scholarly journals The dynamics of the primary school pupils’ linguocultural competence

2019 ◽  
Keyword(s):  
High School ◽  
Primary School ◽  
Learning Outcomes ◽  
Hierarchical Structure ◽  
Chinese Language ◽  
Education Level ◽  
Experimental Methodology ◽  
Specific Training ◽  
Experimental Education ◽  
Primary School Pupils

This article presents the dynamics of the primary school pupils’ linguocultural competence developed by means of Chinese artistic works. The complex hierarchical structure of the pupils’ linguocultural competence was unified, since it served as the standard for assessing the effectiveness of the teaching process aimed at developing the designated competence within the experimental education at secondary schools. The criterial apparatus for assessing pupils’ learning outcomes is specified. The control exercises and tasks / assignments used as components of the experimental methodology facilitating the formation of the primary school pupils’ linguocultural competence in the framework of learning Chinese are described. The difficulties of mastering the Chinese language are indicated. The author substantiates the dynamics of the developed competence according to specific criteria, taking into account the Ukrainian-Chinese relations, in accordance with: 1) educative and accumulative (indicators: philosophical and fundamental, Confucianism-centric) artistic and authentic (with indicators: ethnically patriotic, epic-folkloric and prose-lyrical); contrastive-comparative (with indicators: general cultural and cultural-specific); operational-interactive (with indicators: culture- and resource-centred, perceptual-cognitive, productive and demonstrative) competencies. Identifying changes in the transformation of the above criteria contents in the context of developing sets of exercises and tasks / assignments for a specific training / education level as well as reviewing the content of the relevant exercises and tasks at each stage of education (primary, secondary, high school) are considered to be the prospects for further research.

POWODY KŁAMANIA POLSKICH UCZNIÓW I STUDENTÓW

2015 ◽  
Vol 7 (3) ◽  
pp. 17-34
Author(s):  
Katarzyna Hamer ◽  
Katarzyna RAYWER ◽  
Elżbieta Monika Zięba
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Cultural Specificity ◽  
Need For Approval ◽  
Primary School Pupils ◽  
Age And Sex

Based on Paul Ekman’s typology of motives of lying, authors wanted to investigate how oftenthey motivate pupils and students to lie. Two studies were conducted: 1) in primary schools anda high school, 2) on different universities. In the second study we also measured the level of needfor approval and agency/communion (the Big Two). Both studies gave similar results, revealing thatpupils and students declared higher frequency of lying motivated by avoiding any inconveniencethan by gaining some kind of profit. Detailed analyses showed that the highest frequency oflying was motivated by two reasons: to protect oneself or someone else from danger and to avoiduncomfortable, awkward situations. Next in frequencies were motives driven by willingness toavoid any nuisance (e.g. punishment, embarrassment or to protect one’s privacy). In both studieslying driven by willingness to gain some kind of profit (e.g. reward, being liked, admired or togain power) was declared as rather rare. Analyses showed that the latter result was not free frominfluence of need for approval. Both age and sex played a certain role in these declarations. In thefirst study, boys significantly more often than girls declared to lie to protect oneself or someoneelse from danger, to secure one’s privacy and to gain power. There were no such differences in thesecond study (among students). As to age, primary school pupils declared lying to be liked (girls)and admired (boys) more often than teenagers in high school, while the latter declared lying togain power and to protect oneself or someone else from danger more often than primary schoolpupils. In turn, students declared, significantly more often than younger subjects, to lie for allreasons. The Big Two turned out to be of little significance – only lower level of communion was, asexpected, connected to higher frequency of both categories of lies (to gain / to avoid), especially incertain reasons of lying (e.g. to gain power or admiration). The results are discussed in the contextof further studies on bigger and more varied groups, Polish cultural specificity and possible biasinginfluence of need for approval in studies of lying.

scholarly journals PREVENTION AND CORRECTION OF POSTURE IMPAIRMENT PRIMARY SCHOOL PUPILS’ AT THE PHYSICAL EDUCATION CLASSES

2018 ◽  
Author(s):  
Tamila Tkachenko
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Physical Development ◽  
Positive Influence ◽  
Experimental Methodology ◽  
Primary School Children ◽  
Physical Conditions ◽  
Muscle Groups ◽  
Primary School Pupils ◽  
Further Development

The aim of this work is to devise, base and give a proof of efficiency of using special quick games methodology for prevention and correction of the primary school children impairment posture, this methodology optimal and moderate organism effect. The principles, organizational and methodological peculiarities as for effective methodology introduction at physical education classes are shown in this article. Moreover, the interdependence between the pupils’ motivation increase during the class and its health-improvingly and preventive direction is determined. The results of complex testing and analyzed peculiarities of the methodology influence on boys and girls displayed positive influence on undeveloped muscle groups, amplitude and coordination of the movements, progress in motor qualities, their interconnection stabilizing, improvement of pupils’ emotional conditions and health. 211 pupils of 1-4th forms in Kyiv School № 309 took part in researches of posture conditions and experimental methodology probation. The methods of pupils’ organisms’ physical conditions researches include: medical cards analysis; questioning; researches of physical development and functional state; the tests for coordination. Some methods of pupils’ physical development were used. These are: somatoscopy; anthropometrical data determining; determining and valuation of physical state. The perspectives of further development and the results of present direction researches usage consist in increasing of physical education classes efficiency and their health-improving and prevention direction due to the usage of quick games methodologies for pupils of 1-4 forms posture impairment correction and their further improvement.

scholarly journals Primary School Pupils’ Self-Assessment: the Attitude of Students, their Parents and Teachers

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 127-133
Author(s):  
Renata Tichonova ◽  
Vaiva Schoroškienė
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Primary Education ◽  
Quantitative Research ◽  
Educational Process ◽  
The Self ◽  
Exploratory Research ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Primary School Pupils

The article deals with the more significant theoretical and practical aspects of primary school pupils’ self-assessment achievements: the concept, the purpose and significance of promoting self-assessment, opportunities of primary school pupils’ self-assessment. The results of the exploratory research are presented: the attitude of primary school pupils, their parents and teachers towards the self-assessment of the pupils of this age. The object of the research – the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The aim of the research – to examine the attitude of primary school pupils, their parents and teachers towards the self-assessment of learning achievements. The quantitative research was done in February 2012 at secondary schools: Vilnius Ateities High School, Švenčionys Primary and High Schools aiming to find out the attitude of teachers, students and parents towards the assessment of learning outcomes and self-assessment in primary education. Research instrumentation formed: surveys for teachers, students and their parents. Research scope: 70 surveys for teachers, 70 for students and 70 for students’ parents were formed and distributed. The received reversibility quota reached 100 %. The research showed that the assessment of learning outcomes is important and significant to all members of educational process (students, parents and teachers). Besides, parents feel that they are able to participate in the assessment together with teachers and they want to be considered as their partners. Thus all the above mentioned members / partners of the educational process should be included into the process of the assessment of students’ progress and achievements. The basis of the assessment of learning achievements and progress in primary education is the self-assessment of students. It is an interesting, human and effective way of assessment that allows children to lead their own learning by their selves with responsibility, to be equitable partners of teachers and personally observe their own progress. The main participants of the education (learning) process (pupils, their parents and teachers) acknowledge that primary school pupils are capable to evaluate their learning achievements. Teachers are the most optimistic about the self-assessment of the pupils of this age, meanwhile parents are the most pessimistic. Most of parents and teachers of primary school pupils understand the pupils’ self-assessment as a method of developing pupils’ responsibility for their learning. Parents of primary school pupils much rarely than teachers relate the self-assessment with the education of the pupil as an equal teacher’s partner and with the education of the pupil who is capable to manage his/her learning on his / her own. Only a minority of parents of primary school pupils accept the idea that pupils of this age are capable to manage their learning on their own. The answers of primary school pupils and teachers indicate that primary school pupils are allowed to evaluate themselves, however, students’ self-assessment is now associated with the generalizing assessment. The daily learning is related to teacher’s evaluation rather than students’ self-assessment.

scholarly journals THE STAGES OF ORGANIZING THE GERMAN LANGUAGE CLASS (L2)

2020 ◽  
Vol 8 (7) ◽  
pp. 137-143
Author(s):  
Maria-Gabriela Drăghici
Keyword(s):  
High School ◽  
Primary School ◽  
Role Models ◽  
German Language ◽  
Language Class ◽  
School Teaching ◽  
High School Teaching ◽  
Scientific Principles ◽  
Teaching Learning ◽  
Primary School Pupils

Learning German L2 is a challenge for fresh teachers, as the aspects they encounter in teaching are related to psycho-pedagogical factors, often difficult to manage. Most teachers prefer high-school teaching, considering that pupils are calmer and understand the notions taught faster than middle school or primary school pupils. However, we can say that all pupils, regardless of age, need a teacher who knows how to capture their attention in an engaging style. Teachers need to know that regardless of age, pupils are driven by affectivity and the role models they have in front of the class can positively influence their lives. Therefore, the constant training of the teacher is importer in order to properly manage the scientific principles in harmony with the psycho-pedagogical ones in teaching, learning and assessment in the classroom. Starting from the method of observation, our article deals with an essential topic of teaching German (L2) in primary school. But to observe the behavioral importance of teachers, we considered a total of 98 pupils from three 5th forms.

DEVELOPMENT OF REGULATORY UNIVERSAL LEARNING ACTIONS IN TEACHING PROGRAMMING IN PRIMARY SCHOOL

2020 ◽  
Vol 1 (7) ◽  
pp. 57-60
Author(s):  
K. O. Pavlyukevich
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Self Regulation ◽  
Educational Material ◽  
Programming Environment ◽  
Methods And Techniques ◽  
Primary School Pupils

The article is devoted to the primary training in programming, methods and techniques of working with primary school pupils. The experience of working with students in the Kodu Game Lab programming environment is described. Variants of conducting stages of lessons for studying this environment, remarks and questions of the teacher are offered, some possible mistakes of students when mastering the educational material are analyzed. Examples of environment workspaces that students are encouraged to work with are shown. The relationships between the learning outcomes of programming and the planned learning outcomes in primary school, namely, with the formation of universal learning actions, is analyzed. In particular, the article describes the use of the prompts in the Kodu Game Lab environment in informatics lessons in primary school as one of the ways to activate the process of forming regulatory universal learning actions including such actions as control and self-regulation.

Technological and Supplementary Education in Terms of Standardization

2015 ◽  
Vol 3 (6) ◽  
pp. 46-50 ◽  
Author(s):  
������ ◽  
Anatoliy Bychkov
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Education System ◽  
Modern State ◽  
Technological Education ◽  
Supplementary Education ◽  
2Nd Generation ◽  
Primary School Pupils ◽  
Additional Education

The work discloses the possibility of usage of an additional education as a resource to ensure primary school pupils mastering with FGOS requirements for the course �Technology�. Personal and metasubject learning outcomes taken as the system forming start of the process of technological education. Personal achievements of the students acquire qualitative new content according to modern state of the technosphere and society. The problem of making a connection and content succession between educative & research and project activities of scholars as an important part of FGOS (2nd generation) for school and contents of creative labour of students in the additional education system is revealed in the work. Substantiated that the work of teachers is directed to ensure the compatibility and interoperability of general (the course �Technology�) and additional education.

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