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Tytuł:
О дидактической компетентности будущего педагога в информационной мультиинструментальной среде
About future teachers’ didactic competence in the information multi-instrumental environment
Autorzy:
Конюшенко, Светлана
Кузьмин, Сергей
Петрущенков, Александр
Powiązania:
https://bibliotekanauki.pl/articles/443173.pdf
Data publikacji:
2011
Wydawca:
ADVSEO
Tematy:
DIDACTIC COMPETENCE
INFORMATION MULTI-INSTRUMENTAL ENVIRONMENT
Opis:
The article introduces the results of the research on working out new ways in the development of educational process at the university. The structure of the didactic competence is presented in two components - personal and information didactic - with their contents in the information multi-instrumental environment. Special emphasis is laid on value-and-motivational, reflexive, cognitive, informational-instrumental, practical-and activity based components of the didactic competence.
Źródło:
General and Professional Education; 2011, 2; 24-27
2084-1469
Pojawia się w:
General and Professional Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Der Lehrer und seine didaktische Kompetenz
Teacher and his didactic competence
Autorzy:
Stancekova, Svetlana
Powiązania:
https://bibliotekanauki.pl/articles/428472.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Naukowe Chrześcijańskiej Akademii Teologicznej w Warszawie
Tematy:
teacher
didactic competence
foreign languages
classes
Lehrer
didaktische Kompetenz
Fremdsprachen
Unterricht
Opis:
Competence means the ability to perform a certain activity. At the present, the teaching profession is at the center of interest both among the professional public and the general public. One asks how the teacher should be and what skills he should have. There will be a lot of discussion on the subject of teaching skills, with the goal of improving the education proces as much as possible and making it more effective. The didactic competence is described in the paper, because it occurs in our research. In the competency system, this represents the relationship of the teacher to the way he teaches,which strategies he should master with regard to the teaching process.
Die Kompetenz bedeutet die Fähigkeit, eine bestimmte Tätigkeit auszuüben. In der Gegenwart befindet sich der Lehrerberuf im Mittelpunkt des Interesses sowohl bei der Fachöffentlichkeit, als auch bei dem breiten Publikum. Man fragt sich dabei, wie der Lehrer sein sollte und welche Kompetenzen er besitzen sollte. Es werden zahlreiche Diskussionen zum Thema der Lehrerkompetenzen geführt, die das Ziel folgen, so viel wie möglich den Bildungsprozess zu verbessern und effektiver zu gestalten. Im Beitrag wird dann die didaktische Kompetenz beigebracht, weil diese in unserer Forschung vorkommt. Im Kompetenzsystem stellt diese die Beziehung des Lehrers zur Art und Weise, wie er unterrichtet, welche Strategien er beherrschen soll im Hinsicht auf den Unterrichtsprozess dar.
Źródło:
Studia z Teorii Wychowania; 2018, 3 (24); 45-56
2083-0998
2719-4078
Pojawia się w:
Studia z Teorii Wychowania
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE COMPETENCE OF THE TEACHER AS A DIDACTIC CONDITION OF STUDENTS’ EFFECTIVE INDEPENDENT WORK ORGANIZATION
Autorzy:
LESYA, MARTIROSIAN
VITA, HORBACH
Powiązania:
https://bibliotekanauki.pl/articles/460566.pdf
Data publikacji:
2017
Wydawca:
Państwowa Wyższa Szkoła Zawodowa w Chełmie
Tematy:
competence
didactic competence
independent work
the teacher of mathematical disciplines
students of economic specialties
Opis:
On the basis of the analysis of psychological and pedagogical literature and empirical studies of the educational process in higher educational economic institution, the necessity of systematic teachers’ training for the organization of independent work of students, while studying mathematical disciplines, has been defined in this article. Taking into account modern requirements of scientific and pedagogical activities, the definition of "didactic competence of the teacher of mathematical disciplines" has been proposed as an important condition of organization of independent student’s work. The components of the didactic competence as a system unit have been characterized, namely motivational-value, cognitive, methodically-organizational and reflective components. To ensure a sufficient level of didactic competence of teachers of mathematical disciplines, it has been proposed to conduct trainings, consultations and interviews in accordance with the principles of coaching technology.
Źródło:
Scientific Bulletin of Chełm - Section of Pedagogy; 2017, 2; 135-145
2084-6770
Pojawia się w:
Scientific Bulletin of Chełm - Section of Pedagogy
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Rola materiałów dydaktycznych w procesie kształcenia wypowiedzi ustnej i pisemnej oraz stosowanych w nim zadań
The role of didactic materials in the process of developing oral and written communication as well as tasks used for the purpose
Autorzy:
Rapacka-Wojtala, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/540931.pdf
Data publikacji:
2014
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
didactic materials
developing communication competence
communication exercises
Opis:
The purpose of language teaching at any stage of education is developing communication competence of learners. A teacher, when planning the didactic process, should, basing on the indications of the Core Curriculum, the school programme and the examination guidebook, choose such methods, strategies and techniques of teaching and learning as well as didactic resources, as to make them relevant for the given age and abilities of the target group. They should also develop understanding of the text that is listened to and read, becoming a pattern for learners in the process of creating their own oral and written utterances on the basis of well-prepared exercises.
Źródło:
Społeczeństwo. Edukacja. Język; 2014, 2; 65-84
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje zawodowe w kontekście zasad komunikacji dydaktycznej i możliwości oceny pracy nauczycieli
Autorzy:
Beata, Mydłowska,
Powiązania:
https://bibliotekanauki.pl/articles/892515.pdf
Data publikacji:
2019-08-20
Wydawca:
Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:
teacher competence model
pedagogical professionalism
didactic communication
employee evaluation method
Opis:
The article is a voice in the discussion about the conditions of pedagogical professionalism in the context of not only understanding professional duties, but also constantly improving the quality of one’s competences and boldly going beyond the patterns in one’s duties. Among many proposals and different types of classifications, the author offers a new kind of perspective – pointing to the essence of teacher competence development as a complex, multistep and varied process, she suggests referring to the style of operation and the use of specific didactic means of communication by a particular teacher. The author of the article points to the coexistence of diverse competences and focuses on the long-existing concept of key competences, with particular emphasis on the complexity of competences related to communication in school situations. The author’s intention is to create a clear and precise competence structure, facilitating the recruitment process and evaluation of teachers’ work. The competence model is treated here as a tool that is widely used in human resources management in educational institutions.
Źródło:
Kwartalnik Pedagogiczny; 2019, 64(2 (252)); 102-121
0023-5938
Pojawia się w:
Kwartalnik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Formation of Preschoolers Communicative Competence in the Conditions of Inclusive Education
Autorzy:
Turko, Olha
Olender, Tatiana
Boyko, Maria
Petryshyna, Olga
Rozhko-Pavlyshyn, Tetiana
Powiązania:
https://bibliotekanauki.pl/articles/18104624.pdf
Data publikacji:
2022-06-30
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
communicative competence
corrective work
folklore
inclusive education
language-didactic tools
preschooler
Opis:
Aim. The goal of the study is to describe the teacher’s corrective work on pre-schoolers’ sound pronunciation that is developed according to the children’s age, physiological and mental norms, and special educational needs. Methods. Four children with special educational needs participated in this experimental study. We used the method of monitoring children’s speech during various activities: play, household activity and teaching (during speech therapy classes and various types of practical language classes). Results and conclusion. Age-related features of pre-schoolers’ speech development have been identified in the study. The reasons and indicators of pre-schoolers’ speech development disorders have been described, and the ways to overcome language disorders have been found. The experimental study tested the effectiveness of articulation exercises in working with children with special educational needs in an inclusive environment, the involvement of psychologists and children’s parents to overcome speech disorders of pre-schoolers, and the use of folklore texts. Originality. In the experimental study, we observed that riddles, proverbs, ditties, tongue twisters, fairy tales, lullabies, nursery rhymes, counting rhymes, and sayings are an effective means of phonetics and articulation work, during both the speech development classes and other classes as well as during walks.  
Źródło:
Journal of Education Culture and Society; 2022, 13, 1; 239-255
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Outils, techniques et stratégies servant à développer les compétences phraséologiques
Tools, techinques and strategies implemented in order to develop the phraseological competence
Autorzy:
Sułkowska, Monika
Powiązania:
https://bibliotekanauki.pl/articles/577100.pdf
Data publikacji:
2011
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
phraseological didactics
pharseological competence in a foreign language
phraseo-didactic strategies
Opis:
The major task of this paper is to show and discuss the tools, techniques and strategies which affect the development of phraseological competence in foreign languages. First, the author will investigate a wide range of available dictionaries as well as French textbooks. Then, the selected techniques and phraseo-didactic strategies will be explored. Finally, the author will provide an in-depth review of the method according to which the discussed techniques and strategies have been put in practice in the selected texts on phraseo-didactics.
Źródło:
Linguistica Silesiana; 2011, 32; 229-246
0208-4228
Pojawia się w:
Linguistica Silesiana
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podstawa Programowa jako wyznacznik wczesnoszkolnej edukacji językowej
Autorzy:
Wasilewska, Anna
Powiązania:
https://bibliotekanauki.pl/articles/1985109.pdf
Data publikacji:
2018-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
Core Curriculum
early school language learning
linguistic competence acquirement theories
didactic approaches
interpretation
Opis:
The article presents research on possible interpretations of Core Curriculum provisions in the area of linguistic education for the 1st educational stage: grades 1 – 3, early school education. Core Curriculum is a starting point of planning and organisation of educational process, linguistic education included. While its interpretation is dependent on numerous factors, it was assumed that basic interpretation direction is dictated by the language of the Core Curriculum itself. The objective of the article was to reflect on meanings in Core Curriculum provisions, which become a vital influence on early school language learning. The regarded problem is thus: how does the language of Core Curriculum dictate possible methods of interpretation in educational strategies? Language acquirement theories overview was presented in relation to the school didactics appearing in various pedagogic paradigms. Then, Core Curriculum provisions were analysed and matched to specific didactic options, including their relations to language acquisition theories. In the analysis, category of „linguistic image of the world” was used, which allows to reveal point of view of document authors on theoretical and didactic bases of early school language learning. Core Curriculum provisions turn out to be equivocal or even contradictory in relation to the theoretical basis, which implicates chaos in the didactic interpretation.
Źródło:
Kultura i Edukacja; 2018, 1(119); 83-98
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Researching the glottodidactic potential of selected techniques of working with language material using fMRI
Autorzy:
Antoniuk, Anna
Olpińska-Szkiełko, Magdalena
Pluta, Agnieszka
Wolak, Tomasz
Powiązania:
https://bibliotekanauki.pl/articles/555527.pdf
Data publikacji:
2019-03-25
Wydawca:
Uniwersytet Warszawski. Wydział Lingwistyki Stosowanej
Tematy:
(foreign) language learning communicative competence discourse
didactic material
neuroimaging
Functional Magnetic Resonance Imaging (fMRI)
Opis:
This paper outlines selected results of a glottodidactic study conducted at the Bioimaging Research Center in Kajetany (Poland) using fMRI. The aim of the study was to compare, from the neurolinguistic point of view, selected language activities: retrieving a list of previously memorized words and phrases, retrieving previously memorized short texts, and creating a spontaneous oral statement in a foreign language (L2), in order to assess their potential impact on the development of communicative competence of L2-learners. The study is aimed at answering the following question: the processing of which kind of linguistic information, i.e. in the form of individual phrases or in the form of a text, is more similar to the act of spontaneous speech from the neurobiological perspective. It was assumed that the activity which is more similar to such speech act will probably be more conducive to the development of students' communication skills in the process of learning a foreign language. The results of the study demonstrate that work with a coherent text in foreign language learning and teaching can be more beneficial than working with lists of separate words or phrases.
Źródło:
Applied Linguistics Papers; 2019, 26/1; 141-153
2544-9354
Pojawia się w:
Applied Linguistics Papers
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Gure Ikastola en tres languages: the teaching and learning of trilingual oral expository skills by means of a didactic sequence
Autorzy:
Aldekoa, Ana
Powiązania:
https://bibliotekanauki.pl/articles/783165.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
trilingual oral expository skills
trilingual didactic sequence
language alternation and integration
interlingual transfer
multilingual competence
Opis:
The aim of this presentation is to analyse the development of trilingual oral expository skills in sixteen-year-old Spanish L1, Basque L2 and English L3 students in the framework of a multilingual didactic sequence. The promotion of multilingualism including a minority language such as Basque is a major specificity of the Basque educational system (Cenoz, 2009; Idiazabal et al., 2015), and the Integrated Teaching of Languages (ITL) is highlighted as a relevant approach for multilingual education both in the Basque and European contexts (Gobierno Vasco, 2015; Troncy, 2014). Initial and final oral expository texts produced at the beginning and at the end of a didactic sequence by trilingual students constitute the empirical data of this study. Both texts were addressed to students’ school community as well as to foreign students with the aim of presenting their school. We followed text genre-based criteria in order to analyse students' trilingual productions (Dolz & Schneuwly, 2016). Results show that students did improve their oral expository texts overall, although to different extents: among the aspects that showed a greater improvement, we can name the explicit mention of core elements at the introductory section in Basque, the more consistent use of topic introducers regardless of the language and the more regular use in English of resources to clarify those concepts whose meaning could be difficult to grasp for foreign students. Among those aspects where improvement is notably less, we could mention that students hardly ever addressed the audience in English and thus failed to catch their interest; also, the production of target-deviant past tense verb forms in English remains quite problematic. From the perspective of the ITL, we will conclude that this analysis shows that teaching oral expository skills from an integrated perspective fosters multilingual development, being inter-linguistic discursive transfer a relevant didactic resource (Cummins, 2008).
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 2
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
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