Acta et Commentationes Sciences of Education

21-29

Authors: Vasile PANICO

The study is dedicated to the analysis and development of the concept of education-self-education. The paper examines the components, structure, and functions of self-education as a permanent pedagogical process of self-training-self-development. Education-self-education as a social-human activity consists of a complex system of components/elements that are constantly related.The fundamental function of education-self-education consists in the formation-self-formation and development-self-development of the personality and the society under all its constitutive aspects of formal and informal order. Within self-education, both the personality and the society in all its structural aspects are transformed/concretized into self-educators. Self-education is a process-oriented to self-formation of consciousness and behaviour in self-educator/self-educators. As self-educators are the personality, formal and informal groups, territorial and national communities, social organizations.

42-47

Authors: Teodora VASCAN

Computational thinking will influence everyone in every field of activity. This vision represents a new educational challenge for our society, especially for our children. When we "think computationally", we must pay attention to the three factors: science, technology and society. The acceleration of technological progress and the requirements of society at the current stage forces us to review the most basic scientific questions related to computational thinking. Nowadays, school systems emphasize the relevance of "computational thinking" and educational robotics not only in STEM education (science, technology, engineering and mathematics), but also in other humanities as strengthening students' creativity and ability to solve problems. This article presents a synthesis of computational thinking with examples of its development in primary school through educational robotics.

55-62

Authors: Efthalia TSENGELIDOU

GreeceAbstract.The article addresses the notion of school dropout, highlighting its causalityand the main scientific theories of school dropout from a pedagogical perspective. It also analyzes social policies for the prevention and control of school dropout.

69-75

Authors: Anca-Mihaela NASTASĂ

The project manageris the "key to success" in any social activity, in general, in the area of research and educational development, in particular. He is the one able to lead the pre-university school institution / organization by making the best use of the psychological andsocial resources of all its members. Under his leadership, these members, who have the quality of actors of education, become efficient by the fact that “they do not work for each other, but with each other. The project manager cultivates a sense of self-confidence in the team he leads to achieve common goals and objectives. This feeling transmitted to the team and its groups reflects the qualities of the project manager, defined in terms of leadership, at the level of a superior product expressed in termsof a formula that assembles and synthesizes: commitment x character x competence x consistency x cohesion (leader and team conducted efficiently).

83-89

Authors: Ludmila COTOS

The Covid-19 health crisis has highlighted the vulnerability of organizations to large-scale disruptive events. This crisis has not exempted any school, regardless of size or level. This is why organizational resilience appears today, more than ever, as a capacity that any educational organization must seek to develop. The key question is no longer whether organizations need organizational resilience, but rather how they can develop it. The contributions of organizational resilience lie in the organization's ability to implement individual and collective tools that will allow managers and teachers to go through interruptions, to recover and thus avoid the damage caused by stress, demotivation and deterioration of quality of life at work.

95-104

Authors: Lilia LUCHIANENCO

The complete development of the child's personality is difficult when certain barriers are present. In these cases, the primary role in the early detection of these difficulties resume to psychoneurological tests. The obtained results dictate the method and principles necessary for the elaboration of an individual program of development, neuropsychological rehabilitation for each child. At the end of the development / rehabilitation program, children will maintain the ability toanalyze, to easily orient themselves in the environment, to express their thoughts clearly, they will be able to defend their opinions and they will easily establish social contacts.

116-120

Authors: Adriana ISTRATE-ȘTEFĂNESCU

The methodical activity is one of the most important pedagogical activities, organized, planned and implemented in the school, integrated in the educational management. Starting from the reference sphere that includes the pedagogical activities of school managers (school inspectors, principals, leaders of methodical commissions, specialized teachers, teachers-leaders, teachers-researchers, etc.) involved in the evaluation, guidance and continuous improvement of the educational process we present the curricular and managerial vision of the methodical activity as a strategic tool for quality approach involved in fulfilling the functions of evaluation and guidance / methodical coordination of education / training activities and their regulation-self-regulation (through methodical research and pedagogical improvement).The methodical activity in pre-university education institutions can be approached in a narrow sense, with reference to the actions of improvement of the didactic process, of teaching-learning-evaluation, but also in a broad sense, with reference to all pedagogical activities of school managers, especially teachers, who fulfill a multitude of roles: teaching / training, in general; cultural animation, psycho-pedagogical and social counseling, coordination of the class teaching staff; partnership with family and local community, mentoring, etc. -assumed in a formal and non-formal context.

126-135

Authors: Tatiana CIORBA-LAȘCU

L'article présente la spécificité de l'approche discursive du texte littéraire afin de développer la compétence de communication en anglais. Cette approche est nouvelle dans le processus de travail avec le texte littéraire, qui considère le texte comme un discours mettant l'accent sur les relations établies entre auteur et lecteur, les conditions de production du texte, les fonctions d'adaptation à la situationde communication. Le texte est vu comme une activité sociale. Pour cette raison, l'auteur met en œuvre à la fois des dispositifs textuels et extratextuels tels que sociaux et culturels. Ainsi, l'approche discursive du texte littéraire met l'accent sur l'expression «au-delà du texte».

26-35

Authors: Marcel TELEUCA , Petru JELESCU

Paradoxically, but the more artificial intelligence penetrates the mysteries of natural, human intelligence, in our life and activity, imitating and displaying it, the more unknown and enigmatic remains the human intellect, our intellectual endowment, our skills, predispositions etc. How does all this relate to each other in a real, ontic, but also categorical, scientific way? This is the big question that we try to answer in this short article.

52-62

Authors: Corina NEGARA

he rapid shift from traditional classes to online classes recently made, exacerbated by a lack of prior planning, has led to inefficient training and led to prejudices about the effectiveness of online classes. The analysis of the technology of realization of online classes is important, first of all, for a good design of them. The article presents solutions that allow you to design and conduct an online classtaking into account the needs of the trainees and the specifics of the online environment.

72-77

Authors: Nikolai MARUNICH, Violeta BOGDANOVA

The paper substantiates and suggests an extended approach to teaching "Computer science". The risks created by the present put the study of "Computer science" in the first place in the modern educational process. The innovative spiral approach proposed by the author expands the modern basic teaching of the discipline. The concept of implementation of the approach justifiably shows the positive aspects of its application in the educational process. The co-evolution of human-machine systems dictates the need for a comprehensive professional study of IT technologies as one of the factors that catalyze the emergent effect of the educational system.

88-96

Authors: Natalia ROTARI, Diana CHISCA, Eduard COROPCEANU

The interdisciplinary approach, the involvement of interdisciplinary activities has become an important and challenging tool in the modern curriculum. This article performs a two-dimensional analysis –at curriculum level and by survey (questionnaires applied to Chemistry teachers and a group of students), the degree of evolution of interdisciplinary links in comparison:Curriculum 2010 –Curriculum 2019, Republic of Moldova. Also highlighted are the advantages and disadvantages addressing interdisciplinary content, implementation needs and issues.

106-113

Authors: Valeria CALAPOD, Vasile COJOCARU

Approaching school management through the prism of competencies contributes to improving the organizational performance of educational units. By applying the adopted Model of the concept of modifying the organization / institution consisting of 7 elements / components that are related to reciprocity (strategy, structure, system, teachers, students, management, common values), pedagogical modeling with the involvement of school principals in evaluating for each problem in the 7 components according to 3 criteria (topicality, identification, probability) were determined motivational indices of action and thus, the current priorities on priority issues for solution or more pronounced intervention in order to improve the quality, efficiency of education.

121-127

Authors: Ana Maria ROTARU

Approaches of teacher competences–impact and benefits Besides knowledge and academic performances (and more than these), the emotional and social abilities are real ways of measuring success and abilities to face the challenge that life brings to teachers. According to the same approach and to the same perspective of analysis, the success of the teacher depends on his/her theoretical and didactic knowledge, on his/her pedagogical skills, but also it depends on his/her ability to work with and manage the class of students. The welfare and the success in personal and professional life of the two actors from the educational background are closely related to social and emotional factors and demands the students and the teachers to owe social and emotional competences, as well.

138-146

Authors: Veronica CEBAN

The familyas a socialfundamentalinstitution, needs support andguidance in order to empower parents with knowledge, skills, abilities and positive parenting skills, which would ensure an authentic and harmonious climate for the child's personalitydevelopment. This major goal is also reflected in many regulatory acts and national sectoral documents, which provide for the support of the family. In this context, the experimental coordinate of our research was based on the elaboration and development of the Counseling and training program for parents “School of efficient and competent parents”, which ensures the achievement of the above-mentioned desideratum. The quintessence, purpose, objectives and results of the program will be reflected in this article.

154-162

Authors: Uzbekov Timur Sakenovich

The article deals with the problem of using a language game as a means of generating motivation to learn the Russian language by Uzbek students.Adoption of a language game in the learning process of Russian as non-native language has its own specificity. Such specificity is characterized with dominance of the native language, which is manifested in the sociolinguistic situation of contacting native and non-native (Russian) language. Adoption of sound, lexico-semantic, semantic-stylistic and other types of language game into the educational process generates great interest among students. Thus motivation and the performing culture of the process of using the material of the Russian language are increased, both in oral and in written language. The article briefly describes the varieties of the language game, its division into two large groups (language game, linguistic game), features of linguistic game models of the Russian language for the Turkic-speaking audience and the method of their implementation into the educational process. Implementation of a language or linguistic game model into the learning process of anon-native audience should be carried out taking into account the level of knowledge of the Russian language by students, the topic of the lesson, the future professional activity of students; the nature of the teaching and speech situation.