Reviewing the methodology for promoting the awareness of gender equality through ELT materials in industrial revolution 4.0

M. P. Warouw, C. C. Rambing
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Abstract

In the wake of transformative alterations in the Industrial Revolution epoch, a discernible transition has transpired, heralding a departure from conventional printed instructional resources to a realm dominated by digitalized pedagogical materials. In light of this evolution, the present investigation aspires to delve into a discerning framework tailored to scrutinize the efficacy of educational media crafted to propagate gender egalitarianism. Methodologically, this qualitative inquiry has harnessed the potency of document analysis as a means to amass pertinent data, augmented by the application of content analysis techniques to dissect the amassed information stemming from both traditional print and contemporary digital teaching media. The study's outcomes elucidate an emergent paradigm derived from the pre-existing evaluative framework, delineating a novel trajectory in discerning gender-centric content within didactic materials. In conclusion, the criteria underpinning this evaluative process extend beyond conventional parameters, encapsulating innovative benchmarks such as progressiveness and neutrality, though not circumscribed exclusively to these classifications. This study thus unveils a nuanced perspective, casting a discerning light on the multifaceted facets of evaluating pedagogical materials in the dynamic milieu of digitalized education
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审查在工业革命 4.0 中通过英语教学材料提高性别平等意识的方法
在工业革命时代的变革之后,出现了一个明显的转型,预示着传统的印刷教学资源将转向以数字化教学材料为主的领域。有鉴于此,本调查旨在建立一个辨析框架,以仔细研究为宣传性别平等主义而精心制作的教育媒体的功效。在方法论上,本定性调查利用文件分析作为收集相关数据的手段,并辅以内容分析技术,对传统印刷媒体和当代数字教学媒体中收集的信息进行剖析。研究成果阐明了从已有的评价框架中衍生出的新范式,为辨别教学材料中以性别为中心的内容勾勒出了一条新的轨迹。总之,支撑这一评价过程的标准超越了传统的参数,包含了创新的基准,如渐进性和中立性,尽管并不局限于这些分类。因此,本研究揭示了一个微妙的视角,对数字化教育动态环境中评估教学材料的多面性投射出了一束慧眼。
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