scholarly journals PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF EDUCATIONAL MATERIAL PRESENTATION IN «PHYSICIST -12» TEXTBOOK FOR ACADEMIC LEVEL

1970 ◽  
Vol 17 (3) ◽  
Author(s):  
Lidiia V. Neporozhnia
Keyword(s):  
Systems Approach ◽  
Educational Environment ◽  
Educational Material ◽  
Psychological Characteristics ◽  
Sequential Presentation ◽  
Core Element ◽  
Basic Principles ◽  
The Core ◽  
Academic Level ◽  
Teaching Learning

Relevance of material presented in the article is stipulated by demand-driven creation of personality-oriented educational environment to the psychological and pedagogical aspects of content, methods and forms of education, individual and psychological characteristics of students age, use of hidden reserves of the psyche. The core element of the "educational environment" in the process of learning physics is a textbook. Systems approach, the principle of the integrity of the content of educational material, its sequential presentation, taking into account the basic principles of teaching learning and psychological age characteristics of students examined in the article, will enhance the effectiveness of learning, as described in textbooks, in particular, "Physics-12" (academic level).

КОММУНИКАТИВДИК ОКУУ КУРАЛДАРЫНЫН ТАЖРЫЙБАЛЫК БАГЫТЫ

2020 ◽  
pp. 125-127
Author(s):  
Мээрим Рахматалиева
Keyword(s):  
Key Words ◽  
Native Language ◽  
Functional Approach ◽  
Educational Material ◽  
Psychological Characteristics ◽  
Speech Communication ◽  
Speech Activity ◽  
Main Emphasis ◽  
Active Communication ◽  
The Moment

Аннотация: Коммуникативдик окуу китептери окутуунун алдыңкы принциби катары жарыяланган активдүү коммуникативдүүлүктүн негизинде түзүлөт. Бул принципке ылайык тилге үйрөтүү кептик коммуникациянын жүрүшүнө шайкеш болуусу абзел. Мында окутуунун тажрыйбалык багыты, тилдик материалдын тандалышы жана берилишине карата функционалдык мамиле, окуу материалынын кырдаалдык-тематикалык багыты, окуучулардын жекече-психологиялык өзгөчөлүгү жана алардын өз эне тилинин таасири эске алынат. Коммуникативдик окутуунун маселелерин Е.И. Пассов илимий изилдөөлөрүндө карап чыгып, «коммуникативдик метод» деген терминди сунуштаган. Азыркы учурда коммуникативдик окуу китептери кеп ишмердүүлүгүнүн бардык түрүн окутууда колдонулат. Коммуникативдик окуу китептеринде окутуунун негизги акценти тилдин формалдуу белгилерин терең үйрөтүүдөн чегинип, кептик материал менен аракет жүргүзүүгө басым кылынган. Алар тилдин эрежелерине караганда кептик көнүгүүлөрдүн көп болушу менен, атайын грамматикалык материалдын дээрлик жоктугу менен, ошондой эле текстке жараша көргөзмө куралдын кеңири берилиши менен мүнөздөлөт. Түйүндүү сөздөр: тил, коммуникативдүүлүк, компетенция, окуу китеби, принцип, кеп, коммуникация, өзгөчөлүктөр, окуу куралы, илим, окуу комплекси, кеп ишмердүүлүгү Аннотация: В основе коммуникативных учебников лежит принцип активной коммуникативности, провозглашенный в качестве ведущего принципа обучения. Согласно этому принципу обучение языку строится адекватно процессу речевой коммуникации, отмечается практическая направленность обучения, функциональный подход к отбору и подаче языкового материала, ситуативно-тематическое представление учебного материала, учет индивидуально-психологических особенностей и родного языка учащихся. Проблемы коммуникативного обучения стали объектом научных исследований Е.И. Пассова, который предложил термин «коммуникативный метод». На данный момент коммуникативные учебники используются для обучения всем видам речевой деятельности. В коммуникативных учебниках основной акцент обучения направлен на работу с речевым материалом, в то время как развернутый грамматический материал отсутствует. Такие учебники характеризуются широко используемой наглядностью, иллюстрирующей тексты коммуникативного направления. Ключевые слова: язык, коммуникативность, компетенция, учебник, принцип, речь, коммуникация, особенности, учебниковедение, учебный комплекс, речевая деятельность. Abstract: The basis of communicative textbooks is the principle of active communication, proclaimed as the leading principle of learning. According to this principle, language teaching is built adequately to the process of speech communication, there is a practical orientation of training, a functional approach to the selection and presentation of language material, situational and thematic presentation of educational material, taking into account individual psychological characteristics and the native language of students. The problems of communicative training became the object of scientific research E.I. Passov, who proposed the term "communicative method". At the moment, communicative textbooks are used to teach all types of speech activity. In communicative text-books, the main emphasis of training is aimed at working with speech material, while the expanded grammatical material is almost absent. Such textbooks are characterized by widely used visibility illustrating texts of a communicative direction. Key words: language, communicativeness, competence, textbook, principle, speech, communication, features, textbook studies, educational complex, speech activity.

scholarly journals Framing Effects and Fuzzy Traces: ‘Some’ Observations

2021 ◽  
Author(s):  
Sarah A. Fisher
Keyword(s):  
Framing Effects ◽  
Decision Makers ◽  
Core Element ◽  
Alternative Interventions ◽  
Trace Theory ◽  
Fuzzy Trace Theory ◽  
The Core ◽  
Making Sense ◽  
Lower Bounding ◽  
Central Claim

AbstractFraming effects occur when people respond differently to the same information, just because it is conveyed in different words. For example, in the classic ‘Disease Problem’ introduced by Amos Tversky and Daniel Kahneman, people’s choices between alternative interventions depend on whether these are described positively, in terms of the number of people who will be saved, or negatively in terms of the corresponding number who will die. In this paper, I discuss an account of framing effects based on ‘fuzzy-trace theory’. The central claim of this account is that people represent the numbers in framing problems in a ‘gist-like’ way, as ‘some’; and that this creates a categorical contrast between ‘some’ people being saved (or dying) and ‘no’ people being saved (or dying). I argue that fuzzy-trace theory’s gist-like representation, ‘some’, must have the semantics of ‘some and possibly all’, not ‘some but not all’. I show how this commits fuzzy-trace theory to a modest version of a rival ‘lower bounding hypothesis’, according to which lower-bounded interpretations of quantities contribute to framing effects by rendering the alternative descriptions extensionally inequivalent. As a result, fuzzy-trace theory is incoherent as it stands. Making sense of it requires dropping, or refining, the claim that decision-makers perceive alternatively framed options as extensionally equivalent; and the related claim that framing effects are irrational. I end by suggesting that, whereas the modest lower bounding hypothesis is well supported, there is currently less evidence for the core element of the fuzzy trace account.

“Self-Perpetuating Mechanism” in Experiences Stimulating Academic Teachers to Creative Didactic Work - Research Report

2020 ◽  
Vol 7 (1) ◽  
pp. 107-122
Author(s):  
Zofia Okraj
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Positive Emotions ◽  
Systems Approach ◽  
Methodological Approach ◽  
Research Report ◽  
Educational Goals ◽  
Evolving Systems ◽  
Semistructured Interviews ◽  
Academic Teachers ◽  
Teaching Learning

Abstract Objective: The main aim of paper is to present results from research concerning creative didactic work understood as consciously taken actions whose aim is to invent/implement and popularize new and valuable teaching strategies, methodical and organizational solutions. The paper presents an area of experiences that stimulate academic teachers to innovative didactic work. Methods: In a qualitative research conducted with the use of a theoretical-methodological approach of Gruber (1989) titled The Evolving Systems Approach to Creative Work (ESA). In it, the author applied a case study and conducted an Interpretative Phenomenological Analysis (IPA) to contents deriving from semistructured interviews carried out with 13 academic teachers-innovators that for at least 5 years invented/implemented new strategies/methods/techniques/programes/didactic aids in the process of teaching-learning with students. Results: Such experiences of didactic work as: positive emotions accompanying the process of inventing and implementing creative didactic solutions, good feedback from students, reaching educational goals, and encouragement from: students, co-workers, and significant persons make up the “self-propelling mechanism” for creativity in didactic work. Conclusions: Each stage of didactic work: from idea through implementation of the solution to its popularization is connected with pleasure and satisfaction taken by teachers. It makes them eager to continue their work in the form of various activities that create an internally related “weave of actions.” Thus, teaching in a creative way becomes a “self-propelling mechanism” thanks to which it is also subject to a process of continuous evolution of it.

The Muslim and the Law: A Brunei Experience

2017 ◽  
Vol 3 ◽  
Author(s):  
Zabaidah Haji Kamaludin
Keyword(s):  
Islamic Law ◽  
Critical Factor ◽  
Legal Issues ◽  
Core Element ◽  
The Core ◽  
Ideal System ◽  
The Law ◽  
Islamic Values

An Islamic system of governance is an ideal system, which is a tantalising objective for many Muslims but often times not achieved in practice. Countries may call themselves ‘Islamic’ but the core element of Islamicity, that of values such as compassion, equity and justice may not have breached the consciousness of their leaders and citizens. Sometimes it is individuals who act as the catalyst for sparking action. For a Muslim, it is his īmān that serves to light his conscience, and guiding him the dispensation of his everyday tasks within his organisation. This individualised īmān may at times serve as a small but critical factor tilting the different organisational functions of government towards integrations under an Islamic system of governance. This paper recounts the challenges of a Muslim engaging in legal issues in a non-Islamic context, seeking to help enable his organisation to undertake the role of incorporating non-Islamic law with Islamic values.

Closing the ‘blue hole’: Maritime history as a core element of historical research

2017 ◽  
Vol 29 (2) ◽  
pp. 325-332
Author(s):  
Ingo Heidbrink
Keyword(s):  
Growth Rates ◽  
Historical Research ◽  
Maritime History ◽  
International Congress ◽  
Global History ◽  
Global Community ◽  
Core Element ◽  
The Core ◽  
The Past ◽  
Blue Hole

The articles in this Forum are revised versions of papers presented in a roundtable session of the XXII International Congress of Historical Sciences, which was held in Jinan, China, during August 2015. In line with the roundtable format deployed by the congress, a broad proposition was introduced in the opening paper, followed by four responses delivered by experts in the field and a plenary discussion of the issues raised by the speakers. In this session, the proponent, Ingo Heidbrink, discussed the development of maritime history as a historical sub-discipline in relation to the emergence of world (and global) history. Particular attention was afforded to the comparative growth rates of these cognate sub-disciplines, and to the reasons why maritime history has expanded relatively slowly, leading to the emergence of a ‘blue hole’ in our knowledge and understanding of the past. The four respondents then addressed the issues raised by Heidbrink from their own disciplinary and regional perspectives. As Heidbrink’s ‘Concluding Remarks’ indicate, all participants agreed that, in itself, the allocation of a session to this subject on the core programme of the congress was a significant recognition that maritime history is a historical sub-discipline that is of relevance to the wider global community of historians, and not just those who are interested in the interaction of humans and the oceans.

scholarly journals International Student Mobility

2018 ◽  
pp. 15-30
Author(s):  
Rashim Wadhwa
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
International Students ◽  
International Student ◽  
Student Mobility ◽  
Internationalization Of Higher Education ◽  
Decision Making Process ◽  
Core Element ◽  
International Student Mobility ◽  
The Core

International student mobility is the core element of the internationalization of higher education. In recent years, a significant change has been observed in the outlook of individuals which is giving a boost to this phenomenon. Within this context, the present chapter analyzed the phenomenon of international student mobility through different approaches by providing critical outlook. An attempt has been made to list the important determinants which influence the decision-making process of international students.

scholarly journals Needs and expectations of teachers about the Science Museum of Castilla-La Mancha

2007 ◽  
Vol 06 (04) ◽  
pp. A01
Author(s):  
Santiago Langreo
Keyword(s):  
Science Museum ◽  
Democratic Participation ◽  
Science Museums ◽  
Teaching Resources ◽  
Successful Teachers ◽  
The Core ◽  
The People ◽  
La Mancha ◽  
Future Events ◽  
Teaching Learning

After serving the community for seven years, the Science Museum of Castilla-La Mancha (MCCM) has decided to renew itself. In this context, a survey of the needs and expectations of the people to which the museum is dedicated plays a major role for the changes planned to prove successful. Teachers are among the main users of the museum, staying at the core of all teaching-learning processes, and play a role as mediators between science and students. This paper analyses the judgements made by teachers about various types of events and teaching resources which are normally provided by science museums and, more specifically, the Science Museum of Castilla-La Mancha. Against that backdrop, science (our content), education (our objective) and the democratic participation of teachers will show a clear route to follow if one wants to achieve quality for our institution and its future events.

scholarly journals Outline of Real Physics

2020 ◽  
pp. 9-27
Author(s):  
Zhong-Cheng Liang
Keyword(s):  
Paper Briefly ◽  
Basic Principles ◽  
Natural Processes ◽  
The Core ◽  
Theoretical System ◽  
Motion Modes ◽  
Core Concepts ◽  
Laws Of Motion ◽  
Physical Laws ◽  
Elastic Particles

Real physics is an axiomatic theoretical system based on the model of elastic particles. Unlike point-like and wave-like particles, elastic particles are objects with both mass and volume, which can spin and deform. Electrons, protons, and atoms are elastic particles. Elastic particles have three motion modes of translation, rotation, and vibration. The system of elastic particles follows simple and universal laws of motion. This paper briefly reviews the core concepts, basic principles, main contents, and major achievements of real physics. It shows that the classical physical laws (laws of motion, gravitation, electromagnetism, and thermodynamics) are all conclusions drawn from the statistics of elastic particles, which reveals the irreversibility of natural processes.

Interacting processes in phonological theory

Phonology ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 441-479
Author(s):  
Külli Prillop
Keyword(s):  
Basic Principles ◽  
Phonological Processes ◽  
Rule Based ◽  
The Core ◽  
Repair Processes ◽  
Generative Theory ◽  
Environment Effects ◽  
Markedness Constraint ◽  
Serial Rule ◽  
Chain Shifts

This article introduces basic principles of a generative theory of phonology that unifies aspects of parallel constraint-based theories and serial rule-based theories. In the core of the grammar are phonological processes that consist of a markedness constraint and a repair. Processes are universal, but every language activates a different set, and applies them in different orders. Phonological processes may be in bleeding or feeding relations. These two basic relations are sufficient to define more complicated interactions, such as blocking, derived and non-derived environment effects, chain shifts and allophony.

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