133 research outputs found
Egyéni tanulás tankönyvből
Among the many learning tools, schoolbooks represent both an important instrument of school learning and an essential aid for learning at home. This study highlights methods that foster the processing and acquisition of schoolbook information and thus support cognitive strategies that are associated with self-regulation. There are several methods to process texts, e.g. PQRST, SQ4R and SQ3R. Here we present the most important steps of the SQ3R method. The first step is to scan the learning material (Survey) and then ask text-related questions (Question). The following step is to read the text (Read). The next step is to summarize the text verbally (Recite). Finally, it is indispensable to review (Review) and evaluate what one has learned. The article describes some other text processing techniques, e.g. selecting information from a text and preparing an outline. The article emphasizes the importance of understanding the structure of a text while learning, including selecting information on the topic covered, finding the relationship between parts of the learning material and reviewing what one has learned. These steps are important because they are key elements of learning
InkluzĂv pedagĂłgia
Az inkluzĂv nevelĂ©s Ă©s oktatás egyre inkább a figyelem közĂ©ppontjába kerĂĽl hazánkban is. A speciális igĂ©nyű tanulĂłk intĂ©zmĂ©nyes nevelĂ©se Ă©s oktatása azonban olyan felkĂ©szĂĽltsĂ©get igĂ©nyel, melyet a hagyományos tanárkĂ©pzĂ©s keretei nem biztosĂtanak. Az EUMIE (European Masters in Inclusive Education) program e hiányt hivatott pĂłtolni
MotiváciĂł, tanulás Ă©s tanĂtás
Mivel az Ă©lethosszig tartĂł tanulás mindinkább hĂ©tköznapi realitássá válik, ismĂ©t felĂ©rtĂ©kelĹ‘dik a már sokat tanulmányozott, de mĂ©g mindig Ăşj lehetĹ‘sĂ©geket kĂnálĂł fogalom, a motiváciĂł. RĂ©thy EndrĂ©nĂ© Ăşj könyve a motiváciĂł, a tanulás Ă©s tanĂtás tĂ©makörĂ©t elmĂ©leti Ă©s gyakorlati oldalrĂłl egyaránt körbejárja. Az elmĂ©leti háttĂ©r bemutatása a törtĂ©neti elĹ‘zmĂ©nyek rĂ©szletezĂ©sĂ©vel kezdĹ‘dik
Matematikai szöveges feladatok és tanulási szokások kapcsolatának vizsgálata
Kutatások igazolták (CsapĂł, 2002, CsĂkos, 2012), hogy a matematika nem tartozik a legkedveltebb tantárgyak közĂ©. A tantárgyon belĂĽl az egyik legösszetettebb anyagrĂ©sz pedig a szöveges feladatokĂ©. A mindennapi Ă©letben legtöbbször szöveges kontextusbĂłl kell kiválasztani a releváns adatokat, melyhez szĂĽksĂ©g van pĂ©ldául a szöveg megĂ©rtĂ©sĂ©re Ă©s Ă©rtelmezĂ©sĂ©re (JĂłzsa, 2006), a problĂ©ma megĂ©rtĂ©sĂ©re (Dobi, 2002), valamint a számolási kĂ©szsĂ©gre (Nagy, 2007). A tanulmány a matematikai szöveges feladatok megoldását állĂtja a közĂ©ppontba mindennapi Ă©lethez kötĹ‘dĹ‘ szituáciĂłkon keresztĂĽl. Ezen tĂşl a tanulás nem kognitĂv összetevĹ‘inek vizsgálatára is sor kerĂĽl a tanulási szokásokon keresztĂĽl. A tanulmány továbbá választ ad arra, hogy a matematika teszt eredmĂ©nyei mely változĂłkkal állnak kapcsolatban a tanulási szokások kĂ©rdĹ‘ĂvbĹ‘l
MotiváciĂł, tanulás Ă©s tanĂtás
Mivel az Ă©lethosszig tartĂł tanulás mindinkább hĂ©tköznapi realitássá válik, ismĂ©t felĂ©rtĂ©kelĹ‘dik a már sokat tanulmányozott, de mĂ©g mindig Ăşj lehetĹ‘sĂ©geket kĂnálĂł fogalom, a motiváciĂł. RĂ©thy EndrĂ©nĂ© Ăşj könyve a motiváciĂł, a tanulás Ă©s tanĂtás tĂ©makörĂ©t elmĂ©leti Ă©s gyakorlati oldalrĂłl egyaránt körbejárja. Az elmĂ©leti háttĂ©r bemutatása a törtĂ©neti elĹ‘zmĂ©nyek rĂ©szletezĂ©sĂ©vel kezdĹ‘dik
Textual complexity adjustments to the English reading comprehension test for undergraduate EFL students
It can be challenging for teachers to prepare students for a reading comprehension test. While most research on reading comprehension tests focuses on the interaction between the text complexity and test-taker's ability, this study investigates the interaction between the text complexity and degree of difficulty of the tasks, following each text in an adapted reading comprehension test. The experiment examined the plausibility of adapting a reading comprehension test for university students through textual complexity management. It involved undergraduate English-as-a-foreign-language (EFL) participants (NÂ =Â 1000) with English proficiency levels ranging from A1 to C2. A 38-item reading comprehension test with textual complexity adjustment was adapted. Item fit was assessed using the Rasch model analysis. ANOVA was performed to determine which reading comprehension subsamples differed significantly, whether the difficulty level of the test confirmed that of the texts, and what cognitive process contributed the most to test difficulty. The findings generated 32 qualified items, which fit the Rasch model. Participants significantly differed in reading comprehension, indicating the test's ability to differentiate the participants based on their classification. The study carried an implication that the difficulty of reading comprehension test is not solely contingent on textual complexity but also relies on task difficulty. Therefore, teachers must pay attention to both when preparing students for a reading comprehension test
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