Articolul precedent |
Articolul urmator |
355 2 |
Ultima descărcare din IBN: 2022-01-05 16:00 |
Căutarea după subiecte similare conform CZU |
37.036 (246) |
Educație (14306) |
SM ISO690:2012 BULARGA, Tatiana. Implementarea conceptului eficienței artistice prin promovarea unei viziuni progresiste. In: Relevanța și calitatea formării universitare: compentențe pentru prezent și viitor, 9 octombrie 2020, Bălți. Bălți: Universitatea de Stat „Alecu Russo" din Bălţi, 2020, Volumul II, pp. 104-110. ISBN 978-9975-50-256-6. |
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Relevanța și calitatea formării universitare: compentențe pentru prezent și viitor Volumul II, 2020 |
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Conferința "Relevanța și calitatea formării iniversitare: competențe pentru prezent și viitor" Bălți, Moldova, 9 octombrie 2020 | ||||||
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CZU: 37.036 | ||||||
Pag. 104-110 | ||||||
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In our research we proceed from the reality that the artistic activity differs much from other human activities through its ontological specifics, which requires taking into account the opportunities and challenges that arise in individual potential manifestation of the child, act that expresses by transposing the theoretical prescriptions into practical actions indisputable by the presence of emotional-affective reactions, by developing projects and logistical maps of action, is not waiting for certain stimuli coming from outside, but by enhancing the artistic intentions and decisions of child – subjects of education. In the process of artistic perception in instructive and formative actions is identified with the educative action itself. The considerable weight rests on the participative state kid to the design, development and evaluation/self-evaluation (through prescription of individual behavioural maps, anticipating practical actions, varying operations, performing the tasks by choosing the optimal variants for solving) and the dynamics of professional competence of teachers to achieve gradually the theoretical design process and practical actuating, by identifying educational content and valuable actions, diagnosing the individual resources, planning, forming hypotheses, sequential and final evaluation. |
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Cuvinte-cheie artistic education, proactive behaviour, success of personality, innovative and artistic praxeology, artistic action of teacher, artistic action of pupil, creativity, actional freedom |
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