Componentele modelului pedagogic de formare a competenței metacognitive la elevii din clasele primare prin comunicare didactică

Abstract

The pedagogical model represents a „didactic-methodological conception”, „a schematic pattern” that unifies the theories and paradigms of the education system with practice, offering the educational practitioner a concrete example of a theoretical-methodological approach, in the direction of the formation of a behavior or a competence. The assimilation of behavior oriented towards deep information processing requires the design of an instructional model that capitalizes on the „self-reflexive awareness” of the young schoolchild. The principles that are the basis of the pedagogical model we propose are formulated like instructive axes, approaches that broadly outline the vision of the authors regarding the compatibility of theory with school practice so that the subject of learning can take note of internal-cognitive actions, of the executive functions at his disposal, and at the same time, to call on them whenever the school or curricular context requires it. Didactic communication has an essential role in the formation and development of the metacognitive factor. That is why a series of specific principles are developed to make the informational flow more flexible, to facilitate the access of the young schoolboy to the set of metacognitive skills and attitudes that are intended to be formed through the didactic action of the teacher.