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Žákovské strategie při hledání odpovědí na otázky učitele

100%
Makovská Z.
Studia paedagogica
|
2011
|
issue 1
47-70
EN
This paper addresses how pupils at lower secondary schools share in educational communication by means of the rejoinders that pass between them and their teachers in the classroom. First of all the paper employs quantitative indicators to present individual types of rejoinders with reference to the representation of individual types of teacher questions; attention is also paid to issues of cognitive correspondence. This is followed by a qualitative part that refers to mechanisms pupils may employ when replying to teacher questions in the effort to close in on the teacher’s interpretational framework and thus achieve correct answers.
2
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Co víme o výukovém dialogu?

100%
Šeďová K.
Studia paedagogica
|
2009
|
issue 2
11-28
EN
The paper is a theoretical study focused on classroom dialogue. It summarized the features characterizing classroom dialogue in formal education as they have been mapped in selected empirical studies by Czech and foreign scholars. The authors of these empirical studies claim there is a general pattern to classroom dialogue but no accounts of how and based on which mechanisms the general pattern has been maintained have been available. Little has been known of how individual characteristics of a teacher are reflected in her/his communication with students.
3
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Zamlčené hodnocení: zpětná vazba ve výukové komunikaci na druhém stupni základní školy

100%
Šeďová K., Švaříček R.
Studia paedagogica
|
2010
|
issue 2
61-86
EN
Based on a field research, this contribution is an empirical study describing the mechanisms of providing the feedback in educational communication in lower secondary (11-15) education. It reveals that the feedback holds its place in the communication structure but there is a certain blankness in it, for teachers seem to deliberately avoid making explicit evaluation statements.
4
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Fotokast – renesans diaporamy w społeczeństwie informacyjnym

100%
Annales Universitatis Paedagogicae Cracoviensis. Studia de Cultura
|
2012
|
issue 3
74-79
EN
A photocast is a multimedia presentation, several minutes long, of a topical collection of photographs, sometimes complemented with video sequences. Unlike a traditional slideshow consisting of an image and the accompanying music, it contains narrative elements: commentaries, voices of people appearing in the photo, explanatory texts, etc., and the sound does not just form the background but constitutes a whole with the image. Images need not be statically displayed, zoom in/out and sweep effects are often used. The idea of such a show is not new: slideshows from several projectors synchronised with appropriately selected music and text were organised as early as in 1960s. However, it is the technological development of the recent years that has made it possible to create a uniform, easy-to-replay material (one photocast = one digital file). This evolution in the technical capability of making slideshows is also accompanied by the evolution of their place and role. It has become possible not only to show them in projection rooms, but also to publish them on the Internet or send them via mobile phones. Apart from their traditional presence in the art world (slideshows are still organised, it is only their form that changes and becomes enhanced), such shows can become the future of pictorial stories or even news reports: some papers already publish photocasts on their websites to illustrate events described in the printed version and to complement them. A growing interest in this method of communicating personal observations of the world can also be seen among amateur photographers. The trend to include functions for recording video footage in cameras produced today – both compact ones and professional SLR cameras – coupled with the availability of software for editing movies contributes to the spread of photocasts. It is the author’s belief that photocasts can also become an interesting communication tool in teaching.
5
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Interiorizačné a participačné aspekty pedagogickej komunikácie v prístupoch inšpirovaných Vygotského teóriou

88%
Petrová Z.
Studia paedagogica
|
2011
|
issue 1
161-174
EN
The ideas of L. S. Vygotsky provide an important theoretical background for approaches of psycholog y and educational psycholog y which address the structure and function of the human mind from a socio-cultural point of view. In particular, Vygotsky’s ideas are considered a starting point for an explanation of the role f the teacher, who from the position of representative of an official culture mediates significant cultural tools, an act in which the use of semiotic tools (especially language communication) plays a significant role. However, it is remarkable that the specification of this starting point takes different forms in pedagog y and the theory of teaching/learning, varying from internalization models of development concentrating on transformation of social plans of activity to individual cognitive functions (see the conception of mediated learning by E. Bodrova and D. J. Leong) to participation models of development highlighting the significance of socioculturally meaning ful practices for the development and learning of individuals (see the conception of learning as dialogic inquiry of G. Wells). Despite the fact that both of these approaches perceive communication as a unique bridging component between individual cognitive development and the use of cultural tools, their different theoretical perspectives provide a good starting point for a discussion on the transferring of social plans of learning to individual plans, the role of culturally more competent others in learning at school and in explaining the role of language use in learning within the student-teacher relationship.
6
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Funkce učitelských otázek ve výukové komunikaci na druhém stupni základní školy

88%
Švaříček R.
Studia paedagogica
|
2011
|
issue 1
9-46
EN
This paper presents the results of an investigation of the function of teacher questioning in selected humanities subjects at the lower secondary school. The data set comprises video recordings of 32 taught lessons which are analysed using both quantative and qualitative procedures. The main aim of the research was to establish the functions performed by teacher questioning in educational communication. Further we were interested in the kinds of questions teachers use in selected subjects, how teachers use open and closed questions, and how questions differ in terms of the cognitive demand factor. The first part of the paper specifies what teacher questioning is, describes types of questions, and indicates their frequency in the lessons observed. In the second part of the paper we describe teacher questions in respect of their function in educational communication. Four types of educational sequences (reproduction, memorizing, discussion and production) are analysed in detail; by means of these sequences the effects are shown of the following: the use of closed and open questions with a lower cognitive demand factor, the absence of questions with a lower and higher cognitive demand factor, pauses in educational dialogue. In the conclusion we summarize the impact of teacher questioning on educational communication and formulate rules for the putting of teacher questions in respect of pupils’ cognitive work.
7
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Sposoby inicjowania i podtrzymywania kontaktu ze studentami na lekcji języka polskiego jako obcego

38%
Kubacka K.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2019
|
vol. 26
65-80
EN
The aim of the article is to present examples of verbal (oral) lectors’ behaviors that were aimed at initiating contact with students, maintaining attention and activating the participants in the institutionalized space, also the impact of lectures’ communicationon the quality and the way of teaching in a non-homogeneous group. The research material includes twelve 90-minute recordings (with transcripts) of a foreign language lessons conducted by 12 lecturers at the Polish Language Center for Foreigners in Łódź. The presented analysis of the statements of teachers of Polish as a foreign language allowed for the development of a register of typical, most common communication situations in which the teacher interacted with students, as well as the identification and systematization of recurring common elements forming communication patterns. The analysis is linguistic-glottodidactic, at the same time a small fragment of research on educational discourse in the language classroom carried out in 2010–2014 for the purposes of the doctoral dissertation.
PL
Celem artykułu jest przedstawienie rejestru zachowań werbalnych (ustnych) lektorów, które zostały ukierunkowane na zainicjowanie kontaktu ze studentami, podtrzymanie uwagi oraz aktywizowanie uczestników zajęć w przestrzeni zinstytucjonalizowanej. Badano również wpływ tego rodzaju wypowiedzi lektorskich na sposób i jakość nauczania w zróżnicowanej etnicznie grupie. Analiza materiału badawczego, obejmującego dwanaście 90-minutowych nagrań (wraz z transkrypcjami) lekcji języka polskiego jako obcego (JPJO) przeprowadzonych w Studium Języka Polskiego dla Cudzoziemców Uniwersytetu Łódzkiego, pozwoliła na opracowanie rejestru typowych, najczęstszych sytuacji komunikacyjnych, w których dochodziło do interakcji lektora ze studentami, jak również na dostrzeżenie i usystematyzowanie powtarzających się elementów wspólnych tworzących schematy komunikacyjne. Zaprezentowane badania mają charakter językoznawczo- glottodydaktyczny, stanowią jednocześnie niewielką część rozważań nad komunikacją edukacyjną w klasie językowej, które zostały zainicjowane w 2010 roku na potrzeby rozprawy doktorskiej.
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