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Smelosť verzus ostýchavosť v komunikácii gymnazistov

100%
Gavora P.
Studia paedagogica
|
2011
|
issue 1
119-136
EN
The article describes the adaptation of the Reticence Scale questionnaire (Keaten et al., 1997) for the Slovak environment. The original scale was modified to measure on a continuum reticence in communication through to boldness in communication. The factor analysis yielded a unidimensional scale on which Cronbach alpha was 0.903. The performances of a sample of Slovak grammar school students were measured using the modified Reticence Scale questionnaire. The average score was 4.20 on a 6-point scale, which indicates boldness in communication. Unexpectedly, no statistical difference was found in the communicative boldness of girls as opposed to that of boys. Between boldness in communication and scores recorded on a scale measuring self-perception, a correlation of 0.57 was found.
2
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The Sensation Seeking Tendency and Learning Style of Grammar School Students with Extended Physical Education and Sports Training

75%
Culková D.
The New Educational Review
|
2017
|
vol. 50
199-211
EN
The study examines the sensation seeking tendency – Zuckerman’s concept (1978) and student’s learning style – Dunn’s concept (2000). The study is of descriptive character and uses quantitative methods. To collect data, two standardized questionnaires are combined into one – Learning styles, Interests and Hobbies Inventory. Students of Czech grammar schools with extended physical education and sports training were observed. Analysis of Variance has found that boys seek sensation extensively more than girls regardless of their class type; furthermore, students from classes with P.E. and sports specialization do not seek sensation more extensively in comparison with students from general classes. Statistically significant differences in preferred learning styles have been identified between both types of classes.
3
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Kompetencja retoryczna uczniów gimnazjum na przykładzie rozprawki

51%
Gabor P.
Język - Szkoła - Religia
|
2014
|
vol. 9
|
issue 2
67-83
PL
Artykuł traktuje o stanie kompetencji retorycznej uczniów gimnazjum. W pierwszej kolejności autorka definiuje pojęcie kompetencja retoryczna. Następnie przedstawia jej składowe w odniesieniu do podstawy programowej (począwszy od pierwszego etapu edukacyjnego). Kolejno omawia wzorzec gatunkowy rozprawki oraz podstawowe kategorie retoryczne realizowane w rozprawkach uczniowskich takie jak: stawianie tezy lub hipotezy; dobieranie, porządkowanie, hierarchizowanie i selekcjonowanie argumentów; dobieranie trafnych przykładów; przeprowadzanie prawidłowego, logicznego wnioskowania; przestrzeganie podstawowych reguł organizacji kompozycyjnej tekstu i spójności formalnej.
EN
The article discusses the status of rhetorical competence of the grammar school students. Firstly, the author defines the concept of rhetorical competence. Then, she presents its components in relation to the core curriculum (starting from the first stage of education). The author sequentially discusses the sort model of the essay as well as basic rhetorical categories of the students’ essays, such as: putting forward the thesis or hypothesis; choosing, organising, prioritising and selecting arguments; selecting relevant examples; conducting a correct, logical reasoning; observing basic rules of compositional organization of the text and formal coherence.
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