AVVERTENZE GENERALI EDISES PDF
2 Avvertenze Generali Sintesi di fine capitolo in Lingua inglese resourceone.info nitive processes and can be understood by going beyond the study of simple. sintesi avvertenze generali edizione edises Copyright: © All Rights Reserved. Download as PDF, TXT or read online from Scribd. Flag for inappropriate. sintesi in lingua inglese del manuale avvertenze generali le avvertenze generali capitolo delle avvertenze il nuovo concorso a cattedra - edises - 3 il.
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Info Sometimes, these experiences are very painful and intolerable to the subject, who cancels them through a mechanism that Freud calls removal.
To better define the relationship between the conscious and unconscious mental processes and the mechanisms that allow the transfer of content from one area to another of the psyche, Freud identifies three elements that perform different functions in the human psyche: the Id, www.
Starting from his studies on the psyche, Freud developed a staged theory of the childs development. Erik H. Erikson Starting from the stage of Freuds psychosexual development, Erikson elaborates a pattern consisting of different stages of psychosocial development that characterise the life of every individual, from birth to old age.
John Bowlby and Mary Ainsworth Focusing on the positive aspects that characterise the connection of the child with his mother, Bowlby stresses that it is expressed through a series of primary instinctual responses, i. Bowlby identifies five main behaviours: sucking, clinging, following, crying and smiling. Lawrence Kohlberg Kohlberg has formulated a theory of the moral development of the individual through successive stages. For Kohlberg, the moral development of a person cannot be simply represented www.
Robert L. Selman Selman tried to describe the abilities of children to place themselves in the perspective of others in order to understand their different points of view. His studies have been mainly applied in education, with the intention of establishing a school curriculum that by leveraging the social skills of the students, could also include specific activities of peer learning.
Chapter 3 Psycho-pedagogical skills 1. The active schools and Dewey Planning in active schools or new schools is distinguished by the degree of involvement of the pupil in the teaching activity. The pupil must instead experience and understand first-hand, through experience and practical activity. Starting from the concept of experience and school activity, Dewey claims that in order to effectively contribute to social growth, the school must start from the needs, impulses and interests of the pupils, which should be oriented towards educational activities to be carried out in an interesting and participative manner in order to encourage learning.
According to Dewey, the method of learning by doing helps the child to organise his knowledge and it cannot be replaced with frontal lessons or learning from a text. Of course, books are a useful tool to learn, but experience must be combined with texts, as it favours the active vocation of the child.
Burrhus F. Skinner and the teaching devices Skinner suggests designing teaching devices, capable of organising their applications in order to create learning sequences aimed at acquiring specific knowledge. These devices can be programmed with multiple objectives and have the ability to change their behaviour based on the students answers.
Educational and psyco-pedagogical competences and basic knowledge of the education system 7 3. Benjamin S. Bloom and the Mastery Learning Bloom is responsible for the learning procedure called Mastery Learning. It is a procedure that aims to bring the majority of students to master the discipline that they are taught, taking into account the individual differences in the student rate and timing of learning.
Five variables are defined, which inuence learning: attitude, quality of education, ability to understand education, perseverance, and the time available. Lev S.
Avvertenze Generali - Sintesi in Inglese
Vygotskij Research on the degree of cognitive maturation of children is always directed towards the observation of what they are able to do individually and independently current development. However, this does not provide an indication of their learning skills in the short or long term.
Therefore, Vygotskij focuses on the area of proximal development, which corresponds to the level of potential development of the child, determined by the ability to solve a problem with the help of a more competent adult or a peer. In primary school, an education that is directed towards making the children work in their proximal development area is needed.
As part of the cognitive development, Vygotskij distinguishes two types of concepts: scientic and spontaneous. The former are formal concepts, often detached from the personal experience of the child, where usually, it is not possible to make spontaneous and empirical use of them and are acquired by children at school. The spontaneous or daily concepts are instead generated by everyday experience and are not organised into a coherent knowledge system; they do not have punctual and strict relationships that connect them.
They are easily attributable to an empirical use. The connection between spontaneous and scientific concepts is identified by the proximal development area.
competences and basic knowledge of the
When the level of maturation of a spontaneous concept is in the proximal development area, then the pupil should have an activity suggested, guided by the teacher, who can lead the concept back to an organic arrangement, towards a profound understanding and awareness, towards a more scientific based concept. Jerome Bruner Bruner identifies one aspect which is common to all disciplines, consisting in a structure, by which is meant a core of key ideas, fundamental knowledge, underpinning the understanding the many aspects of the discipline.
The researcher says that the fundamental aspects of each discipline can be taught to anyone, of any age, provided they are presented in a certain form. Starting from this assumption, one can define a spiral curriculum, so-called as it initially presents the key ideas in a simple and intuitive manner, but periodically returns to such ideas, considering them in a different form, more elaborate and relying on more formal and symbolic modes of representation.
The researcher distinguishes between the theory of education, of prescriptive type, with the aim of reaching the objectives in an optimal way, and the learning theory, of descriptive type, which describes and interprets what is going on when learning takes place or what happened when it was finished.
Bruner incorporates the concept of problem solving and links it to the scaolding concept. Von Glasersfeld Knowledge is not acquired passively. Actively, this new experience must be assimilated or accommodated in the existing structures in order to create new knowledge.
Only in this way the individual returns to a balance with the external environment.
For this reason, it is necessary to put the student in front of elements that could disturb his cognitive structures. This takes place especially in comparison and interaction with other students. Under this paradigm, the teacher often favours the creation of learning groups or study groups. Von Foerster The student analyses the education system focusing on the usual specific teaching practices and highlighting the trivialisation issue of the teaching-learning process.
The education system welcomes children who are, in some ways, unpredictable. If we ask them a question, they will respond from the perspective of the child, in a way that we do not expect and that sometimes surprises us.
The education system gradually tends to dumb down students, making them provide predictable and expected responses to questions. The same evaluation tests are meant to ask questions for which the answers are known and the correct answer is expected. When a student gets an excellent grade to a test, his trivialisation process is completed, as he is totally under control and provides the answers expected by his interlocutors.
Another important difference is between legitimate and illegitimate questions. The education system is based on illegitimate questions, i. The focus of attention should be on the legitimate questions, i. Edgar Morin The pedagogical beliefs of Morin are closely related to his global view of the current reality, the complexity of the problems and relationships established between the environment, culture and education.
Therefore, the challenge of modern knowledge is focused on the effort of being able to clarify, define and interpret the complexity. Educational systems base their training action on the knowledge and explanation of clear and articulate content. One can learn what is clear and reliable. For Morin, the first critical point is the fragmentation and isolation of knowledge. This phenomenon leads to the subdivision of knowledge into disciplines and the concept of culture i.
On the contrary, these two cultures are complementary and must reconnect. The complexity theory helps forming a global vision of reality. A greater global perspective helps in recognising the interconnection of cultures and the interconnection of the destinies of different communities.
Therefore, it encourages greater responsibility and greater solidarity. Active learning Active learning has become a generic term for different educational methodologies that focus attention on the activities performed by students themselves.Il nuovo concorso a cattedra. Behaviourism Behaviourism is a theory of learning that has been developed in psychology, especially in America, and it comes from the English term behaviour. The class council gives to the pupil who is worthy.
As a rule.
Common and Specific LO. We suggest that you download those stand-alone PDF files in their entirety. The President of the Republic The President of the Republic is an autonomous and independent constitutional body.
Each school must have a policy that is aimed at preventing and timely detecting bullying phenomena.
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