Made available in DSpace on 2016-04-27T16:58:22Z (GMT). No. of bitstreams: 1 carlos silva.pdf: 1089516 bytes, checksum: d2ef5fad9d36ce299ec1ea62eeb25089 (MD5) Previous issue date: 2004-04-23 / Teaching and learning Integral considered basic in the field of Mathematics Education courses, for many times it has focused on a traditional methodological practice based on: definitions, theorems, properties, examples and tests. That methodology has been contributing to a very high rate of abandonment and failure. In teaching this subject, even if we have new technologies used as didactic tools, the textbook is still very important. In this paper, we have chosen Integral to analyze how two chosen textbooks treat this content, based on the Registers of Semiotic Representation by Raymond Duval. It is a qualitative analysis, based on a careful exam of two selected works. We chose those books used in universities nowadays, which have different approaches and readers. The book is a textbook which brings a lot of registers of representation. The analysis allows a deeper study of textbooks, showing future teachers and students that the books have great information and if we know how to use them they can be a valuable tool for the learning process. We tried to show several registers used by authors, the treatments and conversions between registers, which are very important to knowledge acquisition, according to Duval s theory. We look back to the registers used when presenting conceptions, examples and tests, through a more careful analysis. The results show that books can be better studied in a way the student gets a wide comprehension, through conversions, with graphic displays of concepts in a situation of context and motivation both for students and teachers / O ensino e aprendizagem de Cálculo Diferencial e Integral considerado básico nos cursos da área de Ciências Exatas, muitas vezes tem sido focado, ao longo dos anos numa prática metodológica tradicional baseada em: definições, teoremas, propriedades, exemplos e exercícios. Essa metodologia tem contribuído para um índice muito alto de abandono e repetência. No ensino desta disciplina mesmo com as novas tecnologias usadas como ferramentas didáticas, o livro didático ainda tem uma importância fundamental. Neste trabalho escolhemos o tema Integral para analisar como dois livros didáticos tratam este conteúdo, à luz da teoria dos Registros de Representação Semiótica de Raymond Duval. Trata-se de uma análise qualitativa, baseada num exame cuidadoso das duas obras selecionadas. A escolha destes livros recaiu naqueles usados atualmente em universidades, que possuem abordagens diferenciadas e que foram destinados a públicos diferentes. O livro é um manual que traz muitos registros de representação. A análise foi feita de forma a permitir que eles possam ser melhor explorados, indicando a futuros professores e alunos que os mesmos são ricos em informações e que se bem utilizadas podem se constituir em um instrumento valioso para a aprendizagem. Procuramos mostrar os diversos registros usados pelos autores, os tratamentos realizados e as conversões, entre os registros, que segundo a teoria de Duval, para a aquisição do conhecimento são de fundamental importância. Voltamos o olhar para os registros utilizados ao apresentar conceitos, exemplos e exercícios, com uma análise mais criteriosa. Os resultados mostram que se os livros forem bem explorados, podem levar o aluno a um maior entendimento, através da utilização das conversões, com visualização gráfica dos conceitos em uma situação contextualizada e motivadora, tanto para os alunos como para os professores

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T13:41:43Z No. of bitstreams: 1 VERONICA DE FREITAS ROLANDI.pdf: 20316700 bytes, checksum: 8d0368ae95d9d9ece03f8b17165e54cb (MD5) / Made available in DSpace on 2016-05-10T13:41:43Z (GMT). No. of bitstreams: 1 VERONICA DE FREITAS ROLANDI.pdf: 20316700 bytes, checksum: 8d0368ae95d9d9ece03f8b17165e54cb (MD5) Previous issue date: 2016-02-19 / The present work aims to identify and discuss how the Modern Foreign Language (MFL) textbooks that were approved in the National Textbook Program of 2014 (PNLD-2014) for Fundamental Education II address the Law No. 10.639 of 2003, which deals with the obligation of African-Brazilian History and Culture in all curricular subjects. The choice of the MFL subjects is due to its crucial role, which, in accordance to the Curriculum Guidelines of 2006, consists in "taking the students to see themselves as individuals by the contact and exposure to others, to their differences, and to recognize the diversity". In regard to the compliance with the law, the public notice for PNLD-2014 has emphasized MFL subjects when compared to the other curriculum subjects. Bearing in mind the mentioned law and public notice, we analyzed teaching sequences from the five MFL approved books in PNLD-2014. The theoretical basis of this work was composed of the works from Bakhtin's Circle, as we regard the textbook as a discourse genre, the theory of the struggle for recognition proposed by Axel Honneth, and Michel Debrun's concept of ideological concealment. Our goal was to analyze whether such textbooks contributed to the formation of a black student that is both an individual and an agent of his or her own history, since Honneth's theory provided us with the means to understand how people include themselves in society through a struggle for inter-subjective recognition, or contributed to perpetuate what Debrun called ideological concealment, which obliterates the black student, prevents him or her from seeing himself or herself as an "individual", from "acting as a citizen", denies him or her contact and "exposure to other people, to difference, and to recognition of diversity" (BRAZIL, 2006), and, as a consequence, precludes the building blocks of a cognitive sociability of difference. Our analysis gave us an overall picture. The interested parties were not involved in the process of conceiving or evaluating the MFL textbooks. Viewing the whole corpus allowed us to affirm that little of the self mirrored in the other is, in fact, the other. So, as we see it, separated from a wide range of other affirmative action policies in different fronts, the Law No. 10.639 of 2003 tends to be insufficient. / O objetivo desta pesquisa ? identificar e refletir como os livros did?ticos de L?ngua Estrangeira Moderna (LEM) aprovados no Programa Nacional do Livro Did?tico 2014 (PNLD-2014) para o Ensino Fundamental II contemplam a Lei n.? 10.639 de 2003, que trata da obrigatoriedade da tem?tica Hist?ria e Cultura afro-brasileira em todas as disciplinas do curr?culo. A escolha pelas disciplinas de LEM ? devido ao seu papel crucial, de acordo com as Orienta??es Curriculares 2006, que era o de ?levar o estudante a ver-se e constituir-se como sujeito a partir do contato e da exposi??o ao outro, ? diferen?a, ao reconhecimento da diversidade?, assim como o Edital PNDL-2014, que deu ?s disciplinas de L?ngua Estrangeira Moderna um peso maior no que diz respeito ao cumprimento dessa lei quando comparada ?s demais disciplinas do curr?culo. Com vistas a essa lei e esse edital, foram analisadas sequ?ncias did?ticas das cinco obras aprovadas nessa licita??o PNLD-2014 LEM. A base te?rica deste trabalho foram os estudos do C?rculo de Bakhtin, pois entendemos o livro did?tico como g?nero do discurso; a teoria da luta por reconhecimento de Axel Honneth e o conceito de oculta??o ideol?gica de Michel Debrun. Nosso objetivo foi analisar, uma vez que o aporte te?rico de Honneth permitiu entender como os sujeitos se inserem na sociedade por meio de uma luta por reconhecimento intersubjetivo, se esses materiais contribu?ram e de que maneira isso se deu, isto ?, se foi poss?vel a constitui??o de um estudante negro sujeito e agente de sua hist?ria ou esses materiais estariam perpetuando o que Debrun chamou de oculta??o ideol?gica, que oblitera esse estudante e o impede de ver-se como ?sujeito?, a ?agir como cidad?o?, pois n?o ocorreu o contato e a ?exposi??o ao outro, ? diferen?a, ao reconhecimento da diversidade? (BRASIL, 2006), n?o possibilitando assim o travejamento de uma sociabilidade cognitiva da diferen?a. As an?lises apontam para um cen?rio em que os sujeitos interessados n?o foram envolvidos no processo como um todo, seja na elabora??o ou na avalia??o dos materiais did?ticos de l?ngua estrangeira, isto ?, uma vis?o do conjunto do corpus nos permitiu afirmar que pouco do ?eu? espelhado no ?outro? ? de fato o ?outro?. Desse modo, no nosso entender, a Lei n? 10.639/03 isolada de outras pol?ticas de a??es afirmativas (um conjunto variado e que abrange diferentes frentes) tende a ser insuficiente.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-10-25T17:08:07Z No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) / Made available in DSpace on 2017-10-25T17:08:07Z (GMT). No. of bitstreams: 1 2016 - Marcello Gomes de Assun??o.pdf: 4564307 bytes, checksum: 37bea74d074bfeb76e1b01781289f1c5 (MD5) Previous issue date: 2016-10-31 / CAPES / The present study aims at the elaboration of critical parameters for the production and evaluation of History textbooks for elementary school which accurately meet the Law 10.639/2003, enlarged with Law 11.645/2008, in the specificity of the obligation of teaching the following subjects to all levels of the Brazilian educational system: African and native-African history, the struggle of black people in Brazil, the Brazilian black culture and the role of black people in the formation of the national society. . In order to reach the objectives planned, we have carried out a study about the parameters proposed for the teaching of History of Africa and African-Brazilian people in accordance with the current Legislation that is desired to be taught in schools. We discuss how this teaching proposal comes from the demands and pressure by social actions, highlighting the black people action which had a project that aimed at including, in the Brazilian education, curriculum proposals that inserted black people as History agent. The study was carried out from a comparative analysis of History didactics collections of books approved by the National Program of Textbooks (PNLD), one approved in the notice of 2003 - year of the issuing of Law - 10.639 and another approved for the triennium 2014 ? 2016. The collections chosen are by Alfredo Boulos Junior, History: society and citizenship; by FTD publishing company. For the analysis of the collections we follow the concept of textual materiality approaching the textbooks as in inter-textual complex which create the language used in this material considering aspects and elements of the production process of these works and final result present in texts, imagistic representations, proposed activities, internet links, information boxes, suggestion of books etc. In our analysis, we have noticed that still there is propagation of views about black people that do not corroborate with the combat of racism and the stereotypes present in common sense about black people and about the African continent. In this perspective, we stand that the teaching of African and AfricanBrazilian people history and culture shall foster the creation of a critical/genetic type of historical awareness from a history-based learning which allows the construction of the narrative competence by part of the students, enabling them to give meaning to the past and allowing practical orientation to present and future life. / A presente pesquisa tem como objetivo a elabora??o de par?metros cr?ticos para produ??o e avalia??o de livros did?ticos de Hist?ria do ensino fundamental que atendam de forma eficaz os ditames da Lei 10.639/2003, ampliada com a Lei 11.645/2008, na especificidade da obriga??o do ensino em todos os n?veis da educa??o brasileira da Hist?ria da ?frica e dos Africanos, a luta dos negros no Brasil, a cultura negra brasileira e o negro na forma??o da sociedade nacional. ? nosso objetivo que a an?lise e a proposi??o de par?metros avaliativos considerem o desenvolvimento do pensamento hist?rico de crian?as e jovens em favor da constru??o da consci?ncia hist?rica cr?tico/gen?tica, segundo os aportes te?ricos e metodol?gicos da Did?tica da Hist?ria. Para alcan?armos os objetivos tra?ados, fizemos um estudo sobre os par?metros propostos para o ensino de Hist?ria da ?frica e dos afro-brasileiros segundo a legisla??o vigente e que almejam ser aplicados nas escolas. Discutimos como essa proposta de ensino resulta das demandas e press?es exercidas pelos movimentos sociais, com destaque para o Movimento Negro que tinha um projeto que buscava incluir na educa??o brasileira propostas curriculares que inserissem o negro como agente da Hist?ria. Fizemos uma an?lise comparativa de cole??es did?ticas de Hist?ria aprovadas pelo PNLD, uma aprovada no edital do ano de 2003 ? ano da edi??o da Lei 10.639 - e outra aprovada para o tri?nio de 2014 a 2016. As cole??es escolhidas s?o de Alfredo Boulos Junior, Hist?ria: sociedade e cidadania; da editora FTD. Para an?lise das cole??es apoiamo-nos no conceito de materialidade textual abordando os livros did?ticos como complexo intertextual que forma a linguagem adotada nesse material, considerando aspectos e elementos do processo de produ??o das obras e do resultado final presente em textos, representa??es imag?ticas, atividades propostas, links de internet, boxes informativos, indica??o de livros etc. Verificamos que ainda s?o veiculadas vis?es sobre o negro que n?o corroboram com o combate ao racismo e os estere?tipos presentes no senso comum sobre o continente africano e sobre o povo negro dentro e fora da ?frica. Nesta perspectiva, defendemos que o ensino de Hist?ria e cultura da ?frica e dos afro-brasileiros devem promover a constru??o de uma consci?ncia hist?rica do tipo cr?tico/gen?tico a partir de uma aprendizagem hist?rica que permita a constru??o da compet?ncia narrativa por parte dos alunos capacitando-os para dar sentido ao passado e permitindo uma orienta??o pr?tica na vida presente e futura.

1 Summary Religion in textbooks for the second-grade elementary schools. Recently, there has been an increasing level of discussion about religion in the public space. Nonetheless, uneducated opinions are often being used. In my work, I focused on what kind of information are being passed onto pupils of primary schools, regardless of the interest of particular teacher. In the first part of my thesis, I compare basic curriculum documents (so called Whitepaper and Framework Education Program) and individual educational areas. In second part, I work with specific books of selected subjects (history, civics, ethics) that have been authorized by the Ministry of Education Youth and Sports (MEYS). I pay particular attention to how frequently, to what extent and in what context do they referrer about religion (including list of reported religions). Afterwards, I evaluate, whether they take evaluated stands, alternatively whether they encourage pupils to be interested in this area and finally whether they develop pupils' ability to look up relevant information on that subject. Keywords Religion, content analysis, textbook, Framework Educational Program, Whitepaper, prejudice, religiosity, Approval Clause, history, ethics, civics, evaluation.

<p>За потребе израде ове докторске дисертације најпре је направљен&nbsp; интерактивни електронски уџбеник биологије за IV разред гимназије природно-математичког смера, а затим је анализирана ефикасност његове примене у односу на&nbsp; традиционалну наставу. Педагошко истраживање је спроведено на узорку од 167 ученика (85 ученика у експерименталној и 82 ученика у контролној групи). Ученици Е групе су садржаје из наставне теме Основи молекуларне биологије у IV разреду гимназије реализовали применом интерактивног електронског уџбеника, индивидуалним обликом рада, док су ученици К група исте садржаје обрадила традиционалним наставним методама и фронталним обликом рада док су код куће учили из штампаног уџбеника.</p><p>Експериментална и контролна&nbsp; група су уједначене на почетку истраживања на основу успеха ученика из биологије на крају III. разреда гимназије и на основу резултата иницијалног теста.</p><p>Након реализације наведене наставне теме ученици обе групе су радили финални тест, а након 75 дана ретест. Такође су спроведене анкете за ученике Е групе и професоре биологије који раде у гимназији о о примени електронског уџбеника у настави биологије. Након тога су статистички обрађени и&nbsp; aнализирани резултати тестова и анкета.</p><p>Ученици Е групе су остварили бољи успех на финалном тесту и ретесту од ученика К групе. Разлике у њиховом постигнућу на финалном тесту и ретесту (у корист Е групе) су статистички значајне како на појединачним когнитивним нивоима (познавање чињеница, разумевање појмова и примена знања), тако и на тестовима у целини.</p><p>Резултати финалног теста су потврдили већу ефикасност наставе биологије уз примену електронског уџбеника у односу на традиционалну наставу. Резултати ретеста су потврдили већу трајност (квалитет) знања из биологије усвојеног применом електронског уџбеника у односу на знање стечено традиционалним метода рада. Веће постигнуће ученика Е групе на финалном тесту и ретесту у односу на ученике К групе је резултат примене електронског уџбеника и индивидуалног облика рада у настави биологије.</p><p>Ученици Е групе и професори биологије који раде у гимназији су изнели&nbsp; позитивне ставове о примени електронског уџбеника у настави биологије. То показује да они прихватају увођење иновативних модела рада у наставу.</p><p>Веће постигнуће ученика Е групе на финалном тесту и ретесту у односу на ученике К групе као и позитивни ставови ученика и професора о примени електронског уџбеника у настави биологије у гимназији препоручују израду и коришћење електронских уџбеника урађених према важећим наставним програмима у настави биологије и других предмета.</p> / <p>Za potrebe izrade ove doktorske disertacije najpre je napravljen&nbsp; interaktivni elektronski udžbenik biologije za IV razred gimnazije prirodno-matematičkog smera, a zatim je analizirana efikasnost njegove primene u odnosu na&nbsp; tradicionalnu nastavu. Pedagoško istraživanje je sprovedeno na uzorku od 167 učenika (85 učenika u eksperimentalnoj i 82 učenika u kontrolnoj grupi). Učenici E grupe su sadržaje iz nastavne teme Osnovi molekularne biologije u IV razredu gimnazije realizovali primenom interaktivnog elektronskog udžbenika, individualnim oblikom rada, dok su učenici K grupa iste sadržaje obradila tradicionalnim nastavnim metodama i frontalnim oblikom rada dok su kod kuće učili iz štampanog udžbenika.</p><p>Eksperimentalna i kontrolna&nbsp; grupa su ujednačene na početku istraživanja na osnovu uspeha učenika iz biologije na kraju III. razreda gimnazije i na osnovu rezultata inicijalnog testa.</p><p>Nakon realizacije navedene nastavne teme učenici obe grupe su radili finalni test, a nakon 75 dana retest. Takođe su sprovedene ankete za učenike E grupe i profesore biologije koji rade u gimnaziji o o primeni elektronskog udžbenika u nastavi biologije. Nakon toga su statistički obrađeni i&nbsp; analizirani rezultati testova i anketa.</p><p>Učenici E grupe su ostvarili bolji uspeh na finalnom testu i retestu od učenika K grupe. Razlike u njihovom postignuću na finalnom testu i retestu (u korist E grupe) su statistički značajne kako na pojedinačnim kognitivnim nivoima (poznavanje činjenica, razumevanje pojmova i primena znanja), tako i na testovima u celini.</p><p>Rezultati finalnog testa su potvrdili veću efikasnost nastave biologije uz primenu elektronskog udžbenika u odnosu na tradicionalnu nastavu. Rezultati retesta su potvrdili veću trajnost (kvalitet) znanja iz biologije usvojenog primenom elektronskog udžbenika u odnosu na znanje stečeno tradicionalnim metoda rada. Veće postignuće učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe je rezultat primene elektronskog udžbenika i individualnog oblika rada u nastavi biologije.</p><p>Učenici E grupe i profesori biologije koji rade u gimnaziji su izneli&nbsp; pozitivne stavove o primeni elektronskog udžbenika u nastavi biologije. To pokazuje da oni prihvataju uvođenje inovativnih modela rada u nastavu.</p><p>Veće postignuće učenika E grupe na finalnom testu i retestu u odnosu na učenike K grupe kao i pozitivni stavovi učenika i profesora o primeni elektronskog udžbenika u nastavi biologije u gimnaziji preporučuju izradu i korišćenje elektronskih udžbenika urađenih prema važećim nastavnim programima u nastavi biologije i drugih predmeta.</p> / <p>For the use of the issue of this doctoral thesis was first developed an interactive electronic textbook for biology IV discharge gymnasium of the science stream, and&nbsp; then analyzed the efficiency of its use in relation to traditional teaching. Pedagogical&nbsp; research was conducted on a sample of 167 students (85 students in the experimental and 82 students in the control group). Students E groups are the content of teaching topics Fundamentals of molecular biology in the fourth grade of&nbsp; high school r ealized by using an interactive electronic textbooks, individual form of work, while students K group of the same content processed by traditional teaching&nbsp; methods and frontal form of work while at home learning from printed textbooks.</p><p>Experimental and control groups were matched at baseline based on the success of students in biology at the end of III. year of high school, and based on the results of the initial test.</p><p>Аfter the realization of that teaching topics the students of both groups were doing the final test, a retest after 75 days. They also conducted a survey of students E group and biology professors who work in the gymnasium of the implementation of electronic textbooks in teaching biology. After that, statistically&nbsp; processed and analyzed the results of tests and surveys.&nbsp;</p><p>Students E group have achieved better results in the final test and retest students K group. The differences in their attainment of the final test and retest (in favor of group E) were statistically si gnificant both at the individual level cognitive (knowledge of facts, understanding the concepts and application of knowledge), and the tests as a whole.</p><p>Results of the final test confirmed the greater efficiency of teaching biology with the use of electronic textbooks in comparison to traditional teaching. Retest results have confirmed high durability (quality) knowledge of biology adopted using the electronic textbook in relation to the knowledge gained by traditional methods. Higher student achi evement E group at the final test and retest compared to students in K group is a&nbsp; result of implementation of electronic textbooks and individual forms of work in teaching biology.</p><p>E group students and professors of biology who work in high school&nbsp; are expressed&nbsp; positive views on the implementation of electronic textbooks in teaching biology. This&nbsp; shows that they accept the introduction of innovative models of work in the&nbsp; classroom.</p><p>Higher student achievement E group at the final test and retest compared&nbsp; to students in K group and positive attitudes of students and teachers on the&nbsp; implementation of electronic textbooks in teaching biology in high school suggests the design and use of electronic textbooks performed according to the current curriculum in teaching biology and other subjects.</p>

本研究旨在探討台灣高中生副詞子句的使用，並且探究台灣高中生在副詞子句使用上所產生的錯誤。此外，為更進一步了解台灣高中生對於副詞子句的認知，本研究亦檢視了目前國內高中生普遍所使用的英語教科書，以了解英語副詞子句的呈現方式以及內容的編排。本研究受試者為兩班高二學生，一共43位。研究工具為學生高二上學期三篇指定英文作文寫作。 研究結果顯示，副詞子句為一高中生作文中常出現之句型結構。受試者能夠使用不同語意種類的副詞子句來補充說明主要子句的訊息。在各式不同種類副詞子句當中，時間副詞子句出現頻率最高。限定副詞子句(finite adverbial clauses)使用的頻率遠多於非限定副詞子句(non-finite adverbial clauses)。限定副詞子句使用當中，時間副詞子句、因果副詞子句、條件副詞子句、目的副詞子句以及讓步副詞子句，依序為最常使用的副詞子句；非限定副詞子句使用當中，目的副詞子句以及時間副詞子句為使用頻率最高的副詞子句。 雖然副詞子句是基本句型，但經錯誤分析的結果顯示，學生對於副詞子句沒有完整的了解，仍有不正確的使用。整體而言，句子不完整( sentence fragment)以及使用錯誤（不恰當）副詞連接詞使用(illogical subordinate conjunction)為最常發生的錯誤。在限定副詞子句使用上，最常犯的錯誤為不完整句子、錯誤或不恰當的副詞連接詞使用、重複連接詞標記(double marking)以及無主語(null subject)。在非限定副詞子句使用上，不連結修飾語(dangling modifier)為最常出現之錯誤。這些錯誤很可能是因為中文以及英文之間的差異以及對副詞子句沒有充分的理解所導致。 而教科書當中對副詞子句的介紹，也可以解釋學生學習使用副詞子句所犯的錯誤及遭遇的問題。從檢視教科書以及教師手冊當中的句型以及寫作兩個單元發現，在句型呈現上，副詞子句的介紹以及呈現主要著重在單句句型結構以及語意相近的句型結構替換。副詞子句的篇章功能以及副詞連接詞的使用則較被忽略。句型練習中，也較少有情境式的真實語言呈現。在寫作單元上，副詞子句也多半侷限於其句型結構上，而忽略了其詳細語用以及篇章功能概念。綜合研究結果，本研究提出較完善的教學建議，以幫助教學工作者以及學習者對副詞子句在教學上及學習上有更進一步的了解。 / The purpose of the present study is to investigate how adverbial clauses are used in Taiwanese senior high school students’ written production and what kinds of difficulties students encounter in employing the structure. In addition, to understand how Taiwanese EFL learners construct their knowledge of adverbial clauses, senior high school students’ English textbooks and teachers’ manuals are also examined to find out the presentation of adverbial clauses. Forty-three senior high school students from two different classes in their second year participated in the research. Three assigned compositions in one semester were collected for data analysis. The result showed that adverbial clauses are commonly utilized to express various types of circumstantial meanings in the learners’ writing. Temporal adverbial clauses are of the most use among different kinds of adverbial clauses. Adverbial clauses are further categorized into two types: finite and non-finite adverbial clauses. The use of finite adverbial clauses is far more frequent than the use of non-finite adverbial clauses. This may attribute to the amount of exposure to the finite adverbial clauses and syntactic complexities of non-finite clauses. In finite clauses, temporal adverbial clauses are the most frequently used, followed by causal, conditional, purpose and concessive adverbial clauses respectively. In non-finite adverbial clauses, adverbial clauses of purpose are the most used, then clauses of time. To identify Taiwanese senior high school students’ difficulties in using adverbial clauses, an error analysis was conducted. It was found that adverbial clauses are problematic to the learners. Overall, sentence fragment and illogical subordinate conjunction are the two main error types. Most of the errors occur in finite clauses, including sentence fragment, illogical subordinate conjunction, double marking and null subject. In non-finite clauses, error type is exclusively dangling modifier. The reasons for the errors may be due to learners’ incomprehensive understanding toward the use of adverbial clauses and the differences between Chinese and English. In addition, learners’ textbooks were evaluated to see how adverbial clauses were generally introduced and presented. An examination of grammar (sentence patterns) and writing sections revealed that in grammar section, the emphasis is mainly on the introduction of various linguistic forms of adverbial clauses and syntactic structures that bear similar semantic meanings. Moreover, they are presented mostly in isolation without meaningful and contextual presentations. The functional aspect of adverbial clauses and the contextual presentation of subordinate conjunctions are quite neglected. Likewise, in writing section, the focus is mostly limited to the introduction of various types of adverbial clauses and subordinate conjunctions. Clearer explanations of the conjunctions and the functional role of adverbial clauses in writing are relatively overlooked. Concluding from the previous findings, it is suggested that more explicit and contextual presentations are needed to help learners to develop a more complete understanding of the use of adverbial clauses.

本研究的目的是希望從教科書傳播的角度去了解其中所傳遞的環境價值觀與態度訊息為何？隱含了哪些環境倫理以及呈現主題為何？更重要的是透過研究者對臺北市某國小四年級教科書內容的分析，再以開放式問卷、焦點團體訪談及個別訪談的方式了解此國小四年級全體學童對教科書中環境價值觀內容的接收與解讀情形，並初探國小中年級學童可能有的環境價值觀樣貌。 研究結果發現各領域教科書中「環境價值觀與態度」相關內容出現次數多寡依序為國語、自然與生活科技、社會、藝術與人文、綜合活動；且教科書內容偏向呈現「定位人和自然的關係」以及「關心人類行為的衝擊」兩大主題，而中年級學童對此的解讀亦大致符合，但對於呈現環境價值觀內容的認定和研究者的分析並不完全相同，這可能是因為中年級學童會依據長期從各方接收的訊息觀點，如實際生活經驗、課文情境安排、個人興趣與喜好、自然保育或迷思觀點、個人環保行動及不同環境倫理觀點等因素，進一步與教科書內容連結而歸納出其對人與自然環境關係的詮釋結果。 雖然教科書需改進其未完全達到環境教育課程綱要中希望破除人類中心價值觀的立場，但多數學童並非全盤接收教科書訊息，少部分學童亦能以批判性的觀點解讀教科書；而學童對於教科書的解讀與定位人和自然環境之間的關係則呈現三種環境倫理並陳的情況，甚至人類中心與生態中心倫理兼而有之的矛盾，這是否和教科書內容及主流社會價值觀亦存在此兩種對立的環境倫理並陳的現象有關，值得後續研究長期深入探討。 / This study investigated the environmental values and attitudes conveyed in textbooks as well as the environmental ethics implied and how they are presented. Analysis was conducted on the content of fourth grade textbooks in an elementary school in Taipei City, Taiwan. The reception and interpretation of the environmental values in the textbooks by the fourth grade students at the school was gained by using open-ended questionnaires, focus group interviews, and individual interviews. The findings of this study were as follows. The academic subjects with the most content involving environmental values and attitudes were Mandarin, science and technology, social studies, arts and humanities, and integrative activities. Relevant content in the textbooks was mostly directed at defining the relationship between man and nature and discussing concerns regarding the impact of human behavior. The interpretation of students was broadly identical to this result. Students in fourth grade link textbook content with long-term messages and points of views such as those derived from actual experience, the arrangement of scenarios in past textbooks, personal interests, nature conservation, misconceptions, personal environmental action, and environmental ethics in order to interpret for themselves the relationships between man and nature.

<p></p><p>This paper focuses on listening materials used in English language teaching in Sweden, especially in respect to the concept of global English. Global English could briefly be described as the linguistic, cultural, politic, and economic influence of English in the world. This influence concerns two aspects of English, namely the usage of English as a lingua franca in international communications, as well as the great range of English varieties that are used today. The purpose of this research is to study how varied listening materials are and how, when and why they are used in the classrooms. I conducted a two-part investigation to study these matters. The first part of the investigation focuses on teachers’ usage of listening materials and is based on a questionnaire handed out to five teachers. I found that the teachers varied much in their usage of listening materials. In the second part of the investigation I compare the listening materials provided by two Swedish textbooks on English, one from 1994 and one from 2003. Here I focus on the speakers’ varieties, rate of delivery, and instructions given for listening exercises. I found that both books featured a majority of speakers from the British Isles and America, and very few non-native speakers. The more recent book featured a larger degree of varieties outside the areas of Britain and the USA, as well as a larger degree of American English when dividing the varieties by the time these were spoken. RP (Received Pronunciation) and GA (General American) were also less dominating in the textbook from 2003. The rate of delivery was generally slower in the older textbook. The results from this investigation suggest that some changes seem to have occurred between the publishing of the two books. However, a focus on English as a lingua franca, where the aim is proficiency in efficient cross cultural communication rather than in the English spoken by native speakers,  does not seem to have influenced the textbooks studied here. It is difficult to appreciate whether or not changes like these have taken hold in Swedish classrooms, as teachers use many different listening materials and in many different ways.</p><p> </p>

<p>During the Cold War, Norway was a member of NATO, Sweden was neutral but depended on Western support in the event of a crisis, while Finland's foreign policy priority was to win and retain the Soviet Union's confidence. The purpose of the thesis is to study whether the three small states' different foreign policy choices had consequences for the ways in which the Soviet Union and the USA were depicted in school textbooks for history, geography, and social sciences in the period 1930 to 2004. To this end, a theory derived from small states' strategies to maintain their independence was applied to textbook production. </p><p>The study demonstrates that there was a link between small state foreign policy and textbooks' accounts of the USA and Soviet Union. Swedish and Norwegian textbooks portray international conflicts from a legalistic perspective, taking the part of small states exposed to superpower aggression such as Vietnam and Afghanistan. In Finnish textbooks, however, an interest in defending small state's rights yielded to the need to demonstrate their goodwill towards the Soviet Union, which was described in far less critical terms than in Swedish and Norwegian textbooks. In time, in the name of neutrality, depictions of the USA also became increasingly uncritical.</p><p>All three Nordic states had government authorities charged with inspecting and approving school textbooks. Foreign policy's chief influence on textbooks was not effected by direct oversight, however; instead, it was established indirectly by means of the social climate, which determined what was considered politically correct in the three countries, and it was to this that the textbooks' authors adapted their work. </p><p>Textbooks are often said to be conservative and slow to change, but the thesis shows that in parts they were politically sensitive, rapidly adapting to changes in what society held to be politically correct.</p>

Research has shown that students achieved higher standardized test scores in mathematics and gained more positive attitudes towards mathematics after learning from reform curricula. Because these studies involve actual students and teachers, there are classroom variables that are involved in these findings (Silver and Stein, 1996; Stein et al., 1996). To understand how much these curricula by themselves contribute to higher test scores, I have studied the cognitive demand of tasks in two traditional and two reform curricula. This work required the creation of a scale to categorize tasks based on their level of cognitive demand. This scale relates to those by Stein, Schoenfeld, and Bloom. Based on this task analysis, I have found that more tasks in the reform curricula require higher cognitive demand than tasks in the traditional curricula. These findings confirm other results that posing tasks with higher cognitive demand to students can lead to higher student achievement.