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Mniej znaczy więcej - rozwiązania dydaktyczne w Finlandii - relacja z wizyty studyjnej

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Szuchalska A.

e-mentor

2018

nr 3 (75)

40-47

Finland is at the top in different rankings concerning education. In March 2018 the author of the article had a chance to participate in "Benchmarking Finnish Education System" course in Helsinki and observe and analyze Finnish best practices. In the article, the author tries to describe what she discovered about the educational success of Finnish school and answered the question whether it is possible to apply these elements to Polish educational reality. Writing the article, the author used the materials distributed during the course, either by the organizer or his guests. While quoting statistics, the author mainly referred to online sources, as they are usually regularly updated. The conclusions drawn are the results of the author's observations, as well as the analysis of the reference sources. The author discovered that the critical factors in Finnish educational success are: student and teacher's autonomy, free access to education, equality, no dead ends, and tailor-made school curricula. In the final part of the article, the author writes about the weaknesses of the Finnish system. In conclusion, the author wonders whether it is possible to integrate Finnish best practices into Polish schools.

Analiza zadań rozwijających pisanie w języku angielskim w wybranych podręcznikach do nauki języka angielskiego w szkołach ponadpodstawowych w Polsce pod kątem osobowości ucznia

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Szuchalska A.

Linguistische Treffen in Wrocław

2022

nr 21

389-404

Although writing is an inseparable part of people’s everyday lives and an integral part of all external exams, it seems to be neglected both by teachers and students of English as a foreign language. One of the reasons might be the fact that the array of activities developing writing skills in textbooks is not varied enough and does not cater for every student’s needs. The author decided to conduct research in order to examine how the textbooks teach writing skills and the educational content contained in them is introduced by means of tasks appropriate for students representing different types of personality. Three textbooks to teach English in secondary schools (Checkpoint B1+ – Macmillan Polska, Focus 3 Second Edition – Pearson), Vision 3 – Oxford University Press) were analysed. Research work consisted in classifying each exercise aimed at developing writing skills to a certain personality type. The classification was based on the description of personality types made by George Jensen and John DiTiberio. The study showed that altogether in three selected textbooks there are 269 activities developing writing skills, most of which are adequate for introverts (69), thinking (40) and sensing (38) types. There is, on the other hand, a relatively small number of exercises suitable for intuition (10), feeling (6) and judging (5) types. The results of the research might be used by publishing houses in their pursuit to create a textbook meeting needs of students of different personalities. For teachers, the following analysis might be helpful in designing their writing lessons in such a way they help their students excel in writing for both everyday and exam purposes.