ntocmirea fiei de caracterizare psiho-pedagogic

O privire de ansamblu asupra capitolelor fiei ne ofer posibilitatea de orientare

asupra tematicii de investigaie a individualitii elevului:
FIA PSIHO-PEDAGOGIC (model)
Numele i prenumele elevului:
Nscut n anul _______________ luna__________ziua_____
n localitatea________________________________________
Domiciliul prinilor:__________________________________
Aparine colii noastre din clasa _________________________
A absolvit clasele anterioare la colile_____________________
Nr.____________________ Data:_______________________
I. Date asupra mediului familiei
1. Familia

Numele

Data Pregtir Profesiu

nate ea
nea
rii
colar

Venit
uri
lunar
e

Obs
.

Tat
a
Ma
ma
Cop
ii

2. Atmosfera n familie (relaii n familie, regim i climat educativ

etc.):___________________________________________________________________
_____________________________________________________
3. Condiiile de munc ale elevului:
________________________________________________________________________
____________________________________________________
4. Proiectele prinilor privind viitorul copilului:
________________________________________________________________________
____________________________________________________

II. Date medicale semnificative

Antecedente personale:
________________________________________________________________________
____________________________________________________
Starea general a sntii:
________________________________________________________________________
________________________________________________________________________
__________________________________________
III. Date asupra colaritii
1. Situaia colar

Clasa

Secia

Media
anual

OBIECTE CU
mai bune

REZULTATE
mai slabe

Repetenie
corijene

1. Succese deosebite la concursuri:

________________________________________________________________________
________________________________________________________________________
__________
2. Manifestri n timpul leciei (atenie, receptivitate, participare la discuii, frecvena i
valoarea interveniei):
________________________________________________________________________
_____
________________________________________________________________________
_____
3. Modul de pregtire a leciilor (cu regularitate, din proprie iniiativ, prin efort propriu,
etc):
________________________________________________________________________
_____
________________________________________________________________________
_____
4. Factori explicativi ai succesului sau insuccesului: (aptitudini, srguin, interes,
deprinderi de munc, lacune n pregtirea colar, aspiraii profesionale, starea de
sntate, condiii de mediu, etc.)

________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
__________
IV.Integrarea social a elevului
1. Conduita n familie:
a) fa de prini (ascultare,ataament, independen, nesupunere);
________________________________________________________________________
________________________________________________________________________
__________
b) relaiile cu fraii (ocrotire, nelegere, dominare, etc.)
________________________________________________________________________
________________________________________________________________________
__________

c)
participare la activitatea familiei (autoservire, ajutorare, etc.)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________
2. Conduita n coal
a) relaiile elev-profesor (disciplinat, politicos, docil, rezervat, impertinent);
________________________________________________________________________
________________________________________________________________________
__________
b) relaiile cu colegii (solidaritate, colegialitate, prietenie, rezerv, tendin de dominare
sau supunere, egoism, apreciere, influena lui asupra colectivului);
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________
3. Conduita n organizaia de tineret (rol n organizaie, accept i ndeplinete sarcinile)
________________________________________________________________________
_____
________________________________________________________________________
________________________________________________________________________
__________

4. Conduita ntre prieteni (natura prietenilor, influena asupra elevului)

________________________________________________________________________
________________________________________________________________________
__________
V. Caracteristicile personalitii
1. Procese intelectuale (nivel de dezvoltare intelectual, atenie, memorie, gndire,
imaginaie,
limbaj;_____________________________________________________
__________________________________________________________________
__________________________________________________________________
____
1. Trsturi de afectivitate (sentimente legate de personalitate, reacii fa de
succes i insucces, sensibilitate, timiditate, echilibru emotiv);
__________________________________________________________________
__________________________________________________________________
____
3. Aptitudini, interese, aspiraii, evidentiate prin:
a)
activiti
colare;____________________________________________________
b)
preocuprile
din
timpul
liber;___________________________________________
4. Trsturi de temperament:
a) energie (capacitate de efort, rezisten la oboseal), mobilitate ( ritm de
activitate, adaptare la situatii noi), si echilibru (stpnire de sine,
impulsivitate;_______________________________________________________
__
__________________________________________________________________
__
b)
introversiune,
extraversiune____________________________________________
__________________________________________________________________
__
5.Trsturi de voin i caracter:
a) atitudine fa de munc (contiinciozitate, srguin, disciplin, iniiativ,
perseveren)_______________________________________________________
__________________________________________________________________
__________________________________________________________________
_______
b) atitudine fa de societate i oameni (comportare civilizat, solicitudine,
onestitate)
c) atitudine fa de sine (demnitate, modestie, spirit autocritic)
VI. Aprecieri de ansamblu
1. Pregtirea elevului raportat la aptitudini, starea de sntate i condiii de
munc;

__________________________________________________________________
__________________________________________________________________
____
2. Gradul de maturizare psihic (intelectual, afectiv, temperamental)
__________________________________________________________________
__________________________________________________________________
____
VII. Recomandri psihopedagogice
1. Aciuni n coal pentru corectarea unor aspecte deficitare (disciplinarea
gndirii, echilibrarea emotiv, corectarea unor aspecte de caracter, etc.)
__________________________________________________________________
__________________________________________________________________
____
2. Aciuni n colaborare cu familia (ndrumri speciale date prinilor,
reglementarea regimului de via al elevului, plasarea elevului n internat, etc)
__________________________________________________________________
__________________________________________________________________
____
3. Aciuni pregtitoare n vederea orientrii spre cercuri de elevi, cultivarea
talentelor deosebite, orientarea lecturii, cultivarea anumitor deprinderi, atenie
deosebit la unele discipline, etc)
__________________________________________________________________
__________________________________________________________________
___
4. Recomandri pentru orientarea colar i profesional n funcie de aspiraiile
i posibilitile elevului i de dorinele prinilor
__________________________________________________________________
__________________________________________________________________
____
Cunoaterea personalitii elevului n contextul colar se constituie ca un
argument principal de evitare a empirismului i formalismului educaional, identificarea
caracteristicilor proceselor cognitive, a organizrii afective i volitive a elevului, a
interiorizrii aciunilor externe, a configuraiei personalitii lui etc confer ntregului
proces educaional o temeinic fundamentare tiinific.
Cunoscnd particularitile individuale, profesorul va ti s adapteze tehnologia
didactic la acestea, s diversifice aciunile instructiv-educative lund n consideraie
structura lor concret - individual.
Cunoaterea personalitii elevilor ofer profesorului o structur teoretic care
permite formularea propriilor ipoteze n legtur cu rezolvarea problemelor fiecrui elev.
Sursa bibliografica : Dragu, A., Cristea S., (2004), Psihologie i pedagogie
colar, Editura Ovidius University Press