The Ability to Understand and Create Descriptive Texts and Essays as an Indispensable Condition for Organizing the Environment for Language Development

The article is devoted to the text as a multifaceted concept that a pupil is faced with both when perceiving the educational content and producing his / her own oral and written answers. The emphasis in the article is made on the two most frequent types of speech used in various school subjects, that is description and reasoning. The purpose of the work is to systemize the philological knowledge about the text, its kinds and methods of its creation, since it is necessary to know for organizing the environment for language development. During the study the following methods were used: comparative method, generalization, comparison, systemization, theoretical analysis of research and methodological literature on text theory, stylistics, genre studies and methods of teaching Russian. As a conclusion specific features for describing an object and a portrait of a person are presented; the main types of classification are introduced and principles of their building-up are formulated. A special attention in regard to the essays is paid to the laws of logic. Various examples from school text books are given. It is concluded that taking into account all the achievements accumulated in the theory of text, stylistics, genre studies, as well as methods of teaching Russian for creating an environment for language development, will allow teachers to improve the perception of tasks by students and will contribute to the formation of skills for creating written and oral answers.

Mozi

This chapter turns to the writings of Confucius' first great philosophical rival, Mozi, or Mo Di. From its obscure beginnings, Mohism quickly burgeoned into an influential philosophical school with a firm hierarchy and organization. Whatever their origins, Mohists soon came to be known first and foremost as thinkers. Mozi, the sole surviving repository of Mohist teachings, is extensive and is best understood as a school text. The core of the book is a sequence of what were originally thirty chapters advancing ten basic credos: “Exalting Worthies,” “Upward Conformity,” “Impartial Love,” “Objecting to [Military] Aggression,” “Moderating Expenditure,” “Moderating Funerals,” “The Will of Heaven,” “Clarifying Ghosts,” “Objecting to Music,” and “Objecting to Fatalism.”

FEMINISME DALAM NOVEL SAMAN KARYA AYU UTAMI DAN IMPLEMENTASINYA DALAM PEMBELAJARAN TEKS NOVEL KELAS XII SMA

ABSTRACT The purpose of this study is to describe and analyze the forms of feminism and their implementation in the learning of novel texts in class XII of high school. This type of research is qualitative research with descriptive methods. The data source in this study is Ayu Utami's Saman novel. The data in this study are words, phrases, clauses, and sentences that show the form of feminism in the novel. The subject of this research is the researcher himself with the help of other instruments in the form of a recording sheet. The data collection technique, which is reading and understanding Ayu Utami's Saman novel, conducts literature studies related to research problems, and searches and records data relating to research problems contained in the novel. The data validation technique uses triangulation techniques. The results of the study were found as participants. First, there are two forms of feminism in Ayu Utami's Saman novel, namely verbal and nonverbal forms. Verbal form is a form of the character's struggle through verbal utterances by the characters. And nonverbal forms are physical actions of characters. Second, the application of feminism in Ayu Utami's Saman novel in 2013 class XII high school text learning curriculum with basic competencies related to three aspects of assessment, namely the assessment of knowledge, attitudes, and skills. Kata Kunci: feminisme, pembelajaran teks novel

ANALISIS MISKONSEPSI PADA MATERI LARUTAN PENYANGGA SISWA KELAS XI IPA MA SWASTA DARUL ULUM KUBU RAYA

The problems faced by the students in chemistry class, especially in Buffer Solutions, often caused a misunderstanding. Continuous misunderstanding can lead to a misconception. This study aimed to analyze the misconceptions in Buffer Solutions among the eleventh grade students of MA Darul Ulum Kubu Raya 2016/2017 using a Diagnostic Test instrument. Using a descriptive method, the data revealed collected by employing 10 items of multiple choice with their reasons. The study revealed that the misconceptions in Buffer Solutions occurred in all concepts. The most common misconception took place in the indicator of explaining how the base buffer solution works when it is added by a small amount of alkaline (80%). The lowest happened on the indicator of determining the mixture of compoundsof the acid buffer solution (31%). The misconception that occured in each indicator was 70.4%. The misconception was caused by the students’ associative thinking skills was 48.4%. Therefore, the factors related to misconceptions faced by the students in Buffer Solutions are the lack of understanding, the learning methods applied by the teacher, and the reference books, particularly the non-school text books.

Sherlock Holmes inside a textbook. Archaeology of a teacher training text from the early 19th century

ABSTRACTIn Italy, since the late 1990s there have been many research works on school and educational publishing, interlacing with the current fields of investigation common in Europe and beyond. Numerous earlier studies offered historians deeper knowledge of school publishing, in terms of the production and distribution of school textbooks between the 19th and 20th centuries, school publishers, legislation on school textbooks and the ideologies and values underlying school text. However, very few studies have investigated the aspects specifically linked to the history of the subject teaching methods in these books, and their everyday practical use and application by the teachers in the class. This essay analyses a teacher training manual to identify the words and expressions that offer clues and signs of the underlying methodologicaland teaching traditions, revealing the pedagogic and educational knowledge used for teacher education. The work analyses a teacher training manual, like a young Sherlock Holmes searching with a magnifying glass for clues among single words or sentences that can reveal the archeologically stratified teaching traditions of the early 19th century.Keywords: Primary school. Textbooks. Teacher training. Material school culture.Resumo: Pesquisas sobre a história da editoria pedagógica e acadêmica conheceram um fecundo período de estudos, a partir do final dos anos de 1990, na Itália, entrelaçando-se com uma linha comum de investigação generalizada em nível europeu e internacional. Os numerosos estudos já realizados nos permitiram alcançar um conhecimento mais profundo da editoria educacional, ao nível de produção editorial e da circulação de manuais escolares entre o Oitocentos e Novecentos, sobre os editores para a escola, sobre disposições normativas relacionadas ao livro escolar e sobre aspectos ideológicos e valorativos subjacentes aos livros-texto. Todavía poco estudiados son los aspectos más relacionados a la historia de las metodologías y de la enseñanza disciplinar presentes en los libros destinados al aula y el uso real, la práctica concreta del libro en el aula en la mediación desarrollada por los docentes. En este artículo se ofrece un análisis de un libro escolar al recoger palabras y frases reveladoras de "indicios" y "acechados" de tradiciones metodológicas y didácticas subyacentes, capaces de revelar la circulación del saber pedagógico y didáctico destinado a la formación de los docentes. En particular, se analizará un manual para profesores al modo de Sherlock Holmes, a través de una lente de detective, en busca de vestigios en torno a palabras aisladas o frases eveladoras de tradiciones didácticas arqueológicamente estratificadas en la primera mitad del siglo XIX.Palavras-chave: Escola Elementar. Livro-texto. Formação de Professores. Cultura Material Escolar.Resumen: Investigaciones sobre la historia de la editorial pedagógica y académica conocieron un fecundo período de estudios, a partir de finales de los años 1990, en Italia, entrelazándose con una línea común de investigación generalizada a nivel europeo e internacional. Los numerosos estudios ya realizados nos permitieron alcanzar un conocimiento más profundo de la editorial educativa, al nivel de producción editorial y de circulación de manuales escolares entre los Ochocientos y Novecientos, sobre los editores para la escuela, sobre disposiciones normativas relacionadas al libro escolar y sobre aspectos ideológicos y valorativos subyacentes a los libros-texto. En el caso de los alumnos de la escuela primaria, los alumnos de la escuela primaria y secundaria de la escuela primaria y secundaria. En este artículo se ofrece un análisis de un libro escolar al recoger palabras y frases reveladoras de "indicios" y "acechados" de tradiciones metodológicas y didácticas subyacentes, capaces de revelar la circulación del saber pedagógico y didáctico destinado a la formación de los docentes. En particular, se analizará un manual para profesores al modo de Sherlock Holmes, a través de una lente de detective, en busca de vestigios en torno a palabras aisladas o frases reveladoras de tradiciones didácticas arqueológicamente estratificadas en la primera mitad del siglo XIX.Palabras clave: Escuela elemental; libro de texto; Formación de profesores; Cultura material de la escuela.Sommario: Le ricerche sulla storia dell’editoria pedagogica e scolastica hanno conosciuto una feconda stagione di studi dalla fine degli anni Novanta in poi in Italia, intrecciando il coevo filone di indagine diffuso a livello europeo e internazionale. Le numerose ricerche già svolte hanno permesso di giungere ad una conoscenza più approfondita dell’editoria scolastica, a livello di produzione editoriale e di circolazione dei manuali scolastici tra Ottocento e Novecento, sugli editori per la scuola, sulle disposizioni normative legate al libro scolastico e sugli aspetti ideologici e valoriali sottesi ai libri di testo. Ancora poco studiati appaiono gli aspetti più squisitamente legati alla storia delle metodologie e delle didattiche disciplinari presenti nei libri nonché l’uso reale, la pratica concreta del libro in classe nella mediazione didattica svolta dai docenti. In questo contributo si offre l’analisi di un manuale scolastico per coglierne parole e frasi rivelatrici di ‘indizi’ e spie’ di tradizioni metodologiche e didattiche sottese, capaci di rivelare la circolazione del sapere pedagogico e didattico destinato alla formazione dei docenti. Si analizzerà in particolare un manuale per maestri come novelli Sherlock Holmes, alla ricerca di tracce con la lente del detective sulle singole parole o frasi rivelatrici tradizioni didattiche archeologicamente stratificate nella prima metà dell’Ottocento.Parole chiave: Scuola Elementare; Libri di Testo; Formazione dei Maestri; Cultura materiale della scuola.