The specific competences: a pedagogical model of valorisation

The aim of the paper is to design a possible pedagogical model for the use of specific competences, in their quality as learning purposes. Thus, a theoretical approach to the nominal and operational definition of the competence is proposed, as well as an approach to their processing by derivation in order to obtain some micro objectives of the lesson. An important dimension of discourse is represented by a critical analysis scenario of the specific competences proposed by the intended curriculum (syllabus). In this sense, a structural analysis grid of these prescriptive and anticipatory statements is outlined, a grid that contains the three key elements: knowledge, skills and attitudes. One of the conclusions of the theoretical study is the need to re-dimension the statements, both by introducing the missing component, as well as by pedagogical reformulation of these statements. The hard core of the reflexive approach is represented by the processuality of the transformative use of specific competences at each level of learning programming: calendar, learning unit, lesson. Also, for the first time, a functional typology of these specific competence.