Wyniki wyszukiwania - Biblioteka Nauki

1

DEVELOPMENT OF SYNTAX THEORIES (METHODOLOGIES) AND SYNTAX TEACHING AT SCHOOL AND UNIVERSITY LEVEL (Rozwój teorii (metodologii) skladniowych a szkolne i uniwersyteckie nauczanie skladni)

100%

Strokowski W.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2009

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nr 1(7)

235-251

EN

The text aims at showing the relation between contemporary description of syntax in theoretical linguistics and at school. The author indicates the need of modernisation of school model by using achievements of classical (also structuralistic) and the newest (cognitive) linguistics. He recalls different models of syntax description. Some of their solutions might be used at school, but the last one still bases on the model proposed by Klemensiewicz. The article contains also the results of a questionnaire concerning teaching of syntax at Polish universities. The main tendency is called by the author 'eclectic teaching' and results from the fact that base syntactic models (traditional, generative, distributive and semantic) were found to be incomplete. He compares the terms from 'Podstawa programowa ksztalcenia ogólnego' (Program basis of general education) and 'Wyklady polskiej skladni' (Lectures on Polish syntax) by Grzegorczykowa and postulates that teaching of syntax at school and at university should become more similar.

2

DIDACTICS OF NATIVE LANGUAGE AND GLOTTODIDACTICS. TWO DIMENSIONS OF LINGUISTIC EDUCATION (Dydaktyka jezyka ojczystego a glottodydaktyka. Podwójny wymiar edukacji jezykowej)

100%

Kowalikowa J.

LingVaria : Półrocznik Wydziału Polonistyki UJ poświęcony zagadnieniom języka i językoznawstwa

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2009

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nr 1(7)

217-234

EN

Both variants of didactics of Polish language (as a native and as a foreign language) have common linguistic basis. They are united by educational frame and both are aiming at learning and development of linguistic and communicational skills. In their mutual relation we find similarities and differences in such areas as content of program, teaching methods, textbooks, professional qualifications of teachers. Due to close connections of the two kinds of didactics they can exchange their achievements and undertake together researches of theoretical and methodical type.

3

THE TOOLS USED FOR CREATING DIDACTIC AIDS WHICH SUPPORT E-LEARNING AT SCHOOLS (Narzedzia wykorzystywane do tworzenia pomocy dydaktycznych wspomagajacych e-learning w szkole)

80%

Krzyzek J.

e-mentor

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2010

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nr 1(33)

30-33

EN

The paper focuses on the usage of some of the tools for the creation of an e-learning course on the function properties and graphs and then implementing the course as an element of mathematics teaching program in the first grade of high school.

4

THE SYSTEM OF DIDACTIC EVALUATION AT AN ECONOMIC UNIVERSITY - THE EXPERIENCES OF CRACOW UNIVERSITY OF ECONOMICS (System oceny dydaktyki na uczelni ekonomicznej - z doswiadczen Uniwersytetu Ekonomicznego w Krakowie)

80%

Wiktor J. W.

e-mentor

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2010

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nr 4(36)

4-10

EN

The article provides an insight into the issues of education quality system at Cracow University of Economics in the perspective of an university's functions and the role of didactics in its functioning. The author describes some positive experience with the usage of information and communication technologies in education quality system. The article focuses on the methodology and organization of this system.

5

NEUTRALITY OR AXIOLOGICAL ENGAGEMENT IN PHILOSOPHICAL EDUCATION (Neutralnosc czy zaangazowanie aksjologiczne w edukacji filozoficznej?)

80%

Wozniczka M.

Edukacja Filozoficzna

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2009

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nr 48

109-126

EN

The article contains the analysis of different models of philosophical education. The author analyses in axiological perspective dependence between conceptions of philosophy and the conventions of philosophical education. Basic problem concerns the choice between neutral education and axiological engaged education. The strong axiological orientations in philosophical education in Poland are presented by the formation of Catholicism, the analytic philosophy of the Lvov-Warsaw School and the currents of cultural and existential philosophy. In practice philosophical education is qualify hard, which axiological model one should be the first. Proposed in present didactics the activating method contribute to putting the renewed question about transfer of value in philosophical education. Different ways of understanding of philosophy seems to show the need of axiological alternative proposals in culture-educational transfer of philosophy.

6

BLOG AS A DIDACTIC TOOL ON OLAT PLATFORM (Blog jako narzedzie dydaktyczne na platformie OLAT)

80%

Palka E.

e-mentor

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2011

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nr 3 (40)

30-36

EN

In this article the most important aspects of e-learning platform OLAT from the point of view of communication between teacher and students by means of blogs during a course are discussed. The study is based on author's personal experience gained by using the platform as well as on information available on the Interne

7

PODCAST AS A DIDACTIC TOOL ON OLAT PLATFORM (Podcast jako narzedzie dydaktyczne na platformie OLAT)

80%

Palka E.

e-mentor

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2011

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nr 4 (41)

55-60

EN

In this article the most important aspects of learning platform OLAT from the point of view of communication between teacher and students by means of podcasts during a course are discussed. They conclusions are based on author's personal experience with using the platform as well as on the information available on the Internet.

8

ISLAM V SLOVENSKÝCH UČEBNICIACH DEJEPISU

70%

Rybár L.

Historický časopis (Historical Journal)

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2020

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tom 68

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nr 1

137 – 152

EN

A recent research study based on didactic-methodological scope has analysed the image of Islam in the history curriculum textbooks in Slovakia (from 1993 until the very recent publications). The introductory part examines both the initial questions and methods of the respective research. Firstly, I attempt to introduce the current definition of history textbook, and, at the same time, both its desired qualitative as well as quantitative content. Furthermore, the curriculum concerning Islam in both the elementary and high school history textbooks has been scrutinized. Moreover, as a conclusion, the paper suggests re-examination of some of the historical terms and events, such as Jihad, Battle of Poitiers and Crusades, which have been incorrectly interpreted.

9

PREDSTAVA ĽUDSKEJ PRIRODZENOSTI V THEOGNIDEI

60%

Porubjak M.

Filozofia (Philosophy)

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2013

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tom 68

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nr 4

276 – 284

EN

The article tries to sketch the notion of human nature in Theognidea. First, it shortly discusses the word φύσις in pre-classical literature, and then it turns to Theognidea to localize and interpret all occurrences of the verb φύω and the relevant occurrences of γίγνομαι. The author’s focus is on the “eugenic” and “didactic” tendencies of the Theognidea as well as on the main character of Theognidea – the young Cyrnus to compare him with the character of the poet as a spokesman playing the role of moral authority and Cyrnus’ mentor. Finally, the author tries to determine which of the notions of the human nature – “eugenic” or “didactic” – is crucial to Theognidea, and how the tension between them makes this question fruitful.