Articolul precedent |
Articolul urmator |
748 12 |
Ultima descărcare din IBN: 2024-05-19 06:44 |
Căutarea după subiecte similare conform CZU |
378.1(478) (17) |
Învățământ superior. Universități. Cursuri universitare (2640) |
SM ISO690:2012 MANCAŞ, Maria, VICOL, Liliana. Profesorul de Bologna: pragmatism şi corectitudine în mediul universitar. In: Competitivitatea şi inovarea în economia cunoaşterii, 25-26 septembrie 2015, Chişinău. Chişinău: Departamentul Editorial-Poligrafic al ASEM, 2015, Vol. 4, Partea I, pp. 167-172. ISBN 978-9975-75-773-7. |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
Competitivitatea şi inovarea în economia cunoaşterii Vol. 4, Partea I, 2015 |
||||||
Conferința "Competitivitatea şi inovarea în economia cunoaşterii" Chişinău, Moldova, 25-26 septembrie 2015 | ||||||
|
||||||
CZU: 378.1(478) | ||||||
Pag. 167-172 | ||||||
|
||||||
Descarcă PDF | ||||||
Rezumat | ||||||
In 2007 The National Alliance of Student Organizations of Romania introduced the concept of Bologna Professor as a topic in the Project Bologna Professor Gala. Thus, the students from different universities from Romania created the image of Bologna Professor, in order to appreciate publicly teacher competence, to improve higher education by awarding and promoting teacher forming generations, which are true values and models for students.
Undoubtedly, both professors and students need a permanent dialogue, acceptance, support and to confirm the results of their work through the development of strategic partnerships that can be achieved through certain pragmatic goals. Therefore , we need clear and correct perceptions about establishing a proper educational environment and to express ourselves as balanced and empathic individuals in the communication process. This means , in the teacher-student partnership, to avoid behavioral errors. So, university communication by NLP will enable us to discover the perception of the people we interact with, to know certain ways of adapting unique perception styles and to apply the principles and techniques of NLP in the university communication. |
||||||
Cuvinte-cheie profesor de Bolognia, obiective pragmatice, erori comportamentale, parteneriat universitar, tehnica PNL, canale de comunicare VAKOG, axiome, metoda VAK, comunicare universitară, demers educaţional |
||||||
|
Dublin Core Export
<?xml version='1.0' encoding='utf-8'?> <oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'> <dc:creator>Mancaş, M.</dc:creator> <dc:creator>Vicol, L.</dc:creator> <dc:date>2015</dc:date> <dc:description xml:lang='en'>In 2007 The National Alliance of Student Organizations of Romania introduced the concept of Bologna Professor as a topic in the Project Bologna Professor Gala. Thus, the students from different universities from Romania created the image of Bologna Professor, in order to appreciate publicly teacher competence, to improve higher education by awarding and promoting teacher forming generations, which are true values and models for students. Undoubtedly, both professors and students need a permanent dialogue, acceptance, support and to confirm the results of their work through the development of strategic partnerships that can be achieved through certain pragmatic goals. Therefore , we need clear and correct perceptions about establishing a proper educational environment and to express ourselves as balanced and empathic individuals in the communication process. This means , in the teacher-student partnership, to avoid behavioral errors. So, university communication by NLP will enable us to discover the perception of the people we interact with, to know certain ways of adapting unique perception styles and to apply the principles and techniques of NLP in the university communication.</dc:description> <dc:source>Competitivitatea şi inovarea în economia cunoaşterii (Vol. 4, Partea I) 167-172</dc:source> <dc:subject>profesor de Bolognia</dc:subject> <dc:subject>comunicare universitară</dc:subject> <dc:subject>obiective pragmatice</dc:subject> <dc:subject>erori comportamentale</dc:subject> <dc:subject>parteneriat universitar</dc:subject> <dc:subject>tehnica PNL</dc:subject> <dc:subject>canale de comunicare VAKOG</dc:subject> <dc:subject>axiome</dc:subject> <dc:subject>metoda VAK</dc:subject> <dc:subject>demers educaţional</dc:subject> <dc:title>Profesorul de Bologna: pragmatism şi corectitudine în mediul universitar</dc:title> <dc:type>info:eu-repo/semantics/article</dc:type> </oai_dc:dc>