Aplicaia nr.

Data:________________
Noiuni introductive proiectarea didactic

Sarcina: construii un scenariu de lecie pornind de la imaginea dat. Aceasta va fi mijlocul prin
care vei realiza introducerea n lecia respectiv. Precizai urmtoarele aspecte:
1. Care este disciplina?
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2. Care este tema leciei?
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3. La ce clas se desfoar?
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4. Care sunt obiectivele pe care vi le propunei?

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5. Ce metode vei utiliza?

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6. Ce mijloace didactice ai folosi n activitatea respectiv?
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7. Care ar fi derularea leciei?

8. Care este valoarea educaional a imaginii respective?

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9. n ce alte contexte ar putea fi valorificat imaginea prezentat?
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Aplicaia nr. 2

Data:________________
Procesul de nvmnt abordri actuale

1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________

Aplicaia nr. 3

DATA___________________

TEORIILE NVRII

TEORIA
ENUN

CARACTERISTICI

IMPLICAII
EDUCAIONALE

EXEMPLE

Aplicaia nr. 4

DATA___________________

PREDAREA ORIENTRI CONTEMPORANE

NVAREA

PREDAREA

Criterii de comparaie

Asemnri

EVALUAREA

Deosebiri

Aplicaia nr. 5

DATA___________________

STRATEGIILE DE INSTRUIRE

Strategia ___________________________________
Exemplu de demers educaional

Aplicaia nr. 6

DATA___________________

METODELE DIDACTICE

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Definire

Mod de realizare

Condiii de
realizare

Aplicaia nr. 7

DATA___________________

PRINCIPIILE DIDACTICE
ESENA PRINCIPIULUI

EXEMPLU PRACTIC

PRINCIPIILE DIDACTICE
PRINCIPIUL DIDACTIC
Principiul participrii contiente
i active a
elevilor n activitatea de nvare

Principiul accesibilitii

Principiul legrii teoriei cu

practica

Principiul sistematizrii i
continuitii

Principiul nsuirii temeinice a

cunotinelor

Principiul conexiunii inverse

ESENA PRINCIPIULUI DIDACTIC

Aplicaia nr. 8

Data:____________________
TIPURILE DE LECII
Lecia de transmitere
a unor noi cunotine /
lecia de dobndire de
noi cunotine

Moment organizatoric

Verificarea temei
efectuate acas
Reactualizarea
cunotinelor i
structurilor dobndite
anterior

Captarea ateniei

Anunarea temei i a
obiectivelor

Lecia de consolidare
i sistematizare

Lecia de formare de
priceperi i
deprinderi

Lecia de evaluare

Lecia mixt

Comunicarea noilor
coninuturi

Recapitularea i
sistematizarea
coninuturilor
Realizarea unor lucrri
pe baza
cunotinelor/structurilor
recapitulate
Demonstraia sau
execuia model
Antrenarea elevilor n
realizarea activitii (cu
ajutorul profesorului)
Activitatea independent
a elevilor

Analiza i aprecierea
performanelor elevilor

Verificarea coninutului

Aprecierea rezultatelor

Fixarea noilor
coninuturi (retenia i
transferul noilor
cunotine)

Conexiunea invers

Evaluarea final

Tema pentru acas

ncheierea leciei

Aplicaia nr. 9

Data:____________________

PROIECTAREA DIDACTIC
Data: ______________________
coala: _________________________________________
Clasa: _____________
Aria curricular: ____________
Disciplina: _______________________________________________
Unitatea de nvare: _________________________________________________________
Tema leciei: ____________________________________________________________________
Tipul leciei: _________________________________________________________
Competene generale:
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Competene specifice:
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Obiective operaionale:
O 1. ______________________________________________________________________
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O 2. ______________________________________________________________________
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O 3. ______________________________________________________________________
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O 4. ______________________________________________________________________
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O 5. ______________________________________________________________________
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O 6. ______________________________________________________________________
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Strategii didactice:
1. Metode i procedee:
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2. Mijloace didactice:
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3. Forme de organizare:
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Durata: _____________________
Propuntor: ________________________________________________

Etapele leciei

Obiective operaionale

Coninut instructiv educativ

Metode i procedee

Mijloace

Evaluare

Durat

Aplicaia nr. 10

Data:____________________

PROIECTAREA DIDACTIC
Data: ______________________
coala: _________________________________________
Clasa: _____________
Aria curricular: ____________
Disciplina: _______________________________________________
Unitatea de nvare: _________________________________________________________
Tema leciei: ____________________________________________________________________
Tipul leciei: _________________________________________________________
Competene generale:
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Competene specifice:
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Obiective operaionale:
O 1. ______________________________________________________________________
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O 2. ______________________________________________________________________
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O 3. ______________________________________________________________________
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O 4. ______________________________________________________________________
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O 5. ______________________________________________________________________
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O 6. ______________________________________________________________________
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Strategii didactice:
4. Metode i procedee:
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5. Mijloace didactice:
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6. Forme de organizare:
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Durata: _____________________
Propuntor: ________________________________________________

Etapele leciei

Obiective operaionale

Coninut instructiv educativ

Metode i procedee

Mijloace

Evaluare

Durat

Aplicaia nr. 11

Data:____________________
EVALUAREA DIDACTIC
Sarcina: ______________________________________________________
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Aplicaia nr. 12

Data:____________________

ELABORAREA PROBELOR DE EVALUARE

elaborarea probei de evaluare este o activitate de mare responsabilitate, dar i de mare
complexitate, cu o desfurare procesual, prin parcurgerea mai multor etape:
1. Stabilirea scopului probei
2. Precizarea obiectivelor/competenelor vizate ca evaluare
3. Stabilirea coninuturilor/activitilor supuse verificrii care s evidenieze achiziiile elevilor
4. Redactarea probei n concordan cu activitile de efectuat i capacitile/performanele de
evaluat
item = ntrebare + rspuns ateptat
A. ITEMI OBIECTIVI / CU RSPUNSURI NCHISE
Tehnica alegerii duale itemi cu alegere dual (adevrat - fals; da - nu; corect incorect)
Tehnica perechilor ( a itemilor tip pereche)
Simetric
Asimetric
Tehnica alegerii multiple itemi cu alegere multipl
B. ITEMI SEMIOBIECTIVI / CU RSPUNSURI SEMI-NCHISE
Tehnica rspunsului scurt
Tehnica ntrebrilor structurate itemi structurai
C. ITEMI CU RSPUNS DESCHIS / SUBIECTIV
Tehnica rezolvrii de probleme itemi tip rezolvare de probleme
Tehnica tip eseu itemi tip eseu
dup dimensiunea rspunsului ateptat
- eseu cu rspuns restrns (minieseul)
- eseu cu rspuns extins (pentru care limita este timpul acordat
rezolvrii)
- dup tipul rspunsului ateptat:
- eseu structurat sau semistructurat ( cu ajutorul unor sugestii sau
cerine, rspunsul ateptat este ordonat i orientat)
- eseul liber
Formularea itemilor cerine i recomandri
precizai procesul intelectual pe care dorii s-l foloseasc elevul pentru a rspunde;
folosii elemente noi sau o prezentare nou a ntrebrilor;
ncepei ntrebrile cu: - comparai, expunei, explicai de ce, enumerai i - evitai
formulri de tipul ce, cnd, unde
dai o formulare clar i precis solicitrilor;
asupra unui subiect controversat, s se cear argumente i nu atitudini;
s atrag un comportament pe care l dorii manifestat;
adaptarea lungimii i complexitii la maturitatea elevilor
Alte observaii:

Aplicaia nr. 13

Data:____________________

DISTORSIUNI N EVALUARE