Titlebook: Using Fiction to Teach Secondary Students about the Middle East; Karl ?gerup Book 2023 The Editor(s) (if applicable) and The Author(s), un

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婚姻生活

propose

Yasmina Khadra and , Within this chapter, the focal novel employed in the intervention, . ., is introduced, along with its author, Yasmina Khadra. Previous reception studies that demonstrate outcomes related to intercultural comprehension and historical learning are also referenced.

LOPE

Methodological ConsiderationsThis chapter outlines the sampling and analysis methods employed to assess the reactions and evaluations of ninety-two students and four teachers toward . .. The rationale behind these methods is explained. Additionally, the schools’ characteristics involved in the study are presented.

使增至最大

Using Fiction as a Source of Real-World KnowledgeFiction is defined in relation to historical discourse, emphasizing both distinctions and common features. It’s argued that the significance and utility of using fiction to explore various aspects of the real world, whether nearby or distant, are substantial. Prior research on reader responses in these contexts is cited and underscored.

擴(kuò)音器

較早

genesis

The Teachers’ View of the InterventionThe participating teachers readily embraced the intervention, motivated by the curriculum‘s focus on diverse cultural fiction and recognizing the potential of . . to stimulate meaningful discussions. They underscored the significance of addressing human rights and democracy across different programs and age groups.

vector

Addressing DiversityAs student groups grow more diverse, it’s crucial to recognize significant differences among individuals and capitalize on their strengths while addressing their limitations. Literature, through its personalized engagement with readers, supports inclusive teaching that caters to varied student profiles.

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