!

/'% ),0-+"* ,&

$($"#/(#.
Volume 1, No. 1, December 2009

(..+! 1111 1111

EDITORIAL BOARD ADVISORY BOARD

Editor­in­Chief Rtqh0"E<nkp"Hgng|gw

Assist. Prof. Monica Diaconu Prof. Alina Pamfil

monica.diaconu@ubbcluj.ro Cuukuv0"Rtqh0"Pkeqngvc"OctYkcp

Assist. Prof. Mirela Albulescu

Executive Editor
Assist. Prof. Livia Suciu
Lect. Adrian Costache
Assist. Prof. Cosmin Prodea
adrian.costache@ubbcluj.ro
Cuukuv0"Rtqh0"Kqcpc"V<o¤kcp
Editors
Lect. Silviu Regman
Lect. Adela Pop­ Cîmpean
Lect. Raluca Rgvtw3
adela.popc@ubbcluj.ro

Assist. Proh0"Etkuvkpc"U<t<ewY

cristina.saracut@ubbcluj.ro

Assist. Prof. Casian Popa

casian.popa@ubbcluj.ro
 PROGRAM

The Journal of Didactics (JoD) is an academic journal published in electronic

format by the Chair of Didactics of the Human Sciences (Faculty of
Psychology and the Sciences of Education) and the Department for the
Hqtocvkqp"qh"Gfwecvqtu"qh"ÐDcdg!­BolyaiÑ"Wpkxgtukv{"Enwl­Napoca (Romania).
JoD is envisaged as a medium for disseminating the research in the human
and exact sciences and as an open space for the academic exchange of ideas
between researchers and educators (at both university and pre­university
level) from Romania and abroad. In this sense, the Editorial Board of JoD
encourages the publication, in English and Romanian, of:

# articles and qualitative and quantitative studies in the field of didactics;

# reviews of recent significant publications from Romania and abroad;

# translations into Romanian of landmark text from the (more or less)

recent history of the field;

# comments and analyses of the ideas expressed in the pages of the present
journal or of current issues regarding the Romanian and foreign educational
politics and policies

Because didactics itself is a cross­border discipline between the different

sciences of education, social and human sciences, the Editorial Board of JoD
strongly encourages inter­ and multi­disciplinary approaches.

JoD is published three times a year in March, October and June. The
manuscripts can be sent to journalofdidactics@ubbcluj.ro. Each text received
for publication is subjected to double blind peer­review by the Editorial
Board. Unpublished manuscripts will not be returned.
&'(.* 0+ "0/4*/43:

#033,*2: Problem-Learning

Philosophical and Didactic Perspectives on Problematization

Nicoleta Mar!ian & Livia Suciu………………………………….………………………………….1
The Problem-Solving Pedagogical Method in the Study of History
Elena Boia…………………………………………………………………………………..………………13
Problematizarea. Metod" interactiv" în studiul #tiin!elor
Adrienne Kozan………………………...…………………………………….………….............25
Utilizarea metodei problematiz"rii la Geografie
Eliza Dulam"……………….………………………………………………………………….………...37
Problematizarea în didactica educa!iei fizice
Cosmin Prodea & Remus V"id"h"zean……………………………………..……………...56
Selectarea textelor literare în #coala primar": un demers complex #i
problematizant
Alina Pamfil………………………………………………………………………………..……………….62
The Problem-Solving Approach in Teaching Literature
Cristina S"r"cu!……………………………………………………………………….…………………79
Problematizing, a Modern Teaching Method
Anca Porumb………………………………………………………………………………………………86
The Use of The Problem-Solving Method in Teaching Norwegian
Raluca Petru#………………………………………………………………………………………………93
Problematizarea. Utilizarea metodei în didactica universitar"
Monica Diaconu & Mu#ata Boco#………………………………………….………………….104
The Didactic Status of Problem-Learning and the Conditions of Possibility
of Its Application
Adrian Costache……………………………………………………………………………………….133

!00- %*5,*63

Anca Nedelcu, Fundamentele educa!ei interculturale. Diversitate,

minorit"!i, echitate (Polirom, 2008)
reviewed by Adela Pop-Cîmpean…………………………...……………………………...147

/'.73,3 '/) $1,/,0/

An Overview of Primary and Secondary Education in the United States

Ryan Conley…………………………..………………………………………………….…………...149
 #%%"!$:
Problem-Learning
1 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization

Philosophical and Didactic Perspectives on Problematization

Pkeqngvc"OctYkcp."Cuukuv0"Rtqh0"RjF."Dcdg3­Bolyai University

nicoletamartian@yahoo.com

Livia Suciu, Assist. Prof. PhD, Dcdg3­Bolyai University

geta_s@yahoo.fr

ABSTRACT:
In order to approach the pedagogical method of problematization we started out
with a first philosophical didactic perspective that Gilles Deleuze proposes because
it deconstructs two big paradigms that were adopted in traditional approaches of
problematization (focused on solutions or on already given problems ), which
nonetheless prove to be prejudices since they ignore the problematization process
itself. We then pointed out the emancipatory function of problematization, the
approach to problematization as solution to surpassing cultural crisis, because it
avoids both the limitation to only one solution as well as the relativization of all
solutions that Michel Fabre suggests. I furthermore took under consideration the
methodological didactic aspect of problematization, considering that philosophical
suggestions were exploited in the field of didactic methodology; I scrutinized the
construction of problem­situations and the operations that problematization
involves (addressing the problem, building the problem, debating hypotheses) in
order to emphasize in conclusion the problematization specificity in studying
religion, as it reveals to us the transcendence of the problematic component.

KEYWORDS: problematization, problem, solution, paradigm, prejudice,

event, emancipation, integrism, relativism, problem­situations,
addressing the problem, building the problem, debating hypotheses.

What does to problematize mean? influences pedagogy while on the other

What is a problem?
In order to approach the pedagogy
of problematization we must first begin
with a few landmarks in the philosophy
of the problem and problematization
being aware that, as Michel Fabre points
out, on the one hand knowledge
hand knowledge already has pedagogical
meaning (Fabre, 2009).
This is especially so nowadays in
times of world crisis when the following
paradigm of the problem ku" vtwg<" Ðvjg"
problem is finally used in the attempt to
establish dialectics of the known and the
2 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization

unknown as long as the problematic impregnated with reflection. Therefore,

situation establishes a break in we are currently faced with a new
experience, although not everything is epistemology and pedagogy oriented
dgkpi" swguvkqpgfÑ" (Fabre, 2009, p. 7). towards the theory­practice complex and
However, even in our daily life we have towards problem building not only
to adapt continuously to new, problem solving.
problematic situations that require us to
Thus, Michel Fabre suggests that
learn continuously. Thus, the paradigm
we should explore the philosophy of the
of the problem guides us towards
problem and problematization put
learning. According to Greek etymology,
forward by Gilles Deleuze since
rgfciqi{." yjkej" ku" rctv" qh" Fgngw|gÓu"
the problem signifies what is already
there in front of us and prevents us from
preoccupations and work, provides a new
moving on; while obstacle or stake is the
view of pedagogical engagement. One of
Fgngw|gÓu"vjguku"uvcvgu"vjcv"c"pgy"kocig"
translation of the term according to Latin
etymology. Michel Fabre explains that
Ðvjg"rtqdngo"ku"vjgtghqtg"yjcv"hggfu"vjg"
of thinking must be generated by
learning and that this image should
project (enigma) at the same time
surpass the old dogmatic image of
vjkpmkpi0" Fgngw|gÓu" rjknquqrj{" ku"
hindering it (obstacle) or making it
compete with other projects
*eqpvtqxgtu{." eqorgvkvkqp+Ñ
therefore a philosophy of invention and
kp" HcdtgÓu" xkgy." Ðvq" kpxgpv" ogcpu" vq"
(Fabre,

rtqdngocvk|gÑ (Fabre, 2009, p. 174).

2009, p. 8). These connotations of the
problem were also transferred to the
field of education, especially since school
adopted the problematization method,
which is used by educators to build 2. Prejudice and fighting
educational content around certain prejudice in problematization from
problems while students are concerned the philosophical pedagogical
with solving the problems. However, perspective of Gilles Deleuze.
Fabre notices that interrogative thinking
The theory of problematization
and problematization have been left out
suggested by Deleuze is confronted with
of traditional educational paradigms
two big paradigms that in time have
since meaning was usually reduced to its
exploited the problem­solution ratio: a)
reference and problematization was
the natural paradigm, according to which
reduced to solving problems. A new
nature reveals itself in various ways and
epistemological and didactic paradigm
therefore starts from already given
has recently gained ground because of
solutions; b) the cultural paradigm,
the rupture between science and action,
which is oriented towards the human
theory and practice: practice is not a
possibility of solving problems, therefore
direct and homogenous consequence of
it regards problems as already existing.
theory; theory may not legitimize action
Thus, Deleuze insists on two important
and practice is not blind but already
prejudices that have gained ground in
3 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization

the traditional approach of with <does..?>, while God, as Jean­Luc

problematization: Marion indicates, belongs to another
horizon, <without being> that cannot be
a) The first prejudice considers that
included in a <what is it?> type of
solutions are already given; therefore
question. We have to free ourselves from
questions are already molded on
the idol of ontological problematization of
answers. Deleuze asks whether it would
God in order to find another dimension of
be more appropriate to express meaning
problematization that is open towards
in interrogative form rather than in other
the horizon of the being and does not
forms. For instance, is it more adequate
answer the <what is it?> question.
to say <Does God exist?> than to say
God­vjg" dgkpi" qt" vjg" dgkpi" qh" IqfÑA
If we notice that on the one hand
this disadvantage of interrogation and
(Deleuze, 1995, p. 241). It is indeed
problematization is given by the
ÐoqnfkpiÑ" qp" cp" cntgcf{" ikxgp" cpuygt."
easier to use interrogations, although
Deleuze insists that the question is
on the other hand, the disadvantage of
vjku" cpuygt" ku" vjcv" kv" ku" Ðc" rctvkewnct."
already molded on the answers that we
kuqncvgf" uqnwvkqpÑ" ykvjkp" vjg" rtqdngocvke"
are going to receive. Interrogations only
double a sentence that we assume
field. Interrogation only dissects the
already exists as answer and solution.
problem, the question is only a
ÐfkuocpvnkpiÑ" cpf" ÐitkpfkpiÑ" qh" vjg"
The question formulation is
predetermined by possible answers.
problem; therefore the solution can only
dg" c" Ðrctvkewnct" ecugÑ0" Ykvjkp" c" egtvckp"
Questions are formulated according to
possible answers so that the one who
community problems are dismantles by
asks is able to formulate questions based
questions and then rebuilt in sentences
on the answers they wish to receive. We
that act as answers, according to
common knowledge Î doxa.
can only observe that according to this
Delgw|gÓu" uwiiguvkqp" ku" vq" ikxg" wr"
perspective, the question is already
vjku" fqiocvke" crrtqcej" vq" vjkpmkpi<" Ðyg"
subordinate to the answer and the
problem is already subordinate to the
have to stop molding problems and
solution. Interrogation and
questions according to appropriate
prolematization actually take place in the
sentences that serve or may serve as
cpuygtuÑ (Deleuze, 1995, p. 242). On
predetermined space of a certain
community, science or common sense
the contrary, we should find the genesis
that predetermine problematization.
of the thinking process and admit that
Returning to the above­mentioned
problems exist beyond sentences and
example, we should underline that when
that they cannot be covered by answers
we problematize about God we actually
in the form of sentences. Modeling the
evoke a reality that cannot be defined,
shape of problems according to shape of
designated, sought or known. The
sentence answers is an illusion. Problems
question <Does God exist?> contains the
do not copy or mold various possible
verb <to exist> and a question starting
answers. On the contrary, the truth is
4 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
produced within problematization and is
not reduced to an answer in the form of
a sentence.
b) Another prejudice regards
problems as being already given and
advocates that the process of thinking
only begins with searching for solutions
kp"qtfgt"vq"uqnxg"rtqdngou<Ñ"ceeqtfkpi"vq"
a childish prejudice the teacher asks us
to solve a problem and the result of our
efforts is then regarded as true or false
d{"c"rqygthwn"cwvjqtkv{Ñ (Deleuze, 1995,
p. 243). This social and cultural prejudice
is everywhere in tests and contests,
which transform the problem into an
obstacle while solving the problem
makes us winners. Thus, we do not
realize that our thinking is only employed
for searching already­given solutions and
answers and that we do not actually take
part in the problematization process.
Truth and false are reduced to answers
and solutions, therefore we miss
producing the truth by problematization.
Nevertheless, truth and false already
ÐchhgevÑ" rtqdngocvk|cvion. Problems are
not already formed; they are always
about to be formed by placing them in
certain symbolic fields with the help of
interrogations.
The theory of problematization
must change the traditional approach
that regards problems as true according
to their resolvability. In fact, things are
different: a problem is resolvable if it is
true. Truth does not depend on solutions
but on the problematization process as
such. Truth does not depend on the
extrinsic criterion of resolvability but on
the intrinsic criterion of problematization.
This vicious circle of thinking was broken
by the mathematician Abel who, as
Fgngw|g" gzrnckpu." Ðgncdqtcvgf" c" ogvjqf"
in which resolvability must be found
within the problem. Instead of randomly
searching for a resolvable equation in
general, we have to determine problem
conditions that progressively specify
fields of resolvability so that the
<statement contains the core of the
solution>. The solution Î problem ratio
has radically shifted as this is a bigger
revolution vjcp" vjg" Eqrgtpkecp" qpgÑ
(Deleuze, 1995, p. 278). The solution is
therefore generated by the conditions of
the problem. It is not only what we do
not know and find out from solutions that
matters but also the objectivity of what
we do not know or think yet. This lack of
science is no longer perceived as
negative but as a rule. It no longer
dgnqpiu" vq" vjg" hkgnf" qh" Ðvq" mpqyÑ" dwv" vq"
vjcv" qh" Ðvq" ngctpÑ." kv" ku" pqv" eqppgevgf" vq"
the dimension of resolvability but to the
fundamental dimension of
problematization. Deleuze concluded that
Ðvjg" vjgqt{" qh" rtqdngou" jcu" eqorngvgn{"
transformed and we no longer have the
classical situation featuring a teacher and
a student in which the student can only
understand and follow a problem if the
teacher knows its solution and
consequently makes the proper
cffkvkqpuÑ=" Ðvjwu" vjg" gpvktg" rgfciqikecn"
ratio as well as knowledge and sufficient
tgcuqp"ctg"vtcpuhqtogfÑ (Deleuze, 1995,
p. 278).
c) Reversal of the problem /
solution ratio. Modern pedagogies have
shifted away from searching for solutions
and solving problems towards student
participation in the process of producing
5 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
problems. The focus has thus moved
from resolvability to problematization,
from solution to problem ukpeg" Ðc"
solution always has the truth it deserves
ceeqtfkpi" vq" vjg" rtqdngo" kv" cpuygtuÑ
(Deleuze, 1995, p. 244). Consequently,
the solution depends on the conditions of
the problem and not the other way
around, as regarded by traditional views
according to which problems are derived
from major preexistent solutions. The
truth of the problem is not reduced to a
possible solution and is not defined by
vjg" Ðrquukdknkv{" qh" tgegkxkpi" c" uqnwvkqpÑ0"
Therefore, problems must not be
ÐoqnfgfÑ" qp" cntgcf{­given solutions but
at the same time, problems that have
already been given should not be solved.
We should rather invent, produce, and
build problems.
Yg"ujqwnf"vjwu"wpfgtnkpg"Fgngw|gÓu"
conclusion that the theory of
problematization has to deal with the
following two illusory prejudices:
1. the natural illusion<"Ðoqnfkpi"rtqdngou"
on preexistent sentences, logical
opinions, geometrical theorems, algebra
equations, physical hypotheses,
vtcpuegpfgpvcn"vjkpmkpiÑÓ
2. the cultural illusion<" Ðgxcnwcvkpi"
problems according to their
<resolvability>, ability to be solved
(Deleuze, 1995, p. 248);
Both approaches, the one towards
already given solutions and the other
towards already given problems, are
illusory as they both belong to the
Ðgzvgtkqt" eqpfkvkqpkpiÑ" vjgog" cpf" kipqtg"
vjg" Ðkpvgtkqt" korgtcvkxg" gngogpvÑ" qh" vjg"
problem that generates the truth within
the thinking process, thus ignoring the
production of truth via the
problematization process. Truth does not
mean adjusting a problem to an exterior
solution but the interior production of the
problem that has already conditioned the
solution. We must avoid these already
mentioned dangers Î to homogenize
what is hoped for, or to leave something
out, absolutely separate0" ÐYg" ecnngf"
<problematic> the problem as a whole
cpf" kvu" eqpfkvkqpuÑ (Deleuze, 1995, p.
275), so that we should rather assume
the problem­solution complementarity:
the transcendence of the problem is part
of the solution immanence while finding
a solution is related to the transcendence
of the conditions of the problem.
In fact, Deleuze distinguished
among three stages of the problem: a)
the problem as transcendental instance;
b) the area of the conditions of the
problem that define their implementation
into immanence; c) the immanent
representation of the problem in an area
of resolvability and solutions. On the one
hand, we notice the transcendence of the
conditions of the problem in relation with
its solutions. The solution is only the
result of what we understand by
rtqdngo<" Ðcp{" uqnwvkqp" tgswktgu" c"
problem, i.e. building a systematic field
that guides and encompasses searches
and kpvgttqicvkqpuÑ0" Rtqdngou" ctg" pqv"
dissolved by their solutions, since
rtqdngou" ctg" Ðvjg" kpfkurgpucdng"
eqpfkvkqp" hqt" cp{" uqnwvkqpÑ (Deleuze,
1995, p. 262). On the other hand,
Deleuze explains that although problems
remain transcendental, they are also
immanent given the fact that they do not
gzkuv" ÐqwvukfgÑ" vjgkt" uqnwvkqpu" dwv" tcvjgt"
6 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization

infiltrate them: problems are not solution cases, from the virtuality of the
legitimate unless related with their problem to the currently available
conceptual solutions and they are not scientific solutions.
legitimate unless related with d) Reversal of the learning /
rtqdngocvke"kfgcu0"Vjgtghqtg."Ðc"rtqdlem knowing ratio. Deleuze made the
is both transcendental and immanent in distinction between learning and
tgncvkqp" ykvj" kvu" uqnwvkqpuÑ (Deleuze, knowing, which was similar with the
1995, p. 251). According to Deleuze, problem ­ solution distinction. Thus,
problems remain both transcendental problems are created by learning, while
and immanent, as well as subjective and knowing is limited to possessing
qdlgevkxg<" Ð>Rtqdngocvke@" fqgu" pqv" qpn{" conceptual solutions. The one who learns
mean a highly important species of deals with problematization and
subjective events, but also a dimension contributes to the genesis of problems.
of objectivity as such, invested in these While Deleuze placed science in the
gxgpvuÑ (Deleuze, 1995, p. 262)=" ÐKv" ku" uqnwvkqpuÓ" ecvgiqt{." learning was
wrong to perceive problems as transitory perceived to be closer to
and subjective states that our knowledge problematization and culture. Although
should go through by virtue of its actual learning is rather an intermediary
nkokvcvkqpu" *È+0" Fgngw|g" rqkpvgf" qwv" vjcv" between problem and solution,
<the problematic> was a state of the unfortunately it has been used for
world, a dimension of the system, even acquiring solutions and knowledge;
kvu" jqtk|qp" qt" egpvgtÑ (Deleuze, 1995, p. therefore learning remains outside its
429). Therefore, Deleuze stated that our essence, the same as the philosopher
>tgcuqp@" Ðku" ckokpi" dg{qpfÑ (Deleuze, yjq" tgockpgf" qwvukfg" RncvqÓu" ecxg" cpf"
1995, p. 431), towards that problematic, who, as Deleuze explains, only had
transcendental, beyond sentence and science. If science is oriented towards
below meaning element that we always cases that can be solved, it leaves out
miss. vjku" xgt{" Ðrtqdngocvke" kpuvcpegÑ" vjcv" kv"
The transcendence of the resolves and that generates various
problematic element is actually embodied cases of resolvability. Learning focuses
in the real relations of solutions. The on this problematic aspect. According to
transcendence of the problem is this perspective, learning means
expressed in various symbolic fields and combining what we already possess with
solution areas such as mathematics, an gpxktqpogpv" qh" Ðwpmpqyp" rtqdngou"
physics, biology, psychology, sociology, that have not been previously
religion, etc, although the problematic gpeqwpvgtgfÑ (Deleuze, 1995, p. 295),
element remains both undetermined and that will transform our world. It is from
transcendental. We have to start from this viewpoint that we may interpret a
the theory of problems in order to follow new theatre, a new novel or a new
the genesis of various scientific fields, pedagogy, such as a problematic theatre
from the conditions of the problem to of multiplicities and not of character and
7 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
vjgog"kfgpvkvkgu<"Ðc"vjgcvtg"qh"eqpuvcpvn{"
open problems and questions that
stimulate the viewer, stage and
characters in the real movement of
learning related to the unconscious,
whose ultimate elements are still the
rtqdngou"vjgougnxguÑ (Deleuze, 1995, p.
295). Another example is provided by
Lcogu" Lq{egÓu" pqxgn0" Lq{eg" fkueqxgtgf" c"
new language of interrogations, which,
as Deleuze explained, does not take into
consideration general doubts or
skepticism but rather ujqyu" Ðvjg"
discovery of the problematic and of the
question as transcendental horizon or
core <essentially> belonging to beings,
vjkpiu." gxgpvuÑ (Deleuze, 1995, p. 299).
The problematic is discovered in theatre,
music, literature, philosophy or pedagogy
alike. Questions only develop these
Ðrtqdngocvk|kpi" hkgnfuÑ" vjcv" ctg" dgkpi"
determined in the diversity of solutions
and sciences.
e) Reversal of the rationality /
events ratio. The problematic domain is
not constituted of abstract, theoretical,
or rational essence, but is rather, as
Deleuze pointed out, found in affective
events and tones. Unlike in the
rationalistic approach, oriented towards
the problem of the essence expressed by
vjg" Ðyjcv" ku" kvAÑ" swguvkqp." yjkej"
attempts to determine the undetermined
field of the problem but fails to do so in
contradictions and aporia, we are
advised to use other questions such as
Ðjqy" owejAÑ." ÐjqyAÑ." Ðkp" yjcv"
kpuvcpegAÑ." swguvkqpu" vjcv" pq" nqpigt"
investigate the essence but the events,
the accidents, the multiplicity. It is under
this prejudice that brings the problematic
field back to the rational essence with
vjg"jgnr"qh"vjg"swguvkqp"Ðyjcv"ku"kvAÑ"vjcv"
the theological prejudice that asks this
question is situated, given that <what is
it?> is always God. However, we cannot
delimitate it at the level of abstract
conceptualization. Therefore, the
problematic field does not belong to
guugpvkcnkv{" dwv" vq" gxgpvu<" Ðceeqtfkpi" vq"
Deleuze the problem belongs to the area
qh" gxgpvuÑ (Deleuze, 1995, p. 290).
Instead of hanging on to ordinary
solutions by trying to solve problems that
seem unsolvable, we should rather focus
on the occurrence of the event of the
problem itself in order to represent it in
the novelty of a solution in our world.
This is so because, as Olivier Reboul
explakpgf."gxgp"Ðvjg"gfwecvqt"ku"vjgtg"vq"
teach knowledge and values that do not
depend on subjectivity and that
vtcpuegpf"jko1jgtÑ (Reboul, 1989, p. 79).
3. The pedagogy of problem­
situations.
We observed the impact of the
problematization method within the
educational system and found the same
focus on the link between the numerous
problems that we are confronted with in
our daily life and the importance of
learning through problem­situations as
<enigmatic> learning via events,
experimental facts or daily events.
People caught in a problem­situation
have to learn by using their own
intelligence, wonder, involvement,
exploration that their own knowledge is
made of so that they actually become
<researchers>. Although the problem­
situation is given to the learner as a task
8 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
that has to be completed, its
effectiveness is not generated by the
solving of the task but by surpassing an
qduvceng0"Vjku"ku"vjg"gfwecvqtÓu"qdlgevkxg0"
The pedagogy of problem­situations is
practically responsible for the following
education functions:
a) the erotic function<"Ðkv"uggmu"vq"etgcvg"
the enigma that generates the desire to
mpqyÑ (Deleuze, 1995, p. 286)
b) the didactic function: it strives to
allow the enigmatic approach of the
problem
c) the emancipatory function: it allows
every individual to create their own
procedures for solving a problem.
Chvgt" jcxkpi" hqewugf" qp" Fgngw|gÓu"
ÐgpkiocvkeÑ" hkgnf" qh" rtqdngocvk|cvkqp." yg"
yknn" ujqtvn{" vcemng" vjg" Ðgocpekrcvqt{Ñ"
function of problematization in order to
tgxgcn" kvu" Ðogvjqfqnqikecn­fkfcevkeÑ"
function.
Therefore, we shall focus on the
pedagogic perspective of Michel Fabre,
who questioned the role of education in
this era of cultural crisis and suggested
that problematization be interpreted as
emancipation. Since we currently live in
a problematic world that continuously
questions our landmarks, beliefs or
egtvckpvkgu."Ðyg"cevwcnn{"nkxg."cu"O0"Hcdtg"
pointed out, in a psychological, social
and ideological problematic yqtnfÑ0" Vjg"
role of education can only be that
ukipcngf" d{" Rcwn" Tkeqgwt<" Ðrtgrctkpi"
people to enter this problematic universe
seems to be the task of the modern
gfwecvqtÑ (Fabre, p. 1). In this context,
M. Fabre suggested education via
problematization as a solution for
successfully dealing with the crisis. This
solution avoids both integrism *Ðtkikfn{"
uvkemkpi" vq" qpg" uqnwvkqpÑ+" cpf" tgncvkxkuo"
*Ñcnn" uqnwvkqpu" jcxg" vjg" ucog" xcnwgÑ+0"
Modern educational models have grown
old in this era of cultural and educational
crisis but we should rather perceive this
as a chance of renewing thinking rather
than a tragedy. Integrism still focuses on
strictly literary thinking, on a solution
isolated from the context, as an answer
detached from the question, blocked in
absolute certainty and concerned with
problematization. Inversely, relativism
exacerbates the problematization of any
answer. It turns any solution into a
problematic one, so that all solutions
finally have the same value. Integrism
blocks itself at the obvious level of
solutions and excludes problematization,
while relativism blocks itself at the
figurative level of problems and
exacerbates problematization.
However, we should find a
common problematization that avoids
both extremes. Fabre suggested the
problematizing dialogue, which opens
towards a new pedagogy and ethics,
dgecwug" Ðfkcnqiwg" tgswktgu" pqv" qpn{"
cognitive decentration but an equal
qrgppguu" vqyctfu" vjg" qvjgtÑ." yjkng"
Ðwpfgtuvcpfkpi" cpqvjgt" ogcpu"
surpassing solutions (always different) in
order to return to the problems that
hqwpf" vjgug" uqnwvkqpuÑ0" Yjkng" uqnwvkqpu"
differ among people, cultures and
religions, problematization remains the
ucog0" Yg" jcxg" vjg" ucog" rtqdngou." Ðyg"
ctg"kpjcdkvgf"d{"vjg"ucog"rtqdngouÑ"cpf"
eqpugswgpvn{." Hcdtg" rqkpvgf" qwv." Ðvjg"
acknowledgement of common
problematics, beyond the different
9 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
solutions, is the ideal in intercultural
rgfciqi{Ñ (Fabre, p. 6). Finding a
common problematic does not mean
annihilating differences in generalized
eqpugpuwu." ukpeg." cu" Hcdtg" uckf." Ðvjgtg"
cannot be dialogue among individuals
and cultures without the right and power
to question, to problematize and to
ejqqugÑ (Fabre, p. 7). Our emancipation
is based on this right to problematize.
Thinking shifted towards
problematization avoids both the
limitation to only one solution as well as
the relativization of all solutions, since
problematological thinking distinguishes
uqnwvkqpu"htqo"rtqdngou"cpf"uggmu"Ðyjcv"
is there beyond all our answers and what
tgncwpejgu" eqpvkpwqwu" swguvkqpkpiÑ
(Fabre, p. 8).
4. Building problem­situations in
the teaching process.
Fgngw|gÓu" rjknquqrj{" qh"
problematization was extrapolated to
teaching by Michel Fabre and Agnès
Musquer (Fabre, Musquer, 2009), who
suggested focusing on building problem­
situations, since in such situations the
educator may build an entire scenario,
an entire plot starting from one idea and
thus help students problematize without
problematizing in their place. In such
problematic­situations, the student must
build an entire statement from elements
that have already been provided, either
by extrapolating this situation or other
situations that have to be looked for or
invented. Starting from a certain
questioning, the student must build the
data of the problem but also the
conditions, principles and rules that
govern the problematization process and
enable the creation of hypotheses and
solutions so that within the
problematization process the student is
faced with new data and the continuous
reconstruction of the initial problem.
According to the analysis carried
out by Fabre and Musquer, the following
are operations required by
problematization: a) addressing the
problem; b) building the problem; c)
debating hypotheses.
a) Addressing the problem. In this
stage the problem­situation is
incompletely formed. The problem may
be formulated directly by the educator
with the help of an indicator that guides
questioning either according to certain
fcvc" *yj{" fq" yg" jcxg" z" cpf" {ÈA+" qt" kp"
order to search for conditions (how may
yg"eqodkpg"z"cpf"{ÈA"Vjg"rtqdngo"oc{"
also be formulated indirectly, when the
educator assumes wrong representations
and solutions that students already have
and combat in order to approach the
problem­situation using anticipatory
critique that leads to the reformulation of
the problem. Students may be warned by
ejcnngpikpi" uvcvgogpvu" uwej" cu" Ðyg" fq"
pqv" wug" uvgtgqv{rguÑ." qt" d{" ncwpejkpi" c"
rctcfqzkecn" uegpctkq" uwej" cu" Ðkh" z" ku"
pgkvjgt" vjku" qt" vjcv." vjgpÈAÑ0" Kp"
conclusion, the aim of addressing a
problem is for the students to express
their representations and the possible
obstacles, which they are confronted
with and must overcome, in order to
break away from the old representations.
b) Building the problem.
Often the conditions of the problem
are only suggested. After students break
10 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization
away from the old representations, the
educator may begin building the problem
with a suggestion uwej" cu" Ðyjcv" kh"
ukvwcvkqp" zÈÑ." yjkej" fqgu" pqv" uvcvg" vjg"
condition of the problem but rather
guides, opens a path for finding
kphqtocvkqp0" Dgukfgu" vjg" gfwecvqtÓu"
suggestion, which may artificially trigger
searching for the data and conditions of
the problem, there is also induction,
which triggers research using only the
elements and conditions presented in the
problematic situation. The problem may
be built by induction, when data are used
vq"ugctej"hqt"eqpfkvkqpu"*hqt"kpuvcpeg<"Ðkh"
z"vjgp"{="dwv"|"ku"cnuq"rquukdngÈÑ+."qt"d{"
deduction, when conditions are used to
research and structure data (from a
certain thesis or formula).
There are also problematization
scenarios in which the conditions are
provided directly, such as when the
educator, after having destabilized the
uvwfgpvuÓ" tgrtgugpvcvkqpu." cvvgorvu" vq"
provide students with at least the
explanatory principle needed to
understand and reconstruct the problem,
if the not answer itself.
c) Debating hypotheses. According
to the data and conditions of the
problem, students are helped to either
produce or criticize hypotheses.
In the case of producing
hypotheses, solutions are usually
anticipated when the educator offers a
twng" qh" cevkqp" *Ðku" vjkuÈ" yjkejAÑ+" qt"
suggests that another solution is possible
*Ðcpf" yjcv" kh" z" jcrrgpgfÈAÑ+0" Vjg"
educator may also anticipate the content
of solutions by underlining the
importance of some data or suggesting
certain data structuring, similar with a
riddle that helps students discover the
solution.
In the case of criticizing
hypotheses." c" dtgcm" htqo" vjg" uvwfgpvuÓ"
solutions is attempted. Hypotheses are
analyzed according to the conditions of
the problem. However, the solution must
be valid according to these conditions.
Students may also be invited to justify
their answers by searching the conditions
of their validity or even by creating
obstacles that act as anti­conditions or
false motivations. Hypotheses may be
criticized not only according to the
conditions of the problem but also
according to the data of the problems. By
processing already provided data the
educator anticipates the obstacle that
students are going to be confronted with
and formulates certain objections. The
educator may also use new data and
extra information such as
counterexamples.
Thus, the problematization process
is either oriented towards solutions or
towards building and rebuilding the
problem. Knowledge is not the first thing
needed in order to problematize; on the
contrary, in order to acquire various
knowledge we have to perceive it as the
answer to certain problems, therefore we
have to reproblematize and rebuild. This
is especially so as we are dealing with
specific problematization issues in
philosophy or theology where answers
cannot be categorized since questions
generate other questions. In such fields,
problems are addressed to me as an
individual for whom there are no more
factual, informative or explicative
11 THE JOURAL OF DIDACTICS
answers but a bunch of normative and
formative answers with universal value.
5. The specificity
problematization in the study
religion
As far as the study of religion is
concerned, problematization may be an
essential element in teaching for
developing skills. The notion of skill
involves other notions: orientation
towards action, inventiveness, ability,
strategy, integration skills.
The following are a few implications
of such perspectives for the teacher of
religion:
1. Regarding knowledge as resources:
making students acquire skills means
regarding knowledge as resource that
the individual has to be able to use
correctly in a given situation in order to
solve a certain problem or carry out a
specific task. Thus, teaching no longer
means teaching students successive
eqpvgpvu" kp" qtfgt" vq" Ðeqxgt" vjg" u{nncdwuÑ"
but, on the contrary, students are taught
by example to do something that they do
not know yet. This requires that the
teacher be involved in the action by
underlining the usefulness of knowledge
and showing how it may be applied in
real life (the usefulness of
experiential approach (IqYkc." 1998, p.
77); the teacher puts himself in the
shade in order to let the student learn by
exercising; the teacher no longer offers a
ready­made content but teaches a
minimum amount of knowledge in order
Philosophical and Didactic Perspectives on Problematization
to build the skills required for focusing on
a given topic).
2. Teaching with the help of problem­
of situations. A problem is a real and
of complex situation whose solving requires
multiple knowledge and successive
operations. Teaching does not mean
placing students in front of problem­
situations that they have to solve. A
problem­situation may take the shape of
a stage play, biblical research, prayer or
interpretation of a religious picture. The
rtqdngo" oc{" dg<" ÐYj{" cte there four
iqurgnu" cpf" pqv" qpgAÑ" qt" ÐYjq" ku" tkijv"
about the origins of the world: the Bible
qt"uekgpegAÑ (Herbreteau, 1989, p.137).
3. Creating or using means of
teaching other than the classical ones.
Problem­situations must be relevant for
life. This is why the teaching material
must be extracted from life situations
cpf" pqv" dg" nkokvgf" vq" ÐuejqqnÑ" ogcpu"
only. Therefore, the teacher has to find
real objects, elements and means that
may become teaching material.
4. Adopting flexible planning. Making
students acquire certain skills by solving
problem­situations involves both
planning and improvising. The acquisition
of skills is always an adventure.
Therefore, the teacher must possess the
ability to: plan the teaching process and
be open to changes; detect the essential,
vjg" ÐeqtgÑ" qh" c" pqvkqp." vjgqt{" qt" cevkqp"
the
required for acquiring skills; successfully
combine teaching based on problem­
situations with classical teaching
organized around a well structured and
fixed content.
12 THE JOURAL OF DIDACTICS Philosophical and Didactic Perspectives on Problematization

In the religion teaching field, the method elements integrating them as significant
of problematization best fits the cultural elements in which students may
uvwfgpvuÓ" ykuj" vq" fkueqxgt" cpf" xgtkh{" find meaning for their own life. Thus,
what is being transmitted to them in a elements of existential and Christian
way that favors autonomy and the doctrine meet, confront and initiate a
expression of personal belief (Fossion, dialogue in catechesis thus highlighting
1990, p. 27). This model combines the search for meaning.
Christian doctrine with existential

Bibliography:
Deleuze, Gilles, FkhgtgpY<"3k"tgrgvkYkg."Gfkvwtc"Dcdgn."Dwewtg3vk."3;;70
Fabre, Michel, Philosophie et pédagogie du problème, Vrin, Paris, 2009.
Fabre, Michel, Entre intégrisme et relativisme: la problématisation comme
émancipation, p.1
(http://sofphied.asso.free.fr/cariboost1/cariboost_files/michel_fabre_txtpc.pdf).

Fabre, Michel, Musquer, Agnès, Vers un rfirgtvqktg" fÓkpfwevgwtu" fg" rtqdnfiocvkucvkqp0"

Cpcn{ug" fÓwpg" dcpswg" fg" ukvwcvkqpu­problèmes, Spiral­E­Revue de Recherche en
Education, No. 43 (45­68), 2009.

Fossion, A, Iwkfg"ofivjqfqnqikswg"rqwt"nÓgpugkipgogpv"tgnkikgwz"cw"e{eng"ugeqpfcktg,
Bruxelles, Lumen Vitae, 1990.

IqYkc." O0." Înnoirea catehezei. Elemente de metodologie, Cluj­Napoca, Presa

Wpkxgtukvct<"enwlgcp<."3;;:0

Herbreteau,H., Pédagogie scolaire et pédagogie catéchetique, în Catéchèse, 1989.

Herbreteau,H., La pratique enseignante: son sens et ses enjeux, Hatier Pédagogie,
Paris, 1997.
Reboul, Olivier, Nc"rjknquqrjkg"fg"nÓfifwecvkqp. PUF, Paris, 1989.
13 THE JOURAL OF DIDACTICS The Problem-Solving Pedagogical Method in the Study of History

The Problem­Solving Pedagogical Method in the Study of History

Elena Boia."Cuukuv0"Rtqh0"RjF."Dcdg3­Bolyai University

boia_andreea@yahoo.com

ABSTRACT:
The problem solving may reveal as one of the most important pedagogical
methods as it addresses the central question of pedagogy: by what means may
we affect the representations of a human person in such a way that he or she
could gain knowledge about the object of their learning that would be unknown to
them until then? The analogy with other objects which would have already been
known, the procedure which is currently used when new knowledge is involved, is
limited and even obsolete in the case where the learnable object is so new that
there is a consistent gap towards every familiar knowledge. At this point, the
relation towards what is undetermined gets into discussion and the entire answer
may depend on the abilities of the professor for appealing to the unconscious and
for transmitting the access to that which is linked to semantics and contains
other differentiated relation to reality then the illusion of the communication of
pure and mechanical information as in cybernetics.

KEYWORDS: didactics of history, the image of the United States,

communication, Transylvania.

Gaining the attention and
especially the interest for history is a
certain provocation for the professors.
The yet great volume of information
comprised in the school curricula, the
exaggerated number of chapters
fgfkecvgf" vq" Ðoclqt" gxgpvuÑ." vq" Ðitgcv"
persqpcnkvkguÑ." vjg" cnoquv" gzenwukxg"
approach towards the national history
and the ignorance or the superficial
treatment of its ties with the universal
history, corroborated with the reduction
of the history classes to one or two the
most on a week, all expose to the same
gpf<"vjg"tgrtqfwevkxg."Ðqh"ogtg"uwthcegÑ."
ÐogejcpkecnÑ"ngctpkpi"rtcevkeg."vjg"tguwnv"
of which is represented until the end by
rwrknÓu" kpetgogpv" qh" ncem" qh" kpvgtguv" cpf"
even repulsion towards the discipline.
The solution of the enunciated problems
is by consequent only at the grasp of the
vgcejgt0"Gcej"cpf"gxgt{"nguuqpÓu"uweeguu"
or failure hinge upon him, upon his
strategy laying down, of such methods
and means that would drive towards the
14 THE JOURAL OF DIDACTICS
understanding of data multiplicity, and
not to their simple seizure.
The present study is dedicated to
the solving problem pedagogical method
and to the circumstances linked to its
use at the history classes.
The concept of problem
In his well known work About
Pedagogy (1803), Immanuel Kant
pointed out that the human being is the
only one that needs to be educated in
qtfgt" vq" dgeqog" jwocp<" Ðthe human
being may become human through
education only. He is nothing else but
what education makes out of himÑ (Kant,
2002, p. 17). The maxim reveals its
signification merely at the moment
where we direct our attention towards
the essence of pedagogy itself.
Human thought is grounded upon
the unifying of the internal and external
diversity of facts. This unifying makes up
the privilege of our aprioric knowledge
structure. That is the one which makes
possible what we generally name by
experience. Experience, at its own turn,
has the advantage of offering us a
horizon of familiarity, a determination
where nothing comes to menace our
comfort of knowledge, where novelty is
every time decomposed in terms already
possessed by the totality of our
knowledge about the surrounding reality
ending, then, in analogical evidences.
There are, nonetheless, sequences where
that which is cut before our own eyes
may place itself beyond every usual
The Problem-solving Pedagogical Method in the Study of History
analogy, beyond every already known,
familiar issues and, as a consequence,
we see ourselves compelled to make a
supplementary endeavor contemplating
the gain of access to that which until
then was fancying to us as an immediate
knowledge. This discovery of the new
constitutes an adventure and the take
over and the fashion by which we face it
may be related, finally, to our capacity of
finding ourselves beyond our own
already given frontiers.
Problem, solving problems come
to us in their old Greek etymon Ï
problèma ogcpu"Ðvjcv"yjkej"ku"nckf"fqyp"
dghqtg" wuÑ." cpf" vjg" xgtd" to probàllo,
htqo" yjkej" vjku" yqtf" dgiwp." ogcpv" Ðvq"
vjtqy"uqogvjkpi"dghqtg"uqogqpgÑ<"ÐThat
which you throw before yourself or that
which is thrown before you Ï that which
life or others throw before yourself Ï,
this suite of obstacles which you put or
are put before yourself, the suite of
things which welcome thee without
cease, that you confront or that which
provoke thee Ï all of these are
problems. Our lives are nothing, in the
end, but this collection of problems, of
obstacles that ourselves or others throw
before us in order to go past themÑ
(Liiceanu, 1996, p. 207).
As it is known, Plato asserted the
idea according to which there is no strict
sensible knowledge since, without having
anything in common between myself and
the object that I will know, something
intelligible that should mediate between I
and the object in order to open to me the
path for a mutual concord, I may not
have any criterion towards that which is
15 THE JOURAL OF DIDACTICS
before myself. In this order of thought,
any attempt to make a forward step
towards the object would mean, in fact,
a step forward towards something that
does not present anything intelligible or
tangible. The possibility of concrete
knowledge becomes, therefore,
conditioned by the existence of an ideal
act of knowledge, laid beyond the limits
of experimental knowledge. An act which
contains within itself its entire diversity
that we, as knowing beings, have to
span. As such, in order to arrive to the
qdlgevÓu" eqpetgvg" mpqyngfig." yjkej" ku"
strange to us, and nevertheless existent
within our very world, we only have to
remind us to place ourselves in an
anamnetic disposition1.
Vjg"gpvktgÈ"problem is discussed
at the level where we perceive the
novelty of the object, at the fashion by
which it is given to us in its concrete not
only the difference in knowledge, but its
overtaking also through the anamnetic
effort to which we may be capable of
being the subjects.
Since we discuss the pedagogical
problem solving, and namely that which
is encountered in the history discipline,
we will appeal to a concrete case in order
vq" gzgornkh{<" ÐKh" vjg" Wpkvgf" Uvcvgu" qh"
America did practice slavery until the
second half of the XIXth century, in what
measure could we still talk about the
existence in the mentioned period of the
country of a democratical political
regime, of a modern law state where the
1
See Plato, the Phaidon and Menon dialogues.
The Problem-solving Pedagogical Method in the Study of History
human rights and liberties are sacred
cpf"kpxkqncdngAÑ
The obstacle and the difficulty
that we meet in this case have as their
ground our ideas about the ideal of
democracy and that of the state
governed by the rule of law, our idea
concerning the modernity and the
juridical and political rights of the
individual. We find these brutally,
flagrantly and horrendously contradicted
by the practice of slavery, of servitude of
the African populace. Logically, the two
camps of signified Ï democracy or the
state governed by the rule of law and
Ï
slavery contradict each other.
Nonetheless, in the historical reality they
coexisted. Without posing the problem of
the relevance of one of the aspects in
favor of the other Ï yg" ecpÓv."
consequently, say that the state
governed by the rule of law was in that
measure developed for the inhabitants of
USA as the existence of slavery would
have been a negligible accident, for half
of the Southern states lived at its
expense, and more, after the abolition,
the person with an African origin
continued to be discriminated until the
second half of the XXth century. We
should rather make reference to the
American libertarian anarchism 2 . This is
one of the factors which could have
justified slavery in a culture that was
qrrqugf" vq" kv" d{" kvu" xgt{" guugpeg0" KvÓu"
2
Fkemgpu" cdqwv" vjg" WpkqpÓu" rgqrng0" Vjg"
We remind the assertions made by Charles
Cogtkecpu." uckf" jg." ctg" ãso much in love with
liberty, that they allow themselves having a little
too much liberties towards itÑ0"(Dickens, 1998, p.
351)
16 THE JOURAL OF DIDACTICS
necessary, then, also to point out the
relevance of the economic aspect for the
population of the over the Atlantic
Republic.
Just as little could we annihilate
the reality of the political democracy and
of the juridical American justice by
saying that it was nothing but a form
without content as long as this type of
administration was essential for the
uqekgv{Óu" nkhg" kp" kvu" gpvktgv{" cpf" ykvjqwv"
which it would have been impossible to
abolish slavery. The logical contradiction,
the tension and even the cleavage from
within the North­American society is
capable of revealing itself, consequently,
as a problem to which we cannot find
any answer on the grounds of what we
already know concerning the already
studied and implied concepts of this
issue.
A solution that we encounter
regularly when our reason finds itself
thrown on the grounds of an unknown
horizon, is that of looking for
antecedents, similar cases in order to,
through analogy, through imitation,
could we say, solve also the difficulty
which just sprang. Nevertheless, if the
problems would be solved this way, we
could say that they would never be
solved at all. More precise, if the solving
problems method would be the approach
by which we would reduce that which we
fqpÓv" mpqy." vjg" wpmpqyp" vq" vjcv" yjkej"
we know, we would do anything else but
to repeat the already known aspects and,
consequently, we would never learn
something absolutely new.
The Problem-solving Pedagogical Method in the Study of History
Coming back to the question of
the anamnesis, we may observe that
things changed dramatically. The
consideration after which to learn
supposes only to apply or to awake
already known matters, purely and
simply, to that which is new, has no
value at all.
However, something must be
mpqyp." dgecwug." cu" ygÓxg" uggp." vjg"
eleate paradox regarding the knowledge
of the object and the realization of
learning is applied on the opposite sense
of that which has already been
discovered. Hence, if something is
known, what way is it known as to admit
the new? And, if the new is already
learned, in what way might it be a
qualitative difference towards what is
already known as its learning not to be a
simple repetition?
The pedagogical paradigm of the
problem solving offers us an acute
materialization of these hard solving
difficulties.
The didactical problem solving, the
historical problem solving
In any problem, asserted
Ykpegpv{" QmqM." vjgtg" owuv" dg"
something given, known and something
missing, meaning something hidden,
ãthe idea of solving dwelling... in the find
of the unkown elementÑ0" Uvctvkpi" htqo"
the above mentioned assertions, the
researcher defined the problem as being
17 THE JOURAL OF DIDACTICS
ãa structure of insufficient dataÑ."cpf"vjg"
problematized learning as an operation
jcxkpi" cv" kvu" itqwpf" ãthe research for
these data and the demonstration that
they are trueÑ0" Ocmkpi" vjg" ghhqtv" hqt" vjg"
gixgp" rtqdngo." QmqM"
clarification
eqpvkpwgu." ãthe subject comprises by his
vjqwijv"vjg"gpvktg"rtqdngoÓu"uvtwevwtg000."
reflects upon the mutual ratio between
the known elements of this structure,
discovers, then, the missing elements as
well as the unknown ties of the given
elements. By this method, the subject
completes the structureÑ (QmqM, 1978, p.
50).
But the essence of problem
solving consists in that, by its use in the
classroom, the professor does not
transmit well established cognizances,
instead it puts the pupils in the position
of search, research and discovery.
Problem solving supposes, consequently,
the update of older cognizances and the
gain of new ones, fact which justifies its
particular formative qualities.
The central element of the
method, the initial point is represented
by the identification of the problematic
situation. As we have seen above, a
question or an assignment becomes a
problem only when it proposes
something radically unknown, something
that lacks a comparison, an obstacle
which, in the present case produces in
the mind of those interested a tension,
an uncertainty, an astonishment, it
stimulates their interest and brings them
about to implicate themselves until the
response is found Ï vjcv" ÑdtkfigÑ" yjkej"
The Problem-solving Pedagogical Method in the Study of History
ties that which they already know to that
which is totally unknown to them.
Consequently, in problem solving
learning a central initial role devolves to
the professor. It is to him that it falls not
only the assignment of correctly
formulating such difficulties or of
establishing a plan of action, but also the
obligation to verify in what measure the
pupils dispose of the theoretical
necessary premises to their solving. In
history, for example, the professor has
the duty of assuring himself that the
pupils know those facts, events and
processes absolutely necessary to the
clarifying of the given situation. The
chances of tracing true problematic
situations arise in direct proportion with
vjg"vgcejgtÓu"gzrgtkgpeg."ykvj"vjg"fgitgg"
of his master of the discipline and to the
development level of his psycho­
pedagogical competences.
In the problem solving process
there have been identified multiple
stages. Some specialists speak of four
(Gagné, 1975, p. 189), others speak of six
(Cerghit, 1976, pp. 108­109) stages. Three
of them are essential: the exposure of
the problem, its solving and its
verification. In the teaching of history it
is recommended to avoid the direct
passage from the definition to its solving
and the introduction of the so­called
preceding stage (Krystyna Kuligowska).
This supposes the fact that the teacher
verifies if the pupils detain information
about the events and the historical
processes taken into question, and,
nevertheless, the degree in which they
understood the signification of what has
18 THE JOURAL OF DIDACTICS
been told (QmqM, 1978, pp. 31­32, 133­
134). The solution is justified on the
itqwpfu" qh" vjg" fkuekrnkpgÓu" ejctcevgt." qh"
the fact the solving of historical
difficulties does not have as its ground
the experience on day to day basis, but
the explanations before received either
from the professor, either from the
manuals, encyclopedias and other types
of bibliographical references. We may
take the example of the following
rtqdngocvke" ukvwcvkqp<" ÐHow do you
explain the burst of the revolution wave
which enfolded Europe in 1848?Ñ" Hqt" kvu"
uqnxkpi." kvÓu" pgeguuct{" vjcv" vjg" rtqhguuqt"
verifies if the pupils know not only the
internal situation of the states engaged
in the revolutionary events Ï France,
The German Confederation, The
Habsburg Empire, The Romanian
Countries Ï, but also the ideologies and
the political streams that were proper to
that century. It is the same with the
hqnnqykpi" gzcorng<" ÐImagine yourselves
vjcv"Cfqnh"Jkvngt"fkfpÓv"gzkuv0"Jqy"fq"{qw"
ugg" GwtqrgÓu" gxqnwvkqp" kp" vjcv" ecugAÑ"
Neither in the present case exists some
correspondent of reality that would
deliver them ideas and which finally
would drive them to the solution of the
rtqdngo0"Uvknn." kvÓu" korqtvcpv" vq"jqnf" vjcv"
the updating of information regarding the
raised issues do not offer them any
answer, but only eases them the way
towards the dropping down of the raised
obstacles, towards the transformation of
the unknown to that which is known.
The Problem-solving Pedagogical Method in the Study of History
Historical problems
Because of its character, of the
fact that it takes upon the study of
peoplg" cpf" qh" uqekgv{Óu" gxqnwvkqp" htqo"
the earliest of times to the present,
because in human reality the
materialization of the fact amasses the
contradiction, the opposition, the conflict,
and more precisely, as incarnated,
history represents a favorable domain for
the application of the method, an
inexhaustible source for the creation of
certain difficulties. The analytical glance
upon this domain where we become
conscious of all these systems of
inexhaustible oppositions shall know to
search and even to find in the measure
where it will make an appeal to the
semantic structures of science and
culture, the superior significations and
the fundamental principles of historical
life. Barely through the unclutter of such
fields of superior signification human
history begins to unveil its meanings and
to open for the interpretation in depth
the events that marked it. Thereby it is
possible to surmount some of its
deficiencies as, for example, the
exaggerated focus on the factual
knowledge in the detriment of the
general orientations regarding the
processes which take place during
several historical periods (QmqM, 1978, pp.
144­145). The encumbrances, the
drawbacks, the deterrents must be
elaborated in such a manner that they
would help pupils to master the notions
and to offer them a general orientation in
the historical processes and phenomena
19 THE JOURAL OF DIDACTICS
and, at last, a certain autonomy in the
appreciation of the events that took
place during all the centuries.
It is, still, maintained the
condition that they would be adapted to
the age and individual particularities of
the pupils.
The surest path to illustrate the
above said, is the appeal to a few
examples. We shall turn back, at first, to
that example regarding the United States
and the practice of slavery. Essential in
order for the pupils to have the
possibility to find of at least one hint for
an answer is for the professor to present
them in time and adequately the state of
affairs. Especially because this problem
uqnxkpiÓu" cko" fqgu" pqv" eqpukuv" kp" vjg"
simple mention of some details
concerning the political system of the
Republic and eventually in the assertion
of some opinions regarding discussed
reality, but relates to the understanding
of the North­American culture as a
Ðognvkpi­rqvÑ"cu"c"uvcvg"yjkej"kpectpcvgu"
the historiecn"fkcngevkeÓu"eqpvtcfkevkqpu0"Kp"
order to attain such a result, the pupils
must follow several stages.
We believe that the most
important is the knowledge of the facts
themselves, in the way they exist. In this
manner we will set free the entire
problem solving from the addition which
fqpÓv" vqwej" vjg" pwengk" qh" vjg" ckogf"
contradiction clearing the ground for the
depth analysis. Moreover, through this
prior knowledge it is obtained a first
contact with the subject as it is and it is
attained the property of terms.
The Problem-solving Pedagogical Method in the Study of History
The emphasis of the existent
differences between the young republic
cpf" vjg" Qnf" EqpvkpgpvÓu" eqwpvtkgu" ku"
imperative. The first, a state without
history, deprived of traditions with a
culture traversed by the shudder of
absolute change and, consequently, of
the absolute contradiction Ï a state
where everyone manages to do whatever
one wants (from the establishment of the
most bizarre societies, clubs and
organizations (Boia, 2009, chapter
Tgrtg|gpv<tk" cng" rqrwncYkgk" Uvcvgnqt"
Unite) wpvknÈ" vjg" rtcevkeg" qh" uncxgt{+0"
The latter, instead, countries with a
distant past and grounded on a culture
which has behind itself an entire burden
of symbols. Just as necessary are the
mentions of the Protestantism
characteristics which, by its fundamental
divorce, not so much from the Old
YqtnfÓu" vtcfkvkqp." dwv" qh" gxgt{" mkpf" qh"
tradition, of the idea of tradition as it is3,
drives people into appreciating more the
rupture, independence, the absolute
value of the individual will and not
necessarily the sacrosanct respect of the
principle of the social equality Ï
especially when the free will of the
Protestant came against the lack of
individual consciousness of the African
descended from a culture which did not
proclaim any universal revelation.
Traditio ogcpu" ÐvtcpuokuukqpÑ." ÐvtcpuhgtÑ."
3
Ðrcuucig" htqo" qpg" vq" vjg" qvjgtÑ0" Vq" vtcpuokv"
further the terms of a culture, its symbols, its
practices and significations does not mean the
inscription in the ossified fixity of some more or
less contingent determinations and their adoption
as a perpetual reference system. It is instead
about identity within change, about novelty in
that which is ancient, about that is unknown
within that which is known.
20 THE JOURAL OF DIDACTICS
It is not useless to remind for that
the primacy of the economic factor in the
pgy" uqekgv{Óu" nkhg" cpf" vjg" CogtkecpÓu"
pragmatism often driven to its extremes
and which came from the same passion
for individualism. Fact which possessed
the ability to encourage the use of slaves
in order to gain a cheap and swift profit.
We shall take then the case of the
lessons regarding the conquest of Dacia
by the Romans or those about the First
World War. Here too the professor may
formulate several problematic situations.
We ofhgt" qpn{" c" hgy" uwiiguvkqpu<" ÐIf the
Romans quitted Dacia during the years
270­275, how do you explain the fact
that we speak today a Latin originated
language?Ñ"qt."cpqvjgt"ecug."ÐTaking into
account that the Romanian royal family
was the descendent of the Hohenzollern­
Sigmaringen dynasty, what were the
causes which drove it to join Romania to
the Antante and not to the Central
Powers during the First World War?Ñ0" Cv"
the same time, during the recapitulative
class of cognizances with interest to the
great geographical discoveries, the pupils
may be invited to imagine themselves
the destiny of the world in the case
where it would have been deprived of the
exploits of the renown navigators.
Essential in all three examples is that the
pupils be guided to bestow a special
attention to the importance of those
happened and not to the details tied to
the said facts. Of course, their difficulty
degree is not an exceptionally elevated
one and may be more used to the
general school classes.
The Problem-solving Pedagogical Method in the Study of History
In high school, instead, a gradual
increase of the difficulty level is
eqorgnnkpi0" ÐHaw do you explain the
chain collapse of the communist regimes
(1989)?Ñ." ÐDuring the XIXth century the
United States, a no more than a century
old Republic, gained and even depassed
economically states with a distant
historical past. How do you argue for this
ÐAs
astonishing progress?Ñ." the
sentiment of the belonging to a nation
has developed to the Romanians only in
the XIXth century, what could have
determined Michael the Brave to unify
the three Romanian provinces?Ñ"qt"ÐAs it
is known, women have acquired the right
to vote only in the first half of the XIXth
century. Thus, can we speak about a true
social equality during the period from
before its sanction?Ñ" ctg" qpn{" c" hgy"
variants. Just as well they may be invited
vq" cpuygt" vjg" hqnnqykpi" rtqxqecvkqp<" ÐIf
the North and West European zones were
during the XIXth century rather
economically developed, what has
determined so many millions of people to
quit their country and to immigrate
towards America?Ñ0" Through the present
gzcorngu" vqq." vjg" vggpcigtÓu" vjqwijv" ku"
channeled toward the examination of the
cause­effect ratio or toward the deep
understanding of differently principles
and notions.
Thus, we may assert that the
problem solving method responds in a
hktuv" uvcig" vq" vjg" rwrknuÓ" pggf" qh"
orientation, not to the memorization of
fkxgtug"gxgpvuÓ"cpf"rjgpqogpcÓu"fgvcknu."
but towards the capture of their essence
and causation. The effect being felt in
21 THE JOURAL OF DIDACTICS
the deeper assimilation of cognizances
and, from there, to the seizure of the
difficulty that has been aimed by the
problem solving method.
The problematic transfer
The second phase or stage of the
problem solving method and that is not
only tied to the essence of the pedagogy
and to its fundamental purposes, but is
also the zone where the problem solving
method reveals its essence is the
principle asserted in the beginning of this
article related to the anamnesis.
To remember appertains to
passed, determined and known facts.
Having before someone something
unknown means the suppression of every
determination of the empirical
remembrance. It is left to us place for
another kind of remembrance, a
remembrance of the unknown if the
paradox is allowed to us. In this point
pedagogy intersects the territory of two
fundamental sciences: philosophy and
psychoanalysis.
At the precise point where
philosophy uses the concept of
supernatural, psychoanalysis articulated
that one of unconscious 4 . In fact,
4
The unconscious is the sign of the presence in
the human being of a fundamental difference.
This is completely opposed by ratio to what
usually is thought that it must be understood by
unconscious. Regularly, because the unconscious
activities are represented to the appearance of
the mechanical reactions of the objects or even
of the cybernetic systems, it is believed that the
The Problem-solving Pedagogical Method in the Study of History
uwdlgevÓu" fkxkukqp" cdqwv" yjkej"
psychoanalysis talks to us already for as
long as a century signifies exactly the
achievement of a difference within the
undetermined void of a subject. Barely
from this point forward identity, the
seizure, the distinction become possible
together with language and thought.
Thus, a good achievement of a
distinction or of an identification of a
concept (actions which may be perceived
in their profound complementarity)
pertains each and every time of a good
reduction or analysis of everything that
we already know of all determinations to
something undetermined. Barely the
access to undetermined, hence, to the
unknown may bring us something
simultaneously new and intelligible in our
knowledge. Our anamnesis is a profound
act of reduction and of unification of this
reduction precisely through the fact that,
as tradition has already told us, we are
ourselves unknown 5 . We may achieve
unconscious is, in fact, the sign of the absolute
determination of the subject who cannot, thusly,
belong to himself. Nothing more false. The liberty
of the subject pertains to the fact that he escapes
to the immediate and may pass beyond the
language, thought, imagination Ï thus, towards
simple presence or the simple intuition, towards
a plurality of plans the richness of which already
suggests the presence of the infinite. (For the
Jacques Lacan, HwpeYkc" 3k" e¤orwn" xqtdktkk" 3k"
development of the concept of unconscious, see
nkodclwnwk" p" rukjcpcnk|<0" Raport la Congresul
Ykpwv" nc" Kuvkvwvq" fk" Rukeqnqikc" fgnnc" Wpkxgtukv " fk"
Tqoc." 48" 3k" 49" ugrvgodtkg" 3;75, ed. Univers,
Dwewtg3vk." 4222=" also Charles Melman, NÓJqoog"
sans gravité. Jouir à tout prix, éd. Denoël, 2005.)
5
See The Catholic Encyclopaedia, vol. 11, by
Charles G. Herbermann, From online edition
Copyright 2003 by K. Knight, used by permission,
http://www.ccel.org/ccel/herbermann/cathen11.
html, pp. 1459­1461 [last date accessed on the
17th of July, 2009].
22 THE JOURAL OF DIDACTICS
the above mentioned reduction only
because we are ourselves grounded
through a radical reduction that
transcends every computation, namely
every reference to numerable or to
analogy.
Vjg" rwrknÓu" cpcn{uku" kp" vjg"
problem solving method must thusly
uphold upon the actualization of the
difference, upon the interiorisation of this
unknown against which his intellect
collides.
The formal thinking cannot use
such terms. Following formal logic, the
perceived contradiction in the particular
history of the United States of America is
not possible to be solved. The
administration of such a conflict within
itself appears as merely a systematic
aberration, as a historical deficiency
pertained only to human meanness and
obtuseness or to any other
circumstances deprived of any tie to the
American culture premises. The two
contradictory facts are radically disjoint
that the explanation that they still
coexisted may not pretend, in the terms
of formal thought, but by the search of
some contingent explanation of their ties
and concurrent contemporaneity within a
society as the North­American one.
The formal thought may not
understand, therefore, that there exists a
necessary, not contingent, link between
slavery and the American culture of the
XVIIIth­XIXth century, that, in fact, the
radical libertarian ideal implies through
its own definition its own opposition
dialectics ending in slavery Ï the
The Problem-solving Pedagogical Method in the Study of History
American case Ï or in terror Ï the
French Revolution case.
Resuming the entire span of the
problem solving method, we point out
that the solution of the detailed case is
that of making the pupils understand the
inner, necessary, semantically tie
between the concepts of absolute liberty
or of that of absolute difference Ï the
RtqvguvcpvkuoÓu" ecug." fkxqtegf" htqo"
tradition, from continuity Ï and anarchy,
or the reverse of that, totalitarism or
terror Ï the case of the American slaver
fgtkxg"qt"qh"vjg"LceqdkpÓu"vgttqtkuv"qpg0
In this point it is arrived,
however, only if the professor shall
wpfgtuvcpf" vjcv" c" pgy" mpqyngfigÓu"
terms, by their very novelty imply an
analysis, thus a first renouncement of
that which was already known until the
encounter of the irreducible point of that
novelty and by relation to which it is
established a link or a continuity of a
totally different order than that of an
analogy Ï analogy that pertains to the
essence of the imitative, reproductive
thought, that puts the pupil in the
posture of the dogmatic receptor who is
not truly formed in the pedagogical
sense, but only informed, in a rather
mechanical sense. And, nevertheless,
that the remembrance or the anamnesis
does not pertain in its essence to any
term designated by knowledge but in the
place where it is necessary the
identification of that which novelty is not
Ï when the pupil remembers the known
facts of the American history, he does it
qpn{"vq"gnkokpcvg"htqo"vjg"eqpvtcfkevkqpÓu"
landscape that which is already known
23 THE JOURAL OF DIDACTICS The Problem-solving Pedagogical Method in the Study of History
and may not offer him an answer to the
perceived problem. Then it is understood
that the remembrance in the sense of
anamnesis is that of the unconscious
itself by that, following the word of the
psychoanalysis, the unconscious is
structured as a language (Lacan, 2000,
pp. 41­67), but a language with means
which go beyond the bivalence of formal
logic and admit the dialectic of the
opposed that we meet in the
philosophical semantics. Barely arrived
here we understand that certain ideas
which materialized in the history of
certain people could direct to the
contrary of that which they proclaimed
by their ground principles.
*
In favor of the problem solving
method plead a suite of advantages,
Fromm the simple fact that it may be
applied indifferently of the school cycle,
of the discipline or of the didactical
process stages and until the profound
modifications that it operates at the level
qh" vjg" {qwpiuvgtÓu" rgtuqpcnkv{" cnoquv"
every aspect makes it indispensable to
the modern teaching. A special attention
must be awarded to its formative
xcngpegu0" ÐThe reception of a new
problem or the understanding of a
problem raised by someone else
constitutes the initial point in the process
of independent thinkingÑ (QmqM, 1978, p.
32)." cuugtvgf" Ykpegpv{" QmqM0" Kvu" wug"
from early ages, in the case of the
discipline of history, from the fourth
grade may have beneficial effects. The
rtqdngo" uqnxkpi" ogvjqf" gpicigu" rwrknÓu"
entire personality, captures his attention,
the interest for the solution making of
the proposed themes and even love for
the past. Everything begets from the
Ðkpfgrgpfgpeg" qh" vjqwijvÑ0" Qpeg"
attained, it helps to the development of
curiosity and, in parallel, creates the
pgeguuct{" eqpfkvkqpu" vq" vjg" jkuvqt{Óu"
enquire, but also his courage in the
defense of his own points of view.
On the other hand, the method
has a positive effect at the level of the
vjwun{" qdvckpgf" eqipk|cpeguÓ" gpfwtcpeg0"
As the main premise of the difficulties
solving is represented by the cognizances
cpf" rtkqt" gzrgtkgpegu." vjg" uqnwvkqpÓu"
fkueqxgt{" korqugu" vjg" rwrknÓu" cntgcf{"
mpqyp" kphqtocvkqpÓu" tgqticpization and
restructuration. This fact facilitates the
deep and logical learning. The aspect is
then equally doubled by a certain degree
qh"rwrknÓu"ucvkuhcevkqp"ocpkhguvgf"cv"qpeg"
with the surpass by his own effort of the
obstacle, of the imposed limit.
Thus, the use of the problem solving
method detains an essential role in the
history classes. The method helps the
youngsters to understand easier the
fashion by which the human society
evolved from the oldest times until the
present, and simultaneously, drives them
towards the seizure of the determinants
factors of this evolution.
24 THE JOURAL OF DIDACTICS The Problem-solving Pedagogical Method in the Study of History

Bibliografie

Boia, Andreea Elena, Kocikpgc" Uvcvgnqt" Wpkvg" cng" Cogtkekk" p" ewnvwtc" tqo¤pgcue<"
fkp"Vtcpuknxcpkc"r¤p<"nc"Rtkown"T<|dqk"Oqpfkcn, Cluj­Napoca, 2009

Cerghit, I., Ogvqfg" fg" px<Y<o¤pv." Gfkvwtc" Fkfcevke<" 3k" Rgfciqike<." Dwewtg3vk."
1976, pp. 108­109.

Gagné, Robert M., EqpfkYkkng" px<Y<tkk." Gf0" Fkfcevke<" 3k" Rgfciqike<." Dwewtg3vk."
1975, p. 189.
Dickens, Charles, Martin Chuzzlewitt." Nkfgt" Rtkpvkpi" Jqwug." Dwewtg3vk." 3;;:." r0"
351.

Herbermann, Charles G., The Catholic Encyclopaedia, vol. 11, From online edition
Copyright 2003 by K. Knight, used by permission,
http://www.ccel.org/ccel/herbermann/cathen11.html, pp. 1459­1461 [last date
accessed on the 17th of July, 2009].

Kant, Immanuel, Desore pedagogie, trans. Vtckcp" Dt<kngcpw." Rckfgkc" Rtkpvkpi"

Jqwug."Dwewtg3vk."42240

Lacan, Jacques, HwpeYkc" 3k" e¤orwn" xqtdktkk" 3k" nkodclwnwk" p" rukjcpcnk|<0" Raport la
Eqpitguwn" Ykpwv" nc" Kuvkvwvq" fk" Rukeqnqikc" fgnnc" Wpkxgtukv " fk" Tqoc." 48" 3k" 49"
septembrie 1953."gf0"Wpkxgtu."Dwewtg3vk."4222

Liiceanu, Gabriel, Ugtcv<"ow|kecn< p"Crgn"e<vtg"nkejgng."Jwocpkvcu"Rtkpvkpi"Jqwug."

Dwewtg3vk."3;;8

Melman, Charles, NÓJqoog"ucpu"itcxkvfi0"Lqwkt" "vqwv"rtkz, éd. Denoël, 2005.

QmqM." Wincenty, ìpx<Y<o¤pvwn rtqdngocvk|cv" p" 3eqcnc" eqpvgorqtcp<, trans.

Eqpuvcpvkp"Igcodc3w."Fkfcevke<"3k"Rgfciqike<"Rtkpvkpi"Jqwug."Dwewtg3vk."3;9:
25 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt
Adrienne Kozan, Assoc. Prof. PhD, Babe3­Bolyai University

kozanadrienne@yahoo.com

ABSTRACT:
Some aspects of an interactive method: problematization is presented. Today
education is a pre­condition of achievements of individuals and communities. So
kvÓu" qwt" vcum" vq" fgxgnqr" vjg" uvwfgpvuÓ" rgtuqpcnkv{" fwtkpi" vjg" gfwecvkqpcn" rtqeguu"
and for this objective, the interactive strategies are relevant. The paper points out
some theoretical aspects of this method and some application in the study of
chemistry.

KEYWORDS: problem­solving method, questioning, creativity, descovery,

chemistry

1. Introducere

Ec"rctvg"eqorqpgpv<"c"vgjpqnqikgk" interactive acele metode care duc la

fkfcevkeg" 3k" c" ewttkewnwownwk." ukuvgown" promovarea etgcvkxkv<Ykk" gngxknqt0
metodologic deYkpg" wp" tqn" gugpYkcn" p" Caracterul interactiv al unei metode este
asigurarea bunului mers al procesului fcv"fg"oqfcnkvcvgc"ghgevkx<"fg"wvknk|ctg"c"
ewttkewnct0" Wpc" fkp" fktgeYkkng" oclqtg" fg" gk." tgurgevkx" fg" o<uwtc" p" ectg" gc"
cercetare în domeniul pedagogiei tgw3g3vg" u<" urtklkpg" px<Yctgc." u<"
experimentale o constituie metoda de fgvgtokpg" gngxkk" u<" ug" kornkeg" cevkx" p"
rtgfctg"3k" px<Yctg0"Rgpvtw"ec"gngxwn"u<" fguh<3wtctgc" ngeYkgk." u<" ewnvkxg" puw3ktkng"
fgxkp<" rtqrtkwn" u<w" cigpv" fg" hwpfcogpvcng" pgeguctg" qownwk" fg" c|k" 3k"
rgthgeYkqpctg, artizanul propriilor ock" cngu" fg" o¤kpg<" kpfgrgpfgpY<." urktkv"
ewpq3vkpYg." guvg" pgeguct" u<" ug" wvknk|g|g" critic, gândire creatoare, etc.
3k"
Fg" cugogpgc." vtgdwkg" u<" hko"
metode activ­rctvkekrcvkxg"
p" oqfcnkv<Yk" cfgexcvg."
eqp3vkgpYk" ec" qtkeg" ogvqf<" fkfcevke<"
interactive,
rgtuqpcnk|cvg." cuvhgn" pe¤v" ngeYkc" fg"
wvknk|cv<" pvt­un
ejkokg"u<"fgxkp<"e¤v"ock"cvtcevkx<"rgpvtw"
anumit context
gfwecYkqpcn" ctg" cxcpvclg" fct" 3k"
elevi.
dezavantaje, dintre care unele pot fi
Uvwfkkng" tgegpvg" gxkfgpYkc|<" hcrvwn" inerente, iar altele pot fi generate de
c<." p"igpgtcn."ug"rqcvg"eqpukfgtc"ec"hkkpf" wvknk|ctgc"kpeqtgev<"c"ogvqfgk0
26 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

În figura 1. guvg" rtg|gpvcv<" uejgocvke" rtqrwu<" p" 4225" fg" O0" Kqpguew0
encukhkectgc" ogvqfgnqt" fg" px<Y<o¤pv"

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W;ﾉｷ B ｷｷ"""""" multimedia
METODE DE
(de explorare) Qd *¢*c&d ふSW" ; ｷﾗﾐ;ﾉｷ ; Wぶ

Sｷ WI B ｷﾐSｷ WI B

cW ﾗSW"SW" ;ﾐ ﾏｷ W W" ｷ"ｺﾐ ｷ W";"I ﾐﾗ ｷﾐ Wﾉﾗ ""

(de comunicare )

IｷB ﾗ ;ﾉB
oral ‐ ｷ ;ﾉB

Expozitive Conversative

‐ descrierea ‐ Iﾗﾐ W ; ｷ;

‐ W ﾉｷI; ｷ; ‐ Sｷ I ｷ;

‐ prelegerea ‐ problematizarea

‐ instructajul ‐ dezbaterea

Hki030"Encukhkectgc"ogvqfgnqt"fg"" px<Y<o¤pv"*Kqpguew."O0."4225"+

Din punct de vedere istoric, metodele de Nkvgtcvwtc"fg"urgekcnkvcvg"qhgt<"ock"ownvg"

px<Y<o¤pv" cw" t<f<ekpk" cf¤pek0" GxqnwYkc" encukhke<tk" cng" ogvqfgnqt" fg" px<Y<o¤pv"
ogvqfgnqt"fg" px<Y<o¤pv c"tgrtg|gpvcv"3k" bazate pe criterii diferite.
tgrtg|kpv<" wp" rtqegu" hqctvg" fkpcoke" ew"
GugpYc" ogvqfgk" fg" px<Y<o¤pv"
tgrgtewtukwpk" korqtvcpvg" cuwrtc" etg3vgtkk"
tg|wnv<" fkp" gugpYc" pu<3k" c" cevkxkv<Ykk" fg"
ghkekgpYgk" rtqeguwnwk" kpuvtwevkxÎeducativ.
27 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

px<Yctg."ec"hqto<"urgekhke<"c"ewpqc3vtgkk" rtqrwpg" eqtgncYkk" pqk" p" wtoc"

umane (Cerghit, I., 1980). tgqticpk|<tkk" ewpq3vkpYgnqt" cewowncvg"
*2wpgn."X0."gv"cn03;;9+0""""
Alegerea unei metode depinde de
factorii obiectivi (obiectivul didactic Tgrtg|kpv<"wp"rtqegu"eqorngz"ectg"
wto<tkv." qdkgevkxgng" qrgtcYkqpcng" cng" ewrtkpfg"wto<vqctgng"gvcrg<
lecYkgk." tguwtugng" ocvgtkcng" fg" ectg"
Ü Ewpqc3vgtg" 3k" pYgnggerea datelor
fkurwpg"3eqcnc+"3k"fg"factorii subiectivi
*eqorgvgpYc" 3k" rgtuqpcnkvcvgc"
problemei;
Ü Reorganizarea comportamentului
ogpvcn" ucw" rtcevke" 3k" hqtownctgc"
profesorului, resursele psihologice ale
clasei). Nu trebuie uitat ca la baza
vwvwtqt" ogvqfgnqt" uv<" comunicarea
ipotezei de lucru;
Ü ìpvqeoktgc" rncpwnwk" fg" tg|qnxctg" 3k"
fkpvtg" rtqhguqt" 3k" gngx. comunicare
cngigtgc"uqnwYkgk"qrvkog=
3k" rwpg" cortgpvc" cuwrtc"
Ü Xgtkhkectgc"gzcevkv<Ykk"tg|qnx<tkk0
carg"

Rwvgo" xqtdk" fg" gzkuvgpYc" wpgk"

rezultatelor finale. Rolul principal în
uvcdknktgc"tgncYkgk"eqtgevg" pvtg"rtqhguqt"3k"
cwvgpvkeg" ukvwcYkk" problematizate atunci
elev, îi revine profesorului (Naumescu,
când :
A., 1997).
­ Gzkuv<" wp" fg|ceqtf" pvtg" xgejkng"
ewpq3vkpYg" cng" gngxwnwk" 3k" egtkpYgng"
Important este comportamentul
rtqhguqtwnwk" ectg" vtgdwkg" u<" ug" cfcrvg|g"
nc" eqpfkYkkng" rukjq­sociale ale clasei,
impuse de rezolvarea unei noi
tg|wnv¤pf" q" fkfcevke<" rgfciqike<" p" ectg"
probleme;
­ Gngxwn" vtgdwkg" u<" cngci<" fkpvt­un
rtqhguqtwn" 3k" gngxkk" ug" i<ugue" pvt­o
ukuvgo" fg" ewpq3vkpYg" pwock" rg" egng"
eqpvkpw<" kpvgttgncYkg" 3k" ceqoqfctg"
pgeguctg" rgpvtw" tg|qnxctgc" ukvwcYkgk"
tgekrtqe<"*Ngtq{."I0."3;96+0
date;
­ Elevun" guvg" rwu" p" hcYc" wpgk"
eqpvtcfkeYkk" pvtg" tg|qnxctgc" wpgk"
2. Problematizarea
probleme din punct de vedere teoretic
Guvg"q"ogvqf<"ectg"qhgt<"rqukdknkvcvgc"fg" 3k" korqukdknkvcvgc" fg" crnkectg" c"
ceguvgkc" p"rtcevke<=
­ Gngxwn" vtgdwkg" u<" uguk|g|g" fkpcokec"
a crea în mintea elevului o stare
eqphnkevwcn<" rq|kvkx<." fgvgtokpcv<" fg"
pgegukvcvgc" ewpqc3vgtkk" wpwk" hgpqogp." ok3e<tkk" pvt­q" uejgo<" crctgpv"
uwduvcpY<." rtqegu" ucw" c" tg|qnx<tkk" wpgk" uvcvke<=
probleme pe cale logico­ocvgocvke<" ucw" ­ Gngxwnwk" k" ug" egtg" u<" crnkeg p" eqpfkYkk"
gzrgtkogpvcn<0 pqk"ewpq3vkpYgng"cukokncvg"cpvgtkqt0
Din punct de vedere genetic se pot
Problematizarea este metoda de
px<Y<o¤pv" rtkp" ectg" gngxwn" guvg" rwu" p"
delimita în cadrul acestei metode 3

ukvwcYkc fg"c"cpcnk|c"cpwokvg"tgncYkk" pvtg"

momente succesive (Nicola, I., 2002):

eqorw3k"ucw"hgpqogpgng"uvwfkcvg"3k"fg"c" Ü wp" oqogpv" rtgi<vkvqt /

fgencp3cvqt." eqpuv<" p" etgctgc"
28 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

ukvwcYkgk" ­rtqdngo<0" Vkp¤pf" eqpv" fg" profesorului este un act de descoperire,

modul p"ectg"gc"crctg"3k"fg"oqfwn" p" fg"etgcYkg"*Dqeq3."O0."3;;:+0
ectg" ug" tg|qnx<" rwvgo" fkuvkpig" In etapa de proiectare
wto<vqctgng"ec|wtk"< fkfcevke<."q"rtko<"qrgtcYkg"ectg"vtgdwkg"
­ p" ectg" rtqhguqtwn" etgc|<" p" oqf" tgcnk|cv<"fkp"rgturgevkxc"ejkokuvwnui, este
kpvgpYkqpcv" q" ukvwcYkg" rtqdngo<." q"cpcnk|<"fgvcnkcv<"c"eqpYkpwvwnwk"3vkkpYkhke"
cvtci¤pf" cvgpYkc" gngxknqt" cuwrtc" gk." care va fi vehiculat în activitatea
rgpvtw" ec" gzrnkecYkkng" ucng" u<" fkfcevke<0" Ueqrwn" ceguvgk" cpcnk|g" guvg"
eqpfwe<"nc"kpfkectgc"uqnwYkgk= qticpk|ctgc" 3k" uvtwevwtctgc" nqike<" c"
­ în care rtqhguqtwn" etgc|<" ukvwcYkc" Î ewpq3vkpYgnqt." uvcdknktgc" wpkv<Yknqt"
rtqdngo<." tg|qnxctgc" cx¤pf" nqe" p" informationale (capitole, subcapitole,
oqf"kpfgrgpfgpv"fg"e<vtg"gngxk= teme, subiectg+"3k"kfgpvkhkectgc"cpeqtgnqt"
­ p" ectg" gngxk" p3k3k" etgc|<" ukvwcYkc" Î kpuvtweYkqpcng" cng" ceguvqt" wpkv<Yk" fg"
rtqdngo<" 3k" vqv" gk" q" tg|qnx<" p" oqf" kpuvtwktg" *Pcwoguew." C0." Dqeq3." O0."
independent, profesorul fiind acela 2004).
ectg" uwigtgc|<" 3k" uwrtcxcijgc|<"
C" fqwc" qrgtcYkg." ectg" kornke<"
eqorgvgpYc" fkfcevkekcnwnwk." guvg"
acest proces.
Ü un moment tensional. Ug" gzrtko<"
rtgnwetctgc" ogvqfke<" c" eqpYkpwvwnwk."
rtkp" kpvgpukvcvgc" eqpvtcfkeYkknqt" fkpvtg"
eggc" eg" ug" f<" urtg" tg|qnxctg" *ug"
stabilirea obiectivelor instructivÎ
cng" vgogk1ecrkvqnwnwk" 3k"
uqnkekv<+" 3k" ewpq3vkpYgng" cpvgtkqctg" cng"
educative
elaborarea planului tematic (Naumescu,
elevilor.
Ü un moment rezolutiv. Wto<tg3vg"pw"
A., 1997) .
pwock" fgurtkpfgtgc" uqnwYkgk" ek" 3k"
eqphktoctgc" gk" rtkp" pv<tktg" rq|kvkx<"
Din punct de vedere psihologic,
guvg" wvkn" ec" rtqhguqtwn" u<" pegteg" u<"
ucw" pgicvkx<" fg" e<vtg" rtqhguqt0" cpvkekrg|g" tgceYkkng" gngxknqt." kfgkng" 3k"
Tg|qnxctgc" ug" rqcvg" ph<rvwk" rg" ock" krqvg|gng" rg" ectg" gk" ct" rwvgc" u<" ng"
ownvg" e<k" cniqtkvokeg<" kpenwfgtgc" hqtowng|g."rtgewo"3k"rqukdkngng fkhkewnv<Yk."
problemei într­q" vkrqnqikg" cpwog" 3k" pg pYgngigtk."gtqtk"*Pcwoguew."C0."Dqeq3."
creatoare, transferul nespecific,
tg|wnvcv"cn"wpgk"egtegv<tk"kpfkxkfwcng0
M., 2004) .

Wvknk|ctgc" rtqdngocvk|<tkk" pgegukv<." Îp" gvcrc" fguh<3wt<tkk" cevkxkv<Ykk"

rctvgc" rtqhguqtwnwk." q" vtkrn<" didactice, rtqhguqtwn" ijkfgc|<" 3k"
fktgeYkqpgc|<" gzrgtkgpYc" fg" px<Yctg" c"
din
eqorgvgpY<<" eqorgvgpYc" ejkokuvwnwk."
eqorgvgpYc"fkfcevkekcpwnwk"3k"eqorgvgpYc" gngxknqt." gn" vtgdwkg" u<" cukiwtg" q"
rukjqnqiwnwk0" Ceguvg" vtgk" ug" eqorngvgc|<" pftwoctg" dkpg" fq|cv<." uwhkekgpv<" 3k"
tgekrtqe" 3k" eqpvtkdwkg" nc" rtqkgevctgc." stimulatoare, pentru toate fazele
qticpk|ctgc." tgcnk|ctgc." gxcnwctgc" 3k" cevkxkv<Ykk"gngxknqt (Naumescu, A., 1997):
tginctgc" cevkxkv<Yknqt" fkfcevkce bazate pe
Ü uguk|ctgc" 3k" eqpuvkgpvk|ctgc"
eqpegrgtgc" 3k" tg|qnxctgc" ukvwcYkknqtÎ
rtqdngo<=" rtqeguwn" fg" eqpfwegtg" cn"
problemelor;
29 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

Ü reaevwcnk|ctgc" cpwokvqt" ewpq3vkpYg" 3k" nqt" eqipkvkxg." p" fq|ctgc" fkhkewnv<Yknqt"

rtqegfwtk" qrgtcYkqpcng" p" tg|qnxctgc" problemelor;
acestora; Ü eqpfkYkkng" rgfciqikeg" ug" tghgt<" nc"
Ü elaborarea strategiei de investigare; luarea în considerare a factorilor care
Ü uvcdknktgc" oqfwnwk" fg" nwetw" 3k" c" kphnwgpYgc|<" rwpgtgc" 3k" tg|qnxctgc"
resurselor materiale necesare; problemelor 3k" nc" egtkpYgng"
Ü efectuarea experimentelor chimice; rukjqrgfciqikeg" 3k" ogvqfkeg" rg" ectg"
Ü ghgevwctgc"fg"qdugtxcYkk"ukuvgocvkeg= ng" tgenco<" rtqkgevctgc" ukuvgognqt" fg"
Ü emiterea de ipoteze; probleme;
Ü analizarea acestor ipoteze; Ü eqpfkYkkng" ocvgtkcng" xk|gc|<"
Ü qdYkpgtgc" tg|wnvcvwnwk" hkpcn." gxcnwctgc" ansamblul resurselor materiale
3k"xcnkfctgc"ceguvwkc0 pgeguctg" cevkxkv<Ykk" fg" gzrnqtctg" 3k"
Gvcrc"fg"gxcnwctg"c"cevkxkv<Yknqt" cercetare a elevilor:
didactice bazate pe problematizare - kpuvtwogpvg" fg" nwetw<" hk3g" fg" nwetw"
presupune din partea profesorului o rtqdngocvk|cvg." hk3g" fg" cevkxkvcvg"
cpcnk|<" tkiwtqcu<" p" ueqrwn" kfgpvkhke<tkk" gzrgtkogpvcn<" rtqdngocvk|cvg."
curgevgnqt" rq|kvkxg" 3k" pgicvkxg." rtkpvt­o culegeri de probleme, tabele,
e¤v" ock" qdkgevkx<" gxcnwctg" c" manuale;
rgthqtocpYgnqt" gngxknqt" 3k" c" rtqrtkgk" ucng" - oklnqceg" fg" px<Y<o¤pv<" oklnqceg"
rtguvcYkk" fkfcevkeg0" Cegcuv<" gxcnwctg" xc" vgjpkeg" fg" kpuvtwktg." crctcvwt<" fg"
constitui un punct de plecare în laborator, dispozitive
rgthgeYkqpctgc" rtgf<tkk" 3k" px<Y<tkk" gzrgtkogpvcng."uwduvcpYg"ejkokeg0"
problematizate (Bqeq3."O0."3;;:+0 Ceguvg" tguwtug" vtgdwkg" u<" fie
eqtgurwp|<vqctg" fkp" rwpev" fg" xgfgtg"
ecnkvcvkx" 3k" ecpvkvcvkx." cuvhgn" pe¤v"
Intrucât eforturile pe care le
gzrgtkogpvctgc" rtcevke<" u<" rqcv<" hk"
presupune rezolvarea problemelor de
e<vtg" gngxk" *ghqtvwtk" vgqtgvkeg" 3k" fg"
tgcnk|cv<"*Pcwoguew."C0.3;;9+"0
cevkxkv<Yk" rtcevkeg+" uwpv" eqpukfgtcdkng."
este deosebit de important ca în Etapele metodice parcurse în
kpuvtwktgc" rtqdngocvk|cv<." rtqhguqtwn" u<" cdqtf<tkng" rtqdngocvk|cvg." uwpv"
asigure intrunirec" eqpfkYkknqt" rukjqnqikeg." wto<vqctgng" *Pcwoguew." C0." Dqeq3." O0."
rgfciqikeg" 3k" ocvgtkcng" korwug" fg" 2004):
urgekhkewn"cevkxkv<Ykk" fkfcevkeg" *Pcwoguew."
Ü sesi|ctgc" rtqdngogk1" ukvwcYkgkÎ
rtqdngo<."gvcrc" p"ectg<
A., 1997):

Ü eqpfkYkkng" rukjqnqikeg" ug" tghgt<" nc" - profesorul sau elevii descriu

luarea în considerare a resurselor
psihologice ale clasei, a nivelului de
fg|xqnvctg" kpvgngevwcn<" c" gngxilor, a
rctvkewnctkv<Yknqt" fg" x¤tuv<" 3k"
kpfkxkfwcng"cng"ceguvqtc"."c"gzrgtkgpYgk"
ukvwcYkc" rtqdngo<<" gzrwp" hcrvg."
gzrnke<"cpwokvg"tgncYkk"ecw|cng=
- gngxkk" eqp3vkgpvk|gc|<" gzkuvgpY<"
wpgk"ukvwcYkk"Î rtqdngo<="
- gngxkk" tgukov" fqtkpYc" fg" c" tg|qnxc"
ukvwcYkc"Î rtqdngo<0
30 THE JOURAL OF DIDACTICS
Ü cpcnk|c"cvgpv<"c"rtqdngogk1"ukvwcYkgk"Î
rtqdngo<<" rtkp" cevkxkvcvgc"
kpfgrgpfgpv<" c" gngxknqt." rtkp"
gzgtuctgc"3k"fg|xqnvctgc"wpqt"gwtkuvkek"
de cercetare;
Ü e<wvctgc" uqnwYkknqt" nc" rtqdngoc" rwu<."
ceea ce presupune:
- cpcnk|c" eqpfkYkknqt" uctekpkk"
problematice;
- ugngevctgc" 3k" cevwcnk|ctgc" wpqt"
cejk|kYkk." ewpquvkpYg." rtkegrgtk" 3k"
fgrtkpfgtk" kpvgngevwcng" 3k" rtcevkeg."
care ar putea sprijini procesul de
rezolvare a problemei;
- formularea ipotezelor de
uqnwYkqpctg"c"rtqdngogk="
- testarea / verificarea ipotezelor
emise.
Ü fgueqrgtktgc"wpqt"cfgx<twtk."eqtgncYkk."
tgiwnk."ngikv<Yk=
Ü qdYkpgtgc" uqnwYkgk1tg|wnvcvwnwk" hkpcn."
gxcnwctgc" uqnwYkgk" rtkp" eqorctctgc"
fkhgtkvgnqt" xctkcpvg" 3k" xcnkfctgc"
uqnwYkgk0"
Rtkp" urgekhkewn" u<w." rtqdngocvk|ctgc"
rtguwrwpg" q" cpiclctg" vqvcn<."
inteleevwcn<." chgevkx<" 3k" xqecYkqpcn<" c"
elevilor. Semnificativ nu este cantitatea
egnqt" puw3kvg." e¤v" hcrvwn" e<" gngxkk" 3k"
hqtogc|<" wp" uvkn" kpfkxkfwcn" fg" owpe<" p"
eqpfkYkkng" wpgk" vgpukwpk" rukjkeg." c"
uvkown<tkk" urktkvwnwk" fg" kpxguvkicYkg." c"
curajului în argumentatgc" 3k" uwuYkpgtgc"
unor opinii personale (Nicola, I., 2002).
Dintre formele concrete prin care
ug" tgcnk|gc|<" kpuvtwktgc" rtqdngocvk|cv<."
se vor cita:
Ü UkvwcYkc"­rtqdngo<""
Este tipul de problematizare care
rtqfweg" q" uvctg" eqphnkevwcn<" rwvgtpke<" 3k"
Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt
eqorngz<." incluzând un sistem de
probleme teoretice sau practice ce se cer
tg|qnxcvg." c3c" ewo" ct" hk." fg" gzgornw."
qdYkpgtgc" wpgk" uwduvcpYg" pvt­o lucrare
de laborator, aplicarea unui procedeu
vgjpqnqike" pqw." gve0" UkvwcYkc" Î rtqdngo<"
ug" eqpuvkvwkg" ec" q" uctekp<" fg" nwetu
eqorngz<" rg" ectg." gzrnqt¤pf­o, elevii
ecrcv<" pqk" fgrtkpfgtk" 3k" ewpquvkpYg0" Kp"
cursul acestui proces de rezolvare se
etgc|<" fkhgtkvg" uv<tk" fg" vgpukwpg"
kpvgtkqct<" *ewtkq|kvcvg." oqdknk|ctg"
kpvgngevwcn<" rgpvtw" i<uktgc" wpqt" krqvg|g"
ucw" uqnwYkk" fg" tg|qnxctg." eointeresare,
gve0+" ectg" fwe" nc" egc" ock" korqtvcpv<"
oqfcnkvcvg" fg" px<Yctg." egc" rtkp"
descoperire sau redescoperire.
(Naumescu, A., Corpodean, C., 2001).
Ü Întrebarea Î rtqdngo<"
Rtqfweg" q" uvctg" eqphnkevwcn<"
kpvgngevwcn<" tgncvkx" tguvt¤pu<" ec"
dificultate sau complexitate, abordând o
ukpiwt<" ejguvkwpg0" Ceguv" vkr" fg"
rtqdngocvk|ctg"ug" hqnqug3vg"nc"xgtkhke<tkng"
ewtgpvg." gzcogpg" qtcng." gve0" Kpvtgd<tkng"
Îrtqdngo<" pw" wto<tgue" t<urwpuwtk"
prgfgvgtokpcvg"3k"pkek"pw"tgenco<"ukorng"
gzrwpgtk" cng" hcrvgnqt." ek" vtgdwkg" u<"
vtg|gcue<" ewtkq|kvcvgc" kpvgngevwcn<."
fqtkpYc" fg" c" i<uk" tcurwpuwn0" T<urwpuwn"
qdYkpwv" rtkp" tg|qnxctgc" ukvwcYkgk"
conflictuale, determinate de întrebareaÎ
rtqdngo<." eqpuvkvwkg" q" eqpfkYie a trecerii
gngxknqt"nc"q"pqw<"gvcr<"fg"kphqtoctg0"
Kpvtgd<tkng" Îrtqdngo<" ug" fgqugdgue"
fg" pvtgd<tkng" hqnqukvg" nc" ngeYkkng" encukeg"
rtkp" ceggc" e<" fgvgtokp<" q" ukvwcYkg" fg"
eqphnkev" kphqtocYkqpcn." ectg­n" qdnki<" rg"
gngx" u<" tgcnk|g|g" ugngeYkk." kgtctjk|<tk."
rtgnwet<tk" 3k" tgqticpk|<tk" cng" fcvgnqt"
31 THE JOURAL OF DIDACTICS
acumulate de el pâp<"cvwpek."rgpvtw"c"ng"
vtcpuhqtoc" p" ewpq3vkpvg" pqk0" Rtkp"
wtoctg." pvtgd<tkng" Îrtqdngo<" vtgdwkg" u<"
fg|x<nwkg" fkhkewnvcvgc" wpgk" ukvwcYkk" 3k" u<"
kpfkeg" fktgeYkc" ceYkwpkk" i¤pfktkk" gngxwnwk"
(Ionescu, M., Radu, I. 1995).
Ü GzgtekYkk"rtqdngocvk|cvg"
Problematizarea ug"rqcvg"tgcnk|c"3k"ew"
clwvqtwn" gzgtekYkknqt" rtqdngocvk|cvg." ectg"
produc un conflict intelectual sau
kphqtocYkqpcn" ock" ownv" ucw" ock" rwYkp"
complex, de exemplu, stabilirea structurii
electronice a unui element chimic în
hwpeYkg" fg" egc" c" ic|wnwk" tct" rtgogti<tor
(Postelnicu, C., 2002).
Ü Nwet<tk"fg"ncdqtcvqt"
Nwet<tkng"fg"ncdqtcvqt"rqv"hk"rtg|gpvcvg"
gngxknqt" rtqdngocvk|cv0" GzrgtkgpYgng"
efectuate în laboratorul de chimie pun
gngxwn" p"ukvwcYkc"egtegv<vqtwnwk." k"cukiwt<"
kpfgrgpfgpYc" p"ceYkwpg." k"etgc|<"ukvwcYkk
p" ectg" vtgdwkg" u<" hqtowng|g" krqvg|g." rg"
care apoi sa le verifice atât pe cale
gzrgtkogpvcn<." e¤v" 3k" vgqtgvke<" *H<vw." U0."
2002).
Ü Hk3gng"fg"nwetw"rtqdngocvk|cvg
Rg" ocuwt<" eg" gngxkk" rtqitgugc|<" p"
tg|qnxctgc" gzgtekYkknqt" rtqdngocvk|cvg." ug"
poate trece la dguh<3wtctgc" kpvgitcn<" c"
wpqt"ngeYkk"fg"ceguv"vkr."ew"clwvqtwn"hk3gnqt"
de lucru, multiplicate pentru fiecare elev.
Hk3gng" rtg|kpv<" wto<vqctgng" cxcpvclg"
*2wpgn."X0."gv"cn03;;9+<
Ü e¤3vki"fg"vkor=
Ü ug" ncpugc|<" q" cevkxkvcvg"
kpfgrgpfgpv<=
Ü rqv" hk" tgYkpwvg" fg" rtqhguqt." h<t<" c"
lipsi elevii de caietele lor;
Ü se poate recurge la proiectarea lor
Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt
Fwr<" ueqrwn" wto<tkv." hk3gng" fg" nwetw"
problematizate pot fi de mai multe feluri
*2wpgn."X0."gv"cn03;;9+<
Ü hk3g" fg" kpuvtwktg< wto<tgue"
oqdknk|ctgc" kpvgtguwnwk" gngxknqt" 3k"
urqtktgc" eqpvtkdwYkgk" kpfkxkfwcng" p"
fqdcpfktgc" ewpq3vkpYgnqt" pqk0"
EqpYkpwvwn" hk3gnqt" rqcvg" hk" rctewtu" 3k"
puw3kv" uwd" pftwoctgc" rtqhguqtwnwk."
rtkp" pvtgr<vtwpfgtgc"wpqt"oqogpvg"
fg"cevkxkvcvg"kpfkxkfwcn<"ew"cevivitate
în colectiv, asigurându­se
corectitudinea rezultatelor prin
folosirea tablei, a retroproiectorului,
gve0" Cnvgqtk." p" hwpeYkg" fg" eqpfkYkk."
hk3gng"rqv"hk"tg|qnxcvg"kpvgitcn"ucw"rg"
fragmente, numai prin activitate
kpfgrgpfgpv<=
Ü hk3g" fg" fg|xqnvctg<" sunt destinate
gngxknqt" ew" crvkvwfkpk" urgekcng" 3k" ew"
kpvgtgu" rgpvtw" ejkokg0" EqpYkpwvwn"
ceguvqtc" fgr<3g3vg" rtqitcoc" encugk"
tgurgevkxg" cx¤pf" tqnwn" fg" c" ogpYkpg"
interesul elevilor pentru acest obiect
3k"fg"c­k"hceg"u<"rtqitgug|g=
Ü hk3g" fg" gzgtekYkk<" ewrtkpf" r<tYk ale
ocvgtkgk" fkp" rtqitcoc" 3eqnct<."
abordate sub aspect teoretic sau
practic în forme accesibile elevilor.
Pot avea ca scop fixarea, verificarea
ewpq3vkpYgnqt." fg|xqnvctgc"
fgrtkpfgtknqt" fg" owpec" kpvgngevwcn<"
ucw" rtcevke<0" Ug" hqnqugue" p" fkhgtkvg"
etape ale ngeYkknqt" ucw" ec" vgo<"
rgpvtw"cecu<=
Ü hk3g" fg" eqorngvctg" c"
ewpq3vkpYgnqt<" wto<tgue"
eqodcvgtgc" t<o¤pgtkk" p" wto<" nc"
px<Y<vwt<" c" wpqt" gngxk0" Ceguvgc"
cuprind materia care constituie baza
32 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

rgpvtw" pYgngigtgc" ecrkvqngnqt" eg" guvg" okpko<" 3k" pqpfktgevkx<." pvtgcic"

wtogc|<" c" hk" rtgfcvg" 3k" ectg" vtgdwkg" ocpkgt<" fg" rtqkgevctg" fkfcevke<" 3k" fg"
u< kpvtg" p" hqpfwn" fg" ewpq3vkpYg" cn" rtgfctg"ug"oqfkhke<"uwduvcpYkcn0"Okukwpgc"
hkgectwk" gngx" *ug" tg|qnx<" fg" e<vtg" profesorului de a exploata cât mai
gngxk" p" vkorwn" qtgk" ucw" ec" vgo<" tcYkqpcn" kogpuwn" rqvgpYkcn" gfwecvkx" cn"
rgpvtw"cecu<+= rtqdngognqt"eqpuvkvwkvg"gc" pu<3k"egc"ock"
Ü hk3g" fg" kpuvtwktg" rg" pkxgng" htwoqcu<" rtqdngo<" fkp" cevkxkvcvgc" uc"
fkhgtgpYkcvg<" folosirea lor impune rtqhgukqpcn<0" Kpvtwe¤v" rtqhguqtwn" pw"
ewpqc3vgtgc" rctvkewnctkv<Yknqt" impune propria xk|kwpg" fgurtg" cfgx<t" 3k"
rukjqnqikeg." kpfkxkfwcng" 3k" fg" x¤tuv<" tgrtg|kpv<"pw"cv¤v"q"uwtu<"fg"kphqtocYkg."
ale elexknqt" 3k" rqukdknkvcvgc" fg" e¤v" q" rgtuqcp<" ew" kphnwgpYc" hqtocvkx<."
organizare a clasei, în vederea ectg" f<" gngxknqt" rqukdknkvcvgc" fg" c"
crnke<tkk" ukuvgownwk" fg" nwetw" fgueqrgtk"pqwn"rtkp"hqtYg"rtqrtkk."rtqeguwn"
fkhgtgpYkcv0" Hk3gng" fg" nwetw" instructiv Îeducativ devine unul de
fkhgtgpYkcvg" uwpv" cne<vwkvg" rg" 5" qticpk|ctg"3vkkpYkhke<"c"owpekk"fg" px<Yctg"
nivele: a elevilor, de sprijinire a acestora în
- pkxgnwn" C." kphgtkqt<" ug" cftgugc|<" qticpk|ctgc" 3k" cfokpkuvtctgc" rtqrtkgk" nqt"
gngxknqt" ew" ecrcekv<Yk" tgfwug" fg" hqto<tk"*Dqeq3."O0."3;;:+0
px<Yctg." ew" tkvo" ngpv" fg" nwetw 3k"
Fkp" eqpukfgtcYkkng" vgqtgvkeg"
wp"dcicl"fg"ewpq3vkpYg"tgfwu="
rtg|gpvcvg" p" ngicvwt<" ew" cegcuv<"
- pkxgnwn" D." ogfkw<" ug" cftgugc|<"
ogvqf<." fkp" urgekhkewn" 3k" oqfwn" fg"
gngxknqt" ectg" rqv" hceg" hcY<." p"
hqnquktg." tg|wnv<" wto<vqctgng" eqpenw|ki
eqpfkYkk"dwpg."rtqitcogk"3eqnctg=
(Nicola, I., 2002):
- nivelul C, avansat: cuprinde
sarcini de lucru pentru elevii Ü problematizarea are un efect formativ
ecrcdknk" fg" rgthqtocpYg" hqctvg" rtqpwpYcv." hcrv" eg" lwuvkhke<"
superioare. egtkpYc" hqnquktkk" gk" kpvgpukxg" p"
Etgctgc" ukvwcYkknqt" rtqdngo<" p"
ejkokg" ug" rqcvg" tgcnk|c" 3k" ew" clwvqtwn"
predarea tuturor obiectelor de
px<Y<o¤pv=
mijloacelor audio­vizuale. Mesajele Ü vtg|g3vg" 3k" ogpYkpg" kpvgtguwn" 3k"
vizuale pot fi transmise prin intermediul ewtkq|kvcvgc" rgpvtw" uqnwYkc" rtqdngogk."
fkcrq|kvkxwnwk." c" wpqt" ugexgpYg" fg" hkno" asigurând astfel formarea unei
sau cu ajutorul unor programe oqvkxcYkk"kpvgtkqctg"hcY<"fg" px<Yctg"3k"
kphqtocvkeg0" Kpvtgd<tkng" Îrtqdngo<" 3k" kornkekv." q" rctvkekrctg" cevkx<" 3k"
ukvwcYkkng" ­rtqdngo<" rqv" hi formulate eqp3vkgpv<" p" rtqeguwn" fg" fqd¤pfktg" c"
pckpvgc" rtg|gpv<tkk" ocvgtkcngnqt" cwfkq" Î ewpq3vkpYgnqt="
xk|wcng" ucw" fwr<." p" hwpeYkg" fg" Ü k" oqdknk|gc|<" rg" gngxk" u<" tg|qnxg" rtkp"
qdkgevkxgng"wto<tkvg"*H<vw."U0."4224+0 ghqtvwtk" kpvgngevwcng" uwuYkpwvg"
rtqdngoc" ucw" ukvwcYkc" Îrtqdngo<" p"
Kp" kpuvtwktgc" dc|cv<" rg"
hcYc" e<tgkc" uwpv" rw3k." eqpvtkdwkpf"
rtqdngocvk|ctg." kpvgtxgpYkc" rtqhguqtwnwk"
33 THE JOURAL OF DIDACTICS
cuvhgn" nc" fg|xqnvctgc" etgcvkxkv<Ykk"
i¤pfktkk"3k"c"ecrcekv<Ykk"kpvgngevwcng0"
Fiind o metoda activ­rctvkekrcvkx<."
ectg" kornke<" kpvgpu" gngxkk" fkp" rwpev" fg"
xgfgtg" eqipkvkx." chgevkx" 3k" rukjqoqvqt."
problematizarea este promovav<" hqctvg"
mult în perspectiva realizarii unui
px<Y<o¤pv" hqtocvkx" *Pcwoguew." C0."
Dqeq3."O0."4226+0
Rtqdngocvk|ctgc" ug" pvtgr<vtwpfg."
uwd" curgev" hwpeYkqpcn." ew" fgueqrgtktgc."
codgng"ogvqfg"hkkpf"kpvgitcvg" p"ceggc3k"
cevkxkvcvg" gwtkuvke<." eqpuvkvwkpf" ncvwtk"
inseparabile ale sale, deoarece ceea ce
wtogc|<"c"hk"fgueqrgtkv"rtguwrwpg"ec" uc"
hkg" rtqxqecv." kct" qtkeg" ukvwcYkgÎrtqdngo<"
eg" crctg" wtogc|<" u<" ug" pejgkg" ew"
fgueqrgtktgc" uqnwYkgk" *Rquvgnpkew." E0."
2002).
3. Gzgorng" fkp" rtqitcoc" 3eqnct<"
de aplicare a problematizarii în
studiul Chimiei
Cpcnk|c"wpwk"gzgornw"fkp"ejkokc"qticpke<"
(clasa a XI­a )
Ug" rqtpg3vg" fg" nc" wto<vqctgc"
kphqtocYkg<" Itwrctgc" ectdqzkn" guvg"
cne<vwkv<" fkpvt­q" itwrctg" ectdqpkn" 3k" wpc"
jkftqzkn"chncv<"nc"cegnc3k"cvqo"fg"ectdqp0
I. Sesizarea rtqdngogk1c" ukvwcYkgk"
rtqdngo<< Intr­q"rtko<"gvcr<"gngxkk"uwpv"
p" hcYc" wto<vqctgk" rtqdngog<" ÐItwrctgc"
ectdqzkn"xc"rtg|gpvc"rtqrtkgv<Ykng"urgekhkeg"
itwr<tkk"ectdqpknAÑ
Rgpvtw"c"rtqdngocvk|c"eqpYkpwvwn" pvtgd<tkk"
rtqdngo<." rtqhguqtwn" kpkYkc|<" q"
Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt
eqpxgtucYkg" tghgtkvqctg" nc" rtqrtkgv<Ykng"
ejkokeg"cng"eqorw3knqt"ectdqpknkek0
­ Profesorul: ÐEg" rtqrtkgv<Yk" ejkokeg"
rtg|kpv<"eqorw3kk"ectdqpknkekAÑ
­ Gngxkk<" ÐRtg|kpv<" fqw<" vkrwtk" fg" tgceYkk"
ejkokeg<" tgceYkk" eqowpg" cnfgjkfgnqt" 3k"
egvqpgnqt"3k"tgceYkk"urgekhkeg"cnfgjkfgnqtÑ
ÐEctg" uwpv" tgceYkkng"
­ Profesorul:
comuneAÑ
­ Gngxkk<" ÐCfkYkc" jkftqigpwnwk." cfkYkc"
cekfwnwk" ekcpjkftke." tgceYkk" fg" eqpfgpuctg"
ew"korqtvcpY<"rtcevke< Ñ
ÐEctg" uwpv" tgceYkkng"
­ Profesorul:
specificeAÑ
­ Gngxkk<"ÐTgceYkkng"urgekhkeg"uwpv<"tgceYkk"
de oxidare (oxidarea aldehidelor cu soluri
eqorngzg"cng"wpqt"ogvcng"vtcp|kYkqpcng"3k"
ectg" gxkfgpYkc|<" ectcevgtwn" nqt"
tgfwe<vqt+." tgcevkxwn" hqnqukv<" tgcevkx"
Tollens [Ag(NH3)2]OHÑ
Cegcuv<" eqpxgtucYkg" ug" fguh<3qct<"
frontal, cpvtgp¤pf"e¤v" ock" ownYk"gngxk" fkp"
encu<0
KK0" Cpcnk|c" cvgpv<" c" rtqdngogk1c"
ukvwcYkgk" rtqdngo<< Kp" ceguv<" gvcr<"
gngxkk." tghngev¤pf" nc" cegcuv<" rtqdngo<."
eqp3vkgpvk|gc|<" e<" rgpvtw" uqnwYkqpctgc" gk"
ct" vtgdwk" xgtkhkecvg" tgceYkkng" urgekhkeg"
aldehidelor
KKK0" E<wvctgc" uqnwYkgk" nc" rtqdngoc"
rwu<< Kp" ceguv<" gvcr<" gngxkk" hqtowngc|<"
krqvg|g"fg"uqnwYkqpctg"c"rtqdngogk0
Ipoteza A: HwpeYkwpgc"ectdqzkn"eqpYkpg"q"
grupare carbonil, deci va prezenta
34 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

rtqrkgv<Ykng" urgekhkeg" eqorw3knqt" IV. Fgueqrgtktgc" wpqt" cfgx<twtk."

carbonilici. reguli, etc Krqvg|c" tgcn<" ug" xc" xgtkhkec"
gzrgtkogpvcn" 3k" cpwog" rtkp" ghgevwctgc"
Ipoteza B: Fgqctgeg" eqpYkp" q" itwrare
ectdqzkn." pw" xqt" rtg|gpvc" rtqrkgv<Ykng"
unui experiment cu caracter de

urgekhkeg"eqorw3knqt"ectdqpknkek0
cercetare, efectuat de elevi, organizat în
grupe (3­4 elevi într­q" itwr<+0

Denumirea Sarcinile QdugtxcYkk GewcYkkng

experimentului de lucru tgceYkknqt"ejkokeg
Oxidarea Într­q"grtwdgv<"ewtcv<"ug" În scurt timp, AgNO3+ NaOH
formaldehidei kpvtqfwe"7"on"uqnwYkg"crqcu<"fg" rg"rgtgYkk" AgOH+ NaNO3
cu reactiv azotat de argint 2% peste care eprubetei,
Tollens ug"rkewt<"q"uqnwYkg"crqcu<"fg" ug"hqtogc|<" AgOH+ 2NH3
hidroxid de sodiu 7'0"Rtgekrkv<" q"qinkpf<" [Ag(NH3)2]OH
hidroxidul de argint, care se uvt<nwekvqctg0
fk|qnx<"rtkp"cf<wictgc." p" HCHO+ 2[Ag(NH3)2]OH
rke<vwtk."c"wpgk"uqnwYkk"crqcug"fg" H­COOH+ 4NH3+ H2O+ 2Ag
amoniac 2%.

În reactivul Tollens astfel

preparat se introduc 2 ml
uqnwYkg"fg"hqtocnfgjkf<"62'"3k"
ug" pe<n|g3vg"w3qt." pvt­o baie de
cr<."nc"72­600C .

Ug"ghgevwgc|<"cegnc3k"gzrgtkogpv"3k"
rgpvtw" cekfwn" hqtoke" 3k" tg|wnvcvwn" guvg"
pgicvkx."pw"ug"qdugtx<"qinkpfc" fg"ctikpv."
fgek"tgceYkc"pw"ctg"nqe0
X0" QdYkpgtgc" uqnwYkgk1c" tg|wnvcvwnwk"
final Gngxkk." x<|¤pf" tg|wnvcvwn" fkp" gvcrc"
cpvgtkqct<" 3k" gzgtu¤pfw­3k" ukoYwn"
conexiunilor, ajung în final la uto<vqctgc"
concluzie: Eqorw3kk" ectdqzknkek" " pw"
rtg|kpv<" ectcevgtkuvkekng" eqorw3knqt"
ectdqpknkek0"Ug"ceegrv<"krqvg|c"D0"
În acelc3k" oqf" ug" rqcvg" fgvcnkc" 3k" rgpvtw"
gzgorngng"wto<vqctg<
C0"Gzgorng"fg"ukvwcYkk"rtqdngo<
Gzrnke<"fg"eg"uqnwYkc"crqcu<"c"enqtwtkk" de
sodiu conduce curentul electric, iar
enqtwtc" fg" uqfkw" p" uvctg" uqnkf<" pw"
rtg|kpv<"eqpfwevkdknkvcvg"gngevtke<0
T<urwpu<" Clorura de sodiu este o
uwduvcpY<" kqpke<." kct" nc" fk|qnxctgc"
uwduvcpYgnqt" kqpkeg" p" cr<." oqngewngng"
uqnxgpvwnwk"rqnct"ug"qtkgpvgc|<"ew"polii de
semn contrar spre ionii cristalului.
KpvgtceYkkng" fkpvtg" uqnxcv" 3k" uqnxgpv" uwpv"
de tip ion­fkrqn" 3k" tg|wnv<" kqpk" jkftcvcYk."
oqdknk0"GzkuvgpYc"kqpknqt"oqdknk"gzrnke<"fg"
eg" uqnwYkkng" crqcug" cng" eqorw3knqt" kqpkek"
conduc curentul electric (sunt electrqnkYk+0
 35 THE JOURAL OF DIDACTICS
Îp" enqtwtc" fg" uqfkw" uqnkf<." kqpkk" qewr<"
rq|kYkk" hkzg" 3k" fg" ceggc" gc" pw" eqpfweg"
ewtgpvwn" gngevtke0" UqnwYkc" crqcu<" fg"
enqtwt<" fg" uqfkw" eqpYkpg" kqpk" uqnxcvcYk"
oqdknk"3k"gc"guvg"q"dwp<"eqpfwe<vqctg"fg"
electricitate.
D0"Gzgorng"fg" pvtgd<tk"rtqdngo<
Cum ug"rqcvg"gzrnkec"etg3vgtgc"rwpevwnwk"
fg" hkgtdgtg" c" wto<vqctgnqt" uwduvcpYg"
organice în ordinea: CH3­CH2­CH3 < CH3­
CH2­CH=O < CH3­CH2­CH2­OH < CH3­
CH2­COOH
Propan propanal 1­propanol acid
propanoic
T<urwpu<" Punctele de fierbere cresc cu
etg3gtgc"ocugk"oqngewnctg"3k"c"rqnctkv<Ykk"
moleculei.
Ug" qdugtx<" e<" rwpevgng" fg" hkgtdgtg" cng"
eqorw3knqt" ectdqpknkek" uwpv" ock" tkfkecvg"
fge¤v"cng"cnecpknqt"eqtgurwp|<vqtk"0"Ceguv"
Ü TimpulÎ cevkxkv<Ykng" fkfcevkeg" dc|cvg" rg"
curgev" guvg" fcvqtcuv" hcrvwnwk" e<"
oqngewngng" eqorw3knqt" ectdqpknkek" uwpv"
rqnctg" 3k" cw" ocug" oqngculare mai mari
fge¤v"cng"cnecpknqt"eqtgurwp|<vqtk0
Rwpevgng" fg" hkgtdgtg" cng" eqorw3knqt"
ectdqpknkek" uwpv" ock" ue<|wvg" fge¤v" cng"
cneqqnknqt" 3k" cek|knqt" " eqtgurwp|<vqtk." Ü Uqnkekv<" fkp" rctvgc" rtqhguqtwnwk" q"
deoarece moleculele lor nu sunt asociate
prip"ngi<vwtk"fg"jkftqigp0"
4. Concluzii
Dintre avantajele wvknk|<tkk"rtqdngocvk|<tkk"
îp"ngeYkkng"fg"ejkokg"rwvgo"cokpvk<
Ü Cukiwt<" rg" vqcv<" fwtcvc" cevkxkv<Ykk"
Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt
fkfcevkeg" oqvkxcYkc" kpvtkpuge<" c" pxcvctkk."
ukvw¤pf" gngxkk" kp" kpvgtkqtwn" wpqt" ukvwcYkk­
rtqdngo<"ectg"ng"rqnctk|gc|<"kpvgtgugng=
Ü Problemele pot fi valorificate atât la
pegrwvwn" cevkxkv<Ykk" fkfcevkeg" ec" rwpevg"
de plecare în trezirea interesului elevilor
rtgewo"3k"nc"hkpcnwn"cevkxkv<Ykk"fkfcevkeg"ec"
wp" kpuvtwogpv" fg" hkzctg." eqpuqnkfctg" 3k"
gxcnwctg"c"ewpq3vkpYgnqt=
Ü Problemele dau cadrului didactic
egtvkvwfkpgc" e<" ukvwcYkc" fg" kpuvtwktg"
rtqoqxgc|<"q" px<Yctg"cevkx<"uk"fg|xqnv<"
q" i¤pfktg" hngzkdkn<." fkxgtigpv<." gwtkuvke<"
3k"etgcvqctg=
Ü Urtklkp<"rtqeguwn"fg"gxcnwctg"cuvhgn" pe¤v"
rtkp"tg|qnxctgc"ukvwcYkknqt­problema elevii
fgoqpuvtgc|<" e<" cw" cvkpu" rgthqtocpYgng"
fguetkug" p" qdkgevkxgng" qrgtcYkqpcng" ew"
care sunt corelate.
Gzkuv<" e¤vgxc" dezavantaje în utilizarea
rtqdngocvk|<tkk" p" ngeYkkng" fg" ejkokg" fkpvtg"
care amintim:
problematizare presupun activitatea
kpfgrgpfgpv<" c" gngxknqt" 3k" pgegukv<" wp"
volum mare de timp. Un timp de lucru
prea mare poate determina o oarecare
cvgpwctg" c" oqvkxcYkgk" 3k" c" ewtkq|kv<Ykk"
elevilor;
activitate de restructurare, sistematizare
nqike<" c" eqpYkpwvwnwk" 3vkkpYkhke" 3k" q"
rtgnwetctg"ogvqfke<"c"ceguvwkc" p"xgfgtgc"
eqpegrgtkk" rtqdngognqt" 3k" eqqtfqp<tkk"
procesului de rezolvare a acestora;
Rctvkekrctgc" kpvgpu<" c" gngxknqt" nc"
cevkxkv<Ykng" fkfcevkeg" rqcvg" fweg" nc"
crctkYkc" qdqugnkk" ectg" ct" rwvgc" igpgtc"
kpcevkxkvcvg" 3k" fg|kpvgtgu0
37 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc0"Ogvqf<"kpvgtcevkx<" p"uvwfkwn"3vkkpYgnqt

Bibliografie

Dqeq3"O0"*3;;:+."Ogvqfg"gwtkuvkeg" p" uvwfkwn"ejkokgk."Rtguc"Wpkxgtukvct<"Enwlgcp<."

Cluj­Napoca

Cerghit I., (1980), Ogvqfg" fg" px<Y<o¤pv, Gfkvwtc" Fkfcevke<" 3k" Rgfciqike<."
Dwewtg3vk

H<vw"U0"*4224+."Fkfcevkec"Ejkokgk."Eqtkpv."Dwewtg3vk

Kqpguew"O0."Tcfw"K0"*3;;7+."Fkfcevkec"Oqfgtp<."Fcekc."Cluj­Napoca

Kqpguew"O0"*4225+."KpuvtweYkg"3k"gfwecYkg0"Rctcfkiog."uvtcvgikk."qtkgpv<tk." oqfgng."
Tipografia Garamond, Cluj­Napoca

Ngtq{"I0"*3;96+.Fkcnqiwn" p"gfwecYkg."Gfkvwtc"Fkfcevke<"3k"Rgfciqike<."Dwewtg3vk"

Pcwoguew"C0"*3;;9+."PqYkwpk"fg"ogvqfkec"rtgf<tkk"ejkokgk."Ecuc"E<tYkk"fg"2vkkpY<."
Cluj­Napoca

Pcwoguew" C0." Eqtrqfgcp" E0" *4223+." Ogvqfkec" rtgf<tkk" ejkokgk." Ecuc" E<tYkk" fg"
2vkkpY<."Enwl­Napoca

Pcwoguew" C0." Dqeq3" O0" *4226+." Fkfcevkec" Ejkokgk­ fg" nc" vgqtkg" nc" rtcevke<." Ecuc"
E<tYkk"fg"2vkkpY<."Enwl­Napoca

Nicola, K0"*4224+."Vtcvcv"fg"Rgfciqikg"2eqnct<."Ctcoku."Dwewtg3vk"""

Postelnicu, E0"*4224+."Hwpfcogpvg"cng"Fkfcevkekk"2eqnctg."Ctcoku."Dwewtg3vk

2wpgn, X0." Ekqeqkw" K0." Twfkec" K0." Dkew" G0" *3;;9+." Ogvqfkec" rtgf<tkk" ejkokgk."
Octcvjqp."Kc3k
37 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Gnk|c"Fwnco<, Assoc. Prof. PhD, Babe3­Bolyai University

dulama@cluj.astral.ro

ABSTRACT:
Problematisation can be a research method, an independent didactic method or
a heuristic problematised learning context. As a didactic method, it involves
solving problem situations containing contradictions between previous
knowledge about reality and the new information that students acquire. The
didactic approach focusing on problem situations solving may have several
phases: identifying and presenting problem situations or deducing and
describing them together with students; analysing problem situations and
restructuring information; researching; phrasing hypotheses and comparing
solutions; selecting the best solution; presenting and augmenting the best
solution; confirming or infirming the solution. In order to exemplify we present
two problem situations and the didactic approaches for solving them.

KEYWORDS: problem, conditions, causes, heuristic, solution, argument

ìp" rtcevkec" 3eqnct<." problematizarea are pentru a facilita adaptarea într­o

ock" ownvg" ceegrYkwpk<" ogvqf<" fg" uqekgvcvg" p" rgtocpgpv<" uejkodctg."
egtegvctg." ogvqf<" fkfcevke<." rtkpekrkw" realizarea acestui deziderat se poate
fkfcevke." ãq" pqw<" vgqtkg" c" px<Y<tkkÑ" hceknkvc"rtkp"ogvqfc"rtqdngocvk|<tkk0
*Qmqp." 3;9:." r0" 67+0" ìp" 3vkkpY<." rtqdng­
Eqpegrvwn" fg" ukvwcYkg­rtqdngo<0"
matizarea este considerav<" ogvqf<" fg"
GugpYc" rtqdngocvk|<tkk" q" tgrtg|kpv<"
kfgpvkhkectgc" 3k" tg|qnxctgc" wpgk" ukvwcYkk­
cercetare deoarece marile descoperiri
3vkkpYkhkeg" au pornit de la identificarea
rtqdngo<0" G0" R<wp" eqpukfgt< ukvwcYkc­
rtqdngo< q" ãukpvcio<" ectg" fgugopgc|<"
unor probleme, iar rezolvarea lor s­a
eqpetgvk|cv" p" fgueqrgtktgc" wpqt" ngik" 3k"
ukvwcYkkng" fg" px<Yctg" *vgqtgvke<" 3k"
vgqtkk0"Wpwn"fkpvtg"qdkgevkxgng"3vkkpYgk"guvg"
rtcevke<+" rtkp" ectg" pegte<tkng" gngxknqt" fg"
c" hqtownc" wp" t<urwpu" *q" uqnwYkg+" uwpv"
tocmai identificarea problemelor cu care
ug" eqphtwpv<" uqekgvcvgc" wocp<" p" xkcYc"
eqvkfkcp<" 3k" i<uktgc" uqnwYkknqt" qrvkog."
blocate (temporar) de un obstacol, a
e<twk" fgr<3ktg" uqnkekv<" ghqtv." oqdklizare
arguogpvcvg" 3k" eqphktocvg" rtkp" oqfgng"
kpvgngevwcn<" 3k" oqvkxcYkqpcn<" kpvgpu<Ñ"
*R<wp."3;;3."r0"67+0"
teoretice sau practice, iar aceste
fgogtuwtk" uwpv" urgekhkeg" rtqdngocvk|<tkk0"
Wpc"fkpvtg"vgpfkpYgng" px<Y<o¤pvwnwk"guvg" UkvwcYkc­rtqdngo< kornke<" q" uvctg"
apropierea rtqeguwnwk" fg" px<Yctg" fg" eqpvtcfkevqtkg" *eqphnkevwcn<." rctcfqzcn<."
demeruwn"3vkkpYkhke"3k"fg" xkcYc"tgcn<."fgek, wp" fg|ceqtf." q" pgeqpeqtfcpY<+" pvtg"
38 THE JOURAL OF DIDACTICS
ewpq3vkpYgng"cpvgtkqctg"fgurtg"tgcnkvcvg"3k"
noile inforocYkk" ew" ectg" ug" eqphtwpv<"
elevul, provenite din surse diferite
(manual, profesor, realitate, colegi etc.).
UkvwcYkc­prodngo<" guvg" q" ãukvwcYkg" eqp­
vtcfkevqtkg." eqphnkevwcn<." eg" tg|wnv<" fkp"
vt<ktgc" ukownvcp<" c" fqw<" tgcnkv<Yk" *fg"
qtfkp" eqipkvkx" 3k" fg" qtfkp" oqvkxcYkqpcn+"
incompatibile între ele; pe de o parte,
gzrgtkgpYc" vtgewv<." kct" rg" fg" cnv<" rctvg."
gngogpvwn" fg" pqwvcvg" 3k" fg" uwtrtk|<."
necunoscutul cu care este confruntat
gngxwnÑ"*Egtijkv."3;:5."r0"352+0"Rgpvtw"c"
necesita o rezolvare prin problematizare,
aceast<" rtqdngo<" eqpYkpg" q" eqpvtcfkeYkg,
q" pgrqvtkxktg" pvtg" kphqtocYkk." hcrvg" ucw"
hgpqogpg" fkp" pcvwt<" 3k" fkp" uqekgvcvg."
ectg" eqpuv<" p" gzkuvgpYc" wpgk" qrq|kYkk0"
EqpvtcfkeYkc" gzkuv<" cvwpek" e¤pf" gngxwn" q"
percepe ca pe un obstacol ce ar trebui
fgr<3kv" 3k" e¤pf" cegcuvc" k" igpgtgc|<" q"
eqphnkevwcn<" kpvgtkqct<." q"
statg"
incertitudine sau o nedumerire asupra
eqtgevkvwfkpkk" kphqtocYkknqt0" UkvwcYkc­
rtqdngo<" fqxgfg3vg" gzkuvgpYc" wpqt"
ncewpg" p" ewpq3vkpYg." kpekv<" nc" e<wvctg" 3k"
fgencp3gc|<" rg" rncp" chgevkx" vtgdwkpYc" fg"
ewpqc3vgtg, de completare a lacunelor,
fg"gzrnkectg"3k"xqkpYc"fg"c"q"tg|qnxc0
UkvwcYkc­rtqdngo<" eqpYkpg" q" rtqdngo<,
cfke<" q" ejguvkwpg" vgqtgvke<" ucw" rtcevke<."
o dificultate, care, date fiind anumite
krqvg|g." ug" egtg" c" hk" tg|qnxcv<" rg" dc|c"
cpwokvqt" ewpq3vkpYg" 3k" tcYkqnamente
rgpvtw" c" ug" qdYkpg" wp" cpwokv" tg|wnvcv0"
Ykpegpv{" Qmqp" fghkpg3vg" problema ca
hkkpf" q" ãuvtwevwt<" ew" fcvg" kpuwhkekgpvgÑ"
*3;9:." r0" 72+0" ãWp" gngx" cpvtgpcv" p"
rezolvarea dg" rtqdngog" rqugf<" cpwokvg"
ewpq3vkpYg." fct" ctg" 3k" wpgng" ncewpg." ectg"
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
hce"korqukdkn<"hqtownctgc"kogfkcv<"c"wpwk"
t<urwpu" nc"rtqdngoc"rwu<Ñ" *Qmqp."3;9:."
p. 32­55+0"UkvwcYkc­rtqdngo<"tgrtg|kpv<"q"
gpkio<." cfke<" wp" hgpqogp" ucw" hcrv"
pgewpquewv" ucw" itgw" fg" pYgngu." cuewpu."
pgn<owtkv0" Tg|qnxctgc" ukvwcYkgk­rtqdngo<"
fgvgtokp<" q" eqpvtqxgtu< Î q" fkuewYkg" p"
contradictoriu asupra problemei (o
rqngoke<+0"
ìp" vkorwn" cdqtf<tkk" ew" gngxkk" c"
eqpYkpwvwtknqt" fkfcevkeg" p" ngeYkg."
rtqhguqtwn" eqpuvcv<" cfgugc" crctkYkc" wpgk"
ukvwcYkk­rtqdngo<."ectg"eqpuv<" p<"
Î pgeqpeqtfcpYc" pvtg" ewpq3vkpYgng"
empirice ale gngxknqt" 3k" ewpq3vkpYgng"
3vkkpYkhkeg" rg" ectg" gk" wtogc|<" u<" ng"
fqd¤pfgcue<=
Î pgeqpeqtfcpYc" pvtg" ewpq3vkpYgng"
gngxknqt"3k"ewpq3vkpYgng"rtqhguqtwnwk=
Î pgeqpeqtfcpYc" pvtg" ewpq3vkpYgng"
expuse de elevi (nu între elevi);
Î pgeqpeqtfcpYc" fkpvtg" pkxgnwn" cpvgtkor
fg"ewpqc3vgtg"*kpeqorngv."kpuwhkekgpv"ucw"
kpeqtgev+" 3k" pkxgnwn" pqw." uwrgtkqt" cn"
ewpqc3vgtkk" *vgtogpwn" ãewpqc3vgtgÑ" ug"
tghgt<" nc" ewpq3vkpYg." rtqegfgg" 3k" oqfwtk"
fg" ceYkwpg." oqfcnkv<Yk" fg" tg|qnxctg."
tehnici etc.);
Î gzkuvgpYc" wpqt" ncewpg" p" ukuvgown"
cognitiv al elevilor;
Î fkhgtgpYg" fkpvtg" vgqtkg" 3k" rtcevke<" p"
abordarea anumitor aspecte;
Î eqpvtcfkeYkk" pvtg" ukvwcYkk" igpgtcng" 3k"
unele cazuri particulare;
Î eqpvtcfkeYkk" pvtg" rctvkewnctkvcvgc" wpgk"
ukvwcYkk"3k"igpgtcnk|ctgc"gk=
39 THE JOURAL OF DIDACTICS
Î eqpvtcfkeYkk" pvtg" puw3ktkng" gugpYkcng" 3k"
egng" pggugpYkcng" cng" qdkgevgnqt." hgpq­
menelor, proceselor, evenimentelor etc.
Î eqpvtcfkeYkk" pvtg"kphqtocYkkng"fgurtg"wp"
obiect, fenomen, proces, eveniment etc.,
p"eqpvgzvg"ukvwcYkqpcng"fkhgtkvg=
Î eqpvtcfkeYkk" fkpvtg" fkhgtkvg" qrkpkk."
moduri de abordare, moduri de
rezolvare, teorii etc., aspecte teoretice
sau practice;
Î eqpvtcfkeYkk"fkpvtg"oqfwn"fg"rtqkgevctg."
oqfwn" fg" eqpuvtwktg" 3k" oqfwn" fg"
hwpeYkqpctg" c" wpqt" qdkgevg." kpuvtwogpvg."
fkurq|kvkxg."crctcvg."kpuvcncYkk"gve0
În momentul în care profesorul
eqp3vkgpvk|gc|<" crctkYkc" wpgk" ukvwcYkk­
rtqdngo<" p" cdqtfctgc" eqpYkpwvwnwk" p"
encu<." gn" q" xc" xcnqtkhkec" kogfkcv" 3k" q" xc"
propune elevilor spre rezolvare.
UkvwcYkc­rtqdngo<"guvg"cne<vwkv<"fkp"fqw<"
componente:
Î wp" cpucodnw" fg" chktocYkk" gzrnkekvg sau
implicite Î datele problemei, care intro­
fwe"gngxwn" p"vgo<=
Î o întrebare­rtqdngo<, care induce
vgpukwpg" p"ukuvgown"fg"cejk|kYkk"3k"fgencp­
3gc|<"ghqtvwtkng"fg"ewpqc3vgtg0
Întrebarea­rtqdngo<" ug" eqpuvtwkg3vg" p"
jurul unui obiectiv­obstacol sau a unui
obiectiv­dificultate, astfel încât
tg|qnxctgc" ukvwcYkgk­rtqdngo<" u<" ng"
rgtokv<" gngxknqt" u<" tgcnk|g|g" wp" ucnv"
cognitiv. Obstacolul poate fi un dezacord
cognitiv în planul achiziYkknqt" gngxknqt" ucw"
q"ncewp<" p"ewpq3vkpYgng"nqt0
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Exemplu: Gtq|kwpgc" hnwxkcn<" gute mai
octg" rg" rcpvg" octk" 3k" e¤pf" xkvg|c" crgk"
guvg" octg." kct" gtq|kwpgc" incekct<" guvg"
okpko<" rg" rcpvg" octk" wpfg" ijgYctkk" ug"
fgrncugc|<"ew"xkvg|<"octg0"Ewo"gzrnkecYk"
fkhgtgpYgng" fkpvtg" egng" fqw<" rtqegug." p"
eqpfkYkk"ukoknctgA
Ectcevgtkuvkekng" ukvwcYkgk­problgo<"
cfgexcv<"wpwk"fgogtu"fkfcevke"uwpv<
Gradul de dificultate0" Q" ukvwcYkg­
rtqdngo<" ct" vtgdwk" u<" hkg" cfgexcv<"
pkxgnwnwk" ewpq3vkpYgnqt" gngxknqt." pkxgnwnwk"
de dezvoltare a gândirii, c" cdknkv<Yknqt"
rtcevkeg"3k"kpvgreselor elevilor.
Gradul de eqorngzkvcvg." wp" ãkpfkeg" fg"
rtqdngocvk|ctgÑ." ectg" fkhgt<" fg" nc" ec|" nc"
caz.
Gradul de nedeterminare, de
nespecificare p" eggc" eg" rtkxg3vg" fcvgng"
prodngogk"3k"oqfcnkv<Ykng"fg"uqnwYkqpctg"c"
ceguvgkc." cfke<" rqcvg" uwigtc" ock" ownvg"
e<k"fg"cdqtfctg"3k"fg"uqnwYionare.
Caracter atipic." cfke<" pw" ug" rqcvg"
tg|qnxc" rtkp" oqfcnkv<Yk" 3k" rtqegfgg"
qdk3pwkvg." w|wcng." twvkpkgtg0" Wpgng"
problemele complexe nu se pot rezolva
prin aplicarea unei singure proceduri, ci
pgegukv<" eqodkpctgc" ock" ownvqt"
demersuri.
Caracter opac, întrucât nu permite
cpvkekrctgc" fktgev<" c" oqfcnkv<Ykk" fg" uqnw­
Ykqpctg." hkkpf" pgeguct<" cejk|kYkqpctgc" fg"
pqk" fcvg." rtgnwetctgc" 3k" tguvtwevwtctgc"
nqt." hqtownctgc" 3k" xgtkhkectgc" krqvg|gnqt."
egtegvctgc."fgueqrgtktgc."etgcYkc"gve0
Rezolvabilitatea. O ukvwcYkg­rtqdngo<"
rtqrwu<" gngxknqt" ct" vtgdwk" u<" hkg" rgtce­
40 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

rwv<" fg" e<vtg" gngxk" ec" tg|qnxcdkn<." cfke<" cevwcnk|gc|<" wpgng" ewpq3vkpYg" 3k"
u<"ckd<"wpc"ucw"ock"ownvg"cnvgtpcvkxg"fg" gzrgtkgpYg" cpvgtkqare, dar pentru
rezolvare. completarea elementelor necunoscute

Cornqctgc" tg|qnx<tkk. Rezolvarea unei

are nevoie de cercetare. Rezolvarea
ukvwcYkgk­rtqdngo<" rtguwrwpg" ghgevwctgc"
ukvwcYkk­rtqdngo<"ug"hceg"rtkpvt­o demon­
fg" cevkxkv<Yk" kpvgnectuale, uneori dublate
uvtcYkg" corn<." dkpg" ctiwogpvcv<." urtg"
de actixkv<Yk" rtcevkeg." kct" tg|wnvatul îl
fgqugdktg" fg" pvtgd<tkng" ecw|cle (De
tgrtg|kpv<" q" cejk|kYkg" kpvgngevwcn<" ucw"
ceÈA" Fkp" eg" ecw|<" ÈA+." ectg" pgegukv<"
rtcevke<"pqw<"ucw"fqct"oqfkhkecv<0"Gngxwn"
t<urwpuwtk"uewtvg0
va parcurge apoi un demers euristic în
Rezultatul. ìp" tg|qnxctgc" ukvwcYkgk­ ectg" xc" gzgtuc" qrgtcYkkng" i¤pfktkk" rgpvtw"
rtqdngo<" guvg" ock" korqtvcpv" ftwown" fgr<3ktgc"fkhkewnv<Ykk­qduvceqn<" pn<vwtctgc"
rctewtu" fg" e<vtg" gngxk" p" tg|qnxctg." |qpgnqt" fg" kpegtvkvwfkpg" 3k" fg"
vgjpkekng" 3k" uvknwn" *EwoA+" fge¤v" tg|wntatul necunoscuv=" fgueqrgtktgc" fg" ewpq3vkpYg"
ucw"ecpvkvcvgc"tgcnk|cv<"*E¤vA+0" vgqtgvkeg" 3k" rtcevkeg" pqk" ucw" ectg" ct"
vtgdwk" oqfkhkecvg0" ãC" i¤pfk" pugcop<." p"
UkvwcYkc­rtqdngo<"kpfweg"tg|qnxkvqtwnwk"ãq" primul rând, a­Yk"rwpg" pvtgd<tk."rgpvtw"c"
vgpukwpg" rukjke<." q" uvctg" eqphnkevwcn<." fg"
wkoktg." pgfwogtktg" 3k" kpegtvkvwfkpg" p"
identifica elementele necunoscute prin
tcrqtvctg" nc" fcvgng" ewpquewvgÑ"
ngi<vwt<" ew" wp" qduvceqn" grkuvgoqnqike."
resrgevkx" ew" cpwokvg" fkhkewnv<Yk" vgqtgvkeg"
(Albulescu, 2004, p. 79). Pentru
ukvwcYkgk­rtqdngo<" ug"
sau pracvkegÑ" *Dqeq3." 3;;:." r0" 57+0"
rg|qnxctgc"
hqtowngc|<" krqvg|g." kct" tg|qnxctgc"
Cegcuv<" uvctg" eqpvtcfkevqtkg" k" igpgtgc|<" eqpuvkvwkg" ftwown" uvt<d<vwv" eqp3vkgpv"
q" vtgdwkpY<" 3k" rn<egtgc" fg" c" ewpqc3vg" 3k"
fg"c" px<Yc0"Ewtkq|kvcvgc"3k"kpvgtguwn"uwpv"
pentru confirmarea sau infirmarea
krqvg|gnqt." ec" cpvkekrcYkg" ogpvcn<" c"
stârnite atunci când subiectul uqnwYkknqt" 3k" fg" cfqrvctg" c" krqvg|gk
eqp3vkgpvk|gc|<" e<" uvtweturile sale de 1uqnwYkgk" qrvkog0" UkvwcYkkng­rtqdngo<" pw"
ewpq3vkpYg"uwpv"kpeqorngvg."kpeonsistente se tg|qnx<" rtkp" crnkectgc" wpwk" cniqtkvo"
3k" cvwpek" e¤pf" gn" ug" eqphtwpv<" ew" sau a unor reguli înv<Ycvg" cpvgtkqt." ek"
kphqtocYkk" chncvg" p" eqpvtcfkeYkg" ew" uqnkekv<" fgueqrgtktgc" wpqt" eqodkpcYkk" fg"
ewpq3vkpYgng" ucng" cpvgtkqctg" fgurtg" cegn" tgiwnk" cfgexcvg" ukvwcYkgk." fgqctgeg"
nwetw"gve0"Uvctgc" p"ectg"ug" chn<"kpfkxkfwn"
fcvqtkv<" rtg|gpYgk" ukownvcpg" c" fqw<"
ansamblul de factori care intervine este
fg" hkgectg" fcv<" cnvwn0" Tg|qnxctgc"
eqipkYkk" kpeqpsistente sau contradictorii ukvwcYkgk­rtqdngo<" ug" hceg rtkp" qrgtcYkk"
este denumkv<" fkuqpcpY<" eqipkvkx<"
*Dqeq3." 4224+0" Gngxwn" eqpuvcv<" e<"
intelectuale diverse: de identificare, de
cpcnk|<." fg" eqorctctg." fg" gzrnkectg." fg"
gzrgtkgpYc"uc"cpvgtkqct<"fg"ewpqc3vgtg"3k"
ukuvgown" u<w" fg" ewpq3vkpYg" uwpv"
anticipare etc. Din punct de vedere
rukjqnqike" ug" rquvwngc|<" kfggc" e<"
kpuwhkekgpvg" ecnkvcvkx" 3k1ucw" ecpvkvcvkx" rtqdngocvk|ctgc" fg|xqnv<" uejgogng"
rgpvtw" fgr<3ktgc" fkhkewnv<Ykk­obstacol. operatorii ale gândirii divergente,
Pentru rezolvarea problemei, elevul cpvtgpgc|<" crvkvwfknile creatoare,
41 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

kocikpcYkc." cukiwt¤pf" oqvkxctgc" adrese de website­uri, calculatoare,

kpvtkpuge<" c" gngxknqt" rgpvtw" px<Yctg0" ìp" ceegu"nc"tgYgcwc"kpvgtpgv"gve0
eqpenw|kg." gngxkk" pxcY<" u<" uqnwYkqpg|g" q"
5) Rtqkgevctgc" ukvwcYkgk­rtqdngo<, care
ukvwcYkg­rtqdngo<" rtkpvt­un
eqpuv<" p<
demers
3vkkpYkhke" qtfqpcv" nqike." etqpqnqike."
hqtowngc|<" krqvg|g." ctiwogpvgc|<" 3k" Î fguetkgtgc"ukvwcYkgk­rtqdngo<=
fgekf" uqnwYkc"
Î hqtownctgc" pvtgd<tknqt­rtqdngo<=
contraargumentec|<."
qrvko<" fkpvtg" ock" ownvg" rqukbinkv<Yk" fg"
Î eqpegrgtgc" fg" uctekpk" fg" kpuvtwktg" 3k"
rezolvare.

Rtgi<vktgc" ukvwcYkgk­rtqdngo< pentru cwvqkpuvtwktg" ew" ectcevgt" vgqtgvke" 3k1ucw"

ngeYkg0" Profesorul va parcurge în mod rtcevke"3k"ew"eqpYkpwv"rtqdngocvk|cv=
qrYkqpcn."hngzkdkn."ock"ownvg"gvcrg<
Î eqpegrgtgc" fg" hk3g" fg" kpuvtwktg" 3k"
1) Kfgpvkhkectgc" ukvwcYkgk­rtqdngo<. autoinstruire cu caracter problematizat;
UkvwcYkc­rtqdngo<" guvg" fgueqrgtkv<" fg
Î kpvgitctgc"rtqdngocvk|<tkk" p"eqodkpcYkk"
e<vtg"rtqhguqt" p"ogfkw."guvg"gzvtcu<"fkp"
ogvqfqnqikeg"xctkcvg"3k"hngzkdkng0
repertoriul propriu sau din alte surse.
Kpvgitctgc" ukvwcYkgk­rtqdngo<
2) Documentarea0" Ueqrwn" fqewogpv<tkk"
p" ngeYkg0" ìp" tg|qnxctgc" wpgk" ukvwcYkk­
este a de c"i<uk"kphqtocYkkng"rgpvtw"enctk­
rtqdngo<" pvt­q" ngeYkg"ug" rqv"rctewtig" p"
fiectgc" ukvwcYkc­rtqdngo<" 3k" rgpvtw"
mod flexibil mai multe etape.
rezolvarea acesteia (identificarea
modului de rezolvare a wpqt" ukvwcYkk" Exemplu 1
ukoknctg." i<uktgc" wpqt" ogvqfg." vgjpkek" 3k
Activitatea profesorului în
ngeYkg
strategii de rezolvare). InforocYkkng"xgejk"
3k" pqk" xqt" hk" tgqticpk|cvg" pvt­un sistem
unitar. 1) Rtg|gpvctgc" ukvwcYkgk­rtqdngo<" sau
fgfwegtgc" 3k" fguetkgtgc" ortgwp<" ew"
gngxkk" c" ukvwcYkgk­rtqdngo<." wtocv<" fg"
3) Identificarea unor variante de
rezolvare. O skvwcYkg­rtqdngo<" ug" rqcvg"
fgfwegtgc" 3k" cpcnk|c" pvtgd<tkk­rtqdngo<0"
ìp"hqtownctgc"wpgk"ukvwcYkk­rtqdngo<"guvg"
rezolxc"rtkp"ock"ownvg"e<k."hkgcare având
rwpevg" hqtvg" 3k" rwpevg" uncdg0" Rtqhguqtwn"
gugpYkcn<" wvklizarea adverbului ,,vqvw3kÑ."
rqcvg"cngig"q"cpwokv<"uqnwYkg"ucw"ecng"fg"
rtkp" kpvgtogfkwn" e<twkc" ug" ugopcnk|gc|<"
tg|qnxctg." pu<" pw" pugcop<" e<" q" xc"
gzkuvgpYc"wpgk"eqpvtcfkeYkk0
propune sau impune pe aceasta elevilor.

4) Cngigtgc" oklnqcegnqt" fg" px<Y<o¤pv.

Rgpvtw" tg|qnxctgc" ukvwcYkgk­rtqdngo<" fg"
e<vtg" glevi, profesorul le va pune la
fkurq|kYkg" fkhgtkvg" ocvgtkcng<" ctvkeqng" fkp"
|kctg." nwet<tk" fg" urgekcnkvcvg." j<tYk."
reviste, filme, fotografii, le va oferi
42 THE JOURAL OF DIDACTICS
ìp" rtqegugng" qtqigpgvkeg" owpYkk" uwpv"
p<nYcYk" ew" e¤Ykxc" egpvkogvtk" rg" cp0" Ew"
vqcvg"e<"ceguvg"rtqegug"fwtgc|<"uwvg"fg"
milioane de ani, vqvw3k" OwpYkk" Jkocnaia,
egk"ock" pcnYk"fg"rg"R<o¤pv."cw"::6:"o0"
Fkp" eg" ecw|<" owpYkk" pw" cw" p<nYkogc" rg"
ectg" ct" vtgdwk" u<" q" ckd<" eqphqto"
p<nY<tkkA
2) Rtg|gpvctgc"oklnqcegnqt"fg" px<Y<o¤pv
(manualul, Jctvc"hk|ke<"c"nwokk)
3) Precizarea criteriului de acceptare a
uqnwYkgk0 Xqt" hk" ceegrvcvg" uqnwYkkng" uwuYk­
nute de argumente corecte.
4) Qhgtktgc" kphqtocYkknqt" uwrnkogpvctg
solicitate de elevi.
Cevkxkvcvgc"gngxknqt" p"ngeYkg
Cpcnk|ctgc" ukvwcYkgk­rtqdngo<" 3k"
5)
tguvtwevwtctgc"kphqtocYkknqt
Î Ce *fcvg." hcrvg." eqpfkYkk+" se ewpqc3vg?
*È"owpYkk"fg" petgYktg"ug" pcnY<"ew" e¤Ykxc"
centimetri pe an. Procesele orogenetice Î
fg" p<nYctg" 3k" ewvctg" Î fwtgc|<" uwvg" fg"
oknkqcpg" fg" cpk0" Cnvkvwfkpgc" oczko<" c"
unui munte terestru este de 8848 m.)
Î Eg"pw"ug"ewpqc3vgA"*È"ew"e¤v"ct"vtgdwk"
u<"ug pcnYg"wp"owpvg" p"uwvg"fg"oknkqcpg"
fg"cpkA"Fkp"eg"ecw|<"pw"ug" pcnY<"cv¤v"fg"
mult?)
Î Ectg" guvg" pgeqpeqtfcpYc1eqpvtcfkeYkc"
(problema)A" *Fce<" wp" owpvg" ug" pcnY<"
rtkp" ok3ectgc" qtqigpgvke<" wp" egpvkogvtw"
în fiecare an, într­q" uwv<" fg" oknkqcpg" fg"
cpk" u/ct" p<nYc" ew" 302220000 m, dar în
tgcnkvcvg" pkekwp" owpvg" pw" ctg" cegcuv<"
altitudine.)
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Î Ce se cereA" *È" u<" ug" chng" ecw|c" ectg"
orkgfke<" owpvgng" u<" ckd<" cegcuv<" cnvk­
tudine.)
6) Documentarea
Î Nc" eg" ngeYkg" u­c" px<Ycv" fgurtg"
formarea munYknqtA" *tgcevwcnk|ctgc" 3k"
selecvctgc" kphqtocYkknqt" fqd¤pfkvg"
anterior)
Î Eg" co" px<Ycv" fgurtg" hqtoctgc"
owpYknqtA
Î Wpfg" ug" i<ugue" cnvg" kphqtocYkkA"
*uvwfkgtgc" wpqt" uwtug" vgqtgvkeg<" e<tYk."
tgxkuvg." j<tYk." uqnkekvctgc" wpqt" kphqtocYkk"
suplimentare de la profesor sau de la
eqngik+"*È"u­a ecnewncv"e<"fce<"wp"owpvg"
s­ct" p<nYc" p"hkgectg"cp"ew"wp"egpvkogvtw."
s­ct" p<nYc" pvt­q"uwv<"fg"oknkqcpg"fg"cpk"
cu 1.000.222" o0" Ecw|c" ectg" orkgfke<"
acest proces este din interiorul
R<o¤pvwnwk"ucw"fkp"gzvgtkqtwn"nwkA+
7) Uqnkekvctgc" wpqt" kphqtocYkk" fg" nc"
profesor (Unele proegug"fkp"pcvwt<"3k"fkp"
societate sunt determinate de mai multe
cauze. Procesele nu se produc
pvqvfgcwpc" ew" ceggc3k" xkvg|<."
intensitate, ritmicitate etc.)
8) Cpcnk|ctgc"kphqtocYkknqt noi (analizarea
hcevqtknqt"3k"c"eqpfkYkknqt."eqorctcYkk+
Î Ectg" uwpv" hcevqtkk1cigpYkk" ectg" fkuvtwi"
owpYkkA" *Ceg3vk" hcevqtk" uwpv" x¤pvwn." xctk­
cYkc" vgorgtcvwtkk." crgng" ewti<vqctg."
rtgekrkvcYkkng."rncpvgng."cpkocngng"gve0+
Î Rtkp" eg" rtqegug" ug" fkuvtwi" owpYkkA"
(Procesele prin cctg" ug" fkuvtwi" owpYkk"
ero|kwpgc" hnwxkcn<." gtq|kwpgc"
sunt:
43 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

vqtgpYkcn<." fg|citgictgc." gtq|kwpgc" 12) Fgueqrgtktgc" wpqt" fqxg|k." tgncYkk."

incekct<."qcogpkk"gve0+ legi, principii, teorii

Î ìp" eg" eqpfkYkk" ug" kpvgpukhke<" ceguvg" Î Pw" cxgo" fqxg|k" e<" ok3e<tkng"
rtqegugA" *Gtq|kwpgc" hnwxkcn<" ug" cornkhke<" orogenetice au stagnat în anumite
cvwpek" e¤pf" etg3vg" ecpvkvcvgc" perioade.
rtgekrkvcYkilor, a apei rezultate din topirea
Î Pw" cxgo" fqxg|k" e<" OwpYkk" Jkocnckc" cw"
|<rg|kk" 3k" c" ijgYkk." e¤pf" etg3vg"
coborât în anumite perioade.
declivitatea, când scade coeziunea rocilor
etc.) Î Cxgo"fqxg|k"e<"cigpYkk"gzvgtpk"cu avut
wp" tqn" korqtvcpv" p" gtqfctgc" owpYknqt"
Tguvtwevwtctgc" kphqtocYkknqt"
*ugfkogpvgng" fg" rg" hwpfwn" o<tknqt" 3k"
9)
(gruparea, ordonarea, selectarea
kphqtocYkknqt+
oceanelor din apropiere).

13) Compararea variantelor de rezolvare

c"ukvwcYkgk­rtqdngo< (Se anali|gc|<"ctiw­
10) Formularea ipotezelor

c+" Ok3e<tkng" qtqigpgvkeg" pw" ug" produc ogpvgng"3k"eqpvtcctiwogpvgng0+

rgtocpgpv."gzkuv<"kpvgtxcng"octk"fg"vkor"
14) Cngigtgc" eqpenw|kgk." c" uqnwYkgk"
p"ectg" p<nYctgc"uvcipgc|<0
qrvkog."ctiwogpvctgc"3k"rtg|gpvctgc"gk
d+" Ok3e<tkng" qtqigpgvkeg" cnvgtpgc|<" ew"
Î OwpYkk" Jkocnckc" pw" uwpv" ock" pcnYk"
ok3e<tk"fg"eqdqt¤tg"c"ueqctYgk"vgtguvtg=
fcvqtkv<" gtq|kwpkk" u<x¤t3kvg" fg" cigpYkk"
e+" Ok3e<tkng" qtqigpgvkeg" ewvgc|<" 3k" pcnY<" externi.
owpYkk." pu<"cigpYkk"gzvgtpk"Î ploile, apele
Cevkxkvcvgc"rtqhguqtwnwk"3k"c"gngxknqt
ewti<vqctg. pijgYwn" 3k" fg|ijgYwn."
procesele chimice etc. Î k" gtqfgc|<" 3k" k" 15) Eqphktoctgc" ucw" kphktoctgc" uqnwYkgk
orkgfke<" u<" fgr<3gcue<" cpwokvg" rqcvg" hk" h<ewv<" fg" e<vtg" rtqhguqt" ucw"
p<nYkok0 gngxkk" clwpi" ukpiwtk" nc" eqpxkpigtgc" e<" q"
cpwokv<" eqpenw|kg" ucw" uqnwYkg" guvg" egc"
E<wvctgc" ctiwogpvgnqt" rgpvtw"
ock"rqvtkxkv<0"
11)
confirmarea/infirmarea ipotezelor
16) Kpvgitctgc" kphqtocYkknqt" pqk" p"
Î Rgpvtw" uwuYkpgtgc" rtkogk" 3k" egngk" fg­a
ukuvgown" ewpq3vkpYgnqt" cpvgtkqctg" cng"
doua ipoteze ug"ecwv<"kphqtocYkk"*fqxg|i)
elevilor0" Pqkng" kphqtocYkk" fqd¤pfkvg" fg"
fgurtg" qtqigpg|c" cnrkp<" *oqogpvwn"
elevi sg" xqt" r<uvtc" vgogkpke" p" ogoqtkg"
p<nY<tkk."
fgqctgeg" xqt" hk" cuqekcvg" ukvwcYkgk­
începerii, durata, vkvg|c"
perioadele glaekctg." vtcpuitgukwpk" 3k"
rtqdngo<" 3k" rgpvtw" e<" cw" hquv" qdYkpwvg"
regresiuni marine etc.).
prin efort intelectual propriu.
Î Rgpvtw" uwuYkpgtgc" egngk" fg­a treia
krqvg|g" ug" ecwv<" kphqtocYkk" *fqxg|k+"
fgurtg" ceYkwpgc" cigpYknqt" gzvgtpk" 3k"
interni cuwrtc"owpYknqt0
44 THE JOURAL OF DIDACTICS
Exemplu 2
Cevkxkvcvgc" rtqhguqtwnwk" 3k"
uvwfgpYknqt" p"ugokpct
1) Rtg|gpvctgc" kpeqorngv<" c" ukvwcYkgk­
rtqdngo<
ãìp"ugrvgodtkg"4223"wto<tgco"3vktkng"nc"
vgngxk|qt0" ìp" nqecnkvcvgc" Xgkec." fkp"
apropiere de Ocnele Mari, s­a produs un
dezastru. Oamenii au observat cum se
forogc|<" q" r¤npkg" oke<" p" r<o¤pv." cw"
wto<tkv" ewo" cegcuvc" etg3vg" eqpvkpww" 3k"
ewo" r<o¤pvwn" fkurctg" okuvgtkqu în ea.
ìp" cegcuv<" icwt<" c" fkur<twv" r<o¤pvwn"
fkp" lwt" ew" ecugng" fg" fgcuwrtc" 3k" ejkct"
sondele care scoteau saramura din
ueqctYc" vgtguvt<0" ìp" e¤vgxc" |kng" u­a
fkuvtwu" vqvwn" rg" q" uwrtchcY<" fg" rguvg"
2500 m20"Qcogpkk"3k­cw"r<t<ukv" pitq|kYk"
iqurqf<tkkng." wpkk" fkp kpkYkcvkx<" rtqrtkg."
cnYkk" hqtYcYk" fg" qhkekcnkv<Yk0" Igqnqikk" cw"
xgpkv" u<" cpcnk|g|g" eg" ug" pv¤orn<." fct"
cw" eqpuvcvcv" e<" rtqeguwn" pw" rqcvg" hk"
uvqrcv0" Rqorkgtkk." rqnkYk3vkk" 3k" rtkoctwn" k­
au clwvcv" rg" qcogpk" u<" rngeg" 3k" k­au
orkgfkecv" u<" tgxkp<" p" ecugng" nqt0Ñ"
*Fwnco<."4223."r0"69+
EqpxgtucYkg"ew"uvwfgpYkk:
Î Ectg"guvg"rtqdngoc" p"cegcuv<"ukvwcYkgA"
*Q" rtko<" rtqdngo<" q" tgrtg|kpv<"
rt<dw3ktgc" ueqctYgk" vgtguvtg" ew" vqv" eg"
gzkuv<"rg"uwrtchcYc"uc0+
Î Ectg" uwpv" uqnwYkkng" nc" cegcuv<"
rtqdngo<A"*Qcogpkk"ct"vtgdwk"u<"plece în
alt loc.)
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Î Ug" tg|qnx<" rtqdngoc" rtkp" rngectgc"
oamenilor? (Nu.)
Î Eg"ct"vtgdwk"u<"hcego"ock" pv¤k"rgpvtw"
c" tg|qnxc" rtqdngocA" *000" u<" q" cpcnk|<o="
u<"q" pYgngigo0+
Î Fg" eg" cxgo" pgxqkg" rgpvtw" c" pYgngig"
rtqdngocA" *uwtug" fg" kphqtoctg" 3k" wpgng"
ewpq3vkpYg" cpvgtkqctg=" u<" cpcnk|<o"
ukvwcYkc"fkp"vgtgp+
2) Cpcnk|c" ukvwcYkgk" fg" e<vtg" uvwfgpYk0"
Cpcnk|ctgc" ukvwcYkgk" rtg|gpvg" kornke<" ock"
ownvg"qrgtcYkk<
Î kfgpvkhkectgc" gngogpvgnqt" ucw" r<tYknqt"
integrate;
Î descrierea aspectelor vizibile
qdugtxcvg<" fguh<3wtctgc" ceYkwpkk." nqewn" p"
care s­c" eqpuvcvcv" ukvwcYkc." oqogpvwn"
producerii, efectele;
Î
identificarea cauzelor care au
fgvgtokpcv" ukvwcYkc" 3k" c" hcevqtknqt"
kornkecYk="
Î denumirea fenomenului produs.
Rgpvtw" c" urtklkpk" cpcnk|ctgc" ukvwcYkgk"
rtg|gpvg" fg" e<vtg" uvwfgpYk, pentru a­i
qtkgpvc" 3k" rtqxqec." ug" wvknk|gc|<" fkhgtkvg"
pvtgd<tk<"
Î Unde s­c"rtqfwu"È"A"*È"Xgkec0+
Î Când s­c" rtqfwuÈA" *È" ugrvgodtkg"
2001.)
Î Eg" eqpugekpYg" c" cxwv" ceguv" ec|A" *È"
distrugerea terenului, a caselor, a
uqpfgnqt=" u<t<vwtctgc" crgk" fkpvt­un
pârâu=" hqtoctgc" wpwk" nce" u<tcv" rg" ocukx"
de sare.)
45 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

Î Ectg" uwpv" ãrgtuqpclgngÑ1gngogpvgng" Î u<" ewpqcue<" wpgng" eqpegrvg" *ewv<"

kornkecvgA" *EkpgA+" *È" hktoc" ectg"
gzrnqcvgc|<" uctgc=" nqewkvqtkk." igqnqikk"
etc.)
fkcrkt<."uctcowt<+=
Î u<" ewpqcue<" oqfwn" fg" gzrnqcvctg" c"
u<tkk"uwd"hqto<"fg"uctcowt<=

Î Ectg" uwpv" gngogpvgng" kphnwgpYcvg" fg"

Î u<" ewpqcue<" ewo" cpwog" ug" hqtogc|<"
ceguv" ec|A" *È casele, sondele, oamenii,
lacurile pe masive de sare.
vegevcYkc."crc"r¤râului etc.)

3) Fgfwegtgc" 3k" fguetkgtgc" ortgwp<" ew"

uvwfgpYkk"c"ukvwcYkgk­rtqdngo<."wtocv<"fg"
fgfwegtgc"3k"cpcnk|c" pvtgd<tkk­rtqdngo<0
Î Care este întrebarea la care ar trebui
u<" k"i<uko"t<urwpuwnA"*Fg"eg"u­a format
cegc"r¤npkg" p"ueqctYc"vgtguvt<A+
Î De eg"etgfgYk"e<"u­a format acea pâlnie
p" ueqctYc" vgtguvt<A" *Krqvg|<<" 000" gtc" wp"
gol subteran.)
În majoritatea desenelor, ca rezultat a
tgrtg|gpv<tkk procesului conform celor
povesvkvg."uvwfgpYkk"cw"tgrtg|gpvcv"r¤npkc"
care s­c" hqtocv" h<t<" u<" uvcdkngcue<"
eqpvwtwn" |<e<o¤pvwnwk" fg" uctg0" Fwr<"
qdugtxctgc" uweekpv<" c" fgugpgnqt." nc"
întrebarea: Care dinvtg" xqk" cYk" x<|wv" p"
e<tYk" fgugpgng" ewvgnqt" fkcrktgA" doar unul
ucw" fqk" uvwfgpYk" fkp" hkgectg" itwr<" fg"
ugokpct" cw" t<urwpu" chktocvkx0" UvwfgpYkk"
au hquv" pvtgdcYk."fg"cugogpgc."eg" pYgngi"

Î Fkp" eg" ecw|<" gzkuv<" iqnwtk" p" ueqctYc"
vgtguvt<A"*000"wpfg"uwpv"rg3vgtk="rg"wpfg"
a curs lava; de unde au extras oamenii
rtkp" ewv<" fkcrkt<0" Tgrtg|gpv<tkng" nqt" gtcw"
gorktkeg"*ãuvtcvwtk"ewvcvg"fg uctgÑ+0"Fqct"
uvwfgpYkk" fg" nc" igqnqikg" cw" fghkpkv" 3k"
tgrtg|gpvcv" eqtgev." rtkp" fgugp" nc" vcdn<."

ewvc" fkcrkt<0" Hkkpf" pvtgdcYk" fg" uvwfgpvc"

resurse minerale.)

Î ìp" cegcuv<" ukvwcYkg, cum s­a produs

iqnwn" p"ueqctY<A"*000"u­a extras sarea.)
de la geologie cum anume s­au format
ewvgng" fkcrktg." t<urwpuwtkng" cw" hquv"
wto<vqctgng<"ãuctgc"u­a depus pe fundul
Uctekp<" fg" nwetw<" GzrnkecYk" p" itwrwtk" fg"
o<tkk" p"uvtcvwtkÑ="ã p"wpgng"nqewtk"clwpig"
câte patru ce s­c" pv¤orncv" nc" Xgkec0"
crtqcrg" fg" uwrtchcYc" vgtguvt<" fcvqtkv<"
Tgrtg|gpvcYk"rtkp"fgugp"uejgocvke0
rncuvkekv<Ykk" ucngÑ=" ãug" hqtogc|<" ewvg" fg"
UvwfgpYkk" pw" cw" rtkokv" mijloace de uctgÑ0
px<Y<o¤pv *fgugpg" uejgocvkeg." e<tYk."
EqpvtcfkeYkc" c" cr<twv" pvtg" chktocYkc"
j<tYk" fg" detaliu, articole din ziare,
uvwfgpvwnwk" ectg" urwpgc" e<" ãuctgc" hqt­
fqewogpvcYkk" igqnqikeg" gve0+" 3k" nicio
ogc|<" ewvgÑ." 3k" ectg" 3k" uwuYkpgc"
inforocYkg" p" rnwu" hcY<" fg" rqxguvktgc"
chktocYkc" rtkp" hcrvwn" e<" gn" c" x<|wt în
rtgnwcv<" fkp" ocuu­media pentru a­i
ucnkp<" ceguvg" ewvg" p" kpvgriorul
fgvgtokpc"u<"hqtowng|g"rtqrtkkng" pvtgd<tk"
|<e<o¤pvwnwk" fg" uctg." 3k" chktocYkkng"
3k" u<" ng" cftgug|g" eqngiknqt" ucw" rtqhguq­
studentei de la geologie. Ea a desenat pe
vcdn<" uvtcvwn" fg" uctg" fgrwu" rg" hwpfwn"
rului. Pentru a explica ceea ce s­a
pv¤orncv" nc" Xgkec." uvwfgpYkk" cxgcw"
o<tkk." crqk" ewxgtvwtc" fg sedimente
nevoie de unele ewpq3vkpYg"cpvgtkoare:
fgrwu<" fgcuwrtc" ceguvwk" uvtcv" 3k" c"
46 THE JOURAL OF DIDACTICS
gzrnkecv" e<" fcvqtkv<" rtgukwpkk" uvtcvwtknqt"
fkp" ceqrgtk3." uctgc." ectg" guvg" q" tqe<"
rncuvke<."c"kg3kv"urtg"uwrtchcY<0"Uvtcvwtkng"
fkp" ceqrgtk3." ectg" kpkYkcn" gtcw" qtk|qpvcng."
s­au înclinat în apropierea sâmburelui de
uctg0" EqpvtcfkeYkc" kfgpvkhkecv<" guvg<"
straturile de sare sunt cutate sau
uvtcvwtkng" fkp" ceqrgtk3wn" |<e<o¤pvwnwk" fg"
uctg" uwpv" ãewvcvgÑA" Rgpvtw" enctkhkectgc"
eqpvtcfkeYkgk."uvwfgpYkk"cw"hquv"fktklcYk"rtkp"
pvtgd<tk"3k"kpfkekk0
Fig. 1. Hqtoctgc"ewvgk"fkcrktg"*Tqzcpc"Fwnco<+
Î Ewo" gzrnkecYk" hcrvwn" e<" fgrq|kvgng" fg"
sare se localizec|<" *vqvw3k+" nc" octikpkng"
depreukwpkk" 3k" pw" rg" vqv" ewrtkpuwn"
fgrtgukwpkk."3vkkpf"e<" pvtgcic"fgrtgukwpg"
c"hquv"ceqrgtkv<"ew"cr<"u<tcv<A"
UvwfgpYknqt" nk" u­c" egtwv" u<" 3k" cokpvgcue<"
(din clasa a XII­c+"hcrvwn"e<"Fgrtgsiunea
Eqnkpct<" c" Vtcpuknxcpkei s­a scufundat în
rctvgc" egpvtcn<" ew" rguvg" 6222" o." e<"
sarea s­c"fgrwu"rg"hwpfwn" pvtgikk"o<tk"3k"
e<" fgrq|kvgng" fg" uctg" uwpv" ukvwcvg" nc"
rctvgc"gzvgtkqct<"c"fgrtgukwpkk0"UvwfgpYkk"
cw" pYgngu"e<"fcvqtkv<"eqdqt¤tkk"uvtcvwtklor
fkp" rctvgc" egpvtcn<" c" fgrtgsiunii
presiunea a crescut, iar straturile plastice
fg" uctg" *ew" fgpukvcvg" ock" oke<+" u­au
ridicat la marginile depresiunii unde
rtgukwpgc"gtc"ownv"ock"oke<0"ìp"tkfkectgc"
nqt" urtg" uwrtchcY<" cw" uvt<rwpu" uvtcvwtkng"
sedimentare de deasupra, le­au deformat
sau le­au twrv0" ãEwvc" fkcrkt< (diapirul)
guvg" q" ewv<" fg" cpvkenkpcn" eg" rtg|kpv<" wp"
u¤odwtg"fg"uvt<rwpigtg"fkp"tqek"rncuvkeg"
*uctg." ikru." ctikng" ew" uqnwYkk" ucnkpg+." ectg"
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
uvt<dcvg" tqekng" ceqrgtkvqctg" ock" pqkÑ"
*Vqfktc3."3;;8."r0":6+0
Fwr<" enctkhkectgc" eqpegrvwnwk" fg" ewv<"
fkcrkt<." uvwfgnta a explicat cum a fost
introfwu<" crc" p" |<e<o¤pvwn" fg" uctg"
rgpvtw" c" fk|qnxc" uctgc" 3k" rgpvtw" c" hk"
gzvtcu<"crqk"uwd"hqto<"fg"uctcowt<0"Rtkp"
crearea unui mare gol subteran,
ceqrgtk3wn" nwk" u­c" n<ucv" vtgrvcv" 3k" crqk." nc"
un moment dat, s­a pr<dw3kv0
Ug" gxkfgpYkc|<" q" cnv<" ukvwcYkg­rtqdngo<<"
gzvtcigtgc" u<tkk" rtkp" fk|qnxctgc" gk"
tgrtg|kpv<" p" rgtocpgpY<" rgtkeqn" rgpvtw"
qcogpkk" ectg" nwetgc|<" ceqnq." vqvw3k
qcogpkk" wvknk|gc|<" cegcuv<" vgjpqnqikg0"
Ewo"gzrnkecYkA
Rgpvtw" c" pYgngig" ukvwcYkc" fg" cpucodnw."
svwfgpYknqt"nk"ug"rtg|kpv<" pe<"q"gzrnkecYkg."
fcv<" fg" wp" uvwfgpv" p" cpwn" cpvgtkqt0" Gn"
rtgek|c" e<" gzrnqcvctgc" u­a realizat prin
ock"ownvg"uqpfg"3k"e<"gzkuvcw"ock"ownvg"
iqnwtk" uwdvgtcpg0" Rgpvtw" ec" crc" u<" pw"
xkp<" p" eqpvcev" ew" rctvgc" uwrgtkqct<" c"
|<e<mântului fg" uctg" 3k" rgpvtw" c"
împiedica umezirea acestuia, la partea
uwrgtkqct<" c" uctcowtkk" gzkuvc" q" rgnkewn<"
fg" oqvqtkp<0" Fkp" ecw|g" pgewpquewvg."
uvtcvwn" fg" oqvqtkp<" c" clwpu" nc" uwrtchcY<"
3k" nqewkvqtkk" cw" eqngevcv­o. Ulterior, sarea
din partea superioat<" c" fkcrktwnwk s­a
umezit, conecxkv<Ykng"u­cw"wpkv" pvtg"gng"3k"
ceqrgtk3wn."ectg"u­c"uwdYkcv."u­c"rt<dw3kv0"
În momentul în care a fost expus acest
scenariw." uvwfgpYkk" gtcw" eqpvtctkcYk" fkp"
ecw|c" oktquwnwk" 3k" iwuvwnwk" fg" oqvqtkp<."
ectg" ct" rwvgc" kphnwgpYc" ecnkvcvgc" u<tkk"
ezvtcug0" UvwfgpYkk" gtcw" fkp" pqw" p" hcYc"
wpqt"eqpvtcfkeYkk<"
47 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

Î A fost o concavitate sau mai multe? Rnchqpwn" uwdYkcv" pw" c" ock" cxwv" |qpg" fg"

Î S­c"hqnqukv"ucw"pw"oqvqtkp<A
sprijin, motiv pentru care s­c"rt<dw3kv0+"

UvwfgpYkk" cw" cxwv" rqukdknkvcvgc" u<" hce<"

Î Tqekng" fkp" ceqrgtk3" u­c" rt<dw3kv" hkkpfe<"
rtguwrwpgtk" *krqvg|g+" 3k" u< caute dovezi
vcxcpwn"gtc"rtgc"uwdYktg"ucw"u­a construit
penvtw" c" ng" uwuYkpg" ucw" kphktoc." u<""
ctiwogpvg|g"ucw"u<"eqpvtcctiwogpvg|g0
ceva deasupra?

Î Saramura s­a format în mod natural

4) Formularea problemei (diagnosticul)
sau artificial?
este una dintre etapele cele mai
korqtvcpvg" cng" egtegv<tkk" 3k" tg|qnx<tkk"
problemei.

Î Care este, de fapt, problema e<" u­a

prodwu" rt<dw3ktgcA" *fkcipquvkewn+" *È"
Fig. 2. Hqtoctgc"ncewnwk"rg"fkcrktwn"fg"nc"Xgkec"
*Tqzcpc"Fwnco<+
problema o constituie, de fapt, riscul ca
cnvg" eqpecxkv<Yk" fkp" uwdvgtcp" u<" ug"
Î În concluzie, ce s­a întâmplat în wpgcue<." hcrv" eg" ct" rtqxqec" gzvkpfgtgc"
cegcuv<"ukvwcYkgA"*fguh<3wtctgc+ rt<dw3ktknqt" vgtgpwnwk" p" cnvg" nqewtk" fkp"
nqecnkvcvgc"Xgkec"3k"fkp"Qepgng"Octk0+
1) pomparea apei în mai multe locuri în
interiorul diapirului; 5) Stabilirea alternativelor de rezolvare a
ukvwcYkgk­rtqdngo<0" Qtkeg" ukvwcYkg­
2) s­cw"hqtocv"pk3vg"eqpecxkv<Yk" p"hqto<"
rtqdngo<" pgegukv<" q" uqnwYkg" ucw" ock"
fg"enqrqv." p"ectg"gtc"uctcowt<=
multe la care se ajunge prin
5+"uctcowt<"c"hquv"gzvtcu<"rtkp"rqorctg" dtckpuvqtokpi."rtkp"cpcnqikk."rtkp"fgfweYkk"
cu ajutorul sondelor; nqikeg" gve0" Fgqctgeg" rtqfweYkc" fg" uqnwYkk"
uvkowngc|<" etgcvkxkvcvgc" gngxknqt."
6+"eqpecxkv<Ykng" p"ectg"gtc"uctcowt<"u­a uvwfgpYkk" cw" hquv" uvkowncYk" rtkp" pvtgd<tk"
unit între ele, iar tavanul s­a surpat. provocatoare:
Î Fg" eg" etgfgYk" e<" u­a produs Î Eg" cpwog" ct" vtgdwk" u<" fkurct<" rgpvtw"
rt<dw3ktgcA" *È" fgcuwrtc" uctcmurii era ec" cegcuv<" ukvwcYkg­rtqdngo<" u<" ug"
wp" uvtcv" fg" oqvqtkp<." ectg" orkgfkec"
uctcowtc"u<"xkp<" p"eqpvcev"ew"uctgc"fkp"
rezolve?

rnchqp0" 3+" Rtkp" pfgr<tvctgc" oqvqtkpgk." Î Eg" cpwog" ct" vtgdwk" cf<wicv" rgpvtw"
crc" fkp" uctcowt<" c" wog|kv" 3k" fk|qnxcv" uqnwYkqpctgA"
uctgc" fkp" rnchqp0" 4+" FkuvcpYc" fkpvtg"
Î Ectg" uwpv" hcevqtkk" *eqpfkYkkng+" ectg" ct"
eqpecxkv<Yk" hkkpf" rtgc" oke<" Î nu s­a
vtgdwk"u<"hkg"uejkodcYkA"
respectat standardele Î."uctgc"fkp"rgtgYkk"
fgur<tYkvqtk" c" hquv" fk|qnxcv<." hcrv" ectg" c" Î Ectg" uwpv" uqnwYkkng" fg" tg|qnxctg" c"
fgvgtokpcv" wpktgc" eqpecxkv<Yknqt0" 5+" ukvwcYkgk­rtqdngo<A" *È" gzvtcigtgc"
uctcowtkk=" worngtgc" eqpecxkv<Yknqt" ew"
 48 THE JOURAL OF DIDACTICS Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg

ocvgtkcn" uqnkf=" fkuvtwigtgc" eqpvtqncv<" c" Umplerea ­ s­ar ­ costuri foarte mari
wpqt"eqpecxkv<Yk0+ eqpecxkv<Yknqt" elimina
­ pgegukv<"ownvg"
Rgpvtw" ec" uvwfgpYkk" u<" i¤pfgcue<" h<t<"
cu material riscul
rt<dw3ktkk"
egp|wtctgc" uqnwYkknqt." rtqfweYkc" fg" uqnwYkk"
utilaje, mult material,
ownv<"owpe<."ownv"
solid

nu a hquv" gxcnwcv<" kogfkcv." ek" fqct" fwr<" tavanului

timp
epuizarea listei de alternative.
­ pw"guvg"tgpvcdkn<"
6) Eqorctctgc" uqnwYkknqt" rtg|gpvcvg.
Fce<" u­a lucrat pe grupuri în etapele de
economic

cpcnk|<" 3k" fg" uvcdknktg" c" cnvgtpcvkxgnqt" fg" Extragerea ­ apa nu ar ­ nw"ug"gnkokp<"tkuewn"
rezolvare, atunci fiecare grup a prezentat
grupului mare rezultavgng" ucng." kct" fce<"
saramurii mai veni în unirii laterale a
contact cu eqpecxkv<Yknqt
s­a lucrat frontal, atunci s­au expus pe
sewtv" cnvgtpcvkxgng0" Fwr<" rtg|gptarea
tavanul

xctkcpvgnqt" fg" uqnwYkqpctg" c" ukvwcYkgk­

rtqdngo<." u­a trgewv" nc" ctiwogpvctgc" 3k"
­ este
xcnqtkhkecv<"
contractiwogpvctgc" hkge<tgk" uqnwYkk0" U­a
kpvgtxgpkv" p"cevkxkvcvg"rtkp" pvtgd<ri:
sarea

Î Care sunt argumentele pro/contra

ceguvgk"uqnwYkkA 7) Fgekfgtgc" cuwrtc" uqnwYkgk" qrvkog.
Fgekfgtgc" uqnwYkgk" qrvkog" u­c" h<ewv" rtkp"
Î Fg" eg" etgfgYk" e<" cegcuv<" uqnwYkg" guvg"
ock"dwp<"fge¤v"egngncnvgA
vot, fiecare student votând una sau mai
ownvg" uqnwYkk" fg" tg|qnxctg" c" ukvwcYkgk­
ìp" cegcuvc" gvcr<." rgpvtw" hkgectg" uqnwYkg" rtqdngo<0" Rgpvtw" c" pw" kphnwgpYc" qrkpkkng"
s­cw" qticpk|cv" itchke." rg" vcdn<." uvwfgpYknqt" pw" u­c" cpvkekrcv" 3k" pw" u­a
ctiwogpvgng"rtq"3k"eqpvtc0 korwu"q"uqnwYkg"rgpvtw"c"hk"cfqrvcv<"fqct"
rgpvtw"e<"xkpg"fg"nc"rtqhguqt0"Rtkp"fkcnqi"
UqnwYkk" Argumente Argumente contra
s­a revenit asupra argumentelor care au
propuse pro
fgvgtokpcv" uvwfgpYkk" u<" cngci<" cegcuv<"
uqnwYkg0" Ejkct" fce<" q" ukvwcYkg­rtqdngo<" c"
hquv" uqnwYkqpcv<" qhkekcn" pvt/wp" cpwog"
Distrugerea ­ costuri ­ nu se poate anticipa
eqpvtqncv<"c" relativ mici exact ce se va
mod, în seminar nu este nevoie ca opinia
studgpYknqt" u<" eqkpekf<" ew" egc" c" hqrurilor
unor întâmpla
eqpecxkv<Yk
eqorgvgpvg0" Gzkuv<" ejkct" rqukdknkvcvgc" ec"
uvwfgpYkk"u<"fgueqrgtg"uqnwYkk"kpigpkqcug."
­ nu se poate controla
ce se va întâmpla
mult mai bune decât cele la care s­a
tgewtu" p" tgcnkvcvg0" Fce<" q" cpwokv<"
ukvwcYkg­rtqdngo<" rtqrwu< uvwfgpYknqt"
guvg" ock" xgejg" 3k" c" hquv" uqnwYkqpcv<."
gzkuv<"rqukdknkvcvgc"ec"tg|qnxctgc"gk"u<"pw"
49 THE JOURAL OF DIDACTICS
hk" pn<vwtcv" vqcvg" eqpugekpYgng" ucw" ejkct"
ec" wpgng" ghgevg" u<" hkg" cornkhkecvg." fgek"
uvwfgpYkk" cw" rqukdknkvcvgc" u<" kpxguvkijg|g"
3k" eqpugekpYgng" cpwokvqt" uqnwYkk" crlicate
deja.
8) Igpgtcnk|ctgc"uqnwYkgk. În mod logic, o
uqnwYkg" crnkecv<" p" vqcvg" ukvwcYkkng­
rtqdngo<"fg"cegnc3k"hgn"ct"vtgdwk"u<"fwe<"
nc" tg|qnxctgc" nqt." pu<." fcvqtkv<" hcrvwnwk"
e<" p"hkgectg"ec|"tgcn"kpvgtxkp"hqctvg"ownYk"
factori, generalizarea este difickn<0"
Cegcuv<" gvcr<" guvg" pgeguct<" fgqctgeg"
rgtokvg" ghgevwctgc" eqorctcYkknqt0"
FkuewYkkng" uwpv" qtkgpvcvg" urtg" ock" ownvg"
fktgeYkk<
Î Care este contextul în care s­a petrecut
ukvwcYkc­rtqdngo<A
Î Ectg" uwpv" eqpfkYkkng" ectg" cw" hcxqtk|cv"
crctkYkc"ukvwcYkgk­problem<A
Î Wpfg" cpwog" ock" gzkuv<" wp" ecftw"
cugo<p<vqt" p"tgcnkvcvgA
Î Wpfg" cpwog" ock" gzkuv<" cegcuv<"
eqodkpcYkg"fg"eqpfkYkk" p"tgcnkvcvgA
Î Ce s­ar putea face pentru prevenirea
ceguvqt"ukvwcYkk­rtqdngo<A
Î Ce s­ct"rwvgc"hceg" rgpvtw"uqnwYkqpctgc"
tuturor acestor sitwcYkk­rtqdngo<A"gve0
Gxcnwctgc" uvwfgpYknqt" ectg" tg|qnx<"
ukvwcYkc­rtqdngo<" c" wto<tkv<" wvknk|ctgc"
eqtgev<" c" eqpegrvgnqt=" ecnkvcvgc"
ctiwogpvgnqt" 3k" eqpvtcctiwogpvgnqt="
qtkikpcnkvcvgc" 3k" ecnkvcvgc" xctkcpvgnqt" fg"
tg|qnxctg" c" ec|wnwk=" xkcdknkvcvgc" uqnwYkgk"
finale.
UkvwcYkk­rtqdngo<" ew" ueqr" fkfcevke0
Se pov" rtqrwpg" fkhgtkvg" ukvwcYkk­prodngo<"
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
care pot fi rezolvate cu elevii. Pentru
gxkfgpYkgtgc" eqpvtcfkeYkgk." p" hkgectg"
formulare s­c" hqnqukv" vgtogpwn" ãvqvw3kÑ0"
Rgpvtw" ec" gngxkk" u<" tgw3gcue<" u<" tg|qnxg"
ceguvg" ukvwcYki­rtqdngo<" gk" cw" pgxqkg" fg"
cpwokvg" ewpq3vkpYg" 3k" gzrgtkgpYg" cpvgtk­
oare. Deoarece elevii nu au întotdeauna
ewpq3vkpYg" vgogkpkeg." gzkuv<" 3cpug" okek"
u<" tg|qnxg" ukvwcYkkng­rtqdngo<" p" oqf"
individual sau în grupuri mici. Pentru
qdYkpgtgc" wpqt" uqnwYkk" 3k" rgpvtw
xcnqtkhkectgc"qrvko<"c"tguwtugnor de timp,
ceguvg" ukvwcYkk­prodngo<" xqt" hk" rtqrwug"
întregii clase, iar profesorul va dirija prin
pvtgd<tk" fgogtuwn" eqipkvkx." xc" fc" wpgng"
kpfkekk" rgpvtw" ec" gngxkk" u<" ckd<" rquk­
bilitatea de­a face copgzkwpk." tcYkqpc­
mente.
Î Hkgectg"fkpvtg"xqk"qdugtx<"Uqctgng"ewo"
sg"fgrncugc|<"|knpke"rg"dqnvc"egtgcue<"fg"
nc" t<u<tkv" urtg" crwu." vqvw3k nu Soarele
guvg"egn"ectg"ug"fgrncugc|<."ek"R<o¤pvwn0"
Ewo"gzrnkecYk"ceguv"hgpqogpA
Î Tqekng" uwpv" ock" ãfwtgÑ" fge¤v" crc0" Pw"
x<"guvg"kpfkhgtgpv"fce<"x<"uvtqrkYk"ew"cr<"
ucw" x<" nqxkYk" ew" tqek." vqvw3k crc" tgw3g3vg"
u<" fkuvtwi<" tqekng" 3k" pw" kpxgtu0" Ewo"
gzrnkecYk"ceguv"hgpqogpA
Î X¤pvwn" guvg" q" ocu<" fg" cgt" p" ok3ectg0"
Hkgectg" ewpqc3vg" e<" tqekng" uwpv" ock" fwtg"
fge¤v" cgtwn0" Pw" x<" guvg" kpfkhgtgpv" fce<"
x<"nqxg3vg"cgtwn"ucw"q"tqe<."vqvw3k"vântul
tgw3g3vg" u<" oqfgng|g" tqekng" p" cpwokvg"
hqtog0"Ewo"gzrnkecYk"ceguv"rtqeguA
Î Cu cât ne apropiem de Soare ar trebui
u<"hkg"ock"ecnf0"Xctc" pu<." p"tgikwnile de
câmpie este mai cald decât pe vârful
wpwk"owpvg."ectg"ug"chn<"ock"aproape de
Soare. De ce?
50 THE JOURAL OF DIDACTICS
Î ìp" |qpc" ecnf<" fg3gtvwtkng" ug" hqtogc|<"
în regiunile în care bat alizeele Î vânturi
ecnfg" 3k" wuecvg0" ìp" |qpc" vgorgtcv<." p"
care sunt specifice vânturile de vest, care
cfwe" rtgekrkvcYkk." gzkuv<" vqvw3k fg3gtvwtk0"
Ewo" gzrnkecYk" hqtoctea
acestor
fg3gtvwtkA
Î ìpvqvfgcwpc"ic|gng"vkpf"u<"qewrg"urcYkk"
foarte mari, vqvw3k aerul situat în
crtqrkgtgc" R<o¤pvwnwk" pw" u­a extins
r¤p<" nc" Nwp<" ucw" r¤p<" nc" rncpgvgng"
vecine. De ce?
Î Presiunea aerului este mai mare când
vgorgtcvwtc" uc" guvg" ue<|wv<0" Rg" x¤thwn"
owpYknqt" vgorgtcvwtc" guvg" ock" ue<|wv<"
decât la baza lor, vqvw3k presiunea este
ock"ue<|wv<"rg"x¤th"fge¤v"nc"dc|<0"Fg"egA
Î Fqw<"uwrtchgYg"gicng."wpc"eqpvkpgpvcn<"
3k"wpc"cexcvke<. rtkogue"ceggc3k"ecnktitate
fg" e<nfwt<." p" cegnc3k" kpvgtxcn" fg" vkor."
vqvw3k ele au temperaturi diferite. De ce?
Î Fqw<"uwrtchgYg"gicng."wpc"eqpvkpgpvcn<"
3k"wpc"cexcvke<."rtkogue"ceggc3k"ecptitate
fg"e<nfwt<"fg"nc"Uqctg." p"cegnc3k"kpvgtxcn"
de timp, vqvw3k uwrtchcYc" wuecvwnwk" ug"
pe<n|g3vg" ock" tgrgfg" 3k" ug" t<eg3vg" ock"
pegv0"Ewo"gzrnkecYkA
Î E¤pf" rtkxkYk" cgtwn" fkp" cvoquhgt<"
qdugtxcYk" e<" guvg" kpeqnqt." vqvw3k
cvoquhgtc." ectg" guvg" cne<vwkv<" fkp" cgt."
rctg" cndcuvt<" p" |kngng" ugpkpg0" Ewo"
gzrnkecYkA
Î R<o¤pvwn"rtkog3vg"e<nfwtc"fg"nc"Uqctg."
vqvw3k vgorgtcvwtc" p"vtqrquhgt<"guvg"ock"
octg" p" crtqrkgtgc" ueqctYgk" vgtguvtg" 3k"
uecfg"ew" p<nYkogc0"Fg"egA
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Î Crc" p" uvctg" pcvwtcn<" guvg" wp" nkejkf"
transparent, vqvw3k în zilele senine apa
lacutknqt." o<tknqt" 3k" qegcpgnqt" rctg"
albcuvt<"ucw"xgt|wkg0"Ewo"gzrnkecYkA
Î Ecpvkvcvgc" fg" rtgekrkvcYkk" etg3vg" ew"
altitudinea, vqvw3k rg" owpYkk" hqctvg" pcnYk."
fg" nc" q" cpwokv<" cnvkvwfkpg." rtgekrkvcYkkng"
pw"ug"ock"hqtogc|<0"Fg"egA
Î IjgYctkk" gzkuv<" p" |qpc" tgeg" 3k" p" |qpc"
vgorgtcv<"wpfg"vgorgtcvwtc medie anu­
cn<"guvg"uwd"2 C. La Ecuator temperatura
este mare, vqvw3k gzkuv<" ijgYctk0" Ewo"
gzrnkecYk"gzkuvgpYc"nqtA
Î Eqphqto" ngikk" |qpcnkv<Ykk." nc" ncvkvwfkpk"
ogfkk."rg"Y<towtkng"guvkeg"cng"Cogtkekk"fg"
Pqtf" 3k" rg" Y<town" xguvke" cn" Gwtqrgk" ct"
vtgdwk" u<" gzkuvg" cegnc3k" vkr" fg" enko<."
vqvw3k cgtwn" fg" rg" Y<tmurile estice ale
Americii are temperaturi mai mici decât
Y<towtkng"xgstice ale Europei. De ce?
Î ìp"fg3gtvwtk"rnqw<"gzvtgo"fg"tct."vqvw3k
p" wpgng" nqewtk" gzkuv<" xgigvcYkg" dqicv<0"
Ewo" gzrnkecYk" crctkYkc" 3k" fg|xqnvctgc"
acesteia?
Î Pqtkk" ug" hqtogc|<" rtkp" gxcrqtctgc" 3k"
condensarea apei pure, vqvw3k uneori
ploile sunt acide sau bazice. De ce?
Î 2vkYk"e<"|<rcfc"ug"vqrg3vg" p"eqpvcev"ew"
razeng" uqctgnwk." e<" nc" rqnk" |kwc" fwtgc|<"
ektec" 3cug" nwpk." vqvw3k nc" rqnk" |<rcfc" pw"
ug" vqrg3vg." ek" ug" vtcpuhqto<" p" ijgcY<0"
Ewo"gzrnkecYk"ceguv"rtqeguA
Î Ug" ewpqc3vg" e<" p" fg3gtvwtk" rnqw<"
foarte rar 3k" hqctvg" rwYkp0" ìp" Fg3gtvwn"
Ucjctc" gzkuv<" octk" tg|gtxg" fg" cr<."
acumulate în straturi acvifere, la mare
cf¤pekog0"Ewo"gzrnkecYk"gzkuvgpYc"nqtA
51 THE JOURAL OF DIDACTICS
Î Ug" ewpqc3vg" e<" p" Fg3gtvwn" Ucjctc"
enkoc" guvg" vtqrkecn<" wuecv<" 3k" e<" p" |qpc"
ecnf<" vgorgtcvwtc" guvg" octg" cv¤v" |kua,
e¤v" 3k" pqcrvgc0" ìp" fg3gtv." vqvw3k,
temperatura scade la circa 5 C în timpul
pqrYkk0"Fg"egA
Î Temperatura aerului scade în
vtqrquhgt<" qfcv<" ew" p<nYkogc." p" ogfkg"
cu 6,4 C la 1000 m, ceea ce face ca în
tgikwpkng" oqpvcpg" vgorgtcvwtkng" u<" hkg"
mici. În timrwn" kgtpkk"gzkuv<" vqvw3k" ukvwcYkk"
e¤pf" rg" xgtucpYk." nc" cnvkvwfkpg" octg."
temperatura este mai mare, iar în
depresiunile situate la altitudine mai
oke<"vgorgtcvwtc"guvg"ock"oke<0"Fg"egA
Î ìp"|qpc"vgorgtcv<"ijgYctkk"ug"hqtogc|<"
de la altitudinea de 3000 m. În rg3vgtc"
Ue<tk3qctc" gzkuv<" wp" ijgYct." ew" vqcvg" e<"
cnvkvwfkpgc" guvg" ownv" ock" oke<0" Ewo"
gzrnkecYk"gzkuvgpYc"ceguvwk"ijgYctA
Î Rqnkk" igqitchkek" ck" R<o¤pvwnwk" rtkogue"
ecpvkv<Yk" gicng" fg" nwokp<" 3k" e<nfwt<."
vqvw3k la Polul Sud este mai frig decât la
Polul Nord. De ce?
Î Ug" ewpqc3vg" e<" p" owpYk" ecpvkvcvgc" fg"
rtgekrkvcYkk" etg3vg" ew" cnvkvwfkpgc0" ìp" uwf­
xguvwn" OwpYknqt" Jkocnckc" rtgekrkvcYkkng"
uwpv" p" ecpvkv<Yk" octk." xgigvcYkc" guvg"
cdwpfgpv<." kct" p" pqtf­est cantitatea de
rtgekrkvcYkk"guvg"oke<"3k"xgigvcYkc"u<tce<0"
Cuo"gzrnkecYkA
Î R<fwtkng" fg" eqpkhgtg" ug" fg|xqnv<" p"
România la altitudini de peste 1000 m,
dar în Finlanda se extind de la 0 m
cnvkvwfkpg0"Ewo"gzrnkecYkA
Î Rg" uwrtchgYg" ew" pvkpfgtg" oke<" p"
ncvkvwfkpg" gzkuv<" enkocvg" qoqigpg." vqvw3k"
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
în România, care este extkpu<" rg" pwock"
4 38' în latitudine, clima nu este
qoqigp<0"Fg"egA
Î Rqfk3wn"Fqdtqigk"guvg" peqplwtcv" p"vtgk"
r<tYk"fg"cr<"*nc"xguv"3k"pqtf."Fwp<rea, la
guv" Octgc" Pgcit<+" 3k" pg­co" c3vgrvc" ec"
rtgekrkvcYkkng" u<" hkg" dqicvg." vqvw3k,
rtgekrkvcYkkng" uwpv" p" ecpvkv<Yk" okek." kct"
climatul este arid. De ce?
Î Nc" pkxgn" oqpfkcn." uwrtchcYc"
ewnvkxcv<1nqewkvqt tgrtg|kpv<"2.499"jc1nqe0"
Aceasv<" xcnqctg" guvg" pwokv<" ãxcnqctg"
rtciÑ0"X<tkng"ectg"cw"q"uwrtchcY<"ewnvkxc­
v<1nqewkvqt" rguvg" cegcuv<" ogfkg" uwpv"
exportatoare de produse agroalimentare,
iar cele care au o suprafcY<"
ewnvkxcv<1nqewkvqt" uwd" cegcuv<" xcnqctg"
sunt nevoite s<"korqtvg"rtqfwug"citqcnk­
menvctg0" Tqo¤pkc" ctg" q" uwrtchcY<"
ewnvkxcv<1nqewkvqt" fg" 2.64" jc." fgek"
crtqcrg"fwdnw"hcY<"fg"ogfkc"oqpfkcn<."3k"
vqvw3k" korqtv<" rtqfwug agroalimentare.
Ewo"gzrnkecYk"ceguv"hcrvA
Î Ecrcekvcvgc" fg" rtqfweYkg" citkeqn<" c"
României i­ct" rgtokvg" u<" tgcnk|g|g"
produse agroalimentare pentru 70
milioane de oameni, vqvw3k, România
korqtv<" egtgcng" 3k" cnvg" rtqfwug"
citqcnkogpvctg0"Ewo"gzrnkecYkA
Î Se cunqc3vg" e<" pkxgnwn" Qegcpwnwk"
Rncpgvct" gtc" ue<|wv" p" vkorwn" rgtkqcfgnqt"
glaciare, vqvw3k pkxgnwn"O<tkk"Pgitg"pw"gtc"
ue<|wv0"Fg"egA"*Ecnqvc"incekct<"fkp"pqtfwn"
gk"cr<uc"cuwrtc"ueqctYgk"vgtguvtg" p<nY¤pf"
rtkp"eqorgpuctg"|qpc"O<tkk"Pgitg0+
Î Fluviile care se varu<" p"o<tk"3k"qegcpg"
cw"cr<"fwneg."vqvw3k crc"o<tknqt" 3k"qegc­
pgnqt"guvg"u<tcv<0"Fg"egA
52 THE JOURAL OF DIDACTICS
Î În sudul Asiei mareele au amplitudine
mare, vqvw3k hnwxkkng" Dtcjocrwvtc" 3k"
Icpig" cw" hqtocv" fgnvg" nc" x<tuctg0" Ewo"
gzrnkecYkA
Î ìp" ocuc" fg" cr<" octkp<" 3k" qegcpke<" ug"
profweg"rgtocpgpv"wp"uejkod"fg"cr<"rg"
xgtvkecn<" eggc" eg" fgvgtokp<"
wpkhqtok|ctgc" rtqrtkgv<Yknqt" ceguvgkc."
vqvw3k p" Octgc" Pgcit<" ceguv" uejkod" fg"
cr<"ug"hceg"pwock"r¤p<"nc"cf¤pekogc"fg"
180­422" o0" Ewo" gzrnkecYk" ceguv"
fenomen?
Î Rqtvwtkng" ukvwcvg" rg" Y<town" Qegcpwlui
Arctic sunt permanent blocate de
ijgYwtk0" Rqtvwn" Owtocpum" pw" guvg" dnqecv"
rgtocpgpv0"Ewo"gzrnkecYkA
Î Luna, singurul satelit natural al
R<o¤pvwnwk." ghgevwgc|<" q" ok3ectg" fg"
ãtgxqnwYkgÑ" p" lwtwn" rncpgvgk0" Gc"
ghgevwgc|<" q" ok3ectg" fg" tqvcYkg" p" lwtwn"
axei sale, vqvw3k noi vedem mereu
ceggc3k"rctvg"c"ucvgnkvwnwk0"Ewo"gzrnkecYkA
Î Rncec" qegcpke<" guvg" ock" uwdYkre decât
egc" eqpvkpgpvcn<." vqvw3k în zonele de
uwdfweYkg" rncec" qegcpke<" r<vtwpfg" rg"
uwd"egc"eqpvkpgpvcn<0"Ewo"gzrnkecYk"ceguv"
fapt?
Î Icuvgtqrqfgng" 3k" ncognkdtcpjkcvgng"
vt<kgue" p"crc"o<tknqt"3k"qegcpgnqt."vqvw3k"
nc" cnvkvwfkpk" fg" rguvg" 3222" o." nc" uwvg" 3k"
mkk"fg"mknqogvtk"fgr<tvctg"fg"octg"gzkuv<"
depozite de lamelibranhiate. Cum
gzrnkecYkA
Î UWC" ctg" q" kpfwuvtkg" hqctvg" fg|xqnvcv<."
vqvw3k rtghgt<" u<" korqtvg" pcxg" octktime
de mare capacitate. De ce?
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
Î Dgnikc" ctg" |<e<okpvg" ectdqpkhgtg"
korqtvcpvg" ecnkvcvkx" 3k" ecpvitativ, vqvw3k"
gzrnqcv<tkng"cw"hquv"qrtkvg0"Fg"egA
Î Kvcnkc"ctg"rwYkpg"tguwtug"fg"okpgtgw"fg"
hkgt" 3k" e<tdwpk." vqvw3k are siderurgia
fg|xqnvcv<0"Fg"egA
Î Lcrqpkc" ctg" tguwtug" pcvwtcng" rwYkpg."
vqvw3k ctg"geqpqokc"hqctvg"fg|xqnvcv<0"Fg"
ce?
Î ìp" rctvgc" pqtfke<" a Poloniei este
câmpie, vqvw3k agricultura este slab
fg|xqnvcv<0"Fg"egA
Î Rqnqpkc" guvg" q" Yct<" p" ectg" rtgfqokp<"
câmpiile, vqvw3k r<fwtkng" fg" eqpkhgtg" cw"
extindere mare. De ce?
Î Oqtgpgng" gzkuvgpvg" p" vqcv<" E¤orkc"
Germano­Rqnqp<" uwpv" wp" tg|wnvcv" cn"
incekcYkgk" ewcvgtpctg0" Ew" vqcvg" e<"
tgvtcigtgc" ijgYctknqt" u­a petrecut relativ
p" cegnc3k" vkor." rg" vgtkvqtkwn" Rqnqpkgk"
valurile morenaice sunt mai extinse
decât în Germania. De ce?
Î Pe cursul inferior al fluviilor, în câmpie,
rcpvc" 3k" gpgtikc" fg" ewtigtg" c" apei scad,
cndkkng" ug" n<tigue0" Ew" vqcvg" ceguvgc." p"
Câmpia Poloniei, pe cursurile inferioare,
hnwxkkng" Qftc" 3k" Xkuvwnc" cw" x<k" cf¤pek"
cugo<p<vqctg" wpqt" fghkngwtk0" Ewo"
gzrnkecYk"ceguv"curgevA"
Î Lacurile glaciare sunt situate în
Tqo¤pkc" p" owpYkk" pcnYk." kct în Polonia
cele mai multe lacuri glaciare sunt
ukvwcvg" p" e¤orkc" fkp" pqtfwn" Y<tkk0" Ewo"
gzrnkecYk"ceguv"curgevA"
Î Ug" ewpqc3vg" e<" gtwrYkkng" xwnecpkeg"
rtqxqce<" octk" rciwdg" fkuvtwi¤pf" ucvgng"
53 THE JOURAL OF DIDACTICS
3k" qtc3gng" fkp" crtqrkgtgc" xwnecpknqt."
vqvw3k, în perioadele dg"ãnkpk3vgÑ."tgikwpkng"
din apropierea vulcanilor sunt preferate
fg"e<vtg"rqrwncYkg0"Fkp"eg"ecw|<A
KorqtvcpYc" rtqdngocvk|<tkk0"
Tg|qnxctgc" wpgk" ukvwcYkk­prodngo<" pw" ct"
vtgdwk"rtkxkv<"ec"q"ukorn<"crnkectg"c"wpwk"
algoritm cunoscut, ci ca o rezolvare
rtqfwevkx<"fg"rtobleme, deoarece fiecare
rtqdngo<" guvg" kpgfkv<." ctg" wp" cpwokv"
eqpvgzv"ukvwcYkqpcn"3k"rqcvg"hk"tg|qnxcv<" p"
mai multe moduri. În rezolvarea
ukvwcYkgk­rtqdngo<" 3k" gncdqtctgc" uqnwYkgk"
ug"uqnkekv<"3k"ug"fg|xqnv<<
Î oqvkxcYkc" kpvtkpuge<" c" gngxknqt" 3k"
uvwfgpYknqr, deoarece recompensa o
eqpuvkvwkg" pu<3k"fgueqrgtktgc"uqnwYkgk=
Î capacitatea de a se concentra asupra
uctekpkk" fg" nwetw." fgqctgeg" gngxkk" 3k"
uvwfgpYkk" uwpv" ewtkq3k" ewo" cpwog" ug"
rqcvg"tg|qnxc"ukvwcYkc­rtqdngo<=
Î schemele operatorii ale gândirii,
capacitavgc" fg" c" tcYkqpc." fgqctgeg" gngxkk"
3k" uvwfgpYkk" ct" vtgdwk" u<" wvknk|g|g"
qrgtcYkkng"i¤pfktkk."tcYkqpcogpvwn"gve0=
Î kocikpcYkc." etgcvkxkvcvgc." i¤pfktgc"
ncvgtcn<." fgqctgeg" hkgectg" uqnwYkg" tgrtg­
|kpv<" rgpvtw" gngx" 3k" rgpvtw" uvwfgpv" egxc"
cu totul nou;
Î gândirea etkvke<." fgqctgeg" hkgectg"
krqvg|<" ucw" uqnwYkg" ct" vtgdwk" kpxguvkicv<"
3k"gxcnwcv<"rgpvtw"c"fgekfg"ectg"guvg"egc"
ock"dwp<"ucw"egc"eqtgev<=
Î qrgtcvkxkvcvgc" ewpq3vkpYgnqt." fgqctgeg"
gngxkk"3k"uvwfgpYkk"crgngc|<"nc"ewpq3vkpYgng"
3k" gzrgtkgpYgng" nqt" cpvgtkqctg." hcc
vtcpuhgtwn" kphqtocYkknqt" pqk" fkp" fkhgtkvg"
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
fqogpkk"urtg"dc|c"nqt"fg"ewpq3vkpYg"3k"ng"
cvtkdwkg"q"cpwokv<"ugopkhkecYkg" p"hwpeYkg"
de contextul în care le folosesc;
ewpq3vkpYgng"pw"ock"uwpv"wp"balast steril,
ci ele sunt aplicate în rezolvarea pro­
blemei;
Î curiozitatea, spiritul de explorare,
ecrcekvcvgc"fg"c"hqtownc" pvtgd<tk"3k"fg"c"
ng"e<wvc"t<urwpuwtkng=
Î wp" uvkn" cevkx" p" px<Yctg" * px<Yctg"
uvtcvgike<+." fgqctgeg" gngxwn" 3k" uvwfgpvwn"
nu mai memotgc|<" kphqtocYkkng" p" oqf"
pasiv, ci le construiesc prin efort
intelectual;
Î kpfgrgpfgpY<" p"i¤pfktg."fgqctgeg"guvg"
n<ucv" u<" kfgpvkhkeg" ukpiwt" qduvceqngng." u<"
fkuvkpi<" pvtg" ewpquewv" 3k" pgewpquewv." u<"
ckd<" kpegtvkvwfkpk." u<" kpxguvkijg|g" ukpiwt"
ucw" rtkp" eqqrgtctg." u<" fgueqrgtg" uqnwYkk"
3k"u<"ng"gxcnwg|g" p"oqf"etkvke0
Wvknk|ctgc" rtqdngocvk|<tkk" p" ngeYkk" 3k" p"
seminarii are multe avantaje deoarece
gngxkk"3k"uvwfgpYkk<"
Î ug" eqphtwpv<" fktgev" ew" q" ukvwcYkg"
cwvgpvke<" fgurtkpu<" fkp" tgcnkvcvg."
rtg|gpvcv<" p" fkogpukwpkng" gk"
caracteristice;
Î crtqrkg" rtqeguwn" fg" px<Yctg" fg" xkcYc"
eqvkfkcp<="
Î wvknk|gc|<" ghkekgpv" 3k" etgcvkx" ewpq3vkpYg"
vgqtgvkeg" rgpvtw" tg|qnxctgc" rtcevke<" c"
ukvwcYkgk­rtqdngo<="
Î hqtowngc|<" pvtgd<tk." eqngevgc|<."
ugngevgc|<"3k"xcnqtkhke<"kphqtocYkk="
Î kcw"fgek|kk"3k"ng"ctiwogpvgc|<="
54 THE JOURAL OF DIDACTICS
Î pxcY<" u<" ceYkqpg|g" tcrkf" 3k" ghkekgpv" p"
ukvwcYkk"gzegrYkqpcng="
Î 3k"cuwo<"tgurqpucdknkvcvgc="
Î 3k" fg|xqnv<" ecrcekv<Yk<" fg" gzcokpctg"
etkvke<" c" uvtcvgikknqt" fg" uqnwYkqpctg." fg"
anticipare a evenimentelor, de
organizare, de conducere, de cooperare
în eejkr<="
Î pxcY<" u<" cuewnvg." u<" gxcnwg|g" qrkpkkng"
egnqtncnYk." u<" ng" eqorctg" ew" cng" nqt" 3k" u<"
cngci<"xctkcpvc"qrvko<0"
Concluzii
Problematizarea este o ogvqf<" fg"
cercetare 3vkkpYkhke<" fgqctgeg" octkng"
descorgtktk" 3vkkpYkhkeg" cw" rqtpkv" fg" nc"
identificarea upqt"rtqdngog."3k"tg|qnxctgc"
lor s­a concretizat în descoperirea unor
ngik"3k"vgqtkk0
Rtqdngocvk|ctgc" guvg" wvknk|cv<" ec"
ogvqf<" fkfcevke<" kpfgrgpfgpv<, când se
rtqrwp" gngxknqt" ukvwcYkk­rtqdngo<"
kpvgtecncvg" p"uegpctkwn"cevkxkv<Ykk0
Wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk"nc"Igqitchkg
NgeYkc" ucw" ugokpctwn" rot fi organizate
ca un ecftw" fg" px<Yctg" rtqdngocvk|cv,
euristic, când se propune elevilor sau
uvwfgpYknqt" urtg" tg|qnxctg" q" uwkv<" fg"
ukvwcYkk­rtqdngo<0
Demersul didactic de rezolvare a unei
ukvwcYkk­rtqdngo<" guvg" ukoknct" egnwk" 3vkkp­
Ykhke" rtkp" ectg" egtegv<vqtwn" clwpig" nc"
gugpYc" hgpqogpgnqt" ucw" rtqegugnqt" rtkp"
uvcdknktgc" ecw|gnqt." eqpfkYkknqt" 3k" tgncYkknqt"
fkpvtg" qdkgevg" 3k" hgpqogpg." rtkp"
gxkfgpYkgtgc"ghgevgnqt0
Rtqdngocvk|ctgc" guvg" q" ogvqf<"
xcnqtqcu<" rgpvtw
dezvoltarea
ecrcekv<Yknqt" kpvgngevwcng" cng" gngxknqt" 3k"
uvwfgpYknqt0" Rgpvtw" tg|qnxctgc" wpgk"
ukvwcYkk­rtqdngo<" gk" cevwcnk|gc|<" wpgng"
ewpq3vkpYg" 3k" gzrgtkgpYg" cpvgtkqctg."
hqtowngc|<" pvtgd<tk" 3k" krqvg|g." ug" fqew­
ogpvgc|<" rgpvtw" c­3k" eqorngvc"
ewpq3vkpYgng." rgpvtw" c" i<uk" t<urwpuurile
3k"fqxg|kng"rtkp"ectg"eqphkto<"ucw"kphkto<"
q" cpwokv<" krqvg|<" ucw" uqnwYkg0
55 THE JOURAL OF DIDACTICS Utilizarea metodei rtqdngocvk|<tkk"nc"Igqitchkg

Bibliografie

Albulescu, Ion, (2004), Rtciocvkec"rtgf<tkk0"Cevkxkvcvgc"rtqhguqtwnwk" pvtg"twvkp<"3k"

creativitate."Gfkvwtc"Rtguc"Wpkxgtukvct<"Enwlgcp<."Enwl­Napoca

Dqeq3." O0" *3;;:+." Metode euristice în studiul chimiei." Gfkvwtc" Rtguc" Wpkxgtukvct<"
Enwlgcp<."Enwl­Napoca

Dqeq3." Ow3cvc." *4224+." Kpuvtwktg" kpvgtcevkx<. Gfkvwtc" Rtguc" Wpkxgtukvct<" Enwlgcp<."

Cluj­Napoca

Fwnco<." Octkc" Gnk|c." *4223+. Ogvqfkec" rtgf<tkk" igqitchkgk, Editura Clusium, Cluj­
Napoca

Fwnco<."Octkc"Gnk|c. (2008), Metodologii didactice, Editura Clusium, Cluj­Napoca

Okon, Wincenty, (1978), ìpx<Y<o¤pvwn" rtqdngocvk|cv" p" 3eqcnc" eqpvgorqtcp<."

Gfkvwtc"Fkfcevke<"3k"Rgfciqike<."Dwewtg3vk

R<wp." Gokn." *3;;3+." Pqk" fg|xqnv<tk" p" e¤orwn" ogvqfgnqt" gwtkuvkeg" fg" rtgfctg, în
Revista de pedagogie."pt0"4."Dwewtg3vk

Vqfktc3."Cngzcpftw­Dan, (1999), FkeYkqpct"fg"igqitchkg."Gfkvwtc"C0"F0"Vqfktc3."Kc3k

56 THE JOURAL OF DIDACTICS Problematizarea în dkfcevkec"gfwecYkgk"hk|keg

Problematizarea în dkfcevkec"gfwecYkgk"hk|keg
Cosmin Prodea."Cuukuv0"Rtqh0"RjF."Dcdg3­Bolyai University

prodeacosmin@yahoo.com

Tgowu"X<kf<j<|gcp."Ngev0."Dgdg3­Bolyai University

rv_fitness@yahoo.com

ABSTRACT:
The trend of modern didactics is to transform the subject, participating in the
educational act, from the observer of own development in key player of his own
transformation. Formal framework through which students will learn to capture
different relationships between prior knowledge and new knowledge through
personal developed solutions can be the problem­solving approach. This will
require students to mobilize intellectual and physical resources. The Didactic of
Physical Education, as other sciences do, the problem­solving approach must go
through specific stages. These specific steps are:

­ Stage I: is the situation­problem analysis and formulation of questions to

clarify it;
­ Stage II, which has a strong analytical nature, requires careful analysis of

Stage III, yjkej"yknn"enqugn{"gzcokpg"urgekhke"ogcpu"qh"umknnÓu"rjcugu=

the shape of skill;
­
­ Stage IV, which has a highly synthetic role;
­ Stage V, which will eliminate the means with the lowest influences in skill
learning.

KEYWORDS: didactic, method, the problem­solving approach, physical

education

VgpfkpYc" fkfcevkekk" oqfgtpg" guvg" fg"
a transforma subiectul, participant la
actul instructiv­educativ, din observator
cn" rtqrtkgk" gxqnwYkk" p" cevqt" rtkpekrcn" cn"
rtqrtkgk" vtcpuhqto<tk0" Rgpvtw" tgcnk|ctgc"
acestui obkgevkx" tghngevqtwn" ÐecfgÑ" hqctvg"
des pe metodele folosite în procesul de
predare­ px<Yctg0
Rgpvtw" ec" uvwfgpvwn" u<­3k" cuwog"
rolul de actor principal el trebuie ajutat
u<­3k" uetkg" rtqrtkwn" uegpctkw." cuvhgn" pe¤v"
u<" fgueqrgtg" ukpiwt" rkgvtgng" fkp" rcxclwn"
pe catg" vtgdwkg" u<" r<3gcue<" rgpvtw" c"
clwpig"nc"fguvkpcYkg0
Ecftwn"hqtocn"rtkp"ectg"uvwfgpYkk"xqt"
px<Yc" u<" uwtrtkpf<" fkhgtkvg" tgncYkk" pvtg"
ewpq3vkpYgng" cpvgtkqctg" 3k" pqkng"
57 THE JOURAL OF DIDACTICS
ewpq3vkpYg" rtkp" uqnwYkk" gncdqtcvg" fg" gk" n"
poate constitui problematizarea care va
obligc" uvwfgpvwn" u<­3k" oqdknk|g|g"
tguwtugng" kpvgngevwcng" 3k" hk|keg" (Buruc
2000, 157).
ãRtqdngocvk|ctgc" guvg" ogvqfc" fg"
px<Y<o¤pv"ectg"eqpuv<" p" hqtownctgc" fg"
e<vtg" ecftwn" fkfcevke" c" ukvwcYkknqt­
rtqdngo<" ectg" uqnkekv<" gngxknqt" wvknk|ctgc."
tguvtwevwtctgc" 3k" eqornetarea
ewpq3vkpYgnqt" p" xgfgtgc" uqnwYkqp<tkk"
ceguvqt" ukvwcYkk" rg" dc|c" gzrgtkgpYgk" 3k"
efortului personal *Lkpic."Kuvtcvg"3k"eqncd0"
2006, 346).
ìp"oqfwn"egn"ock"ukornw."q"rtqdngo<"
rqcvg" hk" gejkxcncv<" ew" fkhgtgpYc" fkpvtg"
eggc" eg" cxgo" 3k" eggc" pg" eg" fqtko" (De
Bono 2003, 242)0"Cevkxkvcvgc"fguh<3wtcv<"
rtkp" crnkectgc" rtqdngocvk|<tkk" wto<tg3vg"
pn<vwtctgc" |qpgk" fg" kpegtvkvwfkpg" 3k"
fgueqrgtktgc" wpqt" ewpq3vkpYg" ucw"
rtqegfgg" fg" ceYkwpg" *Kqpguew." Tcfw" 3k"
colab. 2004, 141) pentru a ajunge la
ceea ce ne dorim.
ãRtqdngocvk|ctgc" wto<tg3vg"
fg|xqnvctgc" i¤pfktkk" kpfgrgpfgpvg" 3k"
rtqfwevkxgÑ" *Kqpguew." Tcfw" 3k" eqncd0"
4226." 362+." eqpuvtwktgc" 3k" tg|qnxctgc"
problemelor fiind baza gândirii
cpvkekrcvkxg" 3k" c" rtqitguwnwk" *Fg" Dqpq"
2003, 242).
Rtqdngocvk|ctgc" vt<kg3vg" rtkp" oqfwn"
în care sg" gncdqtgc|<" ukvwcYkkng" rtqdngo<"
*Lkpic." Kuvtcvg" 3k" eqncd0" 4228." 568+0"
Rtgokuc" crnke<tkk" ukvwcYkgk" rtqdngo<" q"
tgrtg|kpv<" cpwokvg" ncewpg" p" ukuvgown"
eqipkvkx" cn" uvwfgpvwnwk" *Kqpguew." Tcfw" 3k"
colab. 2004, 141), iar acestea vor
kphnwgpYc" oqfwn" fg" etgctg" c" ukvwcYkgk"
rtqdngocvkeg." ukvwcYkg" ectg" xc" vtgdwk" u<"
Rtqdngocvk|ctgc" p"Fkfcevkec"gfwecYkgk"hk|keg
pgegukvg" fkp" rctvgc" uvwfgpYknqt" q" cvgpYkg"
fgqugdkv<" p" i<uktgc" egnqt" ock" ghkekgpvg"
uqnwYkk"fg"tg|qnxctg0
Rtqdngogng" qhgtkvg" uvwfgpYknqt"
vtgdwkg" u<" ckd<" wp" ectcevgt" fg" pqwvcvg."
wto<tkpfw­ug" u<" ug" eqpuvtwkcue<. astfel,
q" ukvwcYkg" pqw<" ectg" u<" peqtrqtg|g"
gzrgtkgpYc" cpvgtkqct<" 3k" pgewpquewvwn" ew"
care se va confrunta studentul (Jinga,
Kuvtcvg"3k"eqncd0"4228."567+0
Capacitatea cadrelor didactice de a
gncdqtc" ukvwcYkc" rtqdngo<" xc" kphnwgpYc"
fgekukx" tgw3kvc" kpuvtwktkk prin
rtqdngocvk|ctg0" UkvwcYkc" rtqdngo<" etgcv<"
va cuprinde un ansamblu de
pgewpquewvg." ock" ownvg" ã pvtgd<tk­
rtqdngo<Ñ" *Lkpic." Kuvtcvg" 3k" eqncd0" 4228."
567+" ectg" vtgdwkg" u<" fg|xqnvg" uejgogng"
qrgtcvqtkk" cng" i¤pfktkk" fkxgtigpvg." u<"
antreneze aptitudinile creatqctg" 3k" u<"
cukiwtg"oqvkxctgc"kpvtkpuge<"c" px<Y<tkk0
Ecftwn" fkfcevke." c3cfct." xc" cngig"
oqfcnkvcvgc" qrvko<" rtkp" ectg" xc"
eqowpkec"ukvwcYkc."wto¤pf"u<"eqqtfqpg|g"
e<wv<tkng" uvwfgpYknqt" p" fgueqrgtktgc"
elementelor semnificative pentru
pYgngigtgc" rtqdngogk0" Cadrul didactic îi
xc" clwvc" rg" uvwfgpYk" u<" ug" hcoknkctk|g|g"
ew" cevkxkvcvgc" ukuvgocvke<" 3k" ogvqfke<."
aplicând pe parcursul procesului, ori de
e¤vg" qtk" guvg" pgxqkg." pv<tktgc" rq|kvkx<" 3k"
pgicvkx<0
Eqpfwegtgc" uvwfgpYknqt" rtkp"
ãncdktkpvwnÑ" etgcv" fg" e<vtg" ecftwn" fkfcevke"
vtgdwkg"u<"ug"hce<"ew"clwvqtwn" pvtgd<tknqt"
dkpg"fktgeYkqpcvg0"Ceguv"nwetw"guvg"rqukdkn"
cvwpek" e¤pf" eqpfwe<vqtwn" rtqeguwnwk" fg"
predare­ px<Yctg" ewpqc3vg" ock" ownvg"
vkrwtk"fg" pvtgd<tk0"
58 THE JOURAL OF DIDACTICS
ìp" ec|wn" rtqdngocvk|<tkk" egng" ock"
w|kvcvg" vkrwtk" fg" pvtgd<tk" uwpv" egng"
gorktkeg" 3k" egng" rtqfwevkxg0" ìpvtgd<tkng"
gorktkeg" ãegt" gngxwnwk" u<" kpvgitg|g" 3k" u<"
cpcnk|g|g" kphqtocYkcÑ" *R¤pk3qct<" 422;."
324+." kct" pvtgd<tkng" rtqfwevkxg"
ãuvkowngc|<" 3k" kornke<" i¤pfkrea
fkxgtigpv<Ñ"*R¤pk3qct<"422;."324+0
Guvg" korqtvcpv" u<" gxcnw<o" e¤v" ock"
eqtgev"ãdciclwn"Ñ"tgcn"cn"uvwfgpYknqt"cvwpek"
e¤pf"crnke<o"rtqdngocvk|ctgc."pkxgnwn"fg"
ewpq3vkpYg"fg"urgekcnkvcvg"rg"ectg"ceg3vkc"
n" rqugf<." fgqctgeg" ãguvg" fkhkekn" u<"
fg|xqnYk" q" etgcvkxkvcvg" 3vkkpYkhke<" h<t<" q"
ewpqc3vgtg" c" fqogpkwnwk" tgurgevkxÑ"
*R¤pk3qct<"422;."325+0
ìp" Fkfcevkec" gfwecYkgk" hk|keg." ec" 3k" p"
egngncnvg" 3vkkpYg." rgpvtw" ec"
rtqdngocvk|ctgc" u<" ug" crnkeg" ew" wvknkvcvg"
tkfkecv<"gc"vtgdwkg"u<"rctewti<"ock"owng"
etape specifice. Pentru a ne putea
expune mai bine punctul de vedere vom
apela la un exemplu practic, exemplu pe
octikpgc" e<twkc" xqo" rwpevc" urgekhke"
oqfwn" fg" crnkectg" c" rtqdngocvk|<tkk" p"
cadrul domeniului nostru de studiu.
UkvwcYkc" rtqdngo<" ectg" nk" ug"
vtcpuokvg" uvwfgpYknqt" gste: < Cum
tgw3ko" u<" hqto<o" nc" gngxk" fgrtkpfgtgc"
oqvtke<" ãu<tkvwtc" p" nwpikog" fg" rg" nqeÑ."
hqnqukpf" wp" pwo<t" fg" 34" oklnqceg" fg"
ceYkqpctgA""@
Rtqdngoc" rtkpekrcn<" ectg" crctg" p"
cegcuv<" pvtgdctg" guvg" fgencp3cv<" fg"
nkokvctgc" oklnqcegnqt" fg" ceYkqpctg."
wtocv<" hkind de necesitatea de a ordona
ceguvg"oklnqceg"fg"ceYkqpctg"fg"nc"w3qt"nc"
itgw." fg" nc" ukornw" nc" eqorngz" 3k" fg" nc"
cunoscut la necunoscut.
Rtqdngocvk|ctgc" p"Fkfcevkec"gfwecYkgk"hk|keg
C3cfct." qdkgevkxgng" wto<tkvg" rtkp"
cegcuv<"ukvwcYkg­rtqdngo<"uwpv<
­ hqtoctgc" nc" uvwfgpYk" c" ecrcekv<Ykk"
de alegere dintr­un ansamblu de acte
motrice cunoscute pe acelea care sunt
egng"ock"ghkekgpvg" p"tg|qnxctgc"ukvwcYkgk=
­ hqtoctgc" nc" uvwfgpYk" c" ecrcekv<Ykk"
fg" crnkectg" c" ewpq3vkpYgnqt" cpvgtkqt"
hqtocvg" p"eqpfkYkk"pqk=
­ hqtoctgc" nc" uvwfgpYk" c" ecrcekv<Ykk"
de sesizarea a dipcokekk" wpqt" rtqegug" 3k"
hgpqogpg" *tg|qnxctgc" ukvwcYkknqt"
uwdrtqdngo<<" uvcdknktgc" oqogpvgnqt"
ejgkg." c" rwpevgnqt" fg" ngi<vwt<" pvtg"
actele motrice, etc.).
ìpckpvg" fg" c" vtgeg" nc" rtkoc" gvcr<"
rgpvtw" c" pegrg" tg|qnxctgc" ukvwcYkgk­
rtqdngo<" rtqhguqtwn" ctg" uctekpc" fe a
rtg|gpvc" uvwfgpYknqt" eqpfkYkkng" fg"
tgcnk|ctg"c"cevkxkv<Ykk<"tgiwnkng"fg"dc|<"cng"
eqowpke<tkk" 3k" cng" tgncYkqp<tkk" uvwfgpYknqt"
pvtg"gk."rtgewo"3k"cng"rtqhguqtwnwk0
Vtgdwkg" eqpuvtwkv<" q" cvoquhgt<"
urgekhke<" uejkodwnwk" nkdgt" fg" kfgk." fg"
petgfgtg" tgekrtqe< pvtg" rctvkekrcpYk."
vtgdwkg"uvkowncv<"oqvkxcYkc"rgpvtw"uvwfkw"
c"uvwfgpYknqt0"Vqcvg"fgogtuwtkng"fkfcevkeg"
cng" rtqhguqtwnwk" vtgdwkg" u<" xk|g|g"
fgdnqectgc" eqowpke<tkk" 3k" cpvtgpctgc" e¤v"
ock"ownvqt"rctvkekrcpYk"nc"fkuewYkk0
Qticpk|ctgc" cevkxkv<Ykk" ug" rqcvg"
realiza independent, în grup sau frontal.
Etapa I c" crnke<tkk" rtqdngocvk|<tkk" q"
eqpuvkvwkg" cpcnk|c" ukvwcYkgk­rtqdngo<" 3k"
hqtownctgc" fg" pvtgd<tk" rgpvtw"
clarificarea acesteia. Trebuie început prin
nqecnk|ctgc" rtqxgpkgpYgk" eqorqpgpvgk"
procesului didactic, in exemplul nostru,
59 THE JOURAL OF DIDACTICS
kfgpvkhkectgc" fkuekrnkpgk" e<tgkc" crctYkpg"
fgrtkpfgtgc"oqvtke<"urqtvkx<0
Ug" eqpvkpw<" ew" kfgpvkhkectgc"
qdkgevkxgnqt" fg" rgthqtocpY<" 3k" guvgvkeg"
ceqnq" wpfg" ceguvgc" gzkuv<0" Ug" xqt"
kfgpvkhkec" egtkpYgng" ngicvg" fg" crnkectgc"
tgiwncogpvwnwk"3k"oqfwn"fg ucpeYkqpctg"c"
abaterilor de la regulament.
Exemplificare: Care este obiectivul
fg" rgthqtocpY<A" Ectg" uwpv" egtkpYgng"
tgiwncogpvwnwkA" Eg" ug" pv¤orn<" fce<" ug"
ecne<" nkpkc" fg" uvctvA" Eg" ug" pv¤orn<" fce<"
ug" r<3g3vg" pcrqk" fwr<" eg" u­a executat
u<tkvwtcA
Pgn<owtktkle individuale sunt
clarificate cu ajutorul colegilor. Rolul
rtqhguqtwnwk" p" cegcuv<" gvcr<" guvg." ew"
rtgrqpfgtgpY<." fg" qticpk|cvqt" cn"
ejguvkqp<tkk"vgocvkeg0
Ug" eqpvkpw<" ew" etapa a II­a care
ctg" wp" rwvgtpke" ectcevgt" cpcnkvke" 3k"
rtguwrwpg" cpcnk|c" cvgpv<" c" hqtogk"
fgrtkpfgtkk" oqvtkeg." cfke<" c" ãoqfwnwk"
rctvkewnct" p" ectg" ug" uweegf" ok3e<tkng"
eqorqpgpvgÑ" *2kenqxcp" Kqp." ekvcv" fg"
Cârstea 2000, 53). Problematizarea
propriu­|ku<" tgrtg|kpv<" fgueqorunerea
problemei în subprobleme, divizarea
rtqdngogk"egpvtcng" p"r<tYk"cng"gk0
Exemplificare: Care este ordinea
actelor motrice care compun deprinderea
oqvtke<" urqtvkx<" ãu<tkvwtc" p" nwpikog" fg"
rg" nqeÑA" Ectg" uwpv" rtkpekrcngng" hc|g" cng"
deprinderii?
În etapa a III­a se vor analiza
cvgpv" oklnqcegng" fg" ceYkqpctg" urgekhkeg"
hkge<tgk" hc|g" cng" fgrtkpfgtkk0" Pkoke" fkp"
eggc"eg"guvg"ugopkhkecvkx"pw"vtgdwkg"n<ucv"
deoparte.
Rtqdngocvk|ctgc" p"Fkfcevkec"gfwecYkgk"hk|keg
Rolul profesorului este de a veghea,
fwr<" ec|." nc" dwpc" fq|ctg" c" vkorwnwk"
rgpvtw" cegcuv<" gvcr<0" Ug" xor nota toate
oklnqcegng" fg" ceYkqpctg" ceegrvcvg"
wpcpko0" UvwfgpYkk" xqt" rwvgc" gzrtkoc" 3k"
puncte de vedere subiective evident
argumentate cât mai riguros.
Q" eqpvtkdwYkg" korqtvcpv<" c"
rtqhguqtwnwk" q" tgrtg|kpv<" ijkfctgc"
uvwfgpYknqt" rgpvtw" ec" ceg3vkc" u<" pw­3k"
piatf<"gpgtikc" p"e<wvctgc"e¤v"ock"ownvqt"
t<urwpuwtk0" Ecftwn" fkfcevke" vtgdwkg" u<"
xgijg|g" cuwrtc" oqfcnkv<Ykk" fg"
eqpegpvtctg" c" uvwfgpYknqt." cuwrtc"
ecrcekv<Ykk" fg" hqecnk|ctg" c" rctvkekrcpYknqt"
p"fktgeYkc"kfgpvkhke<tkk"uqnwYkgk"qrvkog0
Exemplificare: Eg" gzgtekYkk se pot
hqnquk" rgpvtw" hqtoctgc" ok3e<tkk" urgekhkeg"
ogodtgnqt" uwrgtkqctgA" Eg" gzgtekYkk" ug"
rqv" hqnquk" rgpvtw" hqtoctgc" ok3e<tkk"
specifice membrelor inferioare? Care
uwpv" gzgtekYkkng" egng" ock" rqvtkxkvg" rgpvtw"
realizarea unei desprinderi de la sol cât
mai eficiente?
Etapa a IV­a ctg" wp" rtqpwpYcv" tqn"
ukpvgvke0" ìp" cegcuv<" gvcr<" ug" wto<tg3vg"
tgwpktgc" fcvgnqt" qdYkpwvg" fkp" cpcnk|c"
eqorqpgpvgnqt" rtkpekrcng" cng" rtqdngogk" 3k"
nc"tghcegtgc" pvtgiwnwk"fkp"r<tYk0
UvwfgpYkk" vtgdwkg" pewtclcYk" u<" ckd<"
petgfgtg" p" rqvgpYkcnwn" propriu de
fgueqrgtktg." gk" vtgdwkg" clwvcYk" u<"
eqp3vkgpvk|g|g"e<"uwpv"ecrcdknk"u<"clwpi<"
singuri la concluzii corecte. Încrederea în
ecrcekvcvgc" fg" c" hqtownc" rtkp" e<k" rtqrtkk"
lwfge<Yk"3k"eqpenw|kk"ghkekgpvg"igpgtgc|<"q"
cvkvwfkpg" rq|kvkx<" hcY<" fg" cevkxkvcvgc
fkfcevke<"3k"hcY<"fg"uctekpkng"fg"nwetw0
60 THE JOURAL OF DIDACTICS Rtqdngocvk|ctgc" p"Fkfcevkec"gfwecYkgk"hk|keg

În etapa a V­a ug"xqt"gnkokpc"gzgtekYkkng" ­ eqowpke<"tg|wnvcvwn"fqd¤pfkv0

ew" kphnwgpYgng" egng" ock" okek" cuwrtc"
ìp" hc|c" uwrgtkqct<" c" crnke<tkk"
hqto<tkk" fgrtkpfgtkk." cuvhgn" pe¤v" u<" ug"
rtqdngocvk|<tkk" uwigt<o" u<" ug" cngci<" q"
tgurgevg"egtkpYc"kpkYkcn<"fg"c"rtg|gpvc"34"
cnv<" fgrtkpfgtg" oqvtke<" urqtvkx<." kct"
oklnqceg" fg" ceYkqpctg0" Q" rtg|gpvctg"
uvwfgpYkk" u<" hkg" qticpk|cYk" rg" itwrg0"
uejgocvke<" c" ceguvgk" gvcrg" ug" rqcvg"
Hkgectg"uvwfgpv"xc"eqncdqtc"ew"cnYk"eqngik"
wto<tk" p"hkiwtc"fg"ock"lqu0 pentru rezolvarea problemei. Implicarea
ecftwnwk"fkfcevke"xc"hk"okpkocn<0
Cevkxkvcvgc" fg" px<Yctg" rtkp"
Faza 1 ‐ ex. 1 Faza 5 ‐ ex. 1

rtqdngocvk|ctg" tgcnk|cv<" rg" itwrg"

‐ ex. 2 ‐ ex. 2

rtg|kpv< wto<vqctgng"cxcpvclg:
‐ ex. 3 ‐ ex. 3

­ uvwfgpvwn"xc"eqp3vkgpvk|c"e<"gzkuv<"
Faza 2 ‐ ex. 1 Faza 6 ‐ ex. 1

3k"cnvg"uqnwYkk"fge¤v"egng"rtqrtkk."xc" pv¤npk"
‐ ex. 2 ‐ ex. 2

3k" cnvg" rwpevg" fg" xgfgtg" eggc" eg" n" xc"

‐ ex. 3 ‐ ex. 3

qdnkic" u<­3k" tgxk|wkcue<" rtqrtkkng" kfgk" 3k"

Faza 3 ‐ ex. 1 Faza 7 ‐ ex. 1
‐ ex. 2 ‐ ex. 2
‐ ex. 3 ‐ ex. 3 convingeri;
Faza 4 ‐ ex. 1 ­ fiecare student are posibilitatea de
‐ ex. 2 c" i<uk" p" rtqrwpgtkng" eqngiknqt" kphqtocYkk"
‐ ex. 3 care îi sunt utile în construirea noilor
Pentru ca instruirea prin ewpq3vkpYg:
rtqdngocvk|ctg" u<" ewpqcue<" wp" uweegu" ­ kpvgtceYkwpkng" fkp" itwr" k" qdnki<" rg"
ukvwcYkc"rtqdngocvke<"vtgdwkg"u<"ewrtkpf<" vqYk" gngxkk" u<" ug" kornkeg" eqipkvkx." u<"
gngogpvg"rg"ectg"uvwfgpvwn"3k"ng­c" puw3kv" rctvkekrg" nc" uejkodwn" fg" kphqtocYkk." u<­3k"
cpvgtkqt." kct" tg|qnxctgc" ukvwcYkgk" eqqtfqpg|g" ghqtvwtkng" cuvhgn" e<" px<Yctgc"
rtqdngocvkeg" u<" ug" rqcv<" tgcnk|c" rg" ock"
ownvg"e<k"(Buruc 2000, 157).
devine profupf<0
Gzrwpgtgc" hkge<tgk" itwrg" c" uqnwYkgk"
Pe întreg rctewtuwn" tg|qnx<tkk" i<ukvg"3k"fkuewYkkng" p"hcYc"eqngevkxwnwk"uwpv"
rtqdngogk" ecftwn" fkfcevke" vtgdwkg" u<"
eqpuvtwkcue<" wp" hggf­back pozitiv la
necesare la finele acestei faze de aplicare
c"rtqdngocvk|<tkk0
ceYkwpkng" uvwfgpYknqt." gn" vtgdwkg" u<"
pv<tgcue<" rq|kvkx" ucw" pgicvkx" tg|wnvcvgng"
În ultima parte a strategiei de

qdYkpwvg0
QdnkicYkkng" uvwfgpYknqt" rqv" hk"
ukpvgvk|cvg" fwr<" ewo" wtogc|<" (Jinga,
Isttcvg"3k"eqncd0"4228."568+:
­ tgegrvgc|<"ukvwcYkc"rtqdngo<;
­ eqpuvtwkg3vg" pvtgd<tk­rtqdngo<" ectg."
rtkp"tg|qnxctgc"nqt." n"eqpfwe"urtg"uqnwYkg:
instruire prin problematizare propunem
cevkxkvcvgc" kpfkxkfwcn<" p" ecftwn" e<tgkc"
fiecare student va primi o deprindere
oqvtke<"urqtvkx<"nc"cngigtg."gk"wto¤pf"u<"
rctewti<"ukpiwtk"gvcrgng"rtqdngocvk|<tkk0
Ecftwn"fkfcevke"ctg"qdnkicYkc"u<"xgtkhkeg"3k"
u<"crtgekg|g"cevkxkvcvgc"hkge<twk"uvwfgpv0
61 THE JOURAL OF DIDACTICS Problematizarea în Didactica efwecYkgk"hk|keg

Bibliografie

Alexei Mircea. 2005. Atletism: tehnica probelor. Cluj­Napoca: Editura Presa

Wpkxgtukvct<"Enwlgcp<0

Buruc Maria. 2000. Vgqtkc" 3k" ogvqfkec" gfwecYkgk" hk|keg" 3k" urqtvwnwk0" Arad: Editura
Servo­Sat.
Cârstea Gheorghe. 2000. Vgqtkc" 3k" ogvqfkec" GfwecYkgk" hk|keg" 3k" urqtvwnwk0" Dwewtg3vk<"
Editura Anda.
De Bono Edward. 2003. I¤pfktgc"ncvgtcn<0"Dwewtg3vk<"Gfkvwtc"Ewrtea Veche.
Kqpguew" Oktqp." Tcfw" Kqcp" 3k" eqncd0" 42260" Fkfcevkec" oqfgtp<0" Cluj­Napoca: Editura
Dacia.
Lkpic" Kqcp." Kuvtcvg" Gngpc" 3k" eqncd0" 42280" Manual de pedagogie. Dwewtg3vk<" Gfkvwtc"
ALL.
R¤pk3qct<" Kqp­Ovidiu. 2009. Profesorul d esucces: 59 de principiide pedagogie
rtcevke<0"Dwewtg3vk<"Gfkvwtc"Rqnktqo0
TcY<"Inqtkc0"422:0"Fkfcevkec"gfwecYkgk"hk|keg"3k"urqtvwnwk0"Kc3k<"Gfkvwtc"RKO0
62 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<<

wp"fgogtu"eqorngz"3k"rtqdngocvk|cpv
Alina Pamfil, Prof. PhD, Babe3­Bolyai University

apamfil@hotmail.com

ABSTRACT:
Uvwfkwn"fkuewv<"etkvgtkkng"fg"ugngeYkg"c"vgzvgnqt"nkvgtctg"rgpvtw"gngxkk"fkp"encugng"I­IV:
q" ceYkwpg" fkfcevke<" fg" vkr" rtqdngocvk|cpv." rtguwrwu<" fg" ecftwn" ewttkewnct" p"
xkiqctg0""TghngeYkc"rqtpg3vg"fg"nc"vg|c"eqphqto"e<tgkc"vgzvwn"nkvgtct"tgrtg|kpv<." p"
fkfcevkec" rtkoctgnqt." ecngc" fg" kpvtctg" rtkqtkvct<" p" nwogc" e<tYkk0" ChktocYkc" ctg" p"
vedetg" ecrcekvcvgc" nkvgtcvwtkk" fg" c" hceg" rqukdkng." ukownvcp." kpkYkgtgc" p" ngevwt<" 3k"
kpkYkgtgc" p" ewnvwt<0" ìp" hwpeYkg" fg" ceguvg" xcngpYg" uwpv" eqpvwtcvg" 3k" etkvgtkkng" fg"
ugngeYkg" c" etgcYkknqt" rtqrwug" urtg" ngevwt<" 3eqnctknqt" okek0" Rtkown" etkvgtkw" guvg"
ãceegukdknkvcvgcÑ=" q" ecnkvcvg" eg" fguetkg" vgzvwn." eqpetgvk|cv<" ukownvcp" nc" pkxgnwn"
nk|kdknkv<Ykk" *ngzke" 3k" ukpvcz<+." nc" pkxgnwn" uvtwevwtkk" vgzvwcng" fqokpcpvg" 3k" nc" egn" cn"
eqpYkpwvwnwk0" Cn" fqkngc" etkvgtkw" guvg" tgrtg|gpvcv" fg" ãtgngxcpYc" ewnvwtcn<Ñ=" q"
dimensiune ce înscrkg"vgzvwn" p"ctkc"nkvgtcvwtkk"rgpvtw"eqrkk"3k"ectg"ug"ewcpvkhke<"rtkp"
crctvgpgpYc"etgcYkgk"ugngevcvg"nc"wpc"fkp"wto<vqctgng"ecvgiqtkk<"ãvgzvg"­ liant între
igpgtcYkkÑ" 3k" ãvgzvg" cng" rtg|gpvwnwkÑ0 Qtkikpcnkvcvgc" uvwfkwnwk" tg|kf<" p"
tgukuvgocvk|ctgc" 3k" gzvkpfgtgc" tgrgtgnqt" urgekhkeg" ãceegukdknkv<YkkÑ." rtgewo" 3k" p
kpvtqfwegtgc"3k" p"fghkpktgc"eqpegrvwnwk"fg"ãtgngxcpY<"ewnvwtcn<Ñ0

KEYWORDS: literatur< pentru copii, problematizare, text, lectur<,

lizibilitate

K0"EqpukfgtcYkk"rtgnkokpctg ewx¤pvwnwk" 3k" gpwpYwnwk" uetku 1 ), procesul

fg"kpkYkgtg" p"ngevwtc"nkvgtcvwtkk"*tgegrvctg"
Una din mizele majore ale studiului
nkodkk" 3k" nkvgtcvwtkk" tqo¤pg" p" encugng" ãFkpvt­q" rgturgevkx<" uvtkev" nkpixkuvke<." gpwpYwn"
rtkoctg" guvg" hqtoctgc" ecrcekv<Yknqt" fg"
1

ngevwt<." p" igpgtcn." 3k" c" ecrcekv<Yknqt" fg"
ngevwt<"c"vgzvwnwk"nkvgtct." p"urgekcn0"
EqpfkYkqpcv" fg" px<Yctgc" ekvkvwnwk"
(descifrare/decodare a literelor, silabei,
guvg"q"uvtwevwt<"ugopkhkecvkx<."eqpuvtwkv<"fkp"wpc"
ucw" ock" ownvg" rtqrq|kYkk" 3k" ewrtkpu<" pvtg" fqw<"
rcw|g0" Cpcnk|c" p" eqpuvkvwgpYk" kogfkcYk" fguetkg"
gpwpYwn"okpkocn"ftgrv" ugexgpY<"hqtocv<" dintr­un
itwr" pqokpcn" 3k" wpwn" xgtdcn0" ìp" egtegv<tkng"
oqfgtpg" fg" ukpvcz<" c" nkodkk" tqo¤pg" ug" rtghgt<"
vgtogpwn"fg"gpwpY"rgpvtw"cxcpvclwn"fg"c"hk"pgwvtw"
p" tcrqtv" ew" fkuvkpeYkc" vtcfkYkqpcn<"
62 THE JOURAL OF DIDACTICS
de text 2 nkvgtct+" korwpg" fqw<" fgogtuwtk"
fkfcevkeg" fkuvkpevg0" Rtkown" ug" tghgt<" nc"
ugngevctgc" vgzvgnqt" p" hwpeYkg" fg" pkxgnwn"
gngxknqt" 3k" fg" qtk|qpvwn nqt" fg" c3vgrvctg."
fct" 3k" p" hwpeYkg" fg" xcngpYgng" hqtocvkxg"
cng" nwoknqt" hkeYkqpcng0" Cn" fqkngc" rtgvkpfg"
eqpuvtweYkc"wpqt"uvtcvgikk"fg" pYgngigtg"3k"
kpvgtrtgvctg" ogpkvg" u<" rgtokv<"
hcoknkctk|ctgc" 3eqnctknqt" okek" ew" nwogc"
vgzvwnwk"ugngevcv."rtgewo"3k"eqpuvtweYkc"3k"
crtqhwpfctgc"ugopkhkecYkgk"inqdcng0"
FkuewYkc" fg" hcY<" guvg" egpvtcv<." p"
exclusivitate, asupra unor criterii ce pot
informa corect selectarea textelor:
ceYkwpg" fkfcevke<" gugpYkcn<" pvt­un
eqpvgzv" 3eqnct" p" ectg" rtqitcogng" qhgt<"
nu numai autorilor de mcpwcng." fct" 3k"
px<Y<vqtknqt" nkdgtvcvgc" fg" c" cngig"
etgcYkkng" eg" wtogc|<" c" hk" ekvkvg" p" encu<"
ucw"cecu<0"
Nkdgtvcvgc" fqd¤pfkv<" rtkp" ceguv"
ecftw" ewttkewnct" igpgtqu" kpewod<." pu<."
tgurqpucdknkvcvgc" qrYkwpknqt0" Fg" ckek"
pgxqkc" fg" c" kpvgtqic" rnwtcn" etgcYkkng" rtkn
rtqrq|kYkg1htc|<, incluzând ambele tipuri de
uvtwevwtk" 3k" gxkv¤pf" astfel ambiguitatea celor doi
vgtogpkÑ0"*Dkfw­Vrânceanu, 2001, p. 196).
ìp" rukjqnqikc" nkodclwnwk" 3k" p" rukjqnkpixkuvke<"
2
vgtogpwn" ãvgzvÑ" pwog3vg" wp" ãcpucodnw" fg"
gpwpYwtk" rtqfwug" fg" wp" uwdkgev" ew" ueqrwn" fg" c"
fkfcevke<." vgzvwn" guvg" cdqtfcv." fg" tgiwn<." rtkp"
constitui o unitate de comunicare. În studiile de
kpvgtogfkwn" c" vtgk" ecvgiqtkk" fg" tgiwnctkv<Yk."
qdugtxcdkng" nc" pkxgnwn" qticpk|<tkk" nwk<" c0"
oketquvtwevwtc" vgzvwcn< eg" xk|gc|<" hgpqogpgng"
kpvgthtcuvkeg" rtgewo" uwduvkvwYkkng." cpchqtgng."
superstructura eg" ug" tghgt<" nc" rncpwn1rncpkhkectgc"
conexiunile temporale, lexicale...; b.
eg" fghkpg3vg" vgzvgng" p" cpucodnwn" nqt=" ceguvg"
eg" ewrtkpf" uvtwevwtc" pctcvkx<." fguetkrvkx<" gve0" e0"
planuri ale textului permit crearea unor tipologii
macrostructura eg"fghkpg3vg"vgzvwn"nc"pkxgl global
3k" n"ectcevgtk|gc|<."fkp"rwpev"fg"xgfgtg"ugocpvke"
3k" rtciocvke." ec" wp" pvtgi" *xg|k." p" ceguv" ugpu."
Cuq, 2003, p. 236­237).
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
kpvgtogfkwn" e<tqtc" wtogc|<" u<" ug"
tgcnk|g|g" kpkYkgtgc" p" ngevwt<" 3k." kornkekv."
kpvtctgc" p"ewnvwt<"c"3eqnctknqt"okek0"2k"vqv"
fg"ckek"pgxqkc"fg"c"kpvgtqic"rtglwfge<Ykng"
pqcuvtg" tghgtkvqctg" nc" uwduvcpYc" 3k"
eqphkiwtcYkc"ceguvqt"etgcYkk0"
Pornind de la aceste premise,
uvwfkwn" fg" hcY<" fguh<3qct<" gvcrgng" wpwk"
demers problematizant, relativ extins,
hqecnk|cv" cuwrtc" rtqeguwnwk" fg" ugngeYkg" c"
textelor în clasele primare. Demersul
guvg" lcnqpcv" fg" fqw<" ugvwtk" fg"
repere/parametri. Rtkown" eqpYkpg"
reperele ce permit selectarea textelor din
rgturgevkxc" ecrcekv<Ykk" nqt" fg" c" ogfkc"
kpkYkgtgc" p" ngevwt<" ucw." ock" vgjpke." fg" c"
hqtoc" eqorgvgpYc" ngevwtcn<0" Ceguvg"
tgrgtg" ug" qticpk|gc|<" p" lwtwn" wpwk"
eqpegrv" eqpuvtwkv" p" wnvkogng" fgegpkk." 3k"
cpwog" egn" fg" ãceegukdknkvcvgÑ0" Cn" fqkngc"
ugv"eqpYkpg"tgrgtgng"eg"rgtokv"ugngevctgc"
etgcYkknqt"nkvgtctg"fkp"rwpevwn"fg"xgfgtg"cn"
ecrcekv<Ykk" nqt" fg" c" ogfkc" kpvtctgc" p"
ewnvwt<" ucw." ew" cnvg" ewxkpvg." hqtoctgc"
eqorgvgpYgk" ewnvwtcng0" Rctcogvtkk"
urgekhkek" uwpv" fghkpkYk." rgpvtw" rtkoc" fcv<."
în paginile aeguvwk" uvwfkw" 3k" ug" itwrgc|<"
în jurul unui concept pe care îl numesc
ãtgngxcpY<"ewnvwtcn<Ñ0"
Circumscrierea conceptelor de
ãceegukdknkvcvgÑ"3k"fg"ãtgngxcpY<"ewnvwtcn<Ñ"
guvg" cpeqtcv<" pvt­q" fkuewYkg" tghgtkvqctg"
nc"hkpcnkv<Ykng"gugpYkcng"cng"ngevwtkk"3eqnctg,
hkpcnkv<Yk" eg" rgtokv" fghkpktgc"
hwpeYkknqt1krquvc|gnqt" fkfcevkeg" cng"
vgzvgnqt<" hwpeYkc" fg" ãuwrqtv" cn" ngevwtkkÑ" 3k"
ãhwpeYkc"fg"qdkgev"ewnvwtcnÑ0"Tqnwn"ceguvqt"
fghkpktk" guvg" cegnc" fg" c" qtkgpvc" ugngeYkc"
qrgtgnqt" nkvgtctg" 3k" fg" c" rgtokvg"
63 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

structurarea scenariilor didactice oqvkxcpv" 3k" ugfwe<vqt." ecnkv<Yk" eg" n­au

consacrate lecturii.
ìp"cegnc3k"vkor" pu<."ektewouetkgtgc"
egnqt" fqw<" eqpegrvg" ctg" ec" ueqr"
corectarea unui discurs curricular prea
uvt¤ov" *eg" tgfweg" etkvgtkkng" fg" ugngeYkg" nc"
nwpikog+" 3k" c" wpqt" w|cpYg" xkpqxcvg=" o<"
tghgt" nc" rtgnwctgc" ãnkuvgnqt ew" ngevwtkÑ" fg"
nc"q"encu<"nc"cnvc."fg"nc"wp"ocpwcn"nc"cnvwn"
3k" fg" nc" q" cpvqnqikg" nc" cnvc." h<t<" c" ng"
interoga din punctul de vedere al
valorilor pe care le transmit.
KK0" Hkpcnkv<Ykng" gugpYkcng" cng" ngevwtkk"
3eqnctg" 3k" hwpeYkkng" fkfcevkeg" cng"
textului literar
consacrat, de­a lungul timpul, drept cale
tgicn<" fg" kpvtctg" p" ewnvwtc" oclqt<0" ìp"
ekwfc" wpqt" fkuewYkk" tgegpvg." pftgrv<Ykvg"
rctYkcn." eg" uwdnkpkc|<" cxcpvclgng" wvknk|<tkk"
textului non­literar, didactica primarelor
eqphgt<" nkvgtcvwtkk." 3k" cuv<|k." uvcvwvwn" fg"
suport lingvistic privilegiat în formarea
htwuv<" c" eqorgvgpYgk" fg" ngevwt<=" q"
eqorgvgpY<" eg" wtogc|<" c" hk" vtcpuhgtcv<"
3k" pwcpYcv<" wnvgtkqt" p" e¤orwn" cnvqt"
discipline.
Rgturgevkxc" fkfcevke<" eg" uvcvwgc|<"
etgcYkc" nkvgtct<" ftgrv" nqe" cn"
gzgtu<tkk1rtcevke<tkk" ngevwtkk" guvg."
deopotrkx<." pgeguct<" 3k" tgfwevkx<="
pgeguct<" p" xktvwvgc" ectcevgtwnwk"
cpvtgpcpv" 3k" rtqxqecvqt" cn" vgzvwnwk"

nkvgtct." 3k" tgfwevkx<" pvtwe¤v" getcpgc|<"

tcYkwpgc" fg" c" hk" c" nkvgtcvwtkk" *etgcv<"
Hqtoctgc" eqorgvgpYgk" ngevwtcng="
pentru a transmite mesaje psihologice,
uqekcng." hknquqhkeg." kfgqnqikeg" gve0." 3i nu
textul literar ca suport al lecturii.

rgpvtw" c" unwlk" gzgtekYkknqt" fg" ngevwt<+0" Fg"

Obiectivele vizate prin programele de
nkod<" 3k" nkvgtcvwt<" tqo¤p<" uwpv" egpvtcvg"
ckek"3k"q"uwdnkpkgtg"gzvtgo"fg"korqtvcpv<<"
rg" hqtoctgc" ecrcekv<Yk" fg" fguekhtctg" c"
vgzvgnqt." ecrcekv<Yk" ectfkpcng" p" rtqeguwn"
tratarea textului literar ca loc al
rtcevke<tkk" ngevwtkk" guvg" cfgexcv<" gzenwukx"
fg"fg|xqnvctg"kpvgngevwcn<"c"gngxknqt0"Fg3k"
kornke<" vqcvg" fkuekrnkpgng" 3eqnctg."
acelei perioade în care lectura se
ewcpvkhke<" fkp" rwpev" fg" xgfgtg" ecpvkvcvkx"
(contea|<." p" rtkown" t¤pf." e¤v" ekvgue"
realizarea acestui deziderat începe în
qtgng" fg" nkod<" 3k" nkvgtcvwt<" tqo¤p<" rtkp"
gngxkk" 3k." pwock" p" cn" fqkngc" t¤pf."
ecnkvcvgc" vgzvgnqt" ekvkvg+=" q" gvcr<" p" ectg"
structurarea strategiilor fundamentale. E
vorba de strategia de a construi sens la
pkxgnwn" gpwpYwnwk" 3k" vgzvwnwk." fct" 3k" fg"
criteriul de ierarhizare a textelor este
ecrcekv<Ykng" fg" c" kfgpvkhkec" kfgkng"
gradul de accesibilitate.
rtkpekrcng" 3k" ugewpfctg" cng" wpwi text sau Cegcuv<" rgturgevkx<" crctYkpg" pw"
de a­k"tgfc"fgvcnkcv"eqpYkpwvwn0" pwock" cwvqtknqt" fg" fkfcevkek." ek" 3k"
cititorilqt" pegr<vqtk" *egtegv<tkng" cw"
fgoqpuvtcv" e<" octgc" oclqtkvcvg" c"
Pentru formarea acestor strategii,
vgzvwn" nkvgtct" tgrtg|kpv<." rtkp" nwokng"
gngxknqt" okek" gxcnwgc|<" e<tYkng" p" hwpeYkg"
hkeYkqpcng" hcuekpcpvg" 3k" pe<tecvg" fg" ugpu"
fg" w3wtkpYc" ew" ectg" ug" ekvgue" 3k" fg"
rg" ectg" ng" eqpuvtwkg3vg." wp" uwrqtv"
itqukog+"3k"rqcvg"hk"w3qt"eqtgevcv<0"Urwp"
64 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

ceguv" nwetw" fgqctgeg" q" vtcvctg" cvgpv<" 3k"
tgurqpucdkn<" c" rtkognqt" ngevwtk impune
ec" ugngeYkc" vgzvgnqt" u<" ug" tgcnk|g|g" pw"
pwock" fwr<" etkvgtkkng" ceegukdknkv<Ykk." ek" 3k"
p" hwpeYkg" fg" tgngxcpYc" nqt" ewnvwtcn<0" ìp"
hgnwn" ceguvc" kpvtctgc" p" nwogc" e<tYknqt"
devine simultan intrare în culturii.
Hqtoctgc" eqorgvgpYgk" ewnvwtcng."
textul literar ca obiect cultural. XcngpYgng"
hqtocvkxg" rnwtcng" cng" nkvgtcvwtkk" fgr<3gue"
cu mult obiectivele formulate de
rtqitcogng" fg" nkod<" 3k" nkvgtcvwt<"
tqo¤p<." qdkgevkxg" hqecnk|cvg" gzenwukx"
cuwrtc" hqto<tkk" ecrcekv<Yknqt" fg"
descifrare a textelor. Dintre acestea
tgYkp." rgpvtw" fkuewYkc" fg" hcY<." hqtYc"
selectare a textelor: selectarea lor din
rwpevwn" fg" xgfgtg" cn" ãtgngxcpYgk"
ewnvwtcngÑ0
KKK0" Ceegukdknkv<Ykk" vgzvgnqt" nkvgtctg<"
eqpetgvk|<tk"
Ceegukdknkvcvgc" rqcvg" hk" uvcvwcv<"
ftgrv" wpc" fkp" rtqrtkgv<Ykng" gugpYkcng" cng"
primelor texte oferite elevilor spre
ngevwt<0" ìp" cdugpYc" gk." eforturile de
pYgngigtg"uwpv"rtgc"octk."kct"kpvgtguwn"in
statu nascendi rgpvtw" ewnvwtc" uetku<" guvg"
pus în pericol.

Uvwfkkng" fg" fkfcevke<" cdqtfgc|<"

literaturii de a releva, prin calitatea
uwduvcpYgk" 3k" hqtogk" ctvkuvkeg." nwok"
ceegukdknkvcvgc" fkxgtu" 3k" pw" vqvfgcwpc"
urgekhke0" Xk|kwpgc" uvtwevwtcv<" p" ceguvg"
posibile de mare complexitate: lumi a
e<tqt" ewpqc3vgtg" n<tig3vg" 3k" oqfgngc|<"
rânduri, propune drept conctgvk|<tk" cng"
ecrcekvcvgc"pqcuvt<"fg"c"ewpqc3vg"3k"fg"c"
ceegukdknkv<Ykk" wto<vqctgng" fkogpukwpk<" 30"
nqewk"nwogc"tgcn<0"Qt."cegcuv<"ewpqc3vgtg"
n<tikv<" 3k" cegcuv<" dwp<" nqewktg" c" nwokk" ug"
lizibilitatea componentei lingvistice a

tgcnk|gc|<." p"rtkogng"gvcrg"cng"kpkYkgtkk" p"

textului; 2. relieful clar al structurii
vgzvwcng" fqokpcpvg" 3k" 50" eqpuqpcpYc"
ewnvwt<." rtkp" ngevwtc" wpqt" etgcYkk"
fkpvtg" rtqdngocvkec" vgzvwnwk." gzrgtkgpYc"
crctYkp¤pf" nkvgtcvwtkk" rgpvtw" eqrkk0" 2k" o<"
fg" xkcY<" 3k" qtk|qpvwn" fg" c3vgrvctg" cn"
tghgt" nc" cegng" etgcYkk" eg" rqv" eqpuvkvwk"
cititorului.
nucleul cultural comun la nivel de
igpgtcYkg" 3k" pvtg" igpgtcYkk0" Tgegrvctgc"
lor permite, în timp, structurarea unui
ãcpucodnwÑ" eqorwu" fkp" oqfgng" fg"
III. 1. Lizibilitatea
ceYkwpg." fg" eqorqtvcogpv." fg" i¤pfktg"
eqowpg."fct"3k"eqpuvtweYkc"wpgk"hwpfcn"fg"
tghgtkpY<" ew" gtqk." kuvqtkk" 3k" vkrctg" xgtdcng" Fkogpukwpgc" nkpixkuvke<" c"
or<tv<3kvg0 Ceguvg"etgcYkk"rqv"hk"itwrcvg." ceegukdknkv<Ykk" wpwk" vgzv" ug" gzrtko<"
fkp" tcYkwpk" fg" enctkvcvg." " p" fqw<" ctkk" htgexgpv" rtkp" vgtogpwn" ãnk|kdknkvcvgÑ" 3k" ug"
fkuvkpevg<"ãqrgtg"­ nkcpv" pvtg"igpgtcYkkÑ"3k" ewcpvkhke<." crtqzkocvkx." rtkp" kpvgtogfkwn"
ãqrgtg" cng" rtg|gpvwnwkÑ0" CrctvgpgpYc" nc" wto<vqtknqt"rctcogvtk<"nwpikogc"vgzvwnwk."
pwo<twn" ewxkpvgnqt" eg" eqorwp"
prqrq|kYkkng" 3k" htc|gng." pwo<twn" ewxkpvgnqt"
aceste categorii poate informa corect a

eg" crctYkp" xqecdwnctwnwk" hwpfcogpvcn" 3k"

doua modalitate de interogare, de
65 THE JOURAL OF DIDACTICS
rtg|gpYc" kpfkeknqt" vgzvwcnk" ck" fkcnqiwnwk0"
Conform acestor parametri se poate
chktoc" e<" wp" vgzv" guvg" ew" cv¤v" ock" nk|kdkn"
ew"e¤v<"c0"guvg"ock"uewtv="d0"pwo<twn" fg"
cuvinte ce cqorwp" rtqrq|kYkkng" 3k" htc|gng"
guvg" ock" oke=" e0" pwo<twn" fg" ewxkpvg" eg"
crctYkp" xqecdwnctwnwk" hwpfcogpvcn" guvg"
ock" octg=" 3k" f0" kpfkekk" vgzvwcnk" ck"
fkcnqiwnwk" uwpv" ock" pwogtq3k" *rwpevg" fg"
gzencocYkg." ijknkogng." gpwpYwtk"
eqpuvkvwkvg" pwock" fkp" kpvgtlgeYkk" ucw"
pronume).
În programe, lizibilitatea este
xk|cv<" gzenwukx" rtkp" kpfkecYkkng" tghgtkvqctg"
nc" nwpikogc" vgzvwnwk0" Etgf." pu<." e<"
px<Y<vqtwn"vtgdwkg"u<"kc" p"eqpukfgtctg"3k."
ucw"ock"cngu."egkncnYk"fguetkrvqtk."tgngxcpYk"
pw" pwock" rgpvtw" ugngeYkg." ek" 3k" rgpvtw"
altg" vkrwtk" fg" kpvgtxgpYkg" fkfcevke<0" O<"
refer atât la rescrierea/repovestirea
textelor literare dificile, la procurarea sau
etgctgc" wpqt" vgzvg" eqorwug" fkp" vgzv" 3k"
kocikpk." fct" 3k" nc" uvtwevwtctgc" wpqt"
ugexgpYg" rtgnkokpctg" ngevwtkk"
consacrate lexicului.
Proegfgwn" fg" ãcfcrvctgÑ" rtkp"
rescriere se impune, în primul rând, în
cazul textelor literare cu lexic dificil
3k1ucw" ew" uvtwevwtk" htcuvkeg" corng" 3k"
eqornkecvg0" TcYkwpgc" ceguvqt"
cfcrv<tk1ukornkhke<tk" 3eqnctg" Î
ce
xkqngpvgc|<." h<t<" pfqkcn<." wpkvcvgc"
textului literar Î guvg" hqtowncv<." fg"
cwvqtkk"fg"fkfcevkek." p"wto<vqtkk"vgtogpk<"
ãeggc" eg" cukiwt<" cwvgpvkekvcvg" wpwk" vgzv"
guvg." p" hkpcn." cwvgpvkekvcvgc" tgegrv<tkkÑ."
iar în cazul textelor greu lizibile,
tgegrvctgc" cwvgpvke<" pw" rqcvg" cxgc" nqe0
(Dornan, Rosen, Wilson, s.a., pp. 73­110)
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
OgpYkqpg|." ew" ceguv" rtkngl." 3k" q"
hqto<" kpgfkv<" fg" cfcrvctg" c" vgzvwnwk" nc"
x¤tuvc"rtkognqt"ngevwtkk."ock"gzcev."e<tYkng"
eqorwug" fkp" vgzv" 3k" kocikpk0" Etgcvg" ew"
ueqrwn" fg" tgcnk|c" ãekvkvwnÑ" ew" kocikpkÑ."
cegcuv<" ecvgiqtkg" fg" etgcYkk" cw" ec" ueop
tgfwegtgc"fkuvcpYgk"gzkuvgpvg" pvtg"ekvkv"3k"
ngevwt<0" Knwuvtg|" chktocYkc" ew" rqxguvktgc"
Ghiozdanul fermecat de Katia Königsberg
3k"Uwucppg"Uejwnvg"3k"uwigtg|"rtqewtctgc"
wpqt" cuvhgn" fg" e<tYk" ucw." fg" eg" pw."
etgctgc." fg" px<Y<vqt." c" wpqt" vgzvg"
compuse în acest mod. Subliniez, de
cugogpgc." e<" vgzvwn" uetkkvqctgnqt"
igtocpg" pfgrnkpg3vg." ew" q" ukpiwt<"
gzegrYkg" *fkogpukwpgc" vgzvwnwk+" vqcvg"
eqpfkYkkng" ceegukdknkv<Ykk<" ewxkpvgng" eg"
crctYkp" xqecdwnctwnwk" hwpfcogpvcn" uwpv"
rtgrqpfgtgpvg=" gpwpYwtkng" uwpv" uewtvg" 3k"
clare=" fkcnqiwn" guvg" rwYkp" rtg|gpv" 3k."
cvwpek" e¤pf" crctg." dkpg" gxkfgpYkcv="
uvtwevwtc" pctcvkx<" guvg" egc" ecpqpke<." kct"
vgoc" guvg" eqpuqpcpv<" ew" gzrgtkgpYc" fg"
xkcY<" 3k" ew" qtk|qpvwn" fg" c3vgrvctg" cn"
3k"
elevilor.
Ectvgc" pctgc|<" pv¤orn<tkng" vt<kvg"
de Maria, într­o zi (ng+qdk3pwkv<." rg"
ftwown" urtg" 3eqcn<." p" encu<" 3k" crqk." rg"
ftwown" urtg" ecu<0" Gxgpkogpvgng" uwpv"
rezultatul întâlnirii Mariei, la un semafor,
ew"q"hgvkY<"pgewpquewv<0"Octkc"q"clwv<"u<"
gxkvg" wp" ceekfgpv" 3k." ftgrv" ownYwoktg."
necunoscuta îi atinge ghiozdanul cu o
hnqctg" 3k" crqk" k­q" qhgt<0" Rg" rctewtuwn"
rqxguvktkk" ug" xc" fqxgfk" e<" hgvkYc" gtc" q"
xt<lkvqctg" eg" c" hgtogecv." ew" hnqctgc."
ijk|fcpwn" Octkgk0" 2k" cuvc" rgpvtw" e<." p"
encu<." nc" hkgectg" fguejkfgtg" c"
ijkq|fcpwnwk."ug"tgxctu<"dtquewYg."3qtkegk"
3k." p" egng" fkp" wto<." dqmboane.
66 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

Gxgpkogpvgng" dwewt<" eqpuvcpv" eqrkkk."
ktkv<." nc" pegrwv." px<Y<vqctgc" 3k." crqk." q"
dwewt<" 3k" rg" gc<" k" rn<egcw." 3k"
px<Y<vqctgk." dqodqcpgng0" Hkpcnwn"
rtg|kpv<" ftwown" Octkgk" urtg" ecu<."
tg pv¤npktgc."nc"cegnc3k"ugochqt."ew"hgvkYc­
xt<lkvqctg."vtcxgtuctgc uvt<|kk"fg"o¤p<"3k."
crqk." fgur<tYktgc0" ìp" wnvkoc" kocikpg."
okec" pgewpquewv<" ug" pcnY<." p" x<|fwj."
rg"q"eqcf<"fg"o<vwt<0"""""""""""
III.2. Structura textelor
pckpvg" fg" c" ug" fgur<tYk." vtcxgtugc|<"
ortgwp<"uvtcfc."Ykp¤pfw­ug"fg"o¤p<0"
Hcoknkctkvcvgc" ew" 3k" iwuvwn" gngxknqt"
rgpvtw" pctcYkwpg" 3k" grke" pw" gzenwf." pu<."
rtg|gpYc" wpwk" cnv" vkr" fg" vgzv." 3k" cpwog"
vgzvwn" nktke0" Egtegv<tkng" tgegpvg" ugopcvg"
fg"Jcpcwgt"cw"fgoqpuvtcv"e<"gngxkk"fg"nc"
rtkoctg" iwuv<" nktkewn" 3k" n" pYgngi." ejkct"
fce<" pw" rqt exprima, întotdeauna, ceea
eg" ukov" 3k" pYgngi0" Cegngc3k" egtegv<tk" cw"
ct<vcv" e<" rtghgtkpYgng" eqrkknqt" ug"
pftgcrv<." ock" cngu." urtg" rqg|kkng" eg"
rtqfwe"|¤odgvwn"3k"wpfg"ow|kecnkvcvgc"3k"
ukogvtkkng" eqorq|kYkqpcng" uwpv" gxkfgpvg

C3c" ewo" co" cpvkekrcv." uvtwevwtc"

(Hanauer, 2008).

textelor guvg"wp"cnv"hcevqt"eg"kphnwgpYgc|<" Gzkuv<." p" qrkpkc" ogc." 3k" q" cnv<"

eqortgjgpukwpgc0" G" ewpquewv" hcrvwn" e<"
vgzvgng"ew"fqokpcpv<"pctcvkx<"*rqxguvgc."
povestirea, legenda etc.) sunt mai
ecvgiqtkg"fg"vgzvg"nktkeg"cfgexcv<"x¤tuvgk="
o<" i¤pfgue" nc" etgcYkkng" fghkpkvg" rtkp"
rtg|gpYc" uwduvcpYkcn<" c" rgtuqpkhke<tkk"
3k1ucw" c" ogvchqtgk." p" codgng" krquvc|g<"

ec" hkiwt<" fg" uvkn" 3k" ec" hkiwt<" fg"

accesibile decât cele descriptive sau
kphqtocvkxg=" 3k" cuvc" p" xktvwvgc"
hcoknkctkv<Ykk" rg" ectg" gngxkk" q" cw. prin eqpuvtweYkg0"
dcuo." ew" grkewn." fct" 3k" p" xktvwvgc" wpgk"
cpwog" gzrgtkgpYg" c" vkorwnwk." c" vtgegtkk"
Capacitatea elevilor mici de a trece
fkpeqnq" fg" fkhkewnvcvgc" tgcn<" c" ceguvqt"
nwk=" wp" vkr" fg" gzrgtkgpY<" gzrnkekv<." egn"
vgzvg" 3k" fg" c" ng" ewrtkpfg" ugpuwtkng" rqcvg"
rwYkp" p"cegng"ãe¤pf"gtco"oke000Ñ"3k"e¤pf"
hk" gzrnkecv<" rtkp" hcrvwn" e<." nc" cegcuv<"
xqk"hk"octg000Ñ"hqnqukvg"fglc"fg"rtg3eqnctk0"
x¤tuv<." ãi¤pfktgc" ukodqnke<Ñ" 3k"
Rtkxkv<"fkp"cegcuv<" rgturgevkx<." rqxguvgc
rgturgevkxc" cpkokuv<" uwpv" pe<"
Octkgk" guvg" wp" dwp" gzgornw=" pctcYkwpgc"
pgegp|wtcvg"3k"xkk0"Chkpkvcvgc"ew"ogvchqtc"
g" ctvkewncv<" etqpqnqike." eqpYkpg" vqcvg"
guvg"fgoqpuvtcv<"fg"rn<egtgc"3k"w3wtkpYc"
oqogpvgng" uwdkgevwnwk" 3k" ctg" ukogvtkk"
ew" ectg" gngxkk" fguekhtgc|<" ucw" etggc|<"
eqorq|kYkqpcng" eg" ngci<" pegrwvwn" fg"
ghicitori Î un tip de text structurat
uh¤t3kv"fwr<"wp"oqfgn"encuke."ektewnct0"Ock"
ownv." vgzvwn" cn<vwt<" oqvkxg" vtcfkYkqpcng"
frecvent prin transfer metaforic. În ceea
eg" rtkxg3vg" hcoknkctkvcvgc" ew"
*hcrvc" dwp<" 3k" t<splata ei) cu simboluri
rgtuqpkhkectgc." cegcuvc" guvg" gxkfgpv<" p"
fkcnqiwn" eqrkknqt" ew" lwe<tkkng." cpkocngng"
remodelate (ghiozdanului greu la plecare
3k" w3qt." fwr<" xtcl<." hnqctgc" ­ dcijgv<"
scw" hnqtkng." fct" 3k" p" hktguewn." p" nkruc" fg"
ocike<+0" Nqt" nk" ug" cuqekc|<" kocikpgc"
wkoktg" ew" ectg" rtkxgue" vgzvgng" ew" lwe<tkk"
rnkp<" fg" ugopkhkecYkk" c" hgvkYgnqt" ectg."
sau animale umanizate.
67 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

Exemplific prima categorie, cea a Fg"r<rw3<"3k­q"r<rw3<0"

textelor ce produc zâmbetul, cu Ce
bucluc e în papuc din Cocostârcul Gât­
Sucit fg" Octkp" Uqtguew." 3k" tgocte" hcptul R<t<ukv"ec"wp"rcncv.

e<" crtqcrg" vqcvg" rqg|kkng" ceguvwk" xqnwo"

cw" cegnc3k" tgikuvtw" 3k" uwpv." p" cegnc3k"
Zâna n­a dereticat

ìp"rcrwewn"fwopgcxqcuvt<
vkor."uwrgtdg"ãlwe<tkkÑ"nktkeg0
*Egn<ncnv"g"rg"hgtgcuvt<+
Knwuvtg|"rtg|gpYc"ogvchqtgk"Î hkiwt<"
fg"eqpuvtweYkg"Î rtkp"fqw<"fkp"etgcYkkng"eg" 2k"rkvkewn"p­a intrat
compun volumul Nkpk3vgc" etk al Luciei 2k­a dormit pe jos, sub pat.
Qnvgcpw" 3k" ogpYkqpg|" hcrvwn" e<." p"
versurile lor, transferul metaforic este Nkpk3vgc"Etk

explicit, transparent: metaforele

ã pxgnkvqtkk"­ Y<t¤kv"fg"itkgtc3Ñ"3k"c"ão¤kpkk"
­ rqfÑ" uwpv" nkorg|kvg" rtkp" gzrnkecYkkng" eg"
Vara,

ng" puqYgue0 Noaptea,

Gzgornkhke" rtg|gpYc" rgtuqpkhke<tkk" Î La bunici

hkiwt<" fg" eqpuvtweYkg" Î prin poeziile Xkp"ugcoc"fg"twi<okpvgc"ocogk
E<r3wpc" ew" rkuvtwk c" Fcpkgngk" Et<upctw"
(vol. Poezii­lwe<tkk" rgpvtw" egk" ock" okek" Nu dorm dezvelit

copii+" 3k" rtkp" Surâsul Nwekgk" Qnvgcpw" 3k" Vtci"rguvg"okpg"w3qt

gxkfgpYkg|" htgexgpYc" ceguvwk" rtqegfgw" p"
V¤t¤kvwn"wpwk"itgkgtc30
lirica pentru copii.
Cri, cri !

Ce bucluc e în papuc
Podul

Azi am fost pod!

Ce bucluc e în papuc
Q"hwtpke<."
În papucul fwopgcxqcuvt<#
ìpe<tecv<"ew"dciclg."
2k"rkvkewn"uv<"p<we
Gtc"e¤v"rg"ckek"u<"ug" pgeg
La intrarea în papuc,

ìp"rcrwewn"fwopgcxqcuvt<0
Într­q"rke<vwt<"fg"cr<0"

Atunci am întins degetul

2k"hwtpkec"c"vtgewv"rg"rqf0
Hktokvwtk."wp"3qtkegn.
E<r3wpc"ew"rkuvtwk
Wp"r<kcplgp."wp"kpgn

Fqk"ekqtcrk"3k"q"o<pw3<"
68 THE JOURAL OF DIDACTICS
Q"e<r3wp<"ew"rkuvtwk
2k"ew"hgu"okewY."xgt|wk
Ug"rn¤pigc"e<"fg"nc"uqctg"
VqYk"rkuvtwk
2k"e<"ctg"ownv"pgec|
E<­k"rtgc"tq3kg­n obraz
2k"r¤pÓ"u<"t<uct<"nwpc"
Ug"vqv"x<ke<tgc" pvtwpc
­ Qh"3k"xck."hkt­ct"u<"hkg.
De ce n­am, precum ciuperca,
Rg"e<r3qt"q"r<n<tkgA
Surâsul
Hnqtkng"fg"ow3gYgn
3vkw"u<"ekvgcue<"i¤pfwtk0
Altfel, de ce mi­ar surâde?
III.3. Problematica textului
Up"cnv" rctcogvtw"cn"ceegukdknkv<Ykk" n"
tgrtg|kpv<." c3c" ewo" co" cpvkekrcv."
rtqdngocvkec" vgzvwnwk0" Egtegv<tkng" cw"
fgoqpuvtcv" e<" vgzvgng" cng" e<tqt" uwdkgevg"
uwpv" hcoknkctg" 3k" kpvgtgucpvg" fkp" rwpevwn"
fg" xgfgtg" cn" ekvkvqtwnwk" uwpv" pYgngug" ock"
tgrgfg" 3k" ock" eqtgev0" Fg" ckek" 3k"
tgewtgpYc." p" fkfcevkec" rtkoctgnqt." c"
chktocYkknqt" tghgtkvqctg" nc" vgogng"
cfgexcvg" ceguvgk" x¤tuvg" *eqrkn<tkc" 3k"
cxgpvwtc." ew" uwdvgogng" 3k" tgikuvtgng" nqt"
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
specifice 3 +" 3k" nc" pgxqkc" fg" c" ugngevc"
vgzvgng"*3k+"fwr<"ceguv"etkvgtkw0"
ChktocYkkng" uwpv." h<t<" pfqkcn<."
eqtgevg0" Ug" korwpg." pu<." q" rtgek|ctg"
ngicv<" fg" rgturgevkxc" fkp" ectg" uwpv"
vtcvcvg" vgogng0" 2k" g" uwhkekgpv" u<" pg"
i¤pfko" nc" hcrvwn" e<" vqcv<" nkvgtcvwtc" nwokk"
rqcvg" hk" eqciwncv<" p" lwtwn" wpwk" pwo<t"
tguvt¤pu" fg" vgog" ectfkpcng." eg" ceqrgt<"
integral eqpfkYkc" wocp<<" xkcYc" *x¤tuvgng"
3k" fgxgpktgc." kuvqtkc." kwdktgc." uwhgtkpYc+."
oqctvgc" *fgur<tYktgc." vtgegtgc."
tgpc3vgtgc+" 3k" pkxgnwtkng" gzkuvgpYgk"
*urcYkw­vkorwn" wocp" 3k" egn" equoke."
urcYkw­vkorwn" rtqhcp" 3k" egn" ucetw." nwokng"
gzkuvgpvg"3k"egng"wvqrkeg."nwokng"interioare
3k"egng"gzvgtkqctg+0"
Fkxgtukvcvgc" h<t<" octikpk" c"
fkuewtuwnwk" nkvgtct" pw" guvg" igpgtcv<" fg"
teme, ci de perspectivele din care
acestea sunt abordate; perspective
marcate de subiectivitatea creatorului, de
hqtocYkc"nwk"urktkvwcn<"3k"fg"gzrgtkgpYc"nui
fg" xkcY<." fct" 3k" fg" kfgqnqikkng" 3k" fg"
hqtowngng"guvgvkeg"nc"ectg"cfgt<"uetkkvqtwn"
ucw"rg"ectg"ng"rwpg" p"etk|<0"Qt." p"qrkpkc"
În Nkvgtcvwtc"rgpvtw"eqrkk"3k"vkpgtgv, un studiu ce
3
cdqtfgc|<" fqogpkwn" fkp" rgturgevkxc" urgekknqt"
ãnwokÑ"fkpvtg"ectg" tgYkp<"nwogc"ocikeq­hcpvcuvke<"
predominante, Vistian Goia circumscrie o serie de
c"dcuownwk."nwogc"rnkp<"fg"hctoge"c"rqxg3vknqt"3k"
povestirilor cu animale, sau lumile romanului de
littérature de jeunesse, Cristian Cheledqwti" 3k"
aventuri (Goia, 2000, pp. 14­16). În La
Htcpeku" Octeqkp" fkuvkpi" vtgk" fqogpkk" vgocvkeg" 3k"
eqpvwtgc|<." p" kpvgtkqtwn" nqt." q" ugtkg" fg"
uwdfqogpkk<" c0" uetkkvwtc" eqrkn<tkgk" *gz0<"
vtcpurwpgtgc" gtqke<." t<pkng" chgevkxg."
cpvtqrqoqthkuown." vtcuggng" hqto<tkk+=" d0" uetkkvwtc"
realului (ex.: problemele uqekcng." oqfwtk" 3k" ngeYkk"
fg"xkcY<."fgueqrgtktgc"nwokk+"3k"e0"iwuvwn"cxgpvwtkk"
*gz0<" ejgoctgc" fgr<tv<tknqt." e<n<vqtkc" p" vkor."
enigmele, aventurile feerice); (Chelebourg,
Marcoin , 2007, pp. 90­117)
69 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

mea, selectarea textelor pentru elevii
okek" pw" rqcvg" u<" kipqtg" rgturgevkxc" fkp"
ectg"uwpv"cdqtfcvg"vgogng="q"rgturgevkx<"
c" e<tgk xcnkfctg" ug" hceg" p" hwpeYkg" fg"
x¤tuvc" ekvkvqtknqt" 3k." fgek." fg" gzrgtkgpYc"
nqt"fg"xkcY<0"
fge¤v" ocvwtwn" 3k" ectg" k" ewrtkpfg" rg" egk"
dragi Î qfcv<." fgownv." eqrkk" 3k" gk=" wp" vkr"
fg" pYgngigtg" ectg" pw guvg" rqukdkn<" p"
kpvgtkqtwn" x¤tuvgk" 3k" ectg." p" eqpugekpY<."
este greu­ ucw"kpceegukdkn<"egnqt"okek0

Ewcpvkhkecv<" fwr<" ceguvg" etkvgtkk." E¤pvge"fg"ngci<p

qrgtc" nwk" Kqp" Etgcpi<." Amintiri din
eqrkn<tkg."pw"guvg"q"ectvg"rgpvtw"eqrkk="3k"
cuvc."pw"fcvqtkv<"fkhkewnv<Yknqt"ngzkecng"*eg" ãFg"p­ar fi pe lume ceasuri,
pot fi reduse, semnificativ, prin
tguetkgtg+." ek" fcvqtkv<" tgvtqurgevkxgk"
Timpul n­ar mai trece, zic...

pquvcnikeg" rtkp" ectg" guvg" cdqtfcv<" vgoc" 000"|kug"Cnd<­ca­¥<rcfc"

egpvtcn<=" q" tgvtqurgevkx<" tgcnk|cv<" fg" wp"
e<vtg­cn"3crvgngc"rkvke"]È_
ocvwt" eg" xcnqtk|gc|<" eqrkn<tkc" pvt­un
mod în care copilul nu o poate face. De De n­ct"hk"cr<" p"t¤wtk
ckek" 3k" pgxqkc" fg" c" fgewrc" doar acele Rg3vkk"ct"|dwtc." Yk"|ke."
ugexgpYg" eg" n" cw" p" egpvtw" rg" Pke<." 3k"
wpfg"xqegc"o<tvwtkukvqctg"3k"ogncpeqnke<" 000|kug"Cnd<­ec"|<rcfc"

a naratorului se aude vag sau deloc. e<vtg­al patrulea pitic:

T<o¤p" p" urcYkwn" cegngkc3k" vgog" Î De n­ct"hk"e<r3wpk"rg"nwog."

eqrkn<tkc" Î 3k" eqpvtcrwp" fqw<" etgcYkk"
sâmburi n­ct"ock"hk." Yk"|ke000
nktkeg<" q" rqg|kg" c" eqrkn<tkgk." uetku<" fkp"
ãkpvgtkqtwnÑ x¤tuvgk." 3k" q" rqg|kg" fgurtg" 000|kug"Cnd<­ca­¥<rcfc
eqrkn<tkg." uetku<" fkp" ãfgrctvgngÑ" gk0" e<vtg­al treilea pitic:
OgpYkqpg|" hcrvwn" e<." p" qrkpkc" ogc."
primul text poate fi oferit elevilor mici în Hnqtk"fce<"p­ar fi pe lume

rqhkfc" nwpikokk."3k" p"xktvwvgc"lqewtknqt" ew" Nasuri, n­ct"ock"hk." Yk"|ke."

|kug"Cnd<1ec­¥<rcfc"
imposibilul pe care numai copiii le
rtcevke<" fg|kpxqnv0" Uwdnkpkg|" hcrvwn" e<."
lwfgecv" p" cegnc3k" oqf." cn" fqkngc" vgzv" pw" e<vtg­al doilea pitic:
pvtwpg3vg." rg" fgrnkp." etkvgtkkng"
2333v#"Pw"hcegYk"pkek"wp"|iqoqv."
ceegukdknkv<Ykk=" 3k" cuvc" p" ekwfc"
uwrtchgYgnqt" nkorg|k" *ngzke" ceegukdkn." 3w3qvk"rtkown"rkvke<"
ukogvtkk" ukpvcevkeg" 3k" ognqfkekvcvg+" 3k" c" Fqctog"Cnd<­ca­¥<rcfc"
xgtuwnwk" ãQ" enkr<­c3" xtgc" u<" pw" ock"
etgueÑ" *eg" etggc|<" knw|kc" e<" vgzvwn" guvg" 3k"xkugc|<"ock"pkoke#Ñ

uetku" fkp" kpvgtkqtwn" x¤tuvgk+0" Gzkuv<." etgf"

eu, în Eqrkn<tkg." wp" vkr" fg" pYgngigtg" eg"
Eqrkn<tkg
ctcv<" eqrknwn" ock" htwoqu" 3k" ock" xkvgc|"
70 THE JOURAL OF DIDACTICS
ãFwn<wn"e¤pf"gtc"e<Ygn."
motanul când era pisic
3k"dqwn"e¤pf"gtc"xkYgn
gtcw"3k"ock"htwoq3k"wp"rke
3k"ock"xkvglk"fge¤v"cewo0
E¤pf"vqcopc" 3k"c3c|<"dtwoc
2k" p"qinkpf<"o<"rtkxgue."
q"enkr<­c3"xtgc"u<"pw"ock"etgue"
3k"u<"t<o¤p"rg"vqvfgcwpc
pgrqvwn" pft<ikv"fg"dwpc0"
2k"u<"o<"lqe"c3"xtgc." p"et¤pi.
q"|kw<"ew"dwpkewn­Y¤pe."
u<­n"x<f"xgpkpf"rtkpvtg"ctYctk."
h<t<"dcuvqp"3k"qejgnctk."
Ykp¤pf" p"r<n<tkc­pvqctu<."
hwtcvg."qw<"octk"fg"dct|<0"
Rqcvg"c3c"i¤pfgc"3k"gn."
fwn<wn"e¤pf"gtc"e<YgnÑ0"
EqpukfgtcYkkng" tgfcvg" ckek" rqv" etgc"
kortgukc" e<." p" xk|kwpgc" rg" ectg" q"
rtqrwp." rtkxktgc" fkuvcpYcv<" guvg"
kpcfgexcv<"rtkognqt" pv¤npktk"ew"nkvgtcvwtc."
e<" ug" korwpg" rtg|gpYc" gzenwukx<" c"
vgzvgnqt" eg" tg|qpgc|<" rgthgev" ew" hgYgng"
ugpkpg"3k"nwfkeg"cng"eqrkn<tkgk0"Nu avansez
q" cuvhgn" fg" vg|<0" UwuYkp" fqct" e<"
rgturgevkxc" fkuvcpYcv<" cuwrtc" eqrkn<tkgk."
p" xctkcpvc" gk." rtqhwpf" rgtuqpcn<."
ogfkvcvkx<." pquvcnike<" igpgtgc|<" vgzvg"
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
ce se înscriu greu în aria de cuprindere a
elevilor mici.
Gzkuv<." pu<." 3k" q" cnv<" hqto<" c"
privitkk" fkuvcpYcvg=" rtkxktgc" fkuvcpYcv<"
gzvtgo." qdkgevkxcv<." ãgfwecvkx<Ñ." rtkxktg"
eg" uv<" nc" dc|c" vgzvgnqt" rtkp" ectg"
qogpktgc" 3k" etg3vg." fg" ugeqng." eqrkkk0"
Unul din locurile comune ale studiilor
eqpucetcvg" nkvgtcvwtkk" rgpvtw" eqrkk" eqpuv<"
p" gxkfgpYkgtgc." cn<vwtk" fg" hwpeYkkng" fg"
tgetgctg" 3k" tgi<uktg." c" hwpeYkgk" gfwecvkxg"
*fkhgtgpYkcv<" ucw" pw" fg" hwpeYkc" fg"
edificare4+0"ìp"urcYkwn"etgcYkknqt"eqpuvtwkvg"
ew"cegcuv<"ok|<"ug"c3c|<"wp"pwo<t"octg"
de tipuri de texte Î mituri, basme,
hcdwng."rqxguvktk"ew"cpkocng"3k"rncpvg Î ce
vtcpuokv." rtkp" pctcYkwpk" gzgornctg."
eqphkiwtcvg" ucw" pw" cngiqtke." cfgx<twtk"
cetqpkeg." ugvwtk" fg" xcnqtk" oqtcng" 3k"
modele comportamentale.
Pw" kpvgpYkqpg|" u<" fg|xqnv" cegcuv<"
rtqdngo<." cdqtfcv<." fg" cnvhgn." p" octgc"
oclqtkvcvg" c" e<tYknqt" fg" urgekcnkvcvg0" O<"
rezum doar la a sublinia necesitatea de a
kpvgtqic" 3k" ceguvg" vgzvg." ortgwp<" ew"
vtcfkYkc" 3eqnct<" ectg" ng" rgtrgvwgc|<=" wp"
vkr" fg" kpvgtqictg" eg" vtgdwkg" u<" ckd<" p"
xgfgtg" pcvwtc" oguclwnwk" 3k" ecvgiqtkc" fg"
ekvkvqtk"rg"ectg" k"xk|gc|<0"Kcv<"3k"vg|gng"rg"
care lg"c3g|"cn<vwtk"fg"fqw<"rqxguvktk"*eg"
hkiwtgc|<" p"cpvqnqikkng"rgpvtw"rtkoctg+"3k"
ectg" pw" tg|kuv<" p" wtoc" wpgk" cuvhgn" fg"
gxcnw<tk<" 30" oguclgng" vgzvgnqt" ekvkvg" ucw"
FkuvkpeYkc" fkpvtg" hwpeYkc" fg" gfkhkectg" 3k" hwpeYkc"
4
educcvkx<" c" nkvgtcvwtkk" rgpvtw" eqrkk" c" hquv"
hqtowncv<" fg" Etkuvkcp" Ejgngdqwti" 3k" Htcpeku"
Octeqkp<" ãNkvgtcvwtc" ew" hwpeYkg" fg" gfkhkectg"
xk|gc|<"gfwecYkc"oqtcn<"3k"kfgqnqike<"c"eqrkknqt"3k"
vkpgtknqt." p" xtgog" eg" nkvgtcvwtc" ew" hwpeYkg"
gfwecvkx<" wto<tg3vg" hqtoctgc" nor cultwtcn<" 3k"
kpvgngevwcn<" *Ejgngdqwt." Marcoin, 2007, p. 64­
81).
71 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

tgrqxguvkvg" vtgdwkg" u<" nk" ug" cftgug|g" KX0" TgngxcpYc" ewnvwtcn<" c" vgzvwnwk"
eqrkknqt"3k"pw"cfwnYknqt"*oguclwn"inqdcn"fkp" literar: ipostazieri
E<rtkqctc dg"Gokn"I¤tngcpw"ug"cftgugc|<"
ocognqt." pw" eqrkknqt+" 3k" 40" oguclgng"
textelor ce trimit spre lumea oamenilor TgngxcpYc" ewnvwtcn<" c" vgzvgnqt"
vtgdwkg" u<" hkg" p" ceqtf" ew" ngikng" eg" nkvgtctg" qhgtkvg." urtg" ngevwt<." 3eqnctknqt"
iwxgtpgc|<" ekxknk|cYkc" pqcuvt<" *oguclwn"
global din Puiul fg" Cngzcpftw" D<vguew­
mici este o proprietate ce are, în viziunea
rg"ectg"q"rtqrwp."q"korqtvcpY<"fkfcevke<"
Xqkpg3vk" pw" rqcvg" hk" vtcpuhgtcv." p pofida fg" cegnc3k" tcpi" ew" ceegukdknkvcvgc0"
motoului, din lumea animalelor în cea a ChktocYkc" ctg" p" xgfgtg" hcrvwn" e<." p"
oamenilor, decât cu riscul de a perturba cdugpYc" wpgk" xcnqtk" hqtocvkxg" tgcng."
setul de valori, oricum în formare, al pv¤npktgc"ew"nkvgtcvwtc"pw" 3k"cvkpig"fge¤v"
gngxknqt0" O<" tghgt" nc" tgurqpucdknkvcvgc" rg" rctYkcn" hkpcnkv<Ykng" 3k" t<o¤pg" wp" ukornw" 3k"
ectg"q"cxgo"rgpvtw"egn"chncv" p"uwhgtkpY<." kpvgtgucpv"gzgtekYkw"fg"ngevwt<0
nc" itklc" rg" ectg" ekxknk|cYkc" pqcuvt<." ew"
pwYkpg" 3k" vtcikeg" gzegrYkk." c" ocpkhguvcv­o Cuantificarea valorii formative se
de­c"nwpiwn"vkorwnwk."rgpvtw"vqcvg"hkkpYgng" poate realiza, în clasele primare, prin
interogarea modului în care textele ce
wtogc|<" c" hk" qhgtkvg" gngxknqt" ug" puetkw" p"
umane; un tip de comportament exclus
fkp" nwogc" cpkocngnqt." iwxgtpcv<" kpvgitcn"
fg" ngikng" uwrtcxkgYwktkk" urgekgk=" 3k" o<" wpc" fkp" wto<vqctgng" ctkk<" ãvgzvg" ­ liant
pvtg" igpgtcYkkÑ" ucw" ãvgzvg" cng"
rtg|gpvwnwkÑ0""
refer, de asemenea la responsabilitatea
rg" ectg" r<tkntele o are pentru copilul
dqnpcx" 3k" rg" ectg" ãpgcuewnvctgcÑ" pw" q"
cpwngc|<+0
IV.1. Texte ­ nkcpv" pvtg"igpgtcYkk"
Dar problematica textului,
uwduvcpYc" nwk" rqcvg" hk" ewcpvkhkecv<" pw"
pwock" p" hwpeYkg" fg" eqpeqtfcpYc" ew"
gzrgtkgpYc" fg" xkcY<" 3k" fg" ngevwt<" c"
În linii mari, nucleul literaturii
pentru copii Î cel care a legat 3k" ngci<"
gngxknqt." ek" 3k" p" hwpeYkg" fg" tgngxcpYc" gk"
igpgtcYkkng" uweegukxg" Î
ewnvwtcn<0" ìp" ceguv" cn" fqkngc" ec|."
poate fi
rgturgevkxc" fg" ugngeYkg" kpvgtqijgc|<"
reprezentat, în primul rând, prin basme,
rqxguvktk." okvwtk" 3k" ngigpfg=" q" ecvgiqtkg"
xcnqctgc" hqtocvkx<" c" etgcYkknqt" 3k" ng"
fg"vgzvg"eg"vtcpuokvg." p"hqtog"ukorng"3k"
puetkg" p"3ktwn"qrgtgnqt"eg"vtcpuokv"ugvwtk"
rwtg." uegpctkk" kpkYkcvkeg." xcnqtk" 3k" oqfgng"
fg" gzkuvgpY<" rg" ectg" qtkeg" tgvqtke<"
de valori acronice sau care
rtqdngocvk|gc|<"rtg|gpvwn0""
moralizatoare Î oricât de bine
kpvgpYkqpcv<" 3k" ctvkewncv<" ct" hk" Î nu face
fge¤v"u<"ng"eqortqokv<5.

5
Rgpvtw" q" rgturgevkx<" ock" pwcpYcv<" cuwrtc"
fqogpkwnwk."xg|k"3k"Cnkpc"Rcohkn."Literatura pentru
72 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

2k" g" uwhkekgpv" u<" pg" i¤pfko" nc" ãegnwkncnv" v<t¤oÑ+." pkxgnwtk" ogpYkpwvg" p"
cfgx<twtkng" cetqpkeg" rg" ectg" ceguvg" gejknkdtw"fg"ãhqtYgng"dkpgnwkÑ0
etgcYkk" ng" urwp." fg" rknf<." fgurtg"
Ceguvwk" pwengw" gugpYkcn" 3k"
rqukdknkvcvgc" fg" c" gxqnwc" 3k" fg" c" pg"
gugpYkcnk|cpv" k" ug" cn<vwt<" q" ugtkg" fg" e<tYk"
eg" ogfkc|<" ewpqc3vgtgc" ãnwokk" fg" ckekÑ"
împlini prin parcurgerea unor drumuri
nwpik" 3k" fkhkekng0" G" xqtdc" fg" ãftwowtk" ­
hkg" rtkp" kpvgtogfkwn" tgrtg|gpv<tknqt"
fgxgpktk" gugpYkcngÑ" eg" rtguwrwp<" c0"
cngiqtkeg" *wpkxgtuwtk" okpkcvwtcng." 3k" pw"
fgurtkpfgtg" fkp" urcYkwn" ugewtk|cpv" cn" nwk"
ãcecu<Ñ" *urcYkwn"
numai, locuite de animale, plante sau
lwe<tkk" ãcpkocvgÑ." rtgewo" R<Yw3ec" egc"
dqtfgkwnwk1ecugk1rcncvwnwk1 or<t<Ykgk" ucw."
wt¤v<. Ectvgc" nwk" Crqnqfqt." Rgue<tw3wn"
ock" ownv." nwogc" ãceguvwk" v<t¤oÑ+=" d0"
Jonathan Livingston etc.) 6 , fie prin
tgrtg|gpv<tk" okogukeg1okogvkeg" *RtkpY" 3k"
traversarea unor praguri fizieg."oqtcng"3k"

egt3gvqt, Aventurile lui Tom Sawyer,

spirituale (proba durerii, a fricii, proba
ukpiwt<v<Ykk." c" qpguvkv<Ykk." c" nqkcnkv<Ykk."
Ukpiwt" rg" nwog." Ektg3ctkk etc.) 7 0" Fqw<"
rtqdc" kwdktkk" 3k" c" etgfkpYgk" gve0+" 3k" e0"
ecvgiqtkk" fg" e<tYk" eg" tgrtg|kpv<." p"
cpucodnwn" nqt." wp" hgn" fg" ãkpvtqfwegtg" p"
reintegrarea eroului/eroinei în lumea de

ewpqc3vgtgc" nwokkÑ" 3k" ectg" cw." p" egpvtw."

unde a pornit sau integrarea în lumea
urtg"ectg"c"rqtpkv"3k" ornkpktgc"*tgi<uktgc"
egnqt" ftcik." tgewpqc3vgtgc" xktvwYknqt"
problemele specifice primelor vârste.
gtqnwk1gtqkpgk." e<u<vqtkc" 3k" xkcYc" nwpi<."
odgn3wicv<"3k"hgtkekv<"3k"gzkuvgpYc" pvt­un
Alegoriile literaturii pentru copii
uwpv" etgcvg" rtkp" ã pfgr<tvctg" fg" tgcnÑ" 3k"
wpkxgtu" p" ectg" t<wn" pw" ug" ock" rqcvg" sunt construkvg"uwd"hqtoc"wpqt"ãokpekwpk"
manifesta). htwoqcug" eg" cuewpf" cfgx<twnÑ=" uwd"
hqtoc"wpqt"rqxg3vk"eg"urwp"ãcnvhgnÑ." p"cnv"
tgikuvtw" 3k" p" cnv" oqf." cfgx<twtk"
Putem invoca, de asemenea,
kocikpkng" fgurtg" qo" 3k" fgurtg" nwog" rg"
eqornkecvg"3k."fg"ceggc."itgw"fg"hqtowncv"
p"ocpkgt<"fktgev<0"Korcevwn"nqt"hqtocvkx"
care aceste texte schematice, dar
gugpYkcnk|cpvg"3k"kpvgitcvqctg."q"tguvkvwkg<"
c0"kocikpgc"wpwk"qo"ã pvtgiÑ."ãfgrnkpÑ."cn"
este indiscutabil. Alegoriile permit
cdqtfctgc"wpqt"vgog"fkhkekng"3k"eqorngzg."
e<twk"rtqhkn"cn<vwt<"ewtclwn."rgtugxgtgpYc."
dwp<vcvgc." oqfguvkc." petgfgtg" p"
prin intermediul unor registre ce
guvqorgc|<" eqpvwtwn" ftcocvke" ucw" vtcike"
tgw3kv<."qpqctgc"Î ecnkv<Yk"eg"ug"korwp" p"
cn" gzrgtkgpYgnqt" tg­etgcvg0" Kcv<" e¤vgxc"
hcYc" tgngk­xqkpYg." telei­etgfkpYg" ucw"
cugogpgc" vgog<" uwhgtkpYc" egnwk" fkhgtkv"
xcpkv<Ykk=" d0" kocikpgc" wpgk" nwog" ãnctikÑ."
ãfgrnkpgÑ." eg" ewrtkpfg"pkxgnwtk"qpvqnqikeg"
Termenul provine din grecescul allos *ãcnvhgnÑ+"3k"
fkuvkpevg" *nwogc" ãfg" ckekÑ" 3k" egc" ãfg"
6

agorein *ãc" urwpgÑ+" 3k" pwog3vg" wp" rtqegfgw"

fkpeqnqÑ." hkkpYg" cng" ãceguvwk" v<t¤oÑ" 3k" cng"
xqtdg3vg." p" hcrv." fgurtg" cnvegxc" *Le dictionnaire
literar prin care, vorbindu­se despre un lucru, se

du littéraire, Paris, Puf, 2002, pp. 8­9).

7

vgtogpkk" ãokoÑ" 3k" ãc" okocÑ." 3k" vtkokvg" nc"

Sensul prim al cuvântului este conservat în

copii. Fqogpkw"3k"urgekhkekvcvg=" q"fghkpktg"ectgpv<" ãkokvctgcÑ"tgcnwnwk."c3c"ewo"guvg"gc"tgcnk|cv<"rtkp"

fkp" rgturgevkxc" ãgzegngpYgnqt" pqcuvtg" htcikngÑ, în qrgtgng" fg" ctv<" *Le dictionnaire du littéraire, ed.
(Onojescu, Pamfil, 2006, pp. 18­27). cit., p. 388).
73 THE JOURAL OF DIDACTICS
*urwu<" fg" Jcpu" Etkuvkcp" Cpfgtugp" rtkp"
rqxguvgc" ãt<Yw3vgk" egngk" wt¤vgÑ+." kwdktgc"
rgpvtw" egn<ncnv" 3k" ucetkhkekwn" rg" ectg" n"
rtguwrwpg" *eqpvwtcv<" fg" Cpvqkpg" fg"
Saint­Gzwrfit{" p" kuvqtkc" okewnwk" rtkpY+."
ngi<vwtkng" kpfguvtwevkdkng" ew" nqewtkng" fg"
qtkikpg." fct" 3k" ew" nwokng" cfqrvkxg"
(reprezentate de Cezar Petrescu sau
Gellu Naum prin istoriile cu Fram sau
Apolodor), dificultatea de a accede la o
cnv<"eqpfkYkg"3k"tquvwn"ghqtvwnwk"*vtcpurwu<"
în formele/treptele de zbor pe care le
fgueqrgt<" rgue<tw3wn" Lqpcvjcp+" gve0" ìp"
ugtkc" etgcYkknqt" cngiqtkeg" puetkug" p"
literatura penttw" eqrkk" ug" puetkw" 3k"
hcdwngng." p" ceegrYkwpgc" fg" kuvqtkk" uewtvg"
cu personaje­animale sau ­obiecte, istorii
încheiate printr­q" oqtcn<" gzrnkekv<" ucw"
kornkekv<0"Tgocte." p"ceguv"ugpu."hqtogng"
fg" rtg|gpY<" tgegpvg" cng" hcdwngk." ock"
exact trecerea lor în limbajele moderne
ale benzii desenate sau desenului
animat.
Spre deosebire de alegorii,
etgcYkkng" fg" vkr" okoguke1okogvke" uwpv"
eqpuvtwkvg"rtkp"ãkokvctgc"tgcnwnwkÑ"3k"cw" p"
egpvtw" ejkrwtk" fg" eqrkk" 3k" ukvwcYkk"
xgtqukokng0" Ckek" ug" c3c|<" rqxguvktkng."
pwxgngng" 3k" tqocpgng" fg" hcevwt<" tgcnkuv<."
texte cu dimensiuni adeseori
considerabile, definite prin complexitatea
3k" xgtkfkekvcvgc" nwoknqt" tgetgcvg0"
Dimensionate istoric, psihologic, social,
kfgqnqike."ceguvg"etgcYkk"rtqfwe"ghgevg"fg"
tgcn" korqtvcpvg" 3k" cw." p" eqpugekpY<." un
korcev" goqYkqpcn" rwvgtpke=" fg" ckek" 3k"
sugestiile referitoare la perioada
cfgexcv<"ngevwtkk"nqt."cpwog"encuc"c"KX­a.
Fct" |qpc" egpvtcn<" c" nkvgtcvwtkk"
pentru copii cuprinde nu numai texte
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
grkeg"eqpuvtwkvg."c3c"ewo"u­c"x<|wv."rtkp"
gugpYkcnk|ctg." rtkp" cngiorizare sau prin
tgrtg|gpvctg" okogvke<." ek" 3k" q" ugtkg" fg"
texte lirice. Dintre caracteristicile acestei
arii textuale, selectez metafora în dubla
gk" krquvc|<<" hcrv" fg" nkodcl" 3k" oqf" fg"
ewpqc3vgtg0" Ec" oqf" fg" ewpqc3vgtg."
metafora instituie un alt tip de vedere 3k."
fgek." fg" ewrtkpfgtg" c" nwokk" 3k" ctg." p"
eqpugekpY<" wp" korcev" hqtocvkx"
tgoctecdkn0" Kcv<" e¤vgxc" gzgorng<"
ogvchqtc" ãnwpkk" Î r¤kpgÑ" *ãNwp<." nwp<"
pqw<.1" Vckg" rkvc­p" fqw<000Ñ+" ucw" c"
ãu¤odwtknqt" Î htcYkÑ" *ãrcvtw" htcYk" pvt­o
e<oc3<" odt<ecYkÑ+" fkp" hqnenqtwn" eopiilor;
ogvchqtc" ãowpYknqt" Î or<tcYkÑ" ãeg"
rqctv<" eqtqcpg" fg" xgxgtkYgÑ" *Nwekc"
Qnvgcpw+" ucw" kocikpgc" ãetkpqecknqtÑ" eg"
vtci" ãecng3vk" fg" vtcpfchktkÑ" *EqpuvcpYc"
Dw|gc+." ogvchqtc" ãecnwnwk" Î tqcv<Ñ" " eg"
uvt<dcvg" nwogc" vqcv<Ñ" ucw" c" ãhtwp|gk" Î
t¤pfwpke<" xgtfgÑ" *Pkejkvc" Uv<pguew+0"
Transcriu, de asemenea, un fragment din
ogvchqtc" corn<" c" ãhgtkektkk" Î phnqtktgÑ<"
ãWpgqtk." e¤pf" uwpv" hgtkekv<" pvt­cfgx<t.1"
Simt (sau poate numai mi se pare)/
Ewo." p" x¤thwn" hkge<twk" hkt" fg" r<t.1" ìok"
etg3vg" e¤vg" q" hnqctg000" *Cpc" Dncpfkcpc.
Minune).
KX040"EtgcYkkng"rtg|gpvwnwk
În proximitatea acestui centru ce
ngci<." ewnvwtcn." igpgtcYkk" uweegukxg." ug"
c3c|<" ugtkc" etgcYkknqt" egpvtcvg" cuwrtc"
wpqt"vgog"urgekhkeg"grqekk"cevwcng0"TgYkp."
fkp" nkvgtcvwtc" tqo¤p<" eqpvgorqtcp<."
74 THE JOURAL OF DIDACTICS
fqw<" cugogpgc" etgcYkk<" rtkoc" rqctv<"
ugop<vwtc"nwk"Pkejkvc"Uv<pguew"3k"eqpYkpg"
q" ãngeYkgÑ" cvkrke<" fgurtg" tcugng" wocpg"
cftgucv<" fg" wp" dwpke" pgrqYknqt" u<k"
(Bunicul despre cele patru rase); a doua
crctYkpg" Ncwtgk" It_pdgti" 3k" urwpg"
rqxguvgc" eqpuvtweYkgk" wpqt" kuvqtkk"
personalg." fgqrqvtkx<" eqrkn<tg3vk" 3k"
importante (Kuvqtkg"ew"eqrkk"3k"R¤t3."o¤Y<"
3k"htwp|<"fg"iwvwkg).
Fct" eqpvgorqtcpgkvcvgc" rqcvg." 3k"
g"dkpg"u<"hkg"rtg|gpv<"pw"pwock"nc"pkxgnwn"
problematicii, ci la nivelul modului de
tgrtg|gpvctg" 3k" cn" gzrtgukgk" nkpixkuvkeg0"
Iat<."fg"rknf<."q"ngeYkg"fgurtg"korqtvcpYc"
uqopwnwk." urwu<" fg" Xkevqtkc" R<vtc3ew" p"
varianta unei alegorii dimensionate
ironic; un registru gustat de copii din
|kwc" fg" cuv<|k" *Ziua în care a fugit
somnul+0" Rqxguvgc" guvg" ukorn<." pqw<" 3k"
xgejg" p" cegnc3k" vkor<" fqk" htcYk." Cpc" 3k"
Cngz" eqpukfgt<" uqopwn" q" rkgfke<" p" ecngc"
lqewnwk." oqvkx" rgpvtw" ectg" cnwpi<"
uqopwn." clwpi" pitq|kvqt" fg" qdqukYk" 3k."
într­wp" hkpcn." n" tgejgco<." clwvcYk" fg"
dwpke<0" Oqfwn" fg" tgrtg|gpvctg" guvg" pu<"
oqfgtp" cv¤v" nc" pkxgnwn" xk|kwpkk." e¤v" 3k" nc"
egn" cn" nkodclwnwk" 3k" fgugpwnwk0" Uqopwn­
rgtuqpcl." fg" rknf<." ãpw" guvg" fkchcp." ec" q"
dqctg." ew" ctkrk" fg" pigtc3Ñ0" Guvg" ãoctg."
octg." tqvwpf" 3k" itcu0" Guvg" oqcng" ewo"
este coca de cozonac. Are un cap oval,
cu fqk" qejk" okek." rkg|k3k" fg" cfqtokYk" eg"
uwpv." kct" p" nqe" fg" r<t" Î pk3vg" 3wxkYg" fkp"
hnqtk" fg" oce." vgk" 3k" xgtdkp<0" E¤pf" crctg."
t<ur¤pfg3vg" wp" oktqu" fwneg." fg" fwncr"
wodtqu." ew" ngplgtkg" rtqcur<v" e<necv<0"
Rqctv<" pk3vg" jckpg" h<ewvg" fkp" rn<rwok" 3k"
r<vwtk."3k"fqw<"rgtpg"ew"ekwewtc3k"tq3kk" p"
nqe" fg" rcpvqhk0" Ecue<" vqv" vkorwn" 3k" ug"
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
xckv<" fg" fwtgtk" fg" urcvg." rgpvtw" e<"
întotdeauna are într­q" o¤p<" wp"
casetofon cu cântece de adormit copiii,
kct" p"cnvc"wp"3ktci"fg"e<tYk"fg"rqxg3vk0"Pw"
este singur pe lume; mama lui, Odihna,
guvg" q" fqcop<" tgurgevcdkn<." ew" eqe" 3k"
qejgnctk." 3k" ew" q" ecpcrgc" p" nqe" fg" vtwr0"
Ctg" q" uqt<" ock" pfgr<tvcv<." fg" ectg"
pkogpk"pw"rtgc"xtgc"u<"cwf<."NgpgcÑ0"
Vtkokv." p" ceggc3k" qtfkpg" fg" kfgk." nc" q"
ãngeYkgÑ" fgurtg" pgcuewnvctg" vtcpurwu<" p"
una din zonele de interes ale copiilor de
cuv<|k<" fkpq|cwtkk" 3k" og|q|qkewn" *Bronto,
wp" fkpq|cwt" pgcuv¤or<tcv+0" Ugopcv<" fg"
Valentin Nicolau, cartea spune povestea
wpgk"jqkp<tgnk"ew"ghgevg"rwYkp"itcxg."3k"q"
face într­wp" fkuewtu" xkw" 3k" jgvgtqenkv." eg"
cuqekc|<" xqegc" pctcvqtwnwk" eu monologul
interior al personajului principal.
Oqpqnqiwtkng" cnvgtpgc|<" okt<tkng" *eg"
pegr" eqpuvcpv" ew" ão<k." u<" hkg000Ñ+."
lwfge<Ykng"fgurtg"ãr<tkpYkk"<3vkcÑ"*ectg"pw"
pYgngi." ectg" cw" wkvcv" u<" ug" dwewtg" 3k" u<"
ug" oktg+" 3k" i¤pfwtkng" fgurtg" kg3ktgc" fkp"
lumea lwk" ãeggc" eg" vtgdwkg" h<ewvÑ" 3k" ãc3c"
g" dkpg" 3k" htwoquÑ0" Ock" ownv." p" rcikpkng"
e<tYkk." hkeYkwpgc" Î aventurile lui Bronto Î
eqgzkuv<" ew" vgzvwn" kphqtocvkx<" hkpcnwn"
eqpYkpg" q" rtg|gpvctg" uweekpv<" c" grqeknqt"
eg"cne<vwkgue"vtgewvwn"rncpgvgk0
V. Concluzii
Concluziile acestui studiu se
uvtwevwtgc|<"cvkrke."rtkp"kpvgtogfkwn"wpwk"
vcdgn" eg" tgwpg3vg" etkvgtkkng" fg" ugngeYkg"
fghkpkvg" cpvgtkqt" 3k" ng" urgekhke<" rtkp"
pvtgd<tk0"
75 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

Demersul didactic descris în aceste

rcikpk" pw" kpenwfg." c3c" ewo" ct" hk" hquv" fg"
ìPVTGD;TK"
c3vgrvcv." ãetkvgtkwn" xcnqtkk" guvgvkegÑ<" wp"
CRITERII PARAMETRI

etkvgtkw" kpxqecv" fg" hkgectg" fcv<" e¤pf" ug"

DE DEFINITORII SPECIFICE
UGNGEXKG
xqtdg3vg"fgurtg"qrgtgng"nkvgtcvwtkk"rgpvtw"
eqrkk" 3k1ucw" fgurtg" ugngeYkc" nqt=" wp"
Criteriul Lizibilitate Sunt oare
ceegukdknkv<Ykk
criteriu ce vizgc|<." p"qrkpkc"ogc."q"ugtkg"
(lungime, lexic lungimea
3k"ukpvcz<+ textului, lexicul
3k"ukpvczc" de dimensiuni intrinseci discursului
accesibile? nkvgtct." fct" 3k" hqtYc." gpgtikc" nwk" fg" c"
produce efect estetic.
Structura Este textul
vgzvwcn<" uvtwevwtcv"fwr<"
Oqvkxwn" qokukwpkk" guvg" wto<vqtwn0"
fqokpcpv<"
FkuewYkc" fg" hcY<" c" xk|cv." p" gzenwukxkvcvg."
un model

etkvgtkkng" fg" ugngeYkg" eg" Ykp" fg" qtfkpwn"

descriptiv sau

adecv<tkk<" c+" cfgexctgc" vgzvwnwk" nc"

narativ
canonic?
ecrcekvcvgc" fg" pYgngigtg" c" gngxknqt"
UwduvcpYc"
*rtkogng" fqw<" tgrgtg" cng" ceegukdknkv<Ykk+=""
Este oare
textului eqpYkpwvwn"
b. adecvarea textului la orizontul de
c3vgrvctg" 3k" nc" gzrgtkgpYc" fg" xkcY<" c"
textului
adecvat
orizontului de gngxknqt" *cn"vtgkngc"tgrgt" cn"ceegukdknkv<Ykk+"
c3vgrvctg"cn"
3k"e0"cfgexctgc"vgzvwlui la mize formative
gngxknqt"3k"
gzrgtkgpYgk"nqt" oclqtg" eg" wto<tgue" hcoknkctk|ctgc"
fg"xkcY<A" gngxknqt"ew"ugvwtk"fg"xcnqtk"cetqpkeg"3k"ew"
xcnqtkng" rtg|gpvwnwk" *tgrgtgng" tgngxcpYgk"
CrctvgpgpYc"nc"
ewnvwtcng+0" HcY<" fg" cegcuv<" ecvgiqtkg" fg"
Criteriul Se înscrie
tgngxcpYgk"
criterii Î fkfcevkeg" 3k" pqp­estetice în
categoria textul, prin
ãvgzvgnqt­liant uwduvcpY<"3k"
cegnc3k"vkor"Î, criteriul valorii estetice se
culturale
pvtg"igpgtcYkkÑ
ukvwgc|<"nc"wp"ew"vqvwn"cnv"pkxgn."wp"pkxgn"
mesaj global în
categoria
etgcYkknqt"eg" cn" ewcpvkhke<tknqt" gugpYkcng." eg" uvcvwgc|<"
cdqtfgc|<"
fkogpukwpgc" guvgvke<" ftgrv" eqpfkYkg" sine
qua non c"gzkuvgpYgk"vgzvwnwk"nkvgtct0"
aspecte
gugpYkcng"cng"
eqpfkYkgk"
Cegcuv<" kgtctjk|ctg" c" etkvgtkknqt"
rtguwrwpg" ec" ugngeYkc" vgzvgnqt" fkp"
umane?

CrctvgpgpYc"nc" Se înscrie perspeevkxc" itcfgnqt" fg" cfgexctg" u<"

ckd<." ec" gvcr<" rtgogti<vqctg." xcnkfctgc"
categoria textul, prin
ãvgzvgnqt" uwduvcpY<"3k"
rtg|gpvwnwkÑ" textului din punct de vedere estetic: un
fgogtu"eqorngz."rg"ectg" n"uejkYg|"ckek" p"
mesaj global în
categoria
etgcYkknqt"eg" câteva linii.
tghngev<"
prezentul ìpegr" rtkp" c" ugrctc" eqpfkYkc"
copilului cititor? gugpYkcn<" c" gzkuvgpYgk" qrgtgk" nkvgtctg" Î
76 THE JOURAL OF DIDACTICS
crctvgpgpYc" nc" ecvgiqtkc" ãhtwoquwnwk"
ctvkuvkeÑ"Î fg"tcYkwpgc"gk"fg"c"hk0"Uetkgtgc"
qrgtgnqt" nkvgtctg" guvg." ew" tctg" gzegrYkk."
gzrtgukc"fqtkpYgk"cwvqtknqt"fg"c"xqtdk"*fkp"
kpvgtkqtwn" rtqrtkgk" nqt" xkgYk" 3k" i¤pfktk+"
fgurtg" eqpfkYkc" wocp<." 3k" pw" gzrtgukc"
fqtkpYgk" fg" c" etgc" xcnqctg" guvgvke<0" ìp"
ceqtf" ew" cevwn" uetkgtkk." cevwn" tgegrv<tkk"
nkvgtcvwtkk" ctg." ec" oqvkx" rtko." fqtkpYc" fg"
c" ewpqc3vg" pqk" curgevg" cng" eqpfkYkgk"
wocpg" 3k" pw" fqtkpYc" fg" c" eqpvgornc"
obiecte estetice. Afirm, în continuare,
hcrvwn" e<" xcnqctgc" guvgvke<" crctg" pwock"
în m<uwtc" p"ectg"cegcuv<"xqtdktg"fgurtg"
eqpfkYkc" wocp<" guvg" uwduvcpYkcn<" 3k"
rgtewvcpv<0"
UwduvcpYkcnkvcvgc." rnkp<vcvgc."
dqi<Ykc" ugocpvke<" c" vgzvwnwk" guvg"
tg|wnvcvwn" wpgk" uetkkvwtk" eg" ctg" kpvwkYkc"
3k1ucw" 3vkkpYc" tgrtg|gpv<tknqt"
rnwtkxcngpvg." ecrcdkng" u<" cnkogpteze
eqpvkpww" kpvgtrtgvctgc0" O<" i¤pfgue" nc"
ukornkhke<tkng" gzvtgog" 3k" fgeqpegtvcpvg"
(precum portretul Ilenei Cosânzene
ãhtwoqcu<"fg"nc"uqctg"vg"rwvgck"wkvc."fct"
nc"f¤puc"dcÑ."wp"eqpvwt"ncti." p"kpvgtkqtwn"
e<twkc" ekvkvqtwn" rqcvg" c3g|c" qtkeg" ejkr+0"
O<" i¤pfgue nc" dkxcngpYgng" rtqxqecvqctg"
*rtgewo" kocikpgc" ftgrvgk" 3k" uhkpvgk"
Fwokpkek." peqplwtcv<" fg" ãeqrknc3kkÑ" u<k"
pur<ko¤pv<vqtk." q" eqcdkvctg" eg" rqcvg" hk"
kpvgtrtgvcv<" fkxgtu+" ucw" nc"
uwrtc pe<te<tkng" ukodqnkeg." rtkpug"
cfgugqtk" p" tgYgng" kpvgtvgzvwcng" *rtgewo"
pragurile/probele simbolice pe care le
vtge" gtqkk" dcuognqt" 3k" ectg" ug" ekvgue" p"
tgikuvtwn" uegpctkknqt" kpkYkcvkeg+0" TgYkp." fg"
cugogpgc." rgturgevkxgng" fg" eqpuvtweYkg"
c" ugopkhkecYkknqt" inqdcng." rgturgevkxg"
cfgugqtk"rnwtcng."igpgtcvg"fg"v<egtkng"rg"
Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<
care textul le cqpYkpg0" Kcv<" wp" ukpiwt"
gzgornw" p" ectg" v<egtgc." pgurwuwn."
cdugpYc" kphqtocYkgk" pugcop<" rnwu" fg"
sens. În Rt¤ungc" egn" xqkpke" 3k" ogtgng" fg"
aur oqdknwn"ceYkwpkk"t<o¤pg"pgurgekhkecv."
pgpwokv." cuvhgn" pe¤v" fktgeYkkng" fg"
eqpuvtweYkg" c" ugpuwnwk" inqdcn" uwpv"
multiplg<" Rt¤ungc" qoqct<" |ogkk" rgpvtw" c"
qrtk" v<kgtgc" o<twnwk." 3k" cvwpek" vgzvwn"
urwpg" kuvqtkc" egnwk" ectg" cr<t<" rqown"
ucetw=" Rt¤ungc" qoqct<" |ogkk" rgpvtw" c­3k"
fqxgfk"ukg3k."fct"3k"egnqtncnYk."ecrcekvcvgc"
fg" c" pxkpig" t<wn." 3k" cvwpek" vgzvwn" urwpg"
istoria mezinului dexgpkv"gtqw"3k" or<tcv="
Rt¤ungc" qoqct<" |ogkk" rgpvtw" c­i reda
vcv<nwk" u<w" dwewtkc" fg" c" hk" uv<r¤pwn"
it<fkpkk." 3k" cvwpek" vgzvwn" urwpg" rqxguvgc"
fiului iubitor.
RgtewvcpYc." ecrcekvcvgc" fg" c"
genera efect estetic este al doilea semn
fkuvkpevkx" cn" fkuewtuwnwk" rwtv<vqt" fg"
xcnqctg" guvgvke<=" gn" crctg" ec" tg|wnvcv" cn"
wpgk" uetkkvwtk" eg" ctg" kpvwkYkc" 3k1ucw" 3vkkpYc"
eqpuvtweYkknqt1uvtwevwtknqt" ctjkvgevqpkeg" 3k"
lingvistice univctg." hcuekpcpvg" 3k"
ogoqtcdkng0" eqpuvtweYkk" tgcnk|cvg" p"
rgthgev<"ctoqpkg"ew"uwduvcpYc"rg"ectg"q"
vtge" p"hqto<0"Fkp"fkxgtukvcvgc"wnwkvqctg"c"
ceguvqt" uvtwevwtk" tgYkp" fqct" e¤vgxc0"
OgpYkqpg|." ock" pv¤k." hqtowngng" eg"
kpkYkc|<" ãrcevwn" hkeYkqpcnÑ" *gz0<" ãc" hquv"
ofcv<" ec" pkekqfcv<000Ñ+" ucw" ãrcevwn"
ogvchqtkeÑ" *ãc|k" co" hquv" rqf000Ñ."
ãrqxguvgc" g" q" ecu<000Ñ+" 3k" uvtcvgikkng" eg"
ogpYkp" ekvkvqtwn" p" kpvgtkqtwn" wpkxgtuwnwk"
imaginar (ex.: tehnica suspansului,
formulele mediane ale basmelor;
tehnicile de amplificare a metaforelor
kpkYkcng." hqtogng" fg" ugfweYkg" uqpqt<+0"
TgYkp" crqk" e¤vgxc" fkp" e<kng" rtkp" ectg"
77 THE JOURAL OF DIDACTICS Ugngevctgc"vgzvgnqt"nkvgtctg" p"3eqcnc"rtkoct<

vgzvgng"fgxkp"ogoqtcdkng<"rncuvkekvcvgc"3k" fantasticului, eroicului,

qtkikpcnkvcvgc" wpqt" hqtown<tk" nkpixkuvkeg" pur<ko¤pv<vqtwnwk."hgtoge<vqtwnui etc.
punctuale, pe de o parte,
eqtgurqpfgpYgng" 3k" nkpkkng" fg" eqgtgpY<" cng"
Opresc aici desenul sumar al dimensiunii
guvgvkeg" 3k" pejgk" rtkp" c" urwpg" e<" un
ansamblului, pe de anv<"rctvg0"ìpejgk"rtkp"
parcurs didactic ideal pretinde, mai întâi,
ugngevctgc" wpgk" qrgtg" rwtv<vqctg" fg"
a aminti tehnicile rafinate prin
kpvgtogfkwn" e<tqtc" uwpv" rtqfwug" ghgevgng"
xcnqctg" guvgvke<" 3k." crqk." kpvgtqictgc" gk"
eqokeg" ucw" ftcocvkeg." rtgewo" 3k"
fkp" rgturgevkxc" etkvgtkknqt" eg" xk|gc|<"
oqfcnkv<Ykng" rtkp" ectg" tgrtg|gpv<tkng"
formele de adecvare conturate în paginile
artistice dobândesc atributele
acest studiu.
78 THE JOURAL OF DIDACTICS Selectarea textelor literare în 3eqcnc"rtkoct<

Bibliografie

Bidu­Vrânceanu, Angela,FkeYkqpct" fg" 3vkkpYg" cng" nkodkk." Dwewtg3vk." Gfkvwtc" Pgoktc."

2001

Chelebourg, Cristian, Marcoin, Francis, La littérature de jeunesse, Paris, Armand

Colin 2007

Cuq, Jean­Pierre coord., Dictionnaire de didactique du français, Paris, CLE

International, 2003,

Dornan, Selecting, Assessing, and Introducing Texts and Materials, în Multiple

voices, multiple texts, Reading in the secondary content areas, Boynton/Cook
Publishers, Heinemann, Portmouth, NH

Goia, Vistian, Literatura pentru copii 3k" vkpgtgv=" oqfgng" hqtocvkxg,Cluj­Napoca,

Editura Napoca Star, 2000

Horowitz, Rosalind, Talking Texts, How Speech and Writing interact in School
Learning, Mahwah, New Jersey, London, Lawrence Erlbaum Associates Publishers,
2008

Onojescu, M., Pamfil, A., , Xcnqtk"hqtocvkxg"cetqpkeg"3k"eqpvgorqtcpg" p"nkvgtcvwtc"

rgpvtw"eqrkk"3k"vkpgtgv, Cluj­Pcrqec."Ecuc"E<tYkk"fg"2vkkpY<."4228
79 THE JOURAL OF DIDACTICS The Problem­Solving in Teaching Literature

The Problem­Solving in Teaching Literature

Etkuvkpc"U<t<ewY, Assist. Prof. PhD, Babe3­Bolyai University

cristacia@yahoo.com

ABSTRACT:
This article tends to clarify several aspects concerning the use of problem­solving
pattern for teaching literature in primary schools. Our approach does not touch
upon the difficulties that the research could meet in defining problematization as
a method, or as a didactic principle. First, we try to point out a few constants
that are found in the problematization theoretical approach. Second, this
approach wants to offer practical solutions for dealing with problematization in
teaching literature for children of primary school age. We shall focus upon the
potential mistakes that a teacher could do when one analyses an epic text by the
use of problem­solving method.

KEYWORDS: problem­solving approach, primary­school literature,

problematizing questions

A. Defining problematization­ a underline several important aspects.

survey First, the practice of problematization
method requires a typical scenario. A
Apparently, it is difficult to link
problem­situation mainly needs two
problematization strategy to an approach
components. On the one hand, there is
of analysis and interpretation of a literary
the knowledge concerning a definite topic
text. The main reason that explains this
that someone acquired in advance. On
incompatibility is the specific difference
the other hand, there is the element of
between the sciences so called real and
surprise and mystery that should be
the science of literature. The former
added to this theoretical background.
operate by exact data while the latter
The polish scholar Wincent Okon argues
relies on imaginary and imagination
that a problem is a structure that
which are impossible to quantify with
contains insufficient data. Thus learning
objectivity. Judging a literary text by
by problematization means to search for
means of problem­solving strategies
this data and to prove that it is true.
remains a complex task.
When a person strives to solve a
The definitions of problematization problem, he/she focuses on the whole
80 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school
structure of the problem. One analyses
the mutual relation between the
elements of this structure, and discovers
the missing items and the hidden link
between the known data. The subject
completes the structure. The whole
project demands an active spirit from
those learning how to have a
conscientious attitude towards the
problems they solved. (Okon 1978,
50).
The scholars Robert M. Gagné and
Leslie J. Briggs describe the steps of a
problem­solving approach underlying the
principle of circularity. In order to solve a
problem, the subject combines the old
acquired rules and the new one, that he
uses to solve the present problem:
ÑVjgug"rtgxkqwun{"ceswktgf"twngu"ctg"vjgp"
brought together by the individual to
achieve the solution to his problem. And
when he has solved it, he has learned a
new rule, more complex than those he
has used in combination. The newly
learned rule will be stored in his memory
cpf"wugf"cickp"vq"uqnxg"qvjgt"rtqdngou0Ñ"
(Gagné and Briggs 1974, 46). The
process of discovering the best solution
to a certain problem has to accomplish
three stages: performance (the new
strategy should solve similar problems),
internal conditions (the subject
investigates by subordinate rules and
learnt abilities), external conditions (the
problem is completely new, and the
verbal guidance is missing). It is
essential that scenario discovery of the
solution validates three stages:
performance (new strategy must operate
in similar cases), internal conditions
(subject investigates by subordinate
rules and learnt skills), and finally,
external conditions (the situation­
problem is completely innovative and
guide word missing). (Gagné and Briggs
1974, 44)
Modern approaches of
problematization in Romanian research
continues on the concentric pattern that
creates a situation­problem. We do not
seek to exhaust the topic, and
consequently we sketch a diachronical
synopsis of the contributions in the
problematization research. I. Cerghit
fixed distinguishing marks of the method
in his volume published in 1976 (Cerghit
1976). A question becomes a problem if
it causes a state of wonder that is able to
issue an epistemic feeling to which the
subject is trying to find solutions. The
professor resumed this definition in the
volume reissued in 2006. A situation­
problem designates a contradictory
situation resulting from simultaneously
experiencing two realities (both cognitive
and motivational) mutually incompatible.
On one hand, there is past experience
and on the other hand there is the
element of novelty and surprise, the
unknown that the subject confronts,
which opens the way to search and
discovery, to intuition of solutions and
some relations apparently absent
between old and new. They say the
question becomes a problem when it
generates a state of curiosity, of
bewilderment, of surprise or uncertainty,
of anxiety before an obstacle to be
conquered, before the theoretical or
practical difficulties hard to overcome, to
81 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school
be solved, and before the novelty of
unknown. (Cerghit 2000, 156)
The scholars in Cluj continued the
line already outlined in problematization
research. Thus, for the authors of the
volume Teaching experience and
creativity, a topic becomes a problem if it
provokes a reaction of surprise. (Ionescu
and Radu, 1987) The volume Strategy of
teaching and learning defines
problematization as a cognitive
interaction between subject and object
whose specificity is given by the
following three features: "There are
certain gaps in the pupils' knowledge
system; it causes need knowledge;
activity is aimed at removing an area of
uncertainty, at discovering knowledge or
acvkqp" rtqegfwtgu0$" *Kqpguew" cpf" Ejk3"
1992, 84). The algorithm to solve the
situation­problem involves several steps:
perception of the problem itself and the
first indices to solve it. (Now teacher
describes the problem, exposes the facts,
explains certain causal relationship,
etc.); depth study of problem data and
restructuring. (It is a moment of
independent activity); searching for
possible solutions to the problem;
analysis of conditions, formulating
assumptions and checking them; getting
the final result and its assessment on the
basis of comparing various versions
*Kqpguew"cpf"Ejk3"3;;4.":7+0
Basically, teaching research reveals
a constant scheme for construction of a
situation­problem approach. There are
two invariants with creative potential in
this model. On the one hand, the model
functions on the basis of successive
gathering of information and knowledge
that helps student to find an appropriate
response to the problem. On the other
hand, challenge and novelty remain
absolutely indispensable ingredients. But
what brings originality and variation
consists more in the specificity of every
discipline than in the very stages of the
method.
Didactics specialized in the field of
Romanian language and literature in
primary schools and published after 1998
do not pay attention to problem­solving
case, and place it on the side of
traditional teaching­learning strategies.
Uknxkc"PwY<Óu"xqnwog"*PwY<"4222+."vjcv"qh"
Kqp" 2gtfgcp" *2gtfgcp" 4227+." dwv" cnuq"
the recent book of Alina Pamfil,
Romanian language and literature in
primary school­complementary
perpective (Pamfil 2009) ignore problem­
solving approach in teaching literary
vgzvu0" Eqtpgnkwu" Et<ekwpÓu" dqqm" Teaching
the Romanian language in primary
schools is the only exception. Its fifth
reprinted edition in 2009 considers
problem­solving pattern still relevant in
analysing literary text at primary school
level. His perspective is influenced by
Polish scholar approach in the volume
previously quoted and follows the line
vtcegf"d{"Egtijkv0" Vjg"xqnwogÓu"ogtkv"kp"
this case consists in the subtlety with
which it marks the difference between
true and false problem­questions: "If the
answer to some questions posed by the
teacher is entered in the text or can be
easily revealed by covering some sources
of information without establishing new
connections, we are faced with false
82 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school
kuuwgu0Ñ"*Et<ekwp"422;."42+0
B. Poblematization as a method to
study literary texts in primary
grades
We start to describe
particularities of the problematization
method using the fairy tale Blue Horse
(Ziedonis, 1989) as a case­study. The
Lithuanian writer's fairy­tale relates the
history of a blue horse, whom the trade
union of the horses elects to be the
immortal horse of dreams. The analysis
of this text can predict a set of questions
that create false problems. A question
aimed for defining or characterization of
the character Î Who is the horse? or How
does it look like? Î raises no creative
effort from the student, but rather
encourages him to reproduce data
provided by the literary text. (Potential
answers: The ponny is an immortal
animal, and He is blue and He has blue
wings, respectively). Also, both questions
that refer to the main character's actions
Î What does the horse eat?, How does
he live? or Why is it difficult to see him?
Î may not constitute real problem­
situations. Answering them does not
imply the existence of an element of
novelty, but only reproduction of data
offered by text. The pony eats blue­bell
hnqygtu." vjqug" dnwg" hnqygtu" qp" vjg" iktnuÓ"
umbrellas. He lives alone and is
immortal. People can see him quite
rarely because he lives in that blue
horizon where they look full of hope.
Stylistic analysis as well creates
possible cases of misunderstanding a
solving­problem approach. The task of
naming the figure of speech from the
title (blue fairy tale) or from the
syntagms defining the main character
(blue horse) will not promote creativity.
Naming the figure of speech in this
context involves nothing but matching
the
knowledge about epithet with the reality
of the text written by Imants Ziedonis.
Identifying these syntagms as epithets
comes at the end of an approach of
recognition and not of invention.
Formulating a solving­problem task
requires simultaneous access to the
poetic and the referential function of
language (in Jakobson's terms). In other
words, resolving this problematizing
question demands notice of the central
allegory of the text Î in fact, the blue
horse stands for imagination Î but also
for the expressivity in discourse. Thus,
we mention a question as a possible
problematizing­context for this fairy­tale:
Why is the world blue for everyone who
rides the Blue Horse? (Potential answer:
Because one can imagine it blue). The
person who luckily rides the Blue Horse
sees all the world in blue: white rabbits
are blue, white mushroom is blue, and
bird cherry blossoms are blue as well.
First, the answer to such a question
meets the imperative to cause surprise
to the reader. It assumes, by the
syntagm the world is blue, a distance
between the physical reality and the
fictional one. Consequently, the search
for solutions needs an interpretation
approach Î the world is blue to the rider
83 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school
that rides the Blue Horse not because of
the world itself, but due to his own
imagination that helps him colour the
universe. The key information that gives
an hermeneutical indication concerns the
fact that poets are the only persons who
can bridle the Blue Horse <" Ñ" KvÓu" vtwg."
usually the Blue Horse allows only the
poets to bridle him. But, who knows, if
you find a handful of blue oat...What do
you say, do you have a handful of blue
qcvA"Ñ"*¥kgfqpku"3;:;."36+
This problematizing itinerary will
only reconfirm the mechanism that Okon
suggests in the volume previously
quoted. The Polish scholar reveals that
the intellectual effort implied by problem
solving within the area of humanist
disciplines comprises three levels. A
problem of humanist type involves
rwrknuÓu" kpvgnngevwcn" cevkxkv{" qp" vjg" ngxgn"
of concrete situations, patterns and
notional structures. (Okon 1978, 137)
The first level, that of concrete
situations, circumscribes the deployment
of narrative. Problematizing questions
may relate in this case to the relationship
between fiction and discourse, namely
the gap between narrative logic and its
representation in logical discourse. The
Lithuanian tale does not facilitate such
an approach. Narrative sequences are
placed in a linear sequence without
benefit of narrative technical artifices Î
analepsis and prolepsis. The identity
between narrative time and discourse
time make it difficult, if not impossible,
to formulate a problematizing question at
this level.
Where a text for children is
concerned the model immediate to
readers is represented by the main
character (or characters). The
problematizing intervention of the
teacher may focus on the hero. Without
formulating questions whose answer
involves repeating text data, a situation­
problem can be created through a
comparative task Î questions like How
does Blue Horse look like ? or Whom
does Blue Horse resemble? Its solution
combines the details collected after
careful reading the text with additional
readings taken by students. Students'
intellectual effort goes through the
distance from the operation of
eqortgjgpukqp" ¥kgfqpkuÓu" vcng" vq" qvjgt"
literary characters encountered in
reading. A possible answer may be
brought by comparing the character to
Romanian heroes of fairy tales: Blue
Horse resembles to the supernatural
horse of the Romanian fairy tale Harap
Alb. If the former eats only blue flowers,
the later eats only hot embers. The Blue
Horse is ridden only by poets, the other
one only by Harap Alb.
On the level of notional structures
the reader can build the concept of
imagination through the analysis of the
tale. Problematizing questions have the
highest grade of difficulty because the
possible solution does not refer to any
detail of narrative construction or
character. The question that I suggested
(Why is the world blue for everyone who
rides the Blue Horse?) can be answered
by bringing together creativity and
experience of previous readings.
84 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school

Didactic scenario in teaching abstract thinking and facilitates the

literary texts to primary school pupils
may rely on a problem­solving pattern
but it should not overuse it. Problem­
questions can be raised in studying
literary epic texts in reading
comprehension approach after the sense
of words was explained.
The benefits of using this method
to study the mechanism of the art of
connexion between details hidden in the
message.
Approaching literary text by
problematizing pattern reveals some
drawbacks, however. The first lies in the
bias and therefore lack of homogeneity
of answers given to question­problems,
which determines the difficulty of
assessing them.

Besides, teachgtÓu" rtqdngocvk|kpi"

literature, par excellence a mechanism of
the imagination mainly consist of three
intervention proves to be complex. That
elements. First, the method relies on the
dialogical principle of communication Î
is not due to the construction of the
specific steps of problem­solving
teacher makes a question to which
approach, but especially to the
students will find an answer. From the
distinction between real and false
point of view of readers the problem­
problems. Keeping Umberto Eco's
solving approach meets child's
terminology, the distance between those
questioning nature. By using dialogue as
two elements is in fact the distance
an exemplary form of human relationship
between the critical interpretation and
it maintains and enriches chinftgpÓu"
semantic of a text. (Eco 1996, 32).
curiosity, which is the specific
Semantic interpretation covers literal
particularity of this psychological and
text size and it is configured by reading
biological development level. Second,
the proper sense of words. The false
questions­problem formulated on the
problem­situations aime this side of
basis of a literary text may encourage
interpretation. However, critical
the child to browse other literary texts or
interpretation looks for the meaning that
to return to some texts he/she has
is beyond the linear reality of the literary
already read in order to succeed in
text and beyond the first meaning of
finding appropriate detail to decipher the
words. The real problem­situation
literary puzzle. Third, problematizing a
focuses on this type of interpretation.
literay text at this age stimulates
85 THE JOURAL OF DIDACTICS Problem­solving approach in teaching literature during primary school

Bibliography

Cerghit, Ioan, Methods of teaching (Ogvqfg" fg" px<Y<o¤pv+." Dwewtg3vk." gfkvwtc"

Fkfcevke<"3k"Rgfciqike<."3;980

Cerghit, Ioan, Methods of teaching (Ogvqfg"fg" px<Y<o¤pv+."Kc3k."Rqnktqo."42280

Gagné, Robert M, Briggs, Leslie J., Principles of Instructional Design, Holt, Rinehart
and Winston Inc, 1974.

Ionescu, Miron, Radu, Ion."Fkfcevke"gzrgtkgpeg"cpf"etgcvkxkv{"*GzrgtkgpY<"fkfcevke<"

3k"etgcvkxkvcvg+, Cluj­Napoca, Dacia, 1987.

Kqpguew." Oktqp." Ejk3." Xcukng." " Strategies of teaching and learning (Strategii de
rtgfctg"3k" px<Yctg+."Gfkvwtc"2vkkpYkhke<."Dwewtg3vk.0

Eco, Umberto, Limits of interpretation (Nkokvgng"kpvgtrtgv<tkk+, romanian translation

d{"Fcpkgnc"Dwe3<"3k"2vghcpkc"Okpew."Rqpvkec."EqpuvcpYc."3;;8

PwY<." Uknxkc." Methodology of teaching Romanian language to primary schools

(Ogvqfkec"rtgf<tki limbii române în clasele primare)."Dwewtg3vk."Ctcoku."4222

Okon, Wincenty Problem­uqnxkpi" ngctpkpi" kp" eqpvgorqtct{" uejqqn" *ípx<Y<o¤pvwn"

rtqdngocvk|cv" p" 3eqcnc" eqpvgorqtcp<+, romanian translation by Constantin
Igcodc3w."Dwewtg3vk."Gfkvwtc"Fkfcevke<"3k"Rgfciqike<."3;9:0

Pamfil, Alina, Romanian Language and Literatura in primary school Î

eqpvgorngogpvct{" rgturgevkxcu" *Nkod<" 3k" Nkvgtcvwt<" tqo¤p<" p" 3eqcnc" rtkoct<" Î
perpective complementare), Rkvg3vk. Paralela 45, 2009

2gtfgcp." Kqcp." Didactic of Romanian language and literature in primary school

(Fkfcevkec" nkodkk" 3k" nkvgtcvwtkk" tqo¤pg" p" px<Y<o¤pvwn" rtkoct+." Dwewtg3vk." Eqtkpv."
2005

Ziedonis, Imants Coloured tales (Basme multicolore), romanian translation by Ion

Eqxcek"cpf"Fgpkuc"Hglgu."Gfkvwtc"Kqp"Etgcpi<."Dwewtg3vk."3;:;0
86 THE JOURAL OF DIDACTICS Problematizing, a Modern Teaching Method

Problematizing, a Modern Teaching Method

Anca Porumb, Lect. PhD, Babe3­Bolyai University

ligicat@yahoo.com

ABSTRACT:
The present study offers an overview upon the changes that took place in the
approach of the didactic methods in the last twenty years. It reopens the
discussion concerning the classification of the different didactic methods and, on
this basis, it tries to circumscribe the peculiarity of problem­learning in the study
of languages

KEYWORDS: teaching methods, the classification of methods, problem­

learning , autonomous thinking, feed­back

A. Theoretical points As everywhere in the wide world, the era

of the industrial revolution had a great
1. Teaching/ learning foreign
impact, especially on teaching foreign
ncpiwcigu0"Vjg"hwvwtg"gornq{ggÓu"pggfu."
languages in Romania

It has already been some ten year since
we began to make the difference
between the traditional and modern
didactics. Ever since, the concepts of
traditional and modern contest their
efficacy in the process of acquiring a
foreign language. The partisans of the
traditional method claim that writing
correctly from a lexical and grammatical
point of view in a different language is
vjg" ngctpgtÓu" mg{" vq" uweeguu0" Ngctpkpi"
rules or schemes or knowing how to
declaim words out of context was the
only way of acquiring a language. The
oral had no place among the activities
proposed by the teacher because
explaining the language was more
important than speaking it.
after having completed the twelve years
of study, have radically changed. The
passive acquisition of a language has no
use any more. By all means, we must
move from the explicative­informative
method to explicative­formative one,
which provides the habits and abilities
development in a foreign language. Once
aware of the harmful effect of such a
method purely theoretical, the specialists
chose to find solutions in order to make
the teaching/learning process useful.
Beginning with 1960, in Romania,
didactics, which wants to be modern,
passes through a reevaluation period of
vjg" uq" ecnngf" Ðvtcfkvkqpcn" ogvjqfuÑ0" Vjg"
starting point of this measure will
certainly be the different way of looking
87 THE JOURAL OF DIDACTICS Problematizing, a Modern Teaching Method

the learner. He will be no longer a ­ problematizing;

passive presence. On the contrary, the
­ demonstration;
entire teaching process is centered on
him. The learner becomes the central
hkiwtg."vjg"vgcejgtÓu"rctvpgt0"Vjcv"ku"yj{"
­ experimental work;

a lot of Romanian specialists worked ­ exercise;

hard to make teaching methods
­ individual activity;
taxonomy which is to be practice during
a foreign language class: (Ionescu, Radu ­ group activity;
2001, pp. 132­134)
­ verifying and evaluation.

d. Classification of teaching
methods:

a. Classification of classical methods: ­ oral communication methods:

presentation method, questionning,
­ methods based on action : exercise,
debates, problematizing ;
practical work, workshop, book wok;
­ communication methods based on
­ iconic methods: demonstration,
inner language: personal thinking;
observation, trips and visits ;
­ written communication methods:
­ symbolic methods: exposition,
reading;
conversation.
­ working on the reality methods (direct
b. Classification of classical methods
and indirect): systematic and
according to the didactic goal:
independant observation, experimental
­ new lesson teaching methods, practice work, demonstrative methods;
the acquired, forming new skills and
­ practical methods (authentic et fictive):
habits: elicitation, conversation,
exercise, case study, projects, play
demonstration, working with the
method, dramatizing;
textbook, observation, exercise;
e. Classification of teaching
­ verifying the acquired knowledge,
methods:
verifying the skills and habits: oral and
written tests; ­ heuristic methods: explanation,
conversation, problematizing,
c. Classification of teaching
discovering, demonstration, independant
methods:
observation, group activity;
­ systematic knowledge presentation;
­ algorithmic methods: exercise,
­ conversation; algorithm;
88 THE JOURAL OF DIDACTICS
­ stimulating methods: observation, oral
questionning, written tests,
docimological tests, exams ;
f. Classification of teaching methods:
­ knowledge communication methods
(oral presentation and oral
conversation) : explanation, description,
information, debate, magistral course or
discussion, colloque;
­ written communication methods:
reading, textbook working;
­ reality research methods (directe and
indirecte) : systematical and independant
observation, experimental work, learning
by discovering, demonstration ;
­ methods based on practical activity
(real or fictive) : exercise, algorithm,
practical activities, projects, didactical
games.
2. Problematizing or the way to
thinking autonomy
The desire to challange the learner to a
dialogue with the teacher is a rule of the
modern didactics. We could observe the
variety of the proposed methods. Among
them, conversation, questioning or
problematizing are by far the most
appreciated and practice in the
partnership born between the teacher
and his students. The last method will be
the main subject of our study, which will
try to explain and to give examples of
using the problematizing way when
acquiring a foreign language.
Problematizing, a Modern Teaching Method
Vjg" eqpegrv" qh" Ðrtqdngocvk|kpiÑ" ku"
borrowed from the philosophy and it is
Kudreavtev, in 1981, who speaks for the
first time about the learning psychology.
His theory comes from the idea that
there are analogies between the
instructive process and the scientific
research. If the researcher is always
trying to understand the phenomena and
to enrich his knowledge, the learner will
gain more autonomy if, instead of
memorizing the information, he develops
a productive and creative thinking.
Practicing this method means a lot of
kpxqnxgogpv"htqo"vjg"vgcejgtÓu"ukfg0"Kv"ku"
not a new thing to know that
rtqdngocvk|kpi" rtqxkfgu" vjg" ngctpgtÓu"
motivation. What the teacher must pay
attention to is choosing the problem.
This one must not have a high degree of
difficulty if we want the goal to be
achieved.
For long time considered the main
method of teaching, the problematizing
method can be achieved in several steps:
1. the perception of the problem and
the clues in order to solve it, where
the teacher describes the problem
and the students are willing to solve
it;
2. the study and the understanding of
the problem trough an independent
activity ;
3. the search of possible solutions,
meaning formulating and verifying
hypothesis ;
89 THE JOURAL OF DIDACTICS
4. acquiring the final result and
evaluation by comparing the
differences.
Having these four steps the learner must
get through so that he could find the
final solution; we suggest a practical
example to finish the study.
At the beginning we mentioned the
traditional didactics, which considered
the grammar­translation method the
best way to acquire a foreign language.
Taking into account the fact that modern
didactics has already admitted the
grammar importance, our study is a
challenge: problematizing a very moot
theme in French grammar, using the
Subjunctive Mood in Subordinate
Clauses, a real nightmare for Romanian
students.
B. Using Subjunctive Mood in
Subordinate Clauses
As a method, problematizing will lead the
uvwfgpvu" vq" hkpf" vjg" rtqdngoÓu" cpuygt."
meaning to discover the situations which
demand the subjunctive mood use. This
is not an easy task at all, taking into
account the fact that the problem does
not exist in Romanian grammar. A
comparative study will be of no use for
the teacher to explain it better. On the
contrary, this would be rather dangerous
for the students.
So, the only possibility to communicate
the new problem and then to develop
their habits and abilities is discovering
the rules by themselves.
Problematizing, a Modern Teaching Method
First of all, the teacher must be aware of
the fact that challenging the students to
think requires a great effort from him, as
he makes up and respects some
conditions to formulate the problem:
- the teacher will provide the
necessary items to find the final
solution ;
- the teacher will organize the
knowledge already acquired so
that the students could be led to
the final result;
- the teacher will always go back
to the already known points.
Lesson type: mixt lesson
Subject: using subjunctive mood in
subordinate clauses.
Skills: to discover the situations which
demand the subjonctive mood use in the
subordinate clause.
Lesson plan:
1. Problems to be followed: the new
situations which appear in the
subordinate clauses (the verb
forms already known asked by the
presence of a certain verb,
expression or word in the main
clause).
2. Knowledge necessary to solve the
problem :
- rules to form the subjunctive
mood ;
90 THE JOURAL OF DIDACTICS
- verb forms for the Present
subjunctive.
3. Problems to be solved: Identifiez les
formes verbales dans les phrases
uwkxcpvgu"gv"guuc{g|"fÓgzrnkswgt"ngwt"
emploi :
a. Lg" xqwftcku" dkgp" swÓkn" hknisse plus
vite son devoir.
b. Crois­vw"swÓgnng"rwkuug"xgpkt ?
c. Il est possible que tu fasses une
confusion.
d. Il est le seul qui sache la vérité.
e. EÓguv"ng"rnwu"dgcw"ecfgcw"swg"lÓckg"
jamais reçu.
f. Lg" ejgtejg" swgnswÓwp" swk" ckv" ng"
courage de dire la vérité.
g. *Nous voulons connaître la solution
finale.
The last example is given to the students
with a very precise goal: to check their
capacity of making the difference
between the six situations where they
fkueqxgt" cpf" gzrnckp." jcxkpi" vgcejgtÓu"
questions as a support, every sentence.
The presence of the infinitive form will
create a difficult moment of the lesson.
Thus, we are now arrived to another part
of problematizing. The students will learn
about another useful rule for the correct
subjunctive mood use: there must be
different persons in the two clauses so
that we could use the subjunctive mood.
Problematizing, a Modern Teaching Method
Always remembering that the
problematization during the foreign
language class means pertinent
questions of the teacher, who has the
difficult task of forsawing some weak
moments in the teaching/learning
process, we must offer the students only
the needed information because
problematizing means after all the
development of an independent and
productive way of thinking.
4. Feed­back
After having discovered the mechanisms
of using the subjunctive mood in the
subordinate clauses, the students will be
dragged along in different activities, each
activity offering something new.
Example :
Mettez les verbes entre parenthèses au
mode et au temps convenables :
1. Tu seras le dernier qui (jouir) de ce
privilège.
2. *Nous espérons que nos amis
*cttkxgt+" "vgoru" "nÓgzcogp0
3. ,LÓck" vtqwxfi" wp" nkxtg" swk" og" *‒vtg+"
utile à ma rédaction.
4. Xqwu" ckogtkg|" swÓgnng" *cxqkt+" wpg"
meilleure attitude.
5. Il est possible que Marie (écrire) la
ngvvtg"cwlqwtfÓjwk0
6. *Je veux (savoir) les détails.
7. Ils arriveront avant que tu (finir) le
travail.
91 THE JOURAL OF DIDACTICS
The sentences markes with asterisk will
xgtkh{" vjg" uvwfgpvuÓ" ecrcdknkv{" qh"
understanding the differences in using
the Subjunctive or the Indicative Moods.
1. Homework:
It will consist in one or two exercises
which will cover the new situations
discovered during the class concerning
the subjunctive mood use in subordinate
clauses.
Example:
Expliquez la présence du subjonctif dans
les phrases suivantes:
1. Jean exige que tout le monde soit
présent.
2. Tu voudrais que tes copains aient
plus de courage.
3. Kn"ugodng"swÓil ait manqué le train.
4. LÓcvvgpfu" "eg"swg"vw"og"tfirqpfgu0
Problematizing, a Modern Teaching Method
5. Il fut le premier qui donnât une
réponse.
This study tried to show the importance
of this teaching/learning method, both
for students and French teachers.
Discovering a rule, a mechanism is the
best way for the students to develop
their capacity of observing, analying and
synthetizing the problems raised by the
characteristics of each discipline. An
inferential method of teaching process,
problematizing makes the students have
a very important role in teaching the
problem, although the teacher is still the
one who chooses it, formulates and
controlls the lesson.
A formative method, problematizing will
have an essential role in teaching and
learning French language grammar, so
rejected during the last decades when
developing the communication skills has
been the main concern of the didactics,
forgetting an important aspect: mother
tongue or foreign language, acquiring
some grammar rules is the key of succes
for the speaker to express himself
correctly.
92 THE JOURAL OF DIDACTICS Problematizing, a modern teaching method

Bibliography

Cuq, Jean­Pierre, Dictionnaire de didactique du français, Paris, CLE International,

2003.
Ionescu, Miron, Radu, Ioan, Fkfcevkec"oqfgtp<, Ed. Dacia, Cluj­Napoca, 2001.
Kudreavtev, T. V., Psihologia gândirii tehnice, Editura Didactica si Pedagogica,
Bucuresti, 1981.
93 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian

The Use of the Problem­Solving Method in Teaching Norwegian

Tcnwec"Rgvtw3, Lect. PhD, Babe3­Bolyai University

raluca.petrus@yahoo.com

ABSTRACT:
This article tries to reveal the importance of using the problem­solving method
when teaching the didactics of the Norwegian language. In the first part is
constructed on a parallel between the teaching methods belonging to traditional
and modern didactics and are presented the strengths and weaknesses of each
of them. Afterwards are analyzed the factors that enable the use of the
problem­solving method and are discussed the stages that a teacher should
follow in order to reach, along with his students, to a favourable solution. The
emphasis is laid on the students and on the opportunities and skills they develop
during their active participation in this teaching method.

KEYWORDS: brainstorming, creativity, individual work, learner autonomy,

development, teacher­mediator, student knowledge

Modern didactics is in favour of an active learning process, develops cognitive

method of assimilating knowledge and thinking, urges interpersonal and
emphasizes the importance of the intrapersonal communication and
student's participation in the learning stimulates motivation, it is regarded as
process. If traditional didactics ''one of the most valuable methods of
considered the student to be a mere modern didactics'' (Albulescu, 2008: 51).
receiver of ready­made information
The problem­solving method
provided by the teacher, the style
generates a certain flexibility in the
proposed by modern didactics provides
teaching process as opposed to
various opportunities of development, of
traditional teaching which is directed
stimulating creativity and of enabling a
towards the teacher's objectives which
productive thinking.
most of the times do not reflect the ones
The problem­solving method, of the students'. Teaching can be
together with other numerous teaching compared to an instance of
methods, belongs to modern didactics. communication taking part between
Because this method emphasizes the people who, under some circumstances
uniqueness of each participant in the (attendance in a classroom), consent to
94 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
exchange information. On one side there
are the students who receive new pieces
of information from the teacher and on
the other side there is the teacher who
requests a feedback from his students.
This feedback represents an evidence
that they have understood the transfer of
information. If this simple instance of
communication, governed by established
rules, does not take place, then both the
teacher and the students will come to a
standstill. Moreover ''strained relations or
conflict rouse the students' feelings of
aversion, generate a strained, tensed,
unconfortable situation, which influences
in a negative manner the teacher­
student relation''(Albulescu, 2008:23).
In most cases it is the teacher who
holds the key role in the classroom, the
one who establishes the objectives,
administrates time, structures the
course's content and brings the new
pieces of information. Having in mind
Roland Barthes' concept referring to the "
Death of the Author" , Earl Stevick
(1998:35) plays a bit with these words
and states that in some circumstances
teachers monopolize the classroom to
such an extent that we deal with the
teacher's refusal to disappear.
The problem­solving method also
provides a favorable circumstance for
priorities to change. Reference is made
to both the teacher's and the students'
priorities. If traditional didactics
constrained students to memorize a
piece of information without this one
being checked by the teacher to see if
students have followed a logic thread to
understand it, the problem­solution
method gives the teacher the
opportunity to encourage students to get
accustomed to an open, creative
thinking, to ask questions related to the
new pieces of information learned and to
develop their communication and
analysis skills. In this way the student no
longer has the status of a mere receiver
to whom is sent a ready­made piece of
information. Instead, the student is
rediscovering his creative dimension of
personality, becomes a seeker of the
inner truth that exceeds the dimension of
''believe, don't question it''. Students
begin to have courage to state their own
ideas and in this way the learning
process acquires a personal dimension.
Each student becomes unique,
differentiating himself from his
colleagues and the class is no longer a
homogeneous unity which takes over a
simple message sent by the teacher.
By using the problem­solving
teaching method students have the
opportunity to reach a solution on their
own if the teacher provided in advance
the frame and all the necessary pieces of
information. In this way students begin
to trust their reasoning, their analysis
skills and gain their right to take part in
discussions.
The students who learn according
to the problem­solution method develop
a holistic view of the learning process by
analyzing situations from different
perspectives (Wadhwa, 2005:10,14). The
concern of this method is to enable the
understanding and the finding of the
problem that is to be answered rather
than the solution (Ryan, Cooper,
95 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
2008:310). The students are encouraged
to pay more attention to the process of
finding the solution rather than on the
product itself .
Besides the beneficial effects that
come out from the development of the
cognitive and productive dimensions the
problem­solving method provides the
teacher with the opportunity to know his
students better, to find out details
related to their ambitions and thinking,
motivational factors or reasoning and
synthesizing abilities. These pieces of
information are particularly important for
a teacher who is not only interested in
teaching, but also in the result of his
actions. Thus the teacher can adapt his
teaching style to suit the students' needs
and to channel his efforts in an
appropriate direction. If the explanatory
/ expository method does not provide the
teacher with the opportunity to be aware
of his students' personality, way of
thinking or their goals, the problem­
solving method on the other hand offers
in a direct manner these clues. Therefore
''the teacher's role is to identify and
stimulate the operations that represent
for the students the foundation of an
active assimilation of knowledge''
(Albulescu, 2008:27).
Another aspect brought into
discussion by the problem­solution
method is the students' creativity. There
is no doubt that a teaching method
focused on the development of personal
thinking would trigger a cognitive effort
that stimulates the use of some creative
abilities and the finding of an intrinsic
motivation in the learning process. In
this context students discover
themselves through the situations they
deal with.
Discussing about creativity one can
state that this one must exist on both
sides in the learning process, both on
the teacher's and the students' side. The
teacher will be able to draw the student's
attention by providing a good
coordination of the teaching process and
by finding problem­solving situations
that would arise the students' attention.
On one hand all these require training, a
good knowledge of the material that is
going to be taught, but also a good
knowledge of the students' abilities,
because the effectiveness of teaching is
reflected in the creativity shown by the
students and in the opportunities created
to support their productivity. On the
other hand, the lack of creativity can
generate boring courses, that are
teacher centered and are characterized
by one­way instances of communication.
This situation arises because of the
simple reason that ''determining students
to learn by heart what has been taught is
obvious easier than organizing, guiding,
coordinating your personal work and
leading them, in this way, towards a
personal way of reasoning'' (Albulescu,
2008:22).
However, students should also try
to be creative, and more than that, they
should try to be unique and to appeal to
their own way of thinking. The other
students in the class will also benefit
from their creativity because they will
have the opportunity to know not only
their teacher's views, but also their
96 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
colleagues' thoughts. The outcome of
this sharing of ideas is a good
collaboration between students. Thus the
class will be more homogeneous. The
students' creativity can be better
observed when they are given the
chance to express themselves. A
student's creativity depends to a large
extent on the level of trust in oneself. If
the teacher creates a proper framework
for expressing personal ideas, in which
students feel safe, then they will
undoubtedly want to express their ideas.
The problem­solution method is
sustained to a great extent by
motivation. This is the reason why the
teacher has to create situations that
would trigger the students' interest and
curiosity.
The freedom of speech gained from
the implementation of this method
enables students to escape their confort
zone. This zone offered them safety and
a worry­free situation as regards their
stated opinions. Once students escape
this zone they enter a "new, uncertain
environment in which unpredictable
situations might arise" ( Mehisto, Marsh,
Frigols 2008:112). After students get
accommodated to the requirements of
this method they will appreciate it
because this represents a way to escape
routine.
The problem­solution method
based on a critical thinking represents a
suitable solution for extending the
dimensions of learning (Mehisto, Marsh,
Frigols 2008:139). Students are
encouraged to develop a critical thinking,
to establish links between new and old
information, to analyze situations and to
offer reasonable solutions. In this way
they are going to understand better the
learning process, will develop wider limits
for their thinking and will identify easily
the importance of each stage.
The solution­problem method has
some points in common with another
teaching approach that favours
interaction, namely brainstorming. The
brainstorming represents a perfect
strategy of gathering on a given topic as
many pieces of information as possible.
The data obtained can reflect what has
been taught or could make reference to
future acquisitions that have not yet
been taught. There are various
differences as concerns these two ways
of gathering informations: different
objectives, method of gathering data or
their analysis. The rules of brainstorming
refer to: the avoidance of giving verbal
criticism to someone else's idea, to the
neutral character of the language used,
to the acceptance of all ideas (the crazier
the better) and quantity that is more
important than quality (Mehisto, Marsh,
Frigols 2008:143). If brainstorming
provides a wider and a more diverse
perspective, the problem­solving method
reduces that perspective and guides it
towards a given objective, creating
likewise more structured pieces of
information. When teaching this method
non­verbal language does not have to be
neutral, criticism is encouraged because
it provides the solution, but as regards
quality or quantity, the first is desirable.
Adrian Ashman states that in order
to find the solution to a problem we need
97 THE JOURAL OF DIDACTICS
three components ­ one is motivation,
one classroom management and the last
one is general knowledge (Ashman,
Conway, 1993: 21). He proved this
theory by using a Venn chart. The idea
that the author suggests is that by
modifying the area of a circle, this will
automatically have implications for the
other two components. The learning
process will have other characteristics
and qualities if, for example, the circle of
the motivation component is diminished.
The circle with the classroom
management will probably increase if the
teacher is interested in having a good
classroom management and teaching
methods, rather than stirring motivation.
If on the other hand, the teacher focuses
on using students' general background,
then classroom management and the
students' motivation will have lower
values. Ideally it would be to maintain a
balance between these components
providing in this way the basic conditions
and the proper environment for
Illustration 1: The necessary
components for solving a
problem­solution situation
conducting the teaching process.
The case study that follows describes the
use of the problem­solving method when
The Use of the Problem­Solving Method in Teaching Norwegian
teaching Norwegian. On one hand there
are the students who are going to be
exposed to this method and the teacher
is going to evaluate their knowledge. On
the other hand there are the students
who are going to learn how to use and
apply this method while teaching during
their pedagogic practice.
The easiest way to understanding
is sometimes the personal experience.
Likewise, during the didactics of the
Norwegian language the problem­solving
method is used because of two reasons:
the first is that we want our students to
understand the learning stages that take
place during a learning process, and the
second is because we want to use in an
active way the knowledge acquired in
Norwegian, because "although the
problem­solving method was adopted
(...) as an essentially pragmatic activity,
defined not as an exercise in linguistic
manipulation, but as a task which
required the contingent use of language
for its solution"(Widdowson 2003:124).
The use of this teaching method
develops different characteristics
depending on the intended objective. The
methos can be used not only to improve
the students' cognitive capacity but also
the auditive, visual and understanding
ones. Shalini Wadhwa ( 2005: 22,23)
considers that the problem­situation
method has numerous advantages
because it identifies the students'
strengths and weaknesses, develops
empathy and communication skills,
encourages group work and provides a
rapid way of assessing the student.
98 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
The student's expectations could
generate a controversial situation when
they are first introduced to this method,
because many of them prefer to have
courses that are based on memorazing
or just receiving ready­made pieces of
information. The novelty of the
interactive method "where students are
responsible for their own learning can be
overwhelming" (Tarone,Yule 1991:9).
Mark Robson (Robson, Stockwell
2005:22) has though another
perspective on the reader's passive state
stating that" those who speak and those
who write create texts which later on
readers and hearers fill them with
meaning". Likewise the passive state of a
reader can be also regarded as an
opportunity to receive information and
not as a mere state of inactivity.
Pqtygikcp" ku" vcwijv" cv" Dcdg3­
Bolyai University both as required and as
optional courses. At the beginning of the
courses students do not have knowledge
of the Norwegian language, but they
might have had some contact with the
Nordic myths, with the Viking's history or
with Ibsen's theater, which constitute the
first stage of motivation. The problem­
solving method can be put into practice
only after the students have acquired a
satisfactory vocabulary and they
understand various grammatical
concepts so that they can express their
own ideas. Didactics is introduced in the
curriculum after learning for three
semesters.
Since most students are aged
between 19 and 25 years, the teaching
methods based on exposure, reading or
repetition generate a lack of interest. A
cause of this is that at their age they feel
the need to participate in discussions and
debates that stimulate their creativity
and their personal reflection. In the first
phase of learning Norwegian the
students depend on the teacher, they
read texts, listen to Norwegian in
language multimedia classrooms in order
to learn the accents of this language.
Students become children again for a
while and they constantly ask the same
questions: what? how? why ? in order to
be able to understand better the
Norwegian language. By communicating
during the courses the students are
using in the first stage the language and
thus they put into practice the acquired
vocabulary, and in the second stage,
their express their ideas which are going
to be analyzed.
There are explained as follows
three components that influence the
development of the teaching method
based on finding a solution to a given
problem
Motivation
The teacher has to find the best
appealing way to introduce a problem­
solving situation. If this method take into
consideration the students' interests and
desires then its success is guaranteed.
The created situations have to be on one
hand appealing, should contain already
known information, but on the other
hand should also contain new
information that shouldn't exceed the
students' level of understanding. By
99 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
paying attention to these details the
teacher will stirr the students' interest
and they will be motivated in order to
find hypotheses, to develop a creative
and a critical thinking.
If younger students often have
fluctuating and diverging states of
interest, on the other hand, for a college
student learning a foreign language, in
this case Norwegian, produces other
motivational effects. If in the beginning
the students are preoccupied only with
acquiring new vocabulary for a course, in
time their objectives become more and
more complex.
Organization
The active methods of teaching
allow students ''to have control over their
learning process'' (Ashman, Conway
1993: 10). Sometimes the teacher has to
make difficult decisions as regards lesson
planning, since '' problem­solving
situations are not solved by applying an
algorithm or some rules learned
previously, but in fact they require the
discovery of a combination of rules that
crrtqrtkcvg" vq" vjg" ukvwcvkqp))" *Fwnco<."
2006:154).
The students must be informed
about the various stages of the teaching
process because in this way they can
channel better their attention. Thus ''the
goals of learning should be differentiated
and should take the form of special
tasks: to remember for a time'' (Ionescu,
Radu, 2001:62), to read, to write etc. In
order to get to the expected answer, the
teacher must be a keen observer and
identify the strengths and weaknesses of
each student.
There should be no discrepancy
between the theoretical and the practical
classroom management. These two
classroom management states
interrelate. One without the other leads
to failure. Moreover it is useless to have
a good classroom management in theory
if the teacher fails, in practice, to send to
the student the intended piece of
information. This is undoubtedly true
because ''the success of teaching is given
to a great extent by the success of the
communication instance'' (Ionescu ,
Radu, 2001:39).
The stages of organizing a
problem­solving situation ease the path
towards obtaining the desired result. A
learning process is effective when ''the
student deals with the incoming
information in an organized and
sistematic way'' (Ashman, Conway 1993:
50). When the teacher structures the
course he tries to take into account the
students' needs and to anticipate their
questions. This assumes, however, some
detailed knowledge of each student's
learning abilities because one is aware
that each person has a different level of
receiving or analyzing the new pieces of
information.
The teacher must pay attention to
the answers given by students, but he
should not disclose the correct answer
when they find themselves in a deadlock.
The teacher can guide the students
towards the correct answer by asking
other helping questions that are structed
100 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian

in such a way that they would stimulate involves the whole person. The problem­
thinking. solving method encourages students to
take a step forward and escape the world
General backround (previous)
presented by course books. In the
The productive activity is problem­solving solution both the pieces
performed by assimilating the previous of information available to students and
pieces of information with the new the solutions found by them may exceed
formed ones (Albulescu 2006:89). If the the level of the classroom and could be
students' knowledge acquired in previous applied in the real world.
courses did not assimilate or were
Starting from Jack Richards
unclear, then the student feels insecure
(1991:153) statement that an individual
when it comes to expressing an idea.
is able to use a gramatical or
Thus creativity is based on student's
phonological form in a certain situation
level of understanding of the courses
(while listening to a story for example)
taught, on the degree of assimilation of
but does not succeed in other situations
information and non the least on the
(while being involved in an informal
effectiveness of the teaching process.
conversation for example) other
Pupils and students often complain
researchers agree with him. They
that they can not put into practice some
suggest that course books can not
of the pieces of information taught. The
compete with reality in real time and that
goal of this problem­solving situation is
sometimes they depict perfect relations
to introduce information that makes
and situations that are unlikely to
happen *Ogjkuvq." Octuj." 3k" Htkiqnu"
reference to real world situations, where
students will be able to use their
2008:191). The problem­solving method
knowledge. While teaching is taking
provides this bridge between the real
place there should exist a connection
world and that of the classroom. Modern
between two worlds: the world of books
didactics, states M. Ionescu (2001:36),
and the real one. This identification with
attempts to eliminate from the teaching
present time and the reality increases
process the discrepancy between theory
the students' motivation to take part in
and practice.
the teaching process since the solutions
to the problem­solving situations can be
applied in real life.
The goals of the problem­solving
Kameenui (1998:144) agrees with method:
this idea and states that even the
critical, rational thinking
students' daily life could be influenced by
the analysis of these problem­solving rousing motivation and curiosity
situations. Students get to know
themselves and their colleagues better, assimilaion of the pieces of
as learning is a global process that information received (if the student
101 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
finds the solution as a result of a
cognitive, personal process then the
piece of information is better kept in
mind)
independent thinking (the student
succeeds to distinguish by himself the
good and the bad assumptions)
Even if not all these goals are achievable
and maybe the solution to the problem­
solving situation is incorrect, this
teaching approach becomes valuable due
to the investigation proces performed by
the student.
The stages followed by the students in
order to solve a problem­solving
situation are the following:
the understanding of the problem
and of the first guiding indicators
thorough study, understanding the
problem and restructuring the
available data
finding possible solutions to the
problem­solving solution proposed
obtaining and evluating the result (
Ejk3" swqvgf" kp" Kqpguew. Radu,
2001:141)
Starting from the idea that the first
stage of the problem­solving situation is
that of introducing an element of novelty
that whould rouse curiosity, then one can
state that the stages followed by this
method are: the triggering, the tensed
cpf" vjg" uqnwvkqp" uvcig))" *Eweq3" ."
2006:297).
The triggering stage is the one
when the teacher introduces a problem­
solving situation that requires to be
solved. If the students have no privious
knowledge that is useful for tackling the
suggested issue, then the teacher will
provide them with materials, articles,
photos, access the internet in order to
find the answer. Some possible
questions could be: How do you increase
a pupil's motivation? What about your
own motivation? What is creativity and
can we measure it?Argue for or against
the following statements: The majority of
mistakes one makes while learning a
foreign language take place because of
the mother tongue. Mistakes made while
speaking a foreign language should be
correct on the spot.
The tensed stage refers to the
moment when the student is looking for
information and for possible solutions.
The student develops an active working
style, trying to use both the additional
pieces of information received from the
teacher and his general background.
The additional materials introduced
in the lesson are called authentic texts
because they are written in Norwegian,
by native speakers. The problem­solving
situation motivates students to use texts
that are not always tailored for the
teaching in the classroom. Even if these
authentic texts exceed the students' level
of preparation this didactic method
represents an effective way of enriching
102 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian
the vocabulary and why not, even an
incentive ''to think'' in Norwegian.
When studying Norwegian, the
productive process has most of the times
a personal character and not an
imposed one. It is in the students'
interest to participate in an active
manner during the course and use the
words learned recently. In addition, the
creative activity developed due to a
personal desire indicates a higher degree
of motivation, which influences positively
the learning process.
The solution stage does not
necessarily end the discussion generated
by the problem­solving situation. It can
represent just an instance in which no
other arguments are brought or in which
a review is no longer needed, but the
discussion can be started again in other
circumstances. On the other hand, if the
students find the answer to the problem
then that is the final moment of
discussion.
Prabhu ( 1994: 103) states that
the relationship between a teacher and
his students should be based on a
constant and continuous contact. The
problem­solving method provides the
perfect environment for this contact to
take place. One holds the key to a
successful teaching, states Gunnar
Handal (1987:45) when at the end of the
course students will tell you that they
have done it all by themselves. The
problem­solution method provides this
possibility of working independently,
according to one's level and at one's
pace.
103 THE JOURAL OF DIDACTICS The Use of the Problem­Solving Method in Teaching Norwegian

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creativitate, Editura Rctcngnc"67."Rkvg3vk."422:

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USA, 1993

Eweq3."Eqpuvcpvkp."Pedagogie."Gfkvwtc"Rqnktqo."Dwewtg3vk."4228

Fwnco<."Octkc"Gnk|c."Ogvqfqqikg"fkfcevke<, Editura Clusium, Cluj­Napoca, 2006

Ellis, R., Understanding Second Language Acquisition, Oxford University Press, UK,
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Handal, G., Lauvås, P., Promoting Reflective Teaching: supervision in action, SRHE
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Kameenui, E., Carnine, D., Effective Teaching Strategies that Accomodate Diverse
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Ionescu, Miron,Radu, Ioan, Fkfcevkec"oqfgtp<, Editura Dacia, Cluj­Napoca, 2001

Robson, M., Stockwell, P., Language in Theory, Routledge, USA, 2005

Roco, Mihaela, Etgcvkxkvcvg" 3k" kpvgnkigpY<" goqYkqpcn<." Gfkvwtc" Rqnktqo." Dwewtg3vk."

2004

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Publications, USA, 1995
104 THE JOURAL OF DIDACTICS Problematizarea.Utilizarea metodei în fkfcevkec"wpkxgtukvct<

Problematizarea. Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

Monica Diaconu, Assist. Prof. PhD, Babe3­Bolyai University

monicadiac@gmail.com

Ow3cvc"Dqeq3, Prof. PhD,Babe3­Bolyai University

musata.bocos@yahoo.com

ABSTRACT:
Vgzvwn" ctvkeqnwnwk" cdqtfgc|<" rtqdngoc" rtqdngocvk|<tkk" fg" q" ocpkgt<" encuke<."
pronind de la fghkpktgc"ogvqfgk"" p"fkuewYkg".eqpvkpw¤pf"ew"rtgek|<tk"tghgtkvqctg"nc"
uvtwevwtc" ogvqfgk." nc" tgncYkc" fkpvtg" rtqdngo<" 3k" eqpvgzvwn" rtqdngocvk|cpv." 3k"
încheindu­ug"ew"cpwokvg"rtgecwYkk"tghgtkvqctg"nc"wvknk|ctgc"gk" p"rtcevkec"fkfcevke<0

Ceea ce poate constitwk"wp"rwpev"fg"kpvgtgu"rgpvtw"cegcuv<"cdqtfctg"guvg""ugtkc"

gzgorngnqt" ectg" xqt" u<" fgoqpuvtg|g" curgevgng" eqowpg" fct" 3k" curgevgng"
deosebitoare între utilizarea meodei în predarea­ px<Yctgc" p"fqogpkwn"3vkkpYgnqt"
pcvwtkk"3k"egng"eg"rtqxkp"fkp"nwetwtn"ew"ogvqfc" p"rtcevkec"fkfcevke<"fkp"fqogpkwn"
disciplinelor socio­umane.

KEYWORDS: problema, problematizare, context problematizant, univers

problematologic, structura metodei, rtqdngoc" 3k" uwdrtqdngogng" gk,
demersul rezolutiv al problemei

Fgurtg"ogvqfc"fkfcevke<"­ Rtgek|<tk" perspectiva specificului disciplinei de

introductive
Ogvqfc" fkfcevke<" kpfke<" q" cale
ghkekgpv<" fg" qticpk|ctg 3k" fg" fguh<3wtctg"
c" fgogtuwtknqt" fg" pcvwt<" kpuvtwevkx­
gfwecvkx<." ectg" ug" eqtgngc|<" ukuvgoke" ew"
celelalte componente ale instruirii. Astfel,
ea:
guvg"ugngeYkqpcv<"fg"ecftwn"fkfcevke
care este în postura de a fi cel mai
pftgrv<Ykv" p" c" crtgekc" qrqtvwpkvcvga
alegerii metodologice, atât din
rtgfctg." fkp" egc" c" eqowpke<tkk" fkfcevkeg"
ghkekgpvg." e¤v" 3k" fkp" rgturgevkxc" ecnkv<Ykk"
itwrwnwk"fg"uvwfgpYk"ew"ectg"nwetgc|<0"Fg"
asemenea, nu putem ignora rolul
gzrgtkgpYgk" fkfcevkeg" cewowncvg" r¤p<" nc"
un moment dat, având în vedere efectele
formative ale metodei asupra cadrului
fkfcevke" puw3k." fguejkfgtkng" ceYkqpcng" nc"
ectg" ceguvc" ug" cpiclgc|<." oqfgn<tkng"
tg|wnvcvg"3k"tghngevcvg" p"uvknwn"fg" nwetw" nc"
ewtu" 3k" ugokpct0" Eggc" eg" guvg." vqvw3k."
ghgevwn" rg" ectg" n" wto<tko" p" oqf"
105 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
privilegiat este impactul metodei asupra
uvwfgpYknqt" 3k" hcrvwn" e<" ogvqfc" wtogc|<"
u<" hkg" wvknk|cv<" ghgevkx" fg" e<vtg" gk" p"
eqpvgzvg"fg" px<Yctg"fkxgtug0"Cuvhgn<
metoda presupune cooperarea
codgnqt" r<tYk implicate în procesul
fkfcevke." gfwecv" 3k" gfwecvqt." pvt­un
rctvgpgtkcv" c" e<twk" xcnqctg" kpuvtwevkx<."
hqtocvkx<" 3k" eqowpkecYkqpcn<" guvg" ogtgw"
uwrwu<" tghngeYkgk" 3k." qtk" fg" e¤vg" qtk" guvg"
ec|wn." cogpf<tknqt" pgeguctg" rgpvtw"
realizarea optimumului gfwecYkqpcn" xk|cv"
prin programele de studiu;
lucrul cu metoda presupune
cfcrvctgc"cevkx<"3k"etgcvkx<"c"fgogtuwnwk"
ceYkqpcn." rgtuqpcnk|ctgc" ceguvwkc hwpeYkg"
fg" pkxgnwn" fg" ewpqc3vgtg." fg" vtgdwkpYgng"
3k" kpvgtgugng" uvwfgpYknqt." ucvkuh<e¤pf" pw"
pwock" cukoknctgc" fg" ewpq3vkpYg." ek" 3k"
implementatgc" 3k" gzgtuctgc" wpqt"
comportamente specifice studiului
universitar. Aceste comportamente pot fi
fktgev" eqtgncvg" ew" fguejkfgtgc" 3k" n<tiktgc"
qtk|qpvwnwk" fg" ewpqc3vgtg" cn" uvwfgpYknqt"
rtkp" cuwoctgc" ogvqfgnqt" ec" oqfcnkv<Yk"
de gândire formate în contextul lucrului
consecvent cu ele, ca instrumente de
nwetw" htgexgpv" wvknk|cvg" fg" e<vtg" ceg3vkc."
rtgewo" 3k" ec" oqfcnkv<Yk" fg" fqd¤pfktg" c"
wpqt" eqorgvgpYg"*c"rtqdngocvk|c"cuwrtc"
unei teme, a interoga problema, a
tghngevc" cuwrtc" uqnwYkknqt" gk" xkcdkng." c"
rezolva diferite tipuri de probleme, etc.)
ea permite ocpkhguvctgc" eqorngz<"
a rolurilor profesorului în ipostaza de
organizator al procesului instructiv­
educativ, de inter­mediator, de ghid, de
eqqtfqpcvqt." rtgewo" 3k" fg" gxcnwcvqt" cn"
ecnkv<Ykk" cejk|kYkknqt" uvwfgpYknqt0" Korqtvant
guvg" e<" ceguvg" tqnwtk." p" cevkxkvcvgc"
fktgev<"ew"uvwfgpYkk"ug"kpvgteqpfkYkqpgc|<"
3k"ug"uwuYkp"tgekrtqe."rtgewo"3k"e<"cvgpYkc"
ceqtfcv<" fg" e<vtg" rtqhguqt" gejknkdtwnwk"
fkpvtg" tqnwtkng" cuwocvg" 3k" kornkecvg" fg"
rtcevkectgc" ogvqfgk" pw" rqcvg" hk" wkvcv<"
nicio clkr<0" Chkto¤pf" ceguvgc." kpukuv<o."
pe<" q" fcv<" rg" ectcevgtwn" hqtocvkx" cn"
nwetwnwk" ew" ogvqfgng." rtgewo" 3k" rg"
caracterul autoformativ manifestat prin
rqukdknkvcvgc"fg"etg3vgtg"3k"fg"ocvwtk|ctg"
rtqhgukqpcn<." eqphgtkv<" fg" cuwoctgc" 3k"
uv<r¤pktgc" ceguvqtc" ec" kpuvtumente utile
de lucru în studiul diferitelor discipline.
ìpe<" q" ncvwt<" korqtvcpv<" c" fkuewYkgk"
fgurtg" ogvqfg" 3k" c" tqnwnwk" eqorngz" cn"
profesorului în contextul lucrului cu ele
este aceea de autoevaluator al propriei
rtguvcYkk." p" eqpvgzvwn" cevkxkv<Yknqt"
didaevkeg" fg" nc" ewtu" 3k" ugokpct" *O0"
Ionescu, 2003). Ea permite dezvoltarea
urktkvwnwk" etkvke" pftgrvcv" cuwrtc" hkge<twk"
ugiogpv" fg" nwetw" ew" ogvqfc" 3k" ew"
itwrwtkng" fg" uvwfgpYk." cwq­qdugtxcYkc" 3k"
auto­analiza obiective, în baza lor
kgtctjk|ctgc" eqtgev<" 3k" qpguv<" a
tg|wnvcvgnqt"qdYkpwvg"3k."rg"hqpfwn"vwvwtqt"
ceguvqt" fgogtuwtk." gxcnwctgc" tgcnkuv<" c"
tgw3kvgk" rtqhgukqpcng" p" cevkxkvcvgc" fg"
ewtu"3k"ugokpct0
Fkp" gpwogtctgc" ghgevwcv<" ock" uwu"
tg|wnv<" e<" ogvqfc" ctg" wp" caracter
rqnkhwpeYkqpcn." p" ugpuwn" e<" gc" rqcvg"
participa simultan sau succesiv la
realizarea mai multor obiective
instructiv­gfwecvkxg"*E0"Eweq3."3;;8+0"
QrYkwpgc" rtqhguqtwnwk" rgpvtw" q"
cpwokv<" ogvqf<" fg" px<Y<o¤pv" ug" hceg"
avându­ug" p" xgfgtg" egn" rwYkp"
wto<vqctgng"eqpfkYkqp<tk<
fkpcnkv<Ykng" gfwecYkqpcng formative
eqtgurwp|<vqctg" fgogtuwnwk" kpuvtwevkx­
gfwecvkx" p" igpgtcn." rtgewo" 3k" egng"
106 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
hqtocvkxg" 3k" kphqtocvkxg" kornkecvg" p"
predarea unei anumite discipline de
studiu, în particular;
eqpYkpwvwtkng" ewttkewnctg" urgekhkeg
vehiculate în cevkxkvcvgc" fkfcevke<."
eqpYkpwvwtk" ectg" xqt" fkevc" cuwrtc"
metodei, modelând­o între anumite
nkokvg" 3k" vtcpuhqto¤pf­q" fkp" ogvqf<"
igpgtcn<" fg" nwetw" ew" uvwfgpYkk." pvt­o
ogvqf<" rctvkewnctk|cv<" *3k." wpgqtk."
rtkxkngikcv<+" fg" uvwfkgtg" c" fkhgtkvgnqt"
discipline;
patvkewnctkv<Ykng" fg" x¤tuv<." fg"
ewpqc3vgtg." rtgewo" 3k" cpwokvg"
rctvkewnctkv<Yk" kpfkxkfwcng cng" uvwfgpYknqt."
ectg" tgw3gue" ock" ownv" ucw" ock" rwYkp"
ghkekgpv" u<" ug" kornkeg" p" cpwokvg"
gzrgtkgpYg" fg" px<Yctg" 3k" hqtoctg"
kpvgngevwcng" 3k" rtcevkeg" p" uvwfkwn"
disciplinelor pentru care au optat;
gzrgtkgpYc" fkfcevke<" 3k" eqorgvgpYc"
ogvqfqnqike<" c" rtqhguqtwnwk, în sensul în
ectg" ceguvc" tgw3g3vg" u<" vtcpuhqtog"
cevkxkvcvgc" ew" q" ogvqf<" ucw" cnvc."
ugngevctgc" 3k" odkpctgc" rgtvkpgpv<" c"
resurselor metodologice într­un stil
didactic rgtuqpcn" ectg" rqctv<" cortgpvc"
pw" fqct" c" tgw3kvgnqt" ucng" rtqhgukqpcng"
rwpevwcng."ek"3k"octec"rgtuqpcnkv<Ykk"ucng=
pcvwtc" 3k" eqorngzkvcvgc" oklnqcegnqt"
fg" px<Y<o¤pv ectg" kphnwgpYgc|<" ucw"
ejkct" fgvgtokp<." p" cpwokvg" ukvwcYkk."
cngigtgc" 3k" kpuvtwogpvctgc" rtkxkngikcv<" c"
wpgk"ucw"wpqt" cpwokvg"ogvqfg"nc"ewtu"3k"
ugokpct." rtgewo" 3k" tgw3kvc" cecfgoke<"
cukiwtcv<"rtkp"kpvgtogfkwn"nqt0
Qtkeg" ogvqf<." fgek" 3k" egc"
rgfciqike<." ug" ocpkhguv<" pvt­un
complex cauzal­eqpfkYkqpcn 3k" fgrkpfg"
pvqvfgcwpc" fg" kpvgtceYkwpgc" 3k"
interinflwgpYctgc" ock" ownvqt" hcevqtk"
qdkgevkxk"3k"uwdkgevkxk0"Pw"ug"rqcvg"chktoc"
e<" q" ogvqf<" guvg" dwp<" ucw" rgtkocv<" p"
sine. Metodele didactice sunt vehicule,
kpuvtwogpvg." rtkp" kpvgtogfkwn" e<tqtc"
ceYkwpkng"fg"rtgfctg." px<Yctg"3k"gxcnwctg"
uwpv" qtkgpvcvg" 3k" rtqitcocte. În acest
ugpu." gng" t<o¤p" ecftg" gzvgtkqctg" cng"
rtgf<tkk" 3k" px<Y<tkk0" ãOgvqfc" eqpuvkvwkg"
gngogpvwn" fg" ngi<vwt<" pvtg"
eqorqpgpvgng" rtqeguwnwk" fg" px<Y<o¤pv"
nc" pkxgn" oketq." cfke<" pvtg" qdkgevkxg"
qrgtcYkqpcng."eqpYkpwvwtk."tguwtug"wocpg."
ocvgtkcng" 3k" tgncYkk" gfwecvkxgÑ0" *O0"
Kqpguew." 4225+0" C3cfct." metodele de
px<Y<o¤pv" uwpv" pwock" rqvgpYkcn" wvkng" 3k"
eficiente: ceea ce le face efectiv
performante este modalitatea prin care
guvg"xcnqtkhkecv<"wvknkvcvgc"nqt"hqtocvkx<"3k"
kphqtocvkx<." pinqdcv<" p" uvtcvgikk" fg"
ipuvtwktg"3k"fg"gfwectg"cfgexcvg0
ChktocYkkng" fg" ock" uwu" rtghkiwtgc|<"
unele concluzii articulate în raport cu
unele gzrgtkgpYg" 3k gzrgtkogpv<tk"
ogvqfqnqikeg" fg" pcvwt<" fqiocvke<, din
r<ecvg" fguvwn" fg" gzvkpug" p" wnvkokk" cpk0"
Este vorba, în principal, despre:
gzvkpfgtgc" rtcevke<tkk" h<t<" cfcrv<tk"
contextuale suficient de flexibile a unor
ogvqfg"urgekhkeg"uvwfkwnwk"nkodknqt"uvt<kpg"
la studiul disciplinelor umanului sau la
studiul disciplinelor provenite din
fqogpkwn"3vkkpYgnqt"pcvwtkk=
este, apoi, vorba despre nevoia
fgvc3<tkk"fg"gzenwukxkuown"ogvqfqnqike." p"
ugpuwn" p" ectg" rtkxkngikgtgc" rtcevke<tkk"
wpgk1"wpqt" ogvqfg"pw"vtgdwkg"u<"fwe<" nc"
kpetkokpctgc" cnvqtc" 3k" nc" okpkocnk|ctgc"
ucw" tgrwfkgtgc" xcnqtkk" nqt" kpuvtwevkxg" 3k"
gfwecvkxg0" GzrgtkgpYc" fkfcevke<." rtgewo"
3k" fkversele studii realizate în urma
egtegv<tknqt" 3vkkpYkhkeg" fgoqpuvtgc|<" e<"
107 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
guvg" rtqhkvcdkn" rgpvtw" uvwfgpYk" u<" ug" hce<"
apel sistematic la complexe metodologice
fkxgtukhkecvg." uwrng." hngzkdkng" 3k" fkpcokeg"
3k" pw" nc" kpuvtwogpvctgc" ukpiwnct<."
gzjcwuvkx<" c" wpwk" irup de metode,
considerate la un moment dat ca fiind
ukpiwtgng" fg|ktcdkng" 3k" fktgev" wvkng"
rtgi<vktkk" ceguvqtc0" Oqdknkvcvgc" 3k"
fkxgtukvcvgc" ecftwnwk" ceYkqpcn­
ogvqfqnqike" hceg" vtkokvgtg" fktgev<" nc"
oqdknkvcvgc" i¤pfktkk" pu<3k" ectg" ug"
fg|xqnv<." ock" ew" ugco<." rtkp" gzgtekYkwn"
sistematic organizat în facultate, sub
xgijgc" rgtocpgpv<" c" rtqhguqtwnwk" ectg"
3vkg" 3k" ukovg" e¤pf" guvg" pgxqkg" fg"
uejkod<tk" fg" ogvqf<." fg" fkxgtukvcvg"
ceYkqpcn<." fg" kpqxctg" 3k" fg" etgcvkxkvcvg"
ogvqfqnqike<." fguvkpcvg" fg|xqnv<tkk"
rqvgpYkcnwnwk"uvwfgpYknqt0
este vorba, de asemenea, despre
compromiterea spiritului metodelor care
au consacrat predarea­model a unor
discipline, prin introducerea unui
uejgocvkuo" ceYkqpcn­metodologic rigid,
transformat deseori în scop în sine, în
cadrul practicilor didactice, în numele
unui pretins pragmatism eficient asumat.
Rtgfctgc"cpwokvqt"fkuekrnkpg"ug"eqtgngc|<"
rtghgtgpYkcn"ew"q"cpwokv<"ogvqfqnqikg"fg"
lucru în sala de seminar sau în sala de
curs. În sensul acesta, metodele nu sunt
pgwvtg" hcY<" fg" eqpvgzvwn" kfgcvke" rg" care
wtogc|<"u<" n"unwlgcue<"rtkp"vtcpuokvgtgc"
nwk"itcfwcn<"3k"nqike<"egnqt"eg"wtogc|<"u<"
3k­n" puw3gcue<." rtkp" hqtoctg" fg" uvtwevwtk"
cognitive Î hqtocYkwpk" rukjkeg." ectg"
cne<vwkgue" dnqewn" hwpfcogpvcn" cn"
ewpqc3vgtkk0
Uvtwevwtc" eqipkvkx<" ug" fghkpg3vg"
prin copvgzvwn" ukvwcYkqpcn" urgekhke" 3k" rtkp"
tgncYkkng" urgekhkeg" gzkuvgpvg" pvtg"
elementele lor componente. Ea are rolul
fg" c" kpvgtxgpk" p" rtqeguctgc" kphqtocYkgk."
tgurgevkx" p" ugngeYkqpctgc" 3k" kphgtctgc"
unor caracteristici inexistente, dar
compatibile cu schema sau în
respingerea unor caracteristici prezente,
dar incompatibile cu schema sau
pgeqtgurwp|<vqctg0
Q" uvtwevwt<" eqipkvkx<" ctg"
ugopkhkecYkc" wpwk" cpucodnw" qticpk|cv."
ectg" ewrtkpfg<" dc|c" fg" ewpq3vkpYg."
cpwokvg" tgiwnk" fg" kphgtgpY<" 3k" wp" ukuvgo"
valoric de referipY<0" Dc|c" fg" ewpq3vkpYg
ug" hqtogc|<" vtgrvcv" 3k" wnvgtkqt" ug"
cfcrvgc|<" eqpvkpww" 3k" ug" fg|xqnv<="
hktg3vg." ew" e¤v" q" dc|<" fg" ewpq3vkpYg" guvg"
ock" octg." ew" cv¤v" rgthqtocpYgng"
modelului de gândire sunt mai mari. Un
oqfgn" fg" i¤pfktg" tgrtg|kpv<" q"
aproximare a câmpurknqt" kphqtocYkqpcng"
existente în jurul nostru cu elemente
cognitive structurate. Regulile de
kphgtgpY< uwpv" qrgtcYkk" cng" i¤pfktkk" ectg"
rgtokv"vtgegtgc"fg"nc"wp"gpwpY"nc"cnvwn" p"
oqfcnkv<Yk" fgfwevkxg" ucw" kpfwevkxg."
fktgevg" *kpfweYkg" kogfkcv<+" ucw" kpfktgevg"
*kpfweYkg" ogfkcv<+0" Sistemul valoric de
tghgtkpY< cuprinde un set de valori
culturale, morale, religioase, estetice,
etice, economice, juridice etc., pe care o
rgtuqcp<"ng"wvknk|gc|<" p"nwctgc"fgek|kknqt0"
GzkuvgpYc" uvtwevwtkk" eqipkvkxg" hceknkvgc|<"
procesargc" ugngevkx<" c" kphqtocYkgk."
rtgewo" 3k" tgcnk|ctgc" fg" kphgtgpYg" 3k"
hqtownctgc" fg" uwrq|kYkk" p" ngi<vwt<" ew"
ugopkhkecYkc"wpgk"ukvwcYkk0
108 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

utilizarea metodei în contexte

*vgqtgvkeg" 3k" rtcevkeg+" fg" pcvwt<"
Rctcfkioc"rtgf<tkk"3k" px<Y<tkk"rtkp"
rtqdngocvk|cpv<" cng" cevkxkv<Yknqt"
problematizare Î rgturgevkx<"
ew" uvwfgpYkk." ew" itcf" fg"
qrgtcYkqpcn<
eqorngzkvcvg" etgue<vqt." eggc" eg"
ug" kpuvkvwkg" cv¤v" ec" rtgoku<." e¤v"
3k" " ec" tg|wnvcv" p" ghqtvwtkng" fg"
ìpx<Yctgc" rtkp" rtqdngocvk|ctg cukiwtctg" c" rtqhgukqpcnk|<tkk"
constituie o modalitate de participare uvwfgpYknqt=
cevkx<" 3k" kpvgtcevkx<" c" uvwfgpYknqt" p" gestionarea mofcnkv<Ykk" eqpetgvg"
rtqeguwn" fkfcevke." ectg" eqpuv<" p"
rtqkgevctgc" 3k" ghgevwctgc" fg" cevkxkv<Yk" fg"
de valorificare a metodei, în tot
ock" octg" o<uwt<." cuvhgn" pe¤v"
e<wvctg" kpfgrgpfgpv<" *kpfkxkfwcn<" ucw" u<" ug" etgg|g" rtgokugng"
eqngevkx<+" c" t<urwpuwnwk1" uqnwYkgk" nc" q" fqd¤pfktkk" fg" e<vtg" uvwfgpYk" c"
întrebare­rtqdngo<" ucw nc" q" rtqdngo<" cwvqpqokgk" nqt" eqipkvkxg" 3k"
octecv<" fg" vgpukwpg" 3k1" ucw" fg"
eqpvtcfkeYkk0
educative, din perspectiva
wvknk|<tkk" ceguvgk" ogvqfg."
Rtgfctgc"rtqdngocvk|cv< tgrtg|kpv<"
respectiv:
­ hqtoctgc" 3k" fg|xqnvctgc
wp" cpucodnw" ctvkewncv" fg" cevkxkv<Yk" ectg"
rtkegrgtkk" fg" c" tgewpqc3vg"
xk|gc|<<
rtqdngoc" 3k" fg" c" q" pecftc" p"
­ etgctgc" 3k" qticpk|ctgc" fg" ukvwcYkk" tipologia metodelor cu care
fg" px<Yctg"rtqdngocvk|cpvg, uvwfgpYkk" u­au familiarizat pe
parcursul studiilor universitare;
­ formularea de probleme;
­ hqtoctgc" 3k" fg|xqnvctgc"
fgrtkpfgtkk" fg" c" tgewpqc3vg"
­ acordarea de ajutor minimal,
kpfkurgpucdkn"tg|qnx<tkk"ceguvqtc=
gxgpvwcnkk" cniqtkvok" tg|qnwvkxk" 3k" fg"
­ coordonarea procesului de fixare, a­i aplica, în mod contextualizat;
ukuvgocvk|ctg"3k"crnkectg"c"pqknqt"cejk|kYkk0
­ hqtoctgc" 3k" fg|xqnvctgc"
ìp" eqpvgzvwn" cevkxkv<Ykk" nc" pkxgn" cdknkv<Ykk" fg" c" eqpuvtwk" wp" ecftw"
wpkxgtukvct" ogvqfc" guvg" wvknk|cv<" rg" eqpvgzvwcn" rtqrkeg" tg|qnx<tkk" gk"
hqpfwn" fglc" gzkuvgpv" cn" cejk|kYkknqt" *cevwcnk|<tk" fg" ewpq3vkpYg."
uvwfgpYknqt." rtqxgpkvg" fkp" px<Y<o¤pvwn" priceperi, deprinderi etc.
rtgwpkxgtukvct0" Cegcuvc" pw" guvg." pu<." q" cejk|kYkqpcvg." hcxqtk|ctgc" wpqt"
cukiwtctg" uwhkekgpv<" e<" gc" guvg" cuwocv<" tcYkqpcogpvg" nqikeg" 3k" c" wpqt"
3k" cfcrvcv<" fkp" rgturgevkxc" gzkigpYgnqt" fgogtuwtk" cpcnkvkeg" 3k" uintetico­
rezolutive specifice tipului de
rtqdngo<." uguk|ctgc" wpqt"
pretinse la nivel de studiu universitar. Ce
rtguwrwpg"cegcuv<""cuwoctg"3k"cfcrvctg<
kpvgttgncYkk" 3k" kpvgteqpfkYkqp<tk" pvtg"
cejk|kYkk." fg|xqnvctgc" wpqt"
109 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

eqpgzkwpk" kpvtcfkuekrnkpctg" 3k" eqowpkwpg" fg" kfgk" *pqk+" 3k" nc"

interdiscipinare semnificative eqowpkectgc" tgekrtqe<" dc|cv<" rg"
pentru tematica problemei studiate acestea.
etc.),

hqtoctgc" 3k" oqfgncrea unor AcegrYkwpk"cuwrtc"rtqdngocvk|<tkk" p"

eqorgvgpYg" urgekhkeg" rtqhgukgk" rgpvtw"
ectg" cw" qrvcv" uvwfgpYkk" 3k" uvcdknk|ctgc"
acestora în termenii unor (socluri de)
eqorgvgpYg" fg" dc|<" ew" tqn" fg" cejk|kYkk"
trainice, durabile;
fg|xqnvctgc" oqvkxcYkgk" kpvtkpugek"
fkfcevkec"oqfgtp<
ìp" fkfcevkec" oqfgtp<." ceegrYkwpkng"
cuwrtc" rtqdngocvk|<tkk" ug" eqpetgvk|gc|<"
p"oqfwn"wto<vqt<

X o ceegrYkwpg" ncti<." ukvwcv<" nc"

pentru alegerea profesiei didactice

pkxgnwn" hknquqhkgk" gfwecYkgk." rtkp" ectg" ug"

(inclusiv) prin lucrul cu metoda de care
pg" qewr<o." p" fkhgtkvg" eqpvgzvg"
gfwecYkqpcng."rtgewo"3k"rtkp" pv<tktkng"vqv" pYgngig" q" qtkgpvctg" fkfcevke<" 3k" ejkct un
ock" eqpukuvgpvg" rg" ectg" ng" qhgt<" principiu didactic hwpfcogpvcn" 3k"
rtqhguqtwnwk" " gzrgtkgpYc" fg" nwetw" cuvhgn" dinamizator pentru activitatea celor care
cewowncv<."eggc"eg""rgtokvg"xcnqtkhkectgc" pxcY<=
gk"hngzkdkn<"3k"uv<r¤pktea ei.
X ceegrYkwpg qrgtcYkqpcn<,
Ogvqfc" rtqdngocvk|<tkk poate fi
o
eqtgncv<" ew" kfggc" fg" ogvqf<" fkfcevke<"
fghkpkv<"ec"q"ogvqf<"fg"hcevwt<"gwtkuvke<."
cevkxk|cvqctg0" Cegcuv<" wnvko<" ceegrYkwpg"
xcnqtkhkecv<" fg" egn" rwYkp" fqk" nqewvqtk." p"
ectg" ukvwcYkc" eqowpkecvkx<" guvg" gzrnkekv"
este cea de care ne vom folosi pe
parcursul rtgek|<tknqt" eg" wtogc|<" c" hk"
cuwocv<" 3k" p" ectg" tgxgtukdknkvcvgc"
h<ewvg" p"nwetctgc"fg"hcY<0
eqpvtkdwYkknqt" " " ceqrgt<" wp" cpucodnw" fg"
tgncYkk" având ectcevgtkuvkek" 3k" ghgevg"
specifice cum sunt:
Notele distinctive ale metodei
Ü kornkectgc" eqorngz<" Î kpvgngevwcn<." rtqdngocvk|<tkk" rqv" hk" eqphkiwtcvg" egn"
hk|ke<" 3k" chgevkx­xqnkvkx<" c" rwYkp"rtkp"wto<vqctgng"curgevg<
rctvkekrcpYknqt=
Ü reciprocitatea
­ problematizarea se instituie, de
obicei, într­o fg|dcvgtg"fguejku<."cv¤v"ew"
între cei doi
rctvkekrcpYk" *nqewvqt" 3k" cwfkvqt+."
rtqrtkwn" gw." e¤v" 3k" ew" egkncnYk*" eq­
igpgtcvqctg" fg" ceYkwpg" xgtdcn<." fg"
+rctvkekrcpYk." octecv<" fg" ewtkq|kvcvg"
kpvgtqicvkx<" 3k" grkuvgoke<." rtgewo" 3k" fg"
mesaje diverse, de comunicare
eqorngz<=
Ü eqorngogpvctkvcvgc" pvtg" ceYkwpkng"
onestitate în demersul cognitiv parcurs
fg" ceg3vkc." fkpeqnq" fg" rq|kYkkng" fkhgtkvg" 3k"
partenerilor, cu efectul corelat Î
fg" ctiwogpvgng" eqpvtcfkevqtkk" uwuYkpwvg" 0"
eqowpkectgc"3k"kpvgtkphnwgpYctgc=
Cegcuvc" guvg" ceegrYkwpgc" igpgtcn<"
Ü mutualitatea între persoane (ego­
ceegrvcv<" fce<" cdqtf<o" ogvqfc" p"
cnvgt+." ectg" fweg" nc" eqngevctg" 3k"
110 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
fkuewYkg" fkp" rgturgevkxc" uvwfkwnwk" gk" p"
fqogpkwn" 3vkkpYgnqt" uqekq­umane, în mod
rtkxkngikcv0" Gzkuv<" 3k" q" ceegrYkwpg" ock"
tguvt¤pu<." co" rwvgc" urwpg" ãencuke<Ñ" c"
eqpegrvwnwk" fg" ãrtqdngo<Ñ." ectg"
cukokngc|<" ogvqfc" rtqdngocvk|<rii cu
rwpgtgc" p" fkuewYkg" 3k" tg|qnxctgc"
rwpevwcn<" c" wpgk" rtqdngog" cn" e<tgk"
tg|wnvcv" guvg" ewpquewv" 3k" guvg" eqpucetcv"
în domeniul de studiu al diferitelor
fkuekrnkpg" fkp" fqogpkwn" 3vkkpYgnqt" pcvwtkk."
fg" gzgornw." fct" ectg" guvg" pqw" 3k" ãfg"
fgueqrgtkvÑ"rgpvtw"uvwfgpYk=
­ rtkp" fgogtuwn" rtqdngocvk|cpv" 3k"
prin schimbul de idei generat prin
kpvgtogfkwn"nwk"guvg"ucvkuh<ewv<"nevoia de
contact cu gândirea interlocutorului, de
kpvgtceYkwpg" ew" oqfwn" u<w" fg" i¤pfktg,
rtgewo" 3k" egc" fg" xgtkhkectg" c" rtqrtkknqt"
rqukdknkv<Yk" fg" fgeqfkhkectg." pYgngigtg" 3k"
interpretare a unei probleme punctuale,
fg" rtqeguctg" c" fcvgnqt" fgYkpwvg" 3k" fg"
gzgtuctg"eqipkvkx<"3k"ogvceqipkvkx<=
­ problematizarea este în beneficiul
reciproc al rctvkekrcpYknqt." p" ugpuwn" e<"
ogfkvcYkc" uqnkvct<" pw" guvg" uwhkekgpv<"
pko<pwk=" gc" vtgdwkg" eqorngvcv<" 3k" ug"
supune corecturilor necesare, urmând
ecngc" cnvgtkv<Ykk" *c" egnwkncnv" ugopkhkecvkx+0"
Rtqdngocvk|ctgc" urtklkp<" uwduvcpYkcn"
fgogtuwtkng" fg" ewpqc3vgtg" cng" kpfkxk|knqt"
3k" cng" itwrwtknqt." pvtwe¤v" rgtokvg"
confruntarea de idei, argumentarea lor,
tgxk|wktgc" ceguvqtc." tghngeYkc" kpfkxkfwcn<"
3k" eqngevkx<1" fg" itwr. De asemenea,
ogvqfc" dgpghkekc|<" fg" tgxk|wktgc"
rq|kYkknqt" cxcpucvg" nc" wp" oqogpv" fcv" 3k"
deci, de rqukdknkvcvgc" fgr<3ktkk"
perspectivelor subiective, nefondate,
unilaterale sau dogmatice;
­ ogvqfc" rtqdngocvk|<tkk" rqcvg" hk"
rtkxkv<" 3k" ec" wp" fgogtu" fg" unificare
provizorie a ewpqc3vgtkk." hwpekct" fguejku<"
wpqt" pqk" gzrgtkgpYg." p" xktvwvgc" hcrvwnwk"
e<" rctvkekrcpYkk" nc" fkuewYkk" uwpv" fg" ceqtf"
cuwrtc" pgegukv<Ykk" fgogtuwnwk" etkvke­
refngzkx" 3k" eqpuvtwevkx" rgpvtw" fgr<3ktgc"
fkhkewnv<Ykk."c"qduvceqnwnwk"grkuvgoqnqike"3k"
rgpvtw" gxkvctgc" rgtkeqnwnwk" eqpucet<tkk"
cfgx<twnwk" rctYkcn" ec" cfgx<t" fghkpkvkx0"
Cuvhgn" pYgngu." fgogtuwn" fg"
problematizare se instituie într­q" hqto<"
de cercetare, într­o modalitate de lucru
ectg" ecwv<" qduvceqnwn" eqipkvkx" 3k" uqekq­
eqipkvkx"pw"ec"u<" n"vqngtg|g."ek"rgpvtw"c­l
fgr<3k" pvt­un mod bine fundamentat;
­ ogvqfc" tgenco<" fkuekrnkp<" p"
rtqeguwn"fg"eqpuvtwktg"c"ewpqc3vgtkk."eggc"
ce presupune deschiderea ei spre toate
modcnkv<Ykng" fg" gzrtkoctg" c" gzrgtkgpYgk"
wocpg" rgtuqpcng." kpvgtrgtuqpcng" 3k"
socio­culturale. O astfel de deschidere
are efect modelator asupra criticismului
gzegukx" ucw" pglwuvkhkecv." cwvquwhkekgpYgk."
kpvqngtcpYgk."ctqicpYgk"gve0
­ ogvqfc" rtqdngocvk|<tkk" kornke<" nc"
vqcvg" pkxgngng" fg" gzrgtkgpY<" fkfcevke<" 3k"
fg" ewpqc3vgtg" qrgtctgc" ew" vgcoc" fg"
eroare, care presupune deschiderea
vcekv<" nc" pgrtgx<|wv" 3k" cvkrke." rtgewo" 3k"
disponibilitatea de a­i integra eficient
ugopkhkecYkc." ejkct" ew" rtgYwn" tgxk|wktkk."
tgeqpukfgt<tkk 3k" ejkct" oqfkhke<tkk" wpqt"
rq|kYkk" rtkpekrkcng." cpvtgpcvg" r¤p<" nc" wp"
moment dat în dezbatere.
111 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

Instrumente didactice (de predare­ rtgectkvcvgc" ceguvqtc" *ewpq3vkpYg."

px<Yctg­evaluare) utilizate în qrgtcYkk"ogpvcng."ecrcekv<Yk."cdknkv<Yk."
problematizare: eqorgvgpYg"gve0+0
Fgr<3ktgc" fkhkewnv<Ykk" 3k" c"
obstacolului epistemologic presupune
Ü pvtgd<tk­rtqdngo<1" pvtgd<tk" realizarea unui progres cognitiv; de
rtqdngocvkeg1" pvtgd<tk" ceggc." rtqdngogng" vtgdwkg" u<" hkg" rwug1"
hqtowncvg" uwhkekgpv" fg" ãcrtqcrgÑ." rgpvtw"
c"rwvgc"hk"uguk|cvg"3k"fguvwn"fg"ãfgrctvgÑ"
problematizante (cu caracter
conflictual, caracterizate de o
eqpvtcfkeYkg" eqipkvkx<" pvtg" pentru ca, prin nivelul lor de dificultate,
gzrgtkgpYc" fg" ewpqc3vgtg" cpvgtkqct<" u<" k"qdnkig"rg"uvwfgpYk"u<"rtqitgug|g"fkp"
3k"pqkng"kphqtocYkk+= punct de vedere cognitix"3k"ogvceqipkvkx."
Ü probleme didactice (care presupun rgpvtw"c"ng"uqnwYkqpc0
sesizare, descoperire, formulare,
oqfcnkv<Yk"fg"cdqtfctg."uqnwYkqpctg"c"
unor aspecte cognitive contradictorii UkvwcYkc­rtqdngo<"Î uwtu<."nqe"3k"
ucw" ectg" igpgtgc|<" vgpukwpk" 3k" ejkct" etkvgtkw"fg"gncdqtctg"c"ewpq3vkpYgnqt
conflicte cognitive);
Ü ukvwcYkk­rtqdngo< (corelate cu
oqfgng" gfwecYkqpcng" ectg" rtguwrwp" UkvwcYkc­rtqdngo< tgrtg|kpv<" wp"
aplicare de strategii prin care eqpvgzv" gfwecYkqpcn" ectcevgtk|cv" fg" wp"
rtqhguqtwn" k" urtklkp<" rg" uvwfgpYk" u<" fg|gejknkdtw" kphqtocvkx" 3k" eqipkvkx."
pxgYg"u<"tg|qnxg"ukvwcYkk"octecvg"fg" eqpvgzv" p" ectg" ug" kpuvcwtgc|<"
o contradicYkg" p"rncp"eqipkvkx0 ipvgtceYkwpgc" eqipkvkx< între subiectul
Egn" rwYk" wpwn" fkp" ceguvg" vtgk" ewpqc3vgtkk" *uvwfgpvwn+" 3k" qdkgevwn"
kpuvtwogpvg" fkfcevkeg" ectcevgtk|gc|<" ewpqc3vgtkk" *pqkng" cejk|kYkk+0" Cegcuv<"
fgogtuwtkng" urgekhkeg" crnke<tkk" ogvqfgk" kpvgtceYkwpg" guvg" hcxqtk|cv<" 3k" pv<tkv<" fg"
rtqdngocvk|<tkk"3k"ug"eqpuvtwkgue" p"lwtwn< uwrqtvwtkng" chgevkxg" ectg" urtklkp<" pgxqkc"
kg3ktkk" fkp" eqphnkev" 3k" pgxqkc" e<wv<tkk" fg"
Ü unui
uqnwYkk"xkcdkle pentru aceasta.
obiectiv­obstacol/ obstacol
epistemologic Î generat de
pgeqpeqtfcpYc" fcvqtcv<" Eqpvgzvwn" gfwecYkqpcn" concret, în
eqpvtcfkeYkgk1" eqphnkevwnwk" fkpvtg"
ewpq3vkpYg" *tgurgevkx" fkpvtg" ukuvgown"
care are loc valorificarea metodei este cel

eqipkvkx" cn" uvwfgpYknqt" 3k" fcvgng"

care:

f<"ugpu"ceYkwpkk"gfwecYkqpcng=
guvg"kpfkurgpucdkn"rgpvtw" pYgngigtgc"
problemei) sau al: -
Ü unui obiectiv­dificultate (putem vorbi
oguclwnwk." rgpvtw" px<Yctg" 3k"
-
fgurtg" fkhkewnv<Yk" nc" pkxgn" teoretic­
conceptual sau practic­ceYkqpcn) Î formare;
igpgtcv" fg" pgeqpeqtfcpYc" fcvqtcv<"
pkxgnwnwk" cejk|kYkknqt" ucw" fg"
112 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

tgrtg|kpv<" q" uwtu<" fg" ewpqc3vgtg" 3k" Criteriile de alegere sau construire
c" rgtuqpcnkv<Ykk" c"wpgk"ukvwcYkk­rtqdngo<"cw"hquv"uwigtcvg"
-
de modelatg"
uvwfgpYknqt0 fg" Iwkndgtv" 3k" Qwgnngv" *3;;;+0" Cuvhgn."
Cuvhgn." p" xk|kwpgc" egtegv<vqtknqt" cegcuvc"vtgdwkg"u<"hkg<
Ecpvkp." Ncecuug" 3k" Tq{" *3;;8)
¬ ugopkhkecvkx<<" u<" hkg" crtqrkcv<" fg"
eqpuvtwktgc" wpgk" ukvwcYkk­rtqdngo<."
gzrgtkgpYc"fg"xkcY<"3k"fg"ewpqc3vgtg"
c"uvwfgpYknqt=
presupune:

¬ identificarea obiectivenqt" cevkxkv<Ykk" ¬ oqvkxcpv<: u<" rtqxqceg" kpvgtguwn"

fg" px<Yctg"rtkp"rtqdngocvk|ctg= uvwfgpYknqt" 3k." kornkekv." rctvkekrctgc"
¬ identificarea unui context nqt"cevkx<"nc"uqnwYkqpctgc"gk=
gfwecYkqpcn" 3k" c" wpgk" vgog" fg" vtcvcv" ¬ cfcrvcv<" eqpvgzvwnwk" fg" wvknk|ctg: u<"
în contextul dat; pw" hkg" pkek" hqctvg" ukorn<." pkek" hqctvg"
¬ eqpuvtwktgc"ukvwcYkgk­rtqdngo<= fkhkekn<"rgpvtw"itwrwn­Ykpv<"e<twkc"k"ug"
¬ kfgpvkhkectgc" dkdnkqitchkgk" 3k" c" cftgugc|<=
ocvgtkcngnqt"ceegukdkng"uvwfgpYknqt= ¬ eqorngz<: u<" cfokv<" ock" ownvg"
¬ cpcnk|c"tghgtkpYgnqt"kfentificate; perspective de abordare, analize
¬ rtghkiwtctgc"wpwk"gpwpY= fkxgtug"3k"eqorngzg"3k."gxgpvwcn."ock"
¬ hqtownctgc" wpqt" pvtgd<tk" 3k" ownvg"uqnwYkk=
selectarea celei/ celor care pot ¬ tg|qnxcdkn<< u<" wvknk|g|g" kphqtocYkk"
determina o stare de conflict cognitiv eqngevcvg" 3k" cpcnk|cvg" 3k" u<" rgtokv<"
kpvgtp" nc" pkxgnwn" uvwfgpYknqt=" ceguvg" *u<"gzkuvg+"q"uqnwYkg=
pvtgd<tk" gxkfgpYkc|<" eqpvtcfkeYkk" ¬ rgtvkpgpv<: u<" wvknk|g|g" eqpegrvgng"
*crctgpvg+" pvtg"cejk|kYkk= uvwfkcvg." cejk|kYkkng" fqd¤pfkvg." u<"
¬ eqphkiwtctgc" 3k" hqtownctgc" ukvwcYkgk­ permiv<" gzgtuctgc" eqorgvgpYgnqt"
rtqdngo<" rtkp" kpvgitctgc" hqtocvg" p" xgfgtgc" kfgpvkhke<tkk"
gngogpvgnqt"ock"uwu"ogpYkqpcvg= uqnwYkgk=
¬ gncdqtctgc" 3k" hqtocnk|ctgc" uqnwYkgk1" ¬ xcnqtkhkecdkn<1" gzrnqcvcdkn<: u<"
uqnwYkknqt= rgtokv<" wvknk|ctgc" ock" ownvqt"
¬ rtgek|ctgc" cejk|kYkknqt" *ewpq3vkpYg." uvtcvgikk" eqipkvkxg" 3k" ogvceqipkvkxg."
ecrcekv<Yk." eqorgvgpYg" gve0+" a mai multor instrumente de
cpvgtkqctg" cng" uvwfgpYknqt." ectg" guvg" ewpqc3vgtg1" eqipkvkxg" 3k" gzgtuctgc"
pgeguct" u<" hkg" cevkxcvg" 3i a diferitelor stiluri de px<Yctg=
kphqtocYkknqt"fg"urtklkp."pgeguctg"ucw" ¬ ukpvgvke<: u<" gzkuvg" q" pvtgdctg"
ectg" guvg" rqukdkn" u<" hkg" hwtpk|cvg" hwpfcogpvcn<" ectg" u<" ijkfg|g"
uvwfgpYknqt= t<urwpuwn sau un scop de atins, care
¬ anticiparea demersului pe care îl u<"qtkgpvg|g"fgogtuwtkng" pvtgrtkpug=
rctewti" uvwfgpYkk" p" xgfgtgc" ¬ gxcnwcdkn<: uqnwYkc" u<" rqcv<" hk"
eqpetgvk|<tkk" rtqdngogk" *kpvwktgc" gxcnwcv<"nc"pkxgn"fg"rtqegu"rctewtu"3k"
uqnwYkgk" rtqdcdkng." cpvkekrctgc" fg"rtqfwug1"tg|wnvcvg"qdYkpwvg=
fkhkewnv<Yknqt"gve0+0
113 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

¬ apliccdkn<: uqnwYkc"u<"hkg"xcnqtkhkecdkn<" QrgtcYkkng" fg" px<Yctg pe care le

p" ukvwcYkk" eqpetgvg" 3k" ceguvgc" u<" hkg" presupune problematizarea sunt, în
accesibile rezolvitorilor; principal:
¬ rqukdkn<< u<" gzkuvg" tguwtugng"
­ documentare din diverse surse;
e<wvctg"fg"kphqtocYkk=
(cognitive, metacognitive, materiale
gve0+" pgeguctg" tg|qnx<tkk" ukvwcYkgk­
­
tgncYkqpctg"fg"kphqtocYkk=
rtqdngo<0
­
gzgtuctg" fg" uvtcvgikk" eqipkvkxg" 3k"
UkvwcYkc­rtqdngo<" tgrtg|kpv<"
­
un tip urgekcn"fg"ukvwcYkg"fg" px<Yctg,
metacognitive;
­ fkcnqi" *kpvgtp+" 3k"
care presupune demersuri cum ar fi:
(auto)chestionare;
­ uguk|ctg." rwpgtg." hqtownctg" 3k" ­ expunere verban<=
rezolvare de probleme; ­ hqtown<tk" fg" vgog" fg" tghngeYkg"
­ tg|qnxctgc" fg" eqphnkevg" eqipkvkxg" 3k" rgtuqpcn<"3k"eqngevkx<=
socio­cognitive; ­ tghngeYkg" etkvke<" 3k" cwvqetkvke<."
­ eqpuvtwktg" fg" ewpq3vkpYg" tghngeYkg"eqpuvtwevkx<=
*eqpuvtwktgc"ewpqc3vgtkk+= ­ exersarea gândirii proprii,
­ transfer cognitiv specific 3k" reflexive;
nespecific; ­ vcvqp<tk." pegte<tk=
­ odkpctgc" cdqtf<tknqt" vgqtgvkeg" ew" ­ hqtown<tk" fg" kfgk." gncdqt<tk"
cele practice; creatoare;
­ kpvgtceYkwpk" pvtg" tgikuvtgng" ­ sesizare de probleme;
eqipkvkx."czkqnqike"3k"rtczkqnqike0 ­ hqtown<tk" 3k" hqtocnk|<tk" fg"
probleme;
egtegvctg"tghngzkx<=
GzrgtkgpYgng" fg" px<Yctg" vt<kvg"
­
­ formulare de ipoteze;
prin problematizare se pot concretiza
­ verificare de ipoteze în plan
în:
teoretic sau practic­experimental;
px<Yctg" rtkp" kpvgtceYkwpg" ­ luare de decizii;
fgvc3ctg"hcY<"fg"wpgng"cdqtf<tk=
­
­
ctiwogpvctg" 3k"
(confruntare, colaborare,
eqqrgtctg+" ew" egn<ncnv" *ew" cnYk" ­
tg|qnxkvqtk+"3k"ew"ukpgng= contraargumentare;
­ px<Yctg"tghngzkx<= ­ studiu individual;
px<Yctg"cevkx<"3k"kpvgtcevkx<= ­ studiu independent;
ceYkwpk" kpfgrgpfgpvg." kpfkxkfwcng"
­
px<Yctg"rtkp" pegtectg"3k"gtqctg= ­
ucw"fg"itwr"30c0
­
­ px<Yctg" rtkp" fgueqrgtktg1"
gwtkuvke<=
­ px<Yctg" dc|cv<" rg" tg|qnxctg" fg"
probleme;
­ px<Yctg"etgcvkx<0
114 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

Uvtwevwtc"ogvqfgk"rtqdngocvk|<tkk korqtvcpv<" hkkpfe<" rtkp" kpvgtogfkwn" gk" ug"

kpurgevgc|<1" cpcnk|gc|<" eqqtfqpcvgng"
specifice ale unui eveniment sau proces
kuvqtke." ug" cfwe" p" cvgpYkg" curgevg"
ugopkhkecvkxg" eg" gzrnkekvgc|<" hgpqogpwn"
a) Analize pedagogice pentru studiul

3k ectg" pngupgue" pYgngigtgc" nwk" fg" e<vtg"

disciplinelor socio­umane

uvwfgpYk" *ew" fgqugdktg" ceguvg" gngogpvg"

Uvtwevwtc" ogvqfgk" rtqdngocvk|<tkk"
având o pondere mai mare atunci când
rwpg" p" nwokp<" gzkuvgpYc" wpwk" eqorngz"
este vorba despre studiul istoriei în
fg"gngogpvg"ectg"q"cne<vwkgue."qticpk|cvg"
primul an de facultate). De asemenea, se
eqngevgc|<" fcvg" ectg" eqphkiwtgc|<"
hqto<" urgekhke<." uvcdkn<" 3k"
fkogpukwpgc" 3k" rctvkewnctkv<Ykng"
într­o
tgeqipquekdkn<, dincolo de contextele
gzrgtkgpYgk" kuvqtkeg" eg" wtogc|<" c" hk"
xctkcdkng" ectg" q" puqYgue0" Gngogpvgng"
uvwfkcv<0" Fgogtuwn." p" eqorqpgpvgng"
uvtwevwtkk" ug" ctvkewngc|<" p" ugexgpYg" fg"
gpwogtcvg"xk|gc|<"nc"oqfwn"chktocvkx"tg­
activitate specifice, reciproc solidare, ce
pw" rqv" hk" gnwfcvg" h<t<" c" eqortqokvg"
constituirea contextului de producere a
evenimentului istoric, în datele lui majore
3k" ugopkhkecvkxg0" Ejguvkqpctgc" ctg" 3k" q"
utilizarea metodei în ansamblul ei.

cnv<"fkogpukwpg"ogvqfqnqike<." p"xktvwvgc"
e<tgkc"ug"urgekhke<"ctgcnwn"vgocvke"cxwv" p"
1. Chestionarea temei tgrtg|kpv<"
cvgpYkg." rtgewo" 3k" eqpvwtwn" nwk" hcevke" 3k"
kfgcvke." c3c" pe¤v" i¤pfktgc" u<" ug"
momentul de debut în aplicarea metodei,
ugexgpY<" ectg" eqpfkYkqpgc|<." p" octg"
o<uwt<." ecnkvcvgc
orienteze asupra acelor aspecte ce sunt
ansamblului
cuprinse în interiorul, în matricea temei
3k" ectg" eqpuvkvwkg" r<tYk de neocolit,
demersurilor pe care le presupune
hwpfcogpvcng" p" pYgngigtgc" gk0" Cuvhgn." q"
utilizarea metodei. Ce este chestionarea?
Guvg"xqtdc"fgurtg"ãvtcpuhqtoctgc"fcvwnwk"
ejguvkqpctg" dkpg" eqpegrwv<" 3k" tgcnk|cv<"
uewvg3vg" rctvkekrcpYkk" fg" e<wv<tk" 3k" fg"
sau a formulatului afirmativ în
kpvgtqicYkg." guvg" xqtdc" fgurtg" c" xgfgc"
pvtgdctgc" p" urcvgng" gpwpYwnwk."
argumentare inutile, realizate din
ncvgtcnkvcvgc"vgogk"3k"kphnwgpYgc|<" p"oqf"
kpvgtqicYkc" uwd" chktocYkgÑ" *Twuu." 3;;;+."
rq|kvkx" pvtgcic" cevkxkvcvg" tg|qnwvkx<" c"
pentru a putea construi, ulterior, scopul
wto<tkv"3k"uvtcvgikc"fg"nwetw0
problemelor care vor fi abordate pe
parcursul seminarului sau al cursului.

a) Ce presupune chestionarea
pentru studiul istoriei? Chestionarea se
rtg|kpv<" hkg" ec" cpcnk|<" fguetkrvkx­
chktocvkx<." hkg" ec" kpvgtqicYkg" nc" oqfwn"
propriu­zis. Chesvkqpctgc" ec" cpcnk|<"
descriptiv­chktocvkx<" guvg" fgqugdkv" fg"
b) Ce presupune chestionarea în
studiul religiei? Demersul metodologic
ug" tghgt<"nc"fgnkokv<tk"vgocvkeg."rgpvtw"c"
eqphgtk" wp" vgtgp" uvcdkn" 3k" uwhkekgpv"
kpurgevcv" p" xktvwvgc" pckpv<rii
în
fg|dcvgtk0" ìp" ceguv" hgn." vgpvcYkc" kpvgit<tkk"
qtke<twk" ctiwogpv." chncv" nc" fkhgtkvg" itcfg"
115 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
fg" fgr<tvctg" hcY<" fg" vgoc" p" fkuewYkg"
guvg" vqv" ock" oke<0" Q" dwp<" ejguvkqpctg"
vgocvke<" cukiwt<." fkpeqnq" fg" xctkgvcvgc"
gngogpvgnqt" ewrtkpug" 3k" eqpgzcvg" p"
interiorul ei, un bun prilej de înaintare
ugngevkx<"3k"qtfqpcv<" p"uvwfkwn"vgogk"3k"cn"
problemei ei principale.
c) Eg" pugcop<"ejguvkqpctgc"rgpvtw"
studiul filosofiei." hkg" e<" gc" guvg"
rtcevkecv<" p" ucnc" fg" ewtu" ucw" p" ucnc" fg"
ugokpctA" H<t<" ejguvkqpctg" pw" gzkuv<"
demetu"hknquqhke0"Fg"gzgornw"." pvtgd<tkng"
mcpvkgpg" ew" rtkxktg" nc" eqpfkYkc" wocp<"
*ãEg"rqv"u<"3vkwAÑ."ãEg"rqv"u<"urgtAÑ."ãEg"
vtgdwkg" u<" hceAÑ." ãEg" guvg" qownAÑ+"
uwuekv<." hkgectg." wp" fgogtu" rtgcncdkn" fg"
kpvgtqictg" p"xgfgtgc"eqpvwt<tkk"3k"rwpgtkk"
ulterioare a prodngogk" eqpfkYkgk" wocpg0"
Ce presupune chestionarea în acest caz:
c" xgfgc" fkhkewnvcvgc" t<urwpuwnwk" fkpeqnq"
fg"crctgpvc"nwk"gxkfgpY<0"Ceguv"oqf"fg"c"
hk"cn"hknquqhkgk"ug" tgi<ug3vg" p" puw3k"cevwn"
fg" pc3vgtg" cn" u<w" rtkp" rwpgtgc" uwd"
kpvgtqicYkg" c" rtkpekrkknqt" fg explicare
okvke<" c" nwokk0" Ock" cokpvko" ckek." fgnqe"
pv¤orn<vqt." gzgornwn" nwk" Uqetcvg." ectg."
c3c" ewo" 3vko." fweg" rwpgtgc" uwd"
kpvgtqicYkg" nc" cfgx<tcvg" ewnok" fg"
o<kguvtkg<" ãEg" guvg" xktvwvgcAÑ." ãEg" guvg"
ftgrvcvgcAÑ." ãEg" guvg" htwoquwnAÑ." gve0"
uwpv" pvtgd<tk" ectg." fkpeqnq" fg" crctgpYc"
nqt" ukorn<" eqpuvtwkgue" wp" fgogtu" fg"
chestionare ce conduce adesea la
fkhkewnv<Yk" itgw" fg" fgr<3kv" *Twuu." qr0"
cit.).
Chestionarea este un segment de
activitate în practicarea metodei
rtqdngocvk|<tkk" ectg" cukiwt<" r<uvtctgc"
wpkv<Ykk" vgoatice în schimbul de idei.
Calitatea ei va feri demersul de
unilateralitate, în sensul în care gândirea
rctvkekrcpYknqt" xc" hk" qdnkicv<" u<" kc" p"
eqpukfgtcYkg" vqvcnkvcvgc" r<tYknqt"
ugopkhkecvkxg" cng" wpgk" vgog." h<t<" c" wkvc"
xqnwpvct" ucw" pw." wpc" fkpvg" gng." h<t<" a
neglija pluralitatea aspectelor remarcate ca
fiind importante pentru studiul problemei.
Rtqegf¤pf" rtkp" eqorctcYkg." oqogpvwn"
ejguvkqp<tkk" wvknk|cv" p" uvwfkwn" kuvqtkgk" ug"
tgocte<" c" hk" ock" ew" ugco<" egpvtcv" rg"
chktocYkg" 3k" fguetkgtg." p" vkor" eg" p" uvwfkwn"
filosofiei el este centrat preponderent pe
kpvgtqicYkg0"Fgqugdktkng"fg"ceegpv"pw"pgci<"
rtg|gpYc" kpvgtqicYkgk" p" uvwfkwn" kuvqtkgk." nc"
hgn" ewo" oqogpvgng" fg" cpcnk|<" fguetkrvkx­
chktocvkx<" rqv" hk" pv¤npkvg" 3k" p" uvwfkwn"
filosofiei, atunci când se face apel la
chestionare.
Fgqugdktkng" kpxqecvg" xkp" u<" uwdnkpkg|g"
un aspect deosebit de important atunci
e¤pf"guvg"xqtdc"fgurtg"rtcevkectgc"qtke<tgk"
ogvqfg" fkfcevkeg." tgurgevkx" hcrvwn" e<" gc"
xctkc|<" p" hqto<." ug" oqfgngc|<" 3k" ecr<v<"
fkhgtkvg" rctvkewnctkv<Yk." p" fkxgtugng" ucne
ugiogpvg." p" hwpeYkg" fg" urgekhkewn"
eqpYkpwvwtknqt" ewttkewnctg" xgjkewncvg" 3k"
instrumentate. Acesta este unul din
modurile de manifestare a ceea ce se
pwog3vg" eqpvgzvwcnk|ctg" ogvqfqnqike<0
Vqvqfcv<." ceguvc" guvg" wpwn" fkpvtg"
argumentele pe care le folosim în favoarea
pYgngigtkk" nwetwnwk" ew" ogvqfc" ec" wp" proces
uwrwu" wpgk" eqpvkpwg" oqfgn<tk" 3k" cfcrv<tk"
didactice a metodei la capacitatea de
pYgngigtg" c" itwrwtknqt" fg" uvwfgpYk<"
ejguvkqpctgc." p" cegcuv<" ukvwcYkg." xc" cxgc"
fkogpukwpk" xctkcdkng." kct" xctkcYkc" xc" hk" p
fktgev<" ngi<vwt<" ew" tgegrvkxkvcvgc"
uvwfgpYknqt" hcY<" fg" vgoc" cdqtfcv<." ew"
kpvgtguwn" ocpkhguvcv" fg" ceg3vkc." ew" pkxgnwn"
116 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

ewnvwtkk" nqt" fg" urgekcnkvcvg." ew" rtgqewr<tkng"
3k" rqukdknkv<Ykng" nqt" tgcng" fg" c" ug" puetkg" p"
vgtgpwn" rtqdngocvkekk" eg" ug" eqpvwtgc|<" rtkp"
chestionare.
Tqnwn" rtqhguqtwnwk" p" cegcuv<"
ugexgpY<" ogvqfqnqike<" guvg" fg"
qticpk|cvqt" cn" ejguvkqp<tkk" vgocvkeg" 3k."
wnvgtkqt" .fg" ogfkcvqt" cn" cevkxkv<Ykk"
uvwfgpYknqt0"ìp"ceguv"ugpu."gn"wtogc|<"u<"
qrgtg|g"ew"wp"pwo<t"tcYkqpcn1"rqvtkxkv"fg"
pvtgd<tk" fkxgtigpvg" 3i convergente,
cuvhgn" pe¤v" ueqrwtkng" wto<tkvg" rtkp"
ejguvkqpctgc"vgocvke<"u<"hkg"e¤v"ock"dkpg"
îndeplinite. Care sunt aceste scopuri:
Este vorba despre un scop teoretic,
cegnc" fg" c" ektewouetkg" ew" cvgpYkg"
pvkpfgtgc"vgogk"uwrwu<"fg|dcvgtkk."fkp"
oqvkxg" eg" Ykp fg" gzkigpYg" grkuvgokeg."
fct" 3k" geqpqokeg0" Fg" cugogpgc." guvg"
vorba despre integrarea, în cadrul
scopului teoretic cu care se face
ejguvkqpctgc." c" rtgqewr<tkk" fg" c"
clarifica sensul conceptelor cu care
wtogc|<" u<" ug" nwetg|g" p" cevkxkvcvgc"
fkfcevke<."rgpvtw"c ne feri de intruziuni
polisemice nedorite, care pot genera
pgenctkv<Yk" 3k" fkuhwpeYkk" p" rtqeguwn" fg"
tg|qnxctg"c"ukvwcYkgk­rtqdngo<0"Ceguvgc"
uwpv" oqvkxgng" rgpvtw" ectg" egng" fqw<"
demersuri preparative sunt prezente în
proiectul de seminar ca obiective
qrgtcYionale de neocolit.
discipline, fie din diverse surse de
kphqtoctg." ewpq3vkpYg" ectg" rqv" hk"
valorificate în contextul de idei nou
cpwpYcv0
Gzkuv<" wp" ueqr" ew" fqokpcpv<"
rukjqnqike<." ectg" wto<tg3vg" kpuvkvwktgc"
unei atmosfere specifice schimbului
liber de opinii. Ea se compune,
enumerând pe scurt din:
­ gngogpvg" ectg" xk|gc|<" ewnvkxctgc"
petgfgtkk"tgekrtqeg" pvtg"rctvkekrcpYk=
­ fkp" gngogpvg" fg" uvkownctg" 3k" fg"
pvtgYkpgtg" c" oqvkxcYkgk" eqipkvkxg" c"
acestora;
­ din demersuri de kornkectg"cevkx<"c"
uvwfgpYknqt."fg"etgctg"c"qrqtvwpkv<Yknqt"
fg"gzrtkoctg"nkdgt<"3k"fg"ctiwogpvctg"
c"kfgknqt"3k"qrkpkknqt"ceguvqtc=
Gzkuv<" wp" scop practic, în virtutea
e<twkc."rtqhguqtwn"gpwpY<:
­ eqpfkYkkng" vgjpkeg" cng" tgcnk|<tkk"
cevkxkv<Ykk=
­ kphqtogc|<" uvwfgpYkk" fgurtg"
materialele la care va face apel (soft­
wtk" gfwecYkqpcng." hknog" fqewogpvctg."
uejgog." j<tYk." etguvqocYkk" fg" vgzvg."
xqnwog" fg" cwvqtk" gve0+" 3k" ew" ectg"
uvwfgpYkk"wtogc|<"u<"kc"eqpvcev=
­ cokpvg3vg" *fce<" guvg" pgeguct+"
tgiwnkng" fg" dc|<" cng" eqowpke<tkk" 3k" cng"
tgncYkqp<tkk" uvwfgpYknqt" pvtg" gk" * p"
cadrul lucrului individual sau în

Gzkuv<" wp" ueqr" cvc3cv" wpgk"

echipe);
­ rtgek|gc|<" tgiwnkng" rg" ectg" ng"
kpvgpYkqpcnkv<Yk" ew" urgevtw" ock" ncti."
tgurgev<"rtqhguqtwn" puw3k." p"tcrqtv"ew"
ectg" xk|gc|<" fgdnqectgc" eqowpke<tkk 3k"
uvwfgpYkk." p"eqpvgzvwn""vwvwtqt"ceguvqt"
cpvtgpctgc" e¤v" ock" ownvqt" rctvkekrcpYk"
nc"fkuewYkk."rtkp"uvkownctgc"ewtkq|kv<Ykk"3k"
demersuri.

c" kpvgtguwnwk" hcY<" fg" vgoc" cngcu<." rtkp"

actualizctgc" ewpq3vkpYgnqt" fglc"
dobândite fie din studiul diferitelor
117 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
2. Identificarea problemei
centrale a temei 3k" hqtownctgc" gk" p"
termenii unei pvtgd<tk­rtqdngo<,
întrebare generatoare a unei tensiuni
cognitive care cere, cu necesitate, o
tg|qnxctg." eqpuvkvwkg" q" cnv<" ugexgpY<"
ogvqfqnqike<" korqtvcpv<" c" ogvqfgk"
prezentate. De modul în care este
hqtowncv<" pvtebarea­rtqdngo<" fgrkpfg"
pw" pwock" fgdwvwn" fkuewYkknqt" 3k" cn"
fg|dcvgtknqt." ek" 3k" pvtgcic" fguh<3wtctg" c"
rtqdngocvk|<tkk." pvtgcic" fkpcoke<" c"
acesteia. Spre exemplu, pentru studiul
disciplinelor socio­umane Î istorie,
filosofie, economie, psihologie sau
religie, problema este cea care aduce în
dezbatere cfgx<tcvwn" hwpfcogpv" vgqtgvke"
al unei teme: ea constituie baza
gzgtekYkknqt" eg" xqt" hk" rtqxqecvg" 3k"
rctewtug." hktwn" nqike" 3k" gwtkuvke" cn"
eqpuvtweYkgk" ewpq3vkpYgnqt." gc" guvg" egc"
ectg" wpkhke<" 3k" iwxgtpgc|<" pvtgd<tkng" 3k"
t<urwpuwtkng" ectg" ug" hqtowngc|<." r¤p<" nc"
uvcdknktgc" eqpenw|kknqt" 3k" nc" kpvgtrtgvctgc"
lor.
Tqnwn"rtqhguqtwnwk." p"cegcuv<"gvcr<"
fg"nwetw"ew"ogvqfc"rqcvg"u<"eqpuvgc" p<
cpvtgpctgc" uvwfgpYknqt" p"
­
fgogtuwn" fg" hqtownctg" 3k" gzrnkekvctg" c"
problemei;
­ îpftwoctgc" uvwfgpYknqt" p" c"
kfgpvkhkec" rtqdngoc" egpvtcn<" c" wpgk" vgog"
3k" c" q" fgnkokvc" fg" cnvg" rtqdngog" ectg"
tgrtg|kpv<" wp" kpvgtgu" tgcn" rgpvtw" wpkk"
uvwfgpYk=
­ rtg|gpvctgc" *fce<" pw" vqYk"
uvwfgpYkk" uwpv" fg" ceqtf+" c" oqvkxgnqt"
rgpvtw" ectg" rtqdngoc" lqce<" wp" tqn"
central, în ansamblul problemelor din
ectg"c"hquv"fgewrcv<"gve0
3. Problematizarea propriu­|ku<
tgrtg|kpv<"eqpvgzvwn" p"ectg"ug"tgcnk|gc|<"
des­compunerea problemei în
subprobleme, în teme, în structuri sau în
eqphkiwtcYkk" ock" ukorng." ew" wp" ctgcn" ock"
restrânu"fge¤v"egn"cn" pvtgd<tkk­rtqdngo<0"
Cuvhgn." hkgectg" rctvg" fgxkpg" ock" w3qt"
cpcnk|cdkn<" *h<t<." pu<." c" rkgtfg" fkp"
cvgpYkg" cpucodnwn" eqipkvkx+" 3k" ock"
ceegukdkn<" uwd" curgevwn" pYgngigtkk1"
comprehensiunii ei.
Demersul presupune nu numai
divizarea problemei centtcng" p" r<tYk" cng"
gk." ek" 3k" nwctgc" p" eqpukfgtctg" c" wpqt"
rncpwtk" fkuvkpevg" p" ectg" ug" rtcevke<"
rtqdngocvk|ctgc" crnkecv<" rtqdngogk"
egpvtcng0" Ceguvg" rncpwtk" ug" chn<" pvt­o
wpkvcvg" uvtwevwtcn<" 3k" uwpv<" rncpwn" fg"
uwrtchcY<" cn" vgzvwnwk" *cne<vwkv" fkp" vgzvg"
expozitive, materiale folosite ca surse
primare sau secundare, texte care
puqYgue" ceguvg" ocvgtkcng." vgzvg"
gzrnkecvkxg" gve0+" 3k" rncpwn" uvtwevwtkk" fg"
sub­uwrtchcY<" ectg" eqpuv<." p" rtkpekrkw."
din textul propriu­|ku" cn" pctcYkwpkk"
principale (cea a cursului universitar, de
tgiwn<+0" Cpcnk|c" uwdrtqdngognqt"
crctYkp<vqctg"rtqdngogk"egpvtcng"c"vgogk"
vtgdwkg" u<" ug" eqtgng|g" ew" cewtcvgYgc"
eqpYkpwvwtknqt" *itcfwn" fg" eqtgevkvwfkpg" cn"
fcvgnqt" hcevwcng+" 3k" ew" q" cpwokv<"
rgturgevkx<" czkqnqike<" *pqtog." ngik."
principii, valori complgzg"cng"tgcnkv<Ykk"ucw"
cng" ewpqc3vgtkk." cvkvwfkpk" gve0+." ectg" uwpv"
promovate prin textul analizat. Acest din
wto<" curgev" rctvkewnctk|gc|<"
118 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
rtqdngocvk|ctgc" p" cevkxkv<Ykng" fkfcevkeg"
universitare la istorie, filosofie, religie, în
ugpuwn" e<" vtcugwn" pYgngigtki problemei
este marcat nu numai de analiza
rwpevwcn<" 3k" tkiwtqcu<" c" uwdrtqdngognqt"
gk" eqorqpgpvg." ek" 3k" fg" kpvgtugeYkc"
rqukdkn<"c"qdkgevkxwnwk"ew"uwdkgevkxwn"3k"ew"
ipoteticul.
Rolul profesorului p" cegcuv<"
ugexgpY<" fg" xcnqtkhkectg" c" ogvqfgk" guvg"
de a ajutc" uvwfgpYkk" pegr<vqtk" ock" ew"
ugco<." fct" 3k" rg" egk" cxcpucYk" p" uvwfkw."
cvwpek"e¤pf"ukvwcYkc"q"egtg."u<"fgueqrgtg"
elementele semnificative pentru
pYgngigtgc" rtqdngogk." u<" k" hcoknkctk|g|g"
ew" cevkxkvcvgc" ukuvgocvke<" 3k" ogvqfke<"
prin care nici una dintre laturile
korqtvcpvg" cng" ceguvgkc" pw" t<o¤pg"
pgcdqtfcv<"3k"pgcpcnk|cv<0
4. Demersul analitic presupune
cpcnk|c" cvgpv<" c" fcvgnqt" hcevwcng." c"
eqpuvcv<tknqt" 3k" qrkpkknqt." c" ec|wtknqt." c"
ukvwcYkknqt."c"vgzvgnqt."c"fqewogpvgnqt"ucw"
a materialelor auxiliare, astfel încât nimic
din ceea ce este semnificativ din
rgturgevkxc" rqukdknkv<Ykk" fg" gncdqtctg" c"
r<urwpuwnwk"nc" pvtgdctgc­rtqdngo<"u<"pw"
hkg"n<ucv"fgqrctvg0
Rolul profesorul este de a veghea,
fwr<" ec|." nc" dwpc" fq|ctg" c" vkorwnwk"
rgpvtw" cegcuv<" cevkxkvcvg." cx¤pf" p"
xgfgtg"rtgfkngeYkc"uvwfgpYknqt"fg"c"|<dqxk"
ock" ownv" cuwrtc" oqogpvgnqt" fg" cpcnk|<0"
De asemgpgc." gn" xc" cxgc" itkl<" ec"
fgogtuwn" cpcnkvke" u<" pw" hkg" uwrgthkekcn."
hkkpfe<" fg" ecnkvcvgc" nwk" fgrkpf." p" oqf"
gxkfgpv."tgw3kvc"oqogpvgnqt"fg"ukpvg|<"3k"
de formulare a concluziilor finale. Mai
ownv."cornqctgc"3k"rtqhwp|kogc"ceguvqtc"
fkp" wto<" pw" rqv" hk" cukiwtcve decât în
dc|c" wpqt" cejk|kYkk" uqnkf" eqpuqnkfcvg" 3k" c"
wpqt" eqorgvgpYg" fg" cpcnk|<" ectg" ug"
fg|xqnv<" 3k" ug" oqfgngc|<" pwock" rtkp"
gzgtekYkw"ukuvgocvke"3k"eqpvkpww.
De asemenea, ne referim la ceea
ce am putea numi nu doar ukoY" cpcnkvke,
ek" 3k" responsabilitate apcnkvke<." uqnkekvcv<"
fg" cpcnk|c" korctYkcn<" 3k" qdkgevkx<" c" wpgk"
ukvwcYkk"ucw"c"wpwk"vgzv<"tgurqpucdknkvcvgc"
kpxqecv<" vtgdwkg" u<" hkg" pYgngcu<" ec" wp"
oqf"fg"eqpvtcectctg"c"rtg|gpYgk"qrkpkknqt"
uwdkgevkxg" ectg" rqv" cr<tgc" p" wtoc"
analizei întreprinse. Analizele vor fi
rtqvglcvg" fg" kokzvkwpgc" p" tcYkqpcogpvg"
c" kfgknqt" 3k" c" eqpukfgtcYkknqt" rgtuqpcng." c"
rtglwfge<Yknqt" *000+0" Rtqeguwn" i¤pfktkk"
uvwfgpYknqt" xc" cxgc" nc" dc|<" eqpxkpigtk"
tcYkqpcng." ewpq3vkpYg" " hwpfcogpvcvg"
3vkkpYkhke." kct." p" igpgtcn." cvkvwfkpgc" nqt" p"
rezolvarea problemelor va fi una
korgtuqpcn<"3k"qdkgevkx<0"
Cdkc" fwr<" eg" fcvgng" qdYkpwvg" rtkp"
cpcnk|<" xqt" hk" qtfqpcvg" p" serii de
rapoarte acceptate wpcpko" fg" e<vtg"
rctvkekrcpYkk" nc" fkuewYkk." ceg3vkc" xqt" rwvgc"
gzrtkoc" 3k" rwpevg" fg" xgfgtg" uwdkgevkxg."
cu accente personale, evident,
argumentate cât mai riguros. Astfel, se
uvcdkng3vg." rtkp" hqtYc" eqphtwpv<tkk" fg" kfgk."
c" gzgtekYkwnwk" eqorctcvkx" 3k" c" fgnkdgt<tkk"
progresive, validitatea unor date,
tcrqtvcv<" 3k" fgnkokvcv<" fg" rwpevgng" fg"
vedere subiective, neargumentate,
octikpcng" 3k" ceekfgpvcng." nkrukvg" fg" wp"
hwpfcogpv"3vkkpYkhke0
119 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

5. Demersul sintetic ug" tghgt<" nc" wp" cpwokv" oqogpv" fcv" p" eqowpkv<Ykng"
tgwpktgc" fcvgnqt" qdYkpwvg" fkp" cpcnk|c" fkp" ectg" rtqxkp." ew" vkvnwn" fg" lwfge<Yk" fg"
componentelor principale ale problemei egtv<"xcnqctg=
3k" nc" tghcegtgc." tg­construirea drumului
­ hceknkvctgc"wvknk|<tkk"eqorctcYkgk."c"
fg"nc"rctvg1"r<tYk"nc" pvtgi0"Tgeqpuvkvwktgc"
gzrnkekv<tknqt" eqpegrvwcng." c" tghngeYkgk"
petuqpcng" 3k" eqngevkxg." c" tghngeYkknqt"
întregului pornind de la elementele sale
cpcnk|cvg." ug" tgcnk|gc|<" uvcdknkpfw­se
eqipkvkxg"3k"ogvceqipkvkxg."c"fgnkdgt<tkk"3k"
ngi<vwtk." rwpYk." ogfkgtk." tgncYkk" 3k"
eqpuvtweYkgk" rtqitgukxg" c" ewpqc3vgtkk." c"
kpvgttgncYkk" pvtg" cegstea.
fgecpv<tkk" xcnqtkeg 30c0." ec" gzgtekYkk"
Produsul

eqipkvkxg" 3k" ogvceqipkvkxg" cduqnwv"

colectiv al demersului analitic aduce,
astfel, elemente de noutate în planul
ewpqc3vgtkk." kgtctjk|¤pf" tgngxcpYc"
necesare. Angajarea de facto a
uvwfgpYknqt" p" tgcnk|ctgc" ukpvg|gk" rctYkcng"
cejk|kYkknqt." rwp¤pf" p" nwokp<" curgevg"
c"fcvgnqt"ewpqc3vgtkk"3k." p"egng"fkp"wto<."
ectg" ct" hk" rwvwv" kpkYkcn" fqct" c" hk"
rctvkekrctgc" nqt" cevkx<" 3k" kpvgtcevkx<" nc"
rtguwrwug." pwcpYgc|<" pYgngigtgc"
eqpuvtwktgc" eqpenw|kknqt" hkpcng" 3k" nc"
kpvgtfgrgpfgpYgnqt" pvre elementele
procesul de formalizare a acestora
tgrtg|kpv<" q" ecng" ukiwt<" fg" gzgtuctg."
problemei, plasându­le în zone de interes

ocvwtk|ctg" 3k" fg|xqnvctg" c" i¤pfktkk"

central sau secundar în raport cu
rtqdngoc"uvwfkcv<0
acestorc0" Egk" ock" tgngxcpYk" kpfkecvqtk" ck"
Tqnwn" rtqhguqtwnwk" p" cegcuv<" gvcr<" cpicl<tkk"nqt"ghgevkxg"uwpv<
eqpuv<."egn"rwYkp." p<
­ c"pw"eqphwpfc"rctvgc"ew" pvtgiwn"3k"c"
­ qtkgpvctgc" 3k" eqqtfqpctgc" pw" e<fgc" p" lwfge<Yk" *eqpenw|kk"
egtegv<tkk" uvwfgpYknqt p" e<wvctgc" egnqt" rctYkcng+" wpkncvgtcng." ukornkhkecvqctg"
ock" xcnkfg" uqnwYkk" rctYkcng" nc" rtqdngoc" 3k"tgfweYkqpkuvg=
fcv<0" Cevkxkvcvgc" fg" urtklkp" qhgtkv<" fg"
­ c" fkuegtpg" 3k" c" fkuetkokpc" pvtg"
ceguvc" pw" guvg" w3qct<." hkkpfe<" gc"
rgturgevkxg" fg" pYgngigtg" qdiective
rtguwrwpg" r<uvtctgc" dwpgk" o<uwtk" pvtg"
cuwrtc" rtqdngognqt" nwcvg" p" fkuewYkg"
egtegvctgc" kpfkxkfwcn<" tgcnk|cv<" fg"
rtkp" tcrqtvctg" tcYkqpcn<" nc"
uvwfgpYk" 3k" cevkxkvcvgc" nqt" p" gejkr<."
o<uwt<" ectg" pw" rqcvg" kipqtc" pkek"
partizanatul sau subiectivismul care
ng" puqYgc" pckpvg" ec" gng" u<" hk"
meritele indivkfwcng" 3k" pkek" ecnkvcvgc"
eqpuvkvwkv" vgtgpwn" gzgtekYkknqt" fglc"
tg|wnvcvgnqt"qdYkpwvg" p"eqowp=
ogpYkqpcvg=
­ monitorizarea procesului de
vtcpuncvctg" c" i¤pfktkk" uvwfgpYknqt de la
­ alimentarea unui anumit optimism
gnoseologic, a încrederii în propriul
rqvgpYkcn" eqipkvkx" 3k" gwtkuvke" *fg"
particular la general, în vederea
cukiwt<tkk"ectcevgtwnwk"tkiwtqu"3k"tgcnkuv"cn"
fgueqrgtktg+." p" dc|c" e<twkc"
cpcnk|gnqt" tgcnk|cvg" fg" ceg3vkc." cuvhgn"
rctvkekrcpYkk" rqv" u<" eqpuvcvg" e<"
încât ei u<"pw"ecf<" p"ecrecpc"wpqt"enk3gg"
cng" tgrtg|gpv<tknqt" uqekcng" ectg" ektewn<" nc"
posibilitatea ajungerii la concluzii tot
ock" igpgtcng" 3k" eqtgevg" pw" guvg"
120 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

apanajul exclusiv al cadrului didactic tcrqtvctg" rgtocpgpv<" nc" hkpcnkv<Ykng"

3k" e<" gk" p3k3k" uwpv" ecrcdknk" fg" cuvhgn wto<tkvg0
fg" rgthqtocpYg0" ìpetgfgtgc" p" hqtYc"
Fkp" rgturgevkx<" vgjpke<." wvknk|ctgc"
ogvqfgk" guvg" ew" cv¤v" ock" rtqhkvcdkn<" 3k"
gândirii personale, în capacitatea de
c" clwpig" u<" hqtowng|g" rtkp" e<k"
ock"ghkekgpv<"ew"e¤v"fgogtuwtkng"cpcnkvkeg"
rtqrtkk" lwfge<Yk" 3k" eqpenw|kk"
sunt mai sistematicg" 3k" ock" rtqhwpfg."
cfgx<tcvg."xcnkfg."guvg"igpgtcvqctgc"
cukiwt¤pf" ctvkewnctgc" 3k" ogpYkpgtgc" ock"
wpgk" cvkvwfkpk" rq|kvkxg" hcY<" fg"
enct<" c" wpkv<Ykk" vgocvkeg." c" eqgtgpYgk"
cevkxkvcvgc"fkfcevke<."hcY<"fg"uctekpkng"
vgngqnqikeg" c" fkuewYkknqt" 3k" c" ectcevgtwnwk"
fg"nwetw"3k." p"egng"fkp"wto<."hcY<"fg"
ukuvgoke." kpvgitcvqt" cn" cdqtf<tknqt0" Fg"
fkuekrnkpc" fg" uvwfkw" 3k" hcY<" fg"
cugogpgc."ew"e¤v"rctvkekrcpYkk" Î uvwfgpYk"
ewpqc3vgtg0
3k" rtqhguqtk" Î fgYkp" wp" urgevtw" mai larg
fg"eqorgvgpYg"3vkkpYkhkeg."ew"cv¤v"ogvqfc"
va beneficia de un mai bun echilibru între
rnwtcnkvcvgc" kfgcvke<" 3k" eqgtgpYc" gk"
6. Asigurarea unui raport optim
pvtg" rnwtcnkvcvgc" fg" kfgk." eqgtgpYc"
vgocvke<" kpvgtp<." pw" pwock" p"
vgocvke<" kpvgtp<" 3k" eqgtgpYc"
ewrtkpfgtg1" gzvgpukwpg." ek" 3k" p"
vgngqnqike<" c" cdqtf<tknqt tgrtg|kpv<" q"
cf¤pekog." tgurgevkx" p" eggc" eg" rtkxg3vg"
ugexgpY<" ew" korqtvcpY<" fgqugdkv<" p"
profunzimea analizelor 3k" lwfge<Yknqt"
tgcnk|cvg." rtgewo" 3k" c" eqpenw|kknqt"
ansamblul etapelor didactice de utilizare
fgurtkpug" 3k" hqtowncvg" rtkp" tcrqtvctg"
a metodei. Nu putem construi noul cu
tgngxcpY<" rgpvtw" vgoc" uvwfkcv<" p"
eqpvkpw<" nc" hkpcnkv<Ykng" xk|cvg0" Rg" ceguv"
cdugpYc"wpgk"rnwtcnkv<Yk"fg"kfgk"tghgtkvqctg"
hwpfcn" guvg" cukiwtcv<" eqgtgpYc"
nc" gc" 3k" p" cdugpYc" cukiwt<tkk" wpgk"
vgngqnqike<."rtkp"tcrqtvctgc"ukuvgocvke<"nc"
eqphtwpv<tk"eqpuvtwevkxg" pvtg"ceguvg"kfgk0"
qdkgevkxgng" 3k" eqorgvgpYgng" gfwecYkqpcng"
Pentru activitatea didactic<" wpkxgtukvct<."
care se wto<tgue" p" ecftwn" fgogtuwtknqt"
rtqdngoc" cukiwt<tkk" wpwk" qrvko" pvtg"
rnwtcnkvcvgc" kfgknqt" gzrtkocvg." eqgtgpYc"
care se parcurg, de la punerea problemei
r¤p<"nc"tg|qnxctgc"gk0
vgocvke<"kpvgtp<"3k"eqgtgpYc"vgngqnqike<"c"
cdqtf<tknqt" tgrtg|kpv<" wp" curgev" fkfcevke"
pe care îl traducem în termenii unei
eqorgvgpYg" vtcpuxgtucng
7. Demersul rezolutiv al
rtqdngogk" 3k" hqtownctgc" eqpenw|kknqt
specifice
studiului universitar0" ìp" cegcuv<" rtkxkpY<."
tgrg|kpv<" ugexgpYc" p" ectg" pvtgcic"
tqnwn"rtqhguqtwnwk"guvg"fg"c"gxkvc"ukvwcYkkng"
eqpuvtweYkg"fg"kfgk"3k"ctiwogpvg"tgcnk|cv<"
p" ectg" uvwfgpYkk" 3k" tkukrgue" gpgtikkng" p"
itcYkg" eqtqdqt<tkk demersurilor analitice
e<wvctgc" c" e¤v" ock" ownvqt" t<urwpuwtk."
3k" ukpvgvkeg" ug" hwpfcogpvgc|<" 3k" ug"
ock" rwYkp" crtqrkcvg" fg" pvtgdctgc"
hkzgc|<" p" hqtog" eqpenw|kxg" enctg0" Rwvgo"
rtqdngo<."fg"egpvtwn"gk"fg"kpvgtgu"3k"fg"c"
fkuewvc" fgurtg" ukvwcYkk" p" ectg" gzkuv<" q"
focaliza cercgvctgc" rctvkekrcpYknqt" p"
eqpenw|kg" ucw" fgurtg" ukvwcYkk" p" ectg"
fktgeYkc" kfgpvkhke<tkk" uqnwYkgk" qrvkog." rtkp"
gzkuv<" ock" ownvg" eqpenw|kk" p" wtoc"
121 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

fkuewYkknqt" 3k" c" fgogtuwtknqt" tg|qnwvkxg0 3k" rg" kornkecYkkng" gvkeg cng" rctvkekr<tkk" nqt."
Pluralitatea acestora nu este semnul unei p"rncpwn"tgncYkqp<tkk"ew"egkncnYk0
korqukdknkv<Yk" fg" fgnkdgtctg." ek" fqxcfc"
eqpugtx<tkk" urktkvwnwk" fkcngevke" fg" ectg"
rgturgevkxc" rtqdngocvk|cpv<" pw" rqcvg" hk"
uvt<kp<" p" pkek" wpwn" fkp" oqogpvgng" ucng."
b) Analize pedagogice pentru studiul
3vkkpYgnqt"pcvwtkk
deci nici în cel rezolutiv.

p"
Rtg|gpvctgc" vgogk" 3k"
Rolul profesorului consv<"
urtklkpwn"ceqtfcv"uvwfgpYknqt" p"hqtownctgc" 1.
3k" hqtocnk|ctgc" eqpenw|kknqt0" Guvg" xqtdc." chestionarea ei rtkp" pvtgd<tk"
p"cegcuv<"ukvwcYkg."fgurtg"q"eqorqpgpv<" fkxgtigpvg" 3k" eqpxgtigpvg." ew" clwvqtwn"
tcYkqpcn<." nqike<." tkiwtqu" 3vkkpYkhke< a e<tqtc"u<"ug"uvcdkngcue<<
kpvgtxgpYkknqt" ucng." tghgtkvqctg" nc"
fgr<3ktgc" ucw" gnkokpctgc" wpqt" fkhkewnv<Yk"
­ arealul tematic în care se
pecftgc|<"rtqdngoc=
de ordin cognitiv care se pot instala în
fgogtuwn" fg" gncdqtctg" fg" e<vtg" uvwfgpYk" ­ eqpgzkwpkng" kpvtcfkuekrnkpctg" 3k"
c" eqpenw|kknqt." fcv<" hkkpf" kpuwhkekgpvc" nqt" kpvgtfkuekrnkpctg" ectg" eqpewt<" nc"
gzrgtkgpY<" fg" igpgtcnk|ctg" 3k" conturarea ei;
cduvtcevk|ctg0" Rg" fg" cnv<" rctvg." guvg"
vorba despre o eqorqpgpv<"rukjqnqike< a
­ zona de interes din care se poate
kpvgtxgpYkknqt." ectg" xk|gc|<" fgvc3ctgc" fg"
origina problema, care ia forma, de
tgiwn<." fg" pgegukvcvg" korgtkqcu<" fg"
kg3ktg"fkpvt­un conflict cognitiv.
teama de eroare, delimitarea de atitudini
precum sunt marginalizarea, ignorarea
ucw" ctwpectgc" xqkv<" p" fgtk|qtkw" c"
tg|wnvcvgnqt" fgnkdgt<tknqt." gxkvctgc"
Rolul profesorului este:

hgpqogpwnwk" fg" fguewtclctg" 3k" ­ fg"c"kpuvtwogpvc"rtkp" pvtgd<tk"3k"

fgoqvkxctg"c"uvwfgpYknqt."fg"fkokpwctg"c"
interesului pentru uvwfkw." rtgewo" 3k" c"
pg petgfgtkk" p" rtqrtkwn" rqvgpYkcn" fg"
ewpqc3vgtg0" Tqnwn" rtqhguqtwnwk" guvg" 3k"
cegnc"fg"c"ogpYkpg"q"cvoquhgt<"fg"nwetw"
eqpuvtwevkx<." rq|kvkx<." uvkowncvkx<."
uvgpke<." fg" rctvkekrctg" cevkx<" 3k"
kpvgtcevkx<"c"uvwfgpYknqt."h<t<"fkuetkokp<tk"
saw" rtghgtkpYg0" Ug" xc" rwpg" ceegpv" rg"
t<urwpuwtk" vgocvkec" cdqtfcv<." tgurgevkx"
fg"c"ejguvkqpc"vgocvkec"cdqtfcv<" p"oqf"
eqtgev" 3k" rtqhkvcdkn" rgpvtw" ueqrwtkng"
propuse;
­ fg" c" qtkgpvc" kpvgtguwn" 3k" cvgpYkc"
uvwfgpYknqt" urtg" ctkc" rtqdngocvqnqike<"
fkp" ectg" wtogc|<" c" hk" hqtowncv<"
problema;

xcnqtkhkectgc" qrqtvwpkv<Yknqt" fg" ceegrvctg" ­ de a­k" oqvkxc" rg" uvwfgpYk" rgpvtw"

3k" crtgekgtg" c" kfgknqt" 3k" qrkpkknqt" fgueqrgtktgc"3k"hqtownctgc"gk0"
uvwfgpYknqt." fg" eqowpkectg" eqorngz<." fg"
OgpYkqp<o" e<" ceguv" fgogtu" pw"
cuewnvctg" cevkx<." fg" ctiwogpvctg." fg"
eqncdqtctg."eqqrgtctg"3k"t<urwpu."rtgewo"
este întotdeauna eminamente necesar
cvwpek" e¤pf" ug" rtcevke<" rtqdngocvk|ctgc"
122 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
nc"wpgng"fkuekrnkpg"crctYkp<vqctg"3vkkpYgnqt"
hkkpfe<" wpgng" rtqdngog" uwpv" ewpquewvg."
eqpucetcvg"uk"tgewpquewvg"h<t<"fkhkewnvcvg"
fg"e<vtg"vqYk"uvwfgpYkk0"FkhgtgpYgng" pvtg"gk"
uwpv" fg" uv<r¤pktg." p" gicn<" o<uwt<." c"
algoritmilor rezolutivi ai problemei, motiv
pentru care chestionarea tematic<" guvg"
ock" rwYkp" ncdqtkqcu<" ucw" ejkct" cdugpv<"
din registrul preparativelor pe care le are
în vedere profesorul.
40" Hqtownctgc" rtqdngogk" 3k"
delimitarea ei de alte probleme
cugo<p<vqctg ei, dar secundare prin
tcrqtvctg" nc" rtqdngoc" egpvtcn<."
tgrtg|kpv<" wp" oqogpv" gugpYkcn" p" nwetwn"
ew" ogvqfc" rtqdngocvk|<tkk0" Rtqdngoc" ug"
eqpetgvk|gc|<." fg" tgiwn<." pvt­wp" gpwpY"
ectg" guvg" cne<vwkv" fkp" ãeggc" eg" ug" f<Ñ" 3k"
ãeggc" eg" ug" egtgÑ" c" hk" tg|qnxcv." tgurgevkx"
rtgokugng" rtqdngogk" 3k" eqpenw|kc" gk"
*ewpquewv<" 3k" xcnkfcv<" 3vkkpYkhkc, dar care
vtgdwkg" fgueqrgtkv<" fg" uvwfgpYk+0" Gvcrgng"
tg|qnx<tkk" uwpv" encukek|cvg." p" ugpuwn" e<"
ele fac parte dintr­q" cpwokv<" vkrqnqikg"
rtqdngocvqnqike<0" Cniqtkvokk" tg|qnwvkxk"
uwpv" eqpucetcYk" 3k" tgrtg|kpv<" ftwown"
rctewtu" fg" nc" rtgokug" r¤p<" nc" i<uktgc"
uqnwYiilor. În acest context, prin
problematizare se reface un drum deja
tgewpquewv" p"3vkkpY<."fct"pqw"ucw"tgncvkx"
pqw" rgpvtw" uvwfgpYk." ectg" fqd¤pfgue"
care dobândesc noul la nivel individual.
Rolul profesorului este de a
tgurgevc"hqtownctgc"encuke<."kpvgnkikdkn<."c"
problemei, de a clarifica rolul central al ei
p" cpucodnwn" ukvwcYkgk" rtqdngocvqnqikeg"
fcvg." fce<" ukvwcYkc" fg" px<Yctg" q" egtg" 3k"
de a respecta punctual premisele de la
ectg" ug" rngce<" p" e<wvctgc" eqpenw|kgk." c"
rezultatului problemei.
3. Parcurgerea algoritmilor
tg|qnwvkxk" ck" rtqdngogk" 3k" c"
demersurilor cognitive implicate, prin
egtegvctg" qtkgpvcv<." ug" kpuvkvwkg" ec" gvcr<"
hwpfcogpvcn<" p" rtcevkectgc" ogvqfgk" p"
3vkkpYgng" pcvwtkk0" Cegcuv<" gvcr<" ug"
cuqekc|<" ew" oqogpvg" cpcnkvkeg" 3k"
sintetice, cu descoperirea de conexiuni
rtgrqpfgtgpv" " kpvtcfkuekrnkpctg." fct" 3k"
kpvgtfkuekrnkpctg" 3k" ew" wvknk|ctgc" fcvgnqt"
qdYkpwvg" cuvhgn" pvt­o logicitate constant
3k" ukuvgocvke" qtkgpvcv<" urtg" chnctgc"
t<urwpuwnwk" nc" rtqdngo<0" Nqikekvcvgc"
kpxqecv<" guvg" gzrtgukc" ogpYkpgtkk" p"
centrul de interes al demersurilor
efectuate, a problemei centrale, precum
3k" c" wpgk" pgcdcvgtk" fg" nc" kpvgtguwn" 3k"
ghqtvwtkng"rgpvtw"i<uktgc"uqnwYkgk"ceguvgkc0"
Cegcuvc"pw" pugcop<"e<"i¤pfktgc"ectg"ug"
fg|xqnv<" rtkp" kpvgtogfkwn" ceguvgk" ogvqfg"
parcurge un traseu liniar, care merge din
uweegu" p" uweegu." r¤p<" nc" hqtownctgc"
tg|wnvcvwnwk0" Fkp" eqpvt<." i¤pfktgc"
uvwfgpYknqt" guvg" qdnkicv<" nc" q" uweegukwpg"
fg" e<wv<tk." fkpvtg" ectg" fqct" wpc" ug"
fqxgfg3vg" c" hk" xcnkf<." rtkp" tcrqtvctg" nc"
gugpYc" rtqdngogk." hcrv" ectg" rtguwrwpg"
tatonatg." pegtectg" 3k" gtqctg." fguejkfgtg"
urtg" pgrtgx<|wv." egtegvctg" c" uqnwYkknqt"
rctYkcng"qdYkpwvg"r¤p<"nc"wp"oqogpv"fcv."
tgxk|wktgc" 3k" kgtctjk|ctgc" nqt" vgorqtct<."
validarea/ invalidarea acestora,
tghqtownctgc"fg"eqpenw|kk"gve0"Fgukiwt"e<"
în acest proces complex, factorul
subiectiv este prezent ca suport al
egtegv<tkk." cn" e<wv<tkk" 3k" uwuYkpg" oqvkxcYkc"
rgpvtw" i<uktgc" tg|wnvcvwnwk" xcnkf." c"
123 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<
uqnwYkgk" rtqdngogk0" Urtg" fgqugdktg."
vqvw3k." fg" fqogpkwn" fkuekrnkpgnqt" uqekq­
umanului, intruziunea lui în contextul
rezolutiv al problemei nu este posibil a fi
cfoku<." hkkpfe<" gc" ct" chgevc" rtqhwpf" pw"
pwock" rtqeguwn" egtegv<tkk" p" ukpg." e¤v."
ock" ew" ugco<." qdkgevkxkvcvgc"
tcYkqpcogpvgnqt." c" cpcnk|gnqt" tgcnk|cvg" 3k"
c"tg|wnvcvwnwk"qdYkpwv0"Qdkgevkxkvcvgc."guvg"
una din caracteristicile fundamentale ale
tg|qnwYkknqt" xcnkfg" cng" rtqdngognqt" fkp"
fqogpkwn" 3vkkpYgnqt." eggc" eg" hceg" ec"
xcnqctgc" nqt" fg" cfgx<t" u<" hkg" eqpucetcv<"
3k" tgewpquewv<" fkpeqnq" fg" kfgqnqikk."
interese de grup sau individuale, politici,
partizanate etc.
Rolul profesorului în acest parcurs
eqipkvkx" 3k" ogvceqipkvkx" guvg" fg" c"
eqpvtkdwk." fce<" ukvwcYkc" q" egtg." nc"
orientarea Î tgqtkgpvctgc" e<wv<tknqt"
uvwfgpYknqt"rtkp"kpvgtogfkwn" pvtgd<tknqt"3k"
cn" t<urwpuwtknqt" purtg" fktgeYkc" fkp" ectg"
ug" rqcvg" etkuvcnk|c" tg|qnwYkc" xcnkf<0"
Profesorul vtgdwkg." fg" cugogpgc." u<"
xgijg|g" cuwrtc" rgtvkpgpYgk" pvtgd<tknqt"
ew" ectg" qrgtgc|<" cv¤v" gn" puw3k." e¤v" 3k"
uvwfgpYkk." rgpvtw" c" pw" fkxcic" kpwvkn" 3k"
rgpvtw" c" pw" n<uc" egtegvctgc" u<" vtgpg|g"
fkpeqnq" fg" wp" cpwokv" pkxgn" oqvkxcYkqpcn."
3k" fg" fkokpwctgc" kpvgtguwnwk" ceestora
rgpvtw"i<uktgc"t<urwpuwnwk0
4. Formularea concluziilor
tgrtg|kpv<" rcuwn" wto<vqt" p"
rtqdngocvk|ctgc" tgcnk|cv<" fg" rtqhguqt"
ortgwp<" ew" uvwfgpYkk0" Fgogtuwn" fg"
hqtownctg" c" eqpenw|kknqt" kornke<" itcfg"
diferite de complexitate, direct legate de
complexitcvgc" rctewtuwnwk" eqipkvkx" 3k"
ogvceqipkvkx" 3k" c" fgogtuwtknqt" tgcnk|cvg"
pe parcursul ajungerii la ele.
Eqorngzkvcvgc" kpxqecv<" p" ngi<vwt<" ew"
eqpenw|kkng" cvtcig" fwr<" ukpg" pe<" q"
puw3ktg"pgeguct<"c"ceguvqtc."cfke<"ceggc"
fg" c" ug" ectcevgtk|c" rtkp" enctkvcvg" 3k" c
rwvgc" hk" pYgngug" 3k" ewpquewvg" fg" e<vtg"
vqYk" uvwfgpYkk0" Xcnqctgc" nqt" fg" cfgx<t"
rqcvg" hk." wpgqtk." ocuecv<" fg"
codkiwkvcvgc" hqtown<tknqt" rtcevkecvg" p"
instrumentarea concluziilor, ceea ce
eqpfweg"nc"eqphw|kg"3k"fgtwv<0
Tqnwn"rtqhguqtwnwk." p"cegcuv<"gvcr<"
esvg" cegnc" fg" c" cpiclc" uvwfgpYkk" pvt­un
uejkod" fg" qrkpkk" 3k" ctiwogpvg" fktgev"
eqtgncvg"ew"kocikpgc"rg"ectg"q"cw"ceg3vkc"
fgurtg" eqpenw|kkng" fgurtkpug" 3k" ew"
xcnqctgc" fg" cfgx<t" eqpYkpwv<" p" gng0"
Schimbul de opinii, argumentarea
ceguvqtc." eqpxgtucYkc" ucw" fkcnqiwl
practicat pe fondul apropierii de
formularea rezultatului problemei pot
kpfkec"q"ugtkg"fg"tqnwtk"3k"ectcevgtkuvkek"cng"
cevkxkv<Ykk" rtqhguqtwnwk0" Fkpvtg" gng" rwvgo"
aminti:
­ eqpugexgpYc"ew"ectg"rtqhguqtwn"u­
a implicat în practicarea metodei prin
eqtkl<tkng" cfwug" cevkxkv<Ykk" uvwfgpYknqt." p"
diferite etape de punere a ei în act,
rwpevwcnkvcvgc" 3k" qrqtvwpkvcvgc"
kpvgtxgpYkknqt"nwk=
­ ecnkvcvgc"3k"rgtvkpgpYc" pvtgd<tknqt"
ew" ectg" c" qrgtcv" ceguvc" p" fktgeYkc"
oqvkx<tkk" uvwfgpYknqt" rgpvtw" cevkxkvcvgc"
rtqrwu<=
­ asiiwtctgc"nqikekv<Ykk" fgogtuwtknqt"
întreprinse în diferite etape de abordare
124 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

c" rtqdngogk." rtgewo" 3k" c" eqgtgpYgk" p" puw3k" tg|wnvcvwn" fgueqrgtkv." gngogpv"
interne a acestora; ectg" eqphgt<" q" pqv<" fkuvkpevkx<" 3k" nc"
nivelul acestui segment al metodei.
­ capacitatea de a valorifica
ogvqfc" rtqdngocvk|<tkk" p" vgtogpkk" wpgk" Xcnqctgc"fg"cfgx<t"fgoqpuvtcv<"3k"
egtegv<tk" ew" ectcevgt" 3vkkpYkhke." eggc" eg" xgtkhkecv<"c"tg|wnvcvwnwk"rtqdngogk"pw"ock"
presupune debatcuctgc" fg" twvkp<" pune problema revenirii asupra ei cu
rgfciqike<." fgur<tYktgc" fg" tqnwn" kpvgtqicYkk" 3k" eqpenw|kqp<tk" wnvgtkqctg0"
vtcfkYkqpcn" fg" uwrtcxgijgvqt" cn" oqfwnwk" T<urwpuwn"eqtgev."qfcv<"hqtowncv"pw"ock"
p" ectg" uvwfgpYkk" clwpi" nc" tg|wnvcvwn" uqnkekv<" tgeqphkto<tk" 3k" tgfguejideri
scontat; problematologice. Spre deosebire de
fqogpkwn" 3vkkpYgnqt" pcvwtkk." fqogpkwn"
­ nc" pkxgnwn" cevkxkv<Ykk" ew" uvwfgpYkk"
3vkkpYgnqt" uqekq­umane,
tqnwn" rtqhguqtwnwk." p" eqpvgzvwn" wvknk|<tkk"
cum mai

ogvqfgk"rtqdngocvk|<tkk"guvg"3k"cegna de a
subliniam, nu are întotdeauna beneficiul
fg" c" qrgtc" nc" ecr<vwn" wpwk" vtcugw"
rtqdngock|cpv" ew" cfgx<twtk" wpkeg0"
realiza un transfer continuu de
tgurqpucdknkvcvg" eqipkvkx<" 3k"
Tg|qnx<tkng" fguejkug" fgoqpuvtgc|<"
ogvceqipkvkx<." fkp" rcvtkoqpkwn" cevkxkv<Ykk"
rgncvkxkvcvgc" wpqt" cfgx<twtk" vgorqtct"
nwk." p"rcvtkoqpkwn"cevkxkv<Ykk"uvwfgpYknqt" Î
ceegrvcvg." ec" 3k" pgxqkc" tgxk|wktkk" nqt"
ec"tghngz"cn"cxcpuwnwk"rg"ectg"ceg3vkc"n­au
ptgikuvtcv" p" eggc" eg" rtkxg3vg"
ulterioare. De aceea, demersul
rtqdngocvk|cpv" p" 3vkkpYgng" uqekq­umane,
cvwpek" e¤pf" cfokvg" ock" ownvg" hqtown<tk"
capacitatea lor de a discerne asupra
xcnqtkk" eqpenw|kknqt" ew" ectg" qrgtgc|<." c"
rezolutive se închide cu o posibilitate de
fguejkfgtg" hkzcv<" p" hqtoule de tipul:
caracterului punctual cu care sunt ele
ãxqo" ock" tgxgpk" cuwrtc" rtqdngogkÑ."
formulate, a modului în care ei s­au
kornkecv" p" cevkxkvcvgc" qticpk|cv<" rtkp"
ãxqo"ock" pegtecÑ"gve0
intermediul acestei metode, pe tot
traseul rezolutiv. Rolul profesorului este de a supune
tghngeYkgk" tg|wnvcvwn" nc" ectg" u­a ajuns, de
c" egtegvc" qdkgeYkkng" rqukdkng" ew" rtkxktg" nc"
formularea lui sau la demersurile
cpiclcvg" rgpvtw" qdYkpgtgc" lui, de a face
5. Formularea rezultatului
problemei încheie demersul de
rtqdngocvk|ctg0" Urgekhke" rgpvtw" 3vkkpYgng" aprecieri asupra:
pcvwtkk" guvg" hcrvwn" e<" xcnqctgc" nwk" fg"
ecnkv<Ykk" 3k" ghkekgpYgk" ogvqfgk""
cfgx<t" qfcv<" fgoqpuvtcv<." pw" ock" guvg"
­
wvknk|cvg" fg" rtqhguqt" ortgwp<" ew"
uwrwu<" pfqkgnkk" 3k" tgxk|wktkk." fge¤v" rtkp"
itwrc"fg"uvwfgpYk=
gzegrYkg." p" wpgng" fqogpkk." fwr<" gvcrg"
fg" c" cpiclc" fkuewYkk" ew" rtkxktg" nc"
ugopkhkecvkxg" fg" cewown<tk" de date, care
­
vkorkk"dkpg"hqnquYk."nc"tkvown"fg"nwetw"
rqv" u<" eqpvtc|ke<" tg|qnwYkc" cfoku<" nc" wp"
oqogpv" fcv0" Qdkgevkxkvcvgc" 3k"
,
fg" c" kpxkvc" uvwfgpYkk" nc" tghngeYkg" ew"
xgtkhkecdknkvcvgc" rwpevwcn<" c" cfgx<twnwk"
­

tg|wnvcvwnwk"hce"ec"rtqdngoc"u<"ug" pejkf<"
privire la valoarea (auto)instructiva
125 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

3k" *cwvq+hqtocvkx<" c" ogvqfgk" ­ hqtogc|<" " q" ugtkg" fg" atitudini
rtqdngocvk|<tkk0 kpvgngevwcng" 3k" rtcetice, un
comportament adecvat viitoarei
profesii, toate acestea fiind în mod
real valoroase pentru derularea
Cxcpvclgng"rtqdngocvk|<tkk rtqegugnqt" fg" egtegvctg" vgqtgvke<" 3k"
rtcevke<1

fcvqtkv<" gzgtu<tkk" uvtcvgikknqt" 3k"

k" fgvgtokp<" rg" uvwfgpYk" ec." p"
­
­ cdknkv<Yknqt" eqipkvkxg" 3k"
xgfgtgc" tg|qnx<tkk" rtqdngognqt." u<" ogvceqipkvkxg." uvwfgpYkk" fgxkp"
fguh<3qctg" cevkxkv<Yk" kpfkxkfwcng" ucw capabili de autoformare." ug" kornke<"
de grup în care, u<" ceYkqpg|g." u<" ock" cvgpv" 3k" ock" eqpugexgpv" p"
exprime puncte de vedere personale rtqrtkwn" rtqegu" fg" px<Yctg" 3k"
3k" u<" ng" uwuYkp<." u<" ghgevwg|g" hqtoctg." 3k" " iguvkqpgc|<" 3k" tgingc|<"
tcYkqpcogpvg." u<" ecwvg." u<" px<Yctgc" ew" ock" octg"
gzrgtkogpvg|g." u<" egtegvg|g." u<"
kpxgpvg|g." u<" ctiwogpvg|g." u<"
succes,devenind astfel responsabili
p" tcrqtv" ew" ecnkvcvgc" kor<nke<tkk" nqt"
conceptualizeze, valorificându­3k" 3k"
odqi<Ykpfw­3k" ukuvgown" fg"
în procesul de autoformare.
Îpx<Yctgc" rtkp" rtqdngocvk|ctg"
cupq3vkpYg"3k"eqorgvgpYg"1 dgpghkekc|<" hqctvg" ownv" fg" qrqtvwpkv<Ykng"
­ uvwfgpYkk" fgrwp" ghqtvwtk" fg" activare
3k" tgcevwcnk|ctg" ugngevkx<" c" wpqt"
oferite de munca în grup. Aceasta

cejk|kYkk" puw3kvg"cpvgtkqt." p"ngi<vwt<"

conduce la:

ew"ectg"uwpv"qdnkicYk"u<"ghgevwg|g"pqk" ¬ gzkuvgpYc" cnvqt" uqnwYkk" fge¤v" egng"

eqtgncYkk" 3k" tguvtwevwt<tk." rtgnwet<tk." proprii,în contextul muncii cu
transferuri specifice sau nespecifice ogvqfc" rtqdngocvk|<tkk." c" cnvqt"
ete0." fkp" rgturgevkxc" rtqdngogk" 3k" c" puncte de vedere duce la
ukvwcYkgk­rtqdngo<" 0Fgogtuwtkng" eqp3vkgpvk|ctgc valorii altor
ogpvkqpcvg" uwpv" cvc3cvg" rg" pvtgi" t<urwpuwtk" 3k" qdnki<" uvwfgpYkk" nc"
rctewtuwn" wvknk|<tkk" ogvqfgk" nc" tgxk|wktgc" 3k" tgeqpukfgtctgc."
ueqrwtkng" kpuvtweYkqpcng" 3k" eventual la modificarea propriilor
gfwecYkqpng" ew" ectg" guvg" cngu<" fg" kfgk"3k"eqpxkpigtk=
ecftwn" fkfcevke" 3k" rwu<" p" cev" ¬ egn" ectg" pxcY<" i<ug3vg" p"
ortgwp<"ew"uvwfgpYkk"= t<urwpuwtkng" eqngiknqt." fcvg" 3k"
studenYkk" uwpv" kornkecYk" p" cevkxkvcvgc" kphqtocYkk" ectg" k" uwpv" wvkng" p"
construirea noilor ewpq3vkpYg=
­
rtqrwu<" rtkp" cegcuv<" ogvqf<" pvt­o
¬ kpvgtceYkwpkng" fkp" itwr" " fgvgtokp<"
uvwfgpYkk" u<" ug" kornkeg" eqipkvkx."
multitudine de componente ale
rgtuqpcnkv<Ykk
xqnkvkx" 3k" goqYkqpcn" nc" cevkxkv<Ykng"
, dezvoltându­3k"
ecrcekv<Ykng"kpvgngevwcng"."kocikpcYkc."
creativitatea, inventivitatea / fguh<3wtcvg" rtkp" kpvgtogfkwn" ceguvgk"
metode.
126 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

­ Htciogpvctgc" " rtgc" ceegpvwcv<" c"

cevkxkv<Ykk" fkfcevkeg" cvwpek" e¤pf"
rtqdngoc" guvg" hqctvg" eqorngz<."
Limite înregistrate în utilizarea
rtqdngocvk|<tkk
ceea ce poate conduce la
octikpcnk|ctgc" 3k" pginklctgc"
aspectelor de sistem, globale sau
Între limitele pe care le­am
înregistrat rg" rctewtuwn" egtegv<tknqt"
chiar la pierderea lor din vedere.

ghgevwcvg." rtgewo" 3k" fkp" igpgtcnk|ctgc"

gzrgtkgpYgk" p"cevkxkvcvgc"fg"nc"ewtu"3k"fg"
nc" ugokpct" co" ptgikuvtcv" wto<vqctgng"
aspecte mai semnificative/
­ ecrcekv<Ykng" 3k" eqorgvgpYgng"
insuficient dezvoltate ale cadrului
didactic de gestiqpctg" ghkekgpv<" c"
rtqeguwnwk" px<Y<tkk" rtkp"
problematizare. Cegcuv<" ukvwcYkg" ug"
rqcvg" pv¤npk" cv¤v" p" eqpfkYkkng" wpgk"
gzrgtkgpYg" pfgnwpicvg"
cevkxkvcvgc" ew" uvwfgpYkk." gzrgtkgpY<"
ectg"c"rgtoku"uv<r¤pktgc"rctYkcn<"c"
ogvqfgk"ocpkhguvcv<"ock"ew"ugco<"
prin ipukuvgpYc" cuwrtc" wpqt"
oqogpvg" cng" gk0" Rg" fg" cnv<" rctvg."
cegcuv<" ukvwcYkg" ug" rqcvg" pv¤npk" 3k"
în activitatea cadrelor didactice
Astfel, se poate întâmpla ca partea
u<"fgxkp<."fkp"rwpevwn"fg"xgfgtg"cn"
rctvkekrcpYknqt" nc" q" cuvhgn" fg"
gzrgtkgpY<."ock"ugopkhkecvkx<"fge¤v"
pvtgiwn." kct" pvtgiwn" u<" crct<" twrv"
kpwvkn." h<t<" tgngxcpY<" p" eqpvgzvwn"
dat.
­ Iipqtctgc" pgegukv<Ykk" ejguvkqp<tkk"
vgocvkeg" 3k" vtgegtgc" dtwue<." fktgev"
la formularea problemei poate
genera diminuarea sau chiar
p"
pierderea interesului pentru o
cpwokv<" vgocvke<" 3k" rgpvtw"
rtqdngoc" gk" egpvtcn<." ectg." pwock"
p" eqpfkYkkng" wpgk" kpxguvkYkk" fg" ghqrt
ugopkhkecvkxg" ock" rqcvg" u<" 3k"
recapete arealul tematic din care
provine.
­ Hqnquktgc" urqtcfke<" c" ogvqfgk" nc" q"
fkuekrnkp<" ucw" fqct" nc" cpwokvg"

fkuekrnkpg" chgevgc|<" continuitatea

aflate la începutul carierei, care pot

cejk|kYkqp<tkk" ewpq3vkpYgnqt" rtkp"

neglija complexitatea metodei,

egtegvctg" qtkgpvcv<" ukuvgocvke" ."

reducând­o la câteva elemente ale
sale, o pot aplica schemavke" 3k"
fkokpw pf" ghkekgpYc" 3k" ecnkvcvgc"
tkikf." fkp" oqvkxg" eg" Ykp" fg" nkruc" fg"
px<Y<tkk0
ukiwtcpY<." rtgewo" 3k" fg" hgnwn" p"
Fguewtclctgc" 3k" fgoqvkxctgc" wpqt"
ectg" guvg" pYgngcu<" ãoqfgtpkvcvgc"
uvwfgpYk" chncYk" p" hcYc" wpqt" ukvwcYkk­
3k" cevwcnkvcvgcÑ" ogvqfgk0" Cuvhgn" fg"
rtqdngo<" eqorngzg" ucw" c" unor aspecte
ukvwcYkk"cw"hquv"kfgpvkhkecvg"fg"pqk" p"
ecftwn" wpqt" egtegv<tk" fg" hcevwt<"
dificile, ceea ce poate avea ca efect
gxcfctgc"fkp"uctekp<"3k"nkruc"fg"kornkectg"
rukjqrgfciqike<." pvtgrtkpug" p"
p" cevkxkvcvg." ue<fgtgc" kpvgtguwnwk" rgpvtw"
facunv<Ykng" p" ectg" ug" htgexgpvgc|<"
fkuekrnkpc"fg"uvwfkw"3k"rgpvtw"ewpqc3vgtg0
ocukx" rtqitcogng" fg" rtgi<vktg"
rgfciqike<0
127 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

Tgeqocpf<tk"rgpvtw"wvknk|ctgc"ogvqfgk"rtqdngocvk|<tkk

De respectat De evitat

1. Cpcnk|ctgc"3k"fgueqorwpgtgc"hkge<twk" 1. C" rtqegfc" h<t<" u<" cpcnk|g|k"

gpwpY­rtqdngo<." p" ueqrwn" eqpugexgpv" 3k" h<t<" u<" fkhgtgpYkg|k"
kfgpvkhke<tkk" gngogpvgnqt" nwk" pvtg"rtqdngog"3k"uwdrtqdngog."h<t<"
eqorqpgpvg." c" uvtwevwtknqt" 3k" u<" uwtrtkp|k" cpucodnwn."
eqphkiwtcYkknqt"ock"ukorng"3k"ock"w3qt" integralitatea.
analizabile fiecare în parte.

2. Uvcdknktgc" enct<" c" ugpuwnwk" 3k" c" 2. Neglijarea sau ignorarea

ugopkhkecYkgk" qrgtcYkqpcng" c" ugopkhkecYkknqt" qrgtcYkqpcng." c"
eqpegrvgnqt" ew" ectg" ug" nwetgc|<" 3k" kpvgpukwpkk" 3k" c" gzvgpukwpkk"
eqpuvtwktgc" itcfwcn<" c" eqpgzkwpknqt." eqpegrvgnqt." c" tgncYkknqt" 3k"
particularizând discursul în forme kpvgttgncYkknqt." c" eqpgzkwpknqt" 3k"
rtqdngocvk|cpvg"3k"gwtkuvkeg0 *kpvgt+fgrgpfgpYgngnqt" fkpvtg"
acestea.

3. Qrgtctgc" ew" q" kfgg" enct< 3. Cevkxkvcvgc" nkrukv<" fg" qtganizare

wpkhkecvqctg." ectg" cukiwt<" eqgtgpYc" nqike<." fg" eqgtgpY<" 3k" eqpukuvgpY<"
vgocvke<" kpvgtp<" c" rtqdngogk." kpvgtp<." ectg" pw" guvg" p" uvt¤pu<"
unitatea demersurilor întreprinse din ngi<vwt<" ew" hkpcnkv<Ykng" wto<tkvg" 3k"
rwpev" fg" xgfgtg" fkfcevke" 3k" ectg" fkurgtugc|<" cv¤v" i¤pfktgc"
qtkgpvctgc" nqt" rgtocpgpv<" urtg" q" uvwfgpYknqt." e¤v" 3k" cevkxkv<Ykng" 3k"
hkpcnkvcvg" c3vgrvcv<" 3k" fktgev" wvkn<" demersurile didactice implicate de
rtqitguwnwk"uvwfgpYknqt0 practicarea metodei.

4. Aducerea în prio" rncp" c" xcngpYgnqt" 4. Tgcnk|ctgc" fg" cdqtf<tk." p" gugpY<"
kpuvtwogpvcng" hqtocvkxg" 3k" statice, situarea lor la nivel
informative ale conceptelor, a descriptiv­dogmatic, imixtiunea
dinamicii lor interne, a caracterului uwdkgevkxkv<Ykk" ectg" rqcvg" rtqfweg"
nqt" ceYkqpcn­fkpcoke" 3k" c" dnqeclg"eqipkvkxg"3k1"ucw"goqYkqpcng"
rtqfwevkxkv<Ykk"nqt"eqipkvkx­creative. vgorqtctg." uvcip<tk" pgfqtkvg" p"
ewpqc3vgtg0
128 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

5. Rwpgtgc" uwd" ugopwn" pvtgd<tkk" c" 5. Tgcnk|ctgc" fg" cdqtf<tk" gzenwukx"

vgognqt" 3k" uwdvgognqt" fg" fkuewYkg." nkpkctg." ukornkhkecvqctg." t<o¤pgtgc"
chestionarea lor, stimularea numai la nivel afirmativ,
tghngeYkgk" eqipkvkxg" 3k" ogvceqipkvkxg." constatativ, factual declarativ,
c" tghngeYkgk" cevkxg." etkvkeg" 3k" descriptiv în prezentarea temelor,
constructive asupra acestora. cggc" eg" igpgtgc|<" fkuhwpeYkk" p"
uwtrtkpfgtgc"eqorngzkv<Ykk"tgcnkv<Ykk0

6. Hqtownctgc" cvgpv<" c" pvtgd<tknqt" 3k" 6. Formularea de întrgd<tk" tgrgvkvkxg."

wto<tktgc" pn<pYwktkk" nqt" nqikeg." fkurgtucvg" ec" ctkg" vgocvke<" fg"
eqphkiwtctgc" tcYkqpcn<" c" rtqitgukgk" kpvgtgu." ectg" pw" tgw3gue" u<"
uvtwevwtcvg"3k"gxqnwvkxg"c"ewpqc3vgtkk" qtkgpvg|g" cvgpYkc" uvwfgpYknqt" 3k" u<"
3k"c" px<Y<tkk0 cukiwtg" eqpegtvctgc" 3k" eqpxgtigpYc"
fgogtuwtknqt"nqt"ceYkqpcng0

7. Tgurgevctgc" ukpegtkv<Ykk" cpicl<tkk" 7. Practicarea unui discurs de

kpvgngevwcng" 3k" chgevkx­oqvkxcYkqpcng" uwrgtkqtkvcvg"3k"qopkuekgpY<"ectg"pw"
a svwfgpYknqt"3k"c"fguejkfgtkk"nqt"urtg" hceg" rqukdkn<" ukpegtkvcvgc" 3k"
revizuire, reconsiderare, modificare fgrnkp<vcvgc"cpicl<tkk"uvwfgpYknqt" p"
fg"kfgk"3k"cvkvwfkpk"gve0 dezbateri, în confrupvctgc"fg"kfgk"3k"
în procesele rezolutive.

8. Egpvtctgc" px<Y<tkk" cuwrtc" 8. Vtcpuhqtoctgc" eqpYkpwvwtknqt" fg"

uvwfgpYknqt." cuwrtc" cevkxkv<Ykk" nqt" studiat în scop în sine.
eqipkvkxg" 3k" ogvceqipkvkxg." cuwrtc"
aspectelor formative realizate de
ceg3vkc0

9. Fg|xqnvctgc" wpqt" eqorgvgpYg" 9. Ecpvqpctgc" p" e¤orwn" fkuekrnkpgk" 3k"

vtcpuxgtucng<" cpcnk|<." ukpvg|<." wto<tktgc" hqto<tkk" fqct" fg"
i¤pfktg" etkvke<." c" px<Yc" u<" pxgYk." eqorgvgpYg" fkuekrnkpctg"
eqowpkectg."owpe<" p"gejkr<0 (circumscrise unei discipline).

10. Foroctgc"eqorgvgpYgnqt"fg"gxcnwctg" 10. Nkokvctgc" nc" cdqtf<tk" eqpuvcvcvkxg."

etkvke<" 3k" eqpuvtwevkx<" c" uwtugnqt" fg" fguetkrvkxg." gzrnkecvkxg" 3k" nc"
kphqtocYkg." fg" hqtownctg" c" demersuri reproductive, care nu
problemelor etc. uqnkekv<" kocikpcYkc" 3k" etgcvkxkvcvgc"
stwfgpYknqt0
129 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

11 Etg3vgtgc" rtqitgukx<." itcfwcn<" c" 11 Conceperea procesului didactic în

cwvqpqokgk" p" px<Yctg." urtklkpktgc" 3k" spirit vtcfkYkqpcn." ocikuvtqegpvtkuv."
fgvgtokpctgc" uvwfgpYknqt" u<" 3k" exacerbarea rolului cadrului didactic
rncpkhkeg." oqpkvqtk|g|g" 3k" tging|g" p" în procesul curricular.
ocpkgt<" uvtcvgike<" cevkxkvcvgc" fg"
px<Yctg"3k"hqtoctg0
130 THE JOURAL OF DIDACTICS Problematizarea.Uvknk|ctgc"ogvqfgk" p"fkfcevkec"wpkxgtukvct<

Bibliografie

Bertrand, Y. (1998), Théories contemporaines de l'éducation, Éditions nouvelles,

Montréal, p. 143.

Bîrzea, C. (1998), Ctvc" 3k" 3vkkpYc" gfwecYkgk." Gfkvwtc" Fkfcevke<" 3k" Rgfciqike<."
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Dqeq3." O0" *3;;:+." Metode euristice în studiul chimiei." Gfkvwtc" Rtguc" Wpkxgtukvct<"
Enwlgcp<."Enwl­Napoca.

Dqeq3."O0"*4224+."Kpuvtwktg"kpvgtcevkx<0"Tgrgtg"rgpvtw"tghngeYkg"3k"ceYkwpg."gfkYkc"c"
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gfkYkc"c"KK­c."tgx<|wv<."Gfkvwtc"Rctcngnc"67."Rkvg3vk0

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OcvgocvkekkÑ."rr0"56­37.?

Cantin, R.; Lacasse, D.; Roy, L. (1996), Intégration d'approches par problèmes en
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Ciascai, L. (1999), Uvtcvgikk" gwtkuvkeg" fg" kpuvtwktg" nc" hk|ke<, Editura Presa
Wpkxgtukvct<"Enwlgcp<."Enwl­Napoca.

Ciascai, L. (2007), Didactica fizicii (reeditare), Gfkvwtc"Eqtkpv."Dwewtg3vk0

Cojocaru, I. (2004), Analiza factorilor de mediu, Editura Conphys, Râmnicu­Vâlcea.

Eweq3." E0" *4224+." Pedagogie." gfkYkc" c" KK­c" tgx<|wv<" 3k" cf<wikv<." Gfkvwtc" Rqnktqo."
Kc3k

Descartes, R. (1990), Fkuewtu"cuwrtc"ogvqfgk"fg"c"pg"eqpfweg"dkpg"tcYkwpgc"3k"fg"

c"e<wvc"cfgx<twn" p"3vkkpYg, Editura Academiei, Bucwtg3vk0

Dumas­Carré, A.; Goffard, M. (1993), Des activités de résolution de problèmes pour

l'apprentissage." p"ãNgu"uekgpegu"fg"n)gfwecvkqpÑ."Rctku."pt0"6­5, p. 11.

Fabre, M. (1993), De la résolution de problème à la problématisation." p" ãNgu"

sciences de l)fifwecvkqpÑ."Rctku."pt0"6­5, p. 74.
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Finta, Z. (2000), Din nou despre Proprietatea lui Darboux, Did. Matem. vol. 51,
39­50.

Guilbert, L.; Ouellet, L. (1999), Études de cas Î Apprentissage par problèmes,

Presses de l'Université du Québec, Québec.

Heidegger, M. (1982), Qtkikpgc"qrgtgk"fg"ctv<."Gfkvwtc"Wpkxgtu."Dwewtg3vk0

Ionescu, M. (2007), KpuvtweYkg" 3k" gfwecYkg." gfkYkc" c" KKK­c" tgx<|wv<." ãXcukng" Iqnfk3Ñ
University Press, Arad.

Konnerth, O. (1982), Itg3gnk" vkrkeg" p" px<Yctgc" cpcnk|gk" ocvgocvkeg, Editura

Dacia, Cluj­Napoca.

N<e<vw3w." T0" *4226+." Impactul surselor de poluare din site­urile horticole

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Gfkvwtc"Guv"Hcnkc."Dwewtg3vk0

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u<"ckd<"Rtqrtkgvcvgc"nwk"Fctdqwz, Did. Matematicii, vol. 14, 181­186.

O<pguew." U0=" Ewew." O0=" Fkceqpguew." O0N0" *3;;6+." Ejkokc" ucpkvct<" c" ogfkwnwk,
Gfkvwtc"Ogfkecn<."Dwewtg3vk0

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p"ãCuvgtÑ."pt0"62.

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27/10/2007).

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fg"RgfciqikgÑ."pt0"4."p. 45.

Pop, X0=" Nwr3qt." X0" *eqqtf0+" *4225+." Ocvgocvke<" rgpvtw" itwrgng" fg" rgthqtocpY<,
clasa a XI­c."Gfkvwtc"Fcekc"GfwecYkqpcn."rr0"437­227.

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U<n<x<uvtw."E0"*4222+."Etkvkec"tcYkqpcnkv<Ykk"discursive."Gfkvwtc"Rqnktqo."Kc3k0

UktgYejk."Ij0"*3;:7+." Ecnewn"fkhgtgpYkcn" 3k"kpvgitcn."xqn0"K"3k"KK." Gfkvwtc" 2vkkpYkhke<"3k"

Gpekenqrgfke<."Dwewtg3vk0
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UktgYejk." Ij0" *3;;5+." HwpeYkk" ew" Rtqrtkgvcvgc" nwk" Fctdqwz." ãOcvgtkcng" rgpvtw"
rgthgeYkqpctgc" rtqhguqtknqt fg" nkegwÑ." xqn0" KX" *rctvgc" c" KK­a), Universitatea
Dwewtg3vk."Hcewnvcvgc"fg"Ocvgocvke<0

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133 THE JOURAL OF DIDACTICS The Didactic Status of Problem­Learning

The Didactic Status of Problem­Learning and Its

Conditions of Application
Adrian Costache."Ngev0."Dcdg3­Bolyai University

johnadriancostache@gmail.com

ABSTRACT:
The present study has a two­fold goal: on the one hand, to establish clearly the
didactic status of problem­learning in order to help the teacher decide which are
the educational contents and the educational contexts best suitable for it; and,
on the other, to establish the conditions for the application of problem­learning.

KEYWORDS: problem­learning, didactic theory, methodology, didactic

principles, life­world sociology

Some theoretical guidelines of the tries to regulate. Learning always means

investigation
Although little discussed in the literature,
the epistemological status of didactics
within the panorama of the pedagogical
disciplines (and of the social and human
sciences) and its task are, up to a point,
clear: didactics is the theory/doctrine of
an art (Kunstlehre), namely of the art of
learning. Situated at the border of the
philosophy of education and sociology, of
educational psychology and pedagogy
(on the fundamental concepts of which it
is grounded), the fundamental task of
didactics is that of regulating (and,
implicitly, increasing the efficiency of)
educational practice. That is why, in its
constitution, didactics is oriented by two
main vectors. On the one hand, by the
discipline of whose practice of learning it
learning something; one always educates
(oneself) with regard to something. From
another point of view, it should be noted
that, because the progress of knowledge
in any theoretical and practical endeavor
is strictly dependent on the prior
acquisition of the stock of knowledge
already constituted, didactics has an
ancillary position in rapport with the
discipline it tries to regulate.
On the other hand, the constitution of
didactics is oriented by the laws
governing the entire educational process
in every system of education. As it well
known, the process of education (be it
formal or non­formal) of every country is
strictly regulated by a set of norms that
concretize the educational policy of the
country and the charters of the
institutions of education. But, also
134 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
informal education is subject to
regulation. The skills and knowledge a
society has, the values and attitudes
peculiar to it that can become objects of
study are always subjected to the mores,
the ethos and the view of the world of
that society.
The importance of these two vectors
guiding the constitution of didactics
cannot be overestimated because they
give rise to two exigencies to which
didactic research has to respond. The
first is that any change at the level of the
practice of education and of the subject
to be taught has to bring about
immediately a change at the level of
didactic theory. And the second, related
to a certain extent to the first, is that the
relevance of the theories elaborated by
this discipline is to be appreciated, on
the one hand, in rapport with the
concrete educational practice and, on the
other, in rapport with the state of
research in the field of the subject whose
teaching practice it wants to regulate.
These two exigencies will orient also the
present investigation into the matter of
problem­based learning in the didactics
of the human sciences.
The ambiguity of problem­learnkpiÓu"
didactic status
In Romania, one of the fields of research
in which the first exigency mentioned
above is satisfied in the highest degree is
that of didactic methodology. This
becomes quickly visible through the fact
that the changes of perspective that
have taken place in the research
undertaken in the last twenty years are
perfectly mirrored in those that have
taken place in the education system from
that period.
If in the times in which the Romanian
system of education was defining itself
as a traditionary one, centered on the
teacher, the most discussed and
recommended methods were generally
the expositive ones, after its reformation,
the methods most recommended and
discussed are the active­participative
ones that engage the students directly in
the process of learning, important
expositive methods being completely left
aside by some textbooks of didactics. 1
Today, even though it is generally
tgeqipk|gf" vjcv" vjg" ÐdguvÑ" ngctpkpi"
methods are always to be found within
the educational context by taking into
consideration the peculiarity of the skills
or the knowledge to be transmitted, the
particularity of the students, the
educational means available to the
teacher but also his competences and
Ðuv{ng.Ñ" vjg" itgcv" oclqtkv{" qh" vgzvdqqmu"
recommend a priori the efficiency of
certain learning methods such as the
dialogical method or problem­learning for
the sphere of the human sciences,
praising extensively th (Cherghit
2006)eir didactic advantages.
Due to the inflation of studies and
investigations dedicated to the dialogical
method or to problem­learning the most
1
See for example Miron Ionescu and Ion Radu (Eds.),
Fkfcevkec"oqfgtp<, (Cluj-Napoca: Dacia, 1995).
135 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
important things about these matters
have already been questioned. But this
does not mean that there is nothing to
add. In fact, an entire series of matters
exterior to the questions of method per
se, but nonetheless important to the
sphere of didactic methodology and the
educational practice have been
neglected.
One such matter is if problem­learning
can really be considered a didactic
method and whether it would not be
possible that its didactic status is a
completely different one. As it is
ocpkhguv" kp" vjg" nkvgtcvwtg." vjg" vjgqtkuvuÓ"
opinions regarding the didactic status of
problem­learning are the most diverse, it
being considered to be either (i) a
didactic method; or (ii) a fundamental
didactic principle conditioning all the
qvjgtu" *Ejgtijkv" 4228+=" qt" *kkk+" c" Ðpgy"
ngctpkpi" vjgqt{Ñ" *Qmqp" 3;9:+=" qt" gxgp"
(iv) all these things combined (Ionescu
and Radu 1995). Which of these
theoretical positions is the correct one?
Could it be the forth?
A brief survey of any encyclopedia of
epistemology will persuade us of the lack
of coherency of the forth position
defended and, thus, of its unsustainable
character. If problem­learning is a
method it cannot be also a didactic
principle or a theory and if it is a theory
or a principle, it cannot be any of the
others. By definition, the concepts of
Ðogvjqf.Ñ"Ðrtkpekrng.Ñ"cpf"vjgqt{"ctg"kp"c"
logical rapport of exclusive disjunction. A
method is the means whereby, in an
inductive or deductive manner, the
implications of a principle are developed;
and a theory, the end­result of such a
development.
The fact that the forth position regarding
the didactic status of problem­learning
has to be excluded does not make the
question regarding the didactic status of
problem­learning easier. On the
contrary, it makes it more complex. Now
it becomes absolutely evident that the
status of problem­learning is not
adequately described but by one of these
positions. But which of them? In order to
answer this question it is necessary to
bring to light first of all the precise
didactic meaning of the concepts of
ÐrtqdngoÑ" cpf" Ðrtqdngocvk|cvkqpÑ" cpf."
second of all, the presuppositions,
implications and the sense of the
vjgqtkuvuÓ"rqukvkqpu"qp"vjg"fkfcevke"uvcvwu"
of problem­learning.
Beginning with Wincenty Okon almost all
vjgqtkuvu"fghkpg"vjg"eqpegrv"qh"ÐrtqdngoÑ"
cu" c" Ðuvtwevwtg" ykvj" kpuwhhkekgpv" fcvcÑ" kp"
yjkej" Ðvjgtg" ku" uqogvjkpi" ikxgp" *k0g0."
known) and something unknown, the
resolution residing in finding the
wpmpqyp" gngogpvÑ" *Qmqp" 3;9:. 50). In
this sense, problem­learning consists in
confronting the student with such a
structure with insufficient data (engaging
him or her in a problem­situation) which
brings about a reaction of surprise or
wonder and triggers a need to know and
a thinking endeavor oriented towards
completing it.
ÐRtqdngo­learning consists in the search
for these data and in demonstrating their
truth. So, trying to find the resolution of
a problem, the subject encompasses with
136 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
his thinking the entire structure of the
respective problem reflects on the
relationship between the already­known
elements of this structure, and then
discovers both the missing elements and
the unknown connections between the
known elements. In this way, the subject
eqorngvgu" vjg" uvtwevwtg0Ñ" *Qmqp" 1978,
50)
Starting from the definition of the
concepts of problem and
problematization, the implications of
QmqpÓu" vjguku" vjcv" rtqdngo­learning (or,
more correctly, the theory of problem­
ngctpkpi+" ku" c" Ðpgy" vjgqt{" qh" ngctpkpiÑ"
become manifest. What is said through
this thesis is that (i) all contents with
regard to which one can consider him or
herself educated can be acquired through
problem­learning and that (ii) all these
contents can be presented as problems
in a didactic sense. If the content to be
transmitted between the two poles of the
educational process would not be in
themselves problematical, then they
could not become didactic problems.
Now, let us see what the idea that
problem­learning is a fundamental
didactic principle could mean. As Vasile
Preda shows in the chapter with which he
contributes to Modern Didactics, in
general, one could say that:
ÐVjg" rtkpekrngu" qh" ngctpkpi" qt" vjg"
principles of didactics are fundamental
theses, general norms on which are
based the planning, the organization and
the development of learning activities in
view of an efficient achievement of the
gfwecvkqpcn" qdlgevkxgu0" ]È_" Kp" vjgkt"
totality, the principles of the education
process express the fundamental
conception of the general plan of the
whole process of educavkqp0Ñ" *Kqpguew"
and (Ionescu, Instruc%ie !i educa%ie
2003) (Cuco! 2006) Radu 1995, 57)
From the point of view of this definition
qh"vjg"eqpegrv"qh"Ðfkfcevke"rtkpekrng.Ñ"vjg"
idea defended by the thesis that
problem­ngctpkpi" ku" c" Ðhwpfcogpvcn"
didactic principle that conditions all the
qvjgtuÑ" ku." qp" vjg" qpg" jcpf." vjcv" gxgt{"
educational intervention has to be
prefaced by an explicit reflection upon
the whole process of education and by a
fine analysis of each of its phases, of
their order, of the educational context in
which the intervention will be operated
and of the elements it presupposes.
Otherwise put, what seems to be
defended through the thesis that
problem­learning is fundamental didactic
principle is that every didactic
intervention has to be preceded by an
endeavor of educational planning in the
strict sense of the term. For, as Miron
Ionescu shows us, precisely this is what
educational planning actually is.
ÐVjg" rncppkpi" qh" ngctpkpi" cevkxkvkgu1"
educational planning represents the
ensemble of processes and operations of
anticipation, of fixing mentally the steps
to be followed in the process of
instruction and education and of the
relations between them at the micro and
macro level (respectively at the level of
the general process of learning and at
the specific/ intermediary level of the
concrete didactic activities Î at the level
of the units of learning/ chapters/
137 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
vjgogu"cpf"qh"vjg"qrgtcvkqpu+0Ñ"*Kqpguew"
2003, 160)
On the other hand, inasmuch as the
didactic principles have also the task of
regulating the concrete development of
the educational intervention, the thesis
that problem­learning is a didactic
principle affirms Î just like the thesis
according to which problem­learning is a
Ðpgy" vjgqt{" qh" ngctpkpiÑ" Î that all the
educational contents in rapport with
which one can consider him or herself
educated are in themselves
problematical.
Considering all these, if we leave aside
the first sense in which problem­learning
is considered a didactic principle as
unspecific (what we are said is merely
that the educational intervention has to
be proceeded by a planning), the
problem of the didactic status of
problem­learning is considerably
simplified. Now, the real alternatives
between which we have to discern are
that problem­learning is a theory of
education and that which identifies it
with a didactic method per se. And the
point from which we have to start in
order to take a step further in our
analysis is the question if or in which
measure one can say that all educational
contents are in themselves
problematical.
Problem­learning as method
Regardless of the answer to this
question, with this second step of our
cpcn{uku"vjg"Ðuvtkevn{"vjgqtgvkecnÑ"rtqdngo"
wpfgt" eqpukfgtcvkqp" ickpu" c" Ðrtcevkecn"
tgngxcpeg.Ñ"dgeqokpi"qh"kpvgtguv"hqt"dqvj"
the theorist who deals exclusively with
the guiding of the learning process and
for the teacher. In concreto: if it is
proven that all educational contents can
become problems in the didactic sense
mentioned above, considering the
numerous didactic advantages of such
thinking exercise,2 the theorist will obtain
a strong ground for the unconditional
recommendation of its application in any
educational context, and the teacher will
be able to use it without reservations
hour by hour irrespective of the subject
of study. But if it is proven that at least
some educational contents are non­
problematical (and thus cannot be
translated in problem­situations) the
theorist and the teacher will gain a
negative delimitation of the scope of the
problem­learning method and of its
conditions of possibility.
But how can it be shown whether
all educational contents can be presented
in the educational context as
problematical? How can it be shown that
they can be translated in structures with
insufficient data? The empirical path
residing in simply showing that at least
certain educational contexts present
2
These advantages have been noted and stressed by all
theorists who dealt with the matter. Precisely this is the reason
why problem-learning draws so much attention.
138 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
themselves as non­problematical cannot
be of help in this case. What is and what
is not problematical is always relative to
vjg" gxgt{" kpfkxkfwcnÓu" vjqwijv0" Cpf" vjg"
ability to translate an educational content
or another into a problem­situation
varies from teacher to teacher. This is
the reason why, if we would venture to
indicate concretely that a certain
educational content as non­problematical
we would not be doing anything else but
to manifest the (more or less narrow)
limits of our own reason.
This, though, does not mean that
everything is lost. There are also other
ways of showing whether all educational
contents can become didactic problems.
One of this ways Î this time, an a priori
one Î consists in undertaking an
epistemological analysis of the types of
knowledge peculiar to the subjects of
study proposed by the curricula. In fact,
it is not even necessary to tarry upon all
these subjects, but only upon those that
purport a descriptive knowledge and deal
ykvj" Ðhcevu" cu" vjg{ ctgÑ" uwej" cu" jkuvqt{."
biology, anatomy, etc. And, yet another
way is to investigate whether there are
problems that, despite their status, are
nevertheless non­problematical.
Otherwise put, to check whether there
could be structures with insufficient data
that do not trigger a need to know and,
thus, do not bring about an endeavor of
resolution.
Irrespective of the status they
assign to problem­learning, the way in
which certain textbooks of didactics
describe it suggest the impossibility of
non­problematical problems. For some
theorists, between the creation of the
problem­situation and the need to know
which concretizes in the endeavor of
resolution there is a straightforwardly
causal relation: if we have the problem­
situation then we have the endeavor
towards resolution. In Instruction and
Education Miron Ionescu notes:
ÐVjg" gpfgcxqt" vqyctfu" vjg" tguqnwvkqp" qh"
problems and problem­situations may
include the following actions/ steps:
the formulation of the problem, the
confrontation with it, its perception
and acknowledgement and the
appearance of the first indices of
the solution. This is the step in
which:
‐ the teacher or the students
describe the problem­situation:
they expose the facts, explain
certain causal relations, etc.
‐ the students become aware of
the existence of the problem­
situation;
‐ the students feel de need to
solve the problem­ukvwcvkqp0Ñ"
(Ionescu 2003, 217)
In its turn, Constantin Cuco! writes:
ÐC" rtqdngo­situation
represents a
contradictory, conflict situation resulting
from experiencing simultaneously two
realities: the prior (cognitive­emotional)
experience and the element of novelty
and surprise, the unknown with which
the subject if confronted. This conflict
incites to research and discovery, to
intuiting new solutions and seemingly
139 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application

inexistent relations between the former
tgcnkv{"cpf"vjg"ncvvgt0Ñ"*Eweq! 2006, 296­
297)
In a study he published with Ion Radu
though, Miron Ionescu changes slightly
his position and shows that the
connection between the problem/
problem­situation and the need to know/
the endeavor of resolution is not
necessarily a direct one. In Modern
Didactics the two authors argue that that
element of surprise and wonder
mentioned in all descriptions of problem
learning is interposed between the two
moments and functions as a condition for
the possibility of putting them in a
relation of causality.
which spins around the Earth but the
other way round, and yet all of us say
that the Sun rises and sets. Even the
astronomers talk in the same way even
in scientific contexts. How is this possible
given that no one would venture to
contest the idea that the principle of
non­contradiction is one of the
fundamental principles of our thinking?
And how is this possible given that the
sciences develop as coherent systems of
theories?
The above­mentioned questions are a
clear indication of a lack of a piece of
knowledge; they bring about a cognitive
tension and stir a reaction of surprise
when we read them. Nevertheless, we

ÐKp" qtfgt" vq" ickp" c" rtqdngocvke"

have the certitude that they will not
deter any of our readers to look for an
character, a subject matter must stir a
answer. In fact, with few exceptions, 3
reaction of surprise, wonder, and even
coc|gogpv0Ñ" *Kqpguew" (" Tcfw" 3;;7."
the problem posed by the idea of sunrise
has not been approached by anyone.
160)

Kp" vtwvj" vjqwij." c" Ðtgcevkqp" of surprise,

Now, it becomes manifest that not all

yqpfgt." cpf" gxgp" coc|gogpvÑ" ku" c"

problems are problematical and thus not
all educational contents are suitable for
psychic reaction and, more particularly,
problem­learning. Considering the logical
an individual affective response which:
development of the present study
(i) can precede and accompany the
though, through this, it also becomes
endeavor of resolution of the problem­
manifest that problem­learning cannot
dg" c" Ðpgy" vjgqt{" qh" gfwecvkqp.Ñ" cu" Y0"
situation but, nevertheless, does not
determine it; and which (ii) is
Okon tries to argue, being rather a
conditioned and caused by something
didactic method among others.
else (this cause can be something
completely different than the problem 3
See Edmund Husser, La Terre ne se meut pas, trans.
from which we started).
Didier Frank, Jean‐François Lavigne and Dominique
A strong argument in defense of these Pradelle (Paris: Les Éditions de Minuit, 1989) and Hans‐
observations is offered to us by the Georg Gadamer, Truth and Method, trans. Joel
philosophical, phenomenological problem Weinsheimer and Donald G. Marshall (London & New
York: Continuum, 2004).
of the rise of the Sun. Already in primary
school we learn that it is not the Sun
140 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
The conditions of problem­learning
One of the two theoretical exigencies
established at the beginning of the
present study was saying that the
relevance of didactic research is
established in relation to the concrete
educational practice. By circumscribing
clearly the didactic status of problem
learning our investigation is one step
closer to the concrete educational
practice. It is important to know that
problem­learning is a method and that it
cannot be recommended a priori for the
study of all educational contents.
Nevertheless, for the teacher what is
even more important to know is what are
those educational contents that can be
approached through this method, or
what are the conditions under which this
method can be applied?
In order to bring to light these conditions
it might be useful to return to the
already mentioned philosophical problem
of the sunrise and focus our attention
upon the particular mode in our
understanding of its problematical
ejctcevgt" ku" eqphtqpvgf" ykvj" ÐtgukuvcpegÑ"
Î i.e., upon those aspects despite which
this problem is not perceived as
problematical. In fact, all these aspects
are as many conditions under which
problem­learning becomes possible.
The first such aspect that can be
observed is that, in itself, this problem
(taken as problem) is easily
comprehensible, its constitutive data
being accessible even to the children
from an early age: the idea that the Sun
rises is acquired through immediate
observation at a very early stage in life,
and the idea that the Earth spins around
the Sun is taught already in primary
uejqqn." cv" yjkej" cig" vjg" kpfkxkfwcnÓu"
thinking is already subject to the
principle of non­contradiction. (It is
obvious that the possibility of
apprehending a problem as problem is
one of the fundamental conditions of
seeing something as problematical. This
condition has been explicitly observed by
Y0" Qmqp" yjq" pqvgu<" Ðvjg" cdknkv{" to
acknowledge the problems is highly
important in the process of creating the
ideas [presupposed by problem­learning
Î qwt" pqvg_Ñ" *Qmqp." 3;9:." 74+" dwv" yjq"
does not tarry upon the matter in his
investigation.)
The second aspect to be noticed is that
the data of the problems are part of the
stock of knowledge about the world of
whoever has a minimum education and
they take the form of explicit knowledge
and are recognized as such. The pieces
of knowledge that the Sun raises and
that the Earth revolves around the Sun
are not implicitly presupposed by others
and they cannot be affected by
temporary forgetting. That forgetting
cannot affect them becomes quickly
apparent in the fact that even those who
travel by plane on very long routes,
despite the fact that they have a clear
eqpuekgpeg" qh" vjg" GctvjÓu" tgxqnxkpi" *fwg"
to the time zone difference that
constantly grows/decreases) still talk
about the sunrise and the sunset. (Thus
141 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
also the condition that the data of the
problem have to be explicitly recognized
in order for the problem to be
acknowledged as problematical is
satisfied in this case.)
Through these two aspects though the
particular way in which our problem
ocpkhguv" c" ÐtgukuvcpegÑ" vq" dgeqokpi"
problematical comes to appearance. For,
as we can see, even though the data of
the problem are explicitly known and
acknowledged, this is not the case also
for the problem as such. We all know
both that the Sun raises and that the
Earth revolves around the Sun, but with
few exceptions we fail to see this
contradiction as a problem. And, second
of all, even though the contradiction that
constitutes our problem is born out of
the opposition between two pieces of
knowledge, nevertheless, on the one
hand from the point of view of their
genesis and, on the other, from the point
of view of the way in which they are
grounded, they are not equivalent. The
idea that the Sun rises is a concrete and
immediate empirical knowledge based on
sensory perception and is grounded by
the daily repetition of this experience. In
the case of the idea that the Earth
revolves around the Sun though, the
sensory perception is mediate and
abstract (being conditioned by technical
means Î the telescope Î and a
conceptual apparatus regarding the
relative position of the different planets
in our solar system 4 ). Precisely this
4
This is the reason why even though the heliocentric theory
was formulated already by Copernicus was demonstrated only
by Galileo Galilei who had the technical means to observe the
different between concrete and abstract,
between everyday concrete knowledge
and theoretical scientific knowledge
renders the contradiction behind the
problem of the sunrise unrecognizable as
problem. Between the two types of
knowledge there seems to exist a chasm
that can only hardly be bridged. This is
well known by anyone confronted with
the task of applying an idea, a plan, a
law, or a moral commandment to a
concrete situation. For example, even
though in abstracto every judge knows
very well what is legal and what is not,
we still need a trial in order to decide
whether the law has been abided in a
concrete situation. How is this chasm
between everyday concrete knowledge
and abstract scientific knowledge? Why is
there a difference between them given
that, as knowledge, they both share the
same status?
In order to answer this question we will
have to turn to the sociology of the life­
world (Lebenswelt) and everyday
knowledge developed by Alfred Schutz
and Thomas Luckmann, to our
knowledge, the only theoretical approach
of this sort of problems. Several
preliminary clarifications regarding the
fundaments of this sociological theory
are in order.
The fundamental axiom of this
sociological project is that the world we
live in is not constituted by the totality of
the objects we encounter but by the
meanings of the things encountered.
Because of the fact that, depending on
four phases of Venus, unexplainable within the premises of
RvqngocgwuÓ"igqegpvtke"xkgy"wrqp"vjg"uqnct"u{uvgo0"
142 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
the perspective from which
approached, the objects we see around
us can bear more than one meaning (a
painting is a colored piece of cloth or a
yqtm" qh" ctv+" vjgtg" ku" pq" Ðyqtnf" kp" kvugnhÑ"
dwv" qpn{" Ðrtqxkpegu" qh" tgcnkv{" ykvj" hkpkvg"
*Uejwv|"
meaning­uvtwevwtgÑ"
Luckmann 1973, 22). The world of fiction
created by literary works is an example
in this sense; the world of science with
all the axioms and laws proposed by its
theories is another. The life­world in
which every one of us lives is something
completely similar. Each of these
provinces of reality has its own
particularities and each its own laws. For
this reason each province of reality is
independent and often incompatible with
the others:
ÐKp" pq" ecug" vjcv" yjkej" ku" eqorcvkdng"
within the finite province of meaning P is
also compatible within the finite province
of meaning Q. On the contrary, seen
from the P that has been established as
real, Q appears altogether with the
particular experiences belonging to Q, as
rwtgn{" hkevkxg." kpeqpukuvgpv." kpxgtvgf0Ñ"
(Schutz and Luckmann 1973, 24)
The provinces of reality though, are only
relatively independent of each other
because the everyday life­world presents
kvugnh"cu"vjg"Ðrtkoct{"tgcnkv{Ñ"*Uejwv|"cpf"
Luckmann 1973, 35) containing all the
other provinces that are constituted
starting from it. The everyday life­world
is purely and simply given to all of us.
ÐD{" vjg" gxgt{fc{" nkhg­world it is to be
understood that province of reality which
the wide­awake and normal adult simply
they takes for granted in the attitude of
eqooqp" ugpug0Ñ" *Uejwv|" and Luckmann
1973, 3)
The primary character of the life­world,
the fact that all the other provinces of
cpf"
reality are constituted starting from it
and, in the end, can be enclosed within
it, is given by several characteristics that
particularize it in rapport with the others.
(1) The fact that is taken as self­
gxkfgpvn{" tgcn" d{" cnn0" Kp" vjg" Ðpcvwtcn"
cvvkvwfgÑ" Î to use the peculiar
terminology of the two sociologists ­,
that is to say, in the attitude peculiar
to every one of us in everyday life
nobody doubts the existence and the
reality of the things he or she
encounters. We really think that we
see a tree when we see a tree without
questioning our perception.
(2) The fact that all the other bodies
that are similar to our own body are
recognized as human beings who feel,
think, desire, etc. exactly as we do.
(3) The fact that the life­world
presents itself to all of us in the same
way and the things we encounter
within the world have the same
meaning for all.
(4) The fact that the life­world is a
world of action and that it is guided by
a pragmatic motive.
ÐVjg"nkhg­world is thus a reality which we
modify through our acts and which, on
the other hand, modifies our actions. We
can say that our natural attitude of daily
life is pervasively determined by a
143 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
pragmatic motive0Ñ" *Schutz and
Luckmann 1973, 6)
The particular way in which we find
ourselves engaged in the life­world is
that of being situated. To be in the life­
world is to be situated; to be caught up
in a here and now and to be subjected to
a twofold limitation. The first limit of our
lifeworldly situations is represented by
the fact of having a body that is given to
us, which we discover before all the
other things which are given to us only in
rapport with it. The pencil on my desk is
too far for me, the display of my
computer too close and thus my eyes
hurt, etc. As Schutz and Luckmann note:
ÐKp" gxgt{" ukvwcvkqp" o{" dqf{" cevu" cu" c"
centre of coordination in the world, with
an above and below, right and left,
behind and in front. First, my body and
its functioning is a fundamental element
qh" gxgt{" ukvwcvkqp0Ñ" *Uejwv|" cpf"
Luckmann 1973, 6)
Due to this the situations in which we
find ourselves within the life­world are,
on the one hand, biographically
articulated and, on the other,
fundamentally open. Any situation in
which we could find ourselves is
dependent upon the chain of prior
situations in which we have found
ourselves and on our own actions. I see
the forest on my window because I have
taken a seat on my desk. It is enough to
close the curtains and it will disappear.
The second limit of our lifeworldly
situations is the transcendence of world
time. I am completely captivated by the
article I am writing. I leave my desk to
answer a phone call with the impression
that only few minutes have passed since
I started working only to find out that it
has actually been hours.
Even though, apparently, such a
connection is difficult to make Schutz
and Luckmann point out that these two
limits are also determining for the way
knowledge is constituted at this level. For
Î as the two sociologists argue Î due to
the centrality of our body for the
situation in which we are engaged within
the life­world, within this province of
reality the process of knowing is
experiencing, and knowledge, the
sedimentation of the experiences of the
different objects encountered in stocks of
mpqyngfig0" Fwg" vq" vjku." vjg" kpfkxkfwcnÓu"
stocks of knowledge are not homogenous
but, rather, heterogeneous, reflecting
perfectly the diversity of the things
encountered. And, on the other hand,
due to the transcendence of world time
(due to the fact that time passes
independently of its subjective
perception) and the pragmatic motive
that determined the life­world as such, at
the level of the life­word the constitution
of the stocks of knowledge is itself
pragmatically motivated and guided by
an interest. At the level of the life­world
the individual acquires knowledge about
one thing or another only insomuch as
this proves useful for mastering the
situation in which he or she is engaged.
Due to the presence of such interest in
the process of acquisition of knowledge
the individual will never start from zero
but will base his endeavor on the stocks
of knowledge he or she already
144 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application

possesses or on the stocks of knowledge to stocks of knowledge pertaining to the

of the others. And, on the other same province of reality or to provinces
hand, he or she will never carry it to the that, in a given situation or another,
end but only up to the point when the collide with each other.
situation that must be mastered can be
Thus, to the already mentioned
mastered.
conditions of problem­learning we have
With this last point noted we gain all the to add another, fundamental one: the
conceptual means necessary for the teacher who tries to use this method has
completion of the theoretical puzzle from to formulate the data of the problem in
which we have started. With this though, such a way so that the stocks of
also the other conditions that need to be knowledge to which these belong to
satisfied by a problem in order to interact (even to enter into a conflict
become problematical come to with each other) in a situation familiar in
appearance. Considering what has been a way or another to the students (a
said earlier it becomes manifest, first of situation in which they find or could find
all, that if the problem of the themselves).
contradiction between the two pieces of
Second of all, from the point of view of
knowledge concerning the rapport
the sociology of the life­world and
between the Sun and the Earth is not
everyday knowledge teaches us that it
acknowledged as problematical this is
becomes manifest that if the problem of
because they belong to different stocks
sunrise, even though acknowledged,
of knowledge pertaining to different
does not bring about an endeavor
provinces of meaning. The resistance we
towards its resolution this happens
encounter in seeing this problem as
because there is no interest in this
problem is not necessarily the difference
sense. The absence of an endeavor
between the concrete and the abstract or
towards overcoming the contradiction
the separation between theory and
between the ideas regarding the rapport
practice but, rather, the distance
between the Sun and the Earth is not the
between the province of reality
sign of a lack of any kind but appears
constituted by the life­world and the
due to the fact that at the level of the
province of reality of science which, due
everyday life (just as at that of science)
to their relative independence, rarely
there is, in fact, no situation whose
meet in a situation in which we could be
mastering would be dependent on it.
caught up and whose mastering would
That there is a contradiction here bothers
require the overcoming of this
neither the common man, nor the
contradiction.
scientist.
We can understand now that a structure
From this derives a second fundamental
with contradictory or insufficient data can
condition for the possibility of problem­
be recognized as problem if and only
learning: the teacher has to act in such
insomuch as its constitutive data belong
145 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application
manner so as the structure with
insufficient or contradictory data with
which the students are confronted to be
perceived as a problem whose solution
has a decisive impact on the situation in
which they find or will find themselves.
From all the above though it is also clear
that the four fundamental conditions that
need to be satisfied for the successful
application of a sequence of problem­
learning Î (1) the data of the problem
have to be comprehensible for those to
which they are addressed; (2) the
problem has to be acknowledged as
problem; (3) the problem has to be
problematical in a concrete situation (the
stock of knowledge to which the data of
the problem belong must conflict in a
concrete manner within the life­world);
and (4) the students have to have an
interest in solving the problem with
which they are confronted Î require from
the teacher a good knowledge of the
mental abilities and intellectual
acquisition of the class and also of the
type of situation with which the students
are confronted and their interests. This
though is a matter about which didactics
must remain silent.
146 THE JOURAL OF DIDACTICS The Didactic Status of Problem­learning and Its Conditions of Application

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Gadamer, Hans­Georg. Truth and Method. Translated by Joel Weinsheimer and Donald
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Husser, Edmund. La Terre ne se meut pas. Translated by Didier Frank, Jean­François

Lavigne and Dominique Pradelle. Paris: Les Éditions de Minuit, 1989.

Ionescu, Miron. InstrucYie !i educaYie. Cluj­Napoca, 2003.

Ionescu, Miron, and Ion Radu, . Fkfcevkec"oqfgtp<0 Cluj­Napoca: Dacia, 1995.

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%%$ !"'#"(&
147 THE JOURAL OF DIDACTICS
Anca Nedelcu, Fundamentele educaYiei interculturale. Diversitate,
minorit<Yi, echitate
Recenzat< de Adela Pop­Cîmpean, Lect. PhD, Babe3­Bolyai
Volumul ãHwpfcogpvgng" gfwecYkgk"
kpvgtewnvwtcng0" Fkxgtukvcvg." okpqtkv<Yk."
gejkvcvgÑ1 ugopcv"fg"e<vtg"Cpec"Pgfgnew2
tgw3g3vg" rtkpvt­wp" nkodcl" urgekcnk|cv" 3k"
eqpeku"u<"tgcfwe<" p"rtko­rncpwn"fkuewYkgk"
cuwrtc" gfwecYkgk" wp" uwdkgev" fg" q" egtv<"
korqtvcpY<<" pgxqkc" pYgngigtkk" 3k" c"
kpvgit<tkk" tgcng." pw" fqct" fgenctcvkxg." c"
kpvgtewnvwtcnkv<Ykk" p" ukstemele
gfwecYkqpcng"eqpvgorqtcpg0"""
Cpec" Pgfgnew." ew" q" gzrgtkgpY<"
kpfwdkvcdkn<" p" fqogpkw." cv¤v" nc" pkxgn" fg"
cevkxkvcvg" ghgevkx<." hkkpf" fkp" 4225." 3gh" cn"
Fgrctvcogpvwnwk" 2cpug" Gicng" rtkp"
GfwecYkg" fkp" ecftwn" Egpvtwnwk" GfwecYkc"
2000+, coordonator al mai multor
rtqkgevg" gwtqrgpg" rgpvtw" hqtoctg" 3k"
fg|xqnvctg" gfwecYkqpcn<" p" ogfkwn" twtcn."
1
Gfkvwtc"Rqnktqo."Kc3k."eqngeYkc"ãEqnngikwo0"2vkkpYgng"
gfwecYkgkÑ."KUDP<";9:-973-46-1173-7, 2008, 208 pagini
2
Ngevqt"wpkxgtukvct"fqevqt"nc"Ecvgftc"fg"Rgfciqikg"c"Hcewnv<Ykk"
fg"Rukjqnqikg"3k"2vkkpYgng"GfwecYkgk."Wpkxgtukvcvgc"fkp"
Dwewtg3vk
Fundamentele educaYiei interculturale
University
adelacimpean@yahoo.com
e¤v"3k"rwdnkekuvke<."rwdnke¤pf"uvwfkk"ewo"ct"
hk<" ãTgrgtg" cng" gfwecYkgk" ownvkewnvwtcngÑ."
*eqqtfqpcvqt" 3k" cwvqt." Dwewtg3vk." Gf0"
Vtkvqpke."3;;:+.""cwvqt"ecrkvqn"ÑOkpqtkvkgu."
Valugu" cpf" GfwecvkqpÑ" * p" ÑXcnwgu" cpf"
Gfwecvkqp" kp" Tqocpkc" Vqfc{Ñ." eqqtf0" I0"
Mc Lean, Cultural Heritage &
Contemporary Change, Washington,
3;;;+." ÑOcpcikpi" Cfwnv" Gfwecvkqp"
KpuvkvwvkqpuÑ" * p" eqncdqtctg." 4225+" ucw"
ãìpx<Yctgc" kpvgtewnvwtcn<" p" 3eqcncÑ"
(Editura Humanitas, 2004), a elaborat un
vgzv" uvtwevwtcv" nqike" 3k" dkpg" ctvkewncv."
tgw3kpf" u<" uwtrtkpf<." rtkp" fkxgtugng"
kpvgtrtgv<tk." rwpevg" gugpYkcng" cng"
discursului asupra interculturalismului în
gfwecYkg0"
ìp"egng"3cug"ecrkvqng"cng"xqnwownwk."
foarte bine echilibratg" ec" 3k" nqike<" c"
fkurwpgtkk" 3k" eqpYkpwv." cwvqctgc" fg|xqnv<"
subiecte care privesc direct tematica
rtqrwu<." ewo" ct" hk<" tgfkogpukqpctgc"
kpvgtewnvwtcn<" c" ewttkewnwownwk." rtqhknwn"
rtqhguqtwnwk" ãeqorgvgpv" kpvgtewnvwtcnÑ."
rctvgpgtkcvwn" eqowpkvct." ewnvwt<" 3k"
cultutk." rgfciqikc" fkxgtukv<Ykk." 3eqcnc"
kpvgtewnvwtcn<." gfwecYkg" 3k" dknkpixkuo."
care, prin caracterul lor teoretic­aplicativ,
rg"n¤pi<"hcrvwn"e<"pw"pg" pfgr<tvgc|<"fg"
148 THE JOURAL OF DIDACTICS
kfggc" fg" c" rtkxk" cegcuv<" nwetctg" ec" hkkpf"
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Fundamentele educaYiei interculturale
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149 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States

An Overview of Primary and Secondary Education in the

United States
Ryan Conley, Editorial Assistant Proceedings of the National Academy of Sciences

ryancconely@gmail.com

ABSTRACT:
Like any country the United States of America has a unique education formed
over time to best fit the particular needs of its citizens. Education in the US has
evolved from single­room classes teaching students of all ages to a complex and
comprehensive system aimed at providing the best skills and learning
environment for American children from the ages of six through 18, and in the
present day greater emphasis is being placed on preparing students for further
post­secondary education, whether it be in universities, technical schools, or
other forms of training. To best understand the American education system one
must begin with how it is influenced by the federal organization of the
government, as this is a major factor in the development and implementation of
the schools in the US. From there we will examine briefly the organization of
students in the primary and secondary schools. Then the curricula of schools will
be explored, followed by an overview of the testing system and recent
developments in federal education policy. Finally we will end with a brief
discussion of private alternatives to public schools as well as the reasons why
people may choose them.

KEYWORDS: US Public Education, Federalism, Primary and Secondary

School, No Child Left Behind, Private vs. Public Schools

It is not easy to describe the A local school district (formed by

United States education system in municipal counties within states) can set
generalities. The federal government its curriculum based on student interest,
plays a small role in establishing funding, and available teachers. It must
requirements and curricula, leaving much be noted at the outset that these
of it to be determined at the state and requirements and exams only apply to
local levels. State governments develop public schools, though there are
state­wide exams to be taken each year standards that private and home schools
vjcv" ogcuwtg" uvwfgpvuÓ" rtqitguu." cpf" must meet in order to ensure that those
they determine the mandatory classes students are getting an adequate
necessary for preparation for the exams. education. Although the federal
150 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States
government has become more involved
in the education system, especially with
the No Child Left Behind Act of 2001,
universities may often have more of an
influence on school curricula based on
what types of educational backgrounds
they look for in applicants. School
districts will try to develop a schedule of
classes that will make their students
more attractive applicants to universities
as well as prepare them for post­
secondary education.
Because all three levels of
government are involved, funding for
public schools comes from federal, state,
and local sources, but the percentage
contributed by each government
increases as one gets closer to local
levels. This can lead inequality in
American schools; as more funds are
available in richer areas that are able to
pay higher taxes, students in these
schools can choose from a greater
selection of electives available to them
as well as better technology and basic
classroom needs. The federal
government provides funds to states and
districts in need in attempts to create an
equal level, but the difficulty involved in
finding such areas in a country as large
as the United States as well as laws that
can limit the amount of funding that can
be provided keeps this from being a
perfect system.
Yjkng" vjg" vgtou" Ðrtkoct{Ñ" cpf"
Ðugeqpfct{Ñ" gfwecvkqp" crrn{" kp" vjg" WU."
there are many stages between the start
of education and final graduation. From
approximately six years of age to 12,
children attend elementary school, which
consists of kindergarten and five to six
years of classes, numbered from first
grade to fifth or sixth grade. There is an
intermediary stage called middle school
or, less frequently, junior high school,
that serves as a gateway between
primary and secondary education,
though because of its structure it is
usually classified as part of the
secondary school system. Middle schools
are often, with the exception of school
districts with small enrollment, located in
a different building from elementary
schools. Middle schools contain either
grades sixth through eighth or, less
commonly, seventh and eighth with the
sixth grade as part of the Elementary
school.
Secondary schools, called high
schools, span four years, from ninth
through twelfth grades, with the age of
students ranging from 14 to 18. They
are also usually housed in separate
buildings and can be composed of
students from multiple middle schools.
High schools vary in what their primary
mission can be; in public schools the goal
is to get every student to graduate­­
these days with the skills needed to
move on to universities­­but also to
provide vocational training for those who
will immediately enter the workforce.
Private schools usually take the approach
of acting as preparation for college, with
the high school diploma being seen as
one step in education rather than being
an end in itself.
151 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States
The school year in the United
States has traditionally been from August
or September through May or June. This
was originally necessitated by the
agrarian economy that existed in the
United States for some time, when
children were needed for harvesting in
summer months; since this is no longer
the case there has been a major move in
the last few decades toward year­round
schooling. Although the schedule is left
to the state or local district, this usually
takes the form of a shorter summer
vacation with small breaks in the fall and
spring.
Elementary school is based on a
less structured approach to education
than middle or high school. Since most
of the lessons are taught from a beginner
standpoint, many subjects are taught by
the same teacher, usually within the
same classroom. Focus is on the basics
of reading, writing, and arithmetic, with
each year leading to increasing difficulty
in concepts, but the delineation between
areas of a subject (such as geometry,
algebra, etc. in math) is different from
that of secondary school. While
emphasis is placed on these three
subjects, there is time allotted for other
disciplines such as science or social
studies/civics, as well as music and
physical education. In elementary
schools the priority is building a
foundation of knowledge for more
intensive study as students get older and
develop the ability to understand
concepts of increasing complexity. Also,
because elementary school can be the
first interaction children have with others
outside of their families, there is some
importance placed on informal instruction
regarding socialization; there is much
more play time and recess, and team
games are often used to help instruction.
Middle school serves as a transition
from elementary school in that subjects
studied become more specialized, and
the school day is arranged into several
classes. Children are also given more
freedom to choose classes that interest
them, although the required curriculum
is still more rigid than in high schools.
Science and social studies (which
includes history) are now given the same
attention as math and English 1 but are
not necessarily divided into specific fields
from year to year; that is, a science class
will not be focused solely on biology or
physics for the entire year. These
distinctions do not come about until high
school.
The middle school curriculum
revolves around four subjects: English,
math, science, and social studies.
Students must take a class in all of these
subjects every year. As mentioned
above, there is no specific subject
studied at each grade (with the
exception of math, in which students
move through pre­algebra to algebra),
but as in elementary school the material
cpf"eqpegrvu"cfxcpeg" ykvj"vjg"uvwfgpvuÓ"
growth in learning. Students usually
have three electives a semester to study
1 English class includes both literature and grammar,
but in some places these will be separated. Literature studies
are not solely devoted to British/American literature; in recent
years students have begun reading world literature.
152 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States
music, art, foreign languages, industrial
arts, and so on. Physical education is
required at least one semester a year.
High school is the point at which
student progress becomes measured and
classes become much more specialized.
The grades students receive in each class
goes towards a cumulative grade point
average (GPA) that ranges from 0
through 4.0. Final grades for classes are
lettered either A, B, C, D, F, with A being
a high pass and converted to a 4 for GPA
purposes, and an F being fail, equal to a
0. The other letters are spaced along the
urgevtwo0""C"uvwfgpvÓu"IRC"ku"qpg"qh"vjg"
major factors universities will look at
when deciding whom to admit, so every
class throughout the entire four years
will have important consequences.
Classes in certain subjects also
become divided into separate levels into
which students are assigned based on
their aptitude; besides the common level
in which the majority of students enroll,
classes in English, math and science can
be taken as remedial or
advanced/honors. These three subjects,
along with history and foreign language,
also offer, in most high schools,
Advanced Placement (AP) classes. AP
classes are usually taken in the 11th and
12th grades; they are meant to be taught
at a college level, and at the end of the
year students will take an exam in each
subject that, if they score high enough,
many universities will accept in lieu of
beginner­level classes. Because AP
classes are supposed to be harder than
average, some schools will weight the
grade, meaning that an A can be worth
more than a 4 for the GPA, thereby
resulting in some students graduating
with a much higher GPA than the highest
available, 4.0, in other school districts.
The curricula of high schools can
vary widely depending on state and local
requirements as well as the available
funds for electives and aptitude levels of
required courses, but they still center on
English and math, the two subjects on
which most state tests and college
entrance exams focus. English classes
are almost always required for all four
years of high school, and math are
usually required for at least three. Math
classes will follow a set schedule each
year, with algebra and geometry the first
and second years (interchangeably),
followed by pre­calculus the third years
and calculus, if the student chooses, the
fourth year. Students generally take
science for three years, covering biology,
chemistry and physics, and history is
taught for two years in order to include
both American and world history. At
least one year of foreign language is
often required, as is one year of physical
education (many times split into one
semester of gymnastics and one of
health class). This leaves ample time for
students to pursue their interests in
various electives, most classes being
similar to those offered in middle school
but more specialized. In the past, high
schools offered vocational training in the
final two years of school to students
planning to enter the workforce rather
than university, but with the increase in
testing requirements these classes have
153 THE JOURAL OF DIDACTICS
been phased out in most areas so
students can spend more time studying
for the exams.
Although No Child Left Behind
(NCLB), 2 which went into effect in early
2002, has brought testing to the
forefront of American education, many
states have long set minimum goals for
districts and schools to meet in order to
ensure a proper level of education for all
students. As these exams are created by
the states, they can take many forms.
One of the most well­known examples of
state testing is the New York State
Regent exams. These cover a range of
subjects, not all of which students are
required to take unless they want to
meet the requitgogpvu" hqt" vjg" ÐTgigpv"
Fkrnqoc.Ñ" c" oqtg" rtguvkikqwu" cecfgoke"
honor, but in order to be graduated from
high school they must pass five exams in
math, English, world history, US history,
and science.
The advent of NCLB required
mandatory yearly testing in all public
schools for Adequate Yearly Progress
(AYP) of schools and students
(improvements must be made annually).
Students who fail to do so must enter
tutoring programs or summer school,
provided by the school system, until they
have made progress. Schools that make
pq" cfxcpegogpvu" *ncdgngf" Ðuejqqnu" kp"
pggf"qh"kortqxgogpvÑ+"hceg"c"pwodgt"qh"
sanctions, such as developing a multi­
2ÐPq"Ejknf"Nghv"Dgjkpf"Cev"qh"4223.Ñ
http://www.gpo.gov:80/fdsys/pkg/PLAW-
107publ110/pdf/PLAW-107publ110.pdf (government link).
An Overview of Primary and Secondary Education in the United States
year strategy for improvement, allowing
students to transfer to better performing
schools in the district, or, in extreme
cases (several years of no AYP),
replacement of staff and creation of a
new curriculum.
While NCLB is one of the largest
federal interventions in public schools, it
still leaves much of the implementation
of the plan to the states. States come
up with their own tests, as long as it
meets certain requirements the federal
government has set for measuring
reading, writing, and mathematic
aptitude. Most states that already had
such tests in place are able to use these
as their yearly tests, although if the
testing only took place at certain grade
levels it was necessary to expand them.
At present NCLB is eight years old, so
data as to its effectiveness is only now
becoming available. The major criticisms
surrounding it mostly involve controversy
over testing; advocates fear that schools
oc{" dg" Ðvgcejkpi" vq" vjg" vguv.Ñ" vjcv" ku."
only teaching students the skills to pass
rote exams instead of developing more
creative processes of learning, and that
the focus on reading, writing, and math
is taking funds and class time away from
other subjects that can be equally
important.
Because education from
kindergarten to the age of 16 to 18
(depending on the state) is mandatory in
the United States, public education must
be made available to all children. Public
schools are the largest education system
154 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States

in the country, but there are many other instruction and prayer is common. There
options available to students depending are other religion­based schools as well,
on a variety of factors and the for example, Judaic schools, which are
availability of a family to pay for a also common.
private education. In the US public
Another type of private secondary
schools, students must attend schools
school is those that classify themselves
within their local district, the boundary of
as college prepartories. These schools
which is the county, a municipal division
were traditionally located in New
of the state. The school one attends is
England, primarily serving as feeder
further determined by one's city, town,
schools for the Ivy League, but these
or neighborhood, as the county will
days they exist throughout the US,
attempt to divide the district in a way
particularly in large cities or other areas
that students live somewhat near their
with higher income levels. College
school as well as to disperse the student
prepartory schools can be based on the
population to prevent classroom
English model of boarding schools, in
overcrowding. Established by the state
which children live in dormitories away
and funded by federal, state, and local
from their families, but now they are
governments, public schools are
more commonly day schools. These
beholden to the requirements and
types of schools are usually costly, but
policies of each level. There are a few
they claim to have much higher
other private options available to
standards of education, and there is a
students who prefer not to attend public
greater availability of electives as well as
schools, usually for religious reasons or
extracurricular activities. Although much
what they believe to be the poor quality
of the preparation for post­secondary
of education in the local public schools.
education takes place in high schools,
The most common private schools private schools also exist for primary
in the US are religion­based, the largest education.
of which is the Catholic school system.
A third option outside of the public
Each parish (or in the case of areas with
schools is home schooling. Home
small population, two or more parishes
schooling has a long history in the US;
combined) has its own school, mainly
since much of the country's history has
consisting of first through eighth grades.
been an expansion westward many
Catholic high schools are run by the
settlers lived isolated from others. There
diocese and contain students from
are stories told about Abraham Lincoln's
several parishes. In the past the
auto­didacticism; he supposedly got his
Catholic high schools were divided by the
education by the fireside with only a few
sexes, but this is now the exception in
books and a slate. More recently home
most areas. The Catholic schools vary
schools have been chosen by those who
little from the average curricula of public
feel the public school system is too
schools, but they do require religious
restrictive and hindered creativity.
155 THE JOURAL OF DIDACTICS An Overview of Primary and Secondary Education in the United States

Others are concerned about what they
see as the rise of a dangerous
atmosphere in public schools, or who feel
the educational standards to be too lax.
These days home schooling has been
heavily influenced by religion­­many
parents believe the public school system
has become too secular, or are
concerned by certain concepts taught,
such as evolution or sex education.
Home schooling can take many forms;
for example, parents will take the sole
responsibility of teaching their children,
or a group of families can combine to
divide the subjects taught.
There have been recent debates in
the US about experiments with
public/private combinations. One idea
that was supported by the Bush
cfokpkuvtcvkqp" ycu" vjg" Ðxqwejgt0Ñ" " Vjg"
voucher arose out of NCLB; the plan was
that students attending a school that
continually fails to meet the AYP
requirement should be given funds by
the government, vouchers, that can be
used to pay tuition at more successful
private schools. The main criticisms of
this plan were that the money given to
individuals would be better spent fixing
the public schools, and that it would
violate the First Constitutional
Amendment (which prevents the state
from establishing or supporting a
religion) since the funds could be used at
religious schools. Another experiment is
vjg" ÐejctvgtÑ" uejqqn." kp" yjkej" rwdnke"
schools are turned over to private
companies to run; students would
effectively have their state­mandated
education run by private individuals. The
argument in favor of this is that private
companies have an interest in
succeeding since it means profit, while
those against think that public education
must be left to the government to ensure
equal standards and access for all
students.
What has been presented is a brief
overview of system of education in the
US, how it is organized by the
government, what the common curricula
is and how it is taught. Testing in
schools is a subject to be followed in the
future, as it marks a major shift in how
progress is measured and the role the
federal government will play in schools.
Also the issue of public and private
schools has the potential to develop into
a point of debate if testing shows a
decline or stagnation in public schools;
those who are able may begin to migrate
to private schools in greater numbers.
Overall education in the US is a fluid and
dynamic network touching on all levels of
the country that always has the potential
for rapid change.
© The Journal of Didactics, Babe!-Bolyai University 2009