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Wyszukujesz frazę "methodology of teaching" wg kryterium: Temat

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    Wyświetlanie 1-7 z 7
    Tytuł:
    O problemach, potrzebach i zadaniach uniwersyteckich jednostek metodycznych (głos w dyskusji)
    Problems, needs and objectives of the academic methodological units (voice in discussion)
    Autorzy:
    Fiszbak, Jolanta
    Powiązania:
    https://bibliotekanauki.pl/articles/956367.pdf
    Data publikacji:
    2019
    Wydawca:
    Uniwersytet Rzeszowski. Wydawnictwo Uniwersytetu Rzeszowskiego
    Tematy:
    polish language at schools
    methodology of polish language teaching
    methodology of teaching polish literature
    methodological academic education
    methodology
    Opis:
    The author focuses on academic methodological units’ problems of teaching Polish language and its literature, as well as on the problems of Polish language subject at schools. She proves a strong dependence between the two, which results in their mutual either development or regress. Decline in importance of Polish language subject at schools had a negative influence on performance of academic methodologists. The author emphasises the need for proper cooperation between methodological units around Poland and presents how it should be conducted. She also introduces problems in which cooperating methodologists should be interested. The result of the cooperation shall be both reinstating didactics to its rank of science and enhancing the education level of Polish language at schools.
    Źródło:
    Dydaktyka Polonistyczna; 2019, 5 (14); 134-147
    2451-0939
    Pojawia się w:
    Dydaktyka Polonistyczna
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Historical and methodical bases of special psychologists’ professional training
    Autorzy:
    Daria, Suprun,
    Tetiana, Hrygorenko,
    Zhanna, Kovalchuk,
    Powiązania:
    https://bibliotekanauki.pl/articles/890409.pdf
    Data publikacji:
    2019-12-30
    Wydawca:
    Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
    Tematy:
    higher psychological education
    historical and theoretical foundations
    scientific research
    methodology
    scientific psychological and pedagogical research methods
    discipline "Methodology of teaching psychology"
    Opis:
    The article deals with historical and theoretical and methodological foundations of modern methodology of teaching psychology in the context of special psychologists’ education. Historical teaching experience of indicated discipline in domestic and foreign institutions of higher education is reviwed. The present historical and pedagogical analysis of students’ training and introduction of modern methodology of teaching psychology as a training discipline of penitentiary, special and clinical psychologists initiated by Academician of NAPS of Ukraine, Viktor Synov and his scientific school is delightened. The nature and structure of discipline are viewed. Particular attention is paid to finding and developing of the optimal set of methods of its providing, developing programs and definition of developed program’s efficiency. The practical results of scientists’ work in defining spheres are analyzed. The results of the experimental study of the motivational component of the professional readiness of psychologists (special, clinical) to work on a specialty in the structure of professional training are highlighted. The prospects for further research in the context of improving the psychological preparation of personnel for various types of special schools are outlined.
    Źródło:
    International Journal of Pedagogy, Innovation and New Technologies; 2019, 6(2); 116-122
    2392-0092
    Pojawia się w:
    International Journal of Pedagogy, Innovation and New Technologies
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Methodology and Teaching Methods of the Study Course: Theory of Cooperation in Education
    Autorzy:
    ZHURAVSKA, NINA
    MARIIA, LYCHUK
    Powiązania:
    https://bibliotekanauki.pl/articles/455195.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet Rzeszowski
    Tematy:
    methodology
    teaching methods
    methods of professions
    learning theory
    theory of cooperation in education
    Opis:
    Scientific methods that are part of knowledge – it is whole arsenal of accumulated research methods and stage of scientific activity (techniques, methods) used in the process of scientific activity in this particular cycle. In particular, problems and hypotheses is scientific knowledge also, but they are more significant than stages of scientific activity. Scientific activity – intellectual creative activity aimed at obtaining and use of new knowledge. It comprises the steps of obtaining scientific production: 1) formulation (appearance) of the problem; 2) construction of hypotheses and using those that already exist; 3) creation and implementation of new methods of research aimed at proving the hypotheses; 4) summary the results of scientific activity. It is necessary to mean that the main product that meets the objectives and problems which are resolved, science gets only at the end of the cycle in the form of laws and theories. In the intermediate stages the science gets a by-product a part of which is used in the same cycle, and part goes to replenish the knowledge and the formation of new cycles. Scientific activity exists in various forms, such as: scientific and research activity; scientific and organizational activity; scientific and educational activity; scientific and information activity; scientific and support activity, etc. (Розвиток науки…).
    Źródło:
    Edukacja-Technika-Informatyka; 2017, 8, 3; 38-42
    2080-9069
    Pojawia się w:
    Edukacja-Technika-Informatyka
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rola instytucji szkoły w XXI wieku
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158551.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy of education and upbringing
    teaching
    methodology
    school of the XXIst century
    axiology
    Opis:
    Pupils’ cognitive activities condition their intellectual, emotional and volitional development. In this context the process of teaching is not only dry passing on knowledge, but also creation of sensitivity to beauty, as in art or nature, formation of assessment skills of aesthetical and moral values of literary works, development of patriotic feelings, inculcating democratic principles and norms of co-existence. It is closely connected with tasks and functions of intellectual upbringing. Due to it the process of teaching cannot be divided into ‘parts’ dedicated separately to formation and development of definite feelings in pupils, or features of willpower and character of one sort or another, and familiarizing with the new teaching material, that is with knowledge, skills and habits recommended by the curriculum. Practically, gaining knowledge by children and teenagers happens simultaneously with development of definite feelings and desirable features of willpower and character. It is necessary to turn an attention to the fact that much has already been written and spoken about the ‘upbringing and education teaching’ or about ‘educational values of the teaching process’ for many years.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 1(1); 145-167
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metody w szkole XXI wieku
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2158572.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    philosophy of education and upbringing
    teaching
    methodology
    the XXIst century school
    axiology
    Opis:
    Openness to new technologies and an ability to use them efficiently is a feature of the modern education. They often say about elevating efficiency of education through preparation of the youth to independent gaining and broadening their knowledge. It is necessary, however, to underline, in the light of presented threats, that it should be a critical selection of information which is found in the various kinds of sources. The present socioeconomical situation of the world creates new educational challenges. Using information and communication technologies in our country becomes widespread, first of all, thanks to schools and young generations. The youth belong to the largest group of the computer and Internet users. School has already been criticized for many years mainly for this that using coercion against pupils plays an essential role in it. Criticism also concerns the education of the ‘theoretical man’. Such an approach resulting from that school in reality does not lead to the pupil’s development because only learning resulting from the internal need can lead to it.
    Źródło:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne; 2011, 2(2); 121-139
    1730-0266
    Pojawia się w:
    Prosopon. Europejskie Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PRINCIPALES PROBLEMAS METODOLÓGICOS EN LA ENSEÑANZA DEL SUBSISTEMA FONÉTICO-FONOLÓGICO ESPAÑOL EN EL ÁMBITO DE LOS ESTUDIOS UNIVERSITARIOS POLACOS
    Basic metodological problems in teaching phonetic and phological subsystem of Spanish at the tertiary level of education in Poland
    Autorzy:
    Szałek, Jerzy
    Powiązania:
    https://bibliotekanauki.pl/articles/1036657.pdf
    Data publikacji:
    2019-07-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    phonetics and phonology of Spanish
    methodology
    teaching phonetics
    comprehensive approach
    fonetyka i fonologia języka hiszpańskiego
    metodologia
    fonetyka dydaktyczna
    podejście kompleksowe
    Opis:
    The problems concerning teaching methodology in the domain of phonetics and phonology of Spanish have not as yet been properly addressed within the considerably young Polish studies of the Spanish language. The author of the present article, based on his own research and teaching experience, suggests a number of solutions and practical remarks related to teaching methodology of contemporary Spanish phonetics and phonology within Spanish language and literature studies in Poland. The so-called ”comprehensive approach” has been verified for compliance with the most recent achievements of modern Spanish phonetic and phonological studies.
    Źródło:
    Neofilolog; 2015, 44/1; 9-20
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte
    What can modern linguistics do for foreign language didactics? Selected aspects
    Autorzy:
    Szeluga, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/1398080.pdf
    Data publikacji:
    2019-12-31
    Wydawca:
    Ateneum - Akademia Nauk Stosowanych w Gdańsku
    Tematy:
    Foreign language teaching
    glottodidactics
    models of glottodidactics scheme
    linguistics
    language system
    methodology
    universalism
    relativism
    cognitive theories
    the anthropocentric theory of languages
    Fremdsprachenunterricht
    Glottodidaktik
    Modelle des Glottodidaktikschemas
    Linguistik
    Sprachsystem
    Methodik
    Universalismus
    Relativismus
    kognitive Theorien
    anthropozentrische Sprachtheorie
    Opis:
    The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the purpose of this article is to raise and discuss the question of how modern linguistic theories can improve the effectiveness of language teaching.
    Im Artikel werden die wichtigsten Relationen zwischen der Fremdsprachendidaktik und der Linguistik, insbesondere der angewandten Linguistik behandelt. Linguistische Theorien und Modelle waren oft theoretische Grundlagen des Fremdsprachenunterrichts, was in einzelnen Methoden und Lerntechniken sichtbar wurde (vom Strukturalismus, über generative Grammatik, kommunikativ-pragmatische Wende der 60-er und 70-er Jahre, kognitive Linguistik bis zur anthropozentrischen Theorie der Sprachen von F. Grucza). In dieser Perspektive werden ausgewählte Möglichkeiten dargestellt, wie moderne linguistische Theorien vor allem die Effektivität des Fremdsprachenunterrichts verbessern können.
    Źródło:
    Forum Filologiczne Ateneum; 2019, 7, 1; 213-226
    2353-2912
    2719-8537
    Pojawia się w:
    Forum Filologiczne Ateneum
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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