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    Wyświetlanie 1-3 z 3
    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:
    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:
    Wychowanie poprzez instytucje szkoły
    Autorzy:
    Słomski, Wojciech
    Powiązania:
    https://bibliotekanauki.pl/articles/2141382.pdf
    Data publikacji:
    2011
    Wydawca:
    Instytut Studiów Międzynarodowych i Edukacji Humanum
    Tematy:
    upbringing and education
    school
    child
    teacher
    philosophy of upbringing and education
    theory of upbringing and education
    Opis:
    Contemporary psychology ascribes a very important role to both upbringing and teaching-learning processes in psychical development. It is indicated that a child’s personality is being shaped as a result of this influence. The most intensive development obviously concerns the youngest children because both psyche and organism of the child are distinguished by large plasticity in the period of early childhood. The elementary regulating mechanisms based on impulses and emotions dependent on functions of the subcortical centres are shaped in this period. The small child’s behaviour is still little organized, changeable and impulsive. The child is mainly guided by emotions. Children acquire their basic orientation to the world in the first school years, at the level of primary teaching, and first of all, in their closest environment. They gain knowledge about reality by means of free observations of concrete objects and phenomena turning gradually tasks carried out in the form of fun into didactic activities, i.e., to planned and regular learning and teaching. The child should be already prepared to live an individual life in a democratic society since early childhood where co-existence is guarded by wise principles of co-operation. Pupils’ preparation to the individual life is also necessary. Formation of proper attitudes, personality, and skills and knowledge is the most important general aim of upbringing accomplished at school. School supports families in these areas and supplement their influences. Up to now a practical example stirring up plenty of controversy in the environment of both parents and teachers has been for instance Personal Health and Social Education. Therefore we say about three phases of the professional attitude of teachers which they are going through while learning to teach. The first phase consists of attitude of acting how to survive a teacher who has just taken a job is mainly concerned with survival. He worries about assessment of his interpersonal relationships, and whether superiors and pupils will grow fond of him. The second phase is his attitude to a didactic situation. In that phase teachers already habitually fulfil certain tasks and carry out definite actions. Teachers’ attention and energy are transferred to the process of teaching itself. Last stage is achievement of professional maturity and an attitude towards pupils. In this phase teachers try to use more methods and strategy so that pupils could understand presented issues. The functions of improvement of professional skills by teachers should be correlated with supporting top-down educational reforms.
    Źródło:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2011, 1(6); 329-368
    1898-8431
    Pojawia się w:
    Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-3 z 3

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