Изучаване на текстови задачи в косвена форма в трети клас
This article examines the methodological approaches and resources applied by authors of third-grade math study books when introducing indirect word problems.
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This article examines the methodological approaches and resources applied by authors of third-grade math study books when introducing indirect word problems.
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The world around us is changing and becoming more virtual. With the development of information technologies, newer and more interesting opportunities and trends for visualization and presentation of the scientific and cultural achievements of mankind are revealed. In this way, the wisdom of knowledge and the magical beauty of art reach young people more easily and more easily. It is their desires and tastes that are leading in the choice of the means to be used in the process of teaching (schooling) in music lessons. In the 21st century, the tools of the modern teacher are not limited to the blackboard, the pointer and the chalk, but include an interactive whiteboard, an Internet search engine and the appropriate software and hardware. This report pays special attention to the new methods and information technologies used in the process of teaching music to primary school students (from 1st to 4th grade). He systematizes the IT (information technology) tools that could or would be used in music lessons, and explores their effect on the teaching process.
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It can be confidently asserted that the process of implementation and mastering of distance learning and assessment raises the quality of education to a substantially new, a lot more effective and advanced level, providing students with ample opportunity for much greater achievements, as well as considerably facilitating tutors’ work making it more focused and result-oriented. At the same time, due to the current situation of global pandemic and strict social distancing regulations, distance learning has conclusively adopted the status of as an essential standard in education. The present research combines the need for prompt response to the contemporary demands and the many years of experience in the fields of teaching and information technology.
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The scientific article presents the pedagogical views of the Bulgarian teacher, author and translator of a scientific book from the 19th century Joachim Gruev. He considers his views on education and upbringing.
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This article attempts, without pretending to be exhaustive, based on the forecasts of world analysts, to present some professions of the future in the field of education. The list provided is not definitive and comprehensive, it can be supplemented and expanded, but it illustrates those important changes and trends that await education in the coming years, in the near future.
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The article reflects on the management character of the human resources in the schools of arts in Bulgaria and the competitive star for principals, teachers and students.
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The article presents actual, for current competent educational models, question, related to responsibility of the teacher in permanent realisation of reversed relations in educational process in school. Obligations and responsibility of the teachers in Bulgarian in realisation of dozimologic acts are estimated in value of reviewing the text of a student with theirs priorities and minorities.The researh presens results from a survey during school year 2019/2020 with 16 questions to 40 primary teachers about the usual practices in using reviews in education in Bulgarian. The focus in the survey is on establishing the effect of the review as a form of reversed relation in contemporary education in Bulgarian in primary school and some possitive perspectives in this stream. The questions in the survey are structured around several problem circles: functions of the review; its role for motivating students towards studying and gaining results; the leading criteria in creating reviews and evaluating the written text of the students; the opinion of students of the review; forms of using the review to escape mistakes and increasing the results in the education in Bulgarian. The analysis of the results leads to the facts about the reversed relation(presented as a teacher review) from the primary school; suggests recommendations for bettering of the reviews as a key aspect in education in Bulgarian in paradigms of education and competence.
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The paper provides an opportunity to review music curricula for primary education (I - IV grade) according to the state educational standards in Bulgaria. Nowadays we are speaking about the historical perspectives to the practice of traditional folklore as part of the intangible cultural heritage. There is a strict Recommendation on the Safeguarding of Traditional Culture and Folklore worldwide. The analysis reveals the contents of Bulgarian music folklore as requirements related to the learning outcomes for acquisition of general education and preparation.
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Evaluating students' achievements is an extremely complex teaching activity, an indispensable part of all phases of the teaching process and one of the key components of a quality education system. The evaluation process enables teachers to collect information about the students' acquired knowledge and skills, independence, creativity, degree of competence development and demonstrated individual interests. If carried out well, the students receive feedback on their work, so the teachers can see the success of their work methods. The quality education we all strive for requires a quality evaluation process which involves continuous monitoring, reviewing and evaluating students' achievements. The paper analyses the procedures and elements of evaluation in Bosnian and foreign language teaching in primary school and in addition to the summative, the representation of formative evaluation was also analysed, as well as the motivational function of the evaluation process. After collecting the data for the purpose of designing the theoretical part of the paper, we approached the drafting of the methodological part of the paper which is the basis for empirical research of the problem. Using the methods of theoretical analysis and synthesis, comparative method, descriptive and survey method, we examined the attitudes of Bosnian and English teachers, and eighth and ninth grade elementary school students about the process of evaluating students' achievement in language teaching. The aim of the research was to determine the presence of formative evaluation in language teaching, its functions in the teaching process, differences in teachers' attitudes in relation to the language they teach, differences in students' attitudes in relation to the subject, and how motivating the evaluation process is in terms of improvement of the learning process.
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By employing Michael Foucault’s thesis on a close correlation between knowledge and power, the author attempts to show the ways in which the pedagogical discourse on the education of women was used in justifying the power on the basis of which women were limited in their educational prospects in Croatia during the second half of the 19th century. The paper also deals with the founding and functioning of girls’ secondary schools and analyses the attempts of the educational authorities to mold the behavior of their students by means of various disciplinary measures. In the second half of the 19th century the Croatian educational system gained in importance because it assumed the role of upbringing the youth traditionally performed by the family and Church. However, its influence was very limited. These limitations can especially be observed in the education of country girls, who were usually excluded even from elementary education. Only the girls belonging to the middle and upper-middle classes could actually attend girls’ secondary schools. These secondary schools were supposed to be the principal centers for molding the behavior of middle-class girls, which can easily be deduced from a host of injunctions and regulations governing the conduct of the students.
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Polazeći od uvjerenja da je poznavanje gospodarsko-društvene prošlosti temeljni preduvjet spoznavanju egzistencije jednog naroda i njegova razvitka u proteklosti vremena, autor pokušava odgovoriti na ova pitanja: koliki je prostor bio posvećen gospodarskoj povijesti u osnovnoškolskim/gimnazijskim udžbenicima povijesti i kakav je pristup pritom bio primjenjivan u promatranom polustoljetnom razdoblju.
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Complex Dynamic Systems Theory (CDST) focuses on second language development (SLD) as opposed to second language acquisition (SLA). Emphasising internal complexity of the language system as well as dynamic and non-linear nature of language development, it represents a new approach to the role of variability which is rooted in developmental psychology. This approach agrees with research findings from the 1980s which identified different types and causes of variability, but it treats variability as the main factor responsible for language development and not as a peripheral phenomenon. Intra-individual variability, defined as differences in the level of a developmental variable within individuals and between repeated measurements, is said to have a positive influence on language development at various levels of proficiency. The present paper describes the third part of the case study whose aim is to analyse intra-individual variability in the emergence of lexical complexity in speaking English as a foreign language at secondary school in the case of a good, average, and poor language learner. The first part of the case study examined this phenomenon with respect to general measures of complexity, accuracy, and fluency, whereas the second part—with respect to specific measures of syntactic complexity. The results of the third part of the case study show some significant differences between the learners in terms of lexical variation as opposed to density, sophistication, and frequency but hardly any such differences in intra-individual variability, pointing at the same time to a weak positive relationship between this type of variability and the rate of development.
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In modern building construction challenges are posed by new technologies, new building materials and technique. This is why it is important for new students to be trained to not only have proper skills, habits and competences but also to know how to apply these skills when facing new production conditions. The author shares in the article her extensive experience as a professional education teacher in building construction. When developing a lesson the main goal is to exercise the students’ creative abilities as well as their problem solving skills. When planning and organising a lesson the main focus is on those goals and tasks which would help develop logical, abstract and technological thinking in addition to spatial imagination and abilities to solve problems of different nature. Learning new skills for drawing roof lines and also skills for designing pitched roofs is achieved through posing and solving diverse problems which stimulate cognitive activity. For the students to solidify the acquired knowledge and skills they have to answer certain questions and also to solve different problems on their own. Homework includes carrying out an artistic task, for example designing a pitched roof for a building with a complicated plan, the goal of which is to reinforce the students’ knowledge on the subject of roof lines and designing pitched roofs.
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The authors consider the resource of "compulsory preschool education" in Bulgaria, directing attention to the problematic areas of management and educational practice in the system and looking for specific socio-pedagogical solutions. The significance is on the benefits of the child`s compulsory education in the preschool age, the capacity of pedagogical teams to "produce" a quality educational process, the vision of the "social contract" with the family. The comments are through the prism of children's rights and the need for a climate of trust between children and adults and freedom for determined children's activities.
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After reviewing existing e-test generation systems, the problem encountered in pedagogical practice is the lack of integrated automated systems for testing knowledge in programming that replace the manual work of university lecturers in creating tests with automated approach. In order to support the teaching work, the “TestLab” Automated Test Generation System was developed, which rapidly generates and verifies e-tests in the training of students in reading program code. With regard to implementation of the “TestLab” in the programming training process, an experimental study was conducted to consider the effectiveness of the system related to the motivation of young people in the learning process and their academic achievements. In this survey, 137 students in specialty “Informatics and Computer Science” from the University of Library Studies and Information Technologies – ULSIT were involved, divided into two groups – experimental and control ones. The results of the realized pedagogical experiment showed a better performance level correctly solved test questions and time to solve each test as well as better motivation in the learning process in the experimental group, which repeatedly used the “TestLab” in comparison with the control group once worked with the test system. The results obtained confirm the assumption of the effectiveness of the implementation of the “TestLab” to improve the process of programming training in the higher education system.
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Self-reflection skills are built as a part of the overall psychosocial development and self-determination and this process can be effectively promoted. The ability to maintain optimal self-esteem and self-awareness is formed in the course of seeking and discovering oneself in relation to the possibilities and the pursuit of self-affirmation. Outlined are the results of 364 school and university students as representatives of the most sensitive period of identity construction. The emphasis is mainly on the relations between self-affirmation and identity. The data from the empirical study on the phenomena of self-affirmation and identity are interpreted in terms of personal reflection. The general conclusion supports that increased self-affirmation – both the pursued externally as orientation and support and authentic and autonomous through personal achievements, facilitates personal commitments and authentic exploration and attainment of the psychosocial identity. Results highlight the implications that can be pursued in academic setting and can be useful for all who are involved in education and training of school and university students.
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The article presents the structure of experimental research activity in comparison with the structure of activity and in particular the structure of cognitive activity. An interpretation of its structural components and their inherent research skills has been made in terms of the acquisition of the content of the subject “Man and nature” in the elementary classes. The “goal” is highlighted as a key component of this structure, as the success of the activity (in particular that of the research activity) largely depends on the degree of its awareness and its formulation. The pursuit of developing the motivational system from separate behavioral acts (when conducting individual experiments) into a system of motives for the overall behaviour of the individual (the emergence of a research spirit and a lasting cognitive need to explore, study, verify, prove) is a key point in the experimental research activity of the students. Emphasis is placed on the importance of the transition through all its components in order for it to be complete, in order to achieve a result the practical applicability of which needs to be demonstrated.
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This article presents the importance of the constant use of a programme based on the reading of images in the activities of language therapy for the development of communication skills in students with intellectual disabilities.The first part of the paper presents the particularities of the students with intellectual disability, respectively the particularities of the language and the communication, as well as implications in the educational process. The second part illustrates the analysis of the data obtained as a result of the implementation of the reading program after images in the activities of speech disorder therapy. The objectives, hypothesis and expected results are described. The design of the study is based on the final results with the initial outcomes after the intervention programme was applied. The data obtained show that the activities determines positive effects in the development of communication skills, the use of a richer vocabulary, the more complex expression.
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This article describes a research study developed during the webinar organized in order to celebrate 6th of March as European Day of Speech & Language Therapy. In this research participatedRomanian SLTs (N=150). The research was based on the following objectives: to identify thetypology of the present used resources in the Romanian SLT field; to implement the Padlet as a toolfor collecting and sharing data and to identify the area of resources that has to be developed. Resultsdemonstrated that SLTs mainly use virtual resources (VR=106) in their present work and that materialresources that can be used online is the less detailed and mentioned category (MRV=17). The thirdcategory of resources is the category of material resources (MR), those that are to be used mainlyduring face-to-face SLT therapy. This category is represented by a relatively low number of units,compared with VR (MR=61). Regarding the use of Padlet, we consider that this focused-groupbased research was enhanced with success, participants in the research, even if they were anumerous group, and the research was developed online, had the chance to express their points ofview, without difficulties.
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