CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH

<p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), a...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Vladimir GUŢU [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch ; Rumänisch ; Russisch

Erschienen:	2020

Schlagwörter:	curriculum, contextual curriculum, context, competencies, learning outcomes, learning technologies, innovations, learning content, contextual curriculum models, learning process, paradigm.

Übergeordnetes Werk:	In: Studia Universitatis Moldaviae: Stiinte ale Educatiei - Moldova State University, 2015, (2020), 9(139)
Übergeordnetes Werk:	year:2020 ; number:9(139)

Links:	Link aufrufen Link aufrufen Journal toc Journal toc

Katalog-ID:	DOAJ084882980

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spelling	(DE-627)DOAJ084882980 (DE-599)DOAJ89ee6efd46044f8393368a395470fed0 DE-627 ger DE-627 rakwb eng rum rus Vladimir GUŢU verfasserin aut CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p< curriculum, contextual curriculum, context, competencies, learning outcomes, learning technologies, innovations, learning content, contextual curriculum models, learning process, paradigm. Education L In Studia Universitatis Moldaviae: Stiinte ale Educatiei Moldova State University, 2015 (2020), 9(139) (DE-627)828163898 (DE-600)2825221-4 23451025 nnns year:2020 number:9(139) https://doaj.org/article/89ee6efd46044f8393368a395470fed0 kostenfrei http://ojs.studiamsu.eu/index.php/education/article/view/1803 kostenfrei https://doaj.org/toc/1857-2103 Journal toc kostenfrei https://doaj.org/toc/2345-1025 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2020 9(139)
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allfieldsGer	(DE-627)DOAJ084882980 (DE-599)DOAJ89ee6efd46044f8393368a395470fed0 DE-627 ger DE-627 rakwb eng rum rus Vladimir GUŢU verfasserin aut CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p< curriculum, contextual curriculum, context, competencies, learning outcomes, learning technologies, innovations, learning content, contextual curriculum models, learning process, paradigm. Education L In Studia Universitatis Moldaviae: Stiinte ale Educatiei Moldova State University, 2015 (2020), 9(139) (DE-627)828163898 (DE-600)2825221-4 23451025 nnns year:2020 number:9(139) https://doaj.org/article/89ee6efd46044f8393368a395470fed0 kostenfrei http://ojs.studiamsu.eu/index.php/education/article/view/1803 kostenfrei https://doaj.org/toc/1857-2103 Journal toc kostenfrei https://doaj.org/toc/2345-1025 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2020 9(139)
allfieldsSound	(DE-627)DOAJ084882980 (DE-599)DOAJ89ee6efd46044f8393368a395470fed0 DE-627 ger DE-627 rakwb eng rum rus Vladimir GUŢU verfasserin aut CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p< curriculum, contextual curriculum, context, competencies, learning outcomes, learning technologies, innovations, learning content, contextual curriculum models, learning process, paradigm. Education L In Studia Universitatis Moldaviae: Stiinte ale Educatiei Moldova State University, 2015 (2020), 9(139) (DE-627)828163898 (DE-600)2825221-4 23451025 nnns year:2020 number:9(139) https://doaj.org/article/89ee6efd46044f8393368a395470fed0 kostenfrei http://ojs.studiamsu.eu/index.php/education/article/view/1803 kostenfrei https://doaj.org/toc/1857-2103 Journal toc kostenfrei https://doaj.org/toc/2345-1025 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 2020 9(139)
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author	Vladimir GUŢU
spellingShingle	Vladimir GUŢU misc curriculum, contextual curriculum, context, competencies, learning outcomes, learning technologies, innovations, learning content, contextual curriculum models, learning process, paradigm. misc Education misc L CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH
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title	CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH
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author_sort	Vladimir GUŢU
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title_sort	contextual academic curriculum: an innovative approach
title_auth	CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH
abstract	<p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p<
abstractGer	<p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p<
abstract_unstemmed	<p<This article attempts to substantiate the concept of contextual curriculum based on “context” as a meaning-forming category, “competencies” as learning outcomes (as a teleological category containing learning as the substance of knowledge domains), “innovations” (as a driving mechanism), active and problematic teaching methods (as a procedural category). The emphasis is done on substantiating the main idea of contextual curriculum, developing a paradigm for contextual curriculum, as well as methods for constructing and applying it.<strong<<em<</em<</strong<</p<<p< </p<<p<<strong<CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ</strong<</p<<p<Acest articol încearcă să fundamenteze conceptul de curriculum contextual bazat pe „context” ca categorie de formare a sensurilor, pe „competențe” ca rezultate ale învățării (ca categorie teleologică care conține învățarea ca substanță a domeniilor cunoașterii), pe „inovații” (ca mecanism), pe metode de predare active și problematice (ca categorie procedurală). Accentul este pus pe fundamentarea ideii principale a curriculumului contextual, pe dezvoltarea unei paradigme pentru curriculumul contextual, precum și a metodelor de construire și aplicare a acestuia.</p<
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