Abstract
Contents are knowledge units supporting the achievement of reference and operational objectives. They occur in the curriculum either as a transposition of didactic coordinates for certain skills that are representative for the targeted domain, or as a flexible model on the basis of which authors of handbooks may provide proper pedagogic solutions for conducting the educational act. Contents are means supporting the achievement of the established frame and reference objectives. Content units are organized either thematically, or in agreement with the fields which constitute the various objects of study. The choice of the order regarding the covering of these contents in class rests with the teacher or the department, on condition that the didactic logic of the domain and a certain number of hours allotted for syntheses and recapitulation are respected. The curriculum specifies the type of knowledge, abilities and skills that the students in the respective grade should acquire, as well as the order in which these should be learnt
Key words: cognitive obstacle; cognitive evaluation; conceptual texture; didactic transposition; optimization of learning processe