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Dergiler / Hacettepe Üniversitesi Eğitim Fakültesi Dergisi / 2006 / Cilt: 2006 - Sayı: 31

"Ağlayan Nar" Örneğinde Okur Merkezli Edebiyat Eğitimi ve Aktiviteye Dayalı Yabancı Dil Öğrenimi

Dalım Çiğdem ÜNAL
Sayfa
221–233
Yayın Tarihi
2022-10-19
DOI
—
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Yapay Zeka Hızlı Bakış & Çıkarımlar

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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

This sample lesson model is developed so as to be used in all school in which German is taught in addition to German language teaching programs situated at universities.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Foreign language teacher education programs situated in Faculties of Education are structured so as to develop the teacher candidates’ literary skills along with the language and field courses.
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Temel Bulgular & Veri:Therefore, students at German Language Teaching divisions are supposed to learn about German literature through textual analysis and how to teach German with such texts.
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Sonuç & Katkı:This sample lesson model is developed so as to be used in all school in which German is taught in addition to German language teaching programs situated at universities.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Foreign language teacher education programs situated in Faculties of Education are structured so as to develop the teacher candidates’ literary skills along with the language and field courses. Therefore, students at German Language Teaching divisions are supposed to learn about German literature through textual analysis and how to teach German with such texts. To realize both of these aims, this sample lesson plan is prepared to teach a novel in German called “Der weinende Granatapfel” (“The Crying Pomegranate”) which constitutes an intercultural quality. By moving from principles framing modern literature courses, the teacher candidates are shown how reader-centered literature and language teaching are, interrelated. This sample lesson model is developed so as to be used in all school in which German is taught in addition to German language teaching programs situated at universities.

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Bu Makaleye Atıf Yap

ÜNAL, D. Ç. (2022). "Ağlayan Nar" Örneğinde Okur Merkezli Edebiyat Eğitimi ve Aktiviteye Dayalı Yabancı Dil Öğrenimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 2006 - Sayı: 31, 221–233. https://ajindex.com/articles/532445

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Kaynakça (11)

  1. Ateş, Ş. (1993). Heimat und Gastland im Spiegel der Migrantenliteratur anhand der ausgewählten Autor-innen. Ankara Universität, unveröffentlichte Dissertation. Bjargum, N., Geist, H. und Vonsbæk, M. (2002). Aufgabenorientierter Literaturunterricht am Beispiel von Arthur Schnitzlers „Die Toten schweigen“. Theorie und Praxis, Österreichische Beiträge zu Deutsch als Fremdsprache in Österreich, Schwerpunkt: Literatur im Daf-Unterricht, Innsbruck: Studien, 75-94.
  2. Caspari, D. (1997). Übersicht über kreative Umgangsformen mit literarischen Texten, Der Fremdsprachliche Unterricht Englisch, 3, 44-45.
  3. Caspari, D. (2001). Fremdverstehen durch literarische Texte – der Beitrag kreativer Verfahren. Bausteine für einen neokommunikativen Französischunterricht, Tübingen: Gunter Narr, 169-184.
  4. Hinz, K. (1996). Schüleraktivierende Methoden im fremdsprachlichen Literaturunterricht. Praxis des neusprachlichen Unterrichts, 43, 139-150.
  5. Hinz, K. (1997). Die Phasen des pre-reading, reading und post-reading im fremdsprachlichen Literaturunterricht – Schüleraktivierende und kreative Methoden. Der Text im Fremdsprachenunterricht. Bochum: AKS, 249-259.
  6. Müller-Hartmann, A. und Schocker-von Ditfurth, M. (2005). Ein Themenheft zum aufgabenorientierten Fremdsprachenlernen. Praxis Fremdsprachenunterricht, 4, 3-7.
  7. Nünning, A. (1997). Literatur ist, wenn das Lesen wieder Spaß macht! Der Fremdsprachliche Unterricht Englisch, 3, 4-12. O’Sullivan, E. und Rösler, D. (2002). Kinder- und Jugendliteratur im Deutschunterricht. Fremdsprache Deutsch, 27, 5-9.
  8. Schewe, M. L. (2005). Literaturvermittlung in der Auslandsgermanistik – einige Thesen und kritische Kommentare. Germanistentreffen, Deutschland – Großbritannien, Irland, 30.9.-3.10.2004, Dokumentation der Tagungsbeiträge, Herausgeber: Deutscher Akademischer Austauschdienst (DAAD), Siegburg: Daemisch Mohr, 93-112.
  9. Spinner, K. (1999). Die eigenen Lernwege unterstützen.- Die sog. kognitive Wende in der Deutschdidaktik. Neue Wege im Literaturunterricht. Hannover: Schroedel, 4-10.
  10. Tekinay, A. (1990).
  11. Der weinende Granatapfel, Frankfurt a.M.: Suhrkamp. Ünal, D. Ç. (2005). Yabancı Dil Öğretiminde Edebi Metinler: Yenilikçi Yaklaşımlara Geçiş Süreci ve Gerekçeleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 203-212.