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Yüksek Lisans Tezi, Okuma; bilgilenmeyi, gelişmeyi ve eğlenmeyi sağlayan bir etkinliktir. Okuma, bireyin kişiliğini geliştirir, düşünme dağarcığını zenginleştirir. Okuma; beynin görme, algılama, seslendirme, anlama, yapılandırma gibi işlevlerinden oluşur. Bu çalışmada ortaokul öğrencileri tarafından en çok okunan çocuk kitaplarının belirlenmesi ve incelenmesi hedeflenmiştir. Çocukların edebiyat ihtiyacına yanıt veren eserler belirlenip çocukların yönelimleri fark edilmelidir. Öğrencilerin okuması kadar ne okudukları, neleri beğendikleri ve niye beğendikleri de önemlidir. Literatüre bakıldığında genelde öğrencilerin okuma alışkanlıklarıyla ilgili çalışmalar yapıldığı ya da belli bir yazarın belli bazı çocuk edebiyatı eserleri üzerine çalışmalar yapıldığı görülmektedir. Yapılacak çalışmanın konusunda daha önce bir çalışma yapılmamış olması araştırmanın önemli yönlerinden biridir. Bu araştırmada, olay ve olguları sosyal özelliği olan insana göre ele alan nitel araştırma modeli kullanılmıştır. Ortaokul öğrencilerinin en çok okuduğu ve beğendiği kitapları belirlenmeye yönelik yapılan bu çalışmada nitel araştırma desenlerinden olan durum çalışması deseni kullanılmıştır. Bu çalışmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Konya'dan seçilen Şehit Mustafa Çuhadar Ortaokulu, Necip Fazıl Kısakürek Ortaokulu ve Cansu Şimşek Ortaokulunun 5, 6, 7 ve 8. sınıf öğrencileri ile Erzincan'dan seçilen Cumhuriyet Ortaokulu, Şehit Astsubay Tamer Meriç Ortaokulu ve Türk Telekom Binali Yıldırım Ortaokulunun 5, 6, 7 ve 8. sınıf öğrencileri oluşturmuştur. Okulların belirlenmesinde kolay ulaşılabilir durum örneklemesi kullanılmıştır. Çalışma grubu; 5. sınıf için 61 kız, 41 erkek toplam 102 öğrenci; 6. sınıf için 69 kız, 40 erkek toplam 109 öğrenci; 7. sınıf için 56 kız, 46 erkek toplam 102 öğrenci; 8. sınıf için 51 kız, 36 erkek toplam 87 öğrenci olmak üzere 400 öğrenciden oluşmuştur. Çalışma 2021-2022 eğitim-öğretim yılı ile sınırlı kalmıştır. Son 1 yıl içinde okunan ve beğenilen kitapların adı istenmiştir. Çalışmada verilerin toplanmasında, Öğrencilerin Okuduğu Çocuk Kitaplarının Belirlenmesine Yönelik Öğrenci İle Görüşme Formu kullanılmıştır. Görüşme formu hazırlandıktan sonra alan uzmanlarının görüşlerine sunulmuş ve dönütlerden sonra forma son şekli verilmiştir. Görüşmelerde öğrencilerin ilave olarak belirtecekleri görüşleri de değerlendirmeye alınmıştır. Öğrencilerin kitapların sadece adını ya da yazarını hatırlamaları durumunda kitapla ilgili diğer verilere araştırmacı tarafından ulaşılmıştır. Araştırmada elde edilen veriler, araştırma amacı ve alt problemler doğrultusunda frekans (f) ve yüzde (%) değerleri kullanılarak çözümlenmiştir; bulgular tablolar hâlinde sunularak yorumlanmıştır. Araştırmanın alt problemleri için betimsel analiz kullanılmıştır. 5. sınıf öğrencilerinin en beğendiği kitap Antoine de Saint-Exupéry'nin yazığı Küçük Prens'tir. Kitabın türü, ''fantastik roman''dır. Bu çalışmaya 102 5. sınıf öğrencisi katılmıştır. Öğrencilerin % 13,26'sı bu kitabı beğenmiştir. 6. sınıf öğrencilerinin de en beğendiği kitap Antoine de Saint-Exupéry'nin yazığı Küçük Prens'tir. Kitabın türü, ''fantastik roman''dır. Bu çalışmaya 109 6. sınıf öğrencisi katılmıştır. Öğrencilerin % 20,71'i bu kitabı beğenmiştir. 7. sınıf öğrencilerinin en beğendiği kitap Beyza Alkoç 'un yazığı Karantina 'dır. Kitabın türü, ''roman''dır. Bu çalışmaya 102 7. sınıf öğrencisi katılmıştır. Öğrencilerin % 18,36'sı bu kitabı beğenmiştir. 8. sınıf öğrencilerinin en beğendiği kitap Beyza Alkoç 'un yazığı Karantina 'dır. Kitabın türü, ''roman''dır. Bu çalışmaya 87 8. sınıf öğrencisi katılmıştır. Öğrencilerin % 27,84'ü bu kitabı beğenmiştir., Reading is an activity that provides information, development and fun. Reading develops the personality of the individual and enriches person's thinking repertoire. Read; consists of functions of the brain such as seeing, perceiving, vocalizing, understanding and structuring. In this study, it is aimed to determine and examine the most read children's books by secondary school students. We should identify the works that meet the literary needs of children and notice the orientations of the children. This is one of the importance of research. When we look at the literature, it is seen that there are studies on the reading habits of students in general or studies on certain children's literature works by a certain author. Another important aspect of the study is that there has been no previous study on the subject of the study. In this research, a qualitative research model that deals with events and phenomena according to people with social characteristics was used. In this study, which was conducted to determine the books that secondary school students read and liked the most, the case study design, which is one of the qualitative research designs, was used. The study group of this study consisted of the 5th, 6th, 7th and 8th grade students of Şehit Mustafa Çuhadar Secondary School, Necip Fazıl Kısakürek Secondary School and Cansu Şimşek Secondary School selected from Konya in the 2021-2022 academic year, and Cumhuriyet Secondary School, Martyr Petty Officer Tamer Meriç selected from Erzincan, Middle School and Türk Telekom Binali Yıldırım Secondary School 5th, 6th, 7th and 8th grade students. Easily accessible case sampling was used to determine the schools. Working group; For the 5th grade, a total of 102 students, 61 girls and 41 boys; For the 6th grade, 69 girls and 40 boys, totally 109 students; For the 7th grade, a total of 102 students, 56 girls and 46 boys; It consisted of 400 students, 51 girls and 36 boys, totally 87 students for the 8th grade. The study was limited to the 2021-2022 academic year. The names of the books that were read and liked in the last 1 year were requested. In the study, the data were collected using the Student Interview Form for Determining the Children's Books Read by the Students. After the interview form was prepared, it was presented to the opinions of the field experts and the form was given its final shape after the feedback. Additional opinions of the students during the interviews were also taken into consideration. If the students remember only the name or the author of the books, other data about the book were obtained by the researcher. The data obtained in the research were analyzed using frequency (f) and percentage (%) values in line with the research purpose and sub-problems; the findings were presented in tables and interpreted. Descriptive analysis was used for the sub-problems of the research. The 5th grade students' favorite book is The Little Prince, written by Antoine de Saint-Exupéry. The genre of the book is "fantasy novel". 102 5th grade students participated in this study. 13.26% of the students liked this book. The favorite book of 6th grade students is The Little Prince, written by Antoine de Saint-Exupéry. The genre of the book is "fantasy novel". 109 6th grade students participated in this study. 20.71% of the students liked this book. The favorite book of 7th grade students is Karantina, written by Beyza Alkoç. The genre of the book is "novel". 102 7th grade students participated in this study. 18.36% of the students liked this book. The favorite book of 8th grade students is Karantina, written by Beyza Alkoç. The genre of the book is "novel". 87 8th grade students participated in this study. 27.84% of the students liked this book.

Over the decades there has been ongoing discussion about semantic transfor-mation of popular culture whether it means to the choices of majorities or the directed particular preferences to influence masses. Either way, books are largely regarded as an anti-popular cultural argument. The main purpose of this study is to evaluate from the readers’ point of view whether reading has a relation with culture or popular cul-ture. To point out extent of popular culture influence area, it is crucial to reconsider the book readers’ perspective on bestseller books. The secondary purpose is to draw atten-tion and contribute to the area as the rarity of academic studies grounded from this context. In this sense, in theoretical part of the study, popular culture’s, mass culture’s and the books’ relations with them are detailed with literature survey. And the last part is consisted of in-depth interview analyses with twelve bestseller books readers from Turkey, who prefer to read them beside other types of books, in order to reveal the factors affecting book preferences; reasons of reading bestseller books, and the meaning they attribute to the bestseller books. The most interesting result of the research is seven out of twelve attendees think that frequent appearance on traditional and new communication technologies through advertisements and Public Relations (PR) works make a book bestseller. Thanks to those promotional activities, they believe not all bestseller books deserve major/global attention but meantime they all check bestseller book lists and justify reading those books due to several reasons. So it can be said the attendees are conscious of the ways making a book popular but still cannot resist to common interest in society.

The aim of this research that to understanding why some primary students do not like to read books. In line with this purpose, interviews were conducted with five students who do not like to read books and their parents. In collecting the data from semi-structured interview technique was used. Five semi-structured interview questions were prepared by researchers to be asked each of students and their parents. When selecting participants, researchers met with the classroom teachers who must declare their students do not like to read books. Interviews were conducted in one session with each student and their parents. Also interviews were recorded using the voice recorders by the researchers. After the data is written to the transcript made similar concept code list. Concepts were created categories and themes by associating with each other. Results are presented in two separate parts as students and parents. In the part of students, findings were presented under the title of books, expectations, environment, leisure time, avoidance and emotion. There are salient findings that children do not like books with long text and only one child has a library in his\her house. In addition, the students stated that they play game and watch TV in their leisure time. Furthermore, students stated that books are boring. In the part of parents, findings were presented under the title of reading book and children. Parents mostly stated that reading book is very important and people can improve self-development by reading book. The majority of parents give advice to their children to increase the children’s interest in reading. In addition when parents of all children find their children’s reading inadequate, only two parents founded the library in their house and to be model to their children. Mostly parents stated that their children read a book as a homework and when their children read a book they quickly get bored, distraction and leave reading undone. Based on the research findings that parents and classroom teachers inadequate model in reading. Also there were very little reading activities in home and outdoor. Other research finding is that the TV is turned on in the evening leads to failure to obtain reading habit.

Cet article porte sur The First Reader, de Gertrude Stein, un livre relativement peu connu en France. Écrit sur le modèle d’un livre de lecture destiné aux enfants, The First Reader illustre l’extraordinaire variété de l’œuvre d’une écrivaine qui puisait son inspiration dans des genres littéraires très variés. Inédit en France jusqu’en 2016, il se distingue radicalement des autres écrits de G. Stein précédemment traduits ou retraduits en français.The First Reader nous plonge dans un univers naïf peuplé d’animaux, de plantes et d’objets qui s’animent et parlent aux enfants qu’ils côtoient. Il propose une expérience de lecture ludique qui repose essentiellement sur le plaisir des mots et sur leur musicalité. Mais à qui s’adresse cette expérimentation littéraire et à quelle(s) fin(s) a-t-elle été élaborée ?L’apport de l’approche fonctionnaliste à la traductologie et l’analyse comparative d’extraits du texte original et de sa version française contribuent à démêler l’écheveau des intentions de l’auteur, du traducteur et de l’éditeur français. On verra comment ces intentions peuvent influencer certains choix traductifs tout autant que les contraintes inhérentes au texte source. This paper deals with The First Reader by Gertrude Stein, one of her less well-known books in France. It is designed to resemble a reading book for children and testifies to the extraordinarily varied work of an American author who drew her inspiration from very diverse literary genres. The First Reader was unpublished in France until 2016 and stands out radically from those of G. Stein’s other writings that had previously been translated or retranslated into French.The First Reader immerses us in a naïve world peopled with animals, plants and objects which come to life and speak to the children around them. It offers a playful reading experience that essentially consists in reveling in words and enjoying their musicality. But who is intended to read this work of experimental literature and for what purpose(s)?The contribution of functionalist approaches to translation studies and a comparative analysis of extracts from the original work and its French version help unravel the intertwined intentions of the author, the translator and the French publisher. We will see how these intentions may influence some of the translator’s choices just as much as the constraints inherent in the source text.

Статья посвящена образу советского города, представленному в книгах для чтения в начальной школе, созданных авторским коллективом под руководством Е. Я. Фортунатовой, утвержденных Наркомпросом РСФСР и выходивших в свет в Москве в издательстве Учпедгиз. Городское пространство показывает стремительное развитие молодой советской страны в то время. Повествование о городских объектах основывается на конкретной и детальной информации, соответствующей рассматриваемому хронотопу, и посвящено преимущественно их внутреннему распорядку и функционированию. Выявленные когнитивные признаки характеризуют город с точки зрения его инфраструктуры, показывая его промышленное развитие, социальную жизнь, систему управления, транспортную сеть. Промышленная инфраструктура города олицетворяет идею продолжения дела Ленина, быстрого развития страны после Революции. Ученику прививается уважение перед трудовыми подвигами трудящихся на фабриках и заводах, стремлением к перевыполнению запланированных задач на производстве, самоотдачей и самоотверженностью в делах на благо Родины. В социальном отношении город воплощает комфортную, благоустроенную жизнь, эргономичный и удобный быт рабочих, обеспечивающий им благоприятные условия для ударного труда и успешной учебы и достижения впечатляющих результатов. Управленческая инфраструктура города, изображенная в книгах для чтения, показывает столичное концептуальное пространство и характеризует Москву как главный город, центр страны, организующий, связующий и координирующий процесс быстрого развития Отчизны. Транспортная инфраструктура как один из важных факторов урбанизации представлена различными видами городского транспорта с их особенностями и целями передвижения. Таким образом, советский город предстает отражением действительности, окружающей ребенка младшего школьного возраста в бурно развивающейся послереволюционной стране., The article is devoted to the image of a Soviet city presented in books for reading in elementary school, created by a team of authors under the leadership of E. Ya. Fortunatova, approved by the People's Commissariat for Education of the RSFSR and published in Moscow by the Publishing House Uchpedgiz. The urban space reflects the rapid development of the young Soviet country at the time. The story of urban objects is based on specific and detailed information corresponding to the chronotope under consideration and is mainly devoted to their internal order and functioning. The identified cognitive features characterize the city in terms of its infrastructure, showing its industrial development, social life, management system, and transport network. The industrial infrastructure of the city embodies the idea of continuing Lenin’s ideas, the rapid development of the country after the Revolution. The student is instilled with respect for the labor exploits of workers in factories and plants, the desire to overfulfill the planned tasks in production, dedication and devotion in matters for the good of the homeland. In social terms, the city embodies a comfortable, well-organized life, an ergonomic and convenient life of workers, providing them with favorable conditions for hard work and successful study and achieving impressive results. The administrative infrastructure of the city, depicted in books for reading shows the capital’s conceptual space and presents Moscow as the main city, the center of the country that organizes, connects and coordinates the process of the rapid development of the motherland. Transport infrastructure, as one of the important factors of urbanization, characterizes various types of urban transport with their features and purposes of movement. Thus, the Soviet city appears as a reflection of the reality surrounding a child of primary school age in a rapidly developing post-revolutionary country.

Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico Submitted by Rui Teófilo (ruit@eselx.ipl.pt) on 2021-02-15T09:10:40Z No. of bitstreams: 1 2018078_CarlaOliveira_RelatórioFinal.pdf: 2536200 bytes, checksum: f199a1f32f5fa7ae79669f400c9fe379 (MD5) Made available in DSpace on 2021-02-15T09:10:41Z (GMT). No. of bitstreams: 1 2018078_CarlaOliveira_RelatórioFinal.pdf: 2536200 bytes, checksum: f199a1f32f5fa7ae79669f400c9fe379 (MD5) Previous issue date: 2020-07-08 N/A

With the occurrence pandemic of Coronavirus disease (COVID-19), the World Health Organization and health officials in all countries of the world were forced to comply with quarantine conditions. On the one hand, the stress of this dangerous viral disease, and other hand, staying home for an indefinite period of time does not have pleasant consequences. The announcement of an increase in the number of patients with the disease and the death toll also adds to the emotional excitement. Therefore, to prevent mental and psychological diseases as well as other social harms, people can make it easier and more tolerable of quarantine conditions and issues on the margins of illness, by studying and reading books. Research has shown that studying, especially reading books plays an important role in preventing diseases such as depression and stress. It is difficult to predict when this tragedy will end. But more importantly, the evidence suggests there is a possibility that such cases will be repeated.

Relatório de estágio apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º e 2.º Ciclos do Ensino Básico É objetivo deste relatório a descrição reflexiva do processo de intervenção pedagógica desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, que se insere no plano de estudos do 2.º ano do mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico. Do processo de intervenção, que decorreu numa turma do 3.º ano do 1.º Ciclo, surgiu o tema de investigação, que se relaciona com o desenvolvimento da competência literária. Procurou-se, com esta investigação, avaliar a eficácia de um conjunto de estratégias implementadas com o intuito de desenvolver a competência literária dos alunos, nomeadamente a capacidade de apreciação crítica dos textos literários. A partir da questão orientadora “como promover a apreciação crítica de textos literários variados?”, implementaram-se, então, momentos de leitura semanais, seguidos da sua discussão e partilha de opiniões. Para além disso, utilizou-se o Caderno de Leituras como forma de promover a reação escrita aos textos literários lidos. Por último, abordou-se, através de uma sequência didática, o artigo de opinião sobre obras de literatura para a infância. Desta forma, privilegiou-se o desenvolvimento integrado de competências, designadamente da competência literária e de competências de escrita. A metodologia adotada enquadra-se no paradigma qualitativo, com características muito próximas às da metodologia da investigação-ação. Utilizaram-se, como técnicas de recolha de dados, essencialmente, a observação participante e naturalista, o inquérito por questionário, a entrevista, a análise das produções dos alunos e o portefólio de avaliação. Como técnicas de tratamento de dados, privilegiou-se a análise de conteúdo e o tratamento estatístico. Os resultados mostram que as estratégias implementadas surtiram o impacto desejado, tendo os alunos desenvolvido competências de interpretação de textos literários, tornando-se cada vez mais críticos nas suas apreciações e diversificando bastante o conteúdo das suas reações pessoais. ABSTRACT The purpose of this report is to describe the process of pedagogical intervention developed within the scope of the course Supervised Teaching Practice II (Prática de Ensino Supervisionada II) of the second year of master’s curriculum in First and Middle School Teaching. From the intervention process, which took place in a class of the third year of primary school, stems the research topic, which relates to the development of literary competence. The main objective of this research was to evaluate the influence of a set of strategies implemented to develop the literary competence of the studentes, specifically the critical appreciation of literary texts. Following the guiding question “how to promote critical appreciation of literary texts?”, weekly reading moments were implemented, followed by discussion and exchange of views. Furthermore, it was implemented the Reading Book, in order to promote the written reaction to texts. Finally, it was explored the opinion article about children’s literature texts, using a didactic sequence. Therefore, the integrated development of skills has been promoted, specifically literary competence and writing skills. The methodology used was mainly qualitative, with very similar characteristics to the “research-action” methodology. It has integrated data collection techniques such as participant and naturalistic observation, the questionnaire survey, the interview, the analysis of student productions and the evaluation portfolio. The data processing techniques used were the content analysis and the statistical treatment. The results show that the strategies had the desired impact. Students have developed skills of text interpretation, they have become increasingly critical in their appreciations and have diversified a lot the content of their reactions.

O presente trabalho apresenta, socializa e discute alguns resultados da pesquisa realizada em 2005/2006 em parceria com a Unesco, sobre o Programa Nacional Biblioteca da Escola (PNBE), da Secretaria de Educação Básica (SEB) do Ministério da Educação (MEC). A pesquisa buscou conhecer, por meio de uma amostra estatística, as concepções de livro, leitura, escrita e biblioteca de docentes, de alunos, de diretores e de comunidades de escolas públicas brasileiras envolvidas com o recebimento de acervos individuais e coletivos, no âmbito do Programa. A investigação constituiu uma avaliação diagnóstica acerca do funcionamento do PNBE que se centra, desde 1998, principalmente, na distribuição de obras literárias às escolas públicas. O trabalho apresenta não apenas algumas conclusões relativas aos impactos produzidos nas práticas pedagógicas e educativas a partir da política oficial de distribuição de livros, mas também as diversas formas de apropriação e implementação dessa política por parte dos diversos atores da escola envolvidos. This work presents, shares and discusses some of the outcomes of the research carried out in partnership with Unesco, in the years 2005/2006, focussing the School Library National Program (PNBE) developed by the Office of Basic Education (SEB), at the Brazilian Ministry of Education (MEC). By means of a statistical sample, the research attempted to reveal the teachers', the students', the school principals' and the Brazilian public school communities' representations of book, reading, writing and library. The Brazilian public schools participating in the research were those responsible for the reception of individual and group collections of books, within the scope of the Program. The investigation consisted of a diagnostic assessment focussed on the execution of the PNBE, which since 1998 has centered its activities mainly on the distribution of literary works to the public schools. The work offers a number of conclusions related to the impacts on the pedagogical and educational practices, which have been observed in connection with the official policies of book distribution, as well as the various ways in which such policies are assumed and implemented by several of the school agents involved in the process.

Öz:Bu araştırmanın amacı, geleceğin öğretmenlerinin kitap okuma alışkanlıklarına ilişkin görüşlerini incelemektir. Çalışmada iki bölümden oluşan bir anket kullanılmıştır. Anketin birinci bölümünde öğrencilerin demografik bilgilerinin yer aldığı dört madde, ikinci bölümde ise okuma alışkanlığına ilişkin on dördü kapalı yedisi açık uçlu yirmibir madde yer almaktadır. Araştırmanın modeli betimleyici ilişkisel tarama yöntemidir. Araştırma verilerinin analizinde frekans yüzde aritmetik ortalama kullanılmıştır. Çalışma grubu iki yüz öğrenciden oluşmaktadır. Çalışmada elde edilen bulgulara göre; geleceğin öğretmenleri kitap okumakla kültürel gelişmelerine katkıda bulunabilecekleri, toplum içerisinde takdir edilen biri olma ve kendine güven duyma isteklerinin de okumada ağır bastığı sonucu elde edilmiştir. Öğrencilerin kitap seçiminde, kitaplara ait tanıtımlar ve arkadaş tavsiyelerinin etkili olduğu, kitap sevgisinin kazanılmasında en büyük etkenin ise kişinin kendisi ve arkadaşlarının olduğu belirlenmiştir. Geleceğin öğretmenlerinin kitap okumalarına engel olarak bilgisayar, internet, TV gibi teknolojik araçların neden olduğu, bunun yanı sıra eğitim gördükleri kurumdaki sınavların da önemli etken olduğu sonucuna varılmıştır. Abstract:The purpose of the study is to examine their views on future teachers' book reading habits. Study in the relational model identifier survey method. The working group consists of 200 students. Some of the research results are as follows: a for the development of Future teachers in the expectation they are reading the book cultures in the community is also the self-confidence of being one of the hearing requests outweigh the reading concluded. The book makes the reading post about books and the book, which is effect of its remarkable appreciation for friends is one of the biggest factors is the person himself and his friends. Future teachers read the book as the barrier caused by technologies such as the computer, internet, TV, it is concluded that, in addition to exams important factor.

The main aim of this thesis is to show the didactic potential of the Apocryphal Tales by Karel Capek as well as to suggest the possible ways to include it in the high school literature education. The theoretical part of this thesis mainly deals with the author - Karel Capek and the concept of the Apocryph. These theoretical chapters study the Apocryphal Tales in detail, especially, focusing on the origin of the book and the existing editions, content and formal analysis, author's work with the intertexture and artistic progress used by Karel Capek. The special part is dedicated to the possible reasons of underestimation of the Apocyrph within author's other works. The practical part targets the didactical potential of the Apocryph. There are described the possibilities of the work with all the texts and possible ways how to work with the idea of Apocryph. The crucial part shows the detailed analysis of the didactical potential of seven selected texts integrated with extended commentary to the structure of this chapter. Another very important part pursues the verification of didactical potential of one of the Apocryph in the framework of secondary school education. This part contains the commented version of the preparation for the high school lecture and its concluding reflection that comments on the...

Публікація присвячена аналізу хрестоматії з середньовічної філософії, яка вийшла в двох частинах під редакцією професора Т. І. Біленко. В рецензії зазначаються позитивні аспекти праці й зауваження, спрямовані на її вдосконалення. Підкреслюється важливість методичного значення нового видання. Наголошується на необхідності активізації роботи щодо нових видань першоджерел з історії світової філософії. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/36490 Публикация посвящена анализу хрестоматии по средневековой философии, которая вышла в двух частях под редакцией профессора Т.И. Биленко. В рецензии отмечаются положительные аспекты работы и замечания, направленные на ее усовершенствование. Подчеркивается важность методического значения нового издания. Делается акцент на необходимости активизации работы относительно новых изданий первоисточников по истории мировой философии. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/36490 The publication is devoted to the analysis of the reading book on medieval philosophy. It consists of two parts and was published under the editorship of professor Bilenko T.I. The review highlights the positive aspects of the work and passes remarks on its improvement. It stresses the importance of the methodical meaning of this new publishing and emphasises the necessity of further development in the field of publishing the original sources editions on the history of world philosophy. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/36490

近年の日本ではTVゲームなどの発達により子どもの本離れが社会的問題になっている。とりわけ幼児期における親子のコミュニケーションの欠落にもつながる最も重要な要因の一つと考えられるため親が子どもに絵本を読み聞かせることの効用(効果)に注目した。本研究では子どもが通う幼稚園で「絵本の読み聞かせボランティア活動」を実施している保護者(親たち)へのインタビューをし、その結果と過去の保育所の結果を比較して、相互作用解析を行った。その結果、本の読み聞かせを行った親子ではそうでない親子と比べ親子間の話題、コミュニケーション(身体的接触を含む)の増加が顕著に見られた。本の読み聞かせは読書離れだけでなく幼児期の親子のコミュニケーションの改善にも有益と期待できる。, Today, Japanese children are getting less fond of books due to advancement of various entertainment devices such as TV games, and this causes a social problem. Although reading book is one of the most important communication tools between parents and children, the effect of using picture book for child education is still underestimated. In this study, we interviewed parents who were engaged in the "Reading Picture Book" activity in their children's kindergarten. The results of the interviews were compared with previous data in day-care center to analyze the interaction. As the result, it was found that the parent and child who were engaged in the said activity, compared with those who were not, apparently had ampler topics of conversation and more communication (including physical contacts). Hence, the positive effect of reading picture book to children especially in their early childhood is robustly confirmed. Reading book to children is expected to not only prevent children's alienation from reading books, but also improve the communication between parents and children.