COURSES FOR INTERNATIONAL STUDENTS SPRING / SUMMER SEMESTER … · 2016-11-28 · volume of Zongoraiskola (School of Piano); for advanced learners: learning musical pieces in accordance

40 Kiss János altb. St H-1126 Budapest • Phone: +36-1-487-81-11

http://www.tok.elte.hu/international

COURSES FOR INTERNATIONAL STUDENTS

SPRING / SUMMER SEMESTER

2016/2017

PRIMARY EDUCATION



SINGING AND MUSIC AND THE METHODOLOGY OF THEIR TEACHING II

Course code ECTS Lecturer Department Language of

Instruction

TN02A02 2 Dr. Katalin Kismartony DLA

[email protected] Music and Singing

Hungarian /

English

Module aims:

The course offers studies of the first steps of teaching singing, and the strenghtening and

supplement of students’ basic knowledge on singing and music.

Module subject:

Topics: The study material of the student’s books for the third class of the primary school;

easy and basic concepts of rhythm; solfège and the absolute musical system; the foundation of

playing the block flute (soprano block flute). The foundation of theoretical knowledge:

intervals; scales; analysis of children’s songs; the first steps of improvisation. The course

offers practical lessons for the elaboration of the topics.

Compulsory literature: in accordance with the teacher's instructions

Recommended literature: in accordance with the teacher's instructions

mailto:[email protected]



PIANO AND THE READING OF THE PARTITURE II


Instruction

TN02M12 2 Dr. Mónika Kecskés DLA


Hungarian /

English

Module aims:

The course offers the development of students’ competence in playing the piano on proper

level, which is one of the important parts of the musical studies and necessary to the

completion of the tasks of other school subjects.

Module subject:

Topics: for beginners: the technical bases of playing the piano; easy musical pieces of the first

volume of Zongoraiskola (School of Piano); for advanced learners: learning musical pieces in

accordance with students’ previous individual studies and with special attention to the

technical bases.






CHOIR I.


Instruction

SZABV133-1 2 Dr. Mónika Kecskés DLA


Hungarian /

English

Module aims:

The course offers studies about the masterpieces of the musical literature for choirs, and also

the musical experience of collective singing for all students who are or are not specialised in

the academic subject of Singing and music.

Module subject:

The musical pieces of the composers of different peoples, nations and historical ages.



CHOIR II.


Instruction

SZABV133-2 2 Dr. Mónika Kecskés DLA


Hungarian /

English

Module aims:

The course offers studies about the masterpieces of the musical literature for choirs, and also

the musical experience of collective singing for all students who are or are not specialised in

the academic subject of Singing and music.

Module subject:

The musical pieces of the composers of different peoples, nations and historical ages.







BALL GEOMETRY


Instruction

SZABV114 3 István Lénárt

[email protected] Mathematics English

PURPOSE OF THE COURSE:

The development of the early formation of geometrical concepts with the help of spherical or

spheroidal bodies such as fruits, balls, spherical construction tools, etc.. Remarks on

continuing the topic in higher grades.

Freehand drawing and geometric constructions on spherical surfaces. Spherical games on

3D models, and on the computer screen. Gaining practical experience in primary school.

The relevant methodology of dealing with young children.

COMPULSORY READING:

Lénárt, I.: Alternative models on the drawing ball. In: Educational Studies in

Mathematics, 24/3 pp.277-312 1993.

The Plane-Sphere Project. Mathematics Teaching, MT 187, pp. 22-26, England,

2004.

Paper Geometry Vs Orange Geometry - Comparative Geometry on the Plane and

the Sphere. Mathematical Association of Victoria. Annual Conference 2009. La

Trobe University Bundoora Australia

http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf

RECOMMENDED READING:

Lénárt, I.: Adventures on the Lénárt Sphere. Blackline masters for the middle and

high school. Key Curriculum Press, Berkeley, California (1996).


http://www.mav.vic.edu.au/files/conferences/2009/21Lenart.pdf



DEVELOPMENTAL PSYCHOLOGY


Instruction

TN06A011 2 Zsuzsa F. Lassú

[email protected] Education English

Prerequisites: Intermediate English knowledge; Introduction to Psychology

Number of lessons weekly: 2

Course description

Study the life-span approach to developmental psychology, including prenatal life

development, the major stages of childhood and adolescence. Examine fundamental theories,

perspectives and critical thoughts about historical and current arguments in the field. Course

requirements include research projects and brief class presentations.

Learning objectives

Upon successful completion of the course, students should be able to:

1. Objectively interpret evidence interpreted through typical research methods used to

understand human development.

2. Explain, evaluate, and debate the major psychological theories as they apply for human

development.

3. Investigate, apply, and analyze the formulation of change that occurs through physical,

cognitive and socioemotional factors as people evolve from conception to death.

Course content - topics

1. Research methods in Dev. Psych.

2. Life-span development – milestones in my life

3. Culture and family – the context of development

4. Prenatal development and birth - anamnesis

5. Early childhood experiences – attachment and loss

6. Social relationships in early childhood – friendship, kinship

7. Attachment in early childhood institutions – teachers and caregivers in my life

8. Transitions in life-span – family, daycare, preschool. school

9. Middle childhood – aspects of well-being in school

10. Resiliense in childhood

Methods of instruction




Discussion on the topic, short films

Cooperative learning tasks

Planning research project in group

Methods of evaluation

Oral exam result can include evaluation of group poject.

Bibliography

Neaum, Sally: Child development - for early years students and practitioners. Los Angeles :

SAGE Publications, 2013.

Bremner, J. Gavin and Wachs, Theodore D. (Eds.): Wiley-Blackwell handbook of infant

development. Oxford: Wiley-Blackwell, 2010.

Nolan, A et al. (Eds.): Research in Early Childhood. Sage Pulications.

Further readings

Gabbard, Carl P.: Lifelong motor development San Francisco : Pearson-Benjamin Cummings,

2012

Smith, Peter K. and Hart, Craig H. (Eds.): The Wiley-Blackwell handbook of childhood social

development. Malden : Wiley-Blackwell, 2011.

Dowling, Marion: Young children's personal, social and emotional development. Los

Angeles: Sage,. 2010.



LEADERSHIP AND COMMUNITY


Instruction

TBN06A14s 2 Angéla Bajzáth

[email protected] Education English

COURSE DESCRIPTION:

To encurage ongoing Professional Learning trhough continuing reflection by teacher

candidates on their teaching practice that includes drawing on educational research to improve

their practice and making the link that teacher training is directly related to student learning.

To develop Leadership and Community by encouraging teacher candidates to build trust and

be open to learning from students, parents and the community.

TEACHING AND LEARNING METHODS

Lectures; videos; group work; project work; research led learning; student group reports;

debate (informal)

COMPULSORY LITERATURE

Morrissey, Melanie S. "Professional learning communities: An ongoing exploration." (2000):

476-6861., Linda, Lambert. Building leadership capacity in schools. ASCD, 1998.

RECOMMENDED LITERATURE

Putnam, Robert. "The prosperous community: social capital and public life." The

american prospect 13. Spring), Vol. 4. Available online: http://www. prospect.

org/print/vol/13 (accessed 7 April 2003 (1993).,

Zepeda, Sally J. Staff development: Practices that promote leadership in learning

communities. Eye On Education, 1999.,

Hord, Shirley M., and William A. Sommers, eds. Leading professional learning

communities: Voices from research and practice. SAGE, 2008.,

Blase, Joseph. Handbook of instructional leadership: How successful principals promote

teaching and learning. Corwin Press, 2004.,

Patterson, Janice, and Jerry Patterson. "Sharing the lead." Educational Leadership 61.7 (2004): 74-78.,

York-Barr, Jennifer, and Karen Duke. "What do we know about teacher leadership? Findings from two

decades of scholarship." Review of educational research 74.3 (2004): 255-316.




HISTORY OF CHILDHOOD


Instruction

KBN06A02

3

Orsolya Endrődy-Nagy

[email protected]

Education English

COURSE DESCRIPTION:

Introduction to the social History of Children and Childhood studies. The aims of the course are to

understand the changes in children’s lives over time, to try qualitative and quantitaive methodologies.

LEARNING OBJECTIVES:

Upon successful completion of the course, students should be able to:

1. Demonstrate an introductory understanding of historical views of children, childrearing

practices, family and childhood studies.

2. Analyse photos, paintings and movies about children.

3. Understand the changing views about children over time and space.

4. Demonstrate an introductory knowledge of research of methods.

5. Understand the effects of the globalisation and media on today’s children.

6. Develop English oral and written skills.

7. Develop discussion skills.

COURSE CONTENT – TOPICS:

11. Research methodologies, Qualitative, Quantitative, Mixed methods

12. Paintings and photos as sources of interpreting childhood

13. History of the Family

14. Pedagogical Antrophology

15. History of Children literature, Literature on Children, Parental Guidebooks

16. The emergence of modern childhood in Europe, the Age of Innocence

17. Different narratives of 18th, 19th and 20th century chilhood

18. Modern and postmodern theories about childhood, the Death of childhood

19. History of the Children’s Room

20. Children and the Media

METHODS OF INSTRUCTION:

Lectures

Discussion on the topic

Bringing requested materials such as photos, paintings about Children, toys

Analysing photos, paintings, toys, games, animations, movies




Cooperative learning tasks

Reports and papers

Class excercises

METHODS OF EVALUATION:

Test - final examination

All students are required to write an (about 12.000 c.) essay/report choosing from the following

topics:

Introduction of a selected literature, from the list given

Children in a selected era (etc. Renaissance, 18th Century, Modernity)

Analysis of a selected photo or painting

BIBLIOGRAPHY:

Buckingham, David (2000): After the death of childhood. Growing up in the age of electronic media.

Polity Press

Cunningham, Hugh (2005): Children and Childhood in Western Society since 1500, Pearson and

Longman, Harlow

Heywood, Colin (2001): A History of Childhood. London, Polity Press

Montgomery, Heather (2009): An Introduction to Childhood. Wiley-Blackwell

Smith, K. – Moriarty, S. – Barbatsis, G. – Kenney, K. (eds., 2005): Handbook of Visual

Communication, Theory, Methods and Media, Lawrence Erlbaum Associates, Publishers, Mahwah,

New Jersey, London.

FURTHER READINGS:

Aries, Philippe (1962): Centuries of Childhood: A Social History of Family Life. New York: Knopf

Harper, Douglas (2012): Visual sociology, Routledge, London, New York.

James, Allison and Prout, Alan (1990, eds. ): Constructing and Reconstructing Childhood:

Contemporary Issues in the Sociological Study of Childhood, London: Falmer Press

Kehily, Mary Jane (2004, ed.): An Introduction to Childhood Studies. Open University Press

Penn, Helen (2005): Understanding early childhood. Issues and controversies. Open University

Press

Rose, Gillian (2012): Visual methodologies, An Introduction to Research with Visual Materials,

Sage, London, California, New delhi, Singapore

Shahar, Shulamith (1992) Childhood in the Middle Ages. Trans. By Chaya Galai. London: Routledge,

1992

Tudge, Jonathan (2008): The everday life of young children. Cambridge University Press



EINFÜHRUNG IN DIE PHILOSOPHIE


Instruction

KABN08A01s 3 Dr. Miklós Lehmann

[email protected] Social Sciences

Hungarian /

German

Das Ziel der Studieneinheit

Der Kursus bietet eine Einführung in die hervorragenden Abschnitte der Geschichte der

menschlichen Gesinnung. Bei den Vorlesungen und den Seminaren wird über die zentralen

Probleme der Philosophie diskutiert und einen besonderen Akzent auf die Aspekten gelegt,

die sich auch in den Gesellschaften der Gegenwart widerspiegeln. Die Diskussionen fördern

eine kritische Attitüde und pluralistische Anschauung zu bilden. Die Vorlesungen bieten eine

Übersicht über die Geschichte der Philosophie; daran anknüpfend werden die wichtigsten

philosophischen Texte und Probleme bei den Seminaren bearbeitet. Aktive Teilnahme bei den

Diskussionen wird erwartet. Der Kursus bietet Anhaltspünkte auch zu der Orientierung über

die Fragen der Werte und der Weltanschauung in dem dritten Jahrtausend, das Hauptziel ist

aber die Förderung das selbständige Denken und Stellungnahme.

Kursinhalt

Der Kursus folgt der Gesichte der Philosophie. Nach den ersten östlichen philosophischen

Richtungen wird meistens auf die westlichen Philosophie konzentriert; die antiken

griechischen Philosophen, die mittelalterlichen christlichen Philosophen, danach die

wichtigsten neutzeitlichen Richtungen (Empirismus und Rationalismus) und die modernen

Denkungsarten werden überschaut. Eine besonderen Akzent wird auf die wichtigsten Denker

der 19. und 20. Jahrhunderte, wie Nietzsche, Heidegger, Wittgenstein und Sartre gelegt.

Schliesslich werden die zeitgenössischen Richtungen auch kurz erörtert.

Methoden des Lernens/Unterrichts: Seminar

Pflichtliteratur

Störig, H. J. (1992): Kleine Weltgeschichte der Philosophie. Frankfurt: Fischer

Empfohlene Literatur

Anzenbacher, Arno (2007): Einführung in die Philosophie. Freiburg: Herder

Anzenbacher, Arno (2001): Einführung in die Ethik. Düsseldorf: Patmos

Jaspers, Karl (2000): Kleine Schule des philosophischen Denkens. München: Piper

Russell, Bertrand (1992): Philosophie des Abendlandes. Wien: Europa




SOCIOLOGY OF FAMILIES

Course Code ECTS Lecturer Department Language of

Instruction

CBN08A08 5 Mr. András Déri

[email protected] Social Sciences English

This course starts only with minimum 8 students. If the number of participants doesn’t

reach this number, the course will be deleted.

Module aims:

AIM: To give a basic insight into the most important theories of and contemporary debates on

the definition, role, types and functions of family, to provide a comparative overview of

family-related policies in Europe and to understand the main problems and theories of gender

and LGBTQ studies and the role of these in pedagogy.

Module subject:

CURRICULUM: Debates on the concept of “family”. Industrialization, post-industrialization

and families. Social capital, social inequalities and families. Family policies. Family practices.

Gender sociology.

Teaching and learning methods:

in accordance with the teacher's instructions

Compulsory literature:

Beck, Ulrich & Beck-Gernsheim, Elisabeth (2002): Individualization: Institutionalized

Individualism and its Social and Political Consequences, Sage, London. Chapters 5 and 6.

Bourdieu, Pierre (1998): The Family Spirit. In: Practical Reason: On the Theory of Action

– appendix to the 3rd chapter. Stanford University Press.

Giddens, Anthony (2009): Sociology, 6th edition (the chapters on gender and family),

Polity Press




Berger, Peter & Kellner, Hansfried (1964): Marriage and the construction of reality – An

Exercise in the Microsociology of Knowledge. Diogenes, June 1964 12: 1-24

Morgan, David (2011): Rethinking family practices. Palgrave Macmillan, New York

Recommended literature:

Bem, Sandra Lipsitz (1993): The Lenses of Gender: Transforming the Debate on Sexual

Inequality Yale University Press, New Haven.

Dermott, Esther & Seymour, Julie (eds, 2011): Displaying Families – A New Concept for

the Sociology of Family Life. Palgrave Macmillan, New York.

Edwards, Rosalind; Gillies, Val (2012): Farewell to family? Notes on an argument for

retaining the concept. Families, Relationships and Societies, Volume 1 Number 1, March

2012 , pp. 63-69(7)

Jagose, Annamarie (1996): Queer Theory – An Introduction. New York University Press

Hadas, Miklós (2003): The Sociologist and the Paradigm-Alchemy – On Pierre Bourdieu's

Masculine Domination. Review of Sociology, Volume 9, Number 2/December 2003



AMONG OTHERS – INTERCULTURAL LEARNING IN THE PRACTICE


Instruction

SZABV242 2 Mr. András Déri

[email protected] Social Sciences English

Module aims:

AIM: To apply non-formal methods as a way to develop intercultural competence in higher

education. The program’s important part is to address the effects of multicultural processes on

young people’s vision of the future. Our aim is a better understanding of challenges and

potentials of national and international mobility.

Objectives of the project:

To introduce non-formal education and international cooperation into higher

education,

To develop intercultural competence of future youth workers, pedagogues and

students of other human sciences to improve the of their work,

To encourage the use of Erasmus+ Youth Programme in working with young people

Module subject:

CURRICULUM:

Topics of the theoretical classes:

Understanding the key concepts

Recognizing cultural phenomena

Developing international projects

The characteristics of intercultural work

Topics of the practical classes

Sketching individual projects

Stereotypes in everyday life, good practices of combating those

Communicational practices

Cultural, international experiences

Managing different intercultural situations

Involving foreign volunteers

Teaching and learning methods:




Through non-formal methods of training, role playing and drama pedagogy students achieve

the following skills and competences:

Effective communication in an intercultural group

Combating prejudices and stereotypes

Mapping and management of misunderstandings and conflicts

Understanding the Erasmus+ programme


Coyote Magazin

a. Issue 11 (May 2006): http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-

june-2006

b. Issue 14 (March, 2009): http://pjp-eu.coe.int/en/web/youth-partnership/issue-

14-march-2009

c. Issue 15 (May 2010): http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-

may-2010

Tom Croft, Veronique Crolla, Benoît Mida-Briot: T-Kit on Social Inclusion. Council of

Europe and European Commission, Strasbourg, 2003, http://pjp-

eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-

96f11df03dcd

Erasmus+ handbooks

Rui Gomes (ed.): Compass – Manual for human rights education with young people,

2012 edition. Council of Europe, Strasbourg, 2012.

http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf


SALTO-YOUTH: Understanding You(th) – Exploring identity and its role in international

youth work. London, 2010, https://www.salto-youth.net/rc/cultural-

diversity/publications/understandingyouth/

Silvio Martinelli, Mark Taylor: Intercultural Learning T-Kit. Council of Europe and

European Commission, Strasbourg, 2000, http://pjp-

eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

Peter Merry (ed.): Under Construction Citizenship, Youth and Europe T-Kit on European

Citizenship.

Jonathan Evans, Wei Shen (ed.): Youth Employment And The Future of Work. Council of

Europe and European Commission, Strasbourg, 2010. http://pjp-

eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-

42c8-bd29-e382c3b29c16

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-11-june-2006

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-14-march-2009

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/en/web/youth-partnership/issue-15-may-2010

http://pjp-eu.coe.int/documents/1017981/1667925/tkit8.pdf/e7eb677d-aac9-4a24-8e4e-96f11df03dcd



http://www.coe.int/t/dg4/eycb/Source/Compass_2012_FINAL.pdf

https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

https://www.salto-youth.net/rc/cultural-diversity/publications/understandingyouth/

http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

http://pjp-eu.coe.int/documents/1017981/1667917/tkit4.pdf/1e4f2f12-6448-4950-b0fd-5f4c94da38e2

http://pjp-eu.coe.int/documents/1017981/1668233/YK10_Youth_employment.pdf/6640c44d-e46c-42c8-bd29-e382c3b29c16





SUSTAINABILITY EDUCATION


Instruction

TBN10KV01e 3 Dr. Gábor Áron Vitályos

[email protected] Natural Sciences English

Module aims:

Training of students who are able to form the basis and develope the culture of sustainability

and the sustainable way of life of nursery and primary school children in indoor and outdoor

scenes as well, recognize and critically analyse environmental problems; explore and

efficiently apply problem solving techniques.

Module subject:

Possibilities for guided tours and excursions in natural environments from the viewpoint of

education for sustainability (scenes: Sas Hill, Pálvölgyi Cave, Budapest Zoo, Hungarian

Natural History Museum). Gathering the local environmental problems of a given region of

the student’s own country. Outlining and presenting the possible solutions for the problems.

Possibilities for methodological implementations of the student’s experiences gained by these

activities in the course of working in nursery or primary schools.


Kosáros, A, Katona, I., Lakatos, Gy. (2007) Sustainability Pedagogy in Practice. An

example from health education. Journal of Teacher Education for Sustainability, vol. 7, 2007,

pp. 79-87


http://www.freeweb.hu/eduscience/0801Megyerine.pdf


http://www.freeweb.hu/eduscience/0801Megyerine.pdf



SPORT GAMES II


instruction

TN11M08 2 Péter Vári

[email protected] Physical Education

Hungarian /

English

Module aims:

During the course students have to learn the motion content of basketball and volleyball in

order to play the games properly. Students have to be able to teach the mentioned motion

content on a basic level up to the end of the sixth class of elementary school.

Module subject:

Topics: the passing, propelling and scoring forms of basketball and volleyball; the basic

exercises of defence and attack; exercises for practising the rules and instruction; watching

and professional analysis of first class matches.

Requirements:

The demonstration of the motion content of the relevant sports.




ATHLETICS I


instruction

TN11M11 2 Péter Vári


Hungarian /

English

Module aims:

The course offers the theoretical and practical motion content of Athletics for the first six

classes of elemntary school.

Module subject:

Topics: different types of running and start; the schools of running; long jump; the technique

and teaching methodology of small ball throwing.

Requirements:

The presentation of the learnt technical elements, and the accomplishment of the necessary

level.

VOLLEYBALL TRAINING


instruction

SZABV208 2

Péter Vári


Hungarian /

English





PHYSICAL EDUCATION AND THE METHODOLOGY OF ITS TEACHING II


instruction

TN11A02 2

Katalin Wappler

[email protected]

Physical Education English

Module aims:

The course prepares students for teaching the study material of the curricula for Physical

Education.

Module subject:

The graphical writing and methodology of the exercises with sports equipments of the hands.

Free exercises; exercises with sport equipments of the hands; exercises with bench.

Gymnastics: balance stand on the ground; balancing on the nape of the neck; rolling turning-

over forward and backward; headstand in squat; upswing to handstand with support. Jump on

vaulting boxes: crouch position and vertical flying. Rope-climbing. Ball exercises: getting and

passing the ball; throwing byone or two hands. Complex games with moving.

Requirements: Microteaching of a planned game.




ICT IN PEDAGOGY


Instruction

KBN03A011 3 Kinga Temesi-Ferenci

[email protected]

Information

Communication

Technology in Education

English

PURPOSE OF THE OBJECTIVE:

The primary goal of the subject to prepare students for ICT application in various fields of

educational work.

Giving students the basic competencies that will enable them to apply digital learning

materials

Ask students to enable the effective use of digital learning materials

Describe the development of this learning materials and the main steps of accreditation,

specific aspects

Contribute to the development of teaching methodology culture, more colorful of

possible applications of digital teaching materials and by presenting circumstances.

LEARNING MATERIAL:

Teaching environment of the information society, ICT use legal background, the teacher's role

in the information society, digital imaging and image editing pedagogical work, the basics of

typography, effective presentation preparation, the use of interactive whiteboards, creating an

interactive tasks.

Learning Theories of the Information Society

The tutorials evolution of digital learning materials

Types of digital learning materials, grouping options

The use of digital learning materials didactic and methodological aspects

Qualification criteria and systems of digital learning materials

Steps in the development of digital educational material aspects

The supply of digital learning materials (online and offline) learning, testing, insertion

of lessons sketch

REQUIREMENTS:

Get acquainted students with technical, educational and legal background to be used for

pedagogical work in the field of major ICT applications should be able to solve simpler work-

related tasks in the pedagogical application of ICT.

The students have to know and understand:

o The criteria of digital learning materials and pedagogical applicability

o The types of digital learning materials and their characteristics




o The principles of classification of digital learning materials

The students should be able to:

o Design a particular learning materials suited to the circumstances of the use of

to teach digital learning materials

o A given appropriate pedagogical task to choose a digital learning materials

ATTITUDE:

The students should have a positive attitude about the tools of ICT in problem solving.

REQUIRED READINGS:

Foto világ online oktatósorozat. http://www.fotovilag.hu/alapfok/10, utolsó letöltés:

2014. május 15.

Fotózás - alapismeretek - Digitális kép.

http://canadahun.com/temak/fot%C3%B3z%C3%A1s.6803/,

utolsó letöltés: 2014. május 15.

KULCSÁR ZSOLT: XYZ generáció és a 4 tanuláselmélet,

http://www.crescendo.hu/2008/11/2/az-integrativ-e-learning-fele-v2, utolsó letöltés:

2014. május 15.

PRENSKY, MARC: Digital Natives, Digital Immigrants. Part 1–2., 2001/10. In On the

Horizon, NCB University Press, Vol. 9, No. 5

SMART NotebookTM 11 Windows® operációs rendszerhez. Kezelési útmutató.

http://www.msziskola.hu/smart/smart_notebook_11_help.pdf, utolsó letöltés: 2014.

május 15.

RECOMMENDED READING:

CCD és CMOS érzékelők. http://oktel.hu/szolgaltatas/kamerarendszer/kamerak/ccd-es-

cmos-erzekelok/,


Fotóelmélet: Érzékelők 1. http://pixinfo.com/cikkek/fotoelmelet_erzekelok_1,


GYURGYÁK JÁNOS: Szerzők és szerkesztők kézikönyve. Budapest, 2005, Osiris Kiadó.

NÁDORI GERGELY – PIEVARA TIBOR: Kis-nagy IKT könyv. E-book.

http://tanarblog.hu/attachments/1979_kisnagyiktkonyv.pdf, utolsó letöltés: 2014.

május 15.

Táblatanító magazin. http://www.muszakikiado.hu/tablatanito,

http://www.fotovilag.hu/alapfok/10

http://canadahun.com/temak/fot%C3%B3z%C3%A1s.6803/

http://www.crescendo.hu/2008/11/2/az-integrativ-e-learning-fele-v2

http://www.msziskola.hu/smart/smart_notebook_11_help.pdf

http://oktel.hu/szolgaltatas/kamerarendszer/kamerak/ccd-es-cmos-erzekelok/



http://pixinfo.com/cikkek/fotoelmelet_erzekelok_1

http://tanarblog.hu/attachments/1979_kisnagyiktkonyv.pdf

http://www.muszakikiado.hu/tablatanito



THE PRACTICE OF CREATION

FINE ART & THE CULTURE OF OBJECTS


Instruction

TBN12A03

4 Dr. Mária Kardos

[email protected] Visual Education

Hungarian /

English TBN12A04

Both parts should be completed to get 4 ECTS.

Fine Art

Module aims:

The practical tasks of the course offer experience in and knowledge of the practice of a

chosen genre of fine art (painting, sculpture, graphics, photography and photo montage).

Module subject:

Materials, techniques and tools. Experiments with linguistic tools used in the relevant genre.

Imitation and transposition exercises based on optional works of art. Composition variations

on optional personal experience or topics.



The culture of objects

Module aims:

The practical tasks of the course offer experience in and knowledge of the practice of a

chosen genre of applied art (ceramics, textile, metal work, batik and work with paper).

Module subject:

The use of different materials, techniques and tools by the formation of traditional object

functions and forms. The planning and decoration of practical objects. The planning and

creation of symbolic and decorative objects and toys. The creation of objects for feasts and

customs. The course can be completed by the evaluation of the realized topics.






DESCRIPTIVE GRAMMAR II


Instruction

TN01M02 2 Gabriella Szuchy

[email protected]

Foreign Language and

Literature English

Language requirements: B2/C1 level of English

Level of training: BA / undergraduate

Module aims:

Providing students with overall, systematic practice and knowledge in English grammar and

syntax.

Module subject:

The Verb, Classification, Catergories, Mood, Voice, Tenses, Sequence of Tenses, Reporting


- Budai László (1981): English Grammar - Theory and Practice. Tankönyvkiadó, Budapest;

- Budai László (1977): Angol nyelvtani gyakorlatok. Tankönyvkiadó, Budapest;

- Vince, Michael (1996): First Certificate Language Practice. Macmillan, London;

- Budai László, Kováts Dániel (1975): Programozott angol nyelvtani gyakorlatok 1-2.

Országos Tanszergyártó és Értékesítő Vállalat, Budapest, Beaumont,

- Digby - Granger, Colin (1992): English Grammar. Heinemann

Other important information

Only for students studying to become English language teachers for young learners. Closed

number, prior to admission departmental contact is required!




DESCRIPTIVE GRAMMAR IV


Instruction

TN01M04 2 Erika Görgényiné Epres

[email protected]


Literature English



Module aims:

Poviding students with overall, systematic practice and knowledge in English grammar and

syntax.

Module subject:

Auxiliaries, Modal Auxiliaries, The Adjective


- Budai László (1981): English Grammar - Theory and Practice. Tankönyvkiadó, Budapest;

- Budai László (1977): Angol nyelvtani gyakorlatok. Tankönyvkiadó, Budapest;

- Vince, Michael (1996): First Certificate Language Practice. Macmillan, London;

- Budai László, Kováts Dániel (1975): Programozott angol nyelvtani gyakorlatok 1-2.

Országos Tanszergyártó és Értékesítő Vállalat, Budapest, Beaumont,

- Digby - Granger, Colin (1992): English Grammar. Heinemann







LANGUAGE SKILLS DEVELOPMENT II


Instruction

TN01M08s 2 Gabriella Szuchy

[email protected]


Literature English

Language requirements: B2 level of English


Module aims:

Developing language skills

Module subject:

Listening, reading, writing speaking practice with everyday topics.


- Haines, S. Stewart, B: First Certificate Masterclass. Oxford University Press; Vince, M

(2003): First Certificate Language Practice - English Grammar and Vocabulary. McMillan;

Murphy, R. : English Grammar in Use - Self-study Reference and Practice Book for Upper-

intermediate Students. Cambridge University Press;

- Rixon, Shelagh (1990): Listening Upper-intermediate. Oxford University Press, Evans,

Virginia: Successful Writing, Upper-intermediate. Express Publishing







CHILDREN’S LITERATURE I


Instruction

TN01M14 2 Éva Trentinné Benkő

[email protected]


Literature English



Module aims:

Students study about the typical works (rhymes, songs, children poems and games), types and

characteristics of the children literature of the English-speaking world, and the use of these

works in the classroom.

Module subject:

Overview of genres and topics; traditional and modern works; the role of rhyme, rhythm,

music, motion, dance, humour and play in the holistic development of children in the lower

classes of elementary school; the support of creative language usage: from the plays on words

to poem writing.

Compulsory literature

- Czverencz Jánosné (1995): Angol gyermekirodalmi szöveggyűjtemény Budapesti

Tanítóképző Főiskola, Budapest;

- Papp Andrea - Vincze Emőke (2001): Surfing on Children’s Literature. ELTE BTK, TÓFK,

Budapest;

- Kovács Judit-Trentinné Benkő Éva (2003): A Task-based Reader on Methodology and

Children’s Literature for Student of Primary Teacher Training. ELTE TÓFK, Budapest


Closed number, prior to admission departmental contact is required!




CHILDREN’S LITERATURE III


Instruction

TN01M16 2 Marie Teresa Reyes

[email protected]


Literature English



Module aims:

The course offers wide-range information about the English books for the young, helps

students in the creative use of the books, and support students’ linguistic improvement.

Module subject:

The definition and classification of the literary work for the young and its function in the

overall development of linguistic skills and personality. The brief history and the outstanding

representatives of youth literature The methodological elaboration of the novels for the

young: the aspects of selection, adaption for classroom use, the techniques of story-writing,

narration and dramatization.


- Czverencz Jánosné (1995): Angol gyermekirodalmi szöveggyűjtemény Budapesti

Tanítóképző Főiskola, Budapest;

- Papp Andrea - Vincze Emőke (2001): Surfing on Children’s Literature. ELTE BTK, TÓFK,

Budapest;

- Kovács Judit-Trentinné Benkő Éva (2003): A Task-based Reader on Methodology and

Children’s Literature for Student of Primary Teacher Training. ELTE TÓFK, Budapest






LANGUAGE PRACTICE WITH ENGLISH LITERATURE II


Instruction

TN01M18 2 Erika Görgényiné Epres

[email protected]


Literature English



Module aims:

Developing the skills of understanding and using English language through procesing and

analising literary texts from English literature

Module subject:

The main periods of the history of English literature, genres, selections of literary texts


- G. Epres Erika (szerk.) (2004): Angol irodalmi szöveggyűjtemény. ELTE-TÓFK, Budapest;

- Burgess, Anthony (1974): English Literature. Longman, England;

- Mansfield, Katherine (2000): The Garden Party (hangfelvétel). Penguin, England






CIVILISATION OF THE ENGLISH SPEAKING COUNTRIES


Instruction

TN01M19 2 Marie Teresa Reyes

[email protected]


Literature English

Module aims:

The course enriches students’ knowledge about the culture of the English-speaking countries

and develop their linguistic skills and vocabulary. The course also contributes to the increase

of students’ general educational level and to the formation of their attitude towards accepting

different cultures. The course offers wide-range information about the English-speaking

countries, mainly about the United Kingdom and the United States of America.

Module subject:

London and Budapest. National festivals in the English-speaking countries and in Hungary.

Specific elements of the history and geography of the English-speaking countries. The

comparison of school systems. Sport and game. The political institutional system of the

relevant coutries. Press and media. Family and its role. The arts. The outstanding figures of

culture and science.


- O’Driscoll, James (1995): Britain The Country and its People An Introduction for Learners

of English. OUP, Oxford;

- Video: Window on Britain I-II. OUP, Oxford;

- Mc Dowall, David (1993): Britain in close-up. Longman, London;

- Nation, Michael (1991): A Dictionary of Modern Britain. Penguin English, London;

- Room, A (1990): An A to Z of British Life. OUP, Oxford;

- Laidlaw, C (1999): Intercultural Learning. Nemzeti Tankönyvkiadó, Budapest






GENERAL LANGUAGE DEVELOPMENT FOR TEACHERS ON

ELEMENTARY, PRE-INTERMEDIATE, INTERMEDIATE AND

ADVANCED LEVELS


Instruction

KBN01KV01

4 Gabriella Szuchy

[email protected]


Literature English

KBN01KV02

Language requirements: A2/B1-2/C1 level of English


Module aims:

Developing listening, reading, writing and speaking skills through topics conected to school

and working with children.

Module subject:

Specified at the beginning of course


Limited number of students. Prior to admission departmental contact is required!




KINDERLITERATUR I. FÜR WERDENE GRUNDSCHULPäDAGOGEN

KINDERLITERATUR III.


Instruction

TN07N10

TN07M13

2

Teréz Radvai

[email protected]

Dorothee Lehr-Balló

[email protected]


Literature German

TN07M15 2 Dorothee Lehr-Balló

[email protected]


Literature German

Das Ziel der Studieneinheit:

Das Seminar soll den Studenten einen Einblick in die deutschsprachige Kinderliteratur

gewähren. Im Laufe ihres Kinderliteraturstudiums sollen sie ein produktives Verhältnis zu

dem geschriebenen Text entwickeln und die Fähigkeit erwerben, die vom Text gebotenen

kreativen Arbeitsmöglichkeiten zu erkennen und sie in ihrer Unterrichtstätigkeit zu

verwenden. Reime, Sprüche und Märchen werden samt Methoden zwecks ihrer Vermittlung

vorgestellt und angeeignet.

Kursinhalt:

• Einführung in die Geschichte der deutschsprachigen Kinderliteratur;

• Fingerspiele, die Rolle der Hand;

• Präsentation und Vermittlung von Sprüchen und Reimen für die Seminarteilnehmer;

• Szenisches Lesen von Gedichten, Lyrikwerkstatt;

• Sprache und Bewegung;

• Präsentation bekannter Bilderbücher;

• Rolle und Verwendung der Bilderbücher;

• Produktive Verfahren im Umgang mit Märchen.

Methoden des Lernens/Unterrichts: Wenden Sie sich bitte an den Dozenten (E-Mail)






SYSTEMATISCHE UND BESCHREIBENDE GRAMMATIK DER

DEUTSCHEN SPRACHE II. FÜR WERDENE

GRUNDSCHULPäDAGOGEN


Instruction

TN07N03

TN07M03

2

Réka Miskei

[email protected]

Gizella Baloghné Nagy

[email protected]


Literature German

Das Ziel der Studieneinheit:

Das Ziel des Studiums ist die Vertiefung der grammatischen Kenntnisse der Studenten durch

einen systematischen Überblick der Schwerpunkte der deutschen Grammatik. Es wird

erwartet, dass die Studierenden im Laufe der Studien die schon früher erworbenen und neu

erlernten grammatischen Kenntnisse nicht nur anwenden, sondern den Schülern in der

Grundschule auch beibringen können und sich den dazu nötigen Fachwortschatz aneignen.

Kursinhalt:

Neben der Automatisierung der einzelnen strengen Regeln werden auch solche Texte gelesen,

die schwerpunktmäßig auf die grammatischen Phänomene zielen, aber gleichzeitig auch

unterhaltsame Lektüren sind. Die folgenden Bereiche der deutschen Grammatik werden

behandelt:

• Rektion der Verben

• Verben mit dass-Sätzen oder Infinitivkonstruktionen

• Fragen/ Interrogative Strukturen

• Formen und Gebrauch der Modalverben

• Das Passiv

• Ausdruck der Vermutung und der subjektiven Aussage






SPRACH- UND STILÜBUNGEN

KONVERSATION II. FÜR WERDENE GRUNDSCHULPäDAGOGEN


Instruction

TN07N08 2 Dorothee Lehr-Balló

[email protected]


Literature German

TN07M08 2 Dorothee Lehr-Balló

[email protected]


Literature German


Die Erweiterung der sprachlichen und grammatischen Deutschkenntnisse der Studenten; die

Entwicklung einer sprachlichen Kompetenz, im Besitz deren sie fähig werden, sowohl

stilistisch als auch grammatisch niveauvoll zu kommunizieren.

Kursinhalt

Die folgenden aktuellen Themenkreise werden im Laufe des Seminars mithilfe von Lese- und

Hörverständnisübungen, bzw. durch kommunikative Sprechübungen verarbeitet:

• Situationen: jemanden überreden; Ratschläge geben, sich verabreden

• gesunde Ernährung

• Stadtleben - Landleben

• Freizeit und Fitness; die Fitnesswelle

• Berufe beschreiben, Ausbildung und Beruf

• Tägliches Leben, Gewohnheiten






NATIONALITäTENKUNDE – VOLKSKUNDE I. FÜR WERDENE



Instruction

TN07N14 2 Dr. Éva Márkus

[email protected]


Literature German


Die Studenten lernen die Geschichte der Deutschen in Ungarn kennen.

Kursinhalt

Die Hauptthemenkreise sind: das Deutschtum im Karpatenbecken vor der ungarischen

Landnahme und während Stephan I., deutsche Siedler im frühen Mittelalter in der Zips und in

Siebenbürgen, das Deutschtum im dreigeteilten Land und im Kampf für die ungarische

Unabhängigkeit, die Ansiedlung der Deutschen in Ungarn, der Einfluss des ungarischen

Nationalismus auf das deutsche Bürgertum am Anfang des 19. Jh., das ungarländische

Deutschtum zur Zeit des Reformzeitalters, in der Revolution und im Freiheitskampf von 1848

sowie im Kampf gegen die Willkürherrschaft, der Ausgleich, die neue Nationalitätenpolitik,

die Nationalitätenbewegung zur Zeit des Dualismus, der erste Weltkrieg, Jakob Bleyer, die

neue Nationalitätenpolitik, das Deutschtum zwischen den zwei Weltkriegen, das Deutschtum

im zweiten Weltkrieg, der Volksbund, die Treuebewegung, die Aussiedlung, das Deutschtum

nach der Aussiedlung sowie ihre Geschichte bis 1989, die Lage des Ungarndeutschtums von

1990 bis in unsere Tage.





NATIONALITäTENLITERATUR – KINDERLITERATUR II. FÜR WERDENE



Instruction

TN07N17 2 Dr. Éva Márkus

[email protected]


Literature German


Die Studenten lernen die wichtigsten Autoren und Werke der ungarndeutschen

Nationalitätenliteratur kennen.

Kursinhalt

Im Laufe des Seminars werden folgende Themen bzw. Autoren behandelt: Ungarndeutsche

Identität – ungarndeutsches Schicksal (J. Michaelis, E. Rittinger), Ungarndeutsche Geschichte

(M. Kalász, J. Mikonya), Ungarndeutsche Volksbräuche – das Schweineschlachten (J. Kanter,

das Volksschauspiel), Ungarndeutsche Volksbräuche – die Ostern (F. Sziebert), Die

schwäbische Muttersprache (C. Klotz, J. Mikonya, F. Zeltner), Ungarndeutsche Volksbräuche

– Federschleißen (N. Márnai-Mann, die Dialektdichtug), Aus der Folklore der

Ungarndeutschen, Ein Autor aus dem 19. Jh. (N. Lenau), Der zweitgrößte Dichter der

Schwaben nach Nikolaus Lenau: Adam Müller Guttenbrunn.





UNTERRICHTEN VOR DER SEMINARGRUPPE IN DER GRUNDSCHULE


Instruction

TN00N05 3 Teréz Radvai

[email protected]


Literature German

TN00A05 3 Gizella Baloghné Nagy

[email protected]


Literature German


Die Studenten sollen sich nach ihrem fundierten Fachdidaktik-Studium in der Schulpraxis im

Unterrichten der deutschsprachigen Fächer ausprobieren. Durch das Erleben der Stunden der

anderen Seminarteilnehmer bekommen sie neue Anregungen und werden auf eigene

Schwächen und Stärken aufmerksam.

Kursinhalt

Die Studenten nehmen zuerst an der Präsentationsstunde der leitenden Grundschullehrerin

teil. Danach stellt die Lehrerin im Kreise der Studenten ihre Klasse und den Förderungsbedarf

der einzelnen Schüler vor und die Lernziele und der Lehrstoff der kommenden Stunde werden

mitgeteilt. Es findet eine Ideenbörse zum Thema statt. Jedes Mal unterrichtet je ein

Kursteilnehmer, anschließend wird seine Stunde nach Gesichtspunkten analysiert und die

folgende Stunde vorbereitet. Die Studenten sollen zu jeder Stundeneinheit einen eigenen

Unterrichtsentwurf anfertigen.






LITERATUR DER DEUTSCHSPRACHIGEN LäNDER I. FÜR WERDENE



Instruction

TN07N12 2 Gizella Baloghné Nagy

[email protected]


Literature German


Das Ziel der Studieneinheit ist das Lesen und Kennen Lernen der deutschen Literatur und

dadurch der deutschsprachigen Kultur, die mit der Literatur in Beziehung steht

(Kunstgeschichte, Architektur, Musik, Theaterkultur). Die Studenten sollen sich literarische

Fachbegriffe und Interpretationsverfahren aneignen und sie bei der Analyse anwenden

können.

Kursinhalt

Im Laufe des Seminars werden die folgenden literarischen Epochen der deutschen Literatur

an Beispiel von Textauszügen und Gedichten behandelt:

• althochdeutsche Literatur

• Hildebrandslied

• Merseburger Zaubersprüche

• Geschichte des Minnesangs (von dem Falkenlied bis zum Walther von der Vogelweide)

• Das Nibelungenlied

• Literatur des Spätmittelalters

• Literatur des Barock

• Die Aufklärung (Lessing: Nathan der Weise)

• Sturm und Drang (Die Leiden des jungen Werthers)





METHODIK SPORT / GRUNDSCHULE


Instruction

TN07N19 2 Teréz Radvai

[email protected]


Literature German


Die Studenten werden in die deutschsprachige Sporttheorie eingeführt und eignen sich dabei

die speziellen Fachbegriffe bzw. Instruktionen für Sport an. Sie lernen Möglichkeiten der

einsprachigen Bedeutungsvermittlung kennen.

Kursinhalt

Im Rahmen des Seminars werden folgende Themen behandelt in Form von Referaten:

• Einführung in die Sporttheorie

• Mittel der einsprachigen Bedeutungsvermittlung;

• Förderung der Körperwahrnehmung bei Kleinkindern;

• Spielerisches Aufwärmen;

• Spielerische Möglichkeiten der Bewegungsförderung;

• Vorbereitende Übungen zum Weitsprung;

• Rolle vorwärts;

• Spielerische Wurfschulung;

• Stationen zum Abenteuerturnen.





METHODIK DES UNTERRICHTES DaF II.


Instruction

TN07M10 1 Teréz Radvai

[email protected]


Literature German

Das Ziel der Studieneinheit / Kursinhalt

Die Studierenden haben die Möglichkeit die im Laufe des Fremdsprachenunterrichtes

angewandten wichtigsten Methoden, die Terminologie des Faches, die Kriterien der

praktischen Anwendung der Methoden und die Faktoren der Entwicklung von Fertigkeiten

kennen zu lernen. Es wird mit dem Aufbau der Stunde und dem Einsatz der einzelnen

Schritten des Sprachunterrichtes ausführlich beschäftigt. Die theoretischen Kenntnisse werden

mit in der Praxis des alltäglichen Unterrichtes vorkommenden Beispielen illustriert.


METHODIK DES UNTERRICHTES DaF IV.


Instruction

TN07M12 1 Teréz Radvai

[email protected]


Literature German

Das Ziel der Studieneinheit / Kursinhalt

Begleitseminar zum Schulpraktikum; die Studierenden haben die Möglichkeit die im Laufe

des Fremdsprachenunterrichtes angewandten wichtigsten Methoden, die Terminologie des

Faches, die Kriterien der praktischen Anwendung der Methoden und die Faktoren der

Entwicklung von Fertigkeiten kennen zu lernen. Es wird mit dem Aufbau der Stunde und dem

Einsatz der einzelnen Schritten des Sprachunterrichtes ausführlich beschäftigt. Die

theoretischen Kenntnisse werden mit in der Praxis des alltäglichen Unterrichtes

vorkommenden Beispielen illustriert.






WAS MEINEN SIE?


Instruction

SZABV164 3 Réka Miskei

[email protected]


Literature German


Der Kurs bietet eine zusätzliche Übungsmöglichkeit, damit die Studierenden die in anderen

Sprachkursen erworbenen Kenntnisse vertiefen können. Der Akzent liegt auf der Förderung

der kommunikativen Kompetenz, die jede Woche auch mit Wortschatzerweiterung

einhergeht. Kursinhalt

In der Stunde setzen sich die Teilnehmer mit aktuellen Zeitungsartikeln auseinander, dadurch

können sie Themen kennenlernen, die Deutschland und die anderen deutschsprachigen Länder

zurzeit bewegen.

Literatur: ausgewählte Zeitungsartikel aus den folgenden (auch online zugänglichen)

Zeitungen und Zeitschriften: Spiegel, Frankfurter Allgemeine Zeitung, Die Welt, Geo usw.


aktive und regelmäßige Teilnahme am Seminar

ein Referat zu einem aktuellen Thema anhand von Zeitungsartikeln

zwei Klausuren


Documents

COURSES FOR INTERNATIONAL STUDENTS SPRING / SUMMER SEMESTER … · 2016-11-28 · volume of Zongoraiskola (School of Piano); for advanced learners: learning musical pieces in accordance