Strategii Moderne de Predare

1
Proiect co-finantat din FONDUL SOCIAL EUROPEAN prin

2013
- Educaia i formarea profesional n sprijinul creterii
economice i dezvoltrii societii bazate pe cunoatere
- Dezvoltarea resurselor umane n educatie
si formare profesional
Formarea continu a profesorilor de Istorie i Geografie n
societatea cunoaterii
icare al contractului: POSDRU/87/1.3/S/62651

MODULUL A

III. STRATEGII MODERNE DE PREDARE- -EVALUARE

Lector univ.

Ianuarie 2011
2

N EFICIENTIZAREA PROCESULUI DE PREDARE-

1.1. Strategii didactice interactive - d
1.2. Rolul strategiilor didactice interactive n eficientizarea procesului de predare-

1.3.

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Concepte cheie: constructivism, asigurarea calitii n educaie, strategie didactic,
strategie didactic interactiv, roluri ale profesorului

1.1. Strategii didactice interactive - d

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nvare n care sunt implicai elevii si;
contientizarea elevilor cu privire la necesitatea implicrii lor n procesul propriei
formri;
ncurajarea i stimularea participrii active a elevilor n planificarea i gestionarea
propriului parcurs colar;
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practicate de ctre elevi. ' UJKLFHVFX3HWUHVFX6WQFHVFX

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decompozabilitatea acesteia n suite de decizii;

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6
1.2. Rolul strategiilor didactice interactive
n eficientizarea procesului de predare-

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trategiilor didactice
interactive.

1.3.

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strategiilor interactive:

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profesorului;
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de lucru;
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evaluarea progreselor individuale
etc..

8

raportndu-
CRITERII

STRATEGII DIDACTICE

STRATEGII DIDACTICE
INTERACTIVE
Rolul profesorului
Rolul elevului
-elev;
elev-elev

Modul de realizare a
feedback-ului

Evaluarea

Bibliografie:

1. Cerghit, I.. (2002). Sisteme de instruire alternative i complementare. Structuri,
stiluri i strategii. Bucureti: Editura Aramis.
2. Cristea, S.. (1998). Dicionar de termeni pedagogici. %XFXUHWL('3
3. 'UJ KLFH VF X/3H WUH VFX$06WQFH VF X, 5ROXOVWUD WHJ LLORUGLGDF WLFH
LQWH UD F WLYHvQD PHOLRUD UH DF D OLW LLvQY ULLQ$OEX( F RRUG(GXF D LHL
F RPXQLF D UH7k UJ X0XUH(GLWXUD 8QLYH UVLW LL 3H WUX0D LRU
4. Iucu, R.. (2008). Instruirea colar. Perspective teoretice i aplicative. Iai: Editura
Polirom.
5. Manolescu, M. (2008). Elementele structurale ale curriculumului colar, semnificaii
i interaciuni. Aplicaii. n 3RWROHD ' 1HDFX , ,XFX 5% 3kQLRDU ,2
(coord.). Pregtirea psihopedagogic. Manual pentru definitivat i gradul didactic II.
,DL(GLWXUD3ROLURP
6. Nicola, I.. (2003). Tratat de pedagogie colar. Bucureti: Editura Aramis.
7. Oprea, C.L.. (2006). Strategii didactice interactive% XFXUH WL('3
8. 3 F XU D UL27k UF$6D ULYD Q/ Strategii didactice inovative Suport de
curs% XFXUH WL(GLWXUD6LJ PD
9. 3 XQ( O lectur a educaiei prin grila postmodernitii. n Pun, E.,
Potolea, D. (coord.). Pedagogie. Fundamentri teoretice i demersuri aplicative. Iai:
Editura Polirom.
10. Siebert, H..(2001). Pedagogie constructivist. Iai: Institutul European.
11. Potolea, D.. (1989). Profesorul i strategiile conducerii nvrii. n Jinga, I.,
9OVFHDQX, L. (coord.). Structuri, strategii i performane n nvmnt. Bucureti:
Editura Academiei.

9

2. STRATEGII DIDACTICE INTERACTIVE

Lector dr. Lumi

2.1. concept, efecte
2.2.
2.2.1. Mozaicul
2.2.2. Fishbowl (tehnica acvariului)
2.2.3. Turul galeriei
2.2.4. Interviul n trei trepte
2.2.5. Creioanele la mijloc

Obiecti
3HSDUFXUVXOLODVIkULWXODFHVWHLXQLW LGHvQY DUHFXUVDQ LLYRUILFDSDELOL
V identifice notele definitorii ale strategiilor didactice interactive ED]DWHSHvQY DUHD
prin colaborare;
V DQDOL]H]H PHWRGHOH L WHKQLFLOH GH vQY DUH SULQFRODERUDUH prezentate, din
SHUVSHFWLYDSRVLELOLW LORUGHDSOLFDUHODGLVFL plina de specialitate;
VDSUHFLH]HHILFLHQ DPHWRGHORULWHKQLFLORUGHvQY DUHSULQFRODERUDUH
VHODERUH]HSHQWUXXQFRQ LQXWODDOHJHUHR VWUDWHJLHGLGDFWLFED]DWSHvQY DUHD
prin colaborare.

Concepte cheie: nvarea prin colaborare, mozaicul, fishbowl, turul galeriei, interviul
n trei trepte, creioanele la mijloc

2.1. laborare concept, efecte

OUJDQL]DUHDXQXL PHGLXGHvQY DUHVWLPXODWLYDFWLYL]DQW bazat pe VWUDWHJLDvQY ULL
prin colaborare va genera ca efect o nv DUHGHFDOLWDWH
nvarea prin colaborare (cooperare) UHSUH]LQWPDL GHJUDE R ILORVRILH
LQVWUXF LRQDOGHFkWR PHWRGDSDUWH 1HJUH -Dobridor, 3kQLRDU 2005, 168), o
ILORVRILHFDUHWUHEXLH LPSOHPHQWDWvQSUDFWLFD HGXFD LRQDOvQWUXFkWOH RIHU
eOHYLORUSRVLELOLWDWHDVVHGHSODVH]HFWUHFHQWUXODFWLYLW LL GLGDFWLFHVVH
LPSOLFHHIHFWLYvQFRQVWUXF LDSURSULLORUFRPSHWHQ HFRJQLWLYHLQVWUXPHQWDO -
DSOLFDWLYHLDWLWXGLQDOH
nvarea prin colaborare (cooperare) HVWH R VWUDWHJLH S HGDJRJLFce
vQFXUDMHD]HOHYLL VOXFUH]HvPSUHXQvQPLFURJUXSXUL vQYHGHUHD vQGHSOLQLULL
XQXLVFRSFRPXQ 2SUHD
Cooperarea/colaborarea LFRPSHWL LDVXQWSkUJKLLSHFDUHFDGUHOHGLGDFWLFHOHDF LRQHD]
vQSURFHVXO LQVWUXF LRQDO DORFkQGX -OH vQV SRQderi diferite. Raportndu-ne la mediul
SUHXQLYHUVLWDUvQPRGVSHFLDOODDFWLYLW LOHDSOLFDWLYHFRQVWDWPF HOHYLL VXQWLPSOLFD L vQ
PRG IUHFYHQWvQH[SHULHQ H GH vQY DUH ED]DWH SH FRPSHWL LH &X VLJXUDQ F L DFHDVW
strategie are efectele ei benefiFH vQV FRQVLGHU P F XWLOL]DUHD vQY ULL SULQFRlaborare
10
(cooperare) VH GRYHGHWH D IL PXOWPDL DYDQWDMRDV SHQWUX EHQHILFLDULL GLUHF L DL DFWXOXL
HGXFD LRQDO
9RPvQFHUFDVQRPLQDOL]PvQFRQWLQXDUHSULQFLSDOHOHDYDQWDMHDOHXWLOL]ULL vQY ULL
prin colaborare (cooperare)DYDQWDMHFDUH HYLGHQ LD]IDSWXO F DFHDVWDUHSUH]LQW o strategie
LQVWUXF LRQDOFHSRDWHFRQWULEXL vQPRGHYLGHQWODDVLJXUDUHDXQXL proces HGXFD LRQDOGH
calitate.

$VWIHOvQY DUHDSULQFR laborare permite:
realizarea unor inWHUDF LXQLVRFLDOHPXOWLSOH
D PHOLRUD UH D UH OD LLORULQWH USH UVRQD OH
GH ]YROWD UH D F RPSHWH Q HORU F RJ QLWLYHLVRFLD OH
GH ]YROWD UH D F RPSHWH Q HORU GH F RPXQLF DUH
GH ]YROWD UH D LQWH OLJH Q HLLQWHU SH UVRQD OH
D PHOLRUD UH D FD OLW LLvQY ULL
SD UWLFLSD UH DDF WLYLPS OLF D UH DvQUH D OL]D UH DVD UF LQLORUGHvQY DU H
(auto)propuse;
vPS UW LUH DH [SH ULH Q HORU
UH D OL]D UHD WUD QVIH UXOXLGHF XQRWLQ H
confruntarea ideilor;
D QD OL]D F RPSDU DUH D PRGXU LORU GH D vQY DD D FKL]L LLORUU H D OL]D WH
reformularea ideilor, opiniilor;
asimilarea unor noi valori, modele culturale;
GH ]YROWD UH D UH VSRQVDELOLW LLLQGLYLGXDOH
dezvoltarea autonomiei;
D VXPDU HD LLQWHU SU H WDUH DXQRU U ROXULYD ULD WH vQFD GUXOJ UXSXOXL
F XOWLYDU H D WROH UD Q HLDUHVSHF WXOXLSHQWU XGLYHU VLWDWH
IRU PDU HD LFRQVROLGD UH D GH SU LQGHU LLGHD VF XOWD UH DF WLY
dezvoltarea gndirii critice;
GH ]YROWD UH D XQH LDWLWXGLQLSR]LWLYHI D GH vQY D UH
GH ]YROWD UH D ED ]H LPRWLYD LRQD OHD vQY ULL
F RQVROLGDU H D vQF UH GH ULLvQSUR SU LLOHI RU H
consolidarea stimei de sine etc. ('UJKLFHVFX, Petrescu, 2007).

1XDPUHDOL]DWXQLQYHQWDUFRPSOHWDOHIHFWHORUIDYRUDELOHDOHvQY ULL SULQFR laborare.
&RQVLGHUPvQVFDFHOHDFHDXIRVWPHQ LRQDWH R UHFRPDQG FDILLQGR VWUDWHJLHFXYDOHQ H
formative deosebite, o strategie care poate ameliora vizibiOSURFHVXOvQY ULL
3HQ W UXDUHDOL] DGHFLXQvQ Y PkQ WSUHXQ LY HUVLW DUIXQ GDPHQ W DWSHVW DQ GDUGHFkWPDLvQ DOW HGH
calitate, pentru a-i ajuta pe elevi VSUDFWLFHR vQY DUHGHFDOLWDWHFDUHV -L LQVWUXPHQWH]HvQ
YHGHUHDXQHL LQVHU LL RSWLPH vQPHGLXO V ocio-SURIHVLRQDO HVWH QHFHVDUVFUHP XQPHGLX
LQVWUXF LRQDOVWLPXODWLYvQFDUH nvarea prin colaborare VGHYLQRVWUDWHJLHGHED]
,PSOHPHQWDUHD DFHVWHL VWUDWHJLL UHSUH]LQWJDUDQWXO XQHL vQY ri de calitate deoarece
RIHUHOHYLORUSRVLELO LWDWHDVDSOLFHL VVLQWHWL]H]HFXQRWLQ HOHvQYDULDWHPRGXUL VYHULILFH
L VDQDOL]H]HFULWLF SURSULLOHLGHL V -L FRQIUXQWHSURSULLOHRSLQLL FXDOHFHORUODO L V -L
GH]YROWH LQWHOLJHQ D LQWHUSHUVRQDO V GH]YROWH DWLWXGLQL L FRPSRUWDPHQWH ED] ate pe
valorizarea propriei persoane, GDU L D FHORUODO L V -L IRUPH]H FRPSHW HQ H VXSHULRDUH GH
vQY DUHVGH]YROWHFRQGXLWHED]DWHSHWROHUDQ UHVSHFWLDFFHSWDUHDGLYHUVLW LL e et tc c. .. .

11
????

2.2.

nvarea prin colaborare i subsumeaz o serie de metode i tehnici menite s
optimizeze calitatea nvrii, implicndu-LDFWLYSHHOHYLvQSURFHVXOSURSULHLIRUPUL
Vom descrie succint, vQFHOH FH XUPHD] , FkWHYD GLQWUH PHWRGHOH GH vQY DUH SULQ
FRODERUDUHFHSRWvPERJ LLQVWUXPHQWDUXO PHWRGRORJLFDOSURIHVRUXOXLLSRWDVLJXUDWRWRGDW
DFKL]L LLGXUDELOH

2.2.1. Mozaicul

Structurile cooperative de tip mozaic (Johnson, Johnson & Holubec, 1993;
Kagan, 1992; Slavin, 1990) presupun formarea unor grupuri cooperative n
FDGUXOFURUD ILHFDUH PHPEUXDO JUXSXOXL GHYLQHH[SHUWvQDQXPLWHSUREOHPH
specifice materialului proSXVVSUHvQY DUH

Schema VSHFLILF SURFH VXOXLPR]DLFH VWHXUPWRDUH D
Grupuri cooperative (distribuirea materialelor),
Grupuri expert vQY DUHLSUHJWLUH ,
Grupuri cooperative SUHGDUHLYHULILFDUH 6WHHOH0HUHGLWK7HPSOH a, 42).

Se pot reDOL]DGLYHUVHYDULD LXQL SHWHPDPR]DLFXOXL QFHOHFHXUPHD]YRPSUH]HQWD
vQV etapele PR]DLFXOXLGHED]
1. F
- profesorul mparte tema de studiu n 4-5 subteme;
- VROLFLWHOHYLOR UV QXPHUHSkQOD VDX vQIXQF LHGHQXPUXO GHVXEWHPH L
GLVWULEXLH ILHFUXL HOHYPDWHULDOXO FH FRQ LQH GHWDOLHUHD VXEWHPHL FRUHVSXQ]WRDUH
QXPUXOXL VXHOHYXOFX QXPUXO YDGHYHQL H[SHUWvQVXEWHPD HWF OL VHSUHFL]HD]
elevilor IDSWXO F YRUvQY DL YRUSUH]HQWDPDWHULDOXO DIHUHQWQXPUXOXL ORUL FHORUODO L
FROHJLILLQGUHVSRQVDELOLGHUH]XOWDWHOHvQY ULLDFHVWRUD
- ILHFDUHJUXSGH VDX HOHYL YDFRQVWLWXL XQJUXSFRRSHUDWLYHOHYLORUOL VHVROLFLWV
UH LQJUXSXOFRRSHUDWLYG in care fac parte.
2. F
- HOHYLL FDUHDXDFHODL QXPUL UHVSHFWLYDFHHDL VXEWHPGHDERUGDWVHYRUFRQVWLWXLvQ
grupuri GH H[SHU L 2EV QXPUXO JUXSurilor GH H[SHU L YD IL DFHODL FX QXPUXO de
subteme stabilite);
- H[SHU LL VWXGLD]L DSURIXQGHD]PDWHULDOXO GLVWULEXLWvPSUHXQLGHQWLILF PRGDOLW L
HILFLHQWHGHSUHGDUHDUHVSHFWLYXOXLFRQ LQXWSUHFXPLGHYHULILFDUHDPRGXOXLvQFDUH
s-DUHDOL]DWvQ HOHJHUHDDFHVWXLDGHFWUHFROHJLL din grupul cooperativ.

- se reconstituie grupurile cooperative;
- fiecare expert SUHGFRQ LQXWXULOHDIHUHQWHVXEWHPHL VDOH modalitatea de transmitere
WUHEXLHVILHFRQFLV VWLPXODWLYDWUDFWLY
- fiecare membru al grupului cooperativ are sarcina de a UH LQ e FXQRWLQ HOHSHFDUHOH
transmit FROHJLLORUH[SHU LvQGLIHULWH probleme.

12
4. Evaluarea
- SURIHVRUXOVROLFLW HOHYLORUV demonstrH]HFHHDFHDXvQY DW
- evaluarea se poate realiza printr-XQWHVWSULQUVSXQVXUL RUDOHOD vQWUHEULOHDGUHVDWHGH
profesor, printr-o prezentare a materialului predat de colegi, prin elaborarea unui eseu etc..

Principalele avantaje DOHXWLOL]ULLPH WRGHLPR]DLFXOXLVXQWXUP WRDUH OH
GH ]YROWD UH D F RPSHWH Q HORU SVLKRVRF LDOH ;
GH ]YROWD UH D F RPSHWH Q HORU F RJ QLWLYH
SU RPRYDU HD LQWH UvQY ULL
SD UWLFLSD UH D DF WLY LPSOLF D UHD tuturor elevilor n realizarea sarciQLORUGHvQY DUH;
D QD OL]D F RPSDU DUH D PRGXU LORU GH D vQY DD D FKL]L LLORUU H D OL]D WH
IRU PDU HD LFRQVROLGD UH DGH SU LQGHU LLGHD VF XOWD UH DF WLY
dezvoltarea gndirii critice LFUHDWLYH;
consolidarea ncrederii vQSURSULLOHIRU H
IRU PDU HD LGH]YROWD UH DFD SD F LW LLGHF RRSH UDUH DVSLULWXOXLGHH F KLS
IRU PDU HD LGH]YROWD UH DFD SD F LW LLUH IOH F WLYH
GH ]YROWD UH D UH VSRQVDELOLW LLLQGLYLGXDOH etc..

QD EVH Q DPRQLWRUL]ULLD WHQWHDOXFU XOXLvQJ UXSH VWHSRVLELO V VH PDQLIHVWH L
anumite limite n utilizarea acestei metode:
D ERUGD UH D VXSHUI LFLD ODPDWH ULD OXOXLGHVWXGLX
vQ H OHJH UHD LvQVXLUH DJ UH LWD XQRU LGHLF RQF H SWH H WF
D SD UL LDXQRUF RQIOLF WHvQWUH PHPEU LLJ UXSXU LORU
FUHD UHD XQX LF OLP DWHGX FD L RQDO caracterizat printr-RDSDUHQ WGH] RUGLQ Hetc..

????

2.2.2. Fishbowl (tehnica acvariului)

Fishbowl (tehnica acvariului sau metoda interaciunii observate) XUP UHWHFD
HOHYLLVWXGHQ LL LPSOLFD L VILHSXL DOWHUQDWLYvQGXEOLSRVWD]SHGHR SDUWH
SDUWLFLSDQ L DFWLYL ODR GH]EDWHUHSHGHDOWSDUWHREVHUYDWRUL DL LQWHUDF LXQLORU
FDUHVHSURGXF 3kQLRDU

Utilizarea acestei metode presupunH UHVSHFWDUHDXUPWRDUHORU etape FI3kQLRDU ;
&XFR ):

1. Dispunerea mobilierului
- vQDLQWH GH LQWUDUHD HOHYLORU vQVDOD GH FODV scaunele VXQWDH]DWH vQGRX FHUFXUL
concentrice.
2. C
- elevii VXQWLQYLWD LVDOHDJVFDXQXOXQGHGRUHVFVVHDH]H ;
13
- HVWHQHFHVDU SUH]HQ DDOWXL FDGUXGLGDFWLF plasat n exteriorul cercurilor, care va avea
rol de observator. El vDvQUHJLVWUDSUHIHULQ HOH elevilor pentru anumite locuri, va corela
DFHVWHRS LXQL FXGDWHOHSHFDUHOHGH LQHGHMDGHVSUHSDUWLFLSDQ L YDREVHUYDPRGXO GH
VROX LRQDUHDHYHQWXDOHORUFRQIOLFWHHWF
- SDUWLFLSDQ LL DIOD L vQFHUFXOGLQLQWHULRUYRUFRQVWLWXL JUXSXOGHGLVFX LHLDUFHL SODVD L vQ
cercul din exterior grupul de observatori.
3. Prezentarea sarcinilor de lucru
- elevii din cercul interior vor dezbate, timp de 8-10 minute, RSUREOHPFRQWURYHUVDW
- VHFRPXQLFHOHYLORUGLQJUXSXOGHGLVFX LHFkWHYDUHJXOLGHED]
VXV LQHU H D XQRU LGHLSH ED] GH D UJ XP ente;
exprimarea acordului cu alt vorbitor impune precizarea unor argumente FRQFUHWHL
suficiente;
H [SU LPD UH D GH ]D F RUGXOXLSUH VXSXQH UH VSHF WD UHD D FH OHLD LFRQGL LL .
2EVVHSRWVWDELOLGHFRPXQDFRUGFXHOHYLLLD lte reguli.
- elevii din grupul de observatori vor SULPL ILHSURWRFRDOH GH REVHUYD re n care vor
vQUHJLVWUD GDWH SULYLQG UHOD LLOH GH]YROWDWH vQFDGUXO JUXSXOXL GH GLVFX LH FRQWULEX LD
ILHFUXL HOHYGLQFHUFXO LQWHULRU OD GH]EDWHUH FRQVHQ VXO VDX FRQIOLFWHOH JHQHUDWH GH
subiectul analizat, PRGDOLW LOH GH VXUPRQWDUH D DFHVWRUD UHDF LLOH SDUWLFLSDQ LORU OD
GLVFX LHHWF
4. Realizarea
- HOHYLL GLQFHOH GRXJUXSXUL UHDOL]HD]VDUFLQLOHGLVWULEXLWHGH]EDWHUHDWHPHL SURSXVH
respectiv completarea ILHLSURWRFROXOXLGHREVHUYDUH
5.
- HOHYLLGLQFHUFXOH[WHULRUSUH]LQW GDWHOHvQUHJLVWUDWHvQILDGHREVHUYDUH

6. Inversarea rolurilor ( -5)
- HOHYLLVFKLPE locurile;
- VH ODQVHD]RDOWLGHH FRQWURYHUVDWSH FDUH elevii GLQFHUFXO LQWHULRU WUHEXLH V R
dH]EDW
- elevii GLQFHUFXOH[WHULRUSULPHVFILHOHGHREVHUYDUH
QIXQF LH GHD SDUWH QH Q DODXQD QXPLWJU XSJU XSXOGHGLVFX LHVD XJ UXSXOGH
observatori), elevii vor realiza diverse aciuni specifice, redate n figura de mai jos.

14

Grupul de
observatori

8WLOL]kQGDFHDVWPHWRG F adrul didactic vLYDVXPDXUPWRDUHOHUROXUL
- observator;
- motivator;
- ghid;
- facilitator;
- consultant;
- suporter;
- mediator;
- coordonator etc..

Avantajele tehnicii fishbowl:
GH ]YROWD UH D F RPSHWH Q HORU GH UH OD LRQD UH
GH ]YROWD UH D F RPSHWH Q HORU GH F RPXQLF D re;
GH ]YROWD UH D FD SD F LW LORUGH QHJ RF LHUH GH PH GLHU HD F RQIOLF WHORU
SD UWLFLSD UH D DF WLY LPSOLF D UHD tuturor elevilor n realizarea sarcLQLORUGHvQY DUH ;
dezvoltarea unei atitudini po]LWLYHID GH vQY are;
F RQVROLGDU H D vQF UH GH ULLvQSUR SU LLOHI RU H
IRU PDU HD LGH]YROWD UH DFD SD F LW LLGHF R RSH UDUH DVSLULWXOXLGHH F KLS etc..

Limitele acestei tehnici pot fi similare celor identificate la metoda mozaicului.

REVHUY

$DVFXOW

DQDQDOL]HD]
a
&FRPSDU

D descriu

a

UHDFWXDOL]HD]

VLQWHWL]HD]

HYDOXHD]

IRUPXOHD]
aprecieri

expun

H[SOLF

DVFXOW DFWLYUH]ROY
UHIOHFWHD]DVRFLD]
DQDOL]HD]UHDF LRQHD]
FRPSDUGH]YROW
FRPELQ H[SOLF
FRQWLQXPHGLD]
IRUPXOHD]VLQWHWL]HD]
DUJXPHQWHD]FRQFOX]LRQHD]

15
???? :

2.2.3. Turul galeriei

Turul galeriei este o WHKQLF GH vQY DUHSULQFRlaborare n cadrul F UHLDHOHYLL
GLYL]D L vQPLFURJUXSXUL OXFUHD]OD UH]ROYDUHDXQHL SUREOHPHF ontroversate ce
DUHPDLPXOWHVROX LLSRVLELOH 1HJUH -Dobridor, 3kQLRDU

Etapele VSHFLILFH DFHVWHL WHKQLFL VXQWXUPWRDUHOH 3kQLRDU Steele,
Meredith, Temple, 1998a, 45):
1. Constituirea microgrupurilor
- eOHYLLVXQWvPSU L LSHgrupuri de cte 4-5 membri;
- pentru fiecare grup se distribuie foi de flip-FKDUWLPDUNHUH
2. Prezentarea sarcinilor de lucru
- cDGUXOGLGDFWLFSUH]LQW grupurilor de elevi problema pe care WUHEXLHVR VROX LRQH]H ,
PHQ LRQkQG FUH]olvarea problemei trebuie rHDOL]DWSHIRLOHGHIOLS -chart;
- VHSU HF L]H D ]GHD VH PHQH DID SWXOFXQXOGLQWUHPHPEU LLILH FUXLJ UXSYDD YH DUROXO
de ghid
3. Cooperarea pentru realizarea sarcinilor de lucru
- H OHYLLLQWHU D F LRQHD ]vQFD GU XOPLFU RJ UXSXULORUSH QWUXD UH D OL]D VDU F LQDS URSXV
- VROX LLOHVH QRWHD ]SH I RD LDGH I OLS -chart.
4. Expunerea produselor
- ILH F DUHJU XSvLD ILHD ]SU RGXVXOODIH OF DvQWU -R JDOHULHGHDUWDFHVWDVSHFWH[SOLFL
denumirea metodei);
- elevii care au rolul de JKLGVHYor plasa n locul unde este expus produsul grupului
din care fac parte.
5. Turul galeriei
- PHPEULL JUXSXULORUYL]LWHD]JDOHULDH[DPLQHD]ILHFDUHSURGXVDGUHVHD]vQWUHE UL
GHFODULILFDUHJKLGXOXL L SRWIDFHFRPHQWDULL SRWFRPSOHWDLGHLOHVDXSRWSURSXQHDOWH
VROX LLSHFDUHOHFRQ VHPQHD]vQVXEVROXOIRLLGHIOLS -chart.
6. Reexaminarea (evaluarea) rezultatelor
- fiecare grup vL UHH[DPLQHD]SURSULLOH SURGXVH , SULQFRPSDUD LH FX FHOHODOWH L
YDORULILFkQGFRPHQWDULLOHYL]LWDWRULORU .

Avantajele tehnicii Turul galeriei:
IRU PDU HD L F RQVROLGDUH DGH SU LQGHU LLGHD VF XOWD UH DF WLY
dezvoltarea gndirii critice;
VWLPXOD UH D F UH D WLYLW LL
F XOWLYDU H DUH VSHF WXOXLID GH FH LOD O LLD WROH UD Q HL
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU H PR LRQDOH
GH ]YROWD UH D F RPSHWH Q HORU GH U H OD LRQD UH
SU RPRYDU HD LQWH UvQY ULL LDvQY ULLDFWLYH ;
SD UWLFLSD UH D DF WLY LPSOLF D UHD tuturor elevilor n realizarea sarcLQLORUGHvQY DUH ;
stimularea eforturilor de intercunRDWHUHLDXWRFXQRDWHUH
16
IRU PDU HD LGH]YROWD UH DFD SD F LW LLGHF RRSH UDUH DVSLULWXOXLGHH F KLS ;
GH ]YROWD UH D FD SD F LW LLDUJ XPHQWD WLYH
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU GH H YD OXDUHLDXWRHYD OXDUH
GH ]YROWD UH D F RPSHWH Q HORU LQVWUXPH QWDO -aplicative;
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU PHWD F RJ QLWLYH etc..

Limitele DFH VWHLWHKQLFLSRWILXUP WRDUH OH
WHQGLQ DGH F RQIRUPD UH OD RSLQLD JUXS XOXL
WHQGLQ DGH GRPLQD UHDJ UXSXOXLPDQLI H VWDW GH D QXPL LH OHYLH ULMD LvQOLGH UL
marginalizarea sau autoizoODUHDHOHYLORUFDUHvPSUW HVFDOWHRSLQLL
nonimplicarea unor elevi;
D SD UH QWGH ]RU GLQH
GH ]YROWD UH D XQH LSRVLELOHGH SH QGH Q HGHJ UXSvQUH]ROYDU H D VDUF LQLORU
aSDUL LDXQRU conflicte ntre elevi;
gHQHUDUHDXQHLJkQGLULGHJUXS etc..

????
-o
activitate de grup.

2.2.4. Interviul n trei trepte

EVWHR WHKQLFGH nvare prin colaborare (Kagan, 1990), n care partenerii se
LQWHUYLHYHD]UHFLSURFvQOHJWXU FX XQDQXPLWVX biect (Steele, Meredith,
Temple, 1998b, 39).

QXWLOL]DUHDDFHVWHLWHKQLFLVHSDUFXUJXUPWRDUHOH etape:
1.
- VHIRUPHD]PLFURJUXSXULFRPSXVHGLQHOHYL
2. rolurilor implicate
- se SUHFL]HD]FHOH WUHL UROXUL SH FDUH HOHYLL WUHEXLH V L OH DVXPH UkQG SH UkQG
intervievator, intervievat, observator (motiv pentru care Interviul n trei trepte este ntlnit
LVXEGHQXPLUHD tehnica IIO);
- se descrie tehnica de H[HPSOX GDF LQL LDO HOHYXO $vO LQWHUYLHYHD]SH%LDU&
vQUHJLVWUHD]vQVFULVSULQFLSDOHOHDVSHFWHDOHGLVFX LHL XOWHULRUUROXULOHVHVFKLPE DVWIHO
vQFkWILHFDUHPHPEUXDOPLFURJUXSXOXLVH[HUVH]HFHOHWUHLUROXUL
- se VWDELOHWHWHPDLQWHUYLXOX L vQIXQF LHGHPRPHQWXO DSOLFULL DFHVWHL WHKQLFL vQFDGUXO
OHF LHL
- se poate XWLOL]DXUPWRDUHDVWUXFWXU Steele, Meredith, Temple, 1998b, 39):
pentru a verifica tema &DUHDXIRVWSXQFWHOH FKHLHDOHWHPHL SHFDUHD L
SUHJ-tit-R SHQWUXDVW]L"VDX &DUHDIRVWFHDPDL LQWHUHVDQWSDUWHDWHPHL
VDXFHDPDLGLILFLO "
SH QWUXDD QWLF LSDF RQ LQXWXOF HXU PHD ]DILDERUGD W &HDVSHFWHD L GRUL V
GLVFXWD L FXUHIHULUHODDFHDVWSUREOHP "VDX &HWL L GHMDGHVSUHDFHDVW
WHP"
SH QWUXDvPS UW LGLQH [SH ULH Q DSH UVRQD OVDXSH QWUXDH [SU LPDRSL QLL
'DF v-D L SXWHDvQWRDUFHvQWUHFXWFHHSRFD L DOHJH" &HVFKLPE UL VRFLDOH
D LIDFH"
17
pentru a discuta diverse aspecte (concepte) &XPVHSUHRFXSIDPLOLDYRDVWU
GHSUREOHPHOHPHGLXOXL" VDX &DUHHVWHLSRWH]DYRDVWUvQDFHVWPRPHQW"
pentru a rezuma ceea ce s-DSUHGDWvQFDGUXOOHF LHL &DUHYLV-DSUXWFHDPDL
VHPQLILFDWLY LGHH"'HFH" VDX&HYH LIDFHSHQWUXDDSOL FDFHHDFHD LvQY DW
DVW]L" HWF
3. Realizarea interviului
- membrii PLFURJUXSXULORU H[HUVHD]DOWHUQDWLYUROXULOHGHLQWHUYLHYDWRULQWHUYLHYDWL
REVHUYDWRUUHVSHFWkQGWHPDSURSXV
4.Valorificarea rezultatelor interviului
- F D GU XOGLGDF WLFSRD WHVROLF LWDSU H ]H QWDU HDVLQWHWLFDUH ]XOWD WHORURE LQXWHvQILH FD UH
microgrup SHQWUXDIL YDORULILFDWHvQDERUGDUHDVXELHFWXOXL OHF LHL VDXvQIXQF LHGHWHPD
LQWHUYLXOXL FROHFWHD]vQUHJLVWUULOH VFULVH DOH HOHYLORU L SH ED]D ORU vL FRQVWUXLHWH
XUPWRUXOGHPHUVGLGDFWLF

Avantajele tehnicii Interviul n trei trepte:
formarHDLFRQVROLGDUHDGHSULQGHULLGHDVFXOWDUHDFWLY
SD UWLFLSD UH D DF WLY LPSOLF D UHD tuturor elevilor n realizarea sarcinilor propuse;
VWLPXOD UH D H IRUWXU LORU GHLQWH UF XQRD WHUH LDXWRFXQRD WHU H
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU GH H YD OXDUHLDXWRHYD OXDUH
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU PHWD F RJ QLWLYH etc..

ironizarea unor elevi;
instalarea complexului de inferioritate sau superioritate n cazul unor elevi;
F RQWDPLQDU H D VD XJ k QGLUH D D VH PQ WRDUH ;
GH ]LQWH UH VQHVH ULR]LWD WHPDQLI H VWDW GH XQLLH OHYL
deviereDLQWHUYLXOXLGHODWHPDSURSXV
PDQLI H VWDU HD LSUH OXDUH DXQRU F RPSRUWD PHQWH QHJ D WLYH etc..

????
elevi (intervievator, intervievat, observator), .

2.2.5. Creioanele la mijloc

5H SU H ]LQWRWHKQLFGHvQY D UHSU LQF ROD ERUDUHF D UHD VLJ XURGD WvQSOXV
LPSOLF D UH D I LHFUXLH OHYvQD F WLYLWD WHD GHJU XS

Aplicarea acestei WHKQLFLQHFHVLWUHVSHFWDUHDXUP WRD relor etape i reguli:
1.
- VHIRUPHD]JUXSXULFRPSXVHGLQ -7 membri.
2.
- VHVSHFLILFVDUFLQDGHOXFUX
- VHDQXQ UHJXOLOHF e trebuie respectate (Steele, Meredith, Temple, 1998b, 41):
18
H [SXQH UH DLGHLORUGHFWUHILH FD UHH OHYGLQJ UXSXOGHvQY D UHSU LQF RODERUD UHH VWH
vQVR LW GH SODVDUHDFUHLRQXOXLSHPDVEDQF
H OHYXOF D UHDOXDWF XYk QWXORGD WQXPDLD UHGU H SWXOVLQWH UYLQGH F k WGXSF H
WRDWHF UH LRDQH OHVHD IOSHPDVvQD F H VWPRPH QWILLQGH YLGHQWID SWXOFILH F DUH
PHPEU XD OJU XSXOXLDDYXWSU LOH MXOV -L H[SULPHSXQFWXO GHYHGHUH DVXSUDWHPHL
GH]E WXWHVDXSUREOHPHLSURSXVHVSUHUH]ROYDUH );
WR LPH PEULLJ UXSXOXLVXQ WHJD OLLQLPHQLQXD UHYRLHV GRPLQH
3.
- H OHYLLVHLPSOLFvQP RGH J D OLF RODERU HD ]SH QWUX realizarea sarcinii propuse,
UHVSHFWkQGUHJXOLOHPHQ LRQDWHGHF WUHSURIHVRU
4. Prezentarea rezultate
- VH SUH ]LQW U H ]XOWD WHOH SURGXVH OHI LHF UXLJ UXSGH vQY D UH SULQF RODERUD UH ;
- WHKQLF DSRD WHGREk QGLLYD OHQ H evaluative, caz n care profesorul poate alege un
FUHLRQL SRDWHvQWUHEDvQFHDFRQVWDWFRQWULEX LDSRVHVRUXOXL DFHOXL FUHLRQOD rezolvarea
sarcinii de lucru.

Principalele avantaje DOHXWLOL]ULLDFH VWHLWHKQLFLVXQWXUP WRDUH OH
participarea DFWLY LPSOLFDUHD tuturor elevilor n realizarea sarcinilor propuse;
VWLPXOD UH D H IRUWXU LORU GHLQWH UF XQRD WHUH LDXWRFXQRD WHU H
dezvoltarea FRPSHWHQ HORUFRJQLWLYH
consolidarea ncrederii n SURSULLOHIRU H
GH ]YROWD UH D UH VSRQVDELOLW LLLQGLYLGXDOH etc..

QD EVH Q DPRQLWRUL]ULLD WHQWHDOXFU XOXLvQJ UXSH VWHSRVLELOVVHPDQLI H VWHL
anumite limite n utilizarea acestei tehnici:
D ERUGD UH D VXSHUI LFLD OD VD UF LQLLGHvQY DUH ;
D SD UL LDXQRU conflicte ntre membrii grupurilor;
GH SH QGH Q DGHJ UXSD XQRU D GLQWUH H OH YL
marginalizarea celor care au alte opinii;
FUHD UHD XQX LF OLP DWHGX FD L RQDO FDU DFW HU L] DWS ULQ WU -RDSDUHQ WGH] RUGLQ Hetc..

????
realizate n grup.

19
Bibliografie:

1. &XF R&F RRUG Psihopedagogie pentru examenele de definitivare i grade
didactice, ed. a II-DUHY]XWLDGXJLW ,DL(GLWXUD3ROLURP
2. DUghicescu, L., Petrescu, A.M.. (2007). nvarea prin cooperare garant al unei
nvri de calitate. QY ROXPXO &RQIHULQ HL WLLQ LILFH ,QWHUQD LRQ DOHPerspective ale
educaiei sociale i emoionale, $QDOHOH 8QLYHUVLW LL GLQ2UDGHD )DVFLFXOD
departamentXOXL SHQWUX3UHJWLUHDL 3HUIHF LRQDUHD3HUVRQDOXOXL 'LGDFWLF 3VLKRORJLH
L 3VLKRSHGDJRJLH6SHFLDO -Pedagogie-0HWRGLF7RP;, 3DUWHD, 2UDGHD Editura
8QLYHUVLW LLGLQ2UDGHDpp. 375 385.
3. 1HJ UH -'REULGRU,3kQLRDU,2 tiina nvrii. De la teorie la practic.
,DL(GLWXUD3ROLURP .
5. 3k QLRDU,2 8). Comunicarea eficient, ed. a III-DUHY ]XWL DGXJLW ,DL
Editura Polirom.
6. Steele, J.L., Meredith, K.S., Temple, C.. (1998a). Lectura i scrierea pentru
dezvoltarea gndirii critice, vol. I. Cluj-1DSRFD &DVD GH (GLWXU L 7LSRJUDILD
GLORIA.
7. Steele, J.L., Meredith, K.S., Temple, C.. (1998b). Lectura i scrierea pentru
dezvoltarea gndirii critice, vol. II. Cluj-1DSRFD &DVD GH (GLWXU L 7LSRJUDILD
GLORIA.

20

3.

3.1. Rezolvarea de probleme
3.2. tehnici bazate pe rezolvarea de probleme
3.2.1. Brainstorming-ul
3.2.2. Tehnica 6/3/5 (brainwriting-ul)
3.2.3. Cubul
3.2.4. Metoda Frisco

3HSDUFXUVXOLODVIkULWXODFHVWHLXQLW LGHvQY DUHFXUVDQ LLYRUILF apabili:
VGHILQHDVFQR LXQLOHFKHLHVSHFLILFHDFHVWHLXQLW LGHvQY DUH
VXWLOL]H]HRSHUH]HFXDFHVWHFRQFHSWHvQGLYHUVHFRQWH[WHGH instruire, metodice etc.;
V LGHQWLILFH QRWHOH GHILQLWRULL DOH PHWRGHORU L WHKQLFLORU ED]DWH SH UH]ROYDUHD GH
probleme;
VDQDOL]H]HPHWRGHOHL WHKQLFLOHED]DWHSH UH]ROYDUHD GH SUREOHPH SUH]HQWDWH , din
SHUVSHFWLYDSRVLELOLW LORUGHDSOLFDUHODGLVFLSOLQDGHVSHFLDOLWDWH
VDSUHFLH]HHILFLHQ DPHWRGHORULWHKQLFLORUED]DWHSHUH]ROYDUHDGHSUREOHPH
VDSOLFHSH QWUXXQ FRQ LQXWODDOHJHUHPHWRGHLWHKQLFLGHUH]ROYDUHDSUREOHPHORU

Concepte cheie: metode i tehnici bazate pe rezolvarea de probleme,
brainstorming-ul, tehnica 6/3/5 (brainwriting-ul), cubul, metoda Frisco

3.1. Rezolvarea de probleme concep

8QDGLQWUH LQWHOHSURFHVXOXL HGXFD LRQDO HVWH GHD -i instrumenta pe elevi cu abilitatea
GHDIDFHID VLWXD LLORUSUREOHPDWLFHFXFDUHVHFRQIUXQW GHFLGHDUH]ROYDSUREOHPH
Spre deosebire de celelalte componente ale sistemului cognitiv (ex: procesarea
informa iei vizuale, aten ia, memoria etc.), care formeaz VLVWHPH IXQF ionale specifice,
PHFDQLVPHOH UH]ROY rii de probleme au un caracter globalist, cuprinznd toate celelalte
sisteme. 5H]ROYDUHDGHSUREOHPHHVWHDDGDUR UH]XOWDQWD IXQF LRQrii interactive a tuturor
mecanismelor cognitive.
3UREOHPDFXFDUHVHSRDWHFRQIUXQWDHOHYXOVHDVRFLD]FHOPDL IUHFYHQWFXEDULHUD
REVWDFROXO VHPQXO GH vQWUHEDUHGLILFXOWDWHDWHRUHWLFVDX SUDFWLFODFXQDFRJQLWLY toate
intervenite pe traseul gndirii - FDUHVHFHDIL vQOWXUDWHGHSLWHUH]ROYDWH= ODWH
316)
3HQWUXDSXWHDGHYHQL FDSDELOL GHDUH]ROYDSUREOHPHHOHYLL WUHEXLHVLGHQWLILFHL
GHILQHDVFR SUREOHP VFXQRDVFPHWRGHVSHFLILFHGHLQYHVWLJDUHDSURFHVXOXL UH] olutiv
VWUDWHJLLDOJRULWPLFHVLHXULVWLFHLGHDVHPHQHDVSRDWUHDOL]DUD LRQDPHQWH
3ULQFLSDOHOHSURFHVHUH]ROXWLYHFXFDUHHOHYLL WUHEXLHIDPLOLDUL]D L VXQWvQFRQFHS LDOXL
0= ODWHXUPWRDUHOH
LQWH USU H WDUH D VLWXD LH LVDXU H SU H ]H QWDUH D problemei;
H ODERU DUH D VF RSXULORULSODQLILF D UH D
memorarea evenimentelor critice;
H YD OXDUH D UH ]XOWD WHORU D F LXQLL
21
????

3.2. olvarea de probleme

2 vQY DUHGHFDOLWDWHQXSRDWHDYHDORFvQDIDUDLQVWUXPHQWULL HOHYLORU FXDELOLWDWHDGH
UH]ROYDUHDSUREOHPHORU7RFPDL GHDFHHDYRPSUH]HQWDvQFHOHFHXUPHD]FkWHYDGLQWUH
cele mai importante mHWRGHLWHKQLFLGHvQY DUHED]DWe pe rezolvarea de probleme.

3.2.1. Brainstorming-ul

Metoda brainstorming-XOXL DVDOWGHLGHL IXUWXQvQFUHLHU are drept scop emiterea
XQXL QXPUFkWPDL PDUHGHVROX LL GHLGHL SULYLQGPRGXO GHUH]ROYDUH DXQHL
probleme, n vederea RE LQHULL , prin combinarea lor, D XQHL VROX LL FRPSOH[H
creative, GHUH]ROYDUHDSUREOHPHLSXVHvQGLVFX LH (Oprea, 2007).
(VWHRPH WRGGH UH ]ROYDU H F UH D WLYD SURE OHPH ORULQL LD WGH $2 VERUQvQ

Metoda brainstorming-XOXLVHED]HD]SHSDWUXSULQFLSLL fundamentale:
- FXWDUHDvQYRLHDLGHLORU
- DPkQDUHDMXGHF LLLGHLORU
- cantitatea mare de idei;
- schimbul fertil de idei (Oprea, 2007, 202).
6H GHVIRDU vQFDGUXO unui grup GH SDUWLFLSDQ L QX IRDUWH QXPHURV (maxim 30 de
HOHYLFXUVDQ L ), LDUSURIHVRUXOWUHEXLHV -LDVXPHUROXOGHPRGHUDWRU
'XUDWDRSWLP SHQWUXRHGLQ GHEUDLQVWRUPLQJHVWHGH -45 de minute.
n cadrul brainstorming-XOXL VHUHVSHFWXQVHWGHUHJXOL IRDUWHLPSRUWDQWH3kQLRDU
2008, 328):
WRDWH LGHLOHD XFD UDF WHU GHF XQRWLQ H LYRUI LWU D WDWHF D D WD UH GH F WUH SDUWLFLSDQ L
H [SU LPD UH DLGHLORUPDLQ H RELQXLWHGHF WUHSD UWLFLSDQ LYDILvQFXU D MDWGH PRGHU D WRUXO
GLVFX LLORU
nu se va critica nici o sugestie;
VH vQFXU D MHD ]F RPELQD LLOH GH LGHL
UHJ XOLOHD F WLYLW LLGHEUD LQVWRUPLQJYRUIL D ILD WHvQWU -XQORFGHXQGHVSRDWIL Y ]XWH
GHFWUHWR LSDUWLFLSDQ LL
PRPH QWHOHGHWF HUHLQH YLWD ELOHYRUILGH SLWHGHPRGHUD WRUSU LQUHIRF DOL]D UH DSHR
LGHHH PLVD QWHU LRUFH Uk QGSD UWLFLSD Q LORUH[WLQGH UH DPRGLILF D UHD UH PRGHOD UHD
acesteia;
se VROLFLWLGHL PHPEULORU WFX LDL JUXSXOXL FHHD FH -L LQYHVWHWH SH DFHWLD FX
VWUXFWXUGHUROLGHSXWHUH
VH SRWIRORVLSD X]H OHF XUROXOGH D U H PRWLYDGLVF X LD
F D OLWDWH DH VWHPDLSX LQLPSRUWD QWGH F k WF D QWLWDWH DGD UD FH D VWDQXWUH EXLHV -i
opreasc SHPHPEULLJUXSXOXLVJkQGHDVF FUHDWLYLLQWHOLJHQW

Etapele brainstorming-ului (cf. Oprea, 2007, 204) VXQWXUPWRDUHOH
1. care cuprinde:
- faza de organizare;
- faza de antrenament creativ;
- faza de SUHJWLUHDHGLQ HL ;

22
2. Etapa producti :
- stabilirea temei de luFUXDSUREOHPHORUGHGH]E WXW
- rezolvarea VXESUREOHPHORUGHGH]E WXW
- ID]DGH VROX LRQDUHDVXESUREOHPH ORUIRUPXODWH
3.
- analiza OLVWHLGHLGHLHPLVHL evaluarea gndirii critice;
- ID]DRSWULLSHQWUXVROX LDILQDO .

Avantaje ale metodei:
GH ]YROWD UH DJ k QGLULLFULWLFH LDFD SD F LW LLGHD UJ XPHQWD UH
IRU PDU HD LGH] YROWD UH DFD SD F LW LLUH IOH F WLYH
SD UWLFLSD UH D DF WLY D WXWXURU H OHYLORUF XU VD Q LORU
VSRULU H D vQFUH GHULLvQVLQH LDVSLULWXOXLGH LQL LD WLY
GH ]YROWD UH D XQXLFOLPD WHGXF D LRQD OSR]LWLY

Limite:
UH XLWDPHWRGH LGH SLQGHGHF D OLW LOH PRGHUDWRUXOXL GHDFRQGXFHGLVFX LD vQGLUHF LD
GRULW
SRD WHI LRERVLWRD UH LVROLF LWD QWSH QWUXSDUWLFLSD Q L
SU RSXQH VROX LLSRVLELOH G H U H ]ROYDU HD SURE OHPH LQXLRUH ]ROYDU H H IH F WLYD D FH VWHLD

????
ale
2.

3.2.2. Tehnica 6/3/5 (brainwriting)

(VWHD VH PQ WRDUHEU D LQVWRUPLQJ -XOXL GRDUFVHUHDOL]HD]vQVFULV, deile noi
VHVFULXSHIRLOHGHKkUWLHFDUHFLUFXO vQWUHSDUWLFLSDQ L
7H KQLFDVHQXPHWHSH QWUXFH [LVWSD UWLFLSD Q LvQJ UXSXOGHOXFU XF D UH
QRWHD ]SH RIRD LH GH KkUWLH F k WHVROX LLI LHF DUH OD RSUR EOHP GD WWLPSGHPLQXWH

Etapele tehnicii 6/3/5 (Oprea, 2007, 213-214) :
1. :
- FROHFWLYXOGHH OHYLH VWH vPS U LWvQJ UXSH GH Fk WHH OHYLILHFDUH

2. :
- ILH FDUHJ UXS GH H OH YLSULPH WHFk WH o IL vPSU LWvQWUHLFR loane, astfel:

23
PROBLEMA:
Ideea 1 Ideea 2 Ideea 3
Cursant 1
Cursant 2
Cursant 3
Cursant 4
Cursant 5
Cursant 6
Fi de tip Brainwriting 1HJUH -'REULGRU3kQLRDU

3. :
- SH QWUXSUREOHPD GDWILH FDUHGLQWUHFH L SDU WLFLSDQ L DUHGHQRWDWSHIL VROX LL
ntr-un timp maxim de 5 minute;
- ILH OH PLJ UH D]DSRLGH ODVWkQJ DODGUHDSWD Sk QDMXQJ ODSRVH VRUXOLQL LDO
- cel care a primit foaia colegului din stQJDFLWHWHVROX LLOHGHMDQRWDWHLvQ FHDUFVOH
PRGLILFH vQPRG FUHDWLYSULQIRUPXO UL QRL DGDSWkQGX -OH vPEXQ W LQGX -OH L
reconstruindu-le continuu;
4. .

dH]YROWDUHDJkQGLULLFULWLFHLDFDSDFLW LLGHDUJXPHQWDUH
SD UWLFLSD UH D DF WLY D WXWXURU H OHYLORUF XU VD Q LORUF KLDU LDF H ORULQWURYH UWL L
VWLPXOD UH D SD UWLFLSD Q LORUvQDU H D OL]D D QD OL]H F RPSD UD LLJHQ HUD OL]UL
combinarea muncii individuale cu cea pe grupe;
UH GXF HUHD WLPSXOXLGHD SOLF D UH vQFRPSD UD LHF XEUD LQVWRU PLQJ -ul;

Limite:
SRVLELOLWD WHDD SD UL LHLXQRUWLPSLPRU LSH QWUXPHPEU LLJ UXSXU LORUvQPRPH QWXOvQ
F D UHILD GH EUD LQZULWLQJ VH D IO OD un alt membru;
D SD UL LDXQRU IH QRPHQH GH F RQWDJ LXQHQHJ D WLY D LGH LORU LDXQXLEORF D MFUHD WLY
VHQH J OLMHD ]WUD WDUH DGLIH UH Q LD WDH OHYLORUSH QWUXFXQLLD XQH YRLHGHP D LPXOWGH
PLQXWHSH QWUXDJ VLVROX LLF UH D WLYH LYDORURD VH

????
-ului n clasa de elevi.

3.2.3. Cubul

9D ORUL]H D ]D F WLYLW LOHLRSH UD LLOHGHJ k QGLUHLPSOLF D WHvQvQY D UH DXQXL
F RQ LQXW
SHIRORVHWHvQ VFRSXOH[SORUULLXQXLVXELHFWGLQPDLP ulte perspective.
OIHU RDERUGDUHFRPSOH[ LLQWHJUDWRDUH

Etape:
1. Propunerea
2. n 6 grupuri
24
3.
- cDGUXOGLGDFWLFYDFRQVWUXL VLQJXUVDXvPSUHXQFXHOHYLL XQFXE GLQKkUWLH pe care va
QRWDFHULQ HIRORVLQGILHFDUHGLQWUHFHOHDVHVXSUDIH HDOHDFHVWXLD

4. Rezolvarea sarcinilor :
- fLHFDUHGLQWUHFHOHJUXSXULYDWUDWDWHPDSURSXV dintr-RSHUVSHFWLY DVWIHO
Grupa 1: Descrie
Grupa 2: &RPSDU
Grupa 3: $VRFLD]
Grupa 4: $QDOL]HD]
Grupa 5: $SOLF
Grupa 6: $UJXPHQWHD] SURLFRQWUD
5. Prezentarea temei
- ILHFDUHJUXSSUH]LQW WHPDGLQSHUV pectiva pe care a abordat-o.
6.

GH ]YROWD UH DF D SDF LW LORUGHD QD OL] VLQWH ] DSOLF D UHWUD QVIH UD UJ XPH QWDU HD OH
H OHYLORUF XU VD Q LORU
formarea unei imagini globale asupra problemei abordate;
RPDLEXQvQ H OHJ HUHDSU REOHPH LD ERUGD WHD Yk QGvQYH GHUHFH OHD VHSH UVSHF WLYH
luate n calcul;
PRWLYDU H D H OHYLORUF XUVD Q LORUSH QWUXSD UWLFLSD UH D OD D F WLYLWD WH
activizarea elevilor;
GH ]YROWD UH D FD SD F LW LORUF RPXQLF D LRQD OH

Limite:
D Yk QGvQYH GH UHID SWXOFILH FD UHJ UXSDUHGHD ERUGD WRD OWSHUVSH F WLYHVWHSRVLELO
WUD WDU HD VXSH UILF LDOD F H ORU ODOWHSH UVSHF WLYH
SRVLELOLWD WHD D SD UL LHLGH ]RU GLQLLvQWLPSXOD F WLYLW LL
neimplicarea tuturor elevilor n rezolvDUHDVDUFLQLORUGLQFDGUXOILHFUXLJUXS

????

3.2.4. Metoda Frisco

$F H D VWPH WRGDUHODED ]LQWH USU H WDUH DGLQSD UWH DSD UWLFLSD Q LORUDXQXLURO
specific, FDUH V DFRSHUH R DQXPLWGLPHQVLXQH D SHUVRQDOLW LL DERUGkQG R
SUREOHPGLQPDL PXOWHSHUVSHFWLYH$VWIHOPHPEULL JUXSXOXL YRUWUHEXL V MRDFH
fiecare, pe rnd, rolul conservatoristului, rolul exuberantului, rolul pesLPLVWXOXL L
rolul optimistului (Oprea, 2007, 215).
Scopul acestei metode este acela GHD LGHQWLILFDSUREOHPHOHFRPSOH[HL G LILFLOHL
de a le rezolva n mod eficient.

25
Etapele metodei Frisco:
1. Identificarea problemei FXUVDQ LL L IRUPDWRUXO LGHQWLILFRSUREOHP L RSURSXQ
spre analL]
2. Organizarea colectivului:
- vQDFHDVWHWDS VH VWDELOHVF UROXULOH FRQVHUYDWRUXO H[XEHUDQWXO SHVLPLVWXO L
optimistul LF ine va interpreta aceste roluri;
- rROXULOHSRWIL DERUGDWHLQGLYLGXDOVDXvQFD]XOFROHFWLYHORUQXPHURDVHDFHODL UROS oate
ILMXFDWGHPDLPXO LSDUWLFLSDQ LFRQFRP LWHQWDFHWLDIRUPkQGRHFKLS
3. D :
- ILHFDUHLQWHUSUHWHD]UROXODOHVL -LVXV LQHSXQFWXOGHYHGHUHvQDFRUGFXUROXODVWIHO
o conservatorul DUHUROXOGHDDSUHFLDPHULWHOHVROX LLORUYH FKL SURQXQ kQGX-se
SHQWUX PHQ LQHUHD ORU IU D H[FOXGH vQV SRVLELOLWDWHD XQRU HYHQWXDOH
vPEXQ W LUL
o exuberantul SULYHWHFWUHYLLWRUL HPLWHLGHL DSDUHQWLPSRVLELO GHDSOLFDWvQ
SUDFWLF DVLJXUkQG XQFDGUXLPDJLQDWLY -FUHDWLYLQRYDWRUL VWLPXOkndu-i pe
FHLODO LSDUWLFLSDQ LV SULYHDVFDVWIHOOXFUXULOH
o pesimistul H VWHFH OFDUHQXDUHR S UH UHEXQGHVSUHFHVHGLVFXWFH Q]XUvQG
LGHLOHL VROX LLOHLQL LDOHSURSXVH(OHUH OHYDVSHFWHOHQHIDVWHDOHRULFURU
vPEXQ W LUL
o optimistul combate ideLOH HQXQ DWH GH SHVLPLVWvQFXUDMkQG SDUWLFLSDQ LL V
Y VG OXFUXULOH GLQWU -R SHUVSHFWLYUHDO FRQFUHWL SRVLELO GH UHDOL]DW(O
JVHWHIXQGDPHQWUL UHDOLVWHL SRVLELOLW L GHUHDOL]DUHDVROX LLORUSURSXVHGH
FWUHH[XEHUDQWLVWLPXOHD]SDUticipan LLVJkQGHDVFSR]LWLY
4. Faza si :
- sistematizarea ideilor principale;
- IRUPXODUHD FRQFOX]LLORUFXSULYLUHODPRGXO GHVROX LRQDUHD SUREOHPHL LQL LDOH (Oprea,
2007, 216).

PDQLI H VWDU HD FD SD F LW LORUH PSDWLFH LDVSLULWXOXLF ULWLF
GH ]YROWD UH DJ k QGLULLLPDJ LQD LHLFUH D WLYLW LL
H [H UVD UH DF D SD F LW LORUGHF RPXQLF D UH
GH ]YROWD UH DFD SD F LW LORUGHDUJ XPHQWD UHLFRQWUD D UJ XPHQWD UHF RQIRU PUROXOXL
GH LQXW
dezvoOWDUHDFDSDFLW LORUGHUHOD LRQDUHDSDUWLFLSDQ LORU
dezvoltarea respectului ID GHRSLQLLOHFHORUODO L
IRU PDU HD LGH]YROWD UH DFD SD F LW LLGHOXD UH D GH F L]LLORU

Limite:
SRVLELOLWD WHD D SD UL LHLXQRUF RQIOLF WHvQWUHH OHYL
LPSRVLELOL WDWH DJ VLULLXQRU VROX LL DGHFYDWHGHUH]ROYDUHDSUREOHPHL FRQIRUPUROXOXL
jucat;
QH LPSOLF D UH D WXWXU RUH OHYLORU vQP VXU HJ D OvQFD GU XODF WLYLW LL

????

26
Bibliografie:

1. 1HJ UH -DobriGRU,3kQLRDU,2 tiina nvrii. De la teorie la practic.
,DL(GLWXUD3ROLURP .
3. 3k QLRDU,2 8). Comunicarea eficient, ed. a III-DUHY ]XWL DGXJL W ,DL
Editura Polirom.
4. Zlate, M. (2006). Psihologia mecanismelor cognitive,DL(GLWXUD3ROLURP

27

4. TEHNICI DE DEZVOLTARE A GNDIRII CRITICE

4.1.
4.2. M de dezvoltare a gndirii critice
4.2.1. Metoda SINELG

4.2.3. Tehnica ciorchinelui

Pe SDUFXUVXOLODVIkULWXODFHVWHLXQLW LGHvQY DUHFXUVDQ LLYRUILFDSDELOL
VGHILQHDVFQR LXQLOHFKHLHVSHFLILFHDFHVWHLXQLW LGHvQY DUH
VXWLOL]H]HRSHUH]HFXDFHVWHFRQFHSWHvQGLYHUVHFRQWH[WHGH instruire, metodice etc.;
VLGHQWLILFHQ RWHOHGHILQLWRULLDOHPHWRGHORULWHKQLFLORUGHGH]YROWDUHDJkQGLULLFULWLFH
V DQDOL]H]H PHWRGHOH L WHKQLFLOH GH GH]YROW DUH D JkQGLULL FULWLFH SUH]HQWDWH , din
SHUVSHFWLYDSRVLELOLW LORUGHDSOLFDUHODGLVFLSOLQDGHVSHFLDOLWDWH
VDSUHFLH]HHILFLHQ DPHWRGHORULWHKQLFLORU de dezvoltare a gndirii critice;
VDSOLFHSHQWUXXQ FRQ LQXWODDOHJHUHPHWRGHLWHKQLFLGHGH]YROWDUHDJkQGLULLFULWLFH

Concepte cheie: metode i tehnici de dezvoltare a gndirii critice, Metoda SINELG,
tiu/Vreau s tiu/Am nvat, Tehnica ciorchinelui, Ghidul de anticipaie

4.1.

'H]YROWDUHDJ kQGLULLFULWLFHDHOHYLORUUHSUH]LQWXQRELHFWLYLPSRUWDQWSHQWUXSURFHVXO
HGXFD LRQDO
$JkQGL FULWLF vQVHDPQD HYDOXD FRQWLQXX SODX] LELOLWDWHD L UHOHYDQ D GDWHORU
GLVSRQLELOHDILFXULRVDSXQHvQWUHE ULDF XWDUVSXQVXULDFXWDDOWHUQDWLYHODDWLWXGLQLGHMD
IL[DWHDDGRSWDR SR]L LHSHED]DXQHL vQWHPHLHUL DUJXPHQWDWHL DDQDOL]DORJLFDUJXPHQWHOH
FHORUODO L 6 OYVWUX , 204).
Modalitate sXSHULRDU GH PDQLIHVWDUH D JkQGLULL Jk QGLUHD FULWLF SUHVXSXQH
vQ HOHJHUHD LQIRUPD LHL emiteUHD GH UD LRQDPHQWH , capacitate de argumentare, evaluarea
ideilor.
*kQGLUHD FULWLFHVWHXQSURFHVDFWLYFDUHvO IDFH SHFHOFDUHvQYD V GH LQFRQWUROXO
DVXSUD LQIRUPD LHL SULQLQWHURJDUH UHFRQILJXUDUH DGDSWDUH DFFHSWDUH VDX UHVSLQJHUH
6OY VWUX
Dezvoltndu-L JkQGLUHD FULWLF HOHYLL IDF SURJUHVH SH XUPWRDUH GLPHQVLXQL
personal-public, heteronom-autonom, intuitiv-loJLF R VLQJXU SHUVSHFWLY -mai multe
perspective (Steele, Meredith, Temple, 1998a).
5 (QQLV DSXG6 OY VWUX FRQVLGHUJkQGLUHDFULWLFFDILLQGXQ
DQVDPEOXGHFDSDFLW LLDWLWXGLQLGLVSR]L LL
D VHF H QWUD SH RSUREOH P
a analiza argumente;
D I RU PXOD LDUH ]ROYDSUREOHPH
28
a evalua credibilitatea unei surse;
D REVH UYD LDMXGH F D REVH UYD LLOH
D H ODERUD LDH YD OXDGH GXF LLOH
D I RU PXOD MXGHF LGH YD ORD UH
D GH ILQLWHU PHQLLDH YD OXD GH ILQL LLOH
D LGHQWLILF D SUH VXSR]L LL
a parcurge etapele unui proces de decizie;
D LQWH UD F LRQDF XD OWH SH UVRD QH
D F XWDXQH QXQ FOD UD OSUREOH PHL
D F XWDUD LXQLDOH SURE OHPHORU
a depune un efort constant pentru a fi bine informat;
D XWLOL]D VXUVH F UH GLELOHLD OHPH Q LRQD
D LQH F RQWGHVLWXD LD JOREDO
a nu se abate de la subiect;
a lua n considerare alternative;
a fi deschis la minte;
DD GRSWDRSR]L LHLDILF D SD ELOVRPRGLILF HD WXQFLF k QGH [LVWUD LXQLVXILF LHQWH
pentru acest lucru;
a fi precis n cadrul subiectului;
a adopta un demers RUGRQDWSHQWUXDWUDWDSU LOHXQXLvQWUHJ
D XWLOL]D F D SD F LW LD OHJ kQGLULLF ULWLFH
D OXDvQF RQVLGH UD UH VH QWLPHQWH OHLF XQRWLQ H OHFH ORUOD O L
QYHGHUHDSURPRYULL JkQGLULL FULWLFH6WHHOH0HUHGLWKL 7HPSOHD SUH]LQWXQ
set GHSUHFRQGL LL FHWUHEXLHUHVSHFWDWHvQFDGUXOILHFUHL OHF LL DWkWGH FWUH cadrele didactice,
FkWLGH FWUH elevi:
- WUH EXLHJ VLWWLPSLF UH D WH F RQGL LLSH QWUXH [SH ULHQ HOH GHJ k QGLUH F ULWLF ;
- H OHYLLWUH EXLHO VD LVVSH F XOH]H
- WUH EXLHD FF H SWDWGLYH UVLWD WHD GH LGH LLS UH UL
- WUH EXLHSU RPRYDW LPSOLFD UH DD F WLYD H OHYLORUvQSURF H VXOGHvQY D UH
- H OHYLLQXWUH EXLHVD LEVH QWLPHQWXOF U LVF VI LHULGLF XOL]D L
- WUH EXLHH [SU LPD WvQF UH GHUH D vQFD SD F LWD WH D I LHFUXLHOH YGH DJk QGLFU LWLF
- trebuie aprHFLDWJkQGLUHDFULWLF
- H OHYLLWUH EXLHV -L GH]YROWH vQFUHGHUHD vQIRU HOH SURSULL L V vQ HOHDJ YDORDUHD
propriilor opinii;
- H OHYLLWUH EXLHV D VF XOWH FXUH VSHF WRSLQLLOHGLI HULWH
- H OHYLLWUH EXLHV I LH SUHJWL LSH QWUXD I RU PXOD LGHPRQWD MXGHF L
DH]YROWDUHDJkQGLULLFULWLFHODHOHYL DUHDYDQWDMHGHQHFRQWHVWDWDVWIHOFSULQLQWHUPHGLXO
acesteia, elevii:
D QD OL]H D ]LHYD OXHD ]FULWLFLGHLOH
UH IOHF WHD ]ODSU RSULLOHD F LXQLLODH IH F WHOH DF H VWRUD
vLGH ]YROW capacitatea de argumentare/contraargumentare;
LGHQWLILF D OWH UQD WLYH LLDXGH F L]LLD GH F YD WH
VXQWPDLPRWLYD LvQD F WLY LWD WHD H GXFD LRQD O
VH LPSOLF D F WLY vQSURSULXOSURFHVGHvQY DUH

????

29
4.2. de dezvoltare a gndirii critice

)RUPDUHDFDSDFLW LL GHJ kQGLUHFULWLF ODHOHYL VHUHDOL]HD]vQWLPSSULQH[HUFL LXLDU
FDGUHOH GLGDFWLFH SRWXWLOL]D PHWRGH L WHKQLFL VSHFLILFH GH GH]YROWDUH D DFHVWHLD 9RP
prezenta, n continuare, cteva dintre acestea.

4.2.1. Metoda SINELG 6LVWHPXO,QWHUDFWLYGH1RWDUHSH QWUX(ILFLHQWL]DUH D /HFWXULL i
Gndirii)

6, 1(/ *H VWHXQLQVWUXPH QWXWLOF D UHOHSH UPLWHH OHYLORUV -L XUPUHDVF vQPRG
DFWLYvQ HOHJHUHDDFHHDFHFLWHVF (Steele, Meredith, Temple, 1998b, 4).
$F H D VWPHWRGH VWHF H QWUD WSHPHQ LQHUH DLPSOLF ULLDF WLYHDJ k QGLULLH OHYLORUvQ
lectura unui text ' XPLWUXDSXG1HJUH -'REULGRU3kQLRDU .

Etape DOHPHWRGHLDGDSWDUHGXS Steele, Meredith, Temple, 1998b, 3-5):
1.
2. Inventarierea
- vQDLQWHGHvQFHSHUHDOHFWXULL HOHYLORUFXUVDQ LORUOL VHFHUHVQRWH]HWRWFHHDFHFUHGF
WLXUHIHULWRUODFHHDFHYD fi prezentat n text;
3. Notarea ideilor:
- LGHLOHVXQWQRWDWHGHF WUHPRGHUDWRUODWDEOVDXSHILS -chart.
4. Lectura textului:
- HOHYLLFXUVDQ LLSULPHVFWH[WXOSHFDUHvODXGHOHFWXUDW/HFWXUDWUHEXLHV ILHvQVR LW GH
GHDGQRWULmarginale cu anumite semnifica ii:
o VH PQXO ELI - DFRORXQGHFRQ LQXWXOFRQILUP FXQRWLQ HOHVDXRSLQLLOHHOHYXOXL
o semnul - PLQXV - DFRORXQGHFRQ LQXWXOWH[WXOXLLQILUPRSLQLLOHORU
o semnul SOXV - FkQGLQIRUPD LDFLWLW HVWHQRX
o semnul " VHPQXOvQWUHE ULL ) - DFRORXQGHVHFRQVLGHUF un anumit aspect este
tratat FRQIX]VDXXQGHH[LVWXQDQXPLWDVSHFWGHVSUHFDUHHOHYLL FXUVDQ LL ar dori V
DIOHPDLPXOWHLQIRUPD LL .
5. Realizarea unui tabel sinteticGXSPRGHOXOGHPDLMRV

cunostin e confirmate
de text

-
cunostin e infirmate de
text

+
cunostin e noi,
QHvQWkOQLWHSkQ
acum

?
cunostin e incerte,
confuze, care
PHULW V fie
cercetate

6. :
- H OHYLLWUH EXLHVUHD OL]H ]HRPRQLWRUL ]D UHDSU RSULH LvQ H OHJH ULLQWURGXF k QGQRLOH
LQIRU PD LLvQVFKH PHOH GHF XQRD WHUH SH FD UH GH MDOH SRVH G ;
- H OHYLLUH D OL]H D ]F RUH OD LLvQWUH QRLOH LQIRU PD LLLFH OHF XQRVF XWH
- VH vQFXU D MHD ]VWDELOLUH DGH VFRS XU LDQD OL]D F ULWLFD QD OL]D F RPSDU D WLY LVLQWH ]D
7. R :
- vQDF H D VWH WDS VH U H YLQHODLGH LOH H PLVH ODvQF H SXWXODF WLYLW LL
- D XORFGLVFX LLvQOHJ WXUF XD F H VWHDF HLGHLD XIRVWF RQILU PDWHF HLGHLD XIRVW
infirmate);
30
- H OHYLLvLFRQVROLGH D ]F XQRWLQ H OHQRLLvLU H VWUXF WXUH D ]D F WLYF RUSXVXOFXQ RWLQ HORU
GH MDF XQRVF XWHvQYH GH UHD LQWH JU ULLQRLORUF RQF H SWH
- vQD F H D VWH WDSVHvQVXH VFF XD GH YUD WF XQRWLQ HOHQRLD UHORFSU RF H VXOvQY ULL
durabile.
8.

LPSOLF D UH D DF WLY DH OHYLORUF XU VD Q LORUvQD F WXOvQY U LL
GH ]YROWD UH D FUH D WLYLW LLSDU WLF LSDQ LORU vQWLPSXOSULPH LHWD SH
UH D OL]D UHD XQH LOH F WXULSURI XQGH F RQWLHQWH
GH ]YROWD UH D FD SD F LW LORUGH WUD QVIHULGH UH RUJ D QL]D UH D F XQRWLQ H ORU
vQ H OHJH UH a textului lecturat;
PRQLWRUL]D UH D QLYHOXOXLGH vQ H OHJ H UH SH SDUF XU VXOOHF WXULLWH [WXOXL
restUXFWXUDUHDFXQRWLQ HORU SULQLQWHUPHGLXO FRPSDUD LHL vQWUH LGHLOHH[SULPDWHvQWH[W
cu ceOHGH LQXWHGHMDGHF WUHHOHYLHWF

Limite:
lipsa de concentrare a eleYLORUSRDWHGXFHODHHFXOPHWRGHL
D SD UL LDXQRUD PELJ XLW LF RQIX]LL

????
-suport pentru aplicarea metodei SINELG la disciplina

4.2.2.

$F H D VWWHKQLF pRUQHWH GHODSUHPLVDF LQIRUPD LDDQWHULRDUDHOHYXOXL
WUHEXLHOXDWvQFRQVLGHUDUHDWXQFLFkQGVHSUHGDXQRL LQIRUPD LL

Etapele DFWLYLW ii:
1.
2. :
- cadrul didactic mparte clasa pe grupe/perechi, cerndu-OHHOHYLORUV vQWRFPHDVF ROLVW
cu tot ceea ce WLXGHVSUHWHPDGDW
3. -suport:
- elevii SULPHVFILHSHFDUHHVWHSUH]HQWDWXQWDEHO :

TIU VREAU S TIU AM NVAT

4. Completarea coloanelor -suport:
QSULPD FRORDQ elevii QRWHD]LQIRUPD iile pe care grupele/perechile le FRQVLGHU
FXQRVFXWH $FHVWOXFUX SUHVXSXQH UHDOL]DUHD XQXL EUDLQVWRUPLQJ vQFHHD FH SULYHWH
FXQRWLQ HOHSHFDUHHOHYLL GHMDOHSRVHGvQOH JWXUFXVXELHFWXO SXVvQGLVFX LH7RWvQ
31
DFHDVWHWDSDUHORFR DFWLYLWDWHGHFDWHJRUL]DUH Solicitndu-L SHHOHY L VLGHQWLILFH
OXFUXULOHSHFDUHOHWLXvLDMXW PV -LvQGUHSWHDW HQ LDLDVXSUDDFHORUOXFUXULSHFDUHQX
OHWLX
n a doua coloan HOHYLL YRUnota vQWUHE ULOH care apar vQOHJWXU FXWHPDDERUGDW
$FHVWH vQWUHEUL DX XQUROVHPQLILFDWLYvQRULHQWDUHDL SHUVRQDOL]DUHDOHFWXULL QDFHDVW
HWDSVHSRDWHLPSOLFDLFDGUXOGLGDFWLF
5.
- elevii vor citi individual textul;
6. Completarea coloanei -suport:
- QDWUHLDFRORDQ VHWUHFUVSXQVXULOHJVLWHvQWH[WODvQWUHE ULOHIRUPXODWH anterior;
- HOHYLLYRUELIDDFHOHvQWUHE ULFDUHL -DXJVLWUVSXQVXOvQXUPDOHFWXULLWH[WXOX i.
7.
8.

realizarea unei lecturi active din partea elevilor;
GH ]YROWD UH D LH[H UVD UH DF D SDF LW LLGHF D WHJ RUL]D UH ;
F UH W H UH D PRWLYD LHLSH QWUXLPSOLF D UH D H OH YLORU vQDF WLYLWD WH
VWLPXOD UH D F UH D WLYLW LLHOH YLORU
UH WHQ LHEXQD F XQRWLQ H ORUSU H ]H QWDWH vQFD GU XOWH [WXOXL

Limite DOHDSOLFULLPHWRGHL :
GLILF XOW LvQIRU PXOD UH DXQRU vQWUH E ULUH OHYD QWH vQOH J WXU F XWH PD OXDW vQGLVFX LH
F D GU XOGLGDF WLFWUH EXLHV -L H[HUFLWHIRDUWHELQHUROXULOHGHRUJDQL]DWRUL IDFLOLWDWRU
DVWIHOvQFkWDFWLYLWDWHDVSRDWSDUFXUJHWRDWHHWDSHOHLV -LDWLQJRELHFWLYHOH
SRD WHI LRERVLWRD UH LVROLF LWD QWSH QWUXSDUWLFLSD Q L

????

4.2.3. Tehnica ciorchinelui

Ciorchinele este o tHKQLF HILFLHQWGH SUHGDUH L vQY DUH FDUHv ncurajeaz
HOHYLLV JkQGHDVFliber si deschis.
Ciorchinele este un tip de "brainstorming" prin care se stimuleaz eviden ierea
legWXULORUGLQWUHLGHLUHSUH]LQW o modalitate dHDFRQVWUXLVDXUHDOL]DDVRFLD ii
noi de idei sau de a releva noi sensuri ale ideilor.
Ciorchinele HVWHR VWUDWHJLHGHJVLUHD F LL GH DFFHVODSURSULLOHFXQRWLQ H
vQ HOHJHUL VDXFRQYLQJHUL OHJDWHGH R DQXPLWWHP Steele, Meredith, Temple,
1998b, 6).

Etapele UHDOL]ULLFLRUFKLQHOXL
1. Prezentarea cuvntului-cheie -nucleu:
- cadrul didactic scrie un cuvnt sau o pURSR]L LH -nucleu n mijlocul tablei;
2. Explicarea regulilor pe care le presupune tehnica:
- F D GU XOGLGD F WLF OH RIHU H OH YLORU H [SOLF D LLOH QH F H VDUH
- vLvQFXU D MHD ]SHH OHYLFXUVD Q LVVF ULH cuvinte sau sintagme vQOHJ tur FXWHPDSXV
vQGLVFX ie.
32
3. Realizarea propriu- :
- FDGUXOGLGDFWLF OHFHUH HOHYLORUVOHJH cuvintele sau ideile produse de cuvntul sau
propozi LD-nucleu prin linii care eviden LD]FRQH[LXQLOH vQWUHLGHL UHDOL]k nd astfel o
struFWXUDvQIRUPGHFLRUFKLQH
4. .

Reguli pentru utilizarea acestei tehnici:
o QRWDU H D WXWXU RU LGH LORU OHJ D WH GH WHPDUH VSHF WLY
o OLSVDMXGH F LLLGH LORU H [SXVH
o dintr-o idee dat SRWDSUHDDOWHLGHLDVWIHOVHSRW construi "sateli LDLLGHLLUHVS ective;
o D SD UL LDOHJ WXULORUQXPH URD VH LYDU LDWH vQWUH LGHL

Avantajele tehnicii:
fixarea ideilor LVWUXFWXUDUHDLQIRUPD LLORU
vQ H OHJH UHD LGHLORU
poate fi aplicat DWk t individual (chiar i la evaluare), ct i la nivelul ntregii clase
pentru sistemDWL]DUHDLFRQVROLGDUHDFXQRWLQ HORU
vQH WDSDGHUH IOHF ie, elevii pot fi ghida L SULQLQ WHUPHGLXOXQRUvQWUHE UL v n ceea ce
SULYHWHgruparea informa LLORUvQIXQF ie de anumite criterii.

Limite:
H QXQ DU HD XQRU LGHLLXUPDU H D XQRUSLVWHQH UH OHYD QWH SH QWUXWHPD SXVvQGLVFX LH
timpul ndelungat necesar pentru aplicare;
SRVLELOD LPSOLF D UH LQHJD OD H OHYLORUvQDF WLYLWD WH

????
- -
tehnica ciorchinelui l

4.2.4.

Este RWHKQLF PHQLWVUHDGXFvQPLQWHDHOHYLORUFXQRWLQ HDQWHULRDUHOHJDWH
GHR DQXPLWWHPVOHVW kUQHDVF LQWHUHVXOL VvL GHWHU PLQHV -L VWDELOHDVF
VFRSXUL SHQWUXLQYHVWLJD LD pe care uUPHD]VR UHDOL]H]H6WHHOH0HUHGLWK
Temple,1998b, 7).

Etape ale metodei:
1. :
- UH D F WXD OL]D UH DF XQRWLQ H ORUD QWHU LRDUHD OHH OH YLORUvQF HH DF HSULYH WHWH PDSXVvQ
GLVFX LH
- stabilirea scopurilor penWUXLQYHVWLJD LDFHXUPHD]DILUHDOL]DW
2. Prezentarea termenilor-cheie:
- cadrul didactic alege patru-cinci termeni-FKHLHSHFDUHvLQRWHD]SHWDEO
3. Gruparea elevilor n perechi.

33
4. :
- OLVHVROLFLWHOHYLORUW LPSGHFLQFLPLQXWHVGHFLGSULQEUDLQVWRUPLQJFHUHOD LHSRDWH
H[LVWDvQWUHDFHWL WHUPHQL L FXPYRUIL SXL HL vQUHOD LHvQWH[WXO SHFDUHXUPHD]V -l
FLWHDVF
5.
- n momentul n care perechile ajung la o concluzie prLYLQGUHOD LDGLQWUHWHUPHQL FDGUXO
GLGDFWLFOHFHUHVFLWHDVFWH[WXO FXDWHQ LHSHQWUXDSXWHDYHGHD GDFWHUPHQLL DSDU vQ
UHOD LDDQWLFLSDWGHHL6WHHOH0HUHGLWK7HPSOHE

Avantajele J KLGXOXLGHDQWLFLSD LH
GH ]YROWD UH D FD SD F LW LLGHD nticipare;
YD ORULILF D UH DF XQRWLQ H ORUD QWHU LRDUH D OH H OHYXOXL
GH ]YROWD UH D FD SD F LW LORUGH F RPXQLF D UH LGHOXF UXvQSHU H F KL
YD ORULILF D UH D vQWUHJ LLH [SH ULH Q HD QWH ULRD UH DH OHYXOXL
GH ]YROWD UH DJ k QGLULLLDRSH UD LLORU D FH VWHLD

Limite:
OLSVDH [H UF L L XOXLSRD WHF RQGXF H ODLQH ILF LHQ D WHKQLFLLOD SULPH OHD SOLF UL
F D GU XOGLGDF WLF WUH EXLH VD OHDJ F XJU LM WHU PH QLLF KH LHSH QWUXFSRWDSUH D GLILF XOW L
vQDVWDELOLU H OD LLvQWUH D FH WLD

????
1.

2.

Bibliografie:

1. 1HJ UH -Dobridor, I., PQLRDU,2 tiina nvrii. De la teorie la practic.
,DL(GLWXUD3ROLURP .
2. 6 OY VWUX' Psihologia nvrii. Teorii i aplicaii educaionale. Iai:
Editura Polirom.
3. Steele, J.L., Meredith, K.S., Temple, C.. (1998a). Lectura i scrierea pentru
dezvoltarea gndirii critice, vol. I. Cluj-1DSRFD &DVD GH (GLWXU L 7LSRJUDILD
GLORIA.
4. Steele, J.L., Meredith, K.S., Temple, C.. (1998b). Lectura i scrierea pentru
dezvoltarea gndirii critice, vol. II. Cluj-1DSRFD &DVD GH (GLWXU L 7L pografia
GLORIA.
.

34

-CREATIVE

5.1 -
5.1.1. Metoda asocierii libere a ideilor (Sinectica)
5.1.2. Metoda piramidei
5.1.3.
5.1.4

VGHILQHDVFQR LXQLOHFKHLHVSHFLILF HDFHVWHLXQLW LGHvQY DUH
VXWLOL]H]HRSHUH]HFXDFHVWHFRQFHSWHvQGLYHUVHFRQWH[WHGHLQVWUXLUHPHWRGLFHHWF
V LGHQWLILFHQRWHOHGHILQLWRULLDOHPHWRGHORULWHKQLFLORULQWHUDFWLY -creative;
V DQDOL]H]H PHWRGHOH L WHKQLFLOH GH vQY DUH LQWHUDF tiv-creative din perspectiva
SRVLELOLW LORUGHDSOLFDUHODGLVFLSOLQDGHVSHFLDOLWDWH
V DUJXPHQWH]H UROXO PHWRGHORU L WHKQLFLlor interactiv-creative n procesul de
vQY Pk nt;
VHODERUH]HSHQWUX XQFRQ LQXWODDOHJHUHR VWUDWHJLHGLGDFWLFED]DWSH PHWRGHL
WHKQLFLGHvQY DUHLQWHUDFWLY -creative;

Concepte cheie: metoda asocierii libere a ideilor (sinectica), metoda piramidei,
explozia stelar, metoda plriilor gnditoare.

5.1 -

5.1.1. Metoda asocierii libere a ideilor (sinectica)

$IRVWFUH D Wv Q OD8QLYH UVLWDWH D+D UZD UGGHFWUHSURI H VRUXO:LOOLD P--
Gordon. 7HUPHQXO GH VLQHFWLFSURYLQH GLQJUHFHVFXO V ynecticosFH
VXJHUHD]DVRFLHUHDXQRULGHLIUOHJWXUDSDUHQWvQWUHHOH

Membrii grupului sinectic satLVIDFGRX FHULQ e fundamentale:
- reprezentativitatHD FDUH VH UHIHU OD GRPHQLXO WLLQ LILF GLQFDUH HVWH UH]ROYDW
SUREOHPDUHVSHFWLY
- FRQVWLWX LDHPR LRQDOHFKLOLEUDWDGLFQX VHEXFXUH[FHVLYSHQWUXUHFRPSHQVVL
nici nu VHGHPRELOL]HD]ODH ec.
$FHDVWPHWRGSUHVXSXQHPDLPXOWHHWDSH
1. Prezentarea problemei si analizarea ei:
- dXSSUH]HQWDUHDVLQHFWLFDSURE OHPHL SHQWUXFDUH VHFDXWVROX ii, problema este
IUDJPHQWDWvQXQLW i, iar acestea sunt analizate riguros;
- pe parcursul analizei se SRWVXJHUDLGHLSHQWUXJ sirea solu iei.
:
- vQDFHDVWHWDS VH XUPUH WH GHWDDUHD GH SUREOHP SULQvQO WXUDUHD LG eilor
SUHFRQFHSXWHFDUHLQIOXHQ HD]SURFHVXOGHFUHD LH
35
- sH DSHOHD]OD WHKQLFL LQWXL tive: analogii fanteziste care propun solu ii ce se
vQGHSUWHD]GHUHDOLWDWHDSRVLELO empatie, SULQFDUHVHWUDQVIHULGHQWLWDWHDGHODSUREOHPOD
individ; analogii simbolice SULQFDUHSUREOH PDHVWHWUDQVSXVvQLPDJ LQL inversie, prin care
VHVFKLPE unghiul de abordare a problemei;
- QDFHDVWHWDS VHSURSXQVROX LLFDUHODVIkULWXO DFWLYLW ii vor fi formulate ntr-o
IRUPDGHFYDWUHDOLW LL

4. Experimentarea modelului
5. Aplicarea modelului

Avantaje ale apOLF ULLVLQHFWLFLL
VWLPXOH D ]J k QGLUH D FUH DWLYLWD WHD ;
H OLPLQ F OL eele GLQPLQWHDSDUWLFLSDQ LORU
F UH HD ]F RQGL iile necesare producerii unei idei originale;
VWLPXOH D ]YH GH ULOHQ RQFRQIRU PLVWHLQHF RQYH Q LRQD OH (Oprea, 2007, 217);
vQW UH WHvQFUH GHUH D vQIRU H OHSU RSULLvQFXU D Mk QGSD UWLFLSD Q LLV -L DVXPH ULVFXOGH D
JkQGLLDOWIHO2SUHD ).

Limitele acestei metode pot fi:
XWLOL]D UH DD F H VWHLPHWRGHH VWHPDLSU H WHQ LRDVGH RD UHF HF RRUGR QD WRUXOGLVFX LH L
F D GU XOGLGDF WLFWUH EXLHVILHXQ ILQSVLKRORJ LVD LEF D SD F LW LH PSD WLF HGH ]YROWD WH
(Oprea, 2007, 219);
WLPSvQGH OXQJ D WQHFH VD UD SOLF ULLDFH VWHLPH WRGH
H [LVWH Q DXQRU H [H UF L LLF UH D WLYH D QWHULRD UHD SOLFULLPH WRGHL
SRD WHI LPXOWSUH D VROLFLWDQWSH QWUXXQLLGLQWUH SD UWLFLSD Q L

????

5.1.2. Metoda piramidei

0HWRGDSLUD PLGH LVD XDEXOJ UH OXLGH ]SDGDUHODED]vPSOHWLUHD DFWLYLW LL
LQGLYLGXDOHFXFHD GHVIXUDWvQFDGUXOJUXSXULORU(D FRQVWvQvQFRUSRUDUHD
DFWLYLW LL ILHFUXL PHPEUXDOFROHFWLYXOXL vQWU -un demers colectiv mai amplu,
PHQLWVGXFODUH]ROYDUHDXQHL VD rcini sau a unei probleme date (Oprea, 2007,
192).

C. L. Oprea (2007, 192-SUH]LQW etapele UHDOL]ULLDFHVWHLPHWRGH
: VXQWSUH]HQWDWHGDWHOHSUREOHPHLGHF WUHFDGUXOGLGDFWLF
2. Faza lucrului individual:
- ntr-un interval de cinci minute, fieFDUHHOHYvQFHDUFVVROX LRQH]HSUREOHPDOXFUkQG
singur;
- HOHYLLQRWHD]vQWUHEULOHFHDSDUvQOHJWXUFXSUREOHPDOXDWvQVWXGLX
3. Faza lucrului n perechi:
- HOHYLLIRUPHD]SHUHFKLLGLVFXWVROX LLOHLGHQWLILFDWHvQHWDSDDQWHULRDU
- elevii VROLFLW FROHJLORUUVSXQVXULODvQWUHEULOHLGHQWLILFDWHDQWHULRU
36
4. Faza reuniunii n grupe mai mari:
- SHUHFKLOHVHUHXQHVFLDOFWXLHVFGRXJUXSHPDULFXQXPUHJDOGHSDUWLFLSDQ L
- VHGLVFXWVROX LLOHGHUH]ROYDUHDSUREOHPHLLGHQWLILFDWHvQHW apa 3;
- VHJVHVFUVSXQVXULODvQWUHE ULOHQHVROX LRQDWH
37
5.

Avantaje DOHDSOLF ULL acestei metode:
Starbursting HVWHXQDGLQWUHFHOHPDLUHOD[DQWHLPDLSOFXWHPHWRGHGLGDFWLFH ;
VWLPXOH D ] FUHDWLYLWDWHDLQGLYLGXDOFkW i cea de grup;
H VWHRPHWRGXRUGHD SOLF D WRU LFUXLWLSGHF ROHFWLYGHH OHYLLQGLIH UH QWGHYk UVWDVD X
de caracteristicile individuale ale elevilor;
GH ]YROW VSLULWXOGHF RRSH UD UH LGHF RPSHWL LH ;
F UH HD ]SRVLELOLWD WHD F RQWD J LXQLLLGH LORU ;
GH ]YROW VSRQ WDQH LWD WHD LFU H D WLYLWD WHD GHJ UXSG DULD ELOLW LOHGH OXFU XvQHF KLSH
SXQH D FF H QWXOSH VWLPXOD UH D I LH FUXLSD UWLFLSD QWODGLVFX LH ;
QXQH F H VLWD F RUGD UH DXQH LSH ULRD GHSUH DPDU LGHWLPSH [S OLF D LLORUSU H D ODELOHvQWUXF k W
H VWHI RD UWH XRUGH vQ H OHVG H F WUH WR LHOH YLL .

Limite:
QH F H VLWWLPSvQGH OXQJDWSH QWUXD SOLF DUH
OLSVDLPSOLF ULLGLQSD UWH D XQRU H OHYL

????

5.1.4

PropXVGH(GZDUGGH%RQR metoda plriilor gnditoare HVWHR DOWPHWRG

LQWHUDFWLYGHJkQGLUHFULWLFFH presupune interpretarea de roluri de ctre
elevi care i aleg una dintre cele ase plrii, simple simboluri, de culori
diferite, crora le corespund semnificaii i modaliti diferite de interpretare
(Ilie, 2008, 183).

(OHYLLWUH EXLHVFXQRDVFELQHVH PQLILFD LDILH FUH LFXORULLVv LDVXPHUROXOVXJ H UDW
de aceasta:
1. HVWH QHXWU RIHU R SULYLUH RELHFWLYDVXSUD IDSWHORU GLVFXWD te,
limitndu-VH OD D GD LQIRUPD LL GHVSUH VXELHFWXO DOHV DFHDVWSO ULH VHPQLILF JkQGLUHD
RELHFWLY
2. HVWHFHDFDUHRIHURSHUVSHFWLYSR]LWLYDVXSUDVLWXD LHLVHPQLILF
JkQGLUHDRSWLPLVW
3. HVWHFHDFDUHRIHU R SH UVSHFWLYHPR LRQDO DVXSUDIDSWHORUDERUGDWH
LVHPQLILFJkQGLUHDLQIOXHQ DW GHDIHFW
4. H[SULPLGHL QRL L RIHUR SHUVSHFWLYSURGXFWLYDVXSUDVLWXD LHL
VHPQLILFJkQGLUHDFUHDWLY
5. HVWH FHD FDUH H[SULP FRQWUROX O SURFHVXOXL GH JkQGLUH L
VXSUDYHJKHD]EXQXOPHUVDOOXFUXULORUVHPQLILFJkQGLUHDVSHFXODWLY
6. HVWH FHD FDUH RIHU R SHUVSHFWLYVXPEU MXGHFkQG IDSWHOH L
VHPQLILFJkQGLUHDQHJDWLYLVWFULWLF
3XUWWRULL FHORUDVHSOULL WUHE XLHVLQWUHSHUIHFWvQSLHOHDSHUVRQDMHORUV JkQGHDVF
GLQSHUVSHFWLYDS OULHLSHFDUHRSRDUW 3 OULDSRDWHILSXUWDW LQGLYLGXDOGDULFROHFWLY
38
&RQFUHWPHWRGDIXQF LRQHD]DVWIHOVHRIHUFD]XOSURSXVVSUHDILGLVFXWDWLSOULLOH
gnditoare elevilor.
&HLFDUHSRDUW S OULDDOEWUHEXLHVvQFHDS FXI DSWHOHVXQWXUPWRDUHOH
(QXQ XULOHFHORUFDUHSRDUWSOULDURLHVHD[HD]SHVHQWLPHQWHVHQWLPHQWXOPHX
HVWH VDXQXvPLSODFHF
3 OULDQHaJU SRDWHvQFHSHFXQXHELQHSHQWUXFVDXQHH[SXQHPODXQPDUH
ULVF SHFkQGFHDJDOEHQ LQVLVWSHEHQHILFLLOHVXQWXUPWRDUHOH
&HL FDUHSRDUWSOULDYHUGH VHJkQGHVF L OD DOWHDOWHUQDWLYHFH -DUIL GDF
LDUFHLFXSOULDDOEDVWUvQFHDUFVUH]XPHFDUHHXUPWRUXOSDV VDXKDLGH LV
UH]XPP

Avantaje DOHDSOLF ULL metodei plriilor gnditoare:
VWLPXOH D ]F D SD F LWD WHD GHLQWH UU H OD LRQDUH LUH VSH FW ul mutual;
QFXUDMHD]FDSDFLWDWHDGHFRPXQLFDUHLSXWHUHDGHDOXDGHFL]LLDILHFUXLHOHY
GH ]YROWPDLD OHVLQWH O LJ H Q DLQWH USH UVRQD OGD ULF H DOLQJ YLVWLFVD XORJ LFR -
PDWHPDWLF
GH ]YROW J k QGLUH D
GH ]YROW LH[H UVH D ]F D SD F LW LOHH PSDWLFH

Limitele acestei metode pot fi:
H [LVWSRVLELOLWD WHDF DPH WRGDV QXILHOXDWvQVH ULRVLVILHSH UF H SXWF DRVLPSO
D F WLYLWD WHU HF UHD WLY
D SD UHULVF XOLGHQWLILFULL totale DHOHYLORUFXXQDGLQWUHSOULL L UHIX]XOXOWHUL or de a
PDLSXUWDDOW SOULH
SRWDS UHD F onflicte ntre elevi.

????
1.

2. n ce colective de elevi se poate aplica m

Bibliografie:

&OLPDQ7 nvmnt, inteligen, problematizare. Bucureti: EDP.
2 &XFR& FRRUG Psihopedagogie pentru examenele de definitivare i
grade didactice, ed. a II-DUHY ]XWLDG XJLW ,DL(GLWXUD3ROLURP
3 'REULGRU 1HJUH , 3kQLRDU , 2 5). tiina nvrii. De la teorie la
practic. Iai: Editura Polirom.
4. Ilie, E. (2008). Didactica literaturii romne. ,DL(GLWXUD3ROLURP
63kQLRDU, 2 Comunicarea eficient, ed. a III-D UHY ]XWL DGXJLW
,DL(GLWXUD3ROLURP
7 = ODWH Didactica aplicat a limbii romne n nvtmntul primar i
precolar. Bucureti: Editura Bren.
9. = ODWH Consideraii metodologice privind predarea literaturii romneti a
teoriei literare n coala general i liceu. Bucureti:Editura Integral.

39

6. TEHNICI

6.1.
6.2.
6.2.1. Metoda studiului de caz
6.2.2.
6.2.3. Tehnica scenariilor
6.2.4. Incidentul critic

7. VGHILQHDVFQR LXQLOHFKHL HVSHFLILFHDFHVWHLXQLW LGHvQY DUH
8. VXWLOL]H]HRSHUH]HFXDFHVWHFRQFHSWHvQGLYHUVHFRQWH[WHGH instruire, metodice etc.;
9. VLGHQWLILFHQRWHOHGHILQLWRULLDOHPHWRGHORULWHKQLFLORUED]DWHSHH[SHULHQ
10. V DQDOL]H]H PHWRGHOH L WHKQLFLOH ED]DWH SH H[SHULHQ SUH]HQWDWH GLQSHUVSHFWLYD
SRVLELOLW LORUGHDSOLFDUHODGLVFLSOLQDGHVSHFLDOLWDWH
11. VDSUHFLH]HHILFLHQ DPHWRGHORULWHKQLFLORU ED]DWHSHH[SHULHQ
12. VDSOLFHSHQWUXXQ FRQ LQXWODDOHJHUHPHWRGHLWHKQLFLED]DWHSHH[SHULHQ

Concepte cheie: metode i tehnici bazate pe experien, studiul de caz, jurnalul cu
dubl intrare, tehnica scenariilor, incidentul critic, simulrile.

6.1.

$UHDOL]DXQSURFHVHGXFD LRQDOGHFDOLWDWHSUHVXSX ne nu numai a le transmite elevilor un
YROXP PDUHGHFXQRWLQ HFL L D -L vQY D FXPVRSHUH]HFX DFHVWHDFXPVOHDSOLFHvQ
VLWXD LLFkWPDLYDULDWH
0HUJkQGSHDFHDVWLGHH vQY PkQWXOQXPDLSRDWHUPkQHGRDUODWHRUHWL]ULHOWUHEXLH
V GHWHUPLQHDSOLFDUHDvQPXOWH IHOXUL DFXQRWLQ HORU WHRUHWLFH vQDFWLYLW L SUDFWLFHL V
DVLJXUHDVWIHOvQFKHLHUHDXQXLFLFOXFRPSOHWDOSURFHVXDOLW LLvQY ULL (Cerghit, 1997,195)
QDFHVWFRQWH[WvQY DUHD SULQDF LXQHVDXvQY DUHDdin e[SHULHQ FDSWR LPSRUWDQ
GHRVHELW 7RFPDL GHDFHHDYRPSUH]HQWDvQFHOHFHXUPHD]FkWHYDPHWRGHL WHKQLFL ED]DWH
SHH[SHULHQ

????

40
6.2. perien

6.2.1. Metoda studiului de caz

0HWRGDVWXGLXOXLGHF D ]PL MORF H WH R FRQIUXQWDUHGLUHFWFXR VLWXD LH GLQYLD D
UHDODXWHQWLF &HUJKLW , DYkQGXQSURQXQ DWFDUDFWHUDFWLYLHYLGHQWH
YDOHQ HHXULVWLFHLDSOLFDWLYH
Studiul de caz este o PHWRGGH FRQIUXQWDUHGLUHFWD SDUWLFLSDQ LORU FX R VLWXD LH
UHDODXWHQWLF OXDWGUHSWH[HPSOXWLSLFUHSUH]HQWDWLYSHQWUXXQVHWGHVLWXD LL L
HYHQLPHQWHSUREOHPDWLFH 2SUHD

$FHDVWPHWRG XUPUHWH UHDOL]DUHD FRQWDFWXOXL HOHYLORU FXUVDQ LORU FX UHDOLW LOH
complexe, autentice dintr-XQGRPHQLX GDWL WHVWDUHD JUDGXOXL GH RSHUD LRQDOLWDWH D
FXQRWLQ HORUvQVXLWHLDFDSDFLW LORUIRUPDWHvQVLWXD LL -OLPLW
3HQWUXFDR DQXPLWVLWXD LHVSRDWIL FRQVLGHUDWL DQDOL]DWSUHFXPXQ FD]HD
WUHEXLHVDLE DQXPLWHSDUWLFXODULW L
V D LEUH OHYD Q vQUD SRUWFXRELH F WLYH OHDF WLYLW LL
V I LHD XWHQWLF
V I LHPRWLYD QWVVXVF LWH LQWH UH VGLQSD UWH D SDUWLFLSDQ LORU
V D LYYD ORDUH LQVWUXF WLYvQUD SRUWF XF RPSHWH Q HOHSU RI H VLRQD OHWLLQ LILFHH WLF H

Etape DOHPHWRGHLDGDSWDUHGXS2SUHD -221):
1. cordan u obiectivele
propuse
2. Clarificarea eventualelor nen
3. Studiul individual al cazului:
- HOHYLLFXUVDQ LL VHGRFXPHQWHD]LGHQWLILFVROX LL GHUH]ROYDUHD FD]XOXL SHFDUHOH L
QRWHD]
4. :
- DQDOL]DGLIHULWHORUYDULDQWHGHVROX LRQDUHDFD]XOXL DQDOL]DFULWLF DILHFUHLDGLQW re
acestea;
- LHUDUKL]DUHDVROX LLORU
5. Luarea deciziei vQOHJWXUFXVROX LDFHDPDLSRWULYLWLIRUPXODUHDFRQFOX]LLORU
6. .

n DFWLYLWDWHD HGXFD LRQDO , trei variante ale metodei studiului de caz se DSOLF FX R
IUHFYHQ PDLPDUHFI&HUJKLW
1. Metoda situaiei (Case-Study-Method) LPSOLFo prezentare complet a cazului,
inclusiv a informa iilor necesare solu ion rii acestuia.
2. Studiul analitic al cazului (Incidence Method) SUH VXSXQHSUH ]H QWDUH D FRPSOH W a
situa iei existente, dar informa iile necesare solu LRQ ULLVXQWUHGDWHSDU ial sau deloc.
3. Elevii nu beneficiaz de nici o prezentare complet asupra situaiei i nici nu primesc
informaiile necesare rezolvrii cazului-problem; li se propun doar sarcini concrete
de rezolvat, urmnd s se descurce prin eforturi proprii.

ID PLOLD UL]D UH D SD UWLFLSD Q LORU F XVLWXD LLF RQF UH WHGH YLD
YD ORULILF D UH DF XQRWLQ H ORULF D SD F LW LORUH OHYLORU FXU VD Q LORUvQ contexte reale,
UHDOL]kQGDVWIHOOHJWXUDWHRULHLFXSUDFWLFD
GH ]YROWD UH D F RRSH UULL
41
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU F RJ QLWLYHLPH WDF RJ QLWLYH
GH ]YROWD UH D F RPSHWH Q HORU F RPXQLF D LRQD OH
dezvoltarea FDSDFLW LLLQYHVWLJDWLYH
GH ]YROWD UH D FD SD F LW LLGHOXDU H D GH F L]LLORU

Limitele DSOLFULLPH WRGHLVWXGLXOXLGHFD]
GLILF XOW LOHJ D WH GH alegerea unor cazuri relevante;
GLILF XOW LOHJ D WH GH DF F H VXOOD VXUVH OHGH LQIRU PD UHQH F H VDUH VROX LRQ ULLFD ]XO ui;
H [SH ULH Q DU H GXVD XQRUD GLQWUH SD UWLFLSD Q LFUHH D]GLILF XOW L vQJVLUHDVROX LHL
optime, cu HIHFWHQHGRULWHvQJUDGXOGHLPSOLFDUHPRWLYD LRQDOvQDFWLYLWDWH
consum mare de timp

????
tilizat ntr-

6.2.2.

H VWHRWHKQLFSU LQF D UHFXU VD Q LLVWDELOH VFROHJ WXUvQWUHWH[WLSU RSULD
ORUH [SH ULH Q LF XQRD WHU H (Dumitru, 2000 DSXG 3kQLRDU
352).

Ea presupune SDUFXUJHUHDPDLPXO L SDL
1. Lectura textului:
- FXUVDQ LLVXQWVROLFLWD LGHFWUHIRUPDWRUVFLWHDVFFXDWHQ LHXQDQXPLWWH[W
2. Alegerea unui fragment semnificativ:
- ILHFDUH FXUVDQWYD DOHJH GLQWH[WXO UHVSHFWLYXQIUDJPHQWFDUH D DYXWR LQIOXHQ
semnLILFDWLYDVXSUDVDDDYXWHFRXvQH[SHULHQ DSHUVRQDOVDXFRQWUD]LFHLQIRUPD LLOH
VDOHDQWHULRDUHvQFHHDFHSULYHWHDFHDSUREOHP
3. :
- FXUVDQ LLYRUSULPLRIL FDUHHVWHvPSU LWvQGRXFRORDQHSHSULPDFROR DQFXUVDQWXO
va descrie fragmentul ales, pentru ca pe ce-a de-DGRXDFRORDQVQRWH]HFRPHQWDULLOH
impresiile personale referitoare la fragmentul respectiv:

Pasajul ales Comentarii/Impresii personale

- pentru completarea celei de-a doua coloane FkWHYDvQWUHE UL VHGRYHGHVFD IL XWLOH Care
este motivaia alegerii fragmentului respectiv? Ce conexiuni se pot realiza ntre
respectivul fragment i experiena proprie? Care sunt nelmuririle n ceea ce privete
acel text? ' XPLWUXDSXG3kQLRD U

GH ]YROWD UH D FD SD F LW LLGHvQ H OHJH UHD XQXLWH [W
dezvoltarea gndirii;
42
SD UWLFLSD UH D F WLYD H OHYLORU vQDF WXOOHF WXULL
YD ORULILF D UH DH [SH ULH Q HORU SH UVRQD OHD OHI LH FUXLH OHY

Dezavantaje:
ULVF XOQHLPSOLF ULLXQRU elevi n activitate;
OLSVDH [H UF L LXOXLSUH D ODELOSRDWH GXF H ODH H F XOWH KQLFLL

????
J urnalului cu

6.2.3. Tehnica scenariilor

(VWHRYD ULD QWDGU D PDWL]ULLSU RSXVGH,23k QLRDU
$F H D VWPHWRGSRUQH WHGHODLGHH DFIRU PDWRU XOSRD WHGLQDPL ]D
LPSOLF D UH DH OHYLORUF XU VDQ LORUGD FD FH WLDvQGHSOLQH VFD QXPLWHUROXU L
QH F XQRVF XWHGH F H LOD O L
Etape de realizare:
1. :
- FROHFWLYXOHVWHvPSU LWSHJUXSXUL
- JUXSXULOHSULPHVFVSUHGH]EDWHUHRDQXPLWSUREOHP
2.
- GXS vQFH SH UHDGLVFX LH L PRGHUDWRUXO FKHDP OD H O F te un reprezentant din fiecare
JUXSFDUHYDSULPLXQUROLRPLVLXQH (de exemplu, rolul de lider);
- VXQWFKH PD L DO L PHPEU i, pn FkQGWR L PHPEUL i din cadrul grupurilor au cte un rol
LRPLVLXQHGHvQGHSOLQLW
3. Revenirea membrilor n cadrul grupului i jucarea rolului primit:
- membrii FDUHDXSULPLWUROXUL VH YRU vQWRDUFHvQFDGUXOJUXSXOXL L YRU vQGHSOLQL DFHO URO
IUV OHV SXQFHORUODO LFHUROD u primit DGDSWDUHGXS3kQLRDU .

7HKQLFDVFHQDULLORUSUHVXSXQHLQWHUDF LXQHDGLQWUHP embrii care au diverse roluri. Pentru a
dinamiza activitatea, moderatorul poate GDDFHODLUROPDLPXOWRUPHPEU i.

Avantaje:
SRVLELOLWD WHD YD ORULILF ULLF RPSHWH Q HORU I LHFUXLSDUWLFLSD QW
dezvoltaUHDFDSDFLW LORUGHFRPXQLFDUH

Limite:
dLILFXOW LvQFHHDFHSULYHWHvQGHSOLQLUHDUROXOXLLDPLVLXQLLSULPLWH
SRVLELOD D SD UL LHD XQRUFRQIOLF WHvQWUH SD UWLFLSD Q LLFH D XD F H OH D LUROXUL

????
levi prin intermediul tehnicii scenariilor.

43
6.2.4. Incidentul critic

$F H D VWWHKQLFF RQVWvQSU H ]H QWDU H DXQXLLQFLGH QWF ULWLFF D UHSRD WHIL
UH D OVD XLPDJ LQDW(OHYLLF XU VD Q LLVHYRUvPS U LvQWDEH UHSRODU HF X
SU LYLUH ODFH D QXPHWUH EXLHI F XWvQDF H D VLW XD LH 3k QLRDU ).

Etape DOHPH WRGHL3k QLRDU
1. Prezentarea incidentului
2.
formatorului
3. :
- VH UHDOL]HD]VLQWH]D GH]YROWDWOD vQGHPQXO IRUPDWRUXOXL GH F WUH XQXO GLQWUH
SDUWLFLSDQ LSHQWUXvQWUHJXOJUXS
4. Delimitarea problemei:
- SDUWLFLSDQ LL vQFHDUFV GLVWLQJSUREOHPDUHDO H[SORUkQGvQSURIXQ]LPHFHHDFHHVWH
IXUQL]DWSULQLQFLGHQWXOLQL LDO
5. :
- fiecare participant ia RGHFL]LHSHUVRQDOSHFDUHRFLWHWHvQWUHJXOXLJUXS
- IRUPDWRUXOOH FH UH WXWXURUVYRWH]H FH OHPDLEXQHGH FL]LL
6. :
- DQDOL]DUHDPRWLYD LLORUILHFUHLVROX LL
7. D :
- FRQGXFWRULLVXEJUXSXULORUSUH]LQW vQ plen concluziile la care au ajuns echipele lor;
8. Evaluarea:
- H YDOXDUH DSRUQH WHGH ODVFKLPEXULGH SXQFWHGH YH GH UH vQWUH SDUWLFLSDQ L
- DSRL VHIDFH [WUDSROUL SULYLQGPRGXOvQFDUHVHSRWUH ]ROYDDVWIH O GHSUREOH PHvQYLD D
FRWLGLDQ
9. :
- se YHULILFJUDGXOGHvQGHSOLQLUHDRELHFWLYHORUDFWLYLW LL

F RQIU XQWDUH D SD UWLFLSD Q LORUF XVLWXD LLF RQF UH WH GHYLD
YD ORULILF D UH DF XQRWLQ H ORULF D SD F LW LORUH OHYLORU FXU VD Q LORUvQF RQWH[WHUH D OH
UH D OL]k QGD VWIH OOHJ WXUD WH R riei cu practica;
GH ]YROWD UH D F RRSH UULL
GH ]YROWD UH D FD SD F LW LLGHOXDU H D GH F L]LLORU

Limitele apOLFULLLQFLGHQWXOXLFULWLF :
GLILF XOW LOHJ D WH GH alegerea unor incidente critice semnificative;
experien DUHGXVDXQRUDGLQWUHSDUWLFLSDQ LFUHHD]GLILFXOW L n luarea deciziei celei
mai potrivite.

????
-
.

44
6.2.5.

5H SU H ]LQWPHWRGDF D UHSODVH D ]SH UVRD QH OHF D UHvQYD vQVLWXD LDGHD
WU LRH [SH ULH Q GHvQY D UHVLPLOD UF H OHLUHD OHIUF DSU LQD FH D VWDV
VHSU RGXFLF RQVHF LQ HOHQHJ D WLYHSHF DUHH [SH ULH Q DUHD OOHSRD WH
avea 3kQLRDU

Etapele VLPXOULL &DPSEH OO &DPSEHOOL 'LFNLQ VRQ apud. 3kQLRDU -
377):
1.
2. i
3.
4. Dezvolta ivului n microgrupuri
de lucru, GHWHUPLQDUHDVSD LXOXL GHOXFUXSHQWUXDFHWLDL DORFDUHDWLPSXOXL QHFHVDU
VLPXOULL .
5.

6LPXODUHDSRDWHILHIHFWXDW LQGLYLGXDOSHJ UXSXULVDXFX ntreaga FODV de elevi.
Avantajele VLPXOULL :
SH UPLWHF RQWDF WXOH OH YXOXLF XVLWXD LLVLPL ODU H F H ORUU H D OH
VWLPXOH D ]LQWH UH sul elevilor;
SU RGXF H VFKLPEULD WLWXGLQD OHLF RPSRUWD PHQWD OH
LPSOLF utilizarea unor metode diferite (joc de rol, H[HUFL LXPRGHODUH DQDOL]GHFD] ;
GH ]YROW J k QGLUH D FULWLFLFU H D WLYLWD WHDH OHYLORU
LPSOLF WUD QVIH UXOGH LQIRUPD LLH[SH ULH Q HVW rategii;
SU HJ WHWHH OHYLL pentru asumarea unor noi roluri n viitor

Limitele DFH VWHLPH WRGHSRWILXUP WRDUH OH
uneori (mai ales n cazul disciplinelor socio-umane), SRDWH DSUHD UHIX]XO GH D
SDUWLFLSDDOHOHYLORUVDXLPSOLFDUHDUHGXVDDFHVWRUDvQUH] olvarea sarcinilor propuse;
consum mai mare de timp;
QH F H VLW un HIRUWGHSUHJWLUHLPSRUWDQWGLQSDUWHDSURIHVRUXOXL
activitatea de coordonare a unui demers de simulare VROLFLW un nivel minim de
H[SHULHQ .

????
i aplicarea

Bibliografie:

1. Cerghit, I. (1997). Metode de nvmnt. Bucureti: E.D.P..
2. 1HJ UH -'REULGRU,3kQLRDU,2 tiina nvrii. De la teorie la practic.
,DL(GLWXUD3ROLURP .
3. 3k QLRDU,2 8). Comunicarea eficient, ed. a III-DUHY ]XWL DGXJLW ,DL
Editura Polirom.

45

7.

prof. univ. dr. tefania Zlate

7.1.

7.2.1. M -
7.2.2. Metoda
7.2.3. D
7.2.4. D
7.2.5. D

VGHILQHDVFDGHFYDWFRQFHSWXO comunicare didactic;
VVWDELOHDVFSDUWLFXODULW LOHFRPXQLFULL didactice;
VDSOLFH metodele i tehnicile de dezvoltare a competen ei comunica ionale
prezentate, vQOHF LLOHGHLVWRULH L geografie.

Concepte cheie: comunicare didactic, metoda predrii - nvrii reciproce, metoda
Schimb perechea, discuia de tip panel, discuia de tip broasc estoas, discuia dirijat

7.1. Particularit i ale comunic rii didactice

Comunicarea didactic este o form particular a comunic rii umane,
indispensabil n vehicularea unor con inuturi determinate, specifice unui act de nv DUH
VLVWHPDWLF i asistat ; ea presupune un raport bilateral profesor elev.
Potrivit Dicionarului de pedagogie (Cristea, 2000), comunicarea didactic poate fi
FRQVLGHUDW Xn SULQFLSLX D[LRPDW LF DO DFWLYLW ii de educa ie, care presupune un mesaj
educaional elaborat de subiectul educa iei (profesor), capabil s provoace reac ia formativ a
obiectului educa LHL colar), evaluabil n termeni de conexiune invers H[WHUQ i intern
Pot fi eviden LDWHXUPtoaUHOHFDUDFWHULVWLFLDOHFRPXQLF rii didactice:
a) are caracter bilateral - eviden iaz necesitatea instituirii unei leg turi performante
ntre profesor i colar (subiect L obiect al educa iei);
b) discursul didactic are un pronun at caracter explicativ, GH RDUH FHSULRULWDUH OYL]H D]
nv area prin n HOHJHUH GHXQGH L vQWUHEDUHDSURIHVRUXOXL GHFL D i n HOHV" , axat pe
antrenarea poten ialit ii cognitive a colarului;
c) H VWHVWUXFWXUDW conform logicii pedagogice. Rolul comunic rii didactice este de a
facilita n elegerea unui adev U QX GRDU HQXQ area lui (de aceea profesorul explic ,
demonstreaz , converseaz SUREOHPDWL]HD] etc.);
d) profesorul n dubla sa calitate de emi tor i receptor are un rol activ n
comunicarea con LQXWXULORU tiin ifice. El filtreaz informa iile, accesibilizndu-le,
organizndu-le, selectndu-le i, mai ales, personalizndu-le n func ie de destinatar (receptor)
i de cadrul n care se transmit. Evident se ghideaz LQFOXVLYGXSSURJUDP i manual;
46
e) comunicarea didactic este expus pericolului de a fi supus transferului de
autoritate asupra coninuturilor. nseamn c pentru cei care nva apare riscul ca un enun
VILHFRQVLGHUDWDGHY rat/fals pentru c SDUYLQH GHODR VXUV autorizat (carte, program ,
specialist etc.) nu pentru c este demonstrabil;
f) n actul comunica ional profesorul are posibilitatea de a accentua una sau alte
dintre dimensiunile comunicrii (informativ , rela ional , programatic etc), astfel nct
receptorul (elevul) s aib efectiv posibilitatea de a se manifesta. $FHDVW caracteristic deriv
din nota personalDFRPXQLF rii didactice;
g) comunicarea didactica se preteaz la ritualizare - mic ri de instruire specifice
(ridicarea n picioare, r spunsul doar la consemn, cnd profesorul vorbete s nu fie ntrerupt);
h) dominarea de ctre profesori (60-70%) SUHFXPi tutelarea de ctre profesor a
actului de comunicare. $FH DVW caracteristic este reflectat GHFDOLW ile programelor colare,
de calit ile statutare ale cadrului didactic i de cele ale F olarului receptor;
i) calitatea comunicrii didactice depinde de strategia folosit , care este/poate fi
proiectat vQIXQF ie de scopul activit ii didactice, personalitatea colarului, personalitatea
profesorului, locul de desf XUDUHVWLOXOHGXFD ional adoptat;
j) este evaluativ i autoevaluativ, n egal m sur pentru educat i educator, intind
atingerea finalit ilor propuse, acoperirea nevoilor i intereselor colarilor.
5HOD ia de comunicare confer procesului de nv mnt valoarea unei interven LL
HGXFD ionale complexe, bazate pe un limbaj didactic care determin vQVWUXFWXUDSHUVRQDOLW LL
colarului modific ri de natur cognitiv DIHFWLY , atitudinal , ac ional . Angajarea
comunic rii la nivelul activit ii de predare nv are evaluare permite realizarea diverselor
tipuri de obiective (opera ionale, de referin , generale), relevante n plan general i special.
(VWHXQIDSWELQHFXQRVFXWF SURFHVXOGHvQY PkQWVHUHDOL]HD]SULQL SHQWUX
cRPXQLFDUHILLQGvQXOWLPLQVWDQ XQ act de comunicare.
&RPXQLFDUHDODUkQGXOVXFRQ LQH SULQHDvQV L SRWHQ LDOHGXFDWLYWUDQVPLWHUHGH
FXQRWLQ H IRUPDUHD JkQGLULL L IDFLOLWDUHD RSHUD LLORU LQWHOHFWXDOH DXWRUHJODUHD DFWLYLW LL
intelectuale, transmiterea codurilor caracteristice fiHFUHL WLLQ Hetc.; vQWUH FRPXQLFDUH L
HGXFD LHH[LVWkQGXQUDSRUWGHLQWHUGHSHQGHQ
&RPXQLFDUHDDWkWFHDGLGDFWLF , FkWL FHDGHODQLYHOXOVRFLHW LL UPkQHR SUREOHP
GHVFKLVSHQWUXFHUFHWDUH vQSULYLQ D SRVLELOLW LOHGHUHDOL]DUHDXQHL FRPXQ LFUL LQWHJUDOHR
FRPXQLFDUH vQFDUHSLHUGHUHD GH LQIRUPD LL VILHPLQLP RE LQkQGX -VH R VDWLVIDF LH SHQWUX
DPELL LQWHUORFXWRUL L vQFDUH FHHD FHVH UHFHSWHD]VFRLQFLGvQWU -R PVXUVHPQLILFDWLYFX
input-XOGHODFDSWXOHPLWHUH
n acest sens, n FRPXQLFDUHDGLGDFWLFWUHEXLHVILP SUHFL L L H[SUHVLYL vQDFHODL
timp; SULQFODULWDWH L FRQFL]LHIDFLOLWkQGDWkWWUDQVIHUXO , FkWL vQ HOHJHUHD PHVDMXOXL WUDQVPLV
LQIRUPD LLOH WUDQVPLVH WUHEXLH DGDSWDWH VFRSXOXL RELHFWLYHORU pedagogice L QLYHOXOui
intelectual al elevilor/FXUVDQ LORU
QFRPXQLFDUHD GLGDFWLF SUH]HQWDUHD L H[SULPDUHD FXQRWLQ HORU vPEUDF IRUPH
GLIHUHQ LDWH vQIXQF LH GH DXGLWRULXO FUXLD vL VXQWGHVWLQDWH GH DFHHD VH SRDWH VSXQH F
limbajul didactic are un destinatar precis GHILQLWYDULDELO GXSQLYHOXOLQW HUHVXOIRUPHOHGH
utilizare viitoare a celor comunicate.
'HWHUPLQDQWU PkQH FDUDFWHULVWLFD IRUPDWLYD FRPXQLFULL GLGDFWLFH SURIHVRUXO
exercitndu-LLQIOXHQ DVLPXOWDQDVXSUDFRQ LQXWXULORULDHOHYXOXL
n acest context, VHHYLGHQ LD]UDSRUWXOGLQWUHOLPEDMHOHYHUEDOSDUDYHUEDOL QRQYHUEDO ,
XWLOL]DWH GH SURIHVRUL vQFRUHOD LH FX RELHFWLYHOH instruirii L FX SDUWHQHULL HOHYL 6W LOXO
SURIHVRUXOXL GHILQHWH SUHGRPLQDQ D YHUEDO -nonverbal, prin atitudinile personale care
GHPRQVWUHD]FHHD FH FUHGHGDUL FHHDFHDWHDSWGHODHOHYL FHHD FH UHVSLQJHL FHHD FH
DFFHSWvQGLDORJXOHGXFD LRQDO
47
1RQYHUEDOXO L SDUDYHUEDOXO H[SULP DWLWXGLQL L IRUPHD]FRPSRUWDPHQWHVXJHUHD]
UHDF LL vQIXQF LHGHVLWXD LLOHGHFRPX QLFDUHGHLQWHUORFXWRUL GHSRVLELOLW LOHL H[SHULHQ HOH
acestora.
8QLL SURIHVRUL FRQVLGHU FSULQDEX]YHUEDO LQVXE FRQWUROFODVD8QPHVDMHVWHPDL
FUHGLELOLVXSRUW RvQ HOHJHUHPDLSURIXQG DWXQFLFkQGvQWUDQVPLWHUHDOXL , VXSRUWXOYHUEDOL
QRQYHUEDOVHvPELQHILFLHQW
$ULDQRQYHUEDOXOXL DGDXJRS LXQL SH]L FHWUHFH8QLL DXWRUL H[WLQGDFHDVWDULHODWRDWH
OXFUXULOHFDUHQHUHSUH]LQW&kWHSR L VSXQHGHVSUHXQRPQXPDL SULYLQGX -l din perspectiva
PRGXOXL vQFDUHvL DOHJHvPEUFPLQWHDSH FDUH R FRQVLGHUSRWULYLWFXVWDWXWXOVX6DX
DUDQMDUHD PRELOLHUXOXL vQDD IHO vQFkWV vQFXUDMH]H LQWHUDF LXQHD GH JUXS 'LQSFDWH
DUDQMDUHD E QFLORUvQFODVH - VRFLRIXJDO - IDYRUL]HD]FRPXQLFDUHDvQGLUHF LDSURIHVRUXOXL L
nu ntre elevi.
Unele FHUFHWUL LQFOXGvQDULDQRQY HUEDOXOXL L RIHULUHDGHGDUXUL De Vito VXJHUHD]F
SULQ LL FDUHRIHUF U L FRSLLORUSRWVOH FHDU DFHVWRUDV ILH PDL VWXGLRL (1988, apud.
3kQLRDU .
&RPXQLFDUHD QRQYHUEDO GHILQHWH XQFDGUX GHRVHELWGH IHUWLO n dezvoltarea
LQWHUUHOD LRQULLGLGDFWLFH QXSRDWHILGHVSU LWGHFRPXQLFDUHDGLGDFWLF
Clasa de elevi, LFROHFWLYLWDWHDFRODUvQJHQHUDOHVWHXQPHGLXGHFRPXQLFDUHSULOHMXLW
GHVDUFLQDFRPXQL GHUHOD LLOHLQWHULQGLYLGXDOHDOHPHPEULORU2 FR PXQLFDUH GHVFKLVIU
UHVWULF LL IUIRUPDOLVPL ULWXDOXUL LQXWLOH , PUHW HvQFUHGHUHDPHPEULORUvQYLUWX LOHJUXSXOXL
FRODU
QFRDOVHUHJVHVFL EDULHUHGHFRPXQLFDUHFXPDUIL GLVWRUVLXQLOHVDXLQH[LVWHQ D
unui repertoriu comun ntre profesor L HOHYVWXGHQWFDUH GXF GHVHRUL OD SHUWXUEDUHD
FRPXQLFULL 6XSUD nc UFDUHDLQIRUPD LRQDOFDUHSXQHHOHYXOvQID DXQHL DEXQGHQ HH[WUHPH
GHLQIRUPD LHSRDWHGXFHODGH]YROWDUHDXQXL UHIX]ID DFWLYLWDWHDUHVSHFWLYODFRQIX]LL
HSXL]DUHIL]LFLPRWLYD LRQDO
%ORFDUHD FRPXQLFULL , SULQ UHOD LL UHFL ELURFUDWLFH L DOWH PDQLIHVWUL
psihocomportamentale din partea unor cadre didactice, IDFHVVFDGUDQGDPHQWXOFRPXQLFULL
L, implicit, pe FHOFRODU
)XQF LRQkQGQRUPDOSH SULQFLSLXO IHHG -back-ului, pURFHVXOGHFRPXQLFDUHIDFLOLWHD]
UHDOL]DUHDVDUFLQLL DVLJXUFRH]LXQHDJUXSXOXL YDORUL]HD]SHILHFDUHPHPEUXDF LRQkQGFD
factor de omogenizare.
'DF SULQFRPSRUWDPHQWXO VX SURIHVRUXO VH IDFH DFFHSWDWGH HOHYL , VH FUHHD]
FRQGL LLFDJUXSXOFROD r (clasa) V GHYLQUHFHSWLYLGHVFKLVFRRSHU ULL
)RORVLQG XQOLPEDM LQ WHOLJLELO L DGHFYDWED]DWSH R FRPXQLFDUH H[SUHVLYL
FRQYLQJWRDUH FDGUXO GLGDFWLF YD vQFHUFD V WUDQVIHUH FRQ LQXWXO SUHGDWvQPRG DWUDFWLY
QXDQ DWDSHOkQGODvQWUHJXO DUVHQD OPHWRGLFL ORJLVWLFGH FDUHGLVSXQHGHSLQGVLPSOXO L
plictisitorul monolog, printr-R H[SXQHUHHOHYDWL DUJXPHQWDWFDUHYDVFKLPEDFRQIRUPLVPXO
vQSDUWLFLSDUHLDFWLYLVP
Prin intermediul feed-back-ului, LQIOXHQ DUHDGHYLQHELODWHUDO , SHQWUXFD DFXPVSXQHD
/HRQ%OR\ QXVHWLH FLQHGLFLQHSULPHWH
$VWIHOFDGUHOHGLGDFWLFHWUHEXLHVvQYH HGHRSRWULYFXHOHYLL L FKLDUGHODDFHWLD Q
acest mod, SURIHVRUXOL HOHYLL WUHEXLHVVHLQIOXHQ H]HXQXOSHDOWXO , dialogul devenind mai
YLXL PDL QXDQ DWvQIXQF LHGHDWHSW ULOH DPELORUWHUPHQL DL UHOD LHL LPSOLFDWHvQDFWLYLWDWHD
GLGDFWLFLQXvQPRGXQLODWHUDO
3ULQLQWHUPHGLXO FRPXQLFULL GLGDFWLFH , SURIHVRULL L HOHYLL SRWV VH FRQIRUPH]H
QRUPHORU FRODUH VDX SRWV -L SVWUH]H LQGHSHQGHQ D SRWV FHGH]H SUHVLXQLORU VRFLDOH
FHULQ HORUHGXFDWLYHV OHDFFHSWHLVVHVXSXQDFHVWRUD
&RPXQLFDUHDGLGDFWLFQXHVWHQXPDL R DFWLYLWDWHFHSXQHvQUHOD LHFDGUXOGLGDFWLFL
HOHYXOSHQWUX UHDOL]DUHD XQRURELHFWLYH FRPXQHHVWHL XQSURFH VSVLKRVRFLDOGH LQIOXHQ DUH ,
48
prin limbaje specifice, a atitudinilor, comportamentelor, convingerilor, a comportamentelor, a
FRPSRQHQWHORUPRWLYD LRQDO -DIHFWLYHLYROLWLYH
'HDFHHDDFRPXQLFDHILFLHQWLH[SUHVLYFXFHLODO LLFXVLQHSUHVXSXQH
- 6 LQIRUPH]LLQWHOLJLELOLVIDFLOLWH]LvQ HOHJHUHDPHVDMXOXLWUDQVPLV
- 6 GH]YRO LJkQGLUHDDIHFWLYLWDWHDPRWLYD LDYRLQ DLSHUVRQDOLWDWHDHOHYLORU
- 6 VHVL]H]L L VFRQWLHQWL]H]L UHDF LLOHDWLWXGLQLOHL PDQLIHVWULOHFRPSRUWDPHQWDOH
ale celor cu care comunici;
- 6 FRQYLQJLSHFHLFXFDUHFRPXQLFL
2ULFHFDGUXGLGDFWLFWUHEXLHVILHFRQWLHQWGHUHVSRQVDELOLWDWHDID GHFXYkQWXO URVWLW ,
ntr-R VRFLHWDWHvQFDUHWRWXOVHSHWUHFHVXE VHPQXO UDSLGLW LL vQFDUHJUHHOLOHGHH[SULPDUH
sunt consLGHUDWHIULPSRUWDQ LvQFDUHQLPHQLQXUVSXQGHSHQWUXFHDVSXVvQFDUHQLPHQL
QXDWHDSWU VSXQVODLQWHUYHQ LDVDvQWU -RFRQYHUVD LH

????

7.2. Metode i tehnici de dezvoltare a competen ei comunica ionale

7.2.1. M -

0HWRGDSU H GULL -vQY ULL UHFLSURFHDIRVWLQWURGXV GHSHGDJRJXO3DOLQVFDU , n
1986, L FRQVWvQvPSU LUHDFROHctivului clasei n grupe de predare-vQY DUH
UHFLSURF
$F H D VWPHWRGSXQHD F FH QWXOSHGH ]YROWD UH DGLDORJ XOXLH OHY -elev, rolul
profesorului fiind preluat de elevi, care au misiunea de a-LLQVWUXLcolegii.
0HWRGDSUHG ULLUHFLSURFHHVWHFHQWUDWSHSDWU XVWUDWHJLLGHvQY DUH
- rezumarea (expunerea a ceea ce este mai important din ceea ce s-a citit);
- formularea GHvQWUHE ULreferitoare la ceea ce s-a citit;
- F ODU LILFD UHDGD WHORUGLVFXWDU H DLQIRUPD LLORUQH F OD UHSU LQD SH ODUH DODGLIH ULWH
VXUVH LVROX LRQ D UH D QH vQ HOH JH ULORU
- SU H F L]D UHD H [SU LPD UHD DF H HD F HF UH GH OHYLLF VHYD vQWk PSOD vQFRQWLQXDU H

Etapele SUH G ULLUH FLSURFH VXQWXUP WRDUH OH
1. E[SOLFDUHDVFRSXOXLLGHVFULHUHDPHWRGHLUHVSHFWLYDFHORUSDWUXVWUDWHJLL
2. PSU LUHDUROXULORUHOHYLORU
3. Organizarea pe grupe;
4. Lucrul pe text;
5. RHDOL]DUHDvQY ULLUHFLSURFH
6. ASUHFLHULLFRPHQWDULL
0HWRGDDUHGRXYDULDQWHGHXWLOL]DUH
- vQSU LPDF ODVDSULPHWHD F H ODLWH[WGHVWXGLD WLH VWHvPS U LWvQSD WUXJUXSXUL
n fiecare dintre acestea elevii avQGDFHODL UROSULPXOJUXSHVWHIRU mat din rezumatori, al
doilea din vQWUHE WRULDOWUHLOHDGLQ clarificatori, iar al patrulea din SUH]LF WRUL QILQDOGXS
OXFUXOSHWH[WILHFDUHJUXSvLH[HUFLW UROXOvQID DFHORUODOWHJUXSXUL
- n a doua variant GXSFHVHvPSDUWH WH[WXO vQSU L ORJLFHFODVD H GLYL]DWvQ
DWkWHD JUXSH FkWH SU L DUH WH[WXO UHVSHFWLYvQILHFDUH JUXS H[LVWFkWH SDWUX HOHYL - un
UH]XPDWRUXQvQWUHE WRUXQ FODULILFDWRUL XQSUH]LFWRU'XSOXFUXOSH WH[WILHFDUHJUXS
49
afOGHODFHDODOWGHVSUH FHDFLWLWDSRL ILHFDUHPHPEUXDOILHFUHL HFKLSHvL vQYD SHFROHJLL
din alte grupe ceea ce a lucrat.
(IHFWXO GH vQY DUHHVWH HYLGHQWHOHYXODUHXQEHQHILFLXPDL PDUH GDF vL vQYD SH
FROHJL FHHD FH HO D vQY DWDQWHULRU HO vQVXL IL[kQGX -L L VLVWHPDWL]kQGX-L LQIRUPD LLOH
dobndite.

Avantaje:
GH ]YROW J k QGLUH D F XRSHUD LLOH H LD QD OL]D VLQWH ]D F RQF UH WL]D UH DJ H QH UD OL]D UH D
VWLPXOH D ]D WHQ LDF D SDFLWD WHD GH H [SU LPD UH GD ULGHD VF XOWD UH D F WLY
D MXWH OHYLLvQvQ Y D UHDPHWRGH ORULDWHKQLF LORUGHOXFUXF XWH[WXOWHKQLF LGHPXQF
LQWH OHF WXDO SHF D UH OHSRWI R ORVLD SRLLvQPRGLQG H SH QGH QW

Dezavantaje:
RELQXLUH DH OHYLORUF XXQD QXPLWUROL , implicit, dificultatea lor de a se acomoda cu un
altul;
GXSOXFU X OvQJ UXSH OHYXOWLQGHVRERVH D VFLVQXVHPDLF RQF H QWUH ]H suficient
DWXQFLFkQGXQFROHJvLSUHG

????
acestei metode n cadrul lec iilor de
geografie/istorie.

7.2.2. Metoda echea

Metoda Schimb perechea DUHOD ED]PXQFDHOHYLORU vQSHUHFKL DVWIHO VH
vPSDUWHFODVDvQGRXJUXSHHJDOHFDQXPU GHSDUWLFLSDQ L VHIRUPHD]GRX
FHUFXUL FRQFHQWULFH HOHYLL ILLQG ID vQID , pe perechi. Profesorul pune o
vQWUHEDUHVDXGR VD UFLQGHOXFUXvQSHUHFKL )LHFDUHSHUHFKHGLVFXWL DSRL
FRPXQLFLGHLOH&HUFXOGLQH[WHULRUVHURWHWHvQVHQVXO DFHORUGHFHDVRUQLF
realizndu-se astfel schimbarea partenerilor n pereche. Elevii au posibilitatea
de a lucra cu fiecare membru al clasei, fiecare implicndu-VHvQDFWLYLWDWHL
aducndu-LFRQWULEX LDODUH]ROYDUHDVDUFLQLL

Etapele metodei:
1. (WDSDRUJDQL]ULL FROHFWLYXOXL vQGRXJ UXSHHJDOHILH FDUHH OHYRFXS XQVFDXQILHvQ
cercul din interior, fie n cercul din exterior. Profesorul SRDWHVODVHHOHYLORUOLEHUWDWHD
de a-L DOHJHORFXOVDXSRDWHRUJDQL]DFROHFWLYXO solicitnd elevilor VQXPHUH SkQOD
GRL $VWIHOFHL FXQXPUXO VHYRUDH]DvQFHUFXOLQWHULRUFXID DODH[WHULRULDUFHL
FXQXPUXO vQFHUFXOH[WHULRUFXID DF WUHHOHYLL GLQFHUFXOLQWHULRU6WkQGID vQ
ID ILHFDUHHOHYDUHXQSDUWHQHU'DFQXP UXOGHHOHYL HVWHLPSDUODDFWLYLWDWHSRDWH
SDUWLFLSDLFDGUXOGLGDFWLFVDXGRLHOHYLSRWOXFUD PSUHXQ
2. (WDSD SUH ]H QWULL L H [SOLFULL SUREOHPH L SURIH VRUXO RI HU FD]XULOHSH QWUXVWXGLX
SUREOHPH OHGHUH ]ROYDWVDXVLWXD L iOHGLGDFWLFHLH[SOLFLPSRUWDQ DVROX LRQ ULL
3. (WDSDGHOXFUXvQSH UH FKL H OHYLL OXFUH D]GRL Fk WHGRL pentru cteva minute; apoi,
HOHYLL GLQFHUFXOH[WHULRUVHPXWXQORFPDLODGUHDSWDSHQ tru a schimba partenerii,
UHDOL]kQG DVWIHO R QRX SHUHFKH -RFXO FRQWLQX SkQFkQG VH DMXQJH OD SDUWHQHULL
LQL LDOLVDXVHWHUPLQ vQWUHE ULOH
50
4. (WDSDDQDOL]H L LGHLORUL D H ODERU ULL FRQFOX]LLORUv QDFH VWPRPH QWFODVDVHUHJ UXSHD]
L VHDQDOL]H D]LGHL le emise; profesorul UHDOL]HD] vPSUHXQFXHOHYLL , R VFKHPD
FRQFOX]LLORURE LQXWH

Avantajele metodei Schimb perechea:
H VWHRPH WRGLQWH UD F WLYGHJ UXSF DUHVWLPXOH D ]SDUWLFLSD UH DWXWXU RUH OHYLORUOD
activitate;
elevii au posibilitatea de a lucra cu fiecare dintre membrii colectivului;
VWLPXOH D ]F RRSH UDUH DvQH F KLSD MXWRU XOUHF LSURFvQ H OHJ HUH DLWROH UD Q DID GH
opinia celuilalt;
H VWHRPHWRGXRUGHD SOLF D WODRU LFHYk UVWLD GD SWDELORU LF UXLRELHF WGH
vQY PkQW
GH ]YROW LQWH OLJ H Q D LQWH USH UVRQD O etc..
Schimb perechea SRDWH IL XRUXWLOL]DWDWkWvQOHF LLOH de FRPXQLFDUHvQVXLUHGHQRL
FXQRWLQ H FkWL vQFHOHGHUHFDSLWXODUH L VLVWHPDWL]DUHVDXvQFHOHGHHYDOXDUH3UDFWLFHDG
SURIHVRUXOXLDQVDGHD propune clasei o serie GHVDUFLQLGHODFHOHVLPSOHGHWLSXOH[HUFL LLORU
FX XQJUDG GH GLILFXOWDWH VF]XWVDX PHGLX SkQOD FHOH FRPSOH[H GH WLSXO vQWUHE ULORU
problematizante.

????
Schimb perechea.

4.2.3. D

3ULQF LSLXOGLVFX LH LGHWLSSD QH O F RQVWvQXWLOL]D UH DXQXLJ UXSPLFGHD VH
SH UVRD QHF RPSHWH QWH LVD XUH SUH ]H QWDWLYHF DUH IRU PHD ]SD QH OXO
Cuvntul panel provine din engl. panel - MXUD L$FHVWHSHUVRDQHDQDOL]HD]LGH]ED t o
SUREOHPvQWLPSFHDXGLWRULXO LQWHUYLQHSULQPHVDMHVFULVH'LVFX LDGHWLSSDQHOUHSUH]LQW
H[HUFL LXO vQDQVDPEOX LDU panelul H VWHJ UXSXO MXUD LL VDXH DQWLRQ -panel) n care se
GHVIRDUGLVFX LD
'LVFX LDGHWLSSDQHOYL]HD]UHDOL]DUHDPDL multor obiective:
- D VLJ XUD UHD LPSOLF ULLUD SLGH D WXWXU RU SDUWLFLSD Q LORU
- VXEVWLWXLUH D GLVFX LLORU VDX PRQRORJ XU LORUF XRGLVF X LH PDLSX LQIRU PDO
- exprimarea ideilor noi, contrastante, ntr-RPDQLHU QHVWUHVDQW
- LPSOLF D UH D DIH F WLYD SDUWLFLSD Q LORU vQGLVF X LH

Organizarea discuiei de tip panel
1. Constituirea panelului
0HPEULLSDQHOXOXL VHDHD]ODRPDVLGHVHPQHD]XQlider-animator, care va deschide
GLVFX LD &HLODO L SDUWLFLSDQ L VH SODVHD]vQID D VDX vQMXUXO SDQHOXOXL SHQWUX D IRUPD
aXGLWRULXO /kQJDQLPDWRUVHSODVHD] injectorul de mesaje, care are sarcina de a introduce n
GLVFX LDSDQHOXOXLPHVDMHOHDXGLWRUXOXL , n momente exacte sau adecvate.
2. Prezentarea panelului
$QLPDWRUXOvLSUH]LQW SHPHPEULLSDQHOXOXLVDXDFHWLDVHSUH] LQW VLQJ XUL
Membrii panelului H[SXQSHVFXUWWHPDLVFRSXOGLVFX LHL
3.
Fiecare membru al panelului vL H[SXQHRSLQLDreferitoare la subiectul respectiv. Membrii
DXGLWRULXOXL SRWLQWHUYHQLSULQPHVDMHVFULVH%LOH HOHOHWULPLVHPHP brilor panelului au culori
51
GLIHULWHvQIXQF LHGHWLSXOGHPHVDMRFXORDUHSHQWUXvQWUHE ULDOWDSHQWUXVXJHVWLL alta pentru
SUHULSHUVRQDOHDOWDSHQWUXFRPSOHWULHWF ..
3HQWUXDQXEORFDGLVFX LDPHVDMHOHQXVXQWFRPXQLFDWHLPHGLDWGHFWUH injectorul de
mesaje GHFk WGDFVXQWIRDUWHLPSRUWDQWH(VWHSUH IH UDELO FDGLVFX LDVILHvQWUH UXSWSH QWUX
FLWLUH D PHVDMHORU L VILHFRQWLQXDWDSRL , vQFHUFkQG VDX QX V VH UVSXQG GLIHULWHORU
LQWHUYHQ LL 'XSGH]EDWHUHDPHVDMHORU , GLVFX LDHVWHUHOXDWS entru a oferi auditoriului ocazia
GHDIRUPXODDOWHLGHL QILQDOXOGLVFX LHLDQLPDWRUXOVLQWHWL]HD]DVSHFWHOHGLVFXWDWH
4.
3DUWLFLSDQ LL GLQVDO SRWLQWHUYHQL GLUHFWSHFDOH YHUEDO DVHPHQHD PHPEULORU panelului,
sub conducereD DQLPDWRUXOXL QXOWLPD SDUWH D GLVFX LHL PRGHUDWRUXO IDFH R VLQWH]
IRUPXOHD]FRQFOX]LLOHLHYDOXHD]RSLQLLOHH[SULPDWH

Variante ale discuiei panel
'LVFX LDSDQH OSHRWH PLPSURYL]DWVHGH VI RDUSHED]DXQXLVXELH FWDOHVODvQFH SXWXO
reunLXQLLOHF LHLLDUMXUD LLVXQWYROXQWDULVDXPHPEULLJUXSXOXL
'LVFX LDSDQHOFXOLGHUL DQLPDWRUL GHJUXSXUL VHRUJDQL]HD]GXSFHDDYXWORFR GLVFX LH
DVXELHFWXOXL vQLQWHULRUXOILHFUXL JUXS)LHFDUH OLGHU SUH]LQWLGHLOHJUXSXOXL VDXL GLVFXW
FXFHLODO LDQLPDWRUL

????
de tip panel.

7.2.4. D

2U LJ LQDOLWD WHDD FH VWHLWHKQLF LF RQVWvQGLVSXQH UH DJ UXSXULORUvQWLPSXOG LVFX LH L
generaOHLvQvPSU LUHDUROXULORUMXFDWHGHSDUWLFLSDQ L 3HUHWWLLDO LL .

QID DILHF UXL JUXSVHVLWXHD]XQXOVDXGRL SXUW WRUL GHFXYkQWFDUHFHGHD] , n unele
momente, locul unei alte persoane din grup pentru exprimarea opiniei personale. n timpul
GLVFX LHL JHQHUDOH , SXUWWRULL GHFXYkQWSRWFRPXQLFDFXPHPEULL JUXSXOXL ORUvQDQXPLWH
PRPHQWHGLILFLOHDVHPHQHDEURDWHL HVWRDVHFDUHVHUHWUDJHvQFDUDSDFH vQFD]GHSHULFRO
'LVFX LDGHWLSEURDVF HVWRDVVHGHVI RDU vQPDLPXOWHHWDSH
1. Comunicarea sarcinii de lucru
- se formHD]JUXSXULGHFHOSX LQDVH persoane, cu doi raportori la fiecare grup;
- VHDQXQ WHPDFRPXQSURSXVVSUHDQDOL]
2.
- vQPLFURJUXSVHDQDOL]HD]WHPDFRPXQLFDW
3. Aplicarea procedurii d
7RDWH JUXSXULOH vL YRU SVWUD SR]L LLOH OD PHVHOH ORU 3XUWWRULL GH FXYkQWSODVD L vQID D
JUXSXULORU YRUSDUWLFLSD ODGLVFX LDFRPXQGDUYRUSXWHDVGLVFXWHL FX JUXSXULOHDIHUHQWH
LQVWDODWHvQVSDWHOHORU8QSXUW WRUGH FXYkQWYDSULPL VXJHVWLLOHL REVHUYD LLOHHODERUDWHGH
JUXSXODIHUHQWSHSDUFXUVXOGLVFX LHL JHQHUDOHQVLWXD LL GHLQFHUWLWXGLQ H sau ambiguitate,
SXUW WRULLGHFXYkQWSRWFHUHVLQWHUYLQ vQORFXOORUDOW membru al grupului.
Profesorul va conduce dLVFX LD FDUH SRDWH vQFHSH SULQUDSRUW UL VFXUWH GLQSDUWHD
FRQGXFWRUXOXLGHFXYkQWGLQILHFDUHJUXS

52
53
Bibliografie:

1. Ilica, A., Herlo, D., Binchiciu, V., Uzum, C., Curetean, A..(coord.). (2005). O
pedagogie pentru nvmntul primar. Arad: (GLWXUD8QLYHUVLW LL$XUHO9ODLFX
2. Cerghit, I..(2002). Sisteme de instruire alternative i complementare. %XFXUHW i:
Editura Aramis.
3. Cerghit, I..(1998). Metode de nvmnt. BXFXUHWL : EDP.
4. Cerghit, I..(1983). Perfecionarea leciei n coala modern. %XFXUHWL : EDP.
5. &HUJKLW,1HDFX,1HJUH ,3kQLRDU ,2 Prelegeri pedagogice,DL
Editura Polirom.
6. 'UJX , M..(1970). Problematizarea i valoarea ei formativ. n Revista de
Pedagogie, nr. 4, 1970.
7. Ionescu, M..(2003). Instrucie i educaie. Cluj Napoca: Garamond.
8. Iucu, B.R.. (2000). Managementul i gestiunea clasei de elevi. Iai: Editura Polirom.
9. Iucu, B. R..(2002). Instruirea colar. IaL(GLWXUD3ROLURP .
10. 1HDFX, I..(1999). Instruire i nvare. Bucureti: EDP.
11. 1HDFX, I..(1978). Motivaie i nvare. Bucureti: EDP.
12. 3kQLRDU,2 .(2002). Comunicarea eficient. Iai: Editura Polirom.
13. Potolea, D..(1987). Stilurile pedagogice: dimensiuni structurale i incidente n
procesele de nvare la elevi. n Revista de pedagogie, nr.12, 1987.
14. Radu, I.T..(1981). Teorie i practic n evaluarea eficienei nvmntului.
%XFXUHWL EDP.
15. Zlate, ..(2003). ndrumtor Metodic pentru predarea literaturii romne n liceu.
%XFXUHWL Editura Bren.
16. = ODWH ..(2004). Metodica predrii limbii i literaturii romne n nvmntul
primar. %XFXUHWL : Editura Bren.
17. = ODWH ..(2008). Comunicarea didactic. Tipuri de comunicare i blocaje n actul
comunicrii. 7kUJRYLWH Editura Valahia University Press.

54
Un

5.

8 de evaluare n optimizarea procesului de

8
8
8.2.2. Metoda R.A.I.
8.2.3. Tehnica 3-2-1
8.2.4. Proiectul
8.2.5. Portofoliul

Obiect nr. 8
V argumentH]H UROXO PHWRGHORU L WHKQLFLORU PRGHUQH GH HYDOXDUH vQRSWLPL]DUHD
SURFHVXOXLGHvQY PkQW;
VDQDOL]H]HPHWRGHOH L WHKQLFLOH moderne de evaluare GLQSHUVSHFWLYDSRVLELOLW LORUGH
aplicare la disciplina de specialitate;
VDSUHFLH]HHILFLHQ DPHWRGHOR ULWHKQLFLORU moderne de evaluare;
VHODERUH]HSHQWUXXQFRQ LQXWODDOHJHUHR VWUDWHJLH de evaluare ED]DWSH PHWRGHL
tehnici moderne (alternative sau complementare).

Concepte cheie: evaluare, metode i tehnici moderne de evaluare, hrile conceptuale,
metoda R.A.I., tehnica 3-2-1, proiectul, portofoliul

8

(YDOXDUHDUHSUH]LQWR FRPSRQHQWIXQGDPHQWDOD SURFHVXOXLGHvQY PkQWstatutul ei
n cadrul acestuia fiind reconsiderat, mai ales n ultimele decenii, GDWRULWQXPHURDVHORU
FHUFHWUL VWXGLL OXFUUL HODERUDWHSHDFHDVWWHP (YDOXDUHDFRODU HVWHSHUFHSXWDVW]L FD
ILLQG RUJDQLF LQWHJUDWvQSURFHVXO GH vQY PkQWDYkQG UROXO GH UHJODUH RS timizare,
HILFLHQWL]DUHDDFWLYLW LORUGHSUHGDUH -vQY DUH
(YD OXDU HDUH ]LGvQF XOHJ H UH DYD ORULILF DUHDD SU HF LHUH DLLQWHUSU HWDU H D
LQIRU PD LLORUUH ]XOWD WHGLQSU RF H VXOGHvQY DUHPVXU LOHSH GDJ RJ LF HSURLHF WHOH
F XU ULF XODUH FD UH U H ]XOW GLQDF H VWHDF WLYLW L 6F KDXE= H QNH -101).
7UDQVIRUPULO HSURGXVHODQLYHOXODFWLYLW LL HYDOXDWLYHvQVSHFLDOGXS DXIRVW
generate LPDUFDWHGHXUPWRDUHOHLGHL&DUGLQHW/DYHDXOWDSXG0DQROHVFX
- triumful cognitivismului asupra behaviorismului;
- F RU H VSRQVDELOL]D UHD vQSURF H VXOHYD OXDWLYDF H OXLFD UH vQYD GH F LDH OHYXOXL
- introducerea perspectivei metacognitive n procesul evaluativ.
Cognitivismul DGXFH vQSULP SODQXO DWHQ LHL HYDOXDWRULORU FRQFHSWH SUHFXP
autoevaluare, metacogniie, autocontrol, autoreglare, percepia eficacitii personale etc.. n
FDGUXOHYDOXULLFRODUHVHSURGXFHDVWIHORPXWD LHUDGLFDOGHODXQGHPHUVHYDOXDWLYFHQWUDW
55
SHSURGXVSHUH]XOWDWHOHRE LQXWHHIHFWLYGHFWUHHOHYHVWHQHFHVDUVUHDOL]PWUDQ]L LDFWUH
un act evaluativ centrat pe procesele cognitive FDUHVXV LQvQY DUHDXQDFWHYDOXDWLYFDUHV
SHUPLWLV VWLPXOH]HDXWRUHIOHF LDDXWRFRQWUROXOLDXWRUHJODUHD
n acest context, VHLPSXQHGLYHUVLILFDUHDVWUDWHJLLORUHYDOXDWLYHL DOWHUQDUHD metodelor,
tehnicilor L LQVWUXPHQWH lor WUDGL LRQDOH de evaluare cu cele moderne (alternative/comple-
mentare).
6SUHGHRVHELUHGHPHWRGHOHWUDGL LRQDOHFDUHUHDOL]HD]HYDOXDUHDUH]XOWDWHORUFRODUH
RE LQXWHSHXQWLPSOLPLWDWL vQOHJWXU FXR DULHPDL PDUHVDXPDL PLFGHFRQ LQXWGDU
RULFXPGHILQLW PHWRGHOHDOWHUQDWLYH GHHYDOXDUH SUH]LQWFHOSX LQGRXFDUDFWHULVWLFL SHGH
R SDUWHUHDOL]HD]HYDOXDUHD UH]XOWDWHORUvQVWUkQVOHJWXU FXLQVWUXLUHDvQY DUHDGHPXOWH
ori concomitent cu aceasta SHGHDOWSDUWHHOHSULYHVF UH]XOWDWHOHFRODUHRE LQXWHSHR
SHULRDGPDL vQGHOXQJDWFDUHYL]HD]IRUPDUHDXQRUFDSDFLW L GREkQGLUHDGHFRPSHWHQ HL
mai ales VFKLPE UL vQSODQXO LQWHUHVHORU DWLWXGLQLORU FRUHODWH FX DFWLYLWDWHD GH vQY DUH
(Radu, 2000, 223-224).
0HWRGHOHL WHKQLFLOHPRGHUQHGH HYDOXDUH hrile conceptuale, metoda R.A.I., tehnica 3-
2-1, proiectul, portofoliul, jurnalul reflexiv, investigaia, observaia sistematic a
comportamentului elevilor, autoevaluarea etc.) au multiple YDOHQ H IRUPDWLYH FDUH OH
UHFRPDQG FDPRGDOLW L DGHFYDWHGH optimizare a practicilor evaluative, fiind susceptibile, n
primul rnd, VIDFLOLWH]HFRSDUWLFLSDUHDHOHYLORUOD evaluarea propriilor rezultate.
7DEHOXO XUPWRU SUH]LQWSULQFLSDOHOH YDOHQ H IR UPDWLYH DOH PHWRGHORU L WHKQLFLORU
moderne de evaluare:

stimularea activismului elevilor;
DFFHQ WXDUHDY DOHQ HORURSHUD LRQDOHDOHGLY HUVHORUFDWHJRULLGHFXQRW LQ H
HY LGHQ LHUHD FXPDL PXOWDFXUDWH HDSURJUHVXOXL vQvQY DUHDO HOHY LORULvQIXQF LHGHDFHVWD
IDFLOLW DUHDUHJO ULLDXWRUHJOULLDFWLY LW LLGHvQY DUH
IRUPDUHD L GH] Y ROWDUHD XQRU FRPSHWHQ H IXQ F LRQDOH GH W LSXO DELOLW LORU GH SUHOXFUDUH
sistematizare, restructuraUHLXWLOL] DUHvQ SUDFW LFDFXQ RW LQ HORU
IRUPDUHD LGH] Y ROWDUHDFDSDFLW LORUGHLQY HVWLJDUHD UHDOLW LL
IRUPDUHD LGH] Y ROWDUHDFDSDFLW LLGHFRRSHUDUHD VSLULWXOXLGHHFKLS
GH] Y ROWDUHDFUHDWLY LW LL
GH] Y ROWDUHDJkQGLULLFULW LFHFUHDW LY HL laterale;
GH] Y ROWDUHDFDSDFLW LLGHDXWRRUJDQ L] DUH LDXWRFRQW URO
GH] Y ROWDUHDFDSDFLW LORU GHLQW HUHY DOXDUH LDXWRHY DOXDUH ;
IRUPDUHD LGH] Y ROWDUHDFDSDFLW LLUHIOHFWLY H LDFRPSHWHQ HORUPHWDFRJQLW LY H
cristalizarea unei imagini de sine obiective;
cultivarea autonomiei n activitate;
GH] Y ROWDUHDPRWLY D LHLSHQW UXvQY DUH ;
formarea XQXL VW LO GHvQY DUHHILFLHQ W etc..

,QIRUPD LLOH RE LQXWH SULQLQWHUPHGLXO metodelor alternative constituie repere
consistente pentru adoptarea deciziilor de ameliorare a FDOLW LL procesului de predare-
vQY are.

????

56
8

Cum evalum?
Pentru a identifiFDUVSXQVXUL DGHFYDWHODDFHDVWvQWUHEDUHHVWHQHFHVDUV QH RULHQW P
UHIOHF LD DVXSUD metodelor, tehnicilor L LQVWUXPHQWHOor SH FDUH OH YDORULILFP vQFDGUXO
GHPHUVXOXL HYDOXDWLYDVWIHOvQFkWL DFHVWDQXQXPDL DFWXO SUHGULL L DOvQ Y ULL VVHS RDW
caracteriza prin atributele: atractiv, incitant, stimulativ, eficient.
/XFUULOHGHVSHFLDOLWDWHVWXGLLOHvQGRPHQLX (I.T. Radu, 2000; G. Meyer, 2000; A.
Stoica, 2001; D. Ungureanu, 2001; & &XFR, 2008; M. Manolescu, 2002, 2005; X. Roegiers,
2004; C.L. Oprea, 2006 etc.) propun un inventar diversificat de metode moderne de evaluare,
IUQLFLR LQWHQ LH vQVGHD HOLPLQDGLQDULD PHWRGRORJLFD HYDOX ULL PHWRGHOHWUDGL LRQDOH
clasice.
6HOHF LD SH FDUH DP RSHUDW -R vQFHHD FH SULYHWH PHWRGHOH L WHKQ icile moderne de
evaluare include: hrile conceptuale, metoda R.A.I., tehnica 3-2-1, proiectul i portofoliul.

8

Hrile conceptuale (FRQFHSWXDO PDSVVDX hrile cognitive (cognitive
PDSVSRWIL GHILQLWHGUHSWRJOLQ]L DOHPRGXOXL GHJkQGLUHVLP LUHL vQ HOHJHUH
DOHFHOXLFHORUFDUHOHHODERUHD]5HSUH]LQWXQPRGGLDJUDPDWLFGHH[SUHVLH
constituindu-VHFD XQLPSRUWDQWLQVWUXPHQWSHQWUXSUHGDUHvQY DUHFHUFHWDUH L
HYDOXDUHODWRDWHQLYHOXULOHLODWRDWHGLVFL plinHOH2SUHD
Hrile conceptuale oglindesc reelele cognitive i emoionale formate n cursul
vieii cu privire la anumite noiuni. (Siebert, 2001, 92).
Ele sunt imaginile noastre despre lume, arat modul nostru de a percepe i
interpreta realitatea. + U LOHQXLQGLFGRDUFXQRDWHUHDFL L QRQ -FXQRDWHUHD
(Siebert, 2001, 172).

'HL VXQWXWLOL]DWH PDL PXOWvQSURFHVXO LQVWUXLULL hrile conceptuale LQWURGXVH L
descrise de J. Novak n 1977) UHSUH]LQWL LQVWUXPHQWHFDUHvL permit cadrXOXL GLGDFWLFV
HYDOXH]HQXDWkWFXQRWLQ HOHSHFDUHOHGH LQHOHYLL FL PXOWPDL LPSRUWDQWUHOD LLOHSHFDUH
DFHWLDOHVWDELOHVFvQWUHGLYHUVHFRQFHSWH FXQRWLQ HLQWHUQDOL]DWH vQSURFHVXOvQY ULL, modul
vQFDUH vL FRQVWUXLHVF VWUXFWXULOH FRJQLWL YH DVRFLLQG L LQWHJUkQG FXQRWLQ HOH QRL vQ
H[SHULHQ HOHFRJQLWLYHDQWHULRDUH .
+DUWDFRJQLWLYLDIRUPDXQHL UHSUH]HQWUL JUDILFHFDUHSHUPLWHYL]XDOL]DUHDRUJDQL]ULL
SURFHVULORU PHQWDOHDLQIRUPD LLORUOHJDWHGHR SUREOHP GHFRQ LQXWVDXFRQFHSW (JRL D
2007, 22). 3RDWHILLQWHJUDWDWkWvQDFWLYLW LOHGHJUXSFkWLvQFHOHLQGLYLGXDOH

QSUD F WLF DH GXF D LRQD OVHSRWXWLOL ]DXU PWRD UH OH tipuri de hri conceptuale,
GLIH UH Q LDWHSULQIRUPD GHUHSUH]HQWDUHDLQIRUPD LLORU (Oprea, 2006, 260-262):

a. tip
Se SODVHD]vQFHQWUXOKU LL conceptul QRGDOWHPDFHQWUDO , LDUGHODDFHVWDSULQVJH L
VXQWPDUFDWHOHJWXULOHFXQR LXQLOHVHFXQGDUH

57

PreVXSXQH UHSUH]HQWDUHD JUDILF D LQIRUPD LLO or n IXQF LH GHLPSRUWDQ a acestora,
stabilindu-VHUHOD LL GHVXSUDRUGRQDUH VXERUGRQDUHL FRRUGRQDUH . 6HRE LQHR FODVLILFDUHD
conceptelor, UHGDWDVWIHO

58

c. Harta concep
6SHFLILFXODFHVWXLWLSGHKDUW UH]LGvQSUH]HQWDUHDOLQHDUDLQIRUPD LLORU

d.
6HGLIHUHQ LD]GHFHOHODOWHWLSXUL GHK U L FRQFHSWXDOHSULQDG XJ DUHD inputs L outputs
(LQWUULLLHLUL

Realizarea XQHL KU L FRQFHSWXDOH LPSXQHUHVSHFWDUHDXUPWRDUHORU etape DGDSWDUHGXS
Oprea, 2006, 259-260):
1. Elaborarea listei de concepte (idei) LLGHQWLILFDUHDH[HPSOHORU
2. Transcrierea fiecUXL concepWLGHHL ILHF UXLexemplu pe o foaie de hrtie (pot fi
utilizate coli de culori diferite SHQWUXFRQFHSWHLH[HPSOH
3. 6H SODVH D]SHRFRDOGHIOLS -chart mai nti conceptele, organizndu-le adecvat n
IXQF LHGHWLSXOGHKDUW FRQFHSWXDOFHYDILUHDO L]DW
4. 'DFH VWH cazul, se pot LGHQWLILFDL DGXJDL DOWHFRQFHSWHce au rolul de a facilita
vQ HOHJHUHD sau de a dezvolta UH HOHOHGHUHOD LLLQWHUFRQFHSWXDOH .
5. Se PDUFKHD] SULQV JH L linii UHOD LLOH GH VXSUDRUGRQDUHVXERUGRQDUHGHUL -
vare/coordonare stabilite ntre concepte/idei. Dispunerea acestora se poate
modifica vQWLPSXOUHDOL] ULLKU LLFRQFHSWXDOH .
6. 6HQRWHD]SHV JH LOH liniile de interconectare un cuvnt sau mai multe care
explicUHOD LDGLQWUHFRQFHSWH .
7. Se SODVHD]SHKDUW L H[HPSOHOH identificate, sub conceptele SHFDUHOHLOXVWUHD]
marcndu-VHDFHDVWFRQH[LXQHprintr-un cuvnt de genul: exemplu.
8. 6HFRSLD] KDUWDFRQFH SWXDO RE LQXW pe o foaie de hrtie SODVkQGFRQFHSWHOHL
exemplele aferente acestora n interiorul unei figuri geometrice (se aleg figuri
geometrice diferite pentru FRQFHSWHL exemple).

59

Principalele avantaje ale XWLOL]ULL hrilor conceptuale:
ID F LOLWH D ]H YD OXDUH DVWUXF WXULORUF RJ QLWLYHD OHH OHYLORUF XD FF H QWSHUH OD LLOHVWDELOLWH
ntre concepte, idei etc.;
GH WHU PLQ H OHYLLV SUD F WLF H RvQY D UH DF WLY ORJ LF
SH UPLWSU RI H VRUXOXLVHPLWD SU H F LHU LUHIH ULWRDUHODH ILF LHQ DVWLOXOXLGHvQY D UHD O
H OHYLORULV vLD MXWH V -LUHJOH]HDQXPLWHFRPSRQHQWHDOHDFHVWXLD
DVLJXU YL]XDOL]DUHDUHOD LHL GLQWUHF RPSRQHQWDWHRUHWLFL cea SUDFWLF DSUHJWLULL
elevilor;
ID F LOLWH D ] VXUSU LQGHUH DPRGXOXLvQF D UHJ k QGH VFH OHYL i D PRGXOXL vQFDUH vL
FRQVWUXLHVF GHPHUVXO FRJQLWLYSHUPL kQG XOWHULRU GLIHUHQ LHUHD L LQGLYLGXDOL]DUHD
instruirii;
pot fi integrate cu succes n orice strategie de evaluare;
pot servi ca premise pentru elaborarea unor programe eficiente de ameliorare,
recuperare, accelerare sau n consWUXF LDXQRUSUREHGHHYDOXDUH
permit evaluarea nivelului de realizare a obiectivelor cognitive propuse, dar pot
HYLGHQ LD L HOHPHQWH GH RUGLQDIHFWLY2 KDUWFRJQLWLYFRQ LQH DWkWFXQRWLQ H
DEVWUDFWH FkWL HPSLULFH L WRWRGDWORJLFL DIHFWLYH FXP DU IL HQWX]LDVPXO VDX
respingerea. - Siebert, 2001, 170);
VXEVXPD WHGH PHU VXOXLGHH YD OXDUHIRU PDWLYHY LGHQ LD]SU RJ UH VXO n vQY are al
elevilor;
SRWILYDORU LILFD WHvQVHF YH Q HOH XUP WRDUH GH LQVWUXLUH H WF

n sfera dezavantajelor includem:
ULVF F UH VF XWGHVXELH F WLYLWD WHvQD SU HF LHUH vQDEVH Q D XQRU F ULWHULL de evaluare clare;
efRUWLQWHOHFWXDOL YROXQWDULQWHQVGLQSDUWHDHOHYLORUFDUHWUHEXLHVUHVSHFWHDQXPLWH
VWDQGDUGHLULJRULLPSXVHGHVSHFLILFXODFHVWHLPHWRGH

????
plinei
dvs.
C evalu ?

conceptuale?
Cum v vor ajuta informa evaluativ bazat pe harta
n planificarea activit ilor viitoare?

8.2.2. Metoda R.A.I.

Metoda R.A.I. YL]HD] VWLPXODUHD L GH]YROWDUHD FDSDFLW LORU HOHYLORU GH D
comunica (prin vQWUHE UL L UVSXQVXUL FHHDFHWRFPDL DXvQY DW 2SUHD
269).
Denumirea acestei metode provine de la asocierea LQL LDOHO or cuvintelor Rspunde
Arunc I nterogheaz.
3RDWHILXWLOL]DWvQRULFHPRPH QWDODFWLYLW LLGLGDFWLFHvQFDGUXOXQH L DFWLYLW L IURQWDOH
sau de grup.
60
8QGHPHUV HYDOXDWLYUHDOL]DWSULQLQWHUPHGLXO DFHVWHL PHWRGH LPSOLF respectarea
XUPWRrilor pai vQFD]XOXQHLDFWLYLW LIURQWDOH :
- VH SUH F L]H D ]F RQ LQXWXOW H PDVXSXVH YD OXULL
- VH RIH URPLQJH XRD UHOHYXOXLGHVH PQDWV vQFHD S DF WLYLWD WHD ;
- D F H VWDIRUPXOH D ]RvQWUH ED UHLD UXQFPLQJ HDF WUHXQF ROHJ F D UH YDSU H F L]DU VSXQVXO la
UkQGXOV XDFHVWD va arunca mingea altui coleg, adresndu-LRQRX vQWUHEDUH
- H OHYXOF D UHQXYDSXWHDRI H ULU VSXQVXOF RU HF WODvQWUH ED UHYDLHLGLQMRFU VSXQVXO
corect fiind specificat de cel ce a formulat ntrebarea; acesta are dreptul de a mai adresa o
vQWUHEDUHLDUvQFD]XOvQFDUHQLFL HOQXFXQRDWHUVSXQVXO FRUHFWYDS UVL MRFXO n
IDYRDUHDFHOXLFUXLDL -a adresat ntrebarea;
- vQMRFYRUU PkQHQXPDLH OHYLL F D UHGH PRQVWUH D]FGH LQF XQRWLQ HVR OL GHvQOHJ WXU
F XWHPD H YD OXDW
- ODI LQDOSU RI H VRUXOF ODU LILF H YH QWXDOH OHSU REOH PHvQWUH E ULU PD VH IUU VSXQV
3HSDUFXUVXODFWLYLW LL SURIHVRUXO -observator identifiFHYHQWXDOHOHFDUHQ HvQSUHJWLUHD
HOHYLORUL SRDWHDGRSWDDVWIHOGHFL]LLOHQHFHVDUHSHQWUXvPEXQ W LUHDSHUIRUPDQ HORUDFHVWRUD ,
SUHFXPLSHQWUXRSWLPL]DUHDSURFHVXOXLGHSUHGDUH -vQY DUH .
$FHDVWPHWRGDOWHUQDWLYGHHYDOXDUHSRDWHIL XWLOL]DWvQFDGUXORULF UHL GLVFLSOLQHGH
VWXGLXFDGUXOGLGDFWLFDWHQ LRQkQGvQVHOHYLL vQFHHDFHSULYHWHQHFHVLWDWHDYDULHULL WLSXULORU
GHvQWUHE ULLDJUDGULLORUFDGLILFXOWDWH Pot fi sugerate, de asemenea, XUPWRDUHOHvQWUHE UL
- &XPGHILQHWLFRQFHSWXO..................................?
- Care sunt QR LXQLOHFKHLHDOH temei..................?
- &DUHVXQWLGHLOHFHQWUDOHDOHWHPHL"
- &DUHHVWHLPSRUWDQ DIDSWXOXLF"
- Cum argumentezi IDSWXOF ..........?
- Care consideri FVXQWefectele.........................?
- &XPFRQVLGHULFDUILPDLDYDQWDMRV : VVDXV"
- &XPSR LDSOLFD QR LXQLOHvQY DWH .............?
- &H LV-DSUXWPDLLQWHUHVDQW ............?
- Ce UHOD LLSR LVWDELOLvQW UHLvQWUH ? etc..

Avantajele metodei R.A.I.:
H VWHvQD F H ODLWLPSRPHWRGH ILF LHQWGHH YDOXDU HGD ULRPHWRGGHvQY D UH
LQWH UD F WLY
H OHPH QWHOHGHMRFD VRFLDWHDF H VWHLPHWRGHWUDQVIRU PGH PHU VXOH YD OXD tiv ntr-o
DFWLYLWDWHSOFXWDWUDFWLY VWLPXODWLY SHQWUXHOHYL
QXLPSOLFVD QF LRQD UH DSU LQQRWDSH UI RU PDQ HORUH OHYLORUD Yk QGUROF RQVWD WLY -
DPHOLRUDWLYFHHDFHHOLPLQ VWULOHHPR LRQDOHLQWHQVQHJDWLYH
SU RPRYHD ]LQWH UH YD OXDUH D LLQWHU vQY D rea;
permite realizarea unui feedback operativ;
contribuie la:
IRUPDUHDLFRQVROLGDUHDGHSULQGHULLGHDVFXOWDUHDFWLY
IRUPDUHDLGH]YROWDUHDFDSDFLW LLUHIOHFWLYH
GH]YROWDUHDFRPSHWHQ HORUGHUHOD LRQDUH
GH]YROWDUHDFRPSHWHQ HORUGHFRPXQLFDUH
IRUPDUHDLGH]YROWDUHDFRPSHWHQ HORUGHHYDOXDUHLDXWRHYDOXDUH
dezvolWDUHDFDSDFLW LLDUJXPHQWDWLYH etc..

61
Limitele acestei metode SRWILXUPWRDUHOH
U VSXQVXULLQFRPSOHWHVDXLQFRU H F WH , vQFRQGL LLOHvQFDUHSURIHVRUXOQX PRQLWRUL]HD]
FXDWHQ LHDFWLYLWDWHDJUXSXOXL
nonimplicarea unor elevi sau etichetarea elevilor care au nevoie de mai mult timp
SHQWUXIRUPXODUHDvQWUHE ULORUUVSXQVXULORU
PDU J LQD OL]D UH D VDXD XWRL]RODU H DH OHYLORUF DUH vPSUW H VF anumite opinii;
dezintHUHVQHVHULR]LWDWHPDQLIHVWDW GHXQLLHOHYL
D SD UH QWGH ]RU GLQH
aSDUL LDXQRU conflicte ntre elevi etc..

????
probleme ( ) specifice
evaluare R.A.I..

8.2.3. Tehnica 3-2-1

Tehnica 3-2-1 este XQLQVWUXPHQWDO HYDOX ULL FRQWLQXH IRUPDWLYH L
IRUPDWRDUHDOHFUHL IXQF LL SULQFLSDOHVXQWGHFRQVWDWDUHL GHVSULMLQLUHFRQWLQXD
HOHYLORU 2SUHD
(VWHRWHKQLFPRGHU QGHH YD OXDUHF D UHQXYL]H D ]VD QF LRQD UHDSU LQQRWD
UH ]XOWD WHORUH OHYLORUF LFRQVWD WDU H DLD SU HF LHUH D rezultatelRURE LQXWHODILQDOXO unei
VHFYHQ H Ge instruire VDX DO XQHL DFWLYLW L didactice, n scopul
DPHOLRUULLvPEXQW LULLDFHVWRUDSUHFXPLDGHPHUVXOXLFDUHOH -a generat.
Denumirea DFHVWHL WHKQLFL VHGDWRUHD]VROLFLW ULORUSHFDUHHDL OHVXEVXPHD]$VWIHO
HOHYLLWUHEXLHVQRWH]H :
trei concepte pe care le-au vQY DW vQVHFYHQ DDFWLYLWDWHDGLGDFWLFUHVSHFWLY
dou idei pe care DUGRULV OHGH]YROWHVDXVOHFRP SOHWH]HFXQRLLQIRUPD LL
o capacitate, o pricepere sau o abilitate pe care L-au format-o/au exersat-o n cadrul
DFWLYLW LL de predare-vQY DUH

Avantajele tehnicii 3-2-1:
D SU H F LH UHD XQRU UH ]XOWD WHGH GLYHU VH WLSXULF XQRWLQ H F D SDF LW LD ELOLW L );
F RQWLHQWL]D UH DDF KL]L LLO RUF HWUH EXLHUH D OL]D WHODILQD OXOXQH LVH F YH Q HGHLQVWUXLUHVD X
D D F WLYLW LLGLGD F WLF H
F XOWLYDU H DUH VSRQVDELOLW L i SHQWUXSURSULDvQY DUHLUH]XOWDWHOHDFHVWHLD
implicarea tuturor elevilor n realizarea sarcinilor propuse;
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU GH D XWRH YD OXD UH
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU PHWD F RJ QLWLYH
D VLJ XUD UHD XQXLIHH GEDF NRSH UD WLYLU H OHYD QW
UHJ ODUH D RSRU WXQD SURF HVXOXLGH SUH GD UH -vQY DUH
elaborarea unor programe de recuperare/compensatorii/de dezvoltare, n acord cu
QHYRLOHLLQWHUHVHOHUHDOHDOHHOHYLORU etc..

VXSHU ILF LDOLWD WHvQH OD ERUDUH D UVSXQVXULORU
F RQWDPLQDU H D VD XJ k QGLUH D D VH PQ WRDUH ;
GH ]LQWH UH VQHVH ULR]LWD WHPDQLI H VWDW GH unii elevi etc..
62
????
limite.

8.2.4. Proiectul

5H SU H ]LQW RPHWRGF RPSOH [ GHH YD OXDUHLQGLYLGXDOVD XGHJ UXS
UH F RPDQGD W SURIHVRULORUSHQ W UXHY DOXDUHDVXPDW LY &XFR
(ODER UD UH DSURLH F WXOXLQH F H VLWRSHULRD GPDLPDU HGHWLPSF k WHYD]LOHVD X
F k WHYD VSWPk QL LS RD WH I LVDU F LQGH OXFUX LQGLYLGXDO sau de grup.

n utilizarea acestei metode se parcurg urm WRDUHOH etape:
1. Stabilirea temelor pentru proiect SRWIL LPSOLFD L L HOHYLL GDFOHHVWHGHMDIDPLOLDU
acest tip de activitate).
2. .
3. unui proiect.
4. (individuale sau de grup)
- formularea obiectivelor proiectului;
- F RQVWLWXLUH DJ UXSH ORUGH HOHYL GD FH VWHFD ]XO
- GLVWULEXLUH D DOHJ H UH D VXELH F WXOXLGHF WUH I LHF D UH H OH YJ UXSGH H OHYL
- distribuirea/asumarea responsabiOLW LORUGHFWUHILHFDUHPHPEUXDOJUXSXOXL
- identificarea surselor de documentare.
5. olectarea datelor.
6. Realizarea produselor/materialelor.
7. Prezentarea .
8. Evaluarea proiectului.

Este indicat FD SURIHVRUXO V OH UHFRPDQGH HOHYLORU FD vQUHDOL]DUHD SURLHFWXOXL V
63
5H ]XOWDWHFRQFOX]LL REV H UYD LL $SUHFLHUH DVXFFH VXOXL SURLHFWXOXL vQWHUPHQL
GH H ILFLHQ YDOLGLWDWHDSOLFDELOLWDWHH WF
3UH ]H QWDUH D SURLHFWXOXL FDOLWDWH D FRPXQLFULL FODULWDWHFRH UH Q FDSDFLWDWHGH
VLQWH ]H WF
5H OHYDQ DSURLHFWului (utilitate, conexiuni interdisciplinare etc.).

Avantaje ale utilizrii proiectului:
H VWHvQD F H ODLWLPSRPHWRGH ILF LHQWGHH YDOXDU HGD ULRPHWRGGHvQY D UH
LQWH UD F WLY
SODVH D ]H OHYXOvQWU -RVLWXD LHGHFHUFHWDUHDXWHQWLF
F XOWLYU H VSR QVDELOLWDWH DSH QWUXSU RSULD vQY D UH LU H ]XOWD WHOH D FH VWHLD
D VLJ XU implicarea tuturor elevilor n realizarea sarcinilor propuse;
ID F LOLWH D ]D ERUGULOHGH WLSLQWH U - LWUDQVGLVFLSOLQDU
SU RPRYHD ]LQWH UH YD OXDUH D /autoevaluarea LLQWHUvQY DUHD
RI H U SRVLELOLWD WHDD SUH FLHU LLXQRUUH ]XOWD WHGHGLYHU VHWLSXULF XQRWLQ HF D SD F LW L
D ELOLW L
SH UPLWHH [H UVD UH D LHYD OXD UH D
capacit LLde a observa;
capacit LLinvestigative;
F D S D F L W L L de analizVLQ W H] FRPSDUD LHJHQ HUDOL] DUH LDEVW UDFW L] DUH ;
F D S D F L W L L G H D X W L O L ] D W H K Q L F L V S H F L I L F H G H P X Q F L Q W H O H F W X D O
capacit LLde a utiliza, asocia, transfera diverse FXQ R W LQ H
F D SDF LW LLDUJ XPHQWD WLYH
capacit LLde a realiza un produs etc.;
D VLJ XU dezvoltDUHDFRPSHWHQ HORUGHUHOD LRQDUHD compHWHQ HORUGHFRPXQLFDUH
VWLPXOH D ]F UH D WLYLWD WHD
ID F LOLWH D ]GH ]YROWD UHD vQFU H GHULLvQSUR SU LLOHI RU H etc..

Limite ale utilizrii proiectului ca metod de evaluare:
aSDUL LDXQRUFRQIOLFWHvQWUHHOHYL vQFRQGL LLOHHODERUULLvQJUXSDSURLHFWHORU
minimalizarea rolului profesorului etc..

????

eventualele probleme generate de evaluarea proiectelor.
pentru fiecare categorie de probleme.

8.2.5.Portofoliul

( V W H RP H W R GG HH Y D O X D U HF R P S O H [O R Q J L W X G L Q D OS U R L H F W D Wv Q W U -RVHFY HQ PD i
OXQJGHWLPSFDUHRIHU SRVLELOLWDWHDGHDVHHPLWHR MXGHFDWGHYDORDUHED]DW
pe un DQ VDPEOXGHUH] XOW DW H &XFR ).
5 D S R U W X OG HH Y D O X D U H S R U W R I R O L X O D S U H F L D ]S U R I,75 D G X F R Q V W L W X L HQ XD W k WR
P H W R GG L V W L Q F WG HH Y D O X D U HF k WX QP L M O R FG HY D O R U L ] D U HDG D W H O R UR E L Q X W HS U L QH Y D O X U L
U H D O L ] D W H -226).
3 R U W R I R O L X O U H S U H ] L Q W X Q Y H U L W D E L O S R U W U H W S H G D J R J L F D O H O H Y X O X L U H O H Y k Q G Q L Y H O X O J H Q H U D O
G HS U H J W L U HU H ] X O W D W H O HG H R V H E L W HR E L Q X W Hv QX Q H O HG R P H Q L LF D LU H ] X O W D W H O HV O D E Hv QD O W H O H
64
LQ W HUHVH LDSW LW XGLQ LGHPRQ VW UDW HFDSDFLW LIRUPDW HDW LW XGLQ LGLILFXOW LvQ vQ Y DUHvQ W kPSLQ DW H
D PG Radu, 2000, 226).
3RUWRIROLXOHVWHXQLQVWUXPHQWXWLOL]DWvQFDGUXOHYDOXULL VXPDWLYHFDUHSHUPLWHHVWLPDUHD
SURJUHVXOXL vQvQY DUHDO HOHYXOXL SULQUDSRUWDUHODDFKL]L LLOHUHDOL]DWHvQSHULRDGHGHWLPSPDL
PDULVHPHVWUXDQFRODUVDXFKLDUF LFOXGHvQY PkQW
Structura XQXLSRUWRIROLXFRQVLGHU$6WRLFD -66):
SRD WHILH [F OXVLYRVD UF LQDSU RIH VRUXOXLvQVH QVXOFH OHH VWHF H OFD UHVWDELOH WH
VF RSXOF RQWH[WXOUH D OL] H D ]SU RLHF WDUH DOXLIRUPXOH D ]F H ULQ H OHVWDQGD UGL
selectHD]SURGXVHOHUHSUH]HQWDWLYHDOHDFWLYLW LLHOHYLORU
sau
SRD WHLPSOLF DLF RQWULEX LDH OHYLORUvQPRGXOvQF D UHD FH VWDVHF RQVWUXLH WHH OHYLL
SRWD OHJHD QXPLWHLQVWUXPHQWHGHH YD OXDUHVD XHD QWLRD QHGLQSU RSULDD FWLYLWD WH ,
considerate semnificative din SXQFWGHYHGHUHDOFDOLW LLORU
Astfel, un portofoliu poate FRQ LQH XUPWRDUHOH SLHVH :
IL HGHLQ IRUPDUH LGRFXPHQ W DUHLQ GHSHQ GHQ W
referate, eseuri, FUHD LLOLW HUDUHSURSU ii, rezumate, articole,
pliante, prospecte,
desene, colaje, postere,
teme, probleme rezolvate,
sFKL HSURLHFWHLH[SHULPHQWH
GDWHVWDWLVWLFHFXULR]LW LHOHPHQWHXPRULVWLFHUH IHULWRDUHODWHPDWLFDDERUGDW
WHVWHLOXFUULVHPHVWULDOH
chestionare de atitudini,
QUHJLVWU ULDXGLRYLGHRIRWRJUDILL
ILHGHobservare,
UHIOHF LLDOHHOHYXOXL pe diverse teme,
decupaje din reviste, reproduceri de pe internet;
OLVWHELEOLRJUDILFHLFRPHQWDULLFXSULYLUHODDQXPLWH OXFUUL
KU LFRJQLWLYHHWF
Pentru a facilita munca de elaborare a portofoliului, profesorul va prezenta elevilor un model de
portofoliu LY DSUHFL] Dcriteriile vQIXQ F LH de care va realiza aprecierea acestuia. ([ LVWPDLPXOW H
Q LY HOXULGHDQ DOL] DSRUW RI oliului (Manolescu, 2008, 150):
ILH F DUH H OH PHQWvQSDU WHXWLOL]k QGPHWRGH OHRELQ XLWH GH H Y aluare;
QLYHOXOGHF RPSHWH Q DHOHYXOXLSULQUD SRUWD UH D SURGXVH ORUU HD OL]D WHOD VFRSXO
propus;
progresul realizat de elev pe parcursul ntocmirii portofoliului.

65
SHUPLWHLGHQWLILFDUHDSXQFWHORUIRUWHDOHDFWLYLW LL ILHFUXL HOHYGDU i a aspectelor
FHSRWILvPEXQW LWH
F RQVWLWXLHUH SH UHUH OH YD QWHSH QWUXGH PHUVXU LOHGHGLIH UH Q LH UHLLQGLYLGXD OL]D UHD
instruirii;
F XOWLYUH VSRQVDELOLWDWH DH OHYLORUSH QWUXSU RSULDvQY D UHLSH QWUXUH ]XOWD WHOH
RE LQXWH
QXLQGXFVWU LH PR LRQDOHQH JD WLYHH YD OXDUH DD Yk QGF DVF RSvPEXQ W LUH DD F WLYLW LL
L D D F KL]L LLORUH OHYLORU
ID F LOLWH D ]F XQRD WHU HD SH UVRQD OLW LLH OHYXOXLLDXWRF XQRD WHU HD
contribuie la:
GH ]YROWD UH D FD SD F LW LLGHD XWRHYD OXDUH
IRU PDU HD LGH]YROWD UH DFRPSHWH Q HORU PHWD F RJ Q itive;
dezvoltarea FDSDFLW LL GH D XWLOL]D WHKQLFL VSHFLILFH GH PXQF
LQWHOHFWXDO
dezvoltarea capacit LL de a utiliza, asocia, transfera diverse FXQRWLQ H
dezvoltarea FDSDFLW LLDUJXPHQWDWLYH
dezvoltarea FDSDFLW LLGHDUHDOL]DXQSURGXV
dezvoltaUHDFRPSHWHQ HORUGH comunicare;
GH ]YROWD UH D vQFUH GH ULLvQSU RSULLOH I RU HH WF

Dezavantajele utilizrii portofoliului:
GLILF XOW LvQLGH QWLILF D UH DXQRU F ULWHU LLSHUWLQHQ WHGH H YD OXDUH KROLVWLF
ULVFXOSUHOXULLXQRUVDUFLQLVSHFLILFHHODERUULL portRIROLXOXLGHFWUH S ULQ L etc..

????
-un portofoliu realizat la
disciplina istorie/geografie.

Bibliografie:

1. & X F R , C.. ( 2008). Teoria i metodologia evalurii. Iai: Editura Polirom.
2. - R L D( Formarea pedagogic a profesorului. Instrumente de nvare cognitiv-
constructivist. %XFXUH W L(' 3
3. Manolescu, M.. (2004). Activitatea evaluativ ntre cogniie i metacogniie.
%XFXUHWL Meteor Press.
4. Manolescu, M.. (2005). Evaluarea colar. Metode, tehnici, instrumente. %XFXUHWL
Meteor Press.
5. 0DQR OHVF X03D Q XUX6 Teoria i practica evalurii educaionale
(activiti, conduite, rezulate) formale i nonformale: structuri, forme, funcii, relaii,
mecanisme, disfuncii. Strategii i metode de evaluare i autoevaluare. Oreintri noi.
Aplicaii. n 3RWROHD'1HDFX, ,XFX5%3kQLRDU,2 FRRUG Pregtirea
psihopedagogic. Manual pentru definitivat i gradul didactic II. ,DL (GLWXUD
Polirom.
6. Meyer G.. (2000). De ce i cum evalum. Iai: Editura Polirom.
8. Radu, I.T.. (2000). Evaluarea n procesul didactic. % XFXUH WL : E.D.P..
9. Schaub, H., Zenke, K.G.. (2001). Dicionar de pedagogie,DL(GLWXUD3ROLURP
66
10. Siebert, H..(2001). Pedagogie constructivist. Bilan al dezbaterii constructiviste
asupra practicii educative. ,DL,QVWLWXWXO(XURSHDQ
11. Stoica, A. (coord.). (2001). Evaluarea curent i examenele. Ghid pentru profesori% X FX UH W L :
Editura ProGnosis.

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