Wyniki wyszukiwania - Biblioteka Nauki

1

Obszary rozbieżności między dyskursem podręcznikowym a dziecięcym (na przykładzie mikrosystemu „dom”)

100%

Wiśniewska-Kin M.

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tom 17

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nr 3(67)

89-100

EN

In order to describe in detail the differences between the discourse of a textbook and the discourse of children I used categories – applied in the area of cognitive considerations – concerning the language image of the world and the text image of the world, as well as selected sub-categories: the point of view and perspective, type of rationality, method of categorizing, stereotypical and axiological overview of the reality. I assumed that the choice of categories and subcategories will not only allow to investigate the imposed meanings of the textbook discourse, but – above all – will make it possible to notice the very process of formation, the emergence of the image of the world from the perspective of children. The adopted analysis model launches reflection on the necessary changes, exposes the oppressiveness of the language of the textbook and encourages exploring the conditions to initiate the language of children.

PL

Aby szczegółowo opisać różnice w dyskursie podręcznikowym i dziecięcym, posłużyłam się, stosowanymi na gruncie dociekań kognitywistycznych kategoriami językowego obrazu świata i tekstowego obrazu świata oraz wybranymi podkategoriami: punktu widzenia i perspektywy, typu racjonalności, sposobu kategoryzowania, stereotypowego i aksjologicznego oglądu rzeczywistości. Założyłam, że wybór kategorii i podkategorii nie tylko umożliwi zbadanie narzuconych znaczeń dyskursu podręcznikowego, ale przede wszystkim pozwoli dostrzec sam proces powstawania, wyłaniania się obrazu świata z perspektywy dzieci. Przyjęty model analizy uruchamia refleksję o koniecznych zmianach, demaskuje opresywność języka podręcznikowego, a także zachęca do poszukiwania warunków do inicjowania wypowiedzi dzieci.

2

Potencjał badawczy kategorii kognitywistycznych. W poszukiwaniu nowej formuły dyskursu edukacyjnego

100%

Wiśniewska-Kin M.

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nr 2

173-184

PL

In order to describe in detail the differences between the discourse of a textbook and the discourse of children I used categories - applied in the area of cognitive considerations - concerning the language image of the world and the text image of the world, as well as selected sub-categories: point of view and perspective, type of rationality, method of categorizing, stereotypical and axiological overview of the reality. I assumed that the choice of categories and subcategories will not only allow to investigate the imposed meanings of the textbook discourse, but – above all – will make it possible to notice the very process of formation, the emergence of the image of the world from the perspective of children. The adopted analysis model launches reflection on the necessary changes, exposes the oppressiveness of the language of the textbook and encourages exploring the conditions to initiate the language of children.

3

Children’s Metaphor Comprehension and Production

100%

Wiśniewska-Kin M.

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tom 48

87-99

EN

This article demonstrates the results of the educational project “Word Art Awareness,” which was established in some primary schools in a metropolitan environment (Lodz, Poland). The aim of the study was to identify 8 – 9 and 9 – 10-year-old children’s knowledge of the following topic: target domain of the metaphorical mapping (JOY, SADNESS, LOVE, HATRED, FEAR) as well as childlike metaphorical accomplishments related to identification of similarities and diff erences between destination domain and source metaphor domain through the process of educational environment construction. In designed didactical intervention operations, research data resulted from participant observation, focus interview, and children’s production analysis (graphical visualization, paired-associate learning tasks and tests of unfinished tasks). Research findings show children’s preferences related to the translation of one metaphor discipline through another one as well as construction strategies related to children’s knowledge about the emotional aspect and feelings. Moreover, findings suggest the need for a broader understanding of educational environments in Polish educational culture.

4

„Uwspólnione” tworzenie sensu w interakcji dziecka z dorosłym

100%

Wiśniewska-Kin M.

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nr 3

49-59

EN

This article demonstrates the results of the educational project “stimulating children’s thinking” carried out in some primary schools in a metropolitan environment (Lodz, Poland). The aim of the study was to identify the ways of understanding the concept of community by 9–10-year old children. In the didactical intervention operations designed, the research data came from participated observation, focus interview, and children’s production analysis (graphical visualization, pairedassociate learning tasks and tests of unfinished tasks). Based on my research, I see the need for triggering the cognitive activity of pupils in conditions that ensure the development of conceptual systems. Moreover, the findings suggest the need of broader understanding of educational environments in Polish educational culture.

5

„Stan hibernacji” dziecięcych możliwości a ożywczy potencjał metody przekładu intersemiotycznego

100%

Wiśniewska-Kin M.

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tom 22

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nr 2(43)

67-78

6

Children’s Metaphoric Expressions; The Meaning of Friendship. A Comparative Analysis Between the USA and Poland

51%

Bristley A. , Wiśniewska-Kin M. , Nowak-Fabrykowski K.

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tom 50

56-69

EN

The goal of this research project is to analyze children’s understanding of the concept of friendship by investigating symbolic representation in drawing and metaphoric expression in language. This research project is grounded in the conceptual metaphor theory (Lakoff & Johnson, 1980), in which metaphor is defined as a conceptual-linguistic mapping between a source and a target domain. It uses qualitative, ethnographic research based on Spradley’s (1979) theory stating that meanings are derived from symbolically coded concepts where X is a symbol and Y is a referent. The researchers in this study, one from the USA and one from Poland, asked a group of preschool children to draw pictures of their friends. When the children finished their drawings, the researchers asked them 4 questions: “What did you draw?” “Why are they friends?” and “A friend is like…”, “A friendship is like…”. The results demonstrate that preschool children have the cognitive ability to understand the concept of friend and even differentiate between friends and playmates. In the study, the children could determine the number of their real friends, and for most children in both countries, it was 1 or 2 friends. In the group of American children, friendship (X) had two basic meanings (Y): helping (YH) and playing (YP). In Poland, friendship meant playing (YP) and being together after school (YBT). The children in both countries associated friends (target domain) with (source domain) certain people (FP), character quality (FCH), activity (FA) and (FO) object/places. A comparison of the results demonstrates a difference in the number of friends the children claimed to have in Poland versus the USA. Additionally, the research showed that the American children drew only their friends without including themselves, while the Polish children included themselves in their pictures.