Studia Universitatis Moldaviae. Stiinte ale educatiei

12-16

Authors: Carolina ȚURCANU

This article addresses the issue of managing non-formal education of adults in the Republic of Moldova. It is found that at the national level no efficient system of leadership/management of this subsector of education has been structured. At the same time, it is noted that the diversity of forms, structures, unclear legal affiliation of many structures providing respective services, makes the management process in this area very difficult, having a regulatory framework that does not ensure the relevance of functioning and quality of non-formal education of adults. In this sense, a concept and a praxiological approach to the management of non-formal education of adults are proposed: structure, mechanisms, acti¬vity directions.

26-32

Authors: Vasilica BALERCĂ

In the context of modern education, the development of critical thinking is an educational aspect of major importance in the conditions in which the harmonious integration of students is pursued in accordance with social dynamics. The current approach to learning is to develop skills and develop a critical thinking style based on problem solving, the ability to examine conditions and alternatives, and to make decisions based on the reality presented. The use of appropriate methods to stimulate critical thinking in the instructional-educational process in different disciplines but also in extracurricular activities provides the necessary support for students in optimizing the ability to filter the information they receive from the teacher. Approaching the formation of a critical thinking style favors changes on a cognitive level by moving from a single perspective to several perspectives, but also on an emotional level, equally, by forming and strengthening social skills of interaction, exposure of personal ideas, but also to accept the ideas of the interlocutors.

37-43

Authors: Maria HADÎRCĂ, Rodica IAROVOI

The article highlights the development directions of the contemporary education, including the competence-based teaching, analyzes approaches of the term competence in the specialty literature as well as the controversies related to the definition of this term in different published sources, and it concludes that the competence issue has not been cleared up yet, although it is the basis for the educational documents, such as the school curricula, textbooks, teacher’s guides, etc.

50-54

Authors: Vasile VRÎNCEANU

The content of the article specifies the essence of various notions: creativity, competence, creative skills, and professional skills. Creativity appears in four important meanings: as a product, as a process, as availability and general human poten¬tial, as a capacity and a creative ability, and as a complex dimension of personality. Competence is often used as a contex¬tualization of acquisitions (knowledge, skills, and abilities), so professional competence is the use of acquisitions in a particular context. Context is a component of professional competence. Competences are not limited to cognitive elements (involving the use of theory, concepts or knowledge), they also include functional aspects that involve technical skills, as well as interpersonal attributes (social skills, organizational skills and ethical values). From this perspective, we can say that creativity is a competence, even a meta-competence. You cannot educate a creative person without developing certain skills, which will later reach a certain level of performance, behavioral flexibility, efficiency, adaptability. In this sense, it is stated that creativity is learned, practiced, and deve¬lo¬ped. Creative skills involve cognitive and work style characteristics as well as personality traits that allow an individual to use his skills in one area in a more different way than others do. A creative work style is characterized by: total dedi¬ca-tion, the desire to do things well, the ability to focus for long periods of time, the ability to abandon unproductive ide¬as and temporarily put aside more difficult problems, tenacity in the face of difficulties, the desire to work perse¬ve¬rin¬gly.

63-67

Authors: Elena RAILEAN

Personal, social and learning to learn competence is an objective setting in European educational policies. The purpose of this article is to elucidate the specifics of competence management at the university stage. The paper highlights the role of metacognition, the strategy-tactical tandem and formative evaluation in the design, implementation and evaluation of competence.

75-77

Authors: Maria ȚIFRAC

Cultural differences particularly influence the interactions between children: individualism, collectivism, weak con-textual cultures and strongly contextual cultures, avoidance of uncertainty, and codes of cultural communication. The in¬di¬vi¬dualistic or collectivist character of a culture can influence the communicative behavior in several ways. The language of preschoolers in various parts of the world differs in its direct and explicit character. Poor contextual culture is a culture in which verbal communication should be explicit. Strong contextual culture is a culture in which verbal communication is often ambiguous, and meanings are inferred from contextual cues such as tone of voice, facial expressions, gestures, facial expressions. In a highly contextual culture, criticisms tend to be made in private. The preschooler would probably use more ambiguous language to communicate what another preschooler had done wrong, instead of addressing the problem directly. In a weakly contextual culture, the preschooler directly and explicitly blames the “guilty one” in order to give a concrete example, in the group where the instructive-educational activities take place. The most commonly used types of communication in different cultures are jargon, slang, gestures, idioms that differ from one society to another, from one group to another and from one child to another.

83-86

Authors: Cristina LAȘCU

The article presents the approach of the literary character through the prism of the ERRE strategy and recommends several methods that can be used in it. Being a tool for optimizing the educational process, the strategy makes it possible to treat students differently, but also to train them in the skills covered in the LLR Curriculum. The characterization of the literary character is repeated as many times as an epic or dramatic text is studied and this ability allows, on the one hand, the realization of a synthesis of what students learn in the LLR discipline, on the other hand, it is an opportunity to capitalize on the life experience of students and to apply their creative imagination.

96-100

Authors: Natalia APETRII

Contemporary society operates with information technologies daily in order to solve certain problems. Artificial Intelligence is a branch of computer science that gave rise to intelligent information technologies. These technologies have a spectacular development and application in all areas of human activity. Intelligent technologies demonstrate great power in solving the problems posed by end users with the application of specialized software. Data Mining is a field of research of artificial intelligence. Data Mining technology allows the exploration of non-trivial knowledge in the large databases. The actuality and importance of Data Mining technology can be seen from a technological and pedagogical perspectives. This article briefly describes the directions of application of Data Mining technology and presents the ways of implementing artificial intelligence in education.

109-114

Authors: Angela BEȚIȘOR

This article is dedicated to the issue of motives and aesthetic-philosophical approaches in the content of the Ballad ”Miorița” from the perspective of formation/ development of value guidelines for students and adults. In this sense, ”Miorița” contains ”coded” information about the soul of the Romanian people, about the specific mentality and philosophy of life of the people in the Romanian space. At the same time, in the ballad ”Miorița” is addressed the problem of love of life, the problem of love and death, and the man's desire to penetrate and understand the mysteries of the world, nature and cosmos. The ballad ”Miorița” reflects the idea of the integrity of the universe. The ballad ”Miorița” is also an edu¬cational framework for the formation of value guidelines.

120-123

Authors: Iulia RACU

This article presents the results of experimental research of negative emotions in adolescents. Adolescents demonstrate a large number of negative emotions. Adolescents have a high level of anxiety (anxiety – trait) and aggressiveness (resentment, suspicion and verbal hostility). The manifestation of negative emotions affects the adolescents’ well-being and mental health, thus is important for the psychologist to organize work with the purpose of reducing negative emotions in adoles¬cents. The article describes goals, principles and the most important techniques (awareness and cognitive restructuring techniques and body awareness activities) that psychologist can use in order to diminish negative emotions in adolescents.

130-138

Authors: Natalia TOMA

This article addresses the issue of the curriculum for adults’ learning and education in formal and non-formal terms from the perspective of social and psychological influences. In this sense, learning and education of adults are strongly focused on the psychocentric and sociocentric approaches, which must be relevantly reflected in the curriculum. Namely the curriculum has as object of reflection the relationship between the individual, the society and the educational (learning) institution. The socio-psychological approach of the curriculum for adults’ learning and education is focused on the following conceptual approaches: the process of changing/developing the curriculum in relation to social and psychological factors; organizing and conducting adult education through a curriculum that creates contexts for active learning and respects personal and professional needs.

144-149

Authors: Жанна РАКУ

The article describes an experimental research of psychosocial characteristic of adaptation, motivation and anxiety in preadolescents. Experimentally was established a medium level of adaptation of preadolescents in the period of their transition to the gymnasium level of study. Also, we underline that more than third of preadolescents are characterized by a low and an extremely low level of learning motivation. Preadolescents manifest school anxiety and a low re-sistance to stress.