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Critical analysis
- 1. Resources of Curriculum criticalanalysis of various samples of textbooks, children’s literature. Dr. K. Kumaresan Asst. Professor of Mathematics, Thiagarajar College of Preceptors
- 2. A critical analysisof various samples of Textbooks
- 3. Textbook Analysis Textbookanalysis is the systematic analysis of the text materials including the structure, the focus, content presentation and special learning aspects. Teachers may assume the content is ultimate and follow it without knowing useful or useless. Both teacher and students should find out the fulfilment of learning objectives of the textbook.
- 4. Textbook Analysis... Atextbook should stimulate reflective thinking and develop problem-solving ability among students. The textbooks should present real learning situations, which are challenging and interesting for the students and should not render itself as a means of rote learning.
- 5. Textbook Analysis... Bothteacher and students should find out the fulfilment of learning objectives of the textbook. In a critical analysis the teacher and students evaluates the book in terms of accepted literacy and standard.
- 6. Format of Analysis Bookidentity -Title, publisher, year of publication and the standard Criteria of book - objectives, aims and goal Core competences – knowledge, understanding, etc., Types -Predictive and retrospective
- 7. Textbook Identity : Tamilnadu9th std English text book : Tamilnadu Textbook corporation Book Title Publisher Date ( year ) of Publication Intended for grade : 2019 : 9th standard Chapter/Unit : I – IX Page : 1 – 220 pages
- 8. Criteria of TextbookAnalysis 1. Goals of The Course The first chapter until third chapter are suitable with the syllabus. Example : Basic competence in listening skill. This basic competence apply in the second chapter in every sub material in which all material related with basic competence asked.
- 9. 2.Background of TheStudents a. Age : 14-15 years old b. Educational background : English taught in Govt. High School grade IX c. Culture : relates to students’ lives
- 10. 3. Approach Audio Visual Kinesthetic 4. LanguageSkill This textbook is focused in conducting every language skills listening, speaking, reading and writing.
- 11. 5. General Content The textbook shows that the materials given generally used to communicate every day. This textbook used genre, such as narrative text, explanation text and discussion text. This textbook also contains phonetics symbol
- 12. 6. Quality ofpractice materials • The exercise instructions in this textbook are clear for teacher and students. • The textbook uses inductive approach. • Supported by review exercises. 7. Sequencing The textbook sequenced by grammatical structures, genre, and skills.
- 13. 8. Vocabulary In thetextbook students have activity to learn new vocabulary and memorize it. 9. Accompanying materials •Tape and pictures
- 14. Analysis of thetextbook • The materials in the textbook are complete and appropriate with the goal in the syllabus. • The textbook encouraged students to do activity suitable with the material taught in the every chapter . • The textbook is sequenced by focusing on vocabulary . • The textbook is relevance of its contexts and situations .
- 15. •The strength andweakness of the textbook : The strengths -This textbook use inductive approach -The material given are familiar for the students -This text book presents “Grammar Review” -“Pronunciation practice” provides list of words to be pronounced -Developing English Competencies for grade IX The weaknesses -The instructions are not clear -There is no integrated skill in this textbook.
- 17. Meaning of Children’sLiterature –Written works that express in simple form the universality of truth and clearness of purpose– characteristic of great literature that would endure and find a place in children’s regard. – The body of written works and accompanying illustrations produced in order to entertain or instruct young people. (Encyclopedia Britannica)
- 18. ‘'Children's literature'is a term generally used to cover all literature for children and adolescents, including oral literature, such as fairy tales and nursery rhymes, graphic narratives and young adult literature" (Bland, 2013) Prepared by Gladys Koh
- 19. • Genre - classicsof world literature - picture books and easy-to-read stories written exclusively for children. - fairy tales - lullabies - fables - folk songs -other primarily orally transmitted materials
- 20. Gives students appreciationabout their own cultural heritage Helps students develop emotional intelligence and creativity. Nurtures growth and development of the student's Provides students with opportunities to respond to literature;.
- 21. Criteria for evaluationof children’s literature 1. Theme The theme of a book reveals the author’s purpose in writing the story. It is the idea of the story, the meaning behind the story 2. Plot The plot is the plan of the story; it tells what the characters do and what happens to them. It is the action of a story built around a theme.
- 22. 3. Qualityof Content Aside from the plot, the quality of the content of the book must be examined. The story must be worth telling or reading. 4.Characterization The characters in the story whether they are people or animals should be convincingly real and lifelike.
- 23. 5.Style Thestyle of a book refers to the manner or the way the author has written it. Every author has his own individual style.
- 24. 7. Illustrations The illustrations for a picture book are as important as the text. Children prefer colored picture, but some of the most popular picture books and storybooks are black and white. The illustration should be appropriate to the text.