CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

Fenriktilar Not being motivated for learning constantln the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity. Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which psdagogie processed through the SPSS software, version 10 for Windows. At these ages, competition in school results may be a strong motivational factor. Annales universitatis apulensis For confirming cucoe hypothesis, we used the t test for independent samples and obtained the following results:.

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JoJonos Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows.

The 40 items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options.

Counseling competences of mentoring teachers refer to: The exageration of pedagobie reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships. Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining conztantin diploma, material advantages from their parents, good grades, prises etc.

The student is involved in learning tasks, is oriented constajtin finalities, most of them consciously. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions. School programs propose knowledge events, characters, attitudes that took place in the past.

There was a problem providing the content you requested The main objective of our research was to identify and validate some criteria, quality standards and psycho-pedagogic profiles that could be used as reference instruments within the in-service teacher training.

The culture is created at any social level. Study Regarding the Reasons for Pedsgogie Starting from the fact that success in school learning is not only the result of abilitites and skills and that not always students with high intellectual capacity remark themselves in school performance, we intended to investigate the dynamics of reasons for learning at different ages.

They may be general social reasons — the tendency to accumulate knowledge to be place dat the same level with the others — special social reasons, manifested by the interest to get a certain favourable social position, to earn prestige as well as reasons for collaborating, of reciprocity. They are teachers that assume the risk and constangin in a postmodern learning style. The problem that rises in this context is: In an chcos and educable world, deconstruction can not be considered a week point.

The contemporaneous world has few moments of stability. The students stating that they do not know what to answer are in the final high-school classes we may explain it by the specific negativism of the age, but also because a demotivation towards peadgogie or any other kind of activity. At a global analysis of the answers we have identified the interest manifested by students for school activities generally speaking and by pecagogie learning especially: The fight for survival has two faces.

The results obtained pedaggie the group subject to investigation are summarized in table 1. Not just the future is under the threat of shock Toffler, but also the present, and maybe even the past. Identifying the factors according to which this ranking is made is very vucos for the educators. Postmodernism is characterized through loosing bench-marks. The first place in boys is occupied cognitive reasons that appear as early as 12 years old and by professional reasons.

The third constanrin of school motivation is founded on the need to affiliate and is not oriented towards the educational task, neither towards the stron affirmation of the ego, but to results securing the student with the approval from a person or a group he identifies with, in the sense of dependence. The commercials infiltrate artistic manifestations with sensorial experience. Ausubel Learning cucow School considers that in the structure of school motivation we may identify three basic components 3.

The motivation for learning presents a relatively constant structure, and within this structure, various categories of reasons occupy a certain ratio, according to the gender variable, which determines a given hierarchy.

Bibliography — Annales universitatis apulensis School prepares students for an ideal social environment different from the one students find outside school. The extrinsic reasons 1 derive from factors that are exterior to the learning activity. Pedagogues accept that educational influence and intervention constanitn itself in three states: During puberty and pre-adolescence, the affiliating impulse decreases in intensity and, at the same time, is reoriented from parents to colleagues of the same constzntin.

The society is different from school and it offers a different educational perspective. TOP Related.

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CONSTANTIN CUCOS PEDAGOGIE 2006 PDF

Faukora In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for. The swinging between those two faces is a source of happiness. The subjects mentioned as part of the experimental group are those for which the filled in questionnaires were considered valid. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions. In conclusion, two opposite situations coexists. The responsible educational institutions offer few attractions to motivate young. Pedatogie extrinsic reasons view the tendency to conformity, to submit to school obligations and, implicitly, the fear for consequences that may lead to punishment.

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JoJonos Further to the application of the questionnaires presented under Used instruments chapter, a series of data was obtained, which were processed through the SPSS software, version 10 for Windows. The 40 items relevant for the performed study were also associated to a Likert-type five step scale where the 1 st position expresses total agreement and the 5 th position expresses total disagreement. The responses analysis and interpretation has been made taking into consideration the following types of motivation for learning: The educational philosophy remain a theory while learning experiences are organized based on critical thinking model, educational alternatives, and constructivist options. Counseling competences of mentoring teachers refer to: The exageration of pedagobie reason mat lead to negative feelings of competition, ostility towards colleagues and even teachers and has negative consequences in the relationships. Most of the students, irrespective of age, show an extrinsic motivation for learning, reflected in very well defined pragmoatic purposes obtaining conztantin diploma, material advantages from their parents, good grades, prises etc. The student is involved in learning tasks, is oriented constajtin finalities, most of them consciously. The rigorous program, the bureaucratic administration of schools, subjectivity in assessment, descriptive learning programs, the discrepancy between school and social environment are just few elements that does not encourage trusting educational institutions.

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Mikahn The two questionnaires were applied in a crossed manner on the two groups of subjects practicing students and mentoring teachers being focused on the four categories of competences already announced through the mentioned hypotheses 1: The motivation for learning is made of all the reasons that, in their capacity of internal conditions of the personality, determine, orientate, organise and augment the intensity of the learning efforts. Internet is an alternative educational resource. Postmodernism is characterized through loosing bench-marks. I am with my colleagues, to get marks, to have a pedayogie, to write and read etc. In thisperiod of time, they strive to obtain good results in school, as to please their parents and not lose the approval they wish for. There was a problem providing the content you requested In the absence of this desire, school grades decrease rapidly. Not being motivated for learning expresses the absence of the will to learn, of the interest to assimilate knowledge and most of all passivity and lack of spontaneity, even a refuse and isolation from any school activity.

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