Suchergebnisse

Tape recordings of supervisor-student communications were studied in relation to techniques of instruction and apparent responses to them

The article deals with the methodology of content development of training materials for the preparation of the future environmentalists in the context of education for sustainable development taking into account the main production functions and typical tasks of the activity. Proposed to shape the content of teaching materials based on the content modules of education standards, which in turn should be developed on the analysis of production functions of future professionals with the principles of sustainable development. Developed the option structural and logical scheme of the educational process of future environmentalists training on the basis of disciplines of mathematics, natural sciences, professional and practical training cycles. Thus, the internal optimization of professional and practical training cycle must be accompanied by the strengthening of ties with other structural elements of the training content. Recommended to shape the content of scientific and teaching materials for each base core competence of future bachelor ecologist based on specific disciplines in which these competencies are to be covered on the basis of their interdisciplinarity in the context of the transition to sustainable development of society. Demonstrated the feasibility of upgrading the content of subjects of humanitarian and socio-economic training cycle with the content of subjects of professional and practical training with account of sustainable development principles.Established that the lack in educational and vocational training program for environmental disciplines such subjects as "Sociology", "Politics" and "Law" increases the content load on the base regulatory discipline "Philosophy" and leads to the need to expand its content with not typical educational elements. ; В статье рассмотрена методология разработки содержания учебно-методических материалов для подготовки будущих экологов в контексте образования для устойчивого развития с учетом главных производственных функций и типовых задач деятельности. Предложен вариант структурно-логической схемы учебного процесса на основании нормативных дисциплин естественно - научной и профессионально - практической подготовки согласно с базовыми критериями субъектно-деятельностного подхода. ; У статті розглянуто методологію розробки змісту навчально-методичних матеріалів для підготовки майбутніх екологів в контексті освіти для сталого розвитку з врахуванням головних виробничих функцій і типових задач діяльності. Запропоновано варіант структурно-логічної схеми навчального процесу на основі нормативних дисциплін природничо-наукової, професійної та практичної підготовки.

У цій статі розкрито змістову компоненту навчальних планів професійної освіти фахівців із трудової підготовки в 1959 р. ХХ ст. Закцентовано увагу на введенні нових спеціальностей у 1959 році: «фізика, загальнотехнічні дисципліни», «загальнотехнічні дисципліни і праця», «біологія, хімія, основи сільськогосподарського виробництва». Підкреслено, що це був важливий крок держави щодо вирішення проблеми недостатньої забезпеченості фахівцями із трудової підготовки шкіл та позашкільних закладів освіти. Проаналізовано зміст навчальних планів на підставі чого було зроблено висновки – серед недоліків названо: значна частка навчальних годин відводилася на суспільно-політичні дисципліни та спортивне вдосконалення в руслі ідейно-політичного впливу, що відволікало й не нарощувало якість професійної підготовки випускників; серед позитивних: збільшення годин на проходження педагогічної та виробничої практики; розширення баз практик; закріплення шкіл як навчально-експериментальних майданчиків на державному рівні за педінститутами; виконання практичних занять із навчальних дисциплін професійного циклу у школі; отримання кваліфікаційного розряду під час проходження виробничої практики. ; This article exposed content component of teaching plans of professional education of specialists of labor training in 1959 of the XX century. It is emphasized that today efforts of native educational community are directed to the search of new indicators that influence the effectiveness of training of the pedagogical staff. It is impossible to decide this problem without the study, analysis and generalization of previous experience. That's why the study of organization of teaching future labor training specialists in historical retrospective review permits us today to avoid mistakes and to realize in creative way positive experience of the past. The attention is given to appearance of new specialties in 1959: "physics, general technical disciplines", "general technical disciplines and labor", "biology, chemistry, bases of agricultural and economical manufacturing". It is stressed that it was an important step of a state concerning solution of the problem of insufficient guaranteeing by specialists of labor training of school and out of school educational establishments. Analysis of teaching plans showed that it was accented on theoretical and practical training of students. All directions of training of teachers in plans had four blocks: professional, psychological-pedagogical, civic-political, physical and language training. Practical studies on pedagogy, psychology, methods of teaching of physics, methods of teaching in school workshops began to carry out not at the institutes but on the basis of general educational teaching establishments. It essentially increased the quantity of hours on pedagogical and manufacturing practice that reasoned strengthening of ties with manufacture, practice of school work. On the basis of analysis of teaching plans there were made conclusions – among lacks it was named: considerable part of teaching hours was devoted to civic, political disciplines and sport perfection in the channel of ideological and political influence that diverted and didn't influence the quality of professional training of school-leavers; as positive factors it was picked out growth of realization of pedagogical and manufacturing practice; broadening of bases of practice; fixing of school as teaching and experimental grounds on the state level for pedagogical institutes; fulfillment of practical studies of teaching disciplines of professional cycle at school; obtaining of qualification grade during manufacturing practice. It is noted that mentioned above approaches favored to reinforcement of ties with school and life. All this in the complex permitted to prepare educators for fulfillment their duties teaching training institutions of Ukraine of Soviet epoch.

Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more beneficial for introductory social science courses in which less time can be allotted to any one topic, such as content analysis. With this in mind, this article presents a highly engaging and temporally compact classroom exercise designed to teach introductory social science students about content analysis. In the exercise, students are guided through a content analysis of the music in Harry Potter films. An evaluation study suggests that the exercise improves students' understanding of content analysis and that students find it both highly helpful and enjoyable.

Hot Button: Teaching Sensitive Social Studies Content explores the difficulty, delicacy, and ethical obligations of teaching accurate history to all students. It features contributions from Alysha Butler, Kelly Reichardt, Gerardo Muñoz, Chris Dier, and accomplished author Bart King.

Modern law owes its provenance and enforcement to one branch of government or another. But not all law is 'public law' simply because it emanates from public bodies, affects the public or serves public purposes. This paper begins by defining public law, compares its Australian, UK and US conceptions, and contrasts it with private law. It charts the conventional paradigm of public law as an umbrella sheltering constitutional and administrative law, built on the concept of government. This neat, if narrowing, idea of public law is reflected in the dominant themes in contemporary public law teaching and scholarship (such as accountability or representative democracy). Yet given the diversity of ideological and functional accounts of what government is 'for', public law lacks any unifying account. A descriptive definition based on the notion of government captures the core content of public law, but a normative smorgasbord lies at its heart. This creates challenges – both positive and negative – for teachers of public law. As a result, and alongside the decline in black letter teaching in favour of case-study approaches, thematic first level courses in 'principles' of Australian public law have flourished. To engage commencing students who are often civics-ignorant, the pedagogical response has been to draw on contemporary policy and politics to lend context to such courses in public law. However such a 'magazine-y' approach poses challenges for coherence.

Nowadays, the issue of teaching military students is paid attention to the formation of professionally significant competencies by means of a foreign language in our country. The relevance of the research is conducted by the author of the article. The purpose of the article is to reveal the features of learning military English language by students for military areas of training. Taking into account which allows to determine the specifics of the military topics of foreign language communication and the requirements for training materials. The research is based on a contextual approach to professionally oriented learning, which suggests that information should be assimilated in context by modeling the subject and social content of professional activity in the military English language classes. The theoretical significance of the article lies in the fact that it contributes to the study the issue of creating a foreign-language professional communication environment with the help of modern educational technologies that allow students to immerse themselves in a foreign language environment, observe culturally specific realities and hear samples of modern foreign speech