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Im ersten Teil des Referates hebt der Autor hervor, dass die Varianten in der serbokroatischen Sprache wircklich vorhanden sind und dass viele Fragen noch immer weder theoretisch noch praktisch gelöst worden sind. Im zweiten Teil des Referates stellt der Autor fest, dass die in der Wissenschaft nicht gelösten Probleme in der Unterrichtspraxis noch schwerer werden In der Unterrichtsprogrammen sollte man genug Platz für die sprachlichen Varianten lassen, wobei ihre Bedeutung nicht besonders betont aber auch nicht unterschätzt wird. Das besondere Problem ist die Anpassung von den Lehrern und Schühlern, die aus einer in die andere Republik umziehen.
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Непосредан повод да се расправља о овом питању у овој прилици била је израда нацрта заједничких програмских основа за наставу матерњег језика и књижевности у основном и средњем усмјереном образовању у СФРЈ. А стварни узрок било је сазнање да у нашој наставној пракси имамо разноврсних лингвистичкихприступа, од оних традиционалних до најсавременијих. Шаренила има и у програмима и у уџбеницима. Основни пак циљ овом разматрању јесте жеља да се допринесе уједначавању мишљења и поступака у вези с побољшањем наставног рада.
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Gotovo svakodnevno sukboljavamo se s neprijatnom istinom da nam je pismenost u stalnom opadanju. Mijenjamo srednjoškolske i visokoškolske planove i programe, povećavamo i smanjujemo broj časova srpskohrvatskog jezika, mijenjamo kriterije ocjenjivanja, činimo sve da nešto poboljšamo, ali problem ostaje. Maturski, diplomski, magistarski, pa čak i radovi laureta prošarani su pravopisnim i gramatičkim greškama...
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Осавремењивање школске наставе српскохрватског језика претпоставља, приje свега, осавремењивање наставних програма и уџбеничке литературе, значи увођење у наставни процес најновијих сазнања до којих се у науци о језику (у општој лингвистици и сербокроатистици) дошло, а значи и одговарајуће напоре да се настава учини ефикасном у васпитном и образовном погледу.
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The current paper is based on a survey conducted on 321 engineering students studying at University Politehnica of Bucharest and University Politehnica of Timişoara. The research aims at outlining the profile of the teacher in technical higher education as depicted by engineering students. The results of the study highlight the importance of the student-teacher relationship and of the teacher’s roles as evaluator and examiner. Moreover, the test data show significant statistical differences between the real and ideal teacher in technical higher education from a student perspective. Regarding the dimensions of the teacher in technical higher education, based on the statistics, on a 1 to 5 scale, the results show similarities of the two models. For instance, students rank first intelligence and last elitism and competitiveness as teacher attributes.
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The article reveals the experience of Canadian universities in the sphere of internationalization and its implementation into the academic process of the Ukrainian higher agrarian education. The authors of the article examined works of Canadian researchers concerning internationalization in higher education, the process of adaptation of international students to the foreign environment, in particular, those which describe the outcomes of students, belonging to non-European intellectual traditions. It was found out that the Canadian strategies in internationalization had resulted in increasing quality of education and scientific research by establishing links with international partners due to the active academic mobility, multicultural awareness and integration into the world scientific society. Analysing and resuming the materials, the questionnaires were compeled to identify the initial level of adaptation of international students to the Ukrainian agrarian university, focused on housing information, challenges, learning the English and Ukrainian languages, university authority support for international students, etc. Assuming findings of the study, pedagogical conditions, appropriate to successful adaptation of international students to the academic and cultural environment of the university were distinguished. The intercultural trainings programme was targeted to facilitate the process of international students’ adaptation to the new multicultural academic environment, as well as provide the necessary skills for intercultural communication.
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Nowadays at the process of globalization the system of value orientations and educational traditions are undergoing noteworthy modifications represented in the Concept of Inclusive Education Development (2010) in Ukraine. The research demonstrates the conception of organization of pedagogical relationships of the participants of art-therapeutic process as a component of inclusive education. The problem of the investigation defined the choice of the empirical research methods such as observation, interview, testing, study of the products of the activities of the subjects, study, and generalization of pedagogical experience. As a framework for the research it was used the model of five different aspects of the therapeutic relationship described by Clarkson (1995). One of the most significant finding to emerge from the study is that inclusive education is much wider than the opportunity for everybody to visit neighbourhood schools, deeper than deletion of distinctions between "general education" and "special education" programs. Findings of this study suggest that elements of art therapy should become an integral part of work with both the disabled and displaced (refugees or immigrants) students. The results allow singling out some means for the modern teacher to organize pedagogical relationships as a dialogue of the equal partners in the art-therapy-oriented education process. Application of “Role-play” refers here to the special technique used at the art-oriented activity for studying interpersonal behavior of the participants. This promoted a better understanding between participants, empathy, and frankness that removed psychological and emotional barriers in their verbal and non-verbal communication, and stimulated the process of self-actualization.
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The article concerns the problem of fostering future border guard officers’ target-language performance by means of warming-up activities. The aim of the article is to track and validate the influence of warming-up activities on the effectiveness of teaching English for Specific Purposes to the cadets of Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. Regular introduction of the cadets to the warming-up activities during the English classes has enhanced cadets’ target-language performance and communicative competence as well as provided them with real-life contexts and settings, and therefore with adaptable and transferrable skills they can apply in all areas of their academic and professional life including interviewing travelers or impostors on the border. Our hypothesis is that warming-up activities contribute to cadets’ target-language performance in a particular class. It was verified by the experiment which was conducted in 2017-2018 in the form of an interview based on quasi-professional communication with the second year cadets (120 people) of “Law” specialty at Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. The analysis of the final control assessments conducted by means of using specially adopted the NATO Standardization Agreement (STANAG 6001) table of language proficiency levels for the future border guards’ language requirements, basic terms and procedures demonstrated that warm-ups is a performance potential for cadets of different educational levels and can be used in diverse contexts including real communicative situations in which they learn to solve problems. Analysis has shown that due to the regular use of warming-up activities while conducting a particular English class, the quality of target-language performance has increased, which was confirmed by the cadets’ academic scores. The result of the experiment gives credence to the assertion made earlier that warm-ups does their job: the cadets’ target-language performance in experimental groups has improved at 8.02 (from 78.72 to 86.74), which is much higher than in control groups ‑ at 2,65 (from 79.69 to 82.34). It is safe to say that instructors should take advantage of warming-up activities to catch cadets’ attention, promote motivation and interaction, practice and experiment with the language, which will “at the end of the day” lead to target-language performance enhancement.
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The article deals with the methods of teaching English for specific purposes to border guard officers. Ability to communicate English is one of the core competences of border guards in order to provide the State border protection. The aim of the article is to characterise peculiarities and aim of the English language training of “Military Administration” masters. Particular attention is paid to the structure of educational program of the second (master’s) level of higher education on specialty “Military Administration (by branches of Armed Forces)” and development of working curriculum “English for specific purposes”. Our hypothesis is that it is efficacious to use modern methods of learning during the lessons of the English language that was verified by the experiment which was conducted from July 2017 to July 2018 in the form of a survey of the first year officers (47 people) in the Faculty of Executive Staff Training who were studying according to the new educational program on the basis of the Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine. Analysis of the results of graduation examinations of border guard officers has shown that due to the use of the modern communicative methods of teaching in the educational process of the Academy, the quality of officers’ knowledge increased significantly. The result of the experiment confirmed that the officers generally acquired a good level of texts reading and translation skills, knowledge of professional lexical material, military terminology, and ability to make decision according the current legislation in the professional situation. It has proved the effectiveness of the implementation of working curriculum of English for specific purposes especially due to use of modern learning methods, forms of compatible collective activity, friendly atmosphere, attentive attitude toward partners on a communication and mutual help.
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This work is based on an analysis of English language teaching and learning in Montenegrin elementary schools. This type of analysis will be of help for both English language teachers and learners, as well as the educational authorities. Regarding teachers, we will show some kind of real picture of the way they work, bearing in mind their desire to work and the materials they use. Regarding learners, on the other hand, we can notice their reaction to the teacher’s way of teaching; and as far as the educational authorities are concerned, these results can be of major help, because they can shed light on which aspects they should be paying particular attention to when they create programmes for the elementary school level.
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Свойетавами культурного говорения являются: точность мысли, ясность сообщения, грамматическая правильность, богатство словарного запаса, разнообразие и гармоничность выражения. Культурное говорение в устной форме должен считаться с действующей нормой, а в письменной форме оно должно придерживаться орфографических предписаний. Выбор языковых средств и способа сообщения производится в зависимости от условий говорения, с учётом содержания и сюжета, а также цели говорения, уровня слушателей и всей обстановки в которой говорение производиться. Язык учебников оказывает существенное влияние на развитие способности выражения у школьной молодёжи. Составители учебных пособий иногда, казалось бы, забывают об этом. Это особенно касается лексики и структуры предложения. Особой проблемой является отбор слов при переходе из одного школьного класса в следующий старший класс. Мы отдельно разобрали и сопоставили язык двух учебников по основам обществоведения, для IV и V классов. Учебник для IV класса написан слишком простыми предложениями, в то время как учебник для V класса заключает в себе много слишком распространённых предложений. Тексты в учебнике для V класса перегружены фактографией: на полтора страницы иногда встречаем около 30 новых слов с отвлечённым значением.
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Настава неког предмета (нпр. географије, биологије, хемије итд.) јесте настава одређене науке или, тачније речено, настава изабраног и дидактички обликованог градива (знања) одређене науке. У тим изборима дају ce основи појединих наука. Тако je у већине школских предмета (у свих осталих осим наставе тзв. вјештина, нпр. ликовног васпитања и сл.). Осим тога, треба рећи да у настави језика има специфичности (нпр. настава матерњег језика ниje само настава науке о одређеном језику, већ je и настава изражавања, што сеже и изван оквира науке о језику у правом значењу овог термина).
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Undetected problems in visual functions have a significant role in the acquisition of academic skills, and are significantly more frequent in children at risk of learning disabilities. The aim of this paper was to determine the level of development and developmental departures in visual abilities of children 9-11 years of age. The sample included 540 typically developing children attending the 3rd and 4th grade of elementary school, of both genders (270/50% each), aged 9.0-10.11 (M=9.61; SD=0.51). The following four subtests from the Acadia test of developmental abilities were used to assess visual abilities: Visuomotor coordination and sequencing, Visual discrimination, Shapes drawing, and Visual memory. The linear correlation coefficient, χ2 test, one-way (ANOVA) and multivariate analysis of variance (MANOVA) were used in data processing. The results analysis determined that average values of achievements of most participants on the subtests assessing visual abilities were in the expected range with regard to age. Departures from age norms for more than one SD were most frequent on Shapes drawing (21.6% of participants) and Visuomotor coordination and sequencing (18% of participants), while they were noticeably smaller on Visual memory (18% of participants) and Visual discrimination (4.6% of participants). Gender-based differences were determined on Visuomotor coordination and sequencing (p=0.026) and Visual discrimination (p=0.009), but were not confirmed by the analysis of departures from age norms.
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In the most general sense, service-learning is a pedagogic method that combines formal instruction with the corresponding service activity in the community, where the students gain further understanding of the course content, as well as an enhanced sense of civic responsibility, through direct application of what they study in appropriate social contexts. In this paper we describe the application of the service-learning concept in EFL teaching at the Faculty of Philosophy in Niš. The elective course Grammar in EFL Teaching provides a framework for the cooperation between the teachers and students at the Department of English and those at other departments. The students at the English Department got the chance to gain additional experience through tutoring the students from the other departments, as well as to evaluate this experience reflectively. The paper provides a qualitative and quantitative analysis, based on structured questionnaires, evaluation protocols and interviews, which examine the attitudes of all stakeholders in this type of teaching practice. The results indicate that both the direct participants (the students of English and those from other departments) and the indirect participants (the English teachers at varous departments whose students participated in this activity) confimed the usefulness of and justification for this kind of pedagogic practice.
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Рад на граматици, односно, поукама о језику, представља још увијек методски недовољно обрађено подручје. Програм истине „да поуке о језику од почетка па до краја школовања у основној школи, треба заснивати на језичком осјећају и посматрањима ученика и водити их, постепено, ка усвајању књижевног језика. Зато ће само говорна ситуација и прикладам текст бити полазна тачка и исходиште свих запажања о језику, једном ријечју, учења и усвајања његових законитости.“
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Ancient Greek tragedies of the 5th century BC are considered as double texts (texts for scenic incarnation and texts for reading) that ensured the development of school institutions and mentoring apprenticeship and reflected the pedagogical positions of playwrights on these institutions. Texts of tragedies as texts for scenic incarnation were aimed at adult students – townspeople, who continued their education in the theater as a special educational landscape – school on the stage. Texts of tragedies as texts for reading were texts for schoolchildren who used them as notebooks with prescriptions for rewriting or as text-exercises for reading aloud, reciting, memorizing.
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The paper examines what texts of Christian poets were used by Bede the Venerable in his De arte metrica; how he quoted them. It is discussed how the norms of classical poetry were superseded in the schools of the early Middle Age, and how they were replaced by Christian ones.
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