http://hdl.handle.net/11716/6872 AUPC. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia - ISSN 2082-0909, e-ISSN 2450-5013 Fri, 17 Apr 2026 06:29:06 GMT 2026-04-17T06:29:06Z https://rep.up.krakow.pl:443/xmlui/bitstream/id/79dc1500-8be1-462f-9062-a690cf8e5060/ http://hdl.handle.net/11716/6872 http://hdl.handle.net/11716/12967 Priorytety kształcenia „polonistycznego”, czyli o poszukiwaniu podstawy w „podstawie programowej” Kołodziej, Piotr The aim of the paper is to substantiate the thesis that both notions mentioned in the title (“Polish language education” and “core curriculum”), although commonly used in the didactic language, are only dummy notions and their popularity should be regarded as one of manifestations of the Polish school’s deep crisis. In school, however, there is no and – as shows the analysis of the 20th century teaching programmes and so-called core curricula – has never been any “Polish language education” in the strict sense of the word but at most its parody. The new Podstawa programowa z komentarzami (Core curriculum with comments), which was supposed to systematize the chaos introduced by sham actions of consecutive ministers of education and Central Examinational Commission, is not, however, a core curriculum but a publication full of language catches freely interpreted by individual commentators and compiled into one document only due to the requirements of the so-called new matura examination. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/11716/12967 2011-01-01T00:00:00Z http://hdl.handle.net/11716/12966 Nowe potrzeby na rynku pracy – nowa tożsamość uczniów i zadania nauczycieli w świetle projektów unijnych i matury z języka polskiego Prościak, Beata New demands of the labour market create a different view on students’ identity and teachers’ tasks. The article presents them in the light of the EU projects and the matura examination in Polish. The focus is on the consideration of students’ new needs from the point of view of the labour market demands. It leads to a proposition to develop student’s identity in a number of areas: – through the recognition of students’ current needs in relation to a particular person and translating them into values coming from culture-based texts, – through the recognition of the labour market demands in the context of social communication with elements of rhetoric, eristic and image building, – through group integration as well as joint trips and extra activities, – through discussion combining elements of psychology, self-presentation and students’ reading interests, – through the development of the skill of using student’s own style. Such understanding of identity makes it possible for a student to identify both with his own self and the motherland where he lives and will look for a job as well as with the environment he lives in, his family and the language in which he can properly communicate. It turns out that both students and Polish language teachers should learn how to find themselves in the new didactic situations. It results from the new possibilities offered by the EU projects aiming at increasing the attractiveness and quality of school’s educational offer through the development of students’ key competencies in the realm of the free mobility on the labour market. An alarming misunderstanding of the definition of paraphrase on the matura examination in Polish was also mentioned. Moreover, emphasised was the existence of teachers’ resistance towards students’ difference and spontaneity. The lack of willingness to make the effort of talking and compromising with students is also evident. Nevertheless, bringing up and teaching requires commitment from teachers. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/11716/12966 2011-01-01T00:00:00Z http://hdl.handle.net/11716/12965 Wpływ ministerialnego rozporządzenia o ocenianiu na postawy epistemologiczne i aksjologiczne uczniów gimnazjum Półchłopek, Tadeusz The development of information technology provokes a constant reflection on the relationships between the extra-institutional and school systems of the acquisition of the Polish language competencies. The system’s attempt to reduce cultural dissonance which determines the cognitive attitude of young people is the introduction of the ministerial regulations defining the conditions of internal evaluation as well as the need to inform students about their anticipated achievements. The compulsoriness of this system meets with clear differentiation in the way lesson activity is organized. The new evaluation paradigm determines the evolution of the functions of the schooling system as well as of the socially accepted notion of “the Polish language competencies.” This article is an attempt to diagnose the factors which influence the change of student’s axiological and epistemological attitudes as well as a presentation of the perspective of necessary actions. Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/11716/12965 2011-01-01T00:00:00Z http://hdl.handle.net/11716/12964 Refleksje nad polonistyczną kompetencją uczennic i uczniów XXI wieku Bednarkowa, Wiga It might seem that – using the terminology of a psychologist and philosopher Howard Gardner – mainly two intelligences (skills) are/should be developed during the Polish language lessons: linguistic and interpersonal (emphasis is put on self-development, inner enrichment). Yet, according to Gardner, multiple intelligences are like tools that one should use for self-development i.e. the development of his or her minds on whose potential depend the condition of the 21st century humanism and the ability to protect against dehumanizing processes. The Polish language competence goes beyond the operations of the discipline mind and draws from the whole mental potential of the human mind – i.e. the synthesis, creativity, respect, ethics minds – which shows the deep humanistic perception of the subject’s essence, his maturity and responsibility. Conventionalized perception of knowledge used by the teachers of the Polish language often activates in students mechanisms that lead to axiological dualism manifesting itself through conformism and hypocrisy. The article is an expression of a reflection not on how to understand the Polish language competence but how to show the way of conducting lessons of the Polish language so that they satisfy students’ individual needs as well as social expectations. An allencompassing examination of the didactic situation may become an incentive for divagations on the need of referring to hermeneutics (e.g. in the context of text perception), cognitivism (in language examination), the method of projects and drama (in order to give up convergence and take up divergent thinking and acting instead). Qualitative changes in the course of a Polish language lesson encouraging the development of the Polish language competence are guaranteed by the dialogue evaluation: an invitation to the development of the beneficiaries of the Polish language lesson on every stage of education as well as all actors of the educational stage i.e. ministers of education, authors of new core curricula, parents, head masters and all teachers (not only Polish language teachers). Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/11716/12964 2011-01-01T00:00:00Z