THE NON-TRADITIONAL LESSON VERSUS CLASSICAL LESSON: THEORETICAL METHODOLOGICAL REFERENCES
Authors: Constantin ȘCHIOPU, Marcela VÎLCU
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The article addresses the concepts of the classical lesson and non-traditional/non-canonical lesson. In our investigation we try to answer some important questions on the character and specificity of the non-traditional/non-canonical lesson in relation to the classical model, on its advantages and impact on students, on the possible types, conditions of its organisation and development. Thus, a series of definitions of the classical lesson proposed by the researchers M.Ionescu, I.Cerghit, S.Cristea, J.A. Comenius, J.F. Herbart, O.Decroly, E.Claparède, J.Dewey, A.Ferrière and others are updated. At the same time, we define the concept of non-traditional lesson and tackle its theoretical-methodological fundamentals (theories, principles, conditions of organisation and development). Based on the series of non-traditional lessons, reference is made to the following: lesson-screening of a literary work, lesson-courtroom trial, research/investigation lesson, lesson-mutual learning, lesson-reading workshops, lesson-non-stop communication, lesson-study case, lesson-auction of ideas, lesson-parliamentary debate, lesson-simulation of meetings with the characters of literary works, lesson-dramatisation, lesson of literary creation.