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Journal articles on the topic 'Didactic of literature'
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Dokuzova, Stanka. "Didaktična literatura za violino Dušana Vodiška / Didactic violin literature by Dušan Vodišek." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 115–45. http://dx.doi.org/10.26493/2712-3987.17(34)115-145.
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The article discusses didactic violin literature by violinist and pedagogue Dušan Vodišek. Covering the period between 1966 and 2016, his oeuvre represents a bridge between didactic violin literature of the previous century and contemporary didactic violin literature. Over these 50 years, he significantly enriched didactic violin literature in Slovenia with his works, which include a violin book for beginners, children’s compositions for violin and piano, youth compositions for violin and piano, compositions for chamber ensemble and string orchestra, and two textbooks on position changing. These materials provide original solutions to challenges concerning individual elements of violin playing and the musical development of students. Therefore, they also represent an important contribution to the development of violin pedagogy and violin playing in Slovenia.
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Harits, Imron Wakhid. "Comparative Children Literature: Aesthetic and Didactic Context." e-Pedagogium 17, no. 2 (April 1, 2017): 15–24. http://dx.doi.org/10.5507/epd.2017.021.
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Fox, Michael V. "Ancient Near Eastern Wisdom Literature (Didactic)." Religion Compass 5, no. 1 (January 2011): 1–11. http://dx.doi.org/10.1111/j.1749-8171.2010.00251.x.
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Gielata, Ireneusz. "Literature as an Auxiliary Science in Teaching Geography." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 93–103. http://dx.doi.org/10.17951/en.2021.6.93-103.
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The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.
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Miteva-Dinkova, Stela. "THE ARPEGGIO IN DIDACTIC LITERATURE FOR CLASSICAL GUITAR." Knowledge International Journal 28, no. 3 (December 10, 2018): 1069–74. http://dx.doi.org/10.35120/kij28031069s.
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The art of instrumental performance has a specific purpose - to present a musical work (author's product) to a wide public auditorium - an audience. In order to accomplish this practical activity, the performer is necessary to adopt and master certain instrumental skills. Some of them are universal, others are "tied to" the specifics of the instrument itself, and others refer to certain elements of the musical language. By their nature, the techniques are skills created by the both hands finger movements. Fully studied and perfected, they are part of the instrumental technique, which is a tool of clear, convincing and "picturesque" representation of the artistic content of the musical works. In the process of classical guitar education, techniques are mastered step by step in accordance with their complexity, using didactic approaches outlined/exposed in the books. The review of such editions, which are created in a different period of time, illustrates the development of different pedagogical views in the classical guitar training. This provides practical and applied knowledge to the instructor of a musical instrument as an irreplaceable assistant in the teaching practice. This argues the consideration of arpeggio - a major technique skill in the context of its widespread application in the didactic instrumental literature and its fundamental importance for the development of instrumental technique in classical guitar. Expanded exposure with detailed organization of activities and modern manners of mastering the arpeggio technique, the author presents in the article ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education’ (Miteva-Dinkova, S. ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education, Collection of papers from International Scientific Conference ‘Science, Education and Innovations in the Arts’, Plovdiv, 2018). This text clarifies the origin, development and achievement of the most efficient ways of work that provide rapid and positive results in the pedagogical practice based on a review of basic didactic books (Mauro Giuliani – 120 Right Hand Studies, Francisco Tàrrega – Complete Technical Studies, Emilio Pujol – Escuela razonada de la guitarra, Abel Carlevaro – Seria Didactica para Guitarra, part 3 – Right Hand Technique).
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Sheng, E. E. "Housman's Compassionate Didactic." Victorian Poetry 58, no. 4 (2020): 451–74. http://dx.doi.org/10.1353/vp.2020.0030.
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Cucchiarelli, Andrea. "DEFINING DIDACTIC." Classical Review 53, no. 2 (October 2003): 350–52. http://dx.doi.org/10.1093/cr/53.2.350.
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HUTCHINSON, G. O. "READ THE INSTRUCTIONS: DIDACTIC POETRY AND DIDACTIC PROSE." Classical Quarterly 59, no. 1 (April 23, 2009): 196–211. http://dx.doi.org/10.1017/s0009838809000159.
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Bintara, Idvan Aprizal, Tatang Herman, and Aan Hasanah. "Didactical Design Realistic Mathematics Education Based on Green Mathematics in Direct & Indirect Proportions Concept at Junior High School." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 555–60. http://dx.doi.org/10.14421/icse.v3.562.
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This research is motivated by students’ learning obstacles in direct & indirect proportions concept through literature studies and preliminary studies conducted by a researcher. Furthermore, the environmental care attitude of students is low. The purpose of the research is to create the alternative didactical design; a didactical design Realistic Mathematics Education based on Green Mathematics consisting of four lesson designs arranged due to learning obstacle in direct & indirect proportions concept, as well as relevant learning theory. Four lessons were implemented for 40 seventh grade students in Lembang who have not learned yet about the concept. The research method used in this study is qualitative research as Didactical Design Research. There are three stages in this study; the first stage is prospective analysis or didactic situation analysis producing hypothetical didactic design, the second stage is metapedadidactic analysis as implementation of hypothetical didactic design, and the third stage is retrospective analysis that produces empirical didactic design. The result shows that hypothetical didactic design can minimize the students’ learning obstacles in direct & indirect proportions concept; almost all student showed environmental care attitude is well; and almost all student showed positive attitude towards mathematics learning using hypothetical didactic design. Based on the results of the research, developed didactical design that can be applies as one of the alternative for teaching materials in direct & indirect proportions learning concept at schools that have the same characteristics.
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Olson, Kathy. "Bogan's DIDACTIC PIECE." Explicator 63, no. 1 (January 2004): 50–53. http://dx.doi.org/10.1080/00144940409597258.
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Karwasz, Grzegorz. "Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne." Studia Edukacyjne, no. 60 (March 15, 2021): 113–34. http://dx.doi.org/10.14746/se.2021.60.7.
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While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.
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Zaripova, Dilfuza Bakhtiyorovna. "The role of didactic works in world literature." International Journal on Integrated Education 3, no. 2 (February 6, 2020): 10–14. http://dx.doi.org/10.31149/ijie.v3i2.316.
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In the 10th - 11th centuries, Persian - Tajik fiction began to develop, with some governors, especially Samanis, paying much attention to the development of Persian poetry. Literary centers were established in Bukhara, Samarkand, Marv, Balkh and Nishapur. The great speakers like Rudaki, Daqiqiy, Firdavsi, Asadi Tusi, Nosir Khisraf, Omar Khayyam, Nizami Ganjavi from the Tajik, Iranian and Azerbaijani nations were educated. Each of these writers has their own way of life and creativity, artistic style and literary services. Accordingly, these writers, who have lived and worked in such places as Bukhara, Samarkand, Termez, Merv, Khorezm, Nishapur, Balkh, Tus, Ghazna, Ganja and Shirvan, have gained popularity throughout the Middle East.
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Sherova, Mavzuna. "Didactic genre in mowarounnahr arabic literature (XXI centuries)." ASIAN JOURNAL OF MULTIDIMENSIONAL RESEARCH 10, no. 5 (2021): 748–51. http://dx.doi.org/10.5958/2278-4853.2021.00478.x.
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Heath, Malcolm. "Hesiod's Didactic Poetry." Classical Quarterly 35, no. 2 (December 1985): 245–63. http://dx.doi.org/10.1017/s0009838800040155.
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In this paper I shall approach Hesiod's poetry from two, rather different, directions; consequently, the paper itself falls into two parts, the argument and conclusions of which are largely independent. In (I) I offer some observations on the vexed question of the organisation of Works and Days; that is, my concern is with the coherence of the poem's form and content. In (II) my attention shifts to the function of this poem and of its companion, Theogony; given the form and content of these two poems, what can we plausibly conjecture about the end or ends to which they were composed? In particular, I shall consider whether, and in what sense, these poems may be regarded as didactic in intent. Much of what I have to say in (I) I say with a measure of confidence; in (II), by contrast, my primary aim is to undermine unwarranted confidence — although I do, even here, reach some positive conclusions.
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Aleksandrova, Galina V. "DIDACTIC MATERIAL VISUALISATION AT RUSSIAN LANGUAGE AND LITERATURE LESSONS." Russian language at school 79, no. 4 (April 25, 2018): 16–19. http://dx.doi.org/10.30515/0131-6141-2018-79-4-16-19.
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Volk, Katharina. "A NON-DIDACTIC LUCRETIUS?" Classical Review 54, no. 2 (October 2004): 370–71. http://dx.doi.org/10.1093/cr/54.2.370.
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Augustsson, Gunnar, and Lena Boström. "Teachers‘ Leadership in the Didactic Room: A Systematic Literature Review of International Research." Acta Didactica Norge 10, no. 3 (August 26, 2016): 7. http://dx.doi.org/10.5617/adno.2883.
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SammanfattningDenna studie fördjupar kunskapen i tidigare forskning om ledarskap i det didaktiska rummet, dvs. inramningen av aktuell undervisningssituation oavsett plats. Syftet var att (a) identifiera och klassificera mönster och trender om lärares ledarskap i det didaktiska rummet 1980-2013, (b) jämföra och diskutera resultaten, och (c) peka ut en framtida forskningsinriktning. Metoden är en systematisk litteraturöversikt (SLR) med en kvantitativ och kvalitativ innehållsanalys. Resultaten visar att hälften av forskningen utfördes under 2006-2013. Resultaten visar också att lärarnas ledarskap är ett västerländskt fenomen som blivit alltmer relevant under senare tid. Dessutom finns det två frågor som kan kopplas till detta ledarskap: oklara gränser mellan olika typer av ledarskap och en sammanblandning av lärares personlighet och ledarstil. Detta understryker förekomsten av kontextuella och situerade didaktiska strategier samt flexibla ledarstilar i det didaktiska rummet. Studien visar förvisso på medvetenheten om olika didaktiska aspekter, men det saknas forskningsdesigner som införlivar den didaktiska komplexiteten.Nyckelord: didaktik; didaktiskt ledarskap; litteraturgranskning; lärares ledarskapAbstractThis study deepens our knowledge about research on leadership in the didactic room, i.e., the framing of the current teaching situation, regardless of its location. The objective was to (a) identify and classify patterns and trends concerning teachers’ leadership in the didactic room from 1980 to 2013, (b) compare and discuss the findings, and (c) point to a future research agenda. The method is a systematic literature review (SLR) with a quantitative and qualitative content analysis. The results revealed that half of the research on this topic was performed from 2006 to 2013. The results also show that teachers’ leadership appears to be a Western phenomenon that is becoming increasingly relevant in our time. Two issues could be linked to this leadership: the unclear boundaries between different types of leadership and confusion about teachers’ personalities and leadership styles. This underlines the importance of contextual and situated didactic strategies and flexible leadership styles in the didactic room. Even if this study shows that an awareness of different didactic aspects exists concerning teachers’ leadership, a comprehensive approach to designing studies that incorporate the didactic complexities is lacking.Keywords: didactic, didactic leadership, literature review, teachers’ leadership
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Alves, Francisco Regis Vieira, and Marlene Alves Dias. "Engenharia Didática para a Teoria do Resíduo: Análises Preliminares, Análise a Priori e Descrição de Situações-Problema." Revista de Ensino, Educação e Ciências Humanas 20, no. 1 (April 30, 2019): 2. http://dx.doi.org/10.17921/2447-8733.2019v20n1p2-14.
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O presente escrito aborda elementos de ordem teórico-conceitual, característicos de um design de investigação em Didática da Matemática, com o escopo de assinalar uma discussão e a possibilidade do ganho de conhecimentos didático-metodológicos acerca da Teoria do Resíduo. Dessa forma, tendo em vista extensa literatura, com influência da vertente de pesquisa francesa, descrevem-se com maior ênfase, as etapas de análise preliminar, análise a priori de uma Engenharia Didática - ED, com atenção especial dedicada à concepção e a modelização de duas situações-problema. Por intermédio de uma perspectiva afetada pela Teoria das Situações Didáticas – TSD, o trabalho aborda quatro etapas dialéticas, relativas ao planejamento teórico de uma experimentação, que promovem um debate científico envolvendo professor, alunos e um saber matemático específico, significado e mobilizado por intermédio da visualização (com o uso da tecnologia), e do entendimento tácito preliminar de determinadas propriedades fundamentais na Teoria dos Resíduos. Outrossim, o trabalho acentua o caráter epistemologicamente intrincado da referida teoria matemática, fato que justifica um olhar pormenorizado e cientificizado, proporcionado por uma proposta de ED.Palavras-chave: Engenharia Didática. Teoria do Resíduo. Análises Preliminares.AbstractThis writing deals with conceptual and theorical order elements, characteristic of a particular design of research in the Didactics of Mathematics, varygin between offering a discussion and the possibility of a gain of didactical and methodological knowledge of the Residue Theory. Thus, aiming at extensive literature, with the French research, the preliminary stages nominated preliminary and a priori analysis of a Didactical Engineering – DE are described with a greater emphasis, with especial attention dedicated to the design and modeling of two didactic situations. Thus through a perspective affected by the Theory of Didactic Situations – TDS, the present work addresses four dialectical steps, regarding the theorical planning related to experimentation, with the goal to promote a scientific debate involving the teacher, students and a specific mathematical knowledge, signified and mobilized through the visualization (with the using of technology) and a tacit understanding of certain fundamental properties in the Residue Theory. Furthermore, the work emphasizes the mathematical character of a epistemological complex theory, which justifies a careful and scientific look provided by the present ED proposal.Keywords: Didactic Engineering. Theory of Residue. Preliminary Analysis.
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Dzhussubaliyeva, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 95–102. http://dx.doi.org/10.51889/2020-2.1728-5496.16.
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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagogical literature and a generalization of experience with electronic textbooks, digital educational resources, and MOOCs, a three-part structure for the development of didactic units - classes in digital format: video, a short text of the training material, and practical tasks is proposed. The design of digital educational resources is based on eutagogical foundations, the theory of programmed learning, connectivity, actor-network theory, rhizomatic pedagogy and other latest achievements of digital didactics. The requirements for electronic and multimedia textbooks and manuals are outlined.
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Dzhussubaliyev, D. M., А. К. Мynbayeva, and А. Е. Mambetkaziyev. "DIDACTIC MEANS OF DISTANCE LEARNING – PROBLEMS AND PERSPECTIVES." BULLETIN Series of Pedagogical Sciences 66, no. 2 (May 25, 2021): 95–102. http://dx.doi.org/10.51889/2020-2.2077-6861.16.
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The article describes the current state of distance education in Kazakhstan and the world, as well as analyzes the difficulties of the modern period of development of the distance education system. The purpose of the article is to develop recommendations for the development of didactic means of distance education and digital educational resources. The authors identify financial, technical, legal, methodological problems of the development of distance education, the problems of training teachers for the development of electronic didactic tools. Based on an analysis of the scientific and pedagogical literature and a generalization of experience with electronic textbooks, digital educational resources, and MOOCs, a three-part structure for the development of didactic units - classes in digital format: video, a short text of the training material, and practical tasks is proposed. The design of digital educational resources is based on eutagogical foundations, the theory of programmed learning, connectivity, actor-network theory, rhizomatic pedagogy and other latest achievements of digital didactics. The requirements for electronic and multimedia textbooks and manuals are outlined.
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Hårstad, Stian. "«[…] en enkel og saklig innføring i norsk språkhistorie» Språkhistorie som norskdidaktisk emne – et faghistorisk utsyn." Acta Didactica Norge 10, no. 3 (September 22, 2016): 9. http://dx.doi.org/10.5617/adno.2852.
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Artikkelen tar for seg språkhistorie som norskdidaktisk emne i et faghistorisk perspektiv. På grunnlag av en lang rekke styringsdokumenter (læreplaner og studieplaner) og fagdidaktisk og disiplinfaglig litteratur undersøkes hvordan språkets historiske dimensjoner har blitt tematisert som kunnskapsområde. Et hovedfunn i denne gjennomgangen er at det historiske (eller historiserende) lengdesnittet har vært til stede gjennom hele 1900-tallet og fortsatt finnes i gjeldende læreplan – om enn med temmelig varierende vektlegging og detaljering. Læreplanene har i stor grad overlatt til praktikerne (lærerne og lærerutdannerne) å avgrense hva de språkhistoriske emnene skal romme. Litteraturanalysen viser videre at den didaktiske refleksjonen på dette feltet bare unntaksvis har kommet på trykk, og denne begrensete språkhistorie-didaktiske debatten må forstås på bakgrunn av tilstanden i forsknings- og studiefaget.Nøkkelord: språkhistorie-didaktikk, språkdidaktikk, språkhistorie, norskdidaktikkAbstractThis article deals with language history as a didactic topic in the subject Norwegian as L1. On the basis of a wide range of documents (curricula and syllabi) and didactic and disciplinary literature, the article seeks to examine how the historical dimensions of language have been treated as an area of knowledge. A main finding is that the historic (or historicizing) perspective has been present through the entire 20th century and still can be found in the current curriculum – though the emphasis and itemization have varied significantly. The curricula have largely entrusted the practicians (the teachers and teacher educators) with the powers to delineate the language history topics. The research review further shows that the didactic reflections within this field only sporadically have appeared in print, and this limited didactic discussion of language history must be understood on the background of the condition of the discipline.Keywords: language history didactics, language didactics, language history, didactics of Norwegian as L1
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Hoffman, Jeannette. "Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University." Journal of Literary Education, no. 4 (July 31, 2021): 260. http://dx.doi.org/10.7203/jle.4.21024.
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Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
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Shuting and Chambers. "Didactic Mimesis in Wordsworth's “Simon Lee”." Style 54, no. 4 (2020): 457. http://dx.doi.org/10.5325/style.54.4.0457.
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Adams, Hazard. ""Jerusalem's" Didactic and Mimetic-Narrative Experiment." Studies in Romanticism 32, no. 4 (1993): 627. http://dx.doi.org/10.2307/25601036.
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Kamaladdini, Seied Mohammad Bagher. "Place of the Didactic Literature in Vahshi Bafghi's Khold-e-Barin." International Letters of Social and Humanistic Sciences 27 (May 2014): 194–201. http://dx.doi.org/10.18052/www.scipress.com/ilshs.27.194.
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Masnavi Khold-e-Barin is one of letters that educate people moral courses in different ways. Vahshi Bafghi by using his special technique, compose a word full of advice and using the different metaphor sings helps to understanding of good and bad issues in life. He expresses ethical messages in two ways, the theme of novel and direct expression. This paper tries to evaluate the Place of the educational literature in Vahshi Bafghi's Khold-e-Barin; the author shows aspects and features of didactic literature using content analysis in Khold-e-Barin. Issues such as the avoidance of envy, greed, worldly and other worldly courses, advice and the moral results of tales, praised of the knowledge and awareness, chastity word of poet, give didactic Ethics and Spirituality atmosphere to this letter. In this research, didactic poems in two sections of “sermon – ethical” and “Education – Spiritual” have been studied.
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DuÉ Montalván, Aura Luz, and María Del Suñén Bernal. "Cultural approximation and didactic strategies:the case of the Chicano literature." Cuadernos Iberoamericanos, no. 3 (September 28, 2016): 67–75. http://dx.doi.org/10.46272/2409-3416-2016-3-67-75.
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In this article we first present the contribution of Chicano literature to understand the position of this culture within the social context of the United States. Then, we establish the relation between the theme of immigration that is reflected in these great works as well as certain literary works in Europe. Finally, we present the learning processes that have been implemented and which have found that the study of literature (in our case, Chicano) arouses interest in learning about a culture and with this motivation and development of language and communication skills, the student will develop critical thinking making him or her an autonomous, competent and creative learner in learning a target language, in this case Spanish.
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Wilson, Chris. "The Vision of St Fursa in Thirteenth-Century Didactic Literature." Studies in Church History 47 (2011): 159–70. http://dx.doi.org/10.1017/s0424208400000930.
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The vision of the otherworld seen by St Fursa (c. 590 — c. 649) and recorded in a Vita and in Bede’s Ecclesiastical History achieved a high level of popularity in England and France during the thirteenth century, especially through its inclusion in preaching aids for the friars and the pastoralia (the various guides and manuals for priests on the care and confession of their congregation) produced before and after the Fourth Lateran Council of 1215. This essay will discuss how compilers of this material altered, rearranged and summarized Fursa’s vision, and what these changes reveal about shifting attitudes towards sanctity in the thirteenth century. In some of these redactions, Fursa’s sainthood was sidelined or ignored completely. In others, the point at which Fursa is described as a saint varies and the emphasis of the vision shifts from a reward for a saintly life to the purgation of a sinful priest. It will be suggested that these modifications to Fursa’s role in the vision were linked to the genre and audience of the redactions and to other thirteenth-century theological preoccupations, including debates over the sinfulness of usury and the emergence of the doctrine of purgatory.
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Kenney, Martha. "Fables of Response-ability: Feminist Science Studies as Didactic Literature." Catalyst: Feminism, Theory, Technoscience 5, no. 1 (April 1, 2019): 1–39. http://dx.doi.org/10.28968/cftt.v5i1.29582.
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Recent literature in feminist science studies is rich with stories about how we are constituted by and in relation to (sometimes toxic) chemicals. Scholars such as Natasha Myers, Mel Chen, and Eva Hayward have written vivid accounts of the chemical ecologies of late industrialism, arguing that we cannot think of bodies as separate from environments. In this article, I read feminist scholarship on chemical ecologies as fables of response-ability, stories that teach us to attend and respond within our more-than-human world. Amplifying their didactic registers, I pay attention to moments in the texts that are speculative, poetic, and personal, moments that work on the bodies, imaginations, and sensoria of their readers. By reading these texts together, I hope to both acknowledge the didactic work that feminist science studies scholars are already doing and encourage others to experiment with telling their own fables of response-ability.
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Schmid, Pia. "Didactics of Piety in Children’s Edifying Literature in the Early 18th Century." Zutot 16, no. 1 (March 14, 2019): 55–67. http://dx.doi.org/10.1163/18750214-12161004.
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Abstract This article focuses on an aspect of Pietist education that may be regarded as a reform, namely a new way of upholding the role model to educational ends – or, more simply put, of teaching by example. This new approach to the example, according to my thesis, manifests itself in an implicit, narrative didactics of piety. This will be illustrated by reference to a popular genre of children’ and young people’s literature dating from the 17th and 18th centuries, namely ‘exemplary children’s stories’ (Kinderexempelgeschichten). Such stories consist of biographical model narratives concerning exemplary pious boys and girls. To demonstrate how this implicit, religious didactic was made explicit, I draw on the text ‘Christliche Lebens=Regeln’ (Christian Rules of Life), which was especifically conceived as a systematic elucidation of exemplary stories.
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Suárez-Ramos, Josmary Celinda. "Importancia del uso de recursos didácticos en el proceso de enseñanza y aprendizaje de las ciencias biológicas para la estimulación visual del estudiantado." Revista Electrónica Educare 21, no. 2 (April 23, 2017): 1. http://dx.doi.org/10.15359/ree.21-2.22.
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This article aims to conduct a literature review on documentary sources approaching aspects related to the importance of the use of didactic resources in the teaching and learning process of biological sciences. The paper focuses on the visual stimulation of students, and considers important information in the field of biological sciences, pedagogy and didactics. Through a systematic review, bibliographical and electronic sources were selected; they were published in a period from 1983 to 2013. The article describes some of the main didactic resources producing greater visual impact in the students and turning into meaningful learning through their incorporation into the cerebral cortex. Findings suggest that the individuals’ learning is mediated by the nervous system and the sensory organs. Likewise, studies have verified that the sense of sight is the system of primary representation for most human beings, and the teaching strategies combining vision with hearing have considerable possibilities of being more effective. It is concluded that the use of adequate didactic resources is indispensable to optimize students’ learning in terms of content in the area of biological sciences. So it is recommended that teachers consider these realities when planning strategies to teach their classes.
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Kozuh, Anna, and Jelena Maksimovic. "Ways to increase the quality of didactic interactions." World Journal on Educational Technology: Current Issues 12, no. 3 (July 30, 2020): 179–91. http://dx.doi.org/10.18844/wjet.v12i3.4999.
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The paper analyses the directions of the recent research on improving the methods and quality of didactic interactions. The review and analysis of the literature shows changes of a behavioral, social, as well as informational and communicational character that have occurred in education for over a dozen years. Based on the literature review, the authors analyse the ways of improving didactic competences of the teacher. They indicate that the teacher equipped with the appropriate knowledge in this field not only masters the discipline more effectively but is, above all, more effective in any didactic situation. The studies also show the directions of the teacher's needs and their incompetence in some areas. They enable the development of new strategies for the teacher-student interaction and become an important element in the preparation of the content of new training programs. Increasing the quality of didactic interactions is a process of the development of a teacher as a practitioner who continuously analyses and reflects on their work. The authors believe that the didactic interactions and techniques discussed in it favour profound reflection on the difficulties encountered in education and assist teachers in regaining self-trust and managing to create more effective didactic activities.
Key words: advising, evaluation, coaching, didactic interactions, reflection, teachers
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Martínez Preciado, Zulma, and Ángela Rocío Murillo Pineda. "Concepciones de la Didáctica de la Literatura en Colombia durante los últimos diez años." Revista Grafía- Cuaderno de trabajo de los profesores de la Facultad de Ciencias Humanas. Universidad Autónoma de Colombia 10, no. 1 (January 15, 2013): 175. http://dx.doi.org/10.26564/16926250.394.
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Resumen:La investigación recopila, analiza e interpreta fuentes bibliográficas (Artículos de revistas nacionales indexadas, libros y/o capítulos de libros resultado de investigación y memorias de congresos) que hayan sido publicadas durante los últimos diez años, en donde se hable acerca de la Didáctica de la Literatura en Colombia. Este texto da cuenta de los resultados obtenidos y registrados en el informe de investigación, en los que se llegó a establecer que las concepciones para la enseñanza-aprendizaje de la literatura más preeminentes en esta última década fueron: una didáctica desde la dimensión estética y lúdica, otra desde la aplicación de diferentes métodos de análisis provistos por los Estudios Literarios, una más referida a la enseñanza de la literatura como proceso de lectura y escritura y, una última relacionada con una didáctica de la literatura desde los Géneros Literarios. Esta investigación se convierte en un apreciable material teórico-práctico para todo aquel que esté inmerso en el mundo de la pedagogía de la literatura. Palabras clave: Didáctica de la literatura, estética, lúdica, estudios literarios, lectura, escritura, géneros literarios.**********************************************************Didactic of the literature conceptions in Colombia during the last ten yearsAbstract:This research has a Compilation, an analyses and interpretation of bibliographical sources (Indexed reviews’ articles, books and/or books’ chapters’ results of researching and congress memories) which were published during the last decade about the Didactic of the literature in Colombia. This text shows achieved and registered the results on the researching inform , in which it was established that the most important conceptions of the teaching-learning literature were: a didactic from the esthetic and ludic conception, another from the conception of different models application, provided from the Literary studies, another referred to the teaching literature as a process of reading and writing; and the other one related with a didactic of literature from the Literary genres: this research becomes a substantial theoretical and practical material for those who are in the Literary pedagogical world. Key words: didactic of the literature, esthetics, ludic, literary studies, reading, writing, literary genres.**********************************************************Concepções da Didática da Literatura na Colômbia durante os últimos dez anosResumo:A pesquisa compila, analisa e interpreta fontes bibliográficas (artigos de revistas nacionais indexadas, livros e/ou capítulos de livros resultado de pesquisa e de memórias de congressos) que tenham sido publicadas durante os últimos dez anos, nos quais se fale sobre a Didática da Literatura na Colômbia. Este texto da conta dos resultados obtidos e registrados no relatório de pesquisa e nos quais chegou-se a estabelecer que as concepções para o ensino-aprendizagem da literatura mais preeminentes nessa última década foram: uma didática proveniente da dimensão estética e lúdica, outra da aplicação de diferentes métodos de análise provenientes dos Estudos Literários, uma mais referida ao ensino da literatura como processo de leitura e escrita e uma última relacionada com uma didática da literatura a partir dos Gêneros Literários. Esta pesquisa converte-se num apreciável material teórico-prático para todo aquele que esteja imerso no mundo da pedagogia da literatura. Palavras chave: Didática da literatura, estética, lúdica, estudos literários, leitura, escrita, gêneros literários.
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Yuldasheva, N. A. "Forming young people's sense of patriotism- Didactic principle in literature classes." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 1 (2021): 926–30. http://dx.doi.org/10.5958/2249-7137.2021.00125.7.
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González-Martínez, Juan, Moisès Esteban-Guitart, Carles Rostan-Sanchez, Elisabet Serrat-Sellabona, and Meritxell Estebanell-Minguell. "What’s up with transmedia and education? A literature review." Digital Education Review, no. 36 (December 31, 2019): 207–22. http://dx.doi.org/10.1344/der.2019.36.207-222.
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In the last few years, several works have emerged focusing on the cultural change that has to do with the simultaneous and sequential coexistence between different media. This is what is being called transmedia, and it is related to the new concepts of media convergence and participatory culture. All this new mediatic and cultural movement, of course, begins to have an echo in the educational world. However, what do we mean by this concept from an educational perspective? Through a systematic literature review, we analyse this transmedia concept in three meanings: transmedia as ability or literacy necessary to actively evolve in this movement of participatory culture; transmedia as the product resulting from that sequential jump between different analogical and digital media, conveyed by a narrative; and, lastly, transmedia as a didactic strategy that explores that narrative that is developed in different means to achieve concrete didactic objectives.
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Pulimeno, Manuela, Prisco Piscitelli, and Salvatore Colazzo. "Children’s literature to promote students’ global development and wellbeing." Health Promotion Perspectives 10, no. 1 (January 28, 2020): 13–23. http://dx.doi.org/10.15171/hpp.2020.05.
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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.
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Marciniak, Renata, and Cristina Cáliz Rivera. "A System of Indicators for the Quality Assessment of Didactic Materials in Online Education." International Review of Research in Open and Distributed Learning 22, no. 1 (March 11, 2021): 180–98. http://dx.doi.org/10.19173/irrodl.v22i1.5069.
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The quality of didactic materials is a source of concern for teachers, users, and educational institutions that offer online education. There is a lack of indicators to help assess the quality of three key types of didactic materials commonly used in online education: didactic units (i.e., materials that contain program contents), didactic guides (i.e., materials that provide information), and additional didactic materials (materials to deepen knowledge). The objective of this article is to present a system of indicators designed to assess the quality of these types of didactic materials and guide their creation process. The system was developed based on a critical analysis of existing models designed to assess the quality of digital didactic materials. The system was validated by 16 international experts in online education, and a trial application of the system assessed five didactic guides and didactic units used by online universities in three different countries. Results of the validation process were triangulated with relevant literature, allowing the authors to make decisions regarding changes to the system in terms of maintaining, reformulating, or removing indicators. The resulting system comprises 43 assessment indicators and serves as a guide for designers, teachers, and users in the creation and selection of didactic materials for use in online education and in the assessment of their quality.
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Calzadilla Vega, Grechel, Marlen Aurora Domìnguez Hernàndez, and Roberto Fernando Valledor Estevill. "CONSIDERACIONES EN TORNO AL TRATAMIENTO DIDÁCTICO DEL LÉXICO EN LA FORMACIÓN INICIAL DE PROFESORES DE ESPAÑOL-LITERATURA." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 45. http://dx.doi.org/10.33936/cognosis.v3i2.1349.
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En el artículo se socializan resultados de la investigación doctoral La disponibilidad léxica del profesor de Español-Literatura en formación inicial, que se realiza en la Universidad de Las Tunas, Cuba. Como parte del diagnóstico, en la indagación empírica acerca del tratamiento didáctico del léxico se utilizaron como métodos el estudio de productos del proceso pedagógico, la observación, encuestas y entrevistas El análisis de los resultados permitió concluir que existe un tratamiento didáctico del léxico afectado por limitaciones en su planificación y la existencia de carencias teóricometodológicas para su orientación comunicativa, que repercuten de manera negativa en la formación de este profesional de la educación como comunicador competente y modelo lingüístico, como exigencias sociales. Se enfatiza, además, en la pertinencia de adaptar la metodología derivada de los estudios de disponibilidad léxica al contexto de la Didáctica de la lengua materna en la Educación Superior, por las posibilidades que ofrece de contribuir al diagnóstico y la posterior planificación didáctica de este componente de la lengua materna, que resulta eje transversal tanto de la competencia comunicativa, como de los componentes funcionales análisis, comprensión y construcción de textos.
PALABRAS CLAVE: Tratamiento didáctico del léxico; Disponibilidad léxica; Didáctica de la lengua materna; Formación inicial de profesores de EspañolLiteratura.
CONSIDERATIONS AROUND THE TEACHING TEACHING OF LEXICIAN IN THE INITIAL TRAINING OF TEACHERS OF SPANISH-LITERATURE
ABSTRACT
In the article the results of the doctoral research are socialized The lexical availability of the teacher of Spanish-Literature in initial formation, that is realized in the University of Las Tunas, Cuba. As part of the diagnosis, in the empirical inquiry about the didactic treatment of the lexicon, the study of products of the pedagogical process, observation, surveys and interviews was used as methods. Analysis of the results allowed to conclude that there is a didactic treatment of the lexicon affected by limitations In their planning and the existence of theoretical and methodological deficits for their communicative orientation, which have a negative impact on the education of this professional of education as a competent communicator and linguistic model, as social demands. It is also emphasized in the pertinence of adapting the methodology derived from the studies of lexical availability to the context of the teaching of the mother tongue in Higher Education, given the possibilities it offers to contribute to the diagnosis and subsequent didactic planning of this component of the mother tongue, which is the transversal axis of both the communicative competence and the functional components of analysis, comprehension and text construction.
KEYWORDS: Didactic treatment of lexicon; Lexical availability; Didactics of the mother tongue; Initial formation of Spanish-Literature teachers.
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Sellew, Philip. "Composition of Didactic Scenes in Mark's Gospel." Journal of Biblical Literature 108, no. 4 (1989): 613. http://dx.doi.org/10.2307/3267183.
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Dzerviniks, Jānis. "Context in Didactic Conception of Physics Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 36. http://dx.doi.org/10.17770/sie2015vol2.462.
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<p><em>The article offers an evaluation of the concept “Context”, discloses the role and opportunities of contexts for the improvement of physics learning process, as well as provides with the theoretical justification for context-oriented approach. The objective of the article is to evaluate inclusion of the context and context-oriented approach into didactic conception of physics education. In the research which is discussed in the article, scientific literature is analyzed; analytical judgments are based on the previous researches, as well as on the personal pedagogical experience of the author.</em></p>
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Trojnikova, E. V., and A. N. Utekhina. "IMPLEMENTATION OF THE MASTER PROGRAM “DIDACTICS OF NTERCULTURAL COMMUNICATION” (BASED ON RESEARCH OF THE SCIENTIFIC SCHOOL OF INSTITUTE OF LANGUAGES AND LITERATURE OF UDSU)." Bulletin of Udmurt University. Series History and Philology 29, no. 3 (June 25, 2019): 534–43. http://dx.doi.org/10.35634/2412-9534-2019-29-3-534-543.
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Pedagogical training of masters is part of the multi-level structure of Russian higher education. Master's degree is an academic degree awarded at the end of training on the proposed program “Didactics of intercultural communication”. The article discusses the problems of master's training from the standpoint of existing theories and educational practices, and the experience of research activities of the scientific school "Language and intercultural education". The model of master's pedagogical training on the program "Didactics of intercultural communication" of teachers-masters for Junior, middle and senior school is considered. The didactic structure of training of masters including the purpose, principles, the contents, technologies, and diagnostics for each educational stage is offered. The organization of research activities carried out in the process of implementation of the educational program with the aim of mastering the methodology and methods of research work by master teachers is described.
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Guadamillas Gómez, María Victoria. "La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica." Investigaciones Sobre Lectura, no. 4 (July 30, 2015): 93–106. http://dx.doi.org/10.37132/isl.v0i4.67.
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Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.
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Guadamillas Gómez, María Victoria. "La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica." Investigaciones Sobre Lectura, no. 4 (July 30, 2015): 93–106. http://dx.doi.org/10.24310/revistaisl.vi4.10970.
Full textAbstract:
Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.
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Vulāne, Anna, and Elita Stikute. "MODERN DIDACTIC TERMS IN THE CONTENT OF LATVIAN LANGUAGE AND LITERATURE STUDIES." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 324. http://dx.doi.org/10.17770/sie2014vol1.785.
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The article is devoted to a pending matter in the Latvian linguistics and methodology of language and literature – the formation of the system of terminology. The 90-ies of the 20th century when Latvia gained its national independence brought changes not only in the political and economic life but also in the terminology because new realities, which appeared in life, needed new names. Essential transformation in education brought along changes in the nomination system of the specific realities in the sphere. By establishing broader contacts with the pedagogical information field of the Western countries, translating scientific articles one comes in touch with specific concepts of the sphere for which there are no matching nominative units in Latvian and, judging by publications, in most cases equivalent terms are successfully formed. Unfortunately, this is not true of all innovatons, which, due to lack of time, amount of work or other reasons, in most cases are not submitted to language experts or the terminology commission for approval. The research provides analysis of several terms used in the methodology of the Latvian language and literature, as well as other subjects, yet are contraversial from the viewpoint of terminology and the quality of the Latvian language. The research presents the analysis of the semantic structure of active teaching methods and methodological approaches in language and literature in the context of the Latvian language world view with the aim to encourage teachers, lecturers of institutions of higher education, specialists in pedagogy and didactics and other people concerned to consider whether one or another name (which can hardly be referred to as ‘term’) fits into the education process.
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Llewellyn, Kathleen M. "Words to the Wise: Reappropriating the Widow in Early Modern Didactic Literature." Parergon 21, no. 1 (2004): 39–63. http://dx.doi.org/10.1353/pgn.2004.0091.
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Duchimasa-Ochoa, Freddy, and Inés Huiracocha-Ordóñez. "Effects of a Reading Comprehension Program Children's Literature as a Didactic Resource." Universal Journal of Educational Research 9, no. 4 (April 2021): 806–12. http://dx.doi.org/10.13189/ujer.2021.090413.
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Nataliya, Hohol. "CULTUROLOGICAL CONTEXT OF TEXTBOOKS AND ANTHOLOGIES ON FOREIGN LITERATURE: DIDACTIC-METHODICAL ASPECT." Problems of Modern Textbook, no. 26 (2021): 58–71. http://dx.doi.org/10.32405/2411-1309-2021-26-58-71.
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Kondala, Shadreck. "Didactic Titles in Literature: A Look at Selected Zambian-Language Literary Works." Journal of Law and Social Sciences 3, no. 1 (September 30, 2020): 101–14. http://dx.doi.org/10.53974/unza.jlss.3.1.448.
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This paper is a descriptive exploration of selected titles of Zambianlanguage literary works that contain in them didactic aspects, that is, forms of general advisory statements and proverbs/sayings as actual titles of the particular books. It demonstrates that the use of proverbial titles makes these works of fiction more concerned with didacticism rather than
entertainment. This moralistic disposition which apparently seems to be
a trademark of many authors in Zambian languages is a manifestation of the influence of traditional African orature in general and Zambian oral cultures in particular which places emphasis on the teaching of moral values in storytelling. This paper is guided by two literary theoretical approaches namely: the sociological approach which posits that literature should act as a mirror of society as well as to provide solutions for the society; and the ethical approach especially the idea that art should be morally sound.
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Udovichenko, Hannah, and Svitlana Ostapenko. "PECULIARITIES OF PHILOLOGY STUDENTS’ SUBJECT-MATTER COMPETENCES FORMATION TECHNOLOGY ADOPTION WHILE HUMANITARIAN DISCIPLINES STUDYING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 544. http://dx.doi.org/10.17770/sie2019vol1.3783.
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The article deals with the conceptual and pragmatic aspects of philological specialties students’ subject-matter competences formation technology adoption in the process of humanitarian disciplines studying. The aim of the article is to introduce the technology of philological specialties students’ subject-matter competences formation, corresponding to it didactic conditions. The technology consists of six stages (the stage of goal-setting and immersion, the stage of philological specialties students’ subject-matter competences successful formation motivational ensuring, the stage of educational information rationalization and didactic facilitation, the operational stage, the stage of promoting reflexive actions and the stage of determining correlations between the expected and the consequences of subject-matter formation, the self-presentation of the achieved. The varieties of educational activity, which were realized in six stages of the subject-matter competences formation technology based on parallel-concentric allocation, are presented.The research was conducted by applying the following methods: theoretical: analysis and synthesis of scientific, popular scientific, methodical and educational literature on the problems of higher school didactics and intensification of students’ training to research the specific use of competency approach as didactic paradigm; empirical: poll (questionnaire, interview) of students and faculty of humanities departments, monitoring the manifestation of the dynamics of students’ learning process ranking to identify best forms of educational work for the aim of solving research problems based on competence approach.It is determined that the main result of the development and adoption of philological specialties students’ subject-matter competences formation technology in the process of humanitarian disciplines studying is the increase of students' subject-matter competence formation level, provided that the technology and its corresponding didactic conditions are implemented in the educational process.
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Wetter, Andreas. "Rhetoric Means of a Didactic Amharic Poem from Wärrä Babbo." Aethiopica 15 (December 4, 2013): 176–203. http://dx.doi.org/10.15460/aethiopica.15.1.665.
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This article describes aspects of an Amharic manuscript from Wärrä Babbo written in aǧäm, i.e. in the Arabic script. Since this kind of literature is quite widespread in the eastern parts of Wällo and in Yifat, the article begins with an introductive overview of aǧäm literature in Ethiopia and the special position of eastern Wällo as centre of Islamic scholarship and its role for the development of religiously inspired literacy. The philological and linguistic aspects of this type of Amharic literature are exemplified with a tawḥīd poem from eastern Wällo. Besides a detailled treatment of peculiar linguistic feature of the language used in the poem the analysis of the linguistics means that are used by the author to convey his intentions, i.e. the teaching of the basic Islamic tenets to his illiterate co-religionists, form the central content of the article.
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Augustsson, Gunnar, and Lena Boström. "A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room." International Journal of Human Resource Studies 2, no. 4 (December 14, 2012): 166. http://dx.doi.org/10.5296/ijhrs.v2i4.2865.
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This paper presents leadership perspectives and leadership styles in the didactic room. The paper problematizes and develops new knowledge concerning the complex and often paradoxical circumstances that characterize teachers’ leadership. The aim is to develop new knowledge about teachers’ leadership perspectives and styles in the didactic room. Our literature review demonstrates a lack of an explicit and unifying concept that encompasses teachers’ various perspectives and behavioral styles in the didactic room. The meaning of the concept “perspective” precedes the implementation of an individual style of leadership by promoting alternative overviews that the teacher can use, depending on the context, situated activity/task, and student. Any style of leadership will then refer to a specific social behavior. Our result shows that using conscious didactic action skills, teachers can act more effectively and qualitatively better approach new and unpredictable problem situations. Keywords: Didactic, Leadership, Pedagogic, Perspective, Style