Wyniki wyszukiwania - Biblioteka Nauki

1

Studia trzystopniowe na Wydziale Inżynierii Lądowej Politechniki Warszawskiej - cztery lata doświadczeń

100%

Gilewski W.

Zeszyty Naukowe Politechniki Świętokrzyskiej. Budownictwo

|

2003

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tom Z. 43

107-119

PL

W referacie przedstawiono trzystopniowy system studiów: stopień I - studia inżynierskie, stopień II - studia magisterskie uzupełniające, stopień III - studia doktoranckie. W części pierwszej podano ogólne założenia systemu na tle deklaracji sorbońskiej i bolońskiej oraz inne stosowane systemy nauczania. W części drugiej opisano doświadczenia zdobyte w trakcie czterech lat wdrożenia systemu na Wydziale Inżynierii Politechniki Warszawskiej.

EN

Three-level system of studies is described: Level I - bachelor studies, Level II - master studies, Level III - doctoral studies. In the first part of the paper general assumptions of the system is described within the Sorbone and Bologna declarations. In the second part, four years of experiences in introduction of the system at the Faculty of Civil Engineering, Warsaw University of Technology are presented.

2

Szkolnictwo żeglugi śródlądowej : historia i teraźniejszość

80%

Miłkowski M. , Przybyszewska J.

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2007

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tom R. 46, nr 3

8-15

PL

Krótka historia szkolenia flisaków i marynarzy żeglugi śródlądowej w Polsce od XIV wieku do czasów obecnych. Losy utworzonej w 1946 r. Szkoły Żeglugi Śródlądowej we Wrocławiu aż do jej likwidacji przez władze samorządowe w 2001 r. Próby reaktywowania szkolnictwa żeglugowego we Wrocławiu. Inne placówki kształcące marynarzy śródlądowych. Czy "Program dla Odry 2006" i rewitalizacja transportu rzecznego zgodnie z programem UE przywrócą Wrocławiowi rangę centrum edukacyjnego żeglugi śródlądowej?

EN

A short story of the lightermans and seamans of the inland navigation training in Poland in the XIV century till the present times. The Inland Navigation Schools in Wrocław till its removal by self-government authorities in 2001. Attempts of reactivation o the navigation educational system in Wrocław. Other educational centres of the inland seamans. Will the "Programme for Odra 2006" and the revivification of the stream transport return the rank of the educational centre of the inland navigation to Wrocław in conformity with the UE Programme?

3

Zu den Anfängen der emanzipatorischen Grundwerte der weiblichen Bildungskonzeption

80%

Trejnowska-Supranowicz R.

Acta Neophilologica

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2005

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nr VII

77-88

EN

The article „Beginnings of the basic emancipation values of the female educational concept „ concerns the development of the early female educational system in Germany in the 18th century. It is focused on the area of education from lower to upper classes of the German society. The 18th century educational system is presented as an important factor of the female emancipation development. Along with the renaissance ideas, the first part of the article deals with the subject of woman’s liberation from the limited life spectrum. It depicts the importance of the religious trend for improvement of the educational concept. The first systematic research of the early renaissance society and female readers population are shown in the article. The reasons of the unexpected change from female readers’ role to female journalists’ role are considered. The second part of the article presents the first woman’s magazines of the 18th century and their influence on the female educational process.

4

The Status of Physical Education in Cypriot Schools

80%

Christodoulou D.

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nr 1

110-117

EN

A few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that research. The Cypriot investigation found in this paper uses the same concept and methods as were utilised in the aforementioned cross-cultural study; the results are presented according to similar dimensions. The data was collected by documentary analysis and in-depth interviews. The results indicate that the status of PE in Cyprus is low and there are urgent problems that need to be seriously considered by the authorities of the Ministry of Education and Culture. Efforts have already been made by decision-makers to promote the development of a new curriculum, be introduced in future school years.

5

Resistance in the Polish Formal Education System The Feminist Perspective

80%

Stoch M.

Władza sądzenia

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2018

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nr 14

31-39

EN

The aim of the paper is to outline new perspectives in research on the category of resistance in the formal education system in Poland. I adopt the feminist perspective because I am convinced that the issue of gender and sexuality in Polish school is particularly tabooed and marginalised, which reinforces the existing system of cultural, political and economic domination. This system is materialised in the form of new education reform, closely associated with the government and dominant religion. Polish students and teachers use social media, they can learn about social protests (including #meetoo action and protests in defence of court independence) and take an active part in them. What certainly connects both spaces (off-line and on-line) is a post-truth category.

6

Ethics lessons: A school subject in the making

80%

Stępkowski D. , Pękala J. L.

Kultura i Wychowanie

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2020

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tom 17

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nr 1

9-25

EN

This article discusses teaching ethics in the educational system in Poland as a separate teaching and learning subject. The first point describes the historical process that brought ethics into school curricula. The second point provides knowledge about the legal status of ethics instruction and the prevalence of participation at ethical education. In the third point, the authors analyse the guidelines on teaching ethics for primary and secondary schools contained in the Core curriculum of general education.

7

Nauczanie programowania w polskim szkolnictwie

80%

Iskierka S. , Krzemiński J. , Weżgowiec Z.

|

2015

|

tom (10) 2015

99-108

PL

W artykule przedstawiono problemy związane z nauką języków programowania w polskim systemie oświaty. Analizując treści podręczników do nauki informatyki i technologii informacyjnej z kilkunastu ostatnich lat zwrócono uwagę na ewolucję, jakim podlegały programy nauczania języ-ków programowania. Zwrócono uwagę na motywy, jakimi kierowano się przy wyborze konkret-nych języków programowania. Wskazano na postępujący proces wykorzystywania przy pisaniu programów komputerowych coraz bardziej złożonych, a tym samym coraz trudniejszych do opa-nowania platform programistycznych. Uwzględniając obecny stan wiedzy dotyczący bezpieczeń-stwa programów, zwłaszcza tych wykorzystywanych w sieci, wskazano na trudności, na jakie natrafić mogą początkujący programiści przy pisaniu funkcjonalnych, a jednocześnie bezpiecznych aplikacji. Zaprezentowano pogląd, że obecnie nauką programowania powinni zostać objęci tylko najzdolniejsi uczniowie/studenci, którzy będą w stanie sprostać niezwykle rygorystycznym wyma-ganiom związanym z zapewnieniem odpowiedniego bezpieczeństwa projektowanych aplikacji.

EN

In this article problems related to the process of learning of programming languages in the Polish educational system are presented. By analyzing the content of computer science and infor-mation technology textbooks over the last several years, the evolution of programs of programming languages teaching is emphasized. The main reasons for a choice of a specific programming language are presented. It is argued that in order to create new computer programs, more advanced and demanding programming platforms are being used. Taking into account the state of the art knowledge about security of computer programs, especially those used within the network, it is mentioned that an unexperienced programmer may encounter a number of difficulties in the creation of both func-tional and safe applications. An argument is made that at present only the most talented students should be attracted to program-writing, as only such students would be able to meet the highly demanding requirements related to an appropriate level of security of the designed applications.

8

Directionality of Education – Balanced Education and Integration of Educational Systems in the National Economy

80%

Morohin W. , Rubanovskis A.

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tom 8

|

nr 2

101-113

EN

The quality of the workforce is a precondition for economic growth of a society. One of the main indicators of these preconditions is education. The effectiveness of economies of developed countries is based on the high quality of knowledge. As a resutl the quality and balanced education determines the rating of a state in the world and serves as a driving force of national economic development. The aim of the article is to identify opportunities that will allow integrating the balanced education in the educational systems of the national economy.

9

(In)visible learners or school as a space for negotiating integration? Challenges of working with migrant children through the lens of teachers

80%

Ślusarczyk M. , Slany K. , Struzik J. , Warat M.

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nr 4

127-138

EN

Poland has been becoming a migrant country over the past years, experiencing recently increased visibility of migrant children at schools. At the same time, the issue of their support and integration remains on the margin of educational policy and depends on the activity of local authorities and, above all, of school head-teachers and teachers. Drawing on the qualitative study carried out in 2020 within the project CHILD-UP Children Hybrid Integration: Learning Dialogue as a way of Upgrading Policies of Participation (Horizon 2020) in schools in Kraków and South-East Poland (where one of the centres for foreigners is located), this article comprises a discussion on the extent to which Polish schools are ready to accept migrant (including refugee) children, to enhance their agency and support integration processes. Therefore, it raises a question whether schools are able to effectively support migrant children linguistically as well as help them enter into peer groups in the course of their educational activities.

10

СИСТЕМНО-ДІЯЛЬНІСНИЙ ПІДХІД ДО ВИХОВАННЯ МОЛОДІ В КОНТЕКСТІ ІДЕЙ В. СУХОМЛИНСЬКОГО

80%

Вітвицька С.

Педагогічні науки: теорія, історія, інноваційні технології

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2014

|

nr 6(40)

106-115

EN

The formation of new social relations in our country, the development of Ukrainian state, concern about its future bring to prominence the issue of national education. National education is impossible without patriotism. That commitment to their native land, love of country, their people, history, language, culture generate national mentality, psychology and human nature. And it begins, according to V. Sukhomlynsky, nature, childhood parental care. This article analyzes the concept of «system», «system approach», «system-activity approach to education», «system-activity approach to education in pedagogical legacy of V. Sukhomlinskogo». The author describes the ethnopedagogical approach to the implementation of all kinds of education in the experiment V. Sukhomlinskogo, interdependence of patriotic, moral, aesthetic, intellectual education in the pedagogical system V. Sukhomlinskogo. The author outlines the ways of using the pedagogical ideas of V. Sukhomlinskogo in modern teaching systems. It is emphasized that the participation of the entire team of Pavlyska High School helped V. Sukhomlinsky to create a science-based, effective educational system. In the article the essence of the educational process as a process of human creation, human nature, the sequence of its humanity, understanding the nature of national education, the formation of patriotism, knowledge of the mother tongue as the main educator is described. The author defines that V. Sukhomlinsky considered the main task of secondary school was education as a moral culture of the students. In the educational system established theoretically and practically implemented V. Sukhomlynsky put the humanistic, system-activity ethnopedagogical approaches that have provided efficiency, viability and sustainability. The result of the educational system according to V. Sukhomlynsky should be comprehensively developed personality, patriot, able to make informed social and moral choice, man that is the subject of the historical process.

11

Chinese culture of interdependence and relations in education – guanxi in school practice

80%

Mańkowska A.

Edukacja Międzykulturowa

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2023

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tom 23

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nr 4

219-228

EN

The aim of the article is to discuss the Chinese educational culture in the context of the pursuing guanxi tradition. The article answers the question what guanxi is and how it is applied in the Chinese educational system. The subject of research is the educational system and guanxi culture and its practical implications. In the article, the existing studies are used of Chinese and other foreign authors. The qualitative research method involves analyses of secondary sources which outlined the methods and principles of operation of the old Chinese tradition of regulating social relationships in education in the network of three-sided personal relations: school-home, parent-teacher, and students-teachers.

12

DECENT WORK IN POINT OF VIEW OF LATVIAN TEACHERS

80%

Bite D.

Sociālo Zinātņu Vēstnesis

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2014

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nr 1

24-33

EN

The objective of the paper is to apply theoretical interpretation of decent work to teachers’ situation in Latvia. A sociological research was carried out in 2013 of how teachers in Latvia define and interpret the term “decent work”, whether they see their work as being decent. The article includes qualitative data of the research, discovering the main elements of decent work according to teachers’ point of view and shedding light on the problems of the educational system of Latvia. Results show that teachers face serious problems in their work that are not consistent with decent work concept, but at the same time they create and construct their own meaning to make their work decent. There is a significant split between theoretical statements of decent work and real situation of teachers in Latvia. On one hand, there are a number of myths and prejudices, and formal statements about teachers’ profession as being prestigious and highly evaluated occupation. On the other hand, in reality, teachers receive salary what is close to the minimum wage and are not able to meet their basic needs. They are unappreciated as professionals and important part of social system. The term “decent work” can hardly be ascribed to teachers in Latvia; it is distorted in Latvia case. The research has been considered as a starting point for developing further discussion on decent work in Latvia.

13

O kształceniu zawodowym w Szwajcarii

80%

KRASZEWSKI K.

|

2012

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tom 3

|

nr 1

123-128

PL

Autor przedstawia wybrane aspekty kształcenia zawodowego w Szwajcarii. Czyni to po wcześniejszym zarysowaniu systemu szkolnego w tym kraju. Ukazuje uwarunkowania społeczno-kulturowe wpływające na politykę edukacyjną państwa.

EN

The author presents chosen aspects of professional training in Switzerland. He does this after outlining the educational system in this country. He lays out the social and educational conditions that impact the education policy of the country.

14

The Status of Physical Education in Cypriot Schools

80%

Christodoulou D.

|

nr 1

110-117

EN

A few years ago, comparative research was conducted in thirty-five countries in order to discover the innovative and stimulating aspects of physical education (PE) found all over the world. Cyprus was not included in that special study. The present and future position of PE is a crucial and critical issue in Cyprus. Therefore the author of this paper has carried out an investigation with the aim of revealing the status of PE in the Cypriot educational system and comparing it with other countries. This paper was written on the basis of that research. The Cypriot investigation found in this paper uses the same concept and methods as were utilised in the aforementioned cross-cultural study; the results are presented according to similar dimensions. The data was collected by documentary analysis and in-depth interviews. The results indicate that the status of PE in Cyprus is low and there are urgent problems that need to be seriously considered by the authorities of the Ministry of Education and Culture. Efforts have already been made by decision-makers to promote the development of a new curriculum, be introduced in future school years.

15

Teachers’ Personality in the Process of Education

80%

Jozek M.

|

2014

|

tom 4

|

nr 1

41-45

EN

There is something in everyone that does not change. The personality of a teacher or an educator stays in the centre of educational work. The personal contact and dialogic disposition of a teacher helps to form the personal potential of a human being to overcome the difficulties and contribute to the optimal functioning in a social environment. The process of learning and the growth of personality belong to a category of interpersonal relationships. A very strong emphasis is placed on the so called “methods of dialogue“, which can not only reduce destructive influences, but also teaches us how to accept criticism in a non-offensive way. Everything should take place in an open climate without judgement.

16

ФОРМУВАННЯ МЕТОДИЧНОЇ КОМПЕТЕНТНОСТІ ВЧИТЕЛЯ МАТЕМАТИКИ ТА ЕКОНОМІКИ

80%

Мартиненко О. , Ковтун Г.

Педагогічні науки: теорія, історія, інноваційні технології

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2016

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nr 3(57)

398-406

EN

One of the priorities of modernization of the national system of education is to form the key competencies of the teachers that will determine the success of their professional activity. An important component of professional competence of the teacher is methodical competence, which considers different aspects in his scientific writings as a researcher. In the scientific and educational literature, there is no single approach to determine the methodical competence, so there is a need to clarify the concept of «methodical competence of the teacher of mathematics and economics» and the description of its components. The introduction of two-tier system of teacher training and the requirements of the modern school necessitate further development and improvement of technology of formation of methodical competence of the teacher of mathematics and economics according to the stages of his professional development. In the article the necessity of formation of methodical competence of the teacher for his successful pedagogical activity in modern conditions of the educational process is described. The authors have analyzed the scientific approaches to determining the methodical competence and refined the concept of «methodical competence of the teacher of mathematics and economics». The study also singled out the components describing methodical competence and competence that determine the level of formation of methodical competence of the teacher; formulated pedagogical conditions of formation of methodical competence of the teacher of mathematics and economics. The operational readiness and the ability of teachers to teach mathematics and economy is in the process of acquisition of pedagogical experience through a simulation of future educational activity while learning at the pedagogical university (role-playing games, project activity), during the passage of pedagogical practice in secondary schools, drawing on the experience of colleagues while visiting demonstrative lessons, conducting of demonstrative lessons, participation in methodological seminars. The issue of constructing a model of the development of methodical competence of the teacher of mathematics and economics, organizational and pedagogical conditions for its implementation and impact of innovative learning technologies at different levels deserves further study.

17

Złoty jubileusz krotoszyńskiej szkoły ceramików

80%

Kryszkiewicz A. , Kaszkowiak J.

Ceramika Budowlana i Silikaty

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1998

|

tom R. 40, nr 5

17-18

18

Technologia BYOD w polskich szkołach

80%

Iskierka S. , Krzemiński J. , Weżgowiec Z.

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2015

|

tom (10) 2015

80-89

PL

W artykule przedstawiono problemy związane z wykorzystywaniem przez uczniów prywat-nego sprzętu teleinformatycznego, np. laptopów, smartfonów, tabletów w szkołach i uczelniach. Przeanalizowano aspekty moralne, prawne i ekonomiczne technologii BYOD (ang. Bring Your Own Device). Zwrócono uwagę na skalę tego zjawiska. Przedstawiono typowe reakcje nauczycieli na wykorzystywanie tej technologii przez uczestników procesu dydaktycznego. Wskazano, że ze względu na fakt, iż teleinformatyczne urządzenia mobilne stają się coraz popularniejsze wśród użytkowników (zwłaszcza młodzieży), postępuje miniaturyzacja sprzętu teleinformatycznego i wprowadzana jest technologia „Internetu Rzeczy”, najprawdopodobniej zjawisko BYOD stanie się stałym elementem współczesnego procesu dydaktycznego.

EN

This article presents problems associated with the use of private hardware, such as laptops, smartphones, and tablets by the students at schools. Various moral, economical, and legal aspects of the BYOD technology are analyzed. It is emphasized that the scale of this phenomenon is be-coming substantial. Typical reactions of teachers to the use of this technology by the users of the teaching process are presented. It is mentioned that, taking into account the popularity of mobile devices among young people, the miniaturization of teleinformatics hardware advances and the „Internet of Things” technology is being introduced, the phenomenon of BYOD will become one of the intrinsic elements of the modern educational process.

19

Edukacja dorosłych w programie Erasmus+

80%

Iskierka I.

|

2015

|

tom (10) 2015

38-46

PL

W artykule omówiono zagadnienia związane z ideą kształcenia dorosłych w programie Era-smus+. Program Erasmus+ wszedł w życie 1 stycznia 2014 roku i jego realizacja jest zaplanowana na siedem lat, do roku 2020. W wielu programach Unii Europejskiej realizowane są działania w dziedzinie edukacji i doskonalenia zawodowego. Również w Polsce opracowano strategię roz-woju kształcenia ustawicznego, zgodną z ideą działań Unii Europejskiej w tej dziedzinie. Zgodnie z podstawowym założeniem programu Erasmus+ inwestowanie w kształcenie i szkolenie jest klu-czem do uwolnienia ludzkiego potencjału, bez względu na wiek i sytuację społeczną.

EN

The article discusses the issues related to the idea of adult education in the Erasmus+. The Erasmus+ program came into force on January 1st 2014 and its implementation is scheduled for seven years, until 2020. In many European Union programs are carried out activities in the field of education and training. Also in Poland, a strategy to develop lifelong learning, consistent with the idea of EU action in this area. In accordance with the basic premise of the Erasmus+ invest-ment in education and training is the key to unlocking human potential, regardless of age and social situation.

20

СИСТЕМА РОБОТИ З ХУДОЖНІМ ТЕКСТОМ НА ЗАНЯТТЯХ З РОСІЙСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ В РІЗНОРІВНЕВИХ ГРУПАХ

70%

Біденко Л.

|

nr 5(59)

64-70

EN

According to the Concept of language education of foreign citizens in higher education institutions, that has intention for linguistic, conversational and sociocultural competency, we put forward a system that would use fictional films in Russian language classes. Judging on behalf of varying Russian proficiency in different groups of foreign students, we have developed a system of tasks and exercises which can be effectively implemented. The author defines the term “fictional film” both incentives and disincentives for using films in language classes. The article describes the main principles of choosing a movie: thematic relevance, presence of a conflict situation which assures the further problem discussion, consideration of age features of students, their national customs, and religious belief. Significant attention has been given to the specifics of delivering linguistic information to student groups of different Russian proficiency levels. The author describes the main stages of work with the film: preparatory stage (preliminary explaining of language subtleties), viewing (developing an ability to understand film’s narration); and educating in every aspect of speech. A complex of exercises and tasks, which are relevant for each stage, has been developed. The author points out general and specialized implementations for a fictional film in student groups of different language proficiency levels. In our view, general ones are: 1) considering any national, cultural or religious traditions; 2) using the visuals as a tool of semantization; 3) using tasks in a manner of polemical discussions, which promote conversation in student groups of different language proficiency levels; 4) simultaneous development of every aspect of speech. In groups with higher proficiency levels we have observed some specialized uses for the exercise system, such as: systematic review of grammar material that students have learned; making conversations more active; wide use of situational and associative exercises or problem based tasks. Whereas in groups with low and intermediate levels exercises that develop speech and comprehension such as repetition of key phraseological units and word groups or monitoring the right sound pronunciation become more important.