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Krasnokutskaya, Nadezhda V. « Implementing the principle of considering native language in Russian language textbooks for foreigners ». Russian Language Studies 18, no 3 (15 décembre 2020) : 342–58. http://dx.doi.org/10.22363/2618-8163-2020-18-3-342-358.
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Modern educational trends, including individualization of learning, shifting the focus from the teacher to the student, taking into account the characteristics of the student's personality, including his native language and culture, arouse interest to national-oriented methodology. The objective of this article is to determine the relevance and prospects of this methodological direction in modern teaching of Russian as a foreign language. To realize the objective set out in the article, we used methods of analyzing scientific literature, scientific observation and synthesis of pedagogical experience, conversations with students and teachers. The article is based on scientific research on the methodology of teaching foreign languages, including Russian as a foreign language, textbooks and manuals, both national-oriented and of general type. The article considers the traditions of applying students native language in teaching Russian as a foreign language. We clarify the concepts of native language accounting and reliance on native language, consider the historical formation of the mentioned principle as one of the leading methodological principles, analyze its implementation in textbooks on Russian as a foreign language. The most attention is paid to the analysis of national-oriented manuals. As an example, the textbook Le russe votre rythme. Cours pratique pour francophones by S.A. Khavronina, A.I. Chirotchenskaa, and L. Bron-Tchitchagova is considered. The peculiarities of its orientation to French-speaking audience, ways and means of preventing interlanguage interference and achieving a positive transfer of skills from the native language to the studied one are noted. The prospects for creating such textbooks based on previous experience and methodological traditions are outlined. The scientific novelty of the research consists in the analysis of the results of the national-oriented methodology out of a specific educational situation, limited by certain learning conditions. The theoretical significance of the work consists in generalization and analysis of the accumulated methodological experience in this area. The practical significance is determined by the systematization of methods used in a national-oriented textbook for implementing the principle of native language accounting and identifying the prospects for developing new educational materials of this type.
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Zdanovskaya, Lidia B. « REPRESENTATION OF CONCEPTUAL OPPOSITION IN A PERSONALIZED MODEL OF LANGUAGE PERSONALITY (BY THE EXAMPLE OF THE CREATION ‒ DESTRUCTION DICHOTOMY) ». Sovremennye issledovaniya sotsialnykh problem 15, no 2 (30 juin 2023) : 219–34. http://dx.doi.org/10.12731/2077-1770-2023-15-2-219-234.
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Background. The tendency of global aggravation of the confrontation of ideologies as a fundamental characteristic of the current political reality is due to the desire to consolidate the ethno-cultural priorities of the nation to preserve and assert the status of national identity correlated with the category of “linguistic personality”.
Purpose. The article is devoted to the study of the implementation of the opposition of the notion “linguistic personality” in the American linguistic culture.
Materials and methods. The material for this article was the treatises of the classics of German and French philosophy, the works of Russian representatives of the scientific schools of linguoculturology, cognitive linguistics, devoted to the theoretical issues of the semantics and pragmatics of linguistic communication, conceptual opposition, as well as the book of the American journalist B. Woodward Fear: Trump in the White House. When writing the article, the following methods were used: comparative, discursive, contextual analyses.
Results. In the course of the study the functioning of the mechanisms for the implementation of the opposition of linguistic consciousness was analyzed. The descriptive characteristics of the concept “linguistic consciousness” are presented. Various approaches to the description of the key normative characteristics of a linguistic personality are systematized. As a part of the personified model the structural organization of a linguistic personality is described based on the dichotomy “Creation ‒ Destruction”.
Practical implications. The results of the study can find practical application in the preparation of teaching aids and textbooks on the linguo-cognituve analysis of concepts based on dichotomous models.
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Westbrook, John. « Learning to Eat French ». Romanic Review 112, no 2 (1 septembre 2021) : 336–58. http://dx.doi.org/10.1215/00358118-9091165.
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Abstract Ferguson’s Accounting for Taste reveals a gap in our understanding: How did French culinary discourse move beyond the bourgeois sphere in which it emerged in the nineteenth century? Picking up on her comparison of the Proustian synthesis of regional and national culinary culture in the Recherche to the project of national identity creation in the Third Republic’s best-selling textbook, Le Tour de la France par deux enfants, this essay argues that the culinary model Ferguson describes was in fact widely disseminated through mass primary education under the Third Republic. Examining an overlooked corpus of primary school readers and textbooks, I show that food and cooking provided object lessons imparting practical and scientific knowledge to enlighten the masses, and textbooks canonized regional specialties as part of a new national geographic consciousness. At the same time, I underscore the limits of this consensual image of a national culinary culture, which collided with the class habits and horizons of the urban and rural masses attending l’école républicaine.
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Sakki, Inari. « Raising European citizens : Constructing European identities in French and English textbooks ». Journal of Social and Political Psychology 4, no 1 (29 juin 2016) : 444–72. http://dx.doi.org/10.5964/jspp.v4i1.350.
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Schools play a pivotal role in the formation of identities and in the political socialization of youth. This study explores the social representations of European integration in French and English school textbooks and shows how the social representations are discursively used to construct national and European identities. By analysing the history and civics textbooks of major educational publishers, this study aims to demonstrate how European integration is understood, made familiar and concretized in the school textbooks of the two influential but different European countries. The findings suggest some shared and some diverse patterns in the way the two European countries portray and construct the political project of European integration. These representations, constructed around French Europe in French textbooks and ambivalent Europe in English textbooks, share the images of a strong European economy and a French-led political Europe. However, they position themselves differently with respect to the United States, motivation for the European unification process and the significance of common values and heritage. In both countries textbooks draw upon memories that are important for group identity. While the French textbooks make European integration meaningful in reference to a shared post-war collective memory and to a cultural memory based on a more ancient idea of Europe, shared values and heritage, the English textbooks anchor it more strongly to domestic policy.
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Lehmann, Jörg. « Civilization versus Barbarism ». Journal of Educational Media, Memory, and Society 7, no 1 (1 mars 2015) : 51–65. http://dx.doi.org/10.3167/jemms.2015.070103.
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In French history textbooks published after France's defeat in the Franco-Prussian War of 1870 to 1871, the presentation of the war and its outcome frequently include the myth of France's revanche and depictions of the Prussian enemy as barbarians. Other textbooks presented a narrative of progress in which the French Third Republic is shown as the endpoint of a process of advancing civilization. While the idea of a French revanche can be regarded as a founding myth of the Third Republic, the narrative of progress can be seen as an echo of this myth, cleansed of the concept of the enemy as barbarian, which constitutes a national master narrative.
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Radtka, Catherine. « How Place and Audience Matter : Perspectives on Mathematics Plural Identities from Late 1950s French and English Middle School Textbooks ». Science in Context 29, no 4 (décembre 2016) : 473–521. http://dx.doi.org/10.1017/s0269889716000211.
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ArgumentIn this paper, I argue that studying school textbooks is a fruitful way to investigate mathematical conceptions in different national contexts. These sources give access to the written production of an extended mathematical milieu whose members write for various audiences. By studying the case of late 1950s French and English textbooks issued for a growing audience of 11- to 15-year-old pupils, I show that a plurality of conceptions was projected at the time onto pupils and their teachers in both national contexts. I link this diversity to contemporaneous debates regarding mathematics teaching and argue that textbooks themselves have to be considered as active agents of such debates.
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Mijin KIM. « The rhetoric of national identity and intergration in French primary school textbooks ». Journal of Seokdang Academy ll, no 59 (juillet 2014) : 111–43. http://dx.doi.org/10.17842/jsa.2014..59.111.
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Gabowitsch, Mischa. « Visuals in History Textbooks ». Journal of Educational Media, Memory, and Society 15, no 1 (1 mars 2023) : 99–128. http://dx.doi.org/10.3167/jemms.2023.150106.
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Abstract This article is based on a bibliographical data set of over 2,600 history textbooks from the post-1945 Soviet Union and eleven out of its fifteen successor states, including books on international, national, and regional or local history. Among these, it analyzes the illustrations used in 450 books that cover the period of the Second World War. Arguing against a reduction of history-related visuals to a “narrative,” this article seeks to contribute to analyzing the visual grammar of history textbooks. It does so by drawing on notions of familiarity developed in French pragmatic sociology and identifies visual techniques used to make pupils approach war memorials in a mode of familiarity rather than critical analysis. Decontextualized presentations of monuments located outside the former Soviet Union turn them into timeless icons experienced via familiarity-as-recognition; monuments shown with surrounding landscapes or on maps turn them into intimately known markers of a Sovietized local identity.
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Park, Byoungdo. « How Religions are Represented in Foreign Language Culture Textbooks in Korean High School : Focusing on the 2015 Revised Curriculum ». Korean Association for the Study of Religious Education 77 (30 juin 2024) : 41–60. http://dx.doi.org/10.58601/kjre.2024.06.30.03.
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[Objective] The purpose of this study is to investigate the characteristics and limitations of the content related to religion in the Second Language Culture Textbooks of the 2015 revised curriculum in order to demonstrate new aspects of religious education in the secondary school curriculum. [Contents] In order to examine the role of religion in second language cultural education, this study analyzes the content of eight foreign culture textbooks (French, German, Spanish, Russian, Arabic, Chinese, Japanese, and Vietnamese). It categorizes the characteristics of the religious narratives in each textbook and identifies problems with the narratives. [Conclusions] In general, these textbooks can be divided into three types: textbooks that address religion in depth with separate chapters, textbooks that do not set specific chapters but handle religion through annual events and festivals, and textbooks that barely examine religion. The differences in these descriptions are due to the fact that the importance of religion is recognized differently by each textbook author, most of whom are not specialists of cultural studies. In order to rectify these problems, it is important to establish unified direction for cultural education and actively involve experts in cultural studies, including religious studies in the development of textbooks.
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박정란. « Characteristics of “National Language” Textbooks in Early Post-War Japan ». Japanese Language and Literature Association of Daehan ll, no 50 (mai 2011) : 285–304. http://dx.doi.org/10.18631/jalali.2011..50.017.
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Lu, Bin, Feigang Zhang et Nurbubu Asipova. « Comparative study of the national identity education in senior high school English textbooks from Kyrgyzstan and China ». Scientific Herald of Uzhhorod University Series Physics 2024, no 55 (29 décembre 2023) : 1600–1612. http://dx.doi.org/10.54919/physics/55.2024.160vu0.
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Relevance\Purpose. This paper conducts a comparative quantitative analysis of senior high school English books in Kyrgyzstan and China from the perspective of national identity education. It analyses the information, design, symbolic characteristics, and proportion of national identity education in two versions of English textbooks.Methodology. The study used the textual analysis method and the comparative method.Results. The findings are as follows: English textbooks in Kyrgyzstan pay more attention to national identity and national knowledge system construction, relying on many country-specific themes. Meanwhile, English textbooks for Chinese senior high school focus more on the presentation of an authentic English language context in which the foreign culture proportion is greater than that of the Chinese culture. English textbooks in Kyrgyzstan tend to present Kyrgyzstan identity based on Russian and English languages. The textbooks include three language types to strengthen the consciousness of the Kyrgyzstan national knowledge system. English textbooks in China tend to present English language�speaking countries. The textbooks contain one language�English�and the Chinese language rarely appears on the cover pages.Conclusions. English textbooks in Kyrgyzstan tend to present Kyrgyzstan culture as part of the national identity construction. These textbooks pay more attention to translating local Kyrgyzstan culture and provide more vivid themes to stimulate comparisons between the Kyrgyz Republic and other countries. English textbooks in China tend to construct a multicultural knowledge system by presenting many common, daily topics of world culture and diversity.
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Yang, Daeseung, et Jinsoo Kim. « Analysis of the Technology Curriculum in French Elementary and Secondary Schools ». Liberal Arts Innovation Center 9 (30 mai 2022) : 85–107. http://dx.doi.org/10.54698/kl.2022.9.85.
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The purpose of this study was to analyze the national technology curriculum and textbooks commonly applied to all school levels and grades of elementary and secondary schools in France. To this end, a literature research method was chosen to analyze related data focusing on the contents of the technology curriculum and textbooks revised in France in 2015. As a result of the study, it was found that the first characteristic of the French curriculum is that it is managed in a dual way not only by the school level of elementary, middle, and high school, but also by a separate learning cycle. Second, it was revealed that the purpose and nature of the learning contents of the technology curriculum for each learning cycle and the learning content system were quite different. Through this analysis of the French technology curriculum, we suggest implications for the future direction of Korea's technological education system.
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Колобкова, А. А. « The first Russian educational books on the French language, printed word and oral instruction ». Management of Education, no 1(41) (23 mai 2021) : 340–48. http://dx.doi.org/10.25726/c8137-3110-7308-t.
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Данная статья посвящена анализу первых учебных книг, заложивших основу для дальнейшего развития учебного книгоиздания по вопросам изучения французского языка в России. Проанализированы наиболее известные первые учебники по французскому языку: «Новая францусская грамматика…» В.Е. Теплова, «Французская азбука» А. де Лави, «Наставление как по-французски…» Я. Сигезбека, «Французская азбука» Академии наук, «Новый французский словарь» П.И. Богдановича и др. Автор приходит к выводу, что все учебники французского языка рассматриваемого периода выступают своеобразным «зеркалом», отражающим прогресс, имевший место в российской педагогической мысли. Важным наблюдением признается тот факт, что многие французские азбуки, целевой аудиторией которых выступали учащиеся гимназий, приобретали популярность среди изучавших французский язык самостоятельно. Иными словами, они переходили в разряд самоучителей, в значительной степени расширяя тем самым их функциональную характеристику. The article is devoted to the analysis of the first educational books that laid the foundation for the further development of educational publishing on the study of the French language in Russia. The most famous first textbooks on the French language are analyzed: «New French grammar ...» by V. Ye. Teplov, «French alphabet» by A. de Lavi, «Manual...» by J. Sigesbek, «French alphabet» by the Academy of Sciences, «New French Dictionary» by PI Bogdanovich, etc. The author comes to the conclusion that all French textbooks of the period under review act as a kind of ‘mirror’ which reflects the progress that took place in Russian pedagogical thought. An important observation is the fact that many French alphabets, aimed for students, gained popularity among those who studied French on their own. In other words, they passed into the category of self-instruction manuals, thereby significantly expanding their functional characteristics.
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Martyniak, Romana-Iryna Yu. « Bianka Tchoubar : A Revolutionary in French Organic Chemistry ». Journal of Organic and Pharmaceutical Chemistry 20, no 2 (20 juillet 2022) : 6–13. http://dx.doi.org/10.24959/ophcj.22.255945.
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Virtually unknown in her homeland, Bianka Tchoubar, born in 1910 in Kharkiv, brought about a true paradigm shift in French organic chemistry of the 20th century. Originality of research ideas, scientific rigor and legendary perseverance earned her respect and recognition in the world scientific community. This eccentric Parisian of Ukrainian origin became the first woman to enter the French National Center for Scientific Research (Centre National de la Recherche Scientifique, CNRS) upon its creation in 1939. Bianka Tchoubar’s contribution to the study of reaction mechanisms and salt effects in organic chemistry were of paramount importance, and so were her efforts to present these novel scientific concepts to the audience of French organic chemists through the clear and concise expression of her books. The name of this great Ukrainian researcher may be found in the pages of French organic chemistry textbooks, where the Demjanov ring expansion reaction is called the Demjanov–Tiffeneau–Tchoubar rearrangement. This article aims at presenting the outstanding scientific legacy and turbulent life path of this researcher to the world scientific community.
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Fru, Raymond Nkwenti, et Johan Wassermann. « Constructions of Identity in Cameroonian History Textbooks in Relation to the Reunification of Cameroon ». Journal of Educational Media, Memory, and Society 12, no 2 (1 septembre 2020) : 57–76. http://dx.doi.org/10.3167/jemms.2020.120203.
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This article explores the representation of identity in selected Anglophone and Francophone Cameroonian history textbooks via their coverage of the reunification of Cameroon. A far-reaching effect of the 1916 Anglo-French partition of German Cameroon and of the reunification of the territory in 1961 is that, in spite of the plurality of precolonial identities, it is the legacies of Anglo-French colonial heritage that seem to be the overwhelming identity indicators in contemporary Cameroon. This content analysis found that the Anglophone history textbook presented a clear Anglophone identity which stood in conflict with the identity promoted by the Francophone textbook, which was characterized by national and colonial Francophone assimilationism. Such representations suggest that the Cameroonian nation state as a colonial geopolitical construct is more imagined than real.
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ChungHyeSeung. « Analysis of Question Characteristics of the Israeli National Language Textbooks : Focusing on Hebrew language textbooks of primary school ». korean language education research 51, no 4 (décembre 2016) : 215–37. http://dx.doi.org/10.20880/kler.2016.51.4.215.
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Jeong, Mi-Jin. « The Flow of University Writing Courses and Reorganization Aspects of University Writing Textbooks : Focusing on Gyeongsang National University's writing textbooks ». K Association of Education Research 9, no 1 (28 février 2024) : 207–25. http://dx.doi.org/10.48033/jss.9.1.10.
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The purpose of this article is to summarize the flow and textbook reorganization of Gyeongsang National University's writing curriculum and provide a reference point for the direction of future university writing textbooks by examining the characteristics of the recently published curriculum and the newly published textbooks. Put it. It was in 2009 that writing as a subject was designated as a required liberal arts subject at Gyeongsang National University. Since this period, the first common textbook for writing education was developed and published, textbooks have been reorganized and published every 4 to 5 years. Gyeongsang National University's writing curriculum and textbook composition are moving in a direction that takes into account the goals of liberal arts education and the needs and practical needs of learners. The direction of curriculum revision, which divides writing subjects into four categories and allows learners to selectively complete writing that they need or are interested in, along with the types of writing that are deemed fundamentally necessary for university education, can be understood in the same context. there is. In the case of textbook composition, it can be seen that the educational model and learning areas are subdivided according to the characteristics of the subject, and performance is emphasized through a process-centered approach.
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Koster, Dietha. « Nederlandstalige werelden in NT2-tekstboeken : banaal of cultureel divers ? : Een onderzoeksimpuls ». Internationale Neerlandistiek 57, no 3 (1 novembre 2019) : 237–54. http://dx.doi.org/10.5117/in2019.3.003.kost.
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Abstract Previous research shows that textbooks for learning foreign languages are prone to be written from a national rather than a diverse cultural perspective (Risager, 2018). Few studies have examined this topic for Dutch foreign language (DFL) learning materials. Therefore, the aim of this article is to review (inter)national literature and draw up lessons for the DFL-context. We outline characteristics of national and cultural studies’ perspectives on representations of language and culture in learning materials. Whereas national studies may uncover ‘banal nationalism’, cultural studies can reveal degrees of cultural diversity in textbooks. Future research should examine to what extent banal versus diverse cultural tendencies are represented in DFL-textbooks. We should also investigate how such representations have evolved over time (if at all), whether they differ in books published in the Netherlands, Belgium or elsewhere, and compare how representations in DFL-textbooks relate to the international body of knowledge. Such knowledge will benefit publishers and writers of DFL-materials and the teachers and students who work with them. It will also serve to determine to what degree DFL-materials contribute to educational goals of intercultural dialogue (Council of Europe, 2017; Taalunie, 2018) and inclusive education (UNESCO, 2017), in and outside of Dutch-speaking countries.
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Cho, Daeyoun. « Narrative Analysis of Archaeological Data in British History Textbooks : Focusing on the Textbooks of <Key Stage 2> ; ». Korean Ancient Historical Society 124 (30 mai 2024) : 59–78. http://dx.doi.org/10.18040/sgs.2024.124.59.
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This paper examines the characteristics of archaeological narratives in British history textbooks, where modern archaeology was established early. In the England, the National Curriculum has been in place since 1988, and the government has provided guidelines on what should be taught in history classes. According to the recently revised National Curriculum, the study of British prehistory and ancient history is intensively taught at the Key Stage 2, which corresponds to the 3rd to 6th grades of elementary school in Korea, and it is very characteristic that archaeological descriptions are intensively taught in the upper grades of elementary school in history textbooks. In other words, according to the most recent national curriculum in 2014, English students focus on prehistory, the Roman Britons, the Anglo-Saxons, and the Viking Age in the Key Stage 2, and in middle school, they move on to medieval history, and in high school, the subject of study in history textbooks becomes similar to our world history. In this situation, the history textbook of Key Stage 2, which is the upper grade of elementary school in the UK, was able to point out the current situation of effective use of various archaeological materials. The astonishing quality of British history textbooks is likely to have significant implications for Korean archaeology at the present stage of the full-fledged pursuit of popularization of archaeology. However, at the middle and high school levels, modern and contemporary history is mainly discussed, so the proportion of archaeology in textbooks is relatively reduced. The archaeological narrative aspect of the British history textbooks is considered to be very different from the current state of history textbooks in Northeast Asia, including Korea, and it is necessary to examine the background of the archaeological narrative in the future and the effect of educational activities using the textbooks on students.
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Im, Hyeon-yeol. « Informatics of the Distribution of Endings Appearance in Korean Textbooks ». Studies in Modern Grammar 119 (25 septembre 2023) : 111–32. http://dx.doi.org/10.14342/smog.2023.119.111.
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The purpose of this study is to find and discuss linguistics implications that can be found in the distribution of endings in Korean textbooks through quantitative analysis of listening and reading passages in Korean textbooks. Through this work, we will have more meaningful information about the distributional characteristics of the appearance of endings in Korean textbooks, and it is expected that this information can be used as an objective basis for seeking improvements in Korean textbooks. This study used Korean textbooks published by Seoul National University as analysis data. Python was used as an analysis tool. The kkma morpheme analyzer included in the konlpy package was used. For analysis, functions such as ‘kkma.sentences()’, ‘kkma.morphos()’, ‘kkma.pos()’, and ‘len()’ were applied. I went through the process of configuring it as a data frame using the pandas library. Through this process, it was possible to know the characteristics of the type frequency and appearance frequency of final endings, pre-final endings, conjunctive endings, and function-converting endings in listening and reading passages, respectively. In addition, the necessary items for the kkma morpheme analyzer to perform more appropriate endings analysis were also mentioned.
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Oliveira, Marcilio Martins de, et Samuel Edmundo Lopez Bastos. « LIVROS DIDÁTICOS DE MATEMÁTICA : O PONTO, A RETA E O PLANO DA GEOMETRIA EUCLIDIANA E A TRANSPOSIÇÃO DIDÁTICA ». Cadernos de Educação Tecnologia e Sociedade 12, no 2 (6 août 2019) : 127. http://dx.doi.org/10.14571/brajets.v12.n2.127-150.
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This study presents a discussion on the area of plane geometry or non-Euclidean geometry, having as focus the primitive ones of plane geometry: point, line and plane. As the name itself refers to this geometry is from the work of the Greek mathematician Euclid of Alexandria, whose work dates back to approximately 300 BC. As theoretical contribution was the theory of Didactic Transposition the French Yves Chevallard (1991), this theory refers briefly to the changes and transformations that you know suffers from your appearance in the scientific community to your entry in the living room class. A research on textbooks of mathematics 6th grade belonging to several times. On choice of textbooks of mathematics, were taken as the basis year of 1985, the date on which the creation of the National Textbook Program (PNLD) and the year of 1996 date of implementation of the new guidelines and Bases of Brazilian Education (LDB 9394/96). The textbooks of mathematics were chosen because they are one of the means used for the input of knowledge in the classroom. In this research paper was used qualitative research and documentation, the books were analyzed one by one, in order to understand how was the process of addressing the concepts of point, line and plane in math textbooks and the scientific community. The paper presents a theoretical discussion involving the textbooks, the PNLD and the work of Euclid-Elements.
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Petrova, Larisa. « Quality Textbooks for Quality Research ». Inter 15, no 2 (30 juin 2023) : 116–24. http://dx.doi.org/10.19181/inter.2023.15.2.6.
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The book review considers two handbooks “How to collect data in qualitative field research” and “Practices of qualitative data analysis in social sciences” published by the National Research University Higher School of Economics in 2020 and 2023, respectively. The handbooks compensate for the acute shortage of Russian educational texts on qualitative data collection and analysis in sociology. They can be effectively used in teaching research disciplines and in research practice. Both handbooks have all the characteristics of a contemporary educational texts. Their authors have relevant practical experience in the issues under discussion and provide particular examples and practical recommendations. Both texts are well structured. Both include many educational and methodological elements (not only literature and test questions, but summaries, keywords, practical tasks, links to extensive online resources). The discussed issues are presented at the level of contemporary approaches adopted both in domestic and foreign theory and practice; and this is reflected in citations, references and the considered cases.
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Yang, Der-Ching. « The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan ». Journal of Mathematics Education 5, no 1 (1 juillet 2020) : 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.
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This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries.
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Talbi, Frioui Farida. « Le Manuel Scolaire a-t-il encore sa Place dans l’Enseignement/Apprentissage du FLE ? État des Lieux ». Traduction et Langues 15, no 1 (31 décembre 2016) : 160–65. http://dx.doi.org/10.52919/translang.v15i1.716.
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Does the School Textbook still have its Place in the Teaching/Learning of French as a Foreign Language? A State of Affairs
The textbook is a didactic tool of great importance. Its role is decisive in the learning of French as a foreign language and allows, if it is well used, to effectively take charge of verbal memory and semantic memory, two important parameters for harmonious learning. Verbal and semantic memory: it is this type of memory that the teaching of language acquisition makes use of. In fact, the reader or the interlocutor reminds a given number of words. This verbal capacity permits the learners to utter a discourse the way it takes place in class. According to psycholinguists who are unanimous about the subject, memorizing takes place on a semantic and non-linguistics basis. In classroom environment, memorizing is based on linguistic grounds “the text can only have meaning if it integrates itself after selection, filtering and in the pre-existing structure of the subject. This research showed that the methodological situation attributed to the French language in schools is somewhat paradoxical, as textbooks revealed it. The second generation textbooks promise to present an originality that would make them seem like the product of a new and national pedagogy.If the development of the program and the writing of the textbook do not take into account everything that motivates the pupil, if the content is not varied, diversified according to the needs of the pupils and their cognitive abilities, the teacher must remedy this situation and overcome all these obstacles which constitute the failure of the teaching / learning process. However, it is undeniable that the role of the teacher of French is difficult because he must at the same time teach the language (object) and the means of communicating this object).
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Yang, Hao, Jiawen Li et Suiju Jia. « Comparative Study of Elementary School Mathematics Textbooks in China, Japan, South Korea, Singapore, America, Germany : A Case Study on "Fraction Division" ». Journal of Advances in Mathematics and Computer Science 39, no 5 (23 avril 2024) : 73–86. http://dx.doi.org/10.9734/jamcs/2024/v39i51892.
Texte intégralRésumé :
The main purpose of this paper is to select 15 primary school mathematics textbooks from China, the United States, Singapore, Japan, South Korea and Germany, take "fraction division" as an example, and clarify the characteristics and similarities and differences of its operational meaning model and revelation methods of arithmetic reasoning in Fraction Division through literature method, content analysis method and comparative research method. The results show that there are great differences in these two aspects between different versions of teaching materials. Therefore, combining the national conditions of various countries, seeking common ground while reserving differences, provides a teaching path of fraction division based on national conditions and absorbing the advantages of different countries, and provides theoretical support for the better implementation of curriculum standards and textbooks.
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Zhu, Shiqian, et Qianqian Kang. « A Cross-National Comparison of curricula in China and the US in Terms of Team Education : The Case of One-Dimensional Equation ». Journal of Education, Society and Behavioural Science 36, no 11 (4 décembre 2023) : 70–81. http://dx.doi.org/10.9734/jesbs/2023/v36i111279.
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Based on the STEAM concept, researchers study the two representative secondary school mathematics textbooks in China and America by using a quantitative analysis method and get the following conclusions: similarities: both textbooks embody the concept of STEAM education, focusing on the breadth of knowledge covered by the textbooks; both textbooks focus on the integration of disciplines, especially on the integration of mathematics and science and technology. Differences: The focus of the two countries’ textbooks is different. The Chinese PEP textbook emphasizes the knowledge of history and environmental engineering, while the American GMH textbook is more diversified and covers a wider range of knowledge and culture, reflecting the distinctive national characteristics of the two countries; the Chinese PEP textbook has a deeper depth of knowledge as a whole, while the depth of knowledge of the American GMH textbook about engineering is deeper than that of the PEP textbook; the Chinese PEP textbook pays more attention to the integration of technology in the mathematics textbook. China's PEP materials place more emphasis on the integration of technical subject knowledge in math materials, while American materials place more emphasis on the integration of engineering knowledge and art knowledge in math materials. By analyzing and evaluating the integration of STEAM concepts into junior high school mathematics textbooks in two countries, this study provides implications for mathematics education researchers and workers, especially textbook developers and writers, in this direction of research.
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Sapoetra, Jimmy. « Hybrid Culture in Indonesian EFL Textbooks : Policies and Pedagogical Implications ». Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 9, no 1 (27 février 2023) : 53–58. http://dx.doi.org/10.35569/biormatika.v9i1.1484.
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Hybrid Culture is a new term which reflects the diversity and complexity of the world culture existing today. The term hybrid culture refers to the mixture of several kinds of culture blended or integrated into one new culture which has the characteristics of the old and new culture it represents. In the context of EFL learning in Indonesia, many EFL textbooks do not really cover the hybridity of the culture which creates the pedagogical implications in the future of education. The majority of the textbooks either focus on the local or target culture. They do not emphasize the importance of the students to understand that culture is not single-handedly original in its nature but consists of many external factors. This study attempts to examine such a phenomenon. The data were taken from 3 (three) local EFL textbooks used in some high schools in Indonesia. The researcher uses the Content Analysis method with the cultural content evaluation by Byram and Morgan (1994) and Kilickaya (2004). They proposed a qualitative evaluation checklist with a list of criteria for examining the extent and methods of how culture is presented. There are nine categories from the checklist, namely- social identity and social groups, social interaction, belief and behavior, socio-political institutions, socialization and the life-cycle, national history, national geography, national cultural heritage, stereotypes and national identity (Byram & Morgan, 1994). Then the results were compared and it was found that the textbooks do not clearly represent the hybrid culture in their content.
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Cho, Seong-Woon. « Characteristics of Modern History Descriptions in National History Textbooks during the 4th Education Curriculum ». History Education Review 30 (31 mai 2020) : 93–150. http://dx.doi.org/10.31968/hae.2020.05.30.93.
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Makassikis, Martha, et Jean-Christophe Pellat. « étudiants natifs et allophones face à l’orthographe française : le cas des homonymes ». Travaux neuchâtelois de linguistique, no 54 (1 janvier 2011) : 21–48. http://dx.doi.org/10.26034/tranel.2011.2821.
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As a mixed system, French spelling has both significant phonographic and semiographic characteristics. Due to the impact of spelling structure on learning and acquisition strategies, one must take into account these specificities when elaborating teaching tools. Nonetheless, most FFL spelling textbooks focus on the phonographic dimension and give little weight to semiography. The survey on homonyms conducted among native and non native speakers of French, studying at the University of Strasbourg, unveiled the better results of the latter in writing logograms during a written examination. However, in gap filling exercises, their success rate is significantly lower than that of natives, due to difficulties encountered in vocabulary. Both groups relied heavily on meaning to write the logograms they heard. This fact shows that the semiographic dimension gains importance when phonography is powerless to help the writers.
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Bose, Priyanka, et Xuesong Gao. « Cultural Representations in Indian English Language Teaching Textbooks ». SAGE Open 12, no 1 (janvier 2022) : 215824402210821. http://dx.doi.org/10.1177/21582440221082102.
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Culture plays an integral role in English language teaching (ELT) and is the reading components of ELT textbooks. This study explores the issue of cultural representation in ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.
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Kang, Sungjin, et Kyeongnam Ku. « The Historical Value and Educational Significance of Social Equality Movement ». Korean Association For Learner-Centered Curriculum And Instruction 22, no 21 (15 novembre 2022) : 63–80. http://dx.doi.org/10.22251/jlcci.2022.22.21.63.
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Objectives This study aims to reconsider the historical value and educational significance of social equality movement by analyzing the history curriculum and textbooks based on the research trends and characteristics of the social equality movement. Methods To this end, the research trend of the social equality movement was followed and the characteristics of the social equality movement were categorized into two categories. The main research flow is the case of emphasizing the nature of the national liberation movement and focusing on the nation, and the other trend is the case of focusing on the movement to overcome discrimination in the social equality movement and treating civic values as important. The descriptions of the history curriculum (7th, 2009 revision, 2015 revision) and textbooks (2015 revision high school Korean history) were analyzed based on national values and civic values. Results As a result of the review in this study, first, in the history curriculum (7th Korean Modern and Contemporary History, 2009, 2015 Revised Korean History), the social equality movement emphasized the characteristics of the national liberation movement, giving priority to national values. However, there was a change that gradually approached the social equality movement in terms of social movement in terms of unit organization and achievement technology. Next, in the history textbook (2015 High School Korean History), the view of the national liberation movement centered on the confrontation between the social equality movement and the Japanese Empire was dominant, but a narrative focused on civic values by approaching the social equality movement as a social movement appeared. Conclusions By reconsidering the historical value of the social equality movement, the educational significance of the social equality movement as a citizenship education is improved.
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Lewis-Beck, Michael S., et Daniel S. Morey. « The French “Petit Oui” : The Maastricht Treaty and the French Voting Agenda ». Journal of Interdisciplinary History 38, no 1 (juillet 2007) : 65–87. http://dx.doi.org/10.1162/jinh.2007.38.1.65.
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Despite expectations of a landslide, the French public barely approved the Maastricht Treaty in 1992. Traditional explanations for the surprise outcome that rely on socioeconomic conditions, partisanship, regional characteristics, and domestic issues are inadequate. Analysis based largely on the French National Election Study of 1995 shows that the voters were largely concerned with foreign policy. Citizens who were friendly to Germany and supportive of the European Union greatly favored the treaty. French nationalists and those possessed of strong anti-immigrant sentiment were vehemently against it. These disparate views, united in their concern about the sovereignty of France, dominated the Maastricht vote and appear to have persisted in the European Union Constitutional referendum of 2005.
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Morange, Michel. « A History of Biology ». Perspectives on Science and Christian Faith 75, no 3 (décembre 2023) : 204–6. http://dx.doi.org/10.56315/pscf12-23morange.
Texte intégralRésumé :
A HISTORY OF BIOLOGY by Michel Morange. Translated by Teresa Lavender Fagan and Joseph Muise. Princeton, NJ: Princeton University Press, 2021. 418 pages. Hardcover; $29.95. ISBN: 9780691175409. *A book that introduces the history of biology will be of interest to many readers of this journal. The Preface states that the author, Michel Morange, will present a broad historical overview of the history of biology that, unlike some other histories of biology, will include developments in the twentieth and twenty-first centuries. In this regard, he mentions Lois N. Magner, A History of the Life Sciences, 3rd ed. (New York: Marcel Dekker, 2002). Magner's book does cover many scientists and developments in the twentieth century, although, significantly, she does not discuss the modern evolutionary synthesis. *Morange states that he will present a "history which leans on the present to look at the past." That is, he will use "the past to shed light on the present, not to justify it" (p. xvii). To do this, the author uses a novel approach. Each chapter is subdivided into three sections: The Facts; Historical Overview; and Contemporary Relevance. "The Facts" is the first main section of each chapter; in the subsequent two, he reflects on some of the investigators and their discoveries. As he does so, he is not reticent to give his own evaluations and ideas; this is a strength of the book. Thus, he states that the book will not be a simple listing of facts and persons. For example, in the first chapter Morange suggests that the "hunt for pioneers" (for example, ancient thinkers who used the word "atom") is futile because the ancient idea had little to do with the development of the modern concept. Excursions such as these can be topics for fruitful classroom discussions. *Five succinct chapters take the reader from ancient Greece and Rome, through the Middle Ages, the Renaissance, the seventeenth century, and the Enlightenment. Chapter 1, in which Aristotle is designated as "the father of biology" (p. 2), offers some welcome thoughts on experimentation and the atomists. The discussion of the Middle Ages includes the suggestion that in the history of a science there may be long periods in which there is little growth in scientific knowledge. The chapter on the Age of Enlightenment, the eighteenth century, examines the history of the classification of organisms and the reproduction of animals. An introduction to the subjects related to reproduction, such as the importance of eggs versus sperm, preformation versus epigenesis, parthenogenesis, and spontaneous generation, would have made this topic more accessible. *Two chapters cover the history of biology in the nineteenth century. The author agrees with the idea that Theodor Schwann and Matthias Schleiden deserve much credit for the emergence of cell theory, but he mentions that some others, notably J. E. Purkinje, also deserve credit for this discovery. Under the heading The Rise of Germ Theory, the author describes many investigations that led to the understanding of infectious agents. Pride of place--and the (French) author may surely be forgiven for this--goes to Louis Pasteur and the diverse aspects of his work. This chapter offers a comprehensive description of the three important French post-revolutionary biologists: Jean-Baptiste Lamarck, Georges Cuvier, and Geoffroy Saint-Hilaire. A good account of Charles Darwin's theory of natural selection is followed by a description of the reception of this work in Great Britain, America, Germany, and France; in many cases, the theory was altered by the influence of other concepts (e.g., Lamarckism). Once the work by Gregor Mendel on the inheritance of characteristics in peas was rediscovered in 1900, "genetics" was rapidly established in Britain and the United States; it was established more slowly in Germany and France. *The prominence of Naturphilosophie in Germany and surrounding countries is described. Morange makes an excellent connection between his discussion of reproduction and the topic of Naturphilosophie by referring to the work of Caspar Friedrich Wolff, a biologist who was an early adherent of this way of thinking. Morange describes the origins of Naturphilosophie, and the influence of ideas in biology. Many German scientists were influenced by this philosophical school; it was a stimulus in the formulation of cell theory. Erik Nordenskiöld shows that Johannes Peter Müller progressed from speculative ideas about biology to making important contributions in many areas of biology. He supervised many graduate students who became important biologists. *The last three chapters, which address developments in the twentieth and the twenty-first centuries, are not only valuable for the historical descriptions, but also as a survey of biology as it is practiced today. The first chapter describes the emergence of biochemistry, immunology, microbiology, and our understanding of the nature and treatment of cancer. The "rediscovery of Mendel's laws and the rise of genetics" (p. 256) and the "rise of molecular biology" (p. 264) receive the extensive attention one would expect. Morange is clearly in his element here; biologists of all stripes will benefit from reading this chapter. *The chapter that follows describes the development of population genetics. This leads, aptly, into the topic of the modern evolutionary synthesis--the extended evolutionary synthesis is not mentioned. This is followed by an excellent summary of the various topics within ecology. Morange then describes the origins and methods of ethology; he includes the contributions of the three 1973 Nobel Prize winners: Karl von Frisch, Konrad Lorenz, and Nikolaas Tinbergen. The burgeoning field of behavioral ecology, related to the last two topics, is not addressed. In the reflective part of the chapter, the author comments, among other topics, on holism and emergentism, global warming, and the responsibility of biologists. *In the final chapter, Morange takes us on a tour of the developments that start with the science described in the previous two chapters and end in the present century. "Structural biology" (p. 331) is advancing our knowledge of nucleic acids and proteins. The relationship between the modern evolutionary synthesis and molecular biology leads to topics such as evolutionary developmental biology ("evo-devo"), epigenetics, and human genome sequencing. The contributions to human genome sequencing of Craig Venter are acknowledged, but the work of Francis Collins at the National Human Genome Research Institute is not. In the last pages of this chapter, and in the Conclusion section of the book, Morange gives numerous opinions on the topics he has covered. *Biologists will enjoy reading this book for the many insights and opinions it presents. They will appreciate reading about the history of their discipline from a French point of view. The English translation of this French book reads well; however, the footnotes and references need to be more suitable for the English-language readership. The footnotes, especially those intended to provide links to further reading, often refer to French-language books or journal articles; it would not be difficult to find many English -language equivalents. Some of the French books listed as references are available in English translations. In the Preface, the author states that readers "should consider this book a first version, which their critical input will help improve" (p. xx). One would hope that the author and Princeton University Press will address this last critical comment about the book, for the book has the potential of being a valuable textbook for students. *Reviewed by Harry Cook, Professor of Biology, Emeritus, The King's University, Edmonton, AB T6B 2H3.
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Mataradžija, Velida. « On the Concept of the Ottoman Medreses՚ Curriculum During the Classical Age (1470-1839) ». Prilozi za orijentalnu filologiju, no 71 (21 décembre 2022) : 253–85. http://dx.doi.org/10.48116/issn.2303-8586.2021.71.253.
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Some of the main characteristics of the centralised Ottoman system of education are the unitary basic curriculum, determined medrese categorisation and clearly defined the way of muderrises promotion. This paper aims to present the curriculum of the Ottoman medreses in the classical age (1470–1839) that is based on primary sources: laws passed by the Ottoman sultans Mehmed II The Conqueror (1451–1481) and Suleiman The Magnificent (1520–1566). The scientific autobiography of the Ottoman scholar Ahmad Tashköprüzade and the official report from 1741 for the French embassy are discussed in this paper. The analysis of the teaching methods, representation of some sciences in the curriculum, and contents of some textbooks are also presented.
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Azorin, Jean-Michel, Arthur Kaladjian, Marc Adida, Eric Fakra, Raoul Belzeaux, Elie Hantouche et Sylvie Lancrenon. « Self-assessment and characteristics of mixed depression in the French national EPIDEP study ». Journal of Affective Disorders 143, no 1-3 (décembre 2012) : 109–17. http://dx.doi.org/10.1016/j.jad.2012.05.036.
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Aoun, Renée. « An overview of the French landscape characteristics and dynamics on a national level ». Tájökológiai Lapok 8, Suppl. 1 (30 décembre 2010) : 89–98. http://dx.doi.org/10.56617/tl.4052.
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The development of many of the present characteristic features of the agricultural landscapes in France shows the historical passage of time. The aim of this paper is to identify and summarise this history and to highlight the critical points that marked this evolution. The first part is an overview of the literature demonstrating that in the French case, the variety of agricultural landscapes is not just the result of historical events but is also due to the geographic and demographic contexts, as well as to many other factors. For this paper, historical studies and other data on the development of the agricultural landscapes have been collected. This overview, from prehistory until the present, shows when, what and why these changes took place. The second part aims to demonstrate the major types of agricultural landscapes on a national level. The third part introduces two case studies. One is in the Massif Central region and the second one in the Pyrenees. In these examples, we focus on more details about these regional landscapes throughout time and in their present situation to help understanding how mountainous agricultural regions can have different utilities according to the interactions with their environment. And finally, a forecast will be made for the way current policies are likely to affect the future of the agricultural landscapes of France. The purpose of this type of work is to help understanding the current reality and to elaborate scenarios for the future of these landscapes in the coming years by considering and understanding what could affect the landscape and what form those factors could take, such as social crisis, lifestyles, ecological changes and the economic situation. By analyzing the past, understanding the present, and attempting to imagine the future, we aim to improve and sustain the land and the people.
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Osipov, Evgeny Aleksandrovich. « From totalitarian regimes towards multipolar world : advantages and disadvantages of the new senior year curriculum on history in France ». Genesis : исторические исследования, no 11 (novembre 2021) : 63–71. http://dx.doi.org/10.25136/2409-868x.2021.11.36830.
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History taught in schools becomes increasingly important worldwide. School textbooks, standards and curricula on, which used to be just part of the learning process, turn into documents that are subject to extensive discussion. Leaning in the contemporary French scientific literature and speeches of the representatives of the French Ministry of National Education in a panel sessions of the Russian-French group on modernization of school curriculum on history (2018–2019) and at the World Congress of School History Teachers held in Moscow in October 2021, analysis is conducted on the curriculum on history for senior year students, that came into force on September 1, 2019. The new school curriculum is structured in such a way that the rivalry between totalitarian regimes in the 1930s, primarily between the Soviet Union and Germany, is the key factor of the outbreak of World War II, which unfortunately corresponds to modern political trends in Western countries, but contradicts the historical facts. It arises questions and draws excessive attention to the program of the protection of the rights of minorities, and the elements of gender theory overall. At the same time, heightened attention to the history of genocides in the XX century, coverage of the events of 1968 and 1989 in global scope as separate topics, and a multifaceted approach towards teaching history of the Cold War are the strong points of the new French school curriculum on history.
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Bounoure, Frederic, Damien Mouly, Pascal Beaudeau, Malek Bentayeb, Julie Chesneau, Gabrielle Jones, Mohamed Skiba, Malika Lahiani-Skiba et Catherine Galey. « Syndromic Surveillance of Acute Gastroenteritis Using the French Health Insurance Database : Discriminatory Algorithm and Drug Prescription Practices Evaluations ». International Journal of Environmental Research and Public Health 17, no 12 (16 juin 2020) : 4301. http://dx.doi.org/10.3390/ijerph17124301.
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The French national public health agency (Santé publique France) has used data from the national health insurance reimbursement system (SNDS) to identify medicalised acute gastroenteritis (mAGE) for more than 10 years. This paper presents the method developed to evaluate this system: performance and characteristics of the discriminatory algorithm, portability in mainland and overseas French departments, and verification of the mAGE database updating process. Pharmacy surveys with certified mAGE from 2012 to 2015 were used to characterise mAGE and to estimate the sensitivity and predictive positive value (PPV) of the algorithm. Prescription characteristics from these pharmacy surveys and from 2014 SNDS prescriptions in six mainland and overseas departments were compared. The sensitivity (0.90) and PPV (0.82) did not vary according to the age of the population or year. Prescription characteristics were similar within all studied departments. This confirms that the algorithm can be used in all French departments, for both paediatric and adult populations, with stability and durability over time. The algorithm can identify mAGE cases at a municipal level. The validated system has been implemented in a national waterborne disease outbreaks surveillance system since 2019 with the aim of improving the prevention of infectious disease risk attributable to localised tap water systems.
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Dolinskaya, Elena B. « INNOVATIVE WAYS OF RUSSIAN MUSICOLOGICAL PEDAGOGY IN THE XXTH – EARLY XXIST CENTURIES ». Arts education and science 2, no 35 (2023) : 6–11. http://dx.doi.org/10.36871/hon.202302006.
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This article focuses on the evolution of Russian music history teaching in higher educational institutions of the XXth century. It defines the limits of the influence of general social factors of history on the concept of textbooks and the selectivity of programs. Examples of national pedagogical historiography are given. The main typological characteristics of the textbooks in the system children’s music school — college — higher educational institution are revealed. The article emphasizes the typology of their structure in monographic form of presentation and points out some peculiarities of such presentation in the three stages of education in the first half of the XXth century. The role of material review in university textbooks of the last third of XXth – early XXIst centuries is briefly characterized. They note a significant expansion of issues and personalities both in style reviews and in the description of the genre system, which allows a deeper understanding of the individual contribution of the leading masters of the era. It is recommended that the pedagogical literature relies both on recent literature and the reliability of archival sources, epistolary, diaries. The article aims to broaden the research interest of educational historians in writing new textbooks that expand the idea of defining their musical atmosphere in stages of past eras and in contemporary practice.
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Li, Yan. « Textbooks on reading in Russian for Chinese universities over the past 30 years : analysis and prospects ». Russian Language Studies 22, no 1 (4 juin 2024) : 7–28. http://dx.doi.org/10.22363/2618-8163-2024-22-1-7-28.
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Textbooks are the basis for implementing the curriculum and an important support in teaching activities. They play an important role in foreign language teaching, representing teaching materials that combine the characteristics of the time, learning objectives, advanced teaching concepts, and patterns of self-learning. The aim of the research is to identify trends and problems in the sphere of preparation and publication of teaching aids for reading in Russian in China. The author analyzed 84 manuals on reading in Russian published in China over the last 30 years. Special attention was paid to the 4 most representative books published at different times. Comparative-typological method, as well as methods of induction and mathematical processing were used. The comparative analysis of teaching aids was carried out considering the aspects of the purpose of creation, structure, content. The features of universal (comprehensive) and professional-specialized reading textbooks, including auxiliary teaching materials are considered. The necessity of creating a series of high-quality textbooks is emphasized, and the ways of solving this problem are determined. The author has deeply explored the alternatives of composing Russian reading textbooks from the point of view of a system of multifunctional thematic content, integration of intercultural and national-specific elements, and multipolar learning.
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Abdiyeva, Gulnara, Almagul Maimakova, Feruza Yerzhanova, Alla Tsoy et Lyaila Togzhanova. « About lexical-semantic aspects ». XLinguae 15, no 4 (octobre 2022) : 58–66. http://dx.doi.org/10.18355/xl.2022.15.04.06.
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The relevance of the topic is determined by the need to deepen and describe the functioning of the inhomogeneous French language in the French-speaking cantons of Switzerland using specific lexical material. The analysis of intra and extralinguistic influences and their reflection in the Franco-Swiss literary version of the language is important for contact linguistics, and its relevance is due to the lack of depth of analysis of this issue. The analyst is particularly interested in the fact that in Switzerland, the French language exists within the legal framework of official multilingualism, in active interaction with three other equal national languages of the Confederation: German, Italian and Romansh. At the same time, the deviations of the French-Swiss national variant from the general French linguistic norm manifest themselves mainly at the lexical and semantic level. The object of the study is the French language in the Swiss Confederation, its lexical, semantic and stylistic characteristics.
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Fterniati, Anna, et Julia Athena Spinthourakis. « National Curriculum Reform and New Elementary School Language Arts Textbooks in Greece : The Characteristics, Innovations and Methodological Directions of the National Curriculum for Language Arts and the Specifications for New Textbooks ». International Journal of Learning : Annual Review 13, no 4 (2006) : 37–44. http://dx.doi.org/10.18848/1447-9494/cgp/v13i04/44853.
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Loffreda, Magali, Xavier Levoin et Éric Bruillard. « Textbooks and digital resources : current transformations in France / Libros de texto y recursos digitales : transformaciones actuales en Francia ». Revista Latinoamericana de Tecnología Educativa - RELATEC 16, no 2 (17 décembre 2017) : 143–58. http://dx.doi.org/10.17398/1695-288x.16.2.143.
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Abstract: Many discourses emphasize the great educational potential of digital technologies. These technologies can renew both the activities carried out with students, the management of their learning paths, working methods, etc. In theory, this will be beneficial for education. But the evolution of these technologies in the field of education does not necessarily lead to idyllic results. In reality, the changes observed in these areas are slow and are based on very localized, rarely convergent, and often incomplete. Several elements are likely to determine the uses of computer technologies: the strategies of publishers and links with «EdTech» companies; political choices (in terms of curricula, equipment, examinations, etc.); materials (tablets, smartphones, etc.); educational resources, their modes of production and exchange, the place of free educational resources; changes in national and European legislation about digital matters. In this paper, we will try to show how the French publishing landscape and access to educational resources is currently undergoing important changes, starting from a configuration where textbooks are central to sketch out the current situation, where the supply of online digital resources seems to open up alternatives. We will rely in particular on the case of a portal of resources financed by the Ministry of National Education and published by consortia bringing together publishers and EdTech structures.
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Bakhvalova, Lyubov E., et Larisa V. Ukhova. « Structural and semantic characteristics of French youth argot ». Verhnevolzhski Philological Bulletin 4, no 27 (2021) : 150–57. http://dx.doi.org/10.20323/2499-9679-2021-4-27-150-157.
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The article is devoted to studying the argot of French students. The authors focus on the structural and semantic characteristics of the phenomenon in question. The article presents the methodology of collecting linguistic facts, which allows a more structured and in-depth study of linguistic phenomena, their functions and characteristics. Applying this methodology of data collection and verification helps to carry out a comprehensive linguistic analysis not only as a system, but also as a means of communication, and the extensive authentic material enables to reach the mental level. The first part of the article describes the procedure for collecting, verifying and processing the actual linguistic material; the second part presents the results of analyzing the slang structural and semantic characteristics: the typology of derivational mechanisms in student slang is presented, identifying universal and unique derivational mechanisms; slang units belonging to different thematic fields are interpreted, and a «portrait» of a representative of modern French student is modeled. In the course of the research the authors used both general scientific and specialist methods and techniques: at the level of data collection these were field and desk analysis of quantitative and qualitative data, as well as surveys, personal and in-depth interviews, Internet questionnaires (google forms), ranking, etc. To analyze the data we use methods of scientific observation, analytical description, semantic field analysis, retrospective, semasiological and onomasiological analysis, analysis by dictionary marks, linguistic commentary and linguistic interpretation of experimental data. The empirical basis of the study is the linguistic material collected by combining the methods of introspection and corpus linguistics, based on the entries in the latest dictionaries of unconventional lexis. The authors conclude that since language is a factor determining not only cultural reality, but also mental matrices, national stereotypes and worldview models, the youth slang is an important tools for modeling the linguistic (naive) picture of the world of its speakers, and reflecting the realities of the youth's world.
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Bakaluca, Jelena. « ANALIZA DIDAKTIČKOG DISKURSA U FUNKCIJI PISANjA PRIPREME ZA ČAS FRANCUSKOG JEZIKA ». Nasledje Kragujevac XIX, no 53 (2022) : 151–67. http://dx.doi.org/10.46793/naskg2253.151b.
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The aim of this descriptive, non-experimental research is to highlight certain characteris- tics of writing a lesson plan, significant for students of French - future French language teach- ers, as a new text type which is being compared to writing genres students are already famil- iar with, especially with a commanding-instructive one. The conceptual framework for the research is provided by French for specific purposes, a specific branch of French as a foreign language, i.e. by the disciplines that contributed to its development – text linguistics and dis- course analysis. In order to achieve the set objectives, the standard procedure within French for specific purposes was applied – a linguistic analysis of the relevant material: a lesson plan preparation model in a glottodidactic journal Le Français dans le monde, two textbooks used for future French language teachers education (Écrit et gestion du tableau: de la compréhen- sion à la production; Oral et gestion du tableau: de la compréhension à la production) and one teacher handbook (Club@ados 4). The research results show certain enunciating, graphic and linguistic characteristics, for example: the absence of enunciator’s hints; the usage of on as a pronoun, the usage of impersonal constructions, infinitives, nouns, the passive voice; the usage of the imperative and ’the near future’ in instructions, as well as the usage of certain connectors and professional terms, graphic highlighting in the text plan and schematic pres- entation of the whiteboard, etc. The conclusion is that the numerous elements students should pay attention to, demand both the preparation phase, which activates their ethnolinguistic competence, and the careful planning of the gradual introduction into the lesson plan writing techniques.
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Gómez Carrasco, Cosme J., et Sebastián Molina Puche. « Narrativas nacionales y pensamiento histórico en los libros de texto de Educación Secundaria de España y Francia. Análisis a partir del tratamiento de los contenidos de la Edad ModernaNational narratives and historical thinking in secondary education textbooks in Spain and France. An analysis based on contents related to the Early Modern period ». Vínculos de Historia. Revista del Departamento de Historia de la Universidad de Castilla-La Mancha, no 6 (31 mai 2017) : 206. http://dx.doi.org/10.18239/vdh.v0i6.276.
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El objetivo principal de este trabajo es indagar en las narrativas históricas y en lascompetencias desarrolladas en los libros de texto de Historia en Educación Secundaria, comparando los contenidos y el pensamiento histórico propuesto por los manuales escolares franceses y españoles sobre la Edad Moderna. Se ha realizado un estudio exploratorio con un tema transversal: las unidades didácticas de la Edad Moderna en 2º de ESO en España y 4º de Collège en Francia. Este estudio ha analizado de una forma comparativa tanto los contenidos sustantivos que presentan los manuales (qué conocimientos históricos se proponen en estos materiales educativos), como los contenidos estratégicos (cómo se presentan esos conocimientos y qué tipo de habilidades cognitivas se le exige al alumnado). Los datos muestran resultados dispares. Por un lado la nación (su origen y consolidación) sigue siendo el principal sujeto histórico en los manuales. Pero existe una gran diferencia en las competencias históricas propuestas al alumnado en España (con un aprendizaje más memorístico) y en Francia (con un análisis más profundo de las fuentes históricas).PALABRAS CLAVE: enseñanza de la historia, narrativa nacional, libros de texto,pensamiento histórico, competencias educativas.ABSTRACTThe main objective of this paper is to look into the historical narratives and the competencies developed in secondary education history textbooks by comparing thecontents and historical thinking on the Early Modern period proposed by French and Spanish textbooks. We carried out an exploratory study with a cross-cutting topic: the teaching units on the Early Modern period in the 2nd year of ESO in Spain and 4th year of Collège in France. This study comparatively analyzed both the substantive contents presented in textbooks (the historical knowledge presented in these educational materials), and the strategic contents (the way this knowledge is presented, and the kind of cognitive skills required by students). The data shows mixed results. On the one hand the concept of nation (its origin and consolidation) remains the main historical subject in textbooks. But there is a major difference in terms of the historical skills proposed for students in Spain (rote learning) and France (a deeper analysis of historical sources).KEY WORDS: history education, national narrative, textbooks, historical thinking,educational skills.
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Kim, Youngsil. « Characteristics and Implications of French Competency-Based Curriculum : Focusing on France 2015 National Curriculum ». Korean Association For Learner-Centered Curriculum And Instruction 21, no 8 (30 avril 2021) : 565–82. http://dx.doi.org/10.22251/jlcci.2021.21.8.565.
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Le Cossec, C., A. L. Perrine, N. Beltzer, C. Fuhrman et Laure Carcaillon-Bentata. « Pre-frailty, frailty, and multimorbidity : Prevalences and associated characteristics from two French national surveys ». Journal of nutrition, health & ; aging 20, no 8 (23 septembre 2016) : 860–69. http://dx.doi.org/10.1007/s12603-016-0802-2.
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Lee, Juyun. « An analysis of the linguistic features and the text difficulty of the National Assessment of Academic Achievement ». Korea English Language Testing Association 18, no 1 (30 juin 2023) : 189–211. http://dx.doi.org/10.37244/ela.2023.18.1.189.
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This study examines the linguistic characteristics and the text difficulty of the National Assessment of Academic Achievement (NAAA). First, the linguistic features of NAAA conducted in June, September, and November were compared to examine the difference among the tests by the scope of the assessment. Second, the linguistic features of NAAA and the reading texts in six high school English textbooks were compared. Lastly, the correlation between the linguistic features of NAAA and the correct answer rate for each question was analyzed. Corpus analysis was conducted by using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, connectives, syntactic complexity, and readability. One-way ANOVA, Kruskal-Wallis H test, independent t-test, Mann-Whitney U test, and correlation analysis were conducted to investigate the Coh-Metrix data. The result revealed the statistical differences among NAAA tests held in June, September, and November regarding the differences in ‘mean number of words of sentences and readability score.’ In addition, discrepancies in linguistic features between the text in NAAA and the English textbooks were found. Lastly, it was found that ‘number of words, mean number of words, CELEX Log frequency for all words, argument overlap, and readability score' had a correlation with the correct answer rate. Implications and the limitations of the study were discussed.
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Petrovich Sedykh, Arkadiy, Stanislav Sergeevich Lukin, Elena Savova Georgieva, Iuliia Valerievna Puiu et Sergey Borisovich Nikonov. « COMMUNICATIVE DISCOURSE OF TERMINOLOGY USED IN GASTRONOMICAL MEDIA CULTURE ». Humanities & ; Social Sciences Reviews 7, no 6 (18 décembre 2019) : 773–79. http://dx.doi.org/10.18510/hssr.2019.76117.
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Purpose of the Study: This article aims to analyze and describe the food discourse and terms of the French language, as well as to determine correlations with the French national and cultural worldview. The study also considers the current state of "gastronomical discourse" based on the French food semiotic and communicative model.
Methodology: The authors of the article used the method of linguistic and semiotic modeling and heuristic interpretation developed by A.P. Sedykh. The authors also utilized tools of corpus linguistics and computer lexicography (National Corpus of the Russian language; a parallel corpus of the French language, n.d.), methods of a sociolinguistic survey and linguistic review.
Main Findings: The authors of the article considered and presented the linguistic and culturological features of the French food terms. They determined certain correlations between the national conceptual sphere and the art of cooking. The authors revealed certain similarities between the French ethnos and the culture of food consumption. It is shown that the French communication, modal constructions and nomination methods have ethnocultural features reflecting autochthonous preferences in terms of logic, semantics and strategies for achieving the goals of gastronomical communication.
Applications of this study: The application of research results. The study results can be useful for teaching French and intercultural communication in secondary schools and institutions of higher education, as well as for preparing university lectures and seminars on stylistics, lexicology and theoretical problems of studying a linguistic identity.
Novelty/Originality of this study: The scientific novelty of the study lies in innovative elements of the linguistic and semiotic approach to gluttony and prescription nominations in their correlation with the mental characteristics of the French linguacultural.