Articolul precedent |
Articolul urmator |
517 10 |
Ultima descărcare din IBN: 2024-05-06 14:19 |
Căutarea după subiecte similare conform CZU |
371.12:159.923 (4) |
Educație (14745) |
Psihologie (3508) |
SM ISO690:2012 ŞLEAHTIŢCHI, Mihail. Didactogenia, între fobie și nevroză, dispnee și tahicardie. In: Asistența psihologică la etapa contemporană: realități și perspective, Ed. 1, 21 octombrie 2022, Bălți. Bălți, Republica Moldova: CEP UPS „I.Creangă”, 2022, pp. 7-15. |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
Asistența psihologică la etapa contemporană: realități și perspective 2022 | ||||||
Conferința "Asistența psihologică la etapa contemporană: realități și perspective" 1, Bălți, Moldova, 21 octombrie 2022 | ||||||
|
||||||
CZU: 371.12:159.923 | ||||||
Pag. 7-15 | ||||||
|
||||||
Descarcă PDF | ||||||
Rezumat | ||||||
Teachers’ inability to comply with the rules of the organization and conduct of the training process leads to a negative attitude of their students towards learning. The evidence that specialists from this field have been able to record to this day attests that, as a rule, the appearance of the targeted type of negativism is linked to cases where the inappropriate professional behavior of the teaching staff has as a purpose the dissemination of induced phobia states in the classroom, classroom-induced anxiety, classroom-induced frustration, classroom-induced depression or/and classroom-induced neurosis. As soon as they appear, the states in question impose themselves as factors affecting work disposition and resistance to effort. In such a case, students will find it extremely difficult - or even impossible - to perform an activity that is rewarding, fast and of good quality. Their attitude towards learning will degrade significantly, turning into a sort of a positioning that will minimize - or even exclude - the idea that things aimed at acquiring knowledge, skills and abilities should be done with selflessness and pleasure, out of conviction and on your own initiative, conscientiously and with great diligence. |
||||||
Cuvinte-cheie didactogeny, negative attitude towards learning, classroom-induced phobia, classroom-induced anxiety, classroom-induced frustration, classroom-induced depression, classroom-induced neurosis, somato-physiological effects |
||||||
|