Evoluția conceptului de învățare bazată pe sarcini de lucru în științele educației

Abstract

The article focuses on the concept of task-based learning, the importance and relevance of the theme being determined in the context of the concerns of science and practice of education for the modernization of didactic process, the connection to the requirements of contemporaneity, the increase in the quality of the educational process. A review is made of the main stages of the evolution of the given concept: from the first ideas developed in the 40-50s of the 20th century to the present day, when task-based learning is promoted in the world, including in the Republic of Moldova at the level of the National Curriculum. Arguments are made regarding the framing of task-based learning, as a didactic technology, in the current paradigms of learning: the paradigm of learning as (inter)active elaboration of knowledge; the paradigm of learning as a construction of knowledge; the paradigm of learning as self-exploration and self-discovery. There are also connections with the entrepreneurial paradigm that subsumes concepts such as education through (and for) action, practical education, active-participatory, student-centered education, etc. in contexts of concordance from an entrepreneurial perspective of the forms of education: formal, non-formal, informal.