Теория за просветност, образованост и методически практики в училищното историческо образование : Автореферат /
A theory presupposes the analysis of educational notions in their historicity and the representativeness of the values the latter epitomizes for training to be instrumentally applied. Inside this frame, the offered theory substantiates its cognitive functions by emphasizing outlooks and ways of thin...
| Основен автор: | Арнаудов, Димитър Цветанов 1949- |
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| Други автори: | Arnaudov, Dimitar Cvetanov 1949- |
| Формат: | Книга |
| Език: | Bulgarian |
| Публикувано: |
София,
2012.
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| Предмети: | |
| Онлайн достъп: |
Пълен текст |
| Резюме: |
A theory presupposes the analysis of educational notions in their historicity and the representativeness of the values the latter epitomizes for training to be instrumentally applied. Inside this frame, the offered theory substantiates its cognitive functions by emphasizing outlooks and ways of thinking that are different from methodological creations which have become public. Its contents cover: 1. The accountancy of education connected with the policy of knowledge. 2. The nature of Bulgarian methodological thought as an interpreter of the plan on the kind of progress that education follows. 3. The scholarly findings accepting the methodological debate as a cognitive phenomenon for making topical the issues of school training in history. 4. The postmodern lines of reference to the past and the present of the scholarly discipline that shape the figures of cognitive models using which historical abstractions and existential patterns define the contents of the dominating culture. 5. The modern concept of training in history and civilization and the new paradigm that proves to be an intellectual and practical platform for the engagement of policies, organizations, and instructions towards an efficient public commission. 6. The educational perspectives resulting from the values-based approach, introduced by the theory, to harmonizing and arranging in some kind of comparison between familiar historical behaviors and the contemporary foundation of civilization. The theory stakes on a methodological system creation seen as the projection of trainable expediencies. It is linked to a mental vision of deducing categorical constructs for the cognitive arrangement of stages in training activities. It poses the problem of methodological modeling of the lesson of history and civilization and postulates the completeness of each notion about interacting with students and with study material. Thus a new identity of the lesson in five dimensions is established. Under such a model interpretation of training, the theory also deduces the models of communications based on the models of mutually subordinate informing. The reason is that thinking about the lesson comes into contact with the complex tissue of processes, each bearing a peculiar causality. The idea is arrived at of a categorization and operationalization of the range of training based on the competency of students. The theory works with the various kinds of synthesis connected with the program principles and the ideological suggestions for a historical way of thinking and cognition and delineating a different sociocultural environment for the policy of historical learning being preached. The aim is for the student to deduce, based on the decoded truths about life, the pattern of tangible partialities of the human spirit for worlds that have passed away and also to infuse value into the reality he or she is studying. |
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| Физически характеристики: |
65 с. : с табл. ; 21 см. |