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Die vormende waarde van voorgeskrewe prosa en drama (Afrikaans eerste taal)Rabe, Vena Estelle 11 February 2014 (has links)
M.Ed. (Subject Didactics) / There is growing concern that high school pupils and especially those pupils in the senior secondary phase, are no longer interested in reading ., Afrikaans books. The result is that the pupils' knowledge and understanding of literature is fast diminishing. A further consequence is that the formative possibilities that literature holds for the pupil are also lost. It can therefore be accepted that literature and the teaching of literature has a substance which contributes to the forming of young people on their way to adulthcod, A paradoxical situation prevails in that the high school pupil and specifically pupils in the senior secondary phase do not realise what formative value literature holds for him. The fact is that prescribed prose and drama hold little significance for the majority of pupils in this phase of their achonl, careers, as it is nei ther relevent nor actual. It is therefore necessary that serious attention be given to the goals we wish to achieve in the teaching of Afrikaans First Language literature. The goals we wish to achieve in the teaching of Afrikaans First Language literature (senior secondary phase) as evaluated in a curriculum rational and compared to the syllabus, results in a discrepancy between the goals (ideals), the syllabus content and the teaching (practical). The reason for this can possibly be attributed to the following factors: the syllabus content does not accommodate sufficiently the formative value of literature the criteria for prescribing prose and drama are too limited too much emphasis is placed on examination the teaching of literature is possibly too closely tied to the text * addressing of modern life situations via literature is not given sufficient recognition. From a didactical-pedagocical approach the nature of the discrepancy between goals, syllabus content and teaching have been analysed. The criteria for prescribing prose and drama have been examined and curriculum rational has been brought into line. A situation analysis as a component of curriculum rational is discussed and attention has been paid to the present situation in respect of Afrikaans First Language...
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Integrating social studies and literature using folktalesNewton, Susan Sublett 01 January 1990 (has links)
No description available.
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Bridging the curriculum thematically: Nature and literature meetGoodyear, Renee Semanski. 01 January 1992 (has links)
Thematic units--Frogs, spiders, butterflies--Cuing systems (graphic, syntactic, semantic, pragmatic).
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Integrating literature across the first grade curriculum through thematic unitsGomez-Schardein, Diana 01 January 1992 (has links)
Transformational theoretical model -- Literature-based thematic units -- Reading, writing, listening, and speaking.
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The integration of literature with kindergarten social studiesKothlow, Kathryn Dellert 01 January 1993 (has links)
No description available.
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An integrated, thematic, literature-based unit for middle schoolWaner, Lisa Marie 01 January 1994 (has links)
No description available.
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The portrayal of women in history textbooksMills, Christine Elizabeth 01 January 1994 (has links)
No description available.
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Key elements of a quality literature programAndrews, Ann E. 01 January 1992 (has links)
3rd grade -- Group discussion -- Literary elements (setting, plot development, characterization) -- Comparison charts, study groups, journals -- Shared meaning.
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A proposal for using a literature-based functional curricula for primary moderate cognitively delayed learnersRisley, Robert Michael Kevin 01 January 2000 (has links)
The goal of this project is to suggest a way to combine a functional curricula (domains) with literacy experiences.
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Understanding and using multicultural literature in the primary grades: A guide for teachersWilliams, Shirley Ann 01 January 2001 (has links)
Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.
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