Ten Tips for Teachers on the Formation of Reading Competence by Younger Schoolchildren

2017 ◽  
Vol 5 (1) ◽  
pp. 3-7
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Reading Competence ◽  
School Subjects ◽  
Methods And Techniques ◽  
Different Types

The article considers the peculiarities of reading competence formation at lessons in primary school. The characteristics of different types of texts are given. According to the specificity of the content of school subjects the advice on the use of appropriate methods and techniques of formation by younger schoolboys of abilities to work with information and informative, instructive and reference texts is offered.

Ten Tips for Teachers on the Formation of Reading Competence by Younger Schoolchildren

2016 ◽  
Vol 4 (6) ◽  
pp. 3-6
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Reading Competence ◽  
School Subjects ◽  
Methods And Techniques ◽  
Different Types

The article considers the peculiarities of reading competence formation at lessons in primary school. The characteristics of different types of texts are given. According to the specificity of the content of school subjects the advice on the use of appropriate methods and techniques of formation by younger schoolboys of abilities to work with information and informative, instructive and reference texts is offered.

Formation of Adequate Self-Esteem in a Younger Schoolchild to Eliminate Manifestations of Deceit

2021 ◽  
pp. 45-47
Author(s):  
N. Pavlova
Keyword(s):  
Experimental Study ◽  
Primary School ◽  
Scientific Literature ◽  
Self Esteem ◽  
School Age ◽  
Methods And Techniques ◽  
Primary School Age

The article highlights the actual psychological and pedagogical problem of manifestation of a tendency to lie in children of primary school age. Based on the study of scientific literature on this topic and the results of an experimental study conducted in the second grades of primary school, the reasons for this communicative phenomenon and its relationship with the level of self-esteem of the child are analyzed. The formation of an adequate self-esteem in a younger student is seen as a means of eliminating his manifestations of deceit. The conditions, methods and techniques of pedagogical activity aimed at the formation of an adequate self-esteem of a younger student, and the role of a teacher in this process are revealed.

scholarly journals Causes of learning problems in primary school students

2003 ◽  
pp. 151-165
Author(s):  
Snezana Mirkov
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Technical Education ◽  
Learning Problems ◽  
Previous Knowledge ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
Eighth Grade Students ◽  
And Mathematics

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher?s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students? responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

scholarly journals The beginning of work on school gardens in Norway – Andreas M. Feragen's garden in Holt on Agder

2021 ◽  
Vol 21 ◽  
pp. 7-13
Author(s):  
Ernst Håkon Jahr
Keyword(s):  
Teacher Training ◽  
Primary School ◽  
19Th Century ◽  
Primary Schools ◽  
School Teacher ◽  
Fruit Trees ◽  
Training Curriculum ◽  
School Gardening ◽  
Teaching Position ◽  
Different Types

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.

scholarly journals To the Question of the Relevance of Updating School Environmental Education

2021 ◽  
Vol 16 (2) ◽  
pp. 112-120
Author(s):  
Sabrekova Maria S. ◽  
Keyword(s):  
Sustainable Development ◽  
Environmental Education ◽  
General Education ◽  
Primary School ◽  
Point Of View ◽  
Education Development ◽  
School Subjects ◽  
The World ◽  
The Subject ◽  
Ecological Culture

The article is devoted to the analysis of the scientific and philosophical thought development, which served as a challenge to the renewal of the content of environmental education at the beginning of the XXI century. The analysis of the stages of domestic environmental education development, its content from the point of view of reflection in it of relations between society and nature is carried out. A new stage in the environmental education development in the 21st century is associated with the spread of ideas of sustainable development, which determine the transformation of all spheres of human culture. The article provides examples of tasks that currently exist in the educational literature for one of the primary school subjects, and a variant of their change from the standpoint of environmental education in the interests of sustainable development is proposed. The modern literature on the methodology of teaching the subject “The World Around” in primary school is considered from the point of view of the representation of the content of environmental education in it. The author comes to the conclusion about the insufficiency of the natural science orientation of environmental education for the formation of students’ ideas about the environmental imperative – a key category for understanding the conditions for harmonizing nature, society and the world of things. Based on the analysis performed, a conclusion was made about the relevance of updating the content of school environmental education. It is substantiated that this will contribute to the achievement of its planned result – the formation of a modern ecological culture among students. Keywords: general education, environmental education, educational content, environmental imperative, environmental culture

PEDAGOGICAL CONDITIONS OF FORMATION OF THE SKILLS OF READING PUPILS OF TEENAGERS

2019 ◽  
Vol 19 (3) ◽  
pp. 56-61
Author(s):  
Zhypargul Aydarova ◽  
Keyword(s):  
Learning Process ◽  
Reading Skills ◽  
Training And Education ◽  
Adolescent Students ◽  
Methods And Techniques ◽  
Different Types ◽  
Student Information

The article offers an analysis of pedagogical conditions that contribute to the formation of reading skills of adolescent students. Pedagogical conditions consider goals, objectives, content, methods and types of organization of the process of training and education. Therefore, the concept of “pedagogical condition” can be understood as the choice of content, methods and techniques of teaching, their planning and implementation. The article reveals the content of the proposed three pedagogical conditions: 1) Accounting for different types of perception of student information in the learning process. 2) The use of different forms of reading. 3) Implementation of the methodological concept “Before reading - while reading - after reading”.

Sociocultural Functional Literacy As a Planned Learning Outcome of a Primary Schoolchild

2021 ◽  
pp. 8-15
Author(s):  
N. Fedorova
Keyword(s):  
Primary School ◽  
Learning Outcome ◽  
Civic Identity ◽  
Cultural Literacy ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Methods And Techniques

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Democracy and Justice in Mathematics and Science Curriculum

2018 ◽  
Author(s):  
Paola Valero ◽  
Auli Arvola Orlander
Keyword(s):  
Science Curriculum ◽  
Research Literature ◽  
Economic Progress ◽  
School Subjects ◽  
Rational Science ◽  
Different Types ◽  
Science Curricula ◽  
Mathematics And Science ◽  
School Curricula ◽  
Contemporary School

How mathematics and science curricula connect to democracy and justice is understood through the examination of different perspectives of mathematics and science education as political. Although frequently conceived of as neutral, these school subjects have been central in recent modern education for governing the making of rational, science-minded citizens who are necessary for social, political, and economic progress. Three main perspectives are identified in the existing research literature. A perspective of empowerment highlights the power that people can acquire by learning and using mathematics and science. A perspective of disadvantage focuses on how the pedagogies of mathematics and science intersect with categories such as ability, gender, class, ethnicity, and race to generate and reproduce marginalization. A perspective of subjectivation examines the effects of mathematics and science curricula within the context of historical and cultural processes for the making of desired modern, rational, and techno-scientific types of citizens, thus creating categories of inclusion and exclusion. All together, these perspectives point to the ways in which mathematics and science, as privileged forms of knowing in contemporary school curricula, simultaneously operate to include or exclude different types of students.

TYPES OF PRESCHOOL EXPERIENCE AND SOCIOMETRIC STATUS IN THE PRIMARY SCHOOL

2003 ◽  
Vol 31 (2) ◽  
pp. 129-131 ◽  
Author(s):  
Philip G. Erwin ◽  
John Letchford
Keyword(s):  
Social Development ◽  
Primary School ◽  
School Children ◽  
School Experience ◽  
Primary School Children ◽  
Sociometric Status ◽  
Nursery Schools ◽  
Preschool Experience ◽  
Different Types ◽  
Play Groups

This study examines how different types of preschool experience may be related to subse- quent sociometric status in the primary school. A sociometric questionnaire was given to 187 primary school children. Those who had previously attended nursery schools or play-groups scored significantly higher than those who had attended nurseries or remained at home. The results are cautiously interpreted as evidence supporting the importance of pre-school experience for childhood social development but emphasizing that the type of experience may be crucial.

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