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Metoda projektu edukacyjnego w praktyce szkolnej

100%
Panasiuk B.
Zamojskie Studia i Materiały – Seria Pedagogika
|
2012
|
vol. 14
117-125
EN
The project method is one of activating teaching methods, in its broader meaning also perceived as a didactic strategy. In comparison with other teaching methods, the project method gives students more independence. It shapes pro-social attitudes, teaches responsibility and reliability, planning and organizing one’s actions, and using various sources of information. It stimulates the ability to communicate and work in a group. This article presents the stages of the teaching project implementation as an example of setting directions for the teachers’ and students’ work. In connection with the declaration by the European Parliament and Council of the year 2013 the European Year of Active Aging and Solidary between Generations, the article also describes the advantages of using the project method in strengthening the ties between the generations.
2
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Active Teaching Methods in Education for Sustainability as Applied in Good Practices of Local Communities

63%
Kostyuchenko N., Smolennikov D.
Studia Periegetica
|
2016
|
vol. 15(1)
145-158
EN
This paper is dedicated to active teaching and learning methods in education for sustainability. Active teaching methods such as case studies, simulation games, debates, and roleplaying are described in a step-by-step direction. Examples of the good practices of local communities in education for sustainability are provided in the paper.
3
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Judo and kata teaching: Can personal expression be addressed before formal expression?

38%
Calmet M., Pierantozzi E., De Cree C., Cremieux J.
Ido Movement for Culture. Journal of Martial Arts Anthropology
|
2024
|
vol. 24
|
issue 1
39-53
EN
Background. Randori (free practice combat exercise) and kata (formal codified practice exercise) are complementary in learning judo. Traditionally taught by imitation (relationship between sensei and senpai/kohai; SHU phase of the SHU-HA-RI method) and after randori, kata are often perceived as an obstacle for promotion to a higher rank. Active teaching methods may help us in changing this perception. Aim. A personal expression or personal free practice of concepts of kata may precede formal expression or formal codified practice in learning kata. Methods. From 2011 to 2018, the personal expression based on the concepts of gonosen-no-kata (kata of counterattacks) was analyzed in 38 bachelor-level students at the University of Montpellier (France). Subjects mastered the nage-no-kata (mandatory for 1st dan black belt), but were not knowledgeable in the gonosen-no-kata (mandatory for 4th dan black belt). During 4 hours of class, they had to perform freely all or part of 4 series: 3 different counterattacks after 3 different attacks, 1 identical counterattack after 3 different attacks, 3 different counterattacks after 1 identical attack, and 3 free counterattacks after 3 free attacks. Results. Subjects performed 95 series containing 282 attacks/ counterattacks: 231 attacks and 47 counterattacks corresponded to those codified in the gonosen-no-kata, reflecting the students’ insights. Techniques banned in competition by the International Judo Federation in 2011 were not used by the students. No significant differences were found between women and men in choices of defense used for dodging and sen-no-sen, and in techniques used for counter attacking. Men and women did, however, significantly differ in blocking attacks. Conclusions. – Active teaching methods for learning gonosen-no-kata are valuable and might be expanded; – Students are creative in choosing techniques; – Personal expression may precede formal expression in learning kata. There may be unexpected challenges for French judo technical staff in developing methods to include gonosen-no-kata in warm-up and techniques.
PL
Tło. Randori (swobodne ćwiczenie walki) i kata (formalne skodyfikowane ćwiczenia) uzupełniają się w nauce judo. Tradycyjnie nauczanie przez naśladownictwo (relacja między sensei i senpai/kohai; faza SHU metody SHU-HA-RI) i po randori, kata są często postrzegane jako przeszkoda w awansie na wyższy stopień. Aktywne metody nauczania mogą pomóc w zmianie tego postrzegania. Cel. Osobista ekspresja lub osobista swobodna praktyka koncepcji kata może poprzedzać formalną ekspresję lub formalną skodyfikowaną praktykę w nauce kata. Metody. W latach 2011-2018 analizowano osobistą ekspresję opartą na koncepcjach gonosen-no-kata (kata kontrataków) u 38 studentów studiów licencjackich na Uniwersytecie w Montpellier (Francja). Badani opanowali nage-no-kata (obowiązkowe dla czarnego pasa 1. dan), ale nie mieli wiedzy na temat gonosen-no-kata (obowiązkowe dla czarnego pasa 4. dan). Podczas 4 godzin zajęć musieli wykonać swobodnie wszystkie lub część 4 serii: 3 różne kontrataki po 3 różnych atakach, 1 identyczny kontratak po 3 różnych atakach, 3 różne kontrataki po 1 identycznym ataku i 3 wolne kontrataki po 3 wolnych atakach. Wyniki. Badani wykonali 95 serii zawierających 282 ataki/kontrataki: 231 ataków i 47 kontrataków odpowiadało tym skodyfikowanym w gonosen-no-kata, odzwierciedlając spostrzeżenia studentów. Techniki zakazane w zawodach przez Międzynarodową Federację Judo w 2011 roku nie były używane przez studentów. Nie stwierdzono znaczących różnic między kobietami i mężczyznami w wyborze obrony stosowanej do uników i sen-no-sen oraz w technikach stosowanych do kontrataku. Kobiety i mężczyźni różnili się jednak znacząco w blokowaniu ataków. Wnioski. Aktywne metody nauczania gonosen-no-kata są wartościowe i mogą zostać rozszerzone. Uczniowie mają dowolność w wyborze technik. Osobista ekspresja może poprzedzać formalną ekspresję w nauce kata. Mogą pojawić się nieoczekiwane wyzwania dla francuskiego personelu technicznego judo w opracowywaniu metod włączania gonosen-no-kata do rozgrzewki i techniki.
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