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Continual development of critical thinking of students is one of the crucial tasks of efficient teaching. Without constant encouragement of students’ critical thinking, there is no gaining their intellectual independence in the process of acquiring, deepening, expanding and creative application of knowledge. The paper explicated possibilities of using fairy tales reception for the purposes of encouraging and developing critical thinking of primary school lower grade students. Dynamics of fairy tales narration, their overall structure, but also the development of this literary genre (from the folk genre, over the authorial one strongly relying on the oral, to the authorial with much more authenticity) are extremely compatible with the outline that the literary reception theory defined for reception process. In addition, the reception process that we formulate methodically in teaching (forming expectations’ horizon, presenting predictions and assumptions, reading and assessing aesthetic distance) has been recognized as a framework system of critical thinking: evocation, understanding of meaning and reflection.
2017 •
Journal of Modern Education Review
The Tale and Creative Writing Techniques: Developing Critical Literacy2020 •
The current paper seeks to present Creative Writing techniques that were implemented to students attending grades 3-6 of a Greek rural primary school. These techniques were based on the book of Gianni Rodari "Grammar of fantasy" and their aim is to cultivate critical literacy. This attempt was made within a cultural program that had as its topic the "European and folk tale". Thus, the tale was used as the main material and the backbone upon which the whole program was supported as it was closer to the children's experiences and because of its widely-acknowledged pedagogical character. The outcome of the program seems to be encouraging, since the students showed particular interest in the whole sum of the activities and lived up to the expectations of the objectives that were set to a satisfying degree. Therefore, the techniques presented are suggested as an alternative instructional approach towards the development of a critical literacy and it is regarded as beneficial for them to be used even in the first grades of primary school with the purpose of creating mature and critical, reflective citizens.
2015 •
Richards (2006) states that the purpose of learning language is to master the communicative competence, meaning that by the end of the leaming process, the students should be able to produce proper language in any genre and in any situation. However, that competence alone, without accompanied by the ability to perform critical thinking will end in the conversation talking about explicit information only. It can not be denied that understanding the implicit infbrmation r'vill be challenging and making the conversation interesting. Halpern (cited on l5 March 2015) states that critical thinking refers to the use of cognitive skills or strategies that increase the probability of a desirable outcome. It is the kind of thinking which is involved in solving problems- formulating inferences, calculating likelihoods, and making decisions.The purpose of this article is to show that literary work can be used to develop critical thinking and at the same time is able to improve the students&...
“FAIRY TALES” AS A PEDAGOGICAL MEDIATION IN THE LITERACY PROCESS IN THE EARLY GRADES OF ELEMENTARY EDUCATION IN A SCHOOL OF THE MUNICIPAL NETWORK IN THE CITY OF PARINTINS/AM (Atena Editora)
“FAIRY TALES” AS A PEDAGOGICAL MEDIATION IN THE LITERACY PROCESS IN THE EARLY GRADES OF ELEMENTARY EDUCATION IN A SCHOOL OF THE MUNICIPAL NETWORK IN THE CITY OF PARINTINS/AM (Atena Editora)2023 •
This article is of fundamental importance, as it aims to objectify and show how "fairy tales" can be worked in the classroom, as a pedagogical mediation in the literacy process. In view of the difficulties of students in the literacy process. Qualitative research was used, as we do not want to use statistical data, prioritizing the quality with which students learn rather than quantity; phenomenological approach method because we seek to highlight the visions and experiences in the research field. And for a better understanding of the theme addressed in the textual genre “fairy tales”, we seek to base our research on the following theorists, Coelho (2000), Dohme (2003), Ferreiro (2000), Soares (2003) among others. The research took place in a municipal school in the city of Parintins-AM. Through an educational analysis, we chose to work with fairy tales, awakening interest, creativity and critical thinking in students. From a personal point of view, the research aroused in teachers the interest in carrying out an in-depth study in which it is possible to make use of the everyday knowledge that the student already has in favor of a “learning that promotes him”. As researchers, it is our wish that this research serves as subsidies for other researches, or that the University itself comes, through researches or extension projects, to establish knowledge in an assured way.
The Reading Teacher
First Graders and Fairy Tales: One Teacher's Action Research of Critical Literacy2008 •
JEES (Journal of English Educators Society)
Critical Thinking Skills to Literary Works: A Method of Teaching Language through Literature2016 •
Teaching a language has become a challenging task for the teachers to train and to teach language for their students. In present time, the ability to master a language is vital for a language is a powerful means of communicating. Most of us will not focus on the language present in the literature part because our mind sets only towards the grammar. This has made both the teacher and students to ignore the literature part and made them to focus only on grammatical part to learn language. The urge behind using literary works in the teaching a language is to argue that the current attempts to implant literary works to the teaching of a language definitely develop students’ critical thinking in such a way that help them to easily master a particular language. Learning literary works in a classroom not only make the students learn about a story but also study how the language are structured and how its structured bring a great difference in meaning. Through a literary works student sees...
2018 •
Genre based reading is a necessary basis for (every) starting interpretation of fairy tales. It is also a strong distractor from noticing the “cracks” in the text, which are labelled as problem-based places in teaching interpretation. By using the appropriate aspects of theories of interpretation, (de)construction, phenomenology, and over-interpretation) we observe and analyse such places in text. The goal of this paper is to create the frame for the new (problem-based) way to read fairy tales, to separate the levels of interpretation, and to illuminate the systematic development path of the young reader (in literature teaching).
Literature has been an essential part of the language curriculum for a long time, but until recently it has not been given much emphasis in the EFL/ESL classroom. Even though, many teachers nowadays still feel reluctant to include literary blocks into the language curriculum. This assumption could be partially based on the reductive interpretation of the language process learning. The fact, however, is that literature elements could be highly beneficial for the foreign language development. Literature is an authentic material; hence, most of its works are not created for the specific purpose of teaching a foreign language. Therefore, learners are exposed to genuine and undistorted language. When working with literary texts, students have also to cope with language intended for native speakers, gaining additional familiarity with many different linguistic uses, forms and conventions. In addition, literature provides exposure to the culture of its speakers by examining universal human experience within the context of a particular setting and the consciousness of a particular society. Linguistically, literature has the potential of serving as the central focus of the unit of study in the classroom. A number of different activities, based on the main language skills, may be developed around the reading of a literary work. While reading a text, students get involved into the story, eager to find out what happens next. They feel close to certain characters and share their emotional responses. The approach suggested in this research looks for engaging language students in genre studies around reading and writing workshops. Our proposal is focused on Lewis Carol’s Alice in Wonderland as one of the best examples of the literary nonsense genre. The proposal includes different exercises designed both to help students to develop linguistic skills and different language areas, and also to offer them a direct contact with the target language culture. All these things promote better understanding of students´ own identity and the complexity of the world around them.
2015 •
This case-study undertook to find out whether learning through the fable genre helped support and extend learners‟ critical thinking. Four young learners between the ages of nine to eleven were immersed in fables where they „heard‟ fables, read fables and reviewed fables as they learnt the fable genre. Data was collected in the form of learners‟ discussions and through participant observations. The findings indicate that learning through the fable genre helped to support and extend learners‟ critical thinking as they reviewed the fables and made connections with issues in their lifeworlds. The findings also suggests that learning through the fable genre links the reading done in the classroom and the critical reading that needs to be done beyond the classrooms. Hence genre approach to reading can be seen as a plan or even a tool for empowering learners.
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