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Classification of didactic methodology

Classification of didactic methodology is used to offer a better understanding of educational process; to offer the possibility to professors to easier choose a teaching methodology; to help students orient in the methodology in their learning process.

In methodology classification are used the following criteria:
- classification should be realized at general and specific level;
- methodology changes by criteria should be static;
- classification should be understandable and logical;
- classification should not be too branched or ramified, it is confusing;

As result there are following types of methodology classification:
1. from historical point of view:
- traditional methods: exposition; conversation; exercise;
- modern methods: brainstorming, programmatic investigation; algorithmization;
2. from applicability point of view:
- general methods: exposition, lecture, conversation, course; etc.
- particular methods: exemplification, moral exercise; etc.
3. from knowledge presentation point of view:
- Verbal methods: based on writing and reading activities;
- Intuitive methods: based on direct observation; sensorial perception of natural perception;
4. from participation level point of view:
- expositive methods: based on reproductive memory and passive listening;
- active methods: based on research and exploitation activity;
5. from didactic function point of view:
- with general function of teaching and communicating;
- with general function of fixation and consolidation of knowledge;
- with general function of evaluation and appreciation of results.
6. from assimilation level point of view:
- algorithmic methods: based on operational formulas, etc.
- heuristic methods: based on individual solving of matters, etc.
7. from work structure point of view:
- individual methods: for each student;
- teaching-learning methods in groups: in homogeny or heterogenic groups;
- frontal methods: for all members of class;
- combined methods: alternation of the above mentioned variants;
8. from perception level (conscientious learning) point of view:
- methods based on learning through receptiveness: exposition, demonstration with expositive character;
- methods that are results of directed discovery: case studing; heuristic conversation;
- discovery methods: brainstorming, heuristic exercise;
9. from results and changes that occur in students, point of view:
- changes are occurring through other methods as in case of exposition, case studing;
- auto structuring methods: the individual changes oneself through exercise and discoveries.

 

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