Didactics of the Russian Language I

pedagogical qualifications

Completion of subjects: Psychology for teachers, Pedagogy for teachers. Knowledge of psychology and pedagogy from the perspective of the teacher's needs in the requirements of subsequent educational stages

The aim of the course is reflection on various methodological and disciplinary perspectives: linguistic, psychological, didactic, neurolinguistic in language education. Classes are devoted to planning education at individual educational stages, showing the theoretical premises for planning and designing glottodidactic on the basis of the curriculum. The classes will cover the following issues: types and features of didactic planning, document analysis, objectives of teaching the Russian language at individual educational stages and their hierarchy, implementation of modern glottodidactic concepts that guarantee the achievement of the intended learning outcomes.

The lecture is designed to reflect on various methodological and disciplinary perspectives in shaping linguistic, psychological, didactic, neurolinguistic competences, familiarize the student with the Core Curriculum, with framework teaching plans, with documentation of modern school: school statutes, materials of the pedagogical council, e-journal, school development plans, timetable, planning and implementation of didactic work presented in the Teachers' Work Cards, lesson plans. The aim of the lecture is to familiarize the student with the principles of the school's operation, the profile of the modern student, modern models and approaches in teaching, to present the assumptions of humanistic education: SCL (Student Centered Learning), an interpretative model of education. During the lecture, the student will learn about various approaches to conducting the educational process: behavioral, constructivist, action-oriented, post-communication approach.

1.Komorowska Hanna, Metodyka nauczania języków obcych. Wyd. Fraszka Edukacyjna, Warszawa, 2002

2.Marek Szałek, Jak motywować uczniów do nauki języka obcego? Wyd. Wagros, Poznań, 2004

3.Shchukin A.N., Metodika obuchenija rechevomu obshcheniju na inostrannom jazyke. Moskva, Izdatelstvo IKAR, 2011

4. Shchukin A.N., Obuchenije rechevomu obshcheniju na russkom jazyke kak inostrannom. Izdatelstvo “Russkij jazyk. Kursy”,2012

5.Azimov E.G., Shchukin A.N., Sovremennyj slovar metodicheskih terminov i poniatij.Teorija i praktika obuchenija jazykam. Izdatelstvo”Russkij jazyk. Kursy” 2018

6.Metodika obuchenija inostrannomu jazyku. Uchebnik i praktikum dla bakalavriata. Izdatelstvo “Jurajt” 2018

7.Nikitenko Z.N., Inostrannyj jazyk v nachalnoj shkole: teorija i praktika: uchebnik. Izdatelstvo “FLINTA “ 2018

8.Taratuhina JJ.V., Cyganova L.A., Tkalenko D.E., Meżkulturnaja kommunikacja v informacionnom obshchestve, Izd. Dom Vysshej shkoly ekonomiki, 2019 9.Sovremennyje obrazovatelnyje tehnologji.Uchebnoje posobije. Izdatelstvo “KNORUS” 2010

10.Marzena Żylińska, Postkomunikatywna dydaktyka języków obcych w dobie technologii informacyjnych. Teoria i praktyka. Wydawnictwo ”Fraszka Edukacyjna” 2007

11.Marzena Żylińska, Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2013

12.Jeremy Harmer, The Practice of English Language Teaching, Person, 2007.

13. Nauka języków obcych w dobie integracji Europejskiej, pod red. Katarzyny Karpinskiej-Szaj. Wyd. LEKSEM,2005

14. https://sip.lex.pl/akty-prawne/dzu-dziennik-ustaw/karta-nauczyciela-16790821

15. Podstawa Programowa

16.https://www.ore.edu.pl/

17.https://www.ore.edu.pl/2017/03/ Nowa Podstawa programowa –język- obcy-język-mniejszosci- narodowe

KNOWLEDGE

1. the student has structured knowledge of didactics of teaching the Russian language at all educational stages

2. student has knowledge about the contemporary organization of the teaching process, procedures, standards, good practices in teaching Russian and designing their own development and promotion

3. student has knowledge of contemporary models and approaches in teaching the Russian language

SKILLS

1. student is able to use theoretical knowledge of didactics of teaching the Russian language to choose the content of teaching and textbooks

2. student is able to design curricula taking into account the principles of the Core Curriculum

3. student is able to plan his work in the selection of teaching content, choice of teaching method, glottodidactic aids

SOCIAL COMPETENCE

1. the student is ready to make decisions related to the organization and improvement of the quality of the language learning process in educational system institutions

2. the student is ready to use universal ethical principles and norms in his professional activity

Credit conditions for the course:

- attendance at lectures, checking current preparation

- getting acquainted with the literature on the subject and documents ordering the education process (Core curriculum, Teacher's Card)

- passing the final test

The final test consists of 2 parts: 1 / multiple choice questions, 2 / open questions.

Test evaluation criteria (percentage thresholds):

60% - 69% - 3 (satisfactory)

70% - 77% - 3+ (satisfactory plus)

78% - 85% - 4 (good)

86% - 91% - 4+ (good plus)

92% - 97% - 5 (very good)

98% -100% - 5! (Very good with an exclamation mark)

The following criteria are used to pass:

- achieving the intended learning outcomes covering all relevant aspects - 5.0 (very good)

- achieving the assumed learning outcomes covering all significant aspects with a small number of errors or inaccuracies -4.5 (good plus)

- achieving the assumed learning outcomes without some (less important) aspects-4.0 (good)

- achieving the intended learning outcomes without taking into account some important aspects and with material inaccuracies -3.5 (satisfactory grade plus)

- achieving the intended learning outcomes without taking into account relevant aspects or with serious inaccuracies - 3.0 (satisfactory grade plus)

- failure to achieve the intended learning outcomes -2.0 (unsatisfactory)

The student has the right to two unexcused absences, each subsequent one requires submission of justification. The lecturer decides about the recognition of the absence.

Exceeding the absence of excused and unexcused absences for 50% of classes may be the basis for failing the subject.

The conditions for passing the subject on the correction date are the same as on the first date.

Apprenticeships within the subject are not provided