Personalizacja w kształceniu polonistycznym. Potrzeby, dylematy, dobre praktyki
Consideration of Desirable Paths of Changes in Polish Language Teaching at Schools

Summary/Abstract: The author describes desirable paths of changes in Polish language school education. Base for the analysis is the research conducted in 2017 on students’ attitude towards Polish language as a subject, as well as students’ works created during the distance learning in 2020.According to the author, any changes in the curriculum should be preceded by research conducted on students in order to determine their needs and skills. Addressing changes to unspecified target is the main reason for ill-success of the reforms which were introduced during the past 20 years. Polish language teaching in schools of each level should be more focused on enhancing students’ linguistic skills. The changes should also include the sphere of literature, culture, and media knowledge. The author points to the fact that the reform should involve also teachers-to-be and the way they are prepared for teaching, as well as further education of Polish language teachers.The article presents problems related to the individual educational needs of secondary school students in the field of Polish language education, as well as teachers’ dilemmas regarding the reconciliation of the implementation of curriculum requirements with the support that students expect from them. The author presents selected methods of personalizing the educational process developed by Polish language teachers participating in the project „Professional Polish teacher. Practice and personalization” at the Faculty of Polish Studies of the Jagiellonian University.

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