Κατεύθυνση Ρητορική, επιστήμες του ανθρώπου και εκπαίδευση
Library of the School of Education

2018-11-13

2018

Moschouris Stavroula

Τζίνα Καλογήρου, Καθηγήτρια Νεοελληνικής Λογοτεχνίας και της Διδακτικής της, Π.Τ.Δ.Ε,. Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Κωνσταντίνος Μαλαφάντης, Καθηγητής Παιδαγωγικής και Λογοτεχνίας,Π.Τ.Δ.Ε, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών.
Κωνσταντίνος Ντίνας, Καθηγητής Γλωσσολογίας - Ελληνικής Γλώσσας και της Διδακτικής της, Παιδαγωγική Σχολή Φλώρινας, Πανεπιστήμιο Δυτ. Μακεδονίας

Αφηγηματική Ρητορική και Εικόνα στα σχολικά εγχειρίδια του μαθήματος της Ιστορίας της Στ' Δημοτικού. Η περίπτωση της Ενότητας Δ: Η Ελλάδα στον 19ο αιώνα.

Greek

Νarrative rhetoric and Image in History school textbooks of 6th grade. The case of Unin 4: Greece in the 19th cent.ury.

School is playing a fundamental role in our days in forming and growing students’ literacy, in other words their ability to use, depending communication circumstances, linguistic and metalinguistic knowledge and their skills flexibly and creatively so as to develop their oral, understanding, critical thinking and their ability to produce different kind of texts in terms of context and style.
School’s prior intention through teaching history is to form students capable of “ searching, choosing, critically reading, reasoning, combining, evaluating, composing, communicating”. The aim of the new approach in teaching history is to develop and cultivate students’ capacity to form questions and assumptions for the causes and effects of historical events, reach conclusions, critically read historical sources and acquire abilities of gathering information from different sources.
A History school textbook plays a supreme role in forming and growing literacy, as it remains the only source of learning in the school area and simultaneously promotes and encourages the aims of the educational system.
Pictured History school textbooks of primary school and especially those of sixth grade substantially fulfill modern educational needs, as they form multitropic texts of teaching that enhance students’ memory, observation, language and mental abilities by combining narratives and image.
This combination of narrative language and image may help in the student’s constant and fundamental relation to the historic text, giving rise to student’s acuteness and fantasy and enhancing logic and arguement through a process of a debate with the image and its contexts.







Keywords: literacy, school textbooks, narratives, image

History

literacy, school textbooks, narratives, image

Yes

1

Yes

90

186

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https://pergamos.lib.uoa.gr/uoa/dl/object/2819366