Basics of didactics 1900-1-PODD-PED
The lectures are devoted to the issues of general didactics as a pedagogical subdiscipline. They are aimed at:
• enabling them to get to know the school as an institution supporting the development of the student and the teacher's workplace (professional development),
• getting to know the Polish education system, core curricula, curricula and content
• getting to know modern concepts of teaching - learning,
• making students aware of the didactic tasks facing the teacher (including the tutor)
• presentation of the basic principles of teacher professional ethics and a model profile of a responsible teacher,
• getting to know the teaching process - learning, basic didactic principles and methods,
• learning by students of different styles of teaching-learning,
• getting to know various forms and methods of work of the teacher and student,
• inspiring students to plan lessons inside and outside the classroom - learning about planning tools,
• preparing students to plan short and long-term didactic work and the process of its evaluation,
• making you aware of the need to create your own workshop, including - didactic aids,
• learning about diagnostic tools that enable the assessment of the effectiveness of the teaching-learning process,
• students perceiving the role of language (including language culture) as a teacher's work tool,
• discussion on effective interpersonal communication, defining its directions and principles.
To achieve the anticipated learning outcomes, the following is planned:
• participation (partially - active) in lectures
• own contribution: preparation for a pass (test) or independent work on the development of an educational project.
Main fields of studies for MISMaP
Course coordinators
Term 2026Z: | Term 2025Z: |
Type of course
elective courses
Mode
Prerequisites (description)
Learning outcomes
Learning Outcomes: C.W1; C.W2; C.W3; C.W4; C.W5; C.W6; C.W7; C.U1; C.U2; C.U3; C.U4; C.U5; C.U6; C.U8; C.K1; C.K2.
After completing the course, the student:
- defines the role of the school as an institution supporting student development and teacher's professional development,
- characterizes the structure and functions of the education system in Poland, defines the role of core curricula, curricula, presents their concepts in relation to the teaching content
- lists and characterizes the basic theories of education processes, presents the conditions of these processes,
- characterizes contemporary teaching-learning concepts,
- lists and characterizes the basic principles of teacher professional ethics,
- presents a model profile of a responsible teacher
- describes the basic principles and teaching methods,
- is characterized by different styles of teaching-learning,
- characterizes various forms and methods of teaching-learning,
- describes the stages of planning private and field lessons,
- defines the rules and stages of planning and evaluation of the teacher's work,
- presents the main didactic tasks of the teacher-tutor
- justifies the necessity of permanent professional development
- describes what the teacher's workshop is, justifies the need for its continuous creation,
- characterizes various categories of teaching aids,
- describes the process of designing and conducting diagnostic research on the effectiveness of the teaching-learning process,
- defines the regularities and methods of interpersonal communication and describes the types of difficulties and ways of counteracting
- presents the features of "brain-friendly" learning
- defines what complementary education is
Assessment criteria
Assessment consists of active participation during classes and the completion of a written summary assignment during the final class, drawing on the materials discussed throughout the course.
Practical placement
Pedagogy work placements are a separate subject of Pedagogy course.
Bibliography
Obligatory literature:
- Franciszek Bereźnicki, 2011, Podstawy dydaktyki, Impuls, Kraków.
- Kruszewski K. (red.), 2007, Sztuka nauczania. Czynności nauczyciela, Wyd. Nauk. PWN.
- Półturzycki J., 2000, Dydaktyka dla nauczycieli, Wyd. A. Marszałek, Toruń.
- Żegnałek K., Gutkowska_Wyrzykowska E., 2016, Nauczyciel – misja czy zawód? (w) Pedagogika, Zeszyty Naukowe Wyższej Szkoły Humanitas, nr 13, Sosnowiec.
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Recommended literature:
- Angiel J., 2018, Osobowość i autorytet nauczycieli geografii - wpływ na życie uczniów, obecnych studentów geografii, Prace KEG PTG, t. 8, Sosnowiec.
- Arends R. I., 1998, Uczymy się nauczać, WSiP, Warszawa.
- Denek K., 2015, Edukacja jutra. Drogowskazy - aksjologia - osobowość, Oficyna Wyd. "Humanitas", Sosnowiec.
- Fenstermacher G.D., Soltis J.F., 2000, Style nauczania, WSiP, Warszawa.
- Homplewicz J., 2000, Etyka pedagogiczna, Wyd. Salezjańskie, Warszawa.
- Klus-Stańska D., 2015, Szkolna klasa-miejsce (nie)przyjazne dziecku (w:) Miejsce, przestrzeń, krajobraz. Edukacyjne znaki (red. T. Sadoń-Osowiecka, Wyd. UG, Gdańsk.
- Klus-Stańska, 2010, Dydaktyka wobec chaosu pojęć i zdarzeń, Wyd. Akad. ŻAK, Warszawa.,
- Paris S.G., Ayers L., 1997, Stawanie się refleksyjnym uczniem i nauczycielem,
WSiP, Warszawa.
- Pawelski L., Urbanek B., 2014, Twórczość - Kreatywność - Nauczyciel, Polskie Stow. Nauczycieli Twórczych, Szczecinek.
- Perrot E., 1995, Efektywne nauczanie, WSiP, Warszawa.
- Robertson J., 1998, Jak zapewnić dyscyplinę, ład i uwagę w klasie, WSiP, Warszawa.
-Żylińska M., 2013, Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi, Wyd. Nauk. UMK, Toruń.