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dc.contributor.authorPrzybyla, Olga-
dc.identifier.citationZ Teorii i Praktyki Dydaktycznej Języka Polskiego, T. 20 (2009), s. 114-129pl_PL
dc.description.abstractThe studies of didactic communication prove that the qualification register of questions, though numerous and diversified, does not stimulate the education process in a satisfactory way. The article, in two dimensions — a theoretical and practical one (on the basis of the author’s studies), presents selected areas of the Polish language education in which the categories of question and discourse combine with each other. The organization of a didactic process in the context of a questioning discourse refers to the conception of the contemporary Polish language education postulating the arousal of learner’s creative activity and his/her direct participation in the lesson. The author concentrates on the following issues: 1) She pays attention to the determinants of a questioning discourse and its conditions combining with an anthropocentric orientation of didactics. 2) She presents the main assumptions of the art of asking questions. 3) She emphasizes the importance of the ability to listen actively taking into consideration its aspects for both the Polish language and socio-cultural education. 4) She discusses a classification of questions according to the act of thinking and presents the rules of question construction and usage in the Polish language practice (the exercises with question formulation according to the act of thinking).pl_PL
dc.publisherWydawnictwo Uniwersytetu Śląskiegopl_PL
dc.rightsUznanie autorstwa-Użycie niekomercyjne-Bez utworów zależnych 3.0 Polska*
dc.subjectdyskurs dydaktycznypl_PL
dc.subjectkomunikacja dydaktycznapl_PL
dc.subjectjęzyk polski nauczaniepl_PL
dc.titleDyskurs pytajny i jego uwarunkowania w komunikacji dydaktycznejpl_PL
dc.relation.journalZ Teorii i Praktyki Dydaktycznej Języka Polskiegopl_PL
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Uznanie autorstwa - użycie niekomercyjne, bez utworów zależnych 3.0 Polska Creative Commons License Creative Commons