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ПРАКТИЧНІ ЗАНЯТТЯ ЯК УМОВА ФОРМУВАННЯ СОЦІАЛЬНО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ В МАЙБУТНЬОГО ВЧИТЕЛЯ ІНКЛЮЗИВНОЇ ЗАГАЛЬНООСВІТНЬОЇ ШКОЛИ

100%
Зоя Ш.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 10(64)
290-301
EN
The article sets the goal to define the role of practical training in pedagogy in training future teachers and study the issue of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. In the article traditional approaches to the practical lessons are defined. The essence of contextual learning is found out. The role of practical training in shaping social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools is defined. The requirements for definition of the didactic purpose of practical lessons, the requirements for their structure are presented. The article outlines the shortcomings of traditional methods of teaching social-pedagogical disciplines in higher education. The necessity of introducing contextual teaching at practical lessons in teaching the subject “Fundamentals of inclusive pedagogy” is grounded. It is defined that the basis of learning is contextual and social modeling of substantive content of future careers by playing real teaching situations. In this regard, the dominant species identified social-pedagogical activity of the future primary school teacher of inclusive comprehensive school. Based on certain types of activity the model of social-pedagogical competence of the future primary school teacher of inclusive comprehesive schools is defined. In created model of social-pedagogical competence were defined the structural components of social and pedagogical competence of the future primary school teachers of inclusive comprehensive schools. It is found out that a training course “Fundamentals of Inclusive Education” is an integral part of social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools. A description of the organization and methods of fragments of practical training course “Fundamentals of Inclusive Education”, aimed at forming social-pedagogical competence of the future primary school teacher of inclusive comprehensive schools is suggested. So, the use of contextual learning in practical classes will help maximally approach the content and process of training students for future careers that will provide formation of individual style of professional activity. Prospects for further research coverage are seen in determining the nature and role of lectures in order to create social-pedagogical competence of the future primary school teachers of inclusive comprehensive schools.
2
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Między przeszłością a teraźniejszością. Literackie portrety prześladowanych w perspektywie dydaktyki polonistycznej

63%
Szumal M.
Polonistyka. Innowacje
|
2021
|
issue 13
127-144
EN
The author presents a series of lessons on the novels: Arka Czasu by Marcin Szczygielski and Kot Karima i obrazki by Liliana Bardijewska. The analysis is based on literary research on the structural similarities between the figures of a Jew and a refugee in children's literature. The article presents varied exercises which support study on literary texts and engage students in their searching for the sense of works. The aim of contextual reading of both novels is to stimulate young readers to reflect on memory, responsibility and repetition of events and relationship with the Other.
PL
Autorka, opierając się na literaturoznawczych ustaleniach dotyczących konstrukcyjnych podobieństw postaci Żyda i uchodźcy w literaturze dziecięcej, prezentuje propozycję cyklu lekcji poświęconych powieściom: Arka Czasu Marcina Szczygielskiego oraz Kot Karima i obrazki Liliany Bardijewskiej. W artykule pokazano różnorodne ćwiczenia wspomagające pracę z tekstem literackim i angażujące uczniów do poszukiwania sensu utworów. Kontekstowe czytanie obu powieści ma pobudzić młodych czytelników do refleksji na temat pamięci, odpowiedzialności, powtarzalności wydarzeń i relacji z Innym.
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