engleski

Didactical-methodical Elements of History Textbooks for High School

Despite the fact that the definitions and roles of school textbooks vary in different science literatures, they all share a common ground. They primarily emphasize on textbooks as a source of information, without giving the required attention to the school textbook role in structuring and organising the teaching and learning processes. This fact is most evident in history textbooks where most researchers deal with the text book content and its main role as the source of infromation, disregarding the influence of the textbooks on both the teaching as well as the learning processes. In this article, we will address textbooks as a didactical-methodical teaching tool focusing on it´s role in organising, structuring and directing both the teaching and learning processes. Our intention in this article is not to minimise or undermine the basic role of textbooks as a source of information ; however, we merely aim to shed a light on dimension of textbooks. The texbooks that we belive is of utmost importance, yet it hasn´t been explored or addressed with enough attention to match it´s significance and influence when it comes to teaching and learning processes. We believe that didactical-methodical dimension of textbooks, determines and facilitates matters for the learners reception, understanding, memorizing, motivating and self learning as it also affects the teaching s understanding and logic, structuring, organisation and assignment of both short and long term goals in teaching process. Our assigment is to determin the textbook elements and matching them with their corresponding didactical-methodical criteria in order to clearly realized and demonstrate how textbooks influence the teaching and learning processes. According to this theory ; we will define the best didactical-methodical conception, specifically the history related textbooks. Since there is no current literature that addresses our goals, our research is only based on the currently existing literature that takes an interes tin texbooks ; hence, there is no definite accepted criteria to which we can base didactical-methodical analysis of textbook which leads us to beleive that this article will help identify these criteria, with a hope of creating a theoretical background ; or in other words, this article may be the first set stone in what may later come to be the foundation that is called the didactical-methodical science of textbooks.

texbook; didactical-methodical elements; didactical-methodical criteria; didactical-methodical conception

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