The main difficulties in teaching italian language in a monolingual and monocultural group
The paper conciders the difficulties and problems that face foreign students learning Italian language. The research is based on the experience of teaching Italian language in monolingual groups of Russian and American students. Typical mistakes and difficulties of Russians and Americans are named and classified.
Opinions of professors and chairmen of chambers of appeals on the quality of teaching in universities' law schools in imperial Russia in the late 19th - early 20th century are discussed.
The article dicusses disputive problems of teaching history at high school. The author attracts attention to some key problems that are usually ignored by discussants.
The article is devoted to the problem of selfdisclosure of a personality as implicit readiness to active self-fulfillment. The author examines positive and negative consequences of self-disclosure in communication and studies temporal boundaries, time and relevance of self-disclosure of a person in dyadic, interpersonal and inter-group relationship.
We present in the paper our experience of involving the students of the department of theoretical and computational linguistics of the Moscow State University into full-cycle activities of preparing and evaluating the results of the NLP Evaluation forums, held in 2010 and 2012 in Russia. The forum of 2010 started as a new initiative and was the first independent evaluation of morphology parsers for Russian in Russia. At the same time the forum campaign has been a source of a successful academic course which resulted in a close-knit student team, strong enough to implement the two-year research for the second forum on syntax, held in 2012. The new forum of anaphora (to be held in 2014) is now prepared mostly by students.
Combinatorial abilities are fundamental to experimental thinking. The aim of this work was to design didactic objects that will stimulate preschoolers’ experimental thinking and to study young children’s thinking in relation to these objects. Six heuristic rules for the design of didactic objects are specified, and the responses of 623 children aged between 3 and 7 to the didactic objects are described in this paper. The first two calculating devices required rods to be pressed simultaneously for successive windows to be lit up or made visible. A total of 30 five year olds played with these for 20 minutes, and were seen to perform a logical series of actions in order to understand the device’s function. Half of the children counted the presses and thereby understood the way the device functioned. The second device was designed to allow all possible combinations of four variables. Sixty children between the ages of 4 and 6 played with the device for 20 minutes. A total of 88% of the children found all possible combinations of the device, with no differences between age groups in the strategies used. The third device had a matrix of shutters opened by buttons arrayed along two edges. In the first mode, single buttons presses opened the nearest windows and button presses along both edges opened windows on coordinates determined by the two buttons. In the second mode, single button presses opened nothing and simultaneous button presses along two edges opened windows on coordinates determined by the two buttons. Ninety children between the ages of 5 and 10 played with the device in the second mode for 20 minutes. The children used scientific strategies to discover the device’s function in the following proportions: 20% at five years, 50% at six years and 93% at 10 years. Eighteen children between the ages of 4 and 6 played with the device in the second mode. They played in pairs, and each child was assigned a row of buttons, thus requiring co-operation to open the windows requiring two coordinated button presses. All the children were eventually successful in the joint experimentation. The fourth device had 16 windows and eight buttons, which lit up the windows when pressed in logical combinations. A total of 20 five-year-old children were trained on this device to use combinations of button presses to light up selected windows. These children were then allowed to explore the third device in second mode by themselves. The trained five year olds all used scientific strategies in their search for the third device’s combinations. The study showed that preschoolers can combine actions and discover hidden relationships, and that the didactic objects can be used to develop children’s thinking.
IT specialists are very demandable at any modern business and science sphere. And there is only one reason for it: most problems and tasks are decided and automated with computers. In this article we want to talk about IT specialists teaching, especially about their first classes in Computer Sciences and discuss the uprising in this process problems. This article is based on over than 10 years authors experience at Moscow’s High School and College Computer Science teaching.