Contextual learning approach to the development of the grammatical accuracy in EFL

The present article highlights the importance of teaching grammar contextually so that students develop their grammatical skills. Effective strategies for all the stages of a lesson-presentation, practice and production (PPP model) – are presented. The main elements of a contextualized lesson are discovery, cooperation, authentic material and reflection.

The value evolution of the curriculum in the current context of changes

Its superior value-teleological, normative and axiological evolution reflects and constructively processes the interactive psychological and sociocultural reality, perfectible with concrete effects, realistically anticipated on the learners, as well as on the process itself. Restructuring the school curriculum (framework plans and curricula) is necessary to promote values-based on education, creativity, cognitive skills, volitional skills and action skills, basic knowledge and knowledge skills and abilities of direct use, in the profession, in society and focus the curriculum on the formation and development / diversification of key competences. The curricular review will place greater emphasis on the development of transversal competences, including digital ones, those on sustainable development and socio-emotional competences. The argument for the need to reconfigure the current learning process is to opt for a holistic, transdisciplinary and functional-pragmatic approach to learning outcomes.

Valorization of the competences of management staff in general educational institutions in the development of the professionalization path

This article elucidates the competencies of managers in the development of the path of continuous professionalization from the perspective of various development strategies. The concept of competence and its specific types of managerial activity at the level of educational institution, the characteristics and forms of organization of the managerial staff professionalization based on competencies were analyzed.

Extracurricular activities – the determinant segment in strengthening key-competences

Extracurricular activities do not represent a segment of the curriculum domain, but involve purposes aimed at skills development promoted through educational programs, thus confirming the complementary nature of teaching activities carried out during direct contact hours. Education exceeds the limits of curricular requirements, the role of extracurricular activities becoming paramount in the personality formation who tends to knowledge, performance, result and progress.

Interactive methods and problematic situations in the study of the literary text (based on the work „Memories from childhood”, by Ion Creanga)

The essential study of the Romanian language and literature in school must be based on the problematic conversation. It stimulates inductive / deductive reasoning; associative; the spirit of synthesis and the keeping alive of the mutual actions between the teacher and the students or even between the students themselves.

Pedagogical ethics and pedagogy of ethics - two educational entities

This article analyzes some meanings of pedagogical ethics and pedagogy of ethics, concepts that are in a relationship of complementarity. At the same time, the roles and hypostases of the teacher are highlighted in the context of professional efficiency and relationships with the learner, as well as some methods of professional development.

Female violence victims` anxiety and styles of communication

The article presents an analysis of the types of anxiety specific to women victims of violence. To highlight the peculiarities of anxiety, a statistical comparison is made with the results obtained by another group of women, who were not subjected to violence. Likewise, the communication skills characteristic of victimized women and their specific communication styles are presented.

Rolul familiei şi şcolii în depăşirea comportamentului deviant la minori

Normele legale şi morale, regulile de comportare şi valorile acceptate în societate, numite în ansamblu „norme sociale”, servesc ca etalon de măsură sau de apreciere a comportamentului uman. Noţiunea de devianţă presupune neconformitatea cu normele sociale ce vizează atât actele de încălcare a legilor şi regulilor de convieţuire socială, cât şi tipurile de comportamente considerate „normale”. În contextul transformărilor socio-economice, amploarea fenomenului devianţei juvenile cu toate elementele sale – asistenţa psihologică a minorilor, a familiilor acestora etc. suscită un interes sporit pentru comunitatea educaţională. Minorii cu un comportament care se abate de la regulile admise de societate reprezintă o categorie de persoane cu caracteristici psihosociale specifice. Efectuând intervenţia psihologică, trebuie să se ţină cont atât de aceste trăsături, cât şi de consecinţele fiecărui tip de conduită deviantă. Articolul de faţă reflectă analiza succintă a elementelor conceptuale ale comportamentului deviant la minori, precum şi unele caracteristici, cauze ce contribuie la apariţia acestuia. De asemenea, elucidează rolul parteneriatului şcoală–familie şi cel al psihologului pentru înlăturarea unei asemenea conduite. În final, sunt propuse unele sugestii pentru specialiştii din domeniu.

I. L. Caragiale’s characters and the art of word in the decoding of the comic language (A sequence for the teacher’s activity for the philological disciplines / studies at school)

The literary character is the tool that an author uses in order to give new connotations to the words, so that he shares the desired message, thus creating either a sober tone or a comic spirit. The characters of I. L. Caragiale impose themselves in the collective mind through the art of words and the subliminal message transmitted with the help of seemingly insignificant lexemes.

Finding study on the level of exhaustion of medical workers

In this article we present the results obtained following a study on the level of burnout of doctors, nurses and resident doctors. We discuss about symptoms of occupational stress, but also the categories of factors that generate occupational stress. The weight of the theoretical aspect is presented by the two models: procedural and three-dimensional of burnout – the first theoretical models proposed to explain the burnout phenomenon.