FIA DE ASISTEN PENTRU ORA DE CONSILIERE I ORIENTARE
Evaluator- Inspector:- Metodist:I. Datele generale
Unitatea de
nvmnt:______________________________________________________________
Numele i prenumele cadrului
didactic:__________________________________________________
Specialiatatea:______________________________________________________________________
Vechimea n
nvmnt:_____________________________________________________________
Clasa la care este
diriginte:____________________________________________________________
- Numr elevi
nscrii:______________________________________________________________
-
Abseni:________________________________________________________________________
Data susinerii
orei:_________________________________________________________________
Tema
orei:_________________________________________________________________________
II. Parametrii de analiz i apreciere a activitii educative
1. Modalitatea de informare a dirigintelui privind problemele
curente ale clasei
a) Frecvena
elevilor:______________________________________________________________________b)
Situaia la
nvtur:____________________________________________________________________c)
Starea
disciplinar:______________________________________________________________________d)
Evenimente deosebite..
2. Proiectarea i desfurarea orei de Consiliere i orientare
2.1 Modalitatea de ntroducere n tem Oportunitatea alegerii temei
Capacitatea de formulare a obiectivelor operaionale Stabilirea
planului de desfurare a dezbaterii2.2 Pregtirea profesorului pentru
or
Documentarea(surse,modaliti)_______________________________________________________________________________________________________________________________________________
Prelucrarea datelor Ordinea logic, conectate la datele tiinei i
culturii Judecarea critic, personal Evitarea caracterului
didacticist, moralizator Resurse material
utilizate_________________________________________________________________________________________________________________________________________________2.3
Logica desfurrii activitii i strategiile utilizate Oportunitatea
manierei de desfurare n raport cu tema i vrsta (ntroducerea unor
elemente de
noutate)__________________________________________________________________________________________________________________________________________________________________
Mediul
educaional____________________________________________________________________________________________________________________________________________
Derularea coninutului de idei a temei- exprimare profesor-
exprimare elev- naturalee- spontaneitate Integrarea mijloacelor i
materialelor didactice propuse Observaii privind comportamentul
elevilor, formarea sentimentelor morale, civice
etc.______________________________________________________________________________________________________________________________________________________________________________2.4
Metode folosite: - exerciiul - dialogul - analiza psihologic -
povestirea - expunerea - ancheta-chestionare - lectura - exemplul -
studiul de caz - analiza - caracterizarea - consultaia2.5 Pregtirea
elevilor pentru or i participarea la dezbatere DA NU Dac tema a
fost cunoscut din timp de elevi. Dac s-au anunat planul,
bibliografia, recomandri pentru strngerea datelor Graficul de
implicare a elevilor i calitatea dezbaterilor desfurate.- climat
deschis- diversitate i atractivitate- apel la experiena proprie a
elevilor- prezentarea unor valori intelectuale, moral-civice,
estetice etc.2.6. Relaia diriginte-elev Activitatea de cunoaterea
elevilor_____________________________________________________________________________________________________________________________________________
Modul de a reaciona al elevilor- cu atenie- cu ncredere- cu
afectivitate- cu indiferen- cu reinere
3. Alte date privind desfurarea orei i activitatea
dirigintelui
Aprecieri asupra eficienei prin evaluarea pregtirii elevilor i a
participrii acestora la susinerea activitii- aprecieri verbale-
evidenierii de comportamente - conturarea unor modele - conduita de
sensibilizare i motivare a elevilor Probleme deosebite rezolvate la
nivelul clasei- elevi-problem- situaii conflictuale- raport
familie-coal4. Autoanaliza i autoevaluarea activitii autoanaliza
calitii________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
autoanaliza
eficienei________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
raport ntre efortul intelectual, investiie afectiv i efecte
educaionale produse n
timp________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
obiective realizate sau parial
realizate________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
conturarea unor
alternative________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________5.
Recomandrile
evaluatorului________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.
Aprecierea orei de Consiliere i
orientare____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Semntura cadrului didactic
evaluat:________________________________
