| Articolul precedent |
| Articolul urmator |
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 476 27 |
| Ultima descărcare din IBN: 2024-01-05 14:13 |
| Căutarea după subiecte similare conform CZU |
| 37.013.3 (67) |
| Fundamente ale educației. Teorie. Politică etc. (3925) |
 SM ISO690:2012GEORGESCU, Maria. Instruirea diferențiată prin modelul mastery learning. In: Calitate în educație - imperativ al societății contemporane, 4-5 decembrie 2020, Chişinău. Chișinău, Republica Moldova: CEP UPS „I.Creangă”, 2020, Vol.2, pp. 159-166. ISBN 978-9975-46-482-6; 978-9975-46-484-0. |
| EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
| Calitate în educație - imperativ al societății contemporane Vol.2, 2020 |
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Conferința "Calitate în educație - imperativ al societății contemporane" Chişinău, Moldova, 4-5 decembrie 2020 | ||||||
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| CZU: 37.013.3 | ||||||
| Pag. 159-166 | ||||||
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| Rezumat | ||||||
The correlation between training processes and learning efficiency is significantly influenced by the quality of training and the characteristics of students taken in the sense of individual learning differences, considered modifiable, submitted to improvement in different ways. Both variables, essential and decisive in the organization and realization of the educational process, are in a reciprocal relationship, meaning that, as far as the quality of training depends on individual learning differences, but they are also influenced by the quality of the educational process. Learning results are the product of this interaction between pedagogical treatment and the individual learning differences of the participants in the training process [3]. |
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| Cuvinte-cheie differential education, complete learning, successful results |
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Cerif XML Export
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