Content Of Textbooks Research Articles

WAYS OF IMPROVING THE CONTENT OF MODERN UKRAINIAN LITERATURE TEXTBOOKS CONSIDERING CONSTRUCTIVE HISTORICAL ACHIEVEMENTS

The article is devoted to finding effective ways to improve the content of modern textbooks on Ukrainian literature. The need to introduce the experience of teaching Ukrainian literature of previous historical periods, which provided for the widespread use in the educational process of the concept of the hero as an example to follow, a means of forming patriotism, moral and ethical values of the Ukrainian nation. The general didactic and specific requirements to the modern textbook on the Ukrainian literature are investigated, the most necessary conditions for creation of new textbooks are defined (high-content art texts making the real spiritual heritage of national culture, aesthetic and moral and ethical weight, because the emotional perception of the artistic image has a significant impact on the reader). The peculiarities of interpretation of images of heroes of folklore and literary works in critical and didactic articles of modern textbooks for primary school, as well as the task of external independent evaluation of Ukrainian literature in recent years to fill educational material that promotes patriotic and heroic virtues. It is established that the modern education system should promote the national ideology aimed at serving society, the formation of a citizen-democrat, humanist and patriot (one of the means of such activities is a textbook on Ukrainian literature). It is proved that the challenges of time determine the need to create textbooks on Ukrainian literature, which would: contribute to the formation of a thorough system of knowledge in student youth; presented different points of view on the evaluation of works of art and images of heroes; demonstrated the personal beliefs of literary heroes; contained brief historical references to certain events from works of art; popularized the passionary type of the hero as the embodiment of the best features of the national character of the individual.

ЕМОЦІЇ У КОНТЕКСТІ ПРОБЛЕМНОГО ПОЛЯ КОГНІТИВНО-ДИСКУРСНОЇ МОВОЗНАВЧОЇ ПАРАДИГМИ ТА АНТРОПОЗОРІЄНТОВАНОЇ ЛІНГВОДИДАКТИКИ

The article characterizes the emotional dominant as a motivational basis of human cognitive and communicative activity and a powerful regulator of the formation of the pragmatics of speech. The focus of the linguistic description of emotions, focused primarily on elucidating the mechanism of realization of the emotional potential of language units and on the formation of emotional additions to their linguistic semantics in the context of a certain linguistic culture, enables the study of emotional meanings that a linguistic personality transmits through language, and the creation of an effective method of formation her emotional competence. Modern linguistic concept is focused in the problematic field of emotiology (linguistics of emotions), which studies the typology of emotional signs-fixators of various emotions and their national and cultural specificity presentations The pragmatics of description and expression of emotions, their concealment and imitation determined the place of the linguistics of emotions in the pragmalinguistic and communicative-activity paradigms. In this regard, the author substantiates the expediency of forming the professional communicative competence of a philologist on emotional and value bases and shares the reasoning of scientists regarding the definition of such basic criteria for the formation of emotional competence of a linguistic personality as the ability to generate emotionally correct texts and adequately perceive the personal emotional dominants of other people's texts as a reflection other conceptual spheres and cultures. In the context of the raised problem, the method of forming the professional communicative competence of a philologist on emotional and value bases, which orients him to emotionally healthy communicative interaction and harmonization of life activities, becomes relevant. Having analyzed the content of textbooks, training manuals and collections of exercises and tasks from traditional linguistic disciplines for students of higher education in philological specialties of higher education institutions, the author came to the conclusion that language is represented in them primarily as a semiotic system. Therefore, the article presents considerations regarding the place of emotiology in the professional formation of a philologist. The author emphasizes the practical value of the linguistic and cultural approach to the study of emotions.

The Cultural Content Represented in the Middle School EFL Course: Target, International, and Source

This research aims to report the upshots of the textbook analysis in an attempt to figure out which kind of cultural content is represented in the EFL textbook "My Book of English," designed for first-year Algerian middle school classes. Two main research questions are selected to be addressed: 1) To what extent are the cultures represented in the first-year middle school EFL textbook? And 2) which type of culture dominates in the examined textbook? Based on these questions, we would then formulate a hypothesis that aligns with the study objectives: There is an equal representation of cultural content in the middle school EFL textbook as regards international, source, or target. In this research, document analysis is used for data collection, which involves an examination of the textbook itself as the primary source. Analyzing this textbook involves the use of content and cultural analysis, using existing frameworks to identify different elements and examining cultural content to represent different cultural perspectives, respectively. The findings reveal that the majority of the culture content is source (local), followed by a non-specific source of culture that has no reference to any particular culture, whereas target/international cultures are barely represented and an unequal representation of Big ‘C’ and small ‘c’ culture types is very noticeable. The research findings aim to contribute to the existing body of knowledge by informing curriculum design and development and providing insights for other researchers to build upon this research by expanding the scope. Additionally, the results may provide valuable insights and guidance for EFL teachers to reflect on their teaching practices. By way of consequence, it sounds plausible that textbook designers find a remedy and provide an equal cultural representation of the source and the target/international culture to enable learners to build successful intercultural communication competence and avoid communication breakdowns and culture shock.
 

New Perspectives in Utilizing Non-Textbook Resources in EFL Classrooms and Perceptions

Usually, most textbooks are formally prescribed with fixed and time-bound content. There is hardly any choice for course teachers/instructors to deviate from the prearranged course content of such textbooks. This study assumes that such formal, skills and knowledge-based, textbooks may cause boredom in EFL classrooms with repeated tasks/exercises and, even sometimes, their course content may not be interesting to all students. On the contrary, the use of non-textbook resources in EFL classrooms can have multiple contributions, for instance, by enhancing students’ competency and proficiency in language skills and by reinforcing their knowledge. Thus based on such assumptions, this study investigates university teachers’ perceptions on incorporating non-textbook recourses as supplementary materials in teaching EFL to non-native undergraduate speakers, in the selected context. To achieve these goals, this quantitative study uses an online questionnaire as a data collection tool. The questionnaire seeks university teachers’ responses/perceptions on the subject under investigation. The findings of this study, given the university teachers’ perceptions, reveal various useful roles and contributions of non-textbook resources. To cite, for instance, the use of non-textbook resources can trigger students’ participation, increases motivation and learning possibilities, enhances their understanding and performance, breaks monotony and boredom, contextualizes teaching-learning situations, and provides students with space for extra language skills practice.

The Knowable and the Unknowable in the Dimensions of Epistemology. Review of: Petrushenko, V. (2022). Epistemology of Religion: textbook. Lviv: Hrad Leva. pp. 220

In this review, we examine the content of the first Ukrainian textbook written by V. Petrushenko, which is devoted to the key issues of epistemology of religion. The review analyzes all parts of the work, which comprehensively reveal the most important issues of this section of philosophy with an emphasis on modern research. The author relies on methodological pluralism in the disclosure of topics, trying to reveal the issues as deeply and thoroughly as possible. The textbook provides a comprehensive epistemological analysis and assessment of the components and phenomena of religion and religious consciousness.

An investigation of gender bias in Mauritanian secondary schools English textbooks: towards more equal representation

ABSTRACT In recent years, gender-biased discourse has been one of the most studied phenomena in critical discourse analysis. In the Muslim and Arab contexts, most studies show that the depiction of women in textbooks is declining. This paper looks at the representation of women in the Mauritanian context by analysing four secondary school English textbooks. Because textbooks can be a site for cultural and political discourse, the study seeks to find out whether the Mauritanian government’s Pedagogic Institute’s goal of achieving equality between all components of the Mauritanian society is achieved for women in the textbooks. The study tries to explain gender bias by referring to societal views as well government policies regarding women. Bias against women is investigated using Norman Fairclough’s Three-Dimensional Model. The results of the study have shown biased portrayal of women in the textbooks. Men’s representation dominates women’s in most activities while women are more frequently represented only in domestic activities. It was further shown that, although government policies seem to support women’s empowerment, society’s views of women remain stereotypical which might explain their representation. More equal representationneeds to be sought so that textbook content goes in line with the government’s policies of empowering women.

Building Tolerance through Hindu Religious Textbooks: Teaching Tolerance Values to Elementary School Students through Stories and Illustrations

Religious education in Indonesia has an important role in shaping students' character and tolerance. However, there are still challenges in integrating tolerance values in religious textbooks. The purpose of this study is to analyze the elements of tolerance in Hinduism textbooks for elementary school students. This research used a content analysis approach to analyze the elements of tolerance in the stories and illustration pictures of Hindu religious textbooks for elementary school students. The results showed that the elements of tolerance in the textbooks could be grouped into an appreciation for differences, understanding of diversity, cooperation and brotherhood, and justice. These findings indicate that Hindu religious textbooks can be an effective means to promote values of tolerance among elementary school students. The scientific contribution of this study is that content analysis can be used to identify the elements of tolerance in Hindu religious textbooks for elementary school. The significance of this research lies in its implications for educators and curriculum developers. By highlighting the elements of tolerance, this study underscores the importance of incorporating these values into religious education curricula. It emphasizes the need for educators and textbook authors to pay attention to and reinforce tolerance elements in the content and design of religious textbooks. In doing so, religious education can effectively contribute to the development of diverse and understanding communities among elementary school students in Indonesia.

Developing Teaching Material of Research Methodology and Learning with 4D Model in Facilitating Learning During the Covid-19 Pandemic to Improve Critical Thinking Skill

This research and development aimed to produce teaching materials for research and teaching methodology courses using the 4D model. Teaching materials were arranged based on a 4-D procedure: Define, Design, Develop and Disseminate. The validated teaching materials were tested through small groups of 30 students and large groups of 90 students. It collected data using observation, interviews, documentation, and questionnaires. The data were analyzed qualitatively by data reduction, data presentation, and drawing conclusions and verification. The quantitative analysis was done by processing data from expert reviews and responses from lecturers and students using percentages. The development results were teaching materials validated by four expert validators: content-focused material, curriculum-focused material, learning design, and language. The research and development resulted in a defined stage obtained material elaboration from the point of view of the research methodology of language, mathematics, and geography. The design stage was based on the design validator's suggestion regarding an attractive appearance on the cover, chapter titles, and the format of the content of the Deepublish textbook. In the development stage, the validation results obtained an average of 76.37% with good qualifications, and the average test decision was feasible with revisions in certain parts. The test results of small group students obtained 75.19% or good qualifications. The results of the large group trial got 76.83% or good qualifications. The research concludes that teaching materials have been compiled based on 4D steps. Based on the findings, the implications of this study show that the teaching materials resulting from the development can be used as material for consideration for teachers in delivering related material under the conditions during the Covid-19 pandemic.

Contemporary Business Law Courses: An Exploratory Study of Undergraduate Textbook Content and Pedagogical Planning

Contemporary Business Law Courses: An Exploratory Study of Undergraduate Textbook Content and Pedagogical Planning

Analysis of The "Get Smart Plus 4" Textbook from The Eil Perspectives

Textbooks are crucial ELT resources for instructors and students to comprehend the subject being learned since they are filled with linguistic knowledge and cultural aspects. From the English as an International Language (EIL) perspective, English textbooks need to expose students to a variety of English language variations, including a variety of characters from different cultural backgrounds and a variety of cultural representations. This qualitative study employs a content analysis method to evaluate the extent to which the Get Smart Plus 4 textbook incorporates linguistic and cultural diversity. The research objective is to examine the textbook's content, including characters and language varieties, and assess its alignment with the goals of EIL and lingua-cultural dialogue. By analyzing the textbook's content, the study aims to identify the presence or absence of linguistic resources that implicitly display variation in English varieties. The findings reveal that while the textbook includes characters from various cultural and geographic origins, it tends to favour the inner circle form of English, thereby overlooking other English varieties. This absence of linguistic resources undermines the goal of EIL, which stresses the importance of lingua-cultural dialogue. These findings highlight the need for ELT materials to foster a broader range of English language variations to promote a more inclusive and culturally diverse learning environment.

Dent-based Evaluation of a Spoken Textbook: A Case Study of EFL Learners at the Department of English, Faculty of Education, Sana’a University

This study aims at evaluating the content of the Spoken English III Textbook taught to the YemeniSecond-Year EFL students at the Faculty of Education, Sana'a University from the point of view ofthe students. It further aims at finding out if the content correlates significantly with their fluency. Aclose ended questionnaire of the textbook content was developed, and given to thirty students to saytheir opinions towards the content of the textbook. They were also interviewed with the aim ofchecking their fluency level. The results show that there are some content problems in the textbook ofSpoken English III from the students' point of view. Such findings show that the cultural aspects ofEFL in the Department of English are not highly considered in such textbook. Besides, the languagefunctions are not taken into account. They also show that there is a weak relationship between thecontent of the textbook and the students' fluency level. It was recommended to increase theincorporated functions in the current textbook

ANALISIS KESESUAIAN KONTEN BUKU TEKS BIOLOGI KELAS XI SMA TERHADAP KURIKULUM 2013

This study aims to determine the suitability of the content of biology textbooks for class XI SMA to the curriculum 2013. The type of research used is descriptive research with a qualitative approach and uses content/document analysis methods. The subject of this research is a biology textbook for class XI high school with cell material consisting of 3 books to be analyzed by researchers, namely the book publisher Bumi Aksara, the book publisher Erlangga, and the book publisher Grafindo Media Pratama. The research instrument used was an analysis sheet of student books based on the Curriculum 2013 Implementation Assistance Activity Guidelines. The results showed that the level of conformity of the content of biology textbooks based on: (1) SKL aspects in books A and B was 93% (very appropriate), and book C was 87% (very suitable). (2) Aspects of Core Competence for book A are 92% (very suitable), and books B and C are 83% (appropriate). (3) Aspects of Basic Competence for Book A 96% (very suitable), book B 85% (very suitable), book C 89% (very suitable). (4) Aspects of Sufficiency of Material for book A 67% (appropriate), books B and C for 50% (not appropriate). (5) Aspect of Material Depth of Book A 75% (appropriate), book B 68% (appropriate), and Book C 71% (appropriate). (6) Aspects of the Scientific Approach of books A, B, and C by 100% (very appropriate). (7) The authentic assessment aspect of Book A is 57% (quite appropriate), book B is 54% (not suitable) and C is 59% (quite appropriate). The average agreement coefficient of the three books is 0.94% (very good). The data illustrates that the three books can be recommended by the 2013 curriculum formulation. Kata kunci: Analisis Kesesuaian Konten, Buku Teks Biologi, Kurikulum 2013

The Impact of EFL Curriculum Design on the Teaching Quality in Compulsory Education

For students under compulsory education, English courses serve as their first contact with a second language. In most provinces and regions in China, English is one of the major courses that students must take English exams to enter middle school and senior high. In this concern, the quality of teaching English is of great importance. This paper discusses how different kinds of teaching arrangements and curricula affect the teaching quality of EFL education while providing suggestions better to improve the EFL teaching framework for the future. This paper argues that different teaching arrangements and types of curriculum affect the quality of EFL teaching in a different way. Small-sized classes, NESTs classes, and interest-based courses play an important role in promoting teaching quality. Meanwhile, as for credit hours, further reduction might leads to unsatisfied results in EFL teaching. Suggestions are given after a series of explorations of curriculum design, which includes adding output-oriented and practice-oriented sessions in EFL classes and keeping a balance between textbook contents and extracurricular materials.

Research and Construction of Ideological and Political Education Resource Base of General English Curriculum in Higher Vocational Colleges

Through the investigation on textbooks of general English curriculum in Zhejiang Province and vocational colleges in Wenzhou City, this paper finds that there is a serious lack of ideological and political education resource especially excellent traditional Chinese culture in the textbooks, which is not conducive to the development of ideological and political education in the curriculum. By clarifying the ideas for the construction of ideological and political resource database of general English courses in higher vocational colleges, and by investigating the contents of general English textbooks used by many vocational colleges in Zhejiang Province, this paper sorts out the four main lines of ideological and political infiltration teaching, and integrates these elements with the contents of current general English courses in many vocational colleges in Zhejiang Province in scientific and clever ways, so as to conduct exploration and research. The result will be greatly improving the integration of both ideological-political elements and curriculum.

Comparative analysis of teaching content of high school Chinese textbooks in South Korea: Focused on phonology, morphology, syntax, Chinese characters and pragmatics

This study attempted to examine the characteristics of current high school Chinese textbooks by comparing and analyzing the educational content of 11 Chinese textbooks by linguistic element. Specifically, the 11 textbooks were compared based on their educational contents on linguistic elements such as phonetics, vocabulary, grammar, Chinese characters and culture, and organized by their unique characteristics. With respect to vocabulary education in particular, the percentage of basic vocabulary in the 11 textbooks varied from 64% to 86%, but, in general, all textbooks included more than two-thirds of basic vocabulary. Additionally, they utilized various teaching methods to teach vocabulary, and actively used real-life activities or games that piqued students’ interest. With respect to grammar education, they generally all covered the contents suggested in the 2015 revised curriculum, but there was a lack of diversity in teaching and learning methods and the need to plan new teaching methods that would keep students engaged. Lastly, some textbooks introduced the Chinese language and China in general in relation to linked subjects; these connections can help students to develop a deeper and broader understanding of China and the Chinese language and is in line with the goal of fostering creative convergence talents outlined in the 2015 revised curriculum. Moving forward, various teaching and learning methods should be designed to keep students interested and engaged in China and learning the Chinese language.

Analysis of the Textbook Ayo Belajar Bahasa Arab according to Jean Piaget’s Cognitive Development Theory

This study aimed to determine the quality of textbook content Ayo Belajar Bahasa Arab in terms of the cognitive aspects of Jean Piaget’s Cognitive Development Theory. This research is a qualitative analytical study by library research methodology. The main data sources are the textbooks of Ayo Belajar Bahasa Arab and lots of the latest studies. The analysis was done by analyzing the content of relevant data using the cognitive development qualifications of Jean Piaget. The results of this study are concluded that the purpose of the textbooks studied is in accordance with the abilities of children aged 11 or grade 5 elementary school according to Jean Piaget's theory of cognitive development. Matching one thing with another, understanding conversations, discussing and arguing with the guidance of the teacher, and classifying sentences from Arabic to Indonesian are the abilities students need to study the textbook according to their goals. Appropriate book material is learning vocabulary, practicing conversation, reading, and constructing sentences and exercises. The analysis results show that Ayo Belajar Bahasa Arab’s book achieves excellent results on the suitability and appropriateness to the theory of cognitive development of Jean Piaget.

Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula

Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses. To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion. In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (n = 27) and undergraduate and graduate students at the University of Pennsylvania (n = 18) comprised the inaugural classes. LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes. [J Nurs Educ. 2023;62(5):307-311.].

통합 교육과정 관점에서 본 가정 교과서 통합 사례 연구

This study aims to examine the composition and integration types of middle school home economics textbooks in terms of an integrated curriculum. Using Lee and Dressel's home economics and Drake and Burns' integration types, cases from the first education curriculum to the 2015 curriculum were analyzed. The findings show that from the first to the seventh curriculum periods, interdisciplinary integration was achieved. Also, from the 2007 to 2015 revised curriculum, cross-disciplinary integration using integrated chapter titles was observed. Finally, integrated education content in textbooks included understanding home life, preparing for social change, and learner-centered living. The study recommends continuous research using an interdisciplinary integration approach for enhancing the home economics curriculum and textbooks.

Gender Representation in Narrative Texts in English Textbook: Questioning the Values through the 2013 Curriculum

This study aims to reveal gender values ​​in the narrative text of English textbook and how the values meet the requirement of the 2013 Curriculum. This research uses a qualitative approach. The data source is narrative text in English textbook published by the Ministry of Education and Culture. Data collected through documentation techniques by citing. Meanwhile, the data analysis procedure includes finding how many narrative texts are in the English textbook, reading the text carefully, taking notes and collecting citations. In addition, it is found that the narrative text was dominated by the values ​​of gender inequality. Gender inequality is still considered as a silent missile in today’s education and is still present in many stories or classic narrative texts in English textbooks. The researcher also found the unsuitability of the values​​with the 2013 Curriculum. Finally, based on the findings of this study, the researcher suggested that educational institutions pay more attention to the content of textbooks, not only in accordance with the current curriculum, but also according to student’s needs.

문화 향유를 위한 학교 음악교육에서의 문화유산교육 방향 탐색

This study aims to propose the direction of teaching cultural heritages at the music class in schools following the perspective that cultural heritage education should lead to ‘cultural enjoyment’. In this study, the definition of cultural enjoyment that can be applied in school education is considered as ‘the intellectual, emotional, practical process and its results that an individual actively seeks to understand and experience culture,’ and three attributes of ‘activity, positive sentiment, and participation’ are presented as those of cultural enjoyment.
 As a result of analyzing the current status and problems of cultural heritage education in schools, the following problems were identified: ‘curriculum standards centered on research and presentation,’ ‘curriculum standards limited to appreciation and value recognition,’ ‘textbook contents biased towards data presentation and information delivery,’ and ‘inadequate provision of musical experiences for learning cultural heritages.’ To solve such problems and increase the possibility of achieving the goal of 'enjoying culture' in school education, we propose three aspects in cultural heritage education: establishing goals for cultural heritage education that promote the development of 'subjectivity in creating'; setting up a content framework for cultural heritage education centered on 'enjoyment'; and enhancing the ability to enjoy culture based on participatory cultural heritage learning.
 The significance of this study is to raise the need for cultural heritage education in schools to move in the direction of enhancing learners' ability to enjoy culture, and to discuss the direction for this. To solve the problems raised in this study, it is important to achieve social consensus on cultural heritage, revise national education curricula, develop music textbooks, and cooperate with institutions related to cultural heritage education