SHS Web Conf.
Volume 104, 2021Second International Conference on History, Theory and Methodology of Learning (ICHTML 2021)
|Number of page(s)||7|
|Published online||04 May 2021|
School textbook as an object of pedagogical research
1 Ternopil Volodymyr Hnatiuk National Pedagogical University, 2 M. Kryvonosa Str., Ternopil 46027, Ukraine
2 Institute of Pedagogy of the National Academy of Educational Sciences of Ukraine, 52-D Sichovykl Striltsiv Str., Kyiv 04053, Ukraine
3 Technical College of Ternopil Ivan Puluj National Technical University, 13 L. Kurbasa Str., Ternopil 46016, Ukraine
4 Ternopil College of Food Technologies and Trade, 73 Stepana Bandery Ave., Ternopil 46011, Ukraine
The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook covers the text and non-text components – the apparatus of mastering, illustrative material, orientation apparatus), methods of analysis and evaluation (distinguish traditional and theoretical) – analytical and formalized methods; the structural-functional approach to the textbook analysis has been proved). The peculiarities of textbooks for elementary school have been analyzed: the most complete definition of this phenomenon has been formulated; the leading functions of the textbook addressed to junior students have been defined – informational, developmental, educational, motivational; the features of structural components (taking into account the age of students) have been specified; methods of analysis and evaluation of the textbook have been classified: methods of analysis of the manuscript, methods of evaluation of the textbook itself, diagnostic evaluation ex post facto; a comprehensive approach to the analysis of textbooks for elementary school has been proposed; methods of analysis of certain aspects of the textbook (motivational component, developmental orientation, etc.) have been offered.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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