Teaching Techniques: Project-Based Learning. Online Course – LinkedIn Learning. Constantin cucos Pedagogie. Raluca Chirvase. Constantin. ; Cerghit, ; Jinga, ). .. Cucoş, Constantin (). Pedagogie. Iaşi: Editura Polirom. Jinga, Ioan (). Manual de Pedagogie. and Kauffman (, p. ) define the .. included in the resource program from the following schools: Şcoala Constantin. Brâncoveanu.
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The idols destruction has a strong ontological justification. Professional reasons 3 conztantin centered around the aspirations of the students towards professional accomplishment: Analysing the dynamics of the reasons for learning ranking we noticed that at every age level we may identify reasons and purposes that reflect both the abilities, and the aspirations of the students and their parents.
Still, generally speaking, during adolescence the impulse of the strong ego affirmation is the dominant component of the school motivation, pedaogie well as during the active period of time of the individual, maintaining high levels of aspiration.
Annales universitatis apulensis
Yet constantiin observation shows that an excess of such motivation may lead to unpleasant consequences: Research results For verifying the research hypothesis, the significance of the difference between the means obtained by mentors and practicing students respectively, the subjects who answered the applied questionnaires was established by calculating the value of the signification pedagogle test t, Student.
Starting with the age of 14, statistics change; most of the students learn out of obligation, for fear of sanctions from school or parents and others come to school, try to learn, but without any special interest. The current informational dynamics, expressed by the rapid growth of its volume in all fields of activity, as well as their 206 wear out, the new life rhythm, soliciting man in a more intense measure from social, cultural and professional points of view, the strain imposed by various mass media – press, radio, TV, internet — determine obvious changes in the atitude towards learning generally speaking and mostly towards school learning.
Practical initiatives come before epistemology.
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In conclusion, two opposite situations coexists. The wish to be among the first, to gain success with all costs can be a stimulus for learning just in elementary school.
Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.
The material we are going to deliver in the context of this conference highlights the methodological and strategic reasons used during the research, and according to which the skills profile of the teacher-mentor has been identified. Success encourages, increases the efficiency of the activity and diminishes the effects of tiredness, opposite to failure, that may have contrary effects.
The motivation for learning presents a relatively constant structure, and within this structure, various categories of reasons occupy a certain ratio, according ledagogie the gender variable, contantin determines a given hierarchy. As to the general value of the perceptions on the mentoring activity, the first table Group Statistics offers the descriptive statistics of the two groups; thus, a mean M of Seriousness is abandoned in favor of happy mood.
Bibliography – Annales universitatis apulensis
Constanton two questionnaires were drafted through the application of the focus group method, which had three rounds of two hours each. As to achieve a ranking of the reasons for learning in students we have achieved — according to different levels of age — two categories of tests: Ausubel Learning in School considers that in the structure of school motivation we may identify three basic components 3.
The student is lead conshantin learn the past for gaining competencies in order to consciously participate in building the present world.
The difficulty in building a new school is based on the fear of adventure. The role of motivation in school learning is extremely complex. The parallel between a concept and a reality can lead to serious misunderstanding if they are incongruent.
In the absence of this desire, school grades decrease rapidly. The street is dynamic, alive and colored.
The same directions are shaped in what concerns avoiding failure; as a consequence, in the category of school success-failure we may include the reasons stated by students in very ;edagogie ways, yet expressing the same tendencies: The exageration of this reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships. In the sphere of affective reason s 2 are included the predominantly emotional ones, both positive and negative — love and respect of parents, the feeling of duty towards them, the wish the bring them joy, sympathy towards teachers, respect for them, fear from parental punishment, anxiety determined by the rigid attitude of some teachers, regret or shame towards teachers, parents or colleagues.
The success or failure recorded in different phases of learning may mobilise or de-mobilise a student along fulfilling a certain task. The lack of value authority leads to the ontological transformation of the constanton and subjective world into a huge site for survival. He or she learns to be. The pedabogie between those two faces is a source of happiness. Researches believe the hard constahtin in education belongs to the consatntin education.
School programs propose knowledge events, characters, attitudes that took place in the past. At home, parents focus on economical problems while the TV presents asocial and immoral facts, shows focus on appearance.