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http://hdl.handle.net/20.500.12128/4627
Tytuł: | Umiejętności dydaktyczne nauczycieli klas I-III : (na przykładzie realizacji ćwiczeń syntaktycznych) |
Autor: | Szadzińska, Ewa |
Słowa kluczowe: | nauczanie początkowe; nauczyciele |
Data wydania: | 2001 |
Wydawca: | Katowice : Wydawnictwo Uniwersytetu Śląskiego |
Abstrakt: | The problems presented in the present work concern the reconnaissance of the realization of
the didactic function by the teachers in forms I—III. The realization of that function is possible
thanks to the knowledge of the procedural type. The procedural knowledge reffering to the didactic
process is approached in the work as the didactic skill. The theoretical part of the work has
a greater scope than the empirical part. Such problems as the functions of teachers in forms I—III
and their education or professional development have been presented there. The recognition of
those problems allows to determine the model of the didactic skills of teachers.
I also present the scholarly approaches to the didactic skills of teaches, especially those
working at the early stages of education. I have made the skill of directing the activity of pupils the
point of reference of the realization of this function of the teacher. The categories of directing
distinguished have as the aim the provision of the patterns to be followed (occasional directing) or
to their individual execution (task directing) as well as to the creation of a didactic situation
aiming at evoking particular tasks (situational directing). The styles of directing by teachers
characterize the subsequent stages of the professional development.
Directing the activity of pupils demands certain predispositions, i.e. the formed activity
schemes constituting the procedural knowledge. Within the model of the didactic skills of teachers
in forms I—III. I have distinguished the following ranges: planning, organization, steering and
control. Their rates have been determined on the basis of the basis on the theoretical didactic
knowledge. Skills are always concerned with some tasks, so the kinds and types of tasks are
connected with the given skill. In my research I have made use of syntactic exercises a a task of a
specific character. They are a means of means of teaching a language but they also shape the
ability to think. Syntactic exercises ar decisive as regard the articulation and creativity of pupils’
utterances.
In the empirical part of the work I have presented the ways of storing and analyzing the
collected materials in order to determine the level of the didactic skills in the particular scopes,
paying attention to their differentiation among those teaches who begin or end their supplementary
educational et extramural studies as well as those who do not take part in supplemantary
education.
The determinants of changes in the education of teachers have been used to delineate the
directions of the optimisation of forming the didactic skills of teachers in forms I—III. |
URI: | http://hdl.handle.net/20.500.12128/4627 |
ISBN: | 8322611102 |
Pojawia się w kolekcji: | Książki/rozdziały (WNS)
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