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Exercise is a major method in teaching Bulgarian. In this context, this article presents three groups of exercises with a view to form the language notions of noun, adjective and verb in the second-grade-students.
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Through analysis of questionnaire with respondents – primary school teachers, there are manifested deficits into the speech behavior of children of primary school age and methodological conclusions are drawn.
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Approbated interactive techniques for forming the unity of the technique for reading and understanding of what has been read in the multicultural classroom are presented.
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This study was motivated by the fundamental objective of the National program information and communication technology (ICT) in education, developed by the Ministry of Education. A successful ICT modernization of education includes not only e-learning, but also suitable electronic content to provide quality education. A review of the theoretical analysis of the current status of the problem was conducted and followed by a proposal for web-based platform for teaching Bulgarian as a foreign language for the first two levels according to the Common European Framework. The motivation of teaching foreign language and attitudes of learners to use interactive media in the learning process of a foreign language was investigated and analyzed.
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At the heart of this study is the category of pedagogical optimism as an immanent component of pedagogical professionalism – its nature, scope, dimension and relevance in today’s educational realities. The main objective is to diagnose the dimensions of this professionally significant quality. This study is based on a theoretical analysis as were used empirical research methods (poll, mathematical and statistical methods for data processing). The occupied contingent encompasses pedagogues who have different positions (teacher at pre-school age, primary teacher, resource teacher, social pedagogue, social worker, public educator, psychologist, etc.) with a different internship in their speciality. In conclusion, it can be summarized that pedagogical optimism is a synthesis of the overall professional-pedagogical preparation, the worldview, the value orientation and the experience of the personality and it is a measure of the degree of its professionalization.
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The text presents the activities on an inter-school initiative “Read Me!”, realized during the school year 2016/2017. Non-traditional approaches and techniques are introduced to encourage reading among primary school students in more than 100 schools from different localities in Bulgaria. Included are also activities, realized with pupils from the 3d class, related to the development of creative writing skills as an integral part of the author’s understanding of the notion of literacy.
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The article offers a possible model for analytical reading that can be applied to any epic text. A second episode of Ivan Vazov’s story “One Bulgarian Woman” was used. Among the questions to be answered are: What is your idea of artistic literature? Which works of art have left unforgettable traces in your mind? Why?
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The article offers a possible solution for integrating new technologies into Bulgarian language and literature training in 7th grade and for applying the interdisciplinary approach in the review and summary lessons. Presented is an alternative to traditional methods of teaching, reviewing and summarizing through exercises offered in textbooks and teaching aids. Outlined is the image of the teacher as moderator and facilitator.
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The article analyzes the particularity of the Bulgarian language lesson in the secondary school. The links between the characteristics of the lesson and the specifics of the educational context at the beginning of the 21st century are clarified. A model is being proposed to systematize the teacher’s activities on analyzing, constructing and delivering the lesson.
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The article studies the essay on a civil issue focusing on its specific topicality and the discussion issue set out in the headline. The defense of the personal stance is examined in a pragmatic perspective allowing for a choice of argumentation approaches and discourse techniques according to the communication context. Fifty students’ essays have been researched in view of the argumentation and civil competences shown. The results of the analysis of the essays may help the Bulgarian language and literature teacher prepare their own project for the development of written argumentation skills.
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In the field of enhanced intertextuality and in the aspects of the transformative poetics, a comparative analysis is made of constructs of the symbolic night poetry (night, town, music of the night town in works of Dimcho Debelyanov, Nikolay Liliev, Konstantin Konstantinov), present in Hristo Smirnenski’s poetry. The researcher’s objective is to find out: whether these elements are functioning as a matrix, which layers are activated or transformed, and which are the peculiarities of the postsymbolic transforming mechanism with Smirnenski. The article presents another point of view of the researcher towards the development processes during the third decade of the 20th century in the Bulgarian poetry – the inheritance of the symbolism and its uses.
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Children’s communication with the letters, whether anonymous folklore and literature began long before entering primary school. The formation of readers’ personalities seen in more dialogic interaction before literacy, characterized by psycholinguistic transition from talking and listening to graphic code. In fact, oral verbal expression and schooling context just before school and help prepare first readers’ opinions. Interview via text art resembles a comprehensive children’s creativity, which will soon be manifested in written verbal communication. Finally, children’s reading develops and improves both educational and socio-cultural interactions in the school community.
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Phonological and phonemic awareness are “key” for “entry” in reading in the first grade. In the light of this understanding a practically tested system of didactic games is presented.
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The current paper outlines the perspectiveness of the goals of stimulating emotional and personally-significant experiences in the context of the effective individualization and differentiation during pedagogical interaction in the kindergarten. It includes presentation on the results of a study involving 127 children aged 3-7 years old in 4 experimental groups (I, II, III, and IV age groups), which prove that individual educational progress has a strong correlation with each child’s well-being, as well as the level of fully-productive involvement of the children in the process of pedagogical interaction.
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The present article presents the interactive board as an innovative tool for pedagogical interaction in kindergartens, emphasizing the most general advantages and disadvantages of this kind of educational system for children and teachers.
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Based on the examined literary sources, the article briefly reviews the development of research on teacher’s work motivation. The main contemporary research areas are highlighted. Three of these areas are analyzed in detail: the motivation for selecting the teacher profession by students in teacher education, the factors influencing the motivation of teachers and demotivational factors.
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In the article, the questions of humanization and democratization of modern education are discussed. The method of pedagogical coaching, and its role in the learning process of pupils and students, as well as the mechanisms of its action, are analyzed.
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There are proposed three strategies for organizing classroom training as a response to questions and a survey conducted among teachers and experts working in the secondary education system. Highlighted is the idea for achieving high learning objectives with all students, based on the use of differentiation-based strategies. The strategies: “Different Skills”, “Partnership” and “More Practice and Support” are developed and presented. The presentation is structured as a lecture for students and teachers who are interested in working ideas for professional implementation of a differentiated approach in the training practice.
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The authors share their experience for a tested model in the Bulgarian Language and Literature educational field according the semiotic approach for stimulating the intellectual and creative potential of children for smart growth in 6-7 year olds. The child realizes itself in a system of signs and signals and learns to use them with a communicative function. Modeling is used as a main method for stimulating the figurative and schematic thinking of the child, and later at the level of theoretical thinking.
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