Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska

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Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska

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dc.contributor.author Palo, Annbritt
dc.contributor.author Manderstedt, Lena
dc.date.accessioned 2011-09-05T14:40:18Z
dc.date.available 2011-09-05T14:40:18Z
dc.date.issued 2011 en_US
dc.identifier.citation 91-113 en_US
dc.identifier.issn 1653-1868
dc.identifier.uri http://hdl.handle.net/2043/12380
dc.description.abstract The Swedish school is facing a number of structural and didactic changes. New syllabi have been adopted for the compulsory and the upper secondary school, as well as a new grading system. The aim of this article is threefold. Firstly, we aim to present previous research concerning the teaching of language and writing. Secondly, we aim to analyse the new syllabi in Swedish. Finally, we aim to problematize and discuss these syllabi in the light of previous research. The new syllabi show a progression in the teaching of language and writing, where the indicated text production among the youngest pupils is related to the everyday domain, and the indicated text production for older pupils gradually change into the specialized and the critical/reflexive domains. The article discusses the slight asymmetry between the general objectives for Swedish as a school subject, the central content as it is presented in the syllabi and the assessment criteria in the syllabi for the upper secondary school. en_US
dc.language.iso swe en_US
dc.publisher Lärarutbildningen, Malmö högskola en_US
dc.subject syllabuses en_US
dc.subject compulsory school en_US
dc.subject upper secondary school en_US
dc.subject Swedish en_US
dc.subject teaching of language and writing en_US
dc.subject.classification Humanities/Social Sciences en_US
dc.title Texter, språk och skrivande med utgångspunkt i de nya kurs- och ämnesplanerna i svenska en_US
dc.type Article, peer reviewed scientific en_US
dc.identifier.paperprint 0 en_US
dc.subject.srsc Research Subject Categories::SOCIAL SCIENCES en_US
dc.relation.ispartofpublication Educare;1
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