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- Autorius: Klaus Götz, Peter Häfner
- Leidėjas: Lang, Peter GmbH
- Metai: 2003
- Puslapiai: 200
- ISBN-10: 3631514530
- ISBN-13: 9783631514535
- Formatas: 14.6 x 20.8 x 1.5 cm, kieti viršeliai
- Kalba: Anglų
- Extra -15 % nuolaida šiai knygai su kodu: ENG15
Didactic Organization of Teaching and Learning Processes (el. knyga) (skaityta knyga) | knygos.lt
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Aprašymas
A textbook on the didactic organization of teaching and learning processes attempts to live up to an ambitious claim. The latter should also be the yardstick for this publication since it addresses students at teacher training colleges, schoolteachers and trainers in industrial training departments. The authors' experience in the organization of teaching and learning processes in schools (Peter Hafner) and adult education (Klaus Gotz) gave rise to their wish to summarize and evaluate this experience in a book. Obviously only the most important components of the complex didactic field can be discussed here. The aspects of didactic activity were selected with a view to readers who are interested in theoretical foundations and the realistic conveyance of didactic findings. In this sense, we see this book as an action-oriented guideline for the planning, preparation and implementation of teaching and learning processes.
EXTRA 15 % nuolaida su kodu: ENG15
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- Autorius: Klaus Götz, Peter Häfner
- Leidėjas: Lang, Peter GmbH
- Metai: 2003
- Puslapiai: 200
- ISBN-10: 3631514530
- ISBN-13: 9783631514535
- Formatas: 14.6 x 20.8 x 1.5 cm, kieti viršeliai
- Kalba: Anglų Anglų
A textbook on the didactic organization of teaching and learning processes attempts to live up to an ambitious claim. The latter should also be the yardstick for this publication since it addresses students at teacher training colleges, schoolteachers and trainers in industrial training departments. The authors' experience in the organization of teaching and learning processes in schools (Peter Hafner) and adult education (Klaus Gotz) gave rise to their wish to summarize and evaluate this experience in a book. Obviously only the most important components of the complex didactic field can be discussed here. The aspects of didactic activity were selected with a view to readers who are interested in theoretical foundations and the realistic conveyance of didactic findings. In this sense, we see this book as an action-oriented guideline for the planning, preparation and implementation of teaching and learning processes.
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