scholarly journals Znajomość języka edukacji szkolnej jako warunek szkolnego sukcesu

2021 ◽  
Vol 12 (330) ◽  
pp. 74-88
Author(s):  
Marta Szymańska
Keyword(s):  
Core Curriculum ◽  
Linguistic Competence ◽  
Educational Materials ◽  
School Subject ◽  
School Contexts ◽  
The Core ◽  
School Subjects ◽  
Teachers And Students ◽  
Written Form ◽  
Basic Features

The aim of the article is to draw attention to the necessity of creating conditions for linguistic development for students in all school subjects. The basis here is to define the language of schooling as a functional variety of language that is used in school contexts in communication between teachers and students, school textbooks and other educational materials. The article explains and illustrates with examples the basic features of the language of schooling that distinguish it from the language of communication. Support for targeted activities aimed at developing the linguistic competence of students in spoken and written form are also provided by the core curriculum for all subjects, as shown on the example of biology and physics as a school subject.

scholarly journals PODRĘCZNIK DO JĘZYKA NIEMIECKIEGO W OCENIE NAUCZYCIELA I UCZNIA

Neofilolog ◽  
2018 ◽  
pp. 269-281
Author(s):  
Alina Dorota Jarząbek
Keyword(s):  
Core Curriculum ◽  
Final Shape ◽  
The Core ◽  
Teachers And Students ◽  
Language Textbooks

The following article presents the results of a survey in which teachers and students were asked to give their opinion on the German textbook Weltour or Meine Welttour. So far no alternative has been found for a textbook as a central medium of the lesson. This means, however, that both teachers and students assess its form and contents and see its strengths and weaknesses. The results of this unrepresentative study may be of interest to teachers, but above all to authors of language textbooks and publications. It is they who eventually decide on the final shape of such books, whose contents have not only to respect the requirements of the core curriculum, but also respond to students’ communication and intellectual needs.

scholarly journals Communication and communicology in the didactic message

2021 ◽  
Vol 12 ◽  
pp. 263-273
Author(s):  
Eliza Grzelak
Keyword(s):  
Communication Skills ◽  
Social Relations ◽  
Core Curriculum ◽  
Social Aggression ◽  
School Subject ◽  
Field Of Study ◽  
The Core ◽  
Practical Teaching

The article presents the results of multiyear studies on modern social relations. Author states that underuse of the results provided by previous communicology studies is a partial reason why communication skills of the Poles are so low. As a remedy the author postulates to modernize the core curriculum and implement both theoretical and practical teaching of communication in schools. This proposition is based on the author’s diagnosis and goals. Taking into account that communicology is a multidisciplinary field of study, the author emphasizes the importance of presenting the issues from various perspectives, depending on the school subject. The author states that it is the most effective way of neutralizing social aggression.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

Social innovation for modified consumption by means of the school subject Art and craft

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anita NEUBERG
Keyword(s):  
General Education ◽  
Primary Schools ◽  
Social Innovation ◽  
School Subject ◽  
Art And Design ◽  
The Core ◽  
Causal Mechanisms ◽  
The Subject

In this paper I will take a look at how one can facilitate the change in consumption through social innovation, based on the subject of art and design in Norwegian general education. This paper will give a presentation of books, featured relevant articles and formal documents put into context to identify different causal mechanisms around our consumption. The discussion will be anchored around the resources and condition that must be provided to achieve and identify opportunities for action under the subject of Art and craft, a subject in Norwegian general education with designing at the core of the subject, ages 6–16. The question that this paper points toward is: "How can we, based on the subject of Art and craft in primary schools, facilitate the change in consumption through social innovation?”

Creating Multiple Sites of Engagement for Music Learning

2020 ◽  
pp. 87-104
Author(s):  
Jonathan Savage
Keyword(s):  
Social Media ◽  
Music Education ◽  
Careful Consideration ◽  
Music Learning ◽  
The Core ◽  
The United Kingdom ◽  
Teachers And Students ◽  
Meaningful Relationships ◽  
Mindful Teaching ◽  
Specific Technology

Music education exists in multiple spaces. Within formal approaches to music education in academic institutions, there has been an acknowledgment that more informal pedagogical approaches can be useful (as evidenced in the work of movements such as Musical Futures). However, constructive links between formal and informal contexts for music education remain difficult to navigate for many teachers. Within the United Kingdom, the newly defined roles for music education hubs have made some headway in recasting these relationships in a more productive direction. Similarly, social media has an important role to play in developing new relationships between key agencies within music education. Like any specific technology, there are positive affordances and more negative limitations to such approaches. People have a complex relationship with technology, but they are not gadgets! Lanier’s (2010) thesis argues strongly that recent cultural developments can deaden personal interaction, stifle genuine inventiveness, and change people. Within an educational setting, careful consideration needs to be given to the affordances and limitations of social media. For teachers and designers of learning spaces and opportunities, pedagogy should be underpinned by careful, mindful choices—including wise choices about the tools that teachers and students are using. It is about a focus on the core, asking: What is the key learning that this music lesson is facilitating? Is this tool the best one for the job? Does this tool or approach allow one to teach music musically? Done skillfully and conscientiously, social media can help develop collaborative approaches to music education that provide teachers with pedagogical strength and security. They result in mindful teaching and mindful learning that will last a lifetime. They can also help teachers develop meaningful relationships with students that help them make sense of their musical experiences in whatever context they have emerged through: a truly, “joined-up” approach to music education with the student at the core.

RELIGION AND THE CORE CURRICULUM

1952 ◽  
Vol 47 (1) ◽  
pp. 19-20
Author(s):  
M. L. Story
Keyword(s):  
Core Curriculum ◽  
The Core
Sign in / Sign up

Export Citation Format

Share Document