Să ştii „ce” şi să ştii „cum” să predai. Aspecte pragmadidactice ale noului curriculum de comunicare în limba română pentru ciclul primar.
To Know “What” and to Know “How” to Teach. Pragma didactic Aspects in the Native Language new Curriculum for the Primary School.

Summary/Abstract: Some of the major dichotomies of traditional and modern rhetoric, which, having in view the relative antithesis between the content of communication, on the one hand, and its form, as style of expression, on the other hand, that is the so-called conflict between the what and the how of communication, have constantly opposed the theories of ornate form to the theory of style as meaning in action. Turning away from the uses and manifestations of the various historical revivals of the theory of ornate form, the pragma didactic applications of the new-rhetorical doctrine of style as meaning in action entail the necessity to manipulate the rhetoric discursive interventions aimed at the audience in the course of didactic interactions. Consequently, in order to achieve persuasive effectiveness, in terms of the real communicative effects on the audience, these pragma didactic applications referring to the native language new curriculum in the primary school materialize not according to the objective (demonstrative) course of the rationale of argumentative organization, that is enacted following the path of external reason, by means of central route logic discursive mechanisms, but according to the persuasive course of the organization of the persuasive rhetoric-discursive action, which reaches to expression following the path of internal reason, that is by means of intentional or peripheral route mechanisms at all times adapted to the heterogeneous by definition audience of the educational environment.

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