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1

Dylematy historii XX wieku w podręczniku

100%
Roszkowski W.
Kwartalnik Pedagogiczny
|
2014
|
issue 1-2(231-232)
91-96
EN
The article is a memory of working together with Anna Radziwiłł on the creation of history textbooks, and it incorporates key epistemological problems. It stresses the significance of reflection on the learning and teaching objectives and the function of a textbook. The text raises important questions: what should be the content of a textbook, can facts be accompanied by historians’ evaluation, how to show and justify a variety of assessments, how to avoid “hidden” valuations and manipulation.
2

Państwo niesuwerenne w podręczniku historii

80%
Czubaty J.
Kwartalnik Pedagogiczny
|
2014
|
issue 1-2(231-232)
97-106
EN
The problem of sovereignty of individual state centres on the Polish territory in the nineteenth century has not been adequately studied, therefore it is very difficult to present it in textbooks for students whose knowledge of history is not developed. Yet the characteristics of sovereignty or non-sovereignty are key to the national and historical consciousness of Poles. In their textbooks, Anna Radziwiłł and Wojciech Roszkowski showed that, although the freedom of political life in the Kingdom of Poland was relatively large, it was, however, significantly lower than in the prepartition era. The Napoleonic Constitution significantly limited the political activity of citizens. The authors emphasized the similarity of the old and modern historical contexts – the times of the Kingdom of Poland and of the People’s Republic of Poland (PRL), encouraging students to think deeper about sovereignty and its absence.
3

Anna Radziwiłł – nauczycielka historii

80%
Budyta-Budzyńska M.
Kwartalnik Pedagogiczny
|
2014
|
issue 1-2(231-232)
83-90
EN
This text contains reminiscences of Anna Radziwiłł as a teacher of history. She was an extraordinary teacher, highly respected, well liked and appreciated by her students. While her lessons addressed the past, they were an engaging introduction to understanding the present. Always well prepared, she was able to arouse interest in a subject even in the most indifferent students. She was always respectful towards her pupils and genuinely interested in their opinions.
4
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Syntactic and Semantic Difficulty of Text in the History Part of Textbooks for the Educational Field of the „Human and His World”

61%
Šimik O.
Konteksty Pedagogiczne
|
2017
|
vol. 1
|
issue 8
PL
W artykule przedstawiono wyniki badań dotyczących składniowej i semantycznej trudności tekstu w czeskich podręcznikach historii na pierwszym poziomie szkoły podstawowej. Zbadano łącznie 13 podręczników z 7 wydaw-nictw. Dla analizy użyliśmy metody Nestler-Průcha-Pluskal. Wyniki pokazują, że całkowita trudność tekstu mieści się w skali od 19 do 27 punktów i zawiera oce-nę odpowiednich trudności tekstowych dla danego roku. Składniowe trudności wahają się w przedziale od 7 do 12 punktów, a średnia długość zdania to około 12 słów. Semantyczna trudność tekstu jest nieco wyższa (między 10 a 16 punk-tów) w porównaniu ze składniową (około 9 punktów). Zidentyfikowaliśmy więk-sze różnice w semantycznej trudności tekstu. Do istotnych statystycznie różnic należą te między poszczególnymi jednostkami tematycznymi. Tematy związane z historią nowożytną (XIX i XX wieku) wydają się trudniejsze. Współczynnik gęstości informacji zawodowej w ogólnej liczbie pojęć wynosi około 27%, co jest widoczne w stosunkowo niskiej trudności w porównaniu z innymi badaniami. Jest to jednak wystarczające dla danego poziomu podręczników (dla 4 i 5 klasy).
EN
The article presents the results of the research regarding the syntactic and semantic difficulty in Czech history textbooks for the first level of primary school. We examined a total of 13 textbooks from 7 publishers. The Nestler-Průcha-Pluskal method was used for analysis. The results show that the overall difficulty of text ranges between 19–27 points, which can be evaluated as adequate text difficulty for the given year. Syntactic difficulty oscillates between 7–12 points and the average length of a sentence is around 12 words. The semantic difficulty of text is somewhat higher (between 10–16 points) compared to the syntactic (around 9 points). We identified greater differences in the semantic difficulty of text. The statistically significant differences are among the individual themed units. Topics related to modern history (19th and 20th century) appear to be more diffi-cult. The density coefficient of expert information in the total number of concepts ranges around 27%, which is seen as relatively low difficulty in comparison to other research. It is however adequate to the given (4th and 5th) grade.
5
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Odzyskanie niepodległości przez Polskę w roku 1918 w polskich podręcznikach do historii wydawanych w latach 1944–1989

61%
Osiński Z.
Pamięć i Sprawiedliwość
|
2018
|
issue 31
191-210
EN
The aim – to determine how the presentation included in textbooks about the fight for freedom carried out by Poles during the First World War and regaining of independence in 1918 was used to form historical awareness in 1944–1989, while Poland existed as an undemocratic state; method – critical analysis of the content of history textbooks published in the years 1944–1989; results – conducted analysis of the content of textbooks allowed to determine what image of Poles fighting for independence during the First World War and Poland’s regaining of independence in 1918 was presented to students at school and to show its variability and also how those problematic aspects were conducted in political and ideological propaganda.
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