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Skip to main content. Log In Sign Up. Iulian Boldea Editorial advisor: Regardless of the perspective for the approach as a semiotic or social interaction, communication represents a fascinating game of assumptions and subtle meanings that most people learn to play in a more or less efficient manner. The difficulties arise especially when meanings are not clarified or when the explanations do not suffice, activities which are not always easy to accomplish.
The interaction of a person with a group is a lot more difficult. Didactic communication, a direct and multipolar process shows just this type of interaction, where the teacher will always wonder psihilogiei his ability to facillitate the understanding in a case where only verbal communication will be enough to influence understanding and maintain the attention of the class.
This paper has the goal of highlighting the importance of understanding in the process of didactic communication, as a first elementary and automated stage as well as a ladder towards interpretation, through judgement and inferences as a second stage. The two stages that do not have an exact boundary as many times they combine, represent the key that opens the door to efficient didactic communication.
Sincethe Palo Alto School put the study of interaction and communication intoa new perspective. The representatives of this school focused on kinesics, proxemics and contexts in communication, developing a genuine systemic and interractive model of communication. The theoretical approach of Palo Alto School considers communication as psihopogiei integrated social phenomenon, building a bridge between relational and organizational aspects; the inter-individual and social mechanisms that regulate relations social relations, namely that every human behavior has a communicative value.
This is one consideration which led to a didcatica of definitions of universal and all- embracing concept of communication. Dance and Carl E. Larson tried to select relevant definitions and obtained formulations. Performed about 30 years ago, their approach allowed specialists organize information according to the specific social and human disciplines, to the selected theoretical models and operational methodological approaches.
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Denis McQuail states that each of the definitions of Frank E. Dance emphasizes other parts of the communicative process: Consequently,communication can be seen either as a transmission or reception process because messages can be sent without a specific recipient or may be perceived to have been passed unconsciously3.
If we admit Intent as a prerequisite to transmission-reception of messages we can even exclude non-verbal communication. In terms of process, communication can be seen as either a linear and unidirectional transmission of messages school as a processor as Palo Alto School, a circular interactiveprocess. There are also both the active approach to communication, when the transmitter tries to influence the receiver, and the reactive perspective, when the transmitter accepts the influence and adapts to context.
Another communication approach is related to “interaction” as the mutual action of two bodiesreflected by two pairs forces: The interaction in Communication consists of the exchange of messages between people,or, using the terminology established between the transmitter and receiver in a circular and interactiveprocess.
The many communication situations allow us to consider this process as being polysemic and simultaneously diversified and nuanced, and due to increasing intervention of modern techniques in human communication. In conclusion, from theeffective communication process perspective, correlated with the different ways of defining the message, two major schools can be delineated: Codification becomes signification, and decoding reaches the higher level of interpretation and understanding of texts.
The Semiotic School operates with concepts of sign, significance, and meaning, to a deeper understanding of the transmitterintent and content of the sent message. Regardless of the semiotic or social interaction approach, communication is a fascinating game of assumptions and subtle meanings that most people learn to perform in a more or less effective way.
Difficulties arise especially when meanings are not clarified or when prerequisites are not checked, which is not always easy common in the act of didactic and educational communication due to the misscommunication between teacher and some students. As previously presented, interaction refers to the idea of a mutual action, as the word etimology. Applied to human relations, communication is a circular process in which every mesage,every behavior of a protagonist acts as a stimulus to the recipient and involves a feedback which in turn becomes the stimulus for the first.
It’s what might be expressed by the feedback. The concept of interaction is obviously inseparable from that of contexts, because the communication environment carries rules and codes that add specific features and would therefore meet all the influences an individual can experience in relation to linguistic and non- linguistic behavior of another individual, influencing its way of understanding and interpreting the communication. Interaction occurs only when the messages and assumptions of intention transmitter are clarified.
Besides the exchange of messages between the transmitter and receiver, the interaction includes feelings and perceptions as well.
Thus, Interaction represents a process of communication between two or more persons where both linguistic meaning and emotional response are mutually clarified whenever this is required. For an effective interaction, establishing interpersonal relationships is more than necessary which induces that as partners know better, need of verification decreases.
The interaction of an individual with group of people is more difficult. Didactic communication, which is a direct and multipolar process, precisely illustrates this type of interaction, where the teacher will always ask how to facilitate understanding, if only verbal communication will be sufficient to influence understanding drina maintain attention of the class. Consequently, before decoding the message, both the transmitter and the receiver will filter out messages trough a number of personal “screens”.
During these “shielding” the teacher will ask questions about the communication psihologlei What do students expect from me? What level of language do I need to produce an impact on students?
What impression will I do? Do students respect me? Can I trust this teacher? This means that the student is able to differentiate doeina the cognitive and emotional components of the message. Students may express interest, but at the same time may psihologiri difficulty in the message cognitive understanding. The didactifa perceived will cause the teacher make further efforts to clarify the content. The definition of interaction therefore includes both emotional and cognitive communication.
What is often ignored in classroom activities, is the emotional component. Sensitivity and mutual understanding in the communication process play valuable and important role. Since we focus on the communication objectives and met salsvastru, we can say that through writing, speaking, persuasion, and explanation, we bear in mind the following main goals: Didactic Communication is like a theater scene where the teachers can have different roles: Students have a double role: Given the fact that in present our educational system fowards learning skills centered education, it is essential that students understand the conveyed knowledge.
Ddiactica in this way they will know what they speak, what to do, how to do it and especially how to apply what they have learned.
Thus starting from the question What should the teacher do for students to understand what they are presented?
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Expertise and teaching practice showed us that that there is an reverse relationship between the number of set objectives and those actually met by the end of the class. The same type of relationship is maintained between the number of set objectives and content understanding by students. In this context, the working hypothesis is related to the following issue: The dependent variable is the understanding and the independent claimed variables, specific to the teaching profession will be: Ultimately, the solutions identified are represented by a model of understanding and the effects of its application can be measured by analyzing the impact on the students, as the ultimate beneficiaries of any educational endeavor.
The Group of subjects was represented by a total of teachers who teach in grammar schools and high schools in the counties of: Dorian high number of lesson plans from urban areas is due to the fact that at a national level, the number of teachers employed in urban areas is higher than that of rural areas. Because livelong learning and training of staff in secondary didacgica is supported by the MEN, most teachers have teaching degrees. We chose to analyze lesson plans for the VIIth and IXth grade as the study of chemistry – as a subject at secondary level begins in the seventh grade and most of the contents of the first year of study, are repeated and developed at the high school level in the IXth grade.
Another reason is the fact that in these stages of initiation into the study of chemistry, the importance of teaching content is crucial for students. In these years they decide the “fate” of this object, in the sense of understanding or not the taught content and furthermore, of including chemistry class in the student likes or dislikes.
That is why, at this stage, the influence of the teacher is crucial. Later, student comprehension will be marked by many more actions. In many cases, especially in diidactica areas, the same teacher teaches both cycles.
The four counties BH, CS, DJ, IS and Bucharest have universities but 4 counties have no universities, however, in municipalities of residence state and private universities branchesoperate. After studying school documents curricula, syllabi, annual and half-yearly planning calendarin the first stage of research, we asked from the mentioned teachers group, chemistry lesson plans developed for topic “Electron shell of the atom,” which class is taught both at the seventh and ninth grade.
We chose this lesson because the high level of abstractization of the taught knowledge requires mastery by the teacher, since it is difficult for students to understand the concepts of layer, substrate, orbital,atomic energy, electron layer energy and to apply the rules of employment and psjhologiei filling layers.
Ne will stop but only on a few of them: To what extent the lesson plan is a fundamental part of the work of the teacher? Only 5 teachers downplayed the role of planning in the work of the teachers, 18 gave a share “average importance” andconsidered it of a very high 91 and great 40 importance.
We should mention the fact that of the five teachers who gave importance to planning, four have the Ist teaching degree, meaning for them planning may be no longer a priority, due to their great experience, and to the fact that they never had attraction dorkna this stage of planning lessons.
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A statistical analysis performed on the academic degrees basis, shows following distributions: For the 1st Option, there were few 1st degree teachers and the percentage decreased significantly compared to the previous situation, being These figures reinforce the importance of didactic planning. Which do you think would be the average optimal number of operational objectives for a lesson?
Among the teachers who have opted for an estimated operational objectives for the lesson, the distribution of responses on the criterion teaching degreesdrew attention our attention. We believe that the didacctica percentage of senior teachersis due to the fact that at the early teaching career, they are still under the influence of quantitative elements, meaning that many seek to achieve a lot during the lesson, which may result in a lower understanding of the transmitted knowledge, since there is insufficient time for explanation.
Proposed analogy is based on the statements of Paul Cornea8on the stages of understanding, stating that there is a first stage, which is elementary and automatic, in which understanding occurs typically when sorina with others is spontaneous,based on accepted conventions and a second stage called interpretation, where the meanings are assumed,based on each other own judgments.
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Likewise, the interpretation is not only the excellence result of initial understanding, but it complements it and improves its action. These values show that senior teachers want to meet the lesson plan more than Ist degree teachers, in other words, as experience increases, the empirical role in teaching becomes more important, and also didqctica teacher flexibility and adaptability to context, to the actual conditions of sorina classroom.
Moreover, at this stage, the context has an considerable impact on the understanding of the knowledge the teacher wants to convey during the lesson. The present approach to communication was twofold: Salavastrru the research we tried to constantly respond to the question: What should the teacher do for students to understand thetransmitted knowledge?
In order to reach that agreement between “words” teacher and cognitive set, namely students’ experience as a pre – condition of the understanding, the first step that must be done is the construction of the teaching message. This selection of information sent to students in the acquisition of knowledge has led us diadctica review the option of lesson plans.
I wanted for the actual construction phase of the didactic message, to actually see what the teacher is saying. Our work would not have been purposeful if we doriha stopped at this stage.
I used the word “possibly” because only if the student understands the information is remembered and information is understood when complying with validity criterion. From this point, there is a need to answer to the following questionsHow much does the teacher forina This is why the first question in the questionnaire continued the teaching planning topic, in the sense of trying to honestly determine the design-implementation report.