Title
Književnoteorijski i didaktičko-metodički pristup basni u razrednoj nastavi
Creator
Perišić, Snežana, 1987-
CONOR:
26668903
Copyright date
2022
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 20.03.2023.
Other responsibilities
član komisije
Denić Mihailović, Sunčica
član komisije
Zlatković, Blagica
član komisije
Cvetanović, Zorica
član komisije
Mišić, Danijela
Academic Expertise
Društveno-humanističke nauke
University
Univerzitet u Nišu
Faculty
Pedagoški fakultet u Vranju
Group
Katedra za metodike nastave
Alternative title
Literary-theoretical and didactic-methodical fables classroom teaching approach
Publisher
[S. P. Perišić]
Format
370 listova
description
Bibliografija: listovi 333-347
description
Classroom teaching methodology
Abstract (en)
The didactic design of the textbook as a textbook in teaching is conditioned by the nature of literature as an art and teaching content. Fables are studied in the younger grades of primary school and are represented in the textbook, a specific textbook defined as an anthology of texts intended for the literary development of student’s
personalities. The reading book as a specialized textbook, its artistic and pedagogical values and experiential-cognitive possibilities, enables fables to be didactically-methodically defined for teaching analysis and all-round building of the student’s personality. For the stated purposes, it is necessary that the textbook contains didactic-methodical instruments that will accompany the fables, introduce students to the course of action and the actions of the characters, and enable the student’s independent attitude towards the literary work.
Didactic design of textbooks is defined by legal guidelines (Rulebook on textbook quality standards and instructions on their use, Službeni glasnik RS, Prosvetni glasnik:42/2016-11, 45/2018-40) and General Textbook Quality (Ivić et al.,2009). In this paper, we analyze the didactic design of fables in selected textbooks published by publishing houses: Eduka, Zavod za udžbenike, Klett, Kreativni centar and Nova škola, published after 2016 in order to determine the compliance of didactic-methodological apparatus and quality standards D. groups and examining the attitudes of teachers about the achievement of quality standards D. groups in the textbooks they use and the textbooks they recommend, with special emphasis on D12.
standard Support for creative thinking and behavior. The analysis of textbooks and the examination of teachers' attitudes show the necessity of improving the didactic-methodical apparatus of textbooks in order to provide more frequent incentives, and thus better preconditions for the development of creative thinking and behavior in younger students.
Authors Key words
udžbenik, standardi kvaliteta, basna, čitanka, didaktičko-metodička aparatura, D12. Podrška stvaralačkom mišljenju i ponašanju
Authors Key words
Textbook, quality standards, fable, reading book, didactic-methodical apparatus, D12. Support for creative thinking and behavior
Classification
37.091.313::821.163.41-342(043.3)
Subject
S270
Type
Tekst
Abstract (en)
The didactic design of the textbook as a textbook in teaching is conditioned by the nature of literature as an art and teaching content. Fables are studied in the younger grades of primary school and are represented in the textbook, a specific textbook defined as an anthology of texts intended for the literary development of student’s
personalities. The reading book as a specialized textbook, its artistic and pedagogical values and experiential-cognitive possibilities, enables fables to be didactically-methodically defined for teaching analysis and all-round building of the student’s personality. For the stated purposes, it is necessary that the textbook contains didactic-methodical instruments that will accompany the fables, introduce students to the course of action and the actions of the characters, and enable the student’s independent attitude towards the literary work.
Didactic design of textbooks is defined by legal guidelines (Rulebook on textbook quality standards and instructions on their use, Službeni glasnik RS, Prosvetni glasnik:42/2016-11, 45/2018-40) and General Textbook Quality (Ivić et al.,2009). In this paper, we analyze the didactic design of fables in selected textbooks published by publishing houses: Eduka, Zavod za udžbenike, Klett, Kreativni centar and Nova škola, published after 2016 in order to determine the compliance of didactic-methodological apparatus and quality standards D. groups and examining the attitudes of teachers about the achievement of quality standards D. groups in the textbooks they use and the textbooks they recommend, with special emphasis on D12.
standard Support for creative thinking and behavior. The analysis of textbooks and the examination of teachers' attitudes show the necessity of improving the didactic-methodical apparatus of textbooks in order to provide more frequent incentives, and thus better preconditions for the development of creative thinking and behavior in younger students.
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