MOTHER TONGUE LEARNING IN THE ESTONIAN NEW HIGH SCHOOL CURRICULUM
Journal Title: Problems of Education in the 21st Century - Year 2012, Vol 40, Issue 4
Abstract
This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students’ interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses “The Perception and Creation of an Oral Text” and “The Perception and Creation of a Written Text” as an implementation for the basic concept is instantiated.
Authors and Affiliations
Zamkovaja, N, Moissejenko, I
Keywords
Related Articles
- EP ID EP35114
- DOI -
- Views 325
- Downloads 0
geography education: outcomes, 75 trends and challenges about geography didactics
This article makes a description of geography didactics, its outcomes, trends and challenges in our society and contemporary territories. Our aim is to make a contribution to education, teachers and all those who are i...
BRIDGING THE CONTENT KNOWLEDGE GAP OF TEACHERS: AN AGENDA TO IMPROVE BUSINESS STUDIES TEACHING IN SOUTH AFRICAN COUNTRYSIDE SCHOOLS
‘Transformation’ became the buzz word in South Africa in 1994. Lots of changes have taken place in all aspects of the new South Africa as a result of democratization and education is not an exception to this reality. Th...
THE COLLATERAL DAMAGE OF INFORMAL LEARNING, CREATION OF IDENTITY THROUGH THE MEDIA
The identity development between the individual and society, its connection with the informal learning in the Web 2.0 and Web 3.0 environment and its consequences on the individual as a part of a possible opinion makin...
Remotely contRolled expeRiment: compaRison of Volt-ampeRe chaRacteRistics between incandescent and eneRgy saVing light bulb
The paper deals with the remotely controlled physical experiment which is located at the Department of Experimental Physics at Palacky University in Olomouc. A remote experiment is a real experiment with real laborator...
ON THE RESULTS OF USING INTERACTIVE EDUCATION METHODS IN TEACHING PROBABILITY THEORY
The impact of a complex of interactive computer algebra system (CAS) based methods with usage of supplementary education materials (e.g., interactive presentations, computer modeling patterns and supplementary home tas...