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Unter dem Titel "Bildung, Bedeutung und Gebrauch des russischen Verbalaspekts" wird ein Lehrbuch vorgestellt, bestimmt für den Fortgeschrittenenunterricht an Universitäten, Hochschulen und Gymnasien, für den anspruchsvollen, sprachwissenschaftlich fundierten Selbstunterricht ("Autonomes Lernen", besser "autonomes Studium"), sowie für Lehrkräfte an Hochschulen, Sprachschulen, Gymnasien. Der vorliegende Teil 1 enthält die theoretischen Grundlagen - eine didaktisierte Zusammenfassung der Ergebnisse aus unseren Arbeiten zur Terminativität/Aterminativität des russischen Verbs (Schlegel 1999) und zum aspektualen Bezugsmoment (Schlegel 2001).

linguistics --- advanced teaching --- universities --- colleges --- high schools --- Bedeutung --- Bildung --- Fortgeschrittenenunterricht --- Gebrauch --- Grundlagen --- Lehrbuch --- russischen --- Russland --- Schlegel --- Selbstunterricht --- Slavische Sprachwissenschaft --- Teil --- Theortische --- Verbalaspekts

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Unter dem Titel "Bildung, Bedeutung und Gebrauch des russischen Verbalaspekts" wird ein Lehrbuch vorgestellt, bestimmt für den Fortgeschrittenenunterricht an Universitäten, Hochschulen und Gymnasien, für den anspruchsvollen, sprachwissenschaftlich fundierten Selbstunterricht ("Autonomes Lernen", besser "autonomes Studium"), sowie für Lehrkräfte an Hochschulen, Sprachschulen, Gymnasien. Der vorliegende Teil 1 enthält die theoretischen Grundlagen - eine didaktisierte Zusammenfassung der Ergebnisse aus unseren Arbeiten zur Terminativität/Aterminativität des russischen Verbs (Schlegel 1999) und zum aspektualen Bezugsmoment (Schlegel 2001).

linguistics --- advanced teaching --- universities --- colleges --- high schools --- Bedeutung --- Bildung --- Fortgeschrittenenunterricht --- Gebrauch --- Grundlagen --- Lehrbuch --- russischen --- Russland --- Schlegel --- Selbstunterricht --- Slavische Sprachwissenschaft --- Teil --- Theortische --- Verbalaspekts

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Elementary schools --- High schools --- Social skills --- Ecoles primaires --- Ecoles secondaires --- Habiletés sociales --- Health promotion services --- Study and teaching --- Promotion de la santé --- Etude et enseignement --- Health promotion services.

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This book presents a practical framework for the teaching of thinking skills and problem-solving with children across Key Stages 2 and 3. Using examples of topics from the National Curriculum, teachers are presented with classroom techniques and activities, which systematically develop these skills. While accommodating the needs of all learners, the book caters for the need to differentiate learning activities to extend the more able learners. Included are suggested activities for developing thinking and problem-solving skills relating to the National Numeracy Curriculum, the National Literacy

Thought and thinking. --- Problem solving in children. --- Education, Elementary. --- Education, Secondary. --- Children --- High school education --- High school students --- Secondary education --- Secondary schools --- Teenagers --- Education --- High schools --- Elementary education --- Primary education (Great Britain) --- School children --- Child psychology --- Mind --- Thinking --- Thoughts --- Educational psychology --- Philosophy --- Psychology --- Intellect --- Logic --- Perception --- Psycholinguistics --- Self --- Education (Secondary) --- Education (Elementary)

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Teachers make a difference. As someone who grew up in one of the po- est and rural areas of a poor state and ended up attending elite graduate and professional schools, I have much to credit my public school teachers. My teachers sure struggled much to teach an amazingly wide variety of students from different backgrounds, abilities, and hopes. Given that re- ity, which undoubtedly repeats itself across the United States and globe, one would think that I should be quite hesitant to criticize a system that produces countless grateful students and productive citizens. I agree. The pages that follow surely can be perceived as yet another attack on already much maligned schools that do produce impressive outcomes despite their limited resources, increased obligations, and the sustained barrage of attacks from competing interest groups. Some may even view the text as an affront to the inalienable rights of parents to raise their children as they see fit. Others surely could understand the analysis as another assault on our decentralized legal and school systems that should retain the right to balance the needs of communities, parents, schools, and students. I clearly did not intend, and do not see the ultimate result, as yet another diatribe on the manner teachers, parents and communities treat students.

Education, Secondary --- Teenagers --- Problem children --- Educational law and legislation --- Social aspects --- Education --- Law --- Psychology, clinical. --- Law and Psychology. --- Education, general. --- Clinical Psychology. --- Psychological aspects. --- Clinical psychology. --- Psychology. --- Education. --- Psychiatry --- Psychology, Applied --- Psychological tests --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Behavioral sciences --- Mental philosophy --- Mind --- Science, Mental --- Human biology --- Philosophy --- Soul --- Mental health --- Difficult children --- Maladjusted children --- Behavior disorders in children --- Adolescents --- Teen-agers --- Teens --- Young adults (Teenagers) --- High school education --- High school students --- Secondary education --- Secondary schools --- High schools --- Education (Secondary)