TEMATICA ORIENTATIV PENTRU COLOCVIUL DE EVALUARE NIVEL I (LICEN) 1. De l l!"#$!%&!' ()*e"!+l+! Limb i comunicare l (e,$)l&-.! /" (!('&!' (e %0e'!l!&&e1 l!*2! .)*"!'e, 'l%!'e, %l$e (A0.)3+"(-.! &e).e&!'e 4! (e,$)l&-.! *e&)()l)#!'e 0.!$!"( l)'+l 4! .)l+l %&+(!e.!! l!*2!l). %&.-!"e /" e(+'5! ')"&e*0)."-) - principii lingvistico-didactice fundamentale privind predarea-nvarea limbilor strine (limb i comunicare, cultur i civilizaie); - privire istoric asupra predrii limbilor clasice i modern (metoda gramatical, metoda direct, metoda audio-lingual i audio-vizual, metodele comunicativ-funcionale, metoda intercultural); - argumentai succint un punct de vedere personal asupra locului i a rolului studierii limbilor strine n educaia contemporan; - didactica domeniului i dezvoltri n didactica de specialitate: limbi romanice, clasice, slave. 2. L)'+l 4! .)l+l *!6l)'el). (!('&!'e *)(e."e /" 0.e(.e7/"$-5.e l!*2!l). %&.-!"e (domenii: limb i comunicare, cultur i civilizaie; tipologie, funcii, medii i mijloace didactice reale i virtuale: medii i mijloace scrise, audio-vizuale i informatice) - criterii de raportare: Portofoliul uropean al !imbilor (P!), "adrul uropean "omun de #eferin (""#) pentru studiul limbilor, !$ducation plurilingue en urope% Politi&ues linguisti&ues, onseil de l!"urope, #ivision des $oliti%ues linguisti%ues, &trasbourg ; (A"l!, +"+! *"+l +&)8&)" %+ %&.-!" (e l!*2! "e).)*"!'e, "e)'l%!'e, "e)%l$e %+ "l!, ')"&.%&!$- +"). (!3e.!&e *"+le +&)8&)"e %+ %&.-!"e) (A"l!, +"). ()'+*e"&e '+..!'+l.e (e .e3e.!"5-) 3. C+..!'+l+* 4! ')*0e&e"5e. U" '(.+ )0e.5!)"l% D!*e"%!+"! '+..!'+l.e 4! 0e.%0e'&!$e (!('&!'e ')"&e*0)."e (9)""e.&, P8!l!00e: E&&;e2! M)+%%(<: De3!%e, R)%e&&e, 2010) (De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-) - curriculum i competene; perspective globale i concepte cadru ale didacticii limbilor clasice, romanice, slave: viziune curricular i abordri metodologice; - construirea competenei acional-situaionale n didactica limbilor i literaturilor clasice i moderne ca discipline filologice; - necesitatea teoretic si instrumental-acional a didacticii limbilor clasice ' moderne. &tabilirea terminologiei operaionale. (actorii care influeneaz alegerea strategiilor i metodelor n predarea limbilor clasice i moderne 1 4. E$l+.e 'el). 0&.+ ')*0e&e"5e /" 0.e(.e7/"$-5.e l!*2!l). %&.-!"e. A0.)3+"(-.! &e).e&!'e 4! *e&)()l)#!'e /" (!('&!' (e %0e'!l!&&e1 l!*2! .)*"!'e, 'l%!'e, %l$e (de la teorie la practic, e'emplificri de bune practici (n activitatea didactic) - criterii de raportare: Portofoliul uropean al !imbilor (P!), "adrul uropean "omun de #eferin (""#) pentru studiul limbilor, !$ducation plurilingue en urope% Politi&ues linguisti&ues, onseil de l!"urope, #ivision des $oliti%ues linguisti%ues; - politici lingvistice, valori i atitudini consacrate prin "); - Cadrul European Comun de Referin pentru limbi. ="$-5.e, 0.e(.e, e$l+.e ("), &trasbourg, *++,): C0!&)l+l 3. )ivelurile comune de referin C0!&)l+l 4. *tilizarea limbii i elevul+utilizatorul C0!&)l+l >. "ompetenele utilizatorului+elevului C0!&)l+l ?. ,peraiile de (nvare i de predare a limbilor C0!&)l+l @. -arcinile i rolul lor (n predarea limbilor C0!&)l+l A. .iversificarea lingvistic i curriculumul C0!&)l+l B. valuarea - didactica orelor de limbi clasice, romanice, slave. -eorii i practici contemporane n studierea elementelor de construcie a comunicrii; - didactica orelor de comunicare oral i scris i cele patru competene n studierea limbilor clasice, romanice, slave; - dezvoltarea celor patru competene n predarea' nvarea limbilor clasice i moderne: receptare i producere de mesa.e orale, receptare i producere de mesa.e scrise (auzul' compre/ensiunea, vorbitul, cititul, scrisul); - didactica orelor de comunicare oral i scris i cele patru competene n studierea limbilor clasice, romanice, slave. &istemul celor patru competene n predarea'nvarea limbilor clasice i moderne: receptare i producere de mesa.e orale, receptare i producere de mesa.e scrise (auzul' compre/ensiunea i vorbitul); - sistemul celor patru competene n predarea'nvarea limbilor clasice i moderne: receptare i producere de mesa.e orale, receptare i producere de mesa.e scrise (cititul i scrisul); >. De,$)l&-.! &e).e&!'e 4! (!*e"%!+"! 0.'&!'e %0e'!3!'e (!('&!'!! 3+"'5!)"le ')"&e*0)."e1 )2!e'&!$e, %&.&e#!!, e$l+.e, ')#"!&!$!%*+l )0e."& (M!'8el M!"(e., 2011) (De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-) - pentru o didactic funcional 0 teorii i practici contemporane; - proiectarea, desfurarea activitii i evaluarea n orele de limbi i literaturi clasice, romanice, slave; strategii i metode de proiectare, desfurarea i evaluare a activitii didactice. 2 ?. A6+&).+l %&.&e#!' 0e"&.+ ele$!! '+ (!3!'+l&-5! 4')l.e. De,$)l&-.! &e).e&!'e 4! (!*e"%!+"! 0.'&!'e /" ()*e"!+l *e&)()l)#!e! %0.!6!"+l+! (!('&!' /" e(+'5!e (P!e..e V!"!", 2011) (De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-) - a nva s nvei 0 asupra a.utorului strategic pentru elevii cu dificulti de nvare n didactica limbilor clasice i modern; - strategii i metode de spri.in n mediul real i n mediul virtual; - aplicaii didactice n domeniul citirii (lecturii) i scrierii (redactrii). @. C!&!.e, le'&+.-, ')*0.e8e"%!+"e. A2!l!&&e (e '!&!1 (e,$)l&.e 4! (!3!'+l&-5! (C&e C!", 2012) (De,2&e.e +"). 0.)2le*&!'! (!('&!'e '&+le (!" l+'.-.! 4&!!"5!3!'e (e .e3e.!"5-) A. De l D&."%3e.+lE '+")4&e.!! l D')"%&.+!.eE '+")4&e.!!. T.(!5!e 4! *)(e."!&&e /" (!('&!' l!*2!l). %&.-!"e. (A0.)3+"(-.! &e).e&!'e 4! (e,$)l&-.! *e&)()l)#!'e) - de la lingvistica integral la didactica funcional. -radiie i modernitate n didactica limbilor clasice, romanice, slave; - metodologia activitii didactice; strategii i metode (prezentare general); - curriculum si competene, un cadru operaional; - tipologii, criterii ta1onomice (de clasificare), caracteristici, funcii, e1emplificri; - puncte de vedere teoretice i repere metodologice privind metoda nvrii active a limbilor strine (prezumii, elemente ale nvrii active, aplicaii, caracteristici, e1emplificri); - teorii i practici contemporane n didactica literaturii clasice i moderne; orientri actuale privind rolul i funciile limbii ca sistem n domeniul limbilor clasice, romanice, slave (fonetica, vocabularul, gramatica, stilistica); - teorii i practici contemporane privind rolul i funciile elementelor de cultur i civilizaie n studierea limbilor clasice, romanice, slave; (a) politici lingvistice, valori i atitudini consacrate prin "); (b) corelaii i desc/ideri intra-, inter i transdisciplinare; - tradiional i modern n evaluarea activitilor didactice din domeniul limbilor i literaturilor clasice i moderne ca discipline filologice; trategii i metode de evaluare tradiionale i alternative sau complementare; - importana i funciile evalurii didactice n domeniul limbilor i literaturilor clasice i moderne ca discipline filologice. e evaluam, c2nd evaluam i cum evalum3 &trategii de evaluare si notare. -estarea i e1aminarea. "valuare i autoevaluare. 3 B. T.(!5!e 4! *)(e."!&&e /" (!('&!' l!*2!l). %&.-!"e1 ")! 0e.%0e'&!$e %)'!)l!"#$!%&!'e 4!F %+ 0%!8)l!"#$!%&!'e (De,2&e.e +"). 0.)2le*&!'! l!"#$!%&!')7(!('&!'e '&+le (!" 0e.%0e'&!$ +"). l+'.-.! %)'!)l!"#$!%&!'e 4!F %+ 0%!8)l!"#$!%&!'e (e .e3e.!"5-) - noi perspective metodologice asupra predrii-nvrii limbilor strine. 4odelul comunicativ-funcional n #omeniul !imb i comunicare (elemente de didactica funcional, de pragmatic didactic (pragmadidactica: conte1tualizarea datului lingvistic, raportarea enunului la situaia de comunicare, actele de vorbire, principii i ma1ime pragmadidactice etc.); - noi modele de roluri ale profesorului de limbi strine (5practician reflectiv6, agent al sc/imbrii, promotor de ec/ip, facilitator, creator de valori, moderator, mediator, manager de proces etc.); - stilurile de predare, stilurile de nvare i obiectivarea coninuturilor (documentele profesorului, manualele alternative, instrumentele de lucru, aplicaii didactice); - argumentati succint un punct de vedere personal asupra raportului dintre tradiie i modernitate n didactica limbilor strine. 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