Literature Textbooks Research Articles

APPLYING LITERARY ETHICAL CRITICISM TO TEACHING READING COMPREHENSION OF LITERARY TEXTS TOWARDS THE GOAL OF DEVELOPING STUDENTS' QUALITIES ACCORDING TO THE 2018 GENERAL EDUCATION PROGRAM

The article begins by applying moral literary criticism in teaching literary text comprehension and provides an overview of the theory of ethical literary criticism. It proposes an approach to literary texts from the perspective of moral literary criticism to develop students' qualities. The research is based on general research methods (theoretical and survey methods) and specific methods (structural analysis methods). The results show that applying moral literary criticism in understanding the texts of the Grade 12 Literature Textbook (Connecting Knowledge with Life series) is entirely feasible, paving the way for its implementation in other textbook series. Keywords: Literary ethical criticism; literary text comprehension; qualities; 2018 general education curriculum.

Infographic English Literature Textbook: Faster and Better in Function Educational Material in the Disruptive Digital Age

Infographic English Literature Textbook: Faster and Better in Function Educational Material in the Disruptive Digital Age

BRAVERY, COURAGE AND HEROISM AS ONE OF OUR NATIONAL-SPIRITUAL VALUES FROM OF OUR HISTORY

The article provides information about the national moral values of courage, bravery and heroism. The historical roots of these values are revealed and examples of historical figures full of courage are given. At the same time, the place and role of the problem under consideration is highlighted in Azerbaijani pedagogical literature. In the article, textbooks of literature and history of Azerbaijan in grades V-IX of secondary school were examined from the point of view of problems, topics were systematized, and examples were given. The article ends with a general conclusion.

ABOUT STUDENTS’ DIGNITY AT SECONDARY SCHOOL

The article deals with educating pupils’ dignity, creating honour, dignity, pride, honesty, proud, courage in growing generation. Thus for methods of using these values have been researched in the literature textbook of 5-9 th grades, have been applied for prominent scientists’ thoughts, and given samples from national pedagogics.

Comparison of Secondary Education Literature Textbooks Taught in Countries Members of the Organization of Turkic States

The Organisation of Turkic States is an international organisation in which Turkey, Azerbaijan, Kazakhstan, Kyrgyzstan and Uzbekistan are members and Hungary, the Turkic Republic of Northern Cyprus and Turkmenistan are observers. Recently, serious studies have been carried out on these states, which have common aspects in religion, culture, literature, art, language and many other issues. One of the studies conducted in many disciplines is related to secondary school literature textbooks. It is essential to carry out these studies in order to create a common content and to identify similarities and differences. Based on this idea, we aimed to evaluate the literature textbooks taught at the secondary education level in the member countries of the Organization of Turkic States. However, taking into account the content of the article, we should first study; We deemed it appropriate to limit it to literature textbooks taught at secondary school level in Azerbaijan, Kazakhstan, Kyrgyzstan and Uzbekistan. Although there have been previous studies on teaching literature at the secondary school level in the member countries of the Organization of Turkic States, we thought of creating a collective resource for researchers and contributing to Turkish literature studies by conducting a content analysis in our study, which deals with this issue with a holistic approach for the first time. The design and content of the textbooks form the basis of our study.

Developing linguistic competence for 6th grade students in Vietnam

Developing linguistic competence for junior level students in Vietnam is an emerging issue that needs attention. This paper applies interdisciplinary research methods which are a combination of linguistics and educational sciences. The combination of the questionnaire survey method and class observation is used to evaluate students' language competencies, especially, speaking and listening. The analytical method is used to analyze linguistic skills that are necessary to be created for students during this stage. Developing linguistic competence is considered the most effective means to grow thinking capacity. The scope of this paper is aimed at sixth grade students specifically surveying their linguistic competence thereby providing an overview of the language development stage for juniors at the secondary school level in Vietnam in general and in Ha Dong district, Hanoi in particular. We conducted a case study by collecting data at two secondary schools in Hanoi city (implementation period of two months: December 2021 and February 2022). According to these factual survey results, we can primarily suggest concrete measures to develop linguistic competence for 6th-grade students in Vietnam. This will also be an information source for reference in completing the Literature textbook series edited according to the new “General Education Program in Literature (2018)” in Vietnam which is in the early stages of being put into use.

CHARACTERISTICS OF EXPRESSION OF LITERARY ELEMENTS IN THE ANALYSIS OF ISAJON SULTON'S WORKS

This article discusses the role of literary elements and tools in the analysis of Isajon Sultan's prose works. In the work, the analysis of epic works and the methodical requirements that should be analyzed from them are directly revealed in novels, short stories, and narratives. The uniqueness of the theme in the stories is revealed by the small number of characters, the attention ofthe writers or the decision made regarding the first characters. The mood and psychological images of Isajon Sultan's works are different from the works of other artists listed in literature textbooks. In their analysis, there are similarities in the content of the stories and stories, the disclosure of their natural and artificial features, and the determination of the theory of commonality or singularity of the idea and pathos in the components.

Practices of Ukrainian high school students in reading fiction in the society of electronic mass media

The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.

Cultural Identity of Public Consciousness in Kazakhstan Literature Education: Effects of a New Teaching Method

This study examined the effect of the new teaching method applied in the Kazakh literature course on students' cultural identity and sensitivity, patriotic consciousness, and achievement. In this context, the experimental group experienced innovative teaching methods based on the works of Abish Kekilbayev. This quasi-experimental study examined the effects of educational activities on achievement, social consciousness, citizenship, cultural identity, and sensitivity based on the works of Abish Kekilbayev, a leading Kazakhstania writer, among second-year university students. The experimental group underwent the new teaching method, while the control group followed the activities outlined in the current Kazakh literature textbooks. The effectiveness of the method was assessed through post-test applications. The results indicated significant differences in students’ academic achievement, citizenship, social consciousness, cultural identity, and sensitivity between the experimental and control groups, highlighting the substantial impact of the new method. Similar approaches can be applied to students at various educational levels. Additionally, a comprehensive citizenship and identity education program could be developed by closely examining the works of Abish Kekilbayev and other similar authors in detail.

Using the Jaccard similarity method for recommendation system of books

The main goal of pedagogy is to educate the young generation to become mature, knowledgeable and well-rounded individuals in all respects. In this regard, one of the main tasks of the education system is to form a culture of reading among young people, to provide them with textbooks and works of art suitable for their age and intellectual potential. But only if young readers read books suitable for their intellectual potential based on their age characteristics, their knowledge, spirituality, outlook and other positive aspects will develop. If the students do not read the works according to their potential, the reader will not be able to absorb fully the contents of the work he has read, the information in the book will "weight" him. As a result, the reader's desire to read begins to fade. Readers should not read literature that is shallow in content, incompatible with our national spirituality and values, moral standards, and may have a negative impact on the education of young people. Therefore, it is necessary to create a system of recommending works suitable for the intellectual potential of readers. This article examines the application of the Jaccard similarity method to the creation of appropriate reading lists for high school students. For this, a corpus is created on the basis of high-class literature textbooks, and this corpus is compared with literary works. Books with the highest similarity results are recommended for reading. The problem was fully solved on the basis of literature textbooks of 5th-11th grade students and works of art in the Uzbek language.

Дыгъужь Къурмэн и Iуэху еплъыкIэр и тхыгъэхэм къызэрыхэщыр

The article deals with the problem of creative individuality on the material of creativity of Circassian poet and writer Kurman Bakhsiyatovich Duguzhev (1941-1984). The issues of creative individuality and national originality are relevant in all periods of functioning of the literary process, this is especially true for young-descriptive literatures. Many authors have commented on the work of K. Duguzhev, but they are journalists, artists, poets, etc., but few professional literary critics have analyzed his works academically, so this article fills this gap to a certain extent. The introductory part characterizes the concept of creative individuality, notes the degree of its development, and emphasizes its role in the formation of young-written literatures of the North Caucasus region. The facts of K. Duguzhev’s biography that influenced the development of his creative individuality and the national uniqueness of his poetry and prose are presented using comparative-typological and chronico-historical methods. The most famous works of K. Duguzhev’s multifaceted creativity are subjected to aesthetic analysis. Special attention is paid to the theme of homeland in the civil lyrics. The questions of the writer’s skill occupy a significant place in the article. The article aims to investigate the problem posed, which is important for the Adyghe literary process. Its results can help the authors of literature textbooks, postgraduates, students, other literary scholars and critics to expand their knowledge about the works of the famous writer, whose works should enter more widely into the practice of schools and universities where Adyghe literature is studied.

공동체·대인 관계 역량 함양을 위한 문학 과목 단원 및 교육과정 검토

This paper was written for the purpose of exploring educational directions for cultivating community and interpersonal competencies in the literature subject of the 2022 revised curriculum to be implemented in the future. To this end, Chapter 2 reviewed the ‘community’-related units and sanctions included in the 2015 revised Korean language curriculum Literature textbook, and Chapter 3 compared and reviewed the 2015 revised and 2022 revised ‘Literature’ subject curricula.
 In Chapter 2, despite its status, ‘community/interpersonal competency’ is briefly covered within the unit of ‘living literature’, and its content is also treated from the perspective of ‘self-reflection’ and ‘understanding of others’. Confirmed. This is closely related to the fact that the meaning and nature of the competency was set somewhat ambiguously.
 As a result of reviewing the 2022 revised curriculum in Chapter 3, it was confirmed that the approach to community and interpersonal competencies was clearly established across characteristics, goals, content system, and achievement standards when compared to the 2015 revision.
 Above all, it is noteworthy that community and interpersonal competencies are focused on participatory attitudes based on learner initiative. Therefore, when seeking specific educational methods according to the future curriculum, selection of works containing topics that can promote understanding of community problems through literature and participation in problem solving and detailed setting of specific educational methods for this purpose are necessary. This is needed.
 In particular, it is important to note that in the achievement criteria, ‘community’-related elements are separated from ‘living in literary activities’ and are specifically presented as ‘attitudes to understanding community problems and participating in problem solving.’ Therefore, in selecting the composition and sanctions of related units, a new direction that is different from the 2015 revised curriculum must be approached.
 The core competencies of the 2015 revised and 2022 revised Korean language curriculum are the same, and the overall outline of the content system is similar. Therefore, in the process of textbook writing and learning design according to the 2022 revised curriculum, it is highly likely that the current textbook content will be used as basic data for future textbook writing. However, it needs to be adjusted based on the results and performance of learning implemented in actual educational settings. Above all, activities and learning activities that focus on reading/appreciating works should be designed to reflect changed achievement standards and foster community and interpersonal competencies required in today’s era.

Methods of teaching language and literature to develop language competence for Vietnamese students

Developing language skills for students in Vietnam is an issue that needs attention. This article used interdisciplinary research methods between Linguistics and Education. Descriptive method was implemented to describe the characteristics of the Middle School Literature Program, the sixth grade Literature textbook set compiled. Analytical method was used to analyze the teacher's method of teaching literature and the linguistic abilities that need to be formed for students during this period. Developing this capacity is providing the most effective means to perfect thinking capacity. This article surveys teachers' Literature teaching methods applied to students at some Vietnamese schools with the aim of developing students' language and at the same time this will also be an information channel for completing Improve and criticize Literature textbooks compiled according to the new General Education Program (2018) in Vietnam that are in the early stages of being used.

Evaluation of Turkish Language and Literature Textbooks in Terms of Critical Thinking

Bu araştırmanın amacı, 2018 öğretim programına göre hazırlanan Türk Dili ve Edebiyatı ders kitaplarındaki okuma metinlerini ve metinlerle ilgili soruları eleştirel düşünme açısından değerlendirmektir. Göstergebilim yönteminde desenlesen araştırmanın veri kaynağını, MEB tarafından 2019 yılından itibaren beş yıl ders kitabı olarak belirlenen 9, 10, 11 ve 12. sınıf Türk Dili ve Edebiyatı ders kitapları oluşturmaktadır. Araştırmada veriler, nitel araştırma veri toplama yöntemlerinden biri olan doküman analiziyle elde edilmiştir. Toplanan veriler ise tematik ve betimsel analiz teknikleriyle çözümlenmiştir. Araştırmada elde edilen sonuçlara göre, Türk Dili ve Edebiyatı ders kitaplarındaki metin ve soruların belirlenme aşamasında eleştirel düşünmenin geliştirilmesine yönelik bir planlama yapılmadığı tespit edilmiştir. Sınıf seviyeleri ve ünitelere göre incelendiğinde ise 9. ve 10. sınıf ders kitaplarının, geliştirici metinleri ve derinlemesine anlama sorularını çok az sayıda içerdiği görülmüştür. Dolayısıyla derse temel oluşturdukları için ayrı bir öneme sahip olan 9. ve 10. sınıf ders kitaplarındaki metin ve soruların eleştirel düşünmeyi geliştirmede yetersiz oldukları sonucuna ulaşılmıştır. Buna karşın 11. ve 12. sınıf ders kitaplarında yer alan soru ve metinlerin eleştirel düşünme açısından yeterli olduğu belirlenmiştir. Fakat eleştirel düşünme açısından aşamalı bir planlama yapılmadığı için 9. ve 10. sınıf ders kitaplarının yetersizliği, sonraki kitapların yeterliliğini de işlevsizleştirmektedir. Ayrıca istisnalar olsa da geliştirici metin ile derinlemesine soru arasında pozitif bir ilişki olduğu saptanmıştır. Geliştirici metinlerin olduğu ünitelerde derinlemesine soruların, etkisiz ve engelleyici metinlerin olduğu ünitelerde ise içeriği anlama sorularının çoğunlukta olduğu görülmüştür.

Using online constructor as a means of increasing motivation to study literature

The aim of this paper - presents the experience in creating a layout of an electronic literature textbook using an online constructor. The “Arctic Robinsonade” plot served as the material for the textbook. The methodological apparatus of the research involves the synthesis of such approaches as hermeneutics and comparative studies. The present investigation is of teaching theory and techniques and digital technologies. The questionnaire surveying method was used to collect the empirical material. Mathematical methods of processing, analysis and interpretation of the pedagogical experiment results were applied in the course of the work. The methods of analyzing differences between independent samples, ranking method, method of testing significance of zero and alternative hypotheses were used for statistic information processing in MS Excel. The results: the capabilities of online constructor Tilda to work on the design of multimedia study aid are determined and described; the model of the chapter in multimedia textbook in native literature is developed; the sections of multimedia study aid are described, the examples of the tasks are given, the efficiency of applying the service of creating websites (online constructor) is established. The developed multimedia product is useful for school teachers and students.

몽골어의 사용역별 어휘 다양성 비교 연구

The purpose of this study is to compare and analyze quantitatively the characteristics of lexical diversity by each register of the Mongolian language. To this end, 10 sample corpuses were established with the size of 90,605 tokens for each of ten registers and lexical diversity was measured for each corpus. The values of lexical diversity indices were obtained and compared. As a result, the register with the largest lexical diversity was literature textbook, followed by newspaper articles (culture), newspaper articles (world), interviews, newspaper articles (sports), newspaper articles (society), newspaper articles (economy), podcasts, newspaper articles (politics), and law. In other words, in Mongolian language, the most vocabulary is used in literature textbooks and newspaper articles such as culture and world news, and the least vocabulary is used in law, politics in newspaper articles, and impromptu conversation (podcasts). In addition, newspaper articles were divided into six registers and analyzed, and each register showed a large difference in lexical diversity. This is a result that quantitatively proves that newspaper articles should not be treated as a single register when corpus composition or corpus-based research, but must be divided into registers. And, in the process of this study, it was confirmed that most of the lexical diversity indices show the same results if the number of tokens per corpus is the same, but the indices show different results when the size of the corpus is different. Finally, when studying lexical diversity, it is also proved that one way to reduce errors in research results is to obtain values of as many indices as possible and compare them with each other rather than analyzing with only one index.

A Study on Rewriting of Classical Novels for Education Through Korean Language and Literature Textbooks

A Study on Rewriting of Classical Novels for Education Through Korean Language and Literature Textbooks

HOW IS THE FEASIBILITY AND READABILITY OF 10TH GRADE ARABIC LANGUAGE AND LITERATURE TEXTBOOK? / BAGAIMANA KELAYAKAN DAN KETERBACAAN BUKU TEKS BAHASA DAN SASTRA ARAB KELAS X?

This research aims to determine the suitability of Arabic Language and Literature textbooks for 10th grade High School/MA Students with the BSKAP standards, the readability level, and readability level by student grade. This research used the evaluative method. The researchers used content analysis technique and collected data through literature study and document study to analyze the feasibility of textbooks. The method used to determine the readability level was the Raygor’s graph and the fog index. The results of the study indicate that this book is suitable for use with an overall score of 92.42% which includes aspects of the feasibility of standard content, presentation, design and graphics. However, based on the results of Raygor's graphic analysis, this textbook is not appropriate for use at the 10th grade student because none of the eight texts studied correspond to the 10th grade level. Meanwhile, based on the results of the fog index, this textbook is in easy to read category with a score of 3.72. Overall this book is suitable for use in the 10th grade student, but it needs some adjustments to design standards such as selecting interesting illustrations. Even though it has a high level of feasibility, the readability of this book is not up to the 10th grade student and the readability level is not ideal, so it needs improvement.

고전극 교육 제재로서 우희의 의의와 교육 방안

Objectives The purpose of this study is to analyze the current status of classical drama education in literature education and to clarify the significance of U-hui as a subject of classical drama education.
 Methods To this end, the content related to theater history presented as educational content in the literature curriculum was examined diachronically. In addition, the educational content related to theater history covered in current literature textbooks was analyzed by dividing them into explanatory materials, work materials, and learning activities in the textbook history section. Based on the structure of the revised educational goal classification system, a method for generating knowledge according to the development of the learner's cognitive process was presented.
 Results The influence of the syllabus and the period of the 4th curriculum on classical theater education leads to fixed knowledge, and in textbooks, academic discourse on theater history in the past is reproduced or knowledge that has formed an issue is avoided. Accordingly, the content of education was organized around the theater and commoners in the late Joseon Dynasty.
 Conclusions In order to solve this problem, the current academic discourse related to Woohee should be included, and the cognitive process in which learners evaluate knowledge and create new knowledge should be used as an educational method. Taking U-hui as a subject of classical drama education enables a change from the educational content centered on the common people in the late Joseon Dynasty to encompassing various eras and enjoyment classes. In addition, the change in teaching and learning methods that utilize research historical issues has significance in helping learners maintain an open attitude toward knowledge of the history of literature.

A Pragmatic Historical Assessment Tool: A New Systematic Framework for the Collation and Evaluation of Documented Empirical Effectiveness and Safety of Traditional Plant Medicines in the European Materia Medica

Introduction: Traditional plant medicines (TPMs) are plant-derived therapeutic products prepared and applied according to longstanding medical customs. Around the world they are widely used in primary and preventative health care. The World Health Organization (WHO) calls in its Traditional Medicine Strategy 2014–2023 for Member States to provide a regulatory framework so that the formal contribution of traditional therapeutics can be advanced in national systems of health care. Evidence of effectiveness and safety is paramount for the regulatory integration of TPMs; however, a presumed lack of such “evidence” is one obstacle for full integration. The consequential health policy question is how to systematically evaluate therapeutic claims relating to herbal remedies when the extant evidence is predominantly based on historical and contemporary clinical usage, i.e., is empiricist in nature. This paper introduces a new method along with several illustrative examples. Method: Our research design employs a longitudinal, comparative textual analysis of standard textbooks of the professional European medical literature from the early modern period (1588/1664) onwards to today. It then triangulated these intergenerationally documented clinical observations on two exemplars (Arnica and St. John’s Wort) with corresponding listings in multiple qualitative and quantitative sources. A Pragmatic Historical Assessment (PHA) tool was developed and tested as a method to systematically collate the large amount of pharmacological data recorded in these judiciously selected sources. The evidential validity of longstanding professional clinical knowledge could thus be compared with therapeutic indications approved in official and authoritative sources (pharmacopoeias, monographs) and with those supported by contemporary scientific research (randomised-controlled trials [RCTs], experimental research). Results: There was high congruency between therapeutic indications that are based on repeated empirical observations from professional patient care (empirical evidence), those approved in pharmacopoeias and monographs, and modern scientific evidence based on RCTs. The extensive herbal triangulation confirmed parallel records of all main therapeutic indications of the exemplars across all qualitative and quantitative sources over the past 400 years. Conclusions: Historical clinical medical textbooks and contemporary phytotherapeutic equivalents are the key repository of repeatedly evaluated therapeutic plant knowledge. The professional clinical literature proved to be a reliable and verifiable body of empirical evidence that harmonised with contemporary scientific assessments. The newly developed PHA tool provides a coding framework for the systematic collation and evaluation of empirical data on the effectiveness and safety of TPMs. It is suggested as a feasible and efficient tool to extend evidence typologies that substantiate therapeutic claims for TPMs as part of an evidence-based regulatory framework that formally integrates these medically and culturally important therapeutics.