Dyskusja nad rolą i zadaniami podręcznika szkolnego w Polsce w latach 1918–1939

2019 ◽  
Vol 63 (4(250)) ◽  
pp. 234-244
Author(s):  
Ewa Wołoszyn
Keyword(s):  
19Th Century ◽  
Educational Process ◽  
Dominant Position ◽  
Role Function ◽  
Self Study ◽  
The Subject

The subject of this article is a debate which took place in the community of teachers and educators over the period 1918–1939. Its topic related to the function and role of textbooks in the educational process. The analysis of the published articles and science books showed the evolution of views and opinions which developed from the extreme rejection of a textbook and the denial of its dominant position in a 19th century school, to a compromise that was reached in the 1930s and reconciled the “vivid teaching” of a teacher with students’ self-study with a textbook. Maturing and changing opinions and views on the issue of a textbook referred to its classification, role, function, contents structure and the language. The debate which took place in the Second Polish Republic did not result in developing the theory of a textbook although it was an important contribution to its shaping.

scholarly journals The principles of planning educational process in the conditions of self-organization of students: synergetic approach

2021 ◽  
pp. 32-39
Author(s):  
Dmitry Vladimirovich Rakhinsky ◽  
Vladimir Viktorovich Lunev ◽  
Tatyana Anatolevna Luneva ◽  
Evgenii Stepanovich Shcheblyakov
Keyword(s):  
Educational Process ◽  
Self Organization ◽  
Special Contribution ◽  
Theoretical Substantiation ◽  
Self Study ◽  
Continuous Interaction ◽  
System Memory ◽  
Rich Information ◽  
The Subject

  The object of this research is the process of self-organization of students of the higher school. The subject is the principles of planning the educational process in the higher school in the conditions of self-organization of students on the basis of synergetic approach. The goal consists in theoretical substantiation of the model of educational process in the higher school in accordance with pedagogical synergetics. Research methodology is the pedagogical synergetics. Synergetic approach allows integrating the experience accumulated in pedagogical science and creating the model of educational process in the conditions of information society and the self-organizing learning environment. The authors examine the two approaches towards self-organization of students: personal and collective. The principles of planning the educational process in the conditions of self-study of students and rich information environment based on synergetic approach are proposed. The conclusion is made that synergetics can serve as a methodological framework for studying the phenomena of self-organization in the learning process of students in the higher school. The two forms of self-organization are determined: coherent (from homogeneous elements) and continual (from heterogeneous elements). It is demonstrated that progressive self-organization in pedagogical systems can be only of continual type. The article offers the following principles of planning the educational process by the type of continual self-organization: the principle of diversity at the entry to system, the principle of continuous interaction and openness of the system, the principle of nonlinearity of development, and the principle of system memory. The novelty of this work consists in formulation of the principles of pedagogical synergetics on the methodological level for planning the educational process of the students of higher school. The authors' special contribution lies in substantiation of the role of diversity and memory in the context pf self-organization in open pedagogical systems.  

INTERPRETATION IN FOREIGN LANGUAGES EDUCATION: PSYCHOLOGICAL ASPECT

2021 ◽  
Vol 54 (2) ◽  
pp. 121-129
Author(s):  
Vera B. Tsarcova ◽  
Keyword(s):  
Foreign Language ◽  
Real World ◽  
Language Education ◽  
Foreign Language Education ◽  
Educational Process ◽  
Personal Meanings ◽  
The Subject ◽  
Definition Of ◽  
Educational Potential

The article is devoted to one of the problems of foreign language education – the definition of the role of interpretation in preparing students of special (language) directions to participate in the dialogue of cultures. Interpretation is considered as a phenomenon and as a way of comprehending reality, which allows the subjects of the dialogue of cultures to reach mutual understanding. The main characteristic of interpretation, which is necessary for the purposes of foreign language education, is its psychological character. It is determined by the psychology of the author, the psychology of the work, as well as the psychology of the reader-interpreter. It is proved that the interpretation of a work of art, which has universal, historical and personal plans, has huge epistemological and axiological possibilities. They activate the entire educational potential of interperetation (educational, developmental, cognitive, and educational). Russian Russian poet A. A. Fet (1820–1892) uses the poem “Wir saßen am Fischerhaus” by the famous German poet and publicist Heinrich Hein (1797–1856) and the translation of this poem into Russian to illustrate the interpretation technology. The poem is considered as a space of personal meanings of the author. They are the ones that are subject to interpretation and bring the reader-interpreter back from the poet's world to the modern real world. And the real world is full of unexpected cultural facts, closely related to the content of the work of G. Heine, with distant Lapland and the life of modern lapps. Thus, interpretation is presented as an educational strategy. Together with the strategies of contextualization, philologization and argumentation, it ensures the achievement of the main goal of foreign language education – the creation of an individual who can act as a genuine subject of the dialogue of cultures. The article also emphasizes the importance of the teacher as the organizer of the educational process and the subject of the dialogue of cultures.

On using an iterative learning approach

2020 ◽  
pp. 41-45
Author(s):  
V.Ya. Gelman ◽  
Keyword(s):  
Practical Experience ◽  
Educational Material ◽  
Educational Process ◽  
Iterative Approach ◽  
Scientific Publications ◽  
Teaching Concept ◽  
Motivation For Learning ◽  
Self Study ◽  
Material Organization

Investigated are possibilities and features of using the iterative approach, when teaching at university. The article reviews and analyzes data of scientific publications and generalized practical experience. It is shown, that the iterative approach naturally follows from modern teaching concept: “self-study — solution — check — correction”. The importance of closing feedback loop and multiple attempts to obtain correct solution in an iterative approach is noted. Considered is change in the role of teacher in the context of the iterative approach; features of self-study by students of educational material, organization of checking correctness of the task, problems of creating necessary motivation for learning and possibility of transition to distance learning. It is shown, that the iterative approach contributes to individualization of teaching, improving degree of understanding of educational material and development of students’ thinking. In addition, the iterative approach facilitates formation of skills and abilities to rationally organize educational activities and self-master knowledge. The conclusion is made about effectiveness of using the iterative approach in university educational process.

scholarly journals El arte de la educación en México

2019 ◽  
pp. 45-52
Author(s):  
José De La Cruz Diaz-Ledezma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Critical Analysis ◽  
Basic Education ◽  
The State ◽  
Educational Process ◽  
Educational Levels ◽  
The Subject ◽  
The Relationship

This article presents a vision of the relationship that can be established between education and art in our country, starting from the analysis of the objectives of teacher education and the role it plays in the educational process, presents a critical analysis of the intentionality of Basic education and teacher training. It is an intentional study of the role of the teacher in a country where the role of the educating State takes on the functions of designing, orienting, organizing and directing, through the school the destinies of the new generations, forming them in an educational process according to the interests and needs of. Objective: to identify the influence that the State exerts through education, in active teachers, in the training of teachers and in students of the different educational levels of our country. Methodology: qualitative documentary research, where different moments of teacher training are analyzed in the light of theory, educational laws and others related to the subject. Contribution: originate discussion points around the educational process and the State's aims in educational matters, from the training of teachers and their performance in the classroom as an agent not of transformation, but as a reproductive agent of the wishes of the State.

scholarly journals Facilitating effective student learning on subject matter “Simple colloids” through demonstrative educational videos

2021 ◽  
Vol 11 (1) ◽  
pp. 4
Author(s):  
Anna Thysiadou ◽  
Vasiliki Gaki
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Subject Matter ◽  
New Technologies ◽  
Educational Process ◽  
Experiential Approach ◽  
The Subject ◽  
Educational Videos ◽  
Chemistry Module

The introduction of the computer into the educational process is a fact. The educational use of new technologies creates a new, more appealing and enjoyable learning environment. The introduction of new technologies into school differentiates the role of the professor by giving him/her a guiding character in a process of experiential approach to knowledge. In the present paper a proposal for the teaching of the chemistry module “Simple Colloids” is presented, with the contribution of video recorded educational experiments. Complete experiments on the subject of “Simple Colloids” and their properties are presented, aiming at familiarizing students with this theory.

scholarly journals On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

2021 ◽  
Vol 103 ◽  
pp. 01017
Author(s):  
Zoya D. Denikina ◽  
Anatoly V. Denikin
Keyword(s):  
Higher Education ◽  
Subject Area ◽  
Educational Process ◽  
Theory And Practice ◽  
System Level ◽  
Practical Solution ◽  
Classical Education ◽  
Different Types ◽  
The Subject

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.

Theological schools transformations: Tambov Seminary (the 19th century)

2019 ◽  
pp. 143-150
Author(s):  
Theodosius (Vasnev)
Keyword(s):  
General Education ◽  
19Th Century ◽  
Educational System ◽  
Educational Process ◽  
Previous Experience ◽  
Religious Schools ◽  
Theological Schools ◽  
Open Discussion ◽  
The Subject ◽  
The 19Th Century

The peculiarity of the formation and development of education in Russia is that its origin and further transformation took place in religious schools. On the example of the Tambov Seminary we show the transformation in the educational process of the 19th century. Great importance was given to such a document as a charter. In the second half of the 19th century preparations began for the transformation of seminaries in Russia. “Draft Charter of 1862” was published which received widespread discussion. In the Tambov Seminary, the discussion of this project took place in 1863 and occupied a special page in the seminary chronicle. The new charter was recognized as little successful than the previous experience of studying medicine and agriculture in seminaries. The charter defined improvement in the field of theology. The innovation was the creation of a hostel for schoolchildren, the introduction of the seminary pastor post, regular gymnastic exercises and walks in the fresh air. Literary gatherings under the guidance of a mentor were allowed. The training part also underwent changes. It was determined that the preparation of general education was 8 years and on its basis another 4 years were for studying the theological sciences. Such an educational system excluded repetition in the study of the same subjects. All these questions were the subject of open discussion in the Tambov Seminary.

scholarly journals From the Atlas de l’Europe by Philippe Vandermaelen (1828–1833) to the Weiss Map by Thomas Best Jervis (1854). The Role of the <i>Établissement géographique de Bruxelles</i> in the Map Production of European Turkey

2021 ◽  
Vol 3 ◽  
pp. 1-11
Author(s):  
Wouter Bracke
Keyword(s):  
19Th Century ◽  
The Family ◽  
The Subject ◽  
The 19Th Century ◽  
Short Presentation

Abstract. This paper discusses the role of Philippe Vandermaelen (1795–1869) and his Établissement géographique de Bruxelles in the mapping of Turkey in Europe in the 19th century. After a short presentation of the Brussels Institute up to the 1850s, and of its connection with the family of Thomas Best Jervis (1797–1857), first director of the British Topographical and Statistical Department, the paper first addresses the context of the publication of the Atlas de l’Europe by the Belgian cartographer, in particular its first instalment dedicated to European Turkey (1829), and offers an overview of later publications on the subject. After this it focuses on Franz von Weiss’s map of the area (1829–1830), Jervis’s reproduction of the Weiss map (1854), and Vandermaelen’s role in the latter’s production.

scholarly journals The concept of transformation and inverted electronic textbooks

2020 ◽  
Vol 17 (2) ◽  
pp. 153-168 ◽  
Author(s):  
Nikolay I. Pak ◽  
Ekaterina G. Potupchik ◽  
Lyudmila B. Khegay
Keyword(s):  
Learning Strategy ◽  
Subject Area ◽  
Educational Process ◽  
Learning Tools ◽  
Innovative Teaching ◽  
Electronic Textbooks ◽  
Teaching Aids ◽  
Self Study ◽  
E Learning ◽  
The Subject

Problem and goal. Despite a significant amount of work on the creation of electronic textbooks, interest in them does not wane. Currently, when developing them, it becomes necessary to take into account the features of the Z generation. The purpose of the study is a didactic analysis and description of the concept of transformer books and an inverted textbook. Methodology. The idea of creating such intellectual teaching aids is associated with the use of mental schemes of the subject area, hidden psychoanalysis of the perception type of the learner and the question-task form of training. The textbooks being designed provide for a change in the learning strategy (from the paradigm accumulating knowledge to solve problems to the paradigm solving problems by mastering the necessary knowledge). In this case, the educational model of the white box is used, which allows visualizing the dynamics of the acquisition by student the knowledge of the subject area. Results. A procedure for developing inverted textbooks and transformer books is proposed. Prototypes of such electronic tools when used in a real educational process have shown their high effectiveness in self-educational activities of students. Conclusion. The use of transformational and inverted electronic textbooks allows not only to automate the learning process without real contact with the teacher, but also contributes to a significant increase in the motivation of modern students to self-study. The materials of the article are of practical value for developers of e-learning tools, as well as teachers who prefer to use innovative teaching methods.

scholarly journals The Role Of Laboratory Classes In Teaching A Physics Course In High School

2021 ◽  
Vol 03 (08) ◽  
pp. 4-8
Author(s):  
Karimova Muhayyo Usmonovna ◽  
Keyword(s):  
High School ◽  
The State ◽  
Educational Process ◽  
Physics Students ◽  
State Program ◽  
The Subject ◽  
Modern Information ◽  
Physics Course ◽  
Independent Work

This article describes the methodology for organizing laboratory classes in the subject of physics on the basis of the state Program in the subject. This technique can be used by teachers in teaching the subject of physics, students and students interested in physics. It is recommended as a practical and methodological indication for young teachers when organizing independent work of students in groups and individually, using modern information and pedagogical technologies in the educational process.

Sign in / Sign up

Export Citation Format

Share Document