The main theme of the thesis is to create a suggestion of my own teaching material for teaching the topic of regional geography of South America on the 2nd stage of Primary school with the use of project ? based teaching and practical form of teaching and it ´s posibility of teaching outside a Primary school. The suggestion of the teaching material is in the form of woorkbook that contains worksheets for suggestion project dealing with the topic regional geography of South America and Amazon. There was also created mehtodological guide for teachers to help them in organization of these projects. The teaching text itself corresponds to principles defined in the current educational documents. The teoretici part evaluates the signifikance and status of the topic regional geography of South America in the curriculum in the kontext of the Framework Educational Programme for Elementary Education and the school educational programmes of school monitored. The next chapters are devoted to the didactic function analysis of current educational textbooks and workbooks for the 2nd stage Primary schools and to evaluace the importance of the project ? based in the teaching of Geography.

The aim of the thesis is to propose motivational and alternative methods for teaching in local regions using the examle of Světlé nad Sázavou . The thesis is divided into theoretical and practical sections. In the theoretical part motivational and alternative teaching methods are described in more detail, which can be used for teaching in the local region. Further chapters of the theoretical section of the thesis briefly describe geographical characteristics of the chosen region and its position in the educational pragramme. The practical part, which is based on pesonal experiences and on survey research, which summarises methods of teaching in the local region in the elementary schools, consists of a workbook and methodical manual for teachers for the use of motivational and alternative methods. All is based on a current educational programme.

(AJ) The main aim of this diploma thesis is to analyze the learning tasks related to the topic of the origin and development of the human species in textbooks and workbooks for the second grade of primary school. Textbooks and workbooks of biology and history were selected for analysis. The learning tasks were categorized into individual categories of Tollinger taxonomy and Bloom's original taxonomy. The results of this classification were used to compare older and newer editions of selected textbooks and workbooks. I also found out the difficulty of tasks in each publications. This analysis revealed that teaching tasks from lower taxonomic categories (for both taxonomies), which do not high demands of cognitive operations, are more represented. Furthermore, this work deals how extent the topic in individual publications. Further analyzes revealed that teaching tasks of the origin and development of human species are more represented in the textbooks and workbooks of history. The results of this work could help teachers to find way in the offer of available textbooks and workbooks and help select a suitable publication to teach the topic of the origin and development of the human species. Key words: analysis, biology, Bloom's taxonomy, history, human evolution, Tollinger's taxonomy, textbooks, workbook

Магистерская диссертация «Рабочая тетрадь по русскому языку для иностранных студентов Екатеринбурга» состоит из двух глав. Содержит 106 страниц и макет рабочей тетради по русскому языку как иностранному в приложении. Библиографический список разбит на список источников, включающий 40 рабочих тетрадей и основную литературу, включающую 71 источник. Цель исследования – на основе анализа рабочих тетрадей как учебных изданий предложить макет рабочей тетради по русскому как иностранному. Объект исследования – рабочие тетради как учебные издания. Предмет исследования – формальные и содержательные особенности рабочих тетрадей как учебных изданий. В первой главе рассмотрено понятие рабочей тетради как учебного издания, дано определение, указаны цели, функции, виды, преимущества рабочих тетрадей, а также рекомендации для их составления. Рассмотрено понятие концепции издания и ее элементы. Проведен анализ 40 рабочих тетрадей. Выявлены формальные и содержательные особенности. Во второй главе описана концепция рабочей тетради по русскому как иностранному, указаны ее цель, функции, юридический и издательский аспект. Определены формальные и содержательные особенности. Результатом проведенной работы стал макет рабочей тетради по русскому как иностранному «В Екатеринбург с любовью», представленный в приложении. / Master thesis "Russian Language Workbook for Foreign Students of Ekaterinburg" consists of two chapters. Contains 106 pages and the layout of the workbook of the Russian language as a foreign language in the appendix. The bibliographic list is divided into a list of sources, including 40 work books and the main literature, contains 71 sources. The purpose of the study is to propose a layout of a workbook of Russian as a foreign language based on the analysis of workbooks as educational publications. The object of the study - workbooks as educational publications. The subject of the research is the formal and content features of workbooks as educational publications. The first chapter considers the concept of a workbook as an educational publication, defines it, specifies goals, functions, types, advantages of workbooks, as well as recommendations for their compilation. The concept of the concept of publication and its elements are considered. The analysis of 40 workbooks revealed formal and content features. The second chapter describes the concept of a workbook in Russian as a foreign one, specifying its purpose, functions, legal and publishing aspects. Defines formal and content features. The result of this work was the layout of a workbook of Russian as a foreign language “To Ekaterinburg with Love”, presented in the appendix.

Vocabulary is a crucial component for language acquisition and EFL lessons are often dictated by the usage of textbooks and workbooks. The current study therefore aims to investigate how effective textbooks are in helping learners acquire high, mid, and low-frequency words as well as to what degree high and mid-frequency words are repeated throughout the textbooks. Additionally, the study explores the types of exercises presented in the EFL teaching materials, with a particular focus on the extent to which they promote learners' active engagement and use of the vocabulary presented. The findings suggest that EFL teaching materials could benefit from more comprehensive and systematic approaches to vocabulary instruction, which emphasize the active use and recycling of high and mid-frequency words in meaningful contexts. The present study recommends that teaching materials and EFL teachers incorporate more varied and interactive exercises that promote learners’ active engagement and use of the target vocabulary. Additionally, the study uses corpus-based methods to investigate the frequency level of text bodies compiled from EFL textbooks targeting sixth-grade pupils in Sweden. Furthermore, the accompanying workbooks are examined to establish the types of exercises pupils are exposed to through their use. In addition, the study suggests that teachers using the included teaching materials should incorporate additional vocabulary exercises in their EFL instructions to promote the repetition of words found in the textbooks.

The purpose of this study is to investigate task types in learning materials for Swedish in school year 3. The research questions are: 1. Which types of assignments for reading and writing tasks are included in the learning materials? 2. What are the purposes of the reading and writing tasks in the learning materials? 3. How do the tasks in reading and writing assignments relate to High Literacy? The study is limited to three learning materials, each consisting of a workbook and a textbook. A total of 1032 assignments have been examined. The theoretical framework consists of Bakken and Andersson-Bakken ́s (2016) division of task types, Gee ́s (2007; 2015) theories about literacy as social practice, Ivanič ́s Pedagogical Framework for Writing and Langer ́s (2001; 2017) theories about kinds of reading and High Literacy. The results of the study show that closed reading tasks for fiction texts are common, while open reading tasks for non-fiction texts are few. Narrative, open tasks dominate the writing assignments. Reading and writing tasks to practice skills are common, while reading and writing tasks that involve social interaction are rare. Reading and writing tasks that train critical thinking are extremely rare. Several data points to opportunities for learning materials to support learners towards High Literacy within their zone of proximal development. Didactic implications are that future learning materials have the potential to convey reading and writing as multimodal, social activities, where skill training is integrated with holistic deep learning through a variety of functional contexts. / Syftet med studien är att undersöka uppgiftstyper i tre läromedel i svenska för årskurs 3. Forskningsfrågorna lyder: 1. Vilka uppgiftstyper för läs- respektive skrivuppgifter ingår i läromedlen? 2. Vilka syften har läs- respektive skrivuppgifterna i läromedlen? 3. Hur förhåller sig läs- och skrivuppgifterna till High Literacy? Materialet avgränsas till läromedlens arbetsböcker och läseböcker. Sammanlagt har 1032 läromedelsuppgifter undersökts. Studiens teoretiska inramning är Bakken och Andersson-Bakkens (2016) indelning av uppgiftstyper, Gees (2007, 2015) teorier om litteracitet som social praktik, Ivaničs (2004) skrivpedagogiska ramverk samt Langers (2001; 2017) teorier om läsarter och High Literacy. Resultaten visar att slutna läsuppgifter till skönlitterära texter är vanliga, medan öppna läsuppgifter till sakprosa är få. Öppna skrivuppgifter med narrativ skrivart dominerar skrivandet. Uppgifter som tränar färdigheter är vanliga, medan uppgifter som rymmer socialt textarbete är sällsynta. Uppgifter som tränar kritiskt tänkande är ytterst ovanliga. Flera uppgifter visar på möjligheter för läromedel att stötta inlärare mot High Literacy och deras närmaste utvecklingszon för lärande. Didaktiska implikationer är att framtida läromedel har potential att i högre grad förmedla läsande och skrivande som multimodala, sociala aktiviteter, där färdighetsträning integreras i större helheter och funktionella sammanhang.

The diploma thesis deals with teaching regional geography of Canada at the second stage of Primary school. The main aim is to create a Czech-English textbook (that is a combination of a textbook and a workbook) which corresponds to the principles of the current educational documents (Framework Educational Programme for Elementary Education), modern educational tendencies and tries to maximize the connection among subjects, especially English language. There is a methodological guide for teachers as well. The theoretical part focuses also on the didactic analysis of current educational textbooks and workbooks of geography and English language which include the subject matter. To get a notion of the volume and methods used in teaching ?region Canada?, a research was made by a controlled discussion with Geography and English teachers of the selected schools.

The thesis elaborates on relations between PE or sports in general, and mathematics. The author focuses on a practical application of numbers on sports such football, swimming, track and field, downhill skiing and Olympic games. Moreover, the mentioned numerical methods are further used for writing a workbook of model exercises for grammar schools. The thesis is divided into two main chapters ? theoretical and practical. The theoretical part consists of selected sports which are expressed and described by numbers and formulas. In the practical part, a reader can find the workbook of model exercises which has been completed using all the mathematical sources discussed in the theoretical part. There are also correct solutions exercises available for self-studying students.

The main goal of this diploma thesis is further analysis of cross-curricural subject ?Education towards Thinking in European and Global Context? at the second stage at the elementary school from the perspective of geography. The first part of the thesis is dealing with position and importance of this cross-curricular subject in Framework Education Programme for Elementary Education, especially with emphasis on geography education; is also summarizing existing experiences of its education first at pilot elementary schools and also according to results of a survey at elementary schools in place of my residence. I suggest my own attitude to educating cross-curricular subject ?Education towards Thinking in European and Global Context? from the perspective of geography teacher with regard to new trends in education in the second part of my diploma thesis. Teaching material is designed in a form of a workbook and there is also available a methodological guide interfaced with this workbook for teachers.

九年一貫課程實施以來，國小英語教育起初由五年級開始進行，許多國小英語教材陸續送審上市；三年後改由國小三年級開始實施正式英語教學後，各出版社無不積極改編、增編教科書以因應政策之改變，也因此，舉凡國內或進口之英語教材，版本相當繁多。 本研究旨在調查台灣現行國小英語教科書之使用現況、國小英語教師使用這些教材後的評鑑與建議以及國小英語教科書之選用情形。首先以問卷及訪談調查法針對全國國小英語教師進行研究，從而了解國小英語教師使用教材的意見；主要探討的為: (1) 國小英語教師對所使用之英語教材在整體方面、課本、習作、教師手冊以及輔助教具等五大部分進行評析；(2) 國小英語教師使用教材時之困難與建議；(3) 國小英語教科書之選用狀況。 研究對象為全國共兩百三十九位英語教師，根據問卷調查以及訪談結果所做的資料分析，得到以下主要的發現: 1.英語教師對於所使用之審定版教材，整體看來各版本之間並無顯著之 差異。而針對教材之課本內容，翰林版本教材在「字彙透過有意義、 真實的情境加以介紹及練習」該項目之評析結果優於康軒版，而另兩 版之教材在此評比項目無顯著之表現。 2.不論是何版本，大多數英語教師不滿意於學生習作與教師手冊。 3.大多數英語教師不論在使用何種版本教材，所遇到之最大之困難在於學 生英語程度差異太大。 4.對於選用教材所秉持之各項標準，英語教師們認為其重要性依序為出版 社服務態度、教材主題多樣性、活動設計、符合課程綱要及其編輯理 念、字彙量之多寡、文法之難易、出版社之規模與信譽、教師手冊以及 出版社是否舉辦教師研習及師訓活動。 5.各校英語教科書評選委員主要由英文老師組成，然而大多數學校評選教 科書時並未採用任何評選指標。 6.評選流程大致為瀏覽各版本教科書、邀請出版商舉辦說明會以及英語教 師評選之會議。 / Since 2001 when English education was introduced into elementary schools, all the publishers in Taiwan have been required to compile the appropriate textbooks for the elementary school students in a very short time. As a result, there are a great variety of teaching materials available on the market. Thus, textbook selection becomes crucial for elementary schools. In response to this situation, this study aims to survey teachers’ evaluation and selection of the elementary English textbooks by using questionnaires and conducting interviews. The study focuses mainly on the following issues: (1) teachers’ evaluation of the elementary English textbooks, including students’ books, workbooks, teachers’ manuals and the teaching aids,(2) problems teachers encounter when using those textbooks, and (3) the selection of the textbooks. The subjects are 239 elementary English teachers across Taiwan. In the survey, four versions of textbooks are observed, compared and evaluated by the respondents of the questionnaires. After data analysis, the main findings are obtained as follows: 1. Among the four textbooks in use, there is no significant difference between each version in 　　　 overall evaluation, except that the content of the textbook published by Hanlin is superior to that published by Kang Hsuan in terms of providing the meaningful and realistic learning situation in vocabulary learning and practices. 2. Most English teachers are dissatisfied with the students’ workbook and teacher’s manual. 3. A great diversity of students’ English proficiency levels is the greatest problem teachers encountered when using all those textbooks. 4. The service and attitude of the publishers is seen as the most important criterion for selecting the materials. 5. In most schools, textbooks are selected mainly by English teachers, but no checklists or criteria are used in selecting the textbooks. 6. The common procedure of selecting the textbook is a browse of the materials, an introduction seminar held by the publishers, and then a meeting for the decision of textbook selection.