scholarly journals Methodology for studying A.T. Tvardovsky’s lyrical cycle “In Mother’s Memory” in the 11th grade

2020 ◽  
pp. 90-98
Author(s):  
S.M. Bichurina
Keyword(s):  
High School ◽  
School Environment ◽  
Focus Of Attention ◽  
Special Version ◽  
Poetic Texts ◽  
11Th Grade ◽  
Systematic Thinking ◽  
The Way

This article is one of a series of the author’s works devoted to the study of lyrical cycles in high school lessons in Literature. The described methodology is based on the textual concept worked out by E.A. Sterjopulu that is adapted to the school environment. According to this concept, the lyrical cycle is considered as a system of poetic texts that has a number of features: interrelatedness, inter-complementation, valency and cohesiveness. Based on the listed literary concepts, the author of the article builds the logic of work with the cycle at the lesson, examines and describes several ways of studying the lyrical cycle in literature classes at school: 1) linear, or “following the author”, when the writing elements included in the cycle are analyzed sequentially; 2) “concentric”, when one, as a rule, the central (dominant) poem is examined in detail, and semantic threads extend from it to the others; 3) a special version of the “concentric” logic, when the image (images) or motive (motives) that consolidates the poems is in the focus of attention. This article presents the way these models can be implemented in the course of studying A.T. Tvardovsky’s cycle "In Мother’s Memory". The paper presents a system of questions and tasks that organize the activities of the teacher and students in the classroom, as well as detailed comments on them. The result of such lessons is that students are able to understand the cycle as a holistic unit that has a meta-meaning. This, in its turn, contributes to the development not only of the competence in reading, but also of the systematic thinking.

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

scholarly journals Students' Learning Experiences with the  Web 2.0 Tool MyPortfolio: a Case Study of One High School Classroom

2021 ◽  
Author(s):  
◽  
Rochelle Alison Duke
Keyword(s):  
High School ◽  
High School Students ◽  
School Environment ◽  
Approaches To Learning ◽  
Digital Environment ◽  
School Students ◽  
Study Approach ◽  
Similar Vein ◽  
The Way

<p>Portfolio learning has been utilised in education for many years and a natural development in today's digital environment has been the move from paper to electronic portfolios (e-portfolios). The development of e-portfolios in New Zealand has also been driven by two forces- the emerging view that e-portfolios can be an effective way to support constructivist approaches to learning and help develop students into 'lifelong learners' ; and the beliefs about today's digital environment and the way in which students should and do operate within this. In many ways, e-portfolio research is a relatively young field of study and much of the research that has been conducted has occurred in the tertiary environment and related to the perceptions of the instructor or technologist. In an attempt to add depth to current e-portfolio research, this study made use of a mixed-methods, descriptive case study approach in order to focus on the perceptions of a group of high school students and the way in which they experienced using the e-portfolio application MyPortfolio for the first time. Key findings of this study focus on the way in which students experienced using MyPortfolio and the fact that although it is often claimed that e-portfolio tools can be effective in helping developing reflective thinking in students, overall, the students in this study predominately saw MyPortfolio as a tool to organise and process knowledge rather than something that could help them to engage in 'deep learning'. The experiences and perceptions of the students in this study also challenged ideas about how much students want to use ICT within the school environment and this study suggests that increased use of ICT can lead to students missing the social interaction that usually occurs within the classroom. In a similar vein, the students in this study also challenged the idea of the 'digital native' and their experiences suggest that, as with any area of learning, students' skills with using ICT varied greatly. The way that the students in this study made use of MyPortfolio also demonstrates the fact that although e-portfolio tools such as MyPortfolio offer students the opportunity to engage in reflective learning, they do not necessarily undertake this naturally. Finally, the findings of this study highlight the role of the teacher in supporting effective use of ICT for learning.</p>

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia

2020 ◽  
Author(s):  
Yeny Kusumawati ◽  
◽  
Fresty Africia ◽  
Keyword(s):  
High School ◽  
Policy Implementation ◽  
School Environment ◽  
School Policy ◽  
School Environments ◽  
Analysis Technique ◽  
Edward Iii ◽  
Homeroom Teachers ◽  
Guidance Teachers ◽  
Resource Factor

ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: [email protected]. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01

What is a “difficult poem”? Towards a definition

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Iris Yaron
Keyword(s):  
Cognitive Psychology ◽  
Text Comprehension ◽  
Point Of View ◽  
Modern Poetry ◽  
Communicative Acts ◽  
The Subject ◽  
Poetic Texts ◽  
The One ◽  
The Way

AbstractModern poetry developed and transformed difficulty into a prominent aesthetic norm of poetry. The abundance of difficult poetic texts necessitates a study of the corpus. After differentiating between the way difficulty is perceived in poetry and in other communicative acts, I present the approach that I have adopted for the purpose of studying difficult poetry. In contrast to other studies which have examined difficulty from the author's perspective and, as a consequence, described factors that cause textual difficulty, I propose to examine the subject from the reader's point of view. The reader, after all, is the one who feels or does not feel the difficulty. The concept ‘difficult poem’ is necessarily interdisciplinary and the question of what is “difficult” involves cognitive psychology and its models of text comprehension. Following a discussion of these domains, I present the “definition” that I propose for the ‘difficult poem’.

scholarly journals TINGKAT KENYAMANAN LINGKUNGAN BELAJAR SEKOLAH MENENGAH ATAS (SMA) NEGERI DI KOTA DENPASAR

2016 ◽  
Vol 10 (1) ◽  
pp. 22
Author(s):  
Ni Luh Gede Ambarawati ◽  
Wayan Arthana ◽  
I Wayan Suarna
Keyword(s):  
High School ◽  
Learning Process ◽  
School Environment ◽  
Student Perception ◽  
Quality Standard ◽  
Comfort Level ◽  
Public High School ◽  
Class Room ◽  
Almost All ◽  
The City

A healthy andcomfortable school environmentis necessary,besidessupporting the learning process, it can also improve student achievement. Noiseisdisturbingin the learning process, as well as theavailability offacilities and infrastructure will greatly affectthe comfort ofthe studentsinthe school. The purpose ofthis research is to determinethe comfort level ofstate senior highschoolstudyinthe city of Denpasarin termsofnoise levels, the availability andmanagement ofschool facilities and infrastructure and student perception against school envirumental level. The research methodused isdescriptivequantitativemethod. The locationof the research wasconductedin 8 State Senior High Schoolinthe city of Denpasar. Measurements ofnoise levelsateach schoolis capturedfromninesample pointsbyusing asound level meterand surveyof schoolfacilities and infrastructurethat are environmentally friendly. The comfort level of public high school learning environment in the city of Denpasar based on the level of noise has exceeded the qualty standard 55 dB, with the highest noise in the school yard of 73,0 dB, which motor vechicles as the main caused. Temperature and humidity do not affect the level of comfort, because they already meet the standards. Lighting of class room in eight public high school in the city of Denpasar very well. Because it meets the quality standard. Availability and management infrastructure is optimal and adequate to support mostly high school in the city of Denpasar. Support in the facilities and infrastructure have been seen in SMAN 3 Denpasar. Almost all students in eight high school in the city of Denpasar stated that the school environment is comfortable, even SMAN 3 Denpasar stated very comfotable at around 62,85 per cent.

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