Wydział Technologii i Inżynierii Chemicznej - Technologia chemiczna (N3)
Sylabus przedmiotu High school teaching and modern education technique:
Informacje podstawowe
| Kierunek studiów | Technologia chemiczna | ||
|---|---|---|---|
| Forma studiów | studia niestacjonarne | Poziom | trzeciego stopnia |
| Stopnień naukowy absolwenta | doktor inżynier | ||
| Obszary studiów | studia trzeciego stopnia | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | High school teaching and modern education technique | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Studium Nauk Humanistycznych i Pedagogicznych | ||
| Nauczyciel odpowiedzialny | Anna Sammel <Anna.Sammel@zut.edu.pl> | ||
| Inni nauczyciele | Dariusz Zienkiewicz <Dariusz.Zienkiewicz@zut.edu.pl>, Zbigniew Zychowicz <Zbigniew.Zychowicz@zut.edu.pl> | ||
| ECTS (planowane) | 2,0 | ECTS (formy) | 2,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | The basic of psychology and sociology |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Familiarization of PhD students with factors and regularities characteristic of teaching processes in higher education. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| T-A-1 | Monitoring and evaluating the training in higher education-conventional methods (whether oral, written, practical, exams). Educational Testing (types, characteristics, preparation, development of test results) | 4 |
| T-A-2 | The fundamentals of education – the role and functions of the technical means of education in the process of teaching and educational in higher education. Classification of technical means of education. Principles and methods for the selection and use of technical means of vision, hearing. | 4 |
| T-A-3 | Lecture - lectures, lecture reception, classification, teaching aids, activating students, lecture content. | 3 |
| 11 | ||
| wykłady | ||
| T-W-1 | The subject, the didactic system of higher education, the epistemological issues of didactics, the objectives of education and the objectives of education (knowledge, skills, education of aptitudes, development of interests, implementation to joint training). | 3 |
| T-W-2 | Pedagogical conditioning of content selection; Pedagogical theories of content selection; Plans and programs of studies; Lifelong learning; Specificity of adult education. Methodology of teaching computer science as an example of detailed didactics. | 4 |
| T-W-3 | Concept, general characteristics of the learning process, learning process, multilateral teaching and learning, preparation for self-education. | 3 |
| T-W-4 | Exam | 1 |
| 11 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| ćwiczenia audytoryjne | ||
| A-A-1 | Participate in exercises | 11 |
| A-A-2 | Preparation for exercises | 19 |
| 30 | ||
| wykłady | ||
| A-W-1 | Participation in lectures. | 11 |
| A-W-2 | Course preparation for the lecture | 17 |
| A-W-3 | Consultation | 2 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Information lecture |
| M-2 | Problem lecture |
| M-3 | Conversational lecture |
| M-4 | Exercises |
| M-5 | Project method |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Evaluation of the activity shown during the exercise |
| S-2 | Ocena podsumowująca: Final grade based on the exam and self-constructed lecture and practice outline |
Zamierzone efekty kształcenia - wiedza
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A01_W01 He can present the concept and general characteristics of the learning process. Shows the roles and tasks of lectures and exercises at a college, Understands the importance of problem learning, knows the rules and methods Selection of new learning technologies. | ChT_3-_W09 | — | C-1 | T-A-1, T-A-2, T-A-3, T-W-1, T-W-2, T-W-3 | M-1, M-2, M-3 | S-1, S-2 |
| ChT_3-_A01_W02 Knowledge of the design of effective human-computer work environment for remote learning systems. | ChT_3-_W09 | — | C-1 | T-A-1, T-A-2, T-A-3, T-W-1, T-W-2, T-W-3 | M-2, M-3, M-4, M-5 | S-1 |
Zamierzone efekty kształcenia - umiejętności
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A01_U01 He can choose the appropriate teaching aids for the purpose Detailed work carried out during lectures or exercises. Demonstrates ability to teach problematic and justified Didactically, the way it uses the latest learning technologies. | ChT_3-_U06 | — | C-1 | T-A-1, T-A-2, T-A-3, T-W-1, T-W-2, T-W-3 | M-2, M-3, M-4 | S-1, S-2 |
| ChT_3-_A01_U02 Ability to design remote learning courses according to Existing standards and information technologies. | ChT_3-_U06 | — | C-1 | T-A-1, T-A-2, T-A-3, T-W-1, T-W-2, T-W-3 | M-4, M-5 | S-1 |
Zamierzone efekty kształcenia - inne kompetencje społeczne i personalne
| Zamierzone efekty kształcenia | Odniesienie do efektów kształcenia dla dyscypliny | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| ChT_3-_A01_K01 The graduate is competent in using the latest psychological knowledge in didactic work and self-education. | ChT_3-_K03, ChT_3-_K01 | — | C-1 | T-A-1, T-A-2, T-A-3, T-W-1, T-W-2, T-W-3 | M-2, M-3, M-4, M-5 | S-1 |
Kryterium oceny - wiedza
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A01_W01 He can present the concept and general characteristics of the learning process. Shows the roles and tasks of lectures and exercises at a college, Understands the importance of problem learning, knows the rules and methods Selection of new learning technologies. | 2,0 | |
| 3,0 | He can present the concept and general characteristics of the learning process. Describes the roles and tasks of lectures and exercises in higher education, understands the importance of problem-based learning, knows the principles and methods of selecting new learning technologies. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| ChT_3-_A01_W02 Knowledge of the design of effective human-computer work environment for remote learning systems. | 2,0 | |
| 3,0 | Demonstrates basic knowledge of remote learning systems | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A01_U01 He can choose the appropriate teaching aids for the purpose Detailed work carried out during lectures or exercises. Demonstrates ability to teach problematic and justified Didactically, the way it uses the latest learning technologies. | 2,0 | |
| 3,0 | He can choose appropriate teaching aids for specific purposes during lectures or exercises. Demonstrates ability to teach problematic and in justified teaching manner uses the latest learning technologies. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| ChT_3-_A01_U02 Ability to design remote learning courses according to Existing standards and information technologies. | 2,0 | |
| 3,0 | Shows basic skills in designing remote learning curriculum in line with existing standards and information technology | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt kształcenia | Ocena | Kryterium oceny |
|---|---|---|
| ChT_3-_A01_K01 The graduate is competent in using the latest psychological knowledge in didactic work and self-education. | 2,0 | |
| 3,0 | Absolwent wykazuje się kompetencją w zakresie wykorzystywania najnowszej wiedzy psychologicznej w pracy dydaktycznej i samokształceniu. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Literatura podstawowa
- Kupisiewicz Cz., Dydaktyka ogólna, Graf Punkt, Warszawa, 2002
- Okoń W., Wprowadzenie do dydaktyki ogólnej, Wydawnictwo Akademickie Żak, Warszawa, 2003
- Juszczyk S. (red), Dydaktyka informatyki i technologii informacyjnej, Wyd. Adam Marszałek, Toruń, 2003
Literatura dodatkowa
- Nowacki T. W., Aktywizujęce metody w kształceniu, CODN, Warszawa, 1999
- Szymański M. S., O metodzie projektów, Wyd. Akademickie Żak, Warszawa, 2000