<?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>Duhlicher, O.</dc:creator>
<dc:creator>Macovei, D.</dc:creator>
<dc:date>2012-07-02</dc:date>
<dc:description xml:lang='en'>t is obvious that didactic communication by its specific teaching is important for developing an effective and inclusive school climate. Didactic communication directs the work of teachers by boosting their capacity to: a) create a viable lesson plan, b) develop an educational message, c) focus on each student's educational message, taking into account the intellectual, socio-affective and psychomotor peculiarities, d) stimulate continuous improvement of educational action by taking full advantage of the reverse connection to external cycles designed as a prerequisite for self-instruction/self-education. It should be mentioned that didactic communication is the main tool in promoting the educational climate which can influence positively or negatively by its peculiarities.</dc:description>
<dc:source>Studia Universitatis Moldaviae (Seria Ştiinţe Umanistice) 54 (4) 132-135</dc:source>
<dc:title>Influenţa comunicării didactice asupra climatului educaţional</dc:title>
<dc:type>info:eu-repo/semantics/article</dc:type>
</oai_dc:dc>