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Journal articles on the topic 'Didaktická literatura'
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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 (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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Šulak, Tanja. "Didaktika (Strmčnik, France)." Andragoška spoznanja 7, no. 3 (2001): 101. http://dx.doi.org/10.4312/as.7.3.101.
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Dr. France Strmčnik je slovenski javnosti že znan kot avtor več del s področja didaktike. Njegovo zadnje delo, ki je prav pred kratkim izšlo pri Znanstvenem inštitutu Filozofske fakultete v Ljubljani, pa je še posebej dobrodošlo, saj zapolnjuje veliko vrzel na področju pedagoške in didaktične literature pri nas. Že naslov Didaktika - osrednje didaktične teme nakazuje vsebino dela, ki celovito in znanstveno poglobljeno zajema vsa temeljna didaktična področja.
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Harits, Imron Wakhid. "Comparative Children Literature: Aesthetic and Didactic Context." e-Pedagogium 17, no. 2 (2017): 15–24. http://dx.doi.org/10.5507/epd.2017.021.
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Germuskova, Marta. "DIDACTICS OF LITERATURE IN THE CONTEXT OF CURRENT INNOVATIVE CHALLENGES (Synergy of theory and educational practice)." Slavonic Pedagogical Studies Journal 7, no. 1 (2018): 80–90. http://dx.doi.org/10.18355/pg.2018.7.1.7.
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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 (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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Štěpáník, Stanislav. "Vliv nové podoby maturitní zkoušky z českého jazyka a literatury na vyučování ve výpovědích učitelů." Pedagogická orientace 28, no. 3 (2018): 435–71. http://dx.doi.org/10.5817/pedor2018-3-435.
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Cílem této empirické studie je prozkoumat vliv nové podoby maturitní zkoušky z českého jazyka a literatury (ČJL) na vyučování ČJL ve střední škole. Metodou polostrukturovaného rozhovoru s šestnácti učiteli gymnázií a středních odborných škol jsme zkoumali (1) jak a v čem konkrétně ovlivňuje (na základě výpovědí učitelů) podoba maturitní zkoušky vyučování ČJL na střední škole; (2) jak učitelé ČJL maturitní zkoušku z ČJL hodnotí a jak toto jejich hodnocení souvisí s jejich přístupem k vyučování a přípravě na maturitní zkoušku. Z výsledků vyplývá, že nový maturitní model přinesl některé pozitivní změny, avšak v některých ohledech jde proti požadavkům současné didaktiky českého jazyka i didaktiky literatury a také cílům vzdělávání obecně deklarovaným pro současnou školu.
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Radović, Vera, Oliveira Mihajlović-de, and Teodora Todović. "Individualizacija u nastavi - konceptualno-metodološki izazov za didaktičku teoriju i nastavnu praksu." Inovacije u nastavi 34, no. 2 (2021): 63–79. http://dx.doi.org/10.5937/inovacije2101063r.
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The paper presents the results of the theoretical analysis of the scientific (original scientific papers, reviews, and short scientific papers) and professional papers investigating the problem of individualization in teaching, that were published in the Teaching Innovations journal from 1983, when the first issue of the journal was published, until the last published issue No. 4 in 2020. The aim of the research in this paper was to critically inspect how the problem of individualization in teaching was treated in the research papers published in the journal and to draw lessons about the conceptual and methodological approaches and implications for teaching practice in modern terms. The units for theoretical analysis were: the number of the relevant papers in relation to the total number of the papers by the year of publication of the journal, the type of the papers according to the current classification of papers published in the journal, theoretical aspects from which the authors consider the problem of individualization in teaching, and methodological approach. The results of the research show that during 33 years of publishing the Journal, 63 papers have been published that research the problem of individualization in teaching; the majority of the papers are professional papers; analytical approach prevails in the research (literature analysis and analysis of specific classes). The authors usually start from a general didactic approach, while methodological aspect is most common in the treatment of individualization in the Serbian language teaching and mathematics teaching. Based on the results of the analysis, some implications are pointed out from the aspect of development of student competencies and professional competencies of teachers.
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Green, D. H., and Harald Haferland. "Hofische Interaktion. Interpretationen zur hofischen Epik und Didaktik um 1200." Modern Language Review 85, no. 4 (1990): 1018. http://dx.doi.org/10.2307/3732758.
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Pfister, Max. "Mechtild Bierbach,Grundzüge humanistischer Lexikographie in Frankreich.Ideengeschichtliche und rhetorische Rezeption der Antike als Didaktik." Zeitschrift für romanische Philologie (ZrP) 120, no. 1 (2004): 196–99. http://dx.doi.org/10.1515/zrph.2004.196.
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Uphoff, Dörthe. "DaF, DaZ, DaT, Língua Adicional: Wissensordnungen und Subjektpositionen in der Didaktik des Deutschen als Nicht-L1." Pandaemonium Germanicum 24, no. 43 (2021): 38–65. http://dx.doi.org/10.11606/1982-8837244338.
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O artigo tem por objetivo examinar os contextos de produção dos termos Alemão como Língua Estrangeira, Alemão como Segunda Língua, Alemão como Terceira Língua e Língua Adicional empregados na literatura científica para denotar uma L≠1. Mobiliza-se como base teórica desse estudo a abordagem discursiva SKAD (Sociology of Knowledge Approach to Discourse; KELLER 2011a, 2011b), que investiga regimes de saber em diferentes áreas e contextos e explora as condições de possibilidade de determinadas ordens do conhecimento. Argumenta-se que os termos Alemão como Língua Estrangeira e Alemão como Segunda Língua, cunhados nos países de língua alemã, atribuem aos aprendizes de alemão como não-L1 posições de sujeito que não são mais considerados apropriados e admissíveis por estes. Como contraposição, propõe-se o termo de língua adicional, a partir da perspectiva de quem não fala a língua como L1, com o objetivo de neutralizar certos efeitos de sentido hierárquicos que os outros dois termos implicam. Nesse ponto de vista, o fato de que a noção ampla de língua adicional não permite diferenciações conceituais em termos do local de aprendizagem e da qualidade do processo de apropriação da L≠1, não é visto como um problema e até mesmo considerado uma vantagem.
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Tahirsylaj, Armend, and Daniel Sundberg. "The unfinished business of defining competences for 21st century curricula—a systematic research review." Curriculum Perspectives 40, no. 2 (2020): 131–45. http://dx.doi.org/10.1007/s41297-020-00112-6.
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Abstract Eighty-four articles are examined in this systematic research review, to provide a synthesis of the state of art with regard to educational research that focused on competence-based education (CBE) and curricula covering a period of 20 years from 1997 to 2017. Relying on PRISMA methodology and framed by discursive institutionalism, and curriculum and Didaktik traditions theoretically, the review was guided by two overarching research questions, focusing first on how much and what educational research on CBE approaches is available, and secondly, primarily in the present article, on the definitions that are reported in CBE research in terms of explicit and systematic versus implicit and tacit references, main educational perspectives/paradigms and academic versus applied orientation. Findings show Spain and New Zealand with most articles related to educational research on CBE, and identify four sources of competence definitions: OECD/DeSeCo, European Commission, national policy documents and the academic literature. It is concluded that there is still unfinished business for educational researchers in critically engaging with framing and defining competences for the twenty-first century, their causes, impact and consequences for schooling and learning internationally, as well as how CBE is recontextualised into specific national contexts.
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Reinhardt, Jan. "Stefan Barme, Einführung in das Altspanische (Romanische Sprachen und ihre Didaktik, 53), Stuttgart, ibidem, 2014, 164 p." Zeitschrift für romanische Philologie 134, no. 4 (2018): 1275–77. http://dx.doi.org/10.1515/zrp-2018-0091.
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Krajnc, Ana. "Študij andragogike in izobraževanje andragogov." Andragoška spoznanja 17, no. 2 (2011): 12. http://dx.doi.org/10.4312/as.17.2.12-27.
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Več je bilo vzrokov za to, da je v povojnem obdobju primanjkovalo izobraženih ljudi. Država je načrtno in pospešeno razvijala industrijo, zato je primanjkovalo kvalificiranih delavcev. Vojno obdobje je marsikomu preprečilo dokončanje šolanja. Poleg tega so bili izobraženci pogostejše žrtve vojne kot preostalo prebivalstvo. Zato je bilo na zavodih za zaposlovanje povpraševanje po usposobljenih delavcih večje kot ponudba. Posledično se je izobraževanje odraslih v praksi hitro razvijalo. Praktiki so iskali strokovno podporo in ustrezno literaturo. Leta 1956 so v Zagrebu na Filozofski fakulteti uvedli v okviru študija pedagogike prva predavanja andragogike v takratni Jugoslaviji. Profesor Mihajlo Ogrizović kot nosilec predmeta je študij v naslednjih letih podprl z objavo prvih knjig s področja andragogike: Metode obrazovanja odraslih in Problemi andragogije. Leta 1960 je nastala katedra za andragogiko na Filozofski fakulteti v Beogradu (profesorja Dušan Savičević in Borivoj Samolovčev). Za raziskovanje na področju izobraževanja odraslih sem se odločila med službovanjem na Inštitutu za sociologijo (1967), ko sem se pridružila takrat pri nas prvi mednarodni komparativni raziskavi Izobraževanje odraslih, socialna mobilnost in družbena participacija. S predavanji obče andragogike in andragoške didaktike smo v Ljubljani začeli leta 1972 na Oddelku za pedagogiko Filozofske fakultete. Leta 1976 je študij andragogike postal ena od študijskih smeri na oddelku. V študijskem letu 1993/94 smo uvedli samostojni enopredmetni študij andragogike. Ministrstvo za šolstvo in šport je novi študijski program potrdilo v okviru evropskega projekta Tempus. Na oblikovanje študijskih programov so vplivali najbolj znani inštituti in oddelki za izobraževanje odraslih v razvitem svetu (Oddelek za andragogiko Univerze v Montrealu, Evropski Bureau for Adult education v Londonu, Wellington College v Oxfordu, Institute for Andragology v Amsterdamu, Oddelek za andragogiko Karlove univerze v Pragi itd.). To nam je zagotavljalo, da je študij na mednarodni ravni. Enoletna postdoktorska specializacija na Inštitutu v Torontu (1971) je priprave na predavanja dokončno zaokrožila. Strokovna in znanstvena literatura iz andragogike se je pomnožila. Andragogika je dobila svoje mesto v nacionalnem raziskovalnem programu. Vzporedno smo raziskovali v mednarodnih raziskavah prek UNESCA, ICAE (International Council for Adult Education) in projektov EU. Študij andragogike se je ponovno preoblikoval v okviru bolonjske reforme visokega šolstva v zadnjih letih.
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Economou, Catarina. "Litteraturarbete i ett svenska som andraspråksklassrum." Acta Didactica Norge 9, no. 1 (2015): 9. http://dx.doi.org/10.5617/adno.1704.
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AbstractThis article considers the role of reading fiction in Swedish as a second language instruction. The study examines how a group of advanced second language learners in a Swedish upper secondary school read, interpret and discuss a contemporary Swedish novel, how they interact with the text and with each other in relation to the text. Furthermore, it analyses which forms of reading the students use. It is a qualitative, empirical study based on field studies, transcriptions of tape recorded interaction and of written texts. The results indicate that second language learners in this context have a positive attitude towards reading and discussing what they read using several forms of reading. They often compare the content of the text to their own lives. One conclusion is that literature teaching and literature can be integrated into one Swedish subject in order to create even more meaningful interactions between students from different backgrounds. Another is that literature can be a means of language development as well as personal development.Keywords: Second language learners, literature pedagogy and didactics, forms of reading, democracy. SammandragDenna artikel handlar om skönlitteraturens roll i skolämnet svenska som andraspråk. Studien undersöker hur en grupp avancerade andraspråksinlärare i en svensk gymnasieskola läser, tolkar och diskuterar en modern svensk roman och hur de interagerar med texten och med varandra i relation till texten. Dessutom analyseras vilka läsarter som eleverna använde sig av. Den är en kvalitativ, empirisk studie som baseras på fältstudier, transkriptioner av inspelade boksamtal och elevtexter. Resultaten visar att andraspråkseleverna hade en positiv attityd till boksamtal och de använde sig av flera läsarter. De jämförde ofta texten till sina egna liv och erfarenheter. En slutsats är att litteraturundervisning och litteraturarbete skulle kunna integreras i ett gemensamt ämne så att ännu mer meningsfulla samtal mellan elever från olika bakgrund. Dessutom kan litteratur bli ett medel för personlighetsutveckling liksom för språkutveckling.Nyckelord: Andraspråkselever, litteraturpedagogik och didaktik, läsarter, demokrati.
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Lundegård, Iann, and Cecilia Caiman. "Didaktik för naturvetenskap och hållbar utveckling - Fem former av demokratiskt deltagande Education for science and Sustainable Development - Four forms of Democratic Participation." Nordic Studies in Science Education 15, no. 1 (2019): 38–53. http://dx.doi.org/10.5617/nordina.4822.
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Education is often argued as crucial to reverse development towards a more fair and sustainable world. This article uses a wide range of research and literature in the field of education for sustainable development, to discuss an educational, ‘didactic’, framework on areas in the intersection between science, technology and society. First, the introduction outlines an overview of the nature of the issue and its relevance. This is followed by a theoretical approach to education and learning that puts the democratic teaching processes at centre. Finally, based on this we present the framework, "Five didactic forms of participation", focusing on student participation in deliberation, agency, creativity, criticism and authenticity as well as recommendations for, research and further development of education in these areas.
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Choi, Von Yun-Young. "Offen, kreativ und kollaborativ, dazu noch kritisch? : Zwei koreanische Beispiele von ,Digital Humanities‘." Jahrbuch für Internationale Germanistik 52, no. 1 (2020): 91–98. http://dx.doi.org/10.3726/ja521_91.
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Unter dem Begriff ,Digital Humanities‘ versteht man die Erforschung und Ausbildung der Geisteswissenschaften und das damit verbundene neuartige Schaffen von Texten mithilfe neuester Informationstechnologien.1 Digital Humanities umfassen nicht nur digitale Arbeitsinstrumente, sondern auch deren stellvertretende Bereiche, Datenbanken, Linked Open Data (LOD), Geographic Information System (GIS), Informationsvisualisierung oder Ontologie, Big Data oder Data Mining, Text Mining oder elektronische Kulturatlanten, sowie deren Didaktik. Der Begriff ,Digital Humanities‘ umfasst nicht nur die Digitalisierung von Texten, sondern auch die Verwendung der digitalen Technologien innerhalb der Geisteswissenschaften und weithin die Reflexion über die Technologie selbst. Wenn man von Digital Humanities spricht, stellt man sich oft digitale Datenbanken vor. Den Anfang machte der Index Thomisticus, eine Lemmatisierung sämtlicher Texte von Sankt Aquinas, die von Priester Roberto Busa (1913–2011) in Italien entwickelt wurde.2 Dieser Vorreiter der Digital Humanities hatte bereits im Jahre 1946 mit IBM eine großangelegte Datenbank geplant. Der Aufbau der Texte in 56 Bänden dauerte ca. 30 Jahre. 1989 wurden die Ergebnisse in CD-Form und ab 2004 im Internet (Corpus Thomisticum) veröffentlicht.3 Wie man an diesem Beispiel sieht, gewinnt man durch die Digitalisierung von Texten neue und breitere Verfügungs- und Verarbeitungskapazitäten. Man kann maschinell lesbare Texte speichern und diese auch auf und für verschiedene Weisen nutzbar machen, z. B. anhand von Suchmaschinen, Stichwortsuchen oder Häufigkeitsuntersuchungen.
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Nikčević, Milorad. "Jovan Sundečić (1825–1900) - pjesnik integracionog slavjanstva." Croatica et Slavica Iadertina, no. 6 (January 18, 2017): 339. http://dx.doi.org/10.15291/csi.721.
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S književno-istorijskoga gledišta, danas ime Jovana Sundečića zauzima sasvijem sporadično i marginalno mjesto u poeziji druge polovine XIX. vijeka, bar kada jeriječ o estetskijem vrijednostima njegova književnog opusa u srpskoj, hrvatskoj i u crnogorskoj književnosti – korpusima u kojijema se profilisao i kao književnokulturni i politički pregalac. Naime, njegovo književno djelo, gledano s estetskijeh pozicija i odmjeravano s onim što je u tom trenutku bilo estetski vrijedno i živo u evropskijem književnim razmjerama, predstavlja zakašnjeli poetski anahronizamsvoga vremena, pa i samijeh strujanja koja su bila izražena i afirmisana u drugim nacionalnijem književnostima: hrvatskoj, srpskoj i crnogorskoj literaturi. No, ono što je Sundečićevo ime čvrsto vezivalo, podjednako spajalo i duboko prožimalokontaktne narode u tome burnom vremenu, jeste njegovo izueztno političko i kulturno djelovanje s težnjama ka sjedinjavanju i integrisanju južnoslovjenskijeh književnosti u jedinstvo sveslovjenskoga integralizma. U ovoj studiji naglašavamo da je J. Sundečić u povijesti književnosti i u književnoj kritici poznat samo kao autor brojnih poetskih uradaka. Ipak, u Orliću (1865-1875), pronađene su dvije pripovijetke: "Junak vladika" i "Osvetnici ili nevina žrtva", objavljene pod pseudonimom "S. J. Zdravković". Pregledavajući Narodni list (Il Nacional) izdavan u Zadru, utvrdili smo da se "S. J. Zdravković" spominje kao "pretpostavljeni (navodni) J. Sundečić". Analiziravši sadržaj, teme i stil gore spomenutih kratkih pripovijedaka, došli smo do zaključka kako je iznijeta hipotezau zadarskom listu u osnovi tačna, i kako su priče napisane Sundečićevom rukom. Pisane su u istoj maniri i žanru kao i ranije Sundečićeva didaktička priča "Radomil i Neradomil", koja je bila objavljena u Srpsko-dalmatinskom magazinu (1849).
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Schickhaus, Tobias Akira. "Ulrich, Carmen (Hrsg.): Literatur im Spannungsfeld zwischen Wissenschaft und Didaktik. Exemplarische Unterrichtsmodelle für die Hochschule. München: iudicium, 2018. – ISBN 978-3-86205-520-3. 169 Seiten, € 26,00." Informationen Deutsch als Fremdsprache 47, no. 2-3 (2020): 330–33. http://dx.doi.org/10.1515/infodaf-2020-0083.
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Schulz, Beatrice. "Helmling, Brigitte; Wackwitz, Gustav: Literatur im Deutschunterricht am Beispiel von narrativen Texten. München: Goethe-Institut, 1986 (Projekt Didaktik und Methodik für den Unterricht Deutsch als Fremdsprache in Frankreich 5). - 142 Seiten." Informationen Deutsch als Fremdsprache 13, no. 5-6 (1986): 456–57. http://dx.doi.org/10.1515/infodaf-1986-135-645.
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Nüzket Özen, Neriman. "Heidi's sacrifice, Biene Maya's courage, Pippi Langstrumpf's freedom: Gender stereotypes of traditional and modern German child and youth literature figuresHeidi'nin fedakarlığı, Biene Maya'nın cesareti, Pippi Langstrumpf'un özgürlüğü: Gelenekselden moderne Alman çocuk ve gençlik edebiyatı figürlerinin toplumsal cinsiyet kurguları." Journal of Human Sciences 14, no. 4 (2017): 3366. http://dx.doi.org/10.14687/jhs.v14i4.4932.
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Heidi, Biene Maja and Pippi Langstrumpf books, which are important and well-known works of children and youth literature in the Western World, are also books with quite important functions beyond being mere children 's books. In the 18th century, the great developments of the Enlightenment period have undoubtedly brought certain duties to children’s and youth literature.It has also been a pioneer in the creation of desirable children's images, which sometimes require ideological and sometimes gender-sensitive content due to social conditions.While performing this, they reached their readers with implicit messages or by clearly addressing and communicating their message. The purpose of this study is to find out how these three books, which are included in children’s literature, are actually loaded with different meanings.The points that will be taken into consideration in this process are different characteristics of the texts. Does the Heidi figure act for any specific purpose with the seemingly cute and optimistic attitude? Is Biene Maja just a little girl bee looking for freedom? How did Pippi Langstrumpf start a new era of many years, breaking the authoritarian, didactic and sexist tendencies that dominate child and young girl literature? These questions have been tried to be answered through gender studies as a guide in the process of searching for answers.Extended English abstract is in the end of PDF (TURKISH) file. ÖzetBatı dünyası çocuk ve gençlik edebiyatının önemli ve tanınmış eserlerinden olan Heidi, Biene Maja ve Pippi Langstrumpf kitapları birer çocuk kitabı olmanın ötesinde oldukça önemli işlevleri olan kitaplardır aynı zamanda. 18. Yüzyılda Aydınlanma dönemi ile yaşadığı büyük gelişmeler şüphesiz çocuk ve gençlik edebiyatına belli bazı görevler de yüklemiştir. Kimi zaman ideolojik kimi zaman da toplumsal cinsiyet kurgusunu sağlayan içeriklerle toplumsal şartlar gereği arzu edilen çocuk imgesinin oluşturulmasında da öncü olmuştur. Bunu gerçekleştirirken okurlarına kimi zaman açıkça hitap edip mesajını iletirken kimi zamansa örtük mesajlarla ulaşmıştır. Bu çalışmanın amacı çocuk edebiyatına dahil edilen bu üç kitabın aslında görünürden farklı ne tür anlamlarla yüklü olduklarını çözümlemektir. Bu süreçte göz önünde bulundurulacak olan noktalar metinlerin birbirinden farklı ne tür karakteristik özellikler taşıdıklarıdır. Heidi figürü görünürdeki sevimli, iyimser tavrı ile her hangi bir amaca yönelik mi hareket eder? Biene Maja sadece özgürlük arayışında olan küçük bir kız arı mıdır? Pippi Langstrumpf uzun yıllar boyunca çocuk ve genç kız edebiyatına hakim olan otoriter, didaktik ve cinsiyetçi eğilimi nasıl kırılmaya uğratarak yeni bir dönem başlatmıştır? Bu sorulara cevap arama sürecinde yol gösterici olarak toplumsal cinsiyet araştırmalarından yola çıkılarak önemli noktalar görünür kılınmaya çalışılmıştır.
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Rutherford, Ian. "L. Bahmer: Antike Rhetorik and Kommunikative Aufsatzdidaktik. Der Beitrag der Rhetorik zur Didaktik des Schreibens. (Germanistische Texte und Studien, 37.) Pp. xi+299. Hildesheim, Zurich, New York: George Olms, 1991. Paper, DM 49.80." Classical Review 45, no. 1 (1995): 175. http://dx.doi.org/10.1017/s0009840x00292950.
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Sergo, Laura. "Christina Ossenkop / Georgia Veldre-Gerner (edd.), Zwischen den Texten. Die Übersetzung an der Schnittstelle von Sprach- und Kulturwissenschaft (Romanische Sprachen und ihre Didaktik, 57), Stuttgart, ibidem, 2016, 224 p." Zeitschrift für romanische Philologie 135, no. 1 (2019): 314–19. http://dx.doi.org/10.1515/zrp-2019-0017.
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Zimmermann-Homeyer, Catarina. "Der figur klerliche erklerung: Didactics and Ars memorativa in Text and Illustration of the first Complete Edition of the German Translation of Terence's Comedies in 1499 Der figur klerliche erklerung: Didaktik und Ars memorativa in Text und Bild der ersten deutschen Gesamtausgabe der Terenz-Komödien von 1499." Zeitschrift fuer deutsches Altertum und Literatur 149, no. 1 (2020): 48–74. http://dx.doi.org/10.3813/zfda-2020-0004.
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After an illustrated Latin edition of the comedies of Terence in 1496, the Strasbourg printer Johannes Grüninger published the first German translation of all six comedies in 1499. The translators remain unnamed, but follow in organization of text and its additions the German Terence-comedy 'Eunuchus' (Ulm 1486). According to the 1496 latin edition the function of the woodcuts are precisely explained in erklerungen. The study focusses on the memorative and didactic attempts as well as the differences to the Latin edition. Nach einer sehr erfolgreichen illustrierten lateinischen Ausgabe der Terenz-Komödien im Jahr 1496 brachte der Straßburger Drucker Johannes Grüninger 1499 die erste deutsche Übertragung aller sechs Komödien heraus. Die Übersetzer bleiben ungenannt, richten sich jedoch in einem Vorwort an den Leser, worin sie ihre Übersetzung rechtfertigen. Die Organisation des Textes und der Beigaben orientiert sich an der Übertragung der Terenz-Komödie 'Eunuchus', die 1486 in Ulm erschienen war. Zur Bebilderung dienten die Holzstöcke der lateinischen Terenz-Ausgabe Grüningers, in welcher die Funktion der Holzschnitte in gleichzeitig sichtbaren Declarationes Figurae genau erklärt wird. Diese werden hier als Erklerungen in abgewandelter Form ins Deutsche übertragen. Die memorativen und didaktischen Bestrebungen sowie die Unterschiede zur lateinischen Ausgabe und die Verlagerung von inhaltlichen Schwerpunkten stehen im Fokus der Untersuchung.
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Janštová, Vanda, and Petr Novotný. "Didaktický výzkum jako součást závěrečných prací studentů učitelství biologie." Scientia in educatione 8, no. 2 (2017). http://dx.doi.org/10.14712/18047106.629.
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Opakovaně se objevují apely, že škola má žáky vést mimo jiné ke kritickému myšlení, práci s literárními zdroji, badatelsky orientované výuce a plánování experimentů. Těmi, kdo má tyto přístupy a metody zprostředkovávat, jsou učitelé. Je proto důležité, aby budoucí učitelé rozeznávali důvěryhodné zdroje literatury, kriticky vyhodnocovali informace a v neposlední řadě měli správnou představu o tom, jak probíhá pedagogický a didaktický výzkum. I když není nutné ani možné, aby učitelé z praxe prováděli didaktický výzkum, je vhodné, aby znali metody a trendy, které jim pomohou aktualizovat a zefektivnit výuku. Myslíme si, že jednou z možných cest jak získat představu o úspěchu přípravy učitelů v naznačených doménách, je analýza absolventských prací studentů učitelství. Provedli jsme proto kvalitativní analýzu všech prací obhájených na našich domovských katedrách za poslední tři roky (n = 199) doplněnou o porovnání zastoupení metod a přístupů mezi absolventy dvou kateder, které se věnují přípravě budoucích učitelů biologie na Univerzitě Karlově. Didaktický výzkum obsahovalo 60 prací, absolventi k získání dat nejčastěji volili dotazník, který ale často nebyl pilotně ověřen. V řadě prací chyběly údaje o výběru respondentů. Absolventi obou kateder se lišili pouze v míře použití statistických testů. Zjištění jsou dále diskutována.
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Scheller-Boltz, Dennis, Jost Eickmeyer, Torsten Erdbrügger, et al. "Rezensionen." Convivium. Germanistisches Jahrbuch Polen, December 30, 2016, 189–224. http://dx.doi.org/10.18778/2196-8403.2016.12.
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PESCHEL, CORINNA /RUNSCHKE, KERSTIN (eds.) (2015): Sprachvariation und Sprachreflexion in interkulturellen Kontexten. (= Sprache – Kommunikation – Kultur, Soziolinguistische Beiträge 16) Frankfurta. M.: Peter Lang. 394 S. SATA, LEHEL (2016): Paradox und mystische Sinnlichkeit – Angelus Silesius’ „Cherubinischer Wandersmann“ im Lichte der Theosophie und Sprachphilosophie Jakob Böhmes (Poetica, 140). Hamburg: Dr. Kovač. 303 S. MATTHIES, ANNEMARIE (2016): Spielbälle. Neuverhandlungen der Arbeitswelt im Medium der Literatur. Konstanz: UVK. 328 S. SOMMERFELD, BEATE (2016): Übersetzungskritik. Modelle, Perspektiven, Didaktik. Poznań: Wydawnictwo Naukowe UAM. 138 S. WEIDNER, DANIEL (ed.) (2016): Handbuch. Literatur und Religion. Stuttgart: J.B. Metzler Verlag. 484 S. HELBIG-MISCHEWSKI, BRIGITTA / ZDUNIAK-WIKTOROWICZ, MAŁGORZATA (eds.) (2016): Migrantenliteratur im Wandel. Junge Prosa mit (nicht nur) polnischen Wurzeln in Deutschland und Europa / Literatura migracyjna w procesie. Młoda proza (nie tylko) polskiego pochodzenia w Niemczech i Europie (= Studien zum deutsch-polnischen Kulturtransfer, Band 6). Leipzig: Leipziger Universitätsverlag. 294 S. SOMMERFELD, BEATE / KĘSICKA, KAROLINA / KORYCIŃSKA-WEGNER, MAŁGORZATA / FIMIAK-CHWIŁKOWSKA, ANNA (EDS.) (2017): Über- setzungskritisches Handeln. Modelle und Fallstudien (= Studien zur Germanistik, Skandinavistik und Übersetzungskultur 16). Frankfurt a. M.: Peter Lang. 238 S.
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SCHIFKO, PETER. "Sprachspiel und Didaktik der Linguistik." Zeitschrift für romanische Philologie (ZrP) 103, no. 1-2 (1987). http://dx.doi.org/10.1515/zrph.1987.103.1-2.68.
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Kolmanić, Barbara. "Različita shvaćanja odnosa didaktike i metodike u didaktičkoj i metodičkoj literaturi u nas." Papers on Philosophy, Psychology, Sociology and Pedagogy 36, no. 13 (2018). http://dx.doi.org/10.15291/radovifpsp.2690.
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The article looks at the viewpoints of a number of authors concerning the relationship between didactics and teaching methods in contemporary scholarship. Numerous questions have been raised of both epistemological and practical nature, especially concerning the relationship between didactics-general methodology-teaching methods. Since we are dealing here with two pedagogical disciplines which deal with similar fields, some authors have made the proposal to change Lite term “teaching method” into “the didactics of the subject” or “special didactics”, while others speak of a didactics which will be inductively consuued from teaching methods.The article represents an attempt to objectively review the problems of the mutual relationship between didactics and teaching methods and their intercorrelation without any pretensions of offering new termonological solutions.
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Laizāns, Mārtiņš. "Ars scientiae gratia: Basilius Plinius and science in verse." Geography and Migration of Knowledge, no. 41 (2020). http://dx.doi.org/10.35539/ltnc.2020.0041.m.l.0006.
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Rakstā tiek aplūkoti Bazilija Plīnija – 16. gadsimta Rīgas humānista un ārsta – dzejas teksti un tajos sastopamie būtiskākie jēdzieni saistībā ar dzejas mākslu. Bazilija Plīnija tekstu korpusā sastopama gan okazionālā dzeja, gan panegīriskā (slavinājuma) dzeja, tomēr lielākā un pati svarīgākā šī korpusa daļa ir didaktiskā dzeja, jo īpaši didaktiskā dzeja par dabaszinātņu (piemēram, vējiem, magnētu, indēm) un filosofiski ētisku (kāres un ciešanas, tikums u. c.) tematiku. Lai gan dzejnieks piedāvā samērā maz tiešu refleksiju par dzeju, zinātni un to abu savstarpējo saistību, tomēr no atsevišķu fragmentu lasījumiem ir iespējams iezīmēt konceptuālu režģi, kas kalpo kā pamats Plīnijam dzejas sacerēšanā, savukārt Plīnija lasītājam kā vaduguns labākai dzejas uztverei. Pašu būtiskāko jēdzienu vidū ir Dievs, prāts, daba un dzeja. Šajā rakstā tiks piedāvāti piemēri no Plīnija dzejas darbiem saistībā ar minētajiem un citiem jēdzieniem, norādot uz to savstarpējo saistību Plīnija uzskatos.
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Duija, I. Nengah. "KAJIAN NILAI DIDAKTIK DALAM SASTRA BALI KLASIK: MENGGALI KEUNGGULAN KEARIFAN LOKAL SEBAGAI PENDIDIKAN MORAL GENERASI MUDA SAAT INI." Jurnal IKADBUDI 6, no. 1 (2018). http://dx.doi.org/10.21831/ikadbudi.v6i1.18187.
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ABSTRAKPengkajian sastra klasik sudah saatnya diperlukan sebagai sebuah pendekatan budaya dalam mengantisipasi tergerusnya tata nilai generasi muda sekarang ini. Asumsi mendasar yang patut menjadi urgensi pengkajian itu adalah, bahwa sastra Bali Klasik sesungguhnya sebuah cermin diri dari masyarakat Bali itu sendiri (masuluh ring sastra=bercermin pada sastra/pengetahuan). Oleh karena itu, tentu sastra mengandung tata nilai yang adhi luhung (nora na mitra mangluwihana waraguna maruhur=tidak ada sahabat yang melebihi keagungan ilmu pengetahuan yang tinggi). Penelitian ini bermaksud untuk mengungkapkan nilai-nilai didaktik yang terkandung dalam kesusastraan Bali klasik dan relevansi nilai-nilai itu dalam mengembangkan pendidikan moral generasi muda saat ini.Pengkajian ranah ini belum banyak diteliti oleh putra daerah maupun peneliti luar daerah, akan tetapi penelitian kearah itu telah dilakukan oleh para pakar sastra Bali. Penelitian ini menggunakan metode sosiologi sastra dengan menerapkan teori reseptif, dengan langkah kajian sebagai berikut :Teknik pengumpulan datanya diawali dengan pengumpulan teks yang dijadikan sumber kajian yaitu : Geguritan Putra Sasana, Geguritan Basur, Cerita Tantri, dan Cerita Bhagawan Dhomya. Analsis datanya secara deskriptif kualitatifdengan bertumpu pada teks sumber sebagai bahan analisis.Analisis data ini diawali dengan kajian nilai-nilai didaktik yang terkandung dalam cerita klasik Bali dan relevansinya bagi pendidikan moralgenerasi muda saat ini.Hasil analisis ternyata banyak sekali terkandung nilai-nilai didaktik dalam keempat sumber naskah di atas, yang dapat ditransformasikan untuk sistem pendidikan dewasa ini, antara lain:konsep pendidikan seumur hidup, pendidikan akal, tanggung jawab guru dan murid, ini diteruskan kepada anak didik, yang sesungguhnya dapat dijadikan materi pengayaan pengetahuan kearifan lokal yang mampu memberikan rambu-rambu moralitas yang baik di kalangan generasi muda saat ini, yang lebih cenderung hanya menggunakan paradigma pendidikan Barat dibandingkan membangun kepribadian berdasarkan tata nilai yang telah diwariskan oleh nenek moyang dalam bentuk sastra-sastra klasik. Untuk itu perlu diadakan pembinaan oleh intansi terkait untuk lebih mengarahkan diri pada peranan ilmu humaniora dalam rangka meningkatkan kualitas manusia dengan cara pendidikan budi pekerti dengan menggali kearifan local sebagai keunggulan budaya di mana masyarakat itu hidup dan berkembang.Kata kunci: teks dedaktik, sastra Bali klasik, kearifan localABSTRACTThe classical literary review is necessary as a cultural approach in anticipating the degradation of the values of today‟s young generation. The fundamental assumption that should be urgency of the study is that the classical Balinese literature is actually a self-reflection of the Balinese society itself (masuluh ring sastra = reflecting on the literature/knowledge). Therefore, of course the literature contains worthy value (nora na mitra mangluwihana waraguna maruhur = no friend exceed the greatness of science). The study intends to reveal the didactic values contained in classical Balinese literature and the relevance of those values in developing the moral education of the young generation today.The study of this domain has not been widely studied by the local researcher and researchers outside the region, but research in that direction has been done by experts of Balinese literature. The present study used sociology method of literature by applying receptive theory, with the following study steps: Data collection techniques began by collecting the texts that were used as the sources of the study, such as: Geguritan Putra Sasana, Geguritan Basur, Tantri story, and Bhagawan Dhomya story. Data analysis used descriptive qualitative relied on source texts as the material of analysis. Data analysis began with the study of didactic values contained in Balinese classical story and the relevance to the moral education of young generation today.Analysis result shows that many didactic values contained in the four text sources above, which can be transformed to the education system today, namely: the concept of education for life, the intellectual education, the responsibilities of teachers and students, is passed on to the students, which can actually be the material of enrichment of knowledge of local wisdom that is able to give a good sign of good morality among young people today, who are more likely to only use Western educational paradigm than building a personality based on the values that have been inherited by the ancestors in the form of classical literatures. Therefore, it needs to be guided by the relevant institution to be more directed to the role of the humanities sciences in order to improve the quality of human by way of moral education by exploring local wisdom as a cultural excellence in which the community lives and thrives.Key words: Didactic Text, Balinese Classical Literature, Local Wisdom
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Häusler, Martin, Hans Martin Bosse, Thomas Fischbach, Norbert Graf, Jürgen‑Christoph von Kleist-Retzow, and Joachim Kreuder. "Alice im digitalen Wunderland: pädiatrische Lehre in der COVID-19-Pandemie." Monatsschrift Kinderheilkunde, December 2, 2020. http://dx.doi.org/10.1007/s00112-020-01076-7.
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ZusammenfassungDie Umstellung der pädiatrischen Lehre im Medizinstudium von Präsenzveranstaltungen auf digitale Formate war und ist für Lehrende und Studierende eine besondere Herausforderung. Basierend auf einer Umfrage unter pädiatrischen Universitätskliniken fasst die AG Lehre der DGKJ im folgenden Beitrag bisherige Erfahrungen zur digitalen Lehre im Sommersemester 2020 zusammen. Die Umfrageteilnehmer von 17 pädiatrischen Universkliniken berichteten über ein umfangreiches Spektrum oft kurzfristig entwickelter digitaler Lehrformate. Dabei waren Vorlesungen und Seminare gut, Unterrichtsformate mit direktem Patientenbezug und Fertigkeiten‑/Kommunikationstrainings deutlich weniger gut durch digitale Formate ersetzbar. Die Implementierung digitaler Unterrichtsformate führte zu einem deutlich erhöhten Zeitaufwand für die Lehrenden. Digitale Lehrangebote benötigen eine gute IT-Infrastruktur, sie sollten in ein Curriculum eingebunden sein und durchweg direkte Austauschmöglichkeiten zwischen Studierenden und Lehrenden vorsehen. Lehrenden sollten Schulungen in Didaktik zur digitalen Lehre und zu IT-Kenntnissen angeboten werden. Diese Ergebnisse decken sich mit der Literatur zu digitalen Lehrformaten allgemein sowie zur Lehre im Rahmen der COVID-19-Pandemie im Besonderen. Die hier vorgestellten Erfahrungen sollen nicht nur die Entwicklung digitaler pädiatrischer Lehrformate während der bestehenden Pandemie erleichtern, sondern auch darüber hinaus die Konzeption neuer digitaler Lehrangebote für die Pädiatrie im Medizinstudium anregen. Insbesondere müssen neue digitale Ersatzformate für den Unterricht am Patienten entwickelt werden.Die Stellungnahme wurde im Konsens von der AG Lehre der DGKJ erarbeitet und vom DGKJ-Vorstand verabschiedet.
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Myren-Svelstad, Per Esben. "Det affektive møtet mellom tekst og lesar: Tre postkritiske inngangar til å velja skjønnlitteratur i morsmålsfaget." Acta Didactica Norden 14, no. 3 (2020). http://dx.doi.org/10.5617/adno.7811.
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Artikkelen identifiserer val av skjønnlitteratur som ein kjernepraksis i morsmåls-undervisninga, der det i liten grad finst forsking på eksisterande praksis og teoretiske grunnlagsproblem. Det er til det sistnemnde feltet artikkelen søkjer å bidraga, ved å opne opp og nyansere diskusjonen om premissar for litteraturval. Artikkelen er todelt. Den fyrste delen er ei metateoretisk drøfting av dei ulike syna på skjønnlitteratur og litteraturundervisning som er i spel i kanon- og utvalsdebattar. Drøftinga bruker dikotomien kvalitet/representativitet som tankefigur for å klårgjera skiljeliner, samanfall og uteoretiserte premissar i dei ulike haldningane. Med utgangspunkt i dette blir det argumentert for at eit dialogisk syn på litterær kompetanse, saman med postkritisk teori, kan danne eit meir fruktbart utgangspunkt for å reflektere over kva litteraturen gjer i møte med lesarar, og dimed kva for grunnlag ein vel litteratur ut frå. Den andre delen føreslår å didaktisere postkritisk teori ved å skildre tre inngangar til litteraturvalet. Desse inngangane kan sjåast som grunnlag for å velja litteratur, men òg som kategoriar for å skildre kva som skjer i møtet mellom lesarar og dei skjønnlitterære tekstene i morsmålsfaget. Avslutningsvis blir den presumptive konflikten mellom estetisk utforsking og didaktisk målstyring drøfta, og det blir argumentert for at litteratursynet artikkelen skildrar, stør opp under ei problembasert litteraturundervisning.
 Nøkkelord: litteraturdidaktikk, litterær kompetanse, litterær kanon, litterær etikk, postkritikk, affektteori
 The affective encounter between text and reader:Three postcritical approaches to the choice of literature in L1 education
 AbstractThe article identifies the selection of literature as a core practice in L1 education on which there is a limited amount of research on existing practices and theoretical assumptions. Seeking to contribute to the latter, the article suggests ways to open and nuance the discussion around the selection of literature. The article consists of two main parts. The first part offers a metatheoretical discussion of the differing views on imaginative literature and literary education at stake in discussions of the literary canon and literature selection. The discussion employs the dichotomy quality/representativity as analytical category in order to highlight fissures, overlaps and untheorized assumptions in the differing viewpoints. Hence, it is argued that a dialogical understanding of literary competence, in conjunction with postcritical theory, may form a more productive starting point for reflections on what literature does in encounters with readers, and thus on what basis literary texts are selected. The second part of the article suggests a pedagogization of postcritical theory by describing three approaches to the selection of literature. These approaches can be regarded as a basis for selection, but also descriptive categories of what happens in the encounter between readers and texts in the context of L1 education. In conclusion, the supposed conflict between aesthetical exploration and pedagogical management by objectives is discussed, and it is argued that the notion of literature described in the article supports a problem-based literary instruction.
 Keywords: literary education, literary competence, literary canon, literary ethics, postcritical theory, affect theory
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Kramer, Johannes. "Stéphane Hardy / Sandra Herling / Sonja Sälzer (edd.), Innovatio et traditio – Festschrift für Franz-Josef Klein zum 65. Geburtstag (Romanische Sprachen und ihre Didaktik, 58), Stuttgart, Ibidem, 2017, XVIII + 536 p." Zeitschrift für romanische Philologie 133, no. 4 (2017). http://dx.doi.org/10.1515/zrp-2017-0074.
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Amend-Söchting, Anne. "Hans-Heino Ewers: Literaturanspruch und Unterhaltungsanspruch. Studien zur Entwicklung der Kinder- und Jugendliteratur im späten 20. und frühen 21. Jahr - hundert. Frankfurt a.M.: Peter Lang Edition 2013 (Kinder- und Jugendkultur, -literatur und -medien. Theorie – Geschichte – Didaktik, 85). 393 S." Archiv für das Studium der neueren Sprachen und Literaturen, no. 2 (December 7, 2015). http://dx.doi.org/10.37307/j.1866-5381.2015.02.15.
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