scholarly journals Integracja wewnątrzprzedmiotowa w podstawie programowej… oraz podręcznikach do szkoły ponadpodstawowej

2021 ◽  
Vol 12 (330) ◽  
pp. 60-73
Author(s):  
Beata Udzik
Keyword(s):  
Secondary School ◽  
General Education ◽  
Core Curriculum ◽  
Language Education ◽  
First Grade ◽  
Comprehensive High School ◽  
Subject Knowledge ◽  
Main Research ◽  
The Core ◽  
Technical Secondary School

The core curriculum for the third stage of education includes a provision that the aim of general education in a comprehensive high school and technical secondary school is, among others, to integrate the subject knowledge from various disciplines. The article presents the results of the analysis of a selected textbook for the first grade of a secondary school implementing the core curriculum from 2018. The main research questions are: How do the authors of the textbook implement the need to integrate the language, literary and text-building education, which is included in the core curriculum for secondary schools? Do the suggested methods of integration include functional grammar? The author refers to the core curriculum, the findings of linguists – researchers of language education at school and the selected textbook. The conducted analysis is a case study. 

scholarly journals Overview of Japanese Language in Upper Secondary Education and School Curriculum in Romania

2018 ◽  
Vol 8 (1) ◽  
pp. 101-110
Author(s):  
Mariana LUNGU
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
General Education ◽  
Education System ◽  
Language Education ◽  
Japanese Language ◽  
Lower Secondary School ◽  
Contemporary Culture ◽  
Upper Secondary Education ◽  
Upper Secondary

In this paper, I focus my attention on the problem of teaching Japanese as part of compulsory subjects in an upper secondary education to pupils aged between 15 to 19. This article starts out with a brief overview of the Romanian education system and the current state of Japanese teaching in the upper secondary education. As compared to other educational curricula, the Romanian education system focuses on competency-based curriculum emphasizing the applicability of knowledge and the development of competences in an integrated and inter-disciplinary approach. The Japanese Language is part of that curricular area named as Language and Communication. In the Romanian educational system, the process of teaching the Japanese language starts from lower secondary school and continues to upper secondary and then to university level. In the lower secondary school, pupils study the Japanese Language as an elective subject, while in the upper secondary school, they learn Japanese as a mandatory subject of the core curriculum and as an elective one of school-based curriculum. Next, attention is paid to outline the current situation of teaching Japanese in the upper-secondary education system, providing details of our curricula, types of subjects, and specific features of Japanese classes. Forms of Japanese language education vary greatly, as well as their target students and objectives. However, the focus of all is a balanced education in the four language skills: reading, writing, listening and speaking. In addition to the Japanese language study, Japanese syllabi provide cultural and general education to learn the properties in Japanese Society and about contemporary culture.

scholarly journals Obrazy wojny i holocaustu w muzyce i sztuce. Szkic do edukacji interdyscyplinarnej / The Images of War and the Holocaust in Music and Art. A Sketch for Interdisciplinary Education

2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Renata Gozdecka
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Interdisciplinary Education ◽  
World War ◽  
Subject Knowledge ◽  
Steve Reich ◽  
Primary Object ◽  
The Holocaust ◽  
The Subject ◽  
The Impact

AbstractThe main premise of the presented study is to show the impact of World War Two events on the creative achievements of selected artists who treated these dramatic events as the direct source of inspiration. The primary object of interest are selected musical pieces composed in the twentieth and twenty-first centuries, analyzed at the same time from the perspective of their correspondence with other domains of art: painting, sculpture, poetry, and partly with film. The article discussed Arthur Honegger’s Second and Third Symphony, compositions: Diffrent Trains by Steve Reich, and Diaries of Hope by Zbigniew Preisner, and in the field of fine art: inter alia the painting works by Izaak Celnikier, Xawery Dunikowski, Bronisław Wojciech Linke, and Andrzej Wróblewski, selected monument sculptures (e.g. in the Majdanek Concentration Camp in Lublin), and with special emphasis on works devoted to the tragedy of the Holocaust.An important aim of the paper is to show the possibility of utilizing the presented content in interdisciplinary teaching provided for in the Ministry of National Education’s core curriculum for general education in art subjects and the subject Knowledge of Culture.

scholarly journals W poszukiwaniu (neo)liberalnych tropów w celach wychowania moralnego wskazanych w podstawie programowej dla I etapu edukacyjnego

2019 ◽  
Vol 45 (2) ◽  
pp. 17-26
Author(s):  
Małgorzata Lewartowska-Zychowicz
Keyword(s):  
General Education ◽  
Primary School ◽  
Moral Education ◽  
Core Curriculum ◽  
School Education ◽  
National Education ◽  
The Core ◽  
Education Goals

The issue of the article concerns the ideological foundation of the moral education goals formulated in the core curriculum of general education for the first stage of education. The analyzes undertaken are focused on the search for values indicating the presence of liberal and neoliberal moral assumptions in the Regulation of the Minister of National Education of 14 February 2017 on the core curriculum of pre-school education and the core curriculum of general education for primary school.

scholarly journals Paris Was Not Built in a Day… Three-Dimensional Puzzles and Architectural Blocks as a Universal Tool Supporting the Process of Aesthetic Education

2021 ◽  
Vol 6 ◽  
pp. 105-123
Author(s):  
Marta Kasprzak
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Three Dimensional ◽  
Educational Practice ◽  
Cultural Changes ◽  
The Core ◽  
Starting Point ◽  
Manual Skills ◽  
Spatial Imagination ◽  
Use Of Knowledge

This article proposes the use of knowledge of space studies in the school educational practice. It allows for implementation of obligatory content and skills indicated in the core curriculum for general education. Shaping the spatial imagination and aesthetic sensitivity is accompanied by the development of both social and manual skills, while the construction of miniature buildings by students is a convenient starting point for a discussion on social and cultural changes.

2008 APSA Teaching and Learning Track Summaries—Track Seven: Core Curriculum/General Education

2008 ◽  
Vol 41 (03) ◽  
pp. 620-622
Author(s):  
Kweku Ainuson ◽  
Stacy G. Ulbig
Keyword(s):  
General Education ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Experienced Teachers ◽  
Teaching Techniques ◽  
Innovative Teaching ◽  
The Core ◽  
Wide Range ◽  
Private And Public

The Core Curriculum/General Education track comprised a wide range of institutions, different areas of expertise, and levels of teaching. Institutions represented were both private and public, and four year colleges and community colleges. Participants were made up of seasoned and experienced teachers, novice teachers, and graduate students. Presenters described their innovative teaching techniques and how they could be effectively employed both inside and outside the classroom. Presentations gave rise to the discussion of various teaching methods and how to tailor the techniques to fit specific needs. In the ensuing discussion one thing became apparent. The goal of the successful teacher is to engage students in a number of ways.

scholarly journals Refleksje z realizacji międzyszkolnego projektu „O pieniądzu wiem wszystko”

2006 ◽  
Vol 2 ◽  
pp. 304-311
Author(s):  
Małgorzata Kulikowska ◽  
Bożena Krasnodębska
Keyword(s):  
Secondary School ◽  
General Education ◽  
Current Trend ◽  
Central Banking ◽  
Independent Learning ◽  
National Bank ◽  
Teachers Professional Development ◽  
Technical Secondary School ◽  
Development Center ◽  
Different Sources

Change of traditional teacher’s function is at reformed Polish school the current trend. Teacher passing on knowledge pupils to becomes transformed in organizer independent learning pupils. First important result of new style of teacher’s work is that learning process is built on knowledge. One of the methods of dealing with challenges of present school is the method which depend on independent realization pupils’ task prepared and co-coordinated by teacher. On the terrain of city Białystok the interscholar project „I Know Everything About Money” was realized, which stood up in frames of training for teachers of bases for entrepreneurships and knowledge about society entitled: „Where the Money grows - How the Banks Act in Poland?” (the training organized guided by Teachers’ Professional Development Center in Białystok, refinanced with grants of the National Bank of Poland). Students from III LO (K.K. Baczyński IIIrd Secondary School), XIV LO (XIVth Secondary School) from Secondary School of General Education No. 9 and as General W. Anders Technical Secondary School of Metal and Wood from Białystok participated in this project. The subject of project contained the questions about money as well as central banking. It was realized under direction of teachers of bases for entrepreneurships (M. Kulikowska, M. Szczepańska, B. Krasnodębska) by pupils from second and third classes in the end of December 2004 and at the beginning of January 2005 in Białystok. Finding information from different sources processing them and setting in order and finally presenting them in public was pupils’ task. The most interesting works were presented on the conference on 13th of June 2005 in regional residence of National Bank of Poland in Białystok. 

scholarly journals Polonistyczny regres, czyli o projektowanej dydaktyce polonistycznej

2020 ◽  
Vol 29 ◽  
pp. 9-25
Author(s):  
Maria Kwiatkowska‑Ratajczak
Keyword(s):  
Young People ◽  
Core Curriculum ◽  
Language Education ◽  
School Curriculum ◽  
Rote Learning ◽  
The Core ◽  
Polish Language ◽  
Contemporary Perspective ◽  
Knowledge Of Language ◽  
School Books

The author undertakes the topic of the Polish language education undergoing constant reform. She refers to the fact that the reformers disregard established didactic conclusions and take into account neither the students’ needs nor the subjectivity of both young people and teachers. She indicates restrictions imposed on the spheres of school leeway and, at the same time, the expansion of the prescribed duties. Additionally, she points to the school curriculum overload. While underscoring the flaws of the literary mandatory readings’ chronological ordering, she elucidates that the contemporary perspective, which have been introduced in teaching, is largely ostensible. What she proves is that editors of new Polish language school books simply multiple requirements towards teenage students and their humanist formation. She denies the purposefulness of teaching multitude of terms to students, and reminds us that such a rote learning trains memory but does not teach one how to think. She describes the petrification of knowledge of language and omission of communicative learning, which both stem from the core curriculum and the conservatism of handbooks. She is convinced that what is genuinely important may transpire at school outside the core curriculum and the scope of school books.

scholarly journals Of Empathy, Imagination and Good Gloves

2016 ◽  
Vol X (1) ◽  
pp. 89-106
Author(s):  
Marvin Schildmeier
Keyword(s):  
Secondary School ◽  
21St Century ◽  
Performing Arts ◽  
Core Curriculum ◽  
Mental Image ◽  
Body Language ◽  
The Core ◽  
Seminar Room ◽  
New Challenges ◽  
The Moment

From the moment I first stepped in the door to our seminar room I was aware that I was a foreigner here. That was not just due to the fact that I had set out from my familiar Hannover on an Erasmus semester at University College Cork, but rather particularly due to the fact that in choosing the course Drama and Theatre of the 20th and 21st Century, I set foot in hitherto untested territory. As far as theatre and the performing arts were concerned, I was, in fact, a blank page. My stage experience was limited to playing Joseph in the Christmas nativity play, the canon of plays which I had read to those which were a part of the core curriculum in secondary school. I was a foreigner. The mental image of going up on stage made me feel uneasy and at moments when eyes were focused on me, I had the feeling that I could no longer properly control my body language. However, as you must sometimes set yourself new challenges, and as I thought that there could be no better point in time for such a peek outside the box than a semester abroad, in which ...

Intercultural Pragmatics as Part of Intercultural Education for Teachers

2019 ◽  
pp. 228-243
Author(s):  
Agnieszka A. Strzałka
Keyword(s):  
Secondary Schools ◽  
Foreign Language ◽  
Core Curriculum ◽  
Language Education ◽  
Language Teachers ◽  
Intercultural Education ◽  
Foreign Language Teachers ◽  
The Core ◽  
Language Classes ◽  
Intercultural Pragmatics

Intercultural education, as an idea to understanding and respect other cultures, has been suggested as an important element of educational endeavor across the curriculum for primary and secondary schools in many countries worldwide, including Poland. If such key elements of intercultural education, as knowledge of other cultures, skills of negotiating meaning, or the attitude of tolerance and openness are to become the new goals in language education, it is incumbent on teachers and, first and foremost, on teacher trainers to be interculturally aware themselves before they can introduce the dimension into their foreign language classes. Thinking specifically about teaching intercultural pragmatics, that is acting with words in an intercultural context, neither the core curriculum nor the coursebooks provide sufficient encouragement and guidance for foreign language teachers.

The Challenges of Multiculturalism, General Education, and Grounded Cosmopolitanism

1998 ◽  
Vol 8 (10) ◽  
pp. 51-75
Author(s):  
Hans-Herbert Kögler ◽  
Keyword(s):  
General Education ◽  
Core Curriculum ◽  
Democratic Education ◽  
Current Debate ◽  
Democratic Participation ◽  
Sexual Diversity ◽  
Cultural Backgrounds ◽  
Social Differences ◽  
The Core ◽  
The Social

Redefining the canon and the core curriculum is a popular topic in the current debate concerning multiculturalism. The focus on education is indeed crucial, insofar as it creates a symbolic ground for a democratic society, implying the possibility of universal dialogue across cultural and social differences. Yet to overcome the fragmenting dissensus among radical, conservative, and liberal positions, we need a concept of "general education" that reconciles the normative ideals of equality and freedom with the social reality of ethnic, social, and sexual diversity. I argue that we can develop such a new philosophy of education in the spirit of a grounded cosmopolitanism by showing how a shared and still culturally sensitive understanding can emerge from different cultural backgrounds. The goal of democratic education consists thus in the creation of a culturally grounded yet reflexively open self, as the precondition for democratic participation in the multicultural public sphere.

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