This study addresses the identified gaps in professionalism and theoretical grounding within values education, aiming to explore how textbooks can help alleviate these shortcomings. To achieve its objective, the study undertakes an analysis of five religious education textbooks designed for students in grades 4-6. It investigates how these textbooks tackle the prescribed values outlined in the school's value system and the pedagogical methodologies advocated within the realm of ethics and existential inquiries. Drawing upon Kohlberg's stage theory of moral development and social domain theory, this study contributes to a comprehensive understanding of the symbiotic relationship between theoretical frameworks, pedagogical practices, and educational resources in values education. By shedding light on this interplay, the study seeks to inform the development of more effective strategies for values education within educational settings. The results suggest that an effective theoretical foundation can consist of a combination of Kohlberg's stage theory and domain theory. Stage theory can serve as a rough framework to understand students' intellectual maturity, while the nature of the questions—whether domain-specific or domain-complex—should be adapted to the students' moral maturity. The main conclusion is that these theories can be integrated into a cohesive model that helps teachers navigate value pedagogy by adapting the nature of the questions to the students' maturity.

本研究旨在探討大台北地區（台北縣與台北市）高中英語科教師在選擇教材時，可能會考量到的因素，其研究重點在於了解不同學校類型（公、私立，與城、鄉學校）以及資深與年輕老師在選擇教材時，是否有其不同的考量因素。 本研究主採問卷調查，佐以訪談方式進行。除就大台北地區二十七所公、私立高中英語科教師做抽樣調查外，並針對十位教師及六位教科書編撰者進行深入訪談，希望藉此進一步了解教師們與教科書編撰者所考量的因素為何，並探討兩者所考量的因素是否有其相關性。本研究最後歸納出結論如下： 1. 學生的英語程度與學習需求以及英語文的正確與自然度是老師與教材編撰者共同考量的因素。 2. 選擇教材時，公立高中的英文老師重視經銷人員的服務態度與售後服務以及教材的配套完整。而私立高中的英文老師重視大學聯考的導向以及學校教育政策。 3. 選擇教材時，任教於城市的高中英文老師重視經銷人員的服務態度與售後服務、溝通式教學法的理念以及教科書所涵蓋的文化層面。而任教於鄉鎮的高中英文老師重視老師本身多重職務角色之扮演（教學、導師或其他行政職務）、教學信念跟語文能力以及教材的價格是否合宜。 4. 選擇教材時，資深與年輕老師所考量的因素並沒有很大的差異。 整體來說，在選擇教材時，內在因素例如英語文的正確性、教材的編輯原理與組織架構仍是老師們最主要的考量。然而外在因素例如學生的英語程度、大學聯考的導向、學校教育政策、以及經銷人員的服務態度，亦是老師在選擇教材時所會考量到因素。因此本研究建議出版社在編撰教科書時也應考量到外在因素，使其教科書更趨於完善，更能符合老師與學生的需求。然而在此同時，老師們也應加強自己的專業知識，使其在選擇教材時能做出最正確的判斷。 / The present study was aimed at investigating what factors English teachers of senior high schools in greater Taipei area took into consideration when selecting textbooks, with particular focus on the comparison of differences between public and private schools, urban and rural schools, and senior and young teachers. Meanwhile, textbook compilers’ considerations were also explored to see if their concerns were in accordance with those of teachers. The questionnaire survey was the main research method of the present study. Moreover, the interview method was also conducted to probe further information. In total, 10 English teachers and 6 textbook compilers were interviewed in the present research. Based on the findings of the present study, four crucial points were concluded as suggested. 1. Most students’ English proficiency and learning needs as well as accurate and proper English were the primary concerns of the general English teachers and textbook compliers. 2. When selecting textbooks, public school teachers emphasized salespersons’ service and the textbook’s intact package, whereas private school teachers considered Joint College Entrance Examination, and school’s leadership more. 3. Likewise, urban school teachers took salespersons’ service, Communicative Approach and cultural component into more account than rural school teachers who were more concerned about teachers’ various roles such as teachers, mentors or administrative personnel, their own English proficiency, and textbooks’ price. 4. However, no significant differences were found between senior teachers and young teachers. Generally speaking, internal factors such as appropriateness, naturalness of English, and rationale, organization of the textbook were the primary concerns for senior high English teachers in textbook selection. However, English teachers of senior high schools were also concerned about external factors such as English proficiency and learning needs, Joint College Entrance Examination, school’s leadership, and salespersons’ service. Therefore, it is suggested that publishing companies should take external factors into more consideration to ensure that textbook being compiled can be more comprehensive in all aspects and be related to needs of both teachers and students. Meanwhile, teachers should take a firm stance based on their updated professional knowledge in making any sound judgments related to textbook selection and evaluation.

本論文的研究目的在於提出以臺灣學習者的需求分析為根基之韓語會話教材分析之方法論，進而提出為了開發臺灣韓語系學生專用會話教材而需要之基礎資料。本論文的章節構造如下： 第一章提出本研究之必要性與目的，再來探討與本研究有關之先行研究。本論文把有關先行研究分為‘韓語教材分析基準有關研究’、‘韓語學習者需求分析有關研究’、‘同時牽涉到教材分析與學習者需求分析之研究’，進而探討各研究之有意之處以及有限之處。接著提出研究對象及研究方法。 在第二章，首先提出本論文所設定的‘韓語會話教材分析標準’。 本論文以分析出‘教材的各部分多麼符合學習者的需求’為重點來設定了‘韓語會話教材分析標準’。此點為本論文所提出之‘韓語會話教材分析標準’與先行研究所提出之教材分析標準不同之處。而本研究的‘韓語會話教材分析標準’略分為‘外在構成分析標準’及‘內在構成分析標準’，而內在構成分析是由‘學習目標與構成分析’、‘學習資料分析’、‘學習內容分析’以及‘學習活動分析’來構成的。接著提出本研究所使用的‘學習者需求分析問卷’之問題組成。‘學習者需求分析問卷’是由本研究的‘韓語會話教材分析標準’當中需要查出學習者需求之項目為中心來構成的。 在第三章，先分析出使用‘學習者需求分析問卷’來進行的問卷調查結果，進而以此分析結果及在第二章所提出的‘韓語會話教材分析標準’為主要根基來進行‘學習者別教材分析’。藉此得知本研究的問卷對象，也就是國立政治大學韓國語文學系學生以及某一私立韓語補習班學生針對現用的會話教材具有什麼樣的想法並且想要什麼樣的會話教材。加上，也可得知國立政治大學韓國語文學系學生以及某一私立韓語補習班學生共同在使用的『재미있는 한국어』1～6冊多麼符合兩個具有不同特性的學習者集團之需求。 透過教材分析結果而得知外在構成上的‘學習情境’及‘原文翻譯’方面都符合兩個學習者集團的需求，但是‘文法索引’方面皆不符合兩個學習者集團的需求。還有‘說明語言’及‘教材相關附屬物’方面大致上比較符合補習班學生的需求。而藉內在構成分析而得知 ‘會話功能’方面皆符合兩個學習集團的需求。還有‘主題’、‘學習活動方式’以及‘練習題類型’方面相對傾向於符合韓語系學生集團的需求。而‘發音’、‘文法’、‘詞彙’及‘文化’方面比較傾向於符合補習班學生集團之需求。 在第四章，為開發符合臺灣韓語系學生的需求之臺灣韓語系學生專用會話教材，以第三章的分析結果為根據而提出建議。建議略分為‘提升外在構成之建議’及‘提升內在構成之建議’其中‘提升外在構成之建議’包含‘說明語言方面、索引方面、教材相關附屬物方面、教材的學習狀況前提方面以及翻譯文方面’之建議。而‘提升內在構成之建議’涵蓋‘主題方面、會話功能方面、發音方面、文法方面、詞彙方面、文化方面以及學習活動方面’之建議。 第五章整理研究內容，進而提出本研究之意義和限制。本研究提出了以學習者需求分析為根基的韓語會話教材分析之方法論，這是與以往個別進行學習者需求分析及教材分析之既有研究不同之處，也就是本研究之意義所在。加上本論文是第一篇分析出針對韓語會話教材的臺灣學習者之需求，以此為根基來進行教材分析，而提出了為開發臺灣韓語學習者專用教材所需要之基礎資料。而到目前為止幾乎尚未有臺灣韓語學習者需求分析研究或周密分析臺灣韓語教材之研究，在此情況下本研究更具有意義。 不過本研究之有限之處在於問卷對象被侷限於國立政治大學韓國語文學系學生以及某一私立補習班學生。還有本論文以所分析的教材為基準，僅提出韓語系學生專用會話教材之開發方向，具體的開發方案或單元構成模型，有待後續研究。 / The aim of this study is to propose a methodology for textbook analysis based on Taiwanese learners’ needs analysis and to present the basic data for developing conversation textbooks for Korean language major students in Taiwan. The structure of this paper is as follows: Chapter 1 states the need and purpose of this study and provides a review of related literature. Existing literature can be classified into 3 topics: ‘the standards for Korean textbooks analysis related studies’, ‘Korean learners’ needs analysis related studies’ and ‘studies that covers both Korean textbooks analysis and Korean learners’ needs analysis’. In addition, subjects and methodology of this study are also presented in chapter 1. Chapter 2 presents ‘the standards for analyzing Korean conversation textbook’ and the construction of the questionnaire applied in this study. This study has set the standards for Korean conversation textbook analysis focusing on analyzing to what extent a textbook meets the needs of the learners. This is what distinguishes ‘the standards for analyzing Korean conversation textbook’ set by this study from the other standards for Korean textbook analysis presented by existing studies. We classify ‘the standards for Korean conversation textbook analysis’ into ‘the standards for the analysis of external structures’ and ‘the standards for the analysis of internal structures’. Internal structures analysis consists of ‘lesson goals and unit structure analysis’, ‘learning materials analysis’, ‘learning contents analysis’ and ‘learning activities analysis’. ‘The questionnaire for learners’ needs analysis’ applied in this study is mainly composed of chosen questions among ‘the standards for Korean conversation textbook analysis’ that needs to acquire learners’ needs for analyzing. Chapter 3 analyzes the result of ‘the questionnaire for learners’ needs analysis’ and conducts ‘textbook analysis by different learners’ based on both ‘the standards for Korean conversation textbook analysis’ mentioned in chapter 2 and the result of the questionnaire. Through this analysis, we show the general opinions of the students in Korean language and culture department at National Cheng-Chi University and the students of one anonymous private institute. We document their opinions on the current conversation textbooks as well as the desired features of conversation textbooks from their perspective. Furthermore, we demonstrate how『재미있는 한국어』volume 1~6, which are used by both the students in Korean language and culture department at National Cheng-Chi University and the students of the anonymous private institute, meet the needs of these two groups of learners with different characteristics. Our result shows that in the external structures, needs in both ‘learning situation premise’ and ‘translation’ aspects are met in both groups. Needs in the ‘grammar index’ aspect, on the other hand, are not met in either group. In the ‘explanation language’ and ‘textbook appurtenances’ aspects, the textbooks coincide more with the needs of learners from the private institute in general. Looking at the internal structures, ‘communicative functions’ presented in the textbooks tends to meet the needs of both groups. Besides, ‘themes’, ‘way of activities’ and ‘type of activities’ presented in the textbooks tend to coincide more with the needs of Korean language majors in general, while in ‘pronunciation’, ‘grammar’, ‘vocabulary’ and ‘culture’ aspects, the textbooks tend to coincide more with the needs of learners from the private institute on the whole. Chapter 4 offers suggestions on developing conversation textbooks for Korean language major students in Taiwan based on the analyses of chapter 3. The suggestions are divided into two parts. First, ‘suggestions for the external structures’ improvement’ consist of ‘explanation language’, ‘index’, ‘textbook appurtenances’, ‘learning situation premise’ and ‘translation’ aspects. The composition of ‘suggestions for the internal structures’ improvement’, on the other hand, is ‘theme’, ‘communicative function’, ‘pronunciation’, ‘grammar’, ‘vocabulary’, ‘culture’ and ‘activity’ aspects. Chapter 5 summarizes the content of this study and states the significance and the limitation of this study. The significance of this study is that it has proposed the methodology of Korean conversation textbook analysis based on learners’ needs analysis, which is different from existing studies that have conducted learners’ needs analysis and textbook analysis separately. Furthermore, this is the first study that has not only analyzed Taiwanese learners’ needs about Korean conversation textbook but also analyzed textbooks based on those needs analysis, which provides basic data for developing textbooks for Taiwanese learners. Moreover, no study to our knowledge investigates Taiwanese learners’ needs or thoroughly analyzes Korean textbooks used in Taiwan, which is why this study bears big significance. The limitation of this study, on the other hand, is that the target of the questionnaire has been limited to the students in Korean language and culture department at National Cheng-Chi University and the students of one anonymous private institute. Another limitation of this study is that it has only suggested certain directions on the development of conversation textbooks for Korean language major students in Taiwan. Detailed development plan or specific models of unit structure rely on future research.

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The thesis provides an analysis and comparison of Geography textbooks for children with hearing impairment, children with a mild intellectual disability and children in mainstream elementary schools. The aim of the thesis is to highlight the current state of Geography textbooks for children with hearing impairment and, by means of combining findings on deaf education and the didactics of Geography, suggest specific solutions for improving the quality of education of children with hearing impairment through raising the standard for didactic materials used for teaching. The introduction of the thesis explores the position of Geography as a field of study within the School and Framework Educational Programmes; the objectives of teaching Geography at the second stage of elementary school are examined in relation to the target groups whose the textbooks are analysed in this thesis. Further, the thesis focuses directly on textbooks. The functions of the textbook in the educational process are introduced, as well as its structural components with a particular emphasis on the textual elements. Drawing on relevant academic literature, the characteristic features of these elements are described with special attention paid to learning from text - predominantly with regards to deaf children who typically...

I detta examensarbete undersöker jag hur de två första skapelseberättelserna i Bibeln samt skapelseberättelserna i den babyloniska och kanaáneiska mytologin skildras i läromedel på 1960-, 1990- och 2000-talet. Syftet med studien var att undersöka hur skapelseskildringarna i första Mosebok skildras i läromedlen samt om de jämförs med tidigare skapelseberättelser i Främre Orienten. Studien syftade även till att se huruvida det skett förändringar i skildringen under årtiondena. I min bakgrund kommer jag först att presentera en överblick över den samhälleliga och religiösa kontexten som de människor i den dåtida främre orienten verkade i. Då detta är tillkomstområde för skapelseberättelserna i Enuma Elish, den kanaáneiska mytologin och Genesis syftar min presentation till att lättare kunna förstå hur de kan ha påverkat varandra. Metoden jag valde att använda är en komparativ kvalitativ analys av tre läromedel från 1960-talet, tre från 1990-talet och tre från 2000-talet. Resultatet har därefter presenterats i enlighet med den systematiserande undersökningsmetod jag har använt mig av. Syftet med den systematiserande undersökningen var att få en tydlig översikt över möjliga förändringar men även för att på ett enkelt sätt kunna behandla resultatet. Studiens resultat visade att läromedel på 1960-talet hade tydligare skildring och mer historiskt innehåll, medan på 1990-talet skildras den bibliska skapelsen mer som en saga med få texter om den historiska bakgrunden. Fokus i läromedel på 2000-talet låg på att skildra syftet med skapelseberättelserna mer än dess innehåll. / In this essay, I examine how the first two creation stories in the Bible and creation stories of the Babylonian and Canaanean mythology are portrayed in the teaching materials in the 1960s, 1990s and 2000s. The purpose of the study was to investigate if the creation stories in Genesis are mentioned in the school textbooks and if they are compared with earlier creation stories in the Near East. The study also aimed to see whether there have been changes in the portrayal over the decades. In my background, I will first present an overview of the social and religious context in which the people of the contemporary Near East lived in. As this is the geographical area of origin for the creation stories in the Enuma Elish, the Canaanean mythology and Genesis, the purpose of my background presentation is to make it easier to understand how they may have influenced each other. The method I chose is a comparative qualitative analysis of three teaching materials from the 1960s, three from the 1990s and three from the 2000s. The result is then presented in accordance with the systematizing research method I have used. The purpose of systematizing the survey was to get a clear overview of possible changes, but also as an easy way to process the results. The study results showed that the study materials in the 1960s had clearer depiction and more historical content, while in the 1990s the biblical creation are more described like a fairy tale, with few texts about the historical content. The focus of the study materials in the 2000s was on portraying the purpose of the creation stories over the content.

本研究旨在探討台灣大學生英語被動語態的使用，並且探討台灣大學生是否理解英語被動語態在單句以及篇章的功能。本研究受試者為27位政大英語系大一作文班學生。受試者使用英語被動語態的語料則由三種不同類型的研究工具蒐集而來：中英單句翻譯，英文篇章選擇，與英文作文。 研究結果發現台灣大學生對於英語被動語態沒有完善的理解。受試者在單句翻譯的表現顯示當中文句子裡沒有中文被動提示詞時，受試者翻譯時容易使用錯誤的語態。此發現同時也點出受試者對於英語動詞種類以及英語語意角色這些和英語被動語態密切相關的概念相當陌生。在無法辨別句子裡動詞種類的情況下，受試者無法正確判斷句中名詞的語意角色，因而寫出錯誤的句子。然而，受試者在英文篇章選擇的表現顯示他們了解英語被動語態是一個能夠增進文章句子之間的連結以及一貫性的句型結構。而受試者在英文作文的表現也顯示了他們知道如何實際運用英語被動語態來建立自己文章中所要闡述的主題，並進一步強化文章整體結構。 為了進一步理解台灣大學生對於英語被動語態的知識如何形成，本研究也檢視了目前台灣國中以及高中所使用的英語教科書當中，對於英語被動語態的呈現方式以及介紹內容。本研究發現英語教科書對於英語被動語態的介紹多半侷限在此句型結構於單句以及句法的使用，而忽略了英語被動語態在篇章以及語意層面的功能。根據以上的研究發現，本研究亦提出了如何在英語被動語態的教學上加入篇章以及語意層面的介紹，以幫助台灣英語學習者學到更完整的英語被動語態的知識。 / The present study investigates the use of English passive voice by Taiwanese college students. The purpose is to see how Taiwanese college students use English passive voice on sentential and discourse level, and if they understand the functions of English passive voice from their performances. Twenty-seven college students participated in this study. And their uses of English passive voice were investigated with three different instruments, Single-sentence Translation, Passage Completion and English Compositions. The results of the analysis showed that Taiwanese college students do not have complete understanding on English passive voice. In Single-sentence Translation, the participants fail to recognize the correct voice in translating Chinese sentences when Chinese passive markers are removed. This finding points out that the participants do not have the knowledge of English verb types, their argument patterns, and semantic roles. Because they are unable to identify the type of English verbs in the sentences, they are not aware of the semantic roles of noun phrases accompanying the verbs in the sentences. As a result, they are unable to produce correct English passive sentences. In Passage Completion, however, the participants’ performances indicate they understand English passive voice is a useful device in facilitating the connections between the sentences and maintaining thematic progression of passages. In English Compositions, it is found that the participants demonstrated ways of using English passive voice that are not observed in the previous two research instruments. Their performances show that they know how to use this structure to facilitate the cohesion as well as coherence of their writings, and how to use English passive voice to establish the idea they want to elaborate on in the paragraph. To see how Taiwanese EFL learners build up their knowledge of English passive voice, English textbooks of junior high and senior high school are reviewed to see how this structure is presented. It is found that much emphasis is placed on the introduction of English passive voice on sentential and syntactic level, neglecting the introduction on discourse and semantic level. Based on the findings in the present study, it is suggested that the teaching of English passive voice include the introduction of this structure on discourse and semantic levels to help Taiwanese EFL learners gain a more comprehensive understanding of English passive voice.

<p>Предмет рада је анализа семантичке категорије теличности као дистинктивног обележја аспектуалног значења у француском и српском језику. Теличност представља једно од семантичких, односно инхерентних аспектуалних особина глаголских лексема или синтагми и означава постојање крајње тачке у одвијању глаголске радње. У теорији концептуалне семантике (Jackendoff 1996) теличност се дефинише као ограничење Путање, једне од основних концептуалних категорија, која заједно са категоријама Догађај и Време чини структуру глаголске ситуације.<br />Циљ рада је анализа начина на које теличност учествује у стварању аспектуалног значења у француском и српском језику. У анализи су посматране семантичке класе глагола кретања, као и класе глагола извођења, стварања и трошења код којих важну улогу у изражавању теличности има директни објекат. Примењена метода контрастивне анализе открива да између француског и српског језика у начинима изражавања теличности највећа сличност постоји код глагола кретања: у француском ограниченост осе путање обележавају предлози &agrave; и jusque (+&agrave;/en), док предлог vers указује на неограниченост путање; у српском, ограниченост путање и достизање циља у току кретања изражавају предлошко-падежне конструкције са акузативом, док предлошко-падежне конструкције са дативом означавају да циљ у току кретања није достигнут и да је путања неограничена. У оба језика уочава се семантичка усклађеност између типа глаголске ситуације и предлога у француском, односно предлошко-падежних конструкција и глаголског вида у српском језику: уз ателичне глаголске ситуације у француском, односно неограниченотрајне глаголе у српском јављају се синтагме уведене предлогом, односно предлошко-падежном конструкцијом који такође означавају неограничену осу путање у процесу кретања (marcher/nager/courir vers &ndash; ходати/пливати/трчати према ка); уз глаголе који означавају тренутне радње, у француском теличне глаголске ситуације, а у српском глаголе свршеног вида, јављају се синтагме уведене предлогом, односно предлошко-падежне конструкције које указују да је оса путање у току кретања ограничена (arriver/venir/entrer &agrave; &ndash; стићи/доћи/ући у). Код семантичких класа глагола извођења, стварања и трошења у француском и српском језику, међутим, уочава се извесна разлика у погледу изражавања теличности. У француском језику концептуализација објекта као ограниченог или неограниченог учествује у изражавању теличности, те се глаголске ситуације у којима је објекат изражен као неограничен интерпретирају као ателичне (lire des romans/&eacute;crire des lettres/manger des oranges), док се глаголске ситуације које подразумевају постојање објекта актуализованог као ограниченог, целовитог појма, посматрају као теличне (lire les romans/&eacute;crire les lettres/manger les oranges). И у српском језику уочава се улога директног објекта у односу на теличност, али је она у вези са градилачким процесима. Код семантичких класа српских глагола извођења, стварања и трошења телични карактер глаголске ситуације обележава се непостојањем трећег члана видске опозиције у оним случајевима када перфективни облик глагола означава да је радња у потпуности протекла кроз објекат, односно када објекат настане или нестане у целости током глаголске радње (читати &ndash; прочитати &ndash; *прочитавати / писати &ndash; написати &ndash; *написавати / трошити &ndash; потрошити &ndash; *потрошивати). Уколико је објекат модификован или трансформисан, могуће је продужити радњу и тада постоји трећи члан видске опозиције (писати &ndash; уписати &ndash; уписивати). У оба језика, дакле, на концептуалном нивоу уочавају се истоветне појмовне категорије које се на структурно-језичком плану формализују на различите начине.</p> / <p>Predmet rada je analiza semantičke kategorije teličnosti kao distinktivnog obeležja aspektualnog značenja u francuskom i srpskom jeziku. Teličnost predstavlja jedno od semantičkih, odnosno inherentnih aspektualnih osobina glagolskih leksema ili sintagmi i označava postojanje krajnje tačke u odvijanju glagolske radnje. U teoriji konceptualne semantike (Jackendoff 1996) teličnost se definiše kao ograničenje Putanje, jedne od osnovnih konceptualnih kategorija, koja zajedno sa kategorijama Događaj i Vreme čini strukturu glagolske situacije.<br />Cilj rada je analiza načina na koje teličnost učestvuje u stvaranju aspektualnog značenja u francuskom i srpskom jeziku. U analizi su posmatrane semantičke klase glagola kretanja, kao i klase glagola izvođenja, stvaranja i trošenja kod kojih važnu ulogu u izražavanju teličnosti ima direktni objekat. Primenjena metoda kontrastivne analize otkriva da između francuskog i srpskog jezika u načinima izražavanja teličnosti najveća sličnost postoji kod glagola kretanja: u francuskom ograničenost ose putanje obeležavaju predlozi &agrave; i jusque (+&agrave;/en), dok predlog vers ukazuje na neograničenost putanje; u srpskom, ograničenost putanje i dostizanje cilja u toku kretanja izražavaju predloško-padežne konstrukcije sa akuzativom, dok predloško-padežne konstrukcije sa dativom označavaju da cilj u toku kretanja nije dostignut i da je putanja neograničena. U oba jezika uočava se semantička usklađenost između tipa glagolske situacije i predloga u francuskom, odnosno predloško-padežnih konstrukcija i glagolskog vida u srpskom jeziku: uz atelične glagolske situacije u francuskom, odnosno neograničenotrajne glagole u srpskom javljaju se sintagme uvedene predlogom, odnosno predloško-padežnom konstrukcijom koji takođe označavaju neograničenu osu putanje u procesu kretanja (marcher/nager/courir vers &ndash; hodati/plivati/trčati prema ka); uz glagole koji označavaju trenutne radnje, u francuskom telične glagolske situacije, a u srpskom glagole svršenog vida, javljaju se sintagme uvedene predlogom, odnosno predloško-padežne konstrukcije koje ukazuju da je osa putanje u toku kretanja ograničena (arriver/venir/entrer &agrave; &ndash; stići/doći/ući u). Kod semantičkih klasa glagola izvođenja, stvaranja i trošenja u francuskom i srpskom jeziku, međutim, uočava se izvesna razlika u pogledu izražavanja teličnosti. U francuskom jeziku konceptualizacija objekta kao ograničenog ili neograničenog učestvuje u izražavanju teličnosti, te se glagolske situacije u kojima je objekat izražen kao neograničen interpretiraju kao atelične (lire des romans/&eacute;crire des lettres/manger des oranges), dok se glagolske situacije koje podrazumevaju postojanje objekta aktualizovanog kao ograničenog, celovitog pojma, posmatraju kao telične (lire les romans/&eacute;crire les lettres/manger les oranges). I u srpskom jeziku uočava se uloga direktnog objekta u odnosu na teličnost, ali je ona u vezi sa gradilačkim procesima. Kod semantičkih klasa srpskih glagola izvođenja, stvaranja i trošenja telični karakter glagolske situacije obeležava se nepostojanjem trećeg člana vidske opozicije u onim slučajevima kada perfektivni oblik glagola označava da je radnja u potpunosti protekla kroz objekat, odnosno kada objekat nastane ili nestane u celosti tokom glagolske radnje (čitati &ndash; pročitati &ndash; *pročitavati / pisati &ndash; napisati &ndash; *napisavati / trošiti &ndash; potrošiti &ndash; *potrošivati). Ukoliko je objekat modifikovan ili transformisan, moguće je produžiti radnju i tada postoji treći član vidske opozicije (pisati &ndash; upisati &ndash; upisivati). U oba jezika, dakle, na konceptualnom nivou uočavaju se istovetne pojmovne kategorije koje se na strukturno-jezičkom planu formalizuju na različite načine.</p> / <p>The subject of this dissertation is the presence,<br />position and role of literary texts in the<br />textbooks of French as a foreign language.<br />Though in the last few years a lot has been<br />written about the importance of using literary<br />texts in foreign language teaching and its<br />advantages in comparison to other types of<br />teaching material, French glotodidacticians<br />point to the fact that literary texts are used in<br />contemporary communication-oriented<br />textbooks as any other texts, with the primary<br />purpose of developing language skills. In order<br />to prove this hypothesis, the textbooks of<br />national and French authors in use in<br />elementary and high schools in Serbia are<br />analysed. As reading, that is, understanding a<br />text is a prerequisite to any further work on the<br />text, special attention is given to reading<br />strategies and models which facilitate students&rsquo;<br />access to literary texts used in textbooks. The<br />comparative approach allows us to gain insight<br />into similarities and differences in choosing<br />French authors and their work represented in<br />textbooks, the position of literary texts in<br />teaching unit, the ways they are presented and<br />the accompanying activities. These criteria are<br />used in the analysis of all textbooks: the ones by<br />our and French authors both for elementary<br />schools, and for high schools.</p>

Vad som inspirerade mig till att skriva denna studie var påve Franciskus besök i Lund och Malmö den 31 oktober 2016 i samband med det gemensamma luthersk-katolska uppmärksammandet av 500 års minnet av reformationen. Syftet med min studie är att undersöka hur reformationen och den katolska kyrkan skildras i sex stycken läroböcker i religionskunskap för gymnasiet och hur skildringarna förhåller sig objektivt i enlighet med skolans läroplan. För analysen av läroböckerna har jag använt mig av en kvalitativ textanalys. Mitt förväntade resultat var att skildringen av reformationen skulle ha en lutherskt präglad syn på konflikten och dess konsekvenser och att jag skulle finna objektivitetsbrister i skildringen av reformationen. Studiens resultat styrker min hypotes då Martin Luther och den lutherska reformationen utgjorde det övervägande utrymmet i alla läroböcker förutom en samt att den katolska reformationen endast skildras i en av de sex läroböckerna. Av de undersökta läroböckerna bedöms endast en som objektiv i förhållande till läroplanen. / What inspired me to write this study was the visit of Pope Franciscus in Lund and Malmö on October 31 2016 in connection with the common Lutheran Catholic attention of the 500th anniversary of the Reformation. The purpose of my study is to investigate how the Reformation and the Catholic Church are depicted in six textbooks in religious studies for upper secondary school and how the descriptions relate objectively according to the school curriculum. For the analysis of textbooks, I have used a qualitative text analysis. My expected result was that the depiction of the Reformation would have a Lutheran distinctive view of the conflict and its consequences and that I would find objectivity deficiencies in the depiction of the Reformation. The results of the study reinforce my expectation when Martin Luther and the Lutheran Reformation constituted the predominant space in all textbooks except one, and that the Catholic Reformation is only depicted in one of the six textbooks. Of the studied textbooks, only one is assessed as objective in relation to the school curriculum.

The purpose with this thesis is to study three theology teaching materials to analyze the Sami people involvements in these. A comparison has been made with Old Scandinavian religion since the textbooks I have studied are all placed in the same category. In the thesis, I will also investigate how the Sami and their religion is represented. I will research this from a qualitative and quantitative approach due the fact that reviews of today's learning material are limited and that teachers now have the responsibility to review this. Studies show, however, that eight out of ten teachers lack the proper time for these reviews. The theoretical approach I have used is Ninian Smarts seven dimensions of religion combined with post-colonialism. The Post-colonial theory is broad and has not been applied as a whole in this thesis, just its main concepts. These concepts are; essentialism, exoticism, stereotyping and ethnocentrism. The result from this thesis shows that you cannot for certain determine if the Sami religion has a larger or smaller presence compared to Old Scandinavian religions due to the fact that all three textbooks analyzed differ in this matter. One can also note that hints of a negative picture towards the Sami is still present judging by interpretations of certain concepts.