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Čítanie kníh vo vzťahu k verbálnej a figurálnej tvorivosti adolescentov

100%
Konrádyová N., Slavkovská M.
E-psychologie (E-psychology)
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2019
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vol. 13
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issue 4
1-12
EN
The aim of this study was to investigate the existence of prospective differences in factors of verbal and figural creativity, like fluency, flexibility and elaboration, between pupils who read books in their free time and those who do not read. The next aim was to determine the extent of influence of reading in free time on verbal and figural creativity. Totally 169 pupils from elementary schools participated in this research. Number of those who read in their free time was 63 (37,28%). In the group there were totally 89 (52,66%) boys and 80 (47,33%) girls. Participants ranged in age from 10 to 15 years (M= 13,08; SD= 0,82). Data were collected with using Torrance Test of Creative Thinking – figural part and some adapted tasks from tests of verbal creativity from Guilford and Torrance. The results show that there are significant differences between readers and non-readers in verbal and figural creativity. Differences were also demonstrated in the most factors of creativity, the only exception was figural fluency. Further analysis of data showed more significant influence of reading on score in verbal than in figural creativity, where the influence is negligible.
SK
V rámci tohoto výskumu bola pozornosť venovaná zisťovaniu rozdielov vo faktoroch verbálnej a neverbálnej tvorivosti, ktorými sú fluencia, flexibilita a elaborácia medzi čítajúcimi adolescentmi a ich rovesníkmi, ktorí sa tejto aktivite nevenujú, ako aj vplyvu čítania na verbálnu a neverbálnu tvorivosť. Výskumný súbor tvorilo 169 respondentov z druhého stupňa základných škôl, z čoho čitateľov bolo 63 (37,28 %). Chlapcov bolo 89 (52,66 %) a dievčat 80 (47,33 %). Vek respondentov sa pohyboval v rozmedzí 10 až 15 rokov (M= 13,08; SD= 0,82). Dáta boli zozbierané prostredníctvom Torranceho figurálneho testu tvorivého myslenia a upravených testov Guilforda a Torranceho určených na meranie verbálnej tvorivosti. Výsledky poukazujú na to, že medzi čítajúcimi a nečítajúcimi žiakmi sa nachádzajú signifikantné rozdiely vo faktoroch verbálnej a neverbálnej tvorivosti, pričom výnimku predstavuje len figurálna fluencia. Ďalšia analýza poukázala na to, že čítanie má významnejší vplyv na verbálnu tvorivosť v porovnaní s neverbálnou, na ktorú je vplyv minimálny.
2
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Analysis of English Literature Student’s Preference of Reading Literary Books or Watching the Movie Adaptation and their Accounts for the Tendency

100%
Azizi N., Khonamri F., Stranovská E., Akimjaková B., Kholov S., Dolzhikova A.
Journal of Education Culture and Society
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2023
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vol. 14
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issue 2
401-413
EN
Thesis. Today’s students are very much influenced by globalisation and advances in technology. This has brought about some changes in the attitudes and perceptions of the new generation of students which are worthy of attention. The present study aimed to shed light on one such shift of focus and explored Iranian literature students' preferences for either reading or watching the movie adaptations of literary works. The second aim of the study was to examine the reasons for their preferences and to analyse them to see where they originated from. Concept. To this end, a mixed methods design was used in which the quantitative data was gathered through a questionnaire from the University of Mazandaran English literature students (N=141). In the questionnaire, their tendencies towards either watching movies or reading literary books was explored. Based on convenient sampling, for the qualitative data, a semi-structured interview was conducted with 5 students from each category to find the reasons behind their preferences. The data from the interviews were transcribed and then content analysed. Results and conclusion. The results showed there existed a higher tendency towards movie watching (58%) among these students. Content analysis of the students’ responses to interview questions also revealed some factors affecting their inclination towards movie watching. The main reason for such a tendency was mentioned to be time constraints. Oher reasons were disclosed which will be reported in the article. The implications of the study will also be discussed fully under conclusion.
3
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“Il libro di lettura non sia un centone di trite nozioni”: i manuali di lettura nei programmi ministeriali per la scuola elementare (1860–1905)

63%
Giuseppe Russo B.
Linguistica Pragensia
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2023
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vol. 33
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issue 2
156-178
EN
The paper examines the guidelines dedicated to Italian teaching and, above all, to the ideal thematic, language and stylistic features of school reading books in the programmes for primary school and in the related instructions for teachers issued by the Ministry of Education from 1860 to 1905: a decisive period for the arrangement of the Italian school system, the literacy processes and the spread of the national language. It can be seen how these official documents significantly shaped the writing of school books. The paper also explores the complex relationship between the institutional attempts to regulate textbook production, as evidenced by relevant ministerial documentation parallel to the programmes, and the rich publishing activity in this field. To complete the overview of the dialectic between school-educational publishing and the regulatory will of the Ministry and of the boards connected to it, responsible for the evaluation of textbooks, the witnesses of two prominent school female authors of the 2nd half of the 19th century are commented on: Ida Baccini and Felicita Morandi.
IT
Il contributo presenta le linee-guida dedicate alla didattica dell’italiano e soprattutto alle caratteristiche tematiche, linguistiche e stilistiche ideali dei libri di lettura scolastici nei programmi per la scuola elementare e nelle connesse istruzioni per i maestri emanati dal Ministero dell’Istruzione dal 1860 al 1905: un periodo determinante per l’assestamento del sistema scolastico italiano, i processi di alfabetizzazione e la popolarizzazione della lingua nazionale. Si nota come queste disposizioni condizionarono decisamente la stesura dei libri per la scuola e si fa luce sul complesso rapporto tra i tentativi istituzionali di regolamentazione della produzione libraria, dei quali è prova anche una documentazione ministeriale affine e parallela ai programmi, e il fervore editoriale nel settore in questione. Per completare il quadro della dialettica tra l’editoria scolastico-educativa e la volontà regolatrice del Ministero e delle commissioni, a esso collegate, preposte alla valutazione dei libri di testo, si commentano le testimonianze di due illustri autrici per la scuola del secondo Ottocento: Ida Baccini e Felicita Morandi.
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