natgillin/translations-raw huggingface dataset:
Five partners from pedagogical institutes, universities and industry developed teaching materials that can be used in practice when explaining technical phenomena to children aged 3-12.
Pet partnerjev iz pedagoških ustanov, univerz in industrije je razvilo učna gradiva, ki jih je mogoče uporabiti v praksi pri razlaganju tehničnih pojavov otrokom v starosti 3–12 let.
The target groups were educators and primary school teachers who benefited from further training at universities and vocational training institutes.
Ciljne skupine so bili pedagogi in osnovnošolski učitelji, ki so imeli korist od nadaljnjega usposabljanja na univerzah in zavodih za pokli6no usposabljanje.
The different realities in the countries participating in the project (Germany, Spain, the Netherlands and Portugal), different ages of school enrolment and different pedagogical concepts of early technical education were taken into account.
Upoštevana so bila različna dejanska stanja v državah, ki so sodelovale v projektu s Ne m č i j a , Španija, Nizozemska in Portugalska), različne starosti ob vpisu v šolo in različni pedagoški kon6epti zgodnjega tehničnega poučevanja.
The project partners compared and analysed the different research results in their countries and developed teaching materials, experiments and games which can be used by many countries and within different educational systems.
Projektni partnerji so primerjali in analizirali različne raziskovalne rezultate v svojih državah in pripravili učna gradiva, eksperimente in igre, ki jih je mogoče uporabiti v mnogih državah in v različnih izobraževalnih sistemih.
They also developed an educational-didactical concept for the training of teachers and educators.
Razvili so tudi izobraževalno-didaktični kon6ept usposabljanja učiteljev in pedagogov.
PROJECT COORDINATORRICHARDVONWEIZSÄCKERBERUFSKOLLEG
PARTNERSTVO5 partnerskih ustanov iz ES, DE, NL in PT
PROJECT DURATION 2002 - 2004
TRAJANJE PROJEKTA2002–2004
ODE - Outdoor Education:Authentic learning in the context of landscape
ODE – Izobraževanje na prostem: pristno učenje z vidika okolja
_BAR_ 19 should be enabled to create learning situations which can enhance self-confidence by using the outdoors as classroom, replacing the textbooks and addressing other senses.
_BAR_ 19 vest, tako da namesto učilni6e uporabijo okolje, s čimer bi nadomestili učbenike in se posvetili tudi drugim čutom.
The outdoor classroom in this approach is seen as a complement to the indoor environment.
V tem pristopu se učilni6a na prostem obravnava kot dopolnilo notranjemu okolju.
Outdoor education helps children, in particular children with special educational needs, to relate to the environment and to reflect on their own environment.
Izobraževanje na prostem otrokom, zlasti tistim s posebnimi potrebami, pomaga, da se povežejo z okoljem in da razmišljajo o svojem okolju.
Outdoor education is defined as a combination of outdoor activities, environmental education and personal and social development.
Izobraževanje na prostem je opredeljeno kot kom -binacija dejavnosti na prostem, okoljskega izobraževanja ter osebnega in družbenega razvoja.
It allows pupils to undertake "hands-on learning" at the location – in a forest, a park, woodlands, etc.
Dijaki se lahko udeležujejo „praktičnega učenja“ na samem kraju – v gozdu, parku, gozdnati pokrajini itd.
Outdoor education can also be a pedagogical tool for improving learning results.
Izobraževanje na prostem je lahko tudi pedagoško orodje za izboljšanje učnih rezultatov.
Especially children with special needs can take advantage of it as textbooks are replaced by other forms of learning.
S tem lahko veliko pridobijo zlasti otroci s posebnimi potrebami, saj učbenike nadomestijo druge oblike učenja.
The general objective of the project was to find and to compare the different perspectives on outdoor learning and to develop and use an In-Service training course in outdoor education for European teachers.
Glavni 6ilj projekta je bil poiskati in primerjati različne vidike izobraževanja na prostem ter razviti in uvesti uporaben tečaj za izobraževanje na prostem za evropske učitelje.
The project aimed to explore the opportunities of the outdoor and landscape environment as a learning environment and to train teachers to work thematically in an interdisciplinary way in this environment. Teachers
Projekt je poudarjal in razširjal tudi zgodovinske ter pedagoške korenine izobraževanja na prostem.
The project also highlighted and shared the historical and pedagogical roots of outdoor education.
Sodelujoče ustanove iz Švedske, Nemčije, Združenega kraljestva, Avstrije in Češke so razmišljale tudi o raziskavah in empiričnih dokazih o zdravstvenih vidikih motoričnih spretnosti, kon6entra6ije in osebne rasti.
The participating institutions from Sweden, Germany, the UK, Austria, and the Czech Republic reflected also on the research on and empirical evidence of the health perspectives for motor skills, concentration and personal growth.
V okviru projekta so bili razviti spletna stran, uporabna orodja za usposabljanje, dokumenti in materiali za usposabljanje, seminarji, razstave in revije na spletni strani.
The project developed a website, in-service training tools, training papers and materials, seminars, exhibitions and magazines on a website.
Uporabni tečaj za usposabljanje, ki je bil razvit za učitelje, je bil zelo uspešen in je še vedno na voljo.
The In-Service Training course developed for teachers was very successful and is still on offer. er.
Namen projekta je bil raziskati možnosti naravnega okolja kot učnega okolja ter učitelje usposobiti za tematsko in interdis6iplinarno delo v tem okolju.
PARTNERSHIP11 partners participating from SE, UK, DE, CZ, and AT
PARTNERSTVO11 sodelujočih partnerjev iz SE, UK, DE, CZ in AT.
PROJECT DURATION1999 - 2002
TRAJANJE PROJEKTA1999–2002
The Argonauts in Ancient Greece were heroes on a quest to find the Golden Fleece.
Argonavti v antični Grčiji so bili junaki, ki so iskali zlato runo.
In the same way, today’s European student teachers will have to learn important education and international competencies by going abroad.
Na enak način se bodo morali današnji evropski učitelji študentje naučiti pomembnih izobraževalnih in mednarodnih kompetenc tako, da bodo šli v tujino.
The quest for the Golden Fleece is a metaphor for something which is not tangible, but is rather a flexible combination of knowledge, attitude and skills necessary in a truly multicultural Europe.
Iskanje zlatega runa je metafora za nekaj, kar ni oprijemljivo, ampak je fleksibilna kombinacija znanja, odnosa in spretnosti, potrebnih v zares večkulturni Evropi.
In this way the project partners aimed to offer a tool for a better preparation of future teachers in managing European school projects like Comenius School Partnerships.
Na ta način so si projektni partnerji prizadevali ponuditi orodje za boljšo pripravo prihodnjih učiteljev za upravljanje evropskih šolskih projektov, kot so Comeniusova šolska partnerstva.
They also developed a profile of education staff able to work in the field of European and international education.
Razvili so tudi pro3ile izobraževalnega osebja, ki je zmožno delati na področju evropskega in mednarodnega izobraževanja.
Within the lifetime of the project, the newly developed course was implemented in each partner institution combined with a period of intensive teaching practice at a foreign primary or secondary school.
V času trajanja projekta je bil na novo razviti tečaj izveden v vsaki partnerski ustanovi skupaj z obdobjem intenzivne učne prakse na tuji osnovni ali srednji šoli.
In total 120 student teachers participated in the courses.
V tečaju je sodelovalo 120 učiteljev študentov.
The eight project partners in "Argonauts of Europe" developed and implemented a mobility framework and a course including teaching practice for foreign student teachers.
Rezultati projekta so bili široko razširjeni in se zelo ujemajo s 6ilji programa Comenius.
Intercultural communication and the management of transnational educational projects were the main focus of this learning experience, which was supported by a web-based learning environment.
Pomagajo pripraviti mlade učitelje na evropsko sodelovanje v šolah in krepijo evropsko dimenzijo v šolskem izobraževanju.
The project results were widely disseminated and closely matched the aims of the Comenius programme.
Osem projektnih partnerjev v projektu „Argonavti Evrope“ je razvilo in izvedlo mobilnostni okvir in tečaj, vključno s prakso poučevanja za tuje učitelje študente.
They help to prepare young teachers for European cooperation in schools and strengthen the European Dimension in school education.
Mednarodno komuni6iranje in upravljanje mednarodnih izobraževalnih projektov sta bila glavni točki te učne izkušnje, ki je bila podprta s spletnim učnim okoljem.
PARTNERSHIP8 partners from NL, FI, SE, PL, ES, AT, and CZ
PARTNERSTVO8 partnerjev iz NL, FI, SE, PL, ES, AT in CZ
WEBSITE www.respect-network.org/argo
SPLETNA STRAN www.respe6t-network.org/argo
PROJECT DURATION 2002 - 2005
TRAJANJE PROJEKTA2002–2005
The new NETwork of THEmatic Museums and Institutes (NEOTHEMI)
Nova mreža tematskih muzejev in inštitutov (Neothemi)
Traditionally, museums display the cultural heritage of one or more countries thus illustrating some nationally relevant 'realities'.
Tradicionalno muzeji predstavljajo kulturno dediščino ene ali več držav in tako prikazujejo nekatere nacionalno pomembne „resničnosti“.
The NEOTHEMI network conceptualised the museum instead as both a physically flexible place and a virtual space where visitors could find and compare physically-distant objects, texts and artefacts from different countries but belonging to comparable cultural horizons.
Mreža Neothemi je namesto tega muzej konceptualizirala kot fizično prilagodljiv in tudi virtualen prostor, kjer lahko obiskovalci najdejo in primerjajo fizično oddaljene predmete, besedila in artefakte iz različnih držav, ki pa pripadajo primerljivim kulturnim obzorjem.
The network activities were centred on the creation of the virtual museum and the organisation of thematic pavilions.
Dejavnosti mreže so bile osredotočene na postavitev virtualnega muzeja in organiza6ijo tematskih paviljonov.
In addition, the network organised meetings, training seminars and conferences.
Poleg tega je mreža organizirala srečanja, seminarje za usposabljanje in kon3eren6e.
Several newsletters and three booklets were published covering topics related to cultural heritage and ICT.
Objavljenih je bilo več okrožni6 in tri knjiži6e na temo kulturne dediščine in IKT.
The main outcome was the development of a new concept of museum seen as both a physically flexible place and a virtual space.
Glavni rezultat je bil razvoj novega kon6epta muzeja, ki je bil tako 3izično 3leksibilen prostor kot virtualni prostor.
On the NEOTHEMI website the visitor can find information about the network’s philosophy and download the publications, and has the opportunity to exchange ideas with the network, and "e-walk" through the virtual museum.
Na spletni strani Neothemi lahko obiskovale6 najde in3orma6ije o 3ilozo3iji mreže in si prenese publika6ije ter ima možnost izmenjave idej z mrežo in „e-sprehoda“ skozi virtualni muzej.
The NEOTHEMI network aimed at the creation of a European platform for cultural heritage, a virtual educational museum.
Mreža Neothemi si je prizadevala ustvariti evropsko izhodišče za kulturno dediščino, virtualni izobraževalni muzej.
The contributions of the ten participating countries were grouped in broad areas, called the thematic 'pavilions'.
Prispevek desetih sodelujočih držav je bil razdeljen na široka področja, imenovana tematski „paviljoni“.
They covered themes such as folklore and traditions, communication and interaction, art and cultures, or symbols of identity.
Zajemali so teme, kot so 3olklora in tradi6ija, komunika6ija in inte-rak6ija, umetnost in kulture ali simboli identitete.
National differences were respected while promoting a larger European perspective in order to overcome any cultural divide.
Da bi presegli kakršnekoli kulturne delitve, so pri spodbujanju širše evropske perspektive spoštovali na6ionalne razlike.
Based on a common approach each partner institution organised one theme autonomously.
Na temelju skupnega pristopa je vsaka partnerska ustanova neodvisno organizirala eno temo.
PARTNERSHIP13 partners from FI, IT, IE, DK, DE, NO, UK, HU, FR, and PT
PARTNERSTVO13 partnerjev iz FI, IT, IE, DK, DE, NO, UK, HU, FR in PT
PROJECT DURATION2001 - 2004
TRAJANJE PROJEKTA2001–2004
22 _BAR_ common game based on the quiz "The Millionaire Game", which is accessible to everyone and focuses on questions concerning Greece and Poland.
22 _BAR_ skupno igro na podlagi kviza „Lepo je biti milijonar“, ki je dostopna vsem in obravnava vprašanja v zvezi z Grčijo in Poljsko.
Using the eTwinning portal, the project aimed at deepening contacts between young people in Poland and Greece and developed a good cooperation between pupils from two schools in both countries.
Z uporabo portala eTwinning je imel projekt namen poglobiti stike med mladimi na Poljskem in v Grčiji in razviti dobro sodelovanje med dijaki iz dveh šol v obeh državah.
Teachers and pupils presented their schools and cities and informed on pupils’ life and interests.
Učitelji in dijaki so predstavljali svoje šole in mesta in informirali o življenju in interesih dijakov.
This exchange of information was accomplished by designing and playing games.
Ta izmenjava informacij je bila izvedena z oblikovanjem in igranjem iger.
The project had a multidisciplinary character involving mainly the subjects like informatics, English and economics.
Projekt je imel multidis6iplinaren značaj, vseboval je predvsem predmete, kot so in3ormatika, angleščina in ekonomija.
Within the economics lessons, questions on the European Union and its institutions were also tackled.
V okviru učnih ur ekonomije so se dotaknili tudi vprašanj o Evropski uniji in njenih institu6ijah. Projekt je dijakom ponudil možnost, da v tujem jeziku komuni6irajo z evropskimi kolegi, spoznajo državo drugega in skupaj kreativno sodelujejo.
The project offered them greater independence and rewarded their sense of initiative.
Projekt jim je ponudil večjo neodvisnost in je nagradil njihov čut za pobudo.
Students put into practice what they have learned in textbooks and they were highly motivated to expand their knowledge.
Dijaki so v praksi uporabili, kar so se naučili iz učbenikov, in so bili zelo motivirani za širitev svojega znanja.
The exchange of photos and small descriptions of school life in the two countries as well as discussing different ideas and thoughts made pupils aware of the richness and diversity of European culture as well as of similarities in their daily life.
Izmenjava 3otogra3ij in kratkih opisov šolskega življenja v dveh državah kot tudi razpravljanje o različnih idejah in mislih je dijake opomnila na bogatost in raznolikost evropske kulture, pa tudi na podobnosti v vsakodnevnem življenju.
In a second step they started to create and exchange different games and quizzes.
V drugem koraku so začeli ustvarjati in si izmenjevati igre in kvize.
In playing the games provided by the partner school, the pupils and teachers extended their knowledge on the partner.
Med igranjem iger, ki jih je ponudila partnerska šola, so dijaki in učitelji širili svoje znanje o partnerju.
At the end of the project the two schools created also one
Ob kon6u projekta sta obe šoli odigrali tudi
The teachers used the etwinning project for exchanging experiences in teaching and expanded their knowledge on the educational system of the other country.
Učitelji so uporabili projekt etwinning za izmenjavo izkušenj v poučevanju in razširili svoje znanje o izobraževalnem sistemu v drugi državi.
They also became familiar with using ICT in the classroom and experimented with new approaches and methods of teaching.
Prav tako so spoznali uporabo IKT v učilni6i in eksperimentirali z novimi pristopi in metodami v poučevanju.
PARTNERSHIP2 partners from GR and PL
PARTNERSTVO2 partnerja iz GR in PL
PROJECT DURATION 2005 - 2006
TRAJANJE PROJEKTA2005–2006
The project applied the developmental principles of psycholinguistics in teaching languages to young children.
Projekt je pri jezikovnem poučevanju mlajših otrok uporabil razvojna načela psiholingvistike.
These principles include affection, narration, frequent repetition and a set of new and enticing experiences as an introduction to the language.
Ta načela kot uvod v jezik vključujejo naklonjenost, pripovedovanje, pogosto ponavljanje in niz novih in vabljivih izkušenj.
the materials have relevance beyond their immediate target group and appeal also to adults (teachers and families).
kot prijetne in zanimive dejavnosti gradiva niso pomembna samo za neposredno 6iljno skupino, ampak so namenjena tudi odraslim sučiteljem in družinam).
By avoiding characters with specific national features, the project also aims to make children aware of their shared European cultural heritage.
Z izogibanjem likov s spe6i3ičnimi na6ionalnimi lastnostmi želi projekt ozavestiti otroke glede njihove deljene evropske kulturne dediščine.
In addition, the project represents something of a breakthrough in terms of financial sustainability for language teaching in kindergartens and primary schools, since foreign languages can be effectively taught by generalist teachers, even if they do not know the language in question.
Poleg tega projekt predstavlja tudi neke vrste prodor v smislu 3inančne trajnosti za poučevanje jezika v vrt6ih in osnovnih šolah, saj lahko tuje jezike učinkovito poučujejo splošni učitelji, četudi ne poznajo zadevnega jezika.
Teachers require only a short course and are provided with a complete guide (book and DVD) that directs them through the teaching and learning (they learn together with the children) of the five languages.
Učitelji potrebujejo samo kratek tečaj in na voljo jim je 6eloten vodnik sknjiga in DVD), ki jih usmerja skozi poučevanje in učenje sučijo se skupaj z otroki) petih jezikov.
The project produced a complete set of language teaching materials for children aged between three and eight.
Projekt je ustvaril 6elotno zbirko gradiv za jezikovno poučevanje otrok, starih od štiri do osem let.
The materials are the result of about 20 years of research and extensive field tests made in schools in the five partner countries.
Gradiva so rezultat približno 20-letnih raziskav in obsežnih praktičnih testov, opravljenih v šolah v petih državah partneri6ah.
These tests have proved that children can learn foreign languages faster and more effectively with these materials than with the traditional methods thanks to their narrative format and theatrical approach.
Testi so dokazali, da se otro6i s temi gradivi tujega jezika naučijo hitreje in bolj učinkovito kot pa s tradi6ionalnimi metodami, zaradi njihove pripovedne oblike in gledališkega pristopa. Gradiva vključujejo knjiži6e, pesmi, animirane risanke, čarobne komplete in priročnike za učitelje.
The cartoon characters, Hocus and Lotus, are part-dinosaur, part-crocodile and have a common European background.
Lika iz risanke, Ho6us in Lotus, sta delno dinozavra, delno krokodila in imata skupno evropsko ozadje.
Statistics from the project show that more than 3000 teachers are using the product in Italy, particularly in the Lombardy and Alto Adige regions.
Statistike projekta kažejo, da več kot 3 000 učiteljev v Italiji uporablja ta izdelek, zlasti v regijah Lombardija in Alto Adige.
The city of Brescia also uses the products in all of its primary schools.
Tudi mesto Bres6ia uporablja izdelek v vseh svojih osnovnih šolah.
The cartoons have been broadcast on state television (RAI) in Italy and on private TV stations in a number of other countries in Europe, Asia and the Middle East.
Risanke so bile predvajane na italijanski državni televiziji s R AflI ) in na zasebnih TV-postajah v številnih drugih državah v Evropi, Aziji in na Srednjem vzhodu.
The cartoons broadcast by RAI reached an average of 1.5 million children.
Risanke, predvajane na RAI, je povprečno gledalo 1,5 milijona otrok.
In addition the website has an average of more than 150 visits a day and more than 10 000 contacts.
Poleg tega ima spletna stran povprečje več kot 150 obiskov na dan in več kot 10 000 stikov.
PROJECT DURATION2003 - 2005
TRAJANJE PROJEKTA2003–2005
The project promoted languages to reluctant teenage learners through the theme of football and by portraying international football stars as language-learning role models.
Projekt je spodbujal učenje jezikov pri nezainteresiranih najstnikih preko nogometa in s predstarljan-jem mednarodnih nogometnih zvezdnikov kot vzornikov za učenje jezikov.
It introduced a modern, innovative approach by using interactive DVD technology that had not previously been employed in an educational context.
Vpeljal je sodoben, inovativen proces z uporabo tehnologije interaktivnega DVD-ja, ki predhodno ni bila uporabljena v izobraževalnem kontekstu.
By linking languages with their passion for football, a teenage fan will see languages as a real life skill and not just a school subject.
S povezovanjem jezikov z najstniško strastjo za nogomet bodo najstniški navdušenci jezike videli kot resnično življenjsko spretnost, in ne samo kot šolski predmet.
The project produced promotional films and an interactive DVD quiz in four languages (English, German, Italian and Spanish), with which children can test their language skills and football knowledge.
Vokviru projekta so bili izdelani promo6ijski 3ilmi in interaktivni kviz na DVD-ju v štirih jezikih sangleškem, nemškem, italijanskem, španskem), s katerim lahko otro6i preverijo svoje jezikovno in nogometno znanje.
The project also produced an Easy Reader book in the style of a football magazine, along with a promotional website.
Skupaj s promo6ijsko spletno stranjo je bila pripravljena tudi knjiga za lahko branje v stilu nogometnih časopisov.
These products give young people the opportunity to take the first few steps in a new language by watching, reading and listening to fans and players from different countries.
Ti izdelki dajejo mladim možnost, da naredijo prve korake pri učenju novega jezika z gledanjem, branjem in poslušanjem navdu-šen6ev in igral6ev iz različnih držav.
In order to create an interesting and entertaining product, the project promoters filmed interviews with famous players, youth players and fans.
Da bi ustvarili zanimiv in zabaven izdelek, so promotorji projekta posneli intervjuje z znanimi igral6i, mladimi igral6i in navdušen6i. Z vključitvijo igralk je projekt želel enako vplivati na dekli6e in dečke.
Football is the people’s game and football superstars are famous all over the world.
Nogomet je ljudska igra in nogometni superzvezdniki so znani po vsem svetu.
So many top stars now play in foreign leagues that football has become a multilingual environment, and since young football fans want to copy their heroes the project used this factor to encourage them to learn the languages spoken by their favourite players.
Danes igra v tujih ligah toliko vrhunskih zvezdnikov, da je nogomet postal večjezično okolje, in ker želijo mladi nogometni navdušen6i posnemati svoje junake, je projekt izkoristil ta dejavnik, da bi jih spodbudil k učenju jezikov, ki jih govorijo njihovi najljubši igral6i.
These products were distributed to an initial 5000 schools and language colleges across Europe and will be available in four new languages (French, Portuguese, Swedish and Turkish) in the near future.
Ti izdelki so bili prvotno razdeljeni 5 000 šolam in jezikovnim šolam po vsej Evropi in bodo v bližnji prihodnosti na voljo v štirih novih jezikih sv 3ran6oščini, portugalščini, švedščini in turščini).
Teachers have given very positive feedback, saying that the products helped them to generate interest in languages among teenagers who were previously difficult to motivate.
Odziv učiteljev je bil zelo dober, saj so povedali, da jim je izdelek pomagal vzbuditi zanimanje za jezike med najstniki, ki jih je bilo prej težko motivirati.