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Lecturer(s)
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Rohlíková Lucie, Doc. PhDr. Ph.D.
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Šlajchová Ladislava, PhDr. Ph.D.
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Soukupová Pavla, Mgr. Ph.D.
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Dubec Michal, Mgr. Ph.D.
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Course content
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Lessons are organized as two-hours: 1. Specification of general didactics. 2. The basic models, the conception of lessons which more significantly influenced and all the time they influence interpretation of lessons in the present school, the basic categories of teaching process. 3. Goals and education contents and their transformation the education content, curriculum reform and its principles, curriculum modelling, didactic transformation of content, raisingly education goals, their functions, significance, formulation. 4. The organization and the classroom management, organizing forms of lessons, teaching methods and the criterions of the classification. 5. The didactic means, the textbooks and the other didactic mediums, the conditions under which the lesson process is running. 6. The student´s valuation (student´s rating), the diagnostics and the feedback. The seminars systematically develop topics from their lessons and students thoroughly implement the pedagogical theory and the pedagogical practice with the emphasis of the individual and age oddness.
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Learning activities and teaching methods
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- Undergraduate study programme term essay (20-40)
- 30 hours per semester
- Preparation for an examination (30-60)
- 12 hours per semester
- Contact hours
- 24 hours per semester
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| prerequisite |
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| Knowledge |
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| - to explain the pedagogy as the science in the historical and present context of the society, |
| - to evaluace possibilities of co-operation of the pedagogy with another scientific branches, |
| - to analyse the influence of society changes on raising and education and to be able to give reasons for their impact, |
| - to give reasons for the importance of the pedagogical research for theory and practice. |
| Skills |
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| - to illustrate the utilization of pedagogical theory with examples from practice, |
| - to make use the specific pedagogical terms. |
| Competences |
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| - plans and organises his/her own learning and work activities, - expresses himself/herself clearly, comprehensibly and appropriately in spoken and written discourse in relation to who, what and how he/she wants to communicate, with what intention and in what situation, - effectively uses a variety of learning strategies to acquire and process knowledge and information, and seeks and develops effective approaches to learning. |
| N/A |
| learning outcomes |
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| Knowledge |
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| - to define basic categories of educational process: goals, content (schoolwork), cooperation of teacher and students, educational methods, organizational forms and didactic tools, conditions of an educational process, |
| - to explain the process of building the relations between the elementary categories of educational process, |
| - to describe a chosen teaching conception which influenced significantly the education in contemporary schools (educational theories of J. F. Herbart, J. Dewey, socially-structural interpretation of education), |
| - to distinguish between various kinds of teaching and various approaches to the student's and teacher's positions. |
| Skills |
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| - to analyze curriculum structure, |
| - to work out a textbook analysis in chosen field, |
| - to create an appropriate problem tasks which meet the students' cognitive needs and interests, |
| - to implement a differentiation of didactic accesses regarding the individual students' specifics and their possibilities, |
| - to analyze the differences between teaching methods and organizational teaching forms, |
| - to work out the initial educational diagnostics of students, |
| - to follow students' needs and to build a safe and tolerant environment. |
| Competences |
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| N/A |
| N/A |
| - to develop the teaching and problem solving skills, - to develop presentation and communication skills, - to develop civic skills. |
| teaching methods |
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| Knowledge |
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| Lecture |
| Seminar |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills |
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| Seminar |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills demonstration |
| Students' portfolio |
| Practicum |
| Competences |
|---|
| Lecture |
| Seminar |
| E-learning |
| Individual study |
| Self-study of literature |
| Skills demonstration |
| Students' portfolio |
| Practicum |
| assessment methods |
|---|
| Knowledge |
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| Written exam |
| Seminar work |
| Skills |
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| Written exam |
| Seminar work |
| Competences |
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| Written exam |
| Seminar work |
| Self-evaluation |
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Recommended literature
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RVP pro ZV, SŠ v platném znění.
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BLOOM, P. Jak se děti učí významu slov. Praha: Karolinum, 2016. ISBN 978-80-2463-095-3.
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Chocholoušková, Z., Hajerová Mullerová, L. Didaktika biologie ve vztahu mezi obecnou a oborovou didaktikou. Plzeň, 2019. ISBN 978-80-261-0.
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CHVÁL, M., KASÍKOVÁ, H., VALENTA, J. Posuzování rozvoje kompetence k učení ve výuce. Praha: Karolinum, 2012. ISBN 978-80-2462-057-2.
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JANÍK, T., MAŇÁK, J., KNECHT, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido, 2009. ISBN 978-80-7315-194.
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KALHOUS, Z., OBST, O. Školní didaktika. Praha: Portál, 2002. ISBN 80-7178-253-X.
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KASÍKOVÁ, H. Kooperativní učení, kooperativní škola. Praha : Portál, 1997. ISBN 80-7178-167-3.
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Kašová, J., Tomkov, A., Dvořáková, M. Učíme v projektech. Praha: Portál, 2009. ISBN 978-80-7367-521-1.
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KOLÁŘ, Z., VALIŠOVÁ, A. Analýza vyučování: vyučování jako dialog, řízení učení žáků, styly a způsoby hodnocení, komunikace, kooperace a interakce. Praha: Grada Publishing, 2009. ISBN 978-80-247-2857-5.
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Kolář, Zdeněk; Šikulová, Renata. Hodnocení žáků. 2., dopl. vyd. Praha : Grada, 2009. ISBN 978-80-247-2834-6.
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KOLEKTÍV AUT. Pedagogická intervence u žáků ZŠ. Praha: Wolters Kluwer, 2011. ISBN 978-80-7357-603-5.
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Košťálová, Hana. Školní hodnocení žáků a studentů se zaměřením na slovní hodnocení/. Portál, 2007. ISBN 978-80-7367-314-7.
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Kratochvílová, Jana. Teorie a praxe projektové výuky. 1. vyd. Brno : Masarykova univerzita, 2006. ISBN 80-210-4142-0.
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Maňák, Josef; Švec, Vlastimil. Výukové metody. Brno : Paido, 2003. ISBN 80-7315-039-5.
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MERTIN, V., KREJČOVÁ, L. a kol. Metody a postupy poznávání žáka. Pedagogická diagnostika. Praha: Wolters-Kluwer, 2016. ISBN 978-80-7552-014-2.
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Pasch, Marvin. Od vzdělávacího programu k vyučovací hodině. Praha : Portál, 2005. ISBN 80-7367-054-2.
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Petlák, Erich. Všeobecná didaktika. 3. vydanie. 2016. ISBN 978-80-8153-064-7.
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Petty, Geoffrey. Moderní vyučování. Praha : Portál, 2002. ISBN 80-7178-681-0.
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PRŮCHA, J. Učitel: současné poznatky o profesi. Praha: Portál, 2009. ISBN 80-7178-621-7.
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Průcha, Jan. Alternativní školy. 2., upr. vyd. Praha : Portál, 1996. ISBN 80-7178-072-3.
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Průcha, Jan. Pedagogická encyklopedie. Vyd. 1. Praha : Portál, 2009. ISBN 978-80-7367-546-2.
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RAMBOUSEK, V. Vybrané kapitoly z didaktiky a psychodidaktiky. Praha: PdF UK, 2014. ISBN 978-80-7290-671-0.
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SKALKOVÁ, J. Obecná didaktika. Praha: Grada Publishing, 2007. ISBN 978-80-247-1821-7.
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SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L. & SOUKUPOVÁ, P. et al. Reflexe a hodnocení kvality výuky I. Plzeň: ZČU, 2020. ISBN 978-80-261-0920-4.
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SPILKOVÁ, V., VAŠUTOVÁ, J. a kol. Učitelská profese v měnících se požadavcích na vzdělávání. Praha: PdF UK, 2007. ISBN 978-80-7290-384-9.
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Stará, Jana; Zemanová, Blanka; Horská, Petra. Obecná didaktika I. - Plánování výuky. Praha: PedF UK. 2020.
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STARÝ, K., LAUFKOVÁ, V. Formativní hodnocení ve výuce. Praha: Portál, 2016. ISBN 978-80-262-1001-6.
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Starý, Karel; Chvál, Martin; Laufková, Veronika. Hodnocení pro učení. Praha: PedF UK. 2022.
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STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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Šikulová, Renata; Müllerová, Lenka. Cvičebnice obecné didaktiky pro studenty učitelství. Vyd. 1. V Ústí nad Labem : Univerzita J.E. Purkyně, 2001. ISBN 80-7044-365-0.
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TUREK, I. Didaktika. Praha: Wolters Kluwer, 2014. ISBN 978-80-8168-004-5.
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VALIŠOVÁ, A., KASÍKOVÁ, H. (eds.). Pedagogika pro učiele. Praha: Grada, 2011. ISBN 978-80-247-3357-9.
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Wildová, Radka; Poche Kargerová. Jana; Krčmářová. Tereza; Hejlová, Helena. Obecná didaktika II. - Řízení třídy. Praha: PedF UK. 2020.
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ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
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