Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  foreign experience
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1

ЗАРУБІЖНИЙ ДОСВІД ВИКОРИСТАННЯ ТЕОРІЇ МНОЖИННОГО ІНТЕЛЕКТУ ГОВАРДА ГАРДНЕРА В НАВЧАЛЬНОМУ ПРОЦЕСІ

100%
Лещенко М., Гринько В.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 10(74)
115-133
EN
Thearticledescribesthe essence of the theory of H. Gardner, developmentofitsmainprinciples, foreignexperienceof its realization in educational practices. H. Gardner suggested that each person had a plurality of types of intelligence. Each of these different types represents special ways of processing and interpreting information, thus informing in which way each person cognizes the world. Creation and dissemination of the theory of multiple intelligences began a revolution in understanding and developing of the thinking processes in learning. H. Gardner argued that intelligence was dynamic and multidimensional, beyond the limits of the capabilities of linguistic-logical abilities that had traditionally been diagnosed in the learning process. G. Gardner’s theoryofmultipleintelligences has generated doubts about sustainable concepts in the field of cognitive science and education. According to H. Gardner’s theory, every person has different types of mind, the so-called intelligences, which reflect different ways of cognitive interaction with the world. Initially, H. Gardnerdistinguishedsevenintelligences– verbal-linguistic, logical-mathematical, intrapersonal, visual-spatial, musical-rhythmic, kinesthetic, interpersonal, laterthescientistaddednaturalistic, existentialandpedagogical. These types of intelligence are used by each individual to varying degrees, but one or more can dominate. The theory was not unambiguously accepted by scholars in the field of psychology, since, according to critics, was not subjected to a detailed experimental test.In response to critical remarks H. Gardner argued that his theory was based solely on scientific data taken from psychology, anthropology and biology (neurobiology, genetics). H. Gardner emphasized that the theory was based on the evidence of science; it changed on the basis of new scientific evidence, for example, only fifteen years after the initial formulation of the theory pedagogical intelligence had been determined as a human potential that began to develop in the early years of human life and manifested itself in the ability to teach. The theory of multiple intelligences is developing successfully. In particular, based on an analysis of the intrapersonal and interpersonal types of intelligence, D. Goleman distinguished emotional and social intelligences. Although Gardner’s theory was the subject of many discussions, it became a kind of catalyst that stimulated educators to rethink educational practices in the last century. At present, the theory is realized in many educational projects. H. Gardner summed up the recommendations for teachers about the implementation of the theory of multiple intelligence in educational practices: • Individualizetheteachingstyle (accordingtothemosteffectivemethodofperceivingthe learningmaterialforeachstudent); • to pluralize the ways of teaching material (studying important material in multiple ways); • avoidtheterm “styles” usexperimentallyunverified. H. Gardner described ways to solve problems that may arise during the implementation of the theory of multiple intelligence in pedagogical activity. The introduction of the theory of multiple intelligence into the pedagogical practice of foreign countries changed the presentation of teachers about the essence of teaching and learning processes in such a way that they began to take into account the individual differences of students in the ways of perceiving the educational material, provided a wide range of different activities, enriching personal experience and accelerating and facilitating the process learning helped to improve the student’s learning achievements. Today, most foreign educators believe that the theory of multiple intelligences is an axiom that needs to be taken into account, first of all, when designing and conducting various educational classes.In the conditions of development of a new Ukrainian school, foreign experience of implementing the theory of multiple intelligence in educational practices becomes of special relevance for a broad pedagogical community.
2
Publication available in full text mode
Content available

The Comparison of Distance Learning Between the Czech Republic and Other European Countries

100%
Zormanová L.
|
2016
|
vol. 2
|
issue 1
88-103
EN
This article examines distance learning in individual European countries and the Czech Republic. It analyses and compares the development of distance learning, and the supply of study options in the form of distance learning in European countries; it covers the development, conditions, and history of distance learning in European countries. The carried out analysis shows that currently there is an emphasis on lifelong learning, and the development of distance learning has become a priority. It can be further stated there are significant differences in the development of distance learning in individual European countries, and in the Czech Republic distance learning has only started to develop in the past twenty years.
3
Publication available in full text mode
Content available

FINANCIAL DECENTRALIZATION AND ITS IMPACT ON LOCAL BUDGET INCOME FORMATION: INTERNATIONAL EXPERIENCE

84%
Tsymbaliuk I.
International Journal of New Economics and Social Sciences
|
2018
|
vol. 8(2)
161-172
EN
The public governance decentralization requires the redistribution of financial resources for the powers implementation delegated to local authorities. The purpose of the article is to determine the essence of financial decentralization and the peculiarities of its imple-mentation in Ukraine and some other countries. The article reveals the essence of financial decentralization and related concepts defining the financial autonomy of local authorities. The features of the revenue part of local budgets formation in different countries of the world in the conditions of financial decentralization are revealed. A comparison of the main elements of the intergovernmental tax distribution in some unitary countries of Europe has been made. The dynamics of tax revenues to budgets of different levels in Ukraine is determined. The distribution of tax revenues between budgets of different levels is presented in the context of financial decentralization in Ukraine. The obtained results of the analysis made it possible to determine that for a successful decentralization reform, local authorities should be given sufficient financial resources to fulfill their responsibilities for solving local problems and ensuring regional development.
PL
Decentralizacja zarządzania publicznego wymaga redystrybucji środków finansowych na realizację uprawnień przekazanych władzom lokalnym. Celem artykułu jest określenie istoty decentralizacji finansowej i specyfiki jej wdrażania na Ukrainie iw kilku innych krajach. Artykuł ujawnia istotę decentralizacji finansowej i związanych z nią pojęć określających finansową autonomię władz lokalnych. Przedstawiono cechy dochodowej części tworzenia budżetów lokalnych w różnych krajach świata w warunkach decentralizacji finansowej. Dokonano porównania głównych elementów międzyrządowego podziału podatków w niektórych krajach unitarnych w Europie. Określa się dynamikę dochodów podatkowych do budżetów różnych poziomów na Ukrainie. Podział wpływów podatkowych między budżetami różnych szczebli przedstawiono w kontekście decentralizacji finansowej na Ukrainie. Uzyskane wyniki analizy pozwoliły ustalić, że dla pomyślnej reformy decentralizacji władze lokalne powinny otrzymać wystarczające środki finansowe, aby wypełnić swoje obowiązki w zakresie rozwiązywania lokalnych problemów i zapewnienia rozwoju regionalnego.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.