CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

Teaching Techniques: Project-Based Learning. Online Course – LinkedIn Learning. Constantin cucos Pedagogie. Raluca Chirvase. Constantin. ; Cerghit, ; Jinga, ). .. Cucoş, Constantin (). Pedagogie. Iaşi: Editura Polirom. Jinga, Ioan (). Manual de Pedagogie. and Kauffman (, p. ) define the .. included in the resource program from the following schools: Şcoala Constantin. Brâncoveanu.

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I learn to become someone, because school prepares you for the chosen profession etc. Analysing the dynamics of the reasons for learning ranking we noticed that at every age level we may identify reasons and purposes that reflect both the abilities, and the aspirations of the students and their parents. The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: Both the interview and the questionnaire have followed identifying the dimensions of school learning motivation and of the factors mediating the option for such reasons choice answer items — I like going to school because: The learning systems are very rigorous organized and conservatoire.

In an educated and educable world, deconstruction can not be considered a week point. The difficulty in building a new school is based on the fear of adventure. Democracy invocation leads to abandoning certitude and allowing incertitude. In conclusion, two opposite situations coexists. Our supposition that learning is determined in tenagers high-school students mostly by self-achievement reasons has not been confirmed. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: Noise, movement, images, color, pleasure are meanings of daily leaving.

The wish to affiliate is an obvious extrinsic reason when the child goes to school and learns thoroughly, mostly to please his family, who is interested in what he does in school, praises and even rewards him. Postmodernism is characterized through loosing bench-marks.

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The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task.

Annales universitatis apulensis

The sphere of the learning behaviour patterns is plurimotivated and shows the motivational mechanism of learning. The reasons for which a student makes cognitive efforts to acquire new knowledge are the result of more conjugated factors, starting from his capacity to learn to the general mobilisation towards this activity. Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.

If achieved, learning is with hard efforts and tiresome. The society is different from school and it offers a different educational perspective. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, as well as during the active period of time of the individual, maintaining high levels of aspiration.

The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their rapid wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.

The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options. The following persons participated in the debates caused by such method: In this investigation, the questionnaire-based investigation method was used.

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The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards school or any other kind of activity.

The idols destruction has a strong ontological justification.

Through the verification of work hypotheses 2. The results obtained by the group subject to investigation are summarized in table 1. Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school performance, we intended to investigate the dynamics of reasons for learning at different ages.

It is accompanied Ausubel by anxiety, fear resulting from psychical anticipation of losing prestige and self-respect contantin a consequence of failure. A reason is a psychical structure that initiates, orientates and adjusts actions towards a more or less explicit purpose.

Bibliography – Annales universitatis apulensis

Competences related to the contextualization of the acquired theoretical preparation. The street is dynamic, alive and colored.

The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school. The theoretical reference frame is based on the most recent national and international research results and the practical-theoretical frame follows the standards pedagogid mentoring programs that have been established by the European Mentoring and Couching Council.

The swinging between those two faces is a source of happiness.