engleski

The Didactic-Methodological Conception of a Textbook

Teaching is a complex process defined by numerous factors, such as the course contents prescribed by the curriculum, teaching goals, methods and resources, the students' characteristics, the teacher's level of education and so on. The quality of teaching is also majorly influenced by textbooks, which are often defined as the primary teaching and learning resources within the institutionalised education process. Therefore, the way in which a textbook is compiled and organised, not only regarding its contents but also didactically and methodically, is extremely important. Defining a textbook's desirable didactic-methodological conception calls for the defining and specifying of its basic elements. In doing so, it is necessary to first define the didactic-methodological instrumentarium of the first and last pages of a certain textbook, followed by the didactic-methodological criteria of textbook unit organisation. Setting up these in a transparent way can not only indicate the extent to which the textbook aids the processes of teaching and learning and leads towards the achievement of teaching goals, but can also make the process of creating textbooks easier for their authors, assist scientists in the didactic and methodological analysis and textbook comparison and, finally, aid teachers in directing the teaching and learning process.

didactic-methodological criterion; didactic-methodological conception; didactic-methodological instrumentarium; textbook

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