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Formulating Learning Tasks

This paper contains two proposals: the first is of a theoretical, general didactic character and the second of a quite practical kind. The first proposal displays a so-called 'task approach' to the teaching and learning process; the latter is considered mainly as a set (chain) of consecutive learning tasks put by the teacher during each lesson to his/her pupils. It is affirmed that teachers do not behave with total awareness in this most important domain. In order to change such a situation, it is necessary to offer them the opportunity to attend an appropriate course of inservice training, namely in improving their own systems (sets) of learning tasks addressed to pupils. This forms the content of the author's second, practical proposal.