Wyniki wyszukiwania - Biblioteka Nauki

1

Émotions et sensibilité : pour une nouvelle perspective des études romanes

100%

Swoboda T.

Romanica Wratislaviensia

|

2018

|

tom 65

119-126

EN

To speak of a new functioning of “Romance philology”, the article reflects on the problems and challenges facing our discipline, resulting from the crisis in the humanities and their teaching. In this view, the perspective outlined by Martha Nussbaum and Michał Paweł Markowski shows that these problems and challenges are not only a risk but also an opportunity for “Romance philology” insofar as the idea of “teaching for democracy”, advocated by these two authors, corresponds perfectly to the actual content of our courses and research work, inextricably linked to the French tradition. They must, however, take a new form to circulate in the media reality of today.

2

La philologie romane en Pologne mérite-t-elle encore son nom ?

100%

Giermak-Zielińska T.

Romanica Wratislaviensia

|

2018

|

tom 65

65-78

EN

The question discussed in this article is whether Romance philology as didactic matter is still present in Polish university curricula and does it really represent main Romance languages. Some departments of Romance philology have separate curricula for French, Italian or Spanish, the others teach only French. The current trend seems to prefer practical subjects like professional translation or teaching foreign languages rather than historical linguistics or serious literary studies. Nevertheless, a solution could be found to preserve philological profile at master degree courses, by creating an optional curriculum containing, for example, historical lexicology and lexicography as well as translation of ancient literature, especially medieval and renaissance works.

3

Ewolucja zadań nauczycieli bibliotekarzy w dydaktyce szkolnej

100%

Grabowska D.

Studia o Książce i Informacji

|

2018

|

tom 37

93-105

EN

The article presents changes in tasks faced by teacher-librarians in their pedagogical activities. The following documents were analyzed: teaching principles, reading instructions, educational paths, and core curricula. They reveal the competencies and attitudes that children are to be taught by teacher-librarians. Teacher-librarians support curricula implementation, their tasks change along with the curricula. Nowadays development of not only reading motivation, but also information competencies is being emphasized.

4

Programy nauczania języka polskiego jako obcego do celów akademickich – stan obecny i propozycje na przyszłość

75%

Jasińska A.

Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców

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2024

|

tom 31

367-377

EN

The aim of this paper is to review the literature and the current state of knowledge on the issue of academic style and Polish language for academic purposes. It also presents the current educational offer related to this issue and suggestions for the future. The author draws attention to the need to include in the aids for teaching Polish for academic purposes tasks that help to develop specialist vocabulary, grammar and syntax of academic texts, as well as genre-specific knowledge. What is also stressed is the need to develop educational programmes based on such aspects as the target group, specific needs and goals, methods and content, evaluation and assessment. Two of the aforementioned aspects, needs analysis, as well as evaluation and assessment, present the greatest challenges for specialists responsible for the development of such programmes, as they are not yet sufficiently covered in the Polish literature on the subject.

PL

Celem artykułu jest dokonanie przeglądu literatury i stanu badań na temat stylu naukowego oraz języka polskiego do celów akademickich. Autorka prezentuje także aktualną ofertę programową związaną z tym zagadnieniem oraz propozycje na przyszłość. W artykule zwraca uwagę na potrzebę umieszczania w pomocach dydaktycznych do nauczania języka polskiego do celów akademickich zadań rozwijających kompetencję słownikową w zakresie słownictwa specjalistycznego, gramatyczną dotyczącą składni tekstów naukowych oraz tę, która umożliwia tworzenie gatunków. Sygnalizuje konieczność budowania programów w oparciu o komponenty takie jak: ustalenie grupy odbiorczej, analizę potrzeb, wyznaczenie celów, dobór metody i treści, ewaluację i ocenę. Dwa z podanych komponentów – analiza potrzeb oraz ewaluacja i ocena stanowią największe wyzwanie dla twórców programów, ponieważ nie mają one jeszcze dostatecznej reprezentacji w polskiej literaturze przedmiotu.

5

Reformy programów i podręczników szkolnych sprzed pół wieku inspirowane prądami tzw. nowej matematyki

75%

Semadeni Z.

|

2020

|

tom 12

211-248

EN

The purpose of this paper is to outline the reforms of mathematics education in the spirit of “New Math” in USA, France and to document their features in Poland. Activities and achievements of Zofia Krygowska are listed. Particular attention is paid to two radical reforms: the 1967 textbook on geometry based on set-theory for grade IX and far-reaching changes in primary math education in the 1970s. Excerpts from articles, curricula and textbooks are included.

6

ФОРМИРОВАНИЕ УЧЕБНЫХ ПРОГРАММ И УЧЕБНЫХ ПЛАНОВ ДЛЯ ПОСЛЕДИПЛОМНОЙ ПОДГОТОВКИ ИНЖЕНЕРНЫХ КАДРОВ ВЫСШЕЙ КВАЛИФИКАЦИИ

75%

Шандыба Е.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

nr 7(51)

197-206

EN

The article states that postgraduate training of top qualification engineering staff for innovative activity has its peculiarities and requires the development of the special methods of teaching, forming educational programs and curricula optimized by criteria of efficiency and time. The article presents the logic of curriculum developing process for teaching the technical subjects to top qualification staff for carrying out the innovative activity. The stages of curriculum development are as follows: making a list of curriculum subjects; revealing the inter-subject communications and specifying a place of the “technical study” – a system of technical subjects – in the curriculum. The article introduces the routine of making the list of technical subjects. This routine envisages the additional determination of needs in theoretical and practical training as well as analysis of the available experience in teaching the technical subjects to top qualification staff. It is emphasized that when developing a lesson-topic plan, one should determine the general topic, topics of lessons, their aims and procedures for each stage of teaching. The curricula should specify the education programs. The article presents the main integral parts of the lesson-topic plan for the typical scientific and technical subject belonging to the system of technical subjects called “technical study”. It is important that the worked out list of the curriculum subjects should be prioritized in accordance with the information-related principle in order to plan the sequence, in which the educational material should be delivered, and draw out the lesson-topic plans. It is explained that having the typical structure all the scientific and technical subjects can ensure the required comprehensiveness and depth of knowledge. To ensure optimization of results of educational process on the efficiency and time requires the use of a deductive approach, which defines a support for the most general structure of the complex of technical disciplines and the typical structure of scientific and technical disciplines. This should take into account the conditions that determine the direction of professional training of students, availability of textbooks and manuals, technical training and the level of professional training of teachers.

7

Factors Influencing Students’ Choice of a B-school

75%

Charles V. , Gherman T.

The New Educational Review

|

2014

|

tom 37

117-129

EN

The presented study is a primary initiative in the Peruvian literature for understanding the factors which influence undergraduate students´ choice of a B-school offering a Master´s Degree in Business Administration. A self-administered questionnaire and focus group discussions were used in order to collect data from 700 respondents, with a usable response rate of 92%. Analysis of the data was carried on through exploratory factor analysis. The seven revealed factors which accounted for 63.2082% of the total variance were: Corporate Social Responsibility, Essentials of an MBA Program, Quality Yardsticks, Entrepreneurship, Location, MBA Technical Specifications, and Physical Facilities. Entrepreneurship education should be addressed primarily, as entrepreneurship is vital for economic growth in Peru. In order to raise their value proposition, B-schools are expected to take true initiatives in the CSR area and promote entrepreneurship education in their curricula, through both business-skills training and practical support given by the B-school.

8

НАВЧАЛЬНО-ВИХОВНИЙ ПРОЦЕС У КАДЕТСЬКИХ КОРПУСАХ ЯК ПЕДАГОГIЧНА ПРОБЛЕМА ТА ОБ’ЄКТ ДОСЛIДЖЕННЯ

75%

Кормілець С.

Педагогічні науки: теорія, історія, інноваційні технології

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2015

|

nr 1(45)

93-97

EN

This article investigates the issues related to the organization of the educational process in the cadet corps of the Russian Empire in the Ukrainian provinces in the nineteenth and early twentieth century. This unique experience gained in the military school is of great importance for military-patriotic, spiritual and moral education of the younger generation. The basic stages of the formation and development of training and education of the cadets are given. The process of training and education of cadets underwent changes at each stage of the historical development of the cadet corps. Thus, at the initial stage of the formation and development of cadet education for a long time there was no single system of the rules and requirements for training in the cadet corps, each corps installed and used its norms of the educational process. Sothe cadet corps achieved this goal in different ways. The curriculum for the cadet corps was first established on the grounds of the experience of the cadet corps of Denmark and Prussia, along with special military items there were included the subjets based on accurate, natural sciences and humanities. Since Peter’s Table of Ranks in tsarist Russia there was no hard line between military and civilian agencies. The transition from military service to civilian service or even increasing rank was not anything special. Accordingly, the system of education and training in the cadet corps was created on the basis of these features, and the number of the subjects taught in them was great. The examples of training programs and modifications that took place in them over the years and changes in the state leadership and the Department of military schools are presented. Thus, at the time of Imperial Cadet education is seen as the only national educational system integrated military training. Its purpose was to prepare educated, working, loyal military officer oath, which could continue in the service of military-scientific self-education. The level of the educational process in the cadet corps is largely dependent on the selection of qualified teaching staff. The guide cadet corps in Ukraine attracted to teaching work in these military schools corps of the teachers of Kyiv, Kharkiv, Odessa universities and local schools.

9

The development of graduates' social competences. The case studies from four European universities in the context of higher education public policy in Poland, Germany, Latvia and the Czech Republic. The outcomes of the Erasmus+ DASCHE project

71%

Brdulak J. , Lewicki J. , Beseda J. , Kühn I. K. , Meyne L. , Kinta G. , Labunskis E.

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tom 7

|

nr 1(25)

99-120

PL

Proces boloński zakłada m.in., że przygotowanie absolwentów do życia jako aktywnych obywateli w społeczeństwie demokratycznym, jest jednym z głównych celów szkolnictwa wyższego. Również inne strategie europejskie zakładają, że rozwijanie kompetencji społecznych absolwentów szkół wyższych, powinny stanowić filar Europejskich Ram Kwalifikacji w zakresie "autonomii i odpowiedzialności". ONZ i OECD również podkreślają rolę edukacji w rozwijaniu kompetencji społecznych. Misja edukacyjna uczelni obejmuje przekazywanie wiedzy i umiejętności, a także kształtowanie kompetencji społecznych studentów. Niniejszy artykuł ma na celu przedstawienie dobrych praktyk w tym zakresie. Na podstawie przytoczonych studiów przypadków sformułowano ustalenia mówiące o tym, że rozwijanie i ocena osiągnięcia kompetencji społecznych w uczelniach jest możliwa, jednak nie można wypracować jednego znormalizowanego rozwiązania. Różnorodność ma kluczowe znaczenie w przypadku prezentowanych przykładów. Głównym zaleceniem wynikającym z projektu DASCHE jest postulat stworzenie przestrzeni do dyskusji na temat kompetencji społecznych w badanych krajach i całym Europejskim Obszarze Szkolnictwa Wyższego (EHEA).

EN

The Bologna Process indicates that preparation for living as active citizens in a democratic society is one of the main purposes of higher education. Moreover, other relevant European strategies postulate that social competences development in HE graduates as well as the European Qualifications Framework should comprise the pillar of 'competences: autonomy and responsibility'. The United Nations and OECD emphasise the role of education and developing social competences, too. Higher Education Institutions' (HEIs) educational mission involves the transfer of knowledge and skills, as well as shaping the social competences of students. This article aims to show good practices in the development of students' social competences by different HEIs. Based on the cases the findings were formulated that the development and assessment of social competences in HEIs is possible, however, one standardised solution cannot be developed. Diversity is crucial in the presented programmes. Our main recommendation is to create room for debates about social competences in the researched countries and in the whole EHEA.

10

Oryginalność Komisji Edukacji Narodowej na tle europejskim

65%

Bartnicka K.

|

nr 33

7-22

EN

As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was responsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.

PL

The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.

11

Słowiańszczyzna w podręcznikach. Studium socjologiczne nad możliwością budowania alternatywnych narracji historycznych o początkach państwa polskiego

65%

Kasperek A.

|

2017

|

nr 43

315-334

EN

What has been undertaken in this study is the problem of narrations, alternative to the predominant historical discourse, about the beginning of Polish statehood. The considerations on the existence of such narrations are situated in the perspective “dominant culture – counterculture”. Some references are made to the research concerning the presentation in history course books and curricula of two events in the history of Poland: the christening of Mieszko I and the so called pagan reaction. What is suggested here is enriching the research conclusions with the issues of Romantic “revelation” and introducing Slavism into the 19th century culture as well as viewing the early state of the Piast dynasty in the Ciril-Methodius tradition. The author formulates the thesis that in the analysed coursebooks and curricula the narration about the early Polish statehood is subordinated to the evolutionaryrevolutionary model of interpreting history.

12

Wykorzystanie teorii inteligencji wielorakich Gardnera w programach nauczania zintegrowanego

63%

Wojnar-Płeszka A.

Państwo i Społeczeństwo

|

2021

|

nr 2

95-110

EN

The author briefly describes the assumptions of Howard Gardner’s theory of multiple intelligences, and then analyses the use of this theory in available curricula in integrated teaching. She refers to conducted research on the use of such programs, their availability, knowledge of practicing teachers in the field of diagnosing directional abilities, the relationship between the chosen curriculum and theory of multiple intelligences by Howard Gardner, directional abilities, diagnosis of directional abilities, curricula, integrated education individualization of the teaching process. The article closes with a summary and presentation of conclusions from the analysis of own research.

PL

Autorka krótko charakteryzuje założenia teorii inteligencji wielorakich Howarda Gardnera, a następnie analizuje wykorzystanie tej teorii w dostępnych programach nauczania w nauczaniu zintegrowanym. Odwołuje się do przeprowadzonych badań dotyczących wykorzystania takich programów, ich dostępności, wiedzy nauczycieli praktyków w zakresie diagnozowania uzdolnień kierunkowych, związku wybranego programu nauczania z teorią inteligencji wielorakich Howarda Gardnera. Porusza problem uzdolnień kierunkowych, ich diagnozy, programów nauczania kształcenia zintegrowanego oraz samej indywidualizacji procesu nauczania. Artykuł zamyka podsumowanie i prezentacja wniosków z analizy badań własnych.

13

Kształcenie w szkole wyższejz wykorzystaniem informacji o zawodach

63%

Elżbieta S.

Edukacja Ustawiczna Dorosłych

|

2018

|

nr 3

64-74

EN

The paper is an attempt to answer the question concerning using the information about professions for the educational offer in an academic institution. The first part constitutes the consideration over contemporary changes in higher education. There are several social= determinants, among them: the development of information and communication technologies, the development of mass media, changes of the structure of qualification and professional mobility. Both civilisation changes and the development of science and technique influence the appearance of new professions and new work places. The information about professions being developed as a career counselling tool can be helpful in choosing or confirming the choice of the field of study or speciality. The information may also facilitate the development of a graduate profile, selection of the content of education (syllabuses, modules) as well as identification and assessment of learning outcomes.

14

The Forgotten Slavism. A Sociological Study on the Depreciation of the Memory Concerning the Slavic Heritage in History Textbooks and Curricula in Secondary Schools

63%

Kasperek A. , Cabała A.

|

2013

|

nr 5(98)

207-220

EN

The presented study explores the ways in which two events from the history of Poland – the baptism of Mieszko I and the so-called ‘pagan reaction’ – are shown in history textbooks and curricula. Both of these events are treated here as remembrance sites, creating the historical canon, which constitutes one of the pillars of Poles’ memory of the past. The method of public discourse analysis was applied. The analysis of textbooks and curricula showed that while the christening of Poland is presented as an exceptional remembrance site in its history (one of the major events constituting the historical canon), the so-called pagan reaction is a hardly noticeable event. The attitude to the Slavic past, which is characteristic for the analyzed texts, can be placed within the discourse of depreciation, to which the argumentation, linguistic means, and the symbolism have been subordinated.

15

Undergraduate Courses in Linguistics at Universities of Great Britain

63%

Komochkova O.

Comparative Professional Pedagogy

|

2015

|

tom 5

|

nr 4

104-108

EN

The concept of linguistics as a branch of science has been considered. Key abilities linguists possess have been defined. The need to apply to foreign experience, in particular, British one, has been justified. Relevant information sources, namely, Benchmark Statement for Linguistics (2007), data on Education UK, the official website for international students launched by the British Council, programme specifications for linguistics at a number of British universities have been reviewed. The list of higher education institutions (65) offering undergraduate courses (424) in Linguistics has been presented. Study options for undergraduate courses in Linguistics have been described. It has been stated that curricula in linguistics provided by higher education institutions do not greatly differ from each other by the content; nevertheless they preserve their own originality. General characteristics of study years (primarily three-year curricula) have been given. Teaching and learning methods and techniques as well assessment methods generally used at British universities have been listed. Positive aspects of British experience in professional training of future linguists have been outlined. Perspectives for improving the Ukrainian curricula for professional training of future linguists have been justified.

16

Współczesne tendencje w nauczaniu historii wychowania w wybranych ośrodkach akademickich

63%

Grabowska-Pieńkosz D. , Falkowska J.

|

tom 23

|

nr 2

EN

One of the subjects comprising the education of future educators is the history of education. Within the framework of the classes, the students are taught the issues of the Polish and general history of education, namely, pedagogical practice and the history of pedagogical thought. Not only are the achievements of general pedagogy and its sub-disciplines taken into account, but so are very important achievements of philosophy, sociology, or psychology, due to the interdisciplinary nature of pedagogy.The article presents contemporary trends in the teaching of the history of education in selected academic institutions. The authors present a reflection on the significance of the history of education as a subject within pedagogical studies. In their analysis of syllabuses (curricula), they indicate two main tendencies: substantive and formal. The former concerns the subject matter of the classes conducted on the history of education, while the latter is connected with statutory and organizational changes which have led to fewer and fewer hours being allocated to this subject and the nomenclature of this course being changed. That is why it seems so important to reflect on the role of history education within pedagogical education, understood not only as providing knowledge, but also as a form of development and popularization of pedagogical culture.

PL

Jednym z przedmiotów kształcenia przyszłych pedagogów jest historia wychowania. W ramach realizacji zajęć przekazywane są studentom zagadnienia z zakresu polskiej i powszechnej historii wychowania, a mianowicie praktyki pedagogicznej i historii myśli pedagogicznej. Uwzględniany jest nie tylko dorobek pedagogiki ogólnej i jej subdyscyplin, ale także, ze względu na interdyscyplinarny charakter pedagogiki, bardzo ważny dorobek filozofii, socjologii czy psychologii.W artykule zaprezentowano współczesne tendencje w nauczaniu historii wychowania w wybranych ośrodkach akademickich. Autorki zaprezentowały refleksję nad znaczeniem historii wychowania jako przedmiotu nauczania na studiach pedagogicznych. Na podstawie uzyskanych wyników analiz sylabusów (programów nauczania) wskazały dwie główne tendencje: merytoryczną i formalną. Pierwsza z nich dotyczy tematyki realizowanych zajęć z historii wychowania, druga natomiast wiąże się ze zmianami ustawowo-organizacyjnymi, które powodują, że coraz mniej godzin przeznaczanych jest na zajęcia oraz zmianie ulega nazewnictwo tego przedmiotu. Dlatego tak ważna wydaje się refleksja nad rolą edukacji historycznej w profilu kształcenia pedagogicznego – rozumiana nie tylko jako dostarczenie wiedzy, lecz także jako forma rozwoju i popularyzacji kultury pedagogicznej.

17

Recenzja książki Elżbiety Gajewskiej, Magdaleny Sowy, Joanny Kic-Drgas: Filologia wobec wyzwań komunikacji specjalistycznej. Od współpracy z biznesem po kształcenie nauczycieli. Poznań: Wydawnictwo Naukowe UAM, 2020, 238 s.

63%

Smuk M.

Neofilolog

|

2021

|

nr 56/2

363-367

XX

-

18

ПІДГОТОВКА ВЧИТЕЛІВ ТЕХНОЛОГІЙ ДО РЕАЛІЗАЦІЇ МІЖПРЕДМЕТНИХ ЗВ’ЯЗКІВ ТРУДОВОГО НАВЧАННЯ І КРЕСЛЕННЯ

63%

Курок В. , Воїтелєва Г. , Литвин О.

|

nr 5(59)

129-138

EN

Different approaches to defining the concept “interdisciplinary relations” are analysed in the article. It is discovered that implementing interdisciplinary relations in secondary schools educational process has a significant didactic effect that reveals itself primarily in providing scientific and systematic knowledge due to eliminating the educational material repetition in various related subjects; releasing time, which can be used more effectively for teaching purposes. To provide interdisciplinary relations between Labour Training and Technical Drafting future Technology teacher should possess a proper level of professional training, to know and to be able to use various teaching technologies and to be aware of the existing curricula content. The curricula content of such school subjects as Labour Training and Technical Drafting were analysed by the authors; the possibilities of realizing interdisciplinary relations between these subjects were described and the leading role of Labour Training in these relations was grounded. It requires the high level of graphic skills of the technology teacher. The speciality 6.010103 “Technological Education” curriculum analysis allowed finding out that such subjects as Technical Drafting Geometry, Technical Drafting Teaching Methods and Computer Graphics have to provide the future Technology teachers’ proper level of graphic skills. The possibilities of future Technology teachers’ training to implement interdisciplinary relations between Labour Training and Drafting are revealed. Future Technology teachers’ skills to implement interdisciplinary relations between Labour Training and Drafting are dedicated taking into account the leading role of Labour Training. It is proved that interdisciplinary relations implementing is a didactic condition, which improves the scientific level and availability of Labour Training and Technical Drafting, enhances students’ cognitive activity and promotes the quality of their knowledge and skills, that allows both rational and efficient use of time in class.

19

Analysis of national and foreign specialized sport education for senior pupils

63%

Rebryna A.

|

tom 4

|

nr 1

57-65

EN

There has been theoretically substantiated the topicality of the specialized learning of the senior pupils of secondary educational institutions. There has been revealed the essence of specialized learning as of one of the leading forms of educational process organization in a modern school, which in its goal remains between a secondary and vocational education, providing a functional interrelation and succession between them. There has been presented a substantial analysis of state documents and curricula in physical training for senior pupils of national and foreign sports oriented secondary schools. A retrospective analysis of pedagogical literature and Internet resources in the issues of incepting ideas of pupils’ specialized differentiation of learning has been conducted. It has been found out that personal direction of the sports oriented educational process envisages the wholesome system approach to each pupil’s choice of a sports specialization profile, its content, means and forms of educational and extracurricular physical culture and health-improving activity, taking into account the age and individual peculiarities, locomotive and creative aptitudes to the chosen specialization profile. The work of physical training teachers of sports oriented specialized grades has been analyzed. The importance of taking into account the level of knowledge, pupils’ physical fitness, their interests, aptitudes and skills for defining and studying the components of the elective module has been stressed. It has been found out that a physical education curriculum for the 10-11th grades’ pupils of sports oriented secondary educational establishments can’t approve a strictly defined number of hours for the determination of these or other constituent modules. Each school in accordance with the chosen learning specialization profile may create its own applied physical training curriculum for senior pupils.

20

Kształcenie w zakresie przedsiębiorczości na polskich uniwersytetach na studiach nieekonomicznych (na przykładzie kierunku geografia)

51%

Płaziak M. , Rachwał T.

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nr 26

249-266

EN

Entrepreneurship education should play an important role in education programs at all levels of education, including higher education at different levels and fields of study, not just those related to the economics. Entrepreneurship is, in the context of the contemporary market requirements, one of the eight key competences of European education system. The purpose of article is an attempt to answer the question what is the role and position of entrepreneurship education in non-economic studies offered by Polish universities on the case of geography, belonging to the domain of the natural and social sciences. Based on the analysis of selected curricula and study plans, authors specified the place of entrepreneurship in terms of quantity (number of hours and ECTS points) and courses offered during studies, taking into account the practical possibilities of their realization by the students. The authors analysed the records of learning outcomes in curricula, in order to answer the question how the curricula implemented the provisions of the National Qualifications Framework for Higher Education relating to entrepreneurship. In conclusion the authors pointed out the marginal importance of entrepreneurship education in the geographical studies and indicated the need for change in this field, in order to strengthen the development of entrepreneurial attitudes of geography students, which is important from the point of view of their entry into the labour market.

PL

Nauczanie w zakresie przedsiębiorczości powinno odgrywać ważną rolę w programach kształcenia na wszystkich etapach edukacji, w tym także w szkolnictwie wyższym na różnych stopniach i kierunkach studiów, nie tylko tych związanych z naukami ekonomicznymi. Przedsiębiorczość jest – w kontekście wymagań współczesnego rynku – jedną z ośmiu najważniejszych kompetencji kluczowych w europejskim systemie edukacji. Celem artykułu jest próba odpowiedzi na pytanie, jaka jest rola i miejsca edukacji w zakresie przedsiębiorczości w kształceniu na kierunkach nieekonomicznych na polskich uniwersytetach na przykładzie kierunku geografia, zaliczanego głównie do obszaru nauk przyrodniczych i społecznych. Na podstawie analizy wybranych programów kształcenia oraz planów studiów określono miejsce przedsiębiorczości pod względem ilości (liczba godzin i punktów ECTS) i tematyki kursów oferowanych w ramach studiów, przy uwzględnieniu praktycznych możliwości ich realizacji przez studentów. Analizie poddano także zapisy dotyczące efektów kształcenia w programach studiów, w celu odpowiedzi na pytanie, na ile w programach studiów są implementowane zapisy Krajowych Ram Kwalifikacji dla Szkolnictwa Wyższego odnoszące się do przedsiębiorczości. W zakończeniu wskazano na wynikające z analizy marginalne znaczenie przedsiębiorczości w kształceniu geograficznym oraz wskazano na konieczność zmian w tym zakresie, w celu wzmocnienia kształtowania postaw przedsiębiorczych studentów geografii, co jest ważne z punktu widzenia ich wejścia na rynek pracy.