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Wyświetlanie 1-15 z 46
Tytuł:
Interwoven: Culture, language, and learning strategies
Autorzy:
Oxford, Rebecca L.
Gkonou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/781029.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
culture
cultural learning strategies
cultural communication styles
strategy instruction
Opis:
Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 403-426
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Jugendliterarische Werke im interkulturellen, medienintegrativen Litertaturunterricht
Autorzy:
Kuzminykh, Ksenia
Powiązania:
https://bibliotekanauki.pl/articles/913265.pdf
Data publikacji:
2018-09-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
reading
media
literary and language teaching
intercultural literary
language and media learning
multi-cultural-learning
juvenile books
young-adult books
Opis:
The article starts with a discussion of the essential theories of reading and focuses on different models of understanding. In the next step, based on fragments taken from a novel by M. Zusak, the article develops an integrative literary and language teaching model in intercultural school lessons of literature in a way which stimulates a highly functional analytical, receptive and productive handling of language semantics and performance. It demonstrates the combination of literature and film as a possibility for successful literary, language and media learning.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 1; 85-104
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
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
Artykuł
Tytuł:
The main principles of neuropsychological remediating education of children with learning disabilities
Autorzy:
Glozman, Janna M.
Powiązania:
https://bibliotekanauki.pl/articles/637611.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
remediating education, learning disabilities, cultural-historical psychology, L.S. Vygotsky, mediation, play therapy
Opis:
The paper discusses the differences between remediating education and general education and its main tasks and principles based on the cultural-historical theory by L.S. Vygotsky. Basic functional systems formed during remediation are analyzed. Individual, group and dyadic methods of remediation are described with regard to their potential for mediating child’s activity.
Źródło:
Psychologia Rozwojowa; 2014, 19, 4
1895-6297
2084-3879
Pojawia się w:
Psychologia Rozwojowa
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Uczenie się w środowisku i dla środowiska jako wymóg współczesności
Learning in and for the environment as a contemporary prerequisite
Autorzy:
Kruk, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1386998.pdf
Data publikacji:
2020-11-18
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
environment
learning
learning for the environment
learning environment
didactics
cultural change
Opis:
The article discusses the methods of defining and describing the processes of learning in what is generally acknowledged as the learning environment. In the contemporary pedagogical discourse the category of the “learning environment” (formerly associated with the surroundings of school and the classroom) is always expanding and acquiring new meanings, in the wake of ecological changes and the virtualisation of contemporary culture. The “learning environment” becomes a part of the ongoing descholarisation, which manifests itself, for example, in the “open space” movement, outdoor education or “Gesamtschule”, the trends related to the transfer of education outside of school. In the last part of the text, a postulate is formed to include a “learning for the environment” category to the pedagogical theory and practice. This stems from the need to deepen the social sensitivity of the threat of degradation of the entire ecosystem in which we live today.
Źródło:
Problemy Wczesnej Edukacji; 2020, 50, 3; 7-17
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Концептуальні засади дослідження соціокультурної лінії навчання літературного читання у школах національних меншин України
Conceptual framework of the study of socio-cultural lines of teaching literary reading in the schools of national minorities of Ukraine
Autorzy:
Kudykina, Nadia
Powiązania:
https://bibliotekanauki.pl/articles/469906.pdf
Data publikacji:
2017-03-01
Wydawca:
Wyższa Szkoła Gospodarki Euroregionalnej im. Alcide De Gasperi w Józefowie
Tematy:
socio-cultural line of learning literary readings
schools of national minorities of Ukraine
5th grade students
methodological
theoretical and applied research concepts
Opis:
The article is devoted to defin the conceptual foundations of the study of socio-cultural lines of study literary reading of 5th grade students in the schools of national minorities of Ukraine. The purpose of the study is to identify the conceptual foundations of teaching literary reading in the schools of national minorities of Ukraine (in the framework of socio-cultural lines). Research methods. The main method of creating concepts was the inductive method, and the theoretical methods such as the analysis of philosophical, literary, methodological, psychological and pedagogical literature. The use of empirical methods are limited, among them, a pilot experiment was the main method. A didactic study of the implementation of socio-cultural lines in the context of teaching literary reading involves the deployment of conceptual research in three areas: methodological, theoretical and practical fields. In methodological concept, the status categories of activity and personality are defined. The doctrine of the activities of AK toils the value of different types of teachers and children’s activities, in particular training, their decisive role in the formation of personality in the process of literary reading in Ukrainian language. Understanding the nature of "the identity of the student" requires a teacher of literary reading of the 5th grade students of schools with national languages, in the learning process, to give the instruction for the personal self-development and self-realization through activity and communication in various social environments. The theoretical concept (general scientific and specifically-scientific concept) reflects the relationship and interaction of the various theories, approaches and principles of General scientific and specifically scientific nature in relation to the study of problems of implementation of socio-cultural lines of study of literary reading. The basic idea for solving the problem of realization of socio-cultural lines of study literary reading of the 5thgrade students in schools with national languages of instruction at the application level is to focus educational activities on creation of conditions for proper formation of sociocultural competence of the student through the discovery of the essential forces students to process their own activity and communication with adults and other children. Results: the study concept represented through three interrelated concepts – methodological, theoretical and applied, comprehensively ensures the implementation of the main idea of the study.
Źródło:
Intercultural Communication; 2017, 2, 1; 97-107
2451-0998
Pojawia się w:
Intercultural Communication
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Intercultural learning in diverse schools: obstacles, opportunities, and outlooks
Autorzy:
Skrefsrud, Thor-André
Powiązania:
https://bibliotekanauki.pl/articles/1387874.pdf
Data publikacji:
2018-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
intercultural learning
intercultural communication
multicultural education
cultural diversity
Opis:
The emergence in recent years of the concept of intercultural learning has raised questions about how the notion relates to a pedagogy that fosters openness, exploration, and critical thinking. In this article, the author provides a critical examination of a conventional understanding of intercultural learning to clarify its construction and to elucidate its instructional implications. Central to this alternative is a pedagogy that acknowledges students’ former experiences and competencies without making cultural predictions. Instead of reducing the process of understanding to a technical issue, this paper advocates the integration of intercultural learning in schools by connecting the curriculum to students’ lives and identities. This paper ends with a consideration of the future prospects of intercultural learning, suggesting more research on how intercultural learning actually takes place in schools and society.
Źródło:
Problemy Wczesnej Edukacji; 2018, 42, 3; 75-85
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
European cultural heritage and skills development course for adult learners’ self-development
Autorzy:
Luka, Ineta
Powiązania:
https://bibliotekanauki.pl/articles/1878497.pdf
Data publikacji:
2021-09-25
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
blended-learning
learning platform
language competence
21st century skills
cultural awareness
Opis:
Aim. This article aims to evaluate the target course created and the development of adult learners’ 21st century skills during the course implementation in six EU countries. Concept. European Cultural Heritage and Skills Development Course is a culture-based blended-learning course created within the framework of the Erasmus+ project “Cultural Knowledge and Language Competences as a Means to Develop 21stCentury Skills” conducted in six EU countries: Croatia, Latvia, Slovenia, Romania, Poland and Czech Republic (Project No.2018-1-HR-01-KA204-047430; 2018-2021). The course content is presented in a form of a story, applying innovative methodologies and tools increasing adult learners’ cultural knowledge and ensuring the skills development. This article focusses on blended-learning in particular, and the course evaluation given by learners and teachers after the course implementation in the six partner countries as well as the development of adult learners’ 21st century skills. Results and conclusion.The results indicate a positive evaluation of the learning platform, the learning methodologies and tasks as well as a positive trend considering the development of learners’ 21st century skills, including the English language competences. Although the results varied from country to country, no extremely significant differences between the evaluation done by learners and the teachers were found, thus the course may be applicable to adult teaching/learning. Practical application.The created blended-learning course may be a viable option for developing adult learners’ 21st century skills and increasing their cultural awareness of the less known EU intangible cultural heritage.   Originality.The contribution describes the difference between flipped, hybrid and blended-learning and introduces a novel approach of creating a blended-learning course for adult learners.
Źródło:
Journal of Education Culture and Society; 2021, 12, 2; 505-526
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Pedagogical design in the modern cross-cultural educational system
Autorzy:
Gonchar, Olena
Powiązania:
https://bibliotekanauki.pl/articles/472642.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
educational paradigms,
learning environment,
pedagogical design,
cultural
peculiarities
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2016, VI; 161-166
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metodyka jako praktyka kulturowa (archetypowa). Ku źródłom zmiany w dydaktyce
Teaching methodology as a cultural (archetypal) practice. Towards the sources of change in didactics
Autorzy:
Kruk, Jolanta
Powiązania:
https://bibliotekanauki.pl/articles/1388432.pdf
Data publikacji:
2015-03-31
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
didactics
teaching methodology
cultural practice
teaching practice
learning environment
Opis:
This article is an introduction to the discussion on the essence of teaching methodology and the changes in its forms in contemporary culture. Two approaches to methodology are proposed: as a socially collective praxis, often unconsciously drawing on cultural practices, and as a so-called expert methodology – a collection of patterns of proper execution, which are a manifestation of the power/knowledge relation in the fi eld of education. Psychology and cognitive science reports confirm that expert methodology is now losing its theoretical justification. The adoption of the concept of cultural (archetypal) methodology gives a chance of a deeper change in the practice of education, whose avant-garde are the concepts of the “reversed class” and of learning as a “dispersed” study, which consists of: equipment, material environment, and network interactions.
Źródło:
Problemy Wczesnej Edukacji; 2015, 28, 1; 9-20
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Case Approach in Cross-Cultural Studies and Projects
Autorzy:
Błaszczak, Iwona
Loboda, Svitlana
Pavlyk, Nadiia
Seiko, Nataliia
Sytniakivska, Svitlana
Powiązania:
https://bibliotekanauki.pl/articles/48479416.pdf
Data publikacji:
2024-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
case study
distance learning
cross-cultural project
professional training
Opis:
The problem of the study is to substantiate the content of the implementation of the case method of teaching. The article outlines the content of the case method of future bachelor training based on qualitative research. In the example of the academic subject “Cross-cultural studies and projects”, the main steps of developing cross-cultural student projects are traced. The main requirements for creating cross-cultural projects within the distance form of education are defined. The significant result of the study is that the use of teaching methods opens opportunities for students to master the content of professional training.
Źródło:
The New Educational Review; 2024, 76; 63-75
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Electronic Dictionary as a Tool for Integration of Additional Learning Content
Autorzy:
Kovacheva, Stefka
Powiązania:
https://bibliotekanauki.pl/articles/676994.pdf
Data publikacji:
2015
Wydawca:
Polska Akademia Nauk. Instytut Slawistyki PAN
Tematy:
cultural heritage
database
dictionary entry
electronic dictionary
e-learning content
Opis:
Electronic Dictionary as a Tool for Integration of Additional Learning ContentThis article discusses electronic dictionary as an element of the „Bulgarian cultural and historical heritage under the protection of UNESCO” database developed in IMI (BAS), that will be used to integrate additional learning content. The electronic dictionary is described as an easily accessible book of reference, offering information to the shape, meaning, usage and the origin of words in connection to the cultural-historical heritage sites in Bulgaria, protected by UNESCO. The dictionary targets 9–11 year old students from Bulgarian schools, who study the subjects “Man and Society” in 4th grade and “History and Civilization” in 5th grade.
Źródło:
Cognitive Studies; 2015, 15
2392-2397
Pojawia się w:
Cognitive Studies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The effect of teaching innovation on learning effectiveness among the students of Taiwan and Mainland China universities
Autorzy:
Huang, Yu-Ting
Lee, Tzong-Ru
Jiang, Yi-Jyu
Powiązania:
https://bibliotekanauki.pl/articles/633745.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
teaching innovation, learning effectiveness, grey relational analysis, cross-cultural research
Opis:
This paper presents a teaching innovation that has proved successful in stimulating the in-class participation and learning effectiveness of Asian students. The sample population of the research was the teachers and the students of universities in Taiwan and Mainland China. Convenience sampling was used. Grey Relational Analysis (GRA) was used to explore the feedback of learning course. The research results showed that (1) students in Taiwan and Mainland China both have a good confience in attendance and teamwork projects at the beginning of the course and; (2) Taiwanese students are confient in their own creativity and application ability at the beginning of the course and students from Mainland China have a regular habit of reading relevant marketing books.
Źródło:
International Journal of Synergy and Research; 2018, 7
2083-0025
Pojawia się w:
International Journal of Synergy and Research
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Cultivating Reflective Practitioners through the Study of Human Development: a Transformative Graduate Program in Elementary Education at West Chester University
Autorzy:
Radich, Carol A.
Powiązania:
https://bibliotekanauki.pl/articles/28765638.pdf
Data publikacji:
2005-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
transformative learning
adult development
relational-cultural theory
mindfulness
integral learning
transpersonal psychology
authenticity
flow
self-awareness
Opis:
The article expands on a presentation given by the author at an international symposium held at the University of Silesia from May 10-13, 2005, entitled Innovation in Higher Education: A Global Perspective. Perspectives on transformational processes in Higher Education vary widely even after forty years of exploration by psychologists, educators, sociologists, and neuroscientists. West Chester University of Pennsylvania’s Plan of Excellence includes five essential transformations in which is embedded the new Elementary Education Masters Degree Program in Applied Studies in Teaching and Learning. An essential catalyst for transformation is the experience of personal authenticity. As a goal of teacher development, authenticity paradoxically leads to heightened individuation as well as social connectedness and integration. Highlighted in this area of study are components of a six-area framework of Human Development as a formative study for personal, social, cultural, and global transformation. Future implications for questioning and enriching teacher development are explored.
Źródło:
The New Educational Review; 2005, 7; 140-151
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Międzynarodowe Letnie Wioski dla Dzieci (CISV) jako międzykulturowa oraz transkulturowa edukacja poprzez doświadczanie
Children’s International Summer Villages (CISV) as intercultural, transcultural and experiental learning
Autorzy:
Kryczałło, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/540764.pdf
Data publikacji:
2014
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
voluntary organization
intercultural and transcultural learning
experience
CISV programs
cultural competence
Opis:
The article describes CISV: a charitable, international, non-political, volunteer organization promoting peace education and cross-cultural friendship. It also provides some observations connected with intercultural and transcultural experiental learning applied in its programmes offering experiences unique in both scope and age range. The first part of the paper concentrates on the beginnings of the organization founded by dr Doris Twitchell Allen and its development for over 60 years, also in Poland. The second part provides some information with regard to the statement of CISV’s educational purpose and outlines the programmes offered by the organization. The third part focuses on experiental education model (the opportunity to learn from direct experience) and multi-dimensions of intercultural competence considered in critical discourses of, for example, K.Lewin, D.A. Kolb, D.T. Allen, A.E. Fantini, or T. S. Kuhn. The aim of the considerations in this paper is to stress that „learning with a difference,” building awareness involving reflection and friendship make the educational experience permanent. We, as teachers, should learn from those who succeed in making educational practice adventurous as well as exciting and over 60 years of CISV’s work is a good model for us to follow.
Źródło:
Społeczeństwo. Edukacja. Język; 2014, 2; 37-44
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 46

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