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Tytuł:
Využitie medzipredmetových vzťahov v predmete Technika na základných školách
Using Interdisciplinary Relationships in Technology Education at Elementary Schools
Autorzy:
PLACHÁ, Ivana
BÁNESZ, Gabriel
Powiązania:
https://bibliotekanauki.pl/articles/456230.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Rzeszowski
Tematy:
vyučovaní techniky
medzipredmetové vzťahy
teaching techniques
cross curricular
Opis:
V príspevku sa zaoberáme možnosťami využívania medzipredmetových vzťahov vo vyučovaní techniky, so zreteľom na väzby prírodovedného, humanitného aj výchovného charakteru.
In this article we deal with the possibilities of using interdisciplinary relationships in the teaching of Science, with regard to the links of natural scientific, humanistic and educational character.
Źródło:
Edukacja-Technika-Informatyka; 2015, 6, 1; 71-76
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Solving Problems on the Blackboard in Slovenian High Education Mathematics Classrooms
Autorzy:
Lipovec, Alenka
Antolin, Darja
Powiązania:
https://bibliotekanauki.pl/articles/45882090.pdf
Data publikacji:
2012-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
higher education
mathematics education
elementary pre-service
teachers
anxiety
pedagogical experiment
teaching techniques
Opis:
Students solving mathematical problems on the blackboard are an everyday routine in Slovenian classrooms. On the other hand, it is commonly known that students often consider this situation as threatening. In order to highlight this phenomenon, Slovenian elementary pre-service teachers (N=242) filled out an Internet questionnaire about preferred teaching techniques. Only a third of the participants saw this teaching technique as an effective method for learning. In a pedagogical experiment, three teaching techniques were probed in a problem solving based mathematics course with combinatorial and probability topics. Empirical results showed no significant differences in knowledge according to experimental groups.
Źródło:
The New Educational Review; 2012, 30; 45-55
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Nauczanie polszczyzny za granicą w grupach heterogenicznych
Autorzy:
Lipińska, Ewa
Seretny, Anna
Powiązania:
https://bibliotekanauki.pl/articles/782810.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
teaching Polish as a heritage language
ethnic schools
heterogenic groups
teaching in heterogenic groups (teaching techniques
material preparation)
Opis:
Teaching Polish in ethnic schools abroad is by no means similar to teaching it in Poland. The factors contributing to the difference are numerous, two of them however are of crucial importance, namely, heterogeneity of pupils attending the same class and different status of Polish which for them is a heritage language. The purpose of the text is to describe the specificity of teaching Polish as a heritage language in ethnic schools abroad, to analyze the circumstances resulting in heterogeneity of groups and to present some teaching techniques which can be used in this complex and challenging context.
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia; 2016, 7, 223; 95-109
2082-0909
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metody, strategie oraz techniki nauczania, uczenia się i zapamiętywania stosowane w procesie kształcenia kompetencji komunikacyjnej uczniów na lekcji języka obcego
Methods, strategies and techniques of teaching, learning and memorizing applied in the process of developing communication competences of students during foreign language classes
Autorzy:
Rapacka-Wojtala, Sylwia
Powiązania:
https://bibliotekanauki.pl/articles/540756.pdf
Data publikacji:
2015
Wydawca:
Mazowiecka Uczelnia Publiczna w Płocku
Tematy:
communication competence
methods
strategies
techniques of teaching/ learning
Opis:
The history of civilization is also the history of education in which the ability to communicate plays an important role. Communication has enabled the exchange of thoughts, views and information about cultural and scientific achievements of the generations, which has influenced its further development. Therefore, it can be stated that these texts have been the basis for the development of communication competence. The teachers [of foreign languages] should apply various methods, strategies and techniques of teaching, learning and memorising as well as didactic means to facilitate acquiring communication language skills – in the development of all language skills.
Źródło:
Społeczeństwo. Edukacja. Język; 2015, 3; 73-86
2353-1266
2449-7983
Pojawia się w:
Społeczeństwo. Edukacja. Język
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Treści kulturowe w nauczaniu języka polskiego jako obcego na poziomach B2–C2
Cultural content in teaching polish as a foreign language at B2–C2 levels
Autorzy:
Łukaszewicz, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/47048320.pdf
Data publikacji:
2024
Wydawca:
Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:
teaching Polish as a foreign language
foreign language teaching techniques
multiculturalism
intercultural competence
intercultural communication
glottodydaktyka polonistyczna
techniki nauczania języków obcych
wielokulturowość
kompetencja międzykulturowa
komunikacja międzykulturowa
Opis:
Celem artykułu jest przedstawienie preferencji cudzoziemców uczących się języka polskiego na najwyższych poziomach zaawansowania w zakresie: (1) zainteresowania kulturą polską, (2) obszarów tematycznych związanych z kulturą polską, (3) sposobów nauczania kultury polskiej na zajęciach oraz (4) sposobów poznawania jej przez ankietowanych poza lekcjami języka polskiego. Opisano wyniki badania ankietowego przeprowadzonego wśród 150 obcokrajowców uczestniczących w kursach grupowych na poziomach B2, C1 i C2 w wybranych, rodzimych ośrodkach akademickich w 2022 roku. Wyniki badania świadczą o chęci zgłębiania zagadnień związanych przede wszystkim z życiem codziennym, nauką i pracą oraz państwem i społeczeństwem, a także o pozytywnym stosunku ankietowanych do wykorzystywania metody podawczej w rozwijaniu kompetencji (między) kulturowej i do dyskusji na tematy kulturowe prowadzonych z innymi uczącymi się w trakcie lekcji. Większość ankietowanych poznaje kulturę polską poprzez lekturę książek i komunikowanie się z rodzimymi użytkownikami polszczyzny w miejscach publicznych. Wykorzystanie wyników badania może przyczynić się do rozwoju dyskusji dotyczącej różnicowania materiału kulturowego na lekcjach języka polskiego jako obcego w zależności od poziomu zaawansowania uczących się.
The aim of the article is to present the preferences of foreigners learning Polish at the highest levels of proficiency in terms of: (1) interest in Polish culture, (2) thematic areas related to Polish culture, (3) ways of teaching Polish culture in Polish classes and (4) ways of learning about it by the respondents outside Polish language lessons. The results of a survey conducted among 150 foreigners participating in group courses at B2, C1 and C2 levels in selected native academic centers in 2022 are described in the text. The results of the survey testify to the willingness to explore issues related primarily to everyday life, study and work, the state and society, as well as the positive attitude of the respondents to the use of the feeding method in developing (inter)cultural competences and to discussions on cultural topics with other learners during the lesson. Most of the respondents get to know Polish culture by reading books and communicating with native Polish speakers in public places. The use of the results of the study may contribute to the development of the discussion on the differentiation of cultural material in Polish as a foreign language classes depending on the level of language proficiency of the learners.
Źródło:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców; 2024, 31; 73-89
0860-6587
2449-6839
Pojawia się w:
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podejście eklektyczne w nauczaniu polszczyzny za granicą na przykładzie wiersza Stanisława Barańczaka Garden party
An eclectic approach to teaching Polish language abroad based on the example of Stanisław Barańczak’s Garden party
Autorzy:
Lipińska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/511754.pdf
Data publikacji:
2015
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
heritage language
eclectic approach
techniques of teaching
integrated interdisciplinary teaching practical solutions
Opis:
The article discusses the problem of teaching Polish as a heritage language, outside of Poland and when the number of teaching hours is limited. In such a situation it is worthwhile to integrate subsystems and language skills as well as combining the curricula of a range of subjects. This eclectic approach seems to be effective here. The approach is described not as a set of random actions, but as well¬ thought out and coherent procedures. The article uses the example of Barańczak’s Garden party to present how different techniques can be applied in teaching. It also underlines the necessity of using different media, which makes language education more modern and more attractive.
Źródło:
Postscriptum Polonistyczne; 2015, 2(16); 141-154
1898-1593
2353-9844
Pojawia się w:
Postscriptum Polonistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Wspieranie autonomii ucznia we wczesnoszkolnym nauczaniu języków obcych
Supporting learner autonomy in the primary school foreign language classroom
Autorzy:
Dacka, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/1811168.pdf
Data publikacji:
2014
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
learner autonomy
“early start” in foreign language learning
active teaching techniques
teacher's role
autonomia ucznia
„wczesny start” w nauce języków obcych
aktywizujące formy pracy
rola nauczyciela
Opis:
Along the lines of “early start” issue in EU language policy children are starting to learn foreign languages at an increasingly early age. It goes without saying that autonomous learning brings about a wide range of educationally and developmentally important benefits like positive emotionality, greater intrinsic motivation, higher academic achievement, and undoubtedly helps the student to realise and accept the fact that learning a foreign language is a life-long occupation. Developing and supporting learner autonomy is therefore becoming more and more significant since the early stages of primary school. Considering autonomous learning in primary education one should take into account cognitive, emotional and social determinants that can either limit or boost the autonomization process. The purpose of this article is to take a closer look at these determinants as well as to give some suggestions and present a few active teaching techniques that support learner autonomy at this stage of education.
Zgodnie z ideą „wczesnego startu” w polityce językowej Unii Europejskiej, dzieci rozpoczynają naukę języków obcych coraz wcześniej. Niezaprzeczalnie uczenie autonomiczne przynosi cały wachlarz korzyści zarówno edukacyjnych, jak i rozwojowych, takich jak pozytywne nastawienie emocjonalne, zwiększenie motywacji wewnętrznej, lepsze wyniki w nauce i bez wątpienia pozwala uczniowi zrozumieć fakt, że nauka języka obcego jest związana z uczeniem się przez całe życie. Rozwijanie i wspieranie autonomii staje się zatem coraz bardziej istotne już na etapie wczesnoszkolnym. Rozważając uczenie autonomiczne na etapie wczesnoszkolnym, należy wziąć pod uwagę specyficzne uwarunkowania związane z rozwojem poznawczym, emocjonalnym i społecznym, które mogą stanowić barierę lub też sprzyjać procesowi autonomizacji. Celem niniejszego artykułu jest bliższe przyjrzenie się tym uwarunkowaniom, przedstawienie wskazówek oraz zaproponowanie pewnych aktywizujących form pracy, które wspierają autonomizację ucznia na omawianym etapie kształcenia.
Źródło:
Roczniki Pedagogiczne; 2014, 6(42), 2; 165-175
2080-850X
Pojawia się w:
Roczniki Pedagogiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Role of the Key Competences of VET Teachers in Enhancing the Quality of the Teaching Process
Autorzy:
Gedvilienė, Genutė
Tūtlys, Vidmantas
Daukilas, Sigitas
Powiązania:
https://bibliotekanauki.pl/articles/1968720.pdf
Data publikacji:
2019-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
key competences
vocational teacher
quality of the didactic process
interactive teaching and learning techniques.
Opis:
Research problem - Today the quality of vocational education and training (VET) and especially the quality of the didactic process in VET highly depend on the capabilities of VET teachers to structure knowledge and skills they impart when dealing with the increasing volume of vocational and professional knowledge, and also on their capability to integrate the requirements of occupation and needs of students when coping with the challenges posed by fast technological development and changing student identity. The goal of this study is to explore the role and potential of key competences of VET teachers and how their development could equip VET teachers with the above-mentioned capabilities. The research methodology is based on both quantitative and qualitative research methods. The quantitative study was carried out by using a standardised questionnaire. Such a study helps disclose the personality traits of VET teachers, ways of their professional development and specific characteristics of their educational process. The participants in this research were VET teachers from different VET schools in Lithuania. Research data were analysed by using mathematical-statistical methods: descriptive statistics, nonparametric hypothesis testing, and factor analysis. Qualitative research was carried out by interviewing VET teachers from different VET schools and centres in Lithuania. Key competences and their development significantly contribute to the development of professional identity and personality factors of VET teachers. There is a direct and positive interdependency between the development of key competences of VET teachers and the quality of didactics, pedagogy and the expertise of VET teachers in the given occupational field. Key competences help VET teachers to shape and develop their professional identity and to cope with the current methodological and organisational challenges in the fields of curriculum design, organisation of training processes (including application of contemporary educational technologies), and vocational didactics.
Źródło:
The New Educational Review; 2019, 56; 255-270
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Fostering critical thinking skills among future teachers
Autorzy:
Milto, Liudmyla
Sultanova, Leyla
Dubrovina, Irina
Powiązania:
https://bibliotekanauki.pl/articles/1827692.pdf
Data publikacji:
2020-11
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
critical thinking
future teacher of higher education institutions
solving pedagogical problems
interactive forms
methods and techniques of teaching
Opis:
Today, a person who thinks critically is able to conduct a dialogue, determine the nature of any problem and find alternative solutions, and distinguish fact from assumption. This person is not afraid to question established opinions and judgments. That is why such kind of people are considered to be competitive and in demand on the labor market. The article, based on modern scientific positions, reveals the meaning of “critical thinking”. The development of critical thinking is based on observation skills; on the ability to ask questions and find the necessary resources; on the ability to check beliefs, assumptions and opinions, contrary to the evidence; on the ability to distinguish and identify a problem; on the ability to assess the validity of statements and arguments; and on the ability to find and make smart decisions, and understand the logic and logical arguments. The authors of the article found that the process of solving pedagogical problems was the basic unit of critical thinking skills among future teachers. The availability of critical thinking skills among future teachers is determined by using a critical thinking test, developed by Lauren Starkey, an American author (Starkey, 2004). The analysis of the survey results shows that the majority of respondents have an average level of critical thinking skills. The average level of critical thinking skills indicates that an average future teacher’s forms of thinking are unevenly developed. That is why it is difficult for a future teacher to make important decisions. We propose to foster critical thinking skills by solving pedagogical problems, which involves the use of modern interactive forms, methods and techniques of teaching.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2020, 86, 4; 13-21
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Portfolio jako narzędzie kształcenia refleksyjności przyszłych nauczycieli języków obcych
Teacher porfolio as a tool in training teacher-trainees’ reflective skills
Autorzy:
Witkowska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/443033.pdf
Data publikacji:
2018-12-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Tematy:
reflective practitioner, reflection in teaching, teacher education, teacher training, reflection techniques, metareflection, teacher port-folio
Opis:
Being a reflective teacher is a highly appreciated quality of a good teacher. Reflection is considered to be essential in the job of teaching since it prompts to modify and improve the process of teaching and learning. As experts suggest reflective skills can be practiced and developed due to various teacher education models, programs and techniques. One of the techniques is a teacher portfolio that can consist of many tasks provoking teachers and teacher-trainees to reflect on their teaching. This article presents some research on the content of English teacher-trainees’ reflection and their metareflection. The research outcome provides some knowledge of what they reflect upon, if they do at all, and whether they perceive reflection as valuable in the process of learning teaching.
Źródło:
Neofilolog; 2018, 51/1; 75-88
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Importance and Chosen Techniques of Teaching Very Young Learners to Write in English
Autorzy:
BABIARZ, MIROSŁAW
ZAPAŁA-KRAJ, MARTA
Powiązania:
https://bibliotekanauki.pl/articles/456939.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Rzeszowski
Tematy:
Very young learners
teaching, writing
techniques
atmosphere
mind-maps
tracing
Opis:
The aim of the following paper is to introduce the aspect of teaching writing to very young pupils. The paper briefly presents the characteristics of young learners, together with their needs and requirements – mostly referring to the teachers of English. The paper was based on author’s own experiences as the former teacher of very young and young students and so, it points out some useful techniques as well as personal observations rooted in the theory of methodology, which were successful in teaching English to that particular age group.
Źródło:
Edukacja-Technika-Informatyka; 2019, 10, 1; 48-55
2080-9069
Pojawia się w:
Edukacja-Technika-Informatyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effect of Discussion Techniques in the Fifth-Grade Social Studies Curriculum of a Turkish Middle School
Autorzy:
Kaya, İbrahim Ferat
Polat, Bayram
Powiązania:
https://bibliotekanauki.pl/articles/28409267.pdf
Data publikacji:
2023
Wydawca:
Uniwersytet Dolnośląski DSW. Wydawnictwo Naukowe DSW
Tematy:
social sciences
discussion techniques
teaching principles and methods
courses success
Opis:
This research aims to determine the effectiveness of five discussion techniques (i.e., Debate, Panel, Collegium, Forum and Opposite Panel) on the learning progress in the fifth-grade social studies course. The pretest-posttest control group model, which is one of the real experimental models, was used in the research. The research participants consisted of 58 fifth-grade students studying at five secondary schools located in the centre of the Niğde province (Turkey) in the 2019-2020 spring term. Researchers prepared an achievement test for data collection: The Science, Technology and Society Academic Success Test, which was used in the research as a data collection tool. The statistical program (SPSS, Version 21) was used to analyse the data obtained from the study. The application period of the study lasted for four weeks in total, with three hours of teaching weekly in both groups. After the achievement test was applied to the students, the data was obtained and the application part of the study was terminated. As a result of the research, students taught with discussion techniques were more successful than those taught with conventional teaching activities stipulated by the current curriculum. Along with this result, it can be suggested that teaching based on discussion techniques should be often used in different classes and themes of social studies courses.
Źródło:
Teraźniejszość – Człowiek – Edukacja; 2023, 25, 1(93); 85-98
1505-8808
2450-3428
Pojawia się w:
Teraźniejszość – Człowiek – Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Czy uczymy o tym, w jaki sposób badamy?
Do we teatch what we do in research?
Autorzy:
Ścigaj, Paweł
Powiązania:
https://bibliotekanauki.pl/articles/1953219.pdf
Data publikacji:
2015-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
methodology of political science
methods and techniques
methodological courses and teaching
Opis:
This paper is based on an assumption that any scientifi discipline should be characterized by compatibility between the methods and techniques that are taught and the methods and techniques that are actually used in scientific research. This concerns political science as well. Content analysis of selected syllabi of methodological courses and 280 papers published in 8 polish political science journals shows that there are important differences between teaching about methods and techniques and using them in practice. According to the results, political scientists teach about questionnaires, observations, experiments, surveys, and other methods and techniques specific to social science, but they rarely use them. Only 12,1% of the articles mentioned what methods and techniques are used and those listed above were very seldom pointed out. Among the articles in which methods and techniques used were not mentioned the most popular method was the one that can be called “critique of written sources” and methods like historical, institutional, and comparative. It seems to be very important that those methods were rarely present in the analyzed syllabi. In sum, it might be said that we do not teach what we do in research. This answer for the title question should be reconsidered as a starting point for possible changes in teaching methodology and also in publishing policy in political science journals.
Źródło:
Athenaeum. Polskie Studia Politologiczne; 2015, 47; 63-83
1505-2192
Pojawia się w:
Athenaeum. Polskie Studia Politologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Evolución de la metodologia de la enseñanza de las lenguas extranjeras
Autorzy:
Janowska, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/1397443.pdf
Data publikacji:
2018-12-31
Wydawca:
Ateneum - Akademia Nauk Stosowanych w Gdańsku
Tematy:
foreign language teaching
method
approach
didactic techniques
task-based language teaching
traditional method or grammar-translation method
Cognitive and Constructivist Paradigm
Opis:
This article reviews the evolution of the most popular methods of teaching foreign languages in Europe. The history of language teaching was marked by continuous methodological changes resulting from the search for an ideal teaching method and various language currents and psychological approaches prevailing at the time of their occurrence. This discipline went through various stages, the most significant of which took place in the twentieth century, to develop a new method for more effective learning, which led to the development of a methodology that would provide clarification of answers to questions raised in the field of language learning. In recent years, what has been distinguished is a task-based language teaching field that provides students with ideal opportunities for developing communication skills and effective learning.
Źródło:
Forum Filologiczne Ateneum; 2018, 6, 1; 145-157
2353-2912
2719-8537
Pojawia się w:
Forum Filologiczne Ateneum
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The impact of professional development of research and teaching staff on the implementation of innovate learning technologies
Autorzy:
Borova, Tetyana
Boroday, Gennadiy
Powiązania:
https://bibliotekanauki.pl/articles/472498.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie
Tematy:
educational coaching,
e-learning techniques,
ESP teaching,
professional
development of research and teaching staff in higher education institutions,
monitoring,
qualimetric model
Źródło:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia; 2015, V; 43-62
2083-7267
2450-3487
Pojawia się w:
Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Biologiae Pertinentia
Dostawca treści:
Biblioteka Nauki
Artykuł
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