Search results

1

ЕСТЕТИЧНИЙ ІДЕАЛ ВИХОВАНКИ ІНСТИТУТУ ШЛЯХЕТНИХ ДІВЧАТ

100%

Чорновол Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 5(49)

86-94

EN

The article deals with the process of establishing aesthetic ideal of pupils of the Institute for Noble Maidens in Ukraine in the context of the retrospective approach to female education leading national and European educators and thinkers. It was found out that at the beginning of the nineteenth century reigned two approaches to the interpretation of educational ideal of female education, including conservative and democratic. Already in the mid-nineteenth century during the official (conservative) education (G. Appelrot, M. Katkov, P. Oldenburhskyy, M. Pogodin, Y. Rostovtsev, D. Tolstoy) ideal of female pupils educational institution based on the values of aristocratic culture, religion and identity theory of official nationality. The main thesis of publicists of conservative orientation – female through natural properties must dominate; only area of self of the «ladies» – the family, and the main purpose – the birth of children. The attention in the proposed article is drawn to the spiritual virtues and moral character requirements for the individual of noble maidens in the context of the traditional distribution of social roles. Graduate of Institute of Noble Maidens was the bearer of the ideal of nobility and purity, she believed in what this ideal would be realized, despite the difficulties and hardships of real life, taking them consistently without murmurings and bitterness. In the society the graduate of the institute was fun and relaxed, impressed by refined taste and rich imagination, witty remarks, sophistication and charm of «subtle mind». And to encourage the acquisition of a certain set of «secular virtues», many of which coincide with the most important Christian virtues: humility management, mutual courtesy, meekness, temperance equal friendly behavior, clean, prone to heart goodness and righteousness and worthy of noble modesty and special generosity, she should be separated from all that had signs of pride and selfishness. Schoolmiss was an example. All these features we can find in the best pupils of the Institute for Noble Maidens. In particular, the principal provisions and statutes on governing the education of girls at the Institute for Noble Maidens were analyzed. The views of leading figures on educational objectives of the educational process in women’s educational institutions were characterized. It is highlighted that as domestic and private education of girls get into character, the ideal model of training was the institute.

2

Experience in using information communication technology during lessons in general education schools

100%

Indrašienė V., Merfeldaitė O., Railienė A., Jegelevičienė V.

The New Educational Review

|

2015

|

vol. 40

97-108

EN

Contemporary school is inconceivable without the integrated interactive learning tools and information communication technologies (hereinafter referred to as ICT) in the education process. However, according to research, ICT integration in the learning process is insufficient. The aim of this research is to analyse the experience of pedagogues in using ICT during lessons.

3

ФОРМУВАННЯ МЕТОДИЧНИХ УМІНЬ У МАЙБУТНІХ ВИКЛАДАЧІВ ДЛЯ ЗАСТОСУВАННЯ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

88%

Борисова А.

Педагогічні науки: теорія, історія, інноваційні технології

|

2014

|

issue 5(39)

216-224

EN

Active implementation of information technologies in higher education has become the leading tendency of modern time. Information technologies in the article are considered as forms and methods of information transfer through the newest facilities and tools. Due to information technologies a future teacher can work in his own rhythm and in accordance with his demands. It is pointed out that large possibilities in the increase of efficiency of the teaching process and methodological activity of the teacher in the education process give information technologies. Most fully their capabilities are disclosed for use in the classroom. Information technologies give future teachers an access to electronic-methodological material, they can work in a communicative environment in real time or choose facilities that will give an opportunity to create and check the message. Information education technologies are perspective enough for the increase of creative activity of all the participants of the education process. A future teacher leaves the position of an object of teaching, recipient of the prepared educational information, and becomes the active subject of learning, he can independently obtain necessary information and acquire necessary methodological abilities, he is able to find, construct the necessary for this purpose techniques. The author analyzes the prerequisites that should encourage the teacher to use information technologies effectively, namely: the necessary facilities (computers, hardware, software); information culture of the teacher that involves the mastery of specific skills by the teacher, which testify to his mastery of the computer as an average experienced user; significant educational experience; knowledge of techniques for the effective use of computer programs; the availability of appropriate pedagogical software, that meet the requirements of the educational programs of these disciplines. The use of information technologies provides an opportunity to address such topical issues as the use in learning the achievements of advanced information technologies; improvement of skills of independent work of students in the information databases and the Internet; improving education, improving the learning of students, the opportunity to make the learning process more interesting and informative.

4

Measuring of educational service quality (focused on universities)

88%

Kamoďa J.

Acta Technologica Dubnicae

|

2011

|

vol. 1

|

issue 1

47-59

EN

This paper deals with common problems in the process of education at the university level. It focuses on the quality of education process. The aim of this paper is to determine the principal criteria of the quality measurement of the education service.

5

PROPOSALS FOR CHANGES IN DIDACTICAL COOPERATION IN THE ASSESSMENT OF STUDENTS AND TEACHERS

75%

Krajewska A.

Zeszyty Naukowe Wyższej Szkoły Humanitas. Pedagogika

|

2018

|

issue 17

177-188

EN

The presented results are a selected, small fragment of more extensive research. The subject of research here are proposals for changes in didactical cooperation of teachers and students in their assessment. The aim of the analyzes is to present the proposed changes in didactical cooperation in the phases of the education process and their justifications expressed by students and teachers in open statements as well as the formulation of conclusions.

PL

Prezentowane wyniki są wybranym, niewielkim fragmentem obszerniejszych badań. Przedmiotem badań są tu propozycje zmian we współdziałaniu dydaktycznym nauczycieli i studentów w ich ocenie. Celem analiz jest przedstawienie proponowanych zmian we współdziałaniu dydaktycznym w fazach procesu kształcenia i ich uzasadnień wyrażonych przez studentów i nauczycieli w otwartych wypowiedziach oraz sformułowanie wniosków.

6

Show issue Year 2018 Volume 10 Issue 2 The quality of education in higher education (a perspective of an organisational game)

75%

Korybski A.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

168-184

EN

The quality of education in higher education concerns both the process of education and higher education as a good produced as a result of education processes. In the last several dozen years, the quality of education has become a major issue dealt with as part of public policy in the area of higher education both in the dimension of particular countries participating in the Bologna Process, and in the European Higher Education Area. As a result, social sciences have shown more interest in education processes in higher education, with managing the quality of education becoming one of the ideas central to the matter. Studies into the quality of education are conducted nowadays by representatives of many social sciences, adopting many different research approaches. The research approach proposed in this article refers to the organisational game concept and draws on the assumptions and the notional apparatus of the so-called decision-making approach as regards making public decisions. A particular assumption that has been made is that the activity of entities involved in the process of education and performing different roles therein (public authorities, higher education institutions and their associations, accreditation agencies and other institutions assessing the quality of higher education, the so-called stakeholders of higher education institutions) can be described and explained as decisions of players playing multiplayer and multilevel games for the organisation of education processes and for higher education. Games for education processes and for higher education are currently played not only in the hierarchical structure of the state, but also in a broader organisational perspective, which is the European Higher Education Area. Managing the quality of education in this area is not controlled top-down, and involves mainly arranging some binding and guiding institutional solutions which are to lead to an increased competitiveness of education processes and higher education offered by European higher education institutions.

7

ПРОФЕСІОНАЛІЗМ ДІЯЛЬНОСТІ ІНЖЕНЕРА-ПЕДАГОГА: АСПЕКТ СУБ’ЄКТ-СУБ’ЄКТНОЇ ВЗАЄМОДІЇ

75%

Керницький О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

issue 6(60)

166-176

EN

The problems and contradictions in training future engineers, factors and circumstances of their educational activities in terms of subject-subject interaction are revealed. The notion of “professional teacher”, its nature and structure, stages are characterized. The professiogram of an engineer-teacher, his major operations and functions, the success of which depends on subject-subject interaction of the participants in the educational process are considered. In studies were used the following methods: theoretical and empirical analysis, synthesis, comparison, generalization – to explore scientific sources, materials of theoretical research, regulatory and legal framework in order to learn from the experience of vocational education, the concepts of professional education, improvement and further analysis of the studied phenomena; content analysis, abstraction – to clarify and specify conceptual and categorical apparatus on the formation of future engineers, teachers’ willingness to subject-subject interaction. The main features of the professional activity of an engineer-teacher are compared to such of the teachers of middle and high school, namely: it is close to real conditions of production; teacher’s communication is more specific and practical;it has professional character, different direct professional orientation, objectivity, interest and so on. In such circumstances, public demand for a professional future engineer-teacher, his willingness to subject-subject interaction becomes obvious. It is emphasized that the system of vocational education today sets requirements to the modern engineers-teachers that should master not only specialized training and be highly competitive specialists in high-tech industries, capable of practical application of acquired knowledge and skills in their professional activities, but also be able to apply subject-subject interaction in the future educational activities, because development of personal sphere of the future specialist takes place under the influence of not only educational process but also subject-subject interaction between them and teachers. A promising area of study is considered to be the selection of methods of teaching students based on their subjectivity.

8

Zaangażowanie studentów w proces kształcenia uniwersyteckiego

75%

Kromolicka B.

Pedagogika Szkoły Wyższej

|

2016

|

issue 2

EN

In the common view, modern universities have lost their dominant position in education process of future generation. Higher education policy, which have caused devaluation of education itself, is considered to be the main reason for this situation. As a consequence, one of the most popular belief relating to academic education is a thesis, that universities educate future unemployed and their certifcates have, if at all, a little value on the labour market. As a result, this opinion influences the expectations from academic staff at the university, which is considered to be responsible for lack of high education level and low student engagement. The article presents selected data, showing student approach towards academic education, with an indication of the main grounds for lack of involvement both on student and teacher side.

9

Szkoła katolicka w trosce o klimat aksjologicznego wzrostu. Retrospekcja w świetle wybranych dokumentów Magisterium Kościoła

63%

Czupryk R.

Resovia Sacra : Studia Teologiczno-Filozoficzne Diecezji Rzeszowskiej

|

2019

|

issue 26

43-54

EN

The article discusses the specificity of the functioning of a Catholic school in the light of selected documents of the Church’s Magisterium. The content-related remark was essentially returned to the value of the “axiological climate of a school”, which creates the optimal space for development and progress of pupils and students. The central intuition of the Catholic school is integral upbringing, i.e. care for the unity of elements inherent to a person with what is supernatural and has its source in God’s grace. The personal development of students is integral if the physical, spiritual, intellectual and religious spheres combine in a harmonious way. The educational environment of the school creates attitudes, shapes the mind, implements in social life. It helps young people to grow in humanity. Raising values is undoubtedly the most real challenge for the Catholic school.

10

Partycypacja pracownicza w modyfikacji nauczania projektowania na kierunku architektura (analiza przypadku)

63%

Grabus M., Pęczek G.

Przestrzeń, Ekonomia, Społeczeństwo

|

2021

|

issue 19/I

113-137

EN

This paper describes actions taken during the process of preparing the concept of modification of design teaching method in the architecture program in the Faculty of Architecture, Engineering and Art at the Sopot University of Applied Sciences. The essence of the actions taken was the introduction of integrated teaching in the architecture program in conditions as close to professional as possible. For this purpose the courses were divided into leading and supporting ones, as well as a new course layout was proposed, which reflects a real-life relationship between the leading branch designers (architecture, urban planning) and other branches (structural design, installations, building legislation, construction). As a result of the actions taken: 1. the precise division between leading and supporting courses was made; 2. courses layout on semesters 3-7 was modified; 3. a set of 25 syllabi covering 875 teaching hours plus 25 course sheets were prepared. Due to inevitability to sensitize students to the need for an architect to cooperate with other architects and branch designers, the described activities were performed by employees and associates of SSW under the conditions of full autonomy and trust of the university authorities, using the principles of employee participation.

PL

Artykuł przedstawia działania podjęte na etapie opracowania koncepcji modyfikacji metody nauczania projektowania na kierunku architektura na Wydziale Architektury, Inżynierii i Sztuki Sopockiej Szkoły Wyższej. Istotą podjętych działań było wprowadzenie zintegrowanego nauczania na kierunku architektura w warunkach jak najbardziej zbliżonych do realiów zawodowych. W tym celu wprowadzono podział przedmiotów na wiodące oraz wspierające, a także zaplanowano nowy układ przedmiotów, odwzorowujący realną relację między projektantami branży wiodącej (architektura i urbanistyka) oraz innymi obszarami (konstrukcje, instalacje, prawo budowlane, budownictwo). W efekcie podjętych działań: 1. doprecyzowano podział na przedmioty wiodące oraz przedmioty wspierające; 2. zmodyfikowano układ zajęć w ramach semestrów 3–7; 3. przygotowano 25 sylabusów dla 875 h zajęć oraz 25 kart zajęć odpowiadających określonym przedmiotom. Ze względu na potrzebę wyczulenia studentów na konieczność współpracy architekta z innymi architektami oraz projektantami z poszczególnych branż, opisane działania zostały wykonane przez pracowników i współpracowników SSW w warunkach pełnej autonomii i zaufania ze strony władz uczelni, z wykorzystaniem zasad partycypacji pracowników.

11

Trójskładnikowa koncepcja postawy człowieka wobec wykorzystywania e-learningu w procesie kształcenia

63%

TUCZYŃSKI K., WALAT W.

Edukacja-Technika-Informatyka

|

2019

|

vol. 10

|

issue 3

209-214

PL

Treść opracowania w głównej mierze została ukierunkowana na określenie trójskładnikowej koncepcji postawy, której poszczególne komponenty stanowią integralną część życia człowieka. Za pośrednictwem każdego z omówionych w artykule komponentów dokonać można szczegółowej analizy postawy wobec wykorzystywania e-learningu w procesie kształcenia.

EN

The content of the publication is mainly aimed at defining a three-component concept of attitude, whose individual components are an integral part of human life. Through each of the components discussed in the article, a detailed analysis of the attitude towards the use of e-learning in the educational process can be made.

12

Digital Works jako narzędzie wspomagające kształcenie inżynierów informatyki w zakresie symulacji cyfrowych układów logicznych

63%

GAUDA K.

Edukacja-Technika-Informatyka

|

2019

|

vol. 10

|

issue 3

251-256

PL

W artykule poruszone są zagadnienia związane z miejscem i rolą architektury komputerów w procesie kształcenia informatycznego studentów. W dalszej części ukazane są przykładowe możliwości wykorzystywania aplikacji Digital Works w zakresie projektowania, budowy i symulacji cyfrowych układów sekwencyjnych.

EN

The article discusses the place and role of computer architecture in the process of IT education of students. In addition, examples of the possibilities of using Digital Works applications in the field of design, construction and simulation of digital sequential circuits are shown.

13

Realizacja funkcji wychowawczej rodziny na przestrzeni trzech epok – wprowadzenie w problematykę zagadnienia

63%

Dolata D.

Wychowanie w Rodzinie

|

2016

|

vol. XIV

|

issue (2/2016)

57-69

EN

Nowadays, the education process becomes more flexible, and in connection with intense socio-cultural changes, more and more difficult to implement. Certainly this is due to the dynamics of life of the members of the family system who, instead of with each other, increasingly live side by side, fulfilling themselves in the professional level, but not always in a personal level. But this has not always been so. As a result, the objective of this article is to introduce the problems of evaluating the importance and practice of the educational process in families over the pre-industrial, industrial and post-industrial era, and show the result of its strong ties with the socio-cultural and economic processes, which were current at that time and are currently today too.

PL

Współcześnie proces wychowania staje się coraz bardziej elastyczny i w związku z intensywnymi zmianami społeczno-kulturowymi, coraz trudniejszy w realizacji. Z pewnością wynika to z dynamiki życia członków systemu rodzinnego, którzy zamiast ze sobą, coraz częściej żyją obok siebie, realizując się w płaszczyźnie zawodowej, a nie zawsze w płaszczyźnie prywatnej. Nie zawsze jednak tak było. W związku z czym celem niniejszego artykułu będzie wprowadzenie w problematykę ewaluowania znaczenia i praktykowania procesu wychowawczego w rodzinach, na przestrzeni epoki preindustrialnej, industrialnej oraz postindustrialnej, a w rezultacie ukazania jego silnych związków z procesami społeczno-kulturowo-ekonomicznymi, jakie miały wówczas oraz mają aktualnie miejsce.

14

Jakość kształcenia w szkolnictwie wyższym (perspektywa gry organizacyjnej)

51%

Korybski A.

Krytyka Prawa. Niezależne studia nad prawem

|

2018

|

vol. 10

|

issue 2

149-167

EN

The quality of education in higher education concerns both the process of education and higher education as a good produced as a result of education processes. In the last several dozen years, the quality of education has become a major issue dealt with as part of public policy in the area of higher education both in the dimension of particular countries participating in the Bologna Process, and in the European Higher Education Area. As a result, social sciences have shown more interest in education processes in higher education, with managing the quality of education becoming one of the ideas central to the matter. Studies into the quality of education are conducted nowadays by representatives of many social sciences, adopting many different research approaches. The research approach proposed in this article refers to the organisational game concept and draws on the assumptions and the notional apparatus of the so-called decision-making approach as regards making public decisions. A particular assumption that has been made is that the activity of entities involved in the process of education and performing different roles therein (public authorities, higher education institutions and their associations, accreditation agencies and other institutions assessing the quality of higher education, the so-called stakeholders of higher education institutions) can be described and explained as decisions of players playing multiplayer and multilevel games for the organisation of education processes and for higher education. Games for education processes and for higher education are currently played not only in the hierarchical structure of the state, but also in a broader organisational perspective, which is the European Higher Education Area. Managing the quality of education in this area is not controlled top-down, and involves mainly arranging some binding and guiding institutional solutions which are to lead to an increased competitiveness of education processes and higher education offered by European higher education institutions.

PL

Jakość kształcenia w szkolnictwie wyższym dotyczy zarówno procesu kształcenia, jak i wykształcenia wyższego jako dobra wytwarzanego w procesach kształcenia. W ostatnich kilkudziesięciu latach stała się zasadniczym problemem polityki publicznej w obszarze szkolnictwa wyższego w wymiarze poszczególnych państw uczestniczących w Procesie Bolońskim i w Europejskim Obszarze Szkolnictwa Wyższego. W konsekwencji wzrosło także zainteresowanie nauk społecznych procesami kształcenia w szkolnictwie wyższym, a jedną z centralnych idei stało się zarządzanie jakością kształcenia. Badania nad jakością kształcenia są prowadzone przez przedstawicieli wielu nauk społecznych, przy użyciu różnorodnych podejść badawczych. Proponowane w artykule podejście badawcze nawiązuje do koncepcji gry organizacyjnej i wykorzystuje założenia oraz aparat pojęciowy tzw. podejścia decyzyjnego w odniesieniu do podejmowania decyzji publicznych. W szczególności przyjęto założenie, że działania podmiotów uczestniczących w różnych rolach w procesie kształcenia można opisywać i wyjaśniać jako decyzje graczy uczestniczących w wielopodmiotowych oraz wielopoziomowych grach o organizację procesów kształcenia oraz o wykształcenie wyższe. Gry o procesy kształcenia oraz o wykształcenie wyższe są obecnie toczone nie tylko w hierarchicznej strukturze państwa, ale również w szerszej strukturze organizacyjnej, jaką jest Europejski Obszar Szkolnictwa Wyższego. Zarządzanie jakością kształcenia w tym obszarze nie jest sterowane odgórnie i polega przede wszystkim na uzgadnianiu wiążących, kierunkowych rozwiązań instytucjonalnych, jakie mają prowadzić do wzrostu konkurencyjności procesów kształcenia i wykształcenia wyższego oferowanego przez europejskie szkoły wyższe.

15

Nauczyciel w zmieniającej się rzeczywistości edukacyjnej

45%

Kutrowska B.

Szkoła - Zawód - Praca

|

2017

|

issue 14

37-51

PL

Charakterystyczną cechą naszych czasów są stale rosnące wymagania wobec ludzi. Stawiane są one coraz częściej we wszystkich dziedzinach naszego życia. Tendencja ta uzewnętrznia się bardzo wyraźnie w stosunku do poczynań edukacyjnych. Nauczyciel to zawód o wysokim stopniu złożoności, a w związku z tym i przygotowanie do niego musi być staranne, wielostronne i sensownie rozłożone w czasie.

EN

A characteristic feature of our times are the ever-increasing demands on people. They are increasingly involved in all areas of our lives. This trend manifests itself very clearly in relation to educational activities. Teacher is a profession of a high degree of complexity, and therefore preparation for it must be careful, multilateral and reasonably distributed over time.

Refine search results

ЕСТЕТИЧНИЙ ІДЕАЛ ВИХОВАНКИ ІНСТИТУТУ ШЛЯХЕТНИХ ДІВЧАТ

Experience in using information communication technology during lessons in general education schools

ФОРМУВАННЯ МЕТОДИЧНИХ УМІНЬ У МАЙБУТНІХ ВИКЛАДАЧІВ ДЛЯ ЗАСТОСУВАННЯ ІНФОРМАЦІЙНИХ ТЕХНОЛОГІЙ

Measuring of educational service quality (focused on universities)

PROPOSALS FOR CHANGES IN DIDACTICAL COOPERATION IN THE ASSESSMENT OF STUDENTS AND TEACHERS

Show issue Year 2018 Volume 10 Issue 2 The quality of education in higher education (a perspective of an organisational game)

ПРОФЕСІОНАЛІЗМ ДІЯЛЬНОСТІ ІНЖЕНЕРА-ПЕДАГОГА: АСПЕКТ СУБ’ЄКТ-СУБ’ЄКТНОЇ ВЗАЄМОДІЇ

Zaangażowanie studentów w proces kształcenia uniwersyteckiego

Szkoła katolicka w trosce o klimat aksjologicznego wzrostu. Retrospekcja w świetle wybranych dokumentów Magisterium Kościoła

Partycypacja pracownicza w modyfikacji nauczania projektowania na kierunku architektura (analiza przypadku)

Trójskładnikowa koncepcja postawy człowieka wobec wykorzystywania e-learningu w procesie kształcenia

Digital Works jako narzędzie wspomagające kształcenie inżynierów informatyki w zakresie symulacji cyfrowych układów logicznych

Realizacja funkcji wychowawczej rodziny na przestrzeni trzech epok – wprowadzenie w problematykę zagadnienia

Jakość kształcenia w szkolnictwie wyższym (perspektywa gry organizacyjnej)

Nauczyciel w zmieniającej się rzeczywistości edukacyjnej