Conţinutul numărului revistei |
Articolul precedent |
Articolul urmator |
709 22 |
Ultima descărcare din IBN: 2024-02-28 10:09 |
Căutarea după subiecte similare conform CZU |
373.091:94 (2) |
Genuri de școli de cultură generală. Învățământ de cultură generală (2096) |
Istoria generală (525) |
SM ISO690:2012 MIHĂILĂ, Monica-Maria. Relevanța teoriei inteligențelor multiple în învățarea istoriei. In: Univers Pedagogic, 2020, nr. 2(66), pp. 37-44. ISSN 1811-5470. DOI: https://doi.org/10.5281/zenodo.4090491 |
EXPORT metadate: Google Scholar Crossref CERIF DataCite Dublin Core |
Univers Pedagogic | ||||||
Numărul 2(66) / 2020 / ISSN 1811-5470 | ||||||
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DOI:https://doi.org/10.5281/zenodo.4090491 | ||||||
CZU: 373.091:94 | ||||||
Pag. 37-44 | ||||||
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Rezumat | ||||||
The multiple intelligences theory represents a valuable ally in class work with the newer generations, because the valorization of the dominant intelligences of each student leads to their own knowledge, to the development of the interest in educational offer, as well as the increase of the motivation to be formed for the interest of the society in which they are developing. This theory gives the teacher the opportunity to identify the specifics of the student’s intelligence, to optimize and reassess te teaching strategies in relation to the particularities of each student and to differentiate the educational activities according to his profile. |
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Cuvinte-cheie multiple intelligences, student-based education, differentiated instruction, skills, inteligențe multiple, educația centrată pe elev, instruirea diferențiată, aptitudine |
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