В магистерской диссертации предложена методика локализации образовательной программы «Программная инженерия» для привлечения и адаптации иностранных студентов в Уральском федеральном университете (УрФУ). Актуальность темы определяется потребностями конкретных университетов и УрФУ, в частности, в интернационализации с целью повышения конкурентоспособности и привлечения зарубежных студентов. Объектом исследования является образовательная программа «Программная инженерия», подлежащая переводу на английский язык с учетом специфики преподаваемого предмета. Методологической основой исследования является теория прагматической адаптации Н. Комиссарова. Теоретическая значимость исследования состоит в возможности использования теоретических результатов исследования для локализации других образовательных программ в области компьютерных технологий. Практическая значимость заключается во внесении вклада в реализацию повышения показателей Программ развития и интернационализации УрФУ. Научная новизна работы состоит в проведении специального исследования терминологии дисциплины «Программная инженерия» в композиции с терминами и понятиями из области высшего образования. Основное содержание диссертации раскрывается в главах: «Целесообразность открытия образовательной программы бакалавриата «Программная инженерия» на английском языке», «Локализация образовательной программы «Программная инженерия» для иностранных студентов». В заключение даются выводы, полученные в ходе исследования. Приложения включают в себя примеры локализованных документов. / In the thesis there proposed the method of localization of the “Software Engineering” educational program for attraction and adaptation of foreign students in the Ural Federal University named after the First President of Russia B. N. Yeltsin (UrFU). The relevance of the topic is determined by the needs of specific universities and UrFU, in particular, in internationalization in order to increase competitiveness and attract foreign students. The object of the research is the educational program “Software Engineering” translated into English, taking into account the specifics of the subject being taught. The methodological basis of the research is the N. Komissarov’s theory of pragmatic adaptation. The theoretical significance of the research is due to the possibility of using the theoretical results to localize other educational programs in the field of computer science. The practical significance is due to contribution to the improvement of the indicators of the Program for the Development and Internationalization in UrFU. The scientific novelty of the paper consists in conducting a special research of the terminology of the “Software Engineering” discipline in combination with terms and concepts from the field of higher education. The main content of the thesis is disclosed in the chapters: “Feasibility of Opening “Software Engineering” Educational Program in English”, “Localization of “Software Engineering” Educational Program for Foreign Students”. In conclusion, the research findings are presented. The appendixes include examples of localized documents.

En la actualidad, se ha observado que la autonomía en los niños presenta un desafío considerable, ya que los padres tienden a sobreprotegerlos y no le permiten desarrollar su independencia. Debido a esta situación identificada surge la propuesta de un programa “DESCUBRIENDO LO QUE SOY” para potenciar la autonomía en niños de una institución educativa inicial. Se empleó la metodología del enfoque cuantitativo, siendo una investigación descriptiva propositiva, no experimental, para la recolección de datos se utilizó una ficha de observación, instrumento que nos permitió medir el nivel actual de desarrollo de la autonomía. La población estuvo conformada por 48 niños de 5 años, como resultados encontramos que del total de niños evaluados 79% de ellos carecen de identidad personal, asimismo en la dimensión de seguridad física y emocional con el 67%, el 71% en la dimensión de socialización y 69% en independencia encontrándose en un nivel medio, se denota que en el desarrollo de la autonomía en cada una de sus dimensiones prevaleció porcentajes mayores al 50% en una escala media por lo que se requiere potenciar tomando en cuenta un método que provee de material necesario, divertido, exploratorio, otros. Llegando a la conclusión, que se debe proponer la implementación de un programa basado en el método Montessori, el cual favorecerá el desarrollo de habilidades sociales, emocionales y cognitivas en los niños, mejorando su autoestima, motivación y capacidad de aprendizaje. / Currently, it has been observed that autonomy in children presents a considerable challenge, since parents tend to overprotect them and do not allow them to develop their independence. Due to this identified situation, the proposal for a program “DISCOVERING WHAT I AM” arises to enhance autonomy in children from an initial educational institution. The quantitative approach methodology was used, being a purposeful, non-experimental descriptive research. An observation sheet was used to collect data, an instrument that allowed us to measure the current level of development of autonomy. The population was made up of 48 5-year-old children, as results we found that of the total number of children evaluated, 79% of them lack personal identity, also in the dimension of physical and emotional security with 67%, 71% in the dimension of socialization and 69% in independence, being at a medium level, it is denoted that in the development of autonomy in each of its dimensions, percentages greater than 50% prevailed on a medium scale, which is why it is required to enhance taking into account a method that provides of necessary, fun, exploratory material, etc. Coming to the conclusion that the implementation of a program based on the Montessori method should be proposed, which will favor the development of social, emotional and cognitive skills in children, improving their self-esteem, motivation and learning capacity.

My theses called "Intergrated thematic instruction" in the "Step by Step programme" describes, analyses and evaluates the usage of Integrated Thematic Instruction (ITI) on the 1st level of the primary school. ITI is considered like one of the possibilities of the realisation of the educational content which is delimited by General Educational Programme which broad interpretation offers to this realisation. My theses is devided into two parts - theoretical and practical. The theoretical part deals with the analysis of the educational content in regard with the schoolwork integration. Besides the integration itself, my theses also deals with thematic teaching and integrated thematic teaching in curriculated documents. My theses also refers to integrated thematic teaching in modification of the "Step by Step programme" and tries to limit ITI in the project teaching background. The integral component of the theoretical part is also a part devoted to the key competences and their acquisition. I focus on the components monitoring of the brain compatible environment during the real practical teaching in the "Step by Step programme". I analyse the above mentioned components within three ITI projects which happen during my classes. The analysis runs based on the Korthagen's cycle where the last phase of the...

The first part of this thesis informs about the Bible in general, its origin, division, language and translations. Translations into the Czech language are looked at in greater detail as well as various adaptions that are at disposal of Czech high school teachers. One of the chapters discusses biblical phrases and shows the way they have infiltrated Czech culture. The Intertextuality and the Bible chapter looks at all the literary works that have their origins in the Bible. It also offers a text which may be used during literature classes. The second part of the thesis discusses school documents and text books as related to the Bible. After Czech general educational programs analysis, the thesis offers options on various ways of implementing some of the general educational programs targets during classes, both in Language and Communication or Man and Society educational area. There follows an analysis of three individual school educational programs, each of which addresses the Bible differently, works with it in a different grade and in different areas. Chapters concerning textbooks discuss what information and texts are made available to the students and evaluate these. The practical part of this thesis covers an analysis of a minor survey which was carried out among the fourth grade high school...

The aim of my thesis is to prepare a creative project in cooperation of primary schools and Gymnasium in Český Krumlov with the National Heritage Institute in České Budějovice. In the project I am going to outline the great educational potential which that discipline may offer to schools. I am going to introduce the educational possibilities of using one monument within the city of Český Krumlov. I am going to link my experience and knowledge with the experience and knowledge of teachers (lecturers who teach history). I am going to proceed from the literature of pedagogy and monument care, regional history, the curriculum, the research and the results of which are published on the website. The project is going to be focused on complementing and diversification of the curriculum, which is discussed in schools and it/the project will contribute not only to the effective presentation of heritage values, but also to the development of education, creativity, and value orientation of the target groups in favour of the voluntary and sustainable care of the cultural heritage.

The topic of this dissertation reflects the current situation in Czech educational system after the new educational act has been passed in 2005. It clarifies the concepts of educational reforms and school curriculum documents. It also explains new terms, mainly the key competence and profile topics and their position in school educational programmes it focuses on environmental education. It presents the conclusions of a research of this profile topic in practice of elementary schools of south bohemia region. It sums up the experience of a pilot school and its establishment {--} the ecology education centre.

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No. of bitstreams: 2 Dissertação - Adriane Sardinha Macedo - 2017.pdf: 3588869 bytes, checksum: 2257f2940deb22a656c769ea8d21b807 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / In this research we are looking for indications of the meanings attributed by the graduates of PETMAT / UFG, professor of mathematics, to the pedagogical activity. Vigotski, Leontiev, Moura, Cedro, Engeström and Asbahr were fundamental for the apprehension of the object searched. We focus on historical-cultural theory as a basis for the apprehension of the phenomenon investigated and, for this, the theory of activity was present throughout the work. Our research was based on a bibliographical research, a documentary analysis in which we evaluated the documents that underpin the organization of the Tutorial Education Program (PET) and, from there, we made a documentary comprehension movement of the Tutorial Education Program of the Education Teachers in Mathematics from the Federal University of Goiás (PETMAT / UFG). We analyze all the tasks and projects developed in the program over the years 2007 to 2014 and, in addition to this, we interviewed some alumni who were linked to the group during those years. The teacher-tutor of the group was also part of our work and is among the subjects participating in the research. The activity, the social meaning and the personal sense are presented in the work, based on the Leontievian proposal. For the analysis of the data, we proposed two categories: [1] the personal sense of the future teacher about the Pedagogical Activity of the mathematics teacher; and [2] the PETMAT / UFG and its contradictions as a source of change and development. In the first category we conclude that individuals, starting from the indigence of joining a university, from the influences of their teachers, and from the affinity they believe they had with the exact areas, hoped to graduate. There are those who were looking for the teaching or marketing of the pre-college preparatory teacher; and there were others who wanted a training in Mathematics that was not destined to be performed in the classroom. In the second category, we analyzed some projects carried out in PETMAT / UFG and supported them in Engeström (1999 and 2009) and, from there, we constructed some Activity Systems. By introducing such systems we intend to propose that, instead of the socially mediated individual being taken as the basic unit of analysis, the historically localized system of activity has become a fundamental unit for looking at egresses in the collective as well. The object of activity as a horizon of possibility is, in the Engeströmapproach, theorized as a collective project that is stabilized by shared tools, signals, and procedures. The results allowed us to perceive the necessity of a differentiated proposal for the formation of the mathematics teacher, in which the teaching learning organization allows the collective work as organization of a non-alienated work, making possible the construction of a knowledge production space. / Nesta pesquisa estamos em busca de indícios dos sentidos atribuídos, pelos egressos doPETMAT/UFG, professor de matemática, à atividade pedagógica. Vigotski, Leontiev, Moura, Cedro, Engeström e Asbahr foram fundamentais para a apreensão do objeto pesquisado. Pautamo-nos na teoria histórico-cultural como base para a apreensão do fenômeno investigado e, para tal, a teoria da atividade se fez presente ao longo do trabalho. Nossa busca perpassou por uma investigação bibliográfica, uma análise documental na qual avaliamos os documentos que fundamentam a organização do Programa de Educação Tutorial (PET) e, partindo daí, fizemos um movimento de compreensão, também documental, do Programa de Educação Tutorial da Licenciatura em Matemática da Universidade Federal de Goiás (PETMAT/UFG). Analisamos todas as tarefas e projetos desenvolvidos no programa ao longo dos anos de 2007 a 2014 e, agregado a isso, entrevistamos alguns egressos que estiveram vinculados ao grupo durante esses anos. O professor-tutor do grupo também fez parte do nosso trabalho e está entre os sujeitos participantes da pesquisa. A atividade, o significado social e o sentido pessoal apresentam-se no trabalho, firmados na proposta leontieviana. Para a análise dos dados, propusemos duas categorias: [1] o sentido pessoal do futuro professor acerca da Atividade Pedagógica do professor de matemática; e [2] o PETMAT/UFG e suas contradições como fonte de mudança e desenvolvimento. Na primeira categoria concluímos que os indivíduos, partindo da indigência de ingressar em uma universidade, das influências de seus professores e da afinidade que acredita ter com as áreas exatas, esperava graduar-se. Há aqueles que estavam em busca da docência ou do marketing do professor de cursinho; e existiam outros que almejam uma formação em Matemática que não fosse destinada à atuação em sala de aula. Já na segunda categoria, analisamos alguns projetos realizados no PETMAT/UFG e respaldando-nos em Engeström (1999 e 2009)e, partindo daí, construímos alguns Sistemas de Atividades. Apresentando tais sistemas tivemos a intenção de propor que, ao invés de o indivíduo socialmente mediado ser tomado como a unidade básica de análise, o sistema de atividade historicamente localizado tornou-se unidade fundamental para olharmos os egressos também no coletivo. O objeto da atividade como horizonte de possibilidade é, na abordagem de Engeström, teorizado como um projeto coletivo que é estabilizado por ferramentas, sinais e procedimentos compartilhados. Os resultados permitiram-nos perceber a necessidade de uma proposta diferenciada para a formação do professor de matemática, na qual a organização da aprendizagem da docência permita o trabalho coletivo como organização de um trabalho não alienado, possibilitando a construção de um espaço de produção do conhecimento.

The aim of my diploma thesis is to find out how drama education at primary schools in the Šluknov Hook is reflected. In particular, I focus on how drama education is included in school curricula, whether the methods and principles of drama education are used in compulsory subjects for the development of key competencies, and how drama education is applied in the fulfilment of interdisciplinary relationships and cross-cutting themes. The work is divided into two parts - theoretical and empirical. The aim of the theoretical part of the work is to acquaint the reader with the development of the educational curriculum in the Czech Republic, basic terms, and principles of drama education. The empirical part of the work presents the results of the research. The research was carried out in the preparation phase of this work. The aim of the research was to map how the principles of drama education are reflected at the primary schools in the Šluknov Hook. The appendices include a proposal for a drama education lesson for an elementary teaching class. The aim was to show that it is possible to implement elements of drama education into the teaching of compulsory subjects. KEYWORDS Drama Education, methods of Drama Education, goals of Drama Education, School Educational Program, key competencies, Personal and...

The diploma thesis on the topic "Teaching of Economics at a Secondary Vocational School from the Didactics of Social Sciences Perspective" is divided into two parts. The first part is a theoretical one, where the author defines the theoretical didactic concepts in detail, and they are then used in the second, practical part of the thesis. This part presents a proposal of a didactic unit, which deals with the teaching of wage calculation. It includes a worksheet and methodical sheet as well, the detailed didactic preparation and detailed reflection of the implemented didactic unit in the classroom and online teaching. Repeatedly practising this didactic unit, it can be noted that the proposed form of teaching is effective and accepted by students. Personal and social skills, mathematical skills and critical thinking training also go beyond the main topic.

The thesis discusses the current phenomenon of ICT penetration in kindergarten. The author at first take into account the broader context of the issue of changing the role of educator role in postmodern society. After that discusses the process and organizational incorporation of selected courses aimed at training teachers in kindergartens in the area of ICT. The first chapter concludes with a broader, related to the use of ICT focused, analysis of intergenerational differences that determine the further development of educational policy and requirements for the education of children. The second chapter focuses on the issue of school readiness of a child, in particular a close look at the psychological profile of the individual according to his age and development of cognitive function in preoperative stage. It is therefore a basis with which to be reckoned with in the revision of existing knowledge and increased demands on the educational component of pre-school preparation. It is also pointed to specific foreign studies that deal with the question of the effectiveness of the involvement of ICT in teaching preschool children. There is also a look back at criticism of current threats called as digital degeneration. In the third chapter are answered three hypotheses and also concluded whether a...