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Jezikovno in nejezikovno izražanje v pedagoškem pristopu Reggio Emilia

100%
Skubic D.
Slavia Meridionalis
|
2010
|
vol. 10
EN
Language and non-language expression in Reggio Emilia pedagogical approachIn the first part of the article the author describes the importance of language awareness and non-language expression in the pre-school period. The author points out the importance of the usage of all the senses (visual, aural, kinethestic etc.), space and time, and picture images in all 100 languages which are not current only in Reggio Emilia pedagogical approach but also successfully implemented in the Slovenian Preschool Curriculum.All these elements are part of communicative skills (i.e. speaking, listening, writing and reading) and are prerequisites for developing themes (describing, narrating, explaining, argumenting).In addition, the author mentions questioning strategies as one of the most important factors in developing children’s thaughts. She continues with the Slovene language as a second/foreign language which has become an unavoidable and valuable constant in our globally influenced life. The above mentioned elements have been included in the research study which are discussed in the second part of the article.In the conclusion the author discusses the research findings and some other considerations which may lead to the further research and are derived from the existing knowledge and the current cognition.
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Учебники русского языка для иностранцев XVIII века как объект научных исследований

38%
Moskovkin L., Kusal K.
Językoznawstwo
|
2018
|
vol. 12
173-180
EN
The article discusses pedagogical, cultural studies, linguistic and bibiological approaches to the analysis of Russian textbooks. Examples of scientific studies of textbooks of the XVIII century, made from the standpoint of these approaches, are given. The conclusion is made about the need for an integrated approach to the study of textbooks.
PL
Artykuł podejmuje próbę analizy podręczników języka rosyjskiego dla cudzoziemców aspekcie pedagogicznym, kulturoznawczym, lingwistycznym oraz bibliologicznym. Przytaczane są przykłady podręczników XVIII wieku; wyprowadzony jest wniosek o konieczności kompleksowego podejścia do badań nad podręcznikami.
RU
В статье рассматриваются педагогический, культуроведческий, лингвистический и библиологический подходы к анализу учебников русского языка для иностранцев. Приводятся примеры научных исследований учебников XVIII века, выполненных с позиций указанных подходов. Делается вывод о необходимости комплексного подхода к изучению учебников.
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