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The Competence – The Finality of Didactic Communication

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Author(s): Mirela Arsith

Journal: Acta Universitatis Danubius : Communicatio
ISSN 1844-7562

Volume: 6;
Issue: 1;
Start page: 88;
Date: 2012;
Original page

Keywords: competence | curriculum | problem solving | context | mobilization

ABSTRACT
The paradigm of pedagogy through competence promotes the priority of forming thecompetence as one of the aims of education. The skill requires mobilizing the declarative andprocedural knowledge that can be mobilized in new situations by the educated. Itselects, organizesand structures them in order to find solutions and resolutions. The accumulations achieved by theeducated at several levels of his personality allow him to prove that he is able to solve a task or aproblem. Mobilization in solving andfinding solutions means adaptation, differentiation, integration,reflection, combination, specification, coordination, planning, decision, formulating hypotheses,reconfiguration of fields at conceptual, attitudinal and behavioral level. Become mental and practicaltools, all these prove the existence of competence. The competence is significant in terms of realaction, by which the educated “puts into practice” his system of accumulation. Then he is periodicallyevaluated, based on efficiency and effectiveness in various and complex contexts of the realenvironment.
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