Abordarea procesului de învăţământ din perspectiva formării competenţelor de comunicare

Abstract

The teaching-learning-evaluation activity is new in terms of the requirements of training and development of communication skills in the education process. The quality of pedagogical communication depends both on the peculiarities of the "transmitter" and the "receiver", on the existence and further construction of a "common repertoire", the communicative aptitude of the teacher, his psycho-pedagogical and psychosocial empathy and his / her didactic strategy. However, the method of didactic communication should be selected and applied by considering the following factors: the purpose of the activity, the personality of the pupil, the concrete framework in which the activity takes place, the personality of the educator, his / her educational style. Pedagogical practice indicates the transition from teaching and acquiring information to the formation and development of students' thinking, centered on developing the capacity to work with this thinking in social-day life. In learning communication skills, the student is frequently put into problematic situations, with the tendency to problem and strive to solve. So the student is not out of the question, but appears to be a problem-generating factor, and problematic situations are defined in relation to the tensions involved, cognitive conflicts, discordances between concepts, representations or goals. From the point of view of operative cognitivism, evaluation is a complex action that engages the structuring of acquisitions through specific techniques of adjustment, integration and appreciation of new behavior. Evaluating the learning outcomes has as scope of investigation both the amount of acquisitions acquired in relation to the proposed objectives and their structuring in the perspective of sustainable, efficient learning. Pedagogical objectives have a substantial psychological basis, evident at the level of two behavioral, value anticipated, strategically committed and coherently assessed components. Competency objectives are studied and advanced to acquire a dynamic knowledge, related to values, programs, knowledge developed at the level of the training activity. Reporting of competence competences to knowledge is achievable through a complex pedagogical process of dynamization, didactic transposition and mobilization of competence objectives