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Teoria şi metodologia evaluării curricumului şcolar proiectat - Neagu Mihaela

Teoria şi metodologia evaluării curricumului şcolar proiectat - Neagu Mihaela

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Published by: Cătălin on Jun 12, 2009
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04/28/2013

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3
INSTITUTUL DE\u015eTIIN\u0162E ALE EDUCA\u0162IEI
Cu titlu de manuscris
CZU 37.01 (043.3)
NEAGU MIHAELA
TEORIA\u015eI METODOLOGIA EVALU\u0102RII
CURRICULUMULUI
\u015eCOLAR PROIECTAT
Specialitatea 13. 00. 01 \u2013 Pedagogie general\u0103
Autoreferat al tezei de doctor \u00een Pedagogie
Chi\u015fin\u0103u, 2008
4
Tez\u0103 a fost elaborat\u0103 \u00een Sectorul\u015etiin \u0163e Reale,
Institutul de\u015etiin\u0163e ale Educa\u0163iei, Chi\u015fin\u0103u
Conduc\u0103tor\u015ftiin\u0163ific: Achiri Ion, dr.\u015ft. fiz.-mat., conf. univ.

Referen\u0163i oficiali:
1.Gu\u0163u Vladimir, dr. hab. ped., prof. univ., Universitatea de Stat din Moldova
2.Bocancea Viorel, dr. ped., conf. univ., Universitatea de Stat din Tiraspol

Membri ai consiliului\u015ftiin\u0163ific specializat
1. Cemortan Stela, dr.hab., ped., prof.univ., pre\u015fedinte
2. Cara Angela, dr.ped., conf.cerc., secretar\u015ftiin\u0163ific
3. Lupu Ilie, dr.hab. ped., prof.univ.
4. Botgros Ion, dr.\u00een\u015ftiin\u0163e fizico \u2013 matematice, conf.univ.
5. Papuc Ludmila, dr.istorie, conf.univ.
Sus\u0163inerea public\u0103 a tezei va avea loc la 22 ianuarie 2009, ora 10.00,

\u00een\u015fedin\u0163a Consiliului\u015ftiin\u0163ific specializat DH 38.13.00.01 \u2013 29 din cadrul Institutului de\u015etiin\u0163e ale Educa\u0163iei, str. Doina, nr. 104, or.Chi\u015fin\u0103u, MD 2059, Republica Moldova

Teza de doctor\u015fi autoreferatul pot fi consultate la biblioteca Institutului de
\u015etiin\u0163e ale Educa\u0163iei \u015fi pe site-ulhttp://www.cnaa.acad.md
Autoreferatul a fost expediat la 22 decembrie 2008
Secretar\u015ftiin\u0163ific al Consiliului\u015ftiin\u0163ific
specializat, dr. ped., conf. cerc.
\u2026\u2026\u2026\u2026\u2026\u2026
Cara Angela
Conduc\u0103tor\u015ftiin\u0163ific, dr.\u015ft. fiz.-mat., conf.
univ.
\u2026\u2026\u2026\u2026\u2026\u2026
Achiri Ion
Autor: Neagu Mihaela\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.
5
PRELIMINARII
Actualitatea temei.Republica Moldova, la fel ca\u015fi alte\u0163\u0103ri est-europene, este \u00een plin proces de

reform\u0103 educa\u0163ional\u0103. Reforma a impus reorganizarea\u015fi racordarea sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt la noi valori sociale, culturale\u015fi educa\u0163ionale, \u00eentr-un cadru conceptual semnificativ\u015fi coerent, \u00een acord cu obiectivele fundamentale de politic\u0103 educa\u0163ional\u0103.

Curriculumul, prin componentele sale, constituie baza conceptual\u0103 \u015fi tactic\u0103 care gestioneaz\u0103 procesul de implementare a reformei; curriculumul descrie idealul educa\u0163ional al societ\u0103\u0163ii\u015fi finalit\u0103\u0163ile educa\u0163iei, obiectivele generale ale sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt, obiectivele de formare pe cicluri\u015fi tipuri de\u015fcoli, cuprinde curricula pe discipline, descrie modul \u00een care se va realiza \u00eenv\u0103\u0163area\u015fi direc\u0163iile de ac\u0163iune pentru evaluarea progresului\u015fcolar. Ca model pedagogic, curriculumul contureaz\u0103 \u00een termeni normativi viziunea educa\u0163ional\u0103 asupra \u00eenv\u0103\u0163\u0103rii, precizeaz\u0103 c\u00e2nd, ce, c\u00e2t\u015fi cum se \u00eenva\u0163\u0103 anticip\u00e2nd efectele educa\u0163ionale a\u015fteptate la fiecare disciplin\u0103\u015fcolar\u0103, pe cicluri de \u00eenv\u0103\u0163\u0103m\u00e2nt, \u00eentr-un ansamblu curricular flexibil, realist\u015fi dinamic Curriculumul transpune astfel, \u00een limbaj pedagogic, aceste repere ale politicii de reform\u0103 \u00een educa\u0163ie \u00eentr-o paradigm\u0103 educa\u0163ional\u0103 asumat\u0103.

Pe plan mondial, fiecare stat are propriile politici publice \u00een domeniul educa\u0163iei\u015fi, aceast\u0103 realitate, a impus dezvoltarea unor teorii curriculare variate. \u00cen ultimele decenii, procesul de elaborare, implementare, evaluare\u015fi revizuire a curriculumului contureaz\u0103 cadrul de referin\u0163\u0103 a elabor\u0103rii curriculumului.

\u25d8Din perspectiv\u0103 procesual\u0103 curriculumul se raporteaz\u0103 la dinamica \u015fi nevoile sociale,
indic\u0103 finalit\u0103\u0163i ale sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt formulate explicit \u00een documentele de
politic\u0103 educa\u0163ional\u0103, orienteaz\u0103, organizeaz\u0103\u015fi conduce procesul educa\u0163ional.
\u25d8Din perspectiv\u0103 structural\u0103 curriculumul se raporteaz\u0103 la tendin\u0163ele de evolu\u0163ie din

educa\u0163ie, la standardele interna\u0163ionale unanim acceptate \u00een domeniul reformelor curriculare\u015fi include finalit\u0103\u0163i, con\u0163inuturi, timp de instruire, strategii de \u00eenv\u0103\u0163are\u015fi evaluare.

\u25d8Din perspectiva produsului curriculumul se raporteaz\u0103 la tradi\u0163iile na\u0163ionale pertinente
ale sistemului de \u00eenv\u0103\u0163\u0103m\u00e2nt\u015fi cuprinde o varietate de documente curriculare (plan de

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