The Psycho-pedagogical Paradigm of Discipline Didactics / Costica Lupu

Public ISBD Titre : The Psycho-pedagogical Paradigm of Discipline Didactics Type de document : texte imprimé Auteurs : Costica Lupu, Auteur Editeur : LAP LAMBERT Academic Publishing Année de publication : 2014 Importance : 236 p. Format : 8.7in. x 5.9in. x 0.5in ISBN/ISSN/EAN : 978-3-659-51674-0 Langues : Anglais Résumé : This book approaches the establishment of a paradigm necessary for the elaboration of specialized didactics within postmodern pedagogy. The proposed model of the paradigm of science didactics contains guidelines related to the teachers art of teaching, stimulating learning and checking the results based on classical concepts and principles of general didactics. This paradigm identifies and relates the basic epistemological structure of the discipline to the psychological structure of the learners personality, individual and age particularities, as well as the nature of the socio-cultural environment represented by the family, community and school. This paradigm supports a type of structure of the didactics of the specialty that stimulates the teachers initiative concerning the optimum correlation between the dimension of the informative and formative pedagogical message. 210 The Psycho-pedagogical Paradigm of Discipline Didactics [texte imprimé] / Costica Lupu, Auteur . - [S.l.] : LAP LAMBERT Academic Publishing, 2014 . - 236 p. ; 8.7in. x 5.9in. x 0.5in. ISBN : 978-3-659-51674-0 Langues : Anglais Résumé : This book approaches the establishment of a paradigm necessary for the elaboration of specialized didactics within postmodern pedagogy. The proposed model of the paradigm of science didactics contains guidelines related to the teachers art of teaching, stimulating learning and checking the results based on classical concepts and principles of general didactics. This paradigm identifies and relates the basic epistemological structure of the discipline to the psychological structure of the learners personality, individual and age particularities, as well as the nature of the socio-cultural environment represented by the family, community and school. This paradigm supports a type of structure of the didactics of the specialty that stimulates the teachers initiative concerning the optimum correlation between the dimension of the informative and formative pedagogical message. 210

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