Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "Vietnamese education" wg kryterium: Wszystkie pola

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-9 z 9
    Tytuł:
    Constructing Social Cohesion in Vietnamese Public Schools: The Methods, and Students’ Forgotten Identities
    Autorzy:
    Truong, Truc Thanh
    Underwood, James
    Powiązania:
    https://bibliotekanauki.pl/articles/1932063.pdf
    Data publikacji:
    2020-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    social cohesion
    Vietnamese education
    moral education
    Confucianism
    autoethnography
    state schools
    Opis:
    There are four main areas through which education can foster social cohesion, these are: curriculum design; an appropriate classroom climate of dialogue and respect; equal opportunities for all learners; and diverse school programmes that encompass the interests and experiences of the learning community. In this paper, by intersecting these concepts with the lead author’s experiences as a student in Vietnam’s primary and secondary public schools, we explore how social cohesion in constructed within the Vietnamese school system and the impact this has on student identity. Further focus is provided by analysing in-depth three fundamental aspects of the Vietnamese education system. These are: moral education; Vietnam’s national rite of saluting the flag; and didactic, teacher-focused teaching. The latter section of the essay then critically evaluates some shortcomings associated with the teaching of social cohesion in Vietnam. The purpose of this paper is to add meaning to those cultural features of schooling that have been taken for granted by Vietnamese people and also to highlight the need to find a balance between social cohesion and individuality in the Vietnamese educational system, so that in future current flaws can be erased. This paper is a conceptual paper informed by research literature. However, it also embraces an auto-ethnographic approach and in doing so extends the parameters of academic writing within a Vietnamese context.
    Źródło:
    Kultura i Edukacja; 2020, 4(130); 25-42
    1230-266X
    Pojawia się w:
    Kultura i Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    THE SIGNALS OF BEING OPPRESSED AND THE OPPRESSORS IN THE TEACHERS’ PERCEPTION OF EDUCATION. A CASE STUDY OF VIETNAM FROM CRITICAL THEORIES
    Autorzy:
    Van, Phan Thi Tuyet
    Khang, Nguyen Duy
    Powiązania:
    https://bibliotekanauki.pl/articles/1036553.pdf
    Data publikacji:
    2017-11-14
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    Freire Today
    Critical Theories
    Vietnamese Education
    Being Oppressed
    the Oppressors
    Opis:
    In light of Freire Today, this paper aims to present the results from a case study in Vietnam about the teachers’ perception of education with the recognized signals of being oppressed and the oppressors in their teaching. This study was conducted to clarify the problems preventing education to be developed in this context with the participants from 3 provinces in the Mekong Delta of Vietnam. The qualitative data was collected through using a mixture of 7 interviews and 10 opened-question surveys due to the geographical difficulties. The data collection was framed by using the Padilla’s (1994) techniques of unfolding matrix for data analysis. The findings show that the authoritarian education remains unchanged or slowly transformed with the signals of the teachers as both the oppressors to their learners and the oppressed in their working system. The findings would be meaningful during the ways to figure out the real challenges of current Vietnamese educational system in which critical theories could be considered as one of the possible solutions.
    Źródło:
    Society Register; 2017, 1, 1; 107-121
    2544-5502
    Pojawia się w:
    Society Register
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Rodzina a edukacja wietnamskich uczniów w Republice Czeskiej – kontekst społeczny, kulturowy oraz prawny
    Family and education of Vietnamese learners in the Czech Republic – the social, cultural and legal context
    Autorzy:
    Kasprzak, Tomasz
    Powiązania:
    https://bibliotekanauki.pl/articles/1956301.pdf
    Data publikacji:
    2018-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Republika Czeska
    mniejszość wietnamska
    edukacja międzykulturowa
    role rodzicielskie
    Czech Republic
    Vietnamese minority
    intercultural education
    parental roles
    Opis:
    Od połowy lat 90. XX wieku w Republice Czeskiej coraz częściej podejmowana jest kwestia edukacji międzykulturowej. Głównym celem niniejszego opracowania jest charakterystyka ról rodzicielskich wietnamskich rodziców. W pracy przyjrzano się różnymi rodzajami postaw i wpływów rodziców na edukację dzieci. W artykule przedstawiono strategie edukacyjne podejmowane przez rodziców wietnamskich dzieci. Jednocześnie praca ujawnia znaczenie edukacji dla rodzin imigrantów. Z punktu widzenia wietnamskich rodziców najistotniejsze jest zapewnienie dzieciom pełnej integracji ze społeczeństwem czeskim.
    Since the mid-1990s, the issue of intercultural education has been increasingly addressed in the Czech Republic. The main purpose of this study is to characterize the parental roles of Vietnamese parents. The work looked at different types of attitudes and influences of parents on the education of children. The article presents educational strategies undertaken by parents of Vietnamese children. At the same time, the work reveals the importance of education for immigrant families. From the point of view of Vietnamese parents, the most important is to provide children with full integration with the Czech society.
    Źródło:
    Edukacja Międzykulturowa; 2018, 8, 1; 105-116
    2299-4106
    Pojawia się w:
    Edukacja Międzykulturowa
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Perspectives and challenges for Polish educators and their pupils from Vietnamese families in Poland
    Autorzy:
    Sznajder, Anna
    Powiązania:
    https://bibliotekanauki.pl/articles/782961.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
    Tematy:
    ethnic minority
    education
    ethnography
    identity
    bilingualism
    Opis:
    The aim of the paper is to reflect upon the results of the educational project among children from Vietnamese families living in Poland, Kraków. By doing so, I intend to propose a framework for further activities that could support children’s development in linguistic and cultural sense meanwhile respecting their rights as ethnic minorities and representatives of Vietnamese families successfully accommodated in Poland. Also, I aim to contribute to the debates on what it means to be growing up as an ethnic minority in the 21st the amount of material and specificity of Polish as a Slavonic language in the case of pupils with Vietnamese background make the education a particularly ambitious task which results are constantly challenged by the school realms and the overall progress of the child. Two case studies reflected upon in this presentation are analyzed from the perspective of ethnographic participant observation. Children and tutors immersing in the context of learning and teaching generate multiple creative ideas, which help in mutual understanding and knowledge transmission. Hence, the identities are constructed on the basis of and connected with culture, customs and traditions of Poland. It supports child’s self-understanding in the Polish context, meanwhile it allows for recognizing own identity enriched by the cross-cultural exchange and bilingual experience. century Poland. Education among ethnic minorities is a challenging task, which means constant negotiation between the knowledge to be thought as part of a school program and own experience, skills and knowledge coming from the children’s background. To meet formal expectations established by Polish school, tutors need to constantly revise teaching methods and search for new activities. Close cooperation with school and the head teacher is necessary, however
    Źródło:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2016, 7, 223; 182-193
    2082-0909
    Pojawia się w:
    Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vietnamese immigration in Poland: issues of education and integration for children
    Autorzy:
    DuyKhang, Nguyen
    Thi Tuyet Van, Phan
    Powiązania:
    https://bibliotekanauki.pl/articles/1388249.pdf
    Data publikacji:
    2016-09-29
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    immigration
    issues in education with immigration
    Vietnamese children
    issues
    of education and integration
    Opis:
    This paper investigates the issues of education and integration conditions for Vietnamese immigrants’ children in Poland. These points of interest were primarily treated as the additional research connected with our teaching practices. It was conducted as an empirical study with three non-standardised interviews with the families, informal observations, and group discussions. Regardless of the limitation of a perhaps not significantly substantial range of data, the study led to the outlining of some concerns connected with the process of education and integration of the children in these Vietnamese families. The main four findings which are related to the research question are: the cultural differences and expectations of the parents, the language barriers of the parents, the typical stereotypes of educating children at home, and the conflicts of self-identification in the future. The research implied that children from all the immigrant groups should be assessed as to their growth as well as to the quality of their adaptation into the society.
    Źródło:
    Problemy Wczesnej Edukacji; 2016, 35, 4; 127-144
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Vietnamese Parents and Czech Nannies: Second-Generation Immigrant Children and their Educators
    Autorzy:
    Souralová, Adéla
    Powiązania:
    https://bibliotekanauki.pl/articles/628168.pdf
    Data publikacji:
    2014
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    second generation immigrants, education, caregiving, parenting
    Opis:
    Many second-generation Vietnamese immigrant children in the Czech Republic are brought up by Czech nannies. While their parents are incorporated into the labour market in order to provide their children with suffi cient economic capital for their education, the role of caregivers is relinquished to nannies. Both parents and nannies become important actors in the children’s educational process, from the stage of acquiring fi rst words, through primary school, to the moment they are admitted into university. This paper analyses the roles of parents and nannies in this educational process. It draws upon 60 interviews conducted with fi rst-generation immigrant mothers, second-generation immigrants, and Czech nannies. The perspective of all three actors are presented here in order to reveal the interviewee’s understanding of the role of education in the parent-child and nanny-child relationships. How is education manifested in the defi nitions of parenting and caregiving? The paper illuminates the educational strategies taking place outside the educational institution as being an inherent part of everyday life. Simultaneously, the article reveals the meanings of education for the immigrant families as being linked both to past experience and future expectations.
    Źródło:
    Journal of Education Culture and Society; 2014, 5, 1; 320-333
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    A Study on Korean History Education Plans for Children from Mixed Marriages in Korea : Focus on Korean-Vietnamese, -Chinese, and -Japanese Children
    Autorzy:
    Moon, Hyoung-Jin
    Nam, Jong-ho
    Kim, Jong-suck
    Powiązania:
    https://bibliotekanauki.pl/articles/2140592.pdf
    Data publikacji:
    2022-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    Children from mixed marriages
    Korean history
    history education
    comparative-history teaching method
    audio-visual teaching method
    Opis:
    This study aims to prepare the most effective Korean history education plan for children from mixed marriages in Korea using a questionnaire survey and in-depth interviews. Before the survey, the children from mixed marriages between Korea and Vietnam, China, and Japan preferred the auto-visual teaching method (ATM). However, after learning Cramming Teaching Method (CTM), Audio-Visual Teaching Method (ATM), Comparative-History Teaching Method (CHTM), and Discussion Teaching Method (DTM) for one week, Chinese and Korean – Japanese children preferred CHTM, whereas Korean-Vietnamese children preferred ATM itself. Hence, CHTM was found to be the most effective method when educating Korean history to the children from mixed marriages between Korea and countries with many historical conflicts, similar to that of their mothers (first-generation immigrants).
    Źródło:
    The New Educational Review; 2022, 69; 39-50
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Development of communication skills in a bilingual child of Czech-Vietnamese origin in preschool age from the viewpoint of speech pathology
    Rozwój umiejętności komunikacyjnych dwujęzycznego dziecka pochodzenia czesko-wietnamskiego w wieku przedszkolnym z perspektywy patologii mowy
    Autorzy:
    Teofilová, Tereza
    Mironova Tabachová, Jana
    Vitásková, Kateřina
    Powiązania:
    https://bibliotekanauki.pl/articles/1065985.pdf
    Data publikacji:
    2020-12-29
    Wydawca:
    Wydawnictwo Uniwersytetu Śląskiego
    Tematy:
    terapia logopedyczna
    pedagogika specjalna
    wiek przedszkolny
    umiejętności komunikacyjne
    dwujęzyczność
    język wietnamski
    język czeski
    speech therapy
    special education
    preschool age
    communication skills
    bilingualism
    Vietnamese language
    Czech language
    Opis:
    The article describes the experience of conducting speech therapy with a bilingual (sequential bilingualism) boy of Vietnamese origin in preschool age. The authors identify main differences between Czech and Vietnamese, and also point to specific linguistic interference occurring in the case of a Vietnamese-speaking person learning Czech. The aim of the authors is to describe the development of the boy’s language skills and the possibilities for his language development in kindergarten and during preparatory classes for school education. Speech therapy aimed at supporting the development of communication skills lasted seven months and involved the inclusion of multi-sensory games and activities to support various language levels. Particular emphasis was placed on auditory differentiation (including vowel quantity), auditory memory and phonological awareness (including the division of words into syllables and the analysis and synthesis of sounds).
    W artykule przedstawiono doświadczenia w prowadzeniu terapii logopedycznej z bilingwalnym (dwujęzyczność sekwencyjna) chłopcem pochodzenia wietnamskiego w wieku przedszkolnym. Autorzy identyfikują główne różnice między językiem czeskim i wietnamskim, a także wskazują na konkretne interferencje językowe występujące w przypadku osoby wietnamskojęzycznej uczącej się czeskiego. Celem autorów jest opis rozwoju umiejętności językowych wspomnianego chłopca oraz możliwości jego rozwoju językowego w przedszkolu oraz w trakcie zajęć przygotowawczych do edukacji szkolnej. Terapia logopedyczna ukierunkowana na wspieranie rozwoju umiejętności komunikacyjnych trwała siedem miesięcy i obejmowała włączenie gier i zabaw oddziałujących na wiele zmysłów, tak aby wspierać różne poziomy językowe. Szczególny nacisk był położony na rozróżnienie (m.in. ilości samogłosek), pamięć słuchową oraz świadomość fonologiczną (m.in. podział słowa na sylaby i analizę oraz syntezę dźwięków).
    Źródło:
    Logopedia Silesiana; 2020, 9; 1-18
    2300-5246
    2391-4297
    Pojawia się w:
    Logopedia Silesiana
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Osobowość nauczycieli a ich praca z dziećmi migrantami w szkole podstawowej
    The Teacher’s Personality and its Impact on Work with Migrant Children in the Primary School
    Autorzy:
    Pamuła-Behrens, Małgorzata
    Hennel-Brzozowska, Agnieszka
    Powiązania:
    https://bibliotekanauki.pl/articles/915782.pdf
    Data publikacji:
    2020-01-19
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    migrant children
    migrant education
    teacher personality
    Big Five
    Vietnamese migrants
    Ukrainian migrants
    Opis:
    Research on the personality of primary school teachers and on their level of competence in teaching migrant children, including their own migration experience and their attitudes toward training for better education of foreign pupils, was conducted in 2016, using Big Five NEO-FFI and a questionnaire constructed by the authors (PPNUC). The subjects work in a big Polish city and their school is attended by Ukrainian and Vietnamese migrant children; half of the teachers (called NU) have the migrant children in their classes, the other half do not (NN). The results have shown, among others, that NU teachers have higher extraversion scores than NN and that younger teachers have a more positive attitude toward training programs for educating migrant children.
    Źródło:
    Studia Edukacyjne; 2017, 46; 169-191
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-9 z 9

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies