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Przedszkole Róży i Karoliny Agazzi w wyrównywaniu szans edukacyjnych i życiowych dzieci z zaniedbanych środowisk wiejskich

100%
Krajewska A.
Journal of Modern Science
|
2015
|
issue 4(27)
93-108
EN
Rosa and Carolina Agazzi understood and realised equalising life and educational chances from neglected rural environments though creating nursery schools destined for them and starting early childhood education for the greatest possible number of children. In the institution established by them in the town Mompiano though stimulation of the development of child they aimed at evolving and controlling key life skills indispensable for effective coping with the next stage, which is school education. It concerned cognitive, emotional, social and physical aspect. Due to interesting methods of conducting classes, children not only learned definite information and became more unassisted and creative, as well as they better managed with solving conflicts, were more open and active. In realising the mission of the nursery school the particular roleis attributed to a teacher. He/she was required to be creative, active in searching new and more absorbing forms of teaching and encouraging children to search, cooperate and arousing interest about the world.
PL
artykule skupiono się na niektórych działaniach Róży i Karoliny Agazzi, które w poszukiwaniu różnych metod i form wspierających wszechstronny rozwój rozwijały umiejętności dzieci umożliwiające im osiągnięcie sukcesu w szkole, tym samym wyrównując ich szanse edukacyjne i życiowe. Należy przy tym zaznaczyć, że same co prawda nigdy nie używały określenia „wyrównywanie szans edukacyjnych”, a mimo to – dzisiaj można by rzec intuicyjnie – zwróciły uwagę na konieczność wszechstronnego rozwijania umiejętności dziecka umożliwiających mu w późniejszym okresie osiągnięcie sukcesu w szkole.
2
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Rozvoj vybraných kľúčových zručností žiakov na hodinách techniky

100%
PAVELKA J.
Edukacja-Technika-Informatyka
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2015
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vol. 6
|
issue 1
19-24
SK
Štúdia prezentuje projekt a čiastkové výskumu, ktorý bol realizovaný v rámci projektu KEGA a zameraný na skúmanie vplyvov metodiky aplikácie interaktívnej tabule na rozvoj vybraných kľúčových zručností žiakov na hodinách techniky v ZŠ.
EN
The study presents the project and partial research results. The project was supported by the KEGA and it focuses on the effects of the use of the interactive whiteboard on the development of selected key skills of pupils at basic schools during technology classes.
3
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Interaktívna tabuľa a rozvoj vybraných kľúčových zručností žiakov na hodinách Techniky

84%
PAVELKA J.
Edukacja-Technika-Informatyka
|
2013
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vol. 4
|
issue 2
154-158
SK
Štúdia prezentuje zámery a ciele riešiteľského kolektívu grantového projektu KEGA 015 PU – 4/2013. Projekt je zameraný na vytvorenie metodiky aplikácie interaktívnej tabule pre prípravu učiteľov nižšieho sekundárneho vzdelávania (technika, fyzika a matematika) na vysokých školách. Metodika má eliminovať dopady transformačných zmien, t.j. vytvoriť podmienky na implementáciu interaktívnej tabule na nové vzdelávacie obsahy s akcentom na rozvoj kľúčových zručností žiakov.
EN
The study presents the aims and objectives of a research team of the KEGA 015 PU – 4/2013 research project. The project aims to create a methodology of application of interactive board in the training of pre-service teachers in lower secondary education (technology, physics and mathematics) at the universities training these teachers. A proposed methodology of application seeks to eliminate the effects of transformational changes, that is to create conditions for the implementation of interactive boards in new educational content with an emphasis on the development of pupils’ key skills.
4
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Compétences clés des futurs enseignants de FLE : l’apport des textes littéraires choisis

67%
Bakešová V.
Neofilolog
|
2022
|
issue 59/1
19-34
EN
Understanding of literary texts and cultural knowledge acquisition are not the only objectives of French or Francophone literature courses that are part of the university program for future FFL teachers. Reading excerpts of literary texts allows students to develop their key skills, especially their cultural awareness and expression, but also their ability to communicate in a foreign language which is the fundamental goal of language teaching. This study presents an example of pedagogical mediation during which various skill sets (global, professional, key, etc.) are being developed through a number of selected literary texts. Pedagogical mediation is understood as a thoughtful process during which students develop the self-awareness in the role of foreign-language and foreign-culture mediator by acquiring the skills necessary for their personal and professional growth, using the full potential of literary texts. At the same time, by deepening the receptive language skills, reading of texts develops also the productive language skills, i.e. speaking and writing, and to the awareness of students’ didactic thinking. Students’ lesson plans show the level at which they are at the moment on their professional skills development path.
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