This thesis is considering the definition of a hero in interesting contexts of different historical periods. It monitors preferences and changes. It gives examples of some heroes, idols and celebrities. Analyzes different identification of favorite heroes by children 7-11 years old at the primary school. It identifies from where the children know their favorite hero and which hero is mentioned by most children. The work shows the possibility of the topic "popular hero" at the school practice.

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The master's thesis consists of an introduction, three chapters, a conclusion, a list of references (81 sources), and applications, including a questionnaire form, examples of fairytale therapeutic samples. The volume of the master's thesis is 75 pages, on which 13 tables and 1 figure are placed. The introduction reveals the relevance of the research problem, the development of the problematics, the aim and objectives of the research are set, the object and the subject of research are determined, a hypothesis is formulated, methods and an empirical basis are indicated. The first chapter includes a review of foreign and domestic literature on the topic of the study, a description of the life path category and the structure of self-awareness. The sections devoted to the relationship between self-esteem and the subjective picture of the life path are presented. Conclusions on the first chapter are the results of the study of theoretical material. The second chapter contains a description of methodological approaches in the study of life's path, including right hemispheric methods. The conclusions of the second chapter are justification of the application of the method of fairy tale therapy in the current study. The third chapter is devoted to the empirical part of the study. It provides a description of the organization, the methods of the study conducted and the results obtained using all the methods used: the self-esteem test of V.V. Stolin, S.P.Pantileev, the graphic sample and the fairytale test. The conclusions of the third chapter include the main results of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypothese put forward, are presented in a generalized form, the practical significance of the study is substantiated. / Магистерская диссертация состоит из введения, трех глав, заключения, списка литературы (81 источник) и приложений, включающих в себя бланк опросника, примеры сказкотерапевтических проб. Объем магистерской диссертации 75 страниц, на которых размещены 13 таблиц и 1 рисунок. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируется гипотеза, указываются методы и эмпирическая база. Первая глава включает в себя обзор иностранной и отечественной литературы по теме исследования, описание категории жизненного пути и структуры самосознания. Представлены разделы, посвященные взаимосвязи самоуважения и субъективной картины жизненного пути. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава содержит описание методологических подходов в исследовании жизненного пути, в том числе правополушарные методы. Выводы по второй главе представляют собой обоснование применения метода сказкотерапии в проводимом исследовании. Третья глава посвящена эмпирической части исследования. В ней представлено описание организации, методов проведенного исследования и результатов, полученных по всем использованным методикам: теста на самоотношение (ОСО) В.В.Столина, С.Р.Пантилеева, графической пробы и сказкотерапевтической пробы. Выводы по третьей главе включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутой гипотезе, обоснована практическая значимость исследования.

Folklore plays an important role in studying social development, socioeconomics, customs and habits. Because language is a special level of vocabulary, studying folklore and language of fairy tale is crucial for understanding social development. Compared with other types of folk literature and art, fairy tales are the most popular and most extensive genre, which contains rich ideas accumulated by people over the centuries. Therefore, folklore and fairy tales are the basis for studying national psychology and personal characteristics. / В изучении развития общества, его экономики и обычаев, важное место занимает изучение фольклора, язык которого представляет собой особый пласт лексики, поэтому изучение языка фольклора и сказок. Имеет большое значение в понимании развития общества. По сравнению с другими видами фольклора, волшебная сказка является самым популярным и распространенным жанром, в котором содержатся богатые идеи, мысли, которые народ накопил в течение веков. Поэтому фольклор и сказки являются основой изучения национальной психологии и личностных характеристик.

Тема магистерской диссертационной работы: Культурно-прагматические аспекты перевода русского фольклора на китайский язык. Фольклор каждого народа имеет свою уникальность. Если вы хотите по-настоящему овладеть языком нации, вам необходимо изучить ее фольклор и понять ее языковой стиль и культурную коннотацию. Становление и развитие русской нации имеет свои исторические условия и специфические обстоятельства, и в то же время она сформировала свои уникальные фольклорные черты. Русский фольклор – уникальное культурное наследие России. Пословицы, поговорки и сказки являются составляющими устного народного творчества в фольклористике, кристаллизацией опыта и мудрости человеческого производства и жизни. / Cultural and pragmatic aspects of the translation of Russian folklore into Chinese. The folklore of each nation has its own uniqueness. If you want to truly master the language of a nation, you need to study its folklore and understand its language style and cultural connotation. The formation and development of the Russian nation has its own historical conditions and specific circumstances, and at the same time it has formed its own unique folklore features. Russian folklore is a unique cultural heritage of Russia. Proverbs, sayings and fairy tales are the components of oral folk art in folklore, the crystallization of the experience and wisdom of human production and life.

With the invention of the printing press, fairy tales became limited by the idea of an "original" (Pettitt, 2009; Blamires, 2003). However, in the past century, the retelling and changing of fairy tales has become incredibly popular in all forms of media, such as print, film, ballet, musicals, etc. Despite Western populations' familiarity with these tales, the demand for such retellings continues to rise, with the storytellers finding great financial success with each "new" version they provide. Researchers have many varying opinions on the reasons for such intense responses to retold fairy tales, but there is a gap of research on the actual changes made to the retold tales and what they mean. Through the use of Narrative Criticism, three of the most popularly retold fairy tales (Cinderella, Beauty and the Beast, and Snow White) were analyzed for the biggest alterations, and what those alterations are meant to convey to consumers. Findings revealed that the biggest changes across all three retellings were those of character, narrator, audience, and setting. These changes indicate a switch from the authoritative nature of the first printed versions to an inferential nature with the subsequent retellings, with authors leaning into the Narrative Paradigm and forcing audiences to instead ruminate on the changes made in the familiar tales, and to decide for themselves what those changes mean for their personal lives.

Many recent studies confirm that the fantasy genre is based on ancient myths. Contemporary authors of fiction create new versions of myths, often using ancient “natural” and cultural symbols. Neil Gaiman is one of these tellers of modern myth. His works offer multiple possibilities for interpretation of well-known stories, reworked in a new way and filled with new layers of significance. Using Jungian archetypes as a prism for the analysis, this essay focuses on the possibility to relate the motif of the Triple Goddess, a triad of magical or divine female figures, present in many of the Western Europe mythologies, to female characters from Neil Gaiman’s Snow, Glass, Apples and The Ocean at the End of the Lane. Through a close reading of selected passages of the text, this essay exemplifies how Neil Gaiman uses archaic symbols and the motif of the Triple Goddess to connect his audience to the collective unconscious via manifestations of the anima archetype, one of many aspects of the collective unconscious. / Flera nutida studier slår fast att fantasigenren har sitt ursprung i gamla myter. Samtida författare i genren skapar nya myter och använder ofta symboler från gamla kulturer och naturfenomen. En av dessa författare är Neil Gaiman, en förmedlare av moderna myter. Välkända berättelser och historier får ett nytt liv genom hans kreativa stil och fantasi, fyllda med nya betydelser och tolkas ur många olika synvinklar. Genom användningen av Jungianska arketyper som en analytisk metod, fokuserar denna uppsatsen på att koppla den Tredelade gudinnan med kvinnliga karaktärer i Neil Gaimans Snow, Glass, Apples och The Ocean at the End of the Lane. Den Tredelade gudinnan är förknippad med en triad av magiska och gudomliga kvinnliga figurer, närvarande i flera västeuropeiska mytologier. Genom när läsning av särskilda avsnitt i texten, exemplifieras hur Gaiman använder arkaiska symboler för att koppla läsaren till det kollektiva omedvetna. Dessutom tydliggörs likheten mellan den Tredelade gudinnans personifikation och manifestationer av arketypen anima, som en av flera aspekter av det kollektiva omedvetna.

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The Framework Education Programme for Preschool Education is a legislative curriculum document which establishes the basic requirements for the state preschool education. The educational objectives and requirements are binding for the teachers. However, the way in which those objectives and requirements are met, is fully in the hands of each nursery school. This diploma thesis illustrates one of the possible ways of educating preschool children, namely the dramatic education. The dramatic education is presented here not only as an educational method but also as a style of pedagogical work. This particular style respects individuality and originality of each child with the intention of developing his/her potentials and with the effort to equip the child with necessary social skills. The practical part of the diploma thesis offers insight into the authentic dramatic and educational process which explores topics of human life. During this process, each child goes through a full-fledged personal and social development by means of dramatic activities, which are based on topics of literary text

TITLE: Use of Drama in Education in lessons of Literary Education in 2nd class of the Primary School AUTHOR: Lenka Hájková DEPARTMENT: Primary Education Department SUPERVISOR: Mgr. et Mgr. Irena Hanyš Holemá, Ph.D. ABSTRACT: This diploma thesis deals with the use of drama education in classes of literary education in the 2nd grade of elementary school. It compares two second classes at elementary school to understanding the main idea in fairy tales through dramatic education and the method of reading with questions. The theoretical part is focused on drama education, its methods, techniques, preparátory games and exercises, Framework Educational Program and literary education. The basis of the practical part was the realization of 5 lessons in dramatic education and 5 lessons of literary education in two second classes on 5 fairy tales with lessons. After 14 days, a test was conducted to determine whether dramatic education contributed in literary classes to improving and understanding the substance. KEYWORDS: Drama in Education, Literary in Education, preparation of the lessons, realization, reflection