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1
Catalog
PDF - ACTIVITĂȚI EDUCATIVE PRIVIND PEISAJUL PENTRU ÎNVĂȚĂMÂNTUL PRIMAR - Ghid didactic pentru profesori și elevi (2021)
Convenția Consiliului Europei privind Peisajul prevede ca părțile semnatare să se angajează să promoveze cursuri școlare care abordează, în domeniile relevante, valorile atașate peisajului și problemele ridicate de protecția, gestionarea și planificarea acestuia.
Această broșură pedagogică Activități educative privind peisajul pentru învățământul primar, își propune să trezească curiozitatea și interesul elevilor față de peisaj, invitându-i să se gândească la ceea ce înțeleg prin „peisaj”, împreună cu dimensiunile sale de mediu, sociale, culturale și economice, atât în spațiu, cât și în timp.
Activitățile pot determina elevii să-și imagineze care ar putea fi rolul lor, ca indivizi și membri ai societății, implicați activ în peisaj.
Aceste activități pot fi desfășurate în cadrul educației formale și non-formale.
Această broșură pedagogică Activități educative privind peisajul pentru învățământul primar, își propune să trezească curiozitatea și interesul elevilor față de peisaj, invitându-i să se gândească la ceea ce înțeleg prin „peisaj”, împreună cu dimensiunile sale de mediu, sociale, culturale și economice, atât în spațiu, cât și în timp.
Activitățile pot determina elevii să-și imagineze care ar putea fi rolul lor, ca indivizi și membri ai societății, implicați activ în peisaj.
Aceste activități pot fi desfășurate în cadrul educației formale și non-formale.
Cuvânt înainte
Introducere
I. Activități de percepere a peisajului
Introducere
I. Activități de percepere a peisajului
Activitatea 1 – Să vezi peisajul
Activitatea 2 – Să asculți peisajul
Activitatea 3 – Să atingi peisajul
Activitatea 4 – Să miroși peisajul
Activitatea 5 – Să guști peisajul
Activitatea 6 – Să simți peisajul
II. Activități de identificare a peisajului
Activitatea 7 – Ce reprezintă?
Activitatea 8 – Este ceea ce pare a fi?
Activitatea 9 – Diferit, dar asemănător
Activitatea 10 – Chiar mai dificil
Activitatea 11 – Aproape sau departe
III. Activități de analiză a peisajului
Activitatea 12 – Creșterea plantelor
Activitatea 13 – Urmele lăsate de animale
Activitatea 14 – Amprenta umană
Activitatea 15 – Ce se întâmplă aici?
Activitatea 16 – Ce se formează mai întâi?
Activitatea 17 – Magia peisajului
IV. Activități de înțelegere a peisajului
Activitatea 18 – Planifică teritoriul!
Activitatea 19 – Ce crezi că s-ar întâmpla dacă...?
Activitatea 20 – Tu decizi
V. Activități privind formularea concluziilor privind peisajul
Activitatea 21 – Traseul peisajului
Activitatea 22 – Peisajul nostru
Activitatea 23 – Albumul meu cu peisaje
Activitatea 24 – Peisajul meu arată astfel
Concluzie
Convenția Consiliului Europei privind Peisajul prevede ca părțile semnatare să se angajează să promoveze cursuri școlare care abordează, în domeniile relevante, valorile atașate peisajului și problemele ridicate de protecția, gestionarea și planificarea acestuia.
Această broșură pedagogică Activități educative privind peisajul pentru învățământul primar, își propune să trezească curiozitatea și interesul elevilor față de peisaj, invitându-i să se gândească la ceea ce înțeleg prin „peisaj”, împreună cu dimensiunile sale de mediu, sociale, culturale și economice, atât în spațiu, cât și în timp.
Activitățile pot determina elevii să-și imagineze care ar putea fi rolul lor, ca indivizi și membri ai societății, implicați activ în peisaj.
Aceste activități pot fi desfășurate în cadrul educației formale și non-formale.
Această broșură pedagogică Activități educative privind peisajul pentru învățământul primar, își propune să trezească curiozitatea și interesul elevilor față de peisaj, invitându-i să se gândească la ceea ce înțeleg prin „peisaj”, împreună cu dimensiunile sale de mediu, sociale, culturale și economice, atât în spațiu, cât și în timp.
Activitățile pot determina elevii să-și imagineze care ar putea fi rolul lor, ca indivizi și membri ai societății, implicați activ în peisaj.
Aceste activități pot fi desfășurate în cadrul educației formale și non-formale.
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