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Made available in DSpace on 2016-04-26T20:19:42Z (GMT). No. of bitstreams: 1 Lelio Maximino Lellis.pdf: 1633055 bytes, checksum: bb25e922b6ad8e8d3929b71a96d0453b (MD5) Previous issue date: 2010-11-16 / The configuration of content of the constitutional principles of teaching, the ascertaining of their applicability even when destitute of intermediation of the legal or complete constitutional ruling, as well as the expression of the effects of their violation by the State, presupposes a bibliographic methodological approach of such norm, under the evolutional historic and contextual present perspective. Furthermore, it is necessary to analyze the devices of instruction, transformable in principles, enclosed in the former Major Brazilian Law or which were embraced by the Constitutions of Italy (1947), Portugal (1976) and Spain (1978), since they influenced the redaction of the Constitutional Text of 1988, in school education subject. Therefore, Chapter I approached the concept of the legal principle, including the history of its juridical force and its functions systematizing, interpretative and regulatory-complementary. In Chapter II, the existence of the principles of teaching through the Brazilian Constitutionalism was analyzed, showing a progressive incorporation of the principles or teaching content by the country Fundamental Laws, although there were temporary setbacks. In Chapter III, the educational constitutional subsystem and the lato sensu fundamental rights, such as the front and back of reality, were seen (studied), pointing to specific parameters of interpretation and application of the constitutional principles of teaching, based in the person‟s dignity. Such principles, starting from a comparison of their content with those congeners in the Constitutions of Italy, Portugal and Spain, were seen as delimited and developed in their essence. The principles are: a) freedom to teaching, learning and research; b) equality of opportunities to learning; c) decentralized and democratic management of teaching; c) proper standard of quality of instruction; e) training for the development, labor qualification and exercise of citizenship by the person. In Chapter IV, control mechanisms of constitutionality of Brazilians fit to the protection of the effectiveness of the principles of teaching existing in the Constitution, approaching the unconstitutionality, the non-compliance and civil responsibility of the State for exclusive infraction of one of those principles or of a integrated set of rules by principle of teaching and incomplete constitutional rules, were analyzed. Such infraction should have by proven instrument, judicial decision or administrative act imposed by obligation to the Administration from which it emanated / A configuração do conteúdo dos princípios constitucionais do ensino, a constatação de sua aplicabilidade mesmo quando desprovida da intermediação de regra constitucional completa ou legal, bem como a expressão de efeitos de sua infração pelo Estado, pressupõe abordagem metodológica bibliográfica de tal espécie de norma, sob os prismas histórico-evolutivo e contextual-atual. Ademais, faz-se necessária a análise dos dispositivos sobre a instrução, transformáveis em princípios, contidos nas Leis Maiores brasileiras pretéritas ou abarcados pelas Constituições de Itália (1947), Portugal (1976) e Espanha (1978), já que influenciaram na redação do Texto Constitucional de 1988, em matéria de educação escolar. Por conseguinte, no Capítulo I, trata-se da conceituação de princípio jurídico, aí incluída a história de sua juridicidade, e das suas funções sistematizadora, interpretativa e supletivo-normativa. No Capítulo II, aborda-se a existência dos princípios do ensino ao longo do Constitucionalismo brasileiro, constatando-se ter havido progressiva incorporação de princípios ou conteúdos do ensino pelas Leis Fundamentais pátrias, apesar de temporários retrocessos. No Capítulo III, vê-se, como verso e reverso de uma realidade, o subsistema constitucional e direito fundamental da educação lato sensu, apontando-se parâmetros específicos à interpretação e aplicação dos princípios constitucionais do ensino, fundados na dignidade da pessoa. A estes princípios, desde uma comparação de seu conteúdo àquele dos congêneres nas Constituições de Itália, Portugal e Espanha, delimita-se e desenvolve-se em sua essência. Ditos princípios são: a) liberdade para o ensino, aprendizagem e pesquisa; b) igualdade de oportunidades para a aprendizagem; c) gestão descentralizada e democrática do ensino; d) adequado padrão de qualidade da instrução; e) formação para o desenvolvimento da pessoa, qualificação laboral e exercício da cidadania. No Capítulo IV, analisam-se mecanismos do controle de constitucionalidade brasileiro aptos à proteção da eficácia dos princípios do ensino existentes na Lei Magna, abordando-se a inconstitucionalidade, o descumprimento e a responsabilidade civil do Estado por infração exclusiva a um destes princípios ou a conjunto normativo integrado por princípio do ensino e regra constitucional incompleta. A aludida infração deverá ter por instrumento de comprovação decisão judicial ou ato administrativo impositivo de obrigação à Administração da qual emanou

The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in the teaching of African languages in the senior phase. The study was conducted in Vhembe and Mopani District in the Limpopo Province of South Africa. Data were collected through observation, an interview schedule and documentary analysis. The constructivist grounded theory provided a theoretical framework for this study. Data were analysed simultaneously with the data-collection process informed by the constructivist grounded theory. This investigation revealed that teachers do not apply the investigated OBE principles in the teaching of African languages in the senior phase. Instead, they still teach in the manner they used before the introduction of the OBE approach. There were many reasons advanced by teachers for their failure to apply these principles in their teachings. A lack of knowledge and skills necessary to apply this new approach was prevalent. This lack of knowledge could be attributed to the inadequate teacher training received and noncommitment to OBE approach by the teachers. The study found that the investigated principles were not applied because of a lack of application strategies, the failure to interpret policy documents and resistance to change by teachers. In view of the findings in this study, the researcher deemed it imperative to make recommendations which could be used for further studies in order to achieve the proper application of OBE principles in the teaching of African languages. / D. Ed. (Didactics) / Educational Studies

The purpose of this thesis was to investigate the application of OBE principles such as the learner-centred approach, teacher facilitation and integration of knowledge in the teaching of African languages in the senior phase. The study was conducted in Vhembe and Mopani District in the Limpopo Province of South Africa. Data were collected through observation, an interview schedule and documentary analysis. The constructivist grounded theory provided a theoretical framework for this study. Data were analysed simultaneously with the data-collection process informed by the constructivist grounded theory. This investigation revealed that teachers do not apply the investigated OBE principles in the teaching of African languages in the senior phase. Instead, they still teach in the manner they used before the introduction of the OBE approach. There were many reasons advanced by teachers for their failure to apply these principles in their teachings. A lack of knowledge and skills necessary to apply this new approach was prevalent. This lack of knowledge could be attributed to the inadequate teacher training received and noncommitment to OBE approach by the teachers. The study found that the investigated principles were not applied because of a lack of application strategies, the failure to interpret policy documents and resistance to change by teachers. In view of the findings in this study, the researcher deemed it imperative to make recommendations which could be used for further studies in order to achieve the proper application of OBE principles in the teaching of African languages. / D. Ed. (Didactics) / Educational Studies

Актуальность магистерской работы обусловлена глобализацией, взаимопроникновением культур, большой интеграцией в политике, экономике, образовании и других сферах, интеграцией русских специалистов в Китае – все это делает изучение китайского языка актуальным, и подразумевает, что в будущем понадобятся специалисты со знанием данного языка, что также предполагает и владение фонетикой китайского языка. Объектом исследования является процесс обучения китайскому языку. Предметом исследования выступает методика обучения фонетике китайского языка. Цель магистерского исследования – разработать методику обучения фонетике китайского языка и комплекс упражнений для формирования и отработки фонетических навыков. Данная магистерская диссертация состоит из введения, двух глав, заключения, списка использованных источников. Работа содержит 28 рисунков и 15 таблиц. Список использованных источников насчитывает 72 наименований на русском и английском языках. Объем работы составляет 154 страницы. Первая глава «Фонетика китайского языка и принципы ее обучения» магистерской диссертации посвящена особенностям китайской фонетической системы: звуковой состав и тональность китайского языка, постановка ударения в слогах, изменение звуков и тонов в потоке речи. Чтобы подчеркнуть характерные черты фонетической системы китайского языка, описание проходило посредством сравнения их с признаками фонетической системой русского языка. Во второй части первой главы нашего исследования была подчеркнута важность овладения произносительными навыками при обучении любому иностранному языку. особенно важно уделить фонетике при изучении китайского языка, так как это напрямую связано с особенностями его фонетической системы. Для преподавания фонетики китайского языка в первую очередь были определены общедидактические, общеметодические и частные методические принципы обучения, на основе которых была составлена методика ее обучения, которая получила название «комплексная» и «комбинаторная», так как она состоит из нескольких комплексов упражнений, направленных на развитие различных фонетический навыков, и которые зависят не только от уровня, потребностей и способностей обучающихся, но и от индивидуальных особенностей преподавателя. Во второй главе «Комплексная и комбинаторная методика обучения фонетике китайского языка» были рассмотрены и описаны методические приемы и рекомендации при обучении фонетики китайского языка. Была приведена последовательность, в которой рекомендуется овладевать звуками, звукосочетаниями и тонами для того, чтобы добиться более эффективных результатов в обучении фонетике китайского языка. Также были подробно рассмотрены особенности произнесения китайских гласных и согласных звуков и звукосочетаний и тонов. Вторая часть главы посвящена комплексу упражнений на формирование и отработку фонетических навыков в произнесении и различении звуков, звукосочетаний, тонов, постановку ударений в словах, отработку таких явлений как сандхи тонов и эризация, которые характерны для китайского языка. Также в комплекс упражнений были включены игровые упражнения на отработку произношения и дополнительные упражнения, которые включают в себя межкультурный аспект обучения китайскому языку. В этот вид упражнений вошли детские песни, скороговорки, идиоматические сказки из китайского фольклора и ряд стихотворений из эпохи династии Тан. / The relevance of the master's thesis is caused by globalization, cross-cultural interaction, great integration into politics, economics, education and other fields, the integration of Russian specialists in China. As a result, learning of Chinese is relevant, and it means that in future specialists with language proficiency will be needed, which also implies mastering of Chinese phonetics. The target of the research is the process of teaching Chinese. The research subject is the methodology of teaching Chinese phonetics. The goal of the research is to develop a methodology for teaching the phonetics of Chinese and a set of exercises to train the pronunciation skills. This master's thesis consists of an introduction, two chapters, a conclusion, list of cited references. The work contains 28 figures and 15 tables. The list of cited references includes 72 titles in Russian and English. The body of work is 154 pages. The first chapter “Chinese phonetics and the principles of its teaching” of the master's thesis is devoted to the features of Chinese phonetic system: the sounds, tones, stress, change in sounds and tones in the flow of speech. To emphasize the characteristic features of the phonetic system of Chinese, the description was carried out by comparing them with the features of the phonetic system of Russian. In the second part of the research, the importance of mastering pronunciation skills in teaching any foreign language was emphasized. On account, it is especially important to pay attention to phonetics while learning Chinese, since it is directly related to the peculiarities of its phonetic system. For teaching Chinese phonetics, general didactic, general methodical and particular methodological principles of teaching were determined. On their basis the “complex and combinatorial methodology” of teaching Chinese phonetics was compiled. In the second chapter "Complex and combinatorial methodology of teaching Chinese phonetics”, methodological techniques and recommendations for teaching Chinese phonetics were reviewed and described. A sequence was given in which it is recommended to master the sounds, sound combinations and tones in order to achieve more effective results in learning Chinese phonetics. The features of the pronunciation of Chinese vowels, consonants, sound combinations and tones were reviewed in detail. The second part of the chapter is devoted to a set of exercises for development of phonetic skills in pronouncing and distinguishing sounds, sound combinations, tones, stress; practicing sandhi tones and erization. The set of exercises also includes game exercises for practicing pronunciation and additional exercises that include the cross - cultural aspect of teaching Chinese. This type of exercise includes children's songs, tongue twisters, idiomatic tales from Chinese folklore, and several poems from the Tang Dynasty.