Didactics of the Russian Language II 3202-S2PEDDJR21e

KNOWLEDGE
1. the student has an organized knowledge of shaping language skills in reading, writing, listening and speaking in primary and secondary school students.
2. the student has knowledge of contemporary teaching methods and activating methods.
3. the student has knowledge of the preparation of a plan, lesson scenarios as well as techniques and strategies of learning and teaching.
SKILLS
1. the student is able to use theoretical knowledge from the didactics of teaching Russian to select teaching and learning methods and strategies
2. the student is able to plan his work, prepare and develop lesson plans and scenarios for primary and secondary schools.
3. the student is able to use theoretical knowledge to analyze and interpret situations occurring in the lessons of the Russian language and motivate students to learn this language
SOCIAL COMPETENCE
1. the student is ready to make decisions related to the organization and improvement of the quality of the language education process in institutions of the education system
2. the student is ready to take individual and team actions to improve the quality of foreign language teaching at school

Conditions for completing the course:
- attendance at lectures, control of the current preparation
- getting acquainted with the literature on the subject and documents organizing the education process (CEFR, core curriculum)
- passing the final test
The final test consists of 2 parts: 1 / multiple-choice questions, 2 / open-ended questions.

Test evaluation criteria (percentage thresholds):
60% - 69% - 3 (satisfactory)
70% - 77% - 3+ (satisfactory plus)
78% - 85% - 4 (good)
86% - 91% - 4+ (good plus)
92% - 97% - 5 (very good)
98% -100% - 5! (Very good grade with an exclamation mark)

The following criteria are used to pass the credit:
- achievement of the assumed learning outcomes covering all important aspects - 5.0 (very good)
- achievement of the assumed learning outcomes covering all important aspects with a small number of errors or inaccuracies -4.5 (good plus grade)
- achievement of the assumed learning outcomes, omitting some (less important) aspects -4.0 (good)
- achievement of the assumed learning outcomes with the omission of some important aspects and with significant inaccuracies -3.5 (satisfactory plus)
- achievement of the assumed educational results without significant aspects or with serious inaccuracies - 3.0 (satisfactory plus)
- failure to achieve the assumed learning outcomes -2.0 (unsatisfactory)

The student has the right to 2 unexcused absences, each subsequent one requires a justification. The lecturer decides whether to acknowledge the absence.
Exceeding excused and unjustified absences for 50% of classes may be the basis for failing the course. The conditions for completing the course in the retake period are the same as in the period I.

If it is not possible to conduct classroom classes, classes will be conducted using distance communication tools, most likely Google Classroom and others recommended by the University of Warsaw.

Apprenticeships within the subject are not provided

1.Komorowska Hanna, Metodyka nauczania języków obcych. Wyd. Fraszka Edukacyjna, Warszawa, 2002
2.Marek Szałek, Jak motywować uczniów do nauki języka obcego? Wyd. Wagros, Poznań, 2004
3.Shchukin A.N., Metodika obuchenija rechevomu obshcheniju na inostrannom jazyke. Moskva, Izdatelstvo IKAR, 2011
4. Shchukin A.N., Obuchenije rechevomu obshcheniju na russkom jazyke kak inostrannom. Izdatelstvo “Russkij jazyk. Kursy”,2012
5.Azimov E.G., Shchukin A.N., Sovremennyj slovar metodicheskih terminov i poniatij.Teorija i praktika obuchenija jazykam. Izdatelstvo”Russkij jazyk. Kursy” 2018
6.Metodika obuchenija inostrannomu jazyku. Uchebnik i praktikum dla bakalavriata. Izdatelstvo “Jurajt” 2018
7.Nikitenko Z.N., Inostrannyj jazyk v nachalnoj shkole: teorija i praktika: uchebnik. Izdatelstvo “FLINTA “ 2018
8.Taratuhina JJ.V., Cyganova L.A., Tkalenko D.E., Meżkulturnaja kommunikacja v informacionnom obshchestve, Izd. Dom Vysshej shkoly ekonomiki, 2019 9.Sovremennyje obrazovatelnyje tehnologji.Uchebnoje posobije. Izdatelstvo “KNORUS” 2010
10.Marzena Żylińska, Postkomunikatywna dydaktyka języków obcych w dobie technologii informacyjnych. Teoria i praktyka. Wydawnictwo ”Fraszka Edukacyjna” 2007
11.Marzena Żylińska, Neurodydaktyka. Nauczanie i uczenie się przyjazne mózgowi. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2013
12.Jeremy Harmer, The Practice of English Language Teaching, Person, 2007.
13. Nauka języków obcych w dobie integracji Europejskiej, pod red. Katarzyny Karpinskiej-Szaj. Wyd. LEKSEM,2005
14. https://sip.lex.pl/akty-prawne/dzu-dziennik-ustaw/karta-nauczyciela-16790821
15. Europejski system opisu kształcenia językowego: uczenie się,nauczanie, ocenianie.2003.Warszawa:Wydawnictwo CODN
16.Gajek E., Michonska-Stadnik A. Strategie uczenia się języków obcych w środowisku cyfrowym.Warszawa. 2017
17. Usolcev A.P.Idealnyj urok. Moskva.Flinta.2020
18. Morozov V.E. Metodika uroka russkogo jazyka kak inostrannogo. Moskva.2012

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 3202-S2PEDDJR21e in USOSweb