Roxana Enache

Didactic conception on the basis of cognitive and affective objectives for non-profile university- physical education

Abstract Problem Statement: The instructional design, as an anticipation act, foreshadowing the didactic act, allowed us to conceive the didactic process from a rationalizing perspective and offered us efficiency, foresight, and process rigorous attributes, overcoming the behavioral scheme from which only the entering and exiting from the educational system counts (S-R), not taking into consideration what happens with these components (processes, mechanisms, substrata). Through the scientific conceiving we proposed a system of methodological operations (recommendations, prescriptions, guiding), which will ensure the quality and efficiency of the undertaken training process. Purpose of Study: This research was undertaken as a necessity of renewal within the field, with the purpose of showing that in the Physical Education activity only the motric objectives are taken into consideration, while the cognitive and affective ones, although known, are not introduced in the didactic conception or in students’ training. Research Methods: Bibliographic study method; Observation method; Enquiry method (conversation, questionnaire, etc.); Pedagogical experiment method; Statistical-Mathematical method; Graphical method. Findings: I have realized a study on a number of 20 professors with the purpose of verifying the statement that during didactic conception, they use only motric objectives, disregarding the cognitive and affective ones. Conclusions: Through scientific conception thought on the basis of cognitive and affective objectives along with the motric ones, we propose a new thinking concept and a new didactic action, which will state explicitly and organized, a system of methodological operations (recommendations, prescriptions, guiding), which will ensure the quality and efficiency of the training process undertaken.

Possible Orientations of the European Dimension in Romanian Educational Policy

Curricular reform in any educational system should be to balance national, European or international elements and should integrate diversity. European education calls for a democratic citizenship education that includes a political, cultural, social and economic education – an overall European dimension, which implies an awareness of the drive and diversity of European culture and to learn to live in a European context. This type of education is characteristic of a special category of strategies – namely, partnership strategies. Other educational strategies that are supported to achieve the European dimension may be based on the ability to adapt to a particular context, the transfer of knowledge and experience, participation, and the ability to anticipate and to innovate. The author reviews evidence (the curriculum, syllabi, textbooks, etc.), the intended curriculum and implemented and effective strategies in order to highlight the Romanian education policy to implement and achieve the European dimension in the Romanian curriculum. Obviously, the role of education is very important in the transmission and cultivation of values that determine, in turn, the behaviours, attitudes and specific reactions of responsible citizens, for Europe needs such people. Romanians, who have a sense of social responsibility, but in a latent form, should leave, on the one hand, the old values, which discourage initiative and free expression of opinions and effective involvement, and, on the other, learn to become responsible, to engage socially and to implement those values that are identified with the psycho-moral characteristics of the Romanians themselves: altruism, tolerance, innovation, honesty and fairness.