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1

СУЧАСНІ НАУКОВІ ПІДХОДИ ДО ВИЗНАЧЕННЯ СУТНОСТІ КОНСТРУКТИВНИХ УМІНЬ МОЛОДШИХ ШКОЛЯРІВ

100%
Олійник О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
275-283
EN
Modern approaches to define “skills” and “functional skills” of younger learners are outlined. On the basis of our research functional skills are determined as a complex integrative ability to act consciously in order to describe objects of the outer world using creative speaking, visual and object converting means in the process of primary functional technological education (functional education). In the present article the psychological and pedagogical sources are analyzed; the scientific views on the classification of functional skills of younger learners are presented. The main groups are systemized on the basis of the theoretical material of the study: functional speaking, functional art, functional engineering. These groups make up the structure of integrative functional skills, as well as constructive information ability. The results of the mentioned skills can be verbally formed abstract notions, opinions, mental conclusions, sensory images, organized composition, structure objected products with their smell, taste and tactile senses. These three processes and their results are informative counterparts. As a result, functional skills are closely related to speaking and visual ability and some kinds of practical work. It means they have a specific nature which requires special conditions for their formation. Because of this theoretical uncertainty, it’s difficult for a teacher to develop a common method to form functional skills of integral type. Every class learners create something new that is why the applied skills are not synthetically summarized in their mind. Verbal, graphical and subject-oriented actions are efficient neither in developing functional speaking and art skills nor in improving engineering skills. Another point is that the types of functional ability, like scientific speaking, artistic and engineering are not synthesized in general functional educational process. Therefore, it’s relevant to train primary school teachers to form functional skills of younger learners with regards to the present research in the future. In our further researches we will consider the problem of the importance of constructive skills formation and the necessity of professional training of future primary school teachers to the formation of these skills.
2
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Description of Health Aerobics and Mental Fitness Exercise Package Program Content

86%
SYNYTSYA T.
Prace Naukowe Akademii im. Jana Długosza w Częstochowie Kultura Fizyczna
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2018
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vol. 17
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issue 1
131-139
EN
Novelty of research is to structure classes for various areas of health aerobics and mental fitness that will be held according to separate and combined programs. Tasks of the paper: to reveal the content of health aerobics and mental fitness exercise package program; to present recommendations for combination of different types of exercises; to establish changes in functional status of women under the influence of exercise according to the proposed program. Research methods. Analysis and generalization of literature, assessment of the level of women’s functional status, methods of mathematical statistics. Results of the research. The article deals with the content of health aerobics and mental fitness comprehensive program. Experimental program classes were held during 11 months, three times a week and lasted for 60 minutes. Among a wide variety of programs, the following exercises were used: classical aerobics, dance, floor work, mental fitness, aerobics with elements of martial arts, aerobics in the water, using different equipment and cyclic aerobics types. Mental fitness was used as a separate class, and as part of combined classes. Recommendations concerning a combination of aerobic exercise types, mental fitness and floor work blocks were given. The effectiveness of classes according to the suggested program was proved by positive changes of women functional status standard indexes. Conclusions. 1. Experimental package program health aerobics and mental fitness class consists of two stages (autumn-winter and spring-summer) and includes 11 periods (months) of classes. 2. The effectiveness of experimental program is proved by positive changes in indicators for functional status of women’s cardiovascular and respiratory systems (р < 0,05–0,001).
PL
Badania dotyczą organizacji zajęć dla różnych odmian aerobiku zdrowotnego i sprawności umysłowej, które będą prowadzone według odrębnych lub połączonych programów. Celem artykułu są: prezentacja zawartości programu pakietu ćwiczeń aerobiku zdrowotnego i sprawności umysłowej; prezentacja zaleceń dotyczących łączenia różnych rodzajów ćwiczeń; ugruntowanie zmian w stanie funkcjonalnym kobiet pod wpływem ćwiczeń prowadzonych zgodnie z proponowanym programem. Wykorzystano następujące metody badawcze: analiza i ogólny przegląd literatury, ocena poziomu funkcjonalnego stanu kobiet, metody statystyki matematycznej. W artykule omówiono zawartość wszechstronnego programu aerobiku zdrowotnego i sprawności umysłowej. Eksperymentalne zajęcia objęte programem prowadzono przez 11 miesięcy, trzy razy w tygodniu po 60 minut. Wśród szerokiej gamy programów wprowadzono następujące ćwiczenia: klasyczny aerobik, taniec, ćwiczenia na podłodze, sprawność umysłowa, aerobik z elementami sztuk walki, aerobik w basenie, wykorzystanie równego rodzaju sprzętu i ćwiczeń aerobiku cyklicznego. Ćwiczenia sprawności umysłowej prowadzono jako osobne zajęcia oraz jako część zajęć łączonych. Podano zalecenia odnośnie do łączenia różnych typów ćwiczeń aerobiku, sprawności umysłowej i ćwiczeń na podłodze. Efektywność zajęć prowadzonych zgodnie z proponowanym programem udowodniono pozytywnymi zmianami standardowych wskaźników stanu funkcjonalnego kobiet. Efektywność tego eksperymentalnego programu udowodniono pozytywnymi zmianami wskaźników funkcjonalnego stanu układów sercowo-naczyniowego i oddechowego kobiet (р < 0,05–0,001).
3

СУЧАСНІ ПІДХОДИ ДО ЯКІСНОЇ ПІДГОТОВКИ МАЙБУТНІХ ПРАЦІВНИКІВ СОЦІАЛЬНОЇ СФЕРИ

86%
Веретенко Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 8(52)
266-275
EN
The article deals with different approaches to training social workers in higher education: functional, role, competence. It is emphasized the orientation of educational process on the formation and development of general and professional competencies. General competence are universal, which the student acquires in the course of a particular educational program, professional competence depending on the subject area and determine the profile of the educational program and graduate qualifications. Analysis of the native and foreign research allowed scientists to identify five major functional roles of social pedagogy associated with professional features: lawyer (social teacher acts as a full and competent representative of the client on whose behalf he is involved in the struggle for change in existing regulations or existing practices, intermediary, broker, mediator (acting as coordinator of the efforts of the client and of the various professionals or organizations, sources of information on existing social resources, teacher, mentor (provides certain knowledge and skills needed for a particular life situation, “the person who opens new possibilities” (“enabler”) (providing emotional and intellectual support, encourage discussion and study of the problem, reflection and self-client); therapist, consultant, coach (acts as a psychologist and helps the person to solve the problem through changing some elements of his behavior, development and change of attitudes, correction perception of reality: ourselves, other people, situations. Modern scientists view competence approach as the basis for a new paradigm of education and the creation of a single European Indicator of space. In Ukraine, normative basis of the introduction of competence approach laid down in the National Doctrine of Education, Ministry of Education and Science, Youth and Sports of Ukraine “On Approval of the Plan of Action for the quality of higher education in Ukraine and integration into the European and also global education community” and other programs and directives . Competence approach caused the international community transition to an information society, where the priority is not considered a mere accumulation of future specialist knowledge and skills, and ownership information search skills, ability to self for training and professional activities; the need to be competitive, requiring higher schools providing future professionals to integrate basic features in different societies, to act, to cultivate. This approach to professional training of social reorientation means the outcome of the process of education in terms of activity.
4
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Pozice „stylu mluveneho ” a „stylu psaneho ” v klasifikaci stylu

72%
HOFFMANNOVA A.
Stylistyka
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2011
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vol. 20
67-79
CS
ClassificationThis contribution deals with the topie of the spoken and the written from the perspective of stylistics; in this context, attention is devoted to some stylistic concepts which currently appear to be controversial or reąuire some revision. It reacts, among others, to the recently published Polish publication by Kordian Bakuła Mówione ~ pisane: komunikacja, język, tekst (2008) [Spoken ~ Written: Communication, Language, Text] and leans toward the understanding of the spoken and the written as two different styles. The analysis of the written and spoken versions of the same story, told by the same person, is oriented above all toward syntactic differences; it serves as an argument for the claim that spoken and written Czech cannot be understood as two different languages, with a differing repertoire of syntactic structures or grammatical means. Though both versions of the narration dififer in many ways, they do so through their overall coloring, atmosphere - it means through their style. The idea of spoken and written style is likely in harmony with that of the conceptual written and spoken (as opposed to the medium-specific, cf. Raible 1994).The spoken and the written are further placed in a relationship to concepts from the area of typology of style. K. Hausenblas (1973) considered the style of spoken and written expression to be simplex styles. Perhaps the term macrostyle would be appropriate for them, though it is oriented to the functional styles in the dictionary by Kozina et al (2003). Of the functional styles, the broadly understood “spoken style” is closest to the Czech terms styl hovorovy (proste sdelovaci, beźne mluveny, kolokvialni) [colloquial style, simple informative style, everyday spoken style], in Polish potoczny, in Russian razgovornyj. However, it is not possible to unambiguously connect style with a particular realized variety; also, the concept of register most likely refers to a point somewhere in between style and variety. The delimitation of the concepts of idiolect (which is close to individual style) and sociolect (which is close to language variety) is also complicated from this perspective; sometimes, for example, a distinction is madę between idiolect and idiostyle.
5
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O funkcjonalności wiedzy o języku w szkole (na tle tradycji dydaktycznej)

58%
Synowiec H.
Acta Universitatis Lodziensis. Folia Litteraria Polonica
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2020
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vol. 56
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issue 1
31-51
EN
The present paper reminds us of the tradition of functional teaching about language in polish schools. This tradition goes back to the times between the two world wars. The changes which appeared in the concepts of language education at present are pointed out here. Due to these changes the knowledge about language was moved to the background and developing language and communicative abilities in the learners are moved to the foreground and emphasized. According to the author this policy resulted in the poor knowledge about native language represented by high school graduates who decided to study Polish language at the university. The paper is also focused on the issues noticed by teacher trainers developing teacher professional abilities in the students of Polish language. The necessity of developing their knowledge of linguistics, motivating them to study the system of their native language, and also making them familiar with language learning and teaching strategies as well as with the concepts of preparing school coursebooks which include the functional knowledge about language is considered to be of crucial importance here. The author also discusses the issue of presenting the knowledge about standard Polish to learners who acquired at first the regional variant of the language as their native language.
PL
W artykule przypominam tradycje funkcjonalnego uczenia o języku w polskiej szkole, przywołując publikacje Zenona Klemensiewicza z lat międzywojennych oraz prace dydaktyków i językoznawców następnych pokoleń. Sygnalizuję przeobrażenia, jakie zachodziły w koncepcjach edukacji językowej pod wpływem rozwoju myśli pedagogicznej, psychologii, a przede wszystkim – subdyscyplin językoznawstwa. W nowym komunikacyjno-kulturowym modelu kształcenia nauka o języku zaczęła pełnić funkcję służebną. W tym kontekście dzielę się spostrzeżeniami dotyczącymi słabego poziomu wiedzy językowej absolwentów liceów (w tym studentów polonistyki). Koncentruję uwagę na zagadnieniach, jakie stoją przed dydaktykami języka polskiego, mającymi przygotować studentów filologii polskiej do zawodu nauczycielskiego. Wskazuję na konieczność uzupełnienia deficytów wiedzy lingwistycznej studentów, motywowania ich do pogłębiania znajomości systemu języka ojczystego i uzmysłowienia wielorakich jego wartości, „przełamywania” stereotypów, wyniesionych przez nich ze „szkolnego” kształcenia językowego, zaznajomienia ze strategiami uczenia o języku (i języka) w szkole, oraz z koncepcjami podręczników funkcjonalnie traktujących wiedzę o języku. Sygnalizuję swoiste problemy i potrzeby uczenia o odmianie ogólnej (standardowej) języka w środowiskach regionalnych, w których uczniowie przyswoili gwarę jako swój pierwszy kod językowy.
6
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Астронимическая лексика в Гродненских говорах как фрагмент белорусской языковой картины мира в сопоставлении с русской

44%
Горская С. А.
Studia Rossica Gedanensia
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2014
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issue 1
411–420
RU
Статья посвящена системному описанию значимого фрагмента языковой картины мира в говорах Гродненской области в сопоставлении с соответствующим фрагментом русской языковой картины мира. Выявляются актуальные для номинации в пределах каждой тематической подгруппы этого участка семантического пространства языка семантические признаки, устанавливается их иерархия, анализируются причины словообразовательной активности в той или иной подгруппе астронимов и номинаций природных явлений.
EN
The article is dedicated to the description of a considerable part of linguistic world image in the Grodno Region accents in comparison with the corresponding Russian linguistic world image. The semantic features essential for the nomination within each of the topical groups of the given semantic space of the language have been revealed, their hierarchy has been established, the causes of word-building activity within different astronyms (space-object name) groups and names of natural phenomena have been analyzed.
PL
Artykuł zawiera systemowy opis reprezentatywnego fragmentu językowego obrazu świata w gwarach Grodzieńszczyzny w konfrontacji z odpowiadającym mu fragmentem rosyjskiego językowego obrazu świata. W wyniku analizy językowej ujawniono cechy semantyczne danego fragmentu semantycznej przestrzeni języka istotne dla nominacji każdej tematycznej podgrupy, ustalono hierarchię tych cech, przeanalizowano motywację słowotwórczą astronimów w danej podgrupie i nominacji zjawisk przyrody.
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