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Formativno praćenje: razumije uputstva, umije pronaći podatke i činjenice, organizuje, pravi koncept i analogiju, upoređuje i analizira činjenice na osnovu kojih donosi zaključke o ratnim nacionalističkim ideologijama i ,,stradanjima“ običnih ali i svjetski poznatih ličnosti u ratnim uslovima; Sumativno ocjenjivanje: u skladu sa jasno gradiranim ishodima ocjenjuje učenike.
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Physical education is a form of youth participation in physical culture and it is a special part of it. Apart from sports and physical recreation, physical education aims to prepare the young generation to participate in physical culture. However, this preparation is understood differently. Originally, movement classes at school were aimed at body gymnastics with the intention of strengthening the health of exercising youth, thus preparing them for an active life. Currently, according to the humanistic concept of physical education, it aims to shape the personality of the pupil, his attitudes and beliefs towards physical culture. This change has significant implications for the effects and quality of physical education. The article discusses the quality of modern physical education in the context of the pedagogical changes made in its goals and, consequently, its content.
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The questionnaire survey was conducted among students of MA studies in pedagogy, the total number of respondents is 160 people. The results of the research show that the motivation to be active during the pandemic has decreased, and too long using the computer causes increased health ailments. Most students are aware of leading a bad lifestyle and the need to quickly change their habits, but they wait for stimuli and encouragement from their peers, are reluctant to actively organize their time themselves, and wait for organized classes.
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Mezi netradičními studenty, jejichž charakteristice se věnuje předcházející kapitola, nás zajímá skupina těch, kteří aktuálně studují pedagogické obory. Pro důkladné uchopení tématu netradičních studentů pedagogických oborů, pro porozumění jejich životním osudům považujeme za důležité připomenout možnosti studia těchto oborů v průběhu minulých dekád. Cílem této kapitoly je proto nastínění vývoje studia pedagogických oborů od 50. let 20. století až po současnost.
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This paper introduces results of pilot research that sought to answer what subjectively perceived factors and processes of computer-assisted simulation games influence the speaking fluency of participants and how these factors do so. This work presents and interprets the results of a multi-case study of four participants during an intensive course of English as a foreign language. Moreover, possible recommendations for teaching based on the study are foreshadowed.
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We focus on mapping, analysis and capturing the life and work of some personalities of Slovak mathematics in our contribution. They are mathematicians, teachers and their knowledge and ex-perience can be usefull in teacher training of the future maths teachers and as an added value to education knowledge of these group of students.
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Jakiś czas temu świat obiegła informacja o powstającym serialu Amazona. Nowa wersja kultowego Władcy pierścieni ma osiągać rekordowe nakłady, wyższe nawet od budżetu Gry o tron, co uczyni ją najdroższym serialem w historii. Z tej okazji warto pomówić o roli pieniądza w fantastyce. Autorzy fantasy, tworząc świat i zasady jego funkcjonowania dla zachowania spójności uniwersum, często czerpią ze znanych im systemów gospodarczych czy sięgają po funkcjonujące na Ziemi systemy monetarne. Modele ekonomiczne nierzadko stają się nawet podstawą fabuły, tłem wydarzeń czy przyczyną zawiązania konkretnych konfliktów.
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Calendar of entries on the Facebook page Student Circle of Modern Banking "Fintech" University of Warsaw (SKN Fintech) in the period October 2020 - December 2021
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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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Tato kapitola se nejprve věnuje komunikaci specificke pro prostředi školy: komunikaci mezi učiteli a jejich žaky. Pravě prostřednictvim zobrazeni komunikace ve vyuce literarni vychovy se nam totiž odkryje prostor, ktery komunikačni uspořadani otevira žakovskemu tvořivemu myšleni. V druhe časti teto kapitoly se pak pokusime přibližit, jakym způsobem lze v ramci komunikace, jež nabizi prostor pro žakovske tvořive myšleni, uplatnit postupy tvůrčiho psani a jakych vysledků lze jejich prostřednictvim dosahnout.
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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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Special-educational practice is an integral part of the undergraduate training of the special education program students. The paper brings an overview of individual forms of the special-education practice within the bachelor and master study level in the study program Special education. Moreover, paper raises the importance of the qualitative and good practical teachers and the active students’ participation during the practice realization; highlights the need for the enlargement of the special-educational practice also for the students from the study programs because of the rising amount of the pupils with special educational needs in the elementary schools who are individually integrated.
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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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Paper presents results of two research studies regarding formal integration of mountain-oriented education into Geography school curricula and Geography textbooks for primary schools. First study focuses on quantitative and qualitative analysis of Geography school curricula for primary schools, within which we searched for references, learning objectives, competencies and teaching methods, which are connected to mountain-oriented education. The second study focuses on analysis of Geography textbooks for primary schools, where we analyzed text and photographs, which are connected to mountain-oriented education. The paper presents important findings of how mountain-oriented education is currently presented within Geography lessons in Slovenian primary schools.
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Introduction (basis): Like the common population, also children with autism spectrum disorders (ASD) should be swimming literate – they should be equipped with such skills to be able to safely handle the aquatic environment and consequently to be able to make use of the swimming locomotion as of a lifelong motional activity for maintaining their health. Regarding the content of the swimming education for children with ASD, it is based on the preparatory and on the elementary swimming education programmes. However, it is distinguished by many specialities (suitable material conditions, use of specific methods, teacher-pupil interaction) – all this must be considered while creating such programmes. Aim: Applying structured learning on the concept of common preparatory and elementary swimming education for children with autism spectrum disorders. Methods: Five probands (boys) aged 6–10 years took part in this study. medical diagnosis: Asperger syndrome, infantile autism, atypical autism. The interventional programme lasted for 10 months (school year 2016/2017) and it was divided into two blocks (1st and 2nd term). Each block (term) consisted of 18 lessons once a week. Each lesson was 30 minutes long. In the first lessons, an entry diagnostic was performed by the help of Štochl Scale of swimming skills assessment. At the end of the first block, an output diagnostic was performed by using the same scale. The 3rd assessment took place at the end of the 2nd block. The final assessment of the interventional programme took place three months after the third measurement at the end of the 2nd block (in September 2017). Results: From the assessment of the results of the scale by the help of the sign test all probands have experienced an overal improvement in all swimming skills between the measurements 1 and 2, 3 and 4, 1 and 4. Discussion: According to the above presented results of this study, it can be said that structured learning was a well-chosen technique for the swimming education of children with ASD. Thanks to the structuralisation, the children have obtained basic swimming skills and they have built up a solid ground for a training of swimming styles. We consider the achieved results for very valuable for other swimming education of children with ASD.
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