Thematische Bibliographien / Didactic reading

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „Didactic reading“

Autor: Grafiati
Veröffentlicht am 29. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Didactic reading"

1

SÉNÉCHAL, MONIQUE. „The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary“. Journal of Child Language 24, Nr. 1 (Februar 1997): 123–38. http://dx.doi.org/10.1017/s0305000996003005.

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The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.
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Ainun Najib, Muhammad Rifqi. „SEGITIGA DIDAKTIS CERPEN MERAWAT PETI INGATAN KARYA PUTU OKA SUKANTA“. Jurnal Pendidikan Bahasa Indonesia 5, Nr. 1 (17.11.2017): 14. http://dx.doi.org/10.30659/j.5.1.14-24.

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This research used short story entitled �Merawat Peti Ingatan�by Putu Oka Sukanta as the object. The short story directed the reader�s thinking to alwayshave critical thinking on everything and not easy to believe in a thing without any good reason underlying it. The approach used in this study is didactic approach or often called the value of education, while the type of research used is qualitative research. The purpose of this study to describe the projection of didactical sentence in the short story. This research began by reading and looking carefully the didactic elements contained in the short story. Then the data in the form of didactic elements are grouped by family, religion, and social didactic elements. From some of these processes it is found that there are didactic elements in religious, family, and social domains such as respect or modesty, humility, honesty and transparency, caring, gratitude, etc. Based on these studies it can be seen that social didactic elements are more prominent than religious and family didactic elements. It is caused by human social life which is more often done compared to other elementary.
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Lepisto, Scott. „Reading as Training: Seneca's Didactic Technique in De Beneficiis“. American Journal of Philology 141, Nr. 1 (2020): 27–53. http://dx.doi.org/10.1353/ajp.2020.0002.

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Gerard, Claire, und Delphine Dahan. „Durational variations in speech and didactic accent during reading“. Speech Communication 16, Nr. 3 (April 1995): 293–311. http://dx.doi.org/10.1016/0167-6393(94)00060-n.

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Borisova, Tanya. „DIDACTIC PARAMETER OF LANGUAGE LITERACY IN THE BULGARIAN SECONDARY SCHOOL“. CBU International Conference Proceedings 5 (23.09.2017): 558–61. http://dx.doi.org/10.12955/cbup.v5.984.

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This article summarizes the main conclusions about the state of reading literacy of students in the same class in a Bulgarian school and the correspondence between the international criteria for establishing reading literacy of the students. A study, based on the longitudinal method, outlining the didactic parameters of reading literacy in the Bulgarian school was conducted. Emphasis is placed on the needed changes regarding overcoming the problems in the education in reading literacy of Bulgarian students, its limits and variety in its improvement; the correlations which exist between the results of the national external assessment (NEA) of the students in the subject of Bulgarian language and literature of the fourth, seventh and twelfth grade.
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Carmo, Fernanda Maria Almeida do, José Airton de Oliveira Faustino, Maria Vanísia Mendonça de Lima, Milínia Stephanie Nogueira Barbosa Felício, Hermínio Borges Neto und Gilberto Santos Cerqueira. „Didactic Contract from the Perspective of the Theory of Didactical Situations“. International Journal for Innovation Education and Research 8, Nr. 7 (01.07.2020): 123–34. http://dx.doi.org/10.31686/ijier.vol8.iss7.2460.

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The phenomena related to the mathematical teaching and learning process have a significant and direct influence on the construction of knowledge and studying these issues is of interest to the theory developed by Guy Brousseau, called Theory of Didactical Situations. When dealing with the relations established between student, knowledge and teacher, Brousseau presents those that are specific, explicitly and implicitly, of the relationship between teacher and students, as well as their influences on the teaching and learning process, defining, for this, the Didactic Contract, which consists of the set of behaviors that the teacher expects from the student and the student from the teacher. With this, the following question arose for this work: What is the relevance of the Didactic Contract when designing teaching sequences with input in the Theory of Didactical Situations? The objective was, then, to carry out an integrative review in order to systematize information present in scientific articles about the Didactic Contract in the perspective of the Theory of Didactical Situations. A search for works was carried out in the databases Scielo, Google Scholar and Portal de Periódicos CAPES/MEC through the descriptors "Didactic Contract" and "Theory of Didactical Situations", with the following exclusion criteria: works not related to the theme and book, theses, dissertations and monographs. That is, only papers of the scientific article type were chosen. A total of one hundred and seventy-seven works were obtained as an initial result, of which thirteen were repeated. After reading the abstracts and adopting the exclusion criteria, sixteen articles remained, of which nine responded to the elaborated question. With the research, it was found, in the period consulted, a limitation of publications that deal specifically with the Didactic Contract and, in spite of that, it was concluded that the Didactic Contract is a very important element in a teaching and learning situation, because it can favor or cause an obstacle in the acquisition of new knowledge by the student.
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Hoffman, Jeannette. „Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University“. Journal of Literary Education, Nr. 4 (31.07.2021): 260. http://dx.doi.org/10.7203/jle.4.21024.

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Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.
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Ruiz Bañuls, Mónica, José Rovira-Collado und Eduard Baile López. „Approaches to the Quetzalcoatl Myth Through Comics: a Didactic Reading“. Mitologías hoy 21 (22.06.2020): 319. http://dx.doi.org/10.5565/rev/mitologias.641.

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Smith, N. D. „AGAINST A DIDACTIC READING OF THE PARABASIS IN ARISTOPHANES’ FROGS“. Concept: philosophy, religion, culture, Nr. 4 (10.01.2020): 37–42. http://dx.doi.org/10.24833/2541-8831-2019-4-12-37-42.

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Rahmani, Mokhtaria. „Critical reading as an impediment for effective synthesis: Case of master 2 students“. Global Journal of Foreign Language Teaching 11, Nr. 3 (13.08.2021): 204–15. http://dx.doi.org/10.18844/gjflt.v11i3.5777.

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Writing an appropriate research paper requires evidently the mastery of effective synthesis. This paper intends to highlight students’ hindrances in producing a sound synthesis, particularly weak critical reading and proposes equally outlets for a sturdy comprehension. The motivation is linked with the slenderness of studies addressing critical reading/effective synthesis binary. This will have pedagogical implications regarding the teaching of synthesis. The researchers used purposive sampling with master two didactic students (39 students). Self-assessment of the teaching strategy, corpus analysis, and an eight-item student questionnaire were used. The findings indicated that the major problems surrounding the internalisation of good synthesis were related to the different operations required for critical reading. The paper put into evidence the necessity of integrating the subject of academic writing into the syllabi of Master didactic students, the design of adequate critical reading tasks, and urged equally the necessity of more condensed practice, both in-class and off-class. Keywords: Critical reading, effective synthesis, paraphrasing, shortness of instruction, master 2 students.
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Dissertationen zum Thema "Didactic reading"

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Ivarsson, Emma. „Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice“. Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.

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This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.

Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.

The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially

if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.

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Beslagic, Deni. „"It was hot as hell and the windows were all steamy" : A Queer Reading of The Catcher in the Rye with Didactic Considerations“. Thesis, Högskolan Dalarna, Engelska, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14018.

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Gustavsson, Josefin. „Reading The Catcher in the Rye in the EFL classroom : A didactic perspective of the reasons and consequences for banning or censoring literature“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71791.

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By discussing the ethical issues with banned and censored literature, students can learn how to approach a text written in different contexts. The essay brings to light the triggered instances, which lead to banning The Catcher in the Rye in American schools in the 1950s. Using a cultural studies approach allows an in-depth investigation of the patterns in the triggering instances and leads to findings of possible reasons for ban- and censorship. These instances, sums up to; unrealistic protagonist, vulgar language, blasphemy and a pessimistic and depressing point of view. To introduce these instances into a Swedish classroom can hopefully bring an insight into another historical time and another context, to better understand the Swedish context, e.g. democratic values as well as freedom of speech.
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Brinkley, Steven. „Reading Heart of Darkness in the ESL/EFL Classroom : A Case Study in Student Response to Literary Didactic Methodologies Designed to Enhance Aesthetic and Efferent Reading of a Literary Text in Language Instruction“. Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39257.

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The purpose of this degree project has been to examine the implications of the provision of certain methodological support mechanisms, what has often been referred to as "instructional scaffolding" in literary didactics, to assist students in the ESL/EFL classroom in their interaction with the various literary texts into which they come into contact during their English language education at the upper secondary level in Sweden. My primary interest has been to gauge the response of the students involved in this study to the particular types of literary didactic methods utilized, for example, regarding their effectiveness in aiding the learning process as well as their impact on the literary, or aesthetic, experience itself. An analysis of student responses to a literature instruction module based on a reading of Joseph Conrad's Heart of Darkness will demonstrate that certain forms of literary didactic methods in general, and significantly, particular forms of what can be conceptualized as instructional scaffolding, play a crucial role for both the learning process and the student's aesthetic experience of literature.
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Souza, Luciana Sedano de. „Compreensão leitora nas aulas de ciências“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-163229/.

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A formação de leitores autônomos e competentes é uma meta presente em diferentes sistemas educacionais e almejada nas diversas disciplinas escolares. Nos primeiros anos do ensino fundamental, a formalização do processo de leitura se dá junto com a construção de outros conceitos presentes nas áreas de conhecimento. Neste trabalho apresentamos alguns indícios da compreensão leitora em aulas de Ciências. A partir da aplicação de uma sequência didática (SD) em ensino de Ciências, os alunos são convidados a ler os textos apresentados grifando o que consideram ser as ideias principais. Após cada leitura, há uma discussão coletiva, na qual os alunos podem relatar seus destaques e explicar o porquê de cada um deles. A sequência didática em questão traz uma proposta de ensino de Ciências baseada na problematização, investigação, experimentação e trabalho em grupo. Parte do problema físico o problema do submarino. Após a resolução do problema, discussão coletiva sobre o como e o porquê, relação com o cotidiano e registro, a SD apresenta ao aluno uma série de atividades que acreditamos proporcionar e valorizar o fazer Ciências. Parte dessa SD trabalha com a proposta de leitura de textos científicos, ora de sistematização dos conceitos trabalhados ou das pesquisas realizadas, ora para instigar o aluno a pesquisar novos conceitos. Nosso problema de pesquisa parte das leituras que os alunos realizam enquanto trabalham com a SD. Temos a hipótese de que a estrutura de ensino da referida sequência, aliada à prática em sala de aula de leitura, grifos das ideias principais e discussão sobre a leitura realizada, favorece, por parte do aluno, a construção de relações entre as ideias estudadas no texto e aplicadas nas discussões em sala. Acreditamos também que tal relação beneficia a edificação da compreensão leitora. Defendemos a importância da leitura no ensino de Ciências, uma vez que a leitura constitui-se em um dos fatores contundentes da aprendizagem e é imprescindível em qualquer tipo de investigação científica; além de favorecer a obtenção de informações já existentes, propiciar a ampliação de conhecimentos, abrir horizontes, aumentar o vocabulário e permitir melhor entendimento do conteúdo das obras. Os dados foram coletados no 4º ano do ensino fundamental de nove anos de uma escola pública da cidade de São Paulo. A metodologia desta pesquisa apresenta um enfoque qualitativo, e para a análise nos basearemos, dentre outras coisas, na singularidade dos dados, tanto ao investigar os grifos realizados pelos alunos nos textos quanto ao buscar indícios da compreensão leitora na discussão realizada em sala de aula. Os resultados apontam para a valorização do trabalho com leitura nas aulas de Ciências, salientando a capacidade dos alunos de localizar e destacar as ideias principais de textos instrucionais. Tais resultados também apresentam e analisam os indícios da compreensão leitora.
The formation of competent and independent readers is a target present in different educational systems and is targeted by various school subjects. In the first years of Elementary School, formalization of the reading process occurs together with the construction of other concepts present in knowledge areas. In this work, we present some evidences of reading comprehension in Science classes. By applying Didactic Sequence (DS) in the teaching of Science, students are invited to read texts handed to them and highlight what they consider to be the main ideas. After each reading, there is a group discussion in which students can report their emphasis and explain why they chose these ideas. The Didactic Sequence in question brings a proposal to Science teaching based on problem solving, research, experimentation and teamwork. Part of the physical problem The Submarine Problem. After problem resolution, there is a collective discussion on how and why, related to the daily life and record, DS presents the student with a series of activities which we believe promote and value doing science. Part of the DS works with proposal of reading scientific texts, either systematization of developed concepts or conducted researches, or instigation of the student to research new concepts. Our research problem starts with the readings that students perform while working with the DS. We hypothesized that the educational structure of this sequence, together with classroom practice of reading, emphasis of key ideas and discussion of the reading make it possible for the student to construct relations between ideas studied in text and those applied in classroom discussions. We also believe that this relation favors the construction of reading comprehension. We defend the importance of reading in Science teaching since reading is one of the important learning factors and is essential in any type of scientific research. It favors the obtention of existing information, propitiates the expansion of knowledge, opens horizons, increases vocabulary and allows for a better understanding of the content of the works. The data were collected in the fourth year of public elementary school of nine years duration in São Paulo. The methodology of this research presents a qualitative approach and we will base the analysis on the uniqueness of the data, and other factors, while investigating the emphasis made by students in the texts as well as searching for evidences of reading comprehension in the classroom discussion. The results indicate an appreciation of tasks with reading in Science classes, emphasizing the students\' ability to locate and highlight the main ideas of instructional texts. These results also present and analyze the evidence of reading comprehension.
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Mares, Renate. „Stereotypes of men and women, and inequality between the sexes in Jane Austen's Pride and Prejudice : A didactic essay attempting to show that a gender focused reading of Pride and Prejudice has much to offer both male and female students“. Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-741.

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This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.

Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.

This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.

Keywords: Literature, reading, aesthetic experience, gender, stereotypes.

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John, Grace Claire. „Talking to learn in the literacy hour : patterns of didactic and informal talk and the development of reading, with particular reference to children learning English as an additional language“. Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/2cefa67a-32f1-4a16-9c4c-bfa4e4c21fe2.

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Faleiros, Rita Jover. „Didática da leitura na formação em FLE: em busca dos leitores“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-05032010-122202/.

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A leitura em Francês Língua Estrangeira (FLE) pode ser abordada de diferentes maneiras em função dos objetivos individuais ou institucionais para sua aprendizagem. Esta pesquisa concentra-se num público de leitores bastante específico: alunos de primeiro ano do curso de Letras/Francês da Faculdade de Filosofia, Letras e Ciências Humanas da USP que devem ler literatura francesa no original dispondo de pouco ou nenhum conhecimento dessa língua. Essa é uma situação paradoxal que se coloca para um número considerável de estudantes ao ingressar nesse curso a cada ano e que fez com que se buscasse desenvolver uma abordagem do texto literário que se aproximasse dos processos em jogo no ato da leitura e das verbalizações desses processos por parte deste grupo de leitores. Busca-se, nesta pesquisa, refletir sobre como a aproximação do texto do leitor, ou seja, como a verbalização de seu processo de leitura pode informar sobre as estratégias para ler literatura em sala de aula, considerando a dificuldade implicada no processo em razão do pouco conhecimento em língua francesa. A hipótese concentra-se em perceber a verbalização de uma leitura como um processo metacognitivo de elaboração em que o leitor controla a construção e eventual perda de sentido na leitura, o texto do leitor seria um híbrido entre o relato desse processo e elementos de sua compreensão no ato da leitura. Dispor desses elementos pode vir a permitir com uma abordagem do texto literário em FLE aproxime-se da forma como os textos são apreendidos pelos leitores nesse contexto, potencializando os resultados dessa aprendizagem.
The reading in French Foreign Language (FFL) can be approached in different ways in terms of individual or institutional aims for its learning. This research concentrates in a reader group rather specific: students attending the first year of French Language at Philosophy and Language and Human Sciences Department of the University of São Paulo that must read French literature in the original version, having some or no knowledge of this language. It is a paradoxical situation that is set to a considerable number of students that enroll this course each year and it caused a search for developing a literary text approach that could come close to the processes in the act of reading and of the verbalizations of these processes on the part of this reader group. It is sought, in this research, to reflect about how the approximation of the the readers text, or whether, how the verbalization of his reading process could inform about the strategies to read literature in a classroom, considering the difficulties implied in the process on account of the limited knowledge in French Language. The hypothesis concentrates in perceiving the verbalization of a reading as a metacognitive process of elaboration in which the reader controls the construction and eventual lose of the sense in the reading, the readers text would be a hybrid between the report of this process and the elements of his understanding in the act of reading. Disposing these elements, it can allow that an approach of the literary reading in FFL approximates the form how the texts are learnt by the readers in this context, potentiating the results of this learning.
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Oliveira, Claudete de. „Orientação didática para o ensino de leitura em inglês: análise de uma unidade didática“. Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=368.

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Com o intuito de contribuir como parâmetro de avaliação de material didático para demais profissionais que trabalham com a língua inglesa, este trabalho, inserido na linha de pesquisa Ensino-Aprendizagem de Língua Estrangeira e no projeto Ensino-Crítico Reflexivo de Língua Estrangeira, tem como objetivo discutir a orientação didática para o ensino de leitura em inglês, proposto na unidade The Natural World do livro didático Great 2. A discussão ancora-se, principalmente, nos Parâmetros Curriculares de Língua Estrangeira (Brasil, 1998), pois as autoras do livro afirmam desenvolver um trabalho de acordo com esse documento. As perguntas de pesquisa que norteiam esse trabalho, baseados nos pressupostos teóricos dos PCN-LE (Brasil, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006), entre outros são: Como se caracterizam os textos para o desenvolvimento de leitura na unidade? De que forma a compreensão escrita é trabalhada na unidade? Qual a relação da proposta de leitura da unidade com a proposta dos PCN-LE (Brasil, 1998)? Para respondê-las, foram criadas categorias para análise relacionadas a cada uma delas. As conclusões demonstram que a unidade analisada apresenta relações com a proposta dos PCN-LE (Brasil, 1998) no tocante à leitura, no entanto, revelam inconsistência quanto às suas orientações didáticas, como a exploração do conhecimento de mundo, textual e sistêmico, pré-leitura, leitura e pós-leitura, além dos problemas na escolha dos textos.
In order to contribute as a parameter of evaluation for didactic materials for others professionals that work with English language, this paper, following the foreign language teaching-learning and the foreign language self critical project line of research, has the objective of discussing the didactic orientation to teaching reading in English, as proposed in the unit The natural World from the didactic book Great 2. The discussion is based mainly on Parâmetros Curriculares Nacionais de Lingua Estrangeira (BRASIL, 1998) as the authors of the book claim to develop their work according to it. The questions of research that guide this paper, based on the theoretical suppositions of PCN-LE (BRASIL, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006) among others are: How are the reading development texts in the unit characterized? How is writing comprehension treated in the unit? What is the relationship between purpose of the unit reading and the purposed by PCN-LE (BRASIL, 1998)? To answer these analytical categories related to each question were created. The conclusions show that the unit analyzed relates well to the proposal of the PCN-LE (BRASIL, 1998) with respect to reading, however, they reveal inconsistency in relation to the didactic orientations such as, exploring knowledge of world, textual and systemic , pre-reading, reading and post-reading, other then problems in the choice of texts.
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Leão, Rosaura Maria Albuquerque. „A LEITURA NO LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA: OUTRAS FORMAS DE DIZER O MESMO“. Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/3948.

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The object of our research is the text books of Portuguese language used in the fundamental level of school, adopted by public schools in Brazil which are representatives of different decades covering approximately third years from the 70th decade till now. This linguistic materiality was chosen as the importance the didactic book assumed in teaching and learning process for the teachers as well as for the students. This thesis is supported in the theoretical Analyse du discours principles and the objective is to verify how the reading gesture discursivises the place of interpretation in these text books. From this perspective, there is no corpus ready to analyze and the linguistic marks are being looked for confronted with the materiality in a work of observation, description and interpretation. It was observed that almost totally of the activities of reading followed the content model and established a word by word relationship between thought/world/language in which the division between content and form is unrelated, taking the word in a ritual whose interpretation/comprehension is repetition of models in modeled activities with modeled answers making the reading a homogeneous activity. It is a model which opposed to the discursive parameters of reading in which the interpretation is meaning construction grasped by the subject/the learner through history. This model is found in very few of the didactic books analyzed. In fact, there is a kind of actualization of the activities proposed by other ways of saying the same.
Constituem nosso objeto de pesquisa os livros didáticos de língua portuguesa do ensino fundamental, adotados em escolas da rede pública de ensino e representativos de diferentes décadas que recobrem um período de aproximadamente 30 anos, da década de 70 até o presente momento. A escolha dessa materialidade lingüística fundamenta-se na importância que o livro didático assume no processo ensino-aprendizagem tanto para os professores quanto para os alunos. Esta tese apóia-se em princípios teóricos da Análise de Discurso e tem por objetivo verificar como o gesto de leitura discursivisa o lugar da interpretação em livros didáticos de língua portuguesa. Nesta perspectiva, não há corpus pronto à disposição do analista, e as marcas lingüísticas vão sendo recortadas no confronto com a materialidade, num trabalho de observação, descrição e interpretação. Assim, observou-se, nos recortes analisados, que a quase totalidade das atividades de leitura pautam-se pelo modelo conteudístico, em que se afirma a relação termo-atermo entre pensamento/mundo/linguagem, em que se divide de modo estanque conteúdo e forma, numa ritualização da palavra, cuja interpretação/compreensão é repetição de modelos em atividades padronizadas com resposta padronizadas, homogeneizando a leitura. É um modelo que se opõe aos parâmetros discursivos de leitura em que a interpretação é construção de sentidos apreendida pelo sujeito na história. Esse modelo está presente em raríssimas ocorrências no livro didático. Há, desse modo, uma atualização das atividades propostas em outras maneiras de dizer o mesmo.
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Bücher zum Thema "Didactic reading"

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Reading Virgil and his texts: Studies in intertextuality. Ann Arbor: University of Michigan Press, 1999.

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Literature and moral reform: Melville and the discipline of reading. Gainesville: University Press of Florida, 2002.

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The burdens of perfection: On ethics and reading in nineteenth-century British literature. Ithaca: Cornell University Press, 2008.

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David, Carroll. George Eliot and the conflict of interpretations: A reading of the novels. Cambridge: Cambridge University Press, 1992.

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Reading after Actium: Vergil's Georgics, Octavian, and Rome. Ann Arbor: University of Michigan Press, 2005.

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Models of reading: Paragons and parasites in Richardson, Burney, and Laclos. Lewisburg, Pa: Bucknell University Presses, 2005.

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Wentz, Debra Linowitz. Fait et fiction: Les formules pe dagogiques des "Contes d'une grand'me re" de George Sand. Paris: Nizet, 1985.

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Fait et fiction: Les formules pédagogiques des Contes d'une grand'mère de George Sand. Paris: A.-G. Nizet, 1985.

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F, Briggs Charles. Giles of Rome's De regimine principum: Reading and writing politics at court and university, c. 1275-c.1525. Cambridge: Cambridge University Press, 1999.

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Szkoła narzeczonych: O powieści dla dziewcząt w dwudziestoleciu międzywojennym. Gdańsk: Wydawn. Uniwersytetu Gdańskiego, 2006.

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Buchteile zum Thema "Didactic reading"

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Thompson, John J. „Popular Reading Tastes in Middle English Religious and Didactic Literature“. In From Medieval to Medievalism, 82–100. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22233-9_7.

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Greedharry, Mrinalini. „Living, Reading, and Dying in the Didactic Void: Roberto Bolaño’s 2666 and Organized Literature“. In Organization 2666, 89–107. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29650-6_6.

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Briquet-Duhazé, Sophie. „Scientific Project: Creating a Website Dedicated to French Didactics“. In From Reading-Writing Research to Practice, 13–32. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119610793.ch2.

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Mangione, Giuseppina Rita Jose, und Samuele Calzone. „The Italian Small School Toward Smart Pedagogy. A Cross-Reading of Opportunities Provided by the National Operational Program (PON) “For Schools 2014–2020 – Skills and Learning Environments”“. In Didactics of Smart Pedagogy, 233–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01551-0_12.

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Dell, Katharine. „Didactic Intertextuality: Proverbial Wisdom as Illustrated in Ruth“. In Reading Proverbs Intertextually. T&T CLARK, 2019. http://dx.doi.org/10.5040/9780567667380.ch-008.

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Kunze, Peter C. „Didactic Monstrosity and Postmodern Revisionism in Contemporary Children’s Films“. In Reading in the Dark. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496806444.003.0006.

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Peter C. Kunze investigates films for children that engage elements of horror, concentrating on the intersection between postmodernism and children’s cinema. Closely examining two films in which the monstrous is a key aspect of the films’ aesthetic, Shrek and Monsters, Inc., Kunze examines the postmodern aspects of these films, considering their revisionary stance, their use of double address, and their allusive nature. As the essay progresses, he hones in on the narrative construction of the monster in these films and the processes by which they revise monstrosity. Kunze demonstrates, overall, that these films illustrate for the child viewer “the benefits of confronting the Other not to destroy it, but to appreciate it and work towards mutual understanding” and offers a useful methodology for thinking about the monster in children’s books and films targeted toward the young that have been produced during the new millennium.
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Wilson, Kathryn. „READING AND PERFORMING DIDACTIC POETRY IN THE HELLENISTIC PERIOD“. In Drama and Performance in Hellenistic Poetry, 317–32. Peeters Publishers, 2018. http://dx.doi.org/10.2307/j.ctv1q26zmw.16.

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Scheible, Kristin. „Historicizing (in) the Pāli Dīpavaṃsa and Mahāvaṃsa“. In Reading the Mahavamsa. Columbia University Press, 2016. http://dx.doi.org/10.7312/columbia/9780231171380.003.0006.

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Scholars and Buddhists alike have treated the Mahāvaṃsa as a history, provoking all the concomitant responsibilities and expectations and methods of interpretation assumed to be at work when one does (or reads and interprets) history. This chapter suggests that one of the primary concerns for the fourth and fifth century Mahāvihāran monks responsible for compiling the Dīpavaṃsa and Mahāvaṃsa was to provide a vehicle for the continued presence and proximity of the Buddha through evocative, transformative literature. The vaṃsa thus works on the reader/interpreter in ways not entirely unlike the way history works on the modern scholar, but there is a significant difference. The Mahāvaṃsa explicitly states its objectives in religious terms; the text is not only didactic but is intended to create or support an ethically inspired community in its religious program.
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Nicholson, Catherine. „Coda“. In Reading and Not Reading The Faerie Queene, 241–60. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691198989.003.0008.

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This coda explains that Edmund Spenser's The Faerie Queene has never been read to the end, for the simple reason that no one can quite say where, or if, it ends at all. This peculiar fact—the joint product of biographical accident, editorial intervention, and what might or might not be poetic ingenuity—has consequences for the poem as a whole. To begin with, it makes it unusually difficult to speak of the poem as a whole. As Barbara Herrnstein Smith has written, poetic closure “is an effect that depends primarily upon the reader's experience of the structure of the entire poem.” Because it is dense, difficult, didactic, and strange; because it is an allegory; because its language is pseudoarchaic and its spelling weird; because it meanders and digresses, shedding characters and entire plotlines as it goes; above all, because it is so extraordinarily long, Spenser's poem tests one's readerly loyalties and often defeats one's instinct to see a story through.
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van Mal-Maeder, Danielle. „Controversial Games“. In Reading Roman Declamation, 318–32. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198746010.003.0016.

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This chapter takes a closer look at the multiplicity of voices in the Controversiae and Suasoriae, which often clash in opinion, style, and tone. It demonstrates how these voices centre around recurrent themes ranging from imitation and the immortality of literature to sociocultural connections such as the link between the decadence of Imperial Rome and certain styles of declamation, as well as the relationship between eloquence and political power. These motifs are explored against the backdrop of multiple levels of discourse: Seneca’s comments addressed to his sons, the speeches of the declaimers which Seneca frames as ‘fictitious’, and the witty phrases and bons mots which they allegedly delivered in reality. By outlining the orality shared by these discourse levels, moreover, this chapter demonstrates how they collectively mimic declamatory practice and thus contribute to Seneca’s didactic goals.
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Konferenzberichte zum Thema "Didactic reading"

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Капуш, А. В. „ВЗАЄМНЕ ЧИТАННЯ ЯК ІНСТРУМЕНТ АКТИВІЗАЦІЇ ТА МОТИВАЦІЇ НА ЗАНЯТТЯХ З НІМЕЦЬКОЇ МОВИ“. In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7254.

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The article describes a didactic method called "reciprocal reading" as one of the forms of cooperative learning in German language classes. The article presents the results of an experimental application of this method in the context of distance learning. During the experiment, the work on the text, in accordance with the method of reciprocal reading, was first carried out in writing, via e-mail. The article describes the procedure for preparing and conducting the experiment – choosing a text, introducing students to the "reciprocal reading" method, developing a questionnaire to receive feedback from students, assigning roles in mini-groups (Predictor, Clarifier, Questioner, Summariser), working in groups, and moderating by the teacher. The statistical data presented were obtained as a result of a written survey where students assessed the method, as well as identified their own achievements and weaknesses in obtaining certain skills.
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Guzman Medrano, Diego, und Marival García Lledó. „JUMPING THE GAP BETWEEN COLLABORATIVE READING OF FOLK TALES AND ICTS IN THE EFL CLASSROOM: A DIDACTIC PROPOSAL FOR PRIMARY EDUCATION“. In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2037.

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Utari, Setiya, Rattila Haque, Saeful Karim, Duden Saefuzaman, Muhamad Nugraha und Eka Prima. „Didactic Design Based on Student Responses to Practice Scientific Literacy with Using Marzano Learning Dimensions and Reading Infusion on Momentum Content“. In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296484.

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Panevina, Galina N. „THE DIDACTIC POTENTIAL OF SPOILS CARDS“. In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-121-123.

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