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1

ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ДИДАКТИЧНИЙ ЗАСІБ РОЗУМОВОГО ВИХОВАННЯ (за матеріалами часопису «Советская педагогика»)

100%
Цимбал-Слатвінська С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 7(51)
280-286
EN
In the article, we accentuate the topicality of the idea of stimulating cognitive activity as a didactic means of mental education. We analyze a comprehensive approach to the problem of mental training in the pages of “Soviet pedagogy” and establish that educational impact on pupil carried the team considering his individual characteristics. Additionally, we consider the problems of mental development and suggest that effective cognitive activity and therefore mental, depends on the active search and practice, as they facilitate the development of mental activity. Stimulation of pupil’s cognitive activity and independence as a didactic means of mental education assign individualized incentives. We note the predominant role of moral incentives and minor role of other incentives do not provide a complete understanding of the versatility of the cognitive activity stimulating process as an important aspect of mental development and education of the individual. It is stressed that positive point in the works devoted to stimulation of the cognitive activity and intellectual development of students, is the allocation of the individualization of stimuli, but at the same time the mechanism of stimulation has not been revealed to full extent. It is also noted the predominance of the role of moral stimuli and the undervaluing of other types of stimuli that does not give a complete understanding about the versatility of the process of stimulating cognitive activity as an important aspect of mental development and education of the individual. We conclude that mental education problem was studied primarily in the context of a comprehensive harmonious development of person in the Soviet pedagogical theory and practice. In the pages of the “Soviet pedagogy” the important area of mental education is the stimulation of cognitive activity and independence. The mental education includes the mechanism of mental training, comprehensive study of teaching methods use and educational influence tools.
2

Funkcjonowanie uczniów z zaburzeniami mowy w szkole podstawowej

84%
Starz R., Nowak-Starz G.
Prace Językoznawcze
|
2021
|
vol. XXIII/4
185–200
PL
Celem prezentowanych badań było ustalenie związku pomiędzy poziomem rozwoju umysłowego, wynikami w nauce i aktywnością społeczną w szkole dzieci z zaburzeniami mowy. Badania przeprowadzono w roku szkolnym 2017/2018. Zbadano 1043 dzieci w wieku 11 lat, uczniów klas IV szkół podstawowych pochodzących ze środowiska miejskiego (636; 61,0%) i wiejskiego (407; 39,0%). W badanej grupie było 931 (89,3%) dzieci bez zaburzeń mowy i 112 (10,7%) z zaburzeniami mowy. Materiał opracowano statystycznie. Stwierdzono, że w świetle wyników Testu Matryc Progresywnych Ravena rozwój umysłowy przebiega u uczniów z zaburzeniami mowy podobnie jak u uczniów bez zaburzeń. Ustalono, że uczniowie z zaburzeniami mowy, mając kłopoty z porozumiewaniem się, osiągają niższe od swoich rówieśników wyniki w nauce. Znacznie większe różnice pomiędzy uczniami z zaburzeniami i bez zaburzeń zaobserwowano w ocenach z języka polskiego niż z matematyki. Stwierdzono różnice w przystosowaniu szkolnym uczniów bez zaburzeń i z zaburzeniami mowy. Wyniki badań uzyskane na podstawie Arkusza Zachowania się Ucznia Barbary Markowskiej pozwalają stwierdzić, że dzieci z zaburzeniami mowy to uczniowie lękliwi, izolujący się od grupy klasowej, przygnębieni, brak im zaufania do siebie, pod wpływem napotykanych trudności łatwo rezygnują z aktywności. W związku z tym badani wykazują mniejszą motywację do nauki, niższy poziom uspołecznienia i ogromne przyhamowanie w kontaktach społecznych.
EN
Speech disorders influence not only the child’s psychological and social adaptation but also their school learning maladjustment. The goal of the presented research was to establish the connection between the mental development level, school results and social activity at school of children with speech disorders. The study was carried out in the school year 2017/2018 and scrutinised 1043 11-year-old children, 4th year elementary school students both in the urban (636; 61.0%) and rural environments (407; 39.0%). In the analysed group 931 (89.3%) children did not have speech disorders and 112 (10.7%) did. The material was processed statistically. It was determined based on the results of Raven’s Progressive Matrices Test that mental development proceeds similarly in schoolchildren with speech disorders and schoolchildren without such disorders. It was confirmed that students with speech disorders, having trouble with communication, achieve lower results in learning than their peers. Far greater differences between students with disorders and without disorders were observed in grades in Polish rather than Mathematics. Schoolchildren with disorders and without disorders also differed in terms of school adaptation. Results obtained on the basis of A Student’s Behaviour Sheet by Barbara Markowska allow one to propose a conclusion that schoolchildren with speech disorders are timid, depressed, isolate themselves from their peers, lack self-confidence and easily give up an activity when faced with difficulties. Thus, they exhibit lower motivation to study, a lower socialisation level and considerable inhibition in social contacts.
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