Wszystkie pola: Program nauczania - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: ROLA I MIEJSCE TREŚCI KULTUROWYCH W PROCESIE KSZTAŁCENIA NA PRZYKŁADZIE PODLASKICH GIMNAZJÓW
THE ROLE AND PLACE OF CULTURAL CONTENT IN EDUCATION IN MIDDLE SCHOOLS IN PODLASIE
Autorzy:: Szwarc, Alina
Powiązania:: https://bibliotekanauki.pl/articles/566407.pdf
Data publikacji:: 2014
Wydawca:: Akademia Pomorska w Słupsku
Tematy:: edukacja w gimnazjum wielokulturowość
kształcenie kulturowe
program nauczania
tożsamość międzykulturowa
szkoły na Podlasiu
education in high school multiculturalism
cultural learning
curriculum
intercultural identity
schools in Podlasie
Opis:: This paper examines the position of school principals toward the multicultural education. It also analyzes various theoretical subjects from scholarly literature, especially those regarding the function of schools in a multicultural environment. The scarcity of research on this topic makes this study all the more relevant.
Źródło:: Ars inter Culturas; 2014, 3; 171-179
2083-1226
Pojawia się w:: Ars inter Culturas
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: PRAKTYCZNE ZASTOSOWANIA TEORII PEDAGOGIKI MIĘDZYKULTUROWEJ W EDUKACJI MUZYCZNEJ
PRACTICAL APPLICATIONS OF INTERCULTURAL PEDAGOGY THEORY IN MUSIC EDUCATION
Autorzy:: Chaciński, Jarosław
Powiązania:: https://bibliotekanauki.pl/articles/566375.pdf
Data publikacji:: 2015
Wydawca:: Akademia Pomorska w Słupsku
Tematy:: międzykulturowa edukacja muzyczna muzyka świata
program nauczania muzyki
muzyka ludowa
muzyka klasyczna
stylizacja artystyczna
intercultural music education
world music
music curriculum
folk music
classical music
artistic stylization
Opis:: The primary goal of this essay is to describe the connections between intercultural pedagogical theory and its practical applications in music education. The author stresses the significance of this particular field of education and its impact on young people. When anchored in a variety of cultures, musical phenomena provide a unique opportunity to initiate students into a world in which the beauty and aesthetic values of the other are experienced and reflected upon. At the same time, they encourage students to engage in a dialogue with the other through non-verbal channels of communication. Intercultural music education usually follows two conceptual models: one centered on activities, such as singing, dance, and playing musical instruments, and the other, focusing on the listening experience to world music. Praktyczne zastosowania teorii pedagogiki... 29 Intercultural music education is typically pursued using folk music as the most primeval form of human activity. Folk music is also used as an inspiration for musical stylization. It must be emphasized that composers often used this source of inspiration to create outstanding musical works. Sacred music provides a unique means to engage with the spiritual sphere inherent in other cultures. This particular form helps to discover aesthetic qualities in music and explore the depths of religious experience in other people, as well as the space of their religion-driven existential pursuits that are exemplified in music.
Źródło:: Ars inter Culturas; 2015, 4; 13-30
2083-1226
Pojawia się w:: Ars inter Culturas
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: REGION ORAZ EDUKACJA REGIONALNA W PODSTAWACH PROGRAMOWYCH WYCHOWANIA PRZEDSZKOLNEGO I SZKOŁY PODSTAWOWEJ
REGION AND REGIONAL EDUCATION IN THE CORE CURRICULUM TO PRE-SCHOOL AND PRIMARY SCHOOL EDUCATION
Autorzy:: Józefowicz, Anna
Powiązania:: https://bibliotekanauki.pl/articles/566646.pdf
Data publikacji:: 2013
Wydawca:: Akademia Pomorska w Słupsku
Tematy:: edukacja regionalna
edukacja międzykulturowa dziedzictwo kulturowe
dziecko
program nauczania w przedszkolu i szkole podstawowej
regional education
intercultural education
cultural heritage
child
core curriculum to pre-school and primary school
Opis:: In this article, I discuss various issues related to the region and regional education, and their manifestation in the core curriculum of primary schools. To that end I have compared two core curricula (from 2002 and 2008) that were implemented in public schools but not applied at all levels of general education. First, I explain the meaning of three terms: region, regionalism, and regional education. Then I turn to the manifestation of regional issues in both curricula. Upon comparison, I found that the curriculum from 2008 does not advance the concept of little homeland but relies on the ideas promulgated in the 2002 curriculum. As the state regulations from 2008 granted teachers more freedom to choose from different topics, the main changes in advancing regional issues have been seen in the in the first, third, and fourth stage of education. The second stage of education, however, has remained largely unchanged with almost no discussion of regional issues.
Źródło:: Ars inter Culturas; 2013, 2; 105-117
2083-1226
Pojawia się w:: Ars inter Culturas
Dostawca treści:: Biblioteka Nauki

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