Κατεύθυνση Εκπαιδευτικός Σχεδιασμός και Διδασκαλία
Library of the School of Philosophy

2019-03-05

2019

Ntourou Stavroula

ΑΘΑΝΑΣΙΟΣ ΜΙΧΑΛΗΣ, Επίκουρος καθηγητής, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, Διδασκαλία της Ελληνικής ως Μητρικής και ως Δεύτερης Γλώσσας και με τη Χρήση των Νέων Τεχνολογιών, ΕΚΠΑ
ΑΘΑΝΑΣΙΟΣ ΒΕΡΔΗΣ, Επίκουρος καθηγητής, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, Εκπαιδευτική Έρευνα και Αξιολόγηση, ΕΚΠΑ
ΜΑΜΟΥΡΑ ΜΑΡΙΑ, Εντεταλμένη Διδάσκουσα, Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας, ∆ιδακτικός Σχεδιασµός και Άσκηση στο πεδίο, ΕΚΠα

Απόψεις εκπαιδευτικών Γυμνάσιου σχετικά με τα 4 κριτήρια αξιολόγησης σχολικών εγχειριδίων για το μάθημα της Νεοελληνικής Γλώσσας

Greek

Teachers' Gymnasium Views on the 4 Assessment Criteria for the Modern Greek Language Course

The issue of evaluation criteria for textbooks is a multifactorial issue that has been addressed by several researchers and scholars in the field of education. These researchers have proposed several criteria for the evaluation of the school book, but they differ according to the theoretical approach of knowledge they support. The bibliographic review (Chapter 2) has shown that there are a variety of key areas of assessment in the proposals of researchers regarding the criteria for the evaluation of schoolbooks concerning areas such as scientific validity, pedagogical training, technical excellence, appearance, sociological function, the structure and organization as well as the agreement of the school manual with the curriculum. More specifically, through the detailed bibliographic review of the criteria for the evaluation of school textbooks for the Modern Greek Language in the framework of the Gymnasium, four main categories of criteria were extracted which were later used in the research part of this diploma thesis and summarized the following: a) pedagogical instructional evaluation criteria, b) sociological assessment criteria, c) linguistic evaluation criteria, and d) aesthetic evaluation criteria Subsequently, the research part of this paper (Chapter 3) presents the objectives of the research, the research methodology and the main conclusions of the research. Initially, with regard to the collection of our data, for the research needs, the questionnaire tool was selected and a sample of 113 professors working in either the private or the public sector was formed.
Then, through the proper organization and analysis of the above available data made using the SPSS statistical pack, the following main conclusions were drawn for the school books of the Modern Greek Language Course in the Gymnasium. Initially, there were more sociological evaluation criteria and even more aesthetic evaluation criteria, that is, the school textbooks of this course are aesthetically and typologically appropriate and contain various sociological extensions and functions. Secondly, less linguistic evaluation criteria and even fewer didactic and pedagogical evaluation criteria have been noted, ie the textbooks of this course are lagging behind in terms of linguistic and even more pedagogical and pedagogical relevance. Lastly, it is clear that the above conclusions only concern the above-mentioned available sample and cannot arbitrarily be generalized.

Language – Literature

Assessment Criteria, Modern Greek Language, Gymnasium, quantitative research, school textbooks, teachers' perceptions

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https://pergamos.lib.uoa.gr/uoa/dl/object/2864161