StatusThe thesis was presented on the 19 May, 2017
Approved by NCAA on the 31 May, 2017
Abstract– 1.83 Mb / in romanian
16.00 Mb /
Field of study didactics of Romanian language and literature teaching.
Purpose of research: Establishment of the protextual methodology based on conceptualising the retellisation, as principle, criterion, reference system of discovering/ describing/ designing information provided by the text, with respect to the reality.
Thesis objectives: The theoretical specification of the retellisation and protext concepts; examination of the multidimensional aspects of the text ; the theoretical-methodological establishment of the concept of retellisation; synthesizing the set of principles and rules of retellisation; investigation of the network from a philosophical, socioeconomic, informational, logical, psychological, and pedagogical point of view; analysis of entities registering the methodological value of retellisation; examination of the values of constructive learning and recording the development criteria of the methodology of protext; development of the Retellisation conceptualising model in the protext methodology; conceptualization of the Protext methodology and illustration of its values and of athitudinal competition will in the process of linguistic and literary education of students; the study of networking evolution from the perspective of school education.
Scientific novelty and originality lies in the fact that the research has as result the capitalization of the text linguistics as a phenomenon from relationship’s hermeneutics, and the pedagogical mechanisms of building text’s network through an uniform act of understanding.
New scientific results: Adding new concepts to the teaching science; the pedagogical approach of retellisation and the conceptualization of the retellisation principle, which is a regulating rule and facilitates the understanding of the text (information); the principle of retellisation in learning; conceptualization and definition of protext as a way to place the student in favor of the text; the septimetrical conceptualization of retellisation; development of new rules of working on the text and textual interpretation; developing the Retellisation conceptualising model in the protext methodology on three basic dimensions: the conceptual dimension of retellisation, the conceptual dimension of text and the conceptual dimension of the constructivist learning, structuring the Protext methodology, which is an operational tool of exploring the text and leads to the main purpose of the work on text - text understanding and internalization; the formulation of the thesis and the protextual positioning of the student table as an educational phenomenon; conceptualization of the IEU formula (interpretation-explanation-understanding) and completion of working techniques in order to comprehend the text; scientific reasoning of the understanding taxonomy: the systematic, cognitive or comprehensive, and phenomenological understanding (of the sense); illustrating the prospects of the retellisation framework formula: text network as an element of interpretation; interpretation as the understanding of a situation (from reality); understanding as the basis for choosing a course of action; the multiple-sided approach of the text: (a) text for text (within the school subject); (b) text for other texts (practice of the language); (c) text for other school subjects (education); (d) text for life (student's personality).
The new line of research: The retellisation as part of school learning (with the following functions: teaching principle, teaching methodology and efficiency factor of learning).
The theoretical importance and the application value of the study is to conceptualize the pedagogical phenomenon of retellisation from the teaching perspective of the text through an interpretive approach of a set of theories and ideas that have proved the need to capitalize on retellisation within the education process as a factor of stiring the learning up. The set of theoretical tools was focused on the definition of new concepts; of the new retellisation principle methodology in the methodology of protext, on establishing the possibility to extend this principle in a wider learning framework etc. The application of the methodological set of tools developed within the educational process had proved the conclusive advantages in working on the text with visible effects in the development of student's personality.
Implementation of the scientific resultswas conducted on a sample of 1049 subjects: students, graduates, teachers from different educational institutions from Moldova.
Under consideration  :