Literary Lessons Research Articles

Studying the reality of the sports infrastructure in maintaining an acceptable level of aggressiveness among primary school pupils for raising Al-Karkh / 2


 The sports infrastructure and physical education lessons are of great importance in providing an atmosphere of activity and entertainment and getting out of the atmosphere of scientific and literary lessons and the high pressure that the student suffers from, and this affects the behavior of the pupils in the classroom and the school and its effect on the lesson. It is based on aggressive behavior within its calculated limits and set goals for this research through knowing the reality of the infrastructure and its effects on the behavior of students. The researcher assumed the existence of statistically significant differences between the mathematical infrastructure and the aggressive behavior of students with its acceptable limits. Education Al-Karkh / 2 and a sample of students, teachers, and administrations, and the results were identical to what the researcher went to, which appeared through the results of Chapter Four and the most important conclusions:1-The absence of the mathematical infrastructure has a prominent role in suppressing the movement of pupils, which is reflected by the student in the classroom.2-The pupils ’aggressive behavior is acceptable to teachers at its minimum due to the large number of students in the classroom or the absence of the student’s sports and entertainment infrastructure.The most important recommendations:1- The sports infrastructure should be taken care of in a way that suits the numbers of students.2- Increasing the quotas for the physical education lesson.3-The introduction of teachers in developmental courses for the subject of educational psychology.
 

Literary theory and its role in modern and contemporary criticism: A critical approach

This research aims to identify the relationship between the concepts of "literary theory" and "literary criticism"; as a crisis was formed in reaching an agreement between the critics on defining the concept of these terms. Thus, the research seeks to identify these two terms and examine their implications in the modern literary lesson. The research takes an analytical and investigative approach based on how to use terms, understand them and apply them in research writing. The research has found that there is a discrepancy in the use of terms and their understanding and invocation in research writing. These terms came to us from Europe, which took them from the Greek and Latin cultures. The research concludes that there is a difference between critics and writers during the literary study about basic concepts, which requires them to go through them by definition, commentary, and deduction, such as the concept of literature itself, creativity, reception, criticism, literary history, literary schools, and others.

Stepladder Technique in Teaching Literature and the Enhancement of Oral Communication among Grade 12 Students

This study aimed to determine the significant difference between the scores of the respondents before and after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions. It sought answers to the questions: What is the pretest score of the respondents before being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? What is the posttest score of the respondents after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? Is there a significant difference between the pretest and posttest scores of the respondents before and after being exposed to stepladder technique in terms of articulation, logical organization, message, stage presence, and facial expressions? The respondents underwent the pretest. Then , stepladder technique was applied in the five literary lessons as an intervention. After all the lessons, the posttest was given. Finally, the posttest level of competence is significantly higher than the pretest, thus stepladder technique is effective. There is a significant difference between the respondents’ pretest and posttest scores. It improved their oral communication competence such as articulation, logical organization, message, stage presence, and facial expressions.

Enhancing online english language and literature classrooms: effective and practical teaching strategies.

This paper examines key effective and practical online strategies for teaching and learning literature subjects in online education. The present study also explores the leading concepts and principles of e- teaching strategies and extends to address the way to adopt literary lesson plans to various types of college students, determine subject descriptions, class activities, assignments, assessments, and expectations with students, and build rapport and communication with the students. This article discusses how to enjoy appropriate online media, channels, platforms, and e-pedagogical tools to help the learners and support the college curriculum in literary subjects e.g. poetry, fiction, and drama. The results show that online pedagogues portray and guide interactive literary texts and skills to the students, educators, and course designers and can facilitate instructional methods in learning the English language and literature online.

Beyond Engagement: Using Storyboards as a Digital Storytelling Tool for Teaching Libyan EFL University Students Literary Fiction During the Covid-19 Pandemic

In the current situation of COVID-19 pandemic, and in response to an appeal from the Libyan Ministry of Education to all universities and colleges to improvethe quality of education as the country is in lockdown, there are new ongoingdiscussions on how best to integrate technology for online-learning and teaching. How best to address the academic rigor of the new situation in Libyan EFL university classrooms during this period of unexpected and unprecedented educational disruption, and to engage students in meaningful use of technology for learning is a topic of great interest to practitioners and researchers alike. Byencouraging online or blended learning, language institutions are making greatefforts to further promote the foreign language learning process. Integratingtechnology into the EFL curriculum is not a single concept which is generated from a single theory, and its implementation calls for a range of perspectives and theoretical views. This paper discusses the issue of technology’s contribution in EFL classroom, more specifically it investigates the teaching of literary fiction and how best to support its reading and understanding through technology. The question raised in this paper is how technology facilitates the attainment of coursegoals. So, it tries to propose answers to the questions: How can we best make use of technology for planning literary lessons? What instructional strategies can teachers use to promote reading development? How do teachers help their students acquire the necessary skills for literary analysis and understanding in an online environment? The aim of this research paper is therefore to provide suggestions which Libyan EFL classrooms could make use of in the current situation, to promote technology use and online learning when teaching literature, and also make use of this technology to promote understanding, and analysis of literary texts (fiction) in order to develop creativity, collaboration, and eventually language skills. It, therefore, proposes the utilization of digital storytelling tools like ‘StoryboardThat’ as an instructional approach to facilitate art-based language standards

ЕКОКРИТИЧНЕ ПРОЧИТАННЯ ХУДОЖНІХ ТВОРІВ НА УРОКАХ ЗАРУБІЖНОЇ ЛІТЕРАТУРИ

This paper calls for a rapprochement between ecocriticism and school education, especially foreign literary lessons. The principles of ecocritical interpretation as a new tendency in the Ukrainian literary education are considered. Special attention is paid to the categorization of environmental literature. At first, the author focuses on the phenomenon of ecocriticism which appeared in response to the interest of researchers to the new kind of nature literature and to the ways of literary representation of the ecological themes in school. Foreign literary gives a rich material for teachers to represent ecological problems. Arguing for the necessity of bringing theory into school course of foreign literature the paper suggest that green studies needs to be wildly represented at the lessons. Literature and the arts have been drawn to portrayals of physical environments and human-environment interactions. The modern environmentalist movement as it emerged first in the late nineteenth century and, in its more recent incarnation, in the 1960s, gave rise to a rich array of fictional and nonfictional writings concerned with humans’ changing relationship to the natural world. Only since the early 1990s, however, has the long-standing interest of literature studies in these matters generated the initiative most commonly known as «ecocriticism» or «green studies». In such areas as the study of literature, ecocriticism converges with such disciplines in the humanities: environmental anthropology, environmental history, and environmental philosophy. A new wave of ecological researches have been noticed in education sphere. The school course of foreign literature has new line еcological safety and sustainable development», as a transfer «forming in social activity, viability and environmental awareness for saving and defending environment. That’s why teachers can use ecocritical tools for analysis literary works at the lessons. It gives more opportunities for studying and understanding ecological problems by students. Key words: ecocriticism, green studies, foreign literature, environmental imagination, literary theory

AN AUDIO STUDY OF THE POETS' PUBLICATIONS: "THE APPARENT SECRET IN THE ONE WHO ACHIEVED THE BRILLIANT HONOR FROM THE HEELS OF SHEIKH ABDUL QADIR". FOR THE POET ABU AL-RABI` SULEIMAN AL-HAWATH AL-SHAFSHAUNI, WHO DIED IN 1231 AH / 1816 AD

An audio study of the poets’ relics, “The apparent secret of who attained the splendid honour, following the heels of Sheikh Abd al-Qadir.” This study aims to answer questions that I consider urgent in the literary lesson, which are: To what extent can what a poet writes in prose and what other than poets write as one thing? Does the poet not accompanies when writing prose that musical rhythm he composed in poetry? Or does the writer/poet have two different memories, one for prose and the other for poetry? Or is it the memory that is pregnant with melody, rhythm, and the music itself accompanying it while it sings, and then the prose writings of poets may be a reflection of the rhythmic poetic structure, even if the contents differ? While I am waiting for other researchers to devote themselves to more scrutiny in this matter, by conducting audio studies on the poets’ writings, I present this audio study of one of the most important Moroccan virtues books in the modern era, which is the book: From the heels of Sheikh Abdul Qadir “by the poet and writer Abu Al-Rabee’ Suleiman Al-Hawat Al-Shafshauni. There is no doubt that the phonetic analysis of the texts of our written heritage from distinguished poets, including their sounds and rhythms, helps a lot in understanding their nature, and in revealing the aesthetic aspects in them, in addition to what that reveals the psychological emotions and emotions that govern its creator, which push him to choose sounds And certain rhythms, and it is not hidden that the substance of the sound is the manifestation of psychological emotion, and that this emotion, by its nature, is a reason for diversifying the sound with what it brings out in it of counterpoint, alliteration, synonymy and other things.

Approaches Using Social Media Platforms for Teaching English Literature Online

In the modern era of globalization, language and literature learning and comparative literary competencies are inextricably intertwined. Online learning and teaching, and telecollaboration are a great benefit to literature students who do not have face-to-face intercultural opportunities with members of diverse languages, literature, and cultures. Even, online teaching and learning make academics borderless and remove walls. The present study explores principles and new strategies for teaching English literature online. This article addresses how to adopt literary lesson plans for different types of learners, set clear expectations with students, and build rapport and community with students in teaching literature online. This research discusses the right EdTech tools and curricula support and investigates the way to use social media platforms e.g. YouTube as supplementary sources in e-teaching and e-learning for literary content. The results show that online pedagogies can develop Literature educators and students' skills and promote their literary knowledge along with converting a Web-primarily based totally environment into a social network with social media platforms crossing teach, learn and lands, inaccessible areas, and those who have limited instructive supports and facilities for creating equal opportunities.

“L’Allegria” e l’haiku: due modelli letterari in “Airs” di Philippe Jaccottet

Within the wider literary production of Philippe Jaccottet, generally composed in prose or long verses, Airs’unique stylistic brevity brings us to evaluate how his readings and his literary translations have influenced the poet’s own verses. During the composition of Airs, the Franco-Swiss poet shows interest in modesty and lightness of the haiku model and he reflects, at the same time, on conciseness and condensation of Ungaretti’s first work, L’Allegria. If compared with the ancient form of Japanese poetry and with the deconstruction of canonical rhythm achieved by Ungaretti, the suggestion of the two literary lessons is recognizable in a metric analysis of Airs’ poems. A focus on subject posture in poetic discourse, as well as a thematic analysis of the three different poetics, reveals similar imagery and ethical position: inclined to the progressive absence of subjectivity in haiku and Jaccottet’s poems, tending to a collective voice in Ungaretti’s intention. While the influence of haiku on Airs is already established from critical studies on the author, the specific weight of Ungaretti’s Allegria on Jaccottet’s verses still seems unexplored. Considering the influence of haiku, of which L’Allegria is also permeated, our study shall aim at verifying how the early production of Ungaretti affects Jaccottet’s stylistic choices, thematic imagery, and ethical purpose.

Pedagogical requirements to teaching materials

The article shows the interest of students in the educational material, understanding the content of the work of art, drawing independent conclusions, increasing the motivation. the methodology of mastering the literary texts in literary lessons is based on the inclusion of analytical thinking in the creative components of literary education, based on the peculiarities of adolescence in the development of teaching materials, a systematic approach to improving reading materials in literature is based on the priority of learner's psychology and the ability to work independently in ensuring compliance with the Flexibility Index. Methodical requirements to work with textbooks in the textbooks are based on the textual structure (integrity, completeness, completeness, consistency) and emotional characteristics (excitement, excitement, vividness and closeness) of learning norms (artistic height, style and genre diversity, possibilities)are improved on the basis of labeling.

Уроки літератури рідного краю в початкових класах в контексті сучасних освітніх завдань

The article defines the literature of the native land as one of the sections of the curriculum for primary schools, studied in the lessons of literary reading in primary schools. The purpose of these lessons is to comprehend the deep essence of the heritage of artists of their region, the cosmos of the spirit of fellow countrymen, the realities of reality, the perception and respect of their artistic achievements, to cherish a sense of pride for creative people, glorious fellow countrymen. The features of conducting literature lessons in the native land are clearly described, modern approaches to organizing local history work with younger schoolchildren in literary reading lessons in primary schools are revealed, and methodological forms and techniques of working in the literature lesson of the native land are formulated. Literature lessons of the native land in primary schools are an integral part of the course of literary reading: they bring younger students closer to their small Homeland, give them the opportunity to be proud of those who live very close, and encourage independent creative activity. Modern approaches to the study of the literature of the native land contribute to the understanding of the history of the native land.

Pour une balnéothérapie stoïcienne ? Représentations de la baignade et poétique du discours philosophique dans les Lettres à Lucilius de Sénèque

Abstract: The bathing representations throughout the correspondence with Lucilius seems to induct some crucial elements, both rhetorical and ethical, of the Seneca’s writing process. The description, and depiction, of bathing experiences in the Epistulae Morales enlightens the fact that Seneca’s shaping not only a stoic care of the self, but also a thinking and a writing method. Review of that writing pattern shows that the poetics of philosophical discourse may take different leads in the correspondence, from empirical experiences to ethical conceptualization, through literary aemulatio and satirical moral lessons. What appears, then, is a sociopoetical way of writing philosophy. The social representations are indeed orchestrated by Seneca in order to build a philosophical arrangement, which paves the way to a total transfiguration of the mind.

Нравственное воспитание младших школьников в процессе изучения художественных произведений

The purpose of the article is to consider the features and conditions of primary school children’s moral education, to interpret the value of native literature in the national culture to primary school children, as well as to form their own value orientations. Research methods. The following methods were applied: comparative and theoretical analysis of various textbooks on literary reading for primary classes, pedagogical materials; generalization, comparison, systematization. It is noted that following three main areas: cognitive, emotional and value-based, and behavioral can improve the effectiveness of work with primary school children. The selection of content, the organization of the educational process, the use of appropriate methods, techniques, and forms of organization of children's activities are the main conditions of moral education in the literary reading lessons. The results of the study. With the help of specially selected stories by the authors, primary school children were introduced to situations where they needed to show their moral education. In the course of using stories, children received an idea of honesty and justice, benevolence and self-control, modesty and a sense of self-esteem, as well as the manifestation of negative character traits. It is concluded that based on the study of V.A. Oseeva's stories, the main directions for primary school children’ moral development are implemented.

Становление читательской деятельности и творческое развитие младших школьников на основе метода дискретного чтения

The article discusses the method of discrete reading in literary reading lessons in primary school as an effective means of shaping readership, the ability to analyze the information contained in the texts, and the development of children’s creative abilities. The characteristic of the content and technology of discrete reading at the first stage of the development of reading activity by students of the first or second grades is given: intermittent reading; separate reading; fractional reading. The rules for implementing discrete reading are presented: “Imagine, Relive, Understand what you read.” The methodology of teacher guidance for schoolchildren performing creative tasks, features of the teacher’s work, which organizes creative interpretations of literary works in the form of illustrations, dramatization, retelling of the text with its optional addition-continuation, theatricalization, and staging games, are disclosed.

Современные аспекты адаптации содержания обучения литературному чтению слепых младших школьников

The article is focused on the problem of teaching blind elementary schoolers in literary reading lessons in elementary school. The relevance of the topic is due to the need to bring into compliance the content of the education of children with severe visual impairments with the requirements of the Federal State Educational Standards for blind students (option 3.2). At the present time, teachers of schools for blind children continue to experience difficulties in adapting the content of education in this subject. The aim of the article is to analyze and summarize the existing typhlopedagogical experience of teaching this group of children and to determine the directions for adapting the content of teaching literary reading to blind elementary students. Methods used in this study include analysis, description, and comparison. An analysis of the typhlopedagogical heritage suggests that teaching reading to blind elementary schoolers has a number of peculiarities due to the negative impact of visual impairment on their speech and cognitive development, motivation for activity; this can be overcome by adapting the content of education. In their turn, the directions of adaptation can be reached by adjusting the contents of textbooks, enriching the children’s sensory experience, developing their speech and thinking, and using a differentiated approach in teaching by redistributing educational material and developing assessment criteria that are appropriate for the blind students’ needs. The results of this study have important meaning for employees of schools for visually impaired children because they allow to implement a differentiated approach in teaching and to adapt the contents of the Literary reading school subject according to the special educational requirements of children.

The Two Rivers of Sichuan: Learning Literary Lessons in Chengdu, 1957

The Two Rivers of Sichuan: Learning Literary Lessons in Chengdu, 1957

A instrução da criança desvalida no Maranhão oitocentista

O crescente aumento da pobreza na Província do Maranhão no oitocentos, após a Revolta da Balaiada, contribui com a criação da Casa dos Educandos Artífices em 1841 que recolhe crianças desvalidas do sexo masculino. Os admitidos aprendiam as primeiras letras, a doutrina cristã e recebiam uma instrução mecânica que se adquiria no Arsenal de Guerra, nas obras públicas do governo e em oficinas particulares. O ensino dividido em lições teóricas e literárias é organizado como as demais aulas de instrução primária; educandos que aprendiam a ler, escrever e contar; recebiam noções de gramática nacional e aulas de música vocal e instrumental. A modalidade profissional consistia na aprendizagem de uma arte mecânica: pedreiro, alfaiate, marceneiro, serralheiro e tanoeiro. Objetiva-se resgatar o ciclo de vida dessa Instituição que culmina com a Proclamação da República, recorrendo-se ao cruzamento de diversas fontes: manuscritas; ofícios dos diretores aos presidentes de Província; relatórios dos próprios presidentes de Província; regulamentos; leis e os jornais que circularam em São Luís no período de 1841 a 1889, à luz dos aportes teóricos de Norbert Elias. As categorias de análises adotadas foram: processos de criação e instalação da Instituição; caracterização e utilização do espaço físico, relações de poder (entre diretor, escrivão e professores); fluxo das disciplinas e organização do tempo escolar; professores, legislação, normas e administração. Contribui-se com esta pesquisa para compreendermos a natureza da instrução profissional e as características das instituições escolares destinadas ao acolhimento de crianças desvalidas no Maranhão do século XIX.

A literatura? Epoki dawne w odbiorze licealistów - rozpoznania

Cel badań: Próba odpowiedzi na pytanie, w jaki sposób postrzegana jest literatura epok dawnych z perspektywy uczniów pierwszych klas liceum. Wykorzystanie zdobytych informacji na rzecz dydaktyki języka polskiego.
 Metoda: Bazę wyjściową podjętych rozpoznań stanowiły wyniki badania ankietowego przeprowadzonego w liceach pod koniec roku szkolnego 2017/2018 wśród pierwszoklasistów z wielkopolskich szkół. Analizę uzyskanego materiału poprzedziła diagnoza obecności samej literatury w wymaganiach programowych przeznaczonych dla pierwszej klasy oraz analiza wymagań stawianych na maturze. Ostatni etap rozważań – oparty na wynikach uczniowskich ankiet – ujęty został w perspektywie możliwości antropologiczno-kulturowego ujęcia szkolnej literatury epok dawnych.
 Wyniki: Analiza uczniowskich odpowiedzi pozwoliła zauważyć, że literatura nie stanowi częstego punktu odniesienia dla uczniów kończących pierwszą klasę liceum. Informacje zgromadzone podczas całorocznej nauki na przedmiocie język polski oscylują pomiędzy kwestiami wizualności epoki a indywidualnymi upodobaniami. Nie łączą się jednak bezpośrednio z przedmiotem - bliżej im do uczniowskiej recepcji kultury popularnej lub ogólnych skojarzeń, które uniemożliwiają pozytywną ocenę uczniowskich kompetencji w odbiorze i rozumieniu epok literackich. 
 Wnioski: Antropologiczne ujęcie uczniowskich refleksji pozwala na wstępne opracowanie metod pracy skupiających się na tekstach literackich już od epok najdawniejszych. Życie człowieka epok dawnych, uwikłanego w swoją kulturę, nie musi stanowić bariery uniemożliwiającej współczesnemu licealiście zrozumienie tekstów dawnych.

Особенности Новой Украинской Школы: применение исследовательского подхода к обучению младших школьников

The article is devoted to the actual problem of developing the cognitive and reading activity of junior pupils. The author’s technique of formation the research skills of junior pupils at literary reading lessons is highlighted. The leading conditions for the implementation of the technique are the use of such modes as “immersion” of children into the world of landscape lyrics by means of various kinds of art (literature, painting, photography, music); stimulation of creative self expression and children’s reading activity in their study of poetry (group research on creation of a score of expressive reading, linguistic experiment, comparative analysis of one or different authors’ works as well as works belonging to different kinds of art); introduction of research training methods : the search for a problem that is going to be investigated on the material of a literary work; formulation of problem solving questions by pupils that will form the basis of the training task (on ascertainment of cause-and-effect relationships; on formation of ability to think critically, defend their personal position; on comparison and confrontation); joint working out an action plan to answer a problematic question; individual search activity; meaningful answer to the problem question). We have come to the conclusion that the proposed method of work on familiarization of junior schoolchildren with literary works on the principles of research approach will help to form students’ continuous interest in reading, to activate readership, to prepare for independent, creative acquaintance with new works at literary reading lessons on the basis of formed research skills.

<em>Little Women</em>'s Literary Lessons

Little Women's Literary Lessons Sari Edelstein While I was growing up in downtown Chicago in the fallout of my parents' hostile, seemingly endless divorce, Little Women offered a fantasy of the warm-and-fuzzy family I craved, along with pastoral visions of unsupervised play, Christmas celebrations (even without presents!), and an iconic figure of the girl-writer. As a child, I longed for the snugness, the safety, and the New England propriety of the March family—all the things absent from my own messy Jewish upbringing. And so it is perhaps no surprise that Little Women has now come to occupy a vaunted place on my syllabi and in my scholarship. Over the years, my relationship with Alcott's novel has shifted from an unfettered embrace to a critical engagement with questions that have been at the core of my intellectual life for the past decade: How do women writers imagine their work in relation to mainstream journalism? Under what terms can women enter the public sphere? How do ideas about age—and age propriety—serve to discipline women and girls? These questions are at the fore of the chapter "Literary Lessons," in which aspiring author Jo March encounters the work of S. L. A. N. G. Northbury, a thinly veiled reference to the prolific story-paper author E. D. E. N. Southworth. Inspired by the popularity and profitability of Northbury's stories, Jo enters and wins a story contest, planning to use the prize money to send Beth to the seaside to convalesce. But when she proudly announces her victory to her family, the reaction is deflating: her father responds, "never mind the money" (214). What Jo learns here are not merely "literary lessons"; she is also receiving instruction in how to appropriately inhabit the role of the female author, a lesson later reiterated by Professor Bhaer. In short, women should not write for publicity and profit; to do so is to be "S. L. A. N. G.," deviant, and outside of normative values. Though her family and love interest chastise her, Jo later returns once more to writing sensation fiction. In a subsequent chapter she seeks out inspiration from newspapers, studies faces in the street, and goes to the public library, but this impressive research agenda is ultimately linked to the desecration of her "womanliest attributes" (275). Here we are introduced more fully to the notion [End Page 113] that intellectual and imaginative pursuits can corrupt a woman and speed up her maturation; Jo "was fast brushing the innocent bloom from her nature by a premature acquaintance with the darker side of life, which comes soon enough to all of us" (275). It seems that even imaginatively leaving the sanctuary of the home accelerates Jo's decline, so she returns to the cloistered domestic sphere, forgoing the personal expansion and professional success she so eagerly sought. In Alcott's world there is no way to become a big woman, as the development of such a being is rigorously guarded against, under threat of expulsion from the idealized family unit. Of course Alcott herself wrote Little Women for money and also published sensation fiction under the pseudonym A. M. Barnard; thus, Jo's forays into the story-paper world suggest Alcott's own vexed relationship to the category of woman writer. Little Women marks the space of literature and authorship as contraband even while recognizing the potential for the literary realm to foster connections and meaning beyond the hallowed domestic space. These scenes capture the novel's double-voicedness, its palpable disdain for the very structures it celebrates, and it is these ambivalences that make it eminently teachable and readable. When I return to Little Women as an adult, the coziness I initially found so appealing strikes me now as claustrophobic and fraught, and I am thankful that, unlike Jo March, I have been able to forge a life devoted to literature. Indeed, in spite of its ostensible lessons about the impropriety of female authorship, the book has given me a point of entry into the robust critical and writerly communities that Legacy so importantly facilitates. [End Page 114] Sari Edelstein University of Massachusetts Boston Copyright © 2019 University...