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1

Linguo-Statistical Analysis of Borrowed Words Used in School Textbooks and Children's Literature Books

100%
Kuzina V.
Ad verba liberorum
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2009
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vol. 1
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issue 1
96-103
EN
Introduction Pre-primary school and basic educational programmes pay attention to children's speech development, combining it with vocabulary development and acquisition of words meaning.As early as in kindergarten, favourable opportunities should be provided for the development of literary correct and rich language, and non-literate words should be eliminated from children's speech. The kindergarten curriculum claims that at the preschool age, children must acquire such a vocabulary, which can ensure communication by means of language, prepare them for successful learning at school, and foster perception of folklore, fiction, films, radio and TV programmes. While children are learning the language, words from their passive vocabulary can enter the active vocabulary, depending on the work done for language enrichment by adults. A very important task to be implemented by both parents and teachers is to open up the wealth of the literary language, which can be perceived through multiple sources - folksongs, fairytales, legends, proverbs, sayings, riddles. A major role is played by fiction in the process of personality development, because it immensely facilitates children's knowledge about the environment, adult and peers life, and about their ideas, actions and aspirations.Diminutives, exclamation words and sound verbs, serving efficiently for short emotional description of feelings, volition or reality and expressing their assessment, are widely involved by both adults and children in their language as well as used in genres of folklore and children literature.Children have to be able to use comparisons, synonyms, idioms, and foreign words, because in daily speech they are an integral components (they are widespread in fiction and in other styles, different language fields). Loan words help to acquire foreign language more easily, approach languages and promote understanding.Aim of the study The aim of this work is to discover the usage of foreign words in textbooks for primary schools because foreign words are crucial components of vocabulary.Materials and methods School textbooks, children's literature. Methods of applied linguastatistics, descriptive method and testing.Results As figures of statistics show there are quite a lot of foreign words which are used in textbooks for children in primary classes. Teachers think that a limited number of foreign words should be included in textbooks.Conclusions Primary attention at the teachers' studies courses is paid to teaching foreign methodology.
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Different languages, different nations, common humanistic tradition: meetings of cultures in seventeenth-century Gdańsk

75%
Partyka J.
Nauka
|
2019
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issue 2
EN
School textbooks written by a Spanish erudite and pedagogue Juan Luis Vives were used in schools of Protestant denominations in Royal Prussia – in Gdańsk, Toruń, Elbląg, but also in other towns and cities of the Polish-Lithuanian Commonwealth– for teaching Latin. Nicolaus Volckmar, of German descent, a Polish language teacher at the Academic Gymnasium in Gdańsk, utilized the structure and themes of Vives’ dialogues Exercitatio linguae latinae  (1538) for teaching the Polish language. In this manner, paradoxically, the “phrasebook” of the Spanish humanist, as well as its subsequent editions, still in the 18th century was used by Gdańsk schoolers of German origin to learn the language which they needed for everyday communication in the community of multi-cultural and multi-ethnic Gdańsk. The Vives-Volckmar phrasebook was undoubtedly used by Arnold von Holten, later a lifetime mayor of the city, sent on a diplomatic mission to Spain by the Hanseatic League.
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Ruch ludowy w Drugiej Rzeczypospolitej na kartach wybranych szkolnych podręczników do nauczania historii. Casus opracowań dla klas pierwszych szkół ponadgimnazjalnych

75%
Białokur M.
Zeszyty Wiejskie
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2021
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vol. 27
103-129
EN
The purpose of this article is to present the peasant movement in the Second Polish Republic in contemporary school history textbooks. On the basis of textbooks, students can learn that the peasant movement arose in Galicia in the late nineteenth century. In the Second Polish Republic there were a few parties named Polish People’s Party. For many years the main party was Polish Peasant party ,,Piast”. After Poland regained independence in 1918, it formed a part of several governments, most notably after the Lanckorona Pact and in the Chjeno-Piast coalition. Its major politicians included Wincenty Witos and Maciej Rataj. The second largest party, about which there is a lot of information in the analyzed textbooks was Polish Peasant Party ,,Wyzwolenie” which was formed in 1915. In comparison to Polish People’s Party ,,Piast”, it was a left-wing party. PSL ,,Wyzwolenie” supported the May Coup in 1926, but soon afterwards distanced itself from Sanation and joined the opposition. In 1931 it merged with several other parties forming the People’s Party. In 1931 it was created from the merger of three other, smaller, peasant-based parties: centre-right ,,Piast”, centre-left ,,Wyzwolenie” and left wing Peasant Party. The image of the peasant movement on the pages of school textbooks is multidimensional and allows pupils to get to know its main representatives and the political program.
PL
Celem artykułu jest przedstawienie ruchu chłopskiego w II Rzeczypospolitej w wybranych szkolnych podręcznikach do nauczania historii w klasach pierwszych szkół ponadgimnazjalnych. Na podstawie podręczników uczniowie mogą dowiedzieć się, że ruch ludowy powstał w Galicji pod koniec XIX wieku. W II Rzeczypospolitej istniało kilka partii nazywanych Polskim Stronnictwem Ludowym. Przez wiele lat główną partią było Polskie Stronnictwo Ludowe „Piast”. Po odzyskaniu przez Polskę niepodległości w 1918 r. działacze tego ugrupowania weszli w skład kilku rządów. Tworzyli między innymi koalicyjny rząd Chjeno-Piasta w 1923. Jej głównymi politykami byli Wincenty Witos i Maciej Rataj. Drugą co do wielkości partią, o której w analizowanych podręcznikach jest dużo informacji, było Polskie Stronnictwo Ludowe „Wyzwolenie”, które powstało w 1915 r. W porównaniu z Polskim Stronnictwem Ludowym „Piast” było partią lewicową. PSL ,,Wyzwolenie” poparło przewrót majowy w 1926 r., do którego autorów szybko się jednak zdystansowało i przyłączyło do opozycji. W 1931 r. centroprawicowy „Piast”, centrolewicowe „Wyzwolenie” oraz lewicowe Stronnictwo Chłopskie połączyły się tworząc Stronnictwo Ludowe. Obraz ruchu ludowego na kartach podręczników szkolnych jest wielowymiarowy i pozwala uczniom poznać jego głównych przedstawicieli oraz program polityczny.
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Podręczniki do nauczania języka polskiego wobec figury Innego. Studium podręczników z serii Między nami

75%
Cichocki E.
Zeszyty Naukowe Zbliżenia Cywilizacyjne
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2022
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vol. 18
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issue 1
119-138
EN
The article concerns the presence of the figures of the Other in textbooks for teaching Polish at the second stage of education. The work explains the theoretical foundations and sources in speaking about otherness, includes an analysis of the fundamental components that define someone as not-mine, and in the empirical part I analyze the content of the texts on the basis of the defined criteria of confrontation. The work can be of benefit to researchers of the didactics of Polish language and literature, and it can also be helpful in planning Polish language classes about the Other.
PL
Artykuł traktuje o obecności figur Innego w podręcznikach do nauczania języka polskiego na drugim etapie edukacyjnym. Praca charakteryzuje teoretyczne podstawy i źródła w mówieniu o inności, zawiera analizę fundamentalnych składników definiujących kogoś jako nie-Swojego, a w części empirycznej analizuje zawartość tekstów na podstawie wyznaczonych kryteriów konfrontacji. Praca może przysłużyć się zarówno badaczom dydaktyki języka i literatury polskiej, jak i może okazać się pomocą przy planowaniu zajęć z języka polskiego o Innym.
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Polityczne uwarunkowania powrotu Polski nad Bałtyk w latach 1918–1920 w podręcznikach do nauczania historii. Casus krajowych opracowań dla szkół ponadgimnazjalnych i ponadpodstawowych minionego trzydziestolecia

75%
Białokur M.
Zapiski Historyczne
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2021
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vol. 86
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issue 2
33-56
EN
The year 2020 saw the centenary of the return of Pomerania to Poland, which regained access to the Baltic Sea. This event, along with many other issues connected with the establishment of the Polish state after the First World War, has been the subject of historians’ research for years. This also applies to history educators who analyse the contents of school textbooks. The author of this article, which is consistent with this research trend, decided to analyse dozens of the most popular textbooks for teaching history in secondary schools used by Polish pupils over the past 30 years, i.e. in the period from 1990 to 2020. The article primarily uses the philological and comparative methods. The undertaken analysis helped to distinguish from the school textbooks three main threads concerning Poland’s return to the Baltic Sea, namely the speech by the President of the United States Thomas Woodrow Wilson of 8 January 1918, the resolutions of the Paris Peace Conference of 1919 and Poland’s Wedding to the Sea of February 1920. As a result, it has been shown that these issues have an adequate place in textbooks, as far as it was required by curricula for teaching history in the 1990s, as well as the later reformed curricula created during the first two decades of the present century. This results from the fact that practically all analysed textbooks provide basic facts concerning the circumstances of the retaking of part of Pomerania by the Republic of Poland after the end of the First World War, which are presented with a short commentary and sometimes with additional content for learning, and with particular consideration of international conditions of this process. What should be noted in the analysed textbooks is that they are free of ideological influences, which had been visible in Polish history textbooks before 1990.
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„Trzy nierówne połówki” odrodzonej Polski, czyli pierwsze miesiące niepodległości w świetle współczesnych podręczników do nauczania historii w szkołach ponadpodstawowych i ponadgimnazjalnych

75%
Białokur M.
Studia Podlaskie
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2021
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vol. 29
119-149
EN
The presented article is an attempt to show the challenges Poland faced just after regaining independence in 1918. The source of the article are school history textbooks published at the end of the 20th and the beginning of the 21st century. These types of studies are among the most popular and most important history books, which is determined by their nature and audience.
PL
Prezentowany artykuł stanowi próbę ukazania wyzwań, przed którymi stanęła Polska tuż po odzyskaniu niepodległości w 1918 r. Podstawę źródłową artykułu stanowią wydane pod koniec XX i na początku XXI w. szkolne podręczniki do nauczania historii. Tego rodzaju opracowania należą do najpopularniejszych i najważniejszych książek historycznych, o czym decyduje ich charakter i krąg odbiorców.
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Pierwsza odsłona politycznej i militarnej batalii o Górny Śląsk. I powstanie śląskie w polskich szkolnych podręcznikach historii XXI wieku

63%
Białokur M., Gołębiowska A., Gołębiowski D., Hojka Z., Ruchniewicz M.
Zaranie Śląskie. Seria druga
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2023
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vol. 9
143-165
EN
School history education, despite many variables affecting its shape and character, is still very much based on the oral transmission of the teacher and on textbooks. Examination of the content provided by individual teachers behind the closed doors of the classrooms in which they work with students is practically impossible on a larger scale. The situation is different with regard to school history textbooks, which, first of all, have been developed on the basis of the core curricula announced by the minister of education and science. Secondly, they are reviewed by experts specially appointed for this purpose. Thirdly, they are publicly available, and thus can be comprehensively assessed. The described conditions allow for the assessment of particular events from the past, including the first political and military battle for Upper Silesia, with particular emphasis on the First Silesian Uprising of 1919. The events of August of that year occupy a place adequate to the role and importance they had in the process of shaping the borders of the Polish state after World War I in the pages of textbooks that have been used in the Polish schools for over twenty years. For obvious reasons, they occupy much more space in textbooks for secondary schools, which also contain more iconographic materials and instructions for students. In conclusion, it should be stated that most of the textbooks analyzed enable the students to learn the most important facts about the genesis, course and significance of the uprising.
PL
Szkolna edukacja historyczna, pomimo wielu zmiennych wpływających na jej kształt i charakter, wciąż bardzo mocno opiera się na przekazie ustnym nauczyciela oraz podręcznikach. Zbadanie treści przekazywanych przez poszczególnych nauczycieli za zamkniętymi drzwiami klas lekcyjnych jest praktycznie niemożliwe do zrealizowania w większej skali. Inaczej wygląda sytuacja w odniesieniu do szkolnych podręczników do historii, które, po pierwsze – zostały opracowane na bazie ogłaszanych przez ministra edukacji i nauki podstaw programowych; po drugie – są recenzowane przez specjalnie powoływanych w tym celu ekspertów; a po trzecie – są ogólnodostępne, a przez to możliwe do kompleksowej oceny. Opisane uwarunkowania pozwalają na ocenę poszczególnych wydarzeń z przeszłości, a wśród nich pierwszej odsłony politycznej i militarnej batalii o Górny Śląsk ze szczególnym akcentem położonym na I powstanie śląskie z 1919 roku. Wydarzenia z sierpnia tegoż roku na kartach podręczników, z których korzystano i korzysta się w polskich szkołach od ponad 20 lat, zajmują miejsce adekwatne do roli i znaczenia, jakie odegrały w procesie kształtowania się granic państwa polskiego po I wojnie światowej. Z oczywistych względów znacznie więcej miejsca zajmują w podręcznikach przeznaczonych dla szkół ponadpodstawowych, w których znalazło się również więcej materiałów ikonograficznych oraz poleceń dla uczniów. Konkludując, należy stwierdzić, że z większości poddanych analizie podręczników uczniowie mogą dowiedzieć się najważniejszych rzeczy dotyczących genezy, przebiegu oraz znaczenia powstania.
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W poszukiwaniu kobiet w podręcznikach do historii. Rozważania nad publikacją Iwony Chmury-Rutkowskiej, Edyty Głowackiej-Sobiech, Izabeli Skórzyńskiej, „Niegodne historii”? O nieobecności i stereotypowych wizerunkach kobiet w świetle podręcznikowej narracji historycznej w gimnazjum, Poznań 2015, ss. 621

63%
Chłosta-Sikorska A.
Studia z Historii Społeczno-Gospodarczej XIX i XX Wieku
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2016
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vol. 16
209-220
EN
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9

ДУХОВНИЙ ПОДВИГ ОСОБИСТОСТІ В ПОЕМІ Т. ШЕВЧЕНКА «НЕОФІТИ» ТА ЙОГО ТРАКТУВАННЯ У ШКІЛЬНИХ ПІДРУЧНИКАХ РАДЯНСЬКОЇ ДОБИ

63%
Йовенко Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
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issue 1(55)
356-364
EN
The author of the article on the basis of analysis of the poem “Neophyte” by Taras Shevchenko and Soviet textbooks, characterized the images of the heroes in the poem “Neophyte” and clarified their interpretation in history of literary education of designated days. We revealed that the main Shevchenko’s hero’s feature is the ability to deed, high elevation of feelings that focuses the emotionality of the highest quality and all that was fundamental in understanding of real Kobzar’s human been. It was shown that in the hero images of the poem “Neophyte” we can see the mystery of the relationship between the spiritual freedom of the individual and the Creator as its primary source, and the glorification of heroism performed in the name of Christ. We showed that the poet exalted spiritual feat of neophytes and Alkid’s nameless mother that after the death of her son carried the word of Christ to people. The image of the mother is deeply symbolic because it embodied grief, purpose and destiny of Ukraine. It was noted that Great Kobzar emphasized not only main characters of the poem and depicted how the teachings of the Lord spread between people, but also bequeathed the Christian truth to Ukraine. It was established that the ideologists of the totalitarian regime understood the pedagogical potential of Taras Shevchenko’s works and that is why in Soviet textbooks all was shown in distorted and not real interpretation and all that was actively used for propaganda. The conclusion was made: the creative heritage of the poet was distorted and got tendentious interpretation in Ukrainian literature textbooks of Soviet era. The domination of totalitarian ideologies did all that possible. Materialist philosophy leveled the spiritual world of the individual and main characters of the poem (the embodiment of spiritual liberation of the individual) received in critical articles of Soviet literators interpretation that served the aims of the USSR and that help to train the “new” man type – an atheist, that can do any heroic action if the state will need it from a man. The author determined that further analysis should be prolonged on images of national heroes in Shevchenko’s poem “Haydamaky” and their interpretation in Soviet school textbooks.
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