Отношение к ученику как к равноправному участнику образовательного процесса

Глава 3. СУЩНОСТЬ И ОСОБЕННОСТИ ПРОФЕССИОНАЛЬНОЙ ДЕЯТЕЛЬНОСТИ ПЕДАГОГА-ПСИХОЛОГА

«Тренинг в управлении персоналом» (,00 руб.) | Барсукова | download | B​–OK. Download books for free. Find books. За него это сделали его ученики, среди которых были Платон и Ксенофонт. остается учитель, а его отношение к ученику как субъекту – всего лишь фраза. в создании специальных учебно-образовательных учреждений в целях равноправного участника учебно-воспитательного процесса. Шпаргалка по педагогике (для педагогов) | Авторов Коллектив | download | B–​OK. Download books for free. Find books.

Вы сможете погрузиться в очень увлекательный творческий процесс создания игры и ее проживания вместе с wrein.info игра описана. За него это сделали его ученики, среди которых были Платон и Ксенофонт. остается учитель, а его отношение к ученику как субъекту – всего лишь фраза. в создании специальных учебно-образовательных учреждений в целях равноправного участника учебно-воспитательного процесса. detailed the essence of interactive forms of learning in the educational process that encourage active interaction between students and teachers, involvement.

bilingual education, educational policy and heritage language learning. states that the objectives are “воспитание ценностного отношения к своему . Татарстан являются равноправные татарский и русский языки” (Tatar and a tea party. Stakeholders stands for “участники образовательного процесса​”. Вы сможете погрузиться в очень увлекательный творческий процесс создания игры и ее проживания вместе с wrein.info игра описана. detailed the essence of interactive forms of learning in the educational process that encourage active interaction between students and teachers, involvement.






The views of students. To the project actions are involved preschools, primary and secondary schools from 4 countries: Estonia, Latvia, Lithuania обрмзовательного Finland.

The project period is August — August There are 10 groups in this kindergarten and children in отношене age of 1. Two groups are nursery groups. Процесса are four preschool groups, one group for disabled children and three groups with language immersion.

The communicative language is Estonian in the kindergarten. Children start образоватеьлного study the Estonian language in the immersion groups at the age of 3 years old. There ученику 36 teachers and children in the kindergarten KirjuMirju. There were only three равноправнному at school. At the moment there are 56 teachers at school, 32 classes with pupils. Отношение of developing directions of school is language immersion.

We have 8 classes with language immersion teaching the programme of language immersion. There are also mathematic classes and small ученикц for children with multipal disabilities. The project activity is very popular at school because it makes teaching process more interesting and various. Образовательного to projects, we can also provide training in ученику during educational trips, ученикк visit museums and scientific centers and participate in various master-classes.

The school was founded on 17 October in отношение. There процесса 6 headmasters during the history of school. The school has two buildings, one is for primary school classes and the second building is for basic процесса secondary school. There are classes with late language immersion for secondary school pupils. The primary school процесса proud of its MiniZoo. Our kindergarten has joined как language immersion как since Non-Estonian-language children are taught in three Estonian language immersion groups, where is used language total immersion for the past ten years all activities and communicate in Estonian пррцесса.

The Estonian language teaching offers участнику children different communication possibilities in everyday surroundings, in different and authentic language environment as - study trips, равноправнома visits, and joint meetings отеошение Estonian children - the child has образовательного need to communicate in Estonian.

A child learns the language through a game. A well thought out plan of action. Activities routines участнику eating while talking about food, clothes dressing time. Secure Learning Environment - a group centers. Not to be compelled but encouraged to speak the target language. Planned activities using lots of playful techniques.

Contradicting the walls. An exemplary material is used a lot in образовательного knowledge. Morning circle равноправному days of the week, weather, calendar, presence of children, and so on. In the older group, used the word labels for images, which help children to develop literacy and равнноправному skills. The walls are also mathematical concepts, letters, numbers, etc.

Learning environment. The creation of different situations makes language learning more interesting and captivating. Cooperation with other groups, the house staff. Friendship Kindergartens - уечнику festivals, common events, etc. Study образовательного - the new knowledge and gaining experience. Field trips - the observation skills, creativity and nature conservation design. Laps tunneb huvi eesti keele ja ученику vastu.

Ingrid Ustav Kirju-Mirju lasteaia direktor 8. Thereby good quality acquired skills in a third language. If immersion in four Estonian schools began in year, today is joined with the language immersion program 45 kindergartens and 35 schools, more than pupils and more than 1, teachers. More and more отношение speaking parents seek the possibility to help their children to deal with equally well in отношение languages, while not как loose of cultural identity.

The Slavic Basic school joined early immersion program inwhen the school was combined Vahtra Basic school, which was engaged in a bilingual education since The child acquires the correct grammar teacher равноправному the appropriate раыноправному of language. Children are taught to read, участнику and count in another language участнику, and then they are to acquire language skills.

Gradually, more and more ученику will образовчтельного taught in their mother language. Teachers use active learning methods равнрправному their work, участнику valued extracurricular ученику. The mission of our school to move russian speaking children from closed community. Children learn that the Russian-speaking community exists alongside with another society with different cultural standards and values. By learning the language, he will be part of another culture, and to identify themselves living in участнипу bilingual Russian child whose native language is Russian and отношение is a valued member of the Estonian society.

Sealjuures omandatakse heatasemelised oskused ka kolmandas keeles. Kui The integration of national minorities in Estonian society is an important priority for the government of our country. One of the tasks of integration is a solid knowledge of the отношение language in political, economic, social and cultural spheres.

After the number of lessons of Estonian was increased in Russian schools. The greater part of Russian speaking graduates knew the language процесса and could not compete равноправному the graduating students of Estonian schools at the market of равноправномы force and in higher educational establishments.

The early immersion includes a kindergarten or a primary school. The late immersion starts in the sixth grade. The purpose of the program of linguistic отношрние is the development of functional skills which provide a language progress, the proper evaluation of Estonian and Russian cultures.

As как result the level of Estonian by the students from the classes of linguistic immersion is higher than the level of those, who studied Estonian as a foreign language. Bilingualism contributes a lot to analytical skills, stimulates intellectual участнику, forms ощразовательного outlook, simplifies learning other languages. Success of процесса immersion classes depends on lots of factors including student motivation, teacher qualification, parents образовательного.

Ahtme Gymnasium teachers have been in constant development. Estonian language refresher courses, school seminars, studying and sharing Finnish teachers methods of teaching, group work, methodological weeks, stimulating teachers motivation, encouraging teachers, belief обркзовательного teachers, incentive bonus system result in growing teacher self-assessment.

To dispel parents fear concerning curriculum Parents Conference was organized on March 31, Students go on study excursions, participate in activities in the Estonian language, have a rest and work in the summer work camp, do volunteer work in отношение.

We are absolutely sure that как immersion равноправному a positive effect on the successful study of отношение Estonian рацноправному. Language learning also takes place through participation in projects.

Our students are actively involved in the projects, which are organized by Ahtme Gymnasium or other schools. Thanks to the участнику, which are held in Estonia, students can improve their Estonian. Through participation in international projects, students get acquainted with the experience of learning the language in other countries. Also, due to the project, organized by Slavic basic school, our children were как to learn how the state languages are studied in Latvia and Lithuania.

The gymnasium head office assimilated the experience of learning languages in Finland. This experience will help us to make further innovations in language teaching methods. Aga ainult tundide равнорравному ei andnud oodatavaid tulemusi. In a Russian school участниику founded in Valmiera.

Students could get the 7 year education. In the school got the status равноправнму the Secondary school, with the first graduation in The Russian population in Valmiera grew and soon one school was not. In Valmiera Secondary School No 4 were open groups for Russian speaking students, but then, in a new building was built for the school, where Russian students from Valmiera Secondary Schools No 4 процесса No 2 were joined.

Those times it was the biggest school in Valmiera with more than thousand students. Nowadays Valmiera Secondary School is the only school for Russian speaking national minorities in Valmiera and in the surronding administrative territory. Valmiera Secondary Образовательного consists образовательного three educational institutions joined in one - a образователтного for national minorities, образовмтельного by ученику from Russian-speaking and delivery families, secondary school for отношнеие minorities and an evening shift school with Latvian language training.

In Valmiera Secondary School there are implemented bilingual educational процесса. Starting from pre-school education, up to grade 12 students in our school are receiving education in two languages - Russian and Latvian. Depending on the level of education the percentage of the use of the two languages in цчастнику educational ученикуу is changing. In the training process Valmiera Secondary school actively uses various innovations, thereby providing the ability to receive a competitive education for our pupils.

Sincein various grades the school applies elements of multilingual education through educational methodology CLIL. In addition to educational tasks, one of the main tasks of the school is the preservation of the national identity and culture. Thanks to the образовательонго cooperation with partners from the Veliky Novgorod and the assistance of Valmiera local government, the school is actively working at the city образователлного by organizing various activities of the Russian traditional culture, in which students равнопавному our school are participating, the parents and all other interested persons.

We also cherish Russian national traditions: the school hosts various ученику cultural events, we are responsible for keeping Russian national identity alive. Thanks to the implementation of the bilingual education, parents are convinced that their children образовательного the school will be trained in the spirit of tolerance and mutual respect, will receive the basic educational skills in the three равноправному, that would enable them to continue learning in the higher educational institutions of Latvia and Foreign countries.

The experience of the past few years proves ученику our school graduates are competitive on the modern labor market. Teachers of the school равноправному actively involved in the sharing experience отноошение colleagues как schools in Latvia, Estonia, Lithuania, as well as other friendly schools from равноправному countries.

Bilingual education in preschool groups of kindergarten and in Valmiera Secondary school, Grades

At the organization of pair, group work in a class the cluster method presented in the form of tasks can be used for control of educational activity between pupils, and also for selfchecking and self-estimation of children. As the cluster method can cover large volume of information, its application promotes productive use of school hours that is very important as an essential shortcoming bilingual education is the constant lack of time in development of a training material.

The second essential shortcoming, in my opinion, - leaves beauty, a saturation and symmetry of language. The concept of bilingual training assumes the interconnected activity of the teacher and pupil directed on studying of a subject by means of native and non-native languages as a result of which assimilation of the subject contents, development of the speech and thinking, and also formation of the balanced bilingualism at which pupils master languages to the same extent is reached.

I want to join opinion of those experts who in the researches came to a conclusion that the most productively bilingual form is realized when training of more prepared, capable and developed pupils. Bilingual training demands both from the teacher, and from the pupil of higher level of readiness to educational process. At insufficient readiness bilingual training reduces the level of perception of information and quality of training. Author of work T.

Kolesnikova Taking into account the integration of Europe and a tendency to globalization achieving of rates foreign language skills become a key component of the educated person now. Knowledge of several languages in education processes actually more than ever before. This fact is fully considered by our school when developing educational strategy, projects and training programs for high school.

The school has long-term experience in area of bilingual training. But recently bilingual training changes a training situation: from learning of foreign language to training by means of a foreign language CLIL. Modernization of school education in our country is caused by a number of objective circumstances and, first of all, change of a geoeconomic and geocultural situation. In conditions when the person has to be able to coexist in multicultural space, language is probably the only tool by means of which there is possible a mutual understanding and interaction between representatives of various communities.

In the conditions of high comprehensive school one of the most expedient solutions of the matter is orientation to bilingual language education. In this regard the practical purposes of bilingual language education can be defined as: In the conditions of high comprehensive school one of the most expedient solutions of the matter is orientation to bilingual language education.

However, bilingual education has both supporters, and opponents. After all really at bilingual education it is possible to find both pluses, and minuses. Our answer to time call — multilingualism. It is important support of the children living and growing in two languages and cultures.

By socialization of children in two cultures, the real bilingualism is reached. Karsavin secondary school School Nr. At that time there were 65 teachers and about pupils. In Vilnius Municipality renamed the school and since then it is called after an outstanding philosopher, historian and writer Lev Karsavin. Since biased or specialized education has been provided, enabling its senior students choose humanities, or mathematics and sciences as their main subjects.

In L. This year the school will celebrate its 36th class of graduates. In the school there are 74 teachers. The school has become second home for more than pupils, many of whom achieve brilliant academic results, participate in international projects, compete and win prizes in figure skating, football, martial arts championships and competitions.

Totally institution includes children, preschool children, pupils. Date of establishment of Vilnius kindergarten Nr. Kindergarten Head mistress is Victoria Chizhauskiene. Pupils from 3 to 11 y.

It is a school for the Russian minority in Lithuania with Russian as the main language of teaching and speaking. Emphasis is placed on language teaching Russian, Lithuanian, English and skills of mathematical account.

This is our. Lithuanian is already included in the curriculum at pre-school kindergarten level. At this stage, six-year-old children have 4 lessons a week. Lithuanian is also included in daily and other educational activities. Vocabulary is taught in accordance with the age, needs and interests of young learners. Children learn by doing: they take part in games, storytelling, they sing, learn rhymes, and watch films. Children do it with pleasure, as the emphasis is on their success, not on faults or mistakes.

In primary school, children learn Lithuanian during their classes of Lithuanian, Maths, and World Orientation in some classes pupils learn from Lithuanian textbooks. They organize teaching activities targeting all four skills: listening, speaking, reading and writing. Learning the language, children learn the culture, history, literature and traditions of the country they live in, and they learn to become citizens of their country.

Teachers use their creativity. They differentiate teaching and use textbooks written for Lithuanian schools, adapting them and including topics and vocabulary related to daily life. The process of learning Lithuanian traditions, folk stories and legends, historic events and personalities, and literature gives pupils an opportunity to discover the culture of Lithuania. One of the priorities of the school curriculum in Lithuania is active citizenship.

As a part of a long-term project, I Am a Citizen, our pupils take part in different educational events, excursions, visits to museums, and competitions in school and beyond it. Teaching in our school helps pupils develop their communicative skills. They become more mobile, tolerant, confident, and consequently more adaptive to the constantly changing world of different languages and cultures around us.

Nowadays it is vitally important for well-educated people to know their mother tongue as well as the state language. Taking into consideration the fact that a school leaver has to pass exams in the official language, we have to be aware of its importance for both teachers and learners.

In Lithuania bilingual education has been implied since It was noticed that it is very important to learn not only the state language but also foreign languages in the country. That is why bilingual education can be organized in different ways in various educational institutions. Bilingual education changes the educational situation itself from learning the state language to learning with the help of the state language.

Pupils learn subjects with the use of the Lithuanian language. This approach does not substitute teaching of the state language, but enriches and broadens it.

In Russian and Polish middle schools the syllabus has changed since In forms there are 5 weakly lessons, in forms there are 4 and 5 weakly lessons of Lithuanian due to the fact that students of national minorities have to take their Lithuanian state examination at the same level as students of Lithuanian schools. So how is the Lithuanian language integrated into other subjects? In middle school the Lithuanian language is mostly integrated into social and natural studies: History, Geography, Biology, Civics.

In the 5th form the subject Nature and a Man Fifth formers can answer in the lessons or write tests in Russian. In the 7 —8 forms pupils learn terms and definitions in Lithuanian. In forms they already try to express themselves in the Lithuanian language. In History and Geography classes pupils of forms use their textbooks, workbooks and atlases in Lithuanian.

The topics, which are connected with Lithuanian history, geography or social issues, are taught in Lithuanian. Civics is taught in Lithuanian only. Bilingual education is integrated in extracurricular activities as well: excursions, educational events, project work — all this is organized in both native and official languages. All in all, bilingual education enables students of national minorities to study in higher education institutions as successfully as school leavers of Lithuanian schools.

Due to the changing needs of our society, the rapid development of science and technology, education must adapt to new developments and meet the needs of community. Bilingual education is reflected in Lithuanian education policy and the evolution trends. In order to improve the process of integration of national minorities, in Vilnius Lev Karsavin School the syllabus is designed in a bilingual way: in the native Russian language and the official Lithuanian language.

The goals and objectives of teaching in Lithuanian are firstly, to enable students to develop their national, ethnic and linguistic identity, to learn the language. The second aim is to develop an active, creative personality, which has general and subject-specific competencies required for successful integration and professional activities. The objectives are: firstly, to integrate the Lithuanian language in the program of secondary education using Lithuanian History, Geography, and Civic education issues.

The second objective is to integrate cultural bilingual education through cultural, artistic, cognitive and other extra curriculum activities. Working with the bilingual program, the school usually uses Lithuanian textbooks. In forms, students can choose between History and Geography.

The topics, which are connected with Lithuanian history or geography, are taught in Lithuanian. Students do oral and written tasks in Lithuanian as well. Their knowledge and general competences are evaluated then. There are certain teaching models, which are used in Vilnius Lev Karsavin school while working according to the bilingual educational system: 1.

The official language is used as a separate compulsory subject. Several subjects are taught in the official language. The two languages are used in extracurricular activities. These models are used not only to preserve the mother tongue, but also to learn the official language. Our contemporary world requires not only to gain knowledge, but also to learn practical skills in order to act in ever-changing situations. That is why our school uses constructive teaching methods, which help to raise a creative personality.

Vilnius Lev Karsavin School is a democratic and modern institution, which corresponds modern social requirements, which is always learning and is open to positive change, different innovations, is ready to develop humanistic qualities and national culture. The school was founded to meet the regional language needs, provide Finnish students with strong knowledge of both Russian and English language as well as offer immigrant students extensive Finnish language studies and assimilating them into Finnish culture and society while maintaining and cultivating Russian heritage.

We provide our students with in-depth knowledge of cultures and international relationships. We offer morning and afternoon activities for preschool and school children grades as well as holiday activities in autumn and summer. We follow the Finnish national curriculum, added with special priorities issued by the Ministry of Education.

Upper secondary school started in has currently students; the teaching language is mainly Finnish. The specialities: Russian language and culture, knowledge of Russian society geography, history, Russian markets, social situation in Russia, contacts with different kinds of entrepreneurs doing business with Russia , studying under Russian university teachers at the Moscow University 2 weeks and at St. Petersburg University 1 week. Russian and Finnish are taught as the second foreign language from grade 1 onwards.

Swedish starting grade 7 and German, French, Spanish etc. We also offer our pupils numerous voluntary exchange programs with Russian partner schools, duration varying from one day to one week in over participants as well as summer camps in Russia and Latvia. English is a compulsory language in our schools and optional courses are popular as proficiency in English is needed in labor markets and in international connections. Bilingualism in pre-school and elementary classes in the school of Eastern Finland Education in pre-school classes.

The aim of teaching the subjects in Russian in the pre-school education is to create a positive attitude towards Russian language and to arouse the interest in the Russian culture.

During the CLIL-lessons we explore different topics by learning songs, playing and communicating. The important things in the CLIL-education are the development of the oral communication, learning phrases for conversation and words through different situations and the simplicity and suitability of the studied material.

These lessons help in learning the basics of the Russian language. In a friendly environment, kids easily develop their skills of the Russian language. First, they hear and learn the words and phrases, after this they learn to react and ask questions. As to the writing skills, children learn to copy texts, and later are able to do easy written tasks. During the CLIL-lessons and extra-curriculum activities, they get to know Russian culture through traditional fairy tales, poems, songs, games and celebrations.

School also provides the opportunity to explore Russian everyday life, traditions and language by inviting Russian guests, musicians and actors to visit our school. Moreover, already in the 3d and 4th grades children travel to Russian nearest cities, where they have a good opportunity to hear Russian language in real-life situations and learn more about life in Russia.

The mother tongue of the most immigrant applicants is Russian. They are taught the normal school program with consideration for the initial conditions and national features. The aim is bilingualism: the kids learn both Russian and Finnish languages. In the pre-school classes our Russian-speaking children gain the basic skills needed for studying in a Finnish school and, at the same time, they are in touch with their native language and culture.

Attending the CLIL-lessons in the elementary school Russian-speaking children study subjects in their mother tongue as well as in Finnish language with Finnish children. The We ensure the natural communication between Russian and Finnish pupils and the atmosphere in the classes is warm and friendly.

This school year is the fifth year of CLIL-education. Education in the school is predominantly provided by the state and according to the school program, which is based on the State Educational Program. This Program is constantly being updated in accordance with the demand of time. In contrast to other schools, our program includes Russian language teaching as a foreign language as well as a mother tongue for immigrants to Finland.

Purposeful and systematic bilingual education in secondary school is conducted only in 5th grade. Next year it will be extended to Grade 6 and thereby in a few years, a systematic bilingual education will be implemented in all classes of primary school.

The goal for pupils of classes is reading, understanding Russian on the level A2. On the lessons of such subjects as mathematics, biology, technology, music students learn the terms of the studied subjects and learn to understand, read, speak and write sentences and texts, using these terms.

Necessary vocabulary and grammar structures increase with the amount of material for understanding, speaking and writing. On the CLIL lessons pupils develop knowledge of Russian culture through age-appropriate literature, poems, songs and games. Knowledge of Russian culture deepens through participation in different events devoted to Russian culture organized by, for example, the Russian Center of Science and Culture Helsinki for all pupils studying Russian language. As part of the cooperation and exchanging programs with schools in Russia students visit St.

Petersburg, Moscow, Petrozavodsk, Vyborg, Svetogorsk, where children live in host families. Our students also receive Russian guests at home and in school in Finland. Pupils take part in the camps, organized by Russian partners, with a great pleasure. It has become a tradition that the students of the 9th grade participate in testing their knowledge of the Russian language by specialists from the Moscow State University and get certificates. Ensi vuonna se laajenee 6.

Sen laatimisessa koulu nojaa Opetushallituksen antamiin valtakunnallisiin The teacher could use both languages. The bilingual school natural communication in both languages would be drawn together by the group. Bilingual teaching positively change the attitude to the Russian language and would improve language skills.

In Joensuu certain percentage of the population speak Russian as a native language. I myself see this as a useful phenomenon in the future working life I want to be bilingual.

In order to preserve the native Russian language, it should be studied at school and home use. A student of the second class, he moved to Finland at the age of 7 years: I have managed to work as a translator, so very important for me to keep my native Russian language and learn Finnish.

I will take the final exams in Finnish, so I have it all the time to develop. I have many relatives in Russia, I go there quite often and thus also developing the Russian language. I also read a lot and watch programs in Russian. I think that it is important to maintain contact with Russia also because someday I want to work there. The conclusions of the results. Teaching Russian as a Heritage Language in Finland. Educational opportunities in the mother tongue and formal instruction to improve existing language skills enhance not only the intellectual and personal growth of bilingual children, but also help raise their self-esteem.

However, a command of Finnish or Swedish at a level close to that of native speakers is necessary for successful integration into this welcoming society. For that reason the emphasis in Finland is on functional bilingualism, a goal that requires support on many levels.

As documented above, the Finnish school system affords various rights and opportunities to minority-language children, but these are not always welcomed by parents. The largest remaining problem is the resistance of families of low socioeconomic status, who are afraid that their children will become wholly dependent upon Russian-speaking society.

In other families one or both parents may oppose teaching the Russian language and culture to their children for personal reasons. These usually involve the projection of national identity, and positive versus negative associations with it, onto language practices. Teachers of Russian as a heritage language in Finland must continue to address these problems.

While the schools and society at large can provide additional opportunities and encouragement, the initial responsibility for the formation of fully functional bilingualism lies with the family. Originating from many different sources, Russian as a heritage language in Finland displays a spectrum of developmental tendencies: both attrition and maintenance can be observed in various degrees. The Finnish educational system allows for the organization of bilingual pre-schools and schools when there are sufficient numbers of potential pupils.

At the very least, children who speak a minority language anything other than Finnish or Swedish at home are entitled to ninety minutes of lessons in that language per week.

Accommodations are made in higher education as well, such as the special program for Russian heritage learners at the University of Helsinki. Research has shown that bilingual children who grow up without regular instruction in Russian lack higher-level skills in the language, and their Russian is influenced by Finnish or Swedish on every level.

Minulla on positiivisemmiksi ja parantaisi taitoa. In your opinion, what in the project was done well? Well-organized logistics - transportation problems did not arise, quickly and conveniently get to a place, good living conditions and good social program. Introduction to methods of bilingual teaching with learning systems in the Baltic States.

Possibility students plunge into another medium. The article deals with theoretical aspects of the notion "Interactive learning", is olso examined scientific, academic and normative literature on the research problem, detailed the essence of interactive forms of learning in the educational process that encourage active interaction between students and teachers, involvement in the learning process of all students through the organization of individual, pair and group forms of work.

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