| Abstrakt: |
The essence of the human being is the set of values he internalizes and acquires. Nowadays, the educator has to admit that the values reshape continuously. The world today is characterized by dynamism and change and the individual is forced to adapt effectively. School aims at training individuals able to assume their responsibility in acquiring skills. Valuing the individuality of the learner is a fundamental principle of contemporary education. In an educational and social context which is constantly changing, both students and teachers must become reflective practitioners, able to adapt to all educational situations by analyzing their own practices and results. The ability to self-analyze allows the teacher to identify his successes and failures and readjust his future actions. The self-reflexive dimension leads to autonomy. In the present study we intend to emphasize the necessity of training an autonomous individual, able of selfaccomplishment by an independent lifelong learning. Responsibility, autonomy and efficiency are present demands of training and educating the human being. The development of the professional skills is a continuous process which is due, on one hand, to the evolution of the sets of knowledge and abilities of the individual and on the other hand to one's increased ability to reorganize in more complex integrative structures his acquisitions according to his experience. The scientific approach is focused on both the presentation of the theoretical aspects and on highlighting the practically-applied implications of the aspects taken into consideration. The present research is oriented on the (meta)cognitive, constructivist theories which effectively imply the learner in the "learning process". Starting from the premise that training the autonomous learning skill is accomplished progressively, through a systematic, reflexive and continuous practice, we have tried to draw several directions of action. [ABSTRACT FROM AUTHOR] |
