Presentation of a selection of items of knowledge about a specific subject and on a specific theme, taking into account that knowledge acquisition should be progressive and sequenced according to succeeding years of scholarity and curricula must not be overloaded.
The textbook provides information and knowledge, but it does so from an ideological standpoint: the relative value of science and technology, a historical viewpoint, and established linguistic conventions, to name a few.
- To assist the student in perceiving and comprehending the world around him, in putting knowledge acquired from sources other than the curriculum together, and in mastering what he has learned.
- The textbook proposes a learning path that is arranged into successive blocks of teaching modules. It provides a number of options for learning organization.
- A textbook can be viewed as a working instrument for both the teacher and the student. The nature of the textbook as a communication tool will be determined by the language employed, the quantity and level of information, the text, and the relationships between the latter two aspects. In general, textbooks for students are prioritized in the least developed countries. A teacher’s handbook, which differs from school textbooks in nature, is an option for teachers.
- Furthermore, the option of collective usage of certain parts in the textbook, such as drawings, maps, and diagrams, for example in a class, can be explored; this lowers production costs.
- Learning does not happen in a vacuum. We must steer our students toward specified learning objectives and ensure that these objectives are met. In this way, textbooks assist both teachers and students. They are extremely important in the teaching-learning process. They provide the basic framework within which much of the classroom activity takes place, as well as providing each child with the best available learning opportunity.
Track2Training 