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Features of teaching students of the first cycle of primary education using the world's digital resources

Yuzyk M. A., Pletenytska L. S., Shelever V. V.

Zeszyty Naukowe Wyższej Szkoły Technicznej w Katowicach

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2019

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nr 11

65--72

EN

The article analyzes the educational regulations that provide for the use of primary school teachers of various digital resources for the study of academic disciplines. The task of information and communication competence in foreign language and mathematics lessons from typical educational programs edited by O. Savchenko and R. Shiyan is singled out. The possibilities of Internet and digital resources from different countries of the world in the study of academic disciplines by students of the first cycle of primary education are analyzed in detail. In the article, the authors are of the opinion that digital resources in the modern world, with the skillful use of primary school teachers in the classroom and in extracurricular activities, will contribute to the education of students and their willingness to accept innovations. The article is recommended for primary school teachers, students of higher education institutions in the field of „Primary Education".

PL

W artykule przeanalizowano regulacje edukacyjne przewidujące wykorzystanie podstawowych zasobów cyfrowych przez nauczycieli szkół podstawowych do nauki dyscyplin akademickich. Wyróżniono zadanie kompetencji informacyjnych i komunikacyjnych na lekcjach języka obcego i matematyki w typowych programach edukacyjnych pod redakcją O. Savchenki i R. Shiyana. Możliwości wykorzystania Internetu i zasobów cyfrowych z różnych krajów świata w nauczaniu uczniów pierwszego cyklu edukacji podstawowej są szczegółowo analizowane. W artykule autorzy są zdania, że zasoby cyfrowe we współczesnym świecie, dzięki umiejętnemu wykorzystaniu przez nauczycieli szkół podstawowych w klasie i podczas zajęć pozalekcyjnych, przyczynią się do edukacji uczniów i ich gotowości do przyjmowania innowacji. Artykuł polecany jest nauczycielom szkół podstawowych, studentom szkół wyższych z zakresu „Edukacja początkowa".

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Kształcenie na kierunku Gospodarka Przestrzenna w Szkole Głównej Gospodarstwa Wiejskiego w Warszawie

Porter B.

Biuletyn Komitetu Przestrzennego Zagospodarowania Kraju PAN

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2013

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No 251

131--139

PL

Kształcenie na kierunku Gospodarka Przestrzenna w Szkole Głównej Gospodarstwa Wiejskiego w Warszawie jest prowadzone od 1998 r. W początkowej fazie kształcenie odbywało się na studiach stacjonarnych w ramach jednolitych studiów magisterskich, a od 2000 r. rozpoczęto nauczanie na 4-letnich zaocznych studiach inżynierskich. W roku akademickim 2003/2004 w uczelni wprowadzono studia dwustopniowe. Od początku Gospodarka Przestrzenna była prowadzona jako kierunek międzywydziałowy w ramach Międzywydziałowego Studium Gospodarki Przestrzennej (MSGP). Program nauczania zatwierdzany był przez Radę Programową, w skład której wchodzili nauczyciele akademiccy z Wydziałów: Leśnego, Inżynierii i Kształtowania Środowiska, Ogrodnictwa i Architektury Krajobrazu, Nauk Ekonomicznych oraz Rolnictwa i Biologii, legitymujący się dorobkiem naukowym w zakresie planowania przestrzennego i szeroko rozumianego kształtowania środowiska. Od 1 październiku 2007 r. wprowadzono nowy program kształcenia, opracowany na podstawie projektu standardu nauczania dla kierunku.

EN

The article presents the historical background, curriculum and current problems of education in the regional planning at the Warsaw University of Life Sciences associated with the introduction of the National Qualifications Framework.

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Geoturystyka - interdyscyplinarna specjalnooeć kształcenia

Słomka T., Mayer W.

Przegląd Geologiczny

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2011

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Vol. 59, nr 4

329-329

EN

The new understanding of geotourism includes not only the visits to abiotic nature objects but their broad cognition, from geological structure and history, through landforms development, environmental problems, nature protection, impact on economic growth of the region up to historical and cultural contexts. The aim of such broad attempt is to better understand the relationships between geological structure, landforms, land development, history, economics and culture (including the aesthetic impressions of visitors) of a geosite and region in which it is located. Such hollistic attempt generates the demand for a new type of specialist. His education should integrate the knowledge of the Earth and environmental sciences, tourism industry theory and practice, basics of economy, finances, law, history and cultural heritage of the region together with the abilities of interpersonal communication and transfer of knowledge in a way understandable for non-professionals. The authors present the history and recent practice of geotourism education at the Faculty of Geology, Geophysics and Environment Protection of the AGH University of Science and Technology in Kraków.

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Realistic Approach Towards Mathematics Teaching

Melichar J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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1998

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Vol. 4

58-62

EN

Currently four possible approaches are being presented in the methodology of mathematics teaching: 1. Mechanical - The mechanical approach towards teaching corresponds with understanding the teaching as a system of reactions. By means of drill we can programme the pupil as a computer towards exercising arithmetic, algebraic and geometrical operations and solving problems which can be classified according to certain signs and solved further according to certain patterns. 2. Structuralistic - The structuralistic approach towards teaching can l demonstrated by two examples: the traditional geometry organize on a basis of axiomatic construction and the so called modern mathematics based on a theory of sets and logic. For pupils a structured world of sets and relations has been created. 3. Empirical - The empirical approach comes out of the needs of practise and it is supposed to serve those needs. In the teaching process the experience of the pupils is used, but the pupils are not lead to systematic and rational utilization of this experience. 4. Realistic - The real stimuli from the constantly enlarging world oi the pupil are used as well. The pupil becomes a re-discoverer oi mathematics which stimulates and develops his ability. The realistic mathematics education (RME) comes out of the principle that teaching mathematics means constructing mathematics by the own steps of the pupils from informal approaches connected with reality towards something acceptable as formal mathematics.

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Investigation of routes on various grids

Kopka J.

Scientific Issues of Jan Długosz University in Częstochowa. Mathematics

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1998

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Vol. 4

49-62

EN

Problems in the curriculum have existed since ancient times, if not earlier. For example, an Egyptian mathematical manuscript (the Ahmes Papyrus) consisting of a collection of problems, was written about 1650 B.C. This has not changed in nearly 4000 years. The central idea of problems has been a common to school mathematics historically and to school mathematics today. Traditionally, when we have spoken about problems we have meant word problems and especially so-called story problems. From our contemporary view, these are only one particular kind of problem. These are problems with the help of which we present pupils with a pseudo - real world. Through this type of problem we present students with a situation or a task and in the form of a question with a goal that the student must achieve. We can say that these are „goal - aimed" problems, or in contemporary terminology closed problems. We require that the student choose some previously learned algorithm (if he/she knows more than one), and with this perform a calculation. They are often placed at the end of a set of algorithmic exercises and with help of them we practise what we have just learned. In many countries today, as in our own, these problems are of central importance, and it is by solving such problems that we can assess the student. Here is a typical example of a story problem when we must calculate with fractions: Story problem: On a trip at the end of school year there were 25 pupils. 3/5 of them are girls. How many girls and how many boys participated in the trip? A great change occurred in the concept of the problem when we began to consider the relationship between the student and a problem. Reys et al. (1984) argued that „a problem involves a situation in which a person wants something and does not know immediately what to do to get it". In this explanation of a problem, it is very important that the pupil wants to achieve the goal. If for example, we give to our student the task of making a present for his/her mother for Mothers' Day, it is problem for him/her only if they want to do it (in this new approach).