CONTEXTUAL ACADEMIC CURRICULUM: AN INNOVATIVE APPROACH

Vladimir GUŢU

Abstract


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.

 

CURRICULUM ACADEMIC CONTEXTUAL: O ABORDARE INOVATIVĂ

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.


Keywords


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

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References


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