Literature Textbooks Research Articles

Реалізація культурологічного підходу у сучасних підручниках української літератури

Реалізація культурологічного підходу у сучасних підручниках української літератури

Підручник з української літератури як засіб організації особистісно орієнтованого і компетентнісного навчання

Підручник з української літератури як засіб організації особистісно орієнтованого і компетентнісного навчання

아동문학교재에 수록된 그림책에 나타난 젠더감수성 - 국내 창작그림책을 중심으로

아동문학교재에 수록된 그림책에 나타난 젠더감수성 - 국내 창작그림책을 중심으로

국어교육에서의 ‘내면화’에 대한 비판적 고찰－ 고등학교 교육과정과 문학교과서를 중심으로 －

국어교육에서의 ‘내면화’에 대한 비판적 고찰－ 고등학교 교육과정과 문학교과서를 중심으로 －

PS01.246: ESOPHAGECTOMY-SPECIFIC OBJECTIVE STRUCTURED ASSESSMENT OF TECHNICAL SKILL (E-OSATS): CONSENSUS ON ESSENTIAL STEPS THROUGH DELPHI METHODOLOGY

Abstract Background Minimally invasive esophagectomy (MIE) is a technically demanding procedure, but without consensus regarding essential steps and assessment of surgical technique. The objective of this study was to determine expert consensus on essential steps in MIE as a first step in the development of an ‘esophagectomy-specific objective structured assessment of technical skills’ tool (E-OSATS). Methods Essential steps were defined for both MIE with intrathoracic- and cervical anastomosis, based on local expert opinion, peer-reviewed literature and surgical textbooks. In round table discussion disparities between experts were resolved, and an online Delphi questionnaire was sent to an international expert panel of minimally invasive upper GI surgeons. Based on replies and comments steps were adjusted and resent in iterative fashion. Results A total of 137 and 138 essential steps were identified for the MIE with intrathoracic- and cervical anastomosis respectively. After the first Delphi round 24 out of 36 (67%) invited international experts replied, and consensus was reached in 99 out of 137 (72%) and 95 out of 138 steps for both procedures respectively. Conclusion A Delphi method seems feasible in determining essential steps as a first step in the development of an E-OSATS for both MIE with intrathoracic- and cervical anastomosis. The second Delphi round is currently pending. Disclosure All authors have declared no conflicts of interest.

The Topic of Mining in Secondary School Literature Textbooks from 1850 to 1950

<p><em>During the first century of secondary school literature textbook publishing (from the introduction of Slovenian language as a school subject after the March Revolution in the Austrian Empire to the first Five-Year Plan after World War II) over a hundred texts featuring the topic of mining and related activities were included. The first writings have a clearly affirmative attitude towards mining, perceived and presented as a way of promoting general prosperity. The first mentions of the negative aspects of mining and the deceptive folly of coveting precious mineral resources appear towards the end of the 19th century. Only during the interwar period, however, were there various texts which presented mining as an inhumane and dangerous activity. After World War II the approach was again optimistic: in central literature textbooks mining was depicted as the glorification of socialist progress. Relevant texts were published in eight series of textbooks, the first as early as in the Bleiweis series for lower secondary schools in 1850 and the last in the ethnic Slovenian Beli?i? series of textbooks in 1947. The discovery of mercury in the Idrija mine was described by Valvazor, Kastelic, Hrovat and Oblak</em><em>.</em></p>

Qu’est-ce que la littérature bulgare ? Littérature et nation d’après les anthologies et manuels de littérature (fin xixe siècle)

A la difference des manuels d’histoire et de geographie qui ont fait l’objet de recherches et d’interpretations recentes, ceux de litterature, a ma connaissance, n’ont pas encore ete analyses. Je me propose d’etudier les anthologies (chrestomathies) et manuels de litterature edites en Bulgarie a partir de la seconde moitie du xixe siecle en tant qu’heritage de ceux qui suivront aux xxe et xxie siecles : quel canon construisent-ils au moment ou se cree une iden tite nationale bulgare ? Quels textes, quelles langues considerent-ils comme etant « la litterature bulgare » ?

Contra la mercantilización pedagógica de los manuales de Lengua y Literatura: el caso de ediciones del Eclipse (1994-2002)

This presentation is part of an ongoing doctoral thesis titled Gender and Literature in manuals for Argentine secondary schools (1984-2011). The main objective of this research is to reconstruct the ways in which discussions about gender, during certain historical turning points, impact language and literature textbooks published for secondary school in Argentina. Specifically, this paper analyzes the characteristics of language and literature manuals published after the enactment of the Federal Law on Education in Argentina, and explains the reasons why there was an unprecedented editorial hyperproduction in those years. This article specifically analyzes the case of a publisher that, due to its particularities, is juxtaposed against what was happening in the country: the Eclipse Editorial. Particularly, the publication of the textbook Literator IV , written by Daniel Link, that deals with the issue of genres and sexualities in a groundbreaking way.

A method of educating poetry text as an organic structure in a literature textbook

A method of educating poetry text as an organic structure in a literature textbook

Development of Indonesian Literature Textbook with Character Education Through Information and Communication Technology (ICT) Learning Based

The objectives of this research were: (1) to describe the students’ and teachers’ needs on Indonesian literature textbook with characteristic education using ICT learning based, (2) to describe the development of Indonesian literature textbook model using ICT learning based, (3) to describe the effectiveness of the textbook using ICT learning based, 4) to describe the result of textbook dissemination using ICT learning based. The type of research used was research and development proposed by Borg and Gall. Research which was done through 4 stages, namely: (1) exploration, (2) model development, (3) model testing, and (4) dissemination. The exploratory stage used a qualitative descriptive approach. Data collection was done through document study, observation, interview, and questionnaire. Data analysis technique used was interactive analysis model. Model testing was done through experimental research. The results of this research were: (1) exploration stage showed that Indonesian literature textbook used in Public Elementary School 15, Public Elementary School 02 Kleco, and Public Elementary School 2 Sumber Surakarta had not been in accordance with the students’ and teachers’ needs, (2) Indonesian textbook was developed through preliminary field testing; and (3) model testing phase was done through experimental research in the main field testing. The value of tobtained (0.43) was then consulted to the value of ttable (with N = 90, α = 0.05) which was 1.64 so critical area {t <-1.64 or t> 1.64}. It could be concluded that tobtained (0.43) < ttable, as a result, H0 was accepted and the research was stated significant. In conclusion, Indonesian textbook with character education was effective to improve students' receptive skills.

Introduction and Use of Literary Works for the Preparation Education of Unification Period - Centered on high school literature textbooks -

Introduction and Use of Literary Works for the Preparation Education of Unification Period - Centered on high school literature textbooks -

중학교 ‘국어’와 고등학교 ‘문학’ 교과서의 인성 관련 요소 분석과 시사점1)

중학교 ‘국어’와 고등학교 ‘문학’ 교과서의 인성 관련 요소 분석과 시사점1)

Концептуальні основи підручника з української літератури в умовах компетентнісно орієнтованого навчання

У статті представлено концептуальні засади підручника з української літератури для 10 класу в умовах компетентнісно орієнтованого літературного навчання; розкрито його зміст, структуру, методичний апарат, основні рубрики, застосування яких, на думку автора, вимагає нових підходів компетентнісного навчання й використання дидактично-методичних можливостей підручника з української літератури для 10 класу, його навчального змісту, ілюстрацій на уроках української літератури; сучасних інноваційних, інтерактивних технологій у процесі вивчення української літератури; дидактичні та методичні принципи конструювання змісту підручника, визначають його структуру. Відповідно, підручник є своєрідною компетентнісно орієнтованою моделлю навчальної роботи учнів і методичної діяльності вчителя-словесника. Упровадження компетентнісних завдань у підручнику, компетентнісного й особистісно зорієнтованого навчання на уроках української літератури дозволяє учителю-словеснику реалізувати в шкільній практиці ідеї компетентнісно орієнтованої моделі навчання, педагогіки співробітництва, групових форм роботи учнів над здійсненням проектної діяльності на засадах компетентнісного й діяльнісного підходів. Акцентовано на дидактично-методичних можливостях підручника як самовчителя, розвитку предметної (читацької) і ключових компетентностей, важливості умов для формування суб’єктності учня-читача, визначення читацького маршруту, запитань і завдань для вироблення умінь самоорганізації, саморозвитку читацької діяльності, змінах у читацькому й особистому розвитку.

Greek proper names in ancient literature textbooks on the example of Baltic countries

Greek proper names in ancient literature textbooks on the example of Baltic countries

Формування наукової картини світу та образу світу учнів у підручниках з української літератури для 10 класу (рівень стандарту)

Формування наукової картини світу та образу світу учнів у підручниках з української літератури для 10 класу (рівень стандарту)

Reading with an Eye to Gender: An Analysis of the Illustrations in Korean Literature Textbooks

Reading with an Eye to Gender: An Analysis of the Illustrations in Korean Literature Textbooks

중국의 한국 현대시 교육 연구 - 중국에서 출판된 문학교재 분석을 중심으로 -

중국의 한국 현대시 교육 연구 - 중국에서 출판된 문학교재 분석을 중심으로 -

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

문학과 삶] 단원 구성에 대한 비판적 고찰 : 2011 개정 문학교육 교육과정과 고등학교 문학 교과서를 중심으로

Analysis of the Context of Inclusion and Awareness of Classical Literature Materials in Literature - With a Focus on High School Literature Textbooks

Analysis of the Context of Inclusion and Awareness of Classical Literature Materials in Literature - With a Focus on High School Literature Textbooks