Auswahl der wissenschaftlichen Literatur zum Thema „Didacticization“
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Zeitschriftenartikel zum Thema "Didacticization"
Yehorova, Olesia, Antonina Prokopenko und Serhii Martynenko. „DIDACTIC POTENTIAL OF AUDIOVISUAL MATERIALS IN TRANSLATORS’ TRAINING“. Fìlologìčnì traktati 15, Nr. 2 (2023): 156–66. http://dx.doi.org/10.21272/ftrk.2023.15(2)-16.
Der volle Inhalt der QuelleSING, CHRISTINE S. „The discourse of didacticization of English in Germany“. World Englishes 26, Nr. 2 (Mai 2007): 241–57. http://dx.doi.org/10.1111/j.1467-971x.2007.00504.x.
Der volle Inhalt der QuelleBroutin, Jonathan, und Erdogan Kartal. „Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique“. Traduction et Langues 22, Nr. 2 (31.12.2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.
Der volle Inhalt der QuelleFerreira, Daniel, und Isabel Margarida Duarte. „O texto literário na aula de PLE Algumas considerações e uma proposta para a didatização do conto Bibliotecas, de Valter Hugo Mãe“. Linguarum Arena 12 (2021): 29–44. http://dx.doi.org/10.21747/1647-8770/are12a2.
Der volle Inhalt der QuelleFerreira, Maria Eduarda, und Rui Pitarma. „Enhancing Ecocentric Environmental Attitudes: An Experience of Science Teaching to Inspire Students to Value Trees“. Journal of Teacher Education for Sustainability 23, Nr. 1 (01.06.2021): 132–49. http://dx.doi.org/10.2478/jtes-2021-0010.
Der volle Inhalt der QuellePujiyanti, Umi, Muhammad Rizal und Robith Khoiril Umam. „PAIDEIA ADAPTATION: CAN WE TRANSFORM PEDAGOGICAL MATERIALS INTO ANTHROPOMORPHIC NARRATIVES?“ CrossOver 3, Nr. 2 (30.12.2023): 120–35. http://dx.doi.org/10.22515/crossover.v3i2.7839.
Der volle Inhalt der QuelleCalabria, Victor Flávio Sampaio, und Eulália Vera Lúcia Fraga Leurquin. „O CONCEITO DE AUTORIA E A REDAÇÃO DO ENEM: UMA COMPREENSÃO PARA A DIDATIZAÇÃO DO GÊNERO ESCOLAR“. Linguagem em (Dis)curso 22, Nr. 1 (April 2022): 205–18. http://dx.doi.org/10.1590/1982-4017-220113-5221.
Der volle Inhalt der QuelleLauwers, Peter. „La notion de ‘test syntaxique’ dans les grammaires de la première moitié du 20e siècle“. Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 25, Nr. 1 (31.12.2002): 49–70. http://dx.doi.org/10.1075/li.25.1.05lau.
Der volle Inhalt der QuelleNovikova, E. Yu, V. A. Mityagina und St Walter. „University International Cooperation: Project Based Translation Training“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 6 (16.07.2019): 75–85. http://dx.doi.org/10.31992/0869-3617-2019-28-6-75-85.
Der volle Inhalt der QuelleKazhan, Yuliya M., und Valentyna A. Karpiuk. „Enhancing German language learning through interactive tools“. CTE Workshop Proceedings, 08.06.2023. http://dx.doi.org/10.55056/cte.596.
Der volle Inhalt der QuelleDissertationen zum Thema "Didacticization"
Lhachmi, Rachid. „Enseignement de la langue et de la culture berbères aux écoles nomades dans la vallée du M’Goun, dans le Haut Atlas marocain : une étude de cas en didactique des langues-cultures. Tensions, réalités et aménagement“. Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0455.
Der volle Inhalt der QuelleThe Universal Declaration of Linguistic Rights asserts imperatively that education must be an essential vehicle for the preservation and flourishing of the language spoken by the linguistic community of the territory in which it is imparted. It postulates, unequivocally, that education must always serve linguistic and cultural diversity, thereby contributing to the establishment of harmonious interactions among different linguistic communities. In Morocco, a linguistic framework is marked by a hierarchical and cultural structure, where the “high official, institutional/constitutional culture,” embodied by an “Arab-Muslim identity” and predominant “linguistic authority regimes,” imperiously impose themselves on a “vernacular language” and a subordinate culture, marked by periods of colonization and Islamization. The unanimous observation among researchers is that Amazigh culture has been systematically marginalized throughout history. This consensus is based on the perception that Amazigh heritage, identity, knowledge, and memory are currently in serious jeopardy. Thus, the primary objective is to preserve this cultural heritage. This preservation involves a reform of Amazigh language education, both on a general scale and specifically in the M'Goun Valley, located in the Moroccan High Atlas. To achieve this goal, it is essential to establish new standardization, normalization, and adaptation mechanisms for non-standardized languages, as well as mechanisms to transfer new theories in education and linguistics to Amazigh. This includes introducing heritage education, integrating sustainable development education and territory education in the programs. These innovative approaches strengthen the preservation of Amazigh culture by firmly anchoring it in contemporary educational practices. A crucial step in this process is the didacticization of traditional and local knowledge. This approach creates an essential link between the Amazigh language, culture, and environment, ensuring that future generations understand the importance of this heritage and develop a sense of belonging to their culture. The current context proves particularly conducive to the implementation of these initiatives. Nomadic and semi-nomadic schools emerge as an ideal pedagogical vector for this project. Their flexibility and adaptation to the challenges of education and sustainable development make them particularly suitable for preserving Amazigh culture while contributing to a sustainable and inclusive educational model. In summary, the preservation of Amazigh culture, through the revitalization of the language, the transmission of heritage, and the valorization of cultural identity, becomes an essential component of contemporary educational and environmental challenges. This is achieved by adopting a modern didactic methodology based on an action and project-oriented approach. Our undertaken study is characterized by an exploratory dimension of the linguistic ecology of the Berber language. This thesis can be succinctly summarized as an endeavor aiming to “heal the school through a return to the land” (Roué, 2006), a quest for a return to identity, tradition, and indigeneity through education. In this perspective, our work is anchored in an ethnolinguistic and sociolinguistic framework and relies on interdisciplinary investigations that involve participant observation, questionnaires addressed to education supervisors in the valley, and interviews with practitioners and members of the targeted population (…)
Folgado, Joana Filipa De Aranha Martins. „A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário“. Master's thesis, 2021. http://hdl.handle.net/10362/131200.
Der volle Inhalt der QuelleThe present report is about the Supervised Teaching Practice, henceforth referred to as PES, carried out at the Escola Secundária de Camilo Castelo Branco, in Carnaxide, in the academic year of 2019/2020, under the pedagogical supervision of professor Maria da Conceição Barroco Vicente Caldeira Carvalho, and focuses on the work carried out to develop students‘ writing skills in the context of a Secondary School setting. Equally, it describes a pedagogical intervention project on the development of Argumentative Writing, implemented in teaching units in year nine and year ten classes. The teaching of writing techniques is manifold and diverse, according to the theoretical presuppositions it's based on. On one hand, teaching how to write is one of the most complex and challenging tasks of a teacher, precisely due to the different skills required, such as critical thinking and specific language skills, amongst others. On the other hand, a teacher needs to understand the writing process as being open and extensive, and therefore as a demanding one, having to continuously work on writing skills through activities enacted in the classroom setting and including specific tasks with a final goal: diverse didactic teaching with the use of distinct resources of argumentative texts in different text genres. The classroom setting is therefore an ideal and excellent place to learn and to practice writing skills through different types of texts, in line with the current official syllabus of the Portuguese Language. Now, a key stage 3 student will reveal a mastery of his native language, being skilful at a lexical, grammatical, pragmatic and logic argumentative level; revising and reflecting on his own statements whilst adapting his texts to different types of contexts whenever he needs to, depending on its content, intention and audience. The pedagogical intervention project tried to explore how to implement a similar planification model of teaching Writing, adapted from the model designed by Dolz, Noverraz e Schneuwly (2004) to the teaching of Argumentative Writing. The didactic implementation is hereby not conveyed through a summative assessment of students but instead, through a formative assessment in which the student’s performance is recognized. It will give an account of the didactic journey covered throughout the school year, measuring learning in a formative rather than in a summative way.
Buchteile zum Thema "Didacticization"
Lyubchuk, N. V. „Didacticization of socio-political texts for translation classes“. In CURRENT TRENDS AND FIELDS OF PHILOLOGICAL STUDIES IN THE CHALLENGING REALITY, 322–24. Izdevnieciba “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-227-2-83.
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