Aspecte ale proiectării și organizării ȋnvățării limbii materne din perspectiva actualelor programe
Aspects of projecting and organizing the mother tongue learning in terms of the current educational programs

Summary/Abstract: Modern society’s demands and the need for synchronizing the directions that have emerged in the recent decades in the study of the native language imposed to the Romanian school the necessity to update the vision of learning language and literature. All these demands are reflected in the communicative-functional model. The new Romanian language and literature syllabuses built on the communicative-functional model impose an integrated study of language, communication and literary text. The principles which are the basis of this model give a functional sense to the teaching process and ensure the fulfillment of its goals, such as: forming a balanced personalities of students, ,,training and building-up skills and abilities necessary to ensure their post-graduation success to lifelong learning and active integration in a knowledge-based society” . Designed with the purpose to connect school to life through skills training, the communicative model requires the need to structure a specific methodology” . His specificity consists in the types of activities and the way the lessons and learning sequences can be structured. It requires the needs for structuring learning paths that have as aim assimilation of knowledge and building-up skills and communication activities aimed to improve the communication skills, so that students can learn and especially to be able to apply what they have learned. ,,Focused on continuity and transparency of the learning process, current directions are subordinated to a vision in which understanding and learning contents are essential; it is also essential to comprehend the way understanding and learning occurs.” Adopting modern ways of planning Romanian language and literature lesson, the teacher will be able to valorize during the lessons students’ knowledge acquired during other classes, and students can notice that school education is related to their own interests and concerns. The author Florentina Sȃmihӑian in her book of didactics underlines ,,there are two important aspects that teachers of native language and literature may consider: firstly, reporting to the general aim of European education, and, on the other hand, intimate understanding of discipline’s philosophy to the level of goals, specific areas and teaching approaches, to develop students’ skills, values and attitudes”

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