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Ein didaktischer Vorschlag für das Unterrichten von bilateralem Dolmetschen in der Sprachkombination Spanisch-Deutsch

100%
LIMBACH C.
Glottodidactica
|
2017
|
vol. 44
|
issue 2
97-113
DE
Up to the present day, only a few articles have dealt with the didactics of liaison interpreting. This particular one aims to contribute to a didactic basis, offering a practical approach to consecutive liaison interpreting for the German-Spanish language pair. It will place a special focus on role plays and preliminary practical exercises. With the help of role plays, students are able to identify, acquire and apply the skills and strategies necessary for liaison interpreting. Moreover, role plays offer students the opportunity to observe and evaluate the complete process of interpreting. Giving students the task of fictitious interpreting assignments with directed progression of difficulties, which the students prepare beforehand and which are simulated in the lessons, creates a certain dynamic in class. This motivates students to successfully approach any difficulties when acquiring interpreting competences and then to overcome them
2
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Methods of communicative competence formation of future specialists in the field of law during the study of psychological and pedagogical disciplines

88%
KOZHEMIAKO N.
Edukacja-Technika-Informatyka
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2013
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vol. 4
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issue 1
413-417
XX
The article deals with methods of communicative competence future lawyer in the study of psychological and pedagogical disciplines.
3

Creative Drama in Support Therapies for Children with Learning Disorders

88%
Kollárová D.
Acta Technologica Dubnicae
|
2013
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vol. 3
|
issue 1
73-85
EN
The paper familiarizes the reader with the output of the project titled Support Therapies for Children with Learning Disorders which we implemented at an elementary school. It describes the individual therapy types which were used and which can, to certain extent, help the pupils with special educational needs. The paper focuses on our experiences with the use of creative drama elements and drama therapy with 5th - 9th grade pupils. It presents the acquired qualitative data which show the reader the specifics of the educational process and public presentation of pupils with learning and behaviour disorders.
4

ТЕОРЕТИЧНІ ЗАСАДИ ТА МЕТОДИЧНІ АСПЕКТИ ІНШОМОВНОЇ ПІДГОТОВКИ ВИКЛАДАЧІВ-ПРЕДМЕТНИКІВ ВНЗ ДО ПОДАЛЬШОЇ УЧАСТІ В МІЖНАРОДНИХ ПРОЕКТАХ В УМОВАХ ІННОВАЦІЙНОГО РОЗВИТКУ ОСВІТНЬОГО ПРОСТОРУ

75%
Мединська С.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 3(47)
407-416
EN
The article deals with the issues of effective foreign language training of the lecturers teaching the core subjects at higher educational institutions of economic specialization in Ukraine for their further participation in the international scientific and educational projects under the conditions of innovative development of educational opportunities. To achieve the objective of analyzing the peculiarities of the adult approach to foreign language learning and providing methodological principles for foreign language training such research methods as critical analysis of scientific pedagogical and psychological publications, scientific observation, testing, methodical experiment as well as analysis and synthesis are used. The peculiarities of the adult approach to foreign language learning («second language acquisition»), its strengths and constraints as well as optimal conditions of immersion in the foreign language environment are considered. The existing methods and approaches to teaching foreign languages applied to would-be experts in a particular sphere are analyzed so that the methodological principles for teaching lecturers, i.e. experienced and highly qualified experts, are formulated taking into consideration the psychological, social and linguistic factors among whichthere should be mentioned rich teaching experience, proneness to perfectionism, constant linguistic comparative analysis, lack of given information in case studies for making economically grounded decisions and solving the problem, priority of authority. Optimal organization of the teaching process based on the foreign educational resources taking into account specifics of assessment and testing of the specified category of the students including impossibility of applying the traditional system of grades due to its educational limitations, professional ethics and a system of subordination is offered. Since the international projects with the Ukrainian scientists and lecturers participating in them are getting increasingly common in the process of innovative development of the educational sphere this direction involves intensive learning English as a language of international communication and requires particular attention to creating and pursuing specific teaching strategies and cost-effective approaches which need further methodological development.
5
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Kształtowanie empatii i uczuć moralnych u dzieci w wieku przedszkolnym metodami dramy

63%
Szafrańska K.
Edukacja Elementarna w Teorii i Praktyce
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2016
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vol. 11
|
issue 3(41)
255-266
PL
Celem niniejszego artykułu jest przedstawienie koncepcji M.L. Hoffmana dotyczącej powiązania empatii z uniwersalnymi etapami rozwoju moralnego, koncentrującej się wokół rozwoju kształtowania się poczucia winy i internalizacji moralnej. Hoffman twierdzi, że rozwój poznawczy jest ściśle związany z rozwojem empatii, a w szczególności rozwojem uczuć moralnych. Przetwarzanie semantyczne wymaga większych umiejętności niż mimikra, kojarzenie czy warunkowanie. Przyjmowanie ról zapewnia zastępcze doświadczenie emocjonalne poprzez postawienie się w sytuacji kogoś innego. Procesem społeczno-kognitywnym, który wskazuje na to, że dana osoba potrafi się wczuć w myśli, uczucia i intencje innej osoby, jest właśnie umiejętność przyjęcia roli. Aktywność w zabawie oparta jest na obserwacji prawdziwego życia (kultury), a jej scenariusze pomagają w poznaniu socjokulturowych konwencji. Drama w edukacji oferuje dzieciom możliwość rozumienia i rozpoznawania emocji i stanów mentalnych innych ludzi, co sprzyja rozwojowi empatii i uczuć moralnych. Szczególna wartość dramy polega na tym, że jest pomocna w rozwijaniu teorii umysłu, uczy dzieci narracji i dialogowania, co sprawia, że zabawa nabiera nowych znaczeń.
EN
Moral and prosocial behavior determines our relations with other people. Martin L. Hoffman’s concept of the link between empathy and the universal stages of moral development focuses on the development of empathy, guilt and moral internalisation. Hoffman claims that cognitive development is closely linked to the development of empathy and to the development of moral sentiments in particular. Semantic processing requires more skills than mimicry, association or conditioning. There are five stages in the parallel cognitive and empathy development in children: a newborn’s reactive cry, egocentric empathic distress, quasi-egocentric empathic distress, veridical emphatic distress and empathy for another’s experience beyond the immediate situation. Role-taking provides a substitute emotional experience by putting oneself in the other’s place. The role-taking ability is the social-cognitive process which indicates that a given person is able to enter into another’s thoughts, feelings and intentions. The activity is based on the observation of real life (culture) and the scenarios help understand sociocultural conventions. Drama in education offers an opportunity for children to understand and recognize the emotions and mental states of other people. The most valuable feature of drama is that it helps develop theory of mind and children can learn to narrate and dialogue. As a result, a game takes on a new significance.
6
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Praca podczas studiów i jej wpływ na zmianę w rolach społecznych studenta uniwersytetu. Zarys problematyki

45%
Zielińska M.
Acta Universitatis Lodziensis. Folia Sociologica
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2017
|
issue 62
11-29
EN
Earning a living during the time of study is slowly becoming the norm in Polish reality. Economic activity is increasingly being added to student life and activity. There are many different motivations for earning a living. Most often it is the desire to improve one’s own economic situation. Increasingly, however, work is being undertaken by young people in order to gain professional experience that can be demonstrated in their efforts for better post-graduate work and CV placement. The main purpose of the article is to try to answer the question of whether and to what extent work during study influences the basic role and other social roles of a student. Empirical data achieved in course of research conducted among students of University of Zielona Góra in 2015.
PL
Praca zarobkowa podczas studiów powoli staje się normą w polskiej rzeczywistości. W życie i aktywność studencką coraz częściej wpisana jest aktywność ekonomiczna. Różne są motywacje podejmowania pracy zarobkowej. Najczęściej jest to chęć poprawienia własnej sytuacji ekonomicznej. Coraz częściej jednak praca podejmowana jest przez młodych ludzi w celu uzyskania doświadczeń zawodowych, którymi można wykazać się w staraniach o lepszą pracę po studiach i umieścić je w CV. Głównym celem artykułu jest próba odpowiedzi na pytanie, czy i w jakim zakresie praca podczas studiów wpływa na podstawową rolę i inne role społeczne studenta. Dane empiryczne pochodzą z badań zrealizowanych wśród studentów Uniwersytetu Zielonogórskiego w 2015 roku.
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