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The problem of this study was a comparison of the responses of students to three techniques of teaching literature. From this comparison, the most effective technique of teaching literature was identified. The three techniques selected for the study were silent reading, Readers Theatre, and videotape Readers Theatre. These three techniques were compared on achievement and attitude response. Effectiveness of each technique was examined by noting each grade level and the pooled-technique effectiveness scores. Also, black and white video-tape scores were examined in comparison to scores from the presentation of color video-tape. The analysis of data revealed that Readers Theatre resulted in significantly higher mean scores on attitude-scale tests than either of the other two techniques. The teaching technique of silent reading produced significantly higher mean comprehension scores than did either Readers Theatre or black and white video-tape, although Readers Theatre resulted in higher mean comprehension scores than did black and white video-tape. Silent reading produced a higher mean score than did black and white video-tape on the attitude-scale tests. Since silent reading produced significantly higher scores on comprehension of literature, it was concluded that silent reading is the most effective method for achieving comprehension. However, it was also concluded that Readers Theatre is of importance in the domain of attitude and affect. This study isolated Readers Theatre as the most effective teaching technique for attitude response toward literature.

手稿影印本. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Shou gao ying yin ben. / Includes bibliographical references (p. 360-396). / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 引言 / Chapter 一 --- 教育目標的分類 --- p.1 / Chapter 二 --- 過份重視智育引起的偏差 --- p.2 / Chapter 第二章 --- 研究緣起與目的 / Chapter 一 --- 文學作品的教育作用 --- p.7 / Chapter 1 --- 道德教育作用 --- p.8 / Chapter 2 --- 情感教育作用 --- p.19 / Chapter 3 --- 文學作品對情感的滋養作用 --- p.21 / Chapter 二 --- 中學中國文學科課程課文的規劃 --- p.27 / Chapter 三 --- 中學中國文學科教學目標的貫徹 --- p.30 / Chapter 第三章 --- 論題說明 / Chapter 一 --- 文學的定義與文學的特質 / Chapter 1 --- 文學的定義 --- p.32 / Chapter 2 --- 文學的特質 --- p.35 / Chapter 二 --- 中學中國文學科課文 --- p.36 / Chapter 三 --- 道德的定義與道德發展 / Chapter 1 --- 道德的定義 --- p.38 / Chapter 2 --- 道德的發展 --- p.38 / Chapter 四 --- 情感的定義與情感分類 / Chapter 1 --- 情感的定義 --- p.68 / Chapter 2 --- 情緒、情感和情操的分別 --- p.68 / Chapter 3 --- 情感的特質 --- p.72 / Chapter 4 --- 情感的分類 --- p.73 / Chapter 第四章 --- 理論說明 / Chapter 一 --- 文學作品中的道德成素 --- p.85 / Chapter 1 --- 文學作品中的道德成素的內涵 --- p.91 / Chapter 2 --- 文學作品中道德信息的特徵 --- p.103 / Chapter 3 --- 道德判斷與事實判斷的分別 --- p.105 / Chapter 4 --- 中國文學作品中的道德成素 / Chapter 二 --- 文學作品中的情感成素 / Chapter 1 --- 文學的內涵 --- p.115 / Chapter 2 --- 文學作品中情感信息的特徵 --- p.117 / Chapter 3 --- 中國文學作品中的情感成素 --- p.149 / Chapter 三 --- 文學作品內容分析的方法 / Chapter 1 --- 內容分析理論 --- p.266 / Chapter 2 --- 中國文學作品內容分析的方法 --- p.268 / Chapter 第五章 --- 研究設計 / Chapter 一 --- 研究對象 --- p.288 / Chapter 二 --- 研究假設 --- p.288 / Chapter 三 --- 研究工具 --- p.289 / Chapter 1 --- 課文元次的分類 --- p.289 / Chapter 2 --- 道德元次的分類 --- p.289 / Chapter 3 --- 情感元次的分類 --- p.290 / Chapter 四 --- 研究方法和步驟 --- p.298 / Chapter 五 --- 資料分析 --- p.301 / Chapter 六 --- 研究局限 --- p.301 / Chapter 第六章 --- 研究結果及討論 / Chapter 一 --- 研究結果 / Chapter 1 --- 類目的整理和分析 --- p.303 / Chapter 2 --- 道德成素在課文中的分佈 --- p.306 / Chapter 3 --- 情感成素在課文中的分佈 --- p.307 / Chapter 二 --- 討論 / Chapter 1 --- 道德成素含量及其意義 --- p.315 / Chapter 2 --- 道德教育的模式與文學科教材的規劃 --- p.322 / Chapter 3 --- 情感成素含量及其意義 --- p.319 / Chapter 4 --- 情感教育的模式與文學科教材的規劃 --- p.328 / Chapter 第七章 --- 摘要、結論及建議 --- p.332 / Chapter 一 --- 摘要 --- p.332 / Chapter 二 --- 結論 --- p.333 / Chapter 三 --- 建議 --- p.334 / 附錄 / Chapter 附錄一 --- 中學中國文學科課程內容 --- p.337 / Chapter 附錄二 --- 中學中國文學科課文內容分析藍圖 --- p.339 / Chapter 附錄三 --- 課文的道德及情感成素次數分配及差異分析表 --- p.341 / Chapter 附錄四 --- 中學中國語文科培養品德的資料 --- p.358 / Chapter 附錄五 --- 參考文獻 / 中文部份 --- p.360 / 英文部份 --- p.394

This thesis examines certain social and institutional forces that have shaped the outlooks and procedures of English departments in South Africa. The approach taken is based on the researches of Michel Foucault, notably his genealogical approach to history, and his view of the university as an institution within a broader "disciplinary society" that controls discourse in the interests of existi~g power relations in that society and not out of a concern with disinterested truth. It is argued that English departments are contingent, historically constituted products whose genealogies continue to have serious consequences for struggles around contemporary issues, notably the reception of indigenous South African writing. The first chapter examines the beginnings of the institutionalised study of English literature in England. This inquiry reveals that English literature became the subject of academic.study as a result of conflict between opposing interests in the university and the social world of nineteenth century J England. It also points to the existence of a "discursive space", an inherently unstable area, which the emergent subject of English was forced to occupy as a result of the ezisting arrang~ment of disciplines in the university. Chapter Two analyses the decisive contribution made by I. A Richards a9d the importance of practical criticism for the humanist enterprise of English studies. F. R. Leavis's adaptation of practical criticism is also examined with a view to understanding its consequences for English studies in South Africa. Chapter Three examines the early history of English studies in South Africa and assesses the impact of metropolitan developments on the manner in which the discipline was constituted in this country. Chapter Four focuses on the effect of metropolitan developments on the conceptualisation and study of a South African literature. Chapter Five examines descriptions of sub traditions of South African literature that were offered during the 1960s and '70s and concludes by offering an analysis of the radical critique of English studies that appeared at the end of the decade. The thesis concludes that the radical critique was largely unsuccessful for a number of reasons, one being the lack of a genealogical analysis. It is suggested that the manner in which English studies was historically constituted, and its mode of institutional existence, pose a perhaps intrinsic obstacle to the study and teaching of indigenous writing. / Thesis (M.A. - English) - University of Natal, 1989

This project is aimed at helping children in elementary grades 1-6 develop a deep awareness of and empathy for the environment through children's fictional literature. This project takes a selection of children's books that encourage feelings of love, respect, and concern for the environment, and pairs them with an array of activities that put children more in touch with our planet and its problems. This combination of shared stories and related activities may be influential in developing environmental sensitivity in young children.

M.Ed. / Please refer to full text to view abstract

The purpose set for this study was to define tentative standards of achievement through the analysis of compositions written by fifth, eighth, and eleventh-grade students in terms of quantity and quality.

The Inclusion of Texas Literature in Texas Public School Curricula advocates the organized inclusion of Texas literature in Texas public schools. The first chapter, the introduction, establishes the study's contention that Texas literature, an internationally admired body of literature, is worthy of an organized state inclusion. Another contention in the introduction is that this inclusion would offer its own needed content while reinforcing concepts and skills already mandated for social studies and English and language arts classes.

Orientador: Luiz Antônio Calmon Nabuco Lastória / Co-orientador: Newton Duarte / Banca: Antônio Álvaro Soares Zuin / Banca: José Luis Vieira de Almeida / Resumo: Essa dissertação de mestrado situa-se no âmbito dos fundamentos da educação e, para embasar seus argumentos, dirige-se ao estudo teórico acerca do ensino de literatura como possibilidade de humanização do indivíduo, do conceito de arte, literatura e catarse. É realizada a retomada histórica do termo catarse desde Aristóteles para, mais adiante, analisá-lo com maior rigor nas obras do filósofo húngaro, George Lukács, e do educador brasileiro, Dermeval Saviani. Com base nesses estudos, esse trabalho discute a catarse como uma categoria estética e ética por compreender que o processo catártico pode, por meio da arte, suscitar no indivíduo a vivência de determinadas emoções e pode também, seja pela arte ou pela ciência, despertar, nele, um novo posicionamento intelectual capaz de lhe reclamar ações constantemente pautadas pela ética. A catarse, dessa maneira, é vista como parte de um processo de humanização do indivíduo. Defende-se que a literatura como forma de expressão artística articulada aos grandes problemas do desenvolvimento da humanidade pode exercer um papel relevante na formação humana, pois pode acarretar a catarse no leitor e assim contribuir para o seu processo de humanização. É imprescindível que o sujeito seja orientado quanto à recepção estética e qualidade das obras literárias e, então, reflete-se sobre o ensino de literatura eficaz a essa orientação e devidamente comprometido com a especificidade da escola: a transmissão do conhecimento mais elaborado. Essa pesquisa compreende o ensino de literatura com base nos pressupostos da Pedagogia Histórico-Crítica, portanto, como parte do processo de socialização do saber sistematizado, como transmissão e recriação de valores e conhecimentos da sociedade, enfim, como trabalho educativo que contribui para a formação intelectual e humanística dos indivíduos / Abstract: This master dissertation research is situated within the framework of foundations of education and to support their arguments, addresses the theoretical study about the teaching of literature as a possibility for humanization of the individual, the concept of the art, literature and catharsis. The historic resumption of catharsis term since Aristotle is performed to later review it more thoroughly in the works of the hungarian philosopher, George Lukács, and of the brazilian educator, Dermeval Saviani. Based on such studies, this paper discusses the catharsis as an aesthetic and ethical category, in that it comprises that the cathartic process can, through art, arouse in the individual the experience of certain emotions and can also, through art or science, stimulate, in the same, a new intellectual position capable of require you actions constantly guided by ethics. Catharsis, that way, is seen as part of a process of humanization of the individual. It is argued that the good literature, artistic expression articulated to the great problems of development of humanity, can exercise an important role in the human formmation because it can cause the catharsis in the reader and thus contribute to the process of their humanization. The individual should be instructed as to the aesthetic reception and the quality of the literary works and then is discussed the effective teaching of literature to this guidance and duly committed to the specificity of the school: the transmission of more elaborate knowledge. This research comprises the teaching of literature based on the assumptions of Pedagogy Historical-Critical, therefore, as part of the socialization process of systematized knowledge, as transmission and recreation of values and knowledge of the society, in short, as an educational work that contributes to the intellectual formation and humanistic of the individuals / Mestre