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Tytuł:
PATTERN PRACTICE REVISITED: FROM SYNTAX TO SENSE AND POSITIVE EMOTIONS
Autorzy:
Scheffler, Paweł
Butzkamm, Wolfgang
Powiązania:
https://bibliotekanauki.pl/articles/442954.pdf
Data publikacji:
2019-03-31
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
gramatyczne dryle tłumaczeniowe
język ojczysty w nauce języka angielskiego
pozytywne emocje
pattern practice
bilingual drills
native language in learning English as a foreign language
positive emotions
Opis:
For many second and foreign language learners, the goal of language instruction is fluent oral performance. Such performance can be achieved if the mechanisms underlying L2 performance have been automatized. It is generally recognized that promoting automaticity in the classroom requires massive repetition and consistent practice, which, however, need to correspond to conditions of use in order for transfer into real speech to take place. It is also often acknowledged that meeting these requirements in classroom instruction is very difficult as traditional repetitive practice activities often take time away from communicative language use and fail to induce positive emotions in learners. In this article, we take a fresh look at the theory behind, and the implementation of, pattern practice. We begin by arguing that it is construction grammar that provides a theoretical foundation for pattern practice. We also demonstrate that monolingual drills in the audiolingual method marginalized meaning and were often mechanical. We then present bilingual drills as an alternative exercise type which facilitates pattern recognition, oral repetition and focus on meaning. We show that referring to the native language makes it possible to localize and individualize the examples used and to induce positive emotions in the process. Finally, we discuss communicative drills and use transcripts of classroom interaction to demonstrate that repetitive practice, communication and positive emotions can all be combined.
Źródło:
Neofilolog; 2019, 52/1; 89-101
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
DANCE AS AN IMPORTANT ELEMENT OF PHYSICAL ACTIVITIES AND ITS EFFECT ON HUMAN EMOTIONS
Autorzy:
Nevolná, Tatiana
Král, Lubomír
Powiązania:
https://bibliotekanauki.pl/articles/566584.pdf
Data publikacji:
2015
Wydawca:
Akademia Pomorska w Słupsku
Tematy:
dance
movement
negative emotions
positive emotions
students
Opis:
Background: The paper focuses on the problem of the effect of dance as a part of movement activities on human emotions and their experiencing in students. The movement activity has a positive impact not only on physical health of a human being, but also on his mental health. Movement not only serves to increase physical fitness in healthy subjects, physical activities suitably chosen can be applied in an effective way in with weakened organ systems. The movement is nowadays considered a suitable tool to eliminate excessive stress. Research results: The study summarises our research results of positive effect of dance on experiencing emotions of students that were verified and supported by medical practice that claims positive effect of movement on mental health of an individual. Our research results indicate that respondents from dance group experienced more positive emotions than the respondents from movement group. A statistically significant difference was found at the level of significance (p = 0.0425) in the respondents from dance group (Me = 16). Their frequency of experiencing positive emotions is statistically higher than in the respondents from movement group (Me = 13).
Źródło:
Ars inter Culturas; 2015, 4; 231-240
2083-1226
Pojawia się w:
Ars inter Culturas
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Love and enjoyment in context: Four case studies of adolescent EFL learners
Autorzy:
Pavelescu, Liana Maria
Petrić, Bojana
Powiązania:
https://bibliotekanauki.pl/articles/780977.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
adolescent learners
EFL
enjoyment
love
positive emotions
Opis:
This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, lesson observations and English-related events outside the classroom. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasizes the role of strong, enduring positive emotions in teenage students’ language learning process.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 1; 73-101
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czynniki medyczne i psychologiczne wpływające na stan psychiczny pielęgniarek z długoletnim stażem pracy
Autorzy:
Nieznańska, Agnieszka
Kurczabińska-Luboń, Daniela
Luboń, Dariusz
Powiązania:
https://bibliotekanauki.pl/articles/2157558.pdf
Data publikacji:
2015
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
positive emotions
life satisfaction
depression
nurses
neurotransmitters
Opis:
The purpose of this study is to define medical and psychological factors characterizing the nurses with many years of the professional experience who are took part of bridging studies. Fifty nine nurses were participating in this survey. Main goal of this survey was to investigate association between clinical depression symptoms, level of neurotransmitters and the number of years in the nursing profession. Data analysis showed no symptoms of clinical depression. The level of neurotransmitters, serotonin, dopamine and noradrenaline was maintained in medium level in the whole group. Respondents were characterized by higher disposition to feel gratitude and average life satisfaction. There was no sig- nificant correlation between experience in the nursing profession, depression factors and the level of neurotransmitters.
Źródło:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne; 2015, 1(16); 237-241
1898-0171
Pojawia się w:
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Słownik psychologiczno-lingwistyczny "Zmysły, emocje i przymiotniki języka rosyjskiego" – nowe narzędzie w pracy tłumacza
Psychological-linguistic Dictionary "Senses, Emotions and Adjectives in Russian" – A New Tool in Translator’s Work
Autorzy:
Orzechowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/1070548.pdf
Data publikacji:
2020-12-01
Wydawca:
Uniwersytet Warmińsko-Mazurski w Olsztynie
Tematy:
psychological-linguistic dictionary
adjectives
positive emotions
negative emotions
translation
Opis:
This article presents a new type of dictionary – a linguistic-psychological dictionary reflecting structures of language, similar to dictionaries based on associations, but also reconstructing the mental and emotional states of an average user of the Russian language. It was compiled as a result of analyzing 15918 Russian adjectives from the perspective of their relationship with emotions originating in reference to various senses. The dictionary contains information on “the emotional load” of these adjectives, that is how pleasant or how unpleasant emotions a given adjective evokes. The analyzed lexemes were assessed by respondents on the scale of emotions: slightly (un)pleasant – moderately (un)pleasant – very (un)pleasant, which was marked with an appropriate number of pluses or minuses. It cannot be overestimated how useful such a dictionary and the information it contains are. Although it is believed that representatives of different cultures experience universal emotions, their quality and intensity hidden behind particular linguistic units can diverge between different cultural-linguistic communities. Emotions are conditioned socially, culturally, and historically; they play an important role in international communication. Thus when they are incompetently and mistakenly interpreted, this can disturb dialogue between various cultures and even lead to conflicts. In the article, considering equivalents cygarowy/сигарный, differences in the evaluation of these adjectives in Polish and Russian are presented, illustrating the need to look for emotionally adequate translation equivalents when rendering them.
Źródło:
Acta Neophilologica; 2020, XXII/2; 199-208
1509-1619
Pojawia się w:
Acta Neophilologica
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Ein Gemenge von Emotionen als immanenter Bestandteil der Ausspracheschulung – Zu den störenden und fördernden Einflüssen der Emotionen auf den Ausspracheerwerbsprozess in der universitären Bildung im DaF-Bereich
Mix of Emotions as an Inherent Part of Pronunciation Training – Disturbing and Promoting Influences of Emotions on the Phonetic Education at University Level in the Field of German as a Foreign Language
Autorzy:
Żytyńska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/2028968.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Wrocławski. Oficyna Wydawnicza ATUT – Wrocławskie Wydawnictwo Oświatowe
Tematy:
emotions in phonetic education
positive emotions
negative emotions
etude
Opis:
This article presents the influence of emotions on the teaching and learning process, with particular emphasis on pronunciation classes at university level. The first chapters describe the terminological intricacies within emotions, feelings, moods etc., and then the positive and negative influence of emotions on the didactic process. The next part presents attempts to use emotions that support the learning process and to cool down difficult emotions that disorganise work in classes and negatively influence the learning process. A special case is phonetic education, which arouses many more emotions than in other classes. At the end, there is a reasonable proposal of exercises called etudes, which positively influence unwanted emotions and support emotions beneficial for the didactic process.
Źródło:
Linguistische Treffen in Wrocław; 2020, 18; 487-198
2084-3062
2657-5647
Pojawia się w:
Linguistische Treffen in Wrocław
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Morfologiczne wykładniki pozytywnych emocji w „Przewodniku Katolickim” z lat 1895–2005
Morphological Indicators of Positive Emotions in “Przewodnik Katolicki” in the Years 1895–2005
Autorzy:
Wiatrowski, Przemysław
Powiązania:
https://bibliotekanauki.pl/articles/636038.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
religious magazine
“Przewodnik Katolicki”
positive emotions
morphology
inflectional expressive form
morphological expressive form
Opis:
The object of the linguistic analysis are articles published in the years 1895–2005 in „Przewodnik Katolicki” – one of the oldest Polish periodicals and the oldest Catholic weekly in Poland, chich to a large extent has preserved its traditional line. The research conducted in this paper is of an empirical, material and interpretative character. Its purpose is the analysis of linguistic facto excerpted from „Przewodnik Katolicki” which were used by the magazine editors to express positive emotions. Only morphological indicators of positive emotions (inflectional expressive forms, morphological expressive forms) have been analyzed. Analyzing the expressive forms, the author reveals their factual emotional values coded in the elements constituting those constructions, i.e. inflectional morphemes and morphological formants. To achieve this goal he also takes into consideration other aspects of the process of expression. He includes both interactions between the constituent elements (the inner context) of inflectional and morphological structures and the activity of other components of an utterance or consituation which jointly organize the emotional meaning of expressive forms. The reconstructed senses are presented in the form of explications, following the ideas of Anna Wierzbicka and Stanisław Grabias, as analytical formulas equivalent with the defined constructions.
Źródło:
Poznańskie Studia Slawistyczne; 2015, 9; 169-188
2084-3011
Pojawia się w:
Poznańskie Studia Slawistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Narratives about Contentment in Two Generations of Digital Natives
Narracje na temat zadowolenia dwóch pokoleń digital natives
Autorzy:
Kosacka, Kalina
Powiązania:
https://bibliotekanauki.pl/articles/34111948.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
contentment
emotion concepts
digital natives
positive emotions
zadowolenie
pojęcia emocjonalne
pozytywne emocje
Opis:
Celem artykułu jest porównanie narracji na temat zadowolenia u osób z różnych pokoleń, ze szczególnym uwzględnieniem dwóch pokoleń digital natives, tj. digital natives 1.0 oraz digital natives 2.0. Pokoleniem digital natives określa się osoby urodzone i wychowane w erze cyfrowej, dla których nowoczesne technologie są nieodłącznym elementem życia. Odmienne warunki, w jakich dorastali przedstawiciele różnych pokoleń, warunkują odmienność ich funkcjonowania (w tym emocjonalnego) oraz różnice w zakresie treści i struktury konstruowanych przez nich reprezentacji emocji. Przeanalizowano wypowiedzi na temat zadowolenia 148 osób z różnych pokoleń. Na podstawie jakościowej i ilościowej analizy opisano specyfię treści narracji o zadowoleniu dwóch pokoleń digital natives. Wykazano, że narracje o zadowoleniu wśród digital natives zawierają liczne informacje na temat przedmiotów oraz małą liczbę odniesień do rodziny. Narracje o zadowoleniu przedstawicieli digital natives 1.0 są ubogie w informacje na temat zwierząt. Reprezentacja zadowolenia u osób z pokolenia digital natives 2.0 jest natomiast bogata w informacje dotyczące symptomów i synonimów oraz wartości materialnych i niematerialnych.
The purpose of the article is to compare the narratives about contentment (zadowolenie) in individuals from two different generations of digital natives, i.e. digital natives 1.0 and digital natives 2.0. The term “digital native” refers to an individual born and raised in the digital age, with modern technologies constituting an integral part of life. Different environments, in which people of various generations grew up, determine differences, for instance, in their emotional functioning, and in the contents and structure of emotion representations developed by them. The study took into account narratives related to contentment, produced by 148 individuals representing various generations. The specificity of the representation of contentment, identified in the two generations of digital natives, was described based on the qualitative and quantitative analyses. It was shown that the narratives about contentment allows identify in digital natives a lot of information on objects, and few references to family. The narrations about contentment observed in the participants from Generation digital natives 1.0 contains little information on animals. On the other hand, representation of contentment in individuals from Generation digital natives 2.0 contains a lot of information on symptoms and synonyms, tangible values and intangible values.
Źródło:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia; 2020, 33, 3; 49-66
0867-2040
Pojawia się w:
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE RELATIONSHIP BETWEEN FOREIGN LANGUAGE ENJOYMENT AND GENDER AMONG SECONDARY GRAMMAR SCHOOL STUDENTS
Autorzy:
Mierzwa, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/628065.pdf
Data publikacji:
2018
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
foreign language enjoyment
learning enjoyment
SLA
gender differences
positive emotions
secondary school students
Opis:
In the context of second language acquisition, foreign language enjoyment (FLE) is a relatively new concept. For that reason, none of the few research carried out in the field thus far has been focused on whether gender might be an important determinant of either a high or a low level of FLE. Thus, the purpose of the present paper was to examine the influence of FLE on learning English as a foreign language, as well as to investigate this relationship from the perspective of gender. The results of this study revealed that there are no statistically significant differences between males and females in FLE, while such differences are found in terms of the sources of FLE each gender perceives as the most crucial ones. It has been proved that FLE increases with the level of students’ proficiency, and a high level of FLE results in students’ greater academic achievement.
Źródło:
Journal of Education Culture and Society; 2018, 9, 2; 117-135
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ODDZIAŁYWANIE BAJKI NA ŻYCIE EMOCJONALNE DZIECKA KOŃCZĄCEGO ROCZNE PRZYGOTOWANIE PRZEDSZKOLNE
INFLUENCE OF FABLE ON EMOTIONAL LIFE OF A CHILD WHO COMPLETES ONE-YEAR SCHOOL PREPARATION
Autorzy:
Kruszewska, Aleksandra
Powiązania:
https://bibliotekanauki.pl/articles/479831.pdf
Data publikacji:
2017
Wydawca:
Wyższa Szkoła Humanitas
Tematy:
bajka,
emocje pozytywne,
emocje negatywne,
fikcja,
rzeczywistość
fable,
positive emotions,
negative emotions,
fiction,
reality
Opis:
Bajki to nieodzowny element dzieciństwa każdego dziecka, dziś nabierają one szczególnej wartości, gdyż żyjemy w okresie tak zwanej kultury technicznej, w którym brakuje nam czasu na kontakt z własną rodziną. Bajki są użyteczne również z tego względu, iż poprzez zawarte w nich treści przygotowują do życia: uczą odróżniać dobro od zła, wskazują system wartości, uczą postępowania według przyjętych norm. Poprzez zawarty w nich morał dają wskazówki, jak żyć i współżyć w społeczeństwie. Mają jeszcze inny walor – mocno zapadają w pamięć, kształtując zachowania afektywne. Kompetencje i umiejętności emocjonalne są niezbędne, by móc bez porażek rozpocząć karierę szkolną.
A fable is an indispensable element of childhood in the case of every child. It becomes especially important nowadays. We live in the so called technical culture, where we do not have enough time to spend with our families. Fables are useful due to the fact that their content can prepare to adult life: they teach how to distinguish good from evil, they indicate a system of values, teach how to follow the established norms and standards. By means of the moral lesson, hidden in each of them, they indicate how to live and coexist in the society. They also have additional value – they are long remembered and determine affective behaviours. Such emotional skills and competences are necessary, so that children can start school carriers successfully.
Źródło:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika; 2017, 14; 215-227
1896-4591
Pojawia się w:
Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Edukacja regionalna szkołą pozytywnych emocji
Autorzy:
Mlekodaj, Anna
Powiązania:
https://bibliotekanauki.pl/articles/690428.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
upbringing
education
regional education
positive emotions
Podtatrze region
wychowanie
edukacja
edukacja regionalna
pozytywne emocje
Podtatrze
Opis:
The aim of this article is to present theoretical and practical perspective of positive emotions in the process of teaching and upbringing, especially in the space of regional education. In the first part, author describes the place of emotions in the theoretical models of education of J. Locke, J.J. Rousseau, J. Herbart, researchers of New Educations Movement and C. Rogers’ humanistic theory of child development. A separate place devoted to the broaden-and-build theory of positive emotions developed by B. Fredrickson. This theory posits that experiences of positive emotions, like joy, interest, contentment, and love, broaden people’s momentary thought-action repertoires which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. The field of regional education very well fits into the theory of positive emotions. The children may observe and understand their own place and its tradition. They may be proud of it, and they would like to do something good for the local society in the future. An integral part of this article provides a proposal of substantive basis of regional educational for the Podtatrze region.
Celem artykułu jest przedstawienie roli pozytywnych emocji w wychowaniu i edukacji, ze szczególnym uwzględnieniem możliwości, jakie w tym względzie otwiera przed szkołą edukacja regionalna. W pierwszej części przeanalizowano poglądy wybranych pedagogów pod kątem ich zapatrywań na miejsce emocji w procesie wychowania (J. Locke, J.J. Rousseau, J. Herbart, M. Montessori, różni pedagodzy spod znaku Nowego Wychowania, C. Rogers). Kolejną część poświęcono teorii pozytywnych emocji B. Fredrickson, która wykazała znaczenie takich uczuć, jak zadowolenie, radość, duma, zainteresowanie i miłość w procesie wychowania. Następnie omówiono opracowaną dla regionu Podtatrza merytoryczną podstawę edukacji regionalnej, która zawiera w swej treści cele ogólne i szczegółowe. Całość zamykają refleksje na temat tego, w jaki sposób głębsze zakorzenienie we własnej bliższej ojczyźnie sprzyja generowaniu i utrwalaniu pozytywnych emocji wśród uczniów.
Źródło:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova; 2017, 2
2451-0491
Pojawia się w:
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive reappraisal of stressful situations by children of younger school age
Autorzy:
Cywińska, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/951800.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
stress
negative emotions
positive emotions
benefits of stressful situations
positive reappraisal of difficult situations
coping with stress
children of younger school age
Opis:
Stress as an individual phenomenon is a specific kind of emotional experience usually associated with negativeemotions and analysed in their context. However, under certain circumstances stress may also trigger positive emotions; analysing a stressful situation and reflecting upon it may lead one to perceive benefits of stressful experience and undertake positive reappraisal of encountered difficulties. The author’s own empirical research reveals that a considerable percentage of children finishing their early-stage school education believe that it is possible to find something advantageous, good and positive in stressful situations full of negative emotions. Examples of such positive aspects of stress given by those children indicate that for some of them the developmental process that involves coping with difficult situations has already started. The children begin to act independently (analyse the difficult situation, talk about it, ask questions, check the effectiveness of strategies) in order to overcome difficulties and find their meaning in human existence.
Źródło:
Kultura-Społeczeństwo-Edukacja; 2018, 13, 1; 63-70
2300-0422
Pojawia się w:
Kultura-Społeczeństwo-Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Positive and negative emotions underlie motivation for L2 learning
Autorzy:
MacIntyre, Peter D.
Vincze, Laszlo
Powiązania:
https://bibliotekanauki.pl/articles/781035.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
integrative motive
L2 self system
social-contextual model
broaden and build theory
positivity ratio
Opis:
The role of basic emotions in SLA has been underestimated in both research and pedagogy. The present article examines 10 positive emotions (joy, gratitude, serenity, interest, hope, pride, amusement, inspiration, awe, and love) and 9 negative emotions (anger, contempt, disgust, embarrassment, guilt, hate, sadness, feeling scared, and being stressed). The emotions are correlated with core variables chosen from three well-known models of L2 motivation: Gardner’s integrative motive, Clément’s social-contextual model, and Dörnyei’s L2 self system. Respondents came from Italian secondary schools, and most participants were from monolingual Italian speaking homes. They described their motivation and emotion with respect to learning German in a region of Italy (South Tyrol) that features high levels of contact between Italians and Germans. Results show that positive emotions are consistently and strongly correlated with motivation-related variables. Correlations involving negative emotions are weaker and less consistently implicated in motivation. The positivity ratio, that is, the relative prevalence of positive over negative emotion, showed strong correlations with all of the motivation constructs. Regression analysis supports the conclusion that a variety of emotions, not just one or two key ones, are implicated in L2 motivation processes in this high-contact context.
Źródło:
Studies in Second Language Learning and Teaching; 2017, 7, 1; 61-88
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The works of children’s writers as a means of pedagogical and therapeutic influence in modern educational realities
Autorzy:
Leshchenko, Mariya
Tymchuk, Larysa
Ruban, Larysa
Powiązania:
https://bibliotekanauki.pl/articles/38576876.pdf
Data publikacji:
2023
Wydawca:
Związek Nauczycielstwa Polskiego
Tematy:
modern childhood
threatening circumstances
children’s literature
educational and therapeutic programs
artistic and fantastic safe environment
positive emotions and feelings
projecting a happy worldview
Opis:
Aim: To analyze the possibilities of using the works of children’s writers as a means of pedagogical and therapeutic influence in modern educational practices. Methods: To achieve the goal, mainly theoretical research methods were used: study, analysis and generalization of special psychological and pedagogical literature in order to identify the state of the researched problem; content analysis of the work of children’s writers to reveal their pedagogical and therapeutic potential; method of transforming literary and fairy-tale content to solve problematic situations in educational practices, generalization of research results. Results: The article analyzes the educational and therapeutic potential of the works of children’s writers based on the analysis of philosophical, psychological, and pedagogical literature. The use of children’s literature as a means of pedagogical therapy consists in an associative combination of thoughts, feelings, emotions that project the events invented by the authors into the sphere of spiritual and moral, intellectual and sensual, and social experience of an individual. Approaches to the selection and use of literary and fairy-tale content for solving problem situations in educational practices have been studied. The experience of using the creative heritage of Ukrainian children’s writer Oksana Ivanenko to resolve conflict situations in a society that threatens a happy childhood is presented. The use of improvisational dramatization of real situations embodied in the plot canvas of artistic works has been considered. The basis of the preparation of teachers for the creation of effective educational and therapeutic programs should be the principles of artistic and fantastic reflection of reality, which contributes to rethinking life experience, teaches to project one’s thoughts and feelings in a positive life-affirming direction. Conclusions: The basis of any effective educational and therapeutic program should be the principles of artistic and fantastic reflection of reality. The use of children’s literature for educational and therapeutic purposes stimulates the creativity of future teachers and students, contributes to rethinking life experience, teaches to project one’s thoughts and feelings in a positive life-affirming direction.
Źródło:
Przegląd Historyczno-Oświatowy; 2023, LXVI, 3-4; 108-118
0033-2178
Pojawia się w:
Przegląd Historyczno-Oświatowy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podejmowane formy aerobiku a wyzwalanie pozytywnych emocji przez studentki Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
The influence of particular forms of aerobics undertaken by female students at The Witelon State University of Applied Sciences in Legnica on their positive emotions
Autorzy:
Myrna-Bekas, Renata
Powiązania:
https://bibliotekanauki.pl/articles/1403695.pdf
Data publikacji:
2020
Wydawca:
Collegium Witelona Uczelnia Państwowa
Tematy:
pozytywne emocje
aerobik
step-aerobik
aerobox
ćwiczenia wykonywane metodą J. Pilatesa
positive emotions
aerobics
step-aerobics
exercises performed
with the use of the J. Pilates method
Opis:
Różne formy aerobiku to zajęcia ruchowe o charakterze rekreacyjnym, które zgodnie z dostępnymi w literaturze badaniami, między innymi Guszkowskiej, Piotrowskiej-Całka, wpływają korzystnie na nastrój, samopoczucie i emocje  1. Celem pracy badawczej było ustalenie zależności pomiędzy wybranymi formami aerobiku (step-aerobiku, aeroboxu, ćwiczeń wykonywanych metodą J. Pilatesa) a wyzwalaniem pozytywnych emocji u studentek Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy. W związku z podjętym problemem badawczym postawiono następujące pytania badawcze: 1. Czy 60 minut zajęć ruchowych z aerobiku w formie aeroboxu, step-aerobiku i ćwiczeń wykonywanych metodą J. Pilatesa powoduje wyzwalanie pozytywnych emocji u studentek Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy ? 2. Która z form aktywności ruchowej wykonywanej w sposób rekreacyjny najbardziej wyzwala pozytywne emocje u studentek ( będą czuć się bardziej szczęśliwe) ? 3. Czy przedłużenie aktywności ruchowej do 6 tygodni kontynuuje wzrost pozytywnych emocji u badanych studentek podczas zajęć ze step-aerobiku, aeroboxu i ćwiczeń wykonywanych metodą J. Pilatesa ? Do eksperymentu przystąpiło 305 studentek Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy w wieku 19 – 20 lat, które podzielono na dwie niezależne grupy: badaną i kontrolną. Badanie wykonano przed i po jednej godzinie zajęć (60 min.) – pomiar początkowy i po sześciu tygodniach – pomiar końcowy też przed i po jednej godzinie zajęć. Do eksperymentu badawczego wykorzystano Kwestionariusz Emocji Fordyce’a. W wyniku przeprowadzonej analizy danych studentek opracowano następujące wnioski: 1. Zajęcia ruchowe w formie step-aerobiku, aeroboxu i ćwiczeń wykonywanych metodą J. Pilatesa powodują wyzwolenie pozytywnych emocji, a w konsekwencji poprawę dobrostanu psychicznego studentek Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy po godzinie zajęć (60 minut). 2. Wyzwalanie pozytywnych emocji (szczęścia) najbardziej doświadczyły studentki po zajęciach ze step-aerobiku. 3. Przedłużenie do sześciu tygodni aktywności ruchowej w postaci trzech form aerobiku powoduje dalsze wyzwalanie pozytywnych emocji.
Various forms of aerobics include recreational activities, which, according to studies available in literature, conducted by Guszkowska, Piotrowska-Całka and others, have a positive effect on our mood, well-being and emotions. The aim of this research was to determine the relationship between selected forms of aerobics (step-aerobics, aerobox, exercises performed with the use of the J. Pilates method) and triggering positive emotions in female students of the Witelon State University of Applied Sciences in Legnica. In connection with the research problem undertaken, the following research questions were posed: 1. Do 60 minutes of aerobic exercise in the form of aerobox, step-aerobics and exercises performed with the use of the J. Pilates method trigger the release of positive emotions in female students of the Witelon State University of Applied Sciences in Legnica ? 2. Which of the forms of physical activity performed in a recreational manner trigger most positive emotions in female students (will they feel happier) ? 3. Does prolongation of physical activity by up to 6 weeks affect the increase of positive emotions in the examined students during the classes of step-aerobics, aerobox and exercises performed using the J. Pilates method ? 305 female students of the Witelon State University of Applied Sciences in Legnica aged 19 – 20 took part in the experiment and were divided into two independent study and control groups. The test was performed before and after one-hour classes (60 hours) – initial measurement and after six weeks – final measurement also before and after one-hour classes. Fordyce Emotion Questionnaire was used for the purpose of this research. As a result of the analysis of the obtained student data, the following conclusions were drawn: 1. Movement classes in the form of step-aerobics, aerobox and exercises performed with the use of the J. Pilates method cause the release of positive emotions and, consequently, the improvement of mental well-being of the female students of the Witelon State University of Applied Sciences in Legnica after one hour of classes (60 minutes). 2. The triggering of positive emotions (happiness) was most experienced by students after step-aerobics classes. 3. Extending to six weeks physical activity in the form of three forms of aerobics causes further release of positive emotions.
Źródło:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy; 2020, 1, 34; 37-50
1896-8333
Pojawia się w:
Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej im. Witelona w Legnicy
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 30

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