Books on the topic 'Didactic tool'

The monograph is devoted to the didactics of digital education, reflecting the realities of the time and the views of researchers on the possibilities and prospects of modern education of children with disabilities. Understanding the importance and role of digital education tools in the learning process will make it possible to effectively implement differentiated and individual approaches to teaching children with disabilities, taking into account the peculiarities of their development and special educational needs.
 For students, postgraduates and teachers of pedagogical universities and faculties, as well as a wide range of readers interested in teaching children with disabilities.

The manual discusses the issues of practical methods of teaching law students historical and legal disciplines. The author shares his opinions and experience regarding general didactic issues, subjects of teaching the history of law, gives concrete examples and applied advice on technologies for developing and using educational tasks, planning and diagnosing the learning process. A special place is given to digital tools for teaching the history of law.
 The content of the manual fully complies with the requirements of the federal state educational standards of the latest generation.
 It is intended for university teachers and graduate students in enlarged groups of training areas 40.00.00 "Jurisprudence".

The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. 
 Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. 
 Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.

The manual reveals modern didactic and methodological approaches to the implementation of control and evaluation of educational outcomes in primary school. Peculiarities of formative assessment of students' academic achievements are revealed. Didactic support of assessment of results of competence-oriented education of junior schoolchildren is characterized

This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.

The manual reveals the didactic and methodological principles of control and evaluation of learning outcomes of primary school students in the context of the implementation of the latest functions of control and evaluation activities. The semantic range of educational achievements of primary school students is determined; describes the method of creating tools for measuring academic achievement at different stages of the learning process. For scientists, teachers of higher pedagogical education, teachers, applicants for higher education, authors of textbooks and manuals for primary school.

This chapter investigates Grattius’ close engagement with his Roman didactic predecessors, especially Lucretius and Virgil’s Georgics, to explore the poet’s use of hunting as both metaphor for intellectual enquiry and emblem of cultural development and civilization. Grattius, it is argued, takes on Lucretius’ confidence and authority and reconfigures it to suit the celebratory tone and rhetoric of religious revival prevalent in the age of Augustus: in contrast to both Lucretius and Virgil, the poet offers an optimistic vision of both cultural progress and the contemporary world, in which expertise and toil, underpinned by the benevolence of the gods, yield fine rewards.

This chapter highlights the methodological contributions of Robert E. Rodes Jr. Writing at the intersection of law and theology, Rodes shows how conceptual tools used to distinguish between different types of legal statements can shed light on knotty theological and ethical problems. He distinguishes among three functions of law: normative, constitutive, and epistemic. He also differentiates between two methods by which the law promotes moral values: didactic and instrumental. And he identifies two strategies for relating the church to the world: Erastian and High Church. By reframing conflicts like the one between religious liberty and same-sex marriage, Rodes offers legally-inspired strategies for diffusing the culture wars.

Focusing on the wave of statues of Scotland’s national poet Robert Burns that were erected in Victorian and Edwardian Scotland, the chapter explores the contests there were to ‘own’ and mould Burns’s legacy. Why did Burns matter so much to his countrymen in the century after his death? Revealed too are the various factors that led town councils and their allies to campaign in competition with one another for a Burns statue: these included finance (by attracting visitors), emulation, and civic standing, and the didactic role that public statuary could play in influencing the behaviour of working people. Critical too was the role of Burns statues in arousing Scottish patriotism and perhaps even popular nationalism, albeit within the Union context. Far from being ‘meaningless’, Burns statues mattered intensely to Scotland’s sculptors,to the bodies that commissioned them, and to the public at large.

In the years 2008 and 2009 the university of Murcia coordinated the Odysseus Project for the Dissemination of Modern Greek Teaching and Learning, a trans-national project funded by the european commission, within the Lifelong Learning Programme. institutions of italy, Bulgaria and greece have also participated in the project. The purpose of Odysseus has been the dissemination of modern greek didactic materials elaborated by previous eu projects, with the overarching goal of fostering the greek language, which has just a small space in the european linguistic map, but also a long and rich history. The Odysseus Project Final Conference took place in december 2009 at the university of Murcia, as a closing event for the project. its general topic was The teaching of Modern Greek in Europe: current situation and new perspectives.

A 2023 Choice Reviews Outstanding Academic Title Reading Darwin in Imperial Russia: Literature and Ideas expands upon the cataloging efforts of earlier scholarship on Darwin’s reception in Russia to analyze the rich cultural context and vital historical background of writings inspired by the arrival of Darwin’s ideas in Russia. Starting with the first Russian translation of The Origin of Species in 1864, educated Russians eagerly read Darwin’s works and reacted in a variety of ways. From enthusiasm to skepticism to hostility, these reactions manifested in a variety of published works, starting with the translations themselves, as well as critical reviews, opinion journalism, literary fiction, and polemical prose. The reception of Darwin spanned reverent, didactic, ironic, and sarcastic modes of interpretation. This book examines some of the best-known authors of the second half of the nineteenth century (Dostoevsky, Chernyshevsky, Chekhov) and others less well-known or nearly forgotten (Danilevsky, Timiriazev, Markevich, Strakhov) to explore the multi-faceted impact of Darwin’s ideas on Russian educated society. While elements of Darwin’s Russian reception were comparable to other countries, each author reveals distinctly Russian concerns tied to the meaning and consequences of the challenge posed by Darwinism. The scholars in this volume demonstrate not only what the authors wrote, but why they took their unique perspectives.

While the direction of thought (or logic) from knowledge to application (ability) is quite justified for cognitive school subjects, other thought and action processes are evident for physical education. Thus, in a sport learn-ing process, the skill comes first and only later the knowledge about it. Knowledge and ability are constitutive for the practice of physical education. This volume brings together contributions that deal with empirical and theoretical aspects of "knowing how" and "knowing that" in sports education and didactics. Many of the contributions are based on papers presented at the annual conference of the DGfE Section Sport Pedagogy 2020, which took place from 1-4 December 2020 in Muttenz near Basel. Other contributions have been written especially for this volume. With contributions by Prof. Dr. Jürg Baumberger, Carolin Bischlager-Imhof, Simone Bislin, Kathrin Bretz, Prof. Dr. Christian Brühwiler, Dr. Sonja Büchel, Prof. Dr. Ilaria Ferrari, Prof. Dr. André Gogoll, Jun.- Prof. Dr. Julia Hapke, Phillipp Hendricks, Prof. Dr. Stefan König, Prof. Dr. Claus Krieger, Felix Kruse, Prof. Dr. Dr. Jürgen Kühnis, Dr. Uta Leber, Prof. Dr. Roland Messmer, Andrea-Maria Nadenbousch Blanc, Dr. Frank Olaf Radtke, Dr. Daniel Rode, Prof. Dr. Marchell Saß, Prof. Dr. Matthias Schierz, Dr. Daniel Schiller, Niklas Schirrmacher, Lara Stamm, Mario Steinberg, Christian Theis, Dr. Nils Ukley, Dr. Jolanda Vogler, Matthias Wittwer, Dennis Wolff and Dr. Benjamin Zander.

Unter dem Motto ‚Brücken gestalten – mit Deutsch verbinden: Menschen – Lebenswelten – Kulturen‘ fand 2017 in Freiburg (CH) die XVI. Internationale Tagung der Deutschlehrerinnen und Deutschlehrer (IDT) statt. Die Ziele der IDT sind: - über den aktuellen Stand von Forschung und Entwicklung im Fach Deutsch als Fremdsprache (DaF) und Deutsch als Zweitsprache (DaZ) informieren; - die Zusammenarbeit der DaF- und DaZ-Akteure weltweit und innerhalb der deutschsprachigen Länder fördern; - bildungspolitische Akzente setzen. Die drei Tagungsbände widerspiegeln diese Ziele in vielfältiger Weise und konturieren sie zukunftsgerichtet. Dieser Band versammelt eine Auswahl der Hauptvorträge der IDT 2017. Die Beiträge zeichnen Entwicklungslinien des Faches nach, diskutieren aktuelle Arbeitsfelder und zeigen durch Einbezug von Bezugswissenschaften wie der Linguistik, der Spracherwerbsforschung und der Mehrsprachigkeitsdidaktik die Interdisziplinarität des Feldes auf. Darüber hinaus widmen sich die Beiträge konkreten Lehr- und Lerngegenständen, der Diskussion um Schwerpunkte in der Ausbildung von Lehrpersonen sowie der kulturellen Dimensionen des Sprachunterrichts. Die Beiträge richten sich an Forschende und in der Praxis tätige Personen und können diesen neue Impulse und Anregungen für ihre Tätigkeiten geben. The XVI International Conference of German Teachers (IDT), which in 2017 took place in Freiburg (CH), went under the slogan “Designing bridges - connecting through German: people – environments – cultures”. The goals of the IDT are: ? to inform about the current state of research and developments in the subjects German as a Foreign Language (DaF) and German as a Second Language (DaZ); ? to promote the cooperation of DaF and DaZ stakeholders worldwide and within the German-speaking countries; ? to highlight relevant topics within educational politics. The conference proceedings (in three volumes) reflect these objectives in a variety of ways and outline them in a forward-looking manner. Volume 1 brings together a selection of the keynote speeches given at IDT 2017. The contributions trace the lines of development of the subject, discuss current fields of work and demonstrate the interdisciplinary nature of the field by including reference sciences such as linguistics, language acquisition research and multilingual didactics. In addition, the contributions are devoted to concrete teaching and learning subjects, the discussion of focal points in teacher training and the cultural dimensions of language teaching.

Protestant Dissent was assailed by Anglo-Catholics in England and by the Mercersburg Theologians in the United States for its fissiparous tendencies, sectarian nature, and privileging of emotional conversionism over apostolic order and objective, sacramental religion. Yet this chapter argues that personal conversion was essential to the faith of Dissent and the key to its spirituality, worship, and congregational life. Whether conversion was gradual or instantaneous, it remained the point of entry into the Christian life and the full privileges of church membership. Spurred by the preaching of the gospel and sometimes, but not always, accompanied by the application of the divine law, the earlier underpinning of conversionism in Calvinism gave way to an emphasis on human response. Popular in both the United States and Great Britain, the ‘new measures’ of the Presbyterian evangelist Charles Finney, in which burdened souls were called forward to ‘the anxious bench’ and prayerfully incited to undergo the new birth, brought thousands into the churches. However, in more liberal circles especially, conversion had by the end of the century become less of a crisis of guilt and redemption than a smooth progression towards spiritual fullness. Although preaching was often linked, especially in the first part of the century, with revivalist exuberance, it remained a mainstay of congregational life. Mainly expository and practical with a view of building up congregants in the faith, it was accompanied by hymn singing, scriptural readings, public prayers, and the two sacraments or ‘ordinances’ of baptism and the Lord’s Supper. Sermons tended to become shorter as the century progressed, from an hour or so to thirty or forty minutes, while the ‘long prayer’, invariably offered by the minister, tended to be didactic in tone. From mid-century onwards, there was a move towards more rounded worship, though congregations would sit (or sometimes stand) for prayer, but not kneel. The liturgical use of the church year with congregational recitation of the Lord’s Prayer became slowly more acceptable. Communion, either monthly or quarterly, was usually a Zwinglian memorial of Christ’s atoning sacrifice. The impact of the temperance movement during the latter part of the century dictated the use of non-alcoholic rather than fermented wine in the Lord’s Supper, while in a reaction to Anglican sacerdotalism, baptism too, whether believers’ baptism or paedo-baptism, progressively lost its sacramental character. Throughout the century, Dissenters sang. In the absence of an externally imposed prayer book or a standardized liturgy, hymns provided them with both devotional aids and a collective identity. Unaccompanied at first, hymn singing, inspired mostly by the muse of Isaac Watts, Charles Wesley, and, in Wales, William Williams, became more disciplined, eventually with organ accompaniment. Even while moving towards a more sophisticated, indeed bourgeois mode, Dissent maintained a vibrant congregational life which prized a simple, biblically based spirituality.