Paweł Sporek
Treści językowe w Podstawie programowej do języka polskiego w szkole podstawowej
Číslo: 2/2017
Periodikum: Didaktické studie
Klíčová slova: curriculum, education, didactic, language, language training, grammar, school, elementary school.
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Anotace:
This paper, entitled Linguistic content of the curriculum to the
Polish language for elementary school (grades IV-VI), aims to present its
readers the linguistic content (syntax, inflection, word formation, phonetics)
which is, due to Polish Ministry of Education directives, going to be taught in
higher grades of primary school during Polish language classes. The departamental
document presenet in the article defines the knowledge and skills that should be acquired by a student who is promoted from 6th grade. The
point of reference to the content found in Core curriculum are the most essential,
in Polish education system, didactic concepts of education in terms of
language – the concept of teaching grammar, concept of functional teaching
and the idea of communicative education based on the theory of speech acts.
The three concepts mentioned above will be evaluated from the view of their
practical use at school, and also in terms of their significance and role in
development of language competence of primary school students.
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Polish language for elementary school (grades IV-VI), aims to present its
readers the linguistic content (syntax, inflection, word formation, phonetics)
which is, due to Polish Ministry of Education directives, going to be taught in
higher grades of primary school during Polish language classes. The departamental
document presenet in the article defines the knowledge and skills that should be acquired by a student who is promoted from 6th grade. The
point of reference to the content found in Core curriculum are the most essential,
in Polish education system, didactic concepts of education in terms of
language – the concept of teaching grammar, concept of functional teaching
and the idea of communicative education based on the theory of speech acts.
The three concepts mentioned above will be evaluated from the view of their
practical use at school, and also in terms of their significance and role in
development of language competence of primary school students.