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beneficiile refeormei curriculare {\uc1 \u238 ?}n educa{\uc1 \u539 ?}ia primar{\uc1
\u259 ?} {\uc1 \u537 ?}i pre{\uc1 \u537 ?}colar{\uc1 \u259 ?}}{\author mariana}
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\dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048 Necesitatea \uc1 \u537 ?i
beneficiile refeormei curriculare \uc1 \u238 ?n educa\uc1 \u539 ?ia primar\uc1
\u259 ? \uc1 \u537 ?i }{\b1 \fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0
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\af0 \loch \f0 \lang1048 \langnp1048 \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1
\u259 ?m\uc1 \u226 ?ntului rom\uc1 \u226 ?nesc, at\uc1 \u226 ?t de necesar\uc1
\u259 ?, \uc1 \u238 ?nceput\uc1 \u259 ? cu pa\uc1 \u537 ?i timizi dup\uc1 \u259 ?
1990 prezint\uc1 \u259 ? at\uc1 \u226 ?t limite c\uc1 \u226 ?t \uc1 \u537 ?i
avantaje.}{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048
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{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048 \uc1 \u206 ?
n opinia mea, reforma curricular\uc1 \u259 ? din sistemul de \uc1 \u238 ?nv\uc1
\u259 ?\uc1 \u539 ?\uc1 \u259 ?m\uc1 \u226 ?nt rom\uc1 \u226 ?nesc , la nivel
pre\uc1 \u537 ?colar \uc1 \u537 ?i primar reprezint\uc1 \u259 ? o premis\uc1
\u259 ? esen\uc1 \u539 ?ial\uc1 \u259 ? pentru formarea, dezvoltarea,
diversificarea \uc1 \u537 ?i adaptarea actan\uc1 \u539 ?ilor educa\uc1 \u539 ?
ionali la cerin\uc1 \u539 ?ele societ\uc1 \u259 ?\uc1 \u539 ?ii.\uc1 \u206 ?
ns\uc1 \u259 ? reforma curricular\uc1 \u259 ? trebuie s\uc1 \u259 ? \uc1 \u539 ?
in\uc1 \u259 ? cont de cerin\uc1 \u539 ?ele \uc1 \u238 ?ntregului proces de \uc1
\u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?m\uc1 \u226 ?nt \uc1 \u537 ?i
necesit\uc1 \u259 ? a fi realizat\uc1 \u259 ? \uc1 \u238 ?n contextul unei forme
propice, evit\uc1 \u226 ?ndu-se implementarea unor m\uc1 \u259 ?suri, metodologii,
programe sau metode neracordate la fondul social, la realit\uc1 \u259 ?\uc1 \u539 ?
ile actuale.}{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048
\par }\pard \plain \ql \fi720 \li0 \ri0 \widctlpar \aspalpha \aspnum
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{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048 \uc1 \u206 ?
n primul r\uc1 \u226 ?nd, privit \uc1 \u238 ?n viziune sistematic\uc1 \u259 ?, noul
curriculum pentru educa\uc1 \u539 ?ia timpurie \uc1 \u537 ?i penru nivelul primar
reflect\uc1 \u259 ? o concep\uc1 \u539 ?ie curricular\uc1 \u259 ? oarecum \uc1
\u238 ?mbun\uc1 \u259 ?t\uc1 \u259 ?\uc1 \u539 ?it\uc1 \u259 ?, unitar\uc1
\u259 ? \uc1 \u537 ?i coerent\uc1 \u259 ?, av\uc1 \u226 ?nd ca obiective de
referin\uc1 \u539 ?\uc1 \u259 ? competen\uc1 \u539 ?ele-cheie care au rolul de a
determina profilul de formarea al viitorului elev, precum \uc1 \u537
?i crearea premiselor necesare form\uc1 \u259 ?rii acestora \uc1 \u238 ?nc\uc1
\u259 ? de la v\uc1 \u226 ?rste fragede.Astfel, prin implementarea unor obiective
realiste, cu \uc1 \u238 ?nclina\uc1 \u539 ?ii spre cerin\uc1 \u539 ?ele socio-
politice actuale, noul curriculum are ca scop formarea competen\uc1 \u539 ?elor ca
ansamblu de cuno\uc1 \u537 ?tin\uc1 \u539 ?e, abilit\uc1 \u259 ?\uc1 \u539 ?i,
aptitudini \uc1 \u537 ?i nu \uc1 \u238 ?n ultimul r\uc1 \u226 ?nd atitudini.
Astfel, actorul principal al educa\uc1 \u539 ?iei devine elevul, important fiind nu
ceea ce educatorul a predat, ci ceea ce copilul a acumulat/ a \uc1 \u238 ?nv\uc1
\u259 ?\uc1 \u539 ?at. De asemenea, curriculum anterior a fost proiectat pe baza
unor obiective- cadru \uc1 \u537 ?i a celor de referin\uc1 \u539 ?\uc1 \u259 ?, ce
vizau un grad ridicat de generalitate \uc1 \u238 ?n vreme ce actualul curriculum
valorizeaz\uc1 \u259 ? competen\uc1 \u539 ?a ca referin\uc1 \u539 ?\uc1 \u259 ?
major\uc1 \u259 ? a finalit\uc1 \u259 ?\uc1 \u539 ?ilor educa\uc1 \u539 ?
ionale.Competen\uc1 \u539 ?a reprezint\uc1 \u259 ? un ansamblu multifunc\uc1
\u539 ?ional \uc1 \u537 ?i transferabil de cuno\uc1 \u537 ?tin\uc1 \u539 ?e,
deprinderi, abilit\uc1 \u259 ?\uc1 \u539 ?i \uc1 \u537 ?i atitudini
concretiz\uc1 \u226 ?ndu-se \uc1 \u238 ?n exemple de comportamente, precum \uc1
\u537 ?i in activit\uc1 \u259 ?\uc1 \u539 ?i concrete de \uc1 \u238 ?nv\uc1
\u259 ?\uc1 \u539 ?are, constituind astfel un real sprijin pentru cadrul
didactic, \uc1 \u238 ?n procesul de planificare calendaristic\uc1 \u259 ?,
precum \uc1 \u537 ?i \uc1 \u238 ?n cel de proiectare curricular\uc1 \u259 ?.}{\fs28
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tipurile de activit}{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048
\langnp1048 \uc1 \u259 ?\uc1 \u539 ?i din cadrul educa\uc1 \u539 ?iei timpurie
(nivel pre\uc1 \u537 ?colar), reglementate de noul curriculum, prezint\uc1 \u259 ?
o oarecare continuitate \uc1 \u238 ?n clasele preg\uc1 \u259 ?titoare, I \uc1 \u537
?i a II-a, cre\uc1 \u226 ?ndu-se astfel o interdependen\uc1 \u539 ?\uc1 \u259 ?
\uc1 \u238 ?ntre disciplinele \uc1 \u537 ?colare.}{\fs28 \kerning2 \dbch \af2 \hich
\af0 \loch \f0 \lang1033 \langnp1033 Astfel se asigur}{\fs28 \kerning2 \dbch
\af2 \hich \af0 \loch \f0 \lang1048 \langnp1048 \uc1 \u259 ? o evaluare
progresiv\uc1 \u259 ? a competen\uc1 \u539 ?elor, prin valorificarea
experien\uc1 \u539 ?ei specifice v\uc1 \u226 ?rstei copiilor, dar \uc1 \u537 ?i
prin accentuarea dimensiunilor afectiv-atitudinale \uc1 \u537 ?i ac\uc1 \u539 ?
ionale ale form\uc1 \u259 ?rii personalit\uc1 \u259 ?\uc1 \u539 ?ii elevilor.}
{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048
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\par }\pard \plain \ql \fi720 \li0 \ri0 \widctlpar \aspalpha \aspnum
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{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048 \langnp1048 \uc1 \u206 ?
n opinia mea, reforma curricular\uc1 \u259 ? din \uc1 \u238 ?nv\uc1 \u259 ?\uc1
\u539 ?\uc1 \u259 ?m\uc1 \u226 ?ntul rom\uc1 \u226 ?nesc prezint\uc1 \u259 ?,
\uc1 \u238 ?ndeosebi mai multe limite dec\uc1 \u226 ?t avantaje, c\uc1 \u259 ?ci
reforma se afl\uc1 \u259 ? pe un drun sinuous \uc1 \u537 ?i plin de obstacole, drum
ce poate fi parcurs doar dac\uc1 \u259 ? to\uc1 \u539 ?i actan\uc1 \u539 ?ii din
sistemul educa\uc1 \u539 ?ional \uc1 \u238 ?l vor parcurge la unison.}{\fs28
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\plain \ql \fi720 \li0 \ri0 \widctlpar \aspalpha \aspnum \adjustright \lin0
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\u226 ?nd, educa\uc1 \u539 ?ia diferen\uc1 \u539 ?iat\uc1 \u259 ? \uc1 \u537 ?i
personalizat\uc1 \u259 ? a copiilor ar putea constitui un salt spre parcurgerea
drumului c\uc1 \u259 ?tre o reform\uc1 \u259 ? autentic\uc1 \u259 ?.Chiar
dac\uc1 \u259 ? acest principiu este consemnat \uc1 \u238 ?n actele normative ale
noului Curriculum, aplicabilitatea lui este aproape nul\uc1 \u259 ?, \uc1 \u238 ?
ntruc\uc1 \u226 ?t nu a fost creat un fond propice aplic\uc1 \u259 ?rii acestui
principiu. Aplicarea principiului presupune organizarea claselor \uc1 \u238 ?ntr-un
num\uc1 \u259 ?r c\uc1 \u226 ?t mai mic de elevi (maxim 10) pentru ca cadrul
didactic s\uc1 \u259 ? poat\uc1 \u259 ? r\uc1 \u259 ?spunde nevoilor individuale
ale fiec\uc1 \u259 ?ruia dintre ace\uc1 \u537 ?tia. De asemenea, abordarea
diferen\uc1 \u539 ?iat\uc1 \u259 ? presupune \uc1 \u537 ?i adaptarea \uc1 \u238 ?
nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?torului la particularit\uc1 \u259 ?\uc1 \u539
?ile psiho-fizice ale copilului, lucru ce necesit\uc1 \u259 ? o foarte bun\uc1
\u259 ? cunoa\uc1 \u537 ?tere a acestuia, \uc1 \u238 ?n ceea ce prive\uc1 \u537 ?te
temperamentul, priceperile, deprinderile, interesele, poten\uc1 \u539 ?ialul
educa\uc1 \u539 ?ional, tr\uc1 \u259 ?s\uc1 \u259 ?turile de personalitate etc.Iar
pentru a cunoa\uc1 \u537 ?te aceste particularit\uc1 \u259 ?\uc1 \u539 ?i
individuale, un specialist (psihologul \uc1 \u537 ?colii) ar trebui s\uc1 \u259 ?
realizeze fi\uc1 \u537 ?e de cunoa\uc1 \u537 ?tere psiho-cognitiv\uc1 \u259 ?
fiec\uc1 \u259 ?rui elev, pe care mai apoi s\uc1 \u259 ? le \uc1 \u238 ?nm\uc1
\u226 ?neze cadrului didactic.Totodat\uc1 \u259 ?, cadrele didactice ar trebui
s\uc1 \u259 ? urmeze cursuri de preg\uc1 \u259 ?tire cu caracter practic pentru a
aprofunda acest principiu. nu doar la nivel teoretic c\uc1 \u226 ?t \uc1 \u537 ?i
la nivel practic, c\uc1 \u259 ?ci \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?area
individualizat\uc1 \u259 ? presupune un proces complex, realiz\uc1 \u226 ?ndu-se,
concret, prin individualizarea obiectivelor \uc1 \u238 ?n func\uc1 \u539 ?ie de
particularit\uc1 \u259 ?\uc1 \u539 ?ile psiho-cognitive ale fiec\uc1 \u259 ?rui
elev, a mijloacelor de \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?m\uc1
\u226 ?nt precum \uc1 \u537 ?i a metodelor de predare-\uc1 \u238 ?nv\uc1
\u259 ?\uc1 \u539 ?are-evaluare-autovaluare.}{\fs28 \kerning2 \dbch \af2 \hich \af0
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\dbch \af2 \hich \af0 \loch \af0 {\fs28 \kerning2 \dbch \af2 \hich \af0 \loch
\f0 \lang1048 \langnp1048 \uc1 \u206 ?n al doilea r\uc1 \u226 ?nd, adaptarea
con\uc1 \u539 ?inuturilor \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?rii la
realitatea cotidian\uc1 \u259 ?, precum \uc1 \u537 ?i la preocup\uc1 \u259 ?rile,
interesele, \uc1 \u238 ?nclina\uc1 \u539 ?iile \uc1 \u537 ?i aptitudinile
educatului reprezint\uc1 \u259 ? o important\uc1 \u259 ? caren\uc1 \u539 ?\uc1
\u259 ? \uc1 \u238 ?n sistemul de \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1
\u259 ?m\uc1 \u226 ?nt rom\uc1 \u226 ?nesc. De\uc1 \u537 ?i, punctat la nivel
teoretic \uc1 \u238 ?n noul curriculum, acesta nu este adoptat \uc1 \u238 ?n
planurile-cadru \uc1 \u537 ?i nici \uc1 \u238 ?n programa \uc1 \u537 ?colar\uc1
\u259 ?.Spre exemplu, la orele de limb\uc1 \u259 ? \uc1 \u537 ?i comunicare elevii
studiaz\uc1 \u259 ? texte dintre cele mai anoste, dificile cu un limbaj arhaic,
neadaptat la realit\uc1 \u259 ?\uc1 \u539 ?ile vremii. Drept urmare, elevii nu sunt
atra\uc1 \u537 ?i de lectur\uc1 \u259 ? iar lectura este esen\uc1 \u539 ?ial\uc1
\u259 ? \uc1 \u238 ?n dezvoltarea ulterioar\uc1 \u259 ? a elevului, c\uc1 \u259 ?ci
dup\uc1 \u259 ? cum spune sloganul, un elev care cite\uc1 \u537 ?te va fi un adult
care g\uc1 \u226 ?nde\uc1 \u537 ?te. Pentru a-l apropia pe copil de lumea
fascinant\uc1 \u259 ? a c\uc1 \u259 ?r\uc1 \u539 ?ilor este nevoie ca cadrul
didactic s\uc1 \u259 ? g\uc1 \u259 ?seasc\uc1 \u259 ? lectura potrivit\uc1 \u259 ?
pentru fiecare elev, c\uc1 \u259 ?ci nu exist\uc1 \u259 ? elev care nu \uc1 \u238 ?
ndr\uc1 \u259 ?ge\uc1 \u537 ?te lectura, ci doar elev care nu a g\uc1 \u259 ?sit
cartea potrivit\uc1 \u259 ?.}{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0
\lang1048 \langnp1048 \par }\pard \plain \ql \fi720 \li0 \ri0 \widctlpar
\aspalpha \aspnum \adjustright \lin0 \rin0 \itap0 \fs21 \kerning2 \dbch \af2
\hich \af0 \loch \af0 {\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048
\langnp1048 \uc1 \u206 ?n concluzie, reformarea \uc1 \u238 ?nv\uc1 \u259 ?\uc1
\u539 ?\uc1 \u259 ?m\uc1 \u226 ?ntului rom\uc1 \u226 ?nesc reprezint\uc1 \u259 ?
efortul comun al tuturor celor implica\uc1 \u539 ?i}{\fs28 \kerning2 \dbch \af2
\hich \af0 \loch \f0 \lang1033 \langnp1033 : educatul, educatorul,
statul rom}{\fs28 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048
\langnp1048 \uc1 \u226 ?n c\uc1 \u226 ?t \uc1 \u537 ?i cet\uc1 \u259 ?\uc1 \u539 ?
enii. Doar prin interesul \uc1 \u537 ?i motiva\uc1 \u539 ?ia intrinsec\uc1 \u259 ?
a educatului, prin pasiunea \uc1 \u537 ?i dorin\uc1 \u539 ?a de perfec\uc1 \u539 ?
ionare continu\uc1 \u259 ? a cadrului didactic, dar \uc1 \u537 ?i prin finan\uc1
\u539 ?area \uc1 \u537 ?i interesul pentru educa\uc1 \u539 ?ie a guvernului \uc1
\u539 ?\uc1 \u259 ?rii, \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?m\uc1
\u226 ?ntul rom\uc1 \u226 ?nesc se va putea alinia al\uc1 \u259 ?turi de celelalte
sisteme de \uc1 \u238 ?nv\uc1 \u259 ?\uc1 \u539 ?\uc1 \u259 ?m\uc1 \u226 ?nt
performante din lume.}{\fs21 \kerning2 \dbch \af2 \hich \af0 \loch \f0 \lang1048
\langnp1048 \par }}