Suchergebnisse

Intro -- Contents -- About the Editors -- List of Contributors -- Chapter 1 An Exploration of the Spiritual "Original Homeland" of Chinese Ethics: A Review of the Conceptual History of "Emotion" -- Part I Doing Chinese Ethics A New Possibility? -- Part II Why the Thick Concept Is So Important? -- Part III Emotion A Thick Ethical Concept -- 1. The Intensional Evolution of the Concept of "Emotion -- 2. The Idea Cluster Behind the Concept of "Emotion": Sense, Sight, and Feeling -- Concluding Remarks -- Chapter 2 Contemporary Full-Length Novels: A Literary Symbol -- I. -- II. -- III. -- IV. -- Chapter 3 The Novel Monthly and Chinese Literature in the 1920s -- I -- II -- III -- IV -- Chapter 4 Cultural Warfare: The Context and Situation of Chinese Literary Criticism in the 20th Century -- I. How Did "Cultural Warfare" Originate -- II. "A Finish Fight": The Context for Chinese Literary Criticism in the 20th Century -- III. "Dagger" and "Javelin": Critical Weapons in the Years of "Turmoil -- Chapter 5 To Transform Knowledge into Wisdom: On the Logical Starting Point for Literary and Art Theories -- I -- II -- III -- IV -- V -- VI -- Chapter 6 On the Momentariness of Image Creation -- I -- II -- III -- Chapter 7 Lu Xun's Theories on New Fine Art -- Part I Lu Xun and the Art Revolution -- Part II Three Traditions of the Woodcut Campaign -- Part III Significance of the Notes in Peking -- Chapter 8 Hu Huanyong's Contributions to Chinese Population Geography: In Commemoration of the 80th Anniversary of Discovery of the "Hu Huanyong Line" -- I. Who Is Hu? -- II. Hu's Major Research Achievements, Academic Concepts and Influence -- III. Hu's Major Academic Papers and Monographs -- Bibliography -- Chapter 9 Money in the Social Sciences: The Individual, Society, the State and Beyond -- Functionalism: Money, the Individual and Society.

Ways of achieving individualization of the learning process are one of the most important issues of modern didactics. They represent a new approach to creating modern systems of teaching. There is a growing discussion about developmental teaching that can be characterized as a model of individualized teaching. This is the answer to the classical organization of teaching in a class-lecture system in which teaching content, teaching methods, learning styles and all other working conditions are the same for all students. Therefore, the creation of a modern Science & Social Studies textbook which should meet the requirements of modern teaching has a great social importance and requires joint efforts of theoreticians, researchers and practitioners. When the textbooks is well-designed, we can expect improved student activity in didactic and methodological sense, development of his individuality and creativity, as well as positive influence on his self-formation and self-actualization. Starting from the notion of individualization, the textbook as an assumed scenario of the learning and teaching process, the authors determine the goal of the research: to examine the presence of values of individualization in Science & Social Studies textbooks for the fourth grade of primary school. The research sample is deliberate and stratified: it consists of Science & Social Studies textbooks for the fourth grade of primary school, published by the Institute for Textbooks Publishing and Teaching Aids. 121 primary school teachers from the Zlatibor and Moravicki Districts participated in this research. Independent evaluators assessed the distribution of several categories that relate to the values of individualization: 1) content in two levels of difficulty - remedial content for students with poor performance and additional content for good students; 2) examples designed in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 3) exercises in three levels of difficulty - for students with the weakest performance, for average students and for exceptional students; 4) various procedures for solving problem-based tasks where: there are several problem-based tasks and students need to choose one, students just need to solve problem-based tasks, students define and solve problem-based tasks on their own and students identify the problem, formulate and solve it. The Likert five-point scale of responses was used for the evaluation of primary school teachers' attitudes toward the present values of individualization in the sample textbooks. The data was processed with the use of SPSS 16.0 software package, and the hypotheses were tested by calculating the intelligence quotient and the chi square. The results of the evaluation of primary school teachers by independent evaluators show that the values of individualization are insufficiently present in Science & Social Studies textbooks, that teachers' qualifications and years of experience do not affect the results and that this problem needs a more significant scientific research and professional attention. The issue of modernizing existing Science & Social Studies textbooks is thus actualized. One of the possible solutions could be an electronic Science & Social Studies textbook which can offer better technical solutions than its classic equivalent and help individualize educational work.