Auswahl der wissenschaftlichen Literatur zum Thema „Fictionalizing activity“
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Zeitschriftenartikel zum Thema "Fictionalizing activity"
Valdeón, Roberto A. „On fictional turns, fictionalizing twists and the invention of the Americas“. Eurocentrism in Translation Studies 6, Nr. 2 (16.11.2011): 207–24. http://dx.doi.org/10.1075/tis.6.2.06val.
Der volle Inhalt der QuelleUYMAZ, Mehmet. „A Comparative Analysis of Gifted and Typically Developing Secondary School Students’ Perceptions of the Future“. Sakarya University Journal of Education 13, Nr. 3 (28.12.2023): 504–26. http://dx.doi.org/10.19126/suje.1380751.
Der volle Inhalt der QuelleDissertationen zum Thema "Fictionalizing activity"
Laurent, Sylvie. „L'appropriation du personnage des albums narratifs au cycle1 : développer une attitude empathique pour construire une posture de "pré-lecteur"“. Electronic Thesis or Diss., Université Grenoble Alpes, 2024. http://www.theses.fr/2024GRALL005.
Der volle Inhalt der QuelleMost French students still struggle when they are in high schools to be autonomous readers capable of infering or having a subjective insight into a character’s psychology. They hardly dare to express their views or make personal statements while accepting the ones made by their peers. In spite of an important breakthrough in the kindergarten curriculum for the teaching of literature one has to admit that children literature is not fully exploited by teachers in all its literary, cultural or aesthetic dimensions. Hence our interrogations about the way children books are perceived by young learners and about how to implement practices meant to develop reading skills that will be helpful for the grown up readers-to-be. It is logical to see the characters in children literature as an obvious tool to help young readers acquire those skills but the acquisition itself is far from being a natural process for young learners. To have a mental representation of fiction characters at an early stage is a necessary process that requires consistent practice. This leads us to wonder whether the idea of empathy inherent to the notions of selfhood and otherness can help the readers commit themselves fully in a work of fiction and build relationships between themselves and the outer world. This research aims at focusing on the teaching of literature in kindergarten based on the internalization of the characters in children books with an actancial and quinary schema which is meant to help the young learners become aware of their pre-reader status. This research is to find out to what extent being an empathetic senior kindergarten reader towards the characters can help reach a pre-reader status.An experiment will be carried out with reference and for comparison groups from five classes of senior kindergarten pupils with different social backgrounds in urban areas over one school year. The experimental protocol will involve the achievement of recorded debates, readers’s notebooks and story abstracts between the young readers. These materials will make it possible to gather all sorts of data such as quotes and surveys all meant to observe and compare the evolution of the young readers’ empathetic attitude and its benefits on larger social groups
Bücher zum Thema "Fictionalizing activity"
Fu, Junning. A Dream of Returning to 1997. Herausgegeben von Carlos Rojas und Andrea Bachner. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199383313.013.15.
Der volle Inhalt der QuelleBuchteile zum Thema "Fictionalizing activity"
Pepe, Teresa. „Introduction: Egyptian Blogs between Fiction and Autobiography“. In Blogging from Egypt, 1–27. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474433990.003.0001.
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