Английский язык. Сравнительная педагогика. Елена Столбова
This includes even those who consistently present the same behavior problems. If students see that teachers do not have the faith in them, they will probably lose whatever motivation they have to keep trying. Thus, teachers should be very careful to avoid suggesting that students deliberately hurt others or enjoy doing so, that they cannot control their own behavior, or that they simply do not care and are making no effort to do so. Such statements will only establish a negative self-concept and will lead to even more destructive behavior.
subordinate – подчиняться
curriculum – учебная программа
achieve – достигать
assign – назначать
praise – похвала
omit – пропускать
satisfaction – удовлетворение
punitive – карательный
reinforcement – усиление
devoid – лишенный
concern with – заинтересован чем-л.
acquire – приобретать
remedial – облегчающий
respond – реагировать
feedback – обратная связь
deepen – углублять
drudgery – тяжелая работа
distaste – испытывать отвращение
emphasize – подчеркивать
faith – вера
2. Give English equivalents:
Неправильный, вмешиваться, способности, разумный, усилие, похвала, соответствующий, ответственность, избегать, утверждение, самооценка, показатель, поощрение, понимание, накопление знаний и навыков, разочарованный, поведение, учебная деятельность, охватывать.
3. Translate these expressions:
Alternative activities, negative attitude, acknowledge, expectation, to be capable, extra time, roller coaster, external incentives, destructive, cognitive development, enjoyable, inappropriate attitude, self-concept, positive approach, teacher expectation, to devoid of content, to allow.
4. Answer the questions:
1. When do the pupils acquire negative attitude toward the school curriculum?
2. Why should teachers omit criticism?
3. How does a teacher serve at times?
4. What makes a negative self-concept?
5. What must teachers do with basic priorities?
6. What is the main responsibility of a teacher?
7. When do students lose motivation?
5. Translate into English:
1. Учитель может устанавливать минимальные цели в классе.
2. Обучение – это не то же самое, что катание на американских горках.
3. Похвала и поощрение не должны мешать достижению целей обучения.
4. К концу года ученики приобретают отрицательное отношение к обучению в школе.
5. Учитель будет тратить дополнительное время для работы со студентами, имеющими трудности.
6. Такое положение может привести к отрицательной самооценке и разрушительному поведению.
7. Учителя должны предоставлять студентам право выбора.
6. Read and translate the text.
John Amos Comenius (1592–1670) was a Czech teacher, educator, and writer. He served as the last bishop of Unity of the Brethren, and became a religious refugee and one of the earliest champions of universal education, a concept eventually set forth in his book “Didactica Magna”. He is often considered the father of modern education.
John Comenius was the youngest child and only son of Martin Comenius and his wife Anna. Due to his impoverished circumstances, he was unable to begin his formal education until late. He was 16 when he entered the Latin school in Přerov (he later returned to this school as a teacher 1614–1618).
The most permanent influence exerted by Comenius was in practical educational work. The practical educational influence of Comenius was threefold.
He was first a teacher and an organizer of schools, not only among his own people, but later in Sweden, and to a slight extent in Holland. In his “Didactica Magna” (Great Didactic), he outlined a system of schools that is the exact counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.
In the second place, the influence of Comenius was in formulating the general theory of education. The third aspect of his educational influence was that on the subject matter and method of education, exerted through a series of textbooks of an entirely new nature.
1. What is the name of his famous book?
2. Why was he unable to begin his formal education until late?
3. What was the most permanent influence exerted by Comenius?
4. What was his occupation?
5. What were his ideas in formulating the general theory of education?
LESSON 3
THE PURPOSE OF EDUCATION
1. Read and translate the text.
There is a feeling that the schools are not succeeding – that standards are too low, that schools are not preparing young people with the skills, knowledge and personal qualities which are necessary for the world of work and schools have failed to instill the right social values. These are the criticisms and therefore there have been changes to meet these criticisms.
However, the criticisms take different forms. First, there are those who believe that standards have fallen, especially in the areas of literacy and numeracy – and indeed unfavourable comparisons are made with the other countries as a result of international surveys. For example, the recent Third International Mathematics and Science Survey (TIMSS) placed in England