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LIMBI ROMANICE, CLASICE, SLAVE

NIVEL I, ANUL 3_SERIA 2014


TEMATICA ORIENTATIV PENTRU COLOCVIUL DE EVALUARE NIVEL I (LICEN)
1. De l l!"#$!%&!' ()*e"!+l+! Limb i comunicare l (e,$)l&-.! /" (!('&!' (e
%0e'!l!&&e1 l!*2! .)*"!'e, 'l%!'e, %l$e
(A0.)3+"(-.! &e).e&!'e 4! (e,$)l&-.! *e&)()l)#!'e 0.!$!"( l)'+l 4! .)l+l %&+(!e.!!
l!*2!l). %&.-!"e /" e(+'5! ')"&e*0)."-)
- principii lingvistico-didactice fundamentale privind predarea-nvarea limbilor strine
(limb i comunicare, cultur i civilizaie);
- privire istoric asupra predrii limbilor clasice i modern (metoda gramatical, metoda
direct, metoda audio-lingual i audio-vizual, metodele comunicativ-funcionale,
metoda intercultural);
- argumentai succint un punct de vedere personal asupra locului i a rolului studierii
limbilor strine n educaia contemporan;
- didactica domeniului i dezvoltri n didactica de specialitate: limbi romanice, clasice,
slave.
2. L)'+l 4! .)l+l *!6l)'el). (!('&!'e *)(e."e /" 0.e(.e7/"$-5.e l!*2!l). %&.-!"e
(domenii: limb i comunicare, cultur i civilizaie; tipologie, funcii, medii i mijloace
didactice reale i virtuale: medii i mijloace scrise, audio-vizuale i informatice)
- criterii de raportare: Portofoliul uropean al !imbilor (P!), "adrul uropean "omun
de #eferin (""#) pentru studiul limbilor, !$ducation plurilingue en urope%
Politi&ues linguisti&ues, onseil de l!"urope, #ivision des $oliti%ues linguisti%ues,
&trasbourg ;
(A"l!, +"+! *"+l +&)8&)" %+ %&.-!" (e l!*2! "e).)*"!'e, "e)'l%!'e,
"e)%l$e %+ "l!, ')"&.%&!$- +"). (!3e.!&e *"+le +&)8&)"e %+ %&.-!"e)
(A"l!, +"). ()'+*e"&e '+..!'+l.e (e .e3e.!"5-)
3. C+..!'+l+* 4! ')*0e&e"5e. U" '(.+ )0e.5!)"l% D!*e"%!+"! '+..!'+l.e 4!
0e.%0e'&!$e (!('&!'e ')"&e*0)."e (9)""e.&, P8!l!00e: E&&;e2! M)+%%(<:
De3!%e, R)%e&&e, 2010) (De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.!
4&!!"5!3!'e (e .e3e.!"5-)
- curriculum i competene; perspective globale i concepte cadru ale didacticii limbilor
clasice, romanice, slave: viziune curricular i abordri metodologice;
- construirea competenei acional-situaionale n didactica limbilor i literaturilor clasice
i moderne ca discipline filologice;
- necesitatea teoretic si instrumental-acional a didacticii limbilor clasice ' moderne.
&tabilirea terminologiei operaionale. (actorii care influeneaz alegerea strategiilor i
metodelor n predarea limbilor clasice i moderne
1
4. E$l+.e 'el). 0&.+ ')*0e&e"5e /" 0.e(.e7/"$-5.e l!*2!l). %&.-!"e.
A0.)3+"(-.! &e).e&!'e 4! *e&)()l)#!'e /" (!('&!' (e %0e'!l!&&e1 l!*2! .)*"!'e,
'l%!'e, %l$e (de la teorie la practic, e'emplificri de bune practici (n activitatea didactic)
- criterii de raportare: Portofoliul uropean al !imbilor (P!), "adrul uropean "omun
de #eferin (""#) pentru studiul limbilor, !$ducation plurilingue en urope%
Politi&ues linguisti&ues, onseil de l!"urope, #ivision des $oliti%ues linguisti%ues;
- politici lingvistice, valori i atitudini consacrate prin ");
- Cadrul European Comun de Referin pentru limbi. ="$-5.e, 0.e(.e,
e$l+.e ("), &trasbourg, *++,):
C0!&)l+l 3. )ivelurile comune de referin
C0!&)l+l 4. *tilizarea limbii i elevul+utilizatorul
C0!&)l+l >. "ompetenele utilizatorului+elevului
C0!&)l+l ?. ,peraiile de (nvare i de predare a limbilor
C0!&)l+l @. -arcinile i rolul lor (n predarea limbilor
C0!&)l+l A. .iversificarea lingvistic i curriculumul
C0!&)l+l B. valuarea
- didactica orelor de limbi clasice, romanice, slave. -eorii i practici contemporane n
studierea elementelor de construcie a comunicrii;
- didactica orelor de comunicare oral i scris i cele patru competene n studierea
limbilor clasice, romanice, slave;
- dezvoltarea celor patru competene n predarea' nvarea limbilor clasice i moderne:
receptare i producere de mesa.e orale, receptare i producere de mesa.e scrise (auzul'
compre/ensiunea, vorbitul, cititul, scrisul);
- didactica orelor de comunicare oral i scris i cele patru competene n studierea
limbilor clasice, romanice, slave. &istemul celor patru competene n predarea'nvarea
limbilor clasice i moderne: receptare i producere de mesa.e orale, receptare i
producere de mesa.e scrise (auzul' compre/ensiunea i vorbitul);
- sistemul celor patru competene n predarea'nvarea limbilor clasice i moderne:
receptare i producere de mesa.e orale, receptare i producere de mesa.e scrise (cititul i
scrisul);
>. De,$)l&-.! &e).e&!'e 4! (!*e"%!+"! 0.'&!'e %0e'!3!'e (!('&!'!! 3+"'5!)"le
')"&e*0)."e1 )2!e'&!$e, %&.&e#!!, e$l+.e, ')#"!&!$!%*+l )0e."& (M!'8el M!"(e.,
2011)
(De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-)
- pentru o didactic funcional 0 teorii i practici contemporane;
- proiectarea, desfurarea activitii i evaluarea n orele de limbi i literaturi clasice,
romanice, slave; strategii i metode de proiectare, desfurarea i evaluare a activitii
didactice.
2
?. A6+&).+l %&.&e#!' 0e"&.+ ele$!! '+ (!3!'+l&-5! 4')l.e. De,$)l&-.! &e).e&!'e 4!
(!*e"%!+"! 0.'&!'e /" ()*e"!+l *e&)()l)#!e! %0.!6!"+l+! (!('&!' /" e(+'5!e
(P!e..e V!"!", 2011)
(De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-)
- a nva s nvei 0 asupra a.utorului strategic pentru elevii cu dificulti de nvare n
didactica limbilor clasice i modern;
- strategii i metode de spri.in n mediul real i n mediul virtual;
- aplicaii didactice n domeniul citirii (lecturii) i scrierii (redactrii).
@. C!&!.e, le'&+.-, ')*0.e8e"%!+"e. A2!l!&&e (e '!&!1 (e,$)l&.e 4! (!3!'+l&-5!
(C&e C!", 2012)
(De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-)
A. De l D&."%3e.+lE '+")4&e.!! l D')"%&.+!.eE '+")4&e.!!. T.(!5!e 4! *)(e."!&&e
/" (!('&!' l!*2!l). %&.-!"e.
(A0.)3+"(-.! &e).e&!'e 4! (e,$)l&-.! *e&)()l)#!'e)
- de la lingvistica integral la didactica funcional. -radiie i modernitate n didactica
limbilor clasice, romanice, slave;
- metodologia activitii didactice; strategii i metode (prezentare general);
- curriculum si competene, un cadru operaional;
- tipologii, criterii ta1onomice (de clasificare), caracteristici, funcii, e1emplificri;
- puncte de vedere teoretice i repere metodologice privind metoda nvrii active a
limbilor strine (prezumii, elemente ale nvrii active, aplicaii, caracteristici,
e1emplificri);
- teorii i practici contemporane n didactica literaturii clasice i moderne; orientri actuale
privind rolul i funciile limbii ca sistem n domeniul limbilor clasice, romanice, slave
(fonetica, vocabularul, gramatica, stilistica);
- teorii i practici contemporane privind rolul i funciile elementelor de cultur i
civilizaie n studierea limbilor clasice, romanice, slave; (a) politici lingvistice, valori i
atitudini consacrate prin "); (b) corelaii i desc/ideri intra-, inter i
transdisciplinare;
- tradiional i modern n evaluarea activitilor didactice din domeniul limbilor i
literaturilor clasice i moderne ca discipline filologice; trategii i metode de evaluare
tradiionale i alternative sau complementare;
- importana i funciile evalurii didactice n domeniul limbilor i literaturilor clasice i
moderne ca discipline filologice. e evaluam, c2nd evaluam i cum evalum3 &trategii de
evaluare si notare. -estarea i e1aminarea. "valuare i autoevaluare.
3
B. T.(!5!e 4! *)(e."!&&e /" (!('&!' l!*2!l). %&.-!"e1 ")! 0e.%0e'&!$e %)'!)l!"#$!%&!'e
4!F %+ 0%!8)l!"#$!%&!'e
(De,2&e.e +"). 0.)2le*&!'! l!"#$!%&!')7(!('&!'e '&+le (!" 0e.%0e'&!$ +").
l+'.-.! %)'!)l!"#$!%&!'e 4!F %+ 0%!8)l!"#$!%&!'e (e .e3e.!"5-)
- noi perspective metodologice asupra predrii-nvrii limbilor strine. 4odelul
comunicativ-funcional n #omeniul !imb i comunicare (elemente de didactica
funcional, de pragmatic didactic (pragmadidactica: conte1tualizarea datului
lingvistic, raportarea enunului la situaia de comunicare, actele de vorbire, principii i
ma1ime pragmadidactice etc.);
- noi modele de roluri ale profesorului de limbi strine (5practician reflectiv6, agent al
sc/imbrii, promotor de ec/ip, facilitator, creator de valori, moderator, mediator,
manager de proces etc.);
- stilurile de predare, stilurile de nvare i obiectivarea coninuturilor (documentele
profesorului, manualele alternative, instrumentele de lucru, aplicaii didactice);
- argumentati succint un punct de vedere personal asupra raportului dintre tradiie i
modernitate n didactica limbilor strine.
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5
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