Integration of High School Subjects with Special Reference to Foreign Languages

Pupils fail in algebra and geometry because they do not apply themselves, because they have poor study habits, because they are unable or unwilling to give sustained attention, because they lack special preparation—they fail, in short, as a result of the many negative influences that militate against achievement everywhere in the high school curriculum. So, too, does inadequate teaching take its toll in the exact sciences as it does in the social sciences or foreign languages. That the percentage of failures is generally higher in mathematics than in other high school subjects is probably due not to additional specific causes but rather to the nature of mathematical skills on which the same causes are apt to leave more profound and far-reaching effects.

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Orosensory Perception, Speech Production, and Deafness

Journal of Speech and Hearing Research ◽

10.1044/jshr.1602.257 ◽

1973 ◽

Vol 16 (2) ◽

pp. 257-266 ◽

Cited By ~ 10

Author(s):

Milo E. Bishop ◽

Robert L. Ringel ◽

Arthur S. House

Keyword(s):

High School ◽

Speech Production ◽

Poor Performance ◽

Normal Hearing ◽

The Other ◽

Functional Disorders ◽

Form Discrimination ◽

School Subjects ◽

Oral Form ◽

Similarities And Differences

The oral form-discrimination abilities of 18 orally educated and oriented deaf high school subjects were determined and compared to those of manually educated and oriented deaf subjects and normal-hearing subjects. The similarities and differences among the responses of the three groups were discussed and then compared to responses elicited from subjects with functional disorders of articulation. In general, the discrimination scores separated the manual deaf from the other two groups, particularly when differences in form shapes were involved in the test. The implications of the results for theories relating orosensory-discrimination abilities are discussed. It is postulated that, while a failure in oroperceptual functioning may lead to disorders of articulation, a failure to use the oral mechanism for speech activities, even in persons with normal orosensory capabilities, may result in poor performance on oroperceptual tasks.

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ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

Pedagogical Sciences ◽

10.32999/ksu2413-1865/2020-91-17 ◽

2021 ◽

pp. 118-123

Author(s):

Denysenko I.I. ◽

Tarasiuk A.M.

Keyword(s):

High School ◽

Distance Learning ◽

Foreign Language ◽

Language Teaching ◽

Foreign Language Teaching ◽

Educational Process ◽

Foreign Languages ◽

Full Time ◽

Technological Basis ◽

Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

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A procedure in presenting special methods of teaching high school subjects

Peabody Journal of Education ◽

10.1080/01619563109535023 ◽

1931 ◽

Vol 8 (5) ◽

pp. 305-307

Author(s):

Homer L. Humke

Keyword(s):

High School ◽

School Subjects

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Feeling emotions for others that they don’t feel: Agency appraisals and vicarious anger

10.31234/osf.io/m4bxz ◽

2020 ◽

Author(s):

Joshua Daniel Wondra

Keyword(s):

High School ◽

High School Student ◽

The Other ◽

Emotional Experiences ◽

School Subjects ◽

The Difference

How do people feel emotions for someone else? This has been studied asempathy—feeling the same emotion that someone else feels. But people also feel emotions for someone else that the other person doesn’t feel, such as feeling angry for someone who is sad. We use appraisal theories to predict that people feel an emotion for someone else when they appraise that person’s situation differently. According to appraisal theories, people react to misfortunes with anger if they are caused by another person, but not if the cause is impersonal, and we predicted that this would also be true in feeling emotions for another person, regardless of what the other person feels. In two studies, subjects learned about a disadvantaged high school student who applied to college and was rejected from every school. Subjects felt angrier when they learned that the student’s friend caused the bad outcome than when the student made a well-intentioned mistake, but they did not think the student felt angry. The difference in subjects’ anger was mediated by changes in appraisals of agency. The student believed the rejections were caused by bad circumstances and felt sad in both conditions. The results extend research on empathy and other vicarious emotional experiences by supporting appraisal as a process that is involved in feeling emotions for other people.

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A Study of Transfer of Training from High-school Subjects to Intelligence.

Journal of Educational Psychology ◽

10.1037/h0050733 ◽

1946 ◽

Vol 37 (1) ◽

pp. 58-59

Author(s):

Miles A. Tinker

Keyword(s):

High School ◽

Transfer Of Training ◽

School Subjects

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COMMUNICATION

PEDIATRICS ◽

10.1542/peds.61.1.76 ◽

1978 ◽

Vol 61 (1) ◽

pp. 76-76

Author(s):

Keyword(s):

High School ◽

School Principal ◽

High School Principal ◽

Foreign Languages ◽

Gifted Child ◽

Learning Program ◽

Individualized Learning ◽

County Fairs ◽

Objective Being ◽

Major Emphasis

Here is . . . part of a message a Houston high school principal recently sent to the parent of a pupil: "Our school's cross-graded multi-ethnic, individualized learning program is designed to enhance the concept of an open-ended learning program with emphasis on a continuum of multi-ethnic, academically enriched learning using the identified intellectually gifted child as the agent or director of his own learning. "Major emphasis is on cross-graded, multi-ethnic learning with the main objective being to learn respect for the uniqueness of a person." The parent wrote back. "I have a college degree, speak two foreign languages and four Indian dialects, have been to a number of county fairs and three goat ropings, but I haven't th Submitted by Studente faintest idea as to what the hell you are talking about. Do you?"

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