Academic literature on the topic 'Content and Structure of the School Textbook of Geography'
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Journal articles on the topic "Content and Structure of the School Textbook of Geography"
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Mamirova, Kulash Nurbergenovna. "GEOGRAPHY TEXTBOOK AND GEOGRAPHICAL EDUCATION IN SECONDARY SCHOOLS OF KAZAKHSTAN." Uluslararası Multidisipliner Tespitler Dergisi - UMUT JOURNAL 1, no. 1 (2025): 1–15. https://doi.org/10.5281/zenodo.15072445.
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Currently, the main factors determining the development of geographic education are humanization, ecologization, globalization and informatization of the content of education. Among the areas of geographical science, research on the problems of nature management and geoecology, the sustainable development of society and nature, problems of socio-demographic and political-geographical character are topical. In this connection, the purpose of the geography textbook in the educational process is that it should be a "strategic model" of the learning process, as it reflects the aims of education, the content of education, teaching methods and organizational forms. Simultaneously, the textbook is a "tactical model" of the learning process, as it reveals the sequence of presentation of the teaching material and sets the scenario for the learning process. The structure and content of the geography textbook, oriented to personal development activity, presupposes the corresponding types of this activity as clarification of the purpose and objectives of education, the organization of the educational situation, the presentation of the necessary information, the disclosure of ways to solve problems, generalization and systematization, consolidation and control, independent work, reflexive awareness of educational activities and their results. The activity function of the textbook implements the creative educational activity of students and their evaluation position about the material being studied. This approach guarantees the learner increased motivation and effectiveness of training.
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Peng, Qi. "Research on Structured Teaching of New Textbooks Based on the ISM Method—The Example of "Vegetation and Soil" of the Humanistic Education Edition." World Journal of Education and Humanities 7, no. 2 (2025): p93. https://doi.org/10.22158/wjeh.v7n2p93.
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This paper adopts the ISM method to study the structured teaching of the chapter "Vegetation and Soil" in the Humanistic Version of High School Geography Compulsory 1. The knowledge structure of the textbook was analyzed by extracting the core elements, determining the relationships of the elements, establishing the adjacency matrix, forming the hierarchical distribution table and constructing the systematic hierarchical directed graph. Based on the analysis results, a sequence of teaching activities and a unit teaching framework were designed, aiming to help students construct a systematic knowledge system. The structured analysis of the content of this chapter using the ISM method can clarify the hierarchical relationship between the geographic elements and determine the teaching sequence of each element accordingly, which can provide certain reference for the teaching of high school geography courses and the analysis of geography teaching materials.
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Mehman qızı Quliyeva, Nigar. "Comparative analysis of 8th grade textbooks taught in Azerbaijani and Polish schools." ANCIENT LAND 04, no. 02 (2021): 39–41. http://dx.doi.org/10.36719/2706-6185/04/39-41.
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The teaching of geography in educational institutions is changing in accordance with the requirements of educational reforms carried out in recent years. It is interesting that the applied changes exist in world practice. For this purpose, it is possible to study the content and structure of textbooks compiled in different countries of the world, to determine their specific features, to use examples that are relevant to our education system, to increase the effectiveness of reforms. Key words: azerbaijani textbook, polish textbook, educational program, illustration, analysis
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Souto, Joyce Caroline de Souza. "ANÁLISE DO CONTEÚDO DE GEOGRAFIA FÍSICA PARA O 8º ANO DO ENSINO FUNDAMENTAL EM LIVRO DIDÁTICO E NA BNCC." Revista de Ensino de Geografia 13, no. 25 (2023): 161–73. https://doi.org/10.14393/reg-v13-2022-76441.
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This brief analysis aims to discuss the organizational structure of the geography content in the elementary school II textbook, based on the importance of choosing the textbook as a fundamental tool for the development of student learning in the school environment. In the analysis carried out, a qualitative approach was used, supported by a relevant theoretical framework, focusing on aspects of the teaching-learning process based on the textbook. In this way, it was possible to infer that the analyzed book fits the norms of the BNCC and, if handled well by the teacher in the classroom, there is a great possibility that it will contribute considerably to the student's learning. Finally, it is evident the need to carefully analyze the textbook that will be adopted by the school.
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A. Sh. Kiyassova, K. N. Mamirova, and L. Sh. Kiyassova. "FEATURES OF TEACHING SCHOOL GEOGRAPHY IN KAZAKHSTAN (from 2000 to 2022)." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2023 (March 29, 2023): 189–201. http://dx.doi.org/10.48081/dxni8442.
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The article compares the characteristics of changes in the teaching of school geography courses in the Republic of Kazakhstan, the similarities and differences between traditional programs and modernized programs, focusing on changes in the state of modernization in all spheres of society's life today. The direction of the chronological development process of the textbooks of the school geography courses that have switched to the updated system and changed in the new format, is provided. A comparative analysis was made between the components of the content of school geography textbooks of the new model and the features of the geography courses of the world countries. The content and structure of modern geographical education has expanded from the perspective of individual-oriented training and features of geography classes, and looking at the world from an emotional-value attitude, we can clearly see that school geography and academic geography are completely and uninterruptedly connected in the teaching of geography. In this regard, the article shows the essential importance of school geography courses in the formation of new directions and new views among students.
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Pototskaya, Tatyana. "Political geography: a new look at the academic discipline." Pskov Journal of Regional Studies 19, no. 2 (2023): 29. http://dx.doi.org/10.37490/s221979310024713-7.
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Based on the content analysis and comparative characteristics of the educational literature most in demand in the educational geographic space of the higher school in the discipline “Political Geography”, a review of a new educational complex based on an interdisciplinary approach (taking into account the interests of students studying in different areas of training: pedagogical education — geography), geography, political science, regional studies, international relations). The importance of discipline from the ideological point of view is emphasized. Distinctive features of the educational publication (complexity, consistency, accessibility of the presentation of the material, cartographic provision, scientific continuity) are singled out and argued. An analysis of the structure of the textbook and a brief description of its content are given, highlighting chapters containing traditional political and geographical knowledge used in the geographical educational process and chapters containing a new or expanded (for geographers) information base. The conclusion is made about the expediency of using the materials of the educational complex in teaching such disciplines (within the framework of geographical areas of training) as “Political map of the world” and “Modern political geography”, as well as when studying the relevant sections in the courses “General economic and social geography of the world”, “Economic and social geography of foreign countries”. A high level of information saturation from the political, historical and geographical points of view was noted.
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Karma, Sonam Rigdel, and Yangchen Kezang. "Sources of geography class enjoyment and boredom among bhutanese secondary school students." i-manager's Journal on Educational Psychology 17, no. 3 (2024): 21. http://dx.doi.org/10.26634/jpsy.17.3.20380.
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This qualitative study explored the potential sources of enjoyment and boredom in geography classes among Bhutanese secondary school students. Utilizing open-ended surveys and semi-structured interviews, 206 participants aged 17 to 22, predominantly from classes 11 and 12, shared their perspectives. The thematic analysis of the data revealed four sources that contributed to students' enjoyment and boredom in geography classes. The findings on sources of enjoyment included sources like enthusiasm, encouragement, friendliness and support which emerged as crucial contributors to enjoyment. Moreover, video-integrated lessons, field trips, and challenging and hands-on activities, actively contributed to positive emotional experiences. Additionally, individual interest in geography, aspirations to become geographers, the relevance of materials and topics to learners' interests, were found to enhance geography class enjoyment. Conversely, the findings on sources of boredom included monotonous teaching methods, poorly prepared lessons, difficult content, dissatisfaction with presentation tasks, textbook-based activities, lack of interest in the subject or negative moods linked to boredom. Altogether, this study contributes to the growing research trend, focusing on the dimensions of students' emotions in the learning process. Based on the findings of the study, recommendations are made and directions for future research are presented.
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Нестерова, А. А., and М. И. Макаров. "Ecological content of textbooks as a scientific source of environmental education for schoolchildren in the late XX – early XXI centuries." Cherepovets State University Bulletin, no. 6(117) (December 17, 2023): 136–46. http://dx.doi.org/10.23859/1994-0637-2023-6-117-8.
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На сегодняшний день наблюдается недостаток исследований в области историко- педагогического анализа и обобщения опыта включения научного экологического содержания в структуру школьных учебников по разным предметам. Данные учебники предназначались для учащихся основной и средней школы на рубеже XX–XXI вв. Авторами статьи проанализировано экологическое содержание школьных учебников по биологии, географии, основам безопасности жизнедеятельности и физике. At present there is a lack of research in the field of historical and pedagogical analysis and generalisation of experience in incorporating scientific environmental content into the structure of school textbooks on various subjects. These textbooks were intended for basic and secondary school students at the turn of the XX–XXI centuries. The authors of the article analysed the environmental content of school textbooks on biology, geography, physics, principles of personal and social safety.
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Saipov, A. "Methodological approaches to greening the content of higher geographical education in the framework of the program "Green University»." BULLETIN of the L.N. Gumilyov Eurasian National University. Chemistry. Geography. Ecology Series 126, no. 1 (2019): 91–99. http://dx.doi.org/10.32523/2616-6771-2019-126-1-91-99.
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This paper was written according to modern tendencies of modernization of the spiritual consciousness of students in the context of the state program «Ruhani Zhangyru». It considered methodical approaches to processes of “greening” content of high school geographical education. Its realization assumes greening of maintenance of subject matters, textbooks and special educational and methodical grants within implementation of the program "green" economy, "the green university". The author of article stated: the planned structure, a general characteristic of contents of 4 sections, the main theoretical provisions of the concepts "geo-economics", "geoecology" and methodical development of an educational and methodical grant "Geo-economics and geoecology of the cities of the Western Kazakhstan in the conditions of industrial innovative development". The grant is offered to use in the course of teaching a cycle of disciplines of economical and geographical science as "Economic, social and political geography of the Republic of Kazakhstan", "Current problems of economic and social geography", "Fundamentals of geo-economics and geopolitics", etc
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Мунхцэцэг, Гомбодорж, and Пурэвсурэн Энхжаргал. "Geography program in a secondary school in Mongolia: history of development of methods for teaching geography." Tomsk state pedagogical university bulletin, no. 2(232) (March 20, 2024): 73–81. http://dx.doi.org/10.23951/1609-624x-2024-2-73-81.
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Первые научные сведения о монгольских географических объектах получили Н. М. Пржевальский, Г. Н. Потанин, М. В. Певцов, В. А. Обручев и ряд других ученых. Российские и советские ученые, основываясь на широком спектре многолетних исследований, внесли уникальный вклад в исследование географии Монголии, немалую роль сыграли также монгольские исследователи. Основываясь на последних исследованиях в истории страны, Э. М. Музаев выделил четыре этапа истории исследования. На основании этого О. Намнандорж и Ш. Цэгмид в географическом изучении страны определили два больших периода: дореволюционный и постреволюционный. Выделенные ими периоды характеризуют появление национальных ученых, исследования которых в эти периоды имели разные цели, результаты и направления. Победа народной революции в Монголии заложила научный фундамент в развитие образовательного содержания по изучению географии Монголии. В данный момент важно сделать краткий обзор первых 100 лет истории развития методики и обучения географии. В 1990-х годах Монголия перешла к новой политической системе, и эти изменения были постоянной темой во всех секторах общества, включая образование. С тех пор в секторе образования происходят структурные, организационные, технологические и учебные изменения. Среди этих областей обновление учебных программ является ключевым фактором изменения системы образования. В связи с этим пересматриваются цели обучения, разрабатываются новые основные учебные планы, стандарты, учебники и вспомогательные материалы, а также совершенствуются педагогические методы, системы оценивания и среда обучения. В связи с переходом на 12-летнюю систему общего образования разрабатываются новые основные учебные программы, учебники и учебные пособия. С начала 2015–2016 учебного года используется новая учебная программа по географии. Основное внимание уделяется историческим изменениям в учебной программе по географии, сравнительным исследованиям старых (2012 г.) и новых (2015 г.) учебных программ (структура, содержание, преемственность, взаимосвязь и т. д.); представлен результат исследования. The first scientific information about Mongolian geographical objects was received by N. M. Przhevalsky, G. N. Potanin, M. V. Pevtsov, V. A. Obruchev and a number of other scientists. Russian and Soviet scientists, based on a wide range of long-term studies, made a unique contribution to the study of the geography of Mongolia, and Mongolian researchers also played a significant role. Based on the latest research in the history of the country, E. M. Muzaev identified 4 stages in the history of research. Based on this, O. Namnandorj and Sh. Tsegmid identified two large periods in the geographical study of the country: pre-revolutionary and post-revolutionary. The periods they singled out characterize the emergence of national researchers whose research during these periods had different goals, results, and directions. The victory of the people’s revolution in Mongolia laid the scientific foundation for the development of educational content for the study of the geography of Mongolia. At this point, it is important to make a brief review of the first 100 years of the history of the development of the methodology and teaching of geography. In the 1990s, Mongolia moved to a new political system and these changes were a constant theme in all sectors of society, including education. Since then, structural, organizational, technological and educational changes have taken place in the education sector. Among these areas, the renewal of curricula is a key factor in changing the education system. In this regard, learning objectives are being revised, new core curricula, standards, textbooks and support materials are being developed, and pedagogical methods, assessment systems and the learning environment are being improved. In connection with the transition to a 12-year system of general education, new basic curricula, textbooks and teaching aids are being developed. Since the beginning of the 2015–2016 academic year, a new curriculum in geography has been used. The article focuses on historical changes in the geography curriculum, comparative studies of old (2012) and new (2015) curricula (structure, content, continuity, interconnection, etc.); the result of the study is presented. The research methods used are analysis of primary sources, comparison and induction.
Dissertations / Theses on the topic "Content and Structure of the School Textbook of Geography"
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Liao, Yi-Fan, and 廖依帆. "A Content Analysis on the Textbook of Social Studies at Junior High School Level：With Specific to Marine Education in the Geography." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/16824274812148975578.
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碩士<br>國立臺灣海洋大學<br>教育研究所<br>104<br>The purpose of the study is to analysis the occurrence and distribution of the concept of geography which corresponds to the marine education in the Geography textbooks of Junior High School, to realize the correspondence between marine education in the Grade 1-9 Curriculum and Geography textbooks in Junior High School, and to find the insufficiency between marine education in the Grade 1-9 Curriculum and Geography textbooks in Junior High School.
This study adopt Content Analysis Method. Kang Hsuan, Nan-I and Hanlin textbooks which is edited in 2014 academic year is analyzed by Quantitative and Qualitative analysis. The conclusion of the study are as follows:
1.The highest frequency of occurrence of marine education in Geography textbooks of Junior High School is Nan-I textbooks.
2.The highest frequency of occurrence of marine education in Geography textbooks of Junior High School is “physical geography in Taiwan” in Book1. The least frequency of occurrence of marine education in Geography textbooks of Junior High School is “An introduction to Chinese geography ” in Book3.
3.The highest frequency of occurrence of marine education in Geography textbooks of Junior High School is “Coast and the island” in Unit 3 Book 1.
4.As far as the distribution of main category in each version, the highest frequency of occurrence of marine education is marine science, the second is marine society and marine leisure is seldom referred to.
5.Among the marine education and Geography textbooks, the most relevant in secondary category are marine weather, marine economic activity and marine geography.
6.The marine literature and marine art are null curriculum in all versons.
7.Marine education competence indicators can be integrated into social studies curriculum. The most cited competence is “marine sciences”.
This research provides suggestions and reference for the administrator of education, teachers, textbook editors, and the future researchers.
Books on the topic "Content and Structure of the School Textbook of Geography"
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Starchenko, Sergey, and Aleksandr Skryabin. Methods of teaching biophysics at school. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2122901.
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The textbook presents the scientific and methodological experience of teaching biophysics at school. The authors, relying on the theory of integration of the content of natural science education, reveal the didactic synthesis of physics and biology. The methodological features of teaching the academic subject "Biophysics" are revealed. The directions of the synthesis of physical and biological educational material at the level of specialized education at school are shown. The structure, content, curriculum, thematic planning, and requirements for the assimilation of knowledge of educational material on biophysics in grades 10-11 are described. Models of training sessions in various sections of the academic subject have been developed. The methods of conducting training sessions on solving biophysical problems, lectures, laboratory classes, educational conferences, and the implementation of individual educational trajectories are proposed. The technology of forming scientific and theoretical thinking of schoolchildren in the study of the subject is presented. Meets the requirements of the latest generation of federal state educational standards for higher education. For teachers, students, postgraduates, and researchers who are interested in the problems of teaching synthesized academic subjects at school.
Book chapters on the topic "Content and Structure of the School Textbook of Geography"
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Mikander, Pia. "Racism in Finnish School Textbooks: Developments and Discussions." In Finland’s Famous Education System. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_18.
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AbstractWhile the Finnish education system has been celebrated for promoting equality, recent reports point to problems concerning racism within Finnish schools. Kristín Loftsdóttir suggests looking at racism from three angles: everyday racism, prior immobility, and structural racism. This chapter draws on this idea, showing how racism is present in Finnish school textbooks in history, social science and geography. Many textbooks seem to deviate from the curricular core values of equality by portraying the West as superior to the rest of the world. This is visible in different ways. While old racist or colonial words are removed from textbooks, the perspective may still only promote a Western worldview. Changes in textbooks might stay on a superficial level, rather than reaching the epistemological perspective. History textbook passages about colonial times might include images of racist caricatures to express the explicit racism of this era. Similar caricatures are being removed from consumer products, and we might ask whether they belong to history teaching, particularly if they do not encourage a discussion about continued racism. Using textbooks with racist content requires that teachers are aware of racism. The teacher needs to know how to lead critical reflection, while keeping the classroom safe from racist remarks. During a pandemic, when students are alone with textbooks, there is a particular concern about the democratic task of educating for anti-racism. This is especially important in a world largely influenced by a media discourse that makes certain racist opinions unremarked or seen as a matter of common sense.
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Yan, Fei, and Shihu Lv. "Comparative Study of the “Vectors in the Plane” in Senior High School Mathematics Textbooks of the Three Editions." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_58.
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AbstractUsing the method of combining qualitative and quantitative methods, the content of the “vectors in the plane” in the compulsory mathematics textbook of ordinary senior high school published by People’ s Education Press, Beijing Normal University Press and Hunan Education Press in 2019 is compared and analyzed from two aspects of content structure and content difficulty. In terms of content structure: the overall structure of the “vectors in the plane and its application” in the textbook of the three editions is basically consistent; The presentation mode in the PEP focuses on considering the existing knowledge structure of students, the BNUP pays attention to the unity of the internal logic and the physical background of the vector, and the HEP pays attention to the rigor of mathematical; the BNUP has the largest number of examples and exercises, the HEP is in the middle, and the PEP is the least. In terms of the content difficulty: the content difficulty of the “vectors in the plane” in the HEP is the most difficult, the BNUP is in the middle, and the PEP is the smallest.
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Chen, Zhihao, and Yi Cheng. "Comparative Study of the Content of Quadrilateral in the Three Editions of Junior High School Mathematics Textbook." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_26.
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Abstract“Quadrilaterals” is an important branch of mathematics in junior middle school. This study used qualitative and quantitative research methods to analyze and compare the “Quadrilaterals” content in Chinese and American Mathematics Textbooks from the macro layout structure design and micro content difficulty. It is concluded that the arrangement order of “Quadrilaterals” chapters in the three editions of textbooks is basically the same, the GMH version has a wide range of content, while the BNUP version has a low depth of content. The discuss of this study are as follows: properly add the expansion chapters of teaching materials, appropriately enrich the teaching introduction links, optimize the course structure and tap the beauty of mathematics.
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Yang, Pei. "A Comparative Study on the Presentation of Preparatory Knowledge in the New Mathematics Textbooks for Senior High School in China." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_43.
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AbstractAs a special module added in the new curriculum standard of high school mathematics in China, the value of preparatory knowledge can't be underestimated. The special module are also added in the new high school mathematics textbooks published in 2019. This paper takes the preparatory knowledge in the new high school mathematics textbooks of People's Education version A, Beijing Normal University version & Hunan Education version as the research content, and analyzes the presentation of preparatory knowledge from two dimensions: the macro structure of the textbook and the main content. It is found that the three versions of textbooks have high consistency in the presentation of the main content; In the presentation of macro structure, they are distinctive. Then it puts forward three suggestions for textbook compilation, teachers’ teaching and students’ learning.
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Li, Baozhen, and Lina Zhang. "A Comparative Study of the Contents of “Plural” in Chinese and Japanese High School Mathematics Courses." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_38.
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AbstractSelect China taught A high school math teaching material with book research mathematics textbook edition of the "plural" content as the research object, from chapter theme page, knowledge structure, column. The results show that there is a close connection between old and new knowledge in the theme page of the textbook chapter, the column design structure is rich, the basic knowledge is emphasized and the content distribution is focused, and the difficulty of example exercises is relatively low. The theme page of the chapter focuses on the introduction of mathematical history, the column design is simple, the content of knowledge expansion is extensive and comprehensive, and the comprehensive difficulty of examples and exercises is high. On this basis, we get some enlightenment on the compilation of complex content in Chinese textbooks.
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Li, Wanyue, and Weizhong Zhang. "A Study on the Value Orientation of Chinese Excellent Traditional Culture Contents in Mathematics Textbooks: Based on the Analysis of the Primary School Mathematics Textbooks Published by PEP." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_37.
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AbstractThe integration of Chinese excellent traditional culture into mathematics textbooks is an important measure to realize the fundamental task of moral education. Through the analysis of the excellent traditional Chinese culture content and its value orientation in the fourth grade mathematics textbooks of The People’s Education Press, it is found that the selection of cultural content is diversified, especially focus of state level of culture. The value structure of cultural education is complete, highlighting patriotism and concerns about science and culture; The teaching value of culture emphasizes on promoting problem raising, problem solving and deeper understanding through examples and cultural situations. There are various forms of cultural integration and its depth needs to be strengthened. The integration of Chinese excellent traditional culture into future mathematics textbooks can be improved from the following aspects: rationally examining the educational value and teaching value of Chinese excellent traditional culture, and constructing the target system; Based on the essence of the value of Chinese excellent traditional culture, clear principles of the integration; Optimize the content composition of cultural choice, highlight the value inheritance power of mathematics textbooks; Adjust the form structure of integration.
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Bostic, Jeff, and Andrés Martin. "Assessment in child and adolescent psychiatry." In New Oxford Textbook of Psychiatry. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199696758.003.0210.
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The goals of assessment of a child/adolescent are to (1) detect psychopathology and its impacts on the child’s functioning in family, school, and peer domains, (2) allow appropriate intervention targets to be identified and prioritized; and (3) identify relevant variables, including family or school factors that may influence treatment adherence. This chapter covers the distinctive aspects of the psychiatric assessment in children, content and structure of the clinical interview, developmentally sensitive techniques for the psychiatric interview, neuropsychological testing, and laboratory evaluation in the child psychiatric evaluation.
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Jandhyala, Prabhakara Rao, Prakash Purshewar, Princy Pappachan, Imam Santosa, and Harlinda Syofyan. "Exploring Vocabulary Acquisition Through Textbook Analysis." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-8709-2.ch009.
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Vocabulary acquisition and retention are fundamental components of language education, heavily influenced by the content and structure of school textbooks. However, there is a notable gap in research on vocabulary input in Indian school textbooks. This chapter seeks to bridge this gap by exploring foundational theories of vocabulary acquisition, the influence of textbooks on language proficiency, and corpus-based methodologies in educational research and by conducting a corpus-based analysis of the SCERT Kerala English textbooks used for standards VIII to X. The analysis reveals a sequence of high-to-low-frequency words, a critical element in vocabulary input. The chapter then examines the implications of these findings for vocabulary acquisition, student language proficiency, and textbook design. Recommendations for improving vocabulary sequencing in educational materials are also provided, along with suggestions for textbook authors and curriculum designers.
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Dermendzhieva, Stella, and Tamara Draganova. "Normative Reading and didactic section to localize de place and role of posters in geography and economics training in the Bulgarian School." In The Overarching Issues Of The European Area - Moving towards Efficient Societies and Sustainable Ecosystems. Faculdade de Letras da Universidade do Porto, 2023. http://dx.doi.org/10.21747/978-989-9082-88-5/ovea20.
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The new modernity of the competence approach in training and lifelong learning are massively popularized mostly in the educational system, developed at a complex-active level and in combination with other approaches such as - interdisciplinary, reflexive, constructivist, activity-oriented, person-oriented, systemic, innovative, problematic, projectresearch, multicultural, etc. All approaches are interconnected and interpenetrating, interactive and multi-functionally dependent in the training process. If the approach represents a principle of action, then every activity is based on a given principle, and the implementation of the principles is carried out through approaches. The implementation and application of the approaches is done through different methods, which united in groups and with a common goal, hierarchical structure and tools form the foundations of technology in the training. In the new educational conditions, there is an added specificity, in line with global educational trends and educational strategies, where the educational perspective is also placed on the study, interpretation and presentation of information from different sources in order to form skills. Undoubtedly, the normative framework has been extended beyond specific geographical skills, being extended in the context of ICT, the requirements of the information society and digital transformations. The situational analysis of the geography and economics curricula in general preparation reveals the place and the scheduled expected results with a requirement to present geographic information only through a poster in school geography. The goals of this article are research, analysis and didactic interpretation of the normative framework of the competence for presenting a geographical object through a curricula poster; creating and justifying the life programstructural cycle of competence as an expected result for presenting geographic information through a poster; study of the connections and interactions of the competence for presenting a poster and in other subjects of the general educational preparation; identification and analyzation of examples of poster presentation and the relationship with key competence groups; systematizing the connections and creating a general model of the connections between the competence for presenting geographic information through a poster with the groups of key competences; presentation of an author's generalized model of a rule for making a poster in geography and economics. Within the research and didactic interpretation of the subject, methods such as content analysis, situational and comparative analysis, systematization, generalization, deduction and induction, multidisciplinary and integral approach, complex and systemic approach, scientific research approach, etc. have been applied. The content analysis for the application of the posters in geography and economics covers competencies as expected training results according to the curricula for general education (grades V - X) and profiled preparation (grades XI - XII) in the Bulgarian school - characterization and presentation through a poster of a geographical object , process or phenomenon. The overall structural model of application of the expected poster presentation result in terms of geographical objects, processes and phenomena is as follows: 8=[3(VI)+4(VII)]+[1*(X)]+[1(XI )]. Besides the author's model of the life cycle, other important results are: a normative systematization and didactic interpretation of the posters in geography training was made; it is ascertained that the normative framework does not contain rules and requirements for the manner and form of creating and presenting a poster; the deductive-inductive approach was applied in the spatial determination of the application of the posters by continents; an author's generalized model of a sequence of steps for making a geography and economics poster is proposed.
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Shchitova, Svitlana. "POLYPHONY IN ORIGINAL WORKS FOR BANDURA." In Integration of traditional and innovative scientific researches: global trends and regional aspect. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-3-3.
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The article is aimed at analyzing a number of original polyphonic works for bandura in various genres, belonging to a leading composer of the Dnieper region, Honored Artist of Ukraine Valentina Martyniuk. Published in the form of a textbook composer «Ukrainian song in polyphonic works for bandura», these works are in great demand among performers, pupils, students and teachers of all levels of education. They are often heard in concert programs, competitions and festivals. This fact is due to the appeal to polyphonic bandura works as self-sufficient original compositions, which organically combined many ways of counterpoint technique and the latest compositional techniques with authentic folklore material or national song melody. This organic synthesis was achieved thanks to the high professional level of the master in collaboration with the famous representative of the bandura school Svitlana Ovcharova. It was such a creative union that contributed to the most comfortable, natural sound of the bandura; Deprived of the vocal voice of her performer, she absorbs the vocals from the song as the foundation of each play. Thus, the instrument seems to replace the words of the song with a purely instrumental sound. But the words are read in every polyphonic play by V. Martyniuk. It is noteworthy that the composer expands the «range» of polyphonic genres and combines technically simple, more traditional inventions with cyclical works, which do not follow certain canons and uses a wide range of possible genre combinations – chorale and fugue, fantasy, fugue and epilogue, fugue and kolomyyka, etc. Such compositions deploy a contrasting material that requires both greater alignment and the achievement of a true concert performance style. The performer has a difficult task – to convey the content of the song, to get into its features and, using polyphonic techniques and appropriate technical capabilities, to create a three-dimensional image that is significant and bring it to the listener. So, the analysis of stylistic and constructive-logical regularities of the structure of polyphonic works for bandura-solo by modern composer V. Martyniuk is made to help a young musician who learns the science of performing polyphony and seeks not only to improve his professional skills, but also to preserve and promote his national culture. The combination of the timbre of the bandura, as a symbol of the soul of the Ukrainian people, with folk songs and pan-European polyphonic traditions can further contribute to the realization of a truly national identity. The project of creating a self-sufficient, artistically original, nationally original polyphonic repertoire for the bandura is unfolding; next year it is planned to republish the collection «Ukrainian song in polyphonic works for bandura» (second edition) with the addition of new polyphonic works by V. Martyniuk and their performance-theoretical analysis.
Conference papers on the topic "Content and Structure of the School Textbook of Geography"
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Du, Yutong. "Optimizing High School English Textbook Content Structure Using the K-means Clustering Algorithm." In 2024 International Conference on Informatics Education and Computer Technology Applications (IECA). IEEE, 2024. http://dx.doi.org/10.1109/ieca62822.2024.00015.
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Trahorsch, Petr, and Roman Kroufek. "Environmental visualization of selected Czech regions: analysis of geography textbooks." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-16.
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The aim of this paper is to evaluate the quality of environmental visualization of selected regions in Czech geography textbooks for primary and lower secondary schools. The method of quantitative content analysis of visuals was used. The categories of quantitative analysis were defined based on the content of the environmental and geographical curriculum, for example landscape type, emotional charge etc. The results show a relatively similar structure of environmental visualization between textbooks: emotionally positive visuals showing the protection of cultural-historical heritage and protection of nature dominate. The exception is the Moravskoslezský kraj, which is visually presented in a negative way compared to other regions. In textbooks there are a minimum of abstract visuals or visuals showing the tendencies of environmental components.
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Sekač, Vuk. "THE ANALYSIS OF QUALITY STANDARDS OF ELECTRONIC SERBIAN LANGUAGE TEXTBOOK FOR THE SECOND GRADE OF PRIMARY SCHOOL." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.311s.
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Electronic textbooks have a potential to combine the teaching values of digital technology with didactic-methodological requirements that a textbook should meet and thus become a means of teaching capable of meeting the needs of today’s students and achieving modern educational goals. In order for an electronic textbook to have its expected effect, it is necessary that its concept takes into account certain theoretical and practical knowledge synthesized in the so-called quality standards. Although the theoretical and empirical research of electronic textbooks is at its very beginning and there is not even closely a rich body of knowledge as in the case of printed textbooks, certain postulates do exist and they need to be taken into account when creating and evaluating electronic textbooks. This paper uses the content analysis technique to examine the extent to which the electronic textbook On Language, published by Klett, meets the specific requirements of electronic textbooks. The results show that the analysed electronic textbook is between low and medium level of interactivity, contains a small number of multimedia elements and does not use the possibility of hyper textual links, but relies exclusively on a linear structure in the content presentation.
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DUMITRAȘCU, Doina Maria. "Planning the research/investigative competence of high school students in the discipline of Geography based on the modular training model." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p385-388.
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The article exemplifies a modular approach to the process of developing research/investigative competence in the Geography Discipline for high school students. Conceived as an effective learning model, flexible as a process and methodology in training theory, it represents the form of organization and operation of the structure of the 2022-2023 school year in Romanian education. Novelty element for formal and non-formal education through Geography, with characteristics derived from holistic and dynamic theories of learning, the modules expressed as learning units are defined by the content unit not in terms of curricular thematic aspect, but in terms of didactic strategies, alternation, coexistence and cyclicality of instructional phases and the roles of learners and educators. The premise of the enterprise of an approach to design in the process of developing the investigative competence in theschool environment within the Geography lessons consisted in the diagnosis of the formative and evaluative framework of integrated learning imposed by the normativity of educational policy documents on the one hand and the specificity of the modular methodology on the other side. The opportunities and challenges of streamlining the research competence development process are highlighted through a proposal for a planning project in the key modular structure, opportunely to be capitalized as a pedagogical intervention tool at the level of all schooling cycles depending on the targeted objectives.
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Khaled Ahmed, Khloud. "An interactive philosophical vision for textbook design to increase information value." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p67.
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This research aims to improve the visual design of information in primary school education by improving the structural and graphic design of the textbook through paper engineering of pop up interactive book based teaching material. The goal of the research is also to find a solution for textbook design that combines the benefits of an electronic book and an ordinary book by displaying images in three dimensions and content in an interactive manner to simplify and facilitate the information. The difficulty for primary school students to understand some curricula through ordinary textbooks is a research problem. In this study, we used a field study with a focus group discussion to achieve our goal, and we chose an informal ordinary book as the primary source, its title (into the crater of doom) and transforming its structure design into a pop-up book to present to primary school students and get their feedback on the method to design the pop-up book to use as an aid means of simplifying information for students, interacting with the book, and presenting the information in an interesting manner. The results of a discussion group with 33 primary school teachers divided into three groups revealed that 92% of them agreed that the design of the ordinary textbook should be updated. By presenting the researcher's pop-up book, all of them prefer to use the pop-up book as an aid in improving students' cognitive and intellectual skills. Furthermore, the results of the discussion groups with the students, a total of 35 students divided into three groups, revealed that all of them preferred to use the pop-up book in all textbooks, particularly science and social studies for 4th grade primary students. As well as making recommendations to the Ministry of Education on their performance regarding the positive impact on students of using pop-up books designed by the researcher as an aid means to students in schools and homes.
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Chitez, Madalina, and Roxana Rogobete. "When old is better than new: Contextualizing corpus-based readability in Romanian language textbooks for targeted digital intervention." In EuroCALL 2024: CALL for humanity. Universitat Politècnica de València, 2024. https://doi.org/10.4995/eurocall2024.2024.19071.
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School textbooks in Romania have seen significant changes over the past three decades. During communist times, there was a single textbook for each discipline per grade, which remained largely unchanged. After 1989, these were replaced by "alternative-model" textbooks, offering more than one option per discipline and grade. However, despite approval from the Ministry of Education, this diversity has not kept pace with digital advancements and educational research. In this paper, we use corpus-based case studies to analyse text readability and overall text-related complexity in primary school textbooks for Romanian Language and Communication. Our corpus consists of two sub-corpora: (1) ROLAT-1-4-OLD, representing the old Romanian textbooks used until 1989, and (2) ROLAT-1-4-NEW, comprising modern textbooks for primary schools. Using an experimental readability formula for Romanian texts (Oravițan et al., 2023), incorporated into the LEMI readability platform (Chitez et al., 2024), we assessed the linguistic complexity of selected datasets. Our results indicate that NEW textbooks exhibit higher linguistic complexity compared to OLD textbooks, which is also higher than the grade and age levels. We interpret these findings within the broader context of textbook design, noting that OLD textbooks appear better designed on several parameters: structure, content (i.e. interplay between text, tasks, and visual elements), type and number of assignments, as well as the linguistic characteristics of both texts and assignments. We conclude by highlighting the correlation between textbook readability, overall design, and cognitive load (Sweller, 1994), which affects the students' learning motivation and effectiveness. We suggest employing the LEMI readability tool to test and improve didactic materials.
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Bartoňová, Markéta, and Dana Kričfaluši. "Výukové materiály pro integrovanou přírodovědnou výuku." In DidSci+ 2021. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9876-2021-1.
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Integrated teaching can be defined as teaching in which the educational contents of subjects are interconnected while integrated educational content follows the aims of all integrated subjects. The idea of integrated teaching is currently emerging mainly in connection with the concept of education for the future and in response to the announced reduction of educational content in the Framework Educational Programs. Teachers do not take a negative view of the principles of integrated teaching, however according to previous research, one of the main reasons for not implementing integrated teaching, is lack of suitable materials. The contribution presents the proposed content and structure of teaching material (worksheet), that can be used in teaching Integrated Science (especially at the grammar school). For practical documentation of the given general rules, examples from the proposed worksheet on the topic “Chlorine cycle”, which is currently reviewed by high school teachers of chemistry, biology, geography and physics, are used. The worksheet is also used to illustrate the connection between the educational aims of integrated subjects and a new aim. The contribution starts a discussion about what parameters the teaching material for integrated (science) teaching should meet.