Şcoala în epoca globalizării: noua didactică
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Romanian |
| Veröffentlicht: |
Constanţa
Ex Ponto
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | PST: School in the globalisation era. - Zsfassung in engl. Sprache |
| Beschreibung: | 158 S. Ill. |
| ISBN: | 9736445119 9789736445118 |
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Datensatz im Suchindex
| _version_ | 1804136941150535680 |
|---|---|
| adam_text | RÉSUMÉ
Foreword to the Readers is, as part of the
résumé,
both an introduction and a conclusion.
Part I
-
School Seen Through Changes
-
is especially designed for managers and teachers
and comprises seven components , which deal, in a unifying conception, with the complex and
time-consuming process of the reform of the Romanian educational system, process begun
immediately after December
1989
through specific forms and measures. Within this framework,
various kinds of actions, projects and achievements from
Constante are
presented, at a time
when the author, as Deputy General School Inspector
(1993- 1997),
used to coordinate the
implementation of the reform at the county level. A distinctive aspect is provided by the results of
the fruitful Romanian- German cooperation referring to the professional training of the students
and also to the training of the specialists from technological high schools.
A synthesis of reflections, approaches, attitudes and techniques, The Project
Management, highlights the ways of implementing the changes both individually and at a group
level. Within the context of the decentralisation of the educational system, the institutional
projection constitutes the integrative-operatioml process of transposing the vision and the values
into significant, actual, and convenient results. The institutional project, as an instrument of the
managerial politics of the headmaster, centred on change, on the innovation and development of
school both structurally and functionally, is an instrument of coordinating the activities under
conditions of uncertainty. The educational offer
-
curricular
and extracurricular- represents the
most valuable part of the institutional development project, a part which allows the
individualization of schools and the creation of their personalities .
The project management includes associate projects as well
-
European projects with
applicability on projects supervised by The Socrates National Agency, the most accessible to the
school units within the state educational system.
The Institutional Development Project
(2005 - 2010)
of the National Pedagogic College
Constantin
Bratescu integrates and specifically continues the managerial politics outlined
within the college for a long time.
Part
И
-
The New Didactics
-
is intended for teachers first and foremost but, similarly to
the first part, it is of interest for managers, students, parents, and the entire community as
weil.
Obviously, after December
1989,
in Romania as well one can speak of unfeigned History,
of the need for History f both as science and as school subject
The article The teacher s managerial skills. A few considerations, which comprises
reference to the fields of curriculum management and class management
-
some views can be
considered news in the field- opens the series of four materials which can be included in what we
call The New Didactics.
It is generally known that the essential message of postmodernist approaches to education
is that the teacher does not work on the students but together with them and in
ťheir
best interest.
The students are in a permanent process of becoming, of developing their status and roles, of
assimilating the necessary competence required by their jobs as students . Moreover, the new
didactics favours a pluralistic approach, the co-existence of several instruction models, because
-
the specialists state
-
there is definitely not just one way in which students learn and much less
only one way in which these should be taught.
We also present in the context the new conception of teaching
-
learning
-
assessment
which has been promoted for several years in Europe; a document of great interest is
Recommendation No.15
(2001) -
adopted by the Committee of Ministers of the Council of
Europe- that concerns teaching history in the 21st century.
At the same time, it is emphasized that the inclusion of a method in a certain category is
relative; for example, a traditional method can be re-evaluated, improved, brought up-to-date in
157 * .
.. .Г
order
to increase its educational efficiency and, the other way round, all that is new and modern is
not necessarily efficient. One should not forget that all methods have both advantages and
drawbacks. The teachers actual activity inside the classroom, in fact and habitually, mixes both
some of the active- participative contemporary didactics features and some of the classical
-
traditional didactics ones.
The material referring to Interactive Methods and Techniques restates that an
environment favourable to active learning is learning through cooperation. Methods and
techniques such as simulation and role play, problem solving, case study, group project work,
brainstorming
and mind-mapping, value pattern, discussion circles, work display, the jigsaw etc
are becoming an educational practice, many times in combination with the classical, re-evaluated,
modernised methods. Ten methods and techniques with active
-
participative
-
interactive features
are presented along essential lines, applied to the school subject History.
Theorists and practitioners mention that the application of active
-
participative methods
by the teacher implies their continual experimentation to discover on their own the variants of the
best combination, applying psychological knowledge and reflecting on the outcome. Furthermore,
it is highlighted that the best methods are also the most difficult and that, in addition, the teachers
of history cannot confine themselves to just one method or to a limited group of methods,
techniques, procedures of teaching- learning- assessment.
A remarkable approach is introduced by the essay Education for European Citizenship,
which underlines the fact that History has a great contribution to the shaping up of the good
citizen, as it is a school subject cut out for this. Several examples are given- original in the context
-
and it is mentioned that individual work on the source, then in small groups, followed by a
debate from a multiple point of view has as a final outcome the building
/
development in the
students of skills, democratic values and attitudes expected from the studied subject.
Specific Features of Teaching
-
Learning
-
Assessment in the Globalisation Era draws
our attention to the fact that the changing of the paradigm from modernism to postmodernism is
linked to a fundamental change of values and that the true challenge of globalisation is the
development of a universal consciousness whose main value is represented by human rights,
pluralist democracy and all the people s legality.
More and more specialists, theorists and practitioners strongly sustain that school must be
postmodernised . The process of teaching
-
learning
-
assessment is, of course, influenced by the
evolution in the historiography field; famous historians admit that postmodernism is similar to
post-totalitarism in Eastern Europe. The teacher of history gets involved in the didactic change
and innovation wishing to improve the process of teaching
-
leaning
-
assessment, to lead
instruction to its superior stage
-
auto
-
instruction. Students need not only historical knowledge
but also to adopt a critical attitude to historic events, attitude based on their own judgement. The
following lines bring examples
-
original
-
which can be integrated into some knowledge fields
relevant to students both from the last grades in secondary school and from high school, and
which are representative from the point of view of science and contemporary society
requirements.
bi the end, it is highlighted that without the teacher s personality, qualities and skills, the
methodological innovations proper do not stimulate the students to express themselves actively or
learn from a critical perspective. Obviously, one should not forget the information technology
logistics, the number of classes a week, the modular furniture etc.
For the beauty and the message of the text, which can replace the general conclusion, we
insert the statement made by the journalist Leopold Sanchez, from
Le
Figaro Magazine
(September
2005):
In Dobrudja one can still feel the existence of God, and the Romanians must
not copy the consumerism society, but it is necessary for them to impose themselves through what
they have best. Romania can revolutionise the spiritual life of Europe.
B»yerl«he
Λ
Staatsbibliothek
München
J
158
COPIONS
CUVÂNT CĂTRE
OTPORI
1
CONTRIBUŢIA ŞCOLII LA RENAŞTEREA ROMÂNIEI DE LA MARE
(1878 - 2005) 3
PARTEA
I
-
ŞCOALA ÎN SCHIMBARE
25
ÎNVĂŢĂMÂNTUL CONSTANŢEAN PE COORDONATELE REFORMEI
27
ŞCOALA ÎN SCHIMBARE
29
FÖRDERUNG DER BERUFSBILDUNG IM KREIS
CONSTANTA
DURCH 36
KOOPERATIVE ZUSAMMENARBEIT MIT DER D.S.E.
(PROMOVAREA PREGĂTIRII
PROFESIONALE IN
JUDEŢUL CONSTANTA PRIN COLABORAREA FRUCTUASA CU D.S.E.
)
MANAGEMENT ŞI CALITATEA ÎNVĂŢĂMÂNTULUI. CONDUCEREA UNITĂŢII ŞCOLARE
41
ÎNTR-UN SISTEM DESCENTRALIZAT
INVESTIŢIE STRATEGICĂ ÎN OM
44
MANAGEMENT DE PROIECT. PROIECTARE ŞI APLICAŢII: PROIECTUL ŞCOLII
46
PROIECTUL DE DEZVOLTARE INSTITUŢIONALĂ:
2005-2010 75
ILUSTRAŢII
79
PARTEAalI-a -NOUADIDACTICĂ
91
NICOLAEIORGA, ÎN CONŞTIINŢA UMANITĂŢII
93
PREDAREA ISTORIEI PRIN ADEVĂR Şl IUBIRE DE ŢARĂ
96
IMAGINEA CELUILALT
· 100
NEVOIA DE ISTORIE
102
COMPETENŢE MANAGERIALE ALE PROFESORULUI. CÂTEVA CONSIDERAŢII
104
ORIENTĂRI METODOLOGICE CONTEMPORANE
111
METODE ŞI TEHNICI INTERACTIVE
118
EDUCAŢIE PENTRU CETĂŢENIE EUROPEANĂ
128
PARTICULARITĂŢI ALE PREDĂM-ÎNVĂŢĂM-EVALUĂRII ÎN EPOCA GLOBALIZĂRB
134
MANIFESTĂRI ALE OMENIEI DOBROGENILOR DE-A LUNGUL SECOLELOR.
148
MĂRTURII STRĂINE
REZUMAT ÎN LIMBA ENGLEZĂ
157
CONTENTS
FOREWORD TO THE READERS
1
THE SCHOOL CONTRIBUTION TO THE RENAISSANCE OF ROMANIA ON THE SEA
3
COAST
(1878-2005)
PART I
-
SCHOOL SEEN THROUGH CHANGES
25
THE EDUCATIONAL SYSTEM IN CONSTANTZA ON THE REFORM COORDINATES
27
SCHOOL SEEN THROUGH CHANGES
29
PROFESSIONAL TRAINING PROMOTION IN THE DISTRICT OF CONSTANTZA BY
36
THE FRUITFUL COLLABORATION WITH D.S.E.
MANAGEMENT AND THE EDUCATIONAL SYSTEM QUALITY. SCHOOL
41
MANAGEMENT IN A DECENTRALISED SYSTEM
STRATEGIC INVESTMENT IN THE HUMAN BEING
44
PROJECT MANAGEMENT. PLANNING AND APPLICATIONS: THE SCHOOL PROJECT
46
INSTITUnONAL DEVELOPMENT PROJECT:
2005 - 2010 75
ILLUSTRATIONS
79
PART II
-
THE NEW DIDACTICS
91
NICOLAEIORGA, IN THE HUMANITY CONSCIOUSNESS
93
TEACHING HISTORY THROUGH TRUTH AND LOVE FOR THE COUNTRY
96
THE OTHER S IMAGE 1
00
THE NEED FOR HISTORY
102
THE TEACHER S MANAGERIAL SKILLS. A FEW CONSIDERATIONS
104
CONTEMPORARY METHODOLOGICAL APPROACHES
111
INTERACTIVE METHODS AND TECHNIQUES
1
î
8
EDUCATION FOR EUROPEAN CITIZENSHIP
128
SPECIFIC FEATURES OF TEACHING
-
LEAJANING
-
ASSESSMENT IN THE
134
GLOBALISATION ERA
* # *
MANIFESTATIONS OF HUMANITY OF THE PEOPLE FROM DOBRUDJA
148
THROUGHOUT THE CENTURIES. TESTIMONIES FROM ABROAD
RÉSUMÉ
IN ENGLISH
157
SOMMAIRE
AU LECTEUR
1
CONTRIBUTION DE L ECOLE A LA RENAISSANCE DE LA ROUMANIE DE LA MER
3
(1878-2005)
I
Èro PARTIE
-
L ECOLE EN EVOLUTION
25
L ENSEIGNEMENT DE
CONSTANTA
SUR LES COORDONNEES DE LA REFORME
27
L ECOLE EN EVOLUTION
29
PROMOTION DE LA FORMATION PROFESSIONNELLE DANS LE DEPARTEMENT DE
36
CONSTANTA
EN COLLABORATION ETROITE AVEC D.E.S.
MANAGEMENT ET QUALITE DE L ENSEIGNEMENT. LA DIRECTION D UN
41
ETABLISSEMENT SCOLAIRE DANS UN SYSTEME DECENTRALISE
INVESTISSEMENT STRATEGIQUE EN INDIVIDU
44
MANAGEMENT DE PROJET. PROJECTION ET APPLICATIONS
:
LE PROJET DE
46
L ECOLE
LE PROJET DE DEVELOPPEMENT INSTITUTIONNEL:
2005 - 2010 75
ILLUSTRATIONS
79
II
c PARTIE
-
LA NOUVELLE DIDACTIQUE
91
NICOLAEIORGA DANS LA CONSCIENCE DE L HUMANITE
93
L ENSEIGNEMENT DE L HISTOIRE
-
VERITE ET AMOUR DE PAYS
96
L IMAGE DE L AUTRE
100
LE BESOIN D HISTOIRE
102
COMPETENCES DE MANAGEMENT DU PROFESSEUR. QUELQUES
104
CONSIDERATIONS
REPERES METHODOLOGIQUES CONTEMPORAINS
111
METHODES ET TECHNIQUES INTERACTIVES
1 ÍS
EDUCATION POUR CITOYENNETE EUROPEENNE
128
ENSEIGNEMENT
-
APPRENTISSAGE
-
EVALUATION A L EPOQUE DE LA
134
MONDIALISATION. PARTICULARITES
* * *
MANIFESTATIONS DE L HOSPITALITE DES HABITANTS DE LA DOBROUDJA AU
148
FIL DES SIECLES. TEMOIGNAGES DES ETRANGERS
RESUME EN ANGLAIS
157
INHALT
VORWORT FÜR DIE LESER 1
BEITRAG DER SCHULE ZUR WIEDERGEBURT RUMÄNIENS VOM MEER (1878- 2005) 3
ERSTER TEIL - SCHULE IN VERÄNDERUNG 25
DER SCHULUNTERRICHT IN
CONSTANTA
AUS DER AUSSICHT DER REFORM 27
SCHULE IN VERÄNDERUNG 29
FÖRDERUNG DER BERUFSBILDUNG IM KREIS
CONSTANTA
DURCH KOOPERATIVE 36
ZUSAMMENARBEIT MIT DER D.S.E.
MANAGEMENT UND DIE QUALITÄT DES SCHULUNTERRICHTS. DIE LEITUNG DER 41
SCHULE IN EINEM DEZENTRALISIERTEN SYSTEM
STRATEGISCHE INVESTITION IM MENSCH 44
PROJEKT MANAGEMENT. PLANEN UND ANWENDUNGEN : DER SCHULPROJEKT 46
DER PROJEKT DER INSTITUTIONELLEN ENTWICKLUNG 2005-2010 75
ILLUSTRATIONEN 79
ZWEITER TEIL - DIE NEUE DIDAKTIK 91
NICOLAEIORGA, IM MENSCHHEITSBEWUSSTSEIN 93
VERMITTLUNG DER GESCHICHTE DURCH WAHRHEIT UND LANDLIEBE 96
DIE VORSTELLUNG DES ANDEREN 100
DIE NOTWENDIGKEIT FÜR GESCHICHTE 102
DIE MANAGERKOMPETENZEN DES LEHRERS. EINIGE BETRACHTUNGEN 104
ZEITGENOSSISCHE UND METHODOLOGISCHE ORIENTIERUNGEN 111
INTERAKTIVE METHODEN UND TECHNIKEN 118
ERZIEHUNG FÜR EUROPÄISCHE STAATSBÜRGERSCHAFT 128
EIGENHEITEN DER LERNEN- VERMITTLUNG- EVALUATION IN DER 134
GLOBALISIERUNGSEPOCHE
MANIFESTATIONEN DER DOBRUDSCHANERNMESCHLICHKEIT LÄNGS DER 148
JAHRHUNDERTE. FREMDE AUSSAGEN
ZUSAMMENFASSUNG IN DER ENGLISCHEN SPRACHE 157
|
| adam_txt |
RÉSUMÉ
Foreword to the Readers is, as part of the
résumé,
both an introduction and a conclusion.
Part I
-
School Seen Through Changes
-
is especially designed for managers and teachers
and comprises seven "components", which deal, in a unifying conception, with the complex and
time-consuming process of the reform of the Romanian educational system, process begun
immediately after December
1989
through specific forms and measures. Within this framework,
various kinds of actions, projects and achievements from
Constante are
presented, at a time
when the author, as Deputy General School Inspector
(1993- 1997),
used to coordinate the
implementation of the reform at the county level. A distinctive aspect is provided by the results of
the fruitful Romanian- German cooperation referring to the professional training of the students
and also to the training of the specialists from technological high schools.
A synthesis of reflections, approaches, attitudes and techniques, The Project
Management, highlights the ways of implementing the changes both individually and at a group
level. Within the context of the decentralisation of the educational system, the institutional
projection constitutes the integrative-operatioml process of transposing the vision and the values
into significant, actual, and convenient results. The institutional project, as an instrument of the
managerial politics of the headmaster, centred on change, on the innovation and development of
school both structurally and functionally, is an instrument of coordinating the activities under
conditions of uncertainty. The educational offer
-
curricular
and extracurricular- represents the
most valuable part of the institutional development project, a part which allows the
individualization of schools and the creation of their "personalities".
The project management includes associate projects as well
-
European projects with
applicability on projects supervised by The Socrates National Agency, the most accessible to the
school units within the state educational system.
The Institutional Development Project
(2005 - 2010)
of the National Pedagogic College
"Constantin
Bratescu" integrates and specifically continues the managerial politics outlined
within the college for a long time.
Part
И
-
The New Didactics
-
is intended for teachers first and foremost but, similarly to
the first part, it is of interest for managers, students, parents, and the entire community as
weil.
Obviously, after December
1989,
in Romania as well one can speak of unfeigned History,
of the need for History f both as science and as school subject
The article The teacher's managerial skills. A few considerations, which comprises
reference to the fields of curriculum management and class management
-
some views can be
considered news in the field- opens the series of four materials which can be included in what we
call The New Didactics.
It is generally known that the essential message of postmodernist approaches to education
is that the teacher does not work on the students but together with them and in
ťheir
best interest.
The students are in a permanent process of becoming, of developing their status and roles, of
assimilating the necessary competence required by their "jobs as students". Moreover, the new
didactics favours a pluralistic approach, the co-existence of several instruction models, because
-
the specialists state
-
there is definitely not just one way in which students learn and much less
only one way in which these should be taught.
We also present in the context the new conception of teaching
-
learning
-
assessment
which has been promoted for several years in Europe; a document of great interest is
Recommendation No.15
(2001) -
adopted by the Committee of Ministers of the Council of
Europe- that concerns teaching history in the 21st century.
At the same time, it is emphasized that the inclusion of a method in a certain category is
relative; for example, a "traditional" method can be re-evaluated, improved, brought up-to-date in
157 "* .
."'".Г'
order
to increase its educational efficiency and, the other way round, all that is new and modern is
not necessarily efficient. One should not forget that all methods have both advantages and
drawbacks. The teachers' actual activity inside the classroom, in fact and habitually, mixes both
some of the active- participative contemporary didactics features and some of the classical
-
traditional didactics ones.
The material referring to Interactive Methods and Techniques restates that an
environment favourable to active learning is learning through cooperation. Methods and
techniques such as simulation and role play, problem solving, case study, group project work,
brainstorming
and mind-mapping, value pattern, discussion circles, work display, the jigsaw etc
are becoming an educational practice, many times in combination with the classical, re-evaluated,
modernised methods. Ten methods and techniques with active
-
participative
-
interactive features
are presented along essential lines, applied to the school subject History.
Theorists and practitioners mention that the application of active
-
participative methods
by the teacher implies their continual experimentation to discover on their own the variants of the
best combination, applying psychological knowledge and reflecting on the outcome. Furthermore,
it is highlighted that the best methods are also the most difficult and that, in addition, the teachers
of history cannot confine themselves to just one method or to a limited group of methods,
techniques, procedures of teaching- learning- assessment.
A remarkable approach is introduced by the essay Education for European Citizenship,
which underlines the fact that History has a great contribution to the shaping up of the good
citizen, as it is a school subject cut out for this. Several examples are given- original in the context
-
and it is mentioned that individual work on the source, then in small groups, followed by a
debate from a multiple point of view has as a final outcome the building
/
development in the
students of skills, democratic values and attitudes expected from the studied subject.
Specific Features of Teaching
-
Learning
-
Assessment in the Globalisation Era draws
our attention to the fact that the changing of the paradigm from modernism to postmodernism is
linked to a fundamental change of values and that the true challenge of globalisation is the
development of a universal consciousness whose main value is represented by human rights,
pluralist democracy and all the people's legality.
More and more specialists, theorists and practitioners strongly sustain that school must be
"postmodernised". The process of teaching
-
learning
-
assessment is, of course, influenced by the
evolution in the historiography field; famous historians admit that postmodernism is similar to
post-totalitarism in Eastern Europe. The teacher of history gets involved in the didactic change
and innovation wishing to improve the process of teaching
-
leaning
-
assessment, to lead
instruction to its superior stage
-
auto
-
instruction. Students need not only historical knowledge
but also to adopt a critical attitude to historic events, attitude based on their own judgement. The
following lines bring examples
-
original
-
which can be integrated into some knowledge fields
relevant to students both from the last grades in secondary school and from high school, and
which are representative from the point of view of science and contemporary society
requirements.
bi the end, it is highlighted that without the teacher's personality, qualities and skills, the
methodological innovations proper do not stimulate the students to express themselves actively or
learn from a critical perspective. Obviously, one should not forget the information technology
logistics, the number of classes a week, the modular furniture etc.
For the beauty and the message of the text, which can replace the general conclusion, we
insert the statement made by the journalist Leopold Sanchez, from
Le
Figaro Magazine
(September
2005):
"In Dobrudja one can still feel the existence of God, and the Romanians must
not copy the consumerism society, but it is necessary for them to impose themselves through what
they have best. Romania can revolutionise the spiritual life of Europe."
B»yerl«he
Λ
Staatsbibliothek
München
J
158
COPIONS
CUVÂNT CĂTRE
OTPORI
' 1
CONTRIBUŢIA ŞCOLII LA RENAŞTEREA ROMÂNIEI DE LA MARE
(1878 - 2005) 3
PARTEA
I
-
ŞCOALA ÎN SCHIMBARE
25
ÎNVĂŢĂMÂNTUL CONSTANŢEAN PE COORDONATELE REFORMEI
27
ŞCOALA ÎN SCHIMBARE
29
FÖRDERUNG DER BERUFSBILDUNG IM KREIS
CONSTANTA
DURCH 36
KOOPERATIVE ZUSAMMENARBEIT MIT DER D.S.E.
(PROMOVAREA PREGĂTIRII
PROFESIONALE IN
JUDEŢUL CONSTANTA PRIN COLABORAREA FRUCTUASA CU D.S.E.
)
MANAGEMENT ŞI CALITATEA ÎNVĂŢĂMÂNTULUI. CONDUCEREA UNITĂŢII ŞCOLARE
41
ÎNTR-UN SISTEM DESCENTRALIZAT
INVESTIŢIE STRATEGICĂ ÎN OM
44
MANAGEMENT DE PROIECT. PROIECTARE ŞI APLICAŢII: PROIECTUL ŞCOLII
46
PROIECTUL DE DEZVOLTARE INSTITUŢIONALĂ:
2005-2010 75
ILUSTRAŢII
79
PARTEAalI-a -NOUADIDACTICĂ
91
NICOLAEIORGA, ÎN CONŞTIINŢA UMANITĂŢII
93
PREDAREA ISTORIEI PRIN ADEVĂR Şl IUBIRE DE ŢARĂ
96
IMAGINEA CELUILALT
· 100
NEVOIA DE ISTORIE
102
COMPETENŢE MANAGERIALE ALE PROFESORULUI. CÂTEVA CONSIDERAŢII
104
ORIENTĂRI METODOLOGICE CONTEMPORANE
111
METODE ŞI TEHNICI INTERACTIVE
118
EDUCAŢIE PENTRU CETĂŢENIE EUROPEANĂ
128
PARTICULARITĂŢI ALE PREDĂM-ÎNVĂŢĂM-EVALUĂRII ÎN EPOCA GLOBALIZĂRB
134
MANIFESTĂRI ALE OMENIEI DOBROGENILOR DE-A LUNGUL SECOLELOR.
148
MĂRTURII STRĂINE
REZUMAT ÎN LIMBA ENGLEZĂ
157
CONTENTS
FOREWORD TO THE READERS
1
THE SCHOOL CONTRIBUTION TO THE RENAISSANCE OF ROMANIA ON THE SEA
3
COAST
(1878-2005)
PART I
-
SCHOOL SEEN THROUGH CHANGES
25
THE EDUCATIONAL SYSTEM IN CONSTANTZA ON THE REFORM COORDINATES
27
SCHOOL SEEN THROUGH CHANGES
29
PROFESSIONAL TRAINING PROMOTION IN THE DISTRICT OF CONSTANTZA BY
36
THE FRUITFUL COLLABORATION WITH D.S.E.
MANAGEMENT AND THE EDUCATIONAL SYSTEM QUALITY. SCHOOL
41
MANAGEMENT IN A DECENTRALISED SYSTEM
STRATEGIC INVESTMENT IN THE HUMAN BEING
44
PROJECT MANAGEMENT. PLANNING AND APPLICATIONS: THE SCHOOL PROJECT
46
INSTITUnONAL DEVELOPMENT PROJECT:
2005 - 2010 75
ILLUSTRATIONS
79
PART II
-
THE NEW DIDACTICS
91
NICOLAEIORGA, IN THE HUMANITY CONSCIOUSNESS
93
TEACHING HISTORY THROUGH TRUTH AND LOVE FOR THE COUNTRY
96
THE OTHER'S IMAGE 1
00
THE NEED FOR HISTORY
102
THE TEACHER'S MANAGERIAL SKILLS. A FEW CONSIDERATIONS
104
CONTEMPORARY METHODOLOGICAL APPROACHES
111
INTERACTIVE METHODS AND TECHNIQUES
1
î
8
EDUCATION FOR EUROPEAN CITIZENSHIP
128
SPECIFIC FEATURES OF TEACHING
-
LEAJANING
-
ASSESSMENT IN THE
134
GLOBALISATION ERA
* # *
MANIFESTATIONS OF HUMANITY OF THE PEOPLE FROM DOBRUDJA
148
THROUGHOUT THE CENTURIES. TESTIMONIES FROM ABROAD
RÉSUMÉ
IN ENGLISH
157
SOMMAIRE
AU LECTEUR
1
CONTRIBUTION DE L'ECOLE A LA RENAISSANCE DE LA ROUMANIE DE LA MER
3
(1878-2005)
I
Èro PARTIE
-
L'ECOLE EN EVOLUTION
25
L'ENSEIGNEMENT DE
CONSTANTA
SUR LES COORDONNEES DE LA REFORME
27
L'ECOLE EN EVOLUTION
29
PROMOTION DE LA FORMATION PROFESSIONNELLE DANS LE DEPARTEMENT DE
36
CONSTANTA
EN COLLABORATION ETROITE AVEC D.E.S.
MANAGEMENT ET QUALITE DE L'ENSEIGNEMENT. LA DIRECTION D'UN
41
ETABLISSEMENT SCOLAIRE DANS UN SYSTEME DECENTRALISE
INVESTISSEMENT STRATEGIQUE EN INDIVIDU
44
MANAGEMENT DE PROJET. PROJECTION ET APPLICATIONS
:
LE PROJET DE
46
L'ECOLE
LE PROJET DE DEVELOPPEMENT INSTITUTIONNEL:
2005 - 2010 75
ILLUSTRATIONS
79
II
c PARTIE
-
LA NOUVELLE DIDACTIQUE
91
NICOLAEIORGA DANS LA CONSCIENCE DE L'HUMANITE
93
L'ENSEIGNEMENT DE L'HISTOIRE
-
VERITE ET AMOUR DE PAYS
96
L'IMAGE DE L'AUTRE
100
LE BESOIN D'HISTOIRE
102
COMPETENCES DE MANAGEMENT DU PROFESSEUR. QUELQUES
104
CONSIDERATIONS
REPERES METHODOLOGIQUES CONTEMPORAINS
111
METHODES ET TECHNIQUES INTERACTIVES
1 ÍS
EDUCATION POUR CITOYENNETE EUROPEENNE
128
ENSEIGNEMENT
-
APPRENTISSAGE
-
EVALUATION A L'EPOQUE DE LA
134
MONDIALISATION. PARTICULARITES
* * *
MANIFESTATIONS DE L'HOSPITALITE DES HABITANTS DE LA DOBROUDJA AU
148
FIL DES SIECLES. TEMOIGNAGES DES ETRANGERS
RESUME EN ANGLAIS
157
INHALT
VORWORT FÜR DIE LESER 1
BEITRAG DER SCHULE ZUR WIEDERGEBURT RUMÄNIENS VOM MEER (1878- 2005) 3
ERSTER TEIL - SCHULE IN VERÄNDERUNG 25
DER SCHULUNTERRICHT IN
CONSTANTA
AUS DER AUSSICHT DER REFORM 27
SCHULE IN VERÄNDERUNG 29
FÖRDERUNG DER BERUFSBILDUNG IM KREIS
CONSTANTA
DURCH KOOPERATIVE 36
ZUSAMMENARBEIT MIT DER D.S.E.
MANAGEMENT UND DIE QUALITÄT DES SCHULUNTERRICHTS. DIE LEITUNG DER 41
SCHULE IN EINEM DEZENTRALISIERTEN SYSTEM
STRATEGISCHE INVESTITION IM MENSCH 44
PROJEKT MANAGEMENT. PLANEN UND ANWENDUNGEN : DER SCHULPROJEKT 46
DER PROJEKT DER INSTITUTIONELLEN ENTWICKLUNG 2005-2010 75
ILLUSTRATIONEN 79
ZWEITER TEIL - DIE NEUE DIDAKTIK 91
NICOLAEIORGA, IM MENSCHHEITSBEWUSSTSEIN 93
VERMITTLUNG DER GESCHICHTE DURCH WAHRHEIT UND LANDLIEBE 96
DIE VORSTELLUNG DES ANDEREN 100
DIE NOTWENDIGKEIT FÜR GESCHICHTE 102
DIE MANAGERKOMPETENZEN DES LEHRERS. EINIGE BETRACHTUNGEN 104
ZEITGENOSSISCHE UND METHODOLOGISCHE ORIENTIERUNGEN 111
INTERAKTIVE METHODEN UND TECHNIKEN 118
ERZIEHUNG FÜR EUROPÄISCHE STAATSBÜRGERSCHAFT 128
EIGENHEITEN DER LERNEN- VERMITTLUNG- EVALUATION IN DER 134
GLOBALISIERUNGSEPOCHE
MANIFESTATIONEN DER DOBRUDSCHANERNMESCHLICHKEIT LÄNGS DER 148
JAHRHUNDERTE. FREMDE AUSSAGEN
ZUSAMMENFASSUNG IN DER ENGLISCHEN SPRACHE 157 |
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| geographic | Rumänien (DE-588)4050939-4 gnd |
| geographic_facet | Rumänien |
| id | DE-604.BV022717471 |
| illustrated | Illustrated |
| index_date | 2024-07-02T18:28:58Z |
| indexdate | 2024-07-09T21:04:24Z |
| institution | BVB |
| isbn | 9736445119 9789736445118 |
| language | Romanian |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015923240 |
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| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 158 S. Ill. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Ex Ponto |
| record_format | marc |
| spelling | Vitanos, Constantin Verfasser aut Şcoala în epoca globalizării noua didactică Constantin Vitanos Constanţa Ex Ponto 2006 158 S. Ill. txt rdacontent n rdamedia nc rdacarrier PST: School in the globalisation era. - Zsfassung in engl. Sprache Geschichte gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Rumänien (DE-588)4050939-4 gnd rswk-swf Rumänien (DE-588)4050939-4 g Schule (DE-588)4053474-1 s Geschichte z DE-604 Unterricht (DE-588)4062005-0 s Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015923240&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015923240&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Vitanos, Constantin Şcoala în epoca globalizării noua didactică Schule (DE-588)4053474-1 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4053474-1 (DE-588)4062005-0 (DE-588)4050939-4 |
| title | Şcoala în epoca globalizării noua didactică |
| title_auth | Şcoala în epoca globalizării noua didactică |
| title_exact_search | Şcoala în epoca globalizării noua didactică |
| title_exact_search_txtP | Şcoala în epoca globalizării noua didactică |
| title_full | Şcoala în epoca globalizării noua didactică Constantin Vitanos |
| title_fullStr | Şcoala în epoca globalizării noua didactică Constantin Vitanos |
| title_full_unstemmed | Şcoala în epoca globalizării noua didactică Constantin Vitanos |
| title_short | Şcoala în epoca globalizării |
| title_sort | scoala in epoca globalizarii noua didactica |
| title_sub | noua didactică |
| topic | Schule (DE-588)4053474-1 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Schule Unterricht Rumänien |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015923240&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015923240&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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