Didactic Terms Research Articles

Strategie językowe w powszechnym kształceniu muzycznym

The article presents an outline of various foreign language learning strategies, the presence of which can also be seen in well-known methods and concepts of music education at school. The similarities between music and language have been the subject of discussion among philosophers, musicologists, linguists, and psychologists for many years. Moreover, along with the development of neuroimaging techniques, scientific evidence has been provided to approximate the analogies that occur in the process of perceiving linguistic and musical structures. This article outlines the similarities of language and music in terms of didactics and focuses on the ways they are acquired. It presents the existent analogies between the strategies of foreign language learning and strategies used in music learning. The subject of consideration are also the ways of music and language learning integration, which could be provided by introducing CLIL method (Content and Language Integrated Learning). The CLIL method, which is now increasingly used in general education, can bring double benefits in relation to music. This form of integrated music and language teaching can be used both in general music education and in primary and secondary music education. In addition, recent research on the introduction of CLIL to secondary music education is briefly described.

PRIMARY DESIGN TIMES O F EDUCATIONAL COMPOSITION

The problem of didactic terms and receptions of forming of conformities to the law, facilities and rules of construction of picture is examined in the article, as component of development of creative capabilities of students.

SKETCH-DRAWINGS AND SKETCHES AS A METHOD OF NATURE RESEARCH

In the article is examined the problem of didactic terms and receptions of forming systems approach during the prosecution of school-drawing in a section “Drawing of a human figure” as a development component of creative capabilities of students.

ФОРСАЙТ СОЦІАЛЬНО-ТРУДОВОЇ МОБІЛЬНОСТІ МОЛОДІ НА ОСНОВІ ВИКОРИСТАННЯ ХАКАТОН-ЕКОСИСТЕМИ

The article discusses contemporary issues related to social and labor mobility of youth. In particular, it is observed that social and labor mobility is influenced by such factors as social order; ethnocultural stereotypes at the modern stage of social process development; system of social and moral values; changes in the employment types and patterns, a range of professions and occupational prestige in public opinion; demographic processes; regional specifics; social structure and organisation; settlement structure, etc. The study reveals that from a microenvironment perspective, the youth social and labor mobility level is primarily affected by the following group of impact factors: family, education system, immediate environment, media, territorial specifics of professional and social structure and others. The study findings demonstrate that the correlation between objective realia and microenvironment in the process of professional self-identity of an individual could be viewed as the relationship between the two external sources of shaping a person’s professional focus. To attain the research agenda, foresight technologies were employed to encourage social and labor mobility of young people. Data collection on graduates was conducted at the Kyiv National University of Technologies and Design during 2019–2020. Based on the use of the Hackathon ecosystem, this study presents a foresight on youth social and labor mobility. It is argued that such a mechanism contributes to building socioeconomic relationships between institutions, enterprises and organizations on youth social and labor mobility, applying a systematic approach to tackling the issues under consideration, developing the key areas for effective interaction, establishing socioeconomic, legal, psychological and didactic terms to coordinate their activity. The regulatory framework to manage social and labor attitudes of young people based on the University Hackathon ecosystem involves the following mechanisms: institutional (developing and implementing a regulatory framework as well as the government workforce policy), organizational (assessing the situation within the educational environment: social, household-based, psychological), economic (which covers optimality, efficiency, structuring) along with personal and motivational (insights into the demands, values, interests and motifs).

Human rights education and the conscience of mankind: developing didactics of perplexity

The Preamble of the Universal Declaration of Human Rights (UDHR) states that ‘disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind’. From this point of departure, we argue that philosophical, political, and religious reflections on core concepts such as conscience, freedom, equality, dignity, justice, and peace can help to create an appropriate balance between a normative framework and a non-affirmative approach to human rights education. Teacher students can benefit from philosophical reflection, critical thinking, and individual judgement, as this will enhance the authoritativeness and self-determination of both teachers and learners. In terms of didactics, we consider the potentials of a concept-based approach inspired by the political philosophy of Hannah Arendt and her critical discussion of the perplexities of the rights of man.

About the Concept “Learning” in Russian-language Academic Discourse

Being one of the basic didactic terms, “learning” is frequently translated by Russianspeaking researchers as either “obuchenie” or “uchenie”. It seems strange, as these two words are not synonyms in Russian. Moreover, in Russian conventional didactics they denote two different phenomena: “obuchenie” refers to the entire educational process consisting of both the teacher’s and the learner’s activities while “uchenie” corresponds to the latter one. Successful international academic communication presupposes that any terms accepted by English-speaking professionals should be adapted to the national didactic concepts of this or that country. Taking this requirement into account, the author concludes that the only possible equivalent of “learning” in Russian is “uchenie”, not “obuchenie”, while the phrase “the shift from teaching to learning” and the term “student-centred learning” should be translated as “sdvig / perekhod ot prepodavaniya k ucheniyu” and “studentotsentrirovannoe uchenie” respectively. The author comes to the conclusion that student-centred learning (SCL) opposed to student-centred teaching can be considered the highest point in the development of student-centred approach currently prevailing in European countries. SCL as a new type of learning means that the student becomes an active participant in educational process having his (her) own needs and interests in the focus of attention. The substitution of the word “uchenie” by the incorrect variant “obuchenie” existing in the Russian academic discourse nowadays prevents Russian-speaking researchers from seeing clearly the essence of SCL.

УПРОВАДЖЕННЯ ДИСТАНЦІЙНОГО КУРСУ З МЕТОДИКИ НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ НА ОСНОВІ СИСТЕМИ MOODLE

Стаття присвячена теоретичному аналізу проблеми дистанційного навчання й опису впровадження авторського курсу з методики навчання української мови на основі системи MOODLE. Вивчення засадничних державно-нормативних документів, які регламентують сутність, специфіку та норми застосування дистанційного навчання, допомогло уточнити термінологічні поняття дослідження. Студіювання проблеми дистанційного навчання дозволило виділити її позитивні характеристики й недоліки, а також раніше невирішені частини загальної проблеми: можливості дистанційного навчання майбутніх учителів початкової школи в контексті лінгводидактичної освіти. У межах дослідження було обґрунтовано доцільність і створено авторський дистанційний курс з методики навчання української мови для майбутніх учителів початкових класів. Практику впровадження електронного модуля «Методика навчання грамоти» в освітній процес Херсонського державного університету докладно описано в статті. Розроблений модуль складається з теоретичного блоку, який містить оглядові лекції та словник-мінімум лінгводидактичних термінів, інтерактивного блоку завдань для самостійного опрацювання та контрольно-оцінного блоку, створеного у вигляді тестових завдань з автоматичною перевіркою відповідей та їх миттєвим оцінюванням. Аналіз відповідей студентів та досвід упровадження розробленого дистанційного курсу дозволяє стверджувати, що дистанційне навчання дає змогу здобувачу освіти опрацьовувати теоретичний матеріал, перевіряти рівень сформованості знань із виучуваного розділу у кожного студента індивідуально, забезпечує зворотний зв’язок з викладачем, сприяє урізноманітненню методів, прийомів, форм організації освітньої діяльності, стимулює інноваційне мислення студентів, удосконалює шляхи формування лінгводидактичної компетентності, а також розширює обізнаність зі світом інформаційних технологій в освіті.

Different versions of assessment for learning in the subject of physical education

ABSTRACTBackground: Assessment for learning (AfL) is now marketed across the Western world as a key to an improved goal attainment in most school subjects. The concept has also attracted increased interest in the international research field of physical education (PE) in recent years. According to (Chan, K., P. J. Hay, and R. Tinning. 2011. “Understanding the Pedagogic Discourse of Assessment in Physical Education.” Asia-Pacific Journal of Health, Sport and Physical Education 2 (1): 3–18) assessment both influences the teaching and learning process and defines its product, which is referred to as the ‘backwash effect’. Contrasting versions of AfL will therefore have different consequences, regarding the constitution of teacher and student subjectivities as well as characteristics of the subject content. These consequences can be understood in terms of didactics, which in a European research tradition focuses on the relationship between teacher, student and subject content (Hudson, B., and M. A. Meyer, eds. 2011. Beyond Fragmentation: Didactics, Learning and Teaching in Europe. Opladen and Farmington Hills: Barbara Budrich Publishers).Purpose and research question: The purpose of the study is to identify teacher and student subjectivities as well as subject content, constituted through different versions of AfL in school PE. The identification of the different versions of AfL and the relations established through each of them is facilitated by the research question: ‘What is performed and produced in the formative assessment practice of PE?’ The findings are then discussed on the basis of the question: ‘Assessment for what learning?’Methods: In order to answer the research question, a mixed method of lesson observations and semi-structured interviews was used (cf. Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks, California: Sage Publications Inc). Thirteen PE lessons were observed at two different upper secondary schools, involving four classes attaining both vocational and pre-university programmes. Semi-structured interviews were conducted with 17 of the students and their two male PE teachers. The empirical material consisted of field notes and transcriptions of the interviews, with an emphasis on the latter. In the first step of the analysis the material was categorised by means of the five key strategies of AfL (Wiliam, D. 2011. “What is Assessment for Learning?” Studies in Educational Evaluation 37: 3–14. Elsevier), in order to identify different ways of realising the concept in the subject of PE. The second step was a combination of a performativity (Ball, S. J. 2003. “The Teacher's Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228) and a didactic (Hudson, B. 2002. “Holding Complexity and Searching for Meaning: Teaching as Reflective Practice.” Journal of Curriculum Studies 34 (1): 43–57) analysis, which clarified the relations established under different circumstances in the formative assessment practice.Findings: The findings highlight five versions of AfL in PE, named after their most prominent features or functions, AfL as: (i) Empowerment, (ii) Physical Activation, (iii) Constructive Alignment, (iv) Grade Generation, (v) Negotiation. ‘Among the products of discursive practices are the very persons who engage in them’ (Davies, B., and R. Harré. 2001. “Positioning: The Discursive Production of Selves.” In Discourse Theory and Practice, edited by M. Wetherell, S. Taylor, and S. J. Yates. London: Sage, 263). Accordingly, different teacher and student subjectivities as well as characteristics of the subject content are constituted in each of these fabrications.Conclusions: The so-called ‘backwash effect’ (Torrance, H. 2012. “Formative Assessment at the Crossroads: Conformative, Deformative and Transformative Assessment.” Oxford Review of Education 38 (3): 323–342. London: Routledge) implies that the contrasting versions of AfL promote different kinds of learning, such as: (i) increased autonomy, (ii) participation in a community of practice, (iii) acquisition of prescribed abilities, (iv) criteria compliance, (v) group development. However, the big idea of AfL is to adapt the teaching to the students and not the students to the standards.

ДИДАКТИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ В ПРОФИЛЬНЫХ ЗАВЕДЕНИЯХ НОВОГО ТИПА УКРАИНЫ

ДИДАКТИЧЕСКИЕ УСЛОВИЯ ФОРМИРОВАНИЯ ТВОРЧЕСКОЙ ЛИЧНОСТИ В ПРОФИЛЬНЫХ ЗАВЕДЕНИЯХ НОВОГО ТИПА УКРАИНЫ

Introduction: Shaw and Classical Literature—What You See Is Not Always What You Get

Introduction: Shaw and Classical Literature—What You See Is Not Always What You Get

The conceptual correlation of linguistic didactic terms work with text and work on text

The conceptual correlation of linguistic didactic terms work with text and work on text

Use of didactic terminology by teachers at various stages of professional communication

The article is based on the study that involved 115 students acquiring professional pedagogical education and 115 practicing teachers. The article describes the process of emergence of individual conceptual and terminological frameworks during various stages of professional communication, i.e. training and pedagogical activity. Individual frameworks of concepts have been studied through comparison of interpretations of definitions of basic didactic concepts by respondents (a total of 3487 definitions have been processed), 353 concept maps, as well as wordings of professionally significant problems in which didactic terms were used as well (a total of 400 statements have been analyzed). Factors that influence the nature of how teachers use didactic terms in various instances of professional communication have been described.

Lässt sich literarischer Wandel erklären? Struktur, Gültigkeitsbedingungen und Reichweite verschiedener Erklärungstypen in der Literaturgeschichtsschreibung

AbstractAlthough literary critics continue to make programmatic claims about not only describing but also explaining literary change, and numerous textbooks and individual studies in literary history insinuate or claim to explain literary change, explanations of literary change are as of yet insufficiently reflected in the field’s methodology. Is it at all possible to provide explanations in literary history, where no strict laws have been discovered yet? If yes, what do these explanations look like and in which circumstances are they valid? Understanding literary change as the variance in a specific genre’s instantiation over time, this paper works from the point of departure of explanatory pluralism, the assumption that scientific explanations are to a certain degree discipline-specific and that various different types of explanations exist. The paper aims at an interpenetration of theory and practice and therefore analyzes different types of explanations through a concrete example of literary change. In particular, it focuses on the boom of fictional essay writing that occurred during the first third of the 20th century in German-speaking countries, thus analyzing the two trends of the fictionalization of the essay and the insertion of essayistic passages into fictional texts (e. g., the essayistic novel). The paper examines causal, statistical, intentional, functional, teleological and structur­al explanations for this literary change.Causal explanations, it is argued, cannot be employed as long as no general laws for literary change have been identified. However, it is possible to identify certain causal factors for literary change through the interplay of biographic and intertextual studies, which can be further validated by statistical approaches. Intentional explanations of literary change can generally be created through the time-consuming process of collecting explanations for the writing of single works, but they face the problem that author’s intentions, as reported in self-commen­taries or poetological texts, are often too unspecific or too specific for the work being explained. Functional explanations face two difficulties. First, literature rarely solves social problems, and therefore the benefit that functional explanations presuppose can usually only consist in the thematization of social problems. Second, the causal feedback mechanism that underlies functional explanations presupposes a mechanism for social selection amongst works of literature that promotes works that have social benefit. However, only a very idealized literature market could provide for social selection along these lines. Teleological explanations, which ascribe inherent development trends to genres, are not only dubious from the perspective of the philosophy of science, but fail to explain why these trends manifest themselves in specific historical situations. Structural explana­tions identify underlying ›deep structures‹ of text corpora that might correspond to social or ideational structures. These explanations, however, are also question­able, because they usually don’t provide information about the causal mechanisms that may lead to this correspondence.Two consequences, this paper argues, can be drawn from the analysis of various types of explanation of literary change. Concluding that full-fledged explanations of literary change are either very time-consuming and laborious (statistical and additive intentional explanations), or only employable under specific conditions and idealizing background assumptions (functional explanations), it suggests the follow­ing. First, literary scholars could revise their practice of answering ›why‹ questions in literary history and abstain from explaining literary change except in those cases when they elaborated full-fledged explanations. Second, alternatively, they could continue their existing practice but refrain from describing it as ›explaining‹ literary change. Instead, they could describe their activity in less demanding terms, e. g. as ›the search for overarching narratives‹, which nevertheless is of value in terms of didactics, knowledge synthesis, or the reduction of complexity.

Právny text z pohľadu didaktiky odborného prekladu

Právny text z pohľadu didaktiky odborného prekladu

Defamation and Privacy Reform: A Democratic Model of Media Freedom

This paper considers the extent to which the defamation and privacy reforms announced by the Irish government reflect emerging trends in the treatment of the concept of media freedom of expression.The paper argues that there are two primary models of media freedom.The first school of thought sees media freedom as a specific example of the more general constitutional entitlement to freedom of speech. Advocates of this view tend to value expression for its own sake. Ensuring the ability of individual citizens or the press to put forward their opinions and ideas is regarded as a way of guaranteeing the entitlement of all to contribute to, and to participate in, the process of public debate. From the democratic point of view, this is justified by reference to the notion of the ‘free market of ideas’. This theory argues that a democracy is strengthened when robust and uninhibited public debate is encouraged. This school is most associated with American First Amendment jurisprudence.The rival interpretation of media freedom is one in which the media is conceived in primarily didactic terms. Journalists are expected to inform the public about the actions, praiseworthy or otherwise, of their elected officials. On this view, democracy is strengthened when the public makes an informed electoral choice. The logical corollary of this position is that there is no constitutional protection for inaccurate or false reporting. In fact, supporters of this idea of the media-as-educators have argued that a Sullivan-style immunity for untrue claims is actually damaging for democracy.The paper considers these models in light of jurisprudence in Canada, Australia and the UK and concludes that the Irish legislative proposals conform to an emerging trend towards the democratic model of media freedom.

РЕТЕРМИНОЛОГИЗАЦИЯ КАК СПОСОБ ФОРМИРОВАНИЯ ТЕРМИНОВ В ЯЗЫКЕ СОВРЕМЕННОЙ ДИДАКТИКИ

The article gives us the characteristics of reterminology as a forming way of didactic terms.

Didactic conditions for formation of skills of conscious construction of image in beginning artists

In the article the didactic terms of farming are examined conscious the prosess of construction of image the students of KHGF on the initial stage of study of picture.

Ficção científica e ensino de ciências: para além do método de 'encontrar erros em filmes'

Obras de ficção científica têm sido apontadas como um recurso importante para o ensino de ciências. Entretanto, mais do que um possível recurso didático para facilitar o aprendizado de ciências, a ficção científica constitui por si só uma modalidade de discurso sobre a ciência na medida em que expressa, por meio do cinema e da literatura, interesses e preocupações em torno de questões científicas presentes que influem diretamente no âmbito sociocultural. É comum, entretanto, considerar a possível qualidade didática das obras ficcionais apenas em função da suposta correção científica dos conceitos que apresenta, procedimento esse que ignora as condições de produção do discurso ficcional. Neste trabalho, propõe-se uma metodologia de análise do conteúdo de obras de ficção científica em sua relação com o conhecimento científico, que procura evidenciar, mediante elementos de análise literária e de semiótica, o processo de construção daquilo que denominamos elementos contrafactuais. Tal análise assume a obra não como um simples recurso didático, mas como um discurso regido por mecanismos ficcionais e que se vale desses mecanismos para veicular posições, ideias e debates em torno de temas científicos atuais. Como resultado, foi produzida uma categorização dos elementos construída a partir da semiótica greimasiana, empregando uma base de traços distintivos assumidos como lexemas, para a elaboração das categorias. Cada uma dessas categorias, ao representar mecanismos narrativos distintos, tem a potencialidade de uma forma de exploração diferente em termos didáticos.

PEDAGOGICAL CONDITIONS OF FORMATION OF REFLEXIVE SKILLS OF STUDENT UNIVERSITY STUDENTS

Didactic terms, coopérant forming of abilities of reflections of students of pedagogical universities, are examined in the article.

Coordenação motora: estudo de tracking em crianças dos 6 aos 10 anos da região autônoma dos Açores, Portugal

Azores aged 6 to 10 years of age of both genders; and to estimate the stability of intra-individual changes in inter-individual differences over 4 years. The sample comprised 285 children (143 boys and 142 girls) from the mixed-longitudinal study of the Azores Autonomous Region. Motor coordination was assessed with the KTK test battery which comprises 4 tests: Backward balance, Jumping sideways, Hopping on one leg and Shifting platforms. Basic descriptive statistics, ANOVA II, and auto-correlations were calculated in SPSS 15. We used the of Foulkes and Davies to verify the proportion of children who maintained the same relative position. This calculation was performed using the software LDA. We found increases in mean values, in both genders, across the ages. ANOVA II showed significant differences in all tests over the 4 years, and a significant interaction between time and sex was only observed for the Backward balance. Auto-correlations presented moderate stability. Neither gender exhibited tracking in their performance in the Backward balance and the boys failed to do so in Hopping either, which demonstrates a strong heterogeneity in Motor Coordination development over the 4 years. These results show that children differ substantially along their motor development and calls for a clear understanding of its meaning in educational and didactic terms.