Journal articles: 'Primary teaching of literature'

1

Shermatova, Mahfuza Rahimjanovna. "Work On Teaching Classical Literature To Primary School Students." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 600–605. http://dx.doi.org/10.37547/tajssei/volume03issue04-98.

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Development of a new educational system for the formation of young people as members of a highly enlightened society through the use of classical literature, which is our spiritual heritage, the definition of artistic, aesthetic, scientific and pedagogical bases of teaching classical literature, It is important to develop methods of teaching classical literature, depending on the age of students, as well as the application of advanced innovative educational technologies in this process.

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Rodgers, Yana V., Shelby Hawthorne, and Ronald C. Wheeler. "Teaching Economics Through Children's Literature in the Primary Grades." Reading Teacher 61, no. 1 (September 2007): 46–55. http://dx.doi.org/10.1598/rt.61.1.5.

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Falk, Hedda, Gilat Brill, and Anat Yarden. "Teaching a Biotechnology Curriculum Based on Adapted Primary Literature." International Journal of Science Education 30, no. 14 (November 17, 2008): 1841–66. http://dx.doi.org/10.1080/09500690701579553.

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Wikholm, Miikka, and Juli-Anna Aerila. "Teaching mathematics with children’s literature in Finland." International Journal of Learning and Teaching 8, no. 4 (October 31, 2016): 253. http://dx.doi.org/10.18844/ijlt.v8i4.1187.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

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Myren-Svelstad, Per Esben, and Ruth Gruters. "JUSTIFICATIONS FOR TEACHING LITERATURE." L1-Educational Studies in Language and Literature 22 (December 17, 2022): 1–26. http://dx.doi.org/10.21248/l1esll.2022.22.1.494.

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The role and importance of imaginative literature in L1 education is a topic of continuous debate. In Norway, working with imaginative literature in several genres, and from various linguistic origins, is only one of several components in the L1 subject. In this article, we present the results of a survey aiming to investigate what literature can and should do in school, according to teachers. Using a qualitative hermeneutic content analysis, we analyze and categorize the survey results. We are guided by an affirmative approach to teachers’ competences, discussing the extent to which respondents demonstrate subject matter content knowledge. Our analysis enables us to isolate eight categories of justification, many of which show significant overlap with central tenets in literary theory, the curriculum, and L1 scholarship. However, we also find indications that critical literacy is undervalued. Furthermore, the Norwegian curriculum arguably motivates an instrumental use of literature as a way of developing general literacy or adding perspectives to topics addressed in other subjects. We propose visualizing the justifications teachers express in a model taking into account two dimensions: 1) whether they imply a primary focus on the text, the reader, or the context including the author; and 2) whether their goal is benefitting the student (e.g., in terms of skills) or promoting societal change. This model is intended to provide a flexible typology which literary educators at any level can use in order to critically assess their practice.

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Hagerman, Frans, and Shu-Nu Chang Rundgren. "A Literature Review on Teaching Ethical Creativity in Primary Education." Multidisciplinary Journal of School Education 11, no. 2 (22) (December 28, 2022): 235–50. http://dx.doi.org/10.35765//mjse.2022.1122.11.

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As the world emerges from the COVID-19 pandemic and continues to struggle with armed conflicts, creative and ethical solutions to the controversial issues of recent years are needed globally. While creativity is necessary, it must also be ethically sound. Today, discussing creativity in relation to its ethical dimensions has also been emphasized in the perspective of sustainable development, but research on the teaching and learning of ethical creativity remains limited. Therefore, the aim of this paper is twofold: 1) to describe how primary schools engage students on ethical creativity and 2) to suggest a didactic model for ethical creativity based on the teaching strategies found in a literature review. Internationally, creativity and ethics have been addressed in curricula and studied within the field of education. However, research on the ethical dimensions of creativity (ethical creativity) is limited. Based on a literature review, five teaching strategies for engaging primary school students on ethical creativity have been identified. The common features among the five teaching strategies relate to the use of 1) digital tools/media, 2) art and literature, 3) real problems and dilemmas, and 4) enquiry-based learning. A three-step teaching model is suggested for teaching ethical creativity. The implications of the paper relate to enhancing ethical creativity among our children, who are both future citizens and leaders in various professions in the global society.

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Ayuningtias, Diah Ikawati. "Teaching English at Primary School." NOBEL: Journal of Literature and Language Teaching 8, no. 2 (September 3, 2017): 129–40. http://dx.doi.org/10.15642/nobel.2017.8.2.129-140.

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There is a fear that teaching foreign language to primary school students may distract the growth of nationalism feeling of the students. It is due to the fact that children within 6 to 12 years old are vulnerable. They are easy to be influenced or shaped by other cultures. Within this age, they are still in the process of developing themselves, in the aspect of personality and social life. However, research conducted on this matter does not prove that teaching foreign language to primary school students can obstruct the growth of students’ nationality feeling. The aim of this article is to present literature review related to the questions whether teaching English as a foreign language may distract students’ growth of nationality feeling. Then it goes further on the explanation on the requirements that policy maker must prepare when deciding to include English lesson as one of the subjects taught at primary school level.

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Yoon, Tecnam. "Teaching Primary English through Children’s Literature with Close Reading Annotation." STUDIES IN HUMANITIES 62 (September 30, 2019): 139–58. http://dx.doi.org/10.33252/sih.2019.9.62.139.

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Stewart, Joanne L., Anne K. Bentley, Adam R. Johnson, Chip Nataro, Barbara A. Reisner, and Lori A. Watson. "Teaching from the primary inorganic literature: lessons from Richard Andersen." Dalton Transactions 47, no. 39 (2018): 13755–60. http://dx.doi.org/10.1039/c8dt02669f.

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10

Murray, Tracey Arnold. "Teaching students to read the primary literature using pogil activities." Biochemistry and Molecular Biology Education 42, no. 2 (December 23, 2013): 165–73. http://dx.doi.org/10.1002/bmb.20765.

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Norris, Stephen P., Nathan Stelnicki, and Gerda de Vries. "Teaching Mathematical Biology in High School Using Adapted Primary Literature." Research in Science Education 42, no. 4 (April 7, 2011): 633–49. http://dx.doi.org/10.1007/s11165-011-9215-8.

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12

Aerila, Juli-Anna. "Teaching mathematics with childrenâ€™s literature in Finland." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 564–72. http://dx.doi.org/10.18844/prosoc.v3i1.1821.

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The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacherâ€™s weekly routine. Unlike English-speaking countries,Finland lacks childrenâ€™s literature aimed towards use in mathematics teaching. This study aimed to understand teachersâ€™ and teacher-traineesâ€™ points of view on the extent to which they use childrenâ€™s literature in teaching mathematics in primary school and how to efficiently use childrenâ€™s literature in teaching mathematics in primary school. This study was a part of an international study entitled â€˜Teachersâ€™ beliefs on the integration of childrenâ€™s literature in primary mathematics learning and teaching: A comparative studyâ€™, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachersâ€™ beliefs concerning integration of childrenâ€™s literature into mathematics teaching and to the extent towhich this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use childrenâ€™s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that childrenâ€™s literature may provide a meaningful context to develop mathematical skills and foster childrenâ€™s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: Mathematics, childrenâ€™s literature, teaching.

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Хомякова and Irina Khomyakova. "Modern Methodical Approaches to the Literature Reading Teaching." Primary Education 5, no. 2 (March 31, 2017): 20–26. http://dx.doi.org/10.12737/25107.

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The article analyzes methodical approaches that allow effective realization of the basis subject requirements of the Federal State Educational Standard of Primary General Education of the second generation of literature reading. The contents, forms and actual trends – notional reading, work with text – are determined.

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Quagliaroli, Jessica, and Pamela Casey. "Teaching with Drawings: Primary Source Instruction with Architecture Archives." American Archivist 84, no. 2 (September 1, 2021): 374–96. http://dx.doi.org/10.17723/0360-9081-84.2.374.

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ABSTRACT Architectural archival collections contain a wide variety of documents and materials that are effective teaching tools for primary source instruction. Sketches, design and construction drawings, material samples, models, and photographs are just some of the collection materials one may find in an architecture archives. However, architecture archivists are not formally trained to teach with these collections. The authors examine the gap in professional and scholarly literature on teaching with these specific materials and consider this in comparison to the rich literature on teaching with primary sources more broadly. They discuss the pedagogical models they have applied in their instruction work and how these support the information-seeking habits and research needs of architecture faculty and design students. By contributing to the growing body of literature on teaching with special collections in this specific subject area, the authors hope to elevate the skills and expertise that architecture archivists bring to the field.

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Ivanova, Neli. "The Competency Based Approach in Bulgarian Language and Literature Primary Learning Teaching." Bulgarski Ezik i Literatura-Bulgarian Language and Literature 63, no. 3 (June 9, 2021): 311–18. http://dx.doi.org/10.53656/bel2021-3-5-compet.prim.bg.

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The problem of the formation of competencies in Bulgarian language and literature at the primary stage of education is interpreted in the article. The main focus is on the teacher’s methodical approach in the process of Bulgarian language and literature teaching in the context of the application of the competency based approach in Bulgarian language and literature learning-teaching.

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Prais, Jacqueline Lidiane de Souza, and Sueli De Oliveira Castilho. "Leiturarte: Literatura e Arte nos Anos Iniciais do Ensino Fundamental." Revista de Ensino, Educação e Ciências Humanas 18, no. 1 (May 25, 2017): 18. http://dx.doi.org/10.17921/2447-8733.2017v18n1p18-28.

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Este artigo apresenta a discussão sobre o ensino de Arte e de Literatura nos anos iniciais do Ensino Fundamental, bem como a estratégia metodológica desenvolvida no Projeto Leiturarte. Destaca nos documentos oficiais o encaminhamento para o ensino de Arte e de leitura/ literatura, apontando as contribuições das estratégias metodológicas, que visam à interdisciplinaridade e justifica o desenvolvimento do Projeto Leiturarte como possibilidade metodológica qualitativa no ensino de Arte e Literatura no Ensino Fundamental. Para alcançar tais objetivos, a metodologia utilizada foi pesquisa bibliográfica e a pesquisa descritiva e de campo por meio da pesquisa-ação. Dessa forma, aponta uma contribuição para prática docente destacando que a interdisciplinaridade deve ser reconhecida como estratégia metodológica ao estabelecer conexões entre os conhecimentos a serem ensinados aos alunos. O Projeto Leiturarte demonstrou, qualitativamente, resultados para o processo ensino e aprendizagem nos anos iniciais no Ensino Fundamental, redimensionamento a compreensão do ensino de Arte e de Literatura.Palavras-chave: Ensino de Arte. Literatura. Leiturarte. Experiência Pedagógica. AbstractThis article presents a discussion about the teaching of Art and Literature in the initial Primary School years, as well as the methodological strategy developed in the Leiturarte Project. It emphasizes in the official documents the follow-upto the teaching of Arts and reading/Literature, pointing out the methodological strategies contributions which aim at the interdisciplinarityand justifies the e Leiturarte Project development as a qualitative methodological possibility in the teaching of Art and Literature in the Primary School. To achieve the goals, the bibliographical, descriptive and field researches, throughthe action-research, were used as the methodology. Thus, it brings a contribution for the teaching practice emphasizing that the interdisciplinaritymust be recognized as a methodological strategy establishing connections withinthe knowledge to be taught to the students. The Leiturarte Project showed, qualitatively, results for the teaching and learning process in the initial Primary School years resizing the Arts and Literature’s teaching comprehension. Keywords: Arts teaching. Literature. Leiturarte. Pedagogical Experience.

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Sharofjon Kizi, Kamola Oltiboeva. "CHARACTERISTICS OF ORGANIZATION OF PRIMARY SCHOOL MOTHER TONGUE LESSONS." International Journal of Pedagogics 02, no. 04 (April 1, 2022): 21–27. http://dx.doi.org/10.37547/ijp/volume02issue04-06.

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This article is about the specifics of organizing elementary school native language classes. The role of mother tongue and literature in general secondary education is invaluable. The main goal of the science of mother tongue and literature is to develop a person who is logical and free-thinking, has a broad outlook, creative and artistic thinking. As our scholars say, "all the virtues of the world permeate the human heart, first of all, with the unique charm of the mother tongue." Therefore, the ideas of eternal love for the motherland, patriotism, humanity are realized, first of all, in the process of teaching students the native language. This is a testament to the responsibility of the mother tongue and literature teacher in the development of the younger generation.

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Hasram, Syafiqah, Fatin Kamilia Mohd Arif, M. Khalid M. Nasir, Maslawati Mohamad, Md Yusoff Daud, Mohd Jasmy Abd Rahman, and Wan Muna Ruzanna Wan Mohammad. "Online Games for Primary School Vocabulary Teaching and Learning: A Literature Review." Creative Education 11, no. 11 (2020): 2327–36. http://dx.doi.org/10.4236/ce.2020.1111170.

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Peck, William H. "Teaching Metastability in Petrology using a Guided Reading from the Primary Literature." Journal of Geoscience Education 52, no. 3 (May 2004): 284–88. http://dx.doi.org/10.5408/1089-9995-52.3.284.

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Rauschert, Emily S. J., Joseph Dauer, Jennifer L. Momsen, and Ariana Sutton-Grier. "Primary literature across the undergraduate curriculum: teaching science process skills and content." Bulletin of the Ecological Society of America 92, no. 4 (October 2011): 396–405. http://dx.doi.org/10.1890/0012-9623-92.4.396.

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Manarin, Karen, Christine Adams, Richard Fendler, Heidi Marsh, Ethan Pohl, Suzanne Porath, and Alison Thomas. "Examining the Focus of SoTL Literature—Teaching and Learning?" Teaching & Learning Inquiry 9, no. 1 (March 7, 2021): 349–64. http://dx.doi.org/10.20343/teachlearninqu.9.1.23.

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Although the Scholarship of Teaching and Learning (SoTL) claims to focus on student learning, some have argued that SoTL studies often adopt a narrow view of learning and focus more on teaching than on learning. In this paper, we explore whether teaching is the primary focus of recent articles published from 2013-2017 in three international, self-identified SoTL journals: Teaching and Learning Inquiry: The ISSOTL Journal (TLI), The International Journal for the Scholarship of Teaching and Learning (ijSOTL), and The Journal of the Scholarship of Teaching and Learning (JoSoTL). Based on our analysis of the 299 empirical articles, we argue that they portray SoTL as a field focused primarily on teacher activity rather than student learning, despite efforts to broaden its scope.

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Cameron, Vicki L. "Teaching Advanced Genetics Without Lectures." Genetics 165, no. 3 (November 1, 2003): 945–50. http://dx.doi.org/10.1093/genetics/165.3.945.

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Abstract In an effort to increase student engagement and therefore student learning, an advanced genetics course was developed in which traditional lectures were eliminated. Instead, students were required to complete reading assignments before each class meeting, and those readings were then the topic of group discussion. Assigned readings alternated between text assignments and articles from the primary literature. Students were made accountable for their own preparation by the administration of a quiz at the start of each class. Group discussion of the topics engaged students in the learning process and readministration of the quiz at the end of class allowed them to benefit from the group interaction and understanding. Interspersing text readings and primary literature led to student understanding of how genetic knowledge is acquired and interpreted and how experimental detail leads to the construction of general models.

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Gînju, Tatiana. "Education: 5. Application of Interactive Methods to Music and Literature Lessons in Primary Classes." Review of Artistic Education 16, no. 1 (March 1, 2018): 245–52. http://dx.doi.org/10.2478/rae-2018-0027.

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Abstract The author takes over and presents in the context of the action of integrating the literary-artistic education methodologies - the musical education methodologies the epistems that explain the interactive nature of these. This original way of approaching literature and arts methodologies has been applied experimentally in primary education, language courses and romanian literature and music education, thus providing teaching staff with integrated teaching and learning materials of literature and music.

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Popović, Dušanka. "Teaching Methods and Their Application in Writing Instruction in Primary School." Folia linguistica et litteraria X, no. 28 (December 26, 2019): 181–202. http://dx.doi.org/10.31902/fll.28.2019.11.

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Text creation is an important part of teaching the mother tongue and literature in primary school. Being a productive process, writing requires a set of skills and knowledge underpinning the structure and the form of the text, as well as its content and design. Literature on methods highlights five approaches to teaching of writing: presentational, interactive, instructional, free and process. The purpose of the research with its results presented here is to determine which of the above methods teachers apply, and how and why do they apply them, in order to determine whether some positive developments in this field of teaching following the contemporary changes in education actually occurred. We have determined that teachers in both, class and subject teaching, favor the presentational teaching model, as a traditional and proven one, but immediately after it they choose i.e. apply the process approach. Teachers apply also other approaches to a greater or lesser extent, so that teaching of writing becomes dynamic and more interesting. However, we believe that an approach such as the process approach should be more often and more consistently applied so that students adopt effective writing strategies and thereby significantly improve their writing creation in primary school. Keywords: application; teaching of writing; text creation.

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Mykhailova, Oksana, Olga Humankova, and Tetiana Grygorieva. "USING DRAMA IN TEACHING ENGLISH TO PRIMARY SCHOOL LEARNERS." АRS LINGUODIDACTICAE, no. 6 (2021): 21–28. http://dx.doi.org/10.17721/2663-0303.2021.6.03.

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The article deals with a thorough analysis of drama techniques in teaching English to primary school learners. The review of literature on the problem under discussion has enabled the authors to conclude that using drama in the process of teaching English is a powerful teaching tool that promotes the development of creativity in the learners and enhances cognitive interest in learning a foreign language. Theoretically, however, the problem is underinvestigated in the Ukrainian context; so, the topicality of the research is ensured by existing difficulties in using drama in teaching English to primary school learners. The challenges are mainly caused by the lack of specially designed tasks for this purpose. Hence, the goal of this article is to outline the theoretical prerequisites and develop a methodologically grounded system of exercises and tasks to use drama in teaching English to primary school learners. The methodology of the research relies on the analysis of the available literature on the issue under investigation, with age and psychological characteristics of primary school learners considered. The paper discusses the approaches to defining the concept of dramatization and reveals the essential characteristics of dramatization in the process of teaching English to primary school children. The authors provide a detailed analysis of the classroom benefits of using drama techniques in teaching English to primary school learners and illustrate them by offering a lesson designed for primary school learners. The material used for the lesson designing is based on the educational and language capacity of fairy tales. The paper concludes that a positive effect of using drama in the primary school classroom contributes to enhancing both language and cognitive skills of young learners.

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Stojanovic, Buba, Danijela Misic, and Zorica Cvetanovic. "Comics in language and literature teaching in lower primary school grades: Instructional potential." Зборник радова Филозофског факултета у Приштини, no. 47-2 (2017): 317–36. http://dx.doi.org/10.5937/zrffp47-13518.

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French, Larry G. "Teaching organic synthesis: An advanced organic chemistry course that uses the primary literature." Journal of Chemical Education 69, no. 4 (April 1992): 287. http://dx.doi.org/10.1021/ed069p287.

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Vasіutina, Тetiana, Оlena Kondratiuk, Olga Lukianchenko, Alla Romanchuk, and Tetiana Теslenko. "Competence approach to teaching future primary school teachers." Revista Tempos e Espaços em Educação 15, no. 34 (January 18, 2022): e16598. http://dx.doi.org/10.20952/revtee.v15i34.16598.

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The article discusses the problems of forming the readiness of future primary school teachers for professional activity on the basis of a competence-based approach in the conditions of university complexes. Pedagogical experience shows that the educational process in a modern university already has many opportunities to solve problems that worry our specialists. However, these opportunities in universities are not yet fully used, as evidenced, in particular, by the contradictions that we examined in detail in this study. It is also noted that the training of a future teacher on the basis of a competency-based approach should provide for the formation of his professional competence through the gradual development, formation of its levels (key, basic, special) as a result of specialized training of the future teacher. Thus, the main purpose of the article is to study the process of implementing a competency-based approach in teaching future primary school teachers. For this, the methods of theoretical research of specialized literature were used, as a result of which the basic principles of the process of introducing and adapting the competence-based approach in teaching future primary school teachers were analyzed and systematized

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Adhamovna, Mamadjanova Nozima. "Peculiarities Of Developing Critical Thinking In Primary School Students In The Process Of English Language Teaching." American Journal of Social Science and Education Innovations 02, no. 12 (December 28, 2020): 223–29. http://dx.doi.org/10.37547/tajssei/volume02issue12-40.

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This article discusses that the ability to think critically does not develop spontaneously. On the contrary, teachers play a major role in the development and management of the learning process. Foreign language classes help to develop critical thinking through a variety of materials and interactive learning technologies. Exploring the essence of critical thinking allowed him to move on to taking into account his abilities. As a result of studying this problem, it can be said that the foreign literature pays special attention to critical thinking skills.

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Zhu, Beilei. "A Case Study of Multicultural Music Education Practice in Primary Schools -Taking Nanjing Xiaoying Primary School as an Example." Journal of Education and Development 6, no. 3 (July 6, 2022): 78. http://dx.doi.org/10.20849/jed.v6i3.1232.

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Under the influence of the development trend of global economic integration, the concept of multicultural music education has gradually attracted the attention and research of multinational music education circles. After summarizing relevant scholars’ literature on multicultural music education through literature research, I find out the research and practice status of multicultural music education at home and abroad, and forwards strategies for how can the education entering primary school. On this basis, after writing the course objectives, chapter arrangements and course content, I used the practice research method to take class four and five，grade six of Nanjing Xiaoying Primary School as the practice object, and conducted a 16-week teaching practice around multicultural music education from September 2021 to December 2021. It is concluded through practice that multicultural music education not only conforms to the development of the times, but also helps to enhance students’ interest in music learning, enriches the content of music teaching, and helps students establish a prototype of the world’s music context. In specific implementation process, students’ innovative ability should be affirmed, and the differences in singing ability among individuals and the acceptance of the depth and breadth of teaching content need to be adjusted in practice.

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MNATSAKANYAN, EVA. "STUDY OF LITERARY ELEMENTARY KNOWLEDGE IN PRIMARY GRADES." Scientific bulletin 1, no. 43 (August 24, 2022): 107–22. http://dx.doi.org/10.24234/scientific.v1i43.9.

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The article discusses the need to analyze literary elements of children literature in teaching of native language in elementary classes: the level of perception and application of junior schoolchildren’s elementary literary knowledge in native language teaching process is studied and presented. Teaching of literary elements in elementary school is mostly practical. When teaching any literary or folklore work, a lot of work and effort is required: a teacher must pay attention to basic literary knowledge based on standards defined by elementary school curriculum. The comprehensive study and practical perception of elementary literary knowledge and its assimilation help schoolchildren understand the thematic-ideological basis of works, due to which educational, teaching and cognitive significance of a literary work increases. Literary knowledge effects on child's thinking, worldview, communicative skills, evaluation of phenomena. Literary characters’ actions, relationships, feelings, speech influence on pupils relating to their self-recognition, self-expression. During individual and group activities, friendly relationships are formed among classmates, which impacts on a person’s development and formation of values. The direct way to achieve goal is to use targeted and effective methods.

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Liu, Yingxia. "A Literature Review of English Discourse Teaching in Senior High School." International Journal of Education and Humanities 4, no. 1 (August 10, 2022): 26–29. http://dx.doi.org/10.54097/ijeh.v4i1.1155.

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Cultivating students' core competence is the primary goal of today's basic education stage, and the use of Discourse Teaching in the classroom is the main channel to cultivate core competence. With the proposal of the concept of core competence in English, teachers and researchers have begun to pay attention to how to explore thematic meaning based on discourse in English teaching. Teachers gradually realize that in-depth study of discourse is the premise to guide students to carry out thematic meaning exploration activities. However, in foreign language teaching, most teachers have long been used to teaching vocabulary and grammar knowledge, ignoring discourse learning, which obviously cannot meet the teaching needs for the purpose of educating people. This paper collects relevant literature through the China National Knowledge Infrastructure (CNKI), summarizes the relevant research on "Discourse Teaching" from 2017 to 2021, summarizes the general situation of "Discourse Teaching" in China at present, and puts forward suggestions.

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Szőköl, István. "Continuous Improvement of the Teaching Process in Primary Education." Journal of Language and Cultural Education 6, no. 1 (January 1, 2018): 53–64. http://dx.doi.org/10.2478/jolace-2018-0004.

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Abstract Continuous improvement of the teaching process requires teachers to constantly think, analyse and evaluate their own work and try to improve its quality. The paper deals with the introduction of quality management in the teaching process, since one way of improving the quality of education is to build a quality management system at primary schools, focusing exclusively on schools with Hungarian language of instruction. The paper includes the climate survey of the school class aiming at verifying the current state of the social climate of the class in the subject of Slovak language and Slovak literature. When teaching this subject at the primary level of education, attention has to be paid to the fact that pupils in the first year of primary school with Hungarian language of instruction come with different linguistic and speech competences.

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Jing, Song, and Zhu Fangrui. "On the Application of Game in Primary School English Teaching." Journal of Education and Culture Studies 3, no. 2 (May 31, 2019): p202. http://dx.doi.org/10.22158/jecs.v3n2p202.

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In our country, English teaching has always played an important role in primary school, middle school and even higher education. Especially in primary school, it is essential to cultivate students’ basic English literacy so as to lay a solid foundation for students’ English learning in the future. However, there are many problems in the process of English teaching in primary schools. A dramatic shift in the traditional notion of primary English teaching, especially the English teaching method, is unavoidable. Additionally, it is sensible to put game into practice. Based on the analysis of current problems existing in primary English teaching as well as its negative effects from the outset, this paper demonstrated the advantages and disadvantages of games in English teaching. It also studied the effective use of games in primary English classes. By adopting the ways of literature research, exploratory research and cases study, this paper provided more options and inspirations for English learners. What’s more, the student’s learning effort and interests will be driven by both game application and proper teaching methodology.

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Rentzou, Konstantina. "Mapping Gender Segregation in Pre-Primary and Primary Education in Cyprus." Journal of Men’s Studies 25, no. 2 (August 8, 2016): 198–219. http://dx.doi.org/10.1177/1060826516658765.

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Although great emphasis is given on the quality of early childhood education, the demographics of the teaching personnel attract limited attention even though those characteristics are linked to the quality of education. The present study aims at exploring gender segregation in pre-primary and primary education in Cyprus, using the statistical lenses through which feminization can be understood. The article presents the number of male and female undergraduate students enrolled in pre-primary and primary education programs. Employment data are also presented. This article sets out to discuss statistical data and literature to find out which research needs to be undertaken to ensure the inclusion of more men in pre-primary and primary education in Cyprus. Statistics highlight the need to critically examine existing literature, to conduct research with both males and females and to start the process of recruiting and supporting more males moving into pre-primary and primary education.

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Asli, Abdallah. "Israeli post-primariy teacher`s attitudes towards teaching mathematics." PedActa 12, no. 1 (August 31, 2022): 17–26. http://dx.doi.org/10.24193/pedacta.12.1.3.

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Attitudes of teachers towards teaching mathematics and the anxiety that accompanies mathematics teaching are well known in the literature as important factors that influence pupils’ attitude towards mathematics and their mathematical achievement. It is important to note that most of the research done in this subject has examined the attitudes of teachers and students in primary schools. The purpose of this study is to investigate the attitude towards teaching mathematics of mathematics teachers in post primary schools in Israel.The research was conducted in 2021 in Israel. The participants are 221 mathematics teachers from post primary schools. The research instrument was a questionnaire developed for this study based on the scientific literature and aimed to find out teachers’ attitudes towards teaching mathematics and applications of Mathematics in other disciplines. The results show that majority of the teachers have high level of positive attitudes towards teaching mathematics, but there are also teachers whose attitudes need to be developed. Teachers with little experience and young age feel more anxiety in teaching mathematics. As well as teachers that feel anxiety have less support and less innovation in teaching mathematics. It is surprising that there are no correlations and connections between anxiety and confident and enjoyment in teaching mathematics.

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Zhumash, Zhanara, Saniya Nurgaliyeva, Aziya Zhumabaeva, Larisa Anatolevna Lebedeva, Gulbanu Saduakas, and Saule Bazarbaevna Zhoraeva. "Professional teaching competence in preservice primary school teachers: Structure, criteria and levels." World Journal on Educational Technology: Current Issues 13, no. 2 (May 3, 2021): 261–71. http://dx.doi.org/10.18844/wjet.v13i2.5699.

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Competency beliefs are beliefs about individuals’ ability to perform significantly regarding events that may affect their lives. People with higher levels of teaching competency beliefs do not escape from the experiences they have just encountered and have the determination to complete their actions successfully. Having general competencies of teachers and teacher candidates is of key importance in terms of creating more efficient and improving educational processes. Therefore, this study aimed to provide a systematic review on structure, criteria, and levels of professional teaching competence levels of preservice primary school teachers based on a comprehensive literature review. The study employs qualitative research methodology including document analysis and related content analysis. Various results were obtained from this study and the results were discussed with relevant literature and future implications are provided. Keywords: Professional, teaching competence, preservice, primary school teachers, education.

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Al-Dosakee, Karwan, and Fezile Ozdamli. "Gamification in Teaching and Learning Languages: A Systematic Literature Review." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 2 (July 2, 2021): 559–77. http://dx.doi.org/10.18662/rrem/13.2/436.

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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamiﬁcation has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamiﬁcation can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.

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He, Yan, and Hisako Masuda. "Teaching undergraduate science majors how to read biochemistry primary literature: a flipped classroom approach." Journal of Teaching and Learning with Technology 4, no. 2 (December 30, 2015): 51–57. http://dx.doi.org/10.14434/jotlt.v4n2.13295.

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Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review V, no. III (September 30, 2020): 276–88. http://dx.doi.org/10.31703/gssr.2020(v-iii).29.

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English is the certified language of Pakistan and intermediate of teaching in private schools. Learning an FL might be frustrating and challenging for some young learners. Stories in English as literature are an effective technique to teach young learners. This paper attempts to explore if reading stories in English as part of literature is a gendered activity with differences of interest by boys and girls. The study used a Reading Attitude Survey modified from Downing Object Activity Opinion and the Finnish questionnaire. The findings depict that stories in the schoolbooks are enthusiastic and are suitable according to learners' curiosity and standard. Results further specified that the general mainstream of students understands reading as an action that is more appropriate for girls, thus supportive of the study's hypothesis. The results also suggested that the gender-based insights strengthen with age for both boys and girls.

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Kakavas, Panagiotis, and Francesco C. Ugolini. "Computational thinking in primary education: a systematic literature review." Research on Education and Media 11, no. 2 (December 1, 2019): 64–94. http://dx.doi.org/10.2478/rem-2019-0023.

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Abstract This study presents a 13-year (2006–2018) systematic literature review related to the way that computational thinking (CT) has grown in elementary level education students (K-6) with the intention to: (a) present an overview of the educational context/setting where CT has been implemented, (b) identify the learning context that CT is used in education, (c) highlight the ways of assessment/measurement of CT and present the learning outcomes for students who engage in CT educational activities. A set of criteria were specified to select appropriate studies for inclusion in the review. A thorough search in ten large electronic databases, meeting the inclusion criteria, revealed 53 studies on CT in primary education. The results of the study revealed a variety of educational and learning contexts that CT has been integrated. The majority of studies use the framework of programming for both plugged and unplugged activities in order to cultivate students’ CT-skills, while the main interest focuses on the subject of Computer Science and STEM field in general. However, teaching and learning issues on CT-concepts and skills, CT-measurement and the adoption of an established definition of CT remain a challenge. Based on the current findings, some recommendations and implications for future research are provided.

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Milovanović, Boško. "Correlativity of Serbian language and literature and religious teaching contents." Zbornik radova Filozofskog fakulteta u Pristini 52, no. 2 (2022): 307–24. http://dx.doi.org/10.5937/zrffp52-38239.

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The educational system needs to be based on the development of personality and realization of its integrity. Therefore, by analysing and comparing the curricula of the two subjects - Serbian Language and Literature and Religious Education - in junior grades (1-4) of primary school, we ascertained certain common goals and identified the elements which facilitate their realization and those which make it difficult. We observed the need for a stronger connection between the set goals and the expected outcomes of learning in the curricula of the two subjects, and education in general, with special focus on achieving and nurturing freedom, as well as ethical values and virtues. We exemplified the importance of didactic-methodical apparatus in teaching reading and text analysis by using a fairy tale Selfish Giant by Oscar Wilde.

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Sok, Saran, Foster Gondwe, and Liang Wei. "Implementation of Teaching Practicum for Primary School Teachers: China, Cambodia and Malawi Case Studies." African Journal of Teacher Education 11, no. 1 (July 19, 2022): 190–217. http://dx.doi.org/10.21083/ajote.v11i1.6892.

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This paper reports findings of a qualitative study that compared the implementation of teaching practicum for primary school teachers in China, Cambodia and Malawi. The study used semi-structured interviews and document analysis. Data sources included policy documents, interviews and literature. The systems theory was employed to make explicit the implementation of teaching practicum, including processes and challenges. Findings show different approaches of teaching practicum in the three countries determined by different environmental expectations, all emphasizing providing student teachers with diverse learning experiences. The study also sheds light on some of the challenges of teaching practicum. These findings underpin the importance of local school authorities in ensuring effective teaching practicum.

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Mair-Boxill, Rachael. "Caribbean Writers on Teaching Literature by Lorna Down and Thelma Baker." Caribbean Journal of Education 44, no. 1&2 (May 5, 2022): 148–54. http://dx.doi.org/10.46425/c074412y7677.

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The publication of this much needed text, “Caribbean Writers on Teaching Literature” edited by Lorna Down and Thelma Baker is to be applauded for two main reasons. Firstly, this text is the “kumbla” which contains the “giants” of Caribbean writing and their experience in delivering the subject. It reveals the other side of lecturers and teachers as the storytellers tell their story in this riveting, honest account of their methodology, successes, and challenges. Secondly, this primary text which speaks to literary pedagogy is indeed unique, engaging, and stimulating.

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Wu, Fei, Ashley Phelps, Michael Hodges, Yiqiong Zhang, Xiaofen D. Keating, and Yiqiong Zhang. "Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review." Journal of Teaching in Physical Education 41, no. 2 (April 1, 2022): 322–31. http://dx.doi.org/10.1123/jtpe.2021-0050.

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Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

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Балакирева, В. А. "Обеспечение интеграции профессиональных дисциплин в процесс подготовки будущих учителей начальной школы к организации трудового обучения учащихся." Psihologia. Pedagogia specială. Asistența socială = Psychology, Special Pedagogy and Social Work 62, no. 1 (March 2021): 104–12. http://dx.doi.org/10.46728/jpspsw.2021.v62.i1.p104-112.

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The article is devoted to the substantiation of the importance of ensuring the integration of professional disciplines as one of the conditions for the effective preparation of future primary school teachers for the organization of labor training for students. Based on the analysis of scientific literature, the article reveals the essence of the concepts of "integration", "integration of education", "integrative approach". An integrative approach in teaching such academic disciplines as "History of Ukrainian culture", "General and age psychology", "Pedagogy", "Methods of teaching the literary educational branch", "Methods of teaching the mathematical educational branch", "Methods of teaching natural science educational branch", "Methods of teaching the information educational branch", "Methods of teaching the art educational branch", the classes of which were supplemented with theoretical knowledge and exercises that contribute to the acquisition of the necessary skills by students, the development of professional and personal qualities necessary for organizing labor training of primary school students and the implementation of this approach in further professional activities.

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Kyriakides, Ermis, Niki Tsangaridou, Charalambos Charalambous, and Leonidas Kyriakides. "Integrating generic and content-specific teaching practices in exploring teaching quality in primary physical education." European Physical Education Review 24, no. 4 (April 12, 2017): 418–48. http://dx.doi.org/10.1177/1356336x16685009.

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The vast majority of research in physical education (PE) has focused on teaching and teacher effectiveness. Despite the fact that this research strand is fast growing, what effective teaching is and how it contributes to student learning still remains an open issue. Aiming to contribute toward moving the research of effective teaching in the field of PE a step forward, in this paper, we conduct a review of studies on effective PE teaching in primary schools. An examination of this literature suggests that scholars have largely pursued two distinct paths. One group has focused on generic teaching practices, namely teaching behaviors that cut across different subject matters; other scholars have focused on content-specific teaching practices, namely teaching behaviors which are more pertinent to teaching PE. The unique contribution of generic and content-specific teaching practices on student psychomotor learning in primary PE is examined and the potential benefits of integrating these two types of practices in studying teaching quality in PE are discussed. The theoretical, methodological, and practical implications of this review are outlined and suggestions for future research in primary PE are offered.

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Li, Dandan, Josep Maria Sanahuja Gavaldà, and Mar Badia Martín. "Listening to students’ voices on inclusive teaching strategies in Chinese primary schools." International Journal of Chinese Education 11, no. 2 (May 2022): 2212585X2211209. http://dx.doi.org/10.1177/2212585x221120971.

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Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.

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ABDULLAH SAIMI, WAN MOHD SUHAIRI BIN, and MASLAWATI MOHAMAD. "The Effectiveness of Google Classroom as a Virtual Learning Environment (VLE) for School Teachers: Literature Review." International Journal of Linguistics, Literature and Translation 5, no. 3 (March 22, 2022): 172–75. http://dx.doi.org/10.32996/ijllt.2022.5.3.22.

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Online learning has become an alternative way of teaching and learning. Since the Covid-19 pandemic, the traditional face-to-face teaching and learning process has shifted to online learning. There are many platforms for online organizing online classes, and Google Classroom is one of them. However, some of the teachers are still struggling in conducting online classes. This paper aims to provide a literature review on the study of the impact of Google Classroom as a platform of teaching and learning for primary school teachers. There are positive and negative impacts regarding the use of this platform. Hence, it is important to derive the impact of Google Classroom as a teaching and learning platform for primary school teachers from the existing studies. There are some implications from the past studies, such as Google Classroom provides the changes in classroom dynamics, influences the behavioral intention positively, and acts as a facilitation tool. The results can aid the teachers to have more understanding of Google Classroom so they would be able to decide the best way to cooperate Google Classroom in their teaching and learning that might produce the optimum result, especially for the pupils.

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Wan, Yongli. "The Application of Scaffolding Instruction to Vocabulary Teaching in Primary School." Journal of Higher Education Research 3, no. 2 (April 19, 2022): 194. http://dx.doi.org/10.32629/jher.v3i2.755.

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Vocabulary is the foundation of English learning, and owing an amount of vocabulary at a certain extent is a necessity in improving primary students’ ability in listening, speaking, reading and writing. With the innovation of educational concept and reform of new curriculum, many new teaching approaches are emerged and applied in English class, and scaffolding instruction has showed its strong applicability in this specific teaching area. This article gives an introduction to its theoretical basis, Zone of Proximal Development theory and Constructivist theory, and considers about its steps and features, putting students in the central role at class. With the adoption of literature research method, this paper proposes some applicable strategies of teaching vocabulary based on scaffolding instruction.

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Journal articles on the topic 'Primary teaching of literature'

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