Procesul\nform\u0103rii no\u0163iunilor gramaticale \u0219i al cre\u0103rii posibilit\u0103\u0163ilor de a opera cu ele\neste de o importan\u0163\u0103 capital\u0103 pentru studierea limbii rom\u0203ne. Procesele\ng\u0203ndirii pe care trebuie s\u0103 le efectueze elevii pentru a \u00een\u0163elege \u0219i a-\u0219i\n\u00eensu\u0219i no\u0163iunile de fonetic\u0103, morfologie \u0219i sintax\u0103 sunt: analiza, compara\u0163ia,\nsinteza \u0219i generalizarea.<\/p>\n\n\n\n
\u00cen clasele\nV-VIII, elevii trebuie s\u0103 dob\u0203ndeasc\u0103, treptat, capacitatea de a se orienta cu\nclaritate \u00een cercetarea faptelor de limb\u0103, de a descoperi tr\u0103s\u0103turile lor\nesen\u0163iale, pentru a putea ajunge la \u00een\u0163elegerea structurii limbii. Condi\u0163ia\nesen\u0163ial\u0103 a pred\u0103rii gramaticii limbii rom\u0203ne este activizarea continu\u0103 a\nputerii de abstractizare a elevilor. <\/p>\n\n\n\n
Vorbirea\ngramatical\u0103 premerge la elevi \u00eensu\u0219irii con\u0219tiente a no\u0163iunilor \u0219i defini\u0163iilor\ngramaticale, precum \u0219i a logicii acestora. La \u0219coal\u0103, limba matern\u0103 devine un\nobiect de studiu cu no\u0163iuni, reguli, defini\u0163ii, care se \u00eensu\u0219esc con\u0219tient \u00een\nvederea unei exprim\u0103ri corecte, at\u0203t orale, c\u0203t \u0219i scrise.<\/p>\n\n\n\n
\u00cen clasele\ngimnaziale scrisul \u0219i cititul stau \u00een aten\u0163ia profesorului de limba \u0219i\nliteratura rom\u0203n\u0103. Exprimarea oral\u0103 \u0219i scris\u0103 a elevilor se bazeaz\u0103 pe\ncuno\u0219tin\u0163ele de morfologie \u0219i sintax\u0103 asimilate, pe conceptele, no\u0163iunile,\ncategoriile, defini\u0163iile, termenii \u0219i clasific\u0103rile existente \u00een gramatic\u0103.\nToate aceste acumul\u0103ri \u0219i defini\u0163ii se realizeaz\u0103 prin exerci\u0163ii \u0219i exemple, intuitive\n\u0219i inductive, studiul gramaticii constituindu-se \u00eentr-un instrument de formare\n\u0219i dezvoltare a deprinderilor de exprimare corect\u0103. No\u0163iunile, termenii,\ncategoriile, defini\u0163iile, regulile gramaticale trebuie \u00eensu\u0219ite, folosindu-se\n\u00een acest scop exerci\u0163ii variate (de recunoa\u0219tere, aplicare, inven\u0163ie,\ncreativitate).<\/p>\n\n\n\n
Formarea\nno\u0163iunilor gramaticale se realizeaz\u0103 \u00een cadrul \u00eenv\u0103\u0163\u0103rii sistematice a limbii\n\u0219i prin exersarea ei. Sistemul limbii \u0219i defini\u0163iile se \u00eenva\u0163\u0103 dup\u0103\ndeprinderile de analiz\u0103 \u0219i explicare a componentelor limbii, a p\u0103r\u0163ilor.\nFormarea no\u0163iunilor gramaticale \u00een \u0219coal\u0103 se face pe baza principiului\nconcentric, care presupune actualizarea, sistematizarea \u0219i aprofundarea\ncuno\u0219tin\u0163elor anterioare. <\/p>\n\n\n\n
\u00cen predarea\nlimbii \u0219i a literaturii se combin\u0103 achizi\u0163iile liniare \u0219i cele concentrice,\naspectele informative \u0219i formative. Procesul \u00eenv\u0103\u0163\u0103rii no\u0163iunilor cuprinde\nnumeroase analize, sinteze, defini\u0163ii (gen proxim \u0219i diferen\u0163e specifice),\ncaracteristici, diferen\u0163ieri, identific\u0103ri, opozi\u0163ii \u0219i corela\u0163ii.<\/p>\n\n\n\n
\u00censu\u0219irea\nno\u0163iunilor nu se reduce la preluarea lor de-a gata de c\u0103tre copii, de la\nadul\u0163ii care le st\u0103p\u0203nesc. No\u0163iunile de gramatic\u0103 se bazeaz\u0103, \u00een formarea lor,\npe analiza morfologic\u0103 a cuvintelor \u0219i pe \u00een\u0163elegerea raporturilor sintactice\ndintre cuvinte \u00een cadrul alc\u0103tuirii propozi\u0163iilor. De-a lungul acestui proces,\nelevii se orienteaz\u0103, mai ales la \u00eenceput, dup\u0103 sensul concret al cuvintelor \u0219i\nal propozi\u0163iilor. <\/p>\n\n\n\n
Adep\u0163ii\nlogicismului consider\u0103 c\u0103 judecata \u0219i propozi\u0163ia sunt dou\u0103 enun\u0163uri care\nconcord\u0103 p\u0203n\u0103 la identificare: orice propozi\u0163ie exprim\u0103 o judecat\u0103, dup\u0103 cum\norice judecat\u0103 poate fi formulat\u0103 printr-o propozi\u0163ie. E bine s\u0103-i obi\u0219nuim pe\nelevi, \u00eenc\u0103 de la formarea no\u0163iunilor, cu motivarea unui fapt de limb\u0103 prin\npunctul de vedere gramatical, \u00eens\u0103, acolo unde contextul ne permite, s\u0103 apel\u0103m\n\u0219i la ra\u0163ionamentul logic.<\/p>\n\n\n\n
\u00cen gramatic\u0103\nse opereaz\u0103 cu abstractiz\u0103ri ale abstractiz\u0103rilor. Cuvintele reprezint\u0103\nrezultatul unor generaliz\u0103ri. Specificul oper\u0103rii cu no\u0163iuni gramaticale impune\nanumite cerin\u0163e, a c\u0103ror respectare face mai u\u0219or procesul de formare \u0219i\nconsolidare a lor:<\/p>\n\n\n\n
a. Materialul\nde limb\u0103 de la care se porne\u0219te este textul. <\/p>\n\n\n\n
b. Elevii\ntrebuie s\u0103 participe ei \u00een\u0219i\u0219i la elaborarea defini\u0163iei gramaticale sau a\nregulii ortografice. Dac\u0103 participarea elevilor la interpretarea materialului\nlingvistic a fost real\u0103 \u0219i ra\u0163ional\u0103, ei vor fi capabili s\u0103 elaboreze\ndefini\u0163ia, iar o defini\u0163ie la a c\u0103rei formulare au contribuit efectiv va fi mai\nu\u0219or re\u0163inut\u0103 \u0219i mai opera\u0163ional\u0103.<\/p>\n\n\n\n
c. No\u0163iunile\ngramaticale se \u00eensu\u0219esc mai bine dac\u0103 profesorul reu\u0219e\u0219te s\u0103 \u00eei fac\u0103 pe elevi\ns\u0103 \u00een\u0163eleag\u0103 \u0219i leg\u0103turile dintre ele.<\/p>\n\n\n\n
d. Un mijloc\nutil \u00een anumite situa\u0163ii de analiz\u0103 gramatical\u0103 \u00eel reprezint\u0103 \u00eentreb\u0103rile. <\/p>\n\n\n\n
e. Regulile,\nnormele, defini\u0163iile, o dat\u0103 ce au fost \u00eenv\u0103\u0163ate, trebuie aplicate \u00een practic\u0103,\nde mai multe ori, la intervale periodice, p\u0203n\u0103 se con\u0219tientizeaz\u0103 \u0219i devin\ninstrumente de autocontrol.<\/p>\n\n\n\n
\u00cen formarea\nno\u0163iunilor la elevi putem folosi strategia inductiv\u0103 sau strategia deductiv\u0103. <\/p>\n\n\n\n
Strategia\ninductiv\u0103 cuprinde desprinderea, pe baza exemplelor, a notelor comune, analiza\n\u0219i compararea acestora \u0219i sesizarea diferen\u0163elor, formarea \u0219i trierea ipotezei,\nutilizarea altor exemple diferen\u0163iatoare, generalizarea \u0219i defini\u0163ia,\nposibilitatea reactualiz\u0103rii exemplelor \u0219i defini\u0163iei. Duce de la particular la\ngeneral, de la exemple la defini\u0163ie. <\/p>\n\n\n\n
Strategia\ndeductiv\u0103 folose\u0219te metode expozitive \u0219i transmite verbal informa\u0163ia esen\u0163ial\u0103.\nCon\u0163inutul conceptului se dezv\u0103luie prin exemple de contrast. Informa\u0163ia\nverbal\u0103 sau scris\u0103 se coreleaz\u0103 cu exemple variate. Parcursurile deductive se\nproduc prin trecerea de la general la particular. \u00cen timp, prin fix\u0103ri \u0219i\nreactualiz\u0103ri, elevii opereaz\u0103 cu no\u0163iunile \u00eenv\u0103\u0163ate, iar profesorul urm\u0103re\u0219te\ngradul de \u00eensu\u0219ire al acestora. Sunt esen\u0163iale utilizarea cuno\u0219tin\u0163elor,\nexperien\u0163a elevilor, \u00eent\u0103rirea \u00eenv\u0103\u0163\u0103rii, participarea activ\u0103 a elevilor,\nexersarea prin repeti\u0163ii, impulsionarea \u00eenv\u0103\u0163\u0103rii, alternarea celor dou\u0103\nstrategii etc. <\/p>\n\n\n\n
Parcursul\nanalogic const\u0103 \u00een trecerea \u00eentr-un context nou a unor elemente cunoscute. De exemplu \u00een predarea \u2013 \u00eenv\u0103\u0163area valorilor\nnumeralului se porne\u0219te de la cuno\u0219tin\u0163ele elevilor despre substantiv, adjectiv\n\u015fi adverb.<\/p>\n\n\n\n
Fazele\nform\u0103rii no\u0163iunilor gramaticale sunt: faza de receptare, faza de \u00eensu\u0219ire, faza\nde stocare, faza de actualizare. Etapele form\u0103rii acestor no\u0163iuni sunt: 1.\nreceptarea materialului, a exemplelor, \u00een care este cuprins\u0103 \u0219i noua no\u0163iune\n(perceperea activ\u0103, \u00eenregistrarea informa\u0163iilor); 2. analiza, sinteza \u0219i\ngeneralizarea no\u0163iunii (\u00een\u0163elegerea \u0219i definirea); 3. stocarea \u00een memorie; 4.\noperarea \u0219i transferul cuno\u0219tin\u0163elor, reactualizarea no\u0163iunilor \u0219i a\nexemplelor. <\/p>\n\n\n\n
\u00cen formarea\nno\u0163iunilor gramaticale conteaz\u0103 logica limbii \u0219i cea didactic\u0103, a asimil\u0103rii\ntreptate, pe baza exemplelor, a defini\u0163iilor, regulilor \u0219i a aplica\u0163iilor. Algoritmii\n\u0219i analiza gramatical\u0103, sintactico-morfologic\u0103,\nsprijin\u0103 formarea no\u0163iunilor gramaticale \u0219i a conceptelor, generaliz\u0103rile.\nAnaliza, compara\u0163ia, sinteza sunt procesele prin care se \u00een\u0163eleg \u0219i se formeaz\u0103\nno\u0163iunile de fonetic\u0103, morfologie \u0219i sintax\u0103.<\/p>\n\n\n\n
Formarea\nno\u0163iunilor gramaticale este un proces complex, care necesit\u0103 timp, informa\u0163ii\n\u0219i aplica\u0163ii. No\u0163iunile, defini\u0163iile \u0219i regulile se formeaz\u0103 pe calea\ngeneraliz\u0103rii \u0219i abstractiz\u0103rii elementelor esen\u0163iale \u0219i comune. Textul ales va\nfi edificator pentru faptul de limb\u0103 \u00een discu\u0163ie. Eviden\u0163ierea esen\u0163ialului se\nrealizeaz\u0103 prin analiz\u0103, compara\u0163ie \u0219i sintez\u0103, iar elevii vor fi atra\u0219i \u00een\ndescoperire, argumentare, exemplificare \u0219i comparare.<\/p>\n\n\n\n
Bibliografie<\/strong>:<\/p>\n\n\n\n Bonea Alina-Narcisa, profesor, limba \u015fi literatura rom\u0203n\u0103, \u015ecoala Gimnazial\u0103 Nr. 10 Satu Mare Procesul form\u0103rii no\u0163iunilor gramaticale \u0219i al cre\u0103rii posibilit\u0103\u0163ilor de a opera cu ele este de o importan\u0163\u0103 capital\u0103 pentru studierea limbii rom\u0203ne. Procesele g\u0203ndirii pe care trebuie s\u0103 le efectueze elevii pentru a \u00een\u0163elege \u0219i a-\u0219i \u00eensu\u0219i no\u0163iunile de fonetic\u0103, morfologie \u0219i…<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1342","post","type-post","status-publish","format-standard","hentry","category-fara-categorie"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1342"}],"version-history":[{"count":3,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1342\/revisions"}],"predecessor-version":[{"id":1347,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=\/wp\/v2\/posts\/1342\/revisions\/1347"}],"wp:attachment":[{"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1342"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1342"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/revista.newprojects.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}