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ENRICHMENT OF THE CONTENT OF EDUCATIONAL ACTIVITIES OF TEENAGERS WITH EDUCATIONAL MATERIAL RELATED TO THE COVERAGE OF WAYS OFACHIEVING HAPPINESS AS APERSONAL SELF-REALIZATION

100%
Uvarova T.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 10(74)
77-86
EN
The article highlights the stages and content of research and experimental work on the realization of pedagogical conditions offormation in teenagers of the notions of happiness as personal self-realization. The essence of the concept “pedagogical conditions” is specified. Pedagogical conditions for the formation in teenagers ideas about happiness as personal self-realization are determined and theoretically grounded. The process of enriching the content of educational activity of teenagers’ educational material related to the coverage of the ways to achieve human happiness in life is reviewed. The list of educational disciplines in the process of studying of which the students’ interest in the problem of happiness has become more active is given in the article. It became possible to include additional materials on the named topic. The examples of questions and problems with the help of which it was established which basic ideas about happiness have pupils are given, what were the prevailing ideas about happiness at different stages of society’s development, what is the essence of the phenomenon of happiness from the position of modern science and with the support of concrete examples from the life of real people, the conditions and circumstances that contribute to a sense of happiness, as well as the ways to achieve it. The forms of work with sources of various information about happiness are described: preparation of reports, organization of discussions, round tables and game-discussions on the lessons of Ethics and Health Basics; reading and discussion of literary texts of different genres and types provided by the school curriculum in such disciplines as Ukrainian literature and Foreign literature; listening to classical music, singing songs in Ukrainian and English; enrichment of emotional and aesthetic experience during perception of the surrounding world, interpretation and evaluation of works of fine art and the like. The process of formation teenagers’ ideas of happiness as a personality’s self-realization continued during the realization of the second condition, aimed at organization of extracurricular cognitive activity with the purpose of forming in teenagers the notion of happiness as personal self-realization, as well as the third condition – attracting schoolchildren to communication and socially useful activities as a means of ensuring their personalization and stimulating their sense of happiness from the results of their work. It is proved that realization of certain and theoretically grounded pedagogical conditions contributes to the increase in the effectiveness of the process of forming in teenagers the notion of happiness as personal self-realization.
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Da oder weil, daher oder deswegen? / Weil es nicht zielsprachenadäquat ist…? Deswegen! Zielsprachenadäquate Ausdrücke von Kausalität in L1- und L2-Texten im Deutschen

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LAURENTZEN C., JENTGES S.
Glottodidactica
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2017
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vol. 44
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issue 2
41-57
DE
Grammar books for L2-learners mostly follow grammatical themes, e.g. sentence – verb – conjunctions. However, when a L2-learner composes a text, he will probably focus more on the function he wants to express than the form he wants to use. In this article, functionality versus grammatical categories will be discussed in order to answer the question, whether and – if so – how German and Dutch students differ in their way of expressing causality in academic writing. An analysis of German Bachelor’s and Master’s theses written by German and Dutch students showed differences between these groups in their use of subcategories (word classes) and specific words for expressing causality. The absence of a functional structure and specific information about the use of causal connectives in grammar books can therefore be regarded asan important cause for these findings. Especially for advanced L2-learners of German it seems recommendable to organize grammar books to put a greater focus on function (rather than form).
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НЕСТАНДАРТНИЙ ПОСІБНИК ЯК ЗАСІБ АКТИВІЗАЦІЇ НАВЧАЛЬНО-ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ УЧНІВ У ПРОЦЕСІ ВИВЧЕННЯ АЛГЕБРИ У 8 КЛАСІ

100%
Волчаста М.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 5(39)
225-234
EN
This article analyzes the role of non-standard textbook as an effective means of enhancing the educational-cognitive activity of students in the study of algebra in the 8th grade. A brief characteristic of the textbook-interlocutor of algebra for 8th grade is provided. Some fragments from it as an example are given. It is indicated that the experimental results confirm the effectiveness of the use of this textbook in the learning process. The created textbook-interlocutor is a means of ensuring not only structural, thorough, conscientious study of algebra in the 8th grade, but also a means of motivation and enhancing the educational-cognitive activity.It can be used by teachers to prepare and teach lessons; by pupils at the lessons, particularly during independent work, and by students in the study of the techniques of algebra the 8th grade, and can also be a reliable helper for parents of eighth-graders. E-book consists of a cover, navigation map, consisting of six buttons and a window to view the selected material. Structural components of the navigation buttons: «Glad to meet» – brief information about the authors, the structure of the textbook; «From authors» – a kind of introduction about the purpose of the textbook-interlocutor, the explanation of icons, symbols; «Learning together» – contains a list of lessons where the student can, when necessary, open the theoretical or practical material; «View presentations» – systematic list of all the media clips in accordance with the lessons; «Check your knowledge» – block, which consists of tasks for the current or final control of knowledge and skills of the students; «Learn more» hyperlink on the Internet sources with additional material for those who are interested in mathematics and want to know more.Convenient system of navigation and hyperlinks let easily get around the blocks and the modules of the section and choose individual learning trajectory. The textbook-interlocutor, as shown by the results of experimental studies contributes to the development of creative thinking of students, enhances the interest in the educational book, and provides the organization of independent work. The author has created similar textbooks in mathematics for the 5 – 6th grade, algebra for the 7th grade, and we are working to create similar textbook-interlocutor in algebra for the 9th grade.
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