\u201eRolul \u015fcolii nu e de a comunica \u015ftiin\u0163a de-a gata, ci de a \u00eenv\u0103\u0163a pe copii s\u0103 dob\u00e2ndeasc\u0103 aceast\u0103 \u015ftiin\u0163\u0103, c\u00e2nd le e necesar\u0103\u201d (John Dewey, \u015ecolile de m\u00e2ine)<\/p>\n
<\/p>\n
Reforma \u015fcolar\u0103, \u00eenceput\u0103 de mai mul\u0163i ani, nu a reu\u015fit \u00eenc\u0103 s\u0103 schimbe caracterul preponderent informativ al \u015fcolii rom\u00e2ne\u015fti.<\/p>\n
Una dintre direc\u0163iile principale ale reformei \u015fcolare rom\u00e2ne\u015fti ar trebui s\u0103 vizeze caracterul pragmatic al preg\u0103tirii elevilor, selectarea doar a achizi\u0163iilor care sunt eficace \u015fi au utilitatea practic\u0103, formarea de aptitudini care s\u0103 le permit\u0103 elevilor adaptarea la orice situa\u0163ie a vie\u0163ii.<\/p>\n
Existen\u0163a unor programe centrate pe achizi\u0163iile elevilor determin\u0103 un anumit sens al schimb\u0103rii \u00een didactica fiec\u0103rei discipline.<\/p>\n
\u00cen antitez\u0103, caracteristicile procesului de predare-\u00eenv\u0103\u0163are din didactica tradi\u0163ional\u0103 \u015fi didactica actual\u0103 sunt exprimate la un nivel teoretic general; ele eviden\u0163iaz\u0103 anumite accente, nu au rolul de a defini activitatea concret\u0103 la clas\u0103 a profesorilor, care \u00een mod obi\u015fnuit combin\u0103 tr\u0103s\u0103turi din ambele tipuri de didactic\u0103.<\/p>\n
De fapt, diferen\u0163a dintre didactica tradi\u0163ional\u0103 \u015fi cea actual\u0103 const\u0103 \u00een modul de concepere \u015fi organizare a situa\u0163iilor de \u00eenv\u0103\u0163are (riguros dirijate \u00een primul caz \u015fi av\u00e2nd autonomie de diferite grade, \u00een cel de-al doilea). Altfel spus, o strategie este legitim\u0103 sau ilegitim\u0103 nu \u00een general, ci potrivit unor circumstan\u0163e concrete; profesorul eficace este acela care \u015ftie s\u0103 selec\u0163ioneze, s\u0103 combine, s\u0103 varieze diferite modele, aleg\u00e2nd strategii adecvate.<\/p>\n
\u00cenv\u0103\u0163area fizicii \u00een \u00eenv\u0103\u0163\u0103m\u00e2ntul gimnazial este influen\u0163at\u0103 hot\u0103r\u00e2tor de modul \u00een care se face introducerea conceptelor. Simpla definire a acestora \u015fi listarea unor propriet\u0103\u0163i prin care se pot caracteriza nu sunt suficiente pentru buna \u00een\u0163elegere a conceptelor, a terminologiei \u015fi a procedurilor specifice fizicii.<\/p>\n
Pentru a argumenta importan\u0163a, \u00een proiectarea unit\u0103\u0163ii de \u00eenv\u0103\u0163are, a activit\u0103\u0163ilor de \u00eenv\u0103\u0163are propuse \u015fi a modalit\u0103\u0163ilor de organizare a clasei facem apel la un studiu al psihologilor americani, efectuat pe un e\u015fantion statistic relevant, privind eficien\u0163a de reten\u0163ie a informa\u0163iei. Rezultatele sunt prezentate sintetic \u00een urm\u0103torul tabel:<\/p>\n
<\/p>\n
Tipul activit\u0103\u0163ii\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Media ratei<\/p>\n
de reten\u0163ie (%)<\/p>\n
<\/p>\n
Prelegere\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5<\/p>\n
Demonstra\u0163ie\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 10<\/p>\n
Audio-vizual\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20<\/p>\n
Lectura\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 30<\/p>\n
Discu\u0163ii de grup\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 50<\/p>\n
\u00cenv\u0103\u0163are prin ac\u0163iune\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 75<\/p>\n
Predare altora\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 90<\/p>\n
<\/p>\n
Se observ\u0103 \u00een acest context rata mic\u0103 de reten\u0163ie a unor activit\u0103\u0163i precum prelegerea sau demonstra\u0163ia (la tabl\u0103) sau chiar a metodelor audio \u2013 vizuale care par multora mult mai eficiente dec\u00e2t sunt \u00een realitate. Rata de reten\u0163ie cre\u015fte \u00eens\u0103 progresiv prin utilizarea unor metode active \u015fi individualizate ating\u00e2nd cele mai mari valori \u00een cazul \u00eenv\u0103\u0163\u0103rii prin practica (de tip experimental) sau prin predare altora. Metodele individualizate cum este \u00eenv\u0103\u0163area prin activit\u0103\u0163i practice (de tip experimental), \u00eenv\u0103\u0163area prin aplicare imediat\u0103 sau \u00eenv\u0103\u0163\u00e2ndu-i pe al\u0163ii asigur\u0103 cea mai mare rat\u0103 de reten\u0163ie deoarece pu\u015fi s\u0103 expun\u0103 colegilor demersul realizat \u015fi s\u0103 r\u0103spund\u0103 \u00eentreb\u0103rilor acestora elevii interac\u0163ioneaz\u0103, fapt care creeaz\u0103 fondul motiva\u0163ional optim pentru asimilarea noului.<\/p>\n
Cumul\u00e2nd date de la o jum\u0103tate de milion de elevi, studiul TIMSS (Al treilea studiu interna\u0163ional privind matematica \u015fi \u015ftiin\u0163ele), desf\u0103\u015furat \u00een anii 1995 \u015fi 1996, este cel mai vast, cel mai detaliat \u015fi cel mai riguros proiect interna\u0163ional care a existat vreodat\u0103 cu privire la evaluarea rezultatelor \u00eenv\u0103\u0163\u0103rii.<\/p>\n
Elevii din 41 de na\u0163iuni au fost testa\u0163i \u00een 30 de limbi diferite, cu scopul de a compara abilit\u0103\u0163ile lor la matematic\u0103 \u015fi la \u015ftiin\u0163e. \u00cen Rom\u00e2nia au fost testa\u0163i 3899 elevi de clasa a VIII-a \u015fi 3938 elevi de clasa a VII-a din 162 de \u015fcoli.<\/p>\n
Rezultatele ob\u0163inute conduc la faptul c\u0103 la \u015ftiin\u0163e, elevii din 27 de \u0163\u0103ri \u00eei dep\u0103\u015fesc pe elevii no\u015ftri, elevii din 9 \u0163\u0103ri nu au scoruri semnificativ diferite fa\u0163\u0103 de elevii no\u015ftri \u015fi elevii din Rom\u00e2nia \u00eei dep\u0103\u015fesc pe colegii lor din 4 \u0163\u0103ri.<\/p>\n
Dac\u0103 un \u00eenv\u0103\u0163\u0103tor interna\u0163ional de talente ar selecta primii 10% dintre to\u0163i elevii din toate cele 41 de \u0163\u0103ri participante la TIMSS, la \u015ftiin\u0163e 5% din elevii de clasa a VIII-a din Rom\u00e2nia ar fi inclu\u015fi. Pentru compara\u0163ie, din acest grup ar putea face parte 31% dintre elevii din Singapore \u015fi 18% dintre elevii din Japonia.<\/p>\n
La fizic\u0103, TIMSS a testat urm\u0103toarele domenii: forme de energie, transform\u0103ri fizice, for\u0163e \u015fi mi\u015fc\u0103ri, propriet\u0103\u0163i fizice ale materiei.<\/p>\n
La toate \u00eentreb\u0103rile primite, procentajul elevilor rom\u00e2ni care au r\u0103spuns corect este sub media interna\u0163ional\u0103 a procentajelor elevilor care au r\u0103spuns corect, Rom\u00e2nia afl\u00e2ndu-se \u00een treimea de jos a celor 41 de \u0163\u0103ri participante<\/p>\n
O prim\u0103 cauz\u0103 ar fi aceea c\u0103 Rom\u00e2nia prezint\u0103 un curriculum pur aditiv; se studiaz\u0103 multe teme, acord\u00e2ndu-se timp pu\u0163in pentru aprofundare. Programele de \u015ftiin\u0163e (deci \u015fi fizica) nu sunt suficient de structurate \u015fi nu prezint\u0103 continuit\u0103\u0163i, fiind mai degrab\u0103 o aglutinare de teme predate pe termen scurt.<\/p>\n
Mai mult, \u00een manualele de \u015ftiin\u0163e din Rom\u00e2nia, \u00een\u0163elegerea este pe primul loc din punct de vedere al aten\u0163iei acordate de autorii acestora, \u00een schimb aten\u0163ia acordat\u0103 comunic\u0103rii, ca o categorie de performan\u0163\u0103, este deficitar\u0103.<\/p>\n
Paradoxul cu care ne confrunt\u0103m noi rom\u00e2nii este acela c\u0103, de\u015fi, \u00een general, \u00eentregul sistem a fost orientat spre a forma olimpici la nivel local, jude\u0163ean, na\u0163ional \u015fi interna\u0163ional, mul\u0163i dintre ei p\u0103r\u0103sesc acest sistem odat\u0103 cu \u0163ara care i-a format. Se pare c\u0103 Rom\u00e2niei \u00eei revine deocamdat\u0103 rolul de furnizor de resurse performante.<\/p>\n
<\/p>\n
Bibliografie<\/p>\n
<\/p>\n
* Ghid metodologic pentru aplicarea programei de fizic\u0103 \u2013 Ministerul Educa\u0163iei \u015fi Cercet\u0103rii \u2013 Consiliul Na\u0163ional pentru Curri\u00adculum, Bucure\u015fti, 2001.<\/p>\n
<\/p>\n
Profesor Doina ILIESCU,<\/p>\n
\u015ecoala Gimnazial\u0103 \u201eELENA CUZA\u201d \u2013 Piatra-Neam\u0163<\/p>\n","protected":false},"excerpt":{"rendered":"
\u201eRolul \u015fcolii nu e de a comunica \u015ftiin\u0163a de-a gata, ci de a \u00eenv\u0103\u0163a pe copii s\u0103 dob\u00e2ndeasc\u0103 aceast\u0103 \u015ftiin\u0163\u0103, c\u00e2nd le e necesar\u0103\u201d (John Dewey, \u015ecolile de m\u00e2ine) Reforma \u015fcolar\u0103, \u00eenceput\u0103 de mai mul\u0163i ani, nu a reu\u015fit…<\/p>\n