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К ВОПРОСУ О СООТНОШЕНИИ НЕКОТОРЫХ МЕТОДОЛОГИЧЕСКИ ВАЖНЫХ ДИДАКТИЧЕСКИХ И ЛИНГВОДИДАКТИЧЕСКИХ ПОНЯТИЙ

100%
Статівка В.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
432-442
EN
The article focuses on the comparative analysis of the concepts «model of education», «approach to teaching», «principles of teaching». The author states that there is a confusion of the concepts in methodology. As a result of comparative analysis of the concepts, it has been determined that the model of education is understood as a pattern of construction of educational system in the country (Ukraine has chosen personality-oriented model of education). An approach to teaching is one of the most general methodological assumptions which are taken under consideration in research or teaching. It has been specified, that an approach must determine goals, principles, content and teaching methods. If it does not take place (only 1–2 components undergo changes), then there is nothing to talk about an approach. Teaching principle is one of conceptually important assumptions, which is included in the content of approach. Basic principles of communicative-activity approach are motivation of educational activity, communicative activity, awareness of the mastered knowledge, individualization and differentiation in teaching, functional principle, interrelation in mastering of language and speech activity. In the last decades terminologisation phrases are often used: «sociocultural approach», «linguoconcepual approach», «competency building approach», however, in opinion of the author, it is reasonable to name them not approaches, but principles which complement and extend communicative-activity approach. The reason for such an assertion: 1) if to assume that they are approaches, they must include new goals, principles, content, methods of teaching and control, but in fact all the principles of communicative-activity approach remain unchanged; 2) each of the so-called approaches introduces a new element only to one component of methodology (sociocultural – to the content of teaching (at the level of didactic material); competency building – to the purpose of teaching; linguoconceptual – to teaching methods and techniques). That is why it is possible to consider that communicative-activity approach to teaching develops, introduces new principles (sociocultural, linguoconceptual, competency building) and is an important component of methodology of teaching languages of schoolchildren and students.
2
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Europejski model edukacji

88%
Januszewska E.
Państwo i Społeczeństwo
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2013
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issue 2
41-46
EN
The article presents the model of education, which is currently adopted and implemented in the European Union. The author describes the main aims and objectives of education as well as the priorities and ideals of education adopted in the European Union. The article presents the basic foundations upon which the European model of education, discusses the educational programs of the Union and the use of information technologies.
3
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Kilka uwag na temat uteoretyzowania podstawowych kategorii dydaktycznych w konstruktywistycznym modelu kształcenia

87%
Moroz J.
Kultura-Społeczeństwo-Edukacja
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2018
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vol. 14
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issue 2
EN
In my article I point to the essential meaning of the “theoretical content” of the accepted educational model. Lack of knowledge of the assumptions, assertions and implications resulting from a given concept or model generates simplifications and becomes the reason of inconsistencies in “didactic thinking” and acting. The purpose of this article is an attempt to provide justification for the claim about the absolutely theoretized character of considerations (of each type) in the field of education theory. As a consequence, I also put forward a thesis according to which we can not coherently and consistently use concepts such as knowledge and learning “beyond” the paradigmatic context (understood here as a specific theoretical model).
4
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Wychowanie we wspomaganiu rozwoju człowieka sprawczego. Przesłanki teoretyczne

63%
Bednarczuk B.
Lubelski Rocznik Pedagogiczny
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2015
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vol. 34
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issue 2
EN
In the light of recent studies by psychologists, a human is not only a product of genetic and cultural transmission. S/he becomes an active person, an author, who is a subject of the influence of the world, but who also creates this world (Kozielecki 1999). This means that a human has the right to form his/her own personality, as well as the right to develop freely. A common practice in contemporary global reality has become to center upon individuality and upon characteristics of the inner self of man. Consequently, the approach to thinking and describing human life by categories: becoming a subject of one’s own life, self-realization, individualization has spread recently. Thus, the educational process should be focused on a human being, understood as an autonomous entity, which gradually discovers itself (Błachnio 2011, s. 75). In the search for the optimal model of education, the model of Civic Cooperation developed by A. Brzezińska (2000, 2004), appears to be significant. An important element of the abovementioned model is training of subjectivity, which makes possible both: the formation of readiness for the personal and environmental development, and self-realization.
PL
W świetle analiz psychologów człowiek nie jest jedynie produktem przekazu genetycznego i kulturowego. Staje się aktywnym sprawcą, który podlega wprawdzie oddziaływaniu świata, ale również ów świat tworzy (Kozielecki 1999). Oznacza to, że człowiekowi przysługuje prawo do samodzielnego kształtowania własnej osobowości, do swobodnego rozwoju. We współczesnej globalnej rzeczywistości następuje koncentracja na indywidualności człowieka. W związku z tym powszechną praktyką stało się ześrodkowanie na indywidualizmie i psychologizmie jednostki, rozpowszechniła się „moda na myślenie i opisywanie rzeczywistości ludzkiej za pomocą kategorii «upodmiotawiania się», samorealizacji, indywidualizacji i autosterowności” (Błachnio 2011, s. 75). W poszukiwaniach optymalnego modelu wychowania, rozwijającego wspomniane właściwości, ważny wydaje się Model Obywatelskiej Współpracy, opracowany przez A. Brzezińską (2000, 2004). Jego charakterystyką jest trening upodmiotowienia, pozwalający zarówno na kształtowanie gotowości do rozwoju jednostki i jej otoczenia, jak też na samorealizację.
5
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Program rozvoja priestorovej predstavivosti žiakov nižšieho sekundárneho vzdelávania v Slovenskej republike

63%
TOMKOVÁ V., BÁNESZ G.
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2015
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vol. 6
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issue 1
32-37
SK
Príspevok prezentuje výsledky riešiteľského kolektívu, ktoré boli získané v rámci plnenia cieľov projektu KEGA č. 035UKF-4/2012. Projekt bol zameraný na rozvoj priestorovej predstavivosti žiakov nižšieho sekundárneho vzdelávania. Hlavným cieľom projektu bolo vypracovať metodiku vzdelávania žiakov v predmete technika zameranú na rozvoj priestorovej predstavivosti a s ňou súvisiacimi grafickými zručnosťami.
EN
The paper presents the research team results that have been achieved in the process of meeting goals of the KEGA project No. 035UKF-4/2012. The project concentrates on the development of the spatial imagination development of the lower secondary level learners. The main objective of the project was to design the methodology of technical education focused on the spatial imagination development and related graphic skills.
6
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Szkoła na XXI wiek…

54%
Kłakówna Z. A.
Polonistyka. Innowacje
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2018
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issue 8
191-208
EN
The article focuses on the public system of compulsory, general elementary education and its current realisation in Poland. The aim is to encourage a broad-based debate that would encompass 1) legal and 2) organisational aspects of functioning of this system and would help to 3) thoroughly analyse thinking about aims and substantive aspects of elementary general education in compliance with challenges that life in the contemporary civilisational and cultural context poses to a man. In the final part of the text the author formulated suggestions of assumptions and principles that describe the postulated school model
PL
Artykuł dotyczy publicznego systemu obowiązkowej, ogólnej edukacji powszechnej i jego aktualnej realizacji w Polsce. W zamierzeniu stanowi zachętę do całościowej debaty, która obejmowałaby aspekty (1) prawne oraz (2) organizacyjne funkcjonowania tego systemu i służyła gruntownemu (3) przepracowaniu myślenia o celach oraz merytorycznych aspektach powszechnej, podstawowej edukacji ogólnej, stosownie do wyzwań, które stawia przed człowiekiem życie we współczesnym kontekście cywilizacyjno-kulturowym. W końcowej partii tekstu sformułowane zostały sugestie założeń i zasad, które opisują postulowany model szkoły.
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