Bu anlamda, ogretim programi ve ogrencilerin motivasyonu if in de vazgep ilmez bir ozelliktir. Amerikan psikolog Jerome Bruner deneyimin genel perpevesinin anlati peklinde oldugunu soyler. Anlati olarak yapilandirilmayan peyler hafizada kaybolurlar. Oykiiler, parpalari bir araya getirip canlandirarak pocuklari motive eder.
Bu yaklapim oykiiyle; konusu, oyunculan, boliimleri ve olaylari olan bir anlati yapisi ipindeki gerpekler, eylemler ve hayal giicii birimi olarak ilgilenir. Bu baglamda Storyline Yaklapimimn, yapisal ozellikleri bakimindan, ogrencilerin bilgilerinin kaliciligi iizerinde olumlu bir etkisi oldugu diipunulmektedir.
Araptirmamn bu bulgulari lpiginda, akademik baparmin kaliciligmi olumlu yonde etkiledigi diijunulen en onemli etkenler olarak; 1. Ogrencilerin ogrenme ortammda aktif olmasi 2. Alternatif degerlendirme yontemlerinin kullamlmasi 3. Ogrenci merkezli etkinliklerin planlanmasi, oldugu tespit edilmiptir. Egitimde "yakmdanuzaga" ilkesinden yola pikarak, ozellikle kiipiik yap gruplarinda olupturulacak Storyline Yaklapimi siireci ogrencilerin apina oldugu, tamdik ortamlardan sepilmelidir.
Ornegin; aile, okul, pok bilinen oykiiler, masallar gibi. Storyline Yaklapimi uygulama siireci, disiplinler arasi yaklapima uygun olarak ele almmali ve farkli disiplinlere ait amap ve kazammlar da siirece dahil edilmelidir. Ogrencilerin siirep oncesinde var olan bilgilerinden yola pikilmalidir.
Olupturulan Storyline Yaklapimi siirecinin motivasyonu ve ilgiyi canli tutabilmesi ipin diigiim noktalari pok iyi belirlenmeli ve iizerinde palipmak iizere olaylar yaratilmalidir. Storyline Yaklapimi siireci, uygulayici ogretmen tarafmdan planlanmalidir. Degerlendirmede alternatif olpme yontemlerine yer verilmeli ve etkin kullamlmalidir. Ogretmenin degil ogrencilerin aktif olmasi gerektigi gerpegi unutulma- malidir.
Gelen sorularda cevabi soylemek yerine, ogrencilere soyletmek yolu tercih edilmelidir. Ders kitabi benzeri bir kaynak benimsenmemelidir. Ahlquist, S. The impact of the storyline approach on the young language learner classroom : a case study in Sweden. Andersson L. Lararutbildningarna: Lulea, isvep: Lulea Tekniska Universitet. Alebiosu, K. African Research Review, 6 3 , Arslan A. Bell, Steve, steve storylinescotland. Bergbak A. Bjorkman E. Storyline som inlarningsmetod och arbetssatt.
Pedagogutbildningarna: Cirik, i. Creswell J. John Dewey and the Storyline Method. Bell S. Glasgow: Enterprising Careers: University of Strathclyde. Cyvin J. Dublin, irlanda. Teachers who initiate curriculum innovations : motivations and benefits. Giiney S. Giirol A. Harkness, Sallie. How the Storyline Method came to be Serkan Y. Giiney , August, Hugosson J. Storyline - ur en rollspelares synvinkel.
Kargin E. Komonnak 0. Letschert, J. Beyond storyline. Features, principles and pedagogical profundity. Erijim Adresi: vbn. Lundgren 0. Storyline Pa Gymnasiet. Ankara: MEB Yayinlari. BELL S. Holm, i. Jorgensen, H. Jorgen Kristensen, S. Larsen, M. Meiling, K. Meldgaard, A. Rasmussen, J. Raahauge, A. Marie Scaeffer. Storyline Paedagogikken - Nye veje til Tvaerfaglighed og undervisningsdifferentiering, lev. Giiney , Clemenstrykkeriet, Aarhus, Mitchell, P. The impact of the storyline method on the foreign language classroom : an action research case study with military linguist cadets.
MitchellBarrett, R. Omand, C. Ozden G. Ogrenme ve Ogretme. Ankara: Pegern A Yayincihk. Ozsari, E. Penrod, K. SoTL Commons Conference. Peterszen, W. Konstruktivistische Didaktik. Peterssen Ed. Miinchen: Oldenbourg Schulbuchverlag. Plasskitt, R. Schwanke, U. Constructivism and Storyline. Sertsoz A. Smogorzewska, J. Thinking Skills and Creativity, 7 1 , Solstad A. Portoroz, Slovenia. Sahbaz O. Toy i. Storyline Yonteminin 7. Yakut, i.
Akdeniz Universitesi. Yasar 5 , ve Anagiin 5- S. Yigit E. Oykiilegtirme Yonteminin 6. Yildirim M. Yuksel, A. Moskva, Rusiya. E-mail: mail. Maqalada tadqiqatin eksperiment marhalasinda T. Miiallimlarin pejakar motivasiya istiqamatlarinin diaqnostikasi aparilmijdir. Tadqiqat ijinin materiallan orta maktab va pedaqoji kadrlarin alava tahsili miiassisalarinin rahbarliyinda da maraq dogura bilar.
Aqar sozlar Andraqoqika, reproduktiv va produktiv tadris metodlari, motivasiya, tahsil miiassisalarinin innovativ faaliyyati, tahsil standartlari. DOM 0. Na 1 , CTp. CtaTba nocTynn;ia b peflaKpHto: The concept of motivation is widely used in the field of professional pedagogical education, but the question of the relationship between the motivation of the teacher and the choice of reproductive or research methods of work with adult learners is not sufficiently disclosed.
The purpose of this article is to reveal the connection between the choice of reproductive and research teaching methods by teachers with the direction of their professional motivation. The author describes the results of the study of the correlation between the use of reproductive and research methods by teachers and concludes the focus of motivation and readiness for innovation.
Keywords Andragogy, reproductive and productive teaching methods, motivation, innovative activity of educational organizations, educational standards. JlepHep [JlepHep H. B paOoTax B. ABpeeBa H. ToppeeBa T. MocKBa: CMbicp. Ty3eeB B. HyuiHH n. OcnneHKO A. Phhh III. MocKBa: IOhhth. PoMauiHHa C. CnpeHKO E. Chthhk A. N 2 XeKxay3eH X. Macrepa ncuxoaornn. Baptistaa A. Rothes A. E-mail: elena-zubova rambler. E-mail: mpnechaev mail. Maqalanin maqsadi gostarilan istiqamatda elmi- pedaqoji tadqiqatlarin tahlili asasinda maktabin tahsil miihitinin tarbiyaedici potensiahnm inkijaf etdirilmasi problemini hall etmakdir.
Tadqiqatin tahlilinin praktiki ahamiyyati pedaqoji tacriibada onun naticalarindan istifada etmakimkam ila muayyanlajdirilir. Pocchh, r. HayK, flopeHT, 3aB. It emphasizes the need to study this issue in the education of students in a modern school. The practical significance of the presented analysis of research is determined by the possibility of using the results contained in it in the mass pedagogical practice.
Keywords Wednesday, environmental approach, upbringing environment, personal development in the environment and education, social diversity. Jla3ypcKHH, n. IlHporoB, H. HHTepec neparoroB B. Bopohob, B. KpyneHHHa, A. TnxeeBa, H. XapuiaMOB, C. UlaTpKHH, h pp. JlypHH, C. ApKHH, M. BepHuiTeiiH, B. Top6eK h pp. TaK, eipe H. JIokk yTBepzKpaui, hto «r. XapjiaMOB, C. MoHTeccopn, M. HenaeB, M. OMceroB, C.
OxceroB, H. HcaeB, E. Yiuhhckhh, K. E-mail: ibnalduais gmail. E-mail: guoyuan. E-mail: mdeng bnu. However, there are still several drawbacks represented by the imbalance between enrolled female and male learners with special educational needs, distributions of schools among rural and urban areas and the huge difference between number of G-l primary school students and G-3 senior secondary school students.
Keywords Special education; educational development; education reform; special educational needs DOI: The LRC model was introduced by Deng and Pei ] as 'the main strategy to universalize compulsory education for children with special educational needs in China after the s' p.
In comparison, this picture of special education development in the PRC is not as positively interpreted by outsider researchers. The results showed the following ranking for the four countries: i. Malinen ] considered this comparatively in his paper. They examined this—using the Teacher Efficacy for Inclusive Practices scale TEIP], which included three variables: efficacy of inclusive education, efficacy in collaboration, and efficacy in managing behaviour. Based on this, the authors believe 'future pre- and in- service teacher education programs should emphasize developing teachers' self- efficacy, particularly collaboration skills' p.
It should be noted also that special education services in the PRC have levels that differ from one province to another. We emphasise on this on the discussion part to see to what extent our findings are different or similar to the existing problems of special education before Given that we will conduct a statistical analysis for the census bureau data of special education between and in the PRC, this would give us an indication for the dream of the PRC towards 'becoming a moderately prosperous society by ' UNESCO, , p.
H 0 : There will be no a statistically significant difference in the total numbers of enrolled male and female students between and at a 5-year interval; H A : There will be H 0 : There will be no a statistically significant difference in the total number of schools in urban and rural areas between and at a 3-year interval; H A : There will be H 0 : There will be no a statistically significant difference in the number of the primary school G-l and the senior secondary school G-3 enrolled students between and at a 5-year interval; H A.
There will be However, we used the database available on the Ministry of Education website for the years , , , and The data provided on the website is divided into three sections for the first 3 years and five sections for the last 2 years see Figure 1]. Since our aim was to statistically examine the available data to determine an indicator for the development of special education between and , we used only the basic statistics profiles for each year.
The raw data were presented differently in and The table 1 illustrates the presentation of the census bureau data retrieved from the website. Design A non-experimental design was used in this study. Data from the census are presented in tables, reflecting the total number of special education schools, classes, graduates, entrants, and enrolled students in terms of either the special education area e. Results We retrieved census bureau data about special education in the PRC over 5 years, Our selected data were restricted to basic statistics of special education schools, classes, graduates, entrants, enrolment, gender, urban and rural areas.
Minitab 17], a descriptive and inferential statistical tool, was used to analyse the data. Having confirmed that our prediction could lead to plausible findings i. It seems that the gradual increase in these factors, except that for the enrolled students, indicates development in special education in the PRC between and As can be seen from the bar chart, the number of special education schools increased gradually from in to schools in Overall, this significant increase in the number of special education schools between and is an initial indication of the development of special education in the PRC in the same period.
It is clear from the presented data that the number of special education classes increased from in to over classes. This represents increase in enrolment opportunities over this period of time for students with special needs. Figure [3C] demonstrates the number of special education graduates in the PRC between the years and at a 5-year interval.
The largest number of graduates was over 58, in the year Conversely, the lowest number of graduates was that in the year , with less than 45, While the difference between the total number of graduates in the years and might indicate a policy towards improving the quality of special education, it could also indicate school dropout by students with special educational needs due to unknown reasons, which are out of the scope of this paper.
Figure 3D] compares the number of special education entrants in the PRC between the years and at a 5-year interval. This perhaps led the PRC government to decrease the number of enrolment to avoid the problems faced during the first year. This in turn leads to more graduates and entrants. This in turn led to a higher number of classes. It seems logical that the number of entrants is represented at the highest level, as it is not required for all entrants to graduate in the same year as compared with being enrolled in the same year.
To further examine the development of special education in the PRC between and at a 5-year interval in terms of total number of schools, classes, graduates and entrants of learners with special educational needs, we conducted a one-way AN OVA between subjects. Another variable of the special education development in the PRC between and is gender. This situation applies also to the number of female students, which slightly decreased during the years , and Similar to the male students, this number recovered in the year Overall, there seems to be two male students for each female student.
See the discussion section where we have tried to relate this to population census in terms of gender difference]. An additional variable is the distribution of special education schools in urban and rural areas in the PRC between the years and However, it should be noted that only the data for 3 years are available in the website.
Figure 9 shows the distribution of special education schools in rural versus urban areas in the PRC between and at a 3-year interval. As illustrated by the above bar chart, the number of special education schools in the urban area, county-seats and towns is much higher than that in the rural areas.
The number of special education schools in rural areas levelled off during the years and , but gradually increased in the year schools] as compared with only 89] schools in and the same number in County seats - Urban -1 Rural - Urban I-. In addition to the examined variables above, we also proposed that there will be a significant statistical difference in the number of G-l primary and G-3 senior secondary school students.
Figure 11 shows the comparison of the number of enrolled G-l primary school special education students and G-3 senior school students in the PRC between the years and at a 5-year interval. As depicted in the bar chart, the total number of G-l primary students fluctuated between over 45, and 48, students.
It seems that there were 16 G-l students for every G-3 student, except in the years and , where this number gradually decreased to 15 G-l i. Further, a one-way ANOVA was run to examine the difference between the total numbers of the enrolled G-l and G-3 special education students in the PRC between the years and at a 5-year interval.
Though the first two alternative hypotheses did not hold true for all subgroups, the last two were totally accepted. Second, there was a statistically significant difference between the number of male and female students in terms of enrolment. There are four possible interpretations of such outcomes. The number of schools reflected a strategy to establish more special education classes as well. This outcome confirms that the basic special education learning environment was achieved i.
The strategy of enrolling many students with special learning needs in the year was concurrent with many graduates in the same year—possibly indicating the start of the experimental stage of the educational development and reform. Moreover, the noticeable decrease in the number of both enrolled and graduated students with special educational needs in the year might be supporting evidence for this point.
We also did not discover any statistics marking the difference between male and female students with special educational needs. In the third case, we proposed that the reason behind the outcome is that the demographic distribution of the population might be much larger in urban areas, including county and town areas. There seems to be no clear finding or prediction for the reason behind this difference. If it had been related to quality and assurance, then we assume at least a minor difference would have been noticed among the 5 years that were compared.
We propose that both factors might be contributing to such an outcome, in addition to the fact that the compulsory education levels in the PRC do not include the senior secondary school level Wang, ; ; Wang and Xing, ], Given this, a number of implications could be possibly inferred out of these outcomes and their possible interpretation.
In this regard, several studies e. Almost, all reported data is about special education schools and the included services. This limitation is similar to that reported before They maintain that deaf people have ' In this study, we do not take the extreme view which was reported in Kritzer's ; ; that special education in the PRC is over 40 years behind the US.
This conflict seems to be due to struggling to catch other developed nations and rushing to proceed them. With this in mind, the PRC government should pay more attention to comprehensiveness, that is, spreading special education schools all over china and making it accessible to Azerbaijan Journal of Educational Studies. This should be followed by seeking for the best!
Doing them all at once, will possibly result into conflicting situations and repetitive polices that are not fully realised! Conclusions Regarding the plan of educational reform and development in the PRC, we conducted a non-experimental study measuring the development of special education in the PRC between and We used an unobtrusive measure, secondary analysis of census data retrieved from the PRC Ministry of Education website.
Our analysis indicated significant yet minor development of special education in the PRC between and For example, there was a statistically significant difference between the number of schools in and Conversely, there was a large gap in the distribution of the schools in rural and urban areas, with fewer schools in the rural areas as compared with the large number of special education schools in the urban areas and towns.
References 1. Deng, M. International Journal of Educational Development, 27 6 , Instructions for students with special educational needs in Chinese mainstream classrooms: Modifications and barriers. Remedial and Special Education, 28 1 , Kritzer, J. Special education in China. Malinen, 0. Teaching and Teacher Education, 28 4 , Mcloughlin, C. Reflections on the development and status of contemporary special education services in China.
Psychology in the Schools, 42 3 , Pang, Y. Making Connections, 11 2 , Trube, M. Early childhood special education in China. Springer Netherlands. Paris, France. Wang, H. Basic education in China. Zhejiang University Press. Wang, S. Worrell, J. Issues of teacher education and inclusion in china. Prospects, 41 3 , Ijiagirdlarda vatanimizin qadim tarixina havas yaratmaq an qadim sakinlarin yajayib-yaratdiqlari arazilarin tarixi cografiyasimn oyranilmasi, qadim insan izlarini oziinda yajadan arxeoloji abidalarimizin tamdilmasi va tarixi abidalarimiza asassiz diijman iddialarimn p oxaldigi bir zamanda arxeoloji-tarixi va memarbq abidalarimiza maragin artirilmasi ila mumkiindur.
He was reelected to a third term as president in October Both the armed forces of Azerbaijan and Armenia reported military and civilian casualties. The total length of Azerbaijan's land borders is 2, km 1, mi , of which 1, kilometers are with Armenia, kilometers with Iran, kilometers with Georgia, kilometers with Russia and 15 kilometers with Turkey.
Three physical features dominate Azerbaijan: the Caspian Sea, whose shoreline forms a natural boundary to the east; the Greater Caucasus mountain range to the north; and the extensive flatlands at the country's center. Nearly half of all the mud volcanoes on Earth are concentrated in Azerbaijan, these volcanoes were also among nominees for the New7Wonders of Nature. Only 24 of the 8, rivers are greater than km 62 mi in length. Azerbaijan has several islands along the Caspian sea, mostly located in the Baku Archipelago.
Since the independence of Azerbaijan in , the Azerbaijani government has taken measures to preserve the environment of Azerbaijan. National protection of the environment accelerated after when the state budget increased due to new revenues provided by the Baku-Tbilisi-Ceyhan pipeline. Within four years, protected areas doubled and now make up eight percent of the country's territory.
Since the government has set up seven large reserves and almost doubled the sector of the budget earmarked for environmental protection. Over half of Azerbaijan's landmass consists of mountain ridges, crests, highlands, and plateaus which rise up to hypsometric levels of — meters including the Middle and Lower lowlands , in some places Talis, Jeyranchol-Ajinohur and Langabiz-Alat foreranges up to — meters, and others from 0—50 meters and up Qobustan, Absheron.
The rest of Azerbaijan's terrain consists of plains and lowlands. That leads to the formation of subtropical climate on most foothills and plains of the country. Meanwhile, plains and foothills are characterized by high solar radiation rates. Rivers and lakes form the principal part of the water systems of Azerbaijan, they were formed over a long geological timeframe and changed significantly throughout that period.
This is particularly evidenced by remnants of ancient rivers found throughout the country. The country's water systems are continually changing under the influence of natural forces and human-introduced industrial activities. Artificial rivers canals and ponds are a part of Azerbaijan's water systems. In terms of water supply, Azerbaijan is below the average in the world with approximately , cubic metres 3,, cubic feet per year of water per square kilometer. The hydrography of Azerbaijan basically belongs to the Caspian Sea basin.
The Kura and Aras are the major rivers in Azerbaijan. They run through the Kura-Aras Lowland. The rivers that directly flow into the Caspian Sea, originate mainly from the north-eastern slope of the Major Caucasus and Talysh Mountains and run along the Samur—Devechi and Lankaran lowlands.
It is a tourist attraction to visitors to the Baku area. The first reports on the richness and diversity of animal life in Azerbaijan can be found in travel notes of Eastern travelers. Animal carvings on architectural monuments, ancient rocks, and stones survived up to the present times.
The first information on flora and fauna of Azerbaijan was collected during the visits of naturalists to Azerbaijan in the 17th century. The Karabakh horse has a reputation for its good temper, speed, elegance, and intelligence. It is one of the oldest breeds, with ancestry dating to the ancient world, but today the horse is an endangered species. Due to the unique climate in Azerbaijan, the flora is much richer in the number of species than the flora of the other republics of the South Caucasus.
The structural formation of Azerbaijan's political system was completed by the adoption of the new Constitution on 12 November According to Article 23 of the Constitution, the state symbols of the Azerbaijan Republic are the flag, the coat of arms, and the national anthem. The state power in Azerbaijan is limited only by law for internal issues, but international affairs are also limited by international agreements' provisions.
The Parliament of Azerbaijan, called Milli Majlis, consists of deputies elected based on majority vote, with a term of 5 years for each elected member. The elections are held every five years, on the first Sunday of November. The Parliament is not responsible for the formation of the government, but the Constitution requires the approval of the Cabinet of Ministers by Milli Majlis.
During the Parliamentary election, the opposition parties, Musavat and Azerbaijani Popular Front Party, failed to win a single seat. European observers found numerous irregularities in the run-up to the election and on election day. The president is authorized to form the Cabinet, a collective executive body accountable to both the President and the National Assembly.
The president does not have the right to dissolve the National Assembly but has the right to veto its decisions. To override the presidential veto, the parliament must have a majority of 95 votes. The president nominates the judges in these courts. The European Commission for the Efficiency of Justice CEPEJ report refers to the Azerbaijani justice model on the selection of new judges as best practice, reflecting the particular features and the course of development towards ensuring the independence and quality of the judiciary in a new democracy.
The top or highest tier of the government is the Executive Power headed by President. The President appoints the Cabinet of Ministers and other high-ranking officials. In June , the President approved the new Regulation, which granted additional powers to Local Executive Authorities, strengthening their dominant position in Azerbaijan's local affairs[] Chapter 9 of the Constitution of the Azerbaijan Republic addresses major issues of local self-government, such as the legal status of municipalities, types of local self-government bodies, their basic powers and relationships to other official entities.
Currently, there are 1, municipalities across the country. The Law on Municipal Elections and the Law on the Status of Municipalities were the first to be adopted in the field of local government 2 July The Law on Municipal Service regulates the activities of municipal employees, their rights, duties, labor conditions, and social benefits and outlines the structure of the executive apparatus and the organization of municipal service.
The Law on the Status of Municipalities regulates the role and structure of municipal bodies and outlines state guarantees of legal and financial autonomy. The law pays special attention to the adoption and execution of municipal programs concerning social protection, social and economic development, and the local environment.
It was established on 10 April The administrative department is not a part of the president's office but manages the financial, technical and pecuniary activities of both the president and his office. The most recent country to recognize Azerbaijan was Bahrain, on 6 November The term of office began on 19 June Ilham Aliyev with Russian president Vladimir Putin at the Caspian Sea Summit in Aktau, Kazakhstan, August Foreign policy priorities of Azerbaijan include, first of all, the restoration of its territorial integrity; elimination of the consequences of occupation of Nagorno-Karabakh and seven other regions of Azerbaijan surrounding Nagorno-Karabakh;[][] integration into European and Euro-Atlantic structure; contribution to international security; cooperation with international organizations; regional cooperation and bilateral relations; strengthening of defense capability; promotion of security by domestic policy means; strengthening of democracy; preservation of ethnic and religious tolerance; scientific, educational, and cultural policy and preservation of moral values; economic and social development; enhancing internal and border security; and migration, energy, and transportation security policy.
Azerbaijan was one of the first countries to offer support after the September 11 attacks. It also maintains good relations with the European Union and could potentially one day apply for membership. This was due to the fact that the packages to Armenia, instead are significantly smaller.
Note: The cities under the direct authority of the republic in italics. Largest cities Military Azerbaijani Navy fleet during the military parade in Baku The history of the modern Azerbaijan army dates back to Azerbaijan Democratic Republic in when the National Army of the newly formed Azerbaijan Democratic Republic was created on 26 June There are also 17, paramilitary troops and ,00 reserve personnel.
Additionally the armed forces embrace several military sub-groups that can be involved in state defense when needed. It operates as a semi-independent entity of the Special State Protection Service, an agency subordinate to the President. Azerbaijan has deployed of its Peacekeeping Forces in Iraq and another in Afghanistan.
The Central Bank serves as Azerbaijan's central bank, empowered to issue the national currency, the Azerbaijani manat, and to supervise all commercial banks.
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