Pedagogical Almanac

12-20

Authors: Veselina Petrova

The author dedicates the article to an important anniversary – 200 years since the birth of the teacher Ivan Nikolov Momchilov (1819–1869). He is among the most highly educated Bulgarians. He had encyclopedic knowledge as well as native-language and foreign-language gifting. He writes and speaks Bulgarian, Turkish, Greek, Latin, German, Russian. His merits to the development of Slavicism are exceptional. Historical contributions of Momchilov to the Bulgarian education are also in use in present-day professional and practical training of students in pedagogical specialties. The young reformer created the first Bulgarian class school in Elena in 1843. It replaces the mutual learning method with a class-less system. He distributes pupils by class, creates a curriculum, introduces courses, conducts weekly lessons. He also furnishes the classrooms with desks, teacher’s table, blackboard. Momchilov equips the yard of the school with facilities for physical education. Following his ideas pupils organize themselves and obey the requirements of the chief duty teacher and his assistants – students on duty. He forbids corporal punishment and implements a humane, democratic approach in the relationship between teachers and pupils. He strengthens the psychological atmosphere: every class starts and ends with a bell; there is a break between classes; after the end of the classes, students leave school in order; supervisors monitor the behaviour of each student; students show their respect to Elena’s citizens and are obliged to congratulate others. Ivan Momchilov and Nikola Mihaylovski, the first Bulgarian scholar who defended a doctorate in Moscow, founded the first Bulgarian higher education institution for teachers – Elena Daskalolivnica. Teacher Momchilov has written textbooks and teaching aids on Bulgarian language, history, geography, arithmetic and others. He has created a generation of educated Bulgarians and talented Bulgarian teachers. Ivan Momchilov’s pupils founded Bulgarian schools in many towns and villages. They set the foundations of the school network on the Bulgarian lands.

41-48

Authors: Daniela Yordanova

The article presents possibilities for studying fiction text in 1.– 4. grade through groups of interactive methods: for games and presentations, for collecting information, situational, for generation and creative aggregation of ideas, for discussions. These methods are directed to develop cognitive reading and understanding skills, oriented to search and extract specific information; to make direct statements; to interpretate and aggregate facts and ideas; to analyze and evaluate the content, language and structure of the text. I support the understanding that every kind of understanding in reading fiction text has its own manifestations associated with both genre differentiation and general genre elements such as theme, idea, story, composition, problems, literary hero, artistic language.

54-63

Authors: Ivanka Georgieva Mincheva

The concept of numeric expression is a basic one in teaching mathematics. It is introduced and assimilated in primary school. This concept is a component of many other concepts and problems in school course of mathematics. That is why discussing and analyzing the process of understanding and assimilating the notion of numeric expression is of great importance both to the teachers and pupils. The present study focuses on some key activities and groups of problems aiming at mastering pupils’ abilities to solve various mathematical problems, to overcome some difficulties and prevent from making mistakes in finding the ways of solving different problems and doing so to enrich their knowledge in mathematics.

71-91

Authors: Milena Aleksieva, Danail Kirov

he training and competition activity determines the requirements for the mental adaptation in the specific type of sport related to the person’s ability for dynamic self-regulation. The purpose of this survey is to explore and compare the ego-orientation and the collective orientation of basketball players and its main task is to outline the differences in orientation among participants in 3 x 3 Basketball tournaments and professional basketball players. The object of the study is the basketball game. The subject of the study is the signs characterizing ego-orientation and collective orientation in basketball players. Contingent of the study are 45 participants in 3 x 3 Basketball tournaments and 46 competitors from professional basketball clubs from Yambol BC – Yambol, Shoumen – Shoumen and Beroe – St. Zagora, BC Lokomotiv – St. Zagora Based on this study are defined the profiles of the basketball players 3x3 and the professional players 5x5, as well as defining their characteristics.

97-102

Authors: Mariana Borukova, Yavor Asparuhov

The continuous young basketball players’ sports preparation undergoes several stages, featuring their own specific methodological and organizational characteristics. Young players’ development is related to the dynamics of training influences and their planning in the course of sports preparation. Each stage of sports preparation requires a proper distribution of the number of hours aimed at development of motor qualities (general and special), of technical and tactical skills and habits, as well as play preparation (the play during training, control and calendar games). Their distribution is subjected to certain regularities such as age, stage of preparation, qualification of the players. The aim of the present study is to survey the opinion of sports specialists in the field of basketball about planning the training process and the proportion of the different parts of the preparation when working with young basketball players. The results were processed with analysis of frequencies. According to the general conclusions drawn, in the majority of the responses the coaches’ opinions coincide. There are certain dubieties and differences regarding their knowledge about the percentage distribution and proportion of the different parts of the sports preparation during each stage. However, we believe that every coach’s responses were based on the age group they are working with and this is the reason for the differences in the obtained results.

118-122

Authors: Marina Teofilova

The city as a dynamic and multi-layered image of our immersive cultural and social environment, with all the flaws and problems of modern society, has the advantage to form and educate today. It is a truism that the referent environment of friendly circles largely dictates the behavior and tastes of the new generation, and this impact is difficult to be resisted by the family and institutions. And the circle of peers, thanks to its new, readily available technology and communication channels, has expanded monstrously, surpassing all limitations, including geographical and moral ones. The virtual Internet space and the new technologies have completely replaced the real space, schoolyard, street and park bench. Doesn’t the City as a continually growing, living organism reconcile in its dichotomous flesh the contradictions of past and future, of ugly and beautiful, of what we define as a historical and cultural heritage and art and what we condemn as subculture and kitsch?

129-131

Authors: Veselina Petrova

The author presents a round table on the topic: “Play and Communicate”. It shares some highlights. The department of Pre-School Pedagogy annually holds this scientific forum on March 6 – the World Day of Speech Therapy. Students from all the “Pre-school Pedagogy and Speech Therapy” degree courses present their scientific achievements. Students, lecturers, and basic speech therapists discuss important issues in oral speech development at pre-school age.

135-137

Authors: Editorial board

Authors in this issue (in English )