Wyniki wyszukiwania - Biblioteka Nauki

1

Metaforic language of the Wrocław School of the Future Model

100%

Remiszewska Z.

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tom XI(3 (32))

87-99

EN

In this article I am looking for an answer to the question: What are the meanings and significances of metaphors in the Wrocław School of the Future? I show the use of metaphorical language in the school, where metaphors are treated as a source of knowledge about the surrounding world, as a kind of support for more effective communication and as a stimulator of the imagination. In the Wrocław School of the Future, it is believed that a child does not have to be doomed to education based on stereotypical behaviors. It is also believed that in the process of education there is a need for creative thinking, based on various associations in which the ability to create a mind map, imagination, or so-called imaginative education is used. Such education at the Wrocław School of the Future is supported by metaphors that play a primary role there.

2

Two Centuries of Educational Innovation in Spain. Alternative Pedagogies: Are They Neo or Retro?

88%

Martín-Sánchez M.

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tom 63

49-58

EN

During the last 200 years, the school and the educational system in Spain have experienced an explosion of ideas, approaches, trends, models and pedagogical currents which proclaim themselves as alternative or innovative. In this article, we are going to compare the alternative models and practices with the traditional educational model. We are going to start with a conceptualization of traditional pedagogy and the alternative models which have been presented in Spain in recent years. The conclusions of the study are going to show the relevance of the alternative educational practices; a limited relevance, which is more retro than neo; a recovery of the pedagogical memory and an updating more than an innovation.

3

Žáci se smějí učitelům: podoby a funkce školního humoru zaměřeného na učitele

88%

Šeďová K.

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nr 1

41-65

EN

The article is related to the issue of pupil humor aimed at teachers in the setting of lower secondary schools and is based on an analysis of pupils’ written narratives. The data are categorized according to various situational modes in which the teachers find themselves as objects of humor – unintended comic mode, mode of pupil snare and mode of teacher joke. The analysis shows a number of functions of the school humor, especially in terms of acceptable expression of hostile feelings among pupils and teachers.

4

Relacje konfliktowe w środowisku wychowawczym. Badania empiryczne wśród nauczycieli-studentów WSFP „Ignatianum” w Krakowie

88%

Stańkowski B.

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2010

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tom 28

151-167

EN

The article is devoted to the problems related to conflicts which may happen in schools or other educational circumstances between educator and young people. The author of this article is looking for new solutions in a creative way, using some rules from his personal work experience with pupils in schools. He stresses that in order to be able to overcome difficulties with students, teachers have to be aware of five stages of feelings: anger, refusal, afterthought, reconciliation and renewal. The analysis of the obtained empirical data made it possible to introduce the conclusions concerning teacher’s attitude towards pupils who are in conflict with them. On the basis of research justifiable is a statement that teachers need to have special skills such as predisposition to retrospect and reconcile in order to restore new vital relationship with young people.

5

Pedagogika ks. Bosko w dzisiejszej szkole prowadzonej przez Zgromadzenie Salezjańskie. Część II

75%

Grządziel D.

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2011

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tom 29

223-235

EN

The preventive system of St. John Bosco implemented in the Salesian schools offers both educative aims and methodology for real educational processes. It is possible to affirm that such an approach is a real part of education in its methodological and practical meaning. Methodological, because it contains knowledge that helps teachers and educators to organize their actions a consistent process oriented toward an educational goal. It also allows educators to reflect on that their actions and to evaluate them according to inner criteria. It is practical because it is not a discipline with a goal to organize knowledge in a theoretical system, but rather it is oriented as a whole towards a concrete intervention and looks for results. This article presents the role of the teacher and educator in the light of the preventive system as it is implemented in schools, and the ethical and professional skills that they should acquire. The paper highlights the possibilities that the professional practice community offers educators for their own professional development.

6

Legislatívne postavenie menšinového školstva vo Vojvodine v období rokov 1919 – 1929 (s dôrazom na používanie materinského jazyka)

75%

Hrćan J.

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nr 1

140-163

EN

One of the most vital questions that needed to be answered concerning national minorities in Yugoslavia after the first world war, or rather after the formation of the Kingdom of Serbs, Croats and Slovenes, was the question regarding the usage of their native language. In this study I will dedicate myself to discussing the government´s academic, school or rather educational politics towards minorities in the period between the two world wars. I will be focused on discussing the specific administrative and legal regulations regarding the representative minorities in Vojvodina and the whole of the Kingdom of Serbs, Croats and Slovenes respectively. Opportunities regarding education in Vojvodina were diverse and there was no real consistency when it comes educational politics. The state finally revoked the 37 different provincial laws and regulations and put in place unanimous school regulations for the entire state in 1929 with the goal of unifying all social, political and public aspects of the Yugoslavian national basis. This study will exemplify how the state acted towards minority groups after establishing a new state and will illustrate the most important laws and law proposals regarding the use of their native language.

7

Old and New Paths of Literacy

63%

Kołodziejska J.

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nr 5 - The Special Issue

59-75

EN

General reading retains both a close and distant social environment, which influences quantitative and qualitative dimensions. From 1989 in Poland readers gained accesses to new kinds of writing and authors. This choice ultimately changed reader interests, which had previously focused on a canon literature that had been fixed the school curriculum. However, family traditions and school set texts are not the only indicators of reading practices. New, and little-recognized reader groups, often of an elite character, have a diversified the traditional reading community, often-times supported by cyberspace.

8

Prostredie vyučovania náboženskej výchovy

63%

Tománek P.

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nr 1

45-52

EN

The paper deals with the issue of the environment of Religious education. It focuses on a family, a parish, a school and a community. It also reflects various children’s ideas about God, it touches the phenomenon of education and faith in the life of modern man.

9

Rola mediów społecznościowych w kształtowaniu kultury czytelniczej nastolatków

51%

Wójcicka E.

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2017

|

tom 59

135-151

PL

Celem artykułu jest ukazanie roli mediów społecznościowych w kształtowaniu kultury czytelniczej współczesnych nastolatków. Problem ten został omówiony na przykładzie wybranych portali społecznościowych, które – co autorka uzasadniła i poparła przykładami – mogą być znaczącym narzędziem w edukacji kulturowo-literackiej uczniów. Badania prowadzone zarówno w naszym kraju, jak i na świecie, a także obserwacje autorki poczynione z pozycji szkolnego polonisty wskazują na rosnącą popularność internetowych mediów w życiu przede wszystkim młodych ludzi. Stanowiło to podstawę do sformułowania kilku refleksji i wniosków edukacyjnych. Dotyczą one między innymi zasadności wykorzystania potencjału mediów w procesie kształcenia kompetencji lekturowych współczesnych nastolatków.

EN

The aim of the article is an attempt to show what role social media can play in shaping the reading culture of contemporary teenagers. This problem will be discussed on the example of selected social networks which may be a significant tool in the literacy and cultural education of students. Research conducted both in our country and in the world, as well as my observations made as a Polish language teacher indicate the growing popularity of online social networks in the lives of young people. This is the basis for formulating some – I think interesting – reflections and educational conclusions. These include, among other things, the justification for the use of the potential of the media in the process of developing the reading skills of contemporary teenagers.