Vztah úrovně didaktické vybavenosti a míry obtížnosti textu současných učebnic

• Authors: Eva Janoušková

Title variants

EN

The relationship between didactic potentionality and text difficulty in current textbooks

• Languages of publication: CS

Abstracts

EN

The present paper presents the results of the analysis of secondary school geography textbooks. The choice of the research methods had been determined by the applicability of the results in practice. Two main methodological procedures were applied: The method of measurement of the didactic potentiality and the measurement of the text difficulty level by means of the Complex text difficulty rate. At the beginning of the research, a hypothesis was set supposing a connection between the level of didactic potentiality and adequacy of the text difficulty level. The hypothesis validity was confirmed by statistical evaluation of the ascertained facts. A possible contribution to the research is expressed in the conclusion of this thematic contribution, namely from the point of view of its contents, methodology and above all practice. It indicates also the further perspectives of the research, particularly in the situation when, at present, the evaluation of textbooks as a part of the pedagogical research is still a side issue in this country.

Keywords

EN

Textbook; Didactic tool; Textbook structure; Use of the textbook in the education process; Textbook study; Didactic potentiality; Text difficulty level; Syntactic difficulty rate; Semantic difficulty rate

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2009
• Issue: 1
• Pages: 56-72

Contributors

author

Eva Janoušková

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31 603 00 Brno, Czech Republic