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[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
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1
Catalog
PDF - EDUKACJA KRAJOBRAZOWA DLA SZKÓŁ PODSTAWOWYCH - Broszura pedagogiczna (2021)
Konwencja Krajobrazowa Rady Europy stanowi, że jej strony zobowiązują się do promowania kursów szkolnych w zakresie wartości krajobrazu oraz kwestii związanych z jego ochroną, zarządzaniem i planowaniem, w odpowiednich obszarach tematycznych.
Ta broszura pedagogiczna Działania edukacyjne o krajobrazie dla szkół podstawowych, ma na celu wzbudzenie ciekawości i zainteresowania uczniów krajobrazem poprzez zachęcenie ich do zastanowienia się nad tym co rozumieją przez pojęcie „krajobraz” i do rozważenia go w kontekście środowiskowym, społecznym, kulturowym i ekonomicznym, zarówno w przestrzeni, jak i czasie.
Ćwiczenia mogą skłonić uczniów do wyobrażenia sobie, jaka może być ich rola jako jednostek i członków społeczeństwa w aktywnym angażowaniu się w krajobraz.
Działania te mogą być realizowane w ramach edukacji formalnej i pozaformalnej.
Ta broszura pedagogiczna Działania edukacyjne o krajobrazie dla szkół podstawowych, ma na celu wzbudzenie ciekawości i zainteresowania uczniów krajobrazem poprzez zachęcenie ich do zastanowienia się nad tym co rozumieją przez pojęcie „krajobraz” i do rozważenia go w kontekście środowiskowym, społecznym, kulturowym i ekonomicznym, zarówno w przestrzeni, jak i czasie.
Ćwiczenia mogą skłonić uczniów do wyobrażenia sobie, jaka może być ich rola jako jednostek i członków społeczeństwa w aktywnym angażowaniu się w krajobraz.
Działania te mogą być realizowane w ramach edukacji formalnej i pozaformalnej.
Przedmowa
Wprowadzenie
I. Działania związane z postrzeganiem krajobrazu
Wprowadzenie
I. Działania związane z postrzeganiem krajobrazu
Działanie 1 – Widzenie krajobrazu
Działanie 2 – Słuchanie krajobrazu
Działanie 3 – Dotykanie krajobrazu
Działanie 4 – Wąchanie krajobrazu
Działanie 5 – Smakowanie krajobrazu
Działanie 6 – Czucie krajobrazu
II. Działania związane z identyfikacją krajobrazu.
Działanie 7 – Co to jest?
Działanie 8 – Czy to jest to, czym się wydaje być?
Działanie 9 – Inne, ale podobne
Działanie 10 – Jeszcze trudniejsze
Działanie 11 – Blisko, czy daleko
III. Działania związane z analizą krajobrazu
Działanie 12 – Wegetacja roślin
Działanie 13 – Ślady zwierząt
Działanie 14 – Ślad człowieka
Działanie 15 – Co tu się dzieje?
Działanie 16 – Co powstaje najpierw?
Działanie 17 – Magia krajobrazu
IV. Działania związane z refleksją nad krajobrazem
Działanie 18 – Zaplanuj teren!
Działanie 19 – Jak myślisz, co się stanie, gdy...?
Działanie 20 – Ty decydujesz
V. Działalność sprawozdawcza dotycząca krajobrazu
Działanie 21 – Ścieżka krajobrazowa
Działanie 22 – Nasz krajobraz
Działanie 23 – Mój album krajobrazu
Działanie 24 – Taki jest mój krajobraz
Wniosek
Konwencja Krajobrazowa Rady Europy stanowi, że jej strony zobowiązują się do promowania kursów szkolnych w zakresie wartości krajobrazu oraz kwestii związanych z jego ochroną, zarządzaniem i planowaniem, w odpowiednich obszarach tematycznych.
Ta broszura pedagogiczna Działania edukacyjne o krajobrazie dla szkół podstawowych, ma na celu wzbudzenie ciekawości i zainteresowania uczniów krajobrazem poprzez zachęcenie ich do zastanowienia się nad tym co rozumieją przez pojęcie „krajobraz” i do rozważenia go w kontekście środowiskowym, społecznym, kulturowym i ekonomicznym, zarówno w przestrzeni, jak i czasie.
Ćwiczenia mogą skłonić uczniów do wyobrażenia sobie, jaka może być ich rola jako jednostek i członków społeczeństwa w aktywnym angażowaniu się w krajobraz.
Działania te mogą być realizowane w ramach edukacji formalnej i pozaformalnej.
Ta broszura pedagogiczna Działania edukacyjne o krajobrazie dla szkół podstawowych, ma na celu wzbudzenie ciekawości i zainteresowania uczniów krajobrazem poprzez zachęcenie ich do zastanowienia się nad tym co rozumieją przez pojęcie „krajobraz” i do rozważenia go w kontekście środowiskowym, społecznym, kulturowym i ekonomicznym, zarówno w przestrzeni, jak i czasie.
Ćwiczenia mogą skłonić uczniów do wyobrażenia sobie, jaka może być ich rola jako jednostek i członków społeczeństwa w aktywnym angażowaniu się w krajobraz.
Działania te mogą być realizowane w ramach edukacji formalnej i pozaformalnej.
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