This work is part of a project that accounts for the particularities of the teaching materials that recontextualize the horror of State terrorism of the last Argentine military dictatorship for a ...child audience. In this article, we work on two materials from the portal of the Ministry of Education : the activities proposed in 2011 and 2020 on the occasion of the commemoration of the anniversary of the coup d'état. Both have in common, in addition to the official source, the fact that they are aimed at students in the second cycle of primary school (8-9 years old). From a socio-semiotic and multimodal perspective, we approach the material in its web environment and then select a section of each one (written and video) for the analysis of the level of the statements (the configuration of the participants, the equative/attributive/evaluative constructions and their visual manifestation) and at the enunciation level (the configuration of different addressees). As the main hypothesis, we maintain that these messages avoid the enunciative building of a counter-addressee to elude the agonistic/controversial dimension that could induce responses. As a consequence of this characteristic, negative evaluations appear exclusively at the level of statements, an illusory referentiality appears disconnected from the present and, therefore, far from its direct/explicit addressees.
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.
Teaching a foreign language goes beyond just conveying grammatical rules and vocabulary ; it also involves teaching the skill to communicate in that language. A language class must encompass all ...verbal and non-verbal skills necessary to master communication. This intervention particularly focuses on linguistic competence and explores various assessment methods that can be applied to measure this skill in students. The teacher’s didactic action must be dynamic and adaptable, involving the integration of various materials to ensure a balanced and comprehensive approach to language teaching. Evaluating the material used in class, whether authentic or didactic, is a crucial aspect of this process.
Currently, an essential challenge in education in Brazil is to promote quality education that reaches all schools in the country, even those with limited technological educational resources. With ...this work, we have made a contribution to the field of gamified education by creating a comprehensive didactic booklet that has been translated into Brazilian Portuguese, English, and Spanish, thereby facilitating educators to gamify their classrooms in an unplugged and personalized way. We have introduced an innovative approach to designing unplugged gamified classes, aiming to provide engaging and enjoyable learning for students. This instructional material is based on a framework of five distinct gamification designs, offering teachers a versatile toolkit to gamify their classes, even if they never had any experiences with gamification. Our resources not only serve as valuable aids but also function as guides for teachers, empowering them to gamify their classes in a manner that is both student-centric and adaptable to different contexts, an essential characteristic with the possible variations of the students and places. This booklet is the result of an intensive training course provided to 15 Brazilian teachers, even in a short period of time, training them with essential knowledge and skills. These educators gained proficiency in several key areas, including i) understanding the fundamental concept of gamification and your more common definition, profiling their students and recognizing the pivotal role this plays in designing effective gamified learning experiences for the evolution of them, ii) familiarization with the various gamification elements and their organization into the five distinct designs, and iii) crafting context-free lessons that align with each of these innovative gamification designs. In an evolving educational landscape, our work stands as a beacon, enabling educators to harness the power of gamification and create dynamic, interactive learning environments for their students. This initiative has the potential to improve the quality of education and awaken in students a curiosity that transcends traditional borders. Such a transformation in the educational landscape could have far-reaching effects, ultimately contributing to the cultivation of an innovative, engaged, and motivated future generation, which will drive progress and innovation in various contexts.
The article is devoted to the didactic potential of mobile applications for learning English as a foreign language by students of non-philology specialities. Since mobile learning acquires complex ...and systemic features, it is extremely important to investigate specific means that contribute to the implementation of educational tasks and the acquisition of necessary competencies by students getting higher education. The purpose of the article is to review existing mobile applications designed for learning English as a foreign language by Ukrainian students in order to determine their didactic potential. Research methods: the analysis of sources on the topic of research made it possible to understand the state of development of the topic, the main directions of domestic and foreign research on mobile learning; descriptive provided an opportunity to generalize the experience gained during reconnaissance; synthesis of the obtained data contributed to the conclusion of the research concept and its implementation. The didactic potential of mobile applications in learning English as a foreign language is considered. A number of mobile applications offered by Google Play were analyzed, and it was determined that they can be typologically classified according to various characteristics (age of the target audience, level of foreign language proficiency, developer expertise, amount of processed material, number of downloads and the score with which users rated a certain application). The applications that can be logically and naturally introduced into the educational process of students of the 1st year of the elementary and pre-intermediate levels were analyzed. 8 applications were considered. As a result of the research, it was found out that despite the considerable diversity of the analyzed applications, their common feature is the implementation of the “edutainment” concept, in which educational goals are achieved by combining the game form and the educational component of the material under consideration. Application developers pay the most attention to grammatical material and thematic vocabulary. Learned topics can be consolidated with the help of tests, often presented in a game form. An indisputable positive point is that the studied lexemes, grammatical constructions and whole sentences are voiced by native English speakers. Based on the concept of interval repetition, the developers include tools in the applications that allow students to memorize the material as easily and naturally as possible. These can be, for example: a repetition calendar, a reminder system, associative pictures, quizzes, the ability to create word cards by your own, transcription of words in English, examples of the use of polysemantic lexemes in different meanings, accompanied by translation and voiceover in a male or female voice. Both individual and group work is provided in the applications. The function of group English learning can be easily used during classroom classes. Mobile applications are a powerful resource that a teacher can refer to when dealing with specific topics. It is convenient for the student to use mobile applications outside of class time, consolidating information learned from textbooks and expanding it with the help of material provided in the course. However, mobile applications in no way replace the main textbook, being only one of the varieties of didactic material which is modern, relevant and understandable for a modern student of higher education.
The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning ...process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The research is mainly characterized by the feasibility of considering these handouts as Learning Objects to be used by the language teachers of the Federal Institute of Paraná (IFPR) - Campus Assis Chateaubriand.
Palavras-chave: Modern foreign language teaching. Digital didactic material. Learning Objects.
The aim of the systematization was to create a collection of cards by a group of students. These cards would serve as a didactic resource in teaching statistical or probabilistic concepts in the ...Costa Rican secondary education curricula. The experience involved 26 mathematics teachers in training who participated in a Didactic Statistics Course that focused on materials and resources for teaching Statistics and Probability. The task involved creating a collection of cards to be used as a didactic resource for teaching topics in these areas. Additionally, an exhibition was held to share the prepared material with the participants. This provided an opportunity to receive feedback on possible improvements in both preparation and implementation. Participants also answered a questionnaire, which aimed to gather information on challenges, opportunities, and options for improving the classroom experience. The main results indicated that these activities contribute to the development of skills and present a challenge for teachers in training. By actively engaging in the learning process, they become key participants. To facilitate a meaningful transformation of the professional work of teaching staff in Statistics, it is crucial to implement activities that will create relevant resources adapted to student contexts. This approach promotes the development of competences that foster critical thinking and problem-solving abilities.
O objetivo da sistematização foi a criação de uma coleção de flashcards por grupo de estudantes. Esses flashcards iriam servir como recurso didático no ensino de conceitos estatísticos ou probabilísticos nos currículos do ensino médio na Costa Rica. A experiência envolveu 26 professores de matemática em formação que participaram de um curso de didática estatística que teve como foco materiais e recursos para o ensino de Estatística e Probabilidades. A tarefa envolveu a criação de uma coleção de flashcards a serem utilizadas como recurso didático no ensino de temas nessas áreas. Além disso, foi realizada uma exposição para compartilhar o material preparado com os participantes. Isto proporcionou uma oportunidade de receber feedback sobre possíveis melhorias tanto na preparação como na implementação. Os participantes também responderam a um questionário, que teve como objetivo coletar informações sobre desafios, oportunidades e opções para aprimorar a experiência na sala de aula. Os principais resultados indicaram que essas atividades contribuem sim para o desenvolvimento de competências e apresentam um desafio para os professores em formação. Ao se envolverem ativamente no processo de aprendizagem, eles se tornam participantes chave. A fim de facilitar uma transformação significativa do trabalho profissional do corpo docente em Estatística, é crucial implementar atividades que permitam a criação de recursos relevantes e adaptados aos contextos dos estudantes. Esta abordagem promove o desenvolvimento de competências que estimulam o pensamento crítico e a capacidade de resolução de problemas.
La sistematización tuvo como finalidad la creación de una colección de tarjetas, por parte del grupo de estudiantes, para ser empleadas como recurso didáctico en la enseñanza de un concepto estadístico o probabilístico del currículo de la educación secundaria costarricense. La experiencia se llevó a cabo con 26 docentes de matemática en formación en el contexto de un curso de didáctica de la estadística en la que se abordó la temática sobre materiales y recursos para la enseñanza de la Estadística y la Probabilidad. El trabajo asignado consistió en crear una colección de tarjetas que pudieran utilizarse como recurso didáctico para la enseñanza de un tema de estas áreas, realizar una exposición en la que se pudiera compartir con el resto del grupo el material elaborado de modo que esto permitiera recibir realimentación para una posible mejora en su confección e implementación y responder un cuestionario que brindara información sobre retos, oportunidades y opciones de mejora de la experiencia de aula. Entre los principales resultados, se obtuvo que este tipo de actividades contribuye con el desarrollo de habilidades y constituyen un reto para el profesorado en formación pues los convierte en actores directos de su proceso de aprendizaje. Así, para una adecuada transformación del quehacer profesional del profesorado en Estadística es importante implementar actividades que permitan la elaboración de recursos pertinentes y adaptados a los contextos de aprendizaje de cada estudiante, favoreciendo consigo el desarrollo de competencias que fomenten el pensamiento crítico y la resolución de problemas.
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