Modelul situaţional al pregătirii specialistului pentru învăţămîntul primar [Articol]

Abstract

A relevant feature of the new didactics of the superior school is that it chooses the functional and global competences instead of the notional acquisition and fragmentary knowledge. The major competences that must be formed when speaking about the specialists of teaching in primary schools: the communicative competence, the interpretative competence, the cognitive and operative competences may be achieved by a well-prepared teacher from the perspective o f situational approach. The situational approach, which is derived from the constructivist teaching strategy, reflects the knowledge and experience in order to be integrated in cognitive structures. The cognitive psychology : stresses on the situational character of teaching, as well as its practical usage. Thus, the student becomes a person, who is able to solve tasks which are proposed by the teacher in order to discover information and to transfer and application it in other domains or to solve problem- situations which can appear in life. The system that is proposed by us, especially when forming the communicative competence which reflect the levels o f learning through experience: concrete experience, reflection, active experiment. Being based on teaching tasks, which are connected to real life situations, investigations and problems-solving, the situational model of forming the future teacher offers arguments for teaching and assures a connection between theory and practice.