Pub Date : 2021-06-01DOI: 10.26755/revped/2021.1/125
Monica Moraru, Anda Miron
In the context of the Covid-19 pandemic, the educational process has undergone significant transformations. Teachers, students, lessons, additional materials, homework, school guidance and discussions displayed new ways of expression, while applications commonly used for communication became working tools. Specialists in the field of education were encouraged to identify the most appropriate scenarios for the specifics of the school and the local context, so that the training and development of students’ competences be continuous, both in accordance with specific school curricula and new ways of organizing the teaching process. The debates about the digitization of education are accentuated by the major structural problems that the Romanian educational system is facing. In many rural schools, especially, the digitization remains a difficult goal to achieve. As the Ministry of Education has recently acknowledged, more than 250,000 students today do not have access to the infrastructure needed for education during the pandemic. Without proactive measures to balance the situation, education during the pandemic is currently discriminating, instead of being an integrative solution. The present study offers a model for conducting online education in a rural school: Secondary School no. 1 in Valu lui Traian, Constanþa County. Through this, we want to show the benefits of online education, but also its limits determined, especially, by the absence of collaboration and direct communication between teachers, students and parents in a space suitable for the educational process: namely the school and the class of students.
在2019冠状病毒病大流行的背景下，教育进程发生了重大变化。教师、学生、课程、附加材料、家庭作业、学校指导和讨论展示了新的表达方式，而通常用于交流的应用程序成为了工作工具。鼓励教育领域的专家根据学校的具体情况和当地情况确定最适当的方案，以便根据具体的学校课程和组织教学过程的新方法，不断训练和发展学生的能力。罗马尼亚教育系统面临的主要结构性问题，加剧了有关教育数字化的辩论。特别是在许多农村学校，数字化仍然是一个难以实现的目标。正如教育部最近承认的那样，今天有25万多名学生在大流行期间无法获得教育所需的基础设施。如果没有积极的措施来平衡局势，大流行期间的教育目前是歧视性的，而不是综合性的解决办法。本研究提供了一个在农村学校开展网络教育的模式:1在康斯坦格县的Valu lui traan。通过这种方式，我们想要展示在线教育的好处，但同时也展示了它的局限性，特别是由于教师、学生和家长之间缺乏协作和直接交流，在一个适合教育过程的空间里，即学校和学生的班级。
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Pub Date : 2021-06-01DOI: 10.26755/revped/2021.1/51
L. Drăghicescu, I. Stăncescu
In the current national and international context, the education “hosted” in the online environment, which was once only a secondary solution, rarely used, has become the main way to ensure the continuity of the learning process. In this study, we aimed to capture the reactions of those who were the first to experiment an exclusively online, learning process, i.e. the reactions of the students. We used an investigative approach focused on the following objectives: identifying the perception of students/learners regarding the efficiency and quality of the educational process carried out in the online environment and highlighting ways to improve teaching activities conducted online. The main research method was the questionnaire-based survey. The questionnaire was administered online, integrating a series of items that addressed issues such as: students’ participation in educational activities, problems encountered, solutions to optimize the didactic process conducted in the online environment. Following the investigative approach, the main conclusions are the following: most of the surveyed students consider that the educational activities carried out in the online environment do not have the same efficiency as the direct activities (face to face); the main problems highlighted by the respondents were: overload, fatigue, demotivation, learning difficulties in understanding and operating with certain content, poor Internet connection, but also the lack of necessary indications to facilitate learning. We appreciate that the results of our study may be relevant for practitioners in the field of education, especially for those from higher education, but also for all those interested in digital education.
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Pub Date : 2019-12-01DOI: 10.26755/r2evped/2019.2/47
F. Linca
In the last few decades, researchers in the field of education have paid particular attention to the inclusion of children with special educational needs (SEN) in mainstream schools. Children with Attention Deficit/Hyperactivity Disorder have been included among those with special support needs and special educational needs in the USA since 1990, when the Individuals with Disabilities Education Act (IDEA) was adopted. In Romania, although there is no specific legislation yet, in 1990 by Law 15, the Romanian Parliament ratified the Convention on the Rights of the Child, which laid the foundations for inclusion of children with special educational needs in mainstream school and society. This study aims to achieve two objectives. The first objective was to explore the relationship between the perception of primary school teachers about the severity of the symptoms of ADHD students, their attitude towards the integration of ADHD students in the school and their knowledge about ADHD. The second objective covered the aspects from the questionnaires applied and from the interview. The results show that the teachers’ attitudes towards the integration of children with ADHD into mainstream schooling are often neutral, that primary school teachers have knowledge of the symptoms, etiology, and treatment of ADHD students, and that there is a mediating effect (Z = 2.02, p = 0.044, p <0.05), which accounts for 36.6% of the total effect. It can be concluded that all the objectives have been achieved and the results can be used to carry out in-service training programs for primary school teachers. Revista de Pedagogie Journal of Pedagogy, 2019 (2), 47 – 63 https://doi.org/10.26755/R2evPed/2019.2/47 * PhD. Candidate, University of Bucharest, Faculty of Psychology and Educational Sciences, Department of Educational Sciences, Bucharest, Romania.
在过去的几十年里，教育领域的研究者特别关注主流学校中有特殊教育需要的儿童(SEN)的纳入问题。自1990年《残疾人教育法》通过以来，美国已将注意力缺陷/多动障碍儿童纳入有特殊支持需要和特殊教育需要的儿童之列。在罗马尼亚，虽然还没有具体的立法，但罗马尼亚议会于1990年通过第15号法律批准了《儿童权利公约》，该公约为将有特殊教育需要的儿童纳入主流学校和社会奠定了基础。本研究旨在实现两个目标。第一个目的是探讨小学教师对ADHD学生症状严重程度的认知、对ADHD学生融入学校的态度和对ADHD的认知之间的关系。第二个目标涵盖了问卷调查和访谈的各个方面。结果显示，教师对ADHD儿童融入主流学校教育的态度往往是中性的，小学教师对ADHD学生的症状、病因、治疗有一定的了解，存在中介效应(Z = 2.02, p = 0.044, p <0.05)，占总效应的36.6%。可以得出结论，所有的目标已经达到，结果可以用于开展小学教师在职培训计划。教育学刊，2019 (2)，47 - 63 https://doi.org/10.26755/R2evPed/2019.2/47 *罗马尼亚布加勒斯特教育科学系心理与教育科学系候选人。
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