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Formativno praćenje: razumije uputstva, umije pronaći podatke i činjenice, organizuje, pravi koncept i analogiju, upoređuje i analizira činjenice na osnovu kojih donosi zaključke o ratnim nacionalističkim ideologijama i ,,stradanjima“ običnih ali i svjetski poznatih ličnosti u ratnim uslovima; Sumativno ocjenjivanje: u skladu sa jasno gradiranim ishodima ocjenjuje učenike.
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Physical education is a form of youth participation in physical culture and it is a special part of it. Apart from sports and physical recreation, physical education aims to prepare the young generation to participate in physical culture. However, this preparation is understood differently. Originally, movement classes at school were aimed at body gymnastics with the intention of strengthening the health of exercising youth, thus preparing them for an active life. Currently, according to the humanistic concept of physical education, it aims to shape the personality of the pupil, his attitudes and beliefs towards physical culture. This change has significant implications for the effects and quality of physical education. The article discusses the quality of modern physical education in the context of the pedagogical changes made in its goals and, consequently, its content.
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Jedan dio opusa Ive Andrića nalazi svoje mjesto u čitankama za osnovne i srednje škole u Bosni i Hercegovini. Razloga za to ima nekoliko. Prvo, Andrić je rođen u toj zemlji, i podrazumijeva se da ga program, kao lokalnog pisca, ne može zaobići. Drugo njegove teme vrlo se često odnose na Bosnu i Hercegovinu, a u jednom manjem dijelu i na odrastanje, pa je izbor njegovih tekstova i u tom smislu podrazumljiv. Najzad, Andrić je dobitnik Nobelove nagrade, i to ga također čini obaveznim sadržajem.
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In the process of learning a foreign language, a mastery of means of expression is a prerequisite for a mastery of speaking skills. This article mainly focuses on the problem of learner language accuracy, as well as that of errors in the process of second language acquisition. The article presents the results of a study of Czech lower secondary school students’ language that aims to qualify the accuracy of speech during a dialogue in selected communicative situations.
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This part of the book deals with elements that show how developments in school and in the teachers’ education are demanding processes. Various aspects are being pointed out as background for the necessity of continuous guidance in a profession that at all times must adapt to a complex and rapidly evolving society. Since the school receives its assignment from the authorities, it should reflect and prepare students for a society that is consistently directed towards the future. At the start of his career, a teacher has a basic education that will help him or her to manage various future challenges. With such a task, it is important that the teacher acknowledges that updates and adjustments of both own competence and interaction must be continuous processes that evolve along the way. It is difficult to be a citizen in the new modern world, but perhaps even more challenging to be a teacher who has to deal with all these changes. Society often expects the teacher to be ahead of the events. At the same time, the teacher is responsible for leading the school in the direction established by the authorities. Often, this can also be in conflict with professional judgement and decisions (Garbo, 2014).
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School self-evaluation and reflective practice are two possible paths to improve students’ learning.
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In this book we have shown a variety of practical and theoretical excerpts from school research in two European countries, marked by historical and cultural differences, but with several common denominators in the field of education and knowledge.
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Tato kapitola se nejprve věnuje komunikaci specificke pro prostředi školy: komunikaci mezi učiteli a jejich žaky. Pravě prostřednictvim zobrazeni komunikace ve vyuce literarni vychovy se nam totiž odkryje prostor, ktery komunikačni uspořadani otevira žakovskemu tvořivemu myšleni. V druhe časti teto kapitoly se pak pokusime přibližit, jakym způsobem lze v ramci komunikace, jež nabizi prostor pro žakovske tvořive myšleni, uplatnit postupy tvůrčiho psani a jakych vysledků lze jejich prostřednictvim dosahnout.
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V teto kapitole představime cesty, ktere tvůrči psani nabizi k praci s literarni kategorii intertextualita v literarni vychově. Nadto se dnes ukazuje, že ho lze využit při jakychkoliv setkanich (dilnach, workshopech) osob všech věkovych skupin, zajimajicich se o literature v ramci školske vyuky i mimo školsky system. Cilem takove prace s texty je hledat a objevovat cesty, jak porozumět uměleckym textům i sobě samym. Strategie tvůrčiho psani začleněne do vyuky slouži jako zcela přirozene pojivo umožňujici propojit jazykovou, stylistickou i literarni složku vzdělavaciho oboru česky jazyk a literatura, tak jak je vymezuje např. Ramcovy vzdělavaci program pro gymnazia.3 Tvůrči psani je jeden z prostředků vytvořeni homogenniho vyučovaciho předmětu, což je bezpochyby možno považovat za velky přinos. Ještě dal jde Jiři Studeny v Dramatech jazyka, když mluvi v souvislosti s tvůrčim psanim o interdisciplinaritě, ktera „naleži k nejpodstatnějšim imperativům současneho vědeckeho badani vůbec“.
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Special-educational practice is an integral part of the undergraduate training of the special education program students. The paper brings an overview of individual forms of the special-education practice within the bachelor and master study level in the study program Special education. Moreover, paper raises the importance of the qualitative and good practical teachers and the active students’ participation during the practice realization; highlights the need for the enlargement of the special-educational practice also for the students from the study programs because of the rising amount of the pupils with special educational needs in the elementary schools who are individually integrated.
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In this article, we are describing history of mind maps, usage in real world and at last how they can be applied for teaching geometry in high school. We will be describing who first thought about idea of mind maps and why mind maps were figured out, what was purpose of mind maps. Than we will speculate about how people perceive the world and how they can so easily remember so much things, understand patterns in the world and add new terms to already learned pool of terms and understand these terms. After this we will show some examples of mind maps and what needs to be done to create good mind map. In the end of article, we will show mind map created from concrete theme in geometry and way how to explain this map for students.
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Paper presents results of two research studies regarding formal integration of mountain-oriented education into Geography school curricula and Geography textbooks for primary schools. First study focuses on quantitative and qualitative analysis of Geography school curricula for primary schools, within which we searched for references, learning objectives, competencies and teaching methods, which are connected to mountain-oriented education. The second study focuses on analysis of Geography textbooks for primary schools, where we analyzed text and photographs, which are connected to mountain-oriented education. The paper presents important findings of how mountain-oriented education is currently presented within Geography lessons in Slovenian primary schools.
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Introduction (basis): Like the common population, also children with autism spectrum disorders (ASD) should be swimming literate – they should be equipped with such skills to be able to safely handle the aquatic environment and consequently to be able to make use of the swimming locomotion as of a lifelong motional activity for maintaining their health. Regarding the content of the swimming education for children with ASD, it is based on the preparatory and on the elementary swimming education programmes. However, it is distinguished by many specialities (suitable material conditions, use of specific methods, teacher-pupil interaction) – all this must be considered while creating such programmes. Aim: Applying structured learning on the concept of common preparatory and elementary swimming education for children with autism spectrum disorders. Methods: Five probands (boys) aged 6–10 years took part in this study. medical diagnosis: Asperger syndrome, infantile autism, atypical autism. The interventional programme lasted for 10 months (school year 2016/2017) and it was divided into two blocks (1st and 2nd term). Each block (term) consisted of 18 lessons once a week. Each lesson was 30 minutes long. In the first lessons, an entry diagnostic was performed by the help of Štochl Scale of swimming skills assessment. At the end of the first block, an output diagnostic was performed by using the same scale. The 3rd assessment took place at the end of the 2nd block. The final assessment of the interventional programme took place three months after the third measurement at the end of the 2nd block (in September 2017). Results: From the assessment of the results of the scale by the help of the sign test all probands have experienced an overal improvement in all swimming skills between the measurements 1 and 2, 3 and 4, 1 and 4. Discussion: According to the above presented results of this study, it can be said that structured learning was a well-chosen technique for the swimming education of children with ASD. Thanks to the structuralisation, the children have obtained basic swimming skills and they have built up a solid ground for a training of swimming styles. We consider the achieved results for very valuable for other swimming education of children with ASD.
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This mapping review deals with research focused on developing learner autonomy in pre-tertiary schools. It reviews five pieces of research which deal with learner autonomy in connection with other areas. In four cases the described research is qualitative (two of which are examples of action research) and one quantitative. The author also briefly describes the current state of knowledge concerning learner autonomy.
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Příspěvek se zaměřuje na jazyková specifika výuky českého jazyka bilingvních dětí mladšího školního věku v česko-francouzském prostředí. Stěžejním bodem příspěvku je bližší analýza vybraných jazykových jevů, které jsou problematické při výuce češtiny u bilingvních dětí. Pracujeme s konkrétními pracemi žáků, ve kterých dané jevy popisujeme a navrhujeme možnosti procvičování. Podstatné jsou pro nás také konkrétní názory bilingvních dětí na jejich dvojjazyčnost.
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The text deals with the inclusion of children with emotional and behavioural disorders in the view of their conditions on the microsocial level, i.e. interaction. There is considered the role of the inclusive school culture and educational institutions in the inclusive process of children with emotional and behavioural disorders. The partial results of the qualitative research represent factors which potentially support the development of pro-inclusive culture in educational institutions
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The paper presents current international research studies on foreign language learning styles. The studies apply learning styles questionnaires on university, secondary and elementary school students, including students of a language institute, mostly with the aim of making language instruction more effective, or for identifying learning styles used in a particular skill.
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