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Stopniowanie trudności w nauczaniu religii inspirowane nowymi założeniami programowymi

100%
Zellma A.
Poznańskie Studia Teologiczne
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2011
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issue 25
341-355
EN
Gradation of difficulty is one of the fundamental didactic principles in religious instruction. This principle determines the norms for religion teachers’ activities as far as conveying knowledge and developing students’ skills in an accessible way adequate to their level of development is concerned. The aim of this paper is to present the principle of gradation of difficulty as seen by the authors of new curricula for religious instruction at schools, which was approved in 2010. Consequently, the article begins with a description of the general understanding of the difficulty gradation principle in religious instruction as defined by contemporary methodologists. The next section presents how the issue is perceived by the authors of the amended „Core curriculum of catechesis of the Catholic Church in Poland” and „Curriculum of Roman-Catholic religious instruction in kindergartens and schools” prepared in connection with the former document. Final remarks contain, apart from conclusions and catechetic suggestions, specific guidelines for authors of new series of textbooks and religious instruction materials for various student groups.
2

УПРОВАДЖЕННЯ ДИСТАНЦІЙНОГО КУРСУ З МЕТОДИКИ НАВЧАННЯ МАТЕМАТИКИ У ПРОФЕСІЙНУ ПІДГОТОВКУ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ

75%
Юлія К.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 2(66)
93-104
EN
Distance education today has become one of the main forms of training and has spread in many countries worldwide. The rapid development of technologies, the growth of the importance of education and global informatization make distance learning one of the priorities of modern education. Issues of developing and implementing the distance learning courses into future primary school teachers’ training, which greatly improve the education quality, are relevant. The aim of this work is to highlight the main stages of designing distance learning course “Methods of teaching mathematics at primary school” developed for the future primary school teachers. The study is based on analysis of scientific studies of the national and foreign researchers (V. Bykov, V. Kukharenko, O. Spirin, P. Stefanenko et al.) and the author’s own work. During the research the general logic methods and techniques of knowledgewere used: analysis, synthesis, comparison, generalization for studying scientific literature, official normative documents,for comparing the scientists’ position on the content of the “distance education”concept,for determining the stages of designing distance learning course; systematization and generalization of the author’s experience in developing and implementing distance learning course on “Methods of teaching mathematics at primary school”. The author describes the main stages of designing the distance course “Methods of teaching mathematics at primary school”, which was proposedto the applicants of higher education “bachelor” degree on the specialty 013 “Primary education”. The environment for this course was the distancelearningsite of SHEE “Donbass State Pedagogical University”. Moodlesoftware was usedfor distance education. The emergence of new technologies and the rapid updating of information sources for studying prompted the teacher constantly update existing experience by own copyright practices in designinghis/her distance course. During the work, we have found out the broad possibilities of distance learning, namely multi-functionality of Moodle software. The author considers that expanding and diversifying the tasks of practical work with the latest technologies of distance education are in prospect research. We believe that research materials will be useful for the future primary school teachers, and all those who are interested in the issue of distance education development
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АЛГОРИТМ ФОРМУВАННЯ МАТЕМАТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-БУДІВЕЛЬНИКІВ У ПРОЦЕСІ ФАХОВОЇ ПІДГОТОВКИ

75%
Лейко С.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 8(42)
212-221
EN
The article investigates the issues concerning the development of the mathematical algorithm of competence of future civil engineers in the process of training. The formation of mathematical competence is complex and combines a career as a teacher and the students, because the development and use in the study of higher mathematics theoretically justified algorithm of mathematical competence of future engineers, contribute to the efficiency of the process of mastering the material and mathematical skills, acquisition and skills to use it in their careers. The article highlights and theoretically grounds the stages of formation of mathematical competence of engineers in the professional training, namely: the initial, basic and creative. At the initial stage mathematical training base in the form of assimilation mathematical categories, concepts and methods of operation take place. The purpose of this phase is to determine and provide the necessary amount of training information for successful mastering course of higher mathematics. At the basic step the development is acquired in the first phase of mathematical knowledge and skills. This step is carried out by an introduction to the content of teaching material professionally oriented mathematical problems which solution requires the use of mathematical apparatus. At the creative stage attention is focused on the development of future engineers-builders creative, research skills, self-education activation, ability to independently retrieve and process the information, the ability to manually create new information, issues and problems. The essence of each of the selected stages, the analysis of the impact on the development of mathematical competence of engineers is defined. The developed phased specification provides goals and objectives of each stage, identify and the subjects of the content of the educational material selection and application of the best teaching tools and program effectiveness of the process of formation of mathematical competence of future engineers and the quality of its outcome determined by a complex interaction of all the components of the proposed algorithm. This allows illustrate phased process flow researched, demonstrates the development of mathematical skills, from basic use of mathematical computing operations to solve real professional tasks, which require thorough knowledge of mathematical tools and do not fall within the typical mathematical problems.
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ДЕЯКІ АСПЕКТИ ФУНДАМЕНТАЛЬНОЇ ПІДГОТОВКИ ІНОЗЕМНИХ СТУДЕНТІВ У ТЕХНІЧНОМУ УНІВЕРСИТЕТІ

63%
Ємельянова Т.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
184-191
EN
Ukraine with a powerful intellectual resource, with high pedagogical potential remains one of the leading countries in the European educational space. High quality and availability of education in Ukraine creates is quite a broad market of educational services. There is an opportunity to provide educational services not only to its citizens but also citizens of foreign countries. Education of foreign students is one of the strategic factors of development of society in the field of educational services. Experience education of foreign students in Ukraine revealed the problems associated with learning in a foreign language environment. Differences in the system of the school education in foreign countries lead to the different educational experience and level of training. Therefore, for each solution of professional tasks in the field of study of discipline should have its own specifics. The level of education and training creates a barrier to quality education, despite the hidden potential of most students. Learning difficulties experienced by the students in foreign countries, require a detailed study of the theory and the technology of education of foreign students. It should have correct substantive, methodological and organizational components of the discipline. The article is dedicated to the question of improvement of quality of fundamental education of foreign students at the technical university. The modern interpretation of visualization in mathematics education as reliance on sensual perception of the information can give the maximum effect in the preparation of foreign students. In the condition of bad language of education, support to the emotional perception of the information increases the efficiency of education of foreign students. Based on the experience of teaching of higher mathematics to foreign students at the technical university, the author characterizes the principle of visibility as the paramount didactic principle of the preparation of foreign students. In principle of visibility the author sees hidden reserve to improve the quality of the classical mathematical preparation of foreign students. The capability of the principle of visibility is to disclose at the optimum combination of visual information with its subsequent discussion.
5
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Virtualization of the Educational Process in the Training of Future Primary School Teachers

63%
Tovkanets A., Tovkanets O.
Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia
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2022
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vol. 35
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issue 1
59-69
PL
Celem artykułu jest uzasadnienie cech wirtualizacji procesu edukacyjnego w kształceniu przyszłych nauczycieli szkół podstawowych w ukraińskim szkolnictwie wyższym. Wykorzystano następujące metody badań naukowych: kwestionariusze i analiza danych statystycznych – w celu wyjaśnienia rozumienia przez wnioskodawców przestrzeni wirtualnej oraz zidentyfikowania zalet i sprzeczności wykorzystania kształcenia na odległość w profesjonalnym kształceniu pedagogicznym; analiza teoretyczna – do określenia głównych podejść teoretycznych do kształcenia na odległość i roli takiego kształcenia w procesie edukacyjnym; uogólnienie – do sformułowania wniosków dotyczących wirtualizacji procesu edukacyjnego w kształceniu przyszłych nauczycieli szkół podstawowych. Okazało się, że wykorzystanie technologii w zdalnym kształceniu zawodowym przyszłych nauczycieli wymaga różnorodnych form, metod i technik wirtualnego wsparcia kształcenia zawodowego i ogólnokulturowego. Nacisk kładziony jest na tradycyjne (zasady świadomości i aktywności uczenia się, systematyczność i konsekwencja, dostępność uczenia się, celowość) i specyficzne (zasady modułowej konstrukcji treści działań edukacyjnych i poznawczych, przejście od uczenia się do samokształcenia, kolektywny charakter uczenia się i uwzględniania indywidualnych cech uczniów) zasady budowania kształcenia na odległość. Określono typy uczniów ze względu na charakter działalności edukacyjnej i odpowiadające im modele zachowań w warunkach kształcenia na odległość. Ujawniane są cechy wirtualizacji środowiska edukacyjnego uniwersytetu podczas szkolenia zawodowego przyszłych nauczycieli: szkolenie w oparciu o metodę projektów; korzystanie z serwisów społecznościowych i innych portali społecznościowych i informacyjnych, które pomagają zwiększać potencjał twórczy i intelektualny w oparciu o samoorganizację, pragnienie wiedzy, umiejętność interakcji z nowoczesną technologią komputerową; rozszerzone możliwości zaangażowania partnerów społecznych i nawiązania współpracy ze środowiskiem naukowym podczas realizacji wspólnego projektu lub przy tworzeniu innowacyjnego produktu komunikacyjnego; stworzenie systemu komunikacji od ucznia do nauczyciela, do międzynarodowego środowiska naukowego, do partnerów, pomagającego podnieść poziom ogólnego rozwoju intelektualnego w realizacji innowacyjnych projektów, a także podtrzymującego zainteresowanie innowacyjnymi, badawczymi, kreatywnymi, niezależnymi działaniami w zakresie tworzenia i realizacji projektów.
EN
The purpose of the article is to substantiate the peculiarities of the virtualization of the educational process in the training of future primary school teachers in Ukrainian higher education. The following methods of scientific research are used: questionnaires and analysis of statistical data – in order to clarify the understanding of the applicants of the virtual space and identify the advantages and contradictions of the use of distance education in professional pedagogical training; theoretical analysis – to determine the main theoretical approaches to distance education and its role in the educational process; generalization – to formulate conclusions on the virtualization of the educational process in the training of future primary school teachers. It is revealed that the use of distance technologies in the professional training of future teachers is active, and requires a variety of forms, methods and techniques of virtual support of professional and general cultural training. Emphasis is placed on traditional (principles of consciousness and activity of learning, regularity and consistency, accessibility of learning, expediency) and specific (principles of modular construction of the content of educational and cognitive activities, the transition from learning to self-education, collective nature of learning and taking into account the individual characteristics of students, the use of collective intelligence) principles of construction of distance education. The peculiarities of virtualization of the educational environment of the university in the professional training of future teachers are revealed: training on the basis of the project method; the use of social services and other social and information portals that help increase creative and intellectual potential on the basis of self-organization, the desire for knowledge, the ability to interact with modern computer technology; expanded opportunities to involve social partners and establish cooperation with the scientific world community during the implementation of a joint project or when creating an innovation and communication product; creating a communication system from the student to teacher, to the international scientific community, to partners, which helps to increase the level of general intellectual development in the implementation of innovative projects, as well as maintains interest in innovative, research, creative and independent activities.
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METODYKA EDUKACJI OSÓB W STARSZYM WIEKU. PODSTAWOWE WSKAZÓWKI I ZASADY

51%
Kilian M.
Forum Pedagogiczne
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2015
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issue 1
171-185
PL
W artykule podjęto temat metodyki nauczania osób w starszym wieku w zakresie: planowania zajęć, określania ich celów, metod, treści, przyswajania wiedzy oraz oceny postępów uczenia się. Szczególną uwagę poświęcono sformułowanym zasadom nauczania seniorów.
EN
The article discusses teaching methodology for older adults within: planning educational activities, defining its purposes, methods, contents, knowledge acquisition and learning progress evaluation. Special attention was paid to the formulated principles of teaching seniors.
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Витоки та становлення Німецького музею видатних досягнень природознавства і техніки

51%
Присяжнюк О. М.
Проблеми всесвітньої історії
|
2021
|
issue 14
179-195
EN
The German Museum of Outstanding Achievements in Natural Science and Technology in Munich was founded in 1903. For three years its founder electrical engineer Oskar von Miller collected an extensive collection of historical and technical exhibits, and in 1906 the museum was opened to the public. The German Museum in Munich demonstrated for the first time that not only artists, but also technicians created masterpieces, not only philosophers, but also inventors had ingenious ideas, not only medieval objects, but also modern technology is a relic. O. von Miller formulated the most important motives and goals of the museum as follows: documentation of the role of technology for the development of society and culture; the implementation of an educational function in the presentation of technology, the achievement of a national status. The didactic principles of organizing exhibitions in the museum served to popularize natural science laws, to visually demonstrate the functional application of technical inventions. The presentation of technical objects was qualitatively different from the exhibition principles of other technical museums. Demonstration of old technologies and historical machines in action was already the norm in museum work. O. von Miller set the task of the museum to explain the technology of manufacturing technical products, such as watches, fabrics, and so on, for which fragments of workshops and factories were reproduced in exhibitions. For the first time in a technical museum, in addition to the traditional chronological display of technical inventions, the principle of operation of machines and apparatus was explained by means of experiments conducted with exhibits by visitors and museum staff. This function was extremely new for the technical museum and was nevertheless carried out mainly by the public, mainly students and young people.
UK
Німецький музей видатних досягнень природознавства і техніки в Мюнхені був заснований у 1903 р. За три роки його засновник електроінженер Оскар фон Міллер зібрав велику колекцію історико-технічних експонатів і у 1906 р. музей був відкритий для публіки. Німецький музей у Мюнхені вперше продемонстрував, що не тільки художники, але й техніки створювали шедеври, не тільки філософи, але й винахідники мали геніальні ідеї, не тільки предмети Середньовіччя, а й сучасна техніка є реліквією. Найважливіші мотиви і цілі музею О. фон Міллер сформулював коротко так: документація ролі техніки для розвитку суспільства і культури; здійснення навчально-виховної функції в уявленні техніки, досягнення музеєм загальнонаціонального статусу. Дидактичні принципи організації виставок в музеї слугували популяризації природно-наукових законів, наочному показу функціонального застосування технічних винаходів. Презентація технічних об’єктів якісно відрізнялася від виставкових принципів інших технічних музеїв. Демонстрація старих технологій і історичних машин в дії вже тоді була нормою музейної роботи. О. фон Міллер ставив завданням музею пояснення технології виготовлення технічної продукції, такої як годинники, тканини тощо, для чого в виставках були відтворені фрагменти майстерень та фабрик. Вперше в технічному музеї крім традиційного хронологічного показу технічних винаходів пояснювався принцип дії машин та апаратів шляхом експериментів, що проводились з експонатами відвідувачами і співробітниками музею. Ця функція була виключно новою для технічного музею і здійснювалася все ж в основному публікою, переважно студентами і молоддю.
8
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Los marcos fundamentales de la integración en el sistema educativo AICLE (CLIL) Parte 21: La perspectiva del profesor

45%
Majewska R.
Forum Filologiczne Ateneum
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2019
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vol. 7
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issue 1
281-300
ES
El artículo constituye la segunda parte de una serie de artículos dedicados a los marcos fundamentales de integración en el sistema educativo CLIL. Al principio, se ha vuelto a presentar el concepto original de la autora de los cuatro marcos de integración en CLIL, ordenados de acuerdo con la perspectiva del estudiante. A continuación, la autora analiza en detalle el segundo marco, es decir, el de carácter didáctico y pedagógico (actuación del profesor) y analiza los principales aspectos de la integración didáctica en CLIL: (1) por la terminología, (2) por el discurso, (3) por las tareas basadas en el procesamiento profundo de los contenidos (4) por las comparaciones interculturales, (5) por el andamiaje con el uso de materiales auténticos. Finalmente, se presentan las conclusiones.
EN
The article constitutes the second part of a series of articles pertaining to the basic perspectives of integration in CLIL educational system. At the beginning, the author’s original concept of four perspectives of integration in CLIL was presented, ordered according to the student’s perspective, the present didactic and pastoral perspective, i.e. the teacher’s. In the subsequent part of the article the author discusses in detail the second perspective, as well as indicates the main aspects of didactic integration in CLIL: (1) by terminology, (2) by discourse, (3) by higher order processing tasks, (4) by intercultural comparison, (5) by authentic materials’ scaffolding. Finally, the conclusions are presented.
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