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The article presents theoretical foundations of the dictionary of French words in Bulgarian language. Special attention is paid to Lexicographical principles, macro- and microstructure of the dictionary.
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The article has for an object to view and analyse existent theories about the new generation of learners since having knowledge of present-day young people and their educational needs will help overcome problems associated with the process of educational transformation in current Information society and problems connected with changes in educational values.
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This is not only the general communicative competence, but also professional competence to converse. That gives us confidence to further actively research working pedagogical study models. In the course of one academic year, we have been developing such dynamic model with the medical students (who study Medicine in English), taking part in the freely chosen discipline “Bulgarian for medical purposes”. At this stage we have the following goals: to verify problematic areas in communication in professional environment and during practice; applying together conventional and innovative methods, instruments, and forms of education and proposing ways to improve the educational process; interdisciplinary approach to realize successful communicative competence by creating a direct connection between theory and practice. At the end of the academic year, we thus define the parameters of the results of the communicative competence in Bulgarian for professional communication. Achieving excellent communicative competence of the foreign students for a year is a key factor for checking the results.
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In this article are analyzed the new syllabuses in Bulgarian for XI and XII grade as a point of reference for generalizing the signs of Bulgarian language training at the relevant classes in the second high school stage of Bulgarian secondary school. Bulgarian language training at the relevant classes in the second high school stage of Bulgarian secondary school. Bulgarian language training in XI and XII grade is given an interpretation to a system with tree basic kinds of features: result-oriented, informative and technological.
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The object of treatment in nutritional therapy are impaired oral-motor and nutritional mechanisms. These pathological changes can affect not only eating, but also speech. The current study tracks and classifies the types of eating disorders according to the causes of their occurrence. They are divided into three groups: organic, functional, and secondary as a result of a primary syndrome. Organic disorders include congenital maxillofacial abnormities – clefts of the lips, the soft and hard palate. In early childhood, children with similar defects experience difficulties in food intake and swallowing. What is noticed as a secondary disorder is a delay in babbling and phrasal speech, the inability to articulate some sounds depending on the nature of the organic malformation, as well as changes in the timbre. The problem is solved surgically, but nevertheless it is necessary to work with a speech therapist and to conduct nutritional therapy in order to restore the proper functioning of the muscles. Changes in the oral cavity can also occur under the influence of bad childhood habits that affect the functions of facial, chewing, and tongue muscles. The period of practicing these habits often coincides with the period when milk teeth are replaced by permanent teeth, which leads to permanent changes in the bite. These changes hinder the proper chewing of food, whereas in terms of speech, the alveodental sounds are affected. Examples of bad childhood habits are thumb or pacifier sucking, mouth breathing, and infantile swallowing. Cerebral palsy in children and the Down syndrome are considered part of the group of syndromes, as a result of which a secondary eating disorder occurs. They are characterized by overall muscle tone changes, which is why the muscles of the maxillofacial apparatus are also affected. What can occur depending on whether the tone is reduced or increased are difficulties in opening and closing the lower jaw, problems with the retention and swallowing of food in the oral cavity, sensitivity to different consistencies, etc. In order to cope with eating disorders, the therapist uses a range of various methods and techniques, which can be commonly referred to as ‘oromotor therapy’. It helps to change already formed pathological mechanisms and to influence the facial muscle sensors, kinesthetic sensations, and tone. Various types of massage techniques, oral gymnastics, initial feeding, etc. are described along with the methods and techniques presented.
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The terminology opposition Turkish – Turkic has a specific history on the way to its establishment as a conventional dichotomy in modern linguistics. Its origin is related to the process of forming of the new Turkish language as an independent language system and defining as an official national language of Turkey after the start of a republican form of government.
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In this article, an attempt is made to present some of the best technologies that will change the future of education – targeting virtual and augmented reality, 3D Printing, sensors and networks, machine learning and artificial intelligence. Their characteristics, their possibilities for application in the field of education, as well as their positives and negatives are described.
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The technological educational environment, as part of the structure of interactive learning, extends ways of collaboration between educator and students. The integration of information technology in the learning process is not a novelty for “Yoan Ekzarh Balgarski” Secondary School, city of Shumen (Bulgaria). The school has been a part of the National program “Innovations schools” since 2017/2018 school year. The modernization of the technical base and the development of the digital culture of students are a natural extension of the goals set in the school's strategy. Changing the educational environment encompasses its content, methods and goals. This paper presents the idea of introducing a new organizational model that enhances already developed and working innovative approaches. The ambition of the “Without homework” project from 2020/2021 school year is that students have the opportunity, during the school day, to completely do all their school work.
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Interactive presentation devices in today's digital society are not a whim, but a necessity for the classroom of the digital age. The challenge for teachers and learners is to integrate them into the learning process to take advantage of all of their benefits for learning improvement. Their use must be combined with appropriate interactive learning approaches and resources relevant to this type of teaching. Some of these tools are addressed in this report and examples are given of their effective application in student education
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The present technology produces an exemplified effective model of a Bulgarian language lesson for enhancing the receptive and productive skills of the students in the high school stage of their Bulgarian language education. It is related to the tasks for reading with understanding and producing a thesis and a summary of information from source texts. The lesson structure is built on the principles of systemic, cyclical and repeatability, including various techniques and forms of work, so as to avoid monotony, boredom and the template. Essential components include the work with student portfolio on the subject and the self-assessment card of achievements and omissions. Since the lesson has a pronounced communicative orientation, its application stimulates knowledge and intelligence, develops the general culture of the student.
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The proposed technology for creating mind maps provokes the design and creation of interactive web-based learning resources for teachers and students. The mind maps created in this way can be easily integrated into the learning process, which leads to increased motivation and engagement of students. They can be easily edited and shared. Following the proposed technology, the created mind maps meet both pedagogical requirements and technological requirements that must be imposed on web-based learning resources.
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The article is devoted to the problem of developing students’ skills and abilities to work with hypertext as the main information unit in the information society. The purpose of this article is to substantiate the need for targeted training of students to work with hypertext in the target language and to develop a technology for the formation of hypertext competence in the context of teaching foreign languages. The basis for identifying the specifics of hypertext and determining the constituent components of hypertext competence was the reliance on systemic and typological approaches using methods: analysis, synthesis, comparison and generalization. Theoretical and methodological analysis of domestic and foreign scientific literature in combination with empirical methods (observation, questioning) made it possible to substantiate the need to develop students’ skills and abilities to work with hypertext, to study the experience of students with texts of this type and to develop a technology for the formation of hypertext competence. In order to test the hypothesis put forward and the effectiveness of the developed technology for the formation of hypertext competence in teaching a foreign language, experimental training was carried out. In the course of the study, the specifics of hypertext were determined from the point of view of linguistics and linguodidactics, and the components of hypertext competence were identified. Based on the experience of students working with hypertext, difficulties were identified and the main tasks of targeted training in working with these texts were identified, the result of which is the formation of hypertext competence. Hypertext is a modern informational phenomenon, the ability to work with which is becoming key today both in the professional and everyday spheres. Possession of hypertext competence allows you to rationally use external sources to obtain additional information, design an individual information space and thus contribute to the creation of your own educational trajectory. The developed technology for the formation of hypertext competence involves phase-by phase training in working with hypertext. This technology relies on the experience of working with “traditional” text, but taking into account the specifics of hypertext, and focuses on mastering a new strategy for working with information.
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The paper discusses the problems related to the current practice of the teams for inclusive education in preschool institutions as contexts for teachers’ horizontal learning. The aim of the research was to determine how teachers assess the contribution of teams for inclusive education and teams for providing additional support to the child in developing their professional competencies for the implementation of inclusive education and how, from their point of view, the process of horizontal learning within the institution is realized through them. The study included 80 preschool teachers employed in preschools in different cities in Serbia. Qualitative analysis of the collected material was applied. The research findings suggest that preschool teachers recognize the following as the greatest professional gain from participating in these teams: providing and obtaining assistance from colleagues within the team, the collective understanding of the problem, additional self-confidence in the job they do, reviewing, developing and upgrading existing competencies needed to work in an inclusive environment. The model of teachers’ professional development should be considered from the dimension of the organizational contiunous learning process within the institution. Systemic changes should go in the direction of increasing the coverage of preschool institutions involved in various development projects, action research, and other models that include teachers’ partnerships, joint activities, long-term and continuous learning process.
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The text offers a typological model of questions and tasks with a receptive nature as well as the options for their construction. The model is based on the dependencies between information, that is text and the reader on one hand, and their understanding of the information on the other. The analysis of these dependencies gives the opportunity to construct a theoretical model that represents the complex and multi-layered connections between the information within the text and its representation (or lack thereof) in the language and the cognitive processes that accompany the interpretation of text during reading.
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Human rights reflect basic human needs; they establish the basic standards without which people cannot live with dignity. Human rights concern equality, dignity, respect, freedom and equality, challenges of our time, especially in the field of education. The educational system to implement solutions to these challenges must ensure the existence of models of ethnopsychological and pedagogical impact for students in the system of school education to acquire skills, knowledge and competencies for responsible civic behavior, taking into account not only their own interests but also those of others. , including the communities of which they are a part. Discrimination is a phenomenon that occurs in all societies, it is not alien to the most developed and old democracies in the world. It has various forms and evolves as it is based on social stereotypes and prejudices, which also mark dynamics over time. Establishing the typology of discriminatory factors in education, the conditions for their manifestation will help create an ethnopsychological and pedagogical model for their prevention, Considering that the theory of reflection reveals the most valuable for human thinking and self-knowledge, for man as an active subject of knowledge itself, of active interaction with others, it will be fundamental for the creation of the model for prevention of discriminatory factors in the school education system.
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One of the main tasks of modern education is to develop the creative abilities of students. The formation of creative personalities is achievable by applying creative teaching, which can be realized through a well-chosen system of creative tasks to achieve various didactic goals - problems for discovering new knowledge, problems with open beginning or end, problems with missing or more data, problems for compiling a given mathematical model or final goal. This article offers analysis and typology of creative tasks based on the defined concept of a math problem, as a system of four components – initial state, final state, solution of the problem, basis of the solution of the problem. For demonstration, a mathematical problem is reformulated in different variations at all levels of difficulty.
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Просодия русского языка является самым сложным аспектом даже для выпускников болгарских университетов, изучающих русский язык. Цель настоящего доклада – проанализировать, какими тональными контурами болгарские учащиеся реализуют русские да-нет-вопросы. Материалом экспериментально-фонетического исследования явился небольшой корпус минидиалогов на русском и болгарском языках. В эксперимента принимало участие шесть носителей болгарского языка. Интонационные контуры и тональные акценты болгарских студентов сопоставлялись с образцами речи носителей языка. Записи обработаны акустически и нотированы вручную с помощью программы PRAAT с использованием ToRI. Результаты исследования позволяют спрогнозировать возможные отклонения от норм просодической системы изучаемого языка.
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This article presents some results of an empirical research on the topic of bullying at school. The results describe the sample according to the ways of bullying at school, the usual places where it occurs and the distribution of this phenomenon among the students in particular school in Sofia (Bulgaria). The results and analysis of the results are presented in two parts: general results and results by gender. Poll and statistical methods are used in the research. The results of the empirical research are representative for the studied school and orientative for the schools in Bulgaria.
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This article aims to reveal the essence and importance of Education 4.0. nowadays also the projections of the transversal approach for the formation of knowledge, skills and attitudes in preschool education. There is a need to update the educational process in preschool and apply thematic learning as a basis for the formation of important competences for developing the potential of each child. The impact of Education 4.0. reflects on the overall management of work in the preschool and in this respect, it is necessary to create conditions for its lasting presence through the implementation of different teaching strategies. Transversal projections, in this case, need to be transformed through all 7 educational areas in the management of the classroom environment, involving parents and family members, overcoming stereotypes and prejudices, planning activities, using interactive methods and digital work technologies.
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The paper analyses the role of the text as an educational resource in different disciplines. The text in itself is considered as a subject of inquiry with interdisciplinary nature, and serves to realize the transdisciplinary relations between different scientifi c spheres and disciplines. The text skills formed through the education in Bulgarian language are presented as skills with general character and have their application in educational process in the subjects, covered in the Bulgarian school.
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