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Struktura czasu pracy własnej studentów I roku matematyki Uniwersytetu Łódzkiego

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Fabijańczyk M., Warężak A., Instytut Matematyki U. Ł.
Acta Universitatis Lodziensis. Folia Mathematica
|
1991
|
tom vol. 04
PL
Celem niniejszego artykułu jest próba zbadania realnego obciążenia nauką studentów I roku matematyki Uniwersytetu Łódzkiego. W badaniach poszukiwano odpowiedzi na następujące pytania: 1) czy dzienny i tygodniowy rozkład zająć odpowiada optymalnym rytmom pracy? 2) jakie jest rzeczywiste obciążenie studenta? 3) czy ocena przez kadrę nauczającą pracochłonności przyswajania programu studiów jest zgodna z opiniami studentów? 4) jakie grupy przedmiotów sprawiają największe trudności w przystosowaniu się do wymagań osób prowadzących zajęcia? Wnioski płynące z tego artykułu nie powinny pozostać bez wpływu na kształtowanie procesu dydaktycznego studentów I roku matematyki. Znając te wyniki nauczyciele akademiccy będą mogli zwrócić większą uwagę na pewne grupy studentów oraz lepiej dostosować wymagania w ciągu roku akademickiego do możliwości studentów.
EN
As a main purpose of our paper we shall try to find out what is the real time which students of the first grade of university studies in mathematics devote to the self-education. In particular, our interest is focused on the following questions: - are weekly and daily timetables correlated properly with the biological rhythm of a young man? - what is a total real load of work which is needed by the students to manage successful with study? - what are the feelings of the students and academic teachers about the matter took up In the previous questions? are that views coincident? - in which group of subjects the students have the highest difficulties in the fulfilment of the teachers' requirements. In this way we hope to find some hints how to improve the didactic methods and organization of university studies in Mathematics.
2
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Postawy studentów wobec nauki własnej

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Fabijańczyk M., Warężak A., Uniwersytet Łódzki I. M.
Acta Universitatis Lodziensis. Folia Mathematica
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1993
|
tom vol. 06
EN
The unaided acquiring of knowledge is the basic of higher studies, and the effectiveness of self-teaching depends on many factors, among other things, on motivation. The paper presents the results of investigations carried out at the Institute of Mathematics of Łódź University, concerning the student's attitude towards unaided work. Their attitude towards 6 partial aspects of self-education has been taken stock of. I. The unaided studying is an indispensable element of higher studies; II. Self-teaching should transcend the tasks deputed by the academic teachers; III. The weight of studies should be shifted from didactic activities at the educational institution to the students self-teaching. IV. The aim of studying is not only the acquirement of a definite portion of knowledge, but also of the ability to acquire it single-handed, to process and apply it. V. The academic teachers should acquaint the students with the techniques of intellectual work. VI. Although self-teaching is sometimes burdensome, the students must not be spared trouble in the unaided acquiring of knowledge, guiding them at every step. It has turned out that, although aware of the indispensability and importance of the unaided acquiring of knowledge, the students reject the proposal of the shifting of the weight of studies from didactic activities at the educational institutions to their self-teaching. They also feel that they do not know the techniques of intellectual work and think that the academic teachers ought to acquaint them with such techniques.
3
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Praca studenta z tekstem matematycznym

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Fabijańczyk M., Warężak A., University of Łódź I. o. M.
Acta Universitatis Lodziensis. Folia Mathematica
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1993
|
tom vol. 06
EN
The present paper presents the results of the investigations carried out among the students of mathematics of Łódź University, concerning individual techniques of reading and analysing a mathematical text. These results point out that young people taking up their studies do not bring away from the secondary school any skill in reading a scientific text. It is only in the course of the studies that they labour their own methods of work. The techniques of work of students of higher years and very good students are considerably closer to the model techniques presented in the paper. Some of the failures in the learning of students of lower years result from the ignorance of effective ways of learning. It is therefore worth while for the academic teachers to devote already during the first years of studies, more attention to acquainting their students with the methods of working on a mathematical text and to bring them into the arcana of the effective studying.
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Minimum wiedzy matematycznej nauczyciela matematyki oraz projekt organizacji procesu nauczania na nauczycielskich studiach uniwersyteckich

42%
Pawlak R. J., Warężak A., Budzisz W., Fabijańczyk A., Fabijańczyk M., Janikowski J., Libicka I., Molęda A., Piesyk Z., Poreda T., Rychlewicz A., Tempczyk W., Uniwersytet Łódzki I. M.
Acta Universitatis Lodziensis. Folia Mathematica
|
1993
|
tom vol. 06
PL
Wykonano w ramach RPBP III.30.V.0
EN
The present paper is the outcome of investigations and theoretical analysts carried out for several years, aiming at an answer to the following questions: - what should the fund of the mathematics teacher's knowledge look like, within what scope and in what way should we convey this knowledge to him? In the commencing part of the paper, we analyze critically the existing system of educating teachers of mathematics; later, we present a proposal of a structure of five-year master's studies preparing the graduates for work in the profession of a mathematics teacher. Basing ourselves on the evolved criteria of choice of mathematical contents which should be considered indispensable in educating the teachers, we present a project of the minimum of knowledge of the fundamental subjects: mathematical analysis, algebra, geometry, probability and elements of statistics, theoretical arithmetic, logic and set theory, complex analysis, topology, differential equations, functional analysis, numerical methods, elements of computer science, the didactics of mathematics. Since the lecture at higher studies constitutes the basic form of conveying knowledge, the article closes with a discussion on modern ways of lecturing, activating the students. The scope of mathematical knowledge, proposed in the paper, which should be conveyed to the students - future teachers and the project of organizing the university teacher s studies can constitute the basic for the elaborating of the detailed curricula of such studies.
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