Suchergebnisse

'In der gegenwärtigen Transformationsphase an der Schwelle zu einer 'postsozialistischen' und 'postindustriellen' Gesellschaft fragen wir uns angesichts des zunehmenden Pluralismus, ob weiterhin einige grundlegende Weltanschauungen festgestellt werden können, anhand derer größere Bevölkerungsgruppen noch ansatzweise charkterisierbar sind. Mit Hilfe eines ALLBUS-Fragenmodus läßt sich die überwiegende Mehrheit aller Deutschen sieben solcher Weltauffassungstypen zuordnen. Spezifsich ist aber in den neuen Bundesländern die weitreichende Konzentration auf zwei Typen mit deistischer oder naturalistischer Weltsicht. Die sieben Weltauffassungstypen werden in Beziehung gesetzt zu anderen Einstellungs- und Werteindikatoren, insbesondere der Haltung zum Lernziel 'Gehorsam'. Abschließend werden einige ergänzende internationale Vergleichsdaten präsentiert.' (Autorenreferat)

This article examines the state and status of methodology teaching. The links between the state of the discipline, patterns of teaching, styles of assessment and the uses of methodology are explored. A series of questions are raised concerning the place of methodology in the sociology curriculum. It is suggested that these questions have to be answered by all sociologists and not just methodology teachers.

This paper develops a comprehensive framework for choosing teaching methods in accounting courses. Since teaching methods vary as to the conditions they can create and different types of learning objectives require different conditions for achievement, the premise guiding the framework is that the choice of teaching methods should be based primarily on the type of learning objective. The development of the framework yields two important conclusions. First, a single teaching method typically cannot create all the conditions necessary for a given learning objective. Second, learning objectives involving complex skills require teaching methods that promote active learning on the part of students, while learning objectives involving simpler skills can be achieved with more passive teaching methods. In practical terms, an accounting instructor needs to carefully employ multiple teaching methods to achieve all the learning objectives of a given accounting course, since these objectives likely encompass the full range of types of objectives.

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author's original conception of mastering a foreign language as a process of bilingual development. The final goal should be described not as a set of competencies, but as a form of bilingualism. Intermediate goals and objectives should be determined by the task of developing each block of the mechanism of language command.

The author suggests her own interpretation of goals and objectives of foreign language teaching based on the author's original conception of mastering a foreign language as a process of bilingual development. At present the practical goal of foreign language teaching is formulated by linguodidactics in terms of competences. The communicative competence is treated as a key concept integrating all other competences. It denotes a subject's ability to carry out cross-cultural interaction and to use a foreign language as an instrument of such interaction. However, this interpretation of the goals of foreign language teaching does not demonstrate specificity of foreign language learning in comparison with other disciplines studied at school or university. While studying those subjects a student interprets them in terms of her own, monolingual, picture of the world. She does not have to develop notions, which are absent in the native culture. The foreign language is totally different: in order to master it, a student has to step outside the boundaries of her own picture of the world and master a number of new notions and concepts. In other words, a student must become bilingual and bicultural. Otherwise her understanding of the foreign language will remain limited by the conceptual system of the mother tongue, she will not be able to see the proper meanings of the other culture. Therefore the goals and objectives of foreign language teaching should be defined according to regularities of bilingual development. The final goal should not be described as a set of competencies, but as a form of bilingualism. In that case the final goal consists in the student's achieving the stage of balanced mixed bilingualism which is optimal for professional activity with a foreign language. This involves development in a student of an additional complete mechanism of language command responsible for producing and perceiving speech in the foreign language. Intermediate goals and objectives should be defined by the task of forming each block of the mechanism of foreign language command.

It has been suggested that the role of the biomedical physics-engineering educator in faculties of health sciences should focus primarily on the functioning and effective and safe use of medical devices. This is a wide- ranging role which has a legal basis particularly now that the definition of the term 'medical device' has been clarified in international legislation. The array, variety and complexity of medical devices is increasing rapidly with the swift advances in healthcare technology. However as medical device education is not keeping pace so are under-utilisation and the number of adverse clinical incidents arising from improper use. This paper describes a set of generic learning objectives which can be applied to the teaching of most medical devices. Such generic learning objectives are essential to ensure a consistent and coherent approach across the curricula of the various healthcare professions and to the development of international curricula as required by, for example the Bologna process in Europe. The application of this generic approach to the subsequent setting up of profession-specific learning objectives will be briefly illustrated in the area of medical imaging device physics education for radiographers. ; N/A

The need of provided scientific investigation was determinded by the vector of modern policy and strategy of Ukraine which is aimed at further development of the national education system through its adaptation to the conditions of socially-oriented economy, transformation and integration into the European and world community. Topicality of the paper is connected with increasing need for better students' communicative skills in English. Taking into consideration the rate of modern English learning actuality and necessity, we have conducted scientific research comprised of four parts that dwell on investigating foreign communicative grounds for students of universities. Firstly, the paper was dedicated to figuring out English language teaching and learning objectives, such as: communicative competence; cultural exchanges; interdisciplinary connections; comparative study; cyber communities. Secondly, the study was grounded on the description of the most common communicative language teaching principles: learner autonomy, multiple communicative competences, contextual integration, real life and experience of communication, intensive methods application, practical communication skills acquisition, cultural environment learning. For the first time, the research findings have been claimed that the biggest advantages of the communicative language teaching methodology are characterized by the following features: foreign language is considered as a medium of communication; learning a foreign language occurs through inclusion the subjects for communicative activity; learning subjects have cognitive strategies and techniques of mastering the language; a preference is given to the interactive technologies and forms of work in groups as well as in pairs. Finally, in this article, the research has witnessed that promoting democratic values, Ukraine's entry to the European space on the basis of educational and scientific support for innovation and economic development is largely due to: modernization of the education system; optimizing the content of education; monitoring and managing the quality of education.