To see the other types of publications on this topic, follow the link: Humanistic teaching methods.
Journal articles on the topic 'Humanistic teaching methods'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Humanistic teaching methods.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Wang, Shengliang. "The Application of Humanistic Teaching Methods in English Teaching." OALib 08, no. 08 (2021): 1–9. http://dx.doi.org/10.4236/oalib.1107650.
Full text
2
Munawwaroh, Ela Isnani. "Humanistic Method dalam Pembelajaran Bahasa Arab." Tarbawy : Jurnal Pendidikan Islam 5, no. 2 (December 15, 2018): 109–15. http://dx.doi.org/10.32923/tarbawy.v5i2.838.
Full textAbstract:
Humanism developed during the 16th century. It gives contributions for education, up to language teaching. Some experts have developed humanistic methods in language teaching, they are Counseling Learning Method (CLM) or Community Language Learning (CLL), silent way, suggestopedia and Total Physical Response (TPR) or the comprehension approach. These methods could be used in language teaching as an alternative method to teaching the Arabic language.
3
Wang, Xiaoyan. "Exploration of the Reform and Innovation of College English Teaching under Humanistic Literacy Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 1017. http://dx.doi.org/10.17507/jltr.1106.21.
Full textAbstract:
Humanistic quality education forms a systematic ultimate thinking of human beings and a comprehensive and profound understanding of culture by digging out the contents related to humanity. It is to link life closely with the culture on which individuals depend for survival, and it serves the growth of individuals, the development of professional students and the expansion and deepening of the connotation of life. At present, in College English teaching, teachers’ awareness of humanistic education and humanistic quality are low in many aspects, such as teaching objectives, teaching contents, teaching organization and teaching evaluation. And students’ learning methods and strategies are also lack of the inhalation of humanistic quality. To carry out humanistic quality education, we should pay attention to the cultivation of teachers’ humanistic awareness and quality, and further enhance the ideological and depth of curriculum content. Meanwhile, we should also pay more attention to students’ self-cultivation from learning attitude, learning methods and learning strategies, with the purpose of guiding students to self discovery, self-understanding and self-monitoring in the learning process.
4
Wang, Victor X., and Lesley S. J. Farmer. "From the Teachings of Confucius to Western Influences." International Journal of Adult Vocational Education and Technology 1, no. 2 (April 2010): 29–45. http://dx.doi.org/10.4018/javet.2010040104.
Full textAbstract:
This article reports the results of a study designed to determine whether the teachings of Confucius (liberal and behavioral teaching approaches) or Western teaching approaches (humanistic, progressive, radical and analytic teaching approaches) shaped adult education in Taiwan. Thirty-nine randomly selected adult educators from three premium universities in Taipei responded to a survey about their teaching practices. The same adult educators were also interviewed to cross-validate the quantitative findings. Study results indicated that, while the Taiwanese adult educators employed Western teaching approaches to some extent, they clung dearly to Confucian methods of instruction, a finding that was consistent with reports in the literature of adult education in Taiwan.
5
Richards, K. Andrew R., and Victoria N. Shiver. "“What’s Worth Doing?”: A Qualitative Historical Analysis of the TPSR Model." Journal of Teaching in Physical Education 39, no. 3 (July 1, 2020): 300–310. http://dx.doi.org/10.1123/jtpe.2019-0215.
Full textAbstract:
Purpose: The authors sought to trace the development of the teaching personal and social responsibility (TPSR) model from its initial conception by Don Hellison as a humanistic approach to teaching physical education to the current version of the model through qualitative historiography. Methods: Data sources included: (a) books written by Don, (b) sources that discussed the evolution of the model, and (c) supplemental texts that are important to the TPSR literature. Results: The authors identified four phases of TPSR model development: (a) setting the stage for a humanistic approach through practical inquiry, (b) moving beyond balls and bats to developing a model focused on the affective domain, (c) further defining humanistic goals and teaching strategies, and (d) continuous tinkering in the context of a living model. Discussion/Conclusions: Lessons learned about the model are discussed in relation to practical inquiry, and recommendations are made related to the future of the TPSR model.
6
Yahyaei, Davood, and Fakhteh Mahini. "The Influence of existentialism on teaching methods." International Journal of Learning and Teaching 9, no. 3 (September 5, 2017): 354–63. http://dx.doi.org/10.18844/ijlt.v9i3.600.
Full textAbstract:
Existential theories and Humanistic psychology are widely used in education. According to existentialists, fundamental problem of philosophy is Valuation and choice. Making existential methods in the classroom requires a balance in which both teachers and students as human beings preserve its identity. Existentialist philosopher and humanist psychologists advocate the kind of teaching and learning methods that focus on the learner and Care about individual differences. The research objective was identifying the teaching methods and the characteristics of each one supported by this approach. This research was done using qualitative content analysis and reviewing literature on the subject was published. The method of data analysis was thematic coding by using deductive category application. The results showed that the existentialists emphasized on the relation "I - you" between teacher and student thus support the teaching methods that consider individual patterns and indirect instructions. These methods cause growth of efficient relations and positive self-concept. Such methods are dialogue; Learner-centered method and developing positive self-concept. existential education goals cannot be predetermined and cannot the teacher and the educational system impose to students. Everyone assumes responsibility for its education. So, the teaching methods which develop concepts related to individual growth or focus on the learner are supported by this sect. Keywords: existentialism, existential Education, dialogue, Learner-centered method, Positive self-concept;
7
Picanço, Thaíla Soares da Costa, Maira Tiyomi Sacata Tongu Nazima, Braulio Erison França dos Santos, Olavo Magalhães Picanço Júnior, Maria Izabel de Albuquerque Cambraia, Leila do Socorro da Silva Morais, Luis Felipe da Silva Pena, and Karina Suzany Nery Costa. "O Cinema como Recurso Educacional no Ensino de Atitudes Humanísticas a Estudantes de Medicina." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 57–68. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180164.
Full textAbstract:
ABSTRACT Introduction Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during undergraduate training. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. Objective To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the first to sixth year of the medical course of the Federal University of Amapá. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in professional practice; mental illness, death-related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p < 0.05) among the first- to fourth-year students following the cinema sessions. The fifth- and sixth-year students did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course.
8
Yang, Diguan. "Research on the Humanization of Teaching Management in Normal University." Journal of Innovation and Social Science Research 8, no. 8 (August 30, 2021): 135–37. http://dx.doi.org/10.53469/jissr.2021.08(08).26.
Full textAbstract:
There are many problems in the humanized teaching management of normal universities. For example, students do not actively participate in the management and planning of their own university and career, teachers pay too much attention to traditional authority and have a sense of distance from students, the bureaucracy of the management department is serious, and management thinking is backward. The management process does not reflect the humanistic feelings, the teaching plans and teaching evaluation methods formulated by the school remain unchanged, the school’s teaching resources are unevenly distributed, and the campus culture construction lacks the humanistic spirit. In response to these current conditions, the author puts forward relevant suggestions from four aspects: students, teachers, schools, and management personnel. I hope that as a member of the school and participants in the construction of humanized teaching management, they can actively perform their own responsibilities and clarify their own positioning. In the end, it is hoped that the school’s teaching management can be people-oriented and enhance the school’s cohesion and centripetal force.
9
Haglund, Roger. "Using Humanistic Content and Teaching Methods to Motivate Students and Counteract Negative Perceptions of Mathematics." Humanistic Mathematics Network Journal 1, no. 27 (January 2004): 1–18. http://dx.doi.org/10.5642/hmnj.200401.27.04.
Full text
10
Wu, Yan. "Research on the Teaching Model of Reading Literary Classics from the Cross-cultural Perspective." Theory and Practice in Language Studies 8, no. 9 (September 1, 2018): 1215. http://dx.doi.org/10.17507/tpls.0809.16.
Full textAbstract:
College language courses in China should focus on the combination of carrying forward the excellent Chinese traditional culture and learning from foreign cultural achievements to guide students to see some aspect of the world in a world-wide sight. This paper advocates setting the curriculum which combines the introduction of the Western literary canons and the Chinese literary classics together. The purpose of this teaching model is to enhance the college students’ humanistic qualities with the new teaching philosophy, new curriculum, teaching content, and teaching methods.
11
Liu, Xiu Hong. "Study on College Mathematics Education and Teaching Strategies." Advanced Materials Research 403-408 (November 2011): 1648–51. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.1648.
Full textAbstract:
In order to improve the quality of college mathematic education, cultivating rational thinking of people, and improving the quality of nation, this paper make a comprehensive and systematic survey and analysis on college mathematic education. Results show that the team-constructer and quality of students in university have been changed, and it is not optimistic for mathematic learning of students. For the above problems, it is important and necessary to adjust the teaching content, improving teaching methods and means, promoting the cultural ideas and history of mathematics, and show humanistic concern to students.
12
Brashler, James. "From Erasmus to Calvin: Exploring the Roots of Reformed Hermeneutics." Interpretation: A Journal of Bible and Theology 63, no. 2 (April 2009): 154–66. http://dx.doi.org/10.1177/002096430906300205.
Full textAbstract:
Calvin's debt to the church reformers who preceded him both inside and outside the reform movements of the sixteenth century has not been sufficiently understood or appreciated. The humanistic methods of interpreting and teaching classical texts—including Scripture—as developed by Erasmus of Rotterdam decisively shaped Calvin's biblical hermeneutic.
13
OREKHOVA, Yelena Yurievna, Lidia Konstantinovna GREBENKINA, Nadezhda Alekseevna ZHOKINA, Liubov Aleksandrovna KUSHNYR, and Pavel Igorevich SAMOTAEV. "FORMATION OF STUDENTS’ VALUES-BASED ATTITUDE TO THE FUTURE TEACHING PROFESSION AS MORAL BASIS OF PEDAGOGICAL ETHICS." Periódico Tchê Química 17, no. 34 (March 20, 2020): 260–72. http://dx.doi.org/10.52571/ptq.v17.n34.2020.277_p34_pgs_260_272.pdf.
Full textAbstract:
The article is devoted to the study of the problem of the formation of the values-based attitude of modern students to the future profession. Pedagogical ethics is the theoretical, methodological, and moral basis for the creation of prospective teachers’ humanistic values, which are considered “eternal” guidelines in vocational Periódico Tchê Química. ISSN 2179-0302. (2020); vol.17 (n°34) Downloaded from www.periodico.tchequimica.com 261 training and pedagogical activity. The urgency of the problem is justified by the modern requirements for professional education, which is aimed to improve a person’s individual qualities to form his innovative thinking and moral self-awareness. The purpose of the study was to consider the practicability of including the discipline "Pedagogical Ethics" in the curriculum of the training program "Pedagogical Education" as one of the essential components that create a moral basis for mastering the system of humanistic professional values and entering the professional community. The features of the development of the humanistic orientation of students' personality and the structure of their value sphere are described and the connections between various types of values, general orientation, creative component and self-esteem are revealed. The methods of humanization of the formation of young students’ personalities are proposed in the framework of the modern education system and social realities. The diagnostic results of advanced students presented in the paper make it possible to put forward a number of innovative tasks of vocational training and education at the university. In particular, the formation of professional competencies among students is associated with the need to master traditional humanistic values, which often do not coincide with the modern personal characteristics of future teachers. The development of values, the knowledge of the world and the formation of one’s image based on the culture of the society are becoming essential components of modern education and professional self-education.
14
Liu, Tingting, and Haibin Sun. "Key Competencies of Physics Teachers." Higher Education Studies 11, no. 1 (December 1, 2020): 28. http://dx.doi.org/10.5539/hes.v11n1p28.
Full textAbstract:
In China, the main goal of basic education curriculum reform is to develop students' key competencies. The physics teaching directed by key competencies would not only aim at the memory and reappearance of physics knowledge but also the application of physics knowledge and methods. As teachers who guide students' learning and implement teaching activities, the improvement and development of their key competencies plays an important role in the development of students. The key competencies of physics teachers consist of physics literacy, education and teaching literacy, scientific literacy, humanistic literacy, information literacy, and life-long learning ability.
15
Gejdoš, Miroslav. "MODERN TRENDS IN EDUCATION." International Journal of New Economics and Social Sciences 10, no. 2 (December 31, 2019): 223–33. http://dx.doi.org/10.5604/01.3001.0013.8099.
Full textAbstract:
The author of the study explores new trends and technologies in the education process. This suggests the suitabil-ity of introducing innovations not only to teaching methods and forms, but also to change the concept of teaching content, and to change students' approach to learning, to teach them (Petlák E., 2012, pp. 18-19). Of the many approaches to innovative teaching, humanistic principles are considered as a key. They try to present the view on neuropedagogy and neurodidactics, their common feature is the desire to increase the level of pro-gress and the results of the educational process.
16
Utemissova, A. Zh, and Zh Shokybayev. "ASPECTS OF HUMANIZATION OF TEACHING INORGANIC CHEMISTRY IN A PEDAGOGICAL UNIVERSITY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 256–64. http://dx.doi.org/10.51889/2020-2.1728-5496.43.
Full textAbstract:
The authors analyze the concepts of "humanization" and "humanitarian" in the context of teaching chemistry in schools and pedagogical universities. The relationship between the processes of humanization and humanization of chemical education is presented. The humanization of teaching chemistry is considered as a characteristic of the learning process, in particular, through the introduction of educational technologies focused on the student's personality, the priority of humanistic values and ideals in the organization of training. Meaningful humanization creates a new technology of education, i.e. educational technology, distinctive signs which are interactivity, understood as effective multifaceted interaction of the individual with chemical – pedagogical learning environment and promoting formation of professional competence of future teachers of chemistry. The authors describe four groups of interactive methods of teaching chemistry: methods of positive motivation, methods of organizing interactive cognitive and practical activities of the student, reflexive assessment methods, and methods of developing an individual educational learning environment. On the results of the pedagogical experiment, a method of teaching the humanization of inorganic chemistry for the formation of professional competence of future chemistry teachers is given.
17
Picanço, Thaíla Soares da Costa, Maira Tiyomi Sacata Tongu Nazima, Braulio Erison França dos Santos, Olavo Magalhães Picanço Júnior, Maria Izabel de Albuquerque Cambraia, Leila do Socorro da Silva Morais, Luis Felipe da Silva Pena, and Karina Suzany Nery Costa. "Films as an Educational Resource in the Teaching of Humanistic Attitudes to Medicine Students." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 57–68. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20180164.ing.
Full textAbstract:
ABSTRACT Introduction Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during undergraduate training. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. Objective To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the first to sixth year of the medical course of the Federal University of Amapá. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in professional practice; mental illness, death-related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p < 0.05) among the first- to fourth-year students following the cinema sessions. The fifth- and sixth-year students did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course.
18
Stoliarenko, Oksana, and Olena Stoliarenko. "Anthropological determinants of humanistic educational concepts." Health and Safety Pedagogy 5, no. 1 (2020): 1–8. http://dx.doi.org/10.31649/2524-1079-2020-5-1-001-008.
Full textAbstract:
The article describes the anthropological concept, its role in the organization of humanistic education based on the anthropocentrism principle. In the article the theoretical and methodical principles of humanistic education studies based on anthropocentric ideas are scientifically proved; the scientific-methodical system and the research concept are developed on methodological, theoretical and practical levels; the level of the psychological and pedagogical scientific studies, educational practice development and subsequently the peculiarities of youth’s humanistic education based on anthropocentric ideas and its role as the main factor of the education humanization process is investigated, the main principles of the humanistic transformations methodology in education is clarified. The notion and structure of a value-centered attitude to a person as a universal, complex personal quality were defined. The criteria of mastering basic humanistic values by modern youth in order to form personal value-centered attitudes (cognitive, motivational, operational and productive), indicators (external and internal), levels of the quality under study were developed. Organizational and pedagogical conditions were defined, proved and implemented, methodological approaches of solving the problem were improved. An important role is played by the subject-to-subject interaction, cooperative creative activity, humanization of partner relationships, scientific and methodological provisions, content, forms, methods and means of educational work. Anthropological educational concepts are described in the article, a fragment of the study concerning the improving the pupils’ level of a value-centered attitude to a person process is presented, the results of work are summarized. The dynamics analysis of teaching a value-centered attitude to a person to pupils of different age groups has proved the suitability of the author's technology. At all stages of the experiment positive changes concerning basic humanistic values mastering, which was implemented in behavior and value-centered attitude to a person took place in the personality’s structure by the cognitive, motivational, operational and productive criteria.
19
Falunina, E. V. "ACTIVE TEACHING METHODS IN HIGHER EDUCATION - MODERN VIEW ON THE PROBLEM OF EDUCATION." EurasianUnionScientists 4, no. 3(72) (April 15, 2020): 65–67. http://dx.doi.org/10.31618/esu.2413-9335.2020.4.72.639.
Full textAbstract:
This article presents a new look at the problem of updating the use of active teaching methods in the educational process of higher education; the socio-psychological foundations of the actualization of this problem in the system of higher education are highlighted; the prospects and possibilities of using active teaching methods in the educational practice of a modern university, etc. are shown. It is shown that at the present stage of the development of society, in the process of developing new «amendments» to the Constitution of the Russian Federation, on the way to a new look at the nature of man, at his rapidly changing world, at the significance of the level of development of his literacy and professionalism, the awareness of the requirements for the education system in whole - inexorably increase. Education in modern Russia is becoming strong, responsible, creative, socially active, patriotic-minded, legally-economic, politically-socially literate, with a high position, ready and able to live and work in a democratic society-oriented state, in a secular society, with highly moral and spirituallyoriented ideals. To cope with this practice is possible only if there is a generally accessible strategy of a humanistic strategy in education, reliable and active approaches, as well as an individually-oriented training paradigm in solving professional problems using practical teaching methods.
20
Баркова, Ирина, and Irina Barkova. "Active methods of teaching as a means of developing a creative personality (on the basis of teaching experience)." Universities for Tourism and Service Association Bulletin 11, no. 3 (September 15, 2017): 48–55. http://dx.doi.org/10.22412/1999-5644-11-3-5.
Full textAbstract:
Modern conditions for the development of society pose new challenges for higher education. The problems of upbringing have become the main ones in the education system, and changes in the life of Russian society have defined these problems as topical of all educational problems. To update the content of upbringing and training means to concentrate all efforts on the formation of humanistic and socially significant values. This article is devoted to the issues of reforming and updating the modern education system. The author’s focus is one of the problems. This is the problem of the formation of a creative personality. The author determines the main principle of the system of education and upbringing as the principle of humanism, which should ensure the high moral potential of the student and lead to the creative personality’s formation of the university graduate. The author suggests that active teaching methods will be especially effective in solving the posed task and makes an attempt to answer the question: «How to teach»? The formation of the educational space of the university assumes the utmost cultivation in the educational process of interactive technologies which stimulate and reinforce the unity of teaching, education, upbringing and research. It is concluded that there is a need for a transition to a person-oriented type of education. The author of the article on the basis of her personal experience in teaching the discipline "Philosophy" gives recommendations, as well as develops lessons using active teaching methods. The article will be interesting for teachers, because ideas proposed by the author can be used as theoretical, philosophical and methodological basis for the practical implementation of training programs. The problems posed by the author of the article can become the starting point of discussions and seminars on the issues of youth’s socialization.
21
Williams, Craig M., and Madeleine A. Dallaston. "The Future of Retrosynthesis and Synthetic Planning: Algorithmic, Humanistic or the Interplay?" Australian Journal of Chemistry 74, no. 5 (2021): 291. http://dx.doi.org/10.1071/ch20371.
Full textAbstract:
The practice of deploying and teaching retrosynthesis is on the cusp of considerable change, which in turn forces practitioners and educators to contemplate whether this impending change will advance or erode the efficiency and elegance of organic synthesis in the future. A short treatise is presented herein that covers the concept of retrosynthesis, along with exemplified methods and theories, and an attempt to comprehend the impact of artificial intelligence in an era when freely and commercially available retrosynthetic and forward synthesis planning programs are increasingly prevalent. Will the computer ever compete with human retrosynthetic design and the art of organic synthesis?
22
Mukaddam, Sarah Sabrina, Triyanto Triyanto, and Muhammad Ibnan Syarif. "The Humanistic Value of Ki Hadjar Dewantara's Education in Fine Arts Learning at SMP Taman Dewasa Jetis – Yogyakarta." Catharsis 9, no. 3 (December 23, 2020): 220–31. http://dx.doi.org/10.15294/catharsis.v9i3.45413.
Full textAbstract:
Ki Hadjar Dewantara is a nationalist figure who express his thoughts in education field. Many of his thoughts reflect the existence of a humanist perspective that assume humans as important subjects. This study aims to analyze the humanistic values found in the art of learning at SMP Taman Adults Jetis, Yogyakarta. This study uses qualitative methods with data collection techniques including observation, interviews, documentation, and questionnaires. The data analysis uses data reduction procedures, data presentation, and drawing conclusions (verification). The validity of the data used was a triangulation technique which included triangulation of sources and techniques. The results showed that there were humanistic values in the art of learning which included the following values: (1) solidarity; (2) tolerance; (3) freedom; (4) respect and love, and (5) justice and equality. Based on the results of the research, the researcher can provide suggestions as a material for consideration, so that SMP Taman Dewasa Jetis continued to improve discipline in implementing Ki Hadjar Dewantara's thought-based education, improve work skills for art teachers and students as well as develop teaching materials, methods, and media used.
23
Aziz, Jurana. "Challenges while Teaching English in the Social Science Classroom: A Bangladesh Perspective." International Journal of English Language Education 5, no. 1 (January 8, 2017): 33. http://dx.doi.org/10.5296/ijele.v5i1.10567.
Full textAbstract:
This paper written is based on the findings from a study conducted among the Social Science students of Advanced Level undertaking the English Language courses as Elective or compulsory and their mode of learning is Bengali other than few of these English courses. I have tried to explore some of the difficulties while teaching these students. Two groups of students were selected for experimental study and teaching was given following traditional approaches like CLT. Data were collected through classroom observation and questionnaires. Though the results found have some limitations, this paper aims at suggesting for the probable solutions to the problems and finally it opens a new window to face the learners with this type of challenging situation by adopting some of the innovative methods using the Humanistic approach of learning in English Language Teaching and Education.
24
Farhan, Ishaq. "Islamization of the Discipline of Education." American Journal of Islam and Society 6, no. 2 (December 1, 1989): 307–18. http://dx.doi.org/10.35632/ajis.v6i2.2827.
Full textAbstract:
I. The Concept of the Discipline of EducationA. Fields of knowledge are diversified, and touch upon almostevery aspect of life and the universe, including the physical,societal, spiritual and material aspects. Various theories ofknowledge are proposed by man to deal with its classification,acquisition and use in life situations. The discipline ofeducation deals with the question of teaching and learningof various disciplines of knowledge by teachers and studentswith the hope of changing the behavior of the learner to adaptto society and develop the capabilities necessary to becomean effective human being.Education, then, is an applied discipline of knowledge whichis a composite of other social and humanistic disciplines.It concerns itself with changing the behavior of the learner,in terms of information, skills and attitudes. Education guideshuman beings in a certain direction delineated by the valuesof the society or a certain ideology using know-how, methods,and technologies of teaching compatible with their natureand style of learning.Education, then, is both a process and a result of a process.The results or objectives of education reflect the dimensionalvalue system of the society, and thus education is never aneutral discipline. Education cannot be neutral since itproduces an individual with a personality that represents thevalue system of the society and its ideology in life. The contentof the educational discipline depends on its interaction withother social and humanistic disciplines which are also partlyvalue oriented and partly experimentally oriented. The processof education or the know-how, including use of methods, ...
25
Toka, Katerina R., and Labrina Gioti. "Teaching in Higher Education: Theories, Realities and Future Controversies." Journal of Education and Training Studies 9, no. 6 (June 7, 2021): 1. http://dx.doi.org/10.11114/jets.v9i6.5210.
Full textAbstract:
The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.
26
Savchenkov, Alexey Viktorovich, and Natalia Viktorovna Uvarina. "Motivational and value-based component of future teachers’ readiness for moral education: Concept clarification." Science for Education Today 11, no. 2 (May 1, 2021): 55–79. http://dx.doi.org/10.15293/2658-6762.2102.03.
Full textAbstract:
Introduction. The article is devoted to future teachers’ professional values as a regulatory basis for enhancing their readiness for moral education provision which includes integrated personal and professional values, beliefs and attitudes, commitment to moral education and self-motivation. The article reviews and analyzes international and Russian studies on teacher education in order to clarify the content of the motivational and value-based component of future teachers readiness for moral education. Materials and Methods. The study adopts systematic, axiological, contextual, nuclear and person-centered approaches as well as S.L. Rubinstein’s structural approach to studying personality. The research methods include analysis and generalization of scholarly literature. Results. The main results consist in the analysis of contemporary international and Russian scholarly literature on the problem of future teachers’ readiness for moral education. In international sources, pre-service teachers’ readiness for moral education provision is associated with mastering new instructional strategies, general and internal regulations of teacher’s behavior, a flexible combination of theoretical and practical preparation for implementing moral education. Russian researchers consider readiness for moral education as: (1) a set of relevant knowledge, skills and competencies; (2) a focus on humanistic and ethical values; (3) personality traits including benevolence, humanistic outlook, sociability, and empathy. The authors clarify the content of motivational and value-based component of readiness for moral education provision, which includes: values of moral education (they regulate teaching activities and help to realize the importance of teaching profession for society); integration of personal and professional values and attitudes (serves as the basis for the formation of sustainable motivation for moral education); commitment to moral education provision (determined by personal interest in teaching and wider social contexts of teaching profession); self-motivation (enables to implement moral education interventions in challenging or stressful environments). Conclusions. The study concludes that values and motivation play a significant role in developing future teachers’ readiness for moral education provision. The content of this component incorporates stable and flexible personality traits of future teachers.
27
Mercer, Sarah, and Peter D. MacIntyre. "Introducing positive psychology to SLA." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 153–72. http://dx.doi.org/10.14746/ssllt.2014.4.2.2.
Full textAbstract:
Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.
28
Bariieva, Elvina, and Tymofii Toporkov. "Methods of tutoring activities in the training of computer science." Ukrainian Journal of Educational Studies and Information Technology 6, no. 3 (September 30, 2018): 1–11. http://dx.doi.org/10.32919/uesit.2018.03.01.
Full textAbstract:
The article emphasizes that in the conditions of the reform of the domestic system of education and the Conception of the New Ukrainian School it became possible to formulate an individual program of studying students of a secondary school. In this regard, the author resorts to the position of the teacher of computer science as a tutor, that is, a person who actualizes the educational needs of students, works with them, discusses them, and seeks to help the ward in their satisfaction. In the process of studying computer science tutor position is becoming relevant in profile education. The activity of the tutor in teaching computer science is based on the ideas of humanistic and personality-oriented and systemic approaches. Teutor's accompaniment of students at the computer science classes is to continuously stimulate the student's independent cognitive activity, the need for self-improvement and the development of research skills in information activities. On the basis of the analysis of scientific literature on the problems of tutor activity, the following methods of tutoring activity in the teaching of informatics are singled out: methods of practical orientation activity, methods of problem-based learning, method of projects, psychodiagnostic methods, methods of active learning, methods of analysis and self-analysis, binary methods, methods of distance learning, method portfolio scientists (T. M. Kovaleva, K. P. Osadcha) consider the most effective method of tutorial support as a method of portfolio, which is used at all stages (primary and adolescent) and at all stages of tutor's escort. In the process of tutorial support several types of portfolios can be used: thematic, presentation, portfolio of achievements.
29
Liu, Quan, Haiyan Chen, and M. James C. Crabbe. "Interactive Study of Multimedia and Virtual Technology in Art Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 80. http://dx.doi.org/10.3991/ijet.v16i01.18227.
Full textAbstract:
Art education an important part of aesthetic education. It is indispensable for the comprehensive and healthy development of human beings. The basic task is to cultivate creative ability, human aesthetics, and apprec iation. Art education is conducive to improving the humanistic cultivation of young students, enhancing the spiritual realm of human beings, and cultivating the creative ability of young people. It has irreplaceable social, cultural, and an-thropological significance for promoting the comprehensive and healthy de-velopment of people. The development of multimedia information technolo-gy provides a new teaching method for art education and teaching in a con-temporary setting. This teaching method can guide students to optimize or change the methods and concepts of traditional art creation and aesthetic value. However, traditional art education multimedia technology has poor teaching effects due to limited teaching conditions. This requires the use of multimedia technology and other technologies for interactive fusion. There-fore, this paper proposes an interactive fusion model of multimedia and vir-tual technology, which is verified by the model. It was found that this inte-grated education method could not only simulate the real environment and expand the cognitive scope of students, but also could promote students' learning motivation as well as situational and authentic learning experiences.
30
Abibullaeva, Elmira E. "Ismail Gasprinsky in India (transliteration and analysis of the sketch “Maarif Yolunda” (“On the Way to Education”)." Crimean Historical Review, no. 1 (2020): 168–79. http://dx.doi.org/10.22378/kio.2020.1.168-179.
Full textAbstract:
Biography of a well-known Crimean Tatar educator and publisher Ismail Gasprinsky (1851–1914) was studied by many researchers, but some aspects of his life and activity needs a more detailed study. Analysis of his biographical sketch – “Maarif Yolunda” (“On the Way to Education”), which was published on the pages of “Terdzhiman” newspaper in 1912, opens up the new details in his attempts of implementation his humanistic ideas and activities in life. The article also analyses specific facts of his visit to India, which had the mission of enlightenment of people and polishing his new methods of teaching. The investigation opens up the new aspects of materials, gives additional information about the history of earlier unknown separate museum subjects.
31
Liu, Shuli, Yong Li, Xiaobo Wang, Xuena Zhang, and Renshu Wang. "Research on the Effect of Big Data Flipped Classroom Combined with Scenario Simulation Teaching: Based on Clinical Practice of Medical Students." Wireless Communications and Mobile Computing 2021 (September 23, 2021): 1–11. http://dx.doi.org/10.1155/2021/7107447.
Full textAbstract:
With the rapid development of information technology and the deepening of education reform, flipped classroom, as a new teaching mode, has received considerable attention from the education circle as soon as it appeared. This paper analyzes the teaching design principles of big data flipped classroom combined scenario simulation, constructs the teaching design model of big data flipped classroom combined scenario simulation in medical clinical practice, and explores the application and effect of the teaching method of big data flipped classroom combined scenario simulation. In this paper, the experimental group takes care of fusion simulations combined with the flipped classroom teaching method, and the routine control group uses the traditional teaching method; the scores of the two groups on theory, learning initiative, clinical practice, and critical thinking ability allow comparing the teaching effect, concluding that health care integration scenario simulation combined with flipped classroom teaching methods is new. It is beneficial to improve the learning ability, improve the ability of medical cooperation, enhance the sense of humanistic care, and so on. Analysis and comparison concludes that turning medical fusion simulations combined with classroom teaching, promoting the medical students on medical students’ clinical practice to master theoretical knowledge and practical operation ability, and improving the ability of critical thinking ability and care will lead medical students to make a study of basic knowledge of medicine helping to cultivate the graduate student’s study enthusiasm, stimulating interest in learning, improving the comprehensive quality of medical specialty, and making it worth popularizing in practice teaching.
32
Gregory, Katherine. "Online Communication Settings and the Qualitative Research Process: Acclimating Students and Novice Researchers." Qualitative Health Research 28, no. 10 (June 11, 2018): 1610–20. http://dx.doi.org/10.1177/1049732318776625.
Full textAbstract:
In the last 20 years, qualitative research scholars have begun to interrogate methodological and analytic issues concerning online research settings as both data sources and instruments for digital methods. This article examines the adaptation of parts of a qualitative research curriculum for understanding online communication settings. I propose methodological best practices for researchers and educators that I developed while teaching research methods to undergraduate and graduate students across disciplinary departments and discuss obstacles faced during my own research while gathering data from online sources. This article confronts issues concerning the disembodied aspects of applying what in practice should be rooted in a humanistic inquiry. Furthermore, as some approaches to online qualitative research as a digital method grow increasingly problematic with the development of new data mining technologies, I will also briefly touch upon borderline ethical practices involving data-scraping-based qualitative research.
33
Guo, Yin Ling. "Problems and Countermeasures of the Development of English Majors in Provincial Higher Institutions in China." Advanced Materials Research 488-489 (March 2012): 1597–602. http://dx.doi.org/10.4028/www.scientific.net/amr.488-489.1597.
Full textAbstract:
English major students in China’s provincial higher institutions are facing a very fierce employment situation. In order to improve the students’ quality and their competitiveness of getting a job, we investigated the curriculum and cultivation modes for English majors, the teaching and learning conditions of twenty three provincial colleges and universities of Henan Province in China. On the basis of investigation and analysis of the existing problems, this paper puts forward some countermeasures. Colleges and universities of different types and at different levels should have different English majors training modes in order to have their own outstanding features. Inter-disciplinary English talents can be cultivated by paying attention to students' integrated English language competence and humanistic quality by strengthening English teachers’ training and inter-university cooperation and by innovating the English major undergraduates’ cultivation methods.
34
Дейкина and Alevtina Deykina. "Humanistic Essence of the Text in the Russian Language Course from the Intercultural Communication Point of View." Modern Communication Studies 3, no. 2 (April 10, 2014): 36–40. http://dx.doi.org/10.12737/3449.
Full textAbstract:
This article describes the humanistic essence of the text, which express
communicative functions of a language. Text is a linguistic and didactic unit
that promotes knowledge of the language and the development of skills and
competences, including communicative and cultural. Appeal to the text in
the Russian language course is an appeal to the author’s identity, his position,
his cultural space. To achieve positive results we need selection and
search of modern Russian language teaching. Dialogue with the text is one
of the cognition methods of the language. We can speak about useful reflection
on the text (poetry, prose), based on the amount of knowledge and
skills of students in the language and broadly — in the culture. Systematic
work with the text will help the student to acquire intercultural competence,
to overcome the difficulties in cross-cultural communication, keeping the
priorities of their own culture and respecting the culture of the interlocutors.
35
Ali, Amjad, Asim Shafi, Arif Siddiq, Muhammed Salman Siddiq, Rab Nawaz Malik, and Kanwal Khalid. "Teaching Professionalism in undergraduate Medical Education." Pakistan Journal of Medical and Health Sciences 15, no. 6 (June 30, 2021): 1874–75. http://dx.doi.org/10.53350/pjmhs211561874.
Full textAbstract:
For the last many years, there have been speedy and far-reaching changes in health teaching. [1] Numerous innovative approaches of teaching professionalism have been established and executed since 1950’s and engrossed on medical expertise. In this paper, we will observe teaching professionalism in health teaching, detailing the usages and tasks associated with diverse methods. The developments in bio medical technologies and skills have been primed to advance of teaching professionalism tools that expand the assessment of expertise. Objective: To observe the Teaching Professionalism in undergraduate medical education in BADMC Multan Methodology: A cross sectional survey was conducted at BAMDC Multan from January 2020 to June 2020 after obtaining ethical approval from ECB. The data was collected through convenience sampling technique from 50 health educators teaching anatomy, medicine, Surgery and Gyane & Obs. to undergraduate students by using unidentified questionnaire. Consent was taken from all participants before data collection. Data was entered and analyzed by using SPSS 21. Results: Of the 50 health educators, 46 (92%) reacted to the main phase of the overview, 48 (96%) of medical educators have sound mentalities about their jobs and responsibilities, 42 (84 %) having disintegration of clinical polished methodology, 44 (80 %) have clinical instructors ethicists- subjecting one's personal responsibility to the interest of patients, 50 (100 %) sticking to high moral and good guidelines, 40 (80 %)responding to cultural necessities, 48 (96%) displaying center humanistic qualities (e.g., compassion, uprightness, benevolence, dependability), 50 (100%) can design demonstrable, 46 (92 %) have duplicates of educational plan materials utilized in courses identified with polished skill, 48 (96 %) use Simulations ,22 (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques. Conclusion & Recommendations: From this study, it is concluded that only 22 health educators (44 %) can use Computer-based simulation, 40 (80 %) can create case generation techniques, 40 (80 %) responding to cultural necessities, 42 (84 %) having disintegration of clinical polished methodology that is very low bench mark in teaching professionalism. Extra exploration is needed, mainly if the teaching professionalism is used to make high stick verdicts (e.g., elevation and authorization). Key Words: Health Educators, Ethical Committee Board, Bakhtawar Amin Medical & Dental College, Multan
36
Jabłonowska, Lidia. "Quality of Didactic Processes Conducted by Talents‑Candidates of Highest Scientific Potential." Kwartalnik Ekonomistów i Menedżerów 41, no. 3 (July 1, 2016): 0. http://dx.doi.org/10.5604/01.3001.0009.4992.
Full textAbstract:
The pursuit of the university to achieve a higher quality of didactic processes is becoming ever more important in the recent years. A practical criterion of its achievement is the reference to the didactic labour culture, the development direction, which depends on the academic teacher and their competences. This article contains parts of results of research conducted during the final phase of the project by PhD students at Warsaw School of Economics. The analysis of empirical data is preceded by an overview of the theories of work culture in business education within the context of the latest trends in education, including the requirements of developing the entrepreneurial attitudes. The research indicates that young science employees – talents conduct classes primarily in the convention mechanistic‑passive culture model. Only to a small degree does their teaching show features of the humanistic culture model, which is based on high‑quality activating methods and the teaching process is not focused on developing attitude of entrepreneurship. The critical‑creative approach to business education is virtually non‑existent, or at best limited to only certain individual elements of the education process.
37
Queiroz, Luiz Alberto, and Nara Lima Alexandre. "Fundamentos humanísticos na formação de estudantes de medicina: estudo de caso." International Journal of Health Education 2, no. 1 (October 25, 2018): 19. http://dx.doi.org/10.17267/2594-7907ijhe.v2i1.1815.
Full textAbstract:
Background: Medicine has been gaining high technological power, essential for many diagnoses and current treatments. On the other hand, one observes the distancing of the physician from what should be his instrument of work: the person. Bahiana School of Medicine has been implementing actions aimed at integrating the student into the subjective elements of medical practice through such subjects as the Psychodynamics of the Medical Clinic. Objectives: To portray the reality of the teaching of the discipline Psychodynamics in the Bahiana School of Medicine and Public Health; to evaluate the performance of the psychodynamic material taught in the 7th semester of the medical course, as well as the need to teach humanistic fundamentals to the student community of this school. Methods: Case study conducted through documentary analysis, interview with professor of the subject and application of questionnaire. After approval by the Ethics Committee, questionnaires containing sex, age, year of the course, questions related to the subjects developed in the subject were applied, such as doctor-patient relationship, death and dying, medical vocation and humanization etc. Results: The goal of psychodynamics is to provide an integral view of the patient. The questionnaires were answered by 124 students distributed between the 4th, 5th and 6th grades. 88.7% agreed that the subject provided grounds for establishing an effective physician-patient relationship. 91.2% agreed that the subject drew attention to the therapeutic aspect that can have the doctor-patient relationship. 99.2% agree that in order to meet humanity, it is first necessary to humanize. 86.3% of the students agree on the need to teach humanistic fundamentals throughout the course. Conclusions:A Psicodinâmica da Clínica médica vem atingindo os objetivos propostos. Há necessidade do ensino de fundamentos humanísticos durante todo curso de medicina.Background:Medicine has been gaining high technological power, essential for many diagnoses and current treatments. On the other hand, one observes the distancing of the physician from what should be his instrument of work: the person. Bahiana School of Medicine has been implementing actions aimed at integrating the student into the subjective elements of medical practice through such subjects as the Psychodynamics of the Medical Clinic. Objectives:To portray the reality of the teaching of the discipline Psychodynamics in the Bahiana School of Medicine and Public Health; to evaluate the performance of the psychodynamic material taught in the 7th semester of the medical course, as well as the need to teach humanistic fundamentals to the student community of this school. Methods: Case study conducted through documentary analysis, interview with professor of the subject and application of questionnaire. After approval by the Ethics Committee, questionnaires containing sex, age, year of the course, questions related to the subjects developed in the subject were applied, such as doctor-patient relationship, death and dying, medical vocation and humanization etc. Results: The goal of psychodynamics is to provide an integral view of the patient. The questionnaires were answered by 124 students distributed between the 4th, 5th and 6th grades. 88.7% agreed that the subject provided grounds for establishing an effective physician-patient relationship. 91.2% agreed that the subject drew attention to the therapeutic aspect that can have the doctor-patient relationship. 99.2% agree that in order to meet humanity, it is first necessary to humanize. 86.3% of the students agree on the need to teach humanistic fundamentals throughout the course. Conclusions: A Psicodinâmica da Clínica médica vem atingindo os objetivos propostos. Há necessidade do ensino de fundamentos humanísticos durante todo curso de medicina.
38
Khair, Alfin Miftahul, and Galih Fajar Fadillah. "Gaya Belajar Anak Homeschooling (Studi pada Keluarga Pelaku Homeschooling)." Konselor 6, no. 2 (August 15, 2017): 54. http://dx.doi.org/10.24036/02017627563-0-00.
Full textAbstract:
Homeschooling could be an education alternatives, the substance of activities of the school. The child is learns everything under control and supervise of parent. Families must have a strong commitment within the practice. This study is a qualitative phenomenological approach focused discusses a phenomenon about homeschooling. The aim of this research is to know the methods of study used in the process of teaching and learning results gained from the learning process through homeschooling. Collecting data is using the method of observation, interview and documentation. Data analysis using qualitative descriptive method and the validity of data is done by triangulation. The results are: 1) in behavioristic kids are love learning because fun and can be anywhere. Cognitively, kids can customize his ability to learn. In humanistic kids are aware to the conditions and environments around them. 2) Learning Outcome demonstrate the kids progress in cognitive, affective and psychomotor.
39
Horvath, Zsuzsa, Cynthia Salter, Judith Resick, Xiaohan Fan, Tanvi Mehta, Gaetan Sgro, and Peter Trachtenberg. "Reading and writing for healers." European Journal for Person Centered Healthcare 5, no. 4 (December 29, 2017): 534. http://dx.doi.org/10.5750/ejpch.v5i4.1262.
Full textAbstract:
Aims, background and objectives: A growing body of research demonstrates that teaching close-reading and reflective writing to clinicians improves their ability to provide patient- and person-centered care. Through narrative medicine workshops, providers gain skills that can improve relationships with patients, increase empathy among clinicians and enhance clinical care. The goal of the event series (book discussion and reflective writing sessions) offered at the University of Pittsburgh School of Dental Medicine, USA was to provide participants an interactive opportunity to practise and reflect upon the basic tenets of narrative medicine. Methods: The objectives were to recognize how a written text can inform and enhance empathetic and humanistic thinking and to develop an increased appreciation for the importance of humanistic thinking in healthcare. The goal of this article was to share the outcomes of a unique program, which was offered in an interprofessional setting and organized by collaborators across disciplines within and outside of the healthcare professions. To evaluate the overall effectiveness of the introductory presentation, book discussion and reflective writing sessions, anonymous surveys were employed to study participants’ perception about the role of literature in healthcare, the role of reflection in the provision of care and insights gained in the sessions. Results: The study revealed overwhelmingly positive responses by the participants to the programming. Qualitative data analysis revealed multiple areas of learning. Discussion and Conclusion: Due to the success of the workshop series, the School of Dental Medicine will offer the event again and expects it to become a sustained yearly event that fosters collaborations across different schools of the University.
40
Fizeshi, Oktaviia. "The Peculiarities of Preparation of Masters for Teaching of the Pedagogical Disciplines in the Institutions of Higher Pedagogical Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 103–17. http://dx.doi.org/10.18662/rrem/12.4/336.
Full textAbstract:
The prerequisite for ensuring the professional training of masters in the specialty "The Primary Education" in Ukraine is the formation of their professional competence to teach in the higher education institutions. After all, in addition to qualifying as a primary school teacher, they are also qualified as the teacher of pedagogy. Accordingly, the preparation of the modern primary school teacher requires the organization of the educational process in higher education on a scientific humanistic basis which provides purposeful systematic provision of psychological and pedagogical training of scientific and pedagogical staff for the higher education institutions of different levels of accreditation for their interaction with students. This article summarizes the author's experience of studying the teaching methods of the disciplines "Fundamentals of Pedagogy", "Didactics", "Theory and Methods of Education", "Socio-pedagogical Fundamentals of Educational Management" and "History of Pedagogy". In particular, theoretical and aspects of students' methodical activity are revealed: active listening, participation in dialogue and discussion during lectures, observation of pedagogical classes from different sections (basics of pedagogy, didactics, theory of education, history of pedagogy), development of the text of lectures on separate topics, micro-teaching and analysis of pedagogical situations, their modeling, execution of creative tasks, production of visual material. Preparation of the masters for teaching of pedagogical disciplines in the institutions of higher pedagogical education facilitates their mastery of the basic concepts and categories of pedagogy, historical aspects of the formation of pedagogy as a science, current trends in education; the content of pedagogical disciplines in the institutions of higher pedagogical education; features of the education process, its regularities and principles, the methods and organizational forms, etc. Also, in the process of studying the methodology of teaching pedagogical disciplines, the masters have the ability to prepare curricula for disciplines; to plan and conduct various types of training (lectures, seminars and practical classes); to control and diagnose students' educational achievements; to organize various types of cognitive work with students, etc.
41
Tarnopolsky, Oleg. "Designing an Elementary Course of English for Adults at Commercial English Schools and Centers in Ukraine on the Basis of the Communicative-Analytic Method." International Letters of Social and Humanistic Sciences 69 (May 2016): 39–49. http://dx.doi.org/10.18052/www.scipress.com/ilshs.69.39.
Full textAbstract:
The paper discusses a many-year-long experience of designing and using an elementary course of oral everyday communication when teaching English to adults who have previously finished an introductory (preparatory) course of that language and are principally oriented towards acquiring the skills of oral communication in English. The article is the continuation of the preceding article published in theInternational Letters of Social and Humanistic Sciences, and it discloses the way of practical implementation on the elementary level of language education of the communicative-analytic method substantiated in that previous paper. The elementary course analyzed in the article is created for the beginner’s stage of learning English by those adults who desire to acquire it outside university language programs – for instance, in different kinds of commercial language schools and centers. The developed elementary course of oral everyday communication is structured on the basis of communicative-analytic approach with the equilibrium of communicative and language form-focused learning activities. Communicativeness is implemented by way of following Lewis’s lexical approach and methods of intensive language teaching developed by Losanov. The course of 56 two-hour classes precedes the pre-intermediate course of speaking, listening, reading, and writing in English and follows a very short two month-long introductory course.
42
Yeromenko, R. F., M. O. Ostapets, A. L. Litvinenko, V. V. Kozar, and O. M. Litvinova. "Experience of Application of Modern Educational Methods in Teaching of the Course «Laboratory Diagnostics» in National University of Pharmacy." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 5, no. 6 (December 12, 2020): 317–22. http://dx.doi.org/10.26693/jmbs05.06.317.
Full textAbstract:
The global process of transition to the information society, as well as the economic, political and social changes that accompany it, are accelerating the reform of the education system. Distance learning is a humanistic personality-oriented form of learning, the basis of which is purposeful, motivated learning and communication between the teacher and students by using of modern information technology. The distance learning system opens wide access to various educational services to a large number of people who, due to objective or subjective reasons, cannot receive education in the traditional way. In addition, the advantage of this form of education is the lack of «age requirements», which is sometimes an objective obstacle to retraining or additional education for those categories of people with professional experience. The purpose of the study was to analyze the features of teaching a distance course in the discipline «Laboratory Diagnostics», developed at the Department of Clinical Laboratory Diagnostics National university of pharmacy. Material and methods. The methodological basis of the study included the following components: system approach; the concept of personality-oriented learning; principles of distance learning; theory of information systems. The article considers the peculiarities of the organization of distance learning in National university of pharmacy, the main methodological regulations on which the introduction of distance learning courses is based. The distance courses of the discipline «Laboratory Diagnostics» for students of specialty 226 «Pharmacy, Industrial Pharmacy» in the information environment Moodle was analyzed and generalized and the basic elements of educational information placement were directly described. The authors determined the place of distance courses in the process of independent training of educational process; the special role of the teacher (tutor) in the organization of independent training of the students according to the offered methodical recommendations and distance courses was shown. Conclusion. Distance learning in a virtual educational environment provides a variety of modern e-learning tools that can be used not only in full-scale distance learning, but also in traditional forms. National university of pharmacy is actively implementing measures to comply with the requirements of current regulations of the Ministry of Education and Science of Ukraine on the implementation of distance learning. The experience of teaching the discipline «Laboratory Diagnostics» using distance learning technology allows future professionals in the field of knowledge «Health» to acquire skills and abilities
43
Melnyk, Taras, and Iryna Dobroskok. "Training of the future vocational education teachers in the conditions of student-centred learning and teaching." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 143–57. http://dx.doi.org/10.31470/2415-3729-2019-10-143-157.
Full textAbstract:
The article reveals the theoretical aspects of the future vocational education teachers' training in the conditions of student-centred learning and teaching, which is based on the principles of the flexibility of individual educational trajectories and different methods usage, students' autonomy support, mutual respect of teachers and students and the respect to the diversity of students and their needs. The purpose of the article is to highlight and analyze the peculiarities of preparation of future vocational education teachers in the conditions of student-centred learning and teaching. In accordance with the purpose and the set objectives, such theoretical methods of research were applied as an analysis, a synthesis and the generalization of scientific-pedagogical literature and normative-legal documents. The author believes that the future vocational education teachers’ training in a student-centred setting is a complex task according to the ESG recommendations. The study identifies the positive features of a student-centred approach, as well as the possible risks; characterizes and analyzes the key principles of the European Standards and Guidelines (ESG) on Quality Assurance in the European Higher Education Area (EHEA) in terms of the specificities of the training system for future vocational education teachers. Moreover, it defines that providing sufficient feedback from students, forming assessment criteria based on the creative display of acquired knowledge and skills, rational lesson planning, adherence to the “lifelong learning” principle, and promoting self-examination among teachers and students are the key components of implementing the student-centred learning and teaching principles. The author made a conclusion that student-centred learning and teaching contributes to the realization of intellectual, cultural and emotional potential, creates the conditions for students’ self-expression and self-identification, promotes the democratic and humanistic values of institutions of higher education (IHE) as important public institutions and, having a positive impact on the quality of training, creates a springboard for realizing the educational process participants’ potential on the basis of proactivity and common opinion.
44
Pipere, Anita, and Ilona Mičule. "Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis." Journal of Teacher Education for Sustainability 16, no. 1 (June 1, 2014): 5–31. http://dx.doi.org/10.2478/jtes-2014-0001.
Full textAbstract:
Abstract Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.
45
Ushakov, Dmitriy. "Strategies for Young College Teachers' Self-Realization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (October 16, 2020): 320–29. http://dx.doi.org/10.21603/2500-3372-2020-5-3-320-329.
Full textAbstract:
The research into social peculiarities, structure, and mechanisms of young teachers' self-realization is a relevant issue in modern sociological studies. The present paper features professional strategies that self-realization patterns. The research objective was to study strategies for professional self-realization employed by young teaching personnel of colleges. It was based on an authentic hybrid research complex, which included a combination of quantitative and qualitative analysis techniques: methods of included observation, in-depth interviews, expert interviews, and content analysis of regulatory documents. The analysis revealed three types of adaptive strategies for professional self-realization of young teachers: Strategy of Success, Strategy of Remonstrative Self-Realization, and Strategy of Forced Self-Realization. The article emphasizes the connection between social prosperity and the chosen strategy. Adaptive strategies force young teachers to comply with expectations of their social environment, which disagrees with the concept of self-realization. The humanistic non-adaptive strategy based on a free choice of patterns and modes of the teacher's work, which makes it possible to preserve physical and psychological health and save human resources.
46
Święcicka, Paulina. "Prawo rzymskie w okresie Renesansu i Baroku. Humanistyczny wymiar europejskiej kultury prawnej." Czasopismo Prawno-Historyczne 64, no. 1 (October 31, 2018): 9–37. http://dx.doi.org/10.14746/cph.2012.64.1.01.
Full textAbstract:
The history and formation of the European legal culture that had been developing and taking shape since the Middle Ages when universalism manifested itself as ius commune and seemed to be a satisfactory solution, has been marked with the appearance of a trend called ‘legal humanism’ which developed in response to the humanistic Renaissance postulates. While humanism itself pertained to arts and science of the Renaissance period, legal humanism that emerged centuries later, challenged the medieval interpretation of Justinian texts and postulated the rejection of the mos italicus methods described as praemitto, scindo, summo casumque figuro – praelego, casus, commodo, obiicio (Math. Grib. De meth, 3.94-98). The supporters of the new humanistic jurisprudence advocated recognition of Roman law as an element of the research into the Antiquity. As a result, ancient texts underwent a certain ‘purification’ and were subsequently used for the teaching of Roman law based on subsequent „Glosses and Commentaries”. Critical reviews of the fundamental sources of law as well as the first translations of till then unknown Greek texts were also attempted. That all was possible because the jurists of that new era had a much more comprehensible education and linguistic skills and were able to read texts in Greek and finally break away with the medieval impasse Graeca sunt, non leguntur, going beyond the „judicial Bible” of the compilation of Justinian texts only, searching for new and often multi-aspect meanings and a true understanding of the Ancient World. This new approach to Roman law had also changed the attitude to legal studies which ceased to be seen as merely updating the existing laws i.e. serving the practice. Roman law was finally recognised as a historic phenomenon, a product of its times that evolved together with the changing world, and the study of Roman law became an aim and objective of its own. Such an approach quickly found followers in all Western Europe and replaced the exegetic commentaries with a new form – a treaty that compared the theory of law with the existing laws on the basis of its historic context. An author of a legal academic paper was no longer a mere executor and commentator of ius scriptum, but, being a jurist of humanistic views, transformed into a searcher of pure law, an expert of both the Antiquity and the contemporary World. As François Baudouin put it: sine historia caeca est iurisprudentia (De Institutione historiae universae, I, 609).
47
Protasova, Elena Vladimirovna. "Sociocultural Practice of the Ural Teachers in Documentary Sources of Perm Territory Private Archival Funds." Siberian Pedagogical Journal, no. 1 (March 3, 2020): 74–86. http://dx.doi.org/10.15293/1813-4718.2101.08.
Full textAbstract:
Regionalization of education and innovative teaching activities are an integral part of economic and historical processes taking place in modern society. A resource to the past experience enables to see possible approaches to the solution of urgent problems of the existing education practice and enrich it with ideas tested on a social and pedagogical level. The regional historical pedagogical heritage as a multifaceted phenomenon can be regarded from different angles. The subject field of the research is the sociocultural experience of Ural teachers, the study of which is based on documentary data of private archival funds, using interrelated and mutually dependent culturological and axiological approaches. The aim of the publication is to reveal the main features of reconstructing the sociocultural teaching practice based on data of Perm Territory private archival funds. Sources of different information value are examined to help analyse pedagogical phenomena and phenomenology of childhood in their interrelation. The author highlights innovative ideas whose potential concerns the development of personality and meets such criteria as the humanistic nature of education and relevance to modern education. The research involves historical retrospective and constructive genetic analyses, as well as methods of studying pedagogical personalism and summarizing valuable pedagogical practice. The result is the development of basic approaches to the study of teachers’ private archival funds, the specification on the regional material of axiological determinants of the Soviet school professional practice, actualization of pedagogical ideas being of interest for improving the competence of a modern teacher in innovation.
48
A.P., Svarychevska. "HUMANITARIAN TRAINING OF FUTURE OFFICERS IN THE CONTEXT OF MODERNIZATION TRANSFORMATIONS OF THE HIGHER MILITARY SCHOOL." Collection of Research Papers Pedagogical sciences, no. 95 (August 2, 2021): 113–19. http://dx.doi.org/10.32999/ksu2413-1865/2021-95-16.
Full textAbstract:
The article deals with the current problems of humanitarian training of future officers while studying in military institutions of higher education, analyzation of the dependence of the studied process on the general state of modernization of the system of higher vocational education and other circumstances of social and military practice. Professional activities of modern officers is multifunctional, poly-semantic in its nature, is an arena of interaction of many factors, interrelation of people, the establishment of comprehensive cooperation. The purpose of article is to identify the directions of modernization transformations of humanitarian training of future officers in the higher military school. The methodological component of research is based on the complex of theoretical methods, which mutually enrich and complement each other, including historical-pedagogical, system-structural, terminological, factorial and comparative-theoretical analysis, the method of systematization of the obtained results.Humanitarian training, carried out in the interests of the personality, the state and society, integrates the tasks of education, self-education, upbringing and self-upbringing of future officers, as well as mechanisms for the formation of their competencies and such way of thinking, which ensure the unity of humanitarian knowledge humanistic behavior, desire and ability to correlate their own official and personal interest with humanistic standards. The fundamentals of modernization of humanitarian training of future officers have been considered as an ordered optimal set of humanistic strategies, conditions, subjects, methods, and means, which provide coincidence of the achieved results with the set goals of formation of future officers’ social and professional competencies and humanistic qualities that set vital meanings and state-patriotic bases of service to the Motherland. It has been found that modernization transformations of the humanitarian component of educational process are inextricably related to the creative innovative activity of teaching staff of the military institutions of higher education, their abilities to design and create appropriate humanitarian educational environment, to enrich the content of training and upbringing of future officers with new ideas, experience in practical activities of troops.Key words: humanitarization, linguisticpersonality, militaryeducation, humanitarian erudition, moderni-zation, humanitarian educational environment. У статті розглянуто актуальні проблеми гуманітарної підготовки майбутніх офіцерів під час навчання у військових закладах вищої освіти, проаналізовано залежність досліджуваного процесу від загаль-ного стану модернізації системи вищої професійної освіти та інших обставин соціальної та військової практики. Професійна діяльність сучасних офіцерів є багатофункціональною, полізмістовою за своєю сутністю, є ареною взаємодії безлічі чинники, взаємодії людей, утвердження всебічного співробітни-цтва. Мета статті полягає у виявленні напрямів модернізаційних перетворень гуманітарної підготовки майбутніх офіцерів у вищій військовій школі. Методологічний складник дослідження базується на комплексі теоретичних методів, які взаємозбагачують та взаємодоповнюють один одного, серед яких слід назвати історико-педагогічний, системно-структурний, термінологічний, факторний і порівняльно-теоретичний аналіз, метод систематизації отриманих результатів.Гуманітарна підготовка, здійснювана в інтересах особистості, держави й суспільства, інтегрує завдання освіти, самоосвіти, виховання та самовиховання майбутніх офіцерів, а також механізми формування у них компетентностей і такого способу мислення, які забезпечують єдність гуманітарних знань і гуманістичної поведінки, прагнення та вміння співвідносити власні службові та особисті інтереси з гуманістичними нормами. Основи модернізації гуманітарної підготовки майбутніх офіцерів розглянуто як упорядковану оптимальну сукупність гуманістичних стратегій, умов, суб’єктів, методів і засобів, що забезпечують збіг досягнутих результатів з поставленими цілями формування майбутніх офіцерів соціально-професійних компетентностей і гуманістичних якостей, які задають життєві сенси та державно-патріотичні підстави служіння Батьківщині. Встановлено, що модер-нізаційні перетворення гуманітарної складової частини освітнього процесу нерозривно пов’язані з творчою інноваційною діяльністю професорсько-викладацького складу військових закладів вищої освіти, їхнім умінням проєктувати та створювати відповідне гуманітарне освітнє середовище, збагачувати зміст навчання й виховання майбутніх офіцерів новими ідеями, досвідом практичної діяльності військ.Ключові слова: гуманітаризація, мовна особистість, військова освіта, гуманітарна освіченість, модернізація, гуманітарне освітнє середовище.
49
Amukahara Joy, Egede Bernadette, and Asabor Mary Bivwiere. "Reasons for Students’ Absenteeism from Lectures in Selected Tertiary Institutions in Delta and Edo States of Nigeria: The Students’ Views." Frontiers in Education Technology 4, no. 2 (June 17, 2021): p68. http://dx.doi.org/10.22158/fet.v4n2p68.
Full textAbstract:
Students’ absenteeism from lectures in tertiary institutions is a universal phenomenon which apparently transcends beyond countries, institutions and course disciplines. This study explored the views of 156 students from Colleges of Education, Polytechnic and Universities from Delta and Edo States on the reasons for their absenteeism from lectures. A survey research design and a 20-item Likert questionnaire were used to collect data. Data was analyzed using SPSS-23 computer package. The results showed the following, as strong reasons for absenteeism from lectures.Poor students’ personal dispositions (e.g., laziness/lack of self-motivation to study, X = 3.13: emotional trauma, X = 3.13).Societal problems (e.g. dependence on examination mal-practice and bribery for success in examinations, X = 3.12). Health Issues (e.g., Sickness/weakness, X = 3.09).Lecturer-factors (e.g., boring teaching methods X = 3.04).Peer pressure, (e.g., distracting peer influences X = 3.03).Poverty related factors (e.g., hunger and lack of food X = 2.80).v Environmental factors (e.g., availability of the course materials in the library/internet sources X = 2.64).The results further suggested that gender and age-range of students had no influence on their views. Recommendations are based on comprehensive ideas that are humanistic, technical and employ digital technology.
50
Shcherba, Nataliia. "THE CONCEPT OF PREPARING A FUTURE FOREIGN LANGUAGE TEACHER TO TEACH STUDENTS WITH DISABILITIES: STATE OF RESEARCH." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 169–72. http://dx.doi.org/10.36550/2415-7988-2020-1-190-169-172.
Full textAbstract:
According to Convention on the Rights of Persons with Disabilities, Decree of Cabinet of Ministers of Ukraine «On ratification of organization procedure of inclusive instruction in secondary educational institutions» and the Law of Ukraine «On education», children with special educational needs have a right for decent education on equal terms with others. The main prerequisite to fulfill this requirement is the appropriate training of would-be mainstream school teachers and, in particular, foreign language ones. The article is aimed at finding out what training is currently performed and at conducting the analysis of its conceptual. As the research conducted revealed, since 2013, 14 Ukrainian universities have been providing their students with a module «Catering for special educational needs» as a part of a cross-curricular course the Methods of teaching foreign languages. According to the course curriculum, the module is supposed to include 18 hours and to be delivered on the basis of a content-outline recommended. But academics are supposed to choose sources and documents independently. The search for any conceptual bases of preparing would-be English teachers for working with learners with disability showed no results. Thus, the analysis of researches dedicated to the correspondent training of would-be teachers of other specialties was done. It revealed a number of conceptual ideas applicable in English teacher training. It allows us to offer a conceptual idea of preparing would-be English teachers for teaching learners with disability. The structural components of such training are: motivational (students should acquire humanistic values), content (they must learn information related to the education and assessment of children with disabilities), organizational (they have to master the skills and initial experience of teaching and correctional work) and of control and assessment (students should be able to assess the learning outcomes of students with disabilities in inclusive environment).