagogiques diverses sur le document.
Le travail avec les documents authentiques offre, sans doute, des avantages indniables et
veille toujours lenthousiasme des lves parce que leur emploi permet davoir accs au quotidien

30
Galisson, R., Coste, D., Dictionnaire de didactique des langues, Hachette, Paris, 1976, p. 59.
31
Cuq, J.-P. (coord.), Dictionnaire de didactique du franais langue trangre et seconde, CLE International, Paris,
2003, p. 29
135
de la culture et de la civilisation franaises, les lves les trouvant plus motivants que les documents
conus pour lenseignement de la langue.
La BD est un document authentique des plus vivants et des plus motivants. Les bandes
dessines, en tant que documents authentiques, permettent aux enseignants de FLE deffectuer un
travail bnfique et positif pour les apprenants, ils permettent dallier apprentissage et crativit.
Leur aspect ludique et leur richesse (culturelle, lexicale et grammaticale) favorisent une manire de
travailler diffrente, en classe et avec les apprenants.
Dans son article lcole de la BD, la BD lcole, Sylvie Grain sadresse prcisment aux
enseignants dsireux de faire travailler leurs lves sur la bande dessine, mais qui nen matrisent
pas totalement les cls. Pour les y aider, elle prsente les diffrents ingrdients qui composent une
BD (lhistoire, le dcoupage, la construction graphique, les codes idographiques, etc.) et propose
diffrents types dactivits possibles autour dune BD : lecture, production crite, production orale,
interdisciplinarit, etc. Textes et images sy entremlent pour mieux nous raconter des histoires
dont la richesse est gale lextrme varit des ingrdients qui entrent dans leur composition et
avec lesquels les auteurs, dessinateurs ne cessent dinventer32
Mme si ses possibilits dutilisation en classe sont multiples, il sagira tout dabord de
comprendre une BD globalement partir de lobservation de limage, du dessin, de rflchir sur les
procds graphiques pour introduire le document. On visera ensuite un entranement la
comprhension crite et lexpression orale, la BD devenant ainsi un vritable dclencheur
dexpression: raconter lhistoire selon diffrents points de vue, trouver un titre, imaginer ce qui sest
pass avant, ce qui se passera aprs, imaginer le contenu des bulles, trouver le mot de la fin, rviser
et enrichir son vocabulaire, manipuler certaines structures grammaticales et des actes de parole en
situation authentique. On passera enfin lexpression orale pure, en dveloppant la crativit des
apprenants. Il est par exemple possible de jouer et de mettre en scne les dialogues de la BD, ou
ceux invents par les apprenants.
La bande dessine constitue un excellent outil pdagogique pour faciliter et dvelopper les
quatre comptences: la comprhension crite, lexpression crite, la comprhension orale et
lexpression orale.

Une dmarche pour lexploitation de la BD en classe de FLE

Avant de pouvoir travailler sur une BD, il faut dabord la lire. La lecture dune bande
dessine ne se limite pas celle des textes contenus dans les bulles mais sexerce sur lensemble
texte/image, il sagit dune apprhension globale de cet ensemble, cest dire la complmentarit
entre llment iconique et llment linguistique. Cest partir de ladjonction entre les deux
lments que va natre chez lapprenant le plaisir de lire en reconstituant la succession des vignettes,
car le rcit va se construire partir de cette suite dimages, organise en squence. Tous les indices
visuels vont aider structurer linformation donc comprendre le langage de la BD. La bande
dessine fait partie intgrante de la culture franaise. Une bande dessine a lavantage de
reprsenter la langue orale en laccompagnant dune image, une reprsentation crite de la langue
parle. Toutes les informations ne sont pas donnes dans le dialogue, les images aident sa
comprhension. La typographie et la prsentation sur la page sont importantes. On fera remarquer
aux lves les diffrentes sortes de bulles : ligne continue quand les personnages se parlent voix
haute ; ligne coupe quand ils se parlent voix basse ; zigzag quand la voix arrive par un
intermdiaire comme la tlvision. Un travail sur le vocabulaire, sur la langue des personnages
simpose. La bande dessine est une reprsentation crite de la langue orale. Les personnages
parlent une langue de tous les jours. On pourra sarrter sur des mots et expressions comme : zut ;
beurk; chut; tiens; toc-toc; jen ai marre etc. Chaque apprenant de la classe fera, ds le premier
contact avec le support BD, sa propre lecture, cest dire quil donnera un sens chaque page selon
les indices quil aura relevs et mis en relation.

32
http://crdp.ac reims.fr/cddp10/ressources/sdl/dossiers/bd/BD.pdf
136
 Lenseignant peut dcouper les images et demander aux lves de remettre lhistoire dans
lordre. Cest un travail sur la comprhension de ce qui est dit. Cest un exercice qui permet
galement de voir si les lves sont en mesure de suivre une logique dans une langue trangre.
Comprennent-ils ce quils sont en train de lire ?
Aprs avoir tudi un pisode, on peut choisir une autre histoire, vider les bulles et
demander aux lves de rcrire un texte. Le but est de voir si, avec des images, les lves sont
capables dcrire une histoire quand ils ont des indications donnes par les dessins. Cest un
exercice dcriture qui demandera aux lves de se servir de tous les outils de langue quils
possdent : vocabulaire, formulation des questions, phrases courtes, etc. On peut compliquer
lexercice en donnant des consignes telles que : utilisation de limpratif, utilisation de certains
mots choisis lavance, etc.
Un autre exercice dcriture serait dinventer une autre histoire: bulles et texte. Les lves
doivent alors tout inventer. On leur demandera dcrire la suite dun pisode. Il sera ensuite possible
de comparer lhistoire invente avec ce que lauteur aura lui mme crit.
On peut terminer un cours de franais sur une BD par une activit ludique sur la langue
orale: la mise en scne dun ou de plusieurs pisodes. Il est possible de diviser la classe en groupes,
chacun dentre eux rejoue un pisode, on peut alors avoir plusieurs sketches. Cest une faon de
voir si les lves comprennent ce quils lisent, de les entendre dire ce quils ont lu.
Document authentique trs motivant, la bande dessine introduit en classe un esprit de
dtente grce son contenu socio-culturel trs riche qui permet de faire connatre le comportement
et la mentalit des Franais. Elle met en place des situations de communication complexes qui
dveloppent limagination, la curiosit et la spontanit des lves, leur apprenant sourire en
franais.

Bibliographie et sitographie
Galisson, R., Coste, D., Dictionnaire de didactique des langues, Hachette, Paris, 1976
Cuq, J.-P. (coord.), Dictionnaire de didactique du franais langue trangre et seconde,
CLE International, Paris, 2003
http://www.rpkansai.com/bulletins/pdf/018/052_056_morlat.pdf
http://www.francparler-oif.org/la-bande-dessinee-en-classe-de-fle/
http://crdp.ac-reims.fr/cddp10/ressources/sdl/dossiers/bd/BD.pdf

LEXPLOITATION DE LA BANDE DESSINEE DANS LA CLASSE DE FLE

Muraru Camelia, Prof.limba francez,
coala Gimnazial V. Alecsandri Baia Mare

Apprendre une langue trangre cest dcouvrir non seulement un univers linguistique
diffrent, mais aussi une culture diffrente.
Dans la lumire de nouvelles pdagogies, l'utilisation de documents authentiques dans la
classe de franais joue un rle important dans le processus d'apprentissage d'une langue trangre.
Les documents authentiques sont des documents qui n'ont pas t conus l'origine pour un
cours de langue. Ils font partie des principaux supports permettant de proposer diverses activits
aux apprenants afin de dvelopper leurs comptences linguistiques et culturelles.
Dans une approche communicative de l'enseignement / de lapprentissage des langues,
l'importance des documents authentiques est souligne car ils ont t conus dans un objectif
communicatif et non pour seulement illustrer l'usage d'un aspect particulier de la langue cible : les
apprenants les trouvent pour cela probablement plus motivants que les documents conus pour
l'enseignement de la langue.
137
 Les documents authentiques servent dappui dillustration et reprennent le contenu ou la
thmatique des matriaux fabriqus. Lintrt du document authentique rside justement dans le fait
quil permet de travailler sur les enchanements des actes et quil reprsente une situation
globalement.
Parmi les documents authentiques crits qui du point de vue pdagogique prsente beaucoup
davantages fait partie la bande dessine.
Lintroduction dans la classe de FLE de la bande dessine permet de retrouver la richesse
dune langue authentique (elle offre aux apprenants une acquisition linguistique par le contact avec
la langue cible) et aussi de faire connatre le comportement et la mentalit des Franais (elle leur
offre aussi la dcouverte culturelle et socioculturelle de la France ou de lespace francophone).
Document authentique trs motivant la BD introduit dans la classe un esprit de dtente grce
son contenu socioculturel trs riche. Elle met en place des situations de communication complexes
qui dveloppent limagination, la curiosit et la spontanit des lves et leur apprennent sourire
en franais.
Associe au publique jeune et la distraction la BD a pourtant une place bien prcise dans
le contexte scolaire.
La bande dessine nest pas une forme dcrit que lon tudie frquemment et pourtant de
nombreux enfants lisent facilement ce genre de texte en dehors de lcole. Ne serait-ce pas alors une
occasion intressante de prendre appui sur leur envie pour leur proposer des situations
dapprentissage ?
Les bandes dessines sont gnralement construites sur des scnarios structurs ; les
planches et les vignettes sont soigneusement labores en fonction de codes ayant des significations
prcises.
Comme matriel complmentaire la bande dessine offre des multiples possibilits
dutilisation en classe au cadre de lapprentissage de diffrentes comptences en lien avec des
situations de communication qui permettent une approche pratique aussi bien que thorique du
franais langue trangre.
La question qui se pose donc est : comment la bande dessine peut-elle tre le point de
dpart dactivits orales ou crites dans la classe de FLE ?

Voyons donc quels sont les lments exploitables dune bande dessine :
Le thme Des genres de BD il y en a autant que des genres littraires : conte, aventure,
historique, science fiction, vie quotidienne, policier, fantastique, humour etc.
La construction graphique La BD joue la fois sur la page et sur les cases qui la
composent comme autant de morceaux de puzzle. Chaque case peut tre traite comme un
tableau, une scne de thtre ou un plan cinmatographique.
Les codes idographiques. Il sagit dun langage, dune grammaire qui permettent
dexprimer le mouvement, dexprimer le son, un bruit (onomatopes), dexprimer en fin la
psychologie et les sentiments du personnage.
Le signe graphique, plac dans le contexte particulier dune image parle aussi bien, voire
mieux quun mot.
Les codes expressifs du corps humain. La bande dessine utilise toutes les nuances du
langage, du corps, de la gestuelle pour tracer une motion sur le papier. Il sera donc facile
dexploiter cette richesse avec les enfants en leur proposant dimiter physiquement un
personnage, de mimer une situation, une motion, de jouer un mini-sketche.
Les bulles servent la lisibilit du texte, dans un ordre qui respecte le sens de la lecture. Par
leur forme, leurs mots, leur taille elles apportent le son dans limage.

Un autre problme important qui se pose, du point de vue mthodologique, est le choix du
document.

138
La bande dessine choisie tre utilise en classe est essentielle pour la russite du projet de
communication propos. Selon le niveau de la classe et les comptences dvelopper il serait
ncessaire de grer la complexit de la BD. Donc il faut choisir en fonction de :
nombre de vignettes ;
prsence ou absence des bulles ou de texte ;
longueur du texte crit dans les bulles ;
complexit du vocabulaire utilis ;
abondance de dtails dans les dessins ;
succession des actions (schma narratif).

En tant que documents authentiques, les bandes dessines permettent aux enseignants
deffectuer un travail bnfique et positif pour les apprenants ; ils permettent dallier apprentissage
et crativit. Leur aspect ludique et leur richesse culturelle, lexicale et grammaticale, favorisent une
manire de travailler diffrente en classe et avec les apprenants.

La BD mode demploi

Les possibilits dutilisation en classe sont multiples. Il sagira tout dabord de comprendre une BD
globalement partir de lobservation de limage, du dessin, de rflchir sur les procdes
graphiques, de dvelopper lexpression orale, en bref dintroduire le document.
On visera ensuite un entranement la comprhension crite et lexpression orale, la BD
devenant ainsi un vritable dclencheur dexpression : raconter lhistoire selon diffrents points de
vue, trouver un titre, imaginer ce qui sest pass avant, ce qui se passera aprs, imaginer le contenu
des bulles, trouver le mot de la fin, rviser et enrichir son vocabulaire, manipuler certaines
structures grammaticales et des actes de parole en situation authentique.

On travaillera la production crite par un exercice dimagination : donner la suite de lhistoire ou du

dialogue, crire un synopsis ou remplir les bulles vides avec dautres dialogues.
On passera enfin lexpression orale pure, en dveloppant la crativit des apprenants. Il est par
exemple possible de jouer et de mettre en scne les dialogues de la BD, ou ceux invents par les
apprenants.
En conclusion la bande dessine cest une histoire qui se raconte en images, une lecture o les
lments qui font sens sont la fois dans les mots, dans le graphisme, dans la gestuelle des
personnages, dans la forme des cases, dans les couleurs, dans les blancs. Et il faut goter tout cela
pour en apprcier la pleine saveur.

FICHE PEDAGOGIQUE
Document supports : Bande dessine Les Profs - Interro-surprise par Pica et Erroc (Bamboo
Edition)

Niveau A2
Objectifs communicatifs Vocabulaire

identifier la situation (place et moment) lexique relatif lcole

dcrire un lieu les adjectifs qualificatifs
dcrire un personnage
imaginer lidentit dun personnage
Comptences vises :
- Comprhension crite
- Production crite et orale

139
Droulement

1. Activit 1 Quavez-vous vu ?
Distribuer les cases 1 et 2 de la bande dessine et faire la lecture des images sans le texte.
Demander aux apprenants dobserver attentivement les deux cases et de dcrire la situation
(lieu, moment, personnages).
Noter au tableau les ides des lves.
Noter au tableau le vocabulaire relatif lcole.
Faire la lecture du document avec le texte et vrifier les hypothses mises.
2. Activit 2 - Que va-t-il se passer ?
Distribuer les cases 3 et 4
En petits groups, proposer des rponses possibles.
Les apprenants vont crire leurs phrases au tableau.
Mise en commun des ides.
3. Activit 3 Qui est ce personnage ?
Distribuer les derniers quatre cases
Demander aux apprenants de dcrire un de personnages avec le maximum de dtails. Imaginer
son nom, son ge.
Prsenter le portrait devant la classe.
Imiter physiquement un personnage ;
Remployer les notions linguistiques et les notions communicatives pour faire le
portrait dun professeur (ayant le modle de la BD : dessin et mots).

140
BIBLIOGRAPHIE
Anghel, Manuela Delia, Petrior, Nicolae Florentin, Guide pratique pour les professeurs de
franais, Editura Paradigme, Piteti, 2007, p. 13
Brard, Evelyne, Lapproche communicative. Thorie et pratique, CLE International, Paris,
1991, p. 50 - 53
Boiron, Michel, Rodier, Christian, Documents authentiques crits, CLE International, Paris,
1998, p.2 - 3
Cremarenco, Simona Lapproche du document authentique en classe de FLE, Editura
Teocora, Buzu, 2009, p. 145 - 146
Ocnean, Iulia, La BD en classe ? Pourquoi pas ?, dans Bulletin dinformation pdagogique,
Centre Culturel Franais Cluj Napoca, no. 16, mars 1999, p. 16 18
Zdrenghea, Rodica, Image et communication, dans Bulletin dinformation pdagogique, Centre
Culturel Franais Cluj Napoca, no. 5, mars 1995, p. 8 -9

INTEGRER LINTERCOMPREHENSION DES LANGUES ROMANES

DANS LA CLASSE DE FLE

Prof. Grigore Nicoleta-C.N.E.T, Targu-Jiu

Nous vivons donc dans un monde de pluralit, dans lequel notre quotidien est fait de contacts
avec une multitude de langues, de nationalits, entre les pays comme au sein dun mme territoire.
Les frontires seffacent en mme temps que les identits saffirment. Les langues cohabitent mais
entre elles se dresse parfois injustement le mur de lincomprhension. Alors, paradoxalement la
reconnaissance individuelle des identits, des cultures et des langues, lautomatisme du recours
langlais se cre. Pourtant, parfois ce recours nest pas ncessaire, car au del dun apprentissage
singulier de toutes les langues, il existe dautres moyens de communication. En effet, depuis dj
plus dun sicle, se pose cette question de la langue internationale, laquelle nous avons rpondu
par langlais alors que certains mouvements ont essay dy rpondre par dautres moyens, tels que
lespranto, linterlingue ou encore lintercomprhension. (Collet Marion)
Lintercomprhension est dfinie comme forme de communication plurilingue o chacun
comprend les langues des autres et sexprime dans la ou les langue(s) quil matrise. Ce mode de
communication est tout particulirement adapt entre locuteurs de deux langues dune mme
famille.
Le professeur Liana Pop observe que : Trs souvent, non seulement les locuteurs instruits, mais
galement les utilisateurs empiriques dune autre langue romane font des considrations
mtalinguistiques sur les langues quils sont en train de confondre/ confronter/comparer
implicitement ou explicitement, en parlant. Un premier aspect qui rend compte de la conscience
linguistique des locuteurs est leur contact avec la nouvelle langue, le constat, agrable, pendant
lapprentissage, de la transparence romane [] Liana Pop-Langues romanes en contact : pour
de nouveaux corpus danalyse
Et partir de lide de transparence au niveau linguistique et lexical le professeur de FLE peut
rendre ses lves conscients de leur bagage informationnel, de leur environnement linguistique.
Lenseignement-apprentissage du franais visera des comptences linguistico-communicatives
plurielles, la dmarche didactique motivera lapprenant de valoriser son profil langagier et de
savoir interagir en situation de contacts de langues ou de cultures http://carap.ecml.at/.

141
 On pourrait proposer aux apprenants plusieurs types dactivits qui les rendent conscients du
degr de parente des langues romanes, des exercices de comprhension orale/crite, des
parallles/comparaisons entre les systmes linguistiques vises.
Lactivit suivante propose une dmarche didactique base sur lintercomprhension du franais, de
lespagnol et de litalien partir des documents authentiques.

Prsentation de lactivit

Type de travail
Caractristiques de lactivit cre
Nom donn lactivit: Le carnaval?
Type de support : documents crits: http://fr.euronews.com/
Objectifs
Langue(s) vise(s) : plusieurs langues : litalien/lespagnol/le franais ; la langue de
Rfrence : le franais
Activits langagires : comprhension de lcrit/production.
Comptences linguistico-communicatives plurielles : 1.1.1. Valoriser son profil langagier ; 1.2.2.
Adopter des procdures d'apprentissage rflexif ; 1.3.1. Souvrir la diversit linguistique et
culturelle; 1.3.2. Assumer sa position dapprenant en IC ; 4.2.1. Savoir reconnatre le format global
dun texte crit; 4.2.3. Comprendre le sens des mots et expressions ; 4.3.1. S'appuyer sur le lexique
aisment identifiable ; 4.3.4. Savoir faire des hypothses sur le sens des mots partir des contextes
smantiques et discursifs ;
Dimension : lexicale, grammaticale, pragmatique.
Description du droulement de la sance et des tches
Dure:50 minutes
Niveau : B1+/B2
Liste et chronologie des tches :
Comprhension globale
Comprhension dtaille
Identification des mots transparents/opaques
Reprage des mots qui aident enrichir le vocabulaire franais
Observation des correspondances grapho-phonologiques de certains groupes.
Ralisation dun slogan publicitaire

Fiche-apprenant

I.a Avez-vous reconnu la langue de chaque texte prsent ?

1. .
2.
3. ..

b. Quel titre pour quel texte?

1.El Carnaval de Venecia vuelve a llenar de mscaras los canales de la ciudad-
2.Venise lheure de la fte-
3.Via al Carnevale di Venezia, tra spettacoli e sapori-

II. Retrouvez les mots lis au thme du carnaval/de la fte et compltez le tableau suivant:

142
 FRANAIS ITALIEN ESPAGNOL

1.
2.
3.
4.
5.
6.

Quest-ce que vous constatez? Y a-t-il des mots communs ? Y a-t-il des diffrences ?
III Comparez les listes des mots suivants et faites attention aux modifications orthographiques
dune langue lautre :
Festa/fte/fiesta (lorigine: le mot latin festa dies)
Incredibile/incroyable/increible (du latin credibilis)
Perfetto/parfait/ perfecto (du latin perficio)
Quelles quivalences graphiques avez-vous repres?

IV.A laide dun dictionnaire en ligne, recherchez les quivalents franais des mots suivants :
-sogno :
-(ha) regalato :
-deleitaron:
-regresado:
Quest-ce que vous constatez ?
V. Imaginez un slogan publicitaire pour le Carnaval de Venise 2017 qui soit compris par nimporte
quel locuteur des langues romanes tudies !

Textes-supports

1. La storica regata apre le celebrazioni del Carnevale di Venezia, il corteo dacqua da Punta della
Dogana ha attraversato tutto il Canal Grande sino a raggiungere il popolare Rio di Cannaregio.
Al via, dunque, la celebre festa in maschera che vanno avanti fino al 17 febbraio con tema
lalimentazione. un po diverso dal carnevale brasiliano ma Venezia unica, un sogno essere
qui, dice una turista. incredibile, tutto perfetto, davvero bellissimo, le fa eco unaltra.
Larrivo delle barche ha dato il via alla festa con lapertura degli stand enogastronomici.
Sabato sera lanteprima del carnevale di Venezia ha regalato uno spettacolo straordinario: una
coreografia messa in scena nellaria e nellacqua.
Solo un antipasto, per rester in tema, del magico banchetto del carnevale veneziano, tra
spettacoli e sapori. Rigorosamente in maschera.

2. Le Carnaval de Venise se tiendra du 7 au 17 fvrier, mais les premiers spectacles ont lieu ce
week-end dans la Cit flottante avec justement les ftes vnitiennes sur leau. Au programme
rassemblement des barques traditionnelles et des touristes ravis qui viennent parfois mme du
Brsil.

143
Cest diffrent du Carnaval du Brsil dit Cristiane Marquez, une touriste brsilienne. Mais Venise
est unique, cest un rve dtre ici pour les clbrations.
Mme enthousiasme de Suk Jung, une touriste sud-corenne.
Cest incroyable dit-elle, cest vraiment parfait, magnifique, merveilleux, je trouve.
Cette anne, le thme du Carnaval de Venise aura pour thme la fte la plus gourmande du
monde. En plus des incontournables concours des plus beaux costumes et des plus beaux masques,
on peut sattendre quantit de ballons gonflables qui prendront la forme de fruits et de toute sorte
de plats quon peut trouver sur les tables italiennes.

3. Las mscaras han regresado a Venecia para que miles de visitantes del mundo entero disfruten de
su famoso carnaval. Una fiesta invernal que naci a finales del siglo XIII y que a pesar del tiempo
inunda de emocin y misterio la ciudad de los canales.
La tradicional regata de gndolas ha dado el pistoletazo de salida a 17 das de fantasa en los que lo
ms visible es lo que se esconde tras las mscaras.
Es un poco diferente al de Brasil pero Venecia es nica as que es un sueo estar aqu celebrando
esta fiesta, deca una turista brasilea.
Es increble. Es bonito, maravilloso y perfecto, aada otra visitante de Corea del Sur.
La noche del sbado fue el punto de partida de un carnaval que este ao tiene como tema la poesa y
la comida. Bajo el ttulo el banquete ms delicioso del mundo, decenas de estructuras flotantes y
de saltimbanquis deleitaron a venecianos y turistas que se apostaban en los puentes de la ciudad.
El Carnaval de Venecia acaba este ao el 17 de febrero.

BIBLIOGRAPHIE/SITOGRAPHIE
Sous la direction de lvarez ,Dolores, Chardenet ,Patrick, Tost, Manuel -
Lintercomprhensionet les nouveaux dfis pour les langues romanes-Agence Universitaire de la
Francophonie Union Latine, Paris,2011
Gauchola, Roser, Murillo, Julio Une approche exprimentale de lintercomprhension orale :
optimiser la perception phonmatique du franais par des locuteurs hispanophones et
catalanophones in Lintercomprhensionet les nouveaux dfis pour les langues romanes-Agence
Universitaire de la Francophonie Union Latine, Paris, 2011
Collet, Marion Lintercomprhension en langues romanes en milieu scolaire : recherche-action sur
linsertion curriculaire de cette discipline au lyce Europole- Grenoble , Grenoble ,2011
Pop, Liana -Langues romanes en contact : pour de nouveaux corpus danalyse
in Lintercomprhensionet les nouveaux dfis pour les langues romanes-Agence Universitaire de la
Francophonie Union Latine, Paris,2011
http://carap.ecml.at
http://www.ecml.at/Portals/1/documents/intercomprehension-2015_enligne.pdf
www.lexilogos.com/
www.larousse.fr /
https://www.miriadi.net/

144
 LES EXERCICES DE LANGAGE FONDS SUR LOBSERVATION DANS LA CLASSE
DE FRANAIS LANGUE TRANGRE

Professeur: Stelua Drmbu

Collge National Nicolae Blcescu, Brila

Les mthodes de FLE de dernire gnration tentent de se renouveler en proposant des

activits trs diffrentes dans cette comptence : la conversation, les exercices structuraux
(rptition, substitution, transformation, expansion, dialogue dirig, compltion), la simulation, la
traduction, lcoute de squences radio/vido, lcoute dextraits littraires, lcoute dinterviews,
lcoute de chansons.
La conversation trouve sa place tous les niveaux dtude, toutes les tapes dune classe,
aussi bien ltape du contrle des connaissances, qu ltape de la prsentation et de
lexploitation des lments nouveaux ainsi qu leur fixation.
Daprs Maria Brescu 33, au niveau lmentaire on utilise ce quon appelle la pr-
conversation : des exercices de dialogue qui visent mettre en place des structures de la
conversation. La conversation au niveau moyen (conversation dirige, permettant aux lves
dassimiler de nombreuses structures de la langue parle ainsi que leur remploi vivant et crateur.
La conversation dirige est un type dactivit largement employe en classe de FLE. Nos
manuels abondent de textes avec des questionnaires. Il faut cependant largir le questionnaire en
adressant dautres questions, en les actualisant. Pour le niveau avanc, ces conversations deviennent
trs productives et enrichissants. Elles supposent lautonomie, la libert dexpression et linitiative
des lves.
Daprs Traian Nica et Ctlin Ilie 34, les dominantes de lexpression orale sont reprsentes
des exercices de langage fonds sur la mmoire, sur la lobservation, sur limagination, sur la
discussion, sur laction, des exercices structuraux et des jeux de langage.
Les exercices de langage fonds sur lobservation dune image, de bandes dessines, des
pubs comportent trois tapes :
- ltape dexpression libre (10 15 minutes) ;
- ltape dexpression dirige (10 minutes) ;
- ltape de correction du langage (5 minutes).
La premire tape est libre et anime par chaque lve qui dit ce quil voit, ce quil
comprend, ce quil ressent, sa propre manire mais, en respectant un certain ordre. Ltape dirige
est anime par le professeur qui oriente la discussion avec les lves afin de saisir lide matresse
du sujet. On accepte les rponses des lves sans leur imposer des phrases compltes. Ltape de
correction comporte des exercices structuraux et linventaire des fautes typiques.
Sexprimer sur des images. Les lves reoivent la photocopie de limage et doivent rpondre au
questionnaire suivant :
1. pour inventorier
combien de personnages, personnes, danimaux, de plantes, dobjets ?
quels objets, quels animaux et combien ?
qui a cr cette image ?
2. pour dcrire
formulez propos de limage le plus de questions possible (Qui ? Que ? Quand ? O ? Comment ?
Combien ? Pourquoi ?).
Dites, pour chaque personnage ; le sexe, lge, la classe sociale, la nationalit, la profession.
Dcrivez lhabillement, lapparence physique, la position, le caractre, les sentiments, la relation
aux autres personnages de limage.
33
Cf. Brescu, Maria, Mthodologie de lenseignement du franais, EDP, Bucureti, 1979, pp. 119-146.
34
Nica, Traian, Ilie, Ctlin, Tradition et modernit dans la didactique du franais langue trangre, Editura Celina,
1995, p.159.
145
 Dites pour chaque objet ou animal : sa taille, sa forme, sa position, sa fonction, sa matire, son
origine gographique, sa relation avec les personnages et les autres objets de limage.
Les circonstances : dites le lieu, le pays, la ville, la date, la saison, le temps quil fait,
latmosphre.
Sagit-il dune photo, dun dessin, dune peinture, dun collage ?
3. Pour interprter
Dans quel but cette image a-t-elle t ralise ? Que veut-elle montrer, susciter ?
Limage est-elle raliste, prise sur le vif ou compose artificiellement ?
Situez-la politiquement, socialement, conomiquement.
Formulez un jugement de valeur sur limage (bon / mauvais ; beau / laid ; intressant / ennuyeux).
4. Pour imaginer
Dites les bruits, les odeurs.
Quest-ce qui se trouve en dehors de limage : gauche, droite, derrire, devant ?
Que sest-il pass avant la scne reprsente ? Que se passera-t-il aprs ?
qui ou quoi vous identifiez-vous dans limage ? Quel rapprochement pouvez-vous faire avec
votre vie personnelle ?
Posez des questions aux personnages.
Faites propos de limage quelques considrations commenant par Si .
Supposez que vous tes lun des personnages de limage. Faites votre autoportrait ou racontez
votre vie, la premire personne.
Imaginez un dialogue entre les personnages, entre les animaux ou entre les objets reprsents.
Ce type de lecture de limage peut sappliquer nimporte quelle image, photo, caricature, pub, etc.
Le professeur va adapter le questionnaire au niveau dtude des lves.
Examinons une image, propose effectivement au test daccs au DALF en 2000

Novossibirsk :35
On propose le plan suivant :
introduction : dessin humoristique tir du Canard Enchan
o ventuellement quelques mots sur ce journal

35
http://www.edufle.net/Le-commentaire-d-image.
146
 o nous connaissons la date 27 octobre, pas lanne - on peut supposer que cest un
dessin rcent puisquil traite de la mode des tlphones portables
premire partie : description
o le fond (une rue, un croisement, un feu de circulation, une voiture, un btiment)
o le personnage
o les paroles et le titre de limage
o ventuellement : rtablir les paroles de lautre interlocuteur
deuxime partie : interprtation
o le tlphone portable est utilis pour des applications sans intrt (selon le journal -
qui rendent btes)
o on peut largir le sujet la question suivante : le progrs technique est-il toujours
bnfique ? donner des exemples de dcouvertes scientifiques et technologiques
bnfiques, et des contre-exemples.
conclusion : opinion personnelle sur le sujet.
La difficult de linterprtation de cette image consiste dans le fait quon peut ne pas comprendre
lhumour du dessin : pour cela, il fait savoir quon parle assez frquemment dans les mdias
franais du danger ventuel pour le cerveau (sous forme de tumeurs cancreuses) induit par
lutilisation du tlphone portable. Mais dans cette image le dessinateur montre une autre forme de
danger pour le cerveau : le tlphone portable rend stupide, les utilisateurs sen servent pour se
communiquer des informations sans intrt.
Mais dans le cas de notre image, on pourrait parler galement de :
au lieu de nous rendre plus libre le tlphone portable nous met un fil la patte (les enfants sont
toujours sous la surveillance des parents, les maris de leur femme et rciproquement, les employs
de leur patron) La vritable puissance, cest se permettre de ne pas avoir de portable.
une personne qui parle toute seule dans la rue est bizarre. Les gens communiquent avec leur
correspondant invisible et ignorent les passants autour deux.
autrefois on tlphonait quelque part , maintenant on tlphone quelquun, mais on ne sait
pas o il est, la premire question quon pose est o es-tu ? .
Un tlphone portable qui sonne tout moment peut gner les autres, il faudrait peut-tre
inventer une rglementation ou des rgles dun savoir-vivre moderne.
le tlphone fixe a apport dimmenses modifications dans la vie des gens. Le tlphone portable
- encore plus.

Bibliographie
Brescu, Maria, Mthodologie de lenseignement du franais, EDP, Bucureti, 1979.
Tagliante, Christine, La classe de langue, Paris, Cl International, 1994.

Sites internet consults

http://www.didierfle.com
http://www.edufle.net/Le-commentaire-d-image.

147
 LARTICLE EN ROUMAIN ET EN FRANAIS-
UNE APPROCHE CONTRASTIVE

Prof. Hotnog Iulia

Liceul Tehnologic Paul Bujor
Bereti, jude Galai

Larticle est dfini en roumain comme tant la structure qui accompagne un nom et qui
montre en quelle msure celui-ci est connu ou non par celui qui parle. En franais la dfinition est
un peu differente. On dfinit larticle comme un mot qui est plac avant le nom et qui donne des
informations sur les catgories grammaticales du genre et du nombre.
Fonction de la signification, en roumain, larticle peut tre dfini, indfini, possessif ou
dmonstratif. En franais, larticle est dfini, indfini et partitif.
L article dfini, en roumain comme en franais aussi, montre que lobjet nomm est connu
par le locuteur. Mais si en franais, on a un mot (le/la/l /les), en roumain, larticle est enclitique (on
l attache la fin du nom) et on a des differentes formes fonction de genre, de nombre et de cas
aussi. La difference est apporte encore par lexistence du genre neutre propre la langue roumaine.

Cazul Masculin Feminin Neutru

Singular Plural Singular Plural Singular Plural
N-Ac -l, -le, -a -i -a -le -l, -le -le
G-D lui,-lui,-e(i) -lor -i -lor -lui -lor
V -le -lor - -lor -le -lor
Cazul Masculin Feminin Neutru
Singular Plural Singular Plural Singular Plural
N-Ac elevul elevii eleva elevele scaunul scaunele
G-D elevului elevilor elevei elevelor scaunului scaunelor
V elvule! elevilor! elevo! elevelor! scaunule! scaunelor!

En franais, le et la accompagnent des noms masculins/ fminins singulier qui commencent

par une consonne ou par un h aspir :
le cahier- caietul le hangar- hangarul la viande-carnea la halle- hala
Larticle lid l accompagne les noms au singulier qui commencent par une voyelle ou par
un h muet, masculins ou fminins.
ltudiant- studentul lhomme-omul lpe-spada lharmonie-armonia
Les est utilis devant les noms masculins ou fminins au pluriel.
les cahiers les tudiants les hangars les halles
Mais pour la langue franaise, on a encore le problme des formes contractes issues des
articles le et les et des prpositions et de.
+le = au Je vais au cinma. +les = aux Je parle aux lves.
de+le= du Cest le livre du professeur. de+les= des les toits des maisons
L article indfini prsente lobjet comme pas ncessairement connu par le locuteur. En
roumain, mais en franais aussi, cet article est proclitique. On a dans les deux langues deux formes
pour le singulier, formes qui montrent nettement le genre de lobjet en question,et une seule forme
pour le pluriel.
un cahier- un caiet une pe- o spad des cahiers- nite caiete des pes- nite spade
Larticle un a la mme forme que le numral un, en roumain comme en franais, mais la
signification est differente et on la dgage du contexte. Ainsi dans la phrase :
Jai un frre et deux soeurs. Am un frate i dou surori.
148
cest bien net quon a utilis le numral et on ne peut pas le confondre avec larticle qui est prsent
dans le contexte suivant :
Viens un jour chez moi. Vino ntr-o zi la mine.
La langue franaise comporte encore un problme, celui de la forme pluriel de l article
indfini qui est identique avec celle de larticle partitif ou la forme contracte de larticle dfini.
Mais, cest toujours le contexte qui va faire la difference. Les exemples suivants vont mettre
levidence quil sagit de l article indfini dans la phrase (1), de la forme contracte de larticle
dfini dans lexemple (2) et de larticle partitif dans la proposition (3).
(1) Des fleurs ornent la maison.
(2) Lodeur des fleurs parfume la maison
(3) Jachte des fleurs.
Larticle partitif indique une quantit pas dtermine et on na pas de correspondent en
roumain et, en gnral, on ne le traduit pas. On peut, tout de mme, le rendre en roumain par
dautres mots qui expriment une quantit imprcise : puin, ceva, nite. Les formes de larticle
partitif sont les mmes que celles de l article dfini prcd par la prposition de et on peut
facilement les confondre.
(4) Si tu as soif, bois du vin, de la bire ou de leau.
(5) Boire du vin, de la bire ou de leau...
Si dans lexemple (4) on a fait lusage de larticle partitif, dans la phrase (5) on a des COD avec
prposition.
Larticle partitif est remplac par la prposition de dans les cas suivants :
Si dans le contexte intervient un adverbe ou un nom qui exprime la quantit : assez de fruits(
destule fructe), peu de gens (puini oameni), une bouteille de vin ( o sticl de vin), un
morceau de pain ( o bucat de pine). Excpt le cas de l adverbe de quantit bien : bien
des gens.
Si la phrase est la forme ngative : Il ny avait plus de pain.( Nu mai era pine)
Lorsque le nom est prcd dun adjectif, on remplace par la prposition de seulement
larticle des : Jai achet dexcellents fruits.

La langue roumaine comporte encore larticle possessif qui fait lunion entre le possesseur et
lobjet possd et larticle dmostratif qui lie un nom dun regent. Ces articles comportent tous les
deux des formes flexionnelles et on ne peut pas parler des correspondents en franais. Pour
larticle possessif, en franais on utilise l article dfini prcd par la prposition de.

Larticle possessif
Cazul Singular Plural
Masculin Feminin Masculin Feminin
N-Ac al elevului/ meu/ doilea ai elevilor/mei
a elevei/ mea/ doua ale elevelor/mele
G-D - - alor mei

Larticle dmostratif
Cazul Singular Plural
Masculin Feminin Masculin Feminin
N-Ac Cel /Cea Cei /Cele
G-D Celui/ Celei Celor
Les difficults dacquisition issues de ces contrastes entre les langues peuvent tre
surmontes par lutilisation en classe de FLE des exercices classiques comme les textes lacunaire o
on doit remplacer les pointills par larticle dfini, indfini ou partitif ou par des jeux comme les
149
dominos qui comporteront pour une partie le nom et pour lautre larticle dfini ou indfini.Mais il
y a encore des activits ludiques par lesquelles on peut acqurir ou renforcer les connaissances sur
larticle.
Par Le dessin insolite on exerce larticle indfini. Le professeur dessine au tableau quelque
chose. Il commence par des dtails qui sont communes plusieurs objets/ animaux, etc. et demande
quest-ce que c'est. Pour dterminer ses lves plus communiquer il peut changer sur la place la
tournure de son dessin. Les moustaches peuvent tre dun lapin, dun chat ou dune souris. Si les
apprenants nomment le lapin, on va continuer dessiner un chat/ une souris.
Si lon discute de Lobjet cach, on peut rpter soit larticle dfini, soit l indfini. On doit
disposer dune foule dobjets que tous les lves connaissent et peuvent nommer. Un lve sortira
de la classe jusqu ce que les autres cachent un objet de leur choix. Alors lautre entrera dans la
classe et esayera deviner quel est lobjet cach en utilisant des phrases comme Cest un/ une...
Cest le /la.......
Un drle de restaurant est une chanson( qui peut tre facilement retrouve en ligne)
conue sous la forme dun dialogue dans lequel une cliente passe une suite des commandes que le
serveur ne peut pas satisfaire. Finalement, elle dcide de partir sans oublier de donner son avis sur
ce restaurant peu recommandable. Elle peut servir analyser des problmes de vocabulaire, de
phontique , mais de grammaire aussi (Formes affirmative/ interrogative/ exclamative, Articles
partitifs) et peut constituer le point de depart de quelques activits qui assurent le renforcement des
partitifs.
Par exemple, la chanson peut tre interprete par rles, un lve va tre le serveur et un autre
le client. Ils volueront dans un coin de la classe amnag en restaurant.
Encore, sur le canevas dune strophe, les lves demandent au serveur dautres plats dont ils
connaissent le nom ( poisson, quiches, sandwich, salade,frites ,etc.)

- Voil la carte, que voulez-vous?

- Y a du .........?
- Y a pas d .........
- Y a pas d .........!

Ou le professeur peut offrir aux lves le menu dun restaurant imaginaire ( plats, desserts,
boissons) quils doivent lire quelques minutes, aprs quoi ils disent de la memoire ce que le
restaurant propose ou, bien encore, les lves peuvent faire leur propre chanson, mais cette fois-l,
les personnages seront le vendeur et le client. On peut tre dans une librairie, dans une picerie,
dans une boulangerie, crmerie, etc.

Malgr la contrastivit marque entre larticle de la langue roumaine et celui de la langue

franaise, on peut faire nos lves bien utiliser la langue franaise. Le jeu dans la classe de langue
est la fois recommand, justifi par son rle chez l'enfant et prcieux pour crer des situations
vivantes et motivantes.

BIBLIOGRAPHIE
1. Cristea, Teodora, Grammaire structurale du franais contemporain, Bucuresti, Editura
Didactica si Pedagogica, 1979
2. Valcu, Angelica, Interactions verbales. Thorie et fonctionnement, Galati, University Press,
2008
3. Veja, Virginia, Laccord grammatical en franais, Bucuresti, EDP, RA,2005
4. Car, Jean-Marc, Jeu, langage et crativit, Paris : Hachette, 1991

150
 LENSEIGNEMENT DE LINTERROGATION
DANS LA CLASSE DE FLE:
DFIS ET SOLUTIONS

Prof. Pelin Ana-Larisa

Liceul de Arte Dimitrie Cuclin Galai

Linterrogation a depuis toujours occup une place trs importante dans tout processus
denseignement. Elle est toujours utilise comme moyen de transmettre les connaissances et de
vrifier si cette transmission de connaissances a russi. Interroger, cest enseigner, disait
Bernard Werber dans L'Empire des Anges et Pierre Joliot soulignait dans La recherche
passionnment que si l'on interroge bien les hommes, en posant bien les questions, ils
dcouvrent d'eux-mmes la vrit sur chaque chose. En didactique des langues, le rle de la
question est plus complexe : elle est non pas seulement un moyen de transmission et dvaluation
comme dans les autres disciplines, mais encore un but en soi. Savoir poser une question est aussi
un savoir-faire acqurir.
Le franais et le roumain appartiennent la famille des langues romanes ou langues no-
latines. Cest leur origine commune et leurs volutions individuelles qui nous offrent la
possibilit de trouver des ressemblances et en mme temps des divergences pour les deux
langues. Mme si les deux systmes grammaticaux se ressemblent beaucoup, il y a de grandes ou
petites diffrences, qui, juste par ces convergences, peuvent devenir de vrais piges linguistiques.
Une analyse contrastive dvoile les cas qui font difficult, qui reprsentent des points de
divergences pouvant entraner des fautes.
Le professeur dtermine par suite de cette approche contrastive quelles sont les plus
frquentes fautes, fautes inspires par l'influence de la langue maternelle dans l'acquisition d'un
fait de langue. A cet gard, on met en vidence quelques points qui peuvent constituer des
difficults dapprentissage de linterrogation dans la classe de FLE. Ce corpus a t ralis aussi
la suite des observations pdagogiques dans la classe de FLE, des valuations des lves orales et
crites et d'un questionnaire adress aux professeurs de FLE :
1) Linversion simple de linterrogation franaise :
- quand le verbe est la premire personne de lindicatif prsent, linversion simple ne peut pas
sappliquer pour tous les verbes:
*Cours-je ? // Est-ce que je cours ?36
*Meurs-je ? // Est-ce que je meurs ?
- quand le verbe est un temps compos il est possible que les lves fassent linversion avec
le verbe entier et non seulement avec lauxiliaire :
* As vu-tu ce film ?// As-tu vu ce film ?
- lomission du pronom ce/c
* Est - un roman damour ?// Est-ce un roman damour ?
2) Linversion complexe de linterrogation franaise qui suppose la reprise du sujet exprim par un
nom ou un autre pronom que le pronom personnel ou ce ou on. Linterrogation demande dans ce
cas une construction spciale : le mot sujet prcde le verbe, mais linversion reparat avec un
pronom de rappel. Les fautes remarques : lomission du pronom :
* Sont Josphine et Jean mari et femme ?// Josphine et Jean sont-ils mari et femme ?
3) La place des pronoms complments des verbes pronominaux qui devraient rester en tte de la
phrase. On remarque comme faute :
- lomission dun pronom (soit le pronom sujet, soit le pronom complment) :
*Vous absentez souvent ?/* Absentez-vous souvent ?// Vous absentez-vous souvent ?

36
* ce signe introduit les exemples incorectes
151
 - la confusion entre le pronom sujet et le pronom complment et implicite laccord erron entre
le sujet et le verbe :
* Nous crirons tu ?// Nous criras-tu ?
- la place errone des pronoms complments :
* Est-elle y alle ?// Y est-elle alle ?
4) Lemploi du -t- euphonique pour linversion simple des verbes qui finissent en voyelle la
troisime personne du singulier peut tre utilis amusment plusieurs personnes ou il peut tre
omis :
*Habites-t-tu la mme adresse ?// Habites-tu la mme adresse ?
* Parle-il franais ?// Parle-t-il franais ?
5) La priphrase est-ce que dans linterrogation directe totale et partielle cre des difficults au
niveau de la prononciation, de la comprhension parce quelle nexiste pas en roumain. On
remarque des difficults de llision du e final devant les pronoms qui commencent par voyelle
(il, ils, elle, elles) :
*Est-ce que il fera beau demain ?// Est-ce quil fera beau demain ?
*Est-ce que elles sont contentes ?// Est-ce quelles sont contentes ?
- les formes renforces laide de lexpression priphrastique (qui est-ce qui, quest-ce qui, qui
est-ce que, quest-ce que) peuvent crer des difficults au niveau de lutilisation et de la
comprhension et de la confusion de la fonction syntaxique :
* Quest-ce qui crie ? Toi ?// Qui est-ce qui crie ? Toi ? (la confusion entre le sujet pour les
anims et pour les inanims)
*Qui est-ce qui tu cherches ? Jim ?// Qui est-ce que tu cherches ? (la confusion entre le forme du
sujet anim et du complment anim)
6) le rgime prpositionnel des verbes qui diffre dune langue lautre :
*Duquel dentre vous sintresse-t-il ?// Auquel dentre vous sintresse-t-il ?
7) Les formes contractes du pronom interrogatif lequel avec les prpositions et de :
* lequel penses-tu ?// Auquel penses-tu ?
* les quelles pensez-vous ?// Auxquelles pensez-vous ?
*De lequel parles-tu ?// Duquel parles-tu ?
*De lesquelles avez-vous besoin ?// Desquelles avez-vous besoin ?
8) Le genre diffrent dune langue lautre des substantifs remplacs par les pronoms composs :
*Voil les livres. Desquelles avez-vous besoin ?// Voil les livres. Desquels avez-vous besoin ?
9) Les structures franaises comme pronom/adjectif interrogatif + de + adjectif qui en roumain
nutilisent pas la prposition de :
*Qui avez-vous vu autre ?// Qui avez-vous vu dautre ?
*Qui est-ce que tu as vu intressant ? Qui est-ce que tu as vu dintressent ?
10) La confusion entre qui sujet et qui complment :
*Qui est-il l ?// Qui est l ? (qui-pronom sujet)
Qui frappe mon ami ? (sujet)
Qui mon ami frappe-t-il ? (complment direct)
11) Laccord du quel ou lequel avec le substantif dtermin ou remplac :
* Jadore les romans: - Lesquelles tu aimes? //Jadore les romans: - Lesquels tu aimes?
*Quel place a cet lve ?// Quelle place a cet lve ? (en roumain ladjectif ce est invariable, donc
il ne change pas la forme selon le nombre et le genre du nom dtermin- ce qui complique la
situation)
12) Linversion dans les phrases interrogatives directes partielles introduites par les mots interrogatifs
nest pas toujours respecte :
*O ce chemin conduit ? O ce chemin conduit-il ? ou O conduit ce chemin ?
*Quelle place cet lve a ? Quelle place cet lve a-t-il ?
13) Lemploi des mots interrogatifs : la correspondance franaise-roumaine qui nest pas exacte, peut
tre apprise laide des exercices :
152
 Quelle heure est-il ?- Ct este ceasul ? (normalement lquivalent pour ct est combien)
14) Dans linterrogation indirecte, lannulation de linversion cre des problmes :
*Je me demande comment a-t-il procd.// Je me demande comment il a procd.
*Je te demande quelle heure est-il. //Je te demande quelle heure il est.
15) La concordance des temps au pass dans linterrogation indirecte franaise est trs stricte par
rapport au roumain o elle est plus lgre :
*Je me demandais si tu es content.// Je me demandais si tu tais content. (*le prsent/ limparfait)
* Je me demandais si tu seras content.// Je me demandais si tu serais content. (*le futur simple/ le
conditionnel prsent)
* Je me demandais si tu as t content.// Je me demandais si tu tais content. (* le pass compos/
le plus-que-parfait)
16) Linterrogation selon les trois registres : langue soutenue, langue courante, langue familire qui
est trs difficile tre adapte au contexte et comprise comme structure.
Lapprentissage de linterrogation implique plusieurs composants linguistiques : la
phontique, la smantique, la morphologie et la syntaxe. a demande aussi une progression du
contenu et des moyens didactiques utiliss. Le progrs est assur non seulement de la qualit du
contenu scientifique, mais plutt de la qualit de la dmarche pdagogique : le passage logique
du simple au complexe, les matriaux didactiques attractifs et divers, les mthodes modernes et
entranantes qui attirent et qui maintiennent lattention des lves, qui assurent laspect actionnel
de lenseignement. Cest au professeur de langue de diriger litinraire linguistique de llve
jusqu' lacquisition de la comptence linguistique. Si le professeur noublie jamais que la classe
de langue est un espace de dcouverte et dexprimentation et oriente le droulement de celle-ci
de faon que llve sassume activement lapprentissage, la russite du processus impliquant ces
deux actants sera garantie.

BIBLIOGRAPHIE

Cristea, Teodora, lments de grammaire contrastive : domaine franco-roumain, EDP,

Bucuresti 1979.
Cristea, Teodora Grammaire structurale du franais contemporain, EDP, 1979.
Dragomir, Mariana, Puncte de vedere privind predarea nvarea limbii franceze ca limb
strin, Considerations sur lenseignement- apprentissage du franais langue trangre,
Editura Dacia, Cluj-Napoca, 2008.
Dubois, Jean, Lagane, Ren, La nouvelle grammaire du franais, Editions Larousse, 1973.
Ganea, Alina, Pragmatica ntrebrii. Enunul interogativ n romn i francez, Editura Galai
University Press, 2014.
Ganea, Alina, Introduction lanalyse des conversations-repres thoriques et exercices,
Editura Universitar Craiova, 2012.
Ganea, Alina, La question dans la thorie des FTA, n Annales Universitatis Apulensis,
Psihologica 4, tomul 2, Alba Iulia, 2003.
Ganea, Alina, ntrebare i nlnuire discursiv. Scheme combinatorii ale schimbului
interogativ. n Colocviile filologice glene, Galai 31 octombrie-1 octombrie 2003, EDP,
Bucureti, 2003.
Grevisse, Maurice, Le Bon usage, Douzime dition refondue par Andr Gosse, Editions
Duculot, Paris- Gembloux, 1988.
Riegel, M., Pellat, J-C, et Rioul., Grammaire mthodique du franais, Editions PUF, Paris,
1994.
enchea, Maria, Etudes contrastive (franais-roumain), Edition Hestia Timioara, 1999.
*** Gramatica limbii romne, I, Editura Academiei Romne, Bucuresti, 2005.

153
 LVALUATION SCOLAIRE-SEMANTIQUE ET LVALUATION FORMATIVE
Prof.Silvana Stanca Rijnita
Colegiul Economic "Virgil Madgearu"

Toute action ou projet de formation doit tre accompagn dun outil dvaluation. La
question de lvaluation a connu une volution importante aussi bien au niveau de la fonction quau
niveau de lobjet concern par cet acte. Lacte dvaluation est actuellement considr comme un
moyen permettant lamlioration, voire la russite de laction didactique.
Afin de bien saisir le sens du terme "valuation"nous allon tenter de comprendre ce qui
diffrencie ce terme dautre termes se trouvant dans le mme champ smantique que lui et qui sont
en loccurence:"contrle"et "examen".Pour ce faire,nous allons nous rfrer certains travaux
relevant de la littrature spcialise dans le domaine en question.Charles Hajdi a,dans un de ses
travaux,dfini le terme"valuation"en lopposant au terme "contrle" .Dans ce travail,il avance:"ces
deux notions appartiennent deux ordres diffrents et renvoient deux "pistmologie"distinctes.
Le contrle a pour objet de vrifier le degr de conformit entre des phnomnes que lon
rencontre dans une situation donne,et un modle de rfrece prexistant.Le contrle doit tre
objectif, les contrleurs tant interchangeables, tandis que l valuation ne peut tre que subjective
,lvaluateur tant irresponsable. Le contrle a une vise totalitaire et ne se satisfait que dans
lachvement de son action, lvaluation est un processus partiel et ncessairement inachev.
Le contrle mesure les carts avec un rfrent constant, lvaluation est une cration
continue de rfrent. Quant lopposition " Examen/valuation",on peut la cerner travers les
dfinitions suivantes:
1. " Examen" (au sens courant)-" preuve ou ensemble dpreuves dans une ou
plusieurs disciplines obligatoires- options facultatives qui permet (tent)dans un
cadre institutionnel donn dapprcier le niveau du sujet (candidat lexamen ) pour
les slectionner et /ou leur confrer un titre.Au-dessus ou au-dessous dune certaine
moyenne,les candidats sont dclars reus ou refuss."
2. "valuation" -"Processus visant apprcier le rendement scolaire et les
difficults dapprentissage dun sujet en regard dobjectifs spcifiques en vue de
prendre les meilleures dcision relatives la planification de son cheminement
ultrieur."
Les dfinitions prsentes ci-dessus contiennent des mots que nous trouvons cls et qui
nous permettent de mieux apprhender aussi bien la nature de telle ou telle action ainsi que son
objectif. Autrement dit, partir des diffrentes dfinitions donnes aux termes "contrle" ,
"examen" et "valuation" , on peut retenir les distinctions suivantes: valuation apprcier pour
prendre les meilleures dcisions relatives la planification du cheminement ultrieur de laction
didactique.
Contrle / Evaluation:
1.Contrle: objectif, model prexistant , mesure de lcart, acheminement de laction.
2. valuation: subjective, cration continue de modle, processus partiel et inachev.
partir des mots ou ides cls releves dans les diffrentes dfinitions, on peut djsaisir
ce qui distingue lacte dvaluation des autres actes, ceci au niveau de lobjectif. Mais,
lapprciation du sens dun acte reste incomplte si celle-ci ne contient pas dlments indiquant sa
nature ou le processus de son fonctionnement. propos de ce point E. Aboubaker avance : " Lacte
dvaluation implique ncessairement la prsence de deux donnes: l objectif de jugement ,appel
aussi " le rfr " et les critres de jugement , appel aussi " rfrent " .Le rfr relve du monde
du rel et le rfrent du monde de lidal. Autrement dit, dans un acte dvaluation, on a affaire
deux mondes diffrents : le monde du concret et le monde de labstrait . La comparaison entre les
donnes manant de ces deux mondes nous permet de porter un jugement de valeur concernant la
valeur de ce qui valu."

154
 L introduction de la notion dvaluation est la marque dune rupture des conceptions
pdagogiques,elle indique le passage dune pdagogie de la transmission des savoir une pdagogie
de lappropriation des savoir , savoir-faire,savoir- tre".
Loin de vouloir ngliger limportance des deux autres types dvaluation ou du systme
ducatif, nous allons plutt mettre laccent sur lvaluation dite "formative". En effet , cest ce type
dvaluation qui retient lattention des chercheurs ces dernires annes. La question laquelle
certains dentre eux essaient de rpondre est: " Comment mettre lvaluation au service de laction
pdagogique ? " . Cette question nous indique de manire explicite le sujet vers lequel sorientent
actuallement les recherches dans le domaine en question.
Cette volont de mettre laccent sur la question de l valuation formative est aussi
motive par les caractristiques de ce type dvaluation.Ces caractristiques qui manifestent le cte
pdagogique de l valuation sont prsents par F.Viallet et P.Maissonneuve de la manire suivante:
L valuation "formative"comporte les caractristiques siuvantes.
1. permanente, cest--dire quelle seffectue tout au long de l apprentissage ;
2. ducative, cest--dire quelle est elle mme une activit d apprentissage ; llve apprend
par son valuation;
3. dynamique, car en fournissant un feed-back (information en retour) llve qui apprend
pour lui dire sil a atteint ou non tel objectif, elle lui prescrit galement une activit d
apprentissage (rattrapage) si l objectif nest pas atteint ;
4. relative des objectifs pdagogiques spcifiques, dfinis aussi prcisment que possible;
5. discriminante, car permettant didentifier les problmes d apprentissage au moment o ils
surgissent ;
6. conomique, car portant sur des petites parties de matire homogne et permettant de ce fait
des retours en arrire sans errance trop longue ;
7. transparente, cest--dire dire que les lves savent tout moment ce que l on attend
deux, savent exactement ce dont ils doivent montrer quils sont capables ;
8. dmocratique, car fonde sur le principe qu une trs grande majorit des lves doit et peut
atteindre les objectifs fixs ;
9. perturbante car conduit lindividualisation de lenseignement, au respect du rythme
individuel d apprentissage, la complexification du rle de lenseignement qui doit tre la
fois prcepteur et conducteur de la classe ;
10. coercitive, car susceptible de donner llve le sentiment d tre pris dans un filet ;
En guise de conclusion nous pouvons dire que ce que nous venons de dire propos de lvaluation
formative nous indique le degr dvolution qua connu le domaine en question. Dune manire plus
explicite, parmi les dfinitions quon a donnes lacte dvaluation, on peut trouver que celui-ci
se dfinissait comme " lapprciation du mrite ou de la valeur de quelque chose."
Aujourdhui , lvaluation est considre , par certains chercheurs , comme un lment pouvant
contribuer la russite de lacte d apprentissage . J. Cardinet dit ce propos :" L valuation est le
moyen essentiel dont dispose lenseignant pour se faire comprendre. "
Dans lvaluation formative, lacte denseignement est organis de manire faciliter lacte
d apprentissage. Les difficults des apprenants sont surmontes au fur et mesure de l
avancement de laction pdagogique.

BIBLIOGRAPHIE

1. Barbier, J.M , " L valuation en formation" ,Paris ,P.U.F ,2 Ed ,1990

2. Hadji , C. , " L valuation des actions ducatives", Paris ,P.U.F ,1992
3. Hadji , C. , " Penser et agir lducation", Paris , E.S.F ,1990
4. Hadji , C. , " L valuation , rgle du jeu : des intentions aux outils ", Paris , E.S.F , 2 Ed , 1990

155
5. Inostroza , J.C. , " L valuation dans les systmes ducatifs ", Education et pdagogie ,nr 20
,1993
6. Legendre , R. , "Dictionnaire actuel de lducation", Paris ,Eska ,2 Ed , 1993
7. Monniere ,A.M. , " valuation ,quelques repres historiques", le franais dans le monde ,
recherches et applications ,aot septembre ,1993
8. Vaillet , F. , Maissonneuve , P. , "80 fiches dvaluation ", Paris ,Les ditions dOrganisation
,1981

L`INTERFERENCE DE LA LANGUE MATERNELLE DANS L`ETUDE DE LA

LANGUE FRANAISE
Prof. Monica Sprncenatu
Liceul Teoretic ,,Emil Racovi Vaslui

Pour prvenir les erreurs commises par les apprenants, on compare la langue maternelle (la
langue source) la langue trangre tudie (la langue cible). Cette mthode fonde sur des
descriptions linguistiques se nomme analyse contrastive , elle se donne pour but de ,, mettre en
vidence les diffrences de deux langues et permettre ainsi l`laboration de mthodes d`enseignement
mieux appropries aux difficults spcifiques que rencontre une population scolaire d`une langue
maternelle donne, dans l`apprentissage d`une langue trangre. Toutefois cette analyse ne peut pas
couvrir toutes les sortes d`erreurs et on a ainsi dvelopp l`analyse des erreurs pour traiter les
difficults d`apprentissage. Donc, l`analyse des erreurs est une mthode autre que l`analyse
contrastive afin d`amliorer l`enseignement/apprentissage d`une langue trangre en tudiant
l`interlangue, qui se situe entre la langue source et la langue cible, et en la comparant la langue
cible. Les rsultats de l`analyse des erreurs peuvent expliquer les types d`erreurs et on pourra aussi
mieux comprendre le processus psychologique d`apprentissage de la langue.
Afin d`analyser les erreurs des apprenants, il nous faut d`abord distinguer les termes erreur
et faute qui dsignent deux concepts diffrents.
Une erreur est un nonc inacceptable grammaticalement ou smantiquement pour les natifs.
La notion d`erreur ,,a tendance tre rserve pour la violation volontaire ou ngligente du code qui
est connu ou devrait l`tre ou devrait tre en cours d`apprentissage par le contrevenant Les
apprenants commettent des erreurs non pas cause d`une incapacit mais cause de leur niveau de
connaissance de la langue trangre tudie un moment donn. L`erreur manifeste leur
connaissance imparfaite de la langue tudie et montre que les apprenants ne la matrisent pas encore
bien. Pourtant quand ils progressent ou ont plus d`exprience, leur comptence de la langue trangre
va s`amliorer.
Diffrente de l`erreur, la faute peut tre faite par les apprenants comme par les natifs. Elle fait
partie de la performance de la langue du locuteur qui a choisi, par exemple, un terme ou un style qui
ne convient pas au sujet ou au contexte considr: ,,la faute n`est pas le rsultat d`un dfaut de
comptence mais de la pression neurophysiologique ou de l`imperfection dans le processus de
l`encodage de l`nonciation articule. Cela se produit dans le cas o le locuteur est fatigu, stress,
incertain ou lorsqu`il hsite. Parfois la faute provient du changement du plan ou du sujet par le
locuteur quand il a commenc ses noncs. Par consquent, ce n`est pas seulement les apprenants qui
commettent des fautes mais aussi les natifs.
En raison de la diffrence entre les deux phnomnes, nous pouvons conclure qu`un apprenant
ne peut pas corriger ses erreurs sans l`aide d`un professeur car elles sont reprsentatives de la
grammaire intriorise ou de l`interlangue, mais en principe il peut corriger ses fautes, imputables
des lapsus, la fatigue ou diverses causes.
156
 Depuis le commencement des tudes contrastives, on pense que la langue maternelle peut
influencer l`tude de la langue trangre. Les individus ont tendance transfrer les formes et les
sens, et la distribution des formes et des sens de leur langue native et leur culture la langue et la
culture trangres. A la suite de cette constatation, on distingue deux problmes provenant de
l`interfrence de la langue maternelle: le transfert de la langue, qui peut causer des erreurs tous les
niveaux (phontique-erreurs de prononciation, morphosyntaxique ou grammatical-utilisation de la
structure de la langue source dans la langue cible) et la traduction mot mot.
Cette interfrence peut arriver quand les lves crent des noncs en franais aprs les avoir
conus en roumain soit mentalement soit par crit sur leur papier. L`emploi des temps est rgi par des
rgles fixes que les lves ignorent, n`appliquent pas ou ne font pas l`effort de se rappeler. Ce
problme se pose dans tous les contextes.
Avant de corriger les erreurs des apprenants on doit prendre en compte quatre choses : la
gravit des erreurs, le moment appropri de correction d`erreurs, les techniques de correction
d`erreurs et l`acteur qui est envisag dans la correction d`erreurs. Tous les points ici prsents sont au
choix de l`enseignant parce qu`il n`y a pas de mthode infaillible pour choisir le moment de les
choisir.
Aprs avoir prsent les erreurs, nous pouvons prvoir les erreurs que les lves ont tendance
faire et savoir quels points les professeurs doivent mettre en lumire pour que les tudiants ne les
reproduisent plus dans leurs productions suivantes. Nous allons faire quelques recommandations pour
l`enseignement en fonction des causes trouves au long des annes.
1) Les lves n`ont pas besoin seulement de la thorie de l`emploi de certaines rgles et
certains temps, mais aussi de faire des applications dans des productions crites. Au lieu d`apprendre
seulement l`emploi des temps avec de petits exemples, les lves ont besoin aussi d`extraits de textes
authentiques: des articles de journal, des chansons, de petits textes littraires et des explications sur
les applications des rgles d`emploi, en particulier, des remarques quand on change le temps par
rapport au verbe prcdent pour qu`ils se rendent bien compte du choix du temps quand ils font leur
propre production.
2) En ce qui concerne les rgles de divers problmes de grammaire, les lves ont besoin
d`exemples dans des contextes. Des remarques sur le fonctionnement des rgles dans des extraits de
textes authentiques sont aussi importantes pour eux.
3) Dans le cas o les lves commettent des erreurs en ce qui concerne l`expression de la
condition, par exemple, nous pouvons leur proposer des exercices trous pour l`emploi des temps.
Nous croyons que les lves connatront bien les rgles grammaticales s`ils font des exercices, mais
ils peuvent les oublier quand ils font une production crite. Il faudrait des exercices qui soient des
textes plutt que des phrases. Grce ces exercices, les apprenants pourront s`exercer distinguer les
repres temporels et considrer le contexte entourant le verbe. Dans le cas des choix possibles, une
explication de l`enseignant sur la diffrence de signification du procs selon chaque cas est encore
ncessaire dans la classe.
4) Pour viter les erreurs interlinguales, nous ne pensons pas que des dossiers sur les tudes du
systme verbal entre le franais et le roumain soient utiles dans un premier temps. Il est prfrable de
proposer ces dossiers tous les lves qui ont des problmes d`acquisition de ces rgles. Grce aux
comparaisons avec la langue maternelle, les apprenants pourront voir les diffrences entre les deux
langues. Ils seront plus avertis au sujet du problme ou viteront la traduction pour la production en
franais.
5) A partir des rsultats eus travers les annes, il faudrait crer des supports d`apprentissage
adapts spcifiquement aux lves roumains, en mettant l`accent sur les points faibles pour que les
lves puissent prendre conscience de la complexit des rgles, qui pourraient peu peu tre dfinies.
Ce ne sont que quelques suggestions pdagogiques pour l`enseignement du franais en
Roumanie. Nous supposons que ces cinq recommandations pourront diminuer les erreurs que les
lves commettent.

157
 Bibliographie :
BESSE, H. et PORQUIER, E. (1993) Grammaires et didactique des langues, Paris, Hatier-Didier,
Col. LAL.
BOUGNOUX, Daniel (2000) Introducere n tiinele comunicrii, Iasi, Polirom.
MEIRIEU, PHILLIPPE(2007)- Pdagogie : le devoir de rsister, Paris, ESF diteur.
Liens utiles :
http://www.edu.upmc.fr/inter/methodo/animationGroupe.htm
http://www.PedagoPsy.eu/cube.htm
http://www.institutfrancais.org.uk/pages/malette_pedagogique/3_briseglace.h

LAPPROCHE INTERCULTURELLE

Prof. Brehui Violeta,

coala Gimnazial Nr. 4 Moreni

Le contexte social et politique actuel impose de plus en plus la communication dans une
langue vivante qui est trs importante. Elle offre aux jeunes ou aux adultes qui sen servent,
loccasion de se rjouir dune connexion directe avec le monde qui les entoure conformment
lgide de LUnion Europenne Lunit dans la diversit . Beaucoup dEuropens saccordent
aujourdhui sur la ncessit pour chaque citoyen de matriser au moins une langue trangre, voire
deux, en plus de sa langue maternelle, et les systmes ducatifs doivent contribuer relever ce dfi.
Cest pourquoi la formation pour le futur citoyen commence ds un ge plus jeune, au
milieu scolaire et continue jusqu lge adulte. Les jeunes et les adultes forment aujourd'hui de
multiples communauts de pratiques et d'apprentissage sur la toile. De nouveaux changes
commencent se dvelopper et de nouvelles identits sont en train de se construire. Lducation
incombe un rle trs important afin de tisser entre les gens et la socit un lien social et politique.
Elle est galement influence par les relations entre ltat, la socit, linstitution scolaire ou
formatrice, les familles et la religion. Lcole essaie de trouver les dmarches et les approches
appropries pour insuffler aux lves la connaissance et la construction des savoirs ncessaires au
dveloppement des comptences qui leur permettront de mieux connatre et comprendre le monde,
dy trouver leur place, davoir envie de le renouveler.
On ne peut pas parler une langue ou dire que lon la matrise si lon a appris seulement un
systme abstrait de rgles grammaticales, phontiques ou lexicales. Elle est la manifestation dune
certaine vision culturelle du monde. Une nouvelle orientation mthodologique sest impose dans
cette direction la fin des annes quatre-vingt-dix lorsque le Cadre Europen Commun de
Rfrence apparat, et elle proposait lenseignement des langues deux perspectives: la perspective
actionnelle et didactique du plurilinguisme. Au fil du temps, on a constat que par plurilingue et
interculturelle, il ne sagit plus en ralit denseigner les langues, mais de construire de toutes
pices lidentit du futur citoyen europen.
Lapproche interculturelle qui nest pas isole de comptences du champ social fait partie du
processus de socialisation et de construction de lidentit (personnelle, sociale et culturelle) de
lenfant, comme futur sujet actif impliqu dans le phnomne communicationnel et par
consquence confront aux diffrences culturelles et laltrit. Le Cadre Europen dfinit la
comptence interculturelle en signalant que la connaissance, la conscience et la comprhension
des relations, (ressemblances et diffrences distinctives) entre le monde do l'on vient et le
monde de la communaut cible sont lorigine dune prise de conscience interculturelle. Il faut

158
souligner que la prise de conscience interculturelle inclut la conscience de la diversit rgionale et
sociale des deux mondes. 37
Les comptences langagires y interviennent aussi parce que les participants la
communication doivent se comprendre entre eux. Voil pourquoi on a introduit des comptences et
des contenus interculturels tous les niveaux et par parties, chacun correspondant un thme
dfini, et choisie avec lobjectif de la rendre plus abordable et comprhensible. Ainsi, la diversit et
la richesse des diffrentes cultures multiplient les diffrents points de vue et favorisent les changes
interculturels.
Le but de lenseignement interculturel nest pas de transmettre une addition de savoirs, mais
plutt doptimiser les comptences des apprenants vis--vis de la culture cible aussi bien que de sa
culture maternelle. Cet apprentissage devrait, par consquent, entraner une somme de
connaissances, un savoir. Mais pour entrer en contact avec lautre, il faut transformer ces
connaissances en savoir-faire ou culture .
La comptence communicative constitue le premier objectif de lapprentissage dune langue
trangre: Afin de mener bien les tches et activits exiges pour traiter les situations
communicatives dans lesquelles ils se trouvent, les utilisateurs et les apprenants utilisent un certain
nombre de comptences acquises au cours de leur exprience. 38 On distingue des comptences
gnrales et des comptences communicatives langagires. Celle communicative comprend trois
composantes: linguistique, socioculturelle et pragmatique. Elles comprennent savoir/ aptitude et
savoir-faire / savoir- tre et savoir-apprendre.
On souligne que lenseignement des langues est trait pas seulement du point de vue du
progrs linguistique et de la communication verbale, mais aussi de la conscience interculturelle et
les aptitudes interculturelles.
Tout cela va prparer les apprenants devenir des acteurs sociaux dans leur vraie vie, soit de
jeunes ou dadultes au lieu de parler comme des natifs. Dans cette perspective, les enseignants
leur forment les comptences ncessaires sintgrer dans le pays cible et quils dvelopperont tout
au long de leur existence. On se contente ainsi plus de former un tranger de passage , capable
de communiquer dans des situations attendues, on souhaite aider un apprenant devenir un
utilisateur de langue, un acteur social mme de sintgrer efficacement dans un autre pays 39

37
CECR, 2005, Cadre europen commun de rfrence pour les langues: apprendre, enseigner, valuer, Strasbourg :
Conseil de lEurope/ Les ditions Didier, pg. 83-84
38
CECR, 2005, Cadre europen commun de rfrence pour les langues: apprendre, enseigner, valuer, Strasbourg :
Conseil de lEurope/ Les ditions Didier CECR, pg. 82
39
E. ROSEN et C. REINHARDT, Le point sur le Cadre europenne commun de rfrence pour les langues, CLE
international, Paris, 2010, pg: 32-33
159
 ENSEIGNER LA CULTURE ET LA CIVILISATION EN CLASSE DE FLE

Prof. erban Irina-Mihaela

Liceul Teoretic Emil Racovi, Galai

Le but de lenseignement dune langue etrangre sappuie, tout dabord, sur une demarche
visant la capacit de communiquer. Mais, dans ce cas, la matrise du systme de la langue ne suffit
pas, il faut connatre aussi les aspects qui relvent de la culture et de la civilisation qui y jouent un
rle primordial. La sparation de lenseignement de la langue et celui de la culture et de la
civilisation reprsente de nos jours lune des proccupations primordiales de la didactique moderne
ayant un objectif formatif ainsi que pragmatique. Apprendre le franais signifie apprendre la culture
et la civilisation franaises, complexes et raffins, reprsentant un apport cette oeuvre immense
qui est la civilisation humaine.
Tout dabord il serait mieux danalyser un peu le sens de ces deux concepts qui, travers le
temps, ont reu beaucoup de dfinitions. Au dbut le terme civilisation tait vu comme une action
de civiliser un pays, un peuple, de perfectionner les conditions materielles et culturelles de ce
dernier. Le dictionnaire en ligne Larousse propose plusieurs dfinitions, ainsi le mot civilisation
signifie ensemble des caractres propres la vie intelectuelle, artistique, morale, sociale et
materielle dun pays ou dune socit , tat de dveloppement conomique, social, politique,
culturel auquel sont parvenues certaines socits et qui est considr comme un idal atteindre par
les autres , tandis que le mot culture signifie ensemble des phnomnes matriels et idologiques
qui caractrisent un groupe ethnique ou une nation, une civilisation, par opposition un autre
groupe ou une autre nation , dans un groupe social, ensemble des signes, caractristiques du
comportement de quelquun (langage, gestes, vtements, etc.) qui le diffrencient de quelquun
appartenant une autre couche sociale que lui. . Ce quil faut souligner dans ce cas est le fait que
les deux mots sont insparables, le terme culture tant considr comme inclus dans le terme
civilisation.
Un aspect important dans le processus denseignement apprentissage de la culture et de la
civilisation dune langue trangre est celui prsent par Debyser dans la prface du livre Moeurs
et mythes. Lecture des civilisations et documents authentiques crits o lauteur affirme que la
comprhension de la culture doit tre vue comme une lecture de sens. Llve est ainsi considr
comme un acteur tandis que le professeur est un conseiller, un guide qui laide assimiler les
lments de la culture et de la civilisation. La mission de lenseignant est de faire llve apprendre
par la dcouverte, dtudier activement les documents authentiques et de ne pas apprendre par
coeur des donnes. Lapprenant doit savoir comment crer sa propre synthse partir des notions
culturelles enseignes par son professeur.
Cest toujours Debyser qui affirme dans son tude Lenseignement de la civilisation
franaise quon ne peut pas enseigner le franais sans la France. cet gard, dans la classe de FLE
il ne faut pas valoriser seulement la comptence de communication mais aussi la dimension
culturelle pour que les lves prennent mieux conscience des repres culturelles vhiculs par la
langue quils apprennent. Dans le contexte de la mondialisation, il est absolument ncessaire
douvrir les classes de langue la culture de lAutre en dveloppant chez lapprenant une
comptence culturelle qui se trouve derrire les contenus linguistiques qui lui sont prsents. Le
choix des textes discuter en classe doit tenir compte des besoins et des intrts des apprenants. Le
rle du professeur est de choisir attentivement des documents authentiques de la vie quotidienne et
dans des domaines intressants et en mme temps motivants parce quon sait que sans motivation il
ny a plus dapprentissage.
Enseigner la culture et la civilisation dune langue trangre signifie apprendre une ralit
moderne, une culture et une faon de communication nouvelles. Dans ce sens, la littrature de
spcialit (voir Nica et Ilie Tradition et modernit dans la didactique du franais, langue trangre
) distingue trois ordres de faits de civilisation : les faits sociaux : comment les gens vivent
160
ensemble ; les faits idologiques : ce quils pensent, ce quils croient et les faits esthtiques : les
formes dart ou de cration quils aiment ou quils produisent.
Pour que lenseignement dune langue trangre soit complet il faut donc prendre en
considration une triple comptence : linguistique, communicative et culturelle.
En ce qui concerne mon exprience personnelle et professionnelle lgard de ce sujet, jai
suivi, il y a quelques annes le stage Actualisation des connaissances en civilisation franaise ,
stage qui a t anim par Mme Eliane Grandet, formatrice au FLE, conseillre pdagogique au
Cavilam de Vichy, France, et auteure de la Collection Activits pour la Cadre Europen Commun
de Rfrence. Il sagit dune formation pour les professeurs de franais de tous les coins du monde,
organise en collaboration avec le Centre Culturel Franais de Iai et lInspection Scolaire de Iai,
Roumanie.
Le cours sest avr trs intressant et en mme temps une provocation pour moi, en tant
quenseignant. Jai mis tout de suite en pratique les stratgies et les mthodes apprises pour rendre
mes classes plus attrayantes et pour sensibiliser une fois de plus mes lves ltude de la langue et
de la civilisation franaises. De plus, jai rdig un cours optionnel pour les classes de philologie,
ayant comme titre Culture, civilisation, communication et ainsi jai observ que mes
lves taient trs rceptifs et motivs dcouvrir, travers des documents authentiques, les
richesses de la culture et de la civilisation franaises. Par la suite, ils ont particip des nombreux
concours do ont rapport des prix et ont aussi obtenu des Diplmes dtudes en Langue
Franaise, niveaux A2, B1, B2.

BIBLIOGRAPHIE :
Nica, Traian, Tradition et modernit dans la didactique du franais, langue trangre, Ed. Celina,
Oradea, 1995, p.114-115.
Debyser F., Lecture des civilisations dans Beacco J.-C. et Lieutaud S. Moeurs et mythes. Lecture
des civilisations et documents authentiques crits, Hachette , Paris, 1981.
Le site http:// larousse.fr//dictionnaire/franais, consult le 20 mars 2016

LEXPLOITATION DES STROTYPES DANS LA CLASSE DE FLE

Prof. Maria Ciumu,

Colegiul Naional Mihai Eminescu , Baia Mare

Ltre humain, psychologique, social et culturel se construit et agit de nos jours

lintersection de divers creusets, de nombreuses influences. Peu peu, au lieu dtre lhomme
dici ou dailleurs , il devient lhomme des confins , la fois dici et dailleurs, essayant de
forger son appartenance qui respecte ce qui lui est particulier et qui contribue luniversel. Dans ce
contexte, enseigner une langue trangre ne doit plus se limiter transmettre un savoir formel
grammatical ou lexical. Il doit finalement permettre de mieux comprendre lautre, de mieux
communiquer avec lautre.
La seule comptence linguistique ne suffit pas dans la communication et donc
lapprentissage des langues passe par la matrise des comptences culturelles et interculturelles. Le
simple fait dentrer en contact avec des personnes appartenant dautres univers culturels ne peut
pas garantir le dveloppement dune attitude ouverte et de tolrance. En effet, les recherches ont
montr que ds que des cultures entrent en contact, cest le rflexe de gnralisation et le jugement
de valeur qui sont premiers chez la plupart des individus. Cest par la dcouverte de la culture de
lautre que naissent les reprsentations, les prjugs, les ides prconues (en positif ou en ngatif),
161
les strotypes. Pour mieux comprendre le monde qui nous entoure nous laborons naturellement
des classifications. Nous agissons de mme pour mieux comprendre les autres. Ainsi peut-on
trouver, en Europe, la catgorie Les Espagnols , la catgorie Les Italiens , la catgorie Les
Allemands , la catgorie Les Franais , etc. En effet, lon dit et lon entend souvent Les
Allemands sont..., les Franais sont... , effaant par l, mme les diffrences pour arriver une
reprsentation unique.
La notion de strotype a t invente par le publiciste Walter Lippman en 1922. Il
dsigne par ce terme emprunt au langage courant les images dans notre tte qui mdiatisent notre
rapport au rel, cest un lment dune tendance universelle regrouper les vnements et les objets
sur la base dune similarit. Dans la conception la plus classique le strotype est un moyen
dexpression et de dvalorisation de laltrit ethnique et culturelle par lattribution de traits
gnraux dfavorables. Les strotypes consistent essentiellement dans des croyances ou des ides
partages par un groupe propos dun autre groupe. Un strotype est un ensemble de
caractristiques qui rsume un groupe, habituellement en termes de comportement, dhabitudes, etc.
Lobjectif des strotypes consiste simplifier la ralit : Ils sont comme a. Les patrons sont
tyranniques ; ces personnes-ci sont fainantes, celles-l sont ponctuelles ; les individus vivant dans
ces quartiers de la ville sont dangereux - il se peut effectivement que lun ou lautre dentre eux le
soit, mais tous ? Quelquefois, nous faisons appel aux strotypes propos du groupe auquel nous
avons le sentiment dappartenir, afin de nous sentir plus forts ou suprieurs aux autres (ou pour
excuser certaines de nos faiblesses- Que puis-je y faire ? Nous sommes tous comme a !). Les
strotypes sont gnralement bass sur certaines images acquises lcole, par le biais des mdias
ou la maison, qui se sont par la suite gnralises pour englober toutes les personnes qui pouvaient
y tre associes. Donc les strotypes consistent essentiellement en des croyances ou des ides
partages par un groupe propos dun autre groupe.
Il y a des strotypes raciaux, ethniques, nationaux, rgionaux. Les strotypes nationaux
constituent une source presque inpuisable de chauvinisme, de moquerie lgard de ce qui est
peru comme tranger ou de gnralisation dun caractre dun peuple ou dune nation.
Pourquoi s'intresser au strotype en classe de franais langue trangre ? Parce qu'il fait
partie intgrante du systme culturel d'une communaut, parce qu'il joue un rle particulirement
important dans l'acte de communication en vhiculant un savoir stabilis; il s'avre indispensable
pour porter un regard sur le mode de fonctionnement de la communaut franaise/francophone. La
seule comptence linguistique ne suffit pas dans la communication et donc lapprentissage des
langues passe par la matrise des comptences culturelles et interculturelles. Retenant la dfinition
que Morfaux ( 1980 ) donnait du strotype : Clichs, images prconues et figes, sommaires et
tranches, des choses et des tres que se fait l'individu sous l'influence de son milieu social (
famille, entourage, tudes, profession, frquentations, mdias de masse,) et qui dterminent un
plus ou moins grand degr nos manires de penser, de sentir et d'agir , on peut estimer qu' travers
l'tude des strotypes qui circulent dans le pays de la langue tudie, la France/dautres pays
francophones dans ce contexte, l'apprenant pourra se constituer une excellente grille de perception
de la communaut en question. Au mme titre que l'on apprend les conjugaisons, que l'on s'intresse
aux situations de communication, afin de faciliter l'individu une parfaite autonomie et matrise de
la langue trangre, il semble tout aussi important de permettre la matrise de ces strotypes,
figures et symboles qui circulent dans le pays tranger. Le dfi interculturel que doit relever
lenseignant de FLE nest plus seulement denseigner la langue et la culture mais aussi de montrer
comment la culture maternelle des lves entre en interaction avec la culture dun Franais ou celle
dun locuteur francophone. La seule comptence linguistique ne suffit pas dans la communication et
donc lapprentissage des langues passe par la matrise des comptences culturelles et
interculturelles. Chez les apprenants roumains, les strotypes concernant la langue franaise, les
Franais et la France sont plus nombreux et mieux reprsents que ceux allemands, italiens ou
espagnols. Pour la provenance et la transmission des strotypes, lcole, le contexte familial ou
lenvironnement social sont autant de facteurs qui influencent leur dynamique.
162
 Il y a de nombreuses possibilits d'activits visant le dveloppement de linterculturel et le
travail sur les strotypes en classe de FLE. Ceci est possible travers lanalyse de documents
mdiatiques (audiovisuels ou lectroniques), mais aussi et surtout travers le dveloppement dune
pdagogie des changes (directs ou distance) et de projets dapprentissage communs. Il est
important dintgrer dans le travail toutes les formes dexpressions, langage, mimique, thtre,
littrature, bandes dessines, chansons, vido, etc. ce qui permettra llve dutiliser tous ses sens
et de se mler lactivit si bien motionnellement quintellectuellement, condition ncessaire pour
lassimilation de lautre culture. Un trs bon support pour l'tude des strotypes en classe de
langue peut tre l'image filmique, et par l, le cinma. Tout d'abord, en tant que loisir de masse, le
cinma est un vecteur privilgi des strotypes au mme titre que tout discours mdiatique, il est
rvlateur d'une culture, reflet d'une socit et agent d'un certain imaginaire, il permet aussi une
connaissance et une comprhension meilleures de la langue - culture cible. Le cinma, l'image
filmique est aussi consquemment un vecteur privilgi de la culture lgitime, en d'autres termes,
des mythes manifestes et latents, des strotypes manifestes et latents, en tant qu'ils sont des
structures cognitives acquises. De ce point de vue, le cinma apparat comme un objet rare et
prcieux didactiquement pour la mise en valeur qu'il prsente de la pluralit des normes d'usage. La
chanson est un bon outil pour vhiculer la culture franaise et pour travailler sur les strotypes.
L'utilisation de la chanson en classe de langue a pour objectif pdagogique de susciter la motivation
des lves, de leur donner l'envie d'apprendre travers une approche plus ludique. Il y a galement
des approches atypiques du strotype : dans le discours de presse, dans la publicit, dans les
dictons et proverbes, dans des sketchs ou anecdotes. Les strotypes sont la fois ncessaires et
insuffisants pour comprendre une culture. Celle-ci est si vivante, et, en tant que telle, se nourrit de
strotypes, sur elle-mme et sur les autres. Lenseignement de la civilisation en classe de FLE doit
leur donner toute leur place.
Pour conclure, lutilisation du strotype nous aide, chacun et chacune nous orienter dans
un monde complexe en formant des catgories et en leurs attribuant des caractristiques spcifiques.
Ces catgories peuvent tre par exemple la nationalit, la langue, la couleur de peau, lge, la
religion, la classe sociale, le travail, lorientation sexuelle, etc. Les strotypes font partie de la
ralit sociale, et il est impratif de ne pas les passer sous silence ni dans la classe de FLE.

BIBLIOGRAPHIE :
1. Ruth Amossy et Anne Herschberg Pierrot, Strotypes et clichs, langue, discours, socit,
Ed. Nathan, Paris, 1997
2. Albane Cain, Claudine Briane, Comment collgiens et lycens voient les pays dont ils
apprennent la langue : reprsentations et strotypes, INRP, Paris, 1994
3. Fernand Ouellet, Lducation Interculturelle, LHarmattan, Paris, 1991
4. Jean Baptise Lgal, Sylvain Delouve, Stroypes, prjugs et discrimination, Paris, 2008

Sitographie
www.francparler.fr
www.ciep.fr
www.aulaintercultural.org
www.edufle.net
www.lepointdufle.net

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 LES ENJEUX DU JEU EN CLASSE DE FLE

prof. Ciobanu Diana-Ionela

Liceul Tehnologic "Ion Mincu", Vaslui

Dans le domaine de la didactique des langues trangres, le jeu constituie un outil sduisant,
un support fondamental pour le dveloppement des comptences des lves. Le jeu sollicite
l`attention, la concentration et l`activit de l`lve. En tant que professeur de Fle, j`ai eu plusieurs
occasions d`observer l`indiffrence et l`attitude rfractaire de mes lves envers la langue
franaise. Cela m`a provoqu trouver une stratgie de travail qui soit dynamique et innovante pour
motiver les apprenants et les dterminer s`impliquer dans le processus d`apprentissage de la
langue franaise. Confronte cette situation, je me suis pos quelques questions d`ordre pratique:
Serait-ce possible d`aborder le franais d`une manire ludique, motivante et originale et surtout
efficace pour l`apprentissage? Quel support correspondrait toutes ces exigences? Comment
combiner l`utilisation de ce support avec les activits proposes par les programmes officiels et qui
se retrouvent dans les manuels scolaires?
Les ractions positives des apprenants envers les activits ludiques m`ont suggr que
celles-ci pourraient tre le support qui correspondrait le mieux aux exigences mentionnes. Le
recours aux activits ludiques dans l`enseignement/l`apprentissage du franais pourrait susciter chez
les apprenants un intrt qui peut les encourager apprendre et s`exprimer.
Ainsi, le jeu est le choix adquat pour des raisons bien videntes: la premire raison est
qu` travers le jeu on peut animer la classe de franais, on peut la rendre plus interactive, crant une
atmosphre de dtente, de plaisir; la deuxime raison, plus importante encore, est le fait qu`on peut
slectionner des jeux et activits ludiques adapts au niveau des apprenants et enseigner le franais
travers une panoplie de jeux et d`activits sur la prononciation, le lexique, la grammaire, la
civilisation franaise et aussi sur diverses situations de communication et d`expression orale et
crite.
En classe de langue le jeu prsente une triple dimension: 1. une dimension ludique. Dans le
jeu, il y a toujours un enjeu (quelque chose gagner, trouver, un obstacle surmonter) et une part
d`inconnu (lie aux stratgies dvelopper); 2. une dimension langagire et cognitive. Le jeu
conduit perfectionner son langage dans la perspective de l`action; 3. une dimension socialisante.
Le jeu engendre une interaction sociale en vue d`une tche realiser et requiert l`utilisation du
langage comme moyen d`interaction authentique dans la classe. Le jeu ncessite galement la prise
en compte de l`autre et le respect de rgles valables pour tous permettant le savoir-jouer/savoir-
vivre ensemble.
Les caractristiques essentielles du jeu se rsument en quelques mots: plaisir, spontanit,
gratuit (accomplissement dun acte pour ce quil est en soi) et crativit de lacte pos. Il rpond
un besoin de dtente, de plaisir, dexploration et de dcouverte de lindividu. Il permet dorganiser,
de structurer son processus psychique et dlaborer ses capacits cognitives et affectives. Il touche
tous les groupes dges, toutes les catgories sociales et tous les tempraments humains, des plus
timides aux plus audacieux.
Le jeu didactique est considr lune des principales mthodes actives, attrayante et
efficace dans le travail scolaire. Il est une mthode utilise tous les niveaux d`enseignement du
franais pour renforcer les connaissances linguistiques: orthographe, orthophonie, grammaire,
vocabulaire, dveloppement de l`expression orale. En classe de dbutants, on emploie des jeux
dorthographe, des rbus, des mots croiss, des jeux- puzzle, des jeux de mots pratiqus avec un
support visuel. Aux niveaux moyen et avanc les jeux de mots et les mots croiss de mme que le
scrabble sont plus motivants et plus instructifs que chez les dbutants vu leur riche contenu
linguistique et culturel. Le franais est une langue qui se prte des jeux de mots, des charades, des
calembours, des mots desprits. Les jeux impliquent la capacit dinvention, la fluidit des ides, la
flexibilit et la capacit de synthse, propres la crativit. Si le professeur conduit avec plus
164
dhabilet le jeu, la fin de la leon, il va remarquer chez ses lves un vrai got pour ce type
dactivit et le dsir pour ltude de la langue trangre prise en considration. L`enseignant
vieillera la cration d`une atmosphre propice au jeu. Il peut situer son activit au "schma
mthologique":1.Quel est l`objectif de cette activit?; 2. quel niveau d`apprentissage peut-on
l`introduire?; 3. Quelles connaissances linguistiques pralables l`apprenant doit-il avoir?; 4. Quels
savoir-faire entrent en jeu?; 5.Qu`apporte cette activit en termes d`apprentissage?; 6.Peut-on la
faire individuellement ou en groupes?;7.Est-ce une activit?-a.convergente(production guide), b.
divergente(production ouverte), c. qui ncessite la rsolution de problmes nouveaux (production
libre)?; 8.O s`inscrit-elle dans la progression?; 9. quel moment peut-on la proposer: a. au cours
d`une leon, b. la fin d`une leon, c. n`importe quel moment?; 10. Peut-on la proposer plusieurs
fois: a. telle quelle, b.avec une variante?; 11. Quelles prparations exige-t-elle?; 12. Quelles
consignes faut-il donner?; 13. Combien de temps dure-t-elle?; 14. quel moment et comment faut-
il contrler la production linguistique?
Les jeux didactiques peuvent tre classs en: 1.jeux linguistiques (grammaticaux,
morphologiques, lexicaux, semantiques, phonetiques, orthogpraphiques); 2. jeux de crativit
(devinettes, charades, anagrammes); 3. jeux culturels: on commence par fournir aux lves des
phrases et on leur demande de remplir par les noms de villes, provinces; 4. jeux drivs du thtre
(dramatisation, jeu de rle, simulation).
Il y a des avantages du jeu dans l`enseignement des langues trangres: 1.il peut tre
employ tous les niveaux d`enseignement; 2. facilite l`intraction des lves et l`intraction de
ceux-ci avec le professeur; 3. propose une grande varit de situations motivantes et familires; 4.
amliore les comptences de prononciation et de comprhension par une mise en situation; 5.le jeu
soude le goupe,instaure un climat de confiance, de coopration, de respect qui permet chacun de
se sentir sa place et doser exprimer ses besoins et aussi fait participer les lves timides ou
anxieux; 6. le jeu constituie un prcieux outil pdagogique d`approfondissement. L`utilisation du
jeu dans la classe de fl a aussi quelques dsavantages: 1. il demande une prparation pralable de
la part du professeur; 2.on ne peut l`utiliser pour introduire de nouvelles notions; 3. le temps de
droulement d`un jeu doit tre bien calcul; 4. le jeu ne peut pas servir l`evaluation individuelle.
Le jeu provoque linteraction dans laquelle lapprenant est la fois rcepteur, producteur et
o il doit exercer sa capacit danticipation (il pense ce quil va rpondre pendant quil coute ce
quon lui dit) comme dans une vraie interaction sociale. De plus, lapprenant sera amen, par
lexprience du jeu, mettre en pratique deux fonctions que remplit le discours : la fonction
propositionnelle (ce que disent les mots) et la fonction illocutoire (ce que lon fait avec les mots ;
donner un ordre, accuser, sexcuser,). Ces deux fonctions seront mises en oeuvre spontanment.
Le jeu didactique constituie un outil irremplaable certains moments de l`appentissage de
la langue vivante trangre par l`attrait et l`implication qu`il suscite chez les enfants,et l`authenticit
de communication qu`il permet. Je cois que les activits ludiques sont indispensables dans
l`enseignement d`une langue trangre. Le jeu nous permet un temps de sortir de la monotonie de
la classe, exprimenter, imaginer, crer, tester notre capacit et rsoudre des problmes.
Dans le contexte ducationnel o la motivation des lves pour ltude du franais baisse de
plus en plus il faut que les enseignants fassent le premier pas dans la direction de diversifier ses
mthodes d`enseignement du FLE..

BIBLIOGRAPHIE
Georgescu, Corina-Amelia, La didactique du franais langue trangre: tradition et
innovation, Editura Tiparg, Slatina, 2011, p.189
Silva, Hayde, Le jeu en classe de langue, CLE International, Paris, 2008, p.18
Vanthier, Hlne, L`enseignement aux enfants en classe de langue, CLE International, Paris,
2009, p.57
Weiss, Franois, Jouer, communiquer, apprendre, Hachette, Paris, 2002, p.10
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 LA GOGRAPHIE, LE FRANAIS ET LA BANDE DESSINE
Professeur: Mirela BULGARU,
Lyce Thorique "Mihail Koglniceanu" Vaslui
A lpoque actuelle, il devient ncessaire dapprendre au moins une langue trangre en
sachant que cette dernire ne peut tre acquise naturellement comme la langue maternelle.
Apprendre le franais par le biais de la bande dessine pendant la classe de gographie serait une
bonne mthode pour les lves de perfectionner leur langue franaise. La gographie et la bande
dessine ont de nombreux liens. Si les publications sur gographie et bande dessine sont assez
disperses, il nen reste pas moins quelles sont assez nombreuses. La cartographie est peut-tre
celui qui nous interpelle en premier lieu la lecture dune bande dessine. Comment ne pas voquer
la clbre carte de la Gaule qui introduit toute aventure dAstrix ? En 52 av. J.-C., toute la Gaule
est envahie par les Romains. Toute ? Non. Car un village dirrductibles Gaulois rsiste toujours
lenvahisseur . La carte de la Gaule accompagnant ce clbre texte invite le lecteur zoomer
sur ce village gaulois, grossi par la prsence dune loupe. Le territoire est pos : la Gaule est passe
aux mains de lenvahisseur, mais ce petit point sur la carte va, lui seul, remettre en cause la
conqute romaine. La carte expose aussi au lecteur le trs fort lien entre le territoire et lidentit : les
irrductibles Gaulois dont le lecteur va suivre les aventures sont situs dans lespace et dans le
temps. Pourtant, dans la mme srie, des lieux vont, volontairement ne pas tre localiss.
Et lon pourrait citer bien dautres hros qui, par leurs aventures, rencontrent lAutre et se
confrontent lapprentissage de la diversit et de laltrit : de Corto Maltese40 (Hugo Pratt)
Tintin , en passant par Naruto41 (Masashi Kishimoto) qui dcouvre dautres paysages et dautres
manires dhabiter lespace en se rendant dans les autres villages cachs (tous symboliss par un
des cinq lments japonais : le feu, leau, la foudre, la terre et le vent auxquels sont associs des
identits territoriales), les parcours des personnages montrent combien les liens entre espace et
identit sont particulirement forts dans la bande dessine.
La bande dessine reprsente la fois des espaces imaginaires et rels, mais tous ont beaucoup
nous dire de notre manire de nous reprsenter et dhabiter le monde. Les cartes ne sont pas
toujours prsentes dans les bandes dessines, ou parfois ( limage de la carte des Cits obscures
produite par lIGN pour le 2e tome de La Frontire invisible) elles sont produites aprs la parution
de la bande dessine. Le gographe Olivier Marlet a, ainsi, explor les diffrents liens entre les
cartes et la bande dessine, travers un corpus questionnant les mondes imaginaires tout comme les
reprsentations du monde rel : dans la bande dessine, objet minemment visuel, la carte est
aussi mobilise pour faire vagabonder notre imagination. Car elle fait beaucoup plus que situer des
lieux, des frontires et des hommes : elle engendre le rve et lvasion. Elle cre une ambiance,
raconte dj toute une histoire et donne une atmosphre au rcit . Et, lutilisation de la carte dans
la bande dessine rappelle les trs forts liens entre gographie et BD.
Go BD c'est une srie qui montre les liens entre la gographie et la BD. Bka est un duo
de scnaristes franais, Bertrand Escaich et Caroline Roque. Bertrand Escaich commence trs jeune
crire ses premiers scnarios de BD. Alors qu'il poursuit ses tudes de sciences, il dcide un jour
de tenter sa chance et envoie quelques projets des diteurs. La chance tant au rendez-vous, il

40
Corto Maltese est une srie de bande dessine d'aventure, cre par le dessinateur et scnariste italien Hugo Pratt en
1967. Cette srie fait partie des bandes dessines europennes les plus clbres du XXe sicle. Elle a t traduite en de
nombreuses langues et adapte en plusieurs films d'animation.
41
La version franaise du manga est publie par Kana depuis 2002. Un manga (?) est une bande
dessine japonaise. Le mot manga est parfois utilis pour dsigner, par extension, une bande dessine non japonaise
respectant les codes des productions populaires japonaises ou pour nommer, maladroitement, d'autres produits visuels
rappelant certaines de ces bandes dessines (dessins anims, style graphique, etc.). Les mangas traduits en langue
franaise se lisent gnralement dans le sens d'origine (de droite gauche). La plupart des mangas sont en noir et
blanc1.

166
publie ses premiers albums et dserte peu peu les bancs de la fac. Il en arrive ne plus frquenter
que les cours de danse africaine, o il fait la connaissance de Caroline... Passionne depuis toujours
par la lecture et le cinma, Caroline Roque en vient tout naturellement crire des romans et des
scnarios. Une de ses nouvelles reoit le prix des cinmas dArt et dEssai Toulouse, ce qui
lencourage poursuivre dans cette voie. Cest au moment o elle dcide dabandonner sa thse de
chimie qu'elle rencontre Bertrand Escaich. Les Bka ont repris les scnarios des Foot Maniacs,
des Fonctionnaires, des Fourmidables, avant de crer Les Rugbymen et Studio danse.

De la cordillre des Andes la fort amazonienne, le quatrime tome de Go BD est une

incroyable expdition, la dcouverte des mystres du cacao. Estban un jeune garon quatorien,
part avec son oncle au coeur de la fort vierge amazonienne, la recherche d'une fve de cacao rare
et prcieuse. Ils devront pour cela se rendre au coeur du territoire des Indiens Shuars, autrefois
appels Jivaros , les terribles rducteurs de tte. Estban fera la connaissance de la jeune Selva,
apprentie chaman, et, ensemble, ils devront djouer les plans de la terrible Voleuse de chocolat qui
rve de s'emparer du prcieux cacao. De l'aventure et du mystre au coeur de la fort amazonienne :
un beau voyage initiatique sur les traces de la fabrication du cacao.
La figure du voyage est aussi, par sa forte prgnance dans la bande dessine, une invitation
penser les liens entre gographie et bande dessine, comme en tmoignent les aventures de ces
hros que tout le monde connat : Astrix, Tintin ou Corto Maltese. Toute bande dessine
questionne lespace, travers la figure de lle, de la ville, des territoires du quotidien, des espaces
domestiques La gographie questionne la fois la reprsentation de lespace dans la bande
dessine et lutilisation de la planche comme espace pour figurer lespace.
Voil un exemple de bande dessine: "Voyage en Inde" met en scne un jeune couple en sjour
dans le pays des maharajahs.

On peut utiliser la BD pour illustrer un voyage pendant la classe de gographie.

BIBLIOGRAPHIE:
167
1. https://fr.wikipedia.org/wiki/Beka
2. http://labojrsd.hypotheses.org/1298
3. http://www.tourmag.com/Voyage-en-Inde-une-BD-pour-decouvrir-la-destination_a64935.html

LA COMPTENCE INTERCULTURELLE
Enseignant Diana Lucia Nazru
Lyce Technologique Gh. K. Constantinescu Brila

Une discipline se dfinit en fonction de son histoire et de son rapport lhistoire.

Lenseignement des langues vivantes, et notamment du franais langue trangre, sest renouvel de
faon spectaculaire au cours des vingt dernires annes. Un examen critique de lenseignement dit
traditionnel a tout remis en cause: objectifs, conceptions, mthodes, moyens utiliss, dynamique de
la classe de langue, rle et formation des enseignants, programmes, examens. partir dun constat
dchec des anciennes mthodes et danalyse de leur inefficacit, un travail plus constructif a t
entrepris. Cet effort dlaboration dune nouvelle pdagogie est loin dtre achev, mais il est
suffisamment avanc toutefois pour quon puisse faire un bilan et entrevoir les perspectives
davenir.
Parmi les principales raisons qui en ont favoris ce renouvellement, on trouve au dpart un
changement de conception ducative. Lvolution sest produite ds que les exigences peu prs
exclusivement littraires ont commenc reculer devant celles dune nouvelle culture o la
communication et les changes prenaient beaucoup plus dimportance.
ces exigences culturelles sest ajoute une ambition plus idaliste, mais commune la
plupart des ducateurs: les socits humaines du XXIme sicle, malgr les conflits qui les
dchirent ou les opposent, sont toutefois moins ethnocentriques que jadis et recherchent la
comprhension internationale. Cette ducation interculturelle vise former des lves capables
dapprcier les diverses cultures qui se ctoient dans une socit multiculturelle, et donc daccepter
dvoluer au contact de ces cultures pour que cette diversit devienne un lment positif, qui
enrichit la vie culturelle, sociale et conomique du milieu. Pour ce faire, lcole doit amener les
lves transcender les particularismes, favoriser les attitudes positives. Il faut donc savoir
comment agir sur les comportements et les attitudes. Comme ces changements requirent beaucoup
de temps, il faut agir tt auprs des jeunes qui formeront la nouvelle gnration. La tche nest pas
facile puisquil sagit de susciter louverture aux autres cultures tout en dveloppant sa propre
identit.
Enfin, le dernier facteur socio-culturel a jou en faveur du renouvellement des mthodes:
lexplosion scolaire, phnomne mondial commun au pays surdvelopps et encore le progrs
technologique.
Parler une langue trangre ne ncessite pas seulement une connaissance de ses rgles
lexicales et syntactiques, mais encore une capacit mettre en oeuvre un ensemble htrogne de
rgles de comportement. Il faut pour la classe crer des situations diverses afin quelle devienne un
vritable lieu de communication et polariser lattention des lves de telle manire que
lapprentissage des modles linguistiques qui conviennent ces situations se rapprochent du
processus naturel dacquisition de la langue.
lheure o la mondialisation des communications prend lampleur, les frontires
gographiques sestompent, les changes conomiques, sociaux, culturels se dveloppent, la

168
mobilit des individus sintensifie, la diversit culturelle constitue un nouveau cadre dans lequel les
individus, les communauts sont amens voluer.
Les tentatives de dfinir une comptence interculturelle rendent compte de lensemble des
savoirs acqurir, dvelopper et enseigner, pour optimiser linteraction, la coopration, le travail
en quipe avec des personnes de cultures diffrentes, pour faciliter et favoriser la dynamique
communicationnelle.
La comptence interculturelle est dfinie comme la capacit communiquer efficacement
dans des situations interculturelles et tablir des relations appropries dans des contextes culturels
divers.
Lobjectif de la comptence interculturelle est de dvelopper un ensemble de savoirs,
savoir-tre et savoir-faire avec des caractristiques propres chaque individu, caractristiques qui
sappuient sur chacune des cultures, tout en les dpassant. On recherche ainsi un quilibre entre
deux normes, permettant lindividu de comprendre et dagir dans les deux espaces de
communication.
Un autre objectif de la comptence interculturelle est de tcher de faire ouvrir lesprit et le
coeur des apprenants sur le monde francophone, de dvelopper leur veil aux cultures, aux modes
de vie et de pense des autres, de les amener accepter les diffrences et laltrit (la faon dtre
autre), de dvelopper chez eux une certaine empathie (capacit de se mettre la place de lautre),
de les aider devenir moins chauvins, moins ethnocentriques (tendance survaloriser son pays, sa
nationalit, sa faon de vivre et de penser), sans pour autant perdre leur identit propre. On peut
rester soi-mme tout en cultivant une identit plurielle, gage indispensable dune bonne intgration
dans ce nouveau millnaire plurilingue et pluriculturel.
Lcole devrait ainsi transmettre aux lves le got de lire et dcrire, le got de
lesthtique, leur donner aussi les moyens dadopter un esprit critique et de se situer,
linguistiquement et culturellement, dans leur environnement.
Il est important que lcole, tout au long dun cheminement progressif, offre aux lves les
moyens de parvenir une matrise de la langue pour leur permettre:
- de communiquer dans les situations de la vie sociale et dlargir leurs contacts;
- daccder aux savoirs tels quils sont formuls et transmis par la langue;
- de parler de la langue avec des mots appropris;
- de se sentir laise dans la langue franaise jusqu les inciter en jouer, inventer,
crer des textes et des discours de tous genres.
Le but de lenseignement-apprentissage dune langue trangre est de faire acqurir la capacit
de communiquer ou la comptence de communication. Pour communiquer, la matrise du systme
de la langue ne suffit pas. Il faut connatre aussi les rgles de son emploi, et ses rgles culturelles
jouent un rle essentiel. Ainsi, le rsultat de lapprentissage dune langue trangre doit viser non
pas seulement la formation des comptences linguistiques, mais aussi la formation de la comptence
de communication interculturelle.
Linterculturalit est un terme qui dsigne tout dabord une situation de communication dans
laquelle les participants mobilisent toutes leurs capacits pour interagir les uns avec les autres et,
ensuite, lensemble des stratgies de communication mises en oeuvre dans cette interaction.
Lenjeu didactique de la communication interculturelle dans lenseignement- apprentissage du
FLE consiste dans lacquisition tant des structures spcifiques de la langue trangre, que des
informations sur les valeurs, les coutumes et les traditions nationales et trangres. Lenseignement-
apprentissage des langues trangres constitue un repre pour la connaissance de soi-mme et la
formation de lidentit culturelle.
Le devoir de lenseignant nest pas seulement de transmettre son savoir, mais aussi de
dvelopper chez lapprenant un savoir-faire, daider lapprenant consolider toutes les habitudes
qui le rendent plus apte utiliser les connaissances linguistiques acquises. Il ne sagit pas seulement
dacqurir un savoir linguistique, mais bien darriver la capacit dagir dans des contextes, dans
tel ou tel ensemble de circonstances. Lenseignant doit apprendre aux lves communiquer en
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franais, sexprimer correctement, utiliser la langue franaise de faon adquate la situation de
communication.
Le contact avec la langue trangre doit permettre lapprenant de dvelopper des attitudes
douverture lgard dune culture autre que la sienne ou bien encore de mieux prendre conscience,
contrastivement, du fonctionnement de la langue maternelle.
En effet, apprendre une langue trangre cest apprendre une nouvelle culture, des modes de
vie, des faons de penser, augmenter son capital de connaissances et de nouvelles informations, son
propre niveau de comprhension, ouvrir les portes de la communication entre civilisations,
traditions et cultures.
Bibliographie
Bertocchini, Paola, Costanzo, Edvige, Manuel dautoformation, Hachette, Paris, 1989.
Byram, Michal , Culture et ducation en langue trangre, Didier, Paris, 1992.
Tagliante, Christine, La classe de langue. CLE International, Paris, 2006.
Wolton, Dominique, Demain la francophonie. Editions Flammarion, 2006.

DE LA TRADITION LA MODERNIT DANS LENSEIGNEMENT-

LAPPRENTISSAGE DU FLE
prof.Neculau Maria Alina
coala Gimnazial Nr.1,sat Poieneti

Jai choisi crire sur ce sujet parce que nous assistons aujourdhui aux discussions de toutes
sortes,aux opinions contradictoires vis--vis de la meilleure mthode employe pendant la classe du
FLE .Au-del de ces contradictions,nous,les acteurs impliqus directement ce processus
(professeurs,lves,parents),on est conscients que dans des situations de la vie quotidienne, il est
dabord ncessaire que le locuteur ait des moyens lexicaux satisfaisants.La connaissance des mots
dans une langue trangre reprsente le lien entre lmetteur et le rcepteur du message qui doivent
ragir pour montrer la comprhention de la sance conversationnelle. Les mots, les units lexicales,
ont une position extraordinaire ; ils portent le sens. Dans un acte de communication, la grammaire
joue un rle secondaire.Ce sont les mots qui ont un pouvoir extraordinaire pour que les hommes
puissent communiquer dune manire conciente et active.
On a constat que ce quon nommait traditionnel dans lenseignement de nimporte quel
pays fait que l'lve soit un objet,manqu dinitiative,ayant comme consquence la disparition de la
motivation.Lenseignement bas sur la ralisation dun programme et pas sur les besoins de l'lve
mne lapparition de diverses inhibitions et parfois mme aux tats de peur.Le procd de
lacquisition dune langue trangre se droule plus vite et plus efficacement si lon cre une
atmosphre qui donne l'lve la sensation de scurit et la conscience de sa propre valeur.
Il faut souligner que lenseignement des langues trangres met de plus en plus laccent sur la
comptence communicative,ayant comme objectif central la capacit de communiquer.
Lobjectif de la didactique du FLE est l'tude des modalits denseignement et
dappropriation du franais en milieu non-naturel.(J.-P.Cuq et I.Gruca,Cours de didactique du
franais langue trangre et seconde)
La mthodologie traditionnelle ou mthodologie grammaire-traduction tait base sur la
lecture et la traduction de textes littraires en langue trangre,ce qui plaait loral au second
plan.La langue utilise en classe tait la langue maternelle et linteraction se faisait toujours en sens
unique du professeur vers l'lve. Le vocabulaire tait enseign sous forme de listes de centaines de
mots prsents hors contexte et que lapprenant devait connatre par coeur.Le sens des mots tait
appris travers sa traduction en langue maternelle.

170
 La mthode naturelle ou directe interdisait le recours la langue maternelle dans
lapprentissage,ce qui a constitu un bouleversement dans lenseignement des langues
trangres.Les dsavantages taient multiples:il tait impossible de faire les lves penser en
franais et analyser la prononciation,la grammaire,le lexique.
La mthodologie active est un compromis entre le retour certains procds et techniques
traditionnels et le maintien des grands principes de la mthodologie directe.Avec celle-
ci,lenseignement du vocabulaire et de la grammaire ne se faisait plus sur le mode de la rption
intensive,mais la rption extensive des structures.
La mthodologie audio-orale tait de parvenir communiquer en langue trangre,en accordant
la priorit loral.Le professeur communique uniquement dans la langue trangre.Le vocabulaire
tait mis au second plan par rapport aux structures syntaxiques,en employant les exercices
structuraux et les laboratoire de langues.Ceux-ci ennuyaient les lves,les dmotivaient.
La mthodologie structuro-globale audio-visuelle (SGAV) repose sur le triangle:situation de
communication/dialogue/image.Elle ouvre la voie aux approches communicatives (la grammaire est
mise au service de la communication).
Lapproche communicative part du principe que la langue est avant tout un outil de
communication et dinteraction sociale qui sexerce travers quatre habilet:comprhension orale et
crite,expression orale et crite et que lon communique grce des actes de langage et des notions
trasversales.
Lapprentissage nest plus considr comme passif,mais comme un processus actif qui se
droule lintrieur de lindividu.La langue trangre est utilise en classe,mais il est possible
dutiliser la langue maternelle et la traduction.Lerreur devient le produit de la dynamique de la
classe.L'lve devient un apprenant et un acteur de son apprentissage.Il est sollicit tout le temps et
cest pourquoi on lui fait acqurir des stratgies dapprentissage.
Lapproche communicative introduit la notion dapprendre apprendre.
Jai observ que les lves avaient un intrt de plus en plus faible l'gard de lapprentissage
du franais.Nous entendons toujours que langlais est plus facile...Mais,nous,les professeurs de
franais,on ne se passe pas de ce quon aime,de notre rle de transmetteurs dune langue de
culture,dune langue musicale.Cest nous quon doit trouver les mthodes et les techniques les
plus efficaces et attractives pour nos lves. Dans mon cole, comme dans la majorit des coles de
la zone rurale, nous employons dans les classes de franais les manuels de franais comme la seule
source,il ny a pas de salle multimdia ou dordinateurs la disposition des professeurs.Et
l'innovation de chacun de nous compte. Pour quune classe de franais ne soit pas monotone,nous
devons apporter la nouveaut,des supports didactiques diffrents.Pour motiver les lves
daccomplir des tches complexes,les mthodes modernes viennent justement prvenir leurs
besoins.
L'tude du vocabulaire reprsente un des aspects essentiels dans l 'tude dune langue.Puisque
les lves nont pas une quantit suffisante de mots,ils nosent pas sexprimer en franais.La
traduction a t le seul moyen d'lucidation du sens pendant longtemps.Et lenrichissement du
vocabulaire est un objectif prioritaire.La didactique moderne ne recommande pas la traduction en
langue maternelle.
Lenseignement du vocabulaire commence ds la premire classe de franais et continue
pendant toute la dure de l'tude.Il respecte les principes de la slection et de la gradation;les
rsultats seront jugs daprs la capacit des lves dutiliser leurs connaissances lexicales dans la
communication.Nous ne devons pas les valuer daprs lacquisition de listes de mots appris par
coeur.L'lve dbutant doit commencer par entendre,puis comprendre ce quon lui dit.Le nouveau
vocabulaire sera prsent laide de limage,des gestes,des objets divers,etc.,jamais isolment,mais
plac dans un contexte.Une telle leon doit tre dialogue pour la faire attractive.
Le rle du professeur est dattirer ses lves vers lapprentissage des mots,de leur faire
comprendre que lacquisition dun certain vocabulaire a une importance capitale.Quand il verra
quil peut communiquer laide des lments lexicaux acquis,il sera motiv pour continuer.
171
 La pratique langagire, linteraction entre les lves, les situations relles de la communication
ne sont possibles quen offrant aux lves des activits agrables, intressantes, motivantes.J'ai
observ que la tradition et la modernit travaillaient parfaitement pour servir les besoins de
l'lve,car nous ne pouvons pas les sparer.Les deux ont des mthodes qui aident lenseignant et
lapprenant progresser.Nous pouvons les combiner dune manire satisfaisante pour obtenir le
meilleur rsultat pendant la classe du FLE.
Lactivit de tout professeur de franais vise lacquisition,par ses lves,des comptences de
communication en FLE pour communiquer dans cette langue,pour pouvoir vivre et travailler dans
un milieu francophone.

BIBLIOGRAPHIE SLECTIVE
Anghel,Manuela-Delia,Petrior,Nicolae-Florentin,Guide pratique pour les professeurs de
franais,Editura Paradigme,2007
BRESCU , Maria , Mthodologie et enseignement du franais, Editura didactic i pedagogic,
Bucureti, 1979
COSCEANU,Ana.Linguistique et didactique,domaine franco-roumain,Cavallioti,2006
DRAGOMIR,Mariana,Considrations sur lenseignement-apprentissage du franais langue
trangre,Editura Dacia,Cluj-Napoca,2001
MUNTEANU, Emilia, l cole avec le franais langue trangre , Editura Sf. Mina , Iai
TAGLIANTE , Christine, La classe de langue, CLE International, 2002;

LA BANDE DESSINE POUR DBUTANTS

Prof. Borun Cristina Anca
Liceul Teoretic Mihail Koglniceanu, Vaslui

Dans toutes les familles il y a un petit dernier. Le plus jeune, celui qui profite de ce que ses
ans ont acquis, mais quon ne laisse jamais se dbrouiller tout seul, mais qui aura plus tard du mal
se dfaire tout seul (ce nest pas ce cas). La bande dessine est devenu le chouchou dans la
grande famille de lart. Il y a environ 50 ans, on a annonc larrive dun petit dernier: la bande
dessine. On lui a trouv un surnom: le neuvime art. Un peu plus de 50 ans, cest un peu vieux
pour tre le benjamin. Elle a dabord vcu avec les voisins: les mdias, les loisirs et quelques autres,
la famille de lart ne la jugeant quun mlange de la littrature et de la peinture. Elle a voyage en
Europe, au Japon et aux Etats-Unis, puis un peu partout dans le monde. Elle a beaucoup travaill, a
fait parler delle et a finalement t accueillie parmi les arts. Aujourdhui, on lexpose, on la
collectionne, on lui consacre des muse.
En matire de bande dessine, il y a ceux qui nosent pas se lancer, faute de ne pas possder
les cls dun genre qui leur semble bien part. Textes et images sy entremlent pour mieux nous
raconteur des histoires dont la richesse est gale lextrme varit qui entrent dans leur
composition. Mais o commencer et comment? Quel est le point de dpart?
Pour faire un bon album de bande dessine, il faut une bonne histoire, un bon scnario. Tous
les thmes sont possibles parce quelle sadapte tous les genres: conte, aventure historique,
science fiction, vie quotidienne, western, policier, satire sociale, etc. Mais bien plus avant, il y a
lide, la bonne ide quil faut ensuite dvelopper, rcrire, mrir de faon quil y ait le dbut, le
droulement et la fin de lhistoire. Le scnario, plus dtaill, fait figurer diffrentes pripties, la
description des personages, des lieux, lambiance. Cest la base du dcoupage en images. Il permet
de visualiser toutes les cases qui constitueront lhistoire, il cre un rythme, il doit respecter le bon
droulement de chacune des pripties.

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 Une fois le scnario tabli, lauteur se met au dcoupage de la bande dessine: il sagit
desquisser chaque case et le texte qui laccompagne. Contrairement ce que lon pense
gnralement, les textes ne sont pas crits la fin. Les attitudes des personages dpendent de ce
quils racontent, et il faut connatre ds le dpart la longueur des textes afin de leur permettre de
leur laisser de la place dans le dessin.
On peut capter lattention et lintrt du lecteur par la narration et les personnages . Pour
crer une narration comique, on peut placer le hros dans des situations difficiles (un lphant dans
un magasin de porcelaine), par les contrastes entre deux personages (Astrix et Oblix), crer une
situation absurde. On peut choisir de dramatiser le rcit- des rebondissements, des coups de thtre
inattendus, du suspense, une double narration (ce que vit le hros et ce que vit son ennemi).
Les personnages sont aussi trs importants. Il existe le hros miroir, auquel le lecteur
sindentifie, les faire-valoir, sans lesquels les hros ne seraient rien (Oblix), le hros comique, dont
on a juste accentu un petit dfaut (maladroit, tourdi), les herones, qui ont seulement du caractre.
Il simpose aussi une documentation pour mieux matriser son sujet, enrichir son scnario et
accrotre les chances dtre vraisemblable.
La bande dessine joue aussi sur la page et sur les cases qui la composent, comme autant de
morceaux de puzzle.
La premire page est une introduction, une rampe de lancement pour la narration. Elle met
en place un climat. Chaque page cre une pause que le dessinateur peut utiliser pour apporter du
suspense, changer de temps, de lieu, de rythme.
Au fil de lhistoire on varie les plans. Chaque case peut tre comme un tableau, une scne
de thtre. Le plan densemble sert montrer tout un dcor, permet une respiration dans le rcit; le
plan moyen isole un personnage, montr tout entier; le plan amricain, se focalise sur laction dun
personnage. Dans le plan rapproch, le personnage est coup au buste ou aux paules et en plus le
lecteur est dans laction. Le gros plan permet de jouer sur lmotion du lecteur, en accentuant un
dtail.
Les angles de vues servent crer un rythme et faire passer certaines sensations, en
contrlant le regard du lecteur. La plonge, loeil regarde den haut, le personnage principal
semble vulnrable, le lecteur est observateur. La contre-plonge, loeil regarde du dessous,
exprime la supriorit du personnage, le lecteur est impliqu dans laction.
Le travail du dessinateur est de reprsenter des lieux ( partir de photos, des croquis pris sur
place) et des personages (grands, gros, petits, maigres). Il faudra des pages et des pages de croquis
avant de trouver de bons traits que lon pourra parfaitement reproduire dune case lautre. Ses
outils, crayon, plume, feutre, pinceau dpendent de son talent et de sa personnalit.
On peut passer du crayonn au encrage. Dabord dessiner la page au crayon, pour pouvoir
corriger, puis encrer pour donner de lpaisseur au dessin.
Une place trs importante occupent les bulles. Elles reprsentent une sorte de ruban qui
sortent de la bouche de lorateur. Rondes, ovales ou rectangulaires, ells doivent servir la lisibilit
du texte. Pas trop petites ou pas trop coinces dans un coin de la case, dans un ordre qui respecte le
sens de la lecture, elles apportent le son dans limage.
Sans une initiation pralable dans ce labyrinthe de la bande dessine il est difficile de
raliser de bonnes bds qui soient au got du public si exigeant ce dernier temps. La bande
dessine, cest une histoire qui se raconte en images, une lecture o les lments qui font sens sont
la fois dans les mots, dans le graphisme, dans la forme des cases, dans les couleurs. Et il faut
goter tout cela pour en apprcier la pleine saveur.

Bibliographie:

1. Jean Benot Durand, Jrme Flix, BD mode demploi, Castor Poche-Flammarion,1998;

2. La revue Dada, no.16, La bande dessine, un neuvime art, Editions Arola, 2011
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 LA BD: SUPPORT MOTIVANT PDAGOGIQUEMENT

Bobosca Crina Maria

Liceul Tehnologic de Transporturi Auto-Craiova

Picasso a un jour eu une rflexion tout fait intressante au sujet de la bande dessine : La
seule chose que je regrette dans ma vie, cest de ne pas avoir fait de bande dessine.
Les apprenants en langue ont besoin de travailler sur des supports varis, qui leur permettent
galement d'envisager la langue trangre qu'ils apprenant dans des contextes diffrents. La Bande
dessine fait partie de ces supports souvent encore trop peu exploits par les professeurs de langue,
de peur qu'elle dnote un caractre trop ludique au dtriment du pdagogique.
Pourtant la bande dessine demeure un support de cours parfaitement exploitable, retenant
quasi immdiatement l'attention des apprenants de tous ges.
Mais que peut-on faire avec une BD? il s'agit dans un premier temps de comprendre une

planche de BD globalement partir de l'observation de limage : Avant la lecture des bulles, il est
judicieux de leur faire produire des hypothses sur le thme gnral partir de l'observation des
dessins raliss. Ils dcriront l'ensemble pour en dterminer le thme, le caractre humoristique ou
non, l'intention de l'auteur, le message ventuel...
La planche peut servir de support pour l'expression orale : description, puis lecture des
bulles, rsum de l'histoire, pour dboucher si la fin est ouverte vers la formulation d'hypothses
pour une fin probable...
Vous pouvez aussi effacer les textes crits dans les bulles, et travailler plus spcifiquement
sur l'imaginaire... Qu'ont voulu dire les personnages ? Quelle sera la teneur exacte de leurs propos?
ce type de travail sur l'crit dveloppe certaines comptences lies l'crit oralis : parfait quand on
veut travailler sur les registres!
On peut aussi tenter de trouver un titre, imaginer ce qui sest pass avant, trouver le mot de
la fin, rviser et enrichir son vocabulaire, manipuler certaines structures grammaticales et des actes
de parole en situation authentique.
Notre questionnement est le suivant : en quoi la bande dessine peut-elle tre le point de
dpart d'activits orales ou crites dans la classe de FLE? Afin de donner des lments de rponse
cette question, nous proposons travers cet article une rflexion sur la BD comme outil
pdagogique.
La BD est de plus en plus utilise pour lapprentissage des langues. On la qualifie de
langage librateur . Un cooprant a choisi les Schtroumpfs pour aider les enfants gabonais
sexprimer correctement en franais ; dj traduit en 57 langues et dialectes, Astrix en Corse
pratique la langue locale en 1993.
Dautres BD donnent loccasion aux lves de sentraner prciser leur vocabulaire : 52
Popeye le marin ignore allgrement la syntaxe et la grammaire et corche tous les mots ; Achille
174
Talon, qui sexprime de faon dlicatement dsute mais ironique, permet de se livrer lexercice
inverse, traduire la pense du hros en vocabulaire courant. Si lon oublie laspect sarcastique des
rflexions de ce personnage, on trouve son pendant aux Etats-Unis avec le Surfer dArgent, dont
langlais oxfordien tonne plus dun Amricain. En Afrique noire, les professeurs partent dune BD
muette pour faire parler, inventer, rflchir .
. De plus, la langue de la BD est une langue de tous les jours, qui de par son style conversationnel
(avec des registres de langue diffrents), permet de travailler sur des situations varies. Elle offre
galement un atout trs important : lhumour. 2. Principes dutilisation Mme si ses possibilits
dutilisation en classe sont multiples, il sagira tout dabord de comprendre une BD globalement
partir de lobservation de limage, du dessin, de rflchir sur les procds graphiques, de dvelopper
lexpression orale, en bref dintroduire le document. On visera ensuite un entranement la
comprhension crite et lexpression orale (dclencheur dexpression) : raconter lhistoire selon
diffrents points de vue, trouver un titre, imaginer ce qui sest pass avant, ce qui se passera aprs.
Imaginer le contenu des bulles, trouver le mot de la fin, rviser et enrichir son vocabulaire,
manipuler certaines structures grammaticales et des actes de parole en situation authentique. On
passera enfin lexpression orale pure, en dveloppant la crativit des apprenants. Il est par
exemple possible de jouer les scnes originales de la BD, ou celles inventes par les apprenants.
Les bandes dessines, en tant que documents authentiques, permettent aux enseignants de FLE
deffectuer un travail bnfique et positif pour les apprenants; ils permettent dallier apprentissage
et crativit. Leur aspect ludique et leur richesse (culturelle, lexicale et grammaticale) favorisent
une manire de travailler diffrente, en classe et avec les apprenants. Quand la fin de lanne
approche, pourquoi ne pas rflchir la faon dont on peut enseigner le vocabulaire des ftes de fin
danne ?
Ouvrages consults : ressources et exploitations Internet

UN ET UN FONT TROIS

Ponea Oana Petronela,

Liceul Teoretic Emil Racovi Vaslui

Tout a commenc il y a quatre ans. Ce nest pas un conte de fes ou une histoire damour
ou, si vous voulez, les deux la fois : un ml, un contrat, un partenariat, plein de questions. Que
faire ? Est-ce que je vais me dbrouiller, puisque cest quelque chose de tout fait nouveau ? Quels
en sont les avantages et les inconvnients ? Y aura-t-il des tudiants intresss dans un univers
domin par langlais et les anglicismes ?
Et me voil au travail ; en train de slectionner des lves en vue de linscription au cours de
DELF scolaire (diplme dtudes en langue franaise), des personnes vraiment conscientes de ce
quelles veulent faire de leur avenir, mais en premier lieu des lves qui connaissent un peu le
franais et qui aient confiance en moi et ma capacit de les conduire vers le progrs, vers la russite.
Mais cest quoi ce cours de DELF et cet examen ? En fait, lappellation DELF scolaire est
rserve un mode de passation rgi par un accord tabli entre le service de coopration et daction
culturelle de lAmbassade de France et les autorits ducatives locales. On y value les 4
comptences du Cadre Europen commun de rfrence, plus exactement la comprhension orale et
crite, la production orale et crite. Lobtention de la moyenne (50 points sur 100) lensemble des
preuves permet la dlivrance du diplme correspondant. Il est important de faire remarquer que le
DELF certifie les capacits des lves en situation relle. Les lves qui souhaitent sy inscrire
doivent savoir que ce diplme :
-est une reconnaissance internationale des comptences en franais ;
-est valable vie ;
-est un document officiel reconnu dans les universits de France B2 et niveaux suprieurs ;

175
 -est un tmoignage du succs de lapprenant qui atteste ses comptences en franais ;
-est un document pertinent dans un CV ;
-ouvre des portes professionnelles dans les pays francophones.
Gnralement, les groupes sont forms de 9 14 apprenants ; mais il est vident que moins
ils sont nombreux, plus il est facile de travailler et de faire des progrs. Ils proviennent de lyces
diffrents, ce qui pourrait fort bien reprsenter un problme car ils ne se connaissent pas, ils ne
savent pas quoi sattendre donc ils risquent dtre complexs par le bon niveau de langue des
autres. On se connat ou on apprend se connatre et se respecter. Il faudrait mentionner
galement que jai eu affaire des tudiants de la neuvime jusqu la terminale dans le mme
groupe. Cela pourrait reprsenter un inconvnient quant au niveau de langue partir duquel on
commence le travail ensemble. Je me suis dj confronte des situations apparemment
impossibles lorsquun apprenant en terminale avait plus de difficults dexpression quun autre plus
petit. Mais trs vite, on sadapte, on russit trouver un quilibre et, mme, on profite de loccasion
pour former des liens et apprendre.
La majorit de mes groupes a choisi comme niveau le B1, qui reprsente le niveau de
lutilisateur indpendant et qui valide une comptence suffisante pour communiquer efficacement
loral comme lcrit sur des sujets varis. Ils ont fait ce choix afin que lpreuve qui vise les
comptences linguistiques en langue trangre au cadre de lexamen de baccalaurat soit reconnue ;
en obtenant ce diplme, ils ont russi quivaloir ces comptences de fin de lyce. Il y a eu un
groupe qui, aprs avoir obtenu le B1, ont dcid de continuer avec un niveau suprieur, le B2, qui
est celui de lutilisateur expriment et qui atteste dune communication aise et spontane ; en
plus, cest le niveau requis pour lentre luniversit franaise, qui dispense le candidat de tout
autre test de langue.
De toutes les quatre comptences, celle qui pose problme parmi nos apprenants, cest, bien
videmment, lexpression orale. Chacun de nous, les enseignants de FLE, connat le fait que nos
lves viennent au lyce, non seulement avec des valeurs personnelles indubitables, mais aussi
avec un certain degr dinfriorit, qui provient des complexes dus au milieu natal ; cest un aspect
concret, rel qui, malheureusement, influence le progrs et parfois mme la russite lexamen.
Dans ce contexte, il est fort difficile de travailler avec eux et de les dterminer exprimer un point
de vue personnel, avoir de la confiance en leurs propres penses. Cest la raison pour laquelle au
dbut de chaque rencontre, je leur pose une question apparemment banale, mais qui pourrait tablir
un dialogue dans le vrai sens du mot. Tout cela se passe rapidement, ils nont pas beaucoup de
temps dy rflchir. Une autre activit que jai teste et qui a toujours fonctionn, cest celle qui
sappelle la chaise lectrique : pendant une minute, les apprenants doivent parler de toutes les
choses qui leur viennent lesprit partir dun mot donn au dbut. Le jeu est intitul la chaise
lectrique car ils sont assis, tour de rle, sur une chaise devant les autres qui pourrait effrayer
parce que les autres sont tout yeux tout oreilles ce qui se passe et le silence peut tre angoissant.
Je connais des anciens lves de notre lyce qui, actuellement, sont des tudiants des
facults comme la facult de Mdecine, celle de Lettres ou de Gographie dans diverses villes de
notre pays et qui, pendant le lyce, ont suivi les 40 heures de cours DELF, ont dcroch le diplme
et, grce lui, sont partis continuer leurs tudes en France ; il sagit de diffrentes bourses qui leurs
permettent de sjourner en France pendant un semestre. cet gard, jai dj pens raliser une
sorte de confrence via Skipe entre mes lves actuels et les tudiants ltranger. Ce que
jattends de cette rencontre en ligne, cest un change dopinions entre les deux parties, peut-tre le
dbut dune relation qui offre la chance aux plus petits de souvrir au nouveau et donc au monde.
Somme toute, cette exprience a t et continue dtre un dfi pour moi ; je suis devant eux,
les lves, ceux qui dsirent apprendre, et je suis la fois parmi eux, afin de leur accorder tout le
soutien que je peux leur offrir. De cette faon, on arrive un moment donn sidentifier les uns
aux autres et devenir un tout. Cest la raison pour laquelle un et un ne font plus deux, comme en
mathmatiques, mais trois, car il y a le professeur, les tudiants et la passion pour le franais, qui
nous caractrise tous.
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 LES ACTIVITES THEATRALES ET LES APPROCHES INTERGENERATIONNELLES

Budaca Gina Luiza,

Liceul Teoretic Emil Racovi

Pour un professeur de franais qui se trouve devant un public jeune, je pense que cest
important de savoir jouer un peu comme un acteur devant ses spectateurs pour dclencher chez
ceux- ci lintrt, pour pouvoir transmettre de faon expressive les connaissances, pour former des
habitudes et des habilets de communication en classe de langue.
Pour jouer, lacteur utilise ses mouvements, sa voix, ses intonations, ses mimiques, ses
gestes. Le professeur peut faire appel un moment donn pendant son cursus de telles techniques
pour communiquer avec ses lves. Il peut mme inviter ses apprenants se mettre dans la peau des
personnages, simaginer et ragir dans telles ou telles situations communicationnelles. Ces genres
dexercices peuvent dgourdir les esprits, aider les timides dpasser leurs peurs parce que,
justement, ils jouent un rle, ils ont le courage de prendre la parole, la classe devient plus
dynamique. Encore plus, ce genre dactivit ludique aide certainement crer la cohsion du
groupe, se dcouvrir soi-mme et les autres. Il faut quand mme tre prpar grer quelques
aspects perus comme difficiles : le bruit, la gne, la peur du ridicule, le temps et le rapport
professeur - lves. Il faut ds le dbut tablir des rgles, il ne faut jamais imposer un certain rle a
un lve et privilgier une atmosphre dtendue, on doit bien organiser la squence pdagogique et
diriger les activits et tre prt donner lexemple.
Le professeur peut faire appel aux activits thtrales pour travailler les actes de parole-
cest laspect de lenseignement o jai le plus utilis cette approche- mais aussi pour fixer un
problme de grammaire ou un thme lexical. Dailleurs, une autre situation o jai jou avec des
jeunes a t au cadre des cours dt de franais organiss par la Bibliothque dpartementale N.
M. Sptaru de Vaslui o, les lves et le professeur, tirs du contexte habituel, se sont amuss
pendant des activits ludiques sous le signe du franais. La raction des lves a t toujours
positive (des 10-14 ans), ils mattendaient chaque rencontre prpars jouer, improviser,
ragir, apprendre.
Quand on entre en classe comme professeur de FLE, je crois que cest important de pouvoir
crer lespace propice la communication, lchange. Les exercices de dynamisation ou de brise-
glace sont parfaits pour cela. Jutilise souvent des exercices comme :
1. le prnom gestuel. Le professeur peut commencer en prononant son prnom, accompagn dun
geste symbolique (par exemple, je lis), un lve doit dire son prnom, rpter le geste du prof, y
ajouter le sien et tout de suite. Cest un excellent jeu pour mieux se connatre en dbut des classes.
2. qui est-ce ? Un lve se trouve devant la classe, tourn de dos(1). Le professeur choisit un lve
de la classe (2) qui jouera avec le premier. Un dialogue aura lieu entre les deux pour dcouvrir
lidentit de celui qui parle.
1. Bonjour !
2. Bonjour !
1. Qui est-ce ?
2. Cest moi
3. Andr ?
Si on ne devine pas le nom aprs 3 essais, on passe sa place et on reprend le jeu. Cest
sympathique pour travailler les formules de salut et pour se connatre.
Une variante du jeu cest Bonjour, a va ?
Les apprenants forment deux lignes qui se font face. Ils doivent venir, les yeux ferms, au milieu de
lespace pour se serrer la main, se saluer, se demander et se donner des nouvelles. Auparavant, un
temps de prparation est ncessaire :
- les binmes prennent contact par le regard (rester les yeux dans les yeux quelques secondes)
- ils valuent la distance entre eux et lendroit de la rencontre.
177
Au signal de lenseignant, ils ferment les yeux et vont la rencontre lun de lautre. Ensuite, les
apprenants changent de place pour refaire lactivit avec un autre membre du groupe.
3. le jeu du fil- tendre un fil travers la salle de classe. chaque question pose par lenseignant,
les apprenants vont droite ou gauche du fil, en fonction de la rponse, en passant par-dessus le
fil.
Exemples de questions:
1. Ceux qui ont des frres et surs vont gauche, les autres droite. Combien? Quel ge a-t-il
(elle)? Si tu nas pas de frres et surs, aurais-tu aim en avoir?
2. Ceux qui ont deux tlphones portables ou plus vont gauche, les autres droite. Quel est ton
numro de tlphone?
3. Ceux qui adorent les jeux vidos vont gauche, les autres droite. Quel est ton jeu prfr?
Pourquoi?
4. Ceux qui adorent la tlvision vont gauche, les autres droite. Quelle est ta chane
prfre? Pourquoi? Quelle est ton mission prfre?
Et tout de suite
Je lai appliqu pendant les cours dt et il a eu un rel succs. En plus, cela permet de faire une
rvision des connaissances acquises, de la comprhension orale et de lexpression orale de manire
ludique.
Ces activits sont inspires du site www.lepointdufle.net ou de la mthode franaise Dcibel A1.
Voil quelques exemples de jeux applicables en classe de FLE que jai puis sur Internet :

La chasse au trsor
Je pars en voyage
Air, terre, mer
Loreille fine
Linitiale
Le mot passe-partout
Les extrmes
Le mime mystre
Le dessin mystre
Le petit bac
Le quart de singe
Le garage
1, 2, 3, 4, 1
Dans le bon ordre

Il y a plein de ressources sur Internet ou bien dans des mthodes denseignement du FLE. Je
pense que cest important de pouvoir faire un tri adquat en fonction de plusieurs paramtres
comme lge des apprenants, leur niveau de langue, la question lexicale, grammaticale, de
civilisation quon veut traiter, la cohsion du collectif, lespace, etc.
Cest le professeur qui doit diriger le tout, en dtenant le contrle sans trop simposer en leur
accordant la libert dexpression. Cest sans doute une tche qui demande de lquilibre, qui fait
bouger les esprits, qui donne du peps la classe mise dans des situations stimulatrices, concrtes de
vie. Jai eu la surprise de dcouvrir des lves qui se sont dchans et que je trouvais avant timides
et vice- versa, des apprenants qui ont fait appel leur imagination langagire et gestuelle. En tout
cas, il faut essayer, dpasser les situations apparemment encombrantes et se lancer vers le nouveau.

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 UNA EXPERIENCIA DIDCTICA
LA ENSEANZA DEL LENGUAJE ESPECIALIZADO A UN GRUPO DE ALUMNOS
QUE NO ESTUDIAN EL ESPAOL COMO LENGUA EXTRANJERA

Prof. Tofan Gabriela-Mihaela,

Liceul Teoretic Emil Racovita Vaslui

Siempre el estudio de los idiomas extranjeros ha sido una apertura hacia la comunicacin entre
personas de diferentes pueblos, para facilitarla o para cumplir un objetivo comn de comunicacin:
estudio, trabajo.
Ensear el espaol a un grupo de alumnos (de un colegio tcnico) que no estudian el espaol como
lengua extranjera y que necesitan saberlo para hacer cursos de pastelera y panadera ha sido para
m una experiencia muy interesante y al mismo tiempo, un desafo.
El curso es dirigido a aquellas personas que desde el primer momento deseen aprender espaol
dentro del mbito especfico de las situaciones fuera del aula, es decir en los contextos en los que
ellos necesiten.
Al final de este curso bsico, los alumnos podrn describir y narrar en trminos sencillos aspectos
de su pasado, describir y narrar sentimientos y estados de nimo, hablar de sus planes, as como
expresar oponiones sencillas sobre temas variados de actualidad.
Tambin se les proporcionan recursos para desenvolverse ensituaciones cotidianas, relacionadas
con necesidades inmediatas.
El principal objetivo del curso es ofrecer un material para aquellas personas que, partiendo de un
nivel de principiantes, quieren en un solo curso aprender hablar ensituaciones concretas ( calle,
oficina, entrevista, tienda, aeropuerto, varios establecimientos, etc) .
El contenido es variado y motivador para el estudiante tanto en los materiales seleccioinados como
en las actividades propuestas y orientadas al ejercicio de las cuatro destrezas (comprensin oral,
interraccin oral, comprensin lectora y produccin escrita)
En la estructura del curso se encuentra una unidad que se dirige a un grupo de alumno especializado
en pastelera o que querra especializarse en este dominio.
El presente curso de espaol ha sido parte de un proyecto Erasmus + , AK1 que ha facilitado a los
alumnos de varios colegios tcnicos la adquiscin de conocimientos (teoria y prctica) de su
especializacin en pases como Malta, Italia o Espaa.
Mi grupo se compone de alumnos de las clases de panadera y pastelera que van a irse en el mes de
abril a Granada, Espaa. He dicho que esta experiencia ha sido para m un cierto desafo porque,
durante 20 horas, los alumnos tenan que aprender la pronunciacin, el vocabulario bsico en
varios contextos lingisticos y , sobre todo, el vocabulario especializado ( ingrendientes, utensilios
para trabajar en la pastelera y panadera).
Nunca puedes empezar a ensear una lengua extranjera sin presentar elementos de cultura y
civilizacin del pas cuya lengua los alumnos tienen que hablarla.Los alumnos tienen que saber
algunas informaciones sobre la cultura ,los hbitos, las costumbres y reglas sociales de Espaa antes
de hablar la le lengua.
Por eso el presente curso incluye:
1.Programa
2.Horario y competencias
3.Test inicial
4.Contenido:
- Presentacin Cultura y civilizacin (Informaciones generales sobre Espaa)
- Unidad 1 Reglas de pronunciacin
- Unidad 2 El saludo. Profesiones
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 - Unidad 3 Por la calle
- Unidad 4 El dinero. El precio. Recursos para comprar.
- Unidad 5 Servicios
- Unidad 6 Expresiones usuales - el tiempo, la hora
- Unidad 7 Vocabulario especializado: pastelera / panadera
- Gramtica
- Biografa
-Evaluacin final.

Durante el curso los alumnos han podido ver en youtube varios vdeos donde se presentaban
recetas de postres y tambin escuchaban y vean el vocabulario adquirido
( ingrendientes, etapas, acciones, utensilios) .
El objetivo de la evaluacin final fue de comparar el nivel de los alumnos antes y despus del curso.
La adquisicin de los conocimientos se realiz en etapas bien estructuradas co feedback oral y
escrito.

Ejemplos de fichas de actividades:

Ficha 1 :
Presentacin de varios utensilios de Cocina

Ficha 2:
Ficha de trabajo donde los alumnos tenan que relacionar los nombres con los dibujos
correspondientes.

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Concluyendo , podra decir que este curso tuvo un objetivo muy prctico : de ensear y aprender lo
mnimo necesario de vocabulario para que los alumnos pudieran sentirse bien, tiles, cmodos en
un pas extranjero.Entre personas con quienes van a comunicar. En la cocina donde ellos van a
trabajar y hablar, entender, percebir.
Con este curso estoy segura de que mi experiencia didctica se ha enriquecido ms con un nuevo
desafo: lo de ensear , comunicar, transmitir conocimientos de lengua, cultura y civilizacin ,
vocabulario especializado en 20 horas.

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 LUMORISMO E IL RISO: COSTRUZIONE DI SIGNIFICATI
SOCIOCULTURALI NEL FUMETTO
Prof. Fighiuc Mirela,
Liceul Teoretic Emil Racovi Vaslui

Luomo soffre cos tanto al mondo che stato costretto ad inventare il riso
Friedrich Nietzsche
Sin dallAntichit lumorismo e il riso sono stati oggetti di studio di grandi filosofi:
Aristotele, Platone, Descartes, Kant, Bergson, Bakhtin. Secondo Aristotele, ridere proprio della
natura umana; per Rabelais, tutti possono ridere, date condizioni specifiche; nel Rinascimento il riso
torna ad essere essenza umana; nel Classicismo, molti non ridono pi perch gli uomini dovevano
difendere lordine, i valori morali e le credenze di un mondo civilizzato, e quindi dovevano essere
seri. Il fatto che modernamente il riso acquisisce una dimensione sociale condizionante, per cui
il comportamento delluomo passa ad essere visto come un fenomeno psicofisiologico e
socioculturale.
Laspetto umoristico, secondo Vladimir Propp, rappresentato in tre modi: a) il kalambur
spesso presente nei fumetti e cio, il gioco di parole, usato quando linterlocutore capisce la
parola nel suo senso pi ampio quando, in realt, lautore lha dotata di un significato pi limitato,
cio connotativo quando certamente viene implicita la discussione su quel determinato
argomento; b) il paradosso presenta la frase in modo contradittorio rendendo il suo senso ambiguo;
c) lironia, che espressa con parole un concetto, mentre ne presenta un altro sottinteso (il suo
contrario), modificando il suo discorso e portandone un altro che intende rivelare unopinione
personale.
La caratterizzazione dellumorismo presentata mostra una certa didattizzazione
dellargomento trattato poich intende discutere e riflettere sulle sue implicazioni socioculturali.
Dunque, usare il fumetto a fini didattici mettere in pratica un testo che non solo divertente,
rilassante, ma che stimola il ragionamento, richiedendone la partecipazione dello studente nella sua
interpretazione e quindi nella sua costruzione di significati. Il fatto che il fumetto unisca la lingua
e limmagine un punto ancora pi positivo, visto che limmagine didatticamente un modo di
stimolare la conversazione in classe e un modo di esercitare limmaginazione eidetica dellallievo.
Secondo Anthony Mollica, luso dellimmagine, ancora di pi quella umoristica, in un
primo momento, spinge lo studente a riflettere e, in un secondo momento, a percepire uno
squilibrio statico nellimmagine, che gli fa mettere in pratica la sua immaginazione per dotarla di
un prima e un dopo. Il senso visibile permette il massimo di informazioni nel minor tempo
possibile questa la caratteristica cruciale del fumetto: nellunione della lingua e dellimmagine
non solo viene esercita la comprensione visiva, ma anche linterpretazione personale e la libert
creativa con le inferenze sempre pertinenti dello studente sul testo comico.
Dunque lumorismo figurativo e quello verbale sono, entrambi, presenti nel fumetto
rendendo questo particolare discorso un luogo non solo di divertimento, ma soprattutto un luogo di
osservazione e di ragionamento introspettivo e collettivo allo stesso tempo, e cio favorevole
allapprendimento.
Imparare e divertirsi: approccio ludico alla didattica
Molti sono gli studi che trattano della didattica ludica, oggi riconosciuta una ben riuscita
metodologia per linsegnamento delle lingue straniere. La presenza delle teorie costruttiviste,
neurolinguistiche e glottodidattiche al suo interno ci consente di considerarla una metolodologia che
mira alla centralit dello studente, cio cerca di creare unatmosfera favorevole allapprendente e
allapprendimento.
Tuttavia, di solito, si relaziona la didattica ludica alluso dei giochi, restringendone la
dimensione. Oltre a trovare nel gioco un modo motivante di insegnamento, la metodologia ludica
promuove un apprendimento pi stabile e autentico, visto che richiede la partecipazione attiva e

182
costante dello studente, facendogli tracciare il suo proprio percorso mentre linsegnante agisce
come un facilitatore del contesto di apprendimento. Dunque, qualunque sia lattivit, purch sia
divertente e metta al centro lo studente, la metodologia ludica sar presente nel senso di rendere tale
momento proficuo didatticamente.
Il fumetto nelle classi di italiano LS, tema discusso e proposto in questo studio, contiene in
s le dimensioni ludiche e interculturali che, per, se non sono ben sviluppate dal facilitatore,
possono trasformarsi in disastrose attivit che, anzich permettere un apprendimento piacevole e
ricco, renderanno le lezioni sterili, senza ricavarne i positivi risultati didattici e linguistici previsti.
Le persone acquisiscono una lingua straniera solo se ricevono un input comprensibile e i loro
filtri affettivi sono sufficientemente bassi da permettere lingresso dellinput stesso. (Krashen,
1985, p.4)
La didattica ludica intende che lambiente favorevole allapprendimento a cui si riferisce
Krashen nella frase succitata (il basso filtro affettivo) deve essere costruito in classe spronando le
relazioni interpersonali e la riflessione su quanto proposto.
Il contributo della psicologia umanistica alla Gottodidattica ludica considera lo studente un
individuo portatore di esperienze, di sentimenti, cio di significati particolari e rilevanti che lo
differiscono da altri individui, per cui lapprendente deve essere visto e valorizzato nella sua unicit.
Lemozione non pu essere un ostacolo allapprendimento ma deve seguire lo studente e favorire
ogni suo bisogno. Dunque, lobiettivo della psicologia umanistica, importantissimo componente
della didattica ludica, migliorare e facilitare lautopromozione e la comunicazione personale.
In effetti, la Glottodidattica ludica, crea ambienti divertenti e inoltre intende presentare un
contesto ludico di apprendimento, in cui lo studente si impegna nel processo di acquisizione senza
accorgersi del lavoro che pratica. Esplorare, sfidare e scoprire sono i tre principali elementi
dellattivit ludica la quale, attraverso linteresse per la componente sociale della comunicazione,
rende le lezioni piacevoli e, al tempo stesso, profondamente produttive.

ATTIVIT PROPOSTE

Dopo aver individuato i componenti del fumetto e aver discusso sulla loro rilevanza
nellinsegnamento dellitaliano come lingua straniera, il momento di proporre delle attivit
pratiche.
La grande inquietudine attuale della Glottodidattica studiare e questionare lefficacia delle
metodologie, cercando di trovarne o crearne una che riesca a facilitare al massimo il processo di
apprendimento. Infatti la nostra preoccupazione far s che lo studente abbia piacere
nellapprendimento e ottenga risultati positivi nellambito linguistico e culturale.
Le seguenti attivit cercheranno di esplorare al massimo lintegrazione verbo-iconica allo
scopo di facilitarne lefficacia comunicativa fra gli studenti di italiano LS nei suoi ambiti denotativi
e connotativi, valorizzandone la caratteristica di svago che di solito attribuiamo al fumetto come un
complice della finalit pedagogica e didattica che lo stesso promuove.
Lidea dimostrare praticamente quale tipo di lavoro si pu svolgere usando i fumetti in
classe di italiano LS. Per le attivit, abbiamo pensato alla proposta di Domenico Volpi, il quale
afferma che alla didattica dei fumetti non possono mancare attivit che esplorino:
la decodifica del linguaggio;
la decodifica dei valori;
delle attivit creative.

Secondo lautore, se alle attivit mancheranno questi tre aspetti, la proposta sar incompleta
e inefficace.

Attivit I:

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 Questa prima attivit versa sul tema delle influenze linguistiche, caratteristica che spesso
troviamo nelle classi di italiano LS.
Livello: Studenti di italiano LS livello A2/B1
Obiettivi linguistici: Sviluppare la comprensione testuale; analizzare elementi grafici del fumetto;
associare aggettivi a stati danimo; riflettere sullimportanza comunicativa della lingua; creare un
dialogo il cui tema versi sullargomento trattato, drammatizzandolo.
Obiettivi culturali: Far riflettere sulle implicazioni delle influenze linguistiche nella lingua usata;
discutere sulle descrizioni di tipi umani, di personaggi storici/culturali.
Obiettivi relazionali: Capacit di lavorare in coppia; confrontarsi con altri compagni; capacit di
assumere ruoli.

1. Brainstorming Lingua italiana! A cosa pensi?

2. Leggere i fumetti:

3. Considerando le domande fatte dalle maestre, come fareste la fine della storia affinch
lultima vignetta corrispondesse alle aspettative delle maestre?

Fumetto 1 - ........................................................................................................................................
Fumetto 2 - ........................................................................................................................................

Perch hai scelto queste parole/espressioni/frasi? Che cosa intendono comunicare? Discuterne in
plenum.

184
4- Vero o falso?
I- Felipe ha incontrato un soldato nazista a scuola. ()
II- Felipe ha sognato un soldato nazista a scuola. ()
III - Felipe ha immaginato un soldato nazista a scuola. ()
Quale elemento grafico del fumetto ti indica la risposta anteriore? Discuterne in plenun.

5- Nellultima vignetta, la faccia di Felipe indica:

( ) allegria, manifestata attraverso un sorriso.
( ) sollievo, manifestata attraverso uno sbuffo.
( ) tristezza, manifestata attraverso gli occhi pieni di lacrima.

6- Cosa intuite dalle espressioni visibili sul volto dei compagni di classe di Felipe?
( ) dubbio ( ) entusiasmo ( ) dolore
Quale elemento presente nel fumetto mi consente di capire i loro sentimenti?

7- In realt esiste una condotta, rappresentata dalla figura del soldato nazista, sottintesa nella storia,
che ratifica questatmosfera. Qual ? Discutere con un compagno e confrontare le risposte.

BIBLIOGRAFIA:
BARBIERI, Daniele. I lingugaggi del fumetto. Milano: Bompiani, 1991.
BRUG, Laura. Fondamenti linguistici della glottodidattica. Venezia: Ca Foscari, 2004.
CAON, Fabio & RUTKA, Sonia. La lingua in gioco. Attivit ludiche per linsegnamento
dellitaliano L2. Perugia: Guerra, 2004.
DETTI, Ermano. Il fumetto tra cultura e scuola. Firenze: La Nuova Italia, 1987.
www.google.ro

185
 PROIECTUL KA1 2015-1-RO01-KA101-014129
INTITULAT BILINGV 15-18 - REFORMAREA CURRICULAR INSTITUIONAL
PRIN AMELIORAREA COMPETENELOR LINGVISTICE I DE SPECIALITATE ALE
PROFESORILOR DE LA CLASELE CU PROFIL BILINGV
Alexandru M
Liceul Teoretic Mihail Koglniceanu Vaslui
Inspectoratul colar Judeean Vaslui
Coordonator de proiect

1. Planul european de dezvoltare instituional

Liceul Teoretic Mihail Koglniceanu Vaslui i-a formulat o nou viziune, inspirat de schimbrile
sociale rapide, de conexiunile la nivel european i global i de nevoile societii, pe care coala trebuie s le
perceap i la care trebuie s tie s rspund cu celeritate: astfel, instituia trebuie s asigure un cadru
armonios de dezvoltare a unor competene de comunicare i tiinifice pe care elevul sau viitorul absolvent s
le poat folosi n orice context, intern sau extern. La nivel european, punctul de reper al acestei viziuni este
Recomandarea Parlamentului European-2006/962/CE iar naional, Legea Educaiei Naionale cu precizri
clare despre dimensiunea pragmatic a nvrii.
Cadrul de desfurare a nvmntului teoretic liceal i a celui gimnazial este bine delimitat, ns
nvmntul bilingv, reglementat nainte de 2000, este necoordonat cu realitile i nevoile societii.
Conform acestor date, viziunea pe care instituia i-o formuleaz vizeaz continuarea i amplificarea
activitilor la nivel european, n vederea dobndirii de noi competene i experiene pentru formularea unei
strategii adaptate la realitile naionale i zonale, n vederea ameliorrii ofertei colii n domeniul
nvmntului bilingv, singura instituie din jude cu o astfel de structur a ofertei educaionale.

2. Proiectul KA1 2015-1-RO01-KA101-014129

Obiectivele specifice sunt: (1)dezvoltarea competenelor lingvistice i de specialitate a 12 profesori de
discipline lingvistice de la profilul bilingv-intensiv (6 de lb.francez i 6 de lb.englez) n vederea crerii
unei echipe de evaluatori DELF i pentru reformarea coninuturilor curriculare i crearea de noi opionale de
specialitate de la profilul bilingv pe o perioad de 2 ani, prin participarea la stagii externe intensive de 5 zile
(2) dezvoltarea competenelor lingvistice n francez i englez a 8 profesori de discipline nonlingvistice, 4
de la profilul real i 4 de la uman, timp de 2ani, prin participarea la stagii externe intensive de 5zile, pentru
crearea a 8 discipline opionale non-lingvistice, predate n limba profilului bilingv. Aceste cursuri corespund
nevoilor de formare ale profesorilor de la bilingv i vin n ntmpinarea necesitii de nnoire a acestui
profil,n avantajul elevilor,conform obiectivelor planificate ale instituiei i vor prilejui schimburi de idei,
practici, identificarea de noi parteneri.
Calendar:
1) Septembrie 2015, ncheierea contractului cu ANPCDEFP; constituirea echipei de proiect,
2)S eptembrie 2015:Demareaz pregtirea formabililor,n cele 4 grupuri:a) 6 profesori de francez,b) 6
profesori de englez;c) 4 profesori de alte discipline pentru francez;d) 4 profesori de alte discipline pentru
englez.
ncep procedurilor de completare i stabilire a detaliilor de contractare cu centrele de formare i cu
formabilii i procesul de pregtire n vederea participrii la stagii (actualizare socio-lingvistic i de
civilizaie,cursuri de pregtire lingvistic cu profesorii de discipline non-lingvistice,realizate prin voluntariat
de profesorii de englez i francez din coal;consultarea unei bibliografii specifice pentru aspectele legate
de limb,didactic,noi tehnologii);
3)Mobilitile de formare
Cele 4 cursuri de formare sunt:
3.1)04-08/07/16,Valletta,Malta;stagiul English Language Development for Teachers plus CLIL
Methodology, organizat de Easy School of Languages pentru 4 profesori de alte discipline;
3.2)25-29/07/16:stagiulHabilitation des examinateurs, correcteurs et formateurs DELF-DALForganizat de
CIEP Svres, FR, pentru 6 profesori de francez,
3.3)01-05/08/16:cursul "Stage de perfectionnement linguistique"organizat de CAVILAM,Vichy,Franta n
limba francez pentru 4 profesori de alte discipline;
3.4) 22-26/08/16;Easy School of Languages, Valletta Malta, cursulEnglish Language Teaching
186
Methodology for Non-Native English Language Teachers in Secondary Schools pentru 6 profesori de
englez.
4)Revenirea de la stagiu corespunde demarrii procedurii de recunoatere a competenelor. Profesorii vor
ntocmi raportul de activitate n max.30 de zile.
5)Follow-up
Oct2016/iul2018:Fiecare profesor va disemina formarea.
Transferul i valorizarea n cadrul colii se vor realiza n anul 2 de proiect prin formarea a 4 echipe
pluridisciplinare pentru (1)francez:grupul pentru reproiectarea coninuturilor la limb,literatur,civilizaie i
organizarea sesiunilor DELF;(2)englez:grupul pentru reproiectarea coninuturilor pentru
limb,literatur,civilizaie;(3)grupul pentru proiectarea opionalelor non-lingvistice la francez(4)grupul
pentru proiectarea opionalelor non-lingvistice la englez.2 profesori vor forma grupa de noi
tehnologii,comunicare online i realizarea Sistemului de Management Electronic al nvrii. Se vor obine
10 suporturi de curs lingvistice novatoare (5- francez i 5- englez),8 suporturi de curs opionale la francez
i englez,care vor putea fi testate n 2016-2017 i folosite din 2017-2018. De asemenea, vor fi realizate 4
proiecte eTwinning adiacente. Rezultatele vor fi prezentate n 4 comunicri tiinifice,simpozioane i
conferine.
August 2017 Coordonatorul i echipa realizeaz Raportul final al proiectului.
Putei s fii mereu la curent cu evenimentele proiectului nostru, vizitnd periodic site-urile sale:
http://lmkvs.ro/ka1 - site-ul informativ, http://nelpae.ro/platforma - platforma MEI a proiectului (pentru
stagiile online, proiectele eTwinning, pregtirea lingvistic), pagina Facebook:
https://www.facebook.com/ErasmusKA101-LMK-Vaslui-2015-2017-1641406886116851/ i Twitter:
http://twitter.com/ErasmusK101LMK .

Funded by + Erasmus+ Programme of the European Union

187
 BENZILE DESENATE

Mihaela- Dumitria BAHMAN

Liceul Teoretic Mihail Koglniceanu Vaslui

Benzile desenate au ajuns pe teritoriul romnesc n ultimii ani ai secolului XIX, mai nti
preluate din reviste europene, i apoi ca produs autohton. Prima revist care a adus banda desenat
n Romnia a fost Amicul Copiilor, revist publicat n 1891 i condus de B.P.Hadeu. n
paginile publicaiei se gseau poveti pentru copii scrise de Creang, Slavici, Eminescu, precum i
poveti n imagini, copiate din revistele de specialitate germane i austriece.
The cartoons have reached the Romanian territory in the last years of the nineteenth century,
first taken from a European magazine, and then as a local product. The first magazine which
brought comics in Romania was "Amicul Copiilor" magazine published in 1891 and led by
B.P.Hadeu. In the pages of the magazine there were children's stories written by Creang, Slavici,
Eminescu and "stories in images," copied from German and Austrian magazines.

n anii urmtori, Amicul Copiilor este nlocuit de o nou publicaie pentru copii, Revista
Copiilor. Aceasta apare bilunar, ntre 1896 i 1897, are 24 de pagini alb negru i format de carte. n
numerele 1 i 2 ale revistei sunt publicate primele benzi desenate romneti, Pisica
Splat i Mseaua Babei. Acestea i aparin lui Constantin Jiquidi, un celebru desenator i
caricaturist romn. Modelul introdus de Jiquidi, format din 4 casete pe pagin cu text n versuri, este
188
folosit timp de 50 de ani de caricaturitii romni. Totui, anii urmtori sunt n continuare plini de
reproduceri ale benzilor desenate americane, franceze, italiene.
In the coming years, "Amicul Copiilor" is replaced by a new publication for children,
"Revista Copiilor". It appears bimonthly between 1896 and 1897 has 24 black and white pages book
format. The numbers 1 and 2 of the magazine published the first Romanian comics, Pisica Splat
and Mseaua Babei. They belong to Constantin Jiquidi, a Romanian famous cartoonist and
caricaturist. The model Jiquidi introduced, consistis of 4 boxes each pages with text and it is in
verse, used for 50 years from Romanian cartoonists. However, the next years are still full of
reproductions of American, French, Italian comics.

Situaia se schimb dup primul rzboi mondial cnd apar noi desenatori romni i benzile
desenate ncep s se diversifice. Tot atunci se nate i primul erou romnesc de benzi
desenate, Haplea. Prima sa apriie este n anul 1924, n revista Dimineaa Copiilor, supliment al
ziarului Adevrul. Haplea a fost imaginat de Nicolae Batzaria, prozator i publicist de origine
aromn. n timp ce era redactor al revistei Lumea Copiilor, Batzaria s-a ndreptat spre literatura
pentru copii, unde a devenit cunoscut sub numele de Mo Nae.
n 1939, sptmnalul Curentul pentru copii i tineret public primul roman n imagini
romnesc. Acesta prezint povestea fantastic a unui avion realizat la fabrica de aeronave din
Braov care descoper o insul de argint n Oceanul Indian.
n timpul celui De-al Doilea Rzboi Mondial apare un erou naional este Soldatul Nea,
desenat de Neagu Rdulescu, grafician i prozator. Paniile acestui simpatic soldat sunt att de
populare nct aventurile sale au fost adunate n dou cri, publicate n 1942 i 1943.
La nceputul perioadei comuniste, numrul benzilor desenate romneti scade considerabil.
Odat cu naionalizarile editurilor i tipografiilor n 1948, producia de romane i albume de benzi
desenate romneti este oprit. Chiar i n aceste condiii, ntre anii 1960 i 1970, BD-urile
romneti nfloresc i se dezvolt rapid. Reviste precum Licurici (1947-1949), redenumit mai
trziu Cravata Roie i Cuteztorii devin suport creativ att pentru artiti, ct i pentru amatorii
de benzi desenate. Apar personaje noi i moderne, iar cele vechi sunt readuse la via, precum
189
Haplea i ntreg alaiul su. De asemenea, BD-urile devin din ce n ce mai apreciate i cutate.
Sptmnalul Cuteztorii, una dintre cele mai longevive publicaii pentru copii i tineret din
Romnia (1967-1989; relansat n 2006), ofer cititorului proz scurt i poezie patriotic, romane
n foileton i doar dou pagini de band desenat pe numr. Cu toate acestea ns, n paginile
Cuteztorilor au debutat i publicat o ntreag generaie de caricaturiti i desenatori BD romni.
The situation changed after The First World War when new Romanian cartoonists and
comics begin to diversify. That time brought life the first Romanian hero comic Haplea. His first
appereance is in 1924, in Dimineaa Copiilor supplement of the newspaper "Adevarul". The
character Haplea was imagined by Nicolae Constantin Batzaria writer and publicist from aromn
origin. While he was editor of the Lumea CopiilorBatzaria turned to literature for children, where
he became known as Santa Nae.
In 1939, the weekly Curentul pentru copii i tineret publish the first Romanian novel in
pictures. It tells the story of an airplane made in factory from Braov which discovers a "silver
island" in the Indian Ocean.
During The Second World War appears a national hero Soldatul Nea, designed by
Radulescu Neagu, illustrator and writer. The adventures fo soldier are so popular that his adventures
were collected into two books published in 1942 and 1943.
At the beginning of the communist era, the number of Romanian comics drops significantly.
The production of novels and Romanian comic albums is stopped. Even in those circumstances,
between 1960 and 1970, the Romanian BDs are flourishing and growing rapidly. Magazines like
"Licurici" (1947-1949), later renamed "red tie" and "Cuteztorii" become creative support for artists
and for fans of comics. Modern and new characters appear and old ones are revived as Haplea. Also
BDs are becoming increasingly valued. The weekly "Cuteztorii", one of the oldest publications for
children and youth in Romania (1967-1989; relaunched in 2006), offers short stories and patriotic
poetry, serialized novels and comic books just two pages each number of the magazine. However,
in this magazine CUTEZATORUL published an entire generation of Romanian BD cartoonists and
animators.
n 1970 are loc o nou premier pe scena BD-ului romnesc. Revista Cuteztorii
colaboreaz cu celebra publicaie francez, Pif Gadget, i organizeaz primul concurs de band
desenat pentru cititori, fapt ce marcheaz formarea i ncurajarea unei noi generaii de artiti
desenatori. n anii urmtori se observ o modernizare a BD-urilor romneti, ncep s fie tratate
teme neabordate pn acum, dar foarte populare n benzile desenate internaionale. Apar astfel
romane grafice SF, istorice i de aventuri.
In 1970 there is a new first stage Romanian BD. The magazine "Cuteztorii" cooperates
with the famous French publication, "Pif Gadget" and organized the first contest of comic readers,
which marks the formation and encouraging a new generation of artists drawing. In the coming
years there is a modernization of the Romanian BDs, beginning to address issues that have never
been addressed so far, but very popular in the international comics. This presents fiction graphic,
historical and adventure novels.

190
 COMPETENELE CHEIE EUROPENE I GEOGRAFIA COLAR

Prof.Andriescu Eduard
Inspectoratul colar Judeean Vaslui

Instruirea pe competene reprezint un domeniu central al inovrii procesului educaional,

constituind o ans real de renovare fundamental a geografiei colare i de reorganizare
substanial a modului n care trebuie s fie practicat geografia pe parcursul colar al elevilor. O
serie de lucrri teoretice i metodologice referitoare la instruirea centrat pe competene la geografie
n nvmntul preuniversitar au adus geografia colar ntr-o zon de maxim vizibilitate n acest
domeniu. Cu toate acestea, procesul de nvmnt pune accent n continuare, n mod preponderent,
pe aceleai dimensiuni tradiionale ale geografiei colare.
Stabilirea celor opt domenii de competenecheie europene ca sistem referenial de
organizare a instruirii i ca finaliti ale profilului de formare, deschide perspective noi printr-o mai
mare disponibilitate pe care geografia trebuie s o afirme n construirea competenelor generale
asociate acestor competenecheie.
n accepiunea Comisiei Europene, definiia competenelorcheie este urmtoarea:
Competenele - cheie reprezint un pachet transferabil i multifuncional de cunotine, deprinderi
(abiliti) i atitudini de care au nevoie toi indivizii pentru mplinirea i dezvoltarea personal,
pentru incluziune social i inserie profesional. Acestea trebuie dezvoltate pn la finalizarea
educaiei obligatorii i trebuie s acioneze ca un fundament pentru nvarea n continuare, ca parte
a nvrii pe parcursul ntregii viei.
Competenele generale, atitudinile i valorile stabilite pentru geografie au avut la baz
raportarea referenialului derivat din competenelecheie la posibilitile educaionale ale geografiei
ca disciplin colar.
Competenele generale se refer la programele colare de liceu i cele de gimnaziu (1-
Prezentarea mediului geografic utiliznd limbaje diferite; 2-Relaionarea elementelor semnificative
din matematic, tiine i tehnologie cu mediul nconjurtor ca ntreg i problematica lumii
contemporane; 3-Utilizarea unor deprinderi i metode de nvare care s fie utile educaiei
permanente; 4-Relaionarea elementelor i fenomenelor din realitate cu reprezentarea lor; 5-
Utilizarea unei metodologii minimale de investigare a elementelor, fenomenelor i proceselor
caracteristice mediului ca sistem funcional i spaial obiectiv; 6-Aplicarea unor elemente
caracteristice competenelor sociale, civice i antreprenoriale; 7-Utilizarea elementelor de baz ale
tehnologiei societii informaiei (TSI) i GIS n prelucrarea i prezentarea informaiilor cu un
coninut prevalent geografic; 8-nelegerea dimensiunii culturale a existenei umane i a raportului
dintre spaiul geografic i civilizaia contemporan; 9-Relaionarea realitilor din natur cu cele ale
societii ntr-o structur obiectiv integrat) la care s-au adugat dou competene de un nivel mai
nalt, referitoare mai mult la geografie ca tiin (10-Prezentarea realitii obiective rezultate din
interferena dintre natur i societate i a geografiei ca disciplin (tiin) de sintez care studiaz
aceast realitate integrat) i cariera profesional (11- Utilizarea elementelor rezultate din nvarea
geografiei n viaa cotidian i n pregtirea carierei profesionale ulterioare; 12-Rezolvarea unor
situaii i probleme practice de nvare i de activitate cotidian).
Acestui sistem de competene generale i este asociat un sistem de atitudini i valori
promovabile cu ajutorul geografiei: Construirea unei atitudini pozitive fa de educaie, cunoatere,
societate, cultur, civilizaie; Dezvoltarea curiozitii pentru explorarea mediului nconjurtor;
Dezvoltarea respectului pentru diversitatea natural i uman; Construirea reperelor individuale
pentru propria dezvoltare educaional i profesional; Dezvoltarea spiritului de colaborare, lucru n
echip i a perseverenei n activitile de investigaie sau de nvare.
Geografia se pliaz pe cadrul de referin european prin dimensiunile i finalitile
educaionale ale acestei discipline:

191
- dimensiunea geoecologic - ca principal tiin a interaciunii globale dintre natur i societate,
geografia ofer suportul educaional cel mai larg i complex al nelegerii dimensiunii actuale a
mediului terestru; mediul nconjurtor reprezint, n prezent, principala problem a lumii
contemporane;
- dimensiunea european Curriculum-ul colar de Geografie pentru clasa a VI-a centrat pe Europa
este construit pe principii ce deriv din respectul poporului romn fa de rile, regiunile i
popoarele continentului nostru: este echivalent (prezentnd egal toate problemele regionale, rile i
popoarele continentului), echipotenial (poate fi parcurs ca atare n orice ar) i obiectiv (fiecare
ar, regiune i popor sunt prezentate la dimensiunile sale reale); Curriculum-ul pentru clasa a XII-a
red dimensiunea naional n contextul Uniunii Europene i al Europei;
- dimensiunea uman - Geografia uman red problematica societii omeneti n caracteristicile
ei spaiale, temporale i n legtur cu elementele mediului nconjurtor;
- dimensiunea naional, patriotic Este realizat printr-un sistem educaional calitativ nou, care
are ca nucleu, conform i tradiiei nvmntului, Geografia Romniei.
Cunotinele, abilitile i atitudinile eseniale ale celor opt competene-cheie europene sunt
atinse de domeniile educaionale pe care geografia le poate acoperi:
educaia tiinific (geografia are posibilitatea corelrii diferitelor elemente, fenomene i
procese din mediul fizic n structuri, sisteme i elemente de interaciune relevante pentru
paradigma tiinific a nvrii);
educaia european;
educaia n spiritul globalizrii;
educaia naional (n contextul europenizrii i globalizrii, dimensiunea identitar,
naional, regional i local pot da un sens educaional comunitilor umane la aceste
niveluri de scar);
educaia pentru mediul nconjurtor;
dimensiunea antreprenorial (geografia poate contribui, prin caracteristica ei de disciplin a
spaiului umanizat la orice raionalizare pe care iniiativele antreprenoriale pot s o aib
asupra spaiului i teritoriului, n contextul unui interes pentru dezvoltarea durabil);
dimensiunea cultural (geografia i asum din ce n ce mai mult componenta cultural a
realitii spaiale, resursele ei fiind considerabile n acest sens.

Geografia este disciplina de nvmnt care prin competenele formate ofer acces la
conexiunile dintre condiiile naturale i activitile sociale n spaiul local i n diferite regiuni ale
lumii.
Pe baza competenelor dobndite prin intermediul geografiei, a cunotinelor geografice
despre regiuni i despre sisteme sociale, precum i dezvoltarea/ meninerea unui sistem de valori
corespunztor, elevii pot fi ncurajai s-i dezvolte abilitile/ capacitile i voina de a lucra
pentru o coexisten panic pe Pmnt, s coopereze n planificarea proiectelor pentru promovarea
nelegerii interculturale. Geografia contribuie la formarea i dezvoltarea unor abiliti generale,
utile pregtirii permanente i inseriei sociale constructive.
nelegerea interaciunii dintre factorii geografici (fizici, economici i sociali/ politici), ofer
elevilor introspecia asupra nevoii de dezvoltare durabil, de la nivel local, la nivel global i de
asemenea le determin abilitatea i voina de a aciona n consecin. n aceste condiii, geografia i
evideniaz mai bine funcia educaional integratoare ntre om i natur.

BIBLIOGRAFIE:
Mndru, O., Competenele n nvarea geografiei, Editura Corint, Bucureti, 2010, pag. 23
Mndru, O., Instruirea centrat pe competene la geografie n nvmntul preuniversitar (suport
de formare), Vasile Goldi University Press, Arad, 2012, pag. 45

192
 PROGRAME EDUCAIONALE I DE CONSILIERE PENTRU COMBATEREA
ABANDONULUI COLAR N JUD. VASLUI

prof. Gabriela Placint

Inspector colar General
Inspectoratul colar Judeean Vaslui
Coordonator de proiect
Strategia pentru Tineret 2014-2020 cuprinde o
diagnoz a situaiei tinerilor din Romania, 100%
comparativ cu cei din Uniunea Europeana. Astfel:
80%

Nivelul srciei i excluziunii tinerilor in UE

Total
60%
UE
este de 24 %, pe cnd n Romnia, acesta 40%
Romania

depete 40%(Locul 3 n UE-27) 20%

0%

In ceea ce privete deprivarea material sever, 100%

rata UE este de 10%, pe cnd n Romania este de 80%

peste 3 ori mai mare(32,9%) 60%

Total

UE
40%
Romania

20%

0%

Strategia pentru Tineret 2014-2020 cuprinde i o analiz a problemelor identificate ale tinerilor:
-lipsa accesului pe piaa muncii sau acces precar la locuri de munc cu salarii foarte mici;
-dependena de familie, ca urmare a preurilor prohibitive ale locuinelor/chiriilor;
-mobilitate sczut pe piaa muncii;
-condiii de via inadecvate;
-renunarea la educaie(1 tnr din 10 renun la educaie);
-emigrare pentru munc(80% din persoanele care prsesc Romnia au vrste cuprinse ntre 18 i
40 ani).
Statisticile arat c n Romnia 16% dintre tinerii de 18-24 ani nu muncesc i nu studiaz, fa de
13% n UE-28.
n jud. Vaslui, rata omajului n martie 2015 era de 11,46%(locul 2 pe ar dup jud. Teleorman),
fa de 5,37% la nivel naional i numai 1,45% n jud. Timi.
Din 9329 omeri nregistrai n martie 2015, 967 erau tineri sub 25 ani.
193
Dupa nivelul de instruire, rata omajului celor fr studii/studii primare era de 79,53%, a celor cu
studii liceale/postliceale de 15,44%, iar a celor cu studii superioare de numai 5,04%.
In acest context, este evident nevoia de educaie a tinerilor pentru accesul pe piaa muncii i pentru
o integrare complet n societate.
Proiectul Programe educationale de combatere a abandonului scolar in jud. Vaslui este
implementat cu sprijinul financiar al Programului RO10 - CORAI, program finanat de Granturile
SEE 2009-2014 i administrat de Fondul Romn de Dezvoltare Social.
Promotorul este Inspectoratul colar Judeean Vaslui, iar proiectul se implementeaza in 3 licee
pilot: Liceul Tehnologic I. Mincu Vaslui, Liceul Tehnologic P. Rare Brlad, Liceul
Tehnologic N. Iorga Negreti in perioada 10.02.2015-30.04.2016, cu un grant in valoare de
1.269.146.22 lei
Proiectul este sprjinit financiar de Primriile Vaslui, Brlad i Negresti prin asigurarea cash flow-
ului (cte 50.000 lei pentru fiecare liceu pilot) pe durata implementrii i a sustenabilitii de 5 ani
a proiectului(subvenie hran pentru 45 elevi anual, cte 15 pentru fiecare liceu pilot, n valoare
total de aprox. 455.000 lei).
Obiectivul general al proiectului dezvoltarea cadrului de reducere a abandonului colar n clasele a
X-a, a XI-a si a XII-a, pentru 180 tineri aflai n situaii de risc i de excluziune (vrsta 16-20 de ani)
din 3 licee cu profil teoretic i tehnologic din judeul Vaslui, pe o perioad de max 15 luni.
Grupuri le int vizate sunt:
-180 tineri cu vrste cuprinse ntre 16 i 20 ani din clasele X-XII(cte 60 n fiecare liceu pilot),
aflai n situaii de risc de eec i/sau abandon colar i excluziune social;
-60 cadre didactice(cte 20 din fiecare liceu pilot) care lucreaz tineri aflai n situaii de risc de eec
i/sau abandon colar i excluziune social;
-min. 50 prini ai tinerilor din grupul int.
Activitile principale ale proiectului sunt:
-activiti remediale/de excelen, de consiliere i orientare profesional, precum i activiti
educative extracurriculare nonformale i informale pentru elevi; pe durata de 11 luni a programului
remedial, elevii vor primi hrana in valoare 65 euro/luna;
-cursuri de formare pe tema comunicrii formale i nonformale cu tinerii pentru cadrele didactice;
-cursuri de parenting i comunicare cu prinii elevilor din grupul int.
Privitor la atingerea obiectivelor proiectului s-au realizat:
-crearea cadrului de reducere a abandonului colar prin intermediul programelor remediale si de
consiliere in carier a tinerilor din grupul int;
-reducerea riscului de abandon colar prin imbuntirea frecvenei la cursuri si a situaiei la
nvtur;
-crearea premiselor pentru creterea promovabilitii la examenul de bacalaureat prin derularea
programului remedial la disciplinele de bacalaureat(lb. romn, matematic, biologie/geografie).
In ceea ce priveste realizarea indicatorilor proiectului, acestia au fost realizati si chiar depasiti.

Astfel:
Ne-am propus:
180 tineri cu vrste cuprinse ntre 16 i 20 de ani din clasele X-XII ( 60 din fiecare liceu
pilot) n grupul int;
36 cadre didactice formate (12 din fiecare liceu pilot) ;
50 de parinti ai tinerilor din grupul tinta formai;
12 ateliere de formare a profesorilor;
12 ateliere de formare a parinilor tinerilor din grupul int;
1 studiu de pia a muncii n jud. Vaslui
1 studiu de evaluare a progresului i a metodelor i instrumentelor aplicate n cele 2
programe remedial si de consiliere

194
Am realizat:
180 tineri cu vrste cuprinse ntre 16 i 20 de ani din clasele X-XII (60 din fiecare liceu
pilot) n grupul int;
60 cadre didactice formate (20 din fiecare liceu pilot) ;
90 de parinti ai tinerilor din grupul tinta formai;
12 ateliere de formare a profesorilor;
12 ateliere de formare a parinilor tinerilor din grupul int;
1 studiu de pia a muncii n jud. Vaslui
1 studiu de evaluare a progresului i a metodelor i instrumentelor aplicate n cele 2
programe remedial si de consiliere-n lucru
Pana la finalul proiectului si in continuare, in perioada de sustenabilitate, ne dorim ca rezultatele
proiectului sa se concretizeze in cresterea promovabilitatii(inclusiv la examenul de bacalaureat) si in
reducerea riscului de esec si abandon scolar.

Galerie de imagini
Program remedial la disciplinele de bacalaureat(lb. romn, matematic, biologie) i de consiliere n
carier pentru cei 180 elevi din grupul int -n derulare

Formarea unui grup de 20 cadre didactice din fiecare liceu-pilot n domeniul comunicrii cu tinerii
i al educaiei non formale-finalizat

195
Formarea unui grup de 30 prini ai elevilor din grupul int din fiecare liceu pilot n domeniul
educaiei parentale-finalizat

Acordarea de pachete cu alimente elevilor din grupul int pe toat durata programului remedial-n
derulare

196
 CELE 100...

Bibliotecar metodist Ana Macovei

Casa Corpului Didactic Neam

Nu-i voi lsa drept bunuri dup moarte,/Dect un nume adunat pe-o carte, aa spunea
poetul i prin asta, cartea era pus n valoare mai presus de orice bogie material. Se spune c,
Alexandru cel Mare, cuceritorul lumii, dup ce l-a nvins pe Darius, a gsit printre trofee o cutie
lucrat cu miestrie i a cerut prerea generalilor si cu privire la ce anume ar merita s fie pstrat n
ea. Rspunsurile au fost foarte diferite, dar niciunul pe placul mpratului. Acesta a hotrt s
pstreze n cutia ncrustat cu aur i rubine, Iliada lui Homer, pe care o considera cea mai valoroas
oper a omenirii. S-a pus pre pe cucerirea btliei cu necunoaterea, pe bucuria lecturii. Iat ct
preuire avea cartea n ochii strbunilor. A existat dintotdeauna preocuparea omului de a transmite
din geraie n generaie cunotinele acumulate. Apariia scrisului a dus la pstrarea, acumularea,
sistematizarea i perfecionarea acestora. Preocuparea general de carte s-a manifestat nc din
antichitate, culminnd cu a poseda manuscrise ce conineau textele scriitorilor consacrai ai vremii.
n evul mediu, epoca neagr din istoria omenirii, scrisul crilor s-a dovedit a fi o ndeletnicire
retras n mnstiri. Apariia tiparului, trecerea de la papirus la hrtie, a condus la ieftinirea crii, la
creterea produciei de carte. Importana lecturii se reflect deseori n literatura romn, pornind de
la ghicitori (Rdcin mpletit/Rar voinicel o despic), poveti( Voinicul cel cu cartea n mn
nscut de Petre Ispirescu)trecnd la literatura cult. n multe scrieri se ntlnesc idei din care se
desprinde importana cititului, care, conform filosofului roman Seneca, ne poate influena s ne
alegem strbunii:
Oare nimeni nu are posibilitatea s-i aleag singur strbunii? E o eroare! Omul poate
hotr cui i datoreaz naterea sa: lui Zenon, Pitagora, Democrit, Aristotel, Teofrast, sau oricui
alt nvat de valoarea acestoraVei aparine acelei nobile familii de crturari pe care tu nu
numai c o vei alege, dar vei cuta s o i cunoti, pentru ca bogiile ei s devin propria ta
avuie42
n realizarea acestui lucru, n opinia personal, e bine s inem cont de spusele lui Descartes:
1. S nu iei de adevrat dect ce este reprezentat minii noastre att de clar i de precis,
nct nu te mai poi ndoi de acel lucru.
2. Fiecare chestiune grea de neles s-o descompui n attea chestiuni izolate i mai uoare,
nct treptat s devin posibil o nelegere a prilor i a ntregului
3. A-i ndruma prin ordine gndurile de la cele mai simple la cele mai complexe
4. A face enumerri att de complete, nct s fim siguri c n-am lsat la o parte nimic43
Citind, nelegnd noiunile, ni le nsuim, ne alegem modele de urmat, ne creionm
personalitatea, ne natem spiritual. Ritmul alert al vieii moderne impune o informare rapid, o
goan dup iluzii, dup tirile boom. Oamenii tind s nu mai aib rbdarea aplecrii asupra
crilor. Sunt orbii de acel ceva ce le ofer bani, acum,repede. Cititul crilor presupune, zbav,
reflecie, munc intelectual. Tocmai acest efort va duce in final la consolidarea, la sedimentarea
cunotinelor ce ne definesc drept oameni culi, evoluai. Asemenea unei case la temelia creia se
aeaz crmid peste crmid pn la definitivarea construciei, crile de valoare, pstrate i
transmise din generaie n generaie, trebuie promovate, aduse n mijlocul cititorilor tineri, astfel
nct acetia s le citeasc i s-i contureze caracterul. Astzi oamenii sunt copleii de mulimea
de cri ce li se arat. Se impune o selecie serioas, astfel nct s fie alese cele mai valoroase
opere. Scriitorul englez John Lubbock, n cartea lui intitulat Fericirea de a tri, supranumit

42
Ilie,Stanciu,Cltorie n lumea crii.Bucureti:Editura Didactic i Pedagogic,1970,p4
43
Georgescu-Tistu,N-Cartea i bibliotecile.Studii de bibliologie.Bucureti:Editura tiinific,1972,p107

197
Biblia modern, recomand o list de 100 de cri alese pentru cititori astfel nct acetia s-i
formeze o aleas cultur general.44

Biblia
Cugetrile lui Marcus Aurelius
Epictet
Etica lui Aristotel
Analectele lui Confucius
St Hilaire - Budha i religia sa
Prinii Apostolici Wake
Thomas de Kempis- Imitarea lui Hristos
Confesiunile Sf. Augustin (Dr. Pusey)
Coranul (poriuni )
Spinoza - Tractatus teologico-Politicus
Comte- Catehismul pozitivist
Pascal-Les Pensees
Joseph Butler - Analogia religiei
Hudson Taylor - Sfnt via i moarte
John Bunyan- Cltoria pelerinului
John Keble
Dialogurile lui Platon; n special , Apologia, Criton, i Phaidon
Xenofon- Memorabilia
Aristotel -Politica
Demostene Pentru Coroana
Cicero - De Officiis, De Amicitia, i De Senectute
Plutarh- Vieile paralele
George Berkeley - Principiile Cunoasterii Omenesti
Descartes Discursul, Metodele
John Locke- Eseu asupra intelectului uman
Homer
Hesiod
Virgil
Mahabharata
Ramayana|-Istoria Indiei, vols. I i I
Shahnameh
Cantecul Nibelungilor
Thomas Malory Moartea lui Arthur
Cartea lui Sheking
Kalidasa - Sakuntala
Eschil Prometeu .Trilogia lui Orestes
Sofocle -Oedip
Euripide - Medeea
Aristofan Cavalerii. Nori
Horaiu
Goeffrey Chaucer Povestirile din Canterbury
Shakespeare
John Milton - Paradisul pierdut, Lycidas, Comus,
Dante - Divinei Commedia
Edmund Spenser- Regina Znelor

44
Ibid,p110
198
John Dryden- Poezii
Walter Scott- Poezii
William Wordsworth
Papa - Eseu
Robert Burns
Byron- Pelerinajul lui Childe Harold
Gray
Herodot
Xenofon - Anabasis i Convorbiri memorabile
Tucidide
Tacit - Despre originea i locurile Germanilor
Livius
Edward Gibbon - Istoria declinului i a prbuirii Imperiului Roman
David Hume - Istoria Angliei
Grote G - Istoria Greciei
Thomas Carlyle - Revoluia francez
John Richard Green - Scurt istoric al Angliei
George Henry Lewes- Istoria filosofiei
O mie si una de nopti
J. Swift - Cltoriile lui Gulliver
Daniel Defoe- Robinson Crusoe
Goldsmith - Vicarul din Wakefield
Cervantes - Don Quijote
Boswell James- Viaa lui Samuel Johnson
Moliere
Schiller - William Tell
Richard Brinsley Sheridan- Criticul, coala de Scandal i Rivalii
Carlyle Thomas - Trecut si Prezent
Bacon - Novum Organum
Adam Smith - Avuia naiunilor
John Stuart Mill- Economia politic
James Cook - Cltoriilei
Humboldt - Cltoriile
Gilbert White - Istoria natural
Darwin - Originea speciilor
John Stuart Mill - Logica
Bacon - Eseuri
Montaigne - Eseuri
David Hume - Eseuri
Macaulay - Eseuri
Addison -Eseuri
Emerson- Eseuri
Edmund Burke Selecii din lucrari
Samule Smile Ajuta-te singur!
Voltaire - Zadig
Goethe Faust
Thackeray- Balciul desertaciunilor,Pendennis
Dickens- Pickwick,David Copperfield
Lytton - Ultimele zile ale oraului Pompei
George Eliot - Adam Bede
Charles Kingsley - Westward Ho!
199
 Romanele lui Walter Scott45

Alonzo of Aragon spunea Age is a recommendation in four thingsold wood to burn, old
wine to drink, old friends to trust, and old books to read

EDUCAIA INTERCULTURAL

Prof. Irina Elena-Roxana

ASOCIAIA MAGISTER EDUCATIONIS NEAM
,,Educatorul care practic o pedagogie intercultural va profita efectiv de prezena copiilor
de origini diferite pentru a (re)valoriza cultura lor de origine i de a-i sensibiliza, n acelai timp,
pe ceilali la diversitatea cultural, dar va evita s impun o oarecare identificare, va evita
stereotipiile, prezentarea culturilor n mod static.
(P. Dasen)
coala este principalul spaiu al nvrii pluralitii culturale prin preuirea diversitii, a
notei distincte aduse de cultura fiecrui actor social participant.
Educaia intercultural promoveaz cunoaterea i respectarea culturii, a tradiiilor i a
stilului de via ale comunitilor etnice, de ctre toi locuitorii din ara respectiv.
Educaia intercultural nu este o nou disciplin colar, o extindere a programei prin
predarea culturilor i nici o folclorizare, o form de manifestare a exotismului n cunoatere.
Educatorul care practic o pedagogie intercultural va profita efectiv de prezena elevilor de origini
diferite pentru a (re)valoriza cultura lor de origine i a-i sensibiliza, n acelai timp, pe ceilali la
diversitatea cultural, dar va evita s impun o oarecare identificare, va evita s stereotipizeze, s
prezinte culturile n mod static. Pentru o asemenea educaie, ceea ce conteaz nainte de toate este
atitudinea i comportamentul educatorului. Educaia intercultural se apropie astfel de pedagogia
difereniat, care ine seama de achiziiile prealabile i de particularitile fiecrui elev. La nivel
instituional, ea implic alegerea unui model de relaionare prin integrare, i nu prin asimilare.46
Educaia intercultural constituie o opiune ideologic n societile democratice i
vizeaz viitorii ceteni s fac cea mai bun alegere i s se orienteze n contextul schimbrilor
intervenite n sistemele de valori. Ea trebuie s devin o constant a pregtirii cadrelor didactice i
s-i pun amprenta asupra programelor colare i materiilor de nvmnt, asupra prioritilor
educative, asupra criteriilor de evaluare a competenelor i comportamentelor, asupra relaiilor cu
prinii i comunitatea, permind formarea comportamentelor creative n comunicare, cooperare i
ncredere n cadrul grupului; respect reciproc, tolerana fa de opinii diferite.
Educaia intercultural este cea care susine integrarea social a grupurilor minoritare n mod
panic fr ca acestea s fie nevoite s renune la propria identitate.
Educaia intercultural i propune s pregteasc indivizii i societile pentru o mai atent
deschidere spre dimensiunea cultural a existenei lor. n condiiile sporirii contactelor,
interaciunilor posibile, se pot decela dou mari seturi de obiective ale colii interculturale: -
pstrarea i aprarea diversiti culturale a populaiei colare. coala, ca instan de transmitere a
valorilor, se va centra pe pluralitatea culturilor pe care mediul multicultural l presupune. Trebuie
evitat instituirea primatului unei culturi asupra alteia.
Educaia intercultural este calea obligatorie pentru educaia drepturilor omului, care
urmrete s depeasc etnocentrismul.
45
Web http://www.authorama.com/pleasures-of-life-7.html
46
Cuco C., Educaie intercultural, Editura Polirom, Iai, 1999

200
Educaia intercultural presupune cel puin trei unghiuri de abordare:
a) o idee aceea c toi elevii, fr deosebire de apartenena etnic i cultural, trebuie s
beneficieze de oportuniti egale de a nva;
b) o micare de reform educaional, menit s produc schimbri majore n coal i n cadrul
altor instituii educaionale;
c) un proces n permanent derulare, care include idei ca echitatea i preocuparea cultural continu
pentru stimularea realizrii colare.
Pedagogii definesc educaia intercultural astfel:
educaia intercultural vizeaz o abordare pedagogic a diferenelor culturale( C.
Cuco )
educaia intercultural urmrete dezvoltarea unei educaii pentru toi n spiritual
recunoaterii diferenelor ce exist n interiorul aceleai societi"
educaia cultural se transform ntr-un proiect didactic de structurare a unei
identiti culturale deschise
educaia intercultural este o abordare a procesului de predare nvare bazat pe
valori i credine democratice, care ncearc s promoveze pluralismul cultural (C.
Bennett)
educaia intercultural se adreseaz tuturor elevilor autohtoni sau emigranilor i
caut s-i sensibilizeze la respectarea diversitii, tolerantei, solidaritii ( P.
Dasen) .
educaia intercultural este calea obligatorie pentru educaia drepturilor omului
(M.Rey)
educaia intercultural presupune cel puin trei unghiuri de abordare: o idee; o
micare de reform educaional i un proces. (J.Banks)
perspective complementare asupra educaiei interculturale: perspectiva
compensatorie, perspectiva de cunoatere, perspectiva heterocentrist, perspectiva
izolaionist, perspectiva antirasist, perspectiva educaiei civice, perspectiva
cooperrii.( M.Page )
Cine spune intercultural, spune n mod necesar, plecnd de la sensul plenar al
prefixului inter-: interaciune, schimb, deschidere, reciprocitate, solidaritate
obiectiv. (Micheline Ray)
n Europa s-au fcut pai importani n direcia promovrii drepturilor minoritilor i a
valorilor specifice unei societi interculturale. Astfel,Convenia Cadru pentru Protecia
Minoritilor Naionale, adoptat la 10 noiembrie 1994, include o serie de principii generale
referitoare la drepturile indivizilor aparinnd minoritilor naionale:
non-discriminare;
promovarea egalitii;
promovarea condiiilor necesare pentru pstrarea i dezvoltarea culturii, a religiei,a
limbii i a tradiiilor;
libertatea de asociere, exprimare, libertatea de gndire, a contiinei i a religiei;
acces liber la mijloacele de comunicare n mas;
libertate lingvistic;
utilizarea limbii materne n spaiul public i privat, oral i n scris, precum i n
relaiile cu autoritile;
utilizarea numelui n limba matern;
afiarea informaiei de natur public i privat;
toponime n limbile minoritilor.
Bibliografie:

Ciolan, L., Pai ctre coala intercultural, Colecia anse Egale, Ed. Corint, 2000
201
 Cozma, T., O nou provocare pentru educaie: interculturalitatea, Ed. Polirom, Iai, 2001,
Cuco C., Educaie intercultural, Ed. Polirom, Iai, 1999
Cuco, C., Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000
Cuco, C., Educaia. Iubire, edificare, desvrire, Ed. Polirom, Iai, 2008;
Hofstede, G., Managementul structurilor multiculturale, Bucureti, Ed. Economic, 1996

INTEGRAREA TIC N LECIA DE FIZIC

Prof. Nane Daniela Crizantema,
coala Gimnazial Constantin Parfene Vaslui

Evoluia societii n ultimele decenii, marcat fundamental de transformarea ei ntr-o

societate digital, i-a pus amprenta i pe domeniul educaiei. Importana implementrii tehnologiei
informaiei i a comunicaiilor n activitatea didactic a devenit n ultimele decenii un lait-motiv al
discursului despre educaie la toate nivelurile: curriculum, practica didactic, formarea cadrelor
didactice, dezvoltarea instituiilor colare i politici educaionale.
Progresele nregistrate n domeniul tehnologic au impus necesitatea unor schimbri majore
n sistemele educaionale europene astfel nct s se creeze condiii de formare i dezvoltare a
competenelor cheie la elevi viitori ceteni responsabili. S-au creat oportuniti pentru
dezvoltarea competenelor digitale prin diverse programe: Iniiativa Task Force, Programe
Educaionale i Multimedia, Planul de aciune nvare n Societatea Informaional, nvarea pe
tot parcursul vieii, Iniiativa i planul de aciune eLearning etc.
n Legea Educaiei Naionale Nr. 1/2011 se stipuleaz respectarea principiului echitii i
egalitii de anse, potrivit cruia accesul la oportunitile de nvare se realizeaz fr
discriminare. Utiliznd noile tehnologii, respectiv Internetul i sursele de documentare on-line,
fiecare tnr are anse egale de dezvoltare intelectual. Integrarea TIC va asigura crearea unui
mediu de nvare n vederea creterii accesului la educaie de calitate i formrii unor competente
cheie i profesionale, care s faciliteze integrarea pe piaa muncii.
De ce avem nevoie pentru a utiliza TIC n procesul e-learning la disciplina fizic?
a) Instrumente hardware ce reprezint echipamente digitale universale sau specializate,
utilizate pentru desfurarea procesului de educaie:
- echipamente de prezentare: calculatoare personale, monitoare video, proiectoare
multimedia, table interactive
- echipamente de stocare: diverse medii de stocare a datelor: magnetice, optice, mixte
- echipamente specializate de preluare a imaginilor, secvenelor video i audio.
b) Instrumentele software sunt resurse digitale de mai multe tipuri:
- Resurse pasive: documente text, imagini, secvene sonore sau video, dicionare digitale, care pot fi
accesate n baz legal, amplasate local, pe un suport de date sau n reea. Exemplu: Google maps,
Google Books, Wiki, Dexonline, Google Docs.
- Obiecte de nvare standardizate care pot fi pasive (prezentri PPT, documente Word, tutoriale,
excursii tematice sau virtuale, hri conceptuale) i interactive (studii de caz, rezolvri de probleme,
jocuri educaionale, simulatoare, WebQuest, MUDs, spaii virtuale)
- Aplicaii de simulare permit reprezentarea controlat a unui fenomen, proces sau sistem real, prin
intermediul unui model cu comportament analog, oferind astfel posibilitatea modificrii unor
parametrii si observrii comportamentului sistemului.
- Aplicaii pentru evaluare sunt produse software instalate local sau online, care permit crearea
testelor pentru evaluri curente, intermediare sau finale, precum i analiza, stocarea i transmiterea
202
rezultatelor ctre evaluator sau sistemul de management al nvrii. (Exemple: Platforma Moodle,
Insam, Infoarena, campion, TopCoder, aplicaia Evaluator OJI etc.)
- Sisteme de management al nvrii sunt aplicaii software, ce utilizeaz baze de date integrate
pentru stocarea datelor privind progresul, eficiena nvrii, coninuturi instructive i date privind
utilizarea lor de ctre cei instruii n format digital. (Exemple: NetSupport School, Platforma Oracle
Academy, Platforma de e-learning Moodle, Live@Edu, W3Schools, Platforma IT Essentials, AeL).
- Sisteme de management al coninutului permit coordonarea online a resurselor educaionale;
crearea, stocarea, asamblarea i distribuirea obiectelor sub form de obiecte de nvare; adaptarea
coninuturilor la nevoile individuale, accesibile tuturor elevilor. (Exemple: Moodle, Google Docs,
Wiki, ZoomIT etc.)
c) Instrumente de comunicare reprezint instrumentele software i hardware folosite pentru
organizarea procesului de comunicare, att sincron, ct i asincron. Dintre instrumentele universale
pentru comunicare sincron individual sau n grup, cele mai cunoscute sunt: Skype, Google Talk,
Yahoo Messenger, sisteme specializate pentru videodifuzare i videoconferine etc. Numrul i
varietatea lor crete continuu. Din instrumentele pentru comunicarea asincron cele mai des
utilizate sunt: email, forumuri, bloguri, grupuri de discuii, RSS, spaii de depozitare pentru imagini,
texte i video (Slideshare, Google albums, YouTube etc).
Aplicaia practic este un proiect didactic la fizic, clasa a VII-a, cu tema Refracia luminii,
gndit din perspectiva integrrii instrumentelor TIC n activitatea didactic: prezentare Power Point
ce prezint imagini ale fenomenului de refracie ntlnite n viaa de zi cu zi (captarea ateniei),
simularea Refracia luminii de pe site-ul PhET, http://phet.colorado.edu/en/simulation/bending-
light, (activitate de predare nvare a noiunilor noi), filmul didactic Fenomenul de refracie
realizat cu programele BlueBerry FlashBack Express http://www.bbsoftware.co.uk i Movie
Maker, competen dobndit prin participarea la cursul de formare din Malta (Empowerment in
ICT skills Making Use of Technology Tools) prin programul Erasmus+, aciunea cheie 1, iunie
2015 (fixarea noilor cunotine).

Proiect didactic

Clasa: a VII-a; Disciplina: Fizic;

Unitatea de nvare: Lumina i sunet; Tema: Refracia luminii
Durata: 50 minute; Tipul leciei: lecie de formare de priceperi i deprinderi
Competene specifice:
Cs1. Diferenierea fenomenelor fizice identificate n viaa de zi cu zi.
Cs2. Observarea fenomenelor de reflexie i refracie, culegerea i nregistrarea observaiilor
referitoare la acestea.
Cs3. Definirea i explicarea fenomenului de refracie al luminii folosind termeni specifici.
Cs4. Rezolvarea unor probleme cu caracter practic sau aplicativ.
Cs5. Formularea unor observaii proprii asupra fenomenului de refracie studiat.
Cs6. Dezvoltarea competenelor de utilizare TIC i a resurselor internet.
Competene derivate
Cd1. Studierea comportrii luminii la ntlnirea unei suprafee de separare dintre dou medii
transparente diferite
Cd2. Identificarea legilor fenomenului de refracie
Cd3. Studierea dependenei unghiului de refracie de natura mediului n care se propag lumina
Cd4. Observarea refraciei luminii la trecerea dintr-un mediu optic mai dens ntr-un mediu mai
puin dens apariia fenomenului de reflexie total
Cd5. Aplicarea noiunilor nvate n rezolvarea unor situaii practice sau teoretice.
Resurse educaionale
Procedurale

203
 Metode i procedee: explicaia, prelegerea interactiv, descoperirea dirijat, modelarea,
experimentul de investigare, dialogul euristic, problematizarea, eseul de 5 minute
Forme de organizare: frontal, pe grupe de elevi, individual
Materiale didactice i mijloace de nvmnt: laser, cuv cu ap, ecran, raportor, fie de lucru,
videoproiector, calculator, conexiune internet, aplicaie phet simulari fizice.

204
Nr. Competene Coninuturi
crt. derivate
1. Moment
organizatoric
2. Captarea
ateniei
3. Cd1. Definirea fenomenului de
refracie
Realizarea schemei
fenomenului de refracie a
luminii la suprafaa de
separare aer-ap
4. Cd2. Gsirea legilor
fenomenului de refracie;
Introducerea noiunilor de
indice de refracie absolut,
n=c/v, relativ, mediu optic
mai dens i mai puin
dens.
1. Raza incident, normala
i raza refractat se afl n refraciei.
acelai plan.
2. Raportul dintre sinusul
unghiului de inciden i
sinusul unghiului de
refracie, pentru dou
medii date, pstreaz o
valoare constant, care se
numete indice de refracie
relativ al mediului al
doilea fa de primul.
sini/sinr = n2/n1 = n2,1
n1sini = n2sinr
5. Cd3.
Cd5.
Aplicarea legii a II-a a
refraciei pentru calcularea
valorii unghiului de
refracie, a indicelui de
refracie al unui material
necunoscut, a unghiului
limit pentru sticl-aer.
Activiti de predare nvare - evaluare
Activitatea profesorului
Noteaz absenii Anun elevii abseni
Propune observarea unei
prezentri Power Point ce
prezint imagini ale
fenomenului de refracie
ntlnite n viaa de zi cu zi.
Profesorul solicit elevii s
gseasc explicaii i s
rspund la ntrebarea
problem.
Profesorul organizeaz
elevii pe grupe. Vor avea de
realizat experimentul
calitativ pentru observarea
fenomenelor de reflexie i
refracie a luminii la
suprafaa de separare aer-
ap.
Profesorul cere elevilor s
lucreze mpreun astfel nct
s realizeze pe caiete numai
schema fenomenului de
refracie.
Profesorul propune elevilor
s ncerce enunarea primei
legi a refraciei, bazndu-se
pe observaiile anterioare.
Profesorul introduce
noiunile de indice de
refracie absolut/ relativ i
enun/explic legea a II-a a
s neleag noiunile noi.
Solicit elevilor s caute
online phet bending-
light_ro
sau s intre pe site-ul PhET,
http://phet.colorado.edu/en/s
imulation/bending-light, i
s acceseze simularea
Refracia luminii.
205
Activitatea elevului
Gndesc, comunic n
perechi i exprim preri
Elevii observ schimbarea
direciei de propagare a
luminii la suprafaa de
separare aer-ap i identific
fasciculul de lumin
incident, reflectat i refractat,
precum i unghiurile care se
formeaz cu normala,
denumindu-le corect.
Elevii fac schema
fenomenului de refracie
observat.
Elevii sunt ncurajai s
rspund pn gsesc
varianta corect a legii I a
fenomenului de refracie.
Elevii noteaz legea a II-a a
refraciei pe caiete, sunt
ncurajai s pun ntrebri
suplimentare profesorului ca
Deschid aplicaia, identific
uneltele (lampa, raportorul,
instrumentul de msur a
intensitii luminii) i
descoper butoanele pentru
modificarea mediilor
transparente, a unghiului de
inciden, a tipului de
fascicul incident: und sau
raz.
 La suprafaa de separare
dintre 2 medii transparente
diferite lumina i schimb Prezint la videoproiector
direcia de propagare.
Valoarea unghiului de
refracie depinde de
mrimea indicelui de
refracie al mediului n care prezint elevilor etapele
care ajunge lumina.
6. Cd3. Aplicarea legii a II-a a
Cd5. refraciei pentru calcularea
indicelui de refracie al
unui material necunoscut.
7. Cd4. Observarea refraciei
Cd5. luminii ntr-un mediu optic
mai puin dens, observarea
fenomenului de reflexie
total,
msurarea/calcularea
unghiului limit pentru
sticl-aer.
8. Evaluare
Distribuie fie de lucru
(anexa 1)
luminii din aer ntr-un mediu
filmul Fenomenul de
refracie realizat cu
programul Camtasia
(http://www.techsmith.com)
de lucru din fi.
Supravegheaz activitatea
elevilor i ofer sprijin.
Profesorul urmrete
sincronizarea dintre film i
activitatea elevilor (fia de
lucru-partea 1, 2, 3).
Apreciaz permanent
activitatea elevilor.
Supravegheaz activitatea
elevilor i ofer sprijin.
Apreciaz permanent
activitatea elevilor.
Profesorul noteaz elevii care au lucrat corect pe fia de
lucru. Solicit cel puin 1 elev s citeasc Eseul de 5 minute
realizat. Face aprecieri pozitive.
206
Folosesc simularea online
pentru a analiza refracia
cu indice de refracie mai
mare. Elevii msoar
/calculeaz i observ c
unghiul de refracie este mai
mic dect cel de inciden
(fia de lucru partea 1).
Folosesc simularea online
pentru a analiza refracia
luminii din ap ntr-un
mediu cu indice de refracie
necunoscut. Elevii observ
c unghiul de refracie este
mai mic dect cel de
inciden, deci mediul 2 va
avea un indice de refracie
mai mare dect apa. Elevii
calculeaz indicele de
refracie al mediului
necunoscut i caut pe
internet natura acestuia (fia
de lucru partea 2).
Folosesc simularea online
pentru a analiza refracia
luminii din sticl n aer.
Elevii observ c pentru un
unghi de inciden cuprins
ntre valorile (0 0-400)
unghiul de refracie este mai
mare dect cel de inciden.
Elevii observ c exist un
unghi de inciden de
aproximativ 420 pentru care
unghiul de refracie este de
900, iar pentru valori mai
mari lumina nu mai ajunge
n cel de-al doilea mediu, ci
se reflect total (fia de lucru
partea 3).
 GRDINIA, UN MEDIU VALOROS N EDUCAIA COPILULUI

Prof. ptr. inv. prescolar ZOICA POPESCU

Inspector de specialitate pentru educaie timpurie Vaslui

MOTTO:
S nu-i educm pe copiii notri pentru lumea de azi. Aceast lume nu va mai exista cnd
ei vor fi mari i nimic nu ne permite s tim cum va fi lumea lor. Atunci s-i nvm s se
adapteze. (Maria Montesore)
Grdinia este un mediu creativ i interesant, care pune baza educaiei copilului i il ajut s
deprind primele aptitudini necesare pentru coal,. Ii ofer oportunitatea de a descoperi lucruri noi
i de a-i dezvolta abiliti eseniale pentru viaa de zi cu zi, pe care stnd acas nu le poate dobandi.
Gradinia este un mediu care incurajeaz interactiunile intre copii. Din contactul cu ali copii,
prichindelul are ocazia de a inva aptitudini noi, utile pentru dezvoltarea lui de mai tarziu. In
momentul in care intr intr-o astfel de institutie, copilul ptrunde intr-o colectivitate, din care va
inva o multime de deprinderi valoroase pentru dezvoltarea lui social.
In cazul multor copii, grdinia este cea care marcheaz momentul apariiei prieteniilor.
Copilul are ocazia s ii fac primii prieteni, s coopereze i s colaboreze in echipe, s impart
lucruri i jucrii cu ali copii, adic sa dobndeasc abiliti eseniale de socializare.
Copilul are de beneficiat nu doar din punct de vedere intelectual, emoional sau social de pe
urma inscrierii la grdinia, ci i fizic. Este un mediu care stimuleaz copilul s fie activ, s
exploreze mediul inconjurtor i s se joace cu ali copii. In plus, programa educational a multor
gradinie include i ore opionale de sport, care stimuleaz dezvoltarea fizic a copilului i il ajut
s creasc sntos
Nu in ultimul rnd, grdinia contribuie la formarea caracterului copilului i a aptitudinilor
eseniale in dezvoltarea personal. Este un mediu care il inva s gandeasc liber, s isi exprime
sentimente, emoii si pareri i s aia mai mult incredere in sine. De asemenea, este stimulat s
gndeasc, s soluii proprii la diverse probleme i chiar s gndeasc critic.
Dezvoltarea personal a copilului a inceput s devin o preocupare tot mai frecvent a
gradinielor, care au inceput s implementeze tot soiul de cursuri si programe speciale, menite s
ajute copiii sa gseasc resurse proprii prin care s rezolve probleme i s se descurce in diverse
situaii.
Grdinia este un mediu valoros in dezvoltarea i educaia copilului. Este indicat ca fiecare
printe sa profite de oportunitile pe care acest mediu le ofer copilului pentru a inva o mulime
de lucruri noi. Copilul are ocazia s invee cele mai multe lucruri din experien, care este cel mai
eficient instrument de invare i inelegere la vrste mici.
Grdinia reprezint fundaia intregii educaii a copilului. Abilittile i cunotintele pe care le
dobndete in anii petrecui la grdini il vor ajuta s se descurce la coal i s aib rezultate
academice foarte bune.
Deoarece trim intr-o epoc in care invaarea este un proces dinamic, care incepe s se formeze
de la vrste din ce in ce mai fragede. Dac in trecut, copilul invaa s scrie, s numere i s citeasc
abia in coal, astzi din ce in ce mai multi invatatori se asteapt ca elevii care intr pe bncile
colii s aib deja invate unele dintre principalele aptitudini de scriere, vocabular sau citire.

207
 EDUCAIE N AER LIBER/ EDUCAIE EXPERIENIAL /
NVARE EXPERIENIAL
Hran Ana,
Asociaia Magister Educationis, Neam

Pornind de la premisa c experienele vieii reale formeaz bazele nvrii, se impune

abordarea conceptului Outdoor Education, care i propune o educaie conceput ca proces de
predare-nvare n spaii diferite, neconvenionale. Copilul poate nva cel mai bine i cunotinele
pot fi mai trainice, opernd direct cu materiale i situaii de via, n afara colii, prin contact
nemijlocit cu realitaea, iar rolul dasclului este de a mijloci experimentarea strii de a fi n natur,
de a fi n alt spaiu, neconvenional, corelnd astfel activitile realizate n natur cu cerinele
curriculum-ului n vigoare.
Educaia de tip outdoor este o form organizat de nvmnt care l pregtete pe copil
pentru via i care se desfoar n aer liber, este ducaie n aer liber.
Activitile educaiei de tip outdoor se desfoar ntotdeauna n natur i nu au ca finalitate
rezultate palpabile (diplome, atestate), ci produse vizibile la nivelul comportamentului copiilor.
Dac nvarea clasic, n sala de grup, are un aspect cognitiv, activitatea de tip outdoor are
un aspect pur practic, informal i exeprienial.
Educaia n aer liber i are originea n multe iniiative aprute n ultimii 150 de ani: taberele
de corturi; cercetia (ntemeiat n 1907 de englezul Robert Baden Powell) care urmrete tot un
fel de educaie informal, bazat pe activiti practice n aer liber; colile n pdure din Danemarca;
colile i micarea Outward Bound nfiinate de Kurt Hahn.
Aadar, conceptul outdoor nu este unul foarte nou, nc n anii 40 se constituiau primele
coli de educaie outdoor de ctre adepii teoriei lui Outward Bound care susine c principala
sarcin a educaiei este s asigure supravieuirea urmtoarelor caliti: o curiozitate inovatoare, o
voin invincibil, tenacitate n atingerea elului, lepdarea de sine i deasupra tuturor
compasiune.
Astzi, educaia Outdoor se definete ca suma aciunilor ntreprinse de personal calificat,
n principal educatori, ntr-un mediu natural chiar slbatic, folosind metode experieniale pentru a
produce schimbri la nivelul abilitilor intelectuale, fizice interpersonale i intrapersonale i al
comportamentului fa de mediu. Educaia n aer liber parcurge toate cele trei nivele de
nvare: cognitiv; afectiv; motric.
Finalitatea activitii de tip outdoor este aceea de a dezvolta personalitatea fiecrui copil n
unul dintre domeniile:
Educaia n afara clasei este o metod de nvare bazat pe experimentare i practic?
Se impune s delimitm unele aspecte care in de locul, cadrul i modalitatea de nvare
propus de activitile de tip Outdoor. Aadar, vom rspunde la urmtoarele ntrebri:
n ce cadru nv?
- Educaia pe care o primim n instituiile de nvmnt clasice, adic n grdini, n
coal, este una de tip formal. Programele de Educaie Outdoor se desfoar n natur i finalitatea
acestora nu este reprezentat de o diplom sau un certificat, ci este reprezentat de schimbrile
vizibile produse la nivelul copiilor. Astfel putem concluziona c: Educatia Outdoor are un caracter
nonformal.
Cum nv?
- De cele mai multe ori educaia primit n sala de grup sau de clas, are un aspect pur
teoretic, un caracter cognitiv. Educaia outdoor se realizeaz cu ajutorul experienelor programate,
care se desfoar ntr- un singur loc sau n cursul unor cltorii. Spune-le oamenilor - ei s-ar
putea s uite... Arat-le! - ei ar putea s in minte... Dar implic-i... i ei vor nelege
(Confucius).
Educaia prin experien are dou componente, educaia prin provocare i educaia prin
serviciul n folosul comunitii. n Educaia Outdoor precolarul i elevul nva totul n mod
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practic, activ, prin experiene personale la care mai apoi reflect pentru extragerea nvturilor.
Acest tip de nvare, caracteristic Educaiei Outdoor, se numete nvare experienial, adic
nvei cu creierul, nvei i faci cu minile nvei i simi cu inima! Un vechi proverb chinezesc
accentueaz eficiena educaiei experieniale i vine n sprijinul susinerii experienei, a descoperirii,
a educaiei de tip experienial: Ce aud Uit, Ce vd mi amintesc, Ce fac neleg.
Este important de tiut c n educaia outdoor se nva totul n mod practic, activ, prin
experiene personale la care mai apoi copilul, educabilul reflect, pentru a extrage nvaturile.
Acest mod de educaie Outdoor l recunoatem ca NVARE EXPERIENIAL.
Un studiu mai modern spune c:
Ne amintim 20 % din ceea ce auzim;
30 % din ceea ce vedem;
90 % din ceea ce facem.
Ce nv?
- Educaia Outdoor se adreseaz tuturor celor trei nivele de nvare: nivelul acumulrilor de
cunotine (Cognitiv), nivelul deprinderilor fizice (Motric) i cel al individualizrii unor trsturi de
comportament ( Afectiv). Educaia Outdoor presupune ca procesul de predare- nvare- formare s
se petreac n afara colii, respectiv n natur i spaii culturale.
Educaia n afara clasei include educaia pentru cunoaterea mediului, educaia pentru
conservarea resurselor, educaia pentru aventur, camping colar, terapia prin intermediul zonelor
slbatice i unele aspecte ale recreerii n aer liber. (Lappin, 2000)
Obiectivul unui asemenea tip de educaie l reprezint plasarea n cadrul vieii cotidiene a
elementelor pe care copiii le nva la coal, dezvoltarea spiritului practic i a adaptrii la situaiile
concrete de via, modaliti de nelegere a elementelor educaionale predate la clas. Astfel, cadrul
didactic va reui s vin n ntmpinarea unor probleme de actualitate, precum prevenirea
sedentarismului, dezvoltarea capacitii de a interaciona social, relaionarea conceptului cu
reprezentarea lui concret din lumea real, ceea ce reprezint alte variabile semnificative ale
educaiei Outdoor.
Educaia de tip Outdoor se bazeaz pe filosofia, teoria i practica educaiei experieniale i a
educaiei ecologice, dezvoltnd la copil nelegerea i aprecierea de sine, a celor din jur i a lumii
naturale.
Concepia acestui nou tip de educaie este c orice om, n anumite condiii i mobilizeaz,
prin creativitate, resursele corporale i mintale.

BIBLIOGRAFIE:
1. AL. Roca: Creativitatea, Colecie, Orizonturi, Editura Enciclopedic Romn,
Bucureti 1972
2. Bran-Pescaru,Adina-Parteneriat n educaie:familie coal-comunitate, Ed.Aramis Print,
Bucureti,2004;
3. Cristea, Sorin-Dicionar de pedagogie, Ed.Litera Litera Internaional,Bucureti, 2002;
4. incan,Alexandru-coala i familia, Ed. Gh. C.Alexandru,Craiova,1993;
5. U. chiopu: Psihologia Copilului, Editura Didactic i pedagogic, Bucureti 1967
6. Vrsmas,Ecaterina,Adina-Consilierea i educaia prinilor,Ed.Aramis Print,
Bucureti,2002;

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 CONSILIEREA EDUCAIONAL LA VRSTA PRECOLAR

Corbu Maria Magdalena,

Asociaia Magister Educationis, Neam

Educatoarea reprezint prima verig social cu rspundere formativ a viitorilor ceteni,

avnd o misiune de maxim importan: educarea copilului precolar. Consilierea educaional la
vrsta precolar este un proces complex ce cuprinde o arie larg de intervenii ale educatoarei
asupra copiilor, dezvoltndu-le personalitatea.
Nici o perioad a dezvoltrii psihice umane nu are sarcini att de numeroase, explozive i
neprevzute pe perioada precolar, cu etapele ei. Pentru fiecare etap exist dou coordonate
fundamentale ce stau la baza constituirii reperelor psihologice de baz: tipul de activitate care
dezvolt procesele psihice i tipul de relaie care dezvolt conduitele.
n evoluia i dezvoltarea psiho-fizic, copilul este supus unor condiionri tot mai complexe
care se finalizeaz, pe de o parte, cu mbogirea vieii anterioare, iar, pe de alt parte, cu
elaborarea de conduite prin care se exprim personalitatea uman. Att vrsta psihologic, ct i
vrsta cronologic, fr s coincid n totalitate, se constituie ca repere din punctul de vedere al
maturizrii psihologice i sociale. Vrsta cronologic are un caracter mai constant, fiind relativ
egal pentru toi cei nscui n perioada respectiv, cu raportri la complexul biologic, care sunt
deosebit de active, pe cnd vrsta psihologic faciliteaz o difereniere mai ferm ntre diferitele
personae cu specificarea unui avans sau a unui retard n dezvoltare. Prin urmare, sunt o serie de
factori sau condiii care favorizeaz dezvoltarea biologic i psihic a copilului, grbesc procesul
de achiziie a experienelor i informaiilor, proiecteaz o personalitate viguroas i armonioas, aa
cum sunt i situaii care frnez evoluia normal sau contribuie la fragilizarea subiectului, cu efecte
negative nu numai pentru vrstele copilriei ci i pentru perioade de vrst ulterioare. Cele din
urm, frnele, trebuie cunoscute de educatoare i nvtoare deopotriv, pentru a le putea preveni
sau pentru a crea un alt context educaional care s anihileze factorii de fragilizare printr-o
dezvoltare compensatorie a palierelor psihice ce corespund particularitilor psihoindividuale ale
copilului.
Toate aceste fenomene pot fi stpnite de educator, copiii pot fi ajutai s le depeasc i se
poate ajunge la un confort psihic favorabil copilului, dac acesta este cunoscut i evaluat sub toate
aspectele, pentru a putea ti ce modaliti de intrvenie psihoeducaional trebuie adaptate la nivel
individual sau la nivel de colectivitate.
Acest lucru o ndeamn pe cea care a mbriat misiunea de educatoare s fie la nlimea
chemrii. ,,n profesia de educatoare se mbin mai mult ca oriunde tiina cu arta, tehnica de lucru
cu talentul, experiena cu iniiativa, tactul cu miestria, calmul cu entuziasmul, cutrile cu
siguran(Dumitru Salade, Didactica, Editura didactic i pedagogic1982). Educatoarea este
,,arhitect al sufletului de copil, oferind dragoste, fr de care nu poate exista nici o legtur de
viitor, nici colaborare, nici nvare cu copiii. Educatoarea ofer iubire necondiionat, prin tot ce
ntreprinde, prin exemplul personal, prin cutare i druire contribuie la modelarea personalitii
copilului, n stadiul cel mai hotrtor al devenirii sale - precolaritatea. Educatoarea s aib tact,
rbdare, mobilizare, creativitate, druire, colaborare, unitate de cerine cu familia i coala.
Orice activitate n grdini se ntemeiaz pe cunoaterea copiilor i observarea
comportamentului zilnic al acestora. Observaia asupra copilului furnizeaz cele mai bogate date
despre copil privind deprinderile, obinuinele, conduita pe care o are fa de colegi i adulii din
grdini.
Pentru a-i forma atitudini corecte fa de sine (construirea imaginii pozitive despre sine) i
fa de alii, copilul trebuie s fie n contact cu alii i cu mediul nconjurtor, rspunsul lui
manifestat prin comportament fiind pe msura atitudinii celor din jur. Fiecare copil va fi tratat n
funcie de temperamentul su, dar va fi trebui s respecte cerinele grupei din care face parte, s se
210
supun regulilor acesteia, nvnd c va avea datorii fa de sine i fa de colegi i educatoare i c
va trebui s-i modeleze comportamentul i atitudinea.
n munca fiecrei educatoare se ntlnesc dou realiti: trsturile comune copilriei i
unicitatea fiecrui copil. A cunoate, a descifra, a identifica, a intui, a descoperi ceea ce
caracterizeaz profilul psihologic al fiecrui copil este o sarcin delicat care o poate ndeplini cu
experien, intuiie i tact pedagogic.
Cunoscnd toate acestea educatoarea nu numai c poate depi situaiile dificile, dar poate
s parcurg, mpreun cu copiii, noi etape de activitate i de nvare, crend astfel posibiliti
multiple de transfer i aplicabilitate, n diferite activiti care se vor remarca prin performan i
competene, constituind un indiciu al structurilor evolutive n planul personalitii mature cu note
dominante ale tipologiei armonioase. n evoluia psihic a copilului cu tendina sa de adaptare, ca
proces dublu de asimilare i acomodare, pot apare perioade de inadaptare cnd intervin elemente
puternice de frustrare i stres. Situaiile frustrante genereaz un anumit curs al comportamentului i
al organizrii personalitii copilului. Dac educatorul nu este capabil s orienteze copilul spre
depirea acestor factori fragilizani, atunci i va dezvolta o personalitate capricioas, egoist,
instabil, negativist, neadaptat la normele de convieuire social.
Este foarte important ca n calitate de educatoare s inem cont de diferenele existente n
individualitaea copiilor. Fiecare copil are o anumit personalitate i propriul su potenial
intelectual n construirea unei atitudini pozitive despre sine, copilul trebuie supus la ct mai multe
experiene pozitive, pentru c aa cum sublinia Vasile Nedelcu ,,n activitatea cu altul, alturi de
altul i uneori mpotriva altuia, se desvrete cunoaterea de sine .(Vasile Nedelcu- Invitaie la
cunoaterea de sine, Editura tiinific, 1970)
Copilul trebuie tratat n funcie de vrsta de lui, ajutat s strbat unele treceri grele,
luminndu-i calea pe care se angajeaz i mergnd chiar puin dincolo de posibilitile sale, numai
puin cci mult ar fi inutil, ba chiar periculos uneori, cci maturaia lent a sistemului su nervos i
a creierului nu-i permite s sar peste etape.
Trebuie s tim s profitm nici prea devreme, nici prea trziu de fazele sensibile ale
creterii sale. Nu putem realiza aceasta dect urmrindu-i evoluia cu mare grij i respectnd-o,
fiecare etap reprezentnd o succesiune de transformri nencetate n cursul crora creierul se
construiete, se perfecioneaz.
Responsabilitatea educatoarei fa de copil ncepe odat cu intrarea acestuia n grdini,
felul n care este tratat, determinnd modul lui de comportare. Pentru unii copii, grdinia reprezint
prima experien n afara casei, de aceea copilul trebuie s se simt n grdini n siguran, ocrotit
i iubit, apt s accepte i s se bucure de mediul grdiniei.
Educatoarea aduce mari schimbri n modul de a gndi i aciona al copilului.

BIBLIOGRAFIE
Ezechil, Liliana,- Laborator precolar , Editura V& Integral, Bucureti, 2004
Dumitrana, Magdalena Didactica precolar, Editura V& Integral, Bucureti, 1998
Bban, Adriana, (coord.),(2001), Consiliere educaional, Ed. Imprimeria Ardealului, Cluj Napoca;
Nedelcu, Vasile - Invitaie la cunoaterea de sine, Editura tiinific, 1970)
Revista nvmntului precolar, Nr. 3-4/ 1998 pag. 23).

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 DE LA CONFLICTUL NTRE GENERAII
LA ETAPA INTERGENERAIONAL
prof. Iosub Claudia
prof . Bistriceanu Alina
LTEA Piatra Neam

Conflictul ntre generaii a existat dintotdeauna, dar parc nicicnd nu a atins cote att de
nalte precum n zilele noastre. S fie oare de vina societatea care este ntr-o continu
transformare,s fie concepiile dasclilor sau ale adolescenilor? Cert este c asistm la o ruptur
ntre generaii care afecteaz relaia de familie. Auzim cazuri n care adolescenii, din cauza lipsei
de comunicare cu familia recurg la gesturi inexplicabile. S fie aceast o situaie fr ieire?
Adolescent este definit c fiind acea perioad de tranziie psihologic, biologic i social
de la pubertate la maturitate i reprezint una dintre cele mai provocatoare, intense i decisive
perioade ale vieii unei persoane. Apr diferite probleme simanifestari, mai ales n relaia cu dsclii
i pentru a putea facefata acestora trebuie stabilite cteva reguli pentru adolesceni.Adolescentul se
afl acum n plin proces de contientizare a identitii i a personalitii sale i odat cu aceast
contientizare apr i o serie de probleme i manifestri. Problemele cu care se confrunt
adolescentul sunt legate att de familie ct i de societate, n relaia cu prietenii, cu colegii de coal
sau chiar cu profesorii.
Una din cele mai ntlnite probleme n perioada de adolescent este ncercarea de a se
identific cu adulii: dorina de a fuma, de a bea, de a conduce automobile, de a avea relaii sexuale.
Problemele adolescenei intervin odat cu apariia acelor manifestri variate precum: tristee,
bucurie, efuziune, anxietate, mutism, agresivitate,gelozie, invidie, mnie, nesiguran etc.
Adolescena este nu numai o vrst a dramei, ci i a marilor elanuri sau a integrrii sociale. Acum
se consolideaz structur gndirii logice i formale, a capacitii de interpretare i evaluare, a
spiritului critic i autocritic. Pe lng problemele i manifestrile uzuale, apare i gustul pentru
raionament i atitudinea critic pentru valori. Adolescentul se rupe de autoritatea familiei i
ncearc s se integreze ntr-un grup care i seamn.
Drogurile, prostituia, avorturile, delincvena juvenil, abandonul colar sunt rezultatele
fireti ale societii secularizate n care trim. Peste tot n mass media apr informaii despre aceste
crude realiti ale vieii i aparent cel mai greu lucru este s fii printe. Sentimente de team, fric,
nelinite i inund sufletul i ncerci s faci tot posibilul c s-i protejezi copilul. Nu tim exact ct
de contieni sunt adolescenii de pericolul care i pndete, ns dsclii, vznd toate aceastea
devin foarte protectori, strici i chiar severi cu copiii lor. Tentaia e mare, libertatea la fel, i inerii,
derutai i lipsii de repere, cad cu uurin n capcanele acestui mediu.
Conflictul ntre generaii este rezultatul unor concepii i preri diferite. Unii consider c
el izvoreste din experien dasclilor n opoziie cu lips de experien a adolescenilor. S fie oare
vorba doar de aa ceva? Psihologii susin c aceste diferene de opinie au la baz lips de
comunicare n familie i uneori nencrederea n propriul copil.
Via adolescenilor de astzi este plin de paradoxuri. Pe lng responsabilitile cu care
sunt confruntai muli dintre tineri, ei in scunse fa de dsclii lor informaii elementare precum
unde seduc sau ce fac, n timp ce pot comunic cu o uurin incredibil sub anonimatul unui
nickname cu necunoscui despre cele mai intime gnduri ale lor. Pentru a-i ajut, c dascli va
trebui s nelegem care sunt nevoile, idealurile, preocuprile i mai alestrebuie s inem cont de
faptul c aceti copii devenii adolescentiisi caut indentitatea. Gsirea unei identiti pozitive i
constructive este cea mai importanta responsabilitate a adolescenei.
Dialogul ntre generaii reprezint premisele eseniale pentru construirea unei comuniti
puternice. Vrstnicii nu se simt izolai, dac i folosesc experiena n folosul celor tineri. Acetia au
un ritm de asimilare alert, iar nvarea intergeneraional constituie un factor de motivare pentru a-i
determina pe aduli s participe alturi de ei la activiti de nvare.
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Istoria reprezint viaa n complexitatea ei: oameni, aciuni, sentimente, vise, opinii, interpretri i
experien - toate acestea mpreun l implic pe receptor (fie el asculttor sau cititor) ntr-o relaie
dinamic cu trecutul care poate fi experimentat doar prin intermediul povetilor celor care au trit n
trecut.
Descoper trecutul oamenilor de lng tine i vei afla mai mult dect detalii legate de
evenimente istorice. Ascult povetile lor, analizeaz experiena lor de via i propria ta via poate
lua o nou turnur, iar lucrurile pot cpta un alt neles. In sprijinul acestor afirmatii propun
proiectul educational ,,Povestea mea.
Proiectul propus abordeaz istoria din dou perspective:
1. Povestitorul povestitorii sunt persoane care doresc s-i mprteasc povetile de via pentru
a ilustra evenimente istorice. De multe ori, aceti oameni se simt marginalizai atunci cnd viaa lor
pare s nu mai prezinte nici un interes pentru tinerele generaii. Povetile lor ofer informaii i
rspunsuri pe care nu le putem gsi n nicio carte de istorie. Experiena direct i personalizat,
amintirile i sentimentele transform povetile acestor oameni n resurse extrem de valoroase pe
care le putem folosi nu numai pentru studiul formal al istoriei, dar i pentru dezvoltarea noastr
personal.
2. Colectorul de poveti colectorii de poveti sunt tineri competeni n utilizarea calculatorul i a
internetului. Reprezentanii acestei categorii au de cele mai multe ori tendina s acorde prea mult
atenie aspectelor IT, socializnd din ce n ce mai puin. Astfel, ei nu i mai dezvolt abilitile de
comunicare i relaiile sociale, n special cu alte generaii. n cazul lor, povetile din trecut i
relaionarea cu persoane care doresc s i mprteasc povetile pot ajuta la stabilirea unei
legturi ntre generaii i, mai mult dect att, ofer tinerilor ansa de a-i folosi abilitile i
cunotinele IT pentru a-i iniia pe cei mai n vrst n utilizarea calculatorului i a internetului.
Proiectul i propune s faciliteze legtura dntre cele dou categorii pentru a valoriza input-ul
fiecreia: poveti de via din partea povestitorilor i cunotine i abilitai IT din partea
colectorilor.
Istoria unei viei nu este, firete, o istorie imediat obiectiv n raport cu trecutul. Ea este o
construcie interactiv a trecutului, ce are loc adesea n cadrul unei interaciuni reale i are mai
multe paliere:
a) o privire a unui prezent asupra unui trecut (dup consumarea faptelor), o memorie care produce
sens;
b) aceasta ntr-o interaciune social dat dntre o persoan care povestete, naratorul povestirii,
care pune n scen o memorie, i un interlocutor, naratarul, care reprezint o instituie social
specific i se afl n poziia unui asculttor atent; totul se desfoar, cel puin n mod ideal, sub
semnul confidenei;
c) apoi urmeaz o munc de adaptare, de redactare, de trecere de la o producie oral la una scris
sau n imagini (un du-te-vino ntre oral i scris);
d) aceasta n funcie de o destinaie prestabilit i instituionalizat (am vzut c scopul tiinific
este doar unul posibil dntre multe altele).
Aceast definiie multisecvenial a istoriei vieii are avantajul surprinderii dimensiunii
constructiviste
i a generalitii, al atenionrii asupra non transparenei trecutului i al spargerii monopolului
tiinificitii asupra utilizrii istoriilor vieii.
n ce privete proiectul nostru, vom ncerca s folosim povestirile vieii i ntr-o perspectiv
sociologic, dar mai ales pentru funcia lor terapeutic i cea a comunicrii intergeneraionale.
Aadar vom urmri s punem n valoare efectele pe care relatarea propriei viei o are asupra celui ce
povestete i asupra celui ce ascult, mai ales atunci cnd diferena de vrst este mare, precum i
capacitatea acestor povestiri de a reconstitui contexte socio-istorice, evenimente importante,
mentaliti, stiluri de via, etc. Pentru a mpca funcia terapeutic-pedagogic o povestirii cu cea
socio-antropologic, vom recurge la o povestire a vieii n dou pri, care este de preferat s
corespund la dou ntlniri diferite. ntr-o prim parte, subiectul este invitat cu o formul standard
213
(numit consemn) s-i povesteasc viaa i este lsat s vorbeasc liber, fr a i se pune ntrebri
suplimentare, n timp ce ntr-o a doua parte intervievatorul se folosete de o list de ntrebri
(numit ghid de interviu), structurate pe teme mari de interes pentru cercettor. Prima parte las
posibilitatea ca subiectul s se exprime n ntregime pe sine (predomin funcia terapeutic), iar n a
doua parte i se d ocazia subiectului s descrierie lumea n care a evoluat, evenimentele la care a
participat, etc (predomin funcia socioantropologic). Att persepectiva asupra interioritii,
subiectiv, ct i cea asupra lumii nconjurtoare, obiectiv au darul de a transmite informaii,
raionamente, atitudini, valori mai tnrului asculttor, adic pun n valoare funcia pedagogic,
formativ.
Proiectul nostru, care pune fa n fa ntr-o situaie special de comunicare, centrat pe
mprtirea experienei de via, persoane n vrst (pensionari) i adolesceni (liceeni), urmrete
n principal efectele terapeutice i pedagogice ale unei astfel de ntlniri repetate. Btrneea ca i
Adolescena sunt dou stri complexe, cu o dimensiune pisho-social important i cu o serie de
disfuncii care pot fi ameliorate prin
Liceenii din proiect nu sunt alei dup apartenena la un asemenea grup i nici dup criteriul relaiei
conflictuale cu familia sau cu autoritatea n general, ci dntre adolescenii care prezint riscul
izolrii sociale din pricina consumului excesiv de calculator / internet. Aceasta este una dntre
provocrile despre care se discuta foarte mult n ultimul timp, ntr-att nct s-a dezvoltat conceptul
de socializare virtuala. Internetul produce o revoluie n domeniul socializrii, i anume produce o
nou instan de socializare, foarte puternic, pe care o putem numi grupul virtual de egali. Dac,
pn la acest moment, grupul de egali (colegi, prieteni) se baza pe interaciune direct, acum mediul
virtual le permite s interacioneze i s se organizeze online. Acele comuniti de gust i de interes
care mprteau o subcultur a tinerilor sau adolescenilor i care funcionau ca publicuri acum se
pot coagula n grupuri virtuale, care nu presupun proximitate fizic, dar care poate avea consecine
la fel de puternice ca un grup obinuit de egali. n plus, posibilitatea controlului de ctre aduli este
drastic diminuat. Pericolul modelelor indezirabile nu dispare i nici a cultivrii violenei, mai ales
prin intermediul jocurilor, iar reelele sociale, utiliznd platforme ca hi5, Facebook sau Twitter, se
extind exploziv. Aceste reele virtuale de sociabilitate ne determin s regndim problema izolrii
sociale, fenomen pe care apariia televiziunii l-a amplificat. Aadar, captat de televizor, individul i-
a redus numrul de prieteni i i-a diminuat comunicarea cu cei din jur, prefernd s-i petreac
timpul liber n faa ecranului. Internetul, la rndul su, absoarbe individul, l smulge din reeaua de
sociabilitate proxim, ns l livreaz unei alte reele de sociabilitate, virtual, iar comunicarea nu
este exclus. Socializarea prin interaciune direct este dublat de o socializare digital, ntr-un grup
virtual de egali. Aceasta era exclus n cazul televiziunii, fiindc acolo nu exist interaciune.
Interesant este c aceast lume virtual este la rndul ei social, cu valori i reguli, astfel nct
socializarea tradiional capt o dimensiune suplimentar, necunoscut pn acum. Denumirea de
grup virtual sau lume virtual nu trebuie s ne induc n eroare, cci consecinele sale sunt ct se
poate de reale, att asupra individului, ct i asupra realitii obinuite. Nu putem spune nicicum c
internetul desocializeaz individul, ci doar c schimb natura i structura reelei sale de
sociabilitate. Pentru generaia n timpul creia s-a produs rspndirea internetului, utilizarea
exploziv a acestuia corespunde unei adevrate resocializri. ns nici mcar n cazul aceastei
generaii nu a nsemnat o izolare social mai mare i cu att mai puin o asocializare.
Aadar, n proiectul nostru vom pune ntr-o situaie de interaciune focalizat pe povestirea vieii
persoane in varsta, aflate la pensie, i liceeni. Cei dinti se afl ntr-o oarecare izolare social, iar
ceilali sunt mai degrab absorbii de reelele de socializare virtual. n urma acestei intercaiuni,
noi vrem s obinem un grad mai ridicat de inserie social a celor dou categorii de subieci, un
transfer de cunotine tehnice de la adolesceni ctre persoanele n vrst i un transfer de
exeperien de via de la vrsta a treia ctre tineri. Punnd problema n termeni terapeutici, crem
cadrul propice unei socioterapii de reinserie social. Prin acest proiect nu ne propunem s facem
psihoterapie nici cu persoanele n vrst i nici cu adolescenii, cci tehnicile de psihoterapie trebuie
s fie folosite cu grij de ctre un profesinist, fie c e vorba de psiholog, medic, psihiatru, asistent
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social sau consilier psihologic. Noi crem doar un context de comunicare i intercaiune cu virtui
terapeutice, mai precis socioterapeutice, procedm la o modificare artificial a mediului social n
urma creia s obinem, prntre altele, o inserie social mai bun a actorilor sociali. Evident,
reducerea izolrii sociale i creterea stimei de sine contribuie n cele din urm la mbuntirea
echilibrului psihic.
Povestirea vieii ca subiect al situaiei de comunicare ne plaseaza cumva in siajul terapiei
narative, insa nu e vorba de asa ceva, fiindca in aceasta specialistul psihoterapeut pornete de la
povestirea clientului i procecxeazp la o restructurare a identitii narative pentru a obine
ameliorarea suferinelor psihice.
n urma interaciunilor repetate dntre subiecii n vrst i cei tineri n contextul culegerii
povestirilor vieii, al transcrierii, prelucrrii i publicrii pe platform, ne ateptm la o serie de
efecte socioterapeutice asupra tuturor prilor implicate.
Asupra persoanelor n vrst: - diminuarea sentimentului de izolarae social, att prin simpla
prezen tinerilor i a interaciunilor repetate, ct i prin deschiderea pe care o ofer nvarea
utilizrii computerului i a navigrii pe internet. - corelativ, are loc extinderea reelei de socializare,
mai ales dac btrnii participani la proiect vor avea ocazia s se ntlneasc la cteva activiti
comune i dac platforma ofer posibilitatea de a primi feed-backuri i de a socializa n mediul
virtual - creterea stimei de sine. Autovalorizarea pozitiv vine att din faptul c trecutul su a
strnit curiozitatea tinerei generaii, c viaa sa conine o experien care este demn de povestit, ct
i prin faptul c, prin publicare, ea capt vizibilitate social. - diminuarea gradului de dependen.
Asupra tinerilor: - diminuarea izolrii sociale din lumea real, innd cont c tinerii selectai
pentru proiect au apeten pentru socializarea virtual. - deconstrucia stereotipurilor privind
btrnii, avnd ocazia s interacioneze pe viu cu persoane n vrst care au o stare de sntate
bun i sunt deschise spre comunicare, capabili s nvee lucruri noi. - cresterea stimei de sine, dat
fiind faptul ca se afla in situata invata ceva pe un adult. - cresterea capacitatii de emaptie si
exercitiul relativizarii valorilor, ascultand povestiri din alte vremuri, cu alte valori, preferinte,
conditii de viata etc.

EVALUAREA CENTRATA PE COMPETENTE

Prof. Turcu Constantin

I.S.J. Vaslui

1. COMPETENTA - UN CONCEPT POLISEMANTIC

Din cauz c are o mare doz de polisemantism competena este neleas diferit i este
tratat diferit n diverse sisteme de invatamant.
a) Competenta, in general, reprezinta capacitatea unui individ de a mobiliza un ansamblu
integrat de resurse ( cognitive, afective, relationale, comportamentale etc) pentru a rezolva cu
eficienta diverse categorii de probleme sau familii de situatii- problema.
b) Competena scolara poate fi considerat ca o disponibilitate acional a elevului, bazat
pe resurse bine precizate, dar i pe experiena prealabil, suficient i semnificativ organizat. Se
materializeaz n performane ale elevului, predictibile n mare msur pe baza prestaiilor
anterioare.
c) Structura unei competente:
resursele, constituite din: cunotine (a ti"), deprinderi/abiliti (a face") i atitudini,
valori (a fi, a deveni");
situaiile concrete n care elevul nva i pune n practic acel potenial. Fr crearea
situaiilor concrete create pentru a pune n aplicare ceea ce a nvat, acel potenial rmne doar n

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planul lui a ti", nu trece n planul lui a face". Rmne, n plan teoretic, n planul lui a ti".
Trebuie completat cu a face" i a deveni".
d) Competena - un potenial Competenta trebuie probata/demonstrata n situaii concrete.
Pentru a fi evaluat, competenta trebuie s beneficieze de situaii concrete n care cel ce studiaz va
demonstra c este capabil s pun n practic, s valorifice ceea ce a nvat. Situaiile n care acesta
dovedete o competen sunt integrate n familii de situaii. Fiecrei competene i se asociaz o
familie de situaii". Acestea sunt situaii echivalente.
e) Competena se exprim n performane. Performanele unui elev exprim nivelul la care o
competen/competenele au fost dobndite de ctre acesta. Deci, performana este expresia
competenei, forma i nivelul ei demanifestare n plan personal. Teoria i practica pedagogic
intentioneaza sa deplaseza accentual de la paradigma tradiional a evalurii centrat pe cantitate,
pe obiectivitate maxim, la evaluarea centrat pe calitate. In contextul evalurii centrate pe
competene, standardele la care se raporteaz rezultatele nvrii elevului trebuie s fie de natur
calitativ.
n pedagogia modern, aceste standarde sunt reprezentate de descriptorii de performan".
Un standard este o unitate de msur/apreciere etalon, este un stass". Pentru a asigura o evaluare
corect i unitar, procesul i produsul nvrii fiecrui elev trebuie s fie raportate la standardele
de performan stabilite la nivel naional. Performanele personale/individuale trebuie apreciate n
funcie de gradul de apropiere sau deprtare de aceste uniti cu valoare de etalon".
f) Competenta reprezinta un megarezultat educational. Poate fi corelata cu un obiectiv
educaional cu grad mare de generalitate: obiectiv de arie curricular, obiectiv cadru general etc.,
putnd fi integrat n soclurile de competen
g) Competenta - finalitate a procesului educational si obiect al evaluarii In conditiile
invatamantului modern, competenta se transforma in finalitate a procesului educational si obiect
al evaluarii scolare. Competentele scolare disciplinare/ transversale dobandite de elev in cadrul unei
instruiri si evaluari autentice au luat locul obiectivelor operationale/ comportamente (observabile
si masurabile). In domeniul evaluativ ne aflam in faza reconceperii evaluarii, a trecerii de la
evaluarea obiectivelor la evaluarea competentelor scolare.

2. RECONCEPEREA EVALUARII DIN PERSPECTIVA COMPETENTELOR PRESUPUNE :

Extinderea evaluarii de la verificare si apreciere a rezultatelor la evaluarea procesului, a
strategiei de invatare a elevului, purtatoare de succes; evaluarea elevilor dar si a obiectivelor, a
continutului, metodelor, a situatiei de invatare, a evaluarii insasi. Luarea in considerare, pe langa
achizitiile cognitive, si a altor indicatori, precum: personalitatea, conduita, atitudinile; aplicarea in
practica a celor invatate; diversificarea tehnicilor de evaluare si adecvarea acestora la situatiile
concrete ( teste docimologice, lucrari de sinteza, tehnici de evaluare a achizitiilor practice, probe de
aptitudini, conduita, valorizare etc); Deschiderea evaluarii spre viata : competente relationale,
comunicare profesor- elev, disponibilitati de integrare sociala ; Scurtarea drumului evaluare-
decizie- actiune ameliorativa, inclusiv prin integrarea eforturilor si disponibilitatilor participative
ale elevilor;centrarea pe aspectele pozitive si nesanctionarea in permanenta a celor negative;
Tranformarea elevului intr-un partener al profesorului in evaluare, prin: autoevaluare, interevaluare,
evaluare controlata.

Operaionalizarea competenelor. Metode, strategii de realizare a competenelor

Clasa a V-a Competene generale
3. Aplicarea principiilor i metodelor adecvate n abordarea surselor istorice.
4. Folosirea surselor care susin nvarea permanent.
Competene specifice
3.5 Stabilirea unor asemnri i a unor deosebiri ntre civilizaiile Antichitii pe baza surselor
istorice date.

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 4.1 Elaborarea de instrumente grafice folosind informaiile referitoare la spaiu i timp. Coninuturi
Republica roman Termeni istorici, concepte, probleme de atins: rege, senat, patrician, plebeu,
rzboaiele din peninsul, organizarea primelor provincii.
Metoda Demonstraia figurativ: desene cu coninut istoric efectuate de elevi pentru a nelege
procesul istoric.
Operaionalizare Profesorul folosete dou categorii de desene: un desen al organizrii statului
republican roman (se afl i n manual), o hart a statului roman republican i cele dou desene
oarbe (fr coninut) dar cu dou greeli.
Operaionalizarea se realizeaz prin completarea desenelor oarbe, la nivel de sintez. Sarcina
elevului: identific greeala de pe hart, respectiv desen; corecteaz greeala de pe hart, respectiv
desen; plaseaz corect pe desenul despre organizarea statului republican roman locul senatului;
precizeaz numele instituiei similare senatului roman, la Atena.
Evaluare: 10 puncte repartizate astfel: 2 puncte pentru identificarea greelii de pe hart, 2 puncte
pentru identificarea greelii de pe desen, 3 puncte pentru plaserea corect pe desenul despre
organizarea statului republican roman a locului senatului, 3 puncte pentru precizarea numelui
instituiei similare senatului roman, la Atena.

Clasa a VII-a
Competene generale Aplicarea principiilor i a metodelor adecvate n abordarea surselor istorice.
Competene specifice
3.8 Stabilirea relaiei de cauzalitate pentru un fapt istoric din secolul al XX- lea n surse istorice
date.
Coninuturi Lumea postbelic i problemele sale Europa divizat. Rzboiul rece i urmrile sale.
Metoda nvarea prin descoperire: investigaia proprie a elevului pentru a descoperi cauzele unui
proces istoric. Profesorul prezint caracteristicile Rzboiului rece. Profesorul pune la dispoziia
elevilor sursele istorice: o imagine a Zidului Berlinului, o imagine cu o manifestaie popular din
Romnia anilor `70-80, un text dintr-un ziar occidental despre economia Franei. Operaionalizarea
se realizeaz prin crearea unei opere personale la nivel de evaluare.
Sarcina elevului: Analizai i comparai sursele istorice; explicai de ce manifestaia popular
simbolizeaz Rzboiul rece; explicai de ce Zidul Berlinului a fost drmat; explicai de ce crile
31 din Frana nu ajungeau n Romnia n anii `50-60.
Timp de lucru: cinci minute. Redactare individual n caiet.
Evaluare: 10 puncte repartizate astfel: 2 puncte pentru respectarea timpului de lucru, 1 punct pentru
analiz, 1 punct pentru comparaie, cte 2 puncte pentru fiecare explicaie.

3. EVALUARE CURENT
Exemplul 1.
Competena: Exprimarea unei opinii n limbajul adecvat istoriei
Se poate evalua n scris prin eseul de cinci minute: Exprimai, n cinci rnduri, propria opinie
referitoare la diversitatea european la cumpna secolelor XIX-XX.
Barem: - utilizarea limbajului adecvat istoriei 5 puncte;
- prezena expresiei n opinia mea/ dup prerea mea/ din punctul meu de vedere- 3 puncte;
- respectarea limitei de spaiu i de timp (n situaia evalurii orale) 2 puncte.
Exemplul 2.
Competena: ncadrarea unui eveniment sau a unei serii de evenimente ntr-un context cronologic
Completai spaiile libere cu termenii corespunztori din lista de mai jos: Dup ... , tinerii
moldoveni i munteni au plecat la studii n strintate, cu deosebire la Paris unde au luat contact cu
ideile liberale. Epoca ... , favorabil colii naionale i contactelor intelectuale cu Occidentul, a
asigurat formarea unei generaii preocupat de transformarea fundamental a societii romneti.
Aceast generaie a contribuit la organizarea Revoluiei de la ... i la fondarea statului naional. La
Iai, n cadrul adunrii din luna ... a fost adoptat Petiiunea proclamaiune.
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List termeni: 1821, 1848, ianuarie, martie, modern, regulament, contemporan.
Barem: Cte 2 puncte pentru completarea fiecrui spaiu liber cu termenul corespunztor.
2 puncte din oficiu.

Exemplul 3
. Competena: Identificarea unor posibile teme de cercetare ale unui context istoric Alegei, din lista
de mai jos, posibilele teme de cercetare prin intermediul crora se poate prezenta contextul istoric n
care s-a realizat organizarea statelor moderne:
1. rzboiul de 30 de ani;
2. Revoluia glorioas;
3. Constituirea S.U.A.;
4. revoluia francez,
5. rscoala boxerilor.
Barem: Pentru fiecare identificare corect se acord cte 3 puncte. Se acord 1 punct din oficiu.

BIBLIOGRAFIE
Radu, I. T., Evaluarea n procesul didactic, Bucureti, E.D.P.,2000
Stoica, A., coord., Evaluarea curent i examenele, Bucureti, Editura ProGnosis, 2001 CNCEIP,
Dezvoltarea competenelor de evaluare ale cadrelor didactice, Editura Euro Standard, 2008
Programele colare pentru disciplina Istorie, clasele a IX-a - XII-a, 2004 2009

EDUCAIA PRIN DESCOPERIRE

Prof. Ciulei Maria,
ISJ Vaslui / Liceul tefan Procopiu Vaslui

Adaptarea la noile cerine ale economiei de pia, presupune nsuirea acelor competene
care s dezvolte n rndul elevilor naltul profesionalism, iniiativa, perspicacitatea, abilitatea de a
opera eficace ntr-un cadru economic dinamic i concurenial.
Studiul disciplinelor abordat din perspectiva promovrii interdisciplinaritii, cunotinele
mbinndu-se cu cele ale tiinelor, face corespondena permanent ntre coninutul disciplinelor i
realitate, aceasta deoarece, de cele mai multe ori unitile de coninut fac referire la o economia de
pia dezvoltat i nu la realitatea economic actual.

UTILIZAREA METODEI ACIUNII COMPLETE - METODA CELOR ASE PAI

Printre metodele complementare de evaluare interdisciplinar cu multiple valene formative

se afl Metoda celor 6 pai. Aceasta este un model de instruire centrat pe elev. Acest tip de
nvare dezvolt cunotine i capaciti ntr-un domeniu, prin sarcini de lucru extensive, care
stimuleaz investigaia i confirm nvarea prin rezultate i performane. Educaia prin Metoda
celor 6 pai este orientat de ntrebri cheie ale curriculumului, care fac legtura ntre standardele
de performan, capacitile cognitive de nivel superior ale elevilor i contexte din viaa real.
Unitile de nvare care utilizeaz Metoda celor 6 pai includ strategii de instruire variate,
menite s i implice pe elevi, indiferent de stilul lor de nvare.

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 Deseori, elevii colaboreaz cu experi din exterior sau cu membri ai comunitii pentru a
ajunge la o nelegere mai bun a coninutului. Tehnologia este utilizat tot pentru a sprijini
nvarea. Complexitatea metodei const n aceea c se evalueaz nu doar cunotine, ci i
deprinderi, atitudini, competene de comunicare. De asemenea, ofer elevilor oportunitatea de a-i
prezenta cunotinele ntr-o manier original, dezvoltndu-le astfel creativitatea, interesul pentru
nvare i spiritul de echip.
Evaluarea este planificat dinainte i ncorporat n lecie, desfurndu-se pe toat durata
sa. Testele reprezint doar unul dintre multiplele tipuri de evaluare. Sarcinile de lucru, grilele de
evaluare criterial, listele de verificare i testele sunt folosite ca instrumente de evaluare. Aceste
multiple forme de evaluare, implementate pe parcursul activitilor de nvare, implic o viziune
asupra nvrii ca proces i nu ca eveniment singular. Prin evaluare continu, att profesorul, ct i
elevul pot fi siguri c au atins obiectivele i c s-au neles coninuturile.

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 Definirea unitilor de nvare bazate pe activiti educaionale atractive bine concepute i care
prezint mai multe avantaje:
elevii se afl n centrul procesului de nvare;
se concentreaz pe obiective operaionale aliniate standardelor de performan (obiective de
referin i competene specifice);
implic metode de evaluare multiple i continue;
au conexiuni cu lumea real;
elevii i demonstreaz cunotinele i competenele prin produsele i performanele realizate;
capacitile cognitive sunt vizate prin activitile din cadrul proiectului;
strategiile de instruire sunt variate i sprijin diverse stiluri de nvare.

De mare actualitate, att n predare, ct i n evaluare, abordarea Metodei celor 6 pai dezvolt
competene variate, sintetizate n:
competene de comunicare;
competene fundamentale n matematic, tiine i tehnologii;
competene de utilizarea IT pentru cunoatere i rezolvare de probleme;
competene pentru participare activ i responsabil la viaa social;
competene pentru managementul vieii personale i al evoluiei n carier;
competene antreprenoriale;
competene de expresie cultural;
competena de a nva pe tot parcursul vieii.

Realizarea unui astfel de parcurs educaional presupune parcurgerea urmtoarelor etape:

1. Informarea: Identificarea unei probleme/ teme/ subiect; Culegerea, organizarea, prelucrarea

i evaluarea informaiilor legate de problema sau tema aleas;
2. Planificarea: Elaborarea unui set de soluii posibile ale problemei;
3. Decizia: Evaluarea soluiilor i deciderea ctre cea mai bun variant.
4. Execuia: Elevii trec efectiv la aplicarea soluiei pentru care au optat, ceea ce presupune
elaborarea unui plan de implementare, cu etape, resurse, responsabiliti.
5. Control: Modaliti de control i evaluare a rezultatelor obinute, plan concretizat intr-o
documentaie tipizata.
6. Evaluarea: La final, rezultatele muncii precum i formularele de evaluare se vor discuta de
ctre practicant i evaluator n scopul fixrii experienelor acumulate i al minimizrii
probabilitii de a aprea viitoare greeli.

Mijloacele de nvare aplicate n cadrul metodei celor 6 pai se refer la un ansamblu de

instrumente (materiale, teste etc.), selecionate i adaptate n mod intenionat, pentru a sprijini
desfurarea activitii instructiv-educative din coal i realizarea obiectivelor propuse. O
categorie distinct a mijloacelor de nvmnt o constituie mijloacele tehnice de instruire, care se
refer la suporturile tehnice (echipamente, instalaii, calculatoare) utilizate n predare i nvare,
precum i la materialele purttoare de informaii asociate acestora (programe de instruire, softuri
educaionale, filme didactice etc.). Dintre mijloacele de nvmnt, probabil cel mai frecvent
utilizat este calculatorul. Acesta poate fi folosit cu succes la orice disciplin, n oricare moment al
desfurrii unei lecii, oferind posibilitatea de a furniza informaii teoretice bine structurate,
nsoite de sunet i imagine. Din acest motiv, programele educaionale au cunoscut o ampl
dezvoltare i pot fi folosite cu succes n orice situaie didactic.

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 nvarea orientat spre aciune este strns legat de cerina unei redefiniri a rolului
profesional al formatorului. Formatorul joac un rol care l situeaz mai puin n centrul ateniei,
dar l oblig la ndeplinirea funciei didactice centrale. El va trebui s adapteze situaiile de nvare,
fiind responsabil cu procesele de formare. Pentru aceasta el va fi cel mai adesea un moderator i un
consultant.
Complexitatea metodei const n aceea c se evalueaz nu doar cunotine, ci i deprinderi,
atitudini, competene de comunicare. De asemenea, se ofer elevilor oportunitatea de a-i prezenta
cunotinele ntr-o manier original, dezvoltndu-le astfel creativitatea, interesul pentru nvare i
spiritul de echip.

BIBLIOGRAFIE:
1. ,,Modaliti de sporire a gradului de motivare a elevilor prin utilizarea activitilor practice
n studiul disciplinelor tehnice - Sorin Limban - Tera Impex SRL Sibiu
2. (www.practicainlicee.ro) proiect implementat la Universitatea Tehnic din Cluj-Napoca &
Institutul Tehnic Dr. Ing. Paul Christiani GmbH Co.&KG, din Germania
3. Metoda celor 6 pai n nvmntul tehnic - Elearning.Romania (ISSN 2247-9007) Nr.
85/2012. Bucureti: Institutul pentru Educaie. Online: www.elearning.ro/arhiva/85

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 ACADEMICIANUL VIOREL BARBU
EMINENT REPREZENTANT I CONTINUATOR AL COLII MATEMATICE
ROMNETI
prof. Baban Dorina
coala Gimnazial Vasile Alecsandri Vaslui
prof. Baban Vladimir
coala Gimnazial Alexandra Nechita Vaslui

BIOGRAFIE
Viorel P. Barbu (n. 14 iunie 1941, Deleni, judeul Vaslui), matematician romn.
Membru corespondent (9 martie 1991) i membru titular (21 aprilie 1993) al Academiei
Romne; vicepresedinte al Academiei Romne (13 iunie 1998 4 martie 2002); preedinte al
Filialei Iai a Academiei Romne (din 2002).
A fcut studii liceale i universitare (Facultatea de Matematic) la Iai , unde a obinut titlul
de doctor n tiine matematice cu teza Regularitatea pariala a operatorilor difereniali i
pseudodifereniali (1969).
n 1964 a fost ncadrat preparator la Facultatea de Matematic a Universitii Al. I. Cuza
din Iai, devenind apoi asistent (1967), lector (1970), confereniar (1974), profesor (din 1980),
prednd cursuri de ecuaii difereniale, ecuaii cu derivate pariale, analiz neliniar, teoria
controlului optimal, analiz functional. A fost visiting professor la universiti din Roma, Pisa,
Bologna, Cincinnatti, Ohio, etc.
Activitatea sa tiinific s-a orientat cu precdere n domeniul ecuaiilor difereniale,
desfurndu-se ntr-o serie de direcii importante: operatori difereniali si pseudo-difereniali,
demonstrnd regularitatea parial Gevrey a unor clase de operatori difereniali i pseudo-
difereniali cu simboluri de tip Kohn-Nirenbergi, dnd caracterizarea spectral a semigrupului
distribuii hypoanalitice; ecuaii integrale i integro-difereniale, obinnd criterii frecveniale de
stabilitate pentru ecuaii integrale neliniare; a demonstrat efectul regularizant al semigrupului
neliniar generat de anumite clase de operatori monotoni n spaii Hilbert; controlul optimal al
inegalitilor variaionale; probleme convexe de control; ecuaii Hamilton-Jacobi s.a.
Rezultatele cercetrilor sale se regsesc n urmatoarele monografii: Nonliniar Semigroups
and Diferential Equations in Banach Spaces (Noordhoff, 1976); Optimal Control of Variational
Inequalities (Pitman & Longman, 1984); Convexity and Optimization in Banach Spaces (M.
Dekker, 1986); Analysis and Control of Infinite Dimensional Systems(Academic Press,
1993); Mathematical Methods in Optimization of Differential Systems(Kluwer, 1995); Partial
Differential Equations and Boundary Value Problems (Kluwer, 1998) s.a. Este membru n
comitetele de redacie ale unor reviste straine de profil (Diferential and Integral Equation,

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Numerical Functional Analysis and Optimization, Advances in Diferential Equations). Doctor
honoris causa al Universitii din Nebraska (S.U.A) i membru de onoare al Academiei de Stiine a
Republicii Moldova.
A fost profesor invitat la universiti din Frana, Italia i SUA, iar din 1980 este profesor la
Facultatea de Matematic a Universitii "Al. I. Cuza", Iai, unde a fost decan (1976-1981) i rector
al universitii n perioada 1981-1989.
n 1972, a obinut premiul "S. Stoilov" al Academiei Romne, fiind ales Doctor Honoris
Causa al mai multor universiti din ar i profesor de onoare al Universitii Wuhan (China). Este
membru al Academiei Europene de tiine din octombrie 2008.

CARIERA DIDACTIC I REALIZRILE TIINIFICE

Academicianul Viorel Barbu, eminent reprezentant i continuator al coli matematice a
Universitii Alexandru Ioan Cuza din Iai, este unul dintre cei mai mari matematicieni ai lumii i ai
timpurilor noastre.
Strlucit cercetator al adevrului i frumuseii matematice, academicianul Viorel Barbu este
renumit prin rezultatele obinute privind teoria operatorilor neliniari, stabilizarea fluxurilor
dinamice de fluid, teoria existenei pentru ecuaiile stohastice ale mediilor poroase i conducerea
optimal a sistemelor cu frontiere libere.
Larga utilizare, continuare i dezvoltare a acestor rezultate n mii de cercetri i publicaii
tiintifice realizate de tot att de numeroi matematicieni de pretutindeni este la originea
prestigioasei sale cariere de profesor invitat n mari universiti din intreaga lume i de confereniar
la manifestri tiinifice internaionale din ultimii 20 de ani.
Prin aceast prezen internaional activ i binemeritat recunoatere, academicianul
Viorel Barbu contribuie la implinirea aspiraiei sale si totodata a noastre de ntoarcere a universitii
la matricea sa european i de (re)integrare a societii romaneti n civilizaia Occidentului.
Academicianul Viorel Barbu, preedintele Filialei Iai a Academiei Romne, ine cursuri la
Cambridge. Este singurul romn invitat de institutul de cercetare "Isaac Newton Institute for
Mathematical Sciences" din cadrul reputatei universiti britanice.
Academicianul Viorel Barbu ar fi al doilea romn care pred la prestigioasa universitate
britanic, dupa Grigore T. Popa. Matematicianul ieean a fost invitat aici alturi de profesori din
mari universiti ale lumii, la "Isaac Newton Institute for Mathematical Sciences" din cadrul
Universitii Cambridge. Cei carora li se adreseaza prelegerile sale sunt, la rindul lor, cercetatori
renumii, mari specialiti n domeniul matematicii la nivel mondial.
Potrivit clasificrii Shanghai a celor mai bune universiti din lume, Universitatea
Cambridge se afl pe locul patru mondial i are una din cele mai bune coli de matematic din
lume. Programul tiinific n cadrul cruia este invitat s in prelegeri prof.dr. Viorel Barbu
reunete lideri mondiali n matematic de la mari universiti ale lumii.
Pentru o luna si jumatate, academicianul Viorel Barbu a susinut o serie de prelegeri n
cadrul unui semestru special consacrat "Ecuaiilor Stochastice cu Derivate pariale". 47
Participarea acad. Viorel Barbu n cadrul programului derulat de unul din institutele
Universitatii Cambridge se bazeaz pe o reputaie tiinific dobindit n ani buni. Cadru didactic la
Universitatea "Cuza", a fost decan al Facultatii de Matematic, rector al Universitii timp de dou
mandate, director a Institutului de Matematic al Academiei Romne.
A fost implicat n diversele programe de cercetare i academice la Universitatea Cincinatti,
Ohio, Bologna, Paris, Wuhan, Virginia sau Bonn, o parte din instituiile unde a fost "visiting
professor"; este cunoscut la nivel internaioanal ca fiind un cercettor de calibru n domeniile
ecuaiilor cu derivate pariale i infinit dimensionale, controlul sistemelor cu parametru distribuit i
ecuaii difereniale stochastice. n aceste domenii a publicat circa 170 de lucrri originale n reviste
internaionale de matematic i 12 monografii n edituri importante, precum Academic Press i

47
Ziarul de Iai, 20 mai 2010
223
American Mathematical Society din SUA sau Springer-Verlag din Germania, respectiv SUA.
Lucrrile sale sunt citate de matematicieni renumii la nivel mondial, precum A. Friedman, de la
Ohio University, R.T.Rockafeller de la University of Washington, sau H. Brezis de la Academia de
tiine din Paris. A participat n ultimii ani la prestigioase conferine tiintifice de top mondial intre
care se afla "International Conference on Optimization", organizat la Haifa in iunie 2008,
"Optimal Control of Partial Differential Equations", Beijing, organizata in mai 2009, i "Stochastics
in Real World", organizat la Bielefeld in iunie 2009.
Preedintele Universitii Tehnice "Gh. Asachi", prof.dr. Mihail Voicu, membru
corespondent al Academiei Romne, l-a calificat pe academicianul Barbu drept "eminent
reprezentant i continuator al colii matematice, unul dintre cei mai mari matematicieni ai lumii i
ai timpurilor noastre", n cadrul unui "laudatio" dedicat lui la sfiritul anului 2009. Atunci, "Ziarul
de Iai" a invitat un juriu independent s desemneze "Oamenii ultimilor 20 de ani la Iai". Viorel
Barbu a fost nominalizat de acest juriu drept una dintre cele mai importante personaliti ale Iaului
ultimilor 20 de ani, alturi de Patriarhul Daniel, Silviu Lupescu, Alexandru Zub si Cristian
Mungiu. 48

APRECIERI
Cunoscutul istoric, director al Institutului de Istorie i Arheologie A.D. Xenopol din Iai,
eful seciei istorice al Academiei Romne, dr. Alexandru Zub l aprecia pe academicianul coleg
Viorel Barbu ntr-un articol din Convorbiri Literare din anul 2011 n felul urmtor:
Un truism vechi de cnd lumea ne spune c aparentele nseal. Cine l vede, pe strad,
urcnd Copoul cu pas egal, cumva impasibil fat de lumea nconjurtoare, si-ar nchipui poate c
profesorul Viorel Barbu, matematician de elit, fost rector al Universittii Al.I. Cuza si de ani
buni presedinte al filialei iesene a Academiei, se preocup numai de lumea cifrelor, sistematizat
riguros, conform specialittii sale, si indiferent la tot restul. Nimic mai nseltor. Dasclul format la
scoala matematic din Alma Mater Iassiensis are certe afinitti pentru umanioare, pentru lumea
artelor, asemeni unor naintasi de recunoscut faim, precum Stefan Procopiu, Octav Onicescu,
Grigore Moisil, Mircea Malita ori Solomon Marcus, ca s amintim doar cteva nume dintr-o suit ce
oblig la reconsiderarea tagmei sub unghiul disponibilittilor artistice. Eseurile publicate de
Viorel Barbu n presa cultural, de-a lungul anilor, rotunjiti iat de curnd, la schimbarea de
prefix biografic, snt ct se poate de elocvente.
Nscut la 14 iunie 1941, n Delenii Vasluiului, savantul de azi si-a fcut studiile medii si
superioare la Iasi, specializndu-se apoi la Roma si activnd ca visiting profesor la diverse
institute din lume. S-a impus la catedr si n cercetare, mai ales prin studii legate de ecuatiile
integrale si diferentiale, publicnd monografii de nalt prestigiu, care i-au asigurat de mult un loc
proeminent n domeniu. Titlul de membru al Academiei Europene de Stiinte si cel de membru de
onoare al Academiei de Stiinte a Republicii Moldova snt expresii ale stimei de care se bucur n
lumea savant.
Mai putin vizibil, dar nu mai putin semnificativ trebuie socotit ns si dimensiunea
eseistic a savantului, una ce poate fi reconstituit mai ales din Caiete critice, Academica,
nsemnri iesene, Prelegeri academice, ultimul periodic fiind initiat si coordonat chiar de domnia
sa. Aceast serie de prelegeri s-a nscut din dorinta de a cointeresa un public mai larg n
cunoasterea noilor achizitii gnoseologice dintr-un domeniu sau altul. Primul motto nscris pe
frontispiciul publicatiei e si cel mai semnificativ: Stiinta poate fi tare numai dac are margini. A
diviza stiinta nseamn a o perverti (L. Blaga). Reflectii extrase din Koglniceanu si Iorga au pus
apoi n lumin raportul legitim dintre national si universal, asa cum l-au gndit pasoptistii,
ntregitorii, savantii din epoca reformelor etc. De la Sofocle se prelua ideea c nimic nu-i mai
presus de omul ce are n mintea lui lumina stiintei, iar de la chimistul C.I. Istrate ideea c adevrul,
frumosul si binele pot face cas bun n stiint. Cele vzute si cele nevzute se ntlnesc

48
Ziarul de Iai, 30 decembrie 2009
224
armonios n dimensiunea cognitiv a umanittii, ca n cunoscuta formul cantemirian. Sub cupola
Academiei, templu al cunoasterii, si dau ntlnire stiintele si artele totodat, ca n expresia lui D.
Gusti, unul dintre marii ei slujitori din perioada interbelic.
Sub aceeasi cupol, ca membru corespondent (1991), titular (1993), vicepresedinte (1998),
apoi ca presedinte al Filialei Iasi (2002), Viorel Barbu a gsit solutii de dialog interdisciplinar si de
sintez a cunoasterii, pornind anume de la domeniul propriu de investigatie, matematica, pe seama
creia glosa la un moment dat, ntrebndu-se dac aceasta este irezonabil de eficace, dup
expresia altui savant, E.P. Wigner, de la jumtatea secolului XX. Rspunsul la ntrebare postula
capacitatea mintii umane de a descifra resorturile ascunse ale lumii naturale si faptul c aceste
resorturi snt relativ simple si comparabile cu propriul nostru mod de a gndi (Academica, 2/50,
1992, p. 19).
Unitatea cunoasterii, indiferent de domeniu, l-a interesat mereu pe matematicianul Viorel
Barbu, al crui rspuns la discursul rostit de Eugen Simion n aula Academiei Romne, Laud
criticului romn, la 21 decembrie 2005, este sub acest unghi semnificativ. Nu i-a scpat nimic
esential din opera comentat si n-a cobort nici o clip tensiunea analizei, desi venea dintr-un
domeniu aparent strin. De fapt, opina recipiendarul, artistul si n particular scriitorul este mult
mai apropiat de matematician dect s-ar prea la prima vedere. Amndoi snt creatori de universuri
fictive (complexe de mituri n cazul creatiei artistice, structuri formalizate n cazul matematicii).
Literatura nssi este un univers imaginar, plsmuit din simboluri, metafore si forme stilistice
specifice (p. 29).
Se poate mira de un asemenea dialog ntre matematician si critic numai cine ignor faptul c
ambii se silesc a fi lectori avizati, spirite afine, aplecate spre analiza unui aspect sau altul din
realitate. Un exemplu la ndemn e comentariul pe marginea unei crti de Umberto Eco, Cimitirul
din Praga, tradus recent n romn, la Polirom, text pe seama cruia Viorel Barbu a glosat
competent n nsemnri iesene (4/2011), vdind o deplin cunoastere a scriiturii n cauz si a
contextului ei, deloc simplu. Plecnd de la istoria unei conspiratii, romanul aduce n discutie
originile unui ru provenit din intolerant i prejudecti i, din aceast perspectiv, este unic.
Evenimentele evocate snt de mult vreme depite istoric, dar mecanismele de falsificare i
manipulare folosite n aceast afacere tenebroas sunt nc actuale, conchide analistul, sesiznd
dubla ipostaz a lui Eco, de istoric i autor de ficiune, ambele demne de stim.
Asemenea texte nu se ntlnesc prea des n palmaresul matematicianului Viorel Barbu, dar
ele dezvluie un om de cultur sensibil la cmpul vast al cunoasterii, la dialogul dintre stiinte si arte,
ca si la nevoia continu de sintez metadisciplinar. Snt fulguratii ale unui spirit atent la
miracolul existentei umane si gata la eforturi sistematice de regsire a ordinii, din moment ce
natura este matematizabil, ca n eseul de acum dou decenii. 49

LUCRRI TIINIFICE
BOOKS
[1] Nonlinear Semigroups and Differential Equations in Banach Spaces, Noordhoff, Leyden
1976.
[2] Convexity and Optimization in Banach Spaces (Jointly with T. Precupanu),
Sijthoff@Noordhoff, Leyden 1978 ; second edition D.Reidel, Dordrecht 1986.
[3] Hamilton - Jacobi Equations in Hilbert Spaces (Jointly with G.Da Prato), Pitman
Research Notes in Mathematics 86, London - Boston 1983.
[4] Optimal Control of Variational Inequalities, Pitman Research Notes in Mathematics 100,
London - Boston 1984.
[5] Differential Equations (in Romanian), Junimea, Iasi 1985.
[6] Analysis and Control of Nonlinear Infinite Dimensional Systems, Academic Press,
Boston, New York,1993.

49
Alexandru Zub, Fulguraii umaniste, Convorbiri Literare, 2011, August
225
 [7] Boundary Value Problems for Partial Differential Equations (in Romanian), Editura
Academiei, Bucharest 1994.
[8] Mathematical Methods in Optimization of Differential Systems Kluwer Academic
Publishers, Dordrecht 1994.
[9] Partial Differential Equations and Boundary Value Problems, Kluwer Academic
Publishers, Dordrecht 1998.
[10] Handbook of Differential Equations, vol. 2, pp. 1-7, Eds. A. Canada et al., Elsevier,
North-Holland, 2005.
[11] Tangential Boundary Stabilization of Navier-Stokes Equations, Memoires AMS, 852,
2006 (Jointly with I. Lasiecka, R. Triggiani, 143 pages).
[12] Nonlinear Differential Equations of Monotone Type in Banach Spaces, Springer, 2010.
[13] Stabilization of Navier-Stokes Flows, Springer, London, 2010.
[14] Convexity and Optimization in Banach Spaces, Springer, 2012 (with T. Precupanu)

PROCEEDINGS
[1] Differential Equations and Control Theory,V.Barbu ed., Longman Scientific and
Technical, London - New York, 1992.
[2] Optimization, Optimal Control and Partial Differential Equations, V.Barbu, F.Bonnans,
D.Tiba eds., Birkhauser, Basel - Boston - Berlin, 1992.
[3] Proceedings IFIP Conference on Control 2002, Birkhauser, Basel - Boston, 2002.50

BIBLIOGRAFIE
Convorbiri Literare, August 2011
Newsleter of the European Matematical Society - Torino 2006;
Ziarul de Iai, 30 Decembrie 2019; 20 Mai 2010;
www.math.uaic.ro/~barbu/
www.math.uaic.ro;
www.acad.ro/pag_cv/doc/vbarbu_list.pdf
ro.wikipedia.org;
www.ziare.com.

ROLUL MUZICII N FORMAREA PERSONALITII UMANE

Prof. Ciobotariu Cristin

coala Gimnazial Alexandra Nechita Vaslui

Soarta muzicii romaneti n coala se hotrte

George Enescu
Muzica are o puternic influen asupra fiinei umane. Virtuile acestei arte devin ns
modelatoare doar dac sunt cultivate. Ea este un produs artistic, o creaie care satisface necesiti
spirituale, estetice, afective. Toate artele au aceste coordonate, dar muzica nsoete omul n toate
momentele vieii sale. De la natere pn la moarte, de la cntec de leagn la bocet, trecnd prin
ritualul religios, muzica este o permanen a vieii umane. i poate acesta este i motivul pentru
care a fost numit mprteasa artelor. Muzica se caracterizeaz, pe de o parte, prin valenele sale
cognitive, raionale, educative, afective i estetice msurabile. Ea are harul ineditului,
nerepetabilului i inefabilului. i de aceea, dispune de esene virtuale nelimitate n modelarea,
sensibilizarea i tonificarea personalitii umane.

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 Studiile au artat c nou nscuii neleg muzica clasic de la 5 lunide la natere, deosebind
pasajele vesele de cele triste, c plcerea muzical este compatibil cu cea produs de consumul de
cocain. Muzica clasic mbuntete comportamentul social al copiilor, le permite s coopereze
mai bine, se arat ntr/un studiu britanic al Universitii din Londra. Studiul noiunilor de folclor i
face pe copii s-i cunoasc tradiiile, obiceiurile, datinile, care nseman pstrarea identitii
naionale. Cel care gsete ns soluiile optiime i eficiente pentru toate momentele procesului de
nvmnt (proiectare, desfurare, evaluare) pentru toate capitolele i tipurile de cunotine,
priceperi, deprinderi, abiliti i atitudini care trebuie transmise personalitii elevului prin tiina
muzicii i arta muzicii, este profesorul de muzic.
Prin noua organizare a planurilor cadru pe care o are n vedere Ministerul Educaiei i
Cercetrii tiinifice privind reducerea orelor de Educaie Muzical la clasele gimnaziale i liceale,
de la o or la o jumtate de or pe sptmn, respectiv de la o jumtate de or la eliminarea total,
considerm c se ngrdesc drepturile copiilor de a accede la valorile culturii naionale i
universale. n amplu proces de reform n care este angrenat nvmntul romnesc, educaiei
muzicale i revine un rol special. Component de baz a educaiei estetice, educaia muzical
contribuie la formarea unei personaliti armonioase, sensibile i creative, capabil s-i exprime
prin muzic sentimentele i ideile, s comunice cu semenii, s vibreze afectiv la valorile artei
muzicale i s le aprecieze.
Procesul educaiei muzicale este o activitate complex, sistematic i unitar, care ncepe n
copilrie i continu de-a lungul vieii. Manifestare a frumosului artistic, muzica a fost considerat
din totdeauna un mijloc esenial de cultivare spiritual a omului, de edificare a unei personaliti
integre i armonioase. coala preuniversitar este locul unde copilul i pune bazele culturii,unde ii
dezvolt personalitatea.
Muzica are un rol foarte important n dezvoltarea personalitii umane, a mbogirii afectivitii,
dar i a exprimrii, d posibilitatea ca omul s-i neleag strile sufleteti, s se echilibreze. Ea
este att tiin, ct i art i formeaz i dezvolt o serie de procese psiho-intelectuale, priceperi i
deprinderi, dezvolt capacitile intelectuale ale copilului, este benefic pentru copiii cu CES i
sindrom DOWN.
Prin activitile de ansamblu coral,copiii se dezvolt armonios, nva s lucreze n echip,
i dezvolt comunicarea non-verbal, simt c aparin unui grup, indiferent de apartenena social
sau condiia economic, se cunosc mai bine pe ei nii i pe cei din jur, nva s se accepte unul pe
cellalt, ansamblul coral creeaz adevrate puni ntre coal, familie i societate.

Dup 10 ani de la micorarea/absena orelor de cor i a orei de Educaie Muzical n

nvmntul liceal, se simte acut nevoia reintroducerii a minimum 1 or pe sptmn (inclusiv la
clasele a XI-a i a XII-a profil real, colegii economice i tehnologice), deoarece elevii doresc s
participe la concursuri i la alte manifestri muzicale. Dovada este creterea numrului de elevi
participani de la an la an la activitile extracolare muzicale la nivelul colilor, comunitii,
concursurilor i festivalurilor municipale, naionale i internaionale;
Cultivarea dragostei fa de ar, fa de trecutul istoric i de tradiiile poporului romn, se
realizeaza n mod special prin implicarea Educaiei Muzicale n activitatea educaional;
Trebuie s menionm faptul c, n toate rile din Europa exist n Trunchiul Comun o or
pe sptmn de Educaie Muzical la toate clasele din nvmntul preuniversitar.
Capacitile intelectuale dezvoltate n mod plcut prin muzic devin productive la oricare
alt disciplin colar i acest lucru ar trebui luat n calcul de ctre factorii de decizie din domeniul
nvmntului. nvmtul este o investiie pe termen lung, nu este domeniul de unde se fac
economii.

227
 SE POATE EDUCA CREATIVITATEA?

Savu Rodica,
Asociaia Magister Educationis, Neam

Problema educrii deliberate a puterii de producie a fost pus nu demult. Practicienii colii
au sesizat necesitatea de a ntreprinde ceva pentru cultivarea creativitii. Pedagogii au venit cu
sugestii utile, dar mai presus de toate, s-au ivit oamenii de aciune sub presiunea direct a cerinelor
din economie i industrie, care, fr s mai atepte rezolvarea dilemei educabilitii sau
noneducabilitii creativitii, au inventat tehnici concrete care au dat pe loc rezultatele scontate.
n loc de a mai pune sub semnul ntrebrii educabilitatea creativitii i ai celorlali factori ai
capacitii creative, acceptm dovezile practice care pledeaz n favoarea ei.
Niciodat nu va exista un ghid al creativitii alctuit n aa fel nct s-l putem deschide la un
anume capitol pentru a ti ce avem de fcut sau de gndit n etapa urmtoare. Exist totui anumite
metode i priceperi cluzitoare cu caracter general care se pot aplica n multe probleme legate de
creativitate.
Pentru a aprecia dac originalitatea este educabil sau nu, ar trebui s existe un consens n ce
privete nsi accepiunea educaiei.
n acest sens opiniile specialitilor oscileaz n a lsa libertate deplin copilului pentru ca forele
latente din interiorul su s se autodezvolte. Dezacordul ncepe din momentul cnd trebuie precizat
dac acest potenial are o for autonom de dezvoltare, actualizndu-se treptat i evolund ca i o
variabil temperamental a personalitii umane; dac el are nevoie de o intervenie din exterior
pentru a-l aduce la suprafa i dezvolta n limitele prescrise de codul genetic, dac prin intervenia
educativ putem produce modificri cantitative i calitative.
n acest caz, pedagogiei i-ar reveni sarcina de a depista i ndeprta obstacolele externe ale
acestei autoafirmri i chiar de a crea o anumit atmosfer care s ncurajeze acest proces.
Societatea noastr favorizeaz creativitatea prin idealul educativ, de formare a omului nou-
omul total, care manifest receptivitatea fa de nou, creaz noul i lupt pentru traducerea lui n
via. Creativitatea n toate domeniile, inclusiv n educaie i n didactic, se nate i se dezvolt n
libertate. Este vorba de o libertate a tuturor, individual i social, n deplin concordan cu actele
sociale constitutive politice i economice, morale i culturale ale societii, care permit i
asigur independena personalitii n vocaie i n aciune practic.
Creativitatea este definit ca o aptitudine complex, distinct de inteligen i de
funcionarea cognitiv i existent n funcie de fluiditatea ideilor, de raionamentul inductiv, de
caliti perceptive i de personalitate, ca i n funcie de inteligena divergent n msura n care ea
favorizeaz diversitatea soluiilor i rezultatelor.
Studiul creativitii i msura creaiei omului nu sunt nc ridicate la valoarea i eficiena lor
cultural i social. Desigur, nu numai discursul generic i abstract al creatologiei va produce mari
creatori sau va stimula opere deosebite, dar fiecare observaie concret i fiecare act oferit celui ce
afirm prin interes, motivaie i mai ales prin acte noi creative, va putea dovedi eficiena real,
direct. Asupra celui ce este devotat descoperirii propriului talent i propriilor caliti creative. Nu
este suficient s ndrumm pe copii la ndrumri i invenii; trebuie s nsoim ndemnul cu
exemplul, cu observaia i autoobservaia copilului, pentru ca el s beneficieze de marea putere a
studiului i exemplelor reale care s-l nsoeasc n propria sa devenire creatoare. Talentul trebuie
s fie nsoit de calitile morale, de tria caracterului etic al personalitii ndrumate spre creaie.
Dup cum spunea Nicolae Blcescu nu se poate fi fericire fr libertate, i Moon Sun
Myong nu exist libertate fr responsabilitate i responsabilitate fr atingerea unui rezultat.

BIBLIOGRAFIE
1. Bonta, Ioan - Pedagogie.Tratat, Ed.BIC ALL, Bucureti, 2001
3. Cosmovici, Andrei - Psihologie general, Ed. Polirom, Iai, 1996
228
4. Sima, Ioan - Creativitatea la vrsta precolar i colar mic, E.D.P.Bucureti,1997
5. Cuco, C. (coord.) - Psihopedagogie pentru examenele de definitivare i grade didactice, Ed.
Polirom, Iai, 1998.

METODE INTERACTIVE N PREDAREA BIOLOGIEI

Dabelea Maria
Liceul Tehnologic Brseti

Metodele interactive sunt utile pentru c elevul i nu numai, nva mai bine dac este
angajat cu toate forele ntr-o aciune. Statisticile sunt destul de precise n acest sens: reinem 20%
din ceea ce auzim, 30% din ceea ce vedem, 50% din ceea ce auzim i vedem n acelai timp, 80%
din ceea ce spunem i 90% din ceea ce spunem n timp ce facem un lucru. Prin implicarea elevilor
i cointeresarea lor, ei devin mai motivai, iar ansa de a obine schimbri comportamentale,
cognitive , crete. Cele nvate nu sunt pur i simplu nregistrate, ci vor forma, n plan mental ,
asocieri creative, link-uri ctre alte informaii stocate, care fac memorarea mai eficient. Lucrul
alturi i mpreun cu ceilali este un exerciiu de formare a priceperilor i deprinderilor, mai ales n
biologie, de stimulare a lucrului n echip, de formare abilitilor de comunicare. Educatorul nu mai
este un simplu emitor de informaie, iar elevul nu mai este un simplu receptor pasiv, cei doi devin
parteneri ntr-un demers didactic n care elevul capt caliti deosebite , uneori chiar de
coordonator al unei activiti.
Principalele metode active i tehnici interactive de grup cu predare n biologie sunt :
1. Metode de predare-nvare interactiv n grup sunt: metoda predrii/ nvrii reciproce
(Reciprocal teaching Palinscar), metoda Jigsaw (Mozaicul), metoda cubului, tiu/vreau sa
tiu/am nvat, organizatorul graphic, metoda piramidei.
2. Metode de fixare i sistematizare a cunotinelor i de verificare : harta cognitiv sau harta
conceptual (Cognitive map, Conceptual map), matricele, lanurile cognitive, scheletul de
pete, diagrama cauzelor i a efectului, tehnica florii de nufr.
3. Metode de cercetare n grup : tema sau proiectul de cercetare n grup, experimentul pe echipe,
investigaia de grup.
4. Metode de rezolvare de probleme prin stimularea creativitii : brainstorming, metoda
nominal, explozia stelar, metoda Plriilor gnditoare, studiul de caz, Phillips 6/6, tehnica
6/3/5, metoda. Schimb perechea, metoda Frisco, nvarea prin cooperare. Voi face referire n
continuare la cele mai interesante metode : Metoda predrii/ nvrii reciproce (Reciprocal
teaching Palinscar) este o strategie instrucional de nvare a tehnicilor de studiere a unui text
tiinific. Dup ce sunt familiarizai cu metoda, elevii interpreteaz rolul profesorului, instruindu-i
colegii. Are loc o dezvoltare a comunicrii elev elev.
Metoda se poate desfura pe grupe sau frontal.
Metoda predrii-nvrii reciproce este centrat pe patru strategii de nvare folosite de oricine
care face un studiu de text pe teme tiinifice: rezumarea, punerea de ntrebri, clarificarea datelor
,prognosticarea.
Se pot propune dou variante de desfurare a strategiei.
Varianta numrul 1 (are aplicabilitate la gimnaziu):
Se ofer ntregii clase, acelai text spre studiu. Clasa este mprit n 4 grupuri
corespunztoare celor patru roluri, membrii unui grup coopernd n realizarea aceluiai rol
De exemplu grupul A este responsabil cu rezumarea textului, grupul B face o list de ntrebri pe
care le vor adresa n final tuturor colegilor, grupul C are n vedere clarificarea termenilor noi i
grupul D dezvolt predicii. n final fiecare grup i exercit rolul asumat.
Varianta numrul 2 (se utilizeaz mai mult n clasele IX-XII):
Pentru textele mai mari se procedeaz n felul urmtor:
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 se mparte textul n pri logice;
se organizeaz colectivul n grupe a cte 4 elevi;
acetia au fiecare cte un rol
se distribuie prile textului fiecrui grup n parte;
echipele lucreaz pe text, fiecare membru concentrndu-se asupra rolului primit. Trebuie
precizat c pentru a ncuraja nvarea prin cooperare, n cadrul unui grup mai numeros,
acelai rol poate fi mprit ntre doi sau trei elevi.
n final fiecare afl de la cellalt despre ce a citit; membrii fiecrui grup i exercit rolurile,
nvndu-i pe ceilali colegi (din alte grupe) textul citit de ei, stimulnd discuia pe temele
studiate.
Avantajele acestei metode sunt urmtoarele : este o strategie de nvare n grup, care
stimuleaz i motiveaz elevii ; ajut elevii n nvarea metodelor i tehnicilor de lucru cu textul,
tehnici de munc intelectual pe care le poate folosi apoi i n mod independent, dezvolt
capacitatea de exprimare, atenia, gndirea cu operaiile ei (analiza, sinteza, concretizarea,
generalizarea, abstractizarea) i capacitatea de ascultare activ ; stimuleaz capacitatea de
concentrare asupra textului de citit i priceperea de a seleciona esenialul.
Cubul
Cubul ca metod este folosit n cazul n care se dorete explorarea unui subiect, a unei
situaii din mai multe perspective. Se ofer astfel elevilor posibilitatea de a-i dezvolta competenele
necesare unor abordri complexe i integratoare. Metoda cubului se aplic cu precdere n
activitile de observare desfurate frontal. Profesorul distribuie fiecrui elev o sarcin care s
motiveze nvarea.

Etapele aplicrii metodei:

1. Se realizeaz un cub pe ale crui fee se noteaz cuvintele: DESCRIE, COMPAR,
ANALIZEAZ, ASOCIAZ, APLIC, ARGUMENTEAZ.
2. Se anun tema pusa n discuie.
3. Se mparte clasa de elevi n ase subgrupuri, fiecare subgrup urmnd s examineze tema aleas
din perspectiva cerinei de pe una din feele cubului, astfel:
Descrie culorile, formele, mrimile, etc.
Compar: ce este asemntor, ce este diferit ?
Asociaz: la ce te ndeamn s te gndeti ?
Analizeaz: spune din ce este alctuit ?
Aplic : Cum poate fi folosit ?
Argumenteaz pro sau contra i enumer o serie de motive care vin n sprijinul afirmaiei
4.Forma final este mprtit ntregului grup.
5.Lucrarea in forma final poate fi desfurat pe tabla.
Metoda cubului se poate combina cu brainstormingul i jocul de rol.
Metoda piramidei
Metoda piramidei sau metoda bulgrelui de zpada are la baz mpletirea activitii
individuale cu cea desfurat n mod cooperativ, n cadrul grupurilor. Ea const n ncorporarea
activitii fiecrui membru al colectivului ntr-un demers colectiv mai amplu, menit s duc la
soluionarea unei sarcini sau a unei probleme date.
Metoda bulgrelui de zpad este o metod activ care se aplic prin intermediul
ntrebrilor. n loc s se nceap lecia cu ,,predarea prin discurs se lanseaz o ntrebare care s
conduc la informaia pe care trebuie s o primeasc elevul.
Elevii vor primi materiale cu privire la lecia ce urmeaz a fi studiat precum i fia cu
ntrebri mai vechi i cu ntrebri cu mai multe variante de rspuns. ntrebrile trebuie s fie astfel
alctuite nct rezolvarea lor s necesite mai mult dect copierea din materialul pus la dispoziie. Se
va lucra individual sau pe perechi. Cteodat este mai bine pentru curiozitatea i concentrarea
elevilor, ca acetia s citeasc nti ntrebrile.
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Fazele de desfurare a metodei piramidei:
faza introductiv: profesorul prezint tema ce va fi pus n discuie;
faza lucrului individual: elevii lucreaz pe cont propriu la soluionarea
problemei;
faza lucrului n perechi: elevii formeaz grupe de doi elevi pentru a discuta rezultatele
individuale la care a ajuns fiecare;
faza reuniunii n grupuri mai mari-de obicei se alctuiesc dou grupe, aproximativ egale ca
numr de participani, alctuite din grupele mai mici existente anterior i se discut despre
soluiile la care s-a ajuns.
faza raportrii soluiilor n colectiv;
faza decizional: se alege soluia final i se stabilesc concluziile asupra demersurilor
realizate i asupra participrii elevilor la activitate.
Avantajele metodei piramidei sunt:
stimulrii nvrii prin cooperare;
al sporirii ncrederii n forele proprii prin testarea ideilor individual, mai nti n grupuri
mici i apoi n colectiv;
dezvolt capacitatea de a emite soluii inedite la problemele i sarcinile aprute;
dezvoltarea spiritului de echip i ntrajutorare.
Dezavantajul aplicrii metodei este de ordin evaluativ, deoarece se poate stabili mai greu care i ct
de nsemnat a fost contribuia fiecrui participant.

Bibliografie

1.Lazar V., Caprarin D., Metode didactice utilizate n predarea biologiei, Ed. Arves, 2008, p.58;
2.Ionescu, M., Radu, L, (oord.), Didactica moderna, Dacia, Cluj-Napoca , 1995, p.20;
3.Iordache Ion i colab., Metodica predrii-nvrii biologiei, Ed. Solaris, Iai, 2004, p.82;
4.Panisoara, I.O., tiina nvrii. De la teorie la practica, Polirom, Iai, 2005, p.56;
5.Tudor, V., Metodica predrii biologiei la clasele V-VIII, Bucureti, EDP, 1982, p.35.
www.google.com

INIMI DE PRIMVAR
PROIECT DE VOLUNTARIAT SOCIAL

Prof. Brsan Lilioara

coala Gimnazial Nr. 1 Oreni Deal

SCOPUL PROIECTULUI - sprijinirea persoanelor cu nevoi materiale sau sociale

speciale, prin implicarea elevilor n actiuni de voluntariat, cu scopul formarii i dezvoltrii de
capaciti i atitudini menite s contribuie la optimizarea dezvoltrii personale a elevilor. Proiectul
se dorete o completare a activitilor desfurate de ctre elevii colii noastre, prinii acestora ,
cadrele didactice i comunitatea local.
OBIECTIVE SPECIFICE:
dezvoltarea capacitailor de comunicare i comportament tolerant fa de grupurile sociale
dezavantajate;
contientizarea rolului pe care l are fiecare membru al comunitii n ameliorarea condiiilor de
via ale grupurilor sociale defavorizate;
facilitarea formrii i dezvoltrii unor relaii amicale ntre copii (elevi) i persoanele adulte sau
n vrst, aparinnd unor grupuri sociale diferite;
231
 formarea i dezvoltarea n rndul elevilor a capacitailor de colaborare i de lucru n echip;
familiarizarea elevilor i a adulilor cu specificul aciunilor de voluntariat;
ameliorarea comunicrii i colaborrii efective elevi- prini- cadre didactice-comunitatea
local.
GRUP INT - 2 cadre didactice, 24 prini, 15 elevi, 12 prescolari
BENEFICIARI - copii defavorizai, cu situaie material modest, btrni, familii nevoiae
PERIOADA DE DESFAUARARE: 25.02.2016 / 25.03.2016
ACTIVITI
Realizarea afielor informative i popularizarea proiectului;
Formarea echipelor, distribuirea sarcinilor;
Identificarea beneficiarilor;
Colectarea donaiilor /Ambalarea \ Realizarea pachetelor;
Distribuirea pachetelor;
Evaluarea i mediatizarea proiectului .

REZULTATE
mrioare oferite de 8 Martie persoanelor n vrst i singure din Oreni Deal;
strngerea de fonduri i procurarea de pachete cu alimente i haine ce vor fi donate
copiilor nevoiai;

IMPACT - Prin activitile programate sperm c se va mbunti comunicarea si

colaborarea ntre elevi - prini-cadre didactice-comunitatea local, contientizarea rolului pe care
l are fiecare membru al comunitii n ameliorarea condiiilor de viaa ale grupurilor sociale
defavorizate .

COORDONATORI DE PROIECT
- prof. pip Lilioara Barsan
- ed. Busuioc Dana

DENUMIREA PARTICI
ACTIVITI OBIECTIVE DATA PANI/ FINALITI
LOR PARTE-NERI
- Confecionare de
mrioare din materiale
Precolari,
textile, materiale din natur; Mrioare,
Mrioare, Elevii claselor
- Donaii fcute de prinii 25.02.2016 pachete
mrioare I_IV, prini,
copiilor pentru cei patru
cadre didactice
elevi ( caiete, rechizite,
hinue)
- Realizarea unei expoziii Fonduri
coala Gimnazil
Munca cu vnzare de mrioare, pentru
26.02.2016 Oreni Deal
noastr e -Implicarea comunitii achiziionare
7.03.2016 Biserica Sfntul
rspltit locale n strngerea sumelor de alimente,
Mina
necesare donaii
Donarea materialelor i
Oreni Vale,
alimentelor procurate i
Oreni Deal Pachete
obinute prin donaii
Inimi de ( domiciliile donate;
persoanelor beneficiare; 8.03.2016
primvar persoanelor Mrioare
Druirea mrioarelor
beneficiare ale oferite
persoanelor identificate, i
proiectului)
nu numai.
232
 Exemple de
Evaluarea i diseminarea
Primvara coala bun practic;
proiectului la nivelul colii
reprezint 20.03.2016 Gimnazial Planificarea
i la nivelul cercului
nceputul Oreni Deal viitoarelor
pedagogic al educatoarelor
activiti.

EVALUARE I DISEMINARE:
- la nivel local - evaluarea impactului pe care la avut proiectul prin observarea
comportamentului beneficiarilor i membrilor comunitii, prin analiza disuiilor ce au loc ntre
persoanele din sat;
- prezentarea rezultatelor proiectului elevilor i cadrelor didactice prin mijloace
audio- video, precum i realizarea unei prezentri pe baza impresiilor culese de la membrii grupului
int;
- la nivel de jude - mediatizare n pres i televiziune

BIBLIOGRAFIE:

1. Colegiul Naional "Mircea cel Btrn S fim responsabili: ghid practic pentru organizarea
activitilor de voluntariat n coal, ", Rmnicu Vlcea, 2011.
2. BUSUIOC, Daniela, LUPAN, Daniela, NIHTA, Sorina, Cartea despre voluntariat,
Centrul de Voluntariat Reia, Reia, 2006.
3. GRLEANU, Daniela, Vrsta a treia, Editura Institutul European, Iai, 2006.

CALCULATORUL INSTRUMENT N ACTIVITATEA DIDACTIC

Prof. Iosif Adina, coala Gimnazial Vasile Alecsandri

Baia Mare, Maramure

Transformrile economico- sociale pe plan mondial i internaional impun utilizarea pe scar

larg a calculatorului, care astzi reprezint pentru omenire, ceea ce acum cinci secole a reprezentat
invenia tiparului.
Modificrile structurale ce au avut loc n ultimii ani n ara noastr evideniaz necesitatea
reconstruciei nvmntului romnesc pe baze noi, potrivit nevoilor sociale, economice i a
sistemului de valori promovat. Aceasta permite accentuarea laturii pragmatice a aplicrii
curriculum-ului : cadrul didactic face legatura direct i evident ntre ce se nva i de ce se
nva.
Metodologia evolueaz n timp, ca rspuns la dinamica schimbrilor ce se desfoara n
cadrul procesului instructiv-educativ. Calitatea unei tehnologii se msoar n gradul de adaptare a
acesteia la situaiile i exigenele noi, complexe ale nvmntului contemparan. Calitatea
metodologic este un aspect ce ine de oportunitate, dozaj, combinatoric ntre metode sau ipostaze
ale metodelor. A spune c o metod este mai bun ca alta, fr a ine cont de contextul n care
metoda respectiv este eficient, contituie o afirmaie lipsit de sens.
Metodologia didactic formeaz un sistem coerent, realizat prin stratificarea i corelarea mai
multor metode, att pe axa evoluiei istorice, ct i pe plan sincronic, metode care se coreleaz, se
prelungesc unele n altele i se completeaz reciproc. ncadrarea unei metode ntr-o anumit clas
nu este definitiv, ci relativ. O metod se definete prin predominana unor caracteristici la un
moment dat, caracteristici ce se pot metamorfoza astfel nct metoda s fie satisfctoare ntr-o
clas complementar sau chiar contrar. Astfel, o metod tradiional poate evolua spre
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modernitate, n msura n care secvenele procedurale care le compun ngduie restructurri inedite
sau cnd circumstanele de aplicare a acelei metode sunt cu totul noi. n unele metode moderne
surprindem secvene destul de tradiionale sau descoperim c variante ale acestei metode erau de
mult cunoscute i aplicate.
Evoluia tehnologic din ultimii 15 ani, ritmul alert al vieii cotidiene, necesitatea accesului
la informaii complexe ntr-un timp ct mai scurt, nevoia de comunicare rapid, precum si ali
factori, au determinat apariia calculatorului in procesul de nvare.
Didactica modern s-a schimbat foarte mult. A crescut foarte mult numrul de metode
didactice. Pe lng cele tradiionale, au aprut unele noi ca studiul de caz, simularea/jocul de rol,
problematizarea, brainstorming-ul si altele. Ultimele evoluii din domeniul tehnologiei informaiei
stimuleaz noi forme de nvare cum ar fi nvmntul la distan, folosirea internetului pentru
cercetare etc. Aadar, evoluia ascendent a tehnologiei informaiei a generat preocupri n privina
utilizrii calculatorului n procesul de instrucie i educaie.
Calculatorul reprezint un instrument de munc personal i pentru profesor i pentru elev.
Oferind parcursuri personalizate, el stimuleaz studiul individual, capacitatea de control i
autocontrol. El nu va nlocui profesorul, ci i va modifica unele funcii i roluri. Calculatorul este
calea de a ajunge la cantiti enorme de informaii diverse prin Sistemul Internaional de Informaii,
adic Internet. Internetul mijlocete accesul oricui, oriunde i oricnd devenind o reea social.
Educaia i coala de azi au renunat la ideea existenei unei metode absolute, universal
valabile, susinnd o meteodologie flexibil, uor de adaptat, dar i eficient. Ritmul alert al vieii i
noua viziune asupra cunoaterii i rolului ei n istoria dezvoltrii personalitii umane au deschis noi
direcii de diversificare a cilor de realizare a aciunii instructiv-educative.
n 1982, R. Mucchielli definea conceptul de metodologie astfel: metodologia didactic
semnific ansamblul metodelor i procedeelor utilizate n procesul de instruire avnd la baz o
concepie unitar cu privire la actul de predare-nvare, principiile i legile care-l guverneaz. Cu
alte cuvinte, ea pune la dispoziia celui interesat precizri cu privire la natura, funciile i
clasificrile metodelor.
Tehnologia didactic desemneaz demersul ntreprins de profesor n vederea aplicrii principiilor
nvrii ntr-o situaie practic de instruire. Conceptul de tehnologie este explicat n dou feluri :
-sens restrns - ansamblul mijloacelor audio-vizuale utilizate n practica educativ.
-sens larg - ansamblul structurat al metodelor, mijloacelor de nvmnt, a strategiilor de
organizare a predrii.
Tehnologia didactic vizeaz i aspecte ale mass-media i aparatur tehnic adecvat. ns,
nu se refer doar la utilizarea n transmiterea informaiilor a unor mijloace tehnice, ci va include
toate componentele procesului de nvmnt. Putem vorbi deci de faptul ca didactica, capacitile
didactice, reprezint o disciplin care se concentreaz asupra procesului de transmitere a informaiei
dintre un expert i un receptor. ntr-un sens mai larg, aceasta poate fi legat de alte relaii de
nvare, cum ar fi cea dintre prini i copii, experi i studeni, doctori i pacieni, judectori i
justiiabili etc. Dei coninutul procesului de nvare difer foarte mult de la un caz la altul,
procesul de transmitere a informaiei i de nvare are multe asemnri.
n toate situaiile profesorul-moderator trebuie s pregteasc informaiile conform
nevoilor elevului-receptor, care trebuie s fie receptiv la mesajele profesorului. Deci, didactica se
concentreaz asupra unui proces de nvare eficient i eficace ntre profesor i elev.
Una dintre principalele evoluii n domeniul didactic se refer la rolurile i responsabilitile
profesorului. Acesta nu mai este expertul, ci moderatorul n cadrul procesului de nvare. Exist
cteva ipoteze n acest sens: elevii trebuie s nvee cum s nvee, iar noile forme de nvare, prin
mijloace electronice, au nevoie mai degrab de un ndrumtor dect de un expert.
nvarea poate fi structurat pe trei niveluri. Se poate face o distincie folositoare ntre cele
trei niveluri de nvare: nvarea de cunotine, atitudini i capaciti. Educaia tradiional, de
exemplu, se concentreaz asupra cunotinelor. Cunotinele sunt formate din concepte, reguli,
logic i cuvinte (noi) care trebuie nvate pe dinafar. Atitudinea poate fi descris ca modul n
234
care studenii i folosesc cunotinele nvate, modul n care evalueaz aceste cunotine i modul
n care abordeaz problemele.
Capacitile reprezint comportamentele concrete i vizibile care trebuie s fie folosite
pentru atingerea unui anumit scop. Deci pentru fiecare nivel este nevoie de abordri diferite:
-cunotinele pot fi obinute prin lectur, text i cercetare pe internet ;
-atitudinea poate fi abordat printr-un schimb de experien i nvarea unor perspective diferite,
simularea unei sli de judecat pentru a antrena participanii pentru diferite roluri etc.
-comportamentul poate fi abordat prin scrierea de exerciii, strngerea de informaii etc.
Folosirea calculatorului i n nvmnt are unele avantaje dar i dezavantaje .
Avantaje :
utilizarea calculatorului reprezint un mijloc de nvare preferat de elevi pentru faptul c le apare
animat, viu i este interactiv ;
stimuleaz interesul, curiozitatea, dar mai ales independen n rezolvarea sarcinilor i n cutarea
soluiilor;
permite minii si minii ,,s se joace pn la gsirea soluiei, crend din instinct i
imaginaie,sau uneori din simpla plcere ludic;
dezvolt caliti personale ca perspicacitatea,creativitatea, gndirea logic, puterea de
concentrare, ndemnarea ;
permite trecerea timpului liber ntr-un mod plcut i util ;
aparatura este uor de folosit.
Folosirea calculatorului este sinonim cu jocul, deoarece trebuie s respecte anumite reguli,
att n manipularea aparaturii ct i n comunicare, aceasta bazndu-se pe un limbaj specific.
Calculatorul nu este utilizat pentru a nlocui activitatea de predare a cadrului didactic, ci pentru a
veni tocmai n sprijinul predrii, evalurii, ajutndu-l astfel s-i ndeplineasc mai bine funcia sa
didactic fundamental.
Dezavantaje :
din punct de vedere medical lucrul la calculator implic o poziie static, solicitnd coloana
vertebral si genernd poziii defectuoase ;
avnd n vedere vrsta fraged a elevilor poate afecta vederea acestora;
dezvolt i ncurajeaz violena prin unele jocuri;
nu favorizeaz relaiile sociale, putnd duce la aa numit ,,singurtate computerizat ,, i n final
izolarea individului ;
folosirea excesiv conduce la ngrdirea i limitarea afectivitii copiilor ;
creeaz dependen ;
calculatorul este ,,uzina gigant de cunoastere, dar care exploatat excesiv provoac pierderea
unor aspecte din lumea basmelor ,povetilor, a jocurilor n aer liber.
nvarea ntr-un nvmnt modern face apel la experiena proprie, promoveaz nvarea
prin colaborare, pune accentul pe dezvoltarea gndirii n confruntarea cu alii i prezint o serie de
avantaje, ntre care menionm stimularea interaciunii dintre elevi, generarea de sentimente i
acceptare, creterea stimei de sine, ncredere n forele proprii, diminuarea anxietii fa de
coal,etc. Totodata exist i nite limite, cum ar fi : metodele activ-participative aplicate n
activitatea pe grup sunt mari consumatoare de timp i necesit experien din partea cadrului
didactic, munca n grup, prin colaborare, nu pregtete elevii pentru viaa, care este foarte
competitiv.
n unitile de nvmnt nonformal cum sunt cluburile i palatele copiilor, utililizarea
calculatorului i, implicit, a Internetului, poate aduce un plus de interes din partea elevului, innd
seama de faptul c evaluarea acestuia nu este o evaluare de tip strict colar, cu note sau calificative,
ci se face mai degrab pe baza achiziiilor, a satisfacerii propriilor nevoi de cunoatere i a calitii
produsului finit obinut prin implicarea elevului n procesul instructiv-educativ din voin proprie
i plcere.

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Unul din avantajele de folosire a calculatorului este c el se adreseaz la calea pe care tinerii o
prefer acum pentru studiere. Seymour Papert (Papert, 1993) numete computerul main pentru
copii, pentru c studenii din coli i n multe cazuri din colegii i universiti nu tiu nimic fr
computer. Este o parte integrat n lumea lor. Ei se joac, se distreaz i studiaz cu computerul. Ei
tind s fie studioi mai vizual dect generaiile precedente, deoarece lumea lor e bogat n stimulare
vizual. Deci, materialele de studiere create se potrivesc cu ceea ce tim despre cum tinerii prefer
s studieze.
Instituiile de invmnt au nceput foarte repede s exploateze bogia i natura interactiv a
Internetului. Multe site-uri conin material didactic interactiv, conspecte, exerciii , teste, linkuri
utile, etc.
Computerul/Internetul reprezint o posibilitate de a mri autonomia tinerilor i a comunitii
intelectuale i de a crea un mediu individual i independent de studiu. Informaiile sunt accesibile
on-line i elevii pot participa la discuii virtuale. E-mail-ul este o posibilitate a elevilor de a
contacta direct instructorul, iar el la rndul su s emit nouti ctre toi participanii nregistrai.
Vizitatorii Internet sunt invitai s se alture discuiilor. Acesta d posibilitatea de a-i exprima
opiniile n discuii on-line.
n timp ce unii pot deplnge lipsa contactului fa-n-fa a profesorului/instructor i a
elevului/receptor , alii consider calitatea interaciunii ca fiind mai fructuoas cnd tinerii au
posibilitatea de a reflecta rspunsurile proprii la ntrebri sau la diferite teme de conversaii nainte
de a fi puse pe forumul public, electronic i c studenii ce sunt mai ruinoi, mai timizi de a
participa la discuii la ore, deseori nu se mai simt aa la discuiile on-line.
Interaciunea de acest fel, unde participanii contribuie oricnd se numete comunicare asincronic.
Instrumentele computerului sunt accesibile s permit i comunicare sincronic. Aceste instrumente
permit transmiterea audio i video prin Internet, mrind ambiana on-line dect cea din clas .
Aceast clas virtual mai permite nc i flexibilitatea de a participa la ore prin conectarea la
Internet din orice col a lumii.
Cnd computerele sunt folosite n clase, profesorii observ c se schimb stilul de predare,
permindu-le elevilor o mai mare autonomie n studiere. Ei tind s schimbe felul de a preda de la
didactic la cel bazat pe cercetare, proiectare.
Societatea contemporan cere pregtirea unui alt fel de elevi dect a celor din generaiile anterioare
. Acesta este rspunsul la noile cerine puse de economia global, unde cunotinele i aptitudinile
unei naiuni sunt cheia la succesul su competitiv, mai mult dect a fost n trecut. n minile
profesorilor instruii adecvat, utilizarea computerului poate juca un rol proeminent n dezvoltarea
ulterioar a acestor capaciti n elevi.
Profesorii pot ncuraja elevii s utilizeze calculatorul/Internetul cu scopul de a le da informaie, s
compare diferite puncte de vedere, s analizeze i sintetizeze diferite surse de informaie i s-i
fac propria prere despre tema dat. Fcnd acestea, profesorii vor facilita dezvoltarea gndirii i
rezolvare problemelor de ctre elevi. Calculatorul poate astfel oferi ce nu pot mijloacele tradiionale
- informaie ce este permanent accesibil, ntotdeauna actualizat, mondial i prezent ntr-o form
mai motivat pentru elevi s-o caute.
n toat lumea nvmntul trece prin transformri importante, iar Internetul este o parte major a
acestor transformri . Azi se consider o adevrat problem imposibilitatea utilizrii calculatorului,
vorbindu-se chiar de analfabetism n acest domeniu. De aceea introducerea sistematic, in activitate
cotidian de predare-nvare a calculatorului nu este doar util, ci absolut obligatorie.
Orice metod pedagogic rezult din ntlnirea mai multor factori i, din acest punct de vedere,
educaia va rmne mereu o art: arta de a adapta, la o situaie precis, indicaiile generale date de
crile de metodologie. Gaston Mialaret.

BIBLIOGRAFIE
Bonta, I., Pedagogie, Editura All, Bucureti, 1994.
Cerghit, I., Metode de nvmnt, E.D.P., Bucureti, 1980.
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Cerghit, I., Sisteme de instruire alternative i complementare. Structuri, stiluri, strategii, Editura
Aramis, Bucureti, 2003.
Dumitru, I., Ungureanu, C., Elemente de pedagogie i psihologia educaiei, Cartea Universitar,
Bucureti, 2005.
Ionescu, M., Radu, I., Didactica modern, Editura Dacia, Cluj-Napoca, 1995.

EDUCAIA SPORTIV N RNDUL ELEVILOR, PRINILOR I

DE CE NU, BUNICILOR

Prof. Elena Marina

Colegiul Naional ,, Fraii Buzeti,, Craiova

O component important a formrii personalitii prin care se urmrete dezvoltarea

armonioas i sntoas a individului din punct de vedere biologic, n conformitate cu sintagma lui
Juvenal Mens sana in corpore sano este educaia fizic. Rolul educaiei fizice a fost evideniat i
susinut din antichitate i pn n zilele noastre, la fel i sportul ca mijloc de consolidare a
personalitii umane. Sunt suficiente argumentele ce vin n sprijinul susinerii acestei idei a unor
mari gnditori i pedagogi ai timpurilor cum ar fi: Fr. Rabelais, M. Montaigne, J.A. Comenius-
Komensky, J. Locke, J.J. Rousseau etc. n Antichitate i Evul Mediu educaiei fizice i s-a dat o mai
mare sau mai mic importan avnd un loc important n idealul educaional i implicit n
dezvoltarea psihosomatica i biologic a personalitii. n perioada modern s-a pus un accent mai
mare asupra sportului profesionist i n mai mic msur educaiei fizice i corporale, iar n etapa
contemporan i, mai ales, n prezent educaia fizic i rolul acesteia sunt din ce in ce mai mult
revigorate. Sensul profund al educaiei fizice se evideniaz prin aportul sau la dezvoltarea
armonioas a personalitii, prin asigurarea unui echilibru funcional ntre componentele
acesteia,ndeosebi ntre cea fizic i cea psihic. n consecin educaia fizic nu vizeaz un scop
limitat, intrinsec, acel al dezvoltrii fizice ci, din contr, educaia fizic parte component a unui
sistem acioneaz concomitent cu celelalte laturi asupra dezvoltrii integrale a personalitii,
stimulnd i fortificnd calitile psihofizice ale acesteia.
n esen educaia fizic este format dintr-un ansamblu de aciuni care contribuie la
dezvoltarea personalitii elevului prin potenarea calitilor psihofizice ale acestuia i prin
asigurarea unui echilibru ntre ele. Ca atare optica potrivit creia educaia fizic ar fi doar un mijloc
de destindere i o dexteritate dup o activitate intelectual mai intens nu are un temei tiinific i
nici nu este validat de practica.
Educaia fizic devine o activitate ce are un coninut nu numai acional ci i pedagogic i
vizeaz transformri de natur fizic i psihic n concordan cu idealul educaional i dezvoltarea
integral-vocaional a personalitii (I. Nicola, 1994). Ea contribuie deopotriv la dezvoltarea
funcional a sistemului nervos asigurnd astfel condiii prielnice desfurrii cu succes a activitii
intelectuale.
Trebuie spus ca n sistemul valorilor unei societi, sntatea biologic cu indicatorii ei -
tonusul i fora fizic, armonia i frumuseea organismului, vigoarea biopsihic i starea de
echilibru psihosomatic - este una dintre valorile vitale care intersecteaz cu sntatea naturii (a
mediului ambiant) i sntatea mintal a omului. Prin aceasta dubla necesitate, educaia fizic si
sportiva este condiionat ereditar i ambiental.
Ereditatea determin nlimea, forma corpului uman, structura organelor, limitele dezvoltrii
senzoriomotorii, disponibilitile motrice i abilitile atletice etc.
Mediul ambiental - i n spe democratizarea vieii sociale - acioneaz asupra strii de
sntate a organismului prin practicile igienice publice i interrelaiile umane, n funcie de

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semnificaia atribuit valorilor motrice (fizice), de accesibilizarea i universalizarea exerciiilor
fizice i sportive i creterea nivelului de exigen fata de ele.
Educaia fizic este strict legat i implic n mare parte activitatea corporal privit ca
ntreaga manifestare a fiinei umane i are drept component permanent i fundamental structurat
micarea corporal n toate formele ei:
- analitic;
- sintetic;
- reflexa-nnscut;
- dobndit.
La fel ca i educaia fizic, activitatea corporal contribuie la autodezvoltarea fiinei
umane somatic fizic i n mai mic msura psihic. Aceast form a activitii trebuie s dezvolte,
s previn, s compenseze i s corecteze unele limite, deficiene n vederea meninerii echilibrului
psihosomatic al personalitii umane.
Se desprind doua tipuri ale activitii corporale:
de tip formativ prin educaie fizic i sport;
de tip conservativ adaptativ prin alte forme ale activitii corporale;
de tip ludic specific jocului sportiv;
de tip agonistic specific luptelor (agon = lupta);
de tip gimnic specific gimnasticii;
specifice loisir-ului ca activiti fizice neimpuse, neobligatorii, desfurate
n mod independent n timpul liber.
Toate aceste forme de manifestare ale activitii corporale vizeaz ca obiective principale:
ntrirea sntii i clirea organismului;
dezvoltarea armonioas fizic;
dezvoltarea psihomotric prin nvarea psihomotric;
instruirea sportiv;
formarea obinuinei de practicare sistematic a exerciiilor corporale;
formarea atitudinii pozitive i a deprinderilor de conduita n colectiv;
stimularea dezvoltrii unor caliti psihice i nsuiri de personalitate;
nlturarea unor efecte negative ca urmare a lipsei de activitate fizic sau a unor
activiti unilaterale.
Sarcina fundamental a educaiei fizice i implicit a activitii corporale const n optimizarea
dezvoltrii biologice a fiinei umane i vizeaz dimensiuni i caliti fizice, motrice, n esena
formarea priceperilor i deprinderilor motrice, i de natur afectiv. Vom insista mai mult asupra
ultimei componente, cea afectiv n coroborare cu activitatea desfurat n cadrul orelor de
educaie fizic. M. Epuran distinge n acest sens mai multe categorii de efecte induse de ctre
educaia fizic n plan afectiv demonstrndu-se n acest sens funcia formativ a educaiei fizice:
- stri afective produse de activitatea muscular mai intens: vioiciune, bucurie, satisfacie;
- stri afective produse de perceperea caracteristicilor exterioare ale micrilor i aciunilor:
emoii i sentimente estetice provocate de frumuseea, ritmul i alte caracteristici de
factur motric;
- stri afective provocate de execuia unor exerciii dificile, complicate sau periculoase:
ncrederea n forele proprii, bucurie, satisfacie;
- stri afective provocate de pregtirea pentru exerciii pentru joc sau pentru concurs:
nelinitea, nerbdarea, ncordarea emotiv, fric, apatie, indiferen i stres n general;
- stri afective ce se declaneaz n nsui procesul executrii exerciiilor i desfurrii
ntrecerilor: bucuria reuitei, sentimentul realizrii i a efortului, mobilizarea sau
demobilizarea, ndrjirea etc.;
- stri afective provocate de ambiana n care se desfoar activitatea: bucurie, ncredere,
dorina de a face totul pentru reuit.
Rezult din aceast inventariere impactul produs de activitatea sportiv i de ctre
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educaia fizic n planul personalitii i n mod deosebit n plan afectiv, volitiv i motivaional.
Efortul de voin este prezent n orice activitate sportiv facilitnd nvingerea obstacolelor
externe sau interne ce pot interveni pe parcursul desfurrii activitii respective. Din acest punct
de vedere educaia fizic i sportul, n general, contribuie nu numai la educaia afectiv ci si la
educaia voinei.
Statisticile arat ca tot mai puini copii fac micare i din pcate asta se simte mai ales prin
creterea numrului de copii supraponderali. Prinii sunt de multe ori prea ocupai s ias la joac
pe afar cu copiii, iar variantele sedentare ca uitatul la televizor sau joaca pe calculator sunt mult
mai la ndemn.
De aceea, n ultimul timp cel puin la nivelul judeului Dolj, au existat diverse demersuri ale
Inspectoratului colar Dolj, Direciei Judeene de Tineret i Sport Dolj, ale Asociaiei PRO EFS i
ale noastre ca i profesori de educaie fizic, care am participat activ la toate aceste activiti de
sensibilizare i promovare a micrii sportive de ctre familie, la toate vrstele. Toate aceste
demersuri au avut succes, copiii au ieit la micare alturi de prini sau bunici, tocmai pentru a
contracara aceste efecte negative ale sedentarismului.
Prin sport, copilul i dezvolt responsabilitatea, disciplina, spiritul competitiv, respectul fa
de ceilali i fa de munc, rbdarea, flexibilitatea, perseverena, orientarea pozitiv ctre ceilali,
formndu-i un caracter frumos i echilibrat.
nconjurai de energia, vitalitatea i afeciunea tinerilor, vrstnicii se simt mai puin singuri i
izolai, mai puin marginalizai i neglijai de ctre cei din jur. Atunci cnd au posibilitatea s se
implice i s contribuie la binele comunitii n care triesc, cnd li se d ocazia s i foloseasc
abilitile n folosul celor tineri i fr experien, seniorii i recapt respectul de sine i pofta de
via.
Scopul acestor aciuni sunt de a crea o stare de bine n rndul copiilor dar i a prinilor i
bunicilor, pentru c trebuie mers pe puterea exemplului i dac un printe face micare, categoric
poate insufla asta i copilul i s-l determine s fac micare pentru sntate, nu neaprat
pentru performan.

BIBLIOGRAFIE:

1. Alecu, Gabriela, Socializarea copilului n familie, n Bunescu Gh., Alecu G., Badea D.,
Educaia prinilor. Strategii i programe. Editura Didactic i pedagogic, Bucureti,
1997.
2. Crstea Gh., Metodica educaiei fizice colare, A.N.E.F.S, Bucureti, 1999.
3. Dragnea A. ,Teoria educaiei fizice i sportului, Bucureti, Editura FEST , (coord.) 2002.
4. Dragnea A., Bota A., Teoria activitilor motrice, Bucureti, Editura Didactic i
Pedagogic, 1999.
5. Dragnea A., Teodorescu S, Teoria sportului, Bucureti, Editura FEST,2002.
6. Epuran M., Marolicaru M., - Metodologia cercetrii n educaie fizic i sport, Editura
Risoprint, Cluj-Napoca, 2000.

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 CINSTINDU-L PE ION CREANG
prof. Diaconu Mihaela
Liceul de Arte Margareta Sterian, Buzu

Despre cel mai mare povestitor al romnilor, Ion Creang, care i urmeaz lui Ion Neculce,
s-a spus c a intrat n literatur cu un substanial fond sufletesc i intelectual de sorginte popular.
n acest sens, George Clinescu afirma c, scriitorul moldovean reprezint poporul romn nsui,
surprins ntr-un moment de genial expansiune. n Creang triesc credinele, datinile,
obiceiurile, limba, poezia, morala, filosofia poporului- scria Garabet Ibrileanu. Izvorul principal
al operelor sale este folclorul romnesc.
ndemnul de a scrie i-a venit din partea bunului su prieten Mihai Eminescu.
Plecnd de la folclor, Creang a reuit s ridice proza romneasc pe culmi nebnuite. Valorificnd
limba omului simplu, el o ridic la un nivel artistic neegalat, dovedindu-se un artist profund
original.
i astzi, cnd invazia de informaie este deosebit de bogat i de variat, cnd ntreaga
problematic uman tinde s impun modificri de esen educaiei, cnd omenirea nu a uitat ce
nseamn spaima, indignarea, violena, dezndejdea, Ion Creang continu, nestingherit de timp i
mentaliti, s ntruchipeze plenitudinea vrstei fr de vrst. O face nu numai cnd scrie despre i
pentru copil, descoperindu-i misterioasa lume, ci i, mai ales cnd l modeleaz i ne nva s-l
modelm noi nine, prin educaie.
Pentru a marca personalitatea acestui mare povestitor, ne-am propus s desfurm o
eztoare literar ce a reprezentat o variant antrenant i interesant de verificare a cunotinelor
elevilor, care ofer posibilitatea evadrii din abloanele rigide i obositoare ale activitilor
didactice de zi cu zi.
Elevii vor fi mprii n patru grupe,fiecare grup reprezentnd cte o poveste scris de
marele povestitor Ion Creang.Membrii grupelor vor fi costumai potrivit personajelor din povestea
respectiv.
Pe o hart vor fi lipite chipurile unor renumii scriitori romni, n dreptul localitii n care s-
au nscut, iar cu ajutorul conversaiei, elevii vor fi orientai s-l identifice pe Ion Creang.
ezatoarea continu cu o scurt prezentare biografic, ce poate fi facut de ctre doi elevi, apoi
fiecare grup prezinta povestea sa prin ghicitori, cntece, poezii i dramatizarea unui fragment din
poveste.
Grupa numrul 1
Ghicitoare : Care e povestea-n care / Doi iedui sunt pacaliti /De un lup flmnd i lacom ?
/Numai unul dintre ei, /Sfatul mamei l ascult /Scapnd astfel de cumtrul / Ce aspru l
pedepsete ?
Rspuns : Capra cu trei iezi
Cntec : Trei iezi versurile cntecului sunt cele din poveste
Dramatizare : finalul povetii cu pedepsirea aspr si binemeritat a lupului
Grupa numarul 2:
Ghicitoare:O vulpe rocovan,/ireat cum o titi/Pe-un urs cam pofticios/Uor l-a
pclit./Naivitatea cost/In sinea mea mi-am zis./M ajutai copii,/Povestea s-o ghicii ?
Rspuns :Ursul pclit de vulpe
Recitare poezia Ursul pclit de vulpe: Ursule de ce-ai fost prost/S-i moi coada fr rost
/Acolo-n lacul din pdure?/Ce-ai crezut, c aduni mure ?/Ai vzut ce spunea vulpea,/C-ai
putea i dumneata,/S aduni, numai de-ai vrea,/Peste ct o ncpea?/N-ai tiut c-n nopi cu
lun/i de toamn pe sfrit/Vremea nu e tocmai bun/S te duci la pescuit?/Ai rmas
precum se tie/Far coad i flmnd/C-ai crezut ntr-o prostie/ i-ai luat blile la
rand./Dac-ai fi cititi o carte,/Ai fi nvat de toate/i n-ar fi putut codana/ S rd acum,
vicleana!

240
 Cntec :Ursul pclit : Un urs batrn,/Flamnd si prost/Pe vulpe ntlni./Lihnit de foame-
n zi de post,/El astfel i gri:/Cumtr,hai, nu m lsa c mor, m prpdesc./Un bor de
pete a mnca/Dar pete nu gsesc./M mir c pete tu imi ceri,/Flamnd cum de te
lai,/Cnd pete poi gsi ct vrei,/Doar balta-i la doi pai./Te du la balt-ncetior/i coada-n
ap-o-ntinzi,/i-ai s rmi nedumerit / Ct pete o s prinzi!/i-atunci batrnul urs
flmnd/Pe gnduri n-a mai stat/La balta-ndat a plecat/dar apa a-ngheat/Si astfel in lume s-
a vestit/de ursul pacalit, /Caci fara coada a ramas,/ De-atunci i pn azi.
Dramatizare: momentul n care vulpea se preface moart i reuete s-i procure hrana,
pclindu-l apoi pe urs, cu privire la proveniena petelui.
Grupa numrul 3 :
Ghicitoare:n povestea noastr-i vorba/De o pupaz moat/ Ce scula de diminea/ Lumea
ca s-nceap treaba./ Numai Nic nu voia/ S-o aud, c-i strica/ Somnul dulce-n zori de zi,/
De aceea hotar s-i vin de hac/ Puiului de drac !/
Rspuns: Pupza din tei
Cntec:Pupza din tei, versurile I.Vicol, urmat de poezia cu acelai titlu.
Grupa numrul 4 :
Ghicitoare : Un moneag brbos, blajin,/dar silit de a sa bab,/ De acas o alung / Pe fetia
lui cea drag./ Fata harnic, supus,/i cu inima de miere/ i aduse moului /O minunat
avere./Dragii mei, tii voi acum, /Despre ce poveste spun ?/
Rspuns :Fata babei si fata moului
Urmeaz dramatizarea versificat a povetii cu acelai nume.
Din traistua cu poveti, liderul fiecarei grupe va extrage cte o poezie-ghicitoare avnd ca
sarcin s recunoasc personajul i povestea din care face parte.
1. Ager la minte, foarte silitoare/ Si cartea i joaca ei ii plceau tare/i de attea
incuri, cum era sprinar/ ntr-o zi la coala, mnca o papar./tii voi s ne spunei
cine era fetia, cum o chema oare ?/ Era.(Smrndia )
2. Nic-al nostru suprat /Ca s doarm nu-i lsat./i-n fiecare dimineat,/ Mama din pat
l scula/ i pe ogor l trimitea./S-a gndit s se rzbune/ Pe ceasornicul din sat / tii ce-a
vrut s fure Nic / i la trg s vnd cic/ Numai pentru vreo cinci lei?...(Pupza din
tei)
3. Este vorba n poveste /Despre-un fiu de mprat/ Care pentru o greeala/Multe a mai
ndurat./Dar greutile toate / Vitejeste le-a-nfruntat./ntrebarea noastra este/ Cine-i fiul
de-mprat?.......(Harap-Alb)
4. Nzdravan i pintenat/Nicicum nu s-a dat btut/ i prin cte a trecut/Dar dreptatea-a
fost mai tare/ ie roul nostru drag/ Moului i-a pus n prag/ O avere foarte mare./Ei, l-ai
ghicit pe nzdrvan ?........(Cocoul din povestea Pungua cu doi bani)
eztoarea se ncheie cu sceneta La ciree(proces literar).
Folosind opera lui Creang am constatat eficiena proverbelor i zictorilor n educarea
comportamentului individual i n grup. Elevii au nvat s fie prieteni, s se ajute ntre ei, s fie
cinstii, s iubeasc adevrul, trsturi morale concretizate n educarea elevilor.
eztoarea organizat a avut rolul de a sintetiza toate formele de folclor asimilate de copil.
Astfel, n timp ce lucrau, participanii petreceau degajai spunnd poveti, glume, proverbe, zictori.
Personalitate distinct a naratorilor, figur proeminent a spaiului romnesc, ndrgitul
povestitor humuletean a fost i va rmne peste timp dasclul de suflet al naiunii romne care a
construit pentru posteritate o inegalabil oper literar.
Bibliografie:
George Clinescu, Viaa i opera lui Ion Creang, Editura Litera, Chiinu, 1998.

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 N LUMEA CRILOR - PROIECT EDUCAIONAL
prof. Coman Daniela Georgeta
Liceul de Arte Margareta Sterian, Buzu

Sistemul educaional este cel care i propune s dea societii oameni care s i asume un
anumit sistem de valori, care s le permit mplinirea personal, dezvoltarea liber, autonom i
creativ i incluziunea social i pe piaa muncii. Atingerea acestui deziderat nu se poate realiza
numai prin intermediul activitilor de nvare propuse de programa colar. O educaie de calitate
trece dincolo de acest pat al lui Procust i urmrete formarea la elevii notri de atitudini,
convingeri i comportamente morale i intelectuale, care i vor ghida ntreaga via n a distinge
binele de ru, valoarea de nonvaloare, autenticul de fals. O cale de a atinge acest deziderat este
atragerea elevilor ctre lectur, o lectur autentic, realizat cu spirit critic.
n zilele noastre, din pcate, se observ din ce n ce mai mult refuzul elevilor de a citi,
dezinteresul lor fa de textul tiprit, locul lecturii fiind luat n preocuprile lor de jocurile video, de
comunicarea on-line i de desene animate difuzate pe unele canale chiar non-stop (!). Acest
fenomen nu s-a lsat ns fr urmri: copiii notri au o exprimare oral, dar mai ales scris, din ce
n ce mai greoaie, cu un vocabular de cele mai multe ori srac, lipsit de expresivitate i de claritate.
De asemenea, neleg din ce n ce mai greu sarcinile unui exerciiu ori informaiile eseniale/ de
detaliu dintr-un text citit.
Modalitatea clasic de a impune o anumit list de lecturi elevilor i-a dovedit ineficiena, n
ciuda calitii operelor propuse. A mai rmas ns o cale pentru atragerea copiilor ctre lectur:
seducerea. Implicarea n acest proiect educaional ofer prilejul cadrului didactic s acioneze
creativ, s identifice metode i procedee variate de trezire a interesului elevilor pentru textul scris,
pentru carte, pentru reflectarea asupra coninutului ei, oferind prilejuri unice de reflecie,
introspecie, de angajare a valorilor formativ-educative ce i pun amprenta asupra ntregului
comportament al cititorului.
Scopul proiectului: Atragerea elevilor ctre lectur, n vederea formrii lor estetice, morale
i intelectuale.
Obiectivele specifice ale proiectului:
Stimularea interesului pentru literatura romn i universal, specific vrstei;
Dezvoltarea competenelor de cutare, selectare i prelucrare a informaiilor;
Formarea unei atitudini de grij, responsabilitate i respect fa de carte;
Cultivarea creativitii, a imaginaiei artistice i plastice;
Dezvoltarea gndirii critice i a spiritului de observaie;
Responsabilizarea i implicarea activ a elevilor n identificarea unor nevoi sociale,
culturale sau educaionale din comunitate, n gsirea de modaliti de intervenie prin
activiti de voluntariat.
Activiti propuse:
1. Venii alturi de noi n lumea a crilor!
Pornind de la textul Crile, se realizeaz o discuie despre importana crilor. Elevii vor
fi mprii n echipe i vor nota pe bileelele date ct mai multe argumente, ntr-un timp dat. Se face
o centralizare a bileelelor pe cte un panou i fiecare echip prezint rezultatele muncii sale. Se
discut argumentele aduse i se aduc completri de ctre celelalte echipe.
Se deruleaz apoi jocul Cufrul cu comori. Fiecare echip extrage din cufr cte un bileel
pe care se afl un citat despre importana lecturii, pe care ei l vor comenta.
Se prezint obiectivele i activitile proiectului, apoi grupele vor fi invitate s realizeze cte
un afi al proiectului.
2. Toi copiii au dreptul s citeasc donare de cri;

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 Anterior ntlnirii cu prinii li se distribuie acestora chestionare cu privire la atitudinea
familiei fa de lectur. Dup analiza acestora, se realizeaz o prezentare ppt a problemelor
identificate, a importanei lecturii, precum i a aciunilor de stimulare a lecturii, n care se pot
implica i prinii.
n cadrul ntlnirii cu prinii li se prezint acestora obiectivele i activitile proiectului i
modul concret n care ei se pot implica n realizarea acestora.
Se vor purta discuii cu privire la modul n care se pot implica n desfurarea activitilor
cuprinse n proiect i posibilitatea de a dona cte o carte copiilor de la Fundaia Sfntul Sava.
ntlnirea se ncheie prin completarea unui chestionar de evaluare.
3. Mihai Eminescu (medalion literar)
Prezentarea unei expoziii cuprinznd portrete ale autorului realizate n diferite tehnici, dar
i desene ale copiilor ilustrnd poezii sau basmul Ft-Frumos din lacrim al marelui poet.
Se prezint apoi legenda naterii lui Mihai Eminescu i viaa acestuia de ctre cadrul
didactic.
Elevii vor recita poezii din opera eminescian, accesibile copiilor, dar i poezii ale altor
scriitori, dedicate lui Mihai Eminescu.
Elevii vor primi ca amintire semne de carte cu portretul poetului.
4. Drumul crii
Aceast activitate se desfoar fie direct la o editur, fie prin urmrirea unei prezentri ppt
a procesului de editare i de tiprire a unei cri. Elevii vor urmri explicaiile gazdei de la editur
sau ale profesorului i vor formula ntrebri atunci cnd vor avea nelmuriri.
Se fixeaz etapele realizrii unei cri printr-o schem afiat pe un flipchart, apoi se
deruleaz jocuri didactice, ce urmresc acelai scop, precum Mingea cltoare i Ghici la cine
m-am gndit!.
Jocul Mingea cltoare reia drumul pe care l parcurge o carte de la conceperea sa, pn
la distribuirea ctre librrii sau biblioteci.
Jocul Ghici la cine m-am gndit! urmrete fixarea rolului pe care l are fiecare
participant la procesul de creare a unei cri. De exemplu, cel care are mingea spune: Eu concep
coninutul crii i trimit manuscrisul ctre editur., apoi arunc mingea ctre copilul care trebuie
s-i rspund: Scriitorul. Dac cellalt copil a greit, iese din joc i acesta va fi reluat de la cel
care a formulat ghicitoarea. Dac va rspunde corect, va formula o alt ghicitoare i se va continua
astfel jocul pn cnd sunt epuizate meseriile implicate n realizarea unei cri.
Vom realiza apoi o carte intitulat Cartea mea despre... (un autor, o poveste etc.),
confecionnd copertele i filele, pe care le vom capsa. Scriem apoi pe copert i pe prima pagin
titlul, autorul i realizm ilustraii potrivite, apoi o vor completa pe parcursul derulrii proiectului.
5. tiai c i crile au o cas a lor?
Se pornete de la o dezbatere pe tema rolului pe care l are biblioteca.
Bibliotecara va face o prezentare a istoricului bibliotecii, a seciunilor, a organizrii crilor, a fiei
de cititor i a condiiilor de mprumut al crilor. Fiecare elev i va alege o carte din bibliotec, o va
studia timp de 2 minute, apoi vom recunoate elemente unei cri (coperte, file, cotor, pagin, fil,
pagina de titlu, pagina de cuprins).
Vor face n perechi exerciii de cutare a unui text ntr-o carte.
Se deruleaz apoi jocul Lectura DOMINO. Pentru aceast activitate vom selecta cri pe
care le vom ordona ntr-un careu, astfel nct fiecare carte s aib un element comun cu urmtoarea
(autorul, editura, anul apariiei, un desen de pe copert). Li se solicit elevilor ca, plecnd de la o
anumit carte, s identifice elementele comune a dou cri vecine i s parcurg ntregul careu.
Pe o fi de lucru grupele de elevi vor nota titlul celor dou cri i elementele comune.
Pentru a lsa o amintire bibliotecii, elevii vor confeciona semne de carte care vor fi druite
cititorilor.

6. Pe fir de poveste
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 Activitatea se va desfura sub forma unui joc ce va presupune parcurgerea mai multor
probe de genul: recunoate personajul (sau povestea), dialoguri improvizate cu diferite personaje de
basm, poveste ncurcat sau continu povestea.
Elevii vor fi rspltii primind diplome de iubitori ai povetilor. De asemenea, vor fi
prezentate i apreciate crile (Cartea mea despre....) pe care ei le-au realizat pe parcursul derulrii
proiectului.
7. Cercul de lectur
Activitatea se va desfura sub forma unui cerc de lectur, n care vor fi lecturate integral
sau parial opere literare, se va realiza analiza coninutului acestora, vor povesti faptele prezentate
n textele narative, i vor argumenta opinia n legtur cu faptele prezentate, i vor exprima
propriile sentimente n legtur cu operele literare citite. Elevii vor face recomandri privind
lecturarea unor cri. Vor fi create texte pe aceeai tem i se va face analiza critic a acestora. Vor
ilustra prin desen coninutul unor texte citite, vor scrie articole, vor compune poezii, vor realizarea
compoziii artistico-plastice pe o anumit tem dat care vor fi publicare n revista nvmntului
primar din unitile coordonatoare.

BIBLIOGRAFIE:
Muata Boco, Letiia Crlogea, Camelia Drghici, Antologie de proiecte tematice pentru
activiti integrate, Editura Diana, Piteti, 2013

PROFESORUL GENERAIEI ACTUALE

Paraschiv Daniela
Liceul Tehnologic Brseti , Trgu-Jiu , Gorj

Din punct de vedere istoric , nvmntul i gndirea pedagogic au trecut prin

transformri nnoitoare o dat cu dezvoltarea economic , politic i cultural a societii . De fapt ,
fiecare epoc a adus elemente noi , de progres , fa de cea precedent . Modernizarea
nvmntului romnesc este un obiectiv strategic i vizeaz : structura , coninutul ( curriculum ) ,
resursele umane i managementul . Msurile administative , legislative i de coninut privind
modernizarea nvmntului nu sunt eficiente dect dac se ntemeiaz pe rezultatele ceretrii
tiinifice n psihologie i pedagogie , dac se opereaz asupra mentalitii profesorilor , prinior ,
administratorilor locali . Ineria , comoditatea , rezistena ( invocndu-se experiena , de fapt , rutina
), refuzul noului sunt obstacole ce nu pot fi neglijate . n societatea actual, noul model
educaional aeaz elevul n centru i stipuleaz faptul c nvarea trebuie s se petreac asftel
nct toate modalitile de transfer , adaptare i dezvoltare asociate valorilor , cunotinelor i
normelor comportamentale n timpul procesului de nvare s poat ntmpina nevoile i
caracteristicile personale , precum i s faciliteze optim dezvoltarea potenialului individual.
n persectiva tradiional elevii i nvarea sunt pri dintr-un proces de reproducere i
perptuare a structurii cunotinelor existente. nvtarea este de obicei perceput ca o activitate care
necesit o munc grea i controlat pentru a fi reompensat i pentru a evita pedeapsa. Toate
activitile de nvtare sunt legate de coal i bazate pe profesori , programe standard , abordare
disciplinar i ritm comun .
Individualizarea educaiei se refer la circulaia , adaptarea , dezvoltarea valorilor,
cunoaterii, tehnologiei i normelor comportamentale care s corespund nevoilor i
caracteristicilor individuale. Ea se reflect n accentuarea potenialului elevilor, stimularea
motivaiei, promovarea creativitii i iniiativei elevilor i profesorilor n procesul de nvmnt.
Implicaia major a individualizrii n educaie o reprezint predarea i nvarea prin intermediul
programelor educaionale individualizate; folosirea metodelor individuale de nvare ; ncurajarea
elevilor pentru autonvare i autoevaluare
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 Cerctrile experimentale psihologice i sociologice au creat noi temeiuri pedagogice.
Progresul rapid al informaticii i al tehnologiei informaiei a adus schimbrii radicale n organizarea
sistemului educaional colar , a deschis noi perspective interpretrii fenomenului comunicrii
educaionale , a optimizrii nvrii . Mijloacele tehnice audio-vizuale , mass-media , multimedia ,
mediul realitii virtuale au deschis noi perspective nvmntului i educaiei . n condiiile
dezvotrii accelerate a tehnologiei , utilizarea calcultorului i , n particular , a instrumentelor
multimedia n procesul de nvmnt devine o necesitate . coala trebuie s rspund unei
diversiti de cerine de ordin cultural , moral , tehnologic . n contextul schimbrilor cu care se
confrunt societatea , coala nu-i mai poate permite s se limiteze la vehicularea unor coninuturi
abstracte. Apariia calculatorului n lumea educaiei a impus o nou viziune pedagogic, cea
exprimat cu ajutorul sintagmei ,, informatizarea nvmntului .
n toate unitile de nvmnt, elevii ar trebui s gseasc calculatoare corect configurate
hardware i software , apte s pemit utilizarea unor aplicaii de tip I.A.C. ( Instruirea Asistat pe
Calculator ) pe care ei s le poat utiliza personal , ntr-un mod eficient sub controlul unui cadru
didactic. Fiecare profesor ar trebui s posede abiliti corespunztoare n mnuirea i exploatarea
unor instrumente de tip software educaional , pe care s le poat utiliza eficient n instruire.
Calculatorul funcioneaz ca un mediator ntre profesor i elev, permind diversificarea strategiei
didactice. Instruirea programat pe calculator asigur o nvare individualizat , oferind
posibilitatea realizrii , concomitente i imediate , a mai multor obiective didactice : receptarea ,
nelegerea , stocarea , aplicarea i evaluarea , pe baza creia se realizeaz reglajul , adic conxiunea
invers ( feedback-ul ) . Intervenind cu discernmnt n cotextul leciilor , nvmntul programat
contribuie la organizarea mai raional a muncii colare , infuennd att activitatea elevului , ct i
pe cea a profesorului . Elevul este determinat s gndeasc i s lucreze efectiv ntreaga or , s se
concentreze , s ia o anumit atitudine , s aplice cunotinele acumulate la condiii noi , s revin
asupra aspectelor nenelese , n scopul nsuirii temeinice a cunotinelor . Aplicarea informaticii n
nvmnt urmrete alctuirea unor programe care s crezee elevilor o mai mare iniiativ i
libertate de aciune , punndu-se accentul pe aspectul euristic al metodei . nvmntul programat
dezvolt randamentul colar i contribuie la modernizarea i perfecionarea strategiilor didactice .
Chimia , ca disciplin de nvmnt , trebuie astfel structurat nct s fie mai uor i mai
complet neleas , dar i asimilat de ctre toi elevii . Trebuie gsit rspunsul la intrebarea Cum
mi pot motiva elevii s nvee mai bine ? . ntreaga mea activitate trebuie s poreasc de la
formarea i dezvoltarea motivaiei intrinseci pentru nvare , motivaie care are la baz interesul
fa de noiunile i fenomenelor studiate i dispoziia elevului de a inti ct mai sus . Ca i profesor
de chimie doresc s stimulez nelegerea legturii dintre noiunile teoretice dobndite n timpul
orelor de curs i viaa de zi cu zi . Cel mai uor se nva din practic , dar sunt situaii cnd dotarea
laboratorului de chimie nu permite efectuarea anumitor eperimente de laboator . Pentru a corecta
acest neajuns utilizez frecvent softul educaional AEL pentru simularea unor fenomene i procese ,
care altfel ar fi costisitoare sau imposibil de reprodus n laborator. Astfel, mbinnnd experimentul
clasic de laborator cu cel virtual , realizat cu ajutorul calculatorului , contribui la meninerea
interesului pentru studiul chimiei ca tiin expermental , prin angajarea activ a elevilor n
procesul de nvare .
Calculatorul ofer i avantajul c pot fi conectate la el i alte mijloace tehnice, conferidu-
le acestora valene suplimentare. Dintre acestea , n mod frecvent folosesc videoproiectorul ,
considerndu-l cel mai modern instrument de predare. De exemplu, prin intermediul unor prezentri
Power Point pot s predau mai uor noile cunotine, s le consolidez, s le sistematizez, s le aplic,
obinnd astfel o mai bun structurare a leciei, dar i o important economie de timp. Am observat
c folosind n cadrul leciilor de chimie astfel de mijloace moderne de nvmnt ca
videoproiectorul i calculatorul interesul elevilor fat de studiul chimiei este stimulat , li se
dezvolt gndirea logic i le este stimulat imaginaia . Chimia nu li se mai pare o disciplin de
nvmnt plictisitoare , ci una interesant. n faa calculatorului , elevul poate descoperi lumea din
jurul lui , o poate apropia i reordona n consona cu necesitile i elurile sale . Alegerea
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mijloacelor de nvmnt ar trebui s fie fcut innd cont de gradul de activism n nvare ,
experimentele efectuate de elevi , n mod real sau virtual , ocupnd vrful Scrii lui Dale . Practica
a demonstrat c nvarea prin aciune are valene formative acccentuate , deoarece elevul nelege
i reine cu att mai bine dac nva facnd el nsui ceva .
Noul model educaional impune o abordare umanist a procesului didactic . mi
organizez activitile pe grupe de elevi , strategie didactic care ndeplinte aceast condiie , n
felul acesta procesul de nvare desfurndu-se mai eficient i mai repede ntr-o atmosfer care-i
ofer elevului siguran de sine i contiina propriei valori. n cadrul activitilor desfurate n
grupuri, mprirea responsabilittilor trebuie s fie echitabil ntre membrii acestuia i elaborarea
soluiilor s se fac n comun . Punctele de vedere diferite i chiar divergente trebuie stimulate i
susinute . Stimulez dezvoltarea abilitilor de comunicare i cooperare interuman i colectiv a
elevilor prin crearea de suficiente ocazii de exprimare deschis a opiniilor originale ale acestora .
Capacitatea de autoevaluare individual i colectiv, reciproc a educailor trebuie stimulat .
Trebuie dezvoltate abilitile elevilor de depire a anxietii n comunicare . Un cliamat deschis i
democratic trebuie stimulat i meninut . Schimburile de idei att ntre membrii echipei de lucru ct
i n afara ei trebuie ncurajate . Dezvolt abilitile de a asculta i de a tolera diverse opinii
referitoare la acelai subiect i de a gsi compromisuri rezonabile n realizarea sarcinilor . Stimulez
capacitatea elevilor de a lua decizii mpeun i de a prezenta i disemina informaiile , ca rezultat al
unui efort de grup care se bazeaz pe nsumarea eforturilor individuale. Promovez respectul fa de
diferenele , particularitile , abilitile i valorile individuale ale fiecrui participant n cadrul
grupului . ncurajez spontaneitatea , creativitatea i imaginaia elevilor. Dezvolt caliti de maneger
eficient , de mediator i coparticipant la realizarea sarcinilor, alturi de elevi, asigurnd grupul de
sprijinul meu , dar intervenind cu moderaie , astfel nct grupul s-i pstreze autonomia .
Strategiile didactice interactive de grup au un randament crescut pe plan educaional, dac sunt
utilizate n locul potrivit, la momentul potrivit, cu resursele potrivite i de ctre un cadru didactic cu
competene corespunztoare .
Ca profesori ai generaiei actuale trebuie s considerm elevul o persoan activ ,
implicat n educaia sa i dornic de a-i spune prerea i de a schimba opinii. ntrim elevului
ncrederea n el nsui, contieni fiind de faptul c dezvoltarea intelectual implic stimularea
capacitii acestuia de a-i exprima siei i altora ceea ce tie , face i /sau va face . S-i dm
posibiliatea educatului de a grei , contietiznd faptul c i din greeli se nva. Nu sancionarea ,
ci corectarea imediat este eficient i stimulativ pentru nvare . S venim n ntmpinarea
dorinelor elevilor de a colabora i comunica . Consider astfel c, strategiile didactice interactive
ofer ocazii benefice de organizare pedagogic a unei nvri temeinice , uoare i plcute, n
aceai timp cu un pronunat caracter activ-participativ din partea elevilor . nvarea nu este un
simplu proces de nmagazinare de cunotine, ci mai degrab o activitate ce implic efort cognitiv,
volitiv i emoional, care se realizeaz cu mai mult eficien atunci cnd elevul este angajat ntr-o
relaie interuman . Profesorul trebuie s fie activ i responsabil pentru face fa cu succes att
cerinelor unui nvmnt modern, ct i implicrii lui n viaa comunitii locale . Pe lng
obligaiile strict didactice , profesorul are i o important misiune de a-i forma pe alii . Multe
profesiuni implic aptitudini , dar , mai cu seam cea de dascl se exercit prin vocaie . n cazul
celui dedicat profesiunii didactice , cultura general , cultura de specialitate , pregtirea
psihopedagogic , deontologia profesional se grefeaz pe nsuiri general umane i , din mbinarea
acestora , rezult stilul personal originalitatea , element reper al creativitii . Educatorul
profesionist trebuie s posede un nivel de competen care s-i asigure aspiraia la rolul de model ,
s fie sensibil , optimist , s prezinte i s inspire ncredere , s stimuleze , s mobilizeze forele
latente ale discipolului , s i creeze perspective reale i nu iluzorii , s fie tolerant , cooperant ,
deschis , s se impun drept coautor al modelrii celor tineri .

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BIBLIOGRAFIE: :
1.Oprea Crengua Lcrmioara , Strategii didactice interactive, Editura Didactic i Pedagogic ,
Bucureti , 2007 , p. 289
2.Marinescu Mariana , Tendine i orientri n didactica modern , Editura Didactic i Pedagogic
, Bucureti , 2007 , p. 69
3.ranu Adela Mihaela , coala , ntre comunitatea local i provocrile globalizrii , Institutul
European , 2009 , p. 162
4.Jinga Ioan , Istrate Elena , Manual de Pedagogie , Editura ALL , 2008 , p.445

EDUCAIE PENTRU DURABILITATE

Prof.Manea Lucia
coala gimnazial Nic Barbu Locusteanu Leu,Judeul Dolj
Motto:
nvai-i pe copii votrii ceea ce i-am nvat i noi pe-ai notri:c pmntul,cu tot ce are
frumos, este mama noastr.Tot ceea ce i se ntmpl pmntului va ajunge s li se ntmple i
copiilor acestui pmnt.Noi tim cel puin att:nu pmntul aparine omului, ci omul aparine
pmntului.Omul este firul care ese drama vieii i ceea ce-i face pmntului i face lui nsui.
(Sieux Seatle)
Dezvoltarea durabil ,ca i concept,a fost adus n discuie de ONU nc din anul 1987 prin
raportul Viitorul nostru comun , deoarece mediul nconjurtor se deteriora din ce n ce mai mult
pentru diferite resurse.Era necesar s se intensifice preocuprile legate de stabilirea unui raport ntre
populaie i resurse.
Dezvoltarea durabil nu se rezum doar la problemele ecologice, ci i la creterea gradului
de civilizaie, a nivelului de trai; la gestionarea raional a resurselor naturale, la distribuirea
teritorial a aezrilor umane; la pstrarea tradiiilor locale.Deci, putem vorbi despre o durabilitate
social, economic, ecologic spaial, cultural.
Conceptul de durabilitate presupune realizarea unui echilibru ntre om i natur, reprezint
un proces de dezvoltare a generaiei actuale fr ameninarea cerinelor sau opiunilor viitoarelor
generaii.Acest concept cuprinde totalitatea formelor i metodelor de dezvoltare socio-economic,
avnd n primul rnd ca principiu asigurarea unui echilibru ntre sistemele socio-economice i
elementele capitalului natural.
Pentru o dezvoltare durabil fiecare ar trebuie s ndeplineasc anumite obiective:
-progres,dar n acelai timp trebuie s se acorde o atenie i nevoilor fiecrui membru al
societii;
-protecia mediului nconjurtor;
-utilizarea cu maxim eficien a resurselor naturale;
-asigurarea creterii economice i totodat un nivel ridicat de ocupare a forei de munc.
Calitatea vieii depinde de sntate,siguran social,stabilitate economic a societii ,acesta
fiind motivul pentru care toate activitile umane sunt dependente de mediul nconjurtor i de
resurse.
n agricultur, silvicultur ,pescuit nu s-a luat mult timp n calcul impactul lor asupra
mediului, dezvoltarea durabil fiind ignorat.Nu acelai lucru s-a ntmplat n industrie unde s-au
fcut demersuri pentru recuperarea, reutilizarea deeurilor ,contientiznd importana economic i
ecologic a acestor demersuri.
n condiiile actuale e nevoie de o schimbare n educaie astfel nct s creasc autonomia i
responsabilitatea att a elevilor ct i a adulilor fa de propria persoan i fa de societate; s aib
o atitudine critic fat de adevruri; s creasc importana educaiei colare, a rolurilor prietenilor, a
socializrii n afara familiei.

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 Dezvoltarea durabil are efect imediat preocupri pentru ocrotirea mediului, pentru
construirea unui mediu social tolerant, pentru cunoaterea proceselor sociale i tehnologice.
Cu ajutorul reelelor sociale informaia circul repede, constituind un pas important n
dezvoltarea uman.Aceste reele contribuie la consolidarea impactului societii asupra individului,
crete tolerana si ncrederea lui n interaciuni cu alte medii sociale, necunoscute i astfel sunt
evitate conflictele sociale.Toate acestea conduc la o calitate mai bun a vieii, transformndu-se
ntr-un obiectiv al dezvoltrii durabile.
n coal, prin metode, materiale, tehnologii, manuale se formeaz norme de baz ale
culturii i se face totodat o educaie progresiv pentru mediul n care triesc elevii prin predarea
transdisciplinar a leciilor.Se formeaz elevilor disciplina, respectul, punctualitatea, perseverena,
valori care stau la baza dezvoltrii personale a individului.
Dac n trecut, comunitatea era parte din natur, azi datorit evoluiei, mediul a devenit
izvorul de resurse considerat a fi inepuizabil, oamenii avnd sentimentul proprietii i controlul
asupra mediului.Datorit industriei, societatea s-a dezvoltat i a aprut fenomenul de poluare.
Scoala, prin lecii predate interdisciplinar, prin proiecte, prin programe trebuie s schimbe
viitorului adult atitudinea fa de mediu, de utilizare a resurselor naturale, n special a celor
energetice.
Sistemul educaional trebuie s formeze elevilor o educaie de o aa natur, nct i cei mai
slabi elevi s fie educai astfel nct prin aciunile lor prezente i viitoare ,s nu prezinte nici un
pericol, s devin profesioniti i s rezolve problemele care apar n viaa lor.
ntre educaie i dezvoltare durabil este o legtur puternic,complex, educaia pentru
dezvoltarea durabil urmrind schimbarea abordrii fa de educaie, integrarea principiile i
practicile dezvoltrii durabile, schimbare ce poate fi nfptuit prin ndeplinirea unor obiective.
De aceea activitile de educaie informal i non-formal trebuie s fie sprijinite,acestea
fiind elemente de baz ale educaiei formale,chiar i pentru formarea adulilor.Educaia non-formal
este centrat pe cel ce trebuie format prin participarea lui direct i promoveaz nvarea pe tot
parcursul vieii.Factorii implicai n educaia informal i non-formal trebuie s realizeze proiecte
de informare a educabilior, s integreze i s transforme cunotinele tiinifice n informaii mai
uor de neles .
Important pentru obinerea educaiei durabile este nainte de toate ,recunoatera c exist o
problem i de aici s urmeze asumarea responsabilitii colective,parteneriate constructive.
Educaia ajut la dezvoltarea abilitilor de a nva, de a locui mpreun, adic de a aparine
la un grup, de a face ceva i nu n cele din urm de a tri. Astfel educaia reprezint un element
principal de transformare a dezvoltrii durabile, oferind oamenilor posibilitatea de a traduce
viziunea lor ntr-o realitate a societii. Aceasta nu numai c ofer competene tiinifice, ci ofer i
motivaia pentru utilizarea lor, reprezint explicaia i ofer sprijin social pentru dezvoltarea de
abiliti, i pentru aplicarea acestora. Acest proces de educaie nu este altceva dect un proces de
nvare, deprindere, a modului cum s iei deciziile necesare, pentru a asigura prosperitatea n viitor
a economiei, ecologiei dar i a echitii tuturor n societate, deci, dezvoltarea gndirii orientate spre
viitor trebuie s devin o sarcin esenial a educaiei.
Educaia ecologic, parte a educaiei durabile, constituie unul din obiectivele care trebuie s
se regseasc la toate disciplinele de nvmnt.
Interdisciplinaritatea ne ofer posibilitatea de a prezenta elevilor obiecte, fenomene, ntr-o
relaie de intercondiionare i de a-i face s neleag pericolul dezechilibrului natural determinat de
influena omului.
Dac se realizeaz o proiectare interdisciplinar a competenelor i a coninuturilor
programei pentru orice obiect de studiu asigurndu-se contactul direct al elevilor cu mediul, atunci
se vor transmite cunotine i se vor forma priceperi i deprinderi necesare nelegerii lumii n care
triesc, pregtindu-i pentru o via ulterioar, printr-un comportament intelectual i o structur
adecvat a personalitii, de protecie a mediului nconjurtor.
n oal am desfurat activitatea extracurricular, Viitorul planetei Pmnt.ncepe cu
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noi!, avnd ca obiective:
-formarea de priceperi i deprinderi, comportamente necesare nelegerii i proteciei
mediului nconjurtor;
-diversificarea strategiilor eficiente de nvare care s pregteasc elevii pentru gestionarea
problemelor viitoare ale vieii prin aciuni accesibile lor;
-contientizarea prinilor privind impactul social i educaional al activitii.
Activitatea s-a desfsurat pe parcursul a cteva luni, parcurgndu-se urmtoarele
coninuturi:transmiterea informaiilor despre ecologie, dobndirea de cunotiine despre relaia om-
natur;educarea unor comportamente i conduite civilizate fa de mediul ambiant, formarea
deprinderilor i obinuinelor de a proteja mediul, cunoaterea plantelor i animalelor pe cale de
dispariie, participarea activ la aciuni de ocrotire, conservare a naturii, a mediului
nconjurtor;formarea unei atitudini de dezaprobare fa de cei care ncalc normele specifice de
ocrotire i protejare a naturii.

Realizrile acestei activiti au fost multe.

Ca dascli avem datoria s formm elevii-viitorii aduli astfel nct s respecte oamenii, s
fie mai tolerani i mai ateni cu cei din jur, transminndu-le ndemnul:Respect natura i
transmite-o generaiei viitoare!.

BIBLIOGRAFIE:
http://www.mmediu.ro/beta/domenii/dezvoltare-durabila/
http://www.actionamresponsabil.ro/avem-nevoie-de-educatie-in-spiritul-dezvoltarii-
durabile/14595
http://www.elearning.ro/dezvoltarea-durabil-ca-viziune-a-dezvoltrii-viitoare
www.slideshare.net/.../dezvoltare-durabila-1141193

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 ZECE REGULI PENTRU O VIA MAI BUN
Prof. nv. primar Deleanu Mariana
coala Gimnazial Iustin Prvu
Poiana Teiului, Neam

Marea mea aventur a nceput n urm cu doi ani, cnd am descoperit , pe platforma
eTwinning, profesori din mai multe ri dispui s colaboreze pe o tem care mie mi sttea de mult
timp pe lista de prioriti. A fost o mare ans pentru noi c am reuit s ne fie aprobate aplicaiile
de ctre Ageniile Naionale. Pentru a derula proiectului de parteneriat colar Comenius "Obine
mai mult de la via", ase coli europene s-au implicat. Proiectul a rezolvat capcanele societii de
consum contemporane. Prin mai multe activiti, copiii din colile partenere au aflat cum pot obine
mai mult de via. Activitilor proiectului au artat copiilor cum poi avea o via mai bogat:
atunci cnd ai unele hobby-uri, cnd faci fapte bune, cnd i pas de oameni care o duc mai ru
dect tine i atunci cnd ncerci s-i ajui , atunci cnd i faci o mulime de prieteni i, de asemenea,
cnd ai posibilitatea de a cltori.
Copiii de astzi i tinerii sunt din ce n ce mai mult nconjurai de tehnologia modern.
Aceasta conduce n mod progresiv la obinuirea cu comoditatea, ajutorul tot mai puin la treburile
casnice; nu mai au timp s se joace niciodat cu prietenii n aer liber i i petrec mult timp n faa
televizorului i calculatorului. Statisticile arat c muli tineri sunt de multe ori plictisii i nici nu
reuesc s descrie n mod corespunztor problemele pe care le au , pentru a le face f n mod
eficient. Prinii au att de multe probleme proprii, c nu acord suficient atenie copiilor. Acesta
este motivul pentru care tinerii i caut modele printre ali copii care se afl n aceeai situaie ca i
ei. Obiectivul principal al proiectului nostru a fost Acela de a-i ajuta pe elevii notri, pe prini i
profesori s fie informai cu privire la riscurile amenintoare dac nu fac ceva pentru a ncerca s
schimbe situaia. Am monitorizat tendina de comportament patologic a elevilor notri i i-am ajutat
s descopere valorile care i vor determina s se bucure de viaa lor, de mediul n care triesc, de a
descoperi tot mai multe lucruri n apropierea lor, pe care le pot aprecia, s fie mndri de satul lor i
s-l protejeze. Scopul nostru a fost de a mbunti programul educaional, pentru a gsi oportuniti
pentru furnizarea de activiti adecvate care fac nvarea copiilor mai atractiv i am ncurajat
activitile desfurate dup coal. Copiii ar simi c acestea sunt importante, c nvarea despre
munc, educaie i limb sunt importante, de asemenea. Mai mult dect att, prin intermediul
acestui proiect ne-am mbuntit nelegerea diversitii culturale i cutarea asemnrilor i
diferenelor dintre problemele care decurg din modul actual de via a tinerilor i familiilor.
Parteneriatul ntre coli ne-a permis s rupem barierele dintre noi i s atingem educaia
intercultural. n fiecare ar am avut o primire clduroas i am fost surprini de frumusee, istorie,
cultur i ospitalitate. Parteneriatul nostru ne-a ajutat n educaia tinerilor europeni care, prin joc i
lucrnd mpreun, au devenit mai tolerani , mai maleabili, ceea ce duce la nelegere i integrare
reciproc. Un factor major care a contribuit la cooperarea noastr a fost utilizarea limbii engleze, ca
limb comun, lucru ce a condus la mbunirea abilitilor de comunicare ntr-o limb strin.
Am vizitat o multime de locuri interesante, muzee, situri arheologice, biserici i parcuri
naionale. ntlnirile de proiect ne-a ajutat s aflm despre obiceiurile i tradiiile fiecrei ri i am
ncercat, de asemenea, o mulime de activiti interesante. Nu vom uita niciodat vizita din Istanbul
i ospitalitatea din partea elevilor, profesorilor i prinilor, activitile de spargere a gheii i
spectacolele de dans al copiilor, sau explorarea minei de sare din Polonia. n zilele petrecute la
fiecare coal din proiect am fost capabili s comparm sistemele noastre colare i metodele de
predare, precum i s nvm ceva despre modalitile noastre de a ne tri viaa din plin. Proiectul a
inspirat multe cadre didactice pentru a promova un stil de via sntos. n unele coli multe
activiti extracolare durabile au fost create,de care vor beneficia generaiile viitoare de copii. Cele
mai importante rezultate din proiectul nostru au fost oportunitile de a crea noi prietenii printre
elevi i profesori, de arta unele locuri de interes n rile noastre,n regiuni i n coli. Cu toii am

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fost entuziasmai de cooperare. Au fost o mulime de lacrimi atunci cnd ultima zi a venit i ne-am
spus La revedere. Nu vom uita niciodat zilele petrecute cu prietenii notri i sperm s ne
vizitm rile minunate din nou, n viitor. Doresc s-mi exprim recunotina fa de Agenia
Naional care a permis ca coala noastr s participe ntr-un parteneriat de o asemenea anvergur.
Sper c voi inspira unii cititori pentru a-i schimba stilul lor de via monoton ntr-o via plin de
experiene. Sunt recunosctoare colegilor mei, priniilor i elevilor care au luat parte la activiti i
m-au ajutat atunci cnd coala noastr a fost gazd. Cu fiecare activitate desfurat ne-am
mbogit experienele i am descoperit cteva reguli de via , pe care vi le mprtesc n cele ce
urmeaz:
1. Orice persoan nou i poate aduce noi experiene, emoii, i poate mbogi viaa !
Am descoperit aceast regul de via nc de la prima activitate din cadrul proiectului,
Meet more people .Aa am i fcut. Nimeni nu i dorete s fie singur, ntuct omul este
o fiin social. Am cunoscut elevi din zone att de diverse ale Europei Am nceput s
avem videoconferine Skype n cadrul crora elevii au fcut cunotin, au discutat despre
srbtorile de Pate sau de Crciun, despre hobby-uri, familie, timp liber, prieteni. Astfel s-
au legat prietenii care au continuat prin intermediul potei electronice , pe platforma
eTwinnig sau pe Facebook. n felul acesta am descoperit c un computer nu trebuie folosit
doar pentru jocuri, ci i pentru alte lucruri interesante. mbuntirea abilitilor de
comunicare n limba englez, a conotinelor despre tradiiile fiecrora n parte, sunt cele
mai importante ctiguri. Cea mai mare bucurie ns a fost atunci cnd au putut s se
cunoasc n realitate, n cadrul mobilitilor din Polonia, Romnia i Cehia. Prietenia s-a
legat att de strns i au gsit att de multe lucruri n comun, nct la desprire au vrsat
multe lacrimi. Cine tie, poate c peste civa ani, se vor revedea fie ca turiti, fie ca i
colegi la o universitate internaional
2. F ceea ce te face s te simi bine!
Pentru c am descoperit ,dup aplicarea chestionarelor iniiale , c elevilor le place s-i
petreac mai mult timp cu colegii lor, dar programul colar nu ofer aceast oportunitate, am
format Clubul Comenius. n proiectul nostru, noi nu doar le-am spus copiilor s-i gseasc
un hobby, ci i-am invitat la o varietate de activiti creative: mpletirea courilor din nuiele,
mici obiecte din lemn, jucrii, origami, dans i teatru, excursii i drumeii, sport, etc. Ne-am
ntlnit cu experi din domeniul psihologiei, care le-au explicat copiilor ct de important este
s ai hobby-uri i o mulime de prieteni. Cu ct ai mai multe hobby-uri, cu att vei avea
anse mai bune de a alege ceea ce le place ca i profesie , n viitor.Practicarea unui hobby te
ajut s i menii un echilibru n via, s te ncarci cu energie pozitiv, te face s te simi
ncreztor, pentru c ceea ce faci, faci cu plcere. Regula aceasta a venit odat cu derularea
activitii nr. 2 din proiect : Caut-i un hobby!.
3. Fii spontan n ceea ce faci; asta te face mai creativ i vei obine rezultate mai bune!
n cadrul activitii nr. 3 , Fii spontan, i-am provocat pe elevi s realizeze fotografii
instantanee, n cele mai inedite ipostaze. Astfel am realizat o expoziie Fii spontan ,cu
ocazia mobilitii care a avut loc la coala noastr. Toi partenerii au participat la aceast
interesant expoziie, din care am nvat c spontaneitatea te face s fii natural, plcut,
sincer, te face mai frumos, mai expresiv, te face s devii mai creativ i poi obine rezultate
mai bune , n tot ceea ce faci. O astfel de fotografie poate spune mai multe despre tine dect
ar spune o fotografie clasic, n care iei poziia ca la fotograf.Exerciiile de
spontaneitate practicate n cadrul Clubului Comenius i-au nvat pe elevi s spun
Mulumesc , Te rog sau Te iubesc , s refuze sau s accepte cu mai mult uurin
dect o fceau pn acum . A-i arta sentimentele fa de familie sau prieteni, prerile fa
de ceilali, face parte din comunicarea asertiv i trebuie s vin ca ceva natural. De multe
ori copiii sunt timizi n a face acest lucru, ntruct nu au crescut n acest fel, nu au vzut la
priniilor lor s fac acest lucru. Cu ct elevii nva mai trziu s comunice asertiv, cu att

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 mai greu le va fi n viitor, ntruct succesul n orice profesie se bazeaz pe acest tip de
comunicare.
4. Dac i-e fric de ceva, nu fugi, nfrunt!
Aceast regul a fost generat pe parcursul activitii nr. 4 , nfrunt-i temerile!. n cadrul
Clubului Comenius elevii s-au ntlnit i i-au expus angoasele lor. Grupndu-se apoi dup
aceleai temeri tot ei au propus i au aplicat soluii pentru a scpa de acele senzaii
neplcute. Astfel, pentru eliminarea fricii de ntuneric, au fcut exerciii de stat pe ntuneric
,progresiv (mai nti cteva secunde, apoi mai mult, pn se ajunge la eliminarea fricii,
cnstatnd c, de fapt , nu ntunericul i sperie, ci teama c n acele condiii ar putea iei
diveri montri care s-i atace). Exerciiul le-a demonstrat c nu se ntmpl nimic cu
lumina stins, astfel nct au scpat de aceast problem. Altor copii le era team de insecte
sau alte vieti (pianjeni, broate, erpi, oareci, etc) despre care credeau c simpla vedere a
lor le poate face ru. Soluia acestei probleme a fost studierea ndeaproape a acestora, a
modului de via i de hrnire, n special. n felul acesta copiii s-au convins c toate acele
animale de care le era att de fric, nu mnnc oameni, iar dac nu le faci nimic, nu i fac
niciun ru.
Cel mai intersant exerciiu a fost nvigerea temerilor n legtur cu examenele sau testele.
Identificnd cauza cea mai frecvent a acestei frici ca fiind insuficienta pregtire , soluia
gsit i probat de ei a fost nvarea temeinic, mai ales naintea unui test.
5. Nu poi spune despre ceva c nu i place , pn nu-l ncerci, ca s-i afli utilitatea!
Exist ntotdeauna lucruri pe care nu i place s le faci, dar care sunt absolut necesare.
Elevii de la coala noastr au recunoscut c nu le place s se trezeasc devreme dimineaa,
s fac gimnastic de nviorare, s ude florile sau s-i fac curat n camer. Dar, analiznd
necesitatea acestora , prin practicarea zilnic , au nceput s se obinuiasc i chiar s le
plac. Exerciiile fizice matinale, ngrijirea florilor sau mturatul n clas la sfritul
programului olar ori pstrarea ordinii n propriile camere nu au mai fost, pn la urm, un
chin. Tot ei au neles c o camer arat mai primitoare dac este curat, o clas fr gunoaie
aruncate la ntmplare, de asemenea, florile sunt mai strluictoare cnd sunt ngrijite, iar
ziua ncepe mai bine atunci cnd nu eti somnoros i morocnos. Un alt lucru care nu este
agreat de elevi este lectura i nvarea temeinic. Astfel, ei au gsit alternative pentru ca
nvarea s fie mai uoar i mai distractiv. Cititul a fost promovat prin scurte dramatizri,
nvnd totodat i noiuni legate de decoruri sau intonaie i modularea vocii. Pentru a
arta necesitatea acestor activiti ei au creat portofolii, lucrri artistice , hri mentale sau
albume.
6. Nu rata nicio cltorie, pentru c este o surs de cunoatere i dezvoltare!
A asea activitate planificat a fost cea cu tema Cltorii. Elevii au avut oportunitatea de a
face att cltorii imaginare, dar i adevrate. Acestea ne-au ajutat s cunoatem locuri i
oameni, s nelegem diferite culturi i tradiii. Fiecare ar nou vizitat a relevat diferene
dar i asemnri ntre naiuni, de relief, cultur, tradiii, limb. Am admirat frumusei si
obiective turistice fr precedent, dar am nvat s apreciem mai mult ceea ce Dumnezeu a
druit fiecrei naiuni n parte. Am nvat s trim n pace i toleran pentru a ajuta pe cei
n nevoie, s-i ncurajm pe cei care nu au nici o speran, s facem viaa mai frumoas
pentru noi i cei din jurul nostru. O provocare a fost aceea a cltoriilor imaginare , cu
ajutorul crora, fiecare elev din Clubul Comenius a realizat un itinerariu pentru prietenii
strini care vor veni n vizit. Aici s-au ntrecut n a prezenta ceea ce au considerat ei c este
mai frumos n apropierea localitii noastre sau n ar.
7. Fcnd pe alii fericii vei deveni i tu fericit!
Am neles acest lucru cu ocazia activitii Orientez-i scopul n afara ta!, cnd ne-am
ndreptat atenia asupra celor din jurul nostru care au nevoie de o mn de ajutor, de un
cuvnt bun, de o mbriare, de o privire i un zmbet. Am descoperit, mai nti n cadrul
colii,copii provenind din familii cu posibiliti materiale slabe, care i-ar fi dorit s aib
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 jucrii. Am fcut acest lucru posibil printr-o colect . Muli elevi au adus cadouri ambalate
frumos, pe care le-au aezat sub brad, iar de Sfntul Nicolae, au ajuns n minile celor care
le-au dorit. n preajma Crciunului am strns cu ajutorul prinilor i copiilor dulciuri, fructe
sau mici obiecte de uz personal pe care le-am druit apoi btrnilor din centrul de ngrijire
Ceahlu. Odat cu acestea le-am oferit un spectacol de colinde , pe care muli le-au primit
cu lacrimi n ochi. Majoritatea celor de acolo nu au pe cineva care s-i ngrijeasc i sunt
uitai perioade lungi. Elevii notri au fost profund micai de situaia btrnilor i au promis
c se vor gndi cu mai mult respect la cei n vrst. Ajutorul s-a repetat i n anul urmtor ,
tot n apropierea Crciunului, ns sub o alt form. ntre timp copiii au observat c exist i
n sat btrni fr ajutor, nu numai la azil. De aceea s-au grupat i nsoii de cte un printe
au vizitat pe cei pe care-i tiau c au nevoie i le-au adus ap de la fntn, le-au pregtit
lemne de foc n cas sau le-au fcut drum cu lopata prin zpad. Tare fericii erau c au
putut fi de ajutor!
8. Diversitatea activitilor i poate mbogi viaa
Regula aceasta am descoperit-o odat cu activitatea a opta. Abandoneaz-i stilul de via!
Totul ncepe din nou!, cu ocazia creia am hotrt c vechiul stil de via trebuie abandonat
i merit s o lum de la nceput, cu lucruri care ne fac s ducem o via frumoas i
sustenabil. Elevii i profesorii au neles c pentru a ne mbunti calitatea vieii, trebuie s
renunm la unele obiceiuri nesntoase, la stilul de via sedentar, cum ar fi petrecerea
timpului n faa calculatorului sau televizorului , mncarea fast -food, lipsa de prieteni sau
de activiti plcute. Aa c am nceput organizarea de ntlniri cu scopul de a gsi soluii
pentru a schimba stilul de via: drumeii prin pdure, activiti distractive, concursuri, dans,
voluntariat, sport, etc. Toate acestea au ajutat elevii la dezvoltarea lor personal i la
mbuntirea calitii vieii. Am plantat copaci, pentru c oamenii au exploatat mult
pdurile i au uitat s le mai ntinereasc, astfel nct se vedeau mult rrite. Acest lucru ar fi
condus la dispariia sau mpuinarea unor specii de animale i plante , la schimbri climatice
sau la un aer din ce n ce mai poluat i implicit la o sntate a populaiei tot mai ubred.

9. Adaug un condiment vieii tale, ceva ce-i va aduce o experien n plus!

Adaug un condiment a fost activitatea cu numrul nou. Orice activitate nou i plcut
poate condimenta viaa ta. Cntecul Comenius propus de coordonatoarea din Spania, Maria
Aragon Cardenas, a fost un condiment uor de asimilat de ctre toi elevii din fiecare ar.
Acesta a fost nvat att n limba englez ct i n limbile native ale copiilor. Utilizarea unui
anume ritm, creat cu ajutorul unor pahare, care s nsoeasc vocile, aceasta a fost o
provocare pentru elevi.
10. Construiete amintiri, nu lucruri! lucrurile se schimb, amintirile nu mor niciodat!
Dup ce am parcurs toate activitile din proiect , timp de doi ani, att elevii ct i cadrele
didactice au concluzionat c mai importante sunt experienele trite dect bunurile
materiale. Lucrurile sunt ntr-adevrt utile, dar nu de nenlocuit. S-a stricat televizorul? l
repari sau cumperi altul. Emotiile, sentimentele, experienele prin care omul trece de-a
lungul vieii, nimeni nu i le poate lua. Ele rmn n suflet i te fac s fii mai bogat, te ajut n
relaiile cu ceilali. Mulumit acestui proiect am nvat c trebuie s fim mai ateni la felul
n care trim, la stilul de via, la sntate, la prietenie, la ceea ce ne face plcere, la cei din
jurul nostru, s-i acceptm i s-i ajutm dac ne st n putin. Chiar dac suntem diferii,
toi avem o singur via.
Aa am nvat s obinem mai mult de la via, n cadrul activitii a zecea! Putem fi
fericii, chiar dac avem mai puin. Fericirea vine din suflet i depinde de lucruri mici. Un zmbet la
momentul potrivit poate face mai mult dect orice! S fim fericii c trim!
Regula absolut pe care ar trebui s ne bazm toi este: Nu doar tri , ci traiete viaa
din plin! Aa am nceput s facem o mulime de lucruri care s ne umplu viaa , care ne fac s fim
fericii, lucruri care ne fac plcere sau care i fac pe alii s fie mulumii.
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 NVAREA INTERGENERAIONAL, NVARE RECIPROC

Prof. PERTEA CRISTINA-ADRIANA,

Liceul Tehnologic Constantin Brncoveanu, Trgovite

nvarea intergeneraional este o modalitate prin care oamenii de toate vrstele pot nva
mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde generaiile lucreaz
mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de transferul de cunotine, nvarea
intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii i contribuie la dezvoltarea
capitalului social i a coeziunii sociale n societile noastre mbtrnite.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri demografice
semnificative i este, de asemenea, o modalitate de a consolida solidaritatea ntre generaii prin intermediul
practicii ntre generaii.
Cercetrile i practica, privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine i bune
practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i nvri au loc n
contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc copiilor strategiile
privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii acestor abiliti folosind un
set de abordri acceptate.
Pot avea loc, de asemenea, i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i
nepoi, precum i alte structuri care i are ca protagoniti pe aduli i copii.
Aceste aspecte includ o modelare relativ adult a comportamentelor sau demonstrarea importanei
mprtirii credinelor, atitudinilor, valorilor i bunelor practici.
Bunele practici n nvarea intergeneraional se refer la acele msuri care combat barierele
privind grupele de vrst i/sau promoveaz diversitatea vrstelor. Aceste msuri pot presupune iniiative
specifice care vizeaz dimensiuni speciale de gestionare a vrstei i a nvrii intergeneraionale.
De asemenea, bunele practici n educaia intergeneraional se bazeaz pe noiunea de segmentare
multipl existent n viaa individului i n societate, n general, precum i n procesul de nvare realizat pe
grupe de vrst i generaii, n special n lumina unei populaii din ce n ce mai mbtrnite de schimbrile
demografice substaniale cauzate de prezena i nevoia constant de recalificare i regenerare n cadrul
conceptului de nvare pe tot parcursul vieii.
Comunicarea intergeneraional poate fi:
Comunicarea dintre printe i copil - Astfel, relaiile ntre prini i copii presupun un mecanism
deosebit, filtrat social, ele au la baza statuarea comunicrii n care se realizeaz un model, un pattern de
conduit. n cadrul acestor relaii, prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu
copiii lor, astfel contribuind la modificarea i perfecionarea stilului de interrelaionare nc din copilarie,
ambele pri ale ecuaiei avnd nevoie de deprinderi, abiliti sociale privind facilitatea intercomunicrii.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti s-l fac
s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de afeciune i
respect. Este foarte important felul cum vede copilul rolul printelui, cum se proiecteaz n contiina sa
modelul oferit de prini.
De asemenea, preteniile prinilor fa de copil trebuie s fie n funcie de particularitile sale de
vrst i individuale.
Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este covritor. Muli
autori consider c influena personalitii este mai important dect prerile prinilor sau amnuntele de
procedur. Personalitatea prinilor poate strivi, deforma, ngrdi pe cea a copilului, dar bineneles c l
poate i ridica.

254
 Concluzia este c ataamentul pentru copil este o variabil important i determin n mare msur
printele s adecveze corect practicile de cretere, oricare ar fi acelea.
Comunicarea dintre bunici i nepoi - Pare surprinztoare uneori apropierea dintre bunici i nepoi,
indivizi aparinnd unor generaii diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de
finalul vieii, ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n
urma a celor dinti i de o nevoie de cunoatere a celor din urm.
Bunicii se bucur s mprteasc nepoilor amintirile i experiena lor de via, care vor
supravieui n felul acesta, iar copiii le vor asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor, oferind un
sentiment de identitate privind antecedentele familiale.
Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s considere c li se
apropie sfritul. Poate c n comunism erau mai muli cei pe care i caracterizau planurile de pensionare i
depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar la o odihn binemeritat dup o
via de munc obositoare.
Studii recente arat c situaia general nu a stat niciodat chiar aa. Bunicii erau (i sunt) niste
persoane active, care muncesc i, n acelai timp, au grij i de copiii i de nepoii lor.
Adevrai stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care asigur unitatea familiei
i a societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai multe campanii publicitare care
vizeaza familia. Ei alcatuiesc o categorie creia cercettorii i-au zis, generic, generaia sandvi. Altdat
preceptori ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta subtil, care const n a gsi
mpreuna cu nepoii lor echilibrul just ntre apropierea complice i distana potrivit i respectuoas fa de
valorile morale. Intervenind din linia a doua pe frontul educativ, din spatele prinilor, ei au senintatea
pe care le-o confer experiena i poziia lor n familie, servind de susinere i model pentru nepoii lor.
Cnd prinii sunt stresai de o via prea dur i cnd copiii lor se simt sub presiune, bunicii le ofer
acestora din urm posibilitatea de a se elibera de tensiune i de a privi viaa altfel.
Procesul de nvare intergeneraional furnizeaz adulilor competene pentru a petrece timp de
calitate cu copiii, jucndu-se, spunndu-le poveti, prin utilizarea mai multor unelte artistice i a
instrumentelor tehnologice.
Adulii pot nva s interactioneze mai bine cu copiii, ntruct acetia vor beneficia de mai mult
sprijin, n procesele de nvare informale timpurii.

BIBLIOGRAFIE:
1. https://prezi.com/s-jby4zoijca/invatarea-intergenerationala/
2. Baran-Pescaru, A., Familia azi. O perspectiv sociopedagogic, Editura Aramis, Bucureti, 2004
3. Ionescu, Mihaela, Negreanu, Elisabeta coord., Educaia n familie Repere i practici actuale,
Institutul de tiine ale Educaiei Laboratorul Teoria Educaiei, Bucureti, 2006, p. 156

255
 NVAREA PRIN COOPERARE
Prof. nv. primar Mihaela STOICA
coala Gimnazial ,,Constantin Brncoveanu Vasilai

Mutaiile profunde i complexe ce caracterizeaz dinamica social actual aduc o serie de

provocari n faa educaiei.
Omul bun, instruit i educat, tolerant, cooperant, colegial, prietenos, omenos, moral este tipul
de om care rspunde cerinelor vremii actuale. Este, deci,nevoie de o mai bun educaie i de o
coal n care s nvm alturi de ceilali pe care s i ajutm, s i sprijinim, s le respectm
opiunea, adic s nvm OMENIA.
n faa colii i a slujitorilor ei se ridic ntrebari de tipul: ,,Ce nvm?, ,,Ct nvm?,
,,Cum nvm?, Ce fel de nvare practicm?
De la sine neles acestor ntrebari le pot rspunde ,,dasclii prin menirea lor ,ei sunt chiar
datori s rspund, mnai fiind de dorina autoperfecionrii profesionale, de experimentarea
noului la clasa pe care o conduc.
Suntem, far doar i poate, deschii i receptivi la nou, ne sprijinim pe vechi i promovam
noul, mbinm tradiionalul cu modernul- primnd modernul, iesim din tiparele metodice nvechite
pentru a promova strategii didactice noi: tehnici, modalitai de lucru cu elevii, metode i mijloace
moderne, forme de organizare a muncii noastre la clas cu elevii, vorbind astfel despre nvarea
activ, nvare integrat, nvare difereniat, nvare prin cooperare, intra- ,inter- , multi- ,
pluridisciplinaritate, noi educaii, demers didactic personalizat.
Un punct de plecare pentru schimbarea practicilor educaionale este nvarea prin cooperare-
tem abordat frecvent de ctre teoreticienii i practicienii educaiei.
,,Cooperarea-cum e de la sine neles- nseamn a lucra mpreuna pentru a atinge scopuri
comune. nseamn utilizarea grupurilor mici astfel nct indivizii s lucreze mpreun, s
relaioneze i s coopereze pentru a maximaliza productivitatea i achiziiile proprii i ale celorlali.
Munca n grupuri izvorte din realitatea vieii cotidiene, este o necesitate, un mijloc, o form
a existenei noastre. De la natere pn la moarte noi trim n societate, cooperam unii cu alii,
colaboram n familie, n coal, la serviciu, n comunitate, n timpul liber. Suntem legai unii de alii
printr-o varietate de,, linii ale vieii, ne sprijinim, conlucram, ne susinem pentru un scop comun: o
via mai bun pentru noi, familie, pentru copii, pentru generaiile ce vor urma, pentru progres.
Este limpede ca SUCCESUL cere cooperare ntre indivizi, lucru care st la temelia evoluiei
i progresului uman.
Numeroasele cercetri experimentale i analize corelaionale au evideniat diferenele ntre
nvarea prin cooperare, nvarea individual i nvarea competitiv. S-au reliefat avantaje i
neajunsuri ale fiecarui tip de nvatare. Nu se pune nsa problema renunrii la un tip i nlocuirea
acestuia cu un altul. Toate cele trei structuri trebuie utilizate la clas, dar este necesar ca elevii s
nvee cnd i cum s acioneze n toate cele trei situaii.Ei trebuie s dobndeasc priceperea de a
concura cu plcere, de a lucra individual o sarcin, de a coopera cu colegii n modul cel mai firesc
pentru a rezolva o sarcin.
Individualismul i competiia pot fi echilibrate de practici educaionale democratice i
cooperative menite s stimuleze participarea elevilor i ameliorarea rezultatelor colare.
Pedagogi ilutri au dezbtut tema cooperrii pna n zilele noastre.
Noul sistem a cptat vigoare i rezonan sporit, n care i propune s promoveze munca
n grup, i nva pe elevi s coopereze, s triasc n societate, s se cunoasc mai bine i s-si
dezvolte integral personalitatea. Cu accent pe latura moral, obiectiv de prim importan
educaional in zilele noastre.
Managementul interdependenei umane la toate nivelele (interpersonal, familial, comunitar,
naional, interstatal, regional, continental) constituie o problem major timpului nostru.
Trebuie s reflectm ,,nu dac vom coopera, ci ct de bine o vom face.

256
 Rezolvarea se gsete cu siguran tot prin cooperare, conlucrare, coroborare, prin efortul
comun al tuturor factorilor implicai, avnd acelai scop:PROGRESUL.

BIBLIOGRAFIE:
Ionescu, Miron,(2003), Instrucie i educaie,Ed.Universittii,Cluj-Napoca
Radui,T., Ezechil,Liliana,(2005),DIDACTICA. Teoria instruirii, Ed. Paralela45,Piteti
rcovnicu, Victor, (1981),nvmnt frontal. nvmnt pe grupe,E.D.P., Bucureti

NVAREA I COMUNICAREA INTERGENERAIONAL

ILIE FLORINA
L.T.,,Henri Coand

nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate vrstele
pot nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite.
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ adult a
comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor, valorilor i
bunelor practici
Comunicarea dintre printe-copil
Relaiile ntre prini i copii presupun un mecanism deosebit, filtrat social, ele au la baz
statuarea comunicrii n care se realizeaz un model. n cadrul acestor relaii prinii ncearc i de
multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel contribuind la modificarea i
perfecionarea stilului de interrelaionare nc din copilarie, ambele pri ale ecuaiei avnd nevoie
de deprinderi, abiliti sociale privind facilitatea intercomunicrii.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti
s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de
afeciune i respect. Este foarte important felul cum vede copilul rolul printelui, cum se
proiecteaz n contiina sa modelul oferit de prini, De asemenea, preteniile prinilor fa de
copil trebuie s fie n funcie de particularitile sale de vrst i individuale.
Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este covritor.
Muli autori consider c influena personalitii este mai important dect prerile prinilor sau
amnuntele de procedur. Personalitatea prinilor poate strivi, deforma, ngrdi pe cea a copilului,
dar bineneles c l poate i ridica.

257
 Concluzia este c ataamentul pentru copil este o variabil important i determin n mare
msur printele s adecveze corect practicile de cretere, oricare ar fi acelea.
Comunicarea dintre bunici nepoi
Pare surprinztoare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor generaii
diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii, ceilali sunt de
abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a celor dinti i de
o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc nepoilor amintirile i
experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s considere c li se
apropie sfritul. Poate c n comunism erau mai muli cei pe care i caracterizau planurile de
pensionare i depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar la o odihn
binemeritat dup o via de munc obositoare. Oare chiar aa s fie? Studii recente arat c situaia
general nu a stat niciodat chiar aa. Bunicii erau (i sunt) niste persoane active, care muncesc i,
n acelai timp, au grij i de copiii i de nepoii lor.
Adevrai stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care asigur unitatea
familiei i a societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai multe campanii
publicitare care vizeaza familia. Altdat preceptori ai moralei, cam rigizi i cam distani, bunicii
de astzi cultiv arta subtil, care const n a gsi mpreuna cu nepoii lor echilibrul just ntre
apropierea complice i distana potrivit i respectuoas fa de valorile morale. Intervenind din
linia a doua pe frontul educativ, din spatele prinilor, ei au senintatea pe care le-o confer
experiena i poziia lor n familie, servind de susinere i model pentru nepoii lor. Cnd prinii
sunt stresai de o via prea dur i cnd copiii lor se simt sub presiune, bunicii le ofer acestora din
urm posibilitatea de a se elibera de tensiune i de a privi viaa altfel.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se
simt dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie. Dar oare nu exist o soluie comun? O soluie
care s mbuntesc calitatea relaiilor dintre generaii? Rspunsul este simplu i foarte la
ndemn: nvarea intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia. Acest tip de nvare poate aduce beneficii reale tuturor
categoriilor de vrst implicate:
- pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de
conectare la valorile i tradiiile socio-culturale;
- pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare a abilitilor de
lucru cu noile tehnologii, se pot conecta direc la preocuprile copiilor lor beneficiind astfel de o
capacitate crescut de cunoatere i interacionare;
- beneficiile pentru comunitate pot fi semnificative pentru c acest tip de nvare aduce mpreun
diverse categorii de vrst care colaboreaz i fac schimb de cunotine care pot constitui o
adevrat resurs de dezvoltare comunitar.
Acest colaborare poate avea loc la nivelul colii, prin activiti comune bunici-prini-copii
facilitate de nvtori/profesori, care pot cuprinde:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea de a-i
nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii semnificative care
258
s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca acetia s poat
descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i implic
resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete pentru
serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un exempu
de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se realizeaz
un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de nvare
pentru copii.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a
demersului civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.
Condiiile actuale ale mediului economico-social, transformrile permanente, la care sunt
supuse instituiile de nvmnt, determin un ansamblu de schimbri n plan strategic i
operaional, coala practic devenind un actor principal al comunitii.
Consecina direct a unor astfel de procese complexe impune o schimbare i de atitudine, la care
tiina managementului trebuie s ofere soluii concrete.
Performana de ansamblul a organizaiei colare nu mai nseamn doar o serie de rezultate
nregistrate la diferite aciuni cu caracter educaional sau existena unor personaliti de excepie pe
anumite domenii, ca rezultat al instruirii didactice i de specialitate realizat.
n prezent, performana unei unitii colare trebuie apreciat printr-un sistem de indicatori, corelat
i alctuit din informaii specifice provenite, att de pe plan intern instituiei, dar i de pe plan
extern, cu prioritate din domeniile de interaciune direct i indirect.
Reuita pe acest plan al performanei poate fi asigurat de adoptarea unei atitudini proactive la
nivelul echipei de management, care trebuie s devin iniiatorul dar i continuatorul unor aciuni
complexe, orientate n principal, pe relaii de parteneriat i colaborare.
Cetenia democratic se dobndete prin educaie. Fiind vorba de un set de competene
sociale, ntr-o societate aflat n tranziie, cum este cea n care trim, acestea fac obiectul nvrii
continue. Dei este extrem de important ca educaia pentru cetenia democratic s nceap ct
mai timpuriu, din coal, ca form a educaiei civice, aceasta nu se poate limita la nvmntul
formal. Nevoia de o astfel de educaie este la fel de mare i n rndul adulilor, ba chiar mai mare
dac avem n vedere cultura politic pe care au dobndit-o acetia sub regimul comunist. Dat fiind
nevoia comun a adulilor i a copiilor dintr-o comunitate de a fi educai n spiritul valorilor
ceteniei democratice a aprut n mod firesc i ideea nvrii intergeneraionale. Avnd n vedere
specificul acestei conferine, vom urmri n continuare
avantajele pe care le prezint aceast metod pentru educaia adulilor:
1. Datorit puterii de persuasiune a copiilor asupra adulilor, nvarea intergeneraional
constituie un factor de motivare pentru a-i determina pe aduli s participe alturi de ei la activiti
de nvare care altfel le-ar prea fie copilreti, fie stnjenitoare.
2. Un alt factor motivant pentru aduli este punerea acestora n postura explicit de educatori.
Pui n faa copiilor, adulii simt nevoia s le dea acestora lecii, fie ele numai de via. Dac acest
lucru este fcut programatic, adultul care tie c va trebui s participe la o activitate alturi de copii
se va pregti el nsui la fel cum profesorul se pregtete nainte de lecie.
3. n sfrit, un alt factor favorizant pentru educaia adulilor este faptul c adulii doresc s fie
modele pentru copii sau, n orice caz, s le ofere exemple pozitive. De aceea, adulii se comport
mai frumos n faa copiilor, ceea ce constituie o bun ocazie dintre ei s practice unele dintre
comportamentele civice pe care le presupune cetenia democratic.

259
BIBLIOGRAFIE
1. *** Legea educaiei naionale, publicat n MO Nr. 18/10.I.2011
2. Joia, Elena, Management colar, elemente de tehnologie managerial, Editura Gh. C.
Alexandru, Craiova, 1995;
3. Putnam, Robert, Making Democracy Work: Civic Traditions in Modern Italy
4. Fukuyama, Francis, Trust : The social virtues and the creation of prosperity (New York: Free
Press, 1996).
5. Integrated Methodology & Analysis Grid, EAGLe project on
http://www.eagle-project.eu/welcome-to-eagle/practice-showcase 9.
6. Intergenrational Learning in Europe. Policies, Programmes and Initiatives. Desk research
report, EAGLE Project on
http://www.eagle-project.eu/welcome-to-eagle/policies-programmes-initiatives 10.
7. Intergenerational Learning in Europe. Field Research Synthesis Report, EAGLE
project on http://www.eagle-project.eu/welcome-to-eagle/practice-showcase

O NOU PROVOCARE PENTRU NVMNTUL PRIMAR

EDUCAIA INTERCULTURAL

Prof. nv. primar Bleand Marcela

Prof. nv. primar Curcan Alina-Mihaela
coala Gimnazial Ziduri, jud. Buzu

O definiie atotcuprinztoare asupra multiculturalitii sau interculturalitii ne ofer

Micheline Ray: Cine spune intercultural, spune n mod necesar, plecnd de la sensul plenar al
prefixului inter-: interaciune, schimb, deschidere, reciprocitate, solidaritate obiectiv. Importana
prefixelor din noiunile de multiculturalism, comunicare intercultural i raporturi transnaionale
este analizat de Christian Giordano, care observ c ,,prefixele multi-, inter- i trans- posed ntre
ele evidente afiniti, dar i subtile diferene de conotaie . Prefixul multi- accentueaz diferena,
chiar separarea dintre culturi, prefixul inter- presupune c ntlnirea dintre culturi este mai
dinamic, indivizii au capacitatea de a defini, de a plasa i negocia propria apartenen i propria
identitate cultural. Prefixul trans- indic capacitatea personal sau colectiv de a transcede
graniele culturale i frontierele naionale i de a trece de la o apartenen i de la o identitate la alta
cu uurin.
Multiculturalitatea reprezint nelegerea, acceptarea i recunoaterea diferenelor dintre
indivizi din culturi diferite care interacioneaza unii cu alii i n ultima instan triesc n acelai
spaiu. n ceea ce privete ara noastr este vorba n primul rnd despre cultura romn i cea
maghiar i, la o alt dimensiune, de cea rom, german sau evreiasc etc. nseamn diversitate, iar
o diversitate bine trit are efecte benefice prin faptul c ne expune. Ne expune altor culturi, altor
mentaliti, ne ofer reculul necesar fa de cultura si identitatea noastr. n al doilea rnd nseamn
maturitatea de a nu aciona n detrimentul celuilalt conform reflexelor identitare, sau mai precis
spus, a acelor reflexe identitare care ar atenta la libertile celuilalt de o alt cultur i identitate
dect a noastr.
Educaia intercultural constituie o opiune ideologic n societile democratice i
vizeaz viitorii ceteni s fac cea mai bun alegere i s se orienteze n contextul schimbrilor
intervenite n sistemele de valori. Ea trebuie s devin o constant a pregtirii cadrelor didactice i
s-i pun amprenta asupra programelor colare i materiilor de nvmnt, asupra prioritilor
educative, asupra criteriilor de evaluare a competenelor i comportamentelor, asupra relaiilor cu
prinii i comunitatea, permind formarea comportamentelor creative n comunicare, cooperare i
ncredere n cadrul grupului; respect reciproc, tolerana fa de opinii diferite.
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 Educaia intercultural este cea care susine integrarea social a grupurilor minoritare n
mod panic fr ca acestea s fie nevoite s renune la propria identitate. n cadrul culturilor
mozaicate de astzi trebuie s acceptm ideea c orice grup socio-cultural poate contribui la
mbogirea vieii comunitare prin schimbul de elemente identitare, prin dialog i implicare a
tuturor membrilor comunitii multiculturale.
Educaia intercultural i propune s pregteasc indivizii i societile pentru o mai atent
deschidere spre dimensiunea cultural a existenei lor. n condiiile sporirii contactelor,
interaciunilor posibile, se pot decela dou mari seturi de obiective ale colii interculturale: -
pstrarea i aprarea diversitati culturale a populaiei scolare. Scoala, ca instan de transmitere a
valorilor, se va centra pe pluralitatea culturilor pe care mediul multicultural l presupune. Trebuie
evitat instituirea primatului unei culturi asupra alteia. Acest obiectiv presupune dou aspecte: pe de
o parte, vizeaz adaptarea educatului la mediul propriu, al regiunii, oraului, culturii sale
particulare, cu toate trsturile, iar pe de alt parte, acest tip de coal i propune s asigure
adaptarea educatului la mediu n condiiile coexistenei mai multor grupuri culturale. Se cer a fi
vizate att culturile familiale, ct i cele nconjurtoare, ambientale. Trebuie vegheat ca coala s nu
defavorizeze o cultur sau alta n numele unor relativisme explicite.
- educaia intercultural trebuie s in cont de diferitele stiluri de via, s se adapteze la
nevoile i interesele fiecruia dar s i fie elaborat i configurat pe principiul participrii egale a
tuturor celor implicai n procesul educativ. n acest scop, trebuie s existe spaii n care imigranii
i oamenii cu diferite culturi s aib posibilitatea de a se implica.
Egalitatea diferenelor trebuie s fie baza educaiei interculturale. Pentru a acorda
oportuniti i posibiliti egale tuturor culturilor, pentru dezvoltarea fiecrei culturi i identiti
educaia intercultural trebuie s respecte diferenele i s promoveze egalitatea. Acest lucru
contribuie la depirea inegalitilor sociale.
Programa trebuie s conin o abordare intercultural, bazat pe valori ca solidaritatea,
egalitatea i respectul fa de diversitate. Din acest punct de vedere, educatia intercultural trebuie
s constituie baza luptei mpotriva rasismului.
Educaia intercultural promoveaz atitudini tolerante, deschise, de acceptare i nelegere
fireasc a raportului ,,eu-cellalt i a noiunii de strin, recunoaterea i respectarea diferenelor
culturale prin valorificarea pozitiv a relaiilor de egalitate ntre oameni i nu prin aplicarea
polaritii superior-inferior. De asemenea presupune promovarea unor politici colare care s
permit egalizarea anselor n educaie i a unor strategii de valorificare a diferenelor culturale
pentru a le transforma n resurse pedagogice.
Educaia intercultural nu trebuie s se limiteze n mod exclusiv la transmiterea unor
coninuturi specifice n cadrul unei discipline particulare, consolidarea abordrii sale
interdisciplinare este fundamental; nu poate fi conceput doar pentru mediul colar, ci i n
legtur cu extracolarul (familie, grupuri sociale, instituii, comuniti, mass-media). Se remarc i
o schimbare a rolului profesorului, care depete funcia de a comunica modele i programe, acesta
trebuind s acorde o mai mare atenie spiritului de iniiativ i creativitii, centrarea ntregii aciuni
fiind pe elev.
coala are misiunea de a permite fiecrui copil s creasc, s-i dezvolte spiritul, corpul i
inima, deci inteligena, sensibilitatea, creativitatea; s permit copiilor s nvee s triasc
mpreun, unii cu alii, cu persoane diferite, s-i poat ocupa progresiv locul n societate, s poat
deveni ceteni activi.
Interculturalitatea este nainte de orice respectul diferenelor. Cadrele didactice sunt garanii
acestor rigori ale spiritului care vegheaz asupra diferenelor, pentru a nva, a cunoate i a
nelege ceea ce ne leag, ceea ce ne face asemntori, ceea ce ne apropie. Suntem diferii, dar nu
nseamn c unul este mai bun dect cellalt, cu toii avem un potenial valoric egal. Toi avem o
cultur asemntoare dar n acelai timp i culturi diferite. Acestea in de religiile noastre, de grupul
nostru etnic, de valorile politice, sociale, de familiile noastre.Unica posibilitate ca oamenii s
devin solidari este recunoaterea i estimarea acestor diferene i similitudini.
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 Pentru cadrele didactice este esenial s creeze relaii pozitive n interaciunea dintre semeni,
s favorizeze dezvoltarea persoanei ct i a relaiilor constructive n grup, pentru a tri sentimentul
propriei identiti.
Experiena de zi cu zi m determin s afirm c nou, cadrelor didactice, ne revine un rol
deosebit de important n crearea unei atmosfere prietenoase, plin de respect ntre copii i ntre
prini, pentru a se evita unele nenelegeri sau conflicte interrasiale. Este imperios necesar
tolerana, indiferent din ce familie provin copiii clasei din punct de vedere etnic, religios, social,etc.
n activitatea mea m-am confruntat cu situaii cnd au venit copii din medii total diferite: familii
foarte srace, familii de religii diferite, copii din medii profesional diferite, cu culturi diferite sau de
etnii diferite, situaie n care obiectivul meu principal a fost acela de a-i determina pe aceti copii s
nu simt sau s simt ct mai puin felul provenienei lor, ferindu-i de fenomenul frustrrii care ar
putea avea repercursiuni asupra personalitii n formare a copilului mic.
Ce nu este educaia intercultural?
-nu este o educaie compensatorie pentru strini sau grupuri minoritare. Nu copiii care aparin
acestor grupuri sunt cei care au probleme, ci instituia colar are dificulti de adaptare la
diversitatea cultural.
- nu este o nou disciplin colar sau o extensie a programelor destinat ,,predrii culturilor, ci
i propune s formeze atitudini pozitive i active fa de alte culturi, posibil surs de mbogire
i de trire a unor experiene noi.
- nu se confund cu orele de limba i cultura de origine specifice grupurilor minoritare.
Diferenele dintre copii, culturi, stiluri de via i de nvare, dintre componente, sunt fireti,
pozitive. De aceea ei nu trebuie forai s devin copii ale unui model predefinit.
Interculturalitatea este o component a realitii zilnice din coal. Tot modul de nvare este
organizat din perspectiv intercultural, permind nvarea prin colaborare, comunicare i
nicidecum de marginalizare a unor copii. Deschiderea spaiului colii ctre comunitate i specificul
ei, organizarea unor ntlniri, excursii, serbri cu specific intercultural dar nu n detrimentul
majoritii, urmrete realizarea obiectivelor de egalizare a anselor n educaie.
Este de preferat s rspundem prompt ntrebrilor copiilor, dac ocolim rspunsurile, acetia
vor deduce c ceva nu este bine n ceea ce privete ntrebarea sau persoana la care se refer aceasta.
Rspunsurile s fie simple, legate de experiena copiilor i nivelul lor de cunoatere. Diferenele
trebuie introduse prin asemnri: toi oamenii rd, plng, se bucur, numai c exist maniere
diferite de manifestare.
Un exerciiu simplu ce se poate face la clas este urmtorul:
-copiii sunt rugai s rspund la ntrebarea ,,Cine sunt eu?
-dup examinarea rspunsurilor sigurat vom gsi indicaii care s permit s ne situm din punct de
vedere social: de pild, numele si vrsta, sexul, originea etnic i limba matern, diferitele roluri
sociale. S-ar putea, de asemenea, s ntlnim detalii referitoare la aspecte mai personale ale
individualitii, precum trsturi de caracter, valori, convingeri ideologice, credine religioase,
interese intelectuale, gusturi artistice, preferine n materie de sport etc.
Acest exerciiu simplu pune n eviden multiplele forme sub care se poate descoperi
identitatea. Reies, n acelai timp, relaiile de interdependen care fac ca indivizii s fie,
concomitent, att de asemntori i att de unici i diferii.
nvarea simultan a mcar dou limbi strine, difuziunea simbolurilor general-umane,
accentuarea valorilor care mai degrab unesc oamenii dect i divizeaz, participarea tineretului la
gestionarea comunitii colare, integrarea colilor n relaii de nfrire la nivel european sunt alte
mijloace de sporire a valenelor culturale ale activitilor educative.
Educaia intercultural i noul curriculum educaional
Pentru a obine o ct mai mare reprezentare i eficien a activitilor inter-culturale n
coal se recomand o strategie care s urmreasc structura noului curriculum naional, pe cele trei
dimensiuni:
Curriculum nucleu
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 Curriculum la decizia colii
Activitile extracurriculare
Fiind un domeniu nou, este greu a stabili locul educaiei interculturale n curriculum oficial,
motiv pentru care se acord o atenie mai mare activitilor extracurriculare ale cror obiective i
probe de evaluare pot fi direcionate ctre sentimente, atitudini, lucruri mai puin palpabile.
Avantajul activitilor extracurriculare, care se apropie mai mult de educaia
intercultural informal, este c ofer un cadru flexibil, propice pentru apropiere i intercunoatere.
Educaia intercultural la nivelul curriculum-ului la decizia colii are n vedere
propunerea unor discipline opionale care s promoveze valorile interculturale sau extinderea unor
teme din curriculum-ul nucleu care permit tratri din perspectiv intercultural. Exemplific: ,,Cum
comunicm ca s nu ne mai certm, ,,Tradiii i obiceiuri locale, ,,Colegii mei - prietenii mei,
,,Jocuri de copii, ,,Dansuri tradiionale(activiti opionale).
Educaia intercultural la nivelul curriculum-ului nucleu urmete identificarea unor
programe de trunchi comun, obiective i coninuturi care s promoveze interculturalitatea,
interdisciplinaritatea, strategii didactice de nvare prin cooperare, etc.
Nu este de neglijat grupa de copii, ca resurs n procesul didactic, a crei diversiti
culturale trebuie valorificat.

BIBLIOGRAFIE:
Ciolan, Lucian, Pai ctre coala intercultural, Colecia Sanse Egale, Ed. Corint, 2000;
Cuco, Constantin, Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000;
Cuco, Constantin, Educaia. Iubire, edificare, desvrire, Ed. Polirom, Iai, 2008;
Hofstede, Geert, Managementul structurilor multiculturale, Bucureti, Ed. Economic, 1996;
Malia, Mircea, Zece mii de culturi, o singur civilizaie, Bucureti, Editura Nemira, 1998;
*** O nou provocare pentru educaie Interculturalitatea, Editura Polirom, 2001

CARTEA-PRIETENA COLARULUI

Prof. nv. primar Tolontan Liliana-Dana/elaru Ilona

coala Gimnazial Alexandra Nechita Vaslui

. INFORMAII DESPRE APLICANT

Numele coala Gimnazial Alexandra Nechita Vaslui

instituiei/unitii de
nvmnt aplicante
Adresa complet Str. Pcii, nr.1, Vaslui, cod 730232
Nr. de telefon/fax telefon/ fax : 0235. 360 349
Adres pot telefon/ fax : 0235. 360 349
electronic
COORDONATOR PROIECT/PERSOAN DE CONTACT
Dl/ Tolontan Liliana-Dana/elaru Ilona
Nume, Prenume Dna telefon/ fax : 0740543508/0721260360
Funcia prof.nv.primar/ prof.nv.primar

Adresa complet Str.Vidin,64,E,11/Str.Republicii 351,A,4

Adres pot tolontanliu@yahoo.com/ilona_selaru08@yahoo.com
electronic
263
 B. INFORMAII DESPRE PROIECT

B.1. Titlul proiectului CARTEA-PRIETENA COLARULUI

B.2. Categoria n care A. cultural- artistic x
se ncadreaz
proiectul: B. tehnico-stiintific
(bifai categoria n
care se ncadreaz C. sportiv-turistic
proiectul
dumneavoastr) D. cetatenie democratica

E. altele (precizai)

( tot formularul se completeaz cu caracter 12 Times New Roman)

C. REZUMATUL PROIECTULUI/DESCRIERE

Prezentai urmtoarele elemente ale proiectului dumneavoastr:

1.Numr de elevi implicai:31

2.Activiti (cross-curriculare, intracurriculare i extracolare-pentru uniti colare i
extrascolare pentru palate si cluburi ale copiilor)propuse, n ordinea n care se vor
desfura(numai titlul activitatilor).
,,S cunoatem proiectul
,,Basmele copilriei
,, Eminescu-Luceafrul poeziei romneti
,, Prieten din lumea basmelor
,, S ne amintim de Creang
EVALUAREA PROIECTULUI
3.Numr de parteneri:2: Biblioteca Judeean ,,Nicolae Milescu SptarulVaslui i
biblioteca colii

D. PREZENTAREA PROIECTULUI

D.1. Prezentati: analiza de nevoi, concordanta cu prioritatile MECTS, obiectivul

general ale proiectului si precizai inta strategic a Planului de Dezvoltare
Scolara, din care deriv obiectivul general al proiectului(max. 1 pagina)
1.Argument justificare, context (analiz de nevoi)

A citi este o art care depinde de experiena i cultura individual. Lectura este
contactul cititorului cu textul literar. Termenul de lectura, o tim cu toii, nu se prea
potrivete ns formelor radiofonice, televizate, electronice de difuzare a literaturii. n
aceast situaie e mai bine s folosim cuvntul receptare, pentru c lectura i
receptarea sunt, de fapt, noiuni sinonime.
Noi, cadrele didactice, n contextul actual, am sesizat din plin atitudinea de
264
indiferen sau chiar de respingere a elevilor notri fa de actul lecturii. Contactul
direct cu cartea este concurat mai ales de informaia oferit de calculator. Dei n
cadrul orelor de curs, parcurgnd programa colar i manualul, ncercm s
dezvoltm la elevi gustul pentru lectur, se pare c nu este suficient.
Fr s minimalizm importana altor surse de informare, dorim, ca prin
proiectul nostru, s reuim s ajungem la sufletul copiilor, transformndu-i n cititori
activi i motivai, oferindu-le noi, dasclii, acele mijloace i instrumente prin care ei
vor descoperi c lectura este, n fond, o cltorie spre propriul suflet. n calitate de
mentori spirituali este necesar s-i convingem pe elevi c nici computerul, nici
televizorul nu vor duce la dispariia crii, c lectura va continua s joace un rol
cardinal n viaa oamenilor, c accelerarea progresului va fi mereu nsoit de
remedierea compensatoare a unui spaiu liber pentru nchipuire, visare i cutare de
sens.
Dorim, de asemenea, prin schimbul real de experien dintre participani, s-i
convingem pe copii de valoarea cultural i spiritual a crii, s-i determinm s
descopere i s neleag c ele sunt rodul marilor spirite ale omenirii, c, la urma
urmei, pot deveni cei mai fideli prieteni i mentori.

2.Tinta strategica din PDS

Obiectivul general /scopul
Formarea progresiv a unor tineri cu o cultur comunicaional i literar de
baz,capabili s neleag lumea,s comunice i s interacioneze cu
semenii,exprimnd gnduri,stri,sentimente,s fie sensibili la frumosul din natur i la
cel creat de om,s utilizeze eficient i creativ capacitile proprii pentru rezolvarea
unor probleme concrete din viaa de zi cu zi,s poat continua n orice faz a
existenei lor procesul de nvare.

D.2. Scriei obiectivul general si obiectivele specifice ale proiectului

Formarea progresiv a unor tineri cu o cultur comunicaional i literar de
baz,capabili s neleag lumea,s comunice i s interacioneze cu
semenii,exprimnd gnduri,stri,sentimente,s fie sensibili la frumosul din natur i la
cel creat de om,s utilizeze eficient i creativ capacitile proprii pentru rezolvarea
unor probleme concrete din viaa de zi cu zi,s poat continua n orice faz a
existenei lor procesul de nvare.

Cunoaterea i preuirea creaiei literare a scriitorulor romni i strini din

literature pentru copii;
Stimularea interesului pentru lectur;
Formarea unei gndiri autonome, reflexive, critice;
Dezvoltarea competenelor de comunicare oral;
Cultivarea sensibilitii artistice a micilor colari;
Atragerea efectiv i afectiv a elevilor n organizarea unor activiti cu
caracter extracolar, contribuind la creterea calitativ a acestora.

D.3. Descriei grupul / grupurile int cruia i se adreseaz proiectul si nevoile

acestuia/acestora
Grupul int cruia i se adreseaz proiectul este format din:
31 elevi de clasa I

265
 2 cadre didactice
prinii copiilor implicai n proiect
comunitatea local
Biblioteca Judeean ,,Nicolae Milescu SptarulVaslui
Biblioteca colii

D.4. Durata proiectului(minim 3 luni)

6 LUNI- octombrie 2015/ martie 2016

D.5. Descriei activitile utiliznd pentru fiecare activitate fia de mai

jos(multiplicati fisa pentru fiecare activitate in parte.). Pentru data/perioada de
desfasurare, mentionati Luna 1, Luna 2, etc.
Activitatea nr.1:
Titlul activitii: ,,S cunoatem proiectul
Tipul activitii: Conferina de lansare
Data/perioada de desfurare: octombrie 2015
Locul desfurrii: sala de clas
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc):
31 elevi, 31 prini, 2 cadre didactice, directorul colii
Responsabil: prof.nv. primar Tolontan Liliana, prof.nv. primar elaru Ilona
Beneficiari: copii, prini, cadre didactice, partenerii de proiect
Metode/mijloace de realizare: conversaia, explicaia, convorbirea, aparat foto, coli
de scris, material informativ(pliante), scrisoare de informare a prinilor,
retroproiector.
Modaliti de evaluare: exprimarea propriilor preri ale participanilor
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:
Responsabilii proiectului vor face cunoscut intenia de antrenare a elevilor
n acest proiect.Se va prezenta scopul proiectului i vor fi identificate obiectivele
propuse. Pentru aceasta se vor organiza discuii cu prinii copiilor ce urmeaz a fi
implicai n proiect. Vor fi prezentai i colaboratorii mpreun cu care se vor
derula activitile propuse n proiect.

Activitatea nr.2:
Titlul activitii :,, Basmele copilriei
Tipul activitii : vizit de documentare
Data/perioada de desfurare : noiembrie 2015
Locul desfurrii : Biblioteca Judeean ,,Nicolae Milescu SptarulVaslui
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc):31 elevi , 2 cadre didactice, 9 prini, directorul
colii
Responsabil : prof.nv. primar Tolontan Liliana, prof.nv. primar elaru Ilona
Beneficiari : elevii clasei pregtitoare Step by Step, cadre didactice, prini, partenerii
de proiect
Metode/mijloace de realizare : conversaia, munca n echip, jocul de rol ,exerciiul
practic, aparat foto
Modaliti de evaluare : evaluare oral,realizarea unui DVD
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:
Beneficiind de sprijinul doamnelor nvtoare i al doamnelor bibliotecare,
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elevii vor rsfoi cele mai cunoscute cri cu basme.
Copiii se vor identifica, pe plan imaginar cu eroii din basme, iar datoria
doamnelor nvtoare va fi aceea de a deschide ua fermecat a tezaurului reprezentat
de basme i s-i conduc n aventurile fantastice, alturi de eroii din basme.
Elevii vor crea dialoguri imaginare ntre personajele textelor propuse ,vor
prezenta creativ scene cu eroii ndrgii din basmele i povetile ndrgite .

Activitatea nr.3:
Titlul activitii :,, Eminescu-Luceafrul poeziei romneti
Tipul activitii : spectacol omagial dedicat scriitorului
Data/perioada de desfurare : ianuarie 2016
Locul desfurrii : Biblioteca Judeean ,,Nicolae Milescu SptarulVaslui
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc):31 elevi , 2 cadre didactice, 9 prini, directorul
colii
Responsabil : prof.nv. primar Tolontan Liliana, prof.nv. primar elaru Ilona
Beneficiari : elevii clasei pregtitoare Step by Step, cadre didactice, prini, partenerii
de proiect
Metode/mijloace de realizare : conversaia, munca n echip, jocul de rol ,exerciiul
practic, aparat foto
Modaliti de evaluare : evaluare oral,realizarea unui DVD
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:

Se va realiza o incursiune imaginar n poeziile cele mai reprezentative ale lui

Mihai Eminescu.
Coordonatorii proiectului vor face o prezentare n Power Point din operele marelui
poet i despre viaa poetului .
Elevii vor organizarea o expoziie cu desene inspirate din opera autorului.

Activitatea nr. 4 :
Titlul activitii : ,,Prieten din lumea basmelor
Tipul activitii : concurs
Data/perioada de desfurare : februarie 2016
Locul desfurrii : sala de clas
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc): 31 elevi, 2 cadre didactice,12 prini
Responsabil : prof.nv. primar Tolontan Liliana, prof.nv. primar elaru Ilona
Beneficiari : elevii clasei pregtitoare Step by Step, cadre didactice, prini,
partenerii de proiect
Metode/mijloace de realizare : explicaia, exerciiul, munca independent, munca n
echip, coli color, lipici, carioci, acuarele, aparat foto, calculator, videoproiector.
Modaliti de evaluare : analiza produselor realizate de copii,acordarea de diplome
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:

Coordonatorii proiectului vor face cunoscut tematica lucrrilor

plastice/colajelor ce urmeaz a fi realizate de elevii implicai n proiect.
Sub ndrumarea doamnelor nvtoare se vor realiza lucrrile plastice.
Se vor alege 5 lucrri ce urmeaz a fi expuse pe holul colii.
Doamnele nvtoare n colaborare cu domnul profesor de desen vor alege
cele mai reuite lucrri plastice.Se vor acorda premii constnd n diplome i cri.
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 Activitatea nr. 5:
Titlul activitii: ,,S ne amintim de Creang
Tipul activitii: spectacol omagial dedicat scriitorului
Data/perioada de desfurare: martie 2016
Locul desfurrii: biblioteca colii
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc): 31 elevi, 2 cadre didactice ,directorul colii,30 de
prini
Responsabil: prof.nv. primar Tolontan Liliana prof.nv. primar,elaru Ilona
Beneficiari: elevi ai clasei pregtitoare Step by step, cadre didactice, prini,
partenerii de proiect
Metode/mijloace de realizare: explicaia, exerciiul, munca independent, munca n
echip, coli color, lipici, carioci, acuarele.
Modaliti de evaluare: evaluare oral ,acordarea de diplome
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:
La nivelul clasei se vor alege elevii care reproduc cel mai bine,cu o dicie i
intonaie adecvat, diferite fragmente din opera marelui povestitor.
Doamnele nvtoare n colaborare cu doamna bibliotecar vor alege
fragmente adecvate din opera lui Ion Creang.
Vor fi desemnai cei mai buni actori.Se vor acorda premii constnd n
diplome .
Activitatea nr. 6
Titlul activitii : EVALUAREA PROIECTULUI
Tipul activitii : analiza derulrii activitilor i a rezultatelor ateptate
Data/perioada de desfurare: martie 2016
Locul desfurrii: sala de clas
Numrul de participani pentru fiecare categorie (elevi, cadre didactice, parinti,
reprezentanti ai comunitatii etc): 31elevi, 2 cadre didactice, prini,
Responsabil: prof.nv. primar Tolontan Liliana, prof.nv. primar elaru Ilona
Beneficiari : elevi ai claselor implicate, cadre didactice, prini, partenerii de proiect
Metode/mijloace de realizare: conversatia, explicatia, convorbirea, videoproiector
Modaliti de evaluare: chestionare, discuii de grup, prezentare n faa unei
audiene, proces verbal
Descriei pe scurt activitatea, n cel mult 5-10 rnduri:
M - expunerea hrii proiectului i aprecierea fiecrei activiti desfurate;
- desprinderea concluziilor i notarea pe un poster de ctre elevi a impresiilor celei mai
puternice l lsate de derularea proiectului
- stabilirea c atitudinea de bun patriot trebuie s trebuie s continuie i dup
ncheierea proiectului

D.6. Descriei rezultatele ateptate ca urmare a implementarii proiectului

(cantitative si calitative)
Ca urmare a desfurrii activitilor propuse n cadrul proiectului Galeria
personalitilor vasluiene se ateapt urmtoarele rezultate:
Rezultate cantitative
activiti-6
pliante -60
diplome-100
concursuri-1
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 portofolii-3
expoziie la nivelul colii-1
Rezultate calitative
-mbogirea spiritual a elevilor notri ,cultivarea respectului fa de valorile i
tradiiile neamului nostru;
- stimularea creativitii i expresivitii prin realizarea de creaii literare i plastice;
- formarea unei conduite civilizate, att n cadrul grupului, ct i n orice relaie cu
persoanele cu care intr n contact, bazat pe respect reciproc, nelegere i
corectitudine;
- dezvoltarea spiritului de echip;
--implicarea responsabil i efectiv a elevilor i prinilor n viaa colii.

D.7. Prezentai modalitatile de monitorizare si evaluare a progresului proiectului

si a rezultatelor asteptate. Precizati indicatorii de evaluare.
Urmrirea modului de realizare, monitorizare i evaluare a proiectului se va face
treptat, axndu-se pe o serie de instrumente de monitorizare i evaluare astfel:
- interviuri prin care se vor evalua opiniile, valorile i sentimentele grupului int
- observaii se vor observa aspectele alese n activitile propuse
- discuii de grup cu elevii se vor realiza schimburi de preri n grupul de elevi cu
privire la aspecte legate de proiect
- discuii de grup cu cadrele didactice se vor realiza schimburi de preri n legtur
cu experienele dobndite n cadrul proiectului

D.8. Artai care sunt beneficiarii direci i indireci ai proiectului

Beneficiarii direci ai proiectului sunt:

-31 de elevi;
-2 cadre didactice;
Beneficiarii indireci ai proiectului sunt:
-31 de prini
-reprezentani ai comunitii locale

D.9. Descriei impactul estimat al implementrii proiectului asupra grupului

int (elevi, cadre didactice, scoala, comunitate educativa largita, comunitate
locala)
Implementarea proiectului va avea impact asupra:
grupului int (formarea unei atitudini pozitive a elevilor fa de lectur);
comunitii colare (valorificarea rezultatelor proiectului );
colii ca organizaie (creterea capacitii instituionale, extinderea
parteneriatelor, creterea prestigiului n comunitate);
partenerilor din proiect (dobndirea unor informaii i abiliti );
comunitii locale (implicarea n rezolvarea unor aciuni, o mai bun
cunoatere a activitiilor colii);

D.10. Artai cum vei asigura continuitatea /sustenabilitatea proiectului

Durabilitatea Proiectului va fi asigurat prin:
continuarea activitaii grupului de iniiativ / aciune constituit n cadrul
proiectului;
continuarea implicrii elevilor care au dobndit noi abiliti pe parcursul

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 derulrii proiectului;
participarea n anul colar urmtor la un proiect educaional asemntor.
meninerea / dezvoltarea parteneriatelor ncheiate n cadrul proiectului;
includerea bunelor practici identificate n proiect n strategiile colii.

D.11. Menionai activitile de diseminare pe care intenionai s le realizai n

timpul implementrii proiectului i dup ncheierea acestuia(in scoala, in
comunitatea educativa largita, in comunitatea locala)
n cadrul Proiectului diseminarea va fi asigurat astfel:
La nivelul unitii colare activiti de promovare/mediatizare i diseminare
a activitatilor din coal
La nivelul comunitii educative lrgite( n cadrul Cercului Pedagogic, al ISJ
Vaslui, alte coli din ar ca urmare a postrii pe didactic.ro )
La nivelul comunitii locale prin participarea reprezentanilor comunitii

D.12. Artai care sunt valoarea adaugata / elementele de noutate ale proiectului
Prinii vor participa alturi de elevi la majoritatea activitilor propuse.
Pliantele i alte materiale realizate pentru diseminarea activitilor din proiect
vor fi realizate n proporie de 75% de elevi.
Informaiile oferite prin activitile proiectului au caracter de noutate,fiind rar
ntlnite la materiile studiate n ciclul primar.

D.13. Specificai care sunt partenerii implicai n proiect i artai n ce const

parteneriatul cu comunitatea local, cu alt coal i/sau cu o firm/companie
local sau organizaie, dac este cazul (cel mult o pagin)
Biblioteca Judeean ,,Nicolae Milescu Sptarul Vaslui
1.Acord sprijin instituiilor implicate n proiect n organizarea i derularea
activitilor
2.Pune la dispoziie personal i baza material n vederea desfurrii unor activiti
3.Se implic n organizarea unor activiti din proiect
4.Ofer cadrelor didactice i copiilor materiale educative n domeniu

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 EDUCAIA INTERGENERAIONAL

Prof. Voichia Darna,

Colegiul Tehnic Traian Vuia, Oradea

Dr. Valeria Ecaterina Purcia preciza n articolul despre nvarea Intergeneraii modul n
care schimbul de cunotine , de experiene de via, de nouti aduse de noua generaie aduce
beneficii tuturor categoriilor de vrst.
Interaciunea copilului cu adultul dezvolt abiliti de socializare, de comunicare cu valorile
tradiionale i socio-culturale. Schimbul ntre generaii , schimbul de cultur i de valori este o
resurs sigur de dezvoltare comunitar. Nici nu putem concepe o ruptur total ntre generaii,
cunotinele unei generaii , experiena de via trebuie transmis i prin cri , dar i prin
comunicare celeilalte generaii.
ntotdeauna noua generaie va fi stpnit de dorina de a cunoate vechiul n cea mai mare
msur, iar generaiile anterioare( m gndesc la legtura ntre trei generaii) i vor dezvolta
capacitatea de stpnire a noilor tehnologii, ntr-o epoc n care , fiecare zi aduce o noutate n
materie de tehnologie. Pentru o mai bun cunoatere ntre generaii se pot realiza activiti formale
i informale , care s aduc mpreun generaiile i s existe posibilitatea de a face legtura, de a
forma o punte, necesar pentru reuita scopului propus.
Schimbul de experien ntre generaii trebuie s aduc oameni de diferite formaii, s
realizeze un dialog profesionist, ntre dezvoltatori, reprezentani ai grupelor de vrst, consultani
politici. Acest dialog va scoate liniile directoare a organizrii unei astfel de legturi , prin aciuni ale
colii, dar i ale unor fundaii.
Respectul fa de valori, definirea valorii, atitudinea civilizat sunt cteva elemente care se
desprind din lumea noastr , ca necesare n formarea tnrului. Aceste valori, pierdute astzi i
datorit mass-mediei, care promoveaz non-valori, persoane desuete, atitudini denate, pot s fie
corectate cu ajutorul oamenilor vrstnici, care i-au realizat un nume, o carier i care pot sta ca
model pentru cei tineri.
ntrebarea pe care i-o pun astzi cu insisten muli dintre cercettorii fenomenului
educaional este dac familiile contemporane mai reprezint modele pentru tnra generaie, dac
mai au ele o funcie de transmitere sau de reproducie a modelelor culturale sau a poziiilor sociale.
Sociologia funcionalist afirm c, odat cu creterea rolului colii, s-a diminuat rolul educativ al
familiei. Studiile efectuate demonstreaz ns contrariul: dezvoltarea sistemului colar a dus doar la
o redefinire a rolului familiei i nu la aa-numita "demisie parental". Prinii doresc i astzi s
transmit valori, norme, atitudini, modele comportamentale, influenele modelelor familiale fiind
ns difereniate de la o familie la alta. Modelele colare sunt doar nite repere la care se raporteaz
familia n definirea unei atitudini, uneori asumndu-le, alteori criticndu-le, dar rezervndu-i
dreptul la decizia final.
Studiind ipoteza existenei unei prpstii culturale ntre generaii i analiznd deosebirile
eseniale existente ntre mecanismele nvrii specifice unor culturi i complexe diferite, care
coexist n societatea contemporan, Margaret Mead a distins trei tipuri culturale: tipul
postfigurativ (cultura este transmis de ctre prini copiilor), tipul cofigurativ (nvarea cultural
se efectueaz n grupurile de egali - prinii de la ali prini, copiii de la ali copii) i tipul
prefigurativ (prinii nva de la copiii lor).
Cultura postfigurativ este orientat spre trecut i implic mprtirea ei de ctre membrii a
trei generaii, deci ntr-o familie extins, n care trecutul bunicilor este prezentul prinilor i va fi
viitorul copiilor. Modelul de comportament este transmis de la generaiile vrstnice la cele tinere,
schimbarea fiind lent i imperceptibil. Comportamentele modelate de cultur sunt dobndite n
numr mare, dar numai o parte sunt contientizate, pentru c elementele inovatoare sunt rapid
asimilate n elemente tradiionale

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 Se cunoate de ctre toi proverbul ,, Cine nu are btrni , s-i cumpere i ct este de
adevrat.... Bunicii , persoanele vrstnice, au deja o mult mai mare experien de via , care poate
servi celor tineri. Pentru cei mai mici experiena lor de via poate fi transpus sub forma unor
poveti , din care cei mai mici s trag nvminte. Bunicii sunt acele fiine bune, nelepte, calde,
cu mult mai rbdtoare dect prinii. Mereu m-am ntrebat de ce tatl meu a ajuns s se ascund pe
sub mese , n joaca mpreun cu fetele mele, el fiind de carier militar i un tip , de altfel , destul de
dur. Rspunsul a fost ct se poate de clar, cu ele am mai mult rbdare, timp, nelepciune i sunt
din nou util! i am realizat ct de benefic este aceast legtur , pentru ambele pri, att copii, ct
i bunici. Am lsat fetele la ar, n vacane, i astfel fetele au cunoscut animalele, au vzut cum se
hrnesc animalelele i au nvat s le iubeasc. Au nvat de la mama cum se face o plcint i au
chiar fcut i ele plcinte , rulnd aluatul cu o sucitoare confecionat pe msura minilor lor. Au
nvat astfel s preuiasc natura , s iubeasc florile i s le ngrijeasc i au avut ocazia s lucreze
n grdin, cot la cot cu bunicii. n felul acesta, aceti copii cresc mult mai frumos i mai trziu, la
rndul lor prini , vor transmite copiilor lor aceste valori.
Ca profesor am desfurat activiti de voluntariat cu clasele la care am fost dirigint. Sunt
mndr de toti fotii mei elevi , care i acum , adun bani, alimente , haine i au grij s ajung la
cei mai puin norocoi. Am fcut activiti n centre de btrni diferite ca i condiii de via. I-am
dus ntr-un centru unde condiiile de via sunt minunate, elegant i curat, cu asisteni i cu trei
mese asigurate pe zi, unde , cei care sunt mai n putere, pot s se fac utili, unde btrnii sunt tratai
chiar ca nite bunici.
I-am dus i ntr-un centru ns, unde majoritatea btrnilor , bolnavi, au fost prsii de
familii sau renegai , din cauza buturii i a altor vicii dobndite de-a lungul anilor. Acest centru se
gospodrete din mila oamenilor cu suflet i a voluntarilor, doar civa dintre ei avnd pensii, i
acelea foarte mici. Aici copiii au putut asculta povetile unora dintre ei, a unora cu mai mult curaj
s povesteasc ce i-a determinat s ajung n acest situaie.Fost fotbalist , cunoscut n lumea
sportului, pe care butura l-a mbolnvit , iar familia l-a prsit. Profesor biolog , care a dormit
prin parcuri 60 de zile, pn cineva s-a ndurat de el i l-a adus n acest centru. Motivul? Jocurile de
noroc i dependena de ele , l-au mpins s vnd din cas cte puin, pn a pierdut totul.
Pentru copiii notri acestea au fost lecii de via, au nvat ct de subire este firul dintre a
avea tot azi , iar mine a pierde totul. n plus copiii nva s druiasc, s fie miloi i mai ales s
aprecieze ceea ce au: familia lng ei i pe cei dragi aproape , c sunt sntoi i c banul e un lucru
care nu poate nlocui cldura sufleteasc. Pentru cei internai n aceste cmine prezena copiilor e
benefic, aceti copii vin i, pe lng darurile aduse , le prezint i scurte momente artistice,
cntece, dansuri, poezii, momente care au darul de a le nsenina, chiar dac pentru puin timp,
sufletele. n plus le mai alin dorul de copiii i nepoii lor.
Ceea ce cred eu c a fost i este important e faptul c am implicat i prinii copiilor n
aceste vizite. Cred ca legtura dintre generaii se poate consolida prin acest gen de activiti, fiecare
generaie avnd ce nva de la cealalt . Totul depinde de dorina i de interesul fiecrei categorii
de vrst, de a elimina prpastia care se poate crea ntre generaii , din cauza lipsei de comunicare.
n cadrul colilor se pot desfura extrem de multe activiti , care s pun n legtur mai
multe generaii de copii, prini, bunici. Acestea se pot desfura sub forma unor eztori , unde
copiii s nvee att de la prini, ct i de la bunici diferite ndeletniciri, cum ar fi: custuri i
esturi populare, avnd n vedere c aceste activiti au disprut din programa de nvmnt,
culegerea i nvarea de cntece populare vechi, obiceiuri i tradiii de Pate i de Crciun i multe
altele.
nconjurai de energia, vitalitatea i afeciunea tinerilor, vrstnicii se simt mai puin singuri
i izolai, mai puin marginalizai i izolai de ctre cei din jur. Atunci cnd au posibilitatea s se
implice i s contribuie la binele comunitii n care triesc, cnd li se d ocazia s i foloseasc
abilitile n folosul celor tineri i fr experien, seniorii i recapt respectul de sine i pofta de
via.

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 BIBLIOGRAFIE:
- https://edupsihologie.wordpress.com
- Godeanu, A.S. Stop cadrul transgeneraional, Editura Sper, Bucureti, 2011

PROIECT DE PARTENERIAT EDUCAIONAL CU FAMILIA

COALA PRINILOR S CRETEM FRUMOS

prof. nv. primar: Camelia Morar / Minodora Constantin

Liceul de Art Ioan Sima, Zalu

Motto :
Spune-mi i o s uit. Arat-mi i poate n-o s-mi amintesc.
Implic-m i o s neleg."
(proverb american)
REZUMATUL PROIECTULUI :
Prin activitile proiectului, coala recunoate i accentueaz rolul prinilor de primi
educatori, ncercnd s-i determine s neleag c aceasta face mai mult dect o simpl instituie
social, ea educ i instruiete.Proiectul va consta n desfurarea unor activiti de informare i
educare adresate prinilor elevilor clasei I B de la Liceul de Arta Ioan Sima din Zalu.
JUSTIFICAREA PROIECTULUI:
Orice printe se ntreab: "Sunt un printe bun pentru copilul meu?" sau"Ce nseamn s fii
un printe bun?".Din dorina de a ncerca s gsesc rspunsuri la asemenea intrebari s-a nscut
proiectul educaionalS cretem frumos!'',proiect care li se adreseaz n egal msur prinilor,
copiilor i nvtorilor.Cercetrile au artat c rata nvrii crete i se menine ridicat n situaiile
ncare prinii se implic n sprijinirea copiilor prin diverse activiti acas. Prinii vor aprecia mai
bine abilitile i aptitudinile copiilor, problemele i posibilitile de rezolvare a acestora n procesul
nvrii.
SCOPUL PROIECTULUI:
cultivarea i dezvoltarea parteneriatului dintre familie i coal, implicarea prinilor n viaa
colii, astfel nct s devin parteneri activi i avizai n educaia copiilor;
nformarea prinilor cu privire la strategiile de cunoatere a copilului;
crearea de oportuniti pentru valorificarea experienei.
OBIECTIVELE GENERALE ALE PROGRAMULUI:
Dezvoltarea abilitilor de comunicare, optimizarea comunicrii n triada printe-elev- nvtor;
Conilierea prinilor privnd problematica educrii copiilor;
Familiarizarea prinilor cu strategii specifice procesului de nvmnt;
Formarea prinilor n spiritual ideii de parteneri egali i responsabili neducaiacolarului;
Convingerea prinilor pentru a investi n dezvoltarea personal a copiilor;
nelegerea conceptului de "autoritate parental"(definire, caracteristici, condiii de exercitare)
TIPUL PROIECTULUI: Proiect de parteneriat educaional cu familia
BENEFICIARI DIRECI: prinii elevilor clasei I B de la Liceul de Art Ioan Sima Zalu
BENEFICIARI INDIRECI :
coordonatorii proiectului
specialitii participani la sedinele de lucru
COORDONATORII PROIECTULUI : Prof. CAMELIA MORAR
Prof. MINODORA CONSTANTIN
Conilier colar prof.pedagog ANIELA LUNG

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PARTENERI:
Centrul Judeean de Asisten Psihopedagogic Slaj
DURATA PROIECTULUI: septembrie 2012 - iunie 2013

LOCUL DE DESFURARE : sala de clasa I B de la Liceul de Art Ioan Sima Zalu

ACTIVITI DIN CADRUL PROIECTULUI

Activitatea I. Definirea obiectivelor i prezentarea proiectului
Justificarea necesitii implementrii proiectului
Funciile familiei
Obiectivele educaiei
Prezentarea proiectului prinilor

Activitate II.Regimul zilnic al elevului

Obiective:
s aprecieze timpul petrecut cu copiii pe parcursul unei zile;
s realizeze un program zilnic al colarului mic;
s analizeze activitile desfurate de ctre copil pe parcursul unei zile;
s stbilieasc timpul optim necesar desfurrii anumitor activiti.
Modaliti de realizare:
exerciiu de spargerea gheii menit s faciliteze comunicarea;
activitate pe grupe n vederea stabilirii unui program zilnic al colarului mic;
discuii pentru a stabili timpul optim necesar desfurrii unor activiti pe parcursul unei
zile.
Resurse:
materiale:fise de lucru ,flip-chart, nstrumente de scris.
umane: prinii elevilor clasei I B Liceul de Art Ioan Sima Zalu, moderatorii.

Activitatea III: Stilurile parentale iinfluenele lor n comportamentul copiilor

Obiective:
s aprecieze semnificaia conceptului printe bun;
s identifice stilurile parentale i trasturile specifice fiecrui stilparental;
s exemplifice stilurile parentale cu aspecte dineducaia copiilor;
s identifice consecinele stilurilor parentale n comportamentul copiilor;
s evidenieze modul de stabilire a regulilor neducaia copiilor-exerciiu de spargerea gheii
menit s faciliteze comunicarea.
Modaliti de realizare:
braistorming:Ce nseamn s fii printe bun?
prezentarea stilurilor parentale i a trasturilor specifice fiecarui stil parental i
exemplificarea stilurilor parentale cu aspecte dineducaia copiilor;
organizarea unei dezbateri pornind de la trsturile stilurilor parentale i consecinele
acestora n comportamentul copiilor;
organizarea unei dezbateri privind modul de stabilire a regulilor neducaia copiilor;
extragerea concluziilor i ncheierea activitii.
Resurse:
materiale: fie de lucru, flip-chart, instrumente de scris.
umane: prinii elevilor clasei I B Liceul de Art Ioan Sima Zalu, moderatorii.

Activitatea IV: Influena televizorului ia calculatorului asupra dezvoltrii copiilor

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 Obiective:
s identifice rolul televizorului i calculatorului n viaa copiilor;
s extrag efectele negative ale utilizrii n exces a televizorului i calculatorului pe baza
lecturii / povestirii;
s evidenieze modaliti prin care pot fi reduse efectele negative ale calculatorului i
televizorului asupra dezvoltrii copiilor.

Modaliti de realizare:
exerciiu de spargerea gheii menit s faciliteze comunicarea;
activitate n perechi- identificai rolul televizorului i calculatorului n viaa copiilor
dumneavoastrin viata dumneavoastr;
sintetizarea rspunsurilor primite i notarea lor;
lectura unei povestiri cu mesaj educativ;
discuie pe baza lecturii pentru a extrage efectele negative ale utilizarii n exces a
televizorului i calculatorului;
extragerea unor concluzii privind efectele negative ale calculatorului i televizorului asupra
dezvoltarii copiilor;
activitate n perechi-reasamblarea unor biletele n care se precizeaz cteva ndrumri privind
reducerea efectelor negative ale calculatorului i televizorului asupra dezvoltrii copiilor;
analiza sfaturilor identificate;
extragerea concluziilor activiti.
Resurse:
materiale: fie de lucru, flip-chart, instrumente de scris, bileele cu sfaturi.
umane: prinii elevilor clasei I B Liceul de Art Ioan Sima Zalu, moderatorii.

Activitatea V: Bunele maniere i rolul lor n viaa social a copiilor

nvitat special:Anca erban-coordonator ManierArt
prezentarea Cursului de Bune Maniere prinilor;
prezentarea temelor abordate n cadrul cursului;
discuii privind rolul cursului n viaa social a copiilor.

EVALUAREA PROIECTULUI :
Observarea sistematic a comportamentului n cadrul sedinelor
Feedback-ul obinut din partea beneficiarilor
Fia de evaluare pe parcurs
Rezultatele chestionarului

MODALITI DE DISEMINARE :
Afie
Fluturai
Articole n presa local.

EVALUARE FINAL

CHESTIONAR

1. Ct de valoros considerai c a fost Proiectul coala Prinilor- S cretem frumos! n

ansamblu?
De mic valoare De valoare moderat Util Foarte valoros

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2. Ca rezultat al participrii la acest proiect, a fost atins scopul proiectului? (Cultivarea i
dezvoltarea parteneriatului dintre familie i coal,implicareaprinilorn viaa colii, astfel nct sa
devin parteneri activi i avizai neducaia copiilor;nformarea prinilor cu privire la strategiile de
cunoatere a copilului; crearea de oportuniti pentru valorificarea experientei.)
Deloc Parial n mare parte ntegral

3. Coninutul temelor abordate a fost adecvat ?

Slab Mediu Bogat

4.Numii cel puin 2 subiecte pe care le considerai ca fiind cele mai relevante abordate n cadrul
acestui proiect.
________________________________________________________________________________

5. Sugerai alte subiecte suplimentare pe care ai dori s le regsii pe viitor.

________________________________________________________________________________
________________________________________________________________________________

6. Formatorii i-au pregtit bine sesiunile, iar acestea au fost bine dirijate?

Amator Maestru

Ce sugestii ai putea da formatorilor ?

________________________________________________________________________________
________________________________________________________________________________

7. Ce alte sugestii sau comentarii ai dori s facei ?

________________________________________________________________________________
________________________________________________________________________________
V mulumim!

ABORDRI PEDAGOGICE INOVATOARE N DOMENIUL EVALURII

Prof. limba i literatura romn, Lcrmioara Dumitrache,
coala Gimnazial Elena Vcrescu , sector 1, Bucureti

n vederea asigurrii calitii procesului instructiv educativ i a progresului colar,

evaluarea european i-a schimbat orientarea, bazndu-se nu att pe testarea cunotinelor, ct mai
ales pe dezvoltarea competenelor. Strategiile care vizeaz evaluarea coninuturilor sunt, astfel,
imperios legate de pragmatic, de activiti care valorizeaz cunotinele dobndite.
Un demers evaluativ modern i aici ne referim ndeosebi la didactica oralului pleac de
la experiene de via concrete, pe care le dezbate prin intermediul limbajului, ce mbrac diferite
forme, n funcie de nivelul concret al elevului dintr-un anumit moment.
n privina evalurii produselor scrise, o analiz mai atent a unor modele de teste a
evideniat diferena dintre obiectivul propus i ceea ce a msurat efectiv, fapt ce demonstreaz c
elaborarea acestor instrumente de evaluare nu e deloc facil i presupune oarecare experien n
domeniu.

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 Didactica modern european ncurajeaz evaluarea capacitilor elevilor, a competenelor,
a performanelor i nu testarea coninuturilor nvate mecanic. Important nu devine simpla
achiziie de cunotine, ci, mai ales, aplicarea lor n diverse situaii concrete.
tiina evalurii, cu precdere cea promovat de coala francez, a ilustrat nu doar metode
eficiente de verificare, ci i posibile capcane ale notrii.
A evalua nu se traduce prin a-i face o impresie despre un elev care a rezolvat bine / eronat
un anumit exerciiu. Nu evalum persoane, ci cunotine, competene!
A evalua presupune a face o anumit constatare asupra nivelului de pregtire la care se afl
la un moment dat elevul i, nu n ultimul rnd, a-i transmite acestuia un mesaj de ghidare /
ndrumare n ceea ce privete viitoarele sale achiziii cognitive i deprinderi practice.
Este necesar s contientizm importana actului evalurii, care reprezint un instrument util
elevului, profesorului, dar i instituiei de nvmnt. Nu trebuie s-i conducem pe toi elevii ctre
aceeai not, ci s ne stabilim obiective concrete, care s ne ajute n optimizarea procesului
instructiv educativ i n atingerea progresului colar.
Evaluarea nu este echivalent cu o sancionare, ea viznd, de fapt, ceea ce funcioneaz sau
ceea ce trebuie aprofundat.
n cultura evalurii, s-a trecut de la testarea cunotinelor lingvistice la cea a evalurii
performanei, a competenelor, evaluarea negativ (care surprindea numai punctele slabe, erorile
elevului) fiind nlocuit cu evaluarea pozitiv (care evideniaz i punctele forte ale elevului: nota
este nsoit de un comentariu, o apreciere care relativizeaz parcursul persoanei; elevului i se ofer,
astfel, att elemente de cuantificare a potenialului, ct i a deficienelor).
n momentul stabilirii criteriilor de evaluare, este recomandat s nu pierdem din vedere
nivelul de cunotine din momentul respectiv al subiecilor testai; muli avem tendina de a fi
drastici, de a cere ct mai multe informaii, cunotine, competene. E nevoie, ns, de a lucra
global, de a privi n ansamblu, de a judeca ntreg produsul destinat evalurii, nu a sanciona din
pricina unei erori, pe care o considerm impardonabil tot exerciiul; un bun evaluator ine cont
ntotdeauna i de punctele bune ale lucrrii.
Departamentul pedagogic al Colegiului Internaional Cannes, Frana, a urmrit, de-a lungul
timpului, pericolele generate de not, care amenin uneori evoluia elevului. Astfel, s-a constatat
faptul c o not medie, global, nu confer transparen n ceea ce privete realul nivel al colarului;
ea nu permite stabilirea diferenei ntre noiunile lingvistice achiziionate de elev i ceea ce tie s
fac cu ele (cnd i cum trebuie s le foloseasc), ntre competenele didacticii scrisului i cele ale
oralului.
Nota ar trebui s corespund unei estimri, unei aprecieri referitoare la nivelul la care se afl
un elev la un moment dat, altfel spus, s existe concordan ntre calificativul acordat i nivelul
ateptat.
Nota exprim progresul atins, msura n care au fost ndeplinite obiectivele propuse.
Pentru a fi eficient, o not ar trebui s fie atribuit n funcie de obiectivul evalurii vizat,
s fie nsoit de criteriile potrivit crora a fost stabilit, s fie nsoit de sfaturi pentru remedierea
erorilor i de cteva aprecieri pentru sarcinile ndeplinite corect.
Aadar, proba de evaluare nu va evidenia doar aspectele negative, ci i pe cele pozitive,
pentru ncurajarea elevului.
Notarea nu este, ns, constant ntotdeauna, fiind influenat de numeroi factori, care
intervin pe parcursul demersului evaluativ, printre acetia remarcndu-se efectul oboselii (suntem
mult mai severi la sfritul unui examen dect la debutul acestuia; dimineaa e cel mai bun moment
pentru evaluare; pentru o evaluare optim ar fi recomandat ca dup fiecare 5 candidai / 5 lucrri s
facem pauz 5 minute); efectul contrastului (cnd raportm o lucrare la alta); efectul favoritismului
(i dm o not mai bun cuiva pe care l cunoatem sau pe care l simpatizm ); efectul stereotipiei
(primii 4 candidai, primele 4 lucrri devin ca un punct de referin, lasnd o amprent destul de
accentuat); efectul contaminrii (cnd nota e influenat de un calificativ acordat de un alt
evaluator); evaluarea extern (cnd notm n funcie de reputaia unui profesor sau a unei instuii).
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 n afar de aceti factori perturbatori ai evalurii, trebuie s fim ateni i la remarcile pe care
le facem uneori elevilor atunci cnd le testm cunotinele/competenele: M ntreb cum ai ajuns tu
aici! Nu poi mai mult! Eti o nulitate! Nu tii nimic! Nu, nu, nu!
Astfel de etichetri blocheaz efortul elevilor de a mai progresa, dorina lor de a merge mai
departe, ncrederea n ei nii. Le putem nlocui cu afirmaii de tipul: Cred c te grbeti! Atenie!
Gndete-te! Motiveaz-i rspunsul!
Compartimentul didactic francez a clasificat, de asemenea, procesul evaluativ n funcie de
mai multe criterii, astfel:
Modelul descendent conform cruia evaluatorii penalizeaz toate greelile i
acord o not dramatic; elevii sunt timorai i se blocheaz n momentul n care sunt
testai;
Modelul orizontal potrivit cruia erorile sunt penalizate, iar reuitele se
recompenseaz;
Modelul transversal evaluarea se deruleaz dup criterii pragmatice; se stabilete
un obiectiv, dar se las i o oarecare libertate de notare; se accentueaz aciunea
social;
Evaluarea prognostic, iniial
Evaluarea diagnostic, formativ
Evaluarea sumativ
Actul evaluativ devine valoros doar atunci cnd li se explic elevilor de ce sunt evaluai ntr-
un anumit mod, pentru care motiv li s-a acordat un anumit calificativ i ce au de fcut n viitor
pentru ameliorarea rezultatelor.
Poate mult mai dificil se dovedete verificarea oral a cunotinelor dect cea scris, prima
fiind mult mai expus manifestrii subiective a examinatorului.
Principalele situaii ale evalurii orale pot fi clasificate n funcie de nivelele taxonomice.
Examinatorul nu este un vntor de greeli, ci facilitatorul discursului. El urmrete nu numai
ndeplinirea sarcinilor de lucru, dar i modalitatea de concretizare, de finalizare a acestora, modul
de abordare i tratare a problemei dezbtute, capacitatea efectiv de a comunica i de a aciona, de a
se descurca n timpul dialogului.Evaluarea oral nu va fi, prin urmare, un simplu control al
cunotinelor derulat n afara contextului social,elevul fiind pus n situaii de comunicare diverse,
prin intermediul crora va demonstra c tie cnd i unde s foloseasc cunotinele dobndite, nu
doar s le reproduc mecanic.
n timpul oricrei examinri, trebuie s existe un dialog cu elevul i un monolog al acestuia.
Este esenial s alegem subiecte de conversaie ct mai neutre; altfel, elevii ar putea fi
deosebit de implicai emoional i nu vor mai acorda atenie regulilor gramaticale, fiind interesai
doar de a-i exprima opinia.
Orice examinator trebuie, ns, s urmreasc o gril de evaluare, menit a-i facilita
demersul respectiv.Pentru o testare eficient a nivelului elevului, exerciiile de receptare a mesajului
oral vor fi intercalate celor de producere de mesaje orale.
Elaborarea unei grile de evaluare se face n trei etape:
Stabilirea unor descriptori ai unui nivel int;
Definirea criteriilor de evaluare, plecnd de la descriptorii de performan;
Definirea indicatorilor de performan, n funcie de nivelul int, legat de
coninuturile lingvistice, pragmatice i sociolingvistice.
Toate aceste recomandri pot eficientiza demersul didactic de evaluare, astfel nct, acesta
s capete valene europene.
Adoptarea unor strategii europene de msurare a cunotinelor / a competenelor conduce, n
mod cert, ctre un proces evaluativ calitativ.

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BIBLIOGRAFIE:

1. Meyer, G. De ce i cum evalum, Ed. Polirom, Iai, 2000

2. Pratiques de l valuation, curs de formare continu, College International Cannes, Frana,
3 9 august 2008
3. Stoica, A. (coord.) Un sistem de criterii pentru acordarea notelor n nvmntul
gimnazial i liceal, Serviciul Naional de Evaluare i Examinare, 1999

SPECIFICUL FOLOSIRII METODELOR ACTIV-PARTICIPATIVE LA

NVMNTUL PRIMAR

Prof. nv. primar Lungu Ana-Maria

c. Gimn. Nr. 1 Rovinari, Judeul Gorj

Privind modernizarea din punctul de vedere al procesului de nvmnt, se disting dou

tendine convergente: apropierea cunoaterii didactice de cunoaterea tiinific i transformarea
elevului n subiect activ al propriei deveniri.
ntregul proces de nvmnt reprezint o vast aciune de modelare a personalitii copilului,
ce are loc ntr-o ambian specific, colar, n care opereaz cu maximum de intensitate, coninuturi
tiinifice, literar-artistice, tehnice, practice i etice etc., selecionate i structurate n acest scop, pn
ce acestea din urm se personalizeaz, devenind un bun personal al elevului. Ansamblul metodelor de
predare i nvare utilizate constituie ceea ce se numete metodologia procesului de nvmnt.
Aceasta are un caracter dinamic, se distinge prin flexibilitate, suplee, permanent deschidere la
nnoire, preocupare de racordare la cerinele actuale ale nvmntului.
n ultimele decenii a crescut interesul pentru aa-numitele metode activ-participative. Sunt
considerate activ-participative toate acele metode care sunt capabile s mobilizeze energiile elevului,
s-i concentreze atenia, s-l fac s urmreasc cu interes i curiozitate lecia, s-i ctige adeziunea
logic i afeciunea fa de cele nou nvate, care-l ndeamn s-i pun n joc imaginaia,
nelegerea, puterea de anticipare, memoria etc. Aceste metode pun mai mult accentul pe cunoaterea
operaional, pe nvarea prin aciune, prin manipulare n plan manual i mintal a obiectelor,
aciunilor etc.
Cercetarea de fa a avut drept scop demonstrarea rolului important al metodelor activ-
participative n dezvoltarea personalitii elevului i n pregtirea pentru integrarea n viaa
social.

Ipoteza general:
Dac voi introduce n activitatea instructiv educativ la clas metode activ-participative,
atunci voi realiza un act educativ de calitate, care ar crete n mod considerabil performanele
elevilor i ar conduce la dezvoltarea integral i creativ a personalitii lor.
Tipul cercetrii:
-ameliorativ, de perfecionare, optimizare a unor aspecte ale procesului de nvmnt, cu caracter
experimental. Dup modul organizatoric este sitematic cu planificare a etapelor, n contextul real
al claselor simultane, urmrit n timp stabil.
Obiectivele cercetrii :
mbuntirea calitii actului instructiv-educativ prin utilizarea metodelor activ-
participative;
Implicarea activ i contient a elevilor n procesul formrii de noi competene;
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 Obinerea unor performane superioare prin utilizarea metodelor activ-participative n
timpul leciilor de limba i literatura romn, matematic, cunoaterea mediului;
Dezvoltarea potenialului creativ al elevilor;
nregistrarea, monitorizarea i compararea rezultatelor obinute de elevi la testarea iniial i
testarea final;
ncurajarea autonomiei elevului i promovarea nvmntului prin cooperare;
Analiza raportului dintre rezultate i nvarea centrat pe elev, respectiv nvarea bazat pe
metode moderne;
Etapele cercetrii
Etapa constatativ
S-a desfurat n perioada octombrie-noiembrie 2014 i a constat ntr-o serie de aciuni
desfurate n vederea obinerii unor date despre nivelul de cunotinte al elevilor, precum i despre
modul de implicare a acestora n desfurarea actului instructiv-educativ.
Etapa experimental
S-a desfurat n perioada decembrie 2013-aprilie 2014. n aceast etap s-au elaborat strategii
de ameliorare i dezvoltare, respectiv strategii activ-participative prin introducerea n cadrul
activitilor instructiv-educative, a numeroase metode moderne care s duc la creterea calitii n
nvmnt i a randamentului colar.
Etapa post-test
S-a desfurat n luna mai a anului 2014. n aceast etap am aplicat aceleai instrumente ca n
etapa constatativ, pentru a semnala progresul nregistrat de elevii claselor experimentale
Eantionul de subieci
n anul colar 2013-2014 mi-am proiectat ntreaga activitate pentru a veni n sprijinul
elevilor din clasele I i a II-a, folosind metode activ-participative.
Aadar, n cadrul eantionului de elevi au fost inclui 7 elevi de clasa I i 9 elevi din clasa a
II-a, din nvmntul rural
Metodologia etapei experimentale
Variabila independent manipulat , provocat, respectiv variabila stimul a constat n
metodele activ-participative ce au fost utilizate la clas n etapa experimental.
Variabila dependent, respectiv variabila rspuns a constat n performana colar a
elevilor n urma aplicrii experimentului.
n cadrul acestei cercetri s-a folosit un singur grup de subieci, realizndu-se de dou ori
msurtori asupra variabilei dependente ( performana colar) dup dou manipulri ale
variabilei independente (metodele activ-participative).
Rezultatele din etapa constatativ
n aceast etap, am sesizat c elevii clasei I ntmpin dificulti la reprezentarea
propoziiilor , la desprirea cuvintelor n silabe, la poziionarea sunetelor n cuvnt, la
reprezentarea numeric a cifrelor. Elevii clasei a II-a ntmpin dificulti la formularea de
propoziii dup anumite cerine , la scrierea semnelor de punctuaie, la exprimarea liber, la
soluionarea problemelor ce necesit dou sau mai multe operaii.
Rezultatele din etapa experimental
Rezultatele obinute la cele dou texte din aceast etap ilustreaz faptul c strategiile i
metodele activ-participative utilizate la clas au nceput s aib efecte benefice asupra dezvoltrii
nivelului de gndire al elevilor, acetia realiznd progrese vizibile la nivelul comunicrii,
limbajului, imaginaiei, nvrii cooperante.
Se observ o mbuntire considerabil a capacitii elevilor clasei a II-a de a forma cuvinte
noi de la un cuvnt de baz, dat i de a integra apoi n contexte unele dintre cuvinte nou
formate,,utilizarea adecvat a normelor de punctuaie i ortografie, precum i formularea corect a
unor enunuri viznd redactarea unui text, respectndu-se anumite cerine date. Totodat elevii
ambelor clase se descurc la caracterizarea unor personaje literare construind cu plcere cvintete,
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ciorchine, pe anumite teme, colaboreaz n mod eficient la compararea unor animale, anotimpuri,
plante etc., rezolv probleme cu dou sau mai multe operaii.
Rezultatele post-testului
La ultimul test aplicat elevilor, s-au obinut cele mai bune rezultate, acest lucru confirmnd
ipoteza cercetrii. Compararea acestora cu cele obinute n urma aplicrii testului din etapa
constatativ va releva progresul nregistrat la nvtur, pe msura parcurgerii programei i a
creterii complexitii materiei.
Se observ deci, la clasele experimentale faptul c foarte muli elevi au reuit s se situeze n
cea mai mare parte n zona superioar a intervalului de notare.
Elevii clasei a II-a i-au mbuntit considerabil capacitatea de a concepe i redacta un text
de mic ntindere corect din punct de vedere logic i gramatical, de a rezolva exerciii cu termen
necunoscut, precum i probleme cu dou sau mai multe operaii. Elevii clasei I i-au format
capacitatea de a se exprima logic n propoziii, de a folosi corect semnele de punctuaie, de a
rezolva exerciii i probleme cu grad mediu i ridicat de dificultate n concentrul 0-100.
Concluzii
Metodele activ-participative folosite n cadrul demersului pedagogic au o eficien sporit prin
faptul c antreneaz elevul n procesul de predare-nvare, transformndu-l n participant activ al
propriei sale formri, nvtorului revenindu-i sarcina de coordonator, ndrumtor al activitii.
Consider c ar fi necesar implicarea cadrelor didactice din ciclul primar n campanii de
convingere a opiniei publice asupra promovrii metodelor i tehnicilor activ-participative, pentru a
se atinge n cadrul educaiei formale, nonformale sau informale, cei patru mari piloni ai nvrii: a
nva s nvei, a nva s faci, a nva sa convieuieti mpreun cu alii, a nva s exiti.

BIBLIOGRAFIE:
Cerghit, I. (2006)- Metode de nvmnt, Editura Polirom , Iai
Cuco, C. (2008)-Psihopedagogie pentru examenele de definitivare i grade didactice, Editura
Polirom, Iai
.Potolea, D., Manolescu, M. (2006)- Teoria i metodologia curriculumului, M.E.C., P.I.R.,
Bucureti;

STRATEGII DE OPTIMIZARE A NVRII

UTILIZATE N CADRUL ORELOR DE MATEMATIC

Prof. Prunescu Romeo

c. Gimn. Nr. 1 Rovinari

Orice profesor de matematic i dorete ca activitatea didactic pe care o desfoar s fie

una eficient, menit s formeze la elevi acele ansambluri structurate de cunotine i deprinderi
dobndite prin nvare , care permit identificarea i rezolvarea n contexte variate a unor probleme
caracteristice matematicii. Profesorul ar trebui s conduc realizarea nvrii prin cooperare, s
devin partener n educaie cu elevul, s-l motiveze pe acesta din urm s rezolve sarcini de lucru
diverse care s-l ajute la propria formare, s evalueze viznd progresul n nvare, punnd accentul
pe elemente de ordin calitativ.
nvarea centrat pe elev reprezint o abordare care presupune un stil de nvare activ i
integrarea programelor de nvare n funcie de ritmul propriu de nvare al elevului. Elevul
trebuie s fie implicat i responsabil pentru progresele pe care le face n ceea ce privete propria lui
educaie.

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 Pentru a avea cu adevrat elevul n centrul activitii instructiv-educative, profesorul
ndeplinete roluri cu mult mai nuanate dect n coala tradiional. n abordarea centrat pe elev,
succesul la clas depinde de competenele cadrului didactic de a crea oportunitile optime de
nvare pentru fiecare elev. Astfel, n funcie de context, profesorul acioneaz mereu, dar adecvat
i adaptat nevoilor grupului.
Metodele de nvare centrat pe elev fac leciile interesante, sprijin elevii n nelegerea
coninuturilor pe care s fie capabili s le aplice n viaa real.
Printre strategiile care activeaz predarea-nvarea sunt i cele prin care elevii lucreaz
productiv unii cu alii, i dezvolt abiliti de colaborare i ajutor reciproc. Metodele de nvare
activ pot avea un impact extraordinar asupra elevilor datorit denumirilor, caracterului ludic i
ofer alternative de nvare eficiente.
n vederea dezvoltrii gndirii critice la elevi, trebuie s utilizm, cu precdere unele
strategii activ-participative, creative. Acestea nu trebuie rupte de cele tradiionale, ele marcnd un
nivel superior n spirala modernizrii strategiilor didactice.
Dintre metodele moderne specifice nvrii active care pot fi aplicate cu succes i la orele
de matematic fac parte: brainstormingul, metoda mozaicului, metoda cubului, turul galeriei,
ciorchinele, metoda R.A.I.

1. Mozaicul
Mozaicul sau metoda grupurilor interdependente este o strategie bazat pe nvarea n
echip. Fiecare elev are o sarcin de studiu n care trebuie s devin expert. El are n acelai timp i
responsabilitatea transmiterii informaiilor asimilate, celorlali colegi.
n cadrul acestei metode rolul profesorului este mult diminuat, el intervine semnificativ la
nceputul leciei cnd mparte elevii n grupurile de lucru i traseaz sarcinile i la sfritul
activitii cnd va prezenta concluziile activitii.
Exist mai multe variante ale metodei mozaic , aici fiind prezentat varianta standard a
acestei metode care se realizeaz n cinci etape.
1. Pregtirea materialului de studiu
Profesorul stabilete tema de studiu i o mparte n 4 sau 5 sub-teme. Opional, poate stabili
pentru fiecare sub-tem, elementele principale pe care trebuie s pun accentul elevul, atunci cnd
studiaz materialul n mod independent. Acestea pot fi formulate fie sub form de ntrebri, fie
afirmativ, fie un text eliptic care va putea fi completat numai atunci cnd elevul studiaz materialul.
Realizeaz o fi-expert n care trece cele 4 sau 5 sub-teme propuse i care va fi oferit
fiecrui grup.
2. Organizarea colectivului n echipe de nvare de cte 4-5 elevi (n funcie de numrul lor
n clas)
Fiecare elev din echip, primete o liter (A, B, C, D) i are ca sarcin s studieze n mod
independent, sub-tema corespunztoare literei sale.
El trebuie s devin expert n problema dat. De exemplu, elevii cu litera A vor aprofunda
sub-
tema din Fia A. Cei cu litera B vor studia sub-tema din Fia B, etc.
Faza independent: fiecare elev studiaz sub-tema lui, citete textul corespunztor. Acest
studiu
independent poate fi fcut n clas sau poate constitui o tem de cas, realizat naintea organizrii
mozaicului.
3. Constituirea grupului de experi
Dup ce au parcurs faza de lucru independent, experii cu aceai liter se reunesc,
constituind
grupe de experi pentru a dezbate problema mpreun. Astfel, elevii cu litera A, prsesc echipele
de nvare iniiale i se adun la o mas pentru a aprofunda sub-tema din Fia A. La fel

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procedeaz i ceilali elevi cu literele B, C, i D. Dac grupul de experi are mai mult de 6 membri,
acesta se divizeaz n dou grupe mai mici.
Faza discuiilor n grupul de experi: elevii prezint un raport individual asupra a ceea ce au
studiat independent. Au loc discuii pe baza datelor i a materialelor avute la dispoziie, se adaug
elemente noi i se stabilete modalitatea n care noile cunotine vor fi transmise i celorlai
membrii din echipa iniial.
Fiecare elev este membru ntr-un grup de experi i face parte dintr-o echip de nvare. Din
punct de vedere al aranjamentului fizic, mesele de lucru ale grupurilor de experi trebuie plasate n
diferite locuri ale slii de clas, pentru a nu se deranja reciproc.
Scopul comun al fiecrui grup de experi este s se instruiasc ct mai bine, avnd
responsabilitatea propriei nvri i a predrii i nvrii colegilor din echipa iniial.
4. Rentoarcerea n echipa iniial de nvare
Faza raportului de echip: experii transmit cunotinele asimilate, reinnd la rndul lor
cunotinele pe care le transmit colegii lor, experi n alte sub-teme. Modalitatea de transmitere
trebuie s fie scurt, concis, atractiv, putnd fi nsoit de suporturi audio-vizuale, diverse
materiale.
Specialitii ntr-o sub-tem pot demonstra o idee, citi un raport, folosi computerul, pot
ilustra
ideile cu ajutorul diagramelor, desenelor, fotografiilor. Membrii sunt stimulai s discute, s pun
ntrebri i s-i noteze, fiecare realizndu-i propriul plan de idei.
5. Evaluarea
Faza demonstraiei: grupele prezint rezultatele ntregii clase. n acest moment elevii sunt
gata
s demonstreze ce au nvat. Profesorul poate pune ntrebri, poate cere un raport sau un eseu ori
poate da spre rezolvare fiecrui elev o fi de evaluare. Dac se recurge la evaluarea oral, atunci
fiecrui elev i se va adresa o ntrebare la care trebuie s rspund fr ajutorul echipei.
Exemplul 2. Aplicarea metodei mozaicului la predarea criteriilor de divizibilitate cu 2, 5,
10 i
3 la clasa a VI-a.
1. mprirea clasei a VI-a n 5 grupuri eterogene de 4 elevi, fiecare dintre acetia primind
cte o fi de nvare notat cu cte o liter (A, B, C, D). Fiele cuprind pri ale unui
material, ce urmeaz a fi neles i discutat de ctre elevi.
Propunei lecia Criterii de divizibilitate cu 2, 5, 10 i 3 clasa a VI-a
2. Prezentarea succint a subiectului tratat. Explicarea sarcinii de lucru i a modului n care
se va desfura activitatea.
n cazul precizat, subiectul analizat este Criteriile de divizibilitate cu 2, 5, 10 i 3.
3. Regruparea elevilor, n funcie de litera fiei primite, n grupuri de experi: toi elevii care
au litera A vor forma un grup, cei cu litera B vor forma alt grup .a.m.d.
Aadar, unul dintre grupurile de experi va fi format din toi elevii care au primit, n cadrul
grupului iniial de 4, Criteriul de divizibilitate cu 3.
4. nvarea prin cooperare a seciunii care a revenit fiecrui grup de experi. Elevii citesc,
discut, ncearc s neleag ct mai bine, hotrsc modul n care pot preda ceea ce au
neles colegilor din grupul lor originar.
Elevii din fiecare grup decid cum vor preda. Ei pot folosi exemple numerice, texte n vorbirea
curent, simboluri matematice.
5. Revenirea n grupul iniial i predarea seciunii pregtite celorlali membri. Dac sunt
neclariti, se adreseaz ntrebri expertului. Dac neclaritile persist se pot adresa
ntrebri i celorlali membrii din grupul expert pentru seciunea respectiv.
n fiecare grup, sunt astfel predate cele patru criterii de divizibilitate, cu exemple. n acest
fel,

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fiecare elev devine responsabil att pentru propria nvare, ct i pentru transmiterea corect i
complet a informaiilor. Este important s fie monitorizat aceast activitate, pentru ca achiziiile
s fie corect transmise.
6. Trecerea n revist a materialului dat prin prezentare oral cu toat clasa , respectiv cu toi
participanii.
Cteva exerciii bine alese de profesor vor evidenia nivelul de nelegere a temei.
Metoda Mozaicului are avantajul c implic toi elevii n activitate i c fiecare dintre ei
devine responsabil, att pentru propria nvare, ct i pentru nvarea celorlali. De aceea, metoda
este foarte util n motivarea elevilor: faptul c se transform, pentru scurt timp, n profesori le
confer un ascendent moral asupra colegilor.
2. Metoda cubului
Metoda cubului presupune explorarea unui subiect, a unei situaii din mai multe
perspective, permind abordarea complex i integratoare a unei teme.
Sunt recomandate urmtoarele etape:
Realizarea unui cub pe ale crui fee sunt scrise cuvintele: descrie, compar, analizeaz,
asociaz, aplic, argumenteaz.
Exemplul 3. Aplicarea la lecia de recapitulare i sistematizare a cunotinelor Poliedre clasa
a VIII-a
n desfurarea activitii, am avut grij s dau indicaii unde a fost necesar, s soluionez
situaiile n care nu toi elevii s-au implicat n cadrul activitii n grup sau atunci cnd un elev a
monopolizat toate activitile.
Elevii care au primit fia de lucru cu verbul DESCRIE au avut urmtoarele sarcini:
- de enumerat poliedrele studiate;
- de desenat corpurile i desfurrile lor plane;
- de identificat elementele acestora i de descris forma feelor i a bazei.
Elevii care au primit fia de lucru cu verbul COMPAR au de stabilit asemnri i deosebiri
ntre corpurile studiate i o comparaie ntre poliedrele oarecare i cele regulate.
Elevii care au primit fia de lucru cu verbul ASOCIAZ vor asocia fiecrui poliedru
formulele de calcul pentru volum i arie (lateral, total), apoi vor identifica obiecte cunoscute care
au forma obiectului respectiv.
Pentru grupa care a avut verbul ANALIZEAZ, sarcina de lucru a cerut ca elevii s
analizeze diferite seciuni n corpurile studiate (seciuni diagonale, seciuni cu un plan paralel cu
baza). Se vor realiza desene corespunztoare n care se vor pune n eviden toate planurile de
seciune i forma seciunii rezultate, prin markere.
Elevii care au primit o fi de lucru cu verbul ARGUMENTEAZ au avut de analizat i
justificat n scris valoarea de adevr a unor propoziii, ce au coninut i chestiuni capcane. Le-am
cerut s realizeze i scurte demonstraii sau s descopere greeala dintr-o redactare a unei rezolvri.
Elevii din grupa verbului APLIC au avut un set de ntrebri gril n care au aplicat
formulele de calcul a ariei i volumului unor poliedre n contexte variat.

BIBLIOGRAFIE
Ardelean Liviu, Secelean Nicolae Didactica matematicii noiuni generale, comunicare
didactic specific matematicii, Ed. Universitii Lucian Blaga, Sibiu, 2007
Ardelean Liviu, Secelean Nicolae Didactica matematicii managementul, proiectarea i
evaluarea activitilor didactice, Ed. Universitii Lucian Blaga, Sibiu, 2007
Dumitru Ion Alexandru Dezvoltarea gndirii critice i nvarea eficient, Ed. de Vest,
Timioara, 2000
Sarivan Ligia, coord. Predarea interactiv centrat pe elev, Educaia 2000+, Bucureti,
2005
Singer Mihaela, Voica Cristian Recuperarea rmnerii n urm la matematic, Educaia
2000+, Bucureti, 2005
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 EXERCIII MUZICALE I JOCURI FOLOSITE N DOBNDIREA DEPRINDERILOR
MELODICE LA PRECOLARI I COLARII MICI

Prof. nv. primar Toropu Claudia

c. Gimn. Nr. 1 Rovinari, Judeul Gorj

Muzica este un factor educativ, cu o influen puternic in conturarea i formarea

personalitii umane. Muzica cu profunzimea axiomatic a inspiraiei transfigureaz fluiditatea artei
muzicale ntr-un edificiu arhitectonic aa cum spunea GEORGE ENESCU: capodopera naturii.
De asemenea, educaia muzical ocup un loc important n grdinia de copii. Muzica i
impresioneaz de timpuriu, pe copii. Ea le trezete n suflet stri emoionale plcute i puternice, le
dezvolt treptat necesitatea i receptivitatea artistic, contribuie la crearea premiselor necesare
dezvoltrii reprezentrilor muzicale i sentimentelor estetice. n grdinie, n ambiana noastr a
educatoarelor, prin intermediul educaiei muzicale, trebuie s privim aspectul formativ, urmrind
dezvoltarea i coordonarea analizatorilor audio-vizuali, formarea i consolidarea deprinderilor
muzicale, asigurnd prin aceasta, ntregirea procesului de cunoatere prin imagini sonore la nivelul
vrstei respective. Imaginea sonor conectat la idee, contribuie la dezvoltarea gustului de
cunoatere, gustul pentru frumos, la nelegerea i aprecierea frumosului din muzic. Crearea
imagini sonore printr-o interpretare emoional convingtoare, asigurnd mobilizarea activitilor
copiilor, este o condiie de baz n influenarea pozitiv a trsturilor de caracter i voin.
Atracia copiilor pentru muzic este un lucru evident, nc din primii ani ai copilriei,
muzica fcnd parte integrant din viaa i preocuprile lor. Predarea educaiei muzicale n grdini
mbin indisolubil cu rezolvarea sarcinilor educaiei generale, de formare a personalitii copiilor, a
aptitudinilor muzicale. Prin exerciii, cntece, jocuri i audiii muzicale folosite att n activitile
obligatorii, ct i n afara lor, se pot forma i dezvolta aptitudini ritmico-melodice, nc de la vrsta
noastr. Prin utilizarea cntecelor, jocurilor i audiiilor muzicale, copilul poate fi mai uor modelat
i sensibilizat, fcndu-l mai bun i mai apropiat de semeni.
Printre elementele limbajului muzical, melodia rmne cel mai important mijloc de expresie
al creaiei muzicale. Ea se compune din succesiuni de sunete de diferite nlimi, care redau un
sistem propriu. Acest mijloc primordial de exprimare muzical, i anume intonare melodic, este
definitorie pentru capacitatea fiziologic a omului de a percepe i reda raporturile de nlime dintre
sunete.
Educaia muzical a precolarului i a colarului mic se desfoar ca i n cazul ritmului, pe
ci i mijloace specifice diferitelor etape pe care le parcurge. La baza educrii auzului melodic i
formrii deprinderilor necesare redrii i receptrii elementelor melodice stau perceperea raporturilor
de nlime dintre sunete.
Cel mai important mijloc de formare a deprinderilor melodice rmne deci intonarea de
cntece, dar alturi de capacitatea de a intona trebuie s se formeze la copii i pe cea de a asculta
atent i contient derularea fluxului melodic, de a percepe i reda contient raporturile de nlime
dintre sunete. Mijloacele folosite trebuie s fie alturi de cntece, jocurile didactice muzicale
Exerciiile muzicale sunt cele mai importante i practice mijloace muzicale prin care se
urmrete formarea deprinderii de a intui, executa sau recunoate un anumit element muzical i de a-l
valorifica, n mod creativ, asigurnd realizarea tuturor obiectivelor educaiei muzicale. Exerciiile
muzicale au grade de dificultate i dimensiuni diferite, unele avnd funcia de familiarizare cu
aciunile i operaiile nou nsuite, altele asigur repetiia acestora pn se constituie automatismele
dorite. Prin intermediul exerciiilor muzicale se consolideaz i deprinderile formate.
Exerciiile muzicale urmresc formarea unor capaciti, abiliti de execuie, de codificri i
interpretare a unor elemente de limbaj, de recunoatere a unor elemente specifice legate de subiectul
abordat n audiii, n dezvoltarea unor aptitudini muzicale sau consolidarea unor capaciti. Aceasta
solicit participarea afectiv i volitiv a copiilor.
Exerciile muzicale se pot clasifica astfel:
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 - exerciii de recunoatere a timbrurilor vocale i instrumentale;
- exerciii melodice, de citire melodic, de interpretare de recunoatere a unor fragmente
i tronsoane melodice;
- exerciiile ritmice ce se refer la cunoaterea i aplicarea practic a unor elemente
ritmice, specifice la citirea ritmic, recunoaterea unor valori de note i formule ritmice, la tactare i
dirijare: ,,tic-tic;
- exerciii pentru cultivarea vocii i dezvoltarea auzului muzical, ce constau n mici
vocalize practicate de copii n momentul de cultur vocal, avnd ca scop formarea deprinderilor de
respiraie i emisie corecte, de suplee, de omogenizare, de dezvoltare a memoriei.
Exemplu:
nlocuim textul cntecului cu silabele: ,,la , la , la , la , la i astfel realizm un exerciiu
melodic.
Exerciiile melodice de interpretare urmresc dezvoltarea vocii i auzul. Ele se folosesc
ndeseobi n formarea deprinderilor de intonaie a unor elemente dificiile.
Exerciiile ritmice se fac pe structuri ritmice extrase din cntece cunoscute, n care silaba
corespunde sunetului.
Cultivarea vocii cntate ncepe cu adevrat n anii de adolescen, cnd aportul formator este
suficient dezvoltat. La perioada la care ne referim, se cultiv exerciii simple care urmresc emisia
fireasc a sunetelor, inuta, respiraia, dicia etc...
inuta corpului:
- eznd (spatele drept, tlpile pe podea, palmele pe coapse sau pe banc, cu degetul mare
sub tblia mesei, capul drept);
- n picioare (corpul drept, picioarele apropiate, vrfurile uor deprtate, braele pe lng
corp, capul drept ntr-o poziie avntat, fr alungirea gtului, privirea nainte spre educatoare
(dirijor), cu o mimic degajat).
Exerciiile muzicale se mbin n activitatea practic la muzic cu jocul muzical, rmnnd
cea mai important pentru palierul interpretativ, de receptare, de decodificare a elementelor de
limbaj;
Exerciiul muzical presupune reluarea contient a unor activiti. Folosind diverse tipuri de
exerciii muzicale, se zestreaz copilul cu elemente necesare viitorului vieii.
Aceste deprinderi se exerseaz continuu prin cntece i exerciii de cultur vocal. Respiraia
casto-diafragmal, pe care copiii trebuie s o execute n mod reflex, se urmrete n exerciii speciale
sau combinate cu emisia sunetelor.
Exemplu: stnd n picioare cu braele pe lng corp, inspir doi timpi pe nas ridicnd braele
n lateral i respirnd 4-6 timpi, lsnd braele n jos i rostind sunetul S.
Dicia corect este urmarit n exerciii prin care se acord atenie deschiderii corecte a gurii,
cu lsarea maxilarului n jos, rotunjirea braelor, precum i rostirii corecte a vocalelor i consoanelor.
Pentru aceast vocal se asociaz cu diferite consoane (f, d, m, s, r, l) n intonarea sunetelor.
Aceste consoane se asociaz apoi cu toate vocalele, acordnd atenie deschis calitii lor (s
nu aib sonoritate prea nchis sau prea deschis).
Jocul muzical nu are o form proprie fix, ci se organizeaz cu o activitate vie, avnd ca
obiectiv o anumit sarcin didactic i apelnd la un material muzical divers.
Jocul axat pe cntec presupune dinamizarea activitii de cntec, prin mbogirea ei cu
diverse micri i procedee de interpretare.
Jocul axat pe exerciii asigur un cadru atractiv activitii de formare a deprinderilor
muzicale, att prin cerinele i regulile stabilite, ct i prin formarea titlului. Acesta poate constitui un
prim punct de atracie pentru copii i poate fi imaginat astfel nct s le sugereze sarcinile ce trebuie
ndeplinite.
Exemplu: Bate ca mine, Cnt ce auzi, pentru reproducerea unor formule ritmice sau
fragmente melodice.

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 Jocul pe audiie faciliteaz recunoaterea auditiv a unor probleme muzicale de timbru,
nuan, tempo etc. i de aceea, se desfoar mai frecvent sub forma ,, Cine a cntat ?
Jocul melodic contribuie la formarea deprinderilor de a executa, a recunoate i de a
valorifica, n creaii, elemente melodice de limbaj.
Jocul ritmic contribuie la dezvoltarea capacitii de a percepe i executa diferenele de
durat, de a marca i recunoate structuri ritmice din cntec etc.
n perioada prenotaiei, jocurile ritmice se aeaz n mare parte, pe scanarea versurilor.
Folclorul copiilor (prin numrtori i versuri cu destinaie anume) ofer un material bogat i divers,
care acoper toate problemele ritmice ale educaiei muzicale la vrste mici.
Bibliografie:
Metodica pentru clasa a XI-a, coli normale, redactor profesor Valeria Luctian,
tehnoredactor, Magdalena Coscu
Victor Gileanu, Teoria muzicii, Editura fundaiei Romnia de Mine Bucuresti, 1998

POVARA IDENTITII- STUDIU DESPRE O COMUNITATE RROM DIN MURGENI,

JUDEUL VASLUI

Prof. Alexa Carmen Ctlina

Liceul Teoretic Mihail Koglniceanu Vaslui

Am ales s tratm un astfel de subiect din mai multe motive. n judeul nostru cele mai
frecvente rbufniri de intoleran sunt generate de contactul de multe ori conflictual al cetenilor
notri cu reprezentanii etniei rrome. Cutnd un subiect compatibil cu tematica propus de
dumneavoastr ne-am dat seama c nici noi nu suntem complet strini de o astfel de atitudine dac
nu ostil, cel puin rezervat fa de rromi. Cercetarea pe care am fcut-o a fost , aadar , o
modalitate de a ne nfrunta propriile prejudeci. Nu n ultimul rnd , am vrut s cunoatem prin
efort propriu modul de via i pe ct posibil , felul n care gndesc cei care formeaz astzi o
minoritate semnificativ numeric n Romnia .
n general , percepia asupra etniei rrome oscileaz ntre doi poli extremi.O viziune ar fi cea
romantic prelucrat media, furnizat de telenovele sau n cel mai fericit caz de produciile
instituiilor culturale de profil ( de ex. teatrul ignesc ). Aceast perspectiv i nfieaz pe rromi
ca pe nite fiine adjudecate de sentimente i de reacii radicale , ca pe nite mptimii ai libertii,
ndrgostii de via, dragoste, muzic. Ei par a alctui prin excelen etnia de sub cerul liber .
Cealalt perspectiv, dimpotriv, pare a se bloca ntr-o succesiune de imagini care nu fac
cinste nimnui : patriarhat inflexibil , reguli maritale arhaice i nendurtoare , condiii de via
execrabile , rat nalt a infracionalitii pe o gam larg, de la furtul de gini pn la crim ,
refuzul instruciei, al muncii etc.
Cele dou viziuni sunt greu de conciliat. Iar dac e s o mai adugm i pe a treia , lucrurile
risc s devin i mai complicate. A treia fa a identitii rrome se reflect n acei exponeni ai ei
care i-au depit condiia , s-au integrat n societate i , cel mai adesea , fcnd asta i-au
abandonat identitatea. Sunt extrem de rare cazurile n care un rrom care ntrunete toate rigorile
ascensiunii sociale i stpnete la perfecie codul de expresie ( verbal sau de atitudine ) cerut de
societatea modern, se mai legitimeaz cu valorile propriei origini. Cel mult continu s o fac ntr-
un domeniu care i-a adus consacrarea ( cel mai adesea muzic ), n rest devenind un cetean al
lumii.Pentru c, n fond , condiia lor nomad de-a lungul secolelor i-a fcut maetri n arta
camuflajului i a mimetismului. Se tie c mai ales n Evul Mediu se pliau perfect pe modelele
axiologice care funcionau n diverse arii geo-politice , fr ca asta s-i mpiedice n a-i pstra
stilul de via.
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 Avem, deci, trei ipostaze ale unei identiti controversate , crora le corespund imagini
consacrate. :
-iganul frumos cau un semizeu ( obligatoriu dublat de o pereche feminin pe msur ) care iubete ,
fur cai , doarme sub cerul nstelat , danseaz n jurul focului i nu ezit , n cazuri extreme , s-i
foloseasc cuitul. Este o imagine spectaculoas , adesea creat artificial, dar care a ntrit n
mentalul colectiv convingerea c prin venele iganilor curge , mpletit cu sngele , libertatea n
stare pur .
-iganul- paria , infractorul , analfabetul , individul care pute , are nclari dac nu gurite cel puin
murdare , houl, escrocul ( sau ghicitoarea ) , dup 1989 eful de clan interlop, proxenetul, parivul,
pucriaul, recidivistul, pduchiosul, ordinarul , iganul mpuit. Aceast imagine, provenind, din
pcate, mult mai puin de la televizor i mult mai ales din realitatea social, are, credem, impactul
cel mai mare asupra celorlali . i e suficient ca un act antisocial s fie fcut de un singur rrom
dintr-o comunitate , c impresia negativ , respectiv ostilitatea vor fi generalizate fr ezitare. Este
un mecanism exersat ntr-un timp ndelungat i greu de demontat n civa ani , mai ales c
nclcrile penale pr a fi n continuare caracteristice rromilor.
-iganul civilizat. De fapt aceast a treia ipostaz e din ce n ce mai greu de pus n relaie cu
exponenii etniei rrome. Dac i privim pe Mdlin Voicu sau pe Damian, tim c sunt igani pentru
c ei nu fac nici un secret din asta i au ajuns att de sus nct aceast origine i face mai pitoreti.
n cazul lor distincia e tot mai greu de fcut. S-ar zice c doar ei insist i pe aceast nuan a
identitii lor , altcumva, noi ceilali, i-am percepe firesc i calm c pe nite modele ale lumii
moderne. Pentru cei c ei culoarea pielii eti practic insesizabil.
Asta ne face s credem c de fapt percepia negativ asupra rromilor nu are att un substrat
rasial ct un strat comportamental . Cei care i detest pe rromi nu au aceast atitudine pentru c
acetia sunt mai nchii la culoare ( muli dintre ei nici nu sunt ), ci pentru c fac lucruri care
inflameaz opinia public. : fur, violeaz, ucid, mnnc lebede la Viena , fac trafic de carne vie,
i construiesc orae de carton la periferiile metropolelor europene, nu se spal, ceresc cu
neruinare, mint de nghea apele, refuz regulile lumii civizate i duc un tri parazitar i
revolttor.
Cu o astfel de imagine de ansamblu am pornit cercetarea noastr. E adevrat c plecnd spre
Murgeni eram contieni c nu prea avem anse s gsim exponeni ai primei, respectiv ultimei
ipostaze. i, n mare parte , am avut dreptate. Doar c ateptndu-ne s vedem ce e mai ru, am avut
surpriza s constatm c lucrurile nu stau chiar ca n clieele de mentalitate. Dac ar fi s lsm la o
parte lucrurile care ar confirm percepia negativ ( trai mizer, indolen , plecat n strintate la
cerit sau la furat, analfabetism ), constatm c rmn i nite lucruri reparatorii.
Astfel, o parte din cei plecai peste grani muncesc cinstit cei mai muli n
construcii.Apoi, cei mai muli dintre copii sunt nscrii la coal i urmeaz cursurile, atrgndu-i
chiar i pe cei care au trecut de mult de vrsta colii primare.Am aflat lucruri interesante despre
modul lor de via.
Am putut constat ct de mult iubesc muzica dup ct de repede s-au artat dispui s ne
cnte i dup cum li s-a transformat expresia fcnd asta. Dar, nu n ultimul rnd, am constatat cu
un fel de uimire c a sta de vorb cteva ore cu ei devine o experien uman absolut remarcabil. I-
am perceput ca fiind foarte deschii, veseli, binevoitori, chiar fericii, pui pe taclale, bucuroi c s-a
gsit cineva care s-i ntrebe despre ei i s fie dispus s-i asculte fr s-i dispreuiasc sau judece.
Intrelocutorii notrii au fost calzi, profund umani i dac n urm acestui proiect putem afirm c
ne-am schimbat prerea despre ei ( i afirmm cu convingere asta ) , atunci, fie i cu att, proiectul
nostru i-a atins scopul. Mcar n cteva mini lucrurile s-au mai schimbat.

288
 PROIECT ETWINNING-MY BEAUTIFUL COUNTRY
EXEMPLU DE BUN PRACTIC

prof. nv. primar Hirean Claudia

coala Gimnazial ,,Ovidiu Hulea"Aiud, jud. Alba
coala Gimnazial ,,Ovidiu Hulea" promoveaz diversitatea cultural i lingvistic
european. Strategia Uniunii Europene referitoare la politicile din domeniul calitii educaiei i
formrii profesionale evideniaz n special necesitatea cooperrii dintre state i nvarea reciproc,
contribuind astfel la mobilitatea cursanilor i a specialitilor n interiorul Uniunii. Ca o consecin,
promovarea i consolidarea dimensiunii europene n educaie prin intermediul unor proiecte ca cele
de tip Etwinning se afl n strns legtur cu promovarea diversitii culturale i lingvistice n
Europa. Proiectele colare de tip Etwinning marcheaz prima component a Programului de
nvare pe Tot Parcursul Vieii i se adreseaz n acelai timp instituiilor de nvmnt
preuniversitar, ct i membrilor comunitii educaionale care i desfoar activitatea n acest
sector: personal didactic, elevi, prini, autoriti locale, dar i asociaii nonguvernamentale prezente
n orizontul spaiului educaional. La nivelul Uniunii Europene, obiectivele proiectelor Etwinning
vizeaz n principal optimizarea calitii dimensiunii educative prin promovarea contiinei
interculturale, a experienei educaionale europene i a cooperrii transnaionale dintre coli.
ncepnd cu 1 septembrie 2014, coala Gimnazial ,,Ovidiu Hulea", din Aiud, judeul Alba, a
derulat i coordonat Proiectul Etwinning MY BEAUTIFUL COUNTRY , n parteneriat cu
urmtoarele coli europene: Zesp Szk w Ostrwku, Ostrwek POLONIA, Przedszkole
Miejskie nr 5 w Olsztynie, Olsztyn POLONIA. Proiectul, s-a derulat n perioada 2014-2015.
Proiectul ,,MY BEAUTIFUL COUNTRY" a pornit de la ideea c n fiecare ar partener se
regsesc evenimente care sunt marcate la aceeai dat n ntreg spaiul european, dar i srbtori
care sunt specifice fiecrei ri implicate n parteneriat. n acest sens, dac avem, pe de o parte,
srbtori religioase i evenimente istorice i culturale recunoscute la nivelul Uniunii Europene,
avem n egal msur i o singularizare i o perspectiv proprie asupra acestor evenimente, care
individualizeaz naiunea respectiv. n plus, nu trebuie trecute cu vederea modalitile n care
comunitile din diverse regiuni neleg s-i organizeze propriile momente istorico-culturale i
srbtori religioase (Zilele Oraului, Ziua Mamei/Tatlui, Zilele colii etc.). Din aceast
perspectiv, participarea i implicarea elevilor i a cadrelor didactice din rile partenere la aceste
evenimente poate fi un element de studiat, deosebit de interesant i constructiv pentru toate prile
implicate n proiect.
Pornind de aici, obiectivul principal al proiectului ,,MY BEAUTIFUL COUNTRY" este,
dup cum nsui titlul o sugereaz, acela de a surprinde felul n care evenimentele oficiale
menionate mai sus, dar i cele din viaa familiilor elevilor sunt organizate i trite n cel mai real
mod posibil. Astfel de activiti vor implica nu numai membrii echipelor de proiect, dar i ali elevi
din coal sau din alte coli din regiune, familiile acestora, reprezentani i simpli membri ai
comunitii locale. Obiectivele concrete ale parteneriatului vizeaz: promovarea respectului fa de
alte limbi, culturi, naionaliti, precum i a schimbului multicultural ntre elevi i prinii acestora,
respectiv profesorii din colile partenere; descoperirea i recunoaterea specificului fiecrei culturi
n parte; consolidarea cunotinelor de limbi strine i a celor de utilizare a calculatorului dobndite
de elevi n coal; creterea motivaiei pentru nvarea limbilor strine i a utilizrii TIC, inclusiv
n contexte nonformale/informale; ntrirea sentimentului de apartenen la o Europ comun;
ncurajarea schimburilor pedagogice n vederea creterii calitii educaiei; promovarea inovaiilor
i a performanelor, dar i a dimensiunii europene n sistemul i practicile educaionale; ncurajarea
utilizrii rezultatelor, produselor finale i a schimbului de bune practici n activitatea didactic;
combaterea fenomenului de prsire timpurie a colii i sprijinirea copiilor provenii din grupuri
sociale aflate n situaie de risc. Activitile propuse au la baz necesitatea depirii limitelor
impuse de graniele geografice i crearea unui spaiu n care diferenele culturale sunt depite, n
timp ce tolerana, nelegerea, comunicarea i solidaritatea sunt principii care ajut la nelegerea
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logo-ului diferii, dar la fel, n perfect acord cu principiul unitate prin diversitate. Avnd n
vedere prezentul context socio-economico-cultural, proiectul i propune s deschid poarta
cunoaterii pentru elevii care va trebui s devin ceteni activi ai Europei de mine i s accentueze
oportunitatea de a accepta faptul c permanentele schimbri i transformri n plan socio-economic
solicit un cetean deschis spre nvare permanent i spre gsirea unor activiti profesionale noi
n spaiul European, diferite poate de nivelul de pregtire iniial. Produsul final al proiectului va
consta ntr-o pagin web pe care vor fi ncrcate diferite materiale reprezentnd activiti ale
proiectului i un calendar al evenimentelor marcante din viaa rilor i a colilor partenere.
Informaiile ncrcate pe site vor putea fi accesate att pe perioada derulrii proiectului, ct i
ulterior, ca surs de documentare i informare pentru diferite activiti didactice.
n ansamblul su, proiectul i propune s stimuleze elevii i cadrele didactice spre studiul i
aprofundarea capacitilor de comunicare n alte limbi dect cea matern, instrument ce faciliteaz
dialogul intercultural i egalitatea de anse. Prin intermediul activitilor propuse, elevii beneficiaz
de ansa de a-l descoperi pe cellalt (cetean european ca i el), dar i de ansa de a contientiza
bucuria de a alege o via real, fapt ce presupune o permanent acomodare i adaptare, organizare
eficient i decizii responsabile. De asemenea, elevii vor putea nelege ct de important este
implicarea, asumarea unei atitudini optimiste, pozitive i i vor putea forma trsturi de caracter
precum solidaritatea, compasiunea i respectul fa de ceilali. Prin intermediul site-ului Proiectului
,,MY BEAUTIFUL COUNTRY" au fost realizate ncepnd cu luna octombrie 2014, schimburi de
coninuturi culturale ntre coli. Acestea vor putea fi cercetate multidisciplinar i transversal de
ctre elevi, din punct de vedere istoric, social, psihologic, geografic, literar, muzical, plastic i cu
ajutorul mijloacelor informatice. Produsele de parcurs vor fi valize pedagogice cu utiliti
educaional-culturale, prin care valorificm patrimoniul comun cultural european i punem o baz
sntoas pentru a-l proteja i respecta mai mult. Activitile proiectului vor fi integrate activitii
educative, de consiliere i didactice, prin proiecte-ramuri ale aceluiai trunchi, care se vor derula
cu echipe de elevi i echipe multidisciplinare de profesori.
Ne dorim ca acest proiect s reprezinte o lecie exemplar referitoare la diversitate sub toate
aspectele ei (social, cultural, etnic, religioas, de gen), iar faptul c elevii i cadrele didactice din
coal pot avea acces la astfel de lecii n repetate rnduri le va oferi ansa de a-i nsui nu doar
cunotine i valori de interrelaionare i cu caracter civic, de cetenie democratic, ci i atitudini
de acelai tip, precum i competene transversale precum cele de comunicare n limba matern sau
n limbi strine, competene digitale sau de a nva s nvei, ori competena de a integra
cunotinele n structuri i sisteme noi.

CLOM-IC- O EXPERIEN INEDIT I UN MOD DE PROMOVARE

INTERGENERAIONAL A LIMBILOR ROMANICE
Profesor Epure Teodor
coala Gimnazial Adrian Porumboiu
Muntenii de Jos Judeul Vaslui

Argument
Limbile care fac parte din aceiai familie prezint o multitudine de elemente comune sau
asemntoare.Pornind de la acest amnunt, foarte nsemnat,avem, cu certititudine, o motivaie
profund s ncercm experiena unui curs, care pune accentul pe tema plurilingvismului.Adesea,
dac stpneti, cel puin o limb strina dintr-o anumit familie, ai o oarecare dexteritate, n a te
face neles, n alt limb din aceiai familie.Tocmai aceast inedit experien am reuit s o
acumulez prin participarea la un curs complet on-line, dar care a inclus participani din toat lumea,
cunosctori ai limbii franceze i ai altor limbi romanice, un parcurs de 4 sptmni, cu o
determinare extraodinar din partea aplicanilor, deoarece simpla participare nu nsemna automat i

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acordarea atestatului.Cursul s-a numit CLOM-IC, respectiv,Cours de Langues Ouvert et Massif en
Intercomprehension i s-a desfurat ntre 11.11.2015 i 09.12.2015, a presupus, minim 5 ore
sptmnal, de lucru efectiv i s-a ncheiat prin prezentarea unei secvene sau activiti didactice
pornind de la conceptul de interlingvism i plirilingvism n limbile romanice.
Programul cursului
Sptmna 0-Acomodarea i nelegerea intelor cursului
Sptmna 1-Introducere n nelegerea interlingvistic
Sptmna 2-Materiale specifice cu parcurs pluri i interlingvistic,n limbi romanice, pentru un
public tnr
Sptmna 3-Cunoaterea metodologiei de nelegere multilingvistic,alegerea,adaptarea i
elaborarea unui material personal
Sptmna 4-Finalizarea lucrului fiecrui cursant i continuarea formrii pe alte platforme de
formare plurilingvistic, la distan.Elaborarea unei secvene sau uniti didactice prin parcurgerea
unor pai sugerai de echipa de profesori care au manageriat cursul.
Nivelul i inta principal a cursului
Lucrul foarte important este acela c, parcurgerea acestului curs nu vizeaz, exclusiv, aprofundarea
cunotinelor de limb francez, ca limb strin ci gsirea unor metode de nelegere n limbi din
familia limbilor romanice.Acest int putnd fi atins, mai uor prin intermediul cunotinelor de
limb francez.Cursul se adreseaz, direct profesorilor de la cursul primar i secundar,care folosesc
limba francez drept limb strin,limb matern,dar i altor profesori de limbi romanice din lumea
larg,studenilor la limbi strine i oricrei persoane interesate de problema
plurilingvismului,dorind s descopere i s aprofundeze acest nou demers.
Obiectivele cursului
1.Atragerea ateniei cu privire la un parcurs interlingvistic
2.Debarasarea de ideile nvechite cu privire la studiul limbilor strine i permutarea interesului
spre ideea unui demers plurilingvistic n nvarea uneia sau mai multor limbi romanice.
3.Crearea posibilitilor, de a parcurge, ntr-un timp relativ scurt,un cumul de documente(scrise,
audio, video), n limbile participanilor la curs,fcnd posibil, nelegerea n limbi romanice, fr a
recurge la dicionar ci numai la elemene comune de limbaj.
4.Evidenierea faptului c un cursant, prin participarea la aceste activiti s eperfecioneaz i n
limba francez.
5.Prezentarea mijloacelor i materialelor existente, n sprijinul unui public de copii i adolesceni,
fcnd posibil accederea acestora la parcurgerea coerent a cursului.
6.Dezvoltarea de deprinderi metodologice pentru a putea adapta acest demers plurilingvistic la
specificitatea contextului educaional.
7.Oferirea mijloacelor de concepie a unei activiti sau a unei secvene pedagogice interlingvistice.
Tema cursului a fost Prezentarea unui parcurs interlingvistic n limbi romanice unui public tnr.
Organizarea cursului
Coninutul cursului, a fost accesibil de pe data de 11 noiembrie 2015, fiind postat pentru
participani, n fiecare zi de mari la ora 12 (ora Parisului) i a inclus, suporturi video , audio i texte
scrise.Pentru verificarea cunotinelor acumulate s-au folosit unu sau mai multe quiz-uri,cu ntrebri
referitoare la tema sptmnii, cu specificarea c nu erau posiblie dect 2 ncercri de a completa
quiz-ul, cele mai bune rspunsuri fiind punctate.S-a avut n vedere parcurgerea unei bibliografii
tematice i emiterea unui subiect de discuie pornind de la tema cursului.Ultimele 2 sptmni au
fost dedicate concepiei unei activiti proprii utiliznd metode interlingvistice evaluarea n pereche
a lucrrilor celorlali cursani i punctarea acestora.Practic, fiecare cursant a corectat 2-3 lucrri, ale
celorlali curani i lucrarea sa afost corectat de 2-3 colegi de curs.
Limbile romanice utilizate n curs au fost italiana, catalana, spaniola,romna i portugheza.
La acest curs foarte dinamic au participat cursani din toat lumea, cel mai mare numr de
participanii fiind din ri precum Brazilia(cei mai muli),Spania, Portugalia,Romnia,Italia,Elveia

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.a.Personal am corectat lucrrile a 2 cursante din Romnia i una din Frana iar lucrarea mea a fost
corectat de ctre un cursant din Brazilia i unul din Frana.
Condiiile de validare
Sptmna 1-15p
Sptmna 2-20p
Sptmna 3-20p
Sptmna 4-5p
La acestea se adaug 40 puncte pentru activitatea propus i 7 puncte bonus.
Pentru primirea atestatului era nevoie de minim 60 puncte, lucru destul de dificil deoarece quiz-
urile au solicitat serios memoria i ingeniozitatea lingvistic a cursanilor.Personal am acumulat
88,45 puncte.
Echipa de profesori
Cursul a fost condus, n mod admirabil, de 4 profesori de la Departamentul de filologie francez i
roman al Universitii Autonome din Barcelona.
Concluzii
Participarea la un astfel de curs mi-a deschis calea unei noi viziuni n studiul limbilor strine n
general i romanic, n mod special.Fiecare pas n parcurgerea cursului mi-a fost model n
parcurgerea ntr-un mod mult mai atractiv a materiei la limba francez.ncercnd s apelez la
puinele cunotine de limbi romanice, ale elevilor am avut plcuta surpriz s gsesc audien i
chiar s m fac foarte bine neles. Metodele cu ct au fost mai diversificate, au avut un mai mare
grad de acceptare din partea elevilor.Comunicarea pe platforma cursului, a fost foarte util, plcut
i inedit, ncercnd experiene deosebite.Mai menionm i faptul ca la curs nu au participat numai
profesori i studeni ci i persoane din alte domenii i din toate generaiile, fapt care justific titlul
ales pentru acest material.

REDUCEREA DECALAJELOR LA LOCUL DE MUNC

PRIN MBUNTIREA COMUNICRII INTERGENERAIONALE

prof. Bloiu Doinia,

Colegiul tefan Odobleja Craiova

De cele mai multe ori, barierele de comunicare ntre generaii tind s genereze tensiuni n
ambele tabere. Dac n cadrul familiei, aceste tensiuni s-ar putea materializa, n cel mai bun caz,
printr-o toleran ngduitoare a celor tineri fa de modul cum vrstnicii folosesc Internetul sau fa
de sczuta lor pricepere tehnologic, la locul de munc lucrurile se schimb: barierele de
comunicare amplific diferenele, afectnd productivitatea i moralul lucrtorilor.
Cu astfel de situaii se confrunt elevii care efectueaz stagiile de pregtire practic la
agenii economici: dac n coal, profesorii dein secretul spargerii barierelor de comunicare i
reuesc s-i motiveze pe cei ce deprind tainele meseriei, n mediul economic real, angajaii cu care
vin n contact (de foarte multe ori din alte generaii) se simt blocai n relaiile de munc
temporare pe care trebuie s le stabileasc.
Importana acestor secvene de instruire n cadrul procesului de formare profesional iniial
este deosebit: coala urmrete formarea acelor competene sociale care s faciliteze elevilor o
inserie de succes pe piaa muncii, la finalizarea cursurilor, iar tinerii, interesai de experiene ct
mai reale de munc, mai ales sub raportul mijloacelor de producie, realizeaz c, n calitate de
persoane active pe piaa muncii, sunt angrenai i n relaii inter-umane, implicit intergeneraionale.

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Importana comunicrii
Pentru angajator, o for de munc aparinnd mai multor generaii reprezint, dincolo de
beneficii, o mare provocare: pentru a profita de punctele forte ale diferitelor generaii trebuie
depite barierele dintre acestea. ntr-o lume ideal, cea mai simpl cale pentru atingerea acestui
obiectiv este comunicarea intergeneraional: membrii fiecrei generaii s nvee unii de la alii.
Idealul rmne ideal i drept urmare, problema se complic: barierele de comunicare se dovedesc
greu de ridicat, iar procesul de stabilire a punilor intergeneraionale se dovedete a fi unul de
durat i consumator de energie, talent, diplomaie, rbdare, toleran ...
Potrivit cercettorilor din domeniul resurselor umane, secretul succesului n apropierea de
colegii de serviciu se afl n procesul de nvare realizat n coal.
A identifica o persoan ca aparinnd unei anumite generaii, nu nseamn a o pune ntr-o
cutie, ci nseamn modalitatea de a dispune de indicii cu privire la cum poate fi aceast persoan
neleas mai bine pentru conectarea la aceasta. Ori, n coal, tinerii nva diferite stiluri de
comunicare i pentru a obine ce-i mai bun de la angajai, trebuie aplicate cele mai bune strategii de
comunicare cu acetia.
Fiecare, la rndul su, a simit pe propria piele ce nseamn barierele n comunicarea
intergeneraional la locul de munc i cte beneficii aduce o bun comunicare, clar i biunivoc.
Experiena demonstreaz c exist cteva trucuri pe care orice tnr le poate utiliza pentru a
rezolva problemele de comunicare intergeneraional i pentru a avea succes la locul de munc:
aceste trucuri se nva la coal, aa cum se nva matematica, fizica, tehnologia ...

Caracteristicile generaiilor
n general, o generaie este definit dup criteriul geografic i dup cel al anului/perioadei de
natere. Dincolo de prini, ceea ce le caracterizeaz sunt unele dintre cele mai mari tendine:
tehnologie, economie, momente istorice definitorii (de exemplu, generaia 9-11 numit astfel
dup atacul World Trade Center de la 11 septembrie 2001, sau generaia asasinrii lui J. F.
Kennedy). Pe baza acestor factori, comportamentul persoanelor dintr-o generaie capt coeren
i previzibilitate. Cineva nscut n timpul unei perioade de tranziie ntre generaii, poate avea
caracteristici ale ambelor grupuri. Dar ceea ce determin cu adevrat generaia din care fac parte
oamenii este ct de devreme au fost expui la tehnologie i cultur i dac aceasta s-a produs n
mediul urban sau rural (copiii de la ora ader la tendine mai devreme).
Pentru a valorifica potenialul comunicrii intergeneraionale este necesar cunoaterea i
nelegerea caracteristicilor principale ale unei generaii i apoi a tehnicilor de a trece dincolo de
diferene pentru a comunica empatic. Experii n comunicare cunosc foarte bine caracteristicile
generaiilor i stpnesc tehnici simple de stabilire a canalelor de comunicare ntre indivizi din
generaii diferite, tehnici bazate tocmai pe aceste caracteristici.
a. Generaia Y (generaia mileniului)
Datele de natere: ntre 1977-1995 (dei exist specialiti care indic perioada 1981-2000).
Influene: experiena lor definitorie este 9-11. Trebuie s fi fost nscui pn n 1995 pentru a fi
procesat semnificaia acestui eveniment.
Reputaie: Cunoscut i sub numele de generaia mileniului, acest grup este criticat pentru
abilitile de comunicare slabe, sentimente revendicative i abiliti umaniste neimpresionante.
Ce o definete efectiv: Generaia mileniului are cea mai rapid cretere e piaa muncii i reprezint
populaia ce mai divers din acest domeniu. Dei s-ar putea dovedi stngaci n cazul comunicrii la
telefon, la prezentri sau la contactul vizual direct, alctuiesc generaia cea mai comunicativ,
numai c fac acest lucru mai puin formal, de exemplu, prin mesaje text, social media i mesaje
instant.
Mod de abordare: Generaia mileniului este vizual: gndesc n poze i imagini. De asemenea, nu
sunt liniari n comunicare, cel mai bine pornesc de la rezultate i apoi continu cu restul.
Percepie din interior: cei care se autoidentific din generaia Y apreciaz c sunt permanent n
legtur cu ceilali, colaboreaz i sunt creativi, digitali i implicai social. Alte generaii sunt mai
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puin dornice s se angajeze n acest zumzet constant de comunicare. Generaiile mai vrstnice
neleg foarte bine valoarea unei conversaii fa-n-fa i n aceast privin, au multe de nvat:
generaiile anterioare doresc o ans pentru a-i mprti povestea de via. Exist concepia greit
c ar fi dezinteresai de istorie total fals: muzica i moda acestei generaii sunt de inspiraie
vintage. n viaa profesional tnjesc dup mentoratul celor mai vrstnici.
b. Generaia X
Datele de natere: ntre 1965-1976 (dei exist specialiti care indic perioada 1965-1980).
Influene: membrii acestui grup au experimentat o mulime de promisiuni nerespectate, de la
scandaluri guvernamentale, la rate de divor extrem de ridicate i disponibilizri masive.
Reputaie: Acest grup este cunoscut pentru a fi nencreztor i insistnd ca toat lumea s plteasc,
exact aa cum au fcut-o i ei.
Ce o definete efectiv: aceast generaie aflat nc n cmpul muncii, vrea s cunoasc sursa
informaiilor celorlali i se ateapt s existe ntotdeauna planuri de urgen. n timp ce generaia Y
este dependent de tehnologie, pentru c a crescut cnd tehnologia era deja dezvoltat, generaia X
este de fapt, cea mai bun cunosctoare a tehnologiei la nivel uruburi i piulie adic la nivel
intern structural i funcional.
Mod de abordare: Generaia X comunic foarte bine pe e-mail pentru c l-a inventat i l-a
perfecionat. Se adapteaz i comunic un pic mai mult dect generaia Y i o fac ntr-o form
prescurtat pentru c tiu mai multe despre eficien i despre transmiterea mesajelor.
Percepie din interior: cei din generaia X sunt mai direci i mai puin nuanai dect boomer-ii i
mai emoionali dect cei din generaia mileniului. Valorile caracteristice generaiei sunt
independena, aspiraiile nalte, scepticismul i pragmatismul: de exemplu, pentru boomer-i, valoare
are o conversaie condus pentru a obine consensul, n timp ce membrii generaiei Y se simt
confortabil cercetnd mai puin; persoanele din generaia X gsesc valoarea n ambele stiluri i se
pot adapta destul de uor, fiecruia.
c. Generaia exploziei demografice (baby-boomer-ii)
Datele de natere: aproximativ ntre 1946-1964.
Influene: aceast perioad cunoate dou etape diferite deoarece momentele definitorii asasinarea
preedintelui, micarea pentru drepturile civile i Martin Luther King, legea privind dreptul la vot,
aselenizarea, criza cubanez .a. au debutat nainte ca unii dintre baby-boomer-i s-i poat aminti
despre acestea.
Reputaie: Acest grup este cunoscut pentru judecarea i evaluarea altora pe baza unor valori depite.
Ce o definete efectiv: acest grup este cunoscut pentru judecarea i evaluarea altora pe baza unor
valori depite.
Mod de abordare: n timp ce de la membrii generaiei Y ne-am putea atepta s vorbeasc cu
directorul firmei din prima zi de lucru, boomer-ii se simt puternici n politic, proceduri i
conducerea ierarhic: ei se ateapt la mai multe formaliti n comunicare i prefer un mediu de
afaceri n care s fie tratai ca atare.
Percepie din interior: boomer-ii au nvat tehnologia de la locul de munc; cei din generaia
mileniului i din generaia X au nvat tehnologia de la jucriile lor. Prin urmare, a spune boomer-
ilor s-i schimbe BlackBerry-ul cu un iPhone sau cu un Android, s-ar putea s-i fac s tremure.
De asemenea, boomer-ii, care se ateapt ca membrii generaiei mileniului s le rspund pe larg la
e-mail-uri, vor fi dezamgii la primirea unor mesaje trunchiate. n schimb, generaia mileniului va
fi dezamgit cnd va solicita s participe la o reuniune n calitate de observatori pasivi, fr a-i
exprima vreo opinie.

ncurajarea comunicrii intergeneraionale

Primul pas pentru reducerea acestor decalaje l reprezint ajutorul dat oamenilor pentru a se
nelege reciproc: cheia const n faptul c fiecare trebuie s realizeze c toi au abiliti diferite de
comunicare i c toate aceste abiliti pot fi valorificate pentru a asigura succesul organizaional.
Prin strategii subtile se pot valorifica mai multe puncte forte: de exemplu, dac ntr-o sptmn
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predomin ntlnirile face-to-face, ar fi bine s se pstreze firul conversaiilor i chiar s fie exersat
un brainstorming, prin reeaua intern social media. O alt provocare n acest sens o reprezint
percepia diferit a generaiilor despre ceea ce nseamn a depune efort n rezolvarea unei
probleme. Fiecare generaie necesit diferite investiii de timp: cu boomer-ii provocrile legate de
timp sunt dictate de natura diplomatic a comunicrii, n timp ce cu membrii generaiei mileniului
trebuie s se comunice mai des i prin rafale scurte scrise. Amplasarea mesajului ntr-un cadru
adecvat este esenial pentru a asigura un rezultat de succes.
Uneori, diferenele dintre generaii pot avea consecine pozitive nete. De pild, dac un
boomer nva de la un tnr s scrie rapid SMS-uri folosind aplicaia Swype, atunci numrul
problemelor rezolvate va crete simitor.
Ceea ce este foarte important, este de a accepta fiecare tip de persoan cu punctele sale forte
i de a gsi modaliti de comunicare prin care s fie integrate optimal ct mai multe persoane. Dac
generaia mileniului se simte n largul su prin utilizarea noilor tehnologii, generaia Y este
obinuit s vad oamenii atunci cnd vorbesc la telefon, iar boomer-ii sunt adepii face-to-face,
atunci poate fi util Skype-ul sau platforma de comunicare dezvoltat de Google Google Hangout.

Strategii pentru o comunicare intergeneraional mai bun la locul de munc

Renunai la formalism!
Pentru c e-mail-urile i mesajele text sunt parte a vieii de zi cu zi a generaiei mileniului, optai
pentru mesaje scurte i abrevieri. Aceasta nu nseamn a fi neglijent sau neprofesionist, ci nseamn
o retrospectiv a propriei culturi i reevaluarea formalitilor cu adevrat necesare.

Adoptai noi platforme de comunicare!

Numeroase persoane cu vrsta ntre 20 i 30 de ani se bazeaz foarte mult pe mesaje text i tind s
rspund mai repede acestui tip de mesaje dect celor telefonice sau e-mail-urilor. La locul de
munc trebuie facilitat utilizarea metodei preferate de fiecare angajat. Acest lucru este valabil n
ambele sensuri: totui, lucrtorii mai tineri ar trebui s ia not i s respecte preferina colegilor mai
n vrst sau a supervizorilor care recurg la un apel telefonic sau la o conversaie face-to-face.

mprtii valorile celorlali!

n timp ce lucrtorii n vrst tind s aib o puternic etic a muncii i valorizeaz munca grea,
tinerii prefer s se simt conectai la munca lor. Ei prefer s lucreze pentru companii care
mprtesc convingerile lor de baz i militeaz pentru acestea, n ntreaga lume. O organizaie
care comunic propria cultur i propriul sistem de valori are mai multe anse s atrag i s rein
tinerii angajai.

Motivai i sprijinii tinerii!

Crescut ntr-o perioad cnd toi sunt ctigtori, generaia mai tnr de lucrtori caut lauda,
feedback-ul i sprijinul n carier. De aceea, la locul de munc trebuie realizat un echilibru:
angajaii tineri nu trebuie concediai pentru c au lipsuri; trebuie aflat ce-i motiveaz i sprijinii,
fr a depi limitele la locul de munc trebuie s nvee c nu orice aciune impune cu necesitate
un certificat de apreciere.

Bibliografie:
1. Tapscott, D., Crescui digital. Generaia Net i schimb lumea, Editura Publica, Bucureti, 2011,
p. 263-267
2. Cismaru, D.-M., Comunicarea intern n organizaii, Editura Tritonic, Bucureti, 2008, p. 115-117
3. Cabin, Ph., Dortier, J.-F., (coord.) Comunicarea: Perspective actuale, Editura Polirom, Iai, 2010,
p. 7-10
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 MOTIVAIA COLAR

Prof. Bocan Anca Teodora Liceul tefan Procopiu Vaslui

Prof. Cuco Gina - Liceul tefan Procopiu Vaslui

Conform Dicionarului explicativ al limbii romne, motivaia reprezinta totalitatea motivelor

sau mobilurilor (contiente sau nu) care determin pe cineva s efectueze o anumit aciune sau s
tind spre anumite scopuri. Motivaia este un element definitoriu al nvrii, lipsa de motivaie a
nvrii fiind principala cauz a eecului colar.. Conform unor cercetri, contribuia factorilor
motivationali la variana performanei colare este chiar mai mare dect cea a inteligenei (de ex.
Steinmayr i Spinath, 2008, Steinmayr, Bipp i Spinath, 2011).
Motivaia nvrii se subsumeaz sensului general al conceptului de motivaie i se refer la
totalitatea factorilor care l mobilizeaz pe elev la o activitate menit s conduc la asimilarea unor
cunotinte, la formarea unor priceperi i deprinderi; ea energizeaz i faciliteaz procesul de
nvaare prin intensificarea efortului i concentrarea ateniei elevului, prin crearea unei stri de
pregatire pentru activitatea de nvare. Exist o strns relaie ntre motivaie i nvare.Motivaia
este una din cauzele pentru care elevul nva sau nu nva, dar poate fi i efectul activitii de
nvaare, datorit faptului c rezultatele activitii de nvare susin eforturile ulterioare ale
elevului. Dac iniial efortul lui este ncununat de succes, elevul ii va dezvolta motivaia de a
nva mai mult. Apare astfel necesitatea ca profesorul s cunoasc motivele, care, mpreun cu
aptitudinile, temperamentul i caracterul l determin pe elev s reueac sau nu n activitatea de
nvare.
La baza nvrii de afla motivaia. Motivaia face ca nvarea s se produc i s se
autosusin; este generatoare de energie i stimulatoare pentru noi experiene de internalizare a
valorilor.
In domeniul nvrii se admite c motivaia joac un rol important i c determina
orientarea conduitelor sau a activitilor cognitive ale elevului. Noiunea de motivaie se refera n
principal la elementele cognitive i afective i este rezultatul interaciuni ntre mai muli factori
exteriori (multiplele elemente ale mediului nconjurator jucnd un rol stimulator sau nu mediul
familial, societatea, proiectele profesionale sau personale) i personalitatea, starea intern (nevoia i
interesul care menin activ atenia n ciuda dificultilor cognitive care pot interveni). Pornind de la
aceste premise, motivaia poate fi extern (foarte frecvent, dar fragil) i motivaia intern (mai
solid, este legat de placerea de a nva, de curiozitate).
Cercetatorii (didacticienii) fac distincia ntre dou tipuri de motivaie: motivaia intrinsec
i motivaia extrinsec.
Motivaia intrinsec se refer la motivaia care vine din interiorul unui individ i nu din
recompense exterioare, cum ar fi banii, cadourile sau notele de la coal. Acest tip de motivaie
provine din plcerea de care elevul se se bucur atunci cnd duce o sarcin la bun sfrit sau vine
dintr-un sentiment de satisfacie cnd lucreaz ntr-un proiect, reuete prin propriile puteri.
Motivaia intrinsec trebuie s primeze n domeniile n care predomin creativitatea (cercetare i
proiectare, inovaii, marketink, etc), persoanele avnd o mai mare druire n executarea lucrrilor,
bazndu-se pe plcerea de a face un anumit lucru. Conform teoriilor moderne, fundamentele
motivaiei intrinseci sunt curiozitatea, autodeterminarea i sentimentul de competiie.
Motivaia extrinsec se refer la motivaia care vine din recompensele i darurile celorlali.
Factorii motivaionali sunt externi, sub forma unor recompense, bani sau note, care ofer satisfacie,
recunoatere. O persoan cu o motivaie extrinsec va lucra la o sarcin chiar dac nu va avea un
interes profund, dar va avea n considerare toat satisfacia ndeplinirii acesteia. De exemplu, un
elev motivat extrinsec va reui s termine toate temele pna la sfaritul sptmnii pentru c va tii
c n week+end are voie s participe la ziua unui coleg de clas. Pe lng recompense, aprobarea
social i comparaia social sunt i ali factori care determin declanarea motivaiei extrinseci
individul (elevul) ateapt o reacie pozitiv de la unul dintre factorii declanatori. In cazul
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motivaiei extrinseci, familia i rolul profesorului sunt indispensabile n construirea mentalitii
elevului. Motivaia pentru nvare a elevilor trebuie stimulat, orientat, ntreinut, iar cadrul
didactic joac, alturi de prini, un rol de prim rang n aceast ntreprindere. Astfel, este esenial ca
educatorii (n sens generic) s fie convini c este nevoie de intervenia lor pedagogic i c
deficitul de motivaie poate s fie influenat pozitiv n spaiul colar.
Principalele cauze ale lipsei de motivaie colar :
- o orientare greit a elevului n raport cu compeentele sale : n cadrul unei clase,
compeentele elevilor nu sunt aceleai unii sunt mai buni la matematic, fizic sau chimie i mai
puin interesai de istorie, geografie sau limbi strine. In acest caz, elevul va fi ndrumat s aleag o
carier n domeniul pentru care are aptitudini mai dezvoltate cci altfel nu va avea nicio motivaie
de nvare daca noi i impunem altceva dect vrea sau dect se pricepe el.
- lipsa sprijinului familiei : din momentul n care elevul nu mai este supravegheat de prini
sau dac acetia nu i dau sfaturi n ceea ce privete importana colii, copilul nu mai este motivat s
nvee (acest lucru se ntampl mai ales n adolescen). Rolul prinilor este indispensabil datoria
lor este s mobilizeze mentalitatea copilului, s-i aminteasc n permanen obiectivele pe care le
are n via i s-l influeneze n situaii concrete.
- lipsa de ncredere a elevului n propriile sale fore unii elevi se simt uneori demoralizai,
incompeteni din cauza c nu pot ndeplini cerinele profesorului. Cu ct elevii sunt mai mult ajutai
n stabilirea i realizarea scopurilor prin situaiile create de profesor n procesul de nvmnt
(respectnd particularitile de vrst i individuale, profesorul fixeaz n mod difereniat sarcini
elevilor si), cu att motivele activitii lor se consolideaz mai uor, devin mai eficiente.
- o alt mare problem este cauzat de faptul c unii profesori (fie din lipsa experienei, fie
din lipsa cunotinelor) nu reuesc s-si transmit mesajul sau acesta nu este neles de elevul care,
evident, i pierde dorina de a mai nva.
- inexistena unor preocupri privind stilul de nvare al elevilor i modul n care stilul de
predare al profesorilor poate influena performanele elevilor i dezvoltarea personalitii acestora -
Stilul clasic bazat pe nvare-reproducere este acceptabil doar pentru 20% dintre elevi, anume
secvenialii ce utilizeaz cu prioritate emisfera stng, celelalte grupe mari, anume vizualii,
kinesteticii i senzitivii au dificulti enorme n coal dei n mod paradoxal abilitile lor
intelectuale pot fi superioare secvenialilor. Ei gndesc i n consecin proceseaz n mod diferit
informaia deoarece au alte organe de sim prioritare ce domin modul i modelul de gndire.
Problema motivaiei umane nu trebuie neleas ntr-un mod simplu, mecanicist, ci n
termenii mai compleci ai unui proces idiosincretic, de facilitare a anumitor patternuri de dorine.
Altfel spus, nu exist un comutator magic al motivaiei, care s determine oamenii s doreasc s
nvee, s lucreze mai mult, s acioneze ntr-o manier mai responsabil. Facilitarea i nu controlul
ar tebui s ne ghideze ideile, cnd ncercm s schimbm anumite comportamente n coal. Chiar
cnd o persoan este ntr-o poziie de autoritate, cum este profesorul, eforturile de-a motiva elevii
ntr-o anumit direcie vor avea un succes mai semnificativ, dac relaia profesor elev este
considerat una de colaborare ntre persoane ce pot, sau nu s mprteasc aceleai sentimente,
expectane i scopuri. Astfel interveniile motivaionale ce nu respect scopurile, emoiile i
convingerile unei persoane legate de o anumit situaie pot produce efecte pe termen scurt, dar pe o
perioad mai mare de timp aceste intervenii pot s eueze.
n concluzie, problemele de motivaie ale elevilor fiind extrem de diverse, intervenia
nvtorului nu se poate baza pe reete ci trebuie adaptat la fiecare situaie n parte.
De noi, dasclii, depinde gsirea unui cuvnt bun pentru fiecare elev, chiar i atunci cnd
acesta ne creeaz dificulti n clas sau prezint C.E.S. Nu este uor, ns de noi depinde gsirea
strategiei optime de motivare pentru o anumita situaie, n funcie de treapta motivaional pe care se
gsete elevul n ziua de azi, de stilul motivaional la care este acesta sensibil, de felul n care i
evalueaza propria capacitate de efort i de experien.

297
Bibliografie
1. Allport, G. W. - Structura i dezvoltarea personalitii, Editura Didactica si pedagogic, Bucuresti,
1991, pag. 76 - 92
2. Cosmovici A. Iacob L. - Psihologie colar, Editura Polirom, Iai. 1998, pag. 56 - 57
3. Cosmovici, A. - Adolescentul i timpul su liber, Editura Junimea, Iai. 1985, pag 77 - 81
4. Popenci,t., Fartunic C. - Motivaia pentru nvare: de ce ar trebui s le pese copiilor de ea i ce
putem face pentru asta, DPH, Bucureti 2009, pag 22 - 24
5. Steinmayr, R., Bipp, T., & Spinath, B. - Goal orientations predict academic performance beyond
intelligence and personality. Learning and Individual Differences, 21, 2011, 196-200.
6 Vintilescu, D. - Motivaia nvrii colare , Editura Facla, Timioara 1977, pag 34 - 67

NTRE CLASIC I MODERN N PROCESUL DE PREDARE - NVARE - METODE

MODERNE N PROCESUL DE NVMNT

Teodorescu Ioana-Adriana,
Liceul Tehnologic Transporturi Ci Ferate, Galai

Reforma sistemului de nvmnt romnesc presupune nu doar revizuirea curriculumului

colar, ci i schimbarea i inovaia continu a metodelor i strategiilor didactice. Franois de Closet
spunea c o pedagogie bun ncepe prin trezirea dorinei de a nva, iar aceast dorin poate fi
determinat de utilizarea n cadrul orelor de curs a unor metode moderne de predare, printre care se
afl i jocul didactic.
Jocul didactic face parte din grupul metodelor activ-participative care promoveaz ideea
c n centrul procesului instructiv-educativ se afl elevul cu particularitile sale, dar i cu nevoile
proprii. In zilele noastre, metodele numite tradiionale nu pot s asigure calitatea sistemului
educativ. Trim ntr-o societate n care evoluia tehnologiilor i-a spus cuvntul. Calculatorul,
tableta au devenit deja obiecte banale, la ndemna oricrui copil. Si procesul instructiv trebuie s
evolueze: s-l obligm pe elev s studieze dup aceleai manuale ca cele din anii 80, s aplicm
aceleai metode ca n trecut este o grav eroare. De aceea trebuie s recurgem la metodele moderne
pentru a trezi elevilor dorina, dar i plcerea de a nva. Jocul didactic poate reprezenta alternativa
la metodele tradiionale. El face parte din viaa noastr, oferindu-ne posibilitatea de a experimenta,
de a imagina, de a crea, de a ne testa capacitatea de a rezolva probleme noi51
Dei pare o noiune simplu de definit, jocul reprezint n realitate o provocare att pentru
didacticieni, ct i pentru filozofi sau psihologi. In general, jocul este considerat ca fiind o activitate
fizic sau mental, al crei scop este de a produce plcere. Fiind un termen versatil, jocul comport
i numeroase clasificri. In literatura de specialitate se vorbete despre jocuri simbolice, jocuri
fizice, jocuri de achiziie, jocuri de construire.
In opera sa Pedagogia jocului, Nicole de Grandmont distinge trei categorii: jocul
ludic, jocul educativ i cel didactic. Categoria care ne intereseaz n mod special este cea a jocului
pedagogic care, spre deosebire de celelalte dou categorii, posed o structur predeterminat 52.
Jocul pedagogic se caracterizeaz prin faptul c are cel puin un obiectiv educativ,, scopul su fiind
de a instrui. O alt caracteristic a acestui tip de joc este faptul c jocul pedagogic poate fi un
instrument modern de evaluare i recapitulare/ aprofundare a unor anumite competene. De
asemenea, trebuie s menionm, c jocul pedagogic se poate aplica la orice disciplin, trebuie doar
ca profesorul s identifice jocul potrivit pentru obiectivele pe care le are pentru o anumit lecie.

51
De Grandmont, N. (1997). Pedagogia jocului. Bruxelles: Ed. De Boeck, p. 14.
52
Idem, p. 71
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 Atunci cnd un cadru didactic se hotrte s aplice un joc didactic, el trebuie s aib n
vedere cteva aspecte. In primul rnd, fiecare joc pedagogic trebuie s aib un obiectiv educativ; n
clas nu ne jucm doar din plcere, ci pentru a nva ceva. Apoi, trebuie s precizm n ce moment
al leciei l introducem: la nceput, pentru a-i pregti pe elevi pentru lecia pe care urmeaz s o
predm, n momentul destinat fixrii cunotinelor sau chiar ca modalitate de evaluare.
In al doilea rnd, alegnd un joc didactic trebuie s avem n vedere i anumite limite i
constrngeri. Astfel, printre factorii care limiteaz alegerea unui anumit joc avem, de exemplu,
gestionarea grupului i a echipelor: s gestionezi un grup de 25 de elevi sau, uneori, chiar de 30 de
elevi nu este acelai lucru ca atunci cnd lucrm cu un grup de 5-6 elevi. Trebuie deci s alegem
jocuri care s permit participarea tuturor elevilor. Un alt exemplu de limit este gestionarea
timpului: profesorul i propune s aloce jocului un anumit numr de minute, dar n realitate, rareori
se ntmpl s se respecte acele minute. Nu n ultimul rnd avem alegerea jocului. De la nceput
trebuie precizat c atunci cnd alegem un joc nu este chiar att de simplu. Tactul pedagogic i
creativitatea cadrului didactic determin miestria acestuia de a concepe i aplica un joc pedagogic.
In plus, e necesar s variem jocurile aplicnd acelai joc de nenumrate ori determin plictiseala
i, implicit, pierderea ateniei elevilor.
Jocul didactic este o metod modern de nvmnt care prezint multiple avantaje: mai
nti, trebuie menionat faptul c a comunica n scris sau oral ntr-o limb strin reprezint un stres.
In ceea ce-l privete pe elev, stresul provine din teama de a se exprima n faa clasei. Aadar, jocul
ofer posibilitatea de a depi aceast angoas: jucndu-ne, exersm competena de a comunica i,
ncetul cu ncetul, elevului nu-i va mai fi team s comunice ntr-o limb strin. Activitile ludice
genereaz plcere i astfel graie lor putem atinge un obiectiv major n predarea unei limbi strine:
comunicarea liber. Christine Renard, n lucrarea sa Activitile ludice la ora de francez: arta de
a instrui i de a nva cu plcere, observa c cel mai mare avantaj al aplicrii jocului este acela c
prin intermediul activitilor, grupul de elevi se sudeaz mult mai uor. Ele contribuie la realizarea
unui mediu caracterizat prin ncredere, cooperare i respect care permit fiecrui elev s simt care i
este locul i s ndrzneasc s spun care i sunt nevoile. In plus, graie activitilor ludice ntre
elevi se creaz legturi i se instaleaz o atmosfer de prietenie i de nelegere, aspecte care
transform banala or de limbi strine ntr-o or preferat de elevi.
De asemenea, folosind des jocuri, e mult mai uor ca elevii s nvee unii de la alii.
Activitile ludice favorizeaz partajarea de informaii, astfel nct elevii beneficiaz nu doar de
informaiile prezentate de profesor, ci i de informaii aduse de colegi.
In concluzie, putem afirma c jocul pedagogic este o metod care ofer o gam larg de
activiti, dar trebuie avute n vedere i constrngerile n aplicarea unui joc. Totui, avantajele
utilizrii jocurilor n cadrul unei ore de limbi strine, i nu numai, sunt numeroase i le transform
ntr-un instrument necesar procesului instructiv-educativ.

BIBLIOGRAFIE:
De Grandmont, N. (1997). Pedagogia jocului. Bruxelles: Ed. De Boeck
Christine Renard (2008). Activitile ludice la ora de francez: arta de a instrui i de a nva cu
plcere. In Franais 2000, no. 212-21
Cerghit, Ioan (2006). Metode de nvmnt. Iasi: Ed. Polirom

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 EDUCAIA PENTRU DEZVOLTAREA DURABIL
PRIN PROGRAMELE EDUCAIONALE

Prof. nv. primar Mariana Hagiu

coala Gimnazial Pitulua

Dezvoltarea durabil exprim necesitatea armonizrii intereselor prezente cu cele ale

generaiilor viitoare, care se succed n timp. Prin definiie se vrea a fi o dezvoltare interuman
fezabil prin voina oamenilor, cu condiia ca n interiorul unei generaii i de asemenea, ntre
generaii s dinuie un spirit colectiv, de solidaritate, de interes deosebit pentru pstrarea unui
comportament ecologic n acord cu propriul mediu de via.
Avnd n vedere impactul nefast al omului asupra mediului n societatea de astzi, care a
dus la dezastrul ecologic actual, acest situaie necesit o schimbare profund de mentalitate, de
gndire uman, la nivelul sistemului social, ca s susii o anume dezvoltare n folosul generaiilor
viitoare ca adevrai benefeciari, dac obiectivele proteciei mediului vor fi atinse pe plan mondial
la toate nivelurile. Pn atunci la nivelul educaiei colarilor mici noi putem realiza doar activiti
de ecologizare, parteneriate, programe educaionale necesare dezvoltrii capacitilor i
deprinderilor de protejare i nfrumuseare a mediului n care trim.
Aadar prin Programul Internaional LeAF S nvm despre pdure am dorit s
mbuntesc comportamentul ecologic al elevilor, prinilor i al tuturor participanilor aflai alturi
de noi prin asimilarea de cunotine i abiliti, dezvoltarea atitudinilor i a mecanismelor nvrii,
ct i prin activiti asistate sau independente.
Acest program mondial contientizeaz tnra generaie despre aceste problemele de
mediu cu care se confrunt omenirea, Prin activitile desfurate programul are ca scop formarea
i dezvoltarea la elevi a convingerilor, responsabilitilor de ocrotire i protecie a mediului,
contientizarea lor despre ndatoririle pe care le au fa de natur i societate, dezvoltarea practic a
unor atitudini pozitive fa de mediu n contextul dezvoltrii durabile.
Durata proiectului a fost de un an. Grupul int fiind clasa pregtitoare. Motto-ul proiectului,
unul foarte sugestiv: A proteja natura i mediul nconjurtor, cu toate fiinele vii ce triesc aici
ntr-o reea de raporturi reciproce, foarte complicat i delicat, nu semnific altceva dect salvarea
nsi a omului (F. Tassi).
Menirea noastr ca dascli este aceea de a deschide mintea i inima copiilor, de a-i ajuta s
priveasc natura ca pe o prieten, care are nevoie de dragostea i respectul nostru. Cunoscnd
faptul c pdurea este cel mai mare ecosistem terestru, unul dintre cei mai importani factori
naturali pentru via material i spiritual a omului, am considerat c prin derularea proiectului,
elevii vor ajunge s cunoasc mai bine, s neleag att benefeciile ei ct i cerinele pe care
trebuie s le respectm. Orice copil poate devine ocrotitor al pdurii, cu condiia s o ndrgeasc.
Pentru a iubi pdurea trebuie ns s o cunoatem, s-i nelegem oaptele ei minunate, transmise
prin glasul vieuitoarelor ei.
Coninutul educational s-a desfurat conform graficului de activiti. Grupul de elevi
participant la acest proiect au dorit s abordm activiti recreative, activiti matematice, activiti
mediatice, muzicale, de comunicare etc.
Dezvoltarea durabil ncepe cu copiii. Ei ocup propria lor poziie n lumea actual i sunt
motenitorii lumii viitoare. Educaia ofer un mediu important n care copiii pot nva teme
specifice legate de durabilitate. Atenia acordat dezvoltrii durabile nseamn de fapt atenia
acordat nsui scopului esenial al educaiei acela de a pregti elevii pentru propriul viitor, pentru
rolul pe care l vor avea i pentru responsabilitile lor n viaa viitoare de adui. Dezvoltarea
durabil nseamn facerea unor alegeri i gsirea unor soluii creative atunci cnd se confrunt cu
situaii problematice.
Coninutul educational din cadrul orelor de matematic i explorarea mediului, s-a
desfurat ntr-o interaciune permanenta cu copiii n mijlocul naturii. Au avut de compus probleme
300
cu operaiile nvate, adunarea i scderea, n concentrul 0-10., bineneles c au avut ca tema
pdurea. Probleme nseamnnd orice chestiune de natur practic sau teoretic ce reclam o
soluionarea, o rezolvare. Acetia au fost stimulai s ntrebe, s intervin, s exprime idei despre
ceea ce nva. S-a urmrit dezvoltarea abilitilor de comunicare. Au fost alternate forme de
activitate individual, pe perechi i n grup, cu accent sistematic pe activitatea de descoperire. Pe
baza nelegerii datelor i a condiiei problemei, raportnd datele cunoscute la valoarea necunoscut,
elevul trebuia s construiasc irul de judeci care conducea la gsirea soluiei problemei. Efortul
pe care l-a fcut elevul n rezolvarea contient a unor astfel de probleme a presupus o mare
mobilizare a proceselor psihice de cunoatere, volitive i, firesc motivaional-afective.
In cadrul orelor de comunicare n limba romna elevii au creat dialoguri diverse fcnd
comparaie ntre un mediu poluat si unul nepoluat: au realizat jocuri de rol cu tema :De vorb cu o
frunz
Alte activiti le-am desfurat n clasa datorit condiiilor meteo nefavorabile, am ales s
folosim materiale pe suport electronic.Cu ajutorul videoproiectorului am prezentat imagini cu
aspecte din mediu poluat i nepoluat, le-am analizat i apoi am explicat ce este poluarea. Am
realizat afie cu reguli ce trebuie respectate de cei ce iubesc natura pentru mediatizarea proiectului.
Alte imagini cu observaii asupra factorilor de poluare din mediul apropiat au fost
dezbtute prin metoda Inteligene multiple, clasa a fost mprit n 5 grupe. Sarcinile de lucru
pentru fiecare grup au fost difereniate pe tipuri de inteligen:
Inteligena lingvistic- s realizeze un dialog ntre un copac care plnge i unul care rde;
Inteligena logico-matematica- s compun o problem despre protecia mediului dup o
formula numeric;
Inteligena vizual-spatial- s realizeze desenul ,Freamtul pdurii;
Inteligena corporal kinestezic- s interpreteze pe roluri Pmntul i apa
Inteligena interpersonal- s stabileasc ce msuri vor lua cu cei care ncalc legile
protejrii mediului.
n timpul acestor ore, nvtorul trebuie s l determine pe elev s contietizeze c un
mediu curat va garanta existena unui viitor. Informnd elevii, chiar i pe cei de ase ani c mediul
nconjurtor trebuie protejat, i nu distrus, acetia vor cuta ca de mici s ajute la acest lucru prin
micile lor aciuni.
Lecia de educaie muzical prin cntecele Cldru plina, Copcelul , elevii au pus n
practic lucrri de ngrijire a florilor ct i a pomilor din grdina i livada colii.
Prin educaia pentru dezvoltare durabil nu am dorit ca activitile s se rezume la un
punct de vedere ecologist. Aceast rducaie trebuie s se dezvolte ca un concept larg i cuprinztor,
reunind aspecte interconectate referitoare la mediu, ct i la problemele economice i sociale.
Prin vizionarea unor lecturi dup imagini care ating problema responsabilitati sociale, n
cadrul activiti Salveaz un copac, iar el te va ajuta s creti i s trieti sntos! elevii au
colectat deeuri n vederea recondiionrii lor pentru protejarea pdurilor de tierile masive.
Menirea noastr ca dascli este aceea de a deschide mintea i inima copiilor, de a-i ajuta
s priveasc natura ca pe o prieten, care are nevoie de dragostea i respectul nostru. Cunoscnd
faptul c pdurea este cel mai mare ecosistem terestru, unul dintre cei mai importani factori
naturali pentru via material i spiritual a omului, am considerat c prin derularea Proiectului,
elevii vor ajunge s cunoasc mai bine, s neleag att benefeciile ei ct i cerinele pe care
trebuie s le respectm.

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 TINERI I VRSTNICI, MPREUN PENTRU EDUCAIE

Prof. Luminia Ciugudean,

Colegiul Tehnic Traian Vuia, Oradea

Ce este educaia intergeneraional? Simplu, pe nelesul tuturor, e o form de transfer a

cunotinelor ntre generaii. Fiecare generaie are o form de cunotine, n care se distinge
concepia de via, atitudinea fa de valorile intreumane.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri
demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite. Ce tipuri de cunotine sunt transmise ntre generaii? Cercetrile i practica
privind nvarea intergeneraional, au artat c adulii i copiii au oportuniti de a interaciona pe
anumite perioade de timp, unde adulii transmit cunotine, credine i bune practici copiilor prin
intermediul unor activiti formale sau informale. Aceste trasmiteri i nvri au loc n contexte
formale atunci cnd se desfoar n coli, unde profesorii le mprtesc copiilor strategiile privind
dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii acestor abiliti folosind un
set de abordri acceptate. Pot avea loc de asemenea i n contexte informale, cum ar fi acas, ntre
prini i copii, bunici i nepoi, precum i alte structuri care i are ca protagoniti pe aduli i copii.
Aceste aspecte includ o modelare relativ adult a comportamentelor sau demonstrarea importanei
mprtirii credinelor, atitudinilor, valorilor i bunelor practici
Tehnologia este o trstur ce definete felul n care o generaie se raporteaz la modul de
desfurare a vieii prin toate componentele ei. Aceast dezvoltare tehnologic i diferena dintre
generaii, cei tineri sunt privilegiai fa de cei n vrst, pentru c ei se obinuiesc cu noua
tehnologie ntr-o perioad cnd ei sunt mai receptivi. Cei din generaia a doua, de exemplu prinii,
se vor folosi de cunotinele copiilor n folosirea noii tehnologii, pe cnd generaia a treia, bunicii,
sunt clar depii.
Acest fapt face pe cei tineri s considere poziia lor net superioar, mai ales fa de bunici,
care uneori sunt considerai ,,expirai. ,, Ce-i trebuie facebook sau calculator mamaie, la vrsta
dumitale?
O zical cunoscut spune c ,,Omul ct triete nva i tot nenvat moare. Este i
normal , mai ales cnd elementele tehnologice se dezvolt cu repeziciune, dar n toate domeniile
este loc pentru studiu. n plus, se spune c dac ai mintea ocupat, boala att de cumplit care este
Alzheimer, nu te amenin ca n cazul n care te-ai plafonat i te consolezi ca numai eti bun de
nimic i nimeni numai are nevoie de tine.
Diferenele dintre generaii se pot adnci sau nu , aceasta depinznd de modul n care
societatea permite i chiar consider necesar ca generaiile s aib legturi benefice i necesare.
Datorit puterii de persuasiune a copiilor asupra adulilor, nvarea intergeneraional
constituie un factor de motivare pentru a-i determina pe aduli s participe alturi de ei la activiti
de nvare care altfel le-ar prea fie copilreti, fie stnjenitoare. Un alt factor motivant pentru
aduli este punerea acestora n postura explicit de educatori. Pui n faa copiilor, adulii simt
nevoia s le dea acestora lecii, fie ele numai de via. Dac acest lucru este fcut programatic,
adultul care tie c va trebui s participe la o activitate alturi de copii se va pregti el nsui la fel
cum profesorul se pregtete nainte de lecie. n sfrit, un alt factor favorizant pentru educaia
adulilor este faptul c adulii doresc s fie modele pentru copii sau, n orice caz, s le ofere
exemple pozitive. De aceea, adulii se comport mai frumos n faa copiilor, ceea ce constituie o
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bun ocazie dintre ei s practice unele dintre comportamentele civice pe care le presupune cetenia
democratic.
n Romnia legtura dintre bunici i nepoi e mult mai strns i benefic dect n alte ri.
La noi, majoritatea bunicilor sunt implicai n creterea i formarea nepoilor. i scot de la grdini
i de la coal, stau cu ei pn vin prinii, fac leciile mpreun, nva cntece i poezii. i nva de
asemenea s se comporte i s i respecte pe cei vrstnici. n alt ordine de idei bunicii nva de la
cei mai mici s foloseasc tehnologia modern, pe care acetia o stpnesc, i laud i se bucur de
cunotinele noi , pe care nepoii le pot transmite.
Cnd bunicii locuiesc la ar nepoii fac cunotin cu lumea satului, cu tradiiile acestuia i
vor preui folclorul, dansul i portul naional.
Acest transfer de cunotine se realizeaz i ntre copii i prini. Prinii sunt n postura de
a-i educa pe copii cu tot ce au preluat n formarea lor i e necesar ca i copii s cunoasc, iar cei
mici vor avea satisfacia de a ,,da lecii prinilor, legat de tehnologia generaiei lor.
Probleme exist acolo unde cei vrstnici nu au pe nimeni, nu au nepoi i se simt n felul
acesta marginalizai i nefolositori. Exist posibilitatea ca prin fundaii sau prin activiti
desfurate n cadrul colii s se creeze o legtur mai strns ntre generaii. De exemplu se pot
folosi de experienele de via i de cunotinele acumulate ale unor oameni recunoscui pentru
valoarea lor, n ntlniri facilitate de mediul de nvmnt. Aceste ntlniri pot avea loc ntre
ptrini i personalitide vrsta a treia i chiar ntre elevi, prini i astfel de personaliti.
De asemenea se pot organiza activiti la care s participe deopotriv elevi, mai mari sau
mai mic i persoane vrstnice. Din cadrul acestor activiti fac parte: cursuri de informatic i
operare pc, care s ofere ambelor categorii de vrst minimum de cunotine n utilizarea
computerului; ateliere de lucru pe diferite teme, constituite din membrii unei familii; ntocmirea
unui album de familie sau a arborelui genealogic, activitate n cadrul creia prinii i bunicii s
aduca poze i s rspund ntrebrilor puse de nepoi, pentru ca acetia s descopere ct mai multe
despre trecutul i rdcinile familiei lor; ateliere de lucru n care i bunicii sau prinii s nvee de
la copii cum s confecioneze diferite obiecte, colaje, origami, tehnica quiling etc.
Prin aceste activiti putem imprima o dinamica nou n domeniul educaiei, care poate
dovedi n timp c este foarte util: practica de nvare ntre generaii. Aceste activiti de tip
pereche copii prini i bunici implicarea lor n activiti autentice de promovare e demersului
civic i de conectare social, pot aduce un plus de valoare familiei, colii i comunitii.
n cadrul activitilor de voluntariat de asemenea se pot crea legturi strnse ntre generaii,
n coli putndu-se derula proiecte cu titlul ,,Adopt un bunic, elevii putnd s frecventeze
aezminte pentru persoanele vrstnice, unde s poat s petreac puin timp alturi de cei fr
familie sau de cei care, din diferite motive, au fost prsii de familie. Comunicarea este benefic
att pentru cei tineri , care poate nu au bunici sau nu i-au cunoscut bunicii i aceste persoane, care
au atta nevoie de cldur i puin atenie din partea noastr.

Bibliografie:
Dr. Purcia,Valeria Ecaterina, Intergenerational Learning (2012) eTwinning learning events
Cu, Nicolae, nvarea intergeneraional pentru o cetenie democratic

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 EDUCAIA PE TOT PARCURSUL VIEII

Prof. nv. primar, Vodi Cristina

coala Gimnazial Filiai, jud. Dolj

Educatia ca activitate complexa, incepe din primul an de viata si se continua pe tot

parcursul vietii prin cele trei forme: educatia formala, informala si non-formala. De aici rezulta
caracterul permanent al educatiei.
Necesitatea permanentei educatiei in plan individual si istoric a fost intuita de mult timp.
Comenius afirma: "Pentru fiecare om, viata sa este o scoala de leagan pana la mormant".
Fiind un fenomen social si societatea fiind supusa unei permanente deveniri fiinta umana
este si ea supusa aceluiasi proces de educatie pe tot parcursul vietii.
Educatia permanenta este dependenta de educatia formala pentru ca omul are nevoie de o
pregatire realizata in scoala "pentru a invata sa invete". Obiectivele educatiei permanente nu pot fi
disociate de cele ale educatiei realizate in general, de cele ale educatiei scolare, in primul
rind.principiul educatiei permanente trebuie pus in relatie directa cu produsul individual si social.
Educatia nu trebuie (nu poate) sa se rezume la ceea ce ofera scoala de toate gradele, oricat
de elevata ar fi ea. Educatia trebuie sa continuie concomitent cu scoala, exercitata de alti factori
educativi (familia, mass media) cat si dupa absolvirea scolii si facultatii, sa continuie tot timpul si
toata viata. Aceasta pentru a feri omul de suficienta, de limitele instruirii si dezvoltarii personalitatii
sale.
Educatia permanenta este un sistem educational deschis, compus din obiective, continuturi,
forme si tehnici educationale, care asigura intretinerea si dezvoltarea continua a potentialului
cognitiv, afectiv si actional al personalitatii, al capacitatilor si deprinderilor de autoeducatie,
formarea de personalitati independente si creative. Educatia permanenta este nemijlocita legata de
diagnoza si prognoza educatiei, de programare si de inovare pe termen lung a educatiei.
Educatia permanenta ne fereste de imbatranirea timpurie din punctul de vedere cerebral si
psiho-social, ne mentine tineretea spirituala. Savantul japonez Matsuzawa spunea: sa gandesti activ,
continuu si intens caci opresti imbatranirea creierului (desigur, pentru o anumita perioada) si obtii
performante deosebite, pana la creatii de mare valoare si eficienta.
Educatia permanenta, pentru a fi de valoare si eficienta, trebuie sa se bazeze pe educatie,
fapt care cere invatamantului sa pregateasca tineretul studios pentru autoeducatie (Ioan Bontas
Educatia permanenta a devenit o speranta a scolii contemporane, scoala supusa excesiv
perspectivei ingust-specializate. Ea se impune, de asemenea, ca o idee calauzitoare a elaborarii
formelor de educatie aadultilor.
Cerinele noului secol au ridicat peste tot n lume ntrebri precum: pn cnd i prin ce
metode nvm? De la angajatori, autoriti i pn la fiecare individ n parte, rspunsul pare s fie
unanim: nvarea permanent nu mai e un lux, ci o condiie necesar pentru adaptarea la cerinele
profesionale, sociale, economice i informaionale mereu n schimbare.
Educaia pe tot parcursul vieii (life long learning) a devenit o prioritate a sistemelor de
nvmnt la nivel global. Chiar dac rolul educaiei de baz, formale, rmne esenial, nvarea
permanent, mpreun cu educaia nonformal, vin s personalizeze i s dezvolte aptitudini ct mai
aproape de cerinele pieei i societii, dar i priceperea i sufletul celui care nva.
nvarea pe tot parcursul vieii ia diverse forme, ea desfurndu-se att n cadrul, ct i n
afara sistemelor tradiionale de educaie i formare. Punctul forte al acestor programe e c plaseaz
responsabilitatea individului n centrul procesului de nvare - lucru valabil i pentru educaia
nonformal, care se regsete ca metod de formare n activitile programelor europene de nvare
pe tot parcursul vieii. De altfel, cele trei concepte - formal, informal i nonformal - se completeaz
reciproc n cadrul programelor de nvare continu. Pe scurt, dac educaia formal, oficial, are
loc ntr-o instituie de nvmnt - coal, facultate, etc. -, iar educaia informal reprezint
influenele spontane sau neorganizate din mediu, familie, grup de prieteni, mass-media etc. asupra
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individului, educaia nonformal vine s personalizeze i s dezvolte acas, la locul de munc, n
comunitate i, uneori, la coal, n afara curriculei oficiale, acele competene, aptitudini, cunotine
pe care fiecare le simte mai aproape de suflet. Educaia formal creeaz baza, apoi aceasta poate fi
personalizat prin educaia nonformal.
n funcie de specificul fiecrei ri, ea poate acoperi programe educaionale ce s contribuie
la alfabetizarea adulilor, la educaia de baz pentru cei ce au prsit sistemul formal de educaie, la
mbuntirea abilitilor de via i la locul de munc, precum i la cultura general.
La nivel european au existat mai multe initiative, incepand cu Strategia de la Lisabona, prin
care s-au punctat cateva prevederi generale privind depasirea barierelor dintre educatia formala si
nonformala, recunoasterea formelor de educatie nonformala si recunoasterea faptului ca aceasta
creste sansele tinerilor de a-si dezvolta noi competente si gasi un loc de munca. Insa, mai sunt pasi
de facut pentru a fi unitar definita la nivelul statelor membre.
In Franta, spre exemplu, activitatile extracurriculare sunt extrem de bine dezvoltate chiar de
catre stat.
In Lituania, educatia nonformala este vazuta de catre autoritati drept componenta prin care
se formeaza persoane inteligente, creative si capabile de a veni cu solutii fezabile si de a se implica
in viata publica.
Olanda are si ea o traditie indelungata in acest domeniu. Multe dintre activitatile tinerilor
din timpul liber se desfasoara in parteneriat cu scoala.
Polonia are o strategie natioanala pentru tineret, pentru perioada 2003-2012, educatia
nonformala fiind o componenta importanta a acesteia.
In Romania, conceptul de educatie nonformala nu a fost inca definit intr-o formula care sa
fie universal acceptata si recunoscuta. Cu toate acestea, activitatile care pun accent pe dezvoltarea
unor abilitati personale si profesionale in afara cadrului oficial incep sa capete amploare, in special
in randul tinerilor, fiind o chestiune relativ noua. In alte tari se adreseaza tuturor categoriilor de
varsta.
La nivel comunitar educatia nonformala este realizata de catre formatori, facilitatori,
voluntari care au obtinut competente, abilitati si certificate pentru domenii diverse in care s-au
instruit.
Cea mai larga acceptie a educatiei permanente exprima aria sa sociala, ca tendinte si
perspective ale vietii educationale contemporane: "Educatia permanenta este educatia tuturor
oamenilor pe tot parcursul vietii lor".
Educatia constituie partea constienta, voluntara si competenta a acestui continuu mers
inainte, care este legea tuturor fiintelor umane. Desigur, nu trbuie supraestimat locul si rolul
educatiei in realizarea destinelor individuale si colective. Cu cat insistam mai mult asupra
necesitatii acestui efort cu atat trebuie sa ne reamintim ca exista structuri favorabile si structuri
defavorabile infloririi personalitatii. Mizeria fizica provoaca si intretine mizeria morala si
intelectuala. Oamenii care traiesc la limita subzistentei se afla in acelasi timp la limita conditiei
umane. (Paul Lengrand)
Relatia intre dezvoltarea sociala si educatie este prima si cea mai importanta coordonata
social-integrativa pentru modelarea si conducerea educatiei permanente.
O educatie rupta de contextul vietii sociale, lipsita de valente integrative si creative in viata
sociala nu poate primi atributul de educatie permanenta. Ea contribuie la dezvoltarea societatii, a
relatiilor sociale superioare, a vietii cultural-artistice si spirituale. Coordonatele soial-integrative si
de creativitate imprima educatiei si invatamantului un caracter deschis mobil si prospectiv.

BIBLIOGRAFIE
Ioan Jinga - "Educatia Permanenta" Editura Stiintifica si enciclopedica , Bucuresti-1979;
Ioan Bontas - "Pedagogie" Editura All ,Bucuresti-1996;
Ioan Nicola - "Pedagogie" Editura didactica si pedagogica ,Bucuresti-1969;
Paul Lengrand - "Introducere in educatia permanenta" Editura didactica si pedagogica,
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 Bucuresti-1973;
Leon Topa - "Sociologia educatiei permanente" Editura stiintifica, Bucuresti-1973;
Tiberiu Popescu - "Educatia adultilor" Editura didactica si pedagogica , Bucuresti-1974.

PROGRAMUL STEP BY STEP-O ALTERNATIV PENTRU NVMNTUL PRIMAR

Prof. nvmnt primar: Chitic Florentina/ tirbu Aurica

coala Gimnazial Alexandra Nechita, Vaslui

n coala primar, programul Step by Step reprezint un pas nainte n spiritul democraiei,
iar la baza acestui program stau principiile democraiei. Copiii sunt ncurajai s devin ceteni
activi i s aprecieze valorile inerente unui mod de via democratic.
Copiii din aceste clase sunt ncurajai n a-i formula i exprima propriile opinii. Se pun
ntrebri. Se susin discuii. Sunt puse n valoare respectul reciproc i responsabilitatea fa de cei
din jur, onestitatea, civismul i seriozitatea.
Modelul acestui program ader la filozofia, principiile i practicile deja cunoscute din
proiectul pentru nvmntul precolar. Acesta include implicarea prin:
Participarea familiei
Didactici adecvate ce in cont de personalitatea copilului
Poziia central a copilului n abordarea demersului educaional bazat pe individualizare
Centre de activitate n sli de clas (citire, scriere, matematic, tiine, studii sociale, arte,
construcii)
Instruirea continu i susinerea logistic a nvtorilor
Considerm acest program un model creat ca un rspuns serios la marile schimbri ce se
petrec n societate. Necesitatea unei schimbri n nvmnt este de nenlturat, dac lum n
considerare fluxul de informaie din viaa cotidian, schimbrile atribuiilor din instituiile
tradiionale i noile descoperiri privind activitatea mental.
Programul Step by Step n nvmntul primar consider c este esenial s se contureze un
nou model educaional care s-l fac pe micul colar contient de interdependena tuturor lucrurilor
n via. A nva este cheia succesului n viitor, iar un proverb ebraic spune: Nu-i lsa copiii s se
limiteze la ceea ce tii tu, pentru c ei s-au nscut n alte vremuri.
La baza acestui program educaional stau cteva principii importante:
1. S pregteasc indivizi dispui s se instruiasc toat viaa
2. S creeze un mediu de instruire bazat pe respect reciproc i pe principii democratice
3. S se asigure continuitatea i metode practice de dezvoltare
4. S se asigure c toi copiii vor dobndi deprinderi eficiente artistice, etice i practice pentru
a lua parte cu succes la viaa unei societi democratice
nvtorii sunt cei care i ajut pe copii s-i ating scopurile propuse printr-o expunere
clar a modului de atingere a acestor scopuri. Nu trebuie formulate nite cerine ferme, ci trebuie s
se ofere sfaturi presupunnd un comportament pozitiv, ntr-o manier binevoitoare care s induc
copiilor sigurana c nvtorul este ncreztor n capacitatea lor de a reui.
n clasele Step by Step, copiii i vor asuma diferite roluri prin care i vor atinge scopurile
stabilite:
Ca gnditori, copiii vor reflecta la aciunile lor, vor face conexiuni ntre cunotinele noi i
cele anterioare.
Ca persoane ce rezolv o problem, copiii vor crea soluii alternative la obstacolele
ntlnite n cale i vor vedea problemele ca posibiliti de descoperit.

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 Ca martori ai unor ntmplri, copiii i vor dezvolta deprinderile i mijloacele necesare
pentru a comunica propriile observaii i idei.
Ca asculttori, copiii vor nva s-i focalizeze atenia n totalitate i s devin auditori
activi i ateni n public.
Ca interlocutori, copiii i vor formula i exprima propriile idei i opinii pe diferite ci.
Ca organizatori, copiii i vor planifica propriul studiu, asumndu-i rspunderea pentru
propriile decizii.
Ca parteneri, copiii vor nva s coopereze i vor ncepe s ia n considerare i punctele de
vedere ale celuilalt.
Ca prieteni, copiii vor nva s aib ncredere i s se ngrijeasc de ceilali i s-i dea
seama c i ceilali vor proceda la fel fa de ei.
nvtorii trebuie s asigure un mediu care s dea posibilitatea copiilor s-i asume aceste
roluri pe msur ce nva. n calitate de pedagogi, este necesar s acceptm ideea c noi educm
att inima, ct i mintea fiecrui copil aflat n grija noastr. Scopul nostru este de a dezvolta
deprinderile minii i inimii tuturor celor care lucreaz ntr-o comunitate colar.
Un lucru esenial n programul Step by Step este acela de a educa caracterul. Aceasta
nseamn s-i ajutm pe copii s neleag diferena dintre noiunile liber de i liber s, adic s le
ndreptm atenia de la ideea de liberi de constrngeri i reguli, care este o libertate iresponsabil, la
ideea de liber s respecte pe cellalt. Libertatea nu trebuie neleas ca opusul constrngerii sau al
restriciei, ci ca pe o comuniune, o rspundere de a se constitui ntr-o comunitate.

IPOTEZE FILOZOFICE
nvmntul tradiional programul Step by Step
coala pregtete elevii pentru via o coala face parte din via
nvtorul pune cunotinele la dispoziia o cunotinele sunt descoperite de copil
elevilor o educaia este privit ca un proces-
educaia este privit ca un rezultat important este nu ceea ce nvtorul pred, ci
procesul de nvare are loc ntr-o progresie ceea ce elevul a nvat.
liniar prin stpnirea informaiilor i o procesul de nvare este vzut ca o spiral
deprinderilor acumulate care se tot extinde avnd coninut, adncime i
elevii sunt consumatori pasivi de informaie lrgime
o elevii sunt activ implicai n soluionarea
problemelor i particip la elaborarea proiectelor
CONINUTUL PROGRAMEI
nvmntul tradiional programul Step by Step
coninutul programei este prezentat global o coninutul programei este constituit pe
programa este conceput i dezvoltat de msur ce copiii fac conexiuni
experi pe criterii externe o programa este conceput n funcie de
luarea deciziilor este ierarhic i centralizat cerinele elevilor i ale planului de nvmnt i
programa ncurajeaz conformarea la adaptat de ctre nvtor
ateptrile grupului att n ceea ce privete o luarea deciziilor este partajat ntre
comportamentul social, ct i n ceea ce participani avizai
privete nivelurile realizrilor teoretice o programa este menit s dezvolte
activitile coninute sunt bazate pe manuale priceperea i experiena pozitiv favorabil
i culegeri de exerciii nvrii
accentul se pune pe nvarea deprinderilor o activitile se bazeaz pe sursele primare
de baz (primare: scris-citit-socotit) de date i manipularea materialelor
o accentul se pune pe nelegerea
conceptelor importante
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 ROLUL NVTORULUI I STRATEGII DE PREDARE
nvmntul tradiional programul Step by Step
nvtorii sunt singura surs de informaie o nvtorii sunt cei care faciliteaz i
nvtorii sunt considerai ca fiind pe ndrum pe elevi n cadrul nvrii
deplin instruii o nvtorii nva mpreun cu copiii
nvtorii prezint informaia prin lectur, o nvtorii creeaz situaii de nvare
culegeri de exerciii i lucrri bazate pe experiena direct, interaciuni sociale
tehnicile de chestionare ale nvtorilor i cercetare
sunt concentrate asupra tipurilor de rspuns o nvtorii cer copiilor s pun ntrebri
corect sau greit sau pe ntrebrile nchise i le stimuleaz gndirea prin ntrebri deschise
cadrele didactice sunt responsabile de o nvtorii i elevii stabilesc mpreun
comportamentul clasei i sunt vzute ca reguli de comportare care pun accentul pe
fiind autoritatea suprem asumarea responsabilitilor
cadrele didactice se comport n general o cadrele didactice se comport ntr-o
ntr-o manier didactic, oferind informaii manier interactiv fiind un mediator n
elevilor procesul de nvare
o nvtorii vd elevii ca pe nite
nvtorii vd elevii ca pe nite pagini albe
gnditori care elaboreaz teorii asupra lumii
pe care trebuie s fie nscris informaia
o elevii lucreaz n perechi i n grupuri
elevii lucreaz n primul rnd singuri-
mici
individual, independent
Programul Step by Step promoveaz acele metode, tehnici i procedee care contribuie la
activizarea predrii-nvrii, prin implicarea elevului n procesul de nvare, urmrindu-se
dezvoltarea gndirii critice, stimularea creativitii, dezvoltarea interesului pentru nvare, n sensul
formrii lui ca un participant activ la procesul de educare. Astfel, elevul este ajutat s neleag
lumea n care triete i s aplice n diferite situaii de via ceea ce a nvat.
Alternativa educaional Step by Step:
transform elevul din obiect n subiect al nvrii;
este coparticipant la propria formare;
angajeaz intens toate forele psihice de cunoatere;
asigur elevului condiii optime de a se afirma att individual, ct i n echip;
dezvolt gndirea critic;
dezvolt motivaia pentru nvare;
permite autoevaluarea propriei activiti.

Bibliografie:
1. Burke Walsh, Kate , Crearea claselor orientate dup necesitile copiilor de 8, 9, 10 ani,
Editura Cermi, Iai, 1999
2. Cerghit, Ioan, (coordonator), Perfecionarea leciei n coala modern", EDP, Bucureti,
1988
3. Iosifescu, erban, Standarde manageriale i de formare managerial, ISE, 2000
4. Iucu, Romi, Managementul i gestiunea clasei de elevi, Editura Polirom, Iai, 2001

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 COMUNICAREA CU ELEVII RROMI. GHID INTERCULTURAL

Prof. Matache Irina

Scoala Gimnaziala ,,Mihai Eminescu Ploiesti

In activitatea didactic m bazez totdeauna pe crezul meu: Fiecare om are ceva bun,
valoros, un dar, atunci cnd vine pe lume. Darul n sine este viaa cu toate calitile sufleteti
adugate omului. Educatorul are menirea s descopere i s pun valoare acest dar miraculos al
vieii. De aceea fiecare etnie are caracteristici psiho-fizice deosebite i elementul comun care
trebuie s prevaleze nainte de toate este calitatea uman.
n contextul creat de noile educaii, educaia intercultural i nediscrimarea, lupt pentru
echitate i egalitate de anse, integrarea social fireasc i benefic att individului ct i societii
(locale i ansamblul ei). Sunt situaii ns care fr sprijin din interiorul mediului respectiv
realizarea acestor deziderate nu se poate traduce ntegral fapte.
n societatea romneasc a noului mileniu s-a constatat c populaia colar rrom din unele
medii urbane i rurale este proporie covritor majoritar i deosebit de srac. Din experiena
didactic proprie am constatat c pofida acestei situaii, majoritatea printilor rromi simt nevoia de
culturalizare a copiilor lor, dar n special de ntegrare social pe aceast cale. Integrarea social
implic cunoaterea i utilizarea limbii romne. Limbajul este asimilat comunicrii pentru c nu
poate fi conceput fr existena celor doi poli ai acesteia emitor i receptor i pentru c el
nclude: ascultarea, vorbirea, citirea i scrierea ca elemente eseniale ale comunicrii.
n interaciunea cu copilul, prin intermediul comunicrii, una dintre mizele eseniale este
aceea de a rmne credincioi nou ine i de a-i da voie copilului s fie credincios fa de el nsui,
fa de potenialul su i de capacitile sale.
,,Dac i-am permite fiecarui copil s-i pstreze originalitatea, unicitatea, daca nu l-am obliga s
gndeasca la fel ca cei din jurul su - printi sau invtori, frate sau sora - odat crescut mare,
poate ar fi mai credincios fa de sine (J.SALOME - Albu,2008)
Limbajul copiilor (foarte mici i mici) nu se adreseaz urechilor. El ,,este destinat ochilor i
inimii i adesea vizeaz nelinitea i suferina. Suferina lor este uneori att de debordant, nct
,,transpare prin corp, prin expresia feei, voce i mai ales ochi.

MODALITI DE LUCRU CU ELEVII SI COMUNITATEA RROMA

Modaliti de lucru cu precolarii si scolarii rromi si cu prinii acestora

Utilizm cteva situaii frecvente si rspunsurile acionale aferente, chestiuni cu care n

genere ne confruntm noi, cadrele didactice care lucrm n nvatamntul destinat copiilor rromi.
a. Legat de situaiile n care precolarii rromi nu frecventeaza nca gradinia se vor avea n
vedere urmtoarele:
Dei exist puini prini rromi care i nscriu copiii la grdini, totui, n urma discuiilor
purtate de educatoare cu mamele rrome din comunitate, acestea au contientizat efectele benefice
ale pregtirii precolare. n toate discuiile pe care le vom purta cu liderii rromi, cu printii rromi, cu
tinerii i copiii din comunitatea rroma, nu abordm discuia de pe pozitii oficiale, ci folosim o
manier prietenoas i tolerant de comunicare. Le vom vorbi interlocutorilor rromi de faptul c,
frecventnd grdinia i coala, copiii lor vor avea alte posibiliti de afirmare n via. Evident,
primele probleme pe care le vor etala interlocutorii rromi vor fi cele legate de lipsurile cu care
familiile rrome se confrunt zilnic sau de alte cauze reale (de pild, inexistena documentelor de
identitate i, din acest motiv, imposibilitatea de a beneficia de unele drepturi legale; lipsa locurilor
de munc etc.).
Nu facem promisiuni pentru care nu avem sigurana c le vom i onora, dar propunem
mamelor rrome s alctuim un comitet cu care s discutm i s gsim mpreuna soluii la
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problemele prioritare identificate, iar pe masur ce unele dintre probleme se vor rezolva, mamele s
fie de acord ca s-i aduca pe copii la gradini.
Dac demarm discuiile cu prinii rromi n primvar i n vara premergtoare nceperii
colii, cnd copilul rrom urmeaz s se nscrie n clasa I, le putem propune prinilor organizarea
unei grdinie <estivale. Anii de grdini sunt <recuperai intensiv pe o perioad de trei
sptamni, n intervalul august septembrie, prilej n care viitorul elev de clasa I si formeaz
deprinderile i abilitile necesare la clasa I, normele de comportament n colectivitatea colara etc.
Dac exist o grdini ntr-o comunitate tradiional, de cldrari de pild, i nu este frecventat de
copiii rromi, vom vedea c dac nepoii i nepoatele liderului tradiional (bulibaa) vor ncepe s
vin la grdini, automat i alte mame rrome vor <copia modelul, aducnd i ele copiii acolo. O
discuie cu familia liderului tradiional rom este benefic n acest scop. Oferta educaional poate fi
nuanat i n profilul educaiei tradiionale. n discuiile cu mamele rrome, nu facem greeala de a
reproa c familiile rrome nu fac educaie copiilor, c nu se ocup suficient de copiii etc., deoarece
n familiile rrome se face educaie copiilor, dar nu ntotdeauna dup rigorile i tipicul educaiei
fcute n familiile gagicane. De pild, pe lnga educaia specific, copilului rrom i este lsat foarte
mult libertate, el trebuie s se bucure de copilarie, dar i s se deprind in a lua decizii n mod
independent de la vrste foarte mici. ncercm s identificm mpreun cu colectivul de mame
interesate s-i nscrie copiii la grdini toate problemele, stabilind natura lor (lipsa mbracmintei
i a ncalmintei i n cazul unor comuniti extrem de srace, de pild - gndim mpreun
posibilitile locale de rezolvare a lor). Invitm preotul/predicatorul din comunitate, medicul sau
asistentul medical, mediatorul sanitar i mediatorul colar - acolo unde exist- liderii rromi,
consilierii care au n competen strada, cartierul, zona i nu ezitm s contactm ageni economici
crora s le solicitam sponsorizri n obiecte de mbracminte i de ncalminte, produse
alimentare, jucarii etc. Nu ezitm, de asemenea, s solicitm sprijinul unor organizaii
neguvernamentale active n zona de referin.
n activitile cu rromii, trebuie s renunm, de la bun nceput, la ideea ca rromii bogai
vor face, automat, unele sponsorizri. Acestea sunt posibile, dar dup foarte ndelungi perioade de
timp, cnd acetia se vor fi convins cu adevarat de corectitudinea i de fidelitatea relaiei de
colaborare. Pentru astfel de acte de generozitate, trebuie ales foarte bine contextul, de preferat de
natur competitiva, cnd ali rromi vor fi fcut astfel de donaii, sponsorizri. De exemplu, invitat la
deschiderea unei coli noi dintr-o localitate vrncean, bulibaa, vznd ca unul dintre invitaii
rromi, profesor, a oferit un dar simbolic colii, atunci i acest lider tradiional a acordat colii, un alt
cadou incomparabil mai mare. n paralel, ncercm s discutam i cu mamele celorlali copii
neromi, vorbindu-le deschis i corect despre necesitile copiilor rromi, solicitndu-le i lor sprijinul
(uneori se pot crea legturi nebnuite cu diferite firme sau fabrici, sau cu depozite de obiecte
confiscate pe care le putem achiziiona la sume modice s. a.). Chiar dac n comunitatea rrom
exist o anumit religie predominant, nu ezitm s cerem sprijinul altor culte. n general, acestea
sunt foarte sensibile la problemele oamenilor. De exemplu, Biserica Baptist a ajutat material copii
i studeni rromi ortodoci, fr s ntrebe care este religia acestora, deci, fr practicarea
prozelitismului.

b.Dac un copil rrom frecventeaz grdinia? n general, precolarii rromi vin la grdini cu o
ide deformat despre instituiile colare indus de familie, de colegii de joac, de fraii mai mari,
care - n funcie de experienele neplcute avute n comunitatea colar minimalizeaz menirea
acestora. S avem n vedere c un copil este obinuit n familia sa cu o mai mare libertate, ceea ce
ar presupune c n primele zile de la venirea la grdini a acestuia, s manifestm o mai mare
nelegere, astfel nct precolarul rrom s nu se simt constrns. Nu pierdem din vedere c,
aproape n totalitate, copiii rromi simt nevoia unui plus de afect, n raport cu ceilali copii. Lum n
calcul sensibilitatea acestor copii pentru a nu provoca frustrri, justificate sau nu, n cazul unor
decizii de natur educaional. Folosim n discuiile cu precolarii rromi un ton prietenos, blnd,

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iar bunele intenii s ni se citeasc din privire. Dac nu ne vor spune de ce sunt suprai, nu
insistam.
ncercm s-i antrenm, pe moment, cu discreie, firesc, n alte activiti. Dac apar mici
conflicte (de pild, un alt copil i adreseaz copilului rrom apelativul de <igan etc., nu ezitm s
intervenim, cu tact, cu vocea normal si s explicm celorlali copii c nu este o ruine s fii
<igan, dar termenul cu care i rugm s se adreseze este cel de ,,rom, iar cea mai potrivit
formul de adresare este pe numele su. . Dac un copil rrom sau mai muli se confrunt cu
dificulti de limb, deoarece au vorbit acas doar limba materna romani, cutm pentru o vreme ,,o
educatoare de suport din rndul mamelor rrome, care s ne asiste la program, pn cnd copiii
rromi vor depi barierele lingvistice. La nevoie, putem solicita, n acelai scop, sprijinul
inspectorului pentru nvamntul destinat rromilor, care s ne pun la dispoziie civa voluntari,
elevi rromi de la liceele pedagogice sau de la alt liceu, coal general etc., care s ne ajute s
comunicm, la nceput, cu precolarii romi. Dac exista mediator colar n localitate, l putem
solicita, de asemenea, n acest scop.
Dac n coala apropiat se pred limba romani, nu ezitm s solicitm profesorul de limba romani
s ne ajute n acest scop. n orice situaie de nvare, nu uitam c exist n bibliotecile colare, n
bibliotecile CCD-urilor si n cele judetene,
Vocabularul trilingv ilustrat (romn maghiar rom), care ne permite s oferim copiilor
rromi echivalentul rom al anumitor cuvinte (fie artndu-le imaginea color, fie cautnd n vocabular
cuvntul n cauz i citindu-i-l copilului n romani).
Dicionarul romn rom existent i el n biblioteci ne poate fi, de asemenea, de folos. Este
necesar cunoaterea unor aspecte din istoria, cultura i tradiiile romilor, utili Nu ezitm s-i
ncurajm pe copiii romi, pentru cel mai mic progres nregistrat, ludndu-i de fiecare dat.
Descoperim predispoziiile artistice(spre ritm,culoare s.a.) i le cultivm, dndu-le extensie spre
alte activiti. Nu rdem niciodat cnd unii copii fac glume sau remarci rutacioase la adresa
copiilor rromi. Exemplul nostru va fi imediat copiat, amplificat, n ru,dar i n bine, dac vom
arta c nu <gustm astfel de atitudini. Convocm mamele ct mai des i, la o mic trataie,
ncercm, ntr-o atmosfer liber, prieteneasc, s stabilim paii urmtori n soluionarea
problemelor ce se ivesc.
Nu lucrm preferenial cu anumii copii, ci incercm s-i antrenm i s-i capacitm pe toi
deopotriv. Identificm ce are bun fiecare dintre ei, eventual, responsabilizndu-i pentru anumite
activitai spre care manifest interes deosebit sau la care se pricep. Nu lsm copiii rromi s se
grupeze preferenial cu ali copii rromi, ncercm s-i ,,armonizm, aezndu-i lng ceilali i
veghind la cimentarea unor relaii fireti ntre copiii rromi i neromi. n ntlnirile cu prinii
neromi ncercm s detensionm eventualele nemulumiri ale acestora privind eventualele
<plngeri fcute de copiii acestora n legtura cu necesitatea de a comunica i de a se juca
mpreun cu precolarii rromi. (O prieten pictori, gagie, ne spunea cum i-a deconstruit
prejudecile fa de rromi, primite de la prieteni, de la societate, ntrebndu-se: <Dar dac eu eram
n locul lor, dac m nteam i eu rrom
Pentru estomparea barierelor care apar pe drumul integrrii sociale a rromilor, fiecare dintre
noi ar putea s se concentreze pe fiecare persoan n parte ca individ, cci fiecare dintre noi merit
s fie considerat ca o fiin uman unic i n acelai timp s recunoasc faptul c facem cu toii
parte simultan din mai multe grupuri i c nici unul dintre aceste grupuri luate in parte nu poate
explica n totalitate ceea ce suntem.

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 DIMENSIUNILE EDUCAIEI INTERCULTURALE

Prof. nv. primar Pirianu Constana

coala Gimnazial Filiai, jud. Dolj

Frecventarea colii, reprezint o etap indispensabil n dezvoltarea personalitii umane.

Educaia colar este menit s deschid cile unei instruiri continue, s determine un proces de
autoinstruire i autoeducaie. Ea asigur formarea deprinderilor de munc intelectual prin care s
dobndeasc posibilitatea de a nva pe tot parcursul vieii i dezvoltarea sistemului de operaii
intelectuale indispensabile unei activiti creatoare.
Educaia nu ncepe odat cu debutul colaritii unui copil i nu se termin cnd acesta i-a
terminat studiile. Educaia nu ar trebui s se rezume la ceea ce ofer coala ci concomitent cu coala
ea va fi exercitat i de ali factori educativi (familia, mass media) dar va continua i dup
absolvirea colii, pe tot parcursul vieii.
Educaia permanent este un sistem educaional deschis, compus din obiective,
coninuturi, forme i tehnici educaionale, care asigur ntreinerea i dezvoltarea continu a
potenialului cognitiv, afectiv i acional al personalitii, al capacitilor i deprinderilor de
autoeducaie, formarea de personaliti independente i creative. Educaia permanent este
nemijlocit legat de diagnoza i prognoza educaiei, de programarea i de inovarea pe termen lung
a educaiei.
"Educaia permanent este educaia tuturor oamenilor pe tot parcursul vieii lor". Educaia
permanent ne ferete de mbtrnirea timpurie din punctul de vedere cerebral i psiho-social, ne
menine tinereea spiritual. ,,Educaia permanent, pentru a fi de valoare i eficient, trebuie s se
bazeze pe educaie, fapt care cere nvmntului s pregteasc tineretul studios pentru
autoeducatie spunea Ioan Bonta.
Educaia pe tot parcursul vieii se impune i pentru c omul nu triete izolat pe pmnt.
El cltorete n diferite spaii geografice i interacioneaz cu oameni de diferite culturi.
Poporul romn este singurul popor romanic european de expresie religioas cretin
ortodox, iar prin aezarea sa geografic face legtura ntre civilizaia occidental i cea oriental.
Civilizaia romneasc i-a construit de timpuriu un stil original de via i cultur nu prin izolare
sau nchidere n sine ci prin modul n care a tiut s-i triasc destinul istorico-geografic -
decurgnd din situarea sa la confluena a dou mari tipuri de civilizaie: occidental i oriental,
prin modul n care a tiut s fac din acest lucru, precum i din alte contacte sau impacte mai de
durat, factori de creaie cultural i civilizatoric . Fora creatoare i originalitatea unei culturi nu
constau n puritate etnic, ceea ce implic intoleran i exclusivism, ci n capacitatea de asimilare
i reconstrucie, n deschidere benefic fa de adevratele sale surse de creaie arhietipal.
O cultur este mare nu numai prin ea nsi, prin propriile mecanisme autoreproductive sau
autocontemplative, ci i prin "metabolismul" creterii i transformrii ei, prin felul n care permite
deschideri spre reverberaii din exterior. Se concretizeaz cu acest prilej o dinamic specific dintre
nchidere i deschidere, o relaie pulsatorie care genereaz sporirea cultural. Acest raport dintre
general i particular, dintre continuu i discontinuu, dintre asumare i negare trebuie actualizat, ntr-
un mod specific, i la nivel colar. Experimentarea diferenei trebuie s nceap nc de pe bncile
colii i va continua ntreaga via.
Obiectivul principal al educaiei interculturale rezid n pregtirea persoanelor pentru a
percepe, accepta, respecta i a experimenta alteritatea. Scopul l reprezint netezirea terenului
ntlnirii cu cellalt. A face educaie intercultural presupune ca nsui procesul educaional s se
realizeze ntr-un mediu interacional, prin punerea alturi, fa n fa, a purttorilor unor expresii
culturale diferite. Alteritatea trebuie s devin un motiv de bucurie, o ocazie de ntrire a
sentimentului vieuirii laolalt, o dorin a unei mpreun simiri i binevenite conlucrri. Altul este
un prilej de descoperire i contientizare a realei identiti. Cci, n cutarea celuilalt, ne descoperim
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pe noi nine, ne dm seama de ceea ce suntem, sperm, meritm. Frumuseea existenial ne este
dat de cellalt, de miracolul ieirii din sine, de proiectarea n altul, de iubirea celui apropiat - ca i
a celui ndeprtat!
Educaia intercultural vizeaz dezvoltarea unei educaii pentru toi n spiritul recunoaterii
diferenelor ce exist n interiorul aceleai societi i se refer mai puin (sau deloc) la realizarea
unei educaii pentru culturi diferite, ceea ce ar presupune staticism i o izolare a grupurilor
culturale. Educaia intercultural privilegiaz interaciunea i dialogul, curajul de a iei din sine i
dorina de proiecie n cellalt. O educaie conceput n perspectiva intercultural va resemnifica
relaiile dintre coal i alte spaii educative; ea va deborda zidurile colii, prelungindu-se i
insinundu-se n activitile informale, n viaa de zi cu zi.
Cu toate c diversele aspecte ale educaiei pentru nelegere internaional sunt
interdependente, cele mai bine individualizate sunt: educaia pentru drepturile omului ; educaia
pentru democraie i civism;
educaia pentru pace i dezarmare ; educaia pentru toleran; educaia pentru dezvoltare ; educaia
pentru mediu; educaia intercultural.
Exist concepte corelate cu cel de educaie intercultural, precum educaia multietnic i educaia
global. Educaia multietnic este un concept ce s-a impus n state care sunt conglomerate etnice
nc de la constituire SUA, Canada, Australia. Scopurile educaiei multietnice sunt: cunoaterea
de ctre fiecare grup etnic a propriilor valori; familiarizarea grupurilor etnice cu principalele
elemente ale culturii altor grupuri, nelegerea i respectarea acestora; facilitarea confruntrii
preocuprilor alternative; nzestrarea elevilor cu priceperi, cunotine i atitudini necesare desf-
urrii activitilor n profesie, dar i conturarea culturii generale; reducerea discriminrii i
segregrii dintre membrii grupurilor etnice n coli i n societate; dezvoltarea competenelor
culturale de granite.
Alturi de ncercrile de definire a interculturalitii, Dasen consider util i precizarea a
ceea ce nu este educaia intercultural, pentru a evita confuzii i simplificri:
-Nu este vorba de o educaie compensatorie pentru strini, viznd aplanarea problemelor
copiilor de imigrani. n viziune intercultural nu copiii au probleme, ci instituia colar are
dificulti de adaptare la diversitatea cultural. coala trebuie s ajute aceti copii s nvee limba
rii gazd i s se conformeze normelor colare locale pentru a le maximiza ansele de reuit
colar i profesional. Diferenele culturale n performane nu sunt atribuite automat lacunelor sau
mediului cultural defavorizant, ci sunt considerate o reflectare a adaptrii la contexte diferite.
-Educaia intercultural nu este doar o nou disciplin colar, ci o nou abordare a
disciplinelor clasice. Profesorul va (re)valoriza culturile de origine ale elevilor, sensibilizndu-i la
diversitatea cultural i evitnd stereotipiile i prezentarea culturilor n mod static. La nivel
instituional, ea implic alegerea unui model de integrare mai degrab, dect de asimilare.
-Educaia intercultural nu se confund cu cursurile de limba i cultura de origine pentru
elevii imigrani. Ea se adreseaz tuturor elevilor i ar trebui s se nscrie ntr-un demers care s
acopere toate ciclurile de nvmnt.
Desfurat n coal, educaia intercultural i vizeaz pe toi elevii, autohtoni sau
imigrani, propunndu-i s i sensibilizeze la respectarea diversitii, toleran i solidaritate.
Conduitele interculturale presupun: disponibilitatea spre a cunoate; acceptarea alteritii
dintr-o perspectiv neutral; aptitudinea de a percepe ceea ce este strin ntr-o manier flexibil prin
refuzarea grilelor de lectur rigide, simplificatoare i nivelatoare, care au avantajul de a fi familiare
i prin aceasta uor de utilizat, dar srcesc realitatea de multe din dimensiunile sale; trirea
situaiilor ambivalente fr team, ca premis pentru acceptarea diferitului; dominarea i
nfrngerea fricii fa de cellalt; atitudinea favorabil de a experimenta moduri existeniale, de
gndire i de raportare diferite; aptitudinea de a asuma conflicte, ca a treia i cea mai pozitiv
variant de conduit n cazul divergenelor, celelalte dou fiind refuzul realitii i transformarea
divergenei n ostilitate- conflictele trebuie asumate cu calm i negociate ntr-o abordare de tip
ctig-ctigi; capacitatea de a dobndi identiti mai largi (de european, de cetean al lumii)
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dezvoltnd o loialitate de tip nou, n care s se integreze identitile naional, regional,
profesional, social.
ncurajnd atitudinea intercultural se deschide calea spre dialog i comunicare ntre
grupurile culturale, cu consecine benefice asupra nelegerii dintre ele. Cultivnd valori precum
respectul pentru cellalt, toleran fa de diversitate, complementaritatea dintre valori, coala este
n msur s fructifice bogia potenial a multiculturalitii fr a anula identitatea nici unei
culturi.

BIBLIOGRAFIE
Berger Gaston - "Omul modern i educaia sa" Editura Didactic i Pedagogic, Bucureti-1973.
Bontas Ioan - "Pedagogie" Editura All ,Bucureti-1996.
Dasen, P., Fundamentele tiinifice ale unei pedagogii interculturale, Iai, Ed. Polirom, 1999;
Cuco, Constantin- ,, Educatia. Dimensiuni culturale si interculturale Iai, Ed. Polirom,2000;
http://www.scritub.com/profesor-scoala/EDUCATIA-PERMANENTA
Jinga Ioan - "Educaia Permanenta", Editura tiinific i Enciclopedic , Bucureti-1979.
Murean Pavel - "Educaia Permanent", Editura tiinific i Enciclopedic, Bucureti-1983.
Nicola Ioan - "Pedagogie" Editura Didactic i Pedagogic ,Bucureti-1969
Paul Lengrand - "Introducere n educaia permanent" Editura Didactic i Pedagogic
,Bucureti1973.
Plugaru Liviu i Pavalache Mariela- ,, Educaie Intercultural Psihomedia ,2007

EDUCATIA FIZICA A PERSOANELOR DE VARSTA A TREIA

IMPORTANTA EI IN VIATA POPULATIEI VARSTNICE-

Prof. Criciotoiu Narcis

Scoala Gimnaziala Sf. Nicolae Targu Jiu

Tipurile de activitati si exercitii fizice recomandate varstnicilor

Sunt patru tipuri de exercitii si activitati fizice care ii ajuta pe varstnici sa beneficieze de
efectele lor favorabile si contribuie la asigurarea independentei fata de altii, in satisfacerea nevoilor
personale de zi cu zi.
Tipurile de activitati si exercitii fizice recomandate varstnilor sunt urmatoarele:
de rezistenta
de forta
de echilibru
de suplete

1. Exercitiile si activitatile de rezistenta

Eforturile de rezistenta constau in orice activitate mers, jogging, inot, pedalare pe bicicleta
etc care accelereaza bataile inimii si miscarile respiratorii, pe o perioada mai lunga de timp. Sunt
cele mai accesibile, cele mai numeroase si cele mai cunoscute dintre toate. Ele imbunatatesc
performantele inimii, plamanilor si sistemului circulator. Prin imbunatatirea rezistentei, se
imbunatateste nu numai starea de sanatate, la modul general, ci si capacitatea de a indeplini diverse
sarcini si activitati, cum ar fi mersul, urcatul scarilor, facutul pietii etc. Eforturile de rezistenta pot
preveni sau intarzia multe boli asa-zis caracteristice batranetii: diabet, cancerul de colon, bolile de
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inima, accidentele cerebrale si altele, in acest mod reducand semnificativ riscul decesului de orice
cauza si riscul persoanei de a ajunge in spital.

Recomandari:
rezistenta se imbunatateste treptat, incepand de la eforturi cu durata de 5 minute, daca este
cazul;
dar chiar si cand individul a devenit capabil de eforturi din zona de antrenare, cel putin in
unele cazuri este intelept ca, pentru o perioada de timp, el sa presteze serii a cate 10 minute
de efort greut, desi stim bine ca duratele mai mici de 10 minute sunt ineficiente;
totusi, atat la inceput, cat si pe parcursul acelei perioade de acomodare cu efortul, nu
trebuie sa uitam, si trebuie sa spunem mereu subiectului, ca, de fapt, obiectivul lui, in planul
imbunatatirii performantelor cardio-vasculare, este prestarea de efort de rezistenta, la
indicele Borg 11 13, cel putin 30 de minute in continuu, in majoritatea zilelor saptamanii,
la modul ideal zilnic.

2.Exercitiile de forta
Aceste exercitii fac sa creasca masa si forta musculara, in felul acesta permitand varstnicului
indeplinirea macar a unor activitati ce tin de viata de zi cu zi si de ingrijirea propriei persoane.
Chiar si cele mai mici imbunatatiri ale fortei, pot sa aduca evidente beneficii in aceste planuri, si in
special in cel a reducerii dependentei de ajutorul altora.
Crescand masa musculara se mai obtine insa si un alt efect favorabil; creste metabolismul (
adica se mareste consumul de calorii, inclusiv in repaus pentru ca tesutul muscular consuma mai
multe calorii in conditii bazale, decat alte tesuturi), ceea ce ajuta la evitarea ingrasarii, scaderea
cantitatii de grasime corporala tinerea sub control a glicemiei ( deci evitarea, amanarea sau
reducerea gravitatii diabetului de tip II) etc. Ceea ce este foarte important, tinand cont ca obezitatea
si diabetul reprezinta mari probleme de sanatate la populatia varstnica.
Lucrul pentru forta se poate realiza in multe feluri, de la exercitii in care se invinge greutatea
proprie (semiflotari, flotari, semigenuflexiuni, genuflexiuni, abdominoflexiuni), la cele cu greutati
(gantere, haltere, sticle umplute cu nisip) cele cu benzi elastice (extensoare etc) si terminand cu
lucrul la aparate speciale, de diverse tipuri si marci.
3. Exercitiile de echilibru
Sunt cu deosebire recomandate la varstnici, deoarece in felul acesta se previn caderile si
accidentarile. CAderile la aceasta grupa de populatie sunt deosebit de periculoase deoarece pot
produce temutele fracturi de sold sau alte accidente grave, care conduc la dizabilitate, pierderea
independentei si chiar moarte, cauzata de complicatiile imobilizarii prelungite la pat.
Studii foarte riguroase au probat clar, ca la persoanele care efectueaza cu regularitate
exercitii de echilibru, incidenta accidentarilor cauzate de dezechilibrare si impiedicare a scazut
semnificativ, deoarece exercitiile de echilibru le ajuta sa se deplaseze in siguranta.
Mai multe motive ce tin de structura si controlul nervos al aparatului statokinetic, in practica
avem de-a face cu o intrepatrundere/suprapunere intre dezvoltarea fortei si a echilibrului, iar nu de
putine ori exercitiile utilizate servesc ambele aspecte.
Principii. Practic oricare exercitiuce se foloseste pentru cresterea fortei muschilor trenului
posterior, imbunatateste automat si echilibrul. Aceste exercitii se adreseaza flexiei plantare, flexiei
si extensiei soldului, flexiei si extensiei genunchiului etc.
Totusi, daca ne ocupam doar de cresterea fortei in sine, si nu propunem si exercitii in care
castigul de forta realizat sa fie pus sa lucreze in miscare, beneficiile in planul executarii
miscarilor naturale in siguranta vor fi aproape neglijabile.
Precautii. Nu trebuie - mai ales la inceput, sau la persoanele slabite exagerat cu exercitiile
de forta, deoarece atunci cand muschii ajung sa fie obositi, sau durerosi, capacitatea de mentinere a
echilibrului scade.
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 Exercitiile de mobilitate si suplete
Sunt necesare deoarece la varstnici musculatura devine rigida, iar articulatiile anchilozate.
Ceea ce face miscarile sa fie lipsite de coordonare, nenaturale si neeficiente, crescand riscul ca
persoana in cauza sa se impiedice si sa cada, chiar in cazul mersului pe teren plat. Din aceste
motive, din orice program conceput pentru varstnici, nu trebuie sa lipseasca stretchingul. Aceasta
deoarece, chiar in conditiile in care forta nu creste semnificativ, exercitiile de stretching, practicate
cu regularitate si respectand indicatiile unui specialist, ii aduc varstnicului mai multa eficienta,
siguranta, stabilitate, cu alte cuvinte mai multa libertate, in executia miscarilor necesare zi de zi.

Principii:

- exercitiile de stretching se executa dupa activitatile de rezistenta si exercitiile de forta; uneori

chiar si in pauzele dintre componentele acestor programe;
- in situatiile in care, din anumite motive, nu se pot executa exercitii de rezistenta sau forta, nu se
renunta la stretching; se executa doar exercitiile specifice acestuia, eventual chiar marind durata
sedintei de stretching. In asemenea situatii stretchingul se executa de cel putin 3 ori pe
saptamana, minimum 20 de minute in fiecare sedinta;
- fiecare exercitiu de stretching se executa de 35 ori intr-o sedinta;
- intinderea se va face lent, pana la amplitudinea maxima iar pozitia in care intinderea este maxima
trebuie mentinuta 10 30 secunde. Dupa care intervine relaxarea. Urmeaza o noua intindere, in care
se incearca, daca este posibil, depasirea gradului de intindere a tesuturilor, atins in cadrul executiei
precedente.

5. Nevoia de activitate fizica la batrani

Toate la un loc, lipsa efortului fizic si dieta incorecta, reprezinta a doua cauza care sta la baza
deceselor, fumatul fiind prima cauza. Si totusi oamenii zilelor noastre devin din ce in ce mai
rezistenti la sfaturile de a presta activitati fizice cu regularitate.
Cresterea evidenta a sperantei de viata este o realitate a ultimei jumatati de secol si poate fi
considerata ca reprezinta un succes al dezvoltarii societatii umane. Dar a trai pur si simplu, un
numar cat mai mare de ani, nu trebuie sa reprezinte singurul scop al individului si al societatii. Ca
atare, fiecare individ, fara exceptie, trebuie sensibilizat la acest concept si stimulat sa faca tot ce
este necesar pentru a accede la el, iar in cazul celor de peste 65 70 de ani macar pentru a accede la
asa-numita viata activa. Prin viata activa se intelege situatia in care persoana varstnica nu
prezinta o infirmitate majora sau o dizabilitate, si este independenta din perspectiva activitatilor
indispensabile de zi cu zi, deci se poate imbraca, deplasa, alimenta si spala singura.
Importanta acestui concept este deosebit de mare, atat din perspectiva individului in cauza,
cat si din perspectiva familiei careia ii apartine, a comunitatii in care traieste si a societatii in
general. Altfel spus, speranta de viata activa reprezinta un indicator mult mai bun al performantelor
sistemului social, decat simpla speranta de viata, iar la imbunatatirea acestui indicator poate, si
trebuie sa contribuie, intr-o masura substantiala, si specialistul in sportul pentru toti. Ceea ce face
ca, in cazul populatiei varstnice, obiectivul principal al societatii in general si al specialistului in
activitate fizica, in special, devine prelungirea vietii active a tuturor persoanelor in varsta carora li
se adreseaza.

BIBLIOGRAFIE:
Dumitru Mircea Batranete activa Editura medicala, Bucuresti 1984
Ion Siclovan Educatie fizica si sport Editura Stadion Bucuresti 1982
Negre I. Educabilitatea. Factorii dezvoltrii personalitii Edtura All Educaional, Bucureti,
1998
www.medicinasportiva.ro

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 EDUCAIA INTERGENERAIONAL PRIN STUDIEREA
ISTORIEI LOCALE N COAL

Prof. Buhlea Mariana Gianina

coala Gimnazial Lunca Pacani

Istoria local predat i nvat n coal, influeneaz cunotinele i nelegerea pe care

colarii le dobndesc asupra propriei lor localiti, asupra rii i a lumii ntregi. Ea servete la
stimularea i favorizarea sentimentului de identitate naional, permite elevilor i cadrelor didactice
s afle mai multe despre patrimoniul cultural i istoria locului, s reflecteze asupra valorilor
naionale locale i a originilor culturii romneti.
n studierea istoriei locale, elevii ar trebui s nvee c exist, de obicei, mai multe puncte de
vedere asupra evenimentelor, fiecare elev trebuind s accepte i o alt perspectiv privind
evenimentele ce trebuie demonstrate. Att elevii ct i cadrele didactice vor nva mai multe despre
patrimoniul cultural local i istoria comunitaii din care provin i vor reflecta asupra valorilor
naionale i a originilor culturii locale.
Pentru completarea cunotinelor i stimularea sentimentului de apartenen local i
naional a elevilor, trebuie asigurat un demers didactic adecvat nvrii active i interactive
folosind metode, procedee i tehnici de nvare efeciente n cadrul unui curs opional de istorie
local, prezentat mai jos, strategie didactic modern, care menine viu interesul elevilor, crend
condiii propice de nvare. Astfel se asigur dobndirea cunotinelor n vederea perceperii istoriei
locale ca un mijloc de pregtirea a simului cetenesc, de socializare i de apreciere a propriilor
valori.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri
demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite.
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ adult a
comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor, valorilor i
bunelor practici
PACHET OPIONAL

UNITATEA DE NVMNT: coala Gimnazial Lunca Pacani, Iai

PROFESOR: Buhlea Mariana Gianina
CLASA a VIII-a
DENUMIREA OPIONALULUI: Comuna Ruginoasa leagn al civilizaiei i tradiiilor
romneti
ARIA CURRICULAR: Om i societate
DURATA: 1 an
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NR. ORE/SPTMN: 1
LOCUL DE DESFURARE: Sala de clas
MODUL DE DESFURARE: cu clasa

Comuna Ruginoasa leagn al civilizaiei i tradiiilor romneti

(opional gimnaziu)

Argument

Modurile n care istoria este predat i nvat n coal influeneaz cunotinele,

nelegerea i percepia pe care elevii le dobndesc att asupra propriei lor localiti, asupra propriei
ri ct i asupra celorlalte. nvmntul istoric servete la stimularea i favorizarea sentimentului
de identitate naional. Cunoaterea i nelegerea istoriei permite att elevilor ct i cadrelor
didactice s afle mai multe despre patrimoniul cultural i istoria propriei ri, s reflecteze asupra
valorilor naionale i a originilor culturii romneti, n general, iar celei moldoveneti n particular.
n studierea istoriei, elevii ar trebui s nvee c exist, de obicei, mai multe puncte de
vedere asupra evenimentelor. Fiecare elev ar trebui s rein , prin cursurile de istorie, mai multe
perspective privind evenimentele ce trebuie demonstrate.
Prin cunoaterea i nelegerea istoriei att elevii ct i cadrele didactice vor nva mai
multe despre patrimoniul cultural i istoria propriei ri, vor reflecta asupra valorilor naionale i a
originilor culturii naionale.
Pentru dezvoltarea gndirii critice a elevilor, nvtorul trebuie s asigure un demers
didactic adecvat nvrii active i interactive folosind metode, procedee i tehnici de nvare
efeciente. Fr a exclude strategiile nvmntului tradiional, trebuie folosite strategii didactice
moderne care vor menine interesul elevilor, vor crea atmosfera propice de nvare.
Prin studierea istoriei se asigur dobndirea cunotinelor, a percepiei i a aptitudinilor
istorice ca un mijloc de atingere a altor finaliti: socializarea, pregtirea pentru statutul de cetean,
o mai bun percepie asupra propriei persoane i a celorlali.
Selectarea i structurarea coninutului istoriei ca obiect de nvmnt se ntemeiaz pe
criterii precise cu valoarea de norme metodologice:
Respectarea logicii tiinei istorice, care impune prezentarea cunotinelor conform logicii
desfurrii procesului istoriei, n succesiunea cronologic i desfurarea cauzal
Respectarea logicii didactice care impune prelucrarea i prezentarea coninutului n funcie
de nivelul de nivelul de asimilare al elevilor
Criteriul axiologic care presupune selectarea datelor, faptelor i evenimentelor cu
semnificaie n evoluia istoriei romnilor
Criteriul praxeologic, care vizeaz contribuia obiectului la rezolvarea sarcinilor educative
ale unei etape colare.
Opionalul intitulat Comuna Ruginoasa leagn al civilizaiei i tradiiilor romneti este
un opional la nivelul disciplinei Istorie , aria curricular Om i societate care are drept scop
orientarea elevilor spre un alt fel de istorie - cea vizual. Acest opional vizeaz adaptarea
procesului de predare-nvare la posibilitile aptitudinale, la nivelul interselor cognitive, la ritmul
i stilul de nvare ale elevului.
Structurarea, proiectarea i aplicarea opionalului pe care l propunem are drept scop
mbuntirea competenelor de baz ale elevului, a cunotinelor, deprinderilor, atitudinilor i
valorilor, precum i mbinarea lor pentru crearea unei viziuni istorice ct mai apropiate de realitile
epocii studiate. Spre deosebire de disciplina istorie sperm ca acest opional s prezinte un aspect

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dinamic n procesul de predare-nvare, putnd aduce schimbri i optimizri n vederea motivrii
elevilor.
Completarea cunotinelor elevilor cu informaii referitoare la evoluia istoric a localitii
n care triesc i la importana monumentelor istorice din zon va duce invariabil la respectarea
trecutului i, nu n ultimul rnd, la respectarea omului n sine i a valorilor pe care le implic. Omul
are posibilitatea i dorina de a distruge, dar i pe aceea de a crea, de a inventa i de a renvia.
Acest opional, prin coninutul i structura sa contribuie la
nelegerea i reprezentarea spaiului istoric
Cunoaterea i utilizarea izvoarelor istorice
Deprinderea elevilor cu interpretarea unui text sau a unei imagini
nsuirea unui limbaj istoric adecvat.
Acest proiect are ca finalitate orientarea elevilor spre valorificare, recondiionarea i
pstrarea monumentelor pentru prezent i viitor i pentru integrarea monumentelor romneti n
sistemul cultural european.

VALORI I ATITUDINI

Pe parcursul desfurrii cursului, n cadrul acestui proces de predare-nvare elevii vor

nva i vor dezvolta o serie de valori i atitudini specifice unui material intersant pentru clasa a
VIII-a:
Interpretarea critic a unui text dat sau a unui document;
Descoperirea importanei surselor istorice;
Stabilirea cauzelor i consecinelor unui eveniment istoric;
Formularea unor argumente n sprijinul celor discutate sau prezentate;
Exprimarea unor aprecieri legate de subiectul dezbtut;
Comentarea unor imagini semnificative pentru aflarea adevrului istoric;
Ordonarea cronologic a unor noiuni;
Exprimarea unor opinii pe care s le dezvolte ntr-un text scris.
Importana monumentelor pentru istoria cultural a umanitii reprezint tot attea valori ce
pot fi dezvoltate i optimizate.

SUGESTII METODOLOGICE

Sugestiile metodologice au n vedere modalitile de evaluare n funcie de competene i

coninuturi. Pot fi utilizate att autoevaluarea, dezbateri referitoare la tema n sine, eseuri, analiza
imaginilor. Utilizarea metodelor adecvate constituie o cale eficient spre cunoaterea monumentelor
i artei antice. Astfel, elevii i vor dezvolta aptitudini, valori i atitudini, convingeri i un
comportament adecvat. Vor putea, astfel, s-i pun n valoare nu doar cunotinele, dar mai ales o
nou modalitate de cunoatere a istoriei vizuale prin analiz, comentarii i concluzii personale.

COMPETENE GENERALE
1. Cunoaterea i interpretarea surselor istorice
2. Investigarea i interpretarea faptelor i a proceselor istorice
3. nelegerea i utilizarea adecvat a limbajului de specialitate
4. Stimularea curiozitii pentru studiul istoriei naionale i locale i dezvoltarea atitudinilor
pozitive fa de sine i fa de ceilali

COMPETENE SPECIFICE
La sfritul cursului opional elevii vor fi capabili
S identifice n surse istorice diferite elemente de datare
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 S clasifice informaiile provenite din diferite surse istorice
S utilizeze informaiile provenite din surse diferite n alctuirea planului unei investigaii
S identifice elementele comune i diferenele legate de mai multe fapte istorice
S disting cauzele i consecinele pe termen scurt i lung ale unui fapt istoric
S exprime opinii despre personaje i evenimente istorice
S identifice evoluia semnificaiei unor termeni istorici
S selecteze i s foloseasc adecvat termenii provenii din analiza surselor istorice
S redacteze lucrri folosind termenii indicai
S contribuie la aciuni de conservare i valorificare a patrimoniului cultural local i naional

COMPETENE SPECIFICE I EXEMPLE DE ACTIVITI DE NVARE

1. Cunoaterea i interpretarea surselor istorice;
a. Obiective de referin:
1.1. s clasifice informaiile provenite din diferite surse istorice;
1.2. s clasifice informaiile provenite din surse diferite n alctuirea planului unei investigaii
istorice.
b. Exemple de activiti de nvare:
Exerciii de alctuire a unui repertoriu de surse istorice diferite;
Compararea informaiilor provenite din diferite surse istorice;
Alctuirea planului unei investigaii istorice pentru o tem dat.
2. Investigarea i interpretarea faptelor i a proceselor istorice;
a. Obiective de referin:
2.1. s identifice diferenele i elementele comune legate de mai multe fapte istorice;
2.2. s analizeze cauzele i consecinele pe termen scurt i lung ale unui fapt istoric;
2.3. s susin opinii despre personaje i evenimente istorice.
b. Exemple de activiti de nvare:
Alctuirea planului unei dezbateri despre diferite fapte istorice;
Analizarea diferitelor interpretri date faptelor istorice;
Elaborarea unor biografii ale personalitilor locale i naionale.
3.nelegerea i utilizarea adecvat a limbajului de specialitate;
a. Obiective de referin:
3.1.s identifice evoluia unor termeni istorici;
3.2.s selecteze i s foloseasc adecvat termenii provenii din analiza surselor istorice;
3.3.s redacteze lucrri scurte folosind termenii indicai.
b. Exemple de activiti de nvare:
Exerciii de selectare a sensului corect al unor termeni;
Alctuirea vocabularului unei probleme ridicate;
Comentarea efectelor unei exprimri greite.
4.Stimularea curiozitii pentru studiul istoriei locale i naionale i dezvoltarea atitudinilor pozitive
fa de sine i fa de ceilali.
a. Obiective de referin:
4.1. s observe stereotipii reciproc manifestate n relaiile dintre grupuri umane;
4.2. s se implice n aciuni de conservare i valorificare a patrimoniului cultural local i naional.
b. Exemple de activiti de nvare:
Analizarea unor cazuri reale sau imaginare care implic stereotipii;
Structurarea unui proiect pentru protejarea monumentelor istorice locale.

ACTIVITI DE NVARE
1. compararea informaiilor provenite din surse istorice diferite;
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2. structurarea planului unei investigaii istorice pentru o tem dat;
3. formarea planului unei dezbateri despre diferite fapte istorice;
4. analizarea diferitelor interpretri date faptelor istorice;
5. alctuirea unor biografii ale personalitilor locale;
6. contientizarea efectelor greelilor de exprimare;
7. cunoaterea vocabularului problemei indicate;
8. analizarea unor cazuri reale sau imaginare care implic stereotipii;
9. exerciii de exersare a unor termeni;
10. elaborarea unui proiect pentru protejarea vestigiilor istorice locale.

CONINUTURI TEMATICE
I. Caracterizarea fizico-geografic a comunei Ruginoasa;
1. Aezare geografic;
2. Geomorfologie;
3. Relieful,
4. Clima;
5. Apele;
6. Solurile i vegetaia;
II. Scurt istoric al comunei Ruginoasa;
1. Primele documente;
2. Descoperirile arheologice;
III. Monumente istorice din comuna Ruginoasa
1. Palatul din Ruginoasa de la moie a familiei Sturza, la palat domnesc i muzeu memorial;
2. Biserica domneasc:
2.1 Ctitorirea bisericii;
2.2 Arhitectura bisericii;
2.3 Amprenta lui Alexandru Ioan Cuza asupra bisericii;
2.4 Starea actual a bisericii;
2.5 Parohia Ruginoasa;
2.6 Osemintele i obiectele de patrimoniu;
2.7 Ultimii slujitori.
3.Hanul din Ruginoasa;
4. Biserica Sinii Voievozi din Vascani,
5. Monumentul Eroilor din Primul rzboi mondial, n cimitirul Bisericii,,Sf.Petru i Pavel
6. Mormntul domnitorului Alexandru Ioan Cuza.
IV. Cultur, educaie i tradiii ruginoene;
V. Personaliti ale Ruginoasei.

STRATEGII DIDACTICE
METODE MIJLOACE
Expunerea Harta
Investigaia Atlasul
Descrierea Plane
Descoperirea Pliante
Conversaia Imagini
Modelarea Literatura de specialitate
Problematizarea Dicionare
Studiul de caz Documente
Comunicarea Mijloace audio-video

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 Modalitile de realizare a evalurii:
Evaluare iniial;
Evaluare continu (formativ)
Evaluare cumulativ (sumativ, global)

Metode tradiionale de evaluare:

- probe scrise;
- probe orale;
- probe practice;
Fiecare dintre aceste metode tradiionale are avantaje i dezavantaje. Din acest motiv, ele trebuie
combinate ntr-un mod optim.

Metode alternative de evaluare:

Observarea sistematic a comportamentului elevului prin:

Fie de evaluare/autoevaluare
Liste de control/verificare
Scri de clasificare
Investigaia
Proiectul
Referatul
Portofoliul
Autoevaluarea.

Bibliografie

V. Cndea, Un interior din vremea Unirii Principatelor, n "Studii i cercetri de istoria

artei" (SCIA), anul X (1963), nr. 1, p. 222-236.
N. Grigora , Dramele Ruginoasei, n Magazin istoric, an II (1968), nr. 10, p. 9-15.
Petrea Irinciuc, Monumente istorico-arhitecturale ale Ruginoasei, n Lucrrile celui de al
II-lea Simpozion Monumentul. Tradiie i viitor (Ed. Junimea, Iai, 2001).
Aurel Leon, Documentare privind interiorul de la Ruginoasa, n "Cronica", 23 decembrie
1967, p. 10.
Pr. G. Popovici, Biserica din Ruginoasa, n "Albina", XV, 1911-1912, p. 1546-1548.
Valeriu Pricop, Ce se mai aude cu Ruginoasa?, n "Cronica", 10 august 1968, p. 11.
Theodor Rcanu, Ruginoasa - Povestea unui castel blestemat (roman istoric, Ed. Vremea,
Bucureti, 1939; Ed. Porile Orientului, Iai, 1995)
Arhivele Naionale ale Statului Iai, Pachetul 466.

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 PRINI, COPII, BUNICI, EDUCATORI, MPREUN N AVENTURA
INIMII I-A SUFLETULUI

Prof. IVAN ADELA ALINA

Grdinia P.P. nr. 15 Tecuci

Unitatea de aciune n procesul educaional este unul din principiile fundamentale, care
ghideaz elaborarea i consolidarea comportamentelor pozitive ale copiilor. n momentul n care
sursele de influen: grdinia, prinii, bunicii, ali factori din comunitatea local nu acioneaz la
unison, linia de evoluie a conduitei copilului va fi grav afectat. Aciunea unitar a tuturor
factorilor menionai nc din primele faze ale dezvoltrii copilului, produce efecte care se vor
prelungi n toate stadiile dezvoltrii lui.
nvarea intergeneraional este o modalitate prin care oamenii de toate vrstele pot nva
mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde generaiile
lucreaz mpreun pentru a obine diferite abiliti, valori i cunotiine. Dincolo de transferul de
cunotiine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii i
contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile noastre mbtrnite.
Fiecare persoan, indiferent de vrst, reprezint o resurs pentru comunitate, iar valorificarea
potenialului tuturor membrilor unei comunitii, dialogul ntre generaii sunt premisele eseniale
pentru o educaie intergeneraional de calitate. nconjurai de energia, vitalitatea i drglania
copiilor, bunicii se simt mai puin singuri i izolai, mai puin marginalizai de ctre cei din jur.
Atunci cnd au posibilitatea s se implice i s contribuie la realizarea unor activiti din grdini
cum ar fi: organizarea de excursii, vizite, srbtorirea zilei de natere a nepoilor, aciuni caritabile
cu prilejul diverselor srbtori religioase, acetia i recapt pofta de via i respectul de sine.
Educaia intergeneraional constituie puni de comunicare ntre generaii: copiii, tinerii i
btrnii sunt ncurajai s participe mpreun la activiti educative, recreative, sportive n cadrul
comunitii. n astfel de activiti, voluntariatul joac un rol esenial iar cei care se implic n astfel
de activiti, aparin tuturor categoriilor de vrst.
n acest an colar am iniiat Proiectul Educaional ,,Dar din dar cu bucurie n care se deruleaz
activiti desfurate n comun cu Grdinia nr. 12 Tecuci astfel: n luna decembrie am organizat
mpreun cu prinii i bunicii copiilor o aciune caritabil de donare: jucrii, mbrcminte,
dulciuri. Implicarea tuturor prinilor, bunicilor, copiilor n realizarea acestei aciuni le-a dat
oacazia s-i foloseasc abiliti, resurse materiale i experien, aducnd zmbete i fericire pe
chipul unor copii necjii. Totodat, am cultivat prinilor, bunicilor ideea c, prin respectul infuzat
copilului fa de fiina omeneasc, de lumea nconjurtoare, de contiina apartenenei lor la
colectivul i societatea creia i aparinem, se formeaz o societate care poate fi mai bun, cu fiecare
individ educat n acest sens.
Copiii primesc de la bunici i de la ali vrstnici cu care vin n contact, cldura i afeciunea
care de foarte multe ori le lipsesc n familie din cauza unor prini prea ocupai sau chiar abseni.
Prinii, n calitate de primii educatori ai copiilor impun respect, stim, iubire profund, prin
superioritatea conduitei lor. Dac n faa unei greeli grave, comis de copil, tatl se manifest ca un
bun sftuitor, acordndu-i ncredere, sugerndu-i soluii acceptabile ca valoare moral, n raport cu
vrsta i cu particularitile psihoindividuale, atunci se va crea climatul necesar cultivrii
sinceritii, a rspunderii fa de propriile fapte.
Exemplele de dragoste, de ncredere i fac pe copii s nutreasc la rndul lor, dragoste i
respect fa de prini, bunici, frai i ali aduli cu care convieuiesc.
Grdinia n care lucrez deruleaz din anul 2012 un Proiect Naional ,,Cu evaletul n vacan,
desfurndu-se n perioada vacanelor colare cu precdere n vacana de var, activiti cuprinse
sub genericul ,,Tabra de Creaie. Aici copiii din toate grdiniele din ora i din mprejurimi timp
de o sptmn, desfoar activiti de iniiere n tainele desenului, picturii, olritului etc.

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Vizite, excursii, plimbri, organizarea de expoziii, ntlniri cu meteri olari, sculptori, graficieni au
fost organizate cu sprijinul prinilor n special al bunicilor, tinerilor liceeni i altor categorii de
vrst, fiecare aducndu-i aportul pentru reuita programului Taberei de Creaie.
Cadrele didactice din grdini au nevoie oricum de sprijinul familiei copiilor, att pentru a
prelua i dezvolta direciile de aciune formativ - educativ pe care le antreneaz instituional, ct i
de a gsi rezolvri concrete la necesiti de diverse categorii: financiare, practic - aplicative,
organizaionale ori logistice.
n concluzie, o educaie adevrat, real se fundamenteaz n familie, iar apoi ea se continu n
grdini i coal. n primul rnd, ea se realizeaz prin puterea exemplului i abia apoi prin cea a
cuvntului.

BIBLIOGRAFIE:
Sapiro. Stanley, Karen Skinulis, ,,Cum devenim prini mai buni, Editura Humanitas Educaional,
Bucureti, 2003.
Revista nvmntul Precolar, nr. 1-2, Editura Arlequin, Bucureti, 2006, pagina 97-106.

COLABORAREA COLII CU FAMILIA -

REUIT N EDUCAIA COPILULUI

Prof. Negoiasa Lenua

Colegiul Naional Carol I, Craiova

coala i familia sunt cei doi poli de rezisten ai educaiei, care contribuie prin mijloace
specifice la formarea tineretului. Familia este prima coal a copilului. Ea este cea care rspunde de
trebuinele elementare ale copilului i de protecia acestuia, exercitnd o influen att de adnc,
nct urmele ei rmn, uneori, ntiprite pentru toat viaa n profilul moral - spiritual al acestuia.
Familia ocup un loc aparte n sistemul instituional al educaiei. Aciunea ei pe ntreaga perioad a
dezvoltrii include i toate laturile formrii personalitii. Ea reprezint unul din mediile de
socializare i educare din cele mai complete datorit posibilitilor ce le are de a-l introduce pe copil
n cele mai variabile situaii i de a aciona asupra lui prin cele mai complexe i fireti mijloace.
Familia ofer copilului primele informaii despre lumea ce-l nconjoar, primele norme i reguli de
conduit, dar i climatul socioafectiv necesar trebuinelor i dorinelor sale. Pecetea pe care prinii
o las asupra structurii i profilului spiritual - moral al personalitii propriilor copii se menine
toat viaa ". (M. Golu)
Influenele educative pe care familia le exercit asupra copiilor se pot manifesta fie direct -
prin aciuni mai mult sau mai puin dirijate, fie indirect - prin modele de conduit oferite de ctre
membrii familiei, precum i prin climatul psihosocial existent n familie. Modelele de conduit
oferite de prini - pe care copiii le preiau prin imitaie i nvare - precum i climatul socioafectiv
n care se exercit influenele educaionale ("cei apte ani de acas") constituie primul model social
cu o influen hotrtoare asupra copiilor privind formarea concepiei lor despre via, a modului de
comportare i relaionare n raport cu diferite norme i valori sociale. Este recunoscut faptul c
strategiile educative la care se face apel n familie, mai mult sau mai puin contientizate, determin
n mare msur dezvoltarea personalitii, precum i rezultatele colare ale copiilor,
comportamentul lor sociomoral. Ei, copiii, care rsar asemenea florilor, cresc ocrotii de dragoste
printeasc. Se nal vegheai de cldura familiei unde nva primele taine ale lumii
nconjurtoare. Afl ce este bine i ru, cum s se poarte frumos. Apoi n primul colectiv -
grdiniele - cunosc regulile jocului cu alii, bucuria victoriei sau tristeea fr nceput i fr sfrit
- copilria.
Dac vine toamna - e septembrie. Sun primul clopoel care vestete coala, n care copilul
crescut n familie va fi instruit pentru via. Prinii i educatorii contribuie, n strns colaborare, la
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ridicarea nivelului instructiv educativ al elevului integrat n colectiv. Reuita acestei aciuni
presupune ina o cunoatere special a fiecrui copil. El trebuie urmrit permanent i profund, sub
toate aspectele personalitii lui.
Factorul decisiv n succesul colar l reprezint raportarea corect a realitii n existena
activitii comune familie - scoal. Sunt necesare sisteme complexe de dezvoltare a
responsabilitilor individuale i colective, n concordan deplin cu preocuprile, interesele,
deprinderile i aptitudinile fiecrui copil. Reglementarea tiinific a unor norme educative impune
colaborarea sistematic i permanent a celor doi factori de instruire, familie - coal i presupune
unitatea influenelor educative i continuitatea muncii de formare a copilului.
Procesul de colaborare cu prinii asigur atingerea scopului educaional. Pornind de la
necesitatea cunoaterii socio psihopedagogic a copilului, coala impune colaborarea cu familia sub
diferite aspecte. Urmrind aspectele comune, speciale i difereniate pe care viaa de elev o
prezint, prinii pot completa, sprijini i dezvolt personalitatea copilului cu o singur condiie -
colaborarea cu coala. S-au cam pierdut formele de comunicare ntre cei doi factori decisivi pentru
formarea copilului. Au supravieuit edinele cu prinii organizate sistematic. n principiu, prinii
elevilor cu rezultate colare bune i foarte bune sunt prezeni. Dar unde sunt ceilali? Problemele
sociale nu motiveaz absena lor, pentru c coala are acelai rol educativ.
Cu intrarea n coal (de la vrsta de 6 ani) problemele muncii de educaie devin mai
complexe i odat cu ele i rolul familiei, coala constituind pentru copil un nou mediu cruia
trebuie s i se adapteze i care va influena enorm dezvoltarea sa.
O serie de sarcini educaionale sunt preluate n mod special de coal (cele privind
instrucia), dar familia rmne implicat chiar i n realizarea acestora rmnndu-i n acelai timp
i multe altele n care rolul principal l are n continuare. Fr participarea prinilor efortul educativ
organizat prin instituiile colare poate fi frnt, deviat sau deformat. Aa cum arat i H. H. Stern
"orice sistem de educaie, orict ar fi de perfect, rmne neputincios dac se lovete de opoziia sau
indiferena din partea prinilor". Poziia unor prini care consider c odat cu intrarea copiilor n
coal rolul lor s-a ncheiat, sau poziia unor cadre didactice conform creia coala poate totul fr a
apela la sprijinul prinilor sunt greite. Numai o colaborare perfect ntre cei doi factori este de
natur s determine o eficien maxim a muncii educative. Desigur, n acest proces de colaborare,
rolul conductor l are coala. Ea poate s orienteze, s ajute familia n sarcinile ce-i revin, s
asigure o unitate de vedere i de aciune.
Familia, oricte merite i preocupri valoroase ar avea n legtur cu educaia copiilor, nu va
obine rezultate pozitive dect n condiiile n care acioneaz mpreun cu coala. Procesul de
colaborare se impune - amndoi factorii acioneaz asupra acelorai persoane, urmresc realizarea
aceluiai obiectiv (evident cu mijloace specifice) i deci, orice neconcordan, orice divergen, pot
determina deficiene n procesul dezvoltrii tinerei generaii.
Aceast realitate a cptat caracter de lege, o prevedere n acest sens fiind inclus n Legea
educaiei i nvmntului - coala conlucreaz cu familia n educarea copiilor i tineretului n
pregtirea lor pentru munc i via, iar rolul conductor n aceast aciune de colaborare revine
colii ca factor instituionalizat specializat n munca instructiv - educativ.
Colaborarea colii cu familia se realizeaz n diferite forme:
- Comitetele de prini - sunt forme organizate de colaborare ntre coal i familie contribuind la
perfecionarea procesului de instruire i educare a elevilor;
- Vizitele la domiciliul elevilor;
- Consultaii individuale;
- Corespondena cu familia.
Vizitele la domiciliul elevului ofer posibilitatea de cunoatere concret a condiiilor specifice
din fiecare familie i pe aceast baz se pot lua, de comun acord, msurile ce se impun c fiind cele
mai adecvate n vederea asigurrii unui progres continuu n dezvoltarea copilului. Vizitele sunt din
timp planificate i planificarea se refer la toi elevii clasei nu doar la cei ce prezint vreo problem.

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 Formele colective de colaborare - adunri cu prinii, consultaii colective, lectorate pentru
prini - pot mbrca structuri i pot avea coninut variat. Astfel, adunrile cu prinii (organizate
periodic) pot fi destinate fie unui bilan al activitii elevilor (subliniindu-se contribuia familiei,
eventualele deficiene - cu tact - i msurile ce se impun a fi adoptate), fie dezbaterii unor teme
psiho - pedagogice n vederea informrii prinilor cu aspectele teoretice necesare activitii lor
practice (de pild probleme ca: organizarea regimului de via al elevilor n familie, orientarea
colar i profesional, alegerea i dezvoltarea lecturii, etc. toate n funcie de specificul vrstei).
Lectoratele cu prinii includ cicluri de expuneri cu caracter pedagogic sau psihologic, sistematic
organizate (pe coal), asigurnd comunicarea unui sistem de informaii, metodologii de lucru,
forme de activitate, posibil de folosit n familie.
Lipsa de colaborare duce spre un eec i, din nefericire, cel nvins este copilul, pentru care
dorim tot, pentru care vism tot ce este mai bun. Pentru viitor, dasclii adevrai tiu ce trebuie s
fac n prezent: s pun lumin n priviri i linite n gnduri, s pun zmbet n iubire, n fapte, s
pun cuget n judecat.

BIBLIOGRAFIE:
Cuco, Constantin, Pedagogie, Editura Polirom, Iai, 2002
Nicola, Ioan,Tratat de pedagogie colar, Ed. Aramis, Bucureti, 2003
oitu, Laureniu, Pedagogia comunicrii, Institutul European, Iai, 2001

CULTIVAREA APTITUDINILOR ELEVILOR PRIN DISCIPLINE OPIONALE

nv. Barbu Lenua

coala Gimnazial Alexandra Nechita Vaslui

Majoritatea disciplinelor de nvmnt au prevzut o plaj orar ce permite manifestarea

opiunilor elevilor pentru un anumit domeniu de interes. Astfel, n completarea curriculum-ului,
coala opteaz pentru o variant de curriculum la decizia colii, i anume:
- curriculum nucleu aprofundat care nseamn parcurgerea obligatorie a programelor
disciplinelor de nvmnt prin activiti variate pentru acoperirea numrului maxim de ore
cuprinse n plaja orar a disciplinei;
- curriculum extins ce implic ntreaga program (obligatorie i neobligatorie) parcurs n
numrul maxim de ore; acest curriculum se poate organiza cu elevii care au interese speciale pentru
o disciplin sau arie curricular;
- curriculum elaborat n coal ce cuprinde diverse activiti opionale pe care coala le
propune.
n proiectarea curriculum-ului elaborat n coal trebuie s se in cont de :
- resurse umane i materiale;
- interesele elevilor;
- specificul colii;
- necesitile comunitii locale.
Deci curriculum-ul elaborat n coal nseamn disciplinele opionale cuprinse n oferta
fcut de coal. Disciplinele opionale se mpart n mai multe categorii:
1. opionalul la nivelul disciplinei cu o ofert diferit fa de cea oficial;
2. opionalul la nivelul ariei curriculare, unde tema implic cel puin dou discipline dintr-o
arie curricular;

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 3. opionalul la nivelul mai multor arii curriculare, care intersecteaz transdisciplinar sau
interdisciplinar discipline ale mai multor arii.
Exemple de discipline opionale, pe arii curriculare:
Nr. Aria curricular Opionale
crt.
1. Limb i comunicare Literatur pentru copii
Limbi moderne
Comunicarea n situaii concrete
Folclorul copiilor
2. Matematic i tiine ale naturii Matematic distractiv
Curioziti n lumea naturii
Micul inventator
Natura, prietena mea
Literatur i tiin
tiina, ntre real i imaginar, cltori
i cltorii
3. Om i societate Democraia pentru copii
Educaie intercultural
Educaie pentru drepturile omului
Istorie i geografie local
Cltori i cltorii
Tradiii i obiceiuri locale
4. Arte Muzica vocal
O limb modern prin muzic
Grafic i pictur
Ceramic, sculptur n lemn
Dans; instrument; teatru
5. Educaie fizic i sport Jocuri sportive
Gimnastic ritmic i aerobic
6. Tehnologii Prietenul meu, calculatorul
Micul gospodar
Confecii textile
Prelucrarea lemnului
Utilizarea aparaturii electrice
7. Consiliere i orientare Rezolvarea conflictelor
Cum circulm
Igiena personal
Tehnici de nvare eficient
Tehnici de lectur
Educaie pentru securitatea personal
Programa unei discipline opionale cuprinde:
- obiective cadru;
- obiective de referin;
- activiti de nvare;
- evaluare;
- lista cu coninuturi;
- bibliografie.
Prezint n continuare o disciplin opional pe care am predat-o la clas i care s-a dovedit a
fi ceva inedit, atractiv, ceva care ieea din cotidian. Denumirea acestui opional este Zile de
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srbtoare, ale crui autoare sunt Otilia Arcire, Florentina Dnil i Stela Iacob, nvtoare din
Botoani. L-am ales gndindu-m la colarul care i manifest nentrerupt nevoia de noutate, care
simte nevoia de schimbare, de diversitate. Elementul de originalitate prin care acest opional se
individualizeaz este faptul c fiecare zi de educaie devine o mare srbtoare pentru copii, acetia
dorind s fie actori implicai trup i suflet la diferite evenimente spirituale care se numesc simplu:
ziua povetilor, a crii, a verii, a culorilor, a romnilor, a tradiiilor, a politeii, a prieteniei, a
jucriilor etc.
Opionalul Zile de srbtoare este potrivit elevilor claselor a III-a i a IV-a i are un
caracter transdisciplinar, tematica abordat regsindu-se la nivelul urmtoarelor arii curriculare:
Limb i comunicare, Matematic i tiine, Om i societate, Arte, Tehnologii. Este
structurat din dou pri distincte: un caiet al elevului i o culegere de texte i sarcini care ofer att
elevilor, ct i nvtorilor, un bogat material de documentare.
Prin acest opional fiecare elev a avut ansa de a progresa n ritm propriu i de a se afirma
conform disponibilitilor i intereselor sale. El a fost cel care a trebuit s caute, s se pregteasc
pentru o tem, s gseasc diferite surse de documentare. Ca i nvtor, am avut rolul de
moderator, de ndrumtor a activitilor desfurate n clas, dar i de coordonator a activitilor
pregtitoare.
Tematica divers i modul de abordare au condus spre o globalizare a cunotinelor nsuite,
spre dezvoltarea capacitii de a selecta i sintetiza informaiile dintr-un anumit domeniu i din
domenii diferite, spre lrgirea orizontului de cunoatere. Abordarea interdisciplinar a favorizat
relizarea unor conexiuni neateptate, fiind, n acelai timp, i o modalitate de petrecere a timpului
liber n mod interesant i eficient. Pe parcursul predrii acestei discipline opionale, elevii s-au
bucurat de zile de coal deosebite, dar i de satisfacia unor activiti inedite, deoarece:
- sarcinile de lucru au fost variate i cu accent pe creativitate;
- elevii au manifestat un interes progresiv n pregtirea fiecrei teme i n completarea
portofoliului personal sau al clasei;
- fiecare or a fost o adevrat srbtoare, elevii decornd i clasa cu elemente specifice temei
respective;
- au fost realizate obiective importante n formarea intelectual a elevilor, n sensul c acetia
au utilizat informaii provenite din diferite surse, au redactat texte literare, nonliterare i funcionale
innd seama de tema propus, au utilizat tehnici de lucru diverse n realizarea unor produse
necesare desfurrii activitilor propuse, au cooperat cu colegii n cadrul grupului pentru
realizarea activitii i au manifestat interes i motivaie n abordarea temelor propuse.
Modalitile de evaluare au fost: probele orale, portofoliul, autoevaluarea.
Acest opional a avut eficiena dorit i datorit prinilor copiilor, care au fost parteneri
activi, ajutndu-i n procurarea materialelor i completarea portofoliilor. Acetia au fost anunai
printr-o scrisoare, despre obiectivele opionalului, avantajele lui i modul cum pot s-i ajute
copilul.
nchei prin prezentarea unei zile de srbtoare dintr-o unitate de nvare i sarcinile de
lucru, aa cum este dat n caietul elevului:
Unitatea de nvare: Anotimp i culoare
Tema: Ziua primverii
Activiti propuse:
1. Stop cronometru!
Scrie ntr-un minut ct mai multe cuvinte care i vin n minte atunci cnd te gndeti la
primvar.
2. Iat denumirea veche, popular, a lunilor de primvar! Scrie lng fiecare luna
corespunztoare i numeroteaz-le n ordinea fireasc.
Florar - ................... Mrior - .......................... Prier - .........................
tiai c?

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 Numele lunii martie are legtur cu zeul Marte, pe care romanii l considerau protectorul
lor i tatl lui Romulus, ntemeietorul Romei. La nceput Marte a fost considerat zeu al renaterii
naturii, dar a ajuns pn la urm s fie socotit zeu al rzboiului i al agriculturii.
Cuvntul care desemneaz a cincea lun a anului, mai, provine din limba latin. La
originea lui se afl numele zeiei Maia, zeia vegetaiei la romani.
Luna martie este potrivit pentru a planta butaii de mucat n ghivece.
n luna martie se nasc iezii de capr neagr, puii de mistre, iepurii, vulpile, lupii.
3. Invitaie la concurs!
Cea mai frumoas strof nchinat primverii
4. Explic proverbele:
Cu o floare nu se face primvar.
Fie iarna ct de rece, numai Mrior de-ar trece.
Ploaia din mai face mlai.
5. Dac ar fi s ilustrezi sonor primvara, ce sunete i zgomote ai alege?
Descrie o zi de primvar utiliznd ct mai multe imagini auditive.
(Exemplu: ciripiri vesele, adierea vntului etc.)
6. Iat o reet de primvar:
Luai o bucat bun de soare i curai-o bine pn strlucete n mii de raze. Adugai
dou-trei berze, un stol de rndunele i alte psrele. Condimentai dup gust, cu arom de pmnt
proaspt arat i iarb nou. Asezonai cu patru-cinci flor de ghiocei, viorele i civa bnui de
ppdie. Presrai o mn bun de fluturi i albine. Stropii din belug cu ploaie cald.
Se servete cu zmbet i voie bun.
7. Deseneaz un tablou dup reeta dat.
8. Joc de rol
Tu eti Primvara. Vrei s iei n stpnire Pmntul, dar Iarna nu vrea ca s plece.
Joac scena confruntrii ntre cele dou presonaje, mpreun cu un coleg.
9. Ce srbtori de primvar cunoti?
tiai c?
Dacii aveau i ei o tradiie pe 1 martie, cnd era srbtorit zeul dac numit Marsyas Silen.
El era inventatorul fluierului i avea cea mai mare influen asupra ntregii naturi.
Mriorul este ntlnit n toate regiunile romneti, dar tradiii similare pot fi gsite i n
Macedonia sau n Albania.
Sugestii pentru portofoliu:
poezii (creaii proprii, creaii ale poeilor cunoscui);
imagini, desene, colaje, felicitri;
ghicitori;
un calendar tematic (srbtori, zile de natere, lucrri agricole etc);
curioziti.
Nu uita!
Pregtete pentru Ziua veriiurmtoarele:imagini, desene (personale), colaje, cntece,
poezii, ghicitori, informaii despre srbtorile de var.

Bibliografie:
Elena Petroaia, Dumitru D. Prial, Viorica Prial (coordonator) Discipline opionale
la cls. I-IV modele orientative, Editura Polirom, Iai, 2000
Otilia Arcire, Florentina Dnil, Stela Iacob Auxiliar didactic pentru disciplina opional
Zile de srbtoare cls. a III-a i a IV-a, Editura AXA, Botoani, 2006
Otilia Arcire, Florentina Dnil, Stela Iacob - Zile de srbtoare- Disciplin opional
pentru clasele a III-a / a IV-a, Editura AXA, Botoani, 2006

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 EDUCAIA INTERCULTURALA IN GRADINIA

Prof. Mariana Gafton

Grdinia nr.2 Cornetu, jud Ilfov

Contextele geopolotice, economice, culturale caracteristice Europei actuale prefigureaza o

intensificare a transformarilor si schimbarilor la toate nivelurile societatii. Acelasi dinamism este
cauza ritmului alert pe care viata fiecaruia dintre noi il capata si al confruntarii cu noutatea la orice
pas.
Educatia restructurandu-se sub forma educatiei pentru diversitate, constituie o conditie
esentiala pentru dezvoltarea problemelor societatii contemporane.
Educatia interculturala ii vizeaza pe toti copiii, autohtoni sau imigranti si cauta sa-i
sensibilizeze pentru respectarea diversitatii, pentru toleranta si solidaritate. In realizarea educatiei
interculturale, cadrul didactic trebuie sa tina cont de cateva sugestii:
- Sa aiba grija ca persoanele apartinand grupurilor minoritatilor sa fie tratate asemeni
majoritarilor ca indivizi cu propriul lor stil de viata si cu interese proprii;
- sa verifice folosirea cuvinelor noi,ei,stramosii nostri,diferit,strain,daca se
discuta despre personalitati reprezentative;
- este necesar s se asigure subiecte pentru toate culturile reprezentate in clasa;
- sa se evite asocierea imaginii minoritatilor culturale cu problemele minoritatii;
- sa invete ca discriminarea si conflictul formeaza un cerc vicios care poate fi depasit prin
constientizare.
Competenta interculturala presupune din partea cadrului didactic, dar si a copiilor si
parintilor formarea unui ansamblu de elemente interiorizate si incadrate functional
personalitatii,care sa permita si sa sustina reactii firesti adecvate in diferite contexte educationale,
perceptii ale diversitatii culturale si entice, fara etichetari categoriale nefondate de tipul
prejudecatilor si stereotipurilor sau tensionarilor.
Dobandirea acestei capacitati se realizeaza prin suprapunerea mai multor tipuri de influente
grupate pe trei dimensiuni:
cognitiva care cuprinde elemente simple fundamentale din domeniul psihologiei
sociale, antropologiei culturale, sociologiei,etc. reinterpretate, adaptate si armonizate in
functie de necesitatile proprii;
instrumental-metodologica pedagogia interculturala utilizeaza acelai ansamblu de
metode activ-participative, la aceleasi strategii de invatare prin cooperare, prin
descoperire, pe care le foloseste orice forma de pregatire moderna i in acelai timp
eficient. Trebuie urmarita dezvoltarea acelei dimensiuni capabile sa promoveze
drepturile omului pentru a largi perspectivele solidaritatii,facandu-le mai concrete dar in
acelai timp mai puin limitate.
expresiva(relational comportamentala) aceasta constand in efortul nostru
responsabil si sustinut, al educatoarelor, de autoconstructie interioara si in
disponibilitatea transferarii unor astfel de atitudini de deschidere catre diversitate,catre
ntregul spaiu educational(prescolari,parinti,personal de sprijin,etc.)

Cadrele didactice bine intentionate convinse ca toi copiii sunt egali,iar majoritarii nu
sunt mai presus de ceilalti ignora diferentele dintre copii stabilind perspectiva majoritara.
Interculturalitatea este considerata o parte componenta a realitatii zilnice din gradinita.
De aceea acordam o mare atentie materialelor expuse, organizarii spatiului care sa permita invatarea

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prin cooperare, comunicarea nicidecum marginalizarea unor copii. Astfel am organizat activitati
cum ar fi intalniri,excursii,serbari cu specific intercultural.
Educatia interculturala derulata prin actiuni la nivelul prescolarilor a vizat urmatoarele
obiective:
- promovarea unei atitudini tolerante, deschise, de acceptare i intelegere fireasca
intre romani i alte etnii;
- transmiterea de cunostinte despre propria cultura i despre culturi apartinand altor
etnii;
- formarea unor deprinderi legate de viata intr-o societate multiculturala;
- formarea atitudinii de respect fata de propria cultura si a celorlalte etnii si
combaterea discriminarii i a intolerantei;
- promovarea unor relatii de prietenie si de buna intelegere intre romani si celelalte
nationalitati;
- invatarea unor cuvinte, expresii, dansuri in limba maghiara, romana, germana,etc.
La indeplinirea acestor obiective au contribuit: copiii, educatoare, parinti.
Aciunile realizate n cadrul unor astfel de proiecte s-au realizat in cadrul unor active-tati
cum ar fi: vizite,spectacole, plimbari,concursuri tematice, jocuri, realizarea unor expozitii cu
lucrarile copiilor,albume, casete video, alte activitati specifice.
Un exemplu ar fi proiectul Primavara in Europa cu temaPrietenie fara frontiere
unde am desfurat diferite activitati educative prin care am urmarit obiectivele:
sa-si formeze reprezentari despre globul pamantesc, harta Europei, s intuiasc
locul central ocupat de Romania in acest spatiu;
s denumeasca cateva tari de care au auzit;
s cunoasca cateva steaguri ale unor tari mai cunoscute;
stimularea copiilor in vederea definirii propriei identitati ca parte integranta a
societatii;
cunoasterea i respectarea valorii culturii nationale i a unor etnii;
cultivarea capacitii de comunicare,colaborare i cooperare;
s manifeste prietenie, toleranta, armonie fata de alte popoare.
Consider ca una dintre cele mai importante realizari in urma unor astfel de actiuni a fost
stabilirea unor relatii de prietenie intre copii. Ei au trait bucuria i satisfacia de a contribui la ceva
ce este frumos i apartine tuturor. In continuare vor fi stimulati s-i manifeste fantezia, spiritul
creator,s colaboreze i s coopereze depasind barierele lingvistice sau de orice alta natura.
Intr-o Europa unita deosebirea cuvintelor nu trebuie s fie o piedica in calea
comunicarii caci exista:muzica, dansul pictura,respectul, iubirea, toleranta.

BIBLIOGRAFIE:
Nicolae I. Pedagogie Generala.Editura didactica i pedagogica,Bucuresti 1990
Schipor Doina- Educaie interculturala, support de curs,Universitatea Stefan Cel Mare,
Suceava 2008
Revista Invatamantul prescolar

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 FORMAREA I DEZVOLTAREA MOTIVAIEI PENTRU
NVARE N COALA INCLUZIV

Prof.nv.primar Carmen Gabriela Popa

Prof. Hortenzia Moraru
coala Gimnazial Nr. 1 , Bicaz , Jud. Neam

,,colile s nu fie altceva, dect ateliere pline de activitate. Numai astfel vor putea s
probeze toi, n propria lor practic, adevrul c: nvnd pe alii, ne nvm pe noi nine.
Jan Amos Comenius
Educaia incluziv are la baz principiul dreptului egal la educaie pentru toi copiii,
indiferent de mediul social sau cultural din care provin, religie, etnie, limb vorbit.
Fiecare elev are particulariti, interese, abiliti i necesiti de nvare unice.
coala i familia sunt factorii care, prin conjugarea eforturilor, sunt n msur s satisfac
trebuinele copilului i implicit s contribuie la formarea motivaiei pentru nvare.
Atmosfera cald i de nelegere n familie recomforteaz i creeaz climatul necesar
pentru munca intelectual a elevilor.
Parteneriatul ntre coal i familie i-a demonstrat eficiena pretutindeni unde a fost
aplicat, dac s-au respectat anumite condiii de realizare a acestuia: respectul reciproc, atitudinea
imparial, empatia.
n spiritul acestor idei am ncercat i eu s creez n sala de clas situaii motivante,
stimulative pentru elevi.
Aa cum dorim s ne simim bine n casa n care locuim, tot aa dorim ca i sala de clas s
fie plcut i funcional. Pentru ca elevii mei s se simt mai acas n sala de clas, am creat o
sal de clas atractiv i care s invite la studiu.
Am implicat elevii n decorarea slii de clas, organiznd mpreun spaii de expunere a
lucrrilor. Expoziiile ofer elevilor posibilitatea de a nva unii de la alii i i nva cum s
aprecieze munca altora, hrnind sentimente de empatie, respect i un sentiment de comunitate n
clas. Aceste exponate ajut la dezvoltarea sentimentului de apartenen al fiecrui copil i au un
efect puternic n crearea unei comuniti nchegate.
Exponatele trebuie mprosptate tot timpul pentru a fi relevante pentru temele i subiectele studiate.
Zona de expunere nu trebuie s fie aglomerat. Unele exponate, spre exemplu cele rezultate
dintr-o lecie care se finalizeaz cu o activitate de tipul turul galeriei pot fi ndeprtate dup
terminarea leciei, n cazul n care nu mai prezint relevan pentru leciile urmtoare.
Considernd clasa de elevi ca un grup social caracterizat printr-un sistem complex de relaii
interumane, educatorul sporete calitatea climatului i coeziunea grupului prin metode i tehnici de
nvare menite s promoveze motivaia de nvare att la nivel microsocial, ct i individual.
Exemplific cu cteva metode active abordate la clas i la grupa de remediere de la coala
noastr, coal incluziv, care beneficiaz de Proiectul PHARE ,, Acces la educaie pentru grupurile
dezavantajate.
La clasa a IV-a, am folosit la lecia ,,Cheile, de Tudor Arghezi, lectura predictiv.
Mai nti am desenat la tabl tabelul prediciilor i le-am explicat elevilor c vom citi textul
leciei pe puncte. Le-am amintit elevilor, c atunci cnd citesc, este foarte important s nu
depeasc punctele de oprire. Ei vor face previziuni i apoi vor citi textul ca s vad dac
previziunile lor se confirm.
Tabelul prediciilor:
Ce credei c se va De ce credei Ce s-a ntmplat
ntmpla? asta? de fapt?
Dup citirea titlului
Dup citirea paragrafului I
Dup citirea paragrafului II
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Dup citirea paragrafului III
Am solicitat elevilor s citeasc titlul leciei i i-am ntrebat ce prezic c se va ntmpla i am
notat prediciile n spaiul acordat ,,Ce credei c se va ntmpla? I-am ntrebat pe elevi de ce
gndesc aa i am notat motivele lor n coloana ,,De ce credei asta ?. Apoi le-am cerut s citeasc
pn la primul punct de oprire i cnd ajung acolo, s se ntoarc i s compare ce au citit cu
predicia pe care au fcut-o anterior, apoi s spun ce s-a ntmplat de fapt. Ideile le-am notat n
spaiul ,,Ce s-a ntmplat de fapt?
Am procedat n acest mod pn la finalul textului.
La lecia de istorie ,, Mircea cel Btrn, clasa a IV a, am folosit cu succes metoda ,,
tiu/,,Vreau s tiu/,,Am nvat. Aceast metod ghideaz lectura unui text. De obicei, este
precedat de alte metode care urmresc reactualizarea unor cunotine sau a unor experiene
anterioare ( brainstorming ).
Am desenat pe tabl un tabel pe trei coloane:
tiu Vreau s tiu Am nvat

Pentru a completa coloanele tabelului S.V.I. ( ,,tiu Vreau s tiu nvat), i-am ntrebat
pe elevi ce tiu i ce cred c tiu despre Mircea cel Btrn i am notat n prima coloan ,,tiu.
Dup ce i-am ajutat s-i actualizeze cunotinele, am aflat ce vor s nvee despre acest domnitor i
am notat ntrebrile lor n coloana a doua a tabelului. Apoi am realizat lectura textului, dup care
am completat mpreun ultima coloan a tabelului ,,Am nvat.
Activitile de acest gen i dinamizeaz n mod deosebit pe elevi, acetia avnd posibilitatea
de a-i exprima responsabil unele idei sau convingeri.
Se realizeaz o implicare efectiv, activ a elevilor n procesul de nvare. Acetia devin
contieni de propria lor gndire, i activeaz vocabularul, iar interesul i motivaia vor fi asigurate
pe tot parcursul activitii.
Atept cu mare interes feed-back-ulelevilor mei. De multe ori i rog s scrie ce le-a plcut
la orele mele i ce ar vrea s schimbe. La sfritul unei uniti de nvare i rog s-mi dea
rspunsuri succinte la urmtoarele ntrebri:
Care este cel mai important lucru pe care l-ai nvat n acest capitol ?
O ntrebare legat de acest capitol, la care nu ai primit nc rspuns.
Comentarii referitoare la felul n care ai nvat pe parcursul acestui capitol.
Rspunznd la aceste ntrebri, elevii mei pot reflecta la ceea ce au nvat, gndesc mai
profund i m ajut s planific att coninuturile, ct i strategiile leciilor viitoare.
n concluzie, experiena mi indic faptul c, atunci cnd implic toi elevii activ n
nvare, cnd organizez grupe de nvare prin cooperare, i ajut pe elevi s-i dezvolte abilitile
eseniale pentru a-i continua procesul de nvare pe tot parcursul vieii. De cnd utilizez metodele
de nvare activ i grupurile de nvare prin cooperare, elevii mei nva cu mai mult plcere,
comunic mai eficient, gndesc mai profund, sunt mai creativi i mai responsabili. Prin urmare, eu,
la rndul meu, m simt mult mai mplinit ca om i cadru didactic.

BIBLIOGRAFIE :
1. Steele, Meredith, & Temple - Lectura i scrierea pentru dezvoltarea gndirii critice, vol. I II,
Editura Gloria, Cluj Napoca, ( 2001 )
2. Ionescu M. ; Radu I. - Didactica modern , Editura Dacia, Cluj - Napoca, ( 2001 )
3. Revista - nvmntul primar , Editura Miniped, Bucureti ,nr. 1 / 2003, 2 3 / 2004
4. Nicola Ioan Tratat de pedagogie colar, Editura Didactic i Pedagogic, Bucureti, (1996 )

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 CURSUL OPIONAL ISTORIA INVENIILOR I DESCOPERIRILOR EPOCALE
Prof. Iamandi Anca Mihaela
coala Gimnazial Alexandra Nechita, mun. Vaslui

I. ARGUMENT
Cursul opional cu tema ISTORIA INVENIILOR I DESCOPERIRILOR EPOCALE se
dorete a fi o abordare a unui alt fel de istorie, o istorie care se axeaz pe mbogirea culturii
generale a elevilor, prin prezentarea unor date i curioziti din minunata lume a descoperirilor
tiinifice i tehnice. n viaa cotidian suntem nconjurai i folosim fel de fel de obiecte fr de
care nici nu am putea concepe s trim. Dar oare cum au fost inventate ele? Cine le-a inventat?
Elevii vor putea descoperi lucruri extraordinare despre vieile savanilor i inventatorilor
celebri din Antichitate pn n secolul al XXI-lea. Vor putea cunoate nfptuiri epocale din istoria
tiinei i tehnologiei, care au influenat evoluia omenirii i care ne-au schimbat viaa, nfiate n
ordine cronologic de la roata primitiv pn la navele spaiale actuale sau la era digital n plin
expansiune.
Prin cursul propus elevii i vor mbogii vocabularul, competenele de comunicare i
interaciune i vor contientiza accentul care trebuie pus pe valoarea inveniilor tehnice i tiinifice.
Vor ti s utilizeze informaiile nsuite la alte discipline (istorie, geografie, desen, muzic,
literatur, matematic, fizic, chimie, biologie etc.).
Demersul nostru are i un caracter interdisciplinar, el propunndu-i o perspectiv sintetic,
o abordare din unghiuri multiple, elevii fiind solicitai s descopere, deopotriv, elemente
semnificative din orizontul biografic al unor personaliti repezentative, s identifice i s
examineze o serie de invenii epocale, de aceea, studiile de caz, problematizarea, proiectul vor
constitui metode de lucru obinuite, frecvent folosite de noi.
Dorim s facem cunoscut elevilor creaii ce au contribuit decisiv la progresul societii
umane i s oferim informaii despre ilutrii lor autori.
II. COMPETENE GENERALE
1. nelegerea i reprezentarea timpului i a spaiului n istorie i a surselor de informare.
2. Investigarea i interpretarea faptelor i a proceselor istorice.
3. nelegerea i utilizarea adecvat a limbajului de specialitate.
4. Stimularea curiozitii pentru studiul istoriei i dezvoltarea atitudinilor pozitive fa de sine i
fa de ceilali.

III. COMPETENE SPECIFICE I EXEMPLE DE ACTIVITI DE NVARE

La finalul cursului, toi elevii vor fi capabili:
1. nelegerea i reprezentarea timpului i a spaiului n istorie i a surselor de informare.

Competene specifice Activiti de nvare

1.1. S identifice n sursele istorice diferite
elemente de datare.
1.2. Selectarea informaiilor istorice oferite de
surse diferite.
Selectarea informaiilor referitoare la cronologie
n diferite surse istorice.
Formularea de ntrebri n legtur cu vestigiile
istorice din localitate.
S compare informaii provenite din mai multe
surse istorice.

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2. Investigarea i interpretarea faptelor i a proceselor istorice.
Competene specifice
2.1 S descrie un fapt/ proces istoric folosind un
plan dat.
2.2 S disting cauzele i consecinele unui fapt/
proces istoric.
2.3 S exprime opinii despre personaje i
evenimente istorice.
2.4 S foloseasc diferite surse de informare n
descrierea unui fapt istoric.
Activiti de nvare
Citirea de texte care relateaz despre cauzele
unui fapt/ proces istoric.
Comentarea diferitelor interpretri date faptelor/
proceselor istorice.
Alctuirea de biografii ale unor personaliti din
domeniul tehnicii i inventicii.

3. nelegerea i utilizarea adecvat a limbajului de specialitate.

Competene specifice Activiti de nvare
3.1. s utilizeze corect i flexibil conceptele i Completarea unor enunuri lacunare cu termeni
informaia factual corespunzatori
3.2. s selecteze termenii specifici unei teme Selectarea unor termeni dintr-o tem si
utilizarea lor n enunuri noi

4. Stimularea curiozitii pentru studiul istoriei i dezvoltarea atitudinilor pozitive fa

de sine i fa de ceilali.

Competene specifice Activiti de nvare

4.1. S manifeste interes pentru conservarea
izvoarelor istorice.
4.2. S comenteze rolul oamenilor n
schimbrile din societate.
4.3. S-i dezvolte ncrederea fa de
capacitatea proprie de investigaie.
Alctuirea unei expoziii, a unor panouri
inventatori celebri i inveniiile lor..
Asumarea rolului unor personaje din istorie.
Asumarea de sarcini diferite n timpul
participrii la diferite proiecte.

IV. CONINUTURI
1. Primele descoperiri i invenii tehnice din istoria omenirii.
2. Mari inventatori ai Antichitii:
Arhimede, inventatorul care a strigat Evrika!
Pitagora i teorema sa celebr
Fascinante invenii chinezeti: hrtia, busola, praful de puc, mtasea, bancnota.
3. Renaterea i inventatorii. De la tiparul lui Johan Gutenberg la inveniile lui Leonardo da
Vinci.
4. Descoperiri i invenii ale lumii moderne.
Invenii n domeniul fizicii i chimiei.
Motorul cu aburi i societatea industrial modern
De-a lungul unui fir: inventarea telefonului.
Imagini i sunete: fotografia, telegraful, radio, cinematograful, televiziunea.
Premii menite s recompenseze descoperirile i inveniile.
5. Dezvoltarea transporturilor.
Inventatori n domeniul transporturilor pe uscat: biciclete i maini; de-a lungul unei
linii.
Inventatori n domeniul transporturilor pe ape.
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 Inventatori n domeniul transporturilor n aer.
6. tiina n slujba distrugerii: nefericiii inventatori ai bombei atomice.
7. Asaltul erei digitale.
De la calculator la internet.
Invenii pentru viitor.
8. Despre invenii altfel.
Invenii din ntmplare.
Cnd savanii se relaxeaz.
9. Romnii i descoperirile lor uluitoare.

V. Modalitile de realizare a evalurii:

Evaluare iniial
Evaluare continu (formativ)
Evaluare cumulativ (sumativ, global)

VI. Metode tradiionale de evaluare:

probe scrise
probe orale
probe practice
Fiecare din aceste metode tradiionale are avantaje i dezavantaje.Din acest motiv, ele
trebuie combinate ntr-un mod optim.

VII. Metode alternative de evaluare:

Observarea sistematic a comportamentului elevului prin:
fie de evaluare/autoevaluare
liste de control/verificare
scri de clasificare
investigaia
proiectul
referatul
portofoliul
autoevaluarea

BIBLIOGRAFIE
Enciclopedie Descoperiri i invenii din vremurile preistorice pn n cele moderne,
Editura Aqiula. Bucureti 2008
Enciclopedie Mari invenii, Editura Litera, Bucureti, 2009
Enciclopedie 1000 de inventii, descoperiri si idei geniael, Editura Aquila, Bucureti,
Larousse Personaliti care au schimbat istoria lumii. Din Antichitate pn n Evul mediu
1800 . Hr. 1492, Editura Rao, Bucureti, 2003
Marea Carte despre Invenii utile de viitor, indispensabile, Editura Litera Internaional,
Bucureti, 2008
Philbin Tom, 100 cele mai mari invenii dintotdeauna, Editura Lider, Bucureti, 2010
Rodney Castleden, Inventii care au schimbat lumea, Editura Meteor Press, 2011
Zanoni, Renzo, Descoperiri tiinifice care au schimbat lumea, Editura Niculescu,
Bucureti, 2009
1000 de inventii, descoperiri si idei geniale, Editura Aquila93, Bucureti, 2009

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 EDUCAIA INTERCULTURAL A MICILOR COLARI

Prof. nv. primar ru Tatiana Camelia

coala Gimnazial ,,Alexandru Macedonski Craiova

,,Educatorul care practic o pedagogie intercultural va profita efectiv de prezena copiilor de

origini diferite pentru a (re)valoriza cultura lor de origine i de a-i sensibiliza, n acelai timp, pe
ceilali la diversitatea cultural, dar va evita s impun o oarecare identificare, va evita stereotipiile,
prezentarea culturilor n mod static. (P. Dasen i alii )
Educaia intercultural promoveaz cunoaterea i respectarea culturii, a tradiiilor i a stilului
de via ale comunitilor entice, de ctre toi locuitorii din ara respectiv.
Constituie o opiune ideologic n societile democratice i vizeaz viitorii ceteni s fac cea
mai bun alegere i s se orienteze n contextul schimbrilor intervenite n sistemele de valori. Ea
trebuie s devin o constant a pregtirii cadrelor didactice i s-i pun amprenta asupra
programelor colare i disciplinelor de nvmnt, asupra prioritilor educative, asupra criteriilor
de evaluare a competenelor i comportamentelor, asupra relaiilor cu prinii i comunitatea,
permind formarea comportamentelor creative n comunicare, cooperare i ncredere n cadrul
grupului; respect reciproc, tolerana fa de opinii diferite.
Educaia intercultural este cea care susine integrarea social a grupurilor minoritare n mod
panic fr ca acestea s fie nevoite s renune la propria identitate. n cadrul culturilor mozaicate
de astzi trebuie s acceptm ideea c orice grup socio-cultural poate contribui la mbogirea vieii
comunitare prin schimbul de elemente identitare, prin dialog i implicare a tuturor membrilor
comunitii multiculturale.
coala, ca instan de transmitere a valorilor, se va centra pe pluralitatea culturilor pe care
mediul multicultural l presupune.
Trebuie evitat instituirea primatului unei culturi asupra alteia. Acest obiectiv presupune dou
aspecte: pe de o parte, vizeaz adaptarea educatului la mediul propriu, al regiunii, oraului, culturii
sale particulare, cu toate trsturile, iar pe de alt parte, acest tip de coal i propune s asigure
adaptarea educatului la mediu n condiiile coexistenei mai multor grupuri culturale. Se cer a fi
vizate att culturile familiale, ct i cele nconjurtoare, ambientale. Trebuie ca coala s nu
defavorizeze o cultur sau alta n numele unor relativisme explicite.
Educaia intercultural nu trebuie s se limiteze n mod exclusiv la transmiterea unor
coninuturi specifice n cadrul unei discipline particulare, consolidarea abordrii sale
interdisciplinare este fundamental; nu poate fi conceput doar pentru mediul colar, ci i n
legtur cu extracolarul (familie, grupuri sociale, instituii, comuniti, mass-media).
Se remarc i o schimbare a rolului profesorului, care depete funcia de a comunica modele
i programe, acesta trebuind s acorde o mai mare atenie spiritului de iniiativ i creativitii,
centrarea ntregii aciuni fiind pe elev.
Pentru cadrele didactice este esenial s creeze relaii pozitive n interaciunea dintre semeni, s
favorizeze dezvoltarea persoanei ct i a relaiilor constructive n grup, pentru a tri sentimentul
propriei identiti.
Venind din culturi diferite avem ansa s ne integrm ntr-o societate diferit, multicultural,
care favorizeaz sentimentul de a fi n realitatea cotidian, o individualitate care nu seamn cu
nimeni i nimic. Didactica contemporan promoveaz concepte i atitudini educaionale noi, menite
s determine forme variate de comunicare, cooperare i colaborare n sprijinul copiilor.
Parteneriatul educaional este un astfel de concept care devine tot mai prezent n relaiile de
colaborare ce se stabilesc ntre uniti de nvmnt, ntre acestea i diferite segmente ale societii.
Iniierea i derularea de activiti n parteneriat reprezint o provocare pentru educatorul de astzi,
necesitnd mult creativitate n concepere, dinamism n derulare, responsabilitate n monitorizare,
flexibilitate n luarea deciziilor.
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 Experiena de zi cu zi m determin s afirm c nou, cadrelor didactice, ne revine un rol
deosebit de important n crearea unei atmosfere prietenoase, plin de respect ntre copii i ntre
prini, pentru a se evita unele nenelegeri sau conflicte interrasiale. Este imperios necesar
tolerana, indiferent din ce familie provin copiii clasei din punct de vedere etnic, religios, social,etc.
n activitatea mea m-am confruntat cu situaii cnd au venit copii din medii total diferite:
familii foarte srace, familii de religii diferite, copii din medii profesional diferite, cu culturi diferite
sau de etnii diferite, situaie n care obiectivul meu principal a fost acela de a-i determina pe aceti
copii s nu simt sau s simt ct mai puin felul provenienei lor, ferindu-i de fenomenul frustrrii
care ar putea avea repercursiuni asupra personalitii n formare a copilului mic.
Interculturalitatea este o component a realitii zilnice din coal. Tot modul de nvare este
organizat din perspectiv intercultural, permind nvarea prin colaborare, comunicare i
nicidecum de marginalizare a unor copii. Deschiderea spaiului colii ctre comunitate i specificul
ei, organizarea unor ntlniri, excursii, serbri cu specific intercultural dar nu n detrimentul
majoritii, urmrete realizarea obiectivelor de egalizare a anselor n educaie.
Pentru a obine o ct mai mare reprezentare i eficien a activitilor inter-culturale n coal
se recomand o strategie care s urmreasc structura noului curriculum naional, pe cele trei
dimensiuni:
Curriculum nucleu
Curriculum la decizia colii
Activitile extracurriculare
Avantajul activitilor extracurriculare, care se apropie mai mult de educaia intercultural
informal, este c ofer un cadru flexibil, propice pentru apropiere i intercunoatere.
Educaia intercultural la nivelul curriculum-ului la decizia colii are n vedere propunerea
unor discipline opionale care s promoveze valorile interculturale sau extinderea unor teme din
curriculum-ul nucleu care permit tratri din perspectiv intercultural. Exemplific: ,,Cum
comunicm ca s nu ne mai certm, ,,Tradiii i obiceiuri locale, ,,Colegii mei - prietenii mei,
,,Jocuri de copii, ,,Dansuri tradiionale(activiti opionale).
Educaia intercultural la nivelul curriculum-ului nucleu urmete identificarea unor
programe de trunchi comun, obiective i coninuturi care s promoveze interculturalitatea,
interdisciplinaritatea, strategii didactice de nvare prin cooperare, etc.
Trebuie s nvm s ne respectm unii pe alii, s comunicm, s ne tolerm, s cooperm
cu ceilali, deoarece doar aa nu vor mai exista diferene ntre noi care suntem diferii, dar totui
egali. i pentru c toi copiii au drepturi egale la educaie, este necesar identificarea, valorificarea
i stimularea tuturor capacitilor i disponibilitilor existente la fiecare, indiferent de etnie, n
scopul unei educaii eficiente.

BIBLIOGRAFIE:
Cuco, Constantin, Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000,
pag.25-31 ;
Malia, Mircea, Zece mii de culturi, o singur civilizaie, Bucureti, Editura Nemira, 1998, pag. 62-
70;
Hofstede, Geert, Managementul structurilor multiculturale, Bucureti, Ed. Economic, 1996, pag.
32-35;

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 UNELE CONSIDERAII PRIVIND INFLUENA INTERNETULUI ASUPRA
DEZVOLTRII PERSONALITII ELEVULUI

p.i.p. Ionescu Melania- c Gimn. Al Nechita Vaslui

p.i.p. Vrabie Veronica- c Gimn. Al Nechita Vaslui

n ultimii ani s-a tot auzit vorbindu-se despre Internet, despre pota electronic, despre
informaiile care provin din Internet, despre bazele de date accesate prin intermediul Internetului,
despre putanii care au spart coduri pe Internet, despre coli, instituii si intreprinderi conectate
la Internet, despre oameni care vor s fie conectai la Internet sau despre persoane care sunt deja
conectate i care dau o grmad de bani pe un abonament i pe facturi telefonice ncrcate.
Pn la urm ce este Internetul? Internetul reprezint un sistem mondial de reele de
calculatoare interconectate, care nlesnete serviciile de comunicare a datelor, cum ar fi:
deschiderea unei sesiuni de lucru de la distan, transferul de fiiere, pota electronic i grupurile
de discuii.
n zilele noastre acest mijloc de comunicare a devenit aproape indispensabil. De tot ceea ce
avem nevoie este un computer i condiia ca acesta s fie conectat la Internet. Internetul poate fi
vzut ca o bibliotec uria, de unde poi descrca muzic, filme, cri, poi citi diferite articole din
ziare i reviste, poi vizita expoziii de pictur, sculptur i fotografie; de asemenea poi citi diferite
comentarii aduse unor produse i articole. Prin intermediul Internetului poi ine legtura cu
persoane din toat ara sau chiar din afara granielor, doar prin utilizarea potei electronice (e-mail)
sau a programelor de chat sau messenger ori diferite forumuri); te poi conecta la un alt calculator i
i poi folosi serviciile sale publice, poi cumpra, vinde, poi face tranzacii, cursuri on-line, i poi
verifica contul din banc i te poi juca diferite jocuri on-line.
Internetul este o surs nelimitat de informaii, o adevrat enciclopedie. Prin accesarea unui
motor de cutare (cele mai cunoscute fiind google si yahoo) i tastarea unui cuvnt cheie poi obine
o gam foarte variat de informaii, iar aceste informaii sunt ntr-o continu actualizare.
Exist diferite site-uri care i ofer posibilitatea de a accesa n mod gratuit i on-line
anumite articole sau cri (de la literatur i filosofie, la chimie, fizic i matematic), anumite
videoclipuri, fiiere audio sau jocuri; unele dintre aceste site-uri acordndu-i i dreptul de a
descrca materialul, jocul sau cartea respectiv direct n computerul tu.
Un alt atribut al Internetului este comunicarea, comunicare ce se poate realiza prin
intermediul e-mail-ului (numit i pota electronic).
Internetul nu nseamn doar calculatoare i comenzi, oamenii sunt cei care fac Internetul s
fie ceea ce este (atunci cnd vorbim despre comunicare). Astfel, Internetul aduce o noua vog a
cuvntului scris! Aici trebuie s ti s scrii i s citeti, chiar dac scrii pe calculator i citeti pe
ecranul monitorului. n timp s-a format un nou limbaj ce are propriile lui reguli i care evolueaz
continuu. Ca orice fenomen, Internetul are adepi entuziati i critici necrutori. Entuziatii laud
capacitatea Internetului de a facilita comunicarea interuman ntr-o lume care mpinge omul la
singurtate, izolare i alienare. Internetul a declanat un val de generozitate uman i de solidaritate
fr precedent, de la ajutorarea semenilor pn la munca benevola, pe care o presupune lansarea pe
Internet a unor informaii care pot fi utile unei alte persoane. Unii oameni vd n comunicarea pe
Internet un mod de apropiere ntre oameni, alii consider doar ca fiind un mijloc de alienare: nu
mai comunici cu cei din jur, nu mai trieti experienele reale, te refugiezi ntr-o lume virtual,
petrecnd ore n ir cu ochii n ecranul calculatorului.
Criticii spun c informaia de pe Internet este adesea de slab calitate, tocmai pentru c,
practic, oricine poate publica ceva pe Internet. n faa avalanei de informaii oferit, noi trebuie sa
analizm, s selectm i s gsim doar acea informaie ce are o baz, ce are calitate. n opoziie,
fanii Internetului elogiaz capacitatea acestuia de a democratiza accesul la cultur, la informaie, la
tiin, la educaie, contribuind totodat i la mbuntirea calitii vieii.

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 Unul dintre aspectele negative ale Internetului este c acesta provoac dependen mai ales
printre rndurile adolescenilor. Spre exemplu sute de adolesceni i nu numai, prefer s caute o
anumit informaie cu ajutorul Internetului, dect s citeasc o carte. Internetul (cu aspectele sale
att negative, ct i pozitive) reprezint un mod de a te exprima, de a te destinde, de a te distra, un
mod de a te instrui, reprezint o evoluie, o schimbare. Acest mijloc de comunicare i informare a
avut adepi nc de la nceputuri dominnd asupra radioului i a televizorului i va fi un instrument
de nenlocuit n viitor odat cu dezvoltarea tehnologiei.
n cazul copiilor, sunt unele explicaii simpatice ale unor prini care argumentau c le-au
cumprat un calculator pentru ca acetia s stea cumini n cas, i s nu mai bat mingea aiurea.
Dar ci dintre prini au evidena timpului pe care l petrec copiii lor n faa calculatorului. Nu mai
vorbesc despre site-urile pe care le acceseaz. Majoritatea copiilor cu vrste ntre 7 i 15 ani
navigheaz pe internet nesupravegheai de niciun adult. .Un alt indiciu ar fi imposibilitatea de a
renuna la calculator, iar atunci cnd intervin o serie de constrngeri exist ansa de reaciona
violent. Nici promisiunile fcute de persoanele apropiate, sau pariurile cu sine nu sunt ncununate
de succes. S nu recunoti, s-i acoperi urmele, s legi orice activitate invariabil de calculator
poate reprezenta un simptom; s dormi cu calculatorul n camer, s mnnci la calculator, s nu ai
dect prieteni on-line. Calculatorul devine obiectul central al existenei, iar scopul n via se
reduce la sunetul tastelor i clickul de mouse. O persoan dependent de calculator, n funcie i de
vrst, va realiza un melanj ntre jocuri, navigare pe internet i chat. Jocurile pe calculator pot fi
folosite i pentru a evada din realitate. Ct de mult sau pentru ct timp depinde doar de
dumneavoastr. O atenie deosebit ar trebui acordat jocurilor violente, unde personajele pozitive
(eroii) nu au alt scop dect s-i anihileze adversarii. Conform materialelor gsite, utilizatorul
dependent de calculator poate s manifeste senzaii de depresie, anxietate i insomnie, n special
datorate efortului depus i nopilor pierdute. O noapte pierdut n faa calculatorului, antreneaz
nc una apoi alta. Zilele se nlnuie, devin sptmni, apoi luni i asta fr ca cineva s se
ngrijoreze. Poate doar absenele de la coal, sau de la serviciu s ridice cteva semne de ntrebare.
Acestea sunt probleme reale i nu trebuie neglijate! n ultimii ani, creterea accesibilitii
serviciilor de Internet i nevoia din ce n ce mai mare a oamenilor de a avea acces la informaii i de
a comunica ntr-un mod ct mai eficient i mai rapid, a fcut ca utilizarea Internetului s devin o
activitate tot mai prezent i adesea indispensabil. Am ajuns, astfel, s ne ntrebm care este
impactul pe care acest nou instrument de relaionare i cunoatere l are asupra sntii noastre, att
psihice ct i fizice, i, mai ales, ct de benefice sunt efectele sale. n consecin, exist numeroase
studii legate de utilizarea Internetului i efectele sale, n special asupra copiilor. Avnd n vedere
fapul c acetia sunt mult mai vulnerabili, comportamentul i chiar dezvoltarea lor pot fi mult mai
uor influenate de toate experienele pe care aceast ntreag tehnologie le-o ofer. Aa cum tot
ceea ce facem i cum toate lucrurile care ne inconjoar au o influen, fie ea pozitiv sau negativ,
asupra noastr, i Internetul are prile sale bune i prile sale rele.
n ceea ce privete influena asupra copiilor, datele existente n literatur arat c accesul la
Internet poate avea efecte pozitive asupra performanelor academice, fiind un instrument
educaional foarte util prin intermediul numeroaselor resurse pe care le ofer. Mai mult, s-a
demonstrat c tinerii care utilizeaz Internetul timp de 30 minute pe zi, n medie, prezint abiliti
de limbaj i de citit crescute, msurate prin teste standardizate. Dincolo de toate aceste avantaje,
exist din ce n mai multe studii legate de impactul negativ al suprancrcrii cu informaie i
utilizrii excesive a Internetului. Sunt menionate, astfel, efecte precum neglijarea activitilor
legate de coal, abiliti sociale reduse cu relaii interpersonale defectuoase i izolare fa de cei de
aceeai vrst i chiar fa de membrii familiei, comportamente agresive, depresie, deprivare de
somn care determin scderea capacitii de concentrare, oboseal cronic i slbirea sistemului
imunitar, cu consecine grave asupra sntii fizice.
Avnd n vedere faptul c o mare parte din timpul liber al copiilor este dedicat jocurilor
video, o atenie deosebit a fost acordat efectelor pe care le poate avea practicarea acestora in

340
exces. Unele jocuri au coninut educaional, pot promova activitile de nvare i pot fi utile n
dezvoltarea abilitilor de coordonare i de motricitate fin.
Atunci cnd prinii decid c pentru a fi n pas cu lumea i "a se descurca mai bine" la
coal, copiii au nevoie de acces nelimitat la Internet, trebuie s in cont i de faptul c, o cantitate
nesfrit de informaii i posibiliti de interaciune nu este tocmai benefic, atunci cnd acetia
sunt nesupravegheai. Doar la un click distan, se afl site-uri cu coninut necorespunztor
vrstei, cu imagini sau informaii uneori ocante, materiale care promoveaz violena i
pornografia, reclame atractive care i invit pe copii s-i nregistreze datele personale pentru a se
altura unui grup sau pentru a putea accesa un anumit joc. De aceea, sfaturile pe care prinii le
ofer copiilor pentru a-i ajuta s fie n siguran (s nu vorbeasc cu strinii, s nu deschid ua
persoanelor necunoscute atunci cnd sunt singuri acas, s nu ofere informaii la telefon), ar trebui
s fie aplicate i n realitatea virtual deoarece, a vorbi cu un nick-name pe chat este acelai lucru cu
a vorbi cu strinii.
Vigilena cu care prinii monitorizeaz locurile n care merg copiii, cu cine se joac, la ce
fel de informaii sunt expui atunci cnd urmresc programele TV sau cnd citesc diverse cri sau
reviste, ar trebui s fie la fel de mare i n privina accesrii Internetului.
Un prim pas pe care l pot face prinii pentru ca activitatea on-line s fie o experien sigur
i educativ, este acela de a-i nva pe copii s utilizeze Internetul ntr-un mod constructiv,
explicndu-le totodat i riscurile la care sunt expui (de ex., prin comunicare de date cu caracter
personal sau ntlniri cu persoane cunoscute on-line). De asemenea, prinii pot selecta zonele de
acces potrivite din punct de vedere al coninutului, nivelului de dezvoltare i nelegere al
copilului, pot stabili reguli clare cu privire la timpul petrecut n faa calculatorului (se joac dup ce
termin temele, o perioad limitat de timp, de ex. 30 min), pot utiliza programe de software care s
restricioneze accesul la grupuri de discuii on-line sau site-uri necorespunztoare.
Deoarece timpul dedicat comunicrii on-line nu-i pregtete pe copii pentru dezvoltarea abilitilor
sociale i de comunicare, prinii ar trebui s fie ei nii un model atunci cnd acceseaz Internetul
i s ncurajeze participarea la activiti care implic relaionare interpersonal.
Dependena de internet poate duce n anumite cazuri la simptome severe cum este
anxietatea, depresia, izolarea i nsingurarea. Specialistul a mai adugat c la nivel mondial s-a
lansat ideea c legtura dintre calculator, internet i fiina uman duce la o simbioz. Astfel, are loc
un efect de depersonalizare. Copilul nu trebuie s aib restricionat accesul la internet. n schimb,
el trebuie iniiat i vegheat n incursiunile lui n spaiul virtual. Partea negativ a internetului este
aceea c informaia nu poate fi sortat. Astfel, pornografia i informaiile de dezvoltare a unei
culturi generale se gsesc n acelai loc. Prezena printelui lng copil trebuie s fie obligatorie.
ntre cei doi trebuie s existe o comunicare. Tehnologia i prezena computerului face ca printele i
copilul s fac parte din lumi diferite, cu un sistem diferit de valori. De multe ori, un copil de ase
sau apte ani are infinit mai multe cunotine despre spaiul virtual n comparaie cu prinii lui. Eu
nu sunt de prere c trebuie restricionat accesul la internet pentru c aa apar situaii conflictuale,
care pot degenera. Tocmai de aceea este bine ca relaia printe-copil s se bazeze pe o comunicare
foarte dezvoltat.
Internetul este o surs de informaii pretioase pentru un colar care are de pregtit o lucrare
despre un subiect anume, dei in Romnia mersul la bibliotec ar rezulta ntr-o documentare mai
bun de vreme ce paginile n limba romn sunt destul de srace n subiecte academice. Aadar
cnd unui copil i este permis accesul la Internet, este absolut necesar supravegherea direct si
indirect a copilului de ctre adult, montarea de filtre pe motoarele de cutare i limitarea accesului
pe baz de parol. Sunt msuri de siguran ca oricare altele, aa cum nu lai medicamente la
ndemna copilului i aa cum l nvei a treac strada pe zebr i cnd e verde semaforul i
navigarea pe internet are reguli de siguran care trebuiesc respectate, mai ales cnd e vorba de
copii. Cnd rul s-a produs, e dificil s gseti soluia ideal, s explici unui copil c ce a vzut este
un comportament aberant i care scap sferei normalului. O atenie deosebit trebuie acordat i
anturajului n care se nvrte copilul la coal, n cercul de prieteni i eliminate orice eventuale
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influene negative. Normal, folosind mult tact si oferind mereu copilului, alternative. E dificil s
repari consecinele unui astfel de incident, e mult mai uor s-l previi.
n concluzie, utilizarea Internetului este un comportament care promoveaz dezvoltarea
cognitiv, social i fizic a copiilor i tinerilor prezentnd, n acelai timp, numeroase riscuri. Am
putea spune c este o sabie cu dou tiuri pentru c, mai presus de toate beneficiile pe care le
poate oferi (socializare, comunicare, nvare, relaxare) stau aspectele negative: incapacitate de a
putea diferenia ntre lumea real i cea virtual, confuzie a identitii, agresivitate, comportament
antisocial, pornografie, stima de sine sczut, team, izolare, etc.

Bibliografie selectiv
Ptru, Bogdan, Internet pentru nceptori, Editura Teora, Bucuresti, 1999
http://www.internetsigur.ro
erban, Cristian,Internetul- tinerii n faa provocrii, Editura Egumenita, Bucureti

CUNOATEREA COLECTIVULUI CLASEI

Profesor Con Laura
coala Gimnazial ,,Vasile Alecsandri Baia Mare

Cunoaterea elevilor nu reprezint un scop n sine, ci este un element necesar pentru fiecare
profesor, indiferent de disciplina pe care o pred, n vederea organizrii strategiei educaionale la
nivelul posibilitilor reale ale elevilor, pentru sprijinirea lor n sensul unei dezvoltri integrale i
continuu ascendente a personalitii acestora.
Profesorul-diriginte, ca principal coordonator al activitii educative la nivelul unei clase
date, n realizarea cunoaterii elevilor dispune de avantajele ce decurg din particularitile funciei
sale educative: posibilitatea dobndirii unui ansamblu bogat i multilateral de date despre elevi,
datorit contactelor largi cu clasa i cu fiecare dintre elevi, precum i cu ali factori implicai n
educarea acestora.
Realizarea cunoaterii multilaterale i obiective a elevilor impune folosirea de ctre diriginte
a unui ansamblu variat de metode i instrumente de lucru. Dintre cile mai importante n aciunea
de cunoatere a elevilor, un loc important l ocup observaia, care ofer informaii despre cele mai
importante i variate aspecte ale comportamentului elevilor. Pentru ca aceast metod de
investigare a elevilor s poat avea un caracter tiinific este necesar s aib un caracter selectiv, n
sensul de a se desfura pe baza unui program de studiere a elevului, n care s se indice obiectul
investigaiei. n acest program se vor consemna obligatoriu urmtoarele aspecte:
- rezultatele activitii elevului la nvtur, la concursurile colare, n activitile culturale i
sportive i n munca independent (fie de lectur, hri, ierbare, insectare);
- inteligena i stilul de munc (coeficientul de inteligen, puterea de judecat, capacitatea de
nelegere, abstractizare i aplicare n practic a cunotinelor, priceperea de a analiza, compara i
sistematiza etc.);
- comportarea la lecii i n colectivul colar (interesul, participarea, disciplina, randamentul colar,
comportarea elevului n colectiv);
- trsturi de personalitate (firea i temperamentul elevului, echilibrul emotiv, aptitudini, caracter).
De reinut este faptul c trebuie s-l observm pe elev n situaii ct mai variate i s
verificm datele obinute prin mai multe metode, procedee, tehnici de lucru. Cursul standard este:
fapt observaie ipotez - verificare - stabilirea dominantei. Psihologii dau urmtorii indici dup
care putem determina dominanta personalitii elevului: intensitatea i frecvena actelor

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comportamentale care relev nsuirile de personalitate, persistena nsuirii observate la inhibiia
extern (dac se manifest n pofida condiiilor externe).
Deosebit de valoroase sub raportul datelor care le pot furniza despre elevi i ca metod de
ndrumare a lor sunt convorbirile individuale. Cu prilejul acestor convorbiri dirigintele va urmri
s-i stimuleze cu mult tact, s caute explicaii ale unor aciuni, s mediteze asupra unor atitudini, s
aprecieze situaiile n care sunt implicai elevii, raporturile lor cu colectivul, cu prietenii, cu prinii,
fr a ocoli aspectele mai puin plcute, eventual strile conflictuale. Reuita dialogului este
condiionat de priceperea dirigintelui de a asigura un climat propriu de reciproc ncredere i
sinceritate. Aceast metod are ca scop cunoaterea motivaiei interne a actelor comportamentale.
Informaii complexe i adeseori interesante se achiziioneaz prin metoda chestionrii orale
sau scrise. Diriginii cu mai mult experien folosesc de asemenea metoda analizei produselor
activitii, metoda biografic etc.
Convorbirile cu ceilali profesori ai clasei sau cu prinii prilejuiesc un larg schimb de preri
i aprecieri asupra elevilor, ofer posibilitatea s mediteze mpreun asupra modalitilor optime de
a nruri dezvoltarea unor trsturi pozitive de caracter, de a schimba o evoluie nedorit n
comportamentul elevilor. Cooperarea dintre diriginte i ceilali profesori ai clasei asigur realizarea
unei temeinice cunoateri a elevilor clasei i a fiecrui elev n parte de ctre toi profesorii.
Rezultatele cunoaterii elevilor trebuie folosite pentru sporirea randamentului colar al
clasei, pentru prevenirea insucceselor sau pentru recuperarea rmnerilor n urm. Profesorul-
diriginte va aciona n sprijinul elevilor evideniindu-i aptitudinile, stimulndu-l s le cultive i s le
afirme n procesul de nvmnt i n activitile extracolare.
Cunoaterea elevilor constituie o munc de durat, care pune n faa dirigintelui probleme
complexe, foarte diferite de la un elev la altul.
Dintre cele mai cunoscute tehnici de cunoatere a colectivului de elevi I.Nicola se
refer la :
Tehnica studierii transversale sau structurale, la un moment dat a colectivului de elevi care
se refer la descrierea caracteristicilor de structur ale acestuia.
Tehnica studierii longitudinale sau dinamice a transformrilor petrecute n timp la nivelul
colectivului de elevi.
Tehnica studierii transversale se refer la analiza,nelegerea,evaluarea caracteristicilor
structurale ale clasei de elevi n ceea ce privete numrul elevilor n clas,raportul ntre numrul de
biei i numrul de fete,rezultatele la invtur ale elevilor,aptitudini i capaciti speciale
determinate de profilul i specializarea clasei,alte nclinaii,interese i aspiratii ale elevilor la
momentul respectiv.
Tehnica studierii longitudinale impune cunoaterea colectivului de elevi pe o perioad
mai ndelungat, optim ar fi pe o perioad de 4-5 ani.n acest fel se pot pune n eviden stabilitatea
anumitor trsturi ale sintalitii clasei de elevi sau schimbarea acestora,dinamica sau transformarea
lor,consistena sau instabilitatea acestora.
Tehnologia cunoaterii colectivului de elevi a realizat un salt de la cunoaterea empiric,
nemijlocit a manifestrilor exteriorizate i accesibile direct la cunoaterea mijlocit ca rezultat al
prelucrrii i interpretrii datelor.Una dintre cele mai folosite mijloace de cunoatere a colectivului
de elevi este:observaia psihosocial.
Observaia psihosocial se caracterizeaz prin:
Contactul nemijlocit ntre observator profesorul-manager sau profesoruldiriginte i
colectivul de elevi,
Caracterul participativ,din interior al observatorului,profesorul fiind liderul formal al
colectivului de elevi dar putnd s devin i lider informal,
Delimitarea obiectivelor observaiei: conduita colectiv, aspecte normale i excepionale ale
clasei de elevi, devieri de comportament,performane ale elevilor,progrese sau regrese la
nvtur,etc.
Observaia psihosocial este eficient dac rspunde la anumite ntrebri:
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a) Cand s-a produs fapta respectiv?
b) Cum s-a produs aceasta,n ce condiii,n ce context?
c) Care sunt cauzele posibile ale faptei respective?
d) Care sunt factorii responsabili de producerea faptei ?
Din punct de vedere pedagogic toate influenele mediului socio-educaional se rsfrng
asupra contiinei i conduitei elevilor prin intermediul condiiilor interne ale personalitii lor.
BIBLIOGRAFIE
1.Iosifescu S., Elemente de management strategic si proiectare, Editura Corint, Bucuresti, 2000;
2.Jinga I., Conducerea invatamantului. Manual de management instructional, Editura Didactica si
Pedagogica, Bucuresti, 1993.

EDUCAIA INTERGENERAIONAL

Prof.nv.primar : Aranghel Maria-Adelina

coala Gimnazial N.B.Locusteanu Leu, Judeul: Dolj

Dac ar fi s definim atributele omului n orice context de exigene-educaia i creativitatea nu

pot lisi.
n ceea ce privete creativitatea , se poate spune c tinerii sunt dotai , api , au imaginaie ,
inteligen , inventivitate , spirit novator , capacitate si multe altele.
n educaie s-a crezut mult timp c activitatea creatoare este apanajul exclusiv al unor oameni
exceptionali , special nzestrai.Nu trebuie dect s mergem ntr-o coal oarecare pentru a observa
multitudinea de idei dezvoltat la copii , fantezia lor fiind o garanie perfect c creativitatea o
posedm toi nc din momentul naterii-afirm Michael Moore.
Abordarea integrativ a educaiei se poate realiza la nivel teoretic , ca metateorie , pentru o
explicare unitara , corelat a problemelor fundamentale , dar o regasim i la nivelul unor probleme
specifice , ca paradigme: unitatea ntre formele sau dimensiunile sau factorii educiei pentru
formarea integral i armonioas a individualitii, integrarea n sistem a elementelor procesului de
nvmnt n proiectarea activitilor sau organizarea integrat a coninuturilor n abordarea
curricular a nvmntului , comunicarea ntre disciplinele pedagogice propriu-zise i cele de
grani.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care dispun
foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la internet
i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i deprinderi
odat cu asimilarea cunotinelor necesare demersului de nvare. Suntem contieni n fiecare zi
de prpastia dintre generaii care devine tot mai pregnant. Bunicii i chiar prinii sunt surprini
i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se simt dezarmai fa n fa
cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei, computerului sau
telefoanelor de ultim generaie. Trebuie gsit o soluie care s mbuntesc calitatea relaiilor
dintre generaii. Soluia este simpl i la ndemna oricui: nvarea intergeneraional o resurs,
din pcate puin utilizat i exploatat n cadrul sistemului de nvmnt din Romnia. Acest tip de
nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate: pentru copii,
interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de conectare la valorile
i tradiiile socio culturale; pentru aduli, aceast interaciune poate oferi oportuniti de nvare i
dezvoltare a abilitilor de lucru cu noile tehnologii, se pot conecta direc la preocuprile copiilor lor
beneficiind astfel de o capacitate crescut de cunoatere i interacionare; beneficiile pentru
comunitate pot fi semnificative pentru c acest tip de nvare aduce mpreun diverse categorii de
vrst care colaboreaz i fac schimb de cunotine care pot constitui o adevrat resurs de
dezvoltare comunitar.

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 Copiii si tinerii primesc de la varstnici afectiunea si caldura care adesea le lipsesc in familie din
cauza unor parinti prea ocupati sau chiar absenti. Contactul cu "bunicii adoptivi", implicarea in
activitati intergenerationale in cadrul comunitatii i in pe multi tineri departe de probleme precum
drogurile, delincventa juvenila, absenteismul scolar. Totodata, tinerii se bucur adesea s afle
povesti de via, s primeasc sfaturi i s gseasc uneori n batranul din faa lor un model de via
sau un mentor.
n momentul actual, copilul este asaltat de influenele exercitate de o multitudine de factori
educative formali, informali i nonformali. Pe lng instituiile consfinite (familia, coala, clubul
copiilor, biblioteca, biserica, muzeul, casa de cultur,internetul, radioul, televiziunea, presa scris),
sunt diverse organizaii (ale copii lor, tinerilor, prinilor, etc.) fundaii, grupuri de similitudine (de
vrst, de sex, de categorie socialetc.) specialiti n intervenia socio- educativ.
Familia i coala sunt agenii educativi cu o influen deosebit asupra formrii i
dezvoltrii personalitii copilului.
Un factor important l constituie raporturile dintre cei doi factori educativi, relaiile reciproce
pe care le dezvolt, poziia pe care o adopt fiecare n relaia coal - familie.
Cele trei tipuri ale educiei formale , nonformale i informale se cer integrate , oferindu-le
elevilor posibiliti de selecionare , sistematizare , interpretare i utilizare a informaiei obinute
prin educaia nonformal sau informal.
Ca subsistem social , prin funciile ei cultural i formative-educative , educaia este un factor
de cultura i civilizaie.Ea pune n valoare energia uman prin formarea personalitii , devenind
astfel un important agent al dezvoltrii sociale , cu implicaii adnci asupra creterii productivitii
muncii i calitii vieii.
ntruct elevii de azi , din colile primare , gimnaziale i din licee se vor integra socio-
profesional peste mai muli ani , cnd societatea de mine va fi alta dect cea de azi , educaia
trebuie s aib un pronunat character prospective , anticipnd , prin prognozele i programele ei ,
tipul de personalitate ce va fi cerut de societatea viitorului.
Dac n timpul copilriei prinii sunt cei care iniiaz efectiv copilul n stabilirea relaiilor n
familie, extinse apoi la grupul de joac, n timpul adolescenei prinii nu mai reuesc s
supravegheze minorii dect cu mare dificultate. n copilrie procurarea de jucrii, alimentaia,
curenia, conversaia reprezint apanajul exclusiv al adultului. n adolescen, tinerii aspirnd la un
alt statut dect cel de copil" se mpotrivesc dorinei prinilor de a nu ntrzia, de a avea grij
deosebit pentru studiu, de a nu intra n relaii cu persoane ru intenionate, periculoase, de a nu-i
crea i adopta modele facile". Prinii vorbesc i transmit enorm copilului n perioada micii
copilrii, ei nva efectiv s vorbeasc, s participe la dialog. Copiii pun ntrebri la care prinii
ncearc s rspund, ei ar trebui s ofere rspunsuri ct mai adecvate dezvoltrii psihice a
copilului. n adolescen, centrul de greutate al comunicrii se deplaseaz de la nivelul exclusiv al
familiei la nivelul grupului de colegi i prieteni. n perioada furtunoas, frumoas i tumultuoas,
plin de mari inegaliti psihosociale, tnrul devine un veritabil participant la dialog, de multe ori
fr s comunice nimic adultului i cel mai adesea prinilor.
Psihologii studiaz aceste activiti pe care unii prini ncearc s le includ n structura
conduitei copiilor i mai ales a adolescenilor att ca un mod de comunicare mai profund ntre cele
dou generaii - apreciindu-le schimb de idei n cadrul relaiei prini-copii.
De fapt, adolescenii ajutai astfel din copilrie ori pubertate i dezvolt rdcinile relaionrii
de mai trziu: mama i fiica pot avea relaii mai intime, de prietenie adevrat, tata i fiul pot
discuta mai deschis perspective viitoare, interese comune - sunt n micro" tiparul prieteniei
prini/copii.
Regulile cele mai simple se nva i se respect n familie, se reflect n comportamentul din
grup (coal, prieteni, strad) i reintr n circuitul de comunicare intrafamilial care st la baza
relaiilor intime (inclusiv sexuale) i de munc - dac au fost iniiate prin conversaie i
supravegheate de adult.

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 Copilul devine un om social numai prin educie cu ajutorul creia i nsuete limbajul social ,
cultur general, comportamentul moralcetenesc , i formeaz concepia tiinific despre lume ,
i dezvolt potenialul creator i se pregtete pentru integrarea socio-profesional.Aadar este
foarte important pentru toi factorii educaionali( prini , cadre didactice , organizaii de tineret ,
instituii de cultur etc) s cunoasc temeinic personalitatea copilului , gradul su de educabilitate i
, pe aceast baz, s fie structurat ntregul proiect de tehnologie a educaiei.

BIBLIOGRAFIE:

ELENA JOIA ,V.ILIE, EC.FRSINEANU PEDAGOGIE-EDUCAIE I

CURRICULUM ED.UNIVERSITARIA CRAIOVA 2003
MARIN STOICA SINTEZE DE PSIHOPEDAGOGIE I PSIHOLOGIE EDITURA
UNIVERSITARIA , CRAIOVA 1992
NVMNTUL PRIMAR-REVIST DEDICAT CADRELOR DIDACTIVE
EDITURA DISCIPOL 1998
HTTP://EBOOKS.UNIBUC.RO/PSIHOLOGIE/RASCANU/

MODALITI DE EVALUARE DIN PERSPECTIVA UNEI PREDRI, NVRI

ADECVATE A COLARULUI DE CLASA A IV A

Profesor nvmnt primar, Mrtcu Alina Gina

coala Gimnazial Nanov

Metoda semnific o cale de urmat pentru realizarea unui obiectiv bine precizat i definit,
un demers de cercetare sau investigare a modalitilor eficiente de cunoatere. Circumscris aciunii
instructiv-educative, metoda devine acea cale eficient de organizare i de conducere a nvrii sub
semnul comun al aceluiai mod de aciune obiectivat n interaciunea dintre cadrul didactic i elevii
si.
n funcie de obiectivele educaionale urmrite, se folosesc strategii de evaluare variate,
ce mbin evaluarea continu, cu utilizarea diferitelor forme de testare.
Este esenial ca aceste aciuni de evaluare s fie judicios echilibrate, pstrndu-se cu msur
raportul dintre aspectele informative i cele formative cuprinse n obiectivele procesului de predare-
nvare.
Folosirea echilibrat a strategiilor de evaluare menionate impune, la rndul ei,
diversificarea tehnicilor i a instrumentelor de evaluare:
metode tradiionale: probe orale; probe scrise; probe practice.
metode alternative ( complementare ): observarea sistematic a elevilor; investigaia;
chestionarul; proiectul ( miniproiectul ); portofoliul; tema pentru acas; tema de lucru n
clas; grile de evaluare; scale de evaluare; autoevaluarea.
a ) METODE TRADIIONALE
n evaluarea continu, metodele tradiionale nu reprezint ceva vechi, perimat. Ele sunt
considerate acele metode care au dobndit acest apelativ datorit faptului c rmn cele mai des
utilizate metode, cu condiia de a se asigura calitatea corespunztoare a instrumentelor i echilibrul
ntre probele scrise, orale i practice, prin prob nelegndu-se orice instrument de evaluare
proiectat, administrat i corectat de ctre nvtor.
Din categoria metodelor tradiionale fac parte:
a) Probele orale;
b) Probele scrise;
c) Probele practice.
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 b) METODE ALTERNATIVE ( COMPLEMENTARE )
Spre deosebire de metodele tradiionale, care realizeaz evaluarea rezultatelor colare
obinute pe un timp limitat i n legtur cu o arie mai mare sau mai mic de coninut, dar oricum
definit, metodele complementare de evaluare prezint cel puin dou caracteristici:
- realizeaz evaluarea rezultatelor n strns legtur cu instruirea/nvarea, de multe
ori concomitent cu aceasta;
- privesc rezultatele colare obinute pe o perioad mai ndelungat, care vizeaz
formarea unor capaciti, dobndirea de competene i mai ales, schimbri n planul
intereselor, atitudinilor, corelate cu activitatea de nvare.
Principalele metode alternative sau complementare de evaluare al cror potenial formativ
susine individualizarea actului educaional prin sprijinul elevului sunt :
a) Observarea sistematic a activitilor i a comportamentului elevilor n timpul
activitii didactice este o tehnic de evaluare ce furnizeaz nvtorului o serie de informaii,
diverse i complete, greu de obinut astfel prin intermediul metodelor de evaluare tradiional.
Observarea este adeseori nsoit de aprecierea verbal asupra activitii/rspunsurilor elevilor.
Pentru a nregistra informaiile de care are nevoie nvtorul are la dispoziie practic patru
modaliti:
I.Fia de evaluare este completat de ctre nvtor, n ea nregistrndu-se date factuale
despre evenimentele cele mai importante pe care nvtorul le identific n comportamentul sau n
modul de aciune al elevilor si precum i interpretrile nvtorului asupra celor ntmplate. Un
dezavantaj al acestei practici este c necesit timp mai mult i exist riscul notrii datelor n mod
subiectiv.
Exemplu:
Clasa: a IV-a
Disciplina: Limba romn
Numele elevului: Popescu Florin
Eveniment:
Pentru ora respectiv elevii au avut de pregtit o compunere n care s descrie cea mai drag
persoan. Florin a fost singurul elev care a declarat c nu i-a fcut tema. La jumtatea orei, colegul
lui de banc mi-a spus c Florin scrisese de fapt tema, dar nu era o compunere, ci o poezie despre
mama sa, pe care ns nu vrea s o citeasc, de team c ceilali colegi vor rde de el.
La sfritul orei, Florin m-a ntrebat dac poate citi poezia scris de el. a citit poezia cu o
voce joas, uitndu-se tot timpul n hrtie, micndu-i piciorul drept nainte i napoi i trgndu-se
de gulerul cmii. Cnd a terminat, colegul lui din ultima banc a spus: N-am auzit nimic. Poi s
mai citeti poezia nc o dat, mai tare?. Florin a spus: Nu i s-a aezat.
Interpretare:
Florin dovedete un talent literar real pentru vrsta lui, dar nu are nc ncredere n forele
sale. Nu i place s citeasc n faa clasei i i este team de reacia celorlali. Refuzul de a citi nc o
dat poezia se datoreaz probabil timiditii sale i faptului c nimeni nu l-a ncurajat pn acum s
fac acest lucru. Talentul su trebuie stimulat, ca i ncrederea de sine.
II.Scara de clasificarensumeaz un set de caracteristici (comportamentale) ce trebuie
supuse evalurii nsoite de un anumit tip de scar ( de obicei scara Likert ). Potrivit acestui tip de
scal, elevului i sunt prezentate un numr de enunuri n raport cu care acesta trebuie s-i
manifeste acordul sau dezacordul, discriminnd ntre cinci trepte: puternic de acord, de acord,
indecis (neutru), dezacord, puternic dezacord.
Ce poate s observe n mod sistematic cadrul didactic la elevii si:
- ABILITI INTELECTUALE: exprimarea oral; capacitatea de a citi i de a scrie;
operaiile gndirii: analiza, sinteza, comparaia, clasificarea, generalizarea, concretizarea,
abstractizarea; capacitatea de deducie;
- ABILITI SOCIALE: capacitatea de a colabora cu ceilali; cultivarea de relaii pozitive
n grup; participarea la negocierea i adoptarea soluiilor; interesul pentru a menine un climat
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stimulativ i plcut; capacitatea de a lua decizii; tolerana i acceptarea punctelor de vedere diferite
de cel personal; capacitatea de a asculta cu atenie; rezolvarea nonviolent a conflictelor; asumarea
responsabilitilor;
Cercetarea i evaluarea acestor componente permit cadrului didactic s urmreasc evoluia
fiecrui elev, s adecveze rolurile pe care i le atribuie n grup, s aprecieze nivelul la care se afl la
un moment dat elevul i schimbrile care s-au produs n comportamentul su; permite att evaluarea
procesului, ct i evaluarea produsului activitii.
b) Investigaia - ofer elevului posibilitatea de a aplica n mod creator cunotinele nsuite
i de a explora situaii noi de nvare, pe parcursul unei ore de curs. Metoda presupune
definirea unei sarcini de lucru cu instruciuni precise, nelegerea acestora de ctre elevi nainte de a
trece la rezolvarea propriu-zis, practic, prin care elevii i pot demonstra un ntreg complex de
cunotine i de capaciti. Ca metod de evaluare, investigaia pune n valoare potenialul creativ al
elevilor, iniiativa, cooperarea, comunicativitatea, flexibilitatea gndirii, capacitatea de
argumentare, de punere i rezolvare a problemelor.
Exemplu:
Investigaia poate fi folosit la limba romn, n cadrul leciei de naraiune, cum ar fi
Cheile de Tudor Arghezi, unde elevii ar putea s prezinte ntmplri din viaa lor asemntoare cu
a celor doi copii din lecie. Spre exemplu, trebuie s-i aminteasc ce anume li s-a interzis de ctre
prini (s nu umble prin anumite sertare, s nu foloseasc aragazul dect n prezena prinilor, s
nu plece pe strad fr s-i anune pe prini etc.), cnd i cum au nclcat aceste reguli i cum au
fost ei pedepsii.
c) Proiectul este un demers evaluativ mai amplu, ce permite o apreciere complex i
nuanat a nvrii, ajutnd la identificarea unor caliti individuale ale elevilor. Este o form de
evaluare puternic motivant pentru elevi, dei implic un volum de munc sporit inclusiv
activitatea individual n afara clasei.
Proiectul ncepe n clas, prin efinirea i nelegerea sarcinii de lucru, eventual i prin
nceperea realizrii acesteia. Se continu acas, pe parcursul ctorva zile sau sptmni, timp n
care elevul are permanent consultare cu educatorul i se ncheie tot n clas, prin prezentare, n faa
colegilor, a unui raport asupra rezultatelor obinute. Proiectul poate lua forma unei sarcini de lucru
individual sau de grup.
Grupul poate fi alctuit din patru cinci participani. Fiecare membru al grupuli are o
sarcin precis. Cadrul didactic organizeaz activitatea, ofer informaii, sugestii, ncurajeaz
participarea elevilor. Este recomandat s fie folosit la clasele a III-a i a IV-a, cnd elevii au
formate unele capaciti intelectuale (cititul cursiv, expresiv, rapid, scrisul corect ortografic i din
punct de vedere al construciei lingvistice, au deprinderi de studiere a unor texte etc.).
Exemplu:
Astfel, un grup de elevi de clasa a IV-a poate realiza un proiect cu titlul Povetile lui Ion
Creang.
Membrii grupului vor avea sarcini precise (unii vor trebui s caute date n bibliotec,
internet etc., alii vor trebui s reprezinte prin desen scene din copilria lui Nic, alii vor realiza o
machet reprezentnd casa marelui povestitor, alii vor realiza portretul lui Ion Creang, alii vor
realiza scurte povestiri ale scrierilor autoruluietc.), cutnd i utiliznd surse biografice n realizarea
proiectului, apelnd chiar i la ci moderme de informare (internetul, calculatorul etc.) despre viaa
i scrierile marelui povestitor, Ion Creang. n tot acest timp, grupul de elevi va fi dirijat i ncurajat
de ctre nvtor.
d) Portofoliul este un instrument de evaluare complex, ce include experiena i rezultatele
relevante obinute prin celelalte metode de evaluare. El reprezint cartea de vizit a elevului
urmrind procesul global nregistrat de acesta, nu numai n ceea ce privete cunotinele
achiziionate pe o unitate mare de timp, dar i atitudinile acestuia; este un mijloc de a valoriza

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munca individual a elevului, acionnd ca factor al dezvoltrii personalitii, rezervndu-i elevului
un rol activ n nvare.
Modele de portofoliu la clasa a IV-a:
Titlul portofoliului: Cltorie n lumea povetilor
Mapa tematic nr. 1: bogia vocabularului.
Este alctuit din fie citat, fie rezumat, fie de recunoatere, de dezvoltare i de creaie:
- cuvinte cu neles asemntor (sininime);
- cuvinte cu neles contrar (antonime);
- cuvinte cu mai multe nelesuri (cuvinte polisemantice).
Mapa tematic nr. 2: Ion Creang, cel mai mare povestitor al romnilor.
Fia nr. 1: fia biografic (metoda investigaiei);
Fia nr. 2: mapa cu materialul ilustrativ portrete n timp;
Fia nr. 3: fia citat cu secvene din cele mai frumoase poveti, grupate tematic;
Fia nr. 4: prietenia dintre Mihai Eminescu i Ion Creang (ilustraii etc.);
Fia nr. 5: aprecieri critice, citate.
Mapa tematic nr. 3: Compuneri libere, ncercri literare.
Mapa tematic nr. 4: Evaluarea, probele de evaluare i rezultatele obinute pe parcursul
anului colar.
e) Autoevaluarea are drept scop s-i ajute pe elevi s-i dezvolte capacitile de
autocunoatere i de autoevaluare, s compare nivelul la care au ajuns cu nivelul cerut de
obiectivele nvrii i de standardele educaionale, s-i dezvolte un program propriu de nvare,
s-i autoevalueze i valorizeze atitudini i comportamente.
Autoevaluarea comportamentelor din sfera domeniului cognitiv, dar i afectiv se poate
realiza prin:
-chestionare;
-scri de clasificare.
Privit din punct de vedere pur didactic, evaluarea este o component de seam a procesului
de nvmnt. Respectnd sfera termenului, se poate spune c evaluarea ncheie ciclul predare-
nvare devenind ea nsi un proces prin care se estimeaz msura, sau nivelul la care cei doi
ageni umani, cadrul didactic i elevul, au realizat, la parametrii dorii, performanele propuse.
Asociind termenul de evaluare cu acela de randament se poate aprecia raportul dintre efortul depus
n desfurarea procesului i efectele sau rezultatele obinute. n acest sens, evaluarea apare ca o
activitate de autoreglare (feed-back), att pentru elevi, ct i pentru cadrele didactice, n perspectiva
obinerii unei performane superioare.

BIBLIOGRAFIE:
1. Gronlund, Norman, Measurement and Evaluation In Teaching, Ed. A 4-a. N.Y.: Mac Millan
Publishers, 1981 n Evaluarea curent i examenele, Stoica, Adrian (coord.), Ed. ProGnosis,
Bucureti, 2001
2. M.E.N., Reforma sistemului de evaluare i examinare, Bucureti, coala Romneasc, 1998
3. Stoica, A., Musta, S., Evaluarea rezultatelor colare, Ed. Liceum, Chiinu, 1997
4. Radu, T. Ion- Teorie i practic n evaluarea eficient a nvmntului, E.D.P., Bucureti,
1981

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 COMUNICAREA N COAL

Prof. Buiu Gavril Cornelia Mihaela,

coala Gimnazial Negoi, Dolj

n cadrul oricrei organizaii, comunicarea este cheia succesului, cu att mai mult n cadrul
colii, organizaie care nva i produce nvarea. Este desigur un fapt bine cunoscut c procesul
de nvmnt se realizeaz prin i pentru comunicare, fiind n ultim instan un act de
comunicare.
Comunicarea, la rndul su, conine prin ea nsi potenial educativ (transmitere de
cunotine, formarea gndirii i facilitarea operaiilor intelectuale, autoreglarea activitii
intelectuale, transmiterea codurilor caracteristice fiecrei tiine etc), ntre comunicare i educaie
existnd un raport de interdependen. n ultimul timp sunt dezvoltate tot mai insistent puncte de
vedere conform crora coala poate complete i dezvolta nsuirea empiric a capacitii de
comunicare, ca o veritabil nvare a tiinei de a dialoga, oferind tuturorcelor instruii ansa de
a-i forma deprinderi temeinice de comunicare oral eficient, necesar n toate situaiile n care
este solicitat aceast capacitate. n orice caz procesul de nvmnt prin specificul i
caracteristicile sale poate i trebuie s devin o experien de comunicare, o experien a relaiilor
interumane, a dialogului i a colaborrii, un mijloc de nlturare a obstacolelor ce stau n calea
comunicriidintre indivizi i/sau grupuri sociale i desigur, prin aceasta, a mbuntirii i
consolidriiprofesionalismului, considerat din punct de vedere al necesitilor de comunicare
inerente acestuia.
O condiie esenial a unui nvmnt de calitate este parteneriatul coal-familie-
comunitate. coala i familia sunt cei doi poli de rezisten ai educaiei care contribuie prin
mijloace specific la formarea tineretului. Familia este prima coal a copilului. Ea este cea care
rspunde de trebuinele elementare ale copilului i de protecia acestuia, exercitnd o influen att
de adnc, nct urmele ei rmn, uneori, ntiprite pentru toat viaa n profilul moral-spiritual al
acestuia.
Familia ocup un loc aparte n sistemul instituional al educaiei. Aciunea ei pe ntreaga
perioad a dezvoltrii include i toate laturile formrii personalitii. Ea reprezint unul din mediile
de socializare i educare din cele mai complete datorit posibilitilor ce le are de a-l introduce pe
copil n cele mai variabile situaii i de a aciona asupra lui prin cele mai complexe i fireti
mijloace.
Procesul de colaborare cu prinii asigur atingerea scopului educaional. Pornind de la
necesitatea cunoaterii sociopsihopedagogic a copilului, coala impune colaborarea cu familia sub
diferite aspecte. Urmrind aspectele comune, special i difereniate pe care viaa de elev o prezint,
prinii pot completa, sprijini i dezvolta personalitatea copilului cu o singur condiie colaborarea
cu coala.
Cu intrarea n coal (de la vrsta de 6 ani) problemele muncii de educaie devin mai
complexe i odat cu ele i rolul familiei, coala constituind pentru copil un nou mediu cruia
trebuie s i se adapteze care va influena enorm dezvoltarea sa. O serie de sarcini educaionale sunt
preluate n mod special de coal (cele privind instrucia), dar familia rmne implicat chiar i n
realizarea acestora rmnndu-i n acelai timp i multe altele n care rolul principal l are n
continuare. Fr participarea prinilor, efortul educativ organizat prin instituiile colare poate fi
frnt, deviat sau deformat. Orice sistem de educaie, orict ar fi de perfect, rmne neputincios dac
se lovete de opoziie sau indiferen din partea prinilor. Numai o colaborare perfect ntre cei doi
factori este de natur s determine o eficien maxim a muncii colective. Desigur, n acest proces
de colaborare, rolul conductor l are coala. Ea poate s orienteze, s ajute familia n sarcinile ce-i
revin, s asigure o unitate de vedere i aciune. Un rol deosebit n comunicarea colii cu familiile
elevilor, i revine nvtorului/dirigintelui. Acesta este cel care asigur o colaborare continu a

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familiei cu coala, activitate n care trebuie s dea dovad de mult tact pedagogic, demnitate i
principialitate.
Comunicarea n cadrul clasei se desfoar aa cum se tie pe dou planuri, vertical de la
educator-educat i invers, precum i orizontal ntre elevi. Relaia profesor-elev este esenial
pentru comunicarea didactic, profesorul trebuie s abordeze o atitudine astfel nct elevul s simt
necesar i plcut ntlnirea cu el ca persoan i ca partener de dialog, s nu se simt judecat,
manipulat, ci ascultat. A asculta este fundamental n realizarea unei comunicri ce favorizeaz
exprimarea celuilalt. Absena comunicrii poate rezulta i din absena ascultrii reale a
interlocutorului.
Pentru buna desfurare a procesului educativ, comunicarea ntre managerul organizaiei
colare i cadrele didactice, dar i ntre cadrele didactice este indispensabil. O bun relaie de
colaborare i comunicare ntre personalul care activeaz n nvmnt are un rol important n
misiunea colii, deoarece scopul comunicrii n coal nu se rezum la reuita colar, ci urmrete
reuita uman n toate condiiile i n toate momentele vieii.
Profesorul reprezint autoritatea public, ca reprezentant al statului, transmitor de
cunotine i educator, evaluator al elevilor, partenerul prinilor n sarcina educativ, membru al
colectivului colii, coleg. n toate aceste roluri pe care le are el trebuie s tie s comunice. Aadar,
procesul comunicriin spaiul colar este foarte complex deoarece implic mai multi factori:
forurile superioare ierarhic, conducerea colii, cadrele didactice, elevii i prinii. O mbuntire a
relaiilor dintre acetia se poate realiza doar dac se cunosc foarte bine mecanismele i tipurile de
comunicare ce se stabilesc ntre factorii implicai.
Finalitatea procesului instructiv-educativ este educaia de calitate a elevilor, iar aceasta se
poate obine doar printr-o comunicare ct mai eficient n relaia profesor-elev, dar i n relaia elev-
elev, deoarece se pot obine cele mai bune rezultate doar n contextele propice lipsite de conflicte i
resentimente.
Comunicarea n coala unde predau
n comuna Negoi majoritatea populaiei este de etnie rrom, de aceea n coala din aceast
localitate predomin 70% elevi rromi. Acetia nu sunt discriminai, clasele avnd n componena lor
att elevi romni, ct i rromi. Deoarece majoritatea elevilor au etnie rrom, n coal exist un
profesor de limba rromani precum i un mediator colar.
n ceea ce privete relaia coal-familie, respectiv profesori-prini, aceasta ntmpin
probleme mai ales n rndul rromilor. La edinele pe coal organizate de director, sau la cele pe
clase, organizate de nvtori/dirigini, numrul prinilor care particip este foarte redus, mai ales
n rndul rromilor, prinii copiilor romni fiind prezeni de cele mai multe ori.
S-a observat c un procent mai mare al particciprii prinilor la ntlnirile colective se
nregistreaz atunci cnd acestea sunt n avantajul lor, i anume, atunci cnd trebuie s-i
ntocmeasc dosarele pentru anumite faciliti: calculatoare prin programul Euro 200, burse
sociale, achiziionarea de rechizite, tichete sociale pentru grdini. Procentul redus la sedine al
prinilor rromi se datoreaz i faptului c n cele mai multe cazuri, acetia sunt plecai la munc n
strintate, copiii fiind adesea lsai n grija bunicilor, care abia au autoritate n faa nepoilor. Muli
dintre prinii rromi nu particip la edinele organizate pe coal sau pe clase din teama de a nu se
simi inferiori fa de ceilali prini, Cel mai adesea ei prefer s vorbeasc individual cu
nvtorul, dirigintele sau chiar cu directorul colii.
O dovad a neimplicrii prinilor n viaa colii, mai ales n rndul celor de etnie rrom este
mentalitatea lor legat de coal. Legea igneasc este superioar legii colii. Tradiiile i
obiceiurile sunt cu att mai aspre pentru fetele rrome, care au avut noroc s fie date la coal. De
multe ori ele sunt obligate s renune la coal pentru a se cstori, chiar i n ciuda voinei lor.
Acest lucru s-a constatat i din faptul c, dei MEC aloc rromilor cifr de colarizare separat,
att la liceu ct i la facultate, n cele mai multe cazuri, mai ales n mediul rural, copiii nu sunt lsai
de prini s mearg mai departe, fetele fiind mritate, iar bieii plecnd n strintate la munc.

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 n ceea ce privete comunicarea profesorilor cu elevii, aceasta este bun, mai ales cu copiii
nerromi, acetia se implic n toate activitile extracurriculare ce li se propun. Sunt i elevi n
rndul rromilor care i dau interesul, i doresc s termine opt clase i s mearg mai departe, dar
sunt i elevi care abia ajung n clasa a cincea s tie s scrie i s citeasc, profesorii depunnd tot
efortul posibil pentru a se ntpla acest lucru. Cei mai muli dintre elevii rromi vin la coal din
dorina de a nva carte pentru a-i lua permisul de conducere. Acetia consider c le este de ajuns
n via acest lucru i c nu au nevoie de mai mult carte.
n cazul elevilor rromi situaia cea mai grav este absenteismul, care de cele mai multe ori
duce la abandon colar sau exmatriculare. Exist cazuri n care prinii i nscriu copiii la coal,
dar nu frecventeaz deoarece pleac cte un semestru sau un an cu familiile lor n strintate.
Familiile de rromi nu au venituri, poate singurul venit al lor este alocaia copiilor i ajutorul social,
iar pentru a nu-l pierde pe cel din urm, elevii nu trebuie s aib multe absene.
De asemenea, o problem mai ales n relaia profesori-elevi rromi este legat de violena
verbal, cei din urm ncercnd s intimideze profesorii prin diverse ameninri. coala comunic
foarte des cu poliia din localitate, aceasta fiind prezent la coal ori de cte ori este nevoie.
Relaia dintre director-cadre didactice dar i ntre cadrele didactice este una de colaborare i
comunicare. Directorul este apropiat de colegii si, sprijinindu-i n munca pe care o depun, i
ndrum, le d sfaturi. Cadrele didactice comunic ntre ele pentru bunul mers al procesului
instructiv-educativ. Profesorii care au vechime n nvmnt se arat dornici de a-i ajuta cu sfaturi
pe cei care sunt debutani, la nceput de drum. Este adevrat c mai exist i situaii mai tensionate,
n care profesorii nu ajung la un consens, dar aceste cazuri sunt destul de rare i fr a perturba
procesul de nvmnt.
Ca o concluzie pot spune c pentru ca procesul instructiv-educativ s se desfoare n
condiii optime i n interesul superior al elevului, trebuie s existe o strns legtur ntre
profesori-elevi-prini i o bun comunicare, cci n orice instituie/organizaie, comunicarea este
cheia succesului.

BIBLIOGRAFIE
Ezechil Liliana, Comunicarea educaional n context colar, Ed. Didactic i Pedagogic,
Bucureti, 2002
Mcquail D., Comunicarea, Ed. Institutul European, Iai, 1999

PROIECTUL MINTE SNTOAS N CORP SNTOS

Coordonator: Prof. Stefanovici Elena

Coordonatori microgrup:
Prof. Poroineanu Milora - coala Gimnazial Nr. 1Boca;
Prof. Ionescu Mariana - Liceul Teoretic Traian Doda Caransebe;
Prof. Ciocloda Rodica - Liceul Teoretic Traian Doda Caransebe;
Prof. Vrabete Maria - Liceul Tehnologic Clisura Dunrii Moldova Nou;
Prof. Bobescu Niculina - Liceul de Arte Sabin Pua Reia;
Prof. Vrzan Marin - Liceul Bnean Oelu-Rou.
Grupul int: Elevii clasei pregtitoare, Liceul de Arte Sabin Pua Reia;
Elevii clasei I A, coala Gimnazial Nr. 1Boca;
Elevii clasei I A i I B, Liceul Teoretic Traian Doda Caransebe;
Elevii clasei a-II-a, Liceul Tehnologic Clisura Dunrii Moldova Nou;
Elevii clasei a-III-a A, Liceul de Arte Sabin Pua Reia;
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 Elevii clasei a-IV-a A, Liceul Bnean Oelu-Rou;
Parteneri: coala Gimnazial Nr. 1 Boca;
Liceul Teoretic Traian Doda Caransebe;
Liceul Tehnologic Clisura Dunrii Moldova Nou;
Liceul Bnean Oelu-Rou;
Colaboratori: Presa local;
Cabinetul Stomatologic Dr. Pitulan Camelia;
Crucea Roie Cara Severin;
Direcia de Sntate Public;
Durata proiectului: Noiembrie 2013 Iunie 2014;
Resurse umane: Cadre didactice;
Elevii implicai n proiect;
Prinii copiilor implicai;
Specialiti: cadre medicale, profesori, reprezentani ai altor instituii partenere.
Resurse materiale: Materiale didactice din dotarea colilor;
Materiale diverse aduse de copii;
Consumabile, albume, aparat de fotografiat, pliante, lucrri de specialitate, materiale pentru
igiena personal;
Resurse financiare: Resurse proprii;
Mediatizare: Jurnalul proiectului;
Broura Minte sntoas n corp sntos.
Scop: Formarea unei conduite favorabile i a unui stil de via sntos, mental, emoional, fizic i
socio-moral prin derularea unor activiti cu specific igenico-sanitar.
Obiective specifice:
Privind elevii
Desfurarea unor activiti care s contribuie la meninerea sntii lor, prin folosirea
plantelor medicinale, a fructelor i legumelor i mai puin a medicamentelor;
mbogirea vocabularului activ cu termeni din domeniul sanitar;
nsuirea i respectarea unor reguli elementare i obligatorii de igien;
Formarea deprinderii de a practica sistematic, independent i n grup, exerciii fizice n
timpul liber;
Formarea deprinderii de a se hrni sntos.
Stimularea imaginaiei i creativitii;
Privind cadrele didactice
Familiarizarea cadrelor didactice cu metode noi de stimulare a copilului pentru desfurarea
unor activiti cu caracter sanitar n vederea nsuirii unor cunotine din domeniul respectiv;
Abilitarea cadrelor didactice cu capacitatea de a construi un mediu educaional care s
motiveze copilul n procesul de prevenire a mbolnvirii;
Privind prinii
Contientizarea prinilor i a altor factori educaionai din cadrul comunitii privind
necesitatea formrii i dezvoltrii contiinei de a duce o via sntoas;
Creterea implicrii prinilor i a comunitii locale n activitatea colar avnd ca scop
prevenia;
Argument:
Dac te gndeti la ziua care va urma ia-i de mncare.
Dac te gndeti la anul care va urma planteaz un copac.
Dac te gndeti la secolul care va urma educ-i copiii.
(proverb chinezesc)
Dreptul la sntate este unul din drepturile fundamentale ale omului. Conform Organizaiei
Mondiale a Sntii, sntatea individului este definit drept o stare de bine fizic, mental,
social i nu doar absena bolii sau infirmitii. Din perspectiv public, sntatea constituie,
353
datorit imenselor implicaii individuale, dar i sociale i demografice, unul dintre elementele cele
mai vizate de politicile i strategiile guvernamentale din ntreaga lume.
Creterea copiilor ntr-un mediu sntos nc de la vrste timpurii, reprezint una dintre
principalele ci de promovare a cunotinelor corecte privind diferitele aspecte ale sntii i
totodat de formare a atitudinilor i deprinderilor indispensabile unui comportament responsabil i
sntos.
Insistnd n formarea unor deprinderi de igien personal, dorim ca acestea s devin
obinuine: meninerea sntii personale i a celor din jur prin alimentaie corect, importana
sportului pentru o viat sntoas, curenia mediului ambiant, respectarea raportului activitate
odihn, mbrcminte sntoas, identificarea specificului problemelor de igien: (igiena corpului,
folosirea surselor de ap, a alimentelor, igiena clasei, a locuinei, prevenirea bolilor transmisibile).
Activiti planificate:

Nr. crt. ACTIVITATEA TERMEN

1. Cretem mari i sntoi
Scrierea proiectului; Septembrie 2013
Aprobarea proiectului de ctre conducerea
Liceului de Arte Sabin Pua Reia;
Contactarea partenerilor.

2. Doar mpreun vom reui

Lansarea oficial a proiectului; Octombrie 2013
ncheierea de parteneriate cu persoanele
implicate in proiect;
ntlnire de lucru a comisiei de implementare
- stabilirea strategiei de derulare a proiectului;
Mediatizarea proiectului (presa i televiziunea
local);
Distribuire de pliante n unitile implicate n
proiect.

3. Minte sntoas n corp sntos Noiembrie 2013

Prezentare Sntatea - cea mai mare avuie;
nelegerea noiunii de sntate i de boal;
Cunoaterea unor factori ce afecteaz
sntatea;
Ce fac ca s fiu sntos?
Desen Orelul copiilor sntoi.
4. Igiena i sntatea Decembrie 2013
Ce nseamn IGIEN?
Igiena personal, a camerei, a slii de clas;
Igiena alimentaiei;
Desen: Curenia este mama sntii.
5. Alimentaia corect i sntoas
Piramida alimentelor; Ianuarie 2014
Vitaminele i rolul lor n alimentaie;
Evitarea alimentelor duntoare (produse fast
food - sucuri acidulate);
Mncai sntos pentru c Suntei ceea ce
mncai!
Desen Sfatul legumelor.
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 6. Dini sntoi - organism sntos
Activitate susinut de medicul stomatolog Februarie 2014
Camelia Pitulan;
Cum folosim periua i pasta de dini?
Desen - Zna Mselu
7. Etichet i produs / alimente bio
Joc de rol Cum aleg un produs? Martie 2014
Activitate practic La Supermarket;
Desen Alimentele povestesc.
8. Ziua Mondial a Sntii
Kilometri verzi Aprilie 2014
Activitate n aer liber;
Concurs de biciclete, trotinete, role;
Desen Ce mi-a plcut cel mai mult din
aceast activitate?
9. Vreau s cresc sntos
Vernisajul expoziiei cu lucrrile realizate de Mai 2014
elevi pe parcursul derulrii proiectului;
Scenete/carnavalul fructelor i legumelor
10. Sntate echilibru - via
ntlnirea cadrelor didactice implicate n Iunie 2014
proiect;
Prezentarea unor activiti desfurate;
Pregtirea materialului pentru realizarea
brourii.
Rezultate ateptate:
Aplicarea deprinderilor de igien dobndite pe parcursul proiectului;
Petrecerea timpului liber n aer curat i practicarea zilnic a unui exerciiu fizic;
mbuntirea stilului alimentar i adoptarea unei alimentaii sntoase bogate n fructe i
legume;
Evaluarea proiectului:
Prezentare Power Point a proiectului i a unor imagini din activitile desfurate;
Realizarea unei expoziii cu toate materialele realizate de elevi pe parcursul desfurrii
proiectului (portofolii, postere, albume, jurnal);
Evidenierea cadrelor didactice/a elevilor /prinilor care s-au remarcat n mod deosebit n
derularea proiectului;
Publicarea unor articole despre activitile proiectului n revista Universul ABC;
Prezentarea rezultatelor chestionarelor aplicate;
Completarea jurnalului de impresii.

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 PARTENERIATUL EDUCAIONAL N SPRIJINUL EDUCAIEI
INERGENERAIONALE

Prof.nv.primar Boto Veronica

Liceul Teoretic George Moroianu, Scele

Conform teoriei tiinifice nvarea intergeneraional, reprezint n primul rnd o

modalitate de abordare i consolidare a unei legturi ntre generaii, prin intermediul unei practicii bine
organizate i structurate, cu metode i procedee bine puse la punct, care in cont de particularitile de
vrst i individuale ale prilor implicate.
nvarea intergeneraional este de asemenea o modalitate prin care persoanele de toate
vrstele pot asimila i dobndii experiene comune din perspective diferite. Acest lucru poate
reprezenta o latur important a nvrii pe parcursul vieii, unde generaiile lucreaz mpreun pentru
a obine diferite cunotine, priceperi, deprinderi, abiliti, valori i judeci de valoare.
Aceast teorie susine sintagma conform creia omul nva ct triete i niciodat nu le
tie pe toate sau putem nva i de la tineri multe lucruri folositoare
Dincolo de acest transfer sau mai bine spus schimb de experiene i informaii, nvarea
intergeneraional ncurajeaz nvarea reciproc dintre generaii i contribuie la dezvoltarea coeziunii
sociale. De aici ne putem pune ntrebarea ce tipuri de cunotine sunt transmise ntre generaii?, care
sunt obiectivele i care sunt finalitile, care sunt beneficiile i care sunt obstacolele.
Din acest perspectiv, trebuie s tinem cont de oportunitile pe care adulii i copiii le au n situaiile
n care pot interaciona pe anumite perioade de timp, ntr-o manier n care adulii transmit cunotine,
credine i bune practici copiilor prin intermediul unor activiti formale sau informale i nu numai.
Acest traseu educaional are posibilitatea de a-i modifica traiectoria. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
elevilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are ca
protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ adult a comportamentelor sau
demonstrarea importanei mprtirii credinelor, atitudinilor, valorilor i bunelor practici.
Bunele practici n nvarea intergeneraional reflect acele msuri care nltur toate
barierele ce privesc grupele de vrst i/sau promoveaz diversitatea vrstelor. Aceste msuri pot
presupune iniiative specifice care vizeaz dimensiuni speciale de gestionare a vrstei i a nvrii
intergeneraionale.
Privind toate aceste aspecte, n activitatea didactic de zi cu zi, ne-am propus implementarea
unor parteneriate educaionale care s solicite implicarea propriu-zis a adulilor, fie prini, fie bunici,
n procesul instructiv-educativ ce se desfoar n cadrul instituionalizat al colii. n acest sens am
demarat ca i activitate extracurricular Parteneriatul Educaional Oamenii de lnga noi, protocol
intocmit cu o asociaie de ngrijire i ocritire a persoanelor vrstnice care ntmpin probleme de
sntate att fizic ct i mental. Astfel s-au stabilit o serie de activiti n comun cu acetia ( elevi,
prini, bunici), care au rolul de a favoriza stabilirea unor relaii de colaborare, de cooperare, de munc
n echip, de ntrajutorare i compasiune fa de persoanele care prezint dizabiliti sau incapacitatea
de a aciona.
n acest sens a fost stabilit urmtorul program educaional:

PROGRAMUL EDUCAIONAL OAMENII DE LNG NOI

356
 Nr. Perioada Denumirea Continutul activitatii Locul de
crt activitatii desfasurare

1. Noiembrie- Furtorii de Activiti de confecionare a unor Sala de

decembrie bucurii daruri i podoabe pentru bradul de clasa
Crciun mpreun cu copiii i
prinii

2. Decembrie Primiti cu ntlnire pentru nmnarea darurilor Caminul de

colindul? i a pachetelor batrani

3. Martie Vestitorii Vizita la caminul de batrani Caminul de

primaverii batrani
Daruim martisoare
si felicitari

4. Aprilie Iat ce pot face Activitate practic pentru Sala de

dou mini confecionarea unor podoabe de clasa
dibace... Pate, n colaborare cu copiii i
prinii.

5. Aprilie Hristos a inviat ! Vizit la azilul de batrani si Caminul de

nmnarea pachetelor pregtite. batrani.

S-a inut cont n primul rnd de nevoile de socializare, precum i de posibilitile fizice ale
prilor implicate n realizarea activitilor. Pentru srbtorile de iarn, elevii clasei a II-a B au
desfurat o activitate mpreun cu mmicile din Clubul Mmicilor creativen cadrul creia au
realizat daruri i podoabe pentru bradul de Crciun, pe care le-au druit bunicilorde la centru. Tot
cu aceast ocazie au prezentat un program artistic cu cntece i colinde de Crciun. Prin acest
aciune am urmrit stabilirea unor relaii de colaborare ntre elevi i prinii lor, precum i
dezvoltarea spiritului civic de compasiune i ntrajutorare a persoanelor vrstnice. De asemenea am
urmrit mediatizarea i dezvoltarea spiritului i a conotaiei religioase a acestei srbtori.
n activitatea derulat cu acazia sosirii anotimpului primvara i a srbtorilor aferente,
elevii s-au deplasat la sediul asociaiei unde le-au oferit tuturor bunicuelor, martioare pe care le-au
confecionat mpreun cu prinii. Tot cu aceast acazie, elevii au confecionat mpreun cu
bunicii, felicitri i obiecte decorative de primvar i au nvat cntecele de primvar pe care
le-au nvat la tineree.
Acest proiect educaional s-a demonstrat a fi unul benefic pentru toate prile implicate:
elevii au nvat s preuiasc pe cel neajutorat din preajma sa,s manifeste spirit de compasiune i
responsabilitate, prinii au contientizat faptul c copiii lor au permanent nevoie de sprijin i
ajutor, iar bunicii au realizat faptul c toate strdaniile i faptele bune pe care le-au svrit n viaa
le ncununeaz btrneile i mai ales au realizat faptul c i la o vrst naintat pot nva lucruri
interesante i folositoare( diferite tehnicide lucru ale educatiei plastice si abilitatilor practice).
n acest sens, am ataat cteva imagini de la activitile desfurate n acest parteneriat pe
care dorim s-l promovm i s-l dezvoltm n beneficiul factorilor sociali implicai.

357
BIBLIOGRAFIE:
Ecaterina Adina Vrma,Consilierea i educaia prinilor,Bucureti,Editura Aramis,2002;
Ecaterina Adina Vrma,Educaia copilului precolar,Bucureti,Editura Pro Humanitate,1999;
Gheorghe Bunescu,Democratizarea educaiei i educaia prinilor,www.1educat.ro;
Stern,H.H.,Educaia prinilor n lume,Bucureti,Editura Didactica i Pedagogica,1972.

METODE MODERNE FOLOSITE N PREDAREA MATEMATICII

Prof. Ciuc Liliana

Colegiul Economic Anghel Rugin Vaslui

Graph (http://www.padowan.dk/graph/)
Programul Graph este o surs de aplicaie deschis, folosit pentru a desena grafice
matematice ntr-un sistem de coordonate. Oricine dorete s deseneze grafice de funcii va gsi
acest program util. Programul face foarte uoar vizualizarea unei funcii i o lipete ntr-un alt
program. Este de asemenea posibil s se fac calcule matematice pe funcii.
Se poate descrca programul GRAPH de la adresa de mai sus sau dac se dorete versiunea
beta se acceseaz adresa: http://www.padowan.dk/graph/DowmnoadBeta.php
SketchPad ( http://www.keypress.com/)
SketchPad este o ustensil folosit pentru construcie, demonstraie i explorare care adaug
o dimensiune puternic studiului matematicii. Dumneavoastr i elevii dvs. putei folosi acest
program software pentru a construi i a investiga modelele, obiectele, figurile, diagramele i
graficele matematice.
Cea mai nou versiune a programului SketchPad este versiunea 5.00, care poate fi descarcat i
achiziionat la adresa http://keypress.com/x24795.xml
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Se poate descrca software-ul gratis la http://www.keypress.com/x24795.xml
Fara a avea o licen, software-ul va fi n modul de previzualizare. Cnd se cumpr programul,
pentru a avea licen, se pot debloca toate caracterele.
Geogebra ( http://www.geogebra.com/cms/ )
GeoGebra este un software matematic dinamic, gratis i multiplatform pentru toate nivelele
de educaie care mpreuneaz geometria, algebra, tabelele, graficele, statisticile i calculele ntr-un
pachet usor de folosit. A primit mai multe premii pentru software-uri educaionale n Europa i
S.U.A.
Cabri ( http://www.cabri.com/) .Cabrilog( http://www.cabri.com/cabrilog.html )
Dezvoltat pentru elevii de liceu i gimnaziu, acest software permite elevilor s manipuleze
direct obiecte matematice (algebra, analiza, geometria, trigonometria etc.) sau obiecte fizice (
mecanice, optice). Astfel elevii pot nelege mai uor conceptele.
Cu Cabri elevii pot:
-s construiasc figuri 2-D i 3-D, de la cele mai simple la cele mai complexe, prin
combinarea figurilor geometrice fundamentale cum ar fi puncte, unghuri, segmente, cercuri,
planuri, corpuri geometrice i transformri.
-s creeze expresii folosind concepte fundamentale de algebr, cum ar fi numere, variabile i
operaii.
-s combine geometria i algebra prin msurarea lungimii, unghiurilor, ariilor i volumului
i apoi atand aceste valori numerice direct figurii pentru a le folosi n calcule sau n expresii
algebrice.
-s exploreze proprietile unei figuri prin manipularea elementelor ei variabile.
-s observe efectele transformrilor dinamice ca scderea sau adunarea.
-s fac presupuneri despre proprietile algebrice sau geometrice si apoi s verifice relaiile
diverselor pri ale figurii.
Produse disponibile:
Cabri 3D
Cabri II Plus
Cabri Jr
Cabri Jr trimite fiierul dvs. calculatoarelor elevilor folosind computerul dvs. i astfel se poate
urmri activitatea elevilor.
(http://education.ti.com/educationportal/sites/US/productDetail/us_cabrijr_83_84.html )
Interactive Physics 2000 (http://msc-working-knowledge.software.informer.com/)
Acest program ajuta elevii s vizualizeze i s nvee concepte abstracte. De asemenea, va
permite dvs. i elevilor dvs. s modificai proprietile fizice ale mediului simulrii i s observai
schimbri n msurri importante in timp ce simularea ruleaza.
Cu IP putei crea obiecte prin desenarea de cercuri, blocuri si poligoane.De asemenea:
-msoar viteza, acceleraia, fora, impulsul, energia etc., metric sau n uniti engleze;
-creeaza frnghii, srituri, amortizoare, scripei, actionri liniare i motoare rotative.
-ascult i msoar tonul volumelor, tonul frecvenelor i efectele Doppler.
-modific rezistena aerului, gravitaia sau proprietile materiale
-creeaz prezentri atrgtoare vizibile prin anexarea graficelor la obiecte.
-vizualizeaz rezultatele ca numere, grafice i vectori animai.
Interactive Physics (Fizica interactiv) este un software educaional ctigtor de premii,
care face uor de observat, de descoperit i explorat lumea fizicii prin simulri rapide, interesante.
Lucrnd atent cu profesorii de fizica, echipa software-ului de Interactive Physics a dezvoltat un
program uor de folosit, atrgtor vizual, care sporete foarte mult instruciunile fizicii.
Centennia http://www.clockwk.com/centennia.html
Centennia este un ghid bazat pe harta istoriei Europei i a Orientului Mijlociu de la
nceputul secolului al 11-lea pn n prezent. Este un atlas istoric dinamic, animat incluznd peste
9,000 de schimbri ale granielor. Harta controleaz dezvoltarea harilor nainte i napoi n timp
359
aducnd harta statistic la via. Hrile noastre expun fiecare rzboi major i fiecare conflict
teritorial artnd starea fiecarei regiuni la un interval de 10 ani. Hrile reflect de fapt "puterea pe
pmnt" dect aprobarea internaional sau "recunoscutele" granie.
Software-ul Atlasul Istoric Centennia ruleaz sub Apple Macintosh OSX ( ruleaz pe baza
Intel i PowerPC Mac computers), ca i Microsoft Windows Vista i Windows XP/98 etc.
Software-ul necesit 20 MB de spaiu pe hard disk i 40 MB de memorie. Centennia nu are
alte necesiti semnificative ale sistemului si va rula bine pe aproape orice computer fcut n anul
2000 sau mai trziu.
Ediia descarcabil ( http://www.clockwk.com/download.html) a Atlasului Istoric Centennia
este disponibil fr nici o tax. Acoper Revoluia Francez i era napoleonic din 1789 pn n
1819. Data i textul hrii pentru o perioad complet din 1000 AD pn n prezent sunt deja
prezentate n fia de descrcare i poate fi deschis n orice moment cu un cod de acces. Un cod de
acces a unei licene de utilizator singur este estimat la 79,00 de dolari ( plus expedierea i
prelucrarea, dac sunt cerute).
PhET ( http://phet.colorado.edu/index.php )
Simulri distractive, interactive, bazate pe cercetare, ale fenomenelor fizice de la proiectul
PhET la Universitatea din Colorado.
Puteti descrca Phet la http://phet.colorado.edu/get_phet/full_install.php
Pachetul de instalare complet a website-ului PhET instaleaz o copie a website-ului PhET
n computerul dvs. Odat instalat, nu trebuie s fii conectat la internet pentru a viziona sau a rula
vreouna din simulari (att timp ct aveti Java, Flash i un navigator web cum ar fi Firefox sau
Internet Explorer).
Bibliografie:
http://www.padowan.dk/graph/
http://www.keypress.com
http://www.geogebra.com/cms/
http://www.cabri.com/

ASERTIVITATEA N COMUNICAREA INSTITUIONAL

Obreja Silvia
coala Gimnazial Alexandra Nechita, Vaslui

Pentru a comunica corect i eficient, trebuie s respectm doar dou reguli de baz: s
transmitem mesajul clar i concis i s ascultm activ pentru a nelege mesajul transmis de cellalt.
Iar pentru ca i informarea s fie corect i eficient, este necesar s avem un comportament i o
comunicare asertiv.
Comunicarea asertiv este modalitatea de comunicare prin care individul i exprim
necesitile, dorinele, sentimentele i preferinele ntr-un mod deschis i onest, ntr-o manier
socialmente adecvat. Aceast manier de comunicare nu poate avea loc atunci cnd individual este
furios, frustrat, deprimat, anxios. n cadrul comunicrii asertive, nu se ncalc nici drepturile
personale, nici ale celorlali. Acest gen de comunicare, arat respectul fa de sine i fa de ceilali,
promoveaz auto dezvluirea, autocontrolul i aprecierea pozitiv a valorii de sine.
A fi asertiv nseamna, n primul rand, a fi ntr-un acord profund cu valorile i obiectivele
tale personale, ceea ce i confer suficient putere de a spune lucrurilor pe nume, indiferent de
prerile bune sau proaste ale celor din jur.

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 Caracteristicile asertivitii sunt ncrederea n sine, credinele pozitive despre sine,
optimismul i curajul, nsoite de o mare capacitate de planificare i pregtire a unui plan personal
de dezvoltare.
Asertivitatea se manifest prin urmtoarele tipuri de comportamente:
- Exprimarea ntr-un mod adecvat a sentimentelor, nevoilor i opiniilor, innd ntotdeauna
cont de sentimentele i nevoile celor din jur;
- Comunicarea ntr-un mod clar a dorinelor;
- Respingerea, ntr-un mod politicos, dar ferm, a lucrurilor nedorite;
- Recunoaterea meritelor celor din jur, ns fr minimizarea propriei persoane;
- Amnarea furnizrii unui rspuns necesar pe loc, oferind ca alternativ refuzul
categoric;
Componenta comportamental a asertivitii include o serie de elemente non-verbale, cum
ar fi:
- Contactul vizual: o persoan asertiv i privete interlocutorul drept n ochi. Lipsa
contactului vizual poate transmite mesaje nedorite, de tipul: "eu nu sunt convins de ceea ce spun"
sau "mi este foarte fric".
- Tonul vocii: chiar i cel mai asertiv mesaj i va pierde din semnificaie dac va fi
exprimat cu o voce optit (aceasta va da impresia de nesiguran) sau prea tare, fapt care ar putea
activa comportamentul depresiv al interlocutorului.
- Postura: poziia corpului unei persoane asertive difer de la situaie la situaie. Totui, se
apreciaz c, n majoritatea cazurilor, subiectul trebuie s stea drept: nici prea rigid, pentru c
aceasta exprim o stare de ncordare, nici prea relaxat, pentru c ceilali ar putea interpreta o astfel
de poziie ca fiind lipsit de respect.
- Mimica: pentru ca mesajul s aib caracter asertiv, mimica trebuie s fie adecvat i
congruent cu coninutul mesajului. Astfel, de exemplu, dac cineva zmbete atunci cnd afirm
c ceva l supr, ofer interlocutorului o informaie ambigu, care altereaz sensul comunicrii.
- Momentul administrrii mesajului: cel mai eficient mesaj asertiv i pierde semnificaia
dac este administrat ntr-un moment nepotrivit. Astfel, de exemplu, nici un ef nu va rspunde
favorabil la o cerere de mrire a salariului, orict de bine formulat este aceast, dac angajatul l
abordeaz atunci cnd se pregtete s se prezinte n faa unei comisii de control a firmei.
- Coninutul: chiar dac toate celelalte condiii sunt respectate, mesajul nu-i atinge scopul
dac este prea agresiv, cu intenia de a-l blama pe cellalt sau, dimpotriv, exprimat prea timid
i ntr-un mod pasiv. Coninutul unui mesaj asertiv trebuie s fie precis, descriptiv i direct.
Asertivitatea n comunicare reprezint;
- abilitatea de comunicare direct, deschis i onest, care ne face s avem ncredere n noi
i s ctigm respectul prietenilor i colegilor;
- de exprimare a emoiilor i gndurilor ntr-un mod n care ne satisfacem nevoile
idorinele, fr a le deranja pe cele ale interlocutorului;
- de a iniia, menine i ncheia o conversaie ntr-un mod plcut;
- de a mprti opiniile i experienele cu ceilali;
- de exprimare a emoiilor negative, fr a te simi stnjenit sau a-l ataca pe cellalt;
- de a solicita cereri sau a refuza cereri;
- de exprimare a emoiilor pozitive(bucuria, mndria, afinitatea fa de cineva,atracia);
- de a face complimente sau de a le accepta;
- de a spune NU fr s te simi vinovat sau jenat;
- este o modalitate prin care i dezvoli respectul i stima de sine;
- este modalitatea prin care adolescenii pot s fac fa presiunii grupului i s-iexprime
deschis opiniile personale;
- este respectarea drepturilor celorlalte persoane.
Convingerile personale despre drepturile pe care le avem pot ajuta sau pot bloca asertivitatea.
Dac nu tii s fii asertiv poi experimenta:
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- depresie: sentiment de mnie orientat spre propria persoan, sentimentul c eti neajutorat sau nu
ai control asupra propriei vieii;i
- rzbunare: sentiment de mnie orientat spre ceilali pentru c te-au manipulat;
- frustrare: De ce am lsat s se ntmple acet lucru?
- violen fizic sau verbal adresat celorlali
Multor oameni le este mai uor s fie asertivi n anumite situaii mai mult dect n altele. De
exemplu, e mai uor s fii asertiv cu un strin dect cu cineva pe care l cunoti i la care ii. Dar cu
ct este persoana mai important cu att este mai important s fii asertiv.
Comportamentul asertiv determin respect din partea celorlali.
nainte de a aciona asertiv trebuie s decizi dac eti de acord cu consecinele propriului
comportament. Dei, de cele mai multe ori comportamentul asertiv duce la un rspuns pozitiv, unii
oameni pot reaciona negativ.
Asertivitatea nu nseamn agresivitate. Agresivitatea nseamn susinrea propriilor drepturi
nclcndu-le pe ale celorlali. Comportamentul agresiv ale celorlali poate fi o scuz pentru a
utiliza la rndul tu un comportament agresiv.
Principiile asertivitii
Asertivitatea necesit dezvoltarea unor obinuine i abiliti specifice de comunicare. Iat
cteva dintre cele mai importante:
1. Exprim-i sentimentele i opiniile la persoana nti, Eu cred . Abordri
neasertive, de exemplu: Ce naiba vrei s spui ?
2. Nu minimaliza importana ta i a celorlali. Exemplu: un coleg i cere opinia referitor
la un subiect. Rspunsul asertiv ar fi: Eu cred c. Rspunsul neasertiv este unul n care l
desconsideri pe cellalt (M mir c nu tii rspunsul la asta) sau n care te desconsideri pe tine (Sunt
doar n clasa a IX-a, n-am de unde s tiu.)
3. Fii specific cnd oferi feed-back sau cnd critici. Exemplu: criticarea unei lucrri.
Rspuns asertiv: A dori s foloseti abordarea X n loc de abordarea Y n lucrarea ta.
Rspuns neasertiv: Ai avut o lucrare proast. Abordarea a fost ngrozitoare.
4. Utilizeaz un limbaj neutru, neexploziv. Uneori, cuvintele folosite precum i limbajul
nonverbal (mimica, gestic, tonalitate etc) i determin pe ceilali s fie defensivi sau acuzatori.
Sarcasmul duce la acelai rezultat.
5. Confrunt situaiile neplcute imediat (sau ct mai repede posibil). Confruntare
nseamn exprimarea sentimentelor i opiniilor nu atacul la persoan.
6. Asigur-te c limbajul nonverbal e congruent cu cel verbal. 90% din mesajul pe care
l primim de la cellalt este comunicat nonverbal. Dac exist o discrepan ntre cuvinte i mesajul
nonverbal cealalt persoan va crede mesajul transmis nonverbal.
O idee pe care ar trebui sa o avem cu totii in momentul n care ne aflam ntr-o situatie
conflictual este urmtoarea: Schimb ceea ce poi schimba, accept ceea ce nu se poate
schimba i evit ceea ce nu se poate accepta!

Bibliografie:
Abric, J. C.: Psihologia comunicrii, Polirom, 2002
Anghel, P.: Stiluri i metode de comunicare, Educaia XXI, Aramis,2003
Boboc, I.: Psihologia organizaiilor colare i managementul educaional, Editura Didactic i
pedagogic, Bucureti, 2002
Hogan, K., Stubbs: Depete cele 8 obstacole n calea comunicrii, Amaltea,
Salomia, Elena; Marcinschi, Marcela - Ghidul carierei mele, Humanitas, Bucureti, 2003

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 ROLUL ACTIVITILOR EXTRACURRICULARE IN EDUCAIA
COPIILOR PRECOLARI

CMPANU LIDIA
coala Gimnazial Alexandra Nechita, Vaslui

Activitiile extracurriculare contribuie la dezvoltarea gndirii i completarea procesului de

nvare, la dezvoltarea nclinaiilor i aptitudinilor precolarilor, la organizarea raional i plcut
a timpului lor liber. La vrsta precolar, copiii sunt foarte receptivi la tot ce li se arat sau li se
spune, de aceea ei particip ntr-o atmosfer de voie bun i optimism, cu nsufleire i druire, la
astfel de activiti.
Potenialul larg al activitilor extracurriculare este generator de cutri i soluii variate.
Succesul este garantat dac ai ncredere n imaginaia, bucuria i n dragostea din sufletul copiilor,
dar s i lai pe ei s te conduc spre aciuni frumoase i valoroase. Activitile extracolare aduc o
contribuie nsemnat i la educaia moral, estetic a copiilor, disciplinndu-le aciunile i
lrgindu-le orizontul artistic.
Scopul activitilor extracolare este dezvoltarea unor aptitudini speciale, antrenarea copiilor
n activiti ct mai variate i bogate n coninut, cultivarea interesului pentru activiti socio-
culturale, oferirea de suport pentru reuita colar n ansamblul ei, fructificarea talentelor personale
i corelarea aptitudinilor cu atitudinile caracteriale.
Plimbrile - n cadrul acestor activiti, copiii au ocazia s observe natura, s adune
materiale din natur pentru a le folosi n activitile pe domenii experieniale i n jocurile lor.

Vizitele - ofer copiilor posibilitatea de a veni n contact cu diferite activiti.

Prin vizitele organizate n diferite instituii din ora, precolarilor li se inoculeaz i dezvol
sentimente patriotice, aa c, nu e de mirare c au primit cu bucurie vizita la Curile Domneti, care
evoc domnia celui mai cunoscut i iubit domn al Moldovei, Stefan cel Mare sau n centrul civic al
oraului unde copiii au fost extrem de impresionai de impuntoarea statuie a lui tefan cel Mare
realizat din bronz cu nlimea de 5 metri.

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 n cadrul vizitelor la ISU Vaslui sau n Piaa Central copiii i-au nsuit noiuni n ce
privete meseria de pompier, sau ce nseamn sa fii un funcionar public i s te afli mereu n slujba
oamenilor, s ai grij de bunul mers al activitilor desfsurate ntr-o pia public.

Excursiile - cultiv spiritul de observare, de cercetare i analiz a unor procese naturale,

consolideaz cunotinele dobndite i capt alte cunotine despre animale, pasri i alte
obiective noi ntlnite.

Spectacolele de circ, teatrul de ppui - constituie o alt form de activitate extracurricular

n grdini, prin intermediul crora copilul face cunotin cu lumea minunat a artei. Aceast
form de activitate l pune pe cel mic att n calitate de actor ct i de spectator n faa unei surse
inepuizabile de impresii puternice, precum i n faptul c se apeleaz n permanen la afectivitatea
copilului.

Serbrile - prin specificul lor de activitate extracurricular, reprezint un nesecat izvor de

satisfacii i bucurii, creeaz bun dispoziie i favorizeaz dezvoltarea copiilor din punct de
vedere fizic i psihic. Importana lor educativ const n coninutul artistic prezentat, precum i n
atmosfera de srbtoare ce se instaleaz cu acest prilej. Prin organizarea serbrilor dezvoltm
copiilor dragostea pentru art, pentru frumos.
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 Activitatea extracurricular e o component educaional valoroas i eficient creia orice
cadru didactic trebuie s-i acorde atenie, adoptnd el, n primul rnd, o atitudine creatoare, att n
modul de realizare al activitii, ct i n relaiile cu copiii, asigurnd astfel o atmosfer relaxant
care s permit stimularea creativ a elevilor.
Activitile extracolare, bine pregtite, sunt atractive la orice vrst. Ele strnesc interes,
produc bucurie, faciliteaz acumularea de cunotine, comunicarea cu alte persoane de diferite
vrste chiar dac necesit un efort suplimentar.
Copiii se autodisciplineaz, prin faptul c n asemenea activiti se supun de bun voie
regulilor, asumndu-i responsabiliti. Dasclul are, prin acest tip de activitate posibiliti
deosebite s-i cunoasc copiii, s-i dirijeze, s le influeneze dezvoltarea, s realizeze mai uor i
mai frumos obiectivul principal - pregtirea copilului pentru via.

BIBLIOGRAFIE:
1. Ministerul Educaiei i Cercetrii, Institutul de tiine ale Educaiei Revista nvmntului
precolar, 3-4/2006,
2. Ionescu, M.; Chi, V., Mijloace de nvmnt i integrarea acestora n activitile de
instruire i autoinstruire, Editura Presa Universitar Clujean, Cluj-Napoca, 2001
3. Preda Viorica, Metodica activitilor instructiv educative n grdinia de copii, Editura
Gheorghe Cru Alexandru , Craiova 2009
4. Lespezeanu M., Tradiional i modern n nvmntul precolar, Editura S.C. Omfal,
Bucureti, 2007

NVAREA INTERGENERAIONAL

Prof. Alecu Anda-Ligia,

Liceul Tehnologic Constantin Brncoveanu, Trgovite

Societatea actual se caracterizeaz printr-o foarte rapid i imprevizibil evoluie a tiinei i

tehnicii, iscnd o mare micare de idei, de invenii i descoperiri. Toate acestea au drept urmare
informatizarea societii.
,,Dezvoltarea impetuas a tiinei, tehnicii i tehnologiei are drept consecin creterea
coninutului intelectual al muncii productive n tate domeniile, apariia unor tiine de grani i de
sintez (ciberntica, informatica) apare deci tendina de cretere a calitii coninutului tiinific al
nvmntului tehnologic, perfecionarea nvrii, tiinei i tehnologiei prin promovarea

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interdisciplinaritii i prin deschiderea colii spre lumea muncii productiv-creatoare, ca mijloc
principal de formare intelectual, tehnologic, profesional i moral-civic a tineretului.53
O explicaie fidel a termenilor, o ofer dicionarul:
1.,,EDUCIE s. f. 1. Fenomen social fundamental de transmitere a experienei de via a
generaiilor adulte i a culturii ctre generaiile de copii i tineri, abilitrii pentru integrarea lor n
societate. 2. Cunoaterea bunelor maniere i comportarea n societate conform acestora. Loc. vb. A
face educaie cuiva = a educa pe cineva. Educaie fizic = ansamblu de exerciii corporale,
practicate n coli i universiti, destinat ntreinerii calitilor fizice ale organismului. [Var.:
(nv.) educaine s. f.] Din fr. ducation, lat. educatio, -onis.,,
2. ,,INTER1- Element de compunere nsemnnd ntre, care servete la formarea unor
substantive i a unor adjective. Din lat. inter, fr. inter-. ,,
3. GENERIE, generaii, s. f. 1. Totalitatea oamenilor care au aproximativ aceeai vrst.
Expr. Din generaie n generaie = din tat n fiu; de la o epoc la alta (pn la noi). Perioad de
timp care desparte vrsta tatlui de cea a fiului. 2. Totalitatea animalelor domestice care aparin
aceleiai specii sau rase i care s-au nscut n acelai an. 3. (n sintagma) Teoria generaiei
spontanee = teorie naiv conform creia din materii minerale sau organice n descompunere pot lua
natere unele organisme vii n mod spontan. Din fr. gnration, lat. generatio.
Prin urmare, educaia intergeneraional vizeaz transmiterea de informaii de via, de
abiliti ntre generaii.
Nicolae Iorga susine c ,,nvat este omul care se nva necontenit pe sine i nva
necontenit pe alii, ns, sunt de prere c acei ,,alii,, trebuie s aib deschidere, s-i doreasc s
primeasc anumite informaii.
Fiind profesor de limba i literatura romn, gndul meu se duce involuntar ctre romanul
Moromeii al lui Marin Preda, care, constituie un exemplu n acest sens (al educaiei
intergeneraionale). n volumul al doilea este evideniat mentalitatea tradiional i mentalitatea
impus, colectivist.
Personajele-reflector pentru cele dou mentaliti sunt Ilie Moromete (,,cel din urm ran)
i fiul su cel mic, Niculae. Vechea imagine a lui Ilie Moromete este distrus, fiind nlocuit de o
alta, lipsit de glorie. Autoritatea lui n sat se diminueaz, iar unitatea distrus a familiei nu se
reface.
Fiul cel mic, Niculae, reprezint n roman mentalitatea impus, colectivist. Discuiile dintre
tat i fiu au semnificaia unei confruntri ntre dou concepii de via, ntre dou civilizaii. Dei
tatl ncearc s l educe pe Niculae n spiritul su (Ilie Moromete era un ran cu gustul politicii,
liberal), Niculae se ndeprteaz din ce n ce mai mult de tatl su, se nscrie n partidul comunist,
este trimis la o coal pentru activiti i se ntoarce n sat cu o sarcin de la judeean, s
supravegheze buna funcionare a primelor forme colective de munc: strngerea cotelor i predarea
lor ctre stat. Dar se isc o agitaie agresiv n timpul creia un stean moare necat n apele rului
de la marginea satului.
Idealist, se orienteaz cu dificultate n estura de intrigi pus la cale de oportunitii de
profesie, aa c activistul Niculae este destituit, se retrage din viaa politic, i continu studiile i
ajunge mai trziu inginer horticol.
Ilie Moromete i pierde prestigiul de altdat, moare de btrnee, Niculae nu ajunge la
nmormntarea tatlui, iar cei doi se mpac n somn.
Ceea ce am vrut s scot n eviden cu acest exemplu este faptul c, uneori, educaia
intergeneraional are anumite limite, anumite minusuri, pricinuite de cele mai multe ori de o cultur
educaional a printelui.
Literatura de specialitate sftuiete prinii n scopul reuitei educaiei copiilor. Cteva dintre
cele mai frecvente greeli n educaia copiilor voi evidenia n continuare:

53
Stoica Marin, 2002,Pedagogie i psihologie, Craiova, Editura Gheorghe Alexandru, p.12
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1. Prinii nu coboar afectiv la nivelul copiilor. Copiii trebuie ncurajai, privii drept n ochi.
C ei s asculte, trebuie ns dovedit de-a lungul timpului c i prinii nii sunt buni asculttori.
2. Prinii folosesc un vocabular elevat, n unele cazuri, presrat cu neologisme, iar copiii nu
neleg nimic. Este bine s aleag cuvinte simple, puine i clare care s aib efect n demersul
educaional, mai mult, dac exist dubii c nu a neles mesajul, copilul poat fi pus s explice ceea ce
tocmai a neles.
3. Se ntmpl ca prinii s aleag o prelegere luuung i pierd atenia copiilor. Ceea ce este
important de spus, trebuie concentrate. Mesajul trebuie s fie clar i scurt pentru a nu se pierde
atenia copiilor, ns nici foarte scurt. Este bine c prinii s nu se repete, cu aceleai vorbe, s nu
insiste cu explicaii prea lungi, s spun exact ce vor s se neleag.
4. Tonul face muzica! ipatul este modul cel mai neinspirat i prost de a comunica cu cineva.
Prinii care ip strnesc tristeea copiilor i i determin s nu mai asculte nimic din ceea ce le
transmit prinii, fie i astup urechile (la propriu sau la figurat), fie se victimizeaz, i iau asupra
lor vina suprrii prinilor. Prinii scap din vedere un aspect important al comunicrii, modul cum
aceasta se realizeaz: 7% prin cuvinte, 38% prin limbaj paraverbal i 55% prin limba nonverbal.
Orice limbaj este ascultat cu mintea i cu inima, iar atunci cnd se ip, inima aude zgomote i
nelegerea mesajului este euat. Este bines solicit uneori un feedback legat de comunicarea
noastr, s aflm de la cei din jur cum ne aud n diverse situaii.
Prin urmare, educaia intergeneraional se bazeaz pe o bun comunicare prini-copii,
comunicarea fiind fundaia pentru o relaie sntoas, fericit, lung. Ca printe trebuie s alegi
calea cea mai bun de a comunica, pe de o parte, i, pe de alt parte, s gseti pentru copil
modalitatea de a-l face s asculte pentru c numai n acest mod se poate pune bazele fundaiei pe
care s se construiasc educaia.

Bibliografie:
1.Stoica, Marin, Pedagogie i psihologie, Editura Gheorghe Alexandru, Craiova,2002.
2. https://dexonline.ro/definitie/educa%C8%9Bie
3. https://dexonline.ro/definitie/inter
4. https://dexonline.ro/definitie/generatii

EDUCAIA DE LA COPIL LA ADULT

Prof. Mateescu Georgeta Carmen,

Liceul Tehnologic Constantin Brncoveanu, Trgovite

nvarea intergeneraional este o modalitate de a consolida solidaritatea ntre generaii, este,

de asemenea, o modalitate prin care oamenii de tate vrstele pot nva mpreun i unii de la alii
ca fiind parte important a nvrii pe parcursul vieii, unde generaiile conlucreaz pentru a obine
abiliti, valori i cunotine.
Dincolo de transmiterea de cunotine, acest tip de nvare intergeneraional ncurajeaz
nvarea reciproc dintre generaii i contribuie la dezvoltarea capitalului social i a legturii sociale
n societile noastre mbtrnite.
n urma cercetrilor realizate i din practica privind nvarea intergeneraional, s-a constatat
c adulii i copii au oportuniti de a se condiiona reciproc pe anumite perioade de timp, n care
adulii transmit cunotine, credine i bune practici copiilor cu ajutorul unor activiti formale sau
informale. Toate aceste nvminte au loc n diferite situaii formale atunci cnd se desfoar n
coli unde profesorii le mprtesc copiilor strategii care contribuie la dezvoltarea lor educaional.
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 De asemenea, transmiterea cunotinelor se poate face i n n contexte informale, cum ar fi
acas, ntre prini i copii, bunici i nepoi, precum i n alte structuri care i are ca protagoniti pe
aduli i pe copii.
Exemplele de bune practici n nvarea intergeneraional se refer la acele msuri care
combat barierele privind grupele de vrst i/sau promoveaz diversitatea vrstelor. Toate acestea
pot presupune iniiate specifice care vizeaz dimensiuni speciale de gestionare a vrstei i nvrii
intergeneraionale.
ntr-o comunitate att copii, ct i adulii simt aceeai nevoie, de a fi educai, aprnd firesc
idea nvrii intergeneraionale.
Consider c exist avantajele pe care le prezint aceast metod pentru educaia adulilor:
-aceast nvare constituie un factor de motivare pentru aduli ca acetia s participle alturi
de copii la activiti de nvare care pentru ei sunt stnjenitoare,
-un alt factor important este punerea lor n postura de educator, care se pregtete pentru a
participa la activitate alturi de copii asemenea unui porfesor,
-adulii doresc s fie modele pentru copii, s ofere exemple positive, motiv pentru care ei se
comport frumos n faa copiilor.
Adulii trebuie s accepte faptul c ei pot nva de la copii.
Copiii percep fiecare zi ca un nou nceput, uit repede trecutul, iart spontan, tiu s fie
fericii i s triasc mereu momentul prezent. Ei ne nva s ne bucurm de lucruri simple, s fim
mereu entuziati, s un amnm nici mcar o clip s fim fericii, un s ateptm momente
importante pentru a ne bucura din plin.
De asemenea, de la copii putem nvaa s nu cunoatem rutina, s fim naturali, neobosii, gata
s o lum de la capt. n acest sens, Platon spunea: Nu tiu cum le par a fi celorlali, dar n sinea
mea eu m consider a fi un mic copil, minunndu-se clip de clip de vastele rmuri ale
cunoaterii i apoi m descopr cu ncntare i mulumire ca fiind o mic pietricic strlucitoare
de pe acest rm.
Copiii sunt foarte rar plictisii sau dezinteresai, ei triesc din plin, niciun eec nu-i
descurajeaz, prin joc ei se ncarc cu energie i optimism, copiii cred n iubire, n frumusee, n
credin, sunt plin de imaginaie, capabili s transforme lucruri i fiine, s fac tot ce vor din nimic.
Copiii pot s devin absorbii n propriile creaii, ei joac scene de film pentru ppuile lor, creaz
pentru animalele lor mpiate i chiar inventeaz propriile lor programe de televiziune. Deci, ei se
pierd n propria lor creativitate. Ceea c ear putea face i un adult, fiecare zi ar trebui vzut ca un nou
nceput.
Studiile au artat c un adult se simte mai bine dispus dup 15 min de micare i joc, dect
dup ce a urmrit la televizor emisiunea preferat timp de o jumtate de or. Ar trebui s nvm sau
s ne amintim de imensa bucurie pe care ne-o adduce jocul i micarea, iar copii ne ofer multe idei
n aceast direcie, ei sar, opie, danseaz, se arunc n zpad, se bucur permanent. nvnd s se
joace din nou, adulii i pot redinamiza o serie de caliti n fiina lor, caliti care n timp au fost
greu accesate sau uitate.
Tot de la copii nvm s ne exprimm dorinele, s trim deseori bucuria perfect i
fericirea mplinitoare pentru c pentru ei un exist refulare, complexe, frustrare, inhibiii, un au
tendine egoiste sau agresive, ataamente sau posesivitate. Ei un cunosc, de asemenea, noiunea de
pcat sau sentimentul de vinovie, ei sunt liberi, un-i judec pe ceilali i un au mecanismele de
aprare specifice personalitii de adult.
Adultul ar trebui s lase trecutul n urm, s un depind de evenimentele de ieri. Situaiile
dificile ar trebui vizualizate prin ochii unui copil.
n afar de aceste calitii, copiii ne ofer un exemplu de umilin, mulumire i recunotin
spontan n multe situaii de via. Cu ct trece timpul, ns, adulii, respectiv prinii i profesorii le
imprim modele comportamentale.
Comunicarea dintre printe i copil presupune un mecanism deosebit care are la baz un
model de conduit. n aceast relaie, prinii ncearc i de multe ori reuesc s socializeze cu copii,
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contribuind astfel la modificarea i perfecionarea stilului de interrelaionorae nc din copilrie. n
fiecare zi prinii fac tot posibilul s transmit valori copiilor, s i corecteze, s le dea lecii de via.
Astefel copiii vor nva s respecte anumite reguli, fiindu-i explicate pe etape. Lor trebuie s le fie
date ct mai multe exemple concrete n special n momentul n care ncalc o regul de bun purtare
i s se insiste pn acestea vor deveni o obinuin. Este ns foarte important ca n prezena copiilor
adulii s aibe grij cum vorbesc deoarece copii adopt acelai limbaj.
Copilul recepioneaz tot ce i transmite mediul, informaiile le transform n acte de
comportament n funcie de propriile nevoi, dar i de cerinele mediului, dac prinii tiu s-l fac s
accepte aceast aciune educativ ca pe o relaie profund plin de afeciune i respect, un ca pe o
forare.
Este deosebit de important modul n care copilul percepe rolul printelui, cum se proiecteaz
n contiina sa modelul oferit de prini. Ateptrile prinilor din partea copiilor trebuie s fie n
funcie de particularitile de vrst i individuale ale acestora.
Influena personalitii prinilor n educaia copiilor este foarte important. Personalitatea
adultului poate distruge, deforma sau ngrdi personalitatea copilului, dar totodat l poate i ridica.
Prin urmare, ataamentul pentru copil este o variabil important i poate determina n mare
msur printele s aleag corect modalitatea de cretere i educare a copilului.

NVAREA DIFERENIAT N CICLUL PRIMAR

prof. Cosma Adina Iuliana

coala Gimnazial ,,Vasile Alecsandri Baia Mare

n condiiile nvmntului activ, nvtorului i revin ndatoriri noi, complexe,

referitoare la cunoaterea evoluiei fiecrui copil i la evaluarea sistematic a achiziiilor acestuia.
Constatnd lacune n cunotine sau n deprinderile unui copil, el trebuie s-i organizeze procesul de
nvare astfel nct, bazndu-se pe achiziiile sale anterioare, s-i completeze lipsurile. n acest
context, greelile pe care le face elevul vor constitui un indicator al demersurilor i al achiziiilor
sale, care i permite nvtorului s construiasc programul de recuperare bazat pe sprijin
individual i eficace. Numai astfel, fiecare elev, i va constitui, cu ajutorul nvtorului propriul
su itinerar de nvare.
Actul didactic, n didactica sa, are caracter procesual, secvenial i poate fi reglat i
autoreglat n permanen. Evaluarea vizeaz, deci, att rezultatele nvrii elevilor, ct i procesul
nsui, n continua sa desfurare.
Cunoaterea cu precizie de ctre nvtor a obiectivelor urmrite de fiecare secven,
precum i a competenelor pe care trebuie s le dobndeasc elevii prin parcurgerea coninuturilor
prevzute de programele colare constituie o condiie esenial pentru realizarea unui nvmnt
eficient. Ea permite organizarea demersului didactic ca sistem de relaii ntre: obiectivele urmrite,
coninut de predare-nvare, strategii (sarcini, situaii de nvare), evaluare, progres colar al
fiecrui elev.
Coordonatele principale care trebuie s jaloneze organizarea, desfurarea i coninutul
activitii difereniate cu elevii n ciclul primar sunt:
1. Activitatea difereniat cu elevii trebuie s asigure realizarea sarcinilor nvmntului
formativ ce vizeaz dezvoltarea armonioas a tuturor lanurilor personalitii.
2. Activitatea difereniat se desfoar n cadrul procesului instructiv-educativ organizat cu
ntregul colectiv al clasei.
3. Obiectivele instructiv-educative ale activitii difereniate cu elevii trebuie realizate n
principiu n timpul leciei.
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 4. Activitatea difereniat trebuie s-i cuprind pe toi elevii clasei, att pe cei care
ntmpin dificulti, ct i pe cei cu posibiliti deosebite, pentru ca folosindu-se metode i
procedee specifice particularitilor individuale, s se asigure stimularea dezvoltrii lor pn la
nivelul maxim al disponibilitilor pe care le are fiecare.
5. n tratarea difereniat a elevilor se va evita suprasolicitarea lor fa de potenialul psihic
real.
6. Coninutul nvmntului este comun obligatoriu, difereniate sunt doar modalitile i
formele de predare-nvare.
7. n timpul activitii difereniate se vor folosi n permane metode i procedee care
antreneaz n cel mai nalt grad capacitile lor intelectuale, trezesc i menin interesul fa de
obiectele i fenomenele studiate, stimuleaz atitudinea creatoare, solicit un efort acional propriu,
asigur o nvare activ i formativ.
8. Diferenierea activitii n cadrul leciei presupune mbinarea i alternarea echilibrist a
activitii frontale cu activitatea individual i pe grupe de elevi.
9. Diferenierea activitii cu elevii se realizeaz n toate momentele leciei.
Volumul mereu n cretere al cunotinelor ce trebuie nsuite de elevi i capacitatea
acestora de a le asimila satisfctor creeaz un decalaj care determin o aciune de renovare a
nvmntului pe mai multe planuri: obiective pedagogice i coninutul nvmntului, structuri,
organizare i tehnologie didactic.
n practica colar tratarea difereniat a elevilor se poate face i prin utilizarea unor game
variate de munc independent, att n clas, ct i acas. Procedeul este deosebit de eficace atunci
cnd stabilirea unor teme pe msura elevilor se ntemeiaz pe o cunoatere profund a capacitilor
fiecrui elev i, mai ales, pe evidena dificultilor i a greelilor caracteristice pe care acetia le-au
ntmpinat ori le-au svrit n lucrrile precedente, fiindc n funcie de acestea se pot alege, fie
temele comune pe care s le rezolve independent toi elevii din clas, fie temele care s ajute
grupele de nivel sau pe fiecare elev n parte s se dezvolte la nivelul posibilitilor lui.
Notarea constatrilor i observaiilor, a msurilor ce trebuie luate, constituie un fel de
memento pentru nvtor de a cuta necontenit metode, procedee i mijloace prin care s elimine
treptat deficienele din pregtirea elevil.
nvtorul are la ndemn o multitudine de strategii corespunztoare stilului de nvare i
nevoilor fiecrui copil.
Problema instruirii difereniate este de stringent actualitate. Amploarea preocuprilor i
efervescena discuiilor pe aceast tem, precum i interesul crescnd pentru gsirea unor soluii
corespunztoare sunt corelate cu inteniile factorilor decizionali, care ncearc s adapteze mai
accentuat nvmntul la particularitile psihofizice, individuale i de vrst ale copiilor, n
vederea dezvoltrii depline a personalitii acestora.
Din multitudinea factorilor care conduc la necesitatea realizrii unei activiti didactice
difereniate, acelea care au impus, au fost deosebirile dintre copiii de aceeai vrst, supui unui
proces comun de instruire, nelegerea nevoii de a nu uniformiza, ci de a oferi condiii de afirmare a
celor dotai cu nzestrri personale deosebite, ori cu ritmuri mai alerte ori mai lente n acumulri.
Ele privesc dimensionarea psihologic a personalitii umane care se distinge printr-o sintez de
dispoziii, tendine biologice, nclinaii nnscute, pe de o parte, i nsuiri formate n cursul vieii i
activitii, pe de alt parte. Deosebirile individuale sunt o realitate, iar natura i gradul lor de
dezvoltare sunt de multe ori uor sesizabile, astfel c nu ne vom gsi niciodat n faa omului n
general, ci totdeauna n faa unui om particular, a unui individ care, de multe ori, se dovedeste o
enigma.
Cunoaterea copilului n vederea tratrii lui difereniate este un deziderat al nvmntului.
Aceast cunoatere se realizeaz pe tot parcursul procesului instructiv educativ. "Omul este un mic
univers" spunea Heraclit i de aceea trebuie s cunoatem bine copilul si prin misiunea pe care o
avem s contribuim la evoluia lui fireasc.

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 Aciunea de difereniere a activitilor cu elevii, trebuie stabilit orientnd-o dup acele
aspecte care influeneaz mai puternic randamentul acestora. Stabilirea unui sistem de lucru adecvat
trebuie s se fac n funcie de "capacitatea de nvare" sau de "nsuire" a informaiilor
(receptivitate la nvare). Orice aciune de difereniere a instruirii trebuie s porneasc de la
sesizarea trsturilor comune, dar i a deosebirilor dintre subieci, deosebiri manifestate pe mai
multe planuri: tip dominant al proceselor nervoase superioare, dezvoltare intelectual, capacitate de
nvare, ritm de lucru, interes, nclinaii.
Depistarea acestor trsturi care i difereniaz pe elevi, stabilirea rolului fiecreia n
definirea comportamentului care conduce la obinerea performanelor, reprezint operaia iniial,
premisa oricrei aciuni de tratare difereniat a elevilor din ciclul primar.
Caracteristica aciunii de difereniere n planul organizrii i desfurrii activitii didactice
o constituie nuanarea modalitilor de lucru, evitndu-se separarea cu caracter permanent a copiilor
capabili de un randament ridicat, de copiii leni. Totodat, aceasta implic mbinarea raional,
echilibrat, a activitii frontale cu ntreaga clas i a activitilor pe grupuri ori individuale,
adaptate particularitilor acestora.
Abordnd stilul tratrii difereniate, clasa devine un mediu dinamic i mereu n schimbare,
n care dasclii pot dovedi c apreciaz pe fiecare dintre elevi i pe toi elevii.
Tratarea difereniat este o premis a prevenirii eecului colar i reprezint garania
obinerii unor rezultate deosebite n munca nvtorilor.
Strategiile de proiectare, organizare i realizarea activitilor didactice n coal au rolul cel
mai important n promovarea reuitei colare i nlturarea insuccesului. Precizarea obiectivelor
generale i operaionale la fiecare capitol i lecie de ctre nvtor, folosirea metodelor active-
participative, organizarea pe baze moderne a procesului de predare-nvare-evaluare, interesul
nvtorului pentru randamentul colar al elevilor, stilul didactic integrat, nlturarea factorilor
stresani,studierea permanent a cauzelor rmnerii n urm a unor elevi i colaborarea cu familia
sunt doar cteva din modalitile de cretere a eficienei procesului de predare-nvare.

Bibliografie:
1. Ion T. Radu, nvmntul difereniat. Concepii i strategii, Bucureti, E. D. P. 1978
2. Nicolae Oprescu, Ameliorarea randamentului colar prin diferenierea nvmntului,
Modernizarea nvmntului primar, Bucureti, E. D. P. 1980
3. Ioan Jinga, Tratarea difereniat a elevilor, Revista de pedagogie, Nr. 6, Bucureti, 1983

ABORDRI CONCEPTUALE ALE RAPORTURILOR NTRE GENERAII

Prof. Preda Luminia,

Liceul Tehnologic Constantin Brncoveanu, Trgovite

n orice societate este foarte important abordarea problemei raporturilor ntre generaii.
Cuvntul generaie i are originea n grecescul genos i este reflectat n grecesul genesthoi, care
nseamn intrarea n existen.
Cuvntul generaie desemneaz pe cei apropiai de vrsta unei persoane, prietenii, colegii
implicai ntr-o activitate comun care mprtesc acelai domeniu de activitate, cunosc aceeai
influen cultural i social. Oamenii sunt legai n comunitate de aspiraii, credine, sunt martorii
acelorai ntmplri i primesc aceeai educaie (formare).
Concepte generaie i are originea n latinescul generare a da natere i nseamn
regruparea de indivizi de aceeai vrst sau cu vrst apropiat, denumete de asemenea, intervalul

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de timp care separ naterea prinilor de cea a copiilor. Pentru A. Giraud 54 prin generaie se nelege
n mod obinuit un ansamblu de persoane nscute ntr-o perioad dat, avnd aproximativ aceeai
vrst. Durata acestei perioade se confund cu intervalul mediu de timp care desparte naterea
prinilor de cea a copilului lor: generaia prinilor i generaia copiilor fiind desprite tradiional de
aproximativ 30 de ani. Evoluia societii a dus la reducerea treptat a acestui interval de timp.
Creterea speranei de via i transformrile economice i sociale au modificat relaiile dintre
generaii. n societatea tradiional, mtre ele se stabilea o solidaritate natural, acceptat fiind mai
mult sau mai puin contient. Chiar n societatea de dat recent generaiile se succed n mod firesc,
urmtoarea repetnd-o pe cea precedent. Viitorul copiilor era pn acum asemntor cu prezentul i
cu trecutul prinilor lor. Valorile recunoscute i comportamentele erau marcate de impobilitate.
Evoluia tot mai rapid a societii a modificat aceast situaie. Autoritatea adulilor slbete, copii
cutndu-i modele de conduit de la ceeai vrst. Astzi generaiile apar separate de o prpastie.
Dei pare o imagine forat totui una din problemele lumii de azi i de mine const n stabilirea
unei ct mai bune comunicri ntre generaii.
Orice proces de dezvoltare uman are loc ntr-un context social definit de statusurile i
rolurile sociale, de relaiile dintre indivizi i influenele intergeneraionale. 55
ntre generaii se realizeaz raporturi ierarhice ntre clase de vrst rezultnd astfel
socializarea.
Socializarea primar se realizeaz n copilrie cnd copilul asimileaz limba, nva
modalitile de control asupra impulsurilor, i formeaz deprinderi, nsuete norme specific
familiei, colii i grupului de prieteni. Tot n aceast perioad se obine capacitatea de comunicare i
interaciune, asumarea de responsabiliti specifice.
n adolescen, socializarea este predominant anticipativ, axat pe pregtirea tinerilor pentru
asumarea viitoarelor roluri,,,preluarea rolului altuia, cum semnificativ remarca G.H. Mead56. Tot n
aceast perioad se manifest socializarea pentru rolurile i statusurile caracteristice vrstei tinere.
n perioada adult, este preponderent socializarea secundar. Adultul nva n continuare,
dar are deja un bagaj de cunotine i experiene, o serie de deprinderi n procesul socializrii
primare i cel al socializrii anticipative. Adultul caut s nsueasc regulile de funcionare ale
instituiilor n care este integrat.
La btrnee socializarea nseamn dezangajarea individului de toate rolurile sociale active i
participarea la organizaii nonformale.
n cadrul ciclurilor de via, socializarea este un process continuu, inclusiv n perioadele de
trecere de la o vrst la alt. Pentru a nlesni aceast trecere la un fel de via n concordan cu
normele vrstei societatea a instituit ceremonii care marcheaz trecerea de la un statut la altul. De
exemplu, absolvirea colii, ncadrarea n munc, logodna, cstoria, apariia copiilor, pensionarea,
sunt moment care marcheaz ciclurile de via.
Conform unei cercetri reaizate de Mead exist trei tipuri cultural majore de raporturi
intergeneraionale: raportul cultural postfigurativ, orientat ctre trecut, caracterizat printr-o
influenare a copiilor de ctre prinii lor, de ctre generaiile vrstnice, elementele tradiionale fiind
predominante i lent modificate de elementele inovatoare; raportul cultural configurativ, orientat
ctre prezent, caracterizat printr-o nvare cultural care se realizeaz n principal n grupurile de
egali.
Cert este c experiena tinerilor este n esen diferit de cea a prinilor i bunicilor, astfel
nct ei sunt obligai s gseasc soluii i stiluri cultural noi pe care le mprtesc cu egalii.
Raportul cultural prefigurativ orientat ctre viitor, caracterizat prin nvarea orientat dinspre
copii i tineri spre aduli. Acetia din urm au de nvat de la copii i tineri, se adapteaz la
realitile prezentului, fiind nevoii s rmn deschii proiectrii i spre viitor. Aceste tipuri de

54
A Giraud n Boudon, R i alii (coord), Dicionar de sociologie, Larousse, editura Univers Enciclopedic, Bucureti,
1996, pag. 116-117
55
Schifirne, S., Sociologie, Editura Economic, Bucureti, 1999, p.100-103
56
Apud Schifirne, S., Sociologie, Editura Economic, Bucureti.
372
raporturi cultural intergeneraionale care coexist, conduc la deosebiri tot mai mari ntre generaii,
existnd riscul apariiei unei prpastii culturale ntre generaii.
Studiindu-se raporturile ntre generaii, s-au constat anumite probleme fundamentale. O
problem important o constituie vrsta ca element al stusurilor sociale i un criteriu de acces la
valorile sociale.
Conflictul dintre generaii constituie o tem deosebit de important n diverse studii. Unii
autori consider c noiunea de conflict nu este adecvat, exist ntre generaii, desigur, diferene, dar
acestea se pot manifesta numai n anumite condiii ca tensiuni. Conflictul are mai mult un coninut
social sau de clas. Relaiile ntre grupuri clasiale nu sunt relaii ntre generaii, ci contradicii cu
privire la concepia, comportamentul i aciunea fa de procesele sociale. Un element indispensabil
al procesului social l constituie contradicia ntre generaii.
n ultima perioad au fost realizate i n Romnia studii privind raporturile dintre generaii,
cultura i educaia specifice generaiei tinere. Toate aceste studii au redus obligaia politic,
ideologic i au evideniat cu obiectivitate prin prisma teoriilor tiinifice recunoscute rezultate
importante privind opiunile, atitudinile culturale, continuitatea, unitatea i deosebirea generaiilor. A
fost evideniat rolul generaiei tinere ca factor al schimbrii sociale.
Aadar, familia este un spaiu avantajos al autoafirmrii, o surs de mplinire pentru via, o
important valoare a societii noastre. Eventualele conflicte ar putea fi produse de aspiraiile
divergente i de coabitarea intergeneraional.

Bibliografie:
1. A Giraud n Boudon, R i alii (coord), Dicionar de sociologie, Larousse, Editura Univers
Enciclopedic, Bucureti, 1996, pag. 116-117
2. Schifirne, S., Sociologie, Editura Economic, Bucureti, 1999.

EDUCAIA INTERGENERAIONAL
Miric Maria
Liceul Tehnologic Constantin Brncoveanu Trgovite

nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite. Ce tipuri de cunotine sunt transmise ntre generaii?
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale.
Aceste trasmiteri i nvri au loc n contexte formale atunci cnd se desfoar n coli, unde
profesorii le mprtesc copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum
i facilitarea dezvoltarii acestor abiliti folosind un set de abordri acceptate. Pot avea loc de
asemenea i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i
alte structuri care i are ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ
adult a comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor,
valorilor i bunelor practici.
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 Bunele practici n nvarea intergeneraional se refer la acele msuri care combat barierele
privind grupele de vrst i /sau promoveaz diversitatea vrstelor. Aceste msuri pot presupune
iniiative specifice care vizeaz dimensiuni speciale de gestionare a vrstei i a nvrii
intergeneraionale.

FORME ALE COMUNICRII INTERGENERAIONALE

Comunicarea dintre printe-copil.
Relaiile ntre prini i copii presupun un mecanism deosebit, filtrat social, ele au la baza
statuarea comunicrii n care se realizeaz un model, un pattern de conduit. n cadrul acestor relaii
prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel
contribuind la modificarea i perfecionarea stilului de interrelaionare nc din copilarie, ambele
pri ale ecuaiei
avnd nevoie de deprinderi, abiliti sociale privind facilitarea intercomunicrii.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti
s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de
afeciune i respect.
Este foarte important felul cum vede copilul rolul printelui, cum se proiecteaz n contiina
sa modelul oferit de prini. De asemenea, preteniile prinilor fa de copil trebuie s fie n funcie
de particularitile sale de vrst i individuale. Rolul ce revine, n creterea i educaia copilului,
personalitii prinilor este covritor. Muli autori consider c influena personalitii este mai
important dect prerile prinilor sau amnuntele de procedur. Personalitatea prinilor poate
strivi, deforma, pe cea a copilului, dar bineneles c l poate i ridica. Concluzia este c
ataamentul pentru copil este o variabil important i determin n mare msur printele s
adecveze corect practicile de cretere, oricare ar fi acelea.
Comunicarea dintre bunici nepoi.
Pare surprinztoare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor
generaii diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii,
ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a
celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc
nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor
asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului.
Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor, oferind un
sentiment de identitate privind antecedentele familiale.
Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s considere
c li se apropie sfritul.
Poate c n comunism erau mai muli cei pe care i caracterizau planurile de pensionare i
depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar la o odihn binemeritat
dup o via de munc obositoare. Oare chiar aa s fie? Studii recente arat c situaia general nu
a stat niciodat chiar aa.
Bunicii erau (i sunt) niste persoane active, care muncesc i, n acelai timp, au grij i de
copiii i de nepoii lor. Adevrai stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care
asigur unitatea familiei i a societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai
multe campanii publicitare care vizeaza familia. Ei alcatuiesc o categorie creia cercettorii i-au zis,
generic, generaia sandvi.
Altdat preceptori ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta subtil,
care const n a gsi mpreuna cu nepoii lor echilibrul just ntre apropierea complice i distana
potrivit i respectuoas fa de valorile morale. Intervenind din linia a doua pe frontul educativ, din
spatele prinilor, ei au senintatea pe care le-o confer experiena i poziia lor n familie, servind
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de susinere i model pentru nepoii lor. Cnd prinii sunt stresai de o via prea dur i cnd copiii
lor se simt sub presiune, bunicii le ofer acestora din urm posibilitatea de a se elibera de tensiune
i de a privi viaa altfel.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se
simt dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie.Dar oare nu exist o soluie comun? O soluie
care s mbuntesc calitatea relaiilor dintre generaii? Rspunsul este simplu i foarte la
ndemn: nvarea intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia. Acest tip de nvare poate aduce beneficii reale tuturor
categoriilor de vrst implicate: pentru copii, interaciunea cu adultul dezvolt abilitile de
socializare, de comunicare i de conectare la valorile i tradiiile socio-culturale;pentru aduli,
aceast interaciune poate oferi oportuniti de nvare i dezvoltare a abilitilor de lucru cu noile
tehnologii, se pot conecta direct la preocuprile copiilor lor beneficiind astfel de o capacitate
crescut de cunoatere i interacionare;beneficiile pentru comunitate pot fi semnificative pentru c
acest tip de nvare aduce mpreun diverse categorii de vrst care colaboreaz i fac schimb de
cunotine care pot constitui o adevrat resurs de dezvoltare comunitar. Acest colaborare poate
avea loc la nivelul colii, prin activiti comune bunici-prini-copii facilitate de
nvtori/profesori, care pot cuprinde:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor
posibilitatea de a-i nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul
computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii
semnificative care s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca
acetia s poat descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i
implic resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete
pentru serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un
exemplu de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se
realizeaz un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de
nvare pentru copii.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a
demersului civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

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 GENERAIA DE AZI GENERAIA DE MINE

Prof. Titel Vasile

Colegiul Naional Ecaterina Teodoroiu

nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii i

contribuie la dezvoltarea intelectual a tinerilor, prin stimularea creativitii, a recapitulrii
informaiei dobndite n diverse contexte formale, dar favorizeaz n acelai timp i actualizarea
cunotinelor persoanelor mai n vrst.
Transmiterea cunotinelor n mod intergeneraional se realizeaz att de la cei n vrst spre
copii ct i invers. Prinii i bunicii transmit copiilor cunotine cu privire obiceiuri, tradiii,
exemple de bun practic din viaa de zi cu zi precum modul i locul prin care trebuie s traverseze
strada n drum spre coal sau la ntoarcerea de la coal, modul n care trebuie s se adreseze celor
n vrst i n general, elemente ce contribuie formarea deprinderilor i modului de comportament
ce in de cei 7 ani de acas.
n acelai timp, i bunicii sau prinii care doresc s rmn mereu n pas cu evoluia
societii pot s-i actualizeze cunotinele odat cu copii lor prin nsuirea diferitelor abiliti (m
refer aici n primul rnd la utilizarea unui sistem de calcul n vederea facilitrii accesului la
informaie).
nvarea are loc formal atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi, scrie, precum i facilitarea dezvoltrii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii.
Dat fiind nevoia comun a adulilor i a copiilor dintr-o comunitate de a fi educai n spiritul
valorilor ceteniei democratice a aprut n mod firesc i ideea nvrii intergeneraionale. Pentru
educaia adulilor, nvarea intergeneraional aduce urmtoarele beneficii:
- Datorit puterii de persuasiune a copiilor asupra adulilor, nvarea intergeneraional
constituie un factor ce-i determin pe aduli s participe alturi de ei la activiti de nvare care
altfel le-ar prea copilreti.
- Un alt factor motivant pentru aduli este punerea n postura explicit de educatori. Pui n
faa copiilor, adulii simt nevoia s le dea acestora lecii, chiar dac de multe ori numai de via.
Dac acest lucru este fcut programatic, adultul care tie c va trebui s participe la o activitate
alturi de copii se va pregti el nsui la fel cum profesorul se pregtete nainte de lecie.
- Favorizeaz educaia adulilor i faptul c adulii doresc s fie modele pentru copii sau, s
le ofere exemple pozitive. De aceea, adulii se comport mai frumos n faa copiilor, ceea ce
constituie o bun ocazie dintre ei s practice unele dintre comportamentele de bun practic.
mi aduc aminte ca i cnd s-ar fi petrecut ieri, cum ntr-o zi nsorit de primvar am mers
ntr-o vizit la unchiul meu, ntr-un ora aflat la circa 250 Km de oraul n care locuiesc. Unchiul
avea doi biei mai mari dect mine ce merseser n strintate pentru a gsi un loc de munc mai
bine pltit. Ca de fiecare dat, unchiul a fost o gazd fr seamn i dup o mas cu tot felul de
bunti, a nceput depnarea amintirilor. Ca orice printe, povestea cu lacrimi n ochi despre copii
si, despre faptul c nu i-a mai vzut de peste un an de zile i c ine legtura doar telefonic cu ei la
intervale destul de mari de timp. Mi-a mai povestit c veriorii mei sunt bine i c i trimit tot felul
de lucruri deosebite din strintate ns asta nu poate suplini lipsa lor. Mi-a artat multe fotografii
primite din strintate, de la fiii si.
Am observat printre zeci de echipamente electronice primite de unchiul, ntr-un col al
camerei, adpostit de praf de o cupol confecionat dintr-o carpet, un calculator de ultim
generaie. L-am ntrebat pe unchiul dac nu folosete calculatorul n scopul stabilirii unei legturi
video live cu veriorii mei.

376
 Am aflat n felul acesta un lucru pe care-l bnuiam i de care-mi era team. Unchiului i era
fric s deschid calculatorul pentru a nu-l strica din cauza stngciei sale n utilizarea acestui
echipament. M-am oferit apoi s l nv s foloseasc sistemul de calcul i a fost tare ncntat c
poate s-i vad copii. Nu am vzut niciodat o fericire mai mare pe chipul su dect n momentul
n care am reuit s stabilesc o legtur pe Messenger cu veriorii mei i a reuit s-i vad, s
comunice n timp real. Veriorii mi-au trimis i o mulime de imagini cu ei n diverse activiti
recreative. A fost o sear minunat pentru unchiul, una de neuitat.
Am plecat ziua urmtoare i l-am lsat pe unchiul cu aceeai team de a deschide
calculatorul n ciuda celor cteva explicaii i indicaii pe care m strduisem s i le ofer.
M-am ntors pe la dumnealui n vacana de var. Orelul n care locuia se afl la confluena
dintre Olt i Dunre, iar peisajul oferit de unduirile imensului fluviului printre slciile btrne,
rcoarea, asfinitul soarelui i frumuseea acelor locuri, dar i ospitalitatea unchiului, m fceau s
revin de cte ori aveam prilejul, pe acele meleaguri.
De data aceasta unchiul prea mai hotrt ca niciodat s ndeprteze carpeta de pe
calculatorul din sufragerie pentru totdeauna. Prea momentul potrivit ca misterul tehnologiei s nu
mai stea n calea apropierii sale de copii, fie i numai pe cale virtual.
Sptmna aceea ce am petrecut-o la dumnealui, am reuit s-l fac s neleag faptul c
unui calculator nu poi s-i provoci daune ireparabile. Astfel, ncetul cu ncetul unchiul a reuit s
deprind noiuni elementare de operare pe calculator i a realizat n sfrit c singurul mod de a
cpta experien era s lucreze n permanen.
Peste un an de zile am reuit s-mi vizitez iari unchiul. De data aceasta era n culmea
fericirii deoarece, era vizitat n acea perioad i de bieii si. M-am bucurat i eu nespus de
revedere. Am aflat c unchiul folosea acum foarte mult calculatorul, inea permanent legtura cu
copii atunci cnd acetia erau plecai n strintate i citea tot felul de reviste de specialitate. Se
descurca cu utilizarea serviciilor de e-mail, chat, messenger, dar ce n ce mai bine i cu utilizarea
editoarelor de documente i a unor softuri specifice domeniului de activitate n care i desfura
munca.
Nu peste mult timp, ntr-o ntlnire pe skype pe care am avut-o cu unchiul, acesta mi-a
mulumit pentru ajutorul pe care i l-am dat n deprinderea cu utilizarea calculatorului i mi-a spus c
datorit acestei abiliti a reuit s progreseze treptat n funcie ajungnd acum director.
M-am bucurat tare mult de rezultatele obinute de unchiul i de faptul c am putut contribui
la dezvoltarea profesional a unui om. Totul nu a fost ns numai n beneficiul su ci i ntr-al meu,
reuind astfel mai uor s transmit informaiile unei alte persoane. M-am simit ca i cnd a fi fost
pus n postura de profesor pentru o vreme, fapt ce m-a ajutat s-mi exprim mai uor gndurile. Am
remarcat c e o diferen foarte mare ntre a ti un lucru, a avea anumite abiliti i a transmite
aceste cunotine unei alte persoane. Am neles astfel c un profesor adevrat trebuie nu numai s
posede cunotine foarte bune despre materia sa, dar i, n primul rnd, s posede o abilitate de a
transmite i altora cunotinele, de a-i face s neleag problematica descris i utilitatea acesteia.
Datorit apropierii de unchiul meu am continuat s-l vizitez i stnd n preajma sa, am
nvat o multitudine de lucruri referitoare la managementul proiectelor. Unchiul a desfurat o
serie de proiecte de atragere a fondurilor europene pentru instituia n care lucra i m-a antrenat i
pe mine n anumite activiti. L-am ajutat ct am putut de mult i prin aceste activiti am dobndit
i eu ceva experien legat de proiecte.
Anii au trecut i dup parcurgerea unui traseu iniiatic, am ajuns i eu n funcia de director
adjunct la o unitate de nvmnt. M-am folosit din plin de cunotinele dobndite n timp ce-l
ajutam pe unchiul, crend astfel propriile proiecte pentru instituia mea. Chiar anul trecut am reuit
s ctigm o competiie de proiecte prin care coala pe care o conduc a fost dotat cu un laborator
n valoare de 100.000 RON.
Asta neleg eu prin nvarea intergeneraional!
Din nefericite unchiul meu nu mai este printre noi s-i pot mprtii bucuria realizrii
acestui proiect, s-i pot mulumii pentru nvturile sale, motiv pentru care i dedic acest articol.
377
BIBLIOGRAFIE:
1. Coco, C., Educaia. Dimensiuni culturale i interculturale, Editura Polirom, Iai, 2000,
2. Botkin, J.W.,Elmandjra, M., Malia, M.,Orizontul fr limit al nvrii. Lichidarea
decalajului uman, Editura Politic, Bucureti, 1981,
3. Niculescu, R.M., Pedagogie general, Editura Scorpion, Bucureti, 1996,
4. Salade D., Dimensiuni ale educaiei, EDP, Bucureti, 1998,
5. Ionescu M. Educaia i dinamica ei, Editura Tribuna nvmntului, Bucureti, 1998.

CONFLICTUL DINTRE GENERAII CONSTANT A VIEII SOCIALE

Prof. Titel Loredana Valentina

coala Gimnazial Nr.1, Rovinari, Gorj

ntr-o societate a cunoaterii aflat ntr-o continu schimbare, conflictul dintre generaii
reprezint o realitate i, totodat, o problem stringent a zilelor noastre. Au existat dintotdeauna
aceste divergene, dar, parc nu au cptat niciodat valenele timpurilor noastre. Poate c
trecerea prea brusc de la comunism la democraie a accentuat cumva aceast prpastie creat ntre
generaii i ne-a luat prin surprindere.
De-a lungul timpului, am constatat, din experiena de printe, dar i din calitatea de
profesor diriginte, cauzele conflictelor dintre copii i prini: grijile cotidiene, nesigurana zilei de
mine, lipsa comunicrii, timpul limitat, precum i schimbarea mentalitii, principiilor sau a
modelelor culturale pe care de cele mai multe ori, noi, adulii, fie c suntem prini, rude, profesori,
nu le putem nelege i nici adapta educaiei propriilor copii deoarece tindem s-i educm aa cum
am fost noi educai. Pe de o parte a baricadei, dup cum am remarcat, se afl copii ce i cer
vehement i parc prea devreme dreptul la independen, de a fi tratai ca i cnd ar fi destul de
maturi s-i ia viaa n propriile mini, iar pe de cealalt parte sunt adulii care i mprtesc
experienele i, care, din dorina de a-i proteja de necazuri, le cer s fie perfeci, fr s in cont c
au i ei un suflet i propriile aspiraii. Nu de puine ori ne-am confruntat cu situaii n care foarte
muli prini se simt neputincioi n a-i educa proprii copii, afirmnd c nu le pot face fa i c nu-
i mai ascult sau n care adolescenii se simeau nenelei de toat lumea din jur acuznd c toi au
uitat faptul c au trecut i ei prin experienele vrstei lor. Se tie c un simplu: Nu e voie! sau
Nu e frumos! nu-i suficient fr a fi nsoit de un argument plauzibil. Felul cum prezini copiilor
consecinele ce pot surveni n urma unor vorbe sau fapte negndite i determin pe acetia s fie mai
ateni i mai responsabili ntr-o oarecare msur. Cel mai mult conteaz s contientizm c greim
uneori i s nu uitm s ascultm argumentele copiilor. Indubitabil, c puterea exemplului este cea
mai elocvent. Cum ar putea un adult s conving un adolescent s nu mai fumeze dac el nsui
face asta?
Am ntlnit diverse cazuri n care copii, care erau neglijai acas prin neacordarea timpului
necesar comunicrii, nu erau cumini la coal ncercnd ca prin acest lucru s capteze atenia
colegilor i profesorilor asupra lor sau n care elevii nu au mai ajuns la domiciliu dup ce au luat o
not mic la o materie fiindc tatl i-a spus, fr a gndi, c nu-l mai primete acas. Bineneles c
destul de frecvente n ziua de astzi sunt cazurile n care prinii sunt plecai la munc n strintate
i ls copii n grija bunicilor sau a altor rude care trebuie s le asigure acestora confortul emoional
optim pentru a crete frumos.
Raportndu-ne la schimbrile i cerinele societii actuale pe plan economic, social,
cultural, dar i educaional, ar trebui ca noi, adulii, s dm dovad de rbdare i mult tact stnd la
masa tratativelor cu copii, adolescenii atunci cnd ntmpinm dificulti.
Dup cum afirma G.K. Chersterton Educaia este pur i simplu sufletul societii trecnd de
la o generaie la alta, ne determin s contientizm faptul c modelarea cestor suflete depinde
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foarte mult de noi toi prin hrnirea adecvat din punct de vedere emoional, a copiilor notri ce
reprezint Viitorul.
Cazurile de mai sus, divergenele dintre copii i prini constatate n activitatea mea
didactic m-au determinat s ntreprind un model de bun practic cu titlul S crem o punte ntre
generaii, ce a avut ca scop o mai bun comunicare i relaionare ntre prini, copii i profesori.
Aceasta s-a desfurat n cadrul sptmnii: S tii mai multe , s fii mai bun!, avnd n
calitate de colaboratori: dirigintele clasei, consilierul colar, directorul, prinii, bunicii elevilor.
Obiective urmrite:
a) Implicarea prinilor n viaa copiilor i a colii n general;
b) Informarea prinilor n privina diferitelor forme de abuz ce pot aprea n familii;
c) Consilierea prinilor n scopul identificrii problemelor aprute la elevi din cauza unor
circumstane familiale dificile;
d) Discutarea problemelor adolescenei i realizarea unei viziuni i abordri comune ntre
prini i profesori pe rolurile ce le revin;
e) Consilierea prinilor adolescenilor care au probleme de ajustare la aceast vrst;
f) nsuirea strategiilor de soluionare a conflictelor dintre prini i adolesceni;
g) Reducerea actelor de violen n familie i la coal;
Aciunile ntreprinse au fost:
- Prinii sau bunicii s spun n faa tuturor, trei caliti ale copilului, pentru ca acesta s se
simt apreciat, nu doar criticat.
- Consilierul colii prezint formele de abuz, dar i a strategiile de soluionare a acestora;
- Se prezint o scenet n care un adolescent i exprim gndurile sincere cnd este n impas
i prinii nu i sunt alturi, fcndu-i astfel prieteni nepotrivii;
- Profesorul diriginte propune prelegeri i dezbateri pe tema exprimrii libere, dar i
pertinente a opiniei copiilor, fr a-i corecta sau a le da sfaturi n mod arbitrar devenind
totodat parteneri activi n procesul educaional.
- Astzi am o alt familie! propunerea ca elevii s-i schimbe familiile doar pentru o zi,
ndeplinind sarcinile i responsabilitile ce le revin n noua familie.
- Elevii particip la un concurs n care trebuie ca acetia s realizeze desene despre obiceiurile
de familie: masa de Crciun, ziua onomastic, etc.
Cu toate c activitatea nu i a atins n totalitate obiectivele propuse deoarece au existat i
aspecte negative fiindc doar jumtate dintre elevi au fcut schimbul de familii i nu au participat
toi prinii la activiti s-a nregistrat totui un real progres n relaionarea dintre copii i prini.
Acetia din urm au nceput s apeleze la ajutorul dirigintelui i al consilierului colar n rezolvarea
unor probleme aprute n familie sau la coal, stnd la masa tratativelor i ascultnd opiniile
fiecruia n parte, innd cont i de doleanele copiilor. Per ansamblu, s-a simit o mbuntire a
relaiilor dintre profesori-elevi-prini.
Remarcnd schimbrile n bine am considerat c ar oportun s desfor n continuare astfel de
activiti sptmnal n cadrul Orei la dispoziia prinilor i lunar n cadrul edinelor cu
prinii pe parcursul anului n colar.
n concluzie, dup cum afirma Allan Bloom Educaia este micarea din ntuneric ctre
lumin , prin ea evolueaz cu adevrat societatea, cu ajutorul ei modelm suflete i caractere i, nu
n ultimul rnd, prin intermediul ei aplanm conflictele ce apar ntre generaii.

BIBLIOGRAFIE:
1. Constantin Schifirne Generaie i cultur, ed. Albatros, Bucureti, 1985,p.107;
2. Pantelimon Golu - Psihologie social, E.D.P., Bucureti, 1974,
3. Constantin Schifirne -- Tineretul ntre permanen i nnoire, ed. Politic, Bucureti, 1987;
4. Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, ed. Babel, 1998,
5. Dr. Ana Stoica-Constantin art. tiina rezolvrii conflictelor(II); n: Revista Psihologia,
nr.5/1995
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 EDUCAIA FIZIC O NECESITATE
Prof. Svescu Carmen-Anghelina
Colegiul Economic Anghel Rugin Vaslui

Educaia fizic este unica disciplin de nvmnt care prin obiectivele i coninuturile
didactice proiectate urmrete dezvoltarea din punct de vedere tehnico-tiinific, metodic i motric a
elevilor, care finalmente, vor asigura unitatea dintre bogia spiritual, puritatea moral i
perfecionarea fizic componente importante ale formrii multilaterale a personalitii elevului.
De-a lungul anilor sistemul de nvmnt, a parcurs ntr-un ritm alert un program amplu
de restucturare, numit s-l compatibilizeze cu exigenele sistemului educaional i de formare
profesional.
Dupa cum se tie trim ntr-o perioad de timp n care suntem martorii unor profunde
modificri i transformri n toate domenile, dar n special n cel social, economic i tehnic.
Una din alarmantele repercursiuni a creterii gradului de confort i civilizaie, o constituie
reducerea efortului fizic, limitarea tot mai accentuat a micrii.
Aplicarea reformei nvmntului a determinat mutaii majore de natur organizatoric i
curricular, n mod deosebit la nvmntul liceal, difereniindu-l in mod substanial de cel
gimnazial.
Instruirea rmne important pentru majoritatea tinerilor, dar ea se nuaneaza n funcie de
interesele personale, de curiozitatea individual. Adolescentul i modific percepia de sine,
inclusiv schema corporal, ca expresie a propriei identiti. Maturizarea biologic, intelectual i
moral se resimt progresiv n conduita afiat, cutarea de sine fiind substituit prin afirmarea de
sine.
Acest segment este de orientare, de prespecializare necesare orientrii pentru continuarea
studiilor. Asigurnd continuitatea ntre nvmntul gimnazial i cel liceal inferior, educaia fizic
urmarete realizarea dezvoltrii motrice a omului prin practicarea exerciiilor fizice n mod
sistematic indiferent de contextul social, economic sau politic.
Deasemenea formarea capacitilor elevilor de a aciona n vederea meninerii stari optime
de sntate, prin identificarea factorilor care influeneaza favorabil sau defavorabil starea de
sntate, s aplice consecvent regulile de igiena personala n funcie de anotimp i locul de
desfurare a activitii motrice. Asigurarea unei dezvoltri fizice armonioase este i va fi un
principiu important a procesului instructiv- educativ i const n necesitatea de a mbina n mod
adecvat diferite laturi ale educaiei n orice activitate pedagogic i constituie o condiie obligatorie
a procesului social alturi de dobndirea capacitii favorabile inseriei profesionale i sociale.
Reducerea la o ora de educaie fizic att la ciclul inferior ct i la cel superiot duce la
modificri majore.
Finalitile educaiei fizice vor viza in continuare cu precdere dup cum precizam
meninerea strii de sntate i a armoniei dezvoltrii fizice prin cunoaterea i utilizarea metodelor
i mijloacelor de prevenire a efectelor posibile datorate poziiilor i eforturilor specifice domeniului
profesional.
Deprinderile i priceperile motrice consolidate n etapele anterioare trebuie perfecionate,
cutndu-se s acopere ct mai bine aria activitilor motrice existente. Deasemenea practicarea
disciplinelor sportive, vor fi nelese ca factori de meninere a capacitii motrice i de compensare-
recreere, de identificare a solicitrilor bio- motrice specifice meseriei i consecinelor acestora
asupra domeniului profesional n care se formeaza, de prevenire a influenelor negative generate de
practicarea profesiei sau de compensare.
Educaia fizic continu procesul de nzestrare a elevilor cu competenele generale, dei
spre deosebire de ciclul inferior, n acest segment, educaia fizic are un caracter pregnant
difereniat, instruirea realizndu-se pe opiuni, pe grupe valorice ct i corespunzator unor interese

380
i preocupri individuale. Elevii vor selecta i exersa componentele metodelor oferite de ctre
profesor, n funcie de interesele i nevoile personale, beneficiind de consilierea difereniata oferita
de ctre acesta. Profesorul de educaie fizic ca i n ciclul inferior va oferi variate module de
acionare, care vor cuprinde metode, mijloace, forme de exersare pentru meninerea strii de
sntate.
Volumul foarte mic de ore de educaie fizic, ne impune abordarea simultan a calitilor
motrice cu deprinderile motrice de baza i specifice profesiei.
Imaginea corporal situat periferic n copilrie, capt consisten, polariznd atenia
tnrului care caut constant sa-i mbunteasc aceast imagine.innd cont ca, cunotem
aspiraiile i opiunile elevilor ctre diferite profesii, noi profesorii orientm i reorientm ctre
domenii educaionale, care corespund disponibilitilor profesionale.
Acest numar mic de ore de educaie fizic impune crearea unui cadru propice si sistematic
de activiti extracurriculare, de tipul activitilor sportive competiionale i necompetiionale, dar
mai ales de obinuirea practicrii independente a exerciiilor fizice. Educaia fizic i sportul trebuie
ncurajate ca o micare liber. Aceast perioad este favorabil formrii deprinderii de a practica
exerciiile fizice, sportul i turismul pe tot timpul vieii. Eficiena pedagogic a pregtirii elevilor
pentru aceasta, impune orientarea educaiei fizice i sportive n perspectiva educaiei permanente.
Educaia prin sport are un rol educativ, de noi depinde orietarea adolescenilor de a face
sport de performan n asociaii sau cluburi sportive, fie de a face sport pe cont propriu.

BIBLIOGRAFIE
1. Crstea, Gh., Pregtirea i planificarea n educaie fizic i sportiv, Editura Universul,
Bucureti, 1993
2. Crstea, Gh., Teoria i metodica educaiei fizice i sportului, Editura Universul, Bucureti,
1993
3. Dragnea, A., Teoria i metodica dezvoltrii calitilor motrice, Editura M.T.S., Bucureti,
1991
4. Epuran, M., Psihologia educaiei fizice, I.E.F.S., Bucureti, 1982
5. Fiedler, P., Metodica educaiei fizice i sportive, Editura Fundaia Chemarea, Iai, 1998
6. Firea, E., Metodica educaiei fizice colare, I.E.F.S., Bucureti, 1984
7. Mitra, Gh., Mogo, A., Metodica predrii educaiei fizice colare, Editura Sport-Turism,
Bucureti, 1980
8. Scarlat, E., Scarlat, M., Educaie fizic i sport, Editura Didactic i Pedagogi, Bucureti,
2002

EDUCAIA INTERGENERAIONAL
Dumitru Victoria-Maria,
coala Gimnazial Constantin Brncoveanu- Clrai

Toi am auzit de metafora prpastia dintre generaii. Ce nseamn aceasta? n sens restrns,
ea se refer la un conflict ntre generaii, o ruptur. Cauza acestei rupturi pare s fie, pe de o parte,
convingerea generaiilor cu mai mult experien c ceea ce au parcurs i au pstrat ca
nelepciune de via poate fi aplicat oricnd (continund astfel un mod de via n care au investit
foarte mult), inclusiv de generaiile mai tinere care se simt, la rndul lor, nenelese i dezorientate
pentru c i doresc o nelepciune de via rezultat din propriile lor experiene.
Soluia divergenelor dintre generaii este la ndemn: educaia intergeneraional- o resurs
prea puin exploatat de sistemul de nvmnt din Romnia.
Vorbind despre nevoia unei educaii intergeneraionale, putem spune c ea apare tocmai din
dezechilibrul creat de cele dou tabere, de cele mai multe ori, adverse.

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 Educaia intergeneraional este benefic i adulilor (dac avem n vedere cultura politic pe
care au dobndit-o sub regimul comunist, cei mai muli dintre ei), dar i tinerilor care neleg greit
noiunea de libertate, fapt care are efecte negative asupra lor.
Deducem, din cele prezentate mai sus, c exist o nevoie comun, a adulilor i a tinerilor, de a
fi educai n spiritul unor valori ale ceteniei democratice care presupune i nvarea
intergeneraional.
nvarea intergeneraional se poate realiza din mai multe perspective:
1. Adulii i doresc, de cele mai multe ori, s fie exemple pozitive pentru copii. Este o
oportunitate att pentru aduli, ct i pentru copii s practice unele comportamente civice pe
care le presupune cetenia democratic.
2. Postura de educatori a adulilor ar putea constitui un factor motivant pentru acetia de a se
pregti ei nii (aa cum se pregtete un profesor naintea unei lecii) atunci cnd stau n
faa copiilor vorbindu-le despre via.
3. Interaciunea copiilor cu adulii, dezvolt la cei dinti, abiliti de socializare, de comunicare
i de conectare la valori i tradiii, iar la aduli, dezvolt abiliti de lucru cu noile tehnologii,
i conecteaz la preocuprile copiilor. Acest schimb este benefic din punct de vedere al
cunoaterii reciproce.
Este foarte cunoscut imaginea bunicilor care mnuiesc cu stngcie instrumentele tehnicii
moderne, ritmul greoi cu care i nsuesc noile cunotine n domeniu, dar i perseverena cu care
nainteaz, nevrnd parc s cedeze. Toate acestea, nu pentru a ine pasul cu noua generaie, ci
pentru a le fi aproape, pentru a le nelege preocuprile i pentru a rmne n contact cu ei.
Ca efect al vitezei cu care se transform tehnologia i societatea, apare tendina, n cretere, a
unei culturi juvenile care se afirm cu tot mai mult legitimitate, dar i tendina de a se inversa
rolurile de nvtor (cei tineri i nva pe cei mai n vrst).
Educaia intergeneraional nu mai apare ca un canal cu un singur sens de transmitere a
informaiilor ( de la aduli ctre cei tineri), ci, mai degrab, ca o reea n care toi participanii sunt
ageni activi. Comunicarea, n cadrul acestei reele are loc ntre dou sau mai multe persoane care
pot ajuta la definirea relaiei dintre ele.
Beneficiile educaiei intergeneraionale sunt dintre cele mai diverse i se rsfrng asupra
tuturor deopotriv. Astfel, deosebim:
beneficiile asupra tinerilor:
- creterea stimei de sine;
- educarea comportamentului pozitiv;
- un grad mai mare de implicare n activitile colare, de exemplu;
- aprecierea persoanelor mai n vrst;
- dezvoltarea unui sentiment de apartenen la comunitile din care provin;
beneficii asupra vrstnicilor:
- se simt utili;
- devin mai puin izolai;
- sentimentele pozitive le pot mbunti chiar starea de sntate;
beneficii asupra comunitii:
- consolidarea contientizrii i aprecierii patrimoniului;
- sporirea colaborrii ntre organizaiile locale;
- comuniti mai vibrante.
n concluzie, educaia intergeneraional are un efect benefic i asupra adulilor
determinndu-i s depeasc conformismul unei gndiri nvechite, dar creeaz i puni ntre
generaii deoarece persoanele mai n vrst, adulii au o valoare extraordinar pentru societate , mai
ales dac tinerii le stau alturi valorificnd experiena acestora.

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BIBLIOGRAFIE:
Cu Nicolae, nvarea intergeneraional pentru o cetenie democratic, iec.psih.uaic.ro/ciea,
pag. 112-113
Ionescu Mihaela, Negreanu Elisabeta, Educaia n familie - repere i practici actuale, Institutul De
tiine ale Educaiei Laboratorul Teoria Educaiei, Bucureti, 2006, pag. 153

EDUCAIA FACTOR PRIORITAR N FORMAREA PERSONALITII

Prof. Gabroveanu Raluca Monica Liceul Teor. ,,Mihai Viteazul Bileti
Prof. Mladin Adriana Liceul Teor. ,,Mihai Viteazul Bileti

Motto : ,,Omul nu poate deveni om dect prin educaie. Kant

Educaia are caracter permanent i nu se termin la sfritul instruciei colare, ea permite
dezvoltarea personalitii individului de-a lungul vieii. Fie c se desfoar ntr-un cadru formal
sau informal, educaia i pune amprenta asupra personalitii individului.
Sistemul de nvmnt este puternic influenat de evoluia rapid i imprevizibil a tiinei
i tehnicii. Odata cu creterea tehnologiei informaiilor, se produc o serie de schimbri vizibile n
toate domeniile. Pentru a realiza o educaie modern este nevoie de un nvmnt formativ i n
acest context, curriculumul, conceput ca un parcurs pentru via al educabililor, trebuie s asigure
dezvoltarea unei personaliti deschise, flexibile i creatoare de valori. Curriculumul are un caracter
formativ, importante fiind nu doar capacitile si atitudinile, deoarece acestea sunt componentele
unei personaliti viabile, capabile s nfptuiasc schimbri. nvmntul contemporan nu poate
avea o funcionare optim dac nu accept schimbrile tiinifice, tehnice i economico-sociale.
Pentru a situa nvamntul romnesc contemporan pe coordonate cu adevrat europene,
introducerea noilor educaii este un imperativ al educaiei contemporane. Analiza problematicii
contemporane i identificarea temelor de meditaie au condus la constituirea n plan educaional
a unor rspunsuri specifice, prin potenarea noilor educaii sau a unor noi tipuri de coninuturi:
educaia pentru pace, educaia ecologic, educaia pentru participare i democraie, educaia
demografic, educaia pentru schimbare i dezvoltare, educaia pentru comunicare i mass-media,
educaia pentru timpul liber, educaia intercultural, etc. Modurile de a grupa sau prezenta noile
tipuri de coninuturi ( noile educaii ) variaz, dar obiectivele lor sunt aceleai.
De-a lungul istoriei, societatea a acumulat experienta de cunoastere teoretica si practica
condensata in valori materiale si spirituale ce constituie ereditatea sociala a culturii si civilizatiei.
Conservarea valorilor si transmiterea lor se realizeaza prin educatie care, in aceasta ipostaza,
reprezinata institutia constituirii si transmiterii ereditatii sociale a culturii si civilizatiei. Pe acest
fundament de experienta condensata se actioneaza, prin educatie, pentru formele omului ca
utilizator si consumator de valori, ca producator si creator de valori. Educatia este o functie
esentiala si permanenta a societatii in doua ipostaze: de institutie a ereditatii sociale a culturii si
civilizatiei si de instrument de actiune pentru formarea omului.
In sens social-istoric, educatia este procesul de transmitere si asimilare a experientei
economice, politice, religioase, filosofice, artistice, stiintifice si tehnice de la inaintasi la urmasi.
In fazele de inceput ale societatii transmiterea experientei se realiza ocazional nesistematic si oral
in comunitatile gentilicotribalica. In etapele avansate de dezvoltare a societatii, la unele popare, spre
exemplu la egipteni, indieni etc., educatia se realiza ca initiere in temple, cunoasterea fiind un act
sacru. Concomitent si ulterior educatia se institutionaliza prin scoli si universitati. Indiferent de
nivelul de dezvoltare a culturii si civilizatiei si de modalitatile de transmitere, s-a realizat dialogul
generatiilor, s-a asigurat continuitatea existentei materiale si spirituale a omenirii.

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 In sens social-cultural, educatia este procesul de evoluie a individului de la natura biologica
la cea culturala. Din ins biologic cu predispozitii normale cognitive, afective, si volitive, in mediul
social si prin el, individul devine o fiinta culturala, asimiland cultura si in situatii de exceptie,
crend-o.
Din punct de vedere psihologic, psihogenetic, educatia este procesul de formare a omului ca
personalitate in plan cognitiv, afectiv-motivational, aptitudinal. Structura psihica a personalitatii se
construieste pe fundamentul eredo-nativ al fiintei biologice, in cadrul relatiei educationale prin
continutul cultural al experientei adultului-parinte, invatator, profesor. Educatia in acest caz este
instrumentul formarii individului ca personalitate.
Pentru Platon, educatia ar fi arta de a forma bunele deprinderi sau de a dezvolta atitudinile
native pentru virtute ale acelora care dispun de ele.
Aristotel, in lucrarea sa Politica, considera ca educatia trebuie sa fie un obiect al
supravegherii publice, iar nu particulare. In consecinta, ea trebuie sa pregateasca viitori cetateni.
Aceasta pregatire trebuia sa se fac diferentiat dupa modelul in care cele trei aspecte ale sufletului
(vegetativ, animal, rational) se distribuie in randul oamenilor.
Relatia educativa este complexa, determinata de numerosi factori. Se realizeaza intre
comportamente globale (educator-educat). Actiunea educatorului este directiva, intentionata,
constienta, orientata de scopuri si obiective care anticipeaza transformari in comportamentul invatat
al educatului. Acesta nu asimileaza automat, el fixeaza, filtreaza, prelucreaza activ, include cele
invatate in propriile structuri.
Piaget considera ca scoala trebuie sa fie conceputa cu un centru de activitati reale, practice,
desfasurate in comun, in asa fel nct inteligenta logica sa se formeze in functie de actiunea si de
schimbarile sociale.
Educaia ecologic influeneaz activitatea uman asupra mediului nconjurtor. n acest
context educaia ecologic i ajut pe copii s neleag influena comportamentului lor asupra
calitii mediului. Ea se bazeaz pe cunoaterea mediului, dar are i o component afectiv:
domeniul responsabilitii, sistemul de valori, atitudini necesare construirii unei societi durabile.
Cercetrile din Psihologia cognitiv i sociocognitiv indic faptul c pentru a nva dou
condiii eseniale sunt necesare: elevii trebuie s-i doreasc acest lucru i s poat s fac acest
lucru. Prima condiie presupune motivarea elevului pentru a face efortul necesar pentru a nva, iar
cea de-a doua presupune utilizarea strategiilor de predare nvare adecvate, scopul fiind acela ca
elevii s-i mbogeasc cunotinele. Pentru aceasta, profesorul are un rol primordial i decisiv.
Elevilor le place s se joace. Dar pentru elevii cu cerine educative speciale, aceasta este o
activitate care devine necesar. Aceti elevi prezint, de obicei, dificulti de nvare, precum i
capacitate redus de atenie i de concentrare. Prin acest tip de activitate, ei pot descoperi mai uor
lumea care-i nconjoar, astfel pot aciona n mod creativ, pentru c strategiile jocului sunt, de fapt,
strategii prin care este antrenat ingeniozitatea, spontaneitatea, imaginaia inventiv, rbdarea,
curajul. Pentru a nva, aceti elevi trebuie s fie motivai s fac acest lucru.
nvarea centrat pe elev are ca scop sporirea succesului elevilor, concentrndu-se pe ceea
ce este necesar pentru a mbunti experiena de nvare a acestora i implicarea lor activ n acest
proces, precum i satisfacia pe care le-o d aceast nvare. Acest lucru trebuie s se nscrie n
contextul general al mbuntirii oportunitilor oferite tinerilor. Scopul implicit este, de asemenea,
acela de a le permite s aib ncredere n procesul de nvare, astfel nct s poat continua s i
pun n aplicare aptitudinile de nvare la locul de munc, la vrsta maturitii, precum i n
procesul de nvare continu.
Educatia constituie activitatea cu functie generala de formare-dezvoltare permanenta a
personalitatii umane pentru integrarea n viaa sociala, conform finalitatilor asumate, proiectate,
realizate si dezvoltate prin actiuni specifice.

384
 BIBLIOGRAFIE:
1. Cerghit, Ioan - ,,Perfecionarea leciei n coala modern, Editura didactic i pedagogic,
Bucureti, 1984,
2. Cucos Constantin - Pedagogie,Editura Polirom, 2001
3. Nicola Ioan Tratat de pedagogie scolara, Editura ARAMIS, 2003
4. Ionescu George - ,,Psihoterapia, Editura tiinific, Bucureti, 1990.

IMPLICAII PSIHOPEDAGOGICE ALE ELEVILOR CU TULBURRI DE NVARE

prof. n nv. primar, Pricob Viorica Simona
coala gimnazial ,, Alexandra Nechita , Vaslui

Tot ceea ce n-avem de la natere i de care avem nevoie cnd suntem mari, ne este dat
prin educaie. Aceast educaie ne vine de la natur, de la oameni sau de la lucruri.
(Jean Jacques Rousseau)

Dreptul la educaie este unul dintre drepturile fundamentale 57 ale omului i temelia unei
societi drepte, angajat pe cale progresului i prosperitii. Educaia nu este un sistem n sine, ci
un serviciu n folosul comunitii. Astfel, fiecare copil are caracteristici, interese, abiliti i cerine
de nvare unice i de aceea, pentru ca dreptul la educaie s aib finalitate, trebuie concepute
sisteme educaionale care s in seama de aceast diversitate de caracteristici i cerine. Trecerea
ctre educaia incluziv58 pentru toi copiii presupune un proces de schimbare care se refer la
dezvoltarea de politici i practici incluzive n domeniul curriculum-ului, formrii profesionale a
cadrelor didactice, evaluarea procesului educativ i a promovrii unui parteneriat implicat ntre
coal i toi factorii educaionali.
Pornind de la principiile acestui tip de educaie, avem posibilitatea s intervenim pentru a
modifica unele reprezentri defavorabile pentru copiii cu deficiene sau cu dificulti de nvare.
Totodat, cred c este absolut necesar s se renune la marginalizarea acestor copii i s ncepem s
luptm pentru integrarea lor. Este timpul ca prin activitatea de cercetare i de aciune educativ s
promovm imaginea real a ceea ce nseamn coala pentru toi i, n acelai timp, s i
convingem pe prini i pe celelalte cadre didactice din coala de mas de necesitatea i avantajele
integrrii acestor copii n sistemul obinuit de nvmnt.
Pentru acest lucru este nevoie a se elabora un plan de educaie individualizat (personalizat)
care s rspund tuturor nevoilor i cerinelor celor care beneficiaz de educaie special i asisten
psihopedagogic. Planul trebuie s concretizeze:
o obiectivele realizabile att pe termen scurt, ct i pe termen lung;
o tipurile de sevicii acordate i stategiile de rezolvare;
o programul i orarul desfurrii programului;
o standardele de evaluare.
Programul de educaie individualizat presupune o serie de etape concretizate n urmtoarele
componente:
o cunoaterea psihopedagogic a elevului;
o planul de servicii personalizat;
o planul de intervenie;
o adaptarea curricular.

57
Art. 32 din Constituia Romniei din anul 1991, republicat n anul 2003
58
Educaia incluziv, ca sintagm, apare prin 1990 la Conferina Mondial Educaia pentru toi; satisfacerea
nevoilor de baz ale nvrii, de la Jomtiem Thailanda bazndu-se pe principiul incluziunii care este mai
cuprinztor dect cel al integrrii.
385
 Programul de intervenie personalizat se integreaz ntr-un proces de construcie a copilului/
elevului deficient intergrat n activitile colare. Tot mai frecvent se vorbete de o categorie aparte
de elevi, i anume de elevii cu tulburri de nvare. Acetia sunt adeseori numii copii cu tulburri
de nvare sau elevi cu deficiene de nvare.
Depistarea particularitilor vieii psihice ale acestei categorii de elevi constituie un domeniu
nou de cercetare pentru medici, psihologi, pedagogi, psihopedagogi. Deficienele de nvare sunt o
categorie eterogen, indivizii posednd o serie de comportamente i caracteristici specifice.
Intervine o problem care aparine caracteristicilor intrinseci ale individului; problema este cauzat
de disfunciile sistemului nervos central. Deficienele de nvare pot aprea asociate cu alte
categorii de deficiene, n special cu tulburri emoionale:
o copilul poate avea dificulti legate de ascultare, vorbire, citire, scriere, nelegere i
formarea deprinderilor matematice i sociale;
o deficienele sunt cauzate de tulburrile funciilor creierului;
o deficienele de nvare pot fi cauzate n anumite condiii de influenele sociale i de
deficitele de atenie ale persoanei.
Principalele tulburrii ntlnite la elevii cu deficiene de nvare sunt:
1. deficiene de atenie;
2. deficiene de motricitate general i fin cu dificulti de coordonare spaial a
motricitii fine i, n general, cu un nivel srac al actelor motorii;
3. dificulti n prelucrarea informaiilor perceptive, vizuale i auditive;
4. lipsuri n dezvoltarea unor strategii cognitive de nvare;
5. tulburri ale limbajului oral legate de recepie; nedezvoltarea vocabularului; slaba
component lingvistic i prezena deficienelor de limbaj;
6. dificulti de citire;
7. dificulti de scriere;
8. dificulti n realizarea activitilor matematice;
9. tulburri de comportament social determinat de nivelul foarte sczut al formrii
deprinderilor sociale.
Recuperarea elevilor cu dificulti de nvare este un proces deosebit de complex bazat pe
cteva principii:
o recompensarea elevilor care ncearc;
o evitarea recompensrii comportamentelor indezirabile;
o evitarea pedepselor;
o promovarea spiritului de echip;
o valorificarea motivului activitii mai mult dect jocul motivelor;
o oferirea elevilor a unei definiii realistice a succesului i a eecului.

Pentru a veni n sprijinul celor scrise mai sus voi relata pe scurt un studiu de caz aplicat elevului
C.I., n vrst de 8 ani, care prezenta deficiene de nvare i de adaptare colar, elev integrat ntr-
o coal de mas. Astfel, mi-am ndreptat atenia spre a aciona n mai multe direcii:
A. La nivelul elevului:
o cunoaterea particularitilor specifice dezvoltrii psihice i ntocmirii fiei de
cunoatere psihopedagogic i social a elevului;
o antrenarea n activiti preferate de acesta i gsirea de noi sarcini n cadrul clasei;
o construirea unei imagini de sine pozitive, evideniind punctele tari ale
personalitii n cadrul convorbirilor individuale.
B. La nivelul clasei:
o antrenarea colectivului n ajutorarea colegului aflat n dificultate;
o nvarea n perechi (elev-elev; nvtor-elev) sau n grupuri mici;
o colaborarea i ntrajutorarea la activiti diverse (educaie plastic, abiliti practice);
386
 o antrenarea n jocuri i roluri a copilului integrat.
C. La nivelul familiei:
o consilierea prinilor de ctre nvtor i psiholog;
o stabilitatea unui climat afectiv ntre copil i membrii familiei;
o promovarea unei concepii pozitive asupra propriului copil i contientizarea rolul pe
care l au n dezvoltareasa ulterioar;
D. La nivelul nvtorului:
o nelegerea faptului c fiecare copil cere dreptul de a primi o educaie adecvat
potenialului intelectual i aptitudinal;
o stabilirea unor sarcini de nvare privind ameliorarea, recuperarea i integrarea
social a copilului integrat;
o disponibilitatea de a lucra cu altfel de copiim de a afla problemele cu care se
confrunt i de a gsi soluii;
o transparen i flexibilitate n evaluare;
o stabilirea descriptorilor de performan difereniai pentru elevul cu dificulti de
nvare;
o stimularea elevilor n susinerea reciproc la activiti colare.
Rezultate obinute: la sfritul clasei I s-a remarcat o cretere a randamentului de nvare;
relaiile dintre ea i colegi au devenit apropiate; s-a schimbat atitudinea fa de propriul copil;
elevul particip cu interes la lecii.
Dac strategiile tradiionale i propun cultivarea relaiilor de prietenie de nelegere ntre
copii, strategiile incluzive au o implicaie mai profund. Realizarea unui program de recuperare
educaional a elevilor cu tulburri de nvare presupune din partea cadrului didactic rigoare
tiinific, mult rbdare, tact pedagogic, imaginaie n crearea materialelor didactice auxiliare.
Toate acestea i nva pe copii s se accepte aa cum sunt, indiferent de etichetele pe care
societatea le pune.

Educaia social bine fcut poate ntotdeauna s scoat dintr-un suflet, oricare ar fi el,
folosul ce conine.
(Victor Hugo)
BIBLIOGRAFIE:
1. Coman S., Parteneriat n educaia integrat a copiilor cu cerine educaionale speciale,
Editura Spiru Haret, 2001;
2. Urea R., Relaia dintre coala special i coala de mas n sistemul educaiei speciale,
articol publicat n revista nvmnt precolar nr. 1-2/1999;
3. Popovici D.V., Elevii cu tulburri de nvare, n: Educaia integrat a copiilor cu
handicap, UNICEF Romnia, noiembrie 1998;
4. Mircea V., Programul de intervenie personalizat n activitatea de dezvoltare i nvare
a elevului deficient (II), n revista nvmnt precolar nr. 1/2001.

387
 ROLUL PRINILOR N ACTIVITATEA DIDACTIC

Prof. Petrescu Mihaela- Iuliana

coala Profesional Valea Stanciului, Dolj

Trezirea interesului pentru activitatea colar este punctul de plecare pe trmul cunoaterii i n
acelai timp cheia succesului n activitatea didactic pentru fiecare profesor ct i pentru elevii si.
coala tradiional desparte principial educaia colar de cea din familie. n mod tradiional
parinii erau solicitai doar la susinerea material i administrativ a clasei sau colii. coala i
rezerv dictatul asupra metodelor de educaie teoretic, parinii fiind simpli supraveghetori ai
ndeplinirii lecilor.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care dispun
foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la internet
i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i deprinderi
odat cu asimilarea cunotinelor necesare demersului de nvare. Unii prini se simt dezarmai
fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei, computerului
sau telefoanelor de ultim generaie. O soluie care s mbuntesc calitatea relaiilor dintre
generaii este nvarea intergeneraional .

Beneficii:
-pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de
conectare la valorile i tradiiile socio-culturale;
-pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare a abilitilor de
lucru cu noile tehnologii, se pot conecta direc la preocuprile copiilor lor beneficiind astfel de o
capacitate crescut de cunoatere i interacionare;
Acest colaborare poate avea loc la nivelul colii, prin activiti comune prini-copii facilitate de
profesori, care pot cuprinde:
1. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i implic
resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete pentru
serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un exempu
de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii pot nva cum se realizeaz un
origami, un colaj sau jucrii din materiale reciclabile.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate dobndi
n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de tip
pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a demersului
civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

Proiectul educaional Prinii n mijlocul copiilor

Proiectul educaional Prinii n mijlocul copiilor este un proiect pe care l desfor
mpreun cu prinii elevilor mei. Prin acest proiect urmresc promovarea unor schimbri n
mentalitatea tradiional a prinilor n raport cu poziia copilului n familie, implicarea acestora n
activitile colare, reducerea absenteismului colar.
Am considerat c implicnd prinii n activiti colare i extracolare, acestea vor fi mai
atractive pentru elevi, iar prinii vor fi mai implicai i mai contieni de actul didactic, de
importana colii n viaa copilului, realiznd, astfel progres n activitatea didactic.

Redactare i monitorizare:
1. Locul desfurrii sal de clas
388
 2. Obiectivul general al proiectului:
mbuntirea rezultatalor colare (capaciti, atitudini) prin participarea prinilor
Grupul int: prini
3. Beneficiari direci i indireci:
-prini
- copii
-coal
4. Obiective specifice:
-implicare n cunoaterea politicilor promovate de coal (alegerea opionalelor,
managementul clasei, programe colare)
-contientizarea progresului sau eecului copilului, a schimbrilor survenite n evoluia lui,
nevoile , ncrederea n forele proprii
-utilizarea prinilor ca surs de nvare, n realizarea de materiale didactice
-organizarea activitii extracolare, a timpului liber
5. Rezultate ateptate:
-abiliti, deprinderi de natur intelectual
-mbuntirea situaiei colare
-asigurarea unui mediu propice nvrii i educrii
-interesul prinilor pentru coal
-bune practici pentru prini
6. Modaliti de monitorizare i evaluare a rezultatelor proiectului:
-rapoarte semestriale
-fi de evaluare a activitii
-portofoliul proiectului
7. Impactul mplementrii proiectului asupra grupului int, asupra colii, asupra altor
parteneri:
-prini mai receptivi la cerinele colii
-prinii vor acorda sprijin susinut copiilor
-prinii se vor instrui i se vor educa alturi de copiii lor
-copiii se vor mobiliza pentru a obine rezultate mai bune la nvtur
-copiii se vor bucura de interesul prinilor pentru a le diversifica activitile de timp liber
-copiii vor descoperi n prini adevrai prieteni
-interesele colii promovate de prini ca pe propriile lor interese
-coala va avea n prini sprijin n instruire i educare
-cadrele didactice vor fi cel puin mulumite de interesul prinilor
8. Modaliti de continuitate dup ncheierea proiectului:
-solicitri din partea prinilor pentru anumite teme de interes, propuneri
9. Activiti de promovare, mediatizare n timpul i dup derularea proiectului:
-ntlniri periodice, ore de consiliere
-activiti practice, expoziii cu lucrri ale elevilor
-vizionarea unor casete, realizarea unor portofolii
-excursii,drumeii, vizite la domiciliul elevilor
-serbri
10. Parteneri implicai n proiect:
-profesori,directorul colii
11. Activiti propuse n timpul desfurrii proiectului:
-S lucrm mpreun - Lansarea proiectului
-Participarea la concursuri colare i extracolare- confecionarea unor felicitri din material
reciclabile, ncondeierea oulelor, origami

389
-Ne intereseaz ce fac copiii notri n timpul liber. Petrecerea a ct mai mult timp liber cu copiii. -
Pregtirea suplimentar- un mare ajutor n formarea instructiv-educativ a copilului (acas, la
coal, prin cercurile colare)
-Ne relaxm mpreun, ne cunoatem mai bine(serbri, vizite, excursii)
Prin acest parteneriat mi-am propus o interaciune, colaborare, cooperare ntre factorii
educaionali familie-coal-societate, care s-a soldat cu rezultate foarte reuite.

Bibliografie:
Cristea S., Pedagogie general. Managementul educaiei, Editura Didactic i pedagogic,
Bucureti, 1996
Cuco C., Pedagogie Editura Polirom, Bucureti , 2002
Salade D., Perfecionarea personalului didactic n pas cu cerinele unui nvmnt modern, 2005
Autor: psih. Dr. Valeria Ecaterina Purcia
Intergenerational Learning (2012) eTwinning learning
eventshttp://www.scoalaparintilor.ro/educatie/participarea-parintilor-la-educatia-copilului-

O ALT MODALITATE DE ABORDARE A LECIILOR

LA DISCIPLINA ECOLOGIE

Prof. DUROI ALICE-ISABELA

Liceul Tehnologic Constantin Brncoveanu, Trgovite, judeul Dmbovia

Aceast lucrare este rezultatul participrii mele la activitatea de formare continu O

sptmn de curs pentru profesorii de tiine. S facem tiinele mai atractive, desfurat n
Cheltenham, Marea Britanie, n perioada 4 -12 iunie 2011 i finanat prin Programul de nvare
pe tot Parcursul Vieii i prin Fondul Social European POS-DRU 2007-2013. O alternativ
modern de abordare a leciilor de ecologie este folosirea metodei CLIL Coninutul i limbajul
integrat pentru nvarea bilingv, o parte a procesului de predare-nvare desfurndu-se
ntr-o alt limb dect limba matern a elevilor, de exemplu n limba englez.
This study is a result of my participation to training activity One week course for european
teachers of science. Making science more attractive held in Cheltenham, the United Kingdom,
where I have participated during the period 4-12June, 2011. This course was supported financially
by LLP and FSE, POS-DRU 2007-2013. An alternative modern approach to lessons of ecology is
using CLIL method ( Content and Language Integrated Learnin, a part of the teaching-learning
process takes place in a other language than mother tongue of students, for example, in English.

Aceast lucrare este rezultatul participrii mele la activitatea de formare continu One week
course for european teachers of science. Making science more attractive - O sptmn de curs
pentru profesorii de tiine. S facem tiinele mai atractive, desfurat n localitatea Cheltenham
din Marea Britanie, curs la care am participat n perioada 4 -12 iunie 2011.
Acest curs a fost finanat prin Programul de nvare pe tot Parcursul Vieii i prin Fondul
Social European POS-DRU 2007-2013.
Participanii la acest curs au fcut parte din urmtoarele ri: Italia, Croaia, Turcia, Lituania,
Finlanda, Republica Ceh i Romnia.
Activitatea de formare s-a concentrat pe urmtoarele teme:

390
 - Compararea didacticii predrii tiinelor naturii, a curriculumului, materialelor, metodelor
i standardelor de evaluare, a politicilor naionale educaionale n domeniul tiinelor
naturii, n diferite ri europene;
- Oportunitatea predrii tiinelor prin intermediul unei limbi strine Coninutul i
limbajul integrat pentru nvarea bilingv( Content and Language Integrated Learning -
CLIL) ;
- Predarea tiinelor prin intermediul vizitelor educative la muzeele de tiine ale naturii;
- Desfurarea de activiti instructiv-educative cu elevii n cadrul unor festivaluri cu
tematic tiinific, de exemplu Festivalul de tiine;
- Vizite n coli din Marea Britanie ( Nova Hreod College i Malmesbury School ), n
vederea asistrii la desfurarea unor lecii moderne de tiine, inute de profesori
britanici, cu vast experien didactic.
n perioada actual, protecia mediului este o problem a umanitii, la scar mondial.
Problemele de protecie a mediului sunt deosebit de complexe i vizeaz toate sectoarele de
activitate, economice, sociale i politice. Activitatea omului, orientat spre valorificarea resurselor
naturale, a afectat ntotdeauna starea factorilor de mediu.
O alternativ modern de abordare a diverselor probleme de mediu n cadrul leciilor de tiine
ale naturii, o reprezint folosirea metodei CLIL Coninutul i limbajul integrat pentru nvarea
bilingv ( Content and Language Integrated Learning CLIL ).
Prin aplicarea acestei metode, o partea procesului de predare-nvare se desfoar ntr-o alt
limb dect limba matern a elevilor, de exemplu n limba englez. Astfel, elevii au posibilitatea s
dobndeas noi cunotine ce corespund disciplinei de specialitate predate, dar i s-i exerseze
cunotinele i abilitile de a comunica ntr-o limb strin.
Avantajele utilizrii acestei metode didactice moderne sunt:
- mbuntirea competenelor lingvistice;
- Dezvoltarea abilitilor de comunicare intercultural;
- Se creeaz posibilitatea studierii coninutului tiinific din diferite perspective.
O exemplificare elocvent a folosirii metodei CLIL, o reprezint predarea leciei Ecosisteme
antropice Ecosisteme urbane, la disciplina Ecologie, clasa a IX-a, att n limba romn ct i n
limba englez.
Subiectul activitii
Descrierea tipurilor de ecosisteme urbane, discutarea impactului pe care l are urbanizarea
asupra mediului nconjurtor, dezbaterea msurilor impuse de autoriti n scopul protejrii
mediului nconjurtor.
Obiectivele activitii
Activitatea propus este considerat ca o contribuie la educaia pentru mediu, prin
promovarea competenelor i atitudinilor specifice formrii i dezvoltarii unei gndiri ecologice;
exersarea cunotinelor i abilitilor elevilor de comunicare n limba englez.
Abiliti / Competene dobndire de elevi
Inelegerea impactului activitilor umane asupra mediului;
Cultivarea la elevi a dorinei de a ocroti, de a respecta i de a proteja natura;
Dezvoltarea competenelor cognitive;
mbuntirea competenelor de limba englez;
Dezvoltarea abilitilor de comunicare intercultural.
Descrierea sarcinii de lucru
Realizai un eseu cu tema Ecosisteme antropice Ecosisteme urbane, respectnd
urmtoarele cerine:
- Definii att n limba romn ct i n limba englez ecosistemul antropic;
- Descriei principalele tipuri de ecosisteme urbane, att n limba romn ct i n limba
englez;

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 - Precizai, n limba romn ct i n limba englez, 3 consecine ale procesului de
urbanizare asupra mediului nconjurtor;
- Indicai, n limba romn ct i n limba englez, 3 msuri impuse de autoriti, cu scopul
protejrii mediului nconjurtor.
- Subliniai noiunile specifice temei, din textele scrise n limba englez

Proces: Se alctuiesc grupe de cte 4 elevi. Fiecare grup realizeaz un eseu cu tema
Ecosisteme antropice Ecosisteme urbane, respectnd cerinele precizate de profesor. Materialele
realizate de fiecare grup de elevi vor fi prezentate i discutate n faa clasei.

Nivel educaional propus : Activitatea este recomandat pentru elevii claselor a IX-a
Disciplina de studiu: Ecologie
Tip de activitate: Predare-nvare
Timp alocat : Activitatea se desfoar pe durata unei lecii de 50 de minute.
Evaluare: Observarea activitii i a comportamentului elevilor, fi de evaluare

BIBLIOGRAFIE:

N.Ghenescu, G.Dragusoiu, I.Onutu, Manualul de Ecologie, Editura LVS Crepuscul, 2004;

Gh.Mohan, A.Ardelean, Ecologie si Protectia Mediului, Editura Scaiul, 1993
Leon Levitchi, Dicionar romn-englez, editura Teora, 2009
ulea Tsic, Genesis. Repere ale educatiei ecologice n liceu, 4-5:96-98, 2004
http://www.softpedia.com/
http://www.encartaencyclopedia.com/

BUCURIA DE A AVEA PRIETENI

Prof. Trifu Daniela,
Grdinia Ciupercua, Bucureti

Argumentul pornete de la ideea c prinii sunt primii educatori ai copilului. Misiunea de

a-l educa este completat apoi de profesionitii din instituiile de nvmnt prin aplicarea unei
metodologii i a unui curriculum specific vrstei acestuia. Dar educaia copilului, vzut ca membrul
cel mai tnr ai unei comuniti, este responsabilitatea ntregii comuniti i poate s nceap nc
de la grdini. Grdinia, prin implementarea unor proiecte de parteneriat, caut soluii prin care s
fie util societii, introducndu-l pe copil n viaa acesteia prin: sprijin comunitar oferit diferitelor
complexe de servicii sociale, cunoaterea valorilor culturale, invitarea membrilor comunitii la
evenimentele importante ale grdiniei, participarea precolarilor la unele activiti organizate de
comunitate.
Scopul l constituie realizarea unui parteneriat eficient ntre Grdini i Centru de
Plasament i ngrijire prin organizarea i desfurarea periodic a unor activiti comune n vederea
sensibilizrii comunitii locale cu privire la situaia copiilor orfani, precum i dezvoltarea
voluntariatului n domeniul asistrii i oferirii de sprijin pentru acetia.
Obiectivele sunt n concordan cu activitilor desfurate:
1) Familiarizarea precolarilor cu aspecte din viaa comunitii n scopul sensibilizrii precolarilor
fa de situaia copiilor orfani;
2)Organizarea unor activiti comune cu partenerii implicai care s contribuie la lrgirea
universului informaional al precolarilor;
3) Creterea interesului i orientarea precolarilor i prinilor spre cerinele comunitii n scopul
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ntrajutorrii semenilor i a persoanelor aflate n dificultate.
Grupul int: Beneficiarii: precolarii, copiii de la Centru de Plasament i ngrijire;
Parteneri:Grdini, Centru de Plasament i ngrijire, prinii precolarilor.
Prin activitile desfurate (aciuni de cunoatere i de donare a unor produse tradiionale
cu prilejul diferitelor evenimente; participarea precolarilor i copiilor de la Centru de Plasament i
ngrijire la activiti comune; expoziii cu lucrrile copiilor) se ncearc s se dezvluie
precolarilor i prinilor acestora aspecte din viaa comunitii.

Nr. Tema i mijlocul de realizare a activitii Locul Perioada Participani

1. S ne cunoatem! Grdini Octombrie - educatoare

- ntlniri i discuii ntre parteneri n vederea - prini
ntocmirii documentelor, stabilirii - partenerii
responsabilitilor i a calendarului de de la Centru
activiti;
2. Aa e toamna pe la noi! Centru de Noiembrie - educatoare
- sptmna fructelor i legumelor donate Plasament - prini
vizit i activitate de donare de fructe i de i ngrijire - precolari
legume organizat cu sprijinul prinilor din - copiii de la
grdini; Centru
3. Am venit s colindm! Grdini Decembrie - educatoare
program de colinde dedicat srbtorilor de - precolari
iarn i realizarea comun de ctre copii a unor - copiii de la
felicitri i ornamente pentru mpodobirea Centru
bradului;
4. Mriorul prieteniei Centru de Martie - educatoare
- realizarea comun a unor mrioare; Plasament - precolari
i ngrijire - copiii de la
Centru
5. Dar din dar se face rai! Centru de Aprilie - educatoare
- activitate de donare de produse tradiionale de Plasament - prini
Pate organizat cu sprijinul prinilor din i ngrijire - precolari
grdini; - copiii de la
Centru

6. Bucuria de a avea prieteni Grdini Iunie - educatoare

- expoziie de lucrri artistico-plastice ale - prini
copiilor i realizarea de ctre fiecare instituie a - precolari
unui album cu aspectele cele mai semnificative - copiii de la
din cadrul parteneriatului. Centru

Resurse: - umane: precolari, cadre didactice, prini, partenerii i copiii de la Centru de

Plasament i ngrijire;
- materiale: materiale didactice; fructe, legume i produse tradiionale; culegere de
cntece i poezii, CD muzic; costume serbare; diplome de participare; aparat foto.
- temporale: un an colar
Rezultatele obinute n urma desfurrii activitilor pot fi:

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 1) directe (participarea activ i responsabil a precolarilor la viaa comunitii, formarea
unor abiliti de lucru n echip (comunicare, colaborare), expoziie cu lucrrile copiilor, album
foto, diplome de participare);
2) indirecte (stabilirea unor relaii de prietenie ntre precolari i copiii de la Centru de
Plasament i ngrijire, cunoaterea i nelegerea implicrii i ntrajutorrii semenilor, promovarea
n comunitate a unei imagini pozitive a partenerilor implicai).
Modalitatea de evaluare poate fi:
- curent (la sfritul fiecrei activiti): - aprecieri verbale;
- produse ale activitii copiilor.
- final (la sfritul proiectului): - portofolii ale copiilor;
- expoziii tematice;
- rapoarte de activitate.

BIBLIOGRAFIE:
1. Curriculum pentru nvmntul precolar. Prezentare i explicitri, DPH, Bucureti,
2009, pag. 101-102;
2. Boca Cristiana (coord.), mpreun pentru copii: grdinia i comunitatea, Educaia
2000+, Bucureti, 2009, pag. 65-72.

PROIECT EDUCAIONAL INTERNAIONAL DESFURAT N PARTENERIAT

SIMIM LA FEL N ORICE LIMB VORBIM
prof. Luchici Radmila
prof. Secoan Nicoleta
Grdinia P.P. 23, Timioara

Proiectul educaional se desfoar n parteneriat, ntre grdinie din Timioara, Arad,

Centrul de grdinie din Vre, Serbia i Mako, Ungaria.
Odat cu schimbrile din ultima vreme se pune un accent tot mai mare pe transferul forei de
munc spre occident, copilul insoindu-i prinii n alte ri i uit de cele mai multe ori
meleagurile natale.
Proiectul educaional propus dorete s sdeasca n sufletul copilului sentimente de
apartenen fa de regiunea natal prin cunoaterea istoriei, reliefului, a tradiiilor i obiceiurilor
din Banat pe care apoi s nu le uite niciodat.
Datele statistice confirm faptul c n Banat coabiteaz peste 20 de etnii i grupuri etnice
(romni, sarbi, germani, maghiari, evrei, igani, slovaci, croai, bulgari, ucraineni, polonezi, italieni,
turci, ttari, cehi, greci, armeni, francezi, rui, arabi), care se manifest religios n 8 confesiuni
(ortodox, romano-catolic, greco-catolic, luteran-evanghelic, reformat-calvinist, iudaic, neo-
protestant, islamic) i se exprim n peste 20 de limbi. Toate etniile amintite i-au organizat n
ultimele trei secole forme de expresie cultural n spaiul citadin i rural. Cel mai important lucru
ns este c aceste forme nu au funcionat monadic, ci au interferat. Bi, tri- sau chiar
cvadrilingvismul elitelor intelectuale, dar i al majoritii locuitorilor Banatului pn n anii de dup
al doilea rzboi mondial (cnd configuraia etnic a regiunii se modific sensibil prin plecarea
germanilor i a evreilor i prin noile colonizri cu populaie romneasc din celelalte regiuni ale
rii) a funcionat ca un factor de comunicare i apropiere decisiv.
Aceast apropiere dorim s o simim i noi, dup ce vom parcurge acest proiect mpreun, noi
bnenii din Romnia cu cei din Serbia i Ungaria.

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 SCOPUL proiectului este de a stimula i valorifica interesul copiilor fa de inuturile natale,
fa de regiunea Banat din Romania, Serbia i Ungaria.
Grupul int sunt copiii precolari; elevii; cadrele didactice; prinii.
Partenerii proiectului sunt reprezentanii I.S.J.- Timi; Muzeul Banatului, Institutul intercultural,
Timioara
Resursele materiale folosite pentru proiect sunt atlasurile, crile de specialitate, jocuri specifice
temei, pliante, vederi actuale i retro, costume populare, DVD-uri, CD-uri, obiecte de artizanat
specifice zonei, hrti geografice, nregistrri cu muzica etniilor din Banat, materiale didactice
auxiliare, aparatura logistic necesar desfurrii activitatilor, materiale informative.
Obiectivele specifice privind copiii prescolari sunt:
s cunoasc regiunea n care triesc;
s cultive sentimente de apartenen fa de regiunea natal;
s formeze sentimente de prietenie fa de copiii bneni din rile vecine;
s cunoasc i s promoveze interferenele istorice i culturale din Banatul romnesc,
srbesc i maghiar;
s colaboreze n desfurarea de activiti comune;
s se cunosc reciproc n scopul mbuntirii comunicrii i legarii de prietenii .
Obiectivele specifice privind cadrele didactice:
s-i mbogaeasc cunotiinele referitoare la regiunea Banat;
s cunoasc metode noi de nvare prin parteneriate;
s lucreze n echip pentru atingerea obiectivelor propuse.

CALENDAR DE DESFURARE AL ACTIVITILOR EDUCATIVE.

Nr. DATA ACTIVITATEA LOCUL DE RESPONSABILI

DESFASURAE

1 Septembrie Intocmirea proiectului i a Vrse, Mako, educatoarele

parteneriatelor Arad
i Timioara
2 Centrul de educatoarele,
Octombrie Lansarea public a proiectului Informare pentru comunitatea
educatoare, locala,
prini i copii, mass-media
Timioara
3 Octombrie Participarea la Congresul: Universitatea de educatoarele
Identitatea culturala a Vest, Timisoara
romnilor
4 Noiembrie Vizita la Muzeul Satului, aleeaMuzeu, Padurea- copiii,
etniilor Verde educatoarele
5 Decembrie Mo Crciun cu obiceiurile n grdiniele educatoare,
lui partenere prini, copii
6 Ianuarie Participarea la, srbtoarea Liceul Dositei copii, educatoare,
srbilor , Sfantul Sava. Obradovici, cadre did.
Opera din
Timioara
7 Februarie Vizita la Muzeul de Etnografie Muzeul Banatului Copii, cadre did.,
al Banatului specialisti

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8 Martie nvarea horei din Banat Grdinie Copii, instructori,
educatoare
-dansuri populare

10 Aprilie Participarea la Festivalul Teatrul din Copiii,

etnografic al precolarilor, Vrse, educatoarele,
Vrse, Serbia, ediia II prinii.
Serbia

11 Mai Evaluare parial lucrri La grdinie Copii, educatoare,

colective cu tema proiectului prini.
Confecionm albume

12 Mai Vizite la obiectivele culturale Teatre, coli, Copii,edacatoare,

ale etniilor din Banat biserici specialiti

13 Iunie Participarea la Festivalul Mako, Ungaria Copii, educatoare

etniilor

14 Iunie Evaluare final Centrul de Educatoare,

informare pentru prini,
educatoare, colaboratori.

BIBLIOGRAFIE :
1.*** Progama activitatiilor instructiv-educative in gradinita de copii, Bucuresti, 2000.
2.*** Metoda proiectelor la varstele timpurii, Editura Miniped, Bucuresti, 2002.
3. L. Ezechil, M. Paisi Lazarescu, Laborator prescolar (ghid metodologic), editura V&Integral,
Bucuresti, 2001.
4. www. interculturalitatea. ro

MPREUN N LUMEA CRILOR PROIECT

Prof. nv. Precolar Juberianu Marcela-Simona

Grdinia P.N. Nr. 8 Reia Structur Din Grdinia P.P. Semenic Reia

1. ARGUMENT
Crile sunt cei mai tcui i mai constani prieteni, sunt cei mai accesibili i mai nelepi
consilieri i cei mai rbdtori profesori. Charles William Eliot
Lectura ofer posibilitatea omului de a explora cu ochii minii lumea nevzut a crilor i
de a tri experiene de via remarcabile fr a fi nevoie s triasc mai multe viei.
La vrsta precolar, atunci cnd copiii dobndesc deprinderea de a-i exprima ideile,
impresiile, gndurile, dorinele ntr-o form nou, inteligent, cursiv, creatoare, cititul poate
deschide noi orizonturi de cucerit i noi ci de strbtut.
ntr-o lume cucerit de audio-vizual, familiarizarea copiilor cu lectura, cartea, cu valorile
literare naionale sau internaionale este vital.

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 Lectura dezvolt vocabularul, l ajut pe copil s se exprime mai uor i mai frumos
indiferent de circumstane. Plcerea pentru lectur se nva nc din copilrie i este de datoria
cadrelor didactice, dar i a prinilor s insufle acest obicei copiilor.
Grdinia i coala sunt instituiile unde se manifest i sunt ncurajate experienele de debut
ale copilului n domeniul limbajului, locul n care se nregistreaz primele contacte ale acestuia cu
cartea, cu limbajul scris.
Cultivarea limbii reprezint obiectivul esenial n formarea copiilor cu o cultur
comunicaional i literar de baz, capabili s neleag lumea n care triesc i s o transforme, s
se cunoasc pe sine, s recepteze i s transmit mesaje, exprimndu-i gndurile i sentimentele
ntr-un limbaj bogat, nuanat i corect din punct de vedere gramatical.
2. SCOPUL PROIECTULUI
Dezvoltarea interesului pentru lectur n perioada precolaritii i colaritii mici;
dezvoltarea creativitii, a expresivitii i capacitii de a nelege mesajul scris; dezvoltarea
respectului pentru carte i pentru autorul acesteia; nelegerea importanei lecturii, a influenelor
axiologice pe care aceasta le poate avea asupra dezvoltrii personalitii copiilor.
3. OBIECTIVE SPECIFICE
Privind precolarii i colarii mici:
- formarea unei atitudini de grij, respect i consideraie fa de carte i autorul ei;
- mbogirea i activizarea vocabularului, dezvoltarea capacitii de exprimare, att n mediul
instituional, ct i n afara lui;
- facilitarea procesului de comunicare ntre copiii de vrste diferite n vederea creterii ncrederii n
sine a precolarilor i dezvoltarea personal a colarilor mici prin asumarea de responsabiliti
derivate din programele educative propuse.
- trezirea interesului pentru lectur, carte i identificarea mesajelor transmise de acestea;
- dezvoltarea creativitii, imaginaiei creatoare, vrst caracterizat printr-un remarcabil potenial
creativ.
Privind prinii:
- contientizarea importanei lecturii n formarea i informarea intelectual, moral i estetic a
copiilor lor;
- implicarea prinilor n desfurarea activitilor instructiv-educative realizate n colaborare cu
grdinia;
- educarea prinilor cu privire la selectarea i recomandarea crilor potrivite vrstei copiilor lor;
- contientizarea prinilor, ca parteneri n educaie, asupra datoriei de a insufla copiilor plcerea
pentru lectur;
Privind cadrele didactice:
- dezvoltarea capacitii de relaionare i cooperare cu membrii echipei, prin promovarea muncii n
echip i n parteneriat;
- abilitarea cadrelor didactice cu capacitatea de a construi un mediu educaional care s motiveze
copilul n procesul de nvare.
4. GRUP INT:
- precolarii i colarii
- prinii precolarilor i ai colarilor;
- cadrele didactice (educatoare i nvtoare).
Beneficiari:
- direci: precolari, colari, prini, cadre didactice;
- indireci: comunitatea.
5. RESURSE (UMANE, MATERIALE, TEMPORALE, FINANCIARE)
Resurse umane:
- copiii precolari
- copiii colari
- cadre didactice;
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 - prinii precolarilor i ai colarilor;
- specialiti
Resurse materiale:
- cri, reviste, cd-uri, softuri educaionale;
- aparat foto, calculator, imprimanta, retroproiector, xerox
- papetrie, materiale specifice activitilor propuse
Resurse financiare:
- autofinanare, sponsorizri
Resurse temporale:
- anul colar 2015 2016, cu posibilitatea prelungirii pentru anul colar viitor;
-
6. CALENDARUL ACTIVITILOR
Nr. Data i locul Tema modaliti de Participani/ Modaliti Responsabili
crt. desfurrii realizare Parteneri implicai de evaluare activitate
1. Noiembrie 2015 ntrunire de proiect Echipa de proiect/ Aprecieri Cadrele
Grdinia P.N. Nr. 8 formarea echipei de Partenerii proiectului verbale didactice
Reia lucru i stabilirea implicate
responsabilitilor
Lansarea proiectului /
Diseminarea
proiectului n unitile
colare partenere
2. Decembrie 2015 Biblioteca din grupa Precolarii Ecusoane Cadrele
Grdinia P.N. Nr. 8 mea colarii bibliotec didactice
Reia recondiionarea implicate
crilor din bibliotec
3. Ianuarie 2016 Dor de Eminescu Precolarii Aprecieri Cadrele
Biblioteca vizit la biblioteca colarii verbale didactice
judeean Paul judeean Paul Expozitie cu implicate
Iorgovici Reia Iorgovici Reia lucrrile
copiilor
4. Februarie 2016 Crticica mea iubit Precolarii Diplome Cadrele
Grdinia P.N. Nr. 8 confecionarea unei colarii didactice
Reia cri implicate
5. Martie 2016 Dar pentru mama Precolarii Aprecieri Cadrele
Grdinia P.N. Nr. 8 moment dedicat colarii verbale didactice
Reia mamelor Expozitie implicate
6. Aprilie 2016 Am i eu ceva de Precolarii Aprecieri Cadrele
Grdinia P.N. Nr. 8 povestit colarii verbale didactice
Reia atelier de lectur, implicate
colarii citind
precolarilor
7. Mai 2016 Liceul Azi precolari, mine Precolarii Aprecieri Cadrele
de Art Sabin colari vizit la colarii verbale didactice
Pua Reia coal Diplome implicate
pentru
precolari
8. Mai 2016 Evaluarea proiectului Echipa de proiect/ Chestionare Cadrele
prezentarea Partenerii proiectului didactice
rapoartelor activitii implicate

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7. REZULTATE ATEPTATE:
- mbogirea fondului de carte al bibliotecilor copiilor implicai n proiect, cu cel puin cinci
cri/grup;
- formarea deprinderii a cel puin 70% dintre copii de a nu deteriora crile;
- cel puin 50% din copii s poat prezenta o carte;
- cooperare i colaborare ntre copii de vrste diferite, ntre copii i aduli;
- cel puin 60% dintre copii s prefere cititul unei cri n locul desenelor animate;
- toi prinii copiilor cuprini n proiect s se implice n organizarea, desfurarea activitilor
educative;
- mbogirea resurselor de informare i documentare n domeniul metodologic, cu cel puin
cinci cri.
8. MODALITI DE MONITORIZARE I EVALUARE:
Monitorizarea
- pe tot parcursul desfurrii activitilor, precolarii vor fi stimulai s participe efectiv i afectiv
la acestea, s manifeste interes n abordarea temelor i implicare n lucru cu materialele puse la
dispoziia lor.
- se realizeaz de ctre conducerea unitii, de ctre prile partenere prin:
verificarea respectrii calendarului activitilor;
feedback-urile pozitive din partea beneficiarilor;
implicarea efectiv i afectiv a membrilor echipei de proiect i partenerilor de colaborare.
Evaluarea
- va consta n expoziii cu lucrri ale copiilor, programe artistice, participarea la concursuri.

Evaluarea se va realiza prin:

Colectarea datelor i evaluarea lor pe tot parcursul proiectului;
Monitorizarea impactului proiectului, att la nivel de grup int, ct i la nivelul comunitii;
Analiza modului de ndeplinire a sarcinilor;
Autoevaluare la nivelul grupelor;
Portofoliul cu aspecte din derularea proiectului.
9. SUSTENABILITATEA PROIECTULUI:

- dialogul permanent care se nate n aciunile educative propuse, ntre cadrele didactice,
precolari/colari i membri ai comunitii locale este un act de cunoatere i cutare de soluii la
problemele ridicate. Pentru a realiza acest dialog toi cei implicai n acest proiect vom coopera n
permanen.
- prin modul cum organizm i desfurm ntreaga palet de activiti, vom reui s dezvluim
copiilor frumuseea lumii mirifice adunat ntre coperile unei cri, o lume fantastic i importana
mesajului transmis cu ajutorul lor, a operelor literare destinate copilriei;
- proiectul este viabil i vrem s fie nc un pas fcut n sensul desfurrii i altor activiti
comune, mprtind astfel fiecare din experiena sa, nvnd unii de la alii.
10. MEDIATIZAREA, DISEMINAREA INFORMAIEI:
Mediatizarea informaiei se va realiza prin:
- Prezentarea proiectului n cadrul Comisiilor metodice, Cercurilor pedagogice;
- Popularizarea proiectului prin Avizierul grdiniei, al colii i al bibliotecilor;
- Invitarea reprezentanilor din media i presa local;
- Rapoarte de activitate.
Diseminarea informaiei:
ntre unitile de nvmnt partenere vor avea loc schimburi de produse i corespondena
ntre copii, redate cu mijloace specifice vrstei (desene i text), ilustrnd parcursul proiectului,
vernisaje de pictur, mici scenete. n colaborare cu instituii din comunitatea locacl, colaboratori ai

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proiectului, se vor organiza aciuni educative cultural-artistice pentru valorificarea celor mai
importante rezultate ale proiectului.
11. PARTENERI:
- Biblioteca judeean
- Grdinia
- Liceul
- Colegiul Naional

EXEMPLU DE PROIECT TEMATIC DE MATEMATIC ALTFEL

prof. Georgescu Mioara,

coala Gimnazial Anton Pann Craiova

Motivaia proiectului:
Cunoaterea unui aspect al tradiiilor anglo-saxone, mult mediatizat, satisfacia demonstrrii
cunotinelor de limba englez n faa prinilor i colegilor, dezvoltarea spiritului de iniiativ i de
competiie, de rezolvare de probleme, folosirea aptitudinilor i talentelor artistice constituie un atuu
al tuturor copiilor, care poate fi utilizat pentru atragerea lor spre studiul matematicii de i cu
plcere.
Resursele proiectului:
Autofinanare susinere din partea profesorului
Umane: elevi, cadre didactice, prini
Materiale: chestionare, fie de lucru i de exerciii, calculator, imprimant, costume,
dovleci-felinar, decoraiuni etc.
Informaionale: site-uri, reviste, cri, emisiuni TV, etc.
Financiare: autofinanare
Parteneriale: prinii, cadrele didactice, conducerea colii
Descrierea Proiectului:
Scopul: acumularea de cunotine noi asupra unor aspecte din tradiia anglo-saxon,
demonstrarea cunotinelor de limba englez, rezolvarea de probleme i exerciii matematice
inedite, dezvoltarea, att a spiritului de echip, ct i a celui de competiie
Obiective specifice:
Dobndirea de ctre elevi de cunotine cu privire la originea srbtorii de Halloween, la vechi
legende, simboluri, culori, tradiii si obiceiuri ale copiilor, costumaii, jocuri i cntece specifice;
Aplicarea cunotinelor dobndite la orele de matematica, limba romana si limba englez, prin
rezolvarea fiei de probleme i exerciii amuzante i interpretarea de poezii i cntece specifice de
Halloween;
Folosirea imaginaiei copiilor, n crearea de decoruri specifice srbtorii i costumelor de
carnaval;
Stimularea spiritului de competiie, prin jocuri i concursuri matematice;
Creterea prestigiului colii, prin implicarea prinilor n derularea activitilor
Durata de desfurare: 1 sptmn (4 ore)
Grup int: elevii din ciclul gimnazial al Scolii Anton Pann Craiova, parintii acestora,
comunitatea locala.
Beneficiari direci: elevii din clasele V-VIII de la coala Anton Pann Craiova
400
 Mijloace de utilizare: conversaia, , exerciiile practice, expunerea, povestirea, activitile
interactive, expoziiile tematice, etc.
Etape n derularea proiectului: prima or a sptmnii : introducerea noilor cunotine
despre srbtoare, prin prezentarea unor imagini ppt pe calculator si a informaiilor pentru
fabricarea dovlecilor, avnd drept scop familiarizarea copiilor cu aceast srbtoare; anunarea
activitilor orei viitoare (expoziie de mti si costume, concurs de matematic). A doua or din
sptmn: expoziie de bostani, fie de lucru si de exerciii matematice, parada costumelor de
Halloween i expunerea mtilor. La sfritul orelor vizionarea filmului de Halloween The
Adams Family. Srbtoare de Halloween se va termina prin acordarea diplomelor de participare,
pentru cel mai frumos costum i pentru cea mai nfricotoare masc, precum i pentru cea mai
bun fi cu probleme de matematic, dar i pentru cea mai cumplit greeala de matematic.

401
 Coninutul proiectului:

Nr. crt. Activitate Loc de desfurare

1 S cunoatem despre obiceiurile altor popoare Ce Laboratorul de
este Halloween? Cum se srbtorete? informatic
- prezentare imagini ppt. Cls.a V-a
- Confecionare mti i costume

2. Confecionare diplome Cel mai frumos costum Cel Laboratorul de

mai nfricotor dovleac Cel mai bun matematician informatic
Rezolvare fie de lucru i de exerciii de matematic Cls. a V-a
Confecionare dovleci
3 Petrecerea de Halloween: Laboratorul de
- activiti specifice: concurs de fie de lucru i informatic
de exerciii inedite de matematic, dansul Cls. a V-a
dovlecilor, parada costumelor, dansul merelor,
cursa dovlecilor
- vizionare film de Halloween Familia Adams
- nmnarea diplomelor in prezena prinilor, la
ora 16.30
- realizarea de fotografii ca dovezi de la
activitate
4 Prezentarea fotografiilor n faa prinilor Laboratorul de
informatic
Cls. a V-a

BIBLIOGRAFIE
Cerghit Ioan, Sisteme de instruire alternative i complementare. Structuri, stiluri i strategii,
Editura Aramis, Bucureti, 2004, pag. 44-46
Cuco Constantin, Educaia, dimensiuni culturale i interculturale, Editura Polirom, Iai, 2000,
pag. 16
Iucu Romi, Instruire colar. Perspective teoretice i aplicative n Pedagogie, Editura Polirom,
Iai, 2001, pag. 22-24

402
 DREPTUL COPILULUI LA EDUCAIE
Mu Lenua
Grdinia Nr. 178,Sector 5, Bucureti

Florile vilor sunt copii pe care i plmdesc

nclinarea soarelui i pasiunea naturii.
Copiii oamenilor sunt flori pe care
le plmdesc dragostea i afeciunea.
DJUBRAN, Aripile frnte

Copilul este cea mai ginga fiin de pe pmnt. n jurul lui vibrm cu ceea ce avem mai
sfnt, mai curat.
Dac l avem, s-l pstrm, s-l cretem, s-l ocrotim pentru c el reprezint o bogie
nepreuit!
Dac l vedem, s-l sftuim, s-l ndrumm, s-i veghem calea.
Cnd spunem copil, spunem prezent i viitor, i mai ales spunem via.
Faptul c pe noi adulii ne intereseaz permanent viaa copilului, evoluia sa, se oglindete n
preocuparea statelor lumii de a acorda sprijin, protecie, de a ocroti tinerele vlstare ale neamului
omenesc, indiferent de locaie pe glob, de ras, de credin, de origine social. Acest lucru a
determinat apariia la nivel mondial a Drepturilor Copilului.
Convenia Naiunilor Unite privind Drepturile copilului este unic prin interesul manifestat
de statele lumii odat cu apariia ei. Nici un alt document privind drepturile omului nu a fost
ratificat att de rapid de att de multe state.
Principiile de baz care trebuie s guverneze toate aciunile ce vor fi ntreprinse de statele
pri se refer la:
interesul superior al copilului;
dreptul la supravieuire i dezvoltare;
non-discriminarea;
participarea copiilor.
Convenia Naiunilor Unite cu privire la Drepturile copilului enumer 54 de articole. Vom
ncerca s enumm cteva dintre ele (versiunea prescurtat):
Art. 2 Toi copiii au aceleai drepturi. Copiii nu trebuie s fie victimele vreunei
discriminri.
Art. 7 Orice copil are dreptul la un nume i o naionalitate.
Art.19 Copilul are dreptul de a fi protejat mpotriva violenei fizice sau psihice i
mpotriva maltratrii.
Art.22 Orice copil refugiat are dreptul la protecie i sprijin.
Art.23 Orice copil handicapat are dreptul la o via decent i deplin i dreptul la
ngrijire, educaie i instruire special, precum i asisten medical.
Art.28-29 Orice copil are dreptul la educaie. Educaia trebuie s pregteasc
copilul pentru via, s-i dezvolte respectul pentru drepturile omului i s-l formeze
n spiritul nelegerii, pcii i toleranei.
Art.31 Orice copil are dreptul la joc, odihn i recreere i la activiti culturale i
artistice potrivite vrstei copilului.
Art.42 Statele pri i asum obligaia de a face larg cunoscute hotrrile i
principiile acestei Convenii.
n lucrarea noastr vom ncerca s ne oprim asupra articolelor 28 i 29 din Convenie,
articole care vorbesc n mod expres despre dreptul oricrui copil la educaie.

403
 Dreptul la educaie nu se limiteaz numai la accesul la coal, ci se refer inclusiv la crearea
condiiilor adecvate realizrii lui. De aceea, este important ca procesul de nvmnt s mbine
deopotriv latura formativ cu cea informativ.
Educaia se dovedete eficient atunci cnd se raporteaz direct la realitate i contribuie la o
ct mai bun nelegere a acesteia. Copiii trebuie ncurajai permanent s-i cunoasc drepturile, s-
i exprime opiniile, s participe la activitile educative, s aib iniiativ; astfel li se va dezvolta
respectul de sine i li se vor forma abiliti proprii. n acelai timp, dac opiniile copiilor sunt
respectate, acetia vor ti s i evalueze pe ceilali, se vor integra mai bine n colectiv i vor nelege
necesitatea asumrii de responsabiliti. De asemenea, educaia are un rol esenial n procesul de
socializare. Este important att n ceea ce privete dezvoltarea psihosocial, ct i cognitiv ea
ajut copiii s-i stabileasc norme i valori i contribuie la consolidarea acestora.
Aezat pe o asemenea baz, educaia poate totodat s dezvolte capacitatea copiilor de a se
adapta uor schimbrii, de a avea atitudini critice i de a gsi soluii adecvate problemelor
permanent inedite ale realitii.
n lumina drepturilor copilului se contureaz obiectivele educaiei:
Dezvoltarea personalitii copilului, a aptitudinilor i a capacitilor sale mentale i fizice la
nivelul potenialului maxim.
Dezvoltarea respectului fa de prini, fa de identitatea, limba i valorile sale culturale,
precum i fa de valorile naionale ale rii n care triete, ale rii din care poate fi originar
i ale civilizaiilor diferite de a sa.
Pregtirea copilului pentru a-i asuma responsabilitile vieii ntr-o societate liber, n
spiritul pcii, toleranei, egalitii ntre sexe i prieteniei ntre toate popoarele i grupurile
etnice, naionale i religioase i a persoanelor de origine autohton.
Dezvoltarea respectului fa de mediul natural.
Copilul are dreptul la educaie, iar societatea are obligaia s asigure ndeplinirea acestui
drept. Educaia, cu toate treptele ei, inclusiv precolar, are impact pe cele mai diferite paliere ale
fiinei umane.
Grdinia prin tradiie, ofer un teren bun dezvoltrii unor concepii deschise i dinamice
asupra soluiilor educaionale.
Considerm c dreptul la educaie trebuie s se exercite ct mai de timpuriu. Educaia
timpurie ( early education ) reprezint totalitate influenelor formative care sunt exercitate asupra
copiilor n primii ani de via. n perioada timpurie prima copilrie educaia primit are o
important crucial n dezvoltarea personalitii copilului.
De-a lungul anilor, multe generaii de copii au frecventat grdinia, la un moment dat am
avut i copii refugiai de origine din Iran, Irak, Afganistan,Somalia, copii care s-au integrat cu
uurin. Dac la intrarea lor n colectivitate nu cunoteau nici un cuvnt n limba romn, treptat ei
au nceput s comunice cu colegii lor romni i cu colectivul grdiniei. Mai mult chiar, ei
cunoscnd de acum puin romnete au devenit cei care intermediau dialogurile dintre cadrele
didactice i prinii lor.
Dei la mare distan de locuri lor natale, nici ei i nici prinii lor nu i-au uitat tradiiile
specifice att din punct de vedere cultural ct i religios. Colectivul grdiniei a inut seama de toate
aceste tradiii specifice, avnd o atitudine pozitiv i sprijinindu-i n totalitate.
Copiii de la cea mai fraged vrst trebuie s se simt iubii i ocrotii de cei din jur.Mai nou
acum n grdini a aprut fenomenul copiilor care se afl n grija asistenilor maternali.
n general, sunt copii cu mari probleme n special afectiv-emoionale care se acomodeaz
mai greu cu colectivul de copii, care percep diferit relaiile cu ceilali copii din grup. Dar i aceti
copii au dreptul la educaie i noi ncercm s-i integrm altuiri de ceilali copii n aa fel nct s
se simt iubii i apreciai de colegi.
Drepturile copilului formeaz un tot unitar. Interferenele inevitabile dintre acestea au
condus la imposibilitatea departajrii stricte. n orice caz, este esenial i obligatoriu pentru toi

404
profesionitii care lucreaz cu copilul de a apra drepturile i interesele acestuia ca punct de pornire
n organizarea i analizarea activitii lor.
Ziua de 20 noiembrie 1989 este i va rmne o zi istoric pentru cele 2 miliarde de copiii din
lume. Aprobarea de ctre O.N.U. a Conveniei ia dat acesteia statut de lege internaional.
Aceast lege declar valoarea uman deplin pentru toi copiii i adolescenii. Fiecare copil
are dreptul de a tri, de a crete n siguran i de a fi respectat pentru gndurile i ideile sale.
Orice naiune, orice om care refuz s protejeze copiii, care neglijeaz necesitile copiilor,
care le refuz acestora dreptul la educaie, ncalc legea.
Cu aceast lege, lumea a devenit mai bun pentru copii!

BIBLIOGRAFIE
1. Organizaia Naiunilor Unite, Convenia cu privire la drepturile copilului, editat de
Organizaia Salvai Copiii
2. Convenia Naiunilor Unite cu privire la Drepturile Copilului versiune prescurtat,
editat de Organizaia Salvai Copiii Romnia

MPREUN CU COPILUL I ALTURI DE EL

Prof. Ddulescu Sorina Manuela
Prof. Haiden Elena Roxana
Grdinia nr 178, Sector 5, Bucureti

Motto : Dac te gndeti la ziua ce va urma, ia-i de mncare. Dac te gndeti la anul
care va urma, planteaz un copac. Dac te gndeti la secolul ce va urma, educ copiii!"

nvmntul romnesc capt noi valene n condiiile impuse de reforma cu deschidere

european.
n societatea contemporan, dinamic i mereu n transformare, cu schimbri rapide i
efecte imediate, educaia i nvmntul trebuie rennoite, completate, adaptate, iar concepia de
educaie regndit i modernizat. Au aprut noi educaii ca: educaia civic, educaia moral i
religioas, educaia estetic, educaia pentru pace i cooperare etc.Din perspectiva aderrii
Romniei la U.E., educaia i nvmntul se afl n faa unei mari provocri: creterea importanei
acordate disciplinelor tiinifice i tehnice prin revizuiri generale ale coninuturilor, stabilirea unor
legturi mai strnse cu viaa, pentru integrarea ntr-un spaiu al tiinei i cercetrii europene.
Pentru a sublinia importana pe care Romnia o acord integrrii n U.E., la 28 ianuarie 2005, la
Bucureti, a fost inaugurat "Anul european al ceteniei prin educaie." Fiecare disciplin de studiu
trebuie s implementeze n contiina elevilor dorina "de a tri i nva n democraie" pentru ca s
se realizeze dialogul intercultural i comunitar n societatea romneasc actual. Contientizarea
complicaiei vrstei adolescenei face ca astzi tineretul s fie una din temele majore ale anexietii
sociale, impunnd coninuturi educaionale curriculare i mai ales extracurriculare.
Democratizarea relaiilor sociale n contextul european actual determin coala s perceap
elevul ca pe un individ cu drepturi, care trebuie protejat n virtutea vulnerabilitii sale.Colaborarea
ntre cadrele didactice de diferite specialiti permite un parteneriat eficace ntre coal i
comunitatea local, avnd drept scop educaia bazat pe cunoatere i adevr, creterea ncrederii
membrilor societii n faa educativ a colii.

405
 Lumea contemporan, fragmentat economic i politic, cultural i religios are dou
alternative:
1. coexistena panic prin colaborare i cooperare n temeiul solidarizrii pentru atingerea
scopurilor comune:. bunstare, pace etc.
2.stabilirea unor relaii armonioase n cadrul comunitilor din U.E.
n cutarea forelor capabile s favorizeze coeziunea i identitatea U.E., problema rolului public al
religiei europene este deosebit de important.
Realizarea n coal a unei culturi sau a unei conduite religioase a elevilor este posibil i
necesar. Formarea tinerilor prin sistemul de nvmnt se cere a fi multidirecional i polivalent.
Cum coala pregtete sistematic individul n perspectiv intelectual, moral, civic, estetic,
igienic etc., componenta religioas se adaug acestora n mod firesc, organic, urmrindu-se
complementaritatea i continuitatea de ordin instructiv i formativ.
Conteaz ca aceste laturi ale educaiei s fie vizate nu n chip concurenial, ci ca un demers
educaional global, integrator, realizat cu profesionalism i responsabilitate de ctre ntreg
personalul didactic. Valorile religioase au virtutea de a aduce oamenii laolalt, de a crea legturi
durabile, de a solidariza i cimenta unitatea grupal, comunitar. Identitatea unei comuniti se
exprim i prin mbriarea unor valori religioase comune ce sunt adoptate i exprimate n mod
liber.Relaia dintre religie i educaie se actualizeaz diferit, de la ar la ar, politicile colare puse
n act reglementnd prezena i ponderea educaiei religioase n programele colare.
O analiz comparativ, ntre diferitele politici colare europene, poate conduce la o serie de
concluzii:
- n multe ri europene (mai puin Frana), educaia religioas este inclus n curriculum colar,
punndu-se accent mai ales pe elementele valorice i pe reverberaiile acestora n dezvoltarea
personalitii;
- religia are un caracter obligatoriu i nu este perceput, prin maniera n care se pred, ca fiind
contrar libertilor i drepturilor ceteneti;
- educaia religioas apare de cele mai multe ori alturi de educaia moral, fiind predate ntr-un
mod comun sau separat.
Educaia pentru toleran religioas deschide perspectiva formrii omului din mileniul III, ea avnd
ca obiective:
- asimilarea cunotinelor referitoare la alte confesiuni i religii;
- cunoaterea specificului doctrinar i liturgic al altor confesiuni;
- formarea culturii necretine i consolidarea culturii cretine;
- susinerea i respectarea cstoriilor mixte.
Din acest motiv consolidarea contiinei i conduitei tolerante se bazeaz pe familie, coal,
biseric, asociaii religioase, mass-media, internet etc.
Apartenena oamenilor la spaiile culturale, lingvistice, religioase diferite este i trebuie s
fie mobilul nelegerii i colaborrii pentru triumful pcii n lume.
Procesul educativ trebuie conceput astfel nct elevii s preuiasc propria motenire
naional, s primeasc contribuiile originale ale oricrei naiuni la civilizaia modern, pregtind
profesorii i elevii s neleag valoarea diversitii caracterelor i a independenei de spirit.

BIBLIOGRAFIE:

Chi, V., (2001) Activitatea profesorului ntre curriculum i evaluare, Editura Presa
Universitar Clujean, Cluj-Napoca.
Cuco, C., (1996) Pedagogie, Editura Polirom, Iai.
Dafinoiu, I., (1999) Personalitatea elevilor. Temperamentul i caracterul, n volumul
Psihologie colar, coord. Cosmovici A., Iacob, L., Editura Polirom, Iai.

406
 VALORI AUTENTICE PENTRU EDUCAIA INTERGENERAIONAL

Prof. Carmen -Elena Cristea

Colegiul Tehnic Dumitru Mangeron Bacu

Arta suprem a profesorului este de a trezi bucuria exprimrii creatoare i bucuria

cunoaterii Albert Einstein

Trebuie s recunosc c subiectul profesorului, al adevratului dascl modelator de

personaliti, de suflete este unul sensibil, cu nuane interpretabile, mai ales n context actual, cnd,
din nefericire, realitatea existenial nu ne ofer doar exemple demne de urmat.
Cu toate acestea, din punctul meu de vedere, adevratele modele care au croit destine, vor
rmne totdeauna repere n sistemul de valori al tinerilor.
Noi, profesorii, avem privilegiul de a putea fi n preajma unor suflete crude, curate, dornice
de a-i ncepe cu pai timizi drumul n alegerea carierei, n formarea lor pentru adaptarea la
provocrile societii contemporane, adaptabili ns la schimbrile continue oferite de via.
Dac pn la schimbrile care au oferit posibilitatea unui demers democratic, tinerii urmau
un aa zis ablon, traseul educaional era bine conturat i cu coridoare de nezdruncinat, astzi ne
vedem nevoii s nvm mpreun cu elevii notri ce nseamn adaptarea permanent la nou, cum
s facem fa tentaiilor, elevii fiind cei care vor fi pui n situaii n care, cu siguran, vechile
abloane nu le vor mai fi utile.
Cuvntul de ordine este adaptabilitatea. Dac vor stpni un bagaj ct mai mare de
deprinderi, de cunotine, de abiliti, dac vor stpni cel puin o limb de circulaie internaional,
sistemul lor valoric va putea s le ofere flexibilitate i reuit n via.
n acest context, de transformri, de instabilitate, se pune fireasca ntrebare: Elevii notri mai
au modele? Dac da, cum le influeneaz alegerile? Ce impact au exemplele oferite de noi,
profesorii?
Cam multe ntrebri s-ar putea spune, dar rspunsurile se contureaz doar dac, cu calm,
rbdare i optimism, noi, dasclii, fiind n permanen alturi de elevi, le vom oferi acestora
modele. Modele care ne-au fost i nou cluze n formarea profesional i uman, dar i
modele actuale, prin propriile noastre personaliti.
Cu siguran, fiecare dintre noi i amintete cu drag de profesorii care i-au marcat perioada
n care s-a format. De ce s nu cultivm i elevilor cu care interacionm respectul pentru marii
dascli, pentru adevratele valori care i-au pus amprenta asupra generaiilor prinilor, a bunicilor
notri, oameni care au revoluionat tiina i tehnica?
n spiritul acestor gnduri, la Colegiul Tehnic Dumitru Mangeron din Bacu s-a desfurat
Concursul local Personaliti ale tiinei i tehnicii, activitate n cadrul proiectului judeean
Viitorul depinde de noi.
La concurs au participat elevi din dou colegii din Bacu i anume Colegiul Tehnic
Dumitru Mangeron i Colegiul Grigore Antipa. Elevii au pregtit prezentri Power - point n
care au conturat personaliti ale tiinei i tehnicii, mari inventatori, profesori de excepie,
adevrate modele de urmat prin pregtire, perseveren, tenacitate i nu n ultimul rnd, prin omenia
de care au dat dovad.
Prin figurile marcante prezentate n cadrul
concursului s-au numrat Dumitru Mangeron, Isaac
Newton, Leonardo Da Vinci, Nikola Tesla, Alexander
Graham Bell, Albert Einstein, etc..
Profesorul DUMITRU MANGERON a fost un om
plin de entuziasm, energie, spirit de iniiativ, colegialitate
desvrit, un om care ncuraja tineretul studios i care era
407
capabil de prietenia cea mai sincer. Dovada stau scrisorile pline de atenie i delicatee ctre bunul
su prieten de o via, Al. C. Climescu, trimise de la Universitatea din Edmonton (Canada), unde,
n mai multe rnduri a fost visiting professor, dup ieirea sa la pensie.
A fost membru activ sau de onoare n peste 25 de societi, asociaii, academii de
matematic, mecanic, aeronautic i astronautic din Anglia, Austria, Canada, Frana, Elveia,
India, Italia, Japonia, Germania, S. U. A., Suedia i Rusia.
Era poliglot. Citea n 10 limbi i publica n 6 limbi. Ca profesor universitar a fost unul dintre
cei care au atras admiraiile studenilor de pretutindeni. A fost membru a peste 25 de societi
tiinifice internaionale, inclusiv a Societii Americane de matematic, a Societii Internaionale
de astronautic.
Mangeron este unul dintre matematicienii cei mai prolifici din Romnia. A publicat peste
600 de lucrri, inclusiv o monografie ampl n 3 volume, consacrat mecanicii corpului rigid, a
ecuaiilor difereniale, neliniaritate, robotic, astronautic. Pn la zborurile cosmice, omul n-a fost
obligat s-i pun problema variaiilor brute de acceleraie, ci numai a variaiilor de vitez.
Mangeron studiaz aceste fenomene i public rezultatele cercetrilor sale nainte de epoca
zborurilor n spaiul extraterestru.

Un om i poate imagina lucruri care sunt false, dar poate nelege numai lucruri care
sunt adevrate, pentru c n cazul celor false, reinerea lor n memorie nu nseamn nelegere.

ISAAC NEWTON a dezvoltat idei fundamentale n domeniile opticii, matematicii i n

special al mecanicii. Newton a fost primul care a demonstrat c legile naturii guverneaz att
micarea globului terestru, ct i a altor corpuri cereti.
O idee despre acest mare om se regsete chiar ntr-un citat din scrierile sale: ,,Pare c am
fost doar un copil jucndu-se pe malul mrii i distrndu-m mai nti, am fost atras apoi de o
pietricic mai neted sau o scoic mai frumoas dect una obinuit, lng marele ocean al
adevrului care se ntindea nedescoperit i misterios n faa mea.

LEONARDO DA VINCI a fost

considerat unul dintre cei mai mari
ingineri ai timpului su, multe din ele,
inutile sau fanteziste.
A ncercat s realizeze un model
de main de zburat, ns dup multe
ncercri, n final nu a funcionat nici un
model, dar acestea au fost preluate i mbuntite ulterior, modelele sale nefiind att de diferite de
cele cu adevrat funcionale.
Era un perfecionist desvrit i ducea n suflet o nelinite continu. Cele mai multe, dac
nu toate operele sale, au rmas neterminate. n timp ce lucra la o invenie sau la un tablou, i veneau
n minte alte i alte idei, astfel lsnd balt ce a nceput. Dei a trit 67 de ani, a lsat n urm mai
puine opere fa de ali artiti, care au murit tineri.
408
 Leonardo da Vinci a fost ntruparea omului universal al Renaterii. n egal msur artist i
savant, a studiat numeroase subiecte diferite: pictura, aeronautica, geologia i ingineria.

NIKOLA TESLA, INVENTATORUL MILENIULUI II

Tesla este considerat ca fiind unul dintre cei mai

mari oameni de tiin al sfritului secolului al XIX-lea
i nceputului secolului al XX-lea. Inveniile, precum i
munca teoretic ale lui Tesla au pus bazele cunotinelor
moderne despre curentul alternativ, puterea electric,
sistemele de curent alternativ, incluznd sistemele
polifazice, sistemele de distribuie a puterii i motorul
pe curent alternativ, care au determinat cea de-a doua Revoluie Industrial.

ALEXANDER GRAHAM BELL PRINTELE TELEFONULUI

Inventatorul... privete lumea i nu este mulumit cu lucrurile aa
cum sunt. El vrea s mbunteasc orice vede, el vrea s ajute lumea, el
este bntuit de o idee. Spiritul inveniei l posed, cutnd materializare.

Cu siguran irul exemplelor ar putea continua, ns vestita formula

a succesului elaborat de fizicianul Albert Einstein poate constitui un reper
valoros pentru tinerii preocupai de un demers educaional solid.
Om de tiin vizionar i personalitate complex, Albert Einstein
rmne cel mai cunoscut fizician al tuturor timpurilor.
n copilrie, geniul lui Albert Einstein era departe de a se ntrevedea.
Era un copil retras, fapt pentru care era adesea batjocorit de ctre colegii de coal. Nu era un elev
strlucit, n schimb, i plcea s citeasc tot felul de cri de popularizare a tiinei. Avea obiceiul s
analizeze detaliat, din orice punct de vedere, orice gnd, idee sau informaie pe care o avea,
pstrnd ns tcerea pn cnd considera c mintea sa a epuizat acest subiect, lucru ce i determina
pe cei din jurul su s cread c este retardat i s-l dispreuiasc. Vedea i observa lucruri pe care
ali copii de vrsta sa nici nu puteau s le conceap. Aceast capacitate a sa va fi renumit n viitor,
ns, n copilrie, micuul Albert era considerat ndrtnic i diferit.
Dei devenit celebru n special pentru teoria relativitii, puini sunt cei care cunosc
formula succesului n via, formula care i-a ghidat viaa marelui Albert Einstein:

X=A+B+C
X succesul n via
A munc
B odihn
C stpnete-i limba.

Acestea sunt doar cteva dintre personalitile prezentate n cadrul proiectului, adevrate
modele pentru tnra generaie, exemple de urmat, mari dascli i valoroi inventatori.
Trim cu sperana c vom reui s nclzim sufletele tinerilor cu realizrile acestora, c le
vom trezi interesul pentru respectarea adevratelor valori, pentru lucrul bine fcut, pentru valoarea
muncii i nu n ultimul rnd respect pentru adevraii dascli de profesie.

409
 Imagini surprinse n timpul activitii

BIBLIOGRAFIE
http://math.etc.tuiasi.ro/docs/file2.pdf
https://ro.wikipedia.org/wiki/Dimitrie_Mangeron
http://www.patentdesign.ro/inventatori-si-inventii-celebre/isaac-newton/
https://ro.wikipedia.org/wiki/Leonardo_da_Vinci
http://www.efemeride.ro/incredibilele-inventii-ale-lui-leornado-da-vinci
http://www.descopera.ro;
https://istoriiregasite.wordpress.com;
http://www.scientia.ro.

COMUNICAREA INTERGENERAIONAL
COMUNICAREA BUNICI- NEPOI

Srbu Bianca Lcrmioara

coala Gimnazial Buciumi, Localitatea Buciumi
Judeul Bacu

Introducerea noului concept de educaie intergeneraional n societatea noastr, ca parte

important a educaiei pe tot parcursul vieii, are la baz cunoaterea reciproc i crearea de legturi
sociale i umane ntre generaia matur (seniori) i generaia tnr, schimbul reciproc/transferul de
cunotine ntre generaii, precum i acumularea de noi abiliti de via, cunotine i valorizarea
acestora ntr-un mod creativ, dezvoltarea capitalului social i a coeziunii sociale, a schimbului de
valori ntre generaii n comunitate.
Gregory Bateson, specialist n tiine sociale, n urma studiilor realizate a identificat trei
tipuri de raporturi intergeneraionale: raporturi bazate pe simetrie, unde copiii mpart acelai univers
cu prinii lor i au dreptul s-i exprime liber voina; raporturi bazate pe complementaritate, unde
exist mari diferene ntre copilul ignorant i adultul puternic i experimentat i raporturi bazate pe
reciprocitate, pe schimb. Gregory Bateson afirm c n societile contemporane predomin un tip
de raporturi n care se mbin reciprocitatea cu complementaritatea.
Fiina social este creat prin transmiterea intergeneraional a unor modele de
comportament, fie ele structuri de suprafa (valori, norme), fie structuri de profunzime (habitusuri,
procedee interpretative). Aceast transmitere este asigurat de ctre prini nspre copiii lor, n mod
contient sau nu. Exist ns i cazuri n care familia nu ndeplinete aceast funcie de transmitere
i de reproducie. Aceast ruptur de transmitere apare datorit imposibilitii familiei de a
transmite un model de conduit care s permit integrarea n societatea contemporan.

410
 Educaia intergeneraional se bazeaz pe nvarea intergeneraional care presupune
consolidarea solidaritii ntre generaii prin intermediul practicii ntre generaii. nvarea
intergeneraional este de asemenea o modalitate prin care oamenii de toate vrstele pot nva
mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde generaiile
lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de transferul de
cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii.
Aceste trasmiteri i nvri au loc n contexte formale atunci cnd se desfoar n coli, unde
profesorii le mprtesc copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum
i facilitarea dezvoltarii acestor abiliti folosind un set de abordri acceptate. Pot avea loc de
asemenea i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i
alte structuri care i are ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ
adult a comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor,
valorilor i bunelor practice.
Relaia dintre bunici i nepoi pare surprinztoare uneori, indivizi aparinnd unor
generaii diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii,
ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a
celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc
nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor
asculta cu aviditate. Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a
trecutului, ct i impactul viitorului. Intervenind din linia a doua pe frontul educativ, din spatele
prinilor, ei au senintatea pe care le-o confer experiena i poziia lor n familie, servind de
susinere i model pentru nepoii lor. Cnd prinii sunt stresai de o via prea dur i cnd copiii
lor se simt sub presiune, bunicii le ofer acestora din urm posibilitatea de a se elibera de tensiune
i de a privi viaa altfel.
Atunci cnd l rogi pe un copila s i deseneze familia te va ntreba la un moment dat:
Pot s o fac i pe bunica i pe bunicul? ori i deseneaz de la sine, considerndu- i membrii ai
familiei lui. Astfel, i poti da seama ca micuul se simte bine n preajma bunicilor, legturile
afective i emoionale dintre ei sunt puternice, iar copilul i preuiete. Confortul psihic i afectiv
ntr-o familie este asigurat de relaiile pozitive dintre prini (mama- tata), dintre copii i prini,
copii- bunici i prini- prinii lor (respective bunici). Aceste legturi trebuie s se bazeze pe
comunicare, ncredere, confidenialitate, sentimente pozitive, respect, nelegere, capacitate de
adaptare i de acceptare de noi preri i comportamente.
Deoarece o bun parte dintre prini sunt plecai la munc n strintate, revine bunicilor
sarcina de a educa nepoii, de a face parte din viaa lor, de a participa la cele mai importante
momente din viaa de colar.
n cadrul sptmnii ,, S TII MAI MULTE, S FII MAI BUN , am organizat ntlniri
cu bunicii i nepoii i i-am implicat n activiti specifice Srbtorii Patelui: ncondeierea oulelor,
pictarea de icoane pe sticl, povestirea de ctre bunici a modului n care petreceau aceast
srbtoare pe vremea cnd erau copii.
Cu ocazia srbtorilor de iarn, bunicii i nepoii au fost implicai n ornarea clasei cu
podoabe specifice anotimpului rece, s-au implicat n organizarea serbrii de Crciun, n prezentarea
de ctre bunici a obiceiurilor specifice satului n care locuiesc, iar la sfritul evenimentului s-a
realizat o tombol cu premii speciale.
Activitile au fost un adevrat succes, elevii fiind impresionai de talentul bunicilor, de
miestria cu care au realizat temele propuse i mai ales au fost fermecai de povetile de via a lor,
aceast apropiere emoional avnd un impact pozitiv pe termen lung.
Prin diferite iniiative putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche copii / bunici mplicarea lor n activiti autentice de promovare a demersului civic
i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

411
BIBLIOGRAFIE :
Negril. L.N., Copilul si arborele - studiu de caz, Editura Sper, Bucureti, 2012
Stnciulescu, E., Sociologia educaiei familiale, volum 1, Editura Polirom, Iai, 2002

DESPRE ARTA INERII SOCOTELILOR

Alexa Nina-Petronela
coala Gimnazial Alexandra Nechita

Contabilitatea este tiina i arta stpnirii afacerilor, n care scop se ocup cu msurarea,
evaluarea, cunoaterea, gestiunea i controlul activelor, datoriilor i capitalurilor proprii, precum i
a rezultatelor obinute din activitatea persoanelor fizice i juridice, n care scop trebuie s asigure
nregistrarea cronologic i sistematic, prelucrarea, publicarea i pstrarea informaiilor cu privire
la poziia financiar, performana financiar i fluxurile de trezorerie, att pentru cerinele interne
ale acestora, ct i n relaiile cu investitorii prezeni i poteniali, creditorii financiari i comerciali,
clienii, instituiile publice i ali utilizatori.
Contabilitatea s-a nscut odat cu economia de subsisten a comunei primitive, desenele
din peterile rupestre nefiind altceva dect forme incipiente ale socotelilor: cte animale au fost,
vnate i mncate, cte piei s-au jupuit i cte haine au rezultat, etc.
mpreun cu economia n dezvoltare s-a perfecionat i arta inerii socotelilor, punctul de
cotitur reprezentndu-l modelul matematic elaborat de Luca Pacioli di Borgo acum mai bine de
500 de ani, dup care contabilitatea a devenit de nenlocuit, fr alternative, deopotriv o tiin i o
art n urmrirea existenei i micrii capitalurilor i utilitilor, al stabilirii rezultatelor activitii i
plasrii lor, i totul de maniera ca afacerile s beneficieze permanent de suportul bnesc necesar.
Contabilitatea nu are hotare. Limitele ei teoretice, tiinifice i practice sunt fr sfrit att
n ceea ce privete cuprinderea fenomenelor economice ct i al modului n care ele sunt
sistematizate, prelucrate i prezentate, astfel c despre ea niciodat nu poi s pretinzi c tii totul.
Companiile, ntreprinderile, instituiile, societile de orice fel i mrime, persoanele juridice
din ntreaga lume ntocmesc conturi i situaii financiare pentru a fi prezentate utilizatorilor de
informaii, proprietarilor, controlorilor, administratorilor, organelor fiscale, dup o metodologie
unic - iar aceasta este contabilitatea.
Din punct de vedere istoric, cteva repere merit a fi reinute. n lucrarea Contabilitate
general din 1947, autorul, prof. univ. C. G. Demetrescu definete contabilitatea pe trei
coordonate:
a) obiectul - contabilitatea este o ramur a tiinelor sociale care asigur nregistrarea metodic
i ordonat a tuturor operaiilor privind micrile de valori, de drepturi i obligaii, precum i
modificrile determinate de rezultatele activitii desfurate;
b) scopul - contabilitatea are drept scop stabilirea situaiei economice i juridice a ntreprinderii,
exercitarea permanent a unui control;
c) mijloacele - contabilitatea se folosete de mijloace proprii: conturi, balane de verificare,
jurnale.
Conform Legii contabilitii nr. 82/1991, contabilitatea este o activitate specializat n
msurarea, evaluarea, cunoaterea, gestiunea i controlul activelor, datoriilor i capitalurilor
proprii, precum i a rezultatelor obinute din activitatea presoanelor fizice i juridice [] trebuie
s asigure nregistrarea cronologic i sistematic, prelucrarea, publicarea i pstrarea
informaiilor cu privire la poziia financiar, performana financiar i fluxurile de trezorerie, att
pentru cerinele interne ale acestora, ct i n relaiile cu investitorii prezeni i poteniali,
creditorii financiari i comerciali, clienii, instituiile publice i ali utilizatori.

412
 Arta contabilizrii pe principii tiinifice era deja cunoscut n Italia nainte de 1495 cnd
Luca Pacioli (1445 - 1517), cunoscut i ca Printele Luca dal Borgo, a publicat la Veneia tratatul
su de contabilitate.
Prima carte n limba englez a fost publicat la Londra de John Gouge or Gough n 1543: A
Profitable Treatyce called the Instrument or Boke to learn to knowe the good order of the kepyng of
the famouse reconynge, called in Latin, Dare and Habere, and, in Englyshe, Debitor and Creditor.
Concepia juridic consider c obiectul contabilitii l formeaz patrimoniul unui subiect
de drept, privit prin prisma relaiilor juridice, adic drepturi i obligaii pecuniare ale unei persoane
fizice sau juridice, n corelaie cu obiectele (bunurile, valorile) corespunztoare.
Concepia economic definete ca obiect al contabilitii circuitul capitalului privit sub
aspectul destinaiei lui, respectiv capital fix i capital circulant, i sub aspectul modului de
dobndire, respectiv capital propriu i capital strin (atras i mprumutat).
Conform Legii contabilitii nr. 82/1991, obiectul contabilitii patrimoniului l constituie
reflectarea n expresie bneasc a bunurilor mobile i imobile, inclusiv solul, bogiile naturale,
zcmintele i alte bunuri cu potenial economic, disponibilitile bneti, titlurile de valoare,
drepturile i obligaiile persoanelor fizice sau juridice (subieci de drept), precum i micrile i
modificrile intervenite n urma operaiunilor patrimoniale efectuate, cheltuielile, veniturile i
rezultatele obinute de acestea.
n lucrarea Bazele contabilitii din 1980, profesorul D. Rusu definete obiectul
contabilitii ca fiind ansamblul micrilor de valori, exprimabile n bani, dintr-un perimetru de
mic sau mare ntindere (regie autonom, societate comercial, instituie public, societate bancar
etc.) precum i raporturile economico-juridice n care unitatea patrimonial este parte i care
genereaz decontri bneti; calculele contabilitii reflect deodat micarea i transformarea
mijloacelor precum i resursele n ordinea lor de formare i dup destinaia lor n procesul de
reproducie.
Companiile, ntreprinderile, instituiile, societile de orice fel i mrime, persoanele juridice
din ntreaga lume ntocmesc conturi i situaii financiare pentru a fi prezentate utilizatorilor de
informaii, proprietarilor, controlorilor, administratorilor, organelor fiscale, dup o metodologie
unic - iar aceasta este contabilitatea.
Importana contabilitii n economia modern este evident. Aa se face c organisme tot
mai simandicoase din Uniunea European i de pretutindeni se ocup de organizarea i funcionarea
contabilitii ca o component fundamental a afacerilor:
Comitetul pentru Reglementarea Contabilitii (ARC);
Federaia Experilor Contabili (FEE);
Federaia internaional a Contabililor (IFAC);
Grupul Consultativ European pentru Raportare Financiar (EFERAG);
Consiliul pentru Raportare Financiar (FRC);
Consiliul pentru Standarde Internaionale de Contabilitate (IASB);
Fundaia Comitetului pentru Standarde Internaionale de Contabilitate (IASCF);
Consiliul pentru Interpretarea Standardelor Contabile (SEC).
Organizarea contabil i asigurarea ei corespunztor preteniilor europene este totui
atributul fiecrei persoane juridice deintoare i administrator de patrimoniu,iniiatoare i
decizionar de acte comerciale, economice i bneti pentru c, dup cum spune Legea
contabilitii, contabilitatea nu trebuie confundat sau redus la ntocmirea i clasarea de documente
sau alte nscrisuri, ci la conducerea financiar a societilor i instituiilor, ntr-o manier care s
corespund exigenelor actuale: integrarea european, libera circulaie a bunurilor i a banilor,
transparen n utilizarea resurselor i a fondurilor comunitare, ntrirea capacitii de rezilien
financiar ntr-o economie concurenial i plin de obstacole.

413
BIBLIOGRAFIE:
Drumul spre Europa"- Program de Reform a contabilitii i de ntrire Instituional.
Documentar elaborat de Banca Mondial pentru Romnia,2006;
Legea contabilitii nr.82/1991 (cu toate modificrile pn n 2007);
Drgan, C. M. - Revoluia contabilitii, Editura Universitar, 2007;

EDUCAIA INTERCULTURAL
O NOU PROVOCARE PENTRU NVMNTUL PRIMAR

prof. nv. primar Logel Elena, Buncila Mihaela

Scoala Gimnaziala Matei Basarab, Pitesti, Arges

,, Cunoscndu-i pe alii, m cunosc mai bine i pe mine.

Multiculturalitatea nseamn nelegerea, acceptarea i recunoaterea diferenelor dintre

indivizi din culturi diferite care interacioneaza unii cu alii i n ultima instan triesc n acelai
spaiu. n ceea ce privete Oradea e vorba n primul rnd despre cultura romn i cea maghiar i,
la o alt dimensiune, de cea rom, german sau evreiasc. nseamn diversitate, iar o diversitate
bine trit are efecte benefice prin faptul c ne expune. Ne expune altor culturi, altor mentaliti, ne
ofer reculul necesar fa de cultura si identitatea noastr. n al doilea rnd nseamn maturitatea de
a nu aciona n detrimentul celuilalt conform reflexelor identitare, sau mai precis spus, a acelor
reflexe identitare care ar atenta la libertile celuilalt de o alt cultur i identitate dect a noastr.
O definiie atotcuprinztoare asupra multiculturalitii sau interculturalitii ne ofer
Micheline Ray: Cine spune intercultural, spune n mod necesar, plecnd de la sensul plenar al
prefixului inter-: interaciune, schimb, deschidere, reciprocitate, solidaritate obiectiv. Importana
prefixelor din noiunile de multiculturalism, comunicare intercultural i raporturi transnaionale
este analizat de Christian Giordano, care observ c ,,prefixele multi-, inter- i trans- posed ntre
ele evidente afiniti, dar i subtile diferene de conotaie . Prefixul multi- accentueaz diferena,
chiar separarea dintre culturi, prefixul inter- presupune c ntlnirea dintre culturi este mai
dinamic, indivizii au capacitatea de a defini, de a plasa i negocia propria apartenen i propria
identitate cultural. Prefixul trans- indic capacitatea personal sau colectiv de a transcede
graniele culturale i frontierele naionale i de a trece de la o apartenen i de la o identitate la alta
cu uurin.
Educaia intercultural constituie o opiune ideologic n societile democratice i
vizeaz viitorii ceteni s fac cea mai bun alegere i s se orienteze n contextul schimbrilor
intervenite n sistemele de valori. Ea trebuie s devin o constant a pregtirii cadrelor didactice i
s-i pun amprenta asupra programelor colare i materiilor de nvmnt, asupra prioritilor
educative, asupra criteriilor de evaluare a competenelor i comportamentelor, asupra relaiilor cu
prinii i comunitatea, permind formarea comportamentelor creative n comunicare, cooperare i
ncredere n cadrul grupului; respect reciproc, tolerana fa de opinii diferite.
Delimitri conceptuale
EDUCAIE - Ansamblu de msuri aplicate n mod sistematic n vederea formrii i dezvoltrii
nsuirilor intelectuale, morale i fizice a copiilor n special;
INTER - element de compunere cu sensul,,ntre
CULTURAL - privitor la cultur, la totalitatea valorilor materiale i spirituale create de societatea
omeneasc de-a lungul istoriei, totalitatea cunotinelor pe care le are cineva.
414
 coala este principalul spaiu al nvrii pluralitii culturale prin preuirea diversitii, a
notei distincte aduse de cultura fiecrui actor social participant. Ea trebuie s formeze deprinderea
preuirii valorilor pluriculturale, nu exist valori superioare i inferioare, ci exist valori specifice
care trebuie judecate. n coal este necesar ,,modelarea orgoliului etnic al majoritii i ntrirea
ncrederii n sine a minoritii.
Educaia intercultural nu trebuie s se limiteze n mod exclusiv la transmiterea unor
coninuturi specifice n cadrul unei discipline particulare, consolidarea abordrii sale
interdisciplinare este fundamental; nu poate fi conceput doar pentru mediul colar, ci i n
legtur cu extracolarul (familie, grupuri sociale, instituii, comuniti, mass-media). Se remarc i
o schimbare a rolului profesorului, care depete funcia de a comunica modele i programe, acesta
trebuind s acorde o mai mare atenie spiritului de iniiativ i creativitii, centrarea ntregii aciuni
fiind pe elev.
coala are misiunea de a permite fiecrui copil s creasc, s-i dezvolte spiritul, corpul i
inima, deci inteligena, sensibilitatea, creativitatea; s permit copiilor s nvee s triasc
mpreun, unii cu alii, cu persoane diferite, s-i poat ocupa progresiv locul n societate, s poat
deveni ceteni activi.
Pentru cadrele didactice este esenial s creeze relaii pozitive n interaciunea dintre semeni,
s favorizeze dezvoltarea persoanei ct i a relaiilor constructive n grup, pentru a tri sentimentul
propriei identiti.
Venind din culturi diferite avem ansa s ne integrm ntr-o societate diferit, multicultural,
care favorizeaz sentimentul de a fi n realitatea cotidian, o individualitate care nu seamn cu
nimeni i nimic. Didactica contemporan promoveaz concepte i atitudini educaionale noi, menite
s determine forme variate de comunicare, cooperare i colaborare n sprijinul copiilor.
Parteneriatul educaional este un astfel de concept care devine tot mai prezent n relaiile de
colaborare ce se stabilesc ntre uniti de nvmnt, ntre acestea i diferite segmente ale societii.
Iniierea i derularea de activiti n parteneriat reprezint o provocare pentru educatorul de astzi,
necesitnd mult creativitate n concepere, dinamism n derulare, responsabilitate n monitorizare,
flexibilitate n luarea deciziilor.
Experiena de zi cu zi m determin s afirm c nou, cadrelor didactice, ne revine un rol
deosebit de important n crearea unei atmosfere prietenoase, plin de respect ntre copii i ntre
prini, pentru a se evita unele nenelegeri sau conflicte interrasiale. Este imperios necesar
tolerana, indiferent din ce familie provin copiii clasei din punct de vedere etnic, religios, social,etc.
n activitatea mea m-am confruntat cu situaii cnd au venit copii din medii total diferite: familii
foarte srace, familii de religii diferite, copii din medii profesional diferite, cu culturi diferite sau de
etnii diferite, situaie n care obiectivul meu principal a fost acela de a-i determina pe aceti copii s
nu simt sau s simt ct mai puin felul provenienei lor, ferindu-i de fenomenul frustrrii care ar
putea avea repercursiuni asupra personalitii n formare a copilului mic.
Ce nu este educaia intercultural?
-nu este o educaie compensatorie pentru strini sau grupuri minoritare. Nu copiii care aparin
acestor grupuri sunt cei care au probleme, ci instituia colar are dificulti de adaptare la
diversitatea cultural.
- nu este o nou disciplin colar sau o extensie a programelor destinat ,,predrii culturilor, ci
i propune s formeze atitudini pozitive i active fa de alte culturi, posibil surs de mbogire
i de trire a unor experiene noi.
- nu se confund cu orele de limba i cultura de origine specifice grupurilor minoritare.
n grdini, nc de la vrsta premergtoare colaritii, copiii descoper treptat diferenele
i asemnrile intercategoriale:
- la 2-3 ani fac distincia dintre sine i ceilali, i dezvolt identitatea de sex, nva culorile
i ncep s le asocieze culorii pielii;
- la 3 ani observ diferenele rasiale i n perspectiv vor fi influenai de normele sociale;
- la 4-5 ani copiii dau semne de nelegere asupra diferenelor rasiale existente;
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 - la 5 ani ncep s se identifice cu alii i s se recunoasc pe sine ca fiind o parte a grupului;
- ntre 5 i 7 ani aprecierea adultului i determin imaginea despre performanele sale,
locului n grup i diferenelor sale fa de ceilali.
Toate acestea se continu n coal.
Diferenele dintre copii, culturi, stiluri de via i de nvare, dintre componente, sunt
fireti, pozitive. De aceea ei nu trebuie forai s devin copii ale unui model predefinit.
Este de preferat s rspundem prompt ntrebrilor copiilor, dac ocolim rspunsurile, acetia
vor deduce c ceva nu este bine n ceea ce privete ntrebarea sau persoana la care se refer aceasta.
Rspunsurile s fie simple, legate de experiena copiilor i nivelul lor de cunoatere. Diferenele
trebuie introduse prin asemnri: toi oamenii rd, plng, se bucur, numai c exist maniere
diferite de manifestare.
Un exerciiu simplu ce se poate face la clas este urmtorul:
-copiii sunt rugai s rspund la ntrebarea ,,Cine sunt eu?
-dup examinarea rspunsurilor sigurat vom gsi indicaii care s permit s ne situm din punct de
vedere social: de pild, numele si vrsta, sexul, originea etnic i limba matern, diferitele roluri
sociale. S-ar putea, de asemenea, s ntlnim detalii referitoare la aspecte mai personale ale
individualitii, precum trsturi de caracter, valori, convingeri ideologice, credine religioase,
interese intelectuale, gusturi artistice, preferine n materie de sport etc.
Acest exerciiu simplu pune n eviden multiplele forme sub care se poate descoperi
identitatea. Reies, n acelai timp, relaiile de interdependen care fac ca indivizii s fie,
concomitent, att de asemntori i att de unici i diferii.
nvarea simultan a mcar dou limbi strine, difuziunea simbolurilor general-umane,
accentuarea valorilor care mai degrab unesc oamenii dect i divizeaz, participarea tineretului la
gestionarea comunitii colare, integrarea colilor n relaii de nfrire la nivel european sunt alte
mijloace de sporire a valenelor culturale ale activitilor educative.
Educaia intercultural i noul curriculum educaional
Pentru a obine o ct mai mare reprezentare i eficien a activitilor inter-culturale n
coal se recomand o strategie care s urmreasc structura noului curriculum naional, pe cele trei
dimensiuni:
Curriculum nucleu
Curriculum la decizia colii
Activitile extracurriculare
Fiind un domeniu nou, este greu a stabili locul educaiei interculturale n curriculum oficial,
motiv pentru care se acord o atenie mai mare activitilor extracurriculare ale cror obiective i
probe de evaluare pot fi direcionate ctre sentimente, atitudini, lucruri mai puin palpabile.
Avantajul activitilor extracurriculare, care se apropie mai mult de educaia
intercultural informal, este c ofer un cadru flexibil, propice pentru apropiere i intercunoatere.
Educaia intercultural la nivelul curriculum-ului la decizia colii are n vedere
propunerea unor discipline opionale care s promoveze valorile interculturale sau extinderea unor
teme din curriculum-ul nucleu care permit tratri din perspectiv intercultural. Exemplific: ,,Cum
comunicm ca s nu ne mai certm, ,,Tradiii i obiceiuri locale, ,,Colegii mei - prietenii mei,
,,Jocuri de copii, ,,Dansuri tradiionale(activiti opionale).
Educaia intercultural la nivelul curriculum-ului nucleu urmete identificarea unor
programe de trunchi comun, obiective i coninuturi care s promoveze interculturalitatea,
interdisciplinaritatea, strategii didactice de nvare prin cooperare, etc.
Nu este de neglijat grupa de copii, ca resurs n procesul didactic, a crei diversiti
culturale trebuie valorificat.
,,Educatorul care practic o pedagogie intercultural va profita efectiv de prezena
copiilor de origini diferite pentru a (re)valoriza cultura lor de origine i de a-i sensibiliza, n
acelai timp, pe ceilali la diversitatea cultural, dar va evita s impun o oarecare identificare, va
evita stereotipiile, prezentarea culturilor n mod static. (P. Dasen i alii )
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n loc de concluzii:
Trebuie s nvm s ne respectm unii pe alii, s comunicm, s ne tolerm, s cooperm
cu ceilali, deoarece doar aa nu vor mai exista diferene ntre noi care suntem diferii, dar totui
egali. i pentru c toi copiii au drepturi egale la educaie, este necesar identificarea, valorificarea
i stimularea tuturor capacitilor i disponibilitilor existente la fiecare, indiferent de etnie, n
scopul unei educaii eficiente.

BIBLIOGRAFIE:
Ciolan, Lucian, Pai ctre coala intercultural, Colecia Sanse Egale, Ed. Corint, 2000;
Cuco, Constantin, Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000;
Cuco, Constantin, Educaia. Iubire, edificare, desvrire, Ed. Polirom, Iai, 2008;
Hofstede, Geert, Managementul structurilor multiculturale, Bucureti, Ed. Economic, 1996;
Malia, Mircea, Zece mii de culturi, o singur civilizaie, Bucureti, Editura Nemira, 1998;
*** O nou provocare pentru educaie Interculturalitatea, Editura Polirom, 2001

ROLUL COLII N EDUCAIA MULTICULTURAL I INTERCULTURAL AL

ELEVILOR

Prof.inv.primar: Ionescu Madalina, Ghitulescu Luana

Scoala Gimnaziala Matei Basarab, Pitesti, Arges

Educaia n perspectiva deschiderii ctre valori multiple reprezint un demers pe deplin

justificat, ntruct vizeaz o mai bun inserie a individului ntr-o lume spiritual polimorf i
dinamic. Acest demers formativ vine att n ntmpinarea dezideratelor individualitii, prin
valorizarea unor trsturi particulare, unice, ce merit a fi recunoscute sau amplificate, ct i n
profilul societii, asigurndu-i un anumit grad de coeren, solidaritate i funcionalitate.
Solidaritatea comunitar este potenat prin felul cum se gestioneaz reproducerea marilor
simboluri n interiorului spaiului socio-cultural respectiv, dar i prin modul cum este reglat
deschiderea spre alte formaiuni socioculturale.
Noiunea de educaie multicultural desemneaza totalitatea programelor educaionale ce
rspund necesitilor impuse de coexistena ntr-un mediu multietnic. Scopul educaiei
multiculturale este de a facilita acomodarea grupurilor etnoculturale minoritare i, n aceeai
msur, acomodarea i deschiderea societii majoritare la modelurile culturale specifice grupurilor
minoritare. Programele educaionale multiculturale sunt fundamentate pe principiul diversitii
culturale i a deschiderii societii contemporane; educaia i predarea interculturala sunt menite s
concentreze atenia elevilor spre propria identitate, ct i spre valorile umane universale, egalitatea
oportunitilor educaionale pentru toate grupurile din interiorul societii. Educatia multicultural
este considerat a fi, prin demersurile antirasiale, antixenofobe, antidiscriminative i de relativizare
a culturilor existente, garantul unei societi multiculturale viabile, factor de stabilitate democratic
i de diminuare a conflictualitii.
Educaia intercultural presupune o nou abordare a orizontului valorilor. Problemele care
se pun acum sunt cele legate de negocierea valorilor, de interpretarea lor, de juxtapunerea i
complementaritatea lor. Din recunoaterea egalitii valorice a culturilor nu trebuie tras concluzia
c toate sunt la fel i c dispar unele diferene sau chiar divergene. coala trebuie s releve i s
cultive aceste diferene, revaloriznd noile expresii culturale n contextul mai larg, al comunitii n
care fiecare i gsete locul potrivit.
Obiectivul principal al educaiei interculturale rezid pregtirea persoanelor pentru a
percepe, accepta, respecta i experimenta alteritatea. A face educaie intercultural presupune ca

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nsui procesul educaional s se realizeze ntr-un mediu interacional, prin punerea alturi sau fa
n fa a purttorilor unor expresii culturale diferite.
Multiculturalismul european este o bogie potenial cu condiia s nu diminueze sau s
anuleze identitate fiecrei culturi, i se poate converti ntr-un veritabil interculturalism. Politicle
educative i culturale se cer a fi deschise nu numai n ceea ce privete valorile naionale, ci i cele
internaionale, cci cooperarea economic i politica a devenit imposibil dac nu se aliaz cu
spiritul de comprehensiune i cooperare n domeniile culturii i educaiei. O educaie apt s se
fondeze pe diferen i s se deschid n faa diverselor valori este singura capabil s rspund
nevoilor Europei de astzi i de mine.
Sarcina colii de astzi este de a forma elevilor o contiin european. nc din clasele
primare se impune cultivarea respectului i solidaritii fa de cultura altor popoare. n acest sens,
ns elevii trebuie n primul rnd centrai cultural, trebuie s cunoasc foarte bine valorile propriei
culturi, ca apoi s fie n stare a primi informaii despre o alt cultur. Aadar, rezult c coala
trebuie s fie mai nti cultural i apoi intercultural. Trebuie mers spre intercultural prin cultural.
Educaia inter i multicultural se constituie n noi dimensiuni ale educaiei, destinate
formrii la colari a unei contiine europene, cultivrii respectului i solidaritii fa de cultura
altor popoare, dezvoltarea unor comportamente i atitudini inter i multiculturale, implicnd
simultan afirmarea fiecrei culturi cu normele sale specifice, dar i deschiderea ctre alte culturi, n
perspectiva constituirii unei noi civilizaii comune.
Conceperea i abordarea educaiei din aceast dubl perspectiv duce la formarea unor
comportamente specifice:
aptitudinea de a comunica eficient;
ntrirea respectului de sine i al altora;
toleran fa de opiniile diferite;
adaptarea continu la diversitatea cultura;
fructificarea diferenelor culturale i a valorilor spirituale, locale i generale, n beneficiu personal
i social;
recunoaterea egalitii valorice a culturilor.
Concluzionnd, putem afirma c atta timp ct societatea noastr devine din ce n mai
pluricultural, educaia inter- i multicultural au un rol bine determinat n dezvoltarea personalitii
elevilor n calitate de subieci ai nvmntului romnesc.

CONCLUZII
Realitile sociale n care trim se caracterizeaz prin coexistena n acelai spaiu a unei
diversiti culturale: etnice, lingvistice, religioase, de vrst, de origine social etc. Adesea
diferenele sunt vzute ntro manier negativ, devenind surs de conflict i justificare a
discriminrii. Construirea unei societi democratice bazat pe valorile democraiei trebuie s aib
ca punct de plecare recunoaterea i punerea n valoare a acestor diferene, ca surs unic la
supravieuire i coexisten n pace.
Prin educaie multicultural i intercultural derulat n cadrul procesului de educaie al
elevului/tnrului urmrim ca subiectul s devin:
*persoan deschis ctre ceilali, contiin de valoarea pe care o au ceilali i capabil s contribuie
la dezvoltarea comunitii din care face parte;
*o persoan care construiete relaii cu ceilali, n spiritul solidaritii i al toleranei;
*o persoan care dorete s comunice i caut soluii de rezolvare a problemelor, mpreun cu
ceilali;
*o persoan care are principii de via, capabil s dialogheze cu ceilali, s triasc mpreun cu
ceilali ntr-un climat de respect, solidaritate i acceptare a diversitii;
*o persoan care tie s se integreze responsabil n comunitate;
*o persoan integrat n cultura poporului su, n acelai timp deschis spre alte culturi, capabil s
accepte i s-i respecte pe ceilali.
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 nsuirea unor elemente de educaie multicultural, dobndirea unor deprinderi, atitudini i
comportamente bazate pe toleran i respect reciproc constituie paliere reale de inserie comunitar
i social a tuturor indivizilor.
BIBLIOGRAFIE
1)Cuco, C., Pedagogie, Editura Polirom Iai, 2006
2)Salade, D, Dimensiuni ale educaiei, EDP Bucureti, 1998
3)Videanu, G, Unesco 50 Educaie, EDP Bucureti, 1996
4)Voinea, Maria; Bulzan, Carmen, Sociologia drepturilor omului, Editura Universitii
Bucureti, 2004

EXCURSIA LIANT INTRE GENERAII

Prof. tefan Simona Luminia

coala Gimnazial Dimitrie Romanescu, Dorohoi Botoani

Excursiile organizate de coal au multiple valene de informare i educare a elevilor. Bine

pregtite, ele pot fi atractive la orice vrst pentru c se desfoar ntr-un cadru nou, strnesc
interes, produc bucurie, faciliteaz acumularea de cunotine, chiar dac necesit efort suplimentar.
La vrsta copilriei, vrsta descoperirii lumii, cunoaterea frumuseilor rii i a culturii
neamului ocup un loc extrem de important. Rolul excursiilor este acela de a nlesni cunoaterea, de
a-i aduce pe copii n contact direct cu natura i frumuseile naturii, cu civilizaia romneasc de-a
lungul istoriei, dar i cu oamenii ce o mbogesc i o nzestreaz necontenit.
Organizarea excursiei rspunde dorinei exprimate de elevi de a cltori i de a petrece
mpreun timpul liber, desfurnd activiti recreative i instructive.
Acionnd individual sau n cadrul grupului, copiilor li se dezvolt spiritul practic,
operaional, dnd posibilitatea fiecruia s se afirme conform naturii sale.
Participarea efectiv i total n activitate angajeaz att colarii timizi ct i pe cei slabi, i
tempereaz pe cei impulsivi, stimuleaz curentul de influene reciproce, dezvolt spiritul de
cooperare, contribuie la formarea colectivului.
Prin faptul c n asemenea activiti se supun de bun voie regulilor, asumndu-i
responsabiliti, colarii se autodisciplineaz.
Coninutul didactic al excursiilor este mult mai flexibil i mai variat dect al activitilor
desfurate n sala de clas, copiii participnd cu mult bucurie i optimism la aceste aciuni,
lrgindu-i n acest fel orizontul de cunotine prin contactul direct cu realitatea. Prin mijloacele
atrgtoare pe care le are la dispoziie, excursia nvioreaz activitatea colar, stimuleaz
curiozitatea de a descoperi noi fenomene, formeaz o atitudine ecologic pozitiv, prilejuiete triri
adnci ale unor sentimente patriotice.
Astfel, cu ajutorul excursiilor colare se dezvolt spiritul de prietenie, de colectiv, de
disciplin, iniiativ, precum i deprinderi, proceduri gospodreti de la vrst mic, toate acestea
fiindu-le folositoare n via.
Prin acest tip de activitate, cadrul didactic are posibiliti deosebite s-i cunoasc elevii, s-
i dirijeze, s le influeneze dezvoltarea, s realizeze mai uor i mai frumos obiectivul principal al
nvmntului primar - pregtirea copilului pentru via.
Excursiile i drumeiile au un caracter relaxant, contribuind n mod categoric la sudarea
colectivelor de elevi. Dup trecerea anilor, copiii i amintesc cu plcere de ntmplrile, din timpul
excursiilor.

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 Un exemplu de excursie reuit poate fi considerat cel organizat la sfritul anului colar
precedent n parteneriat cu o grdini, legtura dintre precolari i elevii de gimnaziu fiind benefic
pentru ambele grupuri.
Ca obiective, excursia a urmrit recunoaterea direct a frumuseilor i bogiilor patriei,
formarea unor elemente ale concepiei dialectice despre lume i via prin explicaiile referitoare la
formarea reliefului, formarea deprinderilor de orientare geografic, cultivarea dragostei pentru
natur i ocrotirea ei, ilustrarea cu ajutorul exponatelor din muzee a documentelor de arhiv i a
vestigiilor istorice a trecutului glorios al poporului nostru, evocarea eroismului naintailor notri,
cunoaterea trecutului marilor scriitori romni i a operelor realizate pe aceste meleaguri,
ptrunderea n lumea mirific a literaturii sadoveniene prin audiii cu vocea scriitorului, cunoaterea
atitudinii i a comportrii elevilor n activitile extracolare.
Obiectivele turistice urmrite de cele dou cadre didactice organizatoare, prof. tefan
Simona i ed. Lupu Elena, au fost Muzeul Satului Bucovinean, Cetatea de Scaun de la Suceava,
Muzeul Apelor Flticeni, Casa Memorial, Mihail Sadoveanu din Flticeni i locul de joac
Carrefour.

1. Muzeul Satului Bucovinean - organizat n apropierea Cetii de Scaun a Sucevei, Muzeul

Satului Bucovinean pune n valoare patrimoniul arhitectonic de factur popular din ara de Sus.
Cel mai tnr dintre muzeele n aer liber ale Romniei s-a nfiripat n deceniul al VIII-lea al
secolului trecut, cnd satul bucovinean dispunea de nenumrate monumente de arhitectur
popular, i a prins contur dup 1990, cnd noi gospodrii i instalaii tehnice populare au fost
transferate, reconstruite i deschise publicului vizitator. Imaginea de ansamblu a muzeului reflect
organizarea i activitatea complex a unui sat, imaginat c o sintez, model al satului bucovinean.
Alturi de gospodriile formate din cas i anexe, amplasate de-a lungul ulielor, n vatra
satului, ca centru polarizator al vieii comunitii, se regsesc biserica i clopotnia din Vam,
datnd din 1783, crma din aru Dornei i instalaii tehnice populare. Meseriile i meteugurile
sunt reprezentate n ateliere specifice cum ar fi: atelierul de olar din casa Marginea, atelier de
lingurar din casa Vicov, urmnd ca pe msur ce vor fi ridicate i alte gospodrii, s-i gseasc
locul i ateliere de esut, ncondeiat ou, cojocrit.
Organizarea interioarelor constituie o expoziie etnografic aparte care a respectat
particularitile zonale ale obiectivelor de arhitectur popular. Cuptoarele, sobele se regsesc n
muzeu ntr-o bogat varietate de tipuri, mobilierul tradiional, textilele de interior, piesele de port
popular completeaz imaginea civilizaiei tradiionale bucovinene. Inedit pentru Muzeul Satului
Bucovinean o constituie reprezentarea vieii spirituale a ranului prin marcarea riturilor de trecere.
n casa Straja sunt expuse obiecte de recuzit pentru ritualul de botez, iar n casa Cacica este marcat
ceremonialul de nmormntare, cele dou praguri ale vieii.
Dincolo de funcia esenial de conservare, restaurare i valorificare a patrimoniului cultural
etnografic, Muzeul Satului Bucovinean s-a impus n peisajul cultural naional prin organizarea de
spectacole folclorice i festivaluri (desfurate pe scen n aer liber), trguri ale meterilor populari
pentru promovarea tradiiilor i creaiilor autentice, tabere de creaie pentru elevi, muzeul devenind
astfel un centru polarizator pentru viaa cultural a Sucevei.

2. Muzeul Apelor din Flticeni - Prin structura i consistena de date tiinifice, acesta se
constituie ntr-o veritabil lecie de instrucie i educaie, dar ofer i multe piese de o valoare
inestimabil. Spre exemplu trsurica executat de Leon Comnino i expus n 1937 n expoziia
universal de la Paris, impresioneaz i reine ndelung atenia vizitatorului, prin miestria execuiei
i migal creatorului. Puini poate tiu c la executarea trsuricii s-a lucrat timp de 35 de ani i a
fost folosit numai briceagul.
Dar pentru c este vorba despre un muzeu al apelor, trebuie amintite istorie acvatic i sal a
uneltelor vechi de pescuit. Leasa, vra, sacul de fund, etera, crsnicul, volocul, ostia i prostovolul
amintesc de uneltele prohibite din zonele de es, de deal i de munte, alturi de o barc veche din
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lemn de salcie roie, de peste trei sute de ani, monoxila, pe care o foloseau pescarii pe canalele
Dunrii, la Brila. Academicianul Mihai Bcescu a druit muzeului peste 700 de exponate, burei
de mare, sturioni, erpi veninoi, broate estoase, crocodili, alturi de un nsemnat numr de lucrri
n din domeniile folclor, botanic, zoologie, ecologie terestr i marin, muzeologie, toate
prezentate n dou sli. Bucuria vizitatorilor, n special a celor tineri, se manifest cnd ajung la
partea vie a muzeului acvariile. n cele 13 bazine cu o capacitate de peste 11.000 litri triesc
numeroase specii de peti indigeni i exotici, broate estoase, scoici i rci. Compartimentul
dioramelor, reprezentat prin nou ecosisteme, ne plimb privirea de la rul Moldova pn la
oceanul Atlantic. Zestrea muzeului este mbogit i cu un glob geografic, unic n lume prin faptul
c red la scar, alturi de relieful uscatului, configuraia reliefului subacvatic. Donat n 1986,
globul geografic a fost executat cu miestrie i cu o exactitate milimetric, pe parcursul a cinci ani
i jumtate de ctre profesorul de geografie Isaic Neculai, din Vadu Moldovei.
Muzeul Apelor Mihai Bcescu din Flticeni se prezint ca o puternic personalitate
tiinific, un loc de maxim incandescen spiritual, deschis tuturor iubitorilor de cultur din ar
i de peste hotare, un veritabil propagator al dragostei i grijii pentru cea mai de seam resurs a
planetei apa.
3. Casa memorial Mihail Sadoveanu din Flticeni - este un muzeu memorial nfiinat
n anul 1987 n municipiul Flticeni, judeul Suceava, n casa n care a trit ntre 1909-1918
scriitorul romn Mihail Sadoveanu. Casa a fost construit la nceputul secolului al XX-lea (1908)
dup planurile scriitorului i este nscris n Lista monumentelor istorice din judeul Suceava din
anul 2010. Numit i Casa din deal datorit poziionrii, Sadoveanu a locuit i a creat timp de
nou ani, ntre 1909 i 1918.
La Flticeni, scriitorul i-a petrecut adolescena, tinereea i primii ani ai maturitii. Avea
38 de ani cnd a plecat din Flticeni i o treime din ntreaga sa oper este scris aici. n aceast cas
au fost scrise: Povestiri de sear i Genoveva din Brabant (1910), Apa morilor (1911), Un
instigator i Bordeienii (1912), Priveliti dobrogene (1914), Neamul oimretilor (1915),
44 de zile n Bulgaria (1916) i File nsngerate (1917).
Despre aceste locuri mirifice, M. Sadoveanu mrturisea: Revd cu emoie oraul copilriei
i al amintirilor. sau La Folticeni am but apa vie a sufletului romnesc, pe care n-am uitat-o nici
pn azi. n ea se va rsfrnge pn la moarte toat taina sufletului meu. Darul cu care m-a nzestrat
Dumnezeu, nu se datorete mie, ci prinilor mei. mprejurrile i pitorescul locurilor, munii i
apele, natura ncnttoare i poporul, toate au creat ceea ce dumneavoastr srbtorii azi. S
mulumim lui Neculce i lui Creang, poporului i prinilor mei, s slvim natura, care au
contribuit la nzestrarea darului meu. n august 1961, Sadoveanu, dei bolnav, a venit la Flticeni
pentru ultima oar.
n anul 1987 casa n care a locuit Mihail Sadoveanu a fost transformat n muzeu memorial.
Aici sunt expuse documente, cri, fotografii i obiecte personale care au aparinut scriitorului. n
fiecare an, n luna noiembrie, n semn de omagiu, iubitorii operei sadoveniene se ntlnesc la
Flticeni n cadrul Zilelor Sadoveanu.
Pelerinajul elevilor pe la case memoriale, muzee literare a fost un excelent suport pentru
realizarea educaiei morale, estetice i chiar sociale. Ei i-au reamintit astfel de personaliti
importante ale literaturii i culturii romneti care i-au dovedit mreia artistic, patriotismul su
dragostea fa de natur, tradiii i cultura neamului, trecute prin filtrul creator n opere nemuritoare.
n faa unor imagini, relatri, elevii i-au dezvluit sentimente puternice, dezvoltndu-i
afectivitatea prin contactul viu cu aceste imagini, peisaje, obiecte. Excursia tematic a fost i va
rmne un prilej de cultivarea a gustului estetic sau a celui pentru citit sau literatur.

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 PROIECTUL JUDEEAN DIN CADRUL PROIECTULUI NAIONAL
S CITIM PENTRU MILENIUL III
TITLUL PROIECTULUI LA NIVEL JUDEEAN
EROII DIN POVETI V POFTESC LA CARNAVAL

Profesor nvmnt precolar: Incze Erica/ Hodadea tefania

Grdinia cu P.P. Mica Siren

ARGUMENT
Cartea i cititul ei ofer posibilitatea de-a explora cu ochii minii i de a tri experiene de
via remarcabile, de a imagina locuri i personaje care pot fi descifrate i pot deveni inte de viitor,
iar n cazul celor din urm modele de urmat.
Programul educaional Sa citim pentru mileniul III, propus n anul 2002 de ctre Viorica
Preda - inspector general de la nvmntul precolar i de Gabriela Iaurum - inspector general de
la nvmntul primar, n cadrul Direciei Generale de nvmnt Preuniversitar din Ministerul
Educaiei i Cercetrii a fost i este unul dintre proiectele de succes la care au aderat numeroase
grdinie i coli, milioane de copii precolari i colari fiind familiarizai cu lectura, cu cartea, cu
valorile literare naionale i internaionale.
Poate i datorit acestui program lectura este i va rmne una din cele mai intense, mai
educative i mai rspndite activiti, iar cu ct copilul se apropie mai devreme de lectur cu atat
mai importante i mai durabile vor fi efectele ei in domeniul limbajului, al comunicrii precum si al
comportamentului i al socializrii.
La vrsta precolar cnd imaginaia abund, povetile deschid copilului noi orizonturi,
aduc n faa ochilor minii experiene provocatoare, care se constituie de fapt n experiene de
nvare semnificative. Ele sunt o surs inepuizabil prin care educatoarea poate cultiva cele mai
nobile trasturi de personalitate la copii i tocmai de aceea i n acest an colar ne popunem ca n
cadrul Proiectului Naional Sa citim pentru mileniul III s continum s abordm lumea
fascinant a povetilor.

422
SCOPUL: Stimularea interesului i a dragostei pentru lectur i a gndirii critice, exersarea
limbajului i a posibilitilor de comunicare, dezvoltarea creativitii verbale i plastice , a
capacitii de a nelege mesajul scris.

OBIECTIVE URMRITE:stimularea gustului pentru lectur, formarea unei atitudini de grij i

respect fa de carte, formarea unor deprinderi corecte de utilizare i pstrare a crilor,
familiarizarea copilului cu valorile literare naionale i internaionale,apropierea copiilor prescolari
i colari mici de carte i de cuvntul scris, familiarizarea copiilor cu diferite tipuri de scris i
stimularea interesului pentru scris, mbuntirea comunicrii orale i stimularea interesului pentru
citit-scris,bstimularea imaginaiei i a creativitii verbale si plastice, cunoaterea unor personaje
din poveti i caracterizarea lor.

GRUP INT: Precolarii din Grdinia cu P.P. ,,Mica Siren, Cluj-Napoca; prinii copiilor;
cadrele didactice nscrise n proiect, din unitatea Grdinia cu P.P. ,,Mica Siren, Cluj-Napoca.

PERIOADA: 1 an colar

RESURSE UMANE: Copiii din grupa mare, Petiori Aurii, din Grdinia cu P.P. ,,Mica Siren,
Cluj-Napoca; prini, bunici; invitai (prini,bibliotecari); cadre didactice din Grdinia cu P.P.
,,Mica Siren: director- Miclea Maria, educatoare- Hodadea tefania, Incze Erica.

RESURSE MATERIALE: cri, reviste, CD-uri, softuri educaionale,casete; aparat foto,

casetofon, tabl, flip-chart; computer, imprimant; hrtie A4, xerox, scotch, markere, carioca,
creioane colorate, carton, acuarel, pensule, lipici.

REZULTATE PRECONIZATE: Chestionare pentru prini; calendarul de activiti; pliant cu

sugestii pentru prini i copii; fotografii; parteneriate i colaborri; CD-uri cu nregistrri.

EVALUARE: Portofoliul proiectului; album foto; pliant; afie; CD cu imagini din timpul
activitilor i filmri ale scenetelor; expoziie cu lucrrile realizate n cadrul proiectului;

EVALUARE FINAL- DISEMINARE: ntocmirea unui portofoliu care va fi prezentat cadrelor

didactice i prinilor; Portofoliul va cuprinde: formularul de intenie, proiectul n extenso, fia de
monitorizare, albumul foto (unul la nivel de grdini), scenete filmate care cuprind personaje din
poveti; fia de monitorizare va fi nsoit de un album foto, care va cuprinde cte o imagine
sugestiv din fiecare activitate derulat. Pe imagine se va evidenia distinct i lizibil data i tema
activitii. Albumul cu imaginile va fi evaluat de ctre o comisie de evaluare numit de ctre
coordonatorii proiectului de la nivel judeean.

PARTENERI: Biblioteca O. Goga, Cluj-Napoca, Librria- Crtureti, Iulius Mall, Cluj-

Napoca.

CALENDARUL ACTIVITILOR N CADRUL PROGRAMULUI NAIONAL

S CITIM PENTRU MILENIUL III
TITLUL PROIECTULUI LA NIVEL DE UNITATE:
,,POFTII LA CARNAVAL

423
 Luna Activitatea propus Forme de realizare

Noiembrie Documentarea i selectarea Discuii libere-propuneri-mediatizarea

informaiei necesare derulrii proiectului n grdini
proiectului Alegerea de ctre copii a unor cri de
poveti preferate din biblioteca grupei i
,,Magia povetilor lecturarea acestora cu ajutorul
educatoarelor;
Decembrie Elaborarea unor crticele cu versuri i
,,Iarna pe uli imagini despre anotimpul iarna i
srbtorile iernii;
,,Crciun de poveste Interpretarea scenetelor de serbare de ctre
-Serbri de Crciun copii
Ianuarie ,,A fost odat ca niciodat- Activitate interactiv ntre prini i copii-
Creatori de poveti i mari prini povestitori i copii actori (imitarea
povestitori unor personaje cunoscute din povetile
lecturate)
Februarie Seara de poveti la Cartureti Vizit la librria Crtureti pentru o
poposire n lumea povetilor.
,,Poveti n benzi desenate Realizarea unor desene i scurte descrieri
pentru fiecare desen, astfel nct s
compun o poveste;
Martie ,,Personaje hazlii din poveti i Realizarea unor lucrri practice i plastice
poezii (colaje, mti, desene) prin care s ilustreze
chipul unor personaje hazlii din poveti;

,,Biblioteca- prietena mea Vizit la biblioteca O. Goga

Aprilie Interpretarea personajelor de poveste
,,Poftii la carnaval mici scenete din poveti.
Mica Siren i cufrul fermecat
culegere de poezii, scene de Finalizarea proiectului
poveste, poveti create-n benzi
desenate, lucrri practice i
plastice;

BIBLIOGRAFIE:

1. Ttaru, Lolica. Piramida cunoaterii - Repere metodice n aplicarea curriculumului

precolar, Ed. Diamant, 2014
2. Revista nvmntului primar i precolar, Ed. Arlequin, 2014
3. Lzrescu P., Mihaela, Ezechil, Liliana. Laborator precolar, Ed. V&I Integral, Bucureti,
2001

424
 ROLUL ISTORIEI N EDUCAIA INTERGENERAIONAL N SPIRITUL
VALORILOR EUROPENE
Prof. Medvedev Oana
Colegiul tehnic ,,Dumitru Mangeron Bacu

Cercetarea istoriei i studiul istoriei ca obiect de nvmnt trebuie s fie compatibil cu

valorile fundamentale intergeneraionale cuprinse n statutele Consiliului Europei.Astfel,predarea
istoriei ntr-o Europ democratic trebuie s ocupe un loc central n educaia tinerei generaii,n
spiritul de ceteni responsabili i implicai activ n viaa politic precum i n cultivarea respectului
pentru diferenele ntre popoare i care s fie bazat pe nelegerea identitii naionale i a
principiilor toleranei.
Totodat,Consiliul Europei combate manipularea istoriei n scopuri strict ideologice,punnd
accent asupra promovrii valorilor universale ale drepturilor omului i ceteanului precum i
eliberarea treptat, a istoriei de sub monopolul naionalist.Istoriile Europei vor trebui rescrise ca un
tot unitar,ntr-un spirit care s corespund devizei Uniunii Europene,,Unitate n diversitate''.
Studierea istoriei va trebui s fie un factor decisiv n reconcilierea,cunoaterea i respectul
reciproc ntre popoare i o component fundamental a construciei europene pe baza motenirii
istorice i culturale,comune.n acelai timp,va face parte dintr-o politic educaional care s joace
un rol important n dezvoltarea tinerei generaii,cu trimitere direct la participarea a activ la
construcia Europei, ca i la evoluia panic a societii umane ntr-o perspectiv global,n spiritul
nelegerii i a respectului reciproc.
Prin intermediul istoriei,elevii i vor dezvolta capacitatea interioar de a analiza i a interpreta
informaia istoric n mod critic i responsabil,pe calea dialogului,prin aflarea dovezilor istorice i
prin dezbaterea deschis, care s aib perspectivele multiple,mai ales cele controversate i sensibile.
Istoria prin instrumentele ei de lucru diverse, va trebui s permit cetenilor Europei s i
formeze i afirme propria identitate individual i colectiv,prin cunoaterea motenirii istorice
comune n aspectele sale locale,regionale,naionale,europene i globale.
Predarea istoriei nu trebuie s fie un mijloc de manipulare n scop ideologic,de propagand sau
utilizat pentru promovarea ideilor intoleranei, a celor ultranaionaliste,xenofobe sau a
antisemitismului.
Conform ultimelor directive ale Consiliului Europei,istoria trebuie s capete o dimensiune
european,n care s fie ncurajat studierea acelor perioade i evenimente cu o dimensiune
european,n special evenimente istorice sau culturale i acele tendine care s contribuie la
formarea contiinei europene.
nvmntul de tip european va utiliza fiecare mijloc posibil,n special mijloacele de informare
modern,pentru a promova cooperarea i schimbul ntre coli pe teme privind istoria
Europei,precum i dezvoltarea interesului elevilor cu privire la istoria altor state europene.
Faptele istorice pot fi prezentate,folosindu-se o gam variat de tipuri de materiale didactice, ce
vor fi nsuite printr-o abordare critic i analitic,prin intermediul arhivelor,filmelor de ficiune i
documentare,muzeelor,internetului,calculatorului sau istoriei orale cu ajutorul creia mrturia scris
cu privire la evenimentele recente,poate deveni o istorie autentic,pentru tnra generaie.
Totodat,tinerii trebuie s fie ncurajai s fac propriile lro cercetri,stimulndu-se prin
intermediul studierii istoriei,curiozitatea i iniiativa lor n ceea ce privete strngerea de informaii
i capacitatea lor de a identifica principalele evenimente istorice.
Este indicat,ca s fie ncurajate grupele de elevi,clasele,colile pentru a se angaja n proiectele de
cercetare sau n folosirea de metode active,pentru a creea condiiile de dialog i pentru un schimb
de idei deschis i tolerant.
Istoria pregtete elevii pentru experiena contactului cu semeni de ai lor din medii culturale
diferite.Aceast experien determin o deschidere mai mare fa de diferenele culturale,inclusiv o

425
mai mare contientizare a propriului mediu cultural i construirea unor relaii,n condiiile existenei
diferene cunoscute.
Acesta nseamn a-i ajuta pe elevii s neleag,n general,diversitatea,care este,n fapt,trstura
esenial a Europei,prin experienele personale.Ei vor observa diferenele dar i punctele comune pe
care le au cu ceilali tineri europeni.Vor putea deveni astfel contieni de propria lor identitate i
de trsturile culturii lor naionale,prin contactul cu ceilali.
Istoria ca obiect de studiu are capacitatea de a ajuta att grupurile majoritare ct i cele minoritare
s dobndeasc abilitatea de a comunica ntre ele,de a negocia,n situaii diverse i s-i analizeze
propriile opinii i atitudini,unii fa de alii.
Consiliul Europei a nceput de curnd,derularea unui proiect privind,,Predarea istoriei i
promovarea valorilor democraiei i toleranei''.n acest proiect este susinut ideea ca tiinele
sociale,istoria,educaia moral i religioas s joace fiecare un rol important n combaterea
prejudecilor rasiale.
Referindu-se la acelai aspect,un reprezentant al Directoratului pentru Educaie,Cultur i
Sport din cadrul Consiliului Europei remarca:,, Exist n prezent un interes sporit pentru predarea
valorilor democratice n Europa...se prefigureaz o puternic dezbatere n legtur cu rolul istoriei
i n combaterea unor ameninri la adresa valorilor democraiei precum ar fi
intolerana,xenofobia,rasismul,violena i terorismul''.
Toate aceste,,framntri'' ale societii contemporane se transpun i la nivel micro,la nivelul unei
coli unde ne confruntm zi de zi cu probleme de tip discriminare rasial,religioas,violen etc.
Studierea istoriei ne ofer exemple pozitive i negative din trecut,ajut elevii s identifice
diferenele ,steriotipiile i s le combat.Cunoscnd adevrul istoric despre trecutul prinilor lor i
nvnd din greelile acestora,ei vor ncerca s nu mai repete erorile i ororile comise de-a lungul a
zeci de generaii ,datorate intoleranei,xenofobiei,rasismului,discriminrii care au cauzat attea
rzboaie.
Istoria predat n coal s-a bucurat ntotdeauna de un loc important n programele Consiliului
Europei privind educaia,punndu-se accent asupra inovrii i creaiei n desfurarea actului
didactic la catedr.De la nceput s-a considerat c modul n care istoria este predat i nvat n
coal influeneaz cunotinele,nelegerea i percepia pe care elevii le dobndesc despre propria
lor ar,ct i asupra celorlalte.
nc din 1953,la prima sa conferin dup apariie(1950-s.n),Consiliul Europei a susinut
abandonarea n cadrul manualelor de istorie i n actul didactic,n general,a
stereotipiilor,prejudecilor sau a erorilor grosolane,n ceea ce privete coninutul istoriei.Totodat
s-a subliniat, ca act inovator, trecerea treptat a tuturor statelor europene,de la manuale axate pe o
istorie ,,pur''naional,la una transfrontalier iar trecerea s fie facut de la local,regional,la naional
i universal.
Acelai lucru a fost subliniat i referitor la folosirea strategiilor i metodelor didactice ,n
predarea istoriei la clas.Renunarea la metodele clasice n care profesorul este singurul iniiator al
proceselor de predare-nvare i evaluare.nvmntul trebuie axat pe elev,el devenind,,coautor''la
propria sa formare.De asemenea,promovarea metodelor i strategiilor didactice interactive,cu rol
integrator pentru toi elevii,inclusiv cei cu nevoi speciale de nvare este soluia optim pentru
promovarea unui nvmnt modern i de calitate.
n acelai timp,curriculumul i pregtirea profesorilor de istorie trebuie s conin abordri
novatoare interdisciplinare n ceea ce privete istoria,literatura,studierea limbilor strine etc.
Conform recomandrilor Consiliului Europei din 1999 trebuie ncurajat inovaia n domeniul
studierii istoriei printr-un numr de proiecte-pilot existente la nivelul colilor i s fie elaborate
materiale didactice auxiliare i manuale de istorie auxiliare diversificate.
Inovarea i creativitatea n domeniul predrii istoriei pot fi stimulate i printr-o bun pregtire a
cadrelor didactice,fie printr-o larg accesibilitate la mijloacele tehnice de pregtire (internet,
calculator, laptop etc), fie prin contacte permanente ntre organizaiile profesionale ale istoricilor i
ale profesorilor de istorie la nivel local,naional i internaional.
426
 Istoria ca obiect de nvmnt poate juca un rol benefic n promovarea educaiei interactive n
coli.Exist cteva condiii n acest sens,care au nceput s fie respectate i aplicate n coala
romneasc.Astfel, studierea istoriei trebuie s aib la baz o abordare inter i multidisciplinar
punnd n valoare legtura cu alte obiecte de nvmnt din cadrul curriculumului,ca de
exemplu:literatura,geografia,tiinele sociale,filosofia,artele i tiinele.
De asemenea,promovarea unor metode i strategii didactice interactive,de predare-evaluare vor
dezvolta capacitile critice ale elevilor,a abilitii lor de a gndi pentru ei nii,a curiozitii i a
spiritului de cercetare,n special prin utilizarea metodelor de investigaie,n domeniul motenirii
istoriei,o zona care poate stimula influenele interculturale.Istoria poate stimula cercetarea
individual i de grup,prin utilizarea acestor metode i strategii moderne.
n studiul istoriei se tinde tot mai mult la nivelul Consiliului Europei n promovarea unei
istoria tuturor,n care minoritile de orice fel sunt respectate iar contribuia lor este evideniat.
Predarea i cercetarea istoriei va trebui s impun ea nssi obiectivul nelegerii ntre
popoare,adic de a permite diferitelor etnii i comuniti,s se cunoasc i s triasc mpreun n
armonie.La fel i la nivelul unor comuniti mai mici,ar,regiune,ora,n cazul nostru-coala,studiul
istoriei ca i a celorlalte obiecte socio-umane,trebuie s asigure i s aib ca scop nfptuirea
armoniei,integrarea acelor grupuri de elevi dezavantajai,din diverse motive,n totul unitar care este
coala,s creeze o atmosfer deschis,tolerant ca spirit i fapt.

BIBLIOGRAFIE
BLUOIU ,VALENTIN;COPOERU ,LUCIA;SOARE ,AUREL C-TIN;STNESCU,
ECATERINA;VITANOS, C-TIN-,,Istoria secolului al XX-lea i educaia pentru cetenia
democratic'',Colecia Didactic,Centrul Educaia 2000+,Bucureti,2006.
BEER-LOW,ANN-,,The Concil of Europe and History in school'',Strasbourg,1999.
CUCO, CONSTANTIN-,,Pedagogie''-Ed.Didactic,Bucureti,1996.
MANEA, MIHAI(coord.)-,,Predarea istoriei secolului XX'',Ed.Tipogrupp,Buzu,2001.

COMUNICAREA N CADRUL MANAGEMENTULUI

Prof.ing. Mihai Cristina Elena,

Liceul Tehnologic ,,Dacia Piteti

Comunicarea poate fi formal definit ca orice proces prin care premisele decizionale sunt
transmise de la un membru al unei instituii la altul. Comunicarea nsoete activitatea instituiilor
publice, contribuind la realizarea n bune condiii a acesteia.
Comunicarea public se refer att la schimbul i mprtairea de informaii de utilitate
public, ct i meninerea liantului social. 59
Comunicarea n instituii este un proces bilateral: el presupune att transmiterea ordinelor,
informaiei i sfaturilor la un centru de decizie (adic un individ nvestit cu responsabilitatea de a
lua decizii), ct i transmiterea deciziilor luate de la acest centru n alte pri ale instituiei. Mai
mult, este un proces care se desfoar n sus, n jos i lateral n instituie.
Canalele de comunicare n instituiile publice pot fi de dou feluri: formale i informale.
Prin canalele formale se transmit fluxurile informaionale oficiale. Canalele informale de
comunicare se stabilesc n general ntre persoane i grupuri informale. Acestea sunt formate din
angajai care au interese comune sau afiniti. Informaiile transferate prin aceste canale sunt
neoficiale i au un caracter personal sau general: ele nu sunt verificate.

59
P. Zmor La Communication Publique, Presses Universitaires de France, Paris, 1995
427
 Comunicarea instituional este o comunicare extraorganizaional prin care instituia din
administraia public urmrete s-i ntreasc imaginea, s suscite n jurul ei un climat de
ncredere i simpatie din partea cetenilor. 60
Comunicarea extern a instituiei publice contribuie la notorietatea i imaginea organizaiei
n instituie.Ea ndeplinete atfel, totodat funcia de promovare a instituiei publice a statului i a
unitilor administrativ-teritoriale.
Comunicarea cu rol de promovare reprezint, n realitate, un caz aparte, pentru c, dei
literatura de specialitate o considera fr excepie ca fcnd parte din comunicarea extern, ea se
desfoar unilateral, dinspre instituia public ctre mediul exterior al acesteia. n aceast situaie,
nu mai sunt membrii organismului public cei care intrein legatura cu exteriorul, ci organizaia ca
instituie. Ea d informaii despre serviciile care le ofer, ncearc s-i amelioreze imaginea de
ansamblu sau, pur si simplu, vrea s fac cunoscute i s-i promoveze valorile.61
Prin nsi natura ei, activitatea de management depinde de comunicare:
- comunicarea ntre diferitele niveluri;
- comunicarea pe acelai nivel;
- comunicarea ntre administraie i executivul social;
- comunicarea ntre administraie i autoriti;
- comunicarea n mediul social;
Devine din ce n ce mai important att pentru administraie, ct i pentru clienii acesteia
contribuabili, ceteni, grupuri de interese, autoritatea politic -, dezvoltarea canalelor de
comunicare cu lumea de afaceri.
Formele principale prin care se concretizeaz acest tip particular de comunicare sunt:
publicitatea prin mass-media sau prin propriile materiale publicitare;
sponsorizrile finanarea activitilor culturale sau sportive;
mecenatul ajutor financiar sau logistic acordat artitilor, organizaiilor umanitare sau non-
profit;
articole care prezint organizaia n publicaiile de specialitate;
organizarea de standuri la trguri i forumuri;
organizarea de zile ale porilor deschise;
aciuni de consiliere i ajutorare a altor instituii, similare (dar care n mod real nu sunt
concureniale) prin detaarea temporar de personal.
Exista aadar, o multitudine de forme de promovare a imaginii, valorilor sau serviciilor
specifice instituiei publice. Cea mai eficient i mai ieftin form de promovare este ns, cel mai
adesea, ignorat. Ea se afl la ndemna tuturor funcionarilor i const n reliefarea permanent a
aspectelor pozitive ale organismului public din care fac parte, cu ocazia contactelor cu mediul
extern, fie acestea personale sau profesionale. Ideea este c fiecare funcionar public i poate
asuma fr probleme rolul de comunicator extern, mesajul su fiind centrat pe seriozitatea, eficiena
i calitatea de care d dovada instituia. Acest lucru presupune ca funcionarul public s tie ( ceea
ce ine de eficiena comunicrii interne ), s cread, (este vorba de coerena dintre discursul pe care
l afieaz i aciunile sale concrete), i s vrea (adic s simt nevoia s vorbeasc despre instituia
de administraie public, ceea ce trimite la ideea de motivaie).
Comunicarea n instituiile publice se realizeaz prin:
comunicarea oral (verbal) de exemplu comunicarea dintre funcionar i cetean la
ghieu sau la birou
comunicarea scris
Instituiile din administraia public urmresc ca, prin intermediul comunicrii, s obin
urmtoarele faciliti: 62

60
Alexandru Nedelea Marketing n Administraia Public
61
V. A. Munteanu Marketing public, Ed. Sedcom Libris, Iai, 2006
62
F. Dubois Les politiques de communication externe des collectivits territoriales, Universit de Lille III, Lille, 1994
428
 -identificarea- ce rspunde nevoilor instituiilor administrative de a-i asigura
notorietatea i de a-i face cunoscute competenele;
-informarea care urmrete s fac cunoscut corpului social aciunea administrativ;
-realizarea unei educaii sociale ce corespunde, sub forma de sfaturi, recomandri, rolului din ce
n ce mai important al instituiilor publice n cadrul vieii sociale.
Autoritatea public urmrete, prin comunicare, o relaie de proximitate cu ceteanul;
apropiindu-se de acesta i intrnd n dialog, i cunoate cerinele, doleanele. 63
n procesul de comunicare pot aprea urmtoarele bariere comunicaionale:
a) La nivelul emitorului i al receptorului:
- starea emoional a receptorului;
- rutina, care influeneaz receptivitatea;
- imaginea de sine a emitorului i a receptorului i imaginea despre interlocutor;
- caracterizarea diferit a situaiei de comunicare de ctre emitor i receptor;
- lipsa ateniei n receptarea mesajului;
- concluzii grbite asupra mesajului;
- lipsa de interes a receptorului fa de mesaj;
- sentimentele i inteniile participanilor la situaia de comunicare.
b) La nivel de limbaj:
- aceleai cuvinte primesc sensuri diferite pentru persoane diferite, n special din cauza
diferenelor n planul pregtirii i al experienei;
- dificulti de exprimare; exprimarea cu stngcie a mesajului de ctre emitor;
- utilizarea de cuvinte sau expresii confuze.
c) La nivelul contextului:
- context fizic necorespunztor (poluare fonic ridicat);
- supori informaionali necorespunztori.

Diversitatea cauzelor care determin dificultile i perturbrile aferente procesului de

comunicare face obligatorie existena n cadrul respectivului sistem a posibilitailor de reglare, de
adaptare i de transformare64. Elementul central al acestei reglri este reprezentat de feed-back, care
i permite receptorului ( de exemplu, ceteanul) s-i emit reaciile, iar emitorul ( de exemplu,
funcionarul public, purttorul de cuvnt al instituiei, etc) s le nregistreze.
Abilitatea comunicatorului de a rspunde adecvat feed-back-ului este determinant pentru
eficiena comunicrii.
Funciile feed-back-ului sunt urmtoarele65:
a) funcia de control al nelegerii, al receptrii n bune condiii a mesajului;
b) funcia de adaptare a mesajului la caracteristicile actorilor, la dificultile ntmpinate sau alte
evenimente care presupun o modificare a coninutului sau a formei;
c) funcia de reglare social prin flexibilitatea rolurilor i funciilor ndeplinite de diveri actori,
n msur s faciliteze nelegerea punctului de vedere al celuilalt;
d) funcia socio-afectiv: feed-back-ul crete sigurana intern i satisfacia actorilor.

Comunicarea interpersonal n administraia public

Una dintre dificultile derulrii unui proces de comunicare eficient este generat de disonana
cognitiv. Aceasta presupune selectarea surselor de informare n conformitate cu propriile
convingeri ale entitailor implicate n transmiterea sau receptarea mesajului comunicat.
Fenomenul disonanei cognitive este foarte obinuit n administraia public. Astfel, cnd un
grup se constituie pentru a discuta diferite probleme, constatm c, de la efii departamentelor, la
ministere, la directori generali, la secretari de stat, etc, fiecare gsete grupul unde unde ceilali au
63
V. A. Munteanu Marketing public, Ed. Sedcom Libris, Iai, 2006
64
I. Chiru Comunicare interpersonal, Ed. Tritonic, Bucureti, 2003
65
J. C. Abric Psihologia comunicrii, Iai, 2002
429
aceeai viziune asupra problemelor. Cand ntlnirea ncepe i membrii grupului i expun opiniile
personale, ei aud propriile puncte de vedere prezentate n cuvinte diferite i pleac ntrii n
convingerile lor iniiale, care sunt asemntoare cu ale celorlali.
n plus, i n rndul funcionarilor publici se manifest un mecanism psihologic care acioneaz
n sensul respingerii i al deformrii informaiilor i realitilor care nu sunt n concordan cu
propriile convingeri.
De asemenea, pot fi identificate situaii n care funcionarii publici s-au dovedit total opaci,
nereceptivi fa de faptele care le-au fost prezentate prin procesul de comunicare cetean-instituie
de administraie public. Se ntlnesc frecvent situaii n care funcionarul ofer impresia c ascult,
dei, n realitate, nu este atent. Este doar politicos, rmnnd linitit pn cnd i vine rndul s
vorbeasc, timp n care i trece n revist propriile argumente. Rpunsul su este, aproape n
ntregime, nepotrivit cu cele spuse de vorbitorul anterior, ignornd complet punctele de vedere
expuse de cetean. Ca urmare, asemenea respingere evident pune o problem real de comunicare
i trebuie recunoscut ca atare.66
Pentru reducerea influenei barierelor n comunicarea scris, i chiar nlturarea acestora,
materialul informativ trebuie elaborat n funcie de receptor.

Comunicarea extern a administraiei publice

Aflat ntr-un contact permanent i direct cu mediul social, instituia public preia ocurile
provenite de la acesta i ncearc s le rspund prin iniierea, la nivel organizaional, a unor
demersuri orientate spre schimbri, transformri, reechilibrri 67. Pe de alt parte, orice transformare
sau schimbare este resimit i n exterior, administraia influennd i modelnd, la rndul ei,
mediul social.
n cadrul proceselor de comunicare extern a administraiei publice este posibil s apar bariere
comunicaionale:
ntre diferitele instituii ale administraiei publice, din cauza gradului ridicat de
specializare a fiecreia, neacordrii importanei cuvenite colaborrii ntre instituii;
ntre administraia public i ceteni

IMPACTUL UTILIZRII NDELUNGATE A CALCULATORULUI ASUPRA

DEZVOLTRII PSIHOMOTORII A TINEREI GENERAII

Popa Gabriela
Ion Georgeta
Liceul Tehnologic Dacia Piteti

Influena tehnologiei informaiei se manifest la toate nivelurile: de la necesitatea

includerii n manualele de psihiatrie a dependenei de Internet, la discuia privind efectele nocive
ale radiaiei electromagnetice emise de telefoanele mobile. Exist ns i primele certitudini -
sindromul de tunel carpian a fost recunoscut recent n Olanda drept boal profesional, rezultat al
folosirii intensive a tastaturii (1). Un studiu naional condus de Annenberg Public Policy Center din
Washington, 2002, arat c majoritatea prinilor care au calculator acas sunt ngrijorai n legtur
cu modul n care utilizarea ndelungat a acestuia poate influena dezvoltarea copilului. Totui ei
cred c copii au nevoie s-l utilizeze citnd ca avantaje: dezvoltarea creativitii, creterea
performanei colare, reprezint un ajutor n realizarea temelor, un mijloc de comunicare (2). Dei

66
H. A. Simon, V.A. Thompson, D. W. Smithburg Administraia public
67
Lucica Matei Management public
430
cercetrile asupra efectelor utilizrii calculatorului sunt nc puine i ambiguii totui au fost
evideniate unele consecine pozitive i negative. S-au urmrit efectele asupra: strii fizice;
dezvoltrii psiho-cognitive; dezvoltrii relaiilor i a interaciunii sociale; perceperea realitii (3, 4).
Efectele asupra dezvoltrii strii fizice
Utilizarea ndelungat a calculatorului este un important factor de risc pentru obezitate (6).
25% din copii din SUA sunt obezi. Totui nu sunt cercetri clar sistematizate pentru a dovedi
aceast legtur. Acestea n schimb au evideniat faptul c privitul excesiv la TV (peste 5h/zi sau
mai mult) este o cauz a obezitii. Riscul crete la copii care petrec mult timp n faa calculatorului
pe lng cel din faa televizorului (8) n concluzie, American Academy of Pediatrics avertizeaz
prinii s limiteze timpul petrecut de copii n faa ecranului i s le sublinieze activitile
importante ca sportul. Utilizarea ndelungat duce la disconfort/tensiune la nivelul muchilor
spatelui, poziii vicioase ale coloanei vertebrale (scolioze, cifoze) (9). Tendinite, numite chiar
nintendinite, caracterizate prin durere sever la nivelul tendonului extensorului degetului mare drept
ca urmare a repetatelor apsri pe butoane n timpul jocului. Favorizeaz apariia crizelor epileptice
(epilepsia fotosenzitiv este determinat de licririle frecvente sau imaginile rapide luminoase).
Determin tulburri hipnice: reducerea duratei de somn, comaruri. Unul din cinci copii, dintre cei
care dein un computer, i petrece mai puin timp dormind dect proprii prini la aceeai vrst.
Efectele asupra dezvoltrii psiho-cognitive
Utilizarea ndelungat a calculatorului poate determina tulburri emoionale: anxietate,
iritabilitate, toleran sczut la frustrare, pn la depresie. Young (1997) trgea concluzia c cei
care au probleme psihologice pot fi cei mai atrai de interaciunea anonim de pe internet. Kimberly
Young i Robert Rogers au urmrit posibila legtur dintre depresiei utilzarea internetului. De
asemenea, persoanele care utilizeaz excesiv calculatorul sunt iritabile, au o toleran sczut la
frustrare, sunt ntr-o permanent tensiune interioar, dominate de nerbdare i nelinite.
Calculatorul acioneaz ca un mijloc prin care ei i descarc aceste stri interioare, dar n acelai
timp le poteneaz datorit efectelor negative asupra sntii. Aceste persoane sunt mai timide,
manifest neplceri fizice, nesiguran, vulnerabilitate, iritare (8). Pe de alt parte, 38,9 % dintre cei
care i petrec timpul discutnd cu prietenii sau fcndu-i noi cunotine prin intermediul
calculatorului manifest complexul de afirmare de sine n plan sexual i 41,2% manifest
complexul de insecuritate. Astfel, datorit timiditii, temerilor de a displcea, imposibilitii
manifestrii senzualitii, fricii de a nu se putea afirma, de a nu fi luat n seam sau de a fi rnit, luat
n derdere, datorit nencrederii n propriile fore, indivizii recurg la mascarea acestor defecte prin
intermediul calculatorului. Ei doresc s comunice i s stabileasc relaii cu celelate persoane, ns
complexele lor i mpiedic s se manifeste adecvat atunci cnd se afl fa n fa cu persoanele
respective. Posibilitile de manifestare nonverbal prin intermediul calculatorului sunt extrem de
avansate, astfel nct utilizatorii i pot exprima emoionalitatea adecvat situaiei fr ca partenerul
de discuie s perceap intensitatea real a emoiilor lor sau diferena ntre emoia afiat grafic i
emoia trit real. Comunicarea prin intermediul calculatorului permite persoanelor care
interacioneaz s se prezinte n ce mod doresc i ofer posibilitatea grafic de exprimare a
emoiilor. Utilizarea calculatorului mbuntete performanele cognitive .
Efectele asupra dezvoltrii aptitudinilor sociale
Studiile longitudinale relev cum sunt influenate trsturile de personalitate, dinamica
familiei, modul de comunicare la copii i adolesceni. M. Weinstein (1995), profesor la Political
Science at Purdue University subliniaz c tehnologizarea a deteriorat sistemul de valori i
funcionarea social la adolesceni. Utilizarea ndelungat a calculatorului duce la tulburri de
comportament: retragere social, introversie, agresivitate verbal sau fizic, comportament exploziv
iritant atunci cnd i se cere s fac altceva. Gsind attea satisfacii n legtura cu calculatorul
copilul ncepe s renune la activitile sale sociale, de la cele casnice, colare pn la cele de
recreere cu prietenii. S-a vzut o tendin de erodare a autoritii parentale, copii o accept mai
puin. Aceasta depinde de tipul de activitate realizat la calculator i de timpul petrecut n faa
ecranului. Pentru a dezvolta competena social necesar copii trebuie s interacioneze cu alii. S-a
431
evideniat o cretere a numrului prietenilor electronici la utilizatorii de calculator odat cu o
diminuare a relaiilor de prietenie care implic interaciunea social. Un nivel moderat de utilizare
are un impact social minor dar utilizarea excesiv (peste 30h/sptmn) i jocurile violente pot
duce la creterea comportamentului agresiv, a ostilitii la copii.
Efectele utilizrii calculatorului asupra perceperii realitii
Lumea virtual creat de computer (jocuri, internet) deprteaz copii de cea real. Prin
intermediul jocurilor copilul interacioneaz cu personaje simulate i creaturi diferite i prin
intermediul internetului adolescenii i asum diverse identiti n interaciunea cu strinii. Acestea
fac ca limita real - virtual s nu mai fie clar la copii i adolesceni. Jocurile pe internet ntresc
aceast integrare a vieii virtuale. n MUD, de exemplu, calculatorul genereaz personaje ce
interacioneaz cu personajele coordonate de oameni, iar unii copii chiar cred c sunt i celelalte
personaje tot oameni. Acestea mixeaz ntre viaa real i virtual. n timp ce se joac pe Internet cu
personajele favorite de desene animate, copiii nva s recunoasc literele i, ntre timp,
computerele devin o parte din viaa lor.
Dependena de calculator: evoluia conceptului
Termenul a fost utilizat de M. Shotton n 1989 n cartea ei Computer Addiction , dei
conceptul a fost discutat mult mai devreme de ctre Nicholas Rushby . n cartea sa An Introduction
to Educational Computing, publicat n 1979, Rushby subliniaz c persoanele care devin
dependente de computer pot prezenta simptome de sevraj. Primele semne de alarm cu privire la
dependena de jocurile pe calculator sau de internet au fost trase nc din anii 1980. Dependena de
calculator este un termen relativ nou introdus pentru a descrie dependena de un computer, nu doar
de calculatorul personal ci i de jocurile video i de internet i are mai multe nume: cyberaddiction,
cyberholism, netaddiction, netaholism, pathological internet use (PIU). Nu exist n prezent o
definiie cu care s operm i nici o ncadrare nosologic precis a dependenei de calculator . Poate
prea surprinztor, dar aproape toate activitile umane - ca de exemplu munca, alimentaia,
sexualitatea, acumularea unor valori materiale, stabilirea unor recorduri, consumul unor
medicamente, consumul de alcool i alte droguri pot lua trsturile unei dependene.
Comportamentul adictiv este contientizat la un moment dat, ca o problem tot mai serioas pentru
propria persoana sau pentru cei din jur, dar totui nu renun la el. n aceast privin, apare o
asemnare cu alte comportamente obsesive care pot merge pn la lezarea demnitii umane. Se
modific iunele trsturi de personalitate, dar aceasta se produce ntr-un mod insidios i poate trece
neobservat mult vreme. De exemplu, comportamentul dependent mpinge omul ctre autoamgire
i minciun, deoarece cel n cauz are nevoie de un sistem complicat de explicaii pentru a nu-i
pierde respectul de sine, precum i respectul celorlali. Valorile societii, libertatea,
autodeterminarea i autocontrolul, ndeplinirea funciilor sociale i sntatea, atta timp ct sunt
respectate de cineva nu putem discuta despre comportament patologic.
n clasificarea internaional a bolilor (ICD 10) se folosete curent expresia sindrom de
dependen i sunt furnizate criteriile clinice de diagnostice. Dac se ntrunesc cel puin trei din ase
criterii se identific sindromul de dependen, respectiv:
1. Persisitena dorinei intense de a utiliza calculatorul;
2. Dificultate de a controla comportamentul;
3. Tulburri ale funciilor, incluznd neglijarea plcerilor i intereselor;
4. Pericolul pentru sine.
Restul de dou criterii se refer la semne ale sindromului de ntrerupe i ale toleranei.
Rezult de aici c patru din cele ase criterii se refer caracterul compulsiv. Acesta rmne
componenta esenial a sindromului de dependen. n DSM IV TR se utilizeaz expresia
dependen de substan n loc de adicie. O serie de organizaii profesionale americane
(American Pain Society, American of Family Physicians, American Society of Addiction Medicine
i Federation of State Medical Boards) prefer termenul de adicie n loc de dependen pentru c ar
face o mai net distincie ntre utilizarea compulsiv i dependena fizic. n 1957 experii OMS
introduc expresiile dependen fizic i dependen psihic. Ultima este reflectat n cadrul
432
sindromului de abstinen. Dependena fizic se manifest sub forma unor stri patologice care
constau n necesitatea organic de a folosi alcoolul /droguri pentru a evita tulburrile ce apar la
ncetarea utilizrii. Nu apare la toate tipurile droguri, dar apare mai frecvent la alcool i foarte
repede la consumul de heroina i morfin. Apar o serie de fenomene neplcute pe plan fizic, numite
fenomene de sevraj.
Dependena psihic se manifest prin modificri comportamentale i o stare mental
particular nsoit de dorina psihic imperioas de a consuma alcool (sau de a-i administra
droguri) periodic sau continuu pentru a obine o stare de bine sau pentru a nlatura disconfortul
psihic. Aceasta dependen apare la consumul tuturor tipurilor de droguri, inclusiv de alcool dar i
la cei dependeni de calculator. Acetia folosesc computerul fie pentru a obine din nou plcere, fie
pentru a evita nelinitea, anxietatea, iritabilitatea, insomniile, depresia carecteristice strii de sevraj
(5,6, 7). O atitudine greit tipic exist la viitorul dependent cu mult naintea instalrii bolii. Pentru
producerea dependenei, nu substana sau calculatorul care st practic la dispoziia tuturor
oamenilor este decisiv. Decisiv este impulsionarea hotrt a unei persoane de a se folosi de
aceast substan n vederea obinerii anumitor efecte. Discuiile purtate n jurul mecanismului prin
care individul devine dependent, sub o form sau alta, implic una dintre urmtoarele ipoteze:
Ipoteza mecanismului asemntor dependenei de substane.
Ipoteza mecanismului asemntor tulburrii de control a impulsurilor.
Ipoteza mecanismului asemntor unei afeciuni "secundar" altei afeciuni psihiatrice
"primare".
Concluzii
Putem face oricnd un simplu test, la o simpl cutare pe Google folosind termenii
computer addiction va indica aproape 5.600.000 de rezultate, iar pentru dependena de
calculator 92.600 de rezultate. Acest test vine s sublinieze gravitatea problemei. Mai mult.
recent au aprut o serie de articole n ziare sau studii precum cele realizate de Romtelecom n
parteneriat cu Unesco sau Intuitext mpreun cu Itsy Bitsy FM care atrag atenia asupra pericolului
pe care l reprezint accesul nesupravegheat la internet pentru anumite categorii de vrst (ex.
copii), vzut ca principala cauz ce poate creea dependen de calculator. Se pare c problema este
una serioas, fiindc dependena de calculator afecteaz destul de multe persoane, n special din
rndul tinerilor. i unii dintre noi ar putea fi bnuii de aceeai problem. Rolul familiei n
societatea de azi devine tot mai important. Alturi de coal i organizaiile de tineret, familia este
unul din factorii care se preocup de educaia copilului. De educaia lor se ocup i alte persoane,
instituii i organizaii sociale, dar influenele educative exercitate de acestea sunt mai putin
organizate dect cele ale familiei, colii i organizaiilor de tineret. Familia exercit o influen
deosebit de adnc asupra copiilor. O mare parte dintre cunotinele despre natura, societate,
deprinderile igienice, obinuintele de comportament, elevul le datoreaz educaiei primite n
familie. Campaniile educaionale la nivel local pot avea efecte benefice n vederea reducerii
stigmatizrii i discriminrii dar i a recunoaterii precoce a dependenei de calculator. Evaluarea
opiniei publice a identificat numeroase prejudeci i atitudini negative fa de bolnavul psihic, dar
totodat, o compasiune i o dorin substanial de a sprijini aceste persoane aflate n suferin. Este
necesar o campanie de informare i educare, ceea ce va spori interesul membrilor comunitii i va
permite un contact social activ cu pacienii. Informarea populaiei trebuie realizat prin materiale
redactate, videocasete, discuii organizate, ntlniri, evenimente sociale organizate. Facilitarea
contactului cu pacienii dependeni duce la reducerea atitudinilor de team i respingere din partea
membrilor comunitii locale. Beneficiile acestor programe adresate unor comuniti reduse ca
numr de membri sugereaz c o campanie social extins, adresat ntregii societi, poate avea
acelai impact pozitiv.

Bibliografie
1. Marvin, C (1988): When Old Technologies Were New. New York: Oxford
University Press. Potenza MN
433
 2. *** Annenberg Public Policy Center of the University of Washington (2002) :
Media and the Developing Child, valabil la:
http://www.annenbergpublicpolicycenter.org/Default.aspx, accesat la 15 august 2005
3. Young K. et al. (1999): Cyber-Disorders: The mental Health Concern for the New
Millennium: CyberPsychology and Behavior, vol.3, nr.1
4. Sadock B., Sadock V. (2003): Synopsis of Psychiatry Behavioral Sciences
Clinical Psychiatry, 9th Ed., Edit. Lippincott Williams i Wilkins, New York
5. Van Heusen A., van den Eerenbeemt E. (1994): Therapie familiale et generation, Ed.
Pressed Universitaire de France
6. Chiri V., Papari A. (2002): Tratat de psihiatrie, Edit. Fundaiei Andrei aguna,
Constana, vol. I, II
7. Chiri V., Papari A., Chiri R. (2009): Tratat de psihiatrie Edit. Fundaiei Andrei
aguna, Constana, vol. I, II
8. Shapira NA (1998): Problematic Internet use. Paper presented at the 151st annual
meeting of the American Psychiatric Association. May; Toronto
9. Oades R.D., Schepker R., Balcar A., (1999): Auditory ERPs in ADHD children and
in normal development: a question of right hemisphere maturation?, European Child & Adolescent
Psychiatry 8(2), p.II/63

MANAGEMENT INTERNAIONAL

Prof. ing. Tnase Daniela,

Liceul Tehnologic ,,Dacia Piteti

Managementul internaional reprezint un management intercul-tural din cel puin dou

puncte de vedere: mai nti pentru c se refer la raporturi ce se stabilesc i se devolt ntre ri
diferite, deci ntre spaii culturale naionale diferite; apoi pentru c are n vedere interaciuni ntre
organizaii firma, clieni concurena care au valori i comportamente diferite, adic au culturi de
ntreprindere diferite.
Dezvoltarea managementului internaional este o reflectare a procesului de
internaionalizare a vieii economice, care a impus ca mediu de existen i funcionare a firmei
piaa mondial, spaiul economic global. Acest proces s-a realizat att prin intensificarea
internaionalizrii n plan regional (integrare economic) sau mondial (creterea comerului
internaional, a investiiilor strine, dezvoltarea relaiilor financiar-valutare) ct i prin lrgirea
acesteia, extinderea relaiilor economice i creterea interdependenelor dintre fluxurile comerciale,
de investiii i financiar-valutare la scar global.

Euromanagementul

Orientarea managementului internaional i intercultural i gsete cea mai bun aplicare n

spaiul european. Europa este prin excelen un continent al statelor-naiune, care s-a format i
dezvoltat n mod organic, n urma unui ndelungat proces istoric.
Euromanagementul ca disciplin de studiu s-a afirmat n anii 90, i deci nu este o simpl
particularizare regional a managementului comparat, a celui internaional sau intercultural, el are
drept obiect de cercetare o realitate specific i complex: concepia i practica de management a
organizaiilor europene.
434
 Modelul european de management

Elementele care definesc superficialitatea european, i care sunt mprtite de toi cei care
se identific drept ceteni ai Europei, fie ei ceteni individuali sau corporaionali, reprezint baza
comun a modelului european de comportament i management. n cadrul acestuia exist ns
diferenieri subregionale sau naionale care se exprim n diferite sub-modele europene:
anglo-saxon
germanic
latin etc.
n literatura de management din anii 90 sunt tot mai frecvente abordrile consacrate
evidenierii trsturilor modelului managerial european. Un astfel de studiu, consacrat examinrii
filosofiilor i practicilor de management n Europa de Vest a fost elaborat n anul 1992 de ctre
Masa Rotund European a Industriailor i Grupul colii Superioare de Comer din Lyon. Studiul
se bazeaz pe interviuri cu 51 de cadre superioare de conducere din 40 mari firme care i au sediul
i -i desfoar cea mai mare parte a operaiunilor n Europa. Concluziile studiului au fost preluate
i analizate n dou lucrri dedicate Euro-managementului.
Principalele trsturi ale modelului european de management sunt:
a) Orientarea ctre persoana uman.
n comparaie cu firmele americane sau japoneze, firmele europene tind s acorde importan
desvririi individului, grijii fa de angajai i rspunderii sociale datorit caracterului umanist al
culturii europene.
Aici se ncadreaz:
- negocierea intern
- stpnirea diversitii culturale
- armonizarea extremelor
b) Orientarea ctre produs
c) Gradul mai redus de formalism
Managementul european nu reprezint un model regional sau continental, el manifest o
orientare global i are relevan pe plan mondial.
Vocaia global a Euromanagementului se manifest i n capacitatea acestuia de a stabili
interconexiuni i a realiza transferuri reciproce de cunotine i experien pe plan mondial; cu alte
cuvinte, modelul european este unul deschis i adaptabil.
De-a lungul timpului au existat mai multe curente care i-au pus amprenta asupra abordrii
managementului n toate formele sale, i anume:
Teoria clasic, fundamentat prin lucrrile lui F.W.Taylor, H.Fayol i M. Weber care
nbriau ca principii:
- managementul tiinific;
- managementul adminitrativ
- managementul birocratic
Teoria modern, care a utilizat conceptele practice din teoria clasic, a creat noi principii i
suporturi teoretice.
n tabelul ce urmeaz vom analiza caracteristicile actuale i exigenele ntreprinderii
moderne comparativ cu cea clasic.

435
 ntreprinderea Exigenele ntreprinderii
tradiional. moderne
Probleme ale managementului Caracteristici actuale
resurselor umane

Armonizarea Asemenea problem Omul este complex. El are

nevoiler nu exist. Obiectivele noi aspiraii. Resursele
individuale cu individuale nu sunt umane reprezint o
obiective luate n considerare. importan strategic.
Integrare
organizaionale i Omul nu este mai
i identitate dezvoltarea mult dect un
implicrii instrument.

Restabilirea Putere legal i Necesitatea gsirii de noi

puterii i definirea raional. Este echilibre de putere fondate
Putere noilor modaliti implicit utilizarea pe competen i cooperare.
de exercitare a puterii coercitive.
i influen
puterii

nelegerea i Ierarhiei i revine un Interdependen i

rezolvarea rol esenial. conducere complex fcnd
conflictelor. Rezolvarea dificil arbitrajul unei singure
conflictelor pe cale persoane. ntrirea relaiei
Conflicte
autoriatr mai mult de negociere.
sau mai puin
puternic.

Rspunsul la Mediul stabil Mediu turbulent. Nevoia de

schimri interne previzibil. Structur anticipare pentru a rmne
Adaptare i externe. social tradiional. eficient. Schim-bri rapide
n toate domeniile.
i schimbare

Dezvoltarea unor Raionalitate i Aptitudinea de a administra

stiluri de omogenitate a diversitatea i a ine seama
Stiluri i conducere mai stilurilor din de particulariti. Integrarea
comportamente integrative. ntreprindere. subiectivului, conservnd
Referina la criterii aportul raionalitii.
de conducere
obiective.

Construirea de Structur Evoluia ctre structuri mai

structuri capabile arhitectural i biologice. Suplee i
Structuri s susin taylorist. Rigiditi, adaptabilitate.
politicile i rivaliti, inerie.
strategiile.

436
 Ameliorarea sist. Referin esenial la Considerarea criteriilor
de evaluare, criterii cantitative. calitative. Se ataeaz pentru
decizie i control. Formalizarea n a atinge obiectivele mai
metodologii centrate mult dect pt. a respecta
Sisteme de
pe individ. reguli formale. Deter-
management
minarea deziunii i centrarea
pe grupe.

Integrarea ntreprindere Luarea n calcul a

ntreprinderii n pregtit eventual schimbrilor socio-cul-
Mediul mediu pentru asu-marea turale n modul de
responsabilitii organizare. Permeabilitate
socio-cultural
sociale. cu toate aspectele mediului.

Strategii de organizare n managementul internaional

Atingerea scopurilor propuse i realizarea planurilor strategice elaborate de ctre orice

organizaie presupun desfurarea unor activiti multiple, variate n timp i spaiu interdependente i
complementare. n funcie de varietatea i complexitatea acestora, ele necesit un anumit grad de
coordonare i integrare.
Acest lucru presupune realizarea unor structuri care s delimiteze clar natura i extinderea relaiilor
formale dintre componentele firmei, mai exact, o structur care s lege diferitele sarcini, posturi i
departamente ale companiei. Structurile organizatorice vin s rspund pe de o parte cerinelor
interne i ale mediului extern n care acioneaz compania, i pe de alt parte, nevoii de a stabili
gradele de putere i de autoritate ale fiecrui membru. n acelai timp, structura organizatoric
stabilete liniile de comunicaie din cadrul firmei.
Punctul de plecare n alctuirea unei structuri organizatorice l constituie obiectivul strategic
al companiei, iar prima problem care trebuie rezolvat o reprezint stabilirea numrului de posturi
i departamente necesare pentru realizarea acestuia, precum i stabilirea mrimii acestora.
Structura organizatoric este suportul instituional al strategiei firmei, deci, structura
organizatoric este modelul formal conceput de manageri pentru a asigura:
- diviziunea muncii i repartizarea sarcinilor formale ctre indivizi i grupuri de persoane;
- definirea ntinderii puterii de control a managerilor i structurii de autoritate n firm;
- coordonarea tuturor activitilor astfel nct organizaia s funcioneze ca un tot unitar.

Factori determinani ai structurilor organizaionale

n cazul unei firme cu activitate internaional modul n care se configureaz structura

organizatoric este influenat de un ansamblu de factori att din afara firmei (factori de mediu) ct
i din interiorul acesteia (factori corporaionali).
Factorii de mediu din afara firmei reflect pe de o parte condiiile mediului de afaceri din
ara de origine, iar pe de alt parte, contextul general economic, tehnologic, politic, cultural n
care firma i desfoar activitile pe plan mondial. Cele dou tipuri de factori se afl n strns
interdependen, iar mediul de afaceri al firmei trebuie ntotdeauna privit ntr-o dubl perspectiv:
internaional i intercul-tural.
Factorii corporaionali sunt factorii din interiorul firmei care influeneaz procesul de
internaionalizare i structura organizatoric adoptat i in de experiena i valorile culturale ale
corporaiei, de stra-tegia de afaceri i de gradul de internaionalizare, ca i de aspecte ce definesc
cultura de afaceri n ara de origine.

437
 SISTEMUL E LEARNING N PREDAREA LIMBII ENGLEZE

Prof. dr. Ticu Elena Roxana

Liceul Teoretic Ion Cantacuzino Piteti

nvarea on-line n sistemul educational contemporan capt o amploare din ce n ce mai

mare ncepnd cu anii 2000, cnd prezena fizic nu a mai reprezentat o necesitate i orice alt tip de
nvare s-a dovedit a fi la fel de eficient ca cel tradiional. Industria e-learning este o alternativ n
continu dezvoltare, ntruct soluiile e-learning devin din ce n ce mai accesibile datorit
tehnologiei avansate i a utilizrii tot mai frecvente a internetului. E-learning ofer posibilitatea de a
transmite materiale n toate tipurile de format: video, slideshow, documente word i PDF.
n predarea limbii engleze, sistemul e-learning ar putea fi util prin crearea de webminars
(seminarii web) cursuri on-line n direct, comunicarea cu profesorii prin chat i prin crearea de
forumuri cu mesaje, care reprezint o optiune interesant pentru utilizatori.
Exist diferite tipuri de e-learning (cunoscute ca Learning Management Systems sau LMS)
i metode, care permit trimiterea cursurilor ntr-un mod, direct, rapid i sigur. E-learning poate
reprezenta o soluie avantajoas i, de multe ori, gratuit care poate fi adaptat tuturor categoriilor
de vrst incluznd cursani de la cele mai mici vrste pn la cei mai ocupai oameni de carier.
Unele dintre cele mai importante dezvoltri n educaie au aprut odata cu lansarea
internetului. n zilele noastre, elevii claselor gimnaziale i liceale, n special, au dezvoltat un
deosebit interes pentru utilizarea avansat a smartphone-urilor i tabletelor, pentru trimiterea SMS-
urilor, pentru utilizarea reelelor de socializare pe internet; astfel c, necesitatea utilizarii
tehnologiei avansate n sistemul de predare nvare a devenit o prioritate educaional, motivant
i stimulant pentru elevii secolului 21.
ntr-un sistem educaional aflat n continu schimbare i dezvoltare la nivel mondial,
tehnologia avansat ofer posibilitatea transformrii unui curs obinuit, ntr-un curs nou, ncnttor
i interactiv.
Termenul e-learning a aprut n 1999 i a fost utilizat pentru prima data la un seminar
CBT. Odat cu acesta, au aprut i noiunile de on line learning nvare on-line i virtual
learning nvare virtual.
n Statele Unite ale Americii, nc din anii 1990, au existat coli care au decis ca predarea
cursurilor s se fac doar on-line, explornd ct se poate de mult internetul i aducnd educaia mai
aproape de elevii care nu au fost capabili s urmeze programul de colarizare tradiional din cauza
unor impedimente geografice sau de alt natur. Tehnologia avansat a ajutat, de asemenea,
sistemul educaional s reduc costurile nvmntului la distan, o mare realizare a sfritului de
secol 20, care a permis extiderea procesului instructiv-educativ.
Ca profesori de liceu, cutm permanent metode atractive de predare a limbilor strine,
ncercnd s gsim cele mai eficiente modaliti de implicare a elevilor n activitile educative.
Astfel, metodele interactive de predare a limbii engleze, la elevii claselor liceale, pot reprezenta
soluia optim pentru dezvoltarea creativitii i nsuirea competenelor solicitate de o societate
aflat ntr-o continu dezvoltare.
Timpul, cel mai mare duman al omului contemporan, este cel care poate limita aspecte ale
procesul instructiv-educativ din nvmntul formal, tradiional. Aceste goluri pot fi acoperite prin
utilizarea e-learning, care nu necesit prezena obligatorie a formatorului i a elevului n acelai loc
i n acelai timp. E-learning faciliteaz procesul de predare-nvare fr a limita prezena unui
grup de elevi la activitile propuse.
Cursul on-line poate fi distractiv i interactiv i nu necesit achiziionarea de manuale
suplimentare care, n timp, pot deveni depite. Prin documentarea on-line, elevul are accesul la
cele mai noi informaii, la date actualizate, la ediii noi.
Dei se dezbat, tot timpul, preri pro i contra utilizrii internetului n procesul de predare-
nvare, ntuct elevii rspund pozitiv unor diferite metode de predare: unii nva vizual, alii
438
repetitiv, alii prin scris; s-a constatat c e-learning, n comparaie cu nvmntul tradiional
faciliteaz accesul spre materiale variate: surse on-line, baze de date, ziare, reviste tiinifice i alte
materiale pe care nu le-ar putea gsi, n mod normal, ntr-o bibliotec colar.
E-lerning nu-i propune s nlocuiasc nvmntul tradiional, existnd reticente att din
partea profesorilor, ct i a elevilor; acest tip de nvare vine s completeze, s suplimenteze
informaia deja existent i metotele ndelung utilizate n sistemul de nvmnt romnesc si
mondial.
Universitile au neles deja puterea nvmntului electronic de a transmite informaii
studenilor din toat lumea, n mod gratuit. Harvard i MIT sunt doar dou dintre bine-cunoscutele
universiti care au lansat programe centrate pe oferta de cursuri on-line, fr tax. Universitatea
Harvard filmeaz cursurile i le pune on-line, i astfel, chiar i proprii studeni pot vedea i revedea
cursuri pe care nu le-au neles s-au le-au ratat. Courserva, este un hub pentru universiti care a
ales s ofere cursuri on-line prin platforma sa, gratuit. Mai mult, o mulime de companii i
corporaii de pe tot globul accept certificri oferite de Courserva i consider creditele valide ca i
cum aplicanii ar fi urmat o facultate de profil. Harvard a luat foarte n serios aceast provocare
educaional i chiar a lansat o seciune special proiectat n interiorul campusului universitar,
angajnd videograficieni i specialiti pentru a crea coninutul perfect care urmeaz a fi distribuit pe
aceast platform on-line.
Aceasta este o dovad, n plus, c nvmntul electronic poate ncepe la precolari, fiind
destul de numeroase aplicaiile pentru nvarea limbilor strine pentru nceptori folosite n
grdinite i continundu-se cu programele i cursurile pentru cei din nvmntul universitar.
In consecin, ntr-o societate n care companiile multinaionale adopt constant tehnologii
performante pentru a eficientiza operaiunile zilnice, utilizarea internetului i deschiderea
profesorilor spre utilizarea mijloacelor moderne de creare i utilizare a informaiei, trebuie s
devin o prioritate. Aadar, elevii claselor gimnaziale i liceale trebuie familiarizai cu pregtirea
on-line pentru o nvare de success, cu cerinele i exigenele viitorilor angajatori. Pentru aceasta,
profesorii trebuie s fie permanent preocupai de formarea acelor competene necesare integrrii, cu
succes, n piaa forei de munc i de identificarea modalitilor de dezvoltare personal i
profesional pe care elevii absolveni de nvmnt preuniversitar trebuie s le dobndeasc pentru
a-i asigura fluidizarea drumului spre o carier de succes.

BIBLIOGRAFIE:
http://www.internetsociety.org/learn-online-inforum?gclid=CJal-9Kk1csCFckV0wodb-MHHg

METODE DE COMUNICARE INTERGENERAIONAL

Untaru Doina
coala Gimnazial Ioan Grecescu Brdeti, Dolj

nvarea ntergeneraional reprezint o modalitate prin care oamenii de toate vrstele pot
nva mpreun i unii de la alii fiind parte important a nvrii pe tot parcursul vieii, pentru a
obine diferite abiliti, valori i cunotine.
Dicolo de transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc
dintre diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n
societile noastre mbtrnite.
Practica privind nvarea intergeneraional, au artat c adulii i copiii au oportuniti de a
interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine i bune practici
copiilor prin intermediul unor activiti formale sau informale.

439
Aceste transmiteri i nvri au loc n contexte formale atunci cnd se desfoar n coli, unde
profesorii le mprtesc copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum
i facilitarea dezvoltrii acestor abiliti folosind un set de abordri acceptate. Pot avea loc
deasemenea i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum
i alte structuri care i are ca protagoniti pe aduli i copii.
Aceste aspecte includ o modelare relativ adult a comportamentelor sau demonstrarea importanei
mprtirii credinelor, atitudinilor, valorilor i bunelor prectici.
Bunele practici n nvarea intergeneraional se refer la acele msuri care combat
barierele privind grupele de vrst sau promoveaz diversitatea vrstelor.
Aceste msuri pot presupune iniiative specifice care vizeaz dimensiuni speciale de gestionare a
vrstei i a nvrii intergeneraionale.
Acest tip de nvare poate aduce beneficii tuturor categoriilor de vrst implicate: pentru copii,
interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de conectare la valorile
i tradiile socio-culturale.
Copilul recepioneaz pe mai multe ci tot ce i transmite mediul i le va transforma n acte
de comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului daca prinii vor
ti s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o realaie profund, plin
de afeciune i respect.
Este foarte important felul cum vede copilul rolul printelui, cum se proiecteaz n coniina sa
modelul oferit de prini.
Deasemenea preteniile prinilor fa de copil trebuie s fie n funcie de particularitile sale de
vrst i individuale.
Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este covritor.
Influena personalitii este mai important dect prerile prinilor sau amnuntele de procedur.
Personalitatea prinilor poate strivi, deforma, ngrdi pe cea a copilului, dar bineneles c l poate
i ridica.
Pentru aduli acest interaciune poate oferi oportuniti de nvare i dezvoltare a
abilitilor de lucru cu noile tehnologii, se pot conecta direct la preocuprile copiiilor lor,
beneficiind astfel de o capacitate crescut de cunoatere i interacionare.
Acest colaborare, poate avea loc la nivelul colii, prin activiti comune, bunici, prini, copii,
facilitate de nvtori, profesori, desfurate n perioada coala Altfel-S TI MAI MULTE S FI
MAI BUN- care cuprinde:
1. Cursuri de informatic i operare PC- aceste cursuri ofer nepoilor, copiilor posibilitatea de
a-i nva pe bunici / prini cunotinele de baz n operarea datelor cu ajutorul
computerului
2. Albumul familiei este o activitate n care prinii i bunicii pot s aduc fotografii
semnificative care s reprezinte istoria familiei i s rspund ntrebrilor puse de copii
pentru ca acetia s poat descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru, activiti uor de implementat, sunt distractive i implic resurse minime:
bunicii ne citesc, Mo Crciun pentru prini sau mici scenete pentru serbare cu implicarea
n rol, alturi de copii, a prinilor care doresc s participe, pot fi un exemplu de activiti
intergeneraionale
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii
5. nvm de la copii, poate fi o activitate n care prinii, bunicii, pot nva cum se realizeaz
un origami, un colaj sau jucrii din amteriale reciclabile
6. Costumul popular, sau colinde de demult, pot constitui un amterial valoros de nvare
pentru copii
Prin aceste activiti, putem imprima o dinamic nou n domeniul educaiei, care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii.

440
 Aceste activiti de tip pereche, copii i prini / bunici, implicarea lor n activiti autentice de
promovare a demersului civic i de conectare social pot aduce un plus de valoare familiei, colii
i comunitii.
n concluzie dialogul ntre generaii reprezint premisele eseniale pentru construirea unei
comuniti puternice.
Vrstnicii nu se simt izolai dac i folosesc experiena n folosul celor tineri.
Acetia au un ritm de asimilare alert, iar nvarea intergeneraional constituie un factor de
motivare pentru a-i determina pe aduli s participe alturi de ei la activiti de nvare

BIBLIOGRAFIE

1. Angela Musc Andrei ,. Petre Botnariuc, Marcela Claudia Clineci, Alina Gavrili
Parteneriatul coal-Familie-Comunitate- 2014
2. Intergeneraional Learning 2012- Etwinning learning events
3. http://www.fpmr.ro/index.php?page=abordare-intergenerationala

EDUCAIA INTERGENERAIONAL POSIBILITI DE VALORIFICARE I

STRATEGII APLICATIVE
Prof. nvmnt precolar: Mitrache Alina-Constantina
Liceul Teoretic Adrian Punescu, Brca, jud. Dolj

n contextul multiplelor schimbri accelerate ale societii, pe fondul progreselor tiinifice,

educaia trebuie s se ralieze tendinelor moderne, durabile, i s-i redirecioneze componentele
spre noi inte i prin noi strategii de aciune, ntruct ea rspunde nevoilor societii. Vorbind n
aceti termeni, se proclam o abordare holist a personalitii individului, o dezvoltare global i
permanent incluznd aici i actul de autoeducare a propriei personaliti , care s i asigure
adaptarea i integrarea social.
Din aceast prism vom prezenta iniial un concept care n ultima perioad ctig teren n
domeniu educaiei din Romnia, i anume educaia intergeneraional. Privit ca punte de
comunicare i conexiune ntre generaii, aceast nou dimensiune a educaiei este determinat de
dublul schimb de valori dintre cei doi poli care o delimiteaz: tnara generaie i generaia
vrstnic, aducnd pe acelai plan al comunicrii scopuri i puncte comune amndurora.
La nivel mondial a fost semnalat cu ani n urm necesitatea integrrii acestei dimensiuni
ntre domeniile de dezvoltare ale educaiei; multiple centre, asociaii, proiecte i programe
educaionale au susinut ideea unui angajament intergeneraional, care s implice tinerii,
beneficiari ai educaiei de azi, n aciuni de descoperire i cercetare a elementelor din trecut,
respectiv s reintegreze vrstnicii n domeniul social-educativ modern din prezent. Astfel educaia
intergeneraional rspunde ferm i face demonstraia realizrii obiectivelor generale ale educaiei
permanente, cu caracter holist i tendine durabile. Propunndu-i s aduc alturi, n aciuni de
interes comun, tinerii/copiii i vrstnicii, educaia intergeneraional realizeaz un transfer de valori
sociale, morale, culturale etc., posibil doar pe fondul autoeducaiei i educaiei pe tot parcursul
vieii. Avnd aceast perspectiv a educaiei permanente, persoanele vrstnice rspund adecvat, cu
deschidere i acceptare, transformrilor societii i prezint un nivel ridicat de adaptare social.
Asemenea, tinerii, odat ancorai n problematica vieii sociale, deprind multiple abiliti de
comunicare, i descoper identitatea scoial i dezvolt comportamnte sociale i un management
eficient al propriilor aspiraii i aciuni.
n al doilea rnd, educaia intergeneraional poate fi abordat din perspectiva educaiei
pentru timp liber, ca alternativ la preocuprile i orientrile tinerilor din societatea modern pe de
o parte, i largirea gamei de activiti destinate vrstinicilor de ctre societate, pe de alt parte. Ar fi
necesar aici o regndire a instituiilor de baz i a modului n care alegem s ne petrecem timpul.
441
Iar coala, ca instituie pilon n dezvoltarea societii, trebuie s i asume, prima, noi roluri i
responsabiliti n faa acestor cerine i s proiecteze soluii i trasee optime. De asemenea,
educaia din cadrul familiei are un rol esenial. Ca instituie n care copilul nva i exerseez
primele comportamete sociale i care deschide traseul educativ pe care acesta l va urma, familia
trebuie s fie guvernat de aceleai principii ale educaiei holiste, durabile there are two aspects
of education: the time spent with children and the quality of his time. n familie copilul i petrece
timpul liber i tot aici are loc primul transfer de valori de la o generaie la alta.
Privit astfel, educaia intergeneraional ofer multiple i variate posibiliti de valorificare
i strategii de integrare n activitile instructiv-educative din coal. Vom prezenta n continuare
cteva exemple aplicative de abordare a educaiei intergeneraionale.
Pornind de la evenimente precum Ziua internaional a persoanelor vrstnice, copiii pot
organiza alturi de cadrele didactice activiti extracurriculare precum Ziua bunicilor, prezentnd
spectacole cultural-artistice, recitri de poezii, expoziii de desen/pictura dedicate persoanelor
vrstnice din familiile lor.
La nivele de vrst mai mici etapa precolaritii o simpl activitate de lectur a
povetilor populare romneti att de cunoscute i ndrgite de copii, va aduce n prim plan o lume
din timpurile trecute ale bunicilor, cu activitile lor specifice, obiceiurile i datinile aparte. Printr-o
expoziie de obiecte tradiionale, de piese vestimentare populare i organizarea unui atelier n care
bunicii sa demonstreze alturi de copii meteuguri tradiionale din trecut (esutul, torsul etc.) se
realizeaz o veritabil incursiune n universul de valori al vechii generaii.
Jocurile i jucriile generaiilor trecute sunt redescoperite n cadrul activitilor de cercetare
ale proiectului ce marcheaz Ziua internaional a jocurilor. Ppuile din linguri de lemn sunt
un exerciiu de ndemnare i fantezie creatoare, la care att copiii ct i vrstnicii dovedesc interes
i spirit activ. De asemenea, jocurile sportive sau distractive de altdat vin n completarea
activitilor pentru timp liber ale tinerilor, unde i testeaz propriile capaciti motrice, scocio-
afective, i dezvolt spiritul de echip i fair-play.n schimb, btrnii pot fi bneficiarii unei aciuni
de iniiere n utilizarea mijloacelor moderne de informare i comunicare, n care rolul de ghid i-l
vor asuma tinerii. Pentru a se adapta schimbrii este necesar ca vrstnicii s intre n contact direct
cu inovaiile prezentului i alturi de tnara generaie s treac testul timpului. O via social activ
i accesul la educaie sunt posibile i necesare la orice vrst.
Generaliznd, putem face urmtoarea observaie: educaia intergeneraional i propune s
intreprind un veritabil act de comunicare n totalitatea complexitii sale. Astfel, cele dou roluri
de emitor i receptor (E1,E2; R1;R2) sunt, pe rnd, preluate de cele dou eantioane de vrst la
care ne-am referit mai sus, respectiv, tnra generaie i generaia vrstnicilor; mesajul care se
transmite n dublu sens ntre cei doi poli ai comunicrii este reprezentat de schimbul de valori
sociale, culturale, morale etc.; iar canalul de comunicare este chiar educaia intergeneraional.
Valori educative
E1/R2 R1/E2
Ed. intergeneraional

Putem concluziona c, integrat n curricula colar actual, educaia intergeneraional

consolideaz scopurile generale ale educaiei i rspunde, prin exerciiul de comunicare pe care i-l
propune, noilor tendine sociale de dezvoltare durabil i de formare a unor personaliti creatoare,
aflate n continu perfecionare i redefinire n termenii abordrii holistice.

Bibliografie:
Kaplan, Matthew S., School-based intergenerational programs, Unesco Insitute for
Education,2001,p.4
Dave, R.H. (coord.), Fundamentele educaiei permanente, E.D.P, Bucureti, 1991
442
Videanu, G., Educaia la frontiera dintre milenii, Ed. Politic, Bucureti, 1998
Patacchini, E., Zenou, Y., Education Transmission: Neighborhood Quality and/or Parents
Involvment, Institut for the Study of Labor, 2007, p.3

COPII, PARINTI, BUNICI EDUCATIE PENTRU FIECARE

prof. inv. primar Gilca Oana-Catalina,
Scoala Gimanziala Grigore Antipa Botosani

,,Mintea de la tinerete este toiag la batranete.

Invatarea intergenerationala este un process putin utilizat in cadrul sitemului educational
romanesc. Cu toate ca poate aduce mari schimbari asupra tuturor persoanelor implicate, copii,
parinti, bunici, activitati in care cei mari au posibilitatea de a comunica si de a impartasi experiente
commune, cat si aducerea din trecut a unor lucruri valoroase, poate prea putin apreciate in zilele
noastre.
Relatia copii, parinti, bunici are rolul de a stimula respectul reciproc, de a dezvolta abilitati
si de a invata cei mari de la cei mici si cei mici de la cei mari. Elevii, parintii si bunicii sunt
incurajati sa participle impreuna atat la activitati scolare, cat si extra-scolare, unde pot invata
impreuna obtinand cunostinte noi, abilitati si noi valori care le vor folosi pe parcursul intregii vieti.
Indiferent de varsta, sex sau religie fiecare persoana este o sursa pentru comunicare si pentru
construirea unei comunitati puternice, avand nevoie de dialog intre generatii.
Parintii si bunicii transmit cunostinte si credinte copiilor si nepotilor lor; de aceea, in cadrul
scolii, invatatorii si profesorii primesc sprijinul familiei in dobandirea activitatilor de citit, scris,
socotit. Acasa, in cadrul familiei copiii primesc informatii atat de la bunici cat si de la parinti
bazandu-se pe cunostintele accumulate la scoala.
Parintii incearca, folosind socializarea, sa comunice cat mai bine cu copiii lor, astfel se
perfectioneaza modul de interrelationare inca de la varste mici, atat elevii cat si parintii acestora
avand nevoie de deprinderi si activitati necesare interrelationarii.
Cred ca expresia ,,cei sapte ani de acasa este covarsitoare in formarea si educarea copilului.
Acesta traieste cea mai mare parte din viata in familie, unde invata sa vorbeasca, sa se comporte,
avand un rol important in formarea ulterioara a personalitatii. Modul cum parintii actioneaza asupra
copilului poate ridica, dezvolta, dar si ingradii personalitatea acestuia.
La randul lor, bunicii se bucura atunci cand au in grija nepotii si ii pot ajuta cu experienta lor
de viata, amintirile lor. Bunicii le ofera copiilor un mod mai linistit, mult mai calm de a rezolva
sarcinile pe care le au. Daca atunci cand i-au avut in grija pe parintii copiilor erau mult mai duri si
exigenti, cand isi iau rolul de bunici sunt mult mai calmi, mai rabdatori.
Relatiile dintre copii si adulti dezvolta atat beneficii pentru persoanele mature, cat si pentru
copii. Bunicii si parintii reusesc sa capete cunostinte noi in folosirea telefoanelor, tabletelor si a
tuturor gadget-urilor pentru a reusi sa-i atraga pe cei mici de partea lor, iar pentru cei mici relatiile
cu adultii ii fac mai buni, mai linistiti, mai sociabili.
Parintii si bunicii, pentru a capata noi cunostinte in operarea datelor cu ajutorul
calculatorului pot fi antrenati sa participle la activitati organizate in scoala, in cadrul orelor de
informatica si diverse optionale in care se lucreaza cu calculatorul, capatand principalele aptitudini,
astfel fiind integrati intergenerational. Cei mari pot participa in cadrul activitatilor din scoala, cat si
extra-scolare, la un numar mare de activitati diverse prin care impartasind din experienta lor de
viata ajung sa invete la randul lor.
Pentru a avea o mai buna implicare in viata copiilor si nepotilor lor, la nivelul clasei pe care
o conduc am organizat diverse activitati in care cei mici si cei mari au fost implicati direct,
transmitandu-si unii altora din experienta lor. Una dintre activitati a fost ,,Vers de frunzii rugini,
care a fost desfasurata in parteneriat cu biblioteca scolii, elevii avand posibilitatea de a prezenta

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familiei colaje, desene, poezii prin care omagiau anotimpul toamna. La randul lor, mamele si
bunicele care au fost invitate sa participe la activitate au prezentat o parte din experienta lor, si
anume dulceata, compot, zacusca ,,ca la mama acasa. Elevii au degustat din bunatatile celor mari,
au aflat cum au fost preparate, ingredientele folosite si valoarea lor nutritionala. Cei mari si-au
amintit alaturi de cei mici cantecele si poeziile dedicate toamnei.
O alta activitate la care au participat cei mici alaturi de cei mari a fost Sezatoarea ,,In prag
de Craciun, unde mamele si bunicile, invitate la activitate au rememorat copilaria prin colinde.
Acestea si-au reamintit colinde pe care la cantau dumnealor in timpul copilariei si au reusit sa-i
invete si pe nepoti aceste minunate cantece. Tot in timpul sezatorii bunicile au lucrat podoabe
pentru bradul de Craciun asa cum erau realizate in trecut, fiind facute din materiale pe care le aveau
pe langa casa, si anume: globuri din hartie, nuci poleite, cosulete din hartie taiata, ghirlande.
Participantii au fost incantati de frumusetea finala a lucrarilor, acestea fiind expuse in bradul
impodobit impreuna cu familia in clasa. Bunicile au prezentat copiilor doua costume traditional
romanesti, numindu-le fiecare piesa din costum si explicandu-le modul de realizare a acestora.
De ziua mamei si bunicilor copiii le-au invitat la un atelier de lucru unde, fiind ajutati de
acestea, au realizat martisoare si felicitari pe care le-au vandut in Targul Martisorului. Aceste
lucrari au fost realizate ca acum 50 de ani, dar si prin tehnici moderne. Mamele copiilor le-au
explicat acestora semnificatia martisorului, citindu-le Legenda martisorului si explicandu-le
legatura dintre culorile alb si rosu. Bunicile in urma acestei experiente au invatat tehnica moderna
quilling, in timpul lor liber putand exersa si percetiona modul de realizare.
Nici experienta taticilor si bunicilor nu a fost lasata la o parte, de aceea au fost alaturi de
copiii lor la activitatea ,,Eco Scoala, unde i-au ajutat pe cei mici sa planteze copaci. Cei mari le-au
explicat modul de realziare a gropii, felul cum se aseaza radacina, cum se taseaza pamantul in jurul
tulpinii copacului. La sfarsitul actiunii au ecologizat spatiul din imediata apropiere a scolii,
invatandu-i pe cei mici sa foloseasca sacii menajeri, manusile si tomberoanele pentru selectionarea
deseurilor.
Un alt mod de implicare al generatiei mature reprezentat de starnirea dragostei pentru
lectura a celor mici prin povestile minunate pe care le citesc cu multa rabdare, dedicare seara,
inainte de culcare , celor mici. Astfel, celor mici le este dezvoltat interesul pentru lectura, nu doar
stimulat la scoala prin intermediul lectiilor, ci si prin ceea ce reusesc sa dezvolte si bunicii in timpul
pe care si-l petrec cu cei mici.
Prin activitatile pe care le-am desfasurat cred ca familia se poate preocupa direct de nevoile
copiilor lor, cat si de cunostintele lor, capatand astfel un interes crescut de cunoastere si interactiune
cu acestia . Totodata, prin aceste activitati se poate aduce un nou stil in domeniul educatiei prin
recunoasterea valorilor, prin transmiterea experientelor intre generatii. Activitatile pereche copii-
parinti, copii-bunici sunt valoroase, aducand lucruri noi in cadrul familiei, scolii si comunitatii, ca
un pod de trecere de la copilaria bunicilor, la copilaria nepotilor, experiente transmise pereche.
Aceste activitati capata un caracter mai placut, atractiv; persoanele implicate trebuie sa
gaseasca noi resurse de invatare, sa caute situatiile din viata pe care sa le includa pe parcursul
dezvoltarii scolare a celor mici. Au si un rol bun in cadrul pastrarii sanatatii tuturor participantilor
pentru ca mentin starea de sanatate, agilitatea si buna stare de spirit a celor maturi, simtindu-se utili
la orice varsta.
Cred ca si prin aceste intalniri la nivelul clasei si al colectivului de parinti si bunici am
realizat o educatie intergenerationala printr-o modalitate de consolidare a solidaritatii intre
generatii, prin practice diferite.

BIBLIOGRAFIE:
Ursula chiopu, Varza E., (1997), Psihologia vrstelor, E.D.P., Bucureti
Marga A., (1991), Raionalitate, comunicare, argumentare, Editura Dacia, Cluj
Constantin Cuco, (2002), Pedagogie, Editura Polirom, Iai
Gerald Matthews, Ian J. Deary (2005), Psihologia personalitii, Editura Polirom, Iai
444
 PARCUL NAIONAL RETEZAT: A APTEA MINUNE A LUMII -
PE CALE DE DISPARIIE?

tefnescu Codrin, Liceul Teoretic Mircea Eliade Lupeni

tefnescu Diana, Liceul Teoretic Mircea Eliade Lupeni

Braconajul prezint nc un pericol, el practicndu-se la mamifere (capra neagr,

cprior,mistre), dar i la unele psri ( oimi, acvile, corbi), ca i la speciile de broate.
Braconajul, din ce n ce mai des ntlnit, este determinat att de situaia economic a populaiei din
anumite regiuni, dar mai ales este determinat de insuficienta aplicare a legislaiei n domeniu.
Fondurile de vntoare de pe cuprinsul parcului aparin statului i sunt administrate de asociaii de
vntoare care asigur paza vnatului, realizeaz evaluri anuale, stabilesc planul de recolt n urma
cruia au loc aciunile de vntoare n conformitate cu legislaia n vigoare.
Teoretic, n parcurile naionale activitile de vntoare sunt interzise, dar exist activiti de
braconaj.
Turismul necivilizat i necontrolat constituie o alt mare problem a Retezatului
principalul punct de atracie turistica din Romnia. Efectele negative date de acesta sunt:
A. acumularea de deeuri ( conserve de metal, plastic, sticl etc.), fapt ce implic depunerea
unor eforturi susinute pentru evacuarea acestora;
B. camparea n alte locuri dect cele permise, aceasta ducnd la imposibilitatea supravegherii
turitilor cu privire la tierea jnepenilor pentru foc, distrugerii stratului vegetal datorit
ndeprtrii brazdei pentru anul de scurgere a apei n jurul corturilor i la mprtierea
deeurilor n ntreg masivul. n general, problemele datorate turismului sunt generate de
nclcarea regulamentului parcului naional.
O problem actual este cea legat de cabane. Acestea nu au un sistem de evacuare a
deeurilor provenite din activitatea proprie, sau a campingurilor pe care le administreaz. Grupurile
sanitare sunt total insuficiente, neacoperind nevoile numrului mare de turiti, iar pentru cele
existente golirea foselor septice se face direct n ru. Cu toate c se percepe tax de campare,
sumele ncasate nu sunt folosite n scopul administrrii campingurilor, neacordndu-se nici o
facilitate. Trebuie menionat c majoritatea cabanelor sunt luate n locaie de gestiune, iar Cabana
Pietrele constituie cel mai bun exemplu negativ n acest context. Este evident c n perspectiva
valorificrii turistice a parcului, bazele turistice i facilitile actuale nu corespund ctui de puin
unui turism decent i cu att mai mult unui turism internaional.
Un oga este un curs de ap temporar, avnd dimensiuni mai mici dect un torent. Dup caz
n unele zone sunt denumite ogae i cursurile de ap de dimensiunea torentelor.n cazul n care
terenul este umed, aceste ogae se adncesc i mai mult. S nu uitam c n Retezat, aproape tot
timpul terenul este umed. Prin ogae se formeaz toreni i apa "desvrete" eroziunea cauzat de
animale,turiti sau vehicule.
Voi ncheia cu vorbele cu care inginerul silvic i ornitologul S. Pascovschi i ncheia
articolul "Prin Retezat", scris ntr-un ziar timiorean n 1939: "Vizitai Retezatul. E poate o excursie
obositoare. Totui nu vei regreta. Vei avea prilej s aruncai o privire ntr-o lume din poveti. V
vei ntoarce fermecai de tainele munilor, ce vi se vor dezvlui pentru o clip, i mult timp v vei
ntreba, ca i mine: le-am vzut ntr-adevr? Sau a fost numai un vis?..."
Acum, aceste vorbe sunt nc de actualitate, dar peste ali 77 de ani, vor mai fi? Depinde
doar de noi!
n concluzie Parcul Naional Retezat este un loc magnific , unic , care ns este ameninat
cu dispariia datorit lcomiei , lipsei contiinei i a nepsrii totale a oamenilor.
,,Trim ntr-o lume matur
Spun datele;
Ne-intoarcem global la natur
Cu spatele! Mihai Frunz, epigram
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BIBLIOGRAFIE :
1. Iliescu, E. , Popas n Retezat , Ghid turistic, Edit. Stadion, (1972), Bucureti, pag. 11;
2. Iliescu, E. , Munii Retezat, Ghid turistic, Edit. pentru turism, (1974), Bucureti, pag. 34;
3. Jianu, N., Drumeii n Carpai, Trasee turistice, Edit. Emia, (2005), Bucureti, pag. 32;

METODELE MODERNE N PROCESUL DIDACTIC

Prof. Delia Manolache

coala Gimnazial Alexandra Nechita Vaslui

Desfurarea procesului de nvmnt implic folosirea unor instrumente de lucru adecvate

cu ajutorul crora se nfptuiesc finalitile educaionale. n activitatea didactic aceste instrumente
poart denumirea de metode de nvmnt.
Metodologia se constituie ca un segment al didacticii care studiaz natura, funciile i modul
de folosire a metodelor specifice procesului instructiv educativ.
Strategia didactic semnific modaliti de abordare a predrii, nvrii i evalurii printr-o
combinaie optim a metodelor, mijloacelor i tehnicilor de instruire, precum i a formelor de
organizare, prin care s se poat nfptui obiectivele, finalitile stabilite la parametri superiori de
performan.
Metodele sunt instrumente de lucru att ale educatoarei ct i ale copiilor. Ele au o sfer de
cuprindere a tuturor componentelor procesului didactic, cu implicaii att asupra predrii, ct i a
nvrii i evalurii. Orice metod include n structura sa un numr de operaii ordonate ntr-o
anumit succesiune logic. Aceste operaii, care apar ca tehnici mai limitate de aciune, ca simple
detalii sau componente ale unei metode, sunt numite frecvent procedee. n ultim instan, o
metod ne apare ca un ansamblu organizat de procedee, care se pot succeda sau relua n funcie de o
situaie nou.
Privite n viziune sistemic, metodele de nvmnt sunt indisolubil legate de toate celelalte
componente ale procesului didactic. Funcionalitatea lor este determinat de modul n care ele sunt
angajate n ntregul mecanism al aciunii didactice, alturi de celelalte componente ale sistemului.
Metodele de nvmnt reprezint componenta cea mai dinamic, mai mobil a procesului
de nvmnt. Prezentm, n continuare, cteva tendine de nnoire nu att a metodelor, ct mai ales
a modului de utilizare a lor, pentru a le spori eficiena:
creterea ponderii utilizrii metodelor active, care solicit i exerseaz operaiile gndirii,
participarea activ i contient, ntemeiat pe nelegerea profund a ceea ce se nva:
creterea calitii formelor de munc independent a copiilor n procesul nvrii;
folosirea strategiilor participative n activitatea didactic i orientarea nvrii spre formarea
de capaciti i atitudini, prin dezvoltarea competenelor proprii n rezolvarea de probleme;
perfecionarea metodelor de comunicare oral, n sensul sporirii gradului lor de eficien, a
capacitii de a transmite i recepta o cantitate mai mare de informaii ntr-un timp relativ
mai scurt, de a opera o mai bun selecie a informaiilor;
diminuarea ponderii metodelor verbaliste, relativ pasive, care se bazeaz pe memorie i
memorizare, n favoarea extinderii metodelor de elaborare prin eforturi proprii a
cunotinelor noi, a metodelor euristice de nvare prin cutare, cercetare, descoperire;
utilizarea metodelor care combin nvarea individual cu munca n echip i cu cea
colectiv, precum i a metodelor care asigur intensificarea relaiei educatoare-copil.
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 Metodele interactive de grup sunt modaliti moderne de stimulare a nvrii i dezvoltrii
personale nc de la vrstele timpurii, sunt instrumente didactice care favorizeaz interschimbul de
idei, de experiene, de cunotine. Interactivitatea presupune o nvare prin comunicare, prin
colaborare, produce o confruntare de idei, opinii i argumente, creeaz situaii de nvare centrate
pe disponibilitatea i dorina de cooperare a copiilor, pe implicarea lor direct i activ, pe influena
reciproc din interiorul microgrupurilor i interaciunea social a membrilor unui grup.
Prin metodele interactive de grup, copiii i exerseaz capacitatea de a selecta, combina,
nva lucruri de care vor avea nevoie n viaa de colar i de adult. Efortul copiilor trebuie s fie
unul intelectual, de exersare a proceselor psihice i de cunoatere, de abordare a altor demersuri
intelectuale interdisciplinare dect cele clasice, prin studiul mediului concret i prin corelaiile
elaborate interactiv n care copiii i asum responsabilitatea, formuleaz i verific soluii,
elaboreaz sinteze n activiti de grup, intergrup, individual, n perechi. Ideile, soluiile grupului au
ncrctur afectiv i originalitate, atunci cnd se respect principiul flexibilitii.
Fiind prezentate ca nite jocuri de nvare, de cooperare, distractive, nu de concentrare,
metodele interactive nva copiii s rezolve probleme cu care se confrunt, s ia decizii n grup i
s aplaneze conflictele. Cteva dintre metodele moderne, interactrive, ce pot fi folosite i n
nvmntul precolar sunt: algoritmizarea, problematizarea, brainstorming-ul, proiectul/tema de
cercetare, diagrama Venn etc. n continuare, voi exemplifica doua dintre metodele folosite de mine
la grupa de precolari.
Tehnica LOTUS (Floarea de nufr) pornete de la o tem central, care determin opt idei
secundare ce se construiesc n jurul acesteia, asemeni florii de nufr. Cele opt idei secundare sunt
trecute n jurul temei principale, urmnd ca, la rndul lor, s devin teme centrale pentru alte opt
flori de nufr.
n cazul nostru, la grupa de precolari, am simplificat tehnica pornind de la tema central a
povetilor, ntr-o activitate de evaluare a cunotinelor, dup parcurgerea proiectului tematic n
lumea povetilor. Pe cercul care reprezint centrul florii de nufr am notat tema, iar pe cele opt
petale am scris anumite cerine legate de aceasta, ca de exemplu: Numii trei autori de poveti,
Dai trei replici cunoscute din poveti, Numii trei personaje pozitiveetc. Am mprit grupa de
copii n opt echipe a cte trei copii, numrnd din opt n opt, apoi cte un reprezentant al fiecrei
echipe a ales cte o petal de nufr, urmnd ca, dup ce se sftuiau ntre ei, reprezentantul fiecrei
echipe s dea rspunsul. Copiii au intrat n joc, au colaborat, au lucrat n echip strduindu-se s dea
rspunsuri ct mai corecte i complete.
Explozia stelar este o metod de stimulare a creativitii, o modalitate de relaxare a
copiilor i se bazeaz pe formularea de ntrebri pentru rezolvarea de probleme i noi descoperiri.
Copiii, aezai n semicerc, propun problema de rezolvat. Pe steaua mare se deseneaz ideea
central.
Pe 5 stelue se scrie o ntrebare de tipul: ce? cine? unde? de ce ? cnd? iar cinci copii din
grup extrag cte o ntrebare. Fiecare copil din cei cinci i alege cte trei, patru colegi
organizndu-se astfel n cinci grupuri.
Grupurile coopereaz n elaborarea ntrebrilor.
La expirarea timpului copiii revin n semicerc n jurul steluei mari i comunic ntrebrile
elaborate, fie un reprezentant al grupului, fie individual, n funcie de potenialul grupei.
Copiii celorlalte grupuri rspund la ntrebri sau formuleaz ntrebri la ntrebri.
Se apreciaz ntrebrile copiiilor precum i cooperarea lor.
Exemplificm aceast metod n povestea ,,Turtia, poveste populara specifica nivelului I
precolar. Aceasta metod are ca obiectiv fixarea coninutului povetii pe fragmente prin
formularea de ntrebri specifice exploziei stelare.
Mijloacele de nvmnt necesare sunt steluele si silueta Turtiei. Etapele pentru
desfasurarea activitatii sunt urmatoarele:
Copiii ascult povestea expus de educatoare. Pentru fixarea coninutului prin feed-back,
se solicit copiilor s asculte cte un fragment i s formuleze ntrebri.
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 Exerciiu pentru formarea grupurilor de lucru.
Cenureasa mparte cele cinci stelue cu ntrebri la cinci copii. Cei cinci copii i aleg
colegii de lucru i constituie astfel cinci grupuri corespunztoare celor cinci tipuri de
ntrebri. Ascult pe rnd fragmente din poveste.
n grup se formuleaz ntrebri pentru fiecare fragment audiat. Se rein pentru etapa
final.
Dup ce au audiat toate fragmentele i au elaborat ntrebri se iniiaz ,,Jocul
ntrebrilor, prin care copiii adreseaz ntrebrile formulate n grup.
n final se aleg ntrebri al cror rspuns creioneaz aspectele principale ale povetii.

n concluzie, ideea necesitii realizrii unei nvri active care s-l situeze pe copil n
centrul relaiei pedagogice constituie, n nvmntul actual, un principiu fundamental.
nvmntul modern preconizeaz o metodologie axat pe aciune, aadar pe promovarea
metodelor interactive care s solicite mecanismele gndirii, ale inteligenei, ale imaginaiei i
creativitii.

BIBLIOGRAFIE
Cuco, C., (1996), Pedagogie, Editura Polirom, Iai.
***, (1989), nvmntul precolar, Editura. Biblioteca Central i Pedagogic, Bucureti.
***, (2001), Document metodic pentru activitile de educare a limbajului la precolari,
EdituraV&Integral, Bucureti.
Silvia Breben, Elena Goncea, Georgeta Ruiu, Mihaela Fulga, Metode interactive de grup -ghid
metodic, Editura Arves 2002.

CALCULATORUL MIJLOC INTERACTIV DE PREDARE NVARE

Prof. drd. Marina Ioana Laura

Liceul Tehnologic Constantin Brncui, Satu Mare
Limba si Literatura Romn

Calculatorul, acest mijloc revoluionar n nvmnt, al crui impact poate fi comparat cu

cel al apariiei tiparului, a devenit indispensabil n educaia contemporan, fiind utilizat de ctre
cadrele didactice n procesul de predare nvre n cadrul tuturor disciplinelor, deoarece leciile
realizate prin folosirea calculatorului prezint un grad ridicat de atractivitate, de stimulare a
curiozitii i interesului elevilor fa de coal n mod general.
Prin folosirea calculatorului la clas, elevul iese mult mai usor din carapacea lui, i schimb
atitudinea fa de leciile monotone, lipsite de diversitate, reuind s-i creeze un univers care-i
faciliteaz accesul la toate informaiile de care are nevoie, calculatorul putem spune c reprezint
acel izvor nesecat din care nu contenesc s ias noi i noi informaii. Aceast tehnologie modern
reuete s stimuleze toate simurile, s implice activ elevii la participarea procesului de predare
nvare, dar oare poate calculatorul s substituie prezena profesorului?
Ar trebui totui s nu uitm rolul esenial al cadrului didactic, acela de a fi o prezen mereu
vie, activ, care stabilete comunicarea cu elevii, care formeaz personaliti, care creeaz
caractere, care stabilete o atmosfer prielnic i modeleaz desfurarea procesului didactic.
Profesorul trebuie s intervin pentru eficientizarea activitii de instruire, s pregteasc
elementul surpriz cu scopul de a menine treaz atenia elevilor i s sublinieze clar rolul
calculatorului de mijloc didactic auxiliar n activitatea de predare nvare evaluare. n acest

448
proces, calculatorul este un instrument auxiliar folosit de profesor, instrument care modific
sistemtul de nvare tradiional i permite cderea barierelor n accesarea informaiilor.
Utilizarea calculatorului, are avantaje i dezavantaje, care trebuie cunoscute de cadrul
didactic pentru a putea fi valorificate sau, dimpotriv, evitate.
n primul rnd, utilizarea calculatorului nseamn o mare economie de timp.
n al doilea rnd, calculatorul simuleaz unele procese i fenomene, dar nu nlocuiete
experimentele sau observarea lor direct.
n ultimul rnd, i poate cel mai important, computerul duce la diminuarea relaiilor
interumane i sociale, riscnd s produc dezumanizarea procesului de nvmnt. Elevul, aflat n
faa monitorului, avnd puterea de a se informa i de a nelege, renun la relaia direct cu colegii
si sau cu profesorul, deci renun la comunicare.
Avantajele folosirii calculatorului n sistemul de nvmnt sunt multiple i const ntr-o
imens cantitate de informaii care pot fi accesate, n rapiditatea i exactitatea operaiilor efectuate,
n posibilitatea de a oferi diverse reprezentri obiectelor, proceselor i fenomenelor, n capacitatea
computerului de a comunica n mod interactiv cu profesorul sau cu elevul. Prin folosirea
calculatorului, elevii pot realiza pagini web de prezentare a colii, a oraului, a rii (cu obiective
turistice), a culturii, obiceiurilor i tradiiilor poporului romn, a materialelor didactice elaborate de
ei i de profesorii lor.
Au acces la toate materialele de informare: manifestri tiinifice i cultural artistice, cri i
reviste colare, cursuri de pregtire i perfecionare pentru elevi i pentru profesori, grafice de
desfurare a olimpiadelor i examenelor, documente oficiale, forum de discuii, note ale elevilor i
date despre activitatea lor n coal, anunuri i mica publicitate, statistici realizate de elevi pe
diverse teme, mesaje, cursuri opionale, faculti n ar i n straintate.
De asemenea se pot realiza Cd-uri, afie, grafice, reviste, teste, diferite programe i softuri
educaionale, jocuri, pliante publicitare, dicionare on-line, activiti educative interactive care s
antreneze copiii de pe ntreaga planet. Elevii pot participa la diverse parteneriate care s le
deschid orizontul spre noi culturi, noi civilizaii, noi mentalitai de a privi lumea, calculatorul le
pemite acea cltorie virtual oriunde i n orice timp istoric.
Profesorii utilizeaz calculatorul n prezentri multimedia i le proiecteaz n cadrul clasei,
prezentnd diferite coninuturi elevilor, fapt foarte des intlnit astzi n coli. Pe de alt parte, elevii
pot fi cei care construiesc propriile prezentri multimedia ca proiecte la diferite discipline,
susinndu-le n faa profesorului i a elevilor din clas. Acest tip de proiecte favorizeaz
dezvoltarea creativitii, pun n micare un sistem complex de integrare a informaiilor i
abilitilor, utilizndu-se calculatorul practic ca un mijloc de comunicare. Modalitatea de creare de
proiecte multimedia poate fi desfurat sub forma lucrului n echip compus din 3-5 elevi, ceea ce
implic dezvoltarea la elevi a abilitilor de colaborare, negociere, asumare de responsabiliti. In
acest caz, profesorul are rolul de a facilita dezvoltarea proiectului, ajutndu-i pe elevi att la
familiarizarea cu tehnologia, dac este cazul, ct i pe parcursul proiectului, ns elevii vor fi cei
care decid coninuturile i forma prezentrii.
Soft-ul educaional reprezinta un instrument cu ajutorul cruia elevul poate s nvee prin
explorare. Astfel, pot fi utilizate programe prin care elevii s scrie diferite texte literare sau s
compun versuri, s realizeze aplicaii pentru baze de date sau pentru a realiza un calcul tabelar.
Elevii utilizeaz soft-ul n mod activ pentru a rezolva mai multe sarcini de gndire, ceea ce duce la
o nvare eficient i durabil. Profesorul este cel care seteaz obiectivele nvrii i fixeaz cadrul
n care se desfoar activitatea elevilor.
Calculatorul nu va putea nlocui cadrul didactic, dar poate nlocui fr ndoial manualele,
caietele ori planele, aa cum, la rndul lor, acestea au nlocuit tblia, buretele i condeiul. Deseori
am vizionat cu elevii filme, am cunoscut lumea rural a lui Rebreanu, am participat la ntlnirile din
Poiana lui Iocan ale lui Marin Preda, am ptruns n universul sadovenian, am fost martorii
rzboaielor. Am putut astfel realiza diferena ntre lecturarea unei cri si vizionarea unui film, am

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cltorit virtual n Humuletiul lui Creang, n Ipotetiul lui Eminescu, n Lncramul lui Blaga si n
multe alte locuri natale ale marilor notri scriitori.
n acest fel, filmele au constituit o dovad a veridicitii celor transmise prin coninutul
crilor, contribuind prin cuvnt, culoarea epocii respective, micare, la fixarea pentru mult timp a
aciunii romanelor i a personajelor, iar prin aceste excursii virtuale elevii i-au consolidat mult mai
bine cunotinele despre marii scriitori ai literaturii noastre, despre epoci i ideologii literare.
Astfel elevii nva lucruri noi fr a se plictisi, fr a interveni monotonia, vizualiznd i
nsuindu-i mult mai facil noile cunotine.
Este foarte important s cunoatem i limitele utilizrii acestui mijloc de nvmnt i s le
comunicm mai departe propriilor elevi care pot risca s triasc doar ntr-un univers virtual. n
zilele noastre, computerul este, n mod indiscutabil, un mijloc benefic de instruire didactic, de
aceea profesorii nii trebuie sa stpneasc metodologia utilizrii computerului.
Indiferent de specialitatea lor n cadrul procesului de nvmnt, de poziia lor, profesorii
trebuie s neleag c acest instrument aduce n coal calitatea sa de mijloc de nvmnt
interactiv, pe care nu o aveau celelalte mijloace didactice. De asemenea, computerul poate modela
orice fel de proces, n toat complexitatea desfurrii sale.

BIBLIOGRAFIE

1. Ionescu Miron, Radu Ioan, Didactica moderna, Editura Dacia, Cluj Napoca, 2004;
2. Iucu Romita, Manolescu Marin, Elemente de pedagogie, Editura Credis, Bucureti,
2004;
3. Giurgea Doina, Ghid metodologic pentru disciplinele optionale, D&G EDITUR
Bucureti, 2006

CONFLICTUL INTERGENERAIONAL DINTRE COPIII PRECOLARI I PRINI

Prof. Anghelu Ana Maria

Grdinia P.N. Btineti
Pediatrul Berry Brazelton a fost ntrebat de un viitor printe cu ct timp nainte de naterea
copilului trebuie s ncepem s ne pregtim s devenim prini?. Acesta a rspuns: Cu 25 de
ani naintea naterii copilului!. Medicul pediatru fcea referire la modelele parentale n care am
fost educai i la amprentele pe care le acumulm privind parentalitatea noastr. Evident c nu a
omis nici premisa conform creia capacitile parentale se dobndesc permanent de-a lungul ntregii
viei. Din acest motiv avem sentimentul c vom ti s ngrijim i s educm un copil, copilul nostru.
Conflictul apare n interiorul oricrui printe ndat ce se nate copilul: Voi tii s fiu un
printe bun?, Copilul meu va fi aa cum l-am visat/ l-am dorit?, Voi face fa celor ce
urmeaz? etc. Pledoariile oamenilor de tiin vin s confirme relaia strns dintre copil i prinii
si, felul n care fiecare participant n cadrul acestei relaii se transform, i dezvolt capacitile,
aptitudinile i i definete atitudinile n rolurile sale.
Este adevrat c devii printe atunci cnd copilul se nate i/sau atunci cnd numele tu este
nscris pe certificatul de su de natere. Este o mare greeal pentru acei prini care se limiteaz
doar la att. Prini devenim cu fiecare moment petrecut alturi de copilul nostru, cu fiecare
moment pe care l trim n absena sa, doar cu gndul la el. Ne este util s recunoatem cu toii c
prinii cresc copilul, ns copilul este n egal msur cel care i crete prinii: fiecare (mam,
tat sau copil) crete i se dezvolt n funcie de cellalt.
Relaia dintre copil i printe este definit ca una de dependen, sensul de derutare a acestei
relaii fiind cel de oferii copilului stimulii necesari dobndirii independenei. Indiferent de vrsta
copilului, chiar dac se consider c este mic i c nu poate nelege acesta nu este incapabil, ci are
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nevoie de sprijin pentru a crete i a se dezvolta, pentru a-i repeta abilitile i pentru a-i dezvolta
competenele. Pe msur ce un copil dobndete abiliti, printele trebuie s poat i s tie cnd s
se retrag din demersul su protectiv i s-l ajute pe copil s i le consolideze. Viaa copilului n
mediul familial, respectiv activitile desfurate cu membrii familiei consolideaz anumite
deprinderi, abiliti ce contribuie la autonomia copilului, convieuirea social, sntatea, igiena i
protecia lui. Triada mam-copil-tat ofer posibilitatea de a se descoperii pe sine, prin jocul
comparaiilor, al imitaiilor, al rivalitilor, de a-i nsui modele la care se poate referi n mod
constant n devenirea sa ca adult.
Prinii devin astfel primii educatori deoarece :
Ei sunt primii cu care copilul interacioneaz constant nc din prima zi a vieii;
Familia este modelul pe care l imit, modul de via al familiei este principalul reper n
viaa al copilului, el este internalizat puternic n anii copilriei;
Comunicarea intrafamial influeneaz decisiv dezvoltarea copilului, formarea personalitii
lui.
Modul n care fiecare printe nelege i i poate asuma rolul de printe, mam sau tat, depinde
de mai muli factori. Dintre acetia menionez:
Factori culturali, suportul familiei existent sau suportul social, condiiile economice ale
familiei;
Tipul de relaie (modele de interaciune) a prinilor copilului cu proprii lor prinii, care pot
determina calitatea relaiei cu propriul copil;
Tipul de relaii familiale i capacitatea de adaptare social a cuplului parental;
Dimensiunea familiei;
Patologia unuia dintre membrii familiei (prinii sau copil).
Statutul familiei ca prim educator al copilului reprezint un factor important n stabilirea
parteneriatului familie-grdini. Familia reprezint primul spaiu formativ pentru copil, reprezint
mediul socio-cultural n care s-a nscut, n care crete.
Eforturile depuse de prini i educatori trebuie s se bazeze pe un bogat schimb de informaii,
de experiene i pe colaborare n asigurarea celor mai bune condiii de cretere i dezvoltare ale
copiilor. Prinii au nevoie s gseasc un sprijin n grdini, s se simt responsabili i
responsabilizai pentru a colabora cu educatorii i a participa la orice activiti realizate mpreun cu
i pentru copii. Prinii au nevoie s cunoasc cine i cum i poate sprijini n eforturile sale de
ngrijire, cretere i educare a copilului.
Conflictele intergeneraionale trebuie explicate i nelese n termeni de nenelegeri, divergene,
diferene, nepotriviri, neconcordane. Conflictul intergeneraional reprezint starea tensionat creat
de interaciunea sau confruntarea unor opinii diferite ce aparin i sunt susinute de ctre generaii
diferite i care poate avea, att efecte negative, distructive pentru prile preopinente sau pentru
grupul din care acestea fac parte, ct i efecte pozitive, constructive pentru acestea. Acest conflict
intergeneraional se poate manifesta att la nivelul grupurilor mari (organizaii, instituii, chiar la
nivel societal), ct i la nivelul grupurilor mici (familie, coal etc). Noi ne vom referi doar la
conflictele ce se produc n grupurile mici, primare i n special n cadrul familiei de origine, ntre
copiii precolari i adulii-prini.
Ca i n societate, n familie gsim i amestec de generai, deci confruntare ntre trecut i
viitor, i solidaritate profund care unete pe toi membrii pe un fond complex de simpatie i
armonie dar i de conflicte i rivaliti. Mediul familial ca unitate social foarte redus - rmne
mediul care ofer cea mai mare cantitate i densitate de informaii.
n cadrul conflictului intergeneraional intrafamilial putem vorbi de trei entiti, entiti care
trebuie tratate laolalt, ca un tot unitar i anume:
a) adultul-printe;
b) copilul-precolar;
c) mediul confruntrii familia.

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 Conflictul intergeneraional intrafamilial dispune de efecte pozitive i negative n ceea ce
privete grupul familial i viitorul convieuirii prilor implicate n cadrul acestui grup, ns ceea ce
apare ca efect a tot-cuprinztor este pasul n plus spre cunoaterea celuilalt i implicit a ta prin
intermediul celorlali, a poziiei n care te afli fa de ceilali i a drepturilor i obligaiilor ce decurg
din aceast poziie. Schimbnd mediul familial ntr-un mod constructiv, pozitiv, componenii
acestuia se schimb pe sine n acelai mod.
De-a lungul carierei mele didactice am identificat o serie de prinii care s-au simit la un
moment dat depii de capriciile celor mici, simindu-se neputincioi n faa acestora. O parte
dintre prinii au avut o deschiderea spre discutarea acestor situaii, alii dimpotriv au adoptat o
atitudine reticent.
Pentru o problem frecvent ntlnit n familii: Of! Nu tiu ce s m mai fac! Dei tie c-o
ncaseaz de fiecare dat, l lovete pe fratele/sora/sau un alt membru cu ce apuc. De ce o fi
fcnd aa? rspunsul ar putea fi: atenia neacordat, rzbunarea, puterea sau pretinsa
incompeten. Oricare ar fi rspunsul suntem de acord cu muli copii procedeaz aa, nu n ciuda, ci
din cauza felului n care acioneaz adultul. Sprijinul unei persoane de specialitate vizeaz att
dezvoltarea rolului de prini, ct i dezvoltarea personal a adultului care se gsete ntr-o situaie
problematic. Consilierea prinilor se adreseaz crizelor parentale sau dificultilor pe care le au
prinii n ndeplinirea rolurilor lor. Consilierul susine persoana n luarea deciziilor, n rezolvarea
unor crize, n dezvoltarea capacitii de autonelegere, autocunoatere i ntrire a imaginii de sine.
El orienteaz beneficiarul ctre soluii, nu le ofer, ajut la formarea deprinderilor care susin
funcionalitatea rolului de prini.

Bibliografie
1. MEN- Proiect pentru Reforma Educaiei Timpurii- Consilierea n grdini start pentru
via. Bucureti, 2008;
2. MEN- Proiect pentru Reforma Educaiei Timpurii- S construim mpreun cei 7 ani de
acas. Bucureti, 2008
3. Golu Pantelimon Psihologie social, E.D.P., Bucureti, 1974;
4. Schifirne Constantin Generaie i cultur, ed. Albatros, Bucureti, 1985, p.107;
5. Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, ed. Babel, 1998

COALA I SOCIALIZAREA ELEVULUI

Bobescu Florea-Arghir, profesor logoped la

C.J.R.A.E. Cara-Severin, structur
Centrul Logopedic Intercolar Reia

Fr a se reduce la un simplu proces de educaie sau de transmitere a valorilor parentale

ctre copii, socializarea implic o multitudine de factori i de influene sociale, care se exercit
constant asupra copilului n afara climatului afectiv oferit de familie. Instanele de socializare
exterioare cadrului familial sunt considerate ca fiind caracterizate printr-un climat de neutralitate
afectiv care imprim procesului un coninut aparte, finaliti deosebite de acelea realizate n cadrul
familiei. De aceea coala, alturi de familie, reprezint cel mai puternic factor de socializare, fiind
totodat prima instan de nvare sistematic a normelor valorilor i regulilor de conduit
dezirabile.
Din punct de vedere al promovrii valorilor morale n rndul tinerei generaii, coala
fundamenteaz sistematic i dezvolt primele atitudini i convingeri morale formate n familie.
coala ofer cadrul ca fiecare individ s porneasc pe calea nfptuirii potenialurilor sale,
determinndu-l s neleag ce se petrece n jurul lui i n el nsui, de a se bucura de tot ceea ce i
452
ofer viaa, de a-i gsi locul i vocaia n societate, de a-i forma autonomia moral bazat pe o
etic a caracterului i pe raionamentul moral.
Realizarea practic a acestor obiective presupune ns aciuni eficiente din partea cadrelor
didactice i a celorlali factori educativi din cadrul colii, aciuni orientate spre oferirea unor
cunotine i informaii, pn la modelarea personalitii i formarea unor deprinderi i atitudini cu
caracter social-moral.
coala ofer, prin funciile sale de nvare, instrucie i educaie, suportul de baz pentru
desvrirea personalitii, reprezentnd primul univers social n cadrul cruia spontaneitatea
capricioas i impulsurile instinctive ale copilului se transform ntr-un ansamblu mai mult sau mai
puin omogen de deprinderi i atitudini morale.
Tudor Vianu considera c n timp ce familia introduce valorile fundamentale, acelea care
dau stilul permanent al vieii, n aa fel nct omul pstreaz pn la maturitate urma influenei
familiale bune sau rele, coala adaug la aceste valori altele noi, dintre care cele mai importante
sunt cele morale. Formarea conduitei morale reprezint ncununarea educaiei caracterului i a
personalitii fr de care nu se poate realiza niciuna dintre finalitile procesului instructiv
educativ. Presupunnd datoria i responsabilitatea moral, prin nsi calitatea de elev a copilului,
socializarea n coal implic dou momente principale, strns legate ntre ele:
a) trecerea de la o form de activitate dominant jocul la alta, cu caracter social, care
presupune o serie de obligaii, datorii i rspunderi;
b) contientizarea poziiei sociale n colectivitate legat de dobndirea semnificaiilor
morale ale comportamentului personal i al celorlali.
Realizarea acestor momente marcheaz transferul autoritii morale a educatorului de la
familie la coal, ntreaga sfer a relaiilor colare punndu-l pe copil n poziia de a fi tratat ca
subiect activ i responsabil, pe deplin contient de semnificaia datoriei morale. n consecin coala
are obligaia ca n procesul socializrii, adaptrii i integrrii sociale a copiilor acetia s fie pui
ntr-o poziie activ fa de realitile i necesitile vieii sociale, fa de normele i valorile sociale.
coala poate s imprime copiilor tot ceea ce nseamn gnduri, creativitate, disciplin i iniiativ,
control i rspundere, inventivitate i pasiune.
n mediul colar am ntlnit, ca dascl, multiple conduite morale negative. Deseori,
mijloacele tradiionale de a le preveni n loc s genereze ntrire negativ, nu fac dect s le
ntreasc pozitiv - Domeniul educaiei morale este delicat i de aceea cere competen i art
pentru a soluiona numeroasele probleme pe care le ridic formarea profilului moral al unui copil.
Aceasta nseamn c un cadru didactic trebuie s tie s aleag i s foloseasc cu miestrie
metodele care-i pot oferi ansele cele mai mari de succes, susinea Dan Ptroc. Maria Montessori,
sublinia cu ndreptire c elevul simte deseori nevoia de autonomie, ca o dispoziie profund
congenital a sufletului su, iar metodele de instruire adesea o anihileaz sub greutatea unor
ndatoriri colare i de disciplin extrinseci n aa fel nct nu ngduie elevului s se afirme pe sine
nsui dect sub form de rzvrtire.
Contientizarea unei conduite morale nu este adecvat subliniaz B.F. Skinner, dect
atunci cnd este bazat pe autonomie moral i reprezint rodul unei dezbateri personale, al unui
conflict moral intim. Din acest punct de vedere contientizarea unei conduite morale negative,
remucarea fa de fapta comis, la fel ca i atitudinea pozitiv fa de pedeaps, constituie indicii
puternice, dei greu de surprins n plan subiectiv, ale unui comportament moral autonom, definit de
contiina i motivaia participrii la obiective comune (E. Btrnu, 1980), dar i oportunitatea de a
testa idei i ipoteze, de a le examina, critica, evalua i compara. Astfel elevul va avea posibilitatea
de a valoriza rspunsurile celorlali, precum i de a-i exprima opiniile i de a face predicii.
Aa cum arat pe bun dreptate N. Radu n msura n care coala asigur adaptarea i
integrarea colar, ea presupune nu numai sarcina de a construi, ci i pe aceea mai delicat, de a
ameliora deficienele propriei sale construcii. Doar aa elevul poate dobndi abilitatea de a gndi
deschis, critic i constructiv, poate deveni empatic, poate acorda atenie propriilor nevoi, dar i ale
altora.
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 Citnd pe C. Rogers, acelai autor imagineaz o serie de cerine pedagogice din perspectiva
psihoterapiei colare i anume:
1) educatorul s permit celui ce studiaz s fie n contact real cu problemele care privesc
existena lui, astfel nct s fie capabil s delimiteze pe cele pe care dorete s le rezolve;
2) educatorul s fie consecvent, autentic, adic s se manifeste n acord cu el nsui;
3) educatorul s accepte pe elev aa cum este, cutnd s-l neleag i s l ajute;
4) educatorul s informeze pe elevi n privina experienei i cunotinelor specifice pe care
el le posed ntr-un anumit domeniu; elevii vor ti astfel n ce cazuri s i se adreseze fr a fi
obligai s accepte punctul de vedere al educatorului;
5) educatorul trebuie s exprime convingerea c elevii au posibiliti de dezvoltare, de
creaie, de autotransformare, c ceea ce le cere o face nu pentru c i se impune, ci pentru c
nvmntul trebuie s in seama de via, de capacitile elevului de a fi de acord cu sine la toate
nivelurile (verbal, contiin, sentimente, atitudini) i de a avea acces la experiena interioar
propice.
mi doresc ca toate aspectele menionate mai sus s constituie un punct de referin pentru
implicarea tuturor cadrelor didactice, indiferent de generaia pe care o reprezint, n implementarea
de strategii didactice eficiente, n promovarea de idei i practici ce s faciliteze comunicarea mai
eficient att ntre generaii, ct i ntre toi actorii implicai n formarea competenelor sociale ale
copiilor.

BIBLIOGRAFIE

1. Btrnu, E., Educaia n familie, Editura Didactic i Pedagogic, Bucureti, 1980

2. Bobescu, N., Servicii educaionale n contemporaneitate, Editura Gordian, Timioara, 2013, pag.
14-17
3. Montessori M., Copilul, fiin divin dar neneleas, CEDC, Bucureti, 1991, pag. 9-24
4. Radu, N., Psihologia educaiei, Editura Fundaiei Romnia de mine, Bucureti, 2000
5. Skinner, B. F., Revoluia tiinific a nvmntului, Bucureti, Editura Didactic i Pedagogic,
1971
6. Vianu, T., Studii de filozofia culturii, Editura Eminescu, Bucureti, 1982, pag. 271-285

7. Ptroc, D., Cursul V, Etic i deontologie pedagogic, pag. 1, pe http://socioumane.ro/blog/

danpatroc/files/2013/01/CURSUL-5.pdf

PROIECTUL EXEMPLU DE BUN PRACTIC N PROMOVAREA

TALENTULUI ELEVILOR
prof. nv. primar Niculina Bobescu,
Liceul de Arte Sabin Pua Reia

Nu-i fie team c naintezi prea ncet. Teme-te dac te opreti. Sun Tzu
Proiectul-Concurs regional de arte vizuale TINERE TALENTE, proiect cuprins n
Calendarul activitilor extracolare regionale, a ajuns la a VII-a ediie.
Am iniiat acest proiect pornind de la ideea c dragostea pentru frumos poate fi dezvoltat la
copii nc de la cea mai fraged vrst, iar eu i colegii implicai n proiect vom reui realizarea
acestui obiectiv. De asemenea am avut n vedere faptul c interesul fa de ceea ce i nconjoar pe
copiii notri constituie o component esenial a dezvoltrii lor morale, sociale, culturale i
spirituale, acest interes putnd fi stimulat prin activiti atractive i creative, specifice nevoilor i
vrstei lor.
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 Este foarte cunoscut faptul c pentru a avea succes ntr-o carier artistic este necesar ca
talentul copiilor s fie descoperit, iar aceti copii s fie ndrumai, astfel ca efortul i pasiunea lor s
materializeze visurile artistice. Talentul trebuie susinut prin munc, dac vrem s realizm ceva
prin intermediul lui. Copiii talentai realizeaz activitile ntr-un mod nou, creator. Talentul le
confer avantaje n raport cu ali competitori, de aceea este important s cunoatem nzestrrile
native ale elevilor notri sau deprinderile pe care le putem dezvolta.
Tema concursului, Expresivitate i culoare, a invitat precolarii i elevii claselor I-X s-i
exprime gndurile i sentimentele ntr-o creaie plastic proprie, creaie ce a fost apreciat de un
juriu competent format din profesori de la Liceul de Art Sabin Pua din Reia i a constituit o
parte a expoziiei TINERE TALENTE organizat la Galeria Lyceum a instituiei colare mai
sus amintite.
Scopul proiectului a fost stimularea potenialului artistic i creativ al copiilor din
nvmntul precolar i colar.
Ca obiective ne-am propus:
- realizarea de creaii plastice;
- realizarea de parteneriate ntre instituii de nvmnt, cadre didactice i elevi;
- cultivarea sensibilitii artistice, a simului estetic i dezvoltarea personalitii copiilor;
- implicarea copiilor ntr-un concurs regional;
- dezvoltarea spiritului de competiie;
- organizarea expoziiei TINERE TALENTE.
Calendarul activitilor a cuprins mai multe etape:
- ncheierea parteneriatelor;
- lansarea proiectului-concurs;
- nscrierea i primirea lucrrilor;
- jurizarea lucrrilor;
- anunarea premiilor (online);
- realizarea expoziiei regionale TINERE TALENTE;
- acordarea diplomelor.
Concursul s-a desfurat pe patru seciuni: portret, compoziie, natur static i peisaj,
lsnd la latitudinea elevilor participani, respectiv a coordonatorilor acestora, alegerea acestora,
respectiv a tehnicii i materialelor de realizare a lucrrilor.
Grupul int a fost constituit din precolari i elevi ai claselor pregtitoare i I-X.
Prin acest proiect am reuit consolidarea unui grup de iniiativ format din cadre didactice
ce predau la clasele de nvmnt tradiional, respectiv vocaional, grup care a derulat an de an
activiti n domeniul cultural-artistic, finalizate cu realizarea expoziiei regionale TINERE
TALENTE, promovnd valoarea n domeniul artistic. Deschis pe o perioad de cte dou
sptmni n galeria de expoziii a liceului, aceasta a fost vizitat att de precolarii i elevii din
municipiu, ct i de elevi din alte localiti sau judee, care au derulat alte proiecte, n parteneriat cu
liceul nostru. Astfel, tinerii artiti prezeni la expoziie au putut s-i prezinte lucrrile i s se fac
cunoscui. Galeria Lyceum a devenit loc de socializare i de legare de prietenii att ntre elevii
participani ct i dasclii lor.
La fiecare ediie a concursului au participat zeci de copii din judeele limitrofe i alte judee
din ar, n baza parteneriatelor ncheiate cu instituiile de nvmnt, concursul oferindu-ne nou,
ca organizatori, posibilitatea de a urmri i a cunoate evoluia artistic a elevilor participani la mai
multe ediii ale concursului.
Concursul s-a derulat pe baza unui regulament de nscriere, participare, desfurare i
evaluare, regulament transmis instituiilor partenere.
Pentru cele mai bune lucrri din concurs s-au acordat premiile I, II, III, meniuni i diplome
de participare, pentru fiecare seciune, pe nivel de vrst.
Am realizat monitorizarea i evaluarea proiectului prin ntocmirea unor baze de date ce au
cuprins acordurile de parteneriat ncheiate, lucrrile nregistrate, premiile pe seciuni i pe categorii
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de vrst. De asemenea am realizat prezentri PowerPoint ce au surprins aspecte din diferite etape
ale concursului, articole din presa scris i o galerie foto a expoziiei.
Realiznd obiectivele propuse, considerm c proiectul-concurs a avut succes att n rndul
elevilor, ct i cadrelor didactice i de aceea ne dorim continuarea lui.

VOLUNTARIATUL O PUNTE NTRE GENERAII

Prof. Dorina Gheorghioiu,

coala Gimnazial Principele Radu Adjud

Studiile recente realizate la nivelul nvmntului de mas privind dezvoltarea unor

comportamente sociale ale elevilor/copiilor au pus in evidena creterea fenomenelor de violena,
conflictualitate, absenteism colar, lipsa motivaiei pentru continuarea studiilor, factorii care
genereaz aceste comportamente la tnra generatie fiind identificai ca lipsa de comunicare i de
afectivitate n familie i coal, plecarea prinilor n strintate, diferenele sociale, srcia, inutele
(uneori extravagante) n coal, aciunea modelelor sociale inadecvate etc. Sub influena factorilor
artai se pot dezvolta la copii, comportamente ca: timiditatea, minciuna, neglijen n ndeplinirea
sarcinilor, comunicarea excesiv pe net, ateptarea prinilor (dorul), izolarea social, agresivitate
sau din contr, pasivitate, labilitate emoional, dorina de a pleca, frustrare, frecventarea grupurilor
stradale, incapacitate de concentrare etc. Dezvoltarea acestor comportamente ar putea fi prevenit
printr-o real, bun nelegere a interaciunii ntre generaii n procesul educativ.
n acest sens persoanele vrstnice au oportunitatea de a dezvolta abordri inovatoare privind
nvarea intergeneraional n scopul ntririi contribuiei persoanelor vrstnice la educarea
tinerilor i le dezvolt acele deprinderi care le sunt necesare pentru a face fa schimbrilor i pentru
a rmne activi n societate.
Un model inovator de nvare intergeneraional ar putea fi volutariatul tinerilor i al
vrstnicilor pentru promovarea ceteniei active i pentru sprijinirea eficient a dezvoltrii
competenelor transversale cheie (a nva s nvei, rezolvarea de probleme i antreprenoriat), a
competenelor digitale, sociale, civice, culturale i alfabetizare media printr-o experien de nvare
ce depete barierele disciplinelor de studiu printr-o viziune holistic asupra dezvoltrii personale,
sociale i teritoriale. Pentru persoanele vrstnice, mai ales, voluntariatul intergeneraional ofer o
experien de nvare ce poate contribui la creterea stimei de sine i a relaiilor, cu reducerea
concomitent a riscului de izolare social. Participnd la activitile de voluntariat, vrstnicii vor
consolida i vor dezvolta o serie de competene cheie transversale, abordnd simultan provocrile
mbtrnirii active, deprinderile de via ale secolului XXI i responsabilitatea social prin
implementarea unor proiecte comunitare alturi de tnra generaie.
Astfel de proiecte rspund unor obiective specifice i operaionale ale Programului de
nvare pe Tot Parcursul Vieii cum ar fi: va consolida contribuia nvrii pe tot parcursul vieii la
coeziunea social, la cetenia activ, la dialogul intercultural, la egalitatea de anse ntre brbai i
femei i la mplinirea personal, va rspunde provocrii educaionale pe care o reprezint o
populaie european n proces de mbtrnire, va ajuta la furnizarea, pentru aduli, a unor mijloace
pentru a-i mbunti cunotinele i competenele, n scopul dezvoltrii unui coninut, a unor
servicii, pedagogii i practici inovatoare bazate pe TIC.
Prima contribuie la politicile privind mbtrnirea activ este aceasta: din moment ce
populaia european mbtrnete din ce n ce mai mult, voluntariatul n general devine o bun
modalitate nu doar de a rmne activ, ci i de a duce o via la standarde nalte n ceea ce privete
relaionarea social i realizrile personale. Cetenia activ protejeaz coeziunea social i

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solidaritatea dintre generaii i, n acelai timp, dintre persoane aparinnd unor grupuri sociale i
etnii diverse. Este important tezaurizarea abilitilor acelora care nu se mai afl pe piaa muncii,
ns continu s dein capaciti i expertiz ce se pot dovedi de folos societii. Astfel de
schimburi reprezint i importante instrumente educaionale.
Voluntariatul peste hotare este o surs de curiozitate, iar oamenii din comunitatea care l
gzduiete pot nva multe de la aceti ceteni experimentai. n acelai timp, i voluntarii pot
nva multe din noul mediu pe care l viziteaz i n care lucreaz, cu un impact semnificativ
asupra abilitilor i a competenelor individuale, cum ar fi cunotinele de limb strin i
cunotinele tehnice, dar i asupra competenei sociale. n plus, se poate ajunge la concluzia c
mbuntirea abilitilor de performan n munc i a capacitii de a gestiona diversitatea au
prezentat un anumit grad de sustenabilitate, sporirea competenelor interculturale i
intergeneraionale ale seniorilor, optimiznd managementul conflictelor i mbogind cunotinele
acestora cu privire la Uniunea European.
Conceptul principal al serviciului transnaional de voluntariat este nvarea reciproc
intercultural prin intermediul reunirii unor persoane provenind din medii sociale i culturale
diferite. Aceasta poate aduce mari beneficii tinerilor i seniorilor, att n ceea ce privete nvarea
pe tot parcursul vieii, ct i n gradul ridicat de motivare a vrstnicilor pentru a continua nvarea;
astfel, persoanele n vrst au ocazia s se dezvolte n plan personal i s-i descopere abiliti pe
care nu tiau c le dein, iar tinerii au la indemn modele care i vor ajuta s se dezvolte i s se
implice n rezolvarea unor probleme care i intereseaz. Schimbul european de voluntari trateaz
probleme ca cetenia activ, coeziunea social, dialogul intercultural i mplinirea personal,
ntruct voluntarii sunt implicai ntr-un proces de nvare, care n mod ideal- are drept rezultat
activarea vrstnicilor respectivi n propria comunitate, dup experiena pe care o au peste hotare.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche tineri i vrstnici mplicarea lor n activiti autentice de promovare a demersului
civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

EDUCAIA ADULILOR
Prof. Grumjel Gina-Mihaela
Prof. Stanca Emilia
coala Gimnazial Carol al II-lea Dioti

Educaia i propune, astzi, nu doar transmiterea valorilor morale i culturale, ci i s

schimbe atitudini, mentaliti, comportamente, printr-o aciune continu cu subiecii actului
educaional. Educaia adulilor nu constituie o continuare a educaiei colare tradiionale, ci un
continuum, n sensul alimentrii nevoii de informaie prin situaii concrete, decupate din via.
Educaia adulilor are o dubl finalitate: nflorirea personalitii i favorizarea participrii socio-
economice i culturale.
Proces ce dureaz ntreaga via, educaia adulilor are ca obiectiv dezvoltarea autonomiei i
a simului responsabilitii, la fiecare individ i n rndul fiecrei comuniti, asistndu-i s fac fa
transformrilor care afecteaz economia, cultura i societatea n ansamblul su, s promoveze
coexistena i tolerana ca modele de participare a cetenilor la viaa colectivitii. Educaia
adulilor desemneaz un ansamblu de procese de nvaare, formale i de alte tipuri, graie crora
individul adult aparinnd unei societi i dezvolt aptitudinile, i mbogete cunotinele i i
amelioreaz calificarea tehnic i profesional sau se reorienteaz n funcie de nevoile sale i de
cele ale societii.

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 Trstura cea mai evident la aduli este responsabilitatea cu care ei caut s-i nsueasc
cunotine i deprinderi. Adultul este motivat de planurile lui de via, de aspiraiile sale. El este un
om independent i se angajeaz ntr-o activitate de nvare numai dac exist o corelaie ntre
proiectele sale de via i dorina imperioas de a le realiza.
Chiar dac adulii sunt motivai intrinsec s nvee, asta nu nseamn c n cazul lor nu
trebuie utilizate strategii de motivare. Strategiile de instruire-nvaare utilizate de formatorii ce
lucreaz cu elevii aduli trebuie s fie construite pe cei cinci piloni eseniali(Wlodkowski, 1999):
a)Expertiza: profesorul trebuie s fie un expert n domeniul su, s posede cunotine, abiliti i
competene care s-l fac un veritabil profesionist, deoarece unii elevi aduli pot avea experiene
foarte bune n domeniu.
b)Empatia: capacitatea profesorului privind angajamentul cognitiv, transpunerea afectiv, voina
participativ, efortul imaginativ, nelegerea celuilalt, a eului su.
c)Entuziasmul: presupune angajament i expresivitate, este specific celor care le pas ce i cum
predau, cei pasionai de munca lor.
d)Claritatea predrii care faciliteaz nelegerea i nvarea eficient.
e)Responsabilitatea respectrii particularitilor difereniale ale cursanilor aduli. Instruirea lor
presupune practicarea unei pedagogii a diferenei, care s in cont de particularitile, interesele
i valorile fiecruia dintre cursani.
Procesul de nvare n cazul persoanei adulte nu presupune doar ceva n plus fa de ceea ce
tie deja, ci urmrete transformarea ntr-o nou perspectiv, a cunotinelor i deprinderilor
existente. nvarea la vrsta adult are un specific aparte determinat de variabile majore, i anume:
contextul influenat de existena cotidian, caracteristicile fizice i psihologice ale personalitii
adulte i procesul efectiv de nvare modelat de variabile cognitive. nvarea adaptat nevoilor
adulilor trebuie s fie flexibil i atractiv, posibil fr constrngeri temporale sau spaiale pentru
c adulii fac acest lucru mai ales n timpul lor liber. Noile tehnologii de informare i de comunicare
permit crearea acestor medii de nvare n care informaia poate fi accesat uor i rapid, la cele
mai diverse ore, din orice locaie, fr constrngeri.
Adoptarea inovaiei tehnologice denumite platform de nvare virtual este o posibil
soluie, care ar putea ncuraja accesul mai mare la educaia fr frontiere. Un mediu de nvare
virtual face ca fiecare dintre actorii implicai n procesul educaional s manifeste un interes din ce
n ce mai mare. Tutorele aloc mai puin timp pentru instruirea cursanilor, furnizndu-le servicii de
internet de care ei sunt mulumii i, implicit numrul lor va crete. Comunicarea dintre tutore i
cursant este mult mbuntit, materialele postate pe platform pot fi controlate fiindu-le extrem de
utile cadrelor didactice pentru monitorizarea activitilor cursanilor. Cursanii pot desfura i alte
activiti fr a periclita instruirea lor; n procesul de comunicare se elimin barierele referitoare la
stresul cursanilor atunci cnd sunt fa n fa cu tutorii, iar pe lng toate acestea apare caracterul
novativ, provocarea de a nva lucruri noi.
n educaia adulilor pot fi utilizate instrumentele/tehnologiile Web 2.0 care prezint
urmtoarele trsturi:
-este orientat spre latura social, colaborativ i participativ a fiecrui dintre noi;
-instrumentele i informaiile de lucru pot fi partajate cu uurin;
-este foarte uor de folosit, fr a necesita cunotine avansate n domeniul TIC;
-nu necesit programe speciale sau majoritatea sunt extrem de accesibile sub aspectul costurilor.
Potenialul Web 2.0 pentru educaie este enorm. Prin utilizarea sa n procesul educaional, att
munca profesorului, ct i a cursantului poate fi mbuntit, existnd o mulime de modaliti de
informare, comunicare i interaciune.
Blogurile sau edublogurile ca instrumente educaionale ofer posibilitatea oricui de a deveni
blogger. Astfel, persoane situate la distane foarte mari pot fi unite prin interesul pe care l
manifest fa de un anumit subiect, fiind cadrul cel mai la ndemn pentru nvarea informal, de
la egali, de la semeni, prin mprtirea unor experiene i reflecii. n acelai timp n cadrul
blogosferei nu exist probleme referitoare la rasism, la apartenena la o anumit religie, la barierele
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socioeconomice sau culturale. Tutorii pot folosi blogurile pentru a promova oferta educaional,
pentru a-i posta cursurile, s dialogheze cu cursanii implicaii n realizarea diferitelor proiecte.
Cursanii se pot informa de pe bloguri, pot stabili legturi cu colegii i tutorii, dar i cu ali cursani
de la discipline conexe. Folosind blogurile, instituiile de nvmnt pot beneficia n mod gratuit de
publicitatea pe care o pot face pentru cursuri, pentru manifestrile pe care le realizeaz, pentru
parteneriatele pe care le desfoar, etc.
Avantajele pe care le genereaz folosirea tehnologiei educaionale trebuie s nving orice
reticen: instruire i evaluare la distan, acces oricnd la resurse educaionale, de oriunde, de ctre
oricine, i apropape cu orice echipament IT, eficien, etc. Astfel, mobilitatea att de necesar
timpului prezent poate fi realizat cu uurin, la fel ca i conectivitatea i interaciunea cu ali
colegi sau tutori.
Activitatea educaional este determinat de o varietate de condiii i factori. Unii sunt de
natur psihologic i in de individ, de structurile personalitii sale, alii se refer la relaiile
interpersonale i la dinamica grupului cruia persoana i aparine. Consilierea educaional
presupune abilitatea oamenilor de a-i rezolva singuri problemele prin nsuirea/nvarea modului
cum s-i modifice cogniiile i comportamentele pentru a se adapta solicitrilor, cum s-i
gestioneze tririle afective i s-i rezolve conflictele interne, cum sa-i mbuntesc relaiile cu
ceilali, cum s ia decizii i s-i asume responsabiliti.
Adulii, ca persoane mature i cu o anumit experien de via i profesional, sunt pui zi
de zi n situaii diferite, n care este necesar s fac alegeri succesive, s ia decizii de o importan
major pentru cariera profesional. Funcionarea optim i eficient a persoanei este rezultatul
nvrii realizate prin aportul profesorilor, adultul nu e un colar perpetuu, dar el i-a format n anii
colarizrii deprinderi de a se informa, de a ncorpora din problematica lumii contemporane.
Educaia adulilor a devenit un demers complex, care i preocup pe educatori din ce n ce
mai mult. Iar educatorii pentru aduli au devenit o categorie aparte, cernduli-se o competen
deosebit. Dup 1950, conceptul de educaie a adulilor devine, sub impulsul aciunilor UNESCO,
un concept universal. n 1976, la Conferina General a UNESCO, educaia adulilor a fost definit
ca un ansamblu de procese educative organizate, prelungind educaia iniial, prin care toate
persoanele considerate adulte ntr-o societate sau n cultura de care aparin i pot dezvolta
aptitudinile lor, i mbogesc cunotinele, i amelioreaz calificarea tehnic sau profesional, i
reorienteaz atitudinile i comportamentele, ntr-o dubl perspectiv: prin dezvoltarea personal
integral i prin participarea la dezvoltarea social, economic i cultural echilibrat i
independent.
n prezent educaia adulilor a evoluat mult i s-a diversificat, devenind un imperativ, att n
viaa curent, ct i n viaa profesional, ntr-o societate care nva. Noile exigene l oblig pe
fiecare individ s-i remprospteze cunotinele i competenele, amplificnd rolul statului, dar i al
altor tipuri de organizaii ale societii civile n organizarea acestui proces. Educaia adulilor
vizeaz deci dezvoltarea tuturor rolurilor sociale pe care le poate interpreta orice individ uman:
profesionale, familiale, civice, culturale, de loisir. Finalitatea este formarea unor ceteni informai
i tolerani, capabili s contribuie la dezvoltarea economic i social a societii, la atenuarea
srciei i prezervarea mediului.

BIBLIOGRAFIE:
Cuco Constantin, Timp i temporalitate n educaie: elemente pentru un management al timpului
colar, Editura Polirom, Iai, 2002, pag.126, 127, 143, 144.
Neculau Adrian, Educaia adulilor: experiene romneti, Editura Polirom, Iai, 2004, pag. 43, 44,
45, 46, 49, 54, 55, 63, 64.
Palo Ramona, Sava Simona, Ungureanu Dorel, Educaia adulilor: baze teoretice i repere
practice, Editura Polirom, Iai, 2007, pag. 125, 126, 129, 220, 222, 221, 226, 227, 240, 326.

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 PARTENERIATUL DINTRE FAMILIE I COAL N
ORIENTAREA PROFESIONAL A ELEVULUI

Mo Violeta
Colegiul Tehnic Ion Mincu, Trgu-Jiu, Gorj

Este cunoscut faptul c, n societatea actual, alegerea unei profesii sau, mai exact a unei
cariere, este un proces dificil ce presupune ani ntregi. Considerm c acest proces ncepe de la cea
mai fraged vrst, odat cu perioada precolar, continund cu ciclurile primar i gimnazial i
culminnd cu ultimii ani de liceu. Trist este faptul c foarte muli tineri sunt lipsii de ndrumarea
necesar unei alegeri optime, iar rezultatul se observ n faptul c muli i dovedesc incompetena
la locul de munc, fiind nemplinii pe plan profesional.
Procesul acesta de care vorbim, presupune o colaborare intergeneraional, implicnd
coala, familia i elevul. Ne vom ocupa n cele ce urmeaz de dou componente ale educaiei,
eseniale n ndrumarea elevului ctre o profesie: familia i coala.
Rolul familiei este primordial n educarea copilului, ea fiind considerat leagnul social al
copilului i sprijinul su pe aproape toate perioada vieii(...). Copilul i desvrete primele
experiene de via n familie. n mediul social restrns, alturi de prini, frai i rudele sale,
copilul i apropie primele experiene sociale. Cminul n care crete, cldura sau indiferena
acestuia i vor modela puternic modul de via, personalitatea i curajul de a aborda viaa. Ceea ce
se nva n primii ani constituie punctul de plecare al dezvoltrii complexe a individului (...)
68
Contient sau incontient, voluntar sau involuntar, este clar c prinii i influeneaz copiii n
alegerea carierei. n primul rnd profesia acestora devine de multe ori idealul copilului, aa nct
dac mama este medic, fetia va rspunde la ntrebarea: Ce doreti s devii cnd vei fi mare? c
visul ei este s devin doctori. i acesta este doar un exemplu n ncercarea de a argumenta
importana alegerii ca printe a propriei profesii n procesul ndrumrii copilului n via.
n al doilea rnd, exist prini care se cred nerealizai din punct de vedere profesional i
care i proiecteaz n copii nemplinirile proprii i idealurile lor de afirmare profesional i social.
n astfel de situaii nzuinele prinilor vor fi impuse sau sugerate copiilor, iar acetia vor alege n
consecin.
Un alt factor care influeneaz alegerea carierei este conformarea la cerinele vremii.
Societatea modern este dominat de pragmatism astfel nct foarte puine persoane se ntreab,
nainte de a se decide n privina alegerii profesiei: Care sunt nclinaiile mele? Ce pot s fac eu cel
mai bine n via? Ce tip de activitate mi va aduce cea mai mare satisfacie pe termen lung? nu
este de condamnat c tinerii aleg astzi profesii moderne sau care se regsesc tot mai mult pe piaa
forei de munc, dar a te orienta ctre o meserie doar pentru remuneraia pe care o atepi sau doar
pentru c vei gsi cu siguran, de lucru n domeniul respectiv constituie o abordare nefericit a
vieii.
Cazul fericit, acela n care printele este interesat de dezvoltarea armonioas a copilului i
de integrarea social cu succes a acestuia, prin orientarea profesional ce are n vedere toate
aspectele personalitii i nevoilor sale este cel mai de dorit. Printele nu trebuie s uite c n ciuda
multor asemnri dintre el i copil acesta nu este o copie total a lui. El are o personalitate distinct,
nclinaii i nzestrri proprii de care printele trebuie s in cont. Este necesar o observaie atent
copilului pe tot parcursul dezvoltrii sale, pentru a putea discerne care sunt atuurile i slbiciunile
sale, ctre care carier s-ar putea orienta cel mai bine, i de asemenea trebuie cluzit permanent
prin sftuire i expunerea n situaii de via edificatoare care s ofere ansa celei mai bune alegeri
i pregtiri pentru profesia viitoare.
De asemenea printele are posibilitatea de a fi susinut de coal n demersul lui de a pregtii
copilul pentru via. Aceasta vine n ajutorul prinilor, oferind o pregtire instituional bine

68
VRAMA Ecaterina, Adina, Consilierea i educaia prinilor, Editura Aramis, , Bucureti, 2002, p. 5
460
organizat, fiind totodat unul dintre cele mai puternici factori care influeneaz orientarea
profesional a tinerilor.
coala joac un rol esenial att prin structurile sale, ciclurile i tipurile de programe, ct i
prin diversitatea obiectelor de nvmnt, a ariilor curriculare, a aciunilor specifice de orientare
colar i profesional (ore de dirigenie, activitatea consilierilor i psihopedagogilor).69
ncepnd cu ciclul primar, n mod indirect n prim faz, iar apoi direct i explicit (n special n anii
terminali de liceu), elevul este orientat spre o anume carier pe care s o urmeze.
De mare importan n orientarea profesional este profilul colii (vorbind n special de
licee) i de asemenea calificarea i renumele pe care aceasta o are. Astfel o coal cu un colectiv de
profesori bine pregtii i cu o bun eficacitate instrucional, va orienta o mare parte din elevi ctre
cariere care cer o pregtire intelectual ridicat i abiliti i competene nalte. Dotrile didactice
ale acestor coli sunt i ele un factor n plus pentru eficiena orientrii profesionale. n dezavantaj
sunt ns colile cotate mai jos pe scala valoric a instituiilor de acest fel. Am putea aminti aici
colile din mediul rural, unde pregtirea colar este deseori defectuoas i reteaz de multe ori
ansele de dezvoltare i afirmare a elevilor. Este mbucurtor c n ultima vreme se vorbete despre
egalitatea anselor pentru toi elevii, indiferent de mediul din care provin, ns trebuie s fim
contieni c acest fapt presupune un efort deosebit pentru a putea mplini acest deziderat.
Cum poate fi coala un ndrumtor eficient pentru orientarea profesional? Prin orientarea
tuturor obiectivelor sale ctre pregtirea elevului pentru cariera profesional, pentru ca el s se
poat integra n mecanismul social al profesiilor. coala nu i propune n primul rnd s ofere doar
cunotine, ci s i formeze pe elevi, dezvoltnd abilitile i deprinderile lor pentru via. Prin
aceast prism orientarea profesional este unul dintre cel mai importante deziderate ale instituiei
colare.
Orele de dirigenie sunt unele din cele mai eficiente ocazii pentru ndrumarea elevilor pentru
orientarea profesional. Dirigintele poate oferi informaii despre tot ce este de folos n alegerea
carierei. De asemenea poate desfura activiti cu scopul de a-i ajuta pe elevi s-i descopere
nclinaiile, valenele vocaionale, cum ar fi completarea de chestionare, studiu de caz, jocuri de rol,
efectuarea de teste psihologice, etc. (Vezi nota din subsol) 70
Discuiile frontale cu clasa, dar i personale sunt parte a datoriei dirigintelui pentru a sprijini
pe elev n demersul lui orientativ. El trebuie fcut contient de importana unei alegeri foarte atente
a cariere viitoare, trebuie ajutat s-i cunoasc capacitile i trebuie motivat s se pregteasc
calitativ pentru aceasta.
De asemenea dirigintele poate invita persoane abilitate care lucreaz n diferite domenii
profesionale pentru ca acetia s vin la ora de dirigenie i s vorbeasc despre meseria pe care o
practic, prezentnd plusurile i minusurile ei. De asemenea invitai din instituiile speciale pentru
ocuparea forelor de munc i reconversie profesional, sunt prezene bine venite n ocazii de felul
acesta.

69
Andreea Szilagyi, Consilierea colar i integrarea socioprofesional- curs10, Pedagogie, Facultatea de Petrol si
Gaze, Ploieti, p.556
70
Metode de consiliere propriu-zis prin:
- dezbateri pe probleme de orientare i consiliere, avnd drept obiectiv fie clarificarea opiunilor i atitudinilor
participanilor, fie analiza avantajelor sau dezavantajelor n alegerea unei variante de rute socioprofesionale; clarificarea
unor ntrebri ale tinerilor, vizavi de evoluia n carier;
- studiul de caz , metoda situaiei (case-study) a incidentului critic, ce determin analiza situaiei, stabilirea
unor variante de decizie a factorilor favorizani sau defavorizani pentru fiecare variant, precum i msurile
corespunztoare de aplicare a deciziei optime;
- jocul de rol, precum i simularea unei situaii pot fi axate pe probleme precum problematica angajrii,
alegerea profesiei etc.;
- interviul: menit s clarifice problematica pe care se va axa consilierea sau chiar exersarea pentru interviul real
prilejuit de angajare.

461
 Organizarea de vizite la diverse instituii, ntreprinderi sau alte locuri de munc, unde s
observe n mod direct n ce const o meserie sau alta este una din metodele de cel mai mare impact
pentru a-i ajuta pe tineri s neleag profesia respectiv i s l ajute n luarea unei decizii. n cadrul
multor coli, n mod special la liceele cu profil tehnologic, se efectueaz practica colar, care are
drept scop s orienteze i c pregteasc pe elevi pentru o anumit meserie, ns trebuie s fim
contieni c muli elevi nu vor alege meseria respectiv i ei au nevoie s cunoasc ct mai multe
despre o paleta mai larg de meserii.
Pe lng datoria dirigintelui, trebuie s spunem c fiecare cadru didactic are posibilitatea i
totodat responsabilitatea de a fi un descoperitor de talente, de capaciti i valene n elevii pe care
i nva. n sensul acesta, pedagogia modern vede n profesor un ndrumtor mai degrab dect un
nvtor de cunotine, unul care are ansa ca printr-o manier delicat s ajute pe elev s nvee
cum s fac alegerile cele mai potrivite pentru via. Cnd un asemenea profesor reuete s
descopere n elevi nclinaiile lor vocaionale i se strduiete s le dezvolte putem spune c coala
are un mare aport n orientarea profesional a tinerei generaii.
Un aspect foarte important n subiectul dezbtut este colaborarea dintre coal i familie. O
bun colaborare ntre aceste dou instituii poate crete semnificativ ansele de reuit n via ale
celor ce sunt atenia lor special, copiii. Avnd n vedere influena socioeducaional puternic a
familiei, coala, profesorii i ceilali factori educativi, trebuie s ndrume i s coopereze cu mult
pricepere i miestrie cu familia, pentru ca aceasta s contribuie, alturi de ei, la o tiinific i
eficient orientare colar i profesional a copiilor...71
Mult cunoscuta edin cu prinii este una din modalitile cele mai eficiente de a
menine i fructifica necesara colaborare dintre coal i familie. Dac pentru ciclul primar i
gimnazial lucrurile stau n general bine, este nefericit faptul c n anii de liceu, cnd n mod special
ar trebui s se manifeste un interes mai mare pentru orientarea vocaional, atunci scade interesul
multor prini de a mai colabora cu coala, iar ntlnirile programate deseori eueaz. Ce se poate
face? n primul rnd ar trebui s se lucreze mai mult la partea motivaional a acestuia demers
pentru a strni interesul prinilor de a fi ntr-un contact mai strns cu coala. De asemenea ar putea
fi adaptat modelul de colaborare n funcie de modul n care se potrivete cel mai bine situaiei
existente. ntr-un liceu care are elevi care provin majoritatea din mediul rural, i este mai dificil
pentru prini s vin la o dat programat la edin, n nelegere personal ntre diriginte i
printe pot fi stabilite datele cele mai convenabile pentru ntlnire i discuii. De asemenea pentru o
mai bun motivare pot fi alese metode diferite de convocare cum ar fi: trimiterea de scrisori de
invitare, organizarea unei activiti speciale la cere i prinii sunt invitai s participe, pentru ca
mai apoi s se lase loc pentru discuii specifice subiectului despre care vorbim. Invitarea unui
specialist n domeniul alegerii carierei, poate fi de asemenea un factor motivator pentru participare
prinilor la ntlnirile organizate de ctre coal.
Nu trebuie exclus de aici, iniiativa familiei. Este o responsabilitate a acesteia de a susine
eforturile colii de a pregti pe elevi. Atitudinea de a lsa n grija colii educaia, pentru c este
treaba statului, este lipsit de maturitate i nu poate avea dect rezultate negative. Interesul
familiei de a sprijini coala, prin contact permanent pentru consiliere i informare are un rol
deosebit de important.
Rmne de vzut dac viitorul educaiei romneti va fi nsufleit de valorile pedagogiei
moderne, i se va oglindi n cele mai bune alegeri pe care le vor face viitorii aduli cu privire la
cariera pe care o vor urma. Dorim tot binele celor care astzi i triesc zilele lipsite de griji ale
copilriei!

71
Bontas Ioan, Pedagogie, , Editura All, Bucuresti, 1996, p 274

462
BIBLIOGRAFIE
1. Bontas Ioan, Pedagogie, , Editura All, Bucuresti, 1996.
2. Andreea Szilagyi, Consilierea colar i integrarea socioprofesional- curs10, Pedagogie,
Facultatea de Petrol si Gaze, Ploieti.
3. Toma Gheorghe, Consilierea i orientarea n coal, Casa de Editura si Presa Viata
Romneasc, Bucureti, 1999.
4. Vrama Ecaterina Adina, Consilierea i educaia prinilor, Editura Aramis, , Bucureti,
2002.

MISIUNEA PROFESORULUI DOCUMENTARIST

Profesor: Stnciulescu Florentina Cristina

Colegiul Tehnic Henri Coand, Tg Jiu

Profesorul documentarist este cadrul didactic care are misiuni pedagogice, culturale, de
comunicare i de gestiune, favoriznd nvarea social i colectiv. Profesorul documentarist este
responsabilul Centrului de Documentare i Informare (CDI) din unitatea de nvmnt.
La nivelul sistemului de nvmnt din Romnia, formarea elevilor i studenilor pentru
informare i documentare constituie un element esenial pentru mbogirea capacitilor cognitive
i a abilitilor privind cele 8 competene - cheie ale procesului de instruire i formare, cuprinse n
curriculumul naional de nvmnt. Calitatea nvrii depinde n mare msur de dezvoltarea
competenelor informaionale i documentare ale elevilor (formarea deprinderilor de lectur i de
tehnica muncii intelectuale; formarea abilitilor de a identifica, localiza, evalua i a folosi onest
informaia), precum i de susinerea procesului de pregtire didactic al profesorilor.
Profesorul documentarist este cel care asigur pstrarea i securitatea fondurilor de
publicaii cu respectarea condiiilor de rspundere gestionar prevzute de legislaia n vigoare, n
acelai timp el organizeaz coleciile CDI potrivit normelor biblioteconomice i folosete n toate
lucrrile legate de tehnica documentar i de activitatea cu cititorii reglementrile n vigoare, fiind
obligat s ia cunotin de acestea i s le aplice. Este impetous necesar s amintim c bibliotecile
integrate n sistemul naional de nvmnt din Romnia, prin funciile i misiunile pe care le
ndeplinesc au rolul de a rspunde cerinelor beneficiarilor de drept ai educaiei i sunt difereniate
n funcie de sistemul de nvmnt n care sunt incluse. Astfel, se deosebesc: structuri
infodocumentare n sistemul de nvmnt superior biblioteci universitare; structuri
infodocumentare n sistemul de nvmnt preuniversitar biblioteci colare i centre de
documentare i informare. Deosebirea fundamental ntre biblioteconomie i documentare nu este,
prin urmare, de concepie ori structur, ci de dotare. Multe centre de documentare dispun de maini
extreme de perfecionate privind prelucrarea surselor i de un personal specializat n diverse
operaii tehnice ale prelucrrii informaiei cu ajutorul mainilor; or, din acest punct de vedere
numeroase biblioteci sunt deficitare.
Dezvoltarea funciei documentare a bibliotecii are n vedere nu numai adunarea i
depozitarea literaturii pe specialiti, pentru a o face disponibil la cerere, ci i rspndirea
informaiei n folosul diferiilor oameni cuprini n munca de cercetare. Pentru a putea oferi
cercettorului ceea ce, pn atunci, el nsui i procura, biblioteca a trebuit s-i mbunteasc
metodele de lucru. Vechile discipline, catalogarea i clasificarea au fost supuse unor serioase
reexaminri. Principii, metode i tehnici consacrate de generaii au fost reevaluate. Pe de alt parte,

463
noile teorii i tehnici privind mecanizarea i informatizarea informaiei constituie subiecte de strict
actualitate pentru biblioteci.
Marii bibliotecari nu i-au rezumat activitatea numai la organizarea bibliotecilor, au fost i
sunt nite pasionai cuttori ai celor mai adecvate mijloace pentru a dezvlui, ntr-o form sau alta,
coninutul publicaiilor. De exemplu, bibliotecarul Scott Adams, preedinte al Asociaiei
Bibliotecarilor de Medicin din S.U.A., a fost unul dintre membrii fondatori ai Institutului
American de Documentare, i chiar conductorul lui, ntr-o anumit perioad.
ntruct n prima jumtate a secolului trecut, formarea documentaritilor se fcea la
ntmplare, n 1964, Adunarea General a FID cerea statelor membre s organizeze pregtirea
documentaritilor prin catedre speciale de documentare i informare tiinific, ce urmeaz s fie
create n nvmntul superior, n interiorul sau n afara colilor de biblioteconomie.
Privit astzi, n corelaie cu actualele funcii ntrunite de bibliografie, activitatea de
documentarea nu reprezint altceva dect o prelungire fireasc a activitii bibliografice.
n ara nostr, nceputul documentrii se confund n parte cu istoria crii i tiparului la noi,
a circulaiei crii strine pe teritoriul rii noastre, a bibliotecilor i bibliografiei romneti.
Savantul de reputaie mondial Emil Racovi, ntemeietorul biospeologiei, se nscrie n rndul
precursorilor documentrii tiinifice romneti. CDI contribuie la asigurarea egalitii de anse a
elevilor provenii din medii culturale, economice si sociale diferite prin facilitarea accesului la
informaie si servicii specifice destinate elevilor, cadrelor didactice i membrilor comunitii locale.
Centrul de documentare i informare este organizat modular i asigur n interiorul su
urmtoarele spaii specifice: spaiul de primire, spaiul profesorului documentarist, spaiul
informatic, spaiul audio-video i multimedia, spaiul de documentare pedagogic/spaiul pentru
profesori, spaiul lucrrilor documentare, spaiul lucrrilor de ficiune, spaiul lecturii de destindere,
spaiul de lucru n echip, spaiul de lucru individual, spaiul de orientare colar i profesional,
spaiul de afiaj i expoziii, spaiul pentru pres.
Profesorul documentarist organizeaz i coordoneaz activitile pedagogice i proiectele
pluri-transdisciplinare, activitile culturale, de comunicare i de gestiune conform planului de
activitate al CDI, n colaborare cu cadrele didactice ntocmind fie de organizare a acestor activiti.

BIBLIOGRAFIE:
1. Bdu, Georgeta. Iniiere n cercetarea documentar. Alba Iulia: Editura Alba Iulia, 2004.
2. Bdu, Georgeta ; Panait, Antonina. Amenajarea i gestionarea unui CDI : Ghid pentru
personalul de conducere i personalul din centrele de documentare i informare. Alba Iulia: [s.n.],
2006.
3. Bulu, Gheorghe, Animaia cultural n biblioteca public, Bucureti, 1998
4. Bulu, Gheorghe, Civilizaia bibliotecilor, Ed. Enciclopedic, Bucureti, 1998
5. Ciorcan, Marcel, Bazele biblioteconomiei, Ed. Craiova, 2005
6. Ciorcan, Marcel, Informarea bibliografic i documentar n bibliotecile publice,
Bucureti, 1997
7. Ciubncan, Lucia. Bibliotecarul colar. Ghid practic. Cluj-Napoca, Editura Eurodidact, 2002

464
 ROLUL MAJOR AL PROFESORULUI DOCUMENTARIST N CADRUL PROCESULUI
INSTRUCTIV-EDUCATIV

Profesor: Stnciulescu Neofit Ctlin

coala Gimnazial Voievod Litovoi, Tg Jiu

Rolul bibliotecarului sau a profesorului documentarist rmne esenial i neschimbat: de a-i

ajuta pe cititori s se informeze, fiind un intermediar ntre publicaii i mijloacele de regsire a
acestora. Datorit rolului su dublu de documentarist i de profesor responsabilitile
profesorului documentarist sunt foarte diverse i multidirecionale 72. Cteva din acestea includ:
selecia publicaiilor i organizarea coleciilor n sistem informatizat, instruirea bibliografic,
legtura cu cititorii, referinele, regsirea informaiei i furnizarea documentelor. Documentele unui
centru reprezint ceva mai mult dect simple stocuri de cri. Pentru a-i alctui o colecie complet
i echilibrat, profesorul documentarist va trebui s fie la curent cu modificrile de format i de cost
ale publicaiilor i ale bazelor de date aflate pe pia. El va trebui s se informeze permanent n
legtur cu mijloacele de achiziie a publicaiilor, a produselor electronice i a ofertelor comerciale
de pe pia. Ei trebuie s fie contieni c furnizarea informaiei n format electronic ofer
beneficiarilor diverse alternative de acces la informaie.
Activitatea noului bibliotecar, profesorul documentarist, nu se va putea rezuma la
regsirea titlurilor solicitate de cititori, ci aceasta include i luarea unor decizii privind formatul i
mijloacele de furnizare a documentelor. Faptul c muli cititori nu vor putea avea acces direct la
echipament (dei acest lucru este urmrit) sau la informaiile aflate n reea impune necesitatea
prezenei n continuare a profesorului documentarist, ca un intermediar specializat ntre bazele de
date i beneficiari (elevi, cadre didactice etc.)
Profesorul documentarist este contient de rolul major al activitii desfurate n cadrul
C.D.I.-ului prin sprijinirea personalul didactic al colii n mbuntirea calitii procesului de
nvmnt, asigurnd publicaii de referin de informare curent, de pedagogie, psihologie, lucrri
privitoare la coninutul diferitelor discipline predate n coal i la metodica predrii acestora.
O activitate mereu prezent n CDI este prezentarea de carte care reamintete elevilor despre
importana respectrii i punerii n lumin a valorilor noastre culturale prin cunoaterea trecutului i
a experienelor profunde trite de predecesorii notri.
Atunci cnd spaiul este amenajat conform standardelor de amenajare a unui CDI i
eficacitatea serviciilor oferite crete substanial. ntr-o unitate colar spaiul rezervat CDI-ului
poate fi structurat astfel: spaiul de primire, spaiul informatic dotat cu calculatoare, spaiul lecturii
de plcere, spaiul de lucru n echip, spaiul audio-video, spaiul documentaristului, spaiul de
orientare si consilire i nu n ultimul rnd spaiul de depozitare.
Misiunea centrului de documentare i informare este de a forma i de a dezvolta o cultur
informaional, de a participa la asigurarea egalitii de anse privind accesul la informaie i
documentaie actual a elevilor provenii din medii culturale, economice i sociale diferite prin
activiti formale, nonformale i informale, de a dezvolta competenele elevilor n domeniul info-
documentar, de a promova inovaia didactic, de a participa la dezvoltarea competenelor cheie ale
elevilor, de a participa la dezvoltarea i implementarea unei politici documentare locale, de a
susine implementarea politicilor educaionale pe niveluri de studii, profiluri, specializri i de a
contribui la realizarea obiectivelor prevzute n procesul de reform a nvmntului.
Profesorul documentarist asigur iniierea i formarea echipelor pedagogice n vederea
utilizrii n mod regulat a resurselor CDI i a integrrii lor n activitile didactice curente pentru
completarea informaiilor oferite de manualele colare. Profesorul documentarist va mobiliza
parteneri pentru realizarea obiectivelor educaionale i se va forma permanent n diferitele domenii
72
Vintil, Cristina. Bibilotecarul-documentarist n nouaer a informaiei. n:Biblioteca: revist de bibliologie i tiina
informrii, nr. 3, 1998, pag. 77
465
ale activitii sale pentru a deveni persoan-resurs n unitatea de nvmnt. El este cel care
asigur transmiterea informaiei venit de la toate forurile superioare (examene, programe,
manuale), anun profesorii i elevii n legtur cu organizarea diferitelor activiti att la nivelul
colii ct i al comunitii locale, face cunoscute rezultatele obinute de elevii colii la nivelul
comunitii locale prin organizarea de expoziii, simpozioane etc.
Un rol fundamental al profesorului documentarist este acela de a iniia elevii n cercetarea
documentar. Termenul de cercetare documentar, utilizat pentru prima dat n 1950 de ctre
Kelvin N. Moers, are astzi mai multe accepiuni: a) operaia prin care documentele sunt selectate
din fondul documentar la cererea unui utilizator; b) furnizarea, n funcie de o cerere bine definit
de utilizator, a unor elemente de informare documentar corespunztoare; c) un rspuns mai mult
sau mai puin elaborat la o cerere a utilizatorului, rspuns care trebuie s conduc la realizarea unui
anumit produs documentar (bibliografie, sintez etc).
Profesorul documentarist iniiaz sau particip la diverse aciuni menite s contribuie la
dezvoltarea armonioas a personalitii elevilor, s ofere informaii despre reeaua colar i
profesional, s contribuie la mai bun cunoatere a dinamicii pieei muncii , s formeze elevii n
vederea alegerii carierei asigurnd, n colaborare cu echipa pedagogic, iniierea elevilor n
domeniul cercetrii documentare i al utilizrii noilor tehnologii ale informrii i comunicrii.
Activitile organizate n acest sens vizeaz dobndirea, de ctre elevi, a autonomiei n nvare i
creterea spiritului critic, prin dezvoltarea progresiv a capacitii de a se orienta n CDI, de a-i
cunoate diferitele tipuri de resurse i documente, de a utiliza instrumentele tradiionale i
informatizate de cutare a informaiei.

BIBLIOGRAFIE:

1. Ionescu, M. Didactica modern. Cluj, Editura Dacia, 1995.

2. Iucu, R. Managementul i gestiunea clasei de elevi. Iai, Editura Polirom, 2000.
3. Neacsu, Ion. Instruire i nvare. Bucureti, Editura Stiinific, 1990.
4. Pnisoar, O. Comunicarea eficient. Metode de interaciune eficient. Iai, Editura Polirom,
2003.
5. Radu, Ion. Evaluarea procesului didactic. Bucureti: Editura Didactic i Pedagogic, 2000.
6. Regneal, Mircea. Studii de biblioteconomie. Constana, Editura Ex Ponto, 2001.
7. Regneal, Mircea. Dicionar explicativ de bibloiteconomie i stiina informrii. Constana,
Editura Exporta,2002.
8. Regulamentul de organizare i funcionare a bibliotecii colare: instruciuni metodologice:
aprobat prin Ordinul Ministerului Invmantului nr.6566/17.06.1994. Bucureti: Biblioteca
Central Pedagogic, 1994.
9. Regulamentul de organizare i funcionare a centrului de documentare i informare (C.D.I.),
2005.
10. Richter, Brigitte. Ghid de biblioteconomie. Bucureti, Editura Grafoart, 1995.
11. Stoica, Adrian. Reforma evalurii n nvmant. Bucureti, Editura Sigma,1999.
12. Stoica, Ion. Criza n structurile infodocumentare: sensuri i semnificatii contemporane.
Constana, Editura Ex Ponto, 2001.
13. Stoica, Ioan. Structuri i relaii informaionale n dezvoltarea nvmantului i a cercetrii
romneti. Bucureti, Editura Alternative, 1997.

466
 EDUCAIA INTERGENERAIONAL

Prof. nv. primar Stnescu Monica

c. Gim. ,,N. Iorga, Piteti, Arge

Tinerii sunt sperana viitorului. Trebuie s privim ncreztori spre viitor! Aceast ncredere
n forele proprii se nate din reuita celui mai de succes model de integrare din ntreaga lume.
Integrarea European a adus pace, stabilitate i prosperitate pentru milioane de ceteni. Pentru
tineretul de astzi, care reprezint generaia cea mai european, cooperarea este un mod natural de
rezolvare a problemelor. Europa este mai mult dect un concept tehnocratic sau economic, ea
trebuie dezvoltat ca o comunitate politic bazat pe un sistem de valori bine definit i care ofer
viziunea unui continent unit i fr conflicte. Multe generaii trecute au visat la o astfel de Europ
iar astzi suntem aproape de a realiza acest vis. n acest proces, din ce n ce mai muli tineri se
strduiesc s elimine nemulumirile i contradiciile din Uniune, prin simplificarea tratatelor.
Tinerii activi pe plan local, regional, naional dar i european, pot juca un rol deosebit n
stimularea unei adevrate dezbateri, promovnd cetenia european activ i identitatea european.
Muli dintre ei reuesc s fac acest lucru prin intermediul organizaiilor de tineret sau a
organizaiilor neguvernamentale, reuind s reprezinte pn i grupurile cele mai marginalizate sau
cele excluse. Dei tinerii reprezint aproximativ o treime din populaia european cu drept de vot, ei
nu sunt reprezentai corespunztor n mecanismul de adoptare a deciziilor.
Convenia european a tinerilor permite s prezentm viziunea: dorim o Uniune European
care ofer imaginea unui viitor n unitate i democraie, care ofer un guvern accesibil pentru toi
cetenii si i care dispune de instrumentele i legitimitatea necesar pentru a se ridica la nltimea
ateptrilor acestor ceteni. Reforma Uniunii trebuie s aib n vedere echiparea acesteia pentru a
putea rspunde la provocrile de azi, dar i la oportunitile de mine. O Europ unit n diversitatea
ei poate fi realizabil. Tinerii au oportunitatea istoric de a face cunoscute opiniile cu privire la
viitorul acestui continent.
Se dorete o Europ a tolerantei i a incluziunii sociale, o Europ construit pe valori
fundamentale: pace, libertate, dialog, egalitate, solidaritate i respectarea drepturilor omului; o
Europ care se bazeaz pe principiul egalitii statelor membre. n centrul acestei viziuni se afl o
Europ responsabil pentru i n faa cetenilor si. Europa cetenilor lupt pentru realizarea
coeziunii sociale att pe plan intern ct si pe plan extern. Tinerii trebuie educai i instruii astfel
nct s promoveze identitatea naional i regional i motenirea cultural a cetenilor si.
Ceteanul european nu trebuie privit separat, ci n contextul social, cultural i ecologic influenat
de indentitatea sa naional. Identitatea comun european nu poate nlocui, ci adaug sau extinde
esena naional. Rolul tinerilor este s dezvolte o Europ democratic cu instituii transparente i
procese eficiente de adoptare a deciziilor; o Europ mai aproape de noi, cetenii, dar i
promovarea democraiei, a modernizrii structurilor economice i sociale, protecia mediului i
lupta mpotriva excluderii sociale i a srciei. Este nevoie de o Europ care s fie prezent pe
scena internaional, care s aib influen asupra deciziilor strategice internaionale i care s poat
oferi rspunsuri de valoare la provocrile globalizrii..
Trim, incontestabil, o realitate nou n viaa oamenilor din cauza schimbrilor sociale,
economice i politice care se petrec n ar i n lume.
Fr nici o ndoial, tineretul de astzi trece printr-o serioas criz, iar pentru aceasta cea
mai mare parte din vin ne aparine nou celor mari prini, profesori, clerici, factori de decizie.
Prin urmare un rol important n ceea ce privete educaia tinerilor, i revine unor instituii cum ar fi
coala i Biserica. Nici Comunitatea local, prin factorii si de decizie, nu este absolvit de anumite
responsabiliti ce-i revin. Cooperarea strns i parmanent dintre coal, Biseric i Comunitate
reprezint una dintre modalitile cele mai semnificative de mbuntire a educaiei privind
promovarea unor valori ca responsabilitatea i dreptatea, valori indispensabile pentru o convieuire
panic ntr-o lume att de zbuciumat.
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 coala se afl pe locul imediat urmtor, dup familie, n ceea ce privete relaia cu copiii
i responsabilitatea pentru educaia acestora. Ca atare, joac un rol extrem de important n
dezvoltarea deplin a personalitii copilului. Fiecare cadru didactic n parte trebuie s acioneze
astfel nct s faciliteze procesul de nvare ncurajnd i asistnd copiii pentru dezvoltarea lor
general. Un rol cheie n mbuntirea i identificarea modalitilor de a ntri cooperarea dintre
coal, Biseric, Comunitatea local l are coala. n acest sens, cadrele didactice i asum
responsabilitatea privind iniierea unor parteneriate ntre coal i mediul de afaceri, ntrer coal i
Biseric, desfurarea unor activiti pentru a satisface mai bine copiilor, deschiderea colii pentru
activiti comunitare, reuniuni pe diverse teme legate de responsabilitatea fiecruia n tot ceea ce
ntreprinde, de msura i roadele dragostei ctre aproapele.
Pe lng coal, o serie de instituii precum poliia, cabinetele medicale sau serviciile
publice de asisten social sunt investite cu atribuii i responsabiliti n domeniul educaiei
privind dreptatea i responsabilitatea generaiei viitoare.
Responsabilitate i dreptate dou valori ce trebuie promovate n toate domeniile de
activitate, de fiecare profesionist, de fiecare persoan n parte, oferind un exemplu bun membrilor
comunitii respective, ajutndu-i pe oameni s contientizeze efectele benefice ale acestor valori n
viaa de zi cu zi dar i faptul c vor da socoteal dac au fost nedrepi sau iresponsabili.
Secolul XXI, religios sau nu, este nceputul unei noi civilizaii, necunoscut i poate
imprevizibil, care ia natere deja sub ochii notri, o civilizaie care aduce cu sine i impune noi
stiluri familiale, modaliti schimbate i alternative de a lucra, a iubi, a tri. Omenirea se afl n faa
unui impresionant salt nainte i se confrunt cu cele mai profunde frmntri i restructurri
creatoare din toate timpurile. Fr a contientiza, nc suficient, suntem angajai n construirea unei
civilizaii remarcabile, care deine deja perspectiva ei distinct asupra lumii i a educaiei tinerei
generaii, o educaie n intredependen cu competitivitatea global, n esen, o nou contiin.
Este foarte posibil ca n viitor diferenele dintre indivizi, state, continente, s se fac pe baza
nivelului i calitii actelor educaionale.
Obinerea unei noi caliti presupune construirea omului nou prin nou, ca rezultat al
viziunii noi asupra educaiei bazat pe reconceptualizare care s se sprijine pe a nva s cunoti, a
nva s faci, a nva s trieti alturi de ceilali i a nva s exiti. Asemenea ceteni trebuie s
fie cooperani, dar n acelai timp capabili de a conduce; trebuie s manifeste toleran fa de
oamenii provenii din cele mai diverse medii, dar s dea dovad de iniiativ individual; trebuie s
fie ghidai de principii, dar mereu capabili de a identifica soluii care s se adapteze la realitile
aflate n plin schimbare.
Formarea unei personaliti democratice este un demers complex care antreneaz o serie
de valori educaionale. Cum le selectm pe cele trebuitoare? Dup ce criterii ne duc la ghidm? Se
poate spune c acum, n lumea ntreag are loc o prefacere a tuturor valorilor, un nou spirit obiectiv,
adic un nou mod de a gndi i de a fi, de a valoriza i de a crea. Schimbrile radicale duc la
nlocuirea unei table de valori cu alta, n acord cu spiritul timpului.
n aceste condiii, are loc o schimbare a opticii n educaie: o personalitate ntemeiat pe
linii de for valoric care converg dinspre toate cele trei sfere educaionale: formal, informal i
nonformal i fundamentate pe valorile moral-civice, ca rezultat al colaborrii i implicrii n actul
educativ al colii cu familia i comunitatea.
coala, ca principal instituie delegat de comunitate n formarea personalitii
ceteanului mileniului III, are rolul de a transmite un anumit sistem de valori, nu reproducnd, ci
reconstruind, ierarhiznd n numele ,,unei autonomii i responsabiliti acionale,, a unui spirit civic
responsabil, dimensiune cert a democraiei.
Formarea i dezvoltarea spiritului civic responsabil sau altfel spus, educaia
responsabilitii impune reunirea tuturor factorilor educaionali ntr-un efort concertat, unitar unde
fiecare factor interactiveaz cu ceilali spre atingerea aceluiai scop. Spiritul de rspundere se nva
aa cum se nva spiritul de orientare sau capacitatea de iniiativ. Educaia responsabilitii ncepe

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din primii ani de via n cadrul familiei, este dezvoltat n aciunile colare, ntrit i valorizat n
comunitate.

BIBLIOGRAFIE:
Cuco Constantin, Pedagogie, Iai, Editura Polirom, 1999.

PUNTE NTRE GENERAII

Drcea Mihaela Cornelia, coala Principesa Maria Sinaia

Drcea Fnel, Colegiul Mihail Cantacuzino Sinaia

Potrivit Dicionarului Explicativ al Limbii Romne, termenul punte poate fi folosit i n

expresia Punte de scpare, nsemnnd un mijloc de a trece peste o dificultate, de a iei
dintr-un impas. O punte format ntre generaiile umane este un mijloc de a evita dificultile de
comunicare ntre prini i copii, ntre bunici i nepoi, chiar ntre profesori i elevi care fac parte,
de cele mai multe ori din generaii diferite.
Fiecare generaie prezint caracteristici sociale, morale, comportamentale, psihice,
educaionale distincte, iar o punte, o legtur ntre generaii este absolut necesar n contextul
evoluiei umane. Oamenii pot nva unii de la ceilali chiar dac fac parte din generaii diferite i
mai ales atunci cnd este vorba de nvarea elevilor de ctre profesorii lor.
Comunitatea care se formeaz ntr-o coal nu poate dura dect dac profesorii mpreun cu
elevii gsesc puni de comunicare n cadrul unor activiti comune, activiti educative care s
conduc spre respect reciproc, nelegere, uniune i care s creeze o atmosfer relaxant de nvare,
pentru elevi i de transmitere a cunotinelor, de ctre profesor.
Odat realizate aceste legturi, comunitatea din coal este mai unit, schimburile de idei,
cunotine au dublu sens de transmitere-recepionare, profesori-elevi, dar i elevi-profesori.
Am cunoscut profesori n pragul pensionrii pe care elevii i ateptau nc cu drag la ore.
Ne-am ntrebat cum reuesc, la o vrst la care marea majoritatea a profesorilor i doresc doar
venirea zilei n care se vor retrage din activitatea colar, s mai menin o punte cu elevii lor, elevi
care i doreau doar s asculte din nou i din nou povetilor profesorilor mult ndrgii.
Unul dintre aceti profesori avea specialitatea educaie fizic. n anul premergtor
pensionrii era singurul profesor, din coala unde predam n acea perioad, care organiza trei tipuri
de cercuri ale elevilor, cu teme total diferite: lucrul manual - traforaj, creaie literar i ecologie. L-
am ntrebat curioi de ce aceste trei teme sunt obiectul cercurilor conduse de dumnealui. Rspunsul
a fost: Elevii, copii au nevoie de puni. Cele trei teme au fost alese special pentru a crea o punte
ntre lucrul cu lemnul pe care poi grava creaiile literare ale copiilor, dup ce au colectat
fragmentele de lemn n excursii n care au nvat de la ce copac provine lemnul respectiv. Creai
puni i vei ajunge la inimile elevilor votri! Diversificai disciplina pe care o predai i copiii vor
ti c v pricepei s facei i altceva dect s intrai n clas i s expunei o lecie! Punile create
ntre voi i elevii votri vor fi inute minte de ctre acetia i i vor face propriile puni cu
generaiile ce le vor urma! Profesorul nelegea prin punte o cale dus - ntors, astfel nct i dorea
s nvee de la elevii dumnealui noiuni de utilizare a calculatorului, cercul de creaie literar avnd
loc, ntotdeauna, n laboratorul de informatic. nva care sunt cele mai actuale echipamente pentru
practicarea alpinismului de la elevii si, iar acetia nvau din povetile de via ale btrnului, dar
mereu tnrului, profesor de sport.
Este unanim acceptat faptul c nenelegerile ntre generaii sunt cauzate de lipsa
comunicrii adecvate. Comunicarea adecvat ntre generaii poate fi unitar atunci cnd ideile,
convingerile, idealurile sunt percepute n acelai mod.

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 Oare nu fiecare generaie a avut, are i va avea propriile convingeri, idealuri, idei, visuri?
Prinii notri ne spuneau :pe vremea mea... , noi spunem copiilor notri: pe vremea mea... i cu
siguran i copiii notri vor spune acelai lucru nepoilor notri. Fiecare generaie are propria
identitate. Ar fi o greeal s negm asta sau, mai grav, s ncercm s schimbm eu-l noilor
generaii. Puntea dintre generaii poate fi compus, simplu, din aceleai lucruri, chiar dac sunt
spuse sau fcute n alt fel!
La acest moment al vieii noastre de profesori ncercm s urmm exemplul profesorului
nelept, s nu provocm adncirea prpastiei dintre profesorii i elevii generaiei actuale.
Vrem s ne conectm direct la modernismul de care d dovada generaia actual de elevi.
tim i noi s folosim tableta, telefoanele de ultim generaie, avem i noi grupul clasei n diferite
reele de comunicare. Am format puni att cu elevii ct i cu prinii i bunicii acestora. Ne-am
nvat elevii s fie mndrii de Albumul familiei, s orneze un tort mpreun cu mama, s-i ia
tatl partener ntr-un joc de fotbal, s-i sune bunicii i, nu n ultimul rnd, s se autocunoasc.
La rndul nostru am nvat c s nvei ceva nou pe cineva este mult mai uor dect s
schimbi ceva deja nvat, prinii fiind cei pe care a trebuit s i convingem de necesitatea
conectrii lor directe la preocuprile copiilor lor. nconjurai de entuziasmul copiilor, prin puterea
de persuasiune pe care o au de obicei copii asupra prinilor, acetia au neles c aciunile comune,
iniial vzute ca fiind copilreti, chiar stnjenitoare pentru nite aduli, au drept scop cunoaterea
copiilor n alt context dect cel strict familial, c interacionarea duce la cunoatere, iar aceasta la
puni pentru o via ntreag.
Provocai s fie educatorii propriilor copii, prinii i-au recptat dorina de nva cum s
comunice cu copiii lor chiar i numai prin prisma predrii unor lecii de via. Fiind programate
sptmnal, activitile comune profesori - copii - prini n postura de profesori i-au nvat pe
prini s respecte munca zilnic a profesorului deoarece au trebuit s se pregteasc aa cum noi,
profesorii procedm naintea unei zile de predare - evaluare. Pui n faa propriilor copii devenii
elevii lor, prinii-profesori i-au dorit s se prezinte exemplar, s devin modele de urmat pentru
copii. Noi, profesorii i-am provocat, punndu-i n diverse situaii pe care le ntlnim n viaa
colar, chiul elevilor, nepregtirea temelor, lipsa uniformei, situaii pe care nu le credeau a exista
i pe care le-au abordat ca teme de predare n propria coal a prinilor.
Ne-am bucurat s aflm c n urma activitilor pe care le-am organizat mpreun cu
familiile elevilor notri, ntr-o discuie pe grup copiii nu ne mai vedeau ca nite profesori ri,
nerezonabili, ci am devenit oameni, oamenii care i ajutau s construiasc cu lumea n care triesc
puni de respect, nelegere i prietenie.
Prin respect i bun sim, pe care le-am nvat de la prinii i bunicii notri am reuit s
ctigm respectul elevilor notri!
Punile intergeneraionale trebuie realizate de fiecare generaie n parte, trebuie s le privim,
fiecare dintre noi ca pe o obligaie moral, social, ca pe un drept intergeneraional. Pentru a putea
pune n practic acest drept trebuie s mbogim lumea real, simplificat la maxim n acest
moment, cu obiective realizabile care s conduc la ndeplinirea obligaiilor generaiilor actuale,
obligaii pe care le avem fa de generaiile trecute i viitoare.
Este datoria noastr, a profesorilor s cunoatem nevoile elevilor notri, s le anticipm
pentru a ti ce fel de puni s formm cu acetia. Principala nevoie pe care am identificat-o la
generaia actual de elevi este cea de a comunica cu oamenii din jur, cu profesorii, prinii care au
uitat legturile pe care le aveau, la rndul lor, cu persoanele din toate categoriile sociale.
Pentru ca s putem realiza puni de comunicare intergeneraionale trebuie s realizm nti
puni intrageneraionale. Am constatat c o clasa de elevi funcioneaz ca un tot unitar numai dac
profesorii comunic ntre ei, dac prinii elevilor acelei clase se cunosc i realizeaz c nevoile
copiilor lor sunt comune, putnd fi rezolvate prin aciuni care s transfere generaiei actuale ceea ce
au primit de la generaiile anterioare.

470
 Avantajele create prin existena comunicrii continue ntre generaii, a respectului pentru
realizrile generaiilor trecute i a contientizrii obiectivelor generaiilor viitoare se vor reflecta
pozitiv asupra lumii n care trim i vom tri!

BIBLIOGRAFIE

1. Arrhenius G. , Mutual Advantage Contractarianism and Future Generations. Theoria, 1999, 25

35.
2. Barry B. , Justice as Reciprocity. in: Liberty and Justice, Oxford, Oxford University Press, 1999.
3. Wade-Benzoni K.A. , A Golden Rule Over Time: Reciprocity in Intergenerational Allocation
Decisions. Academy of Management Journal, 2002, 10111028.
4. Ionescu M., Negreanu E. (coord.), Educaia n familie. Repere i practici actuale, Cartea
Universitar, Bucureti, 2006, 29-48
5. Intergenerational Learning , 2012, eTwinning learning events.
6. Stnciulescu E., Sociologia educaiei familiale, Polirom, Bucureti, 1997, 82-104.

EDUCAIA NU ARE VRST

Profesor pentru nvmnt primar, Popa Simona-Georgeta

coala GimnazialPrincipesa Maria Sinaia

Educaia nu se poate limita la perioada colaritii, ci trebuie s urmreasc toate

dimensiunile existenei, s vizeze toate tipurile de competene i s favorizeze toate formele de
dezvoltare a pesonalitii, ajutndu-i pe oameni s-i neleag locul n societate, s devin mai
echilibrai, mai eficieni.
Pornind de la spusele lui John Dewey i anume: Educaia nu este pregtirea pentru via,
educaia este viaa nsi, susin i eu ideea c de cnd se nate i pn moare, omul are de nvat.
Educaia formal reprezint educaia sistematic, intenionat i evaluat.Educaia nonformal i
informal se afl ntr-o relaie complex cu coala. Pe de oparte, coala valorific primele achiziii
nonformale ale copiilor, pe de alt parte, coalatrebuie s asigure fundamentele care fac posibile
educaia i nvarea pe tot parcursul vieii, n varii contexte. Documentele recente de politici
educaionale acord un rol important acestor conexiuni. O msur concret in aces sens este
elaborarea portofoliului personal pentru educaie permanent, ce conine, pe lng studii i educaie
formal,calificrile obinute i competenele dobndite n contexte nonformale, care sunt
recunoscute sau nu printr-un act de studiu. Portofoliul induce astfel o presiune asupra sistemelor
formale de a deveni mai competitive i de a-i diversifica oferta.
Interaciunea i dialogul ntre generaii contribuie la constituirea unei educaii durabile.
Educaia prinilor este o dimensiune a educaiei permanente i a educaiei adulilor, ei acordndu-i-
se astzi o foarte mare importan, deoarece presupune responsabilizarea prinilor pentru viaa
familial i pentru sntatea mintal i moral a copiilor lor.
De mii de ani, prinii nu au urmat cursuri speciale pentru a fi prini... Ei au folosit ceea ce
au nvat de la naintaii lor; au avut modele pe prinii lor, pe bunici i pe strbunici, mai ales n
condiiile familiei lrgite, n care neamul se extindea ntr-un anume loc (sat), fr mutarea unor
membri la mari distane.
n urma unui chestionar adresat prinilor elevilor mei, am constatat c fiecare dintre acetia
au avut cte ceva de nvat de la copiii lor. De exemplu, un printe scria c a nvat de la copilul
su s deseneze, altul c a nvat s se bucure de lucruri simple etc. Cel mai mult m-a impresionat
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sinceritatea unui printe: Copilul meu mi-a fost profesor de educaie financiar. Am aflat foarte
multe lucruri despre bani, economisire, creditare i investiii.
Organiznd mese rotunde cu prinii elevilor, abordnd diferite teme legate de educaia copiilor, de
viaa cotidian a acestora, ncercnd s rezolvm mpreun diferite probleme, am ajuns la concluzia
c n urma acestor ntlniri, fiecare dintre noi am avut ceva de nvat.
Fiind i eu printe la rndul meu, pot spune c am ncercat s menin o punte de legtur ntre
mentalitatea generaiei mele i cea a copiilor mei.
n ceea ce privete comunicarea dintre bunici nepoi este surprinztoare. Unii se apropie
de finalul vieii, ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de
ntoarcere n urma a celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur s
mprteasc nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta, iar
copiii le vor asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Fiindc ne-am nscut Pe-un picior de plai, pe-o gur de rai, datoria noastr este s pstrm
i s artm semenilor notri frumuseile tradiiilor i obiceiurilor romneti. Plecnd de la acest
crez, n cadrul activitilor extracurriculare, dar i n cadrul disciplinei opionale am dorit s-i fac pe
copii s simt admiraia pentru creaiile populare, s dezvolt sentimente de respect i apreciere. n
acest scop, am organizat eztori i serbri colare, la care au luat parte prini i bunici. ntlnirea,
comunicarea, relaionarea dintre generaii au avut efectul scontat. Prinii i bunicii le-au artat
elevilor cum s eas, s coas, s mpleteasc, iar copiii au reinterpretat prin creaiilor lor portul
popular, pstrnd tehnicile tradiionale.
Bunicile au spus poveti populare, iar copiii le-au interpretat, devenind actori. Copiii au interpretat
melodii din folclorul copiilor i le-au nregistrat pe diverse aparate, le-au copiat pe CD-uri,
oferindu-le n dar bunicilor.
nvarea intergeneraional poate aduce beneficii reale tuturor categoriilor de vrst
implicate.Astfel de activiti pot mbrca diferite forme: cursuri de operare PC, lectura si teatru,
jocuri(Familia mea tie!) etc.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii.
n concluzie, lipsa de prejudeci i de experien a copiilor le confer acestora o viziune
revoluionar asupra comunitii, inclusiv asupra rolului i a modului de funcionare a instituiilor
sale. nvnd mpreun cu ei, adulii nu au dect de ctigat o nou perspectiv asupra societi,
mai apropiat de cea a ceteniei active. Entuziasmul i nonconformismul copiilor i pot ajuta pe
aduli s i depeasc vechile cadre mentale.
Niciodat nu trebuie s punem punct studiului. Omul ct triete, nva. Studiile nu au
limit de vrst, aa c, explorai lumea cunoaterii i nu v vei stura de frumuseile care vi le
ofer aceasta.

BIBLIOGRAFIE:
Marin Clin,Teoria educaiei, Editura All, 1996;
Dr. Ghe. Bunescu,Democratizarea educaiei i educaia prinilor;
Intergenerational Learning (2012) eTwinning learning events
Nicolae CU,nvarea intergeneraional pentru o cetenie democratic.

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 METODE I MIJLOACE DE EVALUARE A CUNOTINELOR MATEMATICE
LA CICLUL PRIMAR

PROF.INV.PRIMAR TOPOR ELENA MIHAELA

COALA GIMNAZIAL NR.3 LUPENI
Evaluarea constituie o activitate de colectare,organizare i interpretare a datelor obinute prin
intermediul instrumentelor de evaluare n scopul emiterii unei judeci de valoare asupra
rezultatelor msurrii i adoptrii unei decizii educaionale, fundamentate pe concluziile desprinse
din interpretarea i aprecierea rezultatelor.
Procentul de instruire depinde n mare msur de modul n care este proiectat evaluarea. Se
poate vorbi de trei tipuri de evaluare: evaluarea iniial, aplicat de obicei la nceput de ciclu colar
sau de an colar pentru a depista nivelul cunotinelor n momentul respectiv; evaluarea continu,
care are loc pe tot parcursul desfurrii procesului de nvmnt i un caracter permanent i
evaluarea cumulativ sau sumativ realizat la intervale mai mari de timp, de exemplu la sfritul
unei uniti de nvare, de semestru, etc.
Indiferent de nivelul la care se realizeaz, evaluarea ndeplinete funcii sociale i pedagogice.
Dac timp ndelungat s-a separat n didactic actul evalurii de cel al predrii-nvrii, s-a
revenit i acum procesul de nvmnt este o mbinare a acestor trei componente, evaluarea ajutnd
dasclul la predarea i nvarea cunotinelor.
Evaluarea ndeplinete n actul didactic numeroase funcii: de constatare i apreciere a
rezultatelor produse, de diagnosticare a activitii desfurate, de prognosticare dar i numeroase
funcii specifice, pedagogice.
Principalele operaii ale evalurii sunt: msurarea, interpretarea i aprecierea datelor obinute i
adoptarea deciziilor ameliorative. Evaluarea nu trebuie s verifice numai nsuirea cunotinelor ci
mai ales capacitatea de aplicare a acestora n rezolvarea de exerciii i probleme. n sprijinul
dasclului vin editurile care propun numeroase caiete de evaluare pentru elevi specifice
disciplinelor colare.
Prin evaluare nu se presupune descurajarea elevilor cu calificative mici, deoarece nu este o
perioad de pedepsire a elevilor pentru unele cunotine pe care nu le stpnesc, ci este o etap
pentru completarea cunotinelor , recuperrii, fixrii, sistematizrii, consolidrii lor. Elevii pot fi
apreciai pentru progresul de care au dat dovad, dup eforturile depuse, aprecieri care trebuie
fcute pe tot parcursul.
Este important s-i nvm pe elevii notri s se autoevalueze. Ei pot corecta greelile
colegilor, se pot autonota n colaborare cu nvtorul i cu clasa.
Perioada de evaluare prin calificativele obinute de elevi decide calificativul final pe semestrul
respectiv. Trebuie s se in seama de progresele fcute sau lipsa acestora, eforturile elevilor,
cunotinele acumulate i aplicarea lor n rezolvarea de exerciii i probleme, raportarea fiecrui
elev la grupul clasei i la obiectivele propuse de programa colar.
n cadrul orelor de matematic, la clasa I, evaluarea continu poate mbrca diferite forme:
Observarea i aprecierea verbal zilnic i n orice moment al leciei, ceea ce duce la stimularea
elevilor prin calificative orale;
Chestionarea oral, o form de conversaie care poate fi curent sau final;
Lucrri scrise care permit verificarea cunotinelor unui numr mare de elevi ntr-un timp scurt.
Pentru evaluarea cumulativ cel mai potrivit instrument utilizat este testul, examinrile
fcndu-se n limitele prevederilor programei. Subiectele vor fi prezentate fie pe foi multiplicate
pentru fiecare elev fie va fi scris pe tabl iar elevii vor avea foi pentru a-i copia testul de pe tabl.
n funcie de obiectivele instruirii, disciplina de nvmnt, particularitile de vrst ale
elevilor, nivelul clasei, nvtorul va alege metodele potrivite.
Uneori munca cu elevii din clasele simultane, numrul mare de copii, clase cu elevi de alte etnii
sau elevi cu nevoi speciale precum i volumul mare de cunotine din program face ca dasclul s
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galopeze pentru a parcurge materia. Astfel pentru eficientizarea testului sunt necesare n
nvmntul primar cte 2-3 ore pentru leciile de recapitulare i sistematizare. Pe lng temele din
leciile de evaluare, n special la clasele simultane, nvtorul este nevoit s recurg la munca
independent a elevului i pentru aceast etap se folosesc fie de lucru, portofolii, culegeri de
exerciii i probleme, jocuri matematice atractive.
La finele clasei I, elevii au acumulat un minim de cunotine matematice comparativ cu
celelalte clase. Astfel exerciiile lor vor fi mult mai simple i chiar sub form de joc: munca cu
diagrame, completarea unui ir numeric n ordine cresctoare sau descresctoare cu numerele care
lipsesc, compunerea i descompunerea unui numr, compararea a dou numere folosind semne
specifice, aezarea numerelor date n ordine cresctoare sau descresctoare, aflarea vecinilor unui
numr dat, exerciii de adunare sau scdere a dou sau trei numere, realizarea probei unei adunri
sau scderi prin operaia invers sau aceeai operaie, aflarea unui termen necunoscut sau chiar
rezolvarea unei probleme cu una sau dou operaii.
Comparativ cu elevii claselor I, ceilali pot lucra singuri din culegeri, acetia putnd citi
indicaia de munc, datele unei probleme sau cerinele unui rebus.
O metod eficient prin care elevul devine parte integrant a sistemului de nvare i
evaluare dar mai ales i poate urmri pas cu pas progresul colar este portofoliul, o map, o
colecie de informaii pe care elevul le susine n urma unor investigaii sau cercetarea unor
materiale, aceast metod fiind un mijloc de evaluare pe o perioad mai lung de timp. La
matematic, acest gen de portofoliu poate s apar la clasa a III-a sau a IV-a i conine printre
altele: rezultatele obinute la teste, probe practice, investigaii individuale sau de grup, bibliografii,
soluii la probleme, exerciii i probleme compuse de elev, etc.
Se poate astfel evalua: problemele elevilor la aceast disciplin, stadiul raionamentului
matematic la un moment dat, legturile dintre matematic i alte discipline, modalitatea de a rezolva
situaii problem i de a utiliza instrumentele de lucru precum i atitudinea elevului fa da
matematic. Aceast metod trebuie s in cont de: viaa elevului, specificul disciplinei, abilitile
i nevoile elevului, performanele atinse prin nvare, ns presupune mult munc, timp, i clase
cu nivel ridicat de cunotine. Portofoliul dezvolt la elevi atitudinea colectiv prin munca n
echip.
Evaluarea randamentului la matematic joac un rol important, ca i n cadrul altor
discipline deoarece ea joac rolul decisiv n realizarea nvrii. Pentru proiectarea testelor de
evaluare este necesar o definire clar a obiectivelor finale. Putem spune c ntregul demers impune
realizarea unui sistem de instrumente de lucru format din: obiective operaionale, teste de evaluare
i fie de renvare.
nvtorul trebuie s gseasc ct mai multe metode de evaluare, metode variate i
atractive, expuse sub forma unui joc deoarece perioada de evaluare nu presupune ncrcarea elevilor
cu noiuni ci este un mijloc de relaxare prin nvare, fixare, perfecionare i consolidare.

BIBLIOGRAFIE:
Raita,Ana: Concepte noi privind sistemul de evaluare n nvmntul primar, Editura
Discipol,1999;
Rosu,Mihail;Dumitru,Alexandrina;Ilarion,Niculina: Ghidul nvtorului, Editura All,2000;
Secareanu, Elena: Modalitati de realizare eficient a perioadei de evaluare n nvmntul
primar,Editura Discipol,1999;

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 S FIM ACTIVI PN LA ADNCI BTRNEI!

Prof.Constantinescu A. Romeo Liceul Teoretic Tudor Arghezi Craiova

Analist Programator Constantinescu Liviu C.N. Fraii Buzeti Craiova

Bunicii i chiar prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor
att din punct de vedere spiritual ct i fizic.
Dar oare nu exist o soluie comun? O soluie care s mbuntesc calitatea relaiilor dintre
generaii? Rspunsul este simplu i foarte la ndemn: nvarea intergeneraional o resurs, din
pcate puin utilizat i exploatat n cadrul sistemului de nvmnt din Romnia.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri demografice
semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre generaii prin
intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate vrstele
pot nva mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite
Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate: copii,
adulti, parinti, bunici dar si pentru comunitate.
Colaborarea pe aceast tem poate avea loc la nivelul colii, prin activiti comune bunici-
prini-copii facilitate de nvtori/profesori prin dezbateri, lectorate, cursuri, etc.
Lucrarea se adreseaz tuturor vrstelor dar n special oamenilor maturi care au pit pragul celei
de a doua jumti a vieii.
n aceast perioad este foarte potrivit s ne facem un bilan al strii de sntate, al capacitii
noastre vitale fiziologice, pentru a ne lmuri asupra celor ce avem de fcut sub aspectul ndeprtrii
deficienelor aprute pe parcursul vieii i al modului n care trebuie s trim n cea de a doua
jumtate a vieii. Dup 50 de ani majoritatea oamenilor ncep s se intereseze mai ndeaproape
despre cum poate fi meninut tinereea, starea de sntate, vigoarea i capacitatea de munc.
Unui om ajuns n a doua jumtate a vieii societatea nu-i mai pretinde performane fizice sau
sportive deosebite. Performanele spirituale ns au o via mai ndelungat cu condiia respectrii
unor reguli de via activ.
Pentru a fi activi pn la adnci btrnei alturm pe lng latura valorii spirituale i activitatea
fizic. De fapt ele se condiioneaz i se influeneaz reciproc alctuind un singur tot.
Perceptul milenar enunat prin minte sntoas n corp sntos spune totul despre unitatea i
bilateralitatea acestui fenomen.
n continuare le vom aborda pe rnd.
Sunt anumite profesii care-i permit omului s munceasc n continuare n aceeai direcie,
adic s rmn cu aceeai preocupare activ pn la adnci btrnei. Aa sunt agricultorii,
scriitorii, unii artitii (Radu Beligan, Stela Popescu), muzicieni, pictori, politicieni (Ion Iliescu,
Mircea Ionescu Quintus) i alte categorii.
Aceti oameni sunt mai ctigai prin faptul c nu trebuie s ntrerup brusc activitatea de baz
prin pensionare. Sentimentul fortifiant al utilitii i a capacitii de a muncii, dublat de activitatea
depus, fizic sau intelectual, contribuie direct la prelungirea i meninerea tinereii, a sntii i a
vitalitii.
Sunt totui ocupaii, profesiuni n care nu se poate lucra o via ntreag. Fie datorit efortului
fizic, stresului, mediului periculos ori din multe alte motive.
Acest lucru nu nseamn o renunare la orice activitate social-util, creatoare, placut, capabil
s ne menin energia vital i mulumirea sufleteasc. De aceea cine nu i-a descoperit nc o
vocaie, o pasiune s o fac ct mai repede. Meninerea vitalitii fr asocierea unor activiti
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fizice, spirituale nu se poate tri prea mult. Este recomandat ca persoanele care se apropie de vrsta
de pensionare s i fac din timp planul de via i de mbtrnire plcut i util att pentru ei ct
i pentru persoanele apropiate. Astfel unii se retrag n mediul rural i devin agricultori, cultiv
zarzavaturi sau cresc psri, albine, e.t.c. Asta le asigur un echilibru sufletesc c rmn utili ct i
uneori a unor satisfacii materiale productive care le suplimenteaz venitul material.
Alii se apuc de pictat, de scluptat, de scris ori devin colecionari sau se dedic unor activiti
politice, sociale, umanitare s.a.m.d.
Sunt attea domenii i activiti pe care le poate ndeplini un viitor pensionar dar acestea se
pregtesc din timp i depind de fiecare persoan n parte.
Civilizaia actual este un ctig al societii noastre. Viaa oamenilor a devenit mai frumoas,
mai interesant, mai elevat i mai placut.
Informatizarea, automatizarea societii actuale ne scutete tot mai mult de eforturi fizice grele.
Timpul petrecut n faa televizorului i a calculatorului crete direct proporional cu vrsta, iar
timpul petrecut n aer liber scade odat cu naintarea n vrst.
Comoditatea urban, lipsa de micare, de exerciii fizice mai ales la aceast vrst duce la
sedentarism. Sedentarismul devine un factor de risc major al vieii civilizate actuale.
Unele persoane, dup posibiliti, puine, dar sunt, cutreer ara sau rile, ca turiti n mainile
lor de lux, iahturi, avioane i ne mprtesc pe reelele de socializare despre beneficiile cltoriilor
lor extravagante. Oare aa s fie?
Acum cteva argumente pentru majoritatea persoanelor care se apropie de vrsta de pensionare
i nu beneficiaz de o situaie material deosebit.
Cea mai simpl i cea mai placut form de micare pentru persoanele trecute de 50 de ani este
plimbarea, mersul pe jos. Practicat zilnic cu regularitate devine un foarte preios factor de sntate
i chiar de recuperare fizic i fiziologic. Acest simplu per pedes apostolorum are o valoare
extraordinar, pentru c nsumeaz nenumrate laturi pozitive ale diferitelor exerciii fizice. Mersul
pe jos pune n micare numeroase grupe musculare, ncepnd cu cele ale membrelor inferioare i a
bazinului i sfrind cu centura scapulo-humeral.
n timpul mersului contraciile acestor grupuri musculare duc, la consumul unei importante
cantiti de calorii, circulaia sngelui este mai bun, ritmul cardiac se reajusteaz i sistemul nervos
se calmeaz.
Condiia este ca acele persoane care practic mersul pe jos, plimbarea s respecte anumite
reguli elementare:
- pentru o plimbare sau mers pe jos reconfortant s preferm parcurile de agrement i grdinile
publice destinate i amenajate pentru acest scop n locul strzilor oraului. n acest fel vom
beneficia de aerul curat al spaiilor verzi, de linitea naturii, un cadru excelent de recreere.
Municipiul CRAIOVA este beneficiarul unor condiii cu totul speciale din acest punct de vedere, i
asta graie semnificativelor spaii verzi intravilane, ct i a pdurilor ce se afl n jurul oraului
(parcul Nicolae Romanescu, Tineretului, 1 Mai, Sfntul Dumitru, English Park, grdina botanic,
e.t.c.). Avnd n vedere proprietile fonoizolante puse la dispoziie cu atta generozitate de ctre
copaci, se nelege c acest cadru natural ofer condiii optime de reechilibrare a acelora care prin
specificul lor de munc sau de via, cunosc din plin rigorile agresiunii sonice. Evadarea periodic
din mediul zgomotos este mai mult dect util. Parcurile, grdinile publice, locurile de evadare din
jurul oraelor ofer condiiile propice descrcrii organismului, de tensiunea creat de zgomot. n
felul acesta, plimbarea, mersul pe jos, ieirea la aer, sfritul de sptmn ne ofer nu numai
micarea, aerul curat, plcerea odihnei active ci i evadarea din noxele sonore ale urbanismului.
- s nu se oboseasc excesiv-limitele sunt strict individuale i fiecare persoan le cunoate pe
ale sale.
- parcurile de agrement, grdinile publice reprezint un excelent mediu de optimizare a
respiraiei nu numai pentru cei cu insuficiene respiratirii cronice, ci i pentru oamenii sntoi.
Sedentarismul ne-a adus obiceiuri nesntoase n modul de a tri, de a merge, de a ne mica, de a
sta ceea ce se repercuteaz asupra actului respirator. Capacitateaa noastr pulmonar este mai
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sczut, respiraia defectuoas. n acest sens, ne vom obinui cu respiraii ample, ns calme,
dilatnd nrile n ultima parte a respiraiei, ncercnd s mirosim aerul, fapt care va duce la
sensibilizarea mucoasei respiratorii, ceea ce implicit va favoriza o mai bun absorie a ionilor
negativi, autentice vitamine ale aerului. Soluia principal este mersul pe jos n aer curat i mediul
linitit al parcurilor i grdinilor.
- nclmintea s fie confortabil.
- n timpul mersului este recomandabil ca minile s rmn libere.
- s nu se fixeze o limit de timp pentru parcurgerea unei anumite distane plimbarea trebuie
s fie placut, deci degajat de orice obligaie de performan, pentru ca efectele ei s fie favorabile.
Rndurile de fa sunt destinate n primul rnd profilaxiei, sarcina important care i propune
cunoaterea mai aprofundat a fenomenelor biologice legate de acomodarea fiinei umane la
procesele degenerative ale organismului i prelungirea duratei vieii active a omului, de dezvoltare
sntoas, echilibrat, fizic i psihic a tuturor membrilor societii.

BIBLIOGRAFIE:
Intergenerational Learning (2012) eTwinning learning events
Constantin Schifirne Generaie i cultur, ed. Albatros, Bucureti, 1985

IMPLICAREA PRINILOR N EDUCAIA COPIILOR

Prof. Ancua Bianca

C.N.I.Matei Basarab Rm.Vlcea

Activitatea colar i extracolar reprezint spatiul aplicativ care permite transferul i

aplicabilitatea cunotinelor, abilitilor, competenelor dobnditen sistemul de nvmnt. Prin
formele sale specifice, activitatea educativ colar i extracolar dezvolt gndirea critic i
stimuleaz implicarea tinerei generaii n actul decizional n contextul respectrii drepturilor omului
i al responsabilitilor sociale, realizndu-se, astfel, o simbioz lucrativ ntre componena
cognitiv i cea comportamental.
n sistemul de nvmnt romnesc, cadrul activitii educative colare i extracolare
constituie spaiul capabil de a rspunde provocrilor societii actuale, n sensul n care conceperea
flexibil a acesteia permite o continu actualizare a coninutului nvrii i a metodelor
didacticecentrate pe elev, precum i o monitorizare i evaluare de calitate a rezultatelor nvrii.
Totodat particularitile specifice faciliteaz implementarea noii abordri didactice prin care elevul
devine resurs, productor, lider de opinie, deci participant activ. Activitatea educativ colar i
extracolar are mereu n atenie nevoia de adaptare la cerinele individuale, diverse ale tuturor
copiilor, la interesele de cunoatere i potenialul lor. Contextele create de diverse modaliti de
concretizare a acestui tip de educaie: proiecte, manifestri punctuale, aplicaii tematice etc, ofer
posibilitatea abordrii interdisciplinare, cross-curriculare i transdisciplinare, exersarea
competenelor i abilitilor de via ntr-o manier integrat, de dezvoltare holistic a personalitii.
Tendina actual a sistemului de nvmnt de descentralizare pune accentul pe stabilirea de
parteneriate puternice ntre coal i comunitatea local prin care se urmrete optimizarea i
creterea calitii procesului educativ.
Una din premisele ce trebuie ndeplinite pentru atingerea performanelor vizate este
stabilirea de legturi puternice ntre profesori i prini, ca pri active n cadrul procesului de
formare a viitorilor aduli. Nu putem avea o coal performant cu rezultate notabile dac cele dou
pri nu particip la procesul educativ. Cercetrile au confirmat n acest sens c atunci cnd prinii

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sunt implicai n activiti de parteneriat cu coala, rezultatele obinute de elevi sunt mai bune iar
rata esecului colar este mai scazut .
Mediul familial are o nsemntate deosebit pentru dezvoltarea copilului. Experiena i
cercetrile demonstreaz c chiar i pe parcursul colarizri, n condiii egale de inteligen i
asisten pedagogicn coal, decalajul dintre rezultatele colare ale unor elevi i capacitile lor
reale de nvare este generat de climatul educativ deficitar din familie, de nivelul scazut al
aspiraiilor, cu efecte negative asupra proceselor de mobilizare i de motivare a elevilor pentru
activitatea de nvare. Condiiile favorabile de dezvoltare fizic i psihic, climatul spiritual i
nivelul aspiraiilor familiei i a mediului social lrgit constituie premise temeinice pentru educarea
capacitii de nvare a copiilor. Recunoaterea mediului familial la formarea i dezvoltarea
personalitii elevilor a generat multiple forme i modaliti de colaborare a colii cu familia,
privind participarea prinilor la gestiunea instituiilor de nvmnt, realizarea n comun a unor
aciuni educative, interesul manifestat de cadrele didactice pentru o mai bun cunoatere a mediului
familial i chiar pentru ameliorarea acestuia n concordan cu elurile colii.
Regretabil este faptul c una din problemele pe care profesorii o ridic n permanen, an de
an, este aceea a lipsei de interes i de implicare din partea prinilor pentru procesul educativ att
colar ct i extracolar. Se ntmpl ca printele s se intereseze de activitatea copilului atunci cnd
sunt probleme foarte mari, cnd dirigintele sau profesorul reuete s intre n contact cu acestea i
ajunge la coal pentru a constata un dezastru. edinele cu prinii sunt o formalitate deoarece la
acestea de regul ajung prini ai cror copii nu au probleme de natur colar sau disciplinar. Cu
greu se nelege c procesul educativ i adevrata performan se obine i prin implicarea activ a
prinilor nu doar pentru aflarea vestilor proaste despre activitatea colar.
Dac evoluia copilului nu este urmrit constant, att la coal ct i n mediul extracolar,
nu se pot controla eventualele carene i dereglri n procesul de formare i integrare social.
Simpla motivare a lipsei timpului, a oboselii din cauza programului ncrcat nu este o scuz valabil
care s justifice nepsarea i neimplicarea.
Prinii ateapt prea mult de la coal i nu fac mai nimic pentru dezvoltarea unei relaii mai
strnse. Pentru ei coala este singura responsabil de educaia copiilor. Dezinteresul prinilor poate
nrui tot efortul pe care profesorii l depun la orele de curs.
Profesorul este interesat s tie mai multe despre situaia pe care elevul o are acas, despre
preocuprile i modul de via al acestuia. Cteva ore pe zi la coal nu sunt ndeajuns pentru a
descoperi talentele i abilitile copilului n condiiile n care se lucreaz cu aproximativ 30 de
elevi. De aceea informaiile pe care le ofer un printe despre propriul copil sunt vitale i de un real
folos, nlturnd mai multe bariere ntre profesor i elev. Schimbul de informaii privind copilul
trebuie s aib loc n ambele sensuri ale relaiei profesor-printe. Frecvena i consistena acestui
schimb de informaii se dovedete de cele mai multe ori un test dificil de trecut pentru fiecare
participant. Este sarcina profesorilor s informeze prinii cu privire la modul n care se pot implica
activ n viaa i modul de lucru al copiilor. Fr implicarea i ajutorul prinilor sistemul educativ
nu i gsete singur cile prin care i poate mbunti performana i modul de lucru.
Observarea sistematic acas sau n mediul colar a copiilor este de real folos n depistarea din
timpuriu a problemelor de comportament sau de adaptare la sarcinile colare. Cunoaterea acestora
permite adoptarea unui program i a unor metode adecvate, fiind mai uor s previi dect s
corectezi problemele deja instalate. coala dispune de specialiti i resurse necesare pentru o
dezvoltare normal i armonioas a copiilor. Consilierea colar este una din metodele adoptate de
instituia colar prin intermediul careia se rspunde trebuinelor specifice elevilor i nu numai, de
ea beneficiind i profesorii sau prinii. Obiectivul principal al consilierii colare este acela de a
asigura funcionarea optim a individului sau grupului, trasnd obiective clare, specifice fiecrei
situaii n parte.
Actualmente despre educaie se vorbete mult i la toate nivelurile, n procesul educaional
sunt antrenai diferii factori:familia, coala,comunitatea etc. Contribuia acestora este foarte
valoroas, ns ponderea cea mai mare a influenelor le revine prinilor(sau persoanelor care i
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nlocuiesc) i familiei n ntregime. Influena ei are o putere considerabil mai mare dect suma
influenelor fiecruia dintre membrii acesteia.
nc Platon n Protagor i Aristotel n Politica, iar mai trziu Jan Amos Comenius
menionau c actul educaional va fi eficient doar atunci cnd familia, coala i societatea i voe
unifica eforturile. Chiar i n cadrul unui parteneriat educaional eficient familiei i revin, totui,
cele mai relevante funcii:
asigurarea condiiilor favorabile pentru securitatea i dezvoltarea psihofizic a copilului;
crearea mediului relaional care ar influena direct socializarea copilului;
crearea unui climat psihologic favorabil pentru satisfacerea trebuinelor de respect de sine a
copilului i a condiiilor oportune pentru explorarea sinelui/autocunoatere;
ncurajarea tentaiei copilului pentru autoeducaie;
oferirea unor modele relaionale i comportamentale.
Familia ocup locul central n viaa copilului: aici el i triete primii ani, afl informaii
iniiale, nsuete valorile, ncepe s descopere lumea i pe sine, acumuleaz i simuleaz modele de
comportament, care i determin ulterior personalitatea.
Pentru orice persoan (copil, adolescent, tnr, adult) familia este mediul natural cel mai
favorabil pentru formarea, dezvoltarea i afirmarea lui, asigurnd condiiile de securitate i
protecie, att fizic ct i psihic, n orice perioad a vieii. Aici se contureaz concepia despre
via i conceptul de sine. Cei apte ani de acas, ca i lipsa lor, marcheaz destinul fiecrui om.
Dac n familie nu doar s-a vorbit despre cele sacre, despre adevr, bine,frumos, dragoste, respect,
toleran, ci copilul a i simit cum e s fii iubit, a fost obinuit s manifeste dragoste fa de cei
dragi, s-i respecte pe cei mai n vrst, s spun adevrul, tiind c va fi tratat cu ngduin, s
aprecieze binele i frumosul, s se ngrijeasc de cele sacre, acest copil va creste iubitor, politicos,
tolerant, responsabil.
Un printe bun reuete s rspund adecvat necesitilor copilului su i s-i cultive acestuia
ncrederea n forele proprii, respectul de sine, autonomia i responsabilitatea de la cea mai fraged
vrst. Se constat un raport stabil ntre stilul parental i comportamentele sociale ale copilului.
Astfel, stilul permisiv(control slab, responsabiliti i norme de conduit puine) determin
comportamente imprecise, agresive i neascultare; cel autoritar (control puternic, susinere slab n
activitatea copilului, impunndu-i-se acestuia reguli i norme foarte rigide) supunere, pasivitate,
dependen, lips de iniiativ i respect de sine; cel autorizat ( mbin controlul sistematic cu
sprijinul parental, explicnd copilului motivele pentru care e necesar s respecte anumite reguli,
situaii n care acestea se aplic) autonomie n gndire i aciune , curaj, raiune, responsabilitate.
Unul dintre cele mai eficiente mijloace n educaia copilului este modelul sau exemplul. Este
esenial ca acesta s fie unul pozitiv i utilizat ca pricepere.
Venirea pe lume a unui copil ntr-o familie este un prilej de bucurie.
Din pcate, o dat cu trecerea timpului, n unele familii se pot ,,culege,, roadele unor greeli fcute
de prini n fixarea obiectivelor(dorinelor), n gestionarea resurselor investite.
Voi exemplifica cteva dintre dorinele prinilor mai frecvent formulate i urmrite n
relaia cu copiii lor, dar ale cror rezultate s-au dovedit a avea ulterior i repercusiuni negative.
*,,S fie cuminte, disciplinat.,,
Urmrile acestei metode se vor vedea pregnant atunci cnd copiii vor ajunge la vrsta adolescenei
sau n momentul cnd se va ivi ansa de a avea o via autonom. Astfel, putem asista la fuga de
acas, cstorii premature, manifestri de violen.
*,,S fie asculttor.,,
Orice printe i dorete copii asculttori, care s rspund cu promptitudine de fiecare dat cnd i
se cere ceva. De la cele mai fragede vrste, unii copii manifest indiferen la solicitrile prinilor
sau, chiar mai mult, preiau ,,controlul,, familiei atunci cnd se pune problema lurii unei decizii.
Atunci cnd ne punem problema ,,Cum s-a ajuns n aceast situaie i ce e de fcut?,, e bine s ne
ntrebm nti ce am fcut noi pentru ca el s devin asculttor.
*,,S fie ca i copilul X,,
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Fiecare coipl este unic, original.
Dac ne fixm cu ndrjire n minte un prototip al copilului nostru ideal i ncercm s ne modelm
propriul copil dup acest exemplu, avem cele mai mari anse ca rezultatul s ne dezamgeasc ntr-
o bun zi.
A-i cere copilului tu s devin ca altul, nseamn a-l priva de o identitate, a-i refuza dezvoltarea
sinelui.
*,,S fie cel mai bun!,,
Pentru orice printe acesta este un motiv de bucurie.
Copilul ar putea fi un ,,savant n devenire,, , dar nici pe departe nu trebuie s ne pripim a-l
considera ,,un mic geniu,,.
Nu aceasta este vrsta la care s tragem linia i s numrm realizrile. Acesta este doar nceputul.
*,,S nu sufere ce am suferit eu, s nu-i lipseasc nimic,,
Aceasta este o modalitate prin care iau natere copiii rsfai, care reprezint o problem serioas
att pentru cadrele didactice, ct i pentru societate, n general.
Trei aspecte merit luate n discuie:
- copilul obinuit s i se ofere mult, va avea pretenia s primeasc din ce n ce mai mult;
- n momentul n care copilul sesizeaz slbiciunea prinilor pentru el, va ncepe ,,antajul
sentimental,, la care i va supune pn la epuizare;
- prinii nu trebuie s aib o situaie material foarte bun pentru a-i rsfa copiii.
* ,,S nu...,,
De obicei copiii i obosesc foarte repede pe aduli cu energia pe care o manifest.
Impunerea de reguli i de restricii este un fapt ludabil, ns atunci cnd se exagereaz i restricia
devine o PRIORITATE n elaborarea strategiilor educative printele risc s ajung incapabil de ,, a
vedea copacii din cauza pdurii.
Desigur, orice demers educaional are la baz obiective clar conturate.Trebuie s inem cont,
ns, de faptul c scopul oricrui adult implicat n educarea unui copil este ca acesta s ajung la un
echilibru dinamic ntre interesele personale i cele ale societii, ntre ceea ce vrea i ceea ce vrem
de la el.

ROLUL FAMILIEI I AL COLII N EDUCAIA UNUI COPIL

Prof. Ctnoiu Alina

C.N.I. Matei Basarab Rm. Vlcea

Principalii i cei mai importanti factori care ajuta la educarea unui copil sunt scoala si
familia.Pentru o buna colaborare ntre aceti doi factori este nevoie de mult comunicare din partea
lor. Prinii nu au doar rol biologic i obligaia de a-i hrni sau mbrca pe copii ci i datoria moral
de a contribui activ la educatia acestora :aceasta sarcina nu apartine in exclusivitate scolii.
Familia ofer copilului primele informaii despre lumea ce-l nconjoar, primele norme i
reguli de conduit, dar i climatul social i afectiv necesar trebuinelor i dorinelor sale. Acest tip
de relaie este hotrtoare i prin faptul c familia mediaz i condiioneaz comunicarea cu
celelalte componente sociale,in special cu scoala.Este recunoscut faptul c strategiile educative la
care se face apel n familie, mai mult sau mai puin contientizate, determin n mare masur
dezvoltarea personalitii, precum i rezultatele colare ale copiilor, comportamentul lor social i
moral.
coala i familia sunt cei doi poli de rezisten ai educaiei, care contribuie prin mijloace
specifice la formarea tineretului.

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 Familia este prima coal a copilului. Ea este cea care rspunde de trebuinele elementare
ale copilului i de protecia acestuia, exercitnd o influen att de adnc, nct urmele ei ramn,
uneori, ntiprite pentru toat viaa n profilul moral - spiritual al acestuia.
Familia ocup un loc aparte in sistemul institutional al educaiei. Aciunea ei pe ntreaga
perioad a dezvoltrii include i toate laturile formrii personalitii. Ea reprezint unul din mediile
de socializare i educare din cele mai complete datorit posibilitilor ce le are de a-l introduce pe
copil n cele mai variabile situaii i de a aciona asupra lui prin cele mai complexe i fireti
mijloace.
Familia ofer copilului primele informaii despre lumea ce-l ncojoar, primele norme i
reguli de conduit, dar si climatul socioafectiv necesar trebuinelor i dorinelor sale. Influenele
educative pe care familia le exercit asupra copiilor se pot manifesta fie direct - prin aciuni mai
mult sau mai puin dirijate, fie indirect - prin modele de conduita oferite de ctre membrii familiei,
precum i prin climatul psihosocial existent n familie. Modelele de conduit oferite de prini - pe
care copiii le preiau prin imitaie si nvare - precum i climatul socioafectiv n care se exercit
influenele educaionale ("cei apte ani de acas") constituie primul model social cu o influen
hotrtoare asupra copiilor privind formarea concepiei lor despre via, a modului de comportare i
relaionare n raport cu diferite norme i valori sociale. Este recunoscut faptul c strategiile
educative la care se face apel n familie, mai mult sau mai puin contientizate, determin n mare
msur dezvoltarea personalitii, precum si rezultatele colare ale copiilor, comportamentul lor
sociomoral.
Ei, copiii, care rsar asemenea florilor, cresc ocrotii de dragoste printeasc. Se nal
vegheai de cldura familiei unde nva primele taine ale lumii nconjurtoare. Afl ce este bine si
ru, cum s se poarte frumos. Apoi n primul colectiv - grdiniele - cunosc regulile jocului cu alii,
bucuria victoriei sau tristeea fr nceput i fr sfrit - copilria.
Dac vine toamna - e septembrie. Sun primul clopoel care vestete coala, n care copilul
crescut n familie va fi instruit pentru via. Prinii i educatorii contribuie, n strns colaborare, la
ridicarea nivelului instructiv educativ al elevului integrat n colectiv. Reuita acestei aciuni
presupune n o cunoatere special a fiecrui copil. El trebuie urmrit permanent i profund, sub
toate aspectele personalitii lui.
Factorul decisiv n succesul colar l reprezint raportarea corect a realitii n existena
activitii comune familie - scoal. Sunt necesare sisteme complexe de dezvoltare a
responsabilitilor individuale i colective, n concordan deplin cu preocuprile, interesele,
deprinderile si aptitudinile fiecrui copil.
Reglementarea tiinific a unor norme educative impune colaborarea sistematic i
permanent a celor doi factori de insruire, familie - coal i presupune unitatea influenelor
educative i continuitatea muncii de formare a copilului.
Procesul de colaborare cu prinii asigur atingerea scopului educaional. Pornind de la
necesitatea cunoaterii sociopsihopedagogic a copilului, coala impune colaborarea cu familia sub
diferite aspecte. Urmrind aspectele comune, speciale si difereniate pe care viaa de elev o
prezint, prinii pot completa, sprijini i dezvolta personalitatea copilului cu o singur condiie -
colaborarea cu coala.
S-au cam pierdut formele de comunicare ntre cei doi factori decisivi pentru formarea
copilului. Au supravieuit sedinele cu prinii organizate sistematic. n principiu, prinii elevilor
cu rezultate colare bune i foarte bune sunt prezeni. Dar unde sunt ceilali? Problemele sociale nu
motiveaz absena lor, pentru c coala are acelai rol educativ. Cu intrarea n coal (de la varsta
de 6 ani) problemele muncii de educaie devin mai complexe si odat cu ele i rolul familiei, coala
constituind pentru copil un nou mediu cruia trebuie s i se adapteze i care va influena enorm
dezvoltarea sa.
O serie de sarcini educaionale sunt preluate n mod special de coal (cele privind
instrucia), dar familia ramne implicat chiar i n realizarea acestora rmnndu-i n acelai timp

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i multe altele n care rolul principal l are n continuare. Fr participarea prinilor efortul educativ
organizat prin instituiile colare poate fi frnt, deviat sau deformat.
Poziia unor prini care consider c odat cu intrarea copiilor n coal rolul lor s-a ncheiat, sau
poziia unor cadre didactice conform creia coala poate totul fr a apela la sprijinul prinilor
sunt greite. Numai o colaborare perfect ntre cei doi factori este de natur s determine o eficien
maxim a muncii educative. Desigur, n acest proces de colaborare, rolul conductor l are coala.
Ea poate s orienteze, s ajute familia n sarcinile ce-i revin, s asigure o unitate de vedere i de
aciune.Familia, oricte merite i preocupri valoroase ar avea n legatur cu educaia copiilor, nu
va obine rezultate pozitive dect n condiiile n care acioneaza mpreun cu scoala. Un asemenea
parteneriat este o relatie profitabila atat pentru elevi cat si pentru parinti.Acest parteneriat va fi
todeauna eficient daca ambele parti vor retine ca subiectul este acelasi:copilul nostru si scolarul
nostru.Invatatorul incearca sa afle cum este fiecare copil,cum il poate face sa ajunga cat mai repede
la succes,ce il pasioneaza,iar parintii incearca sa cunoasca momentele in care rebuie sa-l sustina pe
scolar,in ce fel sa-l ajute si sa-l motiveze.Pentru ca acest parteneriat sa se mentina,este nevoie de o
stansa colaborare si o buna comunicare.
Cand un copil se confrunta cu un blocaj in evolutia invatarii scolare,cand in clasa copilul nu
mai este concentrat pe ceea ce are de facut ,invatatorul se va descurca mult mai bine utilizand
invormatiile aflate de la parinti..Colaborand,invatatorii si parintii,vor reusii sa rezolve
problemle,situatiile speciale care apar de foarte multe ori in clasa..
Un avataj il au parintii care sunt specialisti in diferite domenii,deoarece scoala ii poate solicita
pentru a detalia diferite teme.Informatiile care sunt aduse de un parinte va face ora mai
interesanta,cu un continut mai bogat si bineinteles va usura munca cadrului didactic.In acelasi timp
in mintea scolarilor se va produce legatura dintre acasa si scoala.
Scoala si familia sunt responsabili in egala masura de cum vor evolua scolarii.Motivul principal
pentru crearea unor astfeli de parteneriate este dorinta de a ajuta elevii sa aiba succes la scoala si in
viata.
Au existat intodeauna invatatori excelenti si parinti iubitori,care nu si-au pus atatea
probleme si totusi au reusit foarte bine,dar poate acest lucru era mai usor intr-o lume statornica,in
care traditia avea ultimul cuvant.Din pacate exista foarte multe obstacole in relatia scoala
familie.Pot exista obstacole de ordin comportamental(intalniri,atat intre parinti cat si intre invatatori
si administratori scolari),dar si de ordin material(aceasta relatie scoala-familie cere un surplus de
efort material si de timp).
Exista parinti care refuza sa raspunda cererilor cadrelor didactice ,de cele mai multe ori nu vin la
reuniuni anuntate,asteapta initiativa invatatorilor,timiditate,preocupari excesive pentru randamentul
scolar,nu inteleg corect rorurile si si functiile in educarea scolarului,reactii negative la idei noi.Din
toate aceste cauze,deseori parintilor li se aduc anumite reprosuri.
Principalul lucru care trebuie respectat intr-un parteneriat este ca cele doua grupuri sa
comunice.Din pacate,noi,nu intelege prea bine ce inseamna comunicare.Ea are o multime de
ntelesuri, o multime de scopuri si cam tot attea metode de exprimare si manifestare. Nu exista o
definitie concreta a comunicarii nsa pot spune cel putin ca, comunicarea nseamna transmiterea
intentionata a datelor, a informatiei.Prin comunicare se exprima ceea ce se petrece, s-a ntmplat ori
se doreste sa aiba loc la nivelul grupului.Fiecare dintre noi,atat cadrele didactice,cat si parintii
trebuie sa fim deschisi pentru a putea sa comunicam clar si concis toate lucrurile de care avem
nevoie.
Un factor important este si relatia parinte-copil,dar si relatia invatator elev.Relatiile dintre
invatator -elev se polarizeaza ,in general in sentimente de simpatie , incredere reciproca sau,
dimpotriva ,de antipatie , neincredere si chiar ostilitate.Sunt si cazuri cand contactul spiritual dintre
invatator si elev nu trece de zona indiferentei: clasa nu exista pentru invatator si niciinvatatorul
pentru clasa . Initiativa trebuie sa apartina insa invatatorului, care tinand seama de legea esentiala a
relatiilor afective interumane potrivit careia simpatia si bunavointa naste simpatie si bunavointa ,
antipatia si ostilitatea trezesc sentimente de aceiasi calitate , trebuie sa conduca , sa dirijeze aceste
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relatii si sa le structureze pe colaborare.Relatiile dintre parinte-elev difera de la o familie la
alta.Lipsa dialogului parinte-copil este resimtita de catre majoritatea cadrelor didactice; cu greu se
pot stabili relatii bazate pe incredere si respect in activitatea scolara daca acest gen de relatie nu este
cultivat in mediul familal Oricare ar fi relatia dinte parinte-copil sa invatator-elev,este recomandata
mentinerea vie si intarirea relatiei parinti-scoala. Succesul relatiei presupune un parteneriat real, o
comunicare eficienta, si un mod adecvat de lucru in echipa. Efortul pe care il depun parintii in acest
sens este mai important decat prezenta altor factori cum ar fi cei de materiali.Una din premisele ce
trebuie indeplinite pentru atingerea performantelor vizate este stabilirea de legaturi puternice intre
invatatori si parinti, ca parti active in cadrul procesului de formare a viitorilor adulti.Parintii
asteapta prea mult de la scoala si nu fac mai nimic pentru dezvoltarea unei relatii mai stranse.Pentru
ei scoala este singura responsabila de educatia copiilor. Dezintersul parintilor poate naruii tot
efortul pe care profesorii il depun la orele de curs. Una din problemele pe care invatatori o ridica in
permanenta, an de an, este aceea a lipsei de interes si de implicare din partea parintilor pentru
procesul educativ atat scolar cat si extrascolar.Se intampla ca parintele sa se intereseaza de
activitatea copilului atunci cand sunt probleme foarte mari, cand invatatorul reuseste sa intre in
contact cu acesta si ajunge la scoala pentru a constata un dezastru. Sedintele cu parintii sunt o
formalitate deoarece la acestea de regula ajung parinti ai caror copii nu au probleme de natura
scolara sau disciplinara. Profesorul este interesat sa stie mai multe despre situatia pe care elevul o
are acasa, despre preocuparile si modul de viata al acestuia.Cateva ore pe zi la scoala nu sunt
indeajuns pentru a descoperii talentele si abilitatile copilului in conditiile in care se lucreaza cu
aproximativ 30 de elevii. De aceea informatiile pe care le ofera un parinte despre propriul copil sunt
vitale si de un real folos, inlaturand multe bariere intre profesor si elev.
Schimbul de informatii privind copilul trebuie sa aiba loc in ambele sensuri ale relatiei
profesor-parinte.Este sarcina profesorilor sa informeze parintii cu privire la modul in care se pot
implica activ in viata si modul de lucru al copiilor.Fara implicarea si ajutorul parintilor sistemul
educativ nu isi gaseste singur caile prin care isi poate imbunatatii performanta si modul de lucru.au
probleme de natura scolara sau disciplinara.
Familia, mediul de via i coala sunt factori determinani ai dezvoltrii complete i complexe a
copiilor.mpreun trebuie s colaboreze pentru ca fiecare elev, indiferent de particularitile sale, s
poat deveni un membru independent al comunitatii in care doreste sa se integreze.Familia este
unul din factorii care prin legea nescris a naturii, dar i prin legea scris a drepturilor omului, are
obligaia de a oferi un climat fundamental att afectiv, cat si ocrotitor.Fiindc cea mai mic
tulburare care apare n echilibrul afectiv al prinilor provoac tulburri n psihicul copiilor, trebuie
s acordm o deosebit importan unor situaii de acest gen.
Procesul de colaborare se impune - amndoi factorii actioneaz asupra acelorai persoane,
urmresc realizarea aceluiai obiectiv (evident cu mijioace specifice) i deci, orice neconcordan,
orice divergen, pot determina deficiene n procesul dezvoltrii tinerei generaii.
Aceast realitate a cptat caracter de lege, o prevedere n acest sens fiind inclus n Legea
educaiei i nvmntului coala conlucreaz cu familia n educarea copiilor i tineretului n
pregtirea lor pentru munc i via, iar rolul conductor n aceast aciune de colaborare revine
colii ca factor institutionalizat specializat n munca instructiv - educativ.
Vizitele la domiciliul elevului ofer posibilitatea de cunoatere concret a condiiilor
specifice din fiecare familie i pe aceast baz se pot lua, de comun acord, msurile ce se impun ca
fiind cele mai adecvate n vederea asigurrii unui progres continuu in dezvoltarea copilului. Vizitele
sunt din timp planificate i planificarea se refer la toi elevii clasei nu doar la cei ce prezint vreo
problem.
Formele colective de colaborare - adunri cu prinii, consultaii colective, lectorate pentru
printi - pot mbrca structuri i pot avea coninut variat. Astfel, adunrile cu prinii (organizate
periodic) pot fi destinate fie unui bilan al activitii elevilor (subliniindu-se contribuia familiei,
eventualele deficiene - cu tact - i msurile ce se impun a fi adoptate), fie dezbaterii unor teme
psiho - pedagogice n vederea informrii prinilor cu aspectele teoretice necesare activitii lor
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practice (de pild probleme ca: organizarea regimului de via al elevilor n familie, orientarea
colar i profesional, alegerea i dezvoltarea lecturii, etc. toate n funcie de specificul vrstei).
Lectoratele cu prinii includ cicluri de expuneri cu caracter pedagogic sau psihologic,
sistematic organizate (pe coal), asigurnd comunicarea unui sistem de informaii, metodologii de
lucru, forme de activitate, posibil de folosit n familie.
Lipsa de colaborare duce spre un eec i, din nefericire, cel nvins este copilul, pentru care
dorim tot, pentru care vism tot ce este mai bun .
.Scoala,dar totodata si familia are un rol deosebit si in orientarea profesionala a elevului.Pentru a
delimita cat mai precis rolul familiei in sistemul factorilor orientarii vor face istinctia intre
influentele familiei si actiunea ei educativa.Cercetarile intreprinse la noi,precum si in alte tari
conduc spre constatarea ca,din punct de vedere al influentelor pe care le exercita asupra
orientarii,familia ocupa locul intai in ierarhia celorlalti factori .Analizand,insa,observam ca nu
intodeauna ele sunt fundamentale din punct de vedere psihologic si social,fiind,de cele mai multe
ori,emanatia unor factori subiectivi ce tin de experienta parintilor,dorintele,interesele si aspiratiile
lor,conceptia pe care si-au format-o despre anumite profesiuni,etc.rezultatele acestor influente nu
sunt in concordanta cu obiectivele si cerintele orientarii,repercutandu-se negativ asupra
personalitatii copilului.S-a constatat,totodata,ca aceste influente imbraca forme diferite de
manifestare,cum ar fi adoptarea unei atitudini neutre,de neinterventie,totul fiind lasat pe seama
copilului sau extrema cealalta,a interventii excesive,cand parintii isi impun punctul or de vedere.Si
intr-un caz si in celalalt,din cauza greselilor inerente,efectul educativ se diminueaza.
Referitor la actiunea educativa a familiei,ea este eficienta numai atunci cand scopul sau se
inscrie pe aceeasi linie cu a scoli,cand intre cei doi factori exista o concordanta in ceea ce priveste
obiectivele urmarite.Actiunea educativa a a familiei in directia orientarii scolare si profesionale este
posibila numai pe fondul colaborarii ei cu scoala.Daca obiectivele uramarite sunt relativ
aceleasi,mijloacele de realizare difera.Asemanator scolii,sarcinile familiei ar putea fi concentrate in
jurul a doua obiective fundamentale cunoasterea copilului si eduvcarea lui din punct de vedere
psihic(aptitudinal,motivational,caracterial)-in vederea orientarii in concordanta cu particularitatile
psihofizice si cerintele societatii. Mijloacele de care dispun parintii in vderea realizarii acestor
sarcini sunt :observatia,convorbirea,urmarirea rezultatelor activitatii lui(invatatura,lucrari practice
etc.),descrierea unor profesiuni,stimularea si antrenarea copiilor in desfasurarea unor
activitati(intelectuale sau practice),organizarea vizitelor,exemplul personal etc.
Colaborarea dintre scoala si familie presupune nu numai o informare reciproca cu privire la
tot ceea ce tine de orientarea copilului,ci si inarmarea parintilor cu toate problemele pe care le
comporta aceasta actiune.
Pentru viitor, dasclii adevrai stiu ce trebuie s fac n prezent: s pun lumin n priviri i
linite n gnduri, s pun zmbet n iubire, n fapte, s pun cuget n judecat.

BIBLIOGRAFIE: Nicola , I. (2002),Tratat de pedagogie scolara.Ed.Aramis

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 COALA PUNTE DE LEGTUR NTRE PRINI I COPII

Prof.nv. primar: Strcea Denisa,

Colegiul Naional de Informatic Matei Basarab,Rm. Vlcea

Prinii i profesorii au acelai vis acela de a-i face fericii, sntoi i nelepi pe fiii i
respectiv elevii lor. i unii i alii educ cu speran n viitor, cu nelepciune i rbdare.
Generaia actual de prini caut s dea copiilor tot ce este mai bun: jucrii, haine,
plimbri, calculator, limbi strine, informatic, muzic, etc. Toate acestea trebuie s lase copiilor
timp de joac i s le dezvolte creativitatea, ndrzneala.
Civilizaia actual a produs mai mult informaie ca oricare alta, dar memoria copiilor notri
nu trebuie s devin un depozit de informaii inutile. n ziua de azi, prinii trebuie s educe copiii
innd cont de acest lucru.
Prinii fac daruri copiilor lor, dar n acelai timp, trebuie s i stimuleze s nu fie
materialiti, s le dezvolte generozitatea i plcerea de a drui, la rndul lor.
Cu mult afeciune, prinii spun copiilor lucruri minunate, ncercnd s i educe s nu fie
prtinitori, agresivi, intolerani. Relaia dintre prini i copiii se bazeaz pe afeciune, nu pe critici
i friciuni.
Prinii trebuie s i lase copiii s participe la viaa familiei, s vorbeasc cu ei astfel nct
atunci cnd vin acas de la serviciu s aib bucuria ntlnirii familiei.
Pentru c societatea s-a transformat ntr-o fabric de stres, nu avem control asupra formrii
personalitii copiilor notri. Noi le dm natere i i punem de foarte devreme n contact cu un
sistem social care i controleaz. (Foucault, 1998)
Copiii trebuie pregtii pentru a supravieui emoiilor cu discernmnt, s filtreze stimulii
stresani, s aleag i s hotrasc corect. Ei trebuie nvai s aib o viziune critic asupra
publicitii, a emisiunilor de televiziune pentru a nu deveni o prad uoar. Gndirea copiilor
trebuie dezvoltat explicnd de fiecare dat cauza pentru care spunem F ASTA! sau NU FACE
ASTA!.
Criticile prinilor i profesorilor sunt insuportabile, iar copiii rareori le ascult cu atenie. Se
tie c tinereea a fost ntotdeauna o faz de rebeliune fa de conveniile adulilor.
Copiii trebuie stimulai s aib obiective, s caute succesul n studiu, n munc, s nu se
team de insuccese, s nu renune n faa primelor obstacole.
Printele trebuie s i nvee pe copiii s-i recunoasc greelile, s fie n stare s spun AM
GREIT, SCUZ-M!.
Trebuie s nelegem c cea mai bun cale de a dezvolta o relaie bun cu copiii este aceea a
dialogului.
A dialoga nseamn a relata experiene, nseamn a mprti ceea ce se afl ascuns n inima
fiecruia, nseamn a ptrunde dincolo de cortina comportamentelor, nseamn a dezvolta
nelegerea interpersonal. (Gardner, 1995)
Tocmai pentru c viaa este o mare coal, prinii trebuie s caute s neleag deprinderile
profesorilor. Acestea le vor fi utile n educaia copiilor lor. Prinii i profesorii sunt parteneri n
modelarea personalitii i formarea copilului. Prinii care le fac n permanen daruri copiilor lor
sunt pstrai n amintire doar pentru un moment. Prinii care se preocup s le druiasc copiilor
exemple i povestiri din viaa lor rmn de neuitat.
Astzi, prinii buni cresc copii zbuciumai, nstrinai, autoritari i angoasai, pentru c
societatea s-a transformat ntr-o fabric de stres. Prinii care nu-i nva copiii s aib o viziune
critic asupra publicitii, a emisiunilor de televiziune i a discriminrii sociale i transform ntr-o
prad uoar pentru sistemul acaparator. Pentru acest sistem, copilul nu este o fiin uman, ci un
consumator. Pregtii copilul pentru a fi, cci lumea l va pregti pentru a avea.

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 Ajutai-v copiii s nu fie sclavii problemelor lor. Alimentai amfiteatrul gndurilor i
teritoriul emoiilor cu curaj i ndrzneal. Nu le acceptai timiditatea i nesigurana. Dac
problemele se pot rezolva, vor fi rezolvate, iar dac nu, trebuie s ne acceptm limitele.

Prinii buni corecteaz greelile, prinii inteligeni i nva copiii cum s gndeasc

Vechile corecii i binecunoscutele predici nu mai funcioneaz. Cnd deschidei gura s

repetai acelai lucru, declanai un resort din subcontient care deschide anumite arhive ale
memoriei, ce conin critici mai vechi. 99% din criticile i coreciile prinilor sunt inutile n
influenarea personalitii tinerilor.
A-i surprinde copilul nseamn a spune lucruri la care ei nu se ateapt. De exemplu:
copilul a ridicat glasul la voi. Se ateapt s ipai i s-l pedepsii. Dar putei ncepe prin a tcea i a
v relaxa, apoi putei spune:Nu m ateptam s m superi n felul acesta. n ciuda durerii pe care
mi-ai provocat-o, eu te iubesc i te respect mult. Apoi copilul trebuie lsat s se gndeasc.
Prinii buni spun: Greeti; prinii inteligeni spun: Ce prere ai despre comportamentul
tu? Gndete nainte s reacionezi

Prinii buni i pregtesc copiii pentru aplauze, prinii inteligeni i pregtesc copiii pentru
eecuri

Prinii buni educ inteligena copiilor lor, prinii inteligeni le educ sensibilitatea.
Stimulai-i pe copii s aib obiective, s caute succesul n studiu, n munc, n relaiile sociale, dar
nu v oprii aici. Copiii trebuie s fie ajutai s nu le fie team de insuccese. Nu exist podium fr
nfrngeri. Muli nu strlucesc n munca lor pentru c au renunat n faa primelor obstacole, pentru
c nu au avut rbdare s suporte un nu, pentru c nu au avut ndrzneala de a nfrunta unele
critici, nici umilina de a-i recunoate greeala.
Perseverena este la fel de important ca i capacitile intelectuale. Pentru prinii
inteligeni, a avea succes nu nseamn a avea o via fr greeli. De aceea sunt n stare s spun
copiilor lor: Am greit, Scuz-m, Am nevoie de tine. Prinii care nu-i cer scuze nu-i vor
nva copiii cum s abordeze arogana.

Prinii buni vorbesc, prinii inteligeni dialogheaz ca nite prieteni

A sta de vorb nseamn a vorbi despre lumea care ne nconjoar, a dialoga nseamn a
vorbi despre lumea n care suntem: a relata experiene, a mprti ceea ce se afl ascuns n inima
fiecruia, a ptrunde dincolo de cortina comportamentelor. Peste 50% din prini n-au avut curajul
de a dialoga cu copiii lor despre temerile, pierderile i frustrrile personale. Nu trebuie s devenim o
jucrie n mna copilului, ci un prieten foarte bun. Adevrata autoritate i respectul solid se nasc din
dialog. Dialogul este o perl ascuns n inim. Ea este scump, pentru c aurul i argintul n-o pot
cumpra.

Prinii buni dau informaii, prinii inteligeni povestesc istorioare

Captai-v copiii prin inteligena voastr, nu prin autoritate, bani sau putere. tii care este
termometrul care indic dac suntei agreabil? Imaginea pe care o au despre voi copiii i prietenii
acestora. Dac le face plcere s fie n preajma voastr, ai trecut testul.
Odat, una dintre fiicele mele a fost criticat pentru c era o persoan simpl. Se simea
trist i respins. Dup ce am auzit povestea ei, mi-am pus imaginaia la treab i i-am spus
urmtoarea pild: unii prefer un soare frumos pictat ntr-un tablou, alii prefer un soare real, chiar
dac este acoperit cu nori. Am ntrebat-o: ce soare preferi? A ales soarele real. Atunci, am adugat,

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chiar dac unii oameni nu cred n soarele tu, el strlucete. Tu ai lumina proprie. ntr-o zi norii se
vor risipi i oamenii te vor vedea. S nu-i fie team c i pierzi lumina.
PRINII INTELIGENI I STIMULEAZ COPIII S-I NVING TEMERILE I S AIB
ATITUDINI BLNDE.

Prinii buni ofer oportuniti, prinii inteligeni nu renun niciodat

Prinii inteligeni sunt semntori de idei i nu controleaz viaa copiilor lor. Ei seamn i
ateapt ca seminele s germineze. Pe timpul ateptrii poate s apar mhnire, dar, dac seminele
sunt bune, vor ncoli. Nimeni nu-i ia diplom n misiunea de a educa. nainte, prinii erau
autoritari; astzi sunt copiii. nvai s spunei nu fr team. Dac ei nu aud nu de la
dumneavoastr, nu vor fi pregtii s aud nu de la via. Prinii nu trebuie s cedeze n faa
antajelor i presiunii copiilor. n caz contrar, emoia copiilor va deveni un balansoar:: astzi sunt
docili, mine explozivi. Trebuie stabilite clar ce aspecte pot fi negociabile. De exemplu, a merge la
culcare noaptea trziu n cursul sptmnii i a se trezi devreme pentru a nva este inacceptabil i
prin urmare ne-negociabil.
nvai-v copiii s gseasc n lucrurile mici, motive majore de fericire. O persoan
superficial din punct de vedere emoional are nevoie de evenimente mari ca s se bucure - o
persoan profund gsete bucurie n lucrurile ascunse, n fenomene aparent imperceptibile: n
micarea norilor, n dansul fluturilor, n mbriarea unui prieten, n srutul persoanei iubite, ntr-o
privire complice, n zmbetul prietenos al unui necunoscut. Fericirea nu este opera ntmplrii,
fericirea vine prin exerciiu. Antrenai-v copiii pentru a fi exceleni observatori. Ieii pe cmp sau
n grdin, facei-i s urmreasc deschiderea unei flori i descoperii cu ei frumosul invizibil.
Simii cu ochii votri lucrurile frumoase care v nconjoar. Facei-i pe tineri s aprecieze
momentele simple, fora care izvorte din pierderi, sigurana care rsare din haos, mreia care
eman din gesturile mici. Munii sunt formai din particule nevzute de nisip. Copiii vor fi mai
fericii dac vor nva s contemple frumosul n momentele de glorie, ca i n cele de eec, n
florile primverii i n frunzele uscate ale toamnei, iat marea provocare a educaiei emoionale!
Pentru muli, fericirea nu este altceva dect nebunie inventat de psihologi, delirul filozofilor,
halucinaie de poet. Acetia n-au neles niciodat c secretele fericirii se ascund n lucrurile simple
i anonime - att de deprtate i att de aproape de ei. Odat, nite elevi vorbeau n fundul slii.
Profesoara de limbi strine le-a cerut s fac linite, dar ei au continuat. Ea a atenionat un elev care
vorbea tare. El a reacionat agresiv, strignd: "S nu-mi spunei dumneavoastr ce s fac! Eu v
pltesc ca s muncii!". Atmosfera a rmas tensionat. Toi se ateptau ca profesoara s ipe la elev,
sau s-l dea afar din clas. n schimb, ea a rmas tcut, s-a relaxat, i-a redus starea tensionat i
i-a dat fru liber imaginaiei. Apoi, le-a povestit ceva ce, aparent, nu avea nici o legtur cu
atmosfera de agresivitate.
A povestit despre nite copii i adolesceni evrei, care fuseser nchii n lagre de
concentrare naziste i-i pierduser toate drepturile. Nu puteau s mearg la coal, s se joace pe
strad, s-i viziteze prietenii, s doarm ntr-un pat confortabil i s mnnce o hran decent.
Mncarea era stricat i dormeau ngrmdii claie peste grmad. Cel mai ru lucru era c nu-i
puteau mbria prinii. Lumea se prbuea n jurul lor. Plngeau i nimeni nu-i mngia. Le era
foame i nimeni nu-i stura. i strigau prinii, dar nimeni nu-i auzea, n faa lor erau doar cini,
soldai i garduri de srm ghimpat. Profesoara le-a vorbit despre ceea ce a fost una dintre cele mai
mari dintre crimele comise n istorie. Drepturile umane i viaa acelor tineri au fost furate. Peste un
milion de copii i adolesceni au murit. Dup ce a povestit toate astea, profesoara a privit spre clas
i a spus: "Voi avei coal, prieteni, profesori care v iubesc, dragostea prinilor, alimente
gustoase la mas dar oare preuii toate acestea?.
Alt instrument extraordinar pentru a transforma solul arid al slii de clas, ntr-un rond de
flori este expunerea prin dialog, fcut cu ajutorul artei ntrebrii. n expunerea prin chestionare,

487
profesorul expune cunoaterea, fr a ntreba. n expunerea prin dialog el pune elevilor numeroase
ntrebri. Cele dou tehnici sunt complementare.
S vedem! Prin intermediul artei ntrebrii, profesorul stimuleaz i mai mult stresul pozitiv
al ndoielii. El capteaz atenia elevilor i ptrunde n teritoriul emoiei i n amfiteatrul minilor lor.
Cunoaterea dat de-a gata blocheaz actul de a ti, iar ndoiala provoac inteligena (Vigotsky,
1987). Toi marii gnditori au fost mari iubitori de ntrebri. Marile rspunsuri au emanat din marile
ntrebri. n ce perioad este mai uor de nvat? n copilrie! De ce? Pentru c ea este faza n care
ntrebm mai mult i ne deschidem ferestrele minii. Copiii nva limbi strine cu uurin, nu doar
pentru c au mai puin informaie stocat n memorie, ci pentru c pun multe ntrebri,
interacioneaz mai mult. De ce e mai uoar nvarea unei limbi strine, n ara de origine a
acestei limbi?
Cel mai important motiv este c, atunci cnd mergem n alt ar, ne este ruine i
ntmpinm dificulti. n acel moment, diplomele i statutul social aproape nu au valoare. E nevoie
s ne fie greu s ne descurcm, ca s construim o reea de relaii i ca s supravieuim. Pentru asta
trebuie s scpm de teama de a ntreba. Aceast situaie "streseaz" i deschide ntr-un mod
extraordinar arhivele memoriei, facilitnd nvarea.
Cnd cineva nceteaz s pun ntrebri, nceteaz s nvee, nceteaz s se dezvolte. n ce
perioad produc savanii ideile lor cele mai strlucite? La maturitate, sau cnd sunt imaturi? Cnd
sunt imaturi, pentru c se ndoiesc, "se streseaz" i ntreab mai mult. Einstein a propus teoria
relativitii la 27 de ani. Dup ce savanii primesc titluri i aplauze, apar problemele. Aceleai titluri
i laude care i recunosc se pot transforma n otrava care i ucide ca gnditori (Cury, 2002). Muli nu
mai creeaz nimic.
Un profesor fascinant trebuie s pun elevilor si cel puin zece ntrebri, n timpul unei ore.
n primul rnd, trebuie s pun ntrebarea ntregii clase. ntrebarea ncepe prin "a stresa" pozitiv
elevii i a mbunti concentrarea.

BIBLIOGRAFIE

1. Prini strlucii, Profesori fascinani Augusto Cury Editura For You 2005
2. Pedagogie Fundamente teoretice - .- Editura V& Integral, Bucuresti, 2002
3. Autoeducaia probleme teoretice i metodologice, - Andrei Harna. E.D.P, Bucureti,
1995.
4. Abilitai de comunicare Allan Pease, Barbara Pease,

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 FAMILIA I COALA FACTORII DECISIVI N
DEVENIREA FIINEI UMANE

Prof. Popescu Natalia

C.N.I. Matei Basarab Rm. Valcea

Moto: Familia este coala n care eti deopotriv profesor i elev.

Educaia are o dubl menire: pe de o parte s anuleze pornirile
rele, iar pe de alta s le sdeasc pe cele bune. De aceea este
necesar ca ea s nceap n familie, de la cea mai mic vrst a
copilriei. (Episcopul Irineu)

Educaia este o activitate specific uman. Ea a aprut odat cu omul, fiind fundamental
pentru el, fiindc numai prin ea omul devine om .
La primele civilizaii educaia se realiza empiric, prinii fiind cei ce-i pregteau copiii
pentru via. Cu timpul, fenomenul educaional devine obiectul teoretizrilor unor personaliti care
identific unele principii, indicnd metode de educaie ndreptate spre plinirea fiinei umane.
Familia are o nsemnat funcie educativ. Ea este prima instituie de educaie moral i pentru
prima copilrie este mediul educativ prin excelen .
Familia este cea mai necesar coal de omenie, ea contribuind foarte mult la educarea
copiilor.
Prinii sunt cei ce trebuie s colaboreze cu coala pentru pregtirea copiilor n vederea vieii
profesionale. Vor face aceasta mai nti ajutndu-i s-i aleag o profesie ct mai corespunztoare
cu vocaia i pregtirea lor, pe calea sugestiei i a convingerii. Familia acioneaz temeinic asupra
copilului, ntruct i formeaz deprinderile i caracterul din cea mai fraged vrst. Rolul familiei
este foarte important in dezvoltarea copilului, din urmtoarele puncte de vedere: fizic, intelectual,
moral si estetic.
a) Familia se preocup de dezvoltarea fizic a copiilor. Ea asigur hrana i mbrcmintea
copiilor, i ferete de pericole, le las timp de joaca, le creeaz condiii ct mai bune de odihn i se
ngrijete de sntatea lor. Un regim raional de via nu poate avea dect urmri pozitive asupra
dezvoltrii sale fizice. Familia i formeaz copilului primele deprinderi de igien personal i
social i l obinuiete s utilizeze factorii naturali (apa, aerul, soarele) pentru bunstarea
organismului. n perioada pubertii, schimbrile fiziologice produse n organism pun probleme noi
pentru dezvoltarea fizic a copilului; prin ndrumri perseverente i afectuoase, prin modificarea
regimului de odihn, prin crearea unor noi deprinderi igienice, familia le va putea rezolva la timpul
potrivit.
b) Dezvoltarea intelectual. n cadrul familiei copilul i nsuete limbajul, volumul,
precizia vocabularului si corectitudinea exprimrii copilului depind de munca depus de prini n
aceast direcie. Ca prim factor educativ, familia ofer copilului aproximativ 90% din cunotinele
uzuale (ex: despre plante, animale, ocupaiile oamenilor, obiecte casnice etc.). Familia se preocup
i de dezvoltarea proceselor intelectuale ale copiilor. Ea le dezvolt spiritul de observaie, memoria
i gndirea. Prinii ncearc s explice copiilor sensul unor fenomene i obiecte pentru a le putea
nelege. Copiii pun cele mai multe ntrebri n jurul vrstei de 3-6 ani, iar prinii i ajut s-i
nsueasc un numr mare de cunotine, rspunznd ct se poate de corect si exact.
n perioada colar mic, familia vine n sprijinul colii, susinnd "gustul de citit" al
elevilor.
Cel mai important este stimularea curiozitii copilului de a citi , prin cumprarea unor cri
care s pun bazele unei mici biblioteci. n preadolescena este posibil o deviere de la subiectele
strict legate de coal sau indicate vrstei fragede; astfel, datoria prinilor este de a ndruma copilul
s citeasc ceea ce corespunde vrstei sale. Dorina de lectur poate deveni excesiv, copilul
sacrificnd astfel orele de somn. Prinii trebuie s-i asigure copilului cele necesare studiului:
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rechizite colare, cri de lectur, manuale colare etc., ct i nite condiii bune de munca: un birou,
un computer i nu n ultimul rnd linite pentru a se putea concentra. Prinii trebuie s-i ajute
copiii la nvtur; ajutorul trebuie limitat la o ndrumare sau sprijin, nefiind indicat s efectueze
temele copiilor. Cu timpul, prinii se vor limita la controlarea temelor de acas i a carnetului de
note. Deci, atitudinea prinilor trebuie s fie una de mijloc: s nu-l ajute prea mult pe copil, dar nici
s nu se intereseze deloc de rezultatele acestuia.
c) Educaia moral a copiilor. n familie se formeaz cele mai importante deprinderi de
comportament: respectul, politeea, cinstea, sinceritatea, decena n vorbire i atitudini, ordinea,
cumptarea, grija fa de lucrurile ncredinate. n realizarea acestor sarcini, modelul parental ajut
cel mai mult: printele este un exemplu pentru copil. Prinii le spun copiilor ce e bine i ce e ru
ce e drept i ce e nedrept, ce e frumos i ce e urt n comportamente. Aceste noiuni l ajut pe copil
s se orienteze n evaluarea comportamentului su i a celor din jur. Tot n sens moral, familia l
ndrum s fie sociabil, s fie un bun coleg i prieten.
d) Familia contribuie i la educaia estetic a copilului. Prinii sunt cei care realizeaz
contactul copilului cu frumuseile naturii (culorile i mirosul florilor, cntecul pasrilor, verdele
cmpului etc.), cu viaa social (tradiii, obiceiuri strvechi etc.). Mijloacele mass-media i n mod
special televiziunea exercit o influen puternic asupra educaiei estetice. Nu se poate vorbi
despre o influent strict pozitiv sau strict negativ; pe de o parte exist numeroase emisiuni
culturale, de mbogire a cunotinelor, dar pe de alt parte sunt difuzate numeroase programe care
pot deforma imaginaia inocent a copiilor ntr-un sens negativ. Prinii trebuie s controleze att
timpul pe care copilul l petrece n faa televizorului ct i emisiunile pe care le urmrete. n unele
familii preocuparea pentru cultura estetic a copilului lipsete cu desvrire, iar n altele aceasta
este exagerat. Dac copilul nu are aptitudini si nici plcere pentru diferite arte ( balet, muzica,
teatru etc.), prinii trebuie s respecte opiunea copilului.
Alturi de familie mai exist i ali factori cu preocupri i rspunderi n educaia copilului.
n afar de familie, coala continu pregtirea copilului pentru via. Toi aceti factori trebuie s
conlucreze armonic.
Numai o bun colaborare ntre coal i familie poate ajuta la formarea unei personaliti
adecvate a elevilor.
Datoria cadrelor didactice este s ntreasc legtura dintre coal i familie, avantajul fiind
c se pot identifica interese comune n beneficiul elevilor.
Colaborarea coal-familie este important i pentru coal deoarece prinii sunt cei ce
aduc resurse suplimentare ce pot susine rolul educativ al colii.
Exist o serie de tipuri de programe ce pot duce la o bun colaborare ntre coal i familie
ce contribuie la realizarea unor activiti ce stimuleaz schimbul de informaii i care favorizeaz
relaii interpersonale armonioase vizite reciproce, adunri informative, comunicri scrise.
n sistemul educaional exist proiecte care vizeaz educaia prinilor: cursuri de formare
continu (ex: Printele, partenerul colii ), acces la material de formare brouri, cri i casete
audio-video .
Programele eficiente ofer prinilor mai multe modaliti de participare. Acestea vizeaz
cunoaterea opiniei lor cu privire la activitile oferite, ncercnd s rspund nevoilor specifice ale
prinilor i a comunitilor n care este amplasat coala.
n contextul mediilor defavorizate a rezultat ideea c este important ca prinii s fie ajutai
s neleag criteriile de evaluare utilizate la coal. Muli dintre ei cunosc obiectivele pedagogice i
doresc s fie informai mai bine cu privire la programe i progresul copiilor lor. Se ntmpl ca
prinii s nu fie contieni de dificultile copiilor lor din simplu motiv c acetia obin rezultate
similare cu ale copiilor din anturajul lor.
Modelele care s-au demonstrat a fi eficiente au fost cele ce au implicat prinii n cooperare
i punerea n practic a obiectului colaborrii, n care au fost considerai ca parteneri autentici.
Factorii cheie n asigurarea calitii n nvmnt este existena unor relaii bune ntre coal
i familie. Fr cooperarea cu familia, multe din iniiativele colii vor fi sortite eecului.
490
 Pentru ca coala i familia s aduc un aport deosebit n formarea de bune caractere, prinii
trebuie s nlture: apatia(prinii nu vin la edinele cu prinii), lipsa de responsabilitate (ateapt
s nu fie invitai la coal), lipsa de ncredere n drepturile pe care le au, preocuparea permanent
pentru randamentul colar (notele copilului) , rolul parental ru definit(nu neleg corect funciile i
rolurile n educaia propriului copil), contacte limitate cu coala ( numai n situaii excepionale),
conservatorismul (reacii negative la idei ).
Cadrele didactice nu trebuie s i trateze pe prini ca pe elevi, deoarece prinii sunt
parteneri n educaia copilului, nu trebuie s decid autoritar la edinele cu prinii . Trebuie s
existe un parteneriat moral ntre prini i cadrele didactice: printele este cel ce se ndreapt spre
profesor pentru a se sftui cu acesta n ceea ce privete educarea copilului su, iar acesta sesizeaz,
planific abordrile necesare maximului de potenial al copilului.
Cele dou instituii coal-familie, au de dezvoltat cteva probleme majore: sprijinirea
dezvoltrii intelectuale a copilului prin mijloace specifice, dezvoltarea fizic armonioas a acestuia
nsuirea la nivel specific vrstei a valorilor i normelor morale i estetice, dezvoltarea unor
componente adecvate acestor norme n conformitate cu particularitile vrstei, depistarea ultimelor
premise aptitudinale i forme incipiente manifestare a aptitudinilor cu stimularea acestora, prin
dezvoltarea unor imagini obiective despre posibilitile reale ale fiecrui copil .
Strategii pentru a face prinii parteneri n activitatea educativ: cunoaterea individual a
prinilor, descrierea detaliata a activitilor folosite la clas i a programului folosit, descrierea
detaliata prin exemple concrete a pailor-activitilor desfurate n clas, empatie i ascultare cu
interes a opiniei prinilor, a relaiilor acestora, prezentarea produselor finale ale copiilor obinute
ca urmare a activitilor didactice, afiarea programului-orarului zilnic al activitilor extracolare,
ncercnd cooptarea interesului prinilor n unele activiti, comunicarea eficient i profesional
cu toi prinii elevilor, identificarea i nlturarea obstacolelor care pot bloca o comunicare .
Finalitatea acestor mesaje este: valorizarea i acceptarea copilului pentru ceea ce aste fr
condiii de performane, remarcarea aspectelor pozitive ale comportamentului copilului, exprimarea
fa de acesta, recunoaterea eforturilor i recompensarea copilului pentru ceea ce realizeaz .
Scopul final al parteneriatului scoal familie este pe de o parte adaptarea copilului
viitorului adult la orice situaie nou creat, iar pe de alt parte profesorul are ansa de a se informa
permanent teoretic i practic .
Astfel funcia educativ a familiei se mpletete concret cu funcia i ndatoririle colii,
ambele instituii completndu-se reciproc n educarea i creterea armonioas a elevului.
Dasclii trebuie s dea dovad de profesionalism i munca ce o desfoar cu acest dar al
omenirii-copilul, pentru a putea duce la bun sfrit realizarea obiectivului prioritar parteneriatul
coal-familie n vederea prevenirii i nlturrii eecului colar i atingerea scopului, formarea
omului societii de mine .
A educa este mult mai greu dect a instrui , de aceea trebuie s fie o strns legtur ntre
coal i familie .
Sfntul Ioan Gur de Aur: Nu exist art mai frumoas dect arta educaiei. Pictorul i
sculptorul fac doar figuri, fr via, dar educatorul creeaz un chip viu; uitndu-se la el se bucur i
oamenii i Dumnezeu ``.

BIBLIOGRAFIE :
Anton Moisin Arta educrii copiilor i adolescenilor n coal E.D.P- 2001;
Coca Dumitracu mpreun pentru bunul mers al elevilor Editura Grafit,
Bacu 2005 ;
Ion Nicola Tratat de pedagogie colar- Editura Aramis 2003.

491
 ROLUL ACTIVITILOR MUZICALE N FORMAREA PERSONALITII
COPILULUI CU DIZABILITI

Prof.inv.primar NAN MELANIA

Scoala Gimnaziala Nr.3 Lupeni-Hunedoara

Problemele adaptrii, recuperrii i integrrii sociale a copiilor cu dizabiliti se bucur n

ultima vreme de o atenie deosebit n rndul specialitilor. n ultimul deceniu
s-a conturat un sistem modern de recuperare a acestor copii n vederea integrrii lor n societate.
Termenului de integrare social i s-au acordat diferite semnificaii de ctre specialiti. Prin
integrare social se nelege ansamblul msurilor luate n vederea nlturrii sau diminurii
deficienelor, pentru a realiza o ncadrare deplin a deficientului n viaa social. Aceste msuri
vizeaz stabilirea i restabilirea contactelor sociale normale, stimularea spiritului de independen i
de autoservire, atragerea deficientului la activitile culturale i sportive.
Oare toi copiii care nu fac fa cerinelor colii n materie de programe, ritmuri de
nvare, reguli de comportament, sistem de evaluare i de valorizare- pot fi considerai n mod
obligatoriu nite inadaptai? Pentru a-i ajuta pe aceti copii, a le favoriza dezvoltarea i pentru a
preveni nsi inadaptarea trebuie s se acioneze asupra individului ct i asupra mediului. Ca
atare, este strict necesar ca coala s se adapteze la copilul cu dizabiliti, ca ea s devin un mediu
de via, de cretere i de dezvoltare a intereselor i capacitilor lui.
nvmntul integrat din ara noastr pune un mare accent pe activitile de artterapie care
folosesc mijloace de expresie artistic n scopuri terapeutice.
Valoarea terapeutic a muzicii rezult din multiplele influene pe care le are asupra psihicului
uman, datorit complexitii fenomenului muzical. Ea declaneaz procese afective dintre cele mai
variate i neateptate, de la emoia muzical, cu o gam larg de manifestare( bucurie, trire
interioar, sentimentul armoniei, nlare spiritual), pn la descrcri explozive de exaltare
colectiv. Specialiti n domeniul muzicologiei, psihologiei, pedagogiei, sociologiei au ajuns la
concluzia c arta muzical mbogete viaa psihic i contribuie la desvrirea personalitii, prin
antrenarea n tririle estetico-artistice a ntregii fiine umane.
Muzica educ i dezvolt procese psiho-intelectuale, priceperi i deprinderi, gndire logic,
atenie distributiv i concentrat, memorie, spirit de ordine i disciplin, motive puternice de
aciune sau inaciune.
Muzica are sarcina de a satisface nevoia de frumos, de preuire i asimilare a valorilor
culturale. Cultivarea accesului copiilor ctre frumos trebuie ealonat nc de la cea mai fraged
vrst. Pe baza receptivitii analizatorului auditiv se dezvolt percepiile i reprezentrile.
Muzicoterapia favorizeaz recunoaterea i reproducerea cu uurin a jocurilor muzicale,
cntecelor sau a cntecelor de joc.
Prin intermediul gndirii copilul trece de la explorarea senzorial i motric la interiorizarea
percepiei prin operaii logice, favoriznd nelegerea creaiei muzicale.
Muzica este cea care trezete i ntreine pe o durat mai mare atenia copiilor. Atenia
concentrat i atenia distributiv se dezvolt atunci cnd educatorul solicit copiilor i executarea
unor micri, pai de dans concomitent cu intonarea melodiei.
Memoria se dezvolt prin reflectarea experienei anterioare, prin fixarea, pstrarea,
recunoaterea i reproducerea materialului sonor, a textului, a ideilor, a strilor afective sau a
micrilor asimilate. Pe baza reprezentrilor sonore i a memoriei muzicale se dezvolt imaginaia
i, la acei copii cu nclinaii deosebite imaginaia creatoare.
Copiii care cnt mai mult i formeaz auzul fonematic i muzical mai repede dect cei
care cnt mai puin, fapt ce i ajut s sesizeze uor dup auz elemente de rim, metru, ritm,
simetrie; discrimineaz mai uor consonana i disonana, despart corect n silabe, scrierea lor este
mai ortografic, limbajul este mai bogat i mai nuanat.

492
 Educaia muzical influeneaz i latura socio-comportamental tiut fiind faptul c
integrarea n colectivitate se realizeaz mult mai uor prin intermediul muzicii. Cntnd n cor,
copiii au posibilitatea s se asculte individual, s-i asculte pe ceilali i s se sincronizeze cu corul.
Astfel ei vor fi mai disciplinai, mai ateni. Prin intermediul muzicii se declaneaz stri emoionale
ce duc la formarea i modelarea personalitii. Coninutul educativ al textelor cntecelor
mbogete orizontul de cunoatere al copiilor, consolideaz i sistematizeaz cunotinele despre
om, natur, societate.
Creaiile folclorice trezesc n copil sentimente de dragoste i admiraie fa de poporul
nostru. Folclorul romnesc nu este numai o expresie a nelepciunii i tririlor sufleteti, a firii
panice i deschise a romnului, ci i un mesaj al umanismului i vigorii sale spirituale spre
universalitate.
Specialitii au clasificat folclorul n dou mari categorii:
a) folclorul legat de anumite date i prilejuri, ocazii, ndeplinind n cadrul acestora funcii
precise- numit folclor ocazional, funcional;
b) folclor neocazional, nelegat de un prilej, deci practicat fr a avea o alt funcie dect aceea
de a exterioriza triri i sentimente, concepii despre via, dragoste, munc.
Creaiile aparinnd primei categorii nu se practic dect n cadrul obiceiurilor pe care le
reprezint. n aceast categorie intr creaiile legate de anul agrar, religios, calendaristic- pe de o
parte- i cele legate de principalele momente din viaa omului: naterea, nunta, moartea- pe de alt
parte.
Dac marile srbtori sunt nsoite de creaii populare de mare valoare, este normal ca i
momentele importante din viaa omului s-i cristalizeze n timp manifestri artistice complexe.
Dintre acestea, una din cele mai importante este nunta. Nunile romneti se desfoar ntr-o
atmosfer de basm i antreneaz ntreaga comunitate a satelor. Unele momente ale nunii sunt
adevrate spectacole: jocul vorniceilor, jocul drutelor, jocul zestrei, hora miresei, jocul ginii.
Cntecul popular imprim copiilor valori morale nebnuite: afectivitate, dragoste fa de
frumuseile naturii, de satul, de graiul i portul popular, demnitate i srguin. Mireasma cntecului
popular dezvolt simul melodic, auzul muzical, memoria, gndirea i receptivitatea muzical. De
asemenea, cntecul popular contribuie la formarea deprinderilor de cntare frumoas, expresiv, a
deprinderilor de exprimare a tempoului, de emisie vocal, de nelegere a structurii cntecelor.
Jocul popular este una dintre cele mai ndrgite categorii ale folclorului. El dezvolt
copiilor simul ritmic, le formeaz deprinderi de exprimare a tempoului, a auftaktului( la strigturi).
nvarea cntecului i jocului popular ntregete procesul de nvmnt, oferind elevilor
posibiliti suplimentare de aciune i manifestare, de mbogire a cunotinelor muzicale, de
consolidare a valorilor morale. Specific acestor activiti este faptul c ofer posibiliti mai largi de
cunoatere nemijlocit a realitii, stimuleaz spiritul de iniiativ i dispun de o ncrctur afectiv
mai puternic.
Folclorul pe care educatorii l aduc din vatra satului n coal, prin mireasma de fluier i
dor, contribuie la educaia muzical de care copilul are atta nevoie. El ne prezint valori autentice
ale simirii poporului, care trebuie cunoscute i preuite ca orice lad de zestre lsat de strmoi.
Folclorul esta oglinda vie a existenei de secole a unui popor cu vdite nclinaii artistice. El st la
baza creaiei de factur cult i ne reprezint cu cinste n cultura vechilor popoare europene.Ora de
educaie muzical este o or de cntare pentru toi copiii, chiar dac nu au auz muzical sau sunt
afoni. Practica arat c, pn la clasa a IV-a sau chiar mai trziu, copiii cu deficiene n acest sens
reuesc s ating un nivel de exprimare acceptabil urechii.
Muzica se adreseaz activitii i sensibilitii omului, ea d natere unor puternice
sentimente estetice care sprijin dezvoltarea intelectual i ridic mobilurile activitii umane pe o
treapt superioar.
Muzica - spune Robert Dottrens - este ca o a doua limb care ne ajut s ne exprimm
sentimentele. Ea este limbajul universal care unete toate popoarele, indiferent de graiul pe care-l
vorbesc, ns ea trebuie cunoscut i neleas de cei crora li se adreseaz.
493
BIBLIOGRAFIE
Ghergu, Alois, Sinteze de psihopedagogie special: ghid pentru concursuri i examene
de obinere a gradelor didactice, Editura Polirom,2005.
Punescu, Constantin; Mnzat, Bibiana, Terapia educaional integrat, Editura
Semne, Bucureti, 2003.
Ausubel, P. D. , nvarea n coal, Editura didactic i pedagogic, Bucureti, 1986.
Lupu, Jean, Educarea auzului muzical dificil, Editura didactic i pedagogic,
Bucureti, 1984.

RELAII I INTERACIUNI EDUCAIONALE N CLASA DE ELEVI

Profesor nvmnt primar Maftei Paula- Elena

coala Gimnazial ,,Alexandru Ioan Cuza Roman, judeul Neam

n relaiile sociale (fr de care existena uman ar fi greu de conceput), un caz aparte l
ocup relaiile interpersonale, definite de prof. M. Zlate ca legturi psihologice, contiente i
directe ntre oameni.
n cazul clasei de elevi, relaiile interpersonale mbrac un caracter etic, moral (obiectivul
educativ al acestora este de a forma, dezvolta i consolida componenta axiologic a personalitii
copilului) i un caracter formativ, motivat de aportul major al acestor manifestri sociale n
construcia personalitii. ndeplinirea unor sarcini sau activiti comune determin ntre membrii
unui grup relaii funcionale de interdependen, n vederea atingerii scopului propus. Pe de alt
parte, viaa n grup comport ntotdeauna i aspecte emoional-afective, precum i momente de
tensiune i conflict. Viaa colectiv n mediul clasei de elevi dezvolt, treptat i gradat, valori,
norme, convingeri, care exercit att influene ct i constrngeri asupra indivizilor. Astfel, clasa de
elevi apare ca o reuniune de indivizi cu personalitate proprie, angajai n activiti cu scopuri
comune i care dezvolt n interiorul su o ntrag reea de simpatii, antipatii i raporturi de
indiferen care, odat conturate, exercit o influen puternic asupra vieii colective.
n abordarea interaciunii educaionale se ine cont de aportul etnometodologiei.
Interaciunea n clasa de elevi produce o ordine instituit a acesteia. Aceast ordine este sursa
inegalitii, a succesului sau a insuccesului adaptativ n clasa de elevi.
Dieter Ullich arat c activitile instrucionale presupun att o organizare de tip secvenial
(ntrebri, rspunsuri, evaluate), ct i o organizare de tip ierarhic (deschidere, desfurare,
ncheiere), n a cror dinamic elevul se integreaz prin strategii interacionale diferite. n asemenea
situaii, structura de adaptare dezvoltat de elevi este competena social, vzut ca o capacitate de
a surprinde logica social din clas, n mod diferit fa de logica didactic (strategia elevului de a
decripta expectanele profesorului). Originile competenei sociale se regsesc n familie, cnd se
pun bazele inteligenei sociale, ns consolidarea acesteia este validat n contextul socio-relaional
al clasei de elevi.
Pe de alt parte, interaciunea profesor elev influeneaz n mod hotrtor atmosfera din
clas, cadrul didactic fiind acela care contribuie la augmentarea coeziunii sau care, dimpotriv, prin
atitudinile sale, duce la dezbinarea, fragmentarea grupului-clas. Autoritatea profesorului nu se
reduce la posesia cunotinelor de specialitate, ci deriv din capacitatea acestuia de a alterna
strategiile didactice, adaptndu-le situaiilor educaionale, de a repartiza responsabiliti elevilor, de
a-i mobiliza la cooperare n grup, de a valorifica valenele relaiei profesor elev n sensul unui
dialog real.
494
 Influena profesorului poate fi descris n funcie de urmtorii factori:
1) Relaia afectiv elev - profesor ; relaia afectiv de natur pozitiv determin adoptarea de
ctre elevi a celor mai multe dintre atitudinile profesorului, formndu-se chiar anumite tipuri de
abiliti. n cazul unei relaii negative apar reacii de respingere din partea elevilor, nmulirea
atitudinilor originale, consolidarea lipsurilor i defectelor, scderea ratei de nvare.
2) Percepia interpersonal profesor elev se refer n special la cunotinele, competena i
statutul profesorului; modul n care sunt percepute acestea de ctre elevi determin influena
profesorului asupra clasei.
3) Folosirea n exces a influenei de ctre profesor duce la crearea impresiei c toate sarcinile
cerute sunt plictisitoare, profesorul motivnd cerina respectiv numai prin influena personal,
recurgnd la ameninri sau la diferii stimuli extrinseci ai motivaiei.
4) Gradul de individualizare a strategiilor de intervenie ale cadrului didactic ofer acestuia
posibilitatea de a-i arta respectul fa de personalitatea fiecrui elev.
Relaiile interpersonale se pot clasifica n:
1) Relaii de intercunoatere - deriv din nevoia psihologic de a dispune de informaii cu
privire la cellalt, la felul lui de a fi, la personalitatea acestuia. Cnd informaiile sunt limitate,
ansele instaurrii nencrederii i a suspiciunii ntre parteneri sunt mai ridicate.
2) Relaii de intercomunicare - apar din nevoia de informare reciproc, schimb de informaii,
comunicare. Clasa constituie pentru elevi un univers deschis provocrilor informaionale, cu
schimburi de mesaje, cu aprecieri frecvente i intense la adresa situaiei procesului de
intercomunicare din interiorul grupului.
3) Relaii socio-afective prefereniale au n vedere schimbul de emoii, sentimente i structuri
de tip afectiv simpatetic, care presupun relaii de simpatie i antipatie, de preferin i de
respingere reciproc ntre membrii clasei de elevi. Nimeni nu iubete cnd nu sper mcar
incontient s fie iubit(G. Ibrileanu).
Factorii care influeneaz atracia interpersonal sunt: proximitatea (preferina pentru
persoanele care i desfoar activitatea n apropierea noastr i cu care putem interaciona mai
bine); similaritatea (presupune alegerea persoanelor care ne seamn foarte mult n plan
aptitudinal, valoric i motivaional); complementaritatea (corespunde identificrii tipurilor de diade
ce i pot face pe parteneri s dezvolte elemente de personalitate reciproc necesare: intensitatea i
longevitatea relaiei, proporia combinrii trsturilor reciproce de personalitate).
n ceea ce privete interaciuniledin clasa de elevi, apar: relaii de cooperare (bazate pe
coordonarea eforturilor n vederea realizrii unui obiectiv comun); relaii de competiie: (bazate pe
rivalitatea partenerilor, n atingerea unei inte individuale); relaii de conflict (bazate pe opoziia
mutual a partenerilor, raportat la un scop indivizibil). coala american a folosit n mod
tradiional un sistem de evaluare a elevilor, bazat pe competiie. Aceasta cauzeaz ns, o ostilitate
general, care face ca muli elevi s fie aspru criticai de un altul. n comparaie cu clasele
cooperante, clasele competitive au o atmosfer ce duce la:elevi cu un ridicat nivel al anxietii; care
se gndesc mai puin la ei i la munca lor; cu atitudini reprobabile fa de colegi; elevi cu un foarte
sczut sentiment de responsabilitate fa de ceilali.
Clasificarea relaiilor interpersonale se poate realiza, punnd accent pe aportul influenei
educaionale: relaii de acomodare ( partenerii se ajusteaz unii pe ceilali); relaii de asimilare
(partenerii desfoar un transfer reciproc de mentaliti i puncte de vedere), relaii de stratificare
(partenerii se pot structura dup o ierarhie ce exploateaz statutele deinute de elevi); relaii de
alienare (partenerii, n imposibilitatea de a desfura interaciuni reciproce, prsesc universul
clasei).
Universul relaional al clasei de elevi, analizat din punctul de vedere al influenei
educaionale n contextul grupului colar i abordat, din punct de vedere tiinific, sub auspiciile
managementului clasei de elevi, devine unul dintre subiectele cele mai importante, de a crui
cunoatere i aplicare depinde succesul demersului educativ al cadrului didactic.

495
BIBLIOGRAFIE:
Iucu, R.B. Managementul clasei de elevi , Ed. Polirom, Iai, 2000
Iucu, R.B. Formarea personalului didactic sisteme, politici, strategii, Ed. Humanitas,
Bucureti, 2005
Neacu, Ioan Motivaie i nvare, E.D.P. Bucureti, 1978
Vlsceanu, Mihaela Psihosociologia educaiei i nvmntului, Ed. Paideia, Bucureti, 1993
Zlate, Mielu Model sintetic-integrativ al dezvoltrii personalitii, Revista de Pedagogie, nr.8,
Bucureti, 1984

RELAIILE INTERPERSONALE N CLASA DE ELEVI

Profesor nvmnt precolar Ciutea Anca-Corina

Liceul Tehnologic Adjudeni, comuna Tmeni, judeul Neam

Jocul interaciunilor reciproce dintre personalitile implicate n procesul instructiv - educativ,,

cadru didactic-elev - clasar trebui s ocupe un loc primordial ca obiect de studiu. Subliniem
complementaritatea actului de predare nvare, dar i dependena acestuia de modele i de aportul
mediului educativ, de interaciunile ivite, ntr-un cuvnt, ceea ce ar presupune o realitate
psihosocial complex: clasa de elevi.
Factorul relaional ca i considerent principal reliefeaz faptul c ,,fiina uman, copilul
situat ntr-un anumit mediu, este profund influenat de acesta; comportamentul su difer dup cum
triete solitar sau n colectiv i depinde, ntr-o mare msur, de natura relaiilor cu partenerii.
,, Interaciunile sociale condiioneaz dezvoltarea intelectual a elevului, atitudinile sale cu
privire la obiectivele educative ale colii i rezultatele sale: relaiile elevului cu profesorul i colegii
influeneaz foarte mult evoluia atitudinilor, a conduitelor i a cunoinelor nvate. n sistemul
social educaional, profesorul trebuie s se raporteze le cei pe care i educ, s stabileasc relaii de
cooperare cu prinii i cu ali factorii interesai ai societii. Ei nu educ numai catedra sau n clas
ci, prin fiecare contact relaional cu copiii i prinii, desfoar o munc de cretere i dezvoltare,
de conducere i de direcionare. Activitatea cadrului didactic se desfoar n faa unor
individualiti psihice umane n formare. De aici deriv necesitatea unei maxime responsabilitii n
ceea ce privete comportamentele i interveniile profesorului. n procesul instructiv educativ,
profesorul reprezint figur esenial pentru elevi, poziia primordial n clas dobndind - o acesta,
chiar dac pe msura organizrii activitii colare, elevii primesc noi statute.
Ca i elev, el nu triete izolat, ci ntr-un angrenaj social, viaa sa afectiv, activitatea
intelectual i nu mai puin cea profesional desfurndu-se n interiorul i n interdependen cu
mediul socio-colar nconjurtor sau n condiiile impuse i date de acesta. n cadrul grupului
clas, acest tip de relaii constituie un amestec ntre social i psihologic, ntre componenta
subiectiv i cea obiectiv, unde sunt definite ca fiind ,, legturi psihologice , contiente i directe
ntre oameni .( MIELU ZLATE)
n ceea ce privete criteriul dup care putem clasifica aceste relaii este cel ce nsumeaz
nevoile i trebuinele psihologice ale fiecrui copil atunci cnd se raporteaz unii la alii.
Garabet Ibrileanu declara c,,nimeni nu iubete cnd nu sper mcar incontient s fie iubit.
Transferat aceast afirmaie n planul relaiilor socio-afective din clasa de elevi reflect
importana coloraturii sentimentale a interaciunilor , al cror fundament este atracia
interpersonal.
Atracia interpersonal are n vedere orientare direct a unei persoane ctre alt persoan,
orientare ce poate fi descris dup direcie i intensitate. La nivelul clasei de elevi se identific
urmtoarele dimensiuni structurale:

496
 evaluativ (calitatea i fora sentimentelor investite), cognitiv(reprezentare partenerilor unul
despre cellalt), comportamental(tendina unei persoane de a relaiona).
Relaia profesor-elev nu se reduce doar la o relaie de comunicare abstract sau o relaie de
dependen, ci presupune utilizarea cunotinelor nsuite n abilitile acestuia de a alterna
strategiile didactice, adaptndu-le situaiilor educaionale , de a repartiza responsabilitii
elevilor(apelnd chiar la delegare), de a mobiliza elevii la cooperare n grup, de a valorifica
valenele acestei relaii n sensul unui dialog real.
Otilia Ivnescu spune c influena personal a profesorului constituie de fapt ,,o capacitate de a
afecta comportamentul altor persoane, n spe al elevilor. Ar putea fi descrise patru condiii ce
modeleaz influena: relaia afectiv stabilit ntre elevi i profesor, percepia elevului asupra
profesorului, folosirea n exces a influenei i gradul de individualizarea al strategiilor de lucru
utilizate de ctre profesor.
Tot ceea ce nseamn dialog, cooperare, colaborare, consiliere, parteneriat i implicit un cumul i
un schimb informaional consecvent, inteligibil, eficient i mutual n realtiile interpersonale n clas
au ca baz comunicarea interpersonal.
Comunicarea interpersonal este ,, o comuniune a elementelor cognitive, afective cu scopul de
de a transmite o informaie, a inspira o credin, a induce o emoie sau ada la iveal un
comportament printr-un proces alternant de interaciune ntre scris, nonverbal, vocal, auditiv,
simbolic i comportament.(Level&Galle)

BIBLIOGRAFIE :
Iucu, Romania Managementul clasei de elevi, Ed. Polirom , Bucureti 2006
Mitrofan Nicolae Aptitudinea pedagogic, Editura Academiei, Bucureti 1988
Pnioar, Ion Ovidiu- Comunicarea eficient, Editura Polirom, Iai 2004

DECALOG PENTRU PARINI

Prof. nv. precolar Adriana Scheau

Grdinia cu P.P.Alb ca zpada Cluj-Napoca

n educaia copiilor este important i pregtirea prinilor pentru aceast meserie.Nimeni

nu se nate nvat i nimeni nu le tie pe toate.Putem ns cunoate unele lucruri din cri sau din
sfaturile altora cu mai mult experien.mpreun cu prinii, educatoarele vor stabili o strategie i o
atitudine comun n ceea ce privete modul de a trata copilul, care s-i ofere acestuia atuurile pentru
dezvoltarea viitoare, s-l fereasc de conflicte, frustrri i confuzii.Printele ateapt de la cadrul
didactic s-l poat ajuta s gsesc , el nsui, o cale mai buna de nelegere cu propiul
copil.Colaborarea grdini-familie ar trebui s aib n vedere acele strategii care s ajute
dezvoltarea i evoluia copilului n bune condiii.
Cele zece principii generale de care prinii trebuie s in seam sunt schiate n cele ce
urmeaz.
1.Iubete-i i accepti copilul aa cum este!
Fii cald, iubitor i sensibil.Prima i cea mai important nevoie a copilului tu este aceea de a
fi iubit.Fiecare copil este asemenea unui vas gol ce ateapt a fi umplut...cu iubire.De aceea arat-i
copilului dragoste.Doar atunci cnd vasul este plincopilul poate ncepe s druiasc, la rndul
su, dragoste.

497
 Copilul are nevoie s fie alintat, mngiat i mbriat, s se simt aproape de prini, s i se
ofere cldur i confort emoional, s se simt dorit i nteles.A-i mpli doar nevoile fizice, de hran
i de ngrijire, nu este suficient.
Dragostea este att de important inct prinii trebuie s mplineasc aceast nevoie nainte
de oricare alta.Nu este suficinet s-i spunei c-l iubii, el trebuie s simt aceasta.Nu considerai c
el tie c-l iubii, artai-i.Copilul trebuie s perceap el nsui dragostea printelui, altfel ea nu are
nici o valoare.
Este dreptul oricrui copil s fie iubit i acceptat pentru simplul fapt ca exist.Este uor s
jefuim un copil de dragostea noastr.Uneori, fr s ne dm seama, noi reacionm la atitudinea lui
negativ, pedepsindu-l pe nedrept sau rnindu-i sentimentele sensibile prin cuvintele i prin
aciunile nostre aspre.De multe ori, noi golim cupa de dragoste a copilului n mod contient.
2. Respecti copilul!
Este dreptul copilului i obligaia printelui fa de el s-i respecte viaa i intimitatea.
Copilul are dreptul la respectarea personalitii sale i nu poate fi supus pedepselor fizice sau altor
tratamente umilitoare. Respecti copilul pentru ceea ce este, cci altfel vei fi respectat la randul tu
i astfel copilul se va autorespecta, va fi ncreztor n ceea ce este i poate face. Prinii trebuie s
perceap copilul asa cum este el , n mod realist. Dac percepia greit asupra copilului dinuie o
perioad lung de timp, acesta i va nsui comportamentele pe care tu i le atribui n mod greit i
va ncepe s cread c este aa cum l percepi(slab, neiubit, nedorit).Riscurile sunt mari. Copilul
trebuie neles n funcie de vrsta cronologic i mental i trebuie s i fie respectate
particularitile individuale, tot ceea ce l face unic, irepetabil.
Nu-i critica ideile i aciunile, nu-l rni verbal sau fizic. Respect-l aa cum atepi s fii tu
respectat!
3. Fii un exemplu bun pentru copilul tu!
Pedagogul englez John Locke, convins de puterea exemplului de familie, i de nclinaia
ctre imitaie a copilului , se adresa prinilor: Nu trebuie s facei n faa copilului nimic din ceea
ce nu vrei s imite. Dac v scap o vorb sau svrii vreo fapt pe care nu i- ai prezentat-o drept
o greeal cnd a comis-o , el cu siguran se va apra altdat , invocnd exemplul dat de
dumneavoastr i se va pune la adpostul acestui exemplu, nct cu greu v vei putea atinge de el
pentru a-i ndrepta greeala.
S-i transmii valorile i normele etice ale societii. S-i dovedeti c trebuie s triasc n
dragoste i armonie cu cei din jur. S-i nvm s triasc cinstit , n adevr, respectnd bunurile i
convingerile altora precum i sentimentele. Cee ce va deveni copilul tu este consecina exemplului
oferit. Tu eti cea mai puternic influen din viaa lui!
4. Implic-te n viaa lui!
Este important ca prinii s nu lase evoluia copiilor la voia ntmplrii sau doar n seama
cadrelor didactice.Caut s cunoti activitile zilnice la care ia parte copilul tu, stimuleaz-l,
ntreab-l, joac-te cu el: vorbete cu el i afl-i tristeile i bucuriile, iei cu el la plimbare sau
mergei n cltorii, particip cu el la activiti din grdini, cunoate-i evoluia n cadrul grupei, fii
activ n lumea lui. Cu ct te implici mai mult n viaa lor , n creterea i educarea lor cu att vor fi
mai dispui sa i rspund pozitiv.
5. Comunic cu el!
Copilul este un recipient emoional i un partener de comunicare afectiv care se instaleaz
ntre el i mam, nc de la natere.Comunicarea implic nu numai limbajul oral, ci i cel non-
verbal, limbajul corpului, n care mesajele sunt transmise prin timbrul vocii, expresivitatea
mimico-facial, poziia corpului, gesturi. Nu se poate vorbi de o bun comunicare n absena
limbajului corpului, care este esenial n comunicare. Ca s recunoti semnele pe care vi le d
copilul ntrebai-v mereu: Ce ncearc copilul meu s-mi spun, cu faa, cu vocea sau cu corpul?
6. Las-l s se joace i s experimenteze!
Copilul accept numai experienele pe care le face singur. Propriile tale experiene sunt
lipsite de valoare pentru copilul tau.Trebuie s ai curajul s-i dai prilejul de a-i acumula
498
experienele proprii, chiar daca implic riscuri. Incurajeaz descoperirile i joaca. Incurajeaz
copilul s experimenteze, s ncerce ceva nou. Nu te teme de eec: fr risc, probabilitatea de
succes este mic. Atunci cand voi ca prini, le acordai copiilor votri libertatea de a se mica, de a
explora, de a crea, de a se exprima i de a se juca, toate acestea fcnd parte din experiena lor
zilnic, nseamn c le mplinii una dintre cele mai importante nevoi ale vieii lor.
7. Folosete disciplina ca educaie!
Folosii disciplina cu scopul de a a educa. Fixai reguli clare i insistai s fie respectate.
Este normal, pentru copii, s testeze reguli cteodat s acioneze impulsiv impotriva lor sau a celor
ce le cer s le respecte.
Prinii trebuie s stabileasc reguli care s ajute la educaia copiilor, n loc s-l
pedepseasc. Sunt unii copii care, n procesul de disciplinare i educare, necesit mai mult rabdare
i blndee dect alii. Msurile de disciplinare nu pot fi stabilite decat n acord cu demnitatea
copilului , nefiind permise, sub nici un motiv pedepsele fizice ori acelea care care s ngrdeasc
dezvoltarea fizic, psihic sau care i afecteaz starea emoional.
8.Crete un copil sntos!
Un printe bun va fi preocupat de sntatea fizic i psihic, intelectuala a propriului copil i
va aciona n consecin. Copilul are dreptul de a beneficia de un nivel de trai care s permit
dezvoltarea sa fizic, mintal, spiritual, moral, social.
9.Alege calitatea pentru copilul tau!
O ngrijire de calitate este esenial pentru dezvoltarea copilului tu. Calitatea trebuie s se
reflecte n alegerea mediului de via, n oferirea hranei necesare, n alegerea serviciilor de calitate
pentru ngrijirea copilului i n alegerea celei mai potrivite forme de educaie. Alege intotdeauna
ceea ce este mai bun pentru copilul tu: un mediu curat i securizat, care s satisfac nevoile
copilului n funcie de vrsta sa, o alimentaie sntoas, o unitate de nvmnt care promoveaz o
educaie de calitate.
10. Exist un NU i pentru tine!
Nu i subaprecia copilu!
Nu folosi ameninri i nu-i pedepsi copilul fizic!
Nu-i cere s fie cuminte tot timpul: este copil , la urma urmei!
Nu ti mitui copilul!
Nu obliga copilul mic s promit!
Nu lsa televizorul s i educe copilul!
Nu face exces de cuvinte cand vorbeti!
Nu l rsfa exagerat!
Nu-l mini niciodat!
Nu cere respectarea unor reguli inadecvate vrstei copilului!
Nu utiliza metode moralizatoare vare induc vinovia!
Nu da copilului ordine!

BIBLIOGRAFIE:
ECATERINA ADINA VRASMA, Consilierea i educaia prinilor, Editura Aramis,
Bucureti, 2002.
ECATERINA ADINA VRASMA, Educaia copilului precolar, Editura Pro Humanitate,
Bucureti, 1999.
STERN H.H. ,Educaia prinilor n lume, Editura Didactic i pedagogic, Bucureti, 1972.

499
 IMPORTANA DEZBATERII N CADRUL OREI DE LIMBA I LITERATURA
ROMN

Prof. Vrvoreanu Camelia

coala Gimnazial Anton Pann, Craiova

Metoda dezbaterilor este considerat de unii pedagogi o form aparte a discuiei. Dup Ioan
Cerghit, dezbaterea are nelesul unei discuii pe larg i amnunite a unor probleme, adeseori
controversate i rmase deschise. Aceasta pune accent pe elev, l implic mai mult n activiti, i
i stimulez dorina de comunicare i capacitatea de utilizare a limbii i comunicrii n rezolvarea
unor aspecte din literatur. Aceast metod poate fi utilizat n momentul abordrii unei probleme
controversate, la care este greu de dat un singur rspuns.
Dezbaterea este definita (A.Pamfil.,2003,p.220) ca specie a discursului oral de tip
interlocutiv ce presupune confruntarea unor opinii credine idei susinute de participani diferii. Se
propun trei tipuri de dezbatere:
n cadrul orelor de literatur romn, utilizarea metodei dezbaterii vizeaz formarea unor
cititori cu sim nu doar estetic, ci i critic, capabili s-i apere cu fermitate gustul i punctul de
vedere asupra operei literare. n plus, avantajele folosirii acestei metode n cadrul orelor de
literatur sunt urmtoarele :
- intensific intercomunicarea real i relaiile n cadrul grpului ;
- formeaz deprinderile de cooperare, dar i spiritul de competiie ;
- favorizeaz nelegerea complexitii fenomenului literar i pluralitatea interpretrilor lui.
Pe de alt parte, dezavantajele dezbaterii, se refer mai ales la faptul c aceasta stimuleaz exclusiv
subiectivitatea elevilor i ritmul redus al asimilrii informaiei. Nu poate fi neglijat nici efectul
inhibitor al metodei asupra elevilor mai timizi, mai ales cnd cei mai ndrznei dintre elevi tind s
preia controlul discuiei i s-i impun punctul de vedere.
La orele de literatur romn, posibilitile de a aplica acest metod sunt multiple. De
exemplu, cnd se analizeaz opiunile unor personaje complexe empatia determinnd elevii s se
identifice cu unele sau altele dintre personaje sau cnd se compar generaii poetice nu foarte
diferite , aparent, ca ideologie i estetic i exemplele ar putea continua. Sugestii de astfel de teme
supuse dezbaterii la clasele din cursul inferior i superior al liceului : A procedat bine Otilia
mritndu-se cu Pascalopol ? Este Plumb o art poetic ? Este Bacovia un simbolism tipic ?etc.
Reusita unei dezbateri presupune respectarea unor condiii ca :
- participanii trebuie s aib cunotine temeinice despre problematica supus dezbaterii,
deoarece n caz contrar ei refuz sau nu sunt capabili s ia cuvntul ;
- necesitatea ca fiecare participant s aib capacitatea de a nelege punctele de vedere ale
celorlali, s manifeste receptivitate fa de oponenii si ;
- climatul socioafectiv, care se stabilete n momentul respectiv, poate avea un evect
stimulator, asupra unora dintre participani, dar i inhibitor asupra altora ;
- mrimea optim a grupului ntr-o dezbatere trebuie s fie de 15, 20, maximum 30 de
participani ;
- dispunerea acestora, de preferin n semicerc sau n cerc n jurul unei mese rotunde, n
cadrul creia profesorul s aib rolul unui moderator ;
- profesorul trebuie s posede o tehnic de conducere a dezbaterii, adic s introduc succint
subiectul de ddiscutat, s creeeze o baz de deschidere, eventual printr-o situaie-problem,
s schieze o scurt conversaie i apoi s lase elevii s se desfoare liber, intervenind ct
mai rar cu putin, pentru a impulsiona dezbaterea, a o canaliza n direcia dorit i cel mai
important, profesorul, n calitate de conductor al dezbaterii , trebuie, pe ct posibil, s nu-i
dezvuie propria prere n legtur cu problematica propus.
Exemplu de lecie-dezbatere la clasa a XII-a (dup studierea simbolismului) cu titlul Este Bacovia
un simbolist tipic ?.
500
 Etapele dezbaterii :
1. Iniierea ei :
Cu 2-4 sptmni nainte, se anun elevilor tema si se recomand bibliografia, care s le permit s
alctuiasc i s i susin argumentarea.
2. Pregtirea ei :
Presupune parcurgerea activ a bibliografiei de ctre elevi
3. Dezbaterea propriu- zis :
Se mparte clasa n echipe de cte 3-5 elevi ; fiecare echip are sarcina de a construi dou sisteme
de argumentare : unul care s susin moiunea, altul care s o resping. Echipele au la dispoziie 5
minute pentru informarea reciproc privind dovezile i informaiile culese de fiecare membru al
echipei n faza de documentare. Profesorul stabilete, prin brainstorming, mpreun cu elevii,
motivele pro (Este Bacovia un simbolist tipic ?, de exemplu, regsirea n opera liric bacovian a
unor teme i motive tipic simboliste ca solitudinea, angoasa, spleenul, toamna, ploaia etc,
muzicalitatea simbolist cu toate sursele ei i tehnicile simboliste s.a.) i motivele contra (Este
Bacovia un simbolist atipic ?de exemplu, muzicalitatea bacovian e mai curn dizarmonic, iar
tratarea temelor relev mai curnd un expresionist autenticdect un simbolist tipic s.a.) Fiecare
echip construiete argumentele care susin sau resping moiunea, iar rolul profesorului este de de
moderator care ndrum echipele.
Se aleg echipele care vor desfura dezbaterea propriu-zis : echipa afirmatoare i echipa
negatoare (formate din cte trei elevi fiecare ) i echipele de arbitrii (alctuite din 3-5 membrii),
acestea din urm avnd rolul de a analiza participarea la dezbatere a fiecrui membru al celor dou
echipe i de a decide echipa ctigtoare.
4. Analiza dezbaterii :
La final, nu poate lipsi o analiz a dezbaterii, n care s se trag i concluziile absolut necesare
privind metoda de lucru aleas, aportul participanilor, dar i subiectul propus. Rezultatele
dezbaterii sunt evaluate de echipa de evaluatori care declar ctigtorii, explicnd i argumentnd
decizia; se folosete o fi de evaluare care conine parametrii evalurii: calitatea argumentelor, a
argumentrii, limbajul: corectitudinea, fluena, adecvarea la partener, folosirea elementelor
nonverbale i paraverbale). Profesorul, cu rol de moderator, ofer feedback-ul. E bine ca
rezultatele dezbaterii s se finalizeze printr-un referat ori o sintez pentru ca toi elevii s valotifice
cunotinele dobndite.

BIBLIOGRAFIE
Cerghit, I., Metode de nvmnt, EDP, Bucureti, 1980, p 172.
Cucos,C., Pedagogie generala, Editura Polirom, Iasi,1998.
Ilie, Emanuela, Didactica literaturii romne, Editura Polirom, Iai , 2008, p. 128-135.
Pamfil, Alina, Limba i literatura romn n coal. Structuri didactice deschise, Editura
Paralela 45, Piteti, 2003.

501
 NVAREA LIMBII ROMNE
NAIONALITILOR CONLOCUITOARE

Prof. nv. primar Katai Judit

coala Gimnazial Deak Farkas

Gndete ca un nelept, dar comunic n limba oamenilor. (William Butler Yeats)73

Limba romn trebuie s devin pentru elevi un mijloc de comunicare, un ndemn la aciune
i un instrument al gndirii. 74 n vederea cunoaterii limbii romne, elevii din clasele 0- IV de la
colile i seciile cu predare n limbile naionalitilor conlocuitoare terbuie s- i nsueasc un
sistem nchegat de cunotine elementare lexicale, gramaticale i de ortoepie, pe care s le
foloseasc n limbajul activ creator.
Terminnd coala general i liceul, elevii trebuie s vorbeasc i s scrie corect romnete,
s tie s foloseasc limba romn n viaa zilnic, n procesul muncii, s ajung treptat s citeasc
opere literare i tiinifice accesibile lor, s obin pregtirea necesar pentru continuarea cu succes
a studiului i pentru activitatea n societate.
Pentru a le dezvolta deprinderea de a comunica cu uurin n limba romn, programa
pentru clasele 0-IV pune pe primul plan formarea deprinderilor de vorbire. Aceasta cere de la
nvtor ca din fiecare lecie, fie ea lecie de semantizare a lexicului i dezvoltare a vorbirii, de
citire, de gramatic sau de scriere, s realizeze o lecie de formare a deprinderilor de exprimare
corect n limba romn. Din fiecare verig a procesului pedagogic: verificarea cunotinelor,
explicarea cuvintelor noi, comunicarea de informaii noi, fixarea i repetarea lor, este necesar s se
creeze momente de dezvoltare a deprinderilor practice de exprimare oral i n scris. Numai astfel
limba romn i va putea ndeplini rolul de mijloc de comunicare ntre toi cetenii rii noastre.
Se nelege c folosirea practic a limbii presupune i acumularea unor informaii despre limb
(cunotine): lexicale, gramaticale, fonetice, care constituie baza teoretic a activitii practice de
exprimare. Leciile de limba romn n ansamblul celorlelte discipline constituie i un mijloc
eficient de educare a elevilor. Materialul lexico- gramatical din manualele claselor primare conin
numeroase elemente i aspecte educative. Este necesar ca nvtorii s sesizeze aceste aspecte i s
le valorifice n cursul desfurrii leciilor, la momentul potrivit, innd seama de posibilitile de
nelegere i de exprimare n limba romn a elevilor.
O alt cale de valorificare a leciilor de limba romn n scop educativ este modul lor de
organizare i de desfurare. Metodele, procedeele i mijloacele utilizate i orientate cu pricepere n
cadrul leciilor pot ntregi n mod substanial educaia elevilor. Folosirea unui material intuitiv
interesant n predare: filme, powerpointuri, nregistrri, cduri, etc. pe lng faptul c dezvolt
interesul elevilor pentru nsuirea limbii romne, contribuie n mod pregnant la educarea lor
estetic, la dezvoltarea imaginaiei lor.
Modul de formulare a ntrebrilor de ctre nvtor i de exigena fa de rspunsurile
corecte ale elevilor contribuie la educarea gndirii lor logice.
n general, leciile bine organizate, bogate n materiale didactice i n exerciii verbale, sunt
atractive i eficiente pentru formarea deprinderilor practice n limbaj. Astfel de lecii determin pe
elevi s aib ncredere n nvtor, s-l iubeasc i s-l stimeze, s nvee cu plcere i interes
disciplina predat.

E uor de nchipuit ce complicaii s-ar produce, dac fiecare cuvnt ar pretinde sunete
diferite de ale celorlalte... Cum am putea ine minte sute de mii de sunete i cum am izbuti s le
dm atenie la toate cnd le-am auzi pronunate75
73
http://www.diane.ro/2010/09/limba-in-citate-aforisme-maxime.html
74
Al. Roca, Tratat de Psihologie experimental, Editura Academiei, Bucureti, 1966, p. 238.
75
Al. Graur, Lingvistica pe nelesul tuturor, Editura enciclopedic romn, Bucureti, 1972, pag. 61.
502
Activiti n limba romn pentru diferite generaii:
1. Pentru precolari:
B- Balonul meu
Recomandabil: pentru vrsta 3-6 ani,
Obiectiv: recunoaterea de ctre precolari a literei B
Materiale: ziare vechi, cri de poveti cu imagini, lipici, baloane, marker, foarfec.
Descriere:
Stai alturi de copil i uitai-v mpreun cu el n ziare sau n crile de poveti. Gsii ct
se poate de multe cuvinte/imagini care ncep cu litera B i tiai-le/ decupai-le.
Artai copilului Balonul lui i explicai-le c balonul ncepe de asemenea cu litera B.
Umflai balonul i lipii pe el cuvintele sau imaginile care ncep cul litera B. Atunci cnd vei
termina, copilul va avea o jucrie frumoas, dar n acelai timp i educaional.
Putei ntreba apoi copilul Unde este ....?, iar el/ea va trebui s v indice pe balonul su
imaginea respectiv. De asemenea, n continuare, putei pune copilul s v dea exemple i de alte
cuvinte, care ncep cu litera B.
n final putei cere copilului s arunce balonul, n timp ce el spune alfabetul. Sarcina lui ar fi
s spun ct mai multe litere din alfabet, fr ca balonul s cad pe podea.

2. Pentru clasele primare:

Subiectul leciei: Piigoiul76
Scopul leciei: formarea deprinderilor de exprimare oral dialogat i momologat pe baza
cuvintelor i structurilor verbale corelate cu tema, consolidare vocabularului nvat anterior.
Materiale didactice: ilustraii, filme despre piigoi, textul Piigoiului nregistrat, glasul piigoiului
i Cntecul piigoiului.
Desfurarea leciei:
I. Verificarea temelor orale i scrise efectuate de elevi
Se audiaz textul Piigoiul pe calculator. (n prealabil se atrage atenia elevilor c dup
audiere vor citi textul, imitnd modelul.)
Citire textului pe fragmente de ctre elevi.
Verificarea temelor scrise.
Elevii rspund la ntrebrile 1-7
II. Anunarea temei noi
Astzi vom nva s povestim mai multe lucruri despre piigoi.
III. Exerciii de formare a deprinderilor de exprimare dialogat i mopnologat.
Exerciii de audiere i vorbire: Completai propoziiile urmtoare!
nregistrarea CD: Corpul piigoiului este acoperit cu .....
Elevii: Corpul piigoiului este acoperit cu pene.
nregistrarea CD: Pe cap are......
Elevii: Pe cap are pete albe. (i aa mai departe)
nvtorul spune un rspuns, iar elevii formuleaz ntrebarea.
Textul se mparte n uniti metodice. Fiecare fragment se citete de cte un elev i se
extrage ideea principal din fragmentul citit, n vederea alctuirii planului. Se scrie pe tabl i n
caiet.
Descrierea piigoiului realizat de 2-3 elevi.
Se nva cntecul :77

76
S. Morrescu-E. Peterfy-E. Morrescu- D. Bendorfeanu, Metodica predrii limbii romne, Editura didactic i
pedagogic, Bucureti, 1976, pag.232-234
77
S. Morrescu-E. Peterfy-E. Morrescu- D. Bendorfeanu, Metodica predrii limbii romne, Editura didactic i
pedagogic, Bucureti, 1976, pag. 234
503
IV. Tema pentru acas:
Elevii povestesc despre piigoi
Repet cntecul nvat.

3. Pentru clasele gimnaziale:

Jocul: Amintirile din copilrie
Obiective: A face schimb de informaii cu membrii grupului.
Procedura: Participanii formeaz grupuri de 3 persoane. Fiecare participant trebuie s-i
aminteasc ceva din copilrie i s povesteasc grupului. pentru relatare se acord trei minute.
Cerem s povesteasc prima dat lucruri pozitive apoi negative. Dup aceea schimbm persoanele
din grupuri.

4. Pentru clasele liceale:

Obiectul: Consiliere psihologic de grup
Grupul int: Elevi clasa a IX-a
Durata: 50 minute
Tema: Utilitatea strategiilor n atingerea scopurilor/ Exprimarea strategiilor
Tipul activitii: Autocunoatere
Scop: Contientizarea strategiilor pe care le adopt n anumite situaii cu care se confrunt
Obiective - s deseneze o cas / o floare innd cont de regulile exerciiului
Care este strategia mea?
- s expun strategiile utilizate n rezolvarea exerciiului
- s prezinte aspectele care au fost importante pentru ei.
Metode utilizate: expunerea, dezbaterea, desenul, compararea, conversaia liber, conversaia
dirijat, problematizarea, introspecia, reflecia, chestionarul
Materiale: coli A0, markere
Desfurerea activitii:
Joc introductiv:
Timp alocat: 5 minute.
Exerciiu
Care sunt strategiile mele?
Prima etap:
Se mpart n diade elevii, unul avnd numrul 1 iar cellalt numrul 2.
Elevii cu numerele 1 vor iei din sal i vor primi urmtoarele instruciuni. Nu avei voie s vorbii
pe parcursul exerciiului. n momentul n care intrai n sal mergei la partenerul de diad prindei
mna acestuia n care ine markerul iar n momentul n care spun START scopul vostru este s
desenai pe coala care o primii o floare indiferent de ceea ce va face colegul vostru. V oprii din
desen la comanda STOP.
Elevii cu numerele 2 care rmn n sal, primesc o coala A0 , un marker, i urmtoarea
instruciune: Nu avei voie s vorbii pe parcursul exerciiului. Avei o coal i un marker, v
aezai n faa colii i ateptai s vin colegii votrii i lsi s va prind de mna n care avei
markerul dar n momentul n care spun START scopul vostru este s desenai o cas pe coala de
hrtie indiferent de ceea ce face colegul vostru din diad. V oprii la comanda STOP.
Elevii execut desenul respectnd instruciunile primite.
Timp alocat: 15 minute.
A doua etap:
Elevii se aeaz n formaia de cerc i prezint fiecare elev strategia/ modul n care a ncercat s
indeplineasc sarcina primit.
Urmeaz reflecii cu privire la aspectele importante pe care le-au desprins din expuneri i din ceea
ce au experimentat.
Timp alocat: 15 minute
504
Modul de evaluare:
Ce informaii noi a acumulat?
Cum consider c-i ajut noile informaii?
Ce anume consider c poate folosi pe mai departe?
Timp alocat: 15 minute.

Practica colar atest c printr-o munc desfurat n mod sistematic, simul limbii, fr
care nu se poate stpni cu adevrat o limb, se poate nsui.
Limba are o putere ascuns, asemeni celei a lunii peste maree. (Rita Mae Brown) 78

BIBLIOGRAFIE
1. Al. Graur, Lingvistica pe nelesul tuturor, Editura enciclopedic romn, Bucureti, 1972, pag.
61.
2. Al. Roca, Tratat de Psihologie experimental, Editura Academiei, Bucureti, 1966, p. 238.
3. http://www.diane.ro/2010/09/limba-in-citate-aforisme-maxime.html
4. S. Morrescu-E. Peterfy-E. Morrescu- D. Bendorfeanu, Metodica predrii limbii romne,
Editura didactic i pedagogic, Bucureti, 1976, pag.232-234

PARTENERIAT EDUCAIONAL
MNDRU SUNT C SUNT ROMN

Prof. Neciu Laura Livia

Prof. Na Ancua Mirela
Grdinia cu P.P.,, Alb ca Zpada, Cluj-Napoca

ARGUMENT:
Totul e tradiie, totul e ceea ce am motenit de la strmoii notri i totul e cum vom
reui s pstrm i s trasmitem mai departe generaiilor urmtoare.
Poporul romn, aezat de veacuri pe aceste meleaguri a motenit o bogat zestre
spiritual. Bogia lingvistic este cuprins n doine, balade, basme i legende, proverbe i
zictori, poezii dar i n creaiile meteugarilor, ceramic, obicte din lemn, esturi, tapiserii,
custuri i broderii precum i n bucatele tradiionale.
Marea dragoste pentru cultura romneasc, dorina ne a pstra peste veacuri crmpei din
obiceiurile i tradiiile populare, dar i regretul c prea puini mai sunt aceia care mai ncearc
s trasmit mai departe ceea ce este al nostru din strbuni, mi-a ntrit convingerea s acord o
atenie sporit activitilor de familiarizare a copiilor cu unele elemente tradiionale culturale,
religioase, istorice, considernd c aceasta este o datorie i o rspundere moral.
Tradiiile romneti constituie una dintre valorile inegalabile i incontestabile ale
poporului nostru i nu trebuie s lsm timpul i evenimentele lumii moderne s ne fac s le
uitm.
Educndu-i de mici pe copii prin diverse activiti desfurate, ndrgind limba pe care o
vorbesc i obiceiurile rii n care s-au nscut, ne putem asigura c tradiiile vor avea
continuitate n generaiile urmtoare.
Realiznd ntlnirile dintre copiii i educatoarele celor trei uniti vom reui s formm
o punte de legtur ntre mediul rural i mediul urban, precolarii vor fi ndrumai s neleag

78
http://www.diane.ro/2010/09/limba-in-citate-aforisme-maxime.html
505
prietenia, normele de convieuire social, precum i adaptarea comportamentului propriu la
cerinele grupului cu care vin n contact.
SCOP:
Colaborarea dintre cadrele didactice i precolari n vederea sporirii eficienei actului
educaional, crearea unei atitudini pozitive a copiilor fa de valorile populare romneti;
Valorificarea elementelor folclorice specifice diferitelor zone geografice ale rii
noastre.
OBIECTIVE:
S dobndeasc cunotine noi referitoare la portul popular romnesc i la tradiiile
populare
S colecioneze obiecte de art popular i s amenajeze colul folcloric n fiecare
unitate colar
S audieze muzic popular din diferite zone ale rii
S execute pai de dans popular n perechi sau hor
S decoreze prin diferite tehnici obiecte de art popular
S colaboreze cu precolarii celorlalte grdinie n cadrul activitilor / excursiilor/
vizitelor cu tematica adecvat.
PRI IMPLICATE:
Grdinia cu Program Prelungit ,,ALB CA ZPADA, CLUJ-NAPOCA
Grdinia cu Program Normal ,,BORLETI, SATU-MARE
coala Gimnazial ,,DR. PETRU PAN , LUPA, ALBA
OBLIGAIILE PRILOR:
Monitorizarea i desfurarea activitilor/aciunilor pe temele stabilite
Asigurarea resurselor materiale i financiare necesare
Preocuparea pentru mbuntirea calitii aciunilor planificate
Implicarea tuturor actorilor educaionali att ca parteneri, ct i ca beneficiari ai
proiectului de parteneriat
OBLIGAIILE COMUNE:
Promovarea imaginii grdinielor n contextul climatului confidenial actual
Crearea oportunitilor de realizare a unui nvmnt de calitate
Partenerii educaionali se oblig s deruleze activitile propuse n cadrul parteneriatului
i s acorde atenia cuvenit n derularea cu succes a acestora
Calendarul activitilor ce urmeaz a fi derulat va fi negociat i avizat de toi partenerii
Fiecare partener va gsi soluiile adecvate financiare i materiale pentru a asigura
deplasarea grupurilor pentru aciunile comune
DURATA: Anul colar 2015-2016
GRUP INT: Precolarii din grupa mare ,,Mmruelor, grupa mare ,,Spiriduilor, grupa mic
,,Florilor, grupa combinat ,,Albinuelor i grupa combinat ,,Buburuzelor
RESURSE UMANE: precolari, educatoare, prini, specialiti n domeniu
RESURSE MATERIALE: poze ale copiilor implicai, DVD-uri, plane, cri, fie ilustrative,
albume pentru poze, costume populare, obiecte de art popular, Cd-uri, dansuri populare
filmate etc.
RESURSE FINANCIARE: sponsorizri, donaii ale prinilor.
CALENDARUL ACTIVITILOR PE PERIOADA DERULRII PARTENERIATULUI
Octombrie 2015: Lanul prieteniei - Contactarea instituiilor implicate. Discuii ntre educatoare.
Implementarea proiectului
Noiembrie 2015: Mndru sunt de ara mea! - Vizit la Muzeul Etnografic al Transilvaniei, Cluj-Napoca
Decembrie 2015: Sunt romn, romn vestit... - Parada costumelor din cele trei zone: Transilvania,
Munii Apuseni i Maramure ( Grdinia Alb ca Zpada Cluj-Napoca)

506
Ianuarie 2016: Strmoii notri - Convorbire ,,Formarea poporului romn; ,,Formarea limbii
romne
Februarie 2016: Meteri pricepui - Confecionare de obiecte de art popular
Martie 2016: S-nvrtim hora mare- Filmarea unor dansuri populare specifice fiecrei zone implicate in
proiect
Aprilie 2016: ,, Masa tradiional de Sfintele Pati- Organizarea unei mese festive tradiionale
romneti. Confecionarea de felicitri cu coninut adecvat i organizarea unei expoziii.- (Grdinia
Borleti, Satu- Mare)
Mai 2016: Tezaurul micilor populari- Colecionarea unor insemne ale rii, obiecte de art
popular. Excursie n zona Munilor Apuseni ( Grdinia / coala Gimnazial Dr. Petru pan Alba.
Evaluarea proiectului de parteneriat- Album Mndru sunt c sunt romn.
IMPLEMETAREA ACTIVITILOR:
Programul de parteneriat se va desfura pe parcursul anului colar 2015-2016
Derularea propriu-zis a activitilor se va desfura conform calendarului de activiti
Modalitile de realizare vor fi: dezbateri, vizite, concursuri, activiti practice, programe
artistice, expoziii, drumeii, etc.
MONITORIZAREA I EVALUARE:
Expoziii cu lucrrile copiilor , realizate n cele trei instituii;
Fotografii realizate n cadrul aciunilor;
Realizarea unui album cu poze ,,Mndru sunt c sunt romn!
DISEMINAREA REZULTATELOR:
Invitarea prinilor i a directorilor instituiilor implicate la activitile cuprinse n
proiect;
Amenajarea de panouri informative n cele trei uniti;
Expoziie cu lucrrile realizate (lucrri colective, schimb de lucrri ntre grupele de precolari din
grdiniele implicate n proiect);
Expoziii cu fotografii realizate n cadrul aciunilor derulate.
BIBLIOGRAFIE:
Prvu, Oana, Folcloru copiilor, Editura Aramis, 1997, Bucureti, 5 pag.
Ionescu, Miron, Instrucie i educaie, Editura Eikon, 2011,Cluj-Napoca, 2 pag.
Dejeu, Zamfir, Dansuri tradiionale din Transilvania: tipologie, Editura Clusium, 2000,
Cluj-Napoca
Invmntul precolar i primar nr.3-4/2015, Editura Arlequin.

507
 METODE DIDACTICE DE STIMULARE A CREATIVITII

Profesor Grdinariu Violeta

Liceul Tehnologic Al. Vlahu, endriceni
Structura: coala Gimnazial Alecu Ivan Ghilia

Creativitatea este un atribut, o capacitate sau o funcie a personalitii, n general i a unor

aptitudini sau procese psihice, n special. O gndire creatoare implic dezvoltarea unei serii de
abiliti cum ar fi: evaluarea (aptitudinea de a intui problemele i de a observa elementele lips),
gndirea divergent (cea care face posibil obinerea de soluii multiple la o problem) i
capacitatea de a redefini problemele.
Considerm urmtoarele metode ca fiind metode de stimulare a creativitii, favoriznd
asociaia liber a ideilor, ajutnd elevii s genereze idei provocatoare.
1. Mozaicul
Este o metod didactic bazat pe nvarea n echip (team-learning). Fiecare elev are o sarcin
de studiu n care trebuie s devin expert. El are n acelai timp i responsabilitatea transmiterii
informaiilor asimilate, celorlali colegi.
n cadrul acestei metode rolul profesorului este mult diminuat, el intervine semnificativ la
nceputul leciei cnd mparte elevii n grupurile de lucru i traseaz sarcinile i la sfritul
activitii cnd va prezenta concluziile activitii.
Etapele metodei:
Etapa I (pregtirea materialului de studiu):
Profesorul stabilete tema de studiu ce conine 4-5 subteme. Realizeaz o fi-expert n care
trece cele 4 sau 5 sub-teme propuse i care va fi oferit fiecrui grup.
Etapa a II-a (organizarea clasei de elevi n echipe de nvare):
Se mparte colectivul de elevi n grupoe de cte 4-5, n funcie de numrul elevilor din clas;
Fiecare elev din echip, primete un numr de la 1 la 4-5 i are ca sarcin s studieze n mod
independent, sub-tema corespunztoare numrului su. El trebuie s devin expert n
problema dat. De exemplu, elevii cu numrul 1 din toate echipele de nvare formate vor
aprofunda sub-tema cu numrul 1.
Etapa a III-a (construirea grupului de experi):
Dup ce au studiat individual, experii cu acelai numr se reunesc formnd o grup de
experi pentru a discuta sub-tema mpreun. Astfel elevii cu numrul 1 din fiecare echip
prsesc echipele lor, se adun i dezbat sub-tema 1. n acelai mod vor proceda i experii
cu numerele 2,3, 4 i 5.

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 n urma dezbaterilor, adunndu-se materialele de la toi experii cu acelai numr, se
prezint modalitatea n care vor fi transmise cunotinele noi celorlali membri ai echipelor
iniiale.
Etapa a IV-a (rentoarcerea n echipa iniial de nvare):
Experii transmit cunotinele asimilate, reinnd la rndul lor cunotinele pe care le
transmit colegii lor, experi n alte sub-teme. Profesorul urmrete atent modul cum se face
predarea, stimuleaz cooperarea i participarea tuturor elevilor la lecie.
Etapa a V-a (evaluarea):
Fiecare grup dovedete ce a nvat. Profesorul poate aplica verificarea oral, adresnd
ntrebri diferite fiecrui elev, care trebuie s rspund independent de grup sau poate crea o
fi de evaluare.
Am utilizat aceast metod la clasa a VI-a, la predarea Modurilor nepersonale. Am format
grupe a cte 4 elevi. Fiecare elev din grup a primit un numr de la 1 la 4. Sub-temele au fost:
Infinitivul, Participiu, Gerunziul i Supinul. Dup studiul individual, elevii cu acelai numr au
format grupa de experi. Dup discuiile din grupele de experi, experii au revenit n grupele iniiale
i au predat colegilor sub-tema pregtit de ei, nvnd, la rndul lor, sub-temele pregtite de la
ceilali experi din grup. Altfel spus, elevii-experi numrul 1 au predat sub-tema Infinitivul, dar au
nvat de la elevii-experi nuerele 2, 3 i 4 sub-temele Participiul, Gerunziul i Supinul.
Pentru evaluare am utilizat urmtoarea fi:
Relatai o ntmplare hazlie (10-15 rnduri) petrecut n vacana de var, utiliznd 6 verbe la
modul infinitiv (forma afirmativ i negativ). Indicai funciile sintactice ale verbelor la
infinitiv.
Indicai formele de participiu cu valoare adjectival, funcia lor sintactic i valoarea
stilistic (unde este cazul):
Lumea, zorit de griji, se mpiedic la tot pasul de ea, dar bunica frmnt i rzbete i
duce la capt bun trebuoara de care s-a apucat. Brbia galben, ncreit, se razim cu tergarul alb
nnodat sub ea, de pieptul tras nuntr, iar deasupra brbiei, gura larg st smerit nchis, pzit de
nasul lung, fr culoare. (Ion Agrbiceanu, Bunica)

Dealuri dulci, sfere-mpdurite

Ascunse jumtate n vzduh
Ca s se poat bucura...
De nesfrit, de blndul vostru duh. (Ana Blandiana, Dealuri)
Scriei, din textul dat, verbele la gerunziu i indicai funciile lor sintactice:
Dar prinul trecnd zbitor nainte,
Privea printre arbori atent la culori,
Lsnd n culcu cprioara cuminte
i linxul ce rde cu ochi sclipitori.
Sub fagi el ddea buruiana-ntr-o parte:
- Privii cum se-nvrte fcndu-ne semn
mistreul cu coli de argint, nu departe ()
- Stpne, e luna lucind prin copaci,
Zicea servitorul rznd cu dispre. (tefan Augustin Doina, Mistreul cu coli de argint)
Construii enunuri n care verbul la supin de scris s ndeplineasc urmtoarele funcii
sintactice: subiect, atribut, complement direct, complement indirect.

2. Metoda Frisco
Metoda a fost propus de o echip de cercetare din San Francisco numit Four boys of Frisco,
cu scopul de a identifica probleme dificile care se pot rezolva pe ci ct mai simple i mai eficiente.

509
 Metoda Frisco presupune faptul c participanii trebuie s interpreteze un anumit rol, abordnd
aceeai problem din perspective diferite. n acest sens, membrii grupului vor juca fiecare, pe rnd,
mai multe roluri: conservatorul, exuberantul, pesimistul i optimistul.
Cele patru roluri definesc structuri psihologice :
Conservatorul apreciaz meritele soluiilor vechi, prefernd meninerea acestora, fr s
exclud unele mbuntiri.
Exuberantul emite idei care sunt aparent imposibil de aplicat n practic, stimulndu-i
colegii s priveasc lucrurile ca i el.
Pesimistul nu are o prere prea bun despre ceea ce se discut, contrazicnd ideile i
soluiile propuse. El relev aspectele negative ale tuturor soluiilor.
Optimistul ndeamn participanii s priveasc lucrurile dintr-o perspectiv realizabil. El
gsete posibiliti de realizare a soluiilor propuse anterior de ctre exuberant, stimulndu-
i colegii s gndeasc pozitiv.
Etapele acestei metode:
Etapa punerii problemei: elevii sau profesorul sesizeaz o situaie problem pe care o
propun spre analiz;
Etapa organizrii colectivului: se stabilesc rolurile i cine le joac; rolurile pot fi mprite
individual sau pe echipe;
Etapa dezbaterii colective: fiecare elev/grup interpreteaz rolul pe care l-a ales/primit i se
comport conform acestuia;
Etapa sistematizrii ideilor i a stabilirii soluiilor.
Metoda Frisco se utilizeaz la orele de literatur, fiind asemntoare cu metoda Plriilor
gnditoare. Se poate aplica la caracterizarea personajelor. Am folosit aceast metod la clasa a VII-
a, la lecia Nuvela, n caracterizarea personajului Lefter Popescu din opera Dou loturi de I. L.
Caragiale.

3. Controversa creativ
Este asemntoare metodei Phillips 6/6, centrat nu doar pe problem i pe soluionarea
acesteia, ci i pe regsirea ntregului prin experiena prilor uneori contradictorii. Grupul se va
diviza n microgrupuri, care s conin patru persoane. n fiecare microgrup doi dintre participani
trebuie s susin cu fermitate o poziie ntr-un caz controversat, ceilali doi susinnd cu aceeai
fermitate poziia contrar. Acest mod de lucru cultiv spiritul de competiie, de implicare profund
i complet. Ideea de baz a acestei metode este dezvluirea integralitii unui fenomen prin
articularea elementelor componente ale sale, aflate de multe ori ntr-o aparent opoziie.
Grupul gsete argumente, le contureaz i le integreaz ntr-o poziie coerent. Fiecare
susintor al unei anumite poziii se retrage apoi din microgrupul de dezbateri i discut cu ali
colegi din alte microgrupuri, care au acelai rol i apr aceeai perspectiv ca i el, dup care se
rentoarce la microgrupul de origine i discut acolo ideile pe care le-a gsit.
A doua zi, se refac grupurile i cei patru membri i prezint poziiile, urmnd ca, dup ce toi
i-au expus prerea i au fost chestionai de ceilali, fiecare s se retrag pentru a se pregti
inversarea rolurilor (cei care au fost pro devin contra i invers) .
A treia zi, ambele echipele i expun noile poziii nsoite de argumente noi i vechile argumente
exprimate din perspective noi reflexia n oglind fiecare i ascult propriul discurs realizat de
altcineva, dintr-o alt perspectiv .
Elevii vor descoperi astfel c fenomenele se compun din mai multe adevruri, uneori
contradictorii ntre ele; la un nivel superior vor cuta ntr-un fenomen perspectiva holistic cea care
s conin toate aceste perspective .
Aceast metod poate fi folosit la ora de literatur, pe diverse teme, de exemplu: Goe, personaj
ndrgit? (la gimnaziu) sau Tradiie i tranziie n mentalitatea personajelor din Moromeii de
Marin Preda.

510
BIBLIOGRAFIE:
Cuco Constantin, Pedagogie. Ediia a II-a revzut i adugit, Editura Polirom, Iai, 2002
http://psihopedagogie.blogspot.com
http://www.scrigroup.com/didactica-pedagogie/Metode-didactice-moderne-de-pr34449.php
Ioan Nicola, Tratat de pedagogie colar, Editura Aramis, Bucureti, 2003
Mihaela Secrieru, Didactica limbii romne, Editura Art, Iai, 2004
Parfene Constantin, Metodica studierii limbii i literaturii romne n coal. Ghid teoretico-
aplicativ, Editura Polirom, Iai, 1999
lincu Iulia, Bolohan Gabriela, Constantinescu Irina, Oprian Doina, Cuco Anca-Marcela, Filip
Eugenia, Hil Irina, Pduraru Daniela, Timingeriu Mihaela, Predarea inovativ a limbii romne n
societatea cunoaterii (suport curs),n cadrul POSDRU/87/1.3/S/63576

DIALOG NTRE GENERAII

Profesor. Gordon-Lazar Anamaria

Profesor. Otvi Monica
C.S.E.I. Lacrima Bistria

Conflictul dintre generaii, care se transform n multe situaii n ruptura ntre prini i
copii, e una din problemele actuale ale societii noastre, aflat ntr-o necontenit i haotic reform
iar cei mai derutai i lipsii de repere sunt tinerii.
Relaiile ntre prini i copii presupun un mecanism deosebit. n cadrul acestor relaii
prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel
contribuind la modificarea i perfecionarea stilului de interrelaionare nc din copilrie.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti
s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de
afeciune i respect. Este foarte important felul cum vede copilul rolul printelui, cum se
proiecteaz n contiina sa modelul oferit de prini.
Surprinztor pare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor
generaii diferite, ntre care este, n medie, jumtate de secol. Incontient poate fi vorba de o dorin
de ntoarcere n urma a celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur
s mprteasc nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta,
iar copiii le vor asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Bunicii pot s fie nite persoane active, care muncesc i, n acelai timp, au grij i de copiii
i de nepoii lor. Adevrai stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care asigur
unitatea familiei i a societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai multe
campanii publicitare care vizeaz familia. Ei alctuiesc o categorie creia cercettorii i-au zis,
generic, generaia sandvi. Altdat preceptori ai moralei, cam rigizi i cam distani, bunicii de
astzi cultiv arta subtil, care const n a gsi mpreuna cu nepoii lor echilibrul just ntre
apropierea complice i distana potrivit i respectuoas fa de valorile morale. Intervenind din
linia a doua pe frontul educativ, din spatele prinilor, ei au senintatea pe care le-o confer
experiena i poziia lor n familie, servind de susinere i model pentru nepoii lor.
nvarea intergeneraional este o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia. Acest tip de nvare poate aduce beneficii reale tuturor
categoriilor de vrst implicate. Beneficiile pentru comunitate pot fi semnificative pentru c acest
511
tip de nvare aduce mpreun diverse categorii de vrst care colaboreaz i fac schimb de
cunotine care pot constitui o adevrat resurs de dezvoltare comunitar. Pentru copii,
interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de conectare la valorile
i tradiiile socio-culturale iar pentru aduli, aceast interaciune ofer oportuniti de nvare i
dezvoltare a abilitilor de lucru cu noile tehnologii, se pot conecta direct la preocuprile copiilor
beneficiind astfel de o capacitate crescut de cunoatere i interacionare.
Analiznd aceste beneficii am constatat necesitatea folosirii n cadrul colii noastre a
nvrii intergeneraional, astfel am iniat un parteneriat ntre coala noastr i un centru
rezidenial pentru ngrijirea persoanelor vrstnice. Parteneriatul i-a propus s abiliteze un grup de
20 de copii pentru a promova dialogul ntre generaii, valoriznd experiena vrstnicilor. n cadrul
parteneriatului, n perioada 15 septembrie 5 februarie, copiii mpreun cu cadrele didactice au
ajuns n comuna Cuma din judeul Bistria-Nsud la Centrul Rezidenial pentru Persoane
Vrstnice Sfinii Ioachim i Ana . Acetia au vizitat comuna, au avut ocazia s dialogheze cu
vrstnicii din comunitate i am participat mpreun cu vrstnicii din centrul rezidenial la o serie de
activiti.
Parteneriatul a venit n sprijinul participrii active a persoanelor vrstnice n societate prin
definirea unui model de nvare bazat pe schimbul intergeneraional, vzut ca un mecanism de
promovare a mbtrnirii active i de incluziune social a persoanelor vrstnice n comunitile
locale.
Obiectivele parteneriatului au fost:
-sprijinirea mbtrnirii active, promovarea i aprarea proceselor de incluziune social;
-favorizarea schimbului intergeneraional n cadrul cruia persoanele vrstnice s contribuie cu
experienele lor de via (relaii sociale, sentimentul apartenenei, experiene profesionale), iar
persoanele tinere s contribuie cu cunotinele lor actualizate;
Activitatea a fost conceput sub forma unei eztori n vatra satului.
Participanii la eztoare, reprezentani a trei generaii, i-au dat ntlnire la Centrul Rezidenial
pentru personae vrstnice Sfinii Ioachim i Ana din Cuma, care a devenit, pre de cteva ceasuri,
mediu de dialog cultural i educaional. Cei mai tineri au privit cu luare aminte gesturile specifice
obiceiurilor tradiionale i acele expresii corporale care, nsoite de anumite cuvinte, alctuiesc
bogatul fond al tradiiilor locale. n acest cadru, a fost organizat i o expoziie de obiecte folosite n
gospodriile steti.
Acest colaborare poate avea loc la i la nivelul colii, prin activiti comune bunici-prini-copii
facilitate de profesori, care au cuprins:
Albumul familiei activitate n care prinii i bunicii au adus fotografii semnificative care au
reprezentat istoria familiei i au rspund ntrebrilor puse de copii pentru ca acetia s poat
descoperi ct mai multe despre trecutul i rdcinile lor.
Lectur i teatru activiti au fost distractive i au implicat resurse minime; Bunicul ne citete,
Mo Crciun pentru prini sau mici scenete pentru serbare cu implicarea n rol, alturi de copii, a
prinilor care dorit s participe.
n cadrul acestui parteneriat s-au mai alctuit ateliere de lucru pe diferite teme :
-Invm de la copii o activitate n care prinii/bunicii au nvat cum se realizeaz un origami,
un colaj sau jucrii din materiale reciclabile;
-Costumul popular sau Colinde de demult au constituit un material valoros de nvare pentru
copii.
Participarea la toate aceste activiti au imprimat o dinamic noua. Prin aceste activiti
putem imprima o dinamic nou n domeniul educaiei care poate dobndi n timp o recunoatere a
valorii sale: practica de nvare ntre generaii. Aceste activiti de tip pereche copii i
prini/bunici mplicarea lor n activiti autentice de promovare a demersului civic i de
conectare social pot aduce un plus de valoare familiei, colii i comunitii.
Considerm c nvarea intergeneraional este foarte important pentru c este o
modalitate prin care oamenii de toate vrstele pot nva mpreun i unii de la alii, fiind parte
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important a nvrii pe parcursul vieii, unde generaiile lucreaz mpreun pentru a obine diferite
abiliti, valori i cunotine. Dincolo de transferul de cunotine, nvarea intergeneraional
ncurajeaz nvarea reciproc dintre diferitele generaii i contribuie la dezvoltarea capitalului
social i a coeziunii sociale n societile noastre mbtrnite.
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii.
Aceste aspecte includ o modelare relativ adult a comportamentelor sau demonstrarea importanei
mprtirii credinelor, atitudinilor, valorilor i bunelor practici.

BIBLIOGRAFIE:
Graham-Brown, S. Education in the Developing World. Harlow: Longman, 1991.I.

Vlsceanu, L. (Ed.) coala la rscruce. Reform i continuitate n curiculumul nvmntului

obligatoriu. Iai: Polirom, 2003.

IMPLICAREA PRINILOR N ACTIVITATEA COLAR A COPIILOR

Prof. Banc Mihaela-Bianca

coala Gimnazial Ghidici, Dolj

Factorii educaiei sunt: coala, familia i mediul, iar o bun educaie implic necesitatea
unitii de vederi i de aciuni din partea tuturor factorilor. Nu este suficient doar ca coala s se
implice, ci este imperios necesar ca familia s fie parte integrant din procesul de educaie a
copilului. n forma sa tradiional, relaia cu prinii nsemna ntlniri formale i ocazionale pentru
consultarea n cazul unor probleme administrative. Prinii erau privii ca nite supraveghetori la
teme i cei care trebuiau s se ocupe de educaia moral a copiilor. Exista i exist i acum
problema indiferenei prinilor fa de educaia propriilor copii, reinere, nencredere, uneori lipsa
de respect fa de cadrul didactic sau fa de coal. Abordarea alternativ a acestei relaii coal-
familie presupune implicarea activ a prinilor n activitatea colar a copiilor i contracararea
atitudinilor de genul coala trebuie s-l educe! sau Pe vremea mea nu era aa!.
Cum se poate ncepe? Prin atragere prinilor n activiti de genul serbrilor, activiti
extracurriculare, activiti de voluntariat, lectorate i lecii deschise la care acetia s asiste
De-a lungul anilor, am observat c exist o strns legtur ntre randamentul superior al
elevilor i prezena activ a prinilor n viaa colar a acestora. La elevii mici exist o nevoie mai
mare de micare. De aceea, ei nu i pot menine concentrarea pe perioade mari de timp. Totui, unii
prini supraaglomereaz copiii obligndu-i s citeasc sau s scrie ct mai mult, ceea ce determin
un randament slab al memoriei, nervozitate, irascibilitate. Creterea randamentului colar este strns
legat i de modul n care familia reuete s l motiveze i s l stimuleze pe copil.
Sunt i prini venic nemulumii de randamentul copiilor. Dei acetia au note bune,
prinii cer mai mult. Presiunea pus pe un copil n aceste condiii duce la timorare, elevii
manifestnd team la lecii. Exist i reversal: prini care nu cer realizri colare pe principiul nici
eu nu am fost bun de carte. Un copil nemotivat cu alte preocupri dect cele colare nu va avea
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randament bun. Insuccesul la nvtur este strict legat de ocuparea timpului cu televizorul, tablet
sau calculatorul la care are acces haotic i necenzurat. Controlul prinilor asupra acelui copil nu
este efficient i se reflect n rezultatele slabe obinute la nvtur, dar pe care prinii le pun pe
seama activitii ineficiente a colii.
Prinii se confrunt n prezent cu numeroase probleme n educaia copiilor pe care deseori
nu tiu cum s le abordeze pentru o rezolvare ct mai eficient i cu efecte pozitive pe termen lung.
Ei nii descoper o nou realitate cotidian a vieii care presupune un alt tip de cultur a educaiei
n familie, mult diferit de cea trit de ei n propriile lor familii. Prinii se afl deseori n situaia
de a decide fr a ti care este cea mai potrivit decizie, risc uneori s devin incoereni,
inconsisteni i contradictorii n aciunile lor. Aceast stare genereaz o incoeren la nivelul
sistemului de valori pe care familia l poate transmite, o stare de nesiguran a copilului i de
nemultumire de sine a printelui (care se poate reflecta i ca nemulumire fa de copil) acestea
pot s amplifice fenomenul de abandon n familie a copilului (copilul este lsat n grija bunicilor)
sau un abandon n faa exagerrii competenei instituiilor colare (grdinia, coala, sunt instituii
care trebuie s fac educaie i deci ele poart ntreaga responsabilitate). Se afecteaz astfel viaa de
familie, se determin fuga prinilor n activitatea profesional, motivat i de satisfacerea
nevoilor economice specifice familiei. Pentru prini ns, performanele, imaginea de sine n plan
profesional sunt afectate de eecul ca printe i de absena echilibrului i a satisfaciilor pe care ar
trebui s le ofere familia.
Iat de ce este necesar existena unei relaii strnse coal-familie! Familia este
responsabil de nevoile primare ale copilului, de protecia i sigurana lui, dar trebuie s i asigure
acestuia un climat educativ adecvat. Aciunea ei pe ntreaga perioad a dezvoltrii include toate
laturile formrii personalitii. Ea reprezint unul dintre mediile de socializare i educare cele mai
complete, datorit posibilitii de a-l introduce pe copil n cele mai variabile situaii i de a aciona
asupra lui prin cele mai complexe i fireti mijloace.
Astfel parteneriatele colare au devenit o modaliate eficient de ntrire a relaiilor coal-
familie. i prinii i cadrele didactice, dar n special elevii beneficiaz de avantajele unor astfel de
parteneriate. Avantajele sunt numeroase ncepnd cu o mai bun cunoatere reciproc i depirea
stereotipurilor i continund cu identificarea unor interese comune n beneficiul copiilor. ntre cei
doi factori educativi exist o strns legtur, permanent, care se realizeaz prin diferite forme de
colaborare care fac parte integrant din procesul de conducere tiinific a colii.
Printre ateptrile cadrelor didactice de la familie se numr: crearea unui mediu oportun de
nvare, susinerea scopurilor, regulilor i a politicii colii, organizarea timpului copilului astfel
nct s fie un echilibru ntre activitatea colar i cea extracolar, educarea n spiritual disciplinei
i al respectului, comunicarea cu coala n mod frecvent i deschis.
Dac aceste medii educaionale se completeaz i se susin , ele asigur ntr-o mare msur
buna integrarea copilului n activitatea colar i pe plan general, n viaa social. coala trebuie s
aib contacte cu toate instituiile sociale interesate direct sau tangenial de domeniul educaiei
copilului de vrst colar i s stabileasc relaii de cooperare i colaborare. O bun colaborare
ntre coal i familie este posibil numai atunci cnd familia nelege bine menirea colii: aceea de
a fi principal izvor de cultur i factor de civilizaie, iar coala vede n familie un aliat, un
colaborator sincer, permanent i direct interesat n ntregul proces instructiv-educativ.

BIBLIOGRAFIE:
Agabrian M. - coala, familia, comunitatea, ed. Institutul European, Bucureti, 2007
Pescaru A. - Parteneriat n educaie, ed. Aramis, Bucureti, 2004
Peacock G. Intervenii bazate pe colaborarea familie-coal. Soluii fundamentate tiinific
pentru probleme emoionale, comportamentale i colare, ed. Asociaia de tiine
Cognitive din Romnia, Bucureti, 2015.

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 NVA S SCHIMBI!

Prof. Sabina Gheorghe, c. Nr.194

Prof. Florentina Fril, c. Nr.194

,,A tri nseamn a nva. Cnd te-ai oprit din nvat, ai murit. (Tom Clancy)

nvarea pe tot parcursul vieii nseamn dobndirea de noi cunotine de-a lungul vieii, n
special dup ce ai ieit de pe bncile colii. Nu uitai! Nu este niciodat prea trziu s nvei!
nvm n fiecare clip: simplul fapt de a vorbi cu cineva pe care nu l cunoteai dinainte
v d posibilitatea s i descoperii punctele de vedere, preferinele etc. Este aproape imposibil s nu
nvei. ncercai s nu nvai nimic timp de o or. Credei c vei reui? Nu prea. Chiar pregtindu-
v de acest experiment, va trebui s v gndii la activitile pe care nu trebuie s le facei. Astfel,
v vei face, din experien, o imagine mai clar asupra a ceea ce nseamn s nvei. Iar din
experiena personal se nva cel mai bine. A nva nseamn mai mult dect a sta n clas. Mai
mult dect a reine informaii. A nva nseamn a tri. nvarea non-formal nseamn nvarea
n afara mediului colar oficial, prin intermediul unor activiti planificate care implic un anumit
suport de nvare, de exemplu: nvare online structurat; formare n cadrul ntreprinderii;
voluntariat sau participare la schimburi pentru tineri; programe de alfabetizare sau de transmitere
a unor competene profesionale tinerilor care abandoneaz studiile. nvarea informal nseamn
nvarea care nu este organizat sau structurat din punctul de vedere al obiectivelor, al timpului
sau al predrii. Aceasta acoper competenele dobndite (uneori n mod neintenionat) prin
experiena personal sau profesional. De exemplu: competenele informatice sau de management
de proiect dobndite la locul de munc; competenele lingvistice i interculturale dobndite n
timpul unei ederi n strintate; competenele sociale dobndite prin intermediul voluntariatului i
al activitilor culturale, sportive sau la domiciliu (de exemplu, avnd grij de un copil).
Voluntariatul, ca i celelalte aciuni umane, este o aciune susinut de voin i motivaie.
Dar de unde poate s vin aceast motivaie? Cu toii vedem ce se petrece n jurul nostru, i
probabil majoritatea dintre noi criticm, fie pentru sine fie n exterior, cu voce tare. V-ai ntrebat
vreodat la ce duce critica sau dac e suficient? Uneori, ajutorul cu suflet d rezultate minunate.
Voluntariatul nseamn de fapt responsabilitate, asumarea unui crez i aplicarea lui. Sunt
oameni, care dei mplinii n carier, material i pe plan familiar, totui simteau c le lipsete ceva.
Simeau c ceva din jurul lor nu este n regula, simeau c pot face ceva mai mult dect toate
celelalte lucruri pe care le fac. Astfel, voluntariatul vine din generozitate, vine din crezul c poi
schimba ceva, druind. Este un mediu care i d o alt perspectiv asupra a tot, i nu n ultimul
rnd, formeaz un caracter mai puternic, druiete napoi o cunoatere de sine la care poate altfel nu
ai fi ajuns. Druind, cu siguran vei primi, i eu una pot s confirm c voluntariatul este un mediu
n care la tot pasul ntlneti oameni deosebii. Voluntariatul te nva cum s schimbi, dar i cum s
te schimbi tu nsui prin drnicie. Voluntariat poti face n multiple feluri, poi dedica cu precdere
din timpul tu, cunotinele tale sau unele resurse materiale de care dispui, ns toate aceste n
spiritul celor enunate mai sus. Uneori, beneficiarii actelor de voluntariat nici nu i vor multumi,
alte ori nseamn a te confrunta cu prejudecile unei societi neadaptate, care nu vrea n ruptul
capului s cread ca un om poate ajuta un alt om pur i simplu pentru c sunteti amndoi oameni i
pentru c asta nseamna ceva.
Cadrele didactice de la coala Gimnazial Nr. 194 din Bucureti s-au implicat, de-a lungul
timpului, n numeroase proiecte de vontulariat: ,,Voluntariatul dovad de responsabilitate, ,,Sunt
mic,dar am o inim mare, ,,De la inim la inim, .Din suflet pentru suflet ,O lecie de via,
,,Micii voluntari ai binelui, ,,Bucurii pentru copii, ,,Nou ne pas!, ,,O lume a prieteniei, ,,Copil
ca tine sunt i eu!, ,,nvm s fim mai buni, ,,mpreun pentru copii notrii, Eco Educaie,
Eco aciune, ,,Schimb de jucrii n scop umanitar , S fii i tu un Mo Crciun!etc. cu exemple
de bune practici de voluntariat cum ar fi donarea de fructe i legume de ctre elevii colii
515
Gimnaziale Nr. 194 din Bucureti, persoanelor n vrst de la Cminul de btrni Nr 2, donarea de
fructe din coul toamnei de ctre elevii colii Gimnaziale Nr. 194 din Bucureti, elevilor cu CES
integrai n nvmntul de mas la coala Gimnazial Nr.5 din Bucureti, donarea de fructe,
dulciuri i alte lucruri precolarilor de la Centrul de Zi ,,Aici ca i acas! din Bucureti de ctr
precolarii de la Grdinia colii Gimnaziale Nr. 194, ecologizarea parcului i a curii grdiniei i
colii, mprirea de pliante ECO,programe artistice, expoziii, consiliere a copiilor i prinilor i
alte activiti de voluntariat cu diferite asociaii printre care: Asociaia ,,Ne trebuie speran,
Agenia pentru Dezvoltare Comunitar ,,Inter- Activa, etc.
A trezi i a dezvolta spiritul voluntariatului la copii, a cultiva valorile lui sunt unele din
sarcinile de seam ale educatorilor, pe care le vom forma, participnd direct la activitile de
voluntariat.
Nu numai n prag de srbtoare, lumina i zmbetul ar trebui s fie pe feele celor de lng
noi. Ar trebui s desfurm mai des activiti de voluntariat pentru c ele constituie o experien
bogat de nvare, faciliteaz dezvoltarea de capaciti i competene sociale i contribuie la
dezvoltarea la elevi a sentimentului de solidaritate. Acestea sunt benefice pentru voluntar ca
individ, pentru comunitate i societate n ntregul ei i reprezint un mod de a aborda nevoile i
provocrile umane.n calitate de cadru didactic, este recomandabil s formezi copiilor gustul pentru
activiti care s le fac bine din punct de vedere sufletete si de pe urma crora s beneficieze i
alii. Vizitele la centre de copii sau de btrni, concursuri, baluri mascate i evenimente organizate
la care se pot face donaii pot fi ocaziile potrivite pentru a-i implica pe adolesceni i a-i obinui s
se acomodeze n rolul de voluntari.Prezint-i toate beneficiile pe care le poate obine de pe urma
activitilor de voluntariat. De asemenea, gndete-te la faptul ca eti un model pentru el. Cu ct
observ i este nvat de mic c este important s i ajui pe alii, s te implici n activiti de pe
urma crora s nu te atepi neaprat s obii beneficii materiale, cu att va tinde mai mult s
introduc voluntariatul n viaa lui de adolescent. Cu ct ncepe mai repede s fac astfel de
activiti de voluntariat, cu att i va creiona un traseu mai clar n via. Astfel de lucruri l
formeaz ca om i l pregtesc pentru viaa de adult.
De curnd, am nceput s mi pun unele ntrebri, am ajuns s neleg mai bine i s
dobndesc noi sensuri despre ce nseamn voluntariatul.Voluntariatul e un ndemn la gesturi
frumoase i acte de buntate, pe care le poate face oricine i oricnd, e un ndemn s schimbi ziua
cuiva printr-un gest frumos.Prin buntate poi schimba atitudinea cuiva, nu doar ziua.
Oamenii nu vor rmne indifereni la gesturile frumoase, fcute din inim, cu zmbetul pe buze. Pe
unii i va surprinde, pe alii i va pune pe gnduri, iar pe muli i vor ndemna s-i lase i ei o
amprent de buntate.
Mahatma Gandhi spunea Dac vrem s trim ntr-o lume mai bun, trebuie s contribuim
la crearea ei.

BIBLIOGRAFIE:
1. Agenia Executiv pentru Educaie, Audiovizual i Cultur, 2011. Educaia formal pentru
aduli: Politici i uzane n Europa, 2011;
2. Marian Iovan, Repere n pedagogie prin universul educaiei, Arad, 1997
3. Neacu, I., Zgaga, P., Velea, S. Formarea cadrelor didactice. Experiene europene.
Bucureti: Editura Universitar, 2007;
4. Vlsceanu, L. (Ed.) coala la rscruce. Reform i continuitate n curiculumul
nvmntului obligatoriu. Iai: Polirom, 2003.

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 EDUCAIA PERMANENT - PUNTE NTRE GENERAII

Prof. Nina Nedelciu

Prof. Valentina Dinca
coala Gimnazial Nr. 194, Bucureti

Conceptul de educaie permanent este specific pedagogiei contemporane sau al noilor

educaii i acoper un principiu teoretic i acional care ncearc s sistematizeze i regularizeze o
anumit realitate specific problematicii lumii contemporane. El poate fi asociat unui alt concept i
principiu, totodat, cel referitor la caracterul permanent al educaiei, pentru c, aa cum arat
Comenius (prelund un principiu islamic), educaia devine o necesitate pentru fiecare individ din
leagn i pn la mormnt. Pe lng acest principiu educaia permanent se fundamenteaz i pe
alte principii, cum ar fi: a nva s nvei i a dori s te autoperfecionezi. n acest sens N. Iorga
afirm c coal cea mai bun e aceea n care nvei nainte de toate a nva.
Este acea form de educaie continu, necesar pe fondul unor schimbri, mutaii produse de
unele revoluii n plan tiinific i social, de transformrile i dinamic social n general. Devine
astfel o educaie pentru schimbare, care realizeaz adaptarea la asemenea schimbri i, n acelai
timp, contribuie la meninerea ordinii i echilibrului social.
Obiectivele educaiei permanente, c rspuns specific la dinamic existenei sociale nu pot fi
disociate de cele ale educaiei n general i ale celei colare n particular. Toate obiectivele educaiei
colare i extracolare, ale instruirii organizate sau spontane trebuie astfel reorientate i
dimensionate nct s vizeze dobndirea autonomiei formative cu caliti i atribuii precum ar fi:
stabilitatea intrapsihica, angajarea social, autodepirea, dispoziia pentru rennoirea cunotinelor,
nvarea de a nva, nvarea autodirijata, sporirea educabilitii (Dave, 1991).
coala este o etap iniial a educaiei permanente, care trebuie s pregteasc elevii n acest
scop i, ca urmare, din aceast perspectiv vor trebui regndite obiectivele educaionale, coninutul
i metodele de predare-nvare-evaluare. n acest scop, se va pune accent pe folosirea pe scar
larg a metodelor activ-participative, pe tehnicile de nvare eficient, pe folosirea unui stil
didactic integrat, pe creterea efortului de nvare al elevilor i pe formarea capacitii de
autoevaluare. Ca urmare, n coal va trebui s se transmit elevilor bazele i metodele
autoformrii, pregtindu-i pentru educaia permanent.
Sunt diferene ntre generaii? n linii mari, oamenii continu s fie la fel, indiferent de
generaie tinerii sunt nclinai spre distracie, vor s-i afirme personalitatea, se simt nenelei, se-
ndrgostesc, i pun ntrebri existeniale fiind convini c sunt primii care fac asta. Diferene este
normal s existe din numeroase motive: context socio-cultural diferit, evoluia tehnologiei, diferene
de mentalitate datorate vrstei.
Chiar dac valorile preuite nu sunt neaprat altele, este normal c ierarhia lor s difere n
funcie de vrst i experien de via. Pentru multe defecte ale tinerei generaii suntem vinovai
tot noi sau societatea n general: n goana dup bunurile materiale nu mai petrecem prea mult cu
copiii, nu tim s comunicm cu ei, nu le insuflm anumite valori. Poate c ntr-adevr adolescenii
pierd prea mult timp pe net, mai ales pe reele de socializare, dar dac acestea ar fi existat i pe
vremea noastr ci dintre noi nu ar fi czut n aceeai capcan? La fel cum poate i generaiile
anterioare nou ar fi petrecut mai puin timp n biblioteci dac ar fi avut program la tv.
Poate c muli adolescent nu citesc literatur, dar o parte din vin o purtm i noi, prinii i
profesorii, care nu am reuit s le deschidem gustul spre lectur i spre scrierea corect, e de
asemenea vin societii n frunte cu mass-media care promoveaz non-valori i subcultura.
n plus se cade mult n pcatul generalizrii. Nu toi din generaia anterioar eram mari
iubitori de carte, plini de cultur general i bune maniere, la fel cum nu toi tinerii sunt
nepoliticoi, vicioi, superficiali, fr tragere de inima spre nvtur. n fiecare generaie

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tipologiile sunt diverse: tocilarii, fetele populare, enciclopediile ambulane, timizii, tupeistii,
copiii de bani-gata i copiii din familii modeste i aa mai departe.
Adulii tind de asemenea s glorifice i ntmplri sau contexte care la vremea la care au
avut loc erau cauzatoare de suferin, tind s dea drept exemple pozitive lucruri care de fapt sunt la
polul opus: ce bine era c noi eram pui la respect, lum btaie i de la prini i de la profesori, nu
c acum - debandad! sau noi fceam tema la lumina lumnrii, nu c voi!, umblm de mici cu
cheia n gt i ne descurcm singuri!. Cu trecerea timpului toate tind s capete o aura deosebit,
dar nu e un motiv s ne crem complexe de superioritate pentru lucruri care nu au inut de noi ci de
circumstane.

Cum putem stabili o bun colaborare?

S nvm s comunicm. O bun comunicare face minuni. Dac pornim dialogul cu tnra
generaie pornind de pe poziii de for, de eu sunt mai btrn i am experien - tu nu tii nimic,
nu rezolvm nimic. Dac vrem s fim respectai trebuie s avem o atitudine respectuoas la rndul
nostru;
nainte de a judec prea aspru s ne amintim ntotdeauna cum eram i noi la vrst copiilor
notri i s nu avem reacii disproporionate fa de lucruri pe care cu puin empatie le-am putea
nelege;
Simul critic este necesar ntotdeauna, dar s fim deschii n a vedea n ceilali nu doar
lipsurile ci i calitile;
S nu judecm lucrurile strict din prisma noastr ci s ne punem n pielea celuilalt
acceptnd c nu este viziunea noastr singur posibil i acceptabil, iar nainte de a eticheta s
inem cont de toate circumstanele.

coal de toate gradele este primul (i cel mai important) factor de educaie i de educaie
permanent. coal trebuie s asigure :
- pregtirea pentru autoeducaie dup absolvirea colii ;
- realizarea sistematic i organizat a educaiei permanente;
Raporturile ntre generaii sunt, n esen, raporturi ntre culturi, iar coeziunea generaiilor
este dat de cultur . Atitudinile generaiilor se manifest ns diferit fa de motenirea cultural
(trecut), creaia cultural (actual), schimbarea socio-cultural (viitoare) .

BIBLIOGRAFIE :

Bernstein,B - Studii de sociologia educatiei, Editura Didactica si Pedagogica, Bucuresti, 1978

Comenius, Jan Amos-Didactica Magna, Editura Didactic i Pedagogic, Bucureti,1970
Cuco, Constantin- Pedagogie, Editura Polirom, Iai, 1996
Dave, R.H.(coord.)-Fundamentele educaiei permanente, EDP, Bucureti,1991
Iucu, Romi. -Formarea cadrelor didactice-sisteme, politici,strategii, Editura Humanitas,
Bucuresti, 2004
Stanciu Mihai- Introducere n pedagogie, Editura Ion Ionescu de la Brad, Iai, 2003

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 NVAREA INTERGENERAIONAL

Prof. Lucia Minchevici

Prof. Aurora Moloiu
coala Gimnaziala Nr. 194

nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite.
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i
copiii au oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit
cunotine, credine i bune practici copiilor prin intermediul unor activiti formale sau informale.
Aceste trasmiteri i nvri au loc n contexte formale atunci cnd se desfoar n coli, unde
profesorii le mprtesc copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum
i facilitarea dezvoltarii acestor abiliti folosind un set de abordri acceptate. Pot avea loc de
asemenea i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i
alte structuri care i are ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ
adult a comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor,
valorilor i bunelor practici.
FORME ALE COMUNICRII INTERGENERAIONALE
1.Comunicarea dintre printe-copil
Relaiile ntre prini i copii presupun un mecanism deosebit, filtrat social, ele au la baza
statuarea comunicrii n care se realizeaz un model, un pattern de conduit. n cadrul acestor relaii
prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel
contribuind la modificarea i perfecionarea stilului de interrelaionare nc din copilarie, ambele
pri ale ecuaiei avnd nevoie de deprinderi, abiliti sociale privind facilitatea intercomunicrii.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti
s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de
afeciune i respect. Este foarte important felul cum vede copilul rolul printelui, cum se
proiecteaz n contiina sa modelul oferit de prini, De asemenea, preteniile prinilor fa de
copil trebuie s fie n funcie de particularitile sale de vrst i individuale.
Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este
covritor. Muli autori consider c influena personalitii este mai important dect prerile
prinilor sau amnuntele de procedur. Personalitatea prinilor poate strivi, deforma, ngrdi pe
cea a copilului, dar bineneles c l poate i ridica.
Concluzia este c ataamentul pentru copil este o variabil important i determin n
mare msur printele s adecveze corect practicile de cretere, oricare ar fi acelea.
2.Comunicarea dintre bunici nepoi
Pare surprinztoare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor
generaii diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii,
ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a
celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc
nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor
asculta cu aviditate.
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 Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s
considere c li se apropie sfritul. Poate c n comunism erau mai muli cei pe care i caracterizau
planurile de pensionare i depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar
la o odihn binemeritat dup o via de munc obositoare. Oare chiar aa s fie? Studii recente
arat c situaia general nu a stat niciodat chiar aa. Bunicii erau (i sunt) niste persoane active,
care muncesc i, n acelai timp, au grij i de copiii i de nepoii lor. Adevrai stlpi sociali, n
jurul crora se nvrt alte trei generaii, cei care asigur unitatea familiei i a societii sunt, de fapt,
bunicii. Lor ar trebui s li se adreseze cele mai multe campanii publicitare care vizeaza familia. Ei
alcatuiesc o categorie creia cercettorii i-au zis, generic, generaia sandvi. Altdat preceptori
ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta subtil, care const n a gsi
mpreuna cu nepoii lor echilibrul just ntre apropierea complice i distana potrivit i respectuoas
fa de valorile morale. Intervenind din linia a doua pe frontul educativ, din spatele prinilor, ei au
senintatea pe care le-o confer experiena i poziia lor n familie, servind de susinere i model
pentru nepoii lor. Cnd prinii sunt stresai de o via prea dur i cnd copiii lor se simt sub
presiune, bunicii le ofer acestora din urm posibilitatea de a se elibera de tensiune i de a privi
viaa altfel.
Ceilali actori ai situaiei de interaciune sunt liceenii. Acetia, la rndul lor, se afl la
adolescen, o vrst cu particularitile ei. Din punct de vedere psihologic, se caracterizeaz printr-
o cretere a dezvoltrii intelectuale, hipersensibilitate, conflicte motivaionale i afective n efortul
de a-i construi propria identitate. Din punct de vedere socio-cultural, ne aflm n faa constiturii
unor grupuri cu preocupri i gusturi comune care dezvolt o subcultur proprie, n conflict cu cea a
adulilor, subcultura adolescentin. Aceste grupuri sunt foarte unite, cu un puternic rol socializator
i pot fi o surs de delincven juvenil.
Liceenii au o relaie conflictual cu familia sau cu autoritatea, n general sau unii dintre
adolesceni prezint riscul izolrii sociale din pricina consumului excesiv de calculator/internet.
Aceasta este una dintre provocrile despre care se discut foarte mult, asfel nct s-a dezvoltat
conceptul de socializare virtuala. Internetul produce o revoluie n domeniul socializrii. Mediul
virtual le permite s interacioneze i s se organizeze online. n plus, posibilitatea controlului de
ctre aduli este drastic diminuat. Pericolul modelelor indezirabile nu dispare i nici a cultivrii
violenei, mai ales prin intermediul jocurilor, iar reelele sociale, utiliznd platforme ca hi5,
Facebook sau Twitter, se extind exploziv. Aceste reele virtuale de sociabilitate conduc spre izolri
sociale, fenomen amplificat i de televiziune. Aadar, captat de televizor, individul i-a redus
numrul de prieteni i i-a diminuat comunicarea cu cei din jur, prefernd s-i petreac timpul liber
n faa ecranului. Internetul, la rndul su, absoarbe individul, l smulge din reeaua de sociabilitate
proxim, ns l livreaz unei alte reele de sociabilitate, virtual, iar comunicarea nu este exclus.
Socializarea prin interaciune direct este dublat de o socializare digital. Aceasta era exclus n
cazul televiziunii, fiindc acolo nu exist interaciune. Interesant este c aceast lume virtual este
la rndul ei social, cu valori i reguli, astfel nct socializarea tradiional capt o dimensiune
suplimentar, necunoscut pn acum. Denumirea de grup virtual sau lume virtual nu trebuie s ne
induc n eroare, cci consecinele sale sunt ct se poate de reale, att asupra individului, ct i
asupra realitii obinuite. Nu putem spune nicicum c internetul desocializeaz individul, ci doar
c schimb natura i structura reelei sale de sociabilitate. Pentru generaia n timpul creia s-a
produs rspndirea internetului, utilizarea exploziv a acestuia corespunde unei adevrate
resocializri. ns nici mcar n cazul aceastei generaii nu a nsemnat o izolare social mai mare i
cu att mai puin o asocializare.
Conflictul intergeneraional intrafamilial presupune detensionarea climatului familial i
rennoirea acestuia, reluarea cursului normal de via specific. De cte ori nu am simit c, n
urma unui conflict avut cu prinii, fraii, surorile, prietenul, prietena, soul sau soia, i iubim mai
520
mult dect nainte, i cunoatem mai mult ca nainte, ne atrag mai mult ca nainte i comunicm mai
mult ca nainte ?
Efectele pozitive i negative n ceea ce privete grupul familial i viitorul convieuirii
prilor implicate n cadrul acestui grup i ceea ce apare ca efect a tot-cuprinztor este pasul n plus
spre cunoaterea celuilalt i implicit a ta prin intermediul celorlali, a poziiei n care te afli fa de
ceilali i a drepturilor i obligaiilor ce decurg din aceast poziie. Schimbnd mediul famillial ntr-
un mod constructiv, pozitiv, componenii acestuia se schimb pe sine n acelai mod.

BIBLIOGRAFIE:
1. Bunescu Gh., Educaia prinilor. Strategii i programe, Editura Lumina, Chiinu, 1995;
2. Cuco, Constantin- Pedagogie, Editura Polirom, Iai, 1996
3. Jigu, M., Formarea continu n Romnia, Bucureti, Bucureti, Ed. Afir, 2009;
4. Stnciulescu, E.,Teorii sociologice ale educaiei, Ed. Polirom, Iai 1996;

TRADIII POPULARE - DIN GENERAIE N GENERAIE

Prof. Gherle Luciana

Grd.cu P.P. Alb ca Zpada Cluj-Napoca

Tradiiile romnilor sunt comori ce nu ar trebui uitate sau prsite i nici schimbate prin troc
cu alte obiceiuri importante din alte ri. Ele sunt ale noastre, ne caracterizeaz, ne definesc i prin
ele ne simim mai bogai, mai alei, mai altfel dect alii.
Tradiiile romnilor sunt diferite de la o zon la alta, dupa cum spune vorba ,,Cte bordeie,
attea obiceiuri, ns tocmai acest lucru ne face mai frumoi, mai atrgtori i mai originali. Sunt
zone in ara noastr frumoas unde tradiiile din moi strmoi nu i-au pierdut practica nici n zilele
noastre, fremtoare, moderne, mereu n schimbare.
Faptul c se observ o ndeprtare a tinerilor de la tradiiile populare, ne fac s insistm pe
cunoaterea, de la cea mai fraged vrst, a tradiiilor populare, pe educarea copiilor n spiritul
respectului i pstrrii acestora.
n acest sens am considerat c ar fi benefic s desfor la grup un opional cu titlul
,,Tradiii populare prin care, mpreun- bunici- prini - educatoare copii - s ne aducem aportul
la cunoaterea i pstrarea obiceiurilor i tradiiilor populare, a zestrei poporului romn i de a le
transmite din generaie n generaie.
Voi exemplifica mai jos, coninutul opionalului : Tradiii populare desfurat la grup n
acest an colar.
Denumirea opionalului: Tradiii populare
Tipul opionalului: Curriculum la decizia grdiniei
Aria curricular: Om i societate/Psihomotric
Instituia de nvmnt: Grdinia cu P.P. Alb ca Zpada
Nivelu: II
Grupa: mare Spiriduilor
Durata: An colar 2015-2016
Numr ore pe sptmn: 1 Activitate
Propuntor: Gherle Luciana
Argument
Fiecare popor i-a cristalizat de-a lungul secolelor, o cultur material i spiritual
inconfundabil, ce reflect experiena sa de via i continuitatea n spaiul geografic respectiv.

521
 Exprimat n cele mai diverse forme, creaia popular romneasc este caracterizat de
autenticitate i ingeniozitate, o trastur aparte fiind puternica ei unicitate care nu exclude ns o
mare varietate de manifestare.
Dansul popular, prin varietatea sa, prin tradiie i sentiment, este expresia fiecarui col de
ar, cu obiceiurile, oamenii i cultura lui. Parc uitate de cei mai muli tineri, dansurile populare
ard in inimile bunicilor i strbunicilor "dependeni" de folclor. Dansurile populare nu au voie s
dispar, ele trebuie s renasc, s existe n inima fiecaruia dintre noi.
Fiecare generaie de precolari dovedete uurina i plcerea acestora de a i le nsui, de a
le repeta. Aceste creaii constituie permanent un un valoros i variat mijloc de educaie.
Valorificarea lor n procesul de nvmnt din grdini este cu att mai oportun, cu ct
calculatorul i televizorul tind s acapareze timpul liber al copiilor.
Costumul popular romnesc este o combinaie a traditiilor locale, a aezrii geografice, a
climei, precum i a posibilitilor economice.
Ca dascli avem datoria de a forma la copii, de la cea mai fraged vrst, dorina de a
cunoate, respecta i ndrgi tradiiile noastre populare.
Obiective cadru
Valorificarea elementelor folclorice specifice diferitelor zone geografice ale rii noastre
nsuirea unui repertoriu de jocuri populare romneti, din folclorul copiilor
Dezvoltarea orientrii n spaiu i coordonarea segmentelor corpului uman n micare
Cultivarea sentimentelor de dragoste i respect fa de valorile populare romnesti
Obiective de referin
S dobndeasc cunotine noi referitoare la portul popular romnesc i tradiiile populare
S cunoasc elementele componente ale costumului popular
S identifice costumul popular din zona noastr
S recunoasc i s aprecieze obiectele de art popular
S colecioneze obiecte de art popular i s amenajeze un col folcloric n sala de grup
S decoreze prin desen, pictur, exerciiu grafic, obiecte de art popular
S perceap corect componentele spaio/temporale ( localizare, timp, durat)
S audieze, s identifice dansuri populare romneti
S nvee pai simpli de dans popular
S execute dansuri populare n hor sau n perechi
S exprime prin micare starea sufleteasc creat de muzic i versuri
S participe la spectacole pentru copii
Competene specifice
Copilul s poat:
S cunoasc portul popular romnesc
S identifice piesele componente ale costumului popular
S cunoasc obecte de art popular specifice zonei Transilvania
S colecioneze obiecte de art popular autentice
S participe la amenajarea unui col folcloric
S cunoasc decoraiuni/motive populare i s le aplice pe diferite obiecte
S audieze ( identifice) dansuri populare romneti
S nvee pai simpli de dans popular
S execute pai de dans pe muzic i n ritm adecvat
S sesizeze frumuseea dansurilor populare
S participe la spectacole cu tematic adecvat
Modaliti de evaluare
Colecionare de obiecte de art popular
Amenajarea unui col folcloric n sala de grup
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 Participarea la sarbtori populare tradiionale din oraul natal
Expozitie cu lucrri artistico-plastice i practice adecvate temei
Concurs cu coninut adecvat
Album cu fie, fotografii din activitile derulate
CD cu dansuri populare invate i prezentate n spectacole
Program artistic dansuri populare cu ocazia serbrii de Crciun i de sfrit de an colar
Participare cu dansul popular Cluarii la programul judeean Primvara copiilor
Planificarea activitilor modaliti de realizare
Popularii curioi- Prezentri de albume fotografii, imagini cu obiecte de art popular;
Convorbire pe baz de imagini
Din comorile strbunilor nostri- Recunoaterea unor obiecte de art popular aflate n muzeu;
Vizit la Muzeul Etnografic Cluj
Suntem meteri olari- Pictur pe vase de lut - motive populare; Activitate artistico-plastic
Portul popular romnesc- Observare costumul popular
Ne pregtim s dansm- nvarea orientrii n spaiu; Exerciii de orientare, exerciii fizice
Dansuri populare la romni- Vizionarea unei casete /CD cu dansuri populare romneti
Hai la hor- Executare dans popular Hora; Exercitiu
Suntem romni - Participarea la spectacolul de 1 Decembrie; Spectacol tradiional
Datini i obiceiuri de Crciun i Anul Nou- nvarea, unor colinde, urturi, sorcova; Jocuri
exerciiu- participare bunici, prini
Datini i obiceiuri de iarn- Evaluare; Serbare de iarn cu participarea prinilor, bunicilor
Colul popular- Colecionarea de obiecte autentice de art popular i amenajarea in sala de
grup a unui col popular; Activitate practic-gospodreasc
La eztoare- Audiie de cntece, proverbe, zictori
Suntem meteri populari- Redarea prin desen, colaj, a costumului popular specific zonei;
Activiti artistico-plastice i practice
Micii dansatori- nvarea unor pai de dans din Cluarii
Cluarii- nvarea altor pai de dans
Cluarii- nvarea pailor de dans pe muzic
n dar de ziua ta micu- Prezentarea unei parade de costume populare i interpretarea unui
dans popular; Parad, Dans popular
Plrii pentru cluari- Confecionare plrii i bee pentru dansul popular Cluarii /
activitate practic copii-prini-educatoare
Primvara copiilor- Evaluare; Prezentarea dansului popularCluariipe scen/faza local
Mrturii ale tradiiei populare romneti- Cunoaterea unor obiecte de art popular din zona
Alba / Maramure / grdinie partenere n cadrul proiectului educaionalMndru sunt c sunt
romn Schimb de experien
Mndru sunt c sunt romn Confecionare album cu imagini din activiti; Activitate practic
Datini i obiceiuri de Pate- Cunoaterea unor tradiii i obiceiuri de Pate;
Masa festiv de Pate- Pregtirea unei mese tradiionale festive; Activitate practic-gospodreasc
De la lume adunate- Recitare de strigturi, proverbe, zictori populare; Concurs
nvrtit de pe Somes- nvarea unor pai de dans din dansul popular nvrtit de pe Some
Micii dansatori- Repetarea dansurilor populare nvate; Exerciiu
Pstrm tradiia Evaluare- Suit de dansuri populare la serbarea de sfrit de an colar; Serbare
BIBLIOGRAFIE:
Brlea, O., Folclorul Romnesc, Editura Minerva, Bucureti,1983
Prvu, Oana, Folcloru copiilor, Editura Aramis, Bucureti, 1997
Ionescu, Miron, Instrucie i educaie, Editura Eikon, Cluj-Napoca,2011
Dejeu, Zamfir, Dansuri tradiionale din Transilvania: tipologie, Editura Clusium, Cluj-Napoca,
2000.

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 EDUCAIA INCLUZIV

Prof.nv.primar Badea Ana Maria

Liceul Tehnologic Izvoarele

Educatia incluziv este un sistem educaional n care unitile de nvmnt preprimary i

primar doresc s ofere educaie pentru toi copiii.
Este un sistem care recunoate dreptul copiilor de a fi educai mpreun i consider
educaia acestora la fel de important.
Un sistem care separ copiii unii de alii i care consider c sunt mai importani si demni de
apreciere cei capabili, nu va fi niciodat un sistem incluziv. Educaia incluziv are n vedere
diminuarea barierelor de orice tip din calea nvrii i participarea n egal msur a tuturor
copiilor , acordndu-se o atenie special celor din familii cu un grad de vulnerabilitate sau cu risc
de marginalizare.
coala incluziv i intercultural este deschis tuturor, avnd un curriculum care reprezint
diversitatea, pentru fiecare precolar , acesta beneficiind de acces n mod egal la educaia de
calitate. Educaia incluziv implic o participare activ a copiilor, indiferent de mediul cultural al
familiilor i de comunitile din care provin. Dac un grup minoritar situat intr-o societate
majoritar i pierde identitatea i se deschide spre comunicare, avem o situaie de asimilare.
Dac pierderea identitii este asociat cu izolarea fa de restul societii ,ne confruntm cu
marginalizarea. Un cadru didactic modern se asigur c toi copiii se simt speciali i apreciai. Prin
formularea pozitiv, cu orice ocazie, fara a creea ierarhii de grup, pot fi concepute activiti n
timpul crora copilul se poate simi apreciat, special. Dac o sarcin nu este realizat, n locul
formulrii data viitoare s faci mai mult, putem opta pentru va trebui s gsim mpreuna o alt
metod prin care s nvei s faci acest lucru.
n societatea modern, educaia ocup un rol important n formarea individului. Dac n evul
mediu aceast posibilitate era oferit doar copiilor nobili, n ziua de astzi educaia nu mai este o
raritate: de ea au parte marea majoritate a generaiilor n formare.
n primul rnd, dreptul la educaie desemneaz crearea unor condiii pentru a acumula
cunotine ntr-o form eficient. Astfel, generaiile tinere i ncep drumul educaiei de acas. Fiind
educai de prini, acetia trec la un alt nivel grdinia, unde pentru prima dat nva, prin metode
practice, de a se integra ntr-o societate, de a relaiona cu oamenii, de a diferenia binele de ru, etc.
La o vrst fraged copilul merge la coal unde nva bazele tiinei, artei, logicii i lingvisticii.
Dup nvmntul primar urmeaz gimnaziul, i dup liceul, locul n care individul ncepe s
perceap lumea cu ochii unui adult. Universitatea n schimb are rolul de a finisa educarea teoretic
a individului, fr a purta rspundere pentru reuitele lui din viitor i aciunile pe care le ntreprinde.
Astfel, procesul de formare a unui om ncepe devreme i deseori nu se termin pn la moarte n
cazul oamenilor care nu se limiteaz la cunotinele acumulate de la alii.

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 Educaia incluziv presupune o aciune permanent de mbuntire a procesului de
nvamnt, avnd ca scop exploatarea resurselor existente pentru a susine integrarea tuturor
copiilor din cadrul comunitii.
n al doilea rnd, educaia nu conine doar partea teoretic: mai este i cea practic, deseori
oferindu-i individului oportuniti noi sau invers, micorndu-i cercul posibilitilor. Astfel, un
informatician foarte bun ca programator, dar needucat, brutal cu oamenii sau indecent va avea mai
puine anse dect unul mai slbu, dar mai educat i amiabil cu oamenii. Astfel, partea teoretic
este deseori anulat de cea practic; capacitile mintale sunt deseori trecute pe planul doi n cazul
lipsei aptitudinilor sociale.
n opinia mea, educaia ocup un rol important n dezvoltarea individului, att n
comportamentul su n societate, ct i n munca sa intelectual. Astfel, educaia are rolul de a
forma, deschiznd individului noi orizonturi; pe de alt parte, lipsa acesteia restrnge posibilitile.
La fel, disonana ntre educaia intelectual i cea social poate crea disconfort celor din jur i n
primul rnd persoanei propriu-zise.
n concluzie, importana educaiei este necontestat, avnd rolul de a crete o comunitate ct
mai sntoas din punct de vedere social i crearea posibilitilor de dezvoltare a aptitudinilor
mintale ale acesteia, oferindu-i omului acces nelimitat la (re)descoperirea propriei viei.

BIBLIOGRAFIE:
Ghergu, A. (2006), Psihopedagogia persoanelor cu cerine speciale. Strategii difereniate i
incluzive n educaie. Iai: Polirom.
Ghid pentru profesori. S nelegem i s rspundem la cerinele elevilor din clasele incluzive
(2002), UNESCO, Editura RO MEDIA, Bucureti.
Inclusive Education and Classroom Practices, EADSNE, 2003.
Incluziunea n educaie. Ghid de politici (2009), UNESCO, traducere RENINCO, Bucureti,
2011.
Mara, D. (2009), Strategii didactice n educaia incluziv. Bucureti: Editura Didactic i
Pedagogic.
Musu, I., coordonator, (2000), Ghid de predare nvare pentru copii cu cerine educative
speciale, Bucureti, editura Marlink.
Popovici, D. V. Orientri teoretice i practice n educaia integrata, (2007), Editura Universitii
Aurel Vlaicu, Arad.

DIFERENELE NTRE GENERAII: ESTE MAI BUN GENERAIA ANTERIOAR

DECT CEA ACTUAL?

Prof. nv. primar: Jiga Ionela Alina,

coala Gimnazial Nr 79, Bucureti, Sector 4
Prof. nv. primar: Iordache Petrua Simona,
Liceul Teoretic Eugen Lovinescu, Bucureti, Sector 6

Diferenele ntre generaii se pare c este un fenomen care transcende timpurile i nu ine
cont nici de zone geografice, el se ntlnete pretutindeni. Apare cel mai des sintetizat n pe
vremea mea spus cu nostalgie i regret, sau n tineretul din ziua de azi!- spus pe ton de
repro sau dispreuitor. Cci cel mai des generaia anterioar se simte superioar celei care-i
triete copilria i tinereea n prezent.
Reprouri sunt de ambele pri, dar realitatea este c mai degrab acest conflict este pornit i
ntreinut de aduli, dei i noi la rndul nostru am fost denigrai n tineree de generaia
anterioar- sau poate tocmai de aceea.
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Ce li se reproeaz copiilor, tinerilor actuali de ctre generaia anterioar?
Dar ce nu li se reproeaz?! n linii mari aceleai lucruri care li se reproau i lor:
C nu mai nva cum se nva pe vremuri;
C au preocupri superficiale;
C sunt prea excentrici n mbracminte/machiaj/comportament;
C nu au respect pentru cei vrstnici;
C nu se tiu distra;
C pierd timpul cu tehnologia modern.
Dac ar fi s facem o retrospectiv sincer, ne-am da seama c aceleai lucruri ni se reproau i
nou i ct de frustrai i nenelei ne simeam!
Ne acuzm copiii i adolescenii c pierd prea mult timp cu internetul, nou ni se reproa c ne
uitm prea mult la televizor, pe cnd nainte nu era program la tv dect smbta i duminica!. Ni
se pare c se mbraca ciudat i aiurea, dar i noi eram vzui ca deplasai cu inutele noastre de
metaliti sau depechari, c erau prea scurte fustele sau prea strmi pantalonii, c nu ne tim
distra i c discotecile noastre nu se compar cu seratele i ceaiurile dansante ale prinilor sau
bunicilor notri!
Ce ne reproeaz nou, generaiilor mature, adolescenii?

Dup cum cred c intuii deja, aceleai lucruri care le reproam i noi prinilor:
C nu i nelegem;
C nu suntem open-minded, c suntem prea nchistai;
C avem impresia c le tim pe toate;
C nu suntem aa cool ca ei.
Sunt ntr-adevr att de mari diferenele ntre generaii?
Greu de rspuns. ntr-un fel da, ntr-un fel nu. n linii mari, oamenii continu s fie la fel,
indiferent de generaie tinerii sunt nclinai spre distracie, vor s-i afirme personalitatea, se simt
nenelei, se-ndrgostesc, i pun ntrebri existeniale fiind convini c sunt primii care fac asta.
Diferene este normal s existe din numeroase motive: context socio-cultural diferit, evoluia
tehnologiei, diferene de mentalitate datorate vrstei.
Chiar dac valorile preuite nu sunt neaprat altele, este normal ca ierarhia lor s difere n
funcie de vrsta i experiena de via. Pentru multe defecte ale tinerei generaii suntem vinovai
tot noi sau societatea n general: n goana dup bunurile materiale nu mai petrecem prea mult cu
copiii, nu tim s comunicm cu ei, nu le insuflm anumite valori. Poate c ntr-adevr adolescenii
pierd prea mult timp pe net, mai ales pe reele de socializare, dar dac acestea ar fi existat i pe
vremea noastr ci dintre noi nu ar fi czut n aceeai capcan? La fel cum poate i generaiile
anterioare nou ar fi petrecut mai puin timp n biblioteci dac ar fi avut program la tv.
Poate c muli adolesceni sunt agramai i nu citesc literatur, dar o parte din vin o purtm
i noi, prinii i profesorii, care nu am reuit s le deschidem gustul spre lectur i spre scrierea
corect, e de asemenea vina societii n frunte cu mass-media care promoveaz non-valori i
subcultura.
n plus se cade mult n pcatul generalizrii. Nu toi din generaia anterioar eram mari
iubitori de carte, plini de cultur general i bune maniere, la fel cum nu toi tinerii sunt
nepoliticoi, vicioi, superficiali, fr tragere de inim spre nvtur. n fiecare generaie
tipologiile sunt diverse: tocilarii, fetele populare, enciclopediile ambulante, timizii, tupeitii,
copiii de bani-gata i copiii din familii modeste i aa mai departe.
Adulii tind de asemenea s glorifice i ntmplri sau contexte care la vremea la care au
avut loc erau cauzatoare de suferin, tind s dea drept exemple pozitive lucruri care de fapt sunt la
polul opus: ce bine era c noi eram pusi la respect, luam btaie i de la prini i de la profesori, nu
ca acum - debandad! sau noi fceam tema la lumina lumanarii, nu ca voi!, umblam de mici cu
cheia de gt i ne descurcam singuri!. Cu trecerea timpului toate tind s capete o aur deosebit,

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dar nu e un motiv s ne crem complexe de superioritate pentru lucruri care nu au inut de noi, ci de
circumsante.
Putem aplanm conflictul ntre generaii?
Pn la un punct este absolut normal s existe diferene ntre generaii i nu e un lucru care
s pun probleme, pentru care s ne ngrijorm, e firesc ca generaiile s aib prioriti diferite,
viziuni diferite asupra unor evenimente, gusturi i preocupri diverse. Dar nu este deloc n
beneficiul nimnui s adncim n mod artificial prpastia dintre generaii i s ne menine ntr-o
lupt de care pe care, ncercnd s artm c noi suntem mai grozavi i ei inferiori sau invers.
Ce putem face constructiv?
S nvm s comunicm. O bun comunicare face minuni. Dac pornim dialogul cu tnra
generaie pornind de pe poziii de for, de eu sunt mai btrn i am experien - tu nu tii
nimic, nu rezolvm nimic. Dac vrem sa fim respectai trebuie s avem o atitudine
respectuoas la rndul nostru;
nainte de a judeca prea aspru s ne amintim ntotdeauna cum eram i noi la vrsta copiilor
notri i s nu avem reacii disproporionate fa de lucruri pe care cu puin empatie le-am
putea nelege;
Simul critic este necesar ntotdeauna, dar s fim deschii n a vedea n ceilali nu doar
lipsurile, ci i calitile;
S nu judecm lucrurile strict din prisma noastr, ci s ne punem n papucii celuilalt
acceptnd c nu este viziunea noastr singura posibil i acceptabil, iar inainte de a eticheta
s inem cont de toate circumstane.

www.suntparinte.ro
Augusto Cury, Prini strlucii, profesori fascinani!, Editura For You, Bucurelti, 2005.

PERSOANE CU VRSTA A TREIA DIN CMINE DE BTRNI

- S LE OFERIM O VIA MAI ACTIV -

Prof. Rtean Imola

Centrul colar De Educaie Incluziv Nr.1 Valea Lui Mihai, Locaia Salonta

De multe ori societatea asocieaz mbtrnirea cu pierderea capacitilor senzoriale i cu

schimbrile de mobilitate; totui, unii cercettori au artat c pentru majoritatea persoanelor n
vrst, aceste schimbri nu sunt nici att de mpovrtoare, nici att de evidente pe ct ne-am putea
imagina (K. K. Miley, M. OMelia, B. DuBois, 2006) Este important analiza felului n care cei n
vrst percep fenomenul mbtrnirii, n special raportul dintre dorina lor de a rmne activi n
viaa social i faptul de a fi susinui de alii n vederea asigurrii nevoilor lor.
Legat de vrsta a treia apar mai multe teorii, cum ar fi teoria rolurilor, teoria activitii,
teoria dezangajrii, teoria continuitii, teoria sistemelor, printre care a dori s subliniez nite
aspecte legate de teoria activitii.
Teoria activitii evideniaz importana acesteia dup pensionare: cu ct persoana este mai
activ, cu att va fi mai satisfcut i mai adaptat la viaa social. (Luca, Grleanu-oitu,2012
dup Havighurts, 1968, pp.20-23)
Lucrnd i cu persoane n vrste din cminul de btrni din localitate observ c la
majoritatea persoanelor pe lng lipsa familiei, a copiilor apare n constant lipsa activitilor. Pentru
ei viaa de zi cu zi este o continu ateptare, ateapt s fie diminea, apoi micul dejun, dup care
toi se adun pe coridor la ateptarea prnzului, apoi se odihnesc un pic cu speraa c trece ziua mai
repede i se servete i cina, dup care se sfrete ziua. Dimineaa ncepe o nou zi la fel, sau
aproape la fel, plin cu ateptri. Din cnd n cnd mai sunt vizitai de apropiai sau de copii din
coliile din localitate cu ocazia diferite srbtori, nainte de Crciun, de 8 Martie, de Pati, etc. Se
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vede pe ei ct de entuziasmai sunt cnd se apropie o astfel de activitate, fiecare se imbrac mai
elegant, mai frumos i se vede pe faa lor o bucurie sincer din suflet. Dar din pcate ocaziile astea
sunt foarte rare. Discutnd cu muli dintre ei i ntrebnd Ce i lipsete cel mai mult ?
rspunsurile erau aproape la fel la toi: Eu nu am fost obinuit s stau atta, Eu aveam acas
grdin, animale i toat ziua aveam activitate, Eu am cltorit mult, am avut o via social
extins iar aici nu am cu cine s vorbesc, Toat lumea e drgu aici , e curat, e cald, mncarea
e bun dar m plictisesc, nu am ce s fac. Se vede clar c degeaba sunt satisfcute nevoile
fiziologice n mare msur, rspunsurile se rezum la acelai concluzie: lips de activitate.
Consider c la persoanele din vrsta a treia continuarea activitii, a implicrii, va contribui
la meninerea stimei de sine, la ntreinerea satisfaciei existeniale. Chiar dac activitiile lor din
viaa anterioar nu se mai pot exersa, adic continuarea acelorai activiti poate fi considerat,
chiar, neadaptativ, trebuie s le cream noi activiti nlocuitoare.
Activitatea social i exerciiile fizice sunt fundamentale pentru reprezentanii vrstei a
treia, programele de socializare pot fi susinute de activiti n aer liber, recreative, promenade,
aciuni de grup, toate desfurate sub atent supraveghere a unui specialist.
Prin activitile desfurate putem s le asigurm persoanelor n vrst posibilitatea de a se
implica n activitti ct mai diverse, potrivite vrstei i condiiei de sntate. Astfel, folosind mintea
i trupul se formeaz o via activ i fericit.
Aceste activiti au i rolul intreinerii memorieri, a concentrrii i a procesului de gndire i
nu n ultimul rnd sunt importante n socializarea in cadrul grupului cu persoane din aceeai
generaie, care poate s conduc la mbuntirea echilibrului psihic. Desfurarea regulat a
activitilor ajut la ntrirea sistemului imunitar si reduce stresul.

S vedem nite activiti destinate educaiei active la vrsta a treia:

1. Activiti de desen i de lucru manual

Ex. Felicitare de Crciun Se pot folosi diferite materiale, hrtie, textile pentru
realizarea unei felicitari adresate celor dragi

2. Activiti pentru persoane cu demen ( http://www.elderlyactivities.co.uk/)

Ex. Orarul meu Se realizeaz un orar cu cele mai importante momente ale zilei. La
fiecare zi la or cnd se ntmpl programul se lipete o poz cu bunicul efectund
activitatea. (dac n fiecare zi la ora 9:00 este servit micul dejun, atunci n orar la ora
9:00 se lipete poza bunicului cum mnnc micul dejun)
3. Activiti culinare
Ex. plcinte, gogoi, srele

4. Petreceri organizate cu ocazia zilei de natere, onomastice i srbtori religioase

Ex. Se realizeaz un calendar pe perete cu zile cele mai importante din viaa cminului:
zi de natere, onomastice, srbtori. n ziua cea important n cazul unei zi de natere ,
cnd se adun toi la mas se cnt La muli ani!

5. Activiti outdoor
Ex: Plimbri in parcurile situate in apropiere

6. Activiti indoor
Ex: Jocuri de societate (sah, table, remi, carti de joc, domino, etc)

7. Activiti muzicale
Ex. Ascultarea diferite genuri de muzic n fiecare sfrit de sptmn, dup cin. Se
poate dansa, cnta.
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 8. Activiti de lectur
Ex. Mas rotunda Se poate alege cte o tem, cte o carte, la comun acord, i citesc
prin rotaie
Ex. Coresponden Coordonatorul cminului poate s ia legtura cu un alt cmin i cei
care sunt interesai poate s ia legtura printr-o scrisoare cu un bunic din cminul
cellalt s sa mprteasc gndurile, sentimentele, tririle.
( http://www.elderlyactivities.co.uk/)

BIBLIOGRAFIA:
1. Miley, Karla Krogsrud, OMelia, Michael, DuBois, Brenda: Practica asistenei sociale,
Editura Polirom, Iai, 2006.
2. Ctlin Luca, Daniela Grleanu-oitu: Metodologie de lucru n asisten psiho-socio-
juridic a persoanelor vrstnice, Iai, 2012
3. http://www.elderlyactivities.co.uk/

EDUCAIA INTERGENERAIONAL LA LIMBA ROMN

Prof. Aron Adina Otilia

coala Gimnazial Nr.1 Livezi

Cei care educ copiii sunt demni de mai mult onoare decat cei care le dau via; de aceea
pe lng via, druii copiilor i arta de a tri bine, educndu-i. ( Aristotel). Prinii sunt primii
educatori din viaa unui copil, de aceea ei trebuie s instruiasc copilul cu toate cuotinele pe care
le au. Plecnd de la expresia cei 7 ani de acas ne dm seama c prinii sunt cei care dezvolt
atitudinile i aptitudinile copiilor, i iniiaz pentru lumea n care vor tri, cci ceea ce nva atunci
vor rmnea fixate n mintea lor i se va menine pentru toat viaa. Calitatea educaiei pe care o va
da parinii copiilor lor va marca dezvoltarea personalitii individului, ansele reuitei colare i a
reuitei individuale. Dup cei 7 ani petrecui n snul familiei, rolul de educator principal al
copilului i-l asum coala, deoarece ea are rolul specializat n munca instructiv-educativ.
n ultimul deceniu, coala i-a dorit s implice ct mai mult prinii n activitatea instructiv-
educativ a copiilor, astfel rezultnd diferite proiecte cu tema coala-elevul-prini. Prinii sunt
interesai de binele copiilor, deoarece viitorul i sperana lor sunt n minile copiilor, de aceea se
dorete o ct mai bun legtur cu coala.
Plecnd de la aceast dorina de a cunoate mai bine elevul prin intermediul prinilor i
invers, am aplicat proiectul coala prinilor, n colaboarare cu alte coli din zona. Argumentul
proiectului pornete de la ideea c familia trebuie s neleag importana rolului su n educaia i
viitorul copiilor, necesitatea unei implicri active n relaia cu programele i activitile colare. De
asemenea, este recomandat meninerea vie i ntrirea relaiei prini-coal. Aa cum exista
coal pentru cei mici este la fel de normal s existe i pentru prini care s clarifice multe din
aspectele legate de dezvoltarea copilului.
Succesul relaiei coal - familie presupune un parteneriat real, o comunicare eficient i
un mod adecvat de lucru n echip. Efortul pe care l depun prinii n acest sens este mai
important dect poziia altor factori cum ar fi cei materiali. Lipsa dialogului printe-copil este
resimit de ctre majoritatea cadrelor didactice, cu greu se pot stabili relaii bazate pe ncredere
i respect n activitatea colar dac acest gen de relaie nu este cultivat n mediul familial aa
cum se ntmpl n majoritatea cazurilor.Comunicarea n familie reprezint una din principalele
experiene educative ale copiilor. Modul n care prinii comunic ntre ei i cu copiii determin
educaia i unele caracteristici specifice ale acesteia care se contureaz ca stil de comunicare, i,
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totodata, ca stil educativ. Acestea influeneaz formarea stilului cognitiv i a stilului afectiv
specifice unei personaliti.
Participarea prinilor la activitile colare, n special, participarea lor la decizie prin
comitetele de prini, poate conduce la repunerea n discuie a oportunitii unor metode i chiar a
unor obiective i coninuturi colare. Unii prini sunt interesai nu numai de aspecte care vizeaz
direct succesul colar imediat al copiilor lor, ci i de aspecte ale funcionrii instituiei colare; ei
doresc s tie mai multe despre obiectivele, coninuturile, metodele, exigenele cadrelor didactice:
preferina lor, opus celei a cadrelor didactice, pentru reuniunile cu prinii, lecii deschise i, n
general, activiti prin intermediul crora pot nelege mai bine mecanismele colii, este
semnificativ.
Prinii trebuie s tie cum s-i educe i s-i ajute copiii, n orice situaie. Au probleme, dar nu au
curajul de a le spune, ori nu-i dau seama c au probleme. Astfel, proiectul ,, coala prinilor i
propune ca obiective, printre altele, i:
dezvoltarea deprinderilor educative ale prinilor ;
evidenierea ariei de interese ale prinilor, privind viitorul copiilor lor;
identificarea unor probleme ce apar n cadrul familiilor i care afecteaz educaia primit de
ctre copii, precum i dezvoltarea personalitii acestora;
stimularea interesului familiei fa de rolul pe care l poate avea n educarea propriului
copil;
nelegerea efectelor pozitive i negative ale relaiei familie-copil n cadrul realizrii unei
educaii n familie;
descoperirea barierelor pe care le ntlnesc n ncercarea de a comunica cu copiii;
familiarizarea cu metodele de insuflare a siguranei n cadrul familiei i al colii;
identificarea unor metode care sa determine implicarea prinilor pentru crearea unui climat
propice nvrii att n coal ct i acas;
dezvoltarea unor atitudini stimulative n rndul prinilor, bunicilor, cadrelor didactice,
asistenilor sociali;
dezvoltarea la prini/bunici a unor abiliti de baz de care au nevoie pentru a influena
pozitiv comportamentul copiilor.
cunoaterea unor metode i procedee pentru a preveni agresivitatea copiilor;
descoperirea de ctre prini a tipului de printe pe care l reprezint, autocunoaterea
prinilor;
dialogul deschis ntre prini despre subiecte tabu privind climatul familial.

n cadrul unei ore de limba i literatura romn am dorit s i nv pe prini ce nseamn

comunicarea, ce trebuie s faci ca s fii un bun emitor sau un bun receptor. Am considerat c
lipsa comunicrii este principalul factor negativ n dezvoltarea copilului i am preferat ora de limb
romn i nu ora de consiliere, deoarece am ncercat s le predau prinilor, exact ca la elevii de
clasa a V-a, ce este comunicare i cum trebuie s comunici. Ora s-a desfurat mai greu, deoarece
prinii erau timorai la nceput fiindc i puneam n postura de elevi. Cu stupoare am descoperit c
prinii nu aveau timp s i asculte copilul care povestete ceea ce face el n pauz, ci ascult doar
strictul necesar, adic dac a venit profesorul la or, ce lecie are de nvat, ce teme are de scris i
cam att. n uram aplicrii chestionarului din cadrul proiectului, am constatat c doar 45 % din
prini tiau ce tip de muzic ascult copilul, care i sunt prietenii cei mai buni sau cu cine s-a
certat n ultimul timp, de cine i e drag, etc. n cadrul orei a fost prezent i un ttic care a
recunoscut c nu are timp s vorbeasc cu copilul zi de zi, deoarece el este ocupat cu serviciul iar
cea care se implic este nevasta. Astfel, ora aceasta a fost pentru domnul n cauz o lecie
binevenit care l-a pus pe gnduri.
Pe parcursul orei s-au folosit metode ct mai eficiente care s pun accent pe predarea-
nvarea-evaluare comunicrii. Rezultatele ateptate au fost atinse n mare parte, lucru ncurajator,
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nu numai pe parcursul acelei ore, ci i la cteva luni de la implementarea acestui proiect se vd
mari schimbri.
n loc de concluzie, a dori s nchei cu motto-ul proiectului coala prinilor:
Cine-l vede pe copil cum crete? Nimeni!
Numai cei care vin din alt parte spun: Vai, ce a crescut!.
Dar nici mama, nici tata nu l-au vzut cum crete.
El a devenit n timp. i n fiecare clip a fost ceea ce urma s fie. (Antoine de Saint-Exupery)

BIBLIOGRAFIE :
1. Ionescu M., Negreanu E., Educaia n familie. Repere i practici actuale, Ed. Cartea
Universitara, Bucureti, 2006
2. http://1cartepesaptamana.ro/40-de-citate-despre-educatie/
3. Educaia parental, Ghid pentru prini;
4. Vrsta colar, Ghid pentru prini;
5. Bakker, I., Janssen H., Educai aa!, Netherland Institute for Care&Welfare, 2001;
6. Cuco, C., Pedagogie, ediia a II-a revzut i adugit, Editura Polirom, Iai, 2002;
7. Cuco, C., Psihopedagogie pentru examenele de definitivare i grade didactice, Editura
Polirom, Iai, 2005;
8. Iacob, L., Cosmovici, A., Psihologie colar, Iai: Editura Polirom, 1997;
9. Pun, E., Educabilitatea, n Curs de pedagogie, Universitatea Bucureti, Bucureti,1988;
10. Toma, G., Bazele teoretice ale psihopedagogiei colare, V&I INTEGRAL, Bucureti, 2007

COMPETENA DE COMUNICARE N CONTEXTUL EDUCAIONAL

Prof. cons. colar Ionua Muntean

CJRAE, Cluj-Napoca

1. Delimitri conceptuale

Cercetrile au pus n eviden nevoia de a face trecerea n pedagogia contemporan de la o

pedagogie axat pe cunotine factuale, spre o pedagogie antrenat n contexte activizante i
interactive, o pedagogie care valorizeaz cunotinele procedurale, astfel, a sti ca informaie
trebuie nlocuit cu a sti ca aciune, cu a sti s faci, ceea ce nseamn mutarea accentului de pe
informaie i cunotine, pe abiliti i competene.
Conceptul competenei de comunicare se prezint sub forma unui concept umbrel care se
revendic de la o abordare multi-, pluri-, dar i inter- i trans disciplinar. Competena de
comunicare se refer la a aplica i folosi reguli gramaticale, de a formula expresii corecte in punct
de vedere gramatical i de a le folosi corect n context de comunicare adecvat.
Termenul competen de comunicare a fost utilizat pentru prima dat de Dell Hymes n
1966 ca reacie la inconsecvena lui Noam Chomsky (1965) n ceea ce privete distincia dintre
competen i performan. Hymes, spre deosebire de Chomsky, a dezvoltat o teorie a educaiei i a
nvrii limbajului i comunicrii. n abordare chomskian competena avea conturul unui
construct preponderent intrapersonal, o facultate nnscut, de natur lingvistic. Pentru Hymes,
competena devine un construct dinamic i interpersonal, evideniind regulile sociale i funcionale
ale limbajului, competena de comunicare fiind definit drept capacitate ce permite producerea i
interpretarea mesajelor, precum i negocierea sensului n context specific.
n vederea accenturii asupra relevanei teoriei lui Hymes, se poate sublinia teoria unui alt
cercettor care nuaneaz teoria chomskian asupra limbajului subliniind faptul c fiina uman nu
poate fi doar un animal care produce i utilizeaz structuri sintactice fr s chestioneze aceste
structuri din punct de vedere al utilizrii cu sens (Searle, 1974 apud Walcott, 2001).
531
 Cea mai important etap pentru educaie a reprezentat-o aceea care a configurat distincia
dintre limb i comunicare, moment n care competena a devenit o categorie supraordonat a
cunotinelor i capacitilor. Competena de comunicare poate fi astfel definit drept: mai mult
dect reproducerea itemilor aflai n memorie, un set de strategii sau de procedee creative ce permit
nelegerea valorii elementelor lingvistice n context, o abilitate de a participa n discurs, fie el
vorbit sau scris, printr-o manipulare abil a cunotinelor despre funcionarea limbajului (Winddow,
apud Pamfil, 2003).
Astfel, se pune problema explicrii modului n care copiii reuesc foarte de timpuriu s i
nsueasc structuri lingvistice din limba matern, corecte din punct de vedere gramatical. Chiar
mai mult, acetia reuesc s achiziioneze structuri lingvistice i adecvate contextului de
comunicare. Prin urmare, Hymes, circuscrie competena de comunicare nu doar n termeni de
competen lingvistic, nici doar n termeni de performan lingvistic, ci i n termeni de factori
sociali, referindu-se la faptul c sunt anumite reguli de comunicare cu fundament social n absena
crora regulile gramaticale ar fi inutile.
Saville-Troike (2006) abordeaz competena de comunicare din punctul de comunicare al
predrii celei de-a doua limbi. Potrivit acestuia, competena de comunicare este o capacitate care ne
ofer posibilitatea convertirii i interpretrii sensurilor, precum i cea a negocierii acestora la nivel
interpersonal, n contexte specifice de comunicare. Apropiindu-se de perspectiva lui Widdowson,
Saville-Troike subliniaz interdependena dintre competena lingvistic i competena de
comunicare care nu rezult din competena lingvistic, ci doar o nglobeaz.
Competena de comunicare nu se identific cu acele cunotine sau capaciti, abiliti pe
care persoana le deine despre limbaj i comunicare, ci mobilizarea acestora, punerea lor n practic,
n activitate.

2. Direcii de proiectare curricular n pedagogia contemporan viznd formarea de

competene.
Finalitatea unei educaii orientate nspre viitor este abilitarea elevului cu competene menite
s i asigure anse maxime de integrare i adaptare la cerinele unei societi de consum, o societate
a competiiei, o societate aflat mereu n schimbare. Analiznd competenele vizate prin procesul de
nvmnt romnesc, poate fi constatat faptul c un prim set important de competene ete cel al
subcomponentelor competenei de comunicare.
Proiectarea curricular n vederea formrii competenei de comunicare se fundamenteaz pe
direciile delimitate de pedagogia contemporan, pedagogia activizant i interactiv, n vederea
facilitrii introducerii unui model de structurare a disciplinelor prin care se vizeaz limba i
antrenarea limbajului, modelul comunicativ, cu scopul circuscrierii unui profil comunicaional
competent.

3. Valorificarea competenei de comunicare n procesul educaional

Identificarea componentelor competenei comunicaionale asigur operaionalizarea acestui
concept care a ridicat o serie de probleme sub acest aspect. De asemenea, defalcarea prilor
componente ale competenei de comunicare asigur utilizarea acesteia, n special, n scop
educaional, didactic, scop pentru care a fost gndit de iniiatorul acesteia Hymes, 1966 (Pamfil,
2003). Astfel, se poate observa faptul c modelul este abordat de didactica predrii limbii romne
drept limb matern, precum i de programa de terapia limbajului evideniindu-i i utilitatea
terapeutic, nu doar didactic. Savignon evideniaz necesitatea plasrii competenei de comunicare
n centrul educaiei la fel ca i conceptul i noiunea de bune practici n sala de curs. De
asemenea, autorul subliniaz lipsa de corectitudine n plasearea n punct central a competenei
lingvistice (gramaticale), poziie pe care ar trebui s o ocupe competena de comunicare.
Perspectiva pedagogic, didactic dorete crearea unui model funcional, operaionalizabil,
subliniind nevoia de a crea o abordare eminamente comunicative n studiul limbii materne, n sfera
didacticii limbii i literaturii romne, dar i n sfera terapiei limbajului.
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 Prin aceast perspectiv s-a ncercat s se evidenieze importana abordrii holistice,
interdisciplinare, un tip de abordare cu o nuan practic-aplicativ mult mai evident dect cea
unidirecional. S-a ncercat i surprinderea ctorva elemente legate de limbaj i comunicare,
urmrind firul modelrii i integrrii conceptuale, prin prisma mai multor arii de investigaie i
cercetare, subliniind nevoia de mutare a accentului de pe o abordare reducionist, o abordare care
de altfel i-a dovedit limitele n nenumrate rnduri, pe o abordare integratoare. Potrivit acestei
perspective, problematica limbajului i a comunicrii poate fi abordat, cu succes, prin prisma
conceptului de competen de comunicare chiar i n sfera reabilitrii.

4. Particulariti ale dezvoltrii cognitive a copilului, care influeneaz calitatea comunicrii

dintre cadru didactic i elev.
n procesul de comunicare interpersonal, atenia are un rol deosebit. A fi atent presupune a
ignora o serie de aspecte pentru a le putea gestiona eficient pe cele considerate importante pentru
ceea ce faci. Atenia este voluntar i involuntar. Atenia involuntar este definit ca fiind imediat
sau reflexiv i se leag de aciunea direct a unui stimul asupra sistemului senzorial (vz, auz,
etc.). Atenia activ, voluntar se asociaz cu conceptul de interes i are legtur cu gradul de
importan sau semnificaie pe care l are un stimul pentru o persoan. Ea este implicat n activiti
intenionate (sarcini de lucru) sau n procesele de planificare.
La vrste mici, procesele atenionale opereaz pe un continuum, de la activare ctre
focusarea ateniei (De Gandi, 2000): pentru a fi atent, copilul are nevoie de o stare optim de
activare fiziologic. Starea de hiperactivare pe care oamenii o au n situaii n care triesc emoii
intense de disconfort (fric, furie etc.) sau de subactivare (starea de somnolen) afecteaz
capacitatea de a fi atent la ceea ce faci. Activarea fiziologic puternic (creterea btilor inimii,
modificarea respiraiei etc.) are un rol esenial n mobilizarea organismului pentru a face fa
situaiilor de pericol. Dei n acest caz abilitile atenionale se ascut i devin eficiente, ele
mpiedic performana cognitiv deoarece au o orientare predominant pe elemente care au legtur
cu situaia de pericol, ignornd alte aspecte relevante pentru ceea ce trebuie s fac copilul n acel
moment. n absena abilitii de a fi ateni la ceea ce ni se ntmpl, noi nu putem s difereniem
informaia relevant de cea nerelevant.
n consecin, capacitatea noastr de a fi ateni se poate defini prin urmtoarele aspecte:
un nivel optim de activare fiziologic;
obinuirea cu stimulii cu care intrm n contact mai mult timp sau nu sunt relevani pentru
noi;
manifestarea interesului pentru stimulii noi;
identificarea i selectarea informaiilor din mediu;
motivaia i persistena n sarcin sau susinerea procesului de procesare a informaiei;
automonitorizarea i autocontrolul comportamentului.
Alturi de atenie, un rol deosebit n procesul de comunicare interpersonal l are memoria.
Memoria de lucru reprezint abilitatea noastr de a ne reaminti informaia necesar rezolvrii unei
sarcini. Ea are un rol major n realizarea diferitelor activiti colare cum ar fi: nelegerea
materialului citit, calculul mental aritmetic, copierea cuvintelor de pe tabl, orientarea n spaiul
colii i n mprejurimi etc. Copiii care au dificulti la nivelul memoriei de lucru au anse mari s
uite ce au de fcut.
Memoria de lucru nu este o simpl unitate de memorie, ci este un sistem complex care
gestioneaz fluxul de informaie n minte. Ea are urmtoarele roluri n funcionarea cognitiv:
permite stabilirea unor conexiuni ntre elemente care aparent nu prezint nici o legtur;
ine activ o cantitate de informaie n timp de copilul lucreaz cu altceva;
permite analiza lucrurilor din mai multe perspective;
permite stabilirea corelaiilor ntre idei;

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 are un rol esenial n nelegere deoarece permite minii s ia n considerare lucrurile
experimentate anterior i s le compare cu cele pe care le experimenteaz n prezent;
permite performarea secvenial a unui set de solicitri;
permite monitorizarea modului propriu de a gndi.
Studiile arat c exist dou tipuri de memorie de lucru care se dezvolt relativ la fel:
memoria verbal i memoria vizuo-spaial. Memoria verbal ajut copiii n clas s i
reaminteasc instruciunile verbale, s nvee limbajul i s neleag sarcinile pe care le au de fcut.
Memoria vizuo-spaial ajut la reamintirea secvenelor de aciuni, evenimente, tipare de
comportament, imagini, abiliti matematice. O alt limit a memoriei de lucru are legtur cu
viteza cu care se transmite o informaie (instruciune). Cnd cadrul didactic vorbete foarte repede,
copiii cu o memorie de lucru limitat nu pot s proceseze informaia suficient de repede ceea ce
invariabil conduce la abandonarea activitii sau comiterea de erori.
Cunoaterea particularitilor de dezvoltare i funcionare cognitiv ale copiilor, specifice
diferitelor etape de vrst sprijin cadrul didactic n setarea unor pattern-uri adecvate de comunicare
cu elevii la clas. n acest sens, pentru copiii de vrst precolar i colar mic, adaptarea i
modul lor de funcionare la clas depind ntr-o mare msur de nivelul de dezvoltare a capacitii de
concentrare a ateniei i de funcionare a memoriei de lucru. Creterea performanei educaionale
depinde n mare msur de comunicarea eficient a instruciunilor n cadrul activitilor la grup/
clas. Eficiena instruciunilor care sunt date elevilor este influenat de modul n care acestea sunt
formulate, fiind asigurat de respectarea urmtoarelor reguli:
nainte de formularea instruciunii, asigurai-v de atenia elevilor;
obinei atenia elevului prin asigurarea unei proximiti spaiale sau prin stabilirea
contactului vizual;
formulai instruciunile ntr-o manier simpl, la obiect;
instruciunile trebuie s indice concret comportamentul dorit;
nu formulai mai multe sarcini n acelai timp;
prezentai instruciunile pe secvene mici de comportament;
oferii modele de aciune atunci cnd dai instruciuni;
oferii aceeai instruciune n mai multe feluri.
Aceste reguli de comunicare la clas influeneaz ntr-o mare msur comportamentul de
compliere sau de refuz privind efectuarea sarcinilor, mai ales pentru situaiile n care copiii nu au o
motivaie intern.
n concluzie, comunicarea este un proces de mare generalitate i importan care definete
ntreaga relaie a omului cu lumea care l nconjoar, ea fiind un schimb permanent de idei i mesaje
interconectate prin individ.

BIBLIOGRAFIE:
1. C. Bodea Haegan Abordri structuralist integrate n terapia tulburrilor de limbaj i
comunicare, Presa Universitar Clujean, Cluj-Napoca, 2011;
2. I.-O. Pnioar Comunicare eficient. Metode de interaciune educaional, Ed. Polirom
Iai, 2003;
3. http://www.scritub.com/profesor-scoala/Formarea-competentei-de-comuni32212417.php
4. http://work.chron.com/important-teachers-good-communication-skills-10512.html
5. Competene n comunicare Performan n educaie, Program de formare destinat cadrelor
didactice.

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 PREDAREA SISTEMELOR DE ECUAII LINIARE
N NVMNTUL PREUNIVERSITAR

Amariei Laura-Georgeta,
Colegiul Tehnic de Alimentaie i Turism Dumitru Mooc Galai

Pn nu demult, predarea n domeniul matematicii era dominat de cunotinele necesare

activitii practice a diferitelor obiecte alese. Cadrele didactice ofereau informaii, iar elevii aveau
datoria de a nva sau de a memora faptele i s reproduc, la cerere, cunotinele, prin repetarea
acestor informaii nsuite. Rezultatele investigaiilor erau prezentate elevilor, ei fiind extrem de rar
ndrumai spre descoperirea acestor informaii. Cercetarea pedagogic i metodic arat c nvarea
cu succes nu este att relatarea coninutului faptic al subiectului studiat, ct complexitatea ideilor
coninute n subiect. Cheia nvrii nu este a ti, ci a nelege.
Adevrata preocupare pentru cadrul didactic modern este de a identifica metodele de
predare prin care s realizeze amestecul optim dintre complexitatea ideilor matematice cu
capacitatea i abilitatea mintal a celui care nva. nelegerea unui principiu matematic poate s
depeasc stadiul mintal de dezvoltare a multora dintre elevii notri i, cum vrsta nu poate fi
ncadrat ntr-un anumit stadiu, profesorul trebuie s observe ndeaproape i s verifice nelegerea
elevului. n realizarea demersului didactic, rolul profesorului nu este de a da reete, ci s planifice
investigaiile care sunt semnificative pentru elev.
Sistemele de ecuaii liniare apar n modelarea unor probleme tiinifice, precum i n
metodele numerice de rezolvare a acestora (de exemplu: sisteme de ecuaii neliniare, aproximarea
funciilor, probleme la limit pentru ecuaii difereniale, ecuaii cu derivate pariale, optimizare
etc.).
Gsirea soluiei unui sistem de ordin mare (sau inversarea unei matrice de ordin mare),
poate fi o sarcin dificil n practic, ca urmare a numrului mare de operaii aritmetice necesare
pentru gsirea soluiei i erorilor propagate ntr-un ir lung de operaii cu numere reale.
Cele dou dificulti menionate pot face nepractic abordarea manual a rezolvrii
sistemelor de ecuaii liniare i pot genera soluii aproximative atunci cnd se utilizeaz calculatorul.
De fapt, rezolvarea sistemelor de ecuaii liniare a interesat pe marii matematicieni ai
secolului al XVIIlea i a stat la baza introducerii noiunii de determinant. Laplace numea
determinantul rezultant, denumire care a fost pstrat i de Cauchy n Exercises d'analyse
et de physique mathmatique, vol II, p. 161 (1841). n cursul su de analiz algebric,
Cauchy i denumea funcii alternate. Gauss a fost cel care a introdus denumirea de
determinant. ns germenii teoriei determinanilor se gsesc n scrierile lui Gottfried Leibnitz
(1646-1716). Cel mai important aport este cel al lui Cramer, matematicianul care a dat
regula de calcul a determinanilor, ntr-o not la Analyse des lignes courbes algbrique
(publicat la Geneva n 1750). Cramer a fost urmat de Bezout, Laplace, Lagrange i
Vandermonde.
Odat cu dezvoltarea teoriei determinanilor, s-a produs o diversificare a algoritmilor de
rezolvare a sistemelor de ecuaii liniare, fiind identificate att metode directe, ct i indirecte.
Ca urmare a gradului nalt de abstractizare dezvoltat de matematic, n mod continuu, pentru
fiecare dintre noi, s-a manifestat tendina de a cuta s abordm cu predilecie noiunile cele mai
subtile, metodele cele mai formalizate, definiiile i demonstraiile riguroase n rezolvarea
sistemelor de ecuaii liniare.
Analizarea metodelor de rezolvare a unor astfel de sisteme deriv din multitudinea
problemelor n care acestea se regsesc, indiferent de nivelul de studiu (primar, gimnazial, liceal,
universitar, de cercetare) sau de disciplina abordat (fizic, chimie, biologie, economie,
informatic).

535
 Sistemele de ecuaii sunt frecvent ntlnite de elevi la orele de curs, la olimpiade i
concursuri colare, la examenele naionale de admitere i, nu n ultimul rnd, n problemele aprute
n viaa de zi cu zi.
Analiza greelilor frecvent sesizate n rezolvarea sistemelor de ecuaii liniare a condus la
necesitatea prezentrii unor algoritmi de lucru eficieni, adaptai diferitelor tipuri de elevi (ncepnd
cu cei din clasele a IV-a i terminnd cu cei din nvmntul liceal sau chiar studeni).
Multitudinea de metode de rezolvare a sistemelor de ecuaii liniare d posibilitatea elevului
s aleag algoritmul eficient pentru determinarea soluiilor (n cazul sistemelor compatibile) sau s
demonstreze c nu admite soluii (n cazul celor incompatibile).
Cele mai utilizate metode predate i aplicate de ctre rezolvitorul aflat n sistemul de
nvmnt preuniversitar sunt Cramer, Gauss, matriceal, precum i cele dou particularizri ale
acestor algoritmi metoda reducerii i metoda substituiei.
n realitate, noiunea de sistem de ecuaii liniare este predat pentru prima dat elevului de
clasa a VIII-a, care i-a nsuit cunotinele referitoare la determinarea soluiilor pentru o ecuaie de
gradul I, cu una sau dou necunoscute (ecuaii diofantice), reprezentarea punctelor ntr-un sistem de
axe de coordonate, respectiv reprezentarea grafic a funciei de gradul I.
n acest moment, elevul intr n contact cu determinantul unei matrice ptratice de ordinul 2
(fr ca acesta s fie denumit astfel), respectiv cu noiunile de sistem compatibil sau incompatibil.
Reluarea i aprofundarea n clasa a XI-a a noiunii de sistem de ecuaii liniare (de aceast
dat cu mai multe necunoscute) este propice nelegerii algoritmilor compleci de determinare a
soluiilor, ntruct rezolvitorii beneficiaz de un bagaj mai bogat de cunotine, din care nu lipsesc
cele referitoare la matrice, inversa unei matrice, rangul unei matrice, determinani, proprieti i
metode de calcul ale determinanilor.
n aceste condiii, suntem oarecum surprini de faptul c ncepnd de la ciclul primar sunt
propuse spre rezolvare probleme n care intervin sisteme de ecuaii liniare, a cror soluii trebuie
determinate fr a avea la dispoziie noiuni precum cele anterior menionate. Rezolvarea sistemelor
de ecuaii n acest caz se reduce, n special, la aplicarea unor metode figurative (grafice), combinate
cu metoda mersului napoi.
Funcie de vrsta elevului de la clas, sistemele de ecuaii liniare propuse spre rezolvare au
grade diferite de dificultate, iar metodele aplicate sunt specifice nivelului de cunotine
nmagazinate.
Avnd n vedere diversitatea algoritmilor utilizai pentru predarea sistemelor de ecuaii liniare,
putem deduce faptul c sistemul de calcul, ca mijloc de nvmnt, i laboratorul AEL sunt
instrumente adecvate, eficiente, n predarea i aprofundarea acestor cunotine.
Calculatorul poate fi folosit att n cazul instruirii, ct i n cazul nvrii. Avantajele folosirii
acestui mijloc de nvmnt de mare eficien sunt:
stimularea gndirii logice;
crearea motivaiei interne a nvrii;
dezvoltarea creativitii;
adaptarea nvrii la ritmul i stilul personal al elevului;
realizarea unui feedback permanent.
Sistemul de calcul nu poate nlocui profesorul i nici orele de studiu individual. Depinde de
profesor ca s aleag momentul propice pentru introducerea acestui mijloc de nvmnt, ca secven n
cadrul procesului instructiv-educativ.
Progresul elevilor este evideniat de creterea gradului de realizare a obiectivelor instruirii,
cretere materializat n mrimea valorii notelor pentru nivelul de cunotine i deprinderi atins. n
acest sens, ilustrarea grafic este convingtoare.
La orele de matematic din cadrul laboratorului AEL, leciile devin mult mai plcute pentru
elevi, iar transferul de cunotine se realizeaz ntr-un interval mai scurt de timp, n funcie de
posibilitile intelectuale ale fiecrui elev.

536
 n urma documentrii, a experienei didactice i a probelor de evaluare aplicate, se pot
desprinde urmtoarele concluzii:
predarea-nvarea sistemelor de ecuaii liniare, trebuie privit ca un fenomen complex,
dar unitar, care angajeaz ntreaga personalitate uman;
compunerea de probleme care se rezolv cu ajutorul sistemelor de ecuaii liniare,
dezvolt creativitatea ca dimensiune psihologic, ce este universal existent, distribuindu-se n
rndul tuturor copiilor dezvoltai normal.
n cadrul matematicii, predarea-nvarea sistemelor de ecuaii liniare are bogate valene
formative, fiind o modalitate principal de a dezvolta gndirea independent a elevilor.
n scopul stimulrii potenialului creativ al elevilor, profesorul trebuie s fie cel puin neutru
fa de evoluia acestuia, n sensul de a nu-i nbui manifestrile i dezvoltarea, s intervin
contient i activ pentru ndeprtarea blocajelor obiective i subiective ale creativitii elevilor, s
preia i s dezvolte n mod organizat potenialul creativ al fiecrui copil. n acest sens, e absolut
necesar, ca profesorul s cunoasc pe ct posibil situaia potenialului psihologic al fiecrui elev n
parte.
Astfel, se impune msurarea prin diferite probe i modaliti a potenialului creativ al
elevilor, aceste probe trebuind s aib dou faze: una iniial i una final. n intervalul de timp
dintre ele trebuie s se lucreze intens cu elevii; rezultatele finale vor reda progresul obinut de elevi
n ceea ce privete nsuirea cunotinelor, dar i n ceea ce privete dezvoltarea capacitilor
creatoare (astfel de probe se pot aplica la nceput i la sfrit de capitol/unitate de nvare).
n nsuirea cunotinelor de ctre elevi, un rol important l are munca independent. n orele
de matematic alocate predrii nvrii evalurii noiunii de sisteme de ecuaii liniare, elevii
trebuie s lucreze, s fac efort nu numai aplicativ, ct mai ales mintal creator. n cadrul activitii
independente din clas , trebuie s realizm i nvarea n ritm propriu, deoarece ntr-o clas de
elevi exist mai multe nivele de gndire i ritmuri de lucru variate, specifice fiecrui elev.
n cadrul metodelor active de predare-nvare, trebuie stimulat imaginaia matematic i
ingeniozitatea elevilor astfel nct s gseasc singuri ct mai multe ci de rezolvare a unei
probleme, s fac conexiuni ntre noiunile studiate.
Este imperios necesar ca elevii s fie obinuii ca singuri s caute de lucru, s creeze
probleme i exerciii pe care s le rezolve cu ajutorul sistemelor de ecuaii liniare i, n felul acesta,
ora de matematic s fie o or dens, n care elevii s lucreze mai mult, profesorul lucrnd att cu
clasa, ct i cu fiecare elev n parte. n acest mod, elevii neleg c matematica este o tiin a
realitii nconjurtoare, indispensabil diverselor activiti umane practice, nu e doar o activitate
abstract pur.
Prin prezentarea de fa, am ncercat s relev existena armoniei interioare a matematicii,
capabile s trezeasc contiina c exist probleme matematice atrgtoare, prezentate la diferite
niveluri de vrst colar, pentru nelegerea crora nu este nevoie de un talent special.
Consider c predarea-nvarea sistemelor de ecuaii liniare se datoreaz, n mare parte, att
capacitilor intelectuale ale elevilor, ct i nsuirii corecte a metodelor diverse de abordare a
acestor cunotine.

537
 EDUCAIA PE PARCURSUL NTREGII VIEI

Prof. Pop Mirela-Emilia

coala Gimnazial Bseti
Judeul Maramure

Motto: ,, Calitatea cea mai important a unui educator este c trebuie s fie el nsui o persoan care
nva; dac i-a pierdut capacitatea de a nva, nu mai are ce cuta n tovria celor care i-au
pstrat-o pe a lor.(H. Overstreet)
REPERE ISTORICE
1945-Crearea UNESCO n scopul de a promova, prin educaie, tiin i relaii culturale
obiectivele pcii internaionale i ale binelui general.
1948-Declaraia universal a drepturilor omului-art.26: ,,Orice persoan are dreptul la
educaie...Educaia trebuie s urmreasc dezvoltarea deplin a personalitii
umane...promovnd nelegerea, tolerana, prietenia...
1972-Raportul Faure-A nva s fii: educaia trebuie s fie general i pe tot parcursul
vieii; trebuie s nvm cum s ne construim cunotinele n legtur cu viaa, trebuie s
nvm s fim.
1985-A IV-a Conferin pentru educaia adulilor (Paris) proclam DREPTUL DE A
NVA: nvarea este un cuvnt cheie...dreptul de a nva nu constituie un lux sau un
lucru de fcut n viitor. Dac vrem s existm, trebuie s nvm s trim n pace. Fr
dreptul de a nva nu e posibil dezvoltarea omenirii.
1990-Conferina mondial a educaiei pentru toi- Jomtiem reafirm voina comunitii
internaionale de a garanta dreptul la educaie a tuturor oamenilor planetei: educaia este
principalul mijloc de a pregti oamenii pentru o participare efectiv la dezvoltarea lor i a
comunitii naiunilor; educaia trebuie s-i pregteasc pe oamenii de azi pentru a tri i
lucra n lumea de mine, o lume a crei caracteristic de baz va fi schimbarea.
1996-Comoara luntric-Raportul ctre UNESCO al Comisiei Internaionale pentru
Educaie n secolul XXI , coordinator Jacques Delors.
ETAPELE I CONEXIUNILE EDUCAIEI
Nevoile educaionale fundamentale, prezentate n 1990 la Conferina mondial cu privire la
educaia pentru toi, care a avut loc la Jomtiem, Thailanda:
Aceste nevoi includ att instrumentele de baz (exprimarea oral, deprinderea de a scrie i de
a socoti sau capacitatea de a rezolva probleme) ct i coninutul fundamental al nvmntului
(cunotinele, aptitudinile, valorile i atitudinile) care le sunt necesare fiinelor umane pentru a
supravieui, pentru a-i dezvolta pe deplin capacitile, pentru a munci i a duce o via demn,
pentru a lua parte la dezvoltare, pentru a-i mbunti calitatea vieii, pentru a lua decizii
fundamentate pe cunotine temeinice i pentru a-i continua pregtirea. (Declaraia mondial cu
privire la nvmntul pentru toi, art. 1, par.1)
Educaia ca proces continuu se sprijin pe cei patru piloni: a nva s tii, a nva s faci, a
nva s trieti mpreun cu ceilali i a nva s fii.
A nva s tii, mbinnd cunotine generale suficient de cuprinztoare cu posibilitatea de a
aprofunda un numr restrains de discipline. Aceasta nseamn i a nva cum s acumulezi
cunotine, pentru a profita de oportunitile pe care educaia le pune la dispoziie de-a lungul
ntregii viei.
A nva s faci, nu doar pentru a dobndi o anumit calificare profesional ci, ntr-un sens
mai larg, competena de a face fa unei multitudini de situaii i de a fi capabil s lucrezi n
echip. A nva s faci nseamn i adaptarea la diferitele contexte sociale cu care se confrunt
tinerii i la experiena pe care o acumuleaz fie ca rezultat al unui context local sau naional, fie
ntr-o instituie de nvmnt, prin cursuri, alternnd studiul cu munca.

538
 A nva s trieti mpreun cu ceilali, prin cultivarea empatiei fa de ceilali i prin
aprecierea corect a interdependenei angajarea n proiecte commune i capacitatea de a rezolva
conflicte n spiritual respectrii valorilor pluralismului, al nelegerii reciproce i al pcii.
A nva s fii, pentru a-i dezvolta personalitatea i a fi capabil s acionezi cu o autonomie
crescnd, judecnd prin prisma propriilor concepii i asumndu-i rspunderea. n acest sens,
educaia nu trebuie s neglijeze nici o latur a potenialului uman: memoria, raiunea, simul estetic,
calitile fizice i capacitatea de a comunica.
Sistemul educaional tinde s avantajeze acumularea de cunotine, n detrimentul altor
aspecte; este ns vital s percepem acum educaia ntr-un mod mai cuprinztor. O asemenea
viziune ar trebui s inspire i s guverneze viitoarele reforme i politici educaionale, att n ceea ce
privete coninutul, ct i metodele.
Educaia ocup un loc din ce n ce mai important n viaa oamenilor pe msur ce rolul su
printre forele care acioneaz n societile moderne se accentueaz. Motivele sunt multiple.
Diviziunea tradiional a vieii n etape distincte copilria i adolescena, dedicate colii:
maturitatea, perioad activ a vieii, anii de pensie nu mai corespunde situaiei aa cum se prezint
ea astzi, i cu att mai puin cerinelor viitorului. n prezent nimeni nu mai poate spera s
acumuleze n tineree un fond iniial de cunotine care s-i serveasc o via ntreag. Schimbrile
rapide care au loc pretutindeni n lume cer actualizarea permanent a cunotinelor i, n acelai
timp, educaia iniial a tinerilor tinde s acopere o perioad mai ndelungat.
Educaia, la rndul ei, cunoate schimbri rapide. Tot mai multe posibiliti de completare a
educaiei n afara colii apar n toate domeniile, n timp ce aptitudinile, nntr-un sens tradiioanl al
termenului, las loc n multe sectoare moderne de activitate ideii de dezvoltare a competenei i
adaptabilitii.
Distincia tradiioanl dintre educaia iniial i educaia continu trebuie s fie reconsiderat.
Perioada propice nvrii este acum ntreaga via, iar domeniile cunoaterii interacioneaz i se
completeaz reciproc. n secolul XXI, educaia mbrac forme att de variate n ceea ce privete
scopurile pe care i le propune i modul n care se manifest, nct acoper toate activitile care
permit indivizilor s acumuleze de-a lungul vieii o cunoatere just a lumii, a celuilalt i a propriei
persoane. Ea combin n mod natural cele patru tipuri de nvare descrise anterior.
nvarea pe parcursul ntregii viei nu este un ideal ndeprtat, ci o realitate care prinde
contur pe o scen educaional complex, maract de o serie de schimbri care i accentueaz
necesitatea. Pentru a o organiza, trebuie s ncetm a privi diferitele forme de nvmnt ca fiind
independente i, ntr-un anumit sens, succesive, chiar concurente; trebuie s accentum caracterul
complementar al etapelor educaiei moderne i s ne ndreptm atenia asupra diferitelor medii n
care acestea se desfoar.
n viziunea Comisiei Internaionale pentru Educaie n secolul XXI, a nva pe parcursul
ntregii viei nseamn mai mult: ntr-o lume n care accelerarea schimbrilor i globalizarea n ritm
alert transform relaia fiecrui individ cu timpul i spaiul, nvarea pe parcursul ntregii viei este
esenial pentru ca oamenii s rmn stpni pe propriul destin. nvarea pe parcursul ntregii
viei poate deveni, prin urmare, pentru fiecare dintre noi, mijlocul prin care stabilim un echilibru
ntre acumularea de cunotine, munc adaptarea continu la diferite situaii i participarea activ la
viaa civic.
Educaia elementar, dac i atinge scopurile propuse, trezete n individ dorina de a
continua s nvee. Rezultatul se reflect n continuarea procesului n instituiile de nvmnt, dar
celor care decid s mearg mai departe trebuie s li se ofere anumite condiii. De fapt, studiile
efectuate n diferite ri arat c participarea adulilor la activitile educaionale i culturale este
legat de nivelul lor de instruire. Este clar c se poate vorbi de un efect cumulativ: cu ct eti mai
bine instruit, cu att mai mult doreti s mergi mai departe, iar acest lucru se poate observa att n
rile dezvoltate, ct i n cele n curs de dezvoltare.
n Suedia, educaia adulilor este un fenomen larg rspndit, care se bazeaz pe o tradiie
ndelungat. Ea se realizeaz n forme dintre cele mai diverse i n cadrul a numeroase programe.
539
Nivelul de participare la activitile educative de tip formal sau informal este foarte ridicat. Pe
parcursul unui an, mai mult de 50% din populaia adult particip la o form sau alta de nvmnt
organizat.
Fundaia Noor Al Hussein o organizaie nonguvernamental din Iordania a adoptat filosofia
dezvoltrii socio-economice multilaterale pentru grupurile de populae cu venituri reduse, punnd
un accent special pe situaia femeilor i pe aciunile interdisciplinre.Proiectul pentru Calitatea Vieii
se refer la toate aspectele necesare dezvoltrii comunitii, incluznd aici sntatea, alimentaia,
protecia mediului i educaia. Proiectul include programe de valorificare a resurselor umane, care
aduc n acdrul comunitilor un plus de cunotine, de educaie i aptitudini, i care i implic pe
liderii comunitii i pe prini n calitate de parteneri n cadrul programelor de instruire
formal(tradiional) i non-formal(alternativ).
Sistemul german de educaie viznd vocaia, cunoscut sub denumirea de ,,sistem dual sau de
educaie mixt, trezete n ultimii ani un interes tot mai mare pretutindeni n lume. Acest sistem este
adesea considerat drept unul dintre factorii determinani ai ratei relativ reduse a omajului n rndul
tinerilor din Germania.n sistemul dual exist dou locuri n care se desfoar educaia: coala i
locul de munc. n cadrul ntreprinderilor, atelierelor, laboratoarelor birourilor sau magazinelor
tinerii deprind cunotinele necesare unei profesii, dar n acelai timp ei urmeaz cursurile unei coli
profesionale sau de meserii timp de o zi sau dou pe sptmn.La nivel instituional, sistemul dual
depinde de organizaia coordonatoare, Institutul Federal de Instruire Profesional, care decide
asupra cursurilor realizate n colaborare cu organizaiile patronale i cu sindicatele. Sistemul este
astfel conceput nct s evolueze i s se adpteze nevoilor fluctuante ale economiei. Aceast form
de pregtire include la ora catual 380 meserii recunoscute, muli tineri sunt angajai chiar de firma
unde i-au efectuat stagiul de pregtire de doi pn la trei ani i jumtate.
n noua sa form, educaia continu este perceput ca depind practicile curente, n special n
rile n curs de dezvoltare, i anume cursurile de perfecionare, conversia sau recalificarea sau
cursurile de promovare pentru aduli. Ar trebui oferite tuturor posibiliti pentru a se educa, cu
diverse scopuri oferindu-li-se o a doua i chiar a treia ans, satisfcndu-li-se dorina de
cunoatere i de frumos sau dorina de a se autodepi, fcnd posibil o extindere sau o
aprofundare a formelor strict vocaionale de pregtire, inclusiv pregtirea practic.
Pe scurt, ,,educaia pe parcursul ntregii viei trebuie s profite de orice ocazie pe care
societatea i-o pune la dispoziie.

BIBLIOGRAFIE:
1.Jacques Delores, Comoara luntric: Raportul ctre UNESCO al Comisiei Internaionale
pentru Educaie n secolul XXI, Editura Polirom, 2000
2.Adrian Neculau i Teodor Cozma(coordonatori), Psihopedagogie pentru examenul de
definitivat i gardul II, Editura Spiru Haret, Iai, 1995

540
 EDUCAIA I SCHIMBAREA MENTALITII PRINILOR CU PRIVIRE LA
NIVELUL DE DEZVOLTARE AL COPILULUI

Prof. psihoped. Mihalca Andreea Dolores

C.S.E.I. Aurora Reia

Societatea noastr ncearc s reconsidere familia ca instituie uman i s-i acorde rolul
principal n rezolvarea problemelor sale. Uneori prinii nu sunt n stare s-i rezolve problemele cu
copiii lor recurg la diferite metode, unele chiar neadecvate.
Educaia familiei i a prinilor are n vedere acele aciuni ndreptate spre exersarea funciei
educative i spre dezvoltarea unor practici eficiente de comunicare i interacionare n familie.
Educaia prinilor contribuie la emanciparea social i spiritual, fiind un subsistem al
educaiei permanenente, ea rspunde unor nevoi specifice i ofer modaliti alternative i condiii
de autoeducaie. Finalitatea definitorie a educaiei prinilor const n formarea contiinei educative
a acestora, cotiina necesitii unui efort continuu pe msura evoluiei nevoilor, inclusiv de
educaie, ale copilului.
n Romnia s-au organizat doar comitete de parini pe clas i pe coal, dar acestea nu au
rol decizional, ele doar sprijin coala n rezolvarea unor probleme administrative-gospodreti.
nc de la nceputul secolului trecut, Kant scria: Prinii care au primit ei nii o educaie
sunt deja modele dup care se ndreapt copiii.
Din perspectiva istoric, educaia prinilor ca i educaie n general, este o necessitate, att
pentru creterea i educarea copiilor, ct i ca o cale de emancipare spiritual i social.
Din perspectiva unei analize sistemice, educaia prinilor apare ca o dimensiune a educaiei
permanente i desigur, a educaiei adulilor. Dave R. H. afirma: educaia pemanent este un proces
de perfecionare a dezvoltrii pesonale, sociale i profesionale pe durata ntregii viei a indivizilor n
scopul mbuntirii calitii vieii, att a indivizilor, ct i a colectivitii lor. Aceasta este o idee
comprehensiv i unificatoare care include nvarea formal, nonformal i informal pentru
dobndirea i mbogirea unui orizont de cunoatere care s permit atingerea celui mai nalt nivel
de dezvoltare posibil n diferite stadii i domenii ale vieii.
Un sistem de educaie pentru aduli este bine organizat, funcional atunci cnd este ntemeiat
pe motivaii i centrat pe obiective care rezolv problemele indivizilor sau grupurilor de aduli. Nu
putem stimula motivaiile lor de nvare i de participare la programele educaionale fr strategii
care s se ntemeieze pe cunoaterea nevoilor lor reale, specifice, de educaie.
Se prevede ca n rile Comunitii Europene s se treac la o nou etap a colaborrii colii
cu familia, iar relaia familie-coal nu trebuie s mai fie opional ci trebuie s funcioneze ca un
sistem de obligaii reciproce.
Educaia prinilor ca activitate organizat i sistematic poate fi abordat prin schimbarea
mentalitii prinilor cu privire la nivelul de dezvoltare al copilului avnd n vedere cteva aspecte:
copilul este o persoan cu caracteristici speciale, n concordan cu gradul de dezvoltare; copilul
are drepturi care trebuie recunoscute de ctre societate i respectate de ctre toi adulii, n special
de prini; copilul are o personalitate distinct individualizat care difer de la individ la individ.
Prinii sau adulii au influena cea mai mare asupra modelrii psihicului copilului, fie c
sunt contieni, fie c nu.
Recomandri privind educaia copilului n familie:
-parinii s neleag c dac acord atenie comportamentului pozitiv acesta se va repeta;
-prinii trebuie s neleag c pot acorda atenie ntr-o manier pozitiv sau negativ;
-prinii s-i laude copilul pentru faptele bune pe care le face, fiindc atmosfera din cas este mult
mai plcut, ofer copilului o imagine pozitiv fa de sine nsui;
-prinii trebuie s i explice copilului de ce a fost ludat;

541
-prinii s neleag c n orice situaie exist diverse modaliti de a stabili limite pentru
comportamentul copilului i c prinii sunt aceia care vor alege cea mai potrivit modalitate dect
pedepsele i abuzul fizic;
-prinii s neleag c n stabilirea limitelor, trebuie s fie ct mai clari i consecveni i totodat
ateni la limbajul folosit i formularea acestuia;
-prinii s neleag diferena dintre respingerea unui copil i respingerea unui comportament,
inadmisibil al unui copil;
-prinii s neleag c i ating scopul mai uor atunci cnd reacioneaz pozitiv, dect cnd
reacioneaz negativ fa de nclcarea de reguli;
-prinii s fixeze limite ntre un comportament acceptabil i unul inacceptabil;
-s neleag care comportamente ale copiilor lor pot fi sau nu ignorate i ce efect are ignorarea
asupra comportamentului copilului;
-s nvee cum s ignore comportamentul nedorit al copilului;
-prinii s neleag n care situaie trebuie pus la col izolat copilul;
-prinii s cunoasc regulile jocului nu mai mult de 5 min., s nu mai discute despre incident, s-
l considere terminat odat cu terminarea pedepsei;
-s tie c locul n care este izolat copilul nu trebuie s fie ntunecat, periculos, ori s-i ofere
posibilitatea de a se distra;
-prinii s neleag c pedeapsa trebuie s fie pe msura faptei, s nu exagereze, s nu nspimnte
copilul;
-prinii s tie c exist multe posibiliti de pedepsire, i s exclud pedeapsa corporal,
agresivitatea.
Dac dorim s formm copii buni este important s fim mai nti prini buni.

BIBLIOGRAFIE:
Boti Matanie Adina, Axente Anca-Disciplinarea pozitiv. Sau cum s disciplinezi fr s rneti-
Editura ASCR, Cluj-Napoca,2011, pag.50-70
Baciu Amalia, Cazan Carmen .a-Educaia prinilor-Editura MarLink, Bucureti, 2006, pag.
10,56,59
Dave, R. H.-Fundamentele ale educaiei permanente-Editura Didactic i Pedagogic,
Bucureti,1991, pag. 47-48
Kant Immanuel-Tratat de pedagogie- Editura Agora,1992,pag 15
Palo Ramona, Sava Simona, Ungureanu Dorel-Educaia adulilor. Baze teoretice i repere practice-
Editura Polirom, Iai, 2007, pag. 28-63

METODE DE STIMULARE A RECEPTRII OPEREI LUI ION CREANG N

GIMNAZIU

Roca Mihaela, profesor de limba i literatura romn

Colegiul Naional Costache Negri, Galai

Metodele actuale, folosite de obicei, cum ar fi predarea/dictarea unor discursuri nentrerupte

ale profesorilor i pot plictisi pe elevi, dac dureaz prea mult sau dac nu sunt pigmentate cu
elemente ce rup ritmul i incit la cercetare, la imaginaie i la creativitate. Scenariile didactice
ameliorative presupun o activizare total a procesului instructiv educativ-metode, tehnici de lucru,
strategii, stil de predare i evaluare, dar mai ales de stimulare a nvrii.
Cercetrile arat c funcioneaz aplicarea unor elemente activizante, de orice natur, cci
nvarea vine n urma exerciiului, adic punnd n practic ceea ce am nvat pentru a putea, de
exemplu, rspunde la ntrebri. Acest lucru i determin pe elevi s prelucreze informaia i s i
confere un sens gsit de ei.
542
 Este adevrat c fiecare cadru didactic trebuie s gseasc strategii didactice care s se
potriveasc att profesorului, ct mai ales elevilor, iar alegerea celor mai potrivite determin
atingerea scopurilor propuse. De-a lungul vremii, cadrul didactic i poate crea un ghid de scenarii
didactice ameliorative,activizante, care s permit fiecrui profesor:
s gseasc metode aplicabile la disciplina de predare;
s selecteze anumite metode pentru anumite lecii/subiecte;
s obin cele mai bune strategii de predare;
s distribuie activiti i aciuni-obligatorii, dar mai ales opionale, pentru fiecare tem/lecie
din program;
s structureze scheme active de predarecare s prevad activiti complexe i variate
pentru elevi.
Ghidul de scenarii didactice ameliorative poate conine metode ce necesit o foarte scurt
pregtire, cu puine resurse, apoi metode ce necesit material de distribuit (Xerox,cartonae,etc) i
activiti ce necesit o pregatire ampl, n ordine cresctoare a gradului de dificultate.
Se poate utiliza o gam foarte variat de metode, cu o natur complex, metode aplicabile i
adaptabile la orele de literatur, de lectur. Se pot enumera:
metode de intercunoatere: blazonul, petalele, acvariul, bingo, interviul n direct, nvarea
prin dramatizare, jocurile didactice -de creaie, de ndemnare etc, jocuri de rol;
metode de pregtire a discutrii unui text literar: de nclzire (de conturare imaginativ a
unei epoci, a unui scriitor, a unui personaj; de completare a biografiei); brainstormingul;
votai un citat; discuia tip piramid; anticiparea; proiectul;
metode de procesare a informaiei: termenii cheie; lectura anticipativ; cvintetul; sistemul
interactiv de notare pentru eficacitatea lecturii i a gndirii; interviul n trei trepte; plriile
gnditoare; turneul ntre echipe; prelegerea activizat; portofoliul; gndii-lucrai n perechi;
ghiduri de nvare; grupuri de atitudine; dezbaterea academic; predarea reciproc;
investigaia comun i reeaua de discuii; metoda cadranelor; linia valorilor; jurnalistul
cameleon; turul galeriei; mozaic; puzzle; horoscop; s inventm etc;
metode de evaluare, cci, inevitabil, dup 2-3 ore de analiz literar i interpretare textual,
trebuie aplicat i evaluarea pentru a verifica dac discuiile anterioare sunt fructuoase sau
dac necesit alte explicaii: masa cu ateptri; scaunul autorului; jurnalul cu dubl intrare;
diagrama Venn; graffiti etc.
n cadrul re-integrrii ntre preferinele lectoriale ale lui Creang i a re-descoperirii operei
acestuia s-au aplicat cu succes cteva dintre metodele prezentate n paginile anterioare- pentru un
cadru didactic dibace se pot aplica toate, ns nu la o singur clas, sau ntr-o singur or, sau la un
singur autor.
La clasa a V-a, innd cont de pasul enorm pe care l fac micii elevi- nvtor profesori-se
impune o familiarizare treptat cu universul literaturii romne- avnd ca deschizator de drum pe
I.Creang- prin mai multe aciuni:
Zilele crilor deschise- o dat la dou sptmni, elevii clasei a V-a sunt invitai la biblioteca colii
sau la cea judeean, unde li s-a pregtit o infuziede autori i de texte literare, adecvate vrstei.
Sub forma unor expoziii elevii cunosc, unii poate recunosc, diveri autori i titluri de opere literare,
pe care le noteaz pe fie, urmnd ulterior, la clas, s se fac o nsumare a celor scrise pentru
redactarea planului de lectur suplimentar.
ntlnire cu - n momentul n care la clas se ajunge la o oper literar sau la un scriitor (Ion
Creang), lecia se poate muta la bibliotec, unde elevii se familiarizeaz i cu alte texte ale
aceluiai scriitor, sub lectura model a profesorului i a bibliotecarului, chiar i a lor. n cazul
fragmentului din manualul de Humanitas, din opera Amintiri din copilrie, profesorul mut ora la
bibliotec, unde elevii- deja familiarizai cu o parte din opera lui I.Creang- citesc i mprtesc
din cunotinele lor, dar iau i contact cu noi modaliti de receptare a textului scriitorului
humuletean. (ex.: audiie caseta i/sau CD; vizionare ecranizarea operei Amintiri sau Cinci pni;
audiie Povestea porcului etc.)
543
Parada personajelor literare - o activitate aplicabil n semestrul II, cnd, deja parcurgnd cteva
texte literare din manual, dar i din lectura suplimentar, elevii i pot exprima preferinele fa de
un anumit personaj i n funcie de felul cum a fost receptat. Pentru ca orele de limba i literatura
romn s nu devin anoste, din cele 5 ore sptmnale de la clasa a V-a, una poatae deveni de
joac, ns o joac instructiv, cnd elevii i exprim preferinele pentru anumite activitti,
lucreaz cu dicionarul i cu variate fie, se pot recupera decalajele, se citete suplimentar etc. ntr-o
perioad de 5 astfel de ore de joac, elevii s-au familiarizat i s-au apropiat de toate personajele lui
Creang, prin lectura textelor, prin re-lectura i extragerea de citate semnificative. Dup pregtirea
prealabil de 5 ore, n ora a asea elevii sunt invitai la parad. Fiecare i-a ales un personaj cruia
i-a fcut o fi de prezentare (ca un scurt rezumat al operei n care apare), un desen i i-a ales un
citat pe care s-l reproduc din memorie- scurt moment de dramatizare. La sfritul tuturor
prezentrilor elevii pot primi o diplom pentru cea mai bun reprezentaie, o fi de evaluare a
fiecrui personaj pentru a se alege ctigtorii paradei, putnd fi rspltii cu cri sau CD-uri.
Trgul de carte citit - ntr-una din orele de joac elevii aduc cri citite pe care le aaz ntr-o
expoziie i fac schimb unii cu alii. La dou sptmni, se face din nou trgul, urmnd s se fac
iari schimbul. Ei mprtesc idei despre personaje, ntmplri, aventuri etc. La sfritul unei
perioade se poate organiza o activitate, tip concurs care s vizeze lectura anumitor cri ale trgului.
Olimpiada lecturii (pentru clasa a VI-a si a VII-a) concurs ce evideniaz cei mai buni cititori,
elevii concurnd la recunoaterea personajelor, a pasajelor de text,sub forma unor ntrebri, strict
din opera lui Creang.
Poveste fr sfrit- momente de creaie. Pornind de la povetile i povestirile lui Ion Creang i
de la gama divers de personaje, elevii de clasa a VI-a (sau a V-a, dac nivelul clasei o permite)
trebuie s lucreze pe grupe de 3-4 i s rescrie/creeze alte povesti n care s se regseasc
personajele cunoscute, locuri, cuvinte etc, ncercnd s dea o nou imagine universului literar
humuletean.

PARTENERIATUL GRDINI-FAMILIE N
ALTERNATIV EDUCAIONAL STEP BY STEP

Prof.Emilia Ionita
Grdinia Step by Step Raz de soare -Ploiesti

nvarea intergenerationala este o modalitate eficient prin care oamenii, de la precolari la

bunici, pot s nvee unii de la alii. Pornind de la aceast idee putem consider,c familia este un
factor primordial n educaia i formarea copiilor n ordinea fireasc a lucrurilor, familia e locul
unde educaia ncepe s formeaze ceea ce este mai valoros pe lumeomul de caracter .Una din
trsturile specifice educaiei n familie este afectivitatea sporit. Fr ndoial c orice educator
trebuie s imprime activitii sale educaionale i o tent afectiv, dar cnd este vorba de prini,
aceast este mult mai pronunat, chiar i atunci cnd,din prudena, nu o afieaz:copilul o simte,
iar aceast i confer un sentiment de securitate. Educaia fcut de primii educatori priniica i
cea a grdiniei, se rsfrng asupra tuturor laturilor personalitii copilului n funcie de
particulariatatile de vrst i individulale ale acestora.
Alternativa educaional Step by Step pune accent pe implicarea progresiv a familiei.
Programele precolare sunt individualizate innd cont de grijile, prioritile i preocuprile
familiilor. Familia nu poate ns s exercite acesta funcie fr o colaborare cu grdinia,care
asigur resurse suplimentare. Implicarea familiei n program va ntri sprijinirea elurilor
educaionale. Prinii i educatoarii exercit o influena vital asupra dezvoltrii copiilor chiar dac
ei acioneaz n context sociale diferite .Implicarea prinilor inn activitatea prescolariloir este n
beneficial copiilor,al familiei i al calitii actului educaional.
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 Prinii i educatorii au, n egal msur, rspunderea eforturilor comune pentru a dezvolt o
relaie de colaborare eficient. Bazele unei bune relaii sunt bazate pe:
Comunicarea dintre cei doi factori
Respect reciproc
Acceptarea diferntelor sociale i materiale dintre prini
Implicarea tuturor n cutarea i promovarea intereselor copilului
De-a lungul celor 15 ani de cnd aplicm n cadrul grdiniei noastre acest program, am
implicat familiile copiilor n diferite activiti att n mod direct ct i indirect.
M voi referi la participarea direct a familiei la activitile din grdini.Aceata colaborare
direct se poate face n dou moduri:ca obsevatori, sau ca voluntari.Pentru iniierea prinilor cu
activitatea din grdini, i-am invitat s participle alturi de copii la unele activiti n sal de clas.
Astfel prinii au avut posibilitatea de a cunoate nivelul de pregtire al propriului copil,
deprinderile nsuite, prietenii copilului, metodele i procedeele didactice utilizate n grdini,
relaiile adult-copil, copii-copii,copii-educatoare. Prinii i bunicii pot participa i n calitate de
voluntari la activiti i chiar s le conduc. Implicarea activ a prinilor n activitatea grupei are
un avantaj important pentru copil. Prezena mai multor aduli poate duce la individualizarea
activitilor. Pentru o activitate eficient am constat c numrul prinilor este de cel mult 6
persoane. Unii prini le-au mprtit copiilor din activitatea lor profesional (medic stomatolog,
profesor de informatic),un bunic, profesor de Limb i literatur romn i-a nvat o poezie, dou
bunici au pregtit mpreun cu copiii salat de fructe i sandwichiuri delicioase.
Am ncurajat familiile copiilor s vina n sal de clas.La nceputul anului colar le-am
explicat c sunt oricnd binevenii i pot participa la orice activitate. I-am informat cu cteva
probleme de ordin general;cunoaterea regulilor grupei, modaliti de pstrare a ordinii i
disciplinei, a cureniei, modaliti de corectare a unui limbaj necorespunztor,fiecrui centru de
activitate ,familiarizarea prinilor cu modul de dispunere a slii de clas.
Deseori,am pus le-am ntrebarea :Va cunoatei copiii?.Lips de obiectivitate n cunoaterea i
aprecierea copiilor,precum i ncrctur de subiectivism pozitiv,generate de dragostea prinilor
fa de copii determin o parte din greelile pe care prinii le fac n orientarea n via a
acestora.Pentru a evit greelile din educaia precolarilor le-am recomnadat prinilor:
S aib ncredere n copilul lor cu personalitate,sentimente,aspiraii, dorine .
Ali prini se complac n situaia de neamesctec n treburile copilului.
Deseori copiii ateapt o povat,un sfat, un sprijin .
Dragostea nemrginita pentru copil i face pe unii prini s vad fericire n
raport cu o profesiune comod
Construirea parteneriatului educaional grdini-familie trebuie s porneasc,ntotdeauna,
de la cadrul didactic.El a inceaput printr-o edina de orientare adulilor la nceputul anului colar.
Am trimis invitaii din timp i am pregtit o atmosfer confortabil i atractiv .Le-am artat
prinilor c preocuprile lor sunt interesante, iar aptitudunile lor pot fi de folos i altor copii din
clas, iar ntrebrile lor pot gsi rspunsuri la echip de educatori.

BIBLIOGRAFIE
Kirsten A,Hansen, Roxanek, Kaufman, Kate ,Burke Walsh, Crearea claselor orientate dup
necesitile copilului, 1998.pag 7
Judith Rothschild, Stolberg, Ellen R.Daniels, Crearea materialelor centrate pe copil pentru
matematic i tiin. 1997, pag 17-19

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 FORME DE REALIZARE A EDUCAIEI INTERGENERAIONALE

Prof. nv. primar Gheorghina Lemnian

Liceul Teoretic Lucian Blaga, Oradea

Dintre multiplele deziderate actuale ale nvmntului, educaia pe tot parcursul vieii este
unul esenial, nvarea intergeneraional fiind una dintre formele pe care acest tip de educaie le
mbrac.
Aceast form de educaie este att un scop, ct i un mijloc de realizare a obiectivului
enunat. Un scop, ntruct educaia vizeaz formarea i adaptarea individului la realitile i
cerinele societii. Idealul educaional al colii romneti const n dezvoltarea liber, integral i
armonioas a individualitii umane, n formarea personalitii autonome i n asumarea unui
sistem de valori care sunt necesare pentru mplinirea i dezvoltarea personal, pentru dezvoltarea
spiritului antreprenorial, pentru participarea ceteneasc activ n societate, pentru incluziune
social i pentru angajare pe piaa muncii.( Legea educaiei naionale/ Legea Nr. 1 din 5 ianuarie
2011). Acest lucru este posibil prin asumarea motenirii psiho-socio-istorice, prin dezvoltarea i
transmiterea acesteia de la o generaie la alta. Un mijloc, fiindc numai prin acceptarea i asumarea
motenirii de care aminteam, prin capaciti de adaptare, prin deschiderea ctre reconversie
profesional i ndeosebi ctre inovaiile din tehnic i informatic putem realiza educaia pe tot
parcursul vieii.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri
demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii. nvarea intergeneraional este de asemenea o
modalitate prin care oamenii de toate vrstele pot nva mpreun i unii de la alii,fiind parte
important a nvrii pe parcursul vieii, unde generaiile lucreaz mpreun pentru a obine
diferite abiliti, valori i cunotine(Racoceanu Monica, nvarea intergeneraional,
https://prezi.com/s-jby4zoijca/invatarea-intergenerationala).
Educaia intergeneraional nu este o disciplin inclus n trunchiul-comun din planurile-
cadru de nvmnt, iar, n comunitatea colar din care fac parte, nu este inclus n oferta de
discipline opionale. ns, acest tip de nvare mbrac o serie de aspecte, precum:
- edine i lectorate cu prinii;
- comunicarea cu familiile, respectiv tutorii legali ai elevilor prin intermediul telefonului, al e-
mail-ului, al carneelului de mesaje i, n ultimul timp, al catalogului electronic;
- activiti extracolare cu participarea familiilor;
- activiti de divertisment i/ sau petrecere a timpului liber: serbri, excursii, pregtirea unor
preparate culinare, scenete/ dramatizri, vizionri de spectacole/ filme/ piese de teatru etc;
- participarea familiei la pregtirea unor proiecte, portofolii, teme cu subiect specific: istoria
familiei( albume, istorisiri, arbore genealogic), istorie local, drepturile i ndatoririle
copilului n familie, relaii familiale etc.
Desigur c exist i limite n realizarea acestor activiti;
- reticena adulilor la inovaiile din domeniul informatic i tehnic;
- lipsa interesului adulilor pentru activitatea colar de orice fel i, mai ales,
- lipsa timpului pentru implicarea n activiti de genul celor enunate.
n aceast lucrare mi propun s evideniez, n primul rnd, o form concret de realizare a
educaiei intergeneraionale, desfurat la clasa a IV-a, printr-o activitate dedicat zilei de 8
Martie.
Am ales s marcm aceast srbtoare pregtind o or deschis la care invitate speciale au
fost femeile deosebite din viaa noastr( mame, bunici, surori), dar fr s inchidem uile altor
reprezentani ale acestora( n-a fost ns cazul). Activitatea propriu-zis a fost pregtit n prealabil
prin confecionarea de felicitri i redactarea textelor pentru acestea, dar i redactarea invitaiei la

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eveniment, ocazie cu care am urmrit ca obiectiv redactarea unor texte non-literare concomitent cu
dezvoltarea unor abiliti practice.
Obiectivele operaionale ale activitii propuse au fost:
- emiterea de mesaje orale i scrise privitoare la dou texte: Legenda mamei i Cea mai de
pre bogie;
- realizarea unei cri personalizate dedicat mamei;
- colaborarea cu prinii prezeni i cu ceilali colegi;
La nivel afectiv, obiectivele au urmrit:
- exprimarea unor triri pozitive fa de femeile din viaa noastr, prin intermediul unor
cntece specifice, dar i prin utilizarea unui limbaj expresiv;
- dezvoltarea i manifestarea gustului estetic, a dragostei pentru frumos, a respectului;
- utilizarea deprinderilor de munc n echip pentru dezvoltarea spiritului de colaborare.
Reaciile ateptate din partea adulilor invitai au fost:
- apropierea/ familiarizarea cu cerinele colii, respectiv cu particularitile clasei;
- cunoaterea formelor de realizare a activitii educative;
- sprijinirea elevilor n realizarea sarcinilor;
- observarea direct a modului n care propriul copil i ntregul colectiv realizeaz sarcinile
propuse;
- contientizarea performanelor sau a dificultilor pe care le are copilul.
Elementele-cheie ale ntlnirii speciale dintre copii surprini n mediul colar- i invitatele
lor au coninut: cntece tematice, rezolvarea unui rebus prin care s-a realizat anunarea temei,
sarcini de interpretare a textelor literare menionate, pentru evidenierea rolului i importanei pe
care o are mama, n sens restrns, familia, n sens larg, n viaa noastr, culminnd cu crearea unei
cri pentru mama, pentru care elevii au avut de ales un titlu, de realizat portretul fizic al mamei, de
menionat nsuiri morale, atitudini, sentimente i urri.
Interaciunea copiilor cu membrii familiei a avut numeroase efecte pozitive asupra ambelor
pri. Att elevii, ct i mamele, au avut prilejul de a se cunoate mai bine( Mami, ce culoare au
ochii ti?, Ce nlime ai?, Care sunt calitile tale?,au fost ntrebri adresate de copii, n timp
ce invitatele acestora i-au sprijinit n nelegerea sarcinilor, exprimarea rspunsurilor, aezarea n
pagin sau ortografie i punctuaie). Pentru aduli, a fost o form de cunoatere a modului de
desfurare a procesului de nvmnt, particularizat printr-o lecie propriu-zis. Un alt punct forte
l reprezint apropierea dintre generaii, realizat printr-o comunicare eficient i real i mai ales
prin exprimarea unor emoii pozitive intense. A meniona i faptul c astfel de lecii-deschise
pentru prini i ajut s-i formeze o imagine realist fa de calitatea educaiei pe care o primesc
elevii i asigur transparena actului educativ.
Dintre punctele slabe, a remarca dezamgirea elevilor ai cror invitate speciale au lipsit i
reticena altora de a se implica efectiv n activiti.
n ansamblu, ns, obiectivele propuse au fost atinse, iar astfel de lecii-deschise pentru
familiile elevilor sunt un real mijloc de realizare a educaiei intergeneraionale prin care se pot
nltura sau diminua bariere ntre generaii, contribuind la comunicare-colaborare-complicitate-
nelegere, mijloc la ndemna cadrelor didactice din nvmntul contemporan, n orice ciclu
curricular.

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 BIBLIOGRAFIE:
Constantin Cuco, Pedagogie, Editura Polirom, Iai, 1996;
Ionescu Miron, Radu Ioan, Didactica Modern, Editura Dacia, 2004;
Legea educaiei naionale Legea Nr. 1 din 5 ianuarie 2011;
https://edupsihologie.wordpress.com/2014/11/12/invatarea-intergenerationala;
https://prezi.com/s-jby4zoijca/invatarea-intergenerationala.

METODE INTERACTIVE DE GRUP

Profesori: Mateescu Andreea, Ioni Camelia

Grdinia Prichindel Bucureti

Ioan Cerghit: metoda este o cale eficient de organizare i conducere a nvrii.

Gaston Mialaret consider c orice metod pedagogic rezult din ntlnirea mai multor
factori i din acest punct de vedere, educaia va rmne mereu o art: arta de a adapta la o situaie
precis.
Ioan Cerghit spune - Activ este copilul care depune efort de reflecie personal, interioar
i abstract, care ntreprinde o aciune mintal de cutare, de cercetare i redescoperire a
adevrurilor.
Derivat etimologic din grecescul methodos, (odos - cale, drum, metha - spre), cuvntul
metod semnific drumul, calea de urmat pentru atingerea unui scop, modul de cutare, de
descoperire a adevrului sau drum care conduce la cunoaterea realitii i la transformarea

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acesteia pe baza cunoaterii, calea folosit de educatoare n a-i sprijini pe copii s descopere via,
natura, lucrurile, tiina.
Metodele implic mult tact din partea educatoarelor, deoarece trebuie s-i adapteze stilul
didactic n funcie de tipul de copil: timid, pesimist, agresiv, acaparator, nerbdtor, pentru fiecare
gsind gestul, mimic, interjecia, ntrebarea, sfatul, orientarea, lauda, reinerea, aprecierea,
entuziasmul n concordan cu situaia existent.
Cteva din competenele educatoarei:
Partener - care poate modifica scenariul activitii, dac grupa o cere;
Animator - care iniiaz metode i le explica copiilor, pregtete materialele didactice i
prezint scopurile nvrii;
Pedagog - care i ajut copiii n rezolvarea problemelor, i motiveaz s i prezinte
propriul punct de vedere;
Scenograf, actor - care creeaz scenografia activitii;
Mediator - care rezolv potenialele conflicte ce pot aprea;
Consilier - care i ajut elevii n rezolvarea problemelor, i motiveaz s i prezinte
propriul punct de vedere.
Metodele interactive de grup sunt modaliti moderne de stimulare a nvrii experieniale,
de exersare a capacitilor de analiz, de dezvoltare a creativitii copiilor. Specific acestor metode
este faptul c ele promoveaz interaciunea dintre precolari, schimbul de idei, de cunotine,
asigurnd un demers interactiv al actului de predare-nvare-evaluare. Prin folosirea acestor
metode, precolarii depun un efort intelectual, de exersare a proceselor psihice, de abordare a altor
demersuri interdisciplinare prin studiul mediului concret i prin corelaiile elaborate interactiv, n
care i asum responsabiliti, formuleaz i verific soluii.
De asemenea, aceste metode activeaz toi copiii i le dezvolt comunicarea, creativitatea,
independena n gndire i aciune, i ajut s ia decizii corecte i s argumenteze deciziile luate.
Aceste metode presupun respectarea particularitilor de vrst, mbinarea diferitelor forme de
activitate, mbinarea muncii individuale cu munca pe grupuri i activitatea frontal, evaluarea
corect a rezultatelor obinute i reconstituirea relaiei educatoare-copil. Metodele de nvare activ
implic copiii n procesul de nvare n sensul formrii lor ca participani activi la procesul de
educare, astfel fiind ajutai s neleag lumea n care triesc i s aplice n diferite situaii de
nvare ceea ce au nvat. Aceste metode sunt folosite din ce n ce mai mult n practic
educaional alturi de cele tradiionale ori n combinaie cu acestea.
Metodele tradiionale sunt centrate pe educatoare care devine sursa de informaii, comunicarea
este unidirecionala, scopul principal este transmiterea de cunostiinte, evaluarea este centrat pe
reproducere din partea copiilor, acetia i nsuesc cunoastintele n mod pasiv.
Metodele interactive sunt centrate pe copil i pe activitate, pe parteneriatul dintre educatoare i
copil, comunicare este multidirecionala, accentul se pune pe dezvoltarea gndirii copiilor, formare
aptitudinilor, deprinderilor, evaluare are caracter formativ, se ncurajeaz participarea, iniiativa,
creativitatea copiilor, permit evaluarea propriei activiti, copilul devine subiect al nvrii.
Bula dubl - este o metod de predare-nvare, uor de aplicat, care grupeaz asemnrile i
deosebirile dintre dou obiecte, fenomene, idei, concepte etc. Ea este reprezentat grafic din dou
cercuri mari n care se aeaz cte o imagine care denumete subiectul abordat. De cele dou
cercuri mari se afl relaionate prin linii alte cercuri mici situate ntre cercurile mari n care se
specific asemnrile, iar n cercurile exterioare se specific caracteristicile fiecrui termen,
particularitile sau deosebirile.
Exemplu: La activitatea DLC - ,,Ce tim despre anotimpuri? convorbire, n cercurile mari se pot
aeza imagini reprezentative despre anotimpurile toamna i iarna. Copiii completeaz dou
caracteristici ale anotimpului toamna (cad frunzele, pleac psrile cltoare), dou caracteristici
ale anotimpului iarna (ninge, nghea apa) n cercurile exterioare i dou asemnri (anotimp, 3
luni) n cercurile mici din mijloc. O alt activitate la care se poate folosi metoda Bula dubl poate

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fi tot o activitate n cadrul DLC, ,,n curnd voi f col - joc didactic. n acest joc n cele dou
cercuri mari se aaz imagini cu precolari i colari, iar copiii completeaz cercurile mici din
mijloc cu asemnrile existente ntre precolari i colari (sunt copii, se hrnesc i cresc), iar n
cercurile exterioare au completat cu caracteristicile acestora (precolarii se joac, merg la grdini,
colarii merg la coal, nva).
Schimb perechea este o alt metod interactiv care se poate utiliza n activitile cu precolarii.
Aceast metod are ca obiectiv stimularea comunicrii i rezolvarea de probleme prin lucru n
pereche. Metoda ,,Schimb perechea se poate folosi n cadrul activitilor de observare,
convorbire, activiti practice etc.
Exemplu: La activitatea de observare cu tema ,,Fructe de toamn , se urmrete ca prin lucru n
pereche, copiii s descopere ct mai multe caracteristici ale fructelor care se coc n anotimpul
toamna. Se organizeaz copiii n dou cercuri concentrice dup ecusoanele pe care le au n piept, n
interior copiii cu frunze galbene, n exterior copiii cu frunze verzi. La ndemnul educatoarei, copiii
iau din co un fruct la alegere pe care l observl analizeaz, pentru a spune totul despre el.
Perechea analizeaz fructul timp de 3-5 minute. La comanda educatoarei ,,Schimb perechea
copiii din interior se deplaseaz ii formeaz o nou pereche. Copiii din cercul exterior realizeaz o
sintez a observaiilor anterioare i continu analiza cu nou pereche pentru descoperirea
caracteristicilor fructului prin ci mai muli analizatori. Perechile se schimb atunci cnd s-au
epuizat toate ideile copiilor i cnd fiecare copil a fcut pereche cu toi membrii grupei.
Diagrama Venn este o metod interactiv, de fixare, consolidare i evaluare a cunotinelor.
Aceast metod are o larg aplicabilitate i poate fi utilizat cu succes n activitile de observare,
povestiri, convorbiri, jocuri didactice etc. Diagrama Venn este format din 2 cercuri care se
suprapun parial. n spaiul care intersecteaz cele dou cercuri se aaz, desenate sau scrise,
asemnrile dintre dou obiecte, idei, concepte, iar n cele dou cercuri se aaz aspectele specifice
ale acestora.
Exemplu: n activitatea DLC, ,,Totul despre psri - convorbire, precolarii realizeaz o diagram
n care evideniaz asemnrile i deosebirile existente ntre psrile de curte i psrile slbatice.
De asemenea, se poate folosi n cadrul jocului didactic ,,n lumea povetilor, cu scopul de a
verifica cunotinele copiilor privind povetile nvate. n cadrul acestui joc, copiii au realizat o
diagram Venn n care au aezat n cele dou cercuri personajele specifice fecrei poveti, iar n
arealul n care se suprapun cele dou cercuri au aezat personajele comune .
Brainstormingul n traducere direct ,,furtun n creier, sau ,,asalt de idei este o metod folosit
pentru a ajuta copiii s emit ct mai multe idei pentru soluionarea unor probleme, fr a critica
soluiile gsite. Aceast metod se utilizeaz frecvent n activitile de dezvoltare a limbajului
pentru a da fru liber imaginaiei copiilor i a le dezvolta capacitile creatoare. Cu rezultate bune,
brainstormingul se folosete n cadrul povestirilor create dup un tablou, sau un ir de ilustraii, n
lecturile dup imagini, convorbiri i jocuri didactice.
Exemplu: n activitatea DLC, cu tema ,,De ce mi place anotimpul vara? convorbire, la
nceputul activitii copiii stabilesc mpreun caracteristicile anotimpului vara pornind de la
ntrebarea ,,Ce tii despre anotimpul vara?. Fiecare copil rspunde printr-un enun scurt n ordinea
stabilit fr a repeta ideile colegilor. Ideile emise sunt direct proporionale cu numrul membrilor
grupului. Dup enunarea ideilor, copiii sunt rugai s reflecteze asupra lor i s se pronune care
sunt cele mai aproape de adevr. Sunt subliniate, n acest fel, ideile care se ncadreaz n sarcina
didactic i care contureaz ideea final. Aceste caracteristici sunt mprite n 3 categorii:
Caracteristici care in de evoluia naturii;
Caracteristici care in de relaia omului cu mediul n anotimpul vara;
Caracteristici care nu se ncadreaz n nici o categorie i care vor fi eliminate.
Explozia stelar este o metod de stimulare a creativitii i o modalitate de relaxare a copiilor. Ea
se bazeaz pe formularea de ntrebri pentru rezolvarea de probleme. Se poate utiliza n activitile
de lecturi dup imagini, convorbiri, memorizri, povestiri. Ca material didactic se folosete o stea
mare, cinci stele mici de culoare galben, cinci sgei roii i jetoane. Pe stelua mare se asa o
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imagine legat de tema abordat, iar pe cele cinci stelue mici am scris cte o ntrebare de tipul CE
?, CINE ?, UNDE? , DE CE ?, CND?.
Prin folosirea acestei metode, se urmrete dezvoltarea potenialului creativ al precolarilor,
familiarizarea lor cu strategia elaborrii de ntrebri de tipul prezentat mai sus, exersarea capacitii
acestora de a alctui propoziii interogative pe baza coninutului unor imagini i nu n ultimul rnd
rezolvarea problemelor prin gsirea rspunsurilor la ntrebrile adresate.
Experimentul este o activitate didactic de predare-nvare care, cu ajutorul unor operaii acional-
intelectuale sunt explicate cauzele producerii unui fenomen. Aceasta metod se utilizeaz
preponderent n cadrul activitilor Domeniului Stiine.
Exemplu: n cadrul D, la activitatea de cunoatere a mediului, cu tema Ploaia, se propune
copiilor s spun cum apar picturile de ploaie. Activitatea se desfoar pe grupuri mici, pentru
formularea ipotezelor.
Grupul 1 desfoar experimentul , n urma cruia se observ evaporarea apei, iar grupul 2
desfoar experimentul n urma cruia se observ condensarea. Fiecare grup prezint concluziile
experimentului, l descriu, preciznd cum au demonstrat cauzele ploii, prin experii cu inteligen
logico-matematic, lingvistic sau naturalist.
Concluzii
Regndirea educaiei formale se impune i ne oblig s schimbm relaia cu copiii i ntre
copii, promovnd sprijinul reciproc i dialogul constructiv, prin noi strategii pe care le propunem.
Activitile pentru copii trebuie s aib un caracter spontan, s contribuie la dezvoltarea
independenei n gndire i aciune.
Noul, necunoscutul, cutarea de idei prin metodele interactive confer activitii mister
didactic, se constituie ca o aventur a cunoaterii n care copilul este participant activ pentru c
el ntlnete probleme, situaii complexe pentru mintea lui de copil, dar n grup, prin analize,
dezbateri, descoper rspunsurile la toate ntrebrile, rezolv sarcini de nvare, se simte
responsabil i mulumit la finalul activitii.
Educatoarea trebuie s fie entuziasmat dup fiecare reuit, progres nregistrat de grup sau
de copil, pentru pregtirea motivaiei urmtoarelor sarcini.

BIBLIOGRAFIE:
Breben, S., Gongea, E., Ruiu, G., Fulga, M. Metode interactive de grup. Editura Arves,
Craiova, 2002
Revista nvmntului Precolar, nr. 3-4/2008.

CONDUITELE GREITE ALE COPILULUI

Prof. Zaman Florentina,

Liceul Teoretic Costeti, Arge

Formarea personalitii adulte implic i rezolvarea unor serii ntregi de situaii conflictuale
i frustrante. Conflictul i frustrarea, manifestate ntr-o form ponderat, sunt indispensabile
maturizrii personalitii. Unele studii de antropologie cultural arat c, atunci cnd se observ o
absen aproape complet a interdiciilor n educaie, cultura corespunztoare tinde s stagneze i
s dispar.
Atunci cnd carenele i conflictele afective din mediul familial, tulburrile relaiilor
familiale, inegalitile de atitudine manifestate de ambii prini fa de copil, depesc anumite
limite de intensitate i de durat, transformndu-se n adevrate situaii traumatizante pentru copil,
personalitatea n formare a acestuia se va nscrie pe ci greite. Astfel, dac copilria se desfoar
n cadrul unui mediu familial saturat de privaiuni i ostiliti, de condiii care priveaz pe copil de
afeciune i de satisfacere adecvat a dorinelor i a aspiraiilor lui fireti, acesta ajunge sa traiasca
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asa numitul conflict de adaptare, care se exprima printr-o atitudine protestatare n faa oricrei
rezistene, opoziii sau interdicii. Manifestrile repulsive ale copilului dovedesc, n majoritatea
cazurilor, tocmai faptul acesta c n trecutul sau au acionat mijloace coercitive brutale, stri
conflictuale severe, pedepse umilitoare, suprasolicitare colar, care au determinat reacii de
rspuns emotive-impulsive sau demisionale, de tipul: accese de mnie, furie, crize de violen,
reacii revendicative, hoii, vagabondaj, susceptibilitate accentuat, atitudini depresive, negativism,
reacii de simulare i disimulare, etc.
Concepia educativ, stilul i metodele pedagogice adoptate n viaa de zi cu zi de ctre
prini, sub forma cerinelor si a atitudinilor fa de copil, joac, aadar, un rol nsemnat n formarea
personalitii acestuia. Exist multe metode pedagogice i educative bune i foarte bune, dar, din
nefericire, i multe metode duntoare, care provoac malformaii educative i care vor trebui
radiate din coninutul pedagogiei familiale.
Un prim semnal de alarm l tragem asupra atitudinilor liberale i a celor caracterizate prin
pasivitate, indolen, sau chiar indiferen fa de copil, care, lsat nesupravegheat i la cheremul
propriilor sale dorine i tendine, se formeaz ca o personalitate instabil, capricioas, egoist,
revendicativ, incapabil de a suporta o tensiune emotive, de a gsi satisfacii n activiti care
implic depirea unor obstacole, de a respecta normele de convieuire social, socotind c trebuie s
aib numai drepturi, nu i ndatoriri.
Nu mai puin demne de atenia noastr sunt atitudinile reprimatoare care, mpreun cu cele
de excesiv suprasolicitare educativ copilului, nbu spiritual de independen al acestuia i
creeaz un dezechilibru ntre cerere i ofert, ntre capacitile de rezisten i de realizare ale
copilului i de exigenele sarcinilor manifestate fa de el. Sunt cunoscute, n acest sens, efectele
negative ale exigenelor familiale neraionale asupra disciplinei copilului: acestea se reflect n
contiina copilului i dau natere unorconflicte puternice ntre propriile interese i cerinele
mediului familial, ntre propria estimare (imagine de sine) i modul n care este apreciat de ctre
prini, ntre cee ace el consider c poate realiza i ceea ce-i cer prinii s ndeplineasc.
Alturi de aceste dou atitudini educative extreme, care exprim subsolicitatea sau
suprasolicitarea educativ, efecte la fel de nocive asupra dezvoltrii psihice a copilului au climatele
familiale excesiv de tensionate, de nesigure, de refractare la tot cee ace este nou, precum i
exemplele negative oferite de unii prini, care se caracterizeaz prin inconsecven, egoism,
nesinceritate n relaiile cu ceilali, prtinire fa de unul din copii, superficialitate la locul de
munc, incorectitudine n relaiile conjugale. Nenelegerile dintre prini pun n pericol sentimental
de Securitate al copilului i, n consecin, armonia dezvoltrii personalitii sale.
Toate aceste atitudini i influene familiale, care exprim fiecare n parte neajunsuri
educative sau condiii de educaie patogene, condiioneaz att nedezvoltarea aptitudinilor sociale
ale copilului, ct i un anumit grad de fragilitate i chiar de imaturitate a personalitii
adolescentului, mai ales n plan afectiv, volitiv i moral.
Adecvarea i valoarea conduitei sunt appreciate n funcie de calitatea integrrii persoanei n
viaa social reglat de normele sociale. Coduitele dezadaptate, greite sunt conduit inadecvate,
exprimate sub forma unor reacii, a unor atitudini i deprinderi comportamentale elaborate n
dezacord, att cu exigenele normelor sociale, ct i cu cele ale igienei i profilaxiei mintale de
aici decurgnd i consecinele negative pe care ele le produc n sfera raporturilor sociale normale i
n planul unitii i stabilitii propriei personaliti.
Imaturitatea moral, afectiv i voliional afecteaz modul de percepere i evaluare corect
de ctre individ a diferitelor situaii contrariante, conflictuale sau frustrante aprute la un moment
dat, precum i posibilitatea traducerii n aciuni concrete a deciziilor luate, a obiectivelor pe care
acesta i lea propus. Imaturitatea afectiv, moral i volitiv ne explic n mare msur modul de
apariie i constituire a tulburrilor de comportament, a conduitelor greite, la copii, preadolesceni
i adolesceni. Dar, aceste carene manifestate n plan afectiv, moral i volitional, reprezint, la
rndul lor, efecte psihologice, aprute ca rezultat al aciunii unor factori nefavorabili exterior. n
familie, n dezarmoniile i conflictele afective aprute n mediul familial al copilului, n deficienele
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privind metodele i stilul de organizare i conducere a colectivului familial (care poate fi divizat n
grupuri ostile, ca urmare a crerii i meninerii de ctre prini a unor inegaliti, a unor
discrepanenntre copii n cee ace privete poziia i autoritatea acestora n colectiv), n
neconcordana dintre atitudinile manifestate de ambii prini fa de copii, trebuie cutate, n primul
rnd cauzele acestor carene i ntrzieri aprutenn dezvoltarea afectiv, moral i volitiv a
copiilor.
Copilul care prezint, de exemplu, sub influena unor prini excesiv de egoiti, de individualiti, o
tendin exagerat de a domina pe ceilali, de a se impune cu orice pre n colectivul colar n care-
i desfoar activitatea, se nchide tot mai mult ntr-o stare narcisist, lumea din afar cptnd
pentru el doar un rol pur instrumental, Acela de a servi la promovarea, sporirea i ntreinerea
tendinelor sale egocentric. Numeroasele conflicte n care va intra cu colegii, ca urmare a
manifestrilor sale, constituie dovada c funcia de reglare i integrare n colectivitate a copilului
respective nu este format (el manifest tendina transformrii lumii dup tiparele pasiunii proprii
i, totodat, incapacitatea de a schimba aceste tipare dup modelul normelor sociale).
Spre deosebire de copiii educai n sensul de a fi flexibili, sensibili la schimbri, caracterizai
printr-o adaptare rapid a prerilor i preferinelor anterioare, dac acestea nu se potrivesc situaiei,
copiii care au fost educai n sensul de a fi rigizi, dogmatici (mrginii, nchistai, necreatori),
orientai spre ei nii, persist n vechile preri i principia, dovedind intoleran fa de persoanele
care sunt n dezacord cu sistemul lor de gndire. Incapabili de a ntreine relaii de influenare
reciproc, n care predomin deciziile collective, aceti copii tind s amplifice propriile probleme i
s adopte totdeauna o decizie n conformitate cu valorile i principiile pe care i le-au fixat.
Atitudinea pozitiv exagerat fa de propriile triri affective, constatat la unii copii i
adolesceni, determin un voluntarism afectiv, asociat cu tendina desconsiderrii tririlor affective
ale semenilor i subordonarea lor la propriile trebuine, interese i pasiuni. Condiiile psihologice
indispensabile constituirii unor relaii de comunicare corecte ntre copii, pe de o parte, i ntre
prini i copii, pe de alt parte, sunt: ncrederea reciproc, atitudinile affective reciproce, lucide,
controlate, echitatea, respectarea ideilor i convingerilor semenilor.
Nu mai puin complexe sunt situaiile cnd copilul nu manifest, pentru c nu a fost educat
n acest sens, o atitudine critic f de propriile triri afective(emoii, sentimente), fapt ce
favorizeaz dezvoltarea unei viei affective dezordonate i exacerbate, realizate la un nivel
primitive, biologic. Lipsa autocontrolului afectiv, a autonomiei i independenei affective, a
obiectivitii fa de sine i fa de alii iat semnele incontestabile ale unei insuficiente maturizri
affective.
Imaturitatea caractelogic, dovedit de unii preadolesceni i adolesceni, prezint i ea, ca i
imaturitatea afectiv, o determinare obiectiv, rezultat cel mai adesea din greeli de ordin educativ
manifestate n familie. Concretizat n tendine egocentric, n indiferen i dispre fa de munca
sistematic, dorina realizrii unei viei uoare, orgoliu excesiv, ngmfare, tendina spre simulaie,
intoleran fa de normele colare, juridice i morale, indolen, subestimare a greelilor comise,
imaturitatea caracterologic ne face s nelegem numeroasele i variatele conduite greite ale unor
preadolesceni i adolesceni. Este cunoscut faptul c conduit moral a omului nu reprezint altceva
dect o form extern de manifestare a unui complex de factori interni, care se afl ntr-o unitate
indisolubil; reprezentri i noiuni morale, convingeri i sentimente morale, obinuine de conduit
moral i trsturi pozitive de caracter. n cazul adolescenilor imaturi caracterologic nu a fost
realizat o legtur ntre componentele respective.
Copiii care prezint deficiene de character percep ntr-un mod deosebit fenomenele din
ambiana social, astfel c reaciile lor vor fi conforme acestei percepii sociale specifice. n cazul
comportamentului agresiv, copilul adopt, ntr-o situaie contrariant obinuit, o atitudine ostil
disproporionat cu elemental declanator, urmrind compromiterea sau distrugerea fizic a
agentului contrariant. Desigur, un asemenea mod de comportament constituie un grav symptom de
neadaptare social, de devian, un principal factor cauzator de noi conflicte, deoarece o astfel de
rezolvare a unei situaii conflictuale este n contradicie cu normele i modelele de aciune acceptate
553
n societile civilizate. n cazul comportamentului de izolare, prin care se refuz contactul social cu
semenii, simularea i disimularea reprezint formele principale de exteriorizare a atitudinii de
infatuare i dispre, pe care copilul respective o manifest fa de munc, fa de semeni.
Conduitele greite ale copilului sau n denumirea lor tiinific devierile de conduit
reprezint reacii predominant afective i subiective, idiferent elaborate printr-un process de
reflectare obiectiv, adecvat, att a situaiilor contrariante, conflictuale i frustrante aprute la un
moment dat, ct i a propriilor obligaii i drepturi sociale i morale, fapt care face ca persoana n
cauz s considere c are numai drepturi, nu i ndatoriri.

BIBLIOGRAFIE:
Berg, A., Copilul dificil, Editura didactic i pedagogic, Bucureti, 1972, pag. 45-48
Dragomirescu, V., Psihosociologia comportamentului deviant, Editura tiinific i enciclopedic,
Bucureti, 1976, pag. 88-93

ROLUL GEOGRAFIEI N EDUCAIA COPILULUI

prof. Iordache Elena Daniela

Liceul Tehnologic Ioan Corivan, Hui

Evoluia i dezvoltarea rapid i imprevizibil a lumii contemporane a determinat, n timp, o

cretere continu a cererii de educaie. i, cum omul nu poate deveni om dect prin educaie,
dup cum afirma I.Kant, aceasta a devenit o problem prioritar pentru societatea uman.
Educaia este un proces care se ntinde pe toat durata vieii, ncepe odat cu naterea fiinei
umane i nu se termin la sfritul instruciei colare, ci constituie un proces permanent.
nvmntul modern se ridic deasupra nivelului cunoaterii i asimilrii de cunotine,
bazndu-se pe dezvoltarea gndirii, formarea atitudinilor i comportamentului i promovarea
personalitii elevului. Procesul de nvmnt nseamn, astzi, informaie, gndire, raiune, simire
i voin, adic instruire, formare i educaie n acelai timp.
coala este un factor important n educaie. coala, prin destinaia i rolul su, asigur
cadrul adecvat n care se desfoar un complex de formare a elevilor sub cele dou laturi ale sale:
cea instructiv i cea educativ. coala trebuie s-l pregteasc pe elev spre a avea o concepie
adecvat fa de autoeducaie i autonvare, s l nvee cum s evolueze ntr-o lume n continu
transformare.
tiin milenar despre om i natur, geografia este o tiin complex ce aparine ariei
curriculare Om i societate i are drept scop nelegerea intercondiionrilor dintre fenomenele
care compun lumea n care trim i de a familiariza elevul cu un mod de gndire global
(Gr.Posea).
mpreun cu celelalte discipline socio-umane, geografia i aduce o contribuie nsemnat n
formarea la elevi a concepiei tiinifice despre lume i via. Nimic nu este mai folositor dect
studiul geografiei spre a detepta sntoasa judecat a omului (I.Kant).
Geografia este tiina care descrie lumea n care trim, iar primele noiuni de geografie sunt
achiziionate de la cea mai fraged vrst - este vorba despre acele noiuni referitoare la mediul
(nconjurtor) n care copilul i familia sa triete. Mai trziu, n etapa precolar, cunotinele
despre mediu se mbogesc i se diversific : se pornete de la noiunile despre locurile cele mai
apropiate copilului pn la noiuni abstracte mai trziu; de asemenea, este foarte important ca n
aceast perioad s se gseasc ocazia de a iei n natur, de a viziona emisiuni documentare despre
mediul nconjurtor, de a amenaja spaii verzi n clas ori n afara ei pentru a putea familiariza
copiii cu noiunile de baz despre mediul nconjurtor i pentru a insufla copilului dragostea pentru
natur.
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 Studiul geografiei, ca tiin de sine - stttoare n nvmntul romnesc, ncepe din
clasele primare (clasa a III-a i a IV-a). Primele informaii geografice pornesc de la observaii
directe n natur. Elevii, la 9 - 10 ani, au vrsta necesar s perceap i s neleag sensul
noiunilor de punct cardinal, orizont, semn convenional, hart, relief, vreme, ap curgtoare,
aezare uman etc.
n ciclul gimnazial i liceal cunotinele de fizic, matematic, chimie, geologie, biologie,
istorie i mai ales geografie i permit elevului s i formeze o imagine mai clar asupra lumii
nconjurtoare, asupra mediului n care triete.
Expresia cea mai simpl care reflect poziia geografiei n nvmntul actual romnesc o
constituie planul-cadru de nvmnt; acesta structureaz coninuturile nvmntului pe niveluri,
profiluri i specializri i stabilete numrul de ore (minim i maxim) pe care l poate avea o
disciplin sau arie curricular.
O analiz simpl a acestor planuri-cadru atest o reducere drastic a numrului de ore
alocate geografiei n trunchiul comun (prin curricululm nucleu); astfel, pentru ciclul gimnazial, dei
planul-cadru prevede 1-2 ore/sptmn pentru clasele V-VII i 2 ore/sptmn la clasa a VIII-a,
din anul colar 2010-2011, din cauza numeroaselor restructurri care au avut loc n nvmntul
romnesc, se aloc doar 1 or/sptmn la clasele V-VII i 2 ore/sptmn la clasa a VIII-a
(minimul plajei orare). Geografia este prezent la toate filierele (teoretic, vocaional i
tehnologic), profilurile i specializrile cu cte 1 or/sptmn, att la ciclul inferior, ct i la
ciclul superior al liceului; excepie face, la ciclul inferior, filiera teoretic, profilul uman
(specializrile filologie i tiine sociale), unde sunt alocate 2 ore/sptmn. O alt excepie o
constituie, la ciclul superior, filiera teoretic, profil uman, specializarea tiine sociale, unde sunt
prevzute 2 ore/sptmn, una pentru trunchiul comun i una pentru curriculum difereniat, i
filiera tehnologic, calificrile profesionale tehnician n turism, tehnician n activiti de pot,
tehnician n activiti economice, tehnician n administraie, tehnician n achiziii i contractri,
coafor stilist, tehnician n hotelrie, tehnician n activiti de comer, tehnician n gastronomie,
organizator banqueting, unde, la clasa a XII-a sunt prevzute n trunchiul comun 2 ore/sptmn.
Din analiza planurilor-cadru i a programelor colare pentru gimnaziu i liceu aflate n
vigoare, putem spune c geografia, ca disciplin de nvmnt, are resurse de timp limitate, n
condiiile n care coninuturile programei sunt destul de bogate. Bagajul de cunotine din domeniul
geografic poate fi ns completat, cel puin teoretic, prin resurse suplimentare de timp alocate prin
curriculum la decizia colii (CD). Acesta acoper diferena de ore dintre curriculum-ul nucleu i
numrul minim/maxim de ore pe sptmn, pe disciplin i pe an de studiu, prevzut n planurile
cadru de nvmnt.
Tipurile de curriculum la decizia colii n nvmntul obligatoriu V-VIII pot fi :
aprofundare, extindere i opionalul la nivelul disciplinei, al ariei curriculare sau la nivelul mai
multor arii curriculare. Pentru nvmntul liceal, planurile-cadru cuprind urmtoarele dou
componente:
- trunchi comun i curriculum difereniat, ca ofert curricular obligatorie pentru fiecare filier,
profil i specializare
- curriculum la decizia colii, pentru filierele teoretic i vocaional, respectiv curriculum n
dezvoltare local, pentru filiera tehnologic - componente care cuprind orele alocate pentru
dezvoltarea ofertei curriculare proprii fiecrei uniti de nvmnt.
Curriculumul la decizia colii asigur cadrul pentru susinerea att a unor performane
difereniate, ct i a intereselor specifice de nvare ale elevilor, n timp ce curriculum-ul n
dezvoltare local asigur cadrul pentru realizarea instruirii elevilor, n parteneriat cu ageni
economici, conform Standardelor de pregtire profesional.
Tipurile de curriculum la decizia colii n nvmntul liceal difer de cele specifice
nvmntului gimnazial; reglemetrile n vigoare menioneaz urmtoarele tipuri de opional:
opional de aprofundare, opional de extindere, opional ca disciplin nou i opional integrat.

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 Cunotinele din domeniul geografic au menirea de a asigura cultura general a oricrui om,
iar cursurile opionale desfurate n coli ofer posibilitatea de a completa cultura comun la care
au acces toi elevii i permit acesora s-i descopere parcursul individual de nvare i nevoile
proprii n raport cu aspiraiile lor. Aceasta va conduce la creterea randamentului colar prin
sporirea motivaiei i interesului personal, astfel nct nivelul de pregtire al elevilor s se apropie
de cerinele societii.
Bagajul de cunotine ce vizeaz domeniul geografic poate fi mbogit n coal i prin
intermediul cercului de geografie. Astfel, n cadrul cercului de geografie se pot construi modele sau
machete, panouri geografice cu imagini ale unor obiective turistice renumite, se pot organiza i
desfura vizite, excursii sau drumeii, concursuri i alte competiii pe teme turistice sau se pot
viziona filme documentare cu specific geografic etc.; toate aceste activiti trezesc imaginaia i
dorina copiilor de a cltori, de a cunoate oameni i locuri noi, de a mbina activitatea intelectual
cu sportul (micarea).
Activitile didactice desfurate n coal (lecia, meditaiile, consultaiile, activitatea n
cabinetul de geografie i terenul geografic) promoveaz o imagine clar a lumii nconjurtoare.
Lectura suplimentar este un alt mijloc de nvare activ de lrgire i mbogire a
cunotinelor elevilor care trezete imaginaia i dorina de a afla mai mult despre lumea
nconjurtoare. Prin utilizarea acestei metode profesorul urmrete mbogirea sferei de noiuni,
consolidarea sau evaluarea cunotinelor elevilor i antreneaz intensitatea gndirii acestora,
stimulnd capacitatea creatoare i imaginaia. Lecturile din sala de clas trebuie s fie relativ scurte
(4-5 minute), s aib legtur cu coninutul leciei i s faciliteze nelegerea i consolidarea
acestuia. Lectura geografic se recomand a fi nsoit de jocuri geografice, imagini, hri sau schie
care s ntreasc adevrul tiinific.
Utilizarea mijloacelor tehnice audio-vizuale (calcuratorul, televizorul, videoproiectorul,
diascopul pentru diafilme i diapozitive etc.) poate completa lectura suplimentar i prezint
avantajul c elevii pot vizualiza imagini care s reflecte textul parcurs prin lectur; astfel, prin
intermediul imaginilor se pot vizualiza elemente, procese sau fenomene aflate la distane mari, se
pot reconstitui fenomene sau procese care s-au desfurat n perioade mai vechi, oferind un volum
mare de informaii ntr-un timp relativ scurt, dar cu o maxim eficien. Pe de alt parte, mijloacele
moderne de nvmnt (calculator, videoproiector) mbin corespunztor imaginea cu sunetul i
comentariul, astfel nct nu este necesar o intervenie concomitent din partea profesorului, fiind
stimulat intensitatea gndirii elevilor i gradul lor de participare la lecie.
Jocul geografic este o alt activitate menit s lrgeasc i s completeze bagajul de
cunotine geografice al elevilor. Aceast activitate se poate desfura att n timpul orelor de curs,
ct mai ales n cercul de geografie; jocurile geografice sunt foarte iubite de cei mici ndeosebi,
ntruct aduc varietate i previn monotonia i plictiseala. Fiind o metod activ de nsuire i
consolidare a cunotinelor, jocul geografic poate fi folosit n etapa de evocare, cu rolul de a stimula
elevii, sau n realizarea sensului, pe msur ce acetia caut informaii care s le confirme
anticiprile. Jocul, dup cum remarca J. Bruner, constituie o admirabil modalitate de a-i face pe
elevi s participe activ la procesul de nvare. Jocul didactic implic activitatea senzorial,
intelectual, afectiv, dezvolt atenia, spiritul de observaie, imaginaia, gndirea i exprimarea
verbal, iar gama jocurilor didactice este foarte bogat i divers (jocul porturilor, oul de cuc, lanul
geografic, fazan geografic, concurs de tip Robingo , harta mut, itinerarii geografice, rebusurile
geografice, loto geografic, eztorile geografice etc.)
Jocul didactic, n general, are bogate resurse de stimulare a creativitii. Prin libertatea de
aciune, prin ncrederea n puterile proprii, prin iniiativ i cutezan, jocurile didactice devin pe ct
de valoroase, pe att de plcute. In joc se dezvolt curajul, perseverena, drzenia, corectitudinea,
disciplina (prin supunere la regulile jocului), precum i spiritul de cooperare de via n colectiv, de
comportare civilizat.
ntre activitile activitile desfurate n afara colii (extracolare) foarte ndrgite att de
cei mici ct i de cei mari sunt vizitele, excursiile, drumeiile, activitile la clubul elevilor sau n
556
tabere etc.; ele au rolul de a completa ceea ce s-a fcut n coal prin activiti utile i plcute
(M.Ionescu, I.Radu, 1995).
Activitile turistice se organizeaz n afara clasei i presupun deplasarea elevilor pe distane
mai scurte sau mai lungi i n anumite spaii, cu o durat limitat. Acest gen de activiti cultiv
dorina de a cltori, de a cunoate locuri i oameni, de a mbina activitatea intelectual cu efortul
fizic; astfel, activitile extracolare reprezint un mijloc atrgtor de a promova geografia ca
disciplin n coal i, n acelai timp, sporesc interesul i curiozitatea elevilor n studierea acestei
discipline.
Scopul acestor deplasri n afara spaiului colar este acela de a crea puni de legtur ntre
coal / elevi i societate, care s conduc la ndeplinirea obiectivelor prevzute n procesul de
nvmnt, iar elevii au posbilitatea de a veni n contact direct cu peisajele i bogiile naturii, de
a efectua observaii asupra obiectelor i fenomenelor aa cum se prezint ele n stare natural.
Indiferent de locul de desfurare a activitii didactice (activiti didactice colare- lecia,
meditaia, consultaia, studiul individual, activitatea n cabinetul de geografie sau n terenul geo-
grafic, cercul de elevi, sesiunea de comunicri tiinifice i referate, concursuri colare etc. sau
extracolare - vizite, drumeii, excursii, activiti la clubul elevilor sau tabere), de metodele i
mijloacele de nvmnt folosite, de cel care ne st nainte i ne ghideaz n via (educator,
nvtor, profesor, diriginte, printe, frate, sor, bunic, prieten), nu trebuie uitat c scopul
geografiei, ca principal tiin despre Pmnt, este acela de a ajuta la nelegererea intercondii-
onrilor dintre elementele, fenomenele, procesele care compun lumea nconjurtoare, pentru c
geografia alturi de celelalte tiine, are menirea de a dezvolta responsabilitatea tinerei generaii i
urmrete, totodat, trezirea interesului acesteia pentru cunoatere direct, investigaie i nelegere
a faptului geografic imediat, precum i pentru importana prezervrii unui mediu ambiant favorabil
unei viei sntoase i echilibrate.

BIBLIOGRAFIE
Cerghit, I. : Metode de nvmnt, Editura Polirom, Iai, 2006
Ilinca, N. : Didactica geografiei, Editura Corint, Bucureti, 2008
Mndru, O., Ilinca, N., Prvu C. : Competene n nvarea geografiei (suport de formare
pentru consftuirea inspectorilor de geografie, Tg.Secuiesc, 2-3 septembrie 2009)

S NVM PRINII S EMPATIZEZE!

profesor nvmnt primar Pantea Geanina Loredana

Liceul de Art tefan Luchian Botoani

colarul trebuie s fie mai mult dect un copil, dar mai puin dect un adult., scria Jean
Chateau ntr-o lucrare pentru prini.
Primii ani de coal sunt uori (dac i priveti prin ochi de adult), dar grei (dac priveti
cantitativ cunotinele asimilate, cerinele comportamentale ale colii i dac ii cont de toate
schimbrile survenite n viaa copilului). Primele luni de coal creeaz n familiile micilor colari
anumite crize comportamentale, venite nu doar din partea copiilor, ci mai ales din partea
prinilor.
nainte de intrarea copiilor n aa-numita coal a vieii prinii sunt cei care creeaz
anxietatea micului colar, nfind spaiul n care va intra ca fiind un loc de detenie (Las c vezi
tu...!), unde copilul trebuie s fie cuminte, s nvee i s primeasc ct mai multe recompense/
calificative/ note bune. n general, copilul ncearc s fac pe placul prinilor, respectnd ceea
ce i se cere, ns e posibil s depeasc o perioad grea din punctul de vedere al adaptrii.
557
Programul copilului se schimb, el organizndu-se i disciplinndu-se dup regulile i normele
colii. Totodat timpul liber se diminueaz. Are nevoie de o perioad de acomodare la sarcinile i
activitile de nvare. E drept c unii dispun, sau nu, de capacitatea de a se integra n viaa colii.
Intrat n coal copilul este solicitat intens intelectual, nvarea lund locul jocului i devenind tipul
fundamental de activitate.
Un printe comunicativ, afectuos, deschis, l va stimula pe copil s se deschid i s
comunice la rndul su. Va nelege c elevul ntmpin anumite dificulti i c are nevoie de
ajutor, de ncurajare, de recompense. Va ti s se bucure mpreun cu colarul pentru toatele
reuitele sale. Copilul trebuie ajutat s nvee, s devin responsabil, are nevoie de sfaturi. Cldura
afectiv i autoritatea printeasc trebuie dozat optim.
Un printe excesiv autoritar mrete dependena copilului de el. Copilului i se va lua
dreptul la spontaneitate, la libertate n exercitarea sarcinilor, va tri n tensiune i se va simi
respins, nefericit, inferior, va avea dificulti de relaionare.
Inadaptarea colar a copilului poate cunoate diverse forme de manifestare: de la rezultate
slabe la apatie, lipsa interesului pentru coal, tulburri de comportament, pn la refuzul
frecventrii orelor. Ea se datoreaz, aadar, tensiunilor, eecurilor, crizelor sentimentale,
sentimentelor de abandon sau celor de ofense i de valorizare n ochii lor a altor copii de vrsta lor.
Dac prinii dovedesc capacitatea de a pstra calmul i ncrederea n situaii problematice,
copilul va fi capabil de autocontrol.
Exemplul de mai jos dorete s constituie o soluie de rezolvare a unei situaii conflictuale
intrafamilial, manifestat ntre printe i copil, comunicat managerului clasei (nvtoarei):
SITUAIA DE CRIZ: Elevul X se plnge c mama sa l jignete mereu pentru
nereuitele n rezolvarea sarcinilor de lucru i c l bruscheaz uneori din acest motiv. El nsui
consider c a fcut i face tot ceea ce-i st n putin.
ETIOLOGIA SITUAIEI DE CRIZ: Consider c mama are pretenii exagerate de la
copilul su, c acestea nu sunt motivate, iar reuitele nu sunt recunoscute la parametri reali. Starea
tensional nu convine copilului, acesta neprimind aprecierea pozitiv i ncurajarea necesar,
rezultate ale muncii susinute pn n momentul respectiv. El are nevoie de sprijin, de ncurajare i
de apreciere, nu numai din partea conductorului clasei, ci, mai ales, din partea celor din propria
familie.
LUAREA DECIZIEI: Avnd la baz i alte plngeri ale altor copii, n aceeai perioad de
criz marcant, ntre preteniile prinilor i puterile prinilor, am hotrt: Organizarea unei
ntlniri cu prinii, cu tema: Cum te-ai simi? Aa se simte i el/ea
ELABORAREA PROGRAMULUI DE INTERVENIE:
- aplicarea unui chestionar pentru prini
- discuie cu printele vizat
APLICAREA MSURILOR:
Etapa 1: Completarea de ctre toi prinii clasei a unui aa-numit: Chestionar pentru prini.
Discutarea tuturor sentimentelor pe care le-au trit n situaiile prezentate. Evidenierea moralei,
fr evidenierea problemei/ situaiei conflictuale, care a constituit mobilul ntlnirii.
Exemplific, n cele ce urmeaz, modul n care am conceput aa-numitul
CHESTIONAR PENTRU PRINI
Astzi ai fost singur acas toat ziua. Suntei istovit. Totul este ordonat, ai fcut mncare
gustoas i suficient, ct i multe alte treburi gospodreti. Ai fcut tot ceea ce v-ai propus, ba
chiar mai mult.
Relatai, pe scurt, pe rndul urmtor, cum v simii n acest moment, dup ziua de munc
descris anterior:
...................................
V ntlnii, n sfrit i cu ceilali membri ai familiei. Acetia observ ceea ce ai fcut i
fiecare se comport dup cum urmeaz:

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 Unul v laud c ai fcut multe i spune c este mulumit, chiar dac ceva n-a fost foarte
bine fcut. V face s nelegei c apreciaz faptul c ai fcut tot posibilul.
Menionai un cuvnt, pe rndurile libere urmtoare, care s descrie cum v simii n acel
moment. Motivai, apoi, cu ce v ajut atitudinea acestei persoane.
...............................
Altul spune c mncarea nu este la fel de gustoas ca cea fcut de bunica. Dumneavoastr
v-ai dat, totui, tot interesul s-o facei aa.
Scriei, pe rndul liber urmtor, cum reacionai n acel moment.
................................
Altul mnnc tot ce i-ai pus n farfurie i nu-i spune nici o prere.
Ce ai vrea s tii?
...............................
Altul v critic violent. V suprai foarte tare.
Ce gndii n acele momente de critic?
Etapa 2:
Discuie purtat cu discreie, cu printele vizat, privind multiplele reuite ale copilului, felul
cum a progresat i privind reaciile copilului, tririle acestuia n ultima perioad. Se va ncerca
evidenierea unor triri intense datorate eecului i a reaciilor pe care le-a avut mama fa de
rezultatele copilului. Pe ct posibil se evit evidenierea faptului c printele poart o vin.
Etapa 3:
Este naintat invitaia de a participa la cursul: Suflet de printe, curs destinat tuturor
prinilor, nu numai celor care ntmpin dificulti n relaiile cu proprii copii.
REALIZAREA CONTROLULUI:
Se vor urmri: lurile de poziie ale printelui n cauz n cadrul cursului Suflet de printe,
comportamentele copilului dup discuiile cu membrul familiei sale, se vor purta discuii cu copilul
vizavi de problema reclamat i se vor msura efectele interveniilor cadrului didactic.
Suntem convini c doar familia, prin modul de relaionare i prin sistemul de valori,
influeneaz adaptarea colar a copilului.

BIBLIOGRAFIE:
Gianina Masari- Introducere n consiliere colar, Editura Sperana, Iai, 2005, pg. 28- 58
Jean Chateau- Copilul i jocul, EDP, Bucureti, traducere Dan Rutu, pg. 215, dup
Lenfant et le jeu- ed. II, Les ditions du Scarabe, Paris, 1967
Titus uteu- Cunoaterea i autocunoaterea elevilor, Editura Politic, Bucureti, 1978,
pg. 71- 131

559
 VALORIZAREA EXPERIENELOR SISTEMUL EDUCATIONAL AUTONOM AL
INSULELOR BALEARE, IN CONTEXT EUROPEAN

Dr. ing. Sergentu Delia, profesor de educaie tehnologic

coala Gimnazial Drgneti de Vede, Teleorman

n perioada 8-12 mai 2006, am participat la o vizit de studiu de tip Arion, n localitatea
Manacor, Spania, Insulele Baleare.
Tema vizitei a fost: Sistemul educaional autonom al Insulelor Baleare, n context
european.
Vizita a fost organizat de Centrul de formare permanent a profesorilor (CEP), din
localitatea Manacor, Insula Mallorca.
Activitile s-au desfurat conform programului prezentat i au fost coordonate de ctre
directorul CEP, d-l. Onofre Ferrer i d-na. Maria Oroz adviser lb. strine.
Voi prezenta cteva repere ale activitilor desfurate n cadrul vizitei.
Scopul vizitei a fost studierea sistemului educaional al Insulelor Baleare si comparaia
dintre acesta si sistemele existente in rile participante.
n Insulele Baleare copiii nva n dou limbi oficiale, mallorchina i spaniola. n plus,
majoritatea colilor ofer CLIL coninut i nvarea integrat a limbii, prin predarea unor
discipline ca artele sau limbile strine, mai ales engleza i germana. CLIL este cunoscut ca
Seciuni europene.
colile vizitate particip la un proiect trilingvistic, derulat mpreun cu Consiliul Britanic i
Ministerul Educaiei Naionale din Spania. Consiliul Britanic selecteaz vorbitori nativi de englez
profesori/asisteni, care s lucreze n coala spaniol i i pregtete n mod corespunztor pentru
acest rol.
La coala primar Na Caragol, castiliana i mallorchina sunt predare de la vrsta de 3 ani.
tiinele naturale (cunoaterea i nelegerea lumii), artele i educaia fizic sunt predate n limba
englez.Una dintre celelalte arii curriculare despre care am aflat n timpul vizitei a fost accentul pus
pe educaia pentru mediu. In coala primar Na Caragol accentul s-a pus pe via. Exist un ntreg
sistem colar de reciclare derulat de elevii cei mai mari din coal.
n plus, coala a derulat i o competiie privind pdurile. Toi copiii i familiile lor au fost
ncurajai s participe la aceast competiie i s creeze o scenet, un instrument muzical sau o
compunere proprie.

La coala secundar Lloren Garcias, copiii din primul i al doilea an nva n englez
urmtoarele discipline:
Cinci ore de englez, dintre care o or de teatru
O or curriculum integrat, limba englez, spaniol sau catalan
Dou ore de tehnologie, o or ITC n englez i o or tehnologie n spaniol sau catalan,
dar n care se pred vocabular englez relevant
Dou ore de studiu, 50 50 englez catalan.
Pentru a facilita programul i a asigura nivelul necesar de suport, la toate orele n afar de
englez sunt doi profesori.
Realizrile elevilor sunt bune.
La nivel naional activitatea este coordonat de ctre Ministerul Educaiei.
La nivel regional activitatea este coordonat de Consiliile Educaiei i Culturii prin
Universiti (UIB), coli i Centrele de formare pentru profesori(CEP).

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 Structura general a nvmntului este reprezentat de 438 coli n care se organizeaz
nvmnt pre-primar; primar (colegii) i secundar(institute), din care 70% nvmnt public, 26%
privat (susinut de guvern) i 4% total privat.
nvmntul universitar este organizat pe 1,2 i 3 cicluri.
Numrul studenilor este de 147.909, iar cel al profesorilor de 13.100.
Profesorii sunt persoane civile, n sistemul public. Numrul orelor de lucru este de 25 ore
nvmnt primar i 18-21 ore nvmnt secundar.
Calificarea necesar pentru ciclul primar este de 3 ani, iar pentru ciclul gimnazial este de 5
ani.
Ca nevoi educaionale i msuri pentru diversificare amintim:
-adaptarea curriculum-ului;
-alegerea temelor pentru dezvoltarea preferinelor elevului.
Aciunile compensatorii pentru aspectele negative din educaie sunt:
-aciuni care compenseaz neregulile privind accesul i permanena n sistemul educativ;
-aciuni care privesc elevul nsui.
Accesul i frecvena la coala se menin prin:
-asigurarea mai multor sli de mas;
-asigurarea transportului colar;
-colarizarea n mediul rural;
-atenie sporit asupra elevilor care nu pot frecventa cursurile datorit serviciului prinilor;
-atenie sporit asupra elevilor care nu pot frecventa cursurile datorit problemelor medicale.
O alt problem a sistemului educaional studiat a fost educaia stiinific.
n acest sens, n cadrul vizitei la UIB relevant a fost Programul DemoLab derulat de
Facultatea de Stiine la Universitatea Insulelor Baleare. Este o iniiativ sponsorizat prin
depunerile bancare fcute n Baleare, care invit elevii de la cursul superior de liceu la facultatea de
tiine s fac experiene practice care sunt integrate cu nvarea la clas. Sesiunile practice sunt
conduse de studeni de la universitate i planificate de membrii facultii. Aceste activiti sunt
incluse n curriculum colar i lucrul este fcut de ambele pri nainte i dup sesiunea de la
universitate.
Aproape 10% din studeni sunt nscrii la nvmnt la distan i numrul este n cretere.
Exist studeni la distan n celelalte Insule Baleare, n teritoriul spaniol i chiar n America de
Sud. Toate studiile pot fi ncheiate fr a vizita fizic sediul universitii.

O alt problem a sistemului educaional spaniol o constituie integrarea imigranilor.

La colile primare pe care le-am vizitat i din discuii, am aflat c la sosire aceti copii
primesc lecii separate de limb atta timp ct le este necesar. Pentru alte discipline, copiii sunt
integrai cu restul elevilor colii. Vrsta predominant a copiilor care sosesc la Mallorca este de 6-
12 ani.
Astfel, la Santa Maria del Mar (o coal primar n zona turistic), am asistat la o or de
limb strin cu astfel de copii. Ei aveau o lecie special pe durata unei ore n fiecare zi, cu un
profesor special. nvau vocabular prin jocuri i creau propoziii (folosind diferite timpuri verbale)
pe baza unor fotografii ale altor copii din coal. Profesorul specialist are n mod regulat discuii cu
profesorii clasei pentru a comenta progresul i programele individuale de studiu.
Am remarcat cu plcere ce bine erau tratai imigranii, deoarece una din elevele clasei la
care am asistat era din Romnia.

561
 O alt problem educaional remarcat a fost cea privind stilurile de predare si invatare,
de exemplu: integrarea ITC la clas.

La coala primar Santa Maria del Mar impresionat a fost necesarul de resurse ITC i de
felul n care ITC a fost inclus n curriculum. La fel i n ceea ce privete resursele disponibile o
reea fr cablu, staii ITC n clase, laptopuri, am asistat la lecii simulate cu exemple de poveti
intercaptive pentru precolari i webquesturi pentru copiii mai mari.
Exemplele webquest au artat, de asemenea, cum sunt ncurajai copiii sa colaboreze i s
negocieze. De asemenea, a fost introdus munca de structurare i planificare.
Un alt exemplu l-a constituit bazarea nvrii pe realitate.
La orele de imersiune lingvistic, copiii au produs propoziii bazate pe fotografii ale altor
copii din coal. Proiectele ITC au fost personalizate n funcie de nevoile copiilor. S-a constatat c
astfel s-au creat noi motivaii pentru nvare.
Camp daprentenhage de Plamer este un centru de studiu n aer liber, unul dintre cele 5
din Baleare. Are ca scop s-i nvee pe copii trsturile specifice sudului. Cnd colile viziteaz
centrul rezidenial, ei pot vizita dunele de nisip de la Es Trenc, mlatinile srate, peisajul rural
incluznd o ferm de vaci, o carier de piatr, morminte antice i falezele locale. Activitile de
nvare includ, printre altele, activiti legate de flor i faun, psri i animale, cum s-a format
sarea, cldiri tradiionale i efectele urbanizrii.
Modul n care vizita Arion a rspuns unor nevoi de dezvoltare profesional
Consider c toate categoriile de activiti din cadrul vizitei au rspuns urmtoarelor categorii
de nevoi profesionale :
Informare asupra sistemului educativ al Insulelor Baleare i al rilor participante ;
asupra tendintelor actuale in sistemele educaionale ale altor tri europene, in
perspectiva apropiatei integrri a arii noastre in UE.
Formare profesional din punct de vedere al strategiilor de nvare i al
managementului colar pe care le-am cunoscut n mod direct la unitile de nvmnt
vizitate.
Organizarea vizitei a fost deosebit sub toate aspectele sale: un factor de succes l-a constituit
existena unor persoane responsabile la toate nivelurile instituiilor implicate n derularea
activitilor.
Am apreciat modul deschis i onest cu care ni s-au prezentat att punctele tari dar i punctele
slabe ale sistemului educaional spaniol din Insulele Baleare.
La succesul vizitei a contribuit i calitatea uman i profesionalismul membrilor grupului
care s-a impus prin climatul de lucru n echip i prin respectarea identitii naionale a fiecruia.
Activitile de tipul vizitelor Arion se constituie astfel n ocazii unice de participare direct
la construcia imaginii Romniei n spaiul european.
Aceast vizit a fost o unic i minunat experien de nvare i de via.

Bibliografie:
1. Sergentu Delia, Raport final Vizit de studiu Arion, 2006.

562
 NECESITATEA METODELOR MODERNE
N PREDAREA LIMBILOR STRINE

Prof. Iacob Lidia

Liceul Tehnologic Voineti-
Structura coala Gimnazial Voineti

Achiziionarea unei limbi strine este foarte important ntr-o societate n continu
transformare. Sistemul educaional le ofer acum copiilor ocazia de a nva o limb strin nc
din clasele primare, iar principalul rol al profesorului este acela de a-i motiva pe elevi si de a-i
convinge de necesitatea nvrii unei limbi strine. El poate face apel la diverse strategii
didactice care au rolul de a-i atrage i de a-i stimula pe elevi. Metodele didactice care pot fi
folosite de ctre profesor sunt foarte numeroase. Pentru achiziionarea ct mai eficient a
cunotinelor de limb strin i pentru crearea unui climat propice nvrii, profesorul poate
apela la utilizarea unor metode precum simularea (dramatizarea, jocuri de rol), conversaia,
problematizarea, brainstormingul, jocurile didactice.
Dramatizarea i jocul de rol sunt dou metode care au o eficacitate foarte mare n
dezvoltarea abilitilor de comunicare n limb strin. Prin folosirea lor, elevii i pot perfeciona
pronunia i totodat pot cpta o mai mare ncredere n forele proprii, fiind pui n situaia de a
aciona.
Dramatizarea este o metod care i stimulez pe elevi s studieze cu atenie o limb
strin, le deschide orizontul cultural i le dezvolt creativitatea. Din proprie experien pot spune
c punerea n scen a unor framente literare i motiveaz pe elevi s citeasc i s devin mai
creativi i curioi s decopere ei nii informaiile i instrumentele necesare unei comunicri
eficiente. Punerea n scen a unor basme cunoscute, de exemplu, este o modalitate eficient de a-i
determina pe elevi s-i dezvolte creativitatea. Pornind de la anumite fragmente literare puse n
scen, elevii pot fi stimulai s schimbe replicile personajelor, descoperind un alt final, s
recontruiasc un dialog, continund asffel dramatizarea cu un exerciiu de imaginaie prin
folosirea jocului de rol.
Jocul de rol este o modalitate foarte bun de a-i determina pe elevi s interacioneze i s
se evalueze reciproc. Ei sunt astfel pui n situaii concrete de comunicare, care le cer utilizarea
actelor de limb, a instrumentelor de comunicare.
Braintormingul este o alt metod care poate fi folosit cu succes la orele de limb
strin. Aceast metod este foarte util deoarece stimuleaz imaginaia i inteligena elevilor,
acetia avnd ocazia s cunoasc alte idei, enunate de colegii lor de echip. Cu ajutorul acestei
metode, elevii sunt motivai s gseasc conexiuni logice ntre anumii termeni i s-i dezvolte
astfel o gndire logic. Utilizarea imaginilor n relizarea unor activiti de tip brainstorming, care
presupun gsirea unor asocieri, stimuleaz creativitatea elevilor, ajutndu-i s-i dezvolte
vocabularul.
Printre metodele foarte utile n studierea unei limbi strine sunt, de asemenea, jocurile
didactice. Acestea pot fi folosite cu mare succes la clasele primare, dar pot fi aplicate i in
activiti n care sunt implicai elevi de gimnaziu sau de liceu, acestea fiind adaptate n funcie de
vrsta elevilor i de nivelul lor de limb. Jocurile didactice precum rebusul i grila contribuie n
mod evident la dezvoltarea lexicului, precum i a cunotinelor de gramatic i de ortografie.
Demonstraia este o metod care, utilizat n timpul orelor de limb strin,i poate ajuta
pe elevi s rein mai bine informaiile. Pentru aplicarea acestei metode se pot utiliza diverse
mijloace didactice precum documente autentice, cntece, plane, tabl magnetic sau flipt-chart.
Folosirea documentelor autentice i determin pe elevi s colaboreze mult mai bine cu profesorul,
deoarece acestea prezint informaii actuale, care menin interesul elevilor. De exemplu, folosirea
unui articol de pres care prezint informaii despre unul din cntreii lor preferai poate fi o

563
 modalitate foarte eficient pentru a-i determina pe elevi s studieze noiuni de gramatic sau s-i
dezvolte abilitile de comunicare n limba strin.
Problematizarea este o metod euristic, presupunnd implicarea elevului n ndeplinirea
de sacrini precum combinarea unor informaii primite ntr-o manier original sau alegerea ntre
dou sau mai multe variante de rspuns; prim utilizarea acestei metode, profesorul urmrete
capacitatea elevului de a sintetiza cunotinele ntr-un mod original.
nvarea prin descoperire este o alt metod necesar n procesul de predare-nvare, mai
ales n studierea limbilor strine. Este o metod care dezvolt ncrederea elevilor n ei nii,
determinndu-i s caute singuri rspunsul, studiind cri de specialitate i dicionarul. Elevul
nva astfel s fie independent i s ndeplineas singur sarcina dat de profesor.
Proiectul n grup i portofoliu sunt dou instrumente de lucru care presupun folosirea unor
metode mai sus amintite, printre care descoperirea i problematizarea. Realizarea unui proiect n
grup i ajut foarte mult pe elevi s colaboreze, s interacioneze si s se interevalueze. Ei se pot
ajuta reciproc n rezolvarea sarcinilor, putnd nva astfel multe lucruri unul de la cellalt.
Realizarea unui portofoliu individual este un instrument necesar care l ajut pe elev s-i
descopere lacunele i s se autoevalueze, descoperind pe parcurs noi strategii de a nva singur.
Toate aceste metode presupun integrarea elevului n procesul de predare, acesta aflndu-
se ntr-o relaie de colaborare cu profesorul, fiind tot timpul activ i avnd de ndeplinit nite
sarcini de lucru. Nu se mai pune accent pe memorarea informaiilor, aa cum se ntmpla n
situaia folosirii metodelor tradiionale, ci se urmrete dezvoltarea abilitilor, a competenelor
de comunicare prin ndeplinirea unor sarcini concrete de ctre elevi. n urma aplicrii acestor
metode n cadrul orelor de limb francez, pot spune c elevii au devenit mult mai motivai s
nvee i s achiziioneze noiuni de gramatic i de lexic i s perceap limba ca pe un
instrument de comunicare pentru ndeplinirea unor sarcini. Prin utilizarea unor activiti care
presupun o colaborare ntre elevi, acetia lucrnd n echipe, prin folosirea de mijloace i materiale
didactice moderne, prin punerea accentului pe domeniile lor de interes, precum moda, muzica,
dansul, teatrul, filmul, benzile desenate, jocurile, profesorul i poate stimula pe elevi s devin
curioi i s-i perfecioneze strategiile proprii de nvare. Folosind o metodologie bazat pe
comunicare i aciune, cadrul didactic poate fi scnteia care declaneaz formarea unei stele ce va
lumina cu putere i va contribui la nflorirea unei societi educate i prospere.
BIBLIOGRAFIE :
Bourguignon, Claire- Pour enseigner les langues avec le CECRL, Ed. Delagrave, Paris, 2010.
Nica Traian, Ilie Ctlin, Tradition et moderit dans la didactique du franais- langue tragre,
Ed. Celina, Piteti, 1996

NVND UNII DE LA ALII

Prof. nv. precolar Arcip Ctlina
Prof. nv. precolar Moraru Magdolna
Grdinia cu program prelungit Diniori de lapte nr. 23, Braov

nvarea intergeneraional reprezint o modalitate eficient de a consolida relaiile ntre

generaii. Aici oameni de toate vrstele pot nva mpreun i unii de la alii, contribuind astfel la
buna dezvoltare a societii. Prin educaia intergeneraional se dezvolt astfel abiliti, deprinderi,
priceperi i se nsuesc i se consolideaz cunotine.
n cadrul mai multor parteneriate educaionale, desfurate n unitatea noastr, am dorit a
contribui la o astfel de educaie, educaia intergeneraional. Dorim s prezentm n aceast lucrare
cteva exemple, bune practici cu scopul de a elimina barierele dintre anumite grupe de vrst i
valorificarea potenialului i capacitilor fiecrei grupe de vrst.
564
 Pentru dezvoltarea ct mai armonioas a precolarilor am cutat parteneri n educaia
acestora, reuind s organizm i s desfurm activiti educaionale diverse, care s pun n
valoare att precolarii ct i partenerii notri.
Primii parteneri implicai au fost i rmn n continuare prinii precolarilor, care sunt zi de
zi alturi de grdini i sprijin activitatea educativ desfurat. n cadrul parteneriatului
educaional: Prietenia pas spre dezvoltare, am simit sprijinul prinilor n mai multe ocazii, dar
n special ntr-o activitate educativ organizat de Crciun. Prinii mpreun cu copiii au adus
pachete la grdini, pachete de acas, realizate n colaborare: printe copil. Aceste pachete au
fost oferite la o cas de copii din judeul Braov. La aceast activitate precolarii au nvat despre
binecuvntarea de a aparine unei familii, iar prinii au putut admira bucuria i spiritul darnic al
copiilor, atunci cnd vine vorba de a ajuta pe ceilali.
Am intrat n contact cu reprezentani
comuniti locale, pentru a le arta viaa inocent a
copilului, dar i din dorina de a ajuta la dezvoltarea
copiilor ca viitori membri ai societii.
Inspectoratul de poliie C.A.P.C. Braov a
venit n ajutorul nostru prin sprijin n desfurarea de
activiti educative deosebite. Prin reprezentani,
aceast instituie a venit n grdinia noastr i
mpreun am desfurat activiti teoretice dar i
practice. S-au prezentat copiilor lucruri interesante n
ceea ce privete educaia rutier, prin jocuri educative,
prin exerciii rutiere. Prin aceste activiti copiii s-au apropiat mai mult de reprezentanii legii,
nelegnd importana respectrii legilor rutiere, iar oamenii mari, poliitiii au contientizat c
ntradevr i cei mici pot nva cum i de ce trebuiesc respectate regulile de circulaie.

Inspectoratul pentru situaii de urgen

Braov, este un alt partener activ n viaa grdiniei
noastre.
Precolarii au participat cu entuziasm i
bucurie la activitile desfurate att n cadrul
grdiniei dar i n cadrul seciei de pompieri. S-au
consolidat cunotine, s-a contribuit la trezirea
interesului precolarilor fa de activitatea
important a pompierilor, care salveaz viei
omeneti. Att precolarii ct i pompierii au avut
de nvat unul de la altul, apropiindu-se de ceea ce
nseamn un comportament corect n caz de
urgen.
565
 Pentru a combate frica de stomatolog am contact un reprezentant al autoriti sanitare, cu
ajutorul cruia am desfurat o activitate educativ eficient. Precolarii au realizat c i
stomatologul este un om la fel ca i un printe de al lor, au artat o deschidere benefic fa de
aceast insituie. Stomatologul de asemenea a relatat importana acestor activiti realizate n
parteneriat cu copiii, deoarece aceste activiti contribuie la o mai bun cunoatere a precolarilor i
a metodelor eficiente de a se apropia de ei.

Preotul este un alt partener n activitatea noastr, realiznd mpreun diverse activiti, cum
ar fi: vizit la biseric, mprtirea copiilor, mini slujbe inute n unitatea noastr.

Importana unei educaii religioase s-a contientizat n cadrul acestor activiti, cnd
precolarii au nvat despre biseric i impactul religiei asupra vieii omului, dar i preotul a putut
vedea nc o dat importana inocenei i iubirii necondiionate a copiilor n dezvoltarea benefic a
societii.
Considerm extrem de important educaia intergeneraional, de aceea n activitile
educative desfurate am cutat s contribuim la dezvoltarea tuturor partenerilor implicai.

BIBLIOGRAFIE:
1. ,,Curriculum pentru invatamantul prescolar(3 - 6/7 ani), Ministerul Educatiei, Cercetarii si
Tineretului, 2008;
2. Curriculum pentru invatamantul prescolar Prezentare si explicitari, Ed. DPH, Bucuresti, 2009;
3. Viorica Preda, ,,Metoda proiectelor la varste timpurii Ed. Miniped, Bucuresti, 2002

566
 CONFLICTUL NTRE GENERAII DIN PERSPECTIVA EDUCAIEI

Prof.Pan Ionela Cosmina,c.Gimn.,,C-tin Brncoveanu, Slobozia

Inst.Pan Gabriel c.Gimn.,,C-tin Brncoveanu, Slobozia

ntotdeauna vor exista divergene ntre generaii. Mentalitile diferite, schimbarea

sistemului de valori i lipsa de comunicare, sunt cauzele principale care duc la apariia conflictelor
ntre copii i prini. Conflictul dintre generaii este o constant a vieii sociale. Dei simpl, soluia
salvatoare pare greu de pus in aplicare. De generaii se tot vorbete despre conflictul dintre prini si
copii. Dei prpastia dintre generaii este din ce n ce mai analizat, aceasta nu dispare.
Soluia ar consta in comunicare. ns, nainte de toate, trebuie stabilite cauzele conflictului
dintre generaii. Adesea, copiii i acuz pe prini c au uitat cum era atunci cnd erau ei tineri, c
au uitat ct sufereau din cauza nenelegerilor cu prinii. De cealalt parte, parinii i invinovesc
pe copii c nu vor s asculte prerile lor, de oameni trecui prin via, contieni de faptul c nu tot
ce zboar se mnnc. Cine are dreptate n acest rzboi? Nimeni! Verdictul vine din partea
psihologilor poate, care susin c adevrul este undeva la mijloc i fiecare tabr are de nvat ceva
de la cealalt. Istoria are ciclurile ei. i la fiecare generaie se petrec lucruri care vin n contrast cu
valorile prinilor.
Problema relaiilor dintre generaii este fr ndoial ,o problem spinoas.Dificultatea ei
rezult mai nti din multitudinea aspectelor pe care le implic.La ntrebarea dac exist o barier
ntre generaii,un obstacol al vrstei,rspunsul este c depinde de fiecare ,de structura sa, chiar de
structura personalitii sale.Vorbind despre relaia dintre generaii ne gndim n primul rnd la
relaia tineretului cu celelalte generaii.
Ideea de conflict sau mai bine zis situaia conflictual se creeaz numai n msura n care
poziiile tnrului ,ale adultului favorizeaz ciocnirea dintre interese ,dintre opinii i atitudini.Este
vorba de stri conflictuale,individuale care se manifest uneori i pe planul relaiilor dintre generaii
aa cum se pot manifesta pe oricare alte planuri ex.locul de munc :ef-subaltern.
Societatea este dinamic, n permanent schimbare, iar modelele culturale se transform.
Cei dintr-o anumit generaie, formai dup un set de valori, care au propriile convingeri legate de
via, risc s fie mai puin receptivi la schimbri. Mentalitile nu se schimb. Pe msur ce trece
timpul, oamenii nu i reconfigureaz modul de a gndi. Adolescenii simt mai acut nevoia de
schimbare. Au nevoie de ea. Face parte din procesul de construire a personalitii lor. n schimb,
adulii au personalitatea deja format, i sunt mai conservatori.
Prpastia dintre tinerii din ziua de astzi i prinii lor este generat, n bun msur, de
faptul c primii nu au cunoscut regimul comunist. Nu au cunoscut lipsa libertii de exprimare, de
cultur i chiar de bunuri, pe care tinerii de azi le consider ca obligatorii pentru dezvoltarea lor.
Cei din tnara generaie neleg cu greu faptul c, pe vremea prinilor lor, a avea acces la o carier
strlucit era mai degrab un vis frumos care nu putea fi mplinit fr mari compromisuri.Cei care
au simit pe pielea lor regimul comunist susin c tinerii nu neleg aa cum se cuvine libertatea de
care se bucur i nu tiu s decanteze binele de ru. Fiecare generaie vrea s fie tratat cu respect,
fiecare generaie vrea s fie respectat, iar pentru a obine respectul, fiecare tabr duce o btlie
crncen. De o parte a baricadei se situeaz copiii, care consider c trebuie s-i impun punctul de
vedere i i sfideaz prinii: Ce dac am uvie violet? Nu nseamn c sunt mai puin deteapt.
Vreau ca ai mei s-mi respecte decizia.
Conflictul dintre generaii se simte i la serviciu. Prpastia dintre generaii se face simit i
la locul de munc. Experii n resurse umane sunt de prere c una dintre principalele cauze const
n faptul c angajaii cu vrste de peste 45 de ani s-au format i au nceput s lucreze n regimul
comunist. Trecerea la economia de pia a generat diferene vizibile ntre cei formai profesional n
vechiul regim i tinerii de azi. Generaia de peste 45 de ani vede n munc, mai degrab, o datorie.
Nu n ultimul rnd, este mult mai receptiv la ordinele efilor, le respect cu rigurozitate i adesea
nu face comentarii chiar dac le consider incorecte. De cealalt parte, tinerii care nu au trit
567
experiena comunismului consider, de cele mai multe ori, c libertatea de exprimare este cea mai
important, dar nonconformismul acestora nu este privit cu ochi buni.
Dezamorsarea conflictului prin apropierea de copii, este i asta o soluie. Psihologii susin c
peste prapastia dintre generaii poate fi construit un pod solid dac prinii contientizeaz de la bun
nceput c trebuie s fie deschii fa de copiii lor. Iar aceast atitudine trebuie adoptat nc din
primii ani de via ai copiilor. Totodat, prinii trebuie s se poarte exemplar unul cu cellalt
pentru a fi un model pentru cei mici. Respectul reciproc este foarte important in preajma copiilor.
De pild, mama l poate impresiona pe micu explicndu-i c tot ceea ce face tatl este foarte
important pentru familie. Iar tatl poate s-i explice copilului c mama este devotat familiei.
Pentru a consolida relaiile dintre reprezentanii unor generaii diferite sunt recomandate
activiti comune ,cum ar fi:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea
de a-i nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii semnificative
care s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca acetia s poat
descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i implic
resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete pentru
serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un exempu
de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se
realizeaz un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de nvare
pentru copii.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate dobndi
n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de tip
pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a demersului
civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.
Mamele trebuie s intre n cercul de prieteni pe care il are copilul, dar n acest timp trebuie s i
i ghideze pe cei mici, s i determine s nvee i s le ncurajezele hobbyurile. Tatl poate juca
rolul de mentor i chiar de antrenor. Poate s le dea sfaturi n materie de sport, i aa ideea de lucru
n echip este dezvoltat nc de mici. Dac atunci cnd ajung la vrsta adolescenei, copiii i
consider prinii prieteni, conflictul dintre generaii este ca i rezolvat. Pe scurt, ncurajarea
constructiv a copiilor, n toate formele ei, este cheia dezamorsrii conflictului dintre generaii.
E necesar s nelegem c o dat la 25-30 de ani se schimb generaiile, i nimic nu va mai fi
aa cum era n urm cu ani. Aa i divergenele ntre generaii sunt inerente, dar s consideri prinii
c sunt nvechii, i c ei, copiii, tiu mai multe dect ei, este deja prea mult pentru noi, adulii.
Prerea noastr este c doar o mai bun comunicare ntre prini-copii, i de ce nu, aa cum facem
noi, s ncercm i noi ,prinii ,s ne adaptm cu nevoile de astzi ale copiilor notri, aa vom
minimaliza oarecum divergenele inerente ntre generaii.

BIBLIOGRAFIE:
Pantelimon Golu Psihologie social, E.D.P., Bucureti, 1974,
Coord. Ursula chiopu Dicionar de Psihologie, ed. Babel, 1998,
Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, ed. Babel, 1998,
Dr. Ana Stoica-Constantin art. tiina rezolvrii conflictelor(II); n: Revista Psihologia,
nr.5/1995,
Sorin M. Rdulescu Homo Sociologicus, ed. Casa de editur i pres ansa S.R.L., Bucureti,
1994,
Constantin Schifirne Generaie i cultur, ed. Albatros, Bucureti, 1985,p.107;

568
 TIPURI DE FEEDBACK-URI EFICIENTE
LA ELEVII CU DIFICULTI DE NVARE

Prof. logoped, Gheorghiu Geanina Ionela ,

coala Gimnazial Alexandra Nechita Vaslui

Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au

oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltrii
acestor abiliti folosind un set de abordri acceptate.
Astfel, numeroase cercetri n domeniu subliniaz importana pe care o are feedback-ul
cadrelor didactice asupra activitii de nvare a elevului i implicaiile sale asupra personalitii
colarilor. n acest sens, studii recente s-au axat pe natura aprecierilor (feedback-ul structurat,
feedback-ul centrat pe atingerea obiectivelor i modalitile de reuit, feedback-ul cantitativ)
realizate de profesori i mai puin pe feedback-ul cu caracter general (ex. cel evaluativ, realizat prin
comparaie, acordri de note etc.)
Astfel, Kline (1991) a investigat eficiena feedback-ului elaborat n cadrul unui studiu la
care au participat 27 profesori i 27 elevi cu tulburri de nvare. Rezultatele au indicat o scdere
semnificativ a greelilor acestora din urm. De asemenea, Page (1992) a investigat efectele
feedback-ului scris vis--vis de modul n care au fost realizate sarcinile de ctre elevi. Acest tip de
feedback (excellent,bravo, bun treab) s-a dovedit a fi mult mai eficace dect lipsa acestora
sau doar simpla prezen a notelor.
Din nefericire, nu toate cadrele didactice sunt preocupate de responsabilitatea de a oferi un
feedback calitativ. Astfel, unele cercetri n domeniu indic faptul c profesorii care desfaoar
activiti cu elevi care prezint tulburri de nvare folosesc doar 4% din timpul dedicat activitii
pentru a oferi feedback elevilor, de obicei aprecierea fiind una simpl, general (da,este
corect), influennd nesemnificativ implicarea n sarcina de nvare a elevului. Feedback-ul ar
trebui, deci, s se refere att la corectitudinea sarcinii realizate de elev dar i la ceea ce este nevoie
s fie mbuntit pentru a stimula performana viitoare.
Ce tip de feedback eficient ar trebui folosit n cazul elevilor care prezint tulburri de
nvare?
Cercetrile n domeniu (Shany, Biemiller, 1995) indic faptul c elevii cu tulburri de
limbaj au nevoie de mai multe oportuniti, stimulri pentru a se angaja n activitatea de citire. Un
feedback calitativ va mbunti semnificativ dificultile lor de citire. Tipurile de feedback
corective care pot fi folosite eficient (citirea silabisit a cuvntului, recitirea propoziiei,
explicarea sensului cuvntului) presupun explicarea cuvntului n timp de elevul l citete, urmat
de exersarea cuvntului nou nvat ntr-o sarcin viitoare. Astfel, elevul va putea s citeasc fluent
n continuare textul fr a fi dependent de ajutorul profesorului. Cu ct crete fluena n citire, cu
att mai mult elevul va nelege mult mai uor textul. Important este alegerea unui material a crui
cuvinte sunt majoritar cunoscute. Dac textele sunt prea uoare, atunci nu vor fi atractive pentru
elev. Dac textul are un mare grad de dificultate cantitatea de feedback corectiv va fi mai mare iar
elevii vor deveni frustrai, nu vor mai avea ncredere n abilitile lor de citire, va fi afectat n sens
stima de sine a acestora. O regula eficient ar fi folosirea feedback-ului corectiv doar pentru erorile
care modific sensul ntregului text (Gardner, 1998).
Chiar i atunci cnd sunt identificate reuitele elevului ntr-o sarcin, aprecierile ar trebui s
fie realizate n funcie de modul de ndeplinire a scopurilor sarcinii i a altor modaliti de reuit.
Chappuis (2009) subliniaz n studiul su importana semnificativ pe care o au aprecierile sau
laudele vis--vis de modul n care a fost performat sarcina n detrimentul aprecierilor efectuate la
adresa persoanei elevului. Laudele pot avea un efect negativ asupra nvarii pentru c l distrage pe
569
elev de la sarcin la ceea ce gndete profesorul despre el:Profesorul crede c sunt sau nu
detept,Profesorul m place sau nu m place. etc. Efectul pozitiv sau negativ va fi unul att
asupra nvrii ct i motivaiei elevului, determinndu-l s cread c dispune sau nu dispune de
suficiente abiliti i diminundu-i sau mrindu-i dorina de a depune un efort mai mare n
activitatea de nvare (Black i William, 1998).
Hattie i Timperley (2007) au identificat patru categorii de feedback i au stabilit faptul c
nivelul la care feedback-ul este direcionat are efecte semnificative asupra eficienei sale.
Astfel, feedback-ul poate fi direcionat la nivelul sarcinii (cuprinde informaii privind
sarcina prin identificarea corectitudinii/incorectitudinii acesteia i oferirea de sugestii pentru
mbuntirea ei), la nivelul modului de realizare al sarcinii (cuprinde informaii privind
modalitile prin care care a fost neleas i realizat, prin analiza strategiile folosite de elev), la
nivelul auto-reglrii (cuprinde informaii referitoare la abilitatea elevului de a-i monitoriza modul
de realizare a sarcini de nvare prin oferire de feedback cu privire la calitatea deciziilor luate de
elev n realizarea sarcinii pas cu pas) i feedback-ul referitor exclusiv la persoana elevului
(cuprinde informaii pozitive/negative referitoare la persoana elevului sub forma laudei esti
grozav, bun, mi place de tine) sau criticii, reproului (Nu este bine., Iar ai greit., Mcar
ai ncercat...).
Feedback-urile referitoare la sarcin, modul de realizare al ei i cel de autoreglare au un
impact semnificativ asupra activitii de nvare, n special n cazul elevilor cu dificulti de
nvare. Feedback-ul referitor la persoana elevului este mult mai puin eficient ntruct conine
foarte puine informaii referitoare la sarcina de nvare, rareori stimuleaz elevul pentru depunerea
unui efort mai mare n atingerea obiectivelor acesteia i nu permite buna nelegere a lor.
Ali cercettori subliniaz importana feedback-ului descriptiv n detrimentul celui
evaluativ. Feedback-ul evaluativ oferit sub forma notelor nsoite de comentarii generale (Ai fcut
bine.) implic informaii generale referitoare la modul de realizare al sarcinii care, ns, nu pot
ajuta pe elev n mbuntirea performanelor viitoare. n studiile lor privind tipurile de feedback
oferite de profesori elevilor Tunstall i Gipps (1996) subliniaz legtura dintre feedback-ul
descriptiv i scopul nvrii, pe de o parte, iar pe de alt parte relaia dintre feedabck-ul evaluativ
i scopul de a performa n sarcin, concluzionnd faptul c orientarea ctre nvare este asociat
cu stpanirea i nelegerea coninutului i cu bunvoina de a se angaja n procesul de nvare.
Feedback-ul structurat este, de asemenea, preferat cercetrilor n domeniu n detrimentul
celui evaluativ. A identifica ceea ce este corect realizat, cee ce trebuie mbuntit precum i
modalitile prin care se poate excela n sarcin (Hattie i Timperley, 2007) n forma oral, scris
sau prin dialogul cu elevii constituie o modalitate mult mai pertinent pentru a obine rezultate
mai eficiente n sarcinile viitoare, dect doar a oferi un feedback general (Foarte bine!, Bravo!).
Impactul notelor este semnificativ pentru elev n procesul de nvare. Buttler (1988) a
constatat n cercetrile sale c rezultatele bune ale elevilor, motivaia acestora sunt semnificativ
mbuntite atunci cnd primesc feedback sub forma informaiilor dect prin acordarea de note.
Black (2003) este de prere c eficiena feedback-ului descriptiv este vdit diminuat atunci cand
este nsoit doar de note, efectele negative avnd repercursiuni asupra strii emoionale a elevului
(spre exemplu, acesta va nva doar pentru note).
Un alt tip de feedback agreat de cercettori este feedback-ul cantitativ. n timpul activitii
de nvare profesorul are sarcina de a regla cantitatea de feedback n funcie de potenialul elevului
de a citi, de a nva. O anumit cantitate de feedback pentru un elev poate fi suficient, pentru un
altul nu iar pentru al treilea poate fi chiar copleitoare. n acest sens autorii recomand prioritizarea
feedback-ului prin folosirea sa doar pentru a puncta zonele specifice n care elevul ntampin cele
mai multe dificulti. Lunsfort (1997) sugereaz c numrul optim de astfel de feedback-uri este
trei att timp ct elevii sunt receptivi la sarcin, activitatea de nvare.
Concluzionnd, n nvarea reciproc Felul n care vorbesc prinii i profesorii i arat
copilului prerea lor despre el. Afirmaiile lor influeneaz ncrederea i preuirea pe care
acesta o acord propriei persoane. ntr-o mare msur, limbajul celor mari determin destinul
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acestui copil.(Haim Ginott)

BIBLIOGRAFIE:
Assessement for Learning Video Series: Descriptive feedback, First Edition, Covering Grades 1-12,
2010 by

http//:www.edugains.ca/resourcesAER/VideoLibrary/Feedback/ViewingGuideFeedbackAFLideoSe
ries.pdf
Hattie, J.; Timprely, H. (2007), The power of feedback: Review of Education Research, by
http://www.centeroninstruction.org/files/Synapsis%20power%20of%20Feedback%202012pdf
Kathryn, E. Konold; Susan, P. Miller; Kyle, B. Konold (2004), Using teacher feedback to enhance
student learning, TEACHING EXCEPTIONAL CHILDREN, Vol.36, No.6, pp. 64-69, by
http//:www.cec.sped.org/Content/Navigation/AboutCEC/International/StepbyStep/ResouceCenter/I
nstructionalStrategiesCurriculum/VOL.36NO.6JulyAugust2004_TEC_Konald_36-6.pdf
Lawrence, D., Enhancing Self-Esteem in the Classroom-2nd ed., Paul Chapman Publishig Ltd.,
London,1996, pag.95-131.

PARTICIPAREA FAMILIEI LA VIAA COLAR A COPILULUI

Prof. Dr. Cristina Ciocnel - coala Gh. Lazr, Corbu
Prof. Elena Badea - coala Gh. Lazr, Corbu

ntr-o societate ca a noastr, aflat ntr-o transformare continu, ntr-o adaptare i o

deschidere permanent la nou, suntem tentai s absorbim nefiltrat unele nouti uitnd de latura
afectiv a educaiei, de importana acesteia n pregtirea pentru via a celor pe care cu mult
profesionalism i formm.
Toate gndurile, ideile constatative cu adevrat nelepte au fost deja gndite de muli ali
oameni naintea noastr i cuprinse n tiinele educaiei. Ca s le facem, ns, cu adevrat ale
noastre, trebuie s le gndim iari, noi nine, s le repetm cu respect, pn cnd vor deveni o
parte din viaa i experiena noastr. Important este s nelegem ce ne pot da aceste tiine, ca
iubirea dintre noi i copii s sporeasc pentru nelegerea profunzimii i complexitii sufletului lui
i-al nostru.
Implementarea noului concept de educaie intergeneraional n societatea noastr, ca parte
important a educaiei pe tot parcursul vieii, prin folosirea jocului ca form de nvare, socializare,
integrare social i valorificare a experienei fiecrei generaii.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri
demografice semnificative i n acelai timp este o modalitate de a consolida solidaritatea ntre
generaii. Dar acest tip de nvare are ca avantaj major faptul c ncurajeaz nvarea reciproc
dintre diferite generaii contribuind la dezvoltarea capitalului social.
nvarea intergeneraional poate avea loc att n context formal ( atunci cnd se desfoar
n coal), ct i n context informal (n mediul familial, acas ntre prini/bunici i copii).
Ca forme ale comunicrii intergeneraionale se evideniaz comunicarea dintre prini i
copii ct i comunicarea dintre bunici i nepoi.
Familia contemporan continu s transmit atitudini, norme, valori contribuind la
reproducia social. Aceast transmitere nu este absolut, ci este difereniat n funcie de mai muli
factori: nivelul studiilor, sex, vrst, tip de coeziune familial .a.
Familia din Romnia se afl n faa unor provocri de ordin socio-economic, care au condus
la apariia unor fenomene sociale cu impact direct asupra educaiei copilului n familie. innd
seama de aceste realiti de ordin social, cunoaterea tendinelor educaiei n ansamblu i realizarea

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unei reforme autentice cu consecine benefice nu se pot realiza fr abordarea educaiei familiale
pentru a rspunde acestor noi provocri i fr corelarea schimbrilor care se produc n interiorul
acesteia i a efectelor pe care le provoac, cu ansamblul proceselor din societate, cu schimbrile din
educaie. coala n parteneriat cu familia poate s realizeze propria ei contribuie coerent la
educarea tinerei generaii.
Exist studii care atest rolul de factor determinant pe care l deine familia n ntregul
parcurs al evoluiei individului prin valorile, credinele, normele, practicile existente n spaiul
cotidian al familiei.
Activitile privind nvarea intergeneraional se refer la msuri care combat barierele
privind grupele de vrst i/sau promoveaz diversitatea vrstelor.
Obiectivele activitilor acestui nou tip de nvare, cunoscut i utilizat n mic msur n
ara noastr, vizeaz: transferarea la prini/bunici a abilitilor de relaionare optim cu copilul n
vederea implicrii active n viaa colii, a reducerii abandonului colar, a prevenirii i reducerii
frecvenei conflictelor n familie i n coal, mbunttirea motivaiei. Alte obiective ce vizeaz
acest tip de nvare l reprezint explicarea prinilor/bunicilor a necesitii de a fi parteneri la
educaia copilului, manifestarea empatiei i a gndirii pozitive, instrumentarea prinilor/bunicilor
cu abiliti de comunicare asertiv i ascultare activ. n acelai timp este necesar ca prinii/bunicii
s fie responsabilizai i implicai n viaa colii.
n coal se desfoar numeroase activiti privind educaia intergeneraional n mod special
n perioada coala altfel astfel:
1. Activitatea Albumul familiei mele, activitate realizat n comun bunici
nepoi. La aceast activitate bunicii elevilor au prezentat fotografii semnificative care au reprezentat
istoria familiei, dar n acelai timp, bunicii rspund ntrebrilor puse de nepoi pentru ca acetia s
descopere ct mai multe lucruri despre familia lor.
2. O activitate asemntoare cu cea menionat anterior este activitatea numit
Familia mea, activitate ce se poate desfura att n perioada Sptmna altfel, ct i la ora de
dirigenie. n acest caz, n prezena bunicilor, elevii i prezint istoria familiei lor, iar la finalul
prezentrii fiecare elev i va inscripiona pe tricoul su poza bunicilor si, transmind ideea c va
purta cu demnitate numele primit.
3. Activitatea numit Album de coal, activitate ce urmrete surprinderea
mrturiilor i impresiilor bunicilor n urma activitilor extracolare desfurate. Mrturiile
bunicilor vor fi citite la ora de dirigenie i vor cuta modaliti de eficientizare a punctelor slabe
descoperite de ochii vigileni ai bunicilor.
4. Operare PC, reprezint o activitate tip curs de formare a bunicilor , curs
oferit de nepoi. Acest curs urmrete posibilitatea de a-i nva pe bunici cunotine de baz n
operarea pe calculator i internet. Aceast activitate se poate desfura n coal, curs necesar
bunicilor datorit faptului c elevii cuprini plecai la munc n strintate, elevii fiind lsai n
grija bunicilor, iar legtura cu prinii se face on-line, fapt ce duce la o relaie dinamic i amical
ntre copii-prini-bunici.
5. Un proiect ce se poate desfura pe o perioad mai lung l reprezint
proiectul Vreau s-mi citeti o poveste. Acest proiect se dorete s promoveze creterea
atractivitii lecturii prin dezvoltarea capacitii de inter-relaionare ntre bunici i copii. Activitile
proiectului au la baz conceptul nvrii intergeneraionale.
Pot fi realizate proiecte de voluntariat n care elevii merg n vizit la btrni din comunitate,
btrni ce nu se pot deplasa, imobilizai sau izolai n casede btrni. Elevii pot vizita sptmnal
btrnii, le pot citi presa, le fac cunprturile, le pot tia lemne, curenie n curte etc. Prin astfel de
proiecte se urmrete construirea unor puni de legtur ntre generaii, ncurajeaz dialogul,
comunicarea ntre cei tineri i cei n vrst, valorificnd potenialul fiecruia dintre cei implicai.
Prin aceste activiti se imprim o dinamic nou n domeniul educaiei care dobndete n timp
recunoaterea valorii sale, aceea de nvare ntre generaii. Implicarea n aceste activiti

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promoveaz un demers civic i n acelai timp o conectare social ce aduce plus valoare familiei,
colii i comunitii.
Activitile prezentate i propun s ofere persoanelor vrstnice, prini, bunici, oportunitatea de
a dezvolta acele deprinderi care le sunt necesare pentru a face fa schimbrilor i pentru a rmne
activi n societate. n acelai timp, activitile au n vedere dezvoltarea unor abordri inovatoare
privind nvarea intergeneraional cu scopul ntririi contribuiei persoanelor vrstnice, bunicilor
la educarea tinerei generaii.
n concluzie, participanii de toate vrstele vor nva pe parcursul activitilor s
gestionezesituaii diferite, s comunice eficient, iar barierele dintre generaii se vor terge. Nu
trebuie uitat c att tinerii ct i vrstnicii au multe de oferit i pot contribui la dezvoltarea unei
comuniti puternice.

BIBLIOGRAFIE:
1. Golu P., Psihologie social, E.D. P., Bucureti, 1974;
2. Mitrofan I., Stoica D., Analiza transgeneraional n terapia unificrii, Editura Sper,
Bucureti, 2005;
3. Stnciulescu E., Sociologia educaiei familiale, vol. I, Editura Polirom, Iai, 2002;

NVAREA INTERGENERAIONAL

Enache Carmen,
Colegiul Naional Carol I, Craiova

nvaarea intergeneraional reprezint o modalitate prin care oamenii de toate vrstele pot
nva mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun pentru a obine abiliti, valori i cunotine. Dincolo de transferul de
cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii i
contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile noastre.
ntrebarea pe care i-o pun astzi muli dintre cercettorii fenomenului educaional este dac
familiile contemporane mai reprezint modele pentru tnra generaie, dac mai au o funcie de
transmitere sau de reproducie a modelelor culturale sau a poziiilor sociale. Sociologia
funcionalist afirm c, odat cu creterea rolului colii, s-a diminuat rolul educativ al familiei.
Studiile efectuate demonstreaz ns contrariul: dezvoltarea sistemului colar a dus doar la o
redefinire a rolului familiei i nu la aa numita demisie parental. Prinii doresc i astzi s
transmit valori, norme, atitudini, modele comportamentale, influenele modelelor familiale fiind
ns difereniate de la o familie la alta. Modelele colare sunt doar nite repere la care se raporteaz
familia n definirea unei atitudini, uneori asumndu-le, alteori criticndu-le, dar rezervndu-i
dreptul la decizia final.
Cercetrile i practica privind nvarea intergeneraional au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste transmiteri i
nvri au loc n contexte formale atunci cnd ele se desfoar la coal, unde profesorii
mprtesc elevilor cunotinele dobndite n anii de formare drept cadru didactic, cu scopul de a
dobndi abiliti de citire i scriere, de a asimila cunotine noi, precum i facilitarea dezvoltrii
acestor abiliti folosind un set de abordri acceptate i stabilite anterior. Transmiterea de nvri
poate avea loc de asemenea i n cadru informal, acas, ntre bunici i nepoi, prini i copii. Acest

573
aspect include o modelare relativ adult a comporatmentelor sau demonstarea importanei
mprtirii credinelor, valorilor, atitudinilor i bunelor practici.
Tinerii i chiar copii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate acestea datorndu-se accesului pe o scar din ce n ce mai rspndit la
noile tehnologii multimedia, accesului la internet i a orientrilor moderne ale programelor colare
care vizeaz formarea de capaciti i deprinderi odat cu asimilarea cunotinelor necesare
demersului de nvare. Noile mijloace multimedia reprezint unul dintre motivele pentru care
prpastia dintre generaii copiii, pe de-o parte, prinii i bunicii pe cealalt parte - se adncete
tot mai mult. Bunicii i chiar prinii sunt surprini i realizeaz c nu mai pot ine pasul cu
mijloacele moderne de comunicare n mas, i chiar i cu copiii lor. Soluia pentru a mbunti
calitatea relaiilor ntre generaii este nvarea intergeneraional, o resurs, din pcate puin
utilizat i exploatat n sistemul de nvmnt din Romnia.
Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate:
pentru copii interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de
conectare la valorile i tradiiile socio-culturale; pentru aduli, aceast interaciune poate oferi
oportuniti de nvare i dezvoltare a abilitilor de lucru cu noile tehnologii, se pot conecta direct
la preocuprile copiilor lor beneficiind astfel de o capaciatate crescut de cunoatere i
interacionare. Pe de alt parte, n afar de beneficiile individuale, beneficiile pentru comunitate pot
fi semnificative pentru ca acest tip de nvare aduce mpreun diverse categorii de vrst care
colaboreaz i fac schimb de cunotine care pot constitui o adevrat resurs de dezvoltare
comunitar.
Aceast colaborare poate avea loc la nivelul colii, prin activiti comune bunici - prini -
copii, facilitate de profesori ori de profesori din nvmntul primar. Una dintre aceste activiti
poate fi organizarea de cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor
posibilitatea de a-i nva pe prini/bunici cunotinele de baz n operarea datelor cu ajutorul
computerului. O alt acivitate, ndrgit de copii i aduli deopotriv este organizarea de ore de
lecur i teatru. Aceste activiti sunt foarte uor de implementat, sunt distractive i implic resurse
minime. Bunicii le citesc copiilor sau particip la diferite scenete pentru serbare cu implicare de rol
sunt exemple de activiti intergeneraionale. Proiecte de lectur pot fi organizate i n afara
unitii de nvmnt, la bibliotecile publice. Aceste proiecte au ca scop creterea atractivitii
lecturii prin dezvoltarea capacitii de inter-relaionare ntre prini, bunici i copii. Activitile de
lectur organizate n cadrul acestor proiecte au la baz concepte precum nvarea
intergeneraional, lectura activ, interactivitatea i utilizarea unor suporturi diferite de lectur
(carte tiprit i electronic). Pentru a crete gradul de interes pentru lectur al generaiilor tinere
actuale, i cel de alfabetizare digital al generaiilor mature, pot fi realizate i activiti de tip
emisiune radio i dramatizare. O alt activitate organizat la nivelul unitilor de nvmnt, ce
reprezint un grad ridicat de interes n rndul colarilor o reprezint Albumul familiei. Prinii i
bunicii pot s aduc fotografii semnificative care s reprezinte istoria familiei i s rspund
ntrebrilor puse de copii pentru ca acetia s poat descoperi ct mai multe despre trecutul i
rdacinile lor. nvm de la copii este o activitate n care prinii/bunicii pot nva cum se
realizeaz un origami, un colaj, prezentri power-point sau jucrii din materiale reciclabile. Alte
activiti pot consta n organizarea de ateliere de lucru pe diferite teme cu echipe constituite din
membrii unei familii.
Prin aceste activiti cadrele didactice pot imprima o dinamic nou n domeniul educaiei
care poate dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste
aciviti de tip pereche copii i prini/bunici implicarea lor n activiti autentice de promovare
a demersului civic i de conectare social pot aduce un plus de valoare familiei, colii i
comunitii.
Viaa de familie, stilul familial de educaie, presupun de fapt mprtirea afeciunii n mod
reciproc. Nu numai copiii primesc afeciune, nelegere, ci i ei le ofer la rndul lor prinilor.
Afeciunea i ataamentul copiilor fa de prini i de familie, n general, se manifest n diferite
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moduri: prin modul n care copiii rspund la cerinele i la solicitrile prinilor, prin modul n care
manifest sinceritate n comunicare i transparen n comportament, prin inierea i asumarea unor
modaliti concrete de participare la viaa de familie, prin modul n care contribuie la echilibrul i la
prestigiul familiei realiznd performane n viaa colar sau n anumite activiti. Ataamentul se
manifest prin pstrarea i transformarea n model a imaginii printelui sau persoanei de care s-a
ataat copilul.
Aadar, familiile contemporane continu s transmit atitudini, norme, valori, contribuind la
reproducia social. Aceast transmitere nu este absolut, ci difereniat n funcie de diveri factori:
categoria socio-economic, nivelul studiilor, sexul, rangul naterii, vrsta, tipul de coeziune
familial.
Uneori, opiniile i statuturile copiilor sunt asemntoare cu cele ale prinilor, alteori sunt
foarte diferite. Proximitatea sau diferena aceasta nu depinde de mrimea capitalului existent n
cadrul familiei, fie el economic, social sau cultural. Uneori exist capitaluri valoroase ce nu i-au
putut gsi o modalitate de a fi transmise intergeneraional, iar alteori capitaluri puine au fost
valorificate la maximum, privind din punctul de vedere al reuitei copilului.

BIBLIOGRAFIE:

Cojocaru Daniela, Cojocaru tefan, - Educaia Parental n Romnia, Alpha Media Print,
Bucureti, 2011, pag 32
Negril Liana Nicoleta - Copilul i arborele studiu de caz., Editura Sper, Bucureti, 2012,
pag 26
Negreanu Elisabeta, Ionescu Mihaela - Educaia n familie. Repere si practici actuale,
Institutul de tiine ale educaiei Bucureti, 2006, pag 63

CONFLICTUL INTERGENERATIONAL NTRE REALITATE I PREVIZIUNI

Prof. Mocioi Daniel

Colegiul Tehnic ,,Henri Coand Tg-Jiu

Ca i n societate, n familie gsim un amestec de generaii, deci confruntare ntre

trecut i viitor, dar i o solidaritate profund care unete pe toi membrii pe un fond
complex de simpatie i armonie dar i de ,,conflicte i rivaliti. Totui, mediul
familial ca unitate social foarte restrns - rmne mediul care ofer cea mai
mare cantitate i densitate de informaii.
Conflictul dintre generaii a fost i mai este nc tema de predilecie pentru numeroi i reputai
specialiti n domenii ca sociologia, psihologia, psihosociologia sau psihanaliza. nc de la primele
ncercri de analiz i explicare a conflictului intergeneraional au aprut o serie de preri diferite,
ncepnd cu existena sau inexistena acestui conflict i mergnd pn la gsirea mecanismelor de
rezolvare a acestuia.
Putem nelege prin conflict intergeneraional un conflict care se produce ntre dou
generaii - copii-adolesceni i adulii-prini - care fac parte din acelai grup de apartenen
familia. Conflictul intergeneraional intrafamilial desemneaz tensiunile, ostilitile produse de
confruntarea opiniilor diferite ce aparin unor grupuri de vrste diferite i care se manifest n
cadrul grupului familial. Putem spune, c nu trebuie ca o persoan s loveasc o alt persoan
pentru a ne da seama c acolo exist un conflict. Prin urmare, conflictul luat ca opoziie, ca
antitez nu trebuie s reflecte exclusiv numai nuanele violente, ci i tensiunile i divergenele,
relaionrile ncordate, manifestate sau latente etc. Referindu-se la grupul familial ca spaiu de

575
cercetare, P.Osterrieth considera c familia formeaz un eantion foarte reprezentativ al
societii, ale crui influene copilul le resimte nc din prima zi de via.
Prerile sunt mprite: o parte dintre autori, printre care i Margaret Mead, au o viziune
oarecum mai optimist, n sensul c nu ar exista ntre generaii conflicte n adevratul sens al
cuvntului, ci simple nenelegeri, divergene, diferene n opinii, neconcordane sau nepotriviri.
Unii specialiti n domeniu mai pledeaz i pentru nlocuirea termenului de conflict cu unul dintre
termenii de mai sus, precum simple nenelegeri, pentru a se elimina tonul, conotaiile negative pe
care le-ar incumba termenul de conflict. Dintr-un alt punct de vedere, conflictele
intergeneraionale trebuie explicate i nelese n termeni de nenelegeri, divergene, diferene,
nepotriviri, neconcordane. Conflictul intergeneraional reprezint starea tensionat creat de
interaciunea sau confruntarea unor opinii diferite ce aparin i sunt susinute de ctre generaii
diferite i care poate avea, att efecte negative, distructive pentru grupul din care acestea fac parte,
ct i efecte pozitive, constructive pentru acestea. Acest conflict intergeneraional se poate
manifesta att la nivelul grupurilor mari, organizaii, instituii, ct i la nivelul grupurilor mici,
familie, coal etc.
Familia rmne instituia cu o mare rspundere n ceea ce privete conduita i
comportamentele adolescenilor ce o compun. Prinii sunt arhitecii fiinei sociale a copilului lor.
Aciunile de tip moralizator realizate de ctre prini i cu repercusiuni asupra copilului nu au nicio
urmare, niciun rezultat atta vreme ct acetia nu fac un efort pentru a nelege specificul procesului
de formare i desvrire a personalitii copilului. Din aceast cauz deosebit de negativ apare
tendina unor prini de a identifica moralitatea comportamentului copilului cu cea a adultului i de
a-i cere primului o moralitate matur. Educnd aa cum au fost educai, fr a fi originali i fr a se
adapta noilor condiii de via, prinii comit o serie de greeli n educarea i formarea copiilor lor,
n sensul c ei, fie manifest atitudini educative diferite ntre membrii familiei, fie nu sunt
consecveni n ceea ce privete transmiterea de norme educative la copii.
Un alt factor care influeneaz prezena conflictului ntre prini i copii-adolesceni este stilul
de autoritate practicat de primii asupra celor din urm. Prinii sunt cei care, deseori, trateaz
adolescentul ca fiind un copil fr capaciti demne de luat n seam, fr responsabilitate,
determinnd ncpnare i manifestri negative. Uneori este prost neleas i aplicat de ctre
prini autoritatea fiind constrngtoare, represiv, abuziv i determin apariia la adolescent o
serie de fenomene negative, duntoare pentru el i mediul familial i chiar social.
Conflictul intergeneraional, intrafamilial, presupune detensionarea climatului familial i
rennoirea acestuia, reluarea cursului normal de via specific. Conflictul intergeneraional
intrafamilial dispune de efecte pozitive i negative n ceea ce privete grupul familial i viitorul
convieuirii prilor implicate n cadrul acestui grup, ns ceea ce apare ca efect a tot-cuprinztor
este pasul n plus spre cunoaterea celuilalt i implicit a fiecruia prin intermediul celorlali, a
poziiei n care te afli fa de ceilali i a drepturilor i obligaiilor ce decurg din aceast poziie.
Schimbnd mediul familial ntr-un mod constructiv, pozitiv, componenii acestuia se schimb pe
sine n acelai mod.

BIBLIOGRAFIE

1. Coord. Ursula chiopu Dicionar de Psihologie, Ed. Babel, 1998;

2. Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, Ed. Babel, 1998;
3. Dr. Nicolae Grosu Esenele sociologiei, Ed. Militar, Bucureti, 1997;
4. Constantin Schifirne Generaie i cultur, Ed. Albatros, Bucureti, 1985;
5. Constantin Schifirne Tineretul ntre permanen i nnoire, Ed. Politic, Bucureti, 1987;

576
INTERCULTURALITATEA ASPECTE ALE MANIFESTRII TOLERANEI N COLI

Prof.nv.primar: Codescu Viorica - Elena

coala Gimnazial Dumitru I. Ionescu, Calvini, Buzu

Motto: Alius in aliis rebus est praestantior (Fiecare este mai deosebit n altceva, fiecare
cu nclinaiile sale) Publilius Syrus

Diversitatea cultural nu mai este un prejudiciu, ci o realitate care trebuie fructificat n

mediul colar. Astfel, pluralitatea cultural pune nu numai problema aprrii diferenelor, dar i a
dialogului cultural. Fiecare trebuie s contribuie la mbogirea experienei umane i fiecare dintre
ele este un efort de universalizare a unei experiene particulare.
Interculturalismul implic nelegerea, aprecierea i valorizarea culturii proprii la care se
adaug respectul bazat pe o informare autentic i pe construirea curiozitii fa de cultura etnic a
celuilalt. Interculturalitatea este un proces ce se produce la intersecia dintre culturi, nefiind un scop
n sine, dar care poate deveni o finalitate atunci cnd sunt sesizate transformrile nefireti sau
comportamentele nefaste la acest nivel de intersectare a culturilor.
ns competenele, valorile i atitudinile de care au nevoie elevii pentru reuita social nu
pot fi formate n ntregime prin intermediul disciplinelor clasice. Temele integrate contribuie la o
mai puternic apropiere a procesului educaional de via cotidian a elevilor i de nevoile
comunitilor.
n acest sens am desfurat activitatea cu tema:Interculturalitatea aspecte ale manifestrii
toleranei n coal.
Obiectivele activitii:
Evaluarea obiectiv a situaiilor de nclcare a drepturilor copiilor;
Descoperirea formelor de manifestare a discriminrii n cadrul colii i/sau n afara colii;
Familiarizarea elevilor cu termenii: interculturalitate, rasism, discriminare, echitate,
prejudecat.
Strategii de realizare:
Metode: exerciiul, povestirea, conversaia, brainstorming, munca n echip;
Resurse:
Materiale: hrtie de scris, markere, chestionare, fie, fie de vocabular
Umane: elevi din grupurile int, elevi din coal, cadre didactice, prini
De timp: 2 ore

Material bibliografic: O nou provocare pentru educaie: interculturalitatea de Teodor Cozma,

Polirom 2001; Noi repere privind activitatea educativ- ghid metodologic 2002
Propuntor : prof. nv. primar: Codescu Viorica Elena

Organizarea clasei:
- Se vor grupa bncile n 3 zone ale clasei pentru a se asigura posibilitatea muncii n
grup;
- Se mparte numrul de participani n trei grupe (grupul int de elevi rromi)
Desfurarea activitii:
1. EUROPA
Exerciiu de prezentare n cadrul grupului
Concepte cheie:
- Comunicare
- Deschidere
- Libertatea exprimrii
- Autocunoatere
577
Durata: 15 minute
Descrierea exerciiului:
Se propune elevilor s se prezinte, alegnd o ar din Europa, care le place cel mai mult, asociind o
calitate a rii/ poporului respectiv cu o nsuire personal.
Analiza activitii
- Acest exerciiu te-a ajutat s-i cunoti mai bine colegii?
- Ai descoperit ceva nou despre tine?
- Cum v imaginai rolul de cetean ntr-o Europ unit?
2. PRELEGERE
Cadrul didactic va vorbi despre grija forurilor internaionale pentru diverse drepturi.
Durata: 10 minute
a) Declaraia cu privire la drepturile copilului de la Geneva din 1924 cele 10 principii.
b) Declaraia Drepturilor Copilului din 1959
3. DEZBATEREA
Durata: 30 minute
Elevii au primit o fi pe care se aflau termenii: discriminare, prejudeci, echitate, rasism,
interculturalitate. Elevii i nsuesc aceti termeni pentru a discuta avnd clare aceste noiuni.
Se realizeaz discuii cu privire la situaiile n care au fost discriminai.
Mai nti se identific, n cadrul grupului, situaiile n care au fost discriminai n coal.
Cazurile se expun n cadrul grupului, apoi se alege cazul cel mai relevant de discriminare i se
prezint n plen. Activitatea va continua cu prezentarea altor situaii petrecute n afara colii, n
societate.
4. INIMIOARE CU SUCCES
Durata: 15 minute
Aflarea punctelor tari i slabe
Precizarea aspectelor ce mpiedic activitatea lor prezent i viitoare
Elevii primesc o fi pe care au reprezentat o inim secionat n patru.
n prima parte vor scrie trei cuvinte-cheie ce sunt caracteristicile colii noastre.
n a doua parte vor trece trei caliti ce trebuie s aib pentru a avea succes n via
n a treia parte vor scrie trei bariere ce stau n calea succesului lor
n a patra parte vor scrie cum vd nlturarea acelor bariere; ce aspecte ar dori ei s schimbe
din cele existente
Analiza activitii
Se vor analiza rezultatele obinute de fiecare n parte
Ce modaliti ai descoperit pentru a nltura barierele existente? Ce aspecte dorii s
schimbai n comportamentul cadrelor didactice?
5. FEED-BACK-ul: Se distribuie elevilor un chestionar.
Durata: 15 minute
Orice coal trebuie s devin o zon liber de prejudeci. coala este principalul spaiu
al nvrii pluralitii culturale prin preuirea diversitii culturale prin preuirea diversitii, a notei
distincte aduse de cultura fiecrui actor social participant. coala trebuie s formeze deprinderea
preuirii valorilor pluriculturale, nu exist valori superioare i inferioare, ci exist valori specifice
care trebuie judecate. n coal este necesar modelarea orgoliului etnic al majoritii i ntrirea
ncrederii n sine a minoritii.

BIBLIOGRAFIE:
1. Declaraia Universal a Drepturilor Omului, 1948.
2. Declaraia Drepturilor Copilului, 1959.
3. Convenia cu privire la Drepturile Copilului, 1989.
4. Valori i mijloace ale educaiei de astzi, Bucureti,1999.

578
 INTERCULTURALITATEA UN PAS CTRE PROGRES

Prof.nv.primar: Lupu Daniela-Ioana

coala Gimnazial Dumitru I. Ionescu, Calvini, Buzu

Dreptul la educaie, alturi de cel de a exista, de a tri sntos, etc. este fundamental.
Societatea este obligat s-i asigure copilului exercitarea acestui drept. Copilul nva de cnd se
nate. Prima lui coal este familia, apoi prietenii i orice alt grup social din care copilul face parte
ntr-un moment anume. Este ,,acea coal a vieii, care debuteaz din copilria timpurie i se
menine de-a lungul ntregii existente.
Mediul colar l ajut apoi, dup cei ,,7 ani de acas, s se adapteze mai bine lumii, prin
tiin i cunoatere. Dezvoltarea capacitilor mentale i modalitatea de a le folosi eficient sunt
contribuiile majore ale colii, unde copilul gsete tot ceea ce este necesar ,,construirii unui om
capabil de aciune, cu contiina moral vie.
Educaia disciplineaz i ordoneaz interiorul fiinei umane, ct i relaiile acesteia cu
semenii. Disciplin n educaie nu nseamn supunere,obedien total ,necondiionat, ci trebuie s
fie indus printr-o serie de activiti care s genereze comportamentul adecvat, disciplinat.
De multe ori se face confuzie, din pcate, ntre educaie i informare, ns aa cum educaia
nu poate fi confundat cu coala, nici informarea nu se reduce la cea oferit de coal
Copilul trebuie educat s respecte propriile valori culturale, dar i ale altor naiuni, precum
i c nimic nu justific ideea superioritii unuia sau altuia dintre popoare. Lucian Blaga scria n
,,Trilogia culturii:,,Originalitatea unui popor nu se manifest numai n creaiile ce-i aparin
exclusiv, ci i n modul cum asimileaz motivele de larg circulaie.
colile trebuie s primeasc toi copii, fr nici o deosebire, privind condiia lor fizic,
intelectual, social, emoional, lingvistic sau de orice alt natur. Acestea se refer i la copiii
cu dizabiliti sau care muncesc, copii aparinnd populaiilor nomade sau copii ai strzii, n
general, populaiei dezavantajate/marginalizate.
Educaia trebuie s vizeze nevoile de nvare ale tuturor copiilor, tinerilor, adulilor, ale
celor exclui, urmrind astfel, dezvoltarea deplin a personalitii umane i ntrirea respectului fa
de drepturile omului i fa de libertile sale fundamentale. Ea trebuie s ia n considerare ori s se
fondeze pe diferena i s se deschid n fa diverselor valori, o educaie capabil s rspund
nevoilor Europei contemporane i viitoare, caracterizat printr-o perfect loialitate, respectul
persoanei umane, toleran, simpatie, sociabilitate, generozitate i spirit de ntrajutorare.
Sarcina actual a colii este formarea la elevi a unei contiine europene, prin cultivarea
respectului i solidaritii fa de cultur altor popoare. Valori cheie precum: aspiraia spre
democraie, respectul drepturilor omului,ale drepturilor copiilor, justiia social, toleran, pacea,
echilibrul ecologic, tradiiile culturale, etc.
Contactul direct cu una dintre populaiile dezavantajate - rromii-prin ncadrarea ntr-o
coal cu elevi majoritari rromi - m-a determinat s aleg aceast tema, n sperana identificrii unor
strategii i forme de educare a toleranei la elevii din ciclul primar.
ntr-o lume marcat de conflicte,readucerea n atenia tuturor, dar mai ales a copiilor, care
reprezint viitorul omenirii sub toate aspectele, dar mai ales ideologic, a sensului unor cuvinte
precum: toleran, nelegere, indulgen, s.a. poate reprezenta primul pas spre schimbare -
schimbarea mentalitii, a atitudinii fa de anumii semeni, care, din colul n care i-au mpins
nenelegerea, prejudecile, ura, caut cu ochii umezi, o speran.
Educaia intercultural promoveaz atitudini tolerante, deschise, de acceptare i
nelegere fireasc a raportului eu-cellalt i a noiunii de strin, recunoaterea i respectarea
diferenelor culturale prin valorificarea pozitiv a relaiilor de egalitate ntre oameni i nu prin
aplicarea polaritii superior-inferior. De asemenea, presupune promovarea unor politici colare
care s permit egalizarea anselor n educaie i a unor strategii de valorificare a diferenelor
culturale pentru a le transform n resurse pedagogice.
579
 coala este principalul spaiu al nvrii pluralitii culturale prin preuirea diversitii, a
notei distincte aduse de cultur fiecrui actor social participant. coala trebuie s formeze
deprinderea preuirii valorilor pluriculturale, nu exist valori superioare i inferioare, ci exist valori
specifice care trebuie judecate. n coal este necesar ,,modelarea orgoliului etnic al majoritii i
ntrirea ncrederii n sine a minoritii.
ntr-o coal intercultural, nou dasclilor, ne revine misiunea nu doar de a completa, ci
chiar de a corecta educaia primit n familie de ctre copii. Cunoatem foarte bine mediul din care
provin elevii, astfel nelegem fenomenul intercultural care transcede spaiul colii. Este adevrat c
oamenii sunt att de preocupai de aspectele economice i politice ale vieii nct uit de educaie i
de cultur. Jean Monnet, unul dintre fondatorii Uniunii Europene, afirma: Dac ar fi s o iau de la
capt, a ncepe prin cultura
n primii ani de colaritate, accentul cade pe nvarea toleranei:
Am elaborat un regulament al clasei ce cuprinde drepturi i responsabiliti, astfel nct
fiecare elev se simte n siguran. Acest exerciiu ofer avantajul c regulile nu mai sunt
percepute ca exterioare i constrngtoare, ci sunt construite chiar de ctre copii i, n
consecin, dezvolt responsabilitatea n sensul respectrii regulilor;
Ne-am creat n clase o atmosfer favorabil respectrii drepturilor fundamentale;
Am implicat elevii ntr-o cercetare-aciune ce a avut ca tem unul sau mai multe drepturi ale
omului;
Fiecare elev din clas i-a tratat colegii din jur aa cum ar dori el sa fie tratat de ctre
acetia;
Elevii, n calitatea lor de beneficiari direci ai procesului de nvare, prin feed-back-ul oferit
au orientat cadrele didactice n identificarea celor mai eficiente situaii i strategii de
prezentare a coninuturilor;
Fiecare elev a sprijinit i a ncurajat noii colegi venii n clas/coal pentru a-i gsi mai
uor prietenii i preocupri comune n activitile din cadrul colii;
Am organizat periodic expoziii cu lucrrile elevilor pentru a arta c coala se mndrete cu
rezultatele obinute de acetia;
Am elaborat planuri individuale de nvare pentru elevi.
n educaie, interculturalismul se poate contura ca un real beneficiu didactic, ca un concept
polivalent, ca o nou pedagogie interactiv i modern.
Dac elevii afirm deschis, cu trie m simt bine aa cum sunt, putem spune c drumul
spre atingerea obiectivelor interculturalitii este larg deschis.

BIBLIOGRAFIE:
Teodor Cozma, O nou provocare pentru educaie interculturalitatea, POLIROM, 2001

580
 ,,O ALTFEL DE LECIE LA BIOLOGIE

Prof. Bic Dana-Liana,

coala Gimnazial ,,Anton Pann Craiova

Metoda piramidei (metoda bulgrelui de zpada)

Are la baz mpletirea activitii individuale cu cea desfurat n mod cooperativ, n cadrul
grupurilor. Ea const n ncorporarea activitii fiecrui membru al colectivului ntr-un demers
colectiv mai amplu, menit s duc la soluionarea unei sarcini sau a unei probleme date.
Este o metod activ care se aplic prin intermediul ntrebrilor. n loc s se nceap lecia cu
,,predarea prin discurs se lanseaz o ntrebare care s conduc la informaia pe care trebuie s o
primeasca elevul.
Elevii vor primi materiale cu privire la lecia ce urmeaz a fi studiat precum i fia cu ntrebri
mai vechi i cu ntrebri cu mai multe variante de rspuns. ntrebrile trebuie s fie astfel alctuite
nct rezolvarea lor s necesite mai mult dect copierea din materialul pus la dispoziie. Se va lucra
individual sau pe perechi. Cteodat este mai bine pentru curiozitatea i concentrarea elevilor, ca
acetia s citeasc nti ntrebrile.
Elevii se vor grupa apoi pe perechi sau n grupuri de patru, i vor compara
rspunsurile i le vor combina pentru a ajunge la ,,cel mai bun rspuns" fr o recitire
textului dect dac acest lucru este absolut necesar. Aceasta va duce la o discuie n care elevii i
vor susine punctul de vedere, fapt care duce la o bun nvare.
Elevii vor primi apoi rspunsurile corecte i lmuririle necesare, dup care ei i vor pune
singuri note.
Fazele de desfurare a metodei piramidei:
faza introductiv: profesorul prezint tema ce va fi pus n discuie;
faza lucrului individual: elevii lucreaz pe cont propriu la soluionarea problemei;
faza lucrului n perechi: elevii formeaz grupe de doi elevi pentru a discuta rezultatele
individuale la care a ajuns fiecare;
faza reuniunii n grupuri mai mari-de obicei se alctuiesc dou grupe, aproximativ egale ca
numr de participani, alctuite din grupele mai mici existente anterior i se discut despre soluiile
la care s-a ajuns.
faza raportrii soluiilor n colectiv;
faza decizional: se alege soluia final i se stabilesc concluziile asupra demersurilor
realizate i asupra participrii elevilor la activitate.
Metoda ,,Piramideise aplic la nceputul leciei pentru reactualizarea cunotinelor deinute de
elevi, ca procedeu al observaiei n etapa realizrii feed-back-ului sau n desfurarea conversaiei,
jocului didactic.Este indicat ca n realizarea piramidei s se distribuie elevilor seturi de materiale
suport.
Aplicatie : la clasa a Vl-a la tema ,,Artropode, elevii au ca sarcin de nvare s defineasc
aceast clas de nevertebrate evideniind n acelai timp caracterele generale ale acestora.
Profesorul anun tema i cere elevilor s prezinte informaii referitoare la artropode construind n
fiecare ptrat al piramidei elemente, idei care definesc sau prezint caracterele generale acestei
clase de animale nevertebrate. Ofer indicii prin imagini care prezint animale artropode. Elevii
sunt organizai pe grupe. Fiecare grup completeaz ptratul piramidei desenat pe o foaie cartonat

581
 Se formuleaz tot attea idei cte ptrate sunt.Profesorul adreseaz ntrebri pentru a ajuta
elevii n explicarea sau dezvoltarea ideii.Ca materiale suport profesorul distribuie elevilor coli de
hrtie, insectare, atlase zoologice plane cu artropode sau se pot proiecta imagini cu acestea.
n perechi elevii vor completa ideile formulate pe coli separate, apoi le vor aeza n piramid,
ntr-o nlnuire logic ncepnd din vrful piramidei i terminnd cu ultimul ptrat din irul de
jos.Echipele de elevi i pot schimba rolurile ntre ei sau toate grupele pot primi aceleai sarcini de
lucru, modul de realizare al piramidei poate fi original.
n completarea piramidei, elevii se consult, i repartizeaz sarcinile, aleg i observ materialele,
formuleaz idei.Fiecare lider al grupului i prezint consrucia, definete, descrie, denumete
materialele folosite, concluzioneaz etc.
Creativitatea elevilor n realizarea piramidei nu are limite
Avantajele folosirii acestei metode:-stinularea nvrii prin cooperare;
sporirea ncrederii elevilor n forele proprii prin testarea ideilor emise individual, mai nti n
grupuri mici i apoi n colectiv ;
dezvolt capacitatea de a emite soluii inedite la problemele i sarcinile aprute;
dezvoltarea spiritului de echip i ntrajutorare;
Dezavantajul aplicrii acestei metode este de ordin evaluative, pentru c se stabilete mai greu
care i ct de nsemnat a fost contribuia fiecrui participant.

BIBLIOGRAFIE
1.Lazar V., Caprarin D.,,Metode didactice utilizate in predarea biologiei, Ed.Arves,2008;
2.Ionescu, M., Radu, L, (coord.),, Didactica moderna, Cluj-Napoca, Dacia, 1995;
3.Iordache Ion si colab.,, Metodica predarii-invatarii biologiei, Iasi, Ed.Solaris, 2004;
4.Panisoara, I.O., Stiinta invatarii.Dela teorie la practica,Ed. Polirom, Iasi, 2005;
5.Tudor, V.,, Metodica predarii biologiei la clasele V-VIII, Bucuresti, EDP, 1982

582
 ROLUL FAMILIEI IN EDUCAREA COPILULUI

Prof. Osoianu Elena Denisa

Scoala Gimnaziala Episcop Iacov Antonovici Barlad

Omul a avut izvoare i are vrste. Pe cele dinti i le-au relevat mitologiile, i le-au relevat
religiile. Pe cele din urm le traverseaz pe cont propriu. (I. Ianosi, Vrstele omului).
Despre vrstele omului putem vorbi din nenumrate puncte de vedere. Cei mai muli
teoreticieni au ncercat s realizeze o mprire n etape a vieii. Cnd vorbim despre dezvoltarea
uman, trebuie s ne gndim la diferite faze ce trebuiesc parcurse, etape prin care s se realizeze
dezvoltartea. Trecerea de la o vrst la alta se face prin schimbare, o schimbare influenat de
muli factori, fr de care dezvoltarea uman nu ar fi posibil.
Psihologii au cercetat dezvoltarea copilului prin diferite metode, de la tipurile de influene
care se exercit asupra copiilor, ncepnd cu primele interaciuni care au loc ntre prini i copiii
lor, pn la modalitatea de cretere i educare a copiilor din diferite culturi. Principalele perspective
de analiz s-au concretizat n teorii. Una dintre teorii este cea a nvrii sociale, n care sunt luate n
consideraie contactele pe care le are copilul cu alte persoane, pentru a determina influena acestora
asupra dezvoltrii copilului.
Copilul se nate pregtit s reacioneze fa de prini ntr-o anumit manier, i prinii, la
rndul lor, se comport i ei ntr-un anumit fel. Pe msur ce aceast interaciune se dezvolt,
copilul i prinii se acomodeaz i treptat se formeaz ntre ei o relaie de ataament. Muli
cercettori au artat c la copil exist o tendin de sociabilitate foarte puternic.
O alt modalitate important de interaciune ntre aduli i copii este imitarea. S-a dovedit c
pn i copiii foarte mici (la doar cinci sptmni) imit expresiile mamelor lor, iar mamele
afieaz deseori expresii faciale exagerate atunci cnd le vorbesc copiilor.
Comunicarea non-verbal fundamenteaz dezvoltarea ataamentelor ntre copil i prini,
constituind o prim experien care va fi util n interaciunile sociale viitoare.
n dezvoltarea copilului putem observa c acesta presupune un proces de socializare, n care
copilul nva s se conformeze normelor societii i s acioneze adecvat. Natura foarte sociabil a
copiilor presupune o disponibilitate foarte mare de a nva i de a rspunde la influenele sociale.
Exist trei modaliti de ncurajare a socializrii la copil, prin procesul de imitare i
identificare, prin educaia direct, implicnd pedepse i recompense i prin transmiterea
expectanelor sociale. Muli teoreticieni ai nvrii sociale consider c procesul de imitare i de
identificare este cel mai important dintre cele trei.
Copilul observ i imit persoanele din jurul su, comportamente ce le va utiliza mai trziu.
Imitarea este considerat o scurttur n nvare, ea presupune copierea unei anumite aciuni ce
permite copilului s dobndeasc o serie de deprinderi fizice, foarte rapid i eficient.
Teoreticienii nvrii sociale consider c prezena modelelor de rol este foarte important
n dezvoltare. Ei susin c n jurul copilului trebuie s existe oameni pe care acesta s-i poat copia,
s-i poat forma o idee despre felul n care o fiin uman se comport ntr-un anumit rol social.
Exist i unele lucruri care sunt dobndite prin intermediul reaciilor directe din partea adulilor,
aceasta fiind o modalitate important de pregtire a copiilor pentru a se comporta conform
exigenelor societii.
Fiecare societate modeleaz comportamentul copiilor si prin recompense i laude, exist o
latur a educaiei pe care fiecare societate o utilizeaz: pedepsirea purtrii rele sau inadecvate
social. n societatea occidental, tipul de pedepse pe care le utilizeaz prinii pare s se coreleze cu
dezvoltarea unui sim puternic al conduitei la copil. Copilul simte c aciunea sa i-a dezamgit pe
prini sau c a cauzat, inutil suferin altcuiva, dar n afar de a-i cere scuze nu poate face nimic n
compensaie. Treptat, acest lucru se interorizeaz, astfel nct n loc s spun doar mi pare ru,
copilul ajunge chiar s-i par ru i mai trziu s se simt vinovat i responsabil. Pe de alt parte,
dac este pedepsit fizic, copilul poate vedea lucrurile mult mai superficial, ca pe o amend pe care
583
trebuie s-o plteasc pentru un comportament inadecvat, dar nimic mai mult. Deci singurul efect al
pedepsei fizice ar fi teama de a nu fi descoperit i nu neaprat dezvoltarea unei contiine puternice.
Pentru copii, importana explicaiilor, pentru a li se clarifica expectanele adulilor i motivele
regulilor, este un alt aspect al socializrii care poate fi diferit de la un grup social la altul.
Explicaiile par s ncurajeze copilul s se comporte adecvat cerinelor societii. Un alt factor
foarte important n dezvoltarea copilului este felul n care nelege ceea ce se ntmpl n jurul su i
raiunea pe care o d regulilor i comportamenelor observate.
Familia este, o instituie social bazat pe sexualitate i pe tendinele materne i paterne, a
crei form variaz de la o cultur la alta. n societatea occidental familia are drept funcie
esenial asigurarea securitii membrilor si i educarea copiilor. Acetia dobndesc aici limbajul,
obiceiurile i tradiiile grupului lor. Prin jocul imitrii i identificrii cu prinii, ei i elaboreaz
personalitatea, i formeaz caracterul i trec de la egoism la altruism. Familia este necesar
dezvoltrii copilului, dar calitatea sa depinde de valoarea acesteia. (Larousse- Dicionar de
psihologie, pag.125)
Familia reprezint nucleul social n care se nate copilul i de la care primete primele
elemente de educaie. Ea este prima coal a copilului i exercit influene i asupra dezvoltrii
ulterioare a lui.
Familia este factorul educativ care are sub ndrumare individul uman pe cea mai lung
durat din viaa sa. Copilul triete cea mai mare parte din timpul su n familie, unde nva limba,
obiceiurile i comportamentele civilizate, de aceea se spune c cei apte ani de-acas au un rol
hotrtor asupra formrii ulterioare a personalitii. n perioada celor apte ani, copilul se afl n
perioada celei mai mari plasticiti a sistemului nervos, fapt ce ofer familiei posibilitatea
producerii prin educaie a primelor modificri care dau direcia dezvoltrii i formrii personalitii.
Potenialul educogen al familiei este condiionat de structura, de nivelul material i cel
cultural, de atmosfera relaional i afectiv din cadrul familiei: nelegere ntre soi, via normal,
bun organizare, de responsabilitatea lor fa de educaia copiilor.
Dar mediul familial reprezint doar condiia esenial a educaiei, ori acest mediu prin sine
nsui nu realizeaz obiectivele educaiei. Potenialul su educativ se afirm prin desfurarea vieii
de familie, prin stilul de via, prin relaiile care se stabilesc n cadrul familiei.
Prin comportamentul membrilor familiei, n primul rnd al prinilor, ei constituie un model pentru
copil.
Prin modul cum i formeaz i-i menin autoritatea fa de copii, cum i manifest
dragostea fa de ei, cum rezolv situaiile conflictuale, prinii pot avea rol de educatori autentici
sau pot pierde aceast calitate. Acest rol l poate ndeplini numai o familie stabil i sntoas.
Responsabilitatea pentru educaia copiilor nu este o chestiune particular a prinilor. Copiii de
astzi vor fi cetenii de mine, de aceea ntreaga societate este interesat i trebuie s se implice
direct.
Datorit faptului c responsabilitatea familiei s-a deteriorat n timp, ducnd la apariia
copiilor strzii i a delicvenei juvenile cu tot felul de abateri de la normele convieuirii sociale,
pentru reabilitarea potenialului educogen al familiei se impune o educaie a prinilor.
Copilria nu e niciodat o profesie blnd, neted, regulat, spune Rene Zazzo. Ea se compune
dintr-un ir de conflicte, de contradicii, de izbucniri ancestrale n mijlocul celor mai autentice
progrese.(1970, pag. 46) Atunci cnd copilul crete i se dezvolt n condiii armonioase el i
menine un echilibru stabil att cu sine nsui ct i cu mediul su de via. Prin influenele pe care
le exercit, familia asupra copilului, aceasta constituie o tripl dependen: biologic, genetic i
social.
nc din secolul al IXX-lea, Ellen Kay, o pedagog suedez, lanseaz o cald chemare
pentru respectarea copilriei i a copilului: att timp ct tatl i mama nu-i vor pleca fruntea n
rn, n faa mreiei copilului; att timp ct nu vor nelege c vorba copil nu este dect o alt
expresie pentru ideea de majestate; att timp ct nu vor simi c n braele lor doarme viitorul
nsui, sub nfiarea copilului, c la picioarele lor se joac istoria, nu-i vor da seama c au tot att
584
de puin dreptul i puterea de a dicta legi acestei noi fiine pe ct n-au puterea i nici dreptul de a
impune legi n mersul atrilor.(Ion Gh. Stanciu, 1983, pag.18)
Dar ce se ntmpl dac familia nu reprezint un model demn de urmat, dac aceasta nu are
valori care s se regseasc n valorile societii?
Copilul are ns mare nevoie de o ndrumare spre valorile autentice ale societii, el va tri
nu numai n familie, el are nevoie de societate i trebuie s se ncadreze n ea. Copilul poate fi
educat fr s i se anihileze spontaneitatea i originalitatea.
n 1801 public lucrarea care l-a fcut renumit ca pedagog Cum i nva Gertruda copiii,
n care subliniaz rolul familiei, dar n special al mamei, n formarea copilului pentru via. n
concepia lui J.H.Pestalozzi cel mai simplu element care putea stimula dezvoltarea forelor morale
ale copilului era sentimentul de dragoste fa de mama sa. Mai trziu, acest sentiment se va extinde
i asupra celorlali membri ai familiei, iar odat cu intrarea copilului la coal, el va simi o
apropiere i o preuire i fa de colegii si. Extinzndu-se i mai mult acest sentiment va constitui
fundamentul pe care se va cldi contiina apartenenei sale la umanitate. (Eugen David, 2001,
pag.54)
Familia reprezint primul mediu social de dezvoltare i favorizeaz stabilirea contactelor
copilului cu societatea, el primete aici primele elemente de educaie. O caracteristic important a
familiei este aceea c ofer stabilitate i o afectivitate puternic, lucru ce favorizeaz nvarea. n
general se spune c ntr-o familie, mama reprezint afectul, iar tatl autoritatea. Problema care se
pune din acest punct de vedere este aceea de a stabili un echilibru i un mediu securizant, favorabil
dezvoltrii armonioase a copilului. Din pcate condiiile de via ale copiilor din ara noastr sunt
stresante, prinii sunt copleii de grija zilei de mine, de nesigurana locurilor de munc pe de o
parte, iar pe cealalt parte divorul, abuzurile i agresivitatea manifestate asupra copiilor reprezint
cteva aspecte negative n dezvoltarea normal, fireasc a copilului.
Pregtirea prinilor sau a potenialilor prini pentru realizarea competenelor educative
constituie un obiectiv al sistemului colar.
Efortul pedagogiei din a doua jumtate a secolului nostru s-a ndreptat spre realizarea unui
echilibru ntre intervenie i nonintervenie n procesul educativ, ntre o educaie directiv i una
nondirectiv.

BIBLIOGRAFIE:
Ionescu, M., Negreanu, E., Educaia n familie. Repere i practici actuale, Ed. Cartea Universitar,
Bucureti, 2006, pag. 156
Elena Bonchis, Familia i rolul ei n educarea copilului, Editura Polirom, Iasi, 2011, pag. 276-277

PARINTII SI EDUCATIA PE TOT PARCURSUL VIETII

prof. inv. Primar Zamfirescu Elena-Simona,

Scoala Gimanziala Nr. 10 Botosani

Cerinele noului secol au ridicat peste tot n lume ntrebri precum: pn cnd i prin ce
metode nvm?
Educaia pe tot parcursul vieii (life long learning) a devenit o prioritate a sistemelor de
nvmnt la nivel global. Chiar dac rolul educaiei de baz, formale, rmne esenial, nvarea
permanent, mpreun cu educaia nonformal, vin s personalizeze i s dezvolte aptitudini ct mai
aproape de cerinele pieei i societii, dar i priceperea i sufletul celui care nva. nvarea pe tot
parcursul vieii ia diverse forme, ea desfurndu-se att n cadrul, ct i n afara sistemelor
tradiionale de educaie i formare.
Educatia permanenta este un sistem educational deschis, compus din obiective, continuturi,
forme si tehnici educationale, care asigura intretinerea si dezvoltarea continua a potentialului
585
cognitiv, afectiv si actional al personalitatii, al capacitatilor si deprinderilor de autoeducatie,
formarea de personalitati independente si creative. Educatia permanenta este nemijlocit legata de
diagnoza si prognoza educatiei, de programare si de inovare pe termen lung a educatiei. Aceasta ne
fereste de imbatranirea timpurie din punctul de vedere cerebral si psiho-social, ne mentine tineretea
spirituala. Savantul japonez Matsuzawa spunea: sa gandesti activ, continuu si intens caci opresti
imbatranirea creierului (desigur, pentru o anumita perioada) si obtii performante deosebite, pana la
creatii de mare valoare si eficienta. De aceea adultii trebuie sa se ingrijeasca pe tot parcursul vietii
de acest segment.
De-a lungul timpului , in cadrul lucrului cu copiii mi-am dat seama cat de importanti sunt
parintii acestora , nu numai in cadrul familiei ,cat si in afara acesteia .Dupa cum bine stim , aproape
fiecare parinte isi ajuta copilul la teme si nu de putine ori ne-am intalnit cu situatii in care parintii
nu au stiut sa aplice metoda corecta sau nu au oferit copiilor explicatii apropiate de cele ale
invatatorului .Pentru aceasta am organizat si desfasurat activitati si lectii unde au fost invitati
parintii si bunicii copiilor.
Am intampinat dificultati in cadrul lectiilor de comunicare la clasa I ,cand elevii nu reuseau
sa citeasca corect cuvinte si apoi propozitii. In urma discutiilor cu parintii am realizat ca parintii nu
stiau cum sa le explice copiilor modul in care se citeste un cuvant. In urma acestor discutii am
organizat o activitate la care au fost invitati parintii, acestia participand la o lectie de comunicare ,
unde cu ajutorul meu au invatat cum sa lucreze cu copiii acasa. In felul acesta toti elevii au trecut
mai usor peste aceasta etapa si si-au insusit cu totii cititul si scrisul.
In cadrul orelor de matematica nu toti elevii clasei reuseau sasi insuseasca adunarea si
scaderea cu trecere peste ordin .Atunci mi-am dat seama ca trebuie sa ma ajute parintii copiilor , dar
cum acestia nu stiau sa ofere explicatii apropiate de ale mele am organizat o activitate similara cu
cea de la comunicare din clasa I.Astfel parintii si copiii acestora au participat impreuna la o lectie
de matematica unde tema a fost : Adunarea si scaderea numerelor cu trecere peste ordin . Parintii
au ascultat indicatiile si explicatiile mele , iar ei la randul lor au stiut sa aplice aceste metode ,copiii
asimiland informatiile mai usor.
Educatia permanenta, pentru a fi valoroasa si eficienta, trebuie sa se bazeze pe
educatie, fapt care cere invatamantului sa pregateasca tineretul studios pentru autoeducatie (Ioan
Bontas). "Educatia permaneneta este educatia tuturor oamenilor pe tot parcursul vietii lor". Daca
noi , cadrele didactice vom sti sa modelam caracterele copiilor si sa le aratam cat de importanta este
educatia , viitorii adulti vor pune accent si ei pe acest segment si-si vor indruma copiii la randul lor
sa urmeze o cale dreapta .
Conceptul educatiei permanente nu este unul aparut recent. Pentru prima data, 1919,
Comitetul pentru educatia adultilor din Anglia lanseaza ideea educatiei permanente, pentru ca in
1929 sa apara chiar o lucrare cu acest titlu.
In general, trebuie precizat ca ideea educatiei permanente-indiferent de termenii folositi-a
aparut in sistemul educatiei adultilor si nu intamplator.
Educatia adultilor a experimentat si generalizat, cel putin sub aspectul formelor si al
metodelor, modalitati instructiv-educative de autentica modernitate: studiul care alterneaza cu
munca; activitatea in grup; coparticiparea la elaborarea si desfasurarea programelor educative;
autodidaxia etc.
In aceste conditii, educatia adultilor si, in general, orice forma de educatie care nu are un
caracter obligatoriu, inclusiv educatia extrascolara a tinerilor, este propice innoirilor. Intr-adevar, in
cadrul unor astfel de programe au luat nastere forme de educatie a caror importanta universala este
recunoscuta azi, in special munca in grup, discutiile organizate, participarea la activitati
productive, seminariile si stadiile de studiu, metodele neimpuse, folosirea intensa a mijloacelor
audio-vizuale etc. Viitorul educatiei, considerat in ansamblul sau, si capacitatile sale de reinnoire
depind deci de educatia adultilor.
De-a lungul timpului multi parinti m-au intrebat care este rolul activitatilor extascolare si ,
pentru ca nu am reusit sa le ofer raspunsul asteptat de ei am decis sa-i includ si pe ei in aceste
586
actiuni. Astfel parintii au mers alaturi de copii in excursii organizate cu clasa si asa au inteles scopul
si obiectivele propuse de mine . Tot parintii au fost antrenati sa participe la activitatile defasurate in
parteneriat cu biblioteca si in acest mod si-au determinat copiii sa imprumute carti pe care sa le
citeasca , acestia din urma imbogatindu-si vocabularul . Am implicat parintii in activitatile de
voluntariat .
Educatia permaneta intervine , de asemenea, ca un element de solutie in unele situatii ale
societatii noastre, acelea care rezulta din relatiile dintre diferite generatii .Comunicarea si schimbul
intre tineri si cei mai in varsta se fac uneori greu, astfel ca in multe cazuri dialogul dintre tata si fiu,
intre profesor si elev este in mod practic intrerupt. Insa acest schimb este pretios si necesar, atat
pentru imbogatirea reciproca a indivizilor , cat si pentru echilibrul societatilor.(Paul Lengrand p. 54)
Educatia permaneta nu este deci o simpla continuare a educatiei traditionale. Ea reprezinta o
serie de noi abordari ale unor elemente esentiale pentru existenta fiecaruia, incepand prin insusi
sensul acestei exsitente.Ea permite sa se descopere o multitudine de situatii fundamentale, in care
indivizii apar intr-o noua ipostaza, si aduce solutii inedite unor probleme cruciale ale destinului
indivizilor si societatilor.
Educatia constituie partea constienta, voluntara si competenta a acestui continuu mers
inainte, care este legea tuturor fiintelor umane. Desigur, nu trebuie supraestimat locul si rolul
educatiei in realizarea destinelor individuale si colective. Cu cat insistam mai mult asupra
necesitatii acestui efort cu atat trebuie sa ne reamintim ca exista structuri favorabile si structuri
defavorabile infloririi personalitatii. Mizeria fizica provoaca si intretine mizeria morala si
intelectuala. Oamenii care traiesc la limita subzistentei se afla in acelasi timp la limita conditiei
umane. (Paul Lengrand)
Relatia intre dezvoltarea sociala si educatie este prima si cea mai importanta coordonata
social-integrativa pentru modelarea si conducerea educatiei permanente.
O educatie rupta de contextul vietii sociale, lipsita de valente integrative si creative in
viata sociala nu poate primi atributul de educatie permanenta. Ea contribuie la dezvoltarea
societatii, a relatiilor sociale superioare, a vietii cultural-artistice si spirituale. Coordonatele social-
integrative si de creativitate imprima educatiei si invatamantului un caracter deschis mobil si
prospectiv.
Ioan Jinga - "Educatia Permanenta" Editura Stiintifica si enciclopedica ,
Bucuresti-1979.
Ioan Bontas - "Pedagogie" Editura All ,Bucuresti-1996.
Ioan Nicola - "Pedagogie" Editura didactica si pedagogica ,Bucuresti-1969
Paul Lengrand - "Introducere in educatia permanenta" Editura didactica si
pedagogica ,Bucuresti-1973.

AA ZICEA BUNICA...

Ana Paraschivescu,
Colegiul Naional Economic Gheorghe Chiu, Craiova

Educaia intergeneraional este poate prima form de educaie. Faptul c i acordm n

prezent o atenie sporit se datoreaz contientizrii faptului c nvm unii de la alii pe tot
parcursul vieii. Tinereea, n impetuozitatea ei, crede c ia decizii inovatoare, numai c, dac tinerii
ar fi ateni, i-ar da seama c foarte puine lucruri sunt noi sub soare i c este tot mai greu s te
gndeti primul la ceva. Am fi poate surprini s constatm c suntem produsul unui ndelungat i
complicat proces de educaie cu rdcini puternice i adnci care se hrnesc din seva altor generaii.
Aa zicea bunica... Mama spunea... i tata avea multe de adugat...
Cum ar putea s cread cineva c este att de inteligent, att de bine pregtit doar datorit
siei? Ar trebui s fim contieni de importana raporturilor dintre generaii i s accentum
587
conlucrarea i nu conflictul. nelepciunea vine din experien, din trecerea etapelor. Doar
experiena te face mai bine pregtit pentru deciziile viitoare. Nu suntem singuri i acest fapt ne
salveaz. Trim n societate care se bazeaz nc pe familie. Chiar dac familia nu mai implic n
prezent dect foarte puin interaciunea dintre rude mai ndeprtate, chiar dac ne limitm la mama,
tata, bunicul, bunica i, uneori, unchiul i mtua, este bine s meninem aceste relaii normale, s le
ncurajm i s le extindem.
Cine nu are btrni, s-i cumpere un proverb pe care tata l repeta mereu. Fcea acest
lucru ca s m fac s neleg s accept sfaturi. Fr s-i dea seama era un promotor al educaiei
intergeneraionale. Dei nu se gndise niciodat, anticipa prezentul care distruge comunicarea
normal dintre generaii din cauza unei furii de a privi realitatea a celor foarte tineri care ncearc s
se impun cu orice pre, din cauza unei tolerane greit nelese a maturilor, din cauza renunrii
prea uoare a btrnilor. Avem astzi probleme mult mai grave. Bombe n aeroporturi, n metrouri,
la cafenele, emigrm i imigrm, ne mbolnvim de grip aviar i de Ebola, trim ncercnd s
modificm tot ce ne nconjoar, vrnd s fim mai, i mai, i mai. Suntem singurii vinovai dac ne
simim singuri i obosii i, n ciuda faptului c le reprom tuturor tarele secolului nostru, nu avem
nimic de adugat n aprarea noastr. Pentru c ne place s fim la mod, s avem bani, s cltorim,
s fim liberi. Ne dm seama, de obicei prea trziu, unde greim. Este bine c, totui, unii dintre noi
sunt ateni la modul n care evolum, cerceteaz statistici i gsesc, adaptnd i reformulnd,
principii inovatoare pentru o educaie eficient.
S vorbim despre btrni. Ei sunt o resurs inepuizabil de poveti adevrate. Btrni vom fi
i noi. Este doar o chestiune de timp. De ce ar crede cineva c btrnii ar trebui izolai? S nu uitm
c este o etap pe care ar trebui s ncetm s o privim ca marginalizare. Ar trebui s ne iubim
btrnii, s-i ncurajm, s-i ajutm s vad viaa, nu boala i suferina. Reacia unui tnr ofer
cnd un btrn trece strada foarte, foarte ncet este adesea una nu doar ireverenioas, ci i, de-a
dreptul, rutcioas. Dac se ntreab cineva ce caut pe strad sau n mijloacele de transport n
comun, nseamn c nu este pregtit s triasc n societate pentru c i vrstnicul este un om
ocupat, i el face parte dintre noi i, cu siguran, are sufletul la fel de tnr. Ne plac sau ne plceau
bunicii notri pentru c ne spuneau poveti frumoase, poveti din alt lume. Mie mi se spuneau
poveti din perioada interbelic, fetiei mele i se spun poveti dintr-o copilrie i o tineree
comunist, eu le voi vorbi nepoilor mei despre ultimii ani de comunism i despre perioada de
tranziie. Observ c familia mea este o carte de istorie. Cei care nu au avut bunici, au astzi o ans
prin educaia intergeneraional. Pot fi adoptai, pot simi bucuria de a vedea i de a nva cum se
face ceva ce puini mai tiu, de la tricotat i croetat, pn la o prjitur a crei reet ai fi crezut-o
pierdut. E plcut s-i gseti bunici sau s-i regseti, s nu mai fie dect o fotografie dintr-un
album vechi, s fie vii, chiar dac au alte fee i numele este doar o coinciden. nelepciunea o poi
gsi att n cuvintele unui om de cultur, ct i n cele ale unei vecine gata s stea oricnd o or
alturi de copiii ti. Mncarea ei va fi ntotdeauna mai bun, chiar dac srccioas, iar
ntmplrile ei vor avea un farmec pe care nimic nu-l poate avea.
Noi. Mereu obosii, mereu pretenioi, mereu stresai. Nu avem timp de nimeni i de nimic
sau cel puin aa credem. Avem un copil, poate, i el este centrul universului nostru. Trebuie s fie
minunat. Trebuie s nvee la cea mai bun coal. Trebuie s respecte un program. Trebuie s
mnnce sntos. Trebuie s triasc aseptic. Trebuie s aib haine de firm. Trebuie s fac un
sport, s cnte la un instrument, s deseneze, s nvee neaprat, de mic, englez, german i multe
alte lucruri. Ce dac lui puin i pas i, de fapt, cnd e singur, nu face nimic din toate aceste lucruri
foarte importante? Ce dac i petrece foarte mult timp ntr-o lume virtual n care el este propriul
su stpn? Ne poate ajuta o bon pentru a fi bine supravegheat. Nu o vrem pe bunica, mai ales
dac bunica este soacra noastr. E mai bun bona, este imparial. Cam aa suntem noi. i mai
trebuie s avem timp i pentru noi, doar n-o s ne sacrificm viaa i nc tinereea pe altarul
familiei unde nimeni nu este niciodat mulumit? Cu toate acestea tim c ei, micuii, mriceii sau
marii notri copii, precum i n curs de mbtrnire sau btrnii notri prini se bucur s stea cu
noi pur i simplu, iar noi nu ne dorim nimic mai mult dect asta. Noi tim cntece i poezii, tim
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bancuri i poveti haioase, tim s facem mncruri gustoase, tim s dansm i ne pricepem de
minune la teatru. Cred c ar fi cazul s le artm i celorlali cte tim i ce frumos rdem.
Despre copii. Dei tim totul despre ei, dei am citit cteva cri despre creterea i educaia
lor, nu prea tim nimic. Eu, de exemplu, neleg c ei se raporteaz altfel la lume pentru c ei se
nasc simultan n dou lumi, real i virtual. Povetile lor sunt puin altfel, s-ar putea ca Scufia
Roie s fie zombi i lupul s fi fost discriminat. O lume nou se nate din ecrane. Nu le ajunge
realitatea 3D, le trebuie i o imaginaie 3D care devine un univers, poate, la fel de bun ca Fraii
Grimm. Nu tiu cum miroase lumea virtual, dar crile noi miros frumos a nou, iar crile vechi
miros frumos a vechi. i cam att. Aa c putem profita n aceast er digital, putem face din
copiii notri profesorii notri. Tinerii ar fi bucuroi s-i nvee proprii bunici sau bunicii n general
cum s se simt bine ntr-o lume electronic. i s-ar amuza teribil cnd ntre @ i / nu ar fi nicio
diferen. Fotografiile s-ar transforma mai uor n albume. Comunicarea nu ar mai fi o problem
dac toat lumea ar aduga fee fericite la mesaje.
Copii, prini, bunici, trei generaii care pot fi sprijinite s gseasc ceea ce le unete.
Comunitatea european nelege oportunitatea acestui tip de educaie mai veche dect orice sistem
educaional i de aceea au existat i exist numeroase proiecte prin care se sprijin implementarea
ideilor care reunesc membrii ai comunitii de diferite vrste ntr-o familie a crei principal scop
este integrarea fiecruia. Bunici, prini , copii devin actani ntr-un joc real cu finaliti bine
determinate prin care se va stabili o mai bun comunicare ntre generaii. Fiecare vrst are
potenialul ei, iar mprtirea experienelor de via poate crete calitatea acesteia. Educaia
intergeneraional se poate extinde reunind comuniti diverse, de etnii diverse, cu tradiii diferite
de ale noastre. Tradiia din ara noastr se mai bazeaz nc n mod natural pe coeziune n interiorul
familiei. Existena zonelor rurale faciliteaz acest tip de interaciune. Memoria nu a ters amintirea
vieii n mijlocul naturii i a nelepciunii populare.
Alturi de colegele mele, am coordonat proiecte de revigorare a tradiiilor, de salvare a unor
obiceiuri de mult uitate: furca de tors i fusul, dracul, vrtelnia. Dragobetele prea uitat. Cu toate
acestea, el nu aparine trecutului, este viu i tinerii se bucur n continuare de frumuseea florilor, a
zicerilor i cntecelor tradiionale spuse la o eztoare, chiar dac astzi este doar un spectacol.
Nu suntem singuri. Suntem fiine sociale pentru care mpreun nu este un simplu cuvnt, ci
un deziderat care ne face mai ncreztori, mai puternici, mai buni. Aa zicea bunica, aa descopr
eu.

589
 FAMILIA I COALA PARTENERI EDUCAIONALI N FORMAREA COPILULUI
PENTRU VIA

Prof. Clin Iuliana

coala Gimnazial Sadova, jud. Dolj

,,coala, pentru a da roade, are nevoie de sprijinul contient i de colaborarea prinilor.

Educaia dat n coal se dovedete a fi munc irosit i ineficace, dac familia e ostil i
indiferent
H.H.STERN

nc de la nceputul secolului trecut, Kant scria: "Parinii care au primit ei nii o educaie
sunt deja nite modele dup care se ndreapt copiii. Dar pentru a-i face pe acetia mai buni, este
necesar s facem din pedagogie un studiu; altfel nu este nimic de sperat de la dnsa, iar educaia
este ncredinat unor oameni cu pregtire rea" (Kant, Im. 1992, p.15).
coala i familia sunt cei doi piloni de rezisten ai educaiei, iar ntre acetia i mediul
extracolar sau extrafamilial penduleaz copilul, obiect i subiect al educaiei.
Fiecare copil se deosebete de ceilali n primul rnd prin caracterul su. Dup cum un tmplar nu
lucreaz n acelai fel i bradul i stejarul, tot astfel i noi va trebui s inem seama de lemnul
fiului sau fiicei noastre, elevului sau elevei noastre, adic de elasticitatea i rezistena capitalului
su biopsihic, pentru a ti ce putem face din el fr prea multe riscuri.
Educaia este cea care desvrete fiina uman, educaia pe care copilul o primete n
familie, n coal i de la comunitate.
Mediul familial este primul mediu educativ i socializator pe care l cunoate copilul i a crui
influen i marcheaz esenial dezvoltarea ca individ. Legtura copilului cu familia este extrem de
puternic i de nenlocuit. Rolul familiei este foarte important n dezvoltarea copilului din punct de
vedere fizic, intelectual, moral estetic, .a.. Ca prim factor educativ, familia ofer copilului
aproximativ 90% din cunotinele uzuale (despre plante, animale, ocupaiile oamenilor, obiectelor
casnice), familia este cea care ar trebui s dezvolte spiritul de observaie, memoria i gndirea
copiilor. Copilul obine rezultatele colare n funcie de modul n care prinii se implic n procesul
de nvare. Prinii trebuie s-i ajute copilul la nvtur, ajutor limitat la o ndrumare sau sprijin,
nefiind indicat rezolvarea temelor de ctre acetia.
Pecetea pe care prinii o las asupra structurii i profilului spiritual-moral al personalitii
propriilor copii se menine toat viaa. (M. Golu).
Modelele de conduit oferite de prini pe care copiii le preiau prin imitaie i nvare
precum i climatul socioafectiv n care se exercit influenele educaionale (cei apte ani de
acas) constituie primul model social cu o influen hotrtoare asupra copiilor privind formarea
concepiei lor despre via, a modului de comportare i relaionare n raport cu diferite norme i
valori sociale.
Este recunoscut faptul c strategiile educative la care se face apel n familie, mai mult sau mai
puin contientizate, determin n mare msur dezvoltarea personalitii, precum i rezultatele
colare ale copiilor, comportamentul lor sociomoral. Familia trebuie s aib disciplina ei. Toate
problemele vieii se pot rezolva mai uor ntr-un climat de prietenie i nelegere.
Analiznd situaiile concrete n care se manifest aciunile educative n familie, putem
identifica mai multe tipuri de prini: unii neleg s-i armonizeze sistemul lor de aciuni educative
cu cele ale colii; alii nu contientizeaz efectele negative ale strategiilor educative utilizate sau, i
mai grav, refuz s recunoasc faptul c relaiile lor educaionale cu copiii sunt deficitare. Prinii
sunt convini c nereuitele educaionale, rezultatele slabe la nvtur, comportamentele
inadecvate sunt determinate de factori strini familiei. ntrunirile cu prinii, mai mult sau mai puin
organizate, trebuie s fie un prilej de a contientiza consecinele imediate i de perspectiv ale
strategiilor lor educaionale.
590
 Comportamentele educaionale ale prinilor, chiar dac sunt bine intenionate, pot avea efecte
negative asupra copiilor din cauza neadecvrii lor la particularitile de vrst i individuale, la
situaiile concrete de aciune, la sistemul de cerine adresate copiilor.
Severitatea exagerat, manifestat prin interdicii, prin brutalitate i prin privaiuni de tot felul,
i va lsa amprenta asupra personalitii n formare a copilului. Ei impun copiilor un volum mare
de sarcini, interzic participarea la activiti recreative, la jocurile specifice vrstei i utilizaz
pedepse care lezeaz demnitatea copiilor.
La rndul lor, prinii superprotectori care depun eforturi exagerate pentru a proteja copilul,
pot constitui piedici n formarea i devenirea personalitii copilului. Aceti prini consider c
coala are o serie de cerine care depesc posibilitile copilului i acetia trebuie menajai. Apar
astfel atitudini de ngmfare, de supraevaluare a propriilor posibiliti, dar i atitudini de
subevaluare a copiilor, precum i slabe posibiliti de adaptare la situaii noi.
Atitudinea protectoare a prinilor se poate manifesta i prin limitarea excesiv a libertii i
independenei de aciune a acestora, a iniiativei. Prinii devin deosebit de preocupai de copil,
manifest o team permanent pentru viaa i activitatea copilului. Copilul va avea un
comportament lipsit de aciune i n ultim instan va avea o timiditate exagerat.
Nu pot s nu fie amintii aici prinii care, fr s-i dea seama, au tendina de a impune
copiilor propriile exigene i dorine, modele. Un astfel de copil i va constitui o plato, un gen de
impermeabilitate la dorinele i nevoile celorlali, devenind, nu de puine ori, incapabil de a iniia
relaii profunde cu acetia. n cele mai multe cazuri membrii mediului socio-cultural n care acest
tip de persoane ncearc s se integreze, l izoleaz.
colarul are nevoie acas de un cadru general de via n care s se simt n siguran.
Sentimentul de siguran - singurul care permite copilului s se emancipeze i s-i dobndeasc
personalitatea - depinde de urmtoarele condiii (Osterrieth, P., 1973, p.71-72): 1. Protecia
mpotriva loviturilor din afar; 2. Satisfacerea trebuinelor elementare; 3. Coerena i stabilitatea
cadrului de dezvoltare; 4. Sentimetul de a fi acceptat de ai si: a) ca membru al familiei: s fie iubit;
s druiasc dragoste, s fie izvor de bucurie i de multumire pentru aduli; s fie condus i
ndrumat; b) ca fiint uman: s i se accepte caracteristicile individuale; s aib posibilitatea de
aciune i experien personal; s aib asigurat o anumit arie de libertate.
Uneori prinii uit c trebuie s fac front comun cu cadrele didactice, deoarece i unii i alii
nu doresc dect dezvoltarea armonioas a elevului, educarea i mbogirea cunotinelor acestuia.
A fi printe este ceva nnscut, acest sentiment aflndu-se n noi n stare latent. Se ntmpl totui
ca ceea ce consider prinii a fi o msur concret pentru copilul lor ntr-o anumit situaie, s nu
fie tocmai ceea ce are nevoie copilul n acel moment. De aici apar conflictele, rupturile dintre
membrii familiei, renunarea la intervenii din partea prinilor care sunt depii de situaie.
coala este instituia social n care se realizeaz educaia organizat a tinerei generaii. Ea
este factorul decisiv pentru formarea unui om apt s contribuie la dezvoltarea societii, s ia parte
activ la via, s fie pregtit pentru munc. Procesul de nvmnt este cel care confer colii rolul
decisiv n formarea omului. Misiunea colii este aceea de a contribui la realizarea idealului educativ
impus de cerinele vieii sociale. Procesul de educaie din cadrul colii este ndrumat i condus de
persoane pregtite n mod special pentru acest lucru.
Menirea colii nu este numai de a nzestra elevii cu un bagaj de cunotine ct mai mare, ci i
de a stimula calitatea de om.
Mediul colar i ofer copilului un prim mediu socializator de tip organizaional:
introduce n relaiile copilului cu adultul o anumit distan social;
ofer copilului un cadru social, bazat pe anumite reguli de convieuire cu ceilali;
creeaz copilului posibilitatea de a se compara cu cei de vrsta lui;
l familiarizeaz pe copil cu microgrupul social n cadrul cruia nva s devin partener, s
joace unele roluri sociale;
l obinuiete pe copil cu programul orar, cu programul de via, cu schimbarea mediului de
existen;
591
 stimuleaz dezvoltarea autonomiei personale i a independenei.
Un studiu realizat n ceea ce privete necesitatea colaborrii coalfamilie enumer patru
motive pentru care coala i familia se strduiesc s stabileasc legturi ntre ele:
a. prinii sunt juridic responsabili de educaia copiilor lor;
b. nvmntul nu este dect o parte din educaia copilului; o bun parte a educaiei se
petrece n afara colii;
c. cercetrile pun n eviden influena atitudinii parentale asupra rezultatelor colare ale
elevilor, n special asupra motivaiilor nvrii, precum i faptul c unele comportamente ale
prinilor pot fi favorizate datorit dialogului cu coala;
d. grupurile sociale implicate n instituia colar (n special prinii i profesorii) au dreptul
s influeneze gestiunea colar.
Exist dou teorii importante privind relaia coal-familie:
teoria profesionalismului care consider c un element esenial este serviciul fcut altora,
fr a gndi la avantaje personale; criteriile acestei teorii sunt: competena, servirea clienilor, un
cod de etic profesional;
teoria schimbului care consider aciunea uman n funcie de un ctig personal; se
consider privilegii tradiionale ale profesorilor: un grad de autonomie, un salariu asigurat, o
competiie restrns.
Din aceast perspectiv se pune ntrebarea: ce ctig profesorul ntr-o cooperare cu familia?
Se apreciaz c acest ctig poate fi un statut revalorizator n ochii societii; cooperarea cu familia
poate fi un test profesional i poate fi considerat ca fcnd parte din datoria profesional a
profesorului deoarece: prinii sunt clieni ai colii; eficacitatea nvmntului poate fi ameliorat
prin cooperarea ntre coal i familie; prinii sunt responsabili legali de educaia copiilor lor i pot
avea exigene de a evalua rezultatele activitii colare.
Numai o colaborare perfect ntre cei doi factori este de natur s determine o eficien
maxim a muncii colective. Desigur, n acest proces de colaborare, rolul conductor l are coala.
Ea poate s orienteze, s ajute familia n sarcinile ce-i revin, s asigure o unitate de vedere i
aciune.
Procesul de colaborare se impune amndoi factorii acioneaz asupra acelorai persoane,
urmresc realizarea aceluiai obiectiv (evident cu mijloace specifice) i deci, orice neconcordan,
orice divergen, pot determina deficiene n procesul dezvoltrii tinerei generaii.
Colaborarea colii cu familia se realizeaz n diferite forme:
- comitetele de prini sunt forme organizate de colaborare ntre coal i familie,
constituind la perfecionarea procesului de instruire i educare a elevilor;
- vizitele la domociliul elevilor;
- consultaii individuale;
- corespondena cu familia.
Vizitele la domiciliul elevului ofer posibilitatea de cunoatere concret a condiiilor specifice
din fiecare familie i pe aceast baz se pot lua, de comun acord, msurile ce se impunca fiind cele
mai adecvate n vederea asigurrii unui progres continuu n dezvoltarea copilului. Vizitele sunt din
timp planificate i planificarea se refer la toi elevii clasei, nu doar la cei ce prezint vreo
problem. Prinii trebuie antrenai n discuii prieteneti, sincere, n absena elevilor, urmrindu-se
convingerea lor de necesitatea muncii mpreun i sprijinului reciproc pentru obinerea rezultatelor
ateptate.
Formele colective de colaborare adunri cu prinii, consultaii colective, lectorate pentru
prini pot mbrca structuri i pot avea coninut variat. Astfel, adunrile cu prinii (organizate
periodic) pot fi destinate fie unui bilan al activitii elevilor (subliniindu-se contribuia familiei,
eventualele deficiene cu tact i msurile ce se impun a fi adoptate), fie dezbaterii unor teme
psiho pedagogice n vederea informrii prinilor cu aspectele teoretice necesare activitii lor
practice (de pild probleme ca: organizarea regimului de via al elevilor n familie, orientarea
colar i profesional, alegerea i dezvoltarea lecturii, etc. toate n funcie de specificul vrstei).
592
 Lectoratele cu prinii includ cicluri de expuneri cu caracter pedagogic sau psihologic,
sistematic organizate (pe coal), asigurnd comunicarea unui sistem de informaii, metodologii de
lucru, forme de activitate, posibil de folosit n familie.
Cile perfectei colaborri constau, n primul rnd, n cunoaterea permanent, de ctre coal
i familie, a problemelor ridicate de creterea copilului, apoi de perfecta sincronizare a criteriilor
educative, de intransigena activ, practic unitar a tuturor.
Lipsa de colaborare duce spre un eec i, din nefericire, cel nvins este copilul, pentru care
dorim tot, pentru care vism tot ce este mai bun.
A crete i a educa un copil este o oper care cere, nainte de toate, mult dragoste; aceasta nu
nseamn c ea nu impune i raiune, bazat pe cunotine precise. Copilul pe care noi l cretem i
educm nu este la fel cu toi ceilali, el este unic pentru noi i de aceea educaia pe care i-o dm
trebuie adaptat personalitii lui. Ca i o plant, copilul crete diferit n funcie de ambiana
favorabil sau nefavorabil a mediului familial. Aceast ambian, acest climat, poate s-l ajute sau
s-l mpiedice s se dezvolte normal i rspunderea o purtm noi, educatorii i prinii lui. S
conduci ctre maturitate o fiin uman nu este deloc simplu; eforturile, descurajrile, slbiciunile
fac drumul greu. Dac pe acest drum prinii i copiii vor gsi sprijin din partea noastr a
educatorilor, mai trziu, peste ani, efortul ne va fi rspltit.
O fiin uman bine adaptat i flexibil adaptabil nu doar va evolua n plan socio-cultural,
integrndu-se i manifestndu-se, dar procesul va asigura i acel confort psihic care va determina
noi retroaciuni i implicri optimizator-dezvoltante.
Cei doi factori educativi, familia i coala, trebuie s aib acelai scop formarea
personalitii umane integrale i armonioase.

BIBLIOGRAFIE:
Kant, Im., Tratat de pedagogie, Iai, Editura Agora, 1992.
Osterrieth, P., Copilul i familia, Bucureti, Editura Didactic i Pedagogic, 1973.
Stern, H.H., Educaia prinilor n lume, Bucureti, Editura Didactic i Pedagogic, 1972.
Stoian, M., Abecedarul prinilor, Editura Didactic i Pedagogic, Bucureti, 1972;
erbnescu, D., Exemplul n educaia copiilor, Editura tiinific, Bucureti, 1967;

ERA TOUCHSCREEN-ULUI. ACTUALITATE N SOCIETATEA ACTUAL

prof. Pavel Lavinia Veronica,

Grdinia cu Program Prelungit Trei Ursulei, loc. Oradea, jud. Bihor

Mihai Dinu menioneaz c de la pictura rupestr i pn la marile sisteme de scriere ale

Mesopotamiei, Egiptului sau Chinei, modalitile de readactare a mesajelor nu au datorat nimic
componentei sonore a limbii, de-abia odat cu realizarea segmentrii n uniti minimale a lanului
vorbirii, fcndu-se posibil inventarea alfabetului, s-au schimbat raporturile n favoarea auzului,
cititorul vzndu-se pentru prima dat obligat s pronune cuvintele textului parcurs 79. Se poate
observa cum ceea ce prevestea McLuhan n cartea sa, n acest secol s-a adeverit, mutaiile de la era
tiparului la era electronic s-au mplinit80. n plus, o teorie a schimbrilor culturale este
imposibil fr cunoaterea schimbrilor ce intervin n relaiile dintre simuri i cnd ingeniozitatea
ncpnat a omului a exprimat o parte din fiina lui ntr-o tehnologie material, ntregul raport

79
Mihai Dinu, n toat puterea cuvntului, Revista Secolul 20, Gutenberg, computer, Internet, nr. 4-9, Bucureti, 2000,
p.52.
80
Idem, ibidem.
593
dintre simuri se modific81. Conform lui McLuhan, omenirea a stat timp de sute de ani sub
semnul auditivului, pentru ca, odat cu apariia i rspndirea scrierilor fonetice, vzul s se impun
ca modalitate privilegiat de percepere a realitii, iar astzi, datorit progreselor electronicii, auzul
revine n for, antrennd modificri profunde att n strategiile cunoaterii umane, ct i n
topografia raporturilor sociale, iar naterea satului global ar reprezenta urmarea fireasc a noului
tribalism generat de aceast reorientare senzorial82. Trebuie luat n considerare, desigur, contextul
istoric n care a luat natere aceast gndire a lui McLuhan, deoarece climatul mediatic n care s-a
nscut aceasta era dominat de marele avnt al televiziunii, radioului i telefoniei intercontinentale,
mijloace care privilegiau cuvntul rostit, crend impresia c epoca scrisului i-a trit traiul83.
Aceste date s-au dovedit eronate, odat cu apariia Internetului, de mare amploare n zilele noastre.
Graie noului mijloc de comunicare, scrisul a recuperat astzi o mare parte din handicapul
evideniat de McLuhan, iar vastele posibiliti de documentare pe care acesta le ofer tind s
redeschid gustul unor tineri pentru lectur, tot aa cum e-mailul face s renasc vechea plcere a
corespondenei, raportndu-se desigur la dinamismul societii 84.
Aceast nou tehnologie, contrariaz cu adevrat unele deprinderi de percepie senzorial,
aceast violentare privete mai ales simul tactil, cci impactul cu clapele computerului difer
aproape dramatic de mngierile filelor unei cri dragi 85. Printre schimbrile suferite odat cu
noile tehnologii, numim i dificultile de comunicare face to face dintre persoane, n special
adolescenii, care petrec ore ntregi zi de zi n faa calculatorului, refuznd contactul cu semenii si,
raportndu-se doar la schimb de impresii prin intermediul telefonului sau site-uri de socializare.
Comunicarea nseamn i influena reciproc, acordare mental i afectiv pe o aceeai lungime de
und i, n ultim analiz, cretere a gradului de asemnare ntre oameni, homofilia astfel obinut
risc s conduc la o srcire a naturii umane, a crei mreie i trage seva i din superba ei
varietate86. ntr-adevr, odat cu apariia vizualului, a sczut interesul pentru cri, producndu-se
o marginalizare a cititului, a textelor tiprite, fcndu-se apel la nevoia profund de lectur a
oricrui om cultivat87.
n ntreaga lume s-au produs schimbri majore, care la nceput declanau incertitudini,
nencredere i nelinite, dar cu timpul s-au dovedit a fi de fapt progres. Istoria uman este o
succesiune de ocuri i crize care au marcat orice schimbare important, la nceput fiind resimite ca
adevrate tragedii, ulterior acceptate i recunoscute ca micri n direcia progresului social 88.
Marcus Solomon vorbea despre frmntrile i frustrrile generate de dezvoltarea scrierii, etap
hotrtoare, partea cea mai important n formarea lui homo significans i despre panica trit de
strmoii notrii n primele ncercri de a fixa informaia ntr-o form scris, sentimentul de
frustrare pe care l vor fi trit ei ntr-o prim faz a acestei revoluii semiotice, care crea o distan
tot mai mare ntre cel care trimite un mesaj i cel care l primete89. Desigur, aceast mutaie
semiotic a fost potenat de progrese corespunztoare n domeniul deplasrii tot mai rapide, care
au culminat n secolul al XIX-lea odat cu apariia trenului, iar mai trziu a automobilului, moment
de adevrat panic la sfritul primei jumti a secolului al XIX-lea, n S.U.A., lumea fiind
speriat de viteza de 15 mile pe or care era ameitoare, putnd duce la adevrate catastrofe, urmnd
secolul al XX-lea care ne aduce zborul cu avionul, anulnd astfel distanele; cuvntul tiprit ajunge
ntr-un timp record n punctele cele mai deprtate90.

81
Idem, ibidem.
82
Idem, ibidem.
83
Idem, ibidem, p.53.
84
Idem, ibidem.
85
Idem, ibidem.
86
Idem, ibidem, p.54.
87
Marcus Solomon, Spaiul nostru comunicaional, Revista Secolul 20, Gutenberg, computer, Internet, nr. 4-9,
Bucureti, 2000, p. 72.
88
Idem, ibidem.
89
Idem, ibidem, p.73.
90
Idem, ibidem.
594
 Hrtia ajuns n Europa n secolele al XI-lea i al XII-lea, prelund toate funciile vechilor
papirusuri egiptene i adugnd la acestea unele funcii noi, cea mai important aprut n secolul al
XV-lea, cnd Johann Gutenberg a inventat tiparul 91. Aadar adevratul simbol al galaxiei
Gutenberg era hrtia tiprit, ducnd astfel la o logodire a tiparului cu hrtia, a civilizaiei cu cultura
modern 92. S-a recunoscut faptul c aceste invenii i au rdcinile n perioada de glorie care a
urmat revoluiei industriale i care a culminat cu acea tiin care a explodat n secolul al XIX-lea,
prin savani precum Laplace, Maxwell, Darwin, Clausius, Boltzmann, Helmholtz i Louis Pasteur,
beneficiind de ncrederea publicului 93. Trebuie s recunoatem beneficiile progresului n toate
domeniile, venind n sprijinul populaiei, simplificnd lucrurile, chiar eliminnd multe dintre
treburile obinuite, textul apare ntr-o viziune dinamic, n care localul interacioneaz cu
globalul94.
Pota electronic devine o problem destul de important deoarece mult lume ncepe s se
obinuiasc tot mai mult cu aceasta, informaia este tot mai consistent, se necesit o selecie a
informaiei iar pentru o perioad de timp ndelungat, oamenii au comunicat direct numai cu
vecinii de la bloc, de curte sau de cartier, adugnd unele schimburi ocazionale de scrisori prin
pot cu rude, prieteni sau cunoscui, spaiul comunicaional face aadar parte din universul nostru
ecologic, acel Umwelt la care se referea Jakob von Uexkull, ajungndu-se ntr-o perioad n care
acest spaiu ne este oferit la discreie 95. Acum s-a ajuns la ideea lansat de Peirce cum c
individul uman este interaciunea sa cu toi ceilali indivizi, fiind i sloganul care guverneaz
apariia i funcionarea internetului 96.
Se recunoate faptul c pentru prima dat n istorie, computerele fac posibil comunicarea
la nivel global ntre oameni care aparin unor culturi diferite i ntre subculturile aceleiai culturi,
comunicarea producndu-se fr a avea urmri i asemnndu-se n multe privine cu patima
spiritist care a bntuit lumea la sfritul secolului al XIX-lea97. Sunt totalmente de acord cu faptul
c uneori computerul este duntor, modific treptat pn la eliminare relaiile interpersonale, iar
dac vremurile trecute ne sunt cunoscute prin prisma documentelor, nsemnrilor i operelor pe
care le-au lsat n urm concetenii notri, acum putem spune c o parte ntreag din cultur
dispare odat cu tergerea mesajului de pe ecran98. Desigur, aceste noi tehnologii produceau i
preri contradictorii, conservatorii fiind oripilai de consecinele dezastroase pe care cultura online
le poate avea asupra culturii n general, iar proieciile lor distopice utilizeaz cteva cliee clasice n
literatur precum declinul Occidentului, czut prad pseudoculturii virtuale sau revolta maselor
analfabetizate de ecranul calculatorului mpotriva intelectualului de formaie clasic 99.
Conservatorii insist asupra faptului c globalismul i tribalismul asociate dezvoltrii Internetului
nu sunt curente opuse, ci mai degrab dou tendine complementare care se sponsorizeaz reciproc,
graniele comunitii clasice se destram sub impactul revoluiei globale, iar vechiul tip de
comunicare uman este nlocuit de o iluzorie venire mpreun, lipsindu-i tocmai atributul esenial al
comunitii tradiionale, acela de dttoare de valori morale, de spaiu n care valorile etice iau
fiin i i afl locul 100.
Ion Manolescu meniona c dac se poate vorbi de o schimbare global de paradigm
literar n epoca tehnologiei post-industriale, aceasta se observ cu precdere n direcia

91
Idem, ibidem.
92
Idem, ibidem.
93
Idem, ibidem, p.74
94
Idem, ibidem.
95
Idem, ibidem, pp.78-79.
96
Idem, ibidem.
97
Constantin Eretescu, Civilizaia umbrelor, Revista Secolul 20, Gutenberg, computer, Internet, nr. 4-9, Bucureti,
2000, p.84.
98
Idem, ibidem.
99
Liviu Andreescu, Intelectualii fa cu Revoluia Digital, Revista Secolul 20, Gutenberg, computer, Internet, nr. 4-9,
Bucureti, 2000, pp.94-95.
100
Idem, ibidem, p. 96.
595
electronizrii modelului scriptic prin trecerea de la suportul artistic analogic la cel digital, iar
conform unor studii ale unor cercettori virtuali, 80% din limbajul scris al rilor vorbitoare de
limb englez i-a mutat existena n form digital 101. Este de neles faptul c schimbarea
suportului artistic impune att productorului ct i consumatorului acceptarea unor noi reguli de
comunicare, bazate pe repere semantice mult mai fluide dect cele presupuse de organizarea i
desfacerea tradiional a coninutului textual 102.
Aceste schimbri influeneaz i sistemul educaional, noile metode utilizate n nvmnt
sunt uneori dificil de pliat pe cele tradiionale, devenind ns tot mai des utilizate. Copiii sunt tot
mai greu de impresionat, vin la coal cu un bagaj bun de cunotine, au acces la tot ce nseamn
gadgeturi i au un vocabular elitist nc din grdini. Desigur, aceste lucruri sunt o reflexie a
contextului social n care acetia sunt crescui, educaia prinilor i cercul social din care fac parte.
Se pot observa diferite exemple de relaii ntre copil-printe: printele de vrsta a treia care este
depit de noile tehnologii i abordrile moderne ale societii i copilul precolar care imit
vocabularul mamei, ideile i inuta acesteia, judecnd uneori atitudinea colegilor precolari din
perspectiva unui adult i nu din perspectiva precolarului. Aici a tinde s spun c printele nu
accept schimbrile i ncearc s transmit i copilului acele valori i idei care de multe ori vin n
contrast cu ceea ce se ntmpl n jur. Exist i acea relaie a printelui care s-a pliat dup cerinele
societii i se dezvolt deodat cu copilul, nva mai multe limbi strine precum copilul, folosete
gadgeturile i noile tehnologii cu uurin i accept noutatea ca ceva firesc, n plus, i strnete
copilului interesul pentru tot ce nseamn nou i util. n diferite uniti colare sunt deja introduse
smartboardurile, activitile interactive, touch-screenurile, facilitndu-i astfel acumularea de noi
cunotine i aprofundarea informaiei acumulate.
Trebuie luat n considerare c aceste modificri nu sunt mereu obligatorii, nici
indispensabile, ci vin n ajutorul nostru. Oamenii nu ar trebui s se simt forai s utilizeze
computerul i nici s l foloseasc n permanen. ntr-adevr sunt numeroase instituii care pretind
folosirea constant a acestor noi tehnologii, precum redactarea de rapoarte, tabele sau grafice, pe
care generaiile anterioare nu le mbrieaz ntotdeauna. Consider c utilizarea acestor inovaii ar
trebui s fie echilibrat, s nu se fac exces dar nici s fie ignorat, deoarece duce la o discrepan
ntre starea societii, cerinele acesteia, noutate i risc un blocaj n interaciunea cu semenii din
lipsa de informaii sau subiecte actuale. Trist este ns faptul c scriitura devine tot mai obiectiv,
mai detaat, prin prisma utilizrii excesive a mediului informaional, a calculatorului, reducnd
astfel implicarea afectiv n subiect, aspect care se regsete n scrierea de mn. Momentul de
producere a unui text, n funcie de tipul textului, se cere a fi unul intim, nu unul virtualizat. Ceea ce
ofer textul virtual nu poate oferi scrisul de mn, la fel cum scrisul de mn nu poate fi redat n
totalitate de un mesaj virtual; mesajului virtual i va lipsi mereu emoia i implicarea afectiv,
parfumul autorului, chiar dac textul este acelai.
BIBLIOGRAFIE
Andreescu, Liviu, Intelectualii fa cu Revoluia Digital, Revista Secolul 20, Gutenberg,
computer, Internet, nr. 4-9, Bucureti, 2000, pp.94-96.
Dinu, Mihai, n toat puterea cuvntului, Revista Secolul 20, Gutenberg, computer,
Internet, nr. 4-9, Bucureti, 2000, pp.52-54.
Eretescu, Constantin, Civilizaia umbrelor, Revista Secolul 20, Gutenberg, computer,
Internet, nr. 4-9, Bucureti, 2000, p.84.
Manolescu, Ion, Literatura n matrice, Revista Secolul 20, Gutenberg, computer, Internet,
nr. 4-9, Bucureti, 2000, p.207.
Solomon, Marcus, Spaiul nostru comunicaional, Revista Secolul 20, Gutenberg, computer,
Internet, nr. 4-9, Bucureti, 2000, pp.72-79.

101
Ion Manolescu, Literatura n matrice, Revista Secolul 20, Gutenberg, computer, Internet, nr. 4-9, Bucureti, 2000,
p.207.
102
Idem, ibidem.
596
 CONFLICTUL INTERGENERAIONAL DINTRE COPII I PRINI

Costea Alina
Grdinia cu P.N. Btineti

Societatea se afl ntr-o continu schimbare i evoluie, iar puterea sistemului tehnologic a
devenit att de mare i de evident, nct fiecare dintre noi, indiferent de domeniul de activitate,
resimim o presiune strivitoare n existena cotidian din partea unui sistem integrator.
n prezent prinii se confrunt cu numeroase probleme n educatia copiilor pe care deseori nu
tiu cum s le abordeze pentru o rezolvare ct mai eficient i cu efecte pozitive pe termen lung. Ei
nsii descoper o nou realitate cotidian a vieii care presupune un alt tip de cultur a educaiei n
familie, mult diferit de cea trit de ei n propriile lor familii. Prinii se afl deseori n situaia de a
decide fr a ti care este cea mai potrivit decizie, risc uneori s devin incoereni i contradictorii
n aciunile lor. Aceast stare genereaz o incoeren la nivelul sistemului de valori pe care familia
l poate transmite, o stare de nesiguran a copilului i de nemulumire de sine a printelui.
Totodat accesul copiilor la noile tehnologii multimedia i la internet au dus la un ritm de
asimilare mintal i la extinderea abilitlor de care dispun acetia foarte alert. Din acest motiv
prinii se simt dezarmari fa de noile tehnologii i chiar dai la o parte de proprii lor copii. Ei simt
c nu mai au autoritate fa de tineri i c nu mai pot fi un model pentru acetia. n acelasi timp i
tinerii se confrunt cu o problem, ei se simt dezorientai, nentelei, obligai s execute indicaiile
prinilor, pe care le percep ca pe nite porunci. Majoritatea prinilor au tendina s i educe
copilul aa cum au fost i ei educai, adic pe baza unor modele nvechite, neinnd cont c
societatea, regulile i modelele de educaie se schimb de la o generaie la alta.
Adolescentul din ziua de azi tnjete dup compania prietenilor, a reelor de socializare, a
internetului, a cluburilor, a cafenelelor, dup achiziionarea ultimelor telefoane la mod i a altor
metode de distracie i relaxare specifice contemporaneitii, n timp ce printele ar vrea s l vad
stnd n biblioteci, mergnd la olimpiade sau petrecnd timpul liber numai cu familia. Adultul nu
nelege c trebuie s se debaraseze de vechea educaie postfigurativ n care nvtarea era n
dependen pentru a asigura continuitatea transmiterii i asimilrii elementelor noi.
Copiii i acuz pe prini c au uitat cum era atunci cnd erau ei tineri, iar prinii i
nvinovesc pe copii c nu vor s asculte prerile lor deoarece ei sunt maturi. De aici porneste
conflictul intergeneraional intrafamilial, adic ntre cei mari i cei mici.
Conflictul intergeneraional reprezint starea tensionat creat de interaciunea sau
confruntarea unor opinii diferite ce aparin i sunt susinute de ctre generaii diferite i care poate
avea, att efecte negative, distructive pentru grupul din care acestea fac parte, ct i efecte pozitive,
constructive pentru acestea. Ca i n societate, n familie gsim i amestec de generaii, deci
confruntare ntre trecut i viitor, i solidaritate profund care unete pe toi membrii pe un fond
complex de simpatie i armonie dar i de conflicte i rivaliti. Mediul familial rmne mediul care
ofer cea mai mare cantitate i densitate de informaii.
n general, prinii nu sunt pregtii pentru a face fa noului status social i implicit
problematicii specifice vrstelor prin care trece propriul copil. Dac n prima parte a vieii copilului,
copilria, prinii tind s dea o importan major ndatoririlor lor fa de copil, n partea a doua a
vieii copilului, adic perioada maturizrii, copilul este privit oarecum cu superficialitate. Obinuii
cu un copil mai mult sau mai puin asculttor, prinii se simt proprietarii acestuia: ei l-au conceput,
ei l-au iubit, ei l-au crescut, ei l-au protejat, ei l-au supravegheat, ei l-au educat, ei l-au ndrumat pe
un drum n via. S-a ajuns aadar la formarea i consolidarea unui anumit climat social, a unui
anumit stil, a unor deprinderi sau automatisme, a unui anumit tip de echilibru. Surprini de un
sentiment de panic fa de transformarea fiului/fiicei lor din copil n adolescent cu un
comportament diferit de cel anterior, uneori prinii se dedau la manifestarea unor acte autoritare
excesive, la imixtiuni n intimitatea adolescentului, cu frecvene consecine negative. Alteori,
prinii se autocalmeaz, se autolinitesc i rmn indifereni, neintervenind, lsnd lucrurile s se
597
desfoare de la sine. Se vorbete deci de o oarecare dezorientare a prinilor ca urmare a
imprevizibilitii sczute n ceea ce privete dezvoltarea fiului lor i a problematicii acestei
dezvoltri.
Unul din factorii care influeneaz conflictul prini - adolesceni sunt aciunile de tip
moralizator realizate de ctre prini i cu repercursiuni asupra adolescenilor. Aceste aciuni nu au
niciun rezultat atta vreme ct acetia nu fac un efort pentru a nelege specificul procesului de
formare i desvrire a personalitii acestuia. Din aceast cauz deosebit de negativ apare
tendina unor prini de a identifica moralitatea comportamentului copilului cu cea a adultului i de
a-i cere primului o moralitate matur, desvrit.
Un alt factor este ncrederea pe care o acord printele copilului su. Unii prini trateaz
adolescentul ca fiind un copil fr capaciti demne de luat n seam, fr responsabilitate,
determinnd ncpnare i manifestri negative. Prost neleas i/sau aplicat de ctre prini,
autoritatea constrngtoare, represiv, abuziv determin apariia la adolescent a o serie de
fenomene negative, duntoare pentru el i mediul familial i chiar social (de exemplu:
vagabondajul).
Adolescentul reprezint o surs de energie regenerabil, util pentru micri de nnoire, de
generozitate, de progres. Aceast specificitate reiese att din trsturile de ordin temperamental
caracteristice vrstei fiziologice i psihice a adolescentului, ct i din poziia sa social reprezentat
de un status social ambiguu din nencrederea sa, chiar maturizat biopsihic fiind, n scara social a
activitilor.
Gregory Bateson a identificat trei tipuri de raporturi intergeneraionale:
raporturi de simetrie, unde copiii mpart acelai univers cu prinii lor i au dreptul s i
exprime liber voina;
raporturi bazate pe complementaritate, unde exist mari diferene ntre copilul ignorant i
adultul puternic i experimentat;
pe reciprocitate, pe schimb.
Bateson afirm c n societatea contemporan predomin un tip de raporturi n care se mbin
reciprocitatea cu complementaritatea.
Peste prpastia dintre generaii poate fi construit un pod solid dac prinii contientizeaz de
la bun nceput c trebuie s fie deschii fa de copiii lor, iar aceast atitudine este adoptat nc din
primii ani de via ai copiilor. Totodat, prinii trebuie s se poarte exemplar unul cu cellalt
pentru a fi un model pentru cei mici.
Pentru a evita conflictul intergeneraional intrafamilial trebuie s existe cooperare i
colaborare ntre cele dou pri. nvarea intergeneraional este un tip de nvare care aduce
beneficii tuturor categoriile de vrst implicate: pentru copii, interaciunea cu adultul dezvolt
abilitile de socializare, de comunicare i de conectare la valorile i tradiiile socio-culturale, iar
pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare a abilitilor de
lucru cu noile tehnologii, se pot conecta direct la preocuprile copiilor lor, beneficiind astfel de o
capacitate crescut de cunoatere i interacionare. Aceste activiti de tip pereche, copii i prini,
implicarea lor n activiti autentice de promovare a demersului didactic i de conectare social pot
aduce un plus de valoare colii, familiei i comunitii.

BIBLIOGRAFIE:
C. Zamfir, L. Vlsceanu, Dicionar de Sociologie, editura Babel, Bucureti, 1998;
Mitrofan, I,. Stoica D., Analiza transgeneraional n terapia unificrii, Bucureti, 2005.
Stnciulescu, E., Sociologia educaiei familiale, volum 1 ,editura Polirom, Iai, 2002;
Schifirne C., Generaie i cultur, editura Albatros, Bucureti, 1985;
chiopu U., Dicionar de Psihologie, editura Babel, Bucureti, 1998;

598
 EDUCAIA INTERCULTURAL

Prof. Voicu Mirela,

coala Gimnazial Coofenii din Dos, judeul Dolj
Prof. Predoi Adina,
Liceul Tehnologic Transporturi Ci Ferate, Craiova, judeul Dolj

Interculturalismul este un nou mod de abordare a realitii sociale ce presupune aezarea

pluralismului cultural n cadrele unei filosofii umaniste, ce vizeaz toate domeniile vieii. n
prezent, interculturalismul presupune o analiz factorial a realitii contemporane, complexe i
fluide, secondat de o hermeneutic filosofic, legat de necesitatea conceptualizrii fenomenului
interculturalitii.
colii i revine rolul de a reflecta n curricul caracteristicile postmodernitii i ale
globalizrii, de a educa formatorii i formabilii pentru a descoperi i a nelege unitatea existenial
a omenirii pe aceast planet. Dup monismul i etnocentrismul colii din perioada anterioar,
educaia intercultural reprezint o adevrat dinamitare a curriculei, impunnd o reconsiderare, o
reinterpretare i o reformulare a scopurilor, coninuturilor, strategiilor i sistemelor sale de evaluare.
Interculturalitatea n demersul educaional nseamn mai ales a face ceva altfel. Acest altfel
nseamn o nou deschidere paradigmatic a orizontului de gndire spre existena factual a
realitii sociale. Pentru achiziia de cunotine i pentru dobndirea de deprinderi de tip practic sau
intelectual este posibil utilizarea paradigmelor pedagogice tradiionale:
- Paradigma transmisiei ce pune n centru cunotinele de acumulat i cunotinele
programelor, considernd c singurele referine valabile sunt cunotinele transmise de profesor,
manualul i alte materiale auxiliare, dar n acest caz observm c elevul este perceput ca un receptor
pasiv.
- Paradigma condiionrii pune n centrul procesului didactic elevul i se focalizeaz pe
obiective precise ce in de achiziionarea de cunotine, priceperi i deprinderi. Observm c n
acest caz, elevii se simt importani i coparticipativi pentru c li se confer un rol activ n cadrul
procesului didactic, ei fiind ncurajai cu aceast ocazie s formuleze i unele reflecii
personale. Din perspectiva integrrii europene i euro-atlantice coala trebuie s-i propun ca scop
asigurarea coerenei existeniale i a identitii individului n condiii de eficien social i
intercultural. Identitatea i alteritatea sunt inseparabile i coevolutive, iar identitatea se va desface
i se va reface permanent, n funcie de circumstanele n care va activa subiectul. Se impune ca
indivizii s fie abilitai n a gestiona prompt i eficace i aceste fenomene. Educaia intercultural
presupune, pe de-o parte asigurarea unei comunicri autentice cu sine i a lua cunotin cu propria
identitate cultural, iar pe de alt parte comunicarea cu un alter, individ sau grup, care permite
construcia activ a identitii de cetean al Europei i al lumii.
Educaia intercultural nu presupune doar existena unor elevi aparinnd mai multor etnii
sau grupuri etnoculturale ci o nou metodologie ce caut s integreze n spaiul educaional unele
principii precum: tolerana, egalitatea, complementaritatea valorilor, dar mai ales s exploateze
specificul spiritual al valorilor locale atandu-le la valorile generale ale umanitii.
Problematica minoritilor i a relaiilor interetnice se valideaz structural prin existena
unei polariti sociale i economice. Inegalitatea dezvoltrii sociale i economice ntre diferitele
regiuni se pliaz pe modele culturale diferite, specific regionale i fac posibile incidente cu caracter
interetnic.
Educaia intercultural se poate aplica ca o contextualitate generat de imperativele
integrrii europene. Societatea zilelor noastre devine din ce n ce mai accentuat pluricultural.
Problema coexistenei diferitelor culturi n snul aceleai societi aduce dup sine riscul unui
dezechilibru transcultural.

599
 Pot fi evaluate dou domenii ale abordrii interculturale. Prima vizeaz nivelul realitii
obiective i tiinifice, cea de a doua proiectul de educaie i de organizare social. Din perspectiv
intercultural sunt posibile:
- recunoaterea diversitii reprezentrilor, referinelor i valorilor;
- dialogul, schimbul i interaciunile dintre aceste diverse reprezentri i referine;
- dialogul i schimbul ntre persoanele i grupurile ale cror referine sunt diverse, multiple
i, adesea, divergente;
- dinamica i relaia dialectic, de schimbri reale i poteniale, n timp i spaiu.
Odat cu dezvoltarea comunicrii, culturile i identitile se transform i fiecare particip la
transformarea altor culturi. Formarea competenei de a intra n raport eficient cu alteritatea, fr
disoluia propriei identiti, presupune ntrirea spiritului critic i cultivarea reflexivitii fa de
experiena cotidian, prin angajare contient n procesul definirii de sine prin ntlnirea cu altul.
Eficiena comunicrii colare n perspectiv intercultural implic diminuarea incertitudinii i a
anxietii legate de alteritate i construcia unei noi perspective a celuilalt, ce se cere experimentat
la clas. Eludarea etnocentrismului i deschiderea spre pluralismul cultural implic o decentrare a
teoriilor educaiei i ale comunicrii, de pe emitor pe receptor. Principiul prioritii receptorului
este poate principiul cluzitor al educaiei interculturale. Receptorul este creator de sensuri n
comunicare, uneori cu totul altele dect cele scontate de emitor. Iat de ce, a decodifica sistemul
de referin i sistemul de valori al receptorului este o obligaie pe care emitorul trebuie s i-o
asume n momentul comunicrii interculturale.
Comunicarea intercultural ne provoac la anumite exigene:
- s construim o atitudine de nvare i acceptare a diversitii
- s artm respect pentru partenerii culturali
- s ascultm atent o alt persoan
- s suspendm discriminrile i prejudecile
- s ne formm competene lingvistice aa nct s putem comunica n alte limbi
- s nvm s ne adaptm la situaii noi.
Sociologii sunt de prere c este necesar o anumit perioad de timp pentru acomodarea i
descoperirea valorilor noii culturi n vederea stabilirii unei ierarhii valorice din perspectiva creia s
se poat stabili perspectiva noului spaiu spiritual.
Educaia intercultural constituie aadar, o opiune ideologic n societile democratice i
vizeaz pregtirea tinerilor ca viitori ceteni n aa fel nct ei s fac cea mai bun alegere i s se
orienteze n contextele multiplicrii sistemului de valori.
Realitatea social pune n discuie cerina de a revizui, cu mare responsabilitate coninuturile
programelor de educaie i imprimarea unor direcii interculturale asupra unor discipline de
nvmnt. De asemenea, se impune lrgirea gamei de strategii i metodologii didactice prin
evidenierea de metode i tehnici didactice mai suple i compatibile deschiderii interculturale i
interetnice.
Putem observa c n comunitile pluriculturale cu etnii eterogene, unde se manifest
tensiuni interetnice, demersul intercultural trebuie s se centreze pe scopuri terapeutice de
nelegere, convieuire panic i completare n mod constructiv. Cu siguran, numai acionnd n
acest mod pot s fie anticipate unele conflicte iar altele s fie stinse.
Educaia este purttoare prin ea nsi a unui etos eminamente spiritual. Ea nu numai c
faciliteaz individului accesul la zestrea cultural, dar se convertete n instan cultural sui-
generis. ,,Educaia este productoare de cultur (i nu numai reproductiv).
Abordarea intercultural n educaie constituie o nou manier de concepere i
implementare a curriculumurilor colare i o nou atitudine relaionare ntre profesori, elevi i
prini. Perspectiva intercultural deschide noi piste de manifestare a diversitii i diferenelor.
Abordarea intercultural nu se reduce la o prezentare cumulativ a unor cunotine despre valorile
altora, ci nseamn cultivarea unor atitudini de respecti de deschidere fa de diversitate. Aceast

600
 atitudine se nate printr-o permanent comunicare cu alii i printr-o decentrare atent i optim fa
de propriile norme culturale.

BIBLIOGRAFIE:
1. Cojocaru, tefan, Metodologia elaborrii proiectelor, Editura Expert Project, Iai, 2003
2. Culianu, I. P., Eros i magie n renatere, Editura Teora, Bucureti, 1995.
3. Cuco, C., Educaia. Dimensiuni culturale i interculturale., Ed. Polirom, Iai, 2000.
4. Miftode, Vasile, Populaii vulnerabile i fenomene de automarginalizare, Editura Lumen, Iai,
2002.

EDUCATIA INCLUZIV: RESPECT, SOLIDARITATE, INTEGRARE

Prof.nv.precolar: Pisculungeanu Mariana

Gpp ,, Castelul Fermecat Pitesti

Motto: colile inclusive trebuie s recunoasc si s rspund diferitelor nevoi ale elevilor,
s permit stiluri si ritmuri diferite de nvtare, precum si s asigure o educatie de calitate prin
intermediul unor programe adecvate de nvtare, unor aranjamente organizationale, tehnici de
predare, folosirea resurselor si parteneriat cu comunittile.
(UNESCO- Declaratia de la Salamanca)
nvtarea este esential n viat. colile sunt locul cel mai important unde se desfsoar
nvtarea, oferind o gam larg de sprijin individual ntr-o manier organizat. O bun educatie
pune la dispozitia tuturor copiilor, cu sau fr dizabilitti intelectuale, puterea de a gndi si de a
face alegeri.
Dup cum se recunoaste n Conventia ONU asupra Drepturilor Persoanelor cu Dizabilitti, precum
si n Conventia ONU asupra Drepturilor Copilului, educatia ofer fiecrui copil sau tnr
oportunitti pentru a-si spori potentialul de dezvoltare intelectual si social. De asemenea, scolile
sunt medii sociale, ce ofer copiilor si tinerilor ocazia s se ntlneasc si s nvete diverse lucruri
unii de la altii. Si, binenteles, s se distreze. Educatia inclusiv este, asadar, esential pentru copiii
si tinerii cu dizabilitti intelectuale. Este, de asemenea, esential pentru crearea unei societti
incluzive.
nvatnd mpreun, copiii nvat s triasc mpreun! ... Incluziunea fr resurse, fr suport,
fr implicare, fr restructurare, fr pregatire continu nu va merge. In consecint, accentul si
prioritatea care se pun tot mai clar n abordarea conceptual si practic a educatiei speciale - prin
paradigma scolii incluzive - evidentiaz cert c aceasta trebuie sa fie tot mai mult si o
responsabilitate a scolilor obisnuite, lucru realizabil atunci cnd structurile sistemului sunt adecvate,
cnd de la afirmatia scoala pentru toti vom putea trece la practica scoala pentru fiecare.
Un copil cu CES se poate dezvolta mult mai bine ntr-o colectivitate de copii normali
deoarece n viat va trebui s triasc cu acestia si alturi de acestia. Cum se va ncadra un astfel de
copil ntr-o societate care nu-l va accepta, pentru c a trit izolat? Cum se va privi chiar el, ntr-o
societate pe care nu o cunoaste, ntre oameni pe care nu-i ntelege ? As putea da nenumarate
exemple de copii cu CES, pe care i cunosc si care au frecventat scoala de mas si acum s-au
adaptat foarte bine n societate.
n Declaratia de la Salamanca (1994) se stipuleaz: Principiul fundamental al scolii
incluzive este c toti copiii trebuie s nvete mpreun, oricnd acest lucru este posibil, indiferent de
dificulttile pe care acestia le pot avea sau de diferentele care pot exista ntre ei.
colile incluzive trebuie, pe de alt parte, s nteleag foarte clar c incluziunea nu nseamn doar
acceptarea, tolerarea copiilor cu CES ntr-o clas din nvtmntul de mas. nseamn adaptare la
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cerintele copiilor cu CES, cuprinderea acestora n programele lor, alturi de copii normali, dar si de
a le asigura n acelasi timp servicii de specialitate, programe de sprijin individualizate. nseamn
asumarea responsabil a unor schimbri radicale n organizarea si dezvoltarea activittilor instructiv
- educative derulate n scoal.
Educatia incluziv se defineste prin urmtoarele particularitti:
sustine si confirm c toti copiii pot nvta si au nevoie de o form de sprijin pentru nvtare;
urmreste s identifice si s minimizeze barierele nvtrii;
este mai cuprinztoare dect educatia formal obisnuit, cuprinznd: educatia pentru familie,
pentru comunitate, alte oportunitti de educatie n afara scolii;
presupune schimbare de atitudini, comportamente, curriculum, care s satisfac diversitatea
copiilor, inclusiv a celor cu CES;
este un proces dinamic, care se dezvolt continuu n functie de cultur si context ;
este parte a strategiei de dezvoltare a unei societti incluzive.
Pe lng faptul c integrnd copii cu nevoi speciale de educatie n scoala de mas le respectm un
drept fundamental, acest lucru aduce beneficii pentru toti cei implicati. Printii acelor copii si vd
realizat cumva dorinta fireasc de a avea un copil acceptat de cei de-o vrst cu el, de a avea
prieteni, preocupri comune cu acestia, de a duce o viat normal. Copiii implicati, indiferent c
sunt copii cu dizabilitti sau nu, capt mai mult ntelegere fat de ceilalti, dar si fat de ei, devin
mai responsabili, mai empatici si astfel devin practic mai pregtiti pentru integrarea social activ
ntr-o lume caracterizat de mult diversitate. Afl de timpuriu c diferenta exist, dar c ea nu
duneaz nimnui, iar copiii normali pot aprecia mult mai bine potentialul real al copiilor cu CES.
Important este ca n activitatea didactic s ne adaptm la posibilittile intelectuale reale ale
fiecrui copil, s elaborm planuri de interventie personalizat. De asemenea, foarte util este s
crem afise sau exponate care s demonstreze efortul elevilor de a nvta, nu doar stpnirea unor
cunostinte sau abilitti. Aceste expozitii au rolul de a-l face pe fiecare elev s se simt apreciat,
indiferent de nivelul cunostintelor sau de talent. Prin crearea unor expozitii care s pun accentul pe
efort si nu pe perfectiune, copiii nteleg mai bine c procesul de nvtare este legat de crestere si c
nu este o problem de atingere a perfectiunii. Expozitiile ofer elevilor posibilitatea de a nvta unii
de la altii si i ajut cum s aprecieze munca altora, manifestnd sentimentele de empatie, respect si
ntrind n acelasi timp sentimentul de apartenent la comunitatea clasei. Trebuie s ne asigurm c
exist mcar un exponat care s reflecte efortul fiecrui elev din clas. Aceste exponate ajut la
dezvoltarea sentimentului de apartenent al fiecrui copil si au un efect puternic n crearea unei
comunitti nchegate. Orice cadru didactic care si centreaz activitatea pe copil trebuie s ia n
considerare c fiecare copil este important pentru societate, are nevoi sociale, dar n acelasi
timp fiecare copil are tendinte si particularitati speciale, ntruct fiecare copil este unic si are
drepturi egale.
Incluziunea se refer la faptul c oricine, indiferent de deficienta sa sau de dificulttile pe
care le ntmpin n nvtare, trebuie tratat ca un membru al societtii, iar diversele servicii speciale
de care are nevoie, trebuie furnizate n cadrul serviciilor sociale, educationale, medicale si celelalte
servicii puse la dispozitia tuturor membrilor societtii. Astfel, incluziunea si educatia
incluziv pun accentul pe necesitatea ca sistemul educational si scolile/grdinitele s se schimbe si
s se adapteze continuu pentru a rspunde diversittii copiilor si nevoilor ce decurg din acestea.
Copiii cu dizabilitti au nevoie de sprijin pentru a se integra cu succes n scolile din
vecintatea domiciului si n clase obisnuite. Acest obiectiv presupune si un angajament de a percepe
copiii mai degrab prin ceea ce pot face dect prin ceea ce nu pot face. Scolile trebuie s nteleag
si s accepte faptul c nu toti copiii trebuie s aib neaprat aceleasi obiective educative pentru a
putea studia mpreun n clase obisnuite.

Bibliografie:
Mara, D., Strategii didactice n educatia incluziv, Editura Didactic si Pedagogic, Bucuresti, 2004
Ungureanu, D., Educatia integrat si scoala incluziv, Editura de Vest, Timisoara, 2000
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 METODE INTERACTIVE ABORDATE IN INVATAMANTUL PRESCOLAR

Prof.inv.presc.Clin Simona
GPP ,,Castelul Fermecat, Piteti

Metodele interactive de grup sunt modaliti moderne de stimulare a nvrii expereniale,

de exersare a capacitilor de analiz, de dezvoltare a creativitii copiilor. Aceste metode presupun
respectarea particularitilor de vrst, mbinarea diferitelor forme de activitate, mbinarea muncii
individuale cu munca pe grupuri i activitatea frontal, evaluarea corect a rezultatelor obinute i
reconstituirea relaiei educatoare-copil. Prin folosirea acestor metode , precolarii depun un efort
intelectual, de exersare a proceselor psihice, de abordare a altor demersuri interdisciplinare prin
studiul mediului concret i prin corelaiile elaborate interactiv, n care i asum responsabiliti,
formuleaz i verific soluii. Metodele de nvare activ implic copiii n procesul de nvare n
sensul formrii lor ca participani activi la procesul de educare, astfel fiind ajutai s neleag lumea n
care triesc i s aplice n diferite situaii de nvare ceea ce au nvat. Aceste metode sunt folosite din ce
n ce mai mult n practica educaional alturi de cele tradiionale ori n combinaie cu acestea.
1. Schimb perechea este o alt metod interactiv pe care am folosit-o n activitile cu
precolarii. Aceast metod are ca obiectiv stimularea comunicrii i rezolvarea de probleme prin lucru n
pereche. Metoda Schimb perechea,, am folosit-o n activiti de observare, activiti de convorbire,
activiti practice, etc.
Exemplu. La activitatea D observare cu tema Fructe de toamn ", am urmrit ca prin lucru
n pereche, copiii s descopere ct mai multe caracteristici ale fructelor care se coc n anotimpul
toamna. Am organizat copiii n dou cercuri concentrice dup ecusoanele pe care le aveau n piept,
n interior copiii cu frunze galbene, n exterior copiii cu frunze verzi. La ndemnul educatoarei
copiii au luat din co un fruct la alegere pe care l-au observat, l-au analizat, pentru a spune totul
despre el. Perechea a analizat fructul timp de 3-5 minute, iar la comanda educatoarei Schimb
perechea" copiii din interior s-au deplasat i au format o nou pereche. Copiii din cercul exterior au
fcut o sintez a observaiilor anterioare i au continuat analiza cu noua pereche pentru descoperirea
caracteristicilor fructului prin ci mai muli analizatori. Perechile s-au schimbat atunci cnd s-au
epuizat toate ideile copiilor i cnd fiecare copil a fcut pereche cu toi membrii grupei.
2. Brainstormingul, n traducere direct furtun n creier, sau asalt de idei,, este o metod pe
care am folosit-o pentru a ajuta copiii s emit, ct mai multe idei pentru soluionarea unor probleme,
fr a critica soluiile gsite. Aceast metod am utilizat-o frecvent n activitile de dezvoltare a
limbajului pentru a da fru liber imaginaiei copiilor i a le dezvolta capacitile creatoare. Cu
rezultate bune am folosit brainstormingul n cadrul povestirilor create dup un tablou, sau un ir de
ilustraii, n lecturile dup imagini, convorbiri i jocuri didactice.
Exemplu. n activitatea DLC-convorbire cu tema De ce mi place anotimpul vara ?" la nceputul
activitii copiii au stabilit mpreun caracteristicile anotimpului vara pornind de la ntrebarea Ce tii
despre anotimpul vara?,, Fiecare copil a rspuns printr-un enun scurt n ordinea stabilit fr a repeta
ideile colegilor. Ideile emise sunt direct proporionale cu numrul membrilor grupului. Dup enunarea
ideilor, copiii au fost rugai s reflecteze asupra lor i s se pronune care sunt cele mai aproape de
adevr. Au fost subliniate ideile care se ncadrau n sarcina didactic i care conturau ideea final.
Aceste caracteristici sunt mprite n 3 categorii:
1. Caracteristici care in de evoluia naturii
2. Caracteristici care in de relaia omului cu mediul n anotimpul vara
3. Caracteristici care nu se ncadreaz n nici o categorie i care vor fi eliminate
3. Explozia stelar este o alt metod pe care am folosit-o n procesul instructiv
educativ. Este o metod de stimulare a creativitii i o modalitate de relaxare a
copiilor. Ea se bazeaz pe formularea de ntrebri pentru rezolvarea de probleme. Am
folosit aceast metod cu bune rezultate n activitile de lecturi dup imagini,
convorbiri, memorizri, povestiri. Ca material didactic am folosit o stea mare, cinci
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stele mici de culoare galben, cinci sgei roii i jetoane. Pe stelua mare am aezat o
imagine legat de tema abordat iar pe cele cinci stelue mici am scris cte o ntrebare
de tipul CE ?, CINE ?, UNDE? , DE CE ?, CND ? .
Prin folosirea acestei metode, am urmrit dezvoltarea potenialului creativ al precolarilor,
familiarizarea lor cu strategia elaborrii de ntrebri de tipul prezentat mai sus, exersarea capacitii
acestora de a alctui propoziii interogative pe baza coninutului unor imagini i nu n ultimul rnd
rezolvarea problemelor prin gsirea rspunsurilor la ntrebrile adresate.
4. Diagrama Venn este o metod interactiv, de fixare, consolidare i evaluare a cunotinelor.
Aceast metod are o larg aplicabilitate i am folosit-o cu succes n activitile de observare, povestiri,
convorbiri, jocuri didactice, etc.
Diagrama Venn este format din 2 cercuri care se suprapun parial. n spaiul care intersecteaz
cele dou cercuri am aezat, desenate sau scrise asemnrile dintre dou obiecte, idei, concepte iar n
cele dou cercuri am aezat aspectele specifice ale acestora. Pentru fixarea i evaluarea cunotinelor
copiilor, am folosit aceasta metod n activitile de povestire, observare, convorbire, etc.
Exemplu, n activitatea DLC-convorbire Totul despre psri", precolarii au realizat o diagram n
care au evideniat asemnrile i deosebirile existente ntre psrile de curte i psrile slbatice. De
asemenea, am folosit aceast metod n jocul didactic n lumea povetilor" cu scopul de a verifica
cunotinele copiilor privind povetile nvate. n cadrul acestui joc, copiii au realizat o diagram Venn
n care au aezat n cele dou cercuri personajele specifice fiecrei poveti iar n arealul n care se
suprapun cele dou cercuri au aezat personajele comune .
O metod activ de grup utilizat n cadrul activitilor de Educaie pentru societate, este
Turnirul ntrebrilor". Aceast metod stimuleaz capacitatea copiilor de a formula ntrebri,
de a analiza i sintetiza textul, de a descrie, de a rspunde i de a evalua. De asemenea, stimuleaz
lucrul n echip, cooperarea, competiia constructiv i recunoaterea calitilor copiilor.
Tema activitii: Ionic-mincinosul", lectura educatoarei. Copiilor le-a fost prezentat
povestirea. Colectivul de copii a fost organizat n grupuri. Grupurile au concurat cte dou,
formulnd i adresnd ntrebri din coninutul povestirii. Astfel, dou grupuri au analizat, au
povestit i au prezentat nceputul povestirii pn la momentul stabilit de educatoare. Celelalte
dou grupuri au analizat partea a doua a povestirii, pn la sfritul acesteia.
Pentru ca activitatea n grupuri s se desfoare cu plcere, le-au fost atribuite roluri:
Povestitorii, Isteii, Curioii, nelepii, pentru care au fost utilizate accesorii de identificare
atractive - coronie, medalioane etc. ntrebrile adresate de membrii grupurilor au urmrit:
s aprecieze comportamentul personajelor din poveste;
s manifeste dezacordul fa de atitudinile negative;
s evalueze comportamentul n raport cu normele sociale cunoscute;
s generalizeze consecine ale comportamentelor negative.
Exemplu de ntrebri formulate de grupuri:
Grup 1 - Cum se numete povestea? "
- Care sunt personajele povestirii? "
- Ce i-a cerut Ionic tatlui su? "
- Ce i-a ndemnat tat lui Ionic s fac n schimbul opincilor? "
Grup 2 - Unde se ascundea biatul? "
- Ce fcea n acest timp? "
- Ce rspuns i ddea Ionic tatlui su? "
Grup 3 - De cte ori l-a trimis tata pe Ionic s vnture grul? "
- Ce a fost ascuns n gru? "
- De ce nu i-a dat tatl opincile copilului? "
Grup 4 - Cum s-a comportat Ionic? "
- Ce nvminte desprindem din poveste? "
- Ce se ntmpl dac minim? Dar daca spunem adevrul? "

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 Dup ce turnirul ntrebrilor" s-a ncheiat, copiii au susinut o discuie colectiv despre
normele morale pe care trebuie s le respecte fiecare i au oferit alte exemple de povestiri n care au
fost evideniate minciuna i adevrul.
Utilizarea metodelor active de grup i ofer triri deosebite i satisfacii profesionale n
timpul lucrului cu copiii.
Dup fiecare metod aplicat, se pot obine performane pe care copiii le percep i-i fac i
mai responsabili n rezolvarea sarcinilor de lucru viitoare.
Pe lng metodele interactive prezentate mai sus, cu rezultate bune am mai folosit i alte metode
cum sunt: metoda cubului, turul galeriei, ciorchinele, tehnica blazonului, plriuele gnditoare, studiu
de caz etc.
5.TEHNICA LOTUS (Floarea de nufr)
Tehnica florii de nufr presupune deducerea de conexiuni ntre idei, concepte, pornind de la
o tem central.
Problema sau tema central determin cele 8 idei secundare care se construiesc n jurul celei
principale, asemeni petalelor florii de nufr. Cele 8 idei secundare sunt trecute n jurul temei
centrale, urmnd ca apoi ele s devin la rndul lor teme principale, pentru alte 8 flori de nufr.
Pentru fiecare din aceste noi teme centrale se vor construi cte alte noi 8 idei secundare. Astfel,
pornind de la o tem central, sunt generate noi teme de studiu pentru care trebuie dezvoltate
conexiuni noi i noi concepte.
Aceast tehnic se poate aplica n activiti individuale sau de grup.
Etape:
-Construirea diagramei, conform figurii prezentate;
-Scrierea temei centrale n centrul diagramei;
-Participanii se gndesc la ideile sau aplicaiile legate de tema central. Acestea se trec n cele
8 petale (cercuri) ce nconjoar tema central, de la A la H, n sensul acelor de ceasornic.
-Folosirea celor 8 idei deduse, drept noi teme centrale pentru celelalte 8 cadrane. (flori de
nufr)
-Etapa construirii de noi conexiuni pentru cele 8 noi teme centrale i consemnarea lor n
diagram. Se completeaz n acest mod ct mai multe cadrane. (flori de nufr)
-Etapa evalurii ideilor. Se analizeaz diagramele i se apreciaz rezultatele din punct de
vedere calitativ i cantitativ. Ideile emise se pot folosi ca surs de noi aplicaii i teme de
studiu n leciile viitoare.
Exemplu: la grdini, tehnica lotus de grup pe culori
tema central: Legume de toamn aezate pe culori
Cele 8 idei secundare: jetoane cu legume de toamn :
- rou: ardei, roie;
- portocaliu: morcovul;
- galben: ceapa
- verde nchis: castravetele
- mov vnta
- maro: cartoful;
- verde deschis: ardeiul gras;
- alb: usturoiul.
Copiii trebuie s aeze jetoanele cu legume la culoarea corespunztoare indicat de diagram.
Fiecare petal a florii era haurat n culorile corespunztoare. Iar apoi fiecare grup din cele 8
trebuia s descrie leguma specific.
Este o modalitate de lucru n grup cu mari valene formativ-educative. Stimuleaz i dezvolt
capaciti ale inteligenei lingvistice (abilitatea de a folosi efectiv limba pentru a-i aminti
informaii i a crea idei noi), ale inteligenei interpersonale (capacitatea de a nelege interveniile,
motivaiile, dorinele celorlali), ale inteligenei intrapersonale (capacitatea de autonelegere,
autoapre-ciere corect a propriilor sentimente, motivaii), ale inteligenei naturaliste (care face omul
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capabil s recunoasc, s clasifice, s se inspire din mediul nconjurtor), ale inteligenei sociale
(capacitatea de relaionare).

BIBLIOGRAFIE
Silvia Breben, Elena Goncea, Georgeta Ruiu, Mihaela Fulga - Metode interactive de grup-ghid
metodic, Editura Arves 2002.
Breben Silvia, Ruiu Georgeta, Gongea Elena - Activiti bazate pe inteligene multiple, Editura
Reprograph, Craiova, 2005
Lucia Gluiga, Jodi Spiro - nvarea activ, Ghid pentru formatori i cadre didactice, Bucureti 2001.

ROLUL COMUNICARII DIDACTICE EFICIENTE

Prof.inv.presc.Popa Florina
G.P.P. Castelul Fermecat Pitesti

Dup Antoine Meillet, communize, nseamn care i mparte sarcinile cu altcineva. n

latina clasic nseamn, ca i sensul urmaul sau actual care aparine mai multora sau tuturor.
Comunicus a dat ulterior natere verbului communico, ptruznd n romnete pe filiera
francez, odat cu valul de neologisme romantice din ultimul secol i jumtate .
n ncercarea de a definei ce nseamn o comunicare eficient, specialiti se raporteaz n
cele mai multe cayuri la procesualitatea fenomenului comunicrii, scotnd n eviden mai multe
blocaje ce apar la nivelul diferitelorelemente ale procesului. Astfel se vorbete despre bariere ce in
de sistem i pot aprea la nivelul emitorului, al receptorului sau la nivelul canalului de
comunicare.
Torrington si Hall (1991) identific cinci astfel de bariere: bariere n transmiterea mesajului,
localizate la nivelul emitorului i se refer la transmiterea unor mesaje neverificate in mod
constient; bariere la nivelul receptrii, care sunt atribuite n egal masur receptorului ct i
mediului; bariere de nelegere la nivelul emitorului ct i al receptorului; barierele acceptrii ce
sunt vzute a aciona att la nivelul emitorului ct i al receptorului i al mediului; barierele
aciunii ce se constituie de asemenea la nivelul emitorului i se refer la memoria i nivelul
acceptrii, ct i al receptorului i se refer de asemenea la memorie, dar i la atenie, nivel de
acceptare etc.
Referindu- ne mai ales la comunicarea didactic este foarte des amintit ca factor de blocaj
distorsiunea ce se refer la mesaj care poate fi alterat ca urmare a diferenelor ntre repertoriile
profesorului i cele ale elevului. Cnd elevul nu posed un minim de informaie intr-un anumit
domeniu este foarte posibil s-i
vin greu s urmreasc i s neleag exprimarea profesorului.
Referindu-ne la condiiile comunicrii, ca factor ce poate influena pozitiv comunicarea,
Gilles Fery citat de M. Zlate, distinge condiiile operatorii i condiiile afective. Printre condiiile
operatorii sunt enumerate:
1. Capacitatea mesajului de a fi pertinent n raport cu sistemul de noiuni care
urmeaz s fie transmis;
2. Mesajul trebuie formulat n termini sesizabili i semnificativi pentru copii;
3. Mesajul trebuie s conin un minim de informative nou n raport cu mesajul
urmtor;
4. Mesajul trebuie reajustat n funcie de reaciile copiilor, ceea ce presupune control
prin feetback-ul receptorului.
Referitor la comunicarea didactic, oitu realizeaz o structurare pe cinci niveluri a
strategiilor de comunicare: strategii introductive, strategii de nvare, strategii de prezentare a unei
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teme sau sarcini de prezentare a unei teme sau sarcini, de apropiere socioafectiv i de utilizare
eficient a timpului. Aceste strategii au valene att pentru optimizarea relaiei professor elev in
raport cu procesul de nvare, cu obiectivele si mijloacele de realizare, ct i pentru observarea i
caracterizarea elevilor.
ntr-un adevrat ghid pentru comunicare eficient cu copiii, Farbera si Mazlishe pun accent
n lucrarea lor pe acceptarea sentimentelor copilului, pe identificarea acelor sentimente ce stau la
baza comportamentelor ce implic luarea de poziie din partea printelui sau a profesorului. Este
eficient s comunicm cu copilul n termenii acceptrii sentimentelor, chiar cnd punem capt
comportamentelor inacceptabile.Vei fi la fel de furios din cauza notei, chiar dac loveti aa cu
piciorul n banc. Nu e nevoie s faci aa ceva. Dar n schimb s-mi spui mai mult din ceea ce te
necjeti sau poi s-mi desenezi dac vrei.
Autoarele au identificatde asemenea cteva metode de a-I trage pe copii s coopereze, metode
ce au darul de a detensiona comunicarea i de a crea un climat favorabil nelegerii mesajului pe
care adultul dorete s-l transmit copilului. Astfel, n loc de ntrebri i reprouri, suntem ndemnai
s desciem respectiva problem, s dm informaii, s oferim o variant, s ne exprimm printr-un
cuvnt sau un gest, s descriem ceea ce simim, s scriem pe hrtie scurte atenionri, s fim
glumei, folosind alt voce, alt accent fcnd chiar cteva rime.
O comunicare eficient este aceea n care subiectul i exprim n mod deschis i direct
sentimentele i l ncurajeaz n acelai timp pe partener s fac la fel. Dar in mod obinuit oamenii
i neag propriile sentimente si aceasta, deoarece nc de mici copii sunt pe de o parte nvai s
nu spun n fa omului ce simt ice gndesc despre el, altfel vor fi considerai obraznici sau prost
crescui i n acelai timp sunt certai dac mint i nu spun adevrul. Acest comportament etic
duplicitar, deprinderea nc din copilrie de a afia mti acceptate social spre a obine calificativul
bine crescut determin conflicte pe plan emoional i cognitive care la vrsta adulta se pot
repercuta n stabilitatea relaiilor de cuplu sau asupra unei integrri sociale eficiente.
Revenind la mesaj, ca element central al unei comunicri eficiente, ne oprim asupra unui
model propus de Nuta A. care contureaz mesajul complet ce include observaiile, gndurile,
emotiile i nevoile. Observaiile fac parte din limbajul obinuit al omului simplu i al specialistului
i se traduc printr-un limbaj prcis, clar i intit la obiect. Gndurile mpletesc judecii, opinii,
teorii, credine, relaii eseniale ntre lucruri sau pri ale acestora. Emoiile reprezint reactivitatea
interioar a persoanei la interrelaiile cu lumea.
Calitatea actului de comunicare mai depinde ntr-o mare msur de codul n care se face
transmiterea mesajului ct i de canalul de comunicare. Codul trebuie elaborate n funcie de
receptor i trebuie s permit cea mai bun transmitere a mesajului. Adaptarea limbajului la
interlocutor pare a fi un comportament spontan i copiii i modific exprimarea cnd comunica cu
ali copii mai mici dect ei. Parintii sunt cei ce ncearc s gseasc un cod comun de nelegere, cu
copiii lor, cu toate c ncercarea lor nu este ntotdeauna ncununata de success deplin, mai ales
cnd copiii au deficit intelectual si cu att mai mult cnd deficitul este sensorial. Dac, n cazul
copiilor cu deficiene de intellect, limbajul este concis i simplu, n cazul copiilor cu deficit de auz
comunicarea se va realize prin semen i gesture. n cazul altor tipuri de perturbri n dezvoltare vor
fi folosite coduri ce se adreseaz capacitii lor de procesare a informaiei.
Alegerea canalului de comunicare adecvat se refer att la mijloacele la care se recurge
pentru a conduce mesajul spre interlocutor, de exemplu vocea, scrierea, gestul, imaginea ct i la
condiiile fizice n care se desfoar schimburile ntre partenerii comunicrii, locul ntlnirii etc. n
general, comunicarea fa n fa i alturi estefavorabila pentru toi partenerii comunicrii.
Alegerea canalului de comunicare influeneaz i tipul de relaie ce se dorete a fi stabilit.
Comunicare apare n ultima instan ca un sistem complex a crui funcionare este influenat
de factori de natur material, factori psihologici, factori cognitive i sociali care determin
necesitatea existeneinunor posibiliti de reglare, de adaptare i de transformare.
Sistemul optim caracterizat prin eficien este sistemul circular capabil de autoreglare.
Autoreglarea presupune feedback-ul, capacitatea receptorului de a-i exprima reaciile. Pentru ca o
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comunicare s fie eficient trebuie s fie bilateral, s existe interaciune flexibil, nu numai o simpl
transmitere. Feedback-ul se definete prin cteva funcii: funcia de control a nelegerii i deci a
receptrii in bune condiii a mesajului, funcia de adaptare a mesajului la caracteristicile
locuitorilor, funcia de reglare social i functia socioafectiv.
Dac ne punem ntrebarea care este feedback-ul optim pentru o comunicare eficient, recitind
informaiile de mai sus, vom surprinde rspunsul att la nivelul modului de a asculta, ct i cel de a
vorbi sau de a pune ntrebri.

BIBLIOGRAFIE:
1. BBAN, A. (2001), Consiliere educaional, Imprimeria Ardealul, Cluj-Napoca
2. LACOMBE, F. (2005), Rezolvarea dificultilor de comunicare,Editura Polirom, Iai
3. PNIOAR,O. (2003), Comunicarea eficient, Editura Polirom, Iai
4. OITU, L. (2001), Pedagogia comunicrii, Institutul European, Iai

NVAREA INTERGENERAIONAL N FAMILIE

Prof. Popescu Gabriela& Prof. Alexandrescu Gabriela

C.N.I. Matei Basarab- Structur G.P.P. Nord 2 Rm. Vlcea

nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii, fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile
noastre mbtrnite. Ce tipuri de cunotine sunt transmise ntre generaii? Cercetrile i practica
privind nvarea intergeneraional, au artat c adulii i copiii au oportuniti de a interaciona pe
anumite perioade de timp, unde adulii transmit cunotine, credine i bune practici copiilor prin
intermediul unor activiti formale sau informale. Aceste trasmiteri i nvri au loc n contexte
formale atunci cnd se desfoar n coli, unde profesorii le mprtesc copiilor strategiile privind
dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii acestor abiliti folosind un
set de abordri acceptate. Pot avea loc de asemenea i n contexte informale, cum ar fi acas, ntre
prini i copii, bunici i nepoi, precum i alte structuri care i are ca protagoniti pe aduli i copii.
Aceste aspecte includ o modelare relativ adult a comportamentelor sau demonstrarea importanei
mprtirii credinelor, atitudinilor, valorilor i bunelor practici. Bunele practici n nvarea
intergeneraional se refer la acele msuri care combat barierele privind grupele de vrst i/sau
promoveaz diversitatea vrstelor. Aceste msuri pot presupune iniiative specifice care vizeaz
dimensiuni speciale de gestionare a vrstei i a nvrii intergeneraionale.
Familia exercit o influen deosebit de adnc i de durat asupra copiilor. Pentru a realiza
o educaie durabil, familia trebuie s ndeplineasc o condiie esenial, aceea de a fi un nucleu
bine nchegat i sntos att din punct de vedere fizic, psihic ct i din punct de vedere moral.
Mediul familial i menine fora educativ uneori toat viaa. De aceea, n educaia popular cu
vechi i nestrmutate adevruri, se pune un mare accent asupra celor 7 ani de acas i asupra
faptului c, ce vd copiii acas, aa vor face i ei. Influenele educative pe care familia le exercit
asupra copiilor se pot manifesta prin modele de conduit oferite de membrii familiei, precum i prin
climatul psihosocial existent n cadrul familiei.
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 Forme ale comunicrii intergeneraionale:
Comunicarea dintre printe-copil. Relaiile ntre prini i copii presupun un mecanism
deosebit, filtrat social, ele au la baza statuarea comunicrii n care se realizeaz un model, un
pattern de conduit. n cadrul acestor relaii prinii ncearc i de multe ori, muli dintre ei reuesc
s socializeze cu copiii lor, astfel contribuind la modificarea i perfecionarea stilului de
interrelaionare nc din copilarie, ambele pri ale ecuaiei avnd nevoie de deprinderi, abiliti
sociale privind facilitatea intercomunicrii. Copilul recepioneaz pe multe ci tot ce i transmite
mediul i le va transforma n acte de comportament, n conformitate cu propriile nevoi, dar i cu
cerinele mediului, dac prinii vor ti s-l fac s accepte aciunea educativ nu ca pe o
constrngere, ci ca pe o relaie profund, plin de afeciune i respect. Este foarte important felul
cum vede copilul rolul printelui, cum se proiecteaz n contiina sa modelul oferit de prini, De
asemenea, preteniile prinilor fa de copil trebuie s fie n funcie de particularitile sale de
vrst i individuale. Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este
covritor. Muli autori consider c influena personalitii este mai important dect prerile
prinilor sau amnuntele de procedur. Personalitatea prinilor poate strivi, deforma, ngrdi pe
cea a copilului, dar bineneles c l poate i ridica. Concluzia este c ataamentul pentru copil este
o variabil important i determin n mare msur printele s adecveze corect practicile de
cretere, oricare ar fi acelea.
Comunicarea dintre bunici nepoi. Pare surprinztoare uneori apropierea dintre bunici i
nepoi, indivizi aparinnd unor generaii diferite, ntre care este, n medie, jumtate de secol. Unii
se apropie de finalul vieii, ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o
dorin de ntoarcere n urma a celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se
bucur s mprteasc nepoilor amintirile i experiena lor de via, care vor supravieui n felul
acesta, iar copiii le vor asculta cu aviditate. Pentru bunici, conversaiile cu nepoii sunt oportuniti
de mprtire att a trecutului, ct i impactul viitorului. Pentru nepoi, generaiile trecute devin
cristalizate ca partajarea povetilor, oferind un sentiment de identitate privind antecedentele
familiale. Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s
considere c li se apropie sfritul. Poate c n comunism erau mai muli cei pe care i caracterizau
planurile de pensionare i depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar
la o odihn binemeritat dup o via de munc obositoare. Oare chiar aa s fie? Studii recente
arat c situaia general nu a stat niciodat chiar aa. Bunicii erau (i sunt) niste persoane active,
care muncesc i, n acelai timp, au grij i de copiii i de nepoii lor. Adevrai stlpi sociali, n
jurul crora se nvrt alte trei generaii, cei care asigur unitatea familiei i a societii sunt, de fapt,
bunicii. Lor ar trebui s li se adreseze cele mai multe campanii publicitare care vizeaza familia. Ei
alcatuiesc o categorie creia cercettorii i-au zis, generic, generaia sandvi. Altdat preceptori
ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta subtil, care const n a gsi
mpreuna cu nepoii lor echilibrul just ntre apropierea complice i distana potrivit i respectuoas
fa de valorile morale. Intervenind din linia a doua pe frontul educativ, din spatele prinilor, ei au
senintatea pe care le-o confer experiena i poziia lor n familie, servind de susinere i model
pentru nepoii lor. Cnd prinii sunt stresai de o via prea dur i cnd copiii lor se simt sub
presiune, bunicii le ofer acestora din urm posibilitatea de a se elibera de tensiune i de a privi
viaa altfel.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se
simt dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie. Dar oare nu exist o soluie comun? O soluie
care s mbuntesc calitatea relaiilor dintre generaii? Rspunsul este simplu i foarte la
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ndemn: nvarea intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia.
Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate:
pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de
comunicare i de conectare la valorile i tradiiile socio-culturale;
pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare a
abilitilor de lucru cu noile tehnologii, se pot conecta direct la preocuprile copiilor lor beneficiind
astfel de o capacitate crescut de cunoatere i interacionare; beneficiile pentru comunitate pot fi
semnificative pentru c acest tip de nvare aduce mpreun diverse categorii de vrst care
colaboreaz i fac schimb de cunotine care pot constitui o adevrat resurs de dezvoltare
comunitar.
Acest colaborare poate avea loc la nivelul colii, prin activiti comune bunici- prini-
copii facilitate de nvtori/profesori, care pot cuprinde:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea
de a-i nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii
semnificative care s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca
acetia s poat descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i
implic resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete
pentru serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un
exempu de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. nvm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se
realizeaz un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de
nvare pentru copii.
7. Povestea btrnului proiect care const n intervievarea persoanei n vrst i de
colectare a informaiilor despre viaa lui sau a ei. Povestea este apoi scris i spus de ctre tineri.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche, copii i prini/ bunici, mplicarea lor n activiti autentice de promovare a demersului
civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii cu beneficii
importante pentru toate categoriile implicate.
coala i familia sunt cei doi poli de rezisten ai educaiei, care contribuie prin mijloace
specifice la formarea tinerilor. Familia este prima coal a copilului. Ea este cea care rspunde de
trebuinele elementare ale copilului i de protecia acestuia, exercitnd o influen att de adnc,
nct urmele ei ramn, uneori, ntiprite pentru toat viaa n profilul moral- spiritual al acestuia.
n concluzie, putem afirma c rolul familiei n formarea unor comportamente i a unei
conduite morale desvrite este unul crucial, constituind piatra de temelie a omului de mine, drept
i cu principii bine definite capabil s construiasc o lume ideal pentru generaiile urmtoare.

BIBLIOGRAFIE:

Moisin, A., Arta educrii copiilor i adolescenilor n familie i coal, Editura Didactic i
Pedagogic, Bucureti, 2007;
Intergenerational Learning (2012) eTwinning learning events;
Stnciulescu, E., Sociologia educaiei familiale, volum 1, Editura Polirom, Iai, 2002.

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 TRANSMITEREA INTERGENERAIONAL N CADRUL EDUCAIEI FAMILIALE

Prof. nv. primar Popescu Natalia

C.N.I. Matei Basarab Rm. Vlcea
Prof. nv. precolar Balici Daniela
C.N.I. Matei Basarab- Structur G.P.P. Nord 2 Rm. Vlcea

Educaia intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
ntrebarea pe care i-o pun astzi cu insisten muli dintre cercettorii fenomenului
educaional este dac familiile contemporane mai reprezint modele pentru tnra generaie, dac
mai au ele o funcie de transmitere sau de reproducie a modelelor culturale sau a poziiilor sociale.
Sociologia funcionalist afirm c, odat cu creterea rolului colii, s-a diminuat rolul
educativ al familiei. Studiile efectuate demonstreaz ns contrariul: dezvoltarea sistemului colar a
dus doar la o redefinire a rolului familiei i nu la aa-numita "demisie parental". Prinii doresc i
astzi s transmit valori, norme, atitudini, modele comportamentale, influenele modelelor
familiale fiind ns difereniate de la o familie la alta. Modelele colare sunt doar nite repere la care
se raporteaz familia n definirea unei atitudini, uneori asumndu-le, alteori criticndu-
le, dar rezervndu-i dreptul la decizia final.
Studiind ipoteza existenei unei prpstii culturale ntre generaii i analiznd deosebirile
eseniale existente ntre mecanismele nvrii specifice unor culturi i complexe diferite, care
coexist n societatea contemporan, Margaret Mead a distins trei tipuri culturale:
tipul postfigurativ (cultura este transmis de ctre prini copiilor),
tipul cofigurativ (nvarea cultural se efectueaz n grupurile de egali - prinii de la ali
prini, copiii de la ali copii),
tipul prefigurativ (prinii nva de la copiii lor).
Cultura postfigurativ este orientat spre trecut i implic mprtirea ei de ctre membrii a
trei generaii, deci ntr-o familie extins, n care trecutul bunicilor este prezentul prinilor i va fi
viitorul copiilor. Modelul de comportament este transmis de la generaiile vrstnice la cele tinere,
schimbarea fiind lent i imperceptibil. Comportamentele modelate de cultur sunt dobndite n
numr mare, dar numai o parte sunt contientizate, pentru c elementele inovatoare sunt rapid
asimilate n elemente tradiionale. Principalele caracteristici ale acestei culturi sunt stabilitatea i
continuitatea - calitatea de membru, conferit prin natere sau prin opiune personal, implic totala
aderare la coninuturile culturale. Contactul cu alte culturi (de exemplu diaspora, migraia) duce la
ntrirea sentimentului identitii i apartenenei particulare. Chiar i conflictele dintre generaii,
dei exist, sunt rapid depite, pentru c diferenele dintre modelele tradiionale i cele
comportamentale ale tinerilor sunt superficiale.
Cultura cofigurativ este orientat ctre prezent, iar modelul predominant n procesul de
socializare este comportamentul egalilor, att pentru aduli ct i pentru copii. Specific acestei
culturi este diferena de esen dintre experiena tinerilor fa de generaiile vrstnice. Acest fapt
este datorat unei schimbri de situaie (de exemplu emigrarea), care i oblig pe tineri s gseasc
noi soluii, noi stiluri culturale, mprtite cu egalii. Educaia se realizeaz ntr-o familie restrns,
bunicii fiind uneori abseni chiar fizic, dar de cele mai multe ori lipsa lor este simbolic; influena
lor fiind redus, ei nu mai sunt privii ca nite modele. Dei diferenele dintre generaii sunt privite
ca normale, adulii pstreaz o poziie dominant - ei fixeaz cadrul i limitele ntre care poate avea
loc cofiguraia, sau pot sanciona comportamentele inovatoare. Ruptura este iniiat chiar de ctre
aduli, instrucia dat copilului fiind n parte o pregtire pentru intrarea lui n alte grupuri. Cu ct
schimbarea indus de rennoirea generaiilor din familie este mai profund, cu att crete fragilitatea
sistemului i, odat cu ea, insecuritatea individului. n aceast situaie instabil, individul elaboreaz
strategii de autoprotecie de tipul legitimrii privaiunilor i dificultilor prezente, n sperana unui
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viitor mai bun. Ideea progresului este singura care justific aceast situaie i o face suportabil. Cu
timpul, comportamentul tinerilor se normalizeaz i conflictul dintre generaii, dintre modelul
parental i cel juvenil, devin pri integrante ale culturii.
Cultura prefigurativ este o cultur centrat pe copii, pe un viitor al acestora care rmne
total necunoscut prinilor. Putem vorbi aici despre o "migraie n timp", n care fiecare individ este
un imigrant ntr-o lume nou, necunoscut. n acest caz, putem regsi cu adevrat o prpastie ntre
generaii, o prpastie cultural care nu are termen de comparaie n istorie. n acest tip de cultur,
adultul trebuie s se debaraseze de vechea educaie postfigurativ n care nvarea era n
dependen, pentru a asigura continuitatea transmiterii i asimilarea elementelor noi. El va nva
cile prin care s menin viitorul deschis, va crea noi modele, n care copiii vor nva nu ce este
convenabil s nvee, ci cum s nvee. Discursul lui Margaret Mead privitor la acest ultim tip de
cultur nu este susinut empiric , ci pe terenul speculaiilor; n general, nu a fost demonstrat ipoteza
unei prpstii ntre generaii, n schimb i ali cercettori au susinut ideea coexistenei n societile
contemporane a unor raporturi ntre generaiile guvernate de variate principii.
De exemplu, Gregory Bateson a identificat trei tipuri de raporturi intergeneraionale:
raporturi bazate pe simetrie, unde copiii mpart acelai univers cu prinii lor i au dreptul
s- i exprime liber voina;
raporturi bazate pe complementaritate, unde exist mari diferene ntre copilul ignorant i
adultul puternic i experimentat;
raporturi bazate pe reciprocitate, pe schimb.
Bateson afirm c n societile contemporane predomin un tip de raporturi n care se
mbin reciprocitatea cu complementaritatea, iar la nord-americani predomin relaiile de schimb.
Aadar, familiile contemporane continu s transmit atitudini, norme, valori, contribuind la
reproducia social. Aceast transmitere nu este absolut, ci difereniat n funcie de numeroi
factori: categoria socio-economic, nivelul studiilor, sexul, rangul naterii, vrsta, tipul de coeziune
familial etc.
Uneori, opiniile i statutele copiilor sunt asemntoare cu cele ale prinilor, alteori sunt
foarte diferite. Proximitatea sau diferena aceasta nu depinde de mrimea capitalului existent n
cadrul familiei, fie el economic, social sau cultural. Uneori exist capitaluri valoroase i nu s-a putut
gsi o modalitate de a fi transmise intergeneraional, iar alteoricapitaluri puine au fost valorificate
la maximum, privind din punctul de vedere al reuitei copilului.
n general, "fiina social" este creat prin transmiterea intergeneraional a unor modele de
comportament, fie ele structuri de" suprafa" (valori, norme), fie structuri "de profunzime"
(habitusuri, procedee interpretative). Aceast transmitere este asigurat de ctre prini nspre copiii
lor, n mod contient sau nu.
Exist ns i cazuri n care familia nu ndeplinete aceast funcie de transmitere i de
reproducie. Aceast "ruptur de transmitere" (B. Terrisse) apare datorit imposibilitii familiei de
a transmite un model de conduit care s permit integrarea n societatea contemporan.
Prinii se pot simi incompeteni n a oferi modele de identificare pozitive i pot percepe ca
inutile sau ca piedici coninuturile pe care le-ar putea transmite. n aceste cazuri responsabilitatea
este transferat n ntregime ctre coal sau ctre copil, acordndu-le ntreaga libertate de micare.
n alte cazuri, familia transmite pe lng capitalurile posedate i capitaluri apropriate,
rezultate n urma negocierii. Esenial este atunci contactul cu coala, viaa copilului fiind organizat
dup modelul colar, chiar dac adultul i organizeaz viaa dup un alt model.
Educaia familial mai poate avea i alte finaliti, n afara construirii personalitii sociale.
Una dintre ele este "fericirea copilului" care, n cazul ideal, implic i reuita social. Uneori,
dezvoltarea eului social i cea a eului personal sunt mpletite. Alteori, dezvoltarea copilului este
asigurat prin transmiterea de capitaluri selective, care sunt adaptate receptivitii i posibilitilor
personale de valorificare.
Cercetrile empirice au evideniat c transmiterea contemporan nu se subordoneaz nici
unui monopol, nici celui al familiei, nici celui al colii sau al statului. Ea este realizat n anumite
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forme particulare, impuse de interaciunile cu numeroi i variai ageni educativi, fie ei individuali
sau colectivi.
Strategiile educative familiale nu sunt n general coerente, membrii familiei putnd apela la
stiluri diferite, care vor transmite mesaje i coninuturi diferite. De asemenea, ei pot fi nite
mediatori n ceea ce privete mesajele, interpretnd diferit realitatea de pe o parte, sau aducnd
copilul n contact cu grupuri sociale diferite, de pe alt parte. Trebuie luat n consideraie i faptul
c prinii nu sunt singurii mediatori ntre copil i societate.
Analiznd fenomenul educaional, mai trebuie luat n calcul un alt aspect deosebit de
important i anume faptul c un copil nu este un "obiect" pasiv supus transformrilor, ci este un
actor al propriei educaii; rolul celui educat este unul activ. Potenialul genetic nefiind identic la toi
indivizii, nc din momentul perceperii lumii exterioare, orice stimulare exterioar este reflectat
diferit: organismul fiecruia selecteaz i prelucreaz informaia primit ntr-un stil propriu. Fiecare
copil recepteaz "mesajul" social transmis de ctre prini n mod diferit, mai mult mai puin, n
funcie de felul n care structurile lor genetice(temperament, aptitudini) sau dobndite, manifest
rezisten n asimilarea coninuturilor propuse.
n cazul n care educaia este construit ca o interaciune, atunci chiar strategia educativ
poate fi un rezultat al negocierii. Atunci clasica transmitere de la printe la copil este de fapt o
transmitere n ambele sensuri, o construcie intergeneraional.
Cercetrile empirice ne-au artat c paradigmele transmiterii i reproduciei culturale i
structurale sunt utile, dar insuficiente. Dincolo de acestea, educaia implic i interaciuni n reea
ntre actori numeroi, care iniiaz strategii educaionale diferite. Pe parcursul acestei interaciuni -
negocieri, coninuturile culturale se remodeleaz, rezultnd elemente culturale noi. Aadar,
procesele educative familiale nu produc doar "fiine culturale" ci i noi comportamente culturale, fie
prin apropierea comportamentelor culturale propuse de diverse instituii, fie prin nuanarea
comportamentele proprii. Familia poate fi privit att ca agent al reproduciei culturale, ct i ca
unul al schimbrii culturale.

BIBLIOGRAFIE:
Godeanu, A.S., Cuplul: Stop cadru transgeneraional, Editura Sper, Bucureti, 2011;
Mitrofan, I. i Stoica, D., Analiza transgeneraional n terapia unificarii, Editura Sper, Bucureti,
2005;

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 PARTENERIATUL COAL-FAMILIE-COMUNITATE

Profesor Mirela HALICI

Liceul Tehnologic Gheorghe Duca, Constana

Parteneriatul coal-familie-comunitate reprezint o problem actual important, reliefat

de diferite documente de politic educaional la nivel naional i internaional i de cercetrile n
domeniul educaiei. Prinii, parteneri principali i beneficiari ai procesului de nvmnt, particip
activ la conducerea unitilor de nvmnt, prin prezena n consiliul de administraie al colii,
prin implicarea lor n elaborarea ofertei educaionale a unitii de nvmnt i n stabilirea
curriculumului la decizia colii.
Implicarea activ a prinilor, n colaborarea cu coala, n ceea ce privete dezvoltarea i
educaia copiilor are multiple avantaje pentru prini, profesori i comunitate.
Pentru c realitatea indic existena unor bariere culturale, psihologice i sociale, care
blocheaz nu doar colaborarea dintre coal familie comunitate n interesul copiilor, dar de
multe ori i o comunicare minimal ntre aceti actori, ne-am gndit s implementm un proiect -
COMUNICAREA I MOTIVAREA FACTORILOR DECIZIONALI DIN COMUNITATE
cu scopul realizrii unor programe i activiti care s asigure succesul colar, s reduc efectele
negative ale stresului i inechitilor sociale, s dezvolte competenele sociale ale elevilor i s
scad nivelul de participare a adolescenilor n activiti de risc.
CE A URMRIT PROIECTUL?
Obiectivul general a fost promovarea parteneriatului coal-familie-comunitate i a
ceteniei active n sprijinul unei educaii inclusive, de calitate pentru elevi prin formarea specific
a categoriilor de factori de decizie din unitatea colar i comunitate i creearea unor oferte
educaionale specifice.
Obiectivele specifice ale proiectului:
- Formarea parteneriatului coal-familie-comunitate n spiritul ceteniei active pe baz de
intervenii extracurriculare i nonformale prin identificarea abordrii educaionale necesare
- Iniierea ofertelor educaionale specifice de promovare a parteneriatului coal-familie-
comunitate i a ceteniei active n sprijinul unei educaii inclusive de calitate pentru elevi
- Formarea categoriilor de factori de decizie din unitatea colar i comunitate
- Creterea gradului de contientizare la categorii de actori sociali locali asupra necesitii de
promovare a parteneriatului coal-familie-comunitate
- Dezvoltarea i implementarea de oferte educaionale inclusive, extracurriculare i nonformale
privind formarea unui parteneriat sntos ntre coal, familie i comunitate
CINE A IMPLEMENTAT PROIECTUL?
Proiectul a fost implementat de ctre Liceul Tehnologic Gheorghe Duca, Constana.
ACTIVITI
- curs de formare adresat factorilor de decizie din unitatea colar i comunitate: prini, elevi,
membri ai comunitii, cadre didactice
- campanie de contientizare pentru promovarea parteneriatului coal-familie-comunitate
- proiect extracurricular realizat i impementat de prini, elevi, membri ai comunitii, cadre
didactice
CE REZULTATE AM OBINUT?
Indicatori de realizare imediat (output):
- personal didactic instruit/perfecionat: 8
- numr de elevi i prini instruii: 12
- numr de membri ai comunitii instruii: 5
- numrul de proceduri realizate: 1
- numr de proiecte realizate: 1
Indicatori de rezultat:
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- numr de proiecte realizate, iniiate i aprobate: 1
- numrul de proceduri iniiate i implementate: 1
Ali indicatori care aduc valoare adugat proiectului:
- 1 campanie de contientizare pentru promovarea parteneriatului coal-familie-comunitate
- 20 elevi voluntari instruii n educaia prin egali, care au absolvit cursul de formare
CARE A FOST CONTEXTUL PROIECTULUI?
Proiectul s-a integrat n prevederile documentelor programatice adoptate la nivel european
care recomand creterea abilitilor angajailor n contextul mai larg al reformei sistemului de
educaie n Romnia prin dezvoltarea i folosirea mai eficient a capitalului uman.
Prezentul proiect a crescut capacitatea personalului didactic de a oferi programe participative
elevilor i ntregii comuniti deoarece activitile educaionale propuse s-au desfurat prin metode
de predare interactiv, rspunznd prioritii identificate pentru perioada 2007-2013 de a mbunti
condiiile de nvare.
Considerm c modernizarea/mbuntirea educaiei i a formrii continue a factorilor de
decizie din coal i comunitate au asigurat premisele generale pentru mbuntirea calitii
educaiei pentru toate vrstele i au furnizat competene pentru a deveni ceteni responsabili i
activi.
Proiectul a contribuit la dezvoltarea unor metode noi, inovatoare de combatere a
discriminrii, prin implicarea elevilor, prinilor i membrilor comunitii n activiti de
voluntariat, la contientizarea adulilor de rolul i importana formrii unui parteneriat coal-
familie-comunitate, prin participarea acestora la cursuri de formare profesional pe acest domeniu.
CARE SUNT MOTIVELE CARE AU CONDUS LA ELABORAREA PROIECTULUI?
Proiectul a urmrit dezvoltarea unor competene cheie cum ar fi: utilizarea unor noiuni,
concepte, legi i principii specifice pentru educaie, investigarea i rezolvarea unor probleme viznd
coala i promovarea unor valori i atitudini de tipul: formarea unui stil de via sntos, implicare
activ, dezvoltarea toleranei i solidaritii, dezvoltarea abilitilor antreprenoriale, iniierea
voluntariatului, dobndirea unui comportament ecologic etc.
Proiectul a fost necesar deoarece parteneriatul coal-familie-comunitate poate fi o soluie pentru
alocarea i folosirea resurselor locale, la nivel comunitar, pentru atragerea altor resurse, n vederea
rezolvrii problemelor comunitii. Ideea de parteneriat ntre coal i comunitate trebuie s se
bazeze pe principiul complementaritii serviciilor oferite de ctre organizaiile care activeaz n
comunitate. Construirea parteneriatului este un proces deliberat ce implic adoptarea unui
management bazat pe colaborare, comunicare i acceptarea diversitii, responsabilizarea
partenerilor i implicarea reciproc. colile sunt organizaii puternic ancorate n comunitate care,
prin statutul lor, prin competenele resurselor umane implicate n sistemul educaional, pot deveni
promotorul parteneriatului comunitar. Considerm c metodologia, precum i activitile propuse n
acest proiect, au avut motivaia continurii oferirii de programe de educaie n comunitate n viitorul
apropiat, iar pe termen lung, prin schimburile de experien, proiectul s devin un exemplu de
bun practic.
GRUPUL INT, format din factori de decizie de la nivelul unitii colare, CE,
Asociaia prinilor i comunitate, a fost selectat innd seama de posibilitatea de diseminare a
informaiilor obinute n urma formrii, la nivelul ariilor curriculare, ntlniri cu directorii, activiti
comune cu membrii CA, lectorate cu prinii, edine de consiliu, etc., n vederea promovrii
parteneriatul coal-familie-comunitate prin oferte educaionale extracurriculare i extracolare.
Elevii selectai s participe n proiect provin, n marea lor majoritate, din medii
dezavantajate (acetia au desfurat activiti de voluntariat adresate colegilor lor). Prin formarea
specific a factorilor de decizie de la nivelul colii i comunitii s-a urmrit familiarizarea acestora
cu problematica parteneriatului coal-familie-comunitate, a promovrii ceteniei active la elevi,
precum i cu iniierea i susinerea ofertelor educaionale noi proiectate i derulate ntr-o manier
inclusiv. Prin aceast formare specific s-a dorit i pilotarea unor modaliti inovative de educaie
extracurricular i nonformal destinate elevilor care vor facilita pe termen lung elaborarea de
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programe educaionale proprii, bazate pe introducerea voluntariatului i pe implicare tot mai activ
n viaa comunitii..
RELEVANA PROIECTULUI pentru elevi a avut valene multiple. Elevii au nevoie de
formare specific, dincolo de curricula colar, pentru a se putea implica n forme de educaie
nonformale, extracurriculare care s contribuie n mod consistent la dezvoltarea spiritului civic, a
ceteniei active a acestora, facilitnd formarea i exersarea unui cadru de valori umaniste dezirabil
bazat pe ncurajarea egalitii de anse, nediscriminrii, toleranei etc.
Prinii i-au contientizat rolurile i i-au asumat consecinelor unei asemenea provocri
pentru ei i membrii familiei.
coala a dezvoltat o viziune proprie cu privire la implicarea prinilor, i-a crescut
vizibilitatea i accesibilitatea echipei colare prin crearea contactelor coal - prini, a fost
valorizat prin atenia acordat cerinelor prinilor, s-a conectat la aspecte considerate importante
de ctre prini i cu care acetia au afiniti prin contientizarea aspectelor familiare, grij pentru
calitatea comunicrii dintre coal i prini, acordare de timp i spaiu prinilor pentru a participa
la activitile colii.
Sprijinul crescut din partea comunitii a fost generat de implicarea membrilor
comunitii n managementul colii.

EDUCAIA INTERCULTURAL N CAZUL ELEVILOR

CU CERINE EDUCATIVE SPECIALE

Balog Gertrud- Centrul colar de Educaie Incluziv nr. 1 Valea lui Mihai
Kovacs Krisztina- Centrul colar de Educaie Incluziv nr. 1 Valea lui Mihai

Diversitatea cultural este o realitate a lumii contemporane, realitate ce i pune amprenta

asupra tipurilor de educaie din coli. Educaia intercultural nu pune problema aprrii
diferenelor, recunoscnd c fiecare contribuie la mbogirea experineei umane.
n contextul pluralitii culturale se impune nu numai nsuirea unei limbi strine ci i a
elemetelor ce in de cultura respectiv. S ne imaginm urmtorea situaie: un tnr american care
locuiete n Oradea discut cu o fat de mai bine de 6 luni. Prinii fetei l invit ntr-o duminic la
ei acas, s ia mpreun prnzul. Biatul se pregtete, se mbrac elegant, cumpr un buchet de
cale pentru mama fetei i o sticl cu vin pentru tatl ei. ntlnirea decurge foarte bine, cu toate c
tnrul nu mnnc din toate felurile de mncare, dar respectuos face aprecieri cu privire la
buntile care au fost puse pe mas. Cu toate acestea mama fetei pare a fi puin distant. Motivul
nu este faptul c baiatul nu a gustat din toate felurile de mncare, nici mcar nu din cauza inutei,
mama s-a suprat din cauza florilor. Tnrul nu tia c n Romnia calele sunt flori care se
utilizeaz cu scopul mpodobirii funerariilor.
Acesta este un exemplu pe care obinuim s l spunem i elevilor notri pentru a nelege ct
de important este nsuirea aspectelor legate de cultura celor din jurul nostru. Lucrnd ntr-o coal
cu predare n limba maghiar, considerm deosebit de important nsuirea limbii romne de ctre
elevii notrii att n vederea formrii competenelor sociale ct i a celor civice. n acest sens
organizm activiti, parteneriate cu coli cu predare n limba romn, activiti de socializare n
vederea dezvoltrii competenelor de cooperare i valorizare pozitiv a diferenelor, de orientare n
valorile culturii proprii i a etniilor conlocuitoare, ntru creterea gradului de toleran i
acceptabilitate.
Educaia intercultural nu se limiteaz n mod exclusiv la transmiterea unor coninuturi
specifice din cadrul unei discipline particulare , consolidarea abordarii sale interdisciplinare este
fundamental. Ea nu poate fi conceputa doar pentru mediul colar, ci se impune si in mediul
extrascolar (familie, grupuri sociale, institutii , comunitati , mass - media). Se constat i o
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schimbare a rolului profesorului, care depaseste funcia de a comunica modele i programe, acesta
trebuind s acorde o mai mare atenie spiritului de initiaiv i creativitii.
Un loc semnificativ l deine determinarea fundamentelor psihologice ale educaiei
interculturale, care se axeaz pe definiiile clasice ale personalitii ca o construcie sociocultural.
S-a constatat c o dimensiune a realizrii interculturalitii o constituie i fenomenul de socializare
i de reprezentare social care are la baz achiziionarea normelor interculturale i dobndirea
contiinei de sine i a sentimentului de apartenen la o identitate cultural. Nu mai puin
important, ca baz teoretic a educaiei interculturale, este i abordarea pedagogic care se bazeaz
pe schimbarea reprezentrilor i a raporturilor, nu numai n mod ideal ntre culturi, ci i ntre
persoane purttoare de culturi, recunoscnd fiecreia legitimitatea unui loc echivalent n instituia
de nvmnt.
Fundamentele pedagogice ale educaiei interculturale sunt prezentate prin sistemul de
competene interculturale, care include trei componente: motivaie, cunoatere, abiliti i prin
sistemul didactic cross-curricular de formare a competenelor interculturale la elevi i prin definirea
educaiei interculturale.
Ora de educaie intercultural i va permite elevului s lucreze pe cont propriu n achiziia de
cunotine i aplicarea lor n practic. n aceste circumstane profesorul va utiliza acele strategii
didactice pe care pedagogia postmodern le pune la dispoziie i care vor fi selectate n funcie de
mai muli factori, printre care: obiectivele preconizate, vrsta vizat, preferinele de nvare,
deficienele i dificultile elevilor, materialele didactice avute la dispoziie, arsenalul propriu al
profesorului etc.
Conform programei colare pentru disciplina Educaie intercultural competena
intercultural se demonstreaz prin soluionarea eficient a problemelor, aprute n context
intercultural. Competena intercultural include urmtoarele componente: cognitiv, afectiv i
comportamental. Componenta cognitiv presupune existena contiinei culturale i intercultural
adecvate. La acest nivel este implicat recunoaterea faptului c oamenii interpreteaz unul i
acelai comportament n mod diferit. Componenta afectiv cuprinde tot ansamblul de atitudini de
stim, de recunoatere, deschidere, valorificare, curiozitate fa de cellalt. Componenta
comportamental implic capacitatea de a empatiza, de a tolera prezena celuilalt n permanen
cotidian, de a gsi i utiliza eficient modaliti de adaptare i convieuire armonioas ntr-un mediu
intercultural. Competena intercultural se formeaz prin intermediul activitilor, realizate n
mediul educaional formal, nonformal i informal.
n cazul primei componente este vorba n general de deprinderi legate de operaii cognitive:
reflecie, identificarea unor aspecte culturale, contientizarea anumitor procese. Ultimele dou
aspecte, componenta afectiv i cea comportamental, necesit ns asumarea unui rol activ de ctre
individ: respectul pentru diversitate i respingerea atitudinilor discriminatorii se afl pe axa aciunii.
Componenta comportamental este prin excelen una a aciunii concrete, a implicrii civice active
n combaterea atitudinilor contrare principiilor educaiei interculturale. Aceast trecere de la pasiv
la activ se desfoar n paralel cu internalizarea principiilor educaiei interculturale de ctre
individul expus interveniei n acest domeniu. Fr internalizarea valorilor individul nu poate trece
la aciunea concret pe care o intesc obiectivele educaiei interculturale. De aceea, parcursul
trebuie s fie complet, progresia s mearg pn la capt, i intervenia s ating nivelul de
profunzime la care valorile sunt internalizate de ctre individ.
n cazul nvmntului special, pentru nelegerea celor trei componente: cognitiv, afectiv
i comportamental, este nevoie de utilizarea unor metode i mijloace didactice ct mai variate. n
cazul metodelor putem evidenia importana oferirii exemplelor, studiilor de caz, jocul de rol,
metode de comunicare oral-vizuale, explicaia, dezbatarea etc.. n ceea ce privete mijloacele
didactice, la elevii cu cerine educative speciale se impune utilizarea unor materiale ct mai
diversificate. n acest sens utilizm un bogat suport imagistic, materiale audio-vizuale, accesorii
necesare jocurilor de rol (mti, mbrcminte diverse).
Educaia intercultural n coli se bazeaz pe interaciuni ntre diferitele grupuri culturale i
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sociale, dup caz, astfel pentru organizarea muncii n clas sunt necesare unele modificri. Unul
dintre principalele elemente ale schimbrii este creterea competenelor elevilor n propriul proces
de nvare. n cazul elevilor cu cerine educative speciale se impune concretizarea aspectelor legate
de diversitatea cultural. Acest lucru l obinem prin organizarea activitilor de creaie. n acest
sens srbtorim anumite evenimente cu specific romnesc (Dragobete, Mrior), n colaborare cu
instituii partenere, coli de mas cu predare n limba romn. Aceste activiti sunt de mare succes
att n rndul elevilor ct i n rndul prinilor. Prin implicarea prinilor n activitile de educaie
intercultural, elevii reuesc s i nsueasc elementele comportamentale. Modelul de
comportament parental are o influen major n dezvoltarea copilului. Tradiiile i obiceiurile care
sunt prezente n viaa unei familii vor fi pstrate i de copii, viitorii aduli ai societii. n familiile
n care prinii nu neleg importana educaiei interculturale i nu i dezvolt competenele legate
de aceasta, exist posibilitatea ca i copiii s urmeze modelul negativ. n acest sens, putem spune c
educarea prinilor privind interculturalitatea poate avea rezultate i la nivelul educaiei elevilor.
Un elev cu cerine educative speciale poate nelege mai bine diversitatea lumii n care
triete, deoarece i viaa lui este una diferit fa de covrstnicii lui. n acest context putem face o
comparaie ntre acceptarea persoanelor cu dizabiliti i a celor care provin din medii culturale
diferite. Elevii trebuie s neleag varietatea lumii i s adopte o atitudine pozitiv, non-
discriminativ, fa de orice membru al societii, orict de diferit ar fi acesta.
Varietatea este condimentul vieii, care-i d tot gustul ( William Cowper) - aceasta este
principiul dup care trebuie s se ghideze societatea pentru a asigura o optim socializare pentru
viitoarele generaii.

BIBLIOGRAFIE
1. Myriam Denis ,"Dialoguri culturale", 2000, p. 62
2. Institutul de tiine ale Educaiei Educaie intercultural- Curriculum colar, Chiinu,
2012, p. 4
3. Chiriac A. Proiectarea cross-curriculumului educaiei interculturale. USM Studia
universitatis, seria tiine ale Educaiei, nr. 5 (35), 2010, p. 36-40.

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 NVAREA INTERGENERAIONAL: PRINII - DASCLI

Prof. Foca Mihaela Iuliana

coala Gimnazial Episcop Iacov Antonovici Brlad

nvarea intergeneraional este o modalitate prin care oamenii de toate vrstele pot nva
mpreun, unii de la alii, pentru a obine diferite abiliti, valori i cunotine, fiind parte important
a nvrii pe parcursul vieii. Dincolo de transferul de cunotine, nvarea intergeneraional
ncurajeaz nvarea reciproc dintre diferitele generaii i contribuie la dezvoltarea capitalului
social i a coeziunii sociale n societile noastre mbtrnite.
Auzim tot mai des sintagma prpastia dintre generaii care, se pare, devine tot mai
pregnant. Aceast prpastie poate fi definit ca un conflict ntre generaii - este conflictul ntre
vechi i nou, ntre ataamentul pentru pstrarea tradiiilor, pe de o parte, i deschiderea la
schimbare, la nou, pe de alt parte, ntre frica de viitor i ncrederea n viitor.
n mod tradiional educaia este realizat de un subiect, educator care este o persoan matur
i care i orienteaz aciunile i mesajele educaionale ctre un obiect al aciunii educaionale,
elevul.
Educaia intergeneraional vine s nuaneze i s extind noiunea de educaie, care se
limita ntr-o direcie unilateral : adult copil, conturndu-i noi valene i direcii: educaia poate fi
realizat i n sens invers - de la copii ctre aduli.
Este bine tiut faptul c bunicii i chiar prinii sunt surprini i realizeaz c nu mai pot ine
ritmul cu nepoii/copiii lor. Unii prini se simt dezarmai fa n fa cu noile tehnologii, iar bunicii
se simt dai la o parte n favoarea tabletei, computerului sau telefoanelor de ultim generaie.
O soluie menit s mbuntesc calitatea relaiilor dintre generaii este nvarea
intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul sistemului de
nvmnt din Romnia. Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de
vrst implicate: pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de
comunicare i de conectare la valorile i tradiiile socio-culturale; pentru aduli, aceast interaciune
poate oferi oportuniti de nvare i dezvoltare a abilitilor de lucru cu noile tehnologii, se pot
conecta direct la preocuprile copiilor lor beneficiind astfel de o capacitate crescut de cunoatere i
interacionare; beneficiile pentru comunitate pot fi semnificative pentru c acest tip de nvare
aduce mpreun diverse categorii de vrst care colaboreaz i fac schimb de cunotine care pot
constitui o adevrat resurs de dezvoltare comunitar.
nvarea intergeneraional reprezint o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii, a interaciunii, a transmiterii unor cunotine,
credine i bune practici copiilor sau adulilor prin intermediul unor activiti formale sau informale.
Aceste trasmiteri i nvri au loc n contexte formale atunci cnd se desfoar n coli i n
contexte informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri
care i are ca protagoniti pe aduli i copii.
nvarea ntre generaii presupune colaborare, activiti de tip pereche copii i
prini/bunici mplicarea tuturor n activiti autentice de promovare a demersului civic i de
conectare la realitatea social ce poate aduce un plus de valoare familiei, colii i comunitii.
Acest colaborare poate avea loc la nivelul colii, prin activiti comune bunici/prini-copii
facilitate de nvtori/profesori.
n acest sens am demarat i susinut o serie de activiti la clas care au fost susinute de
prinii elevilor, alegnd tematica din domeniul n care ei i desfoar activitatea.

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 Educaie rutier Despre animale

Lecie de comunicare Educaie financiar

Prinii i-au luat n serios rolul de dascli i s-au pregtit cu materiale sugestive: prezentri
PowerPoint, jocuri, plane, ecusoane, poveti, diplome etc.
Elevii au participat activ la lecii atrai fiind de ineditul situaiei, de familiaritatea cu care
prinii le-au vorbit, de frumuseea povetilor n care au fost mbrcate cunotinele, de discuiile
legate de nevoile i situaiile de via prin care ei trec.
Astfel, lecia de educaie rutier a avut un pronunat caracter preventiv: s-a discutat despre
conduita corect pe care trebuie s o adopte elevii n trafic; despre unele comportamente ce trebuie
evitate; despre alegerea locurilor de joac sigure. Situaiile prezentate, de printele-poliist la Poliia
Rutier, de nclcare a normelor rutiere au fost analizate de elevi stabilindu-se regula nclcat,
posibilele urmri ale acestui comportament i care ar fi trebuit s fie conduit corect.
Lecia Despre animale susinut de un printe, medic veterinar, a promovat n rndul
copiilor comportamentele pozitive, de grij i dragoste fa de animale i au condamnat violena i
cruzimea fa de prietenii notri necuvnttori. Copiii i-au prezentat animalele de companie, au
specificat modul n care le ngrijesc, cu ce le hrnesc i necesitatea vizitrii periodice a medicului
veterinar pentru a le asigura o stare de sntate normal. Prezentarea unor plane cu speciile de
cini i pisici, precum i a unui cel, animal de companie a unei eleve din clas a animat ntlnirea.
Lecia de comunicare realizat de un printe specialist n comunicare, funcionar al
Judectoriei Brlad, a fcut ca elevii s neleag mai bine mecanismul comunicrii, factorii care pot
favoriza sau perturba comunicarea, modalitile de optimizare a comunicrii. Jocurile interactive,
percepute de elevi ca fiind amuzante i distractive, i-au atras pe elevi n situaii reale de comunicare
n care au fost nevoii s vorbeasc un minut despre un subiect la alegere, fr s fac pauze, s
continue o poveste nceput cu nc o propoziie, innd cont de propoziiile i de cursul dat povetii
de ctre colegi, s realizeze o scrisoare, n grup un grup avnd dreptul de a se sftui, cellalt, nu;
s comunice prin limbajul mimico-gestural, etc.
Lecia de educaie financiar, ne-a introdus n atmosfera bancar prin ecusoanele pe care
elevii le-au primit cadou. Filmul legat de istoria comerului i a banilor ne-a fcut s aflm lucruri
inedite despre trocul de acum mii de ani i de modalitile ingenioase cu care strmoii omului
realizau schimbul de produse folosind ca moned de schimb vrfurile de sgei sau penele.
Activitatea practic legat de realizarea unui buget al familiei i repartizarea sumelor pe nevoi, i-a
620
fcut contieni pe copii de necesitatea asigurrii de ctre prini, n primul rnd a condiiilor bune
de trai (hran, mbrcminte, utiliti, medicamente, etc.) i apoi, n funcie de bugetul disponibil, a
plcerilor lor (jocuri, jucrii, etc). Ei au mai aflat de importana economisirii unor sume de bani,
lucru pe care l poate face i un copil pentru a-i satisface unele plceri. Diploma de merit primit
n ncheierea activitii a fost o plcut modalitate de evaluare, de apreciere a participrii elevilor la
lecie.
In afara de cunotinele legate de educaia rutier, de medicina veterinar, de educaia
financiar i de noiunile de comunicare, elevii au fcut cunotin cu unele meserii, poate
necunoscute nc pentru ei, leciile cptnd astfel i o latur de orientare colar i profesional.
Curiozitatea elevilor a fost nemrginit, ei dorind s afle titulatura posturilor pe care sunt angajai
prinii, domeniul i activitile pe care le desfoar zilnic, studiile de care au nevoie pentru a putea
obine un astfel de post cnd vor crete.
Prezena propriului printe n faa clasei a contribuit la creterea stimei de sine i la formarea
sintalitii grupului.
Realizarea acestor lecii altfel, interactive i ieite din tiparele clasice ale unei lecii, a fost
o experien de neuitat att pentru elevi, care s-au simit mndri de prinii lor i au nvat lucruri
noi, ct i pentru prini, care copleii de emoie, i-au asumat i ndeplinit cu succes,
responsabilitile rolului de dascl.

BIBLIOGRAFIE:
Intergenerational Learning (2012) eTwinning learning events

UN PRINTE BUN - ASCULT, PSTREAZ, INOVEAZ

Marchi Ionela, Grdinia Nr.229

Dinu Maria, Grdinia Nr.229

Prinii buni le dau copiilor rdcini i aripi: rdcini pentru a nu-i uita originile i aripi
pentru a zbura i a se folosi de ceea ce i-au invat. ( Jonas Salk )
Rolul de printe este unul deosebit de complex ce implic o multitudine de variabile, de
aceea este att de dificil de rspuns la ntrebarea Ce reprezint un printe bun?
Printele reprezint cel mai apropiat model pentru copilul su i toi prinii, ar trebui s fie
ntotdeauna contieni de acest fapt, ns, n acelai timp, faptul c printele este un model demn de
urmat, nu garanteaz nimeni c va avea un copil cu o personalitate echilibrat i adaptat la viaa
social.
Principalele caracteristici ale unui printe bun, dup Duclos (2004, p.227), sunt urmtoarele:
- are obiceiuri sntoase n viaa sa;
- rspunde nevoilor copilului;
- asigur securitatea fizic;
- asigur copilului o anumit stabilitate prin prezena sa;
- este disponibil pentru copilul su;
- este empatic pentru copilul su;
- favorizeaz un ataament securizant;
- stimuleaz copilul n plan corporal, sensorial, intellectual, social i moral;
- respect ritmul dezvoltrii copilului;
- este deschis la comunicarea cu copilul su;
- ine cont de ideile i opiniile copilul su;
- propune alternative copilului su;
- stabilete limite clare;
- ia decizii fr ambivalen n raport cu valorile sale;
621
 - este un model de valori integrate;
- este capabil s fie ferm asupra unor puncte importante i flexibil cu altele;
- ajut copilul s i asume responsabiliti;
- evit luptele pentru putere;
- favorizeaz curiozitatea copilului;
- favorizeaz viaa social a copilului;
Printele trebuie s adopte atitudini i abiliti care s rspund nevoilor ce caracterizeaz
fiecare vrst a copilului, s favorizeze dezvoltarea n condiii convenabile, s gseasc soluii
pentru problemele cu care se confrunt copilul n diferite etape ale vieii (Vrsma E, 2014 p.22)
Printele i construiete propriul sistem de valori, propriile atitudini i comportamente
bazndu-se pe experiena sa de via, pe modelele pe care le-a preluat de la prinii si (bunicii
copilului) i abia n ultimul rnd pe ce a nvat din cri. Dialogul ntre generaii reprezint
premisele eseniale pentru construirea unei comuniti puternice, deoarece vrstnicii nu se simt
izolai, dac i folosesc experiena n folosul celor tineri, iar cei tineri merg pe nite ci deja
cunoscute, reuind s evite astfel anumite obstacole sau pericole iminente.
Faptul c se bazeaz pe experiena generaiilor anterioare (bunicilor, strbunicilor), nu
nseamn conservatorism din partea prinilor tineri, ci dimpotriv posibilitatea de a inova. Pornind
de la anumite lucruri cunoscute (sisteme de valori, metode, procedee), ei pot ncerca fr tem
strategii noi, fr a fi nevoii s ncerce ce a fost deja nercat n practic i validat de generaiile
anterioare. Cum se spune n popor, nu este necesar ca roata s fie iari inventat.
Altfel spus, nimeni nu se nate printe, ci se formeaz ca atare prin organizarea i
structurarea unei imagini clarea ceea ce nseamn locul i rolul su n dezvoltarea copilului. Prinii
cresc i se dezvolt n rolul de printe, iar n acest proces o importan deosebit o prezint
mprtirea experienelor parentale, deoarece prinii nva unii de la alii ( Galinsky, 1987, p.11).
Aa cum copiii sunt ntr-o permanent dezvoltare pe drumul formrii personalitii i
adaptrii sociale, prinii se gsesc ntr-o continu transformare i formare n dezvoltarea
competenelor lor parentale. n aceast situaie prinii care au nelepciunea de a prelua ceea ce este
bun de la generaiile anterioare (valori, tradiii, obiceiuri), pun o temelie solid la formarea
personalitii copiilor care nu se vor simi niciodat dezrdcinai indiferent de multitudinea
schimbrilor prin care trece societatea.
Anton Moisin propune codul comportrii prinilor, pe care l redm i noi ca tem de
reflecie:
1. Tratai-i n mod egal pe copii!
2. Educai-i n spiritul cerinelor morale cretine!
3. Nu v certai n faa copiilor!
4. Asigurai unitate ntre prini n cerinele educative!
5. Descurajai rul care l-a biruit pe copil, dar nu copilul!
6. Avei rbdare!
7. Artai iubire copiilor, dar o iubire corect!
8. Pedeapsa s fie constructiv i prudent!
9. Fii model moral pentru copii!
10.Catigai ncrederea copilului!

BIBLIOGRAFIE:
Duclos Germanin, Pour tre des parents acceptable, Ed. Editura Robert, 1988
Galinsky Ellen, The six stages of Parenthood. Parents will Recognize Themselves Again and
Again in This Book in Psychology Today, Addison-Wesley Publishing Company, USA,
1987.
Moisin, A. Arta educrii copiilor i adolescenilor n familie i n coala.ndrumtor pentru
prini, educatoare, nvtori, dirigini, profesori, Ed. Didactic i Pedagogic, Bucureti,
2007, pag.4
622
 Vrsma Ecaterina, Competena parental, Revista Naional de profil psihopedagogic
pentru cadrele didactice din nvmntul precolar i primar, Editura Arlequin, Bucureti,
2014, pag.22-25;

LIMBAJUL INTERGENERAIONAL
LIANT NTRE GENERAII

Prof. Mirona Olivia Crian

Colegiul Tehnic Dorin Pavel Alba-Iulia

Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care

dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Multe dintre
diferente se situeaz la nivel de limbaj.
Cuvintele construiesc lumea. Ele dau, n genere, sens realitii i ajut n crearea sensului
acesteia. n dialogul Cratylos al lui Platon regsim funcia de baz a cuvntului, aceea de a
denomina: Tot astfel vom asocia i noi literele lucrurilor: cte unuia una singur, cnd vom crede
de cuviin, alteori mai multe, alctuind ceea ce numim silabe, apoi vom reuni la rndul lor aceste
silabe, dnd astfel natere numelor i cuvintelor. Iar din aceste nume i cuvinte vom construi ceva
mare i frumos i ntreg aa cum mai sus prin meteugul desenului lua natere o pictur; acum
vom construi prin meteugul numirii sau al oratoriei, sau cum se va fi chemnd, nsi vorbirea. 103
Arghezi percepe aceast construcie extern lingvistic dar pe un ton mai ludic. Cuvntul
poart semne primordiale, chiar de genez: Un cuvnt numete, alt cuvnt l pune n micare, un
alt cuvnt i aduce lumina. Un cuvnt cntrete un miligram i alt cuvnt poate cntri greutatea
muntelui [...]. Cuvinte fulgi, cuvinte aer, cuvinte metal [...]. Chimia aplicat la culori i parfume este
o copilrie, comparativ cu magiile foarte vechi, pe care le realizeaz cuvintele, de la primele cntece
i basme despre Dumnezeu i om [...].104
Limbajul, vorbirea stabilete conexiuni de dependen i de interdependen cu societatea.
Limba, la rndul ei, reprezint o dimensiune interioar a omului n calitatea sa de fiin social
care o folosete tocmai drept instrument de comunicare. Prin urmare, iat cum definea Saussure
caracterul imutabil al limbii: Dac, n raport cu ideea pe care o reprezint, semnificantul apare ca
fiind liber ales, n schimb, n raport cu comunicarea lingvistic care l folosete, el nu este liber,
este impus. Masa social nu este deloc consultat i semnificantul ales de limb n-ar putea fi
nlocuit cu un altul. Acest fapt, care pare a cuprinde o contradicie ar putea fi numit, n mod
familiar, cartea de joc impus.105
Aceeai idee, dar cu un caracter mult mai patriotic, pare s o fi avut i Alecsandri cnd
afirma c limba este, de fapt, motenirea lsat de ctre trecut, viitorului, prin urmare dobndim
limbajul i nu l crem: Limba este tezaurul cel mai preios pe care-l motenesc copiii de la prini,
depozitul cel mai sacru lsat de generaiile trecute i care merit s fie pstrat cu sfinenie de
generaiile ce-l primesc. Ea este cartea de noblee, testimoniul de naionalitate al unui neam. 106
Mihai Eminescu, pe de alt parte, numea limba romn o uli pe care clcm toi cei care o
folosim, un acas spiritual pe care l vom regsi mereu n noi nine: Aceast parte

103
Platon, Opere, volumul III, Euthydemos, Cratylos, Editura tiinific i Enciclopedic, Bucureti, 1983, p. 316.
104
Tudor Arghezi, Tablete de cronicar, Editura de Stat pentru Literatur i Art, Bucureti, 1960, p.75.
105
Saussure, Ferdinand de, Curs de lingvistic general, traducere i cuvnt nainte de Irina Izverna Tarabac, Polirom,
Iai, 1998, p. 42.
106
Vasile Alecsandri, Despre literatur n Scriitori romni despre limb i stil, Editura Albatros, Bucureti, 1976, p. 53.
623
intraductibil a unei limbi formeaz adevrata ei zestre de la moi strmoi, pe cnd partea
traductibil este comoara gndirii omeneti n genere. Precum ntr-un sat ne bucurm toi de orecari
bunuri, care sunt ale tuturor i ale nimnui, ulii, grdini, piee, tot astfel i n republica limbelor
sunt drumuri btute cari sunt ale tuturor adevrata avere proprie o are ns cineva acas la sine. 107
Dac depindem de un cod lingvistic pentru desemnarea realitii atunci nvarea acestuia
trebuie s aib o mare importan. Raportat la sistemul educaional, vom spune c vocabularul
devine cheia comunicrii verbale: Toat viaa i toat societatea, laolalt cu toat cultura, sunt o
chestiune de comunicare. [] Comunicarea e de date. De semnale sau chiar de semnificaii i
nelesuri;108
Vocabularul reprezint bogia cuvintelor care creeaz lumea: E miraculos cuvntul pentru
c la fiecare obiect din natur i din nchipuire corespunde un cuvnt. Vocabularul e harta
prescurtat i esenial a naturii i omul poate crea din cuvinte, din simboale, toat natura din nou
[...]. Meteugul cuvntului a cernut i cerne fr rgaz lumea i sufletul ei i a dat natere
literaturii.109
n programele colare studierea vocabularului nceput s ctige teren doar n ultimele decenii
o dat cu trecerea la modelul comunicativ-funcional: n structurarea programelor pentru
nvmntul obligatoriu, imperativele sociale sunt prioritare. Ele dicteaz, n funcie de profilul de
formare a viitorului cetean, nivelul i tipul cunotinelor i abilitilor lingvistice i culturale. Aa
se explic majoritatea modificrilor de perspectiv conturate n programele actuale. Structurate n
funcie de exigenele unei societi democratice, aceste documente propun o nou viziune asupra
limbii i culturii. Accentele cad asupra limbii instrument de comunicare (i un ansamblu de reguli
coercitive), i asupra culturii realitate plural i deschis (i nu u spaiu muzeal).110
Unul dintre adevrurile nc rmase nespuse este c: Oamenii cu un vocabular amplu au
tendina de a fi intrigai de cuvinte. 111 Construcia lui ncepe de la o vrst fraged. Bazele
vocabularului trebuie puse n clasele primare, deoarece cnd aceast etap este srit atunci se
produce dezastrul: Cunotinele de vocabular la copiii mici au efecte directe n succesul lor de a
citi de mai trziu. Copiii care ncep coala cu o cunoatere limitat a vocabularului rmn i mai
mult n urm n citirea i comprehensiunea textului.112

BIBLIOGRAFIE
Alecsandri, Vasile, Despre literatur n Scriitori romni despre limb i stil, Editura Albatros,
Bucureti, 1976,
Arghezi, Tudor, Tablete de cronicar, Editura de Stat pentru Literatur i Art, Bucureti, 1960.
Eminescu, Mihai, Manuscrise, mss.2257, fila 242.
Noica, Constantin, Comunicare i cuminecare n Cuvnt mpreun despre rostirea romneasc,
Bucureti, Editura Eminescu, 1987.
Pamfil, Alina, Limba i literatura romn n gimnaziu. Structuri didactice deschise, Editura
Paralela 45, 2003.
Platon, Opere, volumul III, Euthydemos, Cratylos, Editura tiinific i Enciclopedic, Bucureti,
1983.
Saussure, Ferdinand de, Curs de lingvistic general, traducere i cuvnt nainte de Irina Izverna
Tarabac, Polirom, Iai, 1998.

107
Mihai Eminescu, Manuscrise, mss.2257, fila 242.
108
Constantin Noica, Comunicare i cuminecare n Cuvnt mpreun despre rostirea romneasc, Bucureti, Editura
Eminescu, 1987, p. 269.
109
Tudor Arghezi, Op. cit., p. 75.
110
Alina Pamfil, Limba i literatura romn n gimnaziu. Structuri didactice deschise, Editura Paralela 45, 2003, p.20.
111
People who have large vocabularies tend to be intrigued by words.
112
Vocabulary knowledge in young children directly affects their later success in learning to read (Roit, 2002).
Children who enter school with limited vocabulary knowledge fall even further behind overtime in reading fluency and
comprehension (Baker, Simmons, &Kameenui, 1997).

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 CRETEREA CALITII EDUCAIEI PRECOLARE PRIN
ABORDAREA UNUI CURRICULUM INTEGRAT

Prof. nv. preprimar Har Dalina

Prof. nv. preprimar Vlean Liliana
Grdinia Mica Siren, Cluj-Napoca

DHainaut atrgea atenia asupra faptului c punctul central al curriculum-urilor trebuie s

fie elevul, nu materia. i c atunci cnd se vorbete de coninutul curriculum-ului trebuie s
nelegem c nu este vorba de enunri de materii de nvat, ci de scopuri exprimate n termeni de
competene, moduri de a aciona sau de a ti n general ale elevului.
Actualul curriculum pentru nvmntul precolar cuprinde toate activitile existente n
interiorul structurii organizaionale a grdiniei de copii, destinate s promoveze i s stimuleze
dezvoltarea intelectual, afectiv, fizic i social a copiilor. Accentul se pune pe interesele, nevoile
i posibilitile fiecrui copil, precum i pe respectarea ritmului propriu al acestuia de a acumula
cunotine i de a se integra n societate.
Punctul central al noii curricule este promovarea conceptului de dezvoltare global a
copilului. Perspectiva dezvoltrii globale a copilului accentueaz importana domeniilor de
dezvoltare a copilului, n contextul n care, n societatea de azi, pregtirea copilului pentru coal i
pentru via trebuie s aib n vedere nu doar competenele academice, ci n aceeai msur, i
capaciti, deprinderi, atitudini ce in de dezvoltarea socio-emoional (a tri i a lucra mpreun sau
alturi de alii, a gestiona emoii, a accepta diversitatea, tolerana etc.), dezvoltarea cognitiv
(abordarea unor situaii problematice, gndirea divergent, stabilirea de relaii cauzale, asocieri,
corelaii etc.), dezvoltarea fizic (motricitate, sntate, alimentaie sntoas etc.). Abordarea
curriculumului din perspectiva dezvoltrii globale vizeaz cuprinderea tuturor aspectelor importante
ale dezvoltrii complete a copilului, n acord cu particularitile sale de vrst i individuale.
Activitile integrate reprezint acel tip de activiti care favorizeaz dezvoltarea global a
copilului i prin faptul c n cadrul lor se mbrieaz metode de predare-nvare a cunotinelor
mbinnd diverse domenii.
Predarea n manier integrat a disciplinelor din cadrul nvmntului precolar
presupune sintetizarea i organizarea didactic a informaiilor din domenii diferite ale cunoaterii n
vederea pstrrii unei legturi strnse ntre experienele de nvare i viaa real. Ideea central este
aceea a integrrii cunotinelor i aplicaiilor, a eliminrii nvrii parcelare, pe discipline sau
obiecte de nvmnt. O finalitate important a predrii integrate n cadrul noului curriculum este i
descoperirea, de ctre fiecare precolar, a propriei identiti, a autonomiei i dezvoltarea unei
imagini de sine pozitive.
Din punct de vedere curricular, integrarea nseamn:
- organizarea, punerea n relaie a disciplinelor colare, a domeniiilor de cunoatere, cu scopul de a
evita izolarea lor tradiional;
- procesul i rezultatul procesului prin care copilul, elevul interpreteaz informaia care i este
transmis pornind de la experiena de via i de la cunotinele pe care deja le-a nsuit;
- stabilirea de relaii de convergen ntre cunotinele, capacitile, competenele, atitudinile,
valorile ce aparin unor discipline colare distincte;
- proces educaional organizat astfel nct s traverseze barierele obiectelor de studiu, predarea i
nvarea sunt vzute din perspectiv holistic, reflectnd lumea real, care este interactiv.
Un curriculum integrat presupune construcia unui mediu curricular care va capacita cel mai
bine copiii, elevii s relaioneze cu sens experienele lor colare ntre ele, cu cele din afara colii i
cu propriile nevoi i interese.
Literatura de specialitate ofer o serie de modele de organizare i monitorizare a curriculum-
ului integrat: modelul integrrii ramificate, modelul integrrii liniare, modelul integrrii secveniale,
modelul curriculum-ului infuzionat, modelul integrrii n reea, modelul polarizrii.
1. Modelul integrrii ramificate
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 Elementul central al modelului integrrii ramificate este tema studiat, iar detalierea
experienelor de nvare se face la primul nivel pe domeniile experieniale prevzute n program.
Al doilea nivel sunt considerate experienele de formare pe diversele dimensiuni psihofizice
individuale: intelectual, afectiv, social i fizic.
2. Modelul integrrii liniare
n cadrul integrrii liniare, integrarea curricular se face n jurul unei finaliti de transfer, de
tipul dezvoltrii comportamentului social. Acest model este aplicabil pentru finalitile urmrite
pe perioade mai nlungate de timp i este foarte potrivit pentru proiectarea interveniei educaionale
difereniate i individualizate cu scopuri recuperatorii sau de dezvoltare.
3.Modelul integrrii secveniale
n acest model, cunotine din aceeai sfer ideatic sunt predate n proximitate temporal,
dei abordarea lor se face distinct. Propuntorul faciliteaz transferul achiziiilor nvate de la un
domeniu la altul, prin comentariile, trimiterile, ntrebrile, sarcinile de lucru formulate. Proiectarea
pe teme ilustrez cel mai adesea acest model de integrare curricular.
4.Modelul integrrii n reea
Este soluia de integrare pe care o propune metoda proiectelor de investigare-aciune.
Pornind de la subiectul proiectului, copiii opteaz pentru o reea de teme i resurse de studiu
corelate cu tema central. Domeniul central i cele corelate ale proiectului sunt ele nsele teme
transdisciplinare i vor fi abordate ca atare.
Vom exemplifica modelul integrrii ramificate n cadrul activitii integrate desfurate
la grupa mare Zna Toamna. Aceast activitate s-a desfurat ca moment de finalizare a
proiectului Zna Toamna, fiind structurat pe apte subuniti, cu sarcini distincte pentru fiecare
tip de inteligen.
Nr. crt. Tip de inteligen Activitate
Povestea fructelor distrate
- copiii au compus poveti n care au introdus expresii literare
1. Lingvistic
din lecturile i poeziile nvate anterior, ilustrnd aciuni hazlii
care au fcut deliciul ntregii grupe.
Aeaz-m la locul meu
- joc didactic cu legume i fructe care trebuie aezate pe rafturi -
2. Logico-matematic
poziii spaiale; constituire de mulimi dup form, culoare i
mrime.
Fructe i legume - sntate-n lume
- copiii au compus reclame ncercnd s-i conving pe colegii
3. Naturalist
lor s le consume;
De ce nglbenesc frunzele copacilor toamna?
Vntul de toamn
4. Kinestezic
Dansul frunzelor ruginii
Cntece de toamn
5. Muzical - copiii au primit ca sarcin s reprezinte prin desen
sentimentele pe care le simt atunci cnd ascult diferite melodii.
6. Interpersonal Joc pentru toamn
Imagineaz-i c eti un/o (rndunic, porumbelul, urs,
furnic, firul ierbii, frunz etc.)
7. Intrapersonal - copiii, deghizai n diferite animale, insecte, elemente ale
naturii, au primit ca sarcin s descrie ce simt n anotimpul
toamna.

Tipurile fundamentale de nvare au evoluat de la simplul a nva s tii pentru tine

la a nva s trieti mpreun cu ceilali. Privit din aceast perspectiv, activitatea de
626
nvare se refer la spijinirea copiilor s se cunoasc pe sine, s ia decizii, s relaioneze cu ceilali,
s-i dezvolte creativitatea pentru a face fa unor situaii de via diverse. ncurajarea, participarea,
iniiativa, implicarea, creativitatea, parteneriatul sunt doar cteva caracteristici ce trebuie s
contureze personalitatea copiilor.
Prin abordarea activitilor n form integrat, educatoarea organizeaz nvarea ca un
regizor, un moderator, ajutndu-i pe copii s neleag, s accepte i s stimuleze opinii personale,
emoii, sentimente, s fie parteneri n nvare. Desfurnd activiti integrate, copilul are
posibilitatea de a-i exprima preri personale, de a coopera cu ceilali n elaborarea de idei noi, n
rezolvarea sarcinilor, n argumentare, devenind mai activ i ctignd mai mult ncredere n sine.
Abordarea integrat din perspectiva noului curriculum este o mpletire a coninuturilor ntr-
o form atractiv, flexibil, mobilizatoare, care conduce activitatea copilului spre investigare,
documentare, cercetare i aplicare practic a celor nvate.
n concluzie, se poate afirma c maniera de lucru prin activiti integrate este binevenit
deoarece transpune ntreaga sala de grup ntr-o lume de povesti, ntr-un loc al jocului venic n
care educatoarea realizeaz liantul ntre cunotine i copil. Vocaia, talentul, dorina de reuit care
nsufleete fiecare cadru didactic l vor ajuta pe acesta s realizeze o echilibrat mbinare a
metodelor i tehnicilor clasice cu cele moderne, pentru binele copilului.

BIBLIOGRAFIE:
1. *** Curriculum pentru nvmntul precolar (3-6/7 ani), Ministerul Educaiei, Cercetrii i
Tineretului, 2008, p.12, 15.
2. Gavra, Rodica, Totul pentru copil, Editura Diana, Piteti, 2008, p. 38-39.
3. Glava Adina, Glava Ctlin, Introducere n pedagogia precolar, Editura Dacia, Cluj-
Napoca, 2002, p.116, 119.
4. Glava, Adina, Pocol, Maria, Ttaru Lolica, Educaia timpurie ghid metodic pentru
aplicarea curriculum-ului precolar, Editura Paralela 45, Piteti, 2009, p. 15, 55.

SPECIFICUL SITUAIILOR EXTRACURRICULARE

SI VALENELE LOR EDUCATIVE

Prof. inv. primar- Ciuc Elena Diana

Cni Matei Basarab, Rm. Vlcea

Oricat de important ar fi educatia curricular, realizat prin procesul de nvmnt, ea nu

epuizeaz sfera influenelor formative exercitate asupra copilului. Rmne cadrul larg al timpului
liber al copilului, n care viaa capt alte aspecte decat cele din procesul de nvare colar. n
acest cadru, numeroi ali factori acioneaz, pozitiv sau nu, asupra dezvoltrii elevilor.
Dupa o binecunoscut clasificare UNESCO, educaia extracurricular, adic educaia de
dincolo de procesul de nvmnt, apare sub dou aspecte principale:
1. Educaia informal, reprezentnd influena incidental a mediului social,transmis prin
situaiile vieii de zi cu zi. Ne referim aici la educaia n familie, dar i la influena
comunitii sociale, a grupurilor de prieteni, a mass-mediei (n special a televiziunii).
2. Educaia non-formal, care se realizeazfie sub egida unitilor din sistemul de nvmnt,
fie n cadrul unor organizaii cu caracter educativ, independente de sistemul de
nvmntdar ale cror obiective educaionale sunt n concordan cu cele ale colii.
Atat in cadrul non-formal, cat i n cel informal apar numeroase tipuri de situaii cu efect
formativ. ntre aceste situaii exist raporturi multiple. O situaie din cadrul informal, de exemplu, o
vizit cu prinii la un muzeu sau la o expoziie organizat n localitate poate detepta interese
artistice sau tehnice ale copilului, care vor fi satisfcute apoi n cadrul non-formal al unui cerc din
coal. Aceste interese se pot rsfrange apoi n activitatea informal a unui grup spontan de prieteni,
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care au nclinaii n domeniul respectiv. De exemplu, o vacan petrecut ntr-o tabr colar
reprezint o situaie educativ ampl, n cadrul creia distingem numeroase situaii componente:
situaii n care copiii se autogospodresc, situaii de joc,situaii n care pregtesc un foc de
tabr,etc.
Chiar dac se afl sub controlul mai mult sau mai putin direct al colii, cum este cazulcu
activitile non-formale ndrumate de cadrele didactice, situaiile din cadrul extracurricular au o
identitate proprie. ncercm s desprindem unele valene educative care pot fi urmrite prin
organizarea respectivelor situaii.
1. Fiind desfurate n timpul liber, ele sunt bazate pe libera alegere a copiilor, pe dorinele i
interesele lor. Copiii ader la ele de bun voie; orice presiune extern(a prinilor,
educatorilor din coal sau animatorilor aduli din organizaia cerceteasc) slbete
atractivitatea, dar i influena lor.
Acest caracter opional nu trebuie neles totui n sensul unei totale non-directiviti a
educatorilor. Un educator priceput tie s le sugereze elevilor si c ar putea, de exemplu, s aduc
o bucurie btrnilor dintr-un azil din apropiere,pregtindu-le un program artistic. A impune lucrul
acesta ca pe o obligaie ar fi o greeal pedagogic; a-i sensibiliza pe elevi, pn la a-i face s
propun ei singuri aceast activitate, ar fi o dovad de miestrie pedagogic.
2. Situaiile din cadrul extracurricular non-formal, organizate fie n coal, fie de organizaia de
copii i tineret sunt, de regul, situaii de grup, chiar dac in desfurarea lor fiecare elev i
triete i propria sa situaie personal. Ele presupun o activitate comun, cu eluri comune,
ceea ce nu exclude ca fiecare elev s aib sarcini individuale n realizarea acestor eluri.
Relaiile sociale dintre elevi sunt mai bogate i mai variate decat n procesul de nvmnt.
De asemenea se lrgesc relaiile cu mediul social nconjurtor, cu comunitatea local.
Trebuinele sociale sunt mai profund satisfcute.
Din aceast caracteristic a situaiilor decurge o alt valen educativ: ele ndeplinesc o
funcie social-integrativ, permind relaii interpersonale i de grup, altele decat relaiile obinuite
n procesul de nvmnt. Bine concepute, aceste situaii i ajut pe copii sa descopere valoarea
cooperrii pentru atingerea unor eluri comune, fie ele i recreative.
3. i n situaiile din cadrul extracurricular se nva, dar altfel decat n cadrul colar. Este cel
mai adesea o nvare implicit, decurgnd din experiena trit direct. Are un caracter
practic, operaional i interdisciplinar. Ea nu se suprapune nvrii curriculare- are ns un
rol complementar n raport cu cea curricular, iar faptul c se desfoar la o temperatur
emoional mai ridicat decat activitile colare sporete i potenialul ei educativ.
i de aici desprindem o valen formativ a situaiilor educative extracurriculare; ele servesc
dezvoltrii copiilor atat sub aspect cognitiv, lrgind orizontul lor de cunoatere i mbogindu-l
cultural, cat i sub aspectul formrii lor morale i spirituale. Nu este o repetare a instruciei i
educaiei colare, ci o ntregire a ei prin experiene noi de via.
4. Datorit caracterului lor preferenial, multe activiti extracurriculare rspund mai direct
intereselor, nclinaiilor i aptitudinilor personale ale elevilor, care nu-i gsesc totdeauna
prilej de manifestare n clas. Mai ales cercurile de elevi din coli i cluburi ale copiilor
precum i "specializrile" din cercetie pot dezvlui i cultiva vocaii nebnuite, pasiuni
incipiente, talente n formare n domeniul artistic, tehnic,sportiv, etc,i acest lucru sporete
atractivitatea dar i valoarea lor. Iat, aadar, nc o valen pe care o putem fructifica:
relevarea unor aptitudini i nclinaii, altminteri neluate n seam, prin care se deschid
uneori, pentru elevii mai mari, chiar orizonturi profesionale.

BIBLIOGRAFIE
Apostol, P., Educaia i pedagogia n perspectiva operaional, E.D.P., Bucureti, 1969
Cerghit , I., O deschidere nou n explicarea procesului de nvmnt-teoria organizrii
situaiilor, n Revista de Pedagogie nr.12/1991
Hassenforder , J., Inovaia n nvmnt, E.D.P., Bucuresti, 1976
Lazr, Al., Situaii motivaionale favorabile nvrii de tip colar, E.D.P., Bucureti, 1975
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 PROFESORUL MIJLOCITOR INTRE NOUA GENERATIE SI VALORILE SOCIALE
CREATE DE OMENIRE
Profesor, Angela Calugarescu
Scoala Gimnaziala Sadova, Dolj

Profesorul are in primul rand rolul de a organiza si conduce activitatea didactica.

Succesul in munca instructiv educativa depinde in cea mai mare masura de cadrele
didactice, de competenta si dragostea lor pentru profesie. Nici planurile de invatamant, nici
programele scolare, nici manualele, nici baza materiala a scolii nu pot avea asupra elevului o
influenta care sa se poata compara cu aceea a profesorului.
Misiunea cadrelor didactice este inalta, nobila. Invatatorii si profesorii transmit generatiilor
tinere, in mod organizat si planificat, valorile culturale create de generatiile trecute, le indruma pasii
in vastul domeniu al stiintelor, vegheaza asupra formarii pesonalitatii lor, asupra orientarii lor
scolare si profesionale.
La intrarea in scoala, elevii nu stiu sa citeasca, nici sa scrie, nici sa socoteasca. Prin munca
metodica si perseverenta a invatatorului si apoi a profesorului ajung ca la absolvirea scolii (acum de
10 ani) sa aiba un larg orizont de cunostiinte despre natura si societate, ceea ce ii ajuta sa inteleaga
mai adanc fenomenele sa interpreteze corect evenimentele la care participa, sa-si dea mai bine
seama de rolul lor in viata.
Tot atat de puternica este si influenta pe care o exercita cadrul didactic asupra dezvoltarii
memoriei, imaginatiei, gandirii, spiritului de observatie al elevilor.
Profesorul ajuta pe fiecare elev sa faca progrese, il stimuleaza, il indruma, il corecteaza.
S-a crezut ca introducerea mijloacelor moderne de invatamant, ar duce la diminuarea rolului
invatatorului (profesorului).
In realitate, asa cum observa chiar unul dintre creatorii instruirii programate, B.F.Skinner,
folosirea in scoala a acestor mijloace amplifica rolul profesorului ca fiinta umana. Orice elev este
o individualitate complexa, care nu poate fi inteleasa si directionata decat de o persoana pregatita,
invatatorul sau profesorul. Asadar acestia sunt de neinlocuit.
Ce este important insa in acest moment? Sa se schimbe relatia dintre cadrul didactic si elev.
Principala functie a educatorului in scoala moderna nu mai este de a preda, a transmite
cunostiinte, ci de a indruma si a organiza activitatea de cercetare a elevilor. Profesorul colaboreaza
cu elevii, ii stimuleaza, creeaza conditiile optime de munca si de cercetare, ii ajuta sa-si formeze
personalitatea.
Ei ii obisnuiesc pe elevi cu munca sistematica si planificata, cu viata in grup, cu disciplina.
Prin lectii si activitati le clarifica notiunile morale, le dezvolta latura estetica. Convingerile si
sentimentele profesorului se transmit elevilor. Influenta educativa hotaratoare pe care o excercita
profesorul asupra elevilor sai se pastreaza ani de zile, uneori chir toata viata.
Insusirile necesare profesorului, calitatile care se cer oricarui profesionist deriva din esenta
activitatii lui. Pe langa unele insusiri generale, cerute fiecarui om, fiecarui profesionist, se cer
insusiri specifice meseriei, care sa asigure randamentul maxim al profesiei lui. Pentru unele profesii
s-au elaborate monografii profesionale, in care, pe langa informatii despre profesie,, se arata si ce
calitati se cer de la cel care ar dori sa imbratiseze acea profesie.
Profesia didactica este insa extreme de complexa, de aceea indicatiile despre insusirile
necesare profesorului sunt insufficient elaborate. Intelesul notiunii de professor bun nu este
acelasi la indivizii si categoriile solciale cu care profesorul vine in contact: elevii, parintii, directorii,
inspectorii scolari, organe administrative etc.
R.Hubert considera ca educatorul este omul care impins de vocatia sa interioara, isi consacra
activitatea, viata sa, spre a realiza valori culturale in indivizi tineri . El este deci un mijlocitor intre
generatia care se ridica si avloriile sociale create de omenire.
In primul rand orice profesor trebuie sa fie mesagerul unor valori, al unui ideal de viata.
Specificul profesiei, didactice il constituie indrumarea.
Metode de stabilirea a insusirilor profesorului.
629
 Principalele metode sunt: istorica, metoda inductiva si cea deductiva.
Metoda istorica sau literar istorica isi propune sa depisteze calitatile unui bun educator
pornind de la descrierile unor invatatori sau profesori prezentati ca personaje in operele literare, fie
de la cercetarea biografiei si activitatii marilor pedagogi, ca Pestalozzi, O.Decroly etc.
Metoda aceasta nu duce totusi la rezultate concludente. Se pare ca succesele obtinute sunt un
rezultat al personalitatii lor puternice, unice, ireductibile. Pe de alta parte calitatile lor nu au fost
studiate prin metode stiintifice in timpul vietii lor, ci sunt mai mult presupuse sau deduse.
Ne lipseste deasemenea cunoasterea exacta a imprejurarilor concrete in care au activat, a
materialului uman cu care au lucrat.
Metoda inductiva a fost si este larg folosita de cercetatori pentru stabilirea insusirilor
necesare unui bun educator: W.O.Doring Cercetari asupra psihologiei profesorului Leipzig;
Martin Keilhacker Profesorul ideal dupa conceptia elevilor Freiburg; I.Sulea Personalitatea
profesorului roman Buc.
Utilizand chestionare si teste, organizand anchete printre elevi, profesori, parinti se urmareste sa se
faca un inventar al calitatilor cerute profesorului. Prin aceasta metoda se obtin informatii bogate
despre opiniile elevilor, parintilor, profesorilor etc. cu privire la temperamentul profesorului ideal,
la varsta, conduita, raporturile lui cu elevii.
Unii dintre cercetatori au folosit aceasta metoda incercand sa stabileasca indirect insusirile
profesorului ideal, pornind de la motivele care i-au determinat pe tineri sa aleaga profesia de
educator si de rezultatele obtinute de ei.
S-a cautat, de asemenea, sa se afle cauzele esecurilor. S-a constatat ca rezultatele obtinute prin
aceasta metoda nu sunt nici ele concludente. Astfel unele calitati gasite ca importante prin unele
cercetari nu figureaza in lista altora. Persoanele chestionate acorda o pondere sau alta unei anumite
calitati, in functie de interesele lor si de conceptia lor despre profesorul model. Elevul bun si
elevul slab la invatatura, profesorul din invatamantul superior apreciaza calitatile unui cadru din
invatamantul mediu dupa ceea ce ei asteapta de la acest cadru, etc. Apoi depinde de modul cum este
alcatuit un chestionar, un test, un interviu care implica avanasarea unor ipoteze, conceptii.
Metoda deductiva
Cercetatorii care folosesc aceasta metoda pornesc de la analiza unor idei generale ca
sarcinile educatiei, sarcinile invatamantului si de aici deduc insusirile profesorului.
In lucrarea Sufletul educatorului si problema formarii profesorului Kerschensteiner recomanda
ca profesia de educator sa fie imbratisata numai de cei care sunt ..de a crea valori din copii ce le
sunt incredintati.
De aici deduce apoi toate calitatile necesare unui educator model: dragostea de copii, dezinteresarea
de ale sale, inrudirea cu sufletul copilului, puterea de intelege pe copil, de a intuit posibilitatile de
dezvoltare ale acestuia, taria de character, umorul etc.
Totusi nu se poate stabili un tip de educator valabil pentru orice timp si orice loc.
Folosirea celor trei metode poate fi mai concludenta, dar mai importanta ramane metoda deductiva.
Calitatile pot fi grupate astfel: fizice, intelectuale, afective.
Calitatile fizice
Munca didactica impune o mare cheltuire de energie, prin solicitarile multiple si variate din
partea fiecarui elev. Imperfectiunea vazului si auzului, balbaiala, malformatii corporale creeaza
dificultati in exercitarea functiei didactice. Aceasta profesie provoca mai ales o mare cheltuire de
energie nervoasa: atentie continua, efort de gandire si imaginatie, stapanire de sine.
In privinta calitatilor intelectuale are nevoie de inteligenta, memorie, imaginatie, intuitia psihologica
pentru a prevedea reactiile elevilor.
Insusirile afective sunt foarte importante.
O calitate care trebuie sa-l caracterizeze pe educator este dragostea de copii. Cine iubeste copii
gaseste mai usor drumul spre inima lor si-i poate influenat profund.
Dascalul care-si iubeste elevii are o atitudine atenta, calda, dedicata fata de fiecare dintre ei, este
esnsibil la succesle si insuccesele lor. Elevii insisi sunt mai sensibili la aceasta atitudine plina de
solicitudine si dovedesc mai mult atasament si respect fata de un asemenea dascal, decat fata de
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unul pedant, distant, ursuz, lipsit de caldura sufleteasca. Fata de cel care-i respecta si-i iubeste,
elevii devin si ei sinceri si dechisi, altfel devin neincrezatori.
Dar dragostea fata de copii nu trebuie sa capete forma sentimentalismului dulceag. Copilul
trebuie sarutat in somn . Ea trebuie sa fie o dragoste exigenta, sa imbine blindetea cu severitatea.
Invatatorul sau profesorul care-si iubeste elevii nu trece cu vederea greselile lor si nici nu scade
nivelul cerintelor fata de el.
El trebuie sa le pretinda mereu mai mult, sa-i incurajeze, sa-i ajute pentru a se dezvolta
necontenit. Cine-si iubeste copiii este obiectiv si drept in aprecieri, nu-i sicaneaza, nu tolereaza
delasarile si capriciile, dar nici nu le sufoca independenta de gandire.
Optimismul pedagogic este o alta trasatura caracteristica a educatorului de tip nou.
Increderea in elev, in posibilitatile lui de dezvoltare, increderea in reusita actiunilor
educative trebuie sa stea la baza muncii noastre.
Educatorul este sigur ca din fiecare copil, daca este ajutat si indrumat se poate forma un
tanar capabil sa desfasoare o munca folositoare.
In activitatea sa cadrul didactic poare sa aiba uneori si insuccese, ca un medic, care ii
provoaca sentimente de amaraciune si nemultumire. Acestea nu trebuie sa-i intunece increderea.
Se considera ca munca educative solicita o fire vesela, deschisa, umor, entuziasm.
Cu privire la calitatile de vointa si caracter, la calitatile morale necesare pedagogului exista
mai multa concordanta.
Acestea se formeaza mai ales in decursul activitatii, printr-o continua autoeducatie.
Munca instructiv educativa solicita rabdare, mai ales cand se lucreaza cu elevii de varsta
mica.
Profesorul trebuie sa fie drept, obiectiv in aprecierea elevilor sai. Elevii respecta mai mult pe
profesorii care ii apreciaza obiectov, decat pe cei care manifesta indulgenta.
Profesorul trebuie sa fie un model prin modul cum se imbraca, cum vorbeste, disciplina in
munca, atitudinea fata de colegi. Ei admira pe prfesorul demn, cinstit, modest.
Capacitatea de a se adapta rapid la situatii concrete si capacitatea dea se impune
tinerilor.
Profesorii care se pot adapta la situatii noi nu vor preda identic aceeasi lectie la doua clase
diferite, trec usor de la un ciclu la altul.
Parerile sunt totusi impartite chiar privind acea insusire considerate esentiala in profilul
educatorului, dragostea pentru copii. Unii o considera fara importanta chiar nociva. Alain spunea:
Dupa mine, un dascal bun este destul de nepasator si chiar vrea sa fie, se straduieste sa fie .
Pe baza acestor trasaturi se pot forma tactul pedagogic si maiestria pedagogica.
Da dovada de acestea acel profesor care pentru fiecare problema pe care o ridica practica
pedagogica, el gaseste rapid si sigur solutiile care dau cele mai bune rezultate.
Tactul pedagogic presupune un fin spirit de observatie, capacitate de discernamant, de a
sesiza esentialul in fiecare situatie educativa.
Treptat profesorul poate ajunge la maiestrie pedagogica.
El imbina calitatile unui medic si ale unui actor.
Aceasta maiestrie nu se insuseste din carti, dar nici nu se poate forma fara studiul
psihologiei copilului. In aceasta activitate nu exista lucruri marunte peste care se poate trece.
La maiestria pedagogica nu se poate ajunge fara cunoasterea exemplara a materiei predate.
Profesorul care stapaneste material nu mai este preocupat in cursul predarii de anu face greseli de
continut, ci este preocupat de modul de a prezenta acel material cat mai interesant pentru elevi.
Maiestria pedagogica presupune tact, spirit creator, inventivitate, pasiune, necontenita
deschidere catre cultura si stiinta, necontenita pregatire profesionala, exigenta fata de munca
proprie, analiza propriei activitati.
Munca unui asemenea educator va fi arta, nu simplu mestesug.

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 DEZVOLTAREA ABILITILOR SOCIALE LA PRECOLARI

Profesor invmnt precolar Radu Gabriela

Grdinia cu program prelungit Alb ca Zpada

La vrsta precolar principala surs de nvare despre relaiile cu ceilali este jocul.
Implicarea copiilor n joc faciliteaz dezvoltarea capacitii de a iniia interaciuni. Aceste
interaciuni pozitive cu ceilali colegi duc la formarea relaiilor de prietenie, la dezvoltarea
abilitilor de cooperare.
Prietenii sunt resurse emoionale pentru petrecerea ntr-un mod plcut a timpului liber.
Cercettorii arat c perioada de timp n care o persoana rde, zmbete, vorbete cu cei din jur este
mult mai mare ntre prieteni dect ntre persoane care se cunosc mai puin.
n aceste momente de relaxare se descarc n organism anumite substane chimice numite
"endorfine" care ntresc sistemul imunitar. De asemenea, prietenii reprezint o resursa tampon fa
de efectele negative ale unor evenimente precum conflicte n familie, divor, probleme colare. n
aceste situaii copiii se distaneaz puin de familie i apeleaz la prieteni pentru a obine suportul
emoional necesar.
Astfel, ei sunt o resurs de nvare n situaii pe care un copil nu tie cum s le rezolve.
Copiii pot imita comportamentul prietenului atunci cnd el nu tie ce s fac sau pot cere n mod
direct ajutorul (ex. Cum sa construiesc castelul?).
Studiile arat c schimbul de informaii i deprinderi se face mult mai eficient ntre prieteni
dect ntre copii care nu se cunosc deoarece au mult mai multa ncredere unul n celalalt i se simt
mai puin vulnerabili atunci cnd i exprim dificultile ntr-un domeniu.
Deoarece abilitile emoionale i sociale au un rol att de important n viaa noastr, prinii
i celelalte persoane implicate n educarea copiilor trebuie s fie informai despre problematica
diferenelor de gen i despre necesitatea valorificrii sau compensrii acestor diferene n perioada
precolar, perioada care este optima din punctul de vedere al achiziiilor socio-emoionale.
Adulii (prinii, educatorii) sunt cei care contribuie la dezvoltarea abilitilor emoionale ale
copiilor prin trei modaliti:
1.Reaciile adulilor la emoiile exprimate de copii
Modul n care adulii reaconeaz la exprimarea emoional a copiilor determin exprimarea
sau inhibarea emoiilor viitoare ale acestora.
2.Exprimarea propriilor emoii de ctre aduli
Expresivitatea emoional a adulilor devine un model pentru copii, n ceea ce privete
exprimarea emoional.
3.Discuiile despre emoii
Experimentarea unor situaii emoionale diferite i discuiile cu prinii, ajut copiii n
nelegerea situaiilor emoionale i n reacionarea adecvat n astfel de situaii. Modul n care
adulii discut problemele legate de emoii poate transmite sprijinul i acceptarea lor i poate
contribui la contientizarea de ctre copil a diferitelor stri emoionale pe care le experimenteaz.
*Exemplu 1: copiii crescui de prini ce promoveaz discuii despre experienele relaionate
cu emoii este mai probabil c i vor comunica propriile emoii i vor manifesta o mai bun
nelegere a emoiilor celorlali.
*Exemplu 2: copiii crescui de prini care sunt adepii ideii c emoiile, n special cele
negative, nu trebuie discutate deschis, pot induce copiilor ideea c emoiile nu trebuie exprimate,
ceea ce afecteaz capacitatea de reglare emoional a acestora.
*Exemplu 3 : dac adultul exprim n mod frecvent emoii negative, copilul va exprima i el
aceste emoii, datorit expunerii repetate la acestea.
Competenele emoionale se dezvolt n mare msur prin practicile de socializare utilizate
de ctre prini i educatoare ( discuii despre emoii, atitudinea fa de conflicte, exprimarea /
inhibarea manifestrilor emoionale etc.) Mai mult, competenele emoionale influeneaz
dezvoltarea competenelor sociale, deoarece n lipsa acestora nu s-ar putea vorbi de iniierea i
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meninerea relaiilor cu ceilali. De exemplu, empatia reprezint substratul dezvoltrii abilitilor de
cooperare, de oferire de ajutor sau de mprire a jucriilor, comportamente necesare pentru
integrarea n grup.
DEZVOLTAREA ABILITILOR SOCIALE
Abilitile sociale sunt cele care ne permit s ne integrm n grupul de la grdini, coal,
serviciu sau grupul de prieteni. Dezvoltarea social presupune achiziionarea comportamentelor
care ne fac s fim eficieni n interaciunile cu ceilali astfel nct s atingem scopul personal
stabilit. Orice comportament social este rezultatul unui proces de nvare a ceea ce este valorizat
de ctre societate. De exemplu, faptul c salutm sau ne prezentm persoanelor necunoscute sunt
considerate modaliti politicoase de a iniia o interaciune. Deoarece astfel de comportamente sunt
percepute ca fiind adecvate, manifestarea lor va fi ncurajat i ca atare repetat n contexte
similare. n plus aceste comportamente ne ajut s atingem anumite scopuri, n condiiile n care ne
permit s iniiem i s stabilim o relaie cu altcineva. Competenele sociale de baz pe care fiecare
om ar trebuie s i le dezvolte sunt mprite n 2 categorii:
1.Abiliti interpersonale
a) Relaionare social
- interacioneaz cu ceilali copii prin jocuri adecvate vrstei
- iniiaz interaciuni cu ceilali copii
- mparte jucriile
- ofer i cere ajutor
- i ateapt rndul
- utilizeaz formule de adresare politicoase
b) Rezolvare de probleme sociale
- rezolv conflictele prin strategii adecvate vrstei
2.Abiliti intra-personale
- respect regulile
- tolereaz situaiile care provoac frustrare
Dezvoltarea competenei sociale permite copiilor s dezvolte abiliti de inter-relaionare adecvate.
Ajut copiii s achiziioneze comporta-mentele necesare stabilirii i meninerii relaiilor
interpersonale. Competenele sociale presupun o component legat de abilitile interpersonale,
precum i o component legat de abilitile intra-personale de control comportamental. n lipsa
capacitii de inhibiie comportamental, nu putem vorbi de capacitatea copiilor de a-i atepta
rndul, la fel cum incapacitatea de a respecta regulile afecteaz abilitatea acestora de a se integra n
grup.
Interaciunile cu copiii de vrst apropiat
Standard 1: Copilul ar trebui s fie capabil s stabileasc relaii pozitive i de respect cu copiii de
aceeai vrst sau de vrst apropiat
Standard 2: Copilul ar trebui s poat manifesta empatie fa de copiii cu care interacioneaz.
Interaciunile cu adulii
Standard 3: Copilul ar trebui s fie capabil s stabileasc relaii pozitive cu adulii
Standard 4: Copilul ar trebui s fie capabil s manifeste ncredere i respect n comunicarea cu
adulii din anturajul su
Interaciune n grup
Standard 5: Copilul ar trebui s demonstreze abiliti de cooperare n interaciunile de grup.
Respectarea diversitii
Standard 6: Copilul ar trebui s fie capabil s recunoasc asemnrile i deosebirile dintre oameni.
Standard 7: Copilul ar trebui s fie capabil s manifeste respect fa de deosebirile dintre oameni.
Exemple de comportamente privind standardele n dezvoltarea socioemoional a copiilor de vrst
precolar
I. Dezvoltarea social
Dezvoltarea capacitatii de a interactiona pozitiv cu ali copii, ndeosebi cu cei de vrst apropiat
- s iniieze o activitate specific vrstei mpreun cu alt copil
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 - s se mprieteneasc i s menin prietenia cu cel putin un copil
- s rmn cu grupul i s nu mearg cu persoane necunoscute
- s interacioneze din proprie iniiativ in contexte diferite cu copii apropiati ca vrst
- s ofere i s cear ajutor altor copii atunci cnd contextul o impune
* Domeniile expereniale preponderant implicate sunt: DLC i DOS.
Dezvoltarea capacitii de a interaciona cu adulii cunoscui
- s se despart cu uurin de adulii cu care sunt obinuii n situaiile a cror motivaie este
justificat (ct timp merge la grdini, cnd merge ntr-o tabr colar, cnd prinii lipsesc
motivat o perioada data etc. )
- s i exprime afeciunea fa de adulii cu care s-au obinuit
- s rspund la formulele de salut folosite de aduli
- s interacioneze cu uurin cu adulii familiari din comunitate
- s manifeste ncredere i relaii pozitive fa de adulii din anturaj
- s cear ajutorul adultului cnd are nevoie.
* Domeniile expereniale preponderant implicate sunt: DLC, DOS i DPM.
Dezvoltarea abilitii de a recunoate, accepta, aprecia si de a respecta asemnrile i deosebirile
dintre oameni
- s se joace mpreun cu ali copii diferii din punct de vedere al genului, limbii vorbite, etniei sau
performanelor (copiii cu CES)
- s formuleze ntrebri despre familia, etnia, limba vorbita, cultura, caracteristicile fizice ale
celorlali;
- s identifice asemnrile i deosebirile dintre persoane dup diferite criterii;
- s observe c aceeai persoana poate avea mai multe roluri sociale (de ex: mama poate fi sora
cuiva, este soia tatlui, este contabil la locul de munc, vecin cu cineva cunoscut)
* Domeniile expereniale preponderant implicate sunt: DLC, DOS, D i DEC.
Dezvoltarea capacitaii de a respecta regulile si de a ntelege efectele acestora
- s urmeze din proprie iniativ reguli simple
- s i atepte rndul n diverse situaii
- s fie capabil s foloseasc jocul pentru a explora, exersa i ntelege rolurile sociale
- s anticipeze ce urmeaz n programul zilnic
- s-si adapteze comportamentul n funcie de regulile diferitelor situaii;
- s participe la activitile de grup organizate de aduli.
* Domeniile expereniale preponderant implicate sunt: DOS, DLC i DPM.
Dezvoltarea capacitii de a-i asuma responsabiliti, de a negocia i participa la luarea deciziilor
- s utilizeze diferite strategii pentru a participa la joc
- s aplice diferite strategii pentru a rezolva adecvat problemele individuale sau de grup
- s negocieze cu ali copii rezolvarea unei situaii cu sau fr ajutorul adultului
- s ia n considerare dorinele si nevoile altor copii
- s accepte responsabiliti i s le respecte
* Domeniile expereniale preponderant implicate sunt:DOS i DLC
Dezvoltarea capacitii de a coopera cu ceilali
- s se alture unui grup de copii care desfoar o activitate de joc sau de nvare
- s se conformeze deciziilor de grup
- s i ofere voluntar ajutorul
- s ndeplineasc o sarcin care contribuie la atingerea unui scop comun
* Domeniile expereniale preponderant implicate sunt:DPM, D. DEC,DLC i DOS
Dezvoltarea abilitii de a manifesta empatie fa de alte persoane
- s manifeste empatie fa de suferina fizic sau emoional a altor copii
- s alinte copii de vrst apropiat, ali membri ai familiei sau prieteni
- s exprime emoii i sentimente fa de personaje din povesti
- s recunoasc i s vorbeasc despre emoiile celorlali
*Domeniile expereniale preponderant implicate sunt:DOS, DLC i DEC
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II.Dezvoltarea emoional
Dezvoltarea capacitii de a se percepe, n mod pozitiv ca persoan unic, cu caracteristici specifice
- s-i spun corect numele i prenumele
- s foloseasc corect pronumele
- s descrie membri familiei sale
- s comunice celorlali informaii despre sine
- s cunoasc ziua, luna, oraul, ara n care s-a nscut
- s manifeste ncredere n sine
* Domeniile expereniale preponderant implicate sunt:DOS, DLC i D.
Dezvoltarea capacitii de a-i adapta trrile i emoiile
- s-i controleze emoiile, iniial cu ajutorul adultului
- s fac fa unor sarcini dificile fr s manifeste frustrri foarte mari
- s atepte pn i se acord atenie
- s-i controleze n special impulsurile, sentimentele i emoiile negative
- s-i modifice expresia i comportamentul n funcie de situaie
* Domeniile expereniale preponderant implicate sunt:DOS i DLC.
Dezvoltarea capacitii de a recunoate i de a-i exprima adecvat o varietate de emoii
- s asocieze emoiile cu cuvinte i expresii faciale
- s-i exprime emoiile prin joc i prin activiti artistice
- s comunice celorlali, n mod adecvat emoiile i tririle sale
- s reacioneze emoional ntr-o manier adaptativ i flexibil n contexte fizice i sociale diferite
*Domeniile expereniale preponderant implicate sunt: DOS, DLC i DEC

BIBLIOGRAFIE
tefan A. Catrinel & Kallay Eva - Dezvoltarea competenelor emoionale i sociale la
precolari, editura ASCR, Cluj Napoca, 2007
Vernon, A. - Dezvoltarea inteligenei emoionale prin educaie raional - emotiv i
comportamental, editura ASCR, Cluj Napoca, 2006
Waters, V. - Poveti raionale pentru copii, Editura ASCR, Cluj Napoca, 2003

PARTENERIAT EDUCATIONAL
AZI PRECOLARI, MAINE COLARI

Prof. nv. precolar Alexandru Gabriela

Grdinia cu P.P. Alb ca Zpada Cluj-Napoca

DURATA : AN COLAR 2014-2015

TIPUL PARTENERIATULUI : Educaional
GRUP TINTA:
a. Precolarii grupei mari a Grdiniei Alb ca Zpada., Cluj-Napoca si educatoarele de
la grupa;
b. Elevii clase aIII a de la Liceul Teoretic Nicolae Balcescu, Cluj-Napoca, respectiv d-na
invatatoare de la clasa.
c. Parinii copiilor implicai.
ARGUMENT:
Copilul este un mic univers, iar creterea i devenirea lui ca adult reprezint un drum lung si
sinuos, plin de urcuuri si coboruri, al crui aspect central l reprezint personalitatea, n toate
aspectele ei.
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 Pasul ctre colaritate reprezint un prag ce implic o serie de aspecte psihologice specifice
adaptrii colare, iar acest lucru imprim o directie general a ntregii perioade pe care copilul o va
petrece n coala.
Frecventarea grdiniei de ctre copil alturi de crearea unei imagini pozitive a colii n ochii
micului om, au un rol important n adaptarea cu succes a copilului n coal. Copilul trebuie nvat
c coala nu este o modalitate de constrngere, de ncetare a jocului, de ngrdire a activittilor
libere din cadrul grdiniei, ci reprezint o continuare absolut normal a activitii copilului, care
este n continu evolutie, fiind capabil s realizeze jocuri mult mai complexe dect cele din
grdinit.
Pentru a nlesni cu mai mult uurint adaptarea optim a copilului n scoal, se doreste s
se menin o strns legtur ntre coal si grdinit, dou institutii asemntoare si deosebite, n
acelasi timp, scop operationalizat prin efectuarea de vizite, de colaborri, de schimburi de
experient, ce pun precolarii n legtur direct att cu colarii ct mai ales cu nvttorul.
SCOPUL PROIECTULUI:
Familiarizarea copiilor cu specificul activitilor desfurate n cadrul clasei de elevi, n
vederea unei adaptri optime la regimul colar.
OBIECTIVELE PROIECTULUI:
Antrenarea colarilor i precolarilor n desfurarea unor activiti comune.
Asimilarea de ctre precolari a unor reguli de conduit individual i colectiv.
Stimularea creativittii i iniiativei copiilor prin jocurile didactice propuse.
Consolidarea deprinderilor de comportare civilizat.
Contientizarea rolului noului adult nvtorul.
Dezvoltarea unor emoii i sentimente pozitive ce pot favoriza activittile de nvtare
viitoare.
Dezvoltarea unor abilitti de a lucra n echip.

PARTI IMPLICATE:
Grdinia Alb ca Zapada Cluj-Napoca
Director
Prini
Copiii din grupa mare Albinutelor|
Educatoare : Gabriela Alexandru, Violeta Crisan
Elevii clase a-III-a Liceul Teoretic Nicolae Blcescu
Director Zamfir Marinela
Domana nvatatoare Maghiar Claudia
OBLIGATIILE PARTILOR:

Educatoarea cu precolarii i nvatatoarea cu colarii au obligaia de a fi prezeni la activitaile

intreprinse ;
Au obligaia de a media i soluiona problemele ce pot aprea n urma unor dezbateri i lecturari
de materiale;
Prinii particip de bun voie la aciunile desfsrate la grup,dar au obligaia de a asigura
mijloacele necesare pentru precolari;

OBLIGATIILE COMUNE
S se implice activ n activitile desfurate i s se implice n soluionarea unor probleme de
tip educaional
DURATA :
Anul colar 2014-2015
GRUP TINT:
Beneficiarii direci: elevii clasei a III-a de la Liceul Teoretic NICOLAE BALCESCU si
precolarii de la grupa mare de la Grdinita P.P. ALBA CA ZAPADA CLUJ-NAPOCA
636
 Beneficiari indirecti: printii copiilor.
RESURSE UMANE
colari
Precolari
Educatoare
Invatatoare
MATERIALE
Aparate foto
Calculator
CD-uri
Chestionare
Fotografii

RESURSE FINANCIARE
Autofinanare
Sponsorizri

CALENDARUL ACTIVITATILOR

LUNA TEMATICA CONTINUT/STRATEGI LOCUL RESPONSABI

I DE REALIZARE DESFASURA LITATI
RII
SCOALA, BINE -masa rotunda cu parinii Gradinita Dirijarea
NOIEMBRIE TE AM GASIT! prescolari ALBA CA discuiilor
ZAPADA
TOTUL -prezentarea ofertei Liceul
DECEMBRIE DESPRE educationale a Liceului Teoretic Coordonarea
SCOALA Teoretic Nicolae Nicolae activitatii
Balcescude catre Balcescu specifice
doamnele invatatoare
COPII VESELI -concurs organizat intre Liceul Discutarea prbl
FEBRUARIE SI TALENTATI precolari i colari de Teoretic aferente
cantece si poezii Nicolae
Balcescu
BINE TE AM -familiarizarea Liceul Dirijarea
MARTIE GASIT precolarilor cu mediul Teoretic activitatii
,SCOALA scolar Nicolae propriu-zise
DRAGA! Balcescu
MA -intalnire cu parinii Gradinita Discutii la masa
APRILIE PREGATESC DE pentru prezentarea ALBA CA rotunda
SCOALA! procedurii de inscriere ZAPADA
DOUA MAINI -organizarea unei Gradinita Coordonarea
MAI DIBACE activitati artistico- ALBA CA activitatii
plastice, n care copiii s ZAPADA specifice
realizeze lucrari
mpreuna
Imprejurimile
IUNIE UN TUR DE -organizarea unei orasului Discutii cu
CLUJ plimbri comune intre nostru privire la
precolari i colari finalizarea
parteneriatului

637
IMPLEMENTAREA ACTIVITATILOR:
Intalnirea se va desfaura lunar ,pe o perioada de un an colar ,timp de o ora,moment n care se
vor discuta temele propuse .
La finele fiecarei ntalniri ,educatoarea anun teme pentru luna viitoare ,pentru a le da
posibilitatea partenerilor de a se pregati cu materiale i nouti.
MONITORIZARE SI EVALUARE

REZULTATE ASTEPTATE:
> Responsabilizarea prinilor precolarilor n vederea integrrii cu succes n clasa I.
Stimularea motivtiei copiilor i participarea lor activ i responsabil la activitile comune
desfurate.
Cunoaterea de ctre copii a nvttoarei, precum i a clasei n care vor nvta.
Formarea unor abilitti de lucru n echip.
mbogirea cunotinelor copiilor prin implicarea lor n diversele activiti comune.

EVALUAREA PROIECTULUI:
Observarea sistematic a copiilor.
Expozitii cu desenele si materialele realizate de ctre copii.
CD cu fotografiile realizate pe parcursul desfurrii activiilor.
Discuii cu partenerii de proiect care au contribuit la activitile desfurate.

DISEMINAREA REZULTATELOR
Expozitii cu materialele rezultate n urma desfurrii activittilor prevzute n proiect.
Prezentarea proiectului n cadrul Comisiilor metodice ale nvttorilor si educatoarelor.

BIBLIOGRAFIE:
ECATERINA ADINA VRASMA, Educaia copilului precolar, Editura Pro Humanitate,
Bucureti, 1999.
STERN H.H. ,Educaia prinilor n lume, Editura Didactic i pedagogic, Bucureti, 1972.

EDUCAIE PENTRU TEHNOLOGIE I PROGRES N LUMEA ROBOILOR

Prof. Balogh Gabriela Monica

Liceul Tehnologic Nicolae Teclu Copa- Mic

Educaia are dificila misiune de a transmite o cultur acumulat de secole, dar i o

pregatire pentru viitor n bun msur imprevizibil. Jacques Delors

Timp de peste dou secole, ingineria mecanic a contribuit fundamental la crearea bazei
materiale necesare nfptuirii revoluiei industriale. Aceasta a condus, desigur, la ridicarea
standardului de via.
n ultimii ani, dezvoltarea tehnologiei electronice i apariia microprocesoarelor au fcut s
sporeasc simitor rolul ingineriei electrice n viaa economic. Introducerea electronicii i a
microprocesoarelor n structura mainilor a determinat un salt calitativ major n realizarea acestora.
Sistemele electromecanice inteligente susin desfurarea revoluiei informatice.
n timp, s-a conturat oarecum firesc ideea c, ingineria mecanic tradiional abordeaz probleme
specifice micrii maselor. Ingineria electric abordeaz probleme specifice micrii electronilor.
Inginerii automatiti i informaticieni, pe de alt parte, abordeaz probleme specifice micrii
638
informaiei. Acest mod de abordare a problemelor nu mai corespunde stadiului actual de dezvoltare
economic. n majoritatea ramurilor economice, competitivitatea reclam cunotine din toate cele
trei domenii.
Statisticile arat c ponderea produselor care nglobeaz n structura lor mecanic de precizie,
electronic i informatic este n continu cretere, comparativ cu produsele industriei tradiionale.
Pentru a defini fuziunea: mecanic de precizie - electronic - informatic, japonezii au folosit n
1975 cuvntul mecatronic. Tehnologia mecatronic se deosebete fundamental de tehnologia
tradiional, prin faptul c adaug elementelor material i energie componenta informaie.
Mecatronica este tehnologia compatibil cu societatea avansat informatizat, este soluia cea mai
rapid gsit de japonezi pentru a parcurge drumul de la idee la produs.
n ultimii ani, nsemnate resurse i eforturi au fost concentrate de ctre industrie i universiti n
studiul problemelor ce presupun interaciunea: mecanic - electronic - informatic. Aceast
atitudine determin o depire a granielor dintre discipline i o interferen tot mai accentuat a
acestora. Nu se poate spune c n lumea specialitilor exist un acord unanim susinut n ceea ce
privete definirea acestei mbinri sinergetice: mecanic de precizie - electronic - informatic.
Se folosesc i alte denumiri ca: mecano-informatic, mecanisme inteligente, produse
inteligente, informatizarea sistemelor mecanice de acionare, sau, comanda prin calculator a
sistemelor electromecanice. Indiferent de opiniile exprimate n acest sens, exist totui cteva
lucruri foarte clare, i anume: exist discipline care trebuie predate i care nainte nu au fost predate,
exist concepte caretrebuie integrate i care nu au fost integrate nainte, exist oportuniti n
cercetare care trebuie exploatate i care nainte nu erau exploatate.
Scopul lucrrii este de a convinge elevii i cadrele didactice tehnice din nvmntul
preuniversitar c inginerul i muncitorul modern trebuie s abordeze probleme care presupun
simultan: micarea maselor, micarea electronilor i micarea informaiei. Dac problemele sunt
analizate n contextul fluxului de energie ntre aceste trei medii, cunotinele de care se dispune pot
fi eficient integrate i valorificate i vor genera un val de nnoiri n tehnologie i n educaie .
n lucrare se definesc caracteristicile fundamentale ale tehnologiei mecatronice cu aplicabilitate la
doi ani de studiu n ciclul de observare i orientare care ce are drept obiectiv major orientarea n
vederea optimizrii opiunii colare i profesionale ulterioare, prezentnduse elementele de baz
pentru analiza i sinteza sistemelor mecatronice cu particulariti pentru roboi i calculatoare
Problematica abordat este structurat n trei capitole mari.
n partea I a lucrrii, mai precis n capitolul I, intitulat "NOIUNI INTRODUCTIVE N
MECATRONIC ", se definete noiunea de mecatronic i se evideniaz caracteristicile
tehnologiei mecatronice comparativ cu tehnologia tradiional. De asemenea se prezint detalii
privind experiena mondial n domeniul tehnologiei i educaiei mecatronice cu referiri la stadiul
mecatronicii n Japonia, SUA i n Europa. Avnd n vedere caracteristicile tehnologiei
mecatronice, se analizeaz elementele care stau la baza conceptului de educaie mecatronic.
Dezvoltnd procesul educaional pe baza acestui concept, exist certitudinea c viitorii specialiti
vor fi capabili s implementeze i s susin progresul noii tehnologii. O caracteristic definitorie a
sistemelor mecatronice este flexibilitatea. Aceast caracteristic este determinat de faptul c
sincronizarea n funcionare a modulelor se realizeaz prin intermediul informaiei. Aceast
particularitate impune modaliti noi de proiectare i realizare a sistemelor tehnice.
Tot n acest capitol se prezint structura unui sistem mecatronic, definindu-se rolul fiecruia, la fel
i modulele privind actuatorii, transmisiile i senzorii sunt prezentate sub forma unor noiuni
generale.Aceeai tratare am abordat-o n prezentarea modelrii structurate i a microcontrolerelor n
mecatronic.
Dezvoltarea tehnologiei mecatronice a determinat dezvoltarea unei game largi de actuatori
compatibili cu tehnica numeric de reglare. Sunt detaliate, astfel, aspecte privind motoarele liniare
de curent continuu excitate cu magnei permaneni, actuatorii piezoelectrici, magnetostrictivi,
ferofluidici, actuatorii pe baz de materiale cu memoria formei, precum i actuatorii realizai pe
baz de muchi artificiali.

639
n ceea ce privete senzorii, sunt prezentate aspecte legate de determinarea poziiei i a vitezei
utiliznd senzori incrementali, universali, pe baz de interferometrie laser etc.
Noile echipamente mecatronice necesit folosirea unor instrumente CAD cu care s se poat trata
mpreun partea electric i cea mecanic. Evoluia ctre supermecatronic, dezvoltarea trebuie
integrate i care nu au fost integrate nainte, exist oportuniti n cercetare care trebuie exploatate i
care nainte nu erau exploatate.
Scopul lucrrii este de a convinge elevii i cadrele didactice tehnice din nvmntul
preuniversitar c inginerul i muncitorul modern trebuie s abordeze probleme care presupun
simultan: micarea maselor, micarea electronilor i micarea informaiei. Dac problemele sunt
analizate n contextul fluxului de energie ntre aceste trei medii, cunotinele de care se dispune pot
fi eficient integrate i valorificate i vor genera un val de nnoiri n tehnologie i n educaie .
n lucrare se definesc caracteristicile fundamentale ale tehnologiei mecatronice cu aplicabilitate la
doi ani de studiu n ciclul de observare i orientare care ce are drept obiectiv major orientarea n
vederea optimizrii opiunii colare i profesionale ulterioare, prezentnduse elementele de baz
pentru analiza i sinteza sistemelor mecatronice cu particulariti pentru roboi i calculatoare
Problematica abordat este structurat n trei capitole mari.
n partea I a lucrrii, mai precis n capitolul I, intitulat "NOIUNI INTRODUCTIVE N
MECATRONIC ", se definete noiunea de mecatronic i se evideniaz caracteristicile
tehnologiei mecatronice comparativ cu tehnologia tradiional. De asemenea se prezint detalii
privind experiena mondial n domeniul tehnologiei i educaiei mecatronice cu referiri la stadiul
mecatronicii n Japonia, SUA i n Europa. Avnd n vedere caracteristicile tehnologiei
mecatronice, se analizeaz elementele care stau la baza conceptului de educaie mecatronic.
Dezvoltnd procesul educaional pe baza acestui concept, exist certitudinea c viitorii specialiti
vor fi capabili s implementeze i s susin progresul noii tehnologii. O caracteristic definitorie a
sistemelor mecatronice este flexibilitatea. Aceast caracteristic este determinat de faptul c
sincronizarea n funcionare a modulelor se realizeaz prin intermediul informaiei. Aceast
particularitate impune modaliti noi de proiectare i realizare a sistemelor tehnice.
Tot n acest capitol se prezint structura unui sistem mecatronic, definindu-se rolul fiecruia, la fel
i modulele privind actuatorii, transmisiile i senzorii sunt prezentate sub forma unor noiuni
generale. Aceeai tratare am abordat-o n prezentarea modelrii structurate i a microcontrolerelor
n mecatronic.
Dezvoltarea tehnologiei mecatronice a determinat dezvoltarea unei game largi de actuatori
compatibili cu tehnica numeric de reglare. Sunt detaliate, astfel, aspecte privind motoarele liniare
de curent continuu excitate cu magnei permaneni, actuatorii piezoelectrici, magnetostrictivi,
ferofluidici, actuatorii pe baz de materiale cu memoria formei, precum i actuatorii realizai pe
baz de muchi artificiali.
n ceea ce privete senzorii, sunt prezentate aspecte legate de determinarea poziiei i a vitezei
utiliznd senzori incrementali, universali, pe baz de interferometrie laser etc.
La sfritul capitolului se subliniaz efectul tehnologiilor LSI, VLSI asupra realizrii unor sisteme
mai compacte, mai flexibile, folosind subsisteme cu autonomie distribuit. Gradul de
redundan asigur o comportare sigur n condiiile cele mai nefavorabile. Creterea importanei
componentei informaie i analogia cu biosistemele vor fi unele dintre caracteristicile viitoarelor
sisteme mecatronice. Dezvoltarea micromecanismelor impune conceperea unei noi metodologii de
proiectare a echipamentelor mecatronice. Tratarea corespunztoare a fluxului informaional impune
realizarea unor senzori de mare precizie sau utilizarea unor senzori de precizie mai sczut i
tehnic adecvat de procesare a informaiei.
Noile echipamente mecatronice necesit folosirea unor instrumente CAD cu care s se poat trata
mpreun partea electric i cea mecanic. Evoluia ctre supermecatronic, dezvoltarea
optomecatronicii i a micro-optomecatronicii arat perspectivele deosebite n dezvoltarea
tehnologiei mecatronice. n realizarea acestor echipamente problema interfeei este deosebit de
important.

640
 n capitolul II al lucrrii am dezvoltat coninuturile nvrii propunnd i dezvoltnd coninuturile
unui opional numit "ANALIZA UNOR SISTEME MECATRONICE REPREZENTATIVE"
alegnd o manier de dezvoltare ct mai atractiv pentru elevi i anume povestirea . Am pornit la
propunerea acestui opional cu dorina ca toate informaiile din domeniul roboilor i calculatoarelor
vremurilor de ieri, azi i de mine s devin un bun al tuturor vrstelor.
M adresez n primul rnd prin dezvoltarea acestor coninuturi celor care sunt la vrsta la care
miturile trebuie s dispar pentru a face loc hotrrilor i planurilor de viitor, celor care n curnd
vor fi chemai ai alege meseria: electronist, mecanic, informatician, fizician...
Pe ct de necesar pe att de rar, a fost pn nu de mult literatura tehnico-tiinific pentru copii,
care ridic probleme specifice i chiar dificile de prezentare a informaiilor. Cel puin n domeniul
popularizrii roboticii n rndul elevilor, noi nu am fcut nimic, nu le-am oferit nici un suport
documentar i sunt convins c aceast lucrare nu nseamn dect o mic i prim contribuie.
n capitolul III al lucrrii am ncercat s fac o scurt referire la necesitatea abordrii educaiei n
general i a educaiei tehnologice n special n colii prin prisma noilor tehnologii. n acest sens am
fcut referiri la : direciile de restructurare a realitilor educaionale la nceputul acestui mileniu,
introducerea unor noi tipuri de educaie, sensurile inter- i transdisciplinare, reforma curricular din
unele ri europene cu privire la restituirea unor coninuturi uitate ( pulsul lundu-l direct de la
beneficiari cu ocazia participrii n 5-10 mai 2003 la un curs de formare continu n OOSTENDE,
Belgia pe tema implementrii tehnologiei informaiei i a noilor tehnologii n nvmntul
preuniversitar european), repere n procesul de implementare a mecatronicii i educaiei
tehnologice, umanizarea tiinei i tehnologiei, msuri privind politica general pentru noile
tehnologii, definirea conceptului de mecatronic i educaie tehnologic.
n finalul lucrrii nu am fcut o enumerare a concluziilor, acest lucru l las la aprecierea
beneficiarilor, care sigur o vor face fie n ordinea n care au aprut n lucrare sau n alt ordine cum
li se va prea lor mai potrivit, ci am ncercat ntr-un mod original s rspund la ntrebarea Ce sunt
n fond creaiile noastre?.
Creaiile noastre sunt un mijloc superior prin care aspirm la integrarea noastr contient i
armonioas in Univers. Ele ne ofer o nou dimensiune a lumii, prin care putem cunoa te i aciona
modelator, creator, asupra ei.La nceputurile ei omenirea evolua prin ncercri.Ritmul evoluiei era
lent i lsa destul loc eecurilor. Dar astzi lucrurile sa-u schimbat.Evoluia noastr este tot mai
accelerat i locul pentru greeli se micoreaz tot mai mult.Cu ct viteza crete cu att abateriile de
la traiectorie, pe care ni le putem permite fr riscuri, sunt mai mici. Aciunile noastre trebuie s fie
tot mai bine direcionate, mai contiente i mai mature.Dac nu vom nzestra creaiile noastre cu un
sens de devenire, care s le permit s evolueze alturi de noi i care s slujeasc sensurilor noastre
profunde de dezvoltare, atunci mai devreme sau mai trziu, acestea se pot ntoarce mpotriva
noastr. Ne vom simi ori neputincioi n faa problemelor vieii, ori manipulai sau chiar ameninai
de ele. Dar pentru a rspunde ntrebarii: Ce sens s dm creaiilor noastre? este nevoie s ne
lmurim mai nti ce sens dm vieii noastreAcestei ntrebri va trebui s-i rspundem fiecare n
parte, fie c suntem sau nu constieni de asta Un rspuns de-a gata , din afara noastr ne este de
puin folos. ntr-o lume invadat de mijloace de comunicare convenionale i artificiale, omul i
nelege tot mai mult nevoia sa de comunicare real, ncrcat de sensuri bogate si profunde. ntr-o
lume n care roboii acioneaz, produc, transform, cu o putere modelatoare adesea mai mare dect
a omului, el se vede obligat tot mai mult s-i manifeste spiritul autentic creator. ntr-o lume n care
calculatoarele inteligente pot nlocui inteligena uman,omul i nelege tot mai mult rostul de a
cuta cunoaterea fundamental i nu simple, i scump pltite cu o via, cunotine din
experien. Intrnd n competiie cu noi, creaiile noastre s fim mai umani, adic s purtm mai
sus cele trei nsemne ale umanizrii:cunoaterea, creaia, comunicarea. n plus, ele ne oblig s
contientizm mai puternic aciunile noastre, adic s fim mai maturi. Avem tot mai mult o
rspundere a gesturilor noastre, a tuturor actelor noastre ceratoare, ca ntr-un joc de ah n care nu
gndeti doar mutarea urmtoare. Construim, de exemplu, roboi care s nlocuiasc munca grea a
minierilor, a pescarilor i a muncitorilor forestieri.Dar, oare, avnd o asemenea for de aciune vom
ti s ne msurm cu adevrat foamea de materii prime? Nu vom sectui n mod necugetat
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bogiile Pmntului? n 1978, la Udine, n Italia, cu ocazia unui simpozion internaional de
robotic, a fost propus spre adoptare un juramnt al oamenilor de tiint i al inginerilor,asemntor
cu cel al lui Hipocrate,care spune: Jur s lupt pentru a aplica cunostinele mele profesionale
numai n slujba proiectelor care, dup o examinare contiincioas , sunt convins c voi contribui
elulrilor de coexisten panic ntre oameni , de demnitate uman i mplinire personal. Sunt
convins c aceste eluri cer satisfacerea unor necesiti de trai ( hran bun, aer, ap, haine, adpost,
acces la natur i la frumuseile create de om), corespunztoare ,educaie i sansa oferit fiecruia
de a se depi pe sine i experiena sa cotidian,de a dezvolta creativitatea i valorile
profesionale,att prin mijlocirea minii ct i a minii. Jur s lupt consecvent n munca mea pentru a
micora pericolul, zgomotul, ncordarea sau nclcarea intimitii individului , poluarea pmntului,
aerului i apei, distrugerea frumuseilor naturii, a resurselor minerale i a lumii vii.
De noi depinde ca lumea pe care ne-o pregtim s nu fie nici strin , nici ostil i s poarte
nsemnele umanului.Atta rspundere pentru o omenire att de tnr! Din faa acestei rspunderi
nimeni ns nu se va putea sustrege.n faa noastr se deschid perspective att de neateptate i
fiecare clip aproape pare s fie o ncercare.S fii cu adevrat contient de ce se ntmpl cu tine ,
cu tine i cu restul lumii, n fiecare clip, cu fiecare perspectiv nou, iat o trire nebnuit pe care
viaa noastr va putea s-o ncerce.

MANAGEMENTUL CALITII - GRADUL DE NSUIRE A METODOLOGIEI 6 SIGMA

Prof. nv.primar Costea Agnes

L.T.T.R. Trnava

Reprezentanii managementului instituiei de nvmnt : Liceul Tehnologic pentru Transport

Rutier Trnava au organizat o edin de brainstorming cu scopul de a identifica problemele cu care
s-au confruntat n ultimul an .
10 probleme cu care se confrunt instituia colar la care suntei angajat/
1 Analfabetismul este o problem cu care se confrunt aproape 40% din populaia adult
2. Deficitul de personal didactic calificat reprezint o problem cu care se confrunt multe uniti de
nvmnt din mediul rural
3 Situeaz mediul rural ntr-o poziie defavorizat fa de urban (gradul redus de echipare tehnico-
edilitar, cantitatea i calitatea necorespunztoare a infrastructurii sociale i serviciilor, slab
dezvoltare a sistemelor de comunicaii, starea necorespunztoare a reelei de transport, n special
rutier, pauperizare accentuat a unor grupuri de populaie)
4 Participarea redus la educaie a copiilor romi din zonele rurale
5 Nivelul redus de instruire
6 Prevenirea si combaterea violentei in scoala
7 Calitatea i cultura calitii n instituia colar
8 Probleme bemotionale legate de scoala, cu care se pot confrunta copiii .
9 Vrst precolar i colar mic
10 Una dintre cauzele abandonului colar o reprezint problemele materiale

642
 Completai matricea de evaluare a problemelor
Criterii Cronicitatea Durata Urgena Rezistena Problema
posibil la trebuie s
schimbare fie Total
Probleme msurabil
0,3 0,2 0,3 0,1 0,1
Abandon 5 3 5 2 1 2,4
Absenteism 5 3 5 2 1 2,4
Violenta 5 3 5 2 1 2,4
Analfabetism 5 3 5 2 1 2,4
Probleme materiale 5 3 5 2 1 2,4

Echipa de mbuntire care s duc la ndeplinire misiunea trasat

Funcia Numrul de membrii

Director 1
Profesori 10
Parinti 40
Elevi 20
Consilier Scolar 1
Psiholog 1

Diagrama Cauza-Efect

643
 INTEGRARE EUROPEAN PRIN PROIECTELE E-TWINNING

Ed. Bozdog Silvia

G. P. N. Bucuria Copiilor Media

Comunitatea eTwinning pentru coli ofer profesorilor din ntreaga Europ ocazia de a cunoate
i exploata instrumentele de colaborare n matematic, tiin i proiecte educaionale de
tehnologie. De asemenea , eTwinning promoveaz colaborarea ntre colile din Europa prin
utilizarea tehnologiilor informaiei i comunicaiilor (TIC). Comunitatea ofer sprijin, instrumente
i servicii pentru a uura semnarea acordurilor de parteneriat pe termen scurt sau lung n orice
domeniu, i, astfel, s mbunteasc i s dezvolte bune practici i formri ale profesorilor n
Europa.Lansat n 2005, ca aciune principal a programului de eLearning al Comisiei Europene,
eTwinning a fost integrat ferm n Programul de nvare pe tot parcursul vieii din 2007. Biroul
Central de Asisten eTwinning este operat de European Schoolnet, n numele Comisiei Europene.
eTwinning este susinut n continuare la un nivel naional de 32 de Birourile Naionale de Asisten.
n urma derulrii activitilor n cadrul proiectelor accesate pe portalul eTwinning , profesorii
care au participat la acestea i-au mbuntit abilitile, relaiile lor cu elevii , i au dezvoltat
reelele lor profesionale. Elevii s-au simtit mai responsabili i motivai , i au fost bine integrai n
echipele de lucru .S-a constatat eTwinning este fi o modalitate simpl i eficient pentru coli de a
se angaja n cooperarea internaional.
eTwinning foloseste tehnologie de comunicare (TIC) pentru a consolida cooperarea ntre coli i
informaii. 190.000 de profesori de la 100.000 de coli s-au nscris pn n prezent prin intermediul
european portalul eTwinning , portal care ofer ambele instrumente i spaii de internet sigure
pentru proiecte colare comune, schimburi i activiti de formare. Comisia European a publicat
recent un studiu independent privind impactul programului eTwinning n Uniunea European.
Astfel , n urma sondajelor aplicate, majoritatea cadrelor didactice implicate n proiecte , au
declarat c ateptrile lor au fost n mare parte ndeplinite. S-au observat mbuntiri n cunotine
i competene, n special, abiliti de predare,. Cu toate acestea, puini profesori au primit
recunoaterea oficial sau o modificare a statutului n urma experienei lor eTwinning.
Profesorii au identificat cinci avantaje principale ale eTwinning:
1. de a face noi prieteni i de reele n Europa (64%),
2. aptitudini noi sau mbuntite n domeniul TIC (60%),
3. un impact pozitiv asupra abilitilor i motivaia de a nva a elevilor (55%),
4. un sentiment de implicare ntr-o comunitate de predare internaional (55%),
5. abiliti mbuntite de limbi strine (54%).
Impactul a fost mai mare n rndul cadrelor didactice care s-au implicat activ n proiecte.
Implicarea ntr-un proiect de colaborare pare a stimula dezvoltarea personal i profesional
i ncurajeaz profesorii s extind implicarea lor n schimbul profesional i crearea de reele.
Profesorii au constatat la elevii implicai n echipele de proiect c abilitile, cunotinele i
atitudinile n general au fost pozitive i mbuntite considerabil. Muli profesori observat o mai
bun comunicare ,mai puin formal i interaciunea pozitiv cu elevii.
Elevii au fost entuziasmai de colaborarea i lucrul n echip, precum i de nvarea despre
alte culturi.
Proiectele eTwinning, fcute de elevi i face pe acetia s se simt puternici sau mai
independeni, mai ales elevii ciclului gimnazial.n multe cazuri, eTwinning a condus la alte proiecte
i o perspectiv internaional n cadrul colii.
Dac eTwinning are rolul de a avea un impact asupra ntregii colii, directorul colii
trebuie s se implice ndeaproape, i ct mai multe clase - sau ntreaga coal trebuie s se implice
n activitile proiectelor.De obicei proiectele eTwinning s-ar putea combina elemente ale nvrii
limbilor strine i de alfabetizare,TIC, tiine i matematic i tiinele sociale.

644
 Pentru coli care sunt situate n zone n care cursanii au foarte puine anse de a
interaciona ntr-o limb strin cu persoane din alte ri, aciunea eTwinning din Uniunea
European , reprezint o oportunitate pentru contactul intercultural tind geografic distane prin
integrarea pedagogic a instrumentelor TIC n clas. Obiectivul principal este de a oferi o reea
intercultural de lucru , de colaborare ntre coli din diferite ri din Europa, bazate pe utilizarea de
comunicare TIC i instrumente de publicare n timp ce se ofer oportuniti de consolidare a
dimensiunii europene n curriculum-ul lor. De aceea, prin integrarea eTwinning n clas, profesorii
strini sunt invitai s deschid o u ctre culturile lumii i limbi de circulaie internaional ,
oferindu-le elevilor lor ansa de a fi parte dintr-o comunitate de nvare intercultural. eTwinning
ofer membrilor de proiect, cu un spaiu virtual privat, un mediu sigur de nvare virtual pentru
care numai studenii i profesorii care sunt nregistrate de ctre coordonatorii profesor poate avea
acces la. Proiectele eTwinning se bazeaz pe principiile nvrii prin colaborare i cooperare, i
este de ateptat c aceasta va conduce la: schimbarea procesului de predare; promovarea unei
comunicri interculturale eficiente, bazat pe transnaionale de colaborare, lucru n echip;
mbuntirea competenelor de comunicare n limbi strine; consolidarea cunoaterii lingvistice i
culturale; creterea motivaiei elevilor i profesorilor s foloseasc i s nvee alte limbi.
Dezvoltarea competenelor de comunicare intercultural, care va permite elevilor s
depeasc perspective etnocentrice de alte culturi. Integrarea eTwinning pare a fi cheia pentru a
atingerea obiectivelor majore pentru o educaie durabil de-a lungul vieii n secolul al XXI-lea ca
raportat la UNESCO, Comisia Internaional de Educaie pentru secolul XXI de ctre Jacques
Delors,care se bazeaz pe patru piloni: a nva s tii, a nva s faci, a nva s trim mpreun i
s nvm s fim.

ASPIRAII EDUCAIONALE INTERGENERAIONALE N NVMNTUL

SUPERIOR DE INDUSTRIE ALIMENTAR DIN GALAI

Asist.dr.ing. Ploscuanu Gabriela

Universitatea Dunrea de Jos Galai
Facultatea de tiina i Ingineria Alimentelor

Obiective
Lucrarea de fa i propune evidenierea principalelor raporturi intergeneraionale care
descriu importana raporturilor bazate pe simetrie, unde copiii mpart acelai univers cu prinii lor
i au dreptul s-i exprime liber voina, aducnd n prim-plan realitatea din nvmntul superior de
industrie alimentar din Galai.
Cuvinte cheie: Facultatea de tiina i Ingineria Alimentelor din Galai (FSIA), student, educaie
1. Introducere
Cred c suntem cu toii de acord c universitatea este instituia de nvmnt superior, care
i propune s rspund unei nevoi de cunoatere a celor care aleg s-i urmeze cursurile i nevoii
acestora de a se forma profesional. Muli studeni ajung la universitate, la diferite faculti, fr a ti
de la nceput ce-i doresc. Unii se reorienteaz dup primul an, alii dup al doilea an, iar cei mai
nehotri, i termin studiile pentru ca mai apoi s i aleag o profesie total diferit de profilul
facultii pe care au urmat-o. Ce este mai ngrijortor ns, este faptul c unii absolveni doresc s
practice meseria pentru care s-au pregtit i ajuni n cmpul muncii constat c nu au cunotinele
necesare, n ciuda faptului c au urmat cei trei ani de licen i cei doi ani de master. Acest fapt este
des ntlnit la toate facultile. Ar putea fi ns o problema de orientare colar i ulterior
profesional, ns sunt i situaii n care absolvenii au optat n cunotin de cauz pentru o
facultate sau alta, iar la terminarea studiilor, n ciuda dorinei lor de a pune n practic cele asimilate
n cei cinci ani de studii, nu reuesc s fac fa solicitrilor postului ocupat (Balaci, 2013).
645
 Proiectele Europene COST sunt finanate de Programul Cadru de Cercetare al Comisiei
Europene Orizont 2020 i vizeaz constituirea unor reele europene de cercetare tiintifica in
scopul dezvoltrii cooperrii tehnico-tiinifice ntre universiti i institute de cercetare din Europa.
Dup cum prevede Memorandumul proiectului, Aciunea COST IS1311 INTERGENERATIONAL
FAMILY SOLIDARITY ACROSS EUROPE va coordona cercetarea european n domeniul
solidaritii familiale intergeneraionale precum i beneficiile sale n domenii cheie ale vieii
sociale, cum ar fi educaia, munca, sntatea i dezvoltarea uman
(www.cost.eu/COST_Actions/isch/IS131).
Cultura intergeneraional este un concept complex i multifaetat, specific pentru
dinamismul realitilor post-moderne, a crui esen este format dintr-o varietate de componente:
informaie de calitate, canale adecvate pentru acces i diseminare, participare la toate nivelurile
societii, educarea utilizatorilor, utilizarea resurselor eco-eficiente, investiie n capitalul social,
conectivitate i infrastructur, servicii publice inteligente pentru diseminare, incluziune social i
prin TIC pornind de la un acces direct la colaborarea pentru piaa global de coninut (inteligena
colectiv), inovarea continu a capitalului de cunoatere (Costea, 2013).
2. Materiale i metode
Studiul a fost realizat n semestrul I al anului universitar 2015-2016 pe un numr de 60
studeni din anul I de la Facultatea de tiina i Ingineria Alimentelor din Galai cu vrste cuprinse
ntre 19-23 de ani. Studenii au fost intervievai cu ajutorul unui chestionar format dintr-un set de
ntrebri cu variante multiple de rspuns. 72% din subieci au fost de sex feminin i 28% de sex
masculin. 21% dintre studeni provin din mediul rural i 79 % din mediul urban. 92% din subieci
provin din judeele Galai i Brila. 32% din subieci au ambii prini absolveni de studii
universitare. 83% din subieci nu au absolvit un liceu cu profil de industrie alimentar.

3. Rezultate i discuii
Figura 1 red rspunsurile obinute la ntrebarea Unde ai auzit de FSIA?. Se observ c
31% din repondeni au rspuns de pe internet, 25% au rspuns n familie, 22% au rspuns de
la prieteni, 15 au rspuns de la profesorii de liceu i 7% au rspuns din pres.
Internetul este de departe cea mai popular surs de informare i prima alegere pentru cei
interesai s afle ultimele tiri, depind mediile cu o istorie mult mai lung: televiziunea, ziarele i
radioul (Cheta, 2010).

31% 25%
n familie
de la prieteni
din pres
22%
15% de la profesorii din liceu
7%
de pe internet

Figura 1. Rspunsul la ntrebarea Unde ai auzit de FSIA?

Analiznd distribuia rspunsurilor pentru ntrebarea Care sunt factorii care v-au determinat
s optai pentru aceast facultate? redat n figura 2 se observ c peste jumtate din repondeni au
fost influenai de prini n decizia lor. Un procent nsemnat au inut cont de prestigiul
646
nvmantului superior de industrie alimentar din Galai, cea mai veche facultate de acest profil
din ar (30%), 2% din repondeni au fost influenai de prieteni i 8% au inut cont de sfatul
dirigintelui. Un procent egal (cte 4% din repondeni) au luat n calcul aptitudinile personale i
recomandarea profesorului consilier colar.

Figura 2. Rspunsul la ntrebarea Care sunt factorii care v-au determinat s optai pentru aceast
facultate?

n general, "fiina social" este creat prin transmiterea intergeneraional a unor modele de
comportament, fie ele structuri de" suprafa" (valori, norme), fie structuri "de profunzime"
(habitusuri, procedee interpretative). Aceast transmitere este asigurat de ctre prini nspre copiii
lor, n mod contient sau nu (Costea, 2013).
Din analiza distribuiei rspunsurilor pentru ntrebarea Care considerai c sunt avantajele
absolvirii acestei faculti? redat n figura 3 se remarc faptul c peste jumtate din repondeni
cred c vor dobndi un nivel de educaie ridicat i peste un sfert cred c vor beneficia de bun
pregtire teoretic i practic. 11% din repondeni cred c i vor obine independena financiar
mai rapid i doar 6% cred c se vor angaja ntr-un timp scurt.

Figura 3. Rspunsul la ntrebarea Care considerai c sunt avantajele absolvirii acestei

faculti?

647
 La ntrebarea Ce credei c vei face la sfritul celor 4 ani de studii? 74% din repondeni
afirm c i vor continua studiile de master fiind susinui de prini, 14% i vor deschide o afacere
11% se vor angaja i doar 1% nu tiu ce vor face, aa cum se observ din figura 4.

1%
14%

11%
nu tiu
master
m voi angaja
74%
voi deschide o afacere

Figura 4. Rspunsul la ntrebarea Ce credei c vei face la sfritul celor 4 ani de studii?

Concluzii
Studenii din anul I ai Facultii de tiina i Ingineria Alimentelor din Galai au fost
direcionai spre o carier academic.
Deciziile de continuare a traseelor sunt ntr-o mare msur raionale, i se dezvolt pe fondul
performanelor anterioare.
Rezultatele investigaiilor sugereaz faptul c, n modelarea traiectoriilor viitorilor
specialiti de industrie alimentar intervin capitalurile educaionale i materiale ale familiei.
Totodat este meninut influena aspiraiilor educaionale, ceea ce sugereaz manifestarea unui
proces de transmitere intergeneraional a aspiraiilor de status.

BIBLIOGRAFIE
Balaci Gabriel, Psihanaliza n universitate, n Euromentor. Studii despre educaie, Volumul IV, Nr.
3/septembrie 2013, p.92-99. Disponibil la:
http://euromentor.ucdc.ro/euromentor_romana%2002.10.2013.pdf [Accessat la 22.03.2016].
Cheta Doina, Iniiere n alegerea carierei profesionale, Editura Universitii Aurel Vlaicu, Arad,
2010, p. 10.
Costea Octavia, Cultura intergeneraional, n Euromentor. Studii despre educaie, Volumul IV, Nr.
3/septembrie 2013, p. 64-72. Disponibil la:
http://euromentor.ucdc.ro/euromentor_romana%2002.10.2013.pdf [Accessat la 22.03.2016].
Nicoar Daniel, Educaia familial - dincolo de transmiterea intergeneraional i de reproducia
social, Revista de Psihoterapie Integrativ Vol.3. No.2. Septembrie 2014, p. 28-33. Disponibil la:
http://revista.psihoterapie-integrativa.eu/wp-content/uploads/2015/04/NICOARA-Educatia-
familiala.pdf [Accessat la 18.03.2016].
xxx
ISCH COST Action IS1311 Intergenerational Family Solidarity across Europe (INTERFASOL)
www.cost.eu/COST_Actions/isch/IS131

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 EXPLORAREA NEMIJLOCIT A REALITII

Prof. Inv Prcolar: Drug Geanina

Badea Maria Cristina
Unitatea: Gr. Prichindel - Bucureti

Educaia din toate timpurile i la toate popoarele a simit nevoia s-i elaboreze noi
modaliti i tehnici mai perfecionate i mai eficiente de transmitere i de asimilare a cunotinelor
de influienare a comportamentelor, care s fie n pas cu noile tehnologii i noile evoluii, adic cu
noile generaii de copii.
Transmiterea oral de cunotine i simpla memororae a cunotinelor, una dintre cele mai
vechi metode de nvare, au fost nlocuite de metodele moderne de nvare unele care pun n
eviden elevul care prin implicare i participare activ asimileaz mult mai personal informaiile de
nvat.
A explora prin definiie nseamn a descoperi iar n acest articol are aceeai calitate care i-a
fost dat de I. Cerghit n urmtoarea definiie: "descoperirea n actul nvrii nseamn pentru copil
o posibilitate n plus de informaii eseniale, noi, fa de ceea ce poseda deja".
Folosirea metodelor de explorare ale realitii permite descoperirea vieii reale aa cum
poate fi fcut n domeniile experentiale ori de cate ori este posibil realizarea n condiii didactice
optime.
Strategiile didactice au rolul de a schiea varietatea modalitilor practice prin care se poate
atinge o int propus, acestea au valoarea unor instrumente de lucru.
Strategia aleas nu reprezint dect o ipotez de aciune, variabil, care urmeaz s fie
confirmat sau infirmat o dat cu aplicarea ei. Prin alegerea strategiei, se face o anticipare mental
a soluiilor, ca o previziune luat n calcul, ca un randament ipotetic.
Opiunea pentru o strategie se realizeaz n funcie de modul de prezentare a unui coninut
de nvare, din care, educatorul-nvtorul decide din diferitele modaliti de prezentare ce le
poate urma. Dac se opteaz pentru o manier activ/participativ de nvare se vor folosii metode
active i interactive, pot fi folosite metodele de exploarare ale realitii, care sunt bazate pe
descoperire, observare, nvare prin cercetarea documentelor vechi.
Un exemplu de experiment pretabil in grdini este:
Focul i aerul - se demonstreaz copiilor ct este de important aerul artndu-le cum focul se stinge
atunci cnd rmne fr aer, deci aerul ntreine arderea.
Evaporarea apei - se demonstreaz copiilor c prin fierbere apa dispare adic se evapor.
Cresterea plantelor - plantm mpreun cu copiii trei boabe de fasole pe care le ngrijim i le
observm evoluia folosind ca metod observarea sistemic, astfel copiii vor putea nelege
creterea plantelor i nevoia lor de grija noastr.
n funcie de specificul domeniului de studiu i a predispoziiei pe care o are coninutul de
nvat putem folosi ca instrumente de nvare aceste metoade de explorare nemijlocit a realitii
"... ntr-o manier de activizare a funciilor mintale constructive i creatoare ale copiilor."
Implicarea activ a copiilor n actul educaional reprezint un mijloc de aducere mai aproape
de tiin, de ceea ce poate fi demonstrat prin efort propriu sau vzut cu proprii ochi. Aceste metode
nu pot fi folosite n orice domeniu experential sau aplicat oricrui coninut de nvare, dar acolo
unde acest lucru este posibil realizarea activitii folosind o astfel de metod consider ca este
benefic copilului\educabilului candidat la iniierea n tainele cunoaterii.
Aceste metode i ajut pe copii s fac conexiuni logice prin raportarea cunotinelor noi la
fapte concrete ale vieii sau petrecute anterior i nenelese (neelucidate) nc.
Exemplu: Expiraia realiznd exerciii de respiraie premergtoare nvrii vocalelor, dei am
explicat c atunci cnd tragem aerul n piept inspirm, iar cnd l dm afar expirm, parc copiilor
le era greu s in minte acest termen de expiraie, atunci le-am propus ca atunci cnd sunt afar i
este frig, i vor vedea expiraia sub form de abur. Reaciile nu au ntrziat s apar i brusc copiii
i-au adus aminte ca ei i-au vzut expiraia, iar pentru cei care nu au vzut nc cu siguran au
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inut minte s vad i ei ce au vzut ceilali, aa c prin repetarea termenului i prin asocierea la o
fapt concret a vieii termenul de expiraie este ceva firesc precum aerul ce-l respiram.
Activizarea informaiilor dobndite prin metode de explorare ale realitii, au fost obinute
n cadrul unui cercetari fcute ce au avut ca obiect de studiu predarea folosind aceste metode care
au relevat diferene vizibile ntre grupuri ceea ce indic o alegere bun pentru imbuntirea
demersul didactic folosind aceste metode.
Astfel, sistemul de cunoatere ctig n extensie i aprofundare, iar capacitile i
aptitudinile intelectuale de creaie vor nregistra un grad mai ridicat de dezvoltare. Transpunerea
coninuturilor de nvat n form practic, prin observare concret pe parcursul defurrii faptelor,
reprezint att pentru cel ce trebuie s i le nsueasc (elevul) ct i pentru cel ce ndrum demersul
didactic (profesorul) o uurin n predarea/nelegere coninuturilor de predat.

BIBLIOGRAFIE:
Cerghit, I. Metode de nvmnt, Editura Polirom, Iai, 2006;
Dnescu E., Stimularea creativitii la vrsta precolar studiu experimental. Editura Paralela 45,
Piteti, 2009.
Jung, C., G., Opere complete 17 Dezvoltarea personalitii. (Nicov, V. Trad.) Editura Trei,
Bucureti, 2006.
Muster, Dumitru Metodologia cercetrii n educaie i nvmnt, Editura Litera, Bucureti, 1985;
Tudor, L.S., Selecia, structurarea i combinarea eficient a strategiilor didactice. Modele teoretice
i practice, Editura Universitii din Pitesti, Piteti, 2011;
Zlate, Mielu Introducere n Psihologie. Editura Polirom, Iai, 2000.

INFLUENA TEORIEI NVRII SOCIALE N ETAPELE DE

DEZVOLTARE A COPIILOR

Prof. nv. Prec. Tempea Monica

Grdinia cu Program Prelungit Alb ca Zpada
Cluj Napoca

Perioada copilriei, este perioada cea mai potrivit pentru dezvoltarea i optimizarea
competenelor emoionale i sociale, avnd n vedere faptul c aceast perioad se caracterizeaz
prin achiziii fundamentale n plan emoional, social i cognitiv, de un rol vital n adaptarea la
mediul colar i ulterior eseniale n viaa adult.
Influena exemplelor acordate de ctre persoanele adulte n dezvoltarea i educaia copiilor
este extrem de important.
n momentul n care copilul ncepe s ia contact cu ali aduli dect cei aparintori familiei,
el are deja o baz educativ, mai mare sau mai mic, n funcie de nivelul de educaie al celor care l-
au nconjurat pn atunci.
Personalitatea lui este deja conturat, astfel nct efortul grdiniei, n educarea lui poate fi
mult diminuat n efecte sau poate fi chiar compromis dac se ignor ctigurile sau lacunele
acumulate n acest sens n familie.
Teoreticienii acestei abordri avanseaz ideea c personalitatea sau comportamentul
copilului se dezvolt ca urmare a interaciunii sociale prin recompense i pedepse, imitare,
identificarea cu anumite modele de rol i conformarea la expectane. n cursul dezvoltrii copilului
intr n joc toate procesele sociale: percepia sociali nelegerea comportamentului oamenilor,
rolurile sociale, comportamentele asociate i comunicarea, att verbal ct i non-verbal.
Primul contact al copilului cu lumea exterioar are loc, n mare masur, prin gesturile,
mimica i vorbele persoanei care are grij de el. Toate acestea i pot oferi copilului o experien
destul devariat: ridicarea i strngerea n brae sunt diferite de mesajul verbal, iar zmbetul

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prinilor constituie un tip de stimulare diferit de zmbetul afiat de copil atunci cnd este gdilat.
Din aceast diversitate de comportamente pe care le manifest prinii (nu trebuie neaprat ca
printele s fie principala persoana care are grij de copil), copilul ncepe s i formeze
cunotinele asupra lumii.
Dup cum au artat muli cercettori, n special Schaffer (1971), copilul are o tendin mult
mai puternic de a reaciona la oameni, dect la ali stimuli din mediul su, cum ar fi licririle de
lumin sau zgomotele. La copil pare s existe o tendin de sociabilitate foarte puternic i foarte
bine conturat.
O alt modalitate important de interaciune ntre aduli i copii este imitarea. S-a dovedit c
pn i copiii foarte mici imit expresiile mamelor lor, iar mamele afieaz deseori expresii faciale
exagerate atunci cnd le vorbesc copiilor. Stern (1977) a artat c bebelui de cteva sptmni se
angajeaz n interaciuni cu mamele lor, n care imit expresiile acestora. Plnsul poate fi de
asemenea considerat o modalitate de comunicare. Pentru un copil neajutorat locomotor acesta este o
strategie esenial pentru supravieuire. Mamele i dezvolt adesea o capacitate de nelegere a
plnsului copilului lor, difereniind situaiile n care copilul este flmnd, are dureri sau este furios.
Una din cele mai importante variante de comunicare ntre mami copil, asupra creia s-au
concentrat numeroi cercettori este contactul vizual. Fitzgerald (1968) a constatat c dilatarea
pupilelor, care este o cale prin care semnalm incontient afeciunea fa de alte persoane, este un
semnal pe care l transmit i copiii, mai ales fa de prinii lor, ncepnd chiar de la vrsta de patru
luni. nainte de aceast vrst l afieaz la vederea oricrei figuri. Acest aspect sugereaz dou
lucruri, mai nti c persoanele care interacioneaz cu copilul vor primi i alte mesaje n afar de
zmbet, care le arat c i copilului i face plcere interaciunea, n al doilea rnd se observ c pe la
patru luni copilul ncepe s aib preferine n privina persoanelor din jurul su.
Atunci cnd analizm fenomenul de durat al dezvoltrii copilului, putem observa c acesta
presupune un proces de socializare, n care copilul nva s se conformeze normelor societii i s
acioneze adecvat. Dei acest proces poate implica expectane diferite de la o societate la alta, se
pare c natura foarte sociabil a copiilor presupune o disponibilitate foarte mare de a nva i de a
rspunde la influenele sociale. Exist trei modaliti principale de ncurajare a socializrii la copil,
prin procesul de imitare i identificare, prin educaia direct, implicnd pedepse i recompense i
prin transmiterea expectan elor sociale.
Majoritatea teoreticienilor nvrii sociale considercprocesul de imitare i de identificare
este cel mai important dintre cele trei.
Copilul observ i imit persoanele din jurul su: copiii mici se joac adoptnd roluri sociale
i imitnd adulii pe care i-au vzut n aceste roluri. Toate aceste lucruri fac parte din procesul prin
care copilul nvao gam de comportamente pe care le poate utiliza mai trziu.
Imitarea este deseori descris drept o scurttur n nvare. Aceasta presupune copierea
unei anumite aciuni sau a unui set de aciuni i permite copilului s dobndeasco serie de
deprinderi fizice, rapid i eficient.
Prin imitare copilul este capabil s nvee mai mult dect ar putea prin nvarea direct.
Identificarea este un proces care se realizeazn dou etape i este implicat n nvarea bazat pe
observaie. Deseori, un copil va nva un stil mai general de comportament asumndu-i un rol
complet sau modelndu-se dup o alt persoan.
Identificarea are loc ntr-o perioad mult mai mare de timp dect imitarea i se crede c, n
mare msur, nvarea rolurilor sociale, cum ar fi nvarea rolului de gen i sex, are loc prin
procesul de identificare.
Prezena modelelor de rol este foarte important n dezvoltare. n jurul copilului trebuie s
existe oameni pe care acesta s i poat copia, ca s i poat forma o idee despre felul n care o
fiin uman real se comport ntr-un anumit rol social. Astfel de modele de rol i ofer copilului o
linie de ghidare, care-l va orienta spre un comportament adecvat n via.
Bandura i colaboratorii (1963) au realizat o serie de experimente prin care au investigat
imitarea la copii. Acetia au constatat c nu toate modelele au fost imitate n mod egal. n principiu,
copiii au imitat modelele pe care le au considerat similare lor, de exemplu pe cele de acelai sex.
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 Ali cercettori au investigat felul n care stimulii pozitivi (cum ar fi lauda sau ncurajarea)
pot influena nvarea prin imitare. Dac o purtare agresiv a copilului este ignorat sau pedepsit
de ctre aduli, atunci este mai puin probabil ca acesta s repete acest comportament.
ns, aciunile agresive care au consecine satisfctoare pentru cel ce agreseaz, au o
probabilitate mai mare de a se repeta.
Mussen i Rutherford (1963) au investigat efectele pe care cordialitatea i apropierea dintr-o
relaie le pot avea asupra procesuluide identificare. Au constatat c bieii care au relaii de
afeciune calde cu taii lor obin, n principiu, scoruri mai mari la testele de masculinitate dect
bieii a cror relaie cu tatl este mai rezervat.
Acelai lucru este valabil i pentru fete: cu ct relaia cu mamele lor este mai strns, cu att
mai puternic este identificarea cu feminitatea.
Din aceste studii putem vedea c imitarea i identificarea pot fi mecanisme importante de
nvare pentru copii.
Alte tipuri de studii au investigat aspecte diferite de nvare social, precum efectele
diverselor tipuri de pedepse asupra copiilor. Dei copiii nva foarte mult prin imitare i
identificare, existi unele comportamente care sunt dobndite prin intermediul reaciilor directe din
partea adulilor i, deseori, aceasta este o modalitate importantde pregtire a copiilor pentru a se
comporta conform exigenelor societii.
Autontrirea.Oamenii i definesc standarde de succes pentru propriul comportament n
diferite situaii i prin raportarea la aceste standarde i autoadministreaz recompense i pedepse
pentru atingerea i depirea standardelor. Autontririle i pedepsele iau cel mai adesea forma unor
ntriri emoionale (mndria i satisfacia n primul caz, ruinea i culpabilitatea n cel de-al doilea).
Dei fiecare societate modeleaz comportamentul copiilor si prin recompense i laude (sau
prin amuzamentul i atenia adulilor, pe care copiii le consider recompense), exist o alt latur a
educaiei pe care fiecare societate o utilizeaz: pedepsirea purtrii rele sau neadecvate social.
Pentru copii, importana explicaiilor, pentru a li se clarifica expectantele adulilor i
motivele regulilor, constituie un alt aspect al socializrii, care poate fi diferit de la un grup social la
altul.
Explicaiile par s ncurajeze copilul s se comporte sociabil. Un alt factor foarte important
n dezvoltarea copilului este modul n care, acesta nelege ceea ce se ntampl n jurul su i
raiunea pe care o d regulilor i comportamentelor observate.

BIBLIOGRAFIE:
Anton Moisin, Arta educarii copiilor si adolescentilor in familie si in scoala, Ed. Didactica si
Padagogica, Bucuresti, 2001
Catrinel A. tefan, Kallay Eva, Dezvoltarea competenelor emoionale i sociale la precolari, Ed.
Aqua Forte, Cluj-Napoca, 2009.
James Dobson, Copilul indaradnic -de la nastere pana la adolescenta, Ed. Noua Speranta,
Timisoara, 1995
Maurice J. Elias, Steven E. Tobias, Inteligenta emotionala in educatia copiilor nostrii, Ed. Curtea
veche, Bucuresti, 2002
Tinca Cretu, Psihologia varstelor, Ed. Credis, Bucuresti, 2001
Ursula Schiopu, Emil Verza, Psihologia varstelor, Ed. Didactica si Pedagogica, Bucuresti, 1967

652
 EDUCAIA FAMILIAL EDUCATIE INTERGENERAIONAL

Prof. Draovean Cornelia Elena

coala Gimnazial Ciugud

n societatea contemporan se apreciaz tot mai mult efectele benefice ale participrii active
a prinilor n viaa colii. Familia i coala reprezint principalele instane responsabile de educaia
copilului. Distribuirea responsabilitilor ntre cele dou institutii este posibil n condiiile n care
ambele sunt pregtite n egal masur pentru a-i exercita funcia educativ pe care o dein.
Familia este cea care rspunde de necesitatile elementare dar i de protecia copilului,
exercitnd astfel o influen profund, n viitorul profil moral i spiritual al acestuia. Ea reprezint
unul dintre mediile de socializare i educare cele mai complete, datorit posibilitii de a-l introduce
pe copil n cele mai variabile situaii i de a aciona asupra lui prin cele mai complexe i fireti
mijloace.
n acest sens parteneriatele coal - familie trebuie s devenin o modaliate eficienta de
ntrire a relaiilor nvtor-printe. i prinii, i cadrele didactice, dar n special elevii vor
beneficia de avantajele unor astfel de parteneriate.
O bun colaborare ntre coal i familie este posibil numai atunci cnd familia nelege
bine menirea colii: aceea de a fi principal izvor de cultur i factor de civilizaie, iar coala vede
n familie un aliat, un colaborator sincer, permanent i direct interesat n ntregul proces instructiv-
educativ. Creterea prestigiului colii depinde i de modul n care aceasta tie s-i apropie familia
pentru obinerea unor rezultate ct mai bune.
Nu ntmpltor familia este considerate prima coala a copilriei, educaia fcut aici fiind
plastic sugerat de expresia cei 7 ani de acas. Copilul, devine ncet contient de realitate care l
nconjoar, nva formndu-i inclusiv atitudini i comportamente pe baza de modele, prin
imitaie, copiii imitnd ceea ce observ n jurul lor. Copilul absoarbe din mediul apropiat, familial
primele impresii, formndu-i conduite ca urmare a contactului direct cu acetia. Ei vor face sau vor
crede precum prinii, imitnd comportamentele acestora. Familia e un factor integrator pentru viaa
social, tocmai prin demersuri care angajeaz att procesele de cunoatere, ct i pe cele afective.
Relaia coal - familie trebuie privit de prini ca fiind un factor al dezvoltrii copilului.
Pentru a-l ajuta s iubeasc nvtura, fiecare printe ar trebui s se concentreze asupra a ceea ce
face copilul corect, s-l ajute s-i exprime plcerea pentru lectur (cri, reviste, ziare) fiindc ele
reprezint sursa de informaie. Copiii au nevoie de modele de via, pe care i le iau de regul din
familie, din mediul colar, din lecturi sau din filme. Familia are rol important n formarea i
cultivarea deprinderilor de a alege modelul de via, mai mult dect att, chiar oferindu-i propriul
model.
n familiile cu prini hiperprotectori copiii sunt nelinitii, fricoi, dependeni, greu
adaptabili. n cazul n care avem de a face cu prini inconsecveni, oscilani, care trec de la asprime
exagerat, la exces de protecie, ngduin i rsf, copiii au dificulti n comportare, tulburri de
echilibru emoional i afectiv.
Unii prini in neaprat s-i vad realizate prin copii propriile lor aspiraii, dorind chiar s
le impun o anumit profesie. Din aceast cauz colarul intr n conflict cu posibilitile lui de
efort, fiind supus unei suprancrcri ce poate avea repercusiuni de natur psihic. n cazul n care
tatl este prea exigent iar mama prea indulgent nu se poate realiza educaia, n subcontientul
copilului nscndu-se opoziia tat-mam.
Atunci cnd ambii prini sunt exagerat de severi climatul educativ va fi aspru, copilul va
avea stri de nencredere n forele proprii, va fi impulsiv, gata de aprare sau dimpotriv se va lsa
pedepsit pentru orice.
Printele este pentru copil i un bun educator, el trebuie s-i stimuleze efortul,
spontaneitatea, fantezia, iniiativa, independena, ncrederea n sine. Pentru aceasta prinii ar trebui:
S-i cunoasc bine copilul, observndu-l i antrenndu-l de mic n activiti, innd cont
ns de posibilitile lui psiho-fizice;
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 S asigure copilului n cas un spaiu al lui, un loc n care s se poat odihni, juca, n care s
poat experimenta, citi i visa sub supravegherea prinilor;
S-i permit s se antreneze n activitile extracolare pentru a-i satisface trebuinele de
activitate i de cunoatere;
S-l sprijine n meninerea unui echilibru ntre efortul depus pentru pregtirea colar i
timpul afectat pentru activitile de tip,,pasiune;
s-i ofere modele ale unor tineri, aduli cunoscui care s-au afirmat prin nvtur i
comportare demn;
S continue munca educativ sprijinind concret copilul n depirea dificultilor.
Printele bun este ncreztor n copilul su i competent n msurile pedagogice pe care le ia n
situaii diferite. El are o atitudine pozitiv i flexibil.
Metoda cea mai adecvat pentru educaia copilului este dialogul care poate avea loc n orice
mprejurare, la plimbare, la joac, la spectacol, la munc, etc. Copilului i place s i se acorde mult
atenie, astfel el putndu-se afirma. O educaie sntoas l face pe copil s devin deschis la nou,
creativ, adaptabil, comunicativ, cooperant i tolerant, responsabil, competent, demn, mplinit i
fericit.
Dar ntr-o lume n care prinii sunt din ce n ce mai ocupai s asigure sigurana material i
financiar a familiei, implicarea bunicilor n creterea i educarea copiilor devine tot mai
important. Relatiile emoionale dintre nepoi i bunici pot influena pe termen lung dezvoltarea
psihic, educaional i social a copiilor. Studiile au artat c atunci cnd primesc mai mult
afeciune din partea bunicilor, copiii tind s dezvolte o mai mare ncredere n sine, avnd un impact
pozitiv de lung durat asupra conduitei lor.
Atunci cnd relaiile dintre nepoi i bunici sunt armonioase, beneficiile pentru copii devin
semnificative:
Dezvoltarea simului de apartenen i identitate al copilului
Transmiterea valorilor i a motenirii culturale specifice fiecarei familii
Oferirea unor modele tradiionale de conduit
Resurse nelimitate de timp pentru citit, lecii, jocuri si plimbri
Copiii pot asimila principii precum bunele maniere, respectul fata de adulti, etica.
Activiti precum pescuitul, croetatul, pictatul, fotbalul sunt menite s le ofere abilitile
practice i sociale ce vor fi att de valoroase pe msura ce cresc.
Cititul povetilor nainte de culcare poate spori creativitatea i spiritul ludic al copiilor, n
timp ce bunicii le ofer importante lecii de imaginatie din confortul casei tale.
n concluzie toi cei implicai n formarea i educarea copiilor trebuie sa neleag c un copil
este o personalitate complex, nu o niruire de comportamente, c au nevoie de intelegere, s tie
c le sunt alturi la nevoie, c-i vor ajuta s treac peste momentele dificilee, fr s-i judece, c n
loc de reprouri vor primi argumente, c toi conlucreaz pentru bunele lor.
Nevoia de a fi iubit, este o nevoie fundamentala a fiecarui copil, care la adolescen se
accentueaz, pentru c are nevoie s fie susinut n alegerile pe care le face i care s nu-l afecteze
mai trziu.
Credem c putem ajunge la aceste finaliti prin educarea integrat, parteneriat educaional,
motivare individualizat pentru pregtirea continu a elevului pentru via.

BIBLIOGRAFIE:
Bal C., Noiuni de didactica specialitii tehnice, Editura UT Pres, Cluj Napoca, 2007
Jurcu N., Bal C., Didactica disciplinelor tehnice, Editura UT Pres, Cluj Napoca, 2003,
Alecu Gabriela, Socializarea copilului n familie. Editura Didactic i pedagogic, Bucureti,
1997.
Btrnu E. Educaia n familie, Editura Politic, Bucureti, 1980

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 NVAREA INTERGENERAIONAL

Tbcaru Andreea-Georgiana
Brescu Gelu-Ionel
coala Gimnazial nr 1, sat Voineti

nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri

demografice semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre
generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate
vrstele pot nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii,
unde generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele
generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile noastre
mbtrnite.
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ adult a
comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor, valorilor i
bunelor practici.
n scopul dezvoltrii educaiei intergeneraionale n unele comuniti s-a dezvoltat proiectul
S nvm de la copii care a urmarit s formeze atitudini civice pozitive la nivel de comunitate.
S-a pornit de la lucruri tiute dintotdeauna: copiii sunt prezentul i viitorul, sunt oglinzi care pot s
arate faa rea sau bun a vieii, sunt cei pentru care nimic nu este imposibil, sunt cei care i pun n
micare pe aduli. Proiectul i-a propus ca, prin intermediul artei, s lanseze ctre oamenii din
comuniti teme de gndire despre modalitile de comportament civic, despre iniiative locale,
precum i sensibilizarea organelor locale n legatur cu ceea ce este bine i ceea ce nu merge bine
ntr-o localitate. Un alt obiectiv al proiectului l-a reprezentat discutarea cu adulii din sat a
problemelor identificate. Cei mari s-au hotrt s participe mpreun cu copiii la aciuni care s fac
n aa fel nct visele lor s devin realitate. S-au ntlnit de mai multe ori, au analizat problemele i
au pus la punct planuri de aciune pentru a le rezolva. n aceast perioad n satele n care s-a
derulat proiectul s-au nfiinat Cluburi de dezvoltare comunitar, unde se discut despre viaa din
satul lor i modaliti de a o face mai placut. n finalul proiectului copiii au prezentat pe scenele
cminelor culturale spectacole de teatru comunitar concepute de ei sub ndrumarea unor actori
profesioniti. Dei la nceput muli dintre aduli au fost reticeni fa de proiectul copiilor, n final au
realizat c cei mici le-au dat o adevarata lecie de via.
Au nvat c se pot organiza i pot rezolva unele probleme comunitare cu propriile fore. n
piesele de teatru copiii au artat realitatea, ceea ce se intampla n sate, fiind expuse att problemele
prinilor, ct i cele ale Consiliului Local. n rolurile interpretate de ei se regseau cei mari, adulii,
prinii, fraii, vecinii, rudele lor. Adulii au ineles c trebuie s-i asculte pe copii, s le aud visele,
c au multe s le spun i c trebuie s-i sprijine. Au realizat c problemele satului trebuie rezolvate
i c nu trebuie sa fie abseni, ci prezeni la tot ce se intampl n jurul lor. Cert este faptul c
oamenii din sate i-au deschis ochii, au neles ce au vrut copiii sa le transmit i au ajuns la
concluzia c trebuie s-i susin, dup posibiliti, cu tot ceea ce vor s realizeze pentru comuniti.
nvarea intergeneraional a fost vizat de la bun nceput de acest proiect, spectacolul jucat de
elevi fiind conceput pentru spectatori aduli. Astfel, spre deosebire de scenetele obinuite jucate de

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colari, subiectele au fost inspirate din viaa oamenilor mari i publicul int a fost reprezentat de
aduli i nu de colegii actorilor.
n concluzie, lipsa de prejudeci i de experien a copiilor le confer acestora o viziune
revoluionar asupra comunitii, inclusiv asupra rolului i a modului de funcionare a instituiilor
sale. nvnd mpreun cu ei, adulii nu au dect de ctigat o nou perspectiv asupra societi,
mai apropiat de cea a ceteniei active. Entuziasmul i nonconformismul copiilor i pot ajuta pe
aduli s i depeasc vechile cadre mentale i s ias din cutia gndirii conformiste.
Cetenia democratic se dobndete prin educaie. Fiind vorba de un set de competene
sociale, ntr-o societate aflat n tranziie, cum este cea n care trim, acestea fac obiectul nvrii
continue. Dei este extrem de important ca educaia pentru cetenia democratic s nceap ct mai
timpuriu, din coal, ca form a educaiei civice, aceasta nu se poate limita la nvmntul formal.
Nevoia de o astfel de educaie este la fel de mare i n rndul adulilor, ba chiar mai mare dac avem
n vedere cultura politic pe care au dobndit-o acetia sub regimul comunist. Dat fiind nevoia
comun a adulilor i a copiilor dintr-o comunitate de a fi educai n spiritul valorilor ceteniei
democratice a aprut n mod firesc i ideea nvrii intergeneraionale.
Vom urmri n continuare avantajele pe care le prezint aceast metod pentru educaia
adulilor:
1. Datorit puterii de persuasiune a copiilor asupra adulilor, nvarea intergeneraional constituie
un factor de motivare pentru a-i determina pe aduli s participe alturi de ei la activiti de nvare
care altfel le-ar prea fie copilreti, fie stnjenitoare.
2. Un alt factor motivant pentru aduli este punerea acestora n postura explicit de educatori. Pui
n faa copiilor, adulii simt nevoia s le dea acestora lecii, fie ele numai de via. Dac acest lucru
este fcut programatic, adultul care tie c va trebui s participe la o activitate alturi de copii se va
pregti el nsui la fel cum profesorul se pregtete nainte de lecie.
3. n sfrit, un alt factor favorizant pentru educaia adulilor este faptul c adulii doresc s fie
modele pentru copii sau, n orice caz, s le ofere exemple pozitive. De aceea, adulii se comport
mai frumos n faa copiilor, ceea ce constituie o bun ocazie dintre ei s practice unele dintre
comportamentele civice pe care le presupune cetenia democratic.

Forme ale comunicrii intergeneraionale

1.Comunicarea dintre printe-copil

Relaiile ntre prini i copii presupun un mecanism deosebit, filtrat social, ele au la baza
statuarea comunicrii n care se realizeaz un model, un pattern de conduit. n cadrul acestor relaii
prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel contribuind
la modificarea i perfecionarea stilului de interrelaionare nc din copilarie, ambele pri ale
ecuaiei avnd nevoie de deprinderi, abiliti sociale privind facilitatea intercomunicrii.
Copilul recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de
comportament, n conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti
s-l fac s accepte aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de
afeciune i respect. Este foarte important felul cum vede copilul rolul printelui, cum se proiecteaz
n contiina sa modelul oferit de prini, De asemenea, preteniile prinilor fa de copil trebuie s
fie n funcie de particularitile sale de vrst i individuale.
Rolul ce revine, n creterea i educaia copilului, personalitii prinilor este covritor.
Muli autori consider c influena personalitii este mai important dect prerile prinilor sau
amnuntele de procedur. Personalitatea prinilor poate strivi, deforma, ngrdi pe cea a copilului,
dar bineneles c l poate i ridica.
Concluzia este c ataamentul pentru copil este o variabil important i determin n mare
msur printele s adecveze corect practicile de cretere, oricare ar fi acelea.
2.Comunicarea dintre bunici nepoi
Pare surprinztoare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor
generaii diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii,
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 ceilali sunt de abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a
celor dinti i de o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc
nepoilor amintirile i experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor
asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Studii recente arat c situaia general nu a stat niciodat chiar aa bunicii erau (i sunt)
niste persoane active, care muncesc i, n acelai timp, au grij i de copiii i de nepoii lor.
Adevrai stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care asigur unitatea familiei
i a societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai multe campanii
publicitare care vizeaza familia.
Altdat preceptori ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta
subtil, care const n a gsi mpreuna cu nepoii lor echilibrul just ntre apropierea complice i
distana potrivit i respectuoas fa de valorile morale. Intervenind din linia a doua pe frontul
educativ, din spatele prinilor, ei au senintatea pe care le-o confer experiena i poziia lor n
familie, servind de susinere i model pentru nepoii lor. Cnd prinii sunt stresai de o via prea
dur i cnd copiii lor se simt sub presiune, bunicii le ofer acestora din urm posibilitatea de a se
elibera de tensiune i de a privi viaa altfel.

BIBLIOGRAFIE:
Dr. Ana Stoica-Constantin art. tiina rezolvrii conflictelor(II); n: Revista Psihologia,
nr.5/1995;
Coord. Dr. Brbulescu,C. tefan.a. Tineretul i familia, Ed. Politic, Bucureti, 1970;
Constantin Schifirne Generaie i cultur, ed. Albatros, Bucureti, 1985;
Constantin Schifirne Tineretul ntre perrmanen i nnoire, ed. Politic, Bucureti, 1987;
Nicolae CU, Romanian Association for Community Development.

PREDAREA INTEGRAT, N NVMNTUL PRIMAR

Prof. nv. primar, Neculau Diana-Anca

coala Gimnazial ,,Grigore Antipa Botoani

Literatura pedagogic actual descrie integrarea curricular drept o modalitate inovatoare de

proiectare a curriculumului, care presupune sintetizarea i organizarea didactic a coninuturilor
diferitele domenii ale cunoaterii, astfel nct s se asigure c elevul achiziioneaz o imagine coerent,
unitar despre lumea real.
Curriculum-ul integrat presupune crearea de conexiui semnificative ntre teme sau competene
care sunt de regul formate separat, n interiorul disciplinelor. Acest demers integrator implic o serie
de probleme complexe, referitoare la abilitatea metodologic a cadrelor didactice pentru integrarea
curricular, stabilirea modalitilor de evaluare a performanelor individuale, mai ales n situaia
nvrii prin cooperare, acomodarea corect a proiectelor i abordrii pe teme ntr-o schem orar
coerent. O asemenea organizare a coninuturilor colare, prin integrarea coninuturilor, cu toate
avantajele sale, i-a dovedit ns i propriile dificulti i limite. Acestea ar fi imposibilitatea
aprofundrii de ctre elevi a cunoaterii tiinifice specializate, dificultatea pregtirii cadrelor didactice
care s predea discipline integrate de nvmnt, lipsa de tradiie pedagogic a integrrii, dar i
opoziia latent sau activ a educatorilor fa de tendinele integratoare.
Prin metoda predrii integrate, copiii pot s participe, s se implice mai mult, efectiv i afectiv,
prin antrenarea unor surse ct mai variate, prin prezentarea coninuturilor cu ajutorul experienelor

657
diverse, al nvrii prin descoperire. nvarea integrat se reflect cel mai bine prin predarea tematic,
care sprijin dezvoltarea concomitent a unor domenii.
Procesul educaional trebuie s fie unul creativ, interdisciplinar, complex, s-i stimuleze pe
copii n vederea asimilrii informaiilor, cadrul didactic realiznd un scenariu ct mai interesant al zilei.
n vederea realizrii obiectivelor propuse pentru fiecare activitate comun se gndete atent repartizarea
sarcinilor activitilor zilnice la fiecare sector de activitate.
Activitile integrate vor fi cele prezente n planificarea calendaristic, proiectate conform
planului de nvmnt, orarului aferent nivelului de vrsta, susinute de experiena cadrului didactic.
nvtoarea organizeaz i desfsoar activiti integrate generate de subiecte stabile planificate pentru
tot timpul anului.
Aceste activiti pot fi desfurate integrat dup scenariu elaborat de nvtoare ce ncepe cu
ntlnirea de grup, iniiat n fiecare zi i care se poate realiza sub forma unei povestiri, a ntlnirii cu un
personaj, a vizitei unei persoane adulte, prezena unui animal, o ntmplare trit sau imaginat, un
eveniment social sau eveniment special petrecut n familie.
Scenariul cadrului didactic i orienteaz pe copii s opteze pentru diverse centre care ofer
posibilitatea alegerii domeniilor de nvare i a materialelor. Varietatea acestora ncurajeaz copiii s
manifeste, s observe, s gndeasc, s-i exprime ideile, s interpreteze date, s fac predicii.
Copiii i asum responsabiliti i roluri n micro-grupul din care fac parte, participnd la jocuri
de rol interesante, iniiate la sugestia celor din jur sau create chiar de ei. La completarea scenariului ne
pot fi de un real folos vizitele, plimbrile, ntlnirile cu specialiti etc. Tematica acestora este aleas
nct prin activitile integrate s se nlesneasc contactul cu lumea nconjurtoare. n atenia echipei de
cadre didactice se afl n permanent, ntreaga palet de activiti (la alegere,proiecte, jocuri i activiti
extracurriculare) i modaliti de organizare a acestora.
Sugestiile prezentate sunt orientative i lasa loc imaginaiei cadrului didactic, pentru a-i
organiza propriile activiti integrate, n functie de clasa pe care o conduce i temele abordate.
Activitile integrate au la baz un scenariu didactic integrativ explicitat ntr-un proiect didactic
unic, cu o structur flexibil, care s evidenieze caracterul integrat al abordrilor, interaciunea dintre
discipline, sprijinirea cognitiv i metacognitiv a elevilor.

PROIECT DE ACTIVITI INTEGRATE IARNA,BUCURIA COPIILOR

Tema integratoare: Iarna
Nivelul clasei : mediu
Clasa a II-a
Durata: o sptmn

Discipline implicate : Matematic si explorarea mediului

Comunicare in limba romn,
Arte vizuale si abilitati practice,
Muzica si miscare,
Dezvoltare personala
Subiecte:

Matematic : mprirea la 4. mprirea la 5

mprirea la 6. mprirea la 7
Exerciii i probleme
- Limba i literatura romn: Pomul de Crciun, I. Al. Brtescu-Voineti
Colinde, colinde, Mihai Eminescu
Amintiri din copilrie, Ion Creang, - La urat
Scrierea corect a cuvintelor sau/s-au. Prile unui text.
658
 DEZVOLTARE PERSONALA: Buntatea i rutatea
Muzica si miscare: Colindul - Steaua sus rsare
ARTE VIZUALE: quilling Fulgi de nea, brdu, realizarea unei felicitri de Crciun
Termeni si sintagme cheie de nvat: srbtori, Crciun, colind, buntate cretineasc
Produse curriculare finale ale proiectului:
Portofoliu individual cu tema Colinde
expoziie cu lucrri pictate i colaje-felicitri ale elevilor
Scopurile educaionale ale proiectului: asimilare de cunotine, formare de priceperi i
deprinderi intelectuale i motrice, formare de atitudini pozitive i responsabile fa de semeni
Obiective operaionale:
La sfritul activitilor didactice integrate, elevii vor fi capabili :
-Aria curricular Limb i comunicare
s citeasc corect, contient, cursiv, expresiv textele propuse spre studiu;
s povesteasc oral fragmente din textele narative studiate;-;
Aria curricular Matematic i tiine
s efectueze operaii de mprire cnd mpritorul este 4, 5, 6, 7;
s compun probleme dup expresii matematice date;
s descrie transformrile petrecute n natur n fiecare anotimp;
s exemplifice transformri din viaa vieuitoarelor, determinate de schimbarea
anotimpurilor;
Aria curricular Om i societate
s identifice n situaii diverse trsturi morale ale persoanei, buntatea i rutatea;
Aria curricular Arte
s intoneze, respectnd nuana i tempoul adecvate colindului propus
s realizeze pata pictural prin nuanare cromatic;
s realizeze compoziii decorative pentru design interior, utiliznd tehnica quilling;
Domenii de dezvoltare personal vizate:
dezvoltarea limbajului oral i scris: valorificarea textelor n proz i versuri;
dezvolatarea socio-emoional: valorificarea coninuturilor literare, muzicale, civice,
implicarea activ i interactiv n demersuri didactice individuale, pe grupe i frontale;
dezvoltare cognitiv: dobndire de cunotine proprii disciplinelor implicate, formare de
deprinderi intelectuale, dezvoltarea gndirii logico-sistemice, dezvoltarea capacitii de a rezolva
probleme;
Strategia didactic
Tipuri de experiene de nvare: active i interactive, de exersare, de descoperire, de analiz
i sintez, de aplicare practic, de explorare a realitii, de creaie;
Sistemul metodologic: lectura explicativ, conversaia, explicaia, exerciiul, demonstraia,
expunerea, problematizarea, observarea, nvarea prin descoperire, metode de dezvolatre a gndirii
critice, jocul didactic, metoda Plriilor gnditoare;
Sistemul resurselor curriculare: planul de nvmnt, programa colar, planificarea anual,
planificarea unitilor de nvare, manuale colare, auxiliare didactice
Forme de organizare a activitii elevilor: frontal, individual, pe grupe, combinat
Resurse temporale necesare: 1 sptmn
Evaluarea :
evaluare iniial: chestionar, test de cunotine
evaluare formativ:observare sistematic a activitii i a comportamentului elevilor n clas
i apreciere verbal, evalure oral i scris, evaluare final: concurs, portofoliu, expoziie
Descrierea didactic a scenariului activitilor integrate dup modelul curriculumului
secvenial/n succesiune ( chiar dac disciplinele sunt separate, ideile, topicile sunt predate i
operaionalizate n conexiune unele cu altele. Situaiile de nvare se organizeaz pe durata unei
659
sptmni i prilejuiesc elevilor realizarea de conexiuni pe orizontal, ntre disciplinele de studiu
implicate)

Ziua Coninuturile nvrii Disciplinele de nvmnt

LUNI Pomul de Crciun, Al. Brtescu-Voineti (nelegerea -Comunicare in limba

textului,harta povestirii) romn
mprirea la 4. mprirea la 5 -Matematic si explorarea
Influena anotimpurilor asupra vietuitoarelor mediului
Steaua sus rsare,colind -Educaie muzical
Bradul- figura tridimensional Arte vizuale si abilitati
practice

MARI Pomul de Crciun, Al. Brtescu-Voineti (,citrea Comunicare in limba

textului in diverse variante,povestirea oral) romn
Scrierea corect a cuvintelor sau/s-au
Exerciii i probleme folosind reprezentri din sfera Matematic si explorarea
temei mediului

MIERCURI Colinde, colinde Mihai Eminescu nelegerea

Comunicare in limba
textului,harta poeziei) romana
mprirea la 6. mprirea la 7 -Matematic si explorarea
Pata pictural- La urat mediului
Arte vizuale si abilitati
practice
JOI Prile unui text Comunicare in limba
Exerciii i probleme folosind reprezentri din sfera romn
temei, cu mpriri Matematic si explorarea
Buntatea i rutatea mediului
Dezvoltare personala

VINERI Amintiri din copilrie, Ion Creang ( La colindat) Comunicare in limba

Alcatuirea unui text- La colindat romana
Felicitare de Crciun-fulgi, brazi (tehnica quilling) Arte vizuale si abilitati
practice

Abordarea integrat a coninuturilor iese din monotonia aceluiai algoritm de predare a unor
lecii, elevii sunt stimulai i atrai prin diversitatea activitilor de nvare dintr-o singur or i prin
apariia elementului-surpriz. Se imprim leciei respective un caracter aparte, diferit de modul de
predare tradiional.
Dac succesul colar este dat de performana elevului n cadrul contextelor disciplinare,
succesul n viaa personal, profesional i social este dat tocmai de capacitatea de a iei din tiparul
unei discipline i de a realiza conexiuni i transferuri rapide ntre discipline, pentru soluionarea
problemelor ivite.

BIBLIOGRAFIE:
Boco, M., Chi, V., Abordarea integrat a coninuturilor curriculare, particularizri pentru
nvmntul primar ; Ed. Casa Crii de tiin, Cluj Napoca, 2012, pag.87
Boco, M., Teoria curriculumului. Elemente conceptuale i metodologice,; Ed. Casa Crii de
tiin, Cluj-Napoca, 2008, pag. 45
Chi ,V., Provocrile pedagogiei contemporane, Ed. Presa Universitar Clujean, Cluj-Napoca,
2002, pag. 67
660
 Ciolan, L. , nvarea integrat. Fundamente pentru un curriculum transdisciplinar, Ed. Polirom,
Iai, 2008, pag. 24
Crian, Al. (coord.), Curriculum colar. Ghid metodologic, Bucureti:M.E.I.-I.S.E., 1996, pag 3
Ionescu, M., Instrucie i educaie, ediia II-a revzuted. University Press, Arad, 2007, pag. 12

EDUCAIA INTERGENERAIONAL

Prof. Radu Adriana Laura- coala Gimnazial Drgoteti

Prof. Georgescu Andreia Cristina- coala Gimnazial Drgoteti

Oamenii triesc ntr-o societate n care cetenia, incluziunea i munca depinde de

capacitatea de a nva s nvei pe tot parcursul vieii i a ntregii viei.
In trecut, rolul familiei a fost de a oferi ngrijire. Educaia a fost o problem tehnic, n afara
familiei. Adulii erau, n orice caz autoritari, o surs suplimentar de control al comportamentului
tinerei generaii. n prezent, rolul familiei este de a oferi sprijin tinerelor generaii, de a explora i de
a descoperi locul lor n societate. Adulii din familie sunt o surs pentru a genera noi competene
pentru noi locuri de munc. Familiile si adultii, in general, sunt surse de nvare, care sunt baza
pentru viitorii cursanti pe tot parcursul vieii.
Problema este c adulii nu recunosc rolul lor de educatori. Adulii de astzi au crescut n
societatea industrial, de catre profesori instruii pentru a preda n sistemele vechi. Multi adulti nu
au ncredere n cunotinele lor creative. Ei nu recunosc rolul propriu n calitate de educator. Ei se
bazeaza pe sistemul de colarizare, care, n multe cazuri (de exemplu, prini imigrani, dar i
prini cu studii superioare) au valori profund diferite cu privire la identitatea familiei i culturii. Ei
nu petrec timp de calitate suficient cu copiii mici, nici nu cauta sfaturi de calitate cu privire la relaia
lor educationala cu copii sai.
Un adult devine un educator bun in functie de experienele sale de via ca si copii / cursanti.
Pentru a deveni buni educatori, avem nevoie de: reflecie profund asupra propriilor modele
interiorizate; schimbul de experien pentru a nelege noile provocri sociale i culturale ale
copilriei (copiii notri sunt crescui ntr-un mediu complet diferit!); facilitarea dialogului ntre
generaii: un educator bun este cel care este capabil s nvee de la relaia lor cu elevii. Acest lucru
se aplic pentru fiecare adult.Avem nevoie de noi puni de legtur ntre generaii. Limbajele
creative precum arta, muzica, jocuri, poveti, gtitul i utilizarea creativ a tehnologiilor digitale
poate deveni o punte ntre generaii. Aceasta se numete nvarea ntre generaii.
Limbajele creative reduc stresul legat de ntlnirea cu diversitatea. O generaie este un
domeniu cultural, i generaii diferite se confrunt cu alteritatea. Promoveaz o societate in care sa
se colaboreze n comun, bucuria de a crea mpreun, este posibilitatea de a deschide inima, mintea,
sufletul la alteritate, precum i la auto-critica. Stimuleaz auto-exprimarea i bucuria Acestea
creeaz spaiu pentru dialogul dintre generaii i nvare.
Povestirea: o form antic de comunicare
Povetile sunt probabil forma cea mai veche de comunicare din multe culturi i tradiii, i povestirea
este o art i un set de practici adnc nrdcinate n culturile noastre cele mai adnci i valori. A
spune o poveste nseamn mult mai mult dect faptele ntr-o ordine cronologic de raportare.
Aceasta implic selectarea experienelor relevante i transmiterea unui sens care formeaz un
ansamblu omogen de personaje, evenimente i locaii.
O poveste digital este o poveste care exploateaz mijloacele digitale (voce, muzic, imagini)
pentru naraiunile sale.Povestirea digital este un set de practici care exploateaz mijloacele digitale
pentru a crea un nou mod de a spune poveti. n special, tehnologiile digitale fac mai uor i mai
ieftin modul de a integra audio, video, text i muzic pentru a crea povesti fascinante. Practic,
mijloacele digitale fac posibil crearea de poveti multimedia pentru diferite scopuri, inclusiv
pentru proiecte sociale.
661
 Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se simt
dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie. Dar oare nu exist o soluie comun? O soluie
care s mbuntesc calitatea relaiilor dintre generaii? Rspunsul este simplu i foarte la
ndemn: nvarea intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia.
Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate:
pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de
conectare la valorile i tradiiile socio-culturale; pentru aduli, aceast interaciune poate oferi
oportuniti de nvare i dezvoltare a abilitilor de lucru cu noile tehnologii, se pot conecta direc
la preocuprile copiilor lor beneficiind astfel de o capacitate crescut de cunoatere i
interacionare; beneficiile pentru comunitate pot fi semnificative pentru c acest tip de nvare
aduce mpreun diverse categorii de vrst care colaboreaz i fac schimb de cunotine care pot
constitui o adevrat resurs de dezvoltare comunitar. Acest colaborare poate avea loc la nivelul
colii, prin activiti comune bunici-prini-copii facilitate de nvtori/profesori, care pot cuprinde:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea de a-i
nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii semnificative care
s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca acetia s poat
descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i implic
resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete pentru
serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un exempu
de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se realizeaz
un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de nvare
pentrucopii.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate dobndi
n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de tip
pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a demersului
civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

BIBLIOGRAFIE:
Intergenerational Learning (2012) eTwinning learning events
http://seedlearn.org/tag/storytelling/
http://www.healthyageing.eu/resources/
https://prezi.com/s-jby4zoijca/invatarea-intergenerationala/

662
 NVAREA INTERGENERAIONAL
Prof. Bratu Ana Mdlina- coala Gimnazial Drgoteti
Prof. Stoian Mariana Cristiana- coala Gimnazial Drgoteti

Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care dispun
foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la internet
i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i deprinderi
odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des sintagma
prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar prinii sunt
surprini i realizeaz c nu mai pot ine ritmul cu nepoii/ copiii lor. Unii prini se simt dezarmai
fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei, computerului
sau telefoanelor de ultim generaie.
Dar oare nu exist o soluie comun? O soluie care s mbuntesc calitatea relaiilor dintre
generaii?
Rspunsul este simplu i foarte la ndemn: nvarea intergeneraional o resurs, din pcate
puin utilizat i exploatat n cadrul sistemului de nvmnt din Romnia. Acest tip de nvare
poate aduce beneficii reale tuturor categoriilor de vrst implicate: pentru copii, interaciunea cu
adultul dezvolt abilitile de socializare, de comunicare i de conectare la valorile i tradiiile
socio-culturale; pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare
a abilitilor de lucru cu noile tehnologii, se pot conecta direc la preocuprile copiilor lor
beneficiind astfel de o capacitate crescut de cunoatere i interacionare; beneficiile pentru
comunitate pot fi semnificative pentru c acest tip de nvare aduce mpreun diverse categorii de
vrst care colaboreaz i fac schimb de cunotine care pot constitui o adevrat resurs de
dezvoltare comunitar.
nvarea intergeneraional reprezint o modalitate de abordare a unor schimbri demografice
semnificative i este de asemenea o modalitate de a consolida solidaritatea ntre generaii prin
intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate vrstele
pot nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele
generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile noastre
mbtrnite.
Ce tipuri de cunotine sunt transmise ntre generaii?
Cercetrile i practica privind nvarea intergeneraional, au artat c adulii i copiii au
oportuniti de a interaciona pe anumite perioade de timp, unde adulii transmit cunotine, credine
i bune practici copiilor prin intermediul unor activiti formale sau informale. Aceste trasmiteri i
nvri au loc n contexte formale atunci cnd se desfoar n coli, unde profesorii le mprtesc
copiilor strategiile privind dobndirea abilitilor de a citi i scrie, precum i facilitarea dezvoltarii
acestor abiliti folosind un set de abordri acceptate. Pot avea loc de asemenea i n contexte
informale, cum ar fi acas, ntre prini i copii, bunici i nepoi, precum i alte structuri care i are
ca protagoniti pe aduli i copii. Aceste aspecte includ o modelare relativ adult a
comportamentelor sau demonstrarea importanei mprtirii credinelor, atitudinilor, valorilor i
bunelor practici.
EXEMPLE DE BUNE PRACTICI
Bunele practici n nvarea intergeneraional se refer la acele msuri care combat barierele
privind grupele de vrst i/ sau promoveaz diversitatea vrstelor. Aceste msuri pot presupune
iniiative specifice care vizeaz dimensiuni speciale de gestionare a vrstei i a nvrii
intergeneraionale.
FORME ALE COMUNICRII INTERGENERAIONALE
1.Comunicarea dintre printe-copil
663
 Relaiile ntre prini i copii presupun un mecanism deosebit, filtrat social, ele au la baza
statuarea comunicrii n care se realizeaz un model, un patern de conduit. n cadrul acestor relaii
prinii ncearc i de multe ori, muli dintre ei reuesc s socializeze cu copiii lor, astfel contribuind
la modificarea i perfecionarea stilului de interrelaionare nc din copilrie, ambele pri ale
ecuaiei avnd nevoie de deprinderi, abiliti sociale privind facilitatea intercomunicrii. Copilul
recepioneaz pe multe ci tot ce i transmite mediul i le va transforma n acte de comportament, n
conformitate cu propriile nevoi, dar i cu cerinele mediului, dac prinii vor ti s-l fac s accepte
aciunea educativ nu ca pe o constrngere, ci ca pe o relaie profund, plin de afeciune i respect.
Este foarte important felul cum vede copilul rolul printelui, cum se proiecteaz n contiina sa
modelul oferit de prini. De asemenea, preteniile prinilor fa de copil trebuie s fie n funcie de
particularitile sale de vrst i individuale. Rolul ce revine, n creterea i educaia copilului,
personalitii prinilor este covritor. Muli autori consider c influena personalitii este mai
important dect prerile prinilor sau amnuntele de procedur. Personalitatea prinilor poate
strivi, deforma, ngrdi pe cea a copilului, dar bineneles c l poate si ridica. Concluzia este c
ataamentul pentru copil este o variabil important i determin n mare msur printele s
adecveze corect practicile de cretere, oricare ar fi acelea.
2.Comunicarea dintre bunici nepoi
Pare surprinztoare uneori apropierea dintre bunici i nepoi, indivizi aparinnd unor generaii
diferite, ntre care este, n medie, jumtate de secol. Unii se apropie de finalul vieii, ceilali sunt de
abia la nceputul ei. Incontient poate fi vorba de o dorin de ntoarcere n urma a celor dinti i de
o nevoie de cunoatere a celor din urm. Bunicii se bucur s mprteasc nepoilor amintirile i
experiena lor de via, care vor supravieui n felul acesta, iar copiii le vor asculta cu aviditate.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct i
impactul viitorului. Pentru nepoi, generaiile trecute devin cristalizate ca partajarea povetilor,
oferind un sentiment de identitate privind antecedentele familiale.
Ne-am obinuit s credem c cei care ajung la vrsta de 60 de ani se mulumesc s considere c
li se apropie sfritul. Poate c n comunism erau mai muli cei pe care i caracterizau planurile de
pensionare i depresia timpuriu instalat. Cei mai optimiti vrstnici visau adesea doar la o odihn
binemeritat dup o via de munc obositoare.
Oare chiar aa s fie?
Studii recente arat c situaia general nu a stat niciodat chiar aa. Bunicii erau (i sunt) niste
persoane active, care muncesc i, n acelai timp, au grij i de copiii i de nepoii lor. Adevrai
stlpi sociali, n jurul crora se nvrt alte trei generaii, cei care asigur unitatea familiei i a
societii sunt, de fapt, bunicii. Lor ar trebui s li se adreseze cele mai multe campanii publicitare
care vizeaza familia. Ei alcatuiesc o categorie creia cercettorii i-au zis, generic, generaia
sandvi. Altdat preceptori ai moralei, cam rigizi i cam distani, bunicii de astzi cultiv arta
subtil, care const n a gsi mpreuna cu nepoii lor echilibrul just ntre apropierea complice i
distana potrivit i respectuoas fa de valorile morale. Intervenind din linia a doua pe frontul
educativ, din spatele prinilor, ei au senintatea pe care le-o confer experiena i poziia lor n
familie, servind de susinere i model pentru nepoii lor. Cnd prinii sunt stresai de o via prea
dur i cnd copiii lor se simt sub presiune, bunicii le ofer acestora din urm posibilitatea de a se
elibera de tensiune i de a privi viaa altfel.

BIBLIOGRAFIE:
https://prezi.com/s-jby4zoijca/invatarea-intergenerationala/
Intergenerational Learning (2012) eTwinning learning events

664
 PROIECTUL METOD ALTERNATIV DE EVALUARE

prof. Popa Georgeta -Adriana,

Liceul Teoretic Teiu

n secolul XXI, calculatorul a devenit un mijloc uzual n activitatea didactic. Datorit

uurinei de utilizare a calculatorului, a numeroaselor oportuniti de informare pe care le ofer
Internetul, precum i a interfeelor atractive de prezentare a informaiilor, este normal ca elevii s
prefere utilizarea calculatorului n activitile de predare nvare. Pornind de la aceast preferin
a elevilor, se observ c proiectul didactic a devenit o metod utilizat cu succes n procesul de
evaluare a cunotinelor, deprinderilor, abilitilor, a competenelor de nelegere i de exprimare ale
elevilor.
Mai mult, n ceea ce privete limba francez, metodele tradiionale de evaluare a procesului
instructiv educativ, precum testele, evaluarea oral a coninuturilor nsuite, exerciiile etc.,
analizate individual, nu reuesc s nglobeze o evaluare a tuturor competenelor generale: receptarea
mesajelor transmise oral sau n scris n diferite situaii de comunicare, producerea de mesaje orale
sau scrise adecvate unor anumite contexte, realizarea de interaciuni n comunicarea oral sau
scris, transferul i medierea mesajelor orale sau scrise n situaii variate de comunicare. De aceea,
se caut permanent metode noi care s nglobeze o evaluare complex a competenelor elevilor, iar
una dintre aceste metode apare sub forma proiectului.
Un exemplu de proiect utilizat cu succes la limba francez n procesul de evaluare este
proiectul intitulat Balade . Acest proiect se adreseaz elevilor de clasa a XI-a, limba 2 de studiu.
Elevii vor lucra pe echipe formate din minim 2 i maxim 3 persoane, din propria clas. n cadrul
acestui proiect, elevii trebuie s descrie o regiune din Frana, o regiune pe care i-o aleg singuri, n
funcie de preferinele lor. Dup alegerea regiunii, titlul proiectului va fi completat, de exemplu
Balade provenale. Forma final de prezentare a proiectului va fi un Power Point, care trebuie s
conin minim 13 i maxim 16 slide-uri. Proiectul se anun cu dou, trei sptmni nainte de data
prezentrii lui, astfel nct elevii s aib timp s formeze echipele i s realizeze proiectul.
Coninutul proiectului va cuprinde n mod obligatoriu urmtoarele puncte n descrierea
regiunii alese:
1. Suprafaa regiunii;
2. Populaia;
3. Clima;
4. Reedina / capitala regiunii;
5. Departamentele;
6. Oraele importante;
7. Turismul;
8. Buctria;
9. Sportul;
10. Personalitile;
11. Sitografia i bibliografia.
Pe lng aceste informaii, va fi prezentat i echipa proiectului. Desigur, limba de redactare
a proiectului este limba francez. Totodat, prezentarea proiectului va fi realizat oral n limba
francez. Deoarece sunt multe informaii de prezentat, timpul alocat fiecrei prezentri va fi de
minim 4 minute, maxim 5 minute. Fiecare membru al echipei trebuie expun oral, cu ajutorul
prezentrii PPT, o parte din proiectul realizat.
Prin intermediul acestui proiect, se urmrete: realizarea unei evaluri complexe a
competenelor de nelegere, scris i oral, a competenelor de exprimare scris i oral n limba
francez; stimularea interesului elevilor pentru studiul limbii, culturii i civilizaiei franceze;
dezvoltarea abilitilor de comunicare; creterea motivaiei elevilor pentru lucrul n echip;
dezvoltarea capacitii de selectarea a informaiilor; stimularea creativitii; dezvoltarea abilitilor
de utilizare a calculatorului.
665
 Pentru elevi realizarea acestui proiect ridic numeroase provocri, dar aduce, totodat, i
satisfacii pe msur.
O prim provocare apare chiar din ziua prezentrii proiectului cnd elevii trebuie s i
gseasc cei mai potrivii coechipieri, pentru a fi siguri c vor colabora fructuos i n armonie cu ei.
Apoi, apare provocarea alegerii regiunii care va fi prezentat i mprirea sarcinilor ntre elevi,
astfel nct fiecare dintre ei s contribuie n msur egal la realizarea proiectului. n distribuirea
sarcinilor, elevii au libertatea de a alege partea care i intereseaz cel mai mult sau la care sunt cei
mai pricepui. Astfel, unii aleg s caute informaiile necesare, cele mai sugestive poze pentru a
ilustra punctele atinse, iar alii redactarea proiectului, care presupune o bun stpnire a utilizrii
calculatorului i, n special, a caracteristicilor unei prezentri PPT.
O alt provocare pentru elevi este ncadrarea n timp pentru finalizarea proiectului. De
comun acord, dup prezentarea cerinelor proiectului de ctre profesor, se alege o dat pentru
prezentarea lui, dat obligatorie pentru toate echipele. De regul, timpul oferit elevilor n vederea
pregtirii unui astfel de proiect este de dou, trei sptmni. Cei care nu reuesc s prezinte la timp,
i asum consecinele nerespectrii tuturor cerinelor i desigur nota slab pe care o vor primi.
Cu siguran cea mai mare provocare a elevilor este prezentarea oral a proiectului. Cu toate
c prezentarea se bazeaz pe PPT-ul realizat de elevi, acetia se confrunt cu emoiile unei
prezentri orale n faa tuturor colegilor, a dificultilor ridicate de pronunia limbii franceze i de
ncadrarea n timpul de prezentare: 4 5 minute. De multe ori, se constat, c unor elevi le este greu
s vorbeasc 4 minute, iar altora le este dificil s nu depeasc 5 minute.
n ceea ce privete cadrul didactic, se observ din complexitatea proiectului c evaluarea lui
nu este tocmai uoar. Pentru cadrul didactic, un astfel de proiect presupune o evaluare complex,
avnd ca suport o gril de evaluare care trebuie s conin toate caracteristicile proiectului, plus
evaluarea pronuniei i a corectitudinii gramaticale. Totui, cea mai grea sarcin rezid n faptul c
nu toate echipele de elevi sunt omogene. n cadrul aceleai echipe, se constat de multe ori c la
prezentarea oral a proiectului unii elevi sunt bine i foarte bine pregtii, iar alii sunt slab pregtii.
Problema care se ridic n aceast situaie este dac nota va fi aceeai pentru toat echipa sau
difereniat pentru fiecare membru al echipei. Am tinde s nlturm dilema uor, argumentnd c
toi membrii unei echipe trebuie s primeasc aceeai not, fiindc au lucrat mpreun la proiect i
datorit muncii lor, proiectul este fie bun, fie mai puin bun. Totui, nu trebuie uitat c elevii de
liceu sunt doar nite tineri, n curs de formare, care nva cum s nvee i cum s munceasc astfel
nct n viaa lor de adult s gestioneze proiectele, mai mici sau mai mari, de via cu succes.
Desigur, orice hotrre ar lua cadrul didactic, n ceea ce privete evaluarea i notarea proiectelor, ea
se va aplica n mod unitar tuturor elevilor dintr-o clas.
Ca orice proiect realizat n echipe, i acesta i ajut pe elevi s nvee unii de la ceilali cum
s colaboreze, s comunice, s asculte, s se impun, dar i s fie tolerani. Desigur c prin
intermediul lui se urmrete i se atinge contientizarea importanei cunoaterii limbii franceze ca
limb de circulaie internaional i oportunitile pe care aceast cunoatere le poate oferi.

666
 SNTATE PRIN MICARE
Profesor Eduard Ursu
coala Gimnazial ,,tefan cel Mare Vaslui

Ingredientul miraculos al unei viei sntoase este micarea .Lucrarea de fa i propune s

argumenteze implementarea micrii fizice n cotidian i implicarea sportului n viaa social.
De aceea este necesar s definim noiunile adiacente sntii i sportului precum anumite
puncte de vedere fiziologice.
Sntatea este definit ca o stare de bine, fizic, mental i social a fiecrei persoane.
Starea fizic reflect starea organismului i rspunsurile acestuia n faa bolilor i a
vtmrilor corporale.
Starea mental reprezint capacitatea de a controla stresul,emoiile,ncrederea n sine
autopreuirea i capacitatea de a te bucura de via.
Starea social este definit ca un habitat optim ,alimentaie corespunztoare,socializare
adecvat,realizarea scopului n via.
Micarea reprezint ieirea din starea de repaos.
Exerciiul fizic este definit ca repetarea sistematic i contient a unei aciuni n scopul
formrii sau perfecionrii unei priceperi sau deprinderi.
Sportul reprezint activitatea de ntrecere-ansamblu de exerciii fizice i de jocuri practicate
metodic cu scopul de a dezvolta, de a ntri i de a educa voina, curajul, ncrederea i disciplina.
Se spune des c sportul este deosebit de benefic pentru sntate,tineree, frumusee dar i
pentru buna funcionare a creierului.ns cum sunt posibile toate aceste efecte? De ce este necesar
sportul si cum actioneaza asupra organismului nostru? Ce se ntmpl n corpul nostru cnd facem
micare? Iat mecanismele ce stau la baza realizrii acestor aspecte.
Odat cu nceperea efortului fizic, n organism se produc anumite modificri :
Oxigenarea mai bun a organismului- corpul nostru are nevoie de o cantitate de oxigen de
15 ori mai mare dect n repaos,creterea ratei metabolice i altfel spus cantitatea de energie folosit
de organism este mult mai mare dect atunci cnd ducem o via sedentar. Pentru a nlocui aceast
energie consumat, corpul se folosete de macronutrientii furnizai prin intermediul alimentaiei i,
astfel, se accelereaz arderea caloriilor i slbeti mai uor.
Creterea temperaturii corpului-n timpul exerciiilor fizice, creterea produciei de energie
determin i creterea temperaturii corpului, iar pentru a o regla, corpul activeaz glandele
sudoripare si apare transpiraia la suprafaa pielii. Detoxifierea organismului nu se produce doar
printr-o diet sntoas, ci i prin micare! Creterea rezistenei organismului rolul extrem de
important al ncalzirii Dac faptul c nclzirea scade riscul de accidentare nu te convinge sa faci 5-
10 minute de exerciii usoare nainte de efort fizic , urmtoarele rnduri singur vor reui.Ai
observat cum, n special atunci cand facei anumite forme de micare (alergat, srituri, urcatul
scrilor, ciclism) obosii foarte repede dup doar cateva minute? Motivul este simplu: aceste prime
minute de efort par extrem de dificile deoarece este necesar o perioada de timp pentru c
organismul s livreze energie ctre grupele musculare solicitate.
Cu alte cuvinte, muchii au nevoie de energie sub form de adenozin trifosfat (ATP) pentru
a se contracta, dar corpul dispune de o cantitate care dureaz doar n jur de 10 secunde, apoi trebuie
produs iari. n acest scop, corpul folosete glicoliza anaerob si cea aerob, cea dinti oferind in
jur de 2-3 minute de ATP, iar cea din urm ajutndu-ne s meninem contracia muchilor Schimbul
ntre aceste dou sisteme de energie poate cauza un deficit de oxigen, motiv pentru care poi simi
un discomfort la nivelul muchilor, iar respiratia i se va ngreuna n timp ce cantitatea de oxigen
livrat muchilor va crete. Dar, odat produs aceast tranziie, poti menine un ritm fr
dificulti, iar pulsul si respiraia se vor regla.
Cu ct nclzirea este mai bun, cu att numrul minutelor de discomfort va fi mai
mic. Adugnd gradual vitez sau intensitate, vei evita acea care de oxigen i, odat cu ea,
senzaia de epuizare de la nceputul efortului fizic.

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 Modificari ale tensiunii arteriale-exercitiile dinamice consum mai mult oxigen , ceea ce
conduce la creterea pulsului i a ritmului respiraiei. Toate acestea conduc la o cretere uoar a
presiunii sistolice pe parcursul exerciiilor. Msoar-i pulsul: dup exerciii, acesta trebuie s fie cu
10-15 bti mai rapid dect cel de dinaintea nclzirii, motiv pentru care incalzirea este esenial
pentru a crete progresiv ritmul inimii i pentru a o pregti pentru efortul aerob.
Pe de alt parte, n ceea ce privete exerciiile statice, situaia este diferit: concentrndu-se
mai mult pe contracia muscular, ritmul cardiac rar crete semnificativ deoarece nu este necesar o
cantitate mult mai mare de oxigen. Tensiunea crete mai uor atunci cnd lucrm braele i mai greu
atunci cnd lucrm partea inferioar a corpului.
ns, nu putem s vorbim despre sport i sntate fr s ne referim i la efectul extraordinar
al micrii asupra creierului uman, cum ar fi eliberarea de neurotransmitori care conduc la
diminuarea durerii fizice, mbuntairea memoriei i creterea strii de euforie.
Lista ar putea continua, dar deja sunt destule pentru a ne determina s nu lsm nici o zi s
treac fr cele 30 de minute de micare (60 minute la copii). Toate aceste modificri se terg lent
odat cu ntreruperea micrii n acelai ritm n care s-au instalat.
Trsturi corporale necesare micrii
La baza realizrii micrii stau calitile motrice : fora, viteza ,rezistena, ndemnarea,
mobilitatea.
Sunt componente indispensabile activitii fizice umane ce se dezvolt n mod natural pn
la un anumit nivel. Depind de o multitudine de factori i sunt perfectibile prin exersare.
Fora muscular- capacitatea muchilor de a se contracta pentru a pune n micare segmentele
corpului
Fora este determinat genetic fiind prezent n procentul cel mai mare n realizarea
micrii. Ea reprezint, ca i definiie general, capacitatea organismului de a nvinge o rezisten
extern sau intern (ori a propriului corp) printr-un efort muscular - anumite celule nervoase
determin contracii musculare
Micarea fizic n spaiul cosmic- n conditii de imponderabilitate , cnd gravitaia este 0,
muchii se atrofiaza i oasele se fragilizeaz. Pentru a reduce aceste efecte, ei urmeaza zilnic un
program riguros de exerciii fizice pe o band de alergare de care sunt ancorai cu corzi elastice (ca
s nu isi ia zborul), i alte aparate proiectate special.
Ce se ntmpl n corpul nostru cnd NU facem micare fizic !!!
Corpul uman este conceput pentru a se mica . Dac ignorm aceast lege a naturii, nu vor
suferi doar muchii, ci i modificari ale marilor funciuni, determinnd apariia unor afeciuni n
special asupra sistemului cardio- vascular i nervos . Lipsa micrii duce la sedentarism i obezitate.
Sedentarismul- Tableta, telefonul, calculatorul i televizorul au luat locul activitii sportive.
aproape jumtate din copiii Romaniei (43%).
Sedentarismul este un factor de risc n dezvoltarea bolilor fizice i psihice - boli coronariene,
obezitate, hipertensiune, diabet, anxietate, depresie;
n ultimii 20 de ani numrul bolnavilor de diabet s-a triplat. Organizatia Mondiala a
Sanatatii a declarat sedentarismul inamicul numarul 1 al umanitatii, principalii factorii fiind: lipsa
de micare i alimentaia nesnatoas,sportul reduce cu 40% predispoziia genetic pentru obezitate.
Beneficiile micrii fizice !!!
Din totdeauna micarea sportul a fost recunoscut drept una dintre cele mai bune metode
pentru dezvoltare fizic la copii, dar recent au fost descoperite i beneficii psihologice aferente n
urma implicrii ntr-un sport de echip.
Acestea sunt:dezvoltare fizica corect i armonioas ,controlul greutii corporale,reducerea
presiunii arteriale,reducerea riscului de diabet i de dezvoltarea altor tipuri de boli
canceroase,creterea nivelului de colesterol bun (HDL),dezvoltarea esutului musculo-scheletic
sntos (oase, muchi, articulaii),dezvoltarea unui sistem cardio-vascular sntos (inima,
plmni),mbuntirea controlului neuro-muscular (coordonarea corpului),genereaz formarea de
noi neuroni,modelarea personalitii, cresterea motivaiei, socializarea copiilor,creterea stimei de

668
sine,creterea ncrederii n forele proprii,mbuntirea strii generale de bine,educarea trsturilor
pozitive de caracter a calitilor morale i de voin
Sportul te face s zmbeti !!!! Te-ai gndit vreodat c sportul i prelucreaz pn i
zmbetul, chiar i privirea, muschii faciali, adic expresivitatea feei tale i las semnele cele mai
fine pe chipul tu ?Nu, nu este o utopie, ci doar o consecin a eliberrii unor hormoni responsabili
cu starea de bine. Micarea, n special cea care ne ajut s ne punem n aciune ct mai multe grupe
de muchi (dans, aerobic, gimnastic etc), ne ajut s ne meninem tineri. Cum aceasta?
Atunci cnd stm, fie n picioare fie pe scaun sau n pat, grupele musculare pe care nu le
punem n aciune sunt mai puin irigate de snge. Aceasta pentru c muchii notri au multe vase
foarte mici numite capilare care stau nchise atunci cnd muchiul nu este folosit.
Dac muchiul nu este folosit pe o perioad mai lung de timp, de oridinul lunilor, zonele pe
care aceste capilare ar trebui sa le irige cu snge pentru a le hrni, a le oxigena si a le detoxifia se
atrofiaz.
Acesta este i motivul pentru care o persoan care a trecut brusc la munca de birou simte
dureri puternice n umeri sau pentru care persoanele care stau mult timp pe scaun au dureri de spate.
Mai mult dect att, abdomenul ncepe s se deformeze uor pentru cei care lucreaz mult timp
stnd pe scaun i coloana i modific poziia de ortostatism.
i face loc esutul adipos n zonele n care muchiul se atrofiaz, pielea isi pierde din tonus,
elasticitate si se rideaz, se cuteaz, mbatranete pentru c nu mai este att de bine irigat cu snge.
tiai c pielea este ultimul organ unde ajung nutrienii, vitaminele i mineralele din snge?
Cea mai uoar caren nutriional afecteaz pielea. n lipsa sportului corpul nostru nu mai este la
fel de bine oxigenat i hrnit .
Micarea este bun nu doar pentru sntatea fizic, ci i pentru cea mintal. Una dintre
consecinele efortului fizic prelungit este oprirea, cel puin provizorie, a fluxului angoaselor i
grijilor tale. Dup 30 de minute de sport, apar gndurile pozitive, chiar creative. Este vorba de
efectul de bun dispoziie, care modific circulaia sngelui, cu ajutorul hormonilor care stimuleaz
psihicul. Efortul duce la secreia de endorfine, iar orice activitate fizic stimuleaz dopamina, acest
neuro-transmitor esenial al aciunii i al plcerii. Este adevratul efect antidepresiv al exerciiului,
cu efect mai durabil dect al endorfinelor. Dup asta, grijile tot acolo rmn, numai c le vezi n alt
mod, ai luat distan. S nvingem sedentarismul tradiional, s ne convingem c, orict ar fi de
drastice dietele, corpului i trebuie micare. Iar sportul modeleaz nu doar muschii, ci i spiritul i
starea de bun dispoziie. Apoi, dieta de zi cu zi trebuie s se adreseze sntii i nu slbirii, pentru
c avem nevoie , trind ntr-un mediu de stres i poluare, de antioxidani, fibre, calciu, amnoacizi.
n concluzie,micarea fizic este cea care ne ajut s ne tonifiem corpul, s fim mai energici
sau chiar s ne mbuntim starea de sntate. Exerciii fizice uoare, antrenamente intense sau
tehnici noi, care implic att corpul, ct i mintea, toate formele de sport sunt binevenite atunci cnd
contientizam cte beneficii ne poate aduce acest stil de via sntos. Comoditatea e uneori mai
puternic dect dorina de a arta bine, sntosi, tonici, n form.

BIBLIOGRAFIE
Epuran, M., Metodologia cercetarii activitatilor corporale. Exercitii fizice. Sport.Fitnes Ed. a 2-a,
Edit. FEST, Bucuresti, 2005
Anca Ionescu, Medicina Sportiva Performanta si Sanatate - Editura Medicala, Bucuresti 2011.
Paula Drosescu-Biomecanica aparatului locomotor Editura Tehnopress,Iai 2010

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 CERCETRI CU PRIVIRE LA EDUCAIA INTERGENERAIONAL

Prof. Coma Cosmin Cristian

Liceul Tehnologic Aurel Vlaicu Lugoj

Educaia este un pion important in mobilitatea social, ns rmne neclar prin ce canal sunt
produse corelaiile intergeneraionale ale nivelului de studii. Inegalitatea economic reprezint un
fenomen larg rspndit n societate i un element important al dezvoltrii umane. Exist o literatur
vast asupra inegalitii iar n ultimii ani, dinamica inegalitii a devenit tot mai analizat. n timp ce
o simpl analiz a inegalitii ntr-un cadru clasic sau cros-sectorial ofer informaii despre statu-
quo, analiza mobilitii intergeneraionale i transmiterea inegalitii i propune s priveasc mai
ndeaproape mecanismele din spatele inegalitii. nelegerea surselor inegalitii este cheia
realizrii msurilor de reducere eficiente ale inegalitii, deoarece nu toate tipurile de inegalitate pot
fi adresate cu aceleai intervenii.
n ultimii ani, o literatur abundent are de a face cu numeroase aspecte ale mobilitii
sociale. n timp ce muli cercettori se axeaz pe flexibilitatea intergeneraional a venitului, alte
studii se focuseaz mai mult pe procesele i mecanismele de la baz. Un element central n analiz
l constituie educaia, din moment ce ofer o nelegere profund a mecanismelor ce conduc
corelaiile intergeneraionale.
Punctul de plecare este observaia corelaiilor la nivel nalt dintre educaia prinilor i a
copiilor lor. Literatura existent se concentreaz pe trei mecanisme de baz pentru a explica aceste
valori. n primul rnd este o transmitere biologic a abilitii, adesea msurat de IQ, care explic o
parte a relaiei (Anger i Heineck, 2010; van Leeuwen et al., 2008; Bjorklund et al., 2010; Black et
al., 2009). n al doilea rnd, se crede c gradul de ntoarcere la educaie a copiilor cu prini care au
studii superioare este mai ridicat (Black i Devereux, 2010), fiind un efect direct al educaiei
parentale asupra alegerii educaionale a copiilor. Acest canal de efecte directe ale educaiei asupra
educaiei ar putea de asemenea s includ i preferinele pentru educaie, aspiraiile i muli ali
factori. n sfrit, cteodat se contrazice ideea conform creia familiile srace se confrunt cu
constrngeri legate de creditare din moment ce nu pot s contracteze mprumuturi n schimbul
viitorului ctig al copiilor lor, care ofer un al treilea posibil canal (vezi Black i Devereux (2010);
Attanasio i Kaufmann (2009); Stinebrickner i Stinebrickner (2007); Carneiro i Heckman (2002);
Alfonso (2009)).
Transmiterea nivelului de educaie de la o generaie la alta este un mecanism complex i
poate fi descris ntr-un mod foarte nesatisfctor de ctre corelaiile intergeneraionale a rezultatului
educaional. Spnd mai adnc n mecanismele de transmisie, literatura a gsit trei canale principale
de transmisie care la rndul lor pot fi subdivizate. Primul canal este transmiterea biologic a
abilitii, al doilea se refer la dependena rezultatelor colare pe situaia economic a prinilor i al
treilea are de-a face cu efectele directe are educaiei ctre educaie.
Transmiterea direct a abilitilor, care nu e nevoie s fie limitat la simpla transmitere a IQ-
ului reprezint o explicaie mai biologic a fenomenului. De exemplu, Becker i Tomes (1979)
folosesc termenul nzestrri dobndite de la prini pentru a descrie aceast transmitere direct. Ei
ofer o teorie de transmitere intergeneraional bazat pe alegeri raionale printr-o abordare
teoretica uman, unde nivelul abilitii copilului este un factor determinant al deciziei. Modelul lor a
fost prin urmare extins de Loury (1981) i Solon (2004) i servesc ca referin n multe analize.
Mai exact, a fost nevoie de mult munc pentru a determina importana acestui canal. Numeroase
studii au ncercat s estimeze importana transmiterii IQ-ului, incluznd Anger i Heineck (2010),
van Leeuwen et al. (2008), Bjorklund et al. (2010) i Black et al. (2009). De exemplu, Anger i
Heineck (2010) folosesc datele de panel nemeti cu dou teste scurte IQ pentru a estima relaia
printe-copil. Li se pare c creterea cu un punct a rezultatelor prinilor duce la o cretere cu 0,45 a
vitezei de codificare i cu 0,50 a fluenei. Coeficienii estimai rmn stabili la includerea i
excluderea variabilelor de control. Bjorklund i colaboratorii (2010) folosesc datele suedeze din
testele IQ militare i registrele oficiale. Ei consider corelaiile intergeneraionale i dintre frai ca
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estimatoare a impactului IQ-ului tatlui i al altor variabile din background-ul familiei asupra IQ-
ului copilului. Corelaiile IQ estimate sunt semnificative i ating valori ca 0,346 pentru tat-fiu,
0,510 n cazul frailor i 0,65 pentru gemeni. Conform autorilor, estimrile lor reprezint mai
degrab limita inferioar a valorilor adevrate. Black i colaboratorii au gsit o corelaie IQ
asemntoare dintre tat i fiu (0.38) ntr-un studiu comparabil cu datele norvegiene.
Van Leeuwen i colaboratorii (2008) merg i mai departe n analiza transmisiei IQ-ului prin
divizarea sa. Ei au gsit o corelaie a IQ-ului dintre soi de 0,33 sugernd un grad relativ ridicat de
potrivire. Nu a fost gsit nici o dovad a transmisiei culturale a IQ-ului i nici o indicaie cum c
prinii inteligeni le transmit copiilor inteligena lor. Se pare c diferenele individuale de
inteligen sunt contabilizate de diferenele genetice.
Al doilea canal este cel mai direct n legtur cu tema de inegalitate a oportunitii din
moment ce statutul socioeconomic al familiei afecteaz n mod direct nivelul de colarizare al
copiilor.
Alfonso (2009) prezint un studiu a patru state latino-americane (Mexic, Chile, Colombia i
Peru). Este dovedit faptul c efectele constrngerii financiare dispar n analizele de regresie, odat
ce controlm variabilele de familie pe termen lung (educaia parental, fonduri familiale, etc.). n
orice caz, efectul relativ mic al constrngerilor financiare crete de la cel mai vechi la cel mai nou
set de date folosit n acest studiu.
Attanasio i Kaufmann (2009) folosesc date mexicane s analizeze relaia dintre deciziile
post-liceale i ateptrile subiective. Printre alte descoperiri, constrngerile fiinaciare reprezint o
problem important pentru mexicanii sraci, n contrast cu cercetrile unor ri mai dezvoltate,
unde aceste efecte nu par a fi prezente.
n sfrit, al trilea canal reprezint modul mai direct prin care prinii educai i ncurajeaz
copiii sa-i continue studiile (Merton, 1953; Boudon, 1973, 1974). Sociologii se contrazic cum c
ncurajarea nvrii ar putea depinde de background-ul social al elevilor i c prinii cu studii
superioare au pur i simplu pretenii mai ridicate n ceea ce privete educaia copiilor lor i prin
urmare i trimit pe acetia la coal pentru o perioad mai lung de timp. Acest al treilea canal este
comparat cu cele dou anterioare, un fel de cutie neagr, care permite multe explicaii diferite.
Situaia economic familial este cea mai important. IQ-ul copilului are un impact mare
asupra rezultatelor colare, dar este doar parial explicat de IQ-ul parental, aadar efectul total al
abilitii parentale asupra rezultatului colar este mai mic dect efectul situaiei economice.
Educaia parental de asemenea joac un rol important, n orice caz, o mare parte a efectului total se
datoreaz efectului indirect prin situaia economic. Din pcate nu copiii cei mai capabili, ci copiii
cei mai avantajai din punct de vedere fianciar beneficeaz de studii superioare. Legtura dintre
situaia economic a oamenilor i rezultatele colare ale copiilor lor s-ar putea prin urmare s
creasc mobilitatea educaional i egalitatea oportunitilor.

BIBLIOGRAFIE:
1. Alfonso, Mariana, Credit Constraints and the Demand for Higher Education in Latin
America, Inter-American Development Bank- Education Division- SCL, Working Paper 2009
2. Anger, Silke i Guido Heineck, Do smart parents raise smart children? The
intergenerational transmission of cognitive abilities, Journal of Population Economics, 2010, 23
(0), pp. 1255-1282
3. Attanasio, Orazio i Katja Kaufmann, Educational Choices, Subjective Expectations, and
Credit Constraints, NBER working paper 2009
4. Webdelspeiss Chaves Juarez Florian, Intergenerational transmission of education-
Uncovering the mechanisms behind high intergenerational correlations, ECINEQ WP, 2011
5. wikipedia.org

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 ROLUL I LOCUL SECRETAREI N CADRUL SISTEMULUI EDUCAIONAL

Hanganu Simona-Gabriela
coala Gimnazial Alexandra Nechita, Vaslui

Undeva, n spaiul abscons al sistemului de educaie, i desfoar activitatea, sub spectrul

anonimatului, secretara. Ca attea alte profesiuni, i aceasta, se practic din vocaie, se cultiv i se
perfecteaz prin intermediul educaiei continue. Profesiunea de secretar reprezint un ansamblu de
activiti interconectate, cu un areal de actori extins: director, corp profesoral, contabil, prini,
elevi, etc. Secretara lucreaz pentru alii, munca ei folosete la optimizarea complexului proces
managerial, ce definete o instituie educaional. Rolul fundamental al acesteia este de a ajuta.
Ca s fii secretar ntr-o coal, ntr-un liceu sau ntr-o universitate trebuie s te nati cu
anumite caliti sau s le dobndeti, cu foarte mult munc, pe parcursul anilor. ns nu oricine
poate fi secretar. Functia de secretar presupune omniprezenta secretarului la diferite
activitati organizate de conducere, consemnarea lucrarilor respective, prelucrarea, clasarea si
arhivarea documentelor rezultate.
Secretariatul este un auxiliar direct i indispensabil al conducerii, avnd ca sarcin
degrevarea acesteia de unele sarcini auxiliare, crendu-i astfel condiiile necesare realizrii
principalelor sale funcii: prevedere organizare comand coordonare control. Secretara
trebuie s creeze condiii optime pentru luarea deciziilor care reprezint actul esenial al conducerii.
Este cunoscut mentalitatea potrivit creia activitatea unui secretar este o munc inferioar,
cu un pronunat caracter executiv i foarte puin creativ, o munc pe care o poate executa oricine i
oricum. Deci munca de secretariat este o munc inferioar. ns n realitate aceast munc este
deosebit de complex i eficient contribuind la buna desfurare i dezvoltare a activitii unde
este ncadrat. Lucreaz n sfera conducerii, este la curent cu problematica acesteia, pstreaz
confidenialitatea informaiei, se implic i supravegheaz activitile de organizare a unitii.
n concluzie, putem spune c orict de multe schimbri vor fi n structura organizatoric a
instituiilor, orict de multe i sofisticate echipamente apar, acestea nu vor reui s nlocuiasc
niciodat o secretara competent, care se va perfeciona continuu.

DIALOG NTRE GENERAII DINCOLO DE FRONTIERE

Prof. Pojar Livia

Prof. Crian Simona
Grdina cu P.P. Lumea copiilor
Cluj- Napoca

Din fericire exist pe lume copilrie, sens al tuturor izvoarelor de cristal, rs ginga al
rsritului lunii, privire candid i adierea dimineilor care proclam i opresc gesturile negre ale
incontienei, pulbere de aur i diamante cu care vrea s ne obinuiasc eternitatea.
Schimbrile care au loc n plan social i educaional impun o alt regndire a demersului
educativ, impus de nevoia de a gsi i de a concepe noi strategii i resurse pentru a crea premisele
personalitii unui om pregtit, capabil s se adapteze ntr- o societate aflat n schimbare.
Racordndu- ne la aceste schimbri i punndu- ne potenialul creativ n slujba copilului,
avem datoria de a aborda un nou tip de relaie copil educatoare comunitate, care s- i ofere
acestuia incredere, ndrumare, spirit de cooperare i plcerea de a nva. Misiunea nvmntului
precolar nu poate fi realizat dect n interiorul comunitii, ca rezultat al interaciunii grdiniei cu
mediul social i cultural.
Parteneriatul educaional face parte din acea categorie de proiecte care ntresc relaiile la
nivelul comunitii i n care comunicarea ofer condiii de organizare a unor activiti
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extracurriculare diversificate, menite s realizeze ntr- un cadru deosebit obiectivele curriculum-
ului naional, prin valorificarea valenelor educative ale evenimentelor.
Valoarea educaiei din copilrie pune o amprent pe care individul o poart n sine toat
viaa. De aceea e nevoie s cldim o temelie solid pe care s se poat aeza ntreg edificiul
cunoaterii, emoiile i experienele viitoare ale omului.
ntrebarea pe care i-o pun astzi cu insisten muli dintre cercettorii fenomenului
educaional este dac familiile contemporane mai reprezint modele pentru tnra generaie, dac
mai au ele o funcie de transmitere sau de reproducie a modelelor culturale sau a poziiilor sociale.
Prinii doresc i astzi s transmit valori, norme, atitudini, modele comportamentale, influenele
modelelor familiale fiind ns difereniate de la o familie la alta. In societatea contemporan se
apreciaz tot mai mult efectele benefice ale participrii active a prinilor in viaa colii.
Familia reprezint pentru copil un organism reglator care i permite s triasc o via foarte
intens, o via proprie copilriei: pentru noi o lume fantastic, ireal, pentru cei ce fac parte din ea
dimpotriv, una real i plin de armonie (Eugen Heroveanu). Mediul familial este o coal a
sentimentelor, n care se modeleaz sub acest aspect personalitatea. Copilul trebuie socializat i
modelat, iar fundamentarea personalitii sale, se realizeaz, n mare msur, n interiorul familiei
acestuia, care concentreaz primul su univers afectiv i social. Trsturile i coordonatele
personalitii se cristalizeaz n raport cu modelul i natura situaional trit n mod direct,
nemijlocit, de copil n mediul su familial, iar atitudinile prinilor au consecine durabile asupra
personalitii, n formare, a copilului. La vrstele mici, adaptarea copilului se realizeaz prin
imitaie, acesta raportndu-se permanent la persoana adulilor. Primul model oferit copilului este
familia sa, iar calitatea i tipul relaiilor copil-prini vor marca profund evoluia viitoare a copilului
(G. Mauco).
Grdinia constituie prima experien de via a copilului n societate. Aceast instituie l
aaz ntr-un cadru nou prin dimensiunile i coninutul su. Aici copilul ia cunotin cu activiti i
obiecte care-i stimuleaz gustul pentru investigaie i aciune, l provoac s se exprime i i
propune, incipient, angajarea n relaiile sociale de grup. Copilul precolar ncepe s-i defineasc
treptat nceputul personalitii sale. n cadrul grupei el triete prima experien a vieii n
colectivitate, a vieii sociale, alta dect familia. De la intrarea n grdini copilul realizeaz o
adaptare la un anumit ritm al vieii cotidiene, el se ncadreaz i respect un anumit program.
Educaia fcut de primii educatori prinii ,precum i cea din grdini se rsfrng asupra
tuturor laturilor personalitii copilului, n funcie de particularitile de vrst i individuale ale
acestuia. Pe msur ce copilul se dezvolt, cresc i trebuinele i dorinele lui. n acelai timp i
grdinia, ca prim instituie care se conduce dup principii i metode tiinifice, contribuie la
formarea i dezvoltarea copilului.
Activitatea cu prinii, ca parteneri, pentru a asigura dezvoltarea copilului n programul
educativ din grdini, poate deveni un start bun pentru a crea prinilor respect de sine, ncredere
n competenele lor , fcndu-i mai buni. Participarea prinilor la activitile din grdini
i iniiativa acestora de a organiza la rndul lor unele activiti, conduc la relaii de colaborare i
cooperare, din care beneficiari vor fi copiii.
Parteneriatul grdini-familie, iniiat de instituia noastr ,"Dialog ntre generaii", aciunile
ce s- au desfoara de comun acord i care au fost cuprinse n planul de aciune, continuarea de
ctre familie a activitilor desfurate n grdini, a contribuit la o mai bun formare a copilului,
la punerea bazei omului modern de mai trziu.
Problema fundamental n derularea cu succes a acestui parteneriat a fost lipsa timpului din
partea prinilor. Preocupai de asigurarea traiului, prinii i petrec prea puin timp alturi de copii
i rareori au reuit s ptrund n universul lor de la grdini. n acest sens , atenia noastr a fost
ndreptat spre alte persoane importante din viaa copiilor bunicii, promovnd astfel educaia
intergeneraional. n promovarea acestui tip de educaie am colaborat cu studeni din Germania-
Dusseldorf, care ne- au mprtit din experienele lor din timpul practicii pedagogice de acolo,
unde vrstnicii sunt implicai tot mai mult n viaa copiilor.

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 Vrstnicii nu se simt izolai, dac i folosesc experiena n folosul celor tineri. Acetia au un
ritm de asimilare alert. Datorit puterii de persuasiune a copiilor asupra adulilor, nvarea
intergeneraional constituie un factor de motivare pentru a-i determina pe aduli s participe alturi
de ei la activiti de nvare care altfel le-ar prea fie copilreti, fie stnjenitoare. Un alt factor
motivant pentru aduli este punerea acestora n postura explicit de educatori. Pui n faa copiilor,
adulii simt nevoia s le dea acestora lecii, fie ele numai de via. Dac acest lucru este fcut
programatic, adultul care tie c va trebui s participe la o activitate alturi de copii se va pregti el
nsui la fel cum profesorul se pregtete nainte de lecie. n sfrit, un alt factor favorizant pentru
educaia adulilor este faptul c adulii doresc s fie modele pentru copii sau, n orice caz, s le ofere
exemple pozitive. De aceea, adulii se comport mai frumos n faa copiilor, ceea ce constituie o
bun ocazie dintre ei s practice unele dintre comportamentele civice pe care le presupune cetenia
democratic.
Pentru bunici, timpul este un aliat de ndejde. n aceast etap a vieii bunicul i poate
descoperi aptitudini de povestitor, de actor, pictor, chiar dansator, fiindc o condiie important
pentru meseria de bunic, de a se adapta nevoii de cunoatere a copilului, de a-l ajuta s perceap
lumea nconjurtoare. Nepotul devine cel mai important, el capteaz ntreaga atenie a bunicilor i
prin intermediul lui au ansa de a retri copilria, de a redescoperi lumea i de a redobndi farmecul
primilor ani din via. Durerea, gndurile negre i tristeea dispar ca prin minune, cnd vrstnicul
are n preajm un nepot, mai spune psihologul Elena Anghel. Trind alturi de nepoi, bunicii
mprumut inocena i sensibilitatea specifice copilriei i reuesc s rspund nevoilor
caracteristice vrstei aa cum prinii nu pot ntotdeauna. Se explic astfel de ce legtura dintre
bunici i nepoi este puternic, uneori mai puternic dect cea pe care copiii o au cu prinii. Cu ct
bunicii sunt mai activi din punct de vedere fizic i psihic, cu att ansele de a avea o btrnee
frumoas sunt mai mari. Dragostea pe care le-o ofer nepoilor i menine tineri. Nevoile i
preocuprile copiilor depesc frecvent aptitudinile bunicilor. Pentru generaia actual de bunici,
activitile nepoilor sunt o adevrat provocare, fiindc ei nu mai ascult poveti nainte de culcare,
ci se joac la calculator i se plimb n parc numai cu rolele.
Rolul de bunic aduce uneori un sentiment de mplinire pe care bunicii nu l-au simit cnd au
fost, la rndul lor, prini. Noul statut este o bun ocazie de a corecta greelile fcute n calitate de
prini, dar este i un prilej de a repara sau de a mbunti relaia cu fiul sau fiica. Copilul primete
lecii importante de via de la bunici. Dar, la rndul lor, i bunicii au multe de nvat de la nepoi.
Copiii reuesc s se bucure i s-i manifeste fericirea altfel dect un adult, iar bunicii au o
extraordinar ocazie de a se bucura mpreun cu ei de farmecul copilriei. Copiii sunt spontani, iar
aceast calitate i ajut s simt bucuria lucrurilor aparent mrunte i s tresalte de fericire n faa
unei flori sau a unei jucrii. n plus, nivelul lor de anxietate este suficient de sczut nct s i lase s
i exprime direct i bucuria, i tristeea.
Aceast colaborare cu bunicii copiilor din grdinia s-a realizat prin diverse activiti:
Albumul familiei activitate n care bunicii au adus fotografii semnificative care reprezint
istoria familiei i au rspuns ntrebrilor puse de copii pentru ca acetia s poat descoperi ct mai
multe despre trecutul i rdcinile lor;
Teatru de ppui - cu implicarea n rol, alturi de copii, a bunicilor care au dorit s participe,
punnd n scen "Scufia roie";
Invm de la copii activitate n care bunicii au nvat cum se realizeaz un origami, un colaj
sau jucrii din materiale reciclabile.
Atelierul Mriorului activitate de confecionare de mrioare;
"Bunica ne nva"- activitate gospodreasc n care copiii, mpreun cu bunicile au realizat
diverse prjituri;
Dei la nceput muli dintre bunici au fost reticeni fa de participarea la activitile din
grdini, n final au realizat c cei mici le-au dat adevrate lecii de via. Lipsa de prejudeci i de
experien a copiilor le confer acestora o viziune revoluionar asupra comunitii, inclusiv asupra
rolului i a modului de funcionare a instituiilor sale. nvnd mpreun cu ei bunicii nu au avut
dect de ctigat o nou perspectiv asupra societi, mai apropiat de cea a ceteniei active.
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Entuziasmul i nonconformismul copiilor au ajutatpe bunici s i depeasc vechile cadre mentale
i s ias din cutia gndirii conformiste.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche copii i bunici mplicarea lor n activiti autentice de promovare a demersului civic
i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.

BIBLIOGRAFIE:
Negril. L.N. (2012):Copilul si arborele - studiu de caz, Bucureti: Editura Sper
Konya, Y. i Konya, A. (2012): Terapie familiala sistemica, Iai: Editura Polirom
Stnciulescu, E. (2002): Sociologia educaiei familiale, volum 1, Iai: Editura Polirom
P.R.E.T.,Modul nr.2 :,,mpreun pentru copii:grdinia i comunitatea,Bucureti,2008;
Golu Pantelimon, Verza Emil, Zlate Mielu, Psihologia copilului, manual pentru clasa a XI-a -coli
normale, Editura Didactic i Pedagogic, Bucureti, 1995.
Dumitrana M. , Copilul, familia i grdinia, Editura Compania, Bucureti, 2000
Intergenerational Learning (2012) eTwinning learning events
Jurnal.ro -Psiholog Elena Anghel
Revista de Psihoterapie Integrativ Vol.3. No.2. Septembrie 2014
www.didactic.ro

,,MICI DAR VOINICI

PROIECT EDUCATIV N CADRUL PROGRAMULUI EDUCAIE PENTU SNTATE
Proiect tematic n colaborare cu asociaia ,,Organizaia Salvai copiii-filiala Bucureti

Milea Xenia Cosmina

Grdinia Prichindel
Scopul proiectului
Contientiyarea cadrelor didactice i medicale din unitile de nvmnt precolar,
familiile precolarilor i repreyentanii instituiilor comunitii locale de rolul pe cae l au n
asigurarea sntii, educaiei i proteciei copiilor;
Valorizarea potenialului educativ al familiei, pentru a responsabiliza prinii n educaia
pentru sntate a propriilor copii;
Formarea unor comportamente igienice cu respectarea regulilor de igien personal,
obinurea cu un regim raional de alimentaie;
Formarea unor concepte ale comportamentului igienic care s acioneye n planul sntii;
Formarea unor moduri de execuie corect a deprinderilor sanitare ct i formarea motivaiei
pentru efectuarea lor prin nelegerea necesitii executrii anumitor activiti igenice;
Organizarea i trirea de ctre copii a unor experiene de nvare a comportamentelor de
educaie pentru sntate, prin implicarea familiilor precolarilor i comunitii locale;
nelegerea de ctre copii c a fi sntoi nseamn nu numai absena bolii ci i unmod de
via echilibrat i de conduit civilizat pe baya unor reguli i norme igienico sanitare;
Realizarea unui set de materiale didactice informative ct i lucrative pentru precolari i
prinii acestora.
Colaborarea cu doamna doctor stomatolog Talasman Simona i doamna doctor Fril
Tamara pentru buna desfurare a proiectului ct i pentru populariyarea lui n rndul
copiilor i a prinilor;
Perioada de derulare 1 ictombrie 2014- 15 ianuarie 2015.

Strategii

675
 Aplicare de chestionare prinilor n sensul nelegerii faptului c deprinderile igienico-
sanitare se pt nsui n familie, iar apoi valorificate, consolidate i mbogite n grdinie,
sub ndrumarea permanent a educatoarei;
Informarea prinilor privind scopul i obiectivele proiectului tematic;
ntruniri cu prinii n prezena specialitilor din domeniul sanitar;
Deybateri cu prinii pe teme de educaie pentru sntate;
Implicarea prinilor n aciuni educative cum ar fi: activiti comune, extracurriculare pe
acest tem, sebri cu teme sanitare;
Participarea prinilor la aciunie de educaie sanitar;
Colaborarea grdini-coal-instituii medicale.
GRUPURI INT-BENEFICIARI
Copiii
Prinii i bunicii
Cadrele didactice
Comunitatea local
PARTENERII PROIECTULUI

Cadre medicale de specialitate

Prini
Cadre didactice
Specialiti n domeniul educaiei
Comunitatea local
RESURSE IMPLICATE
UMANE
Copii
Doctor stomatolog talasman adin, medic fril tamara
Asistenta medical nedelea rodica
Educatoarele care coordoneaz i iniiaz activitatea cu copiii i prinii
Membrii din comunitatea local
Prini

INFORMAIONALE
Materiale informative elaborate pentru copii i prini de ctre specialiti n domeniu
Mape cu materile necesare activitilor
Ce
Hestionare pentru prini
Mape cu lucrrile copiilor
Fotografii de la activitile desfurate
Cd
Brouri, pliante, afie
Diverse materiale adecvate temelor abordate
DE TIMP
n cadrul activitilor cu intreaga grup de copii i activitilor complementare, activiti n
cadrul domeniului de sntate, abordarea interdisciplinar a educaiei pentru sntate
Coparticipare permanent a prinilor i a unor membrii ai comunitii loale cu identificri
de etape i cu feedback-uri care ar putea reglementa resursa de timp
FINANCIARE
Sponsorizri, donaii, oferte de servicii gratuite
Voluntariat
Strngere de fonduri
676
 Faciliti de servicii
PROMOVAREA PROIECTULUI
Promovarea proiectului la centrul de informare i resurse pentru prini
Preyentarea proiectului cu scopul gsirii de parteneri i finanare
Materiale promoionale
MONITORIYAREA PROIECTULUI
ELABORAREA ETAPELOR I MONITORIYAREA FIECREI ACIUNI
ELABORAREA I ANALIZA CHESTIONARELOR PENTRU PRINI
ANALIZA GRADULUI DE IMPLICARE A COPIILOR I A COPIILOR

PRODUSE REZULTATE N CADRUL PROIECTULUI

Materiale didactice informative, ilustrate destinate copiilor i adulilor
Expoziii cu lucrrile copiilor
Sceneta ,,Scandal n Oala De Ciorb
EVALUAREA PROIECTULUI
Lucrrile copiilor i discuiile libere, precum i ,,MIM I PANTOMIM
Sceneta ,,Scandal n Oala De Ciorb
Pliante, postere informative pentru copii i aduli
Chestionare pentru prini
Analiza gradului de implicare a prinilor n cativitile promovate

,,PENTRU COPIII NOTRI

PROGRAM DE PARTENERIAT
CU COMUNITATEA LOCAL
n cadrul programului educativ
,,Educaie prin activiti extracolare i extracurriculare

Ceausescu Doina
Gradinia ,,Prichindel-Bucureti

Motivaia
Necesitatea iniierii i construirii unei legturi reale ntre grdini i instituii din comunitatea
local n vederea armonitrii cerinelor educative i n interesul copilului.
Scopul
Implementarea i dezvoltarea parteneriatului cu instituii din comunitatea local n activiti
educative i sociale.
Implicarea i participarea real a instituiilor n cativiti comune care s spriine copilul n
dezvoltarea personal i n integrarea social.

Obiective
Dezvoltarea unui centru de informare pentru prini n vedrea prevenirii i nlturrii
situaiilor de risc pentru copii.
Iniierea i construirea unei legturi reale ntre instituii n vederea armonizrii
cerinelor educative i n interesul copilului.

677
 Implicarea institutiilor in actiuni educative comune cum sunt:activitati comune,
activitati extracurriculare, serbari ocazionale si traditionale, manifestari cultural
artistice s.a.

Elaborarea unor strategii comune in rezolvarea unor situatii problema, dar si in

activitati de preventire si de inlaturare a unor eventuale situatii de risc.
Crearea mediului educational pozitiv, adecvat pentru o stimulare si dezvoltare
favorabila copilului.

STRATEGII

- Analiza de nevoi in legatura cu modalitatile de reducere a situatiilor problema si a

situatiilor de risc pentru copii.

- Derularea actiunilor ce implica parinti 5i cepiii din medii defavorizate

- Informarea adultilor privind scopul si obiectivele programelor educative initiate 5i
derulate in unitate.
- Implicarea institutiilor in actiuni educative comune cum sunt: activitati comune,
serbari ocazionale si traditionale, activitati extracurriculare s.a.
- Consilierea psiho-pedagogica a parintilor in rezolvarea unor situatii problema, dar
si in activitati preventive si dc inlaturare a unor eventuale situatii de risc.
- Intruniri cu mambrii comunitatii locale pentru discugii, schimburi de idei si
experienta.
- Incurajarea parintilor de a solicita ajutor in rczolvarea diferitelor probleme
educative si extraeducative.

BENEFICIARI

-Gradinita.
-Copiii.
- Membrii din comunitatea locala.
- Institutii din comunitatea locala.

GRUP TINTA
- Copii din gradinita.

PARTENERII PROGRAMULUI

- Gradinite.
- Scoli.
- Primaria.
- Politia.
- Biserica.
- Teatrul ,, Ion Creanga
- Circul ,,Globus
- Fundatii
- ONG-uri
- Institutii care desfasoara activitati educative.

RESURSE
UMANE
> Cadrele didactice care coordoneaza si initiaza activitati educative cu COpiii.
678
 > Copiii.
> Specialisti in probleme de educatie: educatori, invatatori,psihologi, sociologi.
> Membrii din comunitatea locala vizata.
> Parinti.
INFORMATIONALE
> Programe educative aate in derulare.
> Literatura de specialitate despre educatia copilului.
> Literatura de specialitate psihopedagogica.
> Materiale informative elaborate de catre speciali$ti in domeniu
educative.
> Materiale informative cu privire la Drepturile Copilului.
> Fotograi de la diverse actiuni desfaeurate.
> Casete video, audio.
> Diverse materiale adecvate temelor abordate.
DE TIMP
> Programe periodice de activitati comune.
> Coparticipare permanenta cu identicari de etape .Si cu feed-backuri
care ar putea reglementa resursa timp.
FINANCIARE
> Sponsorizari, donatii, oferte de servicii gratuite.
> Voluntariat.
> Facilitati de servicii.
ACTIUNI DE PARTENERIAT
- PARTICIPARI DIRECTE la actiunile propuse: lectii deschise,
activitati practice, manifestari cultural-artistice , activitati
comune, serbari ocazionale si treditionale, excursii s.a.
- FOCUS GRUP.
- DEZBATERI cu grupul de specialisti in domeniu si membrii ai comunittii locale.
-PREZENTARI .
- CONSULTATII individuale sau pe grupuri mici.
- CONSILIERE permanente.
PROMOVARE PROGRAMULUI
- Promovarea programului in scopul implicrii partenerilor.
- Materiale promotionale (pliante, brosuri).
MONITORIZAREA PROGRAMULUI
- Elaborarea etapelor si monitorizarea ecarei zicgiuni.
-Calendarul atiunilor- calendarul aegiunilor este deschis, actiunile se desfasoa
conform programului claborat de ecare grupi si in inctie de ofertele educative din
comunitatea locale

EVALUAREA PROGRAMULUI
Analiza produselor activitatilor. .
Analiza gradului de implicare in activitetile promovate.

Grupa Mare Fluturasii II

ACTIVITATII EXTRASCOLARE SI EXTRACURRICULARE

Vizita in parcul Cismigiu
Vizionare de spectacol de teatru in gradinita
vizionare de spectacol la Circul Globus
Vizita la Muzeul Militar Central
Vizita la Biserica Amzei cu impartasirea copiilor de Sfantul Dumitru
679
 Vizionare de spectacol de teatru in gradinita
Vizita la Biserica Amzei cu impartasirea copiilor de Sfantul Mihail si Gavril
Vizionare de spectacol de teatru la ,,Tatrul Ion Creanga
Vizita in Piata Amzei cu sponsorizare de la agentii economice in cadrul proiectului
Toamna sub tema ,, Legume de toamna
Sa citim pentru mileniul III Saptamana portilor deschise
Vizita prescolarilor de la grupa mare la Scoala nr.186 (parteneriat gradinita scoala)
vizita la biblioteca pentru copii ,,Ion Creanga
Recunoaste personajul Vizita scolarilor de la clasa a IVa la grupa mare
Activitate demonstrative evaluare in cadrul proiectului tematic Toamna
Vizita la muzeul National de arta al Romaniei
1 Decembrie- Ziua Nationala a Romaniei spectacol omagial si delare
Sfantul Nicolae- prietenul, ocrotitorul si binefacatorul copiilor
Vizita 1a Biserica Amzei
Vizita in parcul Herastrau la Balonul copiilor cu desfasurarea programului artistic
dedicateCraciunului
Lunar achizitionarea si studierea revistei pentru Copii Pipo si a Revistei pentru parinti

INVATAREA INTERGENERATIONALA
Prof. Eugenia NOUR, coala Iordache CantacuzinoPacani, Iai
Prof. Mirela NOVAC, coala Iordache CantacuzinoPacani, Iai

Auzim de nenumrate ori sintagma prpastia dintre generaii care, se pare, devine tot mai
pregnant odat cu trecerea timpului i avntul tehnicii. Bunicii i chiar prinii realizeaz c nu mai
pot ine ritmul cu nepoii/copiii lor. Unii prini se sunt dezarmai n faa noilor tehnologii, iar
bunicii se simt dai la o parte n favoarea tabletei, computerului sau telefoanelor de ultim generaie.
Mai mult, copiii notri au uitat c bunicii sunt o surs inepuizabil de nelepciune dobndit n
primul rnd ntr-o experien de via. Ar fi nimerit s ne reamintim mereu o poveste popular
ara fr btrni de V.A Urechia, care ne istorisea cum un popor i-a omort toi btrnii din
principii de mndrie i comoditate. i pentru c nu mai aveau un trecut, disparut odat cu dispariia
brnilor, dumanii i-au simit vulnerabil i i-au ameninat cu rzboi datorit unei datorii vechi de
generaii.I-a salvat iubirea unui tnr care i-a ascuns tatl i care a tiut s rspund astfel
dumanilor,nct acetia au priceput c undeva mai era un batrn. Poate acesta este tlcul
proverbului Cine nu are btrni, s-i cumpere dar i importana nelepciunii acestora n viaa
social a unui popor. i poate de aici nevoia apariiei unei noi educaii- educaia intergeneraional.
Aceasta apare ca o modaliatate de a consolida solidaritatea ntre generaii prin intermediul practicii,
o modalitate prin care oamenii de toate vrstele pot nva mpreun unii de la alii, pot conlucra
pentru obinearea unor anumite abiliti , constituind o parte important a nvrii pe tot parcursul
vieii. Alturi de transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea
reciproc dintre generaii, contribuind la dezvoltarea capitalului social si a coeziunii sociale. Prin
educaia intergeneraional se creeaz de fapt puni de legatur ntre generaii, puni pe care le
putem realiza folosindu-ne de ceea ce avem n patrimoniul cultural al poporului romn: cntecele
noastre populare, dansurile, tradiiile legate de srbtori, portul porular att de miestrit lucrat, ia- ca
simbol al creativitii, miestriei i feminitii, tradiiile culinare sntoase. Toate acestea pot uni
generaiile, pot ceea bucuria de a petrece timpul mpreun comunicnd, nvtnd iar coala poate
oferi exemple de activiti care s reuneasc generaii pentru a nva copiii c tradiiile, cultura,
nelepciunea popular sunt bogii care dau identitatea unui popor, trezesc mndria naional i ne
face s aparinem acestui popor. Doar facilitnd dialogul ntre generii vom face ca cei ce vor veni
s se formeze ntr-o lume n care dialogul i respectul s psreze culturi si entiti. Pentru copii,
680
interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de conectare la valorile
i tradiiile socio-culturale; pentru aduli, aceast interaciune poate oferi oportuniti de nvare i
dezvoltare a abilitilor de lucru cu noile tehnologii, se pot conecta direct la preocuprile copiilor lor
beneficiind astfel de o capacitate crescut de cunoatere i interacionare. De partea cealalt,
persoanele vrstnice vor nelege c nvaarea pe tot parcursul vieii este nu doar o punte ntre
generaii ci i o metod prin care vor ine pasul cu noile tehnologii, prin urmare cu viaa n sine.
Acest colaborare poate avea loc la nivelul colii, prin activiti comune bunici-prini-copii
facilitate de nvtori/profesori. Astfel se pot gsi numeroase tipuri de activiti care adun laolalt
generaii.
-Ateliere muzicale: muzica clasica/ muzica modern;
-Atelere de pictura: mari pictori/ pictura pe pereti;
- Ateliere de cusut cu motive naionale romneti: ia
- Buctria romneasca/ buctriile lumii- s gtim mpreun cu bunica;
- Dansul romnilor/ noile tendine n dans;
-Comunicarea prin: telegrame, scrisori/ comunicarea prin internet, telefon
Acestea sunt doar cteva exemple de activiti prin care se face schimbul de informaii, sentimente,
gnduri ntre generaii: cei tineri nvat din zestrea cultural a bunicilor, pstrnd tradiiile; cei
vrtsnici nvat noile tehnologii, tendinele n muzic, dans etc.
O astfel de activitate am realizat ntr-un proiect educaional intitulat Gustri sntoase din
cmara bunicii, avnd ca scop promovarea produselor tradiionale romneti realizate de bunici
pentru a transmite tradiiile culinare de la o generaie la alta; dar i consumul de mncare sntoas
pregtita n cas i colaborarea dintre generaii n ceea ce privete aezarea mesei, idei de
meniuri,secrete culinare etc.Proiectul a fost structurat pe patru activitai:

ACTIVITATEA NR.1
Se vor realiza i prezenta afie , n care vor ilustra reete de la bunica, produse tradiionale,
secrete curative, sfaturi practice, eseuri pe tema Secretele din camara bunicii mele.
ACTIVITATEA NR.2
Elevii vor realiza, mpreun cu mmicile i bunicile, standuri cu produse tradiionale realizate n
gospodriile fiecruia, de ctre mame , bunici: dulceuri, compoturi, murturi, plcinte, colcei,
pine i vor prezenta mpreun cu acestea reetele.
ACTIVITATEA NR.3
Elevii vor prezenta sceneta Sfatul fructelor i se vor audia melodiile prezentate i vor nva
mpreun cu mamele i bunicile melodiile: M-a pus mama s fac bor i Supa de zarzavat de
Tudor Gheorghe.
Activitatea se ncheie cu degustarea de produse

Descrierea activitatii
In cadrul proiectului Gustri sntoase din cmara bunicii elevii celor trei clase implicate n
aceasta activiate , mpreuna cu prinii i bunicii , sub indrumarea cadrelor didactice au amenajat o
expozitie formata din produse preparate n casa . Fiecare clasa a contribuit cu produse tradiionale
pe care le-au prezentat elevii mpreuna cu reeta fiecarui produs, cu ingredientele folosite i aportul
n dezvoltarea snatoas a copiilor
Elevii clasei a IV a au prezentat eseuri prin care au ncurajat consumul de produse
sntoase i importana meninerii unei snti fizice i psihice prin consumul de hran sntoas,
precum i sfaturi primite de la bunici despre remediile gsite n consumul de fructe i legume.
Tot ei au amenajat i o expozitie de afie pe care le-au realizat n cadrul orei de limba romana pe
tema Mnnc responsabil, prcum si miniproiecte realizate n cadrul unor ateliere de creaie pe
aceeai tem.
Elevii din I D i clasa pregatitoare, sub ndrumarea doamnelor nvtoare au prezentat o
sceneta Sfatul fructelor, copiii fiind costumai n fructe i legume., iar eleva Lupu Andra de la
clasa a IV a C a interpretat melodia popular M-a pus mama s fac bor.

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 S- au jurizat produsele din expoziie, alegnd cel mai gustos produs, cel mai aspectuos
cel mai bun eseu i cel mai interesant afi n vederea acordarii de diplome cu premii.
Activitatea s-a ncheiat cu o degustare de produse, copiii fiind impresionai de gustul
produselor facute n cas, de savoarea dulceurilor i a compoturilor din cmrile bunicilor.
Borcanele cu zacusc i dulceuri rmase urmnd a fi donate unei fundaii care are n administrare
un after-scool pentru copiii defavorizai.

BIBLIOGRAFIE:
http://creativecommons.org/licenses/by-nc/3.0/

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 EDUCAIA N SOCIETATEA CONTEMPORAN
Duu Gabriela, Ivnu Carmen,
C.N.I. Matei Basarab Structura Grdinia Cu P.P. Nord 2, Ramnicu Valcea

,,Omul nu poate deveni om dect prin educaie- spunea Kant, prin urmare omul nu se nate
om:,,tot ceea ce constituie umanitate: limbajul i gndirea, sentimentele, arta, morala nimic nu
trece n organismul noului nscut- fr educaie.
Menirea educaiei este aceea ,,de a nla pe culmi mai nobile de via omul, comunitatea
etnic i umanitatea, prin cultivarea valorilor spiritului.
Educaia este unul dintre fenomenele care a aprut o dat cu societatea uman, suferind pe
parcursul evoluiei sale, modificri eseniale. De la aciunea empiric de pregtire a tinerei generaii
pentru viaa social educaia a parcurs un drum lung devenind o adevrat tiin cu statut propriu.
Epoca actual a informatizrii,a cltoriilor interplanetare, a interdependenelor culturale,
economice sau de alt natur, pune probleme cu care omenirea nu s-a confruntat niciodat n istoria
sa. Obiectivat n cele trei ipostaze (formal, nonformal i informal), educaia este chemat s
formeze personaliti uor adaptabile la nou,creative i responsabile.
Realitatea contemporan demonstreaz c rolul colii nu numai c nu s-a diminuat, ci a
devenit tot mai complex. Ideile libertii i descturii, umanismului i creativitii n educaie ne
ndeamn s distrugem zidul de neptruns al gndirii materialiste care ani n ir a creat stereotipii
eronate. n actualul context, avem nevoie de o educaie dinamic, formativ, centrat pe valorile
autentice. n societatea actual, caracterizat prin, mobilitate economic, politic i cultural, noua
ordine educaional nu se concepe fr avangarda micrii pedagogice teoretice i a praxis-ului
educaional. Specialitii sunt de acord cu patru teze pe care trebuie s se bazeze aciunea
constructiv:
educaia este azi n centrul preocuprii tuturor popoarelor;
nvmntul trebuie s fie considerat n orice societate, ca un ansamblu omogen, care s
reflecte nevoile societii i mijloacele de care dispune pentru satisfacerea lor;
criza existent se manifest pe dou planuri: decalajul existent ntre aspiraiile indivizilor i
nevoile societii, pe de o parte, i capacitile
sistemului de nvmnt, pe de alt parte, i prpastia existent ntre rile n curs de
dezvoltare i cele industrializate.
Marile probleme cu care se confrunt omenirea cer o rezolvare urgent, prin folosirea celor
mai eficiente mijloace i forme de educaie. Se consider c abandonarea valorilor tradiionale ale
educaiei, lipsa unui sistem axiologic de educaie prin valori i pentru valori i criza de contiin
moral i spiritual a adus coala i educaia n faa imperativelor lumii contemporane.
S-a considerat c dezvoltarea nu poate fi autentic fr pace, c pacea nu poate fi autentic
fr respectarea drepturilor omului i asigurarea libertilor fundamentale, c, la rndul lor , aceste
liberti i drepturi sunt iluzorii acolo unde domnete mizeria, foametea i analfabetismul. Aceste
evoluii l-au condus pe Aurelio Peccei la introducerea unui nou concept, acela de problematic a
lumii contemporane.
A. Toffler afirma c trebuie create consilii ale viitorului care au nevoie de planificatori
profesioniti, dar i de studeni, de tineri care caut responsabilitile i le vd ca fiind aductoare de
beneficii i satisfacii.
Conceptul s-a impus i este folosit astzi n mod frecvent. El pune n lumin tocmai
caracteristicile acestei problematici, care se impune att colectivitilor naionale, ct i grupurilor i
n cele din urm persoanelor.
Pe ansamblu, problematica lumii contemporane prezint:
caracter universal, n sensul c nici o ar de pe glob i nici o regiune nu se poate plasa n
afara acestei problematici;

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 caracterul global, n sensul c ea afecteaz toate sectoarele vieii sociale, constituind o surs
de probleme deschise i, n unele cazuri, de dificulti att pentru sfera vieii materiale, ct
i pentru cea a vieii spirituale;
o evoluie rapid i greu previzibil, n sensul c oamenii se vd pui n faa unor situaii
complexe pentru care nu sunt pregtii, pentru abordarea crora nu au metode sau soluii
adecvate;
caracterul pluridisciplinar, adic cu conexiuni puternice i numeroase n faa acestor
demersuri epistemologice; oamenii, tentai s foloseasc demersuri unidisciplinare i nu
pluridisciplinare, se vd dezorientai;
caracter prioritar i presant, n sensul c presiunile exercitate asupra comunitii mondiale i
a fiecrei comuniti naionale sunt puternice, de neeludat, cernd rspunsuri prompte,
ingeniozitate i deseori eforturi financiare importante.
Viitorul educaiei constituie o prioritate a comunitii mondiale; naiunile au nu numai
dreptul, dar i datoria de a se sprijini reciproc pentru ca prin educaie, cultur i tiin s ajung la
pace, progres i prosperitate i nu la haos, la dezumanizare, la disperarea provocat de un mediu n
continu degradare.
Se afirm pe bun dreptate, c unul dintre elementele definitorii ale societii contemporane
este schimbarea. Noul mileniu n care pim a motenit ns multe probleme sociale, economice i
politice, care, dei au marcat n mare msur ultima jumtate de secol, sunt departe de a-i fi gsit
soluiile. Dintre aceste probleme menionm: terorismul internaional, rasismul, creterea numrului
sracilor, a analfabeilor i a omerilor, etc.
Analfabei nu sunt doar cei ce nu tiu s scrie i s citeasc, ci i cei care au deficiene n
cunotinele de baz, vorbindu-se de analfabetismul funcional, iar mai nou i de cel computerial.
Educaia caut s contribuie la ameliorarea acestor probleme prin aciuni specifice de
prevenie. Datorit eurii n a gsi soluii putem spune c educaia se afl n situaie de criz. Prin
criz se nelege decalajul dintre rezultatele nvmntului i ateptrile societii. Dintre soluiile
specifice i generale gsite enumerm:
- inovaii n conceperea i desfurarea proceselor educative;
- introducerea noilor tipuri de educaie n programele colare;
- ntrirea legturilor dintre aciunile colare i cele extracurriculare;
- formarea iniial i continu a cadrelor didactice;
- conlucrarea dintre cadre didactice, elevi, prini i responsabili de la nivel local;
- organizarea de schimburi de informaii ntre statele europene;
- regndirea procesului de educaie n vederea integrrii cu succes a tinerilor n viaa
profesional i social.
Impasul n care a intrat coala contemporan a fost provocat de trei categorii de explozii:
explozia cunotinelor, explozia demografic i explozia aspiraiilor. Datorit dezvoltrii tiinei i
tehnicii, s-a acumulat o imens cantitate de informaie care depete posibilitile de asimilare
oferite de tehnicile de instruire din trecut.
n vederea facilitrii adaptrii la schimbare, ideal este ca educaia s asimileze direcia,
coninutul i ritmul dezvoltrii sociale, s-i prefigureze coninutul n funcie de exigenele societii
viitoare, s pregteasc omul pentru a se adapta la schimbare, prevenindu-se sau limitndu-se
stresul schimbrii.
Prin urmare, modul de dezvoltare a lumii contemporane este legat, n mare msur, de modul
n care educaia poate s satisfac cerinele acestei dezvoltri.
Rspunsurile educaiei se situeaz pe dou mari planuri: unul al lrgirii ariei i coninuturilor
educaiei i altul constituit din inovaiile n conceperea i efectuarea proceselor educative. n primul
caz se impune o elaborare riguroas a educaiilor, iar n al doilea caz se impune problema regndirii
procesului de educaie, n privina orientrii, dimensionrii, instrumentalizrii elementelor de
coninut, n vederea integrrii tinerei generaii n viaa social prin intermediul profesiunii.
Problemele lumii contemporane au impus constituirea unor noi tipuri de educaie dintre
care:
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 educaia relativ la mediu (educaia ecologic );
educaia pentru pace i cooperare;
educaia pentru participare i democraie;
educaia pentru sntate;
educaia intercultural;
educaia n materie de populaie sau demografic;
educaia economic i casnic modern;
educaia pentru drepturile omului;
educaia pentru schimbare i dezvoltare;
educaia pentru comunicare i mass-media;
educaia nutriional;
educaia pentru timp liber.
Noile educaii s-au impus ntr-un timp foarte scurt, dat fiind faptul c ele corespund unor
trebuine de ordin sociopedagogic din ce n ce mai bine conturate.
Fr ndoial, lista noilor educaii nu se ncheie aici. Proliferarea lor creeaz dificulti
autoritilor n ceea ce privete includerea lor n planurile de nvmnt.
Coninuturile, finalitile i obiectivele noilor educaii propun un demers prin care educaia
ncearc s rspund exigenelor lumii contemporane i s produc o schimbare a actului educativ
n favoarea educaiei bazat pe nvare inovatoare, societal i adaptabil.
Noile educaii sunt definite la nivelul programelor i a recomandrilor UNESCO ca rspuns
la imperativele lumii contemporane. Procesul declanat stimuleaz trecerea de la demersurile
specifice la abordrile globale, interdisciplinare i permite aprofundarea unor probleme sociale care
cer soluii concrete: democraia, pacea, mediul,alimentaia, sntatea etc. aceste educaii trebuie s
fie gndite n condiiile optimismului pedagogic, putnd facilita descoperirea rspunsurilor la
problemele cu care se confrunt fiecare generaie.
Modurile de a grupa sau prezenta noile tipuri de coninut variaz, dar obiectivele lor sunt
aceleai. coala contemporan nu mai poate ocoli aceast problematic interdisciplinar care este a
tuturor profesiunilor i a tuturor cetenilor capabili s-i ndeplineasc rolurile sociale, etice i
politice care le revin. Introducerea noilor educaii se face prin intermediul a dou strategii:
a) prima strategie vizeaz promovarea unor noi modele consacrate diferitelor educaii
mergnd pn la crearea unor noi discipline mai cuprinztoare (educaia civic, educaia
ceteneasc, educaia global etc.);
b) a doua strategie presupune infuzia de elemente noi n coninuturile tradiionale, strategie
adoptat n multe ri, inclusiv n ara noastr.
n ciuda situaiei paradoxale n care se gsete, n pofida obstacolelor cu care se confrunt,
educaia este invitat s pregteasc ntr-o manier activ, mai constructiv i dinamic, generaia
viitoare. n aceste condiii noile educaii vin s pregteasc un comportament adecvat, adic raional
care s atenueze n parte ocul viitorului.

BIBLIOGRAFIE
1. Toma, Ghe., 2005, Psihopedagogie precolar i colar, Ministerul Educaiei i
Cercetrii, Bucureti.
2. Cuco, C., 1998,Psihopedagogie,Editura Polirom,Iai
3. Joia, E., 2003, Pedagogie i elemente de psihologie colar, Editura Arves, Craiova.
4. Toader, A.D.,1995, Psihologia schimbrii i educaia. Polariti i accente ale
procesului educaional,EDP,Bucureti.
5. Macavei, E., 1997, Pedagogie. Propedeutic. Didactic,EDP Bucureti.

685
 EDUCAIA N CONTEXTUL CONTEMPORAN

Slite Mihaela, Dragomirescu Emilia, C.N.I. Matei Basarab

Grdinia Cu P.P. Nord 2, Ramnicu Valcea

Societatea actual, responsabilitile, individul nsui se mic mai repede, mai profund
dect sfritul de secol trecut. Problematica lumii contemporane, provocrile acesteia i
consecinele din domeniul educaiei au dus la impunerea i operaionalizarea n plan
teoreticexplicativ, dar i practic-aplicativ, a unor sintagme cum ar fi: nvare de-a lungul ntregii
viei (lifelong learning), educaie de-a lungul ntregii viei (lefolong education), educaie
permanent, educaia adulilor, educaia prinilor, autonvare (self learning), autoinstruire,
autoeducaie (self education), autoinformare i autoformare educativ, autonomie educativ,
educaie global.
Valul schimbrilor i al noutilor care asalteaz viaa umanitii i a fiecrei coleciviti
umane a fcut necesar extinderea actului educativ de-a lungul ntregii viei. Educaia dat de coal
nu mai este suficient pentru ntreaga via a omului. n ncercarea de a face fa provocrilor lumii
contemporane, una din direciile de restructurare a realitii educaionale este: extinderea actului
educativ la nivelul ntregii viei a individului.
Ritmul rapid al schimbrilor a determinat constituirea unei problematici complexe a lumii
contemporane, care a dus omenirea n faa unei alternative extreme. Astzi, problema educaiei este
abordat n strns legtur cu problematica lumii contemporane, lume ce se caracterizeaz prin
multiple transformri, prin schimbri n toate domeniile, determinate de progresele n domeniul
tiinei i tehnicii.
n ultimii ani, societatea romneasc traverseaz o perioad de profunde transformri
economice, politice, sociale i culturale. n aceast tranziie ncheiat dup unii, aflat n plin
proces dup alii tim cu relativ precizie de unde pornim i unde dorim s ajungem. Astfel, lsm
n urm un regim totalitar bazat pe o via economic, politic i social exclusiv centralizat n
care ceteanul se afla n slujba statului. Din contr, dorim s ne ndreptm spre o societate
deschis, bazat pe autonomia individului i pe respect reciproc, n care instituiile statului s se afle
n slujba ceteanului. n acest cadru att grdinia, ct i coala oglind fidel a societii nu se
pot excepta de la aceast regul. Aa spre exemplu, n sistemul educaional anterior anului 1989
existau o serie de norme de la care era recomandabil ca nimeni s nu se abat. Pe de alt parte,
educaia zilelor noastre tinde spre formarea unor oameni avnd o personalitate creatoare i armonios
dezvoltat, capabil s se integreze activ n mediu, s fac fa schimbrilor din ce n mai accelerate
i, mai mult, s le provoace n limita posibilului n sensul dorit.
n condiiile n care acceptm c coala i grdinia trebuie s reflecte cu fidelitate ceea ce se
petrece la nivel social, vom recunoate inclusiv faptul c acestea au intrat ntr-o etap postmodern
caracteristic ntregii societi. Astfel, unor trsturi precum rigoarea, raionalitatea, determinarea
ori precizia (definitorii pentru tradiionalism sau pentru modernitate) li se opun altele cum ar fi
conduita ludic, existena mai multor alternative, renunarea la limite, stiluri inovatoare, mobiliti
interculturale etc.
Omul modern, pentru a putea tri i munci n comunitatea uman, pentru a se bucura de
tezaurul cunoaterii este obligat s nvee necontenit, deoarece nsi cunoaterea uman se dezvolt
continuu i exponential.
A. Toffer spunea: Analfabetul de mine nu va fi cel care nu va ti s scrie i s citeasc, ci
va fi cel care nu va nva s nvee.
Dac educaia are ca scop cultivarea omului n sens de ridicare a lui pe o treapt
superioar, aceasta presupune c el poate fi transformat i format la un nivel dorit, pe scurt c el
poate fi educabil. Omul este educabil i tinde ctre perfeciune. Pe aceast idee fundamental i
construiete edificiul pedagogia, iar cel educat capt noi deprinderi, noi cunotine i o viziune de
via proprie, pn la sfrit un caracter i o personalitate.

686
 Educaia trebuie s fie n primul rnd disciplina formrii i nlrii spirituale a omului.
Perfectarea acestei opere care pornete pasul cu copilul este o sarcin i o datorie de prim ordin,
credem cea mai important.
Pedagogia contemporan a dat o mai mare atenie copilului ca existen de sine stttoare,
cu o natur i un caracter propriu. Cercetrile noi au dotat copilul cu toate atributele umanitii
noastre, fapt care a determinat o schimbare fundamental n teoria i practica pedagogic.
Cnd gndim conceptul de om, gndim n mod necesar i pe acela de copil (copilrie).
nsuirile caracteristice i dominante ale copilului, dei att de specifice, apar ca ale unui om; el i
joac rolul i trece de etapa prim a vieii ca o fptur normal, dar cu secretele ei ce trebuiesc atent
cercetate. Copilria este o excepional calitate i binefacere a umanitii noastre. Giovani Gentile
afirm c perioada formativ dureaz toat viaa i c ea face frumuseea i bucuria celor ce se
simt mereu copii.
n interiorul acestei idei care elibereaz copilul i-l red siei, ca o prim caracteristic a
naturii sale i de mare folos pedagogiei, se poate constata o sete continu de a face ceva, de a fi
activ pe cont propriu, de a crea n sensul spiritului su. Abia pe acest drum deschis se poate rezolva
corect i productiv problema libertii copilului n actul nvrii i educaiei. coala nou a fcut un
mare salt demn de a fi luat n consideraie. Condiie de dezvoltare a naturii umane, libertatea nu
exist n stare pur i nelimitat; acesta este un atribut divin. Omul poate fi liber numai supus unei
discipline n funcie de un ideal spiritual i moral, fapt care n cazul copilului este de o mare
subtilitate. Cum anume se execut lucrurile i prin ce mijloace scopul poate fi atins, aceasta st la
dispoziia miestriei de care dispune educatorul.
Rolul educatorului rmne acela de cluz, uneori aproape neobservat, ctre ceea ce copilul
aspir. Ca practic pedagogic putem spune c se las iniiativa copilului, fr riscul devierilor posi-
bile care ar altera procesul de nvare; att cuceririle intelectuale, ct i bucuria de a cuceri aparin
copilului nsetat de cunotine i de creaie. Copilul observnd unele lucruri sau unele acte n desf-
urare nu se oprete numai la nregistrarea lor, ci le aproprie unele de altele i le judec cutnd
sensuri i explicaii singur la nivelul vrstei sale. n acest fel, plecnd de la un material concret,
copilul avanseaz n mod firesc n alte zone care aparin procesului gndirii. Faptele concrete
observate direct au marea calitate de a stimula mintea copilului, purtndu-l acolo unde nvarea nu
mai e memorizare, ci proces de gndire prin care se produce asimilarea n profunzime i funcional
a cunotinelor. Contactul direct cu lucrurile i sforarea proprie elimin memorizarea i rutina, pu-
nnd n funciune gndirea sau nvarea inteligent cum spune un pedagog american. Unii clasici
ai pedagogiei, n primul rnd Rousseau, au cutat s evite tot ceea ce are un caracter artificial n
educaie, tot ce este interpus ntre copil i realitate, ntre copil i via.
Pregtirea pentru viitor se bazeaz pe nelegerea profund a problematicii lumii
contemporane, a cauzelor care au generat-o, pentru a anticipa evoluiile acesteia i a i se adapta n
mod creator. Problematica societii contemporane caracterizat prin complexitate, universalitate,
globalitate, caracter prioritar, a generat n sfera culturii, politicii i cea a educaiei o serie de
imperative, care devin din ce n ce mai bine conturate: salvarea mediului, aprarea pcii,
promovarea unei noi ordini economice.
Astzi, problematica educaiei este abordat n strns legtur cu problematica lumii
contemporane, lume caracterizat prin importante transformri, prin schimbri n toate domeniile.
n acest context, colii, ca principal agent educativ, i revine rolul de a narma tinerii cu sim
critic, cu capacitatea de a nelege i rspunde provocrilor din partea societii.

BIBLIOGRAFIE:
1. Toma, Ghe., 2005, Psihopedagogie precolar i colar, Ministerul Educaiei i Cercetrii,
Bucureti.
2. Cuco, C., 1998,Psihopedagogie, Editura Polirom, Iai
3. Joia, E., 2003, Pedagogie i elemente de psihologie colar, Editura Arves, Craiova.
4. Toader, A.D.,1995, Psihologia schimbrii i educaia. Polariti i accente ale procesului
educaional, EDP, Bucureti.
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 GEOGRAFIA INTERACTIV - MIJLOC DE STIMULARE
A CREATIVITII ELEVILOR

Nicoleta Monica Mustea,

coala Gimnazial Alexandra Nechita, Vaslui

nvarea creativ n cadrul orelor de geografie are drept scop trezirea unor sentimente,
pasiuni, interese pentru nou, elemente care stau la baza descoperirii tiinifice, inveniei tehnice,
creaiei artistice. nvarea creativ urmrete s cultive un stil de munc inovator, receptiv la nou,
bazat pe ncercare eroare succes rezolvare.
Cultivarea creativitii trebuie s fie o preocupare de actualitate n cadrul fiecrui nivel de
nvmnt, fiind necesar descoperirea unor strategii de stimulare i promovare a creativitii. n
cadrul orelor de geografie, elevul trebuie s-i dezvolte aptitudinile de cunoatere i de creaie:
spiritul de observaie, gndirea, atenia, imaginaia, memoria. Alturi de acestea, putem vorbi despre
necesitatea dezvoltrii interesului, a curiozitii, a iniiativei n observarea i descrierea
fenomenelor. Natura este cea dinti carte cu care elevul vine n contact, iar orizontul local este
primul atlas al elevului, dup cum spunea marele geograf George Vlsan.
n scopul dezvoltrii creativitii elevilor, profesorii de geografie pot folosi n cadrul orelor
strategii didactice moderne i mijloace de nvmnt informativ-demonstrative. Acestea contribuie
la formarea unor percepii i reprezentri corecte din punct de vedere geografic, cresc atractivitatea
orelor i pun accent pe implicarea activ a elevilor.
Modelarea este o metod didactic de dobndire a cunotinelor despre sisteme complexe,
greu accesibile, prin elaborarea unor modele, reprezentri simplificate, micoare, esenializate ale
obiectelor, proceselor i fenomenelor geografice. n cadrul orelor de geografie modelarea poate fi
realizat prin reducerea la scar a unor elemente geografice. Astfel, modelul poate s scoat n relief
fie forma caracteristic unor elemente geografice, fie dispunerea i mbinarea diferitelor elemente
componente, fie sinteza unor serii de fenomene aflate n legtur etc.
Modelele au att avantaje ct i dezavantaje: prin faptul c reproduc un proces sau fenomen,
au un caracter relativ limitativ, convenional, ns ele asigur i cunoaterea unor caracteristici
importante ale elementelor i sistemelor din mediul nconjurtor i pot constitui un punct de plecare
n elaborarea unor ipoteze, teorii etc. Modelele trebuie s fie fidele (ct mai aproape de original),
esenializate, s prezinte acele elemente i proprieti care dau specificul obiectului sau
fenomenului, micorate la scar pentru a se respecta o anumit proporie, realizate mpreun cu
utilizatorii. Ca mijloace de nvmnt care pot fi aplicate menionm machetele obiectuale
(tridimensionale) fizice: forme de relief miniaturizate sau harta tip puzzle. Pentru eficientizarea
nvrii, machetele vor fi realizate de ctre elevi, urmnd ca profesorul s discute ulterior
rezultatele observaiei.
Aceste mijloace pot fi utilizate i ulterior n cadrul leciilor: pe harta tip puzzle realizat de
elevi acetia pot aduga capitalele statelor, pot recunoate vecinii sau o serie de uniti de relief.
Astfel, machetele originale pot fi transformate n mijloace informativ-demonstrative n cadrul
metodelor de predare-nvare bazate pe jocul geografic.
O alt metod modern care poate contribui la dezvoltarea creativitii elevilor este
experimentarea. Aceasta este o metod de explorare direct a realitii prin care se provoac
intenionat un fenomen sau proces (n laborator), n condiii determinate, n scopul cercetrii
legitilor care l guverneaz i a verificrii unor ipoteze.
Pentru ancorarea leciei de geografie n realitate organizm experimente n cabinet, n
terenul geografic ori investigm direct procese geografice, efectuate sau n curs de desfurare,
gsite n mediul nconjurtor. n lecie elevii experimenteaz la momentul oportun, sub controlul
permanent al nostru, fr a cunoate rezultatul. Experimentarea este o metod de nvare cu un
mare potenial de activizare a elevilor i de dezvoltare a creativitii. n clasa a V-a, pentru a
consolida cunotinele cu privire la vulcani, se poate realiza un experiment frontal: elevii
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construiesc macheta unui vulcan dup care, sub ndrumarea profesorului, experimenteaz erupia
acestuia.
Geografia dispune de multe metode, mijloace i forme de a aplica principiul legrii teoriei
de practic. Activitile practice n orele de geografie au ca scop dobndirea:
cunotinelor procedurale (savoir-faire) (priceperi, deprinderi intelectuale i practice,
aplicarea metodelor, procedurilor i tehnicilor, utilizarea instrumentelor i aparatelor), adic
ce va ti s fac elevul dup o secven de predare/nvare;
cunotinelor motorii (deprinderi motrice), adic ce va ti s fac elevul dup o secven de
demonstrare efectuat de profesor i exersare svrit personal;
cunotinelor atitudinale (savoir-tre) (sentimente, atitudini, comportamente);
competenelor - ansamblu de cunotine declarative, procedurale i atitudini care sunt
activate n planificarea i executarea unei sarcini.
Abordarea inovativ a orelor de geografie poate dezvolta competena creativ n rndul
elevilor prin exersarea spiritului de observaie, a imaginaiei creatoare (capacitatea de a elabora
imagini noi pe baza prelucrrii datelor anterioare, ca rezultat al interaciunii dintre percepie,
memorie, gndire, atenie) i prin operativitatea gndirii (capacitatea de structurare i restructurare
continu a informaiilor, de integrare a lor n sisteme din ce n ce mai complexe).
Stimularea activismului i a creativitii n coal presupune favorizarea unui mediu de
nvare interactiv i dinamic dar i ncurajarea tendinei elevilor de a fi originali, inventivi, creativi.
Leciile devin astfel aventuri ale cunoaterii, n care elevii particip activ, mobilizndu-i astfel
potenialul creativ.

BIBLIOGRAFIE
Dulam, E., M., Elemente de didactica geografiei, Editura Clusium, Cluj Napoca, 2001, pag. 75,
83.
Ilinca, N., Didactica Geografiei, Editura Didactic i pedagogic, Bucureti, 2006, pag. 98

DEZVOLTAREA PERSONALITII N COPILRIE I ADOLESCEN,

MANIFESTAREA ACESTEIA N CAZUL INDIVIDULUI ADULT
Prof. consilier scolar Trif Delia
Scoala Gimnaziala Horea Cluj-Napoca

nelepciunea nu o primim motenire, trebuie s-o descoperim noi nine ntr-o cltorie pe
care nimeni nu o poate face n locul nostru i de care nimeni nu ne poate scuti
Marcel Proust
Voi prezenta un material pe care l-am realizat pentru prinii elevilor din coala noastra.
Se realizeaz un exerciiu de spargere a gheii numit Steaua cercurilor sinelui. Prinii vor
primi fie de lucru, li se va explica faptul c exerciiul va fi centrat pe problema identitii unei
persoane incluznd mai multe aspecte diferite: fizice, intelectuale, spirituale, emoionale i sociale.
Li se cere s se descrie pe ei nii sau pe copiii lor prin identificarea a trei cuvinte sau fraze pentru
fiecare dintre categoriile de pe foaie de lucru. Dup ce au completat cercurile, prinilor li se cere s
mprteasc exemplele n perechi cu ali prini. Se concluzioneaz c toate aceste aspecte
compun identitatea unei persoane i doar pentru c se simt puternici sau slabi ntr-un anumit
domeniu nu nseamn c sunt la fel n toate.
Societatea modern este societatea n care copilul trebuie pregtit de mic pentru nfruntarea
obstacolelor i atingerea succesului. Scopul este o stare dorit, o destinaie pe care fiecare om i-o
propune dup criterii care i aparin n totalitate. Cnd porneti pe calea succesului, alegi s iei cu

689
tine propriul bagaj de cunotine care s-i foloseasc n cltorie. Este un drum care ncepe din
copilrie, iar popasurile i le alegi singur.
Familia rmne grupul social vital n asigurarea ngrijirii proteciei i educaiei copilului.
Practic, de modul n care printele i ndeplinete rolul depinde viitorul copilului. Prinii sunt
primul model social de influenare a copilului, ei avnd un aport major la formarea concepiei
despre via, a modului de comportament i de relaionare a copilului, asigurnd un echilibru ntre
acestea.
Prinii petrec mai mult timp cu copiii lor dect oricare alt adult i au o influen enorm
asupra dezvoltrii sociale, emoionale i colare a copiilor lor. De un real folos sunt relaiile pozitive
ntre prini i cadrele didactice, este recomandat ca prinii s fie un bun partener al cadrelor
didactice pentru a aciona simultan n vederea sprijinirii copiilor. Prinii pot pune accentul nu doar
pe achiziionarea competenelor cognitive ale copiilor, ci i pe formarea armonioas a personalitii
copilului. Pentru a realiza cu succes meseria de printe, prinii pot participa la traininguri, lectorate
cu prinii, coachinguri.
Personalitatea include elemente eseniale, definitorii prin care o persoan se distinge de cele
din jurul su, rolul pe care l joac cel mai frecvent pe scena vieii sociale i private. Interesul
acordat astzi studiului personalitii este deosebit, acest lucru reieind cu uurin din abundena
studiilor prezente n literatura de specialitate. Personalitatea este unic. Constatm similariti ntre
aceeai oameni dar sesizm i c indivizii poart caracteristici speciale sau combinaii de
caracteristici care-i disting unii de ceilali.
Se prezint conceptul de personalitate din perspectiva unui susintor al teoriei umaniste, C.
Rogers. Conceptul central al teoriei lui Rogers este cel de sine, reprezentnd prerea individului
despre ansamblul propriilor percepii, sentimente, valori i atitudini care l definesc ca persoan i
care au fost achiziionate prin experiena de via. Sinele perceput influeneaz att perceperea
lumii, ct i comportamentul unei persoane. Imaginea de sine este modul n care fiecare dintre noi
se vede pe sine. Ea este format din atitudinile, din percepiile i din ideile noastre despre noi nine.
Imaginea despre sine nu coincide ntotdeauna cu realitatea. Atunci cnd exist o mare discrepan
ntre imaginea despre sine i realitate, comunicarea are de suferit. Rogers i descrie viaa prin
comparaie cu trunchiul unui copac aflat la marginea unui ocean, care fiind lovit permanent de apele
oceanului, rmne stabil, de unde i capacitatea de a-i valorifica potenialul i de a evolua ntr-un
mediu neprietenos.
Cealalt fa a sinelui, dup Rogers, este sinele ideal, care se refer la modul n care o
persoan ar vrea sau ar trebui s fie. Sinele real al unei persoane sntoase este diferit de sinele
ideal, autorealizarea facnd posibil scurtarea distanei dintre cele dou.
Persoana percepe obiectele externe i propriile experiene dndu-le semnificaii din prisma
sa. Sinele se modific de-a lungul drumului vieii. Sinele nu este o alt persoan nluntrul nostru
care face diverse lucruri prin el nsui, sinele doar coordoneaz comportamentul nostru. Imaginea
de sine este contient, suntem contieni de propriile noastre experiene. Rogers considera
personalitatea ca fiind orientat mereu nainte, important fiind rolul schimbrii, dezvoltrii unui
sistem de valori n centrul cruia se afl atitudinile pe care individul de are fa de sine nsui.
Rogers consider c toi oamenii se nasc cu o tendin de realizare, un motiv care i
determin s creasc, s se dezvolte i s devin persoane mature i sntoase, care i pot realiza la
nivel maxim posibilitile. El presupune c toi oamenii au nevoie de apreciere pozitiv venit din
partea celorlali, apreciere care se dezvolt ca o contientizare a afirmrii sinelui. Aprecierea
pozitiv implic respect, acceptare, dragoste venite din partea celor mai importante persoane din
viaa unui individ. Nevoia de apreciere pozitiv vine din nevoia copilului mic de aprobare i
dragoste din partea prinilor. O persoan are nevoie i de autoapreciere pozitiv.
Fiina uman este vzut ca un ntreg, dezvoltarea sinelui depinde de prezena unor factori
ereditari i a unor factori care in de mediul social n care triete persoana. Valorizarea aspectelor
utile, aprecierea necondiionat care desemneaz iubirea, atenia, grija, aprecierea de sine
necondiionat duc la autovalorizare, la formarea unei imagini de sine pozitiv. Pe msur ce sinele
se dezvolt, crete i nevoia de apreciere pozitiv a persoanei.
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 n cursul dezvoltrii, persoanele din jur ne ofer ceea ce avem nevoie doar dac exist
anumite condiii, care ne fac s meritm ceea ce primim. Deseori, mediul social impune anumite
condiii de valorizare, adic anumite criterii pe care trebuie s le atingem pentru a fi valorizai de cei
din jur i de societate. n urma aprecierii de sine condiionat ca urmare a prezenei condiiilor de
valorizare n viaa noastr n timp, nvm s ne apreciem doar daca putem s satisfacem anumite
standarde.
Dac prinii i ofer copilului apreciere pozitiv necondiionat, dac acesta se simte
valorizat de ctre prini, nu va aprea necesitatea de a nega anumite experiene avnd posibilitatea
de a-i manifesta potenialul. Dac aprecierea pozitiv din partea prinilor este condiionat, copilul
nu i va recunoate propriile comportamente i experiene n momentul n care acestea intr n
opoziie cu imaginea de sine, va deveni un individ defensiv.
Se recomand separarea de ctre prini a aprecierii comportamentului copilului de persoana
n sine (preferabil rspunsul nu mi place ceea ce faci care semnific acceptare, toleran fa de
copil dezaprobndu-i comportamentul, n detrimentul celui nu mi placi (tu)- considerat ru att
comportamentul ct i copilul nsui).
O importan major const n conduita unitar a ambilor prini, respectarea constant a
aceleiai atitudini n ceea ce privete educaia copilului.
Dezvoltarea sntoas a personalitii are la baz un climat familial n care copilului i este
oferit din plin posibilitatea de a experimenta, nvnd astfel s se accepte pe sine i fiind totodat
acceptat de ctre prini, chiar dac acetia dezaprob uneori anumite aspecte particulare ale
comportamentului acestuia. Dac mediul n care trim ne permite s utilizm aceste capaciti
pentru a ne realiza potenialul de care dispunem, ne vom dezvolta n mod armonios i vom devein
persoane pe deplin adaptate i funcionale.
Se prezint prinilor informaii legate de dezvoltarea personalitii individului de-a lungul
vieii: personalitatea copilului n primul an de via, de la 1 la 3 ani, de la 3 la 6/7 ani, de la 6 la 12
ani, adolescena, perioada adult.
Pentru perioada de pn la un an i pentru perioada de la 1 pn la 3 ani dezvoltarea afectiv
este esenial pentru structurarea persoanei n mediul din care face parte. Muli autori au legat
apariia identitii de sine de momentul n care copilul se recunoate n oglind. Un moment esenial
al identitii este acela n care copilul vorbete despre sine folosind pronumele personal ,,eu. ntre
18 i 24 luni, copiii reuesc s neleag c n imaginea din oglind este vorba tot de ei nii, c
imaginea nu reprezint un alt copil, ei neleg c este vorba de propia lor reflecie aceasta fiind doar
o imagine. Acesta este momentul constituirii identificrii ca proces de structurare a personalitii.
n cursul perioadei 3-6 ani n dezvoltarea personalitii copilului se pot distinge mai multe
sub stadii: perioada de opoziie, face parte din nevoia afirmrii personalitii ce se nate acum,
copilul bazndu-se pe relativa independen i autonomie nou cucerit, ctig prin opoziia fa de
ceilali contiina de sine ca fiind diferit de ceilali; perioada de graie este cea n care eul copilului
tinde s se valorizeze, el caut acum aprobarea, i place s se dea n spectacol i se vrea seductor
pentru adultul din preajm i pentru propria sa satisfacie (perioad de narcisism) i perioada
imitaiei care corespunde momentelor cnd copilul consacr mult timp imitaiei adultului, nu doar
la nivelul gesturilor ci i la nivelul rolurilor, personajelor, atitudinilor (Wallon, H., 1964).
La nceputul colaritii mici, copilul prsete faza narcisismului i afirmrii personalitii,
pentru a intra puin cte puin n lumea cunoaterii. Copilul nu mai este centrat pe sine i devine din
ce n ce mai centrat pe exterior.
n ceea ce privete identitatea i personalitatea n adolescen, Rogers, alturi de ali
psihologi de orientare umanist, consider sinele ca putnd fi neles doar din punctul de vedere
unic al individului pentru c sinele este un concept ce descrie individul din interior i nu poate fi
relevat sau cunoscut din esterior fr a-i modifica aproape tot coninutul. Identitatea de sine include
mai multe comportamente printre care identitatea fizic, psihosexual, vocaional, moral-spiritual,
toate aceste exprimndu-se prin caracteristici psihologice i comportamente care afirm i ntresc
sinele, personalitatea individului (Sion, G., 2003). Autorii citai arat c identitatea de sine n
perioada adolescenei se poate contura n trei maniere: pozitiv, negativ i incert, respectiv criza
691
de identitate, criteriul fiind autopercepia, felul n care se percep tinerii n raport cu societatea,
mediul familial i grupul de prieteni. Un impact negativ asupra dezvoltrii personalitii n
adolescen l au factorii de risc ai dezvoltrii: alcoolismul, toxicomania, delicvena, deteriorrii ale
sntii, graviditate la vrst precoce.
Personalitatea sntoas la vrsta adult i stpnete n mod activ mediul, manifest o
anumit unitate a personalitii i este capabil s perceap n mod corect lumea i pe ea nsi. Ca
i criterii de maturitate ale personalitii remarcm extensiunea simului eului, raportarea corect a
eului la ceilali, obiectivarea eului, securitatea emoional, autoacceptarea, percepia realist a
abilitilor i sarcinilor, concepiile unificatoare a vieii att sfera profesiei ct i cea familial.
Atitudinile pe care le au prinii fa de copiii lor pot influena evoluia viitoare a acestora.
Un climat familial nefavorabil va duce la o percepie greit despre realitatea soial, copilul
manifestnd difiulti de relaionare ntr-un mediu perceput de el ca fiind ostil. Efecte negative
asupra ncrederii n sine le au criticile frecvente i nejustificate, copilul ajungnd s i subestimeze
propriile fore. De asemenea, exagerarea laudelor i complimentelor pot duce la stri anxioase n
cazul n care copilul nu atinge intele prea mari pe care i le-a propus prin supravalorizare. Uneori
copiii i formeaz o imagine de sine distorsionat, discrepana dintre ateptrile prinilor i
posibilitile reale ale copiilor stand la baza unor frustrri, complexe.
Concluzionnd, personalitatea viitorului adult este condiionat de modul n care prinii l
educ i l formeaz. Crearea posibilitii dezvoltrii normale a copilului, druirea dragostei
necondiionate care ofer sentimentul siguranei, permiterea copilului s aib reacii proprii la
emoii precum bucurie, tristee, furie, interdinciile puine dar importante, autocunoaterea copilului
cu puncte tari i puncte slabe, ncrederea oferit, reciprocitate (tratarea copilului aa cum ar dori s
trateze copilul printele) duc la dezvoltarea armonioas a copilului, care nu este proprietatea
printelui ci un om care va deveni autonom.
Ambiana, climatul din familie influeneaz n raport cu natura sa personalitatea copilului.
Marele pedagog John Looke, convins de puterea exemplului n familie, afirma c Nu trebuie s
facei n faa copilului nimic din ceea ce nu vrei s imite.

BIBLIOGRAFIE

Daniel David, (2006), Psihologie clinic i psihoterapii. Fundamente, Editura Polirom, Iai
Birch, A., Hayvard, S. (1999), Terapii umaniste i existeniale, n A. Birch@S. Hayvard,
Diferene interindividuale, Editura Tehnic, Bucureti
Gretchen Gimpel Peacock, Brent R. Collett, (2015), Intervenii bazate pe colaborarea familie-
coal, Editura ASCR, Cluj-Napoca,
Opre, A., Boro, S. (2006), Teoria umanist a personalitii, n A. Opre@S. Boro,
Personalitatea n abordrile psihologiei contemporane, Editura ASCR, Cluj-Napoca
Opre, A., (2006), Teoria umanist a personalitii, n A. Opre, Introducere n teoriile
personalitii, Editura ASCR, Cluj-Napoca
Sion, G., (2003), Psihologia vrstelor, Editura Fundaiei Romnia de mine, Bucureti
Wallon, H., (1964), De la act la gndire, Editura tiinific, Bucureti
Opre, A., (2015), Psihologia personalitii-curs
Benga , O., (2015), Psihologia dezvoltrii curs

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 NVAREA INTERGENERAIONAL

Prof.Curcan Petronela
Grdinita Nr.1 Mgurele/Jud.Ilfov

ntr-o societate care i propune acordarea de anse egale la educaie pentru toi se constat o
agravare a discrepanelor ntre copiii provenii din medii sociale i culturale diferite.
Condiiile favorabile de dezvoltare psihic i fizic, climatul spiritual i nivelul aspiraiilor
familiei i al mediului social lrgit, conlucrarea familiei cu coala, constituie premise temeinice
pentru educarea capacitii de nvare a copiilor. Experiena arat c influena acestor factori, dei
se face simit la orice vrst, are un rol mai mare pe primele trepte ale colaritii, n nvmntul
primar i gimnazial. Recunoaterea contribuiei mediului familial la formarea i dezvoltarea
personalitii elevilor au generat multiple forme i modaliti de colaborare a colii cu familia,
privind participarea copiilor la gestiunea instituiilor de nvmnt, realizarea n comun a unor
aciuni educative pe probleme concrete, interesul manifestat de educatori pentru o mai bun
cunoatere a mediului familial.
Studiile actuale de specialitate pun n eviden importana covritoare a mediului familial
asupra dezvoltrii copilului n special la vrstele mici. Sunt recunoscute numeroase variabile care
acioneaz asupra dezvoltrii intelectuale a copilului mic. Aceste variabile puse azi n eviden
sunt:QI al mamei; atitudinile educative ;trsturile de personalitate; comportamentele educative ;
construcia imaginii de sine n familie;
Munca pedagogic cu prinii pentru a crea elevului condiii ct mai bune de studiu,
ndrumarea acestora pentru a stabili elevului un regim de munc i a-i supraveghea timpul liber,
organizarea condiiilor de pregtire a leciilor la coal pentru unii elevi, nlturarea golurilor din
cunotinele anterioare ale acestora prin munc suplimentar cu ei, folosirea unor procedee adecvate
prin care s se nlture consecinele unor particulariti individuale sunt msuri prin care se poate
asigura progresul la nvtur al elevilor prin grija nvtorilor, profesorilor sau asistenilor sociali.
Cu ct ajutorul este acordat mai curnd, cnd lacunele sunt mici, cu att el este mai eficace, oferind
perspectiva aducerii elevului la nivelul celor buni din clasnvarea intergeneraional reprezint o
modalitate de abordare a unor schimbri demografice semnificative i este de asemenea o
modalitate de a consolida solidaritatea ntre generaii prin intermediul practicii ntre generaii.
nvarea intergeneraional este de asemenea o modalitate prin care oamenii de toate vrstele pot
nva mpreun i unii de la alii,fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre diferitele
generaii i contribuie la dezvoltarea capitalului social i a coeziunii sociale n societile noastre
mbtrnite.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se simt
dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie. Dar oare nu exist o soluie comun? O soluie
care s mbuntesc calitatea relaiilor dintre generaii? Rspunsul este simplu i foarte la
ndemn: nvarea intergeneraional o resurs, din pcate puin utilizat i exploatat n cadrul
sistemului de nvmnt din Romnia. Acest tip de nvare poate aduce beneficii reale tuturor
categoriilor de vrst implicate: pentru copii, interaciunea cu adultul dezvolt abilitile de
socializare, de comunicare i de conectare la valorile i tradiiile socio-culturale; pentru aduli,
aceast interaciune poate oferi oportuniti de nvare i dezvoltare a abilitilor de lucru cu noile
tehnologii, se pot conecta direc la preocuprile copiilor lor beneficiind astfel de o capacitate
693
crescut de cunoatere i interacionare; beneficiile pentru comunitate pot fi semnificative pentru c
acest tip de nvare aduce mpreun diverse categorii de vrst care colaboreaz i fac schimb de
cunotine care pot constitui o adevrat resurs de dezvoltare comunitar. Acest colaborare poate
avea loc la nivelul colii, prin activiti comune bunici-prini-copii facilitate de
nvtori/profesori, care pot cuprinde:
Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea
de a-i nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii semnificative care s
reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca acetia s poat
descoperi ct mai multe despre trecutul i rdcinile lor. Lectur i teatru aceste activiti sunt
foarte uor de implementat, sunt distractive i implic resurse minime; Bunicul ne citete,
Mo Crciun pentru prini sau mici scenete pentru serbare cu implicarea n rol, alturi de copii, a
prinilor care doresc s participe, pot fi un exempu de activiti intergeneraionale.
Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.Invm de la
copii poate fi o activitate n care prinii/bunicii pot nva cum se realizeaz un origami, un
colaj sau jucrii din materiale reciclabile. Costumul popular sau Colinde de demult pot constitui
um material valoros de nvare pentru copii. Prin aceste activiti putem imprima o dinamic nou
n domeniul educaiei care poate dobndi n timp o recunoatere a valorii sale: practica de nvare
ntre generaii. Aceste activiti de tip pereche copii i prini/bunici mplicarea lor n activiti
autentice de promovare a demersului civic i de conectare social pot aduce un plus de valoare
familiei, colii i comunitii. In perspectiva dreptii intergeneraionale, educaia este esenial din
mai multe motive. Se evidentiaza doar dou dintre acestea, pe care adesea le pierdem din vedere. n
primul rnd, natura preferinelor fiecrei generaii, respectiv care sunt valorile i prioritile
acesteia, nu este exogen, ci este n mare parte rezultatul educaiei pe care le-am oferit-o. Astfel,
coninutul valorilor pe care le inculcm i modelul pe care l oferim generaiilor viitoare vor afecta
abilitatea acestora de a transforma resursele naturale i culturale - primite de la noi prin transfer
n viei mplinite. n al doilea rnd, o parte a resurselor noastre naturale sunt neregenerabile. Dac le
epuizm, trebuie s le substituim cu ceva, pentru a nu transfera urmtoarei cohorte de natere mai
puin dect am motenit noi. Singura opiune este de a nlocui resursele materiale cu resurse
imateriale, de exemplu tehnologii. Dac avem mai puin petrol i mai mult tehnologie solar,
atunci abilitatea noastr de a produce energie ar putea rmne constant. Cu toate acestea,
tehnologia va supravieui doar dac este susinut de educaie. Nu are niciun sens s transferm
computere generaiilor viitoare, dac acestea nu tiu s foloseasc un computer. De aceea, pe
msur ce trece timpul i pe msur ce resursele non-regenerabile se mpuineaz, pachetul pe care
l transferm generaiei urmtoare va tinde s includ o proporie din ce n ce mai mare de
tehnologie i una din ce n ce mai mic de resurse materiale neregenerabile. De aceea, dreptatea
intergeneraional ne cere s investim mai mult n educaia copiilor notri dect au investit prinii
notri n educaia noastr. Trebuie remarcat, ns, c exist aici nite limite de ambele pri. Msura
n care resursele materiale pot fi, n realitate, nlocuite prin tehnologie, este limitat, pentru c i
aceasta din urm, n final, necesit cel puin anumite resurse materiale neregenerabile. Iar abilitatea
noastr de a crete asemenea investiii educaionale este, de asemenea, limitat, pentru c necesit
mai mult timp i mai mult tehnologie.

BIBLIOGRAFIE:
Intergenerational Learning (2012) eTwinning learning eventsies
Axel Gosseries Despre dreptate ntre generaii, Bucureti: Paideia, 2011. .

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 LECTURA DIN PERSPECTIVA RELAIEI DINTRE GENERAII

prof. Mardare Alina Maria

Colegiul Economic Anghel Rugin Vaslui

Este binecunoscut faptul c ntre generaii apar inevitabil diferenieri n ceea privete modul
de via, atitudinea fa de nvare, preocupri, prioriti .a. n acest context, educaia
intergeneraional devine un concept dificil de abordat, misiunea ei fiind aceea de a mpca dou
concepii de via diferite. Este important pstrarea echilibrului acestor concepii, pentru c altfel
riscm s ne confruntm cu rupturi ireparabile n relaia dintre prini i copii sau dintre dascli i
elevi. Fiecare trebuie s fie tolerant fa de prioritile celuilalt i s ncerce s accepte punctul lui
de vedere.
Cum trebuie acionat pentru a nu tulbura acest echilibru fragil? Cu tact i nelegere, fiindc
nu ne putem separa unii de ceilali i nici nu ne putem consuma resursele interioare n btlii pe care
nu le putem ctiga. Perspectiva adultului, n mod special, ar trebui s fie mai tolerant, pentru c
nu putem fora adolescentul sau copilul s se identifice n totalitate cu perspectiva noastr n lipsa
unei experiene de via relevante.
Trim astzi ntr-o lume esenial diferit de cea n care am copilrit. Schimbrile se succed
cu o repeziciune ameitoare, iar noi ncercm s ne adaptm lor. Cu att mai mult, ar trebui s
nelegem faptul c nu putem crete generaii n dorul vremurilor de altdat. Copiii/adolescenii
s-au nscut n acest secol al vitezei, n care informaia se obine facil, printr-un simplu click. Nu se
poate condamna n mod continuu dependena tinerilor de internet, cci, cu siguran, nu vrem s
cretem frustrarea n sufletul fragil al unui om n formare. Trebuie, prin urmare, s ncercm s
adaptm principiile de educaie ale generaiei noastre cu preferinele lor, astfel nct studiul, lectura
sau activitatea de nvare s nu descurajeze.
Cum am putea s ne regsim noi, adulii, n acest univers? Un rspuns care mi vine n
minte este pstrndu-ne obiceiurile, dar adaptndu-le la mijloacele moderne de care dispunem i
nvndu-i pe cei mai tineri s fac la fel. Se vorbete tot mai des despre lipsa lecturilor, i acest
lucru poate fi confirmat de orice cadru didactic. n mod evident, lipsa lecturilor afecteaz educaia
tinerelor generaii, ceea ce are drept consecin apariia unui sistem incoerent al valorilor, sau
absena lui. De asemenea, printre efectele negative se numr i incapacitatea de a dezvolta latura
creativ i imaginaia, exprimarea dificil, n termeni improprii, lipsa coerenei n realizarea unor
conexiuni logice.
Cert este un lucru: lectura este un obicei pe care nu l putem cultiva cu maxim succes la
vrsta adolescenei, sau mai trziu; el trebuie iniiat nc din copilrie, cnd copilul se bucur de
micile lui descoperiri i dovedete o sete de cunoatere manifestat n mici i permanente
curioziti. Mai trziu, el nu va mai avea nevoie de direcionare, i va selecta singur lecturile,
pentru c va avea deja o serie de standarde la care s le raporteze. Dup cum apreciaz Ion Vlad n
scrierea sa, Lectura un eveniment al cunoaterii, ntlnirea cu textul literar nceteaz de a mai fi
un act ntmpltor n momentul cnd cititorul dispune de criteriile unei lecturi pregtite pentru
relevarea comunicrii literare (semne i semnificaii). 113 Am ntlnit copii de vrste fragede a cror
curiozitate, dorin de a ti m-a impresionat, fcndu-m s cred c, mai trziu, acetia vor fi adulii
cu o mare capacitate de a discerne ntre bine i ru. Ei privesc textul ca pe o provocare, au fa de
literatur i fa de studiu, n general, o atitudine matur; au ateptri care se mplinesc sau nu; dar,
cel mai important, nu au o atitudine indiferent fa de informaia din text, apreciaz, contrazic,
presupun, sunt ncntai sau dezamgii. Adic au trecut cu succes pragul indiferenei fa de carte.
Cci, spre dezamgirea mea, am ntlnit, de asemenea, i tineri pentru care lectura nu nseamn
nimic, ba chiar recunosc cu nonalan c nu au mai citit o carte de foarte mult vreme. Dincolo de
intenia de a-i condamna, m-am gndit c obiceiul de a citi se formeaz n timp i i-am ntrebat dac
nu ar vrea s aib o mai mare acuratee n exprimare i o mai mare capacitate de a nelege textul

113
Vlad, Ion, Lectura: un eveniment al cunoaterii, Editura Eminescu, Bucureti, 1977, p.22
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scris, de orice fel ar fi el, pentru c din punctul meu de vedere, lectura trebuie ncurajat indiferent
de genul de carte. Mi-au rspuns sincer c da, ns preau descurajai i sceptici. Nu cred c sunt
contieni c lucrurile, chiar dac se mic ncet, tot evolueaz, indiferent de paii mici sau mari
pe care i facem. Iar dac i determinm s citeasc, este greu s ajung la nivelul de cititor
pasionat/avizat, exprimarea lor este stngace, iar spiritul critic inexistent.
Cum ar trebui s procedm n astfel de situaii? O soluie ar fi discuia amnunit a textului
literar la orele de limba i literatura romn, alegerea unor fragmente reprezentative din operele
marilor scriitori. Acest lucru ar putea incita interesul tinerilor i ar putea strni curiozitatea, astfel
nct s caute singur s citeasc, fr insistenele profesorului. Este greu, dar nu imposibil. Un alt
lucru util pe care ar putea s l fac profesorul de limba i literatura romn i nu numai este s
indice cu exactitate site-ul unde se gsete materialul propus pentru studiu. Nu ncurajm
dezinteresul, ns putem contribui astfel la mobilizarea voinei i a resurselor n vederea ndeplinirii
unui scop nobil. Este un scop nobil, pentru c vizeaz educaia copiilor notri. ns trebuie avut n
vedere c foarte periculoas este, n ceea ce i privete, aa cum apreciaz autorul Ion Vlad, ca
lectura s nu egalizeze textul, s nu duc la simpla lui traducere ntr-un rezumat care reine, chiar i
srguincios, un anume coninut de idei. 114 Textul trebuie apreciat din punct de vedere critic.
Trebuie observate mcar ce motive exist s agrem/s nu agrem o carte, dac ea corespunde sau
nu ateptrilor noastre.
Lipsa lecturilor nseamn dezorientare n cmpul educaiei din ziua de azi. Pe lng
consecinele nefaste amintite, ea creeaz frustrare celui pus n situaia de a fi venic nedumerit n
faa informaiei pe care nu o nelege. Astfel, el ajunge s renune uneori s mai lupte pentru propria
formare, crezndu-se incapabil de a percepe anumite coninuturi. De aceea, orice mic progres
trebuie ncurajat, pentru c el poate avea ca urmri o serie de succese obinute prin perseveren,
att a profesorului, ct i a elevului. n lumea contemporan ns, cartea n formatul ei obinuit a
devenit un fel de cenureas. Ca dascl, m mpac deja cu ideea de a face rabat de la acest lucru i
accept lectura n format electronic, manifestnd astfel nelegere fa de dorina elevilor mei de a
economisi timp mergnd la bibliotec, unde nu sunt siguri c vor gsi ceea ce caut. Pn la urm,
important este s citeasc.
Conform statisticilor, se citete mult pe internet, de la titluri clasice pn la literatur de
specialitate, tiri, curioziti, mondeniti. Pn la urm, trebuie s recunoatem c dependena de
internet are partea ei pozitiv, facilitnd accesul la informaie i oferind o gam variat de surse.
Putem profita de acest ataament al tinerilor fa de internet, avnd n vedere c nu avem nicio ans
de a-l combate.
Pentru cititorii avizai, lectura este un refugiu din calea tumultului i aglomerrii zilnice, o
cale de regsire i relaxare. Nimic nu se compar cu momentul detarii de realitate prin intermediul
crii. Cu o carte n mn, poi avea revelaia unei lumi noi, deschis numai pentru tine ntr-un fel
anume cci lumea crii se deschide altfel pentru fiecare cititor n parte. M gndesc deseori la
faptul c toat strdania lectorilor mptimii este zadarnic, pentru c lumea crii este infinit n
raport cu timpul care ni se d; i chiar dac nu ar fi infinit, tot n-am putea ptrunde n intimitatea
tuturor tainelor posibile la o recitire a crii. i tot nu a renuna la faptul de a citi, de a descoperi, la
plcerea de a vibra o dat cu lumea crii sau de a adormi cu o carte n mn. Ctigul cu care
rmnem este de fiecare dat altul; Matei Clinescu aprecia lectura ca joc, n care scopul este
ctigul; n cazul lecturii, o rsplat generoas poate fi simpla nelegere superioar, incisiv,
energic a problemelor puse n text.115 Cu alte cuvinte, lectura poate fi privit ca un factor de
maturizare intelectual. i mai mult folosete recitirea operei. Iubim o care pe care o parcurgem cu
sufletul la gur sau cu rbdare, pentru a savura pe deplin experiena; ns dac prima lectur are
avantajul ineditului [], cea de-a doua nu poate evita complet senzaia de dj vu.116 Nu, nu poate,
dar o poate completa cu semnificaii noi, nuane sensibile ochiului cititorului avizat. Ceea ce este un

114
Vlad, Ion, Lectura: un eveniment al cunoaterii, Editura Eminescu, Bucureti, 1977, p.23
115
Clinescu, Matei, A citi, a reciti Ctre o poetic a relecturii, Editura Polirom, Iai, 2007, p.163
116
Clinescu, Matei, A citi, a reciti Ctre o poetic a relecturii, Editura Polirom, Iai, 2007, p.51

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mare ctig. Matei Clinescu i pune problema citirii inocente a textului, despre care nu crede c
este posibil pe deplin n nicio situaie; lectura este influenat de factorii externi; ntotdeauna avem
o informaie despre carte sau autor, despre contextul scrierii sau despre sursele de inspiraie. Ele ne
influeneaz modul de a percepe o scriere, care altfel, poate nu ar fi perceput ca atare.
Indiferent c suntem lectori inoceni sau avizai, c avem n spate o experien mai srac
sau mai bogat de via sau de lectur, este important s citim. nainte de a citi pentru cei ce ne
ndrum, s citim pentru noi. Genul nostru de lectur. Ce iubim s citim, tipul de carte cu care ne
simim confortabil.

BIBLIOGRAFIE:
Vlad, Ion, Lectura: un eveniment al cunoaterii
Clinescu, Matei, A citi, a reciti Ctre o poetic a relecturii

UN FEL DE... EDITORIAL

Prof. Inv. primar Zamfir Cerasela

coala Gimnazial Mircea cel Btrn, Piteti, Arge

Sistemul de nvmnt romnesc, blamat n numeroase medii, supus cel puin anual unor
reforme sistematice, ce i propun etern s-l alinieze standardelor europene, nc genereaz elevi
premiai la concursuri internaionale, absolveni merituoi, ce sunt atrai de facultile si slujbele din
afara rii.
Produs al societii actuale, una haotic, lipsit de valori morale fundamentale, acest sistem
nc mai gzduiete dascli cu vocaie, profesori ce i iubesc meseria si elevii, oameni care
contientizeaz c modeleaz suflete, caractere, viei.
Aceti oameni au cel mai adesea scopuri nalte, vor sa schimbe concepii, caractere, s
transmit cunotine, aptitudini, emoii, s lase ceva n urma lor generaiilor viitoare, ncearc s
formeze oameni si cel mai adesea nu reuesc. Cu toate acestea, mai ncearc i atunci cnd
strduina are ca punct de plecare pasiunea, undeva, ntr-un sufleel i gsete ecoul. Reuete s
produc o tresrire si cel puin unul din sutele de copii ndrumai va duce mai departe, ctre
generaia de mine, mesajul unui dascl uitat, dintr-un col de ar.
Nu ortografia i punctuaia, nu fraciile sau tabla nmulirii sunt lucrurile de care elevii mei a
dori s-i aminteasc, cnd se gndesc la cei patru ani petrecui alturi de mine la coal. Mi-ar
plcea s cred c i vor aminti un zmbet, o pova, o ncurajare, sau acele ore nepreuite n care le
vorbeam din inim despre frumos, tradiii, autenticitate. Aici mi-am gsit eu scopul cel mai nalt al
meseriei, ce este de ani buni mult mai mult dect o meserie; acel scop al unui oarecare dascl dintr-
un orel de provincie s-a concretizat n dorina de a trezi n elevii si contiina autenticului, a
unicitii, a adevratelor valori bagatelizate astzi aa de uor, a dorinei de dreptate, a ncercrii de
a fi bun, mai bun dect ieri, mai tolerant. Exemple de grosolnie, de lips de educaie, de prost gust
ridicat la rang de mod ntlnesc, din pcate copiii n fiecare zi si la fiecare pas pe care l fac n
via.
Putem face noi, profesorii ceva pentru a schimba acest lucru?
Orict mi-a dori, nu pot s tiu rspunsul la aceast ntrbare. Ceea ce tiu, totui este c
putem ncerca; avem datoria, mai bine zis obligaia s ncercm.
Lucrurile nu se vor schimba peste noapte, vor trece ani pn cnd generaia urmtoare va
nelege c trebuie s lase n urm proastele obiceiuri i c este responsabil pentru viitorul unei ri
ntregi. Noi, profesorii de azi nu vom putea schimba coninutul programelor de televiziune, care i
influeneaz pe copii mai mult dect coala, nu vom putea eradica violena fizic i verbal din
mediul n care tries elevii, nu vom putea planta flori i pomi peste tot pe unde s-au turnat betoane,
nici nu vom putea nltura incompetena i corupia. Tot ce putem face este s oferim alternative: o
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carte n locul unui desen animat, un zmbet i un salut respectuos n locul unei replici rutcioase,
un monument istoric sau un parc n locul unui bloc, un cntec tradiional n locul unui hit, un
costum popular n locul unor haine de firm.
De cele mai multe ori aceste alternative nu le vor prea copiilor deloc atrgtoare, vor fi
respinse din simplu motiv c le vor cataloga drept depite. De noi depinde totui s le facem
atrgtoare. Felul n care le vom prezenta elevilor poate genera acea tresrire, acea curiozitate de a
le cunote, cci nu tot ce e altfel este neaprat greit.
Obiceiurile i tradiiile din zona Arge au fost dintotdeauna o adevrat comoar
nedescoperit, sau mai bine zis nevalorificat. Portul popular muscelean a fost apreciat de reginele
Romniei i adoptat chiar i cu ocazii speciale n care primeau vizita altor familii regale cu tradiie
in Europa. Aceste informaii au fost pn nu demult uitate i nepromovate tinerei generaii.
Abia n ultimii ani instituiile de cultur i muzeele cu specific etnografic din jude au devenit
contiente de potenialul lor deschizndu-si porile ctre tnra generaie. Au iniiat cursuri prin care
au fcut cunoscut portul popular i i-au evideniat valoarea, au adus n faa copiilor meteri
populari, care i-au nvat pe cei mici s coas, s eas, s ncondeieze ou, s confecioneze
manual podoabe i chiar obiecte de vestimentaie din materiale naturale. Au oferit posibilitatea
colilor s iniieze concursuri, activiti, simpozioane cu tematic tradiional, chiar au oferit
materialele i informaiile necesare. i rezultatele nu s-au lsat prea mult ateptate. La rndul lor,
instituiile de nvmnt au rspuns pozitiv prin diferite activiti centrate pe promovarea culturii i
artei tradiionale, iar copiii au contientizat valoarea tradiiilor, a credinelor i artei strmoeti. Se
observ cu uurin, cel puin n zona noastr cum interesul pentru cursurile de canto popular, olrit,
esut sau ncondeiat i-au mrit exponenial numrul de cursani, n special n rndul colarilor.
Astfel, meserii care in urm cu 5-7 ani erau pe cale de dispariie, astzi sunt nu doar cunoscute, ci i
practicate cu talent de copii. Un foarte bun exemplu n acest sens este Muzeul Pomiculturii i
Viticulturii Goleti, care organizeaz periodic tabere ce vizeaz arta tradiional, la care particip
sute de copii, nu numai din judeul Arge.
Acest gen de educaie este, n viziunea mea cea mai impotant. Scopul ei nu se atinge imediat
i nu este accesibil tuturor, dar avem datoria fa de naintaii notri s nu lsm s se piard n
negura uitrii tot ceea ce ei ne-au lsat mai de pre. Putem face acest lucru; st n puterea fiecruia
dintre noi s ncercm chiar i atunci cnd ni se pare c nu are rost, chiar i cnd atitudinea elevilor,
a prinilor sau a altor colegi ne taie elanul. Trebuie s ne gndim mereu c soarta generaiilor
viitoare este n minlie noastre, cci nu-i aa a fi dascl este o vocaie, un privilegiu.

DEZVOLTAREA EXPRESIVITII EMOIONALE LA PRECOLARI

FOLOSIND TERAPIA PRIN ART

Prof.nv.precolar Soponaru Ana-Petronela

coala Gimnazial nr.3/Gr.Nr.9 Piatra-Neam

Paternitatea art-terapiei este atribuit pictorului englez Adrian Hill, care a experimentat-o n
1940. Suferind de tuberculoz i internat fiind ntr-un sanatoriu, n timpul convalescenei sale, face
desene i tapiserii care, spre marea mirare a medicilor, i amelioreaz starea de sntate. Dac este
satisfcut, spiritul creator ajut la vindecarea celui bolnav, scrie Hill. Interesat de aceast
abordare, Crucea Roie britanic va utiliza aceast metod cu pacienii ei. Margaret Naumburg,
educator i terapeut ce a folosit pentru prima dat art-terapia ca form distinct de psihoterapie,
spunea c exprimarea prin art este o cale de manifestare a imaginilor existente n incontient.
Cei doi considerau c valoarea art-terapiei const n absorbirea complet a minii (i a degetelor)
ce permite eliberarea energiei creatoare, deseori inhibat n pacient (Adrian Hill) respectiv
eliberarea incontientului prin mijloacele exprimrii artistice spontane (Margaret Naumburg).
Aceste diferene iniiale au generat dezvoltarea ulterioar a art-terapiei n dou moduri de percepere
698
i practic diferite: folosirea artei terapie i (psiho)terapie prin art. Prima perspectiv pune accent
pe virtuile vindectoare ale artei, n timp ce a doua promoveaz importana relaiei terapeutice ce se
formeaz ntre terapeut, client i produsul artistic al celui din urm.
Tehnicile de art-terapie ofer copiilor oportunitatea de a explora i exprima, prin intermediul
materialelor specifice creaiei artistice, dificultile n legtur cu diversele triri sau relaii
personale, dificulti ce ar putea fi greu de exprimat n cuvinte. Atmosfera relaxat l ndeamn pe
copil s se exprime liber oferindu-i posibilitatea de a se descrca, de a dezvlui triri care, n alte
condiii, par a fi inacceptabile. Unul din punctele forte ale tehnicilor de art-terapie l reprezint
faptul c pentru copil, orice exerciiu devine o joac, l va realiza n mod natural, fr s i se par c
depune vreun efort considerabil.
Terapia prin art l ajut pe copil:
- s se neleag pe sine;
- s se elibereze de anxietile i tensiunile acumulate;
- s dezvolte abiliti de comunicare ;
- s exerseze i optimizeze propriile capaciti de relaionare cu ceilali copii i cu adulii;
- s-i dezvolte iniiativa;
- s-i dezvolte imaginaia i spiritul creativ.
Terapia prin art ajut n final, la elaborarea unor strategii de rezolvare a conflictelor.
Art-terapia utilizeaz toate formele expresive: pictura,desenul,modelajul,teatrul,muzica
literatura, poezia, dansul, ca mijloace de punere n valoare i mbogire a personalitii fiecruia,
ajutndu-l s exprime emoiile profunde i dificultile pe care le ntmpin sau pur i simplu s se
dezvolte armonios.
Exemplificri practice
Voi exemplifica prin imagini de la grupa noastr de copii( mijlocie A),imagini surprinse i
anul trecut,cnd copiii erau la grupa mic.
Am urmrit exprimarea emoiilor i stabilirea de relaii sociale prin:
- Pictur
- Desen
- Modelaj
- Jocul-dramatizare
- Teatru de ppui
n grupa noastr nu exist copii cu cerine educative speciale, dar ca n orice grup de precolari,
exist copii care au probleme n dezvoltarea emoional i stabilirea relaiilor sociale, care pot
conduce ctre dificulti de comportament.Sunt copii cu dificulti n exprimarea
emoiilor:timizi,introvertii,furioi,triti,cu deficit de atenie,hiperactivi,anxioi,copii cu dificulti n
stabilirea relaiilor sociale: agresivi(fizic sau verbal), necooperani i cu dificulti n stabilirea
prieteniilor.
Dezvoltarea abilitilor emoionale determin un comportament social adecvat.
Pictura i desenul
Pictura i desenul sunt utilizate pentru a ajuta copilul s devin contient de sine, de existena sa
n lume.
Prin intermediul picturii, copilul i exprim cu uurin emoiile. Simplul act de a picta fr
intervenie exterioar reprezint o puternic exprimare a sinelui care ajut la stabilirea identitii
persoanei i este o cale de exprimare a sentimentelor.Teodora i Ianis sunt 2 copii timizi,de aceea,
le-am cerut s participe la aceast activitate, tiind c le place i vor avea
succes i c au ncredere n forele proprii s realizeze acest lucru.Pentru
c, dac copilul nu este pregtit,se va simi speriat i copleit de aceast
situaie i exist riscul s refuze pe viitor implicarea n activitate.
La finalul activitii,am identificat aspectele pozitive ,i-am ludat
pentru lucrarea realizat,am observat mulumirea lor i curajul de a face
fa i altor provocri.

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 Desenul le ofer ,de asemenea, posibilitatea de a a avea succes,nvnd s aib ncredere n
propriile fore.
Prin activitatea de desen desfurat am faciliatat i ntrit alctuirea grupurilor mixte,am realizat
lucrul n grupuri mici,care i face pe copii s se simt mai puin intimidai,iar mprirea creioanelor
n timp ce coloreaz crete probabilitatea de a-i face prieteni.

Modelajul ofer att experiene kinestezice, ct i tactile. Flexibilitatea i maleabilitatea lutului

se potrivesc unei varieti de nevoi. El pare s sparg adesea blocajele copilului, putnd fi utilizat cu
succes i de cei care au mari dificulti n exprimarea sentimentelor. Copiii suprai pot simi un
sentiment al controlului i stpnirii de sine, prin intermediul lutului. Copilul agresiv poate folosi
lutul pentru a-l lovi i sfrma. Se utilizeaz de asemenea i plastilina. Lutul i plastilina au i un
efect benefic n sensul relaxrii minilor, n urma realizrii unor exerciii specifice. Modelajul este
una dintre activitile preferate de copii.Alexia i Ionu sunt 2 copii care la nceput nu reueau s
treac unul pe lng cellalt fr s se loveasc.Se cunoteau i din alt mediu nafar de cel al
grdiniei i probabil luptau pentru ctigarea primului loc n atenia educatoarelor i a colegilor.
Dar iat c modelajul i-a reunit la aceeai mas, lucrurile s-au rezolvat i cei doi nu mai au
asemenea probleme de comunicare.

Copilul i jocul de-a teatrul

Jocul de-a teatrul devine pentru copil o form veritabil de educare.Jocul de-a teatrul l ajut s
se deprind cu spaiul i spaiile,cunoaterea propriului corp,exerciiul imaginaiei,capacitatea de a
se asculta pe sine i pe ceilali,rigoarea,modestia,asumarea riscului.
Prin urmare,copilul va cpta astfel stpnirea de sine necesar n procesul de construcie a
personalitii.Jocul dramatic este o coal a sinceritii,a rigorii i a onestitii necesare,deoarece
ofer fiecrui copil posibilitatea de a fi el nsui i,totodat,actorul propriei sale existene.
Jocul-Dramatizare din grdini ofer copiilor prilejul de a realiza practicarea regulii,deoarece
la aceast vrst, copiii nu neleg necesitatea comportamentului dup reguli,ei i le nsuesc prin
imitare.De exemplu,regula de a asculta prinii i de a nu comunica cu persoane necunoscute poate
fi nsuit prin intermediul dramatizrii Scufia Roie.

700
 O problem aprut a fost aceea a distribuirii rolurilor. tim cu toii c muli dintre copiii
grupei vor s fie n rolul principal,dar mai ales n rolurile pozitive.Mare aglomeraie a fost la Scufia
Roie i vntor.Mama i bunicua au avut i ele succesul lor. Dar ce facem cu lupul?Le-am explicat
copiilor c este doar un joc,ei interpreteaz un rol i oricum rolurile vor fi schimbate ntre ei.i
surpriza mea a fost mare cnd rolul lupului a fost acceptat cu mult plcere i uurin de Tudor, un
bieel care anul trecut accepta cu greu activitile impuse,dar accepta sau chiar cerea s fie implicat
n jocuri care i ddeau posibilitatea s se exprime liber i s se afirme.
Am integrat astfel cu succes n joc copiii timizi, necomunicativi, izolai care au avut ocazia s se
remarce.
Teatrul de ppui - mijloc de educaie prin care se acioneaz cu uurin, n joac, direct i n
acelai timp,puternic asupra vieii afective a copilului.
Teatrul de ppui exercit o puternic influen asupra dezvoltrii personalitii copilului
precolar.Elementul cel mai important este ppua ,care este nrudit cu cea mai drag jucrie a
copilului.Aadar,ntre ea i copil se stabilete un raport de ncredere.n faa ei,copilul se simte liber
,inhibiiile,timiditatea dispar,nu mai este stingher.Dimpotriv,oricnd este gata s se identifice cu
ea.Modul de comportare al ppuii,ceea ce spune i ce reprezint ea are o mare putere de
convingere asupra copilului.De aceea,ppua este considerat un mijloc ideal ntre educator i copil.

A face cteva observaii asupra Ioanei,care este venit n acest an n grupa noastr i este
retras,timid puin comunicativ cu ceilali,cu o ncredere mai sczut n ea.Joaca de dup cortin
a determinat-o s se desfoare mult mai uor,s aib ncredere n ea i s fie acceptat de ctre
ceilali copii.
Am mprit rolurile,astfel nct n grupul de actori ppuari s nu se nimereasc copii care sunt
prieteni,pentru a facilita integrarea copiilor marginalizai i creterea coeziunii grupei.
La final,am ludat interpretarea ,dar i modul n care copiii s-au comportat unul cu cellalt n timpul
teatrului de ppui.

Concluzii
Printre beneficiile art terapiei se numr:
- decoperirea propriilor capaciti,a potenialului de schimbare/dezvoltare armonioas
- capacitatea de a se exprima liber
- dezvoltarea creativitii
- satisfacia lucrului fcut cu propriile fore
- ncrederea n sine
- sentimentul mplinirii
- acceptarea de sine
- descrcarea tensiunilor
- cunoaterea i nvarea unei game de abiliti comportamentale necesare integrrii n
diferite grupuri sociale.

701
BIBLIOGRAFIE
Alain de Botton i John Armstrong , Arta ca terapie, Ed.Vellant, Bucureti , 2014,p.68,p.120
Judith Aron Rubin, Art-terapia. Teorie i tehnic, Ed.Trei, Bucureti, 2009, p.449
Ovidiu-Drago Argeanu , Arta Terapiei Psi ,Ed. Dao Psi, Bucureti, 2012, p.130

PARTENERIATUL EDUCAIONAL N EDUCAIA COPILULUI

Prof. nv. precolar: Ancua Giorgiana

Prof. nv. precolar: Popescu Elena
C.N.I.,,Matei Basarab- Rmnicu Vlcea
Structur:Grdinia cu P.P. Nord 2

,,Cine-l vede pe copil cum crete? Nimeni ! Numai cei ce vin din alt parte spun:
Vai, ce-a crescut ! Dar nici mama, nici tata nu l-au vzut cum crete. El a devenit n timp.
i n fiecare clip a fost ceea ce urma s fie.(Antone de Saint -Exupery)

Problematica educaiei dobndete n societatea contemporan noi conotaii, date de

schimbrile fr precedent n toate domeniile vieii sociale.
Reforma curricular axat pe factorul formativ, modernizarea metodelor i mijloacelor de
nvmnt, precum i extinderea informatizrii, presupun un proces de nvmnt flexibil, deschis
ctre schimbare, axat pe modele educaionale care s stimuleze dezvoltarea personal i
profesional a precolarilor, pregtirea lor temeinic pentru integrarea n societate.
Adaptarea noului curriculum la cerinele educaionale ale actualei societi, ncurajeaz
familia i comunitatea s se afilieze colii avnd n vedere c societatea are nevoie nu doar de
informaie, ci din ce n ce mai mult creativitate i adaptabilitate.
Necesitatea abordrii parteneriatului dintre cele patru mari instituii:grdini-coal,
familie i comunitate atrage dup sine o bun colaborare i o mare responsabilitate din partea
fiecreia, direcionate i canalizate asupra copilului.
Proiectarea i desfurarea unor activiti extracurriculare i extracolare, n grdini i n
comunitate, pe baza parteneriatului dintre copiii pecolari, profesori, prini i membri ai
comunitii locale este o necesitate a activitii didactice.
Educaia extracolar (nonformal) se oganizeaz ca un ansamblu de aciuni ce se
desfoar n spaii educative aplicative pentru educaia formal: familie, teatru, muzeu, bibliotec,
biseric, cluburi ale copiilor, organizaii nonguvernamentale, prin noi coninuturi specifice raportate
la coninuturile generale ale activitii instructiv-educative.
Ca extensie i completare a educaiei formale, educaia extracolar permite implementarea
unei noi abordri didactice, prin care copilul devine resurs, productor, lider de opinie, participant
activ pentru a face fa situaiilor, pentru a le crea, pentru a se angaja n aciuni, pentru a
interaciona cu mediul social i natural; este un mijloc care contribuie la realizarea condiiilor egale
i echitabile de acces la educaie pentru toi copiii, n direcia dezvoltrii depline a potenialului
personal, a ncrederii n sine i n cei cu care interacioneaz, a reducerii inegalitii i excluziunii
sociale.
tim c deciziile, aciunile i rezultatele educaiei nu mai pot fi realizate dect n
comunitatea de opiune dintre mediile responsabile familie, coal i comunitate; de aceea, este
nevoie de un nou concept parteneriatul educaional. Interesul i creativitatea copiilor precolari
pot fi stimulate prin organizarea unor activiti suplimentare desfurate n parteneriat educaional
ce vin n completarea activitilor curriculare i opionale pentru a uura transferul de informaii
educatoare-copil.
Parteneriatul educaional se poate realiza ntre: instituii de invmnt, instituii de
nvmnt i ageni educaionali (prini, profesori, specialiti n rezolvarea unor probleme
702
educaionale logopedul i psihologul colar), instituii de nvmnt i membri ai comunitii cu
influen asupra creterii, educrii i dezvoltrii copilului (medici, reprezentani ai bibliotecii,
bisericii, poliiei, etc.).
Pot fi proiectate, organizate i desfurate:
aciuni de nsuire i respectare a normelor de igien, a normelor de circulaie rutier, de
prevenire a incendiilor, de cunoatere a factorilor de risc; activiti de consiliere educativ pentru
prinii precolarilor n vederea prevenirii situaiilor neprevzute, duntoare securitii i sntii
copiilor;
aciuni de prevenire a polurii mediului, reciclarea hrtiei, ecologizarea mediului;
srbtorirea evenimentelor culturale la nivel naional, european i internaional;
derularea proiectelor i activitilor tradiionale ale grdiniei;
organizarea plimbrilor i excursiilor tematice cu caracter educativ, pentru a mbina nevoia
copiilor de micare cu nvarea unui comportament adecvat;
se pot desfura programe speciale pentru evenimente deosebite: zile naionale i
internaionale, campanii educative, aniversri.
Parteneriatul educaional presupune unitate de cerine, opiuni, decizii i aciuni educative
ntre factorii educaionali. n urma colaborrilor constante cu prinii, acetia au posibilitatea s i
cunoasc mai bine copiii i modul lor de manifestare n cadrul grupului, s-i nsueasc procedee
educative adecvate pe care le pot aplica ulterior n educaia copilului.
Pentru obinerea unor rezultate deosebite la nvtur i disciplin se menine o relaie
permanent ntre prini i cadrele didactice.
Materializarea lor se poate concretiza prin:
- lectorate cu prinii, edine cu prinii, consultaii sptmnale cu prinii, activiti
demonstrative, etc.
- dezvoltarea relaiei educatoare-copil-printe prin intermediul serbrilor colare;
- contactele cu diverse instituii pentru realizarea unor activiti extracurriculare precum:
excursii, vizite la muzee, plimbri n cartier, vizionri de spectacole, aciuni caritabile.
Se pot gsi mpreun soluii potrivite n prentmpinarea i depirea dificultilor n
educaie; parteneriatele educaionale produc ca efecte majore:
creterea calitii actului educaional i a rezultatelor nvrii;
introducerea elementului educativ n proiectarea i desfurarea activitilor extracolare n
acord cu cerinele individuale de dezvoltare;
crearea condiiilor egale/echitabile de acces la educaie pentru dezvoltarea deplin a
potenialului personal i reducerea inegalitii i excluziunii sociale;
proiectarea acivitilor educative colare i extracolare ca aplicaii concrete a
cunotinelor, abilitilor i competenelor formate n cadrul procesului de predare nvare;
stimularea interesului copiilor, prinilor i a cadrelor didactice de a se implica n
activitile planificate n cadrul proiectelor i programelor educative curriculare i extracurriculare,
n promovarea valorilor i a principiilor etice: dreptate, toleran, pace, respectarea drepturilor
omului;
diseminarea activitilor la nivelul unitii i a comunitii locale;
Se realizeaz astfel, cunoaterea complexitii intereselor educaionale i a nivelului de
ateptare al prinilor n raport cu oferta grdiniei i cerinele societii.

BIBLIOGRAFIE:
Bran Pescaru, Parteneriat i educaie,Editura Aramis, Bucureti, 2004.
Integrarea copilului n activitatea colar, Culegere metodic editat de Revista de pedagogie,
Bucureti,1978.
Vlsceanu,Gheorghe, Neculau Adrian, coala la rscruce. Schimbare i continuitate n
curriculumulul nvmntului obligatoriu.Studiu de impact, Ed.Polirom, 2002.

703
 PARTENERIATUL EDUCAIONAL
GRDINI-COAL-FAMILIE-COMUNITATE

Prof. nv.prec. Vasile Maria

Prof. nv.prec.Necula Mihaela
C.N.I.,,Matei BasarabRmnicu Vlcea
Structur:Grdinia P.P. Nord 2

Sistemul de nvmnt,ca produs al dezvoltrii sociale, a reflectat ntotdeauna cerinele i

posibilitile oferite de societate, afirmndu-se, la rndul su, ca factor al dezvoltrii sociale. Sub
impulsul dezvoltrii sociale sistemele de nvmnt se modific, tinzndu-se spre modernizarea
metodelor de predare, a coninutului, a formelor de organizare precum i a formelor de colaborare,
de cooperare dintre diferitele instituii educative.Una dintre sarcinile grdiniei este pregtirea
pentru coal, prin intermediul a dou forme specifice: jocul i nvarea. nvmntul precolar
trebuie s realizeze educaia precolar avnd ca funcie major formarea i dezvoltarea
personalitii copilului n raport cu nevoile specifice vrstei, cu posibilitile i dotrile sale, n
interesul su sau a comunitii sociale.
Se recunoate faptul c deciziile, aciunile i rezultatele educaiei nu mai pot fi realizate dect
n comunitatea de opiuni dintre mediile responsabile familie, grdini, coal i comunitate. Mai
mult, se dezvolt concepte ca: opinia copilului, participarea lui la deciziile care-l privesc, opiunea
personal, implicarea acestuia de la vrstele cele mai mici n responsabilitile i drepturile pe care
societatea le identific i le recunoate. Este nevoie de a se dezvolta un nou concept care s
ntreasc schimbarea n relaiile dintre instituiile de nvare i familie. Acest concept este
parteneriatul educaional, unul dintre cuvintele cheie ale pedagogiei contemporane. Este un concept
i o atitudine n cmpul educaiei.
Parteneriatul educaional este forma de comunicare, cooperare i colaborare n sprijinul
copilului la nivelul procesului educaional. El presupune o unitate de cerine, opiuni, decizii i
aciuni educative ntre factorii educaionali. Parteneriatul educaional se desfoar permanent i
mpreun cu actul educaional propriu-zis. El se refer la cerina c proiectarea, decizia, aciunea i
evaluarea n educaie s fie realizate n cooperarea i colaborarea dintre instituii, influene i ageni
educaionali.
Parteneriatul educaional se realizeaz ntre :
- instituiile educaiei: familie, grdini, coal i comunitate;
- agenii educaionali: copii, prini, cadre didactice, specialiti n rezolvarea unor probleme
educaionale ( psihologi, consilieri, psiho-pedagogi, terapeui, etc.);
- membrii comunitii cu influen asupra creterii, educrii i dezvoltrii copilului (medici, factori
de decizie, reprezentani ai bisericii, ai poliiei, etc.) ;
-influene educative exercitate la anumite momente asupra copilului;
- programe de cretere, ngrijire i educare a copilului;
- forme de educaie n anumite perioade.
Conceptul se adreseaz n special prinilor i cadrelor didactice i se refer la aciunea n
acelai sens. Ceea ce hotrte familia s fie n acord cu msurile colare i ceea ce face ca un
printe s nu fie legat de cellalt. Actual, relaia educator-copil are sensuri noi, este o relaie de
colaborare, datorit aspectelor ei de conducere democratic i flexibilitii n luarea deciziilor. Nu
numai copilul nva i se dezvolt sub influena educatorului, ci i acesta se formeaz i se
transform prin relaia educativ. Rezolvarea fiecrei probleme educative adaug competene noi
cadrului didactic. Numai un cadru didactic de tip reflexiv, creator i dinamic care accept
schimbarea n raport cu fiecare generaie, va gsi rspuns la noile ntrebri. Prinii i comunitatea
se influeneaz puternic unii pe alii. Mediul n care triesc prinii poate sprijini sau devia vieile
lor, poate determina unele dintre valorile lor, poate s se comporte ca o surs de for i siguran
sau ca o relaie a dezvoltrii.
704
 Prinii pot influena comunitatea ca indivizi sau ca membri ai unui grup. Ei pot contribui la
dezvoltarea comunitii i la fixarea prioritilor sociale. La educarea copilului contribuie deci, ca
instituii bine determinate ale societii, familia, grdinia, coala i comunitatea. n momentele
diferite ale creterii, dezvoltrii, devenirii fiinei umane, fiecare dintre aceste instituii sociale are rol
important. Mai mult, astzi este determinat nevoia unui parteneriat educaional ntre acestea, n
favoarea unei educaii eficiente pentru individ i societate.
n rezolvarea multiplelor probleme de dezvoltare i nvare, instituia colar dezvolt o serie
de structuri de sprijin n favoarea copilului i a familiei. n acest timp este nevoie de activiti de
susinere n afara grupei i de activiti de sprijin att a copilului aflat n situaii dificile, ct i
familiei i cadrelor didactice.
Structurile de sprijin ale instituiilor colare merg pe linia cabinetelor de asisten
psihopedagogic, de consiliere, de rezolvarea unor probleme specifice (cabinete de logopedie i
orientate profesional) i a centrelor de resurse pentru familie sau cadre didactice. Se dezvolt astfel
la acest nivel programe specifice de sprijin individualizat i de grup pentru copii, prini i cadre
didactice.
Grdinia eficientizeaz realizarea unui parteneriat cu copiii prin valorizarea i respectarea
identitii sale cu familia, prin recunoaterea importanei acesteia i atragerea n procesul didactic cu
toate resursele educative ale societii, pe cere le identific, le implic i le folosete n activitatea
educativ. Identificnd i valorificnd dimensiunea personal a individului, realizm ns nevoia
valorizrii i aprecierii familiei ca un mediu primordial i afectiv necesar familiei individuale.
Familia trebuie sprijinit i nu nlocuit n educarea tinerei generaii.
i pe parcursul vrstelor colare familia rmne mediul afectiv cel mai viabil de securitate i
stimulare.
Se recunoate tot mai mult influena i altor instituii din comunitate asupra informrii i
formrii copilului.
Astzi se cere tot mai mult nelegerea parteneriatului educativ ca form de unificare, sprijin,
asisten a influenelor educativ-formative. Experiena dovedete c o atmosfer destins ntre
agenii educativi faciliteaz nvarea. Exist o reea complex de relaii n cadrul unei instituii
colare care are un potenial n influenarea potenialului copiilor.
Cele mai importante relaii sunt :
- relaia dintre cadru didactic i elev ;
- relaii interindividuale ( dintre elevi, dintre cadrele didactice, dintre cadrele didactice i
specialiti care sprijin coala, dintre cadre didactice i personalul administrativ al colii, etc.)
- relaia dintre cadrele didactice i prini ;
Colaborarea dintre instituia de nvmnt i familie presupune o comunicare efectiv i
eficient, o unitate de cerine i o unitate de aciune cnd este vorba despre interesul copilului.
Colaborarea i cooperarea prinilor cu instituiile de nvmnt sunt eficiente i benefice
ambilor factori n condiiile n care comunicarea este real, n funcie de dimensiunea sa uman.
Din relaia grdini-coal-familie-comunitate copiii ctig un mediu de dezvoltare mai
bogat, iar ntre participani se creaz relaii pozitive i fiecare i va dezvolta sentimentul coeziunii
sociale.

BIBLIOGRAFIE:
1.Bran Pescaru, Parteneriat i educaie, Editura Aramis, Bucureti, 2004.
2.Integrarea copilului n activitatea colar, Culegere metodic editat de Revista de pedagogie,
Bucureti,1978.
3.Vlsceanu,Gheorghe, Neculau Adrian, coala la rscruce. Schimbare i continuitate n
curriculumulul nvmntului obligatoriu. Studiu de impact, Ed.Polirom, 2002.

705
 FASCINAIA DIVERSITII

Prof. Monica Petcu

Colegiul Economic VIILOR, Bucureti

n lumea contemporan, nu corectitudinea gramatical a utilizrii unei limbi este miza

adevrat a comunicrii, ci valoarea semiotic a mesajului, investirea lui la nivelul pragmatic al
limbii. Cu alte cuvinte, nu volumul unui dicionar impresioneaz, ci supleea realizrii n context a
sensurilor. Sintagma receptarea celorlali are o doz de ambiguitate: ceilali sunt cei care trebuie
s ne recepteze pe noi sau, nu mai puin important, noi sunt cei care trebuie s i nelegem pe
ceilali. i ca acetia s nu fie sinonimi cu strinii, trebuie s apropiem codurile culturale. Aici
coala poate face paii decisivi, prin care s ofere strategii de abordare a alteritii. Diversitatea nu
trebuie s genereze team, ci fascinaie.
Unul dintre proiectele din colegiul nostru, cu impact major privind nelegerea lumii,
deschiderea fa de alte mentaliti i perceperea diferenelor culturale, se realizeaz n apropierea
srbtorilor de iarn sub titlul Crciunul pe mapamond. Activitatea se contreaz asupra unui
concurs ntre clase (n medie, se nregistreaz n fiecare an 25 de clase care se nscriu n proiect);
dup o tragere la sori, fiecare clas participant trebuie s se informeze despre obiceiurile din ara
pe care o reprezint. Mapamondul este astfel strbtut, via internet: din Brazilia, Venezuela, SUA
sau Mexic, pn la cellalt capt, Japonia i Australia. Originalitatea i inventivitatea sunt criterii
majore n acordarea premiilor: se produc i se poart costume tradiionale, se cnt n limbi diferite
melodii specifice, se realizeaz produse culinare dup reete originale. Animai de un astfel de
proiect, elevii se organizeaz, se pregtesc, realizeaz repetiii, iar marele ctig st att n nivelul
informaional, ct i n coeziunea grupului, n procesul articulrii lui. Rezultatele concrete sunt
diplomele afiate apoi cu mndrie n clase i experienele adunate ntr-o revist intern. Dei se
centreaz asupra unei srbtori religioase cretine, proiectul ofer elevilor o deschidere cultural
important: de la nelegerea rspndirii pe mapamond a acestei credine, pn la diferenele de
manifestare concret (de exemplu, n Venezuela, Crciunul este srbtorit n noiembrie, iar n
Iran! exist comunitate cretin ce urmeaz tradiiile). Impactul se centreaz asupra exerciiului de
empatie cu ceilali, fa de care diferenele sunt benefice.
O alt experin a colii privind interculturalitatea ine de programele dedicate minoritii
rrome. Prin discriminare pozitiv se asigur cte dou locuri n fiecare clas. Profesorul de rromani
alturi de elevi este implicat n proiectele colii: revist, spectacole omagiale. Dincolo de integrarea
n activitile susinute la nivelul catedrelor, ei nii propun o prezentare a specificitii, astfel nct
s fie nelese i acceptate o serie de obiceiuri, de la cele vestimentare, pn la cele lingvistice. n
plus, se desfoar un proiect european ce vizeaz servicii educaionale integrate: meditaii la
romn, matematic i englez pentru ca ansele de reuit la bacalaureat s se mreasc, furnizarea
unei burse materializate n rechizite i echipamente. Este important coeziunea la nivel cultural ce
se realizeaz astfel ntre elevi. Drept exemplu de bun practic se poate mentiona faptul c elevii
particip la olimpiada organizat de minister pentru limba rromani i se calific pentru fazele
naionale, i nu toi aceti elevi aparin acestei etnii. Sunt elevi romni care merg la cursurile i
concursurile de rromani!
Proiectele colii care vizeaz educaia intergeneraional au n vedere dou coordonate: cea
social, legat nemijlocit de prezent, i cea istoric, prin care se valorific experiena generaiilor
care au participat la al Doilea Rzboi Mondial i a celor care au trait 20 - 40 de ani n vremea
comunismului. Evident, ambele au ca miz viitorul, timpul pe care l vor avea de trit generaiile pe
care azi le educm. Privind educaia antreprenorial, s-au desfurat n liceu, n ultimii ani, ntlniri
ntre prinii care sunt oameni de afaceri i elevii din clasele a XI-a i a XII-a. Dei activitile ncep
prin monologul invitailor care mprtesc experiena profesional din ultimii ani, i face loc,
treptat, dialogul, deoarece elevii sunt foarte interesai de evoluia unei afaceri n limitele legalitii i
adreseaz ntrebri din ce n ce mai pertinente. A doua component menionat se refer la ntlniri
cu oamenii care au trait direct istoria recent a Romniei. Dat fiind vrsta foarte naintat a
706
invitailor participani la cel de-al Doilea Rzboi Mondial, aceste ntrevederi sunt mai scurte i, din
pcate, mai rare n ultimul timp. Catedra de istorie organizeaz Cercul de istorie recent cu
diverse tipuri de activiti, printre care i ntlniri cu oameni care au trait n comunism. Temele care
s-au bucurat de un real success sunt: Condiia intelectualului n comunism, Presa vremii. O alt
activitate transcurricular se desfoar privind aceeai epoc, prin colaborarea catedrelor de
romn, istorie i socio-umane. Grupele de elevi realizeaz portofolii cu tematic divers - coala i
copilria n communism, supravieuirea n lagrele regimului- i colecioneaz obiecte specific
unui timp devenit istorie, dar pe care nu trebuie s-l ignorm.
Dac ar trebui s mprtesc din experina mea privind deschiderea cultural pe care le-o
propun elevilor prin orele de romn, nu a vrea s m refer la abordarea literaturii. n aceast
privin, aspectele sau detaliile pot fi mult mai evidente, de la modelele occidentale urmate n proza
i poezia romneasc, de-a lungul mai multor epoci, pn la influenele privind curentele litarare.
De aceea, a specifica n mod deosebit aportul pe care l pot avea orele de limb i comunicare n
deschiderea cultural a elevilor. Elementele de compunere savant sunt prezente n romn graie
limbilor latin i greac; de exemplu, substantive precum bibliotec, fratricid, anglofil, xenofob se
pot explica prin sufixoidele i prefixoidele din care se compun. Plecnd de la explicaiile
individuale ale acestora, se poate sesiza mecanismul alctuirii unitilor lexicale. Iar ca explicaiile
s nu plictiseasc, se pot realiza aplicaii cu pretexte ludice miniconcursul Testul meu pentru
colegul de banc, diverse redactri, jocul Amici i inamici printre cuvinte prin care elevii s
metamorfozeze cuvintele obinute prin compunere savant n fiine mai mult sau mai puin
simpatice.
Din aceeai perspectiv, leciile despre clieele i formulele internaionale pot mprumuta
metoda storytelling din educaia nonformal. Expresiile pnza Penelopei, firul Ariadnei, clciul
lui Ulise sau nasul Cleopatrei sunt ocaziile perfecte ale povetilor pentru adolesceni, coborte din
mitologie, istorie sau fizic (dac nu uitm de mrul lui Newton). De asemenea, expresiile
idiomatice au farmecul lor aparte: a tia frunze la cini, a se face luntre i punte, a face pe cineva
cu ou i cu oet sunt specifice limbii noastre i nu se pot traduce dect printr-o alt expresie
idiomatic din limba de destinaie. Dup ce elevii neleg unicitatea acestora i stricta lor ancorare
ntr-o limb, furnizeaz ei nii exemple echivalente din alte limbi: fie vorbesc spaniola sau italian
(cu precdere) n vacane, cnd sunt n vizit la rudele lor, deci aduc expresii idiomatice din aceste
limbi romanice, fie stpnesc engleza i gsesc astfel de exemple prin care au o contribuie
consistent n ora de curs. Pentru francez, se poate observa c elevii nu sesizeaz cu uurin
contribuia acesteia la modernizarea limbii romne. Este nevoie de numeroase referiri, cu diverse
ocazii, de la cuvinte, pn la uniti frazeologice sau calcuri lingvistice. De pild, explicaia
expresiei a avea o memorie de elefant reprezint un subiect ce strnete etern mirarea. Ea nu
nseamn a fi nzestrat cu o remarcabil inere de minte, ci a fi ranchiunos, a nu uita un ru fcut
de cineva. n domeniul frazeologiei, pot fi discutate, explicate i exemplificate la clas formule
precum tabula rasa, rara avis, ad calendas graecas, magna cum laude, pentru c astfel se amplic
perceptia lingvistic i cultural a elevilor.
Studiul originii i evoluiei limbii romne, n primele capitole la clasa a XI-a, este o
adevrat oportunitate de cunoatere a alfabetului chirilic, este prilejul prin care se sintetizeaz
etapele copilriei, adolescenei i maturizrii limbii romne. Este momentul nelegerii c
numeroase confluene culturale au stabilit efigia limbii noastre naionale. Textele vechi vorbesc nc
printre rnduri dac elevii au rbdare s le citeasc i s asculte explicaiile prin care profesorul
descurc iele att de ncurcate ale vechimii conservate prin expresie scris.
Aadar, cred c orice experin multicultural trebuie valorizat: de la orele care permit
conexiuni inedite, pn la proiecte i programe educaionale integrate, naionale i europene, de la
povetile unor cuvinte, pn la aventurile de vacan. n fond, este nevoie de o valorificare a
anselor i a experienelor de via pentru ca nelegerea lumii s fie mai profund, deschiderea fa
de alte mentaliti s fie autentic, iar perceperea diferenelor culturale s devin nuanat. Aadar,
diversitatea trebuie s genereze fascinaie, astfel nct fiecare s napoieze lumii ceva din ceea ce
primete.
707
 BIBLIOGRAFIE:
1. Bluche, Franois De la Cezar la Churchill. Vorbe memorabile explicate n contextul lor istoric,
Ed. Humanitas, Bucureti, 1995, p.30-38
2. Cvasni Ctnescu, Maria Retoric publicistic. De la paratext la text, Ed. Universitii din
Bucureti, 2006, p. 60 -85
3. Hristea, Theodor - Sinteze de limba romn, Ed. Albatos, Bucureti, 1984, p. 73-82
4. Rovena Frumuani, Daniela Semiotic, societate, cultur, Institutul European, Iai, 1999, p. 56 -
83
5. Tuescu, Mariana - Du mot au texte, Ed. Cavallioti, Bucureti, 1996, 42 65.

INTEGRAREA COPIILOR CU CERINE SPECIALE

N GRDINIELE DE COPIII

Educatoare, Trif Greta

Grdinia cu P. N. Pufeti, jud. Vrancea

Fiin n devenire cu nevoi i interese specifice, copilul precolar are o identitate de sine
nedeterminat datorit faptului c evoluia eului este departe de a fi complet. La vrsta
precolaritii copilul face progrese semnificative n activitatea de socializare, integrarea lui n
familie prin adoptarea comportamentelor i a standardelor prinilor l fac pe copil s se identifice
cu acetia pe de o parte, iar pe de alt parte, dezvolt i pregtesc apariia primelor rspunsuri
personale.
Dezvoltarea rapid a capacitilor cognitive, dar mai ales creterea complexitii limbajului
susin o imaginatie vie i o curiozitate crescut. Cea mai important activitate i n acelai timp
modalitate de cunoatere este jocul. Cnd spunem despre un copil c este dificil ne referim, de
obicei la faptul c acesta opune rezisten la aciunea instructiv-educativ. n evoluia copilului se
admit momente sau perioade de ,,crize dar acestea nu trebuie lsate s persiste prea mult i s
ajung la o prea mare itensitate. De aceea, considerm c se impune utilizarea unei diversiti de
metode i mijloace educative n intervenia asupra copiilor cu dificulti de integrare. Frecventarea
grdiniei nu este ntotdeauna i n toate cazurile un lucru firesc i plcut pentru copil. Pentu acetia
perioada de acomodare cu noul mediu este extreme de dificil i dureaz foarte mult.
ntr-o strategie a reformei n domeniul nvmntului special o direcie o constituie fr
ndoial, deschiderea acestuia spre noutile din nvmntul special. n conformitate cu Convenia
pentru Drepturile Copilului i apelnd la principiul non discriminarii, drepturile copilului trebuie
respectate indiferent de ras, culoare, limb, religie, opinie politic sau alt opinie a copilului ori a
prinilor sau reprezentanilor si legali, indiferent de originea lor naional, etnic sau social.
Promovarea elaborrii unei strategii, ,,unui mod de via care nseamn ,,a tri mpreun, a
accepta sau a-I [re]primi printre noi pe cei care ni se par foarte diferii, ciudai sau bizari.
Colectivitatea care i ,,recepteaz pe cei defavorizai i care i determin intern ,,direct i indirect
atitudinea fa de acetia este tripolar, la nivel local al grdiniei: educatoarea, prinii, copiii, la
nivel extern, societatea pri numeroase instituii, diveri factori, media. n sprijinul integrrii copiilor
cu C. E. S. grdinia, prin educatoare i foruri superioare coordonatoare de programe
guvernamentale i locale apeleaz la centre i persoane specializate.

RELAIA EDUCATOARE COPII

Educatoarea are datoria de a se documenta asupra deficienelor copiilor pe care urmeaz s-i
primeasc n grup, pentru a-i nelege, pentru a-i putea modela activitile, procedeele, n funcie
de posibilitile i necesitile copiilor.
708
 Particularitile unui copil cu C. E. S. sunt diferite, de la caz la caz, de aceea la nivelul
grupei se impune o abordare specific. Este foarte important sensibilizarea copiilor i pregtirea
lor pentru a primi n rndurile lor un coleg cu C. E. S. Sensibilizarea copiilor o putem face prin
simulri [limitarea vederii, limitarea auzului], crearea i aplicarea unor jocuri care permit simularea
unor deficiene [vizuale, auditive, fizice] ceea ce determin copiii s nteleag mai bine situaia
celor care au dizabiliti; prin povestiri, prin discuii, vizitarea unor persone cu deficiene. Cel mai
important pentu a realiza optim pregtirea grupei este o discuie prealabil a educatoarei cu
printele copilului n cauz, care uneori poate furniza cele mai multe informaii, de multe ori fcnd
precizri folositoare n constituirea uni grup optim pentru copilul su.

RELAIA EDUCATOARE- COPIII CU C. E. S.

Dupa pregtirea atent fcut pn la primirea n grup a copilului cu C. E. S., atitudinea fa
de el trebuie s pastreze o aparen de normalitate, respectiv acesta s fie tratat la fel ca ceilali
copii din grup. Conduita i atitudinea de ansamblu a cadrului didactic trebuie s demonstreze
celorlali copii ca i se acord copilului cu dizabiliti aceeai valoare ca i celorlai. Trebuie
evitat comptimirea, mila sau alte conduite inadecvate care pot semnifica devalorizarea. Ori de
cate ori este posibil, trebuie exprimate aceleai ateptari i stabilite limite similare n nvare, ca i
pentu ceilali copii.
Cadrul didactic trebuie s i asume rolul de moderator, aa nct s promoveze contactul
direct ntre copiii i s directioneze /redirecioneze ntrebrile i comentariile copiilor ctre cel cu
C. E. S. Mai mult de att este necesar, uneori chiar o fin ,,nclinare a balanei atenie ctre copiii
cu C. E. S., prin ncurajare i simularea lor.
Integrarea copiilor cu cerine speciale este facilitat de realizarea parteneriatului ntre prini i
grdini. Prinii pot fi parteneri la educaie pentru c ei dein cele mai multe informaii despre
copiii lor. n mod special, relaia grdiniei cu prinii este nu numai benefic, ci i necesar, ea
furniznd informaional specificul dizabilitii copilului
Educaia prinilor i consilierea au un rol important n integrarea copiilor. Comunicarea
printe-educatoare sau printe-copil n contextul integrrii copiilor n instituia grdiniei asigur un
anumit echilibru.
Pentru integrarea cu succes a copiilor cu C. E. S. n nvmntul de mas, n grupele de copii
sunt necesare: existena unor centre de resurse, informare i comunicare; formarea iniial i
continu a cadrelor didactice; adaptarea i flexibilitatea curriculum-ului [precolar]; evaluarea
progresului colar al copiilor cu C. E. S. integrai n gradinie; implicarea, incurajarea participrii
prinilor, schimbul de informaii, consilierea prinilor n msura solicitrilor i a necesitilor,
mobilizarea resurselor umane disponibile i competente.

BIBLIOGRAFIE:
,,Supliment metodic ar revistei dedicat cadrelor didactice din nvmntul precolar, Editura
Minipet, 2006;
Revista ,,nvmntul precolar Nr. 3-4, 2005.

709
 METODE INTEGRATE DE PREDARE FOLOSITE N EDUCAIA ADULILOR
Mariana Popescu
Colegiul Tehnic D. Mangeron Bacu

Educaia adulilor are ca scop perfecionarea abilitilor existente i / sau dobndirea altora
noi precum i asimilarea unor sisteme de valori care s-au dovedit performante social i punerea lor
n practic.
Am constatat c un adult are o capacitate de nvare mai mic dect a unui copil, dar are o
disponibilitate mai mare de a nva; din acest motiv, procesul de instruire al adulilor trebuie gndit
pentru a folosi alte instrumente i metode dect cele folosite n educaia formal a copiilor.
Malcolm Knowles, unul dintre teoreticienii in domeniul educatiei adultilor, prezint patru
idei asupra modului caracteristic n procesul de nvare pentru aduli [1]:
- autodirecionarea n nvare
- utilizarea experienelor personale anterioare pentru fundamentarea nvrii
- disponibilitatea pentru nvare n condiiile n care trebuie s i asume noi roluri (ex.
avansarea pe un nou post)
- dorina de a rezolva probleme i a aplica imediat cunotinele asimilate.
Din experiena mea n lucrul cu adulii, am constatat c sunt utile urmtoarele abordri:
- promovarea parteneriatului profesor formabil n procesul instructiv - educativ.
- scopurile instruirii sunt discutate, negociate, nu impuse
- n stabilirea sarcinilor de nvare este eficient, motivant pentru adult, s se solicite
informaii transdisciplinare i analize multidimensionale ale realitii.
- evaluarea este bine s fie puin criterial i mai mult reflexiv, cu integrarea unor metode
alternative de evaluare.
- sunt apreciate nvarea prin descoperire i rezolvarea de probleme
n activitatea didactic cu adulii este bine s se foloseasc strategii i metode de predare
integrat:
- nvarea prin dezbatere este o metod care const n prezentarea unor ntrebri, teme,
probleme etc., care sunt supuse spre analiz i soluionare unei clase de aduli, unui grup etc.
- nvarea social se bazeaz pe modurile de conduit, relaionare i integrare psiho-social
i social, atitudinile, valorile, rolurile i normele morale, precum i convingerile,
concepiile i trsturile de personalitate ce trebuie proiectate, interiorizate i dezvoltate la
aduli.
- nvare prin ncercare i eroare se definete prin ncercarea unui ir de soluii pentru a
rspunde la o situaie.
- n nvarea prin cercetare, autoritatea didactic este nlocuit prin cooperarea tiinific
pentru demonstrarea experimental a adevrurilor
- nvarea prin rezolvare de probleme, etape: comunicarea, formularea problemei / situaiei
problem, formularea unor alternative de soluionare, decizia, rezolvarea problemei prin
aplicarea soluiei gsite i verificarea rezultatelor.
- nvarea prin descoperire se bazeaz pe cile prin care se ajunge la rezultat, la metodele de
cunoatere i nregistrare, pe descoperirea de ctre formabili care duce la nvarea
structurat prin predarea-nvarea interdisciplinar.
- Conversaia este o metod de comunicare oral bazat pe dialogul ntrebare - rspuns, cu
scopul realizrii unor obiective de nvare euristic, de valorificare a cunotinelor
anterioare ale adulilor, de aprofundare, de clarificare a cunotinelor, de consolidare i
sistematizare, de verificare sau control.
Trim ntr-o societate n continu schimbare, cu tendina evident de globalizare. Certificatele i
diplomele referitoare la diferite calificri sunt valabile pe toat durata vieii profesionale, dar
cunotinele, aptitudinile i competenele se dovedesc a fi insuficiente la un moment dat, aa nct

710
formarea pe tot parcursul vieii a devenit o necesitate. Astfel nct educaia adulilor devine un
sector tot mai important n sistemul de nvmnt.
La nivel european se acorda o atenie deosebita nvrii pe tot parcursul vieii. Comisia
European dezvolt n perioada 2014 2020 programul Erasmus + care aloca sume pentru educaia
adulilor (Proiecte de mobilitate pentru personal implicat n educaia adulilor, respectiv Proiecte de
parteneriat strategic pentru educaia adulilor).

BIBLIOGRAFIE
1. Malcolm Knowles - The adult Learner, editura Routledge Chapman Hall, 2014
2. Boco, M., Jucan, D. - Fundamentele pedagogiei. Teoria i metodologia curriculumului
repere i instrumente didactice pentru formarea profesorilor, Editura Paralela 45, 2010

EDUCAIA, O PERSPECTIV INTERNAIONAL

Profesor: Banu Gabriela
coala Gimnazial Oprea Iorgulescu

Una din temele contemporane, aflate pe agenda de lucru a comunitii internaionale,

insuficient sau fragmentar abordat n politicile educaionale, n teoria i n practica psihopedagic
romneasc, este educaia pentru toi. Aceast paradigm relanseaz, la frontiera dintre dou secole
i milenii, problematica echitii i a egalitii de anse la educaie.
Conexiunile acestei teme complexe cu nvmntul primar sunt evidente, aa cum se va
vedea din prezentarea succint la nivel mondial.
Angajarea comunitii internaionale n problematica educaiei pentru toi a educaiei
universale a nceput sistematic o dat cu anul 1948- prin adoptarea Declaraiei Universale a
Drepturilor Omului. Aceasta recunoate dreptul tuturor oamenilor la educaie, stipuleaz c educaia
elementar este obligatorie i gratuit, iar nivelurile superioare ale nvmntului trebuie s fie
accesibile tuturor pa baza meritelor/performanelor.
Angajamentul comunitii internaionale pentru educaie universal, care s cuprind toate
fiinele umane, a fost reiterat cu fermitate prin Convenia Drepturilor Copilului (1989).
Coninutul articolelor 28 i 29, coroborate cu articolul 2 (nondiscriminarea), cu spiritul
principiilor i valorilor de ansamblu ale Conveniei, conin idei i cuvinte cheie care fundamenteaz
n plan ideologic paradigma educaiei pentru toi:
-dreptul la educaie este esenial pentru toi copiii (imprescriptibil, necondiionat), dar i pentru
fiecare n parte;
-acest drept trebuie realizat pa baza egalitii de anse;
-demnitatea uman a copilului trebuie respectat (inclusiv prin disciplina colar);
-obiectivele fundamentale ale educaiei sunt: dezvoltarea personalitii copilului la nivelul
potenialului maxim;
-pregtirea pentru viaa activ i responsabil, ntr-o societate liber dar divers;
-sunt necesare msuri pe linie naional i internaional n asigurarea educaiei universale;
Sfritul anilor 1980 i nceputul anilor 1990 ai secolului XX au adus n centrul ateniei
comunitii internaionale, prin problemele majore ale educaiei n lume, o serie ntreag de decalaje
n realizarea accesului i participrii la educaie n plan mondial.
Evenimentul care a lansat ns conceptul Educaiei pentru Toi a avult loc n luna martie 1990,
la Jomtien, Thailanda. Conferina organizat de UNESCO, UNICEF, PNUD, PNUP i Banca
Mondial a consacrat perioada 1990-2000 ca decad a educaiei pentru toi.
S-a pus accentul pe reducerea disparitilor n educaie, acordarea unei atenii deosebite
grupurilor dezavantajate: sraci, copiii strzii i copiii care lucreaz, populaii izolate, nomazii i
muncitorii migratori, persoane indigene, minoritile etnice, rasiale, lingvistice, refugiaii, cei
dizlocai de rzboaie, persoane aflate sub ocupaie.

711
 Fiecare persoan copil, tnr sau adult trebuie s beneficieze de oportuniti educaionale
proiectate pentru a le satisface necesitile educaionale de baz.
O analiz global a performanelor colare n rile n curs de dezvoltare prezenta la nceputul
anului 2000 rezultatele unui studiu n 37 de ri n curs de dezvoltare (inclusiv n Europa Central i
de Est), n cadrul unor proiecte UNESCO-UNICEF, precum i a unor proiecte educaionale ale
Bncii Mondiale. Rezultatele studiului au sugerat c performanele colare ale celor mai muli elevi
din rile n curs de dezvoltare sunt extrem de sczute. Competenele n ceea ce privete citirea i
scrierea sunt sub 50%, numeraia i calculul sub 50%, abilitile de via sub 65%.
Conferina de la Dakar propune un set de obiective i strategii mai realist pentru educaia de baz
cu un termen de implementare pn n 2015.
Obiectivele fac referire la:
1) o educaie i ngrijire timpurie extins, mbuntit i comprehensiv a copiilor;
2) accesul la / i completarea educaiei colare primare gratuite obligatorii i de bun calitate
pentru toi copiii, n mod special pentru fetele i copiii din grupurile dezavantajate.
3) Eliminarea disparitilor de sex i educaia colar primar i secundar i atingerea
egalitii de sex n educaie, cu accent special pe accesul i performantee colare ale fetelor.
4) mbuntirea calitii educaiei i atingerea de rezultate colare msurabile, cu deosebire n
citit-scris, numeraie i calcul i abiliti eseniale de via.
5) Programe de nvare i de formare a unor abiliti de via adecvate pentru tineri i aduli.
6) mbuntirea nivelelor de citit scris la aduli, n special pentru femei i n accesul la
educaie de baz i continu pentru aduli.
Filozofia acestor obiective are la baz dezvoltarea durabil i eliminarea srciei . Obiectivele
dezvoltrii mileniumului sunt:
-eradicarea srciei i a foametei extreme;
- asigurarea unei educaii primare universale prin promovarea egaliii ntre sexe;
- reducerea mortalitii infantile;
-mbuntirea sntii mentale;
- intensificarea parteneriatului global pentru dezvoltare:
n ultimii ani au aprut concepte noi, care traseaz importante direcii de aciune sistemelor colare
i noi deschideri psihopedagogice, n contextul aciunii conjugate a comunitii internaionale, cu
deosebire a ageniilor specializate ale ONU i a organismelor europene.
Viziune asupra educaiei permanente, promovat ndeosebi dup adoptarea Memorandului
privind nvarea permanent, document lansat de Uniunea European n cadrul Consiliului
European de la Lisabona este reflectat de patru obiective convergente, realizabile prin educaie,
precum i de mesajele cheie ale acestui document: garantarea accesului universal i permanent la
nvare, pentru dobndirea i rennoirea capacitilor necesare participrii susinute n cadrul
societii cognitive.
Cadrele didactice ocup un loc nalt pe agenda global a educaiei. Profesorii sunt elementul
cheie n inovarea educaiei i mbuntirea realizrilor colare ale grupurilor care au rezultate
sczute.Formarea profesional este important n toate rile iar nvarea continu are de asemenea
conotaii diferite.
n concluzie, se impune necesitatea formrii a cadrelor didactice care trebuie s fac fa
presiunilor forelor globalizrii .

BIBLIOGRAFIE:
1. UNESCO, site internet :http//www.unesco.org
2. UNICEF, site internet: http//www.unicef.org
3. M. Ionescu, Educai i dinamica ei, Ed. Tribuna nvmntului, Bucureti, 2008,
4. G. Videanu, Educai la frontiera dintre milenii, Ed. Politehnic, Bucureti, 2002
5. T. Vrma, Provocarea educaiei pentru toi, nvmntul primar, 2005,

712
 ROLUL I IMPORTANA ACTIVITILOR EXTRACURRICULARE N
NVMANTUL PRECOLAR

Prof.nv.pre. Grigora Ana- Dorina

Grdinia cu P.P Nr.19 Vaslui

S nu-i educm pe copiii notri pentru lumea de azi. Aceast lume nu va mai exista cnd ei
vor fi mari i nimic nu ne permite s tim cum va fi lumea lor. Atunci s-i nvm s se adapteze.
(Maria Montessori Descoperirea copilului)
Pornind de la acest ndemn, trebuie s-i nvm pe copii s nving dificultile prin
intervenii reale, posibile, s-i situm n dialog cu mediul sau s-i facem s-i exerseze capacitatea
de a opta i de a decide, pentru c perioada precolar este decisiv pentru formarea viitorului
colar, a tnrului de mine.
Este unanim recunoscut faptul c perioda de 3 - 7 ani din viaa copilului las cele mai
profunde urme asupra personalitii n devenire deoarece aceasta este perioada receptivitii,
sensibilitii, mobilitii i a flexibilitii psihice dintre cele mai pronunate.
Aceasta este perioada n care influenele externe las cele mai durabile urme, n care se
constituie premisele personalitii i se aeaz bazele eu-lui: cognitiv, afectiv-motivaional i
volitiv-caracterial.
Invmntul precolar romnesc, prin aciunile i activitile sale, urmrete s
valorifice potenialul creativ, specific vrstei precolare, n cadrul unui sistem instructiv-educativ
bine structurat unde copilul s aibe dreptul s-i formeze personalitatea i prin propria sa
experien.
Avnd un caracter atractiv, precolarii particip ntr-o atmosfer de voie bun i
optimism, cu nsufleire i druire, la astfel de activiti.
Potenialul larg al activitilor extracurriculare este generator de cutri i soluii
variate. Succesul este garantat dac ai ncredere n imaginaia, bucuria i n dragostea din sufletul
copiilor, dar s i lai pe ei s te conduc spre aciuni frumoase i valoroase.
Modelarea, formarea i educaia omului cere timp i druire. Timpul istoric pe care l
trim cere oameni n a cror formaie caracterul i inteligena se completeaz pentru propria
evoluie a individului.
n coala contemporan eficiena educaiei depinde de gradul n care se pregtete
copilul pentru participarea la dezvoltarea de sine i de msura n care reuete s pun bazele
formrii personalitii copiilor.
n acest cadru, nvmntul are misiunea de a-i forma pe copii sub aspect
psihointelectual, fizic i socioafectiv, pentru o ct mai uoar integrare social.
Se stie ca incepand de la cea mai frageda varsta , copiii acumuleaza o serie de cunostinte
punandu-i in contact direct cu obiectele si fenomenele din natura.
Activitatile de acest gen cu o deosebita influenta formativa, au la baza toate formele de
actiuni turistice: plimbari, excursii, tabere.In cadrul activitatilor organizate in mijlocul naturii, al
vietii sociale , copiii se confrunta cu realitatea si percep activ, prin actiuni directe obiectele ,
fenomenele, anumite locuri istorice. Fiind axate in principal pe viata in aer liber, in cadrul actiunilor
turistice, prescolarii isi pot forma sentimental de respect si dragoste fata natura, fata de om si
realizarile sale. In urma plimbarilor, a excursiilor in natura, copiii pot reda cu mai multa creativitate
si sensibilitate , imaginea realitatii, in cadrul activitatilor de desen si modelaj , iar materialele pe
care le culeg ,sunt folosite in activitatile practice, in jocurile de creatie. Plimbarile prin parc din
aceasta toamna , frunzele ruginii ,stolurile de pasari care se pregateau de plecare,frumusetea
deosebita a acestui anotimp le vor ramane in suflet celor mici , creandu-le emotii estetice.La varsta
prescolara, copiii sunt foarte receptivi la tot ce li se arata sau li se spune in legatura cu mediul , fiind
dispusi sa actioneze in acest sens .Ca educatoare, trebuie sa oferim in mod gradat , in acord cu

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particularitatile de varsta , cunostinte stiintifice , sa organizam activitati educative privind protejarea
mediului inconjurator: curatarea parcului, , a mediului de joaca , ocrotirea unor animale .
Excursiile i taberele colare contribuie la mbogirea cunotinelor copiilor despre
frumuseile rii, la educarea dragostei, respectului pentru frumosul din natur, art, cultur. Prin
excursii, copiii cunosc locul natal n care au trit, muncit i luptat naintaii lor nvnd astfel s-i
iubeasc ara, cu trecutul i prezentul ei. Prin excursii copiii pot cunoate realizrile oamenilor,
locurile unde s-au nscut, au trit i au creat opere de art scriitori i artiti.
Serbarea este modalitatea eficient de cultivare a nclinaiilor artistice ale copiilor
contribuind la dezvoltarea armonioas a personalitii copiilor. Serbrile colare reprezint o
modalitate eficient de cultivare a capacittilor de vorbire i nclinrilor artistice ale copiilor. Prin
coninutul vehiculat n cadrul serbrii, precolarii culeg o bogie de idei. impresii, triesc autentic,
spontan i sincer situaiile reale.
n grdinia noastr s-a observat c n viaa micului precolar serbarea are o influen
mare asupra dezvoltrii sferei sale emotionale. Copiii la aceast vrst sunt sensibili, receptivi cu o
fantezie bogat i tind s se afirme. Ei sunt impresionabili, iar impresiile obinute i insotesc n
viaa de mai departe, rmnnd nite tablouri vii ntiprite n memorie.
Vizitele la muzee, expozitii, monumente si locuri istorice, case memoriale constituie un
mijloc de a intuit si pretui valorile culturale, folclorice si istorice ale poporului nostru.
Vizionarile si spectacolele constituie o alta forma de activitate extracurriculara in
gradinite, prin care copilul face cunostinta cu lumea minunata a artei. Desi aceasta forma de
activitate il pune pe copil in majoritatea cazurilor in rolul de spectator, valoarea ei deosebita rezida
in faptul ca ea constituie o sursa inepuizabila de impresii puternice, precum si in faptul ca apeleaza,
permanent, la afectivitatea copilului.
Activitiile extracurriculare moral-civice, alturi de celelalte activiti desfurate n
grdini pe nivele de vrst, contribuie, prin tririle afective, emoii puternice, generate de
exemplele oferite de eroii neamului, la formarea , n sufletul copiilor, a unor sentimente morale ,
care se vor transforma n convingeri ferme pe parcursul procesului instructiv-educativ. Activitatea
extracolar genereaz relaii de prietenie i ajutor reciproc, educ simul responsabilitii i
statornicesc o atitudine just fa de colectiv i f de scopurile urmrite.
n concluzie, cadrul didactic poate face multe pentru educarea spiritului creativ n cadrul
activitilor extracurriculare.Dar, se vede necesitatea de a modifica destul de mult modul de gndire,
s evite critica, n astfel de activiti, s ncurajeze elevii i s realizeze un feed- back pozitiv.

BIBLIOGRAFIE
1. Ministerul Educatiei si Cercetarii, Institutul de Stiinte ale Educatiei Revista
invatamantului prescolar, 3-4/2006,
2. IONESCU, M.; CHI, V.,Mijloace de nvmnt i integrarea acestora n activitile de
instruire i autoinstruire, Editura Presa Universitar Clujean, Cluj-Napoca, 2001
3. PREDA. VIORICA, Metodica activitilor instructiv educative n grdinia de copii,
Editura Gheorghe Cru Alexandru , Craiova 2009
4. LESPEZEANU M., Tradiional i modern n nvmntul precolar, Editura S.C. Omfal,
Bucureti, 2007

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 ROLUL PROIECTELOR EUROPENE
N EDUCAIA INTERCULTURAL

Prof. Neagoe Camelia

Scoala Gimnaziala Caraula, Dolj

coala are misiunea de a permite fiecrui copil s creasc, s-i dezvolte spiritul, corpul i
inima, deci inteligena, sensibilitatea, creativitatea; s permit copiilor s nvee s triasc
mpreun, unii cu alii, cu persoane diferite, s-i poat ocupa progresiv locul n societate, s poat
deveni ceteni activi.
Interculturalitatea este nainte de orice respectul diferenelor. Cadrele didactice sunt garanii
acestor rigori ale spiritului care vegheaz asupra diferenelor, pentru a nva, a cunoate i a
nelege ceea ce ne leag, ceea ce ne face asemntori, ceea ce ne apropie.
Activitatea de cercetare n domeniul interculturalitii n Romnia are ca obiectiv
producerea unor concepte i cunotine mai precise i clare n vederea oferirii unor argumente mai
bune pentru practicile sociale i politice din domeniul drepturilor omului n Europa de sud-est.
Deseori ne punem ntrebarea cum i putem stimula pe copii, cum i putem motiva pentru a deveni
ceteni responsabili i creativi dac nu tocmai prin calitatea relaiei pedgogice a crei bogie este
dimensiunea ei intercultural
Pentru cadrele didactice este esenial s creeze relaii pozitive n interaciunea dintre
semeni, s favorizeze dezvoltarea persoanei ct i a relaiilor constructive n grup, pentru a tri
sentimentul propriei identiti.
Venind din culturi diferite avem ansa s ne integrm ntr-o societate diferit,
multicultural, care favorizeaz sentimentul de a fi n realitatea cotidian, o individualitate care nu
seamn cu nimeni i nimic.
Cunoaterea i nelegerea celuilalt este un proces progresiv i complex. Primele contacte
ntre oamenii de culturi diferite sunt nsoite de sentimentul de insecuritate, de fric, de adversitate
deschis fa de cellalt.
eTwinning faciliteaz accesul cadrelor didactice la un mediu virtual de colaborare i de
schimb de experien, la parteneriate cu ali profesori i la activiti de formare profesional, alturi
de colegi din rile europene. Idealul eTwinning reprezint promovarea activitilor de colaborare
ntre cadrele didactice i elevii Europei ntr-o manier uoar, prietenoas i stimulativ. Cele peste
40.000 de coli europene participante stau mrturie a succesului.
In cadrul eTwinning este imposibil s desfori un proiect fr s te loveti de aspectul
lingvistic, indiferent c ne referim aici la limba matern a colilor din proiect sau, aa cum este mai
des ntlnit, o limb ter folosit ca mijloc de comunicare. n momentul n care se ntlnesc, tinerii
europeni vor s comunice, s afle detalii despre viaa din colile i rile fiecruia i s nvee
cuvinte n limba partenerilor. Acesta este punctual forte al aciunilor eTwinning, stimuleaz
comunicarea.
Prin participarea la proiecte de eTwinning (nfrire on-line ntre coli), elevii au
posibilitatea s comunice cu ali elevi din rile participante, s afle elemente de specific cultural
sau de specific al educaiei din rile partenere, s nvee utiliznd noile tehnologii i s i
perfecioneze competenele de comunicare n limbi strine.
Nucleul eTwinning l constituie procesul de predare i experimentare a noi practici de
predare, tehnologii i mijloace de realizare a unor sarcini tradiionale. Blogurile, paginile wiki,
fiierele video, conferinele, publicarea on-line, toate acestea se regsesc n galeria de proiecte
prezentate pe portalul eTwining.
nfrirea on-line a colilor poate fi nsoit de nfrirea comunitilor. Unele localiti au
decis s se nfreasc i s completeze comunicarea i cooperarea on-line prin alte proiecte
vizite, activiti culturale pentru aduli etc.

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 Unul dintre rezultatele vizibile i imediate o reprezint modificarea produs n metodele i
tehnicile de nvare. Se dovedete astfel c pesimismul n privina educaiei este total nefondat, cu
condiia ca colile s evolueze constant i s rmn la curent cu ultimele progrese n materie de
nvare. Un aspect important al acestor proiecte este schimbul de valori culturale i tradiii; cu ct
schimbul cultural este mai intens, cu att l vom cunoate mai bine pe partenerul nostru i cu att
vom deveni mai europeni. Proiectele eTwinning pot fi considerate o contribuie major la
nvmntul european, n special n domeniul lingvistic i cultural. Este un bun exemplu ntr-un
domeniu care, pn nu demult, era considerat dificil de abordat, iar proiectele eTwinning au
demonstrat faptul c educaia european este o realitate a prezentului i a viitorului.
Se discut foarte mult astzi pe marginea noilor metode i tehnici folosite n educaie. Orice
proiect de colaborare implic stabilirea unor relaii, n cadrul crora cadrele didactice i propun s
colaboreze la realizarea unui proiect. Stabilirea acestor relaii are loc n dou etape sau procese:
- relaii n sensul de relaionare interuman, de stabilire de relaii ntre persoane;
- relaii n sensul de raportare la real, de comunicare a unui coninut cu ajutorul limbii.
Un proiect eTwining este caracterizat de ntreptrunderea acestor dou procese. Din aceast
perspectiv, munca n echip, factorul esenial pentru succesul unui proiect, necesit o nou
abordare. Un proiect de succes mpletete cele dou elemente, capitalul cultural i limba, astfel
nct, treptat, s v cunoatei partenerii i pe dumneavoastr, nu doar la nivel superficial, ci
demonstrnd o nelegere profund, apreciere i toleran fa de contextul cultural. Astfel, elevii i
partenerii de proiect achiziioneaz un nou tip de cunotine, care le permit s devin ceteni ai
lumii n adevratul sens al cuvntului.

BIBLIOGRAFIE
www.iteach.ro
www.etwinning.net

PUNTE NTRE GENERAII

Daniela Bobocea,
coala Gimnazial Mihai Viteazul Brila

Cine nu are btrni, s-i cumpere! spune o zical plin de semnificaii; totodat i Vai de
prinii care nu-i ascult copiii...cele dou sintagme sunt, evident, ncrcate de adevr i de
actualitate. n evoluia societii moderne, schimbrile care se succed cu repeziciune ne determin
s le acceptm i s ne adaptm lor.
Ca o verig important a educaiei , noul concept de educaie intergeneraional se refer
la acea component a educaiei pe tot parcursul vieii care are numeroase interferene n sistemele
sociale i culturale. Se vorbete deseori despre ruptura dintre generaii, diferenele de opinii, de
educaie. Pe vremea mea.... auzim foarte des, uneori ca un repro la adresa dezinvolturii tinerei
generaii lipsite de inhibiii sau ca un elogiu adus vremii trecute, a rigurozitii, cenzurii, stricteii
care o caracterizau.
Unde este adevrul? Societatea romneasc, ncotro? Cui aparine ziua de azi: generaiilor
tinere sau celor adulte? Iat cum educaia pare s fie liantul, rspunsul acestor dileme i rezolvarea
divergenelor intergeneraionale. coala, n primul rnd, ca factor primordial al educaiei, este
responsabil i de cultivarea acestei idei, aceea de solidaritate intergeneraional, de orientare ctre
iniierea i dezvoltarea de aciuni social-culturale, de promovarea i desfurarea de programe
educaionale de schimbare a mentalitilor, de inovare social.
Educaia este o necesitate universal.
Nu putem nega sau desfiina rolul unei generaii adulte sau importana pentru aciunile
viitoare. Da, tinerii reprezint viitorul dar acest viitor se construiete i se bazeaz pe experienele i
cunotinele celor anterioare.
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 n coal se pot organiza ct mai multe ntruniri ntre nepoi i bunici, activiti de lucru pe
echipe, momente de lectur Bunica mi citete o poveste..., vizite n sate pentru observarea i
exersarea diferitelor munci manuale tradiionale ( esut la rzboi, tors, drcit, baterea untului,
manufacturarea diverselor obiecte casnice etc). Povetile bunicilor s fie prezentate alturi de
experiene actuale ale nepoilor, gsindu-se elementele comune dar i diferenele. n aceeai
manier, experienele bunicilor pot fi prezentate cu tehnici moderne de ctre tineri, mbinnd astfel
armonios trecutul i prezentul ntr-o lecie comun de via, cultur, tradiii.
Se observ un trend al societii de a transforma elementele eseniale din cultura poporului
romn n modernisme ( purtarea iei, utilizarea motivelor tradiionale pe lucruri noi, nvierea
muzicii vechi pe ritmuri de hip-hop sau pop, tot mai marea deschidere spre ornamentarea caselor
moderne cu covoare esute de crp, cu rogojini).
Deschiderea ar trebui s i vizeze, deopotriv, pe cei tineri n a accesa bagajul inepuizabil al
nvturilor generaiilor trecute dar i pe cei vrstnici n a privi cu mai mult maleabilitate ,
flexibilitate fluena tehnologizrii i dezinhibarea tot mai evident a tineretului.
Tinerii de azi vor fi vrstnicii de mine, deci ciclul vieii umane trebuie reconsiderat prin
influena acestei educaii intergeneraionale ca o micare integratoare, de convieuire i de schimb
oportun de informaii. Permanent generaiile nva unele de la altele, s se adapteze la schimbare,
s selecteze experiene i s fructifice cunotinele valoroase acumulate n ani de existenta a
umanitaii.

PROIECT EDUCAIONAL INTERCULTURAL

COPIL CA TINE SUNT I EU

Prof.nv.prec.Ionescu Dorina
Grdinia cu Program Prelungit Veseliei Gherla, jud.Cluj

I. Informaii despre proiect:

Titlul proiectului: COPIL CA TINE SUNT I EU !
Categoria proiectului: cultural artistic
II.Argument
Toi suntem diferii, dar n aceleai timp, egali. Semnul de egalitate care s-ar pune n relaiile pe
care le mprtim cu cei din jurul nostru nu vine din spaiul pe care-l ocupm i nici de la ceea ce
considerm c ceilali ateapt de la noi . Semnul de egalitate este dat de respectul fa de cel de
lng noi i de posibilitatea de comunicare pe care trebuie s-o valorificm. Posibilitatea care ne este
oferit necondiionat i care trebuie valorificat cu grij pentru a identifica oportunitile oferite de
convieuirea cu cellalt.
Nu toi suntem romni i nu toi vorbim limba romn. Diversitatea este mirodenia care ne
ncnt viaa n relaiile pe care le stabilim cu ceilali. Elementul exotic atrage i sperie n acelai
timp, dar numai de noi depinde dac vrem s depim prejudecile i stereotipiile pentru a cunoate
o lume nou, o viziune asupra vieii i a valorilor acesteia. A fi altfel i a vorbi alt limb nu fac din
noi dect un rezervor inepuizabil de experiene noi diferite. mprtindu-le, nu se realizeaz dect
o mbogire a culturii pe care o simim, a noastr i a unui spaiu pe care l simim al nostru.
Capacitatea de a primi i de a drui trebuie mprtit de la cea mai fraged vrst pentru a putea
ajunge la realizarea scopului dorit, i anume la conceptul de cultur universal n care fiecare s-i
regseasc specificul naional i s se bucure de acesta fr teama de a fi judecat sau ignorat.
A nva de la alii care sunt altfel dect tine nu nseamn dect s nvei ca om, ca romn,ca
elvetian,ca rrom. Nu poi vorbi de o cultur diferit i de reprezentri identitare diferite dect
cunoscnd-o. Iar cel mai bun mod de a o face este s cunoti oamenii din aceast cultur, s
mprteti gndurile lor, tririle, conflictele care ar putea s apar dintr-un motiv sau altul.
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Termeni ca majoritar, minoritar nu trebuie s aib un sens peiorativ, nu trebuie s fie arm n mna
noastr, nu trebuie s aruncm unul asupra celuilalt povara identitii, nu trebuie s fim mono ci
trebuie s fim inter, nu trebuie s fim eu i cellalt ci eu mpreun cu cellalt.
III.Descrierea proiectului
1. SCOPUL:
Proiectul a fost iniiat din necesitatea cunoaterii obiceiurilor, a muzicii i dansurilor
specifice fiecrei culturi precum i a cultivrii toleranei ntre etnii, tiut fiind faptul c, Romnia
este un model al interculturalitii i a convieuirii panice ntre toate culturile.
Recunoaterea i respectarea diferenelor culturale prin valorificarea pozitiv a celorlalte
culturi de la noi si din alte tari.
2. OBIECTIVE
a) pentru precolari
-educarea i formarea intercultural a copiilor
- familiarizarea cu modul de derulare a unei corespondene cu copiii din alt localitate
- pregtirea copiilor n sensul dezvoltrii personale i a inseriei n comunitate
- necesitatea cunoaterii, valorilor culturale ale diferitelor etnii
- satisfacerea unor nevoi comunitare specifice educaiei
b) pentru prini:
- s ncurajeze iniiativele, implicarea copiilor i cadrelor didactice ndrumtoare n parteneriat prin
atitudine pozitiv;
- s se implice n asigurarea unui cadru favorabil desfurrii parteneriatului
c) pentru cadrele didactice:
- s-i formeze o atitudine pozitiv fa de participarea la parteneriat;
- s prezinte rezultatele muncii precolarilor;
3. GRUP INT
- precolarii romni i elvetieni;
- colarii-copiii din centrul de zi;
- cadrele didactice implicate n proiect;
- prinii.
4.RESURSE:
a) umane:
-copiii celor dou grdinie i elevii de la centrul de zi;
-prinii;
-cadrele didactice implicate n proiect
-reprezentani ai comunitii locale
b) materiale :
- portofolii, fie, aparat foto, calculator ;
- fotografii, colecii etnografice, reviste,
- spaii colare i extracolare;
c) informationale:
- proiectul de parteneriat;
- pliante;
- CD-uri;
d) financiare:
- sponsorizri;
- contribuii personale;
- alte surse;
e) procedurale:
-metode i tehnici de lucru:
- observri
- lecturi dup imagini

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- conversaia
-explicaia
-nvaarea prin descoperire
- activiti practice
-activiti artistico-plastice
- jocuri de micare , de rol ,de creaie
- serbri
- proiecii de imagini (fotografie/video) trimise de parteneri
- expoziii cu materiale trimise de parteneri; vizite
FORME DE ORGANIZARE: - individual / n echipe;
6. PERIOADA DESFURRII
Anul colar 2013 2014, posibilitate de continuare
LOCUL DE DESFURARE: localurile celor dou grdinie i FundaiaPorile deschise-
Centrul de zi
ACIUNI CONCRETE: Aciunea se desfoar la nivelul grupelor mari a celor dou grdinie,
centrul de zi cu copii colari i va demara cu un schimb de lucrri ale copiilor celor trei
instituii.Tema proiectului va fi aprofundat nti n cadrul activitilor instructiv-educative din cele
trei uniti colare. Li se vor transmite copiilor cunotine despre apartenena la o anumit etnie,
despre obiceiurile i valorile culturale specifice propriei etnii, despre necesitatea cunoaterii unei
limbi strine, valorilor altor culturi i a nelegerii i respectrii acestora. Se vor organiza activiti
de cultivare a toleranei fa de cei de alt cultur i religie. Vor avea loc schimburi de lucrri ntre
copiii celor trei instituii, iar evaluarea parial a activitii se va desfura n fiecare instituie
implicat n proiect i va consta ntr-un spectacol susinut de ctre grupele celor trei grdinie
participante la proiect unde vor fi invitai i reprezentani ai comunitii locale aparinnd diferitelor
etnii.

PLANIFICAREA ACTIVITILOR

ACTIVITATEA 1 :
Titlul activitii : ,,ara mea, ara ta i oamenii din ea Atitudini i comportamente fa
de persoanele de alte etnii i ri.
Perioada de desfurare : 15.02.2013-22.06.2014
Locul desfurrii: Fundaia Portile deschise - Centrul de zi i Grdinia Kindergarden
Grof-Elveia.
Descrierea activitii: cadrul didactic va proiecta i va desfura mpreun cu precolarii o
activitate de educaie intercultural privind cunoaterea unor etnii din ara noastr i strintate, iar
n Elveia, cadrul didactic va proiecta i desfura cu copiii i prinii aceeai tem, care ni se va
transmite electronic.
Participani: precolari, cadre didactice, reprezentani ai comunitii locale aparinnd diferitelor
etnii .
Responsabili: Ionescu Dorina, Brsete Lidia, Chiorean Mariuca, Pavel Mariana, Justrich Silvia.

ACTIVITATEA 2 :
Titlul activitii : ,, Convieuim i ne distrm mpreun-Confecionm mrisoare
Perioada de desfurare: 26-28.02.2014
Locul desfurrii : Grdinia cu P.P.Veseliei i Porile deschise-centrul de zi.
Descrierea activitii :Vom desfura o activitate mpreun cu prinii, colarii i precolarii
de la cele dou institutii. Mrioarele confecionate de copiii notri vor fi trimise copiilor din

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Elveia. Cei din Elveia vor confeciona cu copiii felicitri de primvar i le vor trimite celor din
Romnia.
Participani : prini, bunici, copii, cadre didactice.
Responsabili: Ionescu Dorina, Brsete Lidia, Chiorean Mariuca, Pavel Mariana, Justrich Silvia.

ACTIVITATEA 3 :
Titlul activitii : ,,De vorb cu primavara
Perioada de desfurare : 09.04. 2014
Locul desfurrii : Grdinia cu P.P.Veseliei
Descrierea activitii : Vom desfura o activitate integrat cu copiii din grupa mare de la
Grdinia cu P.P.Veseliei, la care vor participa copiii de la centrul de zi precum i d-na educatoare
Silvia de la Grdinia din Elvetia i prinii copiilor.
Participani : prini. bunici, copii, cadre didactice
Responsabili:Ionescu Dorina, Brsete Lidia,Chiorean Mariuca, Pavel Mariana, Justrich Silvia.
ACTIVITATEA 4 :
Titlul activitii: 1Iunie ,, Ziua tuturor, srbtorim- Hora prieteniei
Perioada de desfurare: 01.06.2014
Locul desfurrii: Fundaia Porile deschise-Centrul de zii Grdinia Kindergarden Grof-
Elveia.
Descrierea activitii: Vom crea un mic moment artistic cu precolarii, unde copiilor li se d
posibilitatea s i aleag costumaia altei etnii dect cea proprie: romn, srbeasc i rrom.
Participani: prini, copii, cadre didactice
Responsabili: Ionescu Dorina, Brsete Lidia,Chiorean Mariuca, Pavel Mariana, Justrich Silvia.
Beneficiari : copii, prini, cadre didactice, comunitatea.
ACTIVITATEA 5 :
Titlul activitii:,, Amintiri frumoase...ntr-un album intercultural i internaional
Perioada de desfurare : toat durata proiectului
Locul desfurrii : cele dou grdinie implicate n proiect i centrul de zi.
Descrierea activitii : Se va realiza un album cu diverse creaii ale copiilor care vor fi
publicate n revista proiectului.
Participani: prini, bunici, copii, cadre didactice, reprezentani ai comunitii locale i
internaionale.
Responsabili: Ionescu Dorina, Birsete Lidia, Chiorean Mariuca, Pavel Mariana, Silvia.

IV.Monitorizarea i evaluarea proiectului

- fotografii;
- expoziii;
- portofolii;
- prezentri n PowerPoint cu activitile desfurate;
- realizarea unui CD sau a unei reviste care s cuprind ntreaga activitate desfurat n cadrul
proiectului .
V.Diseminare
Raportul de activitate care cuprinde aspecte pozitive din derularea proiectului se va prezenta
n cadrul lectoratelor cu prinii, n cadrul comisiilor metodice.

BlBLIOGRAFIE:
,,O noua provocare pentru educatie-Interculturalitatea, Editura Polirom, 2001
Revista nvmntului precolar nr.1-2 din 2006
Revista nvmntului precolar nr.1-2 din 2008

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 EXEMPLE DE BUNE PRACTICI N COMUNICAREA INTERGENERAIONAL

ipordei Irina, coala Gimnazial ,,Ion CreangHui, jud. Vaslui i

coala Gimnazial,,Anastasie PanuHui, jud. Vaslui

Oamenii se ursc pentru c se tem, se tem pentru c nu se cunosc

i nu se cunosc pentru c nu comunic.Martin Luther King

Procesul de nvare intergeneraional se refer la schimbul de informaii ,,ntre dou

generaii, ambele participante la nvarea permanent. Acest concept poate descrie i interaciunea
tinerilor cu vrstnicii, proces n care se schimb n flux continuu gnduri, idei i sentimente. Acest
proces de nvare bilateral este benefic ambelor pri. Pe parcursul su se pot face cunoscute n
ambele sensuri experiene de via complementare cci vrstnicii i nva pe cei tineri, acetia din
urm mprtindu-le vrstnicilor propriile poveti de via. Apare o reactualizare a experienei
seniorilor i o completare a experienei tinerilor. Se creeaz conexiuni ntre generaii, conexiuni
care conduc la o mai bun nelegere a contextului social-istoric, la construirea unui mediu prielnic
dezvoltrii toleranei, a ameliorrii tentativelor discriminatorii, a scderii impactului prejudecilor
asupra relaiilor interpersonale.
n ultimii 30 de ani, educaia adulilor a cunoscut o dezvoltare vizibil care s-a fcut simit sub
aspect social, economic, tiinific, ecologic. Lumea secolului XXI cere cu autoritate nlocuirea
conflictelor violente prin dialog i printr-o cultur a pcii ntr-o societate care se dorete ct mai
armonioas.Societatea poate fi definit ca un grup de persoane ce coopereaz n vederea atingerii
unor scopuri comune. La baza societii se afl familia, cel mai mic grup social, care urmrete
mplinirea acestui deziderat. n familie ca i n societate putem avea persoane din generaii
diferite.De multe ori aceste persoane nu se neleg deoarece vd viaa din unghiuri diferite,
mprtind preri opuse.Comunicarea devine dificil, dar nu imposibil. Discuia creeaz legturi
ntre mini i oameni. Fiecare dintre partenerii de conversaie i mprtete propriul univers, cu
care treptat cellat se familiarizeaz. Pe msur ce relaioneaz n cursul comunicrii, membrii
grupului se dzvluie pe ei nii, i dezvluie opiniile asupra lumii, se destinuie, i verific
reciproc pornirile, atitudinile i i afirm valorile. Ei dau glas sentimentelor, pornirilor i opiniilor,
demonstrndu-i astfel felul de a gndi. Chiar discuiile care iau o turnur pozna, glumea, nu
neaparat serioas, evideniaz asumarea unor roluri prin care tragem concluzii importante despre un
anumit mod de a vedea lucrurile.O alt calitate a discuiei este aceea de a convinge, cci
interlocutorii i apr afirmaiile i le argumenteaz. Important este s meninem un tonus
prietenos, chiar dac partenerul de discuie nelege lumea altfel dect o facem noi. Discuia poate fi
i restrictiv cci noi ne exprimm gndurile n funcie de cunotinele i de abilitile de
comunicare pe care le avem. Practic, la baza discuiei stau de obicei cunotine comune pe baza
crora se poate dezvolta i construi un subiect de conversaie. n cazul n care informaiile nu sunt la
fel de bogate n ambele pri pot aprea obstacole n comunicare. De aceea este recomandat ca
discuia s-i exercite rolul de favorizare a nelegerii.Se creeaz punin de dialog ntre vrste.
Aceste puni de dialog ntre tineri i vrstnici previn mbtrnirea precoce a persoanelor ieite
din viaa activ prin creterea stimei de sine a acestora, prin normalizare i prin nlturarea
sentimentului de singurtate i izolare. Construind asemenea legturi ntre grupe de indivizi de
vrste diferite, ncurajm de fapt activitile comune i schimbul reciproc de preri. n acest sens se
pot derula aciuni de voluntariat care pot fi iniiate de ctre elevi, de ctre elevi ndrumai de
profesori, nvtori sau educatori i canalizate spre categorii de vrst aflate n impas vrstnicii
dintr-un adpost social sau dintr-un cmin de btrni, dar i de ctre tinerii aflai n comuniti
precum cea a locatarilor unui bloc de locuine ori cea a locuitorilor unui cartier. Activitile de tipul
schimburilor intergeneraionale pot fi aniversri, jocuri de societate ah, table, Monopoly,
plimbri n parc,discuii de grup, poveti de via, spectacole organizate cu diferite prilejuri sau
evenimente. Generaiile tinere vin cu entuziasmul, cu elanul i cu voina puternic de a gestiona
situaiile de aciune i comunicare create n acest scop, n timp ce vrstnicii i ofer nelepciunea,
721
experiena de via pozitiv i luciditatea. Cel mai bun exemplu de comunicare intergeneraional
rmne cea ntre profesori i elevi. Pe acest suport se cldete o relaie copiltnr i adult ce
reprezint preludiul relaiilor existente ntre tineri i vrstnici n societate. n acelai context poate fi
privit relaia printe-copil sau bunic-nepot, de a crei armonie i cultur depinde armonia social.
Aciunile de voluntariat de tipul ,,Mine, Noi vom fi Ei! , ,,Jocul n-are vrst!, ,,Dreptul la
adolescen vs dreptul la vrsta a treia!, ,,Druiete i vei primi!sau ,,Nu vreau s fiu singur!sunt
programe cu rolul de a accentua i de a motiva comunicarea intergeneraional. Activitile de
voluntariat au ca scop derularea unei serii de activiti intresante menite s pun n echilibru balana
tineri-aduli, ameliornd sau prevenind conflictele.Vrstnicii susin c btrneea este grea,
asociind-o deseori cu neputina i cu tristeea, dar socotind-o n acelai timp i o perioad de
mpcare cu lumea, de toleran, tinerii, dimpotriv, sunt de prere pn la o anumit vrst c ei nu
vor mbtrni niciodat. Aceste credine antagoniste pot genera animoziti care i fac nefericii att
pe unii, ct i pe ceilali. De aici se nate acel ,,conflict ntre generaiicare dezechilibreaz balana
vrstelor.Societatea nsi devine cea mai ampl platform de comunicare ntregeneraional.
Prin proiectul intitulat ,,Mine, noi vom fi Ei!, derulat de un grup de 30 de elevi din clasa a
VII-a, s-au implementat o serie de activiti menite s redea entuziasmul, dragostea de via i stima
de sine unui grup de vrstnici, fr familie i cu venituri mici, prin interaciuni constante i repetate,
conforme unui program prestabilit. Elevii au efectuat mai nti un studiu sociologic al crui scop a
fost identificarea gradului de implicare a tinerilor n viaa social a comunitii i posibilele efecte
ale acestei implicri asupra persoanelor vrstnice care au nevoie de sprijin. Elevii au aplicat
chestionare colegilor din celelate clase. Pentru atingerea scopului, copiii i-au propus urmtoarele
obiective
- stabilirea cu aproximaie a grupelor de persoane vrstnice 60-75 de ani75 -90 de ani
peste 90 de ani, neinstituionalizate i pensionare din segmentul vizat
- ncadrarea vrstnicilor n categorii, n funcie de atitudinea fa de propria situaie
nefericii i obligai s reduc consumul cauzat de veniturile mici izolai, orientai spre sine
i provenii din clase sociale modeste
- analiza gradului de participare a acestora la viaa comunitii
- identificarea vrstnicilor singuri n numr de 10, ncadrai n categoriile mai sus
menionate.
Voluntarii au conceput o serie de activiti menite s redea ncrederea n sine persoanelor
singure de vrsta a treia, identificate prin cercetrile efectuate i informaiile dobndite, trind
alturi de acestea experiene de neuitat. Activitile derulate n abordare intergeneraional au avut
loc timp de 6 luni, urmnd s fie reluate dup o perioad i au cuprins ntlniri n coal i n afara
colii, vizionri de emisiuni i filme, dezbateri pe tema ,,Viaa noastr mpreun, aniversri,
vizitarea unor obiective turistice din comunitate, vizite la domiciliul vrstnicilor, activiti de sprijin
n gospodrie, evenimente serbri de Pati, de Crciun, de 8 martie, de 1 iunie, ateliere creative,
ateliere de art culinar, concursuri de table, ntlniri de dialog sub genericul ,,Din experiena
noastr de via.
ntlnirile ntre exponenii celor dou generaii nu s-au soldat mereu cu succes cci a fost
nevoie de acomodare de ambele pri. Obstacolele nu au dus, ns la descurajare cci interaciunea
i schimbul de cunotine i valori ntre tineri i vrstnici s-au intensificat treptat, iar n final efectele
au fost pozitive. Voluntarii au dedicat cteva ore pe sptmn noilor lor prieteni, nvnd s
respecte vrsta, simindu-se utili, regsind cldura i afeciunea bunicilor pe care unii elevi fie nu i-
au avut, fie i-au pierdut prea curnd, devenind mai calmi, mai rbdtori, nvnd s fie mai creativi,
mai activi i mai spontani. La rndul lor, vrstnicii au avut de ctigat, unii dintre ei regsind pofta
de via, redevenind utili, evitnd singurtatea i izolarea, valorificnd n interesul copiilor
experiena i povetile tinereii lor.
Proiectul intitulat ,,Dreptul la adolescen versus dreptul la vrsta a treia i propune
construirea unei relaii solide bazate pe cunoaterea reciproc prin comunicare ntre copii i

722
vrstnici. Acest proiect care l continu pe cel dinainte vine s consolideze coeziunea voluntarilor
cu vrstnicii prin crearea unei platforme de dialog cldit pe urmtorul set de valori
- rbdare i disponibilitatea elevilor de a asculta de a asculta
- dorina sincer i motivaia puternic de a lucra cu persoane vrstnice
- angajament de durat
- evitarea criticilor din partea elevilor
- acceptarea diversitii de opinie
- acceptarea riscurilor de a grei
- participarea la orice activitatea comun care s susin consolidarea relaiei
- sprijinirea vrstnicilor n activiti ce presupun folosirea mijloacelor de comunicare
digitale unde i dac a fost posibil.
Proiectul se fundamenteaz pe o intercunoatere prealabil a celor dou grupe de persoane,
astfel nct s conduc la atingerea urmtoarelor obiective
- promovarea nelegerii i respectului ntre generaii
- sensibilizarea adolescenilor, privind problemele vrstnicilor
- sprijinirea vrstnicilor afai n situaii de risc
- oferirea suportului moral necesar pentru ameliorarea efectelor mbtrnirii i pentru
nlturarea sentimentului de abandon i de indiferen cu care se confrunt persoanele
de vrsta a treia
- creterea calitii vieii vrstnicilor
- deschiderea colii ctre comunitate i ncurajarea dialogului ntre generaii
- dezvoltarea la elevi a competenelor de comunicare oral i scris
- nelegerea de ctre tineri a importanei trecutului i viitorului
- formarea la copii a unui punct de vedere pozitiv despre mbtrnire
- exersarea de ctre elevi a ntrajutorrii i a respectului reciproc
- construirea unor relaii de calitate cu voluntarii care s asigure vrstnicilor sprijin n
funcie de nevoi
- atragerea unor posibili voluntari din rndul persoanelor de vrsta a treia pentru
promovarea n comunitate a experienei dobndite la aceste ntlniri
- crearea unei comuniti fr discriminare de vrst, de etnie sau de statut social
- transmiterea unor tradiii i valori de la o generaie la alta
- dezvoltarea solidaritii i a comportamentului civic activ.
Instrumentele folosite pentru atingerea acestor obiective sunt activitile de socializare
concretizate n discuii cu subiecte comune agreate de vrstnici, citirea presei, participarea la
festiviti, evenimente culturale, ateliere de dialog, realizarea unei brouri intitulate ,,Povestea mea
de via.
Mediatizarea rezultatelor concretizate n atingerea obiectivelor propuse se poate realiza prin
pliante, prin revista colii, prin articole publicate n presa local.

BIBLIOGRAFIE
1. Duck, Steve, Relaiile interpersonale A gndi, a simi, a reaciona, Editura Polirom,Iai,
2000, p.10-16
2. Sion, Graiela, Psihologia vrstelor, Editura Fundaiei Romnia de mine,Bucureti, 2003,
p.228-238
3. www.mystories.eu Ghidul My Stories pentru colectare poveti de via, Proiect finanat cu
sprijinul Comisiei Europene, 2010

723
 ROLUL ACTIVITILOR EXTRACURRICULARE
N DEZVOLTAREA PERSONALITII PRECOLARILOR

Profesor nvmnt prescolar, Enache Mirabela

Grdinia cu Program Prelungit Nr. 19, Vaslui

Educaia reprezint un fenomen social fundamental aprut odat cu societatea uman i este
specific fiecrei organizri sociale, ndeplinind funciile de informare i de formare a omului din
punct de vedere intelectual, moral, artistic, fizic. Asupra individului se exercit o multitudine de
aciuni i influene educaionale de-a lungul vieii. Specialitii le-au sistematizat n trei tipuri de
realizare a pregtirii pentru via: educaia formal (colar), nonformal (extracolar), informal
(cunotinele pe care individul le preia zi de zi: n familie, cu prietenii, pe strad, n mass-media).
Educaia nonformal i are nceputurile nc din timpul fondrii educaiei i conine
majoritatea influenelor educative care au loc n afara clasei, fiind activiti extracolare sau
activiti opionale. Are un caracter mai puin formal, dar cu acelai rezultat formativ. Aciunile
educative plasate n cadrul acestui tip de educaie sunt flexibile i vin n ntmpinarea diferitelor
interese, n mod particular pentru fiecare persoanProcesul educaional presupune i forme de
munc didactic complementar activitilor obligatorii. Orict de important ar fi educaia
curricular realizat prin procesul de nvmnt, ea nu epuizeaz sfera influenelor formative
exercitate asupra copilului.
Educatia extracurrricular este realizat dincolo de procesul de nvmnt i i are rolul
i locul bine stabilit n formarea personalitii tinerilor. Activitile extracolare constituie
modalitatea neinstituionalizat de realizare a educaiei. Prin activitile extracurriculare, educaia
urmrete identificarea i cultivarea corespondenei optime dintre aptitudini, talente, cultivarea unui
stil de via civilizat, precum i stimularea comportamentului creativ n diferite domenii.
Activitiile extracolare contribuie la gndirea i completarea procesului de nvare, la dezvoltarea
nclinaiilor i aptitudinilor elevilor, la organizarea raional i plcut a timpului lor liber. Avnd
un caracter atractiv, copiii particip ntr-o atmosfer relaxant , cu nsufleire i druire, la astfel de
activiti. Scopul activitilor extracurriculare este dezvoltarea unor aptitudini speciale, antrenarea
elevilor n proiecte ct mai variate i bogate n coninut, cultivarea interesului pentru activiti
socio-culturale, facilitarea integrrii n mediul colar, fructificarea talentelor personale i corelarea
aptitudinilor cu atitudini caracteriale.
Activitile extracolare se desfoar ntr-un cadru informal, ce permite elevilor cu
dificulti de afirmare n mediul colar s reduc nivelul anxietii i s-i maximizeze potenialul
intelectual. Activitile extracurriculare au menirea de a valorifica timpul liber al elevilor ntr-un
mod plcut i util i de a-l transforma ntr-o surs educaional. Este necesar ca n activitile
extracurriculare obiectivele instructiv-educative s primeze, dar trebuie s fie integrate n mod
echilibrat i momente recreative. Stimularea personalitii elevilor prin activitile extracurriculare
Activitile extracolare, n general, au cel mai larg caracter interdisciplinar, ofer cele mai eficiente
modaliti de formare a caracterului copiilor nc din clasele primare, deoarece sunt factorii
educativi cei mai apreciai i mai accesibili sufletelor acestora.
Copiii au nevoie de aciuni care s le lrgeasc lumea lor spiritual, s le mplineasc setea
de cunoatere, s le ofere prilejuri de a se emoiona puternic, de a fi n stare s iscodeasc singuri
pentru a-i forma convingeri durabile. Participarea efectiv i total n activitate angajeaz att
elevii timizi ct i pe cei slabi, i tempereaz pe cei impulsivi, stimuleaz curentul de influene
reciproce, dezvolt spiritul de cooperare, contribuie la formarea colectivului de elevi.
Serbrile reprezint un necesar izvor de satisfacie, bucurii, creeaz buna dispoziie.
Serbrile pot lua forme variate, de la solemna evocare istoric la un vesel carnaval. La pregtirea i
realizarea serbrilor, copiii particip cu nsufleire i druire, din dorina de a oferi spectatorilor
momente de inut estetic, distracie, satisfacie, fcndu-le viaa mai frumoas, mai plin de sens:
Ziua mamei, Ziua copilului, Sfrit de an; serbri cu caracter istoric, cultural, comemorativ si

724
religios: Ziua recoltei, Sf. Nicolae, Crciun, Pati, 1 Decembrie, 24 Ianuarie, Ziua lui Eminescu,
Ziua Europei, Carnaval. Serbarea este modalitatea eficient de cultivare a nclinaiilor artistice ale
copiilor contribuind la dezvoltarea armonioas a personalitii copiilor.
Vizionarea unor filme, diafilme, spectacole de teatru precum i a emisiunilor TV,
poate constitui de asemenea o surs de informaii, dar n acelai timp un punct de plecare n
organizarea unor aciuni interesante. De exemplu: vizionarea emisiunilor musicale, de teatru de
copii, distractive sau sportive, urmat de discuii pregtite n prealabil, pe lng faptul c realizeaz
completarea unor aspecte educative, stimuleaz i orienteaz copiii spre unele domenii de activitate:
muzic, sport, poezie, picture
Importana acestor activiti const n cultivarea nclinaiilor artistice ale copilului, precum
i n atmosfera festiv creat cu acest prilej. Perioada de pregtire a serbrii, dorina sincer de
succes, sudeaz colectivul, impulsioneaz n mod favorabil, cultiv capacitile de comunicare i
nclinaiile artistice ale elevilor, atenia, memoria, gustul pentru frumos.
Este important ca fiecare copil s aib un loc bine definit n cadrul programelor pentru a se
simi parte integrat a colectivului i pentru a fi contient c i participarea lui contribuie la reuita
serbrii colare. De asemenea, un rol educativ l au activitile realizate cu prilejul srbtorilor
naionale i internaionale.
Excursiile i drumeiile ajut la dezvoltarea intelectual i fizic a copiilor, la educarea lor
ceteneasc i patriotic. Excursia l reconforteaz pe copil, i prilejuiete nsuirea unei experiene
sociale importante, dar i mbogirea orizontului cultural-tiinific. Excursia este o form de
activitate cu caracter atractiv i mobilizator. Este o modalitate deosebit de educaie complet
deoarece permite o abordare interdisciplinar a cunotinelor.
n realizarea unei excursii colare e nevoie de un plan de lucru cu abordare interdisciplinar,
de prelucrarea normelor de deplasare n grup, a cerinelor igienico-sanitare, a regulilor de
comportare civilizat. Excursia este o activitate cu o form de educaie complex, prin multitudinea
de aspecte ale vieii (istorice, sociale, geografice, civice, culturale) pe care le nglobeaz. O excursie
n natur i ajut pe elevi s neleag legtura dintre cunotinele dobndite la diferitele discipline
de studiu i lumea din afara colii, le ofer posibilitatea de a se implica activ n propriul proces de
educaie, i pune n contact cu comunitatea i le creeaz posibilitatea de a-i susine n mod public
opiniile.
Vizitele programate la muzee, monumente i locuri istorice, case memoriale, uniti
economice constituie un mijloc de a preui valorile culturale, folclorice, istorice i economice ale
rii. Aceste activiti au caracter ocazional i iau forme foarte variate: srbtorirea zilei de natere a
unui copil la care particip colegi din toat grdinia, aniversarea zilei de natere a unor copii care
au frecventat grdinia i acum sunt la coala primar; vizionarea n grup a unor spectacole la teatrul
de ppui. Vizionarea n grup de filme, spectacole de teatru sau circ specifice vrstei lor, poate
constitui o surs de informaii, dar n acelai timp i un punct de plecare n realizarea de ctre
prescolari a unor activiti interesante. Copilul face astfel cunostin cu lumea artei, nva s o
descifreze i s o ndrgeasc. Aceste activiti vor pune prescolarul n rol de spectator i vor
reprezenta pentru el o surs de impresii puternice: stimularea afectivitii copilului i cultivarea
dragostei pentru art (cri, teatru, muzic. Alte activiti pot fi alese de ctre copii, participnd la
ele n timpul liber.
Activitile extracurriculare mai sus enumerate i analizate sunt apreciate att de ctre copii,
ct i de cadrele didactice n msura n care: valorific i dezvolt interesele i aptitudinile copiilor;
organizeaz ntr-o manier plcut i relaxant timpul liber al copiilor, contribuind la optimizarea
procesului de nvmnt ; formele de organizare sunt din cele mai ingenioase, cu caracter recreativ;
copiii au teren liber pentru a-i manifesta n voie spiritul de iniiativ; participarea este liber
consimit, necodiionat, constituind un suport puternic pentru o activitate susinut; au un efect
pozitiv pentru munca desfurat n grup; sunt caracterizate de optimism i umor; creeaz un
sentiment de siguran i ncredere tuturor participanilor; urmresc lrgirea i adncirea
influenelor exercitate n procesul de nvmnt; contribuie la dezvoltarea armonioas a copiilor.
Gndirea creativ i nvarea din proprie iniiativ trebuie ncurajate prin laud.
725
 n concluzie, putem spune c activitatea extracurricular este o component educaional
valoroas i eficient creia orice cadru didactic trebuie s i acorde atenie, adoptnd o atitudine
creatoare att n modul de realizare a activitii, ct i n relaiile cu elevii, asigurnd astfel o
atmosfer relaxant care s permit stimularea creativ a elevilor.

Bibliografie:
1. Cernea, M., Contribuia activitilor extracurriculare la optimizarea procesului de nvmnt,
n nvmntul primar nr. 1 / 2000, Ed. Discipol, Bucureti;
2. Ionescu, M., Chi, V., Mijloace de nvmnt i integrarea acestora n activitile de instruire i
autoinstruire, Editura Presa Universitar Clujean, Cluj-Napoca, 2001
3. Lespezeanu, M., Tradiional i modern n nvmntul precolar, Editura S.C. Omfal,
Bucureti, 2007;
4. Vlsceanu, Gheorghe, coord., Neculau, Adrian, coala la rscruce. Schimbare i continuitate n
curriculumul nvmntului obligatoriu. Studiu de impact, Editura Polirom, 2002
5. Ionescu M. Chi,,Mijloace de nvmnt i integrarea acestora n activitile de instruire i
autoinstruire.Editura Presa Universitar Clujean,Cluj-Napoca,2001,
6. Lespezeanu M.,,Tradiionalism i modern n nvmntul precolarEditura S.C. Omfal,
Bucureti,2007
7. Preda V.,,Metodica activitilor instructiv-educative n grdinia de copii.Editura Gheorghe
Cru Alexandru,Craiova2009.

RBDAREA CREATOARE A DASCLULUI

Daniela Oatu,
coala Gimnazial ,,tefan Cel Mare,Vaslui

l recunoti de la distan: se strecoar sfios pe culoarele colii i se ndreapt spre cancelarie

fr s tie c din acel moment realitatea unei alte lumi vine nspre el ...spre profesorul de limba i
literatura romn. Pn mai ieri - la lumina attor lecturi - s-a format pe sine, punnd pasiune n
ceea ce a studiat! Dar au trecut anii i a venit vremea s contribuie i el la formarea altora...Treptat a
aflat c activitatea desfurat efectiv la clas este o carte ce se cere a fi parcurs cu rigoare, fil cu
fil, descoperind mitologia unor destine pornite cteodat de la zero. n momentul n care s-a aezat
la catedr, dasclul simte c tot ce se ntmpl n clasa respectiv (i se ivesc attea probleme!) l
privete. Indiferent de situaie, ascult, accept, strecoar o ncurajare, un zmbet discret care vin
dintr-o generozitate adnc omeneasc. Printe, camarad, psiholog, confesor, duhovnic, profesorul
netezete drumuri, modeleaz temperamente, alin frmntri interioare, tiind s priveasc i
dincolo de ceea ce este vizibil. Alege tonul potrivit, gsete argumente, dirijeaz, fixeaz ritmul.
Categoric, discret, meticulos, se strduiete s fie de o obiectivitate de cristal. Activ, creator, sub
pulsul acumulrii continue, stpnete prin spiritu-i modern universul.
Judecat nedrept, contestat cteodat, respins ori acceptat cu greu de unii prini, dasclul cu
vocaie nu-i poate ngdui - n condiiile actuale - s fie nici tnr, nici btrn. Ca s reziste, joac
rolul unei entiti fr vrst. Dac a ajuns la senectute, este receptat drept prfuit, dogmatic,
depit. Dac se afl mai la nceputul carierei devine unul tnr, netiutor, naiv,
manevrabil, docil etc.
Cert este faptul c dasclul veritabil este un promotor al noului, un spirit cinstit i competitiv,
un lupttor dornic de afirmare, un partener intelectual adevrat pentru elevii si. Se poate uor
constata c dasclul veritabil nu este o abstracie n colile noastre; cutai-1 i-l vei ntlni
pretutindeni! Prezena sa este foarte necesar n vremurile noastre pentru ducerea la capt a
reformei n coli, pentru promovarea spiritului olimpic, pentru impunerea valorii oriunde s-ar afla.
De aceea,dasclul veritabil trebuie protejat astzi ca o floare rar n grdina colii, dei realitatea
726
crud l-a scpat de multe iluzii inutile...
Pentru profesorul de limba i literatura romn, a pi pe treptele dialogului cu fiecare elev n
parte este o art. n acest demers, tiina nu poate s ne ofere o scar cu indicaia etapelor dinainte
tiute. Ar nsemna s le parcurgem, epuizndu-le, fr nici un efort. Pentru partenerii de dialog
aflai n impas, arta va gsi ntotdeauna o cale de ieire, alternativa luminoas. Dialogul autentic
presupune un schimb deschis, flexibil i cooperant de idei. Fiecare argument poart amprenta
originalitii, a unui stil personal de gndire.
n nvmntul modern, relaia profesor-elev este gndit ca un parteneriat intelectual. Elevul
este un interlocutor esenial. Noi, ca profesori, nu putem oficia n gol, nu putem exista fr elevi.
Limpezimea comunicrii dialogale este esenial. ntrebarea profesorului se cuvine s fie
clar, s ating esena, s se adreseze ntregii clase. Elevii mediocri nu trebuie s fie respini, ci
lsai s vorbeasc. Profesorul trebuie s asculte toate opiniile, intuiia sa atingnd pn i esena
cuvntului nerostit. Unii dascli ntrein un dialog optimal doar cu 2-3 elevi cu aptitudini pentru
obiectul n cauz. Bine modelai, elevii se pliaz uor la stilul su de gndire. Aparent, dialogul
devine o certitudine, fr piedici suprtoare. E primul pas ctre imitaia subaltern.
Elevul de astzi are nevoie - poate mai mult ca oricnd - s fie educat estetic. St n puterea
profesorului de limba i literatura romn s procedeze n aa fel nct orice fragment de oper
studiat (popular sau cult) s rmn pentru totdeauna n sufletul elevilor si, n rama aurit a
existenei.
Pe elevul de clasa a V-a sau a VI-a de exemplu,l vor fermeca definitiv primii pai n
literatur fcui de autorii devenii celebri. Aceste personaje-copii i fascineaz, le consider
modele, cluze spirituale ale cror experiene le recepteaz uimii i-i apropie totodat de autorii
lor. i astfel ncepe pornirea superficial de a cuta i a gsi cu orice pre i n orice context
accidentul biografic, adesea nesemnificativ. Fiecare gest este nregistrat cu o precizie uluitoare,
fiecare capriciu al memoriei afective. Orice detaliu este amplificat, dobndind un rol referenial. Ba
mai mult, elevii confund literatura de acest gen cu realitatea nud. Le este dificil s conchid c i-
n aceste creaii de factur memorialistic e loc pentru ficiune, c nu e obligatorie rmnerea n
marginile adevrului, c de cele mai multe ori planul vieii se ntretaie cu acela al fanteziei. La
aceast vrst fraged de 11 - 12 ani aa este mentalul lor construit...
Fie c se studiaz o creaie eminescian sau Amintiri din copilrie de Ion Creang, nc din
prima or cnd se ncearc familiarizarea cu universul artistic, personalitatea creatoare a poetului
sau scriitorului n cauz, elevii vin narmai cu date biografice, cu facsimile, poze decupate din
manuale vechi, cu reviste i almanahuri... Fiindc vrsta nu le ngduie deocamdat s ajung la
piscul geniului creator al artistului, se las captivai de om, nainte de toate... La aceast vrst nu
au capacitatea de a sesiza atributele originalitii unui scriitor. Le este dificil s prezinte activitatea
literar a unui scriitor cu tot ce are ea reprezentativ, s fac o selecie, s scoat la iveal esena; nu
au puterea sintezei. Nu izbutesc deocamdat s defineasc precis un personaj, cznd repede n
narativ. Epicizeaz caracterizarea, nu se pot desprinde de faptul concret, de ntmplare, de
episoadele picante. Nu de puine ori se ntmpl s identifice scriitorul cu naratorul. (De exemplu,
n schia Vizit... I. L. Caragiale este pentru elevi acela care face o vizit d-nei Popescu (!)). Relaia
autor-narator-personaj cu toate ipostazele naratorului devine complex pentru elevii de clasa a V-a.
Ct de greu le este s neleag c personajul Nic din Amintiri din copilrie nu este Ion Creang!
Elevul de astzi are nevoie - poate mai mult ca oricnd - s fie educat estetic. St n puterea
profesorului de limba i literatura romn s procedeze n aa fel nct basmul popular sau cult s
rmn pentru totdeauna n sufletul elevilor si, n rama aurit a existenei... Dorina de a-l reda lui
nsui rmne o datorie moral
Fr ndoial c naivitile vrstei vor disprea cu timpul; cizelarea gustului, maturizarea
gndului i vor ajuta pe elevii din primele clase gimnaziale s depeasc ingenuitatea neprevenit
i s neleag subtilitile literaturii. Trebuie doar - ca profesori - s avem rbdare cu ei.
n dialogul autentic profesorul de limba i literatura romn este chemat s ntrein inclusiv
polemica. Numai astfel se vor declana fore latente: capacitatea integratoare, simul critic, precizia,
rigoarea, argumentaia, coerena etc. Adesea, elevii sunt pui s emit judeci de valoare asupra
727
unei opere literare, a compoziiilor colegilor; se constat o ntristtoare penurie de idei. Neavnd
aripi mari, nici vocaie analitic, elevii nu pot argumenta de ce compunerea cutare e frumoas sau
de ce nu este. Nu au suficiente antene receptoare, nu au gustul cizelat, nici capacitatea de a formula
idei subtile. Rmn la nivelul enunurilor-ablon, al stereotipii lor de genul: Mi-a plcut, Este
frumoas, M amuz, A ncheiat interesant etc. Nu sunt capabili s evalueze o oper literar
sau o compoziie liber din perspectiv critic: valoarea temei, valoarea ideii, problematica,
viziunea, pregnana personajelor, valenele stilistice, mesajul. Nu pot situa corect o oper literar, de
unde marile confuzii care se fac ntre capodopere i opere nesemnificative.
Iat-i deci, n postura de cltori pe crrile... ezitrilor.
Ce mijloace stau la ndemna profesorului pentru a umple aceste goluri obiective?
Esenial rmne ndemnul la lectur (fie c este vorba de lectura obligatorie, particular,
suplimentar). Elevul trebuie determinat s citeasc: discuii n clas pe tema operelor citite;
dialogul ntre profesor i elevul examinat (care trebuie permanent orientat), discuii cu ntreaga
clas. De asemenea, putem apela la exerciii literare, vizionri de spectacole de teatru, participri la
ntlniri literare, la cenacluri, la simpozioane.
Profesorul de limba romn este dator s fac tot ceea ce este posibil pentru a-i feri elevii de
pericolul subculturii, care astzi prolifereaz ngrijortor: ziare cu limbaj deocheat, violent,
concursuri stupide mediatizate delirant, reclame etc.
Fr doar i poate c narmai cu rbdarea creatoare pe drumul abrupt al dialogului didactic
autentic vom birui i ntr-o zi, sub ochii notri, vor germina idei originale

CONTRIBUIA EDUCAIEI MUZICALE N DEZVOLTAREA

SIMULUI ESTETIC LA ELEVI

Prof. Brdan Mihaela

Colegiul Grigore Antipa Bacu

Educaia muzical are un rol important n realizarea educaiei estetice a elevilor, n

dezvoltarea capacitii lor de a nelege sau aprecia frumosul din art i a-l aplica n viaa de toate
zilele. Mesajul artistic nu se prezint ca un cod de norme estetice oferite pur i simplu, ci, se
realizeaz prin contactul direct al copiilor cu muzica, arta, n general. Ei nii trebuie s le
deslueasc sensurile i s le asimileze prin triri emoionale.
Numeroase cercetri au demonstrat c educaia muzical dezvolt sentimente i emoii
pozitive. Contactul cu muzica de calitate conduce la realizarea educaiei estetice a elevilor, prin
dezvoltarea gustului pentru frumosul din art, societate, prin formarea capacitii de apreciere a
frumosului i de cultivare a unor virtui alese. Muzica se nate o dat cu omul i-l nsoete toat
viaa, plmdind n sufletul su sentimente multiple de dragoste i adevr, de iubire i speran.
Aptitudinea elevilor de a se exprima artistic poate fi considerat ca o prim etap spre
manifestarea lor, care faciliteaz o comunicare direct, impresionant, vie i intim cu viaa. n
aceast manier, el i exprim sentimentele, personalizndu-le, iar pe de alt parte, realizeaz o
comunicare cu ceilali, centrat pe emoii, descoperiri, triri.
Dezvoltarea simului estetic umanizeaz omul prin frumos, fcndu-l mai drept, mai bun.
Textul muzical sensibilizeaz inimile i contiinele elevilor, dndu-le idei, sentimente, atitudini.
Exemplificnd acestea prin albume de muzic, profesorul, pe lng lecia interesant pe care
o face, le dezvolt i le formeaz elevilor capacitatea de a asculta i de a percepe o oper, un pas
important n educaia estetic. Elevii i pot cultiva talentul artistic datorit miestriei didactice a
profesorului, ce utilizeaz n procesul de predare-nvare, jocuri de rol, dramatizri, lecii de
educaie muzical, educaie plastic, literatur, nscrise n programele colare. Acetia trebuie
sprijinii pentru a nelege normelor care stau la baza sentimentelor morale.

728
 Ea, muzica, are fore nebnuite, armoniznd materia cu spiritul, cu implicaii terapeutice.
Muzica de bun calitate atrage elevul, cu toat fiina sa, att n procesul de educaie ct i n
activitile extracolare, unde elevul se antreneaz cu plcere n orice aciune nsoit de melodie,
care l determin s respecte marile valori muzicale. Cu ct educaia muzical se face mai devreme,
cu att rezultatele sunt mai bogate, cu impact asupra dezvoltrii armonioase a elevului.
Este o deosebire ntre a auzi muzic i a asculta muzic. Aceast deosebire const n
existena unor diferene personale de sensibilitate, de preferine, de gusturi. n schimb, ea se
datoreaz existenei sau lipsei de ambian muzical din timpul copilriei. Formele i mijloacele
folosite n coal pentru realizarea educaiei muzicale sunt: lecia de muzic, audiiile muzicale,
jocurile muzicale, participarea la concerte, concursurile muzicale, cercurile muzicale. Muzica are
un rol important n formarea educaiei estetice. Cu ct mai timpuriu va fi nceput educaia
muzical, cu att va fi mai temeinic dorina de a asculta i nelege marile valori muzicale care
contribuie la extinderea orizontului de cultural.

BIBLIOGRAFIE
Dufrenne, Mikel - Esthtique et philosophie, Tome 3, d.Klincksiec, Paris, 1981
Fourquin, Jean-Claude - Pourquoi lducation esthtique?, Ed.Armand Collin, Paris, 1973
Videanu, George Cultura estetic colar, E.D.P., Bucureti, 1997
Vianu, Tudor Estetica, Editura pentru literatur, Bucureti, 1968

PROIECT INTERNAIONAL DE COLABORARE

EDUCAIONAL INTERCULTURAL
,,GRDINIE NFRITE - FRIOR I SURIOAR

Prof.nv prec.Brsete Lidia

Grdinia cu P.P. Veseliei-Gherla

ARGUMENT
Omul este o fiin cultural i, n consecin, una educabil, permeabil la contactele,
dialogurile i influenele culturale. Organizaii internaionale sau regionale precum UNESCO,
Consiliul Europei, au fost preocupate n ultimele decenii de dimensiunea politic, internaional i
democratic a educaiei. Educaia pentru drepturile omului joac n societatea contemporan un rol
tot mai mare ntr-o lume n care resursele umane i creativitatea vor valora mai mult dect resursele
industriale.
Pentru c educaia intercultural se adreseaz tuturor copiilor i se nscrie ntr-un demers
care poate s acopere toate ciclurile de nvmnt considerm c i la nivelul grdiniei putem
pstra i apra diversitatea cultural ca obiectiv major al educaiei interculturale i nelegem pe
deplin c numai adaptndu-ne serviciile educaionale la exigenele lumii contemporane vom oferi
societii copii mai bine pregtii pentru via.
Parteneriatul ,,Grdinie nfrite - Frior i Surioar este motivat de faptul c educatorii
din colile i grdiniele partenere au n vedere descongestionarea coninuturilor, mrirea gradului
de atractivitate pentru elevi i precolari, acord deopotriv importana cuvenit relaiei profesor-
elev, educatoare-copil ntre deziderat i realitate, comunicrii ntre actorii implicai n acest proces
educaional, prini ai elevilor, ali membrii ai comunitii, dezvoltrii creativitii, educaiei
estetice, pstrrii valorilor culturale, a identitii internaionale, avnd ca finalitate dezvoltarea
multilateral a personalitii educabililor, precum i dezvoltarea practicilor manageriale.
SCOPUL
Promovarea bunelor practici educaionale n beneficiul copiilor prin schimbul de experien
intercultural ntre instituiile de nvmnt din ar i strintate, n vederea dobndirii unei
imagini complete reflectat n activiti i evenimente speciale ale organizaiilor, a stimulrii

729
atitudinilor de respect, empatie i admiraie fa de munc, tradiii i obiceiuri specifice mai multor
zone geografice de la noi i din Elveia.

PROGRAMUL ACTIVITILOR
O activitate lunar

ANALIZA PROIECTULUI

dorina educatoarelor de perfecionare i afirmare profesional;

deschiderea fa de acest program;

oportunitate pentru afirmarea competenelor profesionale;

eficacitatea n organizarea proiectului parteneriat, cu obiectiv final n creterea actului
educaional;
baza material optim;
posibilitatea deplasrii copiilor din cele dou grdinie.
VIZIUNEA PROIECTULUI
diversificarea mijloacelor de formare continu;
popularizarea experienei pozitive;
implicarea tuturor furnizorilor de educaie n promovarea intereselor copiilor;
utilizarea resurselor materiale i umane ale fiecrei uniti.

MISIUNEA PROIECTULUI
se creeaz oportuniti pentru educatoare n a-i demonstra potenialul i aptitudinile
profesionale;
se ofer educatoarelor schimbul deschis de opinii;
oferirea posibilitii desfurrii unor activiti comune atractive n beneficiul att al
precolarilor ct i al educatoarelor.

OBIECTIVE CADRU:

Perfecionarea competenelor n proiectarea curricular.

Dezvoltarea competenelor interculturale ale cadrelor didactice prin intermediul
parteneriatelor educaionale n scopul pstrrii i aprrii diversitii culturale.
Dezvoltarea abilitilor de utilizare a tehnologiilor moderne.
Respectarea diversitii, toleranei i solidaritii.
Diseminarea experienei parteneriale.

1. UMANE:

- copiii celor dou grdinie i elevii de la centru de zi;

- prinii;
- cadrele didactice implicate n proiect
- reprezentani ai comunitii locale i internaionale.

2. MATERIALE I DE INFORMARE :
Materiale didactice din dotarea instituiilor precolare i colare (mape, truse, costume,
recuzita pentru spectacole, mijloace audio-video)
Softuri educaionale
Internet
Financiare - cheltuieli pentru pota electronic, mobiliti ale echipelor

730
MODALITI DE COMUNICARE:
Schimb informaional la distan
ntlniri virtuale
Mobiliti ale echipelor reprezentative pentru aciuni comune (expoziii comune, excursii
comune)
Mese rotunde - dezbateri
ntlniri fa n fa, n cadrul comunicrilor tiinifice, simpozioane pe teme similare

PLAN OPERAIONAL - PLANIFICAREA ACTIVITILOR

NR. TEMA ACTIVITII MODALITI DE PERIOADA COORDONATORI

Crt. REAIZARE / RESPONSABILI

1. ntocmirea invitaiei-program Listare Octombrie - Director, prof.

pentru acceptarea parteneriatului, Format electronic 2015 Chiorean Mariuca
avizarea mapei de proiect de ctre E-mail -prof. Brsete Lidia
reprezentanii legali i i prof. Ionescu
transmiterea lui ntre cele trei Dorina
instituii/ coli/ grdinie -Director, Pavel
partenere, Inspectoratului Mariana
Judeean Cluj, autoritii locale i -Director, Justrich
internaionale Silvia

2. ,,Toamn,toamn harnic i de Schimb de lucrri Noiembrie -prof. Birsete Lidia

roade darnic ( mape) executate de i prof. Ionescu
ctre copii, electronic Dorina
prin e-mail sau prin -Director, Pavel
pot Mariana
-Director, Justrich
Silvia
3. ,,Un popor,o ar, mai multe Galerie foto n Decembrie prof. Birsete Lidia
culturi instituiile partenere i prof. Ionescu
i transmiterea Dorina
imaginilor electronic -Director, Pavel
prin e-mail Mariana
-Director, Justrich
Silvia
4. ,,Crciunul pe la noi, ,,Colinde, n format electronic Decembrie Educatoarele i
colinde CD-uri copiii de grupa
Fotografii digitale mic, din centru de
zi, Grdinia
Kindergarden Golf
Prini,colaboratori
, sponsori
5. Din activitatea noastr... Schimb de pliante, Ianuarie Educatoarele i
poze, materiale din copiii din grupa
diferite activiti ale mic,centru de
copiilor zi,Grdinia
Kindergarden Golf
Prini

731
6. Un cadou de la prieteni! Confecionarea Februarie Educatoarele i
mrioarelor ce vor fi nvtoarele din
trimise copiilor de la unitile partenere
grdiniele partenere

Martie Educatoarele i
- serbare ,,Pentru tine, Serbare copiii din grupa
7. mama mea! Expedierea, mic,centru de
primirea i expunerea zi,Grdinia
fotografiilor primite Kindergarden Golf
Prini
8. ,,Pe aripile Primverii un Expediere de Martie Educatoarele
mrior din deprtare - mrioare prin oficiul coordonatoare de
mrioare personalizate. potal ntre grdinie proiect din cele trei
uniti
precolare,copii,
prini

9. ,,Lumina nvierii n suflet de Schimb de lucrri Aprilie Toi realizatorii

copil ( mape) executate de proiectului
ctre copii, electronic Prini
prin e-mail sau prin Parteneri
pot Sponsori

10. ,,Ascultai povestea mea! : Expedieri n format Mai Educatoarele

- ,,Frior i surioar de Fraii electronic de CD-uri coordonatoare de
Grimm din timpul activitilor proiect din cele trei
- ,,Nuielua de alun de Clin Fotografii digitale uniti de
Gruia nvmnt

11. ,,Jocuri + jucrii = VOIE Galerie foto cu imagini Iunie Toi responsabilii
BUN despre copilria n cu realizarea
lume, organizate n proiectului din ar
instituiile partenere i
transmiterea imaginilor
electronic prin e-mail

BIBLIOGRAFIE:
,,O noua provocare pentru educatie-Interculturalitatea, Editura Polirom,2001
Revista nvmntului precolar nr.1-2 din 2010
Revista nvmntului precolar nr.1-2 din 2014

732
 PROCESUL DE PREDARE, NVARE, EVALUARE CENTRAT
PE COMPETENE LA DISCIPLINE BIOLOGICE

Prof. arlung Simona

coala Gimnazial Alexandra Nechita Vaslui

Odat cu dezvoltarea tehnologiei informaiei i prin apariia fenomenului globalizrii, n

nteaga lume accentul trece de la dobndirea de cunotine la formarea de competene necesare
fiecrui individ pentru a se integra cu succes n viaa social.
Schimbrile aprute n societate n ultimele decenii au determinat ca i educaia s
beneficieze de schimbri majore. Competenele sunt n acord cu nevoile de formare ale elevului i
cu cerinele vieii sociale. Finalitatea nvrii centrate pe competene este reprezentat de procesul
de adaptare al elevului n societate, de a fi stpn pe anumite situaii cu care se poate confrunta i a
deveni un cetean responsabil att n viaa personal ct i profesional.
n ceea ce privete proiectarea leciei departe de a fi o improvizaie de moment, constituie un
veritabil act de creaie pedagogic, o construcie gndit, proiectat i organizat cu grij n toate
aspectele ei eseniale i, uneori, chiar n cele de amnunt. n afara unor caliti de personalitate,
profesorul trebuie s dovedeasc i o profund nelegere a fenomenelor specifice instruirii i
educaiei, fundamentat pe o temeinic pregtire didactico-metodic, pe cultur pedagogic elevat.
(dup Cerghit, 1980).
n activitatea de proiectare cadrul didactic stabilete cele mai bune decizii pe care trebuie s
le ia pentru a realiza cu succes activitatea didactic.
Proiectarea leciei presupune un demers anticipativ, pe baza unui algoritm procedural ce coreleaz
urmtoarele patru ntrebri (Jinga, Negret, 1994):
Ce voi urmri s realizez?
Cu ce voi realiza ce mi-am propus?
Cum voi realiza ceea ce mi-am propus?
Cum voi ti dac am realizat ceea ce mi-am propus?
Activitatea didactic debuteaz cu stabilirea obiectivelor operaionale care urmresc
identificarea n comportamentul elevilor, a ceea ce ei cunosc i apoi ceea ce reuesc s fac. Dei
noul Curriculum actual de biologie a fost realizat n concordan cu competenele generale i
competenele specifice, lecia de biologie are la baz stabilirea ct mai clar a scopului i
obiectivelor operaionale care trebuie urmrite.
Conform clasificrii lui Bloom, obiectivele operaionale sunt:
- cognitive (cunotine, deprinderi, capaciti, algoritmi, priceperi etc.)
- psihomotorii (deprinderi, priceperi, tehnici, modele etc.)
- afective (atenie concentrat, voina de a aciona, manifestarea preferinelor, argumentarea unei
opiuni).
Procesul pedagogic presupune operaionalizarea obiectivelor, adic atingerea performanei
prin stabilirea unor situaii. Una din cele mai eficiente proceduri de operaionalizare aparine lui
Robert Mager, care formuleaz trei aciuni succesive:
1. COMPORTAMENTUL identificarea comportamentului final, n termeni de
performane/rezultate, pe care instruirea ncearc s le realizeze (denumirea comportamentului
preconizat) exprimat concret, n termeni de aciune.
2. CONDIIILE DE REALIZARE A COMPORTAMENTULUI descrierea condiiei
(externe/interne) n care ateptm s se produc comportamentul dorit (sunt condiii de producere
a comportamentului final). Cerina de formulare a condiiilor trebuie neleas n sensul c fiecare
cadru didactic trebuie s precizeze ce materiale sau ce cadru de aciune i sugerm celui ce se
instruiete pentru a-l ajuta s demonstreze c i-a nsuit un anume comportament. n formulare
trebuie incluse informaii / instruciuni asupra a ceea ce este permis sau nu.

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3. CRITERIUL DE REUIT descrierea nivelului de realizare al performanei, necesar pentru
ca s fie acceptat comportamentul dobndit (criteriul de reuit/de evaluare); indic performana-
standard de obinut.
Stabilirea obiectivelor se face n concordan cu competenele specifice i ele trebuie s fie
clare, msurabile, realizabile.
Formularea obiectivelor operaionale face referire la cunotinele declarative, cunotinele
procedurale i cunotinele atitudinale care vor fi dobndite de elevi n lecie. Profesorul trebuie s
aib n vedere realizarea competenelor i obiectivelor propuse.
Lecia este o structur rezultat din mbinarea mai multor componente ntre care exist o
strns legtur: resurse umane, resurse materiale, resurse procedurale. Lecia este compus din
mai multe momente fiecare necesare n realizarea unui obiectiv: momentul organizatoric,
verificarea cunotinelor anterioare, recapitularea cunotinelor, evaluarea cunotinelor,
dobndirea de noi competene, verificarea temei pentru acas.
Proiectarea leciei se realizeaz n mai multe etape plecnd de la ncadrarea leciei n
unitatea de nvare, apoi se urmrete stabilirea obiectivelor, scenariul leciei, asigurarea feeb-
back-ului i evaluarea rezultatelor.
Eficiena activitii didactice depinde de modul n care cadrul didactic alege cele mai
potrivite metode i mijloace didactice.
Etapa final a proiectrii unei lecii o reprezint proiectul de lecie care se realizeaz n scris
i cuprinde dou pri: partea introductiv i scenariul didactic.
Studierea procesului de predare nvare evaluare centrat pe competene urmrete
sporirea gradului de eficien privind nvarea biologiei n gimnaziu prin mbinarea metodelor
tradiionale cu cele moderne care s stimuleze participarea deplin a elevilor n toate etapele actului
educaional. Se consider c procesul educaional este direct influenat de ndeplinirea cu
responsabilitate a misiunii nobile pe care cadrul didactic trebuie s i-o asume: modelarea
personalitii elevilor din punct de vedere intelectual, fizic, moral, devenind partener activ al
procesului de educaie.
Cadrului didactic i revine un rol deosebit de important n contientizarea elevului asupra a
ceea ce are de realizat, stabilirea unei modaliti de comunicare eficient care s determine atitudini
pozitive fa de ntreg actul educaional.
Urmrind modul n care elevii dobndesc diferite competene n procesul didactic am putut
constata c obinerea unor rezultate ct mai bune se poate realiza doar atunci cnd se mbin metodele
i mijloacele de predare i evaluare, astfel nct prin confruntarea cu situaii diferite s se formeze
atitudini i abiliti diferite.
Cu toate c n literatura de specialitate exist autori care susin folosirea exclusiv fie a
metodelor tradiionale de evaluare, fie a celor alternative, formarea competenelor nu se poate realiza
dect prin imbinarea lor. n stabilirea criteriilor de evaluare a metodelor folosite profesorul trebuie s
in cont de faptul c trebuie s aprecieze cunotine, aptitudini, abiliti, talentul i pasiunea elevului,
ceea ce este destul de dificil de realizat folosind drept criteriu de evaluare notarea prin acordare unui
punctaj.
Prin folosirea ca metod de evaluare alternativ portofoliul avem posibilitatea s i antrenm
pe elevi n activiti didactice prin care s i descopere aptitudini, s i formeze deprinderi, s se
creeze o relaie de colaborare i ncredere ntre profesor i elevi, activitatea devenind motivant
pentru elevi, care particip activ la procesul de predare - nvare.
Evaluarea nvrii centrate pe competene reprezint o provocare pentru cadrul didactic
pentru c uneori poate fi pus n situaia de a constata c unii elevi care obin rezultate mai slabe la
evalurile prin metoda testelor pot obine la alte tipuri de evaluri rezultate mai bune. De exemplu,
la evaluarea fiei de observaie a unui mamifer un elev pasionat de creterea animalelor va reui s
i prezinte animalul preferat mult mai bine fa de un elev silitor, dar care nu este preocupat de
creterea animalelor i nici nu deine un animal de companie. n aceast situaie ambii elevi pot
obine rezultate foarte bune.

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 Privind n ansamblu, evaluarea centrat pe competene ofer rezultate elocvente doar atunci
cnd se mbin metode tradiionale cu cele moderne pentru evaluarea aceleeai uniti de nvare.
Pentru ca evaluarea unei competene s se realizeze obiectiv profesorul trebuie s mbine
aceste metode de evaluare pentru a obine n final rezultate care s evalueze cunotine, capaciti,
abiliti, atitudini, adic ceea ce tie, ceea ce poate i vrea s fac elevul.
Evaluarea unei competene se ncheie prin stabilirea criteriilor detaliate n descriptori care
stabilesc gradul de nsuire al competenei respective.
Dei am folosit o codificare simpl care stabilete doar dac elevii i-au nsuit competena (total
sau parial) sau nu, rezultatele obinute sunt semnificative confirmnd rezulatele obinute prin
folosirea diferitelor metode de evaluare.
Evaluarea centrat pe competene deplaseaz accentul de la verificarea rezultatelor nvrii,
la aprecierea ntregii strategii de notare. Astfel, evaluarea urmrete transformarea elevului n
adultul capabil s se dezvolte n societate i s fac fa noilor provocri.

BIBLIOGRAFIE:
1. Cerghit, Ioan, Procesul de nvmnt - cadru principal de instruire i educaie a elevilor, n
Sinteze pe teme de didactic modern, Culegere Tribuna colii, 1986
2. Cerghit, Ioan, Metode de nvmnt, Editura Polirom, Iai 2006
3. Costic, Naela, Metodica predrii biologiei, Editura Graphys, Iai, 2008
4. Cuco, Constantin, Pedagogie - ediia a II-a adugit, Editura Polirom, Iai, 2002
5. Cuco, Constantin, Psihopedagogie pentru examenele de definitivare i grade didactice, ediia a
III-a, Editura Polirom, Iai, 2009
6. Jinga, I.,Istrate, E., Manual de pedagogie, Editura All, Bucureti, 2001

TURUL GALERIEI I ACVARIUL DOU TEHNICI DE NVARE PRIN

COLABORARE UTILE N CADRUL ORELOR DE ISTORIE
Profesor Ciurea Viorica,
coala Gimnazial Anton Pann Craiova, Judeul Dolj

Schimbrile din societatea contemporan determin modificarea rolului colii care trebuie s
ofere elevilor posibilitatea dobndirii unei experiene sociale, bazat pe cooperare (colaborare) n
rezolvarea problemelor vieii i care asigur convieuirea ntr-o lume panic. Elevii trebuie s-i
dezvolte abilitatea de a soluiona eventualele conflicte n mod constructiv. Acest obiectiv se poate
realiza prin promovarea n coli a nvrii bazate pe cooperare (colaborare). nvarea n colaborare
(cooperare) este o metod de predare i nvare n care elevii lucreaz mpreun pentru a rezolva un
aceeai problem sau pentru a explora o tem nou. n viziunea celor doi mari pedagogi, Ion
Negre- Dobridor i Ion Ovidiu Pnioar, nvarea prin colaborare reprezint mai degrab o
filosofie instrucional dect o metod aparte.
Munca n grup presupune cooperare i activitate comun n rezolvarea unor sarcini de
instruire. Utilizarea metodei impune cunoaterea modului n care pot fi alctuite grupele, a mrimii
i a evalurii lor. Mrimea grupului este important n realizarea nvrii, deoarece acasta
depinde de natura i complexitatea sarcinii. Cu ct crete mrimea grupului cu att descrete
numrul celor care particip. n cazul grupurilor mici diversitatea de idei i opinii este limitat.
Mrimea grupului s fie adecvat n funcie de sarcina propus, favoriznd astfel nvarea
eficient. Metoda nvrii prin colaborare, n grupuri mici, are la baz principiul ntririi coeziunii
grupului de lucru i al sporirii gradului de interaciune ntre membri. Aceasta este eficient n
funcie de luarea n considerare a anumitor condiii: componena grupului privit sub raportul
vrstei i al nivelului intelectual al participanilor, mrimii grupului i a diferenelor dintre membrii
grupului; sarcina de lucru; existena unor mijloace de comunicare adecvate. Pentru nceput este
735
recomandabil s se lucreze n perechi, treptat s se treac la structuri mai complexe. Practica
instruirii relev c eficien mai mare au grupurile de lucru constituite din 4-6 membrii n funcie de
vrsta i nivelul elevilor, de specialitate. Grupurile eterogene sunt de preferat celor omogene.
Elevii mai slabi sau cu anumite dificulti de nvare, au de ctigat dintr-o activitate la care
particip alturi de elevi buni; pe de alt parte elevii buni nva i ei atunci cnd sunt pui n
situaia de a-i ajuta pe colegii lor mai slabi, de a-i antrena n rezolvarea unor sarcini. nvarea prin
colaborare (cooperare) reprezint, n viziunea Crenguei Oprea, o strategie pedagogic ce
ncurajeaz elevii s lucreze mpreun n microgrupuri n vederea ndeplinirii unui scop comun.
Pentru a nelege mai bine nvarea prin colaborare (cooperare) voi descrie succint metodele
Turul galeriei i Fishbowl care i implic activ pe elevi n procesul propriei formri.
Metoda Fishbowl (tehnica Acvariului sau Metoda interaciunii observate) are drept scop
implicarea elevilor, dup cum susine Ion Ovidiu Pnioar alternativ, n dubl ipostaz: pe de o
parte, participani activi la o dezbatere, pe de alt parte, observatori ai interaciunilor care se
produc. Utilizarea acestei metode presupune respectarea urmtoarelor etape: dispunerea
mobilierului prin aezarea scaunelor n dou cercuri concentrice, constituirea grupurilor de
participani, elevii sunt invitai s aleag scaunul unde doresc s se aeze, ns este necesar
prezena altui cadru didactic, plasat n exteriorul cercurilor, care va avea rol de observator,
nregistrnd preferinele elevilor pentru anumite locuri i observnd modul de soluionare a
eventualelor conflicte, preferine comune, participanii aflai n cercul din interior vor constitui
grupul de discuie, iar cei pasai n cercul din exterior grupul de observatori, prezentarea
sarcinilor de lucru i stabilirea regulilor, elevii din cercul interior vor dezbate, timp de 8-10
minute, o problem controversat, se comunic elevilor din grupul de discuie cteva reguli de baz,
care const n susinerea unor idei pe baz de argumente, exprimarea acordului cu alt vorbitor
impune precizarea unor argumente concrete i suficiente, la fel i exprimarea dezacordului,
realizarea sarcinilor de lucru (dezbaterea i observarea), elevii din cele dou grupuri realizeaz
sarcinile distribuite: dezbaterea temei propuse, respectiv completarea fiei de observare,
prezentarea observaiilor, elevii din cercul exterior prezint datele nregistrate n fia de observare
i etapa inversrii rolurilor, elevii di cele dou grupuri schimb locurile, se lanseaz o nou
controvers.
Elevii din grupul de observatori primesc fie de observare n care vor nregistra date privind
relaiile dezvoltate n cadrul grupului de discuie, ascult, analizeaz, compar, descriu,
reactualizeaz, sintetizeaz, evalueaz, formuleaz aprecieri, expun i explic contribuia fiecrui
elev din cercul interior la dezbatere, consensul sau conflictele generate de subiectul analizat,
modalitile de surmontare a acestora, reaciile participanilor la discuie etc. Elevii din grupul de
discuie ascult activ, reflecteaz, analizeaz, compar, combin, formuleaz, argumenteaz,
rezolv, asociaz, reacioneaz, dezvolt, explic, mediaz, sintetizeaz i concluzioneaz. n
varianta deschis a acvariului, cel puin un scaun este lsat liber. n varianta nchis, toate
scaunele sunt ocupate. Cadrul didactic care utilizeaz aceast metod didactic i va asuma o
multitudine de roluri: observator, facilitator, mediator, coordonator, motivator, ghid, consultant,
suporter, etc. Metoda Fishbowl numit i Tehnica acvariului sau Metoda interaciunii
observate este o strategie didactic interactiv bazat pe nvarea prin colaborare. Prin intermediul
acestei metode elevii sunt pui alternativ n dubl ipostaz: pe de-o parte participani activi la o
dezbatere, pe de alt parte, observatori ai interaciunilor care se produc. n cadrul leciilor de istorie
elevii sunt pui n situaia de a discuta, de a explica, de a analiza, de a observa sau de a sintetiza
anumite evenimente, procese istorice, situaii, probleme, etc.
De exemplu profesorul propune elevilor de clasa a VIII-a, lecia Anul 1940 n istoria
romnilor. nainte de intrarea elevilor n clas scaunele sunt aezate n dou cercuri concentrice.
Se vor alctui grupurile de participani prin libera alegere de ctre elevi a scaunului pe care doresc
s se aeze. Elevii aflai n cercul din interior vor constitui grupul de discuie, ei fiind cei ce vor
dezbate problema cu voce tare, iar cei plasai n cercul din exterior vor reprezenta grupul de
observatori. Elevii din cercul interior vor dezbate o problem controversat timp de 8-10 minute
(Ce prere avei n legtur cu cedrile teritoriale ale Romniei din vara anului 1940?). Elevii din
736
grupul de observatori vor primi fie de observare i urmeaz dezbaterea de ctre grupul din interior
a temei propuse, respectiv observarea i nregistrarea opiniilor i atitudinilor constatate de ctre
grupul din exterior n fia de observare primite. Elevii din cercul exterior vor prezenta datele
nregistrate n fia de observare. Dup expirarea timpului se inverseaz rolurile, elevii din cercul
interior trec n cel exterior i invers. Se lanseaz o alt idee controversat pe care elevii din cercul
interior trebuie s o dezbat, tot timp de 8-10 minute (Trebuia s se opun cererilor exprimate de
Rusia, Ungaria i Bulgaria sau acceptndu-le i-a pstrat fiina naional?).
Utilizarea tehnicii Acvariului (metoda Fishbowl) la disciplina istorie presupune o
multitudine de avantaje: formarea i consolidarea deprinderilor de ascultare activ, formarea i
dezvoltarea capacitii reflective, dezvoltarea gndirii critice i creative dezvoltarea capacitii de
colaborare, dezvoltarea competenelor de comunicare, promovarea internvrii, implicarea tuturor
elevilor n realizarea sarcinilor de nvare, consolidarea ncrederii n propriile fore, dezvoltarea
capacitii de negociere, mbin elemente din tehnica mesei rotunde, dezbatere, panel formal,
forum, simpozion, asigur un mediu controlat dar dinamic de discuie, permite schimbarea
programat a perspectivei asupra rolului unui membru al grupului, etc., dar i de limite:
necesit mult timp, poate duce la abordarea superficial a materialului de studiu, nelegerea i
nsuirea greit a unor idei, concepte sau la apariia unor conflicte intragrupale i intergrupale i la
crearea unui climat educaional caracterizat printr-o aparent dezordine.
Turul galeriei este o tehnic de nvare prin colaborare n cadrul creia elevii, divizai n
microgrupuri, lucreaz la rezolvarea unei probleme controversate ce are mai multe soluii posibile,
dup cum susin Ion Negre-Dobridor i Ion Ovidiu Pnioar. Aceast tehnic de nvare
presupune evaluarea interactiv i profund formativ a produselor realizate de grupuri de elevi.
Aceast metod stimuleaz gndirea i creativitatea elevilor. Ea i determin pe elevi s caute i s
dezvolte soluii pentru diferite probleme, s fac reflecii critice i judeci de valoare, s compare i
s analizeze situaii date i i nva pe elevi s emit i s-i susin propriile idei. n cadrul acestei
tehnici de nvare, conversaia, problematizarea, explicaia, exerciiul, dobndesc statutul de
procedeu didactic i este uor de aplicat la orice vrst i adaptabil oricrui domeniu i obiect de
nvmnt. Pe scurt, tehnica Turul galeriei const n urmtoarele: elevii, n grupuri de trei sau
patru, rezolv o problem (o sarcin de nvare) susceptibil de a avea mai multe soluii (mai multe
perspective de abordare), produsele muncii grupului se materializeaz ntr-o schem, diagram,
inventar de idei etc. notate pe o hrtie (un poster), posterele se expun pe pereii clasei, transformai
ntr-o veritabil galerie i n final, la semnalul profesorului, grupurile trec pe rnd, pe la fiecare
poster pentru a examina soluiile propuse de colegi. Comentariile i observaiile vizitatorilor sunt
scrise pe posterul analizat. Dup ce se ncheie turul galeriei (grupurile revin la poziia iniial,
nainte de plecare) fiecare echip i reexamineaz produsul muncii lor comparativ cu ale celorlali
i discut observaiile i comentariile notate de colegi pe propriul poster
Utilizarea acestei metode didactice impune respectarea mai multor etape: constituirea
microgrupurilor, n care elevii sunt mprii pe grupuri de cte 4-5 membri iar fiecare grup
primete foi de flip-chart i markere; prezentarea sarcinilor de lucru, n care cadrul didactic
prezint grupurilor de elevi problema pe care trebuie s o soluioneze, menionnd c rezolvarea
problemei trebuie realizat pe foile de flip-chart, se precizeaz faptul c unul dintre membrii
fiecrui grup va avea rolul de ghid; cooperarea pentru realizarea sarcinilor de lucru, n care
elevii interacioneaz n cadrul microgrupurilor pentru a realiza sarcina propus i sunt notate
soluiile pe foaia de flip-chart; expunerea produselor, n care fiecare grup i afieaz produsul, la
fel ca ntr-o galerie de art iar elevii care au rolul de ghid se vor plasa n locul unde este expus
produsul grupului din care fac parte, Turul galeriei, n care membrii grupurilor viziteaz galeria,
examineaz fiecare produs, adreseaz ntrebri de clarificare ghidului i pot face comentarii, pot
completa ideile sau pot propune alte soluii pe care le consemneaz n subsolul foii de flip-chart i
n final reexaminarea (evaluarea) rezultatelor, n care fiecare grup i reexamineaz propriile
produse, prin comparaie cu celelalte i valorificnd comentariile vizitatorilor. Utilizarea tehnicii
Turul galeriei presupune realizarea mai multor pai: brainstorming individual; interviu de grup;

737
producerea planelor, susinerea produselor de ctre un raportor; afiarea produselor; efectuarea
turului galeriei; dezbaterea.
Expunerea subiectului trebuie s cuprind toate datele necesare i toate criteriile implicate.
Fiecare grup i alege sau primete o anumit tem din subiectul propus, dar i toate grupurile pot
avea aceeai tem. Un secretar, ales de elevii grupei, noteaz rezultatele brainstormingului pe o
coal de hrtie, folosind markere de diferite culori. eful grupei susine produsul realizat n faa
celorlalte grupe. Posterele sunt apoi expuse n diferite locuri din clas, accesibile elevilor i la
anumite distane. Dup expunerea produselor obinute, fiecare grup examineaz cu atenie
produsele celorlalte grupe, grupele se rotesc de la un produs la altul, se discut i, eventual, se
noteaz comentariile, neclaritile, ntrebrile care vor fi adresate celorlalte grupe. Dup turul
galeriei, fiecare grup rspunde la ntrebrile celorlali i clarific unele aspecte solicitate de colegi,
apoi i reexamineaz propriile produse prin comparaie cu celelalte. n acest mod, prin feed-back-ul
oferit de colegi, are loc nvarea i consolidarea unor cunotine, se valorizeaz produsul activitii
n grup i se descoper soluii alternative la aceeai problem sau la acelai tip de sarcin.
Atmosfera din clas trebuie s le permit elevilor s gndeasc critic. Astfel, ajung s neleag c
atunci cnd investesc suficient energie n nvare i se implic n mod activ, procesul devine
agreabil i d natere unui sentiment de mplinire. Elevii trebuie s cread c opiniile lor au valoare.
Comunitatea nvrii i mbogete pe toi membrii ei.
O variant a Turului galeriei presupune c fiecare dintre cursani s primeasc o fil de
flipchart i s scrie pe ea rezolvrile la problema pe care a primit-o spre soluionare (tot grupul
primete aceeai problem). Atunci cnd i se pare c a rmas blocat, c este n pan de idei el
se poate ridica de la locul lui i s viziteze atelierele celorlali, privindu-le munca, prin asociaie
de idei gsind noi resurse pentru propriul demers.
Profesorul propune elevilor de clasa a VIII-a, tema Anul 1940 n istoria romnilor, iar
elevii mprii n 3 grupuri de cte 5 membri trebuie s analizeze i s noteze pe plane: momentul
alipirii acestor teritorii la regatul Romniei, contextul internaional, factori interni i externi, poziia
oamenilor politici fa de urmtoarele evenimente: pierderea Basarabiei, a nordului Bucovinei i a
inutului Hera-o grup, Dictatul de la Viena i pierderea Nord-Vestului Transilvaniei- a doua
grup i Tratatul de la Craiova i pierderea Cadrilaterului- a treia grup. Informaiile prezentate pe
fiecare plane sunt completate de membrii grupelor care viziteaz galeria i adreseaz ntrebri
ghidului fiecrei grupe cu privire la unele idei consemnate.
Folosirea n cadrul orelor de istorie a tehnicii de nvare prin colaborare Turul galeriei
prezint o multitudine de avantaje: stimularea creativitii, cultivarea respectului fa de ceilali i a
toleranei, formarea i consolidarea deprinderii de ascultare activ, formarea i dezvoltarea
capacitii reflective, dezvoltarea gndirii critice, formarea i dezvoltarea competenelor emoionale,
dezvoltarea competenelor de relaionare, dezvoltarea competenelor de comunicare, promovarea
internvrii i a nvrii active, participarea activ, implicarea tuturor elevilor n realizarea
sarcinilor de nvare, stimularea eforturilor de intercunoatere i autocunoatere, formarea i
dezvoltarea competenelor de evaluare i autoevaluare, etc, dar i o palet larg de dezavantaje:
tendina de conformare la opinia grupului, neimplicarea unor elevi i crearea unei aparente
dezordini, apariia unei tendine de dominare a grupului manifestat de anumii elevi, erijai n
lideri, marginalizarea sau autoizolarea elevilor care mprtesc alte opinii, apariia unor conflicte
ntre elevi i dezvoltarea unei posibile dependene de grup n rezolvarea sarcinilor, etc.
nvarea n colaborare (cooperare) este o metod de predare i nvare n care elevii
lucreaz mpreun pentru a rezolva un aceeai problem sau pentru a explora o tem nou.
Atmosfera din clas trebuie s le permit elevilor s gndeasc critic. Elevii trebuie s cread c
opiniile lor au valoare. Comunitatea nvrii i mbogete pe toi membrii ei. n aceleai
coordonate se ncadreaz i remarca lui Ioan Cerghit c:"A nva pe copil nu nseamn s-i dm
adevrul nostru, ci s-i dezvoltm propria gndire, s-l ajutm s neleag cu gndirea lui lumea".
Profesorul se integreaz n activitarea colaborativ a elevilor, putnd fi unul din membri, oferindu-i
ajutorul, ori animnd i stimulnd activitatea.

738
 BIBLIOGRAFIE:
1. Cerghit, Ioan, Metode de nvmnt, Editura Didactic i Pedagogic., Bucureti, 1980, p. 75,
p..60.
2. Drghicescu, Luminia, Strategii didactice interactive bazate pe nvarea prin colaborare, n
volumul coordonat de Dogaru-Ulieru Valentin i Drghicescu Luminia, Educaie i dezvoltare
profesional, Scrisul Romnesc Fundaia-Editura, Craiova, 2011, p. 133-136.
3.. Oprea, Crengua, L., Strategii didactice interactive, Editura Didactic i Pedagogic, Bucureti,
2006, p. 138.
4. Negre-Dobridor, Ion, Pnioar, Ion Ovidiu, tiina nvrii. De la teorie la practic, Editura
Polirom, Iai, 2005, p. 168.
5. Pnioar, Ion Ovidiu, Comunicarea eficient, ediia a II-a revzut i adugit, Editura Polirom,
Iai, 2008, p.360.
6. chiopu, Mioara- tefania, Metoda fishbowl- o metod interactiv de grup, n Orizont
didactic, decembrie 2013, https://orizontdidactic.net/2013/.../29/metoda-fishbowl-o-metoda-
interact...

BUNE PRACTICI N DOMENIUL EDUCAIEI INCLUZIVE

Inv. Buleteanu Iuliana
Liceul ,,George Tarnea, Babeni, jud Vlcea

n ultimele decenii, la nivelul politicilor colare i al practicilor educaionale s-a impus ca un

principiu funcional educaia incluziv. Aceasta a aprut ca o reacie fireasc a societii la obligaia
acesteia de a asigura cadrul necesar i condiiile impuse de specificul educaiei persoanelor cu
cerine educative speciale.
Educaia incliziv presupune extinderea scopului colii obinuite, transformarea acesteia
pentru a putea rspunde i altor categorii de copii, n special copiilor cu CES. Educaia incluziv
presupune un proces permanent de mbuntire a instituiei colare, avnd ca scop exploatarea
resurselor existente, i mai ales a resurselor umane, pentru a susine participarea la procesul de
nvmnt a tuturor elevilor din cadrul uneo comuniti, afirmaie formulat de ctre UNICEF n
1999.
Educaia incluziv are ca scop adaptarea continu a colii la cerinele speciale de nvare ale
elevilor i se realizeaz prin eliminarea barierelor n nvare i asigurarea participrii tuturor celor
vulnerabili la excludere i marginalizare printr-o abordare strategic menit s faciliteze necesarul
nvrii pentru toi copiii.
coala de tip incluziv este coala de baz, accesibil, de calitate i care i ndeplinete
menirea de a se adresa tuturor copiilor, de a-i transforma n elevi i de a-i deprinde i abilita cu
cunotinele i aptitudinile de baz.
n funcie de dizabilitile elevilor integrai, pentru a duce o via pe ct de independent
posibil, coala noastr a parcurs urmtorii pai:
construirea unei rampe care s faciliteze accesul crucioarelor cu rotile la una din cile de
acces n coal;
achiziionarea de mobilier de nlime reglabil, astfel nct elevii s-i poat sprijini
ambele picioare pe podea i pentru a le asigura confortul necesar pe durata ederii n banc;
angajarea de profesor itinerant, care se ocup att de instruirea special a copiilor ct i de
consilierea profesorilor, n alegerea metodelor i mijloacelor didactice adecvate, precum i
cu prinii pentru a-i ajuta s alctuiasc un program de nvare.

739
 Participarea cadrelor didactice la cursuri de specialitate n vederea adaptrii demersului
educaional la nevoile i cerinele acestor copii: obiective adaptate, curriculum adaptat,
strategii didactice adaptate i evaluare adaptat.
Pasul care poate constitui model de bun practic aplicat i n alte coli l reprezint
profesorul itinerant, care prezint avantajul c elevii cu deficiene pot nva alturi de ceilali copii
normali i permite o intervenie timpurie pentru copii i pentru prini: se evit deplasrile la
cabinete de specialitate, se ntocmete un raport dup fiecare edin pentru prini i cadrul didactic
astfel nct, acesta din urm s poat folosi strategiile didactice cele mai potrivite pentru
remedierea deficienei semnalate.

BIBLIOGRAFIE:

Dezvoltarea practicilor incluzive n coli. Ghid managerial UNICEF, Bucureti, 1999

Creu D, Nicu A., Mara D Pedagogie - formarea iniial a profesorilor, Ed. Universitii
Lucian Blaga Sibiu, 2005

DIMENSIUNEA CULTURAL A NEAMULUI, LIANT NTRE GENERAII

Prof. Cernoschi Adina-Gabriela,
coala Gimnazial ,,Alexandra Nechita Vaslui

Ianuarie este luna culturii naionale, luna ce nglobeaz evenimente importante pentru
spiritualitatea noastr romneasc, o lun n care e imperios s reflectm mai mult la noi, ca neam i
ca civilizaie. Academia Romn a declarat ziua de 15 ianuarie Ziua Culturii Naionale, ns fiina
noastr naional ar trebui s pulseze mereu, i patriotismul ar trebui s fie pentru fiecare dintre noi
o trstur de caracter, rdcina de care nu ne putem i nu vrem s ne desprindem, nu o trstur de
conjunctur.
Cultura reprezint totalitatea manifestrilor intelectuale ce ne reprezint ca entitate,
ansamblul faptelor valoroase care ne recomand n interiorul Europei i al lumii. Pictura, sculptura,
arhitectura, literatura, istoria, tiina, filosofia sunt doar cteva domenii pe care se cldete cultura
unui neam. Cnd gndul istoricului tace, cnd mintea ascuit a matematicianului se lovete de
rigoarea cifrei neprieten i linia fizicianului se ndoaie n misterul universului, intervine spiritul
creativ al celorlalte arte i astfel, niciodat cultura unui neam nu stinge flacra pe care o ntreine
specificul lui naional - caracterul popular al cretinismului, tradiiile i obiceiurile lui nescrise, dar
respectate cu sfinenie, limbajul lui dominant religios, acel modus vivendi (de care vorbea latinul)
arhetipal. n cultur, interferenele sunt la tot pasul, de aceea nu putem nega dependena istoriei de
cultur i a artei de istorie i a omului de amndou.
Mircea Vulcnescu, profesor de etic i filosof renumit, ce a fost victima represiunii
comuniste n Romnia, declara sentenios c ,,Sufletul unui neam nu este dect o arhitectur de
ispite, ,,ispitele fiind, n viziunea autorului, influenele celorlalte arte i ale celorlalte culturi. n
ciuda ecoului venit din alte civilizaii, paradoxal ar spune unii i firete ar afirma ceilali, cultura
unui popor se cldete pe respirri din strfundul fiinei lor naionale, hrnindu-se din terenul
istoriei sale, al trecutulu su, din miturile i mai ales din legendele sale. Nu putem eluda (orict ar
dori alii) recunoaterea pe care celelalte neamuri o au pentru istoria i pentru faptele ei deosebite -
dup btlia de la Vaslui, tefan cel Mare apare n cronicile polonezilor i n coniina cretinii
ca ,,un atlet al lui Isus Hristos, aa cum l numea Papa ca rspuns al actelor sale de vitejie -, pentru
arta (plastic, literar, a sculpturii etc.) ce poart amprenta spiritului romnesc.
E un nonsens ns a vorbi despre cultura neamului nostru, fr a trasa coordonatele ei,
fr a o judeca n termenii impui de Brncui, de Eliade, de Cioran, de Blaga sau de Eminescu, cei
740
care nu si-au nchipuit existena fr iubirea pentru istorie i pentru ar, iar ea i-a trdat nepermis
de mult (Eliade, ameninat cu detenia i ngropat n cimitir american, Cioran i E. Ionescu cu
cetenia retras, Blaga, refuzndu-i-se publicarea). Aceste personaliti culturale au note axiale
comune, ce-i reunesc n familia spiritelor critice, a celor cu reflexivitate grav, a tuturor celor ce
reprezint instinctiv sufletul colectiv al unui neam pe care l-au slujit cu pioenie i ntr-o manier
att de original.
Omul deplin al culturii noastre este considerat Eminescu, a crui oper a depit graniele
culturii noastre, fiindu-i recunoscut valoarea i traducndu-i-se opera n aizeci de limbi. El este
simbolul a dou ri, personalitatea reper pentru identitatea noastr naional, la care se raporteaz
generaiile viitoare i prezente. Este piscul valoric pe care cultura nostr ni l-a oferit pentru a
desvri valoarea unui neam. E autorul ce a creat mbinnd osmotic mitologia, folclorul, istoria,
filosofia i temele de circulaie european. Ineditul imaginarului liric eminescian deriv din
identificarea sa cu timpul i cu spaiul poporului nostru, cu istoria i cu tradiiile sale, cu expresia
sufletului romnesc. Istoria i evoluia omului n timp l-au preocupat pe poet, genernd astfel
profunde meditaii lirice. n evocarea istoriei, atitudinea poetic apare sub dou aspecte, elegiacul i
satiricul. Prima tendin pune n lumin procesul nemilos al ntregii societi, istoria aflndu-se sub
semnul tragismului, al infamiei i al urii nestpnite, satiricul atingnd corupia i demagogia.
Exist ns i atitudinea de reverie asupra viitorului, cea care frizeaz optimismul neamului nostru.
n contiguitatea acestei idei ce promoveaz dorina i certitudinea nscrierii valorii noastre
n panteonul civilizaiilor lumii (nu a egalrii), Constantin Noica declara c ,,Orizontul lumii
romneti se ntinde din cotidian pn n legend, de la prezent pn la neprezent, de acum pn n
venicie. ns credina lui Noica nu se va justifica dect dac vom fi de acord cu faptul c
experienele culturale naionale proprii sunt comparate i comparabile cu cele ale altor neamuri,
nscriindu-ne alturi de celelalte valori universale cu ale noastre valori naionale.
Ceea ce reinem din opera lor declarat i citim n subsidiar n contiina nedeclarat, dar
afirmat evident, este frenezia cu care aceste valori recunosc spiritul nostru romnesc. Mandria i
entuziasmul de a accepta i de a susine cu fermitate c aparin acestui neam, sdesc n rndul
generaiilor viitoare ndemnul pentru cultivarea spiritului nostru (nu pe imitaia venic i inutil).
Prin urmare, dimensiunea cultural a neamului nostru devine legtura solid ce va uni mereu
generaiile i va menine vibrnd contiina colectiv.

BIBLIOGRAFIE:
Mircea Vulcnescu, Dimensiunea romneasc a existenei, Colecia Spiritualitate,2009
Constantin Noica, Pagini despre sufletul romnesc, Humanitas, Filozofie, Mari Autori Romni
Interbelici / Colectia: Seria Noica

PROIECT DE ACTIVITATE
Ed.Tocik Mihaela
Ed.Regep Dorina
Grdinia ,,Prichindel-Bucureti

Grupa: mijlocie (nivel II )

Tema anual de studiu: Cine i cum planific o activitate?
Tema activitii: Cofetarii pricepui
Forma de realizare: Activitate integrat
Tipul activitii: Verificare i consolidare de cunotine
Componenta activitii:
Activiti de dezvoltare personal (ntlnirea de diminea);
Jocuri i activiti didactice alese (etapa I i etapa a III-a);

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 Activiti pe domenii experieniale: Domeniul tiin (Activitate matematic - ,,mprim
prjitura n pri egale)

Scopul activitii: mbogirea sferei de cunoatere n ceea ce privete legturile dintre matematic
i alicarea lor n practic, n buctrie.

Obiective:
- S utilizeze deprinderi i cunotine din domeniul matematicii n procesul de pregtire,
preparare i consumare a hranei;
- S msoare cantitatea alimentelor, citind corect o reet dat i folosindu-se de unelte
nestandardizate;
- S raporteze corect cantitatea la cifr;
- S coopereze n realizarea sarcinilor;
- S respecte ordinea, disciplina i regulile de igien n contexte diferite (la locul de munc/joac,
n timpul servirii mesei etc.)

Metode i procedee: conversaia, explicaia, demonstraia, exerciiul, metoda interactiv de grup

Piramida, problematizarea, jocul, munca n perechi.
Material didactic: jetoane, imagini, cntar, ingrediente pentru prjitur: zahr, fin, unt, ou,
lapte, vanilie, lmie, miere, tacmuri, farfurii.
Durata: 1 or

BIBLIOGRAFIE:
Curriculum pentru educaie timpurie-suport pentru aplicarea noului curriculum
Ed.Delta Cart Educaional
Activiti matematice n grdini, Magdalena Dumitrana, Editura Compania, 2002;
Revista nvmntului Precolar, nr. 3-4, 2015
Metode interactive de grup- ghid metodic Ed.Arves

SCENARIUL ZILEI
La ntlnirea de diminea, dup salut, completarea panoului de prezen i a calendarului
zilei, educatoarea i invit pe copii s se aeze pentru a atepta invitatul surpriz care va veni la ei
s-i ajute la activitatea de astzi.
n sala de grup i va face apariia dna buctreas a grdiniei (surpriza zilei), care va
aduce cu ea un co plin cu ingrediente i le va cere copiilor s o ajute s fac o prjitur gustoas,
folosindu-se de cunotinele lor matematice. Se stabilete c activitatea se va numi Cofetarii
pricepui
Educatoarea va prezenta activitatea de la centre, iar copiii, ajutai de d-na buctreas, vor
ncepe s lucreze.

- tiin: ,,Pregtim ingredientele pentru prjitur i pentru limonad

La centrul tiin copiii aleg i cntresc ingredientele pentru prepararea prjiturii: fina,
zahrul, mierea. De fiecare data se utilizeaz cifrele-jetoane pentru a arta cantitatea necesar.
Unitile de msur vor fi paharul i linguria. Copiii pot discuta ntre ei, dar i cu buctreasa,
despre cantitile necesare pentru o prjitur mic pentru patru-cinci persoane (varianta de familie)
sau pentru o prjitur mare pentru 20-25 persoane (varianta pentru un eveniment). La fel pot discuta
i despre cantiti diferite ale limonadei.
742
- Bibliotec: ,,Reete
La centrul Bibliotec copiii ,,citesc reeta ilustrat, care le va arta cte pahare/lingurie de
zahr, fin, miere, ap etc. trebuie utilizate pentru limonad i pentru prjitur. Tot aici, dac au
suficient timp, copiii pot discuta sau ilustra i alte reete cunoscute sau aceeai reet cu coordonate
diferite (pentru 5, 10, 20 persoane).
- Joc de rol: ,,De-a cofetarii

La centrul Joc de rol civa copii ncep prepararea prjiturii: frmnt aluatul pregtit
anterior de dna buctreas i ntind foile. Buctreasa va introduce tava cu prajitur n cuptor. Un
alt grup de copii vor prepara o limonad cntrind: zeama de lmie, apa i mierea.
Dup finalizarea activitilor la centre, copiii vor face ordine la locul de joac i vor pune n
locul special amenajat toate ingredientele rmase neutilizate, le vor eticheta i, apoi, vor merge la
toalet pentru a se spla pe mini.
ntre timp se scoate din cuptor prjitura, iar copiii se ndreapt ctre locul indicat pentru a
desfura Activitatea matematic ,,mprim prjitura n pri egale. Fiecare copil se aeaz la
mas, unde primete pe o farfurioar o bucat de prjitura pe care trebuie s o taie n pri egale, tot
attea cte i arat cifra.
Activitatea matematic se va ncheia prin completarea Piramidei cu jetoanele potrivite fiecrei
trepte: alimentul preparat, tacmurile necesare servirii, ingrediente necesare, reeta.
n ncheierea activitii se va desfura jocul de la ALA 2 ,,De-a musafirii unde copiii vor
mnca prjitura i vor bea limonada, respectnd regulile de bun purtare la mas. Buctreasa le va
mulumi pentru ajutor i le va nmna diplomele ,,Cel mai priceput cofetar

DESFURAREA ACTIVITII

Etapele Coninutul activitii Strategii

activitii didactice

1.Moment Pregtirea materialelor; aranjarea mobilierului; intrarea

organizatoric copiilor.
2. Captarea Intrarea dnei buctrese cu coul cu materiale. Observaia
ateniei
3. Anunarea Copiii vor fi anunai c astzi vor fi ,,Buctari pricepui i Explicaia
temei i a vor realiza mpreun prjitur i limonad pentru o mini Conversaia
obiectivelor petrecere n sala de grup
4. Desfurarea Copiii i vor alege locul/centrul (ALA) unde doresc s Conversaia
activitii lucreze: Explicaia
tiin: ,,Pregtim ingredientele pentru prjitur i pentru Munca n
limonad perechi
Biblioteca: Copiii vor ,,citi imaginile pe care este scris reeta; Exerciiul
Joc de rol: ,,De-a buctarii - prepararea prjiturii;
5. Obinerea ADE DS -Activitate matematic: ,,mprim prjitura n Explicaia
performanei pri egale. Fiecare copil primete o bucat de prjitur pe Problematizare
care trebuie s o taie n pri egale, corespunzatoare cifrei de pe a
farfurie. Piramida
Sintetizarea cunotinelor despre msurarea ingredientelor i Conversaia
prepararea unei prjituri se realizeaz prin metoda Piramida: Exerciiul
Copilul care rspunde la ntrebare, va aeza jetoanele pe
piramid.
1 Alimentul preparat azi (prjitura),
2. Numete dou tacmuri necesare servirii ( farfurioara,
linguria);
743
 3. Numete trei ingrediente folosite (ou, zahr, fin).
4. Enumer cantitatea ingredientelor indicate n imagini (1 ou,
1 pahar zahr, 2 pahare lapte, 3 pahare fin).

6. Asigurarea ALA 2 Jocul ,,La picnic copiii vor organiza o mini Jocul
reteniei i a petrecere n sala de grup i vor servi prjitura i limonada
transferului realizate pe parcursul activitii de astzi.

7. ncheierea Se fac aprecieri asupra modului n care au participat copiii la

acivitii activitate. Buctreasa le va mulumi pentru ajutor i le va oferi
diplome.

RELAIA PRINI-COPII N SECOLUL XXI

tefan Nadina
Liceul Charles Laugier Craiova, jud.Dolj
Cojocreanu Silvia-Oana
coala Gimnazial Belo, Com. Sopot, jud.Dolj

Comunicarea prini-copii ne duce inevitabil cu gndul la arhicunoscutul clieu conflictul

dintre generaii. Adolescenii de azi sunt copiii celor crescui n perioada comunist, perioad de
care prinii nu mai vor s-i aminteasc iar uitarea aceasta a cscat prpastia dintre generaii.
Copiilor le par curioase i incredibile povetile precum faptul c nu puteai prsi ara dect cu riscul
vieii sau faptul c aveai dreptul doar la un numr de grame de salam pe zi, pinea, zahrul, uleiul
fiind de asemenea raionalizate. Toate aceste fapte i experiene mrunte din viaa din perioada
comunist au generat prinilor valori i comportamente ce astzi sunt strine tinerilor crescui mai
ales la televizor i asistai de calculator, supravgheai excesiv de prini prin telefonul mobil.
Lipsa de comunicare i implicit de nelegere i are cauzele i n absena prinilor din viaa
copiilor. Timpul pe care prinii l mai pot acorda educaiei copiilor e din ce n ce mai puin.
Nesigurana locului de munc i grijile pentru ziua de mine, conduc la o cretere a stresului care
poate exploda n conflicte soldate cu acte de violen sau alcoolism n familie. Copiii la rndul lor
se simt singuri, prsii, neiubii i se arunc n activiti care le pot compromite i afecta
iremediabil viitorul. Delincvena juvenil, creterea ratei prostituiei, abandonul colar, avorturile n
rndurile tinerelor sau nebunia drogurilor sunt o crud realitate.
Regulile, atitudinile, comportamentele tradiionale consacrate de-a lungul mai multor
generaii, adaug Adrian Orban, consilier colar la Liceul greco-Catolic Timotei Cipariu din
Bucureti au construit o atitudine fa de ce e copiluli cum trebuie s fie el pe care muli prini o
in i acum de bun, dei lumea n care triesc s-a schimbat. n primul rnd e lipsa de importan
acordat opiniei copilului, apoi e impunerea respectului necondiionat fa de autoritatea adultului i
un control defectuos exercitat care i cenzureaz manifestarea creativitii i iniiativei. Nu-l las s
ia decizii i i mai aplic i cte o corecie, dup proverbul Unde d mama crete sau Btaia e
rupt din rai, crede Orban.
Tinerii de azi au o mai mare disponibilitate spre nou, i, att timp ct prinii nu vor pricepe
ce-i un modem, un mIRC, un download, un skater, un ring-tone sau un A6, dialogul se leag greu.
Ei arat compasiune babacilor, nu mai iau in seam ce spun acetia, i gsesc ciclitori, nedrepi,
ri Adolescenii vor s fie nelei nainte de a fi judecai i s li se acorde mai mult credit. Dar
cum s acorzi mai mult credit copilului cnd nu ai ncredere in el? Cum s-ti faci din prini nite
prieteni? Ctigndu-le ncrederea! Artndu-le c eti matur si responsabil Treaba aceasta cere
timp i efort. Pentru asta e nevoie de fapte, de dovezi. i de eforturi susinute.
Odat ctigat, ncrederea trebuie i meninut. Un printe care, aflndu-se n diverse
744
situaii, a neles c poate avea ncredere n fiul su adolescent, nu va avea suspiciuni n ceea ce
privete anturajul sau locurile pe care acesta le frecventeaz.
Numai c, de cele mai multe ori, adolescentul nclinat spre libertinaj nu tie ce metod s
mai foloseasc, ce minciunic s mai invoce ca s-i fenteze prinii. Nevinovatele minciuni
descoperite mai trziu sporesc nencrederea prinilor n copiii lor.
Adolescenii se ruineaz s spun adevrul despre ei nii. i deschid greu sufletul n faa
prinilor, nu neaprat din cauza eventualelor pedepse, ci de ruine. Cel puin la nceputul anilor de
liceu tinerilor le e teribil de ruine numai gndindu-se c prinii ar putea afla c fumeaz, c i-au
cumprat vreo revist deocheat sau c se unduiesc prin discoteci ca dansatoarele din cluburile de
strip-tease.
Adolescenii de azi ns nu trebuie s fie ncuiai n cas pentru a fi ferii de rele. Prinii
trebuie s dea dovad de mai mult tact i de o mai mare flexibilitate. Obediena nu aduce respect i
nici o mai buna comunicare.
Tnrul ar trebui s fie sincer cu sine i s plece de la premiza c prinii i vor binele.
Conflictul, n multe cazuri, se limiteaz la un singur aspect, acela ce ine de alegerile tinerilor.
Adevratul conflict este ntre tinerii care vor sa o ia pe artura i prinii care vor s le arate calea
dreapt. Dac adolescenii ar dovedi c merg pe drumul bun, prinii nu s-ar mai osteni s-i
controleze ntr-att, n-ar mai fi nici suspiciuni i, pn la urm, acest conflict ntre generaii s-ar
reduce semnificativ.
Cele mai fierbini puncte de pe harta rzboiului dintre generaii sunt acum nceperea vieii
sexuale la 14-15 ani, retragerea din lumea real n cea virtual a calculatorului, nivelul ridicat de trai
al adolescenilor n reelele de socializare de tip Hi5 sau n jocurilor de strategie, umblatul prin
cluburi, drogurile, cererile de bani, gadget-uri i haine de firm fr precedent, rmnnd ns cu un
potenial de conflict ridicat i tema mai veche a impunerii cu fora de ctre prini a viitoarei meserii
a copilului.
A crede c adolescentul nostru se poate transforma n ceea ce ne dorim noi ine de
domeniul utopiei. Acceptarea aspiraiilor copilului atrage dup sine renunarea la unele dintre cele
mai dragi i mai vechi vise ale noastre. Mama a crei fiic prefer lectura n locul Medicinei, fiul
care prefer chimia n locul Dreptului trebuie s aleag ce-i mai important. S-i mplineasc visul
prin intermediul copiiilor sau s le ofere sprijinul afectiv i acceptarea de care au nevoie pentru a-i
defini i urma propriile vise, spune consilierul colar Adrian Orban.
Principiile educaiei, pe care noi cadrele didactice le listm i le afim n clasa unde suntem
dirigini sau n coal, ar trebui s ncercm s le aplicm constant i, mai ales, s le facem
cunoscute i prinilor elevilor notri nu numai formal ci innd o legtur strns cu acetia,
interesndu-ne de problemele lor, artndu-le empatie i nelegere.

Copiii nva ceea ce triesc (Children learn what they live)

by Dorothy Law Nolte
Dac triesc n critic i cicleal,
Copiii nva s condamne.
Dac triesc n ostilitate,
Copiii nva s fie agresivi.
Dac triesc n team,
Copiii nva s fie anxioi.
Dac triesc nconjurai de mil,
Copiii nva autocomptimirea.
Dac triesc nconjurai de ridicol,
Copiii nva s fie timizi.
Dac triesc n gelozie,
Copiii nva s simt invidia.
Dac triesc n ruine,
Copiii nva s se simt vinovai.
745
 Dac triesc n ncurajare,
Copiii nva s fie ncreztori.
Dac triesc n toleran,
Copiii nva rbdarea.
Dac triesc n laud,
Copiii nva preuirea.
Dac triesc n acceptare,
Copiii nva s iubeasc.(trad. Luana Stoica)
Este obligatoriu ca un printe s se gndeasc ce a fost sntos, benefic, n modul n care a
fost educat de ctre proprii prini. S i dea seama ce greeli au fcut ei, pentru ca el s nu le mai
repete sau s fac exact contrariul, atunci cnd i educ proprii copii.

BIBLIOGRAFIE

Orban, Adrian-Dac i pas de copilul tu, Editura All, Bucureti, 2010

Vrma, Ecaterina-Consilierea i educaia prinilor, Editura Aramis, Bucureti, 2002
chiopu, U., Verza, E.-Psihologia vrstelor, EDP, Bucureti, 1997

METODE I ACTIVITI COLARE I EXTRACOLARE CREATIVE

Prof. Chirc Diana

coala Gimnazial Nr.1 Pucai

Activitile colare i extracolare pot constitui un cadru favorabil dinamizrii

creativitii prin: munca independent i n grup n clas, rezolvarea temelor pentru acas, ,
expoziii ale elevilor, concursuri, olimpiade etc.
Dintre metodele de nvmnt care dezvolt creativitatea, importante sunt cele active-
participative, printre care citm: nvarea prin problematizare i descoprire semidirijat, metoda
modelrii i exerciiile creative din manualele colare la sfrit de capitol sau dup un grup de
capitole. nvarea creativ are loc atunci cnd elevii particip activ la lecie, coopereaz n
perechi i grupuri, cutnd, aflnd i aplicnd elemente noi de cunotine, capaciti i aptitudini,
prin intermediul metodelor active, cum sunt descoperirea, problematizarea, modelarea, exerciiile
creative, jocul de rol etc.
Sistemul educaional contemporan i ofer elevului posibiliti de a cunoate valorile
reale ale culturii prin contact direct cu creaii artistice. O activitate instructiv va contribui la
dezvoltarea creativitii dac profesorul va orienta gndirea elevului spre rezolvarea sarcinii puse
n faa lui de sinestttor, original, descoperind ingeniozitatea copilului, dorina i posibilitatea de
a crea. Dac copilul este constrns s rspund doar la ntrebrile profesorului, gndirea va rmne
la gradul reproductiv. Misiunea profesorului este de a utiliza diferite metode i procedee menite s
dezvolte creativitatea copiilor, s-i fac pe copii dornici de a-i exprima prerea proprie, de a face
deducii, de a-i confirma poziia i opinia personal.
E important ca metodele i procedeele folosite la lecii s nu fie selectate la ntmplare,
ci n concordan cu obiectivele puse, etapele leciei, vrsta elevilor, contingentul clasei. Toate
acestea vor realiza eficiena metodelor i procedeelor alese spre utilizare. mbinarea a mai multor
categorii de metode ofer ct mai multe anse de stimulare a activitii creative.
Formarea imaginaiei creative la elevi n cadrul orelor de limb i literatur romn se
vor efectua n dependen de metodele i procedeele folosite de profesor dac:
Se vor ntrebuina tehnici de lucru care le va crea diferite imaginaii.
Se va insista asupra claritii ntrebrilor, felului de a gndi i de a rspunde;
746
 Se va cere expunerea fluent i comentat a diverselor gnduri.

Deosebit de important este atitudinea profesorului, relaia sa cu elevii. Nu este deloc

indicat poziia sa autoritar. Ea creaz blocaje afective, copiii nu ndraznesc s pun ntrebri, se
tem de eec, de ironii.
nvarea creativ, n cadrul leciei de limb i literatur romn, reprezint acea form a
nvrii, care are ca scop final realizarea unor componente individuale i colective orientate spre
cutarea, aflarea i aplicarea noului.
Profesorul va organiza activitatea creativ la leciile de limb i literatur romn innd
cont de urmtoarele criterii ale creativitii:

Creativitatea i procesul creativ;

Creativitatea ca noiune psihopedagogic;
Diagnosticarea creativitii elevilor;
Metoda rezolvrii creative de probleme;
Dezvoltarea inteligenelor multiple. Dezvoltarea inteligenei verbal-lingvistice;
Ghidarea imaginaiei elevilor prin muzic, imagini video;
Dezvoltarea inteligenei vizual-spaiale;
Forme grafice de ghidare a imaginaiei,
Dezvoltarea inteligenei personale i interpersonale;
Activitatea extracuricular.

Exerciii creative n baza coninutului textului:

continuarea textului;
modificarea subiectului;
dialogul;
interviul cu personajele textului;
redactarea unor eseuri prin analogie cu cele citite;
redactarea unor eseuri pe baza unor ntmplri vzute sau auzite;
exprimarea opiniilor personale cu privire la personaje, evenimente, fapte;
redactarea unor alte versiuni cu privire la finalul textului;
rspunsul la ntrebrile de tipul: Ce s-ar ntmpla dac? Cum ai fi procedat tu?
Astfel de exerciii stimuleaz creativitatea elevilor, le dezvolt abilitile de gndire
(vorbire), contribuie la transferul de cunotine acumulate n timpul lecturii. Snt binevenite
exerciiile care l pun pe elev n situaia de a povesti despre ntmplri imaginare, n care ei i
atribuie un rol (personaj activ sau spectator).
Dac profesorul utilizeaz un exerciiu de modificare a subiectului le va cere elevilor
s construiasc un text sau o relatare n care s apar un personaj cu nsuiri morale i fizice
contradictorii personajului din textul propus.
ntrebrile formulate de profesor trebuie s ndemne elevii la aprecierea critic a
informaiei. Ele vor constitui un mijloc de declanare a diferitor tipuri de gndire la diferite nivele.
Orice tipuri de ntrebri snt importante, deoarece ele cer de la elevi cunotine pentru a putea
rspunde, profesorul, ns, va pune ntrebarea n aa fel, ca elevul s fie pus n situaia de a-i
exprima prerea sa proprie prin rspunsul la ntrebarea pus de profesor.

Metoda asocierilor.
Profesorul lmurete copiilor c fiecare cuvnt trezete anumite gnduri, sentimente,
senzaii. Astfel, numind un cuvnt, profesorul le cere elevilor s explice ce le-a aprut n imagine n
momentul cnd au audiat cuvntul.
Exemplu:
Ghiocel - srbtoarea de 8 martie;
747
 Prinii - casa printeasc"

Tehnica "Scriere liber".

Elevilor li se propune s scrie ntr-un timp limitat (5 minute) n baza unui proverb,
maxime, unui vers toate gndurile i asociaiile care le apar la audierea maximei. Elevii nu vor
corecta, nu vor reciti ce au scris, nu vor discuta. Scrisul va fi continuu pe parcursul timpului dat.
Antrennd astfel de tehnici i deprindem pe elevi s-i ordoneze gndurile i imaginaia, precum i
s-i exprime aceste gnduri.
Exemplu:
Citete proverbul latin: "Dojenete-i prietenii n tain i-i laud n public." Cu ce l
poi asocia?
Citete maxima "Cel mai preios bun este ara mea." Ce gnd i-a venit?

Conversaia euristic
Antreneaz elevii ntr-un schimb de ntrebri i rspunsuri la nivel superior, cu
intervenii de atitudini, de valorificare productiv i creatoare a materialului informaional. Ea
dezvolt celeritatea gndirii i ofer numeroase posibiliti n completarea pe orizontal i vertical
a arsenalului cognitiv n vederea antrenrii productive a capacitilor de comunicare. Elevii
efectueaz diverse investigaii n setul informativ stocat n memoria lor, compar, aleg, grupeaz,
probeaz pn descoper rspunsul care este o explozie meditativ copleitoare.

Conversaia didactic
Antreneaz elevii n formularea ntrebrilor i rspunsurilor la nivelul reproducerii
unei informaii cu intervenii creative n ea. Avantajul acestei conversaii este n ordonarea gndirii
i n stabilirea unei afeciuni de cunoatere, n stratificarea informaiei acumulate i pregtirea
elevului pentru o reproducere operativ n momentele de necesitate.
Conversaia didactic este recomandabil la primul nivel de operaionalizare a unui
volum de informaie cu trecerea treptat la o conversaie productiv.

Problematizarea.
Acest procedeu creaz o situaie-problem, oferind elevului posibilitatea de a cuta
prin efortul propriu soluia. nvarea devine un proces activ-cognitiv. Soluionnd situaia
problem, elevii vor aplica forele intelectuale, ingeniozitatea i munca independent. Se va ine
cont de faptul c profesorul va pune problema ce conine elemente de contradicie. nsuirea
problematic, ca i orice metod de nvmnt se aplic n ansamblu cu alte metode.
Exemplu:
Alctuii n scris o povestire cu unul dintre titluri:
"n ar strin nici primvara nu-i aduce bucurii".
"Acas i pereii i ajut"
V.Romanciuc a spus despre poveti urmtoarele: "Rul nu se lipete de casa unde
se spune zilnic mcar o poveste" Dar tu ce prere ai?

Asaltul de idei.
Una din metodele de stimulare a creativitii n grupuri este asaltul de idei, cnd elevii
genereaz un ir de idei i modaliti de elaborare a soluiilor. n grupuri se creeaz condiia de
colaborare i creativitate. Important este ca s participe toi membrii grupului la elaborarea ideilor,
fr a se admite opinii critice, ironii. Aceast metod, de obicei, se folosete la lucrul cu textul
literar, cnd se solicit modificarea liniei de subiect a textului, schimbarea finalului textului sau a
destinului unui personaj.

748
 Exemplu:
Alctuii un final fericit al
Modificai linia de subiect a poeziei
Schimbai soarta

Dezbaterea.
Metoda include elevii ntr-un schimb de informaii, preri, idei n cadrul unei teme sau
la o problem n discuie. Participnd la astfel de dezbateri elevul si dezvolt capacitatea de a-i
exprima opinia. Se admite orice idee. Chiar dac nu convine cuiva se critic ideea, dar nu acel ce o
promoveaz.

Studiul de caz
Este o descriere de situaie, care ncepe cu formula S admitem c... i elevul trebuie
s formuleze mesaje comunicative adecvate situaiei. Cazul trebuie s fie potenial real, s vizeze o
atitudine posibil n examinarea lui.
De exemplu: profesorul propune cazul: S admitem c la lecia de limba romn toi au
primit azi nota 10. Deci... Concluziile pe care le vor face elevii vor varia n funcie de experiena lor
comunicativ i de via, de mediul n care au fost formai ca personalitate.
Metoda desemneaz analiza i dezbaterea unei situaii specifice n vederea rezolvrii ei.
Elevul trebuie s formuleze mesaje comunicative adecvete situaiei.Studiul de caz contribuie la
dezvoltarea capacitilor intelectuale ale elevilor, pui n situaia de a analiza, de a rezolva
probleme, de a lua decizii optime. Etapele studiului de caz snt urmtoarele:
Sesizarea situaiei cazului;
Stabilirea variantelor de soluionare;
Susinerea hotrrii.
Concluziile elevilor vor depinde de nivelul lor de pregtire i de felul cum au fost
formai ca personalitate.

Disputa.
Elevul susine i argumenteaz punctul su de vedere ntr-un schimb de preri
contradictorii. Temele de convercaie se pot realiza ntr-o disput instructiv.
Exemplu:
"Ce nseamn s fii modern"(cu argumente pro i contra)
Interviul.
Sarcina de a lua interviu de la o persoan se poate realiza att de ctre un elev ct i n grupuri.
Interviul poate fi alctuit numai din ntrebri sau din ntrebri i rspunsuri presupuse. Interviul
poate fi la o anumit tem sau cu o anumit persoan (personaj).
Interviul n grup
Fiecare grup delegheaz un reprezentant care merge la celelalte grupuri i adreseaz
ntrebrile pe care le-a pregtit grupul. Rspunsurile se fixeaz. Toate grupurile lucreaz paralel.
Apoi reporterul revine n grup cu rspunsurile fixate i mpreun cu toi membrii grupului,
formeaz un mesaj n baza rspunsurilor.

Interviul (lips)
Un elev iese din clas, ceilali n grup de 34 elevi, rspund la un set de ntrebri ce-l
vizeaz pe elevul-lips:
Cum va proceda dac va ntrzia la lecie?
Ce va face imediat dup lecii?
Ce va deveni n via etc.
Elevii din grup rspund aa cum ar rspunde elevul-lips. Rspunsurile se noteaz.
Apoi este invitat elevul-lips care rspunde la aceleai ntrebri. Se compar, se fac
concluzii.
749
 Comunicarea nonstop
Lucru n grup. Profesorul spune un gnd i-1 transmite unui grup. Fiecare membru al
grupului i spune prerea referitor la acest gnd pn n momentul cnd profesorul transmite
cuvntul altui grup. Aici, de asemenea, se discut pn n momentul cnd profesorul reia un gnd din
discuie i-1 transmite altui grup etc. Important este s nu se ntrerupt comunicarea nici pentru un
moment.

Piramida povestirii:
Este o activitate de selectare, grupare, caracterizare, justificare etc. n baza textului.
1. ___
2. ___ ___
3. ____ ____ ____
4. ____ ____ ____ ____
5. ____ ____ ____ ____ ____
6. ____ ____ ____ ____ ____ ____
7. ____ ____ ____ ____ ____ ____ ____
8. ____ ____ ____ ____ ____ ____ ____ ____
1. Numele personajului principal;
2. Dou cuvinte ce descriu personajul;
3. Trei cuvinte ce descriu cadrul;
4. Patru cuvinte ce expun problema;
5. Cinci cuvinte ce descriu primul eveniment;
6. ase cuvinte ce descriu al doilea eveniment;
7. apte cuvinte ce descriu al treilea eveniment;
8. Opt cuvinte ce conin soluia.

Experimentul
Presupune o activitate n care profesorul nainteaz o tez, iar elevii, experimentnd, o
argumenteaz.
De exemplu: profesorul nainteaz teza: Toate substantivele neutre fac pluralul n -uri.
Propune materialul ilustrativ (o list de substantive de diferite genuri), elevii ncep lucrul (schimb
forma substantivelor prin aplicarea numeralului dou), fac constatri pentru fiecare caz, concluzii
generale, aducnd argumente sau contraargumente la teza naintat.

Portofoliul
Este o colecie de documente care reflect performana (rezultate ale testelor, notele,
premiile .a.)i produsele acesteia (lucrri scrise, analize i comentarii ale lecturilor, scrisori, desene
comentate, etc.), pe care elevul le realizeaz n procesul de nvare, n coal sau n afara ei.
Elevului i se poate acorda dreptul s-i aleag materialele concepute care s fie incluse n
portofoliu, dar tipurile de materiale snt indicate de profesor.
Profesorii i ali evaluatori utilizeaz portofoliul pentru a evalua performana elevului. Elevul poate
fi invitat s reflecteze asupra documentelor incluse n portofoliu, s discute semnificaia lor cu
profesorul. Aceste discuii, de asemenea, relev elementele ce trebuie luate n consideraie la
evaluare.
Metoda portofoliului subliniaz importana participrii elevului la procesul de evaluare, stimulnd
ingeniozitatea i implicarea personal n activitatea de nvare, dezvoltnd motivaia i oferind
profesorului date eseniale despre personalitatea i abilitile elevului.
Un portofoliu la limba romn n colile ar putea include:
harta republicii cu indicarea locului de natere a prinilor, bunicilor; a capitalei etc.
750
 date biografice i de creaie ale unui scriitor n baza unui plan (numele, motivele creaiei, opera
etc.);
scrisori, telegrame, descrieri;
interviuri reale / imaginare cu anumite personaliti;
creaii literare proprii;
dicionare ilustrate (n special n clasele II-VI);
contribuii la reviste colare;
proiecte/urri cu ocazii anumite;
lucrri scrise curente;
rspunsuri la chestionare / interviuri;
un jurnal de lectur (pentru o anumit perioad de timp, viznd crile citite i comentariile
realizate);
chestionare aplicate de profesor;
un referat pe o anumit tem etc.

Educarea creativitii elevilor reprezint obiectivul prioritar n ntreg ansamblul

procesului de nvmnt, deoarece procesul de modernizare al nvmntului urmrete
dezvoltarea gndirii creatoare a elevilor. Kant susinea c " gndirea uman exist numai prin
creativitate".
Eficiena educrii creativitii la elevi este dependent de pregtirea profesorului, de
perceperea lui de a dirija n mod judicios activitatea elevilor, de a subordona totalitatea mijloacelor
sale didactice obiectivelor propuse.

EVALUAREA PE BAZ DE PROIECT N ORELE DE FIZIC

Prof. Cruceanu Dyana,

coala Gimnazial Alexandra Nechita Vaslui

nvarea pe baz de proiect reprezint o metod alternativ, care ar trebui s treac de la

statutul de deziderat la cel de realitate fireasc a nvmntului romnesc actual, deoarece ofer
soluii pentru ca activitatea s fie eficient i atractiv pentru elevi, acetia devind autorii propriei
nvri, rezultatele nentrziind s apar n planul performanelor colare.
Aprut la nceputul secolului al XX-lea, proiectul este o metod activ participativ, un
produs al imaginaiei elevilor, care presupune transferul de cunotine, deprinderi, capaciti,
facilitnd abordrile interdisciplinare i consolidarea abilitilor sociale ale elevului. Metoda proiect
este fundamentat pe principiul nvrii prin aciune practic, cu finalitate real (learning by
doing), ceea ce i confer i motivaia necesar. Opus instruciei verbaliste i livreti, nvarea
prin realizarea de proiecte reprezint un mod mai cuprinzator de organizare a procesului de
nvmnt prin care pot fi satisfcute cerinele unei educaii pragmatice, n spiritul aciunii i
independenei n gndire. Este o nvare n profunzime n care copiii sunt stpnii propriei munci,
unde li se ofer libertatea de a alege dintr-o serie de posibiliti stabilite de cadrul didactic mpreun
cu elevii. Acest tip de nvare este croit dup nevoile i interesele individuale ale fiecrui elev, fapt
destul de greu de mplinit n toate tipurile de activiti din programul colar ( Teaching in the
Digital Age-Project Based Learning and Assessment Videocassette, The George Lucas Foundation
2002 )
nvarea bazat pe proiecte presupune selectarea de informaii, prelucrarea i sintetizarea
acestora, formularea de ntrebri care s cluzeasc investigaia, interaciuni n cadrul grupului,
comunicarea rezultatelor, corelarea lor, realizarea unui produs final.

751
 Etapele realizrii unui proiect:
Stimularea- sub coordonarea profesorului elevii discut idei legate de o tema, de regul,
dupa parcurgerea unei uniti de nvare.
Stabilirea obiectivelor- grupurile de lucru negociaz asupra coninutului, formei i
modalitii de prezentare a proiectului.
mprirea sarcinilor fiecare membru al grupului i asum o sarcin de lucru.
Cercetare/ creaie/ investigaie studiu individual al unor surse bibliografice.
Procesarea materialului este momentul n care profesorul poate semnala erorile de
coninut sau acurateea limbajului.
Realizarea formei finale discuii n grup privind unitatea de concepie, editare.
Prezentarea proiectului membrii grupului decid asupra formei de prezentare; profesorul
are rolul de monitorizare i evaluare.
Feed- back de la profesor, de la colegi (aprecieri, ntrebri, schimb de idei), auto-
evaluare.
Evaluarea proiectului
Pe toat durata proiectului, profesorul trebuie s asiste elevul/ grupul de elevi, ncurajndu-i
astfel:
s discute dificultile, aspectele care i nemulumesc sau pe care le consider insuficient realizate;
s-i autoevalueze activitatea i progresul;
profesorul poate s ntocmeasc fie de evaluare n care s consemneze observaii i aprecieri
asupra activitii;
pentru fixarea i evaluarea cunotinelor, profesorul poate recuge la un test cu itemi obiectivi i
subiectivi care s dea posibilitatea elevilor s reflecteze asupra produselor obinute.
Fi de evaluare a proiectului
Se va acorda un punctaj de la 1 la 10 pentru fiecare criteriu analizat i se va face media
pentru nota final, care va fi acordat ntregii grupe.

Criteriul Punctaj acordat Punctaj

final
INFORMAIA (corectitudine tiinific,
complexitate, structurare )
GRAFIC (tehnoredactare, imagini)
REALIZARE PRACTIC (materiale
folosite, solutii originale, aplicabilitate)
PREZENTARE (coeren, cursivitate,
originalitate, impactul asupra colegilor)

Formular pentru autoevaluare

Mi-am ajutat echipa prin:

Organizarea propriei nvri

Am identificat scopurile
Mi-am definit sarcinilor
Am fost cel care a determinat momentul de nceput al proiectului n echip
Am sugerat noi direcii i idei
Am fost primul voluntar cnd trebuia ndeplinit o sarcin

752
 Cutarea informaiilor
Am pus ntrebri
Am cutat fapte
Am solicitat clarificri din partea profesorului i colegilor
Identificarea resurselor
Am gsit i partajat resurse
Am oferit fapte i opinii celorlali membri ai echipei
ncurajarea membrilor echipei
Am rspuns entuziast celorlali
Am invitat orice coleg s participe
I-am determinat pe ceilali s se simt bine
Faciliteaz
discuiile
am ajutat la stabilirea prioritilor i la crearea direct
am ajutat la distribuirea sarcinilor
am ajutat la identificarea schimbrilor necesare i am ncurajat
producerea acestor schimbri
ntreab
am stimulat discuiile pentru a fi prezentate diferite puncte de
vedere
am eliminat ideile nevaloroase
rezolvarea problemelor :

am propus munca difereniat

am cutat soluii alternative
am ajutat echipa s ia decizii corecte

Avantajele evalurii pe baz de proiect :

este o metod alternativ de evaluare ce pune elevii n situaia de a aciona i a rezolva sarcini
n mod individual sau n grup, autotestndu-i capacitile cognitive, sociale i practice;
ofer ansa de a analiza n ce msur elevul folosete adecvat cunotinele, instrumentele i
materialele disponibile n atingerea finalitilor propuse.

BIBLIOGRAFIE:
1. Cerghit, I., Metode de nvmnt, Ed. Polirom, Iai, 2006
2. Ionescu, Mihaela, Managementul clasei.Un pas mai departe. nvarea bazat pe
proiect, Ed. Humanitas, Bucureti, 2003
3. Suport curs nvarea pe baz de proiect

753
 EDUCAIA INTERGENERAIONAL
PUNTE DE LEGTUR NTRE ELEVI I PRINI

Prof. nv. primar Iancu Valentina Monica- coala Gimnazial Nr. 66

Prof. nv. primar Simion Dorina- coala Gimnazial Nr. 82

nvarea intergeneraional reprezint o modalitate de valorificare a schimburilor de

practic ntre generaii. De asemenea poate fi i o modalitate prin care oameni de toate vrstele pot
nva mpreun i/ sau unii de la alii cu scopul de a obine noi cunotine, noi abiliti, noi
deprinderi.
Adulii, n cazul de fa-prinii i copiii au ansa de a interaciona n diferite perioade de
dezvoltare ale acestora. Familia este un factor, uneori decisiv, care contribuie la educarea copilului.
Tot familia este cea care exercit o influen destul puternic asupra propriilor copii. Primele
noiuni educative pe care copilul le primete sunt cele primite n snul familiei. n familie se
formeaz caracterul copiilor. Att prinii, ct i cadrele didactice, n timpul procesului de
nvmnt trebuie s intervin n numeroase i diferite situaii pentru a corecta comportamentul
elevilor. Odat copilul ajuns la vrsta precolar familia mparte ntr-o oarecare msur sarcina
educrii lui cu educatorii i pedagogii din coal; cei din urm vor contribui la completarea/
modelarea caracterului elevului avnd deja la baz ceea ce a realizat familia; cadrele didactice vor
avea de completat golurile din procesul instructiv-educativ care au scpat pn la aceast vrst i
l vor ajuta pe copil, n nelegerea i clarificarea unor situaii mai puin plcute pentru prini, cum
sunt cele legate de sentimentul de dragoste, de viaa sexual etc. mbinarea eforturilor educative din
familie i din coal este nu numai recomandabil dar i obligatorie, pentru c de multe ori pe
msur ce copiii evolueaz, prinii au de nfruntat alte i alte probleme care se ivesc la o alt
categorie de vrst i care se repet la generaiile urmtoare.
Prinii sunt primii care transmit copiilor cunotine, credine, valori i bune practici prin
intermediul activitilor informale. Posibil ca tot n aceeai msur i bunicii s poat participa la
transmiterea acestor cunotine, credine, valori sau bune practici, mai ales dac locuiesc alturi de
nepoii lor. Bunicii se bucur s povesteasc nepoilor amintirile i experiena lor de via, care vor
supravieui n felul acesta peste ani i ani. Pentru bunici, discuiile cu nepoii sunt oportuniti de
retrire a trecutului, iar pentru nepoi, povetile auzite le ofer un sentiment de identitate privind
trecutul familiei.
Aceste trasmiteri de informaii au loc n contexte formale atunci cnd activitile se
desfoar n coli, n care cadrele didactice mprtesc copiilor strategiile privind dobndirea
abilitilor de a citi, de a scrie, de a rezolva probleme, de a gsi soluii etc.
Prinii ncearc, i de cele mai multe ori chiar reuesc s comunice uor cu copiii lor, astfel
ei contribuind la modificarea i definirea modului de interrelaionare.
Copiii nva, rein i dezvolt informaiile primite din mediul n care triesc, pentru ca mai
trziu s le transforme n acte de comportament, n conformitate cu propriile lor nevoi. Ideal ar fi ca
prinii s reueasc s-l fac pe copil s accepte actul educativ nu ca pe un lucru fcut din
obligaie, ci ca pe o relaie profund, plin de afeciune i respect.
Odat cu dezvoltarea noilor tehnologii multimedia, a accesului la internet i a orientrilor
moderne ale programelor colare, care vizeaz formarea de competene necesare demersului de
nvare s-a creat o ruptur ntre generaii. Din acest motiv calitatea relaiilor dintre generaii este
uneori ngreunat. O soluie care s rezolve acest conflict ntre generaii este nvarea
intergeneraional-care poate aduce beneficii reale tuturor categoriilor de vrst implicate.
Prinii trebuie s regseasc un sprijin n instituia de educaie, s se simt binevenii pentru
a colabora cu educatorii, cu nvtorii, cu profesorii i a participa la orice activiti realizate cu
copiii. Cooperarea dintre prini i ntreaga echip de cadre didactice este esenial pentru a asigura
coerena i consecvena aciunii educaionale a celor doi factori de educaie asupra copilului,
precum i a celor dou medii n care copilul triete cea mai mare parte din perioada lui timpurie.

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 Pentru a se dezvolta armonios aceste interrelaii putem organiza activiti comune- prini i
copii. Un exemplu de astfel de activitate n care s-a realizat schimbul de experien a fost activitatea
desfurat ntr-un atelier de lucru, avnd ca tem Ziua Internaional a Femeii.
Activitatea comun a constat n realizarea unei cri cu titlul O carte mic, pentru o mam
i copilul ei iubit!
Activitatea a nceput cu un cntecel dedicat mamei. Apoi fiecare copil a transmis oral mamei
un mesaj n care i-a exprimat gndurile i sentimentele fa de fiina iubit. Dup transmiterea
mesajului fiecare copil i-a druit mamei obiecte lucrate de ei n cadrul orelor de arte vizuale i
abiliti practice( felicitare inimioar, buchet de trandafiri confecionat din hrtie creponat i
coulet cu flori).
Primele dou pagini au fost completate de ctre copii, respectiv de ctre mmici n care
acetia i-au transmis gndurile, sentimentele.
n continuare au avut de rezolvat un puzzle. Forma final fiind o inim, iar pe fiecare pies a
puzzle- ului copiii au scris cuvinte care s arate cu ce poate fi umplut inima unei mame( dragoste,
rbdare, respect, ncredere, iubire, lacrimi, nelegere etc).
mpreun mmici i copii au avut de realizat o vaz cu flori de primvar. Crticica mai
coninea portretul mamei- realizat la ora de arte vizuale. Portretele mmicilor pictate din
imaginaia copiilor, au fost afiate la tabl. Mmicile au fost invitate s se recunoasc, acest
moment strnind rsete de bucurie att din partea copiilor, dar i a mmicilor.
Un alt moment plin de distracie i amuzament a fost realizat doar de mmici, care au
participat activ la un joc: Plimb cadoul!. Pe fond muzical mmicile treceau din mn n mn
un cadou simbolic, mpachetat de mai multe ori. n momentul n care melodia se oprea, mama n
mna creia se afla cutia, o deschidea i ducea la ndeplinire sarcina scris( s cnte un cntecel, s
danseze, s recite o poezie, s spun o glum, s rspund corect la o ghicitoare).
Pe parcursul desfurrii activitilor alturi de copii, mmicile au realizat Copcelul
iubirii- acestea i-au colorat mna cu tempera verde i au imprimat-o pe ablonul unui copac, iar
copiii i-au colorat mna cu tempera roz i au imprimat-o peste mna mamei.
Activitatea s-a ncheiat cu un alt cntecel dedicat tot mamei.
Feedback-ul primit att din partea mmicilor, dar i al copiilor a fost unul pozitiv. Mmicile
au trit cele mai intense emoii, realiznd ct de important este s fii alturi de copilul tu, chiar i
pentru puin timp. Obiectivul acestei ntlniri a fost acela de a aduce n atenia prinilor, n atenia
societii faptul c implicarea tuturor partenerilor n activiti reale de interrelaionare, de conectare
pot aduce beneficii att dezvoltrii armonioase a familiilor, a colii- care formeaz n felul acesta o
legtur strns cu familia, precum i a comunitii.
Astfel de activiti ar trebui desfurate mult mai des, nu doar cu anumite ocazii. Atunci
cnd elevii, prinii, comunitatea devin i se consider parteneri n educaie, n jurul elevilor se
formeaz o comunitate de suport, care poate funciona ca un angrenaj bine pus la punct.
Parteneriatul coal- familie reprezint o component important n organizarea i desfurarea
activitii n coal i n clasele de elevi. Acestea nu mai sunt considerate doar o simpl activitate
opional, festiv sau o problem de natura relaiilor publice.
Scopul crerii unor astfel de parteneriate este dorina comun de a ajuta elevii s obin
rezultate foarte bune n acumularea cunotinelor la coal, ca s poat reui s peasc pe treptele
superioare ale nvrii i pentru pregtirea lor ca viitori aduli.
Considerm c indiferent de mediul economic sau cultural al familiei, cnd prinii sunt
parteneri cu coala n educaia copiilor lor, rezultatele determin performana elevilor, o mai bun
frecventare a colii, reducerea ratei de abandon colar i scderea fenomenului delicvenei.

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 EDUCAIA INTERGENERAIONAL
Prof. Olteanu Aurora
Liceul Tehnologic de Transporturi Auto-Craiova

Educaia n genere caut s realizeze trei scopuri, n care individualul i socialul se ntlnesc
i se ntretaie n fiecare moment. Pe de o parte, ea tinde s conserve i s sporeasc forele fizice i
psihice ale individului, pentru a fi capabil de maximum de randament de care are nevoie societatea.
n al doilea rnd, prin educaie se face armonizarea ntre individ i mediul social, cu ordinea sa. i
n sfrit, n al treilea loc, educaia vrea s fac din fiecare individ o personalitate creatoare de
valori sociale noi.
Cuvinte cheie: educaie, sociologie, funciile colii, stratificare social, mobilitate, inegaliti
sociale i inegalitatea anselor educaionale.
Tinerii i chiar copiii au un ritm de asimilare mintal i o extindere a abilitilor de care
dispun foarte alert, toate aceste datorndu-se accesului la noile tehnologii multimedia, accesului la
internet i a orientrilor moderne ale programelor colare care vizeaz formarea de capaciti i
deprinderi odat cu asimilarea cunotinelor necesare demersului de nvare. Auzim tot mai des
sintagma prpastia dintre generaii care, se pare, devine tot mai pregnant. Bunicii i chiar
prinii sunt surprini i realizeaz c nu mai pot ine ritmul cu nepoii/copiii lor. Unii prini se simt

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dezarmai fa n fa cu noile tehnologii, iar bunicii se simt dai la o parte n favoarea tabletei,
computerului sau telefoanelor de ultim generaie.
Dar oare nu exist o soluie comun? O soluie care s mbuntesc calitatea relaiilor
dintre generaii? Rspunsul este simplu i foarte la ndemn: nvarea intergeneraional o
resurs, din pcate puin utilizat i exploatat n cadrul sistemului de nvmnt din Romnia.
Acest tip de nvare poate aduce beneficii reale tuturor categoriilor de vrst implicate:
pentru copii, interaciunea cu adultul dezvolt abilitile de socializare, de comunicare i de
conectare la valorile i tradiiile socio-culturale;
-pentru aduli, aceast interaciune poate oferi oportuniti de nvare i dezvoltare a
abilitilor de lucru cu noile tehnologii, se pot conecta direc la preocuprile copiilor lor beneficiind
astfel de o capacitate crescut de cunoatere i interacionare;
-beneficiile pentru comunitate pot fi semnificative pentru c acest tip de nvare aduce
mpreun diverse categorii de vrst care colaboreaz i fac schimb de cunotine care pot constitui
o adevrat resurs de dezvoltare comunitar.
Acest colaborare poate avea loc la nivelul colii, prin activiti comune bunici-prini-copii
facilitate de nvtori/profesori, care pot cuprinde:
1. Cursuri de informatic i operare PC aceste cursuri ofer nepoilor/copiilor posibilitatea
de a-i nva pe bunici/prini cunotinele de baz n operarea datelor cu ajutorul computerului;
2. Albumul familiei activitate n care prinii i bunicii pot s aduc fotografii
semnificative care s reprezinte istoria familiei i s rspund ntrebrilor puse de copii pentru ca
acetia s poat descoperi ct mai multe despre trecutul i rdcinile lor.
3. Lectur i teatru aceste activiti sunt foarte uor de implementat, sunt distractive i
implic resurse minime; Bunicul ne citete, Mo Crciun pentru prini sau mici scenete
pentru serbare cu implicarea n rol, alturi de copii, a prinilor care doresc s participe, pot fi un
exempu de activiti intergeneraionale.
4. Ateliere de lucru pe diferite teme cu echipe constituite din membrii unei familii.
5. Invm de la copii poate fi o activitate n care prinii/bunicii pot nva cum se
realizeaz un origami, un colaj sau jucrii din materiale reciclabile.
6. Costumul popular sau Colinde de demult pot constitui um material valoros de
nvare pentru copii.
Prin aceste activiti putem imprima o dinamic nou n domeniul educaiei care poate
dobndi n timp o recunoatere a valorii sale: practica de nvare ntre generaii. Aceste activiti de
tip pereche copii i prini/bunici mplicarea lor n activiti autentice de promovare a
demersului civic i de conectare social pot aduce un plus de valoare familiei, colii i comunitii.
Proiectul S nvm de la copii, a urmarit s formeze atitudini civice pozitive la nivel de
comunitate, n scopul dezvoltrii acesteia. S-a pornit de la lucruri tiute dintotdeauna: copiii sunt
prezentul i viitorul, sunt oglinzi care pot s arate faa rea sau bun a vieii, sunt cei pentru care
nimic nu este imposibil, sunt cei care i pun n micare pe aduli. Proiectul s-a derulat pe o perioda
de cinci luni i i-a propus ca, prin intermediul artei, s lanseze ctre oamenii din comuniti teme
de gndire despre modalitile de comportament civic, despre iniiative locale, precum i
sensibilizarea organelor locale n legatur cu ceea ce este bine i ceea ce nu merge bine ntr-o
localitate. Un alt obiectiv al proiectului l-a reprezentat discutarea cu adulii din sat a problemelor
identificate. Cei mari s-au hotrt s participe mpreun cu copiii la aciuni care s fac n aa fel
nct visele lor s devin realitate. S-au ntlnit de mai multe ori, au analizat problemele i au pus la
punct planuri de aciune pentru a le rezolva. n aceast perioad n satele n care s-a derulat
proiectul s-au nfiinat Cluburi de dezvoltare comunitar, unde se discut despre viaa din satul lor i
modaliti de a o face mai placut. n finalul proiectului copiii au prezentat pe scenele cminelor
culturale spectacole de teatru comunitar concepute de ei sub ndrumarea unor actori profesioniti.
Dei la nceput muli dintre aduli au fost reticeni fa de proiectul copiilor, n final au realizat c
cei mici le-au dat o adevarata lecie de via. Au nvat c se pot organiza i pot rezolva unele
probleme comunitare cu propriile fore. n piesele de teatru copiii au artat realitatea, ceea ce se
intampla n sate, fiind expuse att problemele prinilor, ct i cele ale Consiliului Local. n rolurile
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interpretate de ei se regseau cei mari, adulii, prinii, fraii, vecinii, rudele lor. Adulii au ineles c
trebuie s-i asculte pe copii, s le aud visele, c au multe s le spun i c trebuie s-i sprijine. Au
realizat c problemele satului trebuie rezolvate i c nu trebuie sa fie abseni, ci prezeni la tot ce se
intampl n jurul lor. Cert este faptul c oamenii din sate i-au deschis ochii, au neles ce au vrut
copiii sa le transmit i au ajuns la concluzia c trebuie s-i susin, dup posibiliti, cu tot ceea ce
vor s realizeze pentru comuniti. nvarea intergeneraional a fost vizat de la bun nceput de
acest proiect, spectacolul jucat de elevi fiind conceput pentru spectatori aduli. Astfel, spre
deosebire de scenetele obinuite jucate de colari, subiectele au fost inspirate din viaa oamenilor
mari i publicul int a fost reprezentat de aduli i nu de colegii actorilor. n concluzie, lipsa de
prejudeci i de experien a copiilor le confer acestora o viziune revoluionar asupra
comunitii, inclusiv asupra rolului i a modului de funcionare a instituiilor sale. nvnd
mpreun cu ei, adulii nu au dect de ctigat o nou perspectiv asupra societi, mai apropiat de
cea a ceteniei active. Entuziasmul i nonconformismul copiilor i pot ajuta pe aduli s i
depeasc vechile cadre mentale i s ias din cutia gndirii conformiste.

EDUCATIA INTERGENERATIONALA

Prof. Raducan Carmelia

Liceul Tehnologic de Transporturi Auto-Craiova

Educaia este un concept definit de sociologie n termenii aciunii sociale. Definiia din
Dicionarul de sociologie dat educaiei este urmtoarea:
Educaia este ansamblul de aciuni sociale de transmitere a culturii, de generare, organizare i
conducere a nvrii individuale sau colective.
Emile Durkheim spune c: educaia e aciunea exercitat de generaiile adulte asupra celor care
nu sunt coapte pentru viaa social; ea are ca obiect s provoace i s dezvolte la copil un numr
oarecare de stri fizice, intelectuale i morale pe care le reclam de la el att societatea, n
ansamblu, ct i mediul special cruia i este destinat.
Diminuarea rolului familiei i creterea rolului colii n educaie
Crearea fiinei sociale a copilului se desfoar de ctre instituii ca:familia,
coala, biserica. Educatorii se deosebesc de cei educai n principal prin faptul c sunt cunosctori
i exponeni ai sistemului de valori i norme dintr-o colectivitate. Acest fapt este criteriul
legitimitii autoritii educative, care o deosebete de autoritatea din domeniul economic, juridic,
etc.
Problema esenial a aciunii educative const n a face din individ, simultan, un membru al
unui grup particular i al colectivitii n ansamblul ei.
Familia ar trebui s ndeplineasc o educaie pe dou dimensiuni: unaparticular, suficient
unui grup anume i o dimensiune general care s asigure interiorizarea normelor pentru viaa n
societate. Dar educaia ntr-o familie restrns modeleaz indivizii insuficient din punctul de vedere
al spiritului de disciplin i al altor aspecte cerute de societate; ea nu prea dezvolt nici altruismul,
responsabilitatea. n familie relaiile nu se mai bazeaz pe autoritate, pe norme, ci pe sentimente, pe
mprejurri particulare, pe negocieri de roluri, astfel c familia cu greu asigur premisele fiinei
sociale. Datorit exacerbrii sentimentelor, familia nu reuete s dezvolte autonomia copiilor i
rareori metodele educative folosite de prini sunt i constrngtoare.
coala devine n prezent instituia care-i propune s educe spiritul de disciplin, ataamentul
la scopuri colective, autonomia persoanei. Motivul const n faptul c n coal relaiile sunt mai
impersonale, mai neutre, regulile sunt aplicate mai consecvent, autoritatea e mai puternic dect n
familie.

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3. Funciile colii
coala, aceast instituie att de onorabil, att de preuit n societate, exercit mai multe
funcii. n viziunea lui Traian Rotariu, ele se grupeaz n dou categorii: Funcii postulate,
recunoscute, explicite; Funcii nepostulate, implicite, de multe ori involuntare. Sociologia trebuie s
le evidenieze i s evalueze dac ultimele sunt efecte secundare sau urmri tacite ale educaiei.
Funciile postulate ale colii sunt:
1) Funcia de educare sau integrare social a indivizilor prin care se formeaz deprinderi i
convingeri pentru respectarea normelor de convieuire. Constatm c aceast funcie se
exercit tot mai precar n prezent!
2) Funcia de asigurare a instruciei sau transmitere a motenirii culturale. coala contribuie
la formarea culturii generale, care n societatea informaional, nu mai poate fi asigurat
doar de familie sau biseric.
3) Funcia de pregtire profesional, n sensul c coala asigur o diplom care adeseori
permite ocuparea unui post pe piaa muncii.coala pregtete pentru o specializare, aspect
necontestat, dar controversat n ce privete momentul declanrii lui.
Funciile nepostulate ale colii sunt :
1) Alocarea de statusuri i pregtirea pentru roluri sociale. O diplom nu d numai dreptul de
a practica o meserie, dar ofer ansa ocuprii unei poziii sociale, plasarea ntr-o ierarhie.
Exist strns corelaie ntre nivelul diplomei colare i statusul social al persoanei. Chiar i
diplomele care nu atest pregtirea strict ntr-o profesie sunt necesare pentru accesul la o
anumit poziie social.
2) Reproducerea structurii sociale. O anumit organizare a societii se reface prin nlocuirea
succesiv a generaiilor de ctre cele noi, care trec prin coal i prin educaia formal
dobndit acced la diferite poziii sociale.
3) Asigurarea mobilitii sociale, adic micarea n spaiul social. coala mediaz relaia
dintre mediul de provenien, sau de origine i destinaia social.
Relevarea celei de a doua categorii de funcii nu intenioneaz s ubrezeasc ncrederea
general n coal, ori s-i deschid acesteia un proces de rea intenie. Ea se dorete o prezentare
complet, cu precizarea c, n viaa social, efectele secundare uneori nebnuite, pot genera
coliziuni de interese.

ROLUL COLII N SISTEMUL STRATIFICRII SOCIALE I A EDUCAIEI

INTERGENERAIONALE
Prof.Raducan Paul-Nelu
Liceul Tehnologic Auto-Craiova

Stratificarea social nseamn aezarea ierarhic a indivizilor n spaiul social. Ea se poate

realiza prin motenire, cstorie sau alte filiere ca cea religioas, politic, militar sau prin educaie.
n societile moderne industriale, care nu mai accept motenirea statusului social, coala a devenit
instituia selectiv cea mai nsemnat: coala a fost i este considerat cea mai important
instituie prin intermediul creia se realizeaz mobilitatea intergeneraional.( Tr.Rotariu i P.Ilu
(coord.), Sociologie)
Educaia era considerat o trambulin social. Dezbaterile asupra democratizrii societii
aveau n centrul lor rolul sistemului de nvmnt n acest proces. Impresia general prin anii 1950
era aceea c coala ar fi singura instituie social care ar putea duce la diminuarea inegalitilor
sociale. ntrebarea era dac reuea coala s asigure selecia social i care ar fi exact rolul
educaiei n mobilitatea social. Rspunsul l dduse de fapt Pitirim Sorokin nc de prin 1921 i
era negativ. Aceast opinie n-a fost luat n considerare i s-a produs o explozie a nvmntului,
mai ales la nivelele superioare.
S-a conturat percepia c inegalitatea din domeniul cunoaterii ar fi una din cauzele
inegalitilor sociale.
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Inegaliti sociale i inegalitatea anselor educaionale
n delimitarea acestor concepte se pornete de la un citat selectat din lucrarea cu titlu de
rezonan a lui Edgar Faure A nva s fii":
Egalitatea de acces n nvmnt nu este totui dect o condiie necesar dar nu i suficient
a democraiei educaiei, cu toate c adesea s-a vzut n aceasta scopul n sine al democratizrii [...]
Egalitatea de acces nu nseamn i egalitatea anselor".
Egalitatea anselor n faa nvmntului pentru copiii provenii din diferite clase sociale a
constituit o tem major a dezbaterilor n domeniul educaiei.
Egalitatea de anse, respectiv inegalitatea de anse sunt concepte mai complicate, care trebuie
deosebite de simpla inegalitate.
"Inegalitatea reflect gradul de dispersie a indivizilor dup o caracteristic dat"( Rotariu, T.,
coala i mobilitatea social n rile capitaliste dezvoltate), de exemplu dup venit. Expresia
"inegalitate social" o folosim atunci cnd intervine un proces de evaluare conform unor criterii
social acceptate, ale unor caracteristici.
Inegalitatea de anse, n schimb, face apel la dou caracteristici, dintre care una este
dependent de cealalt. Inegalitatea de anse n faa colii compar o anumit origine social a
copiilor, inclus ntr-un sistem ierarhic, cu nivelul colar atins de ei.
Preocuparea pentru egalitatea anselor provine din faptul c educaia este "un bun de
consum" dezirabil i chiar mai mult, este "un bun investiional": cu ct se dispune de el n msur
mai mare, ansele pe piaa muncii tind s se mbunteasc. Educaia capt semnificaie sporit,
n general pentru statusul social i n special pentru transmiterea situaiei sociale dinspre prini spre
copii.
Dup considerentele lui Raymond Boudon, este clar c, dac n-ar fi legat de inegalitatea
anselor sociale, inegalitatea anselor n faa nvmntului n-ar avea dect o importan social
redus.
i totui, anumii cercettori precum Jencks, afirmau c inegalitatea n faa colii are doar
efecte slabe asupra inegalitilor de status, iar o politic de egalizare a anselor n domeniul
educaiei nu ar avea alte consecine dect apropierea n ce privete consumaia colar ntre diverse
categorii.
"Dar este evident - conchide Traian Rotariu - c o asemenea opinie nu este ntru totul
mprtit de majoritatea sociologilor fiindc altfel, problema inegalitilor colare ar ocupa un loc
mult mai modest n preocuprile lor"
Abordarea contemporan sociologic a procesului educional
Inegalitatea anselor colare const n faptul c numrul tinerilor provenii din diferite
categorii sociale care acced sau absolv diferite trepte de nvmnt nu este proporional cu
efectivele acestor categorii n cadrul societii. Mai precis, descendenii categoriilor sociale
superioare termin treptele colare nalte n proporie mai mare dect descendenii din categoriile
inferioare.
Astfel de inegaliti se gsesc pretutindeni, chiar i acolo unde exist gratuitatea
nvmntului la toate nivelele. Sociologia educaiei are menirea de a semnala i a msura
intensitatea inegalitilor i de a gsi teorii explicative. Unul din motivele inegalitii anselor n
faa colii e caracterul piramidal al sistemului de nvmnt. Obiectivul politicii colare trebuie,
deci, s fie nu numai egalitatea intrrilor n sistemul de nvmnt ci i a ieirilor.
Reformele nvmntului au iniiat lrgirea treptelor superioare de cuprindere n dorina
creterii mobilitii. Dar n condiiile inegalitii de anse, locurile puine din vrful piramidei
colare sunt ocupate de cei care provin din straturile superioare ale societii. Diplomele astfel
dobndite le permit ntoarcerea n straturile similare cu cele de provenien. Deci provoac
imobilitate social. Doar cnd fragmentul din vrful piramidei colare se lrgete i cnd se
epuizeaz posibilitile de recrutare a copiilor din straturile superioare ncep s ptrund i copii
(tineri) din zonele sociale mai joase i vor obine o diplom superioar. ns acest proces de
nmulire a diplomelor va genera devalorizarea lor.

760
 O imagine complet i n profunzime asupra relaiei dintre sistemul de nvmnt i
mobilitatea social, o ofer lucrarea lui Raymond BoudonL'ingalit des chances (1973). Lucrarea
ncearc s demonstreze rolul sistemului colar n procesul de mobilitate intergeneraional cu
intenia de explicare a reprezentrii empirice potrivit cruia, dei sistemul colar a cunoscut o
dezvoltare considerabil la toate nivelurile sale (i concomitent o reducere a inegalitilor colare
ntre indivizii diverselor categorii sociale) nu s-a constatat o cretere proporional a volumului
mobilitii sociale. Este pus sub semnul ntrebrii capacitatea de mobilitate mai accentuat a
societii, sub aspectul micrii indivizilor de la o poziie social la alta. Principala vinovat de
naterea acestui paradox este maniera de abordare silogistic a mobilitii sociale, care nu face dect
s sesizeze separat (i s opun) dou aspecte complementare ale aceluiai fenomene:
a) existena unei puternice inegaliti de anse n faa nvmntului a unei influene mari a
nivelului de instrucie asupra statutului social i a unei inegaliti a anselor sociale (deci o
mobilitate social);
b) o inegalitate a anselor pentru fiecare individ de a obine un status (egal superior sau
inferior tatlui) oricare ar fi nivelul de instituie ca i cum inegalitatea anselor de mobilitate n faa
nvmntului nate o egalitate ataat la diferite nivele colare.
Raymond Boudon arta, cu ajutorul unei proceduri de simulare, c acest fenomen de
coexisten a dou procese n aparen contradictorii (dezvoltarea sistemului colar i stagnarea
mobilitii) este posibil.
Raymond Boudon consider c se observ o reducere a inegalitii colare,
reducere explicabil prin intervenia unor variabile exogene (atenuarea inegalitilor economice,
sau endogene creterea cererii de educaie din partea tuturor categoriilor sociale) dar o reducere
din ce n ce mai lent.
Ct privete celalalt termen al educaiei care genereaz inegalitatea de anse colarizarea
Raymond Boudon mpartete ideea decolarizrii ca soluie pentru diminuarea sensibil a
inegalitilor colare n sensul unei mai mari adaptabiliti la schimbarea sistemului de nvmnt a
unei legturi cu societatea global.
Sociologic ansa social este un concept foarte complex, cu resorturi adnci i multiple ce
antreneaz elementele ntregului sistem social, un loc aparte ocupndu-l dinamica suprastructurii.
Rezolvarea practic a egalizrii anselor ine de o deosebire mai accentuat asupra
structurilor n special al sistemului de nvmnt dar nu se rezum la att.

BIBLIOGRAFIE:
1. Boudon, Raymond (coord.), Tratat de sociologie,Editura.Humanitas, Bucureti, 1997
2. Durkheim, E., Educaie i sociologie, Editura Didactic i Pedagogic Bucureti, 1980
3. Faure, Edgar, A nva s fii, Editura Didactic i Pedagogic, Bucureti, 1974, p. 122
4. Georgescu, Maria-Ana, Educaie i mobilitate social, Editura Tipomur, Tg.Mure,
1998
5. Halsy, A. & Heath, A. & Ridge, J., Origins and Destinations, Clarendon
Press, Oxford, 1980, p. 201
6. Rotariu, Traian - coala i mobilitatea social n rile capitaliste dezvoltate, Editura
tiinific i Enciclopedic, Bucureti , 1980, p. 18,21
7. Rotariu, T., & Ilu, Petru, (coord) Sociologie, Editura Mesagerul, Cluj-Napoca, 1996,
p.116-121, p.125
8. Weiss ,Carl, Pdagogische Soziologie, Leipzig, 1922, p. 23
9. *** - Dicionar de sociologie coord. Zamfir Ctlin, Editura Babel, Bucureti,
1994, p.202
10. ***- Dicionar de sociologie, Larousse, Editura Univers enciclopedic, Bucureti, 1996

761
 PLEDOARIE PENTRU ACTIVITATEA FIZIC

Prof. Enescu tefan Paul i Prof. Enescu Angelica

Liceul Teoretic Aurel Vlaicu, oraul Breaza, Prahova

Activitatea fizic realizat n mod regulat este asociat cu o via mai lung i mai sntoas,
cu un risc sczut al bolilor cardiovasculare, diabet, obezitate i chiar cancer. Practicarea activitilor
de educaie fizic i sport la un nivel calitativ ridicat n instituiile de nvmnt reprezint o parte
important a unui program educaional comprehensiv, bine conturat i un mijloc de promovare pe
termen lung a strii de sntate i bunstare.
Pe zi ce trece, apar din ce n ce mai multe dovezi privind beneficiile activitilor fizice
asupra sntii. n acelai timp, studii de cercetare realizate la scar larg scot n eviden
mbuntirea performanelor colare i abilitilor cognitive n strns legtur cu mrirea timpului
alocat educaiei fizice. Investigaii recente au artat o corelare puternic ntre fitness-ul aerobic i
performanele academice, msurate n notele obinute la anumite examene, teste sau obiecte de
nvmnt. Mai mult, elevi crora li s-au nlocuit cateva din orele alocate pentru materiile de
examene naionale cu ore de educaie fizic i sport au avut rezultate asemntoare sau chiar
mbuntite fa de colegii lor care nu au fost cuprini n program. Activitatea fizic are un impact
pozitiv mpotriva fumatului, insomniei, depresiei i anxietii. Nu n ultimul rnd, se poate meniona
faptul c elevii supraponderali au o rat mai mare a absenteismului la coal comparativ cu ceilali
colegi ai lor.
Organizaii naionale i mondiale, cum ar fi UNESCO, Organizaia Mondial a Sntii,
Asociaia American a Inimii, Societatea American a Cancerului, Asociaia American a
Diabetului, Centrul pentru Prevenirea i Controlul mbolnvirilor, Institutul Naional American de
Medicin .a., recomand 150 minute de educaie fizic i sport n fiecare sptmn pentru elevii
din nvmntul primar i 225 minute pe sptmn pentru cei din nvmntul gimnazial i liceal.
Cel puin 50% din aceste perioade ar trebui s fie alocate activitilor fizice cu efort moderat ctre
viguros.
Dup aceast scurt prezentare a necesitii educaiei fizice i sportului pentru copii i tineri,
s vedem care este realitatea n Romnia i ce ne arat statisticile despre implicaiile lipsei activitii
fizice la nivel naional.
ara noastr este departe de recomandrile Organizaiei Mondiale a Sntii. Cu 100 minute
pentru clasele I-VII i 50 minute pentru clasele VIII-XII oferite n trunchiul comun, nu pot fi atinse
obiective precum meninerea i mbuntirea strii de sntate, prevenirea obezitii, a bolilor
cardiovasculare, influenarea metabolismului, formarea unor obinuine, un stil de via sntos etc.
Din pcate, din anul 2009 elevii de liceu, cu excepia clasei a X-a real, au alocat o singur or n
trunchiul comun, foarte puine fiind colile care acord mai mult. Din lipsa fondurilor, aprobrile
pentru pregtirea echipelor reprezentative sunt date numai n cazul necesitii rentregirii normelor
profesorilor, restul rmnnd un vis frumos pentru elevi.
S revenim la datele i clasamentele care ar trebui s trezeasc responsabilii politicilor educaionale
cu privire la numrul de ore alocat educaiei fizice n trunchiul comun.
1. Inactivitatea fizic a fost identificat ca fiind pe locul al IV-lea ntre factorii de risc pentru
mortalitate, cauznd la nivel global peste 3,2 milioane de decese anual i la nivel european peste 1
milion de decese (cca. 10% din total).
2. Romnia ocup locul 34 din 36 ntre rile europene n studiu privind sperana de via la
natere.
3. Romnia ocup locul I n Uniunea European la mortalitate infantil.
4. Romnia ocup locul I n clasamentele privind i persoanele de sex feminin i cele de sex
masculin la supraponderali din Uniunea European.
5. Romnia ocup locul al II-lea n clasamentul Uniunii Europene privind decesele avnd
cauz bolile sistemului circulator.

762
6. Romnia ocup locul al VII-lea, dintre 33 ri europene n studiu, privind decesele avnd
cauz bolile cardiace.
7. Din punct de vedere al activitii fizice, n Romnia, peste 39,9% din populaia peste 15 ani
este insuficient activ (47,9% de sex feminin i 31,2% de sex masculin).
8. Organizaia Mondial a Sntii recomand, n urma studiilor realizate, ca tinerii i copiii
cu vrsta ntre 5-17 ani (de vrst colar) s realizeze activiti fizice de intensitate peste medie
timp de cel puin 60 minute zilnic. Mrirea acestui interval va aduce beneficii suplimentare la
sntate. Activiti fizice intense ar trebui realizate cel puin de trei ori sptmnal, incluznd cele
de ntrire muscular i a oaselor.
9. Romnia nu are o strategie, plan de aciune sau politic operaional pentru reducerea
inactivitii fizice i/sau promovarea activitii fizice. Se iau n considerare msuri concrete, cu
efecte clare, nu protocoale, promisiuni, strategii pe hrtie.
10. Romnia nu are o strategie, plan de aciune sau politic operaional pentru reducerea
supraponderalitii/obezitii.
11. Peste 60% din populaia Romniei nu au practicat activiti sportive organizate niciodat n
timpul liber (excluznd orele obligatorii de la coal). Comparnd rezultatele din 2009 cu
rezultatele din 2015, se observ o cretere ngrijortoare de 11 procente.
12. Numai 47% dintre respondeni au artat c sunt interesai de mbuntirea strii de sntate
i numai 12% au spus c sunt interesai de mbuntirea condiiei fizice.
Toate datele negative prezentate mai sus au legtur direct sau indirect cu lipsa activitii
fizice la nivel naional i exemplele pot continua. Sperana media de via, mai mic cu cca. 10 ani
dect a Uniunii Europene, are legtur direct cu lipsa unui stil de via sntos, stil care se
formeaz nc din perioada copilriei. n prevenirea i tratarea multor boli, activitatea fizic joac
un rol important, alturi de cel al medicamentelor.
Oare cnd se va nelege importana activitii fizice n sntatea poporului romn?
Politicile educaionale din Romnia au condus la existena unei singure ore/ sptmn
ncepnd cu clasa a VIII-a, pn la clasa a XII-a. n cadrul facultilor, situaia este i ea dramatic.
Dup intrarea n piaa muncii, puini sunt aceia care mai practic activiti fizice... i aceia
ajung s s aib copii, copii cu probleme din ce in ce mai mari, mai multe...
Mai nou, se cer mai multe ore n trunchiul comun dar, din lips de spaii si materiale, s se
poat veni cu adeverine c se practic o ramur sportiv la un club.
De ce oare, ne temem c instituia adeverinei obinut foarte uor, va deschide noi ci
micilor afaceriti, dornici de noi ctiguri uoare sau favoruri?
n sperana c semnalele date de Ministerul Sntii din ara noastr, n urma studiilor
fcute pe generaia tnr, vor fi luate n considerare de factorii decizionali pentru a avea o
populaie sntoas, profesorii de educaie fizic i sport mpreun cu majoritatea elevilor ateapt
mcar revenirea la dou ore pe sptmn alocate micrii.

763
 NVMNTUL SIMULTAN, O PROBLEM SAU O SOLUTIE PENTRU
NVMNTUL RURAL?

Profesor nvmnt primar: Brbu Ileana-Felicia

coala Gimnazial Mueteti, comuna Mueteti, jud.Gorj

n ultima perioad n Romnia, sistemul de nvmnt a suferit modificri profunde. Legea

nvmntului a fost modificat de nenumrate ori, dar s-a inut oare seama de adaptabilitatea
tuturor resurselor, mai ales a celor umane la aceste schimbri ?
M voi referi n special la nvmntul n condiiile de simultaneitate, unde creativitatea
nvtorului trebuie s fie maxim datorit faptului c i n colile de acest tip Curriculumul
Naional este acelai ca pentru colile unde predarea/nvarea se face la clase omogene. Volumul
de informaii este acelai pentru toi elevii de acelai nivel i trebuie gsite cele mai bune soluii
pentru ca i elevii din zonele rurale s poat s beneficieze de aceleai drepturi cu toi copiii din
Romnia.
Soluionarea acestei probleme a fost n accepiunea unora comasarea colilor, dar s-a
ntrebat oare cineva care este influienena acestei decizii asupra dezvoltrii micului colar ?
Aciunea Microbuzul cred c este mai mult duntoare dect benefic asupra micului
colar dac ne gndim c acesta va trebui s se trezeasc cu cel puin o or mai devreme i ajunge
acas cu una sau dou ore mai trziu. Cnd mai are timp pentru copilrie ?
Toat lumea blameaz Epoca de aur (chiar i eu) dar nu ar fi trebuit oare s pstrm ce era
bun atunci cnd se gseau resurse pentru construirea de coli chiar i pentru 4-5 elevi?
Normarea dup numrul de elevi conduce spre desfiinarea colilor primare ceea ce duce la
desfinarea colilor din satele izolate i implicit, n accepiunea mea, la ,,mutilarea copilriei
colarilor mici din aceste zone.
- n ultima vreme nu se mai pune problema nvmntului n condiii de simultaneitate. n
ghidurile i metodicile actuale se menioneaz prea puin despre modalitile i procedeele de
predare/ nvare n condiii de nvmnt simultan .
Tinerii absolveni se gsesc n faa unei situaii deosebite creia, uneori nu pot s-i fac fa.
Oamenii de la ar sunt sraci i de cele mai multe ori nu le pot oferi celor mici aceleai
condiii ca celor de la orae, iar nvtorul va trebui s se descurce nu numai cu organizarea
colectivului de elevi n condiii deosebite ci i cu materiale didactice puine , uneori nvechite sau
inexistente.n astfel de condiii creativitatea nvtorului va fi deosebit de important. Dasclul de
la clase simultane va trebui s realizeze competenele ntr-un timp de dou, trei, patru ori mai scurt
i s ajung la aceleai standarde de performan.
Pentru a putea atinge competenele specifice i generale pe fiecare disciplin, capacitatea i
priceperea nvtorului de a mbina cu dibcie activitatea independent cu cea direct constituie
elementul hotrtor n obinerea performanelor n astfel de situaii. nvmntul simultan ofer
ns avantajul pentru micii colari de a nva de la cei mai mari.
nvarea intergeneraional presupune a nva unii de la alii indiferent de generaie.
Dei n nvmntul tradiional transmiterea de informaii se fcea numai dinspre cadrul didactic
spre elevi, de la adult la copil n epoca actual exist tot mai multe situaii cnd generaiile mai mari
pot s nvee de la cei tineri.
De multe ori am avut de nvat de la elevii mei, de la copiii mei.
Dac sunt ascultai cu atenie, spun lucruri interesante iar faptul c sunt ascultai la d
ncrederea de sine care este att de necesar n condiiile actuale.
nvarea intergeneraional conduce ctre o colaborare eficient ntre diferite categorii
umane. Pentru aceasta rolul invatorului este foarte important.Pstrnd o strns legtur cu familia
va putea s i instruiasc i pe prini/bunici pentru ca acestia s i asculte copii/nepoii favoriznd
dezvoltarea unui climat afectiv benefic pentru toi.

764
 ntocmirea orarului la clasele cu predare simultan este o problem mai ales cnd se lucreaz
cu patru clase, iar elevii stau n sate izolate i nu pot fi adui la coal cu program decalat pentru
cte dou clase.
n anul colar 2013/2014 am fost nevoit s lucrez cu 4 clase n intervalul orar 8 00-1300
deoarece aveam n clas 3 frai clasa pregtitoare, a II-a i a III-a, care veneau dintr-un sat izolat i
pentru a parcurge distana de acas pn la coal aveau nevoie de 50 minute de mers pe jos, prin
pdure. Dac ar fi fost s respect orarul decalat cel puin unul dintre ei trebuia s mearg singur prin
pdure sau mama s fac 4 drumuri dus-ntors ceea ce i ocupa tot timpul de la ora 700 la 1500.
O alt problem n ntocmirea orarului este aceea c acesta trebuie s ina seama de curba de
efort intelectual a copilului. nvtorul va trebui s gseasc cele mai bune soluii pentru ca
materiile mai ,,grele (mai ales matematic i explorarea mediului) s nu fie dup ora 1000.
Dozarea timpului la clasele cu predare simultan trebuie fcut cu vigilen i exigen,
fiecare minut s fie folosit cu maxim eficien n folosul elevului.
Avnd n vedere c la elevii mai mici care sunt la nceput abilitile de munc independent
acum se nformeaz nvtorul va rezerva primele minute ale unei secvene didactice pentru cei
mai mici, acetia avnd o capacitate de concentrare a ateniei mai mic i cea de raionalizare a
timpului este mai sczut.
n ntocmirea planificrilor pentru clasele simultane cred c ar trebui s fie luate n
considerare mai multe aspecte.
Dificultile pot fi eliminate cel puin prin etapizarea fiecrui nivel de nvare n parte ,
proiectndu-se astfel activitile orare, nct s obinem module comune la toate obiectele de
nvmnt, pentru a stimula simultan elevii celor dou, trei sau patru clase cu program de nvare
simultan. n felul acesta, se diminueaz lipsa de timp i se creeaz o antrenare didactic
motivantatt pentru elevi ct si pentru invtor.
Pentru orele de arte vizuale i abiliti practice precum i pentru cele de muzic i micare,
activitile s se desfoare n aceeai or, s fie abordate aceleai teme principale, dar difereniat
pe fiecare clas n funcie de competenele specifice fiecrui nivel.
Dei n metodicile i ghidurile de specialitate se utilizeaz frecvent combinarea orelor de
comunicare in limba romn sau cele matematic i explorarea mediului cu cele de arte vizuale i
abiliti practice, din experien am constatat c mai ales pentru elevii din clasa pregtitoare i clasa
nti este dificil s se concentreze asupra a ceea ce au de fcut n timp ce colegii lor deseneaz, fac
diferite colaje, modelaje, etc.
Activitatea n condiii de simultaneitate implica i utilizarea metodelor i procedeelor activ-
participative precum i a metodelor interactive de grup.Utilizarea frecvent a acestora va da un
dinamism sporit activitilor, va contribui la rezolvarea problemelor de comunicare, de relaionare,
de invare reciproc,de responsabilizare,e.t.c.Activitile n grup mi-au demonstrat c elevilor li se
dezvolt spiritul de echip, dar i mai mult i determin s se autoinstruiasc, s se autodepasc
La orele de ,,dexteriti i nu numai cei mici vor ncerca s ating performanele celor mai
mari, iar cei mari vor incerca s demonstreze c pot mai mult.
Dup cele relatate m ntreb:
,,nvmntul simultan-o soluie sau o piedic pentru copii nostri?

765
 ACTIVITATEA N CADRUL CERCURILOR PEDAGOGICE- PRILEJ DE INOVARE I
SCHIMB DE EXPERIEN INTERGENERAIONAL LA MATEMATIC
Prof. Lupu Alina,
coala Gimnazial Constantin Parfene Vaslui

Experiena organizrii unei activiti demonstrative poate fi istovitoare i stresant pentru

profesorul care susine aceast activitate dar n acelai timp un prilej de inovare, ieire din rutin,
colaborare mai strns cu elevii i un schimb de experiena intergeneraional pe mai multe paliere
profesor-elev-profesori tineri debutani-colegi cu experien. Asta se ntmpl la activitile de cerc
pedagogic la matematic din care fac parte. i ca profesor susintor i ca simplu observator am
aceeai plcut experien de a mai afla cte ceva, de a vedea i nva de la colegi exemple de bun
practic n predarea matematicii. Toi profesorii se strduiesc s vin cu noi metode, s foloseasc
mijloacele moderne i s implice elevii n adevrate proiecte pentru a realiza lecii dinamice i
originale. Este o ocazie n care fluxul informaional circul n diverse direcii i niveluri. Elevii
utilizeaz metode inedite care se folosesc mai rar n activitatea curent, colegii care asist la
activitatea demonstrativ descoper noi abordri ale unei lecii pe care o fac de ani de zile dar ntr-o
manier mai tradiional, colegii tineri particip la o adevrat activitate de mentorat. Discuiile
ntre colegi pe marginea activitii sunt de asemenea foarte utile i pline de consisten. Ctigul
este uria pentru toi cei participani dar n special pentru copii care se simt valorizai, sunt de cele
mai multe ori recompensai dar i au avut ocazia de a lucra ntr-un mod mai dinamic, mai atractiv i
de a fixa mult mai bine noiunile matematice abordate n activitatea demonstrativ.
Activitatea demonstrativ susinut anul acesta la matematic mi-a oferit multiple provocri
profesionale. n primul rnd am realizat o lecie de geometrie n spaiu la clasa a VIII-a, lucru mai
rar ntlnit la activitile de cerc dat fiind dificultatea noiunilor. Apoi a trebuit s-mi ascut
abilitile de psiholog pentru a motiva i provoca elevii s se implice n aceast activitate, cunoscut
fiind indiferena i lipsa de entuziasm la vrsta adolescenei. Am integrat n activitate folosirea
calculatorului att personal dar i de ctre elevi care au realizat prezentri ale unor noiuni
geometrice i teoreme de paralelism i perpendicularitate n spaiu utiliznd utilitare ca Paint,
Microsoft Word, Power Point. Am devenit un adevrat manager de proiect organiznd activitatea
celor 5 grupe care au desfurat activitatea. S-a creat pe tot parcursul pregtirii activitii o emulaie
ntre profesor i elevii care i-au dorit i au reuit sa realizeze o activitate de calitate i au fost
mulumii de rezultatele muncii lor. Toi elevii clasei au dorit s pregteasc ceva la ndrumarea
profesorului i a responsabililor de grup, machete, prezentri electronice, plane, astfel c toi au
contribuit la succesul leciei chiar daca nu toi sunt capabili s rezolve probleme dificile de
paralelism i perpendicularitate n spaiu. Problemele practice de geometrie au fost originale, create
special pentru aceast or cu cerine care s acopere o gam divers de aspecte legate de tem.
Principalele momente ale leciei
1. Profesorul anun c elevii vor lucra pe grupe. S-au creat 5 grupe de experi (cte 6 elevi n
grup) care vor descrie cte un subiect teoretic dar vor i lucra la o problem practic cu
multiple cerine
2. Se prezint produsele create de elevi- machete sau prezentri electronice cu noiunile teoretice
nvate
3. Momentul adevrului: fiecare grup primete cte 2 ntrebri la care s rspund cu adevrat
sau fals la enunuri legate de paralelism i perpendicularitate n spaiu Anexa 1
4. Profesorul invit cte un reprezentant al fiecrui grup s trag un bilet cu numere de la 1 la 5.
Acesta reprezint numrul problemei pe care echipa l va rezolva. Elevii rezolv problema
primit pentru ntreg grupul, un elev reprezint pe tabl corpul geometric, un alt elev din grup
redacteaz rezolvarea pe flipchart. Elevii decid n cadrul grupului care s prezinte un anumit
subpunct astfel nct toi elevii grupului vor rspunde la or.

766
 5. Li se explic elevilor c toate problemele de pe fi vor fi rezolvate individual acas i vor
realiza un proiect Probleme practice de geometrie n spaiu.
6. Se noteaz elevii care s-au remarcat la or.
Anexa 1
Pentru fiecare dintre enunurile urmtoare precizai valoarea de adevr:
1. Dac dou plane sunt paralele atunci orice dreapt coninut n unul din plane este paralel
cu cellalt plan.
2. Dac o dreapt este paralel cu o dreapt inclus ntr-un plan atunci ea este paralel cu acel
plan.
3. Dac o dreapt este perpendicular pe un plan este perpendiculara pe orice dreapt inclus n
acel plan.
4. Dac dou plane distincte sunt perpendiculare pe o aceeai dreapt sunt paralele ntre ele.
5. Dou drepte perpendiculare pe o dreapt sunt paralele ntre ele.
6. Dac o dreapt este paralel cu un plan atunci este paralel cu toate dreptele incluse n acel
plan.
7. Este suficient ca dou plane s fie paralele cu aceeai dreapt pentru ca cele dou plane s
fie paralele ntre ele.
8. Dac dou drepte sunt perpendiculare pe un plan atunci sunt paralele ntre ele.
9. Dac dou plane diferite sunt paralele cu dou drepte necoplanare atunci cele dou plane
sunt paralele intre ele.
Anexa2-fia de lucru
Problema 1
n figura alturat este reprezentat un cort din pnz n form
de prism triunghiular regulat cu dimensiunile AB=2 m i
AA` =3m. CM reprezint un fermoar, M fiind mijlocul
segmentului (AB).
a) Determinai lungimea fermoarului;
b) Ci m2 sunt necesari pentru confecionarea cortului
(toate feele inclusiv podeaua sunt din pnz, se
neglijeaz dimensiunile fermoarului)?
c) Determinai msurile unghiurilor formate de dreptele
i) AC i C`B`,
ii) CM i A`B`;
d) Artai c i) CM (ABB`),
ii) MN(ACC`) unde N este mijlocul muchiei
(A`B`).

Problema 2
Radu introduce ntr-o cutie n form de paralelipiped
dreptunghic cu dimensiunile AB=6 cm, BC=8cm,
AA`=6cm, o musc i un pianjen.
a) Determinai distana maxim dintre cele dou insecte
dac s-ar afla la baza cutiei;
b) Determinai distana maxim dintre insectele aflate n
cutie;
c) Determinai lungimea celui mai scurt drum pe care
pianjenul l face dac pleac din A, doar pe pereii
laterali ai cutiei, pentru a ajunge n punctul C`;
d) Demonstrai c i)AB (BCC`)
767
 ii) A`C`(AB`C);
e) Determinai distana de la A la (BDD`).

Problema 3
Fie cubul ABCDEFGH cu latura de 6 cm. Dou furnici se
afl n A i vor s ajung n C unde sunt firmituri. Una din
ele merge pe traseul A-H-C iar cealalt pe traseul A-E-G-C.
a) Ci cm2 de carton sunt necesari pentru
confecionarea cutiei cubice?
b) Determinai i comparai lungimile traseelor celor
dou furnici;
c) Determinai msurile unghiurilor formate de dreptele
i) AD i BG ;
ii) AH i BE;
d) Determinai i) distana de la A la planul (DBH);
ii) distana de la H la EC.

Problema 4
O anex are acoperiul n form de piramid patrulater cu
toate muchiile congruente, AB=8m. Acoperiul are nite
elemente decorative din lemn, VM i MN unde M, N
mijloacele muchiilor (BC) respectiv (VC).
a) Ci m2 de igl ar trebui s cumpere proprietarul
pentru acoperi (neglijnd elementele decorative);
b) Ci lei cost plac de lemn necesar pentru
decorarea acoperiului dac 1 m cost 50 lei?
(aproximai rezultatul pn la un ntreg)
c) Dac n mijloacele N, P, Q, R ale muchiilor
acoperiului aga o pnz pentru uscarea plantelor
medicinale de ci m2 de pnz are nevoie?
d) Determinai msura unghiului format de AV i MN;
e) Demonstrai i) (NPQ)(ABC);
ii) VC(QDB)
iii) AV (QBD)

Problema 5
Tudor confecioneaz pentru ora de geometrie o piramid
din carton cu baza ABC triunghi echilateral i feele DAB,
DAC, DBC triunghiuri dreptunghice n D i isoscele. AB=12
cm
a) Ci cm2 de carton sunt necesari?
b) Ci m de band adeziv roie sunt necesari pentru a
aplica pe muchii?
c) Calculai distana de la D la AB;
d) Calculai distana de la D la (ABC);
e) Demonstrai i) AD (BCD);
ii) BC AD.

768
BIBLIOGRAFIE I SITEOGRAFIE
-Programa colar pentru clasele V-VIII. Aria curricular Matematic i tiine
-Auxiliar pentru clasa a VIII-a, Matematic, Ed Art, colecia Clubul Matematicienilor, 2015
-Auxiliar Matematic, clasa a VIII-a, MATE 2000+ standard, Editura Paralela 45
-Dan Brnzei, Metodica predrii matematicii, Editura Paralela 45, 2008
-www. didactic.ro
-www. mateinfo.ro

PROIECT DE LECIE
TEORIA INTELIGENELOR MULTIPLE

Profesor: Elena Zna Lupu

coala Gimnazial Alexandra Nechita Vaslui
Data: 26.11.2015

Clasa: a VII-a
Aria curricular: Limb i comunicare
Disciplina: Limba i literatura romn
Subiectul: Verbul
Tipul leciei: de recapitulare i sistematizare a cunotinelor

Competene generale:
1. utilizarea corect i adecvat a limbii romne n producerea de mesaje orale n situaii de comunicare
dialogat i monologat;
2. utlizarea corect i adecvat a limbii romne n producerea de mesaje scrise, n diferite contexte
de realizare, cu scopuri diverse.
Competene specifice:
2.3. utilizarea categoriilor gramaticale nvate, n diverse tipuri de propoziii;
3.4. sesizarea organizrii morfologice i sintactice a textelor citite(nonliterare i literare).

OBIECTIVE OPERAIONALE:
a) cognitive: O1: s defineasc verbul i s identifice verbele predicative i
nepredicative,tranzitive i intranzitive, personale i impersonale,
dintr-un enun;
O2: s cunoasc modurile personale i nepersonale ale verbului;
O3: s stabileasc diateza unor verbe la diferite moduri i timpuri;
O4: s construiasc enunuri folosind expresii verbale impersonale;
O5: s identifice locuiunile verbale din enunuri i s le nlocuiasc cu
verbe sinonime;
O6: s stabileasc funciile sintactice ale verbelor (la cele trei diateze) i
ale locuiunilor verbale din text;
O7: s utilizeze verbe cu valoare stilistic n diferite texte;
b) afective: O1: s dovedeasc independen i perseveren n formularea
769
 rspunsurilor;
O2: s dovedeasc spirit de cooperare n activitile realizate n grup;
O3: s manifeste interes pentru participarea la desfurarea leciei.
b) psihomotorii:
O1: s se integreze n ritmul cerut la desfurarea activitilor;
O2: s reacioneze prompt la ntrebrile adresate, anunndu-se la
rspuns.

RESURSE EDUCAIONALE
- Manual de limba i literatura romn pentru literatura romn pentru clasa a VII-a (Ed.
Humanitas, Bucureti, 2004);
- Capacitile receptive normale ale elevilor de clasa a VII-a;
- Timp la dispoziie: 50 de minute;
- Sala de clas;
Strategia didactic
Metode i procedee(active i alternative): problematizarea, investigaia continu i reeaua de
discuii, exerciiul, jocul didactic, teoria inteligenelor multiple.
Mijloace de nvmnt: portofoliul elevilor, fie de lucru, plane cu schema recapitulrii
verbului, videoproiector i flipchart.
Forme de organizare a nvrii: munca pe echipe, frontal, individual independent.

Forme de evaluare:
a) Formativ(continu) prin analiza, corectarea imediat i stimularea elevilor
b) Sumativ(cumulativ) prin aprecieri orale asupra realizrii obiectivelor leciei la final
de capitol
c) Oral(pe tot parcursul orei) i scris(pe baza exerciiilor i a fielor de lucru)
Material bibliografic:
- Manual de limba i literatura romn pentru literatura romn pentru clasa a VII-a (Ed.
Humanitas, Bucureti, 2004)
- Fie de lucru pe lecii i uniti de nvare cu itemi i teste de evaluare(Ed. Paralela45,
Piteti, Jud. Arge, 2014)
- Limba i literatura romn Teorie. Modele. Exerciii, clasa a VII- a(Ed. Niculescu,
Bucureti, 2014).

770
 Desfurarea activitii

Momentele Timp Activitatea profesorului i a Metode i Evaluare

leciei elevilor procedee

I.Organizarea 1 min. Se stabilete un climat favorabil Conversaia

clasei de lucru; se noteaz absenele.

II. Captarea 5 min. Profesorul le spune elevilor ca Conversaia

ateniei verbul este nucleul comunicrii,
avnd un rol mare att n plan
gramatical, ct i n plan expresiv.
Lirismul este izvorul care
curge dintr-un substantiv, spunea
Lucian Blaga, sugernd astfel,
rolul substantivului n realizarea
expresivitii, iar Roman
Jakobson scotea n eviden rolul
verbului afirmnd c:
verbalizarea este forma
fundamental a gndirii noastre
lingvistice. Predicatul verb este
partea cea mai important a frazei
i a discursului nostru n general.

III. Anunarea 2 min. Se comunic elevilor titlul

subiectului i a leciei i obiectivele urmrite ntr-
obiectivelor o form accesibil(Verbul
operaionale recapitularea i consolidarea
cunotinelor). Se scrie titlul pe
tabl.

IV. Dirijarea 38 A. Demonstreaz ceea ce Jocul didactic Aprecieri verbale

nvrii min. tii!
Profesorul afieaz o foaie de Exerciiul Observare
flipchart pe care sunt scrise zece sistematic
propoziii. Pe rnd, citete cte o
propoziie. Elevii lucreaz n
perechi i trebuie s se hotrasc
care dintre ei se va ridica n
picioare n funcie de valabilitatea
propoziiei de pe fi.(10 min.);
(Anexa 1) Oral
Conversaia
B. Frontal
Se distribuie elevilor de la
fiecare grup fie cu diverse
sarcini de lucru.(10 min.); (Anexa Oral
2) Teoria
inteligenelor Frontal
C. multiple(adapt
Pornind de la ideea c fiecare
771
 individ este o colecie de at)
inteligene i valorificnd teoria
lui Howard Gardner despre
inteligenele multiple, profesorul
solicit elevilor s prezinte
proiectul pe care l-au avut de
realizat acas.(18 min.); (Anexa
3)

V. Asigurarea 2 min. Fiecare elev va fi invitat s Activitatea Autoevaluare

feed-backului scrie pe un post-it un lucru pe individual
care l-a reinut din lecia
susinut.

VI. Asigurarea 2 min. Din auxiliar, testul de la p. 53- Activitatea

deteniei i a 56. individual
transferului

Anexa 1

Demonstreaz ceea ce tii!

1. Verbul este o parte de propoziie.
2. n propoziia Vd rsrind soarele, verbul rsrind este la modul gerunziu, avnd
funcia sintactic de subiect.
3. Verbul din propoziia M plimb prin parc este la diateza reflexiv.
4. Verbul a prfui s-a format prin derivare.
5. Predicatul din propoziia Andrei este plecat din ora este predicat verbal.
6. Predicatul din propoziia n cmin, focul este aprins este predicat verbal.
7. Verbul m voi fi bucurat este la diateza reflexiv, modul indicativ, timpul viitor
anterior.
8. Verbul din propoziia Ajunge atta ceart este copulativ.
9. Forma verbului a continua la modul conjunctiv, prezent, persoana I, singular este s
continue.
10. Expresiile verbale impersonale sunt construcii alctuite din verbul copulativ a fi(
folosit cu valoare impersonal) i alt parte de vorbire(adverb, locuiune adverbial) cu
valoare sintactic de nume predicativ.

Anexa 2

Grupa nr. 1
1. Stabilete valoarea morfologic a verbului a ajunge din urmtoarele propoziii:
Cei mai buni au ajuns cercettori celebri.
n cteva ore naufragiaii vor ajunge pe insul.
Ajunge ct i-ai plns de mil; e timpul s iei o hotrre!
2. Alctuiete propoziii n care verbele a rmne i a se ntuneca s fie, pe rnd, personale i
impersonale.

Grupa nr. 3
1. Transform urmtoarele construcii active n construcii pasive:
772
 Cumprai un glob pmntesc!

Biatul acela ar fi mncat prjitura mai devreme.

Eu am primit o veste bun azi.

2. Identific tipul de predicat existent n enunurile urmtoare i explic alegerea fcut:
Toate titlurile mi sunt cunoscute.
Hrana a fost adus foarte repede de furnici.
Grupa nr. 4
1. Precizeaz diateza verbelor subliniate din enunurile:
Se apropie de pat, [] se ncrunt; se rsti la Leana, aruncnd lingura.
(B. t. Delavrancea)
Ce bine c toate aceste cri
Au fost scrise!
Nu trebuie s le mai scriu eu.
(Marin Sorescu, Bibliotec)
Ei i-au luat bagajele.
i va cumpra o main nou.
2. Scrie cte o locuiune verbal sinonim cu fiecare dintre verbele urmtoare:
- a demasca
- a vorbi
- a observa
- a-i aminti

Anexa 3

Grupa nr. 1 Inteligena logico-matematic

Realizeaz un rebus care s valorifice cunotinele despre verb, dobndite.

Grupa nr. 2 Inteligena lingvistic

Avnd n vedere c verbul este forma fundamental a gndirii noastre lingvistice scrie un
eseu de o pagin despre influena modelului patern i pedagogic n evoluia tnrului spre
maturitate. Exploreaz n acest scop, cartea fragmentele-suport din romanul Viaa ca o prad de
Marin Preda.(anexa 5)

Grupa nr. 3 Inteligena muzical

Realizeaz o creaie poetic n care s inserezi verbe care s exprime aciuni sau stri ale
personajului Mircea din romanul Viaa ca o prad de Marin Preda.
Pentru a valorifica inteligena muzical, atribuii versurilor o melodie potrivit.

Grupa nr. 4 Inteligena intrapersonal

Elaboreaz o descriere artistic n care s i exprimi sentimentele fa de un peisaj de iarn.
Folosete verbe cu diferite valori stilistice!
Anexa 5

Citete urmtoarele fragmente din Viaa ca o prad de Marin Preda:

773
 Aventura contiinei mele a nceput ntr-o zi de iarn cnd o anumit ntmplare m-a fcut
s neleg deodat c exist. Era mult lume n cas, fiine mari, aezate n cerc pe scaune mici i
care se uitau la mine cu priviri de recunoatere, dar parc mi spuneau cu ostilitate, te vedem, eti
de-al nostru, dar ce faci? Atunci am auzit o voce:Lsai-l n pace! Na, m, i pe-asta! i cel ce
rostise aceste cuvinte a luat de undeva, de pe sob o pine mare i rotund i mi-a ntins-o. Atunci
mi-am dat seama c ineam strns ceva n brae, tot o pine, i c asta era cauza privirilor rele
ndreptate asupra mea. Pusesem mna pe pinea de pe mas care era a tuturor i nu mai vroiam
s dau la nimeni din ea. Iar acel om, de care ascultau toi, n loc s mi-o ia cu fora, cum furioi se
pare c vroiau ceilali, fcndu-m s scot rcnete, mi mai dduse una: Ia-o, m, i pe-asta!
Parc m-am trezit dintr-un somn. ()
Fantastice pentru mine erau felul i mobilul cuvntului zilnic rostit de oameni.
i fora magic a cuvntului astfel rostit m fcuse s las din brae ceea ce luasem i s
devin contient c exist. ()
Micul nostru profesor ncepu s se plimbe linitit printre bnci, dei de obicei se ferea,
fruntea lui abia se zrea dintre noi. Cu un glas al crui timbru m atinse ca o surpriz niciodat
trit de mine, mi rosti, n tcerea care se lsase, numele. Glasul su era aproape fresc, prea
s-mi spun: <<Uite, tot ce gndeti i simi tu, eu tiu de mult, dar te-am lsat i nu i-am dat
note mari fiindc mi-am dat seama c dac te turbur poate c nu vei mai iubi att de mult istoria,
care e secretul lecturilor tale, dar acum am nevoie de tine i trebuie s-mi spui ce tii>> ()
Cine era Colbert?
Cum s nu tiu cine era acest om care dup ce fcuse attea pentru Frana i regele su,
murise n dizgraie, fiindc ncercase (de altfel zadarnic) s-l mpiedice pe monarhul cheltuitor s
nu ruineze regatul?Abil manevr a profesorului, care prin rspunsurile mele remprospta
memoria celorlali i obinea de la ei ceea ce dorea i fr s insiste n mod deosebit, ca i cnd
toat clasa era pasionat de materia lui ()
Singurul lucru care m fcea s rmn mut de fascinaie era cuvntul rostit de oameni.
Obiectele nu-mi spuneau nimic Abia mult mai trziu am neles c nu numai cuvintele exprim
sufletul uman, ci i lumea n care el se proiecteaz n afar sau l acoper ca nite vluri i care l
reprezint, l ascunde sau l exprim dup acelai mobil uneori misterios, alteori limpede i
raional cu care rostete cuvinte.

Avnd n vedere c verbul este forma fundamental a gndirii noastre lingvistice, scriei
un eseu de 30-35 de rnduri despre influena modelului patern i pedagogic n evoluia tnrului
spre maturitate. Exploreaz, n acest scop, cartea Viaa ca o pradde Marin Preda i orice alte
materiale bibliografice.
n redactarea eseului vei avea n vedere urmtoarele repere:
- folosirea eficient a fragmentului de mai sus ca surs de informaii n conceperea
lucrrii tale;
- structurarea ntr-o imagine coerent a portretului tatlui/ nvtorului;
- consistena ideilor tale;
- elemente de originalitate ale discursului tu;
- respectarea normelor de exprimare, de ortografie i de punctuaie.

774
 CREATIVITATEA I MATEMATICA LA CICLUL PRIMAR

Prof. nv. primar Vleanu Ionica

coala Gimnazial Alexandra Nechita

Cunoaterea copilului nu este un scop n sine, ci un mijloc, o etap cea dinti n procesul
complex i continuu de formare a unei personaliti autentice, armonios dezvoltat. Copilul, un
candidat la umanitate i un mic adult, constituie resursa educativ de care am inut seama n tot ce
am fcut n perspectiva formrii i dezvoltrii personalitii sale.
Consider c prin nsuirea contient, temeinic a cunotinelor matematice se poate realiza
o dezvoltare armonioas a personalitii umane, n special a gndirii creatoare. Dac, n clasele
primare, se asimileaz operaiile i noiunile matematice elementare, acestea vor constitui un suport
cu care copilul va opera pe tot parcursul vieii i pe care se cldete ntregul sistem de nvmnt.
Schimbrile ce se petrec pe plan mondial n teoria i practica colar aeaz pe primul loc
dezvoltarea gndirii elevilor, a independenii i creativitii lor. Ritmul crescnd al competiiei n
toate domeniile vieii social-economice i culturale ne oblig s gndim ct mai rapid i, mai ales,
s gndim corect.
,,A-i pune elevului probleme de gndire spunea Eugen Rusu dar mai ales a-l pregti
s-i pun singur ntrebri, este mult mai important dect a-l conduce spre rezolvarea
acestora prin modaliti stereotipe nvate.
n orice domeniu ar activa, omul societii contemporane trbuie s posede cunotine de
matematic pentru a putea stpni limbajul tiinelor care, va fi matematizat i informatizat.
Tendinele actuale consacr o atenie special dezvoltrii gndirii matematice a elevilor,
exersnd-o n direcia cultivrii creativitii. Se las copilului mai mult libertate de alegere a
tehnicilor i strategiilor de calcul , pentru a asigura o motivare temeinic a nvrii acestei
discipline, pentru a tenta elevii la o nvare participativ printr-un efort personal.
Matematica nu se nva numai de specialiti. Pn la un anumit nivel, ea face parte din
cultura general a oricrui cetean. Nu nvm matematic pentru a ti pur i simplu, ci pentru a
o folosi i a ne ajuta n practic. De aceea, este necesar ca tineretul s dobndeasc, nu simpl
instruire matematic, ci educaie matematic. Aceasta constituie una dintre cele mai importante
componente ale culturii generale a omului societii moderne.
Calculul este unul dintre domeniile matematicii, care se realizeaz att oral ct i scris.
Calculul oral definete conceptul, efortul mental pe care l face elevul pentru soluionarea
unui exerciiu n cadrul cruia mobilizeaz cunotinele i experena de care dispune spre a rezolva
situaii noi, nenvate. Prin valoarea formativ a calculului oral, prezena lui se impune i n
situaia existenei calculatoarelor personale. Calculul oral dispune de bogate valene formative. n
special, exerciiile de calcul oral cultiv perspicacitatea gndirii i creativitatea elevilor.
Calculul scris, bazndu-se pe o suit de algoritmi, se automatizeaz rapid i opereaz dup
tehnicile calculatoarelor.
Conceptul de creativitate ctig tot mai mult teren,ideea c lumea de mine va fi lumea
oamenilor de creaie. Fiecare la locul su de munc va trebui s devin creator, deoarece
dezvoltarea tiinei, a tehnicii i culturii sunt condiionate n mare msur de capacitatea creativ a
oamenilor.
Conceptul de creativitate a primit numeroase definiii din partea specialitilor din diverse
domenii de activitate. Vzut prin prisma zestrei de atribute personale, creativitatea capt sensul
de potenial creativ, de sum de nsuiri i factori psihologici ai unor viitoare performane
creatoare.
Toate teoriile moderne ale nvrii tind s demonstreze c accentul n instruire trebuie s
cad pe elaborarea instrumentelor de nvare. Repetarea mecanic a regulilor trebuie s cedeze
locul explorrii de ctre elev a ariei de aplicare a acestor reguli, cutrilor independente de soluii.
775
 Skinner spune:,,A-l instrui pe elev cum s studieze, nseamn a-l nva tehnici pe care el
le va aplica n mod autonom i, datorit crora, i va mri ansele de a reine ceea ce a vzut
i auzit.
Un proces de nvare modern se cere astfel organizat, nct s-i ajute pe elevi s prezinte
cunotinele ntr-o form personal, s caute soluii originale ,,s grupeze i s ierarhizeze ideile =
dezideratele eseniale ale educrii gndirii creatoare la elevi.
nvarea matematicii i creativitatea:
Activitatea matematic implic efectul gndirii, n primul rnd a celei creative . n clasele
primare se formeaz noiunile elementare cu care omul va lucra pe tot parcursul vieii, noiuni pe
care se cldete ntregul sistem de achiziii imperios necesare . Este incontestabil contribuia
matematicii la formarea unei gndiri logice, coerente, creative , la la formarea unor deprinderi de
munc, de ordine de punctualitate.
Matematica se ocup cu dezvluirea implicaiilor ascunse. Cunoaterea direct prin observaii
i experimente, este sarcina cunoaterii mediului. Pentru matematic aceste cunotine directe
constituie datele, premisele problemei. Pornind de la ele, se pot gsi prin raionament cunotine
noi, implicate logic de acele date a cror prelucrare necesit travaliu specific matematic.
Prin modaliti specifice de formare i dezvoltare a creativitii, matematica i sporete
eficiena formativ.
Creativitatea de tip colar
La nivelul copiilor din ciclul primar, orice rezolvare de situaii problematice, constituie n
acelai timp o manifestare a creativitii gndirii lor. Principala caracteristic a gndirii creative la
elevi este noutatea sau originalitatea soluiei gsite, a ideii emise. Nu se poate vorbi n ciclul primar
de existena unei creativiti deosebite a gndirii colarului, ci mai degrab despre formarea unor
premise pentru dezvoltarea ulterioar a creativitii.
Copilul de vrst colar mic, adopt o atitudine creatoare, atunci cnd, pus n faa unei
probleme, i restructureaz datele, descoper cile de rezolvare ntr-un mod personal.
Dialogul viu dintre nvtor i elevi, folosirea unui numr mare de exerciii sub forma unor
lecii destinate special formrii priceperilor i deprinderilor, utilizarea problematizrii, modelrii i
algoritmizrii n diferite etape ale procesului instruirii, solicit sistematic i progresiv elevul.
Atitudinea creatoare este favorizat de mediul colar, caracterizat prin atmosfer permisiv,
de nelegere, ncurajare, de interes i emulaie.
Este suficient s menionm c nvtorul, prin ntrebri, poate incita gndirea elevilor la
diferite operaii(deducie, intuiie, comparaie, descoperirea de relaii cauzale), poate antrena
gndirea n diverse direcii (gndirea convergent, gndirea divergent, gndirea probabilistic....).
Cteva exerciii folosite de mine la clase pentru stimularea creativitii:
Jocul didactic:l pune pe copil n situaii noi, pe care el caut s le rezolve punnd n aciune
iniiativ, mult fantezie, perseveren i spontaneitate.
Prin joc, copilul i afirm puterea, priceperea, personalitatea n ansamblul ei; jocul este o
reprezentare proprie i direct a naiei umane, poate constitui o baz pentru educaie.
Exemple de cteva jocuri: numere ncruciate; enigme matematice; glume i trucuri
matematice; ghicitori matematice; probleme amuzante; curioziti;labirintul; careul magic;
Tangram,........i lista ar putea continua.
1. Constructorii: (se poate folosi de la clasa nti, pn la a IV-a, mrindu-se
dificultile)
Scop:consolidarea cunotinelor cu privire la figurile geometrice, dezvoltarea imaginaiei
creatoare.
Material:trus cu figuri geometrice.
Desfurarea jocului:( exemplele sunt multiple, eu voi prezenta doar unul)
Se cere elevilor s scoat din trus: un dreptunghi mare, dou ptrate mici i un triunghi
mare. Cu aceste piese, elevul trebuie s construiasc o cas. Ctig elevul care termin
primul(rsplata este aleas ).
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 2. Sudoku: ( se poate folosi la orice clas /difer cerina). Este un careu format din 16
ptrate(4/4). La clasa nti putem afla suma/diferena aceeai pe toate laturile; la clasa a II-a i a
III-a produsul/ctul, acelai pe toate laturile...etc.
3. Probleme de matematic redate sub form de ghicitori: O btrn duce la trg un
co cu doi iepuri, 4 pui i un curcan. Cte picioare merg la trg?(se pot adapta la orice clas; n
orice moment al leciei).
Fiecare nvtor i alege un joc n funcie de lecie, de clas, sunt o multitudine de
posibiliti.
,,Munca nseamn ceea ce un om este obligat s fac i joaca nseamn ceea ce un om nu-i
obligat s fac( Mark Twain).
Modele de cteva exerciii care stimuleaz elevii la un efort creativ:
1. Caut i vei gsi
Scopul:formarea deprinderii de a cuta soluii n formarea ct mai multor numere dintr-un
numr de cifre stabilit dinainte, dezvoltarea ateniei ( se poate folosi la orice clas).
Sarcina: s gseasc toate posibilitile pentru formarea numerelor dintr-un numr de cifre;
Desfurarea jocului: se scriu, de exemplu, toate combinaiile de trei cifre ce se pot forma
cu numerele :6, 7 , 3 fr a se repeta cifrele. Ctig elevul care gsete toate soluiile, primul,
corect.
2. Sensul ascuns
Scopul : dezvoltarea flexibilitii gndirii creatoare i obinuirea elevilor cu socotirea
corect i exact.
Sarcina didactic: rezolvarea unor exerciii cu folosirea tuturor parantezelor, dup caz, cu
respectarea ordinii operaiilor. Jocul se desfoar individual, folosinsu-se fie de munc
independente.
(ex .(14 +17-3) 4/7)....etc.
Astzi este unanim recunoscut ideea c cea mai mare bogie a unei ri o constituie
inteligena i creativitatea oamenilor, concepiile i atitudinile acestora fa de munc. Este necesar
ca coala s formeze pesonaliti creatoare, receptive fa de schimbri, capabile s se integreze
dinamic ntr-o lume nou i complex.
Noi nvtorii vrem s creem oameni capabili s ntmpine lumea de mine nu ca o fiiin
nvins, ca o fiin supus, ci ca o persoan contient de puterea, de responsabilitile i drepturile
sale. De acest lucru trebuie s inem seama atunci cnd ne aflm n faa elevilor notri.

BIBLIOGRAFIE:

Ion Jinga ,,Conducerea nvmntului- Edit. P. Bucureti -2009;

Emilia Pun ,,coala, abordare socio-pedagogic- Edit.Polirom , Iai 2011;
tephen R. , Covey ,,Eficiena n 7 trepte Edit. A L L, Bucureti -1995;
Gh. Toma ,, Consilierea colar n nvmntul primar Edit. Discipol , Buc.-1997;
Joia Elena ,,Educaia cognitiv. Fundamente. Metodologie-Edit.Polirom,Iai-2012.

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 APLICAREA METODELOR ACTIVE N CLASA DE STEP BY STEP

PIP Crstea Veronica/Gherasim Veronica,

coala Gimnazial Alexandra Nechita Vaslui

Metodele sunt modaliti de aciune, instrumente cu ajutorul crora elevii, sub ndrumarea
profesorului sau n mod independent, nsuesc cunotinele, i formeaz priceperile i deprinderile,
aptitudinile, atitudinile(1) n sens restrns, metoda este o tehnic de care profesorul i elevii se
folosesc pentru efectuarea aciunilor de predare nvare; ea asigur realizarea n practic a unei
activiti proiectate mintal, conform unei strategii didactice.
n nvmntul contemporan auzim din ce n ce mai des despre o educaie centrat pe elev
i despre metode interactive, prin care nelegem modalitile prin care se formeaz i se dezvolt
priceperile, deprinderile i capacitile elevilor de a aciona asupra mediului nconjurtor, de a
folosi roadele cunoaterii transformnd exteriorul n faciliti interioare, formndu-i caracterul i
dezvoltndu-i personalitatea. n cadrul procesului educaional interactiv, accentul este pus pe
formarea de competene, i nu pe transmiterea cunotinelor, astfel actorul central, elevul, este
transformat ntr-o fiin raional ce contientizeaz importana dezvoltrii personalitii
individuale, el nemaifiind o main de reprodus informaie. Pentru a fi eficiente acestea trebuie
s ndeplineasc cerina primordial a educaiei progresiviste (J. Piaget), adic activitile de
nvare i de munc independent s fie mbinate cu activiti de cooperare, de nvare n grup i
de munc interdependent, pentru c nvarea n grup exerseaz capacitatea de decizie i de
iniiativ, d o not mai personal muncii, dar i o complementaritate mai mare aptitudinilor i
talentelor, ceea ce asigur o participare mai vie, mai activ, susinut de foarte multe elemente de
emulaie, de stimulare reciproc, de cooperare fructuoas. (I. Cerghit).
Cel mai important aspect al instruirii active l constituie faptul c elevii devin coparticipani
la propria lor instruire i educare. Sunt satisfcute astfel, cerinele psihopedagogice ale activizrii:
pregtirea psihologic pentru nvare, prevenirea i reducerea influenelor negative ale diferitelor
surse perturbatorii, asigurarea repertoriilor congruente, asigurarea unui limbaj comun ntre educator
i educat precum si utilizarea unor modaliti eficiente de activizare.
Metodele interactive creeaz deprinderi, faciliteaz nvarea n ritm propriu, stimuleaz
cooperarea i nu competiia, sunt atractive i mai ales pot fi abordate din punct de vedere al
diferitelor stiluri de nvare.Folosind astfel de metode, nvtorul devine un sftuitor,un animator,
un observator dar i un asculttor al propriilor si elevi; devine un partener , un participant la
nvare. Toate acestea le putem observa sau experimenta in cadrul alternativei educaionale Step
by Step i cu precdere n cadrul ntlnirii de diminea, ca moment dar i metod de lucru.
Copilul este ca un future n vnt:/Unii pot zbura mai sus dect alii,/Dar fiecare zboar ct
de bine poate./De ce s-i comparm?/Fiecare e diferit./Fiecare e special./Fiecare e frumos.! (2)
O zi la clasa de Step by Step debuteaz cu ntlnirea de diminea, etap care permite
ntreptrunderea activitilor colare cu cele sociale, astfel nct elevii i cadrele didactice s poat
conlucra ct mai bine. Este un moment al zilei n care se reunete ntreaga clas. Aezai n
semicerc, ntr-un loc stabilit de cadrele didactice, copiii desfoar activiti diferite. Momentele
ntlnirii de diminea sunt: Salutul, Calendarul, Noutile, Mesajul zilei, Agenda zilei. Cnd mai
multe persoane se ntlnesc s desfoare activiti de lucru sau distractive ei construiesc o
comunitate. ntlnirea de diminea ajut la stabilirea unor relaii care dau natere unui sentiment
de apartenen fiecrui memebru.O mare parte din responsabilitile de realizare a activitilor este
transferat elevilor, cadrul didactic fiind cel care ncurajeaz iniiativa, ofer feedbach pozitiv,
faciliteaz comunicarea ntre elevi. Scopul principal al acestui moment l reprezint cooperarea n
procesul de nvare colectiv mai degrab dect competiia i victoria personal. Beneficiile
acestei etape sunt c duc la stabilirea unitii colectivului de elevi, crearea unei atmosfere pozitive
de nvare, sporirea competenelor academice ale elevilor, dezvoltarea calitilor personale i a
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competenelor sociale (3). Aceti copii din altenativa Step by Step, sunt mai tolerani, accept
diversitatea i totui au o gndire critic, dau dovad de flexibilitate i adptabilitate i ce e foarte
important e c ncep s aib o apreciere pozitiv a propriei persoane, o mai bun capacitate de
autocunoatere i n final o stim de sine ridicat. Sunt nscui i pregtii pentru a reui.
Utilizarea Calendarului este o deprindere important, fiind necesar n activiti cotidiene diverse.
La clas, calendarul poate fi utilizat n diferite moduri, pentru crearea reperelor temporale, pentru
ca acetia s neleag noiunile de sptmn, lun, an, anotimp, ieri, azi, mine,etc. n cadrul
ntlnirii de diminea, elevii sunt solicitai s precizeze ziua i data n care se desfoar
activitatea, s precizeze elementele privind starea vremiii i s completeze calendarul. Prin
ntrebri, n funcie de experiena copiilor i de cunotinele acestora, cadrul didactic dirijeaz
discuia pentru stabilirea acestor aspecte:Ce zi a sptmnii este astzi? Ce zi a fost ieri? Ce zi va fi
maine? n ce dat suntem astzi? n ce dat am fost exact cu o sptmn n urm? n ce dat vom
fi peste o sptmn? Cum se scrie numrul 15? Ce putei spune despre numrul 15?(este impar,
este cuprins ntre 14 i 16, este produsul numerelor 3 i 5 etc.) Ce eveniment este astzi?(pote
aniversarea unui copil, Ziua Naional, solstiiu de toamn etc.) Ce semnficaie are personal are
pentru voi acest numr? n ce anotimp suntem? Cum este vremea astzi? Ce temperatur este
afar? (n exterior, la fereastra clasei pote fi amplasat un termometru sau copiii pot fi solicitai s
urmreasc rubrica vremea la canalele de tiri, s caute pe Internet sau s adreseze prinilor
ntrebri n legtur cu aspecte legate de vreme.)etc. Completarea calendarului se realizeaz de
elevi i presupune marcarea zilei cu un simbol stabilit anterior. De exemplu pentru luna septembrie,
care marcheaz nceperea colii, se pot utiliza simboluri potrivite acestui eveniment, respectiv
rechizite ale elevilor (stilou, penar, gum, carte, caiet, creion, ascuitoare). Acestea pot fi utilizate
n diferite moduri, asfel nct, calendarul trebuie s respecte cultura, specificitatea colectivului
clase, s aib legtur cu evenimente semnificative, relevante pentru copii.
Noutile reprezint ideile, grijile, experienele care au o semnificaie important pentru
copii i pe care acetia doresc s le mprteasc celorlali. Colegii ascult, pun ntrebri,fac
comentarii, iar persoana care a prezentat noutatea rspunde la ntrebri, face completri,explic.
Acest moment ofer elevilor posibilitatea ca s se pun n valoare, s se fac auzii de ceilali. Sunt
nlturate barierele sociale, deoarece mesajul este adresat nu numai prietenilor, ci ntregului grup,
iar ascultarea activ duce la creterea coeziunii grupului.Cadrele didactice i susin pe elevi,
urmrind realizarea sarcinilor povestitorului sau asculttorilor. Subiectul noutilor pot fi
evenimente i informaii liber alese, personale, sau pot face referire la teme, subiecte stabilite
anterior n funcie de vrste, structura i interesele clasei.n planificarea i derularea momentului
noutilor, cadrul didactic ajut copiii s-i organizeze gndurile, ideile, s selecteze subiecte de
interes, toate acestea ntr-o atmosfer pozitivcare s transmit siguran(4).
Componenta Mesajul zilei urmeaz, de obicei, dup ce elevii mprtesc colegilor
noutile, cnd elevii sunt pregtii s desfoare activiti mai dinamice i mai solicitante. Mesajul
zilei este un text cu sau far imagini, conceput de cadrul didactic i afiat n clas astfel nct toi s
l poat vedea i citi. Acesta este sfiat n clas nc de la nceputul zilei, alturi de agenda zilei i
de calendar. Avnd un format previzibil i prestabilit, fiind bogate sub aspectul vocabularului i
coninutului, mesajul zilei i ajut pe elevi s-i exerseze i s-i dezvolte competenele matematice,
pe cele de comunicare, fr a neglija ns i pe cele sociale(5).
Agenda zilei stabilete clar desfurarea activitilor pe repere orare nct elevii tiu ce
activiti vor desfura, care este durata fiecreia, n ce intervale sunt pauzele, ce au de lucrat la
centre i cnd se face evaluarea zilei pe scaunul autorului.
Centrele de activitate sunt clar stabilite n clas i delimitate, nct activitatea pe centre face
posibil respecterea ritmului de nvare al fiecrui copil i rspunde nevoilor lui. Copiii au
posibilitatea de a alege centrul de activitate cu care doresc s nceap, urmnd ca pe celelalte s le
parcurg ntr-o ordine stabilit n prealabil de cadrul didactic i cunoscut de elevi(de exemplu n
direcia acelor ceasornicului sau). La fiecare centru de activitate sunt afiate sarcinile de lucru
specifice pentru citire, scriere, tiine, arte, construcii sau matematic. Acestea sunt astfel
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concepute nct fiecare copil s-i poat exersa abilitile, s rezolve sarcinile n ritmul su i la
nivelul competenelor pe care le are. Sarcinile de nvare sunt discutate cu copiii, nvtorul
oferind, dac este cazul, explicaii suplimentare, astfel nct toi s tie ce au de fcut i care sunt
ateptrile. Sarcinile de lucru sunt formulate astfel nct s permit utilizarea diferitelor forme de
organizare: individual, n perechi sau n grup

BIBLIOGRAFIE
1. Nicola I., Tratat de pedagogie colar, Editura ARAMIS, Bucureti, 2003
2. http://www.elfbebe.ro/
3. Colleen Bane, .Bun dimineaa! M bucur c eti aici" Manualul cadrului didactic pentru
ntlnirea de diminea Editura ROMEDIA ,2004
4. ,,Organizarea interdisciplinar a ofertelor de nvare pentru formarea competenelor cheie la
colarii mici" suport de curs pentru clasa pregtitoare 2012
5. Kate Burke Walsh, .Predarea orientat dup necesitile copilului, , Iai,1999

CONFLICTUL DINTRE GENERAII

nv. Florentina Ciupitu,

coala Gimnazial Alexandra Nechita Vaslui

ntr-o societate modern, aflat n continu schimbare i dezvoltare, educaia ocup un rol
primordial. Ea i propune s formeze i s dezvolte indivizi de un nivel cognitive, moral i civic
necesari construirii unei societi democratice prospere. (Videanu G., 1988)
nvarea colar pune bazele nvrii pe durata ntregii viei.
coala modern aeaz elevul n centrul refleciei sale pedagogice i didactice, asimilarea
progresiv a cunoaterii i abilitilor, elaborarea noilor construcii epistemologice ntr-o viziune
integratoare, sistemic.
Idealul educativ, n societatea democratic, vizeaz realizarea unui model de dezvoltare i
manifestare deplin a personalitii o personalitate complex, integral, armonioas, care s se
adapteze la schimbrile cerute de progresul social, tehnico-tiinific, cultural, etic,
contemporan.Aceast personalitate se va forma numai dac elevul este subiect al propriei educaii.
Rolul nvtorului n democratizarea relaiei nvtor-elev este de a crea un climat colar
pozitiv, n care nota caracteristic o constituie cooperarea i parteneriatul dintre cele dou
componente ale actului educaional, educator i educat.
Practica colar tradiional ne-a lsat imaginea nvtoruluii care vrea s domine elevii i
s-i subordoneze. ntr-un asemenea climat nimic nu se face din convingere i pasiune. Este necesar
s se fac trecerea de la vechiul tip de relaii, la relaii n care nvtorul colaboreaz cu elevii.
Principala activitate a acestuia nu va fi predarea, ci angajarea elevilor n investigaii i lucrri
independente. Relaiile bazate pe stim i respect reciproc, reclam i un limbaj adecvat. Expresiile
ironice i jignitoare tulbur atitudinea elevilor fa de nvtorull lor i ngreuneaz crearea unui
climat favorabil muncii creatoare n clas.
Raporturile dintre nvtor i elev nu reprezint numai o latur intelectual. Factorul afectiv
are o importa deosebitasupra randamentului intelectual al elevului. Crearea de bun dispoziie n
clas reprezint o condiie necesar pentru evitarea eecului colar.
Societatea actual, societate a competiiei i competenei, are nevoie de oameni care s se
remarce prin ceea ce tiu i vor s fac, oameni care i-au verificat nclinaiile i, prin exerciiu
sistematic, le-au transformat n aptitudini i capaciti. Pentru ca aceste nsuiri s se poat
dezvolta, este necesar un sistem de instruire activ care s-i pun pe elevi n situaia de a dobndi
cunotine prin mbinarea armonioas a activitilor de nvare dirijat cu munca independent,
780
prin abordarea unor sinteze cu caracter interdisciplinar, prin cutarea unor soluii originale i
eficiente pentru o varietate de problem ce se ivesc n viaa social aflat n continu schimbare.
n aceste condiii, e nevoie de un nvtor capabil s organizeze activitatea elevilor, s le
exercite i s le dezvolte capacittile creatoare. Un bun organizator cunoate foarte bine elevul pe
care-l educa i-l folosete potrivit capacitilor sale, dirijeaz activitatea coopernd cu fiecare
membru al colectivului de elevi.
Interaciunea nvtor-elev la ora actual, e unul din factorii de baz ce determin direcia
de activitate pe care i-o va alege elevul, care la rndul ei e determinat de mai multe criterii, dintre
care pot fi evideniate:
-personalitatea profesorului;
-personalitatea elevului;
-situaiile pedagogice ce se creaz n rezultatul activitii n comun nvtor-elev.
-tactul pedagogic este una dintre calitile eseniale ale nvtorului, calitate care afecteaz
i celelalte nsuiri personale ale nvtorului i determin substanial tipul relaiei ce se va forma
ntre nvtor i elev.Pentru ca elevul s-l accepte pe nvtor, acesta din urm are nevoie de o
serie de caliti i nsuiri prin intermediul crora l cucerete pe elev.
-nvtorul manifest interes fa de elev, l accept ca personalitate;
-conduita social a nvtorului permite elevului s vad n el un model demn de urmat;
-profesionalismul nvtorului;
-inteligena nvtorului;
-nivelul cunoaterii individuale de ctre nvtor a elevilor;
-erudiia nvtorului;
-calitatea de conductor-formator-organizator, avnd ca scop stimularea copiilor n crearea
unei atmosfere de bunvoin i stim reciproc n rezolvarea tuturor problemelor care apar n orice
colectiv.
Dac nvtorul reuete aceste lucruri, atunci are loc formarea unor relaii sntoase elev-
elev, care nu sunt cu nimic mai puin importante ca relaiile nvtor-elev.
Prezena acestor caliti la nvtor permite formarea unui climat psihologic sntos, ceea
ce creeaz condiii optime pentru un lucru productive, adic dorina elevului de a studia pentru a
atinge un anumit nivel, scop.
n sprijinul democratizrii relaiei nvtor-elev, n activitile didactice se pot folosi
urmtoarele metode:
1. Metode tehnocentrice, care pun accent pe o activitate riguros structurat i dirijat:
-nvarea pe baz de fie, notie, scheme, tabele, diagrame;
-nvarea asistat de calculator.
2. Metode sociocentrice, care presupun nvarea prin cooperare, o nvare interdependent,
elev-nvtor, elevi-elevi:
-ateliere structurate;
-micropredare pe echipe;
-dezbateri n grup;
-studii de caz;
-munc n echipe;
-concursuri la nivelul clasei.
O metod care implic statutul de partener al elevului la actul educativ o constituie satelitul
sau tehnica ciorchinelui. Poate fi utilizat att individual, ct i n grup, n scopul stimulrii
gndirii divergente, precum i al sesizrii i evidenierii conexiunilor dintre idei, construirii de noi
idei i de noi sensuri i semnificaii. Configuraie grafic a acestei metode este asemntoare cu un
satelit sau cu un ciorchine.
Metoda cubului este o metod pentru studierea unei teme din perspective multiple i const
n utilizarea unui cub ce are pe fiecare fa a sa o cerin anume, instruciuni ce pot fi folosite

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pentru activiti de gndire (oral) sau scriere. Poate fi aplicat individual, n perechi sau n grupuri
mici.
Relaia nvtor-elev este o relaie complex, constructiv, dinamic, n care ambele pri
implicate i aduc aportul de originalitate i creativitate, fiind oportun pentru nobila misiune a
colii, aceea de a forma capaciti.

BIBLIOGRAFIE:
Slvstru,Dorina, 2007, Psihologia educaiei, Editura Polirom, Iai.
Cosmovici, Andrei; Iacob,Luminia, 1999, Psihologie colar, Editura Polirom, Iai.
Stefanovic, J.,1979, Psihologia tactului pedagogic al profesorului, E.D.P., Bucureti

EDUCAIA DURABIL N GENERAIILE ANTERIOARE I ACTUALE

Enache tefania Mihaela

coala Gimnazial Niculeti, Dmbovia

Educaia este paaportul nostru pentru viitor, cci ziua de mine aparine celor care se
pregtesc pentru ea de astzi. Malcolm X
Cea mai bun motenire pe care o putem lsa copiiilor notri este n primul rnd educaia,
att prin cuvntul nostru, ct i prin exemplul nostru, iar exemplul propriu este cel mai gritor
pentru ceea ce suntem pentru noi nine, dar i pentru cei mici din jurul nostru.
Inteligena omului nu vine din nimic: ea se furete pe temeliile aezate n perioadele de
formare a simurilor la copil. ninte de a fi aduli responsabili cu toii am fost copii. Omul ct
triete nva... Oare pot fi de acord cu cei ce cred c doar cei mici au de nvat pentru c oamenii
mari au experien? n niciun caz! Avem ntotdeauna de nvat unii de la alii. Lucrurile cele mai
bune i mai frumoase se descoper mpreun, iar evoluia are loc mpreun, prin deschidere,
comuniune i interrelaionare cu toi semenii din jurul nostru.
Dezvoltarea durabil este un concept destul de greu de definit. Faptul c evolueaz n mod
continuu, adugndu-i noi valene l face de dou ori mai greu de definit. n general cnd vorbim de
dezvoltare durabil avem n vedere trei componente: mediul, societatea i economia. n momentul
de fa cele trei domenii sunt interdependente, astfel c nu putem atinge o stare de bine n una
dintre cele trei arii fr a ine cont de celelalte.
Iat ce spune Strategia UNECE pentru educaia i dezvoltarea durabil: Educaia, pe lng
faptul c este un drept al omului, este o premis pentru obinerea dezvoltrii durabile i un
instrument esenial pentru o bun administrare, pentru adoptarea unor decizii n cunotin de cauz
i promovarea democraiei. De aceea, educaia pentru o dezvoltare durabil poate ajuta s
transforme perspectiva noastr n realitate. Educaia pentru dezvoltare durabil dezvolt i
mbuntete capacitatea indivizilor, a grupurilor, a comunitilor, organizaiilor i a rilor de a
gndi i a aciona n favoarea dezvoltrii durabile. Ea poate genera o schimbare n mentalitile
oamenilor, potennd capacitatea acestora de a crea o lume mai sigur, mai sntoas i mult mai
prosper, mbuntind astfel calitatea vieii. Educaia pentru o dezvoltare durabil ofer o abordare
critic, un grad sporit de contientizare i puterea de a explora i dezvolta noi concepte, viziuni,
metode i instrumente.
Pn la un punct este absolut normal s existe diferene ntre generaii i nu este un lucru
care s pun probleme, pentru care s ne ngrijorm. Este firesc ca generaiile s aib prioriti
diferite, viziuni diferite asupra unor evenimente, gusturi i preocupari diverse, dar nu este deloc n
beneficiul nimnui s adncim n mod artificial prpastia dintre generaii i s ne mentinem ntr-o
lupta de care pe care, ncercnd s aratm c noi suntem mai grozavi i ei inferiori sau invers. De
ce s nu folosim tactica Win-Win? n acest fel cu toii vom avea ceva de ctigat, indiferent de
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vrst, experien i cunotine. De ce s nu punem ca arme principale dragostea, nelegerea i
druirea
Ce putem face constructiv?
Cheia succesului este reprezentat de cei trei mari CCC (Comunicare, Cooperare,
Colaborare).
S nvm s comunicm. O bun comunicare face minuni. Dac pornim dialogul cu tnra
generaie pornind de pe poziii de for, de eu sunt mai btrn i am experien - tu nu tii nimic,
nu rezolvam nimic, ci mai degrab, nseamn c deja ne luptm pentru o cauz pierdut. Dac vrem
s fim respectai trebuie s avem o atitudine respectuoas la randul nostru;
Evoluia se bazeaz pe comunitate i cooperare. Suveranitatea i independena au fost
nlocuite de parteneriat i cooperare. Acum totul se bazeaz pe parteneriat i vreau s afirm c
pentru mine cooperarea este convingerea profund c nimeni nu poate reui dac nu reuesc toi.
Implicarea n lucruri mici, dar cu o druire mare poate aduce beneficii nebnuite, att pentru noi ct
i pentru comunitate i implicit pentru cei cu care colaboram n mod responsabil i activ, fie ei,
copii, tineri sau aduli.
S nvm mpreun s colaborm. ntotdeuna unde-s doi puterea crete, prin urmare s
lsm orgoliile de-o parte i s ncepem s colaborm pe toate palierele i interesele comune.
Tinerii simt nevoia s se simt nelei, iar adulii simt nevoia s se simt apreciai i respectai.
Este att de simplu s ne oferim aceste lucruri! S ne ajutm unii pe alii, cu toii avem nevoie
uneori de ajutor, de la mic pn la mare;
nainte de a judeca prea aspru s ne amintim intotdeauna cum eram i noi la vrsta copiilor
notri i s nu avem reacii disproporionate fa de lucruri pe care cu puin empatie le-am putea
nelege;
Simtul critic este necesar ntotdeauna, dar s fim deschisi n a vedea n ceilali nu doar
lipsurile ci i calitile; s ne preocupm n primul rnd s evideniem i s valorizm ceea ce tiu
copiii i nu ceea ce nu tiu i invers, tinerii s valorifice experienele de via ale adulilor i s nu i
catalogheze ca fiind nvechii;
S nu judecm lucrurile strict din prisma noastr, ci s ne punem n papucii celuilalt,
acceptnd c nu este viziunea noastra singura posibil i acceptabil, iar nainte de a eticheta s
inem cont de toate circumstanele; prejudecile nu i au rostul;
S-i motivm pentru succes. Motivarea pentru succes este un indicator care poate fi abordat
din dou perspective: individual i managerial. Din perspectiva individual, elevul, cadrul
didactic sau printele au o motivare intrinsec pentru atingerea unui scop pe care i l-au propus,
cnd acesta este dorit i asumat i acioneaz pentru atingerea lui. O clarificare la nivel individual a
unor scopuri precise, realiste, realizabile i definirea individual a succesului n raport cu acestea ar
facilita att atingerea lor, ct i concentrarea eforturilor colective pentru ndeplinire. Din punct de
vedere managerial, n special n managementul clasei, cunoaterea foarte bun de ctre cadrele
didactice a contextului socio-economic i cultural al fiecrui elev este esenial n motivarea
acestuia pentru succes. Niciodat nu suntem prea tineri sau prea btrni pentru a zmbi i pentru a
ne ncuraja i motiva unii pe ceilali.
Consider c n reorientarea educaiei ctre dezvoltarea durabil, cei care dezvolt programe
de educaie trebuie s gaseasc echilibru ntre cunotiinele viitorului i modul tradiional de via.
De mute ori modul tradiional de via ne surprinde cu rezolvri foarte ecologice problemelor
legate de folosirea resurselor intelectuale, umane i emoionale. Omul are o capacitate imens prin
care poate face lucruri remarcabile, ns doar mpreun putem reui, important nu este vrsta, ci
VOINA! Niciodat nu mbtrnim atta vreme ct avem suflet de copil.
BLIOGRAFIE:
Goleman, D., Inteligena emoional, Curtea Veche, Bucureti, 2008
Neculau, A., Educaia adulilor, Editura Polirom, Iai, 2004
ORGANIZAIA NAIUNILOR UNITE CONSILIUL ECONOMIC SI SOCIAL,
CEP/AC.13/2005/3/Rev.1 23 March 2005, Strategia pentru o educaie pentru dezvoltare durabil
783
 CONFLICTUL INTERGENERATIONAL INTRA FAMILIAL

Prof. Carmen Bobina

Colegiul Economic Virgil Madgearu Targu-Jiu

Conflictul dintre generaii, tot att de vechi pe ct de nou este omenirea, a fost i mai este
nc tema de predilecie pentru numeroi i reputai specialiti n domenii ca sociologia, psihologia,
psihosociologia, psihanaliza etc.
Definim prin conflict intergeneraional intrafamilial conflictul care se produce ntre dou
generaii (n cazul nostru copii-adolesceni i adulii-prini) care fac parte din acelai grup de
apartenen familia. Conflictul intergeneraional intrafamilial desemneaz tensiunile, ostilitile
produse de confruntarea opiniilor diferite ce aparin unor grupuri de vrst diferite i care se
manifest n cadrul(interiorul) grupului familial. Cineva spunea c nu trebuie ca X s-l loveasc pe
Y pentru a ne da seama c acolo exist un conflict. Prin urmare, conflictul luat ca opoziie, ca
antitez nu trebuie s reflecte exclusiv numai nuanele violente, ci i tensiunile i divergenele,
relaionrile ncordate, manifeste sau latente etc. Referindu-se la grupul familial ca spaiu de
cercetare, P.Osterrieth considera c familia formeaz un eantion foarte reprezentativ al
societii, ale crui influene copilul le resimte nc din prima zi de via.
Ca i n societate, n familie gsim i amestec de generai, deci confruntare ntre trecut i
viitor, i solidaritate profund care unete pe toi membrii pe un fond complex de simpatie i
armonie dar i de conflicte i rivaliti. Mediul familial ca unitate social foarte redus - rmne
mediul care ofer cea mai mare cantitate i densitate de informaii.
n cadrul conflictului intergeneraional intrafamilial putem vorbi de trei entiti, entiti care
trebuie tratate laolalt, ca un tot unitar i anume:
a) adultul-printe;
b) copilul-adolescent;
c) mediul confruntrii familia.
Adultul-printe este primul agent care echilibreaz relaiile din interiorul familiei, care
creaz, susine i promoveaz sentimentul de siguran n tot grupul familial, care echilibreaz, prin
urmare, atmosfera de ordin familial n vederea asigurrii bunei funcionaliti a acestui grup.
Printre cele mai importante sarcini i responsabiliti ale adultului-printe menionm:
- asigurarea subzistenei i educaiei;
- educarea i dirijarea trebuinelor fiziologice n raport cu oportunitile familiale i cu
standardele sociale i culturale de via;
- dezvoltarea aptitudinilor, a limbajului i stimularea exersrii capacitilor practice,
cognitive, tehnice i sociale, care au rolul de a facilita securitatea personal i comportamentul
autonom;
- orientarea spre lumea imediat a universului familial, spre comunitatea mai larg, spre
societate, n aa fel nct adolescentul s fie pregtit s se confrunte cu marea varietate de situaii i
poziii care vor interveni n viaa de adult;
- transmisia principalelor scopuri sociale i valori culturale care definesc modelul cultural-
normativ al societii, formarea motivaiei personale n raport cu scopurile parentale i sociale;
- dezvoltarea capacitii de a ntreine raporturi interpersonale i de a rspunde n mod
adecvat sentimentelor altora;
- controlul libertii de comportament, limitarea <<transgresiunilor>> de la norm, corectarea
erorilor, oferirea unor ndrumri i interpretri.
n genere, prinii nu sunt pregtii pentru a face fa noului status social i implicit
problematicii specifice vrstelor prin care trece propriul copil. Dac n prima parte a vieii copilului
(n copilrie) prinii tind s dea o importan major ndatoririlor lor fa de copil (apelnd la
sfatul medicului, la experiena i sprijinul celor mai n vrst etc.), n partea a doua a vieii
copilului denumit chiar a doua natere sau naterea ntru maturitate acesta este privit
784
oarecum cu superficialitate. Obinuii cu un copil mai mult sau mai puin asculttor, prinii se simt
proprietarii acestuia: ei l-au conceput, ei l-au iubit, ei l-au crescut, ei l-au protejat, ei l-au
supravegheat, ei l-au educat, ei l-au ndrumat pe un drum n via. S-a ajuns aadar la formarea i
consolidarea unui aumit climat social, a unui anumit stil, a unor deprinderi sau automatisme, a unui
anumit tip de echilibru. Surprini de un sentiment de panic fa de transformarea fiului lor
din copil n adolescent cu un comportament diferit de cel anterior, uneori prinii se dedau la
manifestarea unor acte atoritare excesive, la imixtiuni n intimitatea adolescentului, cu frecvente
consecine negative.
Alteori, prinii se autocalmeaz, se autolinitesc i rmn indifereni, neintervenind, lsnd
lucrurile s se desfoare de la sine. Se vorbete deci de o oarecare dezorientare a prinilor ca
urmare a imprevizibilitii sczute n ceea ce privete dezvoltarea fiului lor i a problematicii
acestei dezvoltri.
n meseria de printe afirm P. Osterrieth fiecare vine cu modele interne anacronice n
raport cu familia actual, fiecare este ndemnat s acioneze, ca tat sau ca mam, conform cu
modelele de care este impregnat de la cea mai fraged vrst, fiecare este ndemnat s-i joace rolul
conformndu-se exemplului prinilor. i fiecare, n faa unei situaii noi i n faa unor principii
noi, poate fi cuprins de ndoial, dac nu chiar de anxietate, cci vechile imagini nu se potrivesc cu
mprejurrile noi.[]Fiecare printe trebuie s reinventeze rolul de printe i deci s-l gndeasc.
Nu este de mirare, deci, c aceast situaie genereaz incertitudini, dezorientare i incoerene n
atitudinea prinilor, de pe urma crora copilul are de suferit.
Familia rmne instituia cu o mare rspundere n ceea ce privete conduita i
comportamentele adolescenilor ce o compun.

Bibliografie
1. Pantelimon Golu Psihologie social, E.D.P., Bucureti, 1974,
2. Coord. Ursula chiopu Dicionar de Psihologie, ed. Babel, 1998,
3. Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, ed. Babel, 1998,
4. Dr. Ana Stoica-Constantin art. tiina rezolvrii conflictelor(II); n: Revista
Psihologia, nr.5/1995,
5. Sorin M. Rdulescu Homo Sociologicus, ed. Casa de editur i pres ansa
S.R.L., Bucureti, 1994,
6. Dr. Nicolae Grosu Esenele sociologiei, ed. Militar, Bucureti, 1997,

LEARNING FOREIGN LANGUAGE THROUGH ICT

Proiect ERASMUS+ aflat in derulare la Scoala Ivesti

Profesor nvmnt primar, Crciun Daniela

coala Gimnazial NR.1, Sat Iveti

n perioada 01.09.2015- 31.08.2017- n cadrul colii Gimnaziale Nr. 1, Sat Iveti se afl n
derulare proiectul Erasmus+Learning foreign language through ICT.
Grupul int al proiectului este format din 326 elevi cu vrste cuprinse ntre 10 - 13 ani i 30
profesori, din 8 coli partenere. Dintre acetia, 43 elevi i 5 cadre didactice provin din coala
Gimnazial Nr.1, Sat Iveti, Vaslui.
coli partenere:
coala Gimnazial Nr.1, Sat Iveti, Iveti, Vaslui Romnia
Engin Can Gre Secondary School, Istanbul- Turcia
Szkola Podstawowa SPSK w Winownia, Winowno, Polonia
11th Primary School of Chalandri, Grecia
785
 Dimotiko Sxoleio Apesias (Perifereiako, Eniaio, Oloimero), Limassol. Cipru
NTRA SRA DE LOS DOLORES, Cartagena, Spania
SOU HristoBotev, Kubrat Bulgaria
Pascoli-S. Chiara, Foggia, Italia
Obiectivul general al proiectului:
mbuntirea procesului de predare a limbii engleze folosind mijloace TIC, dezvol tarea
abilitilor lingvistice i de comunicare a elevilor cu vrste cuprinse ntre 10 i 13 ani i
sprijinireadezvoltrii de coninut inovator bazat pe TIC, de metode pedagogice i practice de
nvare pe tot parcursul vieii.
Obiectivespecifice:
O1. ncurajarea nvrii limbii engleze n rndul a aproximativ 326 de elevi pe durata derularii
proiectului dar si dupa incheierea acestuia;
O2. mbuntirea calitii competenelor de predare a limbii engleze prin mijloace digitale a 30 de
profesori;
O3. mbuntirea/ dezvoltarea competenelor de comunicare n limbaenglez a participanilor
(aproximativ 326 de elevii 30 de profesori);
O4. Promovarea multilingvismului i toleranei fa de alte culturi, religii, tradiii;
O5. mbuntirea calitii i dimensiunii europene n educaie n cadrul colilor partenere.

Produsele finale rezultate in urma derularii proiectului sunt:

1.Website-ul proiectului-http://learningforeignlanguagethroughict.com. A fost creat ca mijloc de
diseminare a activitilor de proiect. Acesta cuprinde seciunile: materiale didactice, produse
realizate de elevi, colaborare/ diseminare. Site-ul este o pagin deschis pentru oricine dorete s
afle despre munca noastr n cadrul parteneriatului. De asemenea s-a deschis o pagin a proiectului
i n spaiul eTwinning https://twinspace.etwinning.net/10638/home unde elevii se vor ntlni
online.
2.Pagina de Facebook a proiectului
https://www.facebook.com/groups/333111790208178/?fref=ts reprezinta un alt mijloc de
diseminare. Este spaiul virtual unde sunt diseminate activitile din cadrul reuniunilor de proiect la
nivel de parteneriat, precum i activitile la nivel de scoali.
3.Revista "English through games" nr.1, realizat de echipa din Spania- revista care conine
lucrri ale copiilor spanioli.
4.CD cu colindedin fiecare coal partenera. Fiecare coal a pregtit un colind n propria-i limba.
Prin reunirea tuturor colindelor s-a obinut un CD care a fost prezentat n timpul serbrilor de
Crciun.
5.Logo-ul proiectului.Dei n formularul de aplicaie nu a fost prevzut o sigla a proiectului,
partenerii au hotrt n cadrul primei reuniuni de proiect desfurarea unei competiii i selectarea
unui logo care va fi folosit n toate documentele de proiect.
n perioada 4- 8 noiembrie 2015, n cadrul colii Gimnaziale Nr.1, Sat Iveti s-a desfurat
prima reuniune internaional din cadrul acestui proiect. Reuniunea a avut ca scop discutarea
testelor iniiale la limbaenglez, administrate elevilor din rileparticipante, n vederea identificrii
competenelor problematice n nsuirea noiunilor de gramatic i lexic.
Agenda de lucru a reuniunii a fost una foarte ncrcat. Fiecare echip a prezentat cte un
filmule cu ara i coala din care provine, precum i cu structura sistemului educaional din fiecare
ar. De asemenea, s-a prezentat primul numr al revistei proiectului English through games, de
ctre reprezentanii Spaniei, precum i website-ul proiectului i modul de lucru pe website de ctre
reprezentanii Bulgariei.
n plus, echipa din Romnia a realizat o scurt prezentare intitulat ,,ROUMANIAN
TRADIIONAL CUISINE, unde au fost prezentate, pe scurt, principalele produse tradiionale ale
buctriei romneti.

786
 n cinstea oaspeilor de peste hotare, cunoscutul ansamblu de muzic i dansuri populare
,,Rapsozii Ivestiului a susinut un scurt program artistic, iar cadrele didactce ale colii au
organizat o cin tradiional romneasc. Mititeii, sarmalele, piftia, pastram, crnaii, turtele i
plcintele de cas au fost deosebit de apreciate de partenerii din proiect.
Oaspeii au fost impresionai plcut i de prestaia deosebit a cadrelor didactice care au
susinut activiti demonstrative, precum i de implicarea de care au dat dovad elevii colii despre
care au afirmatcsunt,,elevi ideali.
n urma evalurilor fcute n timpul activitilor de proiect ct i a evalurii din luna
decembrie au rezultat urmtoarele:
- muli dintre elevii claselor a V-a i a VI- a au nceput s comunice mai uor, formulnd propoziii
n limba englez, corecte din punct de vedere gramatical;
- majoritatea a nceput s foloseasc calculatorul n scrierea documentelor word, n realizarea de
mici prezentri power point, n realizarea de felicitri, n folosirea unor programe pentru ascultarea
de conversaii n limba englez;
- elevii au nceput s se implice n realizarea de miniproiecte folosind mijloace TIC i la alte
discipline;
-majoritatea miniproiectelor au fost realizate pe grupe de elevi fiind ncurajat munc n echipa;
- n cadrul activitii care a marcat Ziua European a Limbilor Strine Travelling through Europe
pe 26 septembrie 2015 dar i n cadrul orelor de limba englez i de geografie au fost prezentate
rile partenere (istorie, cultur, tradiii i obiceiuri), copiii fiind ncurajai pentru toleran fa de
cultur, religia, tradiiile i obiceiurile altor ri;
- lucrul la proiect a stimulat colaborarea ntre elevi, creativitatea, abilitatea de a selecta informaiile
de pe internet sau din crile de specialitate, curajul de a se prezena n public (copiii i-au prezentat
lucrrile n fa colegilor de clasa, dar i n cadrul reuniunii de proiect sau a leciilor deschise);
- n cadrul activitilor profesorii din echipa de proiect au ncercat noi metode de nvare- predare-
evaluare, metode interactive, centrate pe elev, folosind calculatorul, tabla interactiv, softuri
educaionale;
- n cadrul reuniunii de proiect s-au implicat toi profesorii din echipa de proiect, depind bariera
de comunicare n limba englez;
-profesorul de limba englez care lucreaz n echipa cu responsabilul TIC i-a mbuntit
abilitile de folosire a calculatorul n desfurarea leciilor (video, prezi, blog, glogster, ppt, voki,
mp3, website, webmagazine);
-toi profesorii i-au mbuntit experiena n managementul proiectelor europene, n activitatea de
echip la nivel european;
-prin derularea proiectului este promovat imaginea colii la nivel internaional, naional, judeean
i local;
-managementul colii s-a mbuntit prin introducerea unor activiti interdisciplinare, prin
profesori deschii la nou, la folosirea metodelor interactive centrate pe elev;
-mbuntirea relaiei familie- coal, prinii avnd mai mult ncredere n actul educaional;
-prinii sprijin copiii din grupul int la realizarea activitilor de proiect;
- contientizeaz c lucrul la proiect nseamn lucrul n timpul liber al copiilor;
- marea majoritate a copiilor are calculator i conexiune internet acas.
-membrii comunitii locale se mndresc cu realizrile colii din localitate.
Urmtoarea reuniune de proiect va avea loc n luna mai, n Grecia.

787
 DIALOGUL INTERCULTURAL EUROPEAN PRIN PROIECTE EUROPENE

Profesor Munteanu- Dulgheru Mariana

coala Gimnazial Nr.1, Sat Iveti

Calitatea educaiei este dat de o transformare inovatoare, cutndu-se n permanen o

diversificare a funciilor colii n scopul dezvoltrii acesteia atat din punct de vedere al resurselor
oferite pentru elevi i prini, dar i pentru ceilali membri ai comunitii. Ritmul i dinamismul
dezvoltrii poate izvor din educaie, aceasta avnd mijloacele i fora de a instrui i educa
generaii mobile i active, bine nzestrate din punct de vedere intelectual, capabile s depeasc
ineria unui mediu social refractar, n care se resimt nc note accentuate de prejudecat i
discriminare.
Dimensiunea european a educaiei este reflectarea unei realiti care exercit necontenit
presiuni asupra colilor, determinndu-ne s ntreprindem msuri pentru a-i sprijini pe tineri s
gseasc modaliti de rspuns la provocrile lumii contemporane.
Proiectele colare Comenius i Erasmus+ au ca scop mbuntirea calitii i consolidarea
dimensiunii europene n educaie, ncurajarea nvrii limbilor strine i a cooperrii
transnaionale ntre coli, promovarea contiinei interculturale i a inovaiei n ceea ce privete
metodele pedagogice i tehnicile informaionale. Aceste proiecte se deruleaz n nvmntul
preuniversitar i implic un numr mare de persoane: elevi, printi, toate categoriile de personal
didactic, precum i comunitatea local, asociaii non guvernamentale s.a.
coala noastr se afl n prezent la al treilea proiect european, cu finanare internaional.
n perioada 2010- 2012, n cadru colii Iveti s-a derulat Proiectul multilateral Comenius
,,Save the planet, save the buterflies. n cadrul acestui proiect au fost opt ri partenere: Bulgaria,
Ungaria, Lituania, Italia, Germania, Turcia, Polonia i Romnia. Coordonatorul proiectului a fost
prof. Munteanu- Dulgheru Mariana de la coal cu clasele I-VIII, Iveti.
Obiectivul general al proiectului a constat in informarea i contientizarea elevilor,
parinilor i comunitii locale despre necesitatea protejrii mediului n vederea unei dezvoltri
durabile a acestuia.
Obiectivele specifice ale proiectului au vizat:
- Descoperirea i studierea influenei umane asupra schimbrilor climatice;
- Contientizarea elevilor, prinilor i comunitii de riscurile pe care le prezint schimbrile
climatice;
- Dezvoltarea unei gndiri pozitive n rndul elevilor i cadrelor didactice cu privire la
educaia ecologic;
- mbogirea bazei materiale a colii cu noi materiale didactice;
- Promovarea spiritului muncii n echip i mbuntirea relaiilor de grup.
Acum, la patru ani dup implementarea proiectului, se poate afirma c rezultatele sunt mai
mult dect mulumitoare. Att elevii ct i cadrele didactice din scolile partenere n proiect s-au
implicat activ, organiznd expoziii de desene, obiecte decorative i vestimentare obinute din
materiale refolosibile, filmulee documentare i scurte prezentri power-point pe teme ecologice,
numeroase articole publicate pe web- site-ul, blogul si revista online a proiectului. Elevii cei mai
merituoi au participat la mobiliti internaionale unde i-au facut noi prieteni, i-au pus n practic
i i-au consolidat o parte din cunotinele dobndite la clas n cadrul orelor de chimie, educaie
civic, biologie, limbi strine, TIC au mprtit din experiena lor i celorlalali. Cadrele didactice
au cunoscut alte sisteme educionale, i-au mbunit nivelul de cunotine, au dobndit noi
competene privind comunicarea ntr-o limb strin i TIC.
De asemenea, fiecare ar partener a editat cte o revist de ecologie i a realizat cte o
mic plantaie de puiei
Elevii colii Iveti au plantat cu puiei de salcm, o suprafa degradat, oferit de primaria
din localitate.
788
 Ultimul produs final, ghidul de ecologie cu titlul Save the butterflies, save the Planet ,
cuprinde un scurt ,, ndreptar privind conduita noastr n relaia cu mediul nconjurtor.
Proiectul multilateral Comenius Lets fight against violence for a peaceful European
school! care s-a derulat n perioada 2012- 2014 a deschis oportunitatea pentru dialogul cu alte cinci
coli din: Turcia, Spania, Olanda, Austria, Portugalia. La proiect au participat profesori i elevi care
au avut o comunicare foarte bun, fr a se ine cont de ras, naionalitate, origine etnic, limba,
religie, sex, opinie, apartenena politic, avere sau origine social. C dovad a comunicrii
eficiente sunt:
- cele 6 reuniuni de proiect unde au participat profesori i elevi din toate colile partenere (din
coala noastr au participat la reuniuni 12 elevi i 6 profesori);
- activitile de proiect realizate n echipa n cadrul reuniunilor de proiect;
- produsele finale ale proiectului:
a) Studiul: Results of the survey- Sources of violence among teenagers;
b) Revista n 6 numere Non for violence;
c)Broura Simpozionului Internaional Lets fight against violence for a peaceful European
school!;
d) Broura Managementul conflictelor;
e)Web-site-ul i pagina de Facebook ale proiectului.
n cadrul reuniunilor de proiect, fiecare coal partenera i-a prezentat sistemul educaional,
dar i elemente de cultur, istorie, tradiii i obiceiuri. Permanent, la nivel de parteneriat s-a
promovat principiul egalitii de anse. Grupul int la nivel de parteneriat: elevi cu vrst 12- 15
ani. Beneficiari la nivelul parteneriatului: beneficiari direci: 670 de elevi i 81 de profesori,
beneficiari indireci- prinii elevilor participani la activitile proiectului, membrii comunitii
lrgite.
Proiectul cu titlul Learning foreign language through ICT face parte din Programul
ERASMUS+, KA2-parteneriate ntre coli i se deruleaz n prezent n coal noastr (2015-
2017).
Acesta a creat puni de legtur ntre opt coli din Romnia (coal Iveti fiind coal
coordonatoare de proiect), Turcia, Spania, Polonia, Bulgaria, Grecia, Cipru, Italia cu scopul de a
gsi noi metode de predare nvare a limbii engleze prin intermediul mijloacelor IT. Grupul int
la nivel de parteneriat: elevi cu vrst 10-13 ani. Beneficiari la nivelul parteneriatului: beneficiari
direci: 326 de elevi i 30 de profesori; beneficiari indireci- prinii elevilor participani la
activitile proiectului, membrii comunitii lrgite.
Implementarea proiectelor europene a adus plusvaloare activitilor colii noastre,
contribuind la asimilarea bunelor practici de la nivel european, a determinat schimbri pozitive la
nivelul managementului colii i al clasei, dezvoltarea competenelor elevilor i cadrelor didactice
legate de cetenia european, comunicare ntr-o limb strin i n limba matern, valorizarea
potenialului individual, a adus oportuniti de dezvoltare a curriculumului, de diversificare a
activitilor extracolare. Participarea unui mare numr mare de cadre didactice i de elevi la
mobilitile realizate a condus la creterea motivaiei pentru studiul unei limbi strine, aplicarea
experienei dobndite n context european la activiti didactice i extracolare din coal,
creterea interesului pentru valorificarea bunelor practici nvate n colile partenere i utilizarea
lor n contextul colii.
Proiectele /programele comunitare derulate de coala noastr au creat cadrul favorabil
dezvoltrii instituionale n vederea ndeplinirii misiunii colii asumata prin Proiectul de Dezvoltare
Instituional pentru perioada 2012-2016, creand o atmosfera de colaborare si competitie intre toti
factorii implicati in procesul instructiv- educativ.

789
 EDUCATIA PEMANENTA, O EDUCATIE CONTINUA

Prof. Vduvoiu Maria Laura

Scoala Gimnazial Belo, Dolj

Educatia permanenta este o educatie continua, definita si ca autoeducatie, aceasta fiind

activitatea constienta si complexa a fiintei umane desfasurata in scopul desavarsirii propriei
personalitati. Din aceasta perspectiva omul, eliberat de orice dependenta sau constrangere
actionala, isi stabileste, implicit sau explicit, propriile scopuri si obiective educationale si isi
mobilizeaza adecvat resursele in vederea valorificarii maxime a informatiilor disponibile pentru
atingerea finalitatilor si dezideratelor propuse.
Educaia este activitatea contient de a-l influena pe om printr-o tripl aciune: de
ngrijire, de ndrumare i de cultivare n direcia crerii valorilor culturale i a sensibilizrii
individului fa de acestea (Brsnescu, 1935).
Profesorii au astfel ca una dintre principalele lor indatoriri dezvoltarea capacitatii de
autoeducatie a elevilor, capacitate care nu apare insa in mod spontan, aceasta fiind produsul unei
activitati organizate si de durata in scoala. Dezvoltarea capacitatii de autoeducatie a elevilor
presupune luarea in calcul si transpunerea in practica a anumitor directii.
Dezvoltarea capacitatii de autoeducatie a elevilor este importanta deoarece daca pana la
varsta preadolescentei educatia ocupa o pondere mai mare decat autoeducatia, moment in care
pentru un timp acestea devin egale ca importanta si extensie, dupa adolescenta autoeducatia incepe
sa detina treptat o pondere semnificativ mai mare decat educatia, permanentizandu-se in timp.
n concluzie, prin educaie se dorete dezvoltarea contient a potenialului biopsihic al omului i
formarea unui tip de personalitate solicitat de condiiile prezente i de perspectiva societii.
Educaia permanenta are urmtoarele caracteristici: pune accent pe oameni, urmrete
dezvoltarea unor caliti umane i explorarea orizonturilor, este orientat predominant spre
pregtirea pentru via, are n vedere, cu precdere, ntrebri asupra existenei, vizeaz cu precdere
dezvoltarea unei stri sau a unei structuri atinse, finalitatea n educaie mbin viziunea pe termen
scurt cu cea pe termen lung. Activitatea educaional este dinamic i flexibil n acelai timp, iar
educaia stimuleaz idealul fiinei umane exprimat prin a fi i a deveni.
Ioan Cerghit identific urmtoarele posibile perspective de nelegere a educaiei:
-educaia ca proces transformarea fiinei umane, n perspectiva unor finaliti;
-educaia ca aciune de conducere dirijarea evoluiei individului;
-educaia ca aciune social activitate planificat pe baza unui proiect social;
-educaia ca interrelaie uman efort comun educator-educat;
-educaia ca ansamblu de influene aciuni aleatorii care contribuie la formarea omului.

Factorii educaiei
Factorii educaiei sunt urmtoarele instituii:
a).Familia
Este primul factor care formeaz persoana. Este mediul cel mai natural cu putin i care exercit o
influen imens, implicit, ascuns i indirect, de cele mai multe ori.
b).coala
La nivelul acestei instituii, educaia ajunge ntr-un stadiu de maxim dezvoltare prin caracterul
programat, planificat i metodic al activitilor instructiv-educative. Cei care realizeaz procesele
formative sunt cadre specializate ce dein, pe lng competenele disciplinare, academice, i pe cele
de ordin psihologic, pedagogic i metodic.
c). Biserica
Biserica compenseaz nevoia de filiaie activ pe o linie ideatic, prin excelen spiritual. O dat
cu intrarea copilului n coal, biserica i va da concursul pentru instaurarea unei faze de educaie
sistematic, explicit, n perspectiva valorilor credinei.
790
d). Instituiile culturale
Casele de cultur, muzeele, casele memoriale, pot deveni medii prielnice de transmitere a valorilor
i de formare i reformare a persoanelor n acord cu jaloane valorice polimorfe, nalte. Aici se pot
desfura adevrate programe de formare a tinerilor, de educaie a adulilor, de petrecere fructuoas
a timpului liber.
e). Presa
ntr-o societate informatizat, stimulii explicit educogeni trebuie s fie prezeni i la acest nivel.
Gama mijloacelor mediatice este deosebit de larg: ziare, reviste, radio, televiziune, internet, etc
Atenie ns, nu tot ce se vehiculeaz prin pres poart pecetea valabilitii i relevanei valorice.
f). Structurile asociative
Asociaiile informale organizate pe criterii disciplinare, profesionale, spirituale sau nu, au ca scop
i o serie de aciuni educative la nivelul publicului. Gama este i aici larg, asociaii ale copiilor i
tineretului, societi caritabile, organizaii non-guvernamentale etc ce au ca sarcini complementare
formarea contiinei i conduitei proactive, prosociale, culturale.
S reliefm faptul c, toi aceti factori acioneaz simultan, corelat, prin mpletirea
funciilor lor educative, spernd astfel la o reformare spiritual autentic a omului i comunitii.
Conceptul de educaie permanent
Educatia permanenta reprezinta o directie importanta de evolutie a activitatii de formare-
dezvoltare a personalitatii, care urmareste valorificarea tuturor dimensiunilor si diformelor
educatiei proiectate si realizate pe tot parcursul existentei umane si in orice moment al existentei
umane.
Definirea educatiei permanente, la nivelul unui concept pedagogic fundamental. presupune
delimitarea domeniului de referinta si a semnificatiei sale strategice.
Ca domeniu de referinta, educatia permanenta implica "intreaga durata de viata a unui
individ". Ea vizeaza activitatea de formare-dezvoltare a personalitatii umane, abordata " in
totalitate ei", coreland resursele, respectiv:
-stadiile educatiei ( varstele prescolare-scolare-postscolare si psihologice;
ciclurile vietii: copilaria-preadolescena-adolescenta-tinereea maturitatea-batranetea);
-continuturile educatiei ( dimensiunile/laturile educatiei: intelectuala-morala-tehnologica-estetica-
fizica);
-formele educatiei ( educatia formala-nonforinala-informala);
-factorii educatiei ( rolul: familiei, comunitatii educationale, institutiilor scolare etc).
Aceasta abordare permite integrarea tuturor resurselor educatiei pe verticala sistemului (
continuitatea intre stadiile educatiei, sustinuta pe lot parcursul existentei umane)
si pe orizontala sistemului ( complementaritatea resurselor educatiei, aprofundata la nivelul fiecarui
stadiu al educatiei, in orice moment al existentei umane).
Ca semnificatie strategica educatia permanenta poate fi definita la nivel functional-
structural-operational, nivel care evidentiaza:
- "scopul sau final" ("a mentine si a imbunatati calitatea vietii");
- "caracterul sau universal ("reprezinta democratizarea educatiei") si dinamic" ("permite adaptarea
materialelor si a mijloacelor de invatare la noile conditii impuse de dezvoltare");
- sensul sau managerial ("educatia permanenta este un principiu organizator pentru toate tipurile de
educatie").
La nivel functional, educatia permanenta angajeaza trei categorii de functii:
functia de adaptare; functia de inovare; functia de corectare.
La nivel structural, educatia permanenta angajeaza doua componente principale, aflate in
raporturi de interactiune: componenta generala si componenta profesionala.
La nivel operational, educatia permanenta angajeaza resursele de dezvoltare pe-
dagogica/educabilitate ale fiecarei personalitati umane, valorificabile in termeni de oportunitate si
de motivatie individuala si sociala.

791
 Educaia continu/permanent/autoeducatia este un concept intergrator care nglobeaz
toate dimensiunile actului educaional att sub aspect temporal (educaie pe toat durata vieii
lifelong education), ct i sub aspect spaial articulnd toate influenele i aciunile exercitate
asupra educabililor ntr-o structur formal (coal, universitate), non-formal i informal (life-
wide education).

BIBLIOGRAFIE:

1) Brsanescu St., Didactica, Ed. Scrisul Romanesc, 1935

2) Cerghit Ioan, Curs De Pedagogie, Editura Polirom, Bucuresti, 1988
3) Cuco Constantin, Pedagogie, Editura Polirom, Bucureti, 2006
4) Dave R.H. (Coord.), Fundamentele Educaiei Permanente, Editura Didactic i Pedagogic,
Bucureti,1991
5) M.E.C.I., Anexa La O.M. Nr. 5720 / 20.10.2009 Privind Metodologia Formrii Continue A
Personalului Didactic Din Invmntul Preuniversitar,
6) MECT, Starea Invmntului In Romnia, Bucureti, 2000

CARACTERISTICILE PROCESULUI DE NVMNT

Morar Claudia-Mariana
Liceul Tehnologic Constructii Masini Mioveni

Procesul de invatamant reprezinta subsistemul praxiologic al sistemului de invatamant,

finalizat la nivelul activitatii de predare-invatare-evaluare.
Sistemul de invatamant delimiteaza cadrul de functionare si de organizare institutionala a
educatiei la nivel prescolar-scolar-postscolar.
Procesul de invatamant sustine activitatea de educatie la nivelul actiunii didactice,
proiectata si realizata in mediul prescolar-scolar-postscolar.
Caracteristicile generale ale procesului de invatamant si dimensiunea functionala
structurala-operationala a acestuia sunt relevante la nivelul activitatii de predare-invatare-evaluare,
care reflecta potentialul pedagogic al fiecarui cadru didactic angajat in realizarea obiectivelor
specifice mediului scolar.
Caracteristicile generale ale procesului de invatamant sunt evidente la nivelul corelatiei
existente intre subiectul educatiei (cadrul didactic) si obiectul educatiei( elevul).
Sistemul de invatamant are un caracter national si istoric, evolueaza si se dezvolta in raport
cu dezvoltarea materiala si specificul cultural al fiecarei tari.
Invatamantul inteles sub forma de organism institutional, nu poate fi considerat ca avand
doar o structura interna, ca rezultat al interactiunilor dintre componentele sale, ci el este supus unor
presiuni sociale ce functioneaza independent si in interactiune, urmarind realizarea unor obiective
educative.
Procesul de nvmnt are caracter bilateral, deoarece, n esen, implic doi actori
fundamentali: profesorul, care este responsabil de organizarea, conducerea, ndrumarea, consilierea
elevilor i asigur predarea, instruirea, educarea i evaluarea etc.; elevul, care este responsabil de
nvare, de autoevaluare etc.
Din unghiul de vedere al profesorului, pregtirea realizeaz, n esen, transformarea
mesajelor oferite de memoria social n mesaje didactice, fapt ce presupune organizarea unor
asemenea situaii de nvare care s faciliteze interaciuni optime ntre personalitatea elevului i
mesajele cu care se intervine.

792
 Predarea implic n mod necesar adecvarea mesajului didactic la condiiile psihologice de
nvare. Astfel, dup cum nu exist un singur mod de nvare, tot aa nu poate exista un mod unic
de predare.
Procesul de nvmnt este un proces interactiv: agenii implicai n acest proces
interacioneaz, existnd permanent espectaii, solicitri i rspunsuri, rezolvri de probleme
individuale sau colective etc., se creeaz, totodat, situaii de nvare; se provoac conflicte
cognitive, se problematizeaz etc.
Prin urmare, profesorul dirijeaz procesul de nvmnt, l coordoneaz i l conduce, fiind
investit de societate cu acest rol, iar elevul este un partener activ, cu libertate de aciune, cu
posibilitatea exprimrii libere a opiniilor, aspecte corelate cu responsabilitatea pentru rezultatele
muncii sale.
Caracterul de subiect i obiect al elevului n cadrul procesului de nvmnt:
Elevul - obiect al educaiei:
Elevului i se ofer toate informaiile selectate i prelucrate de ctre profesor, iar acesta
particip doar la nelegerea i aplicarea cunotinelor.
Elevul - subiect al educaiei:
Elevului i se ofer posibilitatea de a afla i singur cunotinele, de a le nelege, asimila i
aplica n mod independent.
Procesul de nvmnt este informativ, dar, mai cu seam, formativ. Locul capului bine
umplut prin dopaj informaional este luat de capul bine format printr-un proces de educaie
anticipativ i de progres, viznd dezvoltarea preponderent a inteligenei, creativitii i
imaginaiei.
Caracterul informativ - reiese din faptul c n procesul de nvmnt se transmite un volum
mare de informaii, utile pentru fundamentarea teoriilor i aciunilor, a cror selecie, pe criteriul
valorilor, importanei i fiabilitii fiind imperios necesar.
Caracterul formativ - se refer la dezvoltarea bio-psihosocial a personalitii celui educat,
concretizat n formarea i dezvoltarea unor capaciti i deprinderi intelectuale, morale i sociale.
Procesul de nvmnt constituie un act specific de cunoatere, de (re)descoperire sau de pregtire
pentru descoperirea adevrului.
Procesul de nvmnt este cadrul n care elevii sau studenii asimileaz informaia,
construindu-i astfel un repertoriu cognitiv: cunotine, priceperi, deprinderi, operaii, capaciti,
atitudini .a.m.d. n acest sens, educatorii i formeaz i perfecioneaz permanent competenele
psihopedagogice.
Din punctul de vedere al celor educai, elementele de cunoatere converg n tipuri diferite
de cultur: cultura general, cultura general profesional, cultura de specialitate, concepia
general despre lume i via.
Cultura general este un ansamblu structurat al cunotinelor, atitudinilor i convingerilor
din principalele domenii ale cunoaterii i activitii practice; este procesul i rezultatul de
asimilare a valorilor tiinifice, tehnice, artictice.
Ea se formeaz, n esen, pe primele niveluri ale colaritii (nvmntul obligatoriu) dar
se lrgete ulterior. Este indispensabil convieuirii sociale i devine funcional n raport cu
nsuirea unei profesii.
Cultura general profesional cuprinde ansamblul cunotinelor fundamentale necesare
nsuirii unei profesii, informaia de baz dintr-un domeniu profesional. Ea este indispensabil
profesionalizrii stricte, specializrii.
Cultura de specialitate include cunotine, deprinderi, priceperi dintr-un domeniu
profesional strict specializat, relativ bine delimitat. O specializare strict are avantajul obinerii i
recunoaterii performanelor n domeniul respectiv i dezavantajul dificultilor de a face fa
dinamicii socio-profesionale, readaptrii profesionale.
Ceea ce numim n mod generic concepia despre lume i via acoper cunotinele,
convingerile, atitudinile generale ale individului cu privire la realitate. Ea se formeaz i se
793
consolideaz de-a lungul existenei personale i, n fond, este destul de greu de definit. Cultura
general i de specialitate sunt asimilate la nivelurile medii i superioare ale nvmntului.
Procesul de nvmnt este bazat pe un tip deosebit de comunicare: comunicarea
pedagogic, valoriznd prghii motivaionale, atitudinale i intind modificarea pozitiv a
comportamentului n procesul dezvoltrii i afirmrii personalitii celui educat.
Procesul de nvmnt este un proces cibernetic, cu autoreglare prin evaluare (diagnostic,
formativ, sumativ, criterial, normativ etc.). prin evaluare se regleaz coninuturi,
comportamente ale elevilor i profesorilor, metodologii i mijloace etc., n raport de gradul de
realizare a obiectivelor, de progresele obinute i de resursele disponibile utilizabile etc.
Procesul de nvmnt poate fi considerat un act cibernetic, adic de comand
(comunicare) i control (evaluare), n cadrul cruia acioneaz principiul conexiunii inverse
(feedback), caracteristic ce ofer posibilitatea reglajului pentru profesor, i cea a autoreglajului
pentru elev.
Caracterul educativ al procesului de invatamant indic modelarea calitilor umane ale
elevului, n vederea realizrii unui comportament demn i civilizat.

BIBLIOGRAFIE
Constantin Cucos - Pedagogie, Editia a II a revazuta si adaugita, Editura Polirom, 2006
Cerghit Ioan Metode de invatamant, Editura Didactica si Pedagogica, Bucuresti , 1980
Cristea Sorin- Pedagogie pentru pregatirea examenelor de definitivat, grad Didactic II, grad
didactic I, reciclare, Editura Hardiscom,1997
Mircescu Mihai Pedagogie, Curs universitar, Editura Printech, Bucuresti,2004
Mircescu Mihai Fundamente ale pedagogiei, Fundatia Culturala Libra,Bucuresti, 2003

COMPONENTELE ESENIALE ALE PROCESULUI DE NVMNT

Tudor Zorina
Liceul Tehnologic Constructii Masini Mioveni

Agenii, principalii actori ai procesului de nvmnt sunt profesorii i elevii, implicai

interactiv n procesul de predare-nvare-evaluare.
Obiectivele procesului de nvmnt sunt definite n funcie de cererea social-educativ,
de coninutul vehiculat, de nivelul dezvoltrii, de competenele solicitate etc.
Obiectivele pedagogice pot fi definite, astfel, ca finalitati microstructurale, care reflecta
normele valorice, de politica a educatiei,- stabilite prin finalitatile macrostructurale- angajate in
cadrul procesului de invatamant, pentru orientarea proiectarii acestuia de la nivelul planului si al
programelor scolare pana la nivelul activitatii didactice realizata pe baza corelatiei functional-
structurale profesor-elev.
Dupa gradul de generalitate exprimat,intalnim:
-obiective pedagogice generale, valabile pe verticala sip e orizontala procesului de
invatamant
-obiective pedagogice specifice, valabile pe niveluri,trepte,discipline,forme de invatamant si
de instruire
-obiective pedagogice concrete ale procesului de invatamant, valabile la nivelul activitatii
effective de predare-invatare-evaluare, realizata in diferite forme de organizare didactica (
lectie,seminar, curs,etc.)
Dupa tipul de comportament asteptat,intalnim:
-obiective pedagogice de competenta-reflecta dimensiunea functional-structurala a procesului
de invatamant situate,de regula, intre obiectivele generale si obiectivele specifice
794
 -obiective pedagogice de performanta-reflecta dimensiunea structural operationala a
procesului de invatamant, situate,de regula, intre obiectivele specifice si obiectivele concrete
Coninutul procesului de nvmnt (informaional, motivaional, atitudinal,
comportamental) este chintesena tiinei, prelucrarea didactic a informaiei, este organizarea
ariilor curriculare, modulelor i disciplinelor, abordarea pluridisciplinar sau intradisciplinar a
informaiei.
Continutul instruirii include cunostintele,deprinderile,strategiile si atitudinile, asamblate la
nivelul unui sistem de valori angajate in activitatea de predare-invatare-evaluare, proiectata si
realizata in cadrul procesului de invatamant.
Didactica traditionala include in continutul invatamantului ansamblul cunostintelor,
deprinderilor si priceperilor.
Didactica moderna, valorificand progresele psihologiei si ale sociologiei procesate la
nivelul educatiei noi include in continutul instruirii ansamblul cunostintelor,deprinderilor,
strategiilor, atitudinilor cognitive proiectate la nivelul unor documente oficiale ( plan de
invatamant,programe,manuale scolare etc.) care vizeaza stimularea dezvoltarii elevilor,
semnificativa in plan intelectual-moral-profesional-estetic-fizic.
Mijloacele tehnico-materiale cuprind: materiale didactice, mijloace de nvmnt
(organizate n cabine, laboratoare etc.), mijloace materiale, spaii, dotri, timp, mijloace financiare
utilizate n scopul desfurrii eficiente a procesului de nvmnt, asigurrii randamentului
acestuia.
Mijloacele de invatamant sunt instrumente sau complexe instrumentale menite a facilita
transmiterea unor cunostinte, formarea unor deprinderi , evaluarea unor achizitii, realizarea unor
aplicatii practice in cadrul procesului instructiv-educativ.
Mijloacele de invatamant se pot grupa in doua mari categorii:
- mijloace de invatamant ce cuprind mesaj didactic
- mijloace de invatamant care faciliteaza transmiterea mesajelor didactice
In prima categorie se pot include urmatoarele mijloace:
- obiecte naturale, originale ( animale vii sau conservate, ierbare, insectare,
diorama,acvarii)
- obiecte substitutive , functionale si actionale ( machete, mulaje,modele )
- suporturi figurative si grafice ( harti, planse iconice, albume fotografice )
- mijloace simbolico-rationale ( tabele cu formule,planse cu litere, cuvinte, scheme
structurale sau functionale, etc.)
- mijloace tehnice audiovizuale ( diapozitive,filme, discuri, benzi audio si/sau video)
Printre mijloacele de invatamant care favorizeaza transmiterea informatiilor didactice, se pot
enumera urmatoarele:
- instrumente, aparate si instalatii de laborator
- echipamente tehnice pentru ateliere
- instrumente musicale si aparate sportive
- masini de instruit si calculatoare electronice
- jocuri didactice ( obiectuale, electrotehnice, electronice )
- simulatoare didactice, instalatii pentru laboratoare fonice
Stabilirea si integrarea mijloacelor de invatamant se realizeaza prin racordarea permanenta a
acestora la obiectivele instruirii, la continuturile concrete ale lectiilor, la metodele si procedeele
didactice. Eficienta utilizarii mijloacelor de invatamant tine de inspiratia si experienta didactica ale
profesorului in a allege si a-si sprijini discursul pe un support tehnic care , in mod virtual, poseda
calitati ce asteapta sa fie exploatate.
Formele de organizare a procesului de nvmnt cuprind: lecia (n diversele sale
variante), precum i alte forme (vizite, ntlniri, excursii didactice etc., e-Learning, I.A.C. .a.).
Termenul lectie provine din latinescul lectio ,derivate din legere, care inseamna a citi cu glas
tare un manuscris important, a audia, a lectura, a medita. Lectia reprezinta un demers didactic
795
unitar care deriva simultan prin centrarea acesteia catre o serie de obiective specifice, catre un
anumit specific al continutului de transmis, catre modalitatea principala de interactiune a actorilor,
catre temporalitatea rezervata actiunilor, catre cadrul metodologic dominant, catre
instrumentalizarea adecvata cu mijloacele de invatamant.
I.Cerghit propune un model tridimensional al variabilelor lectiei, identificand:
a. dimensiunea functionala ( orice lectie presupune un scop si obiective bine
determinate) ;
b. dimensiunea structurala ( orice lectie angajeaza resurse umane, materiale si de
continut, presupune selectarea unor metode si mijloace de invatamant, se realizeaza intr-un timp
determinat si intr-un mediu pedagogic );
c. dimensiunea operationala ( vizeaza desfasurarea lectiei cu strategii si procese
specifice si evaluarea cu functie de optimizare).
Principalele categorii/tipuri de lectie sunt:
1. lectia mixta
2. lectia de comunicare/ insusire de noi cunostinte
3. lectia de formare de priceperi si deprinderi
4. lectia de fixare si sistematizare
5. lectia de verificare si apreciere ale rezultatelor scolare.
Modalitile de organizare a elevilor sunt frontale (pe microgrupuri) sau individuale (prin
activiti de munc independent) etc.
Practica a acreditat trei moduri de organizare a activitatii didactice, fiecare configurand si
etaland ,intr-un mod specific, continuturi, relatii, suporturi materiale, resurse etc.
1. activitatea frontala;
2. activitatea pe grupe de elevi
3. activitatea individuala
Cele trei ipostaze nu apar niciodata in stare pura, ele impunandu-se prin dominanta, prin
extensia pe care o poate dobandi la un moment dat intr-o situatie didactica.

BIBLIOGRAFIE
Constant in Cucos - Pedagogie, Edit ia a II a revazuta si adaugita, Editura Polirom, 2006
Cerghit Ioan Metode de invatamant, Editura Didactica si Pedagogica, Bucurest i , 1980
Cristea Sorin- Pedagogie pentru pregatirea examenelor de definit ivat, grad Didact ic II, grad
didact ic I, reciclare, Editura Hardisco m,1997
Mircescu Mihai Pedagogie, Curs universitar, Editura Printech, Bucuresti,2004
Mircescu Mihai Fundamente ale pedagogiei, Fundatia Culturala Libra,Bucurest i, 2003

796
 CONFLICTELE NTRE GENERAII

Prof. maistru Cucoranu Ionel

Liceul tefan Procopiu , Vaslui

Educaia intergeneraional reprezint o nou modalitate de abordare a unor probleme

contemporane specifice i reprezint, deasemenea, o modalitate de a consolida solidaritatea ntre
diverse grupe de vrst, prin intermediul colaborrii i schimbului de informaii ntre generaii.
De prpastia dintre generaii se vorbete dintotdeauna, dar astzi se consider c aceasta
prapastie este mai mare ca pna acum. Se consider c aproximativ 10 din familiile cu adolescenti
au dificulti serioase n relaiile cu acetia. ntre generaii au existat ntotdeauna conflicte,
nenelegeri sau relaii de indiferen sau ostilitate. Deseori auzim c adulii nu-i neleg pe cei
tineri i c acetia nu-i ascult pe aduli.
Totui, n ultima perioad, tinerii se detaeaz mai repede de prini i cu mai mult
uurin, atandu-se emoional de cei de vrsta lor n care au mai mult ncredere.
Pentru a gsi o cauz trebuie pornit de la un adevr reprezentat de faptul c lumea s-a
schimbat n ultimii 50 de ani mai mult dect in ultimii 200 de ani. Schimbarea s-a fcut rapid inct
generaia vrstnic nu mai face fa, nu mai ine pasul cu schimbarea, n timp ce adolescenii sunt
chiar pe valul vremii. Pentru tineri este mai uor , ei neleg mai rapid ce ine de modernitate i
post modernitate.Din copilrie tinerii tiu c exist limbi strine, reclame, jocuri pe calculator,
carduri bancare.
n competiie cu scopurile parinteti tradiionale, cu ateptri, standarde i disciplin intr
demonstratiile de autonomie ale adolescenilor. Acest fapt contribuie la creterea eforturilor
prinilor de a amna cutarea de ctre adolescent a motivatiei care s-l determine s se conformeze
regulilor familiale i sociale.
Cea mai mare parte a conflictelor dintre prini i copiii adolesceni sunt legate de responsabilitile
i privilegiile familiale, implicnd elemente ca stilul de se mbrca, muzica ascultat, permisiunea
de a iei din cas dup anumite ore, dar nu vizeaz valorile de baz. Adulii se adreseaz
adolescenilor n termeni de responsabilitate i solicitare trebuie s faci asta, nva s.a
Copiii se simt mereu criticai i dorec mai mult nelegere i consideraie. Ei consider ca adulii
se simt atottiutori, c tiu ce e bine i ce e ru, c le dicteaz cum s triasc. n mentalitatea
tradiional a adulilor se stabilete un raport de putere cu copiii n care ei se situeaz pe poziia de
superioritate, relaia de comunicare fiind una vertical.
Pentru a vede disfuncionalitatea comunicrii ntre generaii i pentru gsi unele trsturi
caracteristice tinerei generaii de astzi trebuie avut n vedere sistemul de valori. Dei exist valori
tradiionale , cum ar fi familia, fiecare epoc , generaie are nevoi, aspiraii, credine, idei,
motivaiecare difer mai mult sau mai puin de cele ale generaiei anterioare. Unele valori revin dar
nu mai au aceeasi form de exprimare pentru c nu mai exist contextul n care au aprut. Valorile
adolescenilor au rolul de a-i defini din perspectiva identitii. Ei se disting de alte grupe de vrst
printr-o subcultur proprie referitoare la vestimentaie, muzic, iar aceast diferen creeaz
incompatibiliti, ostilitate din partea ambelor categorii. Sociologii consider c adulii de azi au
avut o educaie dur dar o via relativ uoar. Tinerii de astzi au o educaie lejer dar o via mai
dur. Cele dou generaii nu privesc lumea n acelai fel, adulii au crescut n ideea de ierarhie si
fric de autoriti iar copiii lor cresc ntr-un mod invers, cu autonomie crescut, dar lipsii de
repere. Modele lor sunt internetul, viteza, dorina de celebritate i de bani.
Generaia tinerilor de azi se distinge de cea a adulilor prin trei caracteristici majore care
contribuie la prpastia dintre generaii Tehnologia industria noilor tehnologii ( celulare,
computere, mijloace electronice s.a) face parte din rutina cotidian a copiilor.Psihologii atrag
atenia asupra evitrii expunerii copiilor pn la doi ani emisiunilor TV, iar dup aceea se
recomand nu mai mult de o or pe zi. Tinerii de azi sunt vizai de piaa de consum, sunt inta unor
797
oferte, ale pieei jocurilor pe computer. Ei se joac altfel dect copiii care au fost prinii sau
profesorii lor.
Spiritul gregar- Copiii sunt mai atasai grupurilor de apartenen i celor de vrst. Banda
de adolesceni este o realitate care rivalizeaz familia i coala, acestea pierznd teren n faa
anturajului
Insecuritatea- lipsa de repere, tentaiile, informaia obinut prin media, tendina i atracia
ctre noi experiene i fac pe tineri vulnerabili la diverse influene. Poate exista nelegere reciproc
i cooperare pentru construirea unor relaii neostile respectndu-se punctele de vedere ale fiecarei
pri? Lumea adultilor este diferit de cea a adolescenilor!
Bibliografie 1. Jigu, Mihaela Prevenirea i combaterea violenei n coal. Ghid practic
pentru directori i cadre didactice Buzu,Editura Alpha MDN 2006
2. LaBrie, Laurent, J Stoica , Cornelia Dezvoltarea sentimentelor i atitudinilor copiilor,
Lydia 2005
3. Liiceanu, Aurora , colab- Viaa mea: un joc serios, Ghid practic pentru profesori,
diriginti, consilieri scolari, MECTS 2007

ORA DE EDUCAIE FIZIC FACTOR ESENIAL

PENTRU DEZVOLTAREA ELEVULUI

Prof.Deliu Dan Claudiu

coala Gimnazial Vasile Alecsandri Vaslui

Dac doreti s ai un copil inteligent, dotat, trebuie s-i dezvoli fora pe care inteligena i-
o va cultiva, s-l faci sntos i robust pentru a-l face nelept i cu judecat...las-l s lucreze,
obinuiete-l s activeze. S ai grij s se mite mult. S fie un om puternic trupete, n curnd va
deveni puternic i intelectual, J.J. Rousseau
Din nefericire, marcat de tehnologia modern, de lumea virtual care l-au nlnuit n spaiul
nchis al locului de munc sau al casei, omul contemporan s-a deprtat de natur, de arenele
sportive. Faptul c muli copii practic astzi diferite ramuri sportive pe calculator, n timp ce
sunt scutii de ctre prinii excesiv de protectori de orele de educaie fizic desfurate n coal
reprezint un fenomen social real i deosebit de primejdios. Aceast realitate constituie un semnal
de alarm pentru toi factorii implicai n procesul de formare a tinerei generaii. De aceea,
cercettorii din domeniul psihologiei sportului au un rol esenial nu doar n conturarea unor
concepte i metodologii specifice, ci i n readucerea n atenia societii a celebrului dicton al lui
Juvenal: Mens sana in corpore sano.
Avnd convingerea c lucrarea de fa e doar o pictur n oceanul fr sfrit al
preocuprilor din vastul domeniu al acestei ramuri a psihologiei, exprim intenia mea de a continua
cercetrile n domeniul sportului colar, cu scopul de a detrona mentalitatea potrivit creia orele din
aria curricular a sportului sunt rpite pentru discipline considerate mai importante. Nu vom avea
niciodat copii mai sntoi i mai fericii dac ei nu fac sport, chiar dac sunt olimpici la
diferite discipline colare.
Concepia modern n aria psihologiei sportului subliniaz ideea c activitatea fizic i
sportiv este menit s menin echilibrul personalitii umane. Ca partizan al practicrii sportului
n cadru organizat, dup un program riguros ntocmit i sub ndrumarea atent a unei echipe
complexe, interdisciplinare, consider deplin real i justificat afirmaia c o societate n care se
ngemneaz omul care se joac (homo ludens) cu omul care muncete (homo faber) factorul
sportiv capt aspect social, care poate fi evaluat pozitiv. De asemenea, practicarea sportului, a

798
exerciiilor fizice d valoarea uman durabil , ba chiar i aspect cultural acestui fenomen social
care este sportul.
Evoluia istoric a societii umane, marcat printr-un nivel foarte ridicat de tehnologizare
i automatizare, confirm faptul c omul modern este preocupat de perfecionarea sa continu att
n plan intelectual ct i profesional, dar i moral. Acaparat de lumea mirific a calculatorului i a
televiziunii, omul zilelor noastre ignor faptul c starea sntii sale, mintal sau fizic,
influeneaz n mod direct activitatea sa, capacitatea de munc, performanele sale intelectuale i
profesionale i neglijeaz contient sau incontient, practicarea regulat a unor exerciii fizice, de
micare, de ntreinere, practicarea unor jocuri sportive sau pur i simplu a unor plimbri
reconfortante n aer liber.
n etapa actual, cnd omenirea a devenit dependent de calculator i televizor, obiectivul
principal ce i revine educaiei fizice i sportului colar este de a atrage tineretul spre slile i
terenurile de sport, reconsidernd rolul pe care l au practicarea exerciiilor fizice, exerciiilor de
micare, de ntreinere n dezvoltarea personalitii elevului.
n familiile cu un nivel de educaie ridicat (studii medii i superioare) i cu o stare material
bun exist o atitudine pozitiv fa de practicarea de exerciii fizice sub form organizat i nu
numai. Familiile acestea sunt contiente de valoarea pe care o au exerciiile fizice, exerciiile de
micare i de ntreinere asupra dezvoltrii normale i armonioase a copilului.
Timpul petrecut n faa calculatorului i a televizorului crete direct proporional cu vrsta,
iar timpul petrecut n aer liber scade odat cu naintarea n vrst. Este ngrijortor faptul c n
zilele de vacan , n zilele de la sfritul sptmnii, elevii stau n faa calculatorului i a
televizorului peste 10 ore, de cele mai multe ori fiind asistai de ctre prini cu care vizioneaz nu
numai emisiuni potrivite vrstei lor.
Din diverse motive copiii prefer s stea n cas n detrimentul activitilor n aer liber, iar cei care
nu au calculator n cas prefer s-i petreac timpul liber n cluburi sau la prieteni. Foarte rar ies
nsoiti de prini la plimbare n aer liber sau practic mpreun cu prinii exerciii fizice.
Este bine tiut c, educaia fizic desfurat att la nivel de nvmnt primar ct i la
nivel de nvmnt gimnazial, liceal sau chiar universitar ndeplinete un rol deosebit n procesul
de formare i dezvoltare a personalitii copilului. Specialitii din domeniul psiho- pedagogic
recunosc valenele formative n plan biologic, motric, psihic i social ale acestei discipline.
Lipsa unor baze tehnico-materiale corespunztoare care s permit desfurarea orelor de
educaie fizic n condiii normale. Foarte multe coli nu dispun de o sal de sport, de terenuri de
sport amenajate corespunztor, de materialele minime necesare desfurrii activitii de educaie
fizic. Comparativ cu alte discipline de nvmnt, activitatea de educaie fizic presupune
existena unei baze tehnico-materiale care s permit abordarea temelor prevzute n curriculumul
naional. Lipsa bazelor sportive, lipsa dotrilor corespunztoare ngreuneaz foarte mult activitatea
de eucaie fizic n coli.
Factori metodologici:
Contrar aparenelor, lecia de educaie fizic nu este o lecie uoar, uor de abordat,
comparativ cu alte discipline. Este o activitate didactic deschis, ce solicit nvtorul att
mental ct i fizic i solicit din partea acestuia adaptri i readaptri, mult imaginaie i
creativitate. Particularitile de vrst i individuale ale copiilor de vrsta micii colariti oblig
nvtorul s foloseasc jocul didactic care nu trebuie confundat cu jocul liber. Jocul didactic este
un joc organizat, urmrit de ctre nvtor i este un mijloc eficient de destindere, de divertisment
pentru elevi,dar pentru cadrul didactic este o activitate ce trebuie tratat cu toat responsabilitatea.
Poate fi utilizat n toate verigile leciei i este o activitate care place elevilor i nltur monotonia.
Factori antropici:
Principala responsabilitate i revine nvtorului, care trebuie s adopte fa de proprii elevi
un comportament empatic, oferindu-le posibilitatea de a se destinde, de a se juca n mod organizat,
de a se ntrece n concursuri individuale sau pe echipe.

799
Conducerile acelor uniti colare care prin atitudinea lor, sau mai bine zis prin lipsa unei atitudini
ferme mpotriva acestor obiceiuri nu fac altceva dect s ncurajeze aceste practici.
Prinii elevilor, care accept tacit (n multe cazuri chiar solicit) ca odraslele lor s fac
mai mult matematic sau limba romn (sunt discipline de testare naional) n detrimentul orelor
de educaie fizic, desen, muzic, lucru manual.
Atitudinea unor colegi care consider c doar disciplinele pe care le predau sunt importante
pentru elevi, desconsidernd discipline ca: educaia fizic, educaia muzical, educaia plastic,
educaia tehnologic.
Prin extrapolare, putem afirma c societatea romneasc, datorit nivelului de educaie
redus, dar i datorit greutilor financiare cu care se confrunt are o poziie rigid, de indiferen
sau chiar de respingere fa de necesitatea practicrii zilnice a exerciiilor de micare, de
ntreinere, motivnd de cele mai multe ori lipsa timpului necesar ori greutile de ordin material cu
care se confrunt.
BIBLIOGRAFIE
Antonelli, F.- Metoda convorbirii psihologice a sportului, CNEFS, 1971
Beveridge, W.I. Arta cercetarii stiintifice, Bucuresti, Ed. Stiintifica, 1968
Epuran,M., Marolicaru,M. Metodologia cercetarii activitatilor corporale Ed.
Risoprint, Cluj-Napoca 2004
Margineanu, N. Natura stiintei, Bucuresti, Ed. Stiintifica, 1968
Rokusfalvy, P. Importanta conceptiei moderne de cercetare si practica psihologiei
sportului.
Epuran, M.- Psihologia sportului contemporan, Bucuresti, Ed. Stiintifica, 1961

ROLUL PRINCIPIILOR DIDACTICE N ACTIVITATEA

DE EDUCAIE FIZIC I SPORT

Prof. Lupu Vasile

coala Gimnazial ,, Mihai Eminescu Vaslui

Instituia de baz unde educaia fizic se poate exercita i dezvolta este coala. Aceast
instituie reprezint i are cel mai mare rol n formarea i clirea organismului omului pentru via.
n cadrul ei copilul este modelat sub semnul intelectual, fizic, moral, estetic, civic nc de la vrst
fraged, astfel nct, treptat, n cea mai important perioad de via, hotrrea pentru formarea
personalitii sale s se realizeze n viaa social de mine.
Copiii au nevoie de micare i doresc s se joace. Deosebita lor energie trebuie utilizat
pentru asigurarea unei stri mai bune de sntate, pentru stimularea proceselor de cretere i
dezvoltare armonioas i corect, pentru creterea capacitii generale de rezisten a organismului,
pentru nzestrarea lor cu un sistem variat de priceperi i deprinderi motrice, pentru valorificarea
influenelor binefctoare ale efortului fizic cu scopul sporirii randamentului lor n activitatea
colar i cea de perspectiv.
Pentru realizarea obiectivelor educaiei fizice se impune ca organizarea, desfurarea i
evaluarea activitilor s se efectueze n concordan cu anumite cerine, reguli, norme care le
impune comanda social.
Principiul intuiiei ( al corelaiei dintre senzorial i raional ) deriv din dominanta
caracterului concret a gndirii colarului mic, aspect psihic care impune procesului instructiv-
educativ cerina realizrii unor percepii i reprezentri pe baza contactului direct ( vizual- auditiv,
tactil, chinestezic) cu materialul de nsuit. Se realizeaz prin:
- demonstrarea aciunilor motrice ce urmeaz a fi nsuite - direct de nvtor sau un elev
instruit ; - indirect prin intermediul materialelor intuitive, imagistice;

800
 - observarea execuiei colegilor (dirijat de ctre nvtor, orientat spre observarea unor
aspecte pozitive sau negative ale activitii motrice).
Principiul participrii contiente i active ( al nvrii prin aciune) are la baz
implicarea direct a colarului mic n activitatea de cunoatere. Acest principiu impune respectarea
urmtoarelor condiii:
- nelegerea clar a obiectivelor acestei discipline, a influenelor exerciiilor fizice asupra
organismului, a modificrilor funcionale imediate i cu efect cumulativ, a raportului
corect dintre efort i pauz, a necesitii alturrii factorilor igienei i naturali de clire a
organismului ;
- nelegerea i memorarea structurii actelor i aciunilor motrice, n scopul formrii unei
reprezentri corecte a acestora;
- abordarea unei atitudini responsabile a subiecilor n executarea contient a actelor i
aciunilor motrice care solicit iniiativ, autonomie n alegerea unei soluii, atitudine
critic;
- formarea capacitii de apreciere critic obiectiv , autoapreciere obiectiv care
conduce la asigurarea feed-back-ului ce favorizeaz mbuntirea desfurrii
activitilor de nvare motric n toate condiiile geoclimatice.
Principiul accesibilitii i individualizrii subliniaz necesitatea desfurrii activitilor
de practicare a exerciiilor fizice n funcie de sex, vrst i nivel de pregtire. Acest
principiu impune respectarea urmtoarelor sarcini:
- selectarea atent a exerciiilor n raport de particularitile elevilor;
- stabilirea unei dozri corespunztoare a efortului fizic ;
- folosirea unor reglatori metodici pentru accelerarea procesului de nsuire i consolidare
a actelor i aciunilor motrice;
- adaptarea metodelor i procedeelor de instruire la nivelul de dezvoltare psiho-motric a
colarului mic;
- diferenierea evalurii n raport cu posibilitile acestuia.
Principiul sistematizrii i continuitii. Sistematizarea i continuitatea reprezint
condiiile principale pentru asigurarea reuitei n activitate.
Acest principiu presupune respectarea urmtoarelor cerine:
- ordonarea i programarea coninuturilor nvrii n conformitate cu regulile metodice
interne ale fiecrei uniti de nvare;
- proiectarea unitilor de nvare ce asigur posibilitatea ca elementul nou s se bazeze
pe cel anterior i s-l pregteasc pe cel care urmeaz;
- planificarea coninuturilor nvrii s asigure legtura logic ntre lecii, etape de
pregtire, ani i cicluri de nvmnt.
Principiul nsuirii temeinice ( al durabilitii). Temeinicie este prima cerin a comenzii
sociale, care se bazeaz pe respectarea cerinelor altor principii , necesitnd continuitate n
pregtire, accesibilitate n efort, responsabilitate n desfurarea activitii.
Respectarea acestui principiu presupune:
- asigurarea unui numr suficient de repetri n lecie sau ntr-un sistem de lecii care s
asigure formarea deprinderilor motrice i dezvoltarea calitilor motrice;
- proiectarea unitilor de nvare astfel nct s nu se solicite aceeai calitate motric,
formarea acelorai categorii de deprinderi, acelorai grupe musculare, care , prin
structur, sunt contrarii;
- evitarea suprancrcrii prin introducerea ntr-o activitate a unui volum prea mare de
elemente de coninut;
- completarea activitilor/leciilor de educaie fizic , permanent cu alte forme de
practicare a exerciiilor fizice ( gimnastica zilnic, recreaii organizate, jocuri dinamice
n aer liber, concursuri sportive).

801
 Principiul legrii activitii didactice de cerinele practicii. Acest principiu are la baz
concepia potrivit creia activitatea didactic nu se poate transforma ntr-un scop n sine, ci tot ce se
nsuete ar trebui valorificat n via, n activitatea curent sau sportiv-competiional.
Deprinderile i priceperile motrice care se nva/nsuesc trebuie s fie transferabile n
activiti practice, competiii sportive, excursii, drumeii, tabere colare, s aib valoare practic, s
fie folosite de cte ori este nevoie.

BIBLIOGRAFIE
1. Metodica predrii educaiei fizice i sportului n ciclul primar - Sergiu Ctneanu,
Nicolae Cojocaru .a., Editura Gheorghe Alexandru - Craiova 2002
2. Teoria i Metodica Educaiei Fizice i Sportului - Crstea Gheorghe, Edit. Universul,
Bucureti 1993
3. Educaia Fizic la clasele I-IV Login Maria, Mitra Gheorghe, Vod Mircea, E.D.P.
Bucureti,1977
4. ABC-ul nvtorului pentru predarea exerciiilor fizice Aurelia Stoicescu, Ed. Sport-
Turism, Bucureti, 1981

METODE MODERNE DE EVALUARE LA DISCIPLINA TIC

Prof. Popescu Elena

LIC. TEHN. CONSTRUCII DE MAINI MIOVENI

Conceptul de metod
Termenul Metod provine de la cuvntul grecesc methodos n care metha = ctre, spre,
iar odos = drum, cale, adic nseamn drumul spre, calea de urmat.
Metodele de nvmnt - reprezint acele ci prin care elevii ajung, n procesul de
nvamnt, sub coordonarea educatorilor, la dobndirea de cunotine, deprinderi, la dezvoltarea
capacitilor intelectuale i la valorificarea aptitudinilor specifice.
Metodele moderne (complementare) de evaluare sunt modaliti de examinare
a rezultatelor raportate la procesul de predare-nvare-evaluare, precum i dezvoltarea unor noi
competene.

Avantajele metodelor complementare sunt:

dezvoltarea gndirii creative;
formarea i dezvoltarea unui stil de studiu contient i eficient;
formarea i dezvoltarea capacitii de cooperare i a spiritului de echip;
dezvoltarea capacitii att de autoevaluare ct i de interevaluare;
evidenierea progresului elevilor;
formarea i dezvoltarea unor noi competene.
Cele mai utilizate metode complementare de evaluare sunt:
Observarea sistemic a activitii i comportamentului elevilor;
Referatul;
Investigaia;
Proiectul;
Portofoliul;
Autoevaluarea.

802
 Observarea sistemic a activitii i comportamentului elevilor ofer cadrului didactic
informaii utile pentru mbuntirea activitii de predare-nvare-evaluare. Aceste informaii vor
fi notate ntr-o fi de observare (de evaluare).
Aceast metod reprezint o metod de cunoatere a activitii i a comportamentului
elevilor, dar i a interesului fa de studiu.

Referatul este modalitatea de evaluare ce permite investigarea unor aspecte mai adnci,
nuanate, complexe, avnd un caracter presponderent sumativ, sintetic, pune accentual pe
rspunsul individualizat la sarcina de lucru.
Cele mai utilizate tipuri de referate sunt:
Referate bazate pe informare-documentare;
Referate bazate pe prezentarea unor activiti realizate la or i pe analizarea rezultatelor
obinute la aceste activiti.

Investigaia este o metod de evaluare care trebuie adaptat att experienei intelectuale ale
elevilor ct i a vrstei lor.
Investigaia permite elevului s aplice n mod creativ cunotinele noi n situaii reale pe
parcurul orei de studiu sau a mai multor ore de curs.
Investigaia poate lua forma temei pentru acas, dar finalizarea sarcinii de lucru s se
desfoare n clas prin discutarea rezultatelor.
Investigaia presupune parcurgerea urmtorilor pai;
Cadrul didactic prezint elevilor sarcinile de lucru;
Elevii sub ndrumarea cadrului didactic vor identifica metodele de obinere a informaiilor
corespunztoare sarcinii de lucru;
Elevii vor colecta toate datele;
Elevii sprijinii de cadrul didactic vor stabili strategia de folosire a datelor;
La final, elevii vor ntocmi un raport care va conine rezultatele investigaiei.

Proiectul este un demers amplu al crui scop principal este n principal de nvare, dar
ale crui aspecte de evaluative pot folosi judecii de valoare privind aspect complexe ale formrii
pe o perioad mai lung de timp.
Aceast metod de evaluare presupune urmtoarele etape:
Cadrul didactic prezint temele pentru proiect (elevii pot alege alte teme);
Elevii mpreun cu profesorul stabilesc perioada de realizare a proiectului;
Stabilirea cerinelor care vor fi respectate n proiect;
Planificarea activitii (individuale sau de grup)
o Se formuleaz obiectivele proiectului;
o Se formeaz grupele de elevi (opional);
o Se stabilete subiectul proiectului pentru fiecare elev sau grup de elevi;
o Se stabilesc responsabilitile fiecrui elev/membru al grupului;
o Se identific sursele de informare.
Colectarea datelor;
Realizarea sarcinii de lucru;
Prezentarea rezultatelor obinute la termenul stabilit;
Evaluarea proiectului la final.
Cadrul didactic ofer ajutor i consiliere elevilor pentru documentare, pentru
respectarea cerinelor, dar poate efectua i evaluri pariale ale activitii lor n cadrul proiectului.
Evaluarea proiectului presupune raportarea att la calitatea produsului (proiectului) ct i la
calitatea activitii elevului.
Avantajele utilizrii proiectului ca metod de evaluare sunt:
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 este o metod activ de evaluare, dar i o metod de nvare interactiv;
dezvolt capacitatea de autoevaluare i de interevaluare a elevilor;
responsabilizeaz elevul pentru propria nvare, precum i pentru rezultatele acestuia;
implic colectivul de elevi n realizarea unei sarcini de lucru;
permite evaluarea cunotinelor, capacitilor i abilitilor elevilor;
dezvolt competenele de relaionare i de comunicare;
stimuleaz creativitatea i gndirea;
dezvolt ncrederea n propriile fore;
permite evaluarea capacitilor cognitive (observare, investigaie, analiz, sintez,
comparaie, generalizare, asociere, argumentare).

Portofoliul reprezint un instrument de evaluare complex, un portret al educabilului n

calitatea sa de actant educaional, pe parcursul formrii sale.
Etapele metodologice ale proiectrii unui portofoliu de evaluare sunt date de rspunsul la
ntrebrile:
Ce proiectez?
Cum proiectez?
Care este durata? Care este rolul (formativ sau sumativ)?
Cine va beneficia de datele produse (elevul, clasa, prinii, colegii profesori, directorul)?
Cum prezint datele?
Cum beneficiez optim de concluziile rezultate? Cum l mbuntesc?
Portofoliul evalueaz activitatea elevului pe o perioad lung de timp i este o
metod de evaluare sumativ a cunotintelor elevilor cu ajutorul chestionarelor, fielor de lucru,
testelor docimologice, proiectelor, eseurilor, referatelor.
Avantajele utilizrii portofoliului sunt:
Dezvolt competena de autoevaluare;
Determin analiza swot (punctele forte i aspectele care pot fi mbuntite) a activitii
elevilor;
Pe durata unui anumit interval de timp (de exemplu: 1 an) se determin progresul colar;
Dezvolt competena de comunicare i ncredere n propriile fore;
Nu conduce la stri emoionale negative.

Autoevaluarea reprezint o metod modern de evaluare prin care elevii verific,

examineaz, apreciaz, analizeaz i evalueaz propriile informaii, cunotine teoretice, capaciti,
precum i competenele, aptitudinile sau abilitile practice.
Reflecia metacognitiv ridic gradul de motivaie individual i diversific posibilitile
de investigare a domeniului atitudinal.
Etapele eseniale ale autoevalurii sunt:
Definirea rolului a sarcinilor de lucru a naturii i a direciilor activitii sale;
Contientizarea progreselor i a achiziiilor;
Definirea disciplinei proprii de lucru.
Cel mai util instrument utilizat n autoevaluare este chestionarul.
Exemplu de chestionar:
1. Precizai paii pentru rezolvarea sarcinii de lucru.
2. n urma rezolvrii acestei sarcini am nvat:
......................................................................................................................
3. Pentru a realiza sarcina de lucru am ntmpinat urmtoarele dificulti:
......................................................................................................................
4. Mi-a mbunti activitatea dac: .......................................................................

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 5. Activitatea mea cred c primete nota..........................................................

Metoda autoevaluarea prezint urmtoarele avantaje:

Dezvolt capacitatea de autocunoatere a elevilor;
Permite elevilor s-i compare nivelul actual fa de nivelul cerut de standardele
educaionale i competenele specifice;
Motiveaz pozitiv elevii fa de nvare;
Permite utilizarea strategiilor de instruire difereniat;
Crete ncrederea n sine a elevilor.

BIBLIOGRAFIE
1. Petre Carmen i alii, "Metodica predrii informaticii i tehnologiei informaiei", Editura
Arves, Craiova, 2002
2. WWW. GOOGLE.RO

PROBLEME ACTUALE ALE EVALURII ELEVILOR

Prof.nv.primar Petre Daniela Maria

Prof.nv.primar Olteanu Mariana
coala Gimnazial B.P.Hasdeu
Municipiul Campina jud.Prahova

Educaia, privit ca orice activitate desfurat de om, urmrete s capete o

finalitate.Aceasa este formarea i dezvoltarea personalitii umane n condiiile existenei unei
societi aflate ntr-o permanent schimbare.
Stabilirea scopurilor educaiei este obligatorie pentru creionarea clar a personalitii ce
trebuie dezvoltat. Acestea sunt formulate sub forma obiectivelor educaionale, ca o legtur
direct ntre educator i scopul urmrit de acesta n activitatea sa didactic. n mod concret, ele
definesc modul de comportare al elevului dup parcurgerea unei experiene de nvare, fiind
considerate ndeplinite dac elevul dovedete c a acumulat noi cunotine i capaciti ce se
reflect n comportamentul su.
Astfel, activitatea didactic ncepe prin proiectarea obiectivelor, a ceea ce trebuie s
obinem n final, urmat de activitatea concret de nvare, iar la sfritul acesteia se realizeaz o
evaluare a rezultatelor obinute.
O problem mereu actual a practicii evalurii o constituie gradul de obiectivitate al actului
de msurare i apreciere a performanelor colare. Comportamentul elevilor este att de complex,
nct unele efecte profunde ale nvrii i dezvoltrii acestuia pot fi vizibile foarte trziu, deoarece
nu pot fi apreciate corect doar prin acordarea unor calificative de-a lungul unui semestru sau a unui
an colar. Chiar i aa, acestea nu reprezint adevrata performan a elevului datorit implicrii
psihice a acestuia imposibil de msurat.
n activitatea sa, profesorul este aflat zilnic n situaia de a-i evalua elevii. El i exercit
actul evalurii fie prin msurare, prin folosirea unei scale (cu simboluri, cifre, calificative, litere,
culori), sau chiar prin comportamentul su n raport cu colectivul clasei i cu fiecare elev n parte.
Aceasta presupune c atitudinea profesorului se fundamenteaz pe imaginea pe care o are fa de
elev i, de asemenea, determin ea nsi o anumit atitudine a elevului fa de nvare i fa de
coal, n general.
Prin evaluare, se poate ncuraja iniiativa elevilor, creativitatea i originalitatea, participarea
lor activ la procesul de nvare. Dac profesorul folosete un sistem de evaluare flexibil i

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consider evaluarea ca fiind doar un mijloc i nu un scop n sine al activitii sale, atunci exist
posibilitatea cultivrii unor comportamente din partea elevilor ce presupun inventivitate,
creativitate, participare activ la propria formare.
Este nevoie permanent de perfecionarea sistemului de evaluare i de autoevaluare al
profesorului, fapt demonstrat practic prin ineditul situaiilor didactice, dezvoltarea complex a
personalitii elevilor i a societii, n general. O practic profesional corespunztoare cere ca
profesorii s ia decizii adecvate n procesul de evaluare al clasei i individual pentru fiecare elev.
Profesorii trebuie s fie capabili n permanen s gseasc metodele de evaluare adecvate
situaiilor de nvare i s utilizeze eficient rezultatele obinute n urma acesteia.
Atunci cnd se realizeaz evaluarea, se pune ntrebarea ce anume se evalueaz: gradul de
pregtire la un anumit moment al elevului sau modul cum vedem evoluia acestuia, progresul su n
activitile viitoare. De aceea, este necesar s se identifice n mod clar obiectul i sensul evalurii
pentru fiecare elev. Astfel, n cadrul evalurii tradiionale se apreciaz conformitatea cunotinelor
i a comportamentelor cerute ale elevului. Aceasta prezint un grad mare de subiectivitate,
profesorii tind s adopte un sistem de evaluare de tipul recompens pedeaps. Insistnd pe
discriminarea i clasificarea elevilor, sistemul tradiional de evaluare nu cuprinde n sfera sa de
obiective pe acela de a crea premisele dezvoltrii aptitudinilor elevilor, de a-i mobiliza forele n
mod contient i voluntar pentru a nva. Evaluarea modern este ns centrat pe creterea
eficacitii colii i apreciaz elevii pe baza unor criterii clar formulate cunoscute att de evaluator,
ct i de elev.
n nvmntul tradiional, relaia ce se stabilea ntre profesor i elev era una
unidirecional de la profesor ctre elev. Acum, se impune din ce n ce mai mult existena unor
relaii de comunicare bilaterale, care s permit dezvoltarea complex a personalitii elevului,
astfel nct acesta s nu rmn doar un obiect asupra cruia se exercit o influen educativ, ci s
devin actor n propria sa formare prin autoeducaie.
Odat cu publicarea primelor ghiduri de evaluare pe discipline, a fost introdus
autoevaluarea ca metod complementar de evaluare. n contextul curriculum-ului actual, n care se
pune accent pe rolul nvrii, autoevaluarea deine un rol important prin recunoaterea contribuiei
pe care o are n procesul de conturare a personalitii elevilor. Cu siguran, autoevaluarea prezint
numeroase avantaje pentru dezvoltarea cognitiv a elevilor, ns trebuie avut n vedere c aceasta
nu se dezvolt n mod independent, profesorul avnd un rol important prin favorizarea situaiilor
de nvare specifice. Cadrul didactic este cel care iniiaz elevii n aciuni de autoevaluare, gsete
metode diverse prin care elevii s devin din ce n ce mai motivai pentru desfurarea acestui tip
de activitate.
Rolul autoevalurii n mbuntirea performanelor colare depinde de modul de abordare
al profesorului n legtur cu scopul i funciile evalurii reflectat n metodele i procedeele de
evaluare alese n activitatea sa didactic. Activitatea practic a demonstrat faptul c evaluarea,
respectiv autoevaluarea n aceast situaie studiat, influeneaz n mod pozitiv nivelul rezultatelor
colare ale elevilor atunci cnd este corelat cu activitatea de predare i nvare. Astfel, putem
nelege mai bine modul de obinere al rezultatelor colare, semnificaiile acestora, motivaiile i
comportamentul elevilor.
Activitile colare desfurate cu elevii din clasele primare cuprind diferite i variate
momente n care se pot aplica i folosi metode i instrumente ce contribuie la formarea unei
capaciti de autoevaluare a elevilor. Aceasta implic totodat dezvoltarea unei capaciti de
autocunoatere, autonotare, autoapreciere a rezultatelor obinute de ctre elevi.
Generaliznd aceast problematic a autoevalurii a colarilor la nivelul nvmntului
primar, consider c aceast practic trebuie extins i folosit n mod frecvent de ctre nvtori
prin alctuirea de programe i proiecte specifice. Datorit importanei deosebite pe care o are
autoevaluarea n activitatea desfurat de ctre elev n coal, dar i pentru cea profesional
viitoare, formarea i dezvoltarea capacitii de autoevaluare trebuie s reprezinte un obiectiv
obligatoriu de urmat n activitatea didactic.
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 ROLUL FAMILIEI N EDUCAIA INTERGENERAIONAL

Prof. Luxita Oatu

coala Gimnazial tefan cel Mare,
sat Stefan cel Mare, Jud. Vaslui

Cercettorii fenomenului educaional se ntreab dac familiile contemporane mai

reprezint modele pentru tnra generaie, dac mai au ele o funcie de transmitere sau de
reproducie a modelelor culturale sau a poziiilor sociale.
Studiile efectuate demonstreaz c dezvoltarea sistemului colar a dus doar la o redefinire a
rolului familiei i nu la aa-numita "demisie parental". Prinii doresc i astzi s transmit valori,
norme, atitudini, modele comportamentale, influenele modelelor familiale fiind ns difereniate de
la o familie la alta. Modelele colare sunt doar nite repere la care se raporteaz familia n definirea
unei atitudini, uneori asumndu-le, alteori criticndu-le, dar rezervndu-i dreptul la decizia final.
Studiind ipoteza existenei unei prpstii culturale ntre generaii i analiznd deosebirile eseniale
existente ntre mecanismele nvrii specifice unor culturi i complexe diferite, care coexist n
societatea contemporan, Margaret Mead a distins trei tipuri culturale: tipul postfigurativ (cultura
este transmis de ctre prini copiilor), tipul cofigurativ (nvarea cultural se efectueaz n
grupurile de egali - prinii de la ali prini, copiii de la ali copii) i tipul prefigurativ (prinii
nva de la copiii lor).
n general, "fiina social" este creat prin transmiterea intergeneraional a unor modele de
comportament, fie ele structuri de" suprafa" (valori, norme), fie structuri "de profunzime"
(habitusuri, procedee interpretative). Aceast transmitere este asigurat de ctre prini nspre copiii
lor, n mod contient sau nu. Exist ns i cazuri n care familia nu ndeplinete aceast funcie de
transmitere i de reproducie. Aceast "ruptur de transmitere" (B. Terrisse) apare datorit
imposibilitii familiei de a transmite un model de conduit care s permit integrarea n societatea
contemporan. Prinii se pot simi incompeteni n a oferi modele de identificare pozitive i pot
percepe ca inutile sau ca piedici coninuturile pe care le-ar putea transmite. n aceste cazuri
responsabilitatea este transferat n ntregime ctre coal sau ctre copil, acordndu-le ntreaga
libertate de micare.
Implicarea minim a familiei este considerat un capital "negativ" i percepe drept uriae
costurile reprezentate chiar i de recunoaterea devalorizrii capitalurilor posedate, sau chiar de
ctre faptul c renun s le mai transmit. n alte cazuri, familia transmite pe lng capitalurile
posedate i capitaluri apropriate, rezultate n urma negocierii. Esenial este atunci contactul cu
coala, viaa copilului fiind organizat dup modelul colar, chiar dac adultul i organizeaz viaa
dup un alt model.
Educaia familial mai poate avea i alte finaliti, n afara construirii personalitii sociale.
Una dintre ele este "fericirea copilului" care, n cazul ideal, implic i reuita social. Uneori,
dezvoltarea eului social i cea a eului personal sunt mpletite. Alteori, dezvoltarea copilului este
asigurat prin transmiterea de capitaluri selective, care sunt adaptate receptivitii i posibilitilor
personale de valorificare.
Cercetrile empirice au evideniat c transmiterea contemporan nu se subordoneaz nici
unui monopol, nici celui al familiei, nici celui al colii sau al statului. Ea este realizat n anumite
forme particulare, impuse de interaciunile cu numeroi i variai ageni educativi, fie ei individuali
sau colectivi. Strategiile educative familiale nu sunt n general coerente, membrii familiei putnd
apela la stiluri diferite, care vor transmite mesaje i coninuturi diferite. De asemenea, ei pot fi nite
mediatori n ceea ce privete mesajele, interpretnd diferit realitatea de pe o parte, sau aducnd
copilul n contact cu grupuri sociale diferite, de pe alt parte. Trebuie luat n consideraie i faptul
c prinii nu sunt singurii mediatori ntre copil i societate.
Analiznd fenomenul educaional, mai trebuie luat n calcul un alt aspect deosebit de
important i anume faptul c un copil nu este un "obiect" pasiv supus transformrilor, ci este un
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actor al propriei educaii; rolul celui educat este unul activ. Potenialul genetic nefiind identic la toi
indivizii, nc din momentul perceperii lumii exterioare, orice stimulare exterioar este reflectat
diferit: organismul fiecruia selecteaz i prelucreaz informaia primit ntr-un stil propriu.
Fiecare copil recepteaz "mesajul" social transmis de ctre prini n mod diferit, mai mult mai
puin, n funcie de felul n care structurile lor genetice .
Distana dintre copii i prini crete odat cu naintea n vrst; acest aspect poate fi
explicat prin cumularea efectelor rezistenei fa de modelul familiar sau fa de modelele
opiunilor succesive pentru alte modele. Dup cum vedem, procesele educative familiale nu sunt
nite intervenii unidirecionate, ci interaciuni fie ntre prini i copii, fie interaciuni n reea ntre
copil i diveri ageni educativi. Chiar din primele sptmni de via, copiii pot modela
comportamentele prinilor. Exist o strns dependen ntre temperamentul i rspunsurile
copilului la stimulrile externe i reaciile parentale. Copiii "buni", receptivi i interesai, genereaz
n prini satisfacie, ncredere, optimism i i ajut s adopte cele mai potrivite conduite pentru
dezvoltare. Copiii "lenei", dar mai ales cei dificili, genereaz iritare, oboseal, insatisfacie,
pierderea echilibrului emoional i chiar conduite agresive; datorit acestui fapt, adultul
demobilizeaz, gsindu-i tot mai greu conduitele potrivite pentru dezvoltarea psiho-social.
Aadar, nu exist reete de comportament parental care s conduct automat la gsirea unor soluii,
fiecare copil fiind diferit. Copilul poate interveni i n raporturile dintre diferiii ageni educativi i
le poate modela atitudinile. El introduce n comunicare propriile lui interpretri, modificnd
"mesajul" i, implicit, reaciile acestor ageni. Au fost evideniate anumite strategii educative
infantile, o anumit coeren n comportamentul copilului n raport cu educatorii lui: el i asum
riscuri, elaboreaz proiecte, discut, negociaz i decide. Uneori, aceste strategii nu sunt
recunoscute de ctre aduli.
Categoriile identificrii rmn uneori ascunse prinilor atunci cnd sunt contientizate de
copil; de multe ori, ele sunt mascate de alte strategii elaborate de ctre copil. Aceste strategii
infantile se suprapun cu cele parentale, iar comportamentul copilului este interpretat ca rezultatul
obedienei fa de adult. n realitate, puterea este distribuit ntre prini i copii ca rezultat al unor
schimburi simbolice. Copiii dispun de importante resurse pentru a manipula voina i
comportamentul prinilor: resurse emoionale, intelectuale sau fizice; uneori pot folosi chiar i
obediena drept resurs de manipulare.
Educaia implic i interaciuni n reea ntre actori numeroi, care iniiaz strategii
educaionale diferite. Pe parcursul acestei interaciuni - negocieri, coninuturile culturale se
remodeleaz, rezultnd elemente culturale noi. Aadar, procesele educative familiale nu produc
doar "fiine culturale" ci i noi comportamente culturale, fie prin apropierea comportamentelor
culturale propuse de diverse instituii, fie prin nuanarea comportamentele proprii. Familia poate fi
privit att ca agent al reproduciei culturale, ct i ca unul al schimbrii culturale. Noile
comportamente se vor stabiliza prin repetare, se vor normaliza i se vor obiectiva. Raporturile
familiale se vor restructura, iar educaia va fi considerat un mecanism al schimbrii micro-
structurale.
Familiile contemporane influeneaz n mod sigur construcia sinelui, dar nu neaprat n
direciile trasate ce cei ce se consider n drept de a trasa aceste direcii. Pentru ca proiectele
educative i sociale s fie viabile, ele trebuie s recunoasc nevoia de coeren ntre cele dou
nivele, cel al deciziei i aciunii politice i cel al practicilor actorilor obinuii.

BIBLIOGRAFIE :
1.Godeanu, A.S. (2011): Cuplu: Stop cadrul transgenerational. Bucuresti, Editura Sper Mitrofan,
2. I. i Stoica, D. (2005). Analiza transgenerationala in terapia unificarii. Bucuresti Editura Sper
3.Negrila L.N. (2012):Copilul si arborele - studiu de caz, Bucureti: Editura Sper
4. Konya, Y. i Konya, A. (2012): Terapie familiala sistemica, Iai: Editura Polirom
5. Stnciulescu, E. (2002): Sociologia educaiei familiale, volum 1, Iai: Editura Polirom

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 EDUCAIA N CONTEXTUL COOPERRII EUROPENE

Prof. Rotaru Janina

Colegiul Tehnic Alexe Marin Slatina

Provocrile cu care Uniunea European se confrunt n prezent sunt interdependente i

complexe. Consecinele sociale ale crizei financiare i economice globale se fac simite n toate
statele membre. n acest context, sistemele de educaie i formare trebuie s-i modifice prioritile
astfel nct s se asigure c toi cetenii europeni au cunotinele, abilitile i competenele
necesare pentru a face fa provocrilor i cerinelor locurilor de munc i ale vieii moderne.
Statele membre i Comisia European au czut de acord n 2010 s includ educaia i
formarea ca elemente cheie ale Strategiei UE Europa 2020 pentru o cretere economic inteligent,
durabil i favorabil incluziunii n deceniul n curs. Aceasta este susinut de Cadrul strategic
pentru educaie i formare(Educaie i formare 2020) i de cele patru obiective ale sale pe termen
lung.
Cadrul strategic constituie fundaia pe care se sprijin cooperarea european n domeniul
educaiei i formrii, avnd astfel o contribuie important la ndeplinirea obiectivelor mai ample
ale Strategiei Europa 2020. Existena unor indicatori eficieni i armonizai este esenial pentru
monitorizarea progreselor n ndeplinirea acestor obiective.
Strategia ET 2020, care contureaz cadrul pentru cooperarea european n domeniul
educaiei i formrii profesionale, stabilete obiective strategice pentru deceniul 2010-2020,
incluznd formarea profesional iniial i formarea profesional continu, pentru ca sistemele de
formare profesional s devin mai atractive, relevante, orientate ctre carier, inovative, accesibile
i flexibile, adaptate necesitilor pieei forei de munc, n raport cu situaia din 2010.
intele strategice (benchmarks) pentru anul 2020, adoptate n cadrul ET 2020 sunt
urmtoarele:
1) Pn n 2020, n medie, cel puin 15 % dintre aduli ar trebui s participe la programele de
nvare de-a lungul vieii.
2) Pn n 2020, procentul persoanelor cu vrsta de 15 ani, cu competene sczute de citire,
matematic i tiine exacte, ar trebui s fie mai mic de 15 %.
3) Pn n anul 2020, proporia persoanelor de 30-34 de ani, care au absolvit nvmntul teriar,
ar trebui s fie de cel puin 40 %.
4) Pn n 2020, proporia abandonului colar timpuriu din sistemele de educaie i formare, ar
trebui s fie sub 10 %.
5) Pn n 2020, cel puin 95 % dintre copiii cu vrsta cuprins ntre 4 ani i vrsta pentru
nscrierea obligatorie la coala primar, ar trebui s beneficieze de educaie precolar.
6) Pn n 2020, proporia de absolveni angajai (cu vrste cuprinse n 20 i 34 de ani), care au
prsit sistemul de educaie i de formare profesional cu cel mult trei ani naintea anului de
referin, ar trebui s fie de cel puin 82 % (comparativ cu 76,5 % n 2010).
Diferite rapoarte de analiz a evoluiilor din cadrul sistemelor de educaie europene arat
faptul c n ultimul deceniu au fost implementate reforme structurale i organizaionale n sistemele
de nvmnt cu scopul de a reduce ratele abandonului colar i, n unele cazuri, pentru a se
asigura c toi elevii obin un certificate de absolvire a unui nivel de educaie de baz.
Reforma cea mai semnificativ n acest sens este extinderea duratei nvmntului
obligatoriu n unele ri. O alt tendin organizaional care reiese din studii este, n ansamblu, un
nivel ridicat de autonomie pentru coli i autoritile de la nivel local cu privire la administrarea
resurselor financiare i umaneo tendin similar este evident i n ceea ce privete
managementul personalului academic n nvmntul superior. Dezvoltarea sistemelor de
asigurarea calitii constituie o prghie important pentru ndeplinirea obiectivului strategic de
cretere a calitii i eficienei educaionale i, n consecin, calitatea educaiei este evaluat tot
mai mult n toat Europa. Punctul central de interes al acestei evaluri poate fi sistemul de educaie
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n ansamblu sau colile ori cadrele didactice individuale. Mai mult, rile europene au adoptat
politici variate privind rspunderea colar pe baza performanelor elevilor.
n majoritatea ri lor, investiiile n educaie au rmas n mare parte neschimbate n cursul
ultimului deceniu,pn n 2008, nainte de criza economic. Ca rspuns la criz, unele guverne au
luat msuri specifice pentru a se asigura c nivelurile existente de finanare nu se modific astfel
nct s garanteze funcionarea continu a sistemului i s protejeze reformele implementate n
cursul ultimului deceniu.
Dezvoltarea profesional a cadrelor didactice i a directorilor de coal este un factor cheie
n cadrul eforturilor de asigurare a unor rezultate pozitive pentru elevi. Este clar c trebuie s fie
sporite eforturile n vederea atragerii unui personal calificat corespunztor pentru aceast profesie
i a combaterii deficitului de cadre didactice cu care se pot confrunta multe ri europene n viitor .
n sfrit, proporia tinerilor din grupele de vrst 20-24 ani i 30-34 ani care au absolvit
nvmntul superior a continuat s creasc; pentru cea de-a doua grup, aceasta crescnd constant
ncepnd din anul 2000. Totui, intrarea tinerilor pe piaa muncii constituie o preocupare n multe
ri din cauza influenei negative a crizei economice.
Rezultatele arat c un numr tot mai mare de tineri par s fie supracalificai pentru locurile
de munc pe care le gsesc. Acest lucru arat necesitatea unor prognoze mai eficiente cu privire la
nevoile pe termen scurt i pe termen lung ale pieei muncii n vederea asigurrii unei orientri
educaionale i pentru carier solide n coli astfel nct calificrile educaionale ale tinerilor s
corespund mai bine oportunitilor reale de pe piaa muncii.
Pentru a-i prezenta viziunea asupra pregtirii vocaionale premanente, dar i pentru
integrarea in contextul european al educaiei Colegiul Tehnic Alexe Marin Slatina a participat la
un proiect european. Proiectul de mobilitate "Practical training to achieve additional qualification
and increase cultural and social skills from other European country"s-a desfurat ntre 23.04.-
21.05.2014, n Slatina, judeul Olt. Beneficiarii acestei mobiliti au fost ISIDRO COSIN QUILES
i DAVID VALOR BONET, elevi ai CIPFP La Costera, Xtiva, Valncia. Organizaia primitoarea
fost Colegiul Tehnic "Alexe Marin", care i-a gzduit pe cei 2 elevi i le-a asigurat plasamentul la
"CAPITAL AUTO". n acest timp elevii s-au putut bucura i de pregtire lingvistic i cultural,
asigurat tot de cadrele didactice de la "Alexe Marin". n acelai timp elevii colegiului au putut afla
de la colegii lor din Valncia cum se desfoar n coala lor att procesul instructiv-educativ ct i
stagiul de practic. Ei au putut astfel s realizeze un schimb de experien din care toi au nvat
lucruri noi.
Obiectivele desfurrii acestui proiect au fost: dezvoltarea calitii i accesul la pregtirea
vocaional permanent care s permit formarea de competene necesare de-a lungul vieii;
promovarea contribuiei pregtirii vocaionale la procesul de inovaie; dezvoltarea competitivitii
i a spiritului antreprenorial. Ca limb de comunicare n cadrul proiectului a fost aleas engleza.
Cei 2 elevi au beneficiat ns i de cursuri de pregtire n limba romn, att n ara lor, nainte de
nceperea proiectului, ct i n cadrul colegiului "Alexe Marin". In cele 4 sptmni de stagiu elevii
au pus n practic informaiile teoretice corespunztoare domeniului de pregtire prin activiti
practice desfurate n cadrul companiei TOTAL MARKET.

BIBLIOGRAFIE
European Commission, 2011. Commission Staff working Document. Progress Towards the
Common European Objectives in Education and Training. Indicators and Benchmarks
2010/2011. Brussels: European Commission.
OECD, 2010. PISA 2009 Results: Learning Trends: Changes in Student Performance since 2000
(Volume V). Paris: OECD Publishing
H.G.nr.944/14.11.2014: Strategia educaiei i formrii profesionale din Romnia pentru perioada
2014-2020

810
 PROIECT DIDACTIC
ACTIVITI LIBER ALESE (ALA 1)

Prof.nv. precolar: Maftei Geta

coala Gimnazial nr 8 Alexandra Nechita
Vaslui
Grdinia cu P.P. nr. 19 Vaslui

GRUPA: Mare Licuricii

TEMA ANUAL: Ce i cum vreau s fiu?
TEMA PROIECTULUI: nv de la toate
TEMA SPTMNII: Toat lumea muncete
TEMA ZILEI: mi aleg o meserie!
FORMA DE REALIZARE: Jocuri i activiti liber alese
TIPUL DE ACTIVITATE: Verificarea i consolidarea cunotinelor, priceperilor i
deprinderilor
SCOPUL ACTIVITII:
- Consolidarea cunotinelor copiilor despre meserii i profesii ntlnite n viaa social;
1. BIBLIOTEC:
Tema activitii: UNELTELE MESERIAILOR
Mijloc de realizare: antrenament grafic;
Obiective operaionale:
O.1. - s termine desenul continund semnele grafice;
O.2. - s traseze corect semne grafice: linia orizontal, vertical, oblic, frnt, curb;
Metode i procedee: conversatia, demonstraia, exerciiul
Forma de organizare: individual.
Material didactic: fie de lucru, carioci
2. TIIN:
Tema activitii : GSETE UNEALTA POTRIVIT
Mijloc de realizare: fi de lucru
Obiective operaionale:
O.3. - S recunoasc prin incercuire uneltele meseriaului ;
O.4. - S numere uneltele scriind cifra potrivita si vecinii ei;
O.5. S coloreze meseriasul si uneltele sale;
Metode i procedee: observaia, conversatia, explicaia, demonstraia, exerciiul.
Material didactic: fise de lucru;
Forma de organizare: n grup;
Material didactic: fie de lucru, carioci, culori;
3. ART:
Tema activitii:CRTICICA MESERIILOR
Mijloc de realizare: pictur, desen, decupare, lipire;
Obiective operaionale:
O.6.- S picteze liber diferiti meseriai;
O.7.- S coloreze imaginile coperii;
O.8.- S decoreze coperta crii;
Metode i procedee: observaia, conversatia, explicaia, demonstraia, exerciiul
Forma de organizare: individual.
Material didactic: imagini sugestive cu meserii pentru coperile crii, culori, carioca, acuarele,
pensoane, lipici, carton colotat, foarfec.
4. CONSTRUCII:
811
 Tema activitii:ORAUL MESERIAILOR
Mijloc de realizare: joc de construcie;
Obiective operaionale:
O.9.- S construiasc din piese lego mari spitale, coli si alte cladiri importante pentru a da
natere oraului meseriasilor;
O.10.- S construiasc din piese lego mici salvarea, maina de politie, de pompieri si alte
masini necesare meseriailor;
O.11.- S comunice verbal cu partenerii de la masa de lucru;
Metode i procedee: observaia, conversatia, explicaia, demonstraia, exerciiul
Forma de organizare: individual, pe grupuri.
Material didactic: piese lego mici si mari
Material bibliografic :
1.Revista nvmntul Precolar 1-2/2013, Editura Arlequin.
2. Ghid pentru proiecte tematice. Activiti integrate pentru precolari , Editura
Didactic i Pedagogic, Bucureti, 2008
3. Curriculum pentru educaia timpurie a copiilor cu vrsta cuprins ntre natere i 6/7
ani Editura Didactic i Pedagogic, Bucureti,, 2008
SCENARIU DIDACTIC

Ob. Strategii Didactice

Secvenele Coninutul instructiv- Forma

Mijloace
Metode i de Evaluare
Didactice educativ de
procedee organiz
nvmnt
are
Moment Se asigur condiiile necesare
organizatoric pentru desfurarea optim a Conversaia Frontal
activitii:
- se aerisete sala de grup;
-mijloacele de nvmnt sunt
distribuite n fiecare sector.
Captarea i Se va descoperi surpriza de la Surpriza Banner cu Frontal
orientarea centrul tematic un puzzle pe verso Conversa- mesajul
ateniei n culorile: galben, portocaliu, ia zilei,
copiilor albastru, verde. puzzle
Anunarea Se prezint centrele de interes Conversa- Frontal
temei i a deschise i sunt explicate sarcinile ia
obiectivelor de lucru, vor fi anunai c vor
ntoarce piesele doar dac vor
rezolva sarcinile.

Dirijarea Copiii aleg buline n culorile: Buline Observa

nvarii portocaliu, galben, albastru, verde; Exerciiul colorate n rea
apoi fiecare copil se ndreapt spre Conversa- portocaliu, sistemati
centrul de interes marcat cu O.1 ia galben, c
simbolul de aceeai culoare. O.2 albastru,
BIBLIOTEC: verde.
UNELTELE MESERIAILOR O.3 Indivi
-s termine desenul continund O.4 Explicaia dual
semnele grafice; O.5 Exerciiul
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 TIIN:
GSETE UNEALTA O.6 Explicaia Pe
POTRIVIT O.7 Fie de grupe
- s recunoasc prin ncercuire O.8 Exerciiul lucru, Aprecieri
uneltele meseriaului; Carioci verbale.
- s numere uneltele scriind cifra O.9
potrivit i vecinii ei; O10 Indivi-
- s coloreze meseriaul si uneltele O11 Imagini, dual
Obinerea sale. Observaia culori,
performan - ART: Explicaia foarfece, li-
ei CRTICICA MESERIILOR pici,carton
-s picteze imagini cu meseriai; colorat
-s coloreze, decupeze i s Piese lego
lipeasc imaginile si titlul crii Exerciiul mari si
pentru a obine coperile; mici Pe
Evaluarea CONSTRUCII: Explicaia grupe,
activitii ORAUL MESERIAILOR
-s construiasc din piese lego
mari cldiri pentru a da natere
oraului meseriasilor; Conversa-
-s construiasc din piese lego mici ia
mainile meseriailor; Venii,
Copiii vor lucra pe centre i vor expuneti,
primi ajutor n caz de nevoie. aplaudai! Panou
Se va urmri ca toi copiii s
lucreze corect. Se acord sprijin
celor care au nevoie. Analiza
Fiecare echip ntoarce piesa de produse
puzzle corespunztoare culorii lor
echipei, obtinand imaginea lui Frontal activitii
Pinocchio.
La final se amenajeaz o expoziie
cu lucrrile copiilor,se analizeaz
pe rnd sarcina folosind metoda
Venii, expuneti, aplaudai!
Tranziie:
Bucuroi c bine am lucrat,/
Acum frumos ne ridicm/
i rndul l formm /
Unul dup altul /
n rnd ne aezm,/
Unul dup altul /
Trenuleul meseriailor formm.

813
 EDUCAIA FAMILIAL DINCOLO DE TRANSMITEREA
INTERGENERAIONAL I DE REPRODUCIA SOCIAL

Prof. ifrea Rodica-Florina

coala Gimnazial Dimitrie Cantemir Feteti

ntrebarea pe care i-o pun astzi cu insisten muli dintre cercettorii fenomenului
educaional este dac familiile contemporane mai reprezint modele pentru tnra generaie, dac
mai au ele ofuncie de transmitere sau de reproducie a modelelor cultural sau a poziiilor sociale.
Sociologia funcionalist afirm c, odat cucreterea rolului colii, s-a diminuat rolul educative al
familiei. Studiile efectuate demonstreaz ns contrariul: dezvoltarea sistemului colar a dus doar la
ore definirea rolului familiei i nu la aa-numita "demisie parental". Prinii doresc i astzi s
transmit valori, norme, atitudini, modele comportamentale, influenele modelelor familiale fiind
ns difereniate de la ofamilie la alta. Modelele colare sunt doar nite repere la care se
raporteaz familia n definirea unei atitudini, uneori asumndu-le, alteori criticndu-le,dar
rezervndu-i dreptulla decizia final.
Studiind ipoteza existenei unei prpstii culturale ntre generaii i analiznd deosebirile
eseniale existente ntre mecanismele nvrii specifice unor culturi i complexe diferite, care
coexist n societatea contemporan, Margaret Mead a distins trei tipuri culturale: tipul
postfigurativ (cultura este transmis de ctre prini copiilor), tipul cofigurativ (nvarea cultural
se efectueaz n grupurile de egali- prinii de la ali prini, copiii de la ali copii) i tipul
prefigurativ (prinii nva de la copiii lor).
Cultura postfigurativ este orientat spre trecut i implic mprtirea ei de ctre membrii a
treigeneraii ,deci ntr-o familie extins, n care trecutul bunicilor este prezentul prinilor i va fi
viitorul copiilor. Modelul de comportament este transmis de la generaiile vrstnice l acele tinere,
schimbarea fiind lent i imperceptibil. Comportamentele modelate de cultur sunt dobndite n
numr mare, dar numai o parte sunt contientizate, pentru c elementele inovatoare sunt rapid
asimilate n elemente tradiionale.
Principalele caracteristici ale acestei culturi sunt stabilitatea i continuitatea-calitatea de
membru, conferit prin natere sau prin opiune personal, implic totala aderare la coninuturile
culturale. Contactul cu alte culturi (de exemplu diaspora, migraia) duce la ntrirea
sentimentului identitii i apartenenei particulare. Chiar i conflictele dintre generaii, dei exist,
sunt rapid depite, pentru c diferenele dintre modelele tradiionale i cele comportamentale ale
tinerilor sunt superficiale.
Dei este caracteristic pentru o cultur primitiv izolat, anumite trsturi ale culturii
postfigurative se regsesc i n culturile moderne complexe.Cultura cofigurativ este orientat ctre
prezent, iar modelul predominant n procesul de socializare este comportamentul egalilor, att
pentru aduli ct i pentru copii.
Specific acestei culturi este diferena de esen dintre experiena tinerilor fa de generaiile
vrstnice. Acest fapt este datorat unei schimbri de situaie (de exemplu emigrarea), care i oblig
pe tineri s gseasc noi soluii, noi stiluri culturale, mprtite cu
egalii. Educaia se realizeaz ntr-o familie restrns, bunicii fiind uneori abseni chiar fizic, dar de
cele mai multe ori lipsa lor este simbolic; influena lor fiind redus,ei nu mai sunt privii ca nite
modele.
Dei diferenele dintre generaii sunt privite ca normale, adulii pstreaz o poziie
dominant - ei fixeaz cadrul i limitele ntre care poate avea loc cofiguraia, sau pot
sanciona comportamentele inovatoare.
Ruptura este iniiat chiar de ctre aduli, instrucia dat copilului fiind n parte o pregtire
pentru intrarea lui n alte grupuri. Cu ct schimbarea indus de rennoirea generaiilor din familie
este mai profund, cu att crete fragilitatea sistemului i,o dat cu ea, insecuritatea individului. n
aceast situaie instabil, individul elaboreaz strategii de autoprotecie de tipul legitimrii
814
privaiunilor i dificultilor prezente, n sperana unui viitor mai bun. Ideea progresului este
singura care justific aceast situaie i o face suportabil.
Cu timpul, comportamentul tinerilor se normalizeaz i conflictul dintre generaii, dintre
modelul parental i cel juvenil, devin pri integrante ale culturii.
Cultura prefigurativ este o cultur centrat pe copii, pe un viitor al acestora care rmne
total necunoscut prinilor. Putem vorbi aici despre o "migraie n timp", n care fiecare individ este
un imigrant ntr-o lume nou, necunoscut. n acest caz, putem regsi cu adevrat o prpastie ntre
generaii, o prpastie cultural care nu are termen de comparaie n istorie.
n acest tip de cultur, adultul trebuie s se debaraseze de vechea educaie postfigurativ n
care nvarea era n dependen, pentru a asigura continuitatea transmiterii i asimilarea
elementelor noi. El va nva cile prin care s menin viitorul deschis, va crea noi modele, n care
copiii vor nva nu ce este convenabil s nvee, ci cum s nvee. Discursul lui Margaret Mead
privitor la acest ultim tip de cultur nu este susinut empiric, ci pe terenul speculaiilor; n general,
nu a fost demonstrat ipoteza unei prpstii ntre generaii, n schimb i ali cercettori au
susinut ideea coexistenei n societile contemporane a unor raporturi ntre generaiile
guvernate de variate principii.
De exemplu, Gregory Bateson a identificat trei tipuri de raporturi intergeneraionale:
raporturi bazate pe simetrie, unde copiii mpart acelai univers cu prinii lor i au dreptul s- i
exprime liber voina; raporturi bazate pe complementaritate,unde exist mari diferene ntre copilul
ignorant i adultul puternic i experimentat ir aporturi bazate pe reciprocitate, pe schimb. Bateson
afirm c n societile contemporane predomin un tip de raporturi n care se mbin reciprocitatea
cu complementaritatea, iar la nord-americani predomin relaiile de schimb.
Aadar, familiile contemporane continu s transmit atitudini, norme, valori, contribuind
la reproducia social. Aceast transmitere nu este absolut, ci difereniat n funcie de numeroi
factori: categoria socio-economic, nivelul studiilor, sexul, rangul naterii, vrsta, tipul de coeziune
familial etc.
Uneori, opiniile i statutele copiilor sunt asemntoare cu cele ale prinilor, alteori sunt
foarte diferite. Proximitatea sau diferena aceasta nu depinde de mrimea capitalului existent n
cadrul familiei, fie el economic, social sau cultural. Uneori exist capitaluri valoroase i nu s-a
putut gsi o modalitate de a fi transmise intergeneraional, iar alteori capitaluri puine au fost
valorificate la maximum, privind din punctul de vedere al reuitei copilului.
n general, "fiina social" este creat prin transmiterea intergeneraional a unor modele de
comportament, fie ele structuri de" suprafa"(valori,norme), fie structuri" de profunzime"
(habitusuri, procedee interpretative). Aceast transmitere este asigurat de ctre prini nspre copiii
lor, n mod contient sau nu.
Exist ns i cazuri n care familia nu ndeplinete aceast funcie de transmitere i de
reproducie. Aceast "ruptur de transmitere" (B.Terrisse) apare datorit imposibilitii familiei de
a transmite un model de conduit care s permit integrarea n societatea contemporan.
Prinii se pot simi incompeteni n a oferi modele de identificare pozitive i pot percepe ca
inutile sau ca piedici coninuturile pe care le-ar putea transmite. n aceste cazuri responsabilitatea
este transferat n ntregime ctre coal sau ctre copil, acordndu-le ntreaga libertate de micare.
Implicarea minim a familiei este considerat un capital "negativ" i percepe drepturi a
ecosturile reprezentate chiar i de recunoaterea devalorizrii capitalurilor posedate, sau chiar de
ctre faptul c renun s le mai transmit.
n alte cazuri, familia transmite pe lng capitalurile posedate i capitaluri apropriate,
rezultate n urma negocierii. Esenial este atunci contactul cu coala, viaa copilului fiind
organizat dup modelul colar, chiar dac adultul i organizeaz viaa dup un alt model.
Educaia familial mai poate avea i alte finaliti, n afara construirii personalitii sociale.
Una dintre ele este "fericirea copilului" care, n cazul ideal, implic i reuita social. Uneori,
dezvoltarea eului social i cea a eului personal sunt mpletite. Alteori, dezvoltarea copilului este

815
asigurat prin transmiterea de capitaluri selective, care sunt adaptate receptivitii i posibilitilor
personale de valorificare.
Cercetrile empirice au evideniat c transmiterea contemporan nu se subordoneaz
niciunui monopol, nici celui al familiei, nici celui al colii sau al statului. Ea este realizat n
anumite forme particulare, impuse de interaciunile cu numeroi i variai ageni educativi, fie ei
individuali sau colectivi.
Strategiile educative familiale nu sunt n general coerente, membrii familiei putnd apela la
stiluri diferite, care vor transmite mesaje i coninuturi diferite. De asemenea, ei pot fi nite
mediatori n ceea ce privete mesajele, interpretnd diferit realitatea de pe o parte, sau aducnd
copilul n contact cu grupuri sociale diferite, de pe alt parte. Trebuie luat n consideraie i faptul
c prinii nu sunt singurii mediatori ntre copil i societate.
Analiznd fenomenul educaional, mai trebuie luat n calcul un alt aspect deosebit de
important i anume faptul c un copil nu este un "obiect" pasiv supus transformrilor, ci este un
actor al propriei educaii; rolul celui educat este unul activ. Potenialul genetic nefiind identic la toi
indivizii, nc din momentul perceperii lumii exterioare, orice stimulare exterioar este reflectat
diferit: organismul fiecruia selecteaz i prelucreaz informaia primit ntr-un stil propriu.
Fiecare copil recepteaz "mesajul" social transmis de ctre prini n mod diferit, mai mult mai
puin, n funcie de felul n care structurile lor genetice (temperament, aptitudini) sau dobndite,
manifest rezisten n asimilarea coninuturilor propuse.
Au fost identificate trei tipuri de temperamente infantile (Stella Chess i Alexander
Thomas): copilul "bun", vioi, receptiv, interesat de nou; copilul "dificil", care reacioneaz negativ
la nou, respinge persoanele strine i reacioneaz violent la conduite noi propuse i copilul "lene"
copilul ncpnat, de o rezisten calm dar durabil, lent n reacii i greu de
mobilizat.Transmiterea se face cu succes n cazul unui copil "bun", dar foarte probabil va risca un
eec n cazul unui copil "dificil"sau chiar "lene".
Rezistena la asimilarea modelelor propuse mai poate aprea i n condiiile existenei unor
modele alternative; ea crete odat cu vrsta i este contientizat odat cu autoidentificarea.
Oricum ar fi luat, transmiterea este o apropiere. Distana dintre copii i prini crete odat
cu naintarea n vrst; acest aspect poate fi explicat prin cumularea efectelor rezistenei fa de
modelul familiar sau fa de modelele opiunilor succesive pentru alte modele.
Dup cum vedem, procesele educative familiale nu sunt nite intervenii unidirecionate, ci
interaciuni fie ntre prini i copii, fie interaciuni n reea ntre copil i diveri ageni educativi.
Chiar din primele sptmni de via, copiii pot modela comportamentele prinilor.
Exist o strns dependen ntre temperamentul i rspunsurile copilului la stimulrile externe i
reaciile parentale. Copiii "buni", receptivi i interesai, genereaz n prini satisfacie,
ncredere,optimism i i ajut s adopte cele mai potrivite conduite pentru dezvoltare.Copiii
"lenei", dar mai ales cei dificili, genereaz iritare, oboseal, insatisfacie, pierderea echilibrului
emoional i chiar conduite agresive; datorit acestui fapt, adultul demobilizeaz, gsindu-i tot mai
greu conduitele potrivite pentru dezvoltarea psiho-social. Aadar, nu exist reete de
comportament parental care s conduc automat la gsirea unor soluii, fiecare copil fiind diferit.
Copilul poate interveni i n raporturile dintre diferiii ageni educativi i le poate modela
atitudinile. El introduce n comunicare propriile lui interpretri, modificnd "mesajul" i, implicit,
reaciile acestor ageni. Au fost evideniate anumite strategii educative infantile, o anumit coeren
n comportamentul copilului n raport cu educatorii lui: el i asum riscuri, elaboreaz proiecte,
discut, negociaz i decide. Uneori, aceste strategii nu sunt recunoscute de ctre aduli; putem
meniona aici "rolul secretului" n procesul socializrii (Andr Petitat). Categoriile identificrii
rmn uneori ascunse prinilor atunci cnd sunt contientizate de copil; de multe ori, ele sunt
mascate de alte strategii elaborate de ctre copil.
Aceste strategii infantile se suprapun cu cele parentale, iar comportamentul copilului este
interpretat ca rezultatul obedienei fa de adult. n realitate, puterea este distribuit ntre prini i
copii ca rezultat al unor schimburi simbolice. Copiii dispun de importante resurse pentru a
816
manipula voina i comportamentul prinilor: resurse emoionale, intelectuale sau fizice; uneori
pot folosi chiar i obediena drept resurs de manipulare.
n cazul n care educaia este construit ca o interaciune, atunci chiar strategia educativ
poate fi un rezultat al negocierii. Atunci clasica transmitere de la printe la copil este de fapt o
transmitere n ambele sensuri, o construcie intergeneraional.
Cercetrile empirice ne-au artat c paradigmele transmiterii i reproduciei culturale i
structurale sunt utile, dar insuficiente. Dincolo de acestea, educaia implic i interaciuni n reea
ntre actori numeroi, care iniiaz strategii educaionale diferite. Pe parcursul acestei interaciuni -
negocieri, coninuturile culturale se remodeleaz, rezultnd elemente culturale noi. Aadar,
procesele educative familiale nu produc doar "fiine culturale" ci i noi comportamente culturale,
fie prin apropierea comportamentelor culturale propuse de diverse instituii, fie prin nuanarea
comportamentele proprii. Familia poate fi privit att ca agent al reproduciei culturale, ct i ca
unul al schimbrii culturale.
Noile comportamente se vor stabiliza prin repetare, se vor normaliza i se vor obiectiva.
Raporturile familiale se vor restructura, iar educaia va fi considerat un mecanism al schimbrii
micro-structurale.
La ntrebarea dac aceste schimbri se pot proiecta de la nivelul familial la cel macrosocial,
rspunsurile sunt doar n stadiu de teorie, nefiind validate n planul cercetrii empirice.
Analiza celor prezentate mai sus infirm dou teorii foarte vehiculate att n spaiul
cunoaterii comune, ct i n cel al cunoaterii tiinifice.
Una dintre ele este teza referitoare la familia atotputernic, principal responsabil att de
dezvoltare a copilului, ct i de eecul lui. "Falimentul" acestei idei se datoreaz pe de o parte
faptului c nivelul "bunei" dezvoltri este un nivel relativ, definit n raport cu conduite valorizate
socialmente. Pe de alt parte, n educaia copilului intervin i ali ageni educativi, pe lng prini.
O alt teorie infirmat este cea a familiei contemporane neputincioase, ale crei funcii sunt
preluate de ctre instituii de stat. Studiile au artat c familiile de azi nu sunt nici dezinteresate de
evoluiile sociale psihologice ale copiilor i nici nu sunt incapabile s le influeneze i nici nu se
consider netiutoare n acest domeniu.
Exist un raport constant cu diferite categorii de specialiti (cadredidactice, medici,
psihologic etc.), dar acetia sunt solicitai i valorizai n calitate de resurse, n vederea unor practici
eficiente este unapel la competen, nu la autoritate. Relaia cu specialistul trebuie s conduc la
rezultate satisfctoare, dar i s respecte cunoaterea i practica clientului.
Pentru ca proiectele educative i sociale s fie viabile, ele trebuie s recunoasc nevoia de
coeren ntre cele dou nivele, cel al deciziei i aciunii politice i cel al practicilor actorilor
obinuii. nainte de a se implanta "modele", trebuie studiat societatea n care oamenii obinuii
pot s triasc efectiv mpreun i care sunt trsturile de personalitate pe care aceast societate le
permite. Dei modificrile radicale ar fi uneori necesare, ele nu sunt efectiv posibile fr conflicte
sociale grave, interminabile, fr suferine mari,mari costuri materiale i umane.
Aadar,este necesar aprofundarea cunoaterii gradului de coeren dintre proiectele
educative ale puterii de stat i practicile cotidiene; acest proces este unul ndelungat, care necesit
mari investiii materiale i umane.
Cu toate acestea, cunoaterea gradului de coeren este absolut necesar pentru reuita
oricrui proiect de acest tip pentru cercetrile au evideniat c, n general, dictaturile au ncercat s
lichideze exact comportamentele de mas considerate de ei "napoiate", "rutiniere", cele care ar
mpiedica progresul. i totui, exact aceste comportamente sunt, sociologic, vorbind, normale.

REFERINE BIBLIOGRAFICE
Godeanu, A.S. :Cuplu: Stop cadrul transgenerational, EdituraSper, Bucuresti, 2011
Mitrofan,I.i Stoica, D. , Analiza transgenerationala in terapia unificarii, EdituraSper
Bucuresti, 2005
Negril.L.N., Copilul si arborele-studiu de caz, Editura Sper, Bucuresti, 2012
817
Konya, Y. i Konya, A., Terapie familiala sistemica, EdituraPolirom, Iasi, 2012
Stnciulescu, E. Sociologia educaiei familiale, volum 1, EdituraPolirom, Iasi, 2012

ALTERNATIVA EDUCAIONAL STEP BY STEP

Rusu Vera-Lia-Anca-Maria
coala Gimnazial Alexandra Nechita, Vaslui

Step by Step este o metod alternativ de educaie, dezvoltat n SUA, care promoveaz
metode de predare-nvare centrate pe copil i pe implicarea familiei. n Romnia, sistemul de
educaie Step by Step este recunoscut de Ministerul Educaiei Naionale, fiind aplicat din 1994 n
grdinie i coli publice, dar i n cteva instituii private de nvmnt.
Scopul principal al programului Step by Step este s abordeze toate aspectele dezvoltrii ca
pe un ntreg i nu ca pe fragmente disparate. Astfel, dasclii care aplic programul Step by Step
grupeaz materiile din programa colar n teme unice, care le permit copiilor s vad legturile
dintre diversele materii. Mai mult, procesul de predare-nvare n programul Step by Step trebuie
s includ elaborarea de proiecte, nvarea prin descoperire, munc n echip, discuii de grup,
excursii pe teren, invitai n clas - adeseori prini. Predarea tematic din nvmntul alternativ
i, implicit, din programul Step by Step, este de fapt transdisciplinaritatea din nvmntul
tradiional, termen pe care se pune tot mai mult accent n discursurile despre predarea modern.
Scopul programului Step by Step este s i pregteasc pe copii pentru via, ceea ce
presupune i s i nvee s nvee. n aceste condiii, munca individual reprezint un aspect
important al programului Step by Step, doarece copilul nva astfel s i asume alegerile, s
lucreze independent i nvnd s fie responsabil, pregtindu-se de fapt pentru viitor. Mai exact,
ntr-o zi de coal n programul Step by Step, la ntlnirea de diminea, dup ce nvtorul
descoper mpreun cu copiii coninutul noii lecii, prednd i explicnd totodat, copiii au
posibilitatea s aleag centrul la care vor lucra. Vor lucra cu precdere independent, dasclul fiind
acela care i ghideaz, i supravegheaz ndrumndu-i acolo unde au nevoie. Pe msur ce termin
de rezolvat sarcinile la unul din centre, elevii vor trece pe rnd i la celelalte i vor rezolva
exerciiile n mod independent, fiind observai i corectai permanent de ctre cei doi nvtori de
la clas.
Portofoliul elevului este un instrument important de evaluare n programul Step by Step,
pentru c ilustreaz evoluia n timp a acestuia. Mai exact, fiele de lucru la diferite discipline,
testele de evaluare, proiectele, desenele sau alte produse ale activitii, fac dovada progresului
nregistrat de copil. n programul Step by Step, elevul este apreciat pentru ceea ce tie, fiind
valorizate calitile sale, cunotinele dobndite i aptitudinile, priceperile i deprinderile de care d
dovad. Se ncurajeaz relaiile de cooperare ntre copii, concurena nefiind considerat ca fiind
constructiv pentru vrsta colar mic. Astfel, la sfritul anului colar, ca o ncununare a
eforturilor depuse i a realizrilor, fiecare copil este rspltit. Ideea ierarhizrii elevilor i a
acordrii de premii a fost nlocuit cu acordarea de distincii pe arii curriculare. Astfel, fiecare copil
este apreciat i ncurajat, avnd convingerea c este bun la ceva.
Programa colar (curriculumul colar) pentru clasele pregtitoare i I-IV este aceeai cu
cea din nvmntul tradiional ( deprinderi de limb i limbaj, scrisul, cititul, deprinderi de
msurare, cele patru operaii aritmetice, deprinderi artistice de desen, pictur, modelaj, muzic,
cunotine despre natur, dezvoltarea fizic, educaie pentru sntate).
Dup cum tim, fiecare persoan are ritmul su propriu de dezvoltare fizic, psihic i
intelectual. Aceast alternativ educaional ncurajeaz copiii s devin ceteni activi i s
aprecieze valorile inerente unui mod de via democratic. Metodele i mijloacele de explorare i
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cunoatere ale copilului sunt individualizate, adesea neateptate, originale. Instrumentele prin care
se realizeaz abordarea individualizat a educaiei sunt: activitile de la centre, sarcinile primite de
elevi, materialele utilizate, evaluarea fiecrui elev fr a fi notat, ci prin sublinierea eventualelor
greeli i sfaturile dasclului pentru a nu se repeta n mod contient aceeai greeal n cadrul altei
sarcini asemntoare.
Metodologia Step by Step este una care cere druire din partea cadrelor didactice. A lucra n
grupuri mici, a individualiza procesul de predare- nvatare pentru a veni n ntmpinarea ritmului,
intereselor, abilitilor elevilor, este o provocare zilnic i un proces care cere pregtire,
creativitate, interes din partea cadrelor didactice. Nu este ntotdeauna uor, dar, acolo unde colile
au cadre didactice inimoase, motivate, interesate de bunstarea elevilor, acolo metodologia Step by
Step este bine implementat.

CONCURSURILE COLARE DE ARTE VIZUALE

profesor Diana Ileana Ciurea

coala Gimnazial Pompiliu Marcea Trgu-Jiu i
coala Gimnazial Ecaterina Teodoroiu Trgu-Jiu, judeul Gorj

Talentul este o halc din burta lui Dumnezeu. (Nicolae Tonitza)

ntr-o er a tehnologiei i a globalizrii, a evoluiei informaionale, educaiei i se impune o

schimbare radical a opticii asupra politicilor educaionale i sociale, metodologiilor, actelor
normative, procedurilor, serviciilor prestate, strategiilor manageriale, metodelor, mijloacelor i
tehnicilor de lucru utilizate n timpul procesului instructiv-educativ. Noua funcie a educaiei este
aceea de a-l forma pe om pe tot parcursul vieii, un om care s rspund cerinelor prezentului i
viitorului, un cetean activ la nivelul comunitii locale, naionale sau internaionale, un bun
practician, cu valori, aptitudini i atitudini.
Programele, proiectele i parteneriatele educaionale, dar i cele public-private, au devenit
att o poart deschis ctre dezvoltarea personal a educatorului i a educabilului, a managerilor de
instituii de nvmnt public sau privat, o punte spre realitatea nconjurtoare, ct i un mod de a
gndi i de a aciona la nivel instituional.
n sprijinul desfurrii acestor programe, proiecte sau parteneriate, nc din anii de
preaderare la Uniunea European (ncepnd cu 01 februarie 1993 i pn la 01 ianuarie 2007),
Romnia a ncercat s respecte Recomandarea Parlamentului European i a Consiliului Uniunii
Europene cu privire la competenele-cheie din perspectiva nvrii pe tot parcursul vieii,
conturnd pentru absolvenii nvmntului obligatoriu un profil de formare european, structurat
pe opt domenii de competen cheie: comunicare n limba matern, comunicare n limbi strine,
competene matematice i competene de baz n tiine i tehnologii, competena digital, a nva
s nvei, iniiativ i antreprenoriat, sensibilizare i exprimare cultural1. n sprijinul schimbrii
i inovrii n educaie, a aprut i Legea educaiei naionale, Nr.1 din 5 ianuarie 2011.
Sistemul de nvmnt romnesc s-a adaptat recomandrilor propuse de Uniunea
European, de Parlamentul Uniunii Europene i de Comisia European, ce prevd crearea unor
conexiuni ntre educaiile formal, nonformal i informal, fiecare disciplin de studiu avnd un
rol important n dezvoltarea armonioas a individului, ncepnd cu educaia anteprecolar i
continund cu cea a adulilor. Politicile i strategiile educaionale au fost adaptate la cerinele
actuale ale pieei forei de munc i ale ceteniei active.
Dintre activitile extracolare, promovate la nivelul educaiilor formal, nonformal i
informal, fac parte concursurile i olimpiadele colare. n mediul colar sunt frecvent organizate
819
competiii tematice, la nivelul unei singure discipline sau a mai multora, acestea fiind dedicate unor
srbtori, personaliti locale, naionale sau internaionale, personaje istorice sau mitologice,
evenimente importante din cotidian sau din viaa comunitii colare etc..
Etimologic termenul concurs deriv din limbile latin (concursus) i francez (concours),
avnd sensul propriu de ntrecere n urma creia se stabilete un clasament, un podium i se acord
recompense materiale sau simbolice celor mai buni participani. Un alt sens atribuit acestui cuvnt
este cel de examen pentru un loc de munc, o burs, o instituie de nvmnt, ca rezultat al unei
clasificri. Alte nelesuri i expresii ale sale pot fi: ajutor, sprijin, colaborare, concurs de
mprejurri (conjunctur), a da (cuiva) concursul cu sensul de a ajuta, a-i da concursul (la ceva)
cu neles de a contribui sau a colabora la ceva.
Cuvntul olimpiad se regsete n limbi precum neogreac (olimpiada), francez
(olympiade), german (Olympiade) i are neles de unitate cronologic convenional(n Grecia
antic se desfurau olimpiade, acele srbtori sportive, la interval de patru ani), competiie
sportiv, concurs pe specializri desfurat anual, la nivel local, judeean, naional sau
internaional pentru elevi, pe categorii de vrst (clase).
Din punct de vedere al artelor vizuale, concursurile i olimpiadele colare au rolul de a
scoate n eviden calitile native, acele aptitudini cu care individul a fost nzestrat, fie ca fiind un
foarte bun desenator, pictor, sculptor, fie arhitect, fotograf, designer etc.. Este recomandat ca aceste
manifestri s se desfoare periodic, semestrial sau anual, pe ediii, pe categorii de vrst, pe o
anumit tem sau tehnic de lucru, pe o ramur vizual sau combinate mai multe ramuri, i s
devin o aciune de mas.
n Romnia, Ministerul Educaiei Naionale i Cercetrii tiinifice, prin Direcia General
Educaie i nvare pe Tot Parcursul Vieii, precum i alte compartimente i deconcentrate ale
acestuia, au elaborat regulamente i metodologii de organizare a activitilor educative, colare i
extracolare, a competiiilor colare. Aceste documente oficiale au fost aprobate prin Ordinul Nr.
3035/10.01.2012 privind aprobarea Metodologiei-cadru de organizare i desfurare a
competiiilor colare i a Regulamentului de organizare a activitilor cuprinse n calendarul
activitilor educative, colare i extracolare.
Conform acestor regulamente i metodologii activitile educative, colare i extracolare,
dar i compeiile colare, se desfoar ntr-un cadru foarte bine organizat, cu comisii sau echipe de
organizare i evaluare a activitilor, cu o clasificare a acestora pe domenii i cu etape pe coal,
locale, judeene, interjudeene, naionale sau internaionale.
Regulamentul de organizare a activitilor cuprinse n calendarul activitilor educative,
colare i extracolare este un document oficial elaborat n conformitate cu Legea educaiei
naionale Nr. 1/2011, cu modificrile i completrile ulterioare, precum i cu Recomandarea
Consiliului Europei din 30 aprilie 2003, prin care se stabilete statutul de echivalen a educaiei
formale i a celei nonformale, cu scopul de a contribui direct proporional la dezvoltarea copilului
i a integrrii lui sociale.
n acest regulament este stipulat c activitile educative desfurate de precolari sau elevi
sunt cuprinse n Calendarul Activitilor Educative (Capitolul II, Prevederi generale, art. 3, alin (1),
p. 2). Acest calendar este structurat n trei pri Calendarul Activitilor Educative Naionale
(C.A.E.N.), Calendarul Activitilor Educative Regionale i Interjudeene (CAER), Calendarul
Activitilor Educative Judeene (CAEJ).
Apelul de propuneri pentru CAEN este lansat anul, n luna septembrie, pentru anul
calendaristic urmtor i publicat pe site-ul Ministerului Educaiei. Aplicantul completeaz un
Formular de aplicaie i documentaia aferent acestuia, dup care intr n etapa de competiie i
selecie a proiectelor bugetate sau nebugetate. Proiectele din calendar sunt grupate dup
urmtoarele domenii: artistic, cu subdomeniile arte vizuale, literatur, teatru, folclor, tradiii i
obiceiuri, culturi i civilizaii, muzic, dans; ecologie i protecia mediului; educaie civic; sport-
turistic; tehnic; tiinific. Exist tipuri de proiecte stabilite n funcie de numrul minim de ri i
judee partenere (proiectele internaionale) sau doar judeele implicate la nivel naional, regional,
820
interjudeean, local. n cadrul acestor proiecte, se organizeaz concursuri, expoziii, schimburi de
experien, simpozioane, conferine sau festivaluri, toate axate pe un singur domeniu sau pe
interdisciplinaritate i integrarea activitilor. La finalul fiecrei activiti se acord diplom de
premiu, meniune, premii speciale pentru elevi, diplom de participare sau adeverine pentru
cadrele didactice coordonatoare.
Uneori, sau mai bine spus frecvent, la organizarea concursurilor i olimpiadelor colare cu
caracter artistic, jurizarea este subiectiv, inndu-se cont de preferinele i interesele evaluatorilor,
de coala absolvit de acetia, rezultatele fiind n detrimentul calitii lucrrilor i, mai ales al
elevilor (un bun exemplu de a refuza s mai participe i la alte ediii). Dar exist i reversul
medaliei: n ciuda acestui eec de moment, s existe o motivaie intrinsec de a candida i n anii
urmtori, cu obinerea unor rezultate de excepie.
Concursurile i olimpiadele colare au i un scop educativ, nu doar unul competiional. Prin
intermediul lor elevii i valorific potenialul intelectual, creator, socializeaz cu elevi de la alte
instituii de nvmnt locale, judeene, interjudeene, naionale sau chiar internaionale, punnd
accentul pe interculturalitate i promovarea valorilor patrimoniului cultural local ca parte integrant
a patrimomiului cultural naional sau universal. Aceste activiti ofer i un schimb
intergeneraional. Pn n anii '90 romnii nu aveau foarte mare acces la informaie, acesta fiind i
un obstacol n comunicarea interuman naional cu cea internaional. Exist, n prezent, foarte
multe surse de informare (mass-media, internet, TV etc.), care dau posibilitatea oricui s fie la
curent cu noutile din orice domeniu. S-a schimbat, de asemenea, forma de organizare a unor
competiii, de la cea clasic, prin prezentarea direct a participanilor, la cea modern, prin
trimiterea materialelor prin pota electronic, prin afiarea pe site-uri de socializare. Este o
comunicare mai eficient, mai rapid.
Din pcate, la ciclul gimnazial, la disciplina Educaie plastic nu se organizeaz olimpiad
colar.
Dup cum aminteam i mai sus, mediul competiional poate fi un stimulent n reuita
colar sau poate conduce la un eec.
La nivel precolar competiia devine un mijloc prin care copiii se distreaz. Treptat, aceast
manifestare capt o alt semnificaie: una pozitiv, aceea de evoluie, de dezvoltare personal,
atracie pentru un domeniu anume studiat la coal, creterea stimei de sine, formarea de priceperi
i deprinderi noi, testarea cunotinelor, sau una negativ, manifestat prin oboseal fizic i
psihic, stres, timp liber limitat, relaii sociale afectate.
Personal, recomand ca n momentul participrii la competiii, copiii sau elevii s fie
pregtii din punct de vedere psihologic, att pentru reuit, ct i pentru eec. La concursurile
artistice sunt nscrii copii sau elevi, care au pus un pic din sufletul lor n lucrri, ateptnd, de cele
mai multe ori, s fie recompensai, fie simbolic prin diplome sau trofee, fie material. Sunt colegi de
specialitate, care practic n timpul orelor competiia ntre elevi. i eu am adoptat ntr-o perioad
aceast metod, dar am constat c elevii pot fi afectai din punct de vedere emoional, dovad a
temperamentului fiecruia.
Un exemplu de bune practici este i una dintre activitile organizate de mine i colegii mei
de arte vizuale din judeul Gorj, dar i din ar, care a avut un impact deosebit la nivel local i
naional. Este vorba de Expoziia-Concurs Naional de Arte Vizuale Brncuiana copiilor, ediia
a XIII-a, 2014-2015.
Copiii, acea surs inepuizabil de energie, sensibilitate, creaie, sinceritate, sunt precum
copacul pe care-l plantm, l udm pentru a se dezvolta i i ateptm roadele pentru a le culege. La
toate etapele dezvoltrii personalitii copiilor stau factori decisivi precum familia, educaia,
societatea .a..
Elevilor i copiilor le place s-i vad expuse lucrrile, s arate cu mndrie realizrile lor
prietenilor, musafirilor, nvtorilor, profesorilor i prinilor, indiferent de vrsta acestora. Munca
depus de elevi n creaiile lor ofer uneori rezultate care merit s fie cunoscute i preuite, putnd
fi puse n valoare prin expoziiile, concursurile i parteneriatele colare
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 Pe parcursul anului colar 2014-2015, activitatea amintit mai sus a fost planificat i ca
activitate metodic n cadrul Cercului pedagogic al profesorilor de Arte vizuale al Inspectoratului
colar Judeean Gorj, fiind inclus n Buletinul de perfecionare i formare continu al I..J. Gorj i
al Casei Corpului Didactic Gorj, Nr. 17, din anul colar 2014-2015, p. 128, dar i n Agenda
cultural a judeului Gorj, pentru anul 2015.
Proiectul a fcut parte din cadrul manifestrilor omagiale dedicate printelui sculpturii
moderne, artistul Constantin Brnsui. Reuita ediiilor anterioare a fcut ca prin acest proiect noi,
cadrele didactice organizatoare, s avem posibilitatea s valorificm lucrrile elevilor la expoziia
organizat n cadrul Muzeului Judeean Gorj Alexandru tefulescu. Au participat n mod direct,
n fiecare an, peste 690 de elevi din toate judeele rii, ndrumai de peste 120 de cadre didactice.
n anul colar 2014-2015, alturi de iniiatorii proiectului s-au alturat Centrul Municipal de
Cultur Constantin Brncui, Muzeul Judeean Gorj Alexandru tefulescu, Biblioteca
Judeean Christian Tell Gorj, Centrul Europe Direct Gorj, Palatul Copiilor Trgu-Jiu, coala
Gimnazial Gheorghe Ttrscu Trgu-Jiu, Liceul Teologic Trgu-Jiu, coli gimnaziale, licee de
cultur general, licee vocaionale, palate i cluburi ale elevilor din judeul Gorj i din alte 19
judee ale rii (Arge, Bacu, Bihor, Botoani, Braov, Bucureti, Cluj, Constana, Galai,
Hunedoara, Ialomia, Iai, Maramure, Mehedini, Mure, Neam, Sibiu, Vaslui, Vlcea).
De asemenea, proiectul a beneficiat de finanare din partea organizatorilor i a partenerilor.
Activitile s-au desfurat conform graficului propus n proiect. n urma deliberrii unui
juriu de specialitate, au fost acordate 54 de premii I, II i III, 68 de meniuni i 22 de premii
speciale din partea partenerilor.
Pe 13 martie 2015, a avut loc vernisajul Expoziiei-Concurs Naional de Arte Vizuale
Brncuiana copiilor, ediia a XIII-a, organizat la sediul Muzeului Judeean Gorj Alexandru
tefulescu din Trgu-Jiu, beneficiarii direci i cei indireci ai proiectului putndu-se bucura de
exponate pn la sfritul lunii aprilie 2015, inclusiv pe perioada programului naional coala
altfel: S tii mai multe, s fii mai bun! (Fig. 2).
n data de 28 mai 2015 a avut loc festivitatea de premiere din cadrul proiectului, desfurat
la sediul Bibliotecii Judeene Christian Tell Gorj (Fig. 3, a, b, c), la care au participat profesori
din cadrul Cercului metodic de Arte vizuale (Educaie plastic, Educaie artistic, Educaie vizual,
Arhitectur) al Inspectoratului colar Judeean Gorj, cadre didactice coordonatoare ale elevilor
nscrii n concurs, elevi participani la competiie, elevii premiai i prinii acestora, organizatorii
i partenerii proiectului.
Proiectul a beneficiat de mediatizare pe tot parcursul desfurrii sale, la nivel local i
naional, att n presa scris, TV, radio, ct i pe site-uri de socializare, dintre care pot fi amintite:
Radio Oltenia Craiova, cotidianele Gorjeanul, Gorj Domino, Pandurul, Gorj Press, Gorj TV, Radio
Trgu-Jiu, pe site-urile www.isj.gj.edu.ro, www.didactic.ro, centrulbrancusi.ro, bibliotell.ro, I.S.J.
Arge, I.S.J. Sibiu, conturi de facebook ale organizatorilor i partenerilor.
Au existat i rezultate stimulatoare pentru elevi, dintre care poate fi amintit prestaia
elevilor Popescu Ionu, de la clasa a VII-a A (Premiul I i Premiul special din partea Centrului
municipal de cultur Constantin Brncui), Voicu Rzvan, de la aceeai clas (Premiul al II-lea)
i Buici Alexandru (Premiul al III-lea), de la clasa a VII-a C, toi trei de la coala Gimnazial
Pompiliu Marcea Trgu-Jiu. n imaginile urmtoare pot fi vizualizate lucrrile celor trei elevi.
Preocupri pentru participarea sau organizarea concursurilor colare, fie artistice, fie
sportive, fie tehnologice etc., au existat n fiecare an colar de la nceperea carierei didactice. Un
aspect foarte valoros este acela c, n elaboarea i desfurarea acestor activiti extracolare, cu
influene asupra educaiei permanente a unui individ, s nu uitm de mesajul pe care dorim s-l
transmitem prin intermediul organizrii lor, canalul de comunicare cu educabilul, i, cel mai
important, feedback-ul primit de la beneficiar.
Nu este destul s tii, trebuie s i aplici. Nu este destul s vrei, trebuie s i faci. (Johann
Wolfgang von Goethe)

822
 Note bibliografice:
1
Raport Eurydice Dezvoltarea competenelor cheie n colile din Europa: provocri i
oportuniti pentru politic, 2012, Recomandarea 2006/962/EC a Parlamentului European i a
Consiliului din 18 decembrie 2006, privind competenele cheie pentru nvarea pe tot parcursul
vieii, OJ L 394, 30.04.2006, p.7; Program pentru disciplina opional Instituiile Uniunii
Europene [curriculum la decizia colii pentru liceu], Aprobat prin ordin al ministrului Nr.
5817/06.12.2010, Bucureti, 2010);
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145RO.pdf

Bibliografie:
1. *** Dicionarul explicativ al limbii romne, Editura Academiei Republicii
Socialiste Romnia, 1975
2. Ilioaia, Maria, Metodica predrii desenului La clasele V-X coala general, Editura
didactic i pedagogic, Bucureti, 1971, p. 242

Webografie:
http://www.edu.ro/index.php/articles/curriculum/c557+583/
http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/145RO.pdf

NVAREA INTERGENERAIONAL, MODALITATE CE NCURAJEAZ

TRANSFERUL DE CUNOTINE NTRE GENERAII

Dilimo Doinia, Prof. nv.precolar

Grdinia nr. 208, Bucureti
Dobrin Maria Mihaela, Prof.nv.precolar
Grdinia ,,Zna Florilor, Bucureti

Factorul relaional ca i considerent principal reliefeaz faptul c ,,fiina uman, copilul

situat ntr-un anumit mediu, este profund influenat de acesta; comportamentul su difer dup cum
triete solitar sau n colectiv i depinde, ntr-o mare msur, de natura relaiilor cu partenerii.
nvarea intergeneraional este o modalitate prin care oamenii de toate vrstele pot nva
mpreun, dar i unii de la alii, fiind parte important a nvrii pe parcursul vieii, unde
generaiile lucreaz mpreun, pentru a obine diferite abiliti, valori i cunotine. Dincolo de
transferul de cunotine, nvarea intergeneraional ncurajeaz nvarea reciproc dintre
diferitele generaii
Adulii i copiii au oportuniti de a interaciona pe anumite perioade de timp, unde adulii
transmit cunotine, credine i bune practici copiilor prin intermediul unor activiti formale sau
informale.
Aceste trasmiteri i nvri au loc n contexte formale atunci cnd se desfoar n uniti
de nvmnt, unde profesorii le mprtesc copiilor strategiile privind dobndirea abilitilor de a
citii i scrie, precum i facilitarea dezvoltrii acestor abiliti folosind un set de abordri acceptate.
Pot avea loc de asemenea i n contexte informale, cum ar fi acas, ntre prini i copii, bunici i
nepoi, precum i alte structuri care i are ca protagoniti pe aduli i copii.
Efectele formative ale grdiniei sporesc, dac educatoarea sprijin cu competen procesul
socializrii copilului prin felul n care organizeaz i conduce activitile cu copiii, cum contribuie
la nchegarea grupelor i chiar la realizarea primului contact pozitiv al copilului cu mediul
grdiniei, intervenia educatoarei facilitnd primele impresii i legturi. Se tie c, pentru un copil
de trei ani, ieirea din mediul familial pe care l cunoate foarte bine i acceptarea petrecerii unui
nsemnat interval de timp n noul cadru, poate fi o ncercare deosebit. n astfel de situaii,
823
comportamentele copiilor sunt foarte diferite, n funcie de climatul familial, care dac este
supraprotectiv ngreuneaz i mai mult acest proces, la fel ca, i situaia de copil unic sau de
nepregtirea copilului pentru acest eveniment, sau n funcie de particularitile temperamentale ale
acestuia. Muli copii de trei ani atunci cnd vin prima dat la grdini, sunt atrai de universul
deosebit de aici, cu spaii mobilate corespunztor, cu multe jucrii, cu scene din poveti etc. i uit
relativ repede de cel care l-a adus aici. Alii ns accept greu s se desprind de mediul familial i
triesc tensionat acest moment
Activitatea educativ din grdini nu poate fi izolat, separat de alte influene educative
ce se exercit asupra copilului i mai ales, nu poate face abstracie de acestea.
Educaia trebuie s se manifeste permanent ca o aciune coerent i unitar a grdiniei i
familiei. Interesul comun determin o micare de apropiere cu dublu sens, familie grdini,
grdini familie, n vederea unei suficiente cunoateri de ambele pri. Unitatea de aciune este
condiionat de unitatea de vederi, de un mod comun de lucru i de o bun cunoatere reciproc.
Disponibilitatea prinilor pentru soluionarea n parteneriat a problemelor precolarilor
trebuie format i stimulat. Prinii sunt deschii la sugestiile educatoarei atunci cnd sunt tratai
cu ncredere, ca nite aduli responsabili, cnd educatoarea nu pierde din vedere faptul c prinii
i cunosc bine copiii, chiar dac nu au ntotdeauna abilitatea de a aciona ntr-un sens favorabil
acestora.
Echipa de educatori, cu bunavoin i competen, poate avea abilitatea de a face din orice
printe un colaborator. Rezultatele concrete vor dovedi avantajele colaborrii.
Tot mai muli psihologi afirm c, orice individ are disponibiliti creative care se cer doar
descoperite i modelate.
Creativitatea joac un rol din ce n ce mai important att n viaa noastr profesional, ct i
n cea privat. Dei pn acum nu i s-a acordat atenia meritat, aceast aptitudine ne poate ajuta
enorm n rezolvarea problemelor i n relaiile cu cei din jur. A fi creativ nseamn a te adapta cu
uurin la noi situaii, a da dovad de flexibilitate i originalitate n gndire i a fi gata oricnd s
faci lucruri inedite.
n activitatea didactic, pentru a prentmpina anumite situaii mai mult sau mai puin
plcute am folosit, acolo unde s-a putut, experiena bunicilor.
Pentru bunici, conversaiile cu nepoii sunt oportuniti de mprtire att a trecutului, ct
i impactul viitorului.. Intervenind din linia a doua pe frontul educativ, din spatele prinilor, ei au
senintatea pe care le-o confer experiena i poziia lor n familie, servind de susinere i model
pentru nepoii lor. Cnd prinii sunt stresai de o via prea dur i cnd copiii lor se simt sub
presiune, bunicii le ofer acestora din urm posibilitatea de a se elibera de tensiune i de a privii
viaa altfel.
De multe ori am iniiat activiti n care tandemul bunic nepot s-a dovedit deosebit. Am
organizat excursii, activiti n care bunicuelele i-au dovedit miestria i abilitile n prepararea
unor prjituri, n confecionarea unor jucrii din materiale textile, am organizat activiti de
voluntariat pentru adunarea de produse alimentare si nu numai, pe care apoi le-au donat unor copii
defavorizai din diferite centre de plasament. Deasemenea am solicitat bunicii dar i prinii n
diverse activiti care au avut drept scop folosirea experienei unora pentru iniierea celorlali cum
ar fi de exemplu, folosirea calculatorului, plantarea de copcei n curtea grdiniei, plantarea de
flori dar i de legume n grdin.
Toate aceste activiti i-au fcut pe toi s mparteasc mpreun bucuria i satisfacia
lucrului bine fcut, toi s-au simit utili, copiii au fost foarte mndrii de bunicii i prinii lor.
Zicala care spune: ,,Cine nu are btrni, s-i cumpere s-a dovedit nc o dat super
neleapt.
Rsplata i recunoaterea faptului c bunicii au fcut o treab bun sunt amintirile de
neuitat ale nepoilor i recunotina copiilor pentru ajutorul pe care l-au dat.
Bunicii sunt cei care reuesc, de multe ori, s mbunteasc relaiile dintre copii i prini,
mai ales la vrsta adolescenei.
824
 Doar bunicii reuesc, dei i despart dou generaii, s gseasc o cale de comunicare, s se
fac ascultai i s medieze conflictele. O explicaie a acestei realiti este poate, aceea c, au mai
mult timp, mai mult disponibilitate sufleteasc, mai mult rbdare i o alt atitudine dup o
experien de via.

BIBLIOGRAFIE
1. Oprea, Crengua, Lcrmioara, Pedagogie. Alternative metodologice interactive . Editura
Universitii, Bucureti, 2003.
2. Boco, M., Teoria i practica instruirii i evalurii, Editura Casa Crii de tiin, Cluj-
Napoca, 2003

O NOU ABORDARE A LECIILOR DE FIZIC

Prof. Oltean Adriana,

Colegiul Tehnic Petru Muat Suceava

Se tie c un lucru bine fcut are la baz o etap premergtoare. Proiectarea didactic este
etapa premergtoare a actului didactic. n mod tradiional, prin proiectare pedagogic se nelege
programarea materiei de studio peuniti de timp i de activitate, a planului calendaristic, a
sistemului de lecii, elaborarea planului de lecii etc.
Astzi, conceptul de proiectare este mai amplu, fiind exprimat i caracterizat de alte concept
corelate, ca de pild: design instructional (R.Gagne,1976) sau taxonomia cunotinelor
(Romiszowski,1981). n efortul actual de modernizare i optimizare a colii romneti, menit s
asigure creterea calitativ a activitii didactice, proiectarea, organizarea, pregtirea i
desfurarea leciei, ca microsistem ce produce la scar redus sistemul instrucional, ocup un loc
central.
Proiectarea este aciunea de anticipare i pregtire a activitilor didactice i educative pe
baza unui sistem de operaii, concretizat n programe de instruire difereniate prin creterea
performanelor. Proiectarea pedagogic a procesului de nvmnt reprezint ansamblul aciunilor
i operaiilor angajate n cadrul activitilor de educaie/instrucie conform finalitilor asumate la
nivel de sistem i de proces n vederea asigurrii funcionalitii sociale a acestuia n sens
managerial/ global, optim, strategic.
Activitatea de proiectare pedagogic valorific aciunile i operaiile de definire
anticipativ a obiectivelor, coninuturilor, strategiilor nvrii, probelor de evaluare i mai ales ale
relaiilor dintre acestea n condiiile unui mod de organizare al procesului de
nvmnt.(Vlsceanu, Lazrn Curs de pedagogie). Se tie c un lucru bine fcut este
rezultatul unui proiect bine gndit. Unii autori (Jinga, Negre) avanseaz un algoritm procedural
ce coreleaz patru ntrebri eseniale, n urmtoarea ordine: Ce voi face? Cu ce voi face?Cum voi
face?Cum voi ti dac ceea ce trebuia fcut a fost fcut? Rspunsurile la cele patru ntrebri vor
contura etapele proiectrii didactice. Prima ntrebare vizeaz obiectivele educaionale, care trebuie
fixate i realizate. A doua ntrebare trimite ctre resursele educaionale de care dispune sau trebuie
s dispun educatorul. A treia ntrebare cere un rspuns concret privind stabilirea unei strategii
educaionale, coerente i pertinente, pentru atingerea scopurilor. Rspunsul la a patra ntrebare
pune problema conturrii unei metodologii de evaluare a eficienei activitii desfurate.
Activitatea de predare a suferit modificri majore n ultimii ani, aa nct putem spune c
s-a trecut de la modelul magister dixit la coala activ, de la abordarea de tip autocrat la cea
democratic. Predarea este activitatea profesorului de organizare i conducere a ofertelor de
nvare care au drept scop facilitarea i stimularea nvrii eficiente la elevi.
825
 n prezent se pune accentul pe centrarea educaiei, a curriculum-ului pe competene, aceasta
devenind termen de referin n proiectarea, realizarea i evaluarea curriculumului colar. Ideea
principal a nvrii centrate pe elev este faptul c activitatea principal care trebuie s se
desfoare n clas este nvarea care este o activitate a elevului i nu predarea care este o
activitate a profesorului.
Simpla declarare a competenelor ca finaliti ale procesului educaional nu este suficient.
Este necesar s se cristalizeze concepii despre competene care s includ modelele de
cunoatere prin care acestea se formeaz, ca scheme universale de aciune n diferite domenii de
studiu. Conform Cadrului European al Calificrilor, EQF, trebuie s vedem competena ca rezultat
al nvrii, diferit de cunotine i abiliti competena integrand cunotinele, abilitile,
atitudinile i valorile ntr-un model structural complex. Educaia nu este nvarea de fapte ci
antrenarea minii s gndeasc .(Albert Einstein)
La testrile internaionale PISA (2000, 2006, 2009, 2012) i TIMSS (1995, 1999, 2003,
2007, 2011) performanele elevilor romni la tiine s-au situat n mod constant sub media
internaional. Un factor frecvent asociat cu astfel de rezultate l constituie curriculumul colar care
poate orienta procesul de instruire spre acumularea de cunotine sau poate pune accent pe
transferul cunoaterii din mediul academic n via, aa cum este cazul curriculumului PISA i
TIMSS.
Rezultatele la testrile internaionale nu sunt singurul motiv pentru care se impune un nou model de
nvare a fizicii, ci mai ales faptul c ntre aceste rezultate i creterea economic a unei ri exist
legturi strnse. Gradul de ocupare a forei de munc i competitivitatea economic a unei ri au la
baz tineri instruii n aa fel nct acetia s acopere nevoile angajatorilor. Aadar, nevoia de
corelare a competenelor elevilor cu cerinele pieei muncii devine prioritar.
Modelul propus pentru nvarea fizicii intete spre un tip de organizare a procesului
nvrii care s centreze n mod real activitatea de nvare asupra elevului, s-l familiarizeze cu
procesul cunoaterii tiinifice i s-i dezvolte astfel competene i atitudini care s-i permit
implicarea eficient n efortul de construire a propriilor cunotine, fiind necesar o revizuire la
nivelul curriculumului colar.
Unitile de nvare sunt ansambluri de lecii structurate ntr-un mod nearbitrar ce mbin
armonios urmtoarele elemente:
nceperea fiecrei uniti de nvare cu un conflict cognitiv destinat trezirii curiozitii i
motivaiei elevului pentru studiul temei respective, acesta fiind un laitmotiv al ntregii
uniti de nvare;
structur ciclic bazat pe modelele ciclice ale paradigmei constructiviste, pe metode
investigative i de dezvoltare a gndirii critice precum i a celei divergente (baza
creativitii);
strategie didactic de tip investigativ asociat fiecrei uniti de nvare, care s dezvolte
competenele specific domeniului tiinelor exacte, respectiv fizicii.
activiti de nvare specifice dezvoltrii att a gndirii critice ct i a celei creative
mbinate cu metoda caracteristic i definitorie a tiinelor - experimental i combinate,
atunci cnd este nevoie cu prelegerea interactive i demonstraia dirijat.
Termenul de conflict cognitiv i are originea n teoriile psihologice ale disonanei cognitive
(Festinger, 1956). Conform lui Piaget, n momentul n care o informaie nou intr n contradicie
cu schemele mentale anterioare ale elevului i se creeaz un dezechilibru conflictul cognitiv
acesta poate deveni un factor important de motivare, datorit tendinei elevului de a reveni ntr-o
stare echilibrat, confortabil. Este o provocare pentru orice profesor s gseasc un bun conflict
cognitiv care s trezeasc mirarea elevului, s l fac curios, s i trezeasc dorina de a se angaja n
demersul de nvare i, n acelai timp, s fie corelat cu tema de studiu.
Structura ciclic a unitilor de nvare propus din perspectiva constructivist cuprinde
urmtoarele etape:

826
1.EvocareAnticipare
Sarcinile didactice dominante sunt: evaluarea iniial a situaiei de nvare, stabilirea obiectivelor /
formarea unei prime reprezentri a situaiei de rezolvat. Ele ocup de obicei prima lecie a unitii
de nvare.Aceasta este o etap fundamental: aa cum nu poi construi cu succes o cas fr s
cunoti caracteristicile terenului pe care vrei s o construieti, nu poi s te lansezi ntr-un demers
didactic eficient fr s tii ce cunosc elevii despre tema respectiv, ce idei eronate au despre ea, ce
sunt n stare s fac. De asemenea, demersul didactic va fi ineficient dac elevii nu sunt motivai s
nvee i nu i vei avea ca parteneri dac nu cunosc ce obiective i ce cale va avea procesul de
nvare pe care l propui, ce le propui s nvee i de ce.n aceast etap se introduce conflictul
cognitiv.Pe scurt, aceast etap presupune stabilirea clar a urmtoarelor trei lucruri: de unde
plecm, unde vrem s ajungem i ce cale vom urma, att pentru elev ct i pentru profesor.n
aceast etap putem alege metode alternative cum ar fi: TIU-VREAU S TIU-AM NVAT,
Gndii-Lucrai n perechi- Comunicai, Ciorchinele, Brainstorming, Termeni cheie.
2.ExplorareExperimentare
Sarcinile didactice dominante ale acestei etape sunt:dezvoltarea strategiilor cognitive (de abordare
a situaiilor-problem, a sarcinilor).n aceast etap elevilor li se ofer ocazia s se familiarizeze cu
noile cunotine, s exploreze, s experimenteze, s i construiasc propria nelegere asupra
acestora utiliznd diverse resurse furnizate de profesor sau procurate de ei, s fac ipoteze, s le
testeze, s ajung la propriile concluzii, lucrnd preponderent n echipe. n funcie de vrsta
elevilor, de progresul acestora n nelegerea modului n care are loc o investigaie tiinific, de
dificultatea temei i de ceea ce a observat n etapa precedent, profesorul poate alege n ce tip de
investigaie va implica elevii (de confirmare, structurat, ghidat sau deschis).
n aceast etap, rolul preponderent al profesorului este cel de facilitator: furnizeaz mijloacele de
nvare, ajut elevii s rmn focalizai pe tem, ofer ajutor cnd este cerut (aici profesorul
trebuie s se abin de la a da el soluia corect el trebuie s arunce mingea napoi elevilor,
rspunznd prin ntrebri deschise care s provoace dezbateri i s orienteze demersul investigativ
al acestora spre obinerea rspunsului corect).
La sfritul acestei etape i nceputul celei urmtoare, elevilor trebuie s li se ofere ocazia
s prezinte colegilor ceea ce au nvat (cum au procedat, ce rezultate au obinut, ce concluzii au
formulat).n aceast etap se recomand utilizarea procedeelor: MOZAICUL, SINELG , Gndii-
Lucrai n perechi-Comunicai, Tabelul conceptelor, Metoda Philips 6-6.
3.ReflecieExplicare
Sarcinile didactice dominante ale acestei etape sunt: elaborarea/enunarea noilor cunotine
(definiii, generalizri).Aceast etap este destinat analizei i sintezei studiului realizat n etapa
precedent, interpretrii, abstractizrii i generalizrii observaiilor, rezultatelor i concluziilor
obinute de elevi. Rolul profesorului este cel de ghid: el ajut elevii s ordoneze i s i clarifice
coninutul, s i corecteze ideile greite, s poat explica noiunile ntr-un limbaj adecvat, tiinific.
4.AplicareTransfer
Sarcinile didactice dominante etapei sunt: sistematizarea i consolidarea noilor cunotine,
dezvoltarea atitudinilor, a percepiei valorilor i evaluarea rezultatelor nvrii.Scopul acestei etape
este s ofere oportunitatea elevilor de a-i folosi noile cunotine n contexte noi, nefamiliare, de a
continua s exploreze implicaiile acestora i aplicaiile lor practice, s fac conexiuni cu concepte
nrudite.Ciclul este finalizat printr-o or destinat special evalurii, n care att elevii ct i
profesorul s determine rezultatele procesului de nvare i s verifice atingerea obiectivelor
propuse n etapa iniial.
Strategiile didactice asociate unitilor de nvare sunt strategii de predare - nvare care au n
vedere trei caracteristici:
Sunt strategii metacognitive, fiind procese folosite pentru a ajuta elevii s neleag modul n
care se produce nvarea i modul n care se desfoar cu succes un demers investigativ
Abordeaz competenele specifice dintr-un punct de vedere holistic, ca ansambluri structurate,
ca sisteme i nu ca fraciuni ale unor competene mai generale;
827
 Se bazeaz pe modele cognitive specifice cu care experii opereaz n domeniul tiinelor
exacte i al aplicrii acestora tehnologia.
Acestea sunt : strategia bazat pe investigaia tiinific, strategia bazat pe proiect, strategia bazat
pe modelare i strategia bazat pe rezolvarea de probleme.
Evaluarea trebuie strns corelat cu curriculum-ul i instruirea, astfel nct cele trei elemente de
baz ale sistemului educaional s convearg ctre aceleai scopuri. Evaluarea ar trebui s msoare
rezultatele nvrii, s reflecte centrarea procesului educativ pe competene. De aceea, o singur
strategie de evaluare nu poate fi atotcuprinztoare. Evaluarea sumativ este o evaluare de bilan
care intervine la sfritul parcurgerii unuiansamblu de sarcini de nvare ce constituie un tot unitar
fiind integrat procesului de nvare i determinat de contexte specifice.
Acest tip de evaluare folosete pentru analiza pregtirii anterioare a elevilor; ncurajarea dirijrii
propriei nvri i a colaborrii; monitorizarea progresului, precum i pentru verificarea nelegerii
i ncurajarea metacogniiei.Evaluarea formativ este neleas ca un proces prin care elevii i
profesorul primesc un feedback direct cu privire la procesele de predare i nvare, chiar n timpul
procesului i nu dup.
Evaluarea formativ are urmtoarele trsturi:
Rspunde ntotdeauna nevoilor elevului: este continu i progresiv, poate fi informal (nu
trebuie s urmeze un anumit protocol i atunci poate s survin n moduri diverse, n funcie de
specificul situaiei), este interactiv (rspunde unor nevoi de invare concrete ale elevilor, pe
baza unui dialog ntre elevi i profesor), poate fi planificat sau neplanificat , poate fi
proactiv sau reactiv (profesorul poate s solicite informaia relevant de la elevi)
Utilizeaz forme de comunicare multiple (scris de pild, prin folosirea fielor deobservare
oral prin dialog, respectiv nonverbal prin interpretarea expresiei faciale, a limbajului
corpului).
Necesit deschiderea elevilor ctre profesor i ctre activitatea de nvare.
Este mai degrab implicit dect explicit.
Face apel la cunotinele i experienele profesionale anterioare ale profesorului.
Este parte integrant n procesele de predare i nvare.
Este realizat att de profesor, ct i de elevi.
Are ca scop mbuntirea nvrii, dar i a predrii prin aportul de informaii despre cum se
desfoar procesul de nvare.
Este puternic contextualizat
Presupune confruntarea profesorului cu posibile dileme n evaluare, tocmai datorit aspectelor
neprevzute ale interaciunii cu elevii.

BIBLIOGRAFIE
Emanoil Tereja Metodica predrii fizicii(Iai, 1995)
Crengua Lcrmioara Oprea Strategii didactice interactive (EDP 2009)
Ovidiu Florin Clun Didactica fizicii (Ed.Univ. Al.I. Cuza Iai, 2002)
Ghid metodologic pentru predarea fizicii redactat n cadrul proiectului Reforma curricular a
tiinelor exacte derulat de Societatea Academic din Romnia n parteneriat cu Societatea Romn
de Fizic i Romanian-American Foundation (2011)

828
 METODICA PREDRII PERSONAJULUI LITERAR
Glavan Liliana Antoaneta
Liceul Tehnologic Draganesti-Vlasca

Personajul literar este propriu operelor epice i dramatice, deoarece acestea conin
ntmplri ale oamenilor, narate de ctre autor. Subiectul oricrei opere este propulsat de ctre
personaje, aciunea fiind n strns legtur cu acestea. n dicionarul de termeni literari editat de
Academia Romn n 1976, conceptul personajul literar provine din fr. personnaje, avnd legtur
cu latinescul persona, care a nsemnat iniial masc de teatru i apoi rol. n Evul Mediu, personaj
nseamn i demnitar eclesiastic, persoan cu rol important n societatea vremii, n timp ce astzi
nelegem prin personaj oameni transfigurai artistic, care sunt implicai ntr-o aciune i pe care i
deosebim de persoanele reale.
Istoria personajului i gsete aadar nceputurile n Antichitate, n paginile primelor
epopei i tragedii ale grecilor. Mai trziu Aristotel avea s ncerce o teoretizare a conceptului,
fcnd observaii asupra relaiei dintre personaj i imaginaie sau ncercnd chiar o prim
clasificare a personajelor. Criteriul de clasificare era unul specific marilor creaii ale vremii n care
zei i oameni se nfruntau n pasiuni covritoare, eroii dominnd mult vreme eposul grec.
Element formal al operei, personajul literar a conturat n evoluia lui estetic i istoric o
adevrat tipologie, generatoare a unei lumi a imaginarului. Poate de aceea, criticul literar italian
Slavatore Battaglia n Mitografiea personajului consider existena personajului la fel de
important ca i opera nsi.
Istoria personajului, afirm Battaglia, e plin de nvminte, e semnificativ, pentru c
repune n dicuie chiar modelul/ modul de organizare a operei, iar ntr-un sens cuprinztor/
fundamental viziunea artistic n sine, adic acel raport sensibil dintre imaginar i real, ficiune i
realitate, dintre artist i lume. Traiectoria existenei istorice a personajului, e asociat astfel unor
limite simbolice (spaii) ntre care se mic cer i pmnt, absolut i istorie, i de la toate acestea
nspre realitatea de fiecare zi a societii contemporane.
Dac semnele modernitii pot fi gsite la sfritul Renaterii, ntre altele n opera
shakespear-ean (ce altceva este Hamlet dect expresia unei drame generate de idealurile strivite de
ctre un real terifiant, expresie a unei lumi a faptelor dez-dumnezeite, fr destin, ilustrnd astfel
eecul idealurilor Renaterii i al afirmrii libertii; sau cine altcineva poate fi Don Quijote dect
un utopist ce caut printre sfrmturile vremii mreia de odinioar a omului?), dac modernitatea
se anun aadar prin personaje dilematice chiar de la sfritul Renaterii, cele dinti scrieri cu
adevrat moderne pot fi considerate, dup acelai Battaglia, Suferinele tnrului Werther (1774)
a lui Goethe i Confesiunile lui Rousseau. Acum personajele devin problematice i triesc crize de
identitate. Pierzndu-l pe Dumnezeu, omul e tot mai puin sigur n legtur cu cine ar putea fi el ca
fiin i care este rostul lui n univers. Se nate acum ideea sinuciderii din dragoste o ipostaz
modern a monumentalitii sau a unei religii eroice recreate din cenua omului antic poate, -
anunat de Romeo i Julieta. Mai trziu, realitatea exterioar i pierde cu totul semnificaiile,
coerena i astfel ea va fi tot mai mult nlocuit de cea interioar, mai puin mecanic, mai puin
alienant la prima vedere. Se va nate astfel personajul abisal, prin intermediul cruia va fi
explorat lumea interioar, relativ i subiectiv a omului. Se poate scrie acum romanul unei
realiti absente i evocate ca n romanul lui Marcel Proust n cutarea timpului pierdut, sau n
romanul lui Camil Petrescu, Ultima noapte de dragoste, ntia noapte de rzboi, unde odat cu
pulverizarea certitudinilor exterioare ale iubirii, lumea se recompune dintr-o perspectiv subiectiv.
Este de observat c literatura romn a cuprins, n ciuda unei istorii relativ scurte i a unor
comprimri de etape, o bun parte din tipurile i tipologiile literaturii europene. Sigur, se poate face
o list cu tipurile care lipsesc, mizantropul de exemplu, sau gelosul; ne lipsete un Hamlet, aa cum
ne lipsete un rege Lear sau un mo Goriot, dei l avem pe Hagi Tudose sau pe Costache
Giurgiuveanu. Ne lipsete o doamn Bovary, dei romanele sadoveniene ale trgului de provincie
829
ncearc s surprind tipul. Nu trebuie s uitm ns c aceste absene ar putea fi explicate printr-o
palid reprezentare a tipurilor clasice n literatura romn n condiiile n care un clasicism
romnesc este aproape absent. Dar nici tipologia realist nu este foarte bogat, dei aici lucrurile
stau mai bine: tipul arivistului de exemplu este bine reprezentat n literatur prin personaje precum
Dinu Pturic, Tnase Scatiu, Ghi din Moara cu noroc, Ion al lui Rebreanu, Stnic Raiu al lui
Clinescu, Ada Razu i Lic Trubadurul ai Hortensiei Papadat-Bengescu Tematic vorbind, lumea
citadin a generat, explicabil, cele mai reuite momente n realizarea de personaje, fiindc aici s-a
produs n primul rnd acea adncire a psihologiei, acea complexitate i varietate a profilului uman
chiar dac i n literatura cu tematic rural exist personaje complicate precum Ilie Moromete al
lui Marin Preda.
Lumea personajelor este n cele din urm expresia reliefului sau radiografia imaginarului
artistic, al prozei i al dramaturgiei. Personajele rmn acele figuri literare, acele chipuri fictive
care tind s urmreasc uneori cititorul i n viaa real i pe care ne putem atepta ca ntr-o bun zi
s le ntlnim. Afirmaia metaforic poate fi neleas ca un elogiu adus forei imaginarului, n
sensul n care despre opera lui Balzac a putut s se spun c nu ar fi inspirat din realitatea Franei
de dup Napoleon, ci imaginat n totalitate, iar lumea real, Franei Restauraiei adic, marcat
profund de puterea figurilor de hrtie a nceput s se comporte, s triasc precum eroii balzacieni.
Personaj literar i persoan
Este o individualitate (persoan), nfiat dup realitate sau rod al ficiunii, care apare ntr-
o oper epic sau dramatic, fiind integrat prin intermediul limbajului n sistemul de
interaciuni al textului literar. Exist i noiunea de personaj liric, care se impune prin intensitatea
afectiv a tririlor sale intime. De cele mai multe ori, autorul operei lirice se substituie, influennd
direct starea sufleteasc a lectorului. n viziunile noi (formaliste ori structuraliste), care pun
accentul pe conceptele de relaie i funcie, personajul este un element structural al formelor epice
i dramatice, alturi de spaiu i aciune. El poate fi definit dintr-o multitudine de perspective: cea
moral (ca raport ntre om i el nsui), sociologic (raportul dintre individ i colectivitate), ontic
sau filozofic (raportul dintre om i univers) i estetic (raportul dintre realitate i convenia
literar). Cnd se afl n centrul aciunii i polarizeaz att atenia, ct i afectivitatea cititorului, el
devine un erou. n genere, personajul este antropomorf, avnd trsturi umane, chiar dac
ntruchipeaz animale: n fabule, personajele imaginate de D. Cantemir n Istoria ieroglific,
fpturile supranaturale (zeii din creaiile antice), fiinele extraterestre i roboii din literatura
science-fiction (SF), obiectele, n sens larg, personificate. Din contr, sub nfiarea uman,
personajul ntruchipeaz alegorii (Gargantua i Pantagruel de F. Rabelais), ori simboluri
(Prometeu curajul, Don Juan disponibilitatea erotic, Faust setea de cunoatere).
Suprapersonajul este o realitate cu funcie simbolic, un loc, un eveniment, o metafor cu
funcie central n oper, stabilind relaii cu eroii principali i determinnd aciuni importante n
economia textului, precum: catedrala Notre-Dame din Paris n romanul cu acelai titlu al lui V.
Hugo, groapa n romanul omonim scris de E. Barbu, oraul care atrage ca un magnet toi eroii de la
periferie sau din zonele suburbane, n proza lui Mircea Nedelciu.
Persoana este i ea un factor component al situaiei narative, alternanele ei dnd
posibilitatea realizrii unei tipologii a discursului narativ: obiectiv (la persoana a III-a), subiectiv
(la persoana I), mixt (la persoana a II-a, cea a adresrii/replicii, n care interlocultorul poate fi
cititorul ca personaj; n perioada contemporan, noul val al prozei franceze a ters programatic
limita dintre planurile tradiionale (obiectiv-subiectiv), introducnd integral naraia la persoana a II-
a. Prima tentativ a aparinut lui Michel Butor, cu romanul Modificarea (relatare integral la
persoana a II-a, urmat, n ultimele decenii, de introducerea unor asemenea personaje ntr-o naraie
la persoana a III-a, cu scopul de a accentua discontinuitatea fluxului narativ). Spre deosebire de
personaj, persoana are mai puin, ori nu are deloc individualizare (coninut intelectual, sufletesc,
moral, social etc.), rmnnd un actant care particip la aciune prin mrci gramaticale.Indiferent
de ipostazele sale, mai vechi sau mai noi, esenial este faptul c personajul literar continu s
asigure i astzi relieful unei opere literare, unitatea ei compoziional ori particulariti ale
830
structurii acesteia, angajnd concepte precum istorie i discurs, fabul i subiect etc., sau existnd
n strns relaie cu ali termeni sau indici specifici epicului ori dramaticului precum: conflictul,
timpul, spaiul imaginat.

BIBLIOGRAFIE
Ovid S. Crohmalniceanu - ,,Literatura romana intre cele doua razboaie mondiale,vol. I-III,
Editura Universalia, Bucuresti, 2003
Ioan Petru Culianu - ,,Mircea Eliade, Editura Nemira, Bucuresti, 1995
Eugen Simion - ,,Scriitori romani de azi, vol I-IV, Editura ,,Cartea Romaneasca, Bucuresti, 1978-
1989
Tudor Vianu - ,,Arta prozatorilor romani, Editura Eminescu, Bucuresti, 1970

MODALITI DE EVALUARE TRANSDISCIPLINARE

Prof. Ilie Eugenia

Liceul Tehnologic Draganesti Vlasca,
Teleorman

Transdisciplinaritatea conduce la intensificarea relaiilor dintre discipline i la descoperirea

unor noi orizonturi ale cunoaterii. Obiectivul fundamental al oricrui sistem educaional este
formarea la elevi a culturii generale. Organizarea unilateral a informaiei ntr-un sistem rigid este
ns total nepotrivit cu aceast intenie. Aportul fiecrei discipline nu trebuie s se constituie n
ceea ce este specific disciplinelor, ci prin ceea ce au acestea n comun, elementele transferabile,
elemente care asigur caracterul general.
Pentru a face fa schimbrilor caracteristice lumii contemporane, elevii au nevoie de
competene strategice ca:
abilitatea de a nva cum s nvee;
abilitatea de evaluare i rezolvare de probleme.
Transdisciplinaritatea presupune abordarea unor teme, adeseori de mare complexitate,
folosind instrumente i reguli de investigaii proprii anumitor tiine, folosind concepte ale acestor
tiine, dar n alte contexte. Elevii manifest interes pentru problemele concrete cu care se
confrunt n viaa de zi cu zi i caut pentru multe dintre aceste explicaii i soluii practice. Pentru
a veni n ntmpinarea intereselor lor, nvmntul va trebui s se aplece mai mult asupra
cotidianului, cci ceea ce i intereseaz pe elevi ine prea puin de domeniul teoriei tiinifice.
coala trebuie s-i pregteasc pentru via n lumea real.
n acest fel, prin educaia, n care curriculumul depete barierele unei singure discipline,
se vor forma competene specifice, dar i transferabile, necesare dezvoltrii personale a elevului
(competena de a nva s nvee, competene sociale, metodologice). Pe baza unei astfel de
educaii deschise i flexibile se poate realiza specializarea profund prin formarea unor competene
generale durabile n timp.
Daca prin abordarea monodisciplinar a nvrii se formeaz n mod deosebit competene
specifice nivelului cognitiv, prin abordarea transdisciplinar se formeaz competene integratoare i
durabile prin nsi transferabilitatea lor. Coninuturile organizate transdisciplinar se vor axa n
procesul educaional nu pe disciplin, ci pe demersurile intelectuale, afective i psihomotorii ale
elevului.
Organizarea coninuturilor n manier transdisciplinar se bazeaz n procesul de predare
nvare evaluare pe conduitele mentale ale elevului din perspectiva unei integrri efective,
realizat de-a lungul tuturor etapelor procesului educaional (proiectare, desfurare, evaluare).
831
 Temele transdisciplinare ajut elevul s nvee n ritm propriu i s fie evaluat n funcie de
ceea ce tie, stimuleaz cooperarea ntre elevi, minimalizndu-se astfel competiia, ofer elevilor
posibilitatea de a-i crea strategii proprii de abordare a diverselor situaii, asigurnd o nvare
activ. Elevul particip activ, imaginaia, investigaia, creativitatea sa fiind cele care se evideniaz.
Nivelul transdisciplinar presupune abordarea integrat a curriculumului prin centrarea pe
probleme ale vieii reale, cu focalizare pe identificare de soluii, rezolvare de probleme din viaa
autentic, n scopul dezvoltrii competenelor transversale.
Abordarea transdisciplinar:
ofer elevilor cadrul formal adecvat pentru organizarea cunotinelor;
este adecvat pentru toate nivelurile de abilitate intelectual ori stil de nvare;
este n totalitate participativ, centrat pe elev, bazat pe experiene anterioare;
necesit utilizarea oricrui stil activ de predare;
prezint un nalt grad de complexitate, att n ce privete coninutul, ct i metodologia de
abordare;
este mult mai ieftin dect predarea-nvarea bazat pe manuale colare;
este permanent rafinat, actualizat, ca urmare a feed-back-ului utilizatorului de educaie.
Competenele transdisciplinare nu pot fi clasificate n funcie de coninuturile unei
discipline. Ele sunt clasificate astfel:
competene generale-metodologice: observarea, experimentarea, reprezentarea grafic,
interpretarea datelor sau a unui text;
competene metacognitive- estimare a gradului de dificultate a sarcinii de lucru, planificarea
strategic, evaluarea rezultatelor, monitorizarea comportamental, tehnici personale de
nvare;
atitudine pozitiv, motivant- realism, interes pentru nvare, toleran pentru informaii
contradictorii, atitudine pozitiv fa de performanele personale;
abiliti pragmatice- iniiativa personal, capacitate de concentrare, orientarea aciunilor
spre rezolvarea sarcinii, deprinderi de munc.
Elevii in urma nvrii transdisciplinare vor ti:
s interpreteze, s analizeze, s formuleze, s exprime opinii personale;
s utilizeze informaia n scopul rezolvrii unei probleme date;
s identifice i soluioneze probleme.
Coninuturile organizate transdisciplinar se vor axa n procesul educaional nu pe disciplin, ci
pe demersurile intelectuale, afective i psihomotorii ale elevului. Organizarea coninuturilor n
manier transdisciplinar se bazeaz n procesul de predare- nvare- evaluare pe conduitele
mentale ale elevului din perspectiva unei integrri efective, realizat de-a lungul tuturor etapelor
procesului educaional (proiectare, desfurare, evaluare).
Metodele active de predare n abordarea transdisciplinar transform elevul din obiect n
subiect al nvrii, l fac pe elev coparticipant la propria sa educaie i asigur elevului
posibilitatea de a se manifesta ca individ, dar i ca membru n echip.
Transdisciplinaritatea tinde ctre unitatea cunoaterii, trecnd prin etapa obligatorie a
autocunoaterii. Adonis mi spunea...: "Trans: acest prefix este astzi seva dttoare de via a
culturii i a omului. Acest prefix nu trece n nefiin ceea ce depete, ci pune n micare ceea
ce depete, orientndu- l spre un nou context."
Prin gradul su de complexitate, abordarea transdisciplinar le nglobeaz pe cele
anterioare, propunnd un demers bazat pe dinamica i interaciunea a patru niveluri de
intervenie educativ: disciplinar, pluridisciplinar, interdisciplina r i transdisciplinar .
Trebuie subliniat faptul c recunoaterea caracterului distinct al abordrilor menionate nu
implic ignorarea caracterului lor profund complementar. Pentru a folosi o metafor a unui autor
cunoscut n do meniu, vo m spune c disciplinaritatea, pluridisciplinaritatea, interdisciplinaritatea i
transdisciplinaritaatea sunt cele patru sgei ale unuia i aceluiai arc: al cunoaterii.
832
 "Pentru c ne aflm astzi n plin revoluie a inteligenei, trebuie s nelegem c
transdisciplinaritatea ne descoper dimensiunea poetic a existenei, traversnd, aa cum am spus,
toate disciplinele dincolo de ele. A nu se confunda ns, cu pluridisciplinaritatea i
interdisciplinaritatea ." (Basarab Nicolescu)

BIBLIOGRAFIE:
1. Petrescu, Paloma s.a.- "Transdisciplinaritatea- o nou abordare a situaiilor de nvare", EDP,
R.A. Bucureti, 2007
2.Stanciu, Mihai- "Reforma coninuturilor nvmntului", Polirom, Iai, 1999

NECESITATEA PROIECTRII I A IMPLEMENTRII UNUI CURRICULUM AL

TRADIIILOR N NVMNTUL ROMNESC

Prof. Ania Avram- Rusu

prof. Victoria Lctuu,
coala Gimnazial Elena Cuza Vaslui

Ceea ce ne face diferii unul fa de cellalt, pe noi, oamenii, este sistemul de valori n care
credem. Acesta ne definete ca indivizi i ca grupuri. Cu un sistem de valori ieim din familie, cu
un sistem de valori ieim din coal, un sistem de valori promovm n rndul persoanelor cu care
venim n contact i, n special, n rndul copiilor pe care i educm ca dascli. Cum putem ns
forma un sistem de valori dezirabil la elevii notri i care s fie acesta este frmntarea care ne
urmrete i pe care o urmm n parcursul nostru social, familial, profesional i care st la baza
activitii noastre didactice.
n lucrarea de fa propunem, ca soluie, valorile naionale autentice, arhetipale, concepte-
cheie care stau la baza individualizrii noastre naionale. Motivaia fundamental a abordrii temei
este dat de importana pe care o reprezint acestea pentru existena uman n general, pentru
supravieuirea popoarelor n cadrul alteritii i pentru dezvoltarea atitudinal, comportamental i
cognitiv a elevilor, n special.
Principalele elemente ale sistemului de valori promovate de poporul romn de-a lungul
istoriei i asupra crora ne ndreptm atenia sunt: tendina de socializare, sentimentul apartenenei
la lumea i la valorile satului, nevoia de ntlnire nu doar cu sinele, ci i cu Cellalt, cu Altul,
disponibilitatea de a accepta nvarea reciproc, nevoia confirmrii unor atitudini, comportamente,
intenii etc. prin raportare la viziunea i concepia comunitii, trirea bucuriei i a farmecului
activitilor de grup, valorizarea nvrii prin cooperare, promovarea comunicrii i a schimbului
de opinii, propovduirea i consolidarea credinei cretine. n timp, acestea duc la cristalizarea unor
trsturi caracteristice poporului romn, demne de a fi cunoscute i asimilate de elevi, ca replic la
criza actual de valori: bucuria de a munci, preuirea muncii, nelepciunea, isteimea, inteligena,
duhul, intuiia, preuirea nvturii, vrednicia, simul etic-ptrunztor, cinstea, demnitatea,
sinceritatea, modestia, sobrietatea, stpnirea de sine, spiritul ntrajutorrii i al solidaritii,
patriotismul, simul umorului.
Trim un prezent istoric n care prinii dedic puin timp pentru educarea copiilor, motiv
pentru care considerm c se impune ca rolul esenial n acest proces s fie preluat de coal,
respectiv de cadrele didactice. Valorile naionale i educaia contemporan trec, desigur, printr-o
perioad de criz axiologic. ntreaga societatea romneasc i, implicit, populaia colar de toate
vrstele, are nevoie de susinere real, n acest sens propunnd ca soluie implementarea valorilor
naionale n cadrul procesului instructiv-educativ. De aceea credem c sunt utile proiectarea i
aplicarea unor opionale bazate pe nevoile spirituale ale poporului nostru. Viznd experiena
833
personal, se poate recurge la abordri, precum: excursiile de studii, cercetrile-aciune,
concursurile naionale de cultur i civilizaie, serbrile colare, opionalul Cultur i civilizaie
romneasc, sugernd extinderea acestora prin experimentarea a noi abordri i teme posibile,
subordonate domeniului.
Elaborarea unui curriculum al tradiiilor populare poate ncepe cu analiza critic a nivelelor
la care poate fi introdus legal n nvmntul gimnazial: crearea unei noi discipline, module
pluridisciplinare, inserarea elementelor de tradiie n coninuturile curriculumului existent, sinteze
interdisciplinare periodice. Alternativa modulelor pluridisciplinare nefiind posibil n nvmntul
romnesc, deoarece ar impune participarea unor echipe de profesori cu specializri diferite, iar
varianta crerii unei noi discipline ar suprancrca planul i programa de nvmnt i ar impune
pregtirea unor dascli calificai interdisciplinar, varianta optim pentru crearea unei noi discipline
de nvmnt rmne opionalul, care poate fi completat cu inserri ale valorilor naionale n
celelalte discipline de nvmnt, cu sinteze interdisciplinare periodice i cu proiecte de cercetare a
unor obiceiuri ntlnite frecvent n viaa comunitii locale.
Nu propunem soluii, ci punctele de reflecie i ipoteze care ar putea sta la baza proiectrii
unui curriculum care s aib n vedere valorificarea tradiiilor populare:
- implicarea elevilor n activiti de cercetare a tradiiei populare duce la creterea
interesului acestora fa de cunoaterea bogiei zestrei tradiionale;
- transferul valorii etice a scenariului folcloric n serbrile elevilor duce la sporirea
calitii atitudinilor i a comportamentelor acestora;
- mbrcarea costumului naional la serbri nate sentimente de respect i de mndrie
naional fa de ceea ce nseamn tradiie;
- implicarea elevilor n regizarea serbrilor sporete interesul pentru aceast activitate;
- antrenarea elevilor ntr-o munc de colectare, prelucrare i interpretare de date
faciliteaz descoperirea anumitor particulariti psihice ale lor, care, n activitatea
obinuit la clas, s-ar putea s nu poat fi descoperite;
- percepnd tradiia ca domeniu complementar al colii, munca de cercetare a acesteia ar
putea deveni mijloc de orientare colar i profesional;
- popularizarea muncii de cercetare a elevilor devine factor motivant n a continua
activitatea;
- antrenarea elevilor n realizarea unor brouri cu titlul Studii despre... le dezvolt ideea
de a scrie cri;
- prezentarea experienelor personale ale dasclilor, legate de tradiia popular
(experiene trite n copilrie sau ca aduli) au, asupra elevilor, putere de convingere i
motivaie mult mai mare, comparative cu cele nepersonalizate.
Un astfel de demers ncearc rezolvarea unei probleme de actualitate din domeniul
educaiei: ieirea elevilor din criza moral (mai ales a planului etic), prin ntoarcerea spre specificul
cultural, spre tradiii, sugernd i promovnd un sistem de valori autentice, care s le educe emoia
i s i propulseze n universalitate. Deoarece integrarea domeniului emoional ntr-o perspectiv
cognitivist rmne o provocare permanent, evideniem rolul pe care l joac emoia, rol situat
dincolo de cogniie, prin crearea unui mediu plcut i stimulativ. Prin proiectarea i implementarea
acestui tip de optional ncercm o schimbare de paradigm educaional privind ctre un model
deschis spre toate resursele inteligenelor multiple. O asemenea abordare anticipeaz educaia
pentru viitor, care presupune nu numai cunoaterea celor mai importante forme disciplinare, ci i
capacitatea de a le folosi flexibil pentru a rezolva noi probleme i de a crea noi direcii de gndire.
Menionm, de asemenea, c nu exist preocupri ferme pe tema proiectrii i a implementrii unui
curriculum al tradiiilor, la nivelul nvmntului gimnazial, ceea ce reprezint o mare pierdere
pentru copiii notri i pentru noi, ca popor.

834
 Bibliografie:
1. Briloiu, C.- Srbtori i obiceiuri, Editura Enciclopedic, Bucureti, 2002;
2. Ghinoiu, Ion- Mic enciclopedie de tradiii romneti, Editura Enciclopedic, Bucureti, 2001;
3. Mitroi, M- Obiceiuri i tradiii romneti, Editura Autorul, Bucureti, 2004;
4. Simion- Florea, Marian- Srbtorile la romni, vol. II, Editura Fundaiei Culturale Romne,,
Bucureti, 1994.

EXPERIENA AUTOHTON UN PRIM PAS SPRE O EDUCAIE DURABIL

Prof. nv. primar Clipa Dumitria

coalaGimnazial Al.I.Cuza Flticeni, jud.Suceava
Prof. nv. primar Dulgheru Mihaela
coala Gimnazial ,,VasileTomegea
Comuna Boroaia, Judeul Suceava

,,Omul nu poate deveni om dect prin educaie spunea Kant de unde se poate trage
concluzia c educaia este un prerogativ al umanitii, singura care poate transforma omul ntr-o
fiin raional, puternic, inteligent care s slujeasc progresul i s contribuie la evoluia
societii n care triete. Educaia l ajut pe individ s accead spre o treapt superioar n care
contribuia sa poate fi important n devenirea spiritual, n depsirea oricror bariere impuse de
poziia geografic, accesul la informaie, nivelul de cultur sau de dezvoltare al comunitii din
care provine. Rolul educaiei este de a-l face pe individ adaptabil unei societi ntr-o continu
schimbare, care i modific n vitez prioritile i care necesit de multe ori nsuirea ,,din mersa
unor pai care trebuie parcuri pentru a reui.
Orice nou experien si are punctul de plecare n experienele anterioare, altfel spus tot
ceea ce omul cldete se face pe o temelie zidit de alii la care fiecare individ i pune amprenta
personal asupra edificiului. n ultimii ani nvmntul romnesc s-a mbogit cu experienele
altor ri din dorina de a rspunde ct mai bine cerinelor lumii contemporane. Educaia a cptat
noi valene, s-a transformat ntr-o educaie centrat pe elev n care i se creeaz acestuia
posibilitatea de a alege alternativa educaional care i rspunde cel mai bine att nevoii de instruire
ct i aptitudilor sale,care-i satisface dorinele propriului ,,Eu. Dasclul s-a transformat astfel
dintr-o enciclopedie de informaie ntr-un dirijor al unei orchestre care, pentru a atinge perfeciunea
trebuie s fac toi participanii la concert s vibreze. Este o munc foarte grea care cere pe lng o
pregtire metodico-tiinific laborioas i mult talent i versatilitate pentru a-i provoca pe
educabili s gndeasc, s descopere, s-i aduc aportul la reuita actului didactic. Se poate spune
c nvmntul romnesc este ntr-o continu perfecionare n care tradiionalul se mpletete cu
modernul, n care nu mai exist bariere ntre vechi i nou i calitatea este numrul de ordine.
Premisele unei educaii corecte i durabile i au rdcinile n studiul nemijlocit al realitii,
nexperiena de via a micilor colari, n tradiiile i obiceiurile noastre, n fiina noastr naional.
Tot ceea ce am nvat de la alii trebuie s adaptm la cerinele noastre, la entitatea noastr, la ceea
ce reprezentm noi ca romni i la ceea ce ne aduce nou un progres n devenirea noastr i a
tinerei generaii. Se pune un tot mai mare accent pe sistemul autohton de valori, pe ceea ce-i
nvm pe copii respecte i s preuiasc i aa cum se spune c pentru orice individ conteaz
,,cei apte ani de acas educaia trebuie s continue pe linia formrii i perfecionrii caracterului
acestuia pentru a-l pregti s rspund cerinelor societii contemporane. Nu este de ajuns doar o
pregtire tiinific pentru a spune c eti un om educat ci este necesar mbogirea coninutului

835
educaiei cu ,,noile educaiicare figureaz n programul UNESCO i care l pregtesc pe om
pentru via.
,,Coninuturile educaiei reprezint un corp de cunotine, valori i atitudini care se
concretizeaz n programe de nvmnt i sunt difereniate n funcie de scopuri i obiective
stabilite de societate prin intermediul colii. coala reprezint puntea de legtur dintre individ i
societate i principala instituie n care se face educaie. Pe parcursul colaritii individul trece prin
mai multe stadii de dezvoltare psihic i fizic, de la copilrie la pubertate apoi la adolescen,
stadii care presupun modificri importante att n ceea ce privete perceperea realitii ct i
pregtirea pentru viitor, pentru via, pentru societate. Procesul de nvmnt i propune s-l
dirijeze pe copil spre valori, s-i formeze o atitudine pozitiv fa de tot ceea ce l nconjoar, s-i
stimuleze contiina de sine. De asemenea prin intermediul procesului de nvmnt copiii
descoper modele, exemple de bun practic, i descoper aptitudini care dirijate pot s-i conduc
spre cele mai bune alegeri n via. n concluzie ntre coninuturile procesului de nvmnt i
coninuturile educaiei se instituie legturi complexe de parteneriat cu scopul de a servi mai bine
finalitile educaionale prin prisma educaiei permanente.
Coninuturile nvmntului romnesc au avut un traseu evolutiv de-a lungul istoriei iar
selecia lor s-a realizat inndu-se seama de considerentele teoretice, de cele impuse de politica
educaional i de influena personalitii dasclului manifestat prin competenele sale, stilul
didactic, nivel de cultur, ceea ce face ca acel curriculum-ul real predat la clas s poat fi
particularizat funcie de caracteristicile psiho-comportamentale ale grupului de elevi. S-au produs
modificri asupra organizrii coninuturilor nvrii, trecndu-se de la monodisciplinaritate care
reprezint forma de organizare a coninuturilor nvrii pe discipline predate independent unele de
altele la interdisciplinaritate care ofer o imagine de ansamblu asupra proceselor i fenomenelor
studiate n cadrul mai multor discipline de nvmnt i aplicarea acestora n situaii de via sau la
trasdisciplinaritate n care disciplinele de nvmnt se ntreptrund i devin adevrate experiene
de nvare/formare.
Predarea integrat ofer o viziune integrativ a realitii iar disciplinele integrate organizeaz
informaii din domenii diferite ale cunoaterii, cognitivul se mbin cu afectivul sporind gradul de
aplicabilitate a cunotinelor dobndite i favoriznd crearea unor atitudini, iar imbinarea
activitilor colare cu cele extracolare l ancoreaz pe elev n realitate. Integrarea cunotinelor
prin lecie se face dup o schem care cuprinde: noiuni teoretice, metode de investigare,
manifestri ale fenomenelor implicate i consecine ale acestora precum i variante de soluionare
sau optimizare a unor probleme.
Din punctul meu de vedere o lecie nu-i atinge scopul dac nu-i ajut pe micii colari
sgndeasc, s-i manifeste sentimente, s-i cultive voina, s emit judeci, s produc
schimbri n personalitatea lor. De multe ori eu, n calitate de dascl am rmas impresionat de
modul n care elevii mei i spun prerea despre un anumit subiect i sunt n stare s o motiveze i
s ajung la judeci de valoare. Domnul Trandafir este un model de dascl ntruct dintr-o singur
privire reuea ,,s le ptrund firea micilor colari i s le ndrume paii spre nvtur i de aceea
este considerat un model de dascl care prin talent i druire explora nu numai minile elevilor si
ci i sufletele acestora. De aceea consider c succesul unui act didactic este asigurat dac acesta
reuete s formeze comportamente, s modeleze caractere.
Un rol important l are strategia didactic pe care orice cadru didactic i-o stabilete lund n
considerare un cumul de factori cum ar fi: particularitile de vrst ale elevilor, obiectul de
nvmnt, tipul i scopul leciei, obiectivele propuse, modul de organizare al clasei. n funcie de
aceti factori se stabilesc apoi metodele procedurale care sunt cerute de obiectivele de realizat,
mijloacele didactice necesare, metodele de evaluare. Un rol important l au metodele active de
instruire care sunt adevrate provocri pentru elevi ntruct sunt ,,ceva nou stimulativ i creeaz
egalitatea de anse. Folosirea acestor metode aduc un suflu nou unei lecii, i sporesc atractivitatea
i i educ pe elevi n spiritul ,,fair-playului, al respectului de sine i fa de altii, le stimuleaz
competitivitatea, i determin s colaboreze n rezolvarea unor sarcini de lucru. Aceste metode este
836
 necesar s se mpleteasc cu cele tradiionale pentru c, s nu uitm c nvmntul romnesc a
creat mari valori bazndu-se pe tradiional.
nvmntul romnesc are rdcini adnci i calitatea lui este dat de capacitatea de a crea valori.
coala romneasc a fost i va rmne un furnizor de educaie constant unde tnra generaie se va
pregti temeinic pentru a nfrunta realitatea, pentru a crea o societate n care fiecare om s-i
gseasc locul i s-i aduc propria contribuie la progresul acesteia. Experiena autohton ne-a
nvat c dac ,,ai carte, ai parte i ne-a creat premisele de ,,a nva cum s nvei. Trebuie s
primim noul cu disponibilitate i s-l adaptm condiiilor i specificitii unei societi democratice,
aflate ntr-o continu schimbare, s fim deschii la practicile inovatoare ale altor popoare fr a
renuna la entitatea noastr naional.

BIBLIOGRAFIE
1. Constantin, Cuco ,Pedagogie, Ed. Polirom, Iai , 1996, p.118-119
2. Cristea S. , Pedagogie, Ed. Hariscom, Piteti, 1997, p.90
3. George Videanu, Pedagogie-ghidpentruprofesori, Ed. Universitii ,,Al. I. Cuza, Iai,
1986, p.416
4. George Videanu, Educaia la frontieradintremilenii, , Ed. Politic, Bucureti, 1988, p.
189-190

DIMENSIUNI ALE EDUCAIEI

PENTRU TIMPUL LIBER, N COAL

Prof. Daniela Mu
Asociaia MAGISTER EDUCATIONIS NEAM

n condiiile n care timpul liber are tendina s creasc, oamenii trebuie s fie nvai s se
bucure de acesta. Fr o pregtire adecvat, timpul pentru sine poate deveni o povar, un motiv al
decderii, al alunecrii n plictiseal i inactivitate. n acest sens, dasclul are datoria de a imagina mai
multe traiecte acionale ce vor contribui numaidect la formarea personalitii copilului nc din
grdini.
Petrecerea timpului liber, ca i alte aspecte ale vieii umane, nu pot rmne n afara sferei de
impact indus de schimbare, cel mai important aspect fiind modul cum utilizm timpul liber care a
evoluat n volumul i cantitatea sa, datorit schimbrii n valorile societii, de la importana marginal
la un fenomen central n viaa omului. Astfel, structura timpului liber i-a pierdut din izul luxuriant
existent odat i a devenit o parte esenial a existenei, cel puin pentru rile dezvoltate, fapt ce
determin o necesitate tot mai mare de gestionare i orientare a acestuia spre activiti ce l vor pregti
pe copil pentru viaa ce este i va fi mereu ntr-o continu schimbare.
Timpul liber se nscrie n schema celor trei 8 care alctuiesc cele 24 de ore ale unei zile din
viaa omului modern: 8 ore de munc, 8 ore de odihn (somn), 8 ore de timp liber. Timpul liber este
timpul rmas ntre dou constrngeri: timpul de munc (mai ales aceea instituionalizat) i timpul de
odihn pasiv (prinsomn).
Timpul, asemenea spaiului, este o dimensiune fundamental a existenei materiei vii i
implicit, a existenei finite umane.
Timpul liber este o categorie rezidual, reprezentnd timpul rmas dup satisfacerea
condiiilor pentru meninerea corpului ntr-un stadiu acceptabil de sntate i acceptabil social, dup
desfurarea activitilor n economie i dup realizarea responsabilitilor casnice i familiale.

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 Timpul liber include de asemenea, activiti explicite, dar i timpul folosit pentru activiti
civice, sportive sau religioase (Macri, 2005, p. 12).
Timpul liber, exprim n cazul cel mai frecvent, absena constrngerii i o delimitare de
timpul de munc.
Astzi, conceptul de timp liber cunoate o larg circulaie. n jurul acestei idei s-a elaborat o
bogat literatur socio-pedagogic i totodat au nceput s se iniieze i cercetri de aprofundare i
dezvluire a potenelor educative de care dispune timpul liber pe toate treptele vieii omeneti.
Denumit loisir, leisure, freizeit, nelesul conceptului de timp liber nu este difereniat n prea
mare msur de la popor la popor.
n lucrarea Dialog cu timpul liber, autorul Francisc Albert consider c pentru definirea
timpului liber e necesar s se aib n vedere urmtoarele:
a. Valoarea relativ a lipsei oricror obligaii;
b. Accepiunea unei concepii dinamice raportate la orele libere;
c. Caracterul determinat al timpului liber i integrarea lui ntr-un sistem de indicatori;
d. Situarea timpului liber att la cele 24 de ore ale zilei, ct i la ntreaga via;
e. Definirea timpului liber n raport cu caracterul muncii.

Activiti practice desfurate de copii

emisiune radio,
lectura TV
plimbri n aer
liber
vizite la muzee i
case memoriale
film
TIMP LIBER
teatru
excursie

ntlnire cu practicarea
prietenii unui sport

drumeie

Fig. 1.Activitile practice desfurate de copii (dup Francisc Albert)

Dup cum era de ateptat, lund n considerare particularitile de vrst ale subiecilor
investigai, exist o foarte mare varietate de activiti pe care elevii le realizeaz n timpul avut la
dispoziia lor. Cele mai populare ci de petrecere a timpului liber sunt vizionarea de programe TV
(cu o medie zilnic de 1 or si 48 de minute) si desfsurarea unor activiti sociale (de exemplu,
ntlniri cu prietenii cu o medie de 1 orsi 36 de minute). Aceste activiti se detaeaz mult ca
pondere de alte activiti de timp liber, acoperind practic dou treimi din totalul acestei secvene.
D.V.Nstase (2011, pp. 8-9) face o clasificare a aactivitilor din timpul liber, dup felul
activitilor:
- Recreative sedentare (cititul, privitul la televizor, relaxarea etc.) sunt cele care nu
angreneaz individual ntr-o activitate fizic.
- Recreative de plcere (plimbri, vizite etc.) n care se face o anumit activitate fizic, fr
un effort prea mare i care este dublat de o motivaie personal a individului.

838
 - Recreative socio-culturale (cumprturi, activiti n fundaii, cercuri artistice, aniversri
festive etc.) n care este implicat o anumit activitate fizic, dar mai ales o ntrebuinare
afectiv-psihic i este mai mult o ramur a activitilor recreative de plcere.
- Recreative sportive ( jocuri sportive, alergri, mersul etc.)
- Recreative turistice (drumeii, excursii, pescuit etc.) n care activitatea fizic este pe primul
plan, uneori cu un consum mare de energie.
- Clasificrile activitilor din timpul liber dup durata timpului liber: zilnice, la sfrit de
sptmn, vacane.
Astfel, modalitile de petrecere a timpului liber pot lua urmtoarele forme:
Tnrul tehnician al grupei
Jucriile tehnice, jucriile tip mecano, aeromodelajul atrag pe copii. De mic, copilul
observ tehnica, tractoarele, combinele, automobilele i tramvaiele, tot ceea ce face parte din viaa
noastr.
Curiozitatea fireasc a copiilor i interesul lor fa de tehnic trebuie s fie ncurajate i
dezvoltate. La ntrebrile copiilor: De ce lumineaz becul?, De ce merge automobilul? trebuie s
ne strduim s rspundem corect i pe nelesul lor.
Lectura
O dat cu intrarea copilului n coal (nc din clasa pregtitoare), lectura ncepe s ocupe
un loc important n timpul su liber. Spre sfritul clasei nti, colarii ncep s citeasc singuri; acum li
se permite s ia cri de la biblioteca colii. Muli copii i alctuiesc acas o mic bibliotec a lor,
personal. Ei i povestesc unul altuia despre crile citite i i manifest dorina de a semna cu eroii
preferai.
Toi prinii tiu ct este de folositoare lectura; de aceea, ngrijorarea lor, n cazul cnd
copilului nu-i plac crile, este fireasc i pe deplin ntemeiat. Ce trebuie s facem pentru ca cel mic
s ndrgeasc lectura? se ntreab ei adesea. Cumprm multe cri, dar fiul nostru nici nu le ia n
seam.
Colecionare
Pe colarii mici i pasioneaz adesea alctuirea diferitelor colecii. Unii colecioneaz
timbre, alii cri potale ilustrate, alii etichete, plicuri, monede i alte obiecte. La unii, pasiunea pentru
colecii rmne toat viaa, la alii trece destul de repede.
Precolarilor le e greu s strng absolut singuri colecii. De aceea prinii au sarcina s-i
ajute, i pentru asta ei nii trebuie s cunoasc regulile colecionrilor.
Coleciile trebuie strnse n aa fel nct s contribuie la lrgirea orizontului copiilor, s le
ofere posibilitatea de a-i nsui noi cunotine.
Cnd copilul adun o colecie de fluturi, e important ca el s nu se mrgineasc doar la a se
entuziasma de cantitatea exemplarelor adunate i de coloritul lor, ci s cunoasc i cum se nasc i
triesc fluturii, cu ce se hrnesc, care fluturi sunt duntori i ce anume stric ei. Orice colecie necesit
sistematizare.
Plimbrile i excursiile
Copiii de vrst colar mic i petrec o parte din timpul liber la aer mpreun cu prietenii
lor. n curte, pe strad, pe bulevard, n parcul de copii i ateapt multe distracii interesante. Prinii
trebuie s tie cu cine se mprietenete copilul lor, cine i sunt prietenii. Trebuie s se intereseze ce
jocuri organizeaz copiii n curte, ce ocupaii i pasioneaz, ve greuti ntmpin n realizarea unor
obiective, unde trebuie s fie ajutai, ce trebuie s li se sugereze.
Un loc important n organizarea timpului liber se acord activitii sportive. n curi se
amenajeaz, cu forele copiilor nii, terenuri sportive. Muli colari mici sunt atrai spre sport. Ei
particip la diferite jocuri sportive, fac atletic uoar, organizeaz ntreceri sportive.
Plimbrile prin oraul natal i prin mprejurimi
Aceste plimbri ofer posibiliti nu numai pentru micare n aer liber; ele sunt i mijloace
de mbogire a impresiilor, a cunotinelor. n timpul unor astfel de plimbri, prinii pot s transmit
copiilor interesante i utile informaii despre istoria satului, oraului natal. Prinii l pot ajuta pe copil
839
s-i cunoasc locul natal. n fiecare ora, chiar i n cel mai mic, exist locuri memorabile, a cror
studiere poate s-i pasioneze pe toi membrii familiei. Plimbarea prin ora, prin sat sau prin
mprejurimile lor ajunge astfel s aib un scop precis. Adulii pot s povesteasc despre oraul sau satul
lor natal, despre evenimentele istorice care s-au petrecut acolo, despre monumentele arhitecturale i
amenajarea oraului, despre muzee i galerii de pictur.
Excursii turistice
Excursiile turistice cu copiii pot fi foarte interesant organizate. Din pcate, unii prini
socotesc c excursia nu constituie o odihn pentru copii, ci, i obosete, i extenueaz. Dar aa se
ntmpl numai atunci cnd itinerarul este greit ales sau excursia este prost pregtit. Excursia e
ntotdeauna interesant pentru copii. nsui cuvntul excursie este ispititor pentru ei.
Frecventarea teatrului, cinematografului i muzeului
Copiii de vrst colar mic sunt spectatori permaneni ai teatrelor pentru copii i ai
teatrelor de ppui, ai circurilor, ai spectacolelor pentru copii de la teatrele dramatice i de oper.
Vizionarea filmelor i spectacolelor are o mare importan educativ. De aceea prinii trebuie s
gseasc timp pentru a merge mpreun cu copiii la teatru sau la cinema.
n fiecare familie frecventarea unui spectacol poate fi transformat n evenimente pline de
bucurie pentru copii. Totui, nu trebuie s se abuzeze, mergnd prea des la cinema sau la teatru.
Frecventarea deas a cinematografului i a teatrului rpete copiilor mult timp, i distrage de la alte
ocupaii folositoare, de la micare, i obinuiete s vizioneze neatent filmele i spectacolele. Cum au
vzut un film sau o pies, o i uit.
Cnd aleg un film sau un spectacol la care urmeaz s mearg, prinii trebuie s se
gndeasc dac filmul va fi pe nelesul micului colar. La ntoarcerea de la cinema sau de la teatru,
copilul trebuie ntrebat: dac a neles totul, ce i-a plcut, ce nu i-a plcut i de ce. n cazul cnd copiii
au fost fr prini la cinema, acas li se va cere s povesteasc subiectul filmului.
Vizitarea muzeelor lrgete orizontul copiilor, le ridic nivelul cultural, le ofer multe
cunotine noi din diverse ramuri ale tiinei. Vizitnd muzeele istorico-revoluionare i de tiinele
naturii, ei pot s-i formeze o imagine clar despre ceea ce au nvat n coal, la lecie.
Concursurile sunt activiti recreative ce se organizeaz n timpul liber. Din acest cauz
ele ofer un cadru prielnic pentru exprimarea unor resurse interne ale personalitii inhibate de cele mai
multe ori n activitatea didactic. Concursurile ofer prilejul apariiei unor relaii care nu se pot
manifesta n procesul de nvmnt.
Participarea n activiti recreative, bucuria vacanelor nu mai sunt un privilegiu ci un drept
fiecruia n rile cu o economie modern de pia.
Recreerea presupune: joac individual, jocurile colective, sporturile, relaxare, distracie,
hobby-uri, practicarea unor vocaii n orele libere. Activitatea de recreere poate fi desfurat la orice
vrst a individului, fiind condiionat de elementul temporal, condiia i atitudinea persoanei,
circumstanele ambientale etc.
Cnd vine vorba de LOISIR, specialitii recomand petrecerea timpului liber ntr-un mod
care s contribuie la creterea i dezvoltarea psihologic a individului uman, care s cuprind cel puin
un mediu educative recomandat de acetia implicit la amplificarea calitii vieii, insistnd cu
precdere pe:
- obinuirea copiilor, nc de mici, s-i gestioneze ct mai bine timpul pentru a dispune i de
loisir;
- ncrcarea timpului liber cu activiti recreative, productive, etc. care s aduc bucurii i
mpliniri persoanei, mbogind existent i amplificnd pofta de via;
- realizarea unor alternane i complementariti adecvate ntre activitile timpului liber (fizice,
ludice, spirituale, de ntreinere, etc.);
- corelarea activitilor din timpul liber cu practici formale sau quasi formale, n perspectiva unor
activiti prosociale (prin diferite tipuri de asociaii coli de var, tabere tematice, etc.)

840
 Astfel, cadrele didactice, nc de la grdini ar trebui s ghideze/ncurajeze copiii spre tipul
de activiti mai sus menionate prin intermediul crora se poate ndeplini loisirul n scopul dezvoltrii
armonioase a copilului precolar.

Bibliografie:
1. Albert Francisc, Dialog cu timpul liber,Editura Politic, Bucureti, 1970;
2. De Grazia S., A shorthistory of outdoor recreation, PDriver,University of Michigan Press,
1997;
3. Dumitru Gheorghe.,Sntate prin sport pe nelesul fiecruia,Federaia Romn Sportul
pentru Toi, Bucureti,1997;
4. Iacob Haniu.,Jocuri de micare, Editura Universitatea Oradea, 2002;
5. Chateau Jean; Copilul i jocul, Editura Didactic i Pedagogic, Paris, 1967.
6. Macri, Aurelia-Cristina, Atletism: Pregtirea de for-vitez a sprinterilor juniori, Valinex,
Chiinu, 2005
7. Nstase D.V., Dans sportiv. Metodologia performanei, Editura Paralela 45, Piteti, 2011.
*Dicionarul explicativ al limbii romne (ediia a II-a revzut i adugit), Academia Romn,
Institutul de Lingvistic Iorgu Iordan, Editura Univers Enciclopedic Gold, 2012.

SUNTEM LA FEL I TOTUI DIFERII!

Prof. Straton Maria Monica,
Harago Bogdana LiceulTehnologic Nr.1 uncuiu

MOTTO: Omul este o fiin cu o singur arip de aceea nu putem zbura dect n doi. Pentru
asta caut un prieten (Coelho)

Ca i cadre didactice deseori ne intrebm cum i putem stimula pe copii, cum i putem
motiva pentru a deveni ceteni responsabili i creativi, dac nu tocmai prin calitatea relaiei
pedagogice a crei bogie este dimensiunea ei intercultural.
Copiii trebuie s nvee s triasc mpreun, s relaioneze din punct de vedere social, s
simt c aceste diferene culturale nu i fac nici superiori, nici inferiori. Aici coala are un rol foarte
important pentru c acel tact pedagogic cu care este nzestrat fiecare dascl de ine metodele prin
care copilul poate deveni creativ, contient de calitile sale, capabil de a mprti experiene cu
cel care la prima vedere pare diferit.
Suntem diferii din multe puncte de vedere i tocmai acest lucru ne ofer acea unicitate care
ne face speciali att pe noi ca i cadre didactice ct i pe copii. Vorbind de interculturalitate,
vorbim despre diferene, despre abordri diferite, despre srbtori trite diferit, despre un mod de
via diferit pn la urm. Cadrele didactice au rolul de a-i nva pe micii cercetai c trebuie s
se neleag unul pe cellalt, s descopere ceea ce au n comun i c prin diferenele care exist
ntre ei i pot imbogi cunotinele legate de cultura celor care triesc n mijlocul lor, a celor care
au devenit partenerii lor de joac sau colegii de clas.
Avem ocazia n cadrul orelor de Educaie civic s insistm asupra acestor lucruri, s
scoatem n eviden c suntem diferii i totui la fel. Religia pe care o avem, valorile sociale,
politice, obiceiurile familiale, ne fac s avem comportamente diferite fa de anumite lucruri n
anumite situaii, dar de cele mai multe ori copiii fac abstracie de aceste lucruri n cadrul grupului.
Sigur c aceste lucruri nu se ntampl brusc ci au loc progresiv. Un copil care are culoarea pielii
diferit nu va fi primit din prima zi cu braele deschise n cadrul grupului, pentru c este pn la
urm o reacie normal a copilului de a avea rezerve fa de ceva nou, pentru c este nvat s se
841
simt n siguran doar n mijlocul lucrurilor care i sunt familiare i care i confer acea stare de
siguran. De aceea este foarte important s fim sinceri cu copiii, s discutm despre diferenele
evidente n anumite cazuri, pentru c orice subiect evitat va crea n mintea elevului suspiciuni, i cu
timpul, i va da seama c aceste diferene culturale sunt ceva negativ, ceva care duce ntimp la
marginalizare.
Ceteni activi, sun frumos dar uitm c pentru a deveni ceteni activi, copiii notri
trebuie mai nti s dezvolte acele caracteristici de baz care s le permit s-i ocupe locul n
societate. Poti deveni un cetean activ atunci cand nvei s traieti mpreun cu ceilali i de cele
mai multe ori ceilali sunt de fapt persoane care muncesc mpreun cu noi dar triesc diferit,
accept anumite lucruri n mod diferit, le simt diferit. n consecin coala trebuie s-i asume
importantul rol de a forma, susine i sprijini elevul s creasc din toate punctele de vedere, s-i
dezvolte spiritul, inteligena, sensibilitatea, i nu n ultimul rnd creativitatea. Cadrele didactice
sunt garanii acestor rigori ale spiritului care vegheaz asupra diferenelor, pentru a nva, a
cunoatei a nelege ceea ce ne leag, ceea ce ne face asemntori, ceea ce ne apropie.
Interculturalitatea este o component a realitii zilnice n coal. Modul de nvare este
organizat, sau ar trebui s fie organizat din perspectiva interculturala, permind nvarea prin
colaborare, comunicare i nicidecum prin marginalizare. Deschiderea spaiului colii ctre
comunitate, organizarea unor serbri cu specific intercultural, excursii, proiecte care s solicite
implicarea minoritilor culturale i nu numai,urmrete realizarea obiectivelor de egalizare a
anselor n educaie.
Uneori a dezvolta n inima i mintea copilului o atitudine pozitiv fa de persoane i
grupuri care aparin unor culturi diferite, care susin valori, opinii i credine diferite este un lucru
foarte greu pentru c vin din familii cu idei preconcepute, idei pe care voluntar sau involuntar le iau
de la familiile lor i le aplic n grupurile n care se integreaz ulterior. Li s-a inoculat un respect
deosebit fa de propriile culturi, propriile obiceiuri, minimaliznd aproape tot ce nu este identic cu
al lor. Dar, nu este imposibil! Cu puin munc, copilul va dezvolta progresiv un comportament
social activ i responsabil, adecvat unei lumi n schimbare, se va putea pregti pentru un viitor n
care va participa la luarea deciziilor vis-s-vis de problemele comunitii i nu numai.
Educaia intercultural, ca i oricare alt tip de educaie fcut din inim, se va sedimenta n
inima copilului i cuvinte ca nelegere sau toleran nu i vor mai fi strine niciodat. Aceste
diferene dintre copii, stiluri de via, comportamente, sunt fireti, de aceea ei nu trebuie forai s
devin copii ale unui model predefinit. Firete, educaia intercultural trebuie s devin o constant
a pregtirii cadrelor didactice i s i pun amprenta asupra programelor colare i a materiilor de
nvmnt, asupra prioritilor educative, asupra criteriilor de evaluare a competenelor i
comportamentelor creative n comunicare, cooperare i ncredere n cadrul grupului.
O feti, aparintoare unei etnii minoritare, de clasa a IV-a spunea la un moment dat n
compunereasa : Mergeam cu emoie spre coala la care am fost nevoit s m transfer. Tata a
murit iar eu i mama ne-am mutat la bunica. n vacanele de var petrecute la bunici am cunoscut o
feti care avea aceeai vrst ca mine. Ne jucam des mpreun dar eu tiam c ea rdea mereu de
mine, rdea de familia mea, rdea de lucrurile mele. mi doream s petrec timp cu copiii de vrsta
mea i de aceea acceptam, chia rdac cu mult durere n suflet, umilinele la care m supunea
Elena, partenera de joac. Eram slovac i modul n care mi se adresa mama mea, limba mea
materna i strnea rsul Elenei spunndu-mi splcita. Bunica mea, femeie neleapt, intuia care
este motivul tristeii pe care m chinuiam s o ascund la ntoarcerea de la joac, dar totui nu
puteam s m abin i s nu mai merg .
Dup moartea tatlui ne-am mutat la bunica i m-am transferat la coala pe care o frecventa
i Elena. Nu pentru ca a fi preferat aceast coal ci pentruc era singura din satul bunicii.
n scurt timp Elena i-a artat prietenia fa de mine spunndu-le tuturor c vorbesc o
limb a extrateretrilor i c acel frumos costum popular n care m mbrca bunica atunci cnd
mergeam la biseric era ca icostumul pe care l purta menajera lora tunci cnd gtea. Nu puteam
riposta! Nu ar fi avut rost! Nu ar fi folosit la nimic!
842
 M ntorceam acas cu lacrimi n ochi spernd c a doua zi va fi una mai linitit, o zi n
care nu voi vedea pe nimeni chicotind n spatele meu.
Lucrurile probabil c nu s-ar fi schimbat dac d-na profesoar de Istorie nu ar fi observat
durerea mea, durere pe care, la nceput, cred c doar o bnuia. A stat de vorb cu ntreaga clas mai
multe sptmni la rnd, pentru ca, n final, colegii mei s neleag c slovacii nu erau extrateretri
i c obiceiurile noastre i costumul trebuiesc acceptate aa cum i eu le accept pe celeale colegilor
mei.
i mulumesc doamnei profesoare, din inim!
n consecin, coala este principalul spaiu al nvrii pluralitii culturale prin preuirea
diversitii, a notei distincte aduse de cultura fiecrui participant.
A fi divers nseamn a fi altfel. Diversitatea nseamn , nti de toate, capacitatea de a tri
n armonie cu ceilali pentru c , n esen, suntem cu totii diferii, atipici i prin aceasta lumea este
de mii de ori mai frumoas.
Diversitatea nseamn unicitate i multiplicitate, parte i ntreg, echilibrui spirit de
independen. Acceptarea diversitii este nelegere. Diversitatea suntem toi!.(Mihaela
Dumitracu Divers)

BIBLIOGRAFIE:
Ciolan, Lucian, Pai ctre coala intercultural, Colecia Sanse Egale, Ed. Corint, 2000;
Cuco, Constantin, Educaia. Dimensiuni culturale i interculturale, Ed. Polirom, Iai, 2000;
Cuco, Constantin, Educaia. Iubire, edificare, desvrire, Ed. Polirom, Iai, 2008;
Hofstede, Geert, Managementul structurilor multiculturale, Bucureti, Ed. Economic, 1996;
Malia, Mircea, Zece mii de culturi, o singur civilizaie, Bucureti, Editura Nemira, 1998;
*** O nou provocare pentru educaie Interculturalitatea, Editura Polirom, 2001

IMPORTANA JOCURILOR DE MICARE

N LECIA DE EDUCAIE FIZIC

Pcuraru Marius
coala Gimnazial ,,Alexandra Nechita Vaslui

Educaia fizic este o component indispensabil a educaiei, care urmrete dezvoltarea

armonioas i normal a organismului, ntrirea sntii si cultivarea unor caliti fizice necesare
muncii, activitii sportive. Este primul gen de educare care i exercit influena asupra
organismului. Educaia fizic vizeaz latura biologic a fiinei umane. Ei ii revine sarcina de a
asigura condiiile necesare care s permit maturizarea la timp a funciilor naturale si de dezvoltare
in condiii optime a personalitii umane. Pe lng ntrirea sntii i clirea organismului, ea
urmrete formarea i dezvoltarea deprinderilor igienico-sanitare, priceperilor i deprinderilor
motrice, cultivarea unor caliti fizice precum: fora, rezistena, viteza, precizia, coordonarea, o
inut frumoas .
n centrul reformei nvmntului, de o atenie special se bucur i nvmntul precolar,
considerat fiind o principal verig a sistemului de nvmnt din ara noastr.
Aceasta are ca sarcin principal pregtirea copiilor pentru o integrare uoar i o adaptare
rapid la regimul de munc colar.
Momentul intrrii n coal presupune un anumit nivel de dezvoltare fizic, intelectual i
moral a copilului, iar ,, aptitudinea de colaritate solicit dobndirea unor capaciti, abiliti,
pentru a-i mplini trebuinele, dezvoltarea sa nefiind rezultatul modelrii dup un tipar prestabilit.

843
 Planul nou de nvmnt precolar conine obinuitele categorii de activiti printre care se
numr i educaia motorie, aceasta este alctuit din educaia fizic i sport, euritmie i educaie
psihosenzorial. Prin intermediul acestor activiti se asigur o dezvoltare normal i deplin a
copilului colar, valorificnd potenialul fizic i psihic al fiecruia, innd seama de ritmul propriu
al copilului, de nevoile sale afective i de activitatea sa fundamental ,,jocul . Prin
intermediul jocului, copilul i satisface nevoia de activitate, de acionare asupra obiectelor i de
transpunere n situaii diferite. Practic copilul descoper lumea prin intermediul jocului. Jocul este
mijlocul prin care copilul ctig anumite deprinderi fizice, cognitive i sociale. n timpul jocului,
copilul experimenteaz anumite aciuni, care ulterior vor fi combinate cu alte deprinderi mai
complexe. Jocul este pentru copil ceea ce munca este pentru adult. Atunci cnd copilul este
interesat de un anumit joc, el particip cu intensitate, concentrndu-i atenia, energia asupra a ceea
ce face. Iniial copilul mic acioneaz prin imitaie, pornind de la anumite modele, iar unele gesturi
sunt descoperite ntmpltor, pentru ca, mai trziu, ele s poat fi reproduse.
Jocul de ficiune i permite copilului s reproduc realitatea cu ajutorul jucriilor. n timpul
jocului realitatea este adaptat la posibilitile copilului, astfel c acesta trebuie s gseasc
anumite soluii ce reflect dorinele sale. Creativitatea se dezvolt de fapt n timpul activitilor
individuale.
Imitaia trzie i repetarea gestului descoperit ntmpltor demonstreaz un nceput de
reprezentare mental a actului motric.
innd cont de cele relatate mai sus, rezult c micarea nti se descoper i dup aceea se
perfecioneaz sau se modific ntr-o alt direcie, aceasta este calea care se experimenteaz i se
mbuntesc resursele senzoriomotrice ale copilului.
n timpul jocului, copilul inventeaz i repet anumite micri, fapt ce va contribui la
dezvoltarea treptat a gndirii, memoriei, creativitii.
Prin joac, copilul d fru liber imaginaiei, ajungnd la rezolvri personale ale problemelor,
apeleaz la idei mai vechi pentru a rezolva situaii mai noi.
Copiii cu probleme de sntate i motricitate nu trebuie exclui de la jocurile caracteristice
celor sntoi. Ei pot fi antrenai n jocuri de construcie de desen sau modelaj, aceste jocuri
stimulnd abilitile manuale.
n procesul de educare motric aciunile sunt orientate spre acumularea unor conduite, pe care
se cldesc treptat componentele de baz, de apartenen mai mult sau mai puin instinctive, ceea ce
va contribui la formarea unei reprezentri mai corecte despre micrile corpului i ale segmentelor
sale.
Educaia motric a copiilor i propune s acioneze corelat n direcia utilizrii sistemului de
mijloace, care s contribuie la formarea unui bagaj motric ct mai complet.
Jocurile sunt folosite mult in educaia elevilor, ocupnd un loc nsemnat nu numai n leciile de
gimnastic, ci i n pauzele dintre orele de curs, n timpul liber al elevilor, n excursii , n tabere.
Prin latura lor dinamic, jocurile contribuie n mare msura la dezvoltarea fizic a elevilor. Ele
se organizeaz cu scopul de a dezvolta la elevi spiritul de solidaritate, obisnuina de a activa n
colectiv, spiritul de aciune. Jocurile activeaz funciunile vitale i ajut la ntrirea sntii
elevilor.
Ca principala form de organizare a educaiei fizice n coal, lecia de educaie fizic include
n coninutul ei toate grupele de jocuri cunoscute : jocuri de micare elementare, jocuri pregtitoare
pentru disciplinele sportive incluse n programa i jocurile sportive.
Jocurile de micare, alturi de alte mijloace ale educaiei fizice colare, contribuie la realizarea
obiectivelor prevzute de programa colar, la dezvoltarea armonioas a organismului, la
influenarea calitilor motrice, la formarea unei inute corecte, a gustului pentru micare i frumos.
Jocurile de micare constituie un mijloc important prin care se realizeaz o parte important
din sarcinile ce revin educaiei fizice. Ele dezvolt la elevi pe lng bagajul mare de deprinderi
motrice elementare , simul colectivitii, al inventivitii i mai ales al cunoaterii . Prin aplicarea
judicioas a jocurilor exist posibilitatea de a contribui n mare msur la realizarea uneia din
844
sarcinile educaiei i anume : de a forma din copil o fiin care s convieuiasc n armonie cu
colegii si, care s se comporte corect i civilizat. n cadrul jocurilor de micare , pe lng nsuirea
i perfecionarea nenumratelor deprinderi motrice de baz , elevul este nevoit s le aplice n
situaiile mereu schimbtoare din teren, iar prezena elementului de ntrecere n majoritatea
cazurilor presupune eforturi pentru realizarea cu succes a aciunilor, ceea ce permite att
dezvoltarea calitilor motrice ct i a calitilor morale i a voinei. Educaia fizic fiind un proces
pedagogic, nvtorului, profesorului i se d posibilitatea de a rezolva aceast problem complex,
angajnd deopotriv, experiena, tactul, miestria proprie ct i iniiativa, independena i
responsabilitatea elevilor. Este cunoscut c noiunile, trsturile caracteriale, deprinderile i
atitudinile morale se formeaz ntr-un lung proces educativ. Profesorului i revine sarcina s
urmreasc atent comportamentul elevilor, manifestrile acestora n cadrul activitii i s intervin
cu tact pentru soluionarea unor conflicte sau manifestri necorespunztoare.
Datorit influenei multilaterale asupra ntregii personaliti a copilului jocurile de micare
constituie unul dintre mijloacele de baz ale educaiei fizice. n cadrul activitii de educaie fizic ,
jocul de micare i aduce contribuia la realizarea urmtoarelor sarcini:
formarea i consolidarea deprinderilor motrice de baz;
dezvoltarea calitilor motrice necesare n via;
formarea unor cunotine utile, prin lrgirea sferei reprezentrilor despre lume;
dezvoltarea spiritului de colectivitate i a calitilor morale i de via.
Prin particularitile sale specifice, jocul de micare se deosebete de celelalte mijloace ale
educaiei fizice datorit faptului c favorizeaz formarea i consolidarea simultan a deprinderilor
motrice de baz (mers, alergare, sritur, aruncare i prindere), dezvoltarea calitilor motrice
(vitez, rezisten, for i ndemnare)., precum i a nsuirilor i deprinderilor moral-volitive.
Caracteristic jocurilor de micare este ntrecerea, element ce sporete interesul elevilor pentru
activitate, le mobilizeaz forele i i stimuleaz.

REPERE BIBLIOGRAFICE
Badiu, T., - Exerciii si jocuri de micare pentru clasele I-IV, Ed. Alma, Galai 1995.
Baciu, Cl., - Aparatul locomotor , Ed. Medical, Bucureti, 1981
Barcan, Eugenia, - Exerciii i jocuri pentru precolari, Ed. Sport Turism,
Bucureti, 1976
Birch, Ann - Psihologia dezvoltrii , Ed. Tehnic, Bucureti, 2000
Bratu, I., A., - Deprinderi Motrice de baz , Ed. Sport Turism,
Bucureti,1985
Cosmovici, A., - nvarea n coal , Psihopedagogie, Ed. Polirom, Iai,
1994
Dragnea, A., - Educaie fizic si sport teorie si didactic, Ed. FEST, Bucuresti,
2006.
Debesse, M., - Psihologia copilului, de la natere la adolescen, Ed,
Didactic i Pedagogic Bucureti, 1970

845
 EDUCAIA INTERGENERAIONAL

Dobriescu-Paniu Gina
coala Gimnazial Smbotin

nvarea intergeneraional este modalitatea prin care oamenii de toate vrstele pot
nva mpreun, unii de la alii, fiind o component important a nvrii pe tot parcursul vieii,
n cadrul creia generaiile lucreaz mpreun cu scopul de a obine valori i cunotine,
abiliti i competene.
nvarea intergeneraional reprezint modalitatea de abordare a unor schimbri
demografice semnificative, precum i o modalitate de a consolida solidaritatea ntre generaii prin
intermediul practicii ntre generaii. Pe lng transferul de cunotine, nvarea
intergeneraional ncurajeaz nvarea reciproc dintre diferitele generaii i contribuie la
dezvoltarea capitalului social, a coeziunii sociale n societile mbtrnite.
Capitalul social este un ansamblul de norme, valori i aptitudini care sunt mprtite ntr-o
comunitate i structura reelei sociale din acea comunitate. Un capital social puternic este bazat pe
ncredere social, asociabilitate spontan, reciprocitate generalizat i participare civic.
n plan social, acest ansamblu de norme definete un tip nou de relaii sociale
specifice societilor cu un capital social ridicat: cetenia democratic / participativ. Aceasta
implic un set de competene civice la un numr semnificativ de ceteni dintr-o comunitate.
Dac numrul acestora este insuficient sau competenele pe care le dein nu sunt suficient
de puternice, n comunitatea respectiv nu se poate instaura acest tip de relaii sociale,
caracterizate printr-un echilibru dinamic de atitudini civice: ncredere i vigilen, participare
i disciplin, activism i confort, control asupra puterii i loialitate fa de aceasta.
Educaia pentru cetenia democratic trebuie s nceap ct mai timpuriu, din
coal, ca form a educaiei civice, ns nu se poate limita doar la nvmntul formal. Nevoia
de o astfel de educaie este la fel de mare i n rndul adulilor. Aceast nevoie comun a
adulilor i a copiilor dintr-o comunitate de a fi educai n spiritul valorilor ceteniei
democratice a determinat apariia unei noi metode nvare - nvarea intergeneraional.
Avantajele acestei metode pentru educaia adulilor sunt:
- constituie un factor de motivare (datorit puterii de persuasiune a copiilor asupra
adulilor) pentru a-i determina pe aduli s participe alturi copii la activiti de nvare care
altfel le -ar prea fie copilreti, fie stnjenitoare;
- pune adulii n postura explicit de educatori. Pui n faa copiilor adulii simt nevoia s
le dea acestora lecii, fie ele numai de via. Dac acest lucru este fcut programatic, adultul
care tie c va trebui s participe la o activitate alturi de copii se va pregti el nsui la fel cum
profesorul se pregtete nainte de lecie;
- adulii se transform n modele pozitive pentru copii. Acesta este un alt factor
favorizant pentru educaia adulilor, acetia comportndu-se frumos n faa copiilor, ceea ce
constituie o bun ocazie pentru ei s practice unele dintre comportamentele civice pe care le
presupune cetenia democratic.
Lipsa de prejudeci i de experien a copiilor le confer adulilor o viziune
revoluionar asupra comunitii, inclusiv asupra rolului i a modului de funcionare a instituiilor
sale. nvnd mpreun cu ei, adulii nu au dect de ctigat o nou perspectiv asupra societii,
mai apropiat de cea a ceteniei active.
Copiii i adulii au oportuniti de a interaciona pe anumite perioade de timp, n care adulii
transmit cunotine, credine i bune practici copiilor prin intermediul activitilor formale
i informale. Aceste transmiteri au loc n contexte formale atunci cnd se realizeaz n coli,
unde profesorii le furnizeaz copiilor strategiile de dobndire a abilitilor de citire i scriere,
precum i facilitarea dezvoltrii acestor abiliti folosind un set de abordri acceptate.
Transmiterea cunotinelor i bunelor practici se poate face i n contexte informale, cum ar fi
846
acas, ntre prini i copii, bunici i nepoi.
Principalele forme ale comunicrii intergeneraionale sunt:
- comunicarea printe-copil
Relaiile prini-copii au la baz statuarea comunicrii n care se realizeaz un model.
n cadrul acestor relaii prinii ncearc s socializeze cu copiii lor, contribuind, astfel, la
modificarea i perfecionarea stilului de interrelaionare nc din copilrie, ambele pri
avnd nevoie de deprinderi i abiliti sociale pentru a facilita intercomunicarea.
Copiii recepioneaz pe diverse ci tot ceea ce mediul le transmite i le transform n acte de
comportament, n concordan att cu nevoile proprii, ct i cu cerinele mediului, atunci
cnd prinii vor reui s-i fac s accepte aciunea educativ ca pe o relaie profund, plin de
afeciune i respect. Un rol important l are i modul n care se proiecteaz n contiina
copiilor modelul oferit de prini. De asemenea, ateptrile prinilor de la copii trebuie s fie n
funcie de particularitile de vrst.
Personalitatea prinilor joac un rol important n creterea i educarea copiilor,
influena personalitii prinilor fiind mai important dect prerea acestora sau de procedurile
aplicate n educaia copiilor.
- comunicarea bunici-nepoi
Dei pare surprinztoare, aceast apropiere bunici-nepoi este generat de dorina
de ntoarcere n trecut a bunicilor i de nevoia de cunoatere a nepoilor. Bunicii se bucur s
mprteasc nepoilor amintirile i experiena lor de via, care n acest fel vor supravieui
trecerii timpului, iar copiii le vor asculta cu plcere.
Povetile sunt probabil forma cea mai veche de comunicare din multe culturi i tradiii, iar
povestirea este o art i un set de practici adnc nrdcinate n culturile noastre.
A spune o poveste nseamn mult mai mult dect a prezenta faptele ntr-o ordine
cronologic de raportare. Aceasta implic selectarea experienelor relevante i transmiterea
unui sens care formeaz un ansamblu omogen de personaje, evenimente i locaii.
Pornind de la o simpl poveste att bunicii, ct i nepoii pot nva unii de la alii.
Spre exemplu folosind cunotinele i mijloacele digitale cu care opereaz copii se pot crea
povestiri digitale. Construirea unei poveti digitale mpreun ofer un spaiu n care generaiile
se pot ntlni i pot nva mpreun.
Pentru tineri, un proiect de povestire digital este o oportunitate de a deveni creativ, de
a nva s comunice experien, de a nvea s stpneasc mijloacele digitale, instrumentele
media i de a nva s asculte povetile altora.
Pentru seniori, un proiect de povestire digital poate fi o oportunitate de a intra n contact
cu noi mijloace media, pentru a-i reaminti evenimente, ntmplri din viaa lor i totodat s-i
nvee informal pe tineri.
Asocierea pozitiv dintre prini i coala copilului a fost bine documentat n literatura de
specialitate. Recent, studiile au identificat efectul cauzal al trecutului prinilor asupra
viitorului copiilor. Distincia dintre selecie i cauzalitate este important pentru a desemna
politicile educaionale.
Dac coala prinilor deosebete un mediu familial mai bun pentru copii, colile
crescnde ale unei generaii vor reduce inegalitile trecute din educaie. Invers, dac abilitatea
copiilor este n primul rnd motenit, mbuntirile din mediul de acas au efecte limitate i
inegalitile de la coal pot persista de-alungul generaiilor.
BIBLIOGRAFIE
1. Putnam, Robert, Making Democracy Work: Civic Traditions in Modern Italy
2. Fukuyama, Francis, Trust : The social virtues and the creation of prosperity (New
York: Free Press, 1996)
3. Cu, Nicolae, nvarea intergeneraional pentru o cetenie democratic
4. Racoceanu, Monica, nvarea intergeneraional, https://prezi.com/s-jby4zoijca/
invatarea- intergenerationala
847
 EDUCAIA, O NECESITATE UNIVERSAL

Prof. Bojan Elena Claudia

coala Gimnazial Nicolae Titulescu Caracal

Un rol deosebit de important pentru reuita n via

l are educaia. Prin educaie, ca fenomen social
nelegem transmiterea experienei de via de la o
generaie la alta, cunoaterea bunelor maniere i
comportarea n societate conform cu aceste deprinderi.
Importana educaiei se poate vedea i prin faptul
c orice guvern, din orice stat ct ar fi el de srac, are un
minister sau un departament al nvmntului cruia i
aloc un procentaj din buget. Educaia copiilor i a
tinerilor este o misiune delicat la care trebuie s
participe cu eforturi susinute att coala, ct i familia;
cu alte cuvinte, educaia se formeaz ntr-un mediu mai
puin formal cum este familia, iar apoi se continu n
mediul instituionalizat cum sunt coala i biserica.
Educaia se refer att la nsuirea unor cunotine teoretice, ct i la un anumit
comportament etic acceptat de societate. n prim instan vorbim despre o persoan care are o
educaie bun, posed un set important de noiuni teoretice, este educat prin formarea profesional
i printr-o cultur general impresionant. Accentul pe care l pun n acest articol este pe educaia
moral, pe un comportament sntos ntre oameni.
O educaie nalt i nobil este educaia cretin. Din aceast perspectiv, educaia nu are de-
a face doar cu predarea unor informaii teoretice, cu abstractizri, ci mai presus de orice vizeaz
modelarea caracterului. De exemplu, nimeni nu poate citi Fericirile enunate de Mntuitorul i apoi
s rmn impasibil la nobleea cretinismului, deoarece aici gsim autoportretul lui Isus Hristos,
cea mai nalt educaie.
Concepte greite despre educaie
Un concept greit despre educaie este c responsabilitatea n educaie revine n mod exclusiv
colii. Nimic mai greit. coala echipeaz cu cunotine teoretice, transmite informaii n form
ordonat i structurat, dar niciodat nu poate nlocui rolul printelui.
Educaia se formeaz n primul rnd n cldura i ncrederea din familie. Aici copilul nva s
spun adevrul, s fie cinstit, s aprecieze frumosul, s respecte munca i s se achite de
responsabiliti. Pe bun dreptate, n limbaj popular se spune despre cineva c are (sau n-are) cei
apte ani de-acas, pentru c acetia sunt cruciali pentru tot restul vieii.
Alt concept greit este c viaa, cu experienele ei bune i rele, ne modeleaz. Viaa aduce
naintea fiecruia dintre noi obstacole, situaii inedite i presiuni de tot felul. ntrebarea major este
cum ne raportm noi la toate acestea? O societate n care ntlnim n mod frecvent nedrepti i
indiferen va putea oare modela un caracter moral sntos? Sub nicio form. Un personaj moral,
echipat cu principii sntoase de via poate nvinge nedreptatea i are toate atuurile s devin un
formator de opinie, unul care s exercite o influen bun i asupra altora.
Ce putem spune despre puterea televiziunii i a presei? Din nefericire, n goana dup un
rating bun, sunt televiziuni care prin programele de divertisment de prost gust, prin limbajul vulgar
uzat de cei care apar pe sticl i prin inocularea ideii c banii conteaz cel mai mult, deformeaz
gndirea sntoas. Oare se reediteaz celebra sintagm Pine i circ din perioada Romei antice?
Parc, iertat s-mi fie, dar se ofer prea mult circ, i prea puin pine pentru popor.
Pledoarie pentru o educaie sntoas

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 Procesul educaiei care necesit rbdare, atenie i perseveren, trebuie n mod obligatoriu
s se muleze pe un caracter ales al educatorului. Nu este suficient doar s elaborm enunuri
teoretice, ci este imperativ necesar s proclamm ce trim, i s trim ceea ce spunem. n excelenta
carte Intelectualii scris de jurnalistul de notorietate Paul Johnson, acesta surprinde exact carenele
mari de caracter ale unora dintre oamenii care au influenat lumea prin concepte elaborate. De
exemplu, cunoscutul filosof i scriitor francez din sec. al XVIII-lea, Jean-Jacques Rousseau, care a
scris mult despre educaie, i care a exercitat o influen major asupra posteritii, a trit o via
dezorganizat, imoral, era un personaj egoist, vanitos i iresponsabil. El i-a abandonat toi cei
cinci copii la Spitalul Copiilor Gsii, i a avut pretenia c este ndreptit s elaboreze principii de
educaie.
Dac numrul educatorilor needucai este mare, realitatea i istoria nregistreaz i persoane
care au fcut din educaie o adevrat profesiune de credin. Dintre aceste persoane o amintesc pe
Monica, mama fericitului Augustin, cel care a fost unul dintre cei mai influeni gnditori cretini pe
care i-a avut omenirea. Ea a fost o femeie credincioas care a acordat o mare atenie formrii
morale a copilului ei. Dac printre cititorii acestui articol sunt i prini descurajai de ntrzierea
rezultatelor bune din viaa copiilor lor, i ncurajez s nu dispere, pentru c, revenind la exemplul
amintit, dei tnrul Augustin n prima parte a vieii a trit o via imoral, mai trziu exemplul
Monici i rugciunile ei l-au determinat s se redreseze moral. i mama lui John Wesley,
ntemeietorul metodismului n secolul al XVIII-lea, a acordat cea mai mare atenie educrii celor
16 copii ai ei. John a devenit unul dintre cei mai mari predicatori ai vremii sale, n timp ce fratele
su Charles a fost un mare compozitor de cntece cretine.
Aadar, nimeni nu poate abdica de la rolul de educator, deoarece prin ceea ce spunem i
prin ceea ce facem influenm, voluntar sau involuntar, n sens bun sau n sens ru, pe cei din jurul
nostru. i dac totui avem aceast menire, oare de ce s nu o facem bine? Ce te mpiedic dac
eti tnr s-i trieti viaa frumos, s fii manierat i s ctigi respectul colegilor? Ce te mpiedic
dac eti printe s sdeti valori morale n viaa copilului tu?
i din moment ce recunoti c n form concentrat a fost enunat un adevr prin acest articol,
ce te mpiedic s-l pui n aplicare? Vestea bun este c nc se poate dac ncepi de acum, pentru
c fibra moral a naiunii nu este nc roas iremediabil.

BIBLIOGRAFIE
Lect. drd. Eugen Jugaru

ACTIVITILE EXTRACURRICULARE- PUNI SPRE O COAL PRIETENOAS

Prof. Pcuraru Cristina-Diana

coala Gimnazial Nr.1 Pucai

coala incluziv este o coal prietenoas i democratic, care valorific diversitatea

cultural, o coal n care toi copiii sunt respectai i integrai fr discriminare i excludere
generate de originea etnic, deficiene fizice sau mentale, origine cultural sau socio-economic,
limb matern. Prevenirea i eliminarea fenomenului de segregare colar, care reprezint o form
grav de discriminare, constituie o condiie imperativ pentru implementarea principiilor colii
incluzive.
Misiunea noastr, a dasclilor, este de a promova i de a apra drepturilor stabilite prin
legislaia antidiscriminare. coala incluziv se dorete a fi o coal deschis pentru fiecare elev, o
coal n care fiecare elev este apreciat, valorizat, sprijinit pntru a-i atinge maximumul
potenialului nativ.
Activitile extracurriculare contribuie la adncirea i la completarea procesului de
nvmnt, la dezvoltarea nclinaiilor i aptitudinilor elevilor, la organizarea raional i plcut a
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timpului lor liber. Ele prezint unele particulariti prin care se deosebesc de activitile din cadrul
leciilor. Aceasta se refer la coninutul activitilor, la durata lor, la metodele folosite i la formele
de organizare a activitilor.
Coninutul acestor aciuni nu este stabilit de programa colar, ci de ctre cadrele didactice,
n funcie de interesele i de dorinele elevilor. Avnd un caracter atractiv, copiii particip cu
nsufleire i cu druire, stabilindu-se raporturi de colaborare, de apropiere, de ncredere i de
prietenie ntre cadrele didactice i elevi.
Activitile extracurriculare pot mbrca variate forme, urmrind obiective educative i
recreative: spectacole cultural-artistice, excursii, vizite, cercuri literare, ntreceri sportive,
concursuri etc.
Prin aciunile artistice i culturale se urmrete ncurajarea unei gndiri capabile s
prelucreze creator cunotine acumulate i propria experien de via, precum i dirijarea elevilor
ctre un set de valori, cum ar fi: diversitatea, pluralismul, drepturile omului, justiia social,
bunstarea, solidaritatea.
n cadrul cercurilor literare, compoziiile sunt mijloace eficiente n formarea deprinderilor
de a conversa, de a comunica adecvat cu cei din jur, de a cultiva i de a rafina spiritul. Ele ar trebui
s ndeprteze elevul de avalana de informaie brut pe care o primete cu uurin accesnd
internetul, ajutndu-l s-i dezvolte capacitatea intelectual prin reflectarea asupra a ceea ce el
poate scrie.De asemenea, prin intermediul compunerilor se cultiv deprinderea de a gndi ce nu
poate fi separat de deprinderea de a observa, de a analiza, de a compara i de a corela informaii
i cunotine. Un exerciiu de compoziie cultiv sensibilitatea, acea dimensiune a cunoaterii care
numete nu numai modul de a fi al elevului n faa realitii obiective, ci i disponibilitatea lui
receptiv fa de realitate. n momentul n care e creativ, elevul nu manifest doar cunoatere, ci i
emoie, sensibilitate. Compoziiile liber creatoare pun la contribuie particulariti ale codului
expresiv al elevului, dezvoltndu-i sensibilitatea artistic.
Pentru ncurajarea implicrii active a elevilor, fiecare dascl ar trebui s personalizeze
leciile n funcie de nevoile fiecrui copil. Garania crerii n clas a unui mediu de lucru orientat
spre includerea tuturor este atitudinea creatoare a profesorului, abilitatea sa de a improviza, de a
modifica activitile n timpul desfurrii lor, ca rspuns la reacia persoanelor din clas. A educa
nseamn, n mare msur, a stimula o fiin creativ i astfel factorul esenial n impulsionarea
spiritului creator este cadrul didactic prin caracteristicile personalitii sale, prin conduita sa
profesional, prin atitudinile manifestate n clas sau n afara ei fat de personalitatea i fa de
comportamentul elevilor. Profesorul creativ i stimuleaz pe elevi s caute noi conexiuni ntre
fenomene, s imagineze noi soluii pentru probleme care se pot rezolva n manier rutinier, s
asocieze imagini i idei, s formuleze ipoteze ndrznee i s dezvolte ideile altora.
Foarte potrivit pentru realizarea cu succes a obiectivelor propuse n domeniul dezvoltrii
incluziunii sociale este serbarea colar, prilejuit de celebrarea diferitelor evenimente de
nsemntate naional sau internaional, de tradiiile i de obiceiurile statornicite n coal.
n acest sens cu ocazia celebrrii marilor personaliti ale literaturii romne, pot fi
organizate eztori literare ce presupun i exersarea lucrului n echip.. Astfel, pornind de la motive
eminesciene i lucrnd n grup, copiii pot compune versuri n care s-i exprime respectul i
consideraia fa de poetul nepereche sau s creeze scurte naraiuni inspirate de operele lui
Creang sau ale lui Sadoveanu.
Alte activiti care genereaz cooperare din partea elevilor sunt concursurile. Acestea sunt
forme competiionale de activitate extracolar, desfurate pe diferite teme : concursuri de dans,
de creaii artistice, de desen. ntruct una din problemele actuale ale societii romneti o
constituie creterea cererii de droguri n rndul tinerilor, pot fi derulate activiti de prevenire a
consumului de droguri , alcool i tutun. De exemplu realizarea unei expoziii de desene prin care
elevii s-i exprime dezaprobarea fa de acest viciu care poate pune stpnire pe viaa cuiva.
Desenele i colajele elevilor i fac s conientizeze c pot fi creativi,dobndind cunotinte de limbaj
plastic.Prin aceast activitate copiii i dezvolt att atenia, rbdarea, spiritul de observaie, gustul
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estetic, fantezia, ct i alte caliti ce le deschid calea spre integritate, spre transparen, spre
cooperare.
Prin intermediul activitilor realizate n cadrul proiectelor educative, pot fi realizate
mpreun cu elevii dramatizri dup poveti celebre ori scrise de condeiul altui elev. Teatrul este
un joc al oamenilor mari care poate fi fcut excepional i de ctre copii pentru simplul fapt c el
trebuie jucat. La repetiii improvizaiile sunt binevenite, iar elevilor nu le lipsete ceea ce n
teatru este att de important: spontaneitatea i prezena de spirit. Prin intermediul acestor scenete,
copiii i dezvolt atenia, memoria i inteligena. De asemenea, fiind n concuren cu elevi din
alte ri sau de la alte coli, activitile pot s le insufle sentimente patriotice i de mndrie
naional. Aportul copilului la pregtirea i realizarea unui spectacol artistic nu trebuie privit ca
un scop n sine, ci prin prisma dorinei de a oferi ceva spectatorilor: distracie, nlare sufleteasc,
plcerea estetic, satisfacie- toate acestea mbogindu-le viaa, fcnd-o mai frumoas, mai plin
de sens. Este o trire minunat, cnd reueti s trezeti emoie n sufletul spectatorilor. Reuita
spectacolului produce ecou n public, iar reacia prompt a spectatorilor i stimuleaz pe copii s
dea tot ce sunt n stare.
n concluzie, prin activitile extracurriculare se urmrete integrarea optim a copiilor n
societate prin sensibilizarea acestora de a accepta diversitatea etnic i cultural, prin
contientizarea valorilor umane i prin cultivarea respectului fa de semeni.
BIBLIOGRAFIE:
1. Bourhis, R.Z., Leyens, J.F. (coord.) (1997) Stereotipuri, discriminare i relaii
intergrupuri, Polirom, Iai
2. Parfene, C-tin (coordonator) Aspecte teoretice i experimentale n studiul literaturii n
scoal, Editura Universitii Al.I.Cuza, Iai, 2000

O PRIVIRE LA A.C.E.

Profesor itinerant i de sprijin Sorina Gospodin

CEI Elisabeta Polihroniade Vaslui

A.C.E.- acesibilitatea copilului la educaie

C.E.S. - necesiti educaionale suplimentare, complementare obiectivelor generale ale
educaiei adaptate particularitilor individuale i celor caracteristice unei anumite deficiene sau
tulburri/ dificulti de nvare, precum i o asisten complex (medical, social, educaional,
etc.) - ORDIN nr. 5.573 din 7 octombrie 2011.
Cerinele educative speciale desemneaz acele cerine ori nevoi speciale fa de educaie
care sunt suplimentare dar i complementare obiectivelor generale ale educaei pentru copil.
Fara abordarea adecvat a acestor cerine speciale nu se poate vorbi de egalizarea anselor
de acces, participarea i integrarea colar i social.
Fiecare copil prezint particulariti individuale i de relaie cu mediul, trsturi care
necesit o evaluare i o abordare personalizat. Copii cu deficiene au si ei aceleai trebuine n
cretere i dezvoltare. Aceti copii au n aceleai timp i anumite necesiti, particulare, specifice,
individualizate dar i acelai drept DREPTUL LA EDUCAIE.
n acest scop n perioada dec.2015- aprilie 2016 la coala Gimnazial Dimitrie Cantemir-
Vaslui, n calitate de profesor itinerant i de sprijin am implementat i derulat proiectul Intervenie
timpurie la copilul cu C.E.S. n cadrul Programului ANTI STIGMA N COALA ce a avut ca scop

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dezvoltarea unor abiliti importante pentru incluziunea social i educaional a copiilor cu
tulburri de sntate mintal vizate
abiliti de interrelaionare i cooperare;
abiliti de toleran i acceptare a diferenelor i a diversitii;
abiliti de comunicare verbal i nonverbal;
abiliti de cunoatere i autocunoatere
Activitile desfurate au vizat:
contientizarea elevilor din nvmntul de mas c, n ciuda diferenelor dintre ei, copiii
cu tulburri de sntate mintal tiu, pot, i merit tratai cu nelegere i respect, acordnd
astfel drepturi i anse egale tuturoe pe toate planurile de integrare, precum i formarea unor
abiliti de cooperare n cadrul grupurilor de elevi i prevenirea bullyng-ului n coal;
nlturarea prejudecii c persoanele cu C.E.S. sunt inferioare lor.

EDUCAIA ADULILOR, EDUCAIE INTERGENERAIONAL

Prof. Murean Ioana-Angela

Seminarul Teologic Ortodox

Statutul social al unui cadru didactic depinde att de nivelul de calificare a acestuia, de
competena i profesionalismul, ct i de motivaie. Aceasta rmne o regul general pentru
profesia didactic.
Pentru a ajunge la rezultate remarcabile, elevilor le este necasar asigurarea unui corp
profesoral bine pregtit i motivat. Nicio reform a educaiei nu se poate realiza dac se ignor
importana pregtirii teoretice i practice. Tocmai de aceea este important s se sublinieze
necesitatea unei permanente creteri a calitii n proiectarea i punerea n practic a
programelor de formare a cadrelor didactice n toate sistemele de nvmnt.
Un concept d e b a z n pregtirea d a s c l i lo r este acela d e calificare pentru un nivel superior
de educaie, cu o gam recunoscut de competene profesionale, car e s a ib o autonomie i
judecat profesional i de la care se ateapt s-i asume responsabilitatea pentru propria
dezvoltare profesional continu .
Iniial, noii profesori trebuie pregtii prin cunotine, competene, abiliti, atitudini,
contientizare i ncredere necesar pentru a preda, pentru a fi pro-activi i a gestiona schimbarea
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ntr-un mediu care evolueaz n pas rapid. Apare nevoia de a consolida dezvoltarea profesional
continu n carierele tuturor profesorilor nc din start, pentru ca acetia s poat nfrunta
provocrile profesionale continue pe care le ntmpin.
Noua Lege a E ducaiei N aionale, intrat n vigoare la nceputul anului 2015, preconizeaz
de asemenea, un nou val de schimbri n sfera formrii iniiale i continue a personalului didactic.
Astzi, mai mult ca oricnd, profesorii au o misiune din ce n ce mai complex, deoarece
responsabilitile lor sunt n continu cretere, iar mediile n care acetia lucreaz sunt din ce n
ce mai solicitante.
n prezent, Strategia Europa 2020 n domeniul Educaie impune abordarea dintr- o nou
perspectiv a reformei nvmntului. Astfel, la nivel naional, a fost elaborat Documentul de
fundamentare pentru stabilirea la nivel naional a valorilor de referin ale obiectivelor strategiei
Europa 2020. Analiznd obiectivele prioritare propuse, se constat meninerea i sublinierea
opiunii pentru asigurarea resurselor umane necesare bunei funcionri a sistemului de nvmnt
preuniversitar i stimularea performanei acestora.
Educaia adulilor n vederea dezvoltrii profesionale presupune un efort deosebit din partea
formatorilor n gsirea celor mai bune strategii pentru adaptarea la un sistem din ce n ce mai
compelx educaional. Credem c prezenta cercetare va face lumin ntre dorinele i ateptrile
colegilor n ceea ce privete formarea lor continu.
Marile schimbri sociale care se tot produc n lume i n societatea romneasc, conduc
spre situaii i deschider i noi n toate domeniile vieii.Sistemul educaional pare a fi supus
celor mai importante mutaii; el este un sistem clasic, dar restructurabil i modernizabil. Astfel,
este necesar s reflectm asupra unui numr de aspecte sociale i economice n care profesorii
trebuie s se implice constant, incluznd apariia societii cunoaterii i impactul su asupra
egalitii n educaie, diversitatea cultural din ce n ce mai mare din societate i promovarea
oportunitilor egale pentru toi elevii indiferent de originea lor social, economic, cultural,
etnic i rasial.
De asemenea, se constat cum comercializarea se infiltreaz n fiecare aspect al vieii
umane. Autoritile publice dintr-un numr tot mai mare de cazuri transfer serviciile publice
tradiionale n minile ntreprinderilor comerciale. Astfel, educaia se confrunt cu ameninarea
comercializrii.
n particular, faptul c autoritile publice nu reuesc s asigure suficiente fonduri educaiei
este o problem grav. Educaia este de responsabilitate public i ar trebui s i se asigure fonduri
prin mijloace publice. Referitor la educaia profesorilor n rile europene exist dou modele
principale pentru organizarea studiilor: modelul simultan i modelul consecutiv. Unele ri
asigur ambele opiuni. n modelul simultan, studiile profesionale ncep o dat cu studiul
celorlalte discipline, iar n modelul consecutiv exist o a doua faz distinct pentru studiile
profesionale, dup terminarea altor studii.
n ceea ce privete nivelul de colarizare al viitorilor profesori care vor preda n
nvmntul secundar, n toate rile Europei pregtirea se realizeaz la nivelul nvmntului
superior. Durata programelor de pregtire a cadrelor didactice pentru nvmntul secundar este
diferit de la o ar la alta, dar se constat c, n majoritatea rilor, durata tradiional este
de patru ani sau patru ani i jumtate, .
Din punct de vedere al componentelor sale, pregtirea viitorilor profesori este alctuit din
pregtirea general (desfurat n mediul universitar, pentru a aprofunda cunotine teoretice din
domeniul pe care l vor preda i din domeniul tiinelor educaiei) i pregtirea profesional
(dobndit n timpul practicii pedagogice din instituiile de nvmnt).
Unul dintre elementele cheie n pregtirea profesorilor este asigurarea combinaiei potrivite dintre
teorie i practic.
n ceea ce privete momentul nceperii programului de pregtire pentru cariera didactic,
n cazul modelului simultan, accesul studenilor n program are loc odat cu accesul n

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nvmntul superior. n cazul modelului consecutiv, accesul este condiionat de obinerea
diplomei de licen i de parcurgerea unor forme de selecie.
Etapa final de pregtire a profesorilor, la locul de munc, pe care o ntlnim n cteva
sisteme de nvmnt europene, poate fi considerat o faz de tranziie ntre
perioada de pregtire iniial din universiti i intrarea n profesia didactic n calitate de
profesor calificat.
Importana acordat formrii continue, ct i avantajele i dezavantajele ce decurg din
realizarea ei au fost intens dezbtute i suscit n continuare polemici, toate acestea cu scopul
mbuntirii nvmntului european. n ultimele trei decenii, n nvmntul mondial i cu
precdere n cel european se observ transformri radicale (de ordin structural, coninut, durat
etc.), acesta fiind perfectibil i n continuare, pentru a satisface cerinele societii la nceputul
noului secol i mileniu.
Sondajele arat c, dei profesorii particip la programe de dezvoltare profesional,
aproape toate rile raporteaz dificulti n mbuntirea abilitilor acestora.
Se sugereaz c exist o participare mai ampl la dezvoltarea profesional dect ar solicita
cerinele minime. Este totui dificil de estimat i analizat actualul volum al participrii
profesorilor. Aceasta se ntmpl n parte deoarece dezvoltarea profesional nglobeaz o varietate
mare de activiti care pot fi definite drept formale, nonformale i informale.
n 1996, n Romnia, au fost nfiinate, prin ordin al ministrului educaiei, primele departamente
pentru pregtirea personalului didactic. Planurile de nvmnt au fost restructurate sistematic n
anii 1999, 2001 i 2003, introducndu-se treptat discipline noi i creditele de studiu.
Anul 2001 a fost reprezentativ pentru domeniul formrii personalului didactic prin lansarea
Strategiei de dezvoltare a sistemului de formare iniial i continu a personalului didactic i a
managerilor din nvmntul preuniversitar, 2001-2004.
Principalele domenii pe care s-a conturat aceast strategie, n domeniul formrii iniiale, au
fost: standardele profesionale, reforma curricular, schimbarea cadrului instituional, stagiatura ca
punte de legtur ntre formarea iniial i continu, trecerea examenului de definitivare n
nvmnt n segmentul formrii iniiale, certificarea pentru profesia didactic, finanarea i
crearea reelei de coli de aplicaie.
Procesul Bologna a generat un nou context pentru formarea iniial a cadrelor didactice,
prin reorganizarea structural i curricular a nvmntului superior, n Romnia, noile msuri
fiind aplicate ncepnd cu anul universitar 2005-2006.
n acest context, programele de formare iniial pentru profesorii din nvmntul secundar i
teriar, oferite de departamentele pentru pregtirea personalului didactic din universiti
(DPPD), au fost reorganizate n dou module (conform OMECT 4343/2005, modificat de OMECT
nr. 4316/2008 i OMECTS nr. 3158/2010).
Definit din perspectiv legislativ, n Romnia, formarea continu a personalului didactic
constituie un drept care se realizeaz, n principal, prin perfecionare i conversie profesional.
n prezent, cele dou componente ale formrii continue a personalului didactic din ara noastr
se concretizeaz n evoluia n carier i n dezvoltarea profesional continu.
Evoluia n carier a personalului didactic din nvmntul preuniversitar se realizeaz prin
promovarea examenelor de definitivare n nvmnt i obinere a gradelor didactice II i I.

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 SPORTUL UN DREPT AL COPILULUI?

Prof. Ana Maria Archip

coala Gimnazial Constantin Mota Vaslui

Este sportul un drept al copilului? n sensul strict al cuvntului nu. Niciuna dintre
declaraiile sau acordurile privitoare la drepturile omului nu conine prevederi speciale referitoare
la dreptul omului de a practica sau a avea acces la sport. Cu toate acestea, sportul poate fi
considerat un element esenial al drepturilor la educaie i cultur.
Educaia va fi ndreptat ctre dezvoltarea complet a personalitii umane i a
sentimentului de demnitate i va intri respectul pentru drepturile omului i libertile
fundamentale.
Prin sport oamenii se dezvolt fizic i intelectual. Participarea la activiti sportive crete
ncrederea de sine; ofer oportuniti pentru realizarea personala i respect pentru cei din jur.
n ceea ce privete copiii, Convenia asupra Drepturilor Copiilor menioneaza c educaia
copilului va fi direcionat ctre dezvoltarea personalitii copilului, a talentului i abilitilor sale
mentale si fizice. Mai mult se mentioneaz i dreptul la odihn i timp liber, dreptul la activiti
recreaionale i joaca, potrivite pentru vrsta copilului.
Dreptul tuturor de a participa la viaa cultural este menionat n articolul 27 al Declaraiei
Universale a Drepturilor Omului i n Acordul asupra drepturilor economice, sociale i culturale.
Sportul de orice fel este fr ndoial o parte important a vieii culturale din orice ar i pentru
acest motiv se poate afirma c orice persoan are dreptul de a se bucura de sport fie ca spectator,
competitor sau juctor.
Cu toate ca sportul nu este recunoscut ca un drept al omului, practicarea lui i felul n care
este ncurajat prezint implicaii pentru drepturile omului. In anumite circumstane, poate fi folosit
ca o unealta n promovarea drepturilor omului.
Elevii colii Gimnaziale se pot luda cu momente de bucurie n ceea ce privete Sportul n
viaa mea!

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 Astfel, sportul ajuta la nfrngerea diferenelor i ncurajeaz dialogul. De asemenea ajut la
nlturarea prejudecailor, stereotipurilor, diferentelor culturale, ignoranei, intoleranei i
discriminrii.

CLIREA ORGANISMULUI UMAN. NTRIREA SISTEMULUI IMUNITAR.

SOLUIA MPOTRIVA RCELII

Profesor, Cocea Eanu Ionela,

Liceul tefan Procopiu , Vaslui

Clirea este metoda prin care se folosesc factorii naturali; dup anumite principii i reguli se
realizeaz mrirea rezistenei generale a organismului fa de variaiile brute ale factorilor mediului
extern i fa de mbolnviri.
Aceast metod combinat cu exerciiile fizice n aer liber duce la creterea accentuat a
rezistenei generale a organismului. Pentru sportivi clirea capt o importan deosebit deoarece
antrenamentele i competiiile se desfoar n condiii de mediu diferite, uneori extreme.
Randament maxim dau numai sportivii de performan cu un grad nalt de clire.

Principiile clirii sunt asemntoare cu cele ale antrenamentului sportiv.

Gradaia: Se realizeaz prin variaia intensitii factorilor de mediu precum i a duratei n
timp a aciunii acestora.
Clirea ncepe n sezonul cald cnd organismul este mai puin solicitat de mediul extern.
Temperatura apei i aerului sunt mai ridicate, expunerea la soare cnd razele sunt mai puin
intense, creterea treptat a duratei de expunere de la minute la zeci de minute. Pentru a fi
eficient un factor excitant, trebuie s creasc progresiv intensitatea. Durata nu trebuie
exagerat la nceput pentru a evita apariia de modificri negative.
Continuitatea: Clirea se efectueaz sistematic, continuu din prima copilrie pn la vrsta
naintat.
Exemplul cel mai clar este ngrarea stratului crnos la mini, fa, conductibilitatea
termic scade scznd pierderea de cldur a organismului. ntreruperea clirii duce la
scderea gradului de antrenament al aparatului termoreglator.
Variaia intensitii: Se modific intensitatea factorilor de mediu, durata timpului mai
scurt, mai lung n funcie de intensitatea factorilor de mediu.
Variabilitatea mijloacelor de clire: Deci folosirea de factori diveri, mijloace ct mai
variate. Se combin 2-3-4 factori: bi de aer, ap, soare n acelai timp; proceduri diferite cu
ap, expunere la aer cald rece, umed, uscat, vnt, ploaie toate combinate cu exerciii fizice.
Gimnastica de diminea n aer liber, urmat de proceduri de clire cu ap, exerciii fizice,
exerciii de respiraie controlat. Practicarea de sporturi n aer liber, ciclism, crosuri,
orientare turistic, schiului, notului etc. ofer posibilitatea meninerii unui grad nalt de
clire cu efecte dintre cele mai favorabile asupra sntii, puterii de munc.
Individualizarea mijloacelor de clire: Se face n funcie de particularitile individuale,
vrsta, sex, tip de sistem nervos, stare de sntate, grad clire anterioare, de activitate
profesional, etc. Unii factori sunt suportai mai bine, de exemplu apa fa de aer sau soare.
Dintre metodele de clire folosite pentru ntrirea organismului, voi ncerca s vorbesc despre
clirea cu ajutorul apei.
Climatul marin
Beneficiaz de un grad mare de luminozitate la malul mrii datorit albedoului marin
(reflectarea razelor solare de ap de mare) i nisip; aerul este curat, fr praf. Uniformitatea
radiaiilor mai mare dect la munte. Luminozitatea persist i n zilele n care aerul este acoperit cu
un strat subire de nori care difuzeaz razele solare.
Bogia n raze ultraviolete datorit absorbiei razelor calorice de ctre vaporii de ap din
atmosfer (deasupra mrilor umiditatea este de 75-80%) de ctre apa mrii i chiar de nisipul de pe
plaj. Aerul de pe litoral este ncrcat cu particule fine de ap care conin clorur de sodiu, sulfat de
magneziu, iod, siliciu; aerul conine i o mare cantitate de ozon. Absorbia razelor infraroii de ctre
mare transform baia de soare ntr-un factor rcoritor. Baia se face pe intrnduri n mare, pe barc
sau pe nisipul de lng apa mrii. Bile de soare se pot practica n orae n solarii special amenajate
cu nisip, umbrare, bnci, duuri, etc, n cartiere cu mult verdea. Radiaiile solare cresc
intensitatea metabolismului organismului. Vara unele antrenamente trebuiesc fcute n orele n care
soarele dogorete mai tare pentru a se obinui cu competiiile desfurate n condiii asemntoare
(cum ar fi IronMan Oradea).
Clirea cu ajutorul apei
Apa are o puternic aciune asupra termoreglrii deoarece conductibilitatea termic a apei este
de 3 ori mai mare dect a aerului.
Modificrile principale asupra organismului sunt:
- asupra aparatului cardiovascular
- asupra aparatului respirator
- asupra metabolismului
- asupra termoreglrii
Procedurile trebuie s fie:
- de scurt durat (minute)
- repetate la intervale scurte
- alterarea rece cu cald
Calitatea apei trebuie s fie apropiat de calitile apei potabile.
Procedurile de clire cu apa:
- Fricionarea cu prosopul umed: se face de obicei dimineaa dup gimnastica igienic.
Prosopul la nceput este nmuiat n ap cu o temperatur de 20-25 C coborndu-se la 2-3 zile cu un
grad pn se ajunge la temperatura din camer.
- Stropirea sau turnarea apei pe cap dup obinuina cu temperatura de 12-15 C se trece la
clirea prin stropire. La nceput se folosete apa cu o temperatur de 33-35 C care scade treptat
pn la 20 C. durata este de 1-2 min. Dup stropire urmeaz fricionarea cu prosopul umed,
tergerea apei cu un prosop uscat i aspru. n camer se scade temperatura treptat pn la
temperatura de afar apoi se poate trece la stropire cu ap din aer liber.
Duul mijloc superior de clire cu ap. El acioneaz prin temperatura apei i efectul de
masaj. Se ncepe cu 33-35 C i se coboar treptat pn la 25-20 C. Duul rece se practic dup ce
organismul s-a linitit dup efort. Pielea s fie cald dar netranspirat. Dup du urmeaz masajul
sau automasajul. Durata duului 1-2 minute.
- Scldatul are cel mai mare efect de clire. Se poate practica n ruri, lacuri, apa mrii. Intrarea
rapid n ap cu toat suprafaa corpului plus aerul, soarele, presiunea apei i micrile executate n
ap fac scldatul un principal mod de clire al organismului.
Fazele reaciei organismului la contactul cu apa rece:
Faza I:
- vasoconstricie periferic: - paloare; rcirea tegumentelor; senzaie de frig
- vasodilataie central: - creterea tensiunii arteriale
Faza a II-a: vasodilataie periferic: - nroirea tegumentelor; senzaie de cald
Faza a III-a, dac se st prea mult n ap: vasodilataie periferic paralitic: - paloare; senzaie de
frig; tremurturi; horipilaie; cianoza buzelor. n aceast faz se iese din ap, se terge cu un prosop
uscat, aspru. Se efectueaz micri vioaie, masaj, se beau buturi calde.
Baia n mare este cea mai recomandat datorit avantajelor climatului marin i calitilor apei
de mare.

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 Scldatul n lacuri necunoscute se face cu pruden. Nu se sare n ap cu capul nainte cnd nu
cunoatem adncimea apei, a lipsei materialelor care pot produce rniri grave (srme, fiare etc.).
Scldatul: - nu ncepe ntr-o ap cu temperaturi sub 18-20 C; - se face o singur baie cnd aerul
este mai cald; - locul s fie ferit de vnt; - nu se intr n ap nclzit, transpirat; - se alege o zon cu
nisip cu pant lin; - la nceput durata este de 3-5 minute; - n ap se fac micri energice, 2-3
scufundri, not; - corpul se terge bine la ieirea din ap; - cnd apare senzaia de frig se va iei din
ap.
Clirea cu ap rece a picioarelor asigur o bun circulaie de ntoarcere a sngelui i previne
apariia bolilor virotice (n special).
Contraindicaii ale clirii cu ap
- boli cardiovasculare
- boli pneumonice acute
- boli contagioase
- vrsta naintat - cu grad mare de arterioscleroz.

IMPORTANA CUNOATERII PSIHOPEDAGOGICE A COPIILOR

Prof. consilier: Broteanu Iliu- Ctlin

Liceul Tehnologic Petre Bani Clrai

Avnd mereu n vedere preocuparea de a deveni folositori societii, e necesar s ne

mbogim nencetat cunotinele pentru a avea o pregtire serioas n profesia noastr. A nva s
tii ,s faci,s trieti mpreun cu alii, a nva s fii, s devii, este scopul dasclilor. Individul care
triete ntr-o comunitate uman beneficiaz att de o educaie spontan care acioneaz habitudinal
asupra lui,ct i de educaie organizat, realizat prin instituii specializate, dintre care cea mai
important este coala. Fiecare cadru didactic dispune de o cultur general, de o cultur de
specialitate temeinic, precum i de o cultur psihopedagocic ce include cunotine, tehnici de
lucru,modaliti de aciune. ntruct n procesul instructiv-educativ se urmrete asigurarea
progresului intelectual al elevilor, este necesar o armonizare a strategiilor de instruire cu nivelul de
dezvoltare intelectual a elevilor, dar i o impulsionare a evoluiei acestora spre stadiul suprem de
dezvoltare intelectual. Educaia copiilor este un efort susinut ctre formarea unei contiine morale
i a unui sentiment de responsabilitate fa de societate,familie.
Educaia nseamn mai mult dect cunotinele acumulate, nseamn s nvm pentru
via. Este necesar cunoaterea particularitilor morfofuncionale i psihice ale copiilor n intenia
de a interveni activ n organizarea igienic a regimului de activitate, n raport cu nivelul de
dezvoltare atins n perioada respectiv, pentru a evita posibilele fenomene de suprasolicitare.
Asupra organismului copiilor activitatea intelectual exercit o influen deosebit de
important datorit procesului de cretere prezent n aceast perioad. Elevii nva n stiluri diferite
i n ritmuri diferite deoarece fiecare copil este un unicat. Fiecare copil are un fond propriu ereditar
i dezvoltarea lui are loc n condiiile specifice de mediu n care se dezvolt, fa de care acesta
depune efort continuu de adaptare. O cunoatere corect a copilului n vederea nelegerii
lui,aprecierea obiectiv a tuturor factorilor implicai n dezvoltarea lui, asigur eficiena aciunii de
modelare a personalitii lui ,n conformitate cu scopurile educaiei.
Capacitatea de lucru a colarului definete limitele n care organismul este capabil s
presteze activitatea fr ca aceasta s duneze dezvoltrii i strii lui de sntate. Normarea i
repartizarea activitii zilnice a colarului trebuie s in cont de nevoile fiziologice ale
organismului n cretere (somn, micare, joc), ct i de locul efecturii acesteia(coal,acas).
Randamentul maxim este n timpul dimineii (ora 9-12 ) i dup amiaz (ora 14-17) n zilele de
miercuri si joi. Randamentul minim este la amiaz (ora 13-14) i noaptea (ora 20-3 ) n zilele de
luni si vineri. Randament sczut s-a mai constatat la sfritul semestrului I i a anului colar.

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 Orele de clas vor fi separate prin pauze de 10 minute. Se recomand evitarea orelor duble i
a formei de activitate (acelai gen) n ore consecutive. Materiile grele (matematica, limbi strine,
gramatica) trebuie s se fac n perioadele de randament maxim, iar cele uoare(limba matern,
tiine naturale) n perioadele de adaptare.
Capacitatea de lucru a colarului este supus influenei a numeroi factori .Dintre cei mai
semnificativi sunt: vrsta, (cu vrsta, crete posibilitatea fixrii stereotipurilor dinamice ,se
perfecioneaz adaptarea funciilor vitale la efortul solicitat), sexul (fetele dispun de
memorie,observaie rapid,finee i dexteritate manual,rezisten la ritm monoton, precizie i
rapiditate n execuie, n schimb fora muscular este mult inferioar celei de la biei), caracterul
efortului (intensitate, durat, natur), starea psihic (constrngerea, teama, nelinitea scad
capacitatea de lucru dup cum optimismul,ncrederea duc la creterea randamentului), dezvoltarea
fizic,starea de sntate (perioada de incubaie i convalescen, bolile cronice modific
randamentul), condiii nefavorabile de lucru(disconfort termic,zgomot,praf,nivelul luminrii,noxe
chimice). Participarea activ a colarilor la rezolvri de probleme,de situaii,antrenarea lor la a
nva prin a face se consider n prezent a fi cea mai practic metod de nvare. Renumitul
proverb chinez, anticipnd cu sute de ani principiul problematizrii spune : Ceea ce aud uit
aproape totdeauna,ceea ce vd mi amintesc uneori,dar ceea ce fac nu uit niciodat.
Atenia, memoria, gndirea, imaginaia colarilor ajung spre un nou stadiu ascendent. Este
necesar s le satisfacem curiozitatea copiilor, s le rspundem la ntrebri,oferindu-le explicaii i
argumente n raport cu puterea lor de nelegere.
Educatorii i prinii trebuie s nu-i tensioneze negativ,s nu-i dezamgeasc ci s le creeze
stri care s le ofere posibilitatea unor simiri i triri sufleteti pozitive, optimiste, sentimente de
prietenie, de dragoste fa de prini, de cadrele didactice, de colegi,de nvtur.
Trebuie s le crem condiii favorabile pentru consumul surplusului de energie prin
nvtur, jocuri didactice, sport, odihn activ n spaii organizate (sli de gimnastic, terenuri de
sport). Ei i sprijin i i ndrum pentru a nva deprinderi, abiliti care sa-i ajute s fac fa cu
succes solicitrilor vieii. Lumea muncii, a profesiilor i ocupaiilor a cunoscut n ultimul timp o
dinamic accentuat,fr precedent, determinat de factori de natur sociali, economici i
psihologici. Societatea evolueaz, cerinele ei sunt tot mai diverse i schimbtoare astfel nct se
impune pregtirea tinerei generaii pentru a se adapta acestor solicitri.

BIBLIOGRAFIE:
1. Igiena- H.Straus-Editura Didactic i pedagogic,Bucureti-1975 2. Psihologie colar-
Cosmovici,A.,Iacob,L,-Editura Polirom,Iai,-1998

AVANTAJELE MERSULUI PE BICICLET

Prof. Cucu Gelu Florin

Liceul Stefan Procopiu Vaslui

Ciclismul este, fr doar i poate, una dintre cele mai rspndite i n acelai timp benefice
pasiuni. Fr ndoial ciclismul este o pasiune potrivit pentru persoanele de toate vrstele, fiind o
activitate cu foarte multe beneficii pentru organism.
Scurt istorie a ciclismului
Ciclismul, dup cum bine tii, reprezint deplasarea folosind bicicleta ca mijloc de
transport. Pe lng faptul c foarte multe persoane mbrieaz ciclismul ca pe un hobby n
adevratul sens al cuvntului i ca pe o activitate cu foarte multe beneficii pe care o pot desfura n
timpul liber, ciclismul este i un sport care poate fi mprit n mai multe ramuri.
Istoria ciclismului este foarte interesant. nc din cele mai vechi timpuri oamenii au ncercat prin
diverse modaliti s i fac deplasrile mai uoare i n primul rnd mai rapide pentru a explora

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zonele pn atunci necunoscute. Inventarea bicicletei a reprezentat un moment foarte important n
istoria omenirii. Bicicletele pe care astzi le folosim sunt foarte moderne, ns schiele primelor
biciclete dateazdin jurul anului 1493 i aparin lui Gian Giacomo Caprotti, elev al lui Leonardo da
Vinci. Mai trziu, n anul 1791, Comte de Sivrac a realizat un celerifer, ceea ce avea s se
transforme mai trziu n biciclet pe care o folosim n zilele noastre. Termenul biciclet a fost
folosit pentru ntia oar n Frana n anul 1860.
Utilitatea acestui mijloc de transport a fost dovedit n situaii foarte dificile cum ar fi
rzboiul. Chiar dac nu era potrivit pentru lupte, acest mijloc de transport era folosit de ctre soldai
pentru a se deplasa mai rapid dintr-o regiune n alta. Mai mult dect att, bicicletele au fost utilizate
n trecut i pentru o deplasare mai rapid n zone mai greu accesibile, cum ar fi crestele munilor.
Aceast activitate a fcut ca o ramur interesant a ciclismului mountainbiking s se
dezvolte ncepnd din anul 1970, pentru ca n prezent s devin, de asemenea, un sport foarte des
practicat i o pasiune deosebit.
Nu a trecut mult timp dup introducerea bicicletei ca mijloc de transport, pn cnd
adevrate competiii au nceput s fie organizate. Avnd n vedere c bicicletele au evoluat rapid n
diverse modele, i cursele organizate au nceput s fie diferite, n funcie de tipul de biciclet
utilizat.
De-a lungul timpului, mijloacele de transport care folosesc dou roi au suferit numeroase
schimbri. In prezent, bicicleta reprezint principalul mijloc de transport al oamenilor din foarte
multe regiuni ale ntregii lumi, ciclismul devenind, dup cum am spus i anterior, una dintre cele
mai populare i apreciate pasiuni.
Avantajele mersului pe biciclet:
Avantajele mersului pe biciclet din punct de vedere medical
Vei dormi mai bine o plimbare matinal cu bicicleta te va obosi pe termen scurt, ns va
face minuni pentru somnul din timpul nopii.
i protejezi intestinele activitile fizice reduc timpul necesar pentru traversarea intestinului gros
de ctre mncare, limitnd astfel cantitatea de ap absorbit de organism. n plus, exerciiile
aerobice accelereaz ritmul cardiac i respirator, ceea ce ajut la stimularea contraciei muchilor
intestinali. n afar de faptul c te protejeaz de senzaia de balonare, te protejeaz i de apariia
cancerului intestinal.
Creierul funcioneaz mai bine O cretere cu 5% a activitilor de fitness cardio-
respiratorii, venit prin adugarea de edine de ciclism, au dus la o cretere de 15% a rezultatelor
obinute la testele de inteligen. Acest lucru se datoreaz faptului c ciclismul ajut la formarea de
celule noi n hippocampus, regiunea creierului responsabil cu memoria, care se deterioreaz dup
vrsta de 30 ani. Ciclismul trimite mai mult snge i oxigen la creier, ceea ce duce la regenerarea
receptorilor.
Reziti mai bine la boli Ciclismul este cea mai bun modalitate de a te menine sntos. Studiile
arat c persoanele care fac ciclism timp de 30 minute pe zi, 5 zile pe sptmn, i iau de 2 ori
mai puine zile de concediu medical fa de persoanele sedentare.
Sistem circulator i repirator mai bun mersul pe biciclet face ca plmnii s lucreze de 10
ori mai mult dect dac ai sta pe fotoliu n faa televizorului. Mersul regulat pe biciclet va ajuta, n
timp, la ntrirea sistemului cardiovascular, fapt care va permite inimii i plmnilor s lucreze mai
eficient i s livreze mai mult oxigen acolo unde este necesar, ntr-un timp mai scurt. Asta nseamn
c vei obosi mai greu atunci cnd faci orice fel de activitate fizic intens.
Avantajele mersului pe biciclet din punct de vedere estetic
Ari mai tnr Mersul regulat pe biciclet i protejeaz pielea de efectele negative ale
radiaiilor ultraviolete i reduc semnele mbtrnirii. O circulaie mai bun a sngelui n urma
exerciiilor fizice nseamn c oxigenul i substanele nutritive vor fi livrate mai eficient celulelor,
n timp ce elimin toxinele. Exerciiile sunt un cadru ideal pentru ca organismul s produc mai
mult colagen, fapt care ajut la reducerea apariiei ridurilor i la accelerarea proceselor de
vindecare.

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 Primul pas pentru a slbi majoritatea persoanelor care vor s slbeasc se gndesc s
nceap s fac jogging sau s alerge. Problema este c, dac vrei s slbeti, este logic c eti
destul de plinu, adic ai o greutate cam mare. Jogging-ul presupune ca aceast greutate mare s fie
preluat pe rnd de oasele i articulaiile picioarelor, iar asta poate fi ceva distructiv pentru scheletul
osos. Cea mai bun activitate pentru a ncepe s slbeti este ciclismul.
Devii n form cu efort minim persoanele care se plimb cu bicicleta n mod regulat au o
form fizic egal cu a unei persoane sedentare, dar cu 10 ani mai tnr.
Arzi mai mult grsime fiziologii sportivi au descoperit c rata metabolic a organismului
nu este ridicat doar n timp ce mergi cu bicicleta, ci rmne ridicat timp de cteva ore dup ce
termini plimbarea. Asta nseamn c, dup o plimbare de 30 minute cu bicicleta, organismul tu va
continua timp de cteva ore s ard mai multe calorii dect ar arde dac ai fi stat acas. Un studiu
recent a artat c ciclitii care au fcut i cteva sprinturi rapide cu bicicleta au ars de 3 ori i
jumtate mai multe calorii dect cei care au mers cu bicicleta ntr-un ritm lent i constant.
Avantajele mersului pe biciclet din punct de vedere al timpului
Ajungi mai repede la destinaie majoritatea oraelor mari au o problem cu traficul, n
sensul c este foarte aglomerat, n special la orele de vrf. Statul n main la semafor sau n
ambuteiaje nseamn timp pierdut, iar mersul cu bicicleta nseamn c, chiar dac viteza de
deplasare este mai mic dect cea a unei maini, vei ajunge la destinaie mai repede deoarece nu vei
avea perioade de staionare i nici perioade n care mergi bar la bar (sau roat la roat). De
asemenea, nu vei mai pierde timp cu gsirea unui loc de parcare, sau cu deplasarea de la main la
cldire i napoi.
Trieti mai mult Kings College din Londra a comparat 2400 perechi de gemeni identici
i a concluzionat c cei care au fcut exerciii fizice echivalente cu 45 minute de ciclism pe zi, 3 zile
pe sptmn, erau, din punct de vedere biologic, cu 9 ani mai tineri dect fraii/surorile lor, chiar i
dup ce s-au eliminat ali factori care ar fi putut afecta rezultatele, cum ar fi IMC (indicele masei
corporale) sau fumatul. Doctorul LynnCherkas, cel care a condus acest studiu, spune: Cei care fac
regulat exerciii fizice prezint un risc mult mai sczut de a contracta boli cardiovasculare, diabet de
tip 2, orice tip de cancer, hipertensiune arterial sau obezitate. Organismul lor i mrete foarte
mult imunitatea i i regenereaz mult mai multe celule.
Avantajele mersului pe biciclet din punct de vedere social
Un alt avantaj al ciclismului ca hobby este acela c aceast activitate poate fi desfurat de
ntreaga familie. Vremea cald a sosit aa ca o plimbare cu bicicleta n parc alturi de cei dragi, sau
chiar n natur dac suntei pasionai de mountain-biking reprezint o activitate ideal care v va
relaxa i v va ajuta s nlturai stresul acumulat dup o sptmn ntreag de munc.
Dezvoli o dependen pozitiv nlocuiete un viciu, cum ar fi alcoolul, igrile sau
mncatul n exces al ciocolatei, cu obiceiul de a merge cu bicicleta. Vei fi o persoan mai sntoas
i mai fericit!
F-i prieteni i rmi sntos mersul cu bicicleta ntr-un mod regulat cu siguran te va
ajuta s cunoti persoane noi i, de ce nu, s-i faci noi prieteni. Un studiu efectuat de coala
medical Harvard, desfurat pe o perioad de 9 ani, a demonstrat c persoanele nconjurate de
prieteni sau confideni au redus riscul de moarte prematur cu 60%. Rezultatele studiului au fost
att de importante, nct cercettorii au concluzionat c a nu avea prieteni sau confideni este la fel
de ru pentru organism precum fumatul.
Eti mai vesel chiar dac eti suprat, stresat sau deprimat atunci cnd pleci la plimbare,
totul se va schimba n urmtoarele 30 minute. Activitile fizice care presupun un efort cel mult
moderat vor face organismul s secrete endorfine, fapt care lupt n mod direct mpotriva stresului
i depresiei. Pleci cu bicicleta stresat i te ntorci o alt persoan! Comparativ cu acum 3 ani, de 4
ori mai muli medici generaliti prescriu i exerciii fizice ca parte a unui tratament mpotriva
depresiei!
Avnd n vedere c exist mai multe tipuri de ciclism, suntei liberi s alegei tipul preferat.
Dac suntei pasionat de aventur i iubii natura, mountain-biking-ul este alegerea perfect. Este o
activitate cu foarte multe beneficii ns pot exista i riscuri. Mountain-biking-ul reprezint

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practicarea ciclismului n zone accidentate, de cele mai multe ori pe crrile de munte, unele trasee
find special amenajate. n acest fel putei combina dragostea pentru acest sport cu frumuseea
naturii. Pe de alt parte, din ce n ce mai muli adolesceni amatori de senzaii tari sunt pasionai de
BMX, n special de partea de freestyle, deoarece pot ncerca cele mai interesante trick-uri n
skatepark-urile special amenajate.
Salvezi planeta Mersul pe biciclet nu doar c este benefic pentru sntate, ns este foarte
ecologic i ajut la protejarea mediului, spre deosebire de maini care nu fac dect s polueze
mediul nconjurator. n foarte multe ri dezvoltate, oamenii renun la maini i aleg s se
deplaseze folosind acest mijloc de transport att de util.
Este foarte adevarat c pe lng avantaje, exist i un mic dezavantaj. Dac alegei s
practicai mountain-biking, echipamentul este mai mult dect necesar deoarece riscul accidentrilor
este mult mai mare. Bicicletele de tip mountain-bike sunt special concepute pentru acest sport, i
cele BMX de asemenea ns, pe lng biciclete, echipamentul de protecie este foarte necesar.
Acesta trebuie s conin casca de protecie, ochelarii pentru a v proteja de praf, genunchiere i n
unele cazuri i costumul de protecie.
Aadar, dac nc nu tii cum s profitai de razele de soare dup o sptmn stresant,
alegei ciclismul. Aceast pasiune este, dup cum ai putut observa, foarte benefic att pentru
organism, ct i pentru psihic, reprezentnd o minunat metod de a v relaxa, de a v apropia de
natur, de a petrece timp cu persoanele dragi i nu n ultimul rnd de a v menine n form.
Cred c te-ai convins de avantajele mersului pe biciclet, ndreptate n special asupra
sntii i longevitii tale, aa c nu mai atepta, f din asta un obicei zilnic. Nu ai biciclet? Nu e
problem, gseti sute de oferte potrivite oricrui buzunar!

ROLURILE PARENTALE I PARTENERIATUL EDUCAIONAL FAMILIE COAL

prof. Cristina Dogariu, C.J.R.A.E. Vaslui

prof. Tiberiu Dogariu, Liceul Teoretic Mihail Koglniceanu Vaslui

Privind copilul din perspectiva legturilor afective pe care acesta le are cu prinii si, ne
dm seama c mediul familial este unul prin excelen afectiv, o coal a sentimentelor, cum l
denumete P. Osterrieth (apud. Holban, I., 1978), un mediu care modeleaz personalitatea i i
permite copilului s se dezvolte ca o individualitate echilibrat i bine adaptat condiiilor vieii.
Spre deosebire de familia tradiional, familia modern nu mai este att de rigid n
meninerea valorilor, i modific structura i rolurile, abordnd un nou stil de via. Rolurile unui
printe par a fi, n acelai timp, cel mai dificil i cel mai uor de realizat dintre toate cele pe care le
are un adult n viaa sa. Este deosebit de greu ca un printe s reziste tot timpul ritmului antrenant
impus de copil, s aib rbdare s rspund la toate ntrebrile fr sens ale acestuia, s reueasc
s vad lumea prin ochii lui. Pe de alt parte, este foarte uor cnd vine acas de la serviciu, s dea
cteva sarcini copilului, iar atunci cnd i pierde rbdarea s-1 pedepseasc la cea mai mic
greeal. Responsabilitatea care cade pe umerii printelui este una imens. El este modelul pe care
copilul l urmeaz, el i ofer acestuia condiii de via, securitate afectiv, educaia de baz etc.
Practic, de modul n care printele i ndeplinete rolurile depinde viitorul copilului. Rolurile
prinilor reprezint un set de ateptri fa de acetia n relaie cu copiii.
Ce roluri poate ndeplini un printe fa de copil? (Ghid Identificarea i adresarea nevoilor
emergente ale copiilor din Romnia)

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 Rolul de educator
Printele selecteaz acele cunotine si experiene pe care s le transmit copilului cu scopul de a-l
transforma pe acesta ntr-o fiin autonom. Provocarea const n a nu transmite copilului
informaia gata prelucrat, ci n a crea cadrul pentru aciune proprie, reflecie i descoperire.
Rolul de model i reper valoric
Printele este cel care, voluntar sau nu, l influeneaz pe copil n respectarea sau nu a normelor i
construirea propriului sistem de valori. Copiii doresc s se comporte ca adulii de succes din jurul
lor.
Rolul de consilier
Printele este cel care trebuie s fie alturi de copilul lui i s l ndrume s caute alternative, s
anticipeze efectele, s i asume responsabiliti.
Rolul de ndrumtor spiritual
Printele este cel care i influeneaz mult pe copii n orientarea spre o anumit religie, adesea
impunnd-o .
Rol de susinere i motivare
Crearea cadrului n care copilul s i poat desfura jocurile i activitile, punerea la ndemn a
resurselor, stimularea copilului spre a se implica n activiti, ncurajarea acestuia, lauda, oferirea de
ajutor sunt sarcini ale prinilor. Antrenarea perseverenei, a rezistenei la efort, stabilirea de scopuri
i gsirea resurselor i mijloacelor pentru atingerea lor reprezint direcii prin care printele i
exercit rolul de susinere i motivare fa de copii.
Rolul de partener
Dezvoltarea n parteneriat printe-copil a unor proiecte, participarea mpreun la jocuri i activiti
ntresc relaia dintre acetia i au multiple valene formative asupra copilului.
Rol normativ
Uneori printelui i revine i rolul de a-l informa pe copil despre ceea ce este bine i ce nu i de a-i
impune s se comporte n consecin.
Rol de ocrotitor
Asigurarea drepturilor fundamentale ale copilului sunt obligaii ale oricrui printe.
n lucrarea Consiliere familial, autorii consider c rolurile prinilor sunt:
s fie cluze, s ofere sprijin moral i material
s i asculte copilul, ncercnd s se transpun n situaia lui
s se intereseze de problemele copilului, pentru a descoperi de ce are acesta nevoie
s fie flexibili, dispui s i schimbe opiniile, deoarece copilul poate veni cu informaii i
experiene care le sunt strine
s evite conflictele atunci cnd copilul nu este de acord cu ei
s se gndeasc la consecinele reaciilor i faptelor lor
s ofere ntotdeauna variante de gndire i aciune
s determine rspunsul cel mai apropiat de capacitatea de nelegere i ateptrile copilului
(oitu, L, Vrjma, E. Pun, E., 2001).
O parte dintre aceste roluri sunt, odat cu creterea copiilor, asumate de ctre instituiile de
nvmnt, preluate i continuate de ctre acestea. Pentru a mbunti i a spori oportunitile de
nvare ale elevilor, este necesar un parteneriat educaional real care include educatori, elevi,
prini, comunitate.
Cercetrile arat c astfel de programe pot mbunti rezultatele colii, pot ntri relaiile
familiale, pot revigora implicarea comunitii i, cel mai important, pot crete performanele
elevilor, pot duce la obinerea succesului colar al acestora, implicit la diminuarea fenomenului de
prsire timpurie a colii. Intervenia, n cazul elevilor, nu trebuie s se opreasc la nivelul colii i
al elevului, ci trebuie s vizeze i familia, prinii, precum i comunitatea care poate sprijini familia
n anumite situaii sau se poate implica acolo unde, din pcate, nu exist prezena i suportul
membrilor familiei.
Principalele avantaje ale parteneriatelor dintre coli, familii i comuniti au fost subliniate
de M. Agabrian i V. Millea:

863
 ajut profesorii n munca lor;
perfecioneaz abilitile colare ale elevilor;
mbuntesc programele de studiu i climatul colar;
mbuntesc abilitile educaionale ale prinilor;
dezvolt abilitile de lideri ale prinilor;
conecteaz familiile cu membrii colii i ai comunitii;
stimuleaz serviciul comunitii n folosul colilor;
creeaz un mediu mai sigur n coli.
Un program bine organizat ncepe cu o echip de aciune, alctuit din cadre didactice,
administratori, prini i ali membri ai comunitii, echipa de aciune este legat de consiliul colii.
Cu un accent clar pe promovarea succesului elevilor, echipa scrie planurile anuale pentru implicarea
familiei i a comunitii, implementeaz i evalueaz activitile i integreaz activitile realizate
de alte grupuri i cadrele didactice ntr-un program de parteneriat global pentru coal.
Planurile anuale de aciune utilizeaz un cadru de cercetare cu referire la ase tipuri de
implicare: abilitile parentale, comunicarea, voluntariatul, nvarea acas, luarea deciziilor,
precum i colaborarea cu membrii comunitii i se concentreze asupra obiectivelor de mbuntire
a colii. Prin punerea n aplicare a activitilor pentru toate cele ase tipuri de implicare, colile pot
ajuta parinii s se implice la coal i acas n diferite moduri care s rspund nevoilor copiilor i
ale familiei. Aceste programe ajut colile s abordeze provocrile i s i mbunteasc
planurile, activitile de informare, astfel nct toate familiile s poat fi parteneri reali i importani
n succesul colar al copiilor lor. Cele ase tipuri de implicare, dup Epstein, sunt:
CALITATEA DE PRINTE (sprijinirea familiilor n ceea ce privete abilitile de cretere i
ngrijire a copiilor, nelegerea dezvoltrii copilului i adolescentului i crearea acelor condiii n
familie care sprijin copiii n calitatea lor de elevi la fiecare nivel de vrst sau educaional;
sprijinirea colilor pentru a nelege mai bine familiile, mediul, cultura, nevoile i scopurile copiilor)
COMUNICAREA (comunicarea cu familiile n legturp cu programele colii i cu progresul
nregistrat de elevi prin intermediul unor canale de comunicare eficiente coalfamilie i familie
coal)
VOLUNTARIATUL (mbuntiea procesului de recrutare, formare, precum i a activitilor i
programelor pentru a implica membrii familiilor ca voluntari i organizarea de audiene la coal
sau n alte locaii, pentru a sprijini elevii i programele colii)
NVAREA ACAS (implicarea familiilor pentru a desfura activiti de nvare mpreun cu
copiii lor, acas, incluznd teme pentru acas i alte activiti i decizii legate de curriculum;
ncurajarea cadrelor didactice pentru a alege temele care s permite elevilor s mprteasc i s
discute sarcini interesante)
LUAREA DECIZIILOR (includerea famililor n calitate de participani la deciziile colii i la
susinerea colii prin intermediul asociaiilor mixte de prini i profesori, a consiliilor, comitetelor
colare sau a altor organizaii ale prinilor)
COLABORAREA CU COMUNITATEA (coordonarea i gestionarea resurselor i serviciilor
pentru familii, elevi, precum i pentru coal, mpreun cu grupuri comunitare, inclusiv
ntreprinderi, agenii, organizaii culturale i civice, colegii sau universiti. Comunitatea poate
contribui la oferirea de servicii educaionale de calitate)
colile ar trebui s organizeze i dezvolte astfel de activiti n care s implice i familiile
copiilor, precum i programe durabile de parteneriat. Educatorii, prinii i ali membri ai
comunitii au obligaia moral de a lucra mpreun pentru a-i ajuta pe elevi s obin succesul la
coal i n via.

Sugestii de activiti cu prinii

1. Analiza unor afirmaii/ Alegerea forat
a. Copiii nu pot lua decizii bune, ntruct ei nu au maturitatea necesar.
b. Copiii pot lua decizii bune, dac sunt bine informai

864
 2. Fiecare printe se prezint vorbind despre rolul su, n termeni de puncte slabe i puncte tari i
lucrurile pe care ar trebui s le nvee pentru a fi un printe mai bun.
3. n grupuri mici, prinii vor descrie modul n care comunicau ei cu proprii prini. Ei vor
ncerca s i aminteasc lucrurile care mergeau bine, la fel pe cele care nu erau reuite.
4. Prinii i amintesc despre propria adolescen, dup care, n grupuri mici, vor ncerca s
alctuiasc portretul adolescentului ideal.
5. Prinii vor descrie situaii n care s-au simit confortabil pentru c proprii copii i-au ascultat.
Apoi, pe o foaie de flip-chart, vor nota cum ar trebui sa s comporte un bun asculttor. n
final, n grupuri mici, prinii vor discuta despre situaiile n care ei au fost buni sau ri
asculttori pentru copiii lor.
6. Valorile mele (Consilierea carierei prin colaborarea cu prinii - Manual de instruire pentru
consilierii vocaionali, PARTEA I, editor: Magorzata Tarkowska (Polonia) Paszkowska-
Rogacz, Tarkowska, 2004; pe baza Weiss, Dawis, England, Lofquist, 1965, i inspirat din
Kirk and Kirk, 1995)
Din valorile enumerate mai jos alegei 7 care sunt cele mai importante pentru voi, ntr-o
situaie de munc i notai alegerea n prima coloan. n cea de-a 2 coloan, aranjai valorile alese
de la cea mai important la cea mai puin important, descriindu-le cu numerele adecvate (1 este
pentru cea mai important, 7 cea mai puin important)
Prinii pot de asemenea s se gndeasc mpreun care valori sunt importante pentru copiii
lor i dac le-au discutat vreodat mpreun. Cum transmitem mai departe valorile muncii copiilor
notri?
Valori 1 2
1. s ii foloseti talentele i abilitile n munc
2. posibilitatea de a ndeplini sarcini diferite
3. ansa de a testa propriile metode n munc
4. a primi o plata adecvat pentru sarcinile ndeplinite
5. posibilitatea de a fi cineva
6. posibilitatea de a lua singur decizii
7. oportunitatea de a te simi mplinit
8. a avea condiii de lucru bune
9. posibilitatea unei munci n care s fii independent
10. a primi recunoatere pentru o slujb bine fcut
11. a lucra sub conducerea unui ef competent
12. posibilitatea de a ajuta alte persoane
13. posibilitatea de a fi mereu ocupat, mereu n micare
14. s ai posibilitatea de a promova
15. s nu fii forat s ndeplineti sarcini contrare propriei
contiine
16. s ai parteneri care s fie capabili s lucreze n grup
17. s experimentezi situaii care s permit conducerea echipei
18. s ai o slujb permanent
Cea mai important valoare n momentul de fa

BIBLIOGRAFIE:
*** (2010) Identificarea i adresarea nevoilor emergente ale copiilor din Romnia, suport de curs.
Agabrian, M., Millea, V. (2005), Parteneriate coal-familie-comunitate, Institutul European, Iai.
Epstein, Joyce L, Clark Salinas, Karen (2004), Partnering with Families and Communities, in
Schools as Learning Communities, volume 61, number 8.
Holban, Ion (coord.) (1978) Cunoaterea elevului, o sintez a metodelor, Bucureti, Editura
Didactic i Pedagogic.
oitu, L, Vrjma, E. Pun, E. (2001), Consiliere familial, Iai, Editura Institutul European.

865
 REPERE CONCEPTUALE MODERNE IN METODOLOGIA
EVALUARII LA MATEMATICA

Prof.Opran Felicia
Colegiul Tehnic de Industrie
Alimentara Dumitru Motoc Bucuresti

,,Evaluarea este procesul prin care se stabilete dac sistemul i ndeplinete funciile pe
care le are, adic dac obiectivele sistemului sunt realizate.( J.Davitz, S.Ball, 1978,p.473)
Observm la muli elevi un interes slab fa de matematic, o demotivare datorat faptului
c o bun parte din ei nu-i mai propun s fie activi, s neleag i s asimileze cunotinele. Se
creioneaz astfel, o acut lips de comunicare, care poate conduce la eecuri colare. De aceea,
interesul nostru vizeaz practica evaluativ curent, care trebuie s fie mai mult apreciativ,
calitativ fa de produsele activitii de nvare , fa de prestaia elevilor n general, prin evaluare
cu msurarea cantitativ, cuantificat prin not.Evaluarea este cu att mai mult un subiect sensibil,
cu ct, noi profesorii, trebuie s identificm ceea ce se poate msura i ceea ce trebuie s apreciem,
s tim s msurm un exerciiu care are un criteriu clar de cuantificare Evaluarea este cu att mai
mult un subiect sensibil, cu ct, noi profesorii, trebuie s identificm ceea ce se poate msura i ceea
ce trebuie s apreciem, s tim s msurm un exerciiu care are un criteriu clar de cuantificare.
El poate fi comparabil cu o norm. Tocmai de aceea este necesar s tim s apreciem o problem,
sau o situaie problem, plecnd de la o serie de criterii clare de evaluare pe care trebuie s le
explicitm, s orientm astfel activitatea elevului n sensul obinerii unei nvri calitative.
Realitatea colar ne-a demonstrat c, uneori suntem n situaia de a pune sub semnul ndoielii,
obiectivitatea evalurii rezultatelor colare la scara ntregului sistem de nvmnt, chiar a unei
bune pri din cadrele didactice de la toate disciplinele de
nvmnt.
Trecerea de la nvmntul primar la cel gimnazial i apoi la cel liceal este corelat i cu
trecerea la un nou stil de munc, la un nou tip de exigen, corespunztoare finalitilor
respectivului ciclu colar. De aici i o scdere a nivelului valoric al notelor de la o treapt la
cealalt. Acest fapt se datoreaz fie a unei exigene diferite n actul notrii, dei se folosete aceeai
scar sau pentru c marea majoritate a elevilor de nivel mediu nu-i armonizeaz n timp conduita
cu noile cerine intelectuale ce presupun activiti complexe, cu noile stiluri didactice, cu valorile
sau atitudinile care-I contrariaz, i dezorienteaz uneori..
Conceptul de evaluare de sistem are la baz msurarea i aprecierea raporturilor dintre
nvmnt i societate, economie, cultur, i cum contribuie nvmntul la dezvoltarea social,
economic, cultural, etc., precum i analiza managerial a colii la nivel local, teritorial,central din
perspectiva eficienei procesului de nvmnt.
Evaluarea de proces, (dup Ion T. Radu), urmrete gradul de realizare a obiectivelor
microstructurale, aciune complex determinat de: finalitile macrostructurale(ideal pedagogic,
scopuri pedagogice), corelaiile profesor-elev; rezultate colare metodologie folosit,
corespondenele obiective-coninuturimetodologie; operaiile de msurare i apreciere;instrumentele
de evaluare). (David Ausubel; Floyd Robinson, 1981,pag.667).
O schem sugestiv pentru a nelege mai bine ce nseamn evaluarea de proces ne este
propus de profesorii Ioan Neacu,Dan Potolea, Ion T. Radu,(1996) , care definesc evaluarea de
proces ca o sum de repere interogative care se constituie ntr-un
ansamblu unitar.
Structura evalurii de proces dupa Apud Neacu, I. 1996, cuprinde urmatoarele intrebari:
Ce evalum?
- cunotine, atitudini, aptitudini, deprinderi;
- dac tiu s fac i cum s fac, dac tiu s aplice n viaa real;
- obiectivele propuse;

866
- performanele celui evaluat;
- curriculumul colar;
- metodele folosite;
- procesul de instruire;
- rezultatele;
De ce evalum?
- pentru mbuntirea rezultatelor;
- pentru mbuntirea metodelor,mijloacelor a strategiilor de evaluare i a instrumentelor de
evaluare;
- pentru realizarea de selecii;
- pentru identificarea disfuncionalitilor la nivelul unei uniti colare;
- pentru optimizarea curriculumului colar;
- pentru mbuntirea capacitii de predare;
Cui folosete evaluare?
- celor evaluai;
- evaluatorului;
- prinilor;
- factorilor de decizie colar;
- comunitii;
- agenilor economici;
Pe cine evalum?
- elevii luai individual;
- elevii luai n raport cu grupul din care fac parte;
- un grup, o clas, n raport cu un criteriu
anume -(grupa de vrst);
- un eantion;
- o unitate colar;
Cnd evalum?
- la nceputul unui proces(evaluare iniial);
- n timpul procesului(evaluare continu sau formativ);
- la sfritul procesului sau a unei etape a procesului(evaluare sumativ sau final)
Cum evalum?
- prin ce metode?
- cu ce tehnici i procedee?
- cu ce instrumente?
Cum valorizm evaluarea?
- prin diseminarea rezultatelor;
- prin monitorizarea continu a rezultatelor;
- prin folosirea mass-mediei i a internetului;
Structura aciunii de evaluare didactic include trei operaii complementare uneia alteia,
manifestndu-se fie distinct, dac ne raportm la timp, fie concomitent, dac ne raportm la
scopurile urmrite, natura probelor :msurarea rezultatelor nvrii, aprecierea informaiilor
rezultate prin msurare i decizia.
Msurarea este operaia de evaluare bazat pe nregistrarea cantitativ a informaiilor cu ajutorul
unor instrumente de evaluare(chestionare, ghiduri, probe standardizate, tehnici statistice), care
genereaz o anumit obiectivitate constatativ. Msurarea cea mai fidel se realizeaz n cadrul
disciplinelor exacte n care natura cunotinelor este mai cert.
Aprecierea este operaia de evaluare care se refer la emiterea unei judeci de valoare n funcie
de anumite criterii calitative, specific pedagogice, independente n raport cu instrumentele de
msur folosite n cadrul procesului de nvmnt i n care profesorul joac un rol foarte important
ntruct, el pe baza propriei experiene asigur o diagnoz care s identifice dificultile de nvare
i s le remedieze.

867
 Decizia este operaia de evaluare de o mare complexitate psihologic i responsabilitate social,
care duce la o recunoatere a performanelor elevului asigurnd o caracterizare a procesului
instructiv-educativ cu o valoare de prognoz pedagogic.
Evaluarea trebuie s fie obiectiv, dar evaluarea se face de ctre subiecii concrei. Astfel,
subiectivitatea profesorului se manifest n ciuda cerinei de maximizare a gradului de obiectivitate.
Din aceast cauz apar erori de evaluare. Uneori performanele elevilor cresc sau descresc dar
evalurile rmn constante, alteori evalurile se modific fr nici o legtur cu evoluia real a
performanelor elevilor.
Evaluarea nu trebuie asociat cu eecul i sanciunea, ci cu posibilitatea de reflectare asupra
rezultatelor, cu formarea la cel evaluat a unei imagini ct mai corecte despre sine, nu numai cu
lipsurile care le are, ci mai ales cu calitile pe care le poate valorifica i dezvolta. Evaluarea trebuie
s-l informeze pe cel care nva asupra a ceea ce mai are de nvat. Pentru evaluator, evaluarea
este un instrument care i ofer o imagine asupra aciunilor sale. Analiznd rezultatele evalurii
profesorul poate schimba modul de predare, s adapteze coninuturile i s aleag instrumente de
evaluare diferite. Reducerea erorilor subiective de evaluare trebuie s constituie o permanen a
evalurii.

BIBLIOGRAFIE
1. Manolescu Marin, Evaluarea colara - Un contract pedagogic, Editura Fundaia Cultural D.
Bolintineanu", 2002 Bucureti
2. Ausubel, R., nvarea n coal , E.D.P., Bucureti , 1981 ;
3. Cerghit, Ioan., Curs de pedagogie , 1988, Universitatea Spiru Haret
4. Jinga Ioan, Istrate Elena Manual de pedagogie, Ed. All Educaional, 1998
5. Neacu, I; Potolea, D; Radu, I.T. (1996). Reforma evalurii n nvmnt-Concepii i strategii.
Bucureti: Ministerul nvmntului i Consiliul Naional de Evaluare i Examinare.
6 .Neacu, I.(1999). Instruire i nvare. Bucureti: Editura Didactic i Pedagogic.
7. Radu, I.T. (1978). nvmntul difereniat. Bucureti: Editura Didactic i Pedagogic.

CONFLICTUL INTERGENERAIONAL INTRA FAMILIAL -

O REALITATE A ZILELOR NOASTRE

Prof. Arteni Elena Irina

coala Gimnazial Alexandra Nechita

Conflictul dintre generaii, tot att de vechi pe ct de nou este omenirea, a fost i mai este
nc tema de predilecie pentru numeroi i reputai specialiti n domenii ca sociologia, psihologia,
psihosociologia, psihanaliza etc.
nc de la primele ncercri de analiz i explicare a conflictului intergeneraional au aprut
o serie de preri diferite, ncepd cu existena sau inexistena acestui conflict i mergnd pn la
gsirea mecanismelor de rezolvare a acestuia.
Astfel, prerile sunt mprite: o parte dintre autori,( printre care C.Schifirne, Margaret
Mead, F.Elkin, W.Westley etc.) au o viziune oarecum mai optimist, n sensul c nu ar exista ntre
generaii conflicte n adevratul sens al cuvntului, ci simple nenelegeri, divergene, diferene n
opinii, neconcordane sau nepotriviri; ei mai pledeaz i pentru nlocuirea termenului de conflict
cu unul dintre termenii de mai sus pentru a se elimina tonul, conotaiile negative pe care le-ar
incumba termenul de conflict; o alt parte dintre autori,(printre care i Rodica Ciurea) sunt de
prere c existena unui conflict ntre generaii ar trebui pus sub semnul ntrebrii (autoarea mai
sus-menionat chiar i-a intitulat lucrarea sa ntr-un mod interogativ Conflict ntre generaii?),
deci ar fi una relativ; o alt parte dintre autori consider c exist conflicte ntre generaii,
manifeste sau latente, dar exist; n fine, o alt parte dintre autori sunt de prere c trebuie s

868
vorbim de conflict intergeneraional i nu de conflicte intergeneraionale, deci s-i acordm
termenului de conflict un caracter de universalitate.
Din punctul nostru de vedere, conflictele intergeneraionale trebuie explicate i nelese n
termeni de nenelegeri, divergene, diferene, nepotriviri, neconcordane. Conflictul
intergeneraional reprezin starea tensionat creat de interaciunea sau confruntarea unor opinii
diferite ce aparin i sunt susinute de ctre generaii diferite i care poate avea, att efecte negative,
distructive pentru prile preopinente sau pentru grupul din care acestea fac parte, ct i efecte
pozitive, constructive pentru acestea. Acest conflict intergeneraional se poate manifesta att la
nivelul grupurilor mari (organizaii, instituii, chiar la nivel societal), ct i la nivelul grupurilor mici
(familie, coal etc). Noi ne vom referi doar la conflictele ce se produc n grupurile mici, primare i
n special n cadrul familiei de origine, ntre copiii-adolesceni i adulii-prini.
Definim prin conflict intergeneraional intrafamilial conflictul care se produce ntre dou
generaii (n cazul nostru copii-adolesceni i adulii-prini) care fac parte din acelai grup de
apartenen familia. Conflictul intergeneraional intrafamilial desemneaz tensiunile, ostilitile
produse de confruntarea opiniilor diferite ce aparin unor grupuri de vrst diferite i care se
manifest n cadrul(interiorul) grupului familial. Cineva spunea c nu trebuie ca X s-l loveasc pe
Y pentru a ne da seama c acolo exist un conflict. Prin urmare, conflictul luat ca opoziie, ca
antitez nu trebuie s reflecte exclusiv numai nuanele violente, ci i tensiunile i divergenele,
relaionrile ncordate, manifeste sau latente etc. Referindu-se la grupul familial ca spaiu de
cercetare, P.Osterrieth considera c familia formeaz un eantion foarte reprezentativ al
societii, ale crui influene copilul le resimte nc din prima zi de via.
Ca i n societate, n familie gsim i amestec de generai, deci confruntare ntre trecut i
viitor, i solidaritate profund care unete pe toi membrii pe un fond complex de simpatie i
armonie dar i de conflicte i rivaliti. Mediul familial ca unitate social foarte redus - rmne
mediul care ofer cea mai mare cantitate i densitate de informaii.
n cadrul conflictului intergeneraional intrafamilial putem vorbi de trei entiti, entiti care
trebuie tratate laolalt, ca un tot unitar i anume:
a) adultul-printe;
b) copilul-adolescent;
c) mediul confruntrii familia.
Adultul-printe este primul agent care echilibreaz relaiile din interiorul familiei, care
creaz, susine i promoveaz sentimentul de siguran n tot grupul familial, care echilibreaz, prin
urmare, atmosfera de ordin familial n vederea asigurrii bunei funcionaliti a acestui grup. Printre
cele mai importante sarcini i responsabiliti ale adultului-printe menionm:
- asigurarea subzistenei i educaiei;
- educarea i dirijarea trebuinelor fiziologice n raport cu oportunitile familiale i cu
standardele sociale i culturale de via;
- dezvoltarea aptitudinilor, a limbajului i stimularea exersrii capacitilor practice,
cognitive, tehnice i sociale, care au rolul de a facilita securitatea personal i
comportamentul autonom;
- orientarea spre lumea imediat a universului familial, spre comunitatea mai larg, spre
societate, n aa fel nct adolescentul s fie pregtit s se confrunte cu marea varietate de
situaii i poziii care vor interveni n viaa de adult;
- trensmisia principalelor scopuri sociale i valori culturale care definesc modelul cultural-
normativ al societii, formarea motivaiei personale n raport cu scopurile parentale i
sociale;
- dezvoltarea capacitii de a ntreine raporturi interpersonale i de a rspunde n mod
adecvat sentimentelor altora;
- controlul libertii de comportament, limitarea <<transgresiunilor>> de la norm, corectarea
erorilor, oferirea unor ndrumri i interpretri.
n genere, prinii nu sunt pregtii pentru a face fa noului status social i implicit
problematicii specifice vrstelor prin care trece propriul copil. Dac n prima parte a vieii copilului

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(n copilrie) prinii tind s dea o importan major ndatoririlor lor fa de copil (apelnd la sfatul
medicului, la experiena i sprijinul celor mai n vrst etc.), n partea a doua a vieii copilului
denumit chiar a doua natere sau naterea ntru maturitate acesta este privit oarecum cu
superficialitate. Obinuii cu un copil mai mult sau mai puin asculttor, prinii se simt proprietarii
acestuia: ei l-au conceput, ei l-au iubit, ei l-au crescut, ei l-au protejat, ei l-au supravegheat, ei l-au
educat, ei l-au ndrumat pe un drum n via. S-a ajuns aadar la formarea i consolidarea unui aumit
climat social, a unui anumit stil, a unor deprinderi sau automatisme, a unui anumit tip de echilibru.
Surprini de un sentiment de panic fa de transformarea fiului lor din copil n adolescent cu un
comportament diferit de cel anterior, uneori prinii se dedau la manifestarea unor acte atoritare
excesive, la imixtiuni n intimitatea adolescentului, cu frecvente consecine negative.
Alteori, prinii se autocalmeaz, se autolinitesc i rmn indifereni, neintervenind, lsnd
lucrurile s se desfoare de la sine. Se vorbete deci de o oarecare dezorientare a prinilor ca
urmare a imprevizibilitii sczute n ceea ce privete dezvoltarea fiului lor i a problematicii acestei
dezvoltri.
n meseria de printe afirm P. Osterrieth fiecare vine cu modele interne anacronice n
raport cu familia actual, fiecare este ndemnat s acioneze, ca tat sau ca mam, conform cu
modelele de care este impregnat de la cea mai fraged vrst, fiecare este ndemnat s-i joace rolul
conformndu-se exemplului prinilor. i fiecare, n faa unei situaii noi i n faa unor principii
noi, poate fi cuprins de ndoial, dac nu chiar de anxietate, cci vechile imagini nu se potrivesc cu
mprejurrile noi.[]Fiecare printe trebuie s reinventeze rolul de printe i deci s-l gndeasc.
Nu este de mirare, deci, c aceast situaie genereaz incertitudini, dezorientare i incoerene n
atitudinea prinilor, de pe urma crora copilul are de suferit.
Relaia dintre printe i fiul su poate fi perturbat de o serie de exagerri ale prinilor ca
urmare a lipsei de afeciune (avitaminoz afectiv) i interes, fie unui interes i control
execerbate.
Familia rmne instituia cu o mare rspundere n ceea ce privete conduita i
comportamentele adolescenilor ce o compun.

Maria Voinea prezint aceste excese ale prinilor ntr-o form schematic, astfel:

Prinii sunt aadar arhitecii fiinei sociale a fiului/fiicei lor. Aciunile de tip moralizator
realizate de ctre prini i cu repercursiuni asupra copilului nu au nici o urmare, nici un rezultat
atta vreme ct acetia nu fac un efort pentru a nelege specificul procesului de formare i
desvrire a personalitii copilului. Din aceast cauz deosebit de negativ apare tendina unor
prini de a identifica moralitatea comportamentului copilului cu cea a adultului i de a-i cere
primului o moralitate matur, desvrit.

870
 Educnd aa cum au fost educai, fr a fi originali i fr a se adapta noilor condiii de
via, prinii comit o serie de greeli n educarea i formarea copiilor lor, n sensul c ei, fie
manifest atitudini educative diferite ntre membrii familiei, fie nu sunt consecveni n ceea ce
privete transmiterea de norme educative la copii.
Un alt factor care influeneaz prezena conflictului ntre prini i copii-adolesceni este
stilul de autoritate practicat de primii asupra celor din urm. Prinii sunt cei care, deseori, trateaz
adolescentul ca fiind un copil fr capaciti demne de luat n seam, fr responsabilitate,
determinnd ncpnare i manifestri negative. Prost neleas i/sau aplicat de ctre prini,
autoritatea constrngtoare, represiv, abuziv etc. determin apariia la adolescent a o serie de
fenomene negative, duntoare pentru el i mediul familial i chiar social (de exemplu
vagabondajul).
A.Berge menioneaz ca defecte ale prinilor urmtoarele tulburri: incapacitatea de a
iubi, teama permanent, hiperprotectivismul, slbiciunea, oportunismul, lipsa de
condescen, de respect etc.
n ncercarea de nelegere a specificului psihologic al adolescentului, prinii pot svri
dou greeli opuse:
1. subaprecierea dezvoltrii activitii lor contiente, considerndu-i nc mici i de aceea
ignor necesitile proprii firii lor, lsnd neutilizate bogate posibiliti de dezvoltare a multor
trsturi pozitive, specifice acestei vrste(ex. tendina crescnd a acestora de a fi independeni i
activi);
2. supraestimarea posibilitilor adolescentului ceea ce i va servi acestuia ca motiv pentru a
abuza de ncrederea ce i se acord, pentru a dispreui autoritatea prinilor i educatorilor, pentru a
manifesta impulsivitate, ncpnare, negativism.
n ceea ce privete raporturile dintre copii-adolesceni i adulii-prini, acestea trebuie privite din
cel puin 4 puncte de vedere:
- prinii trebuie s manifeste fa de adolescent afeciune i nelegere; indiferena
determinnd apariia temei i fricii i implicit schilodirea personalitii adolescentului;
- prinii trebuie s tie c exemplul lor este mult mai relevant i mult mai eficient din
punct de vedere pedagogic dect criticile, predicile, ciclelile;
- prinii nu trebuie s ignore faptul c adolescenii dispun de alte norme i valori,
specifice vrstei lor, i deci s le respecte ca atare;
- prinii nu trebuie s uite c schimbarea atitudinii lor este determinat de schimbarea
nesesizat a conduitei copilului i c atitudinea intransigent a lor poate genera noi
manifestri negative n conduita adeolescentului.
Psihologul Margareta Modrea este de prere c nimeni nu ne nva <<meseria >> de
printe! Fiecare urmeaz aceast <<coal>> atunci cnd i crete copii, numai c din acest
oportunitate, unii nva mai mult, alii mai puin.
Formarea copiilor depinde de generaia prinilor. n momentul n care deciziile i opiunile
adolescenilor se abat de la calea normal, se impune o diplomatic intervenie din partea celor
mai n vrst n sensul c experiena solid s participe la luarea unei hotrri nelepte i ntr-un
mod discret, nu ca o porunc.
Autoritatea sau temelia autocontrolului de mai trziu constituie un instrument de
socializare de prim importan. Raporturile i tipurile de autoritate ce pot fi avansate i susinute
de ctre prini n cadrul familial pot fi:
1. raporturi ntemeiate pe o autoritate rigid a unuia sau a ambilor prini care nu iau n seam
cerinele sau personalitatea copilului, totul fiind centrat pe interesel prinilor sau orientat n funcie
de modul cum prinii vd lucrurile chiar i n cazul cnd prinii cred c totul ar fi n beneficiul
copilului;
2. relaii de toleran caracteristice familiilor ce iau n considerare aspiraiile i trebuinele
fiecrui membru al su, toi fiind centrai pe realizare, perorman i prestigiu;
3. relaii familiale lipsite de orice autoritate, de orice instan de control i autocontrol unde
aparent copii au libertatea de a se dezvolta cum vor.

871
 n cadrul acestor raporturi intergeneraionale intrafamiliale, prinii sunt uneori captai de
ctre dorinele, gusturile, preferinele, sentimentele copilului, fapt ce determin i nelegerea
acestora fa de cerinele proprii i specifice adolescentului. Aceasta este situaia n care prinii nu
mai pot conduce, dup propriile convingeri, procesul de educare i formare a copilului lor aflat la
vrsta adolescenei.
Cel mai frecvent menionate probleme cu care se confrunt prinii ar fi greua determinare
a adolescentului n a executa o serie de sarcini de ordin gospodresc, conflictele ntre el i fraii i
surorile lui, neacceptarea disciplinei i sfaturilor venite de la prini i acionarea pe considerentul
c el tie totul, lipsa consecvenei n ndeplinirea rolurilor colare, nchiderea n sine i
imaturitatea afectiv.
Prin particularitile i problematica vrstei sale, adolescentul reprezint o surs de energie
regenerabil, util pentru micri de nnoire, de generozitate, de progres. Aceast specificitate reiese
att din trsturile de ordin temperamental caracteristice vrstei fiziologice i psihice a
adolescentului, ct i din poziia sa social reprezentat de un status social ambiguu din
nencrederea sa, chiar maturizat biopsihic fiind, n scara social a activitilor.
Fiind total sau parial neintegrat i neadaptat n sistemul social reprezentat de familia de
origine, adolescenii sunt din prisma acestui fapt mai neconformiti: ei nu depind sau depind n
foarte mic msur de obligaiile de ordin socioprofesional i familial dect adulii i astfel devin
foarte receptivi n ceea ce privete participarea lor activ la o serie de micri revoluionare.
Conflictul intergeneraional intrafamilial presupune detensionarea climatului familial i
rennoirea acestuia, reluarea cursului normal de via specific. De cte ori nu am simit c, n
urma unui conflict avut cu prinii, fraii, surorile, prietenul, prietena, soul sau soia, i iubim mai
mult dect nainte, i cunoatem mai mult ca nainte, ne atrag mai mult ca nainte i comunicm mai
mult ca nainte ?
Conflictul intergeneraional intrafamilial dispune de efecte pozitive i negative n ceea ce
privete grupul familial i viitorul convieuirii prilor implicate n cadrul acestui grup, ns ceea ce
apare ca efect a tot-cuprinztor este pasul n plus spre cunoaterea celuilalt i implicit a ta prin
intermediul celorlali, a poziiei n care te afli fa de ceilali i a drepturilor i obligaiilor ce decurg
din aceast poziie. Schimbnd mediul famillial ntr-un mod constructiv, pozitiv, componenii
acestuia se schimb pe sine n acelai mod.

BIBLIOGRAFIE
1. Pantelimon Golu Psihologie social, E.D.P., Bucureti, 1974,
2. Coord. Ursula chiopu Dicionar de Psihologie, ed. Babel, 1998,
3. Coord. C. Zamfir, L. Vlsceanu Dicionar de Sociologie, ed. Babel, 1998,
4. Dr. Ana Stoica-Constantin art. tiina rezolvrii conflictelor(II); n: Revista Psihologia,
nr.5/1995,
5. Sorin M. Rdulescu Homo Sociologicus, ed. Casa de editur i pres ansa S.R.L.,
Bucureti, 1994,
6. Dr. Nicolae Grosu Esenele sociologiei, ed. Militar, Bucureti, 1997,
7. Coord. Dr. Brbulescu,C. tefan.a. Tineretul i familia, Ed. Politic, Bucureti, 1970, p.77;
8. Constantin Schifirne Generaie i cultur, ed. Albatros, Bucureti, 1985,p.107;
9. Idem Tineretul ntre perrmanen i nnoire, ed. Politic, Bucureti, 1987;

872
 IMPORTANA BENZII DESENATE N PREDAREA DISCIPLINEI LIMBA I
LITERATURA ROMN
Prof. Popa Irina
Liceul Teoretic Mihail Koglniceanu Vaslui

Dac n nvmntul tradiional, principalele metode le constituie conversaia, expunerea,

demonstraia, toate centrate pe profesor, nvmntul modern solicit aplicarea metodelor active i
interactive care dezvolt gndirea critic a elevilor i-i transform din receptori pasivi ai informaiei
transmise n actani ai procesului didactic.
Aplicarea acestor metode care genereaz nvarea activ i prin care elevii sunt iniiai n
gndirea critic nu este simpl, ci necesit timp, rbdare, exerciiu i este de preferat s se fac de la
vrste fragede, la toate disciplinele, ns cu msur. Acestea trebuie s fie selectate i utilizate n
mod riguros, creativ, n funcie de obiectivele propuse, de specifcul grupului educaional i nu
trebuie s constituie un trend sau un moft al cadrului didactic.
Didactica actual pune accent pe mbinarea stilurilor de nvare vizual, auditiv i practic.
Banda desenat satisface cu succes exigenele stilului vizual, ntruct procesarea informaiei se face
prin utilizarea de imagini, diagrame, grafice i tabele, iar elevii prefer acest stil. Avantajele
utilizrii benzilor desenate n procesul predrii disciplinei limba i literatura romn constau ntr-o
nvare eficient. Elevii reuesc s vorbeasc repede, devin buni organizatori, observ n special
detaliile mediului (elementele fizice, materiale, concrete), rein mai repede ceea ce au vzut, dect
ceea ce au auzit, prefer s citeasc singuri un text, nu s li se citeasc.
Profesorul este cel care creeaz mediul educaional favorabil, stimulativ i interesant pentru
nvare n clas, iar elevul este cel care aduce ceva din viaa lui, din afara colii, din ciclul
precolar sau experiena lui de via. n cadrul orelor de limba i literatura romn, se pot folosi o
multitudine de metode care s strneasc interesul copiilor. Printre acestea se pot utiliza i metode
ale gndirii critice. Elevii citesc cu plcere orice text dac li se orienteaz atenia, curiozitatea i
interesul fa de acesta. De cele mai multe ori, aceste metode i solicit pe elevi s formuleze
ntrebri referitoare la text, ntrebri care s-i pun n dificultate pe colegii lor n cutarea
rspunsurilor. Nici unii, nici ceilali nu ar reui s fac acest lucru, dac nu ar citi textul cu atenie.
Animaia i cuprinde i atunci cnd ntrebarea pus are mai multe soluii. Uneori, metodele i
antreneaz n citirea pe roluri, prin dramatizri, prin organizarea i distribuirea rolurilor n echip,
precum i prin folosirea unui vocabular propriu n replicile lor. Dezbaterea unor probleme care i
intereseaz, folosind argumente pro i contra, i ajut s decid dac accept sau nu valorile i
ipotezele din text.
Una din metodele care poate fi folosit n cadrul orelor de limba i literatura romn i care
implic utilizsarea benzilor desenate este Jurnalul dublu. Folosindu-l, elevii pot observa c un
text poate fi redat prin imagini i invers. De aici elevul i formeaz deprinderi de a mpri textul n
fragmente, folosirea unei imagini n locul unui fragment i invers. Obinuii cu redarea textului prin
benzi desenate, ei constat c un text are un nceput (introducerea), o continuare a acestui nceput
(cuprinsul) i apoi ncheierea textului (sfritul), realiznd c textul nu poate fi lipsit de una dintre
aceste pri. Pentru a aplica aceast metod, copiii trebuie s-i mpart pagina n dou coloane,
trasnd o linie vertical pe mijloc. n partea stng se pot nota citate, fragmente, desene, benzi
desenate, iar n partea dreapt le vor comenta, vor justifica alegerea fcut, vor scrie ce i-a
determinat s fac aceast alegere. Pot nota, de asemenea, impresii, sentimente, preri, ntrebri pe
care i le-au pus atunci cnd au fcut alegerea sau dac le-a fost impus, pot s-i spun prerea pro
sau contra n legtur cu cerina dat. Aceast metod se poate aplica att la textele n proz, ct i
la cele n versuri, pentru c le d posibilitatea elevilor s exprime prin cuvintele lor tot ceea ce
cred, simt, tiu, gndesc i neleg despre text, fragment.
La rndul su, profesorul are privilegiul de a furniza materiale vizuale ntr-o varietate
grafic. Se poate folosi de scheme, fie, schie rezumative uor de citit i neles. Pentru conceperea
acestora se folosete de ntreaga varietate tehnologic: computer, videoproiector, camera de filmat,
fotografia, net etc.
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 Utilizat preponderent la clasele mici, n gimnaziu, banda desenat se folosete ca material
auxiliar n predarea i receptarea unor specii ale genului epic precum: basmul, schia, fabula n
alctuirea unor instrumente de lucru: fie atractive ce presupun nvarea prin joc sau metode
didactice ca Ciorchinele sau Explozia stelar. n cadrul orelor de literatur din liceu banda
desenat poate aprea la unitatea de nvare Aventur.Cltorie i Personaliti. Exemple. Modele
la clasa a IX a sau la romanul grafic ca un gen al benzii desenate serios, ambiios care se adreseaz
unui public matur sau n curs de maturizare, aa cum este cel format din elevii de liceu, n sensul c
abordeaz subiecte sociale grave, dificile de asimilat de ctre copii.
Amestecul de cuvinte i imagini l oblig pe elev s-i exerseze simultan abilitile
interpretative, vizuale i verbale. Cuvintele sunt redate ca imagini pe tot parcursul paginii, iar
imaginile devin textualizate, ceea ce ndeprteaz structura comunicativ de citirea tradiional i o
integreaz fenomenului transmedia (control, impact, context). Relaia cuvnt- imagine/semnificaie
- referent se reorienteaz spre domeniul dorinei autorului.
Elevii au privilegiul de a citi romanul n forma lui grafic, de a urmri filmul i de a iniia
dezbateri pe teme ca: familia, coala, credina, prietenii, experienele prin care a trecut protagonistul
i pe care cititorii le raporteaz la propria lor experien.
n contextul activitii didactice elevii au posibilitatea s-i completeze jurnale de lectur, la
fel de incitante precum cartea. i noteaz impresiile de lectur, i imagineaz c sunt jurnaliti i
adreseaz ntrebri autoarilor despre aspectele care i-au nedumerit n carte, pot propune la rndul lor
desene (simboluri, personaje sau figuri geometrice) care s surprind ce li s-a prut esenial n
fiecare capitol, pot interpreta desene asociate cu mrturisirile autoarilor sau pot compara cele dou
lumi n care triete autoarea, cu lumea lor.
n concluzie, forma aceasta de literatur strnge un numr foarte mare de fani, grafica
narativ ofer audienei o noutate n ce privete percepia existenei. Prin modul n care banda
desenat combin metodele formale specifice cu semantica mesajului se cristalizeaza conceptul de
arta secvenial.Ca sugestii de mijloace didactice care implic folosirea benzii desenate, demne de
semnalat sunt: posterele, colajele jocurile cu postit-uri, puzzel-uri, fiele de lucru etc.
Metodele i tehnicile active i interactive au avantaje i dezavantaje. Dezvoltarea gndirii
critice, caracterul formativ i informativ, valorificarea experienei proprii a elevilor, determinarea
lor de a cuta i dezvolta soluii la diverse probleme, evidenierea modului propriu de nelegere,
climatul antrenant, relaxat, bazat pe colaborarea, ncrederea respectul dintre profesor i elev sau
dintre elevi sunt cteva dintre avantajele metodelor i tehnicilor active care fac din lecie o aventur
a cunoaterii, n care copilul particip activ dup propriile puteri. Dintre dezavantaje putem
meniona pe cele de ordin evaluativ, temporal, material, de proiectare, deoarece se creeaz agitaie
n rndul elevilor, necesit introducerea de elemente de creativitate pentru a evita monotonia sau
repetiia.

874
 IMPORTANA ACTIVITILOR EXTRACOLARE LA GRDINI
Prof. nv. precolar Dorinela Turbatu Balan
Prof. nv. precolar Adina Gavril
Grdinia cu PP.Nr 19 Vaslui- coala Gimnazial Alexandra Nechita

Activitile extracurriculare i au importana lor n

activitatea educaional. Din ce n ce mai multe sisteme
educaionale le adopt i le recunosc meritele n mbuntirea
performanei copiilor la coal. S-a observat faptul c activitatea
de nvare d rezultate mult mai bune dac este mbinat i cu
cteva momente de distracie i detensionare.
Educaia extracurrricular i are rolul i locul bine stabilit n
formarea personalitii precolarilor. n grdinia contemporan
eficiena educaiei depinde de gradul n care se pregtete copilul
pentru participarea la dezvoltarea de sine i de msura n care
reuete s pun bazele formrii personalitii copiilor.
n acest cadru, nvmntul are misiunea de a-i forma pe copii sub aspect psihointelectual, fizic i
socioafectiv, pentru o ct mai uoar integrare social.
Complexitatea finalitilor educaionale impune mbinarea activitilor curriculare cu cele
extracurriculare, iar parteneriatul educaional, ca set de intervenie complementar, apare ca o
necesitate.
Activitile extracurriculare organizate de grdinia au coninut cultural, artistic, spiritual,
tiinific, tehnico-aplicativ, sportiv sau sunt simple activiti de joc sau de participare la viaa i
activitatea comunitii locale.
Activitile extracurriculare de mas reprezint activiti care cuprind aproape ntreaga mas a
copiilor dintr-o grup, mai multe grupe, sau chiar grupe de copii din mai multe grdinie . Aceste
activiti le ofer destindere, recreere, voie bun, satisfaciile atmosferei de grup, iar unora dintre ei
posibilitatea unei afirmri i recunoatere a aptitudinilor. Aceste activiti au caracter ocazional i
iau forme foarte variate.
- srbtorirea zilei de natere a unui copil la care particip colegi din toat grdinia;
- aniversarea zilei de natere a unor copii care au frecventat grdinia i acum sunt la coala
primar;
- vizionarea n grup a unor spectacole la teatrul de
ppui;
- vizitarea centrului de plasament;
- excursii;
- plimbri n parc;
- vizit la diferite muzee.
Excursiile i taberele colare contribuie la mbogirea cunotinelor copiilor despre frumuseile
rii, la educarea dragostei, respectului pentru frumosul din natur, art, cultur. Prin excursii, copiii
cunosc locul natal n care au trit, muncit i luptat naintaii lor nvnd astfel s-i iubeasc ara,
cu trecutul i prezentul ei. Prin excursii copiii pot cunoate realizrile oamenilor, locurile unde s-au
nscut, au trit i au creat opere de art scriitori i artiti.
Serbrile reprezint un necesar izvor de satisfacie, bucurii, creeaz buna dispoziie.
Serbrile pot lua forme variate, de la solemna evocare istoric la un vesel carnaval. La pregtirea i
realizarea serbrilor, copiii particip cu nsufleire i druire, din dorina de a oferi spectatorilor
momente de inut estetic, distracie, satisfacie, fcndu-le viaa mai frumoas, mai plin de sens.
-Ziua mamei, Ziua copilului, Sfrit de an.
- Serbri cu caracter istoric, cultural, comemorativ si religios: Ziua recoltei, Sf. Nicolae, Crciun,
Pati, 1 Decembrie, 24 Ianuarie, Ziua lui Eminescu, Ziua Europei, Carnaval;
Serbarea este modalitatea eficient de cultivare a nclinaiilor artistice ale copiilor contribuind la
dezvoltarea armonioas a personalitii copiilor.
875
 Vizionrile i spectacolele constituie o alt form de activitate extracurricular n grdinie,
prin care copilul face cunotin cu lumea minunat a artei.
Dei aceast form de activitate l pune pe copil n majoritatea cazurilor n rolul de
spectator, valoarea ei deosebit rezid n faptul c ea constituie o sursa inepuizabil de impresii
puternice, precum i n faptul c apeleaz, permanent, la afectivitatea copilului.
Vizionarea unor filme, diafilme, spectacole de teatru precum i a emisiunilor TV, poate
constitui de asemenea o surs de informaii, dar n acelai timp un punct de plecare n organizarea
unor aciuni interesante. De exemplu: vizionarea emisiunilor musicale, de teatru de copii, distractive
sau sportive, urmat de discuii pregtite n prealabil, pe lng faptul c realizeaz completarea unor
aspecte educative, stimuleaz i orienteaz copiii spre unele domenii de activitate: muzic, sport,
poezie, picture, etc.
La copilul de vrst precolar este strns legat de activitile desfurate n grdini i n
afara ei sub forma jocului, a nvturii i a muncii. Tocmai de aceea, o mare grij trebuie acordat
particularitilor de vrst i individuale ale copilului.
Activitiile extracurriculare contribuie la gndirea i completarea procesului de nvare, la
dezvoltarea nclinaiilor i aptitudinilor precolarilor, la organizarea raional i plcut a timpului
lor liber.
Avnd un caracter atractiv, copiii particip ntr-o atmosfer de voie bun i optimism, cu
nsufleire i druire, la astfel de activiti.
Potenialul larg al activitilor extracurriculare este generator de cutri i soluii variate.
Succesul este garantat dac ai ncredere n imaginaia, bucuria i n dragostea din sufletul copiilor,
dar s i lai pe ei s te conduc spre aciuni frumoase i valoroase.
n concluzie putem spune c activitatea extracurricular e o component educaional
valoroas i eficient creia orice cadru didactic trebuie s-i acorde atenie,adoptnd el n primul
rnd o atitudine creatoare,att n modul de realizare al activitii,ct i n relaiile cu copii,
asigurnd astfel o atmosfer relaxant care s permit stimularea creativ a copiilor.

BIBLIOGRAFIE :
Ionescu M. Chi ,,Mijloace de nvmnt i integrarea acestora n activitile de instruire i
autoinstruire, Editura Presa Universitar Clujean,Cluj-Napoca, 2001,
Lespezeanu M. ,,Tradiionalism i modern n nvmntul precolar, Editura S.C. Omfal,
Bucureti, 2007
Preda Viorica ,,Metodica activitilor instructiv-educative n grdinia de copii, Editura
,,Gheorghe Cru Alexandru, Craiova, 2009.

876
 METODE I ACTIVITI COLARE I EXTRACOLARE CREATIVE

Prof. Chirc Diana

coala Gimnazial Nr.1 Pucai

Activitile colare i extracolare pot constitui un cadru favorabil dinamizrii creativitii

prin: munca independent i n gru n clas, rezolvarea temelor pentru acas, expoziii ale
elevilor, concursuri, olimpiade etc.
Dintre metodele de nvmnt care dezvolt creativitatea, importante sunt cele active-
participative, printre care citm: nvarea prin problematizare i descoprire semidirijat, metoda
modelrii i exerciiile creative din manualele colare la sfrit de capitol sau dup un grup de
capitole. nvarea creativ are loc atunci cnd elevii particip activ la lecie, coopereaz n
perechi i grupuri, cutnd, aflnd i aplicnd elemente noi de cunotine, capaciti i aptitudini,
prin intermediul metodelor active, cum sunt descoperirea, problematizarea, modelarea, exerciiile
creative, jocul de rol etc.
Sistemul educaional contemporan i ofer elevului posibiliti de a cunoate valorile reale ale
culturii prin contact direct cu creaii artistice. O activitate instructiv va contribui la dezvoltarea
creativitii dac profesorul va orienta gndirea elevului spre rezolvarea sarcinii puse n faa lui de
sinestttor, original, descoperind ingeniozitatea copilului, dorina i posibilitatea de a crea. Dac
copilul este constrns s rspund doar la ntrebrile profesorului, gndirea va rmne la gradul
reproductiv. Misiunea profesorului este de a utiliza diferite metode i procedee menite s dezvolte
creativitatea copiilor, s-i fac pe copii dornici de a-i exprima prerea proprie, de a face deducii,
de a-i confirma poziia i opinia personal.
E important ca metodele i procedeele folosite la lecii s nu fie selectate la ntmplare, ci n
concordan cu obiectivele puse, etapele leciei, vrsta elevilor, contingentul clasei. Toate acestea
vor realiza eficiena metodelor i procedeelor alese spre utilizare. mbinarea a mai multor
categorii de metode ofer ct mai multe anse de stimulare a activitii creative.
Formarea imaginaiei creative la elevi n cadrul orelor de limb i literatur romn se vor
efectua n dependen de metodele i procedeele folosite de profesor dac:
Se vor ntrebuina tehnici de lucru care le va crea diferite imaginaii.
Se va insista asupra claritii ntrebrilor, felului de a gndi i de a rspunde;
Se va cere expunerea fluent i comentat a diverselor gnduri.
Deosebit de important este atitudinea profesorului, relaia sa cu elevii. Nu este deloc indicat
poziia sa autoritar. Ea creeaz blocaje afective, copiii nu ndraznesc s pun ntrebri, se tem de
eec, de ironii.
nvarea creativ, n cadrul leciei de limb i literatur romn, reprezint acea form a
nvrii, care are ca scop final realizarea unor componente individuale i colective orientate spre
cutarea, aflarea i aplicarea noului.
Profesorul va organiza activitatea creativ la leciile de limb i literatur romn innd cont
de urmtoarele criterii ale creativitii:
Creativitatea i procesul creativ;
Creativitatea ca noiune psihopedagogic;
Diagnosticarea creativitii elevilor;
Metoda rezolvrii creative de probleme;
Dezvoltarea inteligenelor multiple. Dezvoltarea inteligenei verbal-lingvistice;
Ghidarea imaginaiei elevilor prin muzic, imagini video;
Dezvoltarea inteligenei vizual-spaiale;
Forme grafice de ghidare a imaginaiei,
Dezvoltarea inteligenei personale i interpersonale;
Activitatea extracuricular.

877
Exerciii creative n baza coninutului textului:
continuarea textului;
modificarea subiectului;
dialogul;
interviul cu personajele textului;
redactarea unor eseuri prin analogie cu cele citite;
redactarea unor eseuri pe baza unor ntmplri vzute sau auzite;
exprimarea opiniilor personale cu privire la personaje, evenimente, fapte;
redactarea unor alte versiuni cu privire la finalul textului;
rspunsul la ntrebrile de tipul: Ce s-ar ntmpla dac? Cum ai fi procedat tu?
Astfel de exerciii stimuleaz creativitatea elevilor, le dezvolt abilitile de gndire
(vorbire), contribuie la transferul de cunotine acumulate n timpul lecturii. Sunt binevenite
exerciiile care l pun pe elev n situaia de a povesti despre ntmplri imaginare, n care ei i
atribuie un rol (personaj activ sau spectator).
Dac profesorul utilizeaz un exerciiu de modificare a subiectului le va cere elevilor s
construiasc un text sau o relatare n care s apar un personaj cu nsuiri morale i fizice
contradictorii personajului din textul propus.
ntrebrile formulate de profesor trebuie s ndemne elevii la aprecierea critic a informaiei.
Ele vor constitui un mijloc de declanare a diferitor tipuri de gndire la diferite nivele. Orice tipuri
de ntrebri sunt importante, deoarece ele cer de la elevi cunotine pentru a putea rspunde,
profesorul, ns, va pune ntrebarea n aa fel, ca elevul s fie pus n situaia de a-i exprima prerea
sa proprie prin rspunsul la ntrebarea pus de profesor.
Metoda asocierilor
Profesorul lmurete copiilor c fiecare cuvnt trezete anumite gnduri, sentimente,
senzaii. Astfel, numind un cuvnt, profesorul le cere elevilor s explice ce le-a aprut n imagine n
momentul cnd au audiat cuvntul.
Exemplu:
Ghiocel - srbtoarea de 8 martie;
Prinii - casa printeasc
Tehnica "Scriere liber"
Elevilor li se propune s scrie ntr-un timp limitat (5 minute) n baza unui proverb,
maxime, unui vers toate gndurile i asociaiile care le apar la audierea maximei. Elevii nu vor
corecta, nu vor reciti ce au scris, nu vor discuta. Scrisul va fi continuu pe parcursul timpului dat.
Antrennd astfel de tehnici i deprindem pe elevi s-i ordoneze gndurile i imaginaia, precum i
s-i exprime aceste gnduri.
Exemplu:
Citete proverbul latin: "Dojenete-i prietenii n tain i-i laud n public." Cu ce l
poi asocia?
Citete maxima "Cel mai preios bun este ara mea." Ce gnd i-a venit?
Conversaia euristic
Antreneaz elevii ntr-un schimb de ntrebri i rspunsuri la nivel superior, cu
intervenii de atitudini, de valorificare productiv i creatoare a materialului informaional. Ea
dezvolt celeritatea gndirii i ofer numeroase posibiliti n completarea pe orizontal i vertical
a arsenalului cognitiv n vederea antrenrii productive a capacitilor de comunicare. Elevii
efectueaz diverse investigaii n setul informativ stocat n memoria lor, compar, aleg, grupeaz,
probeaz pn descoper rspunsul care este o explozie meditativ copleitoare.
Conversaia didactic
Antreneaz elevii n formularea ntrebrilor i rspunsurilor la nivelul reproducerii
unei informaii cu intervenii creative n ea. Avantajul acestei conversaii este n ordonarea gndirii
i n stabilirea unei afeciuni de cunoatere, n stratificarea informaiei acumulate i pregtirea
elevului pentru o reproducere operativ n momentele de necesitate.

878
 Conversaia didactic este recomandabil la primul nivel de operaionalizare a unui
volum de informaie cu trecerea treptat la o conversaie productiv.
Problematizarea
Acest procedeu creeaz o situaie-problem, oferind elevului posibilitatea de a cuta
prin efortul propriu soluia. nvarea devine un proces activ-cognitiv. Soluionnd situaia
problem, elevii vor aplica forele intelectuale, ingeniozitatea i munca independent. Se va ine
cont de faptul c profesorul va pune problema ce conine elemente de contradicie. nsuirea
problematic, ca i orice metod de nvmnt se aplic n ansamblu cu alte metode.
Exemplu:
Alctuii n scris o povestire cu unul dintre titluri:
"n ar strin nici primvara nu-i aduce bucurii".
"Acas i pereii i ajut"
V.Romanciuc a spus despre poveti urmtoarele: "Rul nu se lipete de casa unde
se spune zilnic mcar o poveste" Dar tu ce prere ai?
Asaltul de idei
Una din metodele de stimulare a creativitii n grupuri este asaltul de idei, cnd elevii
genereaz un ir de idei i modaliti de elaborare a soluiilor. n grupuri se creeaz condiia de
colaborare i creativitate. Important este ca s participe toi membrii grupului la elaborarea ideilor,
fr a se admite opinii critice, ironii. Aceast metod, de obicei, se folosete la lucrul cu textul
literar, cnd se solicit modificarea liniei de subiect a textului, schimbarea finalului textului sau a
destinului unui personaj.
Exemplu:
Alctuii un final fericit al
Modificai linia de subiect a poeziei
Schimbai soarta
Dezbaterea
Metoda include elevii ntr-un schimb de informaii, preri, idei n cadrul unei teme sau
la o problem n discuie. Participnd la astfel de dezbateri elevul i dezvolt capacitatea de a-i
exprima opinia. Se admite orice idee. Chiar dac nu convine cuiva se critic ideea, dar nu acel ce o
promoveaz.
Studiul de caz
Este o descriere de situaie, care ncepe cu formula S admitem c... i elevul trebuie
s formuleze mesaje comunicative adecvate situaiei. Cazul trebuie s fie potenial real, s vizeze o
atitudine posibil n examinarea lui.
De exemplu: profesorul propune cazul: S admitem c la lecia de limba romn toi au
primit azi nota 10. Deci... Concluziile pe care le vor face elevii vor varia n funcie de experiena lor
comunicativ i de via, de mediul n care au fost formai ca personalitate.
Metoda desemneaz analiza i dezbaterea unei situaii specifice n vederea rezolvrii ei.
Elevul trebuie s formuleze mesaje comunicative adecvete situaiei. Studiul de caz contribuie la
dezvoltarea capacitilor intelectuale ale elevilor, pui n situaia de a analiza, de a rezolva
probleme, de a lua decizii optime. Etapele studiului de caz sunt urmtoarele:
Sesizarea situaiei cazului;
Stabilirea variantelor de soluionare;
Susinerea hotrrii.
Concluziile elevilor vor depinde de nivelul lor de pregtire i de felul cum au fost
formai ca personalitate.
Disputa
Elevul susine i argumenteaz punctul su de vedere ntr-un schimb de preri
contradictorii. Temele de conversaie se pot realiza ntr-o disput instructiv.
Exemplu:
"Ce nseamn s fii modern" (cu argumente pro i contra)

879
Interviul
Sarcina de a lua interviu de la o persoan se poate realiza att de ctre un elev ct i n
grupuri. Interviul poate fi alctuit numai din ntrebri sau din ntrebri i rspunsuri presupuse.
Interviul poate fi la o anumit tem sau cu o anumit persoan (personaj).
Interviul n grup
Fiecare grup delegheaz un reprezentant care merge la celelalte grupuri i adreseaz
ntrebrile pe care le-a pregtit grupul. Rspunsurile se fixeaz. Toate grupurile lucreaz paralel.
Apoi reporterul revine n grup cu rspunsurile fixate i mpreun cu toi membrii grupului,
formeaz un mesaj n baza rspunsurilor.
Interviul (lips)
Un elev iese din clas, ceilali n grup de 3-4 elevi, rspund la un set de ntrebri ce-l vizeaz
pe elevul-lips:
Cum va proceda dac va ntrzia la lecie?
Ce va face imediat dup lecii?
Ce va deveni n via etc.
Elevii din grup rspund aa cum ar rspunde elevul-lips. Rspunsurile se noteaz.
Apoi este invitat elevul-lips care rspunde la aceleai ntrebri. Se compar, se fac
concluzii.
Comunicarea nonstop
Lucru n grup. Profesorul spune un gnd i-1 transmite unui grup. Fiecare membru al
grupului i spune prerea referitor la acest gnd pn n momentul cnd profesorul transmite
cuvntul altui grup. Aici, de asemenea, se discut pn n momentul cnd profesorul reia un gnd
din discuie i-1 transmite altui grup etc. Important este s nu se ntrerupt comunicarea nici pentru
un moment.
Piramida povestirii
Este o activitate de selectare, grupare, caracterizare, justificare etc. n baza textului.
1. ___
2. ___ ___
3. ____ ____ ____
4. ____ ____ ____ ____
5. ____ ____ ____ ____ ____
6. ____ ____ ____ ____ ____ ____
7. ____ ____ ____ ____ ____ ____ ____
8. ____ ____ ____ ____ ____ ____ ____ ____
1. Numele personajului principal;
2. Dou cuvinte ce descriu personajul;
3. Trei cuvinte ce descriu cadrul;
4. Patru cuvinte ce expun problema;
5. Cinci cuvinte ce descriu primul eveniment;
6. ase cuvinte ce descriu al doilea eveniment;
7. apte cuvinte ce descriu al treilea eveniment;
8. Opt cuvinte ce conin soluia.

Experimentul
Presupune o activitate n care profesorul nainteaz o tez, iar elevii, experimentnd, o
argumenteaz.
De exemplu: profesorul nainteaz teza: Toate substantivele neutre fac pluralul n -uri.
Propune materialul ilustrativ (o list de substantive de diferite genuri), elevii ncep lucrul (schimb
forma substantivelor prin aplicarea numeralului dou), fac constatri pentru fiecare caz, concluzii
generale, aducnd argumente sau contraargumente la teza naintat.

880
Portofoliul -Este o colecie de documente care reflect performana (rezultate ale testelor, notele,
premiile .a.) i produsele acesteia (lucrri scrise, analize i comentarii ale lecturilor, scrisori,
desene comentate, etc.), pe care elevul le realizeaz n procesul de nvare, n coal sau n afara
ei. Elevului i se poate acorda dreptul s-i aleag materialele concepute care s fie incluse n
portofoliu, dar tipurile de materiale sunt indicate de profesor.
Profesorii i ali evaluatori utilizeaz portofoliul pentru a evalua performana elevului.
Elevul poate fi invitat s reflecteze asupra documentelor incluse n portofoliu, s discute
semnificaia lor cu profesorul. Aceste discuii, de asemenea, relev elementele ce trebuie luate n
consideraie la evaluare.
Metoda portofoliului subliniaz importana participrii elevului la procesul de evaluare,
stimulnd ingeniozitatea i implicarea personal n activitatea de nvare, dezvoltnd motivaia i
oferind profesorului date eseniale despre personalitatea i abilitile elevului.
Un portofoliu la limba romn n colile ar putea include:
harta republicii cu indicarea locului de natere a prinilor, bunicilor; a capitalei etc.
date biografice i de creaie ale unui scriitor n baza unui plan (numele, motivele creaiei, opera
etc.);
scrisori, telegrame, descrieri;
interviuri reale / imaginare cu anumite personaliti;
creaii literare proprii;
dicionare ilustrate (n special n clasele II-VI);
contribuii la reviste colare;
proiecte/urri cu ocazii anumite;
lucrri scrise curente;
rspunsuri la chestionare / interviuri;
un jurnal de lectur (pentru o anumit perioad de timp, viznd crile citite i comentariile
realizate);
chestionare aplicate de profesor;
un referat pe o anumit tem etc.
Educarea creativitii elevilor reprezint obiectivul prioritar n ntreg ansamblul procesului
de nvmnt, deoarece procesul de modernizare al nvmntului urmrete dezvoltarea gndirii
creatoare a elevilor. Kant susinea c " gndirea uman exist numai prin creativitate".
Eficiena educrii creativitii la elevi este dependent de pregtirea profesorului, de
perceperea lui de a dirija n mod judicios activitatea elevilor, de a subordona totalitatea mijloacelor
sale didactice obiectivelor propuse.

881
 UN PROIECT DE SUCCES PENTRU LICEUL TEHNOLOGIC ION MINCU VASUI -
INTERNSHIP - OPPORTUNITY TO CLOSE THE GAP BETWEEN THEORY AND
PRACTICAL REALITY
Prof. Cazacu Amalia Giorgiana
Prof. Pun Loredana Maria

Liceul Tehnologic Ion Mincu din Vaslui este singurul liceu tehnologic din judeul Vaslui
care n anul colar 2014-0215 a primit finanare pentru derularea unui proiect de mobilitate n
domeniul formrii profesionale. 265.772 Euro au fost alocai pentru implementarea proiectului prin
programul Erasmus+, finanat de Uniunea European. Avnd n vedere exigenele pieei muncii
europene i nevoile de formare profesional ale elevilor si, Liceul Tehnologic "Ion Mincu Vaslui
are ca obiectiv formarea absolvenilor pentru integrare facil pe piaa forei de munc naional i
european.
Proiectul Internship - opportunity to close the gap between theory and practical
reality face parte din noua generaie d proiecte cu finnare european Erasmus+ i are ca numr de
referin 2014-1-RO01-KA102-000158. Acest proiect i propune s dezvolte abiliti de practic
profesional i antreprenoriale prin activiti formale i non-formale derulate la ageni economici
din Portugalia, Spania, Malta, Italia i Cipru. Beneficiarii acestui proiect sunt 99 de elevi de la
Liceul Tehnologic Ion Mincu Vaslui care, n cele 48 d eluni ct dureaz proiectul, au posibilitatea
s derulaze trei sptmni de practic profesional la agen economici din trile partenere . Elevii
care pot face parte din grupul int sunt provenii din clasele X-XI de la domeniile Industrie
alimentar, Construcii, Turism i alimentaie public i Estetic i ngrijirea corpului omenesc,
Scopul proiectului este desfurarea stagiului de pregtire practic (90 ore) la ageni
economici din Uniunea European i creterea interesului pentru formarea profesional conform
cerinelor pieei muncii astfel se poate facilita accesul absolvenilor de la Liceul Tehnologic Ion
Mincu din Vaslui pe piaa locurilor de munc printr-o mai buna adaptare la cerinele agenilor
economici din domeniile profesionale beneficiare ale proiectului.
Principalele activiti ale proiectului au n vedere
efectuarea, pe parcursul celor 2 ani de proiect, unui numr
de 6 fluxuri, cu o durat de 3 sptmni fiecare, la ageni
economici din rile partenere proiectului. n primul an de
proiect 57 de elevi au fost selectai s participe la
activitile proiectului. Ei au avut parte de experiene de
neuitat n cele trei fluxuri are su derulat n anul colar 2014-
2015 n locaii de referin din arile partenere proiectului:
Slema, Malta pentru domeniile Turism i
alimentaie public 14 elevi i Estetic i ngrijirea
corpului omenesc 14 elevi ;
Paphos, Cipru pentru domeniul Construcii i
lucrri publice 14 elevi ;
Barcelos, Portugalia pentru domeniul Industrie
alimentar 15 elevi.
Elevii vasluieni au fost impresionai n mod deosebit
de experienele profesionale pe care le-ai trit, dar i de
momentele culturale cu care i-au ocupat timpul liber n
cele trei sptmni petrecute n Cipru, Malta i Portugalia.

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 Pentru cel de-a doilea an de proiect sunt prevzute
activiti pentru restul de 42 de elevi ai grupului int, dup
cum urmeaz:
Sliema, Malta pentru domeniul Turism i
alimentaie public 14 elevi;
Perugia, Italia pentru domeniul Estetic i
ngrijirea corpului omenesc 14 elevi ;
Granada, Spania pentru domeniul Industrie
alimentar 14 elevi.
Toi elevii participani dobndesc astfel cunotine, abiliti, competene n domeniu, care
vor fi validate prin documente recunoscute la nivel european (Certificatul de participare la
plasamentul de formare, Certificatul de pregtire lingvistic n limba englez, Documentul de
Mobilitate Europass), ceea ce va facilita n mod categoric inseria participanilor pe piaa muncii.
Rezultatele ce se vor obine prin implementarea acestui proiect sunt n special achiziionarea
de ctre elevi a cunotinelor practice, lingvistice i a abilitilor sociale necesare unei mai bune
integrri pe piaa locurilor de munc actuale. De asemenea, se va crea site-ului proiectului, precum
i un numr de 4 ghiduri / auxiliare didactice necesare pentru implementarea unor noi cursuri
opionale pentru domeniile vizate direct de proiect. Astfel, Liceul Tehnologic Ion Mincu Vaslui
i dorete creterea numrului de parteneriate cu membri marcani ai comunitii economice de la
nivel local, regional, naional i internaional, parteneriate ce vor fi n beneficiul tuturor elevilor
instituiei.

BIBLIOGRAFIE:
http://www.proiectvet.besaba.com

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CLEPSIDRE - Nr. 3 aprilie 2016

ISSN 2360-4948
ISSN-L 2360-4948

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