Curs Introductiv Didactica

8/10/2019 Curs Introductiv Didactica

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PEDAGOGIE II

DIDACTICA


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BIBLIOGRAFIE

1. S.Cristea, 2002, Dictionar de pedagogie , Litera educational, Chisinau. 2. C. Cucos, 2000, Educatia Dimensiuni culturale si interculturale , Polirom,

Iasi. 3. C. Cucos, 2004, Pedagogie , Polirom, Iasi. 4. C. Cucos, 2004, Psihopedagogie pentru examenele de grad

si definitivare in invatamant , Teora, Bucuresti. 5. Elena Joita, 1999, Pedagogia - stiinta integrativa a educatiei , Polirom,

Iasi. 6. Elena Macavei, 2003, Pedagogie. Teoria educatiei , Aramis, Bucuresti 7. J. M. Monteil, 1997,Educatie si formare , Polirom, Iasi.

8. I. Nicola, 2003,Tratat de pedagogie scolara , Aramis, Bucuresti. 9. Ana Petre coord., 2002, despre Educatie , AcademicPres, Cluj-Napoca 10. Ioana Roman, 2008, Didactica Activ, Ed. AcademicPres, Cluj-Napoca 11. Tunde Giurgiuman, Gudea, N., M.D. Frgu,2009, Teoria educaiei.

Reflecii asupra universului educaional, Editura AcademicPres Cluj-Napoca


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TEMATICA CURSULUI1. Pocesul de nvmnt;2. Principii pedagogice;3. Forme de organizare a activit ii instructiv-

educative;4. Metodologie didactic ; 5. Mijloace de nvmnt; 6. Forme de organizare a elevilor;7. Proiectarea didactic; 8. Elemente de docimologie didactic ; 9. Suport metodic pentru ora de dirigen ie.


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Definii urmtorii termeni:

1. a nva;2. nvmnt;3. intruire,intrucie;4. arta nvrii.


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Didactica - teorie general a procesului de nvmnt

1. Etimologie i evoluia problematicii didacticii -mai muli termeni greceti circumscriu aria semantic adidacticii:

didaskein = a nva; didactikos = intruire, intrucie; didasko = nvare, nvmnt; didaktike = arta nvrii.

Didactica nseamn teoria i metoda predrii, iar termenulde didactic nseamn- care urmrete s instruiasc,carese refer la predare - nvare- nvmnt.


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PROCESUL DE NVMNT

Cadrul principal de organizare aactivitii de instruire i educaie colar


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Activitate:

Ce tip de nvmnt cunoatei n

Romnia?Ce forme, ce niveluri, profiluriexist?


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nvmnt agricol

Instituii de nvmnt superior Agronomic din Romnia


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Universitatea de tiine Agricole i Medicin

Veterinar Cluj-Napoca


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Universitatea "Ovidius" Constana Facultatea de tiine ale Naturii i tiine Agricole

Biologie Ecologie i protecia mediului Geografie Agricultur Horticultur


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FACULTATEA DE HORTICULTUR- UNIVERSITATEA DETIINTE AGRICOLE I MEDICIN VETERINAR IAI

Universitatea de tiine Agricole i Medicin Veterinar "IonIonescu de la Brad" este o instituie specializat n nvmntusuperior agronomic i medical veterinar.

USAMV Iai a cunoscut n ultimii zece ani o dinamic progresprin dezvoltarea de noi specializri in cadrul facultilorexistente.

- Facultatea de Agricultur (cu specializrile: Agricultur,Montanologie, Inginerie economic n agricultur, Tehnologiaprelucrrii produselor agricole, Biologie); - Facultatea de Horticultur (cu specializrile: Horticultur,Peisagistic); - Facultatea de Zootehnie (cu specializrile: Zootehnie;Piscicultur i acvacultur);

- Facultatea de Medicin Veterinar (cu specializarea Medicinaveterinar).


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Universitatea din Craiova

Specializarea Horticultura Are o durata a studiilor de 4 ani (240 credite). n anul terminal studentii pot opta pentru una din specializarile:Pomicultura-Viticultura, Legumicultura-Floricultura .Specializarea Biologie are o durata a studiilor de 3 ani (180 credite). SpecializareaTehnologia Prelucrarii Produselor Agricole are o durata a studiilor de 4 ani (240credite).Ingineria si Protectia Mediului in Agricultura are o durata a studiilor de 4 ani(240 credite).

Specializarea Agricultur


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Universitatea de tiinte Agricole i Medicin Veterinar a Banatului

Universitatea de Stiinte Agricole si Medicina Veterinara a Banatului areaproximativ 1600 de studenti si 220 cadre didactice. In cadrul universitatiisunt 6 facultati:

Facultatea de Agricultura Facultatea de Horticultura Facultatea de Management Agricol Facultatea de Zootehnie si Biotehnologii Facultatea de Medicina Veterinara Facultatea de Tehnologia Produselor Agroalimentare

Biblioteca Universitatii este amplasata in centrul campusului si dispune de4 sali de lectura. Ea cuprinde un patrimoniu de 16736 cursuri, 159800carti si 72600 reviste de specialitate

In cadrul Universitatii functioneaza o Statiune Didactica, cu o suprafata de1597 ha, unde se desfasoara majoritatea activitatilor practice pentrustudentii tuturor facultatilor


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Facultatea de Agricultura Facultatea de Horticultura Facultatea de Management Agricol Facultatea de Medicina Veterinara Facultatea de Tehnologia Produselor Agro-alimentare Facultatea de Zootehnie si Biotehnologii

FACULTATEA DE TEHNOLOGIA

PRODUSELOR AGROALIMENTARE FACULTATEA DE AGRICULTUR

FACULTATEA DE HORTICULTUR

Universitatea de Stiinte Agricole si Medicina Veterinara abanatului din Timisoara
http://www.usab-tm.ro/index.php?id=85http://www.usab-tm.ro/index.php?id=86http://www.usab-tm.ro/index.php?id=168http://www.usab-tm.ro/index.php?id=88http://www.usab-tm.ro/index.php?id=89http://www.usab-tm.ro/index.php?id=89http://www.usab-tm.ro/index.php?id=164http://www.usab-tm.ro/index.php?id=164http://www.usab-tm.ro/index.php?id=89http://www.usab-tm.ro/index.php?id=89http://www.usab-tm.ro/index.php?id=89http://www.usab-tm.ro/index.php?id=88http://www.usab-tm.ro/index.php?id=168http://www.usab-tm.ro/index.php?id=86http://www.usab-tm.ro/index.php?id=85


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Muzeul naional al agriculturii Ialomi


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Universiti de tiine Agricole din Ungaria

Corvinus University of Budapest

Motto :Scientia mea - Adiutor meus(My knowledge is my helper)

Established :1920Type: Public university Rector :Prof. Tams Mszros Staff :620

Agricultural University of Keszthely
http://en.wikipedia.org/wiki/Mottohttp://en.wikipedia.org/wiki/Date_of_establishmenthttp://en.wikipedia.org/wiki/Rectorhttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Employmenthttp://en.wikipedia.org/wiki/Rectorhttp://en.wikipedia.org/wiki/Date_of_establishmenthttp://en.wikipedia.org/wiki/Motto


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Slovak University of Agriculture inNitra University of Agriculture

Faculty of Agrobiology and FoodResources

Faculty of Biotechnology and

Food Sciences Faculty of Economics andManagement

Faculty of AgriculturalEngineering

Faculty of European Studiesand Regional Development Faculty of Horticulture andLandscape Engineering


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The univesity of Sydney Australia Agriculture, Food and Natural Resources http://www.agric.usyd.edu.au/

Faculty of Veterinary Science http://www.vetsci.usyd.edu.au/
http://www.agric.usyd.edu.au/http://www.agric.usyd.edu.au/


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The University of Nottingham

School of Plant andNutritional Sciences

School of Food Science School of Biology

School of BiomedicalSciences School of Biosciences School of Veterinary Medicine

and Science

http://www.nottingham.ac.uk/

http://www.nottingham.ac.uk/virtual-tour/locations.html
http://www.nottingham.ac.uk/virtual-tour/food_science.htmlhttp://www.nottingham.ac.uk/biology/http://www.nottingham.ac.uk/biomedscihttp://www.nottingham.ac.uk/biomedscihttp://www.nottingham.ac.uk/biosciences/http://www.nottingham.ac.uk/vet/http://www.nottingham.ac.uk/vet/http://www.nottingham.ac.uk/http://www.nottingham.ac.uk/http://www.nottingham.ac.uk/vet/http://www.nottingham.ac.uk/vet/http://www.nottingham.ac.uk/biosciences/http://www.nottingham.ac.uk/biosciences/http://www.nottingham.ac.uk/biomedscihttp://www.nottingham.ac.uk/biomedscihttp://www.nottingham.ac.uk/biomedscihttp://www.nottingham.ac.uk/biology/http://www.nottingham.ac.uk/virtual-tour/food_science.html


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The University of Manitoba Canada,Natural Resources Institute Agribusiness Agriculture Agroecology Agronomy Animal Systems Biology Biosystems Engineering(Environmental Option)Biotechnology Botany Environmental Design Environmental Science Environmental Studies Food Science

http://umanitoba.ca/student/admissions/
http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/engineering/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/architecture/http://www.umanitoba.ca/student/admissions/programs/environment/http://www.umanitoba.ca/student/admissions/programs/environment/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/environment/http://www.umanitoba.ca/student/admissions/programs/environment/http://www.umanitoba.ca/student/admissions/programs/architecture/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/engineering/http://www.umanitoba.ca/student/admissions/programs/science/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/http://www.umanitoba.ca/student/admissions/programs/agriculture/


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2. E tape n evoluia didacticii

Etapa didacticii

postmoderne

Etapa didacticiitradiionale

Etapa didacticii

moderne


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a) Etapa didacticii tradiionale (sec. XVII-XIX)de tip magistrocentrist i care are urmtoarele caracteristici:

centrat pe predare;percepia era principala surs a cunoaterii; dirijare autoritar a nvrii.J.A. Comenius este cel care, prin Didact ica m agna (1657 ), a

consacrat termenul de didactic i se ambiiona ca prin aceastdisciplin pedagogic s-i nvee pe dascli arta de a nva pe toi totul.

Comenius a fost primul teoretician al organizrii procesului de nvmnt pe clase i lecii.

n concepia sa, intuiia era regula de aur a cunoaterii.


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b) Etapa didac t i c i i moderne (sfritul sec. XIX- prima jumtate a sec. XX)

de tip psihocentrist

Valorificnd rezultatele psihologiei isociologiei, se punea un accent maimare pe predare- nvare,pe explicarea dimensiunilor psihologice i socialeimplicate n realizarea funciilor de predare- nvare.

n concepia luiJ. Dewey, copilria nu trebuie privit ca o stare de imaturitatci ca un moment al vieii, caracterizat prin puterea de cretere.

Ca reacie la pedagogia de tip speculativ, se dezvolt psihologia i pedagogiaexperimental.

Binet i Simon au elaborat prima scar metric de msurare a inteligenei.

Se dezvolt curentul educaiei noi sau al colii active, care era expresiaunei filosofii liberale de tranziie ntre dou ere: a civilizaiei tradiionale i a unei lumi care era pe cale de a se nate .


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c) Etapa d idac t i c i i pos tm oderne de tip curricular , cnd

se evideniaz interdependena celor trei funcii principale aleprocesului de nvmnt (predare- nvare i evaluare)

Procesul de nvmnt este interpretat dintr-o perspectivpsihosocial.

Contribuii importante au adus Piaget, Vgotski,Leontiev, Galperin, Gagn, Bruner.

n pedagogia contemporan didactica a fost interpretat ca o

teorie a curriculumului sau ca o metodologie general, careare n vedere ansamblul de principii normative, de reguli i deprocedee, aplicate, n mod egal, diferitelor situaii de instruire.


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Modaliti de stimulare a participrii

elevilor/studenilor la actul predrii .... ....

.... ....


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Jurnal de reflecie n aceast sptmn am nvat.............................

n ceea ce privete lectura/redactarea/ascultarea activ mi-a fost

greu n aceast sptmn s...........

Despre aceast disciplin pot spune c.......................

n ceea ce privete aceast sarcin de lucru pot spunec................................................................

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Curs Introductiv Didactica