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首页> 外文会议>International Technology, Education and Development Conference >(660) REFLECTION OF MATHEMATICS AND LANGUAGE INTEGRATED LEARNING AS AN EDUCATIONAL NEED OF TEACHERS
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(660) REFLECTION OF MATHEMATICS AND LANGUAGE INTEGRATED LEARNING AS AN EDUCATIONAL NEED OF TEACHERS

机译：（660）数学和语言综合学习的反思作为教师的教育需求

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Content and Language Integrated Learning (CLIL) is one of the major curricular trends of contemporary European education. CLIL is one of the possible strategies on the way to a multicultural society. Its application in school practice significantly contributes to the dismantling of pupils' communication barriers. The application of CLIL is closely related to the development of social, linguistic and functional literacy. CLIL has recently been implemented more or less all over the world. It is mostly implemented slowly, as it is very demanding for teacher training. CLIL serves primarily to motivate pupils to learn a foreign language, but perhaps surprisingly, it can motivate pupils to become more interested in the subject being taught. CLIL is an educational approach that involves very different models. The actual teaching is done by various methods in a course, during which emphasis is placed upon the independent creative work of pupils. All this, together with the possibility to use actively a foreign language for studying a subject (mathematics), often affects pupils by increasing their interest in the subject (mathematics). In this paper we will focus on possibilities of integration of mathematics and foreign language at the primary school level. Mathematics provides an appropriate learning environment for CLIL. We want to recognise the following attitudes of mathematics teachers in the Czech Republic. What topics are for further vocational training of teachers in their opinion useful or attractive? Is there any interest among teachers in self-education and training in the content and language integrated learning? The contribution is based on the broader study Analysis of the Educational Needs of Mathematics Teachers of the Olomouc Region in the Central Moravia Region, which includes a survey focused on content and language integrated learning. The research was carried out by members of the Department of Mathematics, Faculty of Education, Palack? University in Olomouc, Czech Republic, in the year 2015. The aim of this survey was to identify the educational needs of mathematics teachers in the Olomouc region. It focused on the possible development of pedagogical-psychological and diagnostic competencies of teachers, teachers' didactic competencies and the development of teachers' competencies in the area of information and communication technologies. The development of professional didactic competencies included the solution of non-standard tasks in mathematical competitions, independent mathematical work, project teaching, outdoor teaching and integration of content and language education. The results have become a valuable resource for further exploration. It serves as a basis for conceiving the next educational offer we are implementing.
机译：内容和语言综合学习（CLIL）是当代欧洲教育的主要课程趋势之一。 CLIL是对多元文化社会途中可能的策略之一。其在学校实践中的应用大大有助于拆除学生的沟通障碍。 CLIL的应用与社会，语言和功能素养的发展密切相关。克里尔最近在世界各地或多或少地实施了。它大多是缓慢的，因为教师培训非常苛刻。 Clil主要用于激励学生学习外语，但也许令人惊讶的是，它可以激励学生对被教导的主题更感兴趣。 CLIL是一种涉及非常不同的模型的教育方法。实际教学是通过各种方法在课程中完成的，在此期间，重点是瞳孔的独立创造性工作。所有这一切，以及能够积极使用外语学习主题（数学）的可能性，通常会通过增加对受试者（数学）的兴趣来影响学生。在本文中，我们将侧重于在小学层面上融入数学和外语的可能性。数学为CLIL提供了适当的学习环境。我们希望认识到捷克共和国的数学教师态度。在他们看来，对教师的进一步职业培训有用或有吸引力是什么？在内容和语言综合学习中的自学教育和培训方面是否有任何兴趣？该贡献是基于对摩拉维亚中部地区奥洛穆茨地区数学教师的教育需求的更广泛的研究分析，其中包括专注于内容和语言综合学习的调查。该研究由数学系，教育学院，帕拉克的成员进行？捷克共和国奥洛穆茨大学，2015年的目的是确定奥洛木地区数学教师的教育需求。它专注于教学 - 心理和诊断能力的可能发展，教师教学能力以及教师在信息和通信技术领域的发展能力的发展。专业教学能力的发展包括在数学竞争中的非标准任务，独立的数学工作，项目教学，户外教学和内容和语言教育整合的解决方案。结果已成为进一步探索的宝贵资源。它是构思我们正在实施的下一个教育要约的基础。

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