{"id":38913,"date":"2014-05-17T16:31:14","date_gmt":"2014-05-17T13:31:14","guid":{"rendered":"https:\/\/new.azbuki.bg\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/"},"modified":"2019-07-02T16:19:00","modified_gmt":"2019-07-02T13:19:00","slug":"pedagogy-volume-86-number-5-2014","status":"publish","type":"post","link":"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/","title":{"rendered":"Pedagogy, Number 5\/2014, Volume 86"},"content":{"rendered":"

 <\/a>CONTENTS \/ \u0421\u042a\u0414\u042a\u0420\u0416\u0410\u041d\u0418\u0415<\/strong><\/p>\n

HISTORY OF PEDAGOGY \/ \u0418\u0421\u0422\u041e\u0420\u0418\u042f \u041d\u0410 \u041f\u0415\u0414\u0410\u0413\u041e\u0413\u0418\u041a\u0410\u0422\u0410<\/strong><\/p>\n

\u0412\u044a\u0437\u0433\u043b\u0435\u0434\u0438\u0442\u0435  \u043d\u0430  \u0416\u0430\u043d-\u0416\u0430\u043a  \u0420\u0443\u0441\u043e  \u0438  \u041b\u044e\u0431\u0435\u043d  \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432  \u0437\u0430  \u0432\u044a\u0437\u043f\u0438\u0442\u0430\u043d\u0438\u0435\u0442\u043e
(\u041f\u043e\u0441\u0432\u0435\u0449\u0430\u0432\u0430 \u0441\u0435 \u043d\u0430 180-\u0430\u0442\u0430 \u0433\u043e\u0434\u0438\u0448\u043d\u0438\u043d\u0430 \u043e\u0442 \u0440\u043e\u0436\u0434\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u041b\u044e\u0431\u0435\u043d \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432 (1834 \u2013 1879)) \/
[The Views of Jean-Jacques Rousseau and Lyuben Karavelov on \u0415ducation] \/<\/a>
\u0412\u0438\u043e\u043b\u0435\u0442\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430, Violeta Atanasova<\/em> \u2013 \u0441\u0442\u0440. 647<\/p>\n

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 <\/p>\n

FRENCH AS A FOREIGN LANGUAGE: SUCCESSFUL PRACTICES \/ <\/strong>
\u0424\u0420\u0415\u041d\u0421\u041a\u0418 \u041a\u0410\u0422\u041e \u0427\u0423\u0416\u0414 \u0415\u0417\u0418\u041a: \u0423\u0421\u041f\u0415\u0428\u041d\u0418 \u041f\u0420\u0410\u041a\u0422\u0418\u041a\u0418<\/strong><\/p>\n

Motiver pour transformer la r\u00e9alit\u00e9 \u00e9ducative \/ [Motivate to Transform the Educational Reality] \/ <\/a>
Rennie Yotova<\/em> \u2013 \u0441\u0442\u0440. 665<\/p>\n

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 <\/p>\n

La recherche-action : d\u00e9finition, principes, int\u00e9r\u00eat pour une am\u00e9lioration des pratiques professionnelles  \/ 
[Research-Action:  Definition,  Principles, Interest for an Improvement of the Professional Practices] \/<\/a>
Bruno Maurer<\/em> \u2013 \u0441\u0442\u0440. 671<\/p>\n

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 <\/p>\n

Strat\u00e9gies  motivationnelles  en  classe  de  fran\u00e7ais  langue  \u00e9trang\u00e8re  \/
[Motivational  strategies  in  Teaching  french  as  a  foreign  Language]  \/  <\/a>
Mihaela Bunduc<\/em> \u2013 \u0441\u0442\u0440.  680<\/p>\n

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 <\/p>\n

Enseignement\/apprentissage du FLE et d\u00e9veloppement de la comp\u00e9tence plurilingue \/
[Teaching \/ Learning FFL and Development of the Plurilingual Competence] \/ <\/a>
Krastanka Bozhinova<\/em> \u2013 \u0441\u0442\u0440. 690<\/p>\n

 <\/p>\n

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 <\/p>\n

Le projet  p\u00e9dagogique,  source  de  motivation  dans  l\u2019enseignement  et l\u2019apprentissage du FLE \/
[The \u0415ducational Project, Means of Motivation in Teaching and Learning FFL] \/ <\/a>
Maria-Elena Gorban<\/em> \u2013 \u0441\u0442\u0440. 697<\/p>\n

 <\/p>\n

 Log in to read the full text<\/a>[\/emember_protected]<\/p>\n

 <\/p>\n

Le r\u00f4le de la motivation sur l\u2019enseignement\/apprentissage du FLE \/ [The Role of Motivation in Teaching\/Learning FFL] \/ <\/a>
Arpine Mkrtchyan<\/em> \u2013 \u0441\u0442\u0440. 708<\/p>\n

 <\/p>\n

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 <\/p>\n

La p\u00e9dagogie du projet et la motivation des \u00e9l\u00e8ves pour l\u2019apprentissage du fran\u00e7ais \/
[Project Pedagogy and Pupils\u2019 Motivation in Learning French] \/ <\/a>
Larisa Apreutesei<\/em> \u2013 \u0441\u0442\u0440. 713<\/p>\n

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 <\/p>\n

Exploitation de fiches en classes de FLE \/ [Operating Records in FFL Classes] \/ <\/a>
Silvana Vishkurti<\/em> \u2013 \u0441\u0442\u0440. 717<\/p>\n

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 <\/p>\n

La co-animation dans l\u2019enseignement du FLE \/ [Co-animation in the Teaching of FFL] \/ <\/a>
Maja Milevska-Kulevska<\/em> \u2013 \u0441\u0442\u0440. 730<\/p>\n

 <\/p>\n

 Log in to read the full text<\/a>[\/emember_protected]<\/p>\n

RESEARCH INSIGHTS \/ \u0418\u0417\u0421\u041b\u0415\u0414\u041e\u0412\u0410\u0422\u0415\u041b\u0421\u041a\u0418 \u041f\u0420\u041e\u041d\u0418\u041a\u041d\u041e\u0412\u0415\u041d\u0418\u042f<\/strong><\/p>\n

\u041f\u0440\u043e\u044f\u0432\u043b\u0435\u043d\u0438\u044f  \u043d\u0430  \u043c\u0430\u0441\u0438\u0442\u0435  \u043f\u0440\u0435\u0437  \u0425\u0425\u0406  \u0432\u0435\u043a  \u0432  \u201e\u043c\u0430\u0441\u043e\u0432\u043e\u0442\u043e\u201c  \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435 – \u0442\u0435\u043e\u0440\u0435\u0442\u0438\u0447\u0435\u043d \u043a\u043e\u043d\u0446\u0435\u043f\u0442 \u0438 \u0435\u043c\u043f\u0438\u0440\u0438\u0447\u0435\u043d \u043d\u0430\u0433\u043b\u0435\u0434 \/
[Activities of the Masses at Mass Education in \u0425\u0425\u0406 Century \u2013 Theoretical Concept and Empirical Vision] \/<\/a>
\u042f\u043d\u0430 \u0420\u0430\u0448\u0435\u0432\u0430-\u041c\u0435\u0440\u0434\u0436\u0430\u043d\u043e\u0432\u0430, Yana Racheva-Merdjanova<\/em> \u2013 \u0441\u0442\u0440. 736<\/p>\n

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\u0421\u044a\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u0438 \u0442\u0435\u043d\u0434\u0435\u043d\u0446\u0438\u0438 \u0432 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435\u0442\u043e \u0438 \u0444\u0443\u043d\u043a\u0446\u0438\u0438\u0442\u0435 \u043d\u0430 \u043b\u044e\u0431\u0438\u043c\u0430\u0442\u0430 \u0438\u0433\u0440\u0430\u0447\u043a\u0430 \/
[Contempory  Tendencies  in  the  development  and  the  function  of  the favourite Toy] \/ <\/a>
\u0418\u0432\u0430\u043d \u041c\u0438\u043b\u0435\u043d\u0441\u043a\u0438, Ivan Milenski<\/em> \u2013 \u0441\u0442\u0440. 764<\/p>\n

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 <\/strong><\/p>\n

DOCTORAL RESEARCH \/ \u0414\u041e\u041a\u0422\u041e\u0420\u0410\u041d\u0422\u0421\u041a\u0418 \u0418\u0417\u0421\u041b\u0415\u0414\u0412\u0410\u041d\u0418\u042f<\/strong><\/p>\n

\u041e\u043f\u0435\u0440\u0430\u0442\u0438\u0432\u043d\u0430 \u043f\u0440\u043e\u0433\u0440\u0430\u043c\u0430 \u201e\u0420\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u043d\u0430 \u0447\u043e\u0432\u0435\u0448\u043a\u0438\u0442\u0435 \u0440\u0435\u0441\u0443\u0440\u0441\u0438 2007 \u2013 2013\u201c \u2013 \u0438\u043d\u0441\u0442\u0440\u0443\u043c\u0435\u043d\u0442 \u0437\u0430 \u0440\u0435\u0430\u043b\u0438\u0437\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u043f\u043e\u043b\u0438\u0442\u0438\u043a\u0438 \u0437\u0430 \u043f\u0440\u043e\u0434\u044a\u043b\u0436\u0430\u0432\u0430\u0449\u0430 \u043f\u0440\u043e\u0444\u0435\u0441\u0438\u043e\u043d\u0430\u043b\u043d\u0430 \u043a\u0432\u0430\u043b\u0438\u0444\u0438\u043a\u0430\u0446\u0438\u044f \u043d\u0430 \u043f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438\u0442\u0435 \u0441\u043f\u0435\u0446\u0438\u0430\u043b\u0438\u0441\u0442\u0438 \/
[Human Resources development Program 2007 \u2013 2013 \u2013 Instrument for Implementation of Policies for  Continuing  Professional  Qualifications  of  Pedagogical  Specialists]  \/ <\/a>
\u0410\u043d\u0435\u043b\u0438\u044f \u0410\u043d\u0434\u0440\u0435\u0435\u0432\u0430, Aneliya Andreeva<\/em> \u2013 \u0441\u0442\u0440. 779<\/p>\n

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READ IN THE LATEST ISSUES OF AZ BUKI JOURNALS \/<\/strong>
\u0412 \u041d\u041e\u0412\u0418\u0422\u0415 \u0411\u0420\u041e\u0415\u0412\u0415 \u041d\u0410 \u0421\u041f\u0418\u0421\u0410\u041d\u0418\u042f\u0422\u0410 \u041d\u0410 \u201e\u0410\u0437 \u0411\u0443\u041a\u0418\u201c \u0427\u0415\u0422\u0415\u0422\u0415<\/strong> \u2013 \u0441\u0442\u0440. 795<\/p>\n

GUIDE FOR AUTHORS \/ \u0423\u041a\u0410\u0417\u0410\u041d\u0418\u042f \u0417\u0410 \u0410\u0412\u0422\u041e\u0420\u0418\u0422\u0415<\/strong> \u2013 \u0441\u0442\u0440. 797<\/p>\n

 <\/p>\n

\n

 <\/a>\u0412\u042a\u0417\u0413\u041b\u0415\u0414\u0418\u0422\u0415 \u041d\u0410 \u0416\u0410\u041d-\u0416\u0410\u041a \u0420\u0423\u0421\u041e \u0418 \u041b\u042e\u0411\u0415\u041d \u041a\u0410\u0420\u0410\u0412\u0415\u041b\u043e\u0412 \u0417\u0410 \u0412\u042a\u0417\u041f\u0418\u0422\u0410\u041d\u0418\u0415\u0422\u041e<\/strong>
(\u041f\u043e\u0441\u0432\u0435\u0449\u0430\u0432\u0430 \u0441\u0435 \u043d\u0430 180-\u0430\u0442\u0430 \u0433\u043e\u0434\u0438\u0448\u043d\u0438\u043d\u0430 \u043e\u0442 \u0440\u043e\u0436\u0434\u0435\u043d\u0438\u0435\u0442\u043e  \u043d\u0430 \u041b\u044e\u0431\u0435\u043d \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432 (1834 \u2013 1879)<\/strong><\/p>\n

Prof. Dr. Violeta Atanasova<\/strong>
Episkop Konstantin Preslavski Shumen University<\/em><\/p>\n

Abstract<\/strong>. \u0418\u0437\u0441\u043b\u0435\u0434\u0432\u0430\u043d\u0435\u0442\u043e \u043f\u0440\u043e\u0441\u043b\u0435\u0434\u044f\u0432\u0430 \u0432\u044a\u0437\u0433\u043b\u0435\u0434\u0438\u0442\u0435 \u043d\u0430 \u0416\u0430\u043d-\u0416\u0430\u043a \u0420\u0443\u0441\u043e \u0438 \u041b\u044e\u0431\u0435\u043d \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432 \u0437\u0430 \u0432\u044a\u0437\u043f\u0438\u0442\u0430\u043d\u0438\u0435\u0442\u043e \u2013 \u0446\u0435\u043b\u0442\u0430, \u0441\u044a\u0449\u043d\u043e\u0441\u0442\u0442\u0430, \u0441\u044a\u0434\u044a\u0440\u0436\u0430\u043d\u0438\u0435\u0442\u043e \u0438 \u043c\u0435\u0442\u043e\u0434\u0438\u0442\u0435 \u043d\u0430 \u0432\u044a\u0437\u043f\u0438\u0442\u0430\u0442\u0435\u043b\u043d\u0438\u044f \u043f\u0440\u043e\u0446\u0435\u0441. \u0410\u0432\u0442\u043e\u0440\u044a\u0442 \u0442\u044a\u0440\u0441\u0438 \u043e\u0442\u0440\u0430\u0436\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u0442\u0435\u043e\u0440\u0438\u044f\u0442\u0430 \u043d\u0430 \u0416\u0430\u043d-\u0416\u0430\u043a \u0420\u0443\u0441\u043e \u0432\u044a\u0440\u0445\u0443 \u0438\u0434\u0435\u0438\u0442\u0435 \u043d\u0430 \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432. \u0420\u0430\u0437\u043a\u0440\u0438\u0442\u0438 \u0441\u0430 \u043f\u0440\u0438\u043b\u0438\u043a\u0438\u0442\u0435 \u0438 \u0440\u0430\u0437\u043b\u0438\u043a\u0438\u0442\u0435 \u0432 \u0442\u0435\u0445\u043d\u0438\u0442\u0435 \u0432\u044a\u0437\u0433\u043b\u0435\u0434\u0438.<\/p>\n

Keywords<\/em>: Jean-Jacques Rousseau, Lyuben Karavelov, freedom, education, educational methods<\/p>\n

THE VIEWS of JEAN-JACQUES ROUSSEAU AND LYUBEN KARAVELOV ON EDUCATION<\/strong><\/p>\n

Abstract<\/strong>. The research traces the conceptions of  Jean-Jacques Rousseau and  Lyuben  Karavelov  on  education  \u2013  the  aim,  the  essence,  the  contents of educational process and methods.The author looks for the reflections of Jean-Jacques Rousseau`s theory on Karavelov`s ideas. The similarities and differences of their ideas are revealed.<\/p>\n

Dr. Violeta Atanasova, Assoc. Prof.<\/strong>
Konstantin Preslavsky University of Shumen<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

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 <\/a>MOTIVER POUR TRANSFORMER LA REALITE EDUCATIVE<\/strong>
MOTIVATE TO TRANSFORM THE EDUCATIONAL REALITY<\/strong><\/p>\n

Rennie Yotova<\/strong>
Centre r\u00e9gional francophone pour l\u2019Europe centrale et orientale (CREFECO)<\/em>
Organisation internationale de la Francophonie (OIF)<\/em><\/p>\n

Abstract<\/strong>. This introductory article presents the goals of the seminar on \u00abmotivation in learning and teaching FFL\u00bb which took place from October 23 to 25, 2013 in Sofia. The new approach of the research-action and projects developed after the seminar show the importance of motivation to competence and the development of the feeling of personal efficiency.<\/p>\n

Keywords<\/em>: motivation, competence, synergy, transformation, reflexivity<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

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 <\/a>LA RECHERCHE-ACTION : DEFINITION, PRINCIPES, INTERET POUR UNE AMELIORATION DES PRATIQUES PROFESSIONNELLES<\/strong><\/p>\n

RESEARCH-ACTION: DEFINITION, PRINCIPLES, INTEREST FOR AN IMPROVEMENT OF THE PROFESSIONAL PRACTICES<\/strong><\/p>\n

Bruno Maurer<\/strong>
Universit\u00e9 Paul-Val\u00e9ry, Montpellier III<\/em><\/p>\n

Abstract<\/strong>. Leads to follow for a successful action search : the paper exposes some defining elements of an Action search in comparison to a more traditional research  method  on  one  side  and  leading  a  project  on  the  other.  It  shows  the involvements as well as the expected results followed by the steps of an action search by focusing on the evaluation phases both at the beginning and the end of the project. The participants are welcome to use this paper to incorporate their professional experience into an Action Search.<\/p>\n

Keywords<\/em>: action search, French didactic, continuing education<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

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 <\/a>STRATEGIES MOTIVATIONNELLES EN CLASSE DE FRAN\u00c7AIS LANGUE ETRANG\u00c8RE<\/strong><\/p>\n

Mihaela Bunduc<\/strong>
Coll\u00e8ge National \u00ab Mihai Eminescu \u00bb, Iasi<\/em><\/p>\n

R\u00e9sum\u00e9<\/strong>. Nous nous posons souvent des questions concernant les motifs qui poussent les gens \u00e0 agir de la mani\u00e8re dont ils le font. Dans l\u2019article suivant, nous nous proposons en particulier de d\u00e9couvrir les aspects qui pourraient nous aider \u00e0 d\u00e9couvrir ce qui nous motive en classe de langue en particulier. Il parait que la motivation de l\u2019\u00e9l\u00e8ve en classe de langue passe par l\u2019auto-motivation de l\u2019enseignant. Mais les strat\u00e9gies \u00e0 mettre en \u0153uvre par ce dernier en classe de F.L.E. et les modalit\u00e9s pr\u00e9cises \u00e0 en faire usage de mani\u00e8re \u00e0 ce que les \u00e9l\u00e8ves soient motiv\u00e9s intrins\u00e8quement \u00e0 apprendre le fran\u00e7ais, ce sont des aspects qui repr\u00e9sentent un dilemme auquel nous continuons \u00e0 chercher des r\u00e9ponses.<\/p>\n

Keywords<\/em>:  strategies, motive, motivation, need, integrative orientation, instrumental orientation, learning\/internship, success<\/p>\n

MOTIVATIONAL STRATEGIES IN CLASS FENCH FREIGN LANGUGE<\/strong><\/p>\n

Abstract<\/strong>. We often wonder about the motives that make people act in a certain way. In the following article we try to reveal those aspects that could motivate us during a language study. A student’s motivation seems to reflect that of his teacher. But the strategies and the way they are applied by the latter in order to keep a student intrinsically motivated during the learning process are still an unsolved dilemma.<\/p>\n

Mihaela Bunduc, Professeur documentaliste<\/strong>
Coll\u00e8ge National \u00ab Mihai Eminescu \u00bb
Iasi, Roumanie<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

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 <\/a>ENSEIGNEMENT\/APPRENTISSAGE DU FLE ET DEVELOPPEMENT DE LA COMPETENCE PLURILINGUE<\/strong><\/p>\n

TEACHING \/ LEARNING FFL AND DEVELOPMENT OF THE PLURILINGUAL COMPETENCE<\/strong><\/p>\n

Krastanka Bozhinova<\/strong>
Universit\u00e9 am\u00e9ricaine en Bulgarie<\/em><\/p>\n

Abstract<\/strong>. Continuity and cohesion in language teaching and learning are fundamental for plurilingual education today. Therefore, this paper examines the characteristics of the integrated didactic approach developed in recent decades. Based on empirical data collected in a multilingual university context, we argue that learning French as a foreign language could benefit from the facilitative role of other known languages as compensatory plurilingual and learning strategies. However, we need to take into account the complex interaction of factors, such as proximity and status of the languages in contact, representations, metalinguistic awareness, and normative pressure.<\/p>\n

Keywords<\/em>: plurilingual competence, French as a foreign language, plurilingual approach, language activation<\/p>\n

Krastanka Bozhinova<\/strong>
Amercian University in Bulgaria<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

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 <\/a>LE PROJET PEDAGOGIQUE, SOURCE DE MOTIVATION DANS L\u2019ENSEIGNEMENT ET L\u2019APPRENTISSAGE DU FLE<\/strong><\/p>\n

THE EDUCATIONAL PROJECT, MEANS OF MOTIVATION IN TEACHING AND LEARNING FFL<\/strong><\/p>\n

Maria-Elena Gorban<\/strong>
Colegiul Economic Administrativ, Ia\u0219i, Roumanie<\/em><\/p>\n

Abstract<\/strong>. The project approach seems to be an adequate method for a better motivation of  the  learners  in  studying  French.  Our survey with the former participants in two European mobility projects may reveal the importance of such activities in order to improve the learners\u2019 skills. Offering a learning situation where the complex mixture of knowledge, social and emotional skills gives purpose, in spite of many difficulties. The most motivating learning activities are those which imply authentic roles, competition and fun.<\/p>\n

Keywords<\/em>:  autonomy,  communicative competence, motivation,  performance, project, mobility european projet, task<\/p>\n

Prof. Maria-Elena Gorban<\/strong>
Colegiul Economic Administrativ
Ia\u0219i, Roumanie<\/p>\n

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 <\/a>LE ROLE DE LA MOTIVATION SUR L\u2019ENSEIGNEMENT\/APPRENTISSAGE Du FLE<\/strong><\/p>\n

Arpine Mkrtchyan<\/strong>
Universit\u00e9 Linguistique d\u2019Etat V. Brussov d\u2019Er\u00e9van<\/em><\/p>\n

R\u00e9sum\u00e9<\/strong>. Dans le monde entier l\u2019enseignement de la langue fran\u00e7aise, l\u2019\u00e9cart technologique  qui  s\u00e9pare  \u00ab  l\u2019espace  extra-\u00e9ducatif\u00bb  des  apprenants  et  leur  espace d\u2019apprentissage, se r\u00e9v\u00e8le de plus en plus probl\u00e9matique. Les avis d\u2019experts rejoignent le sens commun : tout apprenant, sans consid\u00e9ration pour son \u00e2ge, sa cat\u00e9gorie sociale ou ses comp\u00e9tences techniques, est attir\u00e9 et, a priori motiv\u00e9 par les nouvelles technologies. Le simple fait de promouvoir les nouvelles technologies dans l\u2019enseignement s\u2019ancre, en soi, dans une dynamique positive. Tout est \u00e0 port\u00e9e d\u2019index sur la m\u00eame interface, du temps gagn\u00e9 pour les activit\u00e9s p\u00e9dago-giques et une dynamique de classe acc\u00e9l\u00e9r\u00e9e. Il est \u00e0 noter qu\u2019en termes p\u00e9dagogiques, cette perspective technique promet l\u2019acc\u00e8s \u00e0 une quantit\u00e9 infinie de documents d\u00e9clencheurs authentiques et \u00e0 une quantit\u00e9 croissante d\u2019activit\u00e9s FLE de mieux en mieux r\u00e9pertori\u00e9es. <\/p>\n

Keywords<\/em>: motivation, teaching\/learning, new technologies, IWB<\/p>\n

THE ROLE OF MOTIVATION IN TEACHING\/LEARNING FFL<\/strong><\/p>\n

Abstract<\/strong>. All over the world, the teaching of French language, the technological gap between the \u201cextra-educational space\u201d of learners and their learning space, become more and more problematic. Experts\u2019 opinions meet common sense: every learner, without any consideration for his\/her age, his\/her social class or technical skills, is attracted to and, a priori motivated by new technologies.The simple act of promoting new technologies in education anchors itself, in itself, in a positive dynamic. Everything  is  within  forefinger\u2019s  reach  on  the  same  interface,  time  gained  for pedagogical activities and an accelerated classroom dynamics. It should be noted that in educational terms, this technical perspective promises  access to an infinite quantity of authentic triggers documents and to an increasing quantity of FFL activities getting better listed.<\/p>\n

Dr. Arpine Mkrtchyan<\/strong>
Universit\u00e9 Linguistique d\u2019Etat V. Brussov d\u2019Er\u00e9van<\/p>\n

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 <\/a>LA PEDAGOGIE DU PROJET ET LA MOTIVATION DES EL\u00c8VES POUR L\u2019APPRENTISSAGE DU FRAN\u00c7AIS<\/strong><\/p>\n

PROJECT PEDAGOGY AND PUPILS\u2019 MOTIVATION IN LEARNING FRENCH<\/strong><\/p>\n

Larisa Apreutesei<\/strong>
French Alliance in Moldova<\/em>
Public Institution Theoretical Lyceum \u201cSpiru Haret\u201d<\/em><\/p>\n

Abstract<\/strong>. While learning foreign languages the work which is based on the project is an interesting alternative. In this context the process of learning French is achieved throughout well-established activities which have as a goal the realization of a project through collaboration. According to Michel Huber, a project pedagogy expert, the project pedagogy consists of a learning process which engages and involves individuals or groups of pupils in different situations of interaction. Project based-pedagogy, realized by Michel Huber, can be divided in three types of projects: commercial products, media products and group-centered products. The  second  type,  media  products,  seems  to  be  more  feasible  due  to  modern technologies, which are used as a way of attracting and motivating pupils in the learning process. The teacher\u2019s role in the development of the project is guiding the students in the research process. This is the way that allows the pupil to get progressively the necessary knowledge and abilities in possessing a foreign language. An important thing of the project pedagogy is helping each pupil to find his or her area where he could implement his knowledge of the French language. Motivation arouses pupils\u2019 interest, helps the students keep their enthusiasm and inspires them. In order to motivate pupils the teacher has the task to select the material of the teaching- learning process considering the intellectual and psychological level of the pupils and the age peculiarities.<\/p>\n

Keywords<\/em>:  project based-pedagogy, foreign language, motivation, French language<\/p>\n

Larisa Apreutesei<\/strong>
Teacher of French as a foreign language
French Alliance in Moldova
Public Institution Theoretical Lyceum \u201cSpiru Haret\u201d
Chisinau, Republic of Moldova<\/p>\n

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 <\/a>ENPLOITATION DE FICHES EN CLASSES DE FLE<\/strong><\/p>\n

Silvana Vishkurti<\/strong>
Universit\u00e9 Polytechnique de Tirana<\/em><\/p>\n

R\u00e9sum\u00e9<\/strong>. Le pr\u00e9sent rapport traite des probl\u00e8mes li\u00e9s \u00e0 l\u2019exploitation des fiches en classe de fran\u00e7ais langue \u00e9trang\u00e8re (FLE). Il comporte deux volets. Dans un premier temps, nous d\u00e9finissons les contours dans lesquels s\u2019effectue l\u2019exp\u00e9rience de l\u2019utili-sation des fiches p\u00e9dagogiques. Une enqu\u00eate r\u00e9alis\u00e9e avec les \u00e9tudiants d\u2019une classe de FLE, en deuxi\u00e8me ann\u00e9e de licence \u00e0 l\u2019Universit\u00e9 de Tirana, permet d\u2019analyser la probl\u00e9matique que rencontrent ces \u00e9tudiants dans l\u2019acquisition de la langue. Dans un deuxi\u00e8me temps, \u00e0 partir de l\u2019exp\u00e9rimentation des fiches, c\u2019est l\u2019am\u00e9-lioration de l\u2019enseignement \/ apprentissage du FLE qui est vis\u00e9e de m\u00eame qu\u2019une r\u00e9troaction r\u00e9flexive de part des \u00e9tudiants sur cette fa\u00e7on d\u2019apprendre la langue.<\/p>\n

Keywords<\/em>:  French as a Foreign Language (FFL), Teaching  FFL,  language  teaching \/ learning, action-oriented approach, autonomous learning<\/p>\n

OPERATING RECORDS IN FFL CLASSES<\/strong><\/p>\n

Abstract<\/strong>. This report deals with problems related to the use of worksheets in a French as a foreign language (FFL) class. It consists of two components. Firstly, we define the contours (framework) where the experience of using worksheets is developed. A survey carried out with students of a FLE class in the second year of Bachelor studies at the University of Tirana, helps us to analyze the problems faced by these students in the language acquisition process. Secondly, starting from experimenting with these worksheets, it is aimed at improving FFL teaching \/ learning and obtaining from the students a reflexive feedback on this way of language learning.<\/p>\n

Silvana Vishkurti<\/strong>
Enseignante de FLE
Universit\u00e9 Polytechnique de Tirana<\/p>\n

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 <\/a>LA CO-ANIMATION DANS L\u2019ENSEIGNEMENT DU FLE<\/strong><\/p>\n

Maja Milevska-Kulevska<\/strong>
Universit\u00e9 priv\u00e9e BAS \u2013 Bitola, Mac\u00e9doine<\/em>
 
R\u00e9sum\u00e9<\/strong>. Cette recherche met l\u2019accent sur la co-animation dans l\u2019enseignement du fran\u00e7ais langue \u00e9trang\u00e8re. Elle a \u00e9t\u00e9 conduite en Slov\u00e9nie en d\u00e9cembre 2012 dans le cadre de la recherche port\u00e9e sur l\u2019application du Cadre Europ\u00e9en Commun de  R\u00e9f\u00e9rence  pour  les  langues  dans  l\u2019enseignement  du  fran\u00e7ais  aux  lyc\u00e9es slov\u00e8nes. Les objectifs de cette recherche doivent montrer l\u2019influence positive du travail en commun entre les enseignants locuteurs natifs et les enseignants FLE soit sur la motivation des apprenants et leur apprentissage de la langue fran\u00e7aise au lyc\u00e9e soit sur la motivation des enseignants dans l\u2019enseignement du FLE. En m\u00eame temps cela va accro\u00eetre la dimension critique du travail des deux enseignants et porter \u00e0 un \u00e9change d\u2019exp\u00e9riences \u00e9ducatives entre eux. La m\u00e9thode utilis\u00e9e sera la m\u00e9thode des \u00e9tudes de cas et des observations des cours du FLE aux lyc\u00e9es en Slov\u00e9nie.La  recherche  est  compos\u00e9e  de  trois  partis:  introduction,  \u00e9tudes  de  cas  et conclusion.<\/p>\n

Keywords<\/em>: co-animation, teacher, motivation<\/p>\n

CO-ANIMATION IN THE TEACHING OF FFL<\/strong><\/p>\n

Abstract<\/strong>. This research focuses on co-animation in French as a Foreign Language  teaching.  It  has  been  conducted  in  Slovenia  in  December,  2012 within  the  context  of  the  research  focused  on  the  implementation  of  the Common European Framework of Reference for languages in the teaching of French in Slovenian schools. The purposes of this research should show the positive influence of joint work between teachers who are native speakers and FFL teachers, either on learners\u2019 motivation and their learning of French language in high school or on teachers\u2019 motivation in FFL teaching. At the same time, it will increase the critical dimension of the work of both teachers and will lead to an exchange of educational experiences between them. The method used will be the method of case studies and observations of FFL courses in Slovenian high schools. The  research  is  made  up  of  three  parts:  introduction,  case  studies  and conclusion.<\/p>\n

Maja Milevska-Kulevska<\/strong>
Universit\u00e9 priv\u00e9e BAS
Bitola, Mac\u00e9doine<\/p>\n

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\n

 <\/a>\u041f\u0420\u041e\u042f\u0412\u041b\u0415\u041d\u0418\u042f \u041d\u0410 \u041c\u0410\u0421\u0418\u0422\u0415 \u041f\u0420\u0415\u0417 \u0425\u0425\u0406 \u0412\u0415\u041a  \u201e\u041c\u0410\u0421\u041e\u0412\u041e\u0422\u041e\u201c \u041e\u0411\u0420\u0410\u0417\u041e\u0412\u0410\u041d\u0418\u0415 \u2013 \u0422\u0415\u041e\u0420\u0415\u0422\u0418\u0427\u0415\u041d \u041a\u041e\u041d\u0426\u0415\u041f\u0422 \u0418 \u0415\u041c\u041f\u0418\u0420\u0418\u0427\u0415\u041d \u041d\u0410\u0413\u041b\u0415\u0414<\/strong><\/p>\n

Yana Rasheva-Merdjanova<\/strong>
Sofia University<\/em><\/p>\n

Abstract<\/strong>. \u0418\u0437\u0441\u043b\u0435\u0434\u0432\u0430\u043d\u0435\u0442\u043e \u0441\u0435 \u0438\u043d\u0442\u0435\u0440\u0435\u0441\u0443\u0432\u0430 \u043e\u0442 \u0442\u0440\u0430\u043d\u0441\u0444\u043e\u0440\u043c\u0430\u0446\u0438\u0438\u0442\u0435 \u043d\u0430 \u043d\u0435\u0444\u043e\u0440\u043c\u0430\u043b\u043d\u0438\u0442\u0435 \u0438 \u043c\u0430\u0441\u043e\u0432\u0438\u0442\u0435 \u0434\u0432\u0438\u0436\u0435\u043d\u0438\u044f (\u0441\u044a\u0431\u0438\u0442\u0438\u044f) \u043a\u0430\u0442\u043e \u0441\u043e\u0446\u0438\u0430\u043b\u043d\u043e-\u043f\u0441\u0438\u0445\u043e\u043b\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u0438 \u0441\u043e\u0446\u0438\u043e\u043a\u0443\u043b\u0442\u0443\u0440\u0435\u043d \u043c\u0435\u0445\u0430\u043d\u0438\u0437\u044a\u043c \u043d\u0430 \u0438\u043d\u0442\u0435\u0433\u0440\u0430\u0446\u0438\u044f \u043f\u0440\u0435\u0437 \u0425\u0425\u0406 \u0432\u0435\u043a. \u041d\u0430 \u0435\u043c\u043f\u0438\u0440\u0438\u0447\u043d\u043e \u0440\u0430\u0432\u043d\u0438\u0449\u0435 \u0441\u0435 \u0442\u044a\u0440\u0441\u044f\u0442 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u0442\u0435\u043b\u043d\u0438\u0442\u0435 \u0438 \u0441\u043e\u0446\u0438\u0430\u043b\u043d\u043e-\u043f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u043f\u0440\u043e\u0435\u043a\u0446\u0438\u0438 \u043d\u0430 \u044f\u0432\u043b\u0435\u043d\u0438\u044f\u0442\u0430 \u0447\u0440\u0435\u0437 \u043f\u0440\u043e\u0443\u0447\u0432\u0430\u043d\u0435 \u043d\u0430 \u0443\u0447\u0430\u0441\u0442\u0438\u0435\u0442\u043e \u043d\u0430 \u043c\u043b\u0430\u0434\u0438\u0442\u0435 \u0445\u043e\u0440\u0430 \u0432 \u043c\u0430\u0441\u043e\u0432\u0438 \u043f\u0440\u043e\u044f\u0432\u0438. \u0426\u0435\u043b\u0442\u0430 \u0435 \u0434\u0430 \u0441\u0435 \u043f\u0440\u043e\u0433\u043d\u043e\u0437\u0438\u0440\u0430\u0442 \u0442\u0435\u043d\u0434\u0435\u043d\u0446\u0438\u0438, \u0434\u0430 \u0441\u0435 \u043f\u0440\u0435\u0434\u0432\u0438\u0434\u044f\u0442 \u0440\u0438\u0441\u043a\u043e\u0432\u0435 \u0438 \u0434\u0430 \u0441\u0435 \u043e\u0431\u0441\u044a\u0434\u044f\u0442 \u0430\u0434\u0435\u043a\u0432\u0430\u0442\u043d\u0438 \u043e\u0442\u043d\u043e\u0448\u0435\u043d\u0438\u044f \u0438 \u043c\u043e\u0434\u0435\u043b\u0438 \u043f\u043e\u0432\u0435\u0434\u0435\u043d\u0438\u0435 \u043d\u0430 \u0443\u0447\u0430\u0441\u0442\u043d\u0438\u0446\u0438, \u0441\u043f\u0435\u0446\u0438\u0430\u043b\u0438\u0441\u0442\u0438 \u0438 \u0437\u0430\u0438\u043d\u0442\u0435\u0440\u0435\u0441\u043e\u0432\u0430\u043d\u0438.<\/p>\n

Keywords<\/em>: masses, crowds, socio-psychological transformations, youths, socio-cultural integration, education<\/p>\n

ACTIVITIES OF THE MASSES AT MASS EDUCATION IN \u0425\u0425\u0406 CENTURY \u2013 THEORETICAL CONCEPT AND EMPIRICAL VISION<\/strong><\/p>\n

\u0410bstract<\/strong>. The research is interested in the transformations of informal and mass movements (events) as a socio-psychological and socio-cultural mechanism
of integration in \u0425\u0425\u0406 century. At the empirical level, the educational and sociopedagogical projections of phenomena are sought after by studying young people\u2019s participation in mass events. The aim is to forecast trends, to predict any risks and to discuss appropriate attitudes and behavioral models of participants, experts and any other interested parties.<\/p>\n

Prof. Yana Racheva-Merdjanova, DSc<\/strong>
Faculty of Pedagogy
Sofia University   <\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

\n

 <\/a>\u0421\u042a\u0412\u0420\u0415\u041c\u0415\u041d\u041d\u0418 \u0422\u0415\u041d\u0414\u0415\u041d\u0426\u0418\u0418 \u0412 \u0420\u0410\u0417\u0412\u0418\u0422\u0418\u0415\u0422\u041e \u0418 \u0424\u0423\u041d\u041a\u0426\u0418\u0418\u0422\u0415 \u041d\u0410 \u041b\u042e\u0411\u0418\u041c\u0410\u0422\u0410 \u0418\u0413\u0420\u0410\u0427\u041a\u0410<\/strong><\/p>\n

\u0418\u0432\u0430\u043d \u043c\u0438\u043b\u0435\u043d\u0441\u043a\u0438<\/strong>
\u0412\u0435\u043b\u0438\u043a\u043e\u0442\u044a\u0440\u043d\u043e\u0432\u0441\u043a\u0438 \u0443\u043d\u0438\u0432\u0435\u0440\u0441\u0438\u0442\u0435\u0442 \u201e\u0421\u0432. \u0441\u0432. \u041a\u0438\u0440\u0438\u043b \u0438 \u041c\u0435\u0442\u043e\u0434\u0438\u0439\u201c \u2013 \u0444\u0438\u043b\u0438\u0430\u043b \u0412\u0440\u0430\u0446\u0430<\/em><\/p>\n

P\u0435\u0437\u044e\u043c\u0435<\/strong>. \u041f\u0440\u043e\u0443\u0447\u0435\u043d\u0438 \u0441\u0430 \u043b\u044e\u0431\u0438\u043c\u0438\u0442\u0435 \u0438\u0433\u0440\u0430\u0447\u043a\u0438 \u043d\u0430 \u0434\u0435\u0446\u0430\u0442\u0430 \u0432 \u043f\u0440\u0435\u0434\u0443\u0447\u0438\u043b\u0438\u0449\u043d\u0430 \u0432\u044a\u0437\u0440\u0430\u0441\u0442. \u0420\u0435\u0437\u0443\u043b\u0442\u0430\u0442\u0438\u0442\u0435 \u043e\u0442 \u0438\u0437\u0441\u043b\u0435\u0434\u0432\u0430\u043d\u0435\u0442\u043e \u043d\u0430\u0441\u043e\u0447\u0432\u0430\u0442 \u043a\u044a\u043c \u0440\u0430\u0437\u043a\u0440\u0438\u0432\u0430\u043d\u0435 \u043d\u0430 \u0442\u0435\u043d\u0434\u0435\u043d\u0446\u0438\u0438\u0442\u0435 \u0432 \u043e\u0442\u043d\u043e\u0448\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u0434\u0435\u0446\u0430\u0442\u0430 \u043a\u044a\u043c \u043b\u044e\u0431\u0438\u043c\u0430\u0442\u0430 \u0438\u0433\u0440\u0430\u0447\u043a\u0430, \u0438\u0437\u044f\u0441\u043d\u044f\u0432\u0430\u0442 \u0441\u0435 \u043f\u0440\u0438\u0447\u0438\u043d\u0438\u0442\u0435 \u0437\u0430 \u0438\u0437\u0431\u043e\u0440\u0430 \u0438 \u0444\u0443\u043d\u043a\u0446\u0438\u0438\u0442\u0435 \u043d\u0430 \u043b\u044e\u0431\u0438\u043c\u0430\u0442\u0430 \u0438\u0433\u0440\u0430\u0447\u043a\u0430 \u0437\u0430 \u043f\u0441\u0438\u0445\u0438\u0447\u0435\u0441\u043a\u043e\u0442\u043e \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435.<\/p>\n

Keywords<\/em>: favorite toy, choice of favorite toy, functions of favorite toy<\/p>\n

CONTEMPORY TENDENCIES IN THE DEVELOPMENT AND THE FUNCTION OF THE FAVOURITE TOY<\/strong><\/p>\n

Abstract<\/strong>. The favorite toys of children of pre-school age are explored. The results direct us to discovering the tendencies manifested in the attitudes of children to their favourite toy. The causes for the choices and functions of the favorite toy are elucidated in the context of the child psychological development.<\/p>\n

Dr. Ivan Milenski, Assoc. Prof.<\/strong>
St. Cyril and St. Methodius University of Veliko Turnovo \u2013
\u0412ranch Vratsa
Bulgaria<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

\n

 <\/a>\u041e\u041f\u0415\u0420\u0410\u0422\u0418\u0412\u041d\u0410 \u041f\u0420\u041e\u0413\u0420\u0410\u041c\u0410 \u201e\u0420\u0410\u0417\u0412\u0418\u0422\u0418\u0415 \u041d\u0410 \u0427\u041e\u0412\u0415\u0428\u041a\u0418\u0422\u0415 \u0420\u0415\u0421\u0423\u0420\u0421\u0418 2007 \u2013 2013\u201c \u2013 <\/strong>
\u0418\u041d\u0421\u0422\u0420\u0423\u041c\u0415\u041d\u0422 \u0417\u0410 \u0420\u0415\u0410\u041b\u0418\u0417\u0418\u0420\u0410\u041d\u0415 \u041d\u0410 \u041f\u041e\u041b\u0418\u0422\u0418\u041a\u0418 \u0417\u0410 \u041f\u0420\u041e\u0414\u042a\u041b\u0416\u0410\u0412\u0410\u0429\u0410 \u041f\u0420\u041e\u0424\u0415\u0421\u0418\u041e\u041d\u0410\u041b\u041d\u0410 \u041a\u0412\u0410\u041b\u0418\u0424\u0418\u041a\u0410\u0426\u0418\u042f \u041d\u0410 \u041f\u0415\u0414\u0410\u0413\u041e\u0413\u0418\u0427\u0415\u0421\u041a\u0418\u0422\u0415 \u0421\u041f\u0415\u0426\u0418\u0410\u041b\u0418\u0421\u0422\u0418 <\/strong>(\u0420\u0415\u0424\u041b\u0415\u041a\u0421\u0418\u0412\u041d\u0410 \u041a\u0410\u0420\u0422\u0418\u041d\u0410)<\/strong><\/p>\n

\u0410\u043d\u0435\u043b\u0438\u044f \u0410\u043d\u0434\u0440\u0435\u0435\u0432\u0430<\/strong>
Sofia University<\/em><\/p>\n

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Keywords<\/em>: qualification, pedagogical specialists, professional knowledge, skills, competencies, evaluation, intercultural environment, special educational needs<\/p>\n

HUMAN RESOURCES DEVELOPMENT PROGRAM 2007 \u2013 2013 – INSTRUMENT FOR IMPLEMENTATION OF POLICIES FOR CONTINUING PROFESSIONAL QUALIFICATIONS OF PEDAGOGICAL SPECIALISTS<\/strong><\/p>\n

Abstract.<\/strong> In  the  contemporary,  fast-paced  educational  environment  of  the 21st century, the most important person in schools is the learning teacher. The world-wide trend of united pedagogical approach towards each child, regardless of its personal capabilities, justifies the urge to implement an innovative practical approach by the tutors, involved in the overall process of education, upbringing and socialization of children.  The project \u201cTraining of teaching professionals\u201d was a first attempt stematically resolving this issue at national level. The targeted results of the ongoing nationwide training are to further develop and expand the teaching professionals\u2019s knowledge, skills and competencies, need for their work with children and students.<\/p>\n

Mrs. Aneliya Andreeva, PhD student<\/strong>
Sofia University<\/p>\n

\u043d\u0430\u0433\u043e\u0440\u0435<\/a><\/p>\n

\n

 <\/p>","protected":false},"excerpt":{"rendered":"

 CONTENTS \/ \u0421\u042a\u0414\u042a\u0420\u0416\u0410\u041d\u0418\u0415 HISTORY OF PEDAGOGY \/ \u0418\u0421\u0422\u041e\u0420\u0418\u042f \u041d\u0410 \u041f\u0415\u0414\u0410\u0413\u041e\u0413\u0418\u041a\u0410\u0422\u0410 \u0412\u044a\u0437\u0433\u043b\u0435\u0434\u0438\u0442\u0435  \u043d\u0430  \u0416\u0430\u043d-\u0416\u0430\u043a  \u0420\u0443\u0441\u043e  \u0438  \u041b\u044e\u0431\u0435\u043d  \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432  \u0437\u0430  \u0432\u044a\u0437\u043f\u0438\u0442\u0430\u043d\u0438\u0435\u0442\u043e (\u041f\u043e\u0441\u0432\u0435\u0449\u0430\u0432\u0430 \u0441\u0435 \u043d\u0430 180-\u0430\u0442\u0430 \u0433\u043e\u0434\u0438\u0448\u043d\u0438\u043d\u0430 \u043e\u0442 \u0440\u043e\u0436\u0434\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u041b\u044e\u0431\u0435\u043d \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432 (1834 \u2013 1879)) \/ [The Views of Jean-Jacques Rousseau and Lyuben Karavelov on \u0415ducation] \/ \u0412\u0438\u043e\u043b\u0435\u0442\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430, Violeta Atanasova \u2013 \u0441\u0442\u0440. 647       FRENCH […]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[]},"categories":[3048],"tags":[],"yoast_head":"\n\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430, \u0433\u043e\u0434\u0438\u043d\u0430 LXXXVI, \u043a\u043d\u0438\u0436\u043a\u0430 5, 2014 - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430, \u0433\u043e\u0434\u0438\u043d\u0430 LXXXVI, \u043a\u043d\u0438\u0436\u043a\u0430 5, 2014 - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\" CONTENTS \/ \u0421\u042a\u0414\u042a\u0420\u0416\u0410\u041d\u0418\u0415 HISTORY OF PEDAGOGY \/ \u0418\u0421\u0422\u041e\u0420\u0418\u042f \u041d\u0410 \u041f\u0415\u0414\u0410\u0413\u041e\u0413\u0418\u041a\u0410\u0422\u0410 \u0412\u044a\u0437\u0433\u043b\u0435\u0434\u0438\u0442\u0435  \u043d\u0430  \u0416\u0430\u043d-\u0416\u0430\u043a  \u0420\u0443\u0441\u043e  \u0438  \u041b\u044e\u0431\u0435\u043d  \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432  \u0437\u0430  \u0432\u044a\u0437\u043f\u0438\u0442\u0430\u043d\u0438\u0435\u0442\u043e (\u041f\u043e\u0441\u0432\u0435\u0449\u0430\u0432\u0430 \u0441\u0435 \u043d\u0430 180-\u0430\u0442\u0430 \u0433\u043e\u0434\u0438\u0448\u043d\u0438\u043d\u0430 \u043e\u0442 \u0440\u043e\u0436\u0434\u0435\u043d\u0438\u0435\u0442\u043e \u043d\u0430 \u041b\u044e\u0431\u0435\u043d \u041a\u0430\u0440\u0430\u0432\u0435\u043b\u043e\u0432 (1834 \u2013 1879)) \/ [The Views of Jean-Jacques Rousseau and Lyuben Karavelov on \u0415ducation] \/ \u0412\u0438\u043e\u043b\u0435\u0442\u0430 \u0410\u0442\u0430\u043d\u0430\u0441\u043e\u0432\u0430, Violeta Atanasova \u2013 \u0441\u0442\u0440. 647       FRENCH […]\" \/>\n<meta property=\"og:url\" content=\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\" \/>\n<meta property=\"og:site_name\" content=\"\u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/Azbuki55\/\" \/>\n<meta property=\"article:published_time\" content=\"2014-05-17T13:31:14+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2019-07-02T13:19:00+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/azbuki.bg\/wp-content\/uploads\/2012\/08\/components_com_docman_themes_default_images_icons_16x16_pdf.png\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"16 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\"},\"author\":{\"name\":\"\",\"@id\":\"\"},\"headline\":\"\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430, \u0433\u043e\u0434\u0438\u043d\u0430 LXXXVI, \u043a\u043d\u0438\u0436\u043a\u0430 5, 2014\",\"datePublished\":\"2014-05-17T13:31:14+00:00\",\"dateModified\":\"2019-07-02T13:19:00+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\"},\"wordCount\":3877,\"publisher\":{\"@id\":\"https:\/\/azbuki.bg\/en\/#organization\"},\"articleSection\":[\"2014\"],\"inLanguage\":\"en-US\"},{\"@type\":\"WebPage\",\"@id\":\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\",\"url\":\"https:\/\/strategies.azbuki.bg\/en\/pedagogics\/pedagogyarticle\/pedagogyarticle2014\/pedagogy-volume-86-number-5-2014\/\",\"name\":\"\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u043a\u0430, \u0433\u043e\u0434\u0438\u043d\u0430 LXXXVI, \u043a\u043d\u0438\u0436\u043a\u0430 5, 2014 - 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