Collective Classes in a Group of Different Ages Based on the Integration of the Content of Different Academic Subjects

2021 ◽  
pp. 34-37
Author(s):  
O. Aristarhova ◽  
Yu. Dvoryankina ◽  
E. Osipova ◽  
V. Lebedincev
Keyword(s):  
Secondary School ◽  
First Graders ◽  
Fine Arts ◽  
Older Age ◽  
Literary Reading ◽  
Know How ◽  
Krasnoyarsk Region ◽  
Initial Stage ◽  
Different Ages ◽  
Training Organization

The article proposes to consider the initial stage of the transition to such a form of training organization as collective classes in different-age groups of younger schoolchildren according to the methodology developed by the talented teacher A.G. Rivin. They are held at the Moscow secondary school named after Ivan Yarygin of the Krasnoyarsk region on the integrated content of academic subjects “Literary Reading”, “Fine Arts”, “Technology”. The specificity of the texts compiled by teachers for use in the process of paragraph-by-paragraph elaboration of the text using the technology of A.G. Rivina. Particular attention is paid to the issues of including first-graders (some of whom do not yet know how to read and write) in classes where younger schoolchildren of an older age participate. In this regard, multilevel algorithms of educational interaction are described. It highlights the difficulties that may arise with this form of training, as well as ways to overcome them.

Collective Classes in a Group of Different Ages Based on the Integration of the Content of Different Academic Subjects

2021 ◽  
pp. 30-36
Author(s):  
O. Aristarhova ◽  
Yu. Dvoryankina ◽  
E. Osipova ◽  
V. Lebedincev
Keyword(s):  
Secondary School ◽  
First Graders ◽  
Fine Arts ◽  
Older Age ◽  
Literary Reading ◽  
Know How ◽  
Krasnoyarsk Region ◽  
Initial Stage ◽  
Different Ages ◽  
Training Organization

The article proposes to consider the initial stage of the transition to such a form of training organization as collective classes in different-age groups of younger schoolchildren according to the methodology developed by the talented teacher A.G. Rivin. They are held at the Moscow secondary school named after Ivan Yarygin of the Krasnoyarsk region on the integrated content of academic subjects “Literary Reading”, “Fine Arts”, “Technology”. The specificity of the texts compiled by teachers for use in the process of paragraph-by-paragraph elaboration of the text using the technology of A.G. Rivina. Particular attention is paid to the issues of including first-graders (some of whom do not yet know how to read and write) in classes where younger schoolchildren of an older age participate. In this regard, multilevel algorithms of educational interaction are described. It highlights the difficulties that may arise with this form of training, as well as ways to overcome them.

Mashkov’s diamond as an indicator of posture in boys of the second childhood period at the initial stage of martial arts

2021 ◽  
Vol 22 (1) ◽  
pp. 61-65
Author(s):  
N. Ya. Prokopiev ◽  
◽  
E. T. Kolunin ◽  
D. S. Reсhapov ◽  
O. V. Baranhin ◽  
...  
Keyword(s):  
Secondary School ◽  
Martial Arts ◽  
Spinal Column ◽  
Russian Patent ◽  
Cervical Lordosis ◽  
Training Process ◽  
Lumbar Level ◽  
Age Related ◽  
Initial Stage ◽  
Related Increase

Aim: boys of the second childhood period at the initial stage of martial arts to study the age characteristics of Mashkov’s diamond and the depth of the vertebral pole lordosis at the cervical and lumbar level as indicators of posture. Material and methods. 28 boys of the second childhood period (8-12 years) engaged in martial arts on the basis of JUSS No. 3 by V. G. Khromin of Tyumen were examined. The evaluation of Mashkov’s diamond was carried out according to the conventional method. The depth of the vertebral column lordosis at the cervical and lumbar level as an indicator of posture was assessed with the help of the device proposed by us (Russian Patent for useful model No. 30253). Results. The age-old size of Mashkov’s diamond sides increased as the boys grew up and did not indicate scoliotic spinal column disease. The “jumps” of its increase in the period of 11-12 years have been revealed. The age-related increase in the depth of lordosis at the cervical and lumbar level of the spinal column, more pronounced in the lumbar department, has been noted. Conclusion. According to Мashkov’s diamond, boys of the second childhood period have no abnormalities on the part of the spinal column. The depth of the vertebral pole lordosis at the lumbar level exceeds the depth of the cervical lordosis, which should be taken into account when dosing physical activity in physical education classes in the secondary school and during the training process in JUSH.

scholarly journals 100 years of the Mari fine arts: ethnographic realism (1920–1930)

2021 ◽  
Vol 13 (3) ◽  
pp. 293-307
Author(s):  
Elvira M. Kolcheva
Keyword(s):  
Fine Arts ◽  
100Th Anniversary ◽  
Local History ◽  
Regional Society ◽  
Archetypal Analysis ◽  
Initial Stage ◽  
History Analysis ◽  
The Republic ◽  
The Town ◽  
Main Material

Introduction. The article is the first in a series of publications dedicated to the 100th anniversary of the Mari autonomy and the fact of the emergence of professional visual arts among the Mari people. The author regards it as a systemic element of national-ethnic culture, which performed the function of ethno-cultural reflection by artistic means throughout the entire century, in which four major stages and corresponding stylistic forms can be traced. The article describes the initial stage of the Mari fine arts of the 1920s – 1930s. Materials and Methods. The main material was the collection of art and ethnographic works of the 1920s–1930 found in the funds of the National Museum of the Republic of Mari El. The author used various methods: historical research, art history analysis of works of art, as well as the author’s own method of structural and archetypal analysis. Results and Discussion. The first art institutions appeared in the mountainous Mari region at the turn of the 1910–1920 thanks to the artist A.V. Grigoriev, who together with his associates later founded the Association of Artists of Revolutionary Russia in Moscow. The systematic institutionalization of the Mari fine arts began in the second half of the 1920, which was facilitated by the activities of the Mari Regional Society of Local History and the Central Mari Museum in the town of Krasnokokshaisk. The founders of the Mari fine arts were the invited artists from Kazan, namely P. A. Radimov, G. A. Medvedev, V. K. Timofeev, M. M. Vasilyeva, the first Mari artists K. F. Egorov and E. D. Atlashkina, and P. G. Gorbuntsov. With the beginning of the “Great Terror” period, the first stage of the Mari art was interrupted, and socialist realism replaced ethnographic realism. Conclusion. The development of the fine art of the Mari at the initial stage was stimulated by the Mari Regional Society of Local History and the Central Mari Museum represented by V. A. Mukhin (Savi), V. M. Vasiliev, T. E. Evseev. Their educational interests, combined with the documentary-oriented program of the Association of Artists of Revolutionary Russia, contributed to the formation of such a stylistic form as ethnographic realism, which became the first artistic form of ethnocultural reflection by the means of fine arts.

scholarly journals Mathematical Investigation Proficiency among Singapore Secondary School Students: An Exploratory Study

2014 ◽  
Vol 4 (1) ◽  
pp. 3-21
Author(s):  
Joseph B. W. YEO
Keyword(s):  
Secondary School ◽  
Exploratory Study ◽  
Secondary School Students ◽  
Specific Problem ◽  
Prior Experience ◽  
School Students ◽  
Know How ◽  
Mathematical Investigation ◽  
Paper And Pencil ◽  
The Difference

This article presents an exploratory study to find out whether high-ability secondary school students in Singapore were able to deal with open mathematical investigative tasks. A class of Secondary One (or Grade 7) students, who had no prior experience with this kind of investigation, were given a paper-and-pencil test consisting of four open tasks. The results show that these students did not even know how to begin, despite sample questions being given in the first two tasks to guide and help them pose their own problems. The main difficulty was the inability to understand the task requirement: what does it mean to investigate? Another issue was the difference between searching for any patterns without a specific problem to solve, and searching for patterns to solve a given problem. The implications of these findings on teaching and on research methodologies that rely on paper-and-pencil test instruments will also be discussed.

Regional concept for the development of science education in the secondary school of Samarkand region

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Yunusov Kh.B
Keyword(s):  
Science Education ◽  
Secondary School ◽  
School Science ◽  
Stage Of Development ◽  
Initial Stage ◽  
The Republic ◽  
And Mathematics ◽  
Favorable Conditions ◽  
City Schools ◽  
Current Stage

This concept creates favorable conditions for the development and implementation of mechanisms for the development of school science education in Samarkand region of the Republic of Uzbekistan taking into account the programs developed and implemented at the current stage of development of the region. This approach allows us to strengthen the position with staffing for teachers (biology, chemistry, physics, mathematics) of the secondary school and to achieve the integration of rural and city schools to create a single educational space. It will increase the motivation of students and activate the work of teachers of biology, chemistry, physics, and mathematics, which will lead to the full formation of the initial stage of professional orientation in the natural sciences

Hong Kong Literary Landscape: A MediaWiki for literary reading and writing

2021 ◽  
Author(s):  
Leo F. H. Ma ◽  
L. M. Mak
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary School Students ◽  
Language Education ◽  
Research Centre ◽  
Literary Reading ◽  
School Students ◽  
Reading And Writing ◽  
Junior Secondary School ◽  
Chinese University

For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.

Exploring food choice and flexibility practices among staff and residents at care homes in Denmark

2019 ◽  
pp. 1-21
Author(s):  
Maria Nyberg ◽  
Mine Sylow
Keyword(s):  
Focus Groups ◽  
Food Choice ◽  
Long Term Care ◽  
Time Pressure ◽  
Older Age ◽  
Care Homes ◽  
Need For Care ◽  
Term Care ◽  
Know How

AbstractWith a growing number of people reaching older age, the need for care provided in long-term care institutions is increasing. Although the goal is to deliver person-centred care that includes choice and flexibility opportunities, pre-scheduled mealtimes and set menus are still used. The aim was to explore how food choice and flexibility practices were perceived and performed by residents and staff at three care homes in Denmark. Three food journey interviews with eight residents (aged 83–96) and three focus groups with 12 people from the care and kitchen staff were conducted. Food choice and flexibility practices were mainly performed informally and selectively by the staff, and through personal practices by the residents, implying that many residents were excluded from food choice and flexibility opportunities. However, food choice and flexibility practices were also inhibited by the staff's time pressure and unfamiliarity with choice possibilities, and by the politeness of the residents. Our findings suggest that food choice and flexibility practices must be understood and performed broadly, and include various ways of listening and responding to the residents’ needs and preferences. The study highlighted the importance of incorporating the essential embodied knowledge and emotional know-how, inherent in food choice and flexibility practices, into formal and inclusive strategies concerning how to think and act in relation to the food and meal situation.

International Mathematical Education: The Mathematics Program in Japanese Secondary Schools

1966 ◽  
Vol 59 (6) ◽  
pp. 577-583
Author(s):  
Howard F. Fehr
Keyword(s):  
Secondary School ◽  
Liberal Arts ◽  
Vocational Training ◽  
Mathematics Curriculum ◽  
Fine Arts ◽  
Mathematical Education ◽  
Upper Secondary School ◽  
Lower Secondary School ◽  
Upper Secondary ◽  
Mathematics Program

In Japan, education is compulsory for all children for the first nine school years, of which the first six years are elementary, and the last three years are the lower secondary school. Admission to the subsequent three-year upper secondary school is by examination, and usually 30 to 40 percent of the ninth-year students pass the examination and enter the upper secondary school. The branches of the upper secondary school are liberal arts, vocational training, and music and fine arts, all of which prepare students for university or higher study. This report is concerned with the mathematics curriculum at the lower secondary and the senior high school levels.

Attitudes of Senegalese Secondary School Students towards Traditional African Way of Life and Western Way of Life

1980 ◽  
Vol 47 (1) ◽  
pp. 235-242 ◽  
Author(s):  
Walter D'Hondt ◽  
Michel Vandewiele
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Educational Opportunities ◽  
Way Of Life ◽  
School Students ◽  
Know How ◽  
Polygamous Marriage ◽  
Traditional Marriage ◽  
Bride Price ◽  
Ways Of Life

With the help of an open-ended questionnaire addressed to some 882 Senegalese collegians, we inquired about the opinions of school-going adolescents upon traditional and Western ways of life, including two major problems, polygamy and the bride-price. Nearly half of the Senegalese adolescents (45%) wish to preserve, before everything else, certain traditional virtues such as solidarity, sharing with others, hospitality, respect paid to parents and elders, politeness, honour. Half of the students wanted to get rid of traditional marriage (imposed marriages, bride-price, polygamous marriage, need for maidenhood, prestige ceremonies). One-third of students praised the Europeans' discretion, freedom of mind, know-how, hardworking qualities, modesty. Marriages in the European fashion seemed to appeal to them (11%), but they most envied the better educational opportunities European children had (26%). What they did not like most was the Europeans' racism (26%), then their individualism (21%). The majority of our subjects were against polygamy (79%) and the bride-price (60%).

scholarly journals A história da disciplina química (escolar) no currículo brasileiro

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Késia Caroline Ramires Neves ◽  
Maysa Braguini
Keyword(s):  
Secondary School ◽  
School Curriculum ◽  
History Of Chemistry ◽  
Learning And Teaching ◽  
Know How ◽  
School Based ◽  
School Subjects ◽  
New Information ◽  
History Of ◽  
Teaching Programs

Resumo: Pelos últimos 30 anos, alguns estudos históricos da educação brasileira têm mostrado como determinados saberes se tornaram propriamente escolares. Com essa perspectiva, esses estudos buscam conhecer como se dera a inclusão de disciplinas escolares em respectivos currículos, quais transformações elas sofreram ao longo dos anos, qual a importância que tiveram ou que ainda detém em todo esse contexto acadêmico-educacional. Então, partindo dessa premissa, este trabalho se propõe a analisar a história da Química como disciplina escolar. A questão norteadora é aquela muitas vezes levantada pelos alunos: por que estudar Química na escola? Sendo assim, buscar essa linha histórica de uma disciplina permitiu olhar de maneira diferente para ela e compreender as razões pelas quais se justifica sua aprendizagem e seu ensino. Em específico, para este trabalho, foram coletados dados de programas de ensino da escola secundária brasileira entre os anos de 1841-1930, suposto período da inserção da química na escola. Os resultados apontam para uma disciplina constituída por interesses externos e internos à escola, passando a fazer parte do currículo escolar em 1841, resultado esse que contrasta outros já publicados em literatura específica da área. Portanto, o trabalho vem ao encontro de contribuir com novas informações à área da Química escolar.Palavras-chave: História das Disciplinas Escolares. História da química. Química escolar.THE HISTORY OF THE CHEMISTRY DISCIPLINE (SCHOOL) IN THE BRAZILIAN CURRICULUMAbstract: For the last 30 years, some historical studies of Brazilian education have shown how certain knowledge have become properly school-based. With this perspective, these studies seek to know how the inclusion of school subjects in their curricula has been given, what changes they have undergone over the years, how important they have or still hold in this academic-educational context. Therefore, starting from this premise, this work proposes to analyze the history of Chemistry as a school discipline, or school subject. The guiding question is that often raised by students: Why study chemistry at school? Thus, seeking this historical line of a discipline has allowed us to look at it differently and to understand the reasons why its learning and teaching are justified. Specifically, for this work, data were collected from teaching programs of the Brazilian secondary school between the years of 1841-1930, supposed period of the insertion of chemistry in school. The results point to a discipline constituted by external and internal interests to the school, becoming part of the school curriculum in 1841, a result that contrasts others already published in specific literature of the area. Therefore, the work contributes to contribute with new information to the area of school chemistryKeywords: History of School Subjects. History of chemistry. School chemistry.

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