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Tvůrčí psaní a literární výchova

Author(s): Zbyněk Fišer / Language(s): Czech Publication Year: 0

Tvořivost chapeme jako aktivitu, jejimž vysledkem je originalni, společensky přinosny, hodnotny produkt. Produkt tvůrči činnosti – předmětne či mentalni povahy –, kteryslouži egoistickym, podmanitelskym, nehumannim cilům a na ukor druheho člověka, je moralně pochybeny a eticky nepřijatelny. Humanně jednajici tvůrce využiva svou kreativitu k tvořeni pozitivnich vystupů. Ma zodpovědnost za svůj tvůrči produkt. – Ihned se nam vybavi namitka, že přece mnoho vynalezů je zneuživano pro agresivni, manipulativni, uzurpatorske cile. Tvůrce mnohdy jen vložil svou vynalezavost a fantazii do služeb někoho, kdo mu za vynalezani, objevovani a tvořeni zaplatil. Neni vinou tvůrce, ktery tvoři dle vlastniho nadani a vědomi co nejlepši pozitivni produkt, že jeho dilo je zneužito k destruktivnim učelům. – Neni to ani vina kreativni vychovy. Je ovšem povinnosti teoretika a učitele kreativni vychovy upozornit žaka, studenta, tvůrce na zodpovědnost za svou tvůrči činnost. Učitel má naučit žáka vytvářet pozitivně vnímatelné a eticky pozitivně hodnocené produkty.

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Intertextualita prizmatem tvůrčího psaní

Author(s): Dagmar Dvořáková / Language(s): Czech Publication Year: 0

V teto kapitole představime cesty, ktere tvůrči psani nabizi k praci s literarni kategorii intertextualita v literarni vychově. Nadto se dnes ukazuje, že ho lze využit při jakychkoliv setkanich (dilnach, workshopech) osob všech věkovych skupin, zajimajicich se o literature v ramci školske vyuky i mimo školsky system. Cilem takove prace s texty je hledat a objevovat cesty, jak porozumět uměleckym textům i sobě samym. Strategie tvůrčiho psani začleněne do vyuky slouži jako zcela přirozene pojivo umožňujici propojit jazykovou, stylistickou i literarni složku vzdělavaciho oboru česky jazyk a literatura, tak jak je vymezuje např. Ramcovy vzdělavaci program pro gymnazia.3 Tvůrči psani je jeden z prostředků vytvořeni homogenniho vyučovaciho předmětu, což je bezpochyby možno považovat za velky přinos. Ještě dal jde Jiři Studeny v Dramatech jazyka, když mluvi v souvislosti s tvůrčim psanim o interdisciplinaritě, ktera „naleži k nejpodstatnějšim imperativům současneho vědeckeho badani vůbec“.

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Myšlenkové mapy ve fyzice

Author(s): Roman CIBULKA / Language(s): Czech Publication Year: 0

Methods for solving physical problems are different. They serve a deeper understanding of natural facts and their laws, give students the necessary basis for a better understanding of current technologies. Mind maps can be a useful tool in teaching physics. The present contribution does not aim to acquaint students with the creation of mind maps in detail, but rather wants to show the use of this method for solving problems in PHYSICS. You can also learn about selected mind mapping programs in the best of what’s used.Mind map is the easiest way to get information into our brain and how to get information from it – is a creative and effective way to make notes that literally "map" our reflections.At the end of contribution, you will find examples of thought maps for a particular use in PHYSICS.

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Pojmové mapy a ich využitie vo vyučovacom procese

Author(s): Andrej Vanko / Language(s): Slovak Publication Year: 0

In this article, we are describing history of mind maps, usage in real world and at last how they can be applied for teaching geometry in high school. We will be describing who first thought about idea of mind maps and why mind maps were figured out, what was purpose of mind maps. Than we will speculate about how people perceive the world and how they can so easily remember so much things, understand patterns in the world and add new terms to already learned pool of terms and understand these terms. After this we will show some examples of mind maps and what needs to be done to create good mind map. In the end of article, we will show mind map created from concrete theme in geometry and way how to explain this map for students.

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AUTONOMIE ŽÁKA V CIZOJAZYČNÉ VÝUCE NA PRIMÁRNÍM A SEKUNDÁRNÍM STUPNI VZDĚLÁVÁNÍ

Author(s): Adam Zeisek / Language(s): Czech Publication Year: 0

This mapping review deals with research focused on developing learner autonomy in pre-tertiary schools. It reviews five pieces of research which deal with learner autonomy in connection with other areas. In four cases the described research is qualitative (two of which are examples of action research) and one quantitative. The author also briefly describes the current state of knowledge concerning learner autonomy.

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ROLE PROINKLUZIVNÍ KULTURY EDUKAČNÍCH INSTITUCÍ V ZAČLEŇOVÁNÍ DĚTÍ S PORUCHOU EMOCÍ A CHOVÁNÍ

Author(s): Karel Červenka / Language(s): Czech Publication Year: 0

The text deals with the inclusion of children with emotional and behavioural disorders in the view of their conditions on the microsocial level, i.e. interaction. There is considered the role of the inclusive school culture and educational institutions in the inclusive process of children with emotional and behavioural disorders. The partial results of the qualitative research represent factors which potentially support the development of pro-inclusive culture in educational institutions

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DIALOG MEZI UČITELEM A ŽÁKEM V PROSTŘEDÍ ŠKOLY

Author(s): Martin Fiala / Language(s): Czech Publication Year: 0

This chapter deals with a dialogue between teacher and pupil in the elementary school environment. The mutual relationship makes basic communication lines which fulfil the educational process. Both participants‘ actions create the given environment as well as the environment shapes and affects the participants. The text draws readers‘ attention to disharmonic aspects of the mutual communication, especially regarding school discipline. There is important to focus on barriers which are related to the figure of the teacher. The personal attitude of the teacher and his prejudice against the pupils‘ risk behaviour are in particular considered one of the possible barriers. The main aim of the text was to carry out the research related to the topic of teacher-student dialogue in the available literature and point to information resources for further study.

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ŠKOLA TO ZAŘÍDÍ… PŘÁNÍ, TOUHY A POŽADAVKY ADRESOVANÉ ŠKOLE

Author(s): Hans-Ulrich Grunder / Language(s): Czech Publication Year: 0

Škola má pouze omezené možnosti zvládat výzvy, které jsou jí předkládány k řešení. Tento fakt současně ilustruje po staletí trvající přítomnost požadavků života a světa ve škole. Lze říci, že škola jako instituce reaguje na problémy adekvátně, byť zpravidla stereotypně. Profesionální reakce na požadavky zvenčí by od školy žádala vyprofilování „specifické pedagogické role“, kterou však škola aktuálně není schopna zastávat, a to vzhledem ke zvyšující se sociokulturní heterogenitě žactva.

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TEDY HEZKY TISKNĚTE ANEB DÁT SLOVO DĚTEM. K PROBLÉMU RECEPCE FREINETOVY PEDAGOGIKY

Author(s): Hans-Ulrich Grunder / Language(s): Czech Publication Year: 0

Když školy v Německu a Švýcarsku „objevily“ na počátku šedesátých let 20. století Célestina Freineta, vztahovala se praktická i akademická pedagogika do značné míry k „freinetovským technikám“. Byly prověřovány možnosti implementace jeho myšlenek do škol a jejich propojování s pedagogickým diskursem. Některým autorům se sice podařilo jméno tohoto jihofrancouzského učitele psát správně, nedařilo se však vystihnout jazykové zvláštnosti Freinetovy dikce („Orli nelezou po schodech“). Tato neschopnost dodnes omezuje porozumění pedagogickým konceptům Elise a Célestina Freinetových – soudě také dle několika překladů jejich textů do němčiny.

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První hodina francouzského jazyka – otázky cílů, návaznosti obsahu, procesů učení a motivace

Author(s): Tomáš Klinka,Klára Uličná / Language(s): Czech Publication Year: 0

Výuka cizích jazyků je specifická mimo jiné tím, že je její obsah totožný s jejím cílem i prostředky jejich dosahování. „Jinými slovy, komunikační kompetence v této výuce představuje cíl a její užívání i cestu k jejímu rozvoji.“ (Píšová et al., 2011, s. 56). Komunikační kompetence je obecně akceptovaným cílem výuky cizích jazyků jak v literatuře odborné, tak v oblasti programových a kurikulárních dokumentů (např. Bachman, 1990; SERRJ, 2002), přičemž nelze opomenout fakt, že je komunikační kompetence v tomto kontextu pojímána jako konstrukt doménově specifický (domain specific), jenž přináleží cizojazyčné výuce, a to oproti jedné z klíčových kompetencí, doménově obecně (domain general) nadoborově definovanému cíli, komunikativní kompetenci [sic] (např. RVP ZV, 2007).

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Rytmus, pohyb, periodicita, nejmenší společný násobek dvou přirozených čísel

Author(s): Darina Jirotková / Language(s): Czech Publication Year: 0

Tato kazuistika se věnuje výuce matematiky na 1. stupni základní školy Hejného metodou vyučování matematice (dále H-metodou). Výuku vedla stejná vyučující ve stejné třídě jako v kazuistice Vondrové (Jak najít pravidlo pro umístění desetinné čárky při násobení desetinných čísel), takže srovnání těchto dvou kazuistik může být užitečné k hlubšímu porozumění strategiím při tvorbě učebního prostředí v daném pojetí výuky. Výuka v obou kazuistikách se odehrává s asi ročním odstupem.

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Zihin Yetersizliği Olan Bireylerin Duygusal Özellikleri

Author(s): Semra Omak,Yunus Emre Yiğit,Yusuf Alpdoğan / Language(s): Turkish Publication Year: 0

Individuals with intellectual disability are affected negatively emotionally due to their failure experiences, negative learning experiences and inadequacies in their social skills. Such kind of emotional affection causes these individuals to experience intense emotions such as; intense failure expectation, shyness in taking responsibility for life, limited self-regulation skills, negative self-perception, low motivation, loneliness, fear, etc… Therefore, there are points to be considered regarding the emotional characteristics of individuals with intellectual disability. Some environmental conditions that affect the emotional characteristics of individuals with intellectual disability are as follows: negative feedback as a result of their failures, repeated experiences of failure and labeling, excessive manipulation of different positive or negative outcomes in their lives by other individuals, intense external control, not being given the opportunity to experience, excessive reinforcement or no reinforcement at all. In addition, it is possible to sum up the emotional characteristics of individuals with intellectual disability under the following headings: learned helplessness, self-concept, locus of control, taking responsibility for life and self-direction, incentive/motivation, external orientation, failure expectation, and personality traits. Revealing the emotional characteristics of individuals with intellectual disability and conducting studies on them play an important role in leading a normal life of these individuals.

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Gelişimi Tipik Seyreden Çocuklarda Okul Reddi, Anksiyete ve Duygu Düzenleme Güçlükleri

Author(s): Sümeyye Ulaş / Language(s): Turkish Publication Year: 0

The World Health Organization defines a healthy individual as not only a state of physiological well-being without any disease or disability, but also as a holistic state of well-being that includes social and mental aspects. At this point, it can be evaluated that mental health and mental health problems are at least as crucial as illness or disability in complying with the definition of a healthy individual. Mental health problems can affect individuals at all stages of development. Theorists focus on the impact of early childhood development processes on the rest of life, with an emphasis on early childhood problems and early interventions. In this context, this study aimed to introduce the concepts of school refusal, anxiety, and emotion regulation as early-term emotional problems. The social circle of the child, whose social circle has been limited to her/his family until now, is expanding with processes such as school. This, in particular, can cause situations such as anxiety. It can be said that the emotional problems that are likely to be experienced in the pre-school period, when they expand in various ways, are brought to the reader’s attention. School refusal, an anxiety-based situation, is considered a school attendance problem that can lead to severe consequences such as school dropout. In this context, the similarity between school refusal and separation anxiety symptoms can occasionally make it difficult to recognize these two problems. However, while separation anxiety is seen with more diverse stimuli, anxiety and avoidance reactions are observed against the school- and school-related stimuli in the case of school refusal. Against these situations, it is recommended to focus on children's emotional regulation difficulties and intervene.

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Psikolojik Danışmanların/Rehber Öğretmenlerin Gözünden Meslek Etiği

Author(s): Hurizat Hande Turp / Language(s): Turkish Publication Year: 0

Unlike other stakeholders, psychological counselors working in educational institutions are a professional group that has communication and responsibility with all individuals, from students to teachers, administrative staff and parents. Guidance teachers, who carry out the most important function of student personality services, as suggested by the modern education approach, strive for the individual development of the student. In this direction, it faces various difficulties. When the qualifications that a profession presented by the researchers should have and the objectives on which the Psychological Counseling and Guidance Association agree, together, it is seen that the necessity of ethical principles is emphasized in a common way. The healthy practice of a school counselor's profession requires personal supervision supported by internalized ethical principles. It is emphasized that these ethical principles should not be limited to the conscience of individuals, but that these ethical principles should be applicable and that the practices should be supervised by sanctions. Within the scope of this study, it is aimed to examine the opinions of guidance teachers working in educational institutions about the difficulties they experience within the scope of professional ethics and legal issues. For this purpose, it was presented by taking the opinions of 10 guidance teachers and placing them in the relevant ethical code category. Qualitative research method and in-depth interview technique were used in order to collect more detailed and in-depth data about the ethical problems and difficulties experienced by psychological counselors/guidance teachers regarding the administration of the institution they work, students, parents and their fields. As a result, guidance teachers; Their experiences about the difficulties they experienced in Mandatory Reporting of Child Sexual Abuse, Informed Consent, Confidentiality-Privacy, Burnout, Consultation, Transfer-Counter-Transference, Bidirectional Relationships, Borders and Virtual Environments are presented by interpreting. Among the aforementioned codes, it was found that the subject of Confidentiality and Privacy was the most difficult subject.

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Otizm Spektrum Bozukluğu Gösteren Öğrencilere Etkinlikle İlgilenmenin Kazandırılmasında Kendini Yönetmenin Kullanımı: Sistematik Bir Derleme

Author(s): Akın Gönen / Language(s): Turkish Publication Year: 0

The aim of this study is to examine the studies on the use of self-management practice in helping students with autism spectrum disorder (ASD) acquire the behavior of being interested in activities. Within the scope of the study, EBSCO Host, Springerlink, Jstor and Web of Science databases were searched using the keywords "self-management", "on-task", "task engament" and "autism spectrum disorder". As a result of the detailed search, it was determined that there were 319 articles. As inclusion criteria in the study, (a) students with ASD are participating, (b) preferring the teaching practice in which self-management components are used, (c) interest in activity as a target behavior (d) designing with one of the single-subject research models, (e) electronic data and (f) publication of articles between January 2000 and August 2022. As a result of the detailed examination, 14 articles were included in the scope of the research and analyzed. When the findings were examined, it was determined that students between the ages of 8-18 with ASD participated in all of the studies, teaching activities were carried out in general education and special education classes, technology-based applications were generally used as a means of self-management, and there was an increase in the behavior of engaging in activities with the use of self-management application. The findings were discussed and suggestions were made for future research.

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PERSPECTIVE ALE CADRELOR DIDACTICE CU FUNCȚII DE CONDUCERE DIN ÎNVĂȚĂMÂNTUL PREȘCOLAR ASUPRA DESFĂȘURĂRII EDUCAȚIEI MORALE ÎN GRĂDINIȚE

Author(s): Nicoleta-Alina Petcu-Nicola / Language(s): Romanian Publication Year: 0

In order to obtain information regarding the importance of carrying out moral education activities in kindergarten, of carrying out educational projects in this field, of approaching the curriculum for early education regarding the existence of elements of moral education or the need to introduce such a field, we interviewed eight kindergarten directors and two school inspectors for early education and religious discipline. Following the analysis and interpretation of the answers provided, it can be found that there is a great need to carry out moral education activities in kindergartens, all the executives interviewed consider that moral education is not given its rightful place, the first place, and in the curriculum for early education in force there are not enough examples of moral education activities. At the same time, the respondents provide examples of moral values that should be promoted among preschoolers, they support the importance of using the moral model within the activities and claim the urgent need to carry out educational projects at the national level, in the field of moral education. A fact highlighted by this interview is the need to regulate moral education in preschool education, by introducing this field in the curriculum, because at the moment the carrying out of this type of activities remains at the discretion of each individual educator.

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INTERPRETĂRI FENOMENOLOGICE ALE PRIVIRII ÎN E-LEARNING

Author(s): CRISTINA URSU / Language(s): Romanian Publication Year: 0

In this analysis, we investigate whether the gaze is a simple ocular act or whether the eyes translate it, like a screen, into a two-sided act of subjectivity in relation to the Other. This can induce anxiety and shame in the disintegration of one's own universe, as highlighted by Sartre (eyes peering through the door frame, for fear of being seen in embarrassing poses); it can "touch" what it sees, taking place in a space of tangibility, as a palpation according to Merleau-Ponty; or it can be a call from the limits of the ego to the infinity of the Other, within an ethically grounded framework, as argued by Levinas. In the context of formal distance learning sessions, the act of looking is mediated by the webcam's "eye" – the webcam's pupil takes the place of the direct gaze, manifesting certain influences to both sides, observable in perspective. The teacher directs the gaze to the center of the frame, the circular center of the webcam which assimilates and transposes it onto the student's screen. The latter receives it in the absence of optical reciprocity, creating a unique situation where we look from one point on the screen, but are observed from all sides.

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EKSPERIMENTALNI PRISTUP U PODSTICANJU UČENIKA U NASTAVNOM PROCESU KROZ PRIMJENU KOOPERATIVNOG UČENјA

Author(s): Refik Trumić / Language(s): Bosnian Publication Year: 0

In this paper, the author aims to contribute in the answer to the question of how to include pupils in the classroom teaching process, that is, what are the determinants of their inclusion. The answers to these questions was gained in experimental ways. The experiment was made according to the existing curriculum in BiH. The work was done in 20 hours time, ten in mathematics, and ten in the subject of my environment. Significant results have been made of which these results are in the rise: (1) expectations of success, (2) challenge and (3) mastering the target orientation of students. Reduced results are: (1) a motivation and (2) student activities during classes. Why activities, during classes of the conditions in which the teacher was trying to get students to work independently are lessened, it remains to be answered in some future research.

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THE KNOWLEDGE TRIANGLE AND THE ROLE OF THE TEACHER FOR THE DEVELOPMENT OF KEY COMPETENCES IN THE PRIMARY SCHOOL

Author(s): Maria Alexieva / Language(s): English Publication Year: 0

The knowledge triangle concept refers to necessity to improve the impact of investments in terms of the three activities — education, research and innovation. The effectiveness of the activities implemented in the knowledge triangle is a process based on the recognized need for cooperation between all interested parties. The process of awareness itself is slow and implies changes - in thinking, in organization and administration, in inclusion and participation in various activities - project, qualification, scientific, etc. In this context, we can talk about a practical realization of the concept of the triangle of knowledge. Modern education is oriented towards digitization and related methods and means, because the students who are educated today are representatives of the so-called "alpha" generation. a generation that grows and develops in the conditions of Internet communications, social networks and artificial intelligence. The representatives of the "alpha" generation seek information and learn in a different way compared to previous generations. In this sense, the Bulgarian school should become closer to the children's natural environment through the wider application of various educational models in training. And everything said so far is related to the role of the teacher.

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